►
Description
Three final candidates are being considered for the position of the Superintendent of Boston Public Schools.
The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others.
All three finalists are seasoned education leaders who have deep experience in urban schools.
A
In
cleanliness,
progressed
and
accion
in
the
Southend
and
I'm
very
honored
to
be
able
to
sit
in
the
panel
as
eva
is
a
long-standing
partner
of
BPS.
And
currently
we
have
a
partnership
with
the
Blackstone
Community
School,
in
which
we
have
an
after-school
and
summer
learning
program
at
the
school
for
first
and
second
grade
English
language
learners.
So
it's
very
exciting
to
be
here
as
part
of
this
community
partner
panel.
B
A
Like
to
first
like
like
to
start
first
by
welcoming
everyone
here
in
the
audience
as
well
as
those
of
you
joining
us,
live
through
Boston,
City
TV,
this
is
our
last
forum
for
the
search
of
the
bps
superintendent
and
I
want
to
remind
everyone
here
and
through
livestream
that
you
could
send
questions
or
feedback
to
be
an
email
to
the
superintendent
search
at
Boston.
Public,
Schools
org,
so
make
sure
that
you
provide
any
feedback
there.
A
If
you're
not
able
to
ask
your
questions
today,
today,
we'll
have
the
opportunity
to
hear
from
to
ask
questions
to
enter,
weigh
in
on
the
last
and
final
candidate
for
the
position
of
Boston
Public
School
Superintendent,
dr.
Oscar
Santos
I.
Thank
you
goes
to
Mayor
Walsh
and
the
Boston
for
the
Boston
School
Committee,
for
providing
all
of
us.
A
The
opportunity
to
weigh
in
in
this
public
manner,
as
well
as
the
rest
of
the
people
in
the
city
of
Boston
I,
also
want
to
give
my
sincere
thanks
to
the
search
committee
led
by
an
esteemed
friend,
Alexandra,
Oliver
Davila,
and
her
co-chair
dr.
Keith
motley.
Our
job
is
being
made
easier
by
the
hard
work
of
the
search
committee
in
which
they
narrow
down
a
very
extensive
and
impressive
pool
of
candidates
to
our
final
three.
A
So
my
job
today
is
to
moderate
this
panel
and
allow
sufficient
time
for
each
of
the
panelists,
as
well
as
the
public,
to
ask
their
questions.
There's
PPF
staff
in
the
room
and
they
are
distributing
cards.
So
if
you
have
questions,
please
put
them
in
your
in
the
cart.
We'll
make
our
best
effort
to
answer
all
of
the
questions
depending
on
the
time.
So
as
we
get
started.
First
of
all,
let
me
welcome
you,
dr.
Santos,
to
this
Community
Partner
panel
and
I
want
to
introduce
you
first,
who
are
my
colleague
panelists
around
this
table.
A
I
would
like
to
start
on
my
left
with
Kristin
max
Swain,
who
many
of
you
know
as
the
executive
director
of
the
Boston
opportunity
agenda,
but
Kristin
is
also
a
bps
parent
and
a
bps
spouse.
So
thank
you.
Kristin
I
want
to
continue
to
my
right,
introducing
Shaun
Brown,
who
is
the
executive
director
of
becoming
a
man
and
lastly,
Anthony
Benoit,
who
is
the
president
of
the
Benjamin
Franklin
Institute
of
Technology
before
we
get
started,
I
would
like
to
give
the
audience
a
brief
introduction
to
to
your
extensive
bio,
dr.
A
A
Dr.
Oscar
Santos
is
a
transformative
urban
educator.
He
was
born
and
raised
in
Boston
Massachusetts
and
is
a
proud
graduate
of
Boston
Public
Schools.
He
is
the
son
of
a
single
mother
who
immigrated
to
Boston
from
the
Dominican
Republic,
with
a
belief
that
education
was
the
key
to
a
better
life
for
her
children,
with
her
support
and
guidance.
He
attended
and
graduated
from
in
Latin
School
and
continued
on
to
Boston
College,
where
he
received
a
Bachelor
of
Arts
degree
in
English
and
history
and
from
there
he
has
a
quite
impressive
professional
background.
A
B
B
In
2003
I
became
a
Boston
principle,
fellow,
which
was
a
program
to
prepare
young
leaders
to
become
principals
and
I
did
a
year-long
internship
at
the
Washington
Irving
middle
school,
which
was
a
school
that
was
in
corrective
action
at
that
point.
For
a
year
from
2004
to
2010,
I
was
able
to
run
a
school
that
was
specifically
designed
for
English
language
learners.
It's
a
place
that
I
absolutely
love.
The
name
of
the
school
is
called
Boston
International
high
school.
When
I
arrived.
B
There
was
only
a
program
and
we
made
sure
that
we
converted
into
a
fully
accredited
school,
which
is
what
the
school
and
the
families
and
the
students
wanted.
In
2010
I
became
superintendent
of
schools
and
Randolph
Massachusetts,
a
district
that
was
about
to
be
taken
over
by
the
state,
and
we
did
a
lot
of
good
work.
B
B
I'm
excited
excited
to
be
here,
but
I
would
be
remiss
if
I
did
not
say
the
things
that
I'm
most
proud
of,
which
is
being
married
for
20
years
and
having
a
wonderful
son
named
Jackson,
who
was
about
to
turn
16
and
my
daughter
Sophia
was
about
to
turn
13.
So
looking
forward
to
having
a
conversation
with
you.
Thank.
A
B
C
B
C
And
we're
happy
to
have
you
here
today,
so
one
of
the
things
that
we've
been
talking
about
as
a
community
panel
over
the
last
couple
of
days
are
their
rich
assets
that
Boston
has
in
terms
of
partners.
We've
got
businesses
who
are
very
interested,
particularly
our
STEM
businesses.
We've
got
our
cultural
institutions,
we've
got
all
of
the
nonprofits
who
are
in
our
community,
both
the
small
grassroots
ones
and
the
larger
AmeriCorps
programs,
and
so
when
we
think
about
partnerships
for
bps,
it
should
be
pretty
easy.
C
There's
lots
of
partners,
there's
lots
of
schools,
but
over
time
we've
never
really
experienced
equity
in
the
distribution
of
those
resources
or
in
terms
of
how
principals
find
partners
and
connect,
and
so
really
looking
to
you
to
hear
what
your
vision
would
be
for
community
partners
like
us,
engaging
with
Boston,
Public,
Schools
and
and
specifically
the
kinds
of
operational
things
that
you
would
implement
to
make
that
happen.
So
all
of
our
young
people
have
access
to
the
world-class
city
that
we
live
in.
B
You
are
a
hundred
percent
correct
as
a
person
who
grew
up
and
has
been
raised
in
Boston
the
many
relationships
over
my
25
years
as
an
educator
you're,
a
hundred
percent
correct
about
the
incredible
resources
that
we
have
in
the
city
of
Boston,
just
that
in
the
local
area
we
have
38
colleges,
a
hundred
and
thirty-eight
thousand
college
and
graduate
students.
We
have
23
Boston
public
libraries.
B
We
have
boys
and
girls,
clubs
there's
so
many
great
organizations,
and
that
is
just
one
of
the
strengths
of
Boston
and
I-
think
it's
an
incredible
opportunity
to
really
think
about
what
are
the
needs
of
the
schools
and
how
do
we
support
that
in
a
real,
intentional
and
purposeful
manner?
One
of
the
things
that
I
saw
that
was
really
interesting
in
in
terms
of
the
work
that
Boston
is
doing
with
equity.
B
The
focus
on
children
in
the
instructional
core
was
to
make
sure
that
the
partnerships
and
the
programs
that
we
put
forth
were
extensively
and
critically
aligned
to
the
work
that
was
happening
in
the
district
as
a
superintendent
in
Randolph.
That's
one
of
the
things
that
I
did.
We
made
sure
that,
with
our
director
of
Family
and
Community
Engagement
we
reached
out
to
the
Nellie
Mae
foundation.
B
We
did
an
after-school
program
that
was
called
springboard
and
the
program
was
connected
to
kids
needs
so
that
we
looked
at
their
academics
and
where
they
were,
and
then
last
but
not
least,
as
a
running
a
philanthropy
base
school.
One
of
the
things
that
I'm
really
charged
with
this
is
making
sure
that
we
leverage
partners
for
our
students,
where
our
students
get
explicit
opportunities
to
have
internships
with
fidelity
investments,
Wilmer
Hale,
early
college
programs
with
Framingham
State,
and
it's
about
being
as
intentional
as
possible.
D
Good
morning,
dr.
Santos,
thank
you
good
afternoon,
actually,
I
think.
As
you
know,
Boston
Public
Schools
continue
to
suffer
from
opportunity
gaps
across
race,
language,
neighborhood,
academic
background,
alternate
abilities
and
I'm
curious.
What
you
see
your
role
as
superintendent
in
closing
those
gaps,
you
could
talk
both
about
sort
of
strategies
that
you
think
would
be
effective
and
how,
as
superintendent,
you
would
implement
those
sure.
B
In
terms
of
opportunity
and
achievement
gaps
and
in
many
ways,
gender
and
economic
gaps,
one
of
the
things
that
really
as
a
lifelong
Bostonian,
understanding
that
our
city
has
changed
so
much.
You
know
you
have
places
like
East,
Boston
and
Dorchester,
where
the
rents
and
property
values
have
increased
incredibly
and
that's
difficult
for
our
families.
B
When,
when
you
look
at
the
color
of
income
or
the
the
wealth
gap
that
exists
in
Boston,
it's
heartbreaking,
where
you
see
the
average
assets
of
an
african-american
family
being
$700
Latino
families
may
be
about
$2,000
and
then
for
what
you
can
call
Caucasian.
A
Caucasian
family
is
about
two
hundred
and
fifty
six
thousand
dollars,
so
those
are
real
pressures
that
families
feel
on
a
daily
basis
as
a
superintendent.
My
first
job
is
is
to
make
sure
that
people
understand
that.
B
That's
real,
that
that
impacts,
how
kids
learn
that
that
impacts,
how
kids
come
to
school
on
a
daily
basis
that
in
some
cases,
some
kids
may
not
have
the
resources
that
are
necessary
or
that
they
came
and
didn't
have
breakfast
in
the
morning.
So
those
are
important
things
that
just
make
you
understand
that,
on
the
day-to-day
basis,
you
have
to
support
kids
and
meet
them
where
they
are.
B
Secondly,
I
think
the
other
thing
that
I
would
do
that
I
I
have
done
and
I
think
it's
incredibly
important
is
is
to
make
sure
that
the
staff
and
the
fanned
the
students
are
known.
When
you
know
a
student,
when
teachers
know
kids
and
they
know
their
backgrounds,
Doug
Reeves
did
some
amazing
work
on
the
9090
schools,
where
kids
were
3
times
more
likely
to
be
successful.
B
When
you
look
at
partnerships-
and
you
look
at
the
pre-k
programs
and
after-school
programs-
is
to
make
sure
that
those
are
aligned
with
the
schools
so
that
they're,
equitable,
service-oriented
and
supporting
the
schools
and-
and
the
other
thing
that
I
don't
want
to
leave
out
is-
is
that
it's
important
to
make
sure
you
include
the
families,
because
we
have
a
lot
of
young
families
that
are
really
working
hard.
I
know.
B
I
saw
this
very
much
I,
see
it
a
lot
of
cathedral
at
Boston
International,
where
families
have
two
jobs
just
to
pay
the
rent
and
they
don't
have
the
time
or
the
resources.
So
we
need
to
do
some.
What
I
would
call
some
relational
automation
and
what
I
mean
by
that
is,
is
to
make
sure
something
that
you
aspire
does
with
kids
is
to
connect
them
to
have
ways
to
use
text
messaging
and
technology
to
let
families
and
kids
know
here
are
the
programs
here?
B
A
E
You
Vanessa
good
morning
and
welcome
dr.
Santos,
the
district
has
acknowledged
school
to
Prison
Pipeline
and
has
been
intention
on
his
efforts
to
both
its
in
its
efforts
to
work
both
internally
and
with
community
partners
to
address
and
dismantle
a
school
to
Prison
Pipeline.
So
I'll
preface
my
question
around
highlighting
three
data
points
from
the
district's
study,
the
first
being
the
district
reports,
32
percent
of
black
scholars
and
when
I
say
scholars,
I
mean
males
and
37%
of
Latino
scholars
were
chronically
absent
from
the
bps.
E
E
The
two
data
points
are
important,
because
research,
research
shows
students
who
are
suspended
and
disengage
are
more
likely
to
be
left
back
and
dropped
out
of
school
and
result
of
that
is
end
up
in
a
juvenile
justice
system.
So
my
question
is
but
before
that,
68
percent
of
youth
convicted
by
the
juvenile
justice
system
are
black
or
latino.
Despite
making
up
only
10%
of
the
state
population,
so
my
question
is:
what's
your
commitment
around
a
school
to
Prison
Pipeline?
B
You're
bringing
up
a
very
near
and
dear
topic
to
me
as
a
Latino
male
growing
up
in
Boston,
and
not
just
you
know,
reading
about
this,
but
living
it
and
understanding
that
I've
had
friends
that
have
gone
through
that
process
and
and
that's
difficult
and
hard,
and
when
you
go
to
school
and
you
end
up
in
a
prison
pipeline,
that's
unacceptable.
That
was
a
challenge
I
faced
and
Randolph.
It
was
a
challenge
that
we
had
at
English.
B
High
school
and
I
can
give
you
some
specifics
about
what
I
did
at
English
High
School
in
some
of
the
other
places.
But
I'll
start
with.
As
a
teacher
in
English
high
school,
we
had
a
number
of
students
who
were
considered.
You
know
the
most
likely
to
be
suspended
or
to
get
in
trouble.
One
of
the
things
that
I
did
was
I
went
to
the
headmaster
at
the
time.
I
asked
him
if
myself
and
two
others
too
teachers
could
do
a
young
men's
program.
B
I
will
tell
you
that
I'm
so
proud
of
the
fact
that
all
of
those
students
graduated
and,
more
importantly,
they
raised
money
to
for
a
basketball
game,
because
some
of
these
students
were
athletes
for
a
battered
women's
shelter
and
what
I?
The
reason
why
that's
important
to
me
and
I'm,
proud
of
that
is
because
we
engage
students
in
solving
the
problems
and
letting
them
know
that
they
had
assets
and
values
and
that
they
could
bring
some
of
that
to
the
forefront
one
of
the
things
that
I
had.
B
That
was
difficult
for
me,
as
superintendent
Randolph
was
that
in
some
cases,
I
felt
that
the
police
was
getting
too
involved
in
the
discipline
of
kids
and
I
know
the
law
pretty
well,
you
know
you
you
bring
in
police
when
there's
a
controlled
substance
or
if
there's
a
dangerous
weapon.
If
not,
those
are
school
related
issues
when
you
put
school,
related
issues
or
disciplinary
issues
and
address
that
to
knock
students.
A
D
A
B
It
says
to
make
sure
that
a
community,
a
school
community
is
a
place
of
learning
and
care
and
that
you
have
young
people
involved
in
doing
some
of
the
restorative
justice.
One
of
the
things
that
I'm,
really
proud
of
that
we
did
at
Cathedral
is,
is
that
when
students
get
in
trouble,
there's
a
Planning
Center,
and
this
is
a
place
where
young
people
are
able
to
go,
identify
and
say:
I
need
some
support
and
there
are
adults
there
that
support
people
before
young
men,
young
men
and
women
before
they
actually
may
get
into
problems.
B
But
it's
it's
about
having
a
holistic
approach,
that
a
school
is
a
safe
place
of
learning,
it's
a
place
where
you
can
be
cared
for
and
it's
a
place
where
you
feel
that
you're
part
of
a
community
just
a
tidbit
of
information.
You
know
when
the
Gates
Foundation
did
a
great
study
on
what
makes
a
great
school
in
2004.
C
A
Public
as
well
around
same
topic,
the
question
goes
as
this:
we
currently
have
a
National
Institute
of
Justice
fund
that
whole
school
preventive
approach
to
restorative
justice
in
30
schools
that
we
will
end
in
a
year.
Would
you
be
committed
to
prioritizing
this
work
within
bps,
and
would
you
be
committed
to
support
the
staffing
budget
in
order
to
carry
this
work
forward?.
B
So,
in
terms
of
my
core
values
on
restorative
justice,
I
would
fight
for
it.
A
hundred
percent
and
I
believe
that
there
needs
to
be
in
the
schools
in
terms
of
the
budget
process.
I
would
make
it
a
bunch
of
priority,
but,
like
anything
else,
going
back
to
to
the
discussion
that
we've
had
a
little
bit
in
terms
of
the
City
of
Boston
is,
is
how
do
we
use
that
wealth
of
what
I
would
say,
human
capital
and
resources
that
we
have
to
create
grants
and
opportunities?
B
A
E
B
Shawn
the
reason
why
I'm
here
is
because
of
social-emotional
learning,
you
know
as
a
young
kid
growing
up
in
Boston
and
being
at
the
Ralph
L
Hernandez
and
not
having
some
of
the
resources
and
some
of
the
needs.
Those
were
the
things
that
helped
me
go
onto
the
Bird
Street
youth
center
having
the
Boston
Public
Library,
the
tutoring
programs,
the
tag
program
to
help
me
when
I
got
into
Latin
school.
B
So
to
me
my
firm
commitment
to
the
social-emotional
learning
is
it's
about
creating
safety
support,
meeting
kids
where
they
are
and
supporting
them
all
the
way
throughout.
If
you,
if
you
think
about
learning,
and
you
think
about
math
loss
hierarchy
of
safety,
if
you're
not
safe,
there's
learning
that's
going
to
go
on
and
to
me
that's
what
schools
are
about.
Learning
is
great
and
making
sure
that
kids
are
learning
math,
English,
history,
science,
all
those
things
were
important:
I,
love,
academics.
B
Those
academic
outcomes
are
important,
but
I
will
tell
you
that
having
a
great
person
having
a
person
that
is
collaborative
having
a
person,
that's
caring
having
a
person,
that's
honest!
That
can
be
a
value
to
others.
That,
to
me
is
just
as
important,
and
my
commitment
to
that
would
be
to
make
sure
that
all
schools
have
social-emotional
learning
within
their
programs
of
study.
B
I
can
tell
you
that
and
Randolph
one
of
the
things
that
I
was
most
proud
of
is
many
of
our
young
kids
were,
unfortunately
at
a
young
age,
sometimes
misdiagnosed,
as
perhaps
special
education
or
certain
labels
were
placed
on
students.
I
wrote
a
grant
that
we
got
1.6
million
dollars
for
to
make
sure
that
every
single
school
had
a
social
worker.
B
Every
single,
elementary
school
and
I
was
so
proud
of
that,
because
there
were
a
lot
of
families
who,
unfortunately,
did
not
know
what
was
going
on
with
some
of
their
students
and
one
of
the
things
that
going
back
to
knowing
your
students
when
you
mix
miss
diagnosis,
students
that
could
have
a
huge
impact
on
a
person
for
the
rest
of
their
lives.
So
that's
something
that
I
would
really
advocate
for
and
make
sure
that
it
is
woven
into
the
DNA
of
our
schools.
Thank.
E
D
Thank
you,
so
the
boss,
public
schools,
like
any
large
organization,
depends
on
stakeholders
and
participants
who
often
bring
great
strengths
and
can
be
very
effective.
At
the
same
time,
those
stakeholders
may
have
a
greater
or
lesser
interest
in
maintaining
the
status
quo.
So
I'm
curious
how,
as
superintendent,
you
would
work
to
engage
the
strengths
of
those
groups
and
work
to
minimize
any
harmful
effects
of
resistance.
B
Let's
go
against
the
status
quo,
because
I
believe
that
and
that's
important
and
in
terms
of
making
sure
that
you
have
a
clear
sense
of
how
to
support
those
stakeholders
is
to
come
back
to
the
goals
of
the
district.
It
was
really
clearly
articulated
in
the
job
description,
to
close
and
eliminate
the
achievement
gaps
for
the
city
of
Boston,
to
bring
the
community
together
and
to
have
a
cohesive
plan
and
a
strategy
to
support
the
work
that
needs
to
happen
to
make
Boston
and
model
for
excellence.
B
I
would
say
to
any
of
our
stakeholders
who
are
against
the
status
quo.
Let's
look
at
these.
Let's
look
at
where
you
are
against
the
status
quo,
so
that
I
can
push
with
you
and
support
you.
Allies
listening
and
having
a
team
is
absolutely
critical
and
give
you
just
a
small
example
when
I
was
at
Cathedral
when
I
first
arrived
at
Cathedral.
B
One
of
the
things
that
we
wanted
to
do
was
create
an
applied
learning
model
and
what
I
mean
by
that
is
make
our
school
much
more
of
a
21st
century
school
we
reached
out
to
Delta
pato
desk.
We
did
a
full
visioning
session,
with
students
with
parents
with
teachers
because
they
had
to
have
voice
and
ownership
in
it.
Some
people
didn't
know
what
it
was
same
thing
with
partnerships
and
people
who
are
want
something
against
the
status
quo.
B
C
What
would
be
your
plan
for
addressing
those
kinds
of
needs,
as
well
as
moving
beyond
sort
of
the
baseline
of
what
a
school
needs
in
to
the
kinds
of
things
you
just
described
for
the
21st
century
learning
right?
So
how
would
you
make
that
happen
not
at
an
individual
school
basis,
but
at
a
system
level?
Yeah.
B
Kristen,
that's
important
to
think
systemically
in
terms
of
when
we
talk
about
how
do
we
support
the
entire
district
of
Boston?
My
my
mantra
and
my
philosophy
is:
is
one
Boston
one
focused
great
schools
for
all,
and
what
I
mean
by
that
is,
is
that
the
city
of
Boston
does
not
have
one
sector
of
the
city.
That's
so
much
much
more
advanced
or
better
resource
than
another
and
I
think
that
that's
something
that
can
be
addressed
through
opportunity
index
and
really
being
clear
with
families
and
what
schools
about
here
are
the
base
needs.
B
If
there's
some
schools
that
can
do
more
great,
we
appreciate
you.
We
support
you.
If
you
have
community
partners
and
our
parents
or
others
who
are
raising
money,
that's
excellent,
but
equity,
equitable
equity
does
not
mean
equity.
That
everybody
gets
exactly
the
same.
So
to
me,
part
of
it
is
is
to
make
sure
that
the
budget
is
a
representation
of
your
values
and
that
you
bring
the
entire
school
district
together
that
you
sit
down
with
your
principals
that
you
sit
down
with
the
central
offices
to
talk
about
what
are
the
things
that
are
important.
B
For
example,
the
mass
core
is
something
that
needs
to
be
done
for
all
high
schools.
If
schools
want
to
do
more,
that's
excellent
challenges
that
I
see
you
know
with
the
the
teachers
union.
Has
this
whole
wonderful
idea
about
creating
hub
schools
so
that
there's
more
social
workers
that
there's
more
guidance,
counselor's
I,
support
that
and
I
and
I
believe
that
it's
looking
at
what
are
the
needs?
How
what
are
the
trigger
points
that
are
not
there?
B
What
are
the
financial
restraints
that
we
have
and
how
do
we
leverage
the
city
and
how
do
we
leverage
the
community
partners
and
hospitals
that
we
have
in
the
city
of
Boston
and
the
edge
schools
to
support
some
of
that?
And
then
last
but
not
least,
you
know,
we
really
do
have
to
talk
about
the
fact
that
the
city
of
Boston
gets
about
two
hundred
and
twenty
million
dollars
from
in
state
aid
and
from
chapter
70,
and
about
one
hundred
and
sixty
seven
million
dollars
that
that
goes
to
to
the
charters.
B
That's
something
that
I'm
concerned
about
that
happened
in
Randolph.
We
had
a
lot
of
our
money
going
to
the
charter
schools
and
you
know
from
the
way
I
read
it
and
I.
Think
Preston
green
from
University
of
Connecticut,
probably
says
it
best.
We
need
to
resource
all
of
our
public
schools
at
the
max
capacity
and
then
support
our
charters,
so
that
to
me
is
important.
B
A
B
My
sense
of
special
education
is
is
that
you
want
to
make
sure
that
students
have
the
least
restrictive
environment
and
that
they
are
in
a
classroom
with
they
appear
so
that
they
can
get
high
quality
instruction
as
much
as
possible.
One
of
the
things
that
I
didn't
randolph
was
I,
took
this
directly
head-on
as
a
superintendent
in
Randolph,
when
I,
when
I
took
over
as
the
superintendent
Randolph.
B
One
of
the
things
that
the
state
cited
grand
for
was
the
fact
that
they
were
not
working
well
with
special
education
students
and
in
many
ways
it
was
an
exclusive
process.
The
kids
were
not
being
included
into
the
classroom,
that's
something
that
fundamentally
went
against
my
values
and
what
I
did
was
I.
Looked
at
the
data
I
had
conversations,
we
took
the
central
offices
for
walks
so
that
we
can
calibrate
and
say.
B
A
Bps
has
been
working
with
partners
to
build
infrastructure
for
capacity
and
quality
pre-k
environments
across
the
city,
but
many
challenges
remain
concerning
your
many
priorities
as
a
potential
superintendent.
How
do
you
view
early
childhood
needs
in
bps,
and
what
do
you
see
as
your
role
in
implementing
uvj.
B
Early
childhood
education
is
the
number
one
indicator
for
success
for
young
people
and
to
me
that
is
such
a
great
opportunity
to
support
achievement,
opportunity
gaps.
It's
making
sure
that
kids
are
getting
a
safe,
caring
and
academic
social
environment
as
early
as
possible.
One
of
the
things
that
I
did
in
Randolph
was
we.
B
We
did
full-day
kindergarten,
we
fought
for
that,
and
that
was
something
that
I
was
really
proud
of
and
in
addition
to
that,
we
also
hired
early
education,
literacy,
coaches
for
four
students
and,
and
we
extended
our
day
for
kids
all
the
way,
kindergarten
through
grade
five,
which
was
important
as
a
superintendent.
That
would
be
something
that
I
would
advocate
for
a
hundred
percent
and
the
research
is
out
there.
B
The
Tennessee
Star
project,
one
of
the
largest
studies
ever
done
on
early
pre-k,
which
followed
students
for
thirteen
years,
showed
that
those
pre-k
years
were
so
critical
for
kids
in
terms
of
doing
well
academically
graduating
from
high
school
going
on
to
college.
So
to
me,
that's
that's.
The
number
one
indicator
in
terms
of
the
operational
aspects
of
working
with
the
community
providers.
B
I
think
it's
about
training
and
it's
about
making
sure
that
the
the
programs
and
the
opportunities
that
we're
providing
with
our
providers
that
their
quality
that
they're
certified
and
that
would
be
the
job
of
the
school
district
myself
and
the
early
childhood
education
program
to
make
sure
that
they're
aligned.
So
that
would
be
the
way
that
I
would
approach
that.
A
Thank
you.
Let's
just
keep
it
another
question
from
the
public
and
turn
it
back
to
the
panels,
and
we
have
a
few
more
after
Boston
is
to
success.
Successful
in
development
of
affordable
housing,
using
system
of
Community,
Development,
Corporation's
or
CDC's,
like
Eva
sure
BPS,
is
to
schools
and
education.
What
BHA
is
to
affordable
housing
in
the
city,
yet
we
don't
ask
VHA
to
to
do
affordable
housing
everywhere,
but
you
consider
a
distributed
network
of
place-based
partners
to
serve
as
neighborhood
of
advocates
for
local
networks
of
schools.
A
So
the
question
is
based
on
you
know:
I
think
the
person
is
comparing
both
VPS
and
network
of
schools,
BHA
and
CSS
networks
of
affordable
housing
developments.
So
the
question
is,
would
you
consider
a
distributed
network
of
place-based
partners
to
serve
as
neighborhood
advocates
for
local
networks
of
school
I
think
this
goes
a
little
bit
back
to
the
community
partnership
question.
B
A
C
To
happen,
but
really
aren't
the
core
business
of
a
school.
The
core
business,
hopefully,
is
the
educational
aspect,
I'm
thinking
about
teaching
and
learning
and
moving
from
you
know,
a
model
where
we've
been
doing
schools
since
1970
into
more
of
a
21st
century
model,
and
what
I'm
wondering
is
what
would
be
your
plan
for
moving
both
the
internal
conversation,
but
also
the
community
conversation
out
of
the
operational
and
into
the
educational.
B
All
those
things
that
are
operational
are
important
because
they
impact
learning
and
to
me
part
of
it
is-
is
to
make
sure
that
the
operations
are
crystal
clear,
that
they're
organized
that
they're
systemic,
so
that
you
can
really
remove
the
noise
and
I
think
that
that's
something
that
has
to
happen
for
learning
to
take
place.
Oftentimes
and
I
know
this
happened
to
me
as
a
teacher.
Somebody
would
say:
okay
now
you
have
to
do
this
or
you
have
to
do
that,
and
somebody
else
has
to
follow
up
on
this.
B
It's
making
sure
that
we're
clear
about
whose
role
it
is
to
make
sure
the
operational
excellence
happens,
so
that
then
you
can
get
to
the
forefront
in
21st
century.
You
know
what
I
would
say:
apply:
learning
models
where
kids
are
doing,
experiential
learning
when
they're
doing
internships,
where
they're
doing
more
project-based
things,
but
they
go
hand
in
hand,
and
we
have
to
make
sure
that
we
take
care
of
our
bread
and
butter.
B
You
don't
want
a
parent
who
has
to
send
their
kid
from
East
Boston
to
Dorchester
for
that
bus
to
be
late
than
the
parents
late
to
work.
You
know
it
causes
dissonance.
The
student
then
feels
a
little
bit
out
of
place
because
he
or
she
is
late-
they
get
marked
tardy.
So
all
those
little
things
need
to
be
operationalized,
and
the
best
way
to
do
that
is
is
to
be
systematic
about
how
you
support
excellence
for
operations
so
that
you
can
get
to
the
21st
century.
Purposeful
learning.
B
B
D
Sure,
I'm
in
a
slightly
different
direction.
Here
we
talk
about
bus,
public
schools,
preparing
young
people
for
college
and
career
I
hope,
certainly
we're
also
preparing
them
for
life.
You
know
but
I'm
curious
about
your
perspective
and
experience
with
post-secondary
pathways
other
than
a
traditional,
four-year
liberal
arts
pathway.
B
We
did
that
also
at
Randolph,
with
Massasoit,
Community,
College
and
other
places.
We've
done
that
at
Cathedral,
where
students
now
are
able
to
take
classes
with
Bridgewater,
State
and
other
programs,
but
I
think
that
the
key
is
is
to
be
four
fronting
to
look
at
our
colleges
as
I
mean
to
look
at
our
high
schools.
That's
early
college
partners
and
I
know
that
now
a
lot
of
our
community
colleges,
kids,
can
go
to
them.
For
free.
There
were
high
school
graduates
from
the
Boston
schools.
B
That's
a
great
way
to
build
out
badging
and
internship
programs
and
to
give
kids
those
skill
sets
that
they
need
that
are
those
soft
21st
century
skills
so
that
the
learning
doesn't
just
happen
at
the
classroom
level
and
one
of
the
ways
that
we've
done.
That
is
we're
currently
working
at
Cathedral,
with
Northeastern
University
to
do
badging
for
our
students.
B
A
lot
of
our
kids
do
internships
and
they're
getting
incredible
skills,
they're
learning
how
to
present
their
learning
time,
management,
they're,
learning,
project
management
and
the
key
is
the
reason
why
we
want
to
make
sure
that
we
make
this
app
based
and
relational
is
so
that
students
can
really
actually
say
here's
what
I'm
learning
here
are
the
skills
that
I'm
gathering
and
it's
about
credentialing.
We
know
this
in
order
to
get
a
job
in
Massachusetts
right
now.
B
Fifty
percent
of
jobs
require
an
associate's
degree
and
if
we're
not
preparing
students
to
start
that
early
college
pathway
through
high
school,
we're
missing
that
opportunity,
and
those
are
things
that
I've
done.
I'm
excited
about
doing
those
things
and
it's
something
that
I
think
it's
absolutely
necessary
to
recreate
the
way
we
look
at
high
schools,
there's
early
college
destination,
centers.
E
B
Shawn
I'm
100%
in
agreement
with
you
that
it
well
and
from
my
perspective
they
need
to
be
evidence-based
and
evidence-based
is
not
everything
just
being
quantitative.
It's
also
qualitative.
When
we
look
at
evidence,
sometimes
we
just
think
about
the
numbers,
there's
a
wonderful
way
to
also
make
sure
that
we
hear
young
people
and
hear
their
voices.
So
it's
quantitative
and
qualitative
Boston
is
rich
in
nonprofits
and
in
philanthropy
per
capita
number
one
in
the
entire
country,
and
it's
important
for
us
to
make
sure
and
and
the
philanthropy
want
this.
They
want
outcomes.
They
want
evidence.
B
I
know
this
because
their
Cathedral
many
of
our
programs,
we
raise
over
four
million
dollars
a
year
to
make
sure
that
inner-city
kids
get
a
high
quality
education
and
what
they
want
is
they
want
to
make
sure
that
scores
are
going
up.
They
want
to
make
sure
that
attendance
is
there.
They
want
to
make
sure
that
students
are
learning
more.
B
They
want
to
make
sure
that
the
programs
that
they're
putting
forth
and
that
the
hard-earned
money
that
they're
providing
is
getting
the
results
that
are
agreed
upon
and
when
they're,
not
again,
you
go
back
to
modifying
you
say:
what
did
we
do?
What
what
did
we
not
do?
What
were
some
of
the
things
that
we
need
to
do
differently?
The
wonderful
thing
about
having
evidence
and
data
is
that
it
allows
you
to
go
back
and
look
at
the
programs
and
recreate
them
or
figure
out
what
were
the
bright
spots.
B
When
I
arrived
at
Cathedral
in
2013,
cathedra
had
already
been
part
of
the
Boston
compact,
which
started
in
2011,
and
the
work
that
we
have
done
with
the
Boston
compact
at
Cathedral
has
been
important
work
in
terms
of
looking
at
two
things.
One
is:
how
do
we
provide
great
math
instruction
for
african-american
and
Latino
students
and
the
other
one
is
how
do
we
support
the
achievement
gap
for
students
that
are
doing
well,
and
we've
worked
with
other
schools
to
look
at
best
practices
to
support
that
work.
B
One
of
the
things
that
I
think
we
may
have
done
often
at
least
in
education
I,
don't
know
about
Boston
recently
is-
is
that
we
go
outside
to
look
at
what's
happening,
maybe
in
Chicago
or
what's
happening
in
Tennessee
or
somewhere
else.
We
have
to
be
very
mindful
of
some
of
the
great
opportunities
that
we
have
locally
and
to
use
those
resources
to
look
at
models
that
are
working
going
back
to
that
conversation.
We
had
earlier
about
the
status
quo
and
maintaining
the
status
quo.
B
A
Thank
you
so
there's
a
number
of
I
want
to
thank
the
audience
for
being
so
engaged
and
active
in
providing
questions
for
this
conversation
with
you,
dr.
Santos,
there
seems
to
be
a
lot
of
interest
around
your
experience
in
Brandel,
public
schools,
and
one
of
the
questions
is
about
the
decision
of
the
School
Committee
in
Randolph
and
renewal,
your
contract,
so
they
would
want
to
know
a
little
bit
more
about
that
process.
A
A
So
a
second
question
would
be
what
lessons
have
you
learned
from
that
experience
that
you
would
apply
to
bps,
so
the
first
one
would
be
tell
us
a
little
bit
your
decision
to
separate
from
Randolph
public
schools
and
the
second
one
would
be.
What
did
you
learn
in
that
role?
That
way,
you
would
apply
to
this
one.
B
So
I'll
take
you
back
in
time
when
I
arrived
in
Randolph
in
2010,
Randolph
was
a
level-4
School
District,
which
was
about
to
be
taken
over
by
the
state
when
I
knew
this
going
in
and
I
was
fine
with
that,
Randolph
is
86.
Percent
of
the
students
in
Randolph
are
non-white.
It
was
one
of
the
most
diverse
communities
and
that's
why
I
wanted
to
go
to
Randolph.
It
was
a
job
that
I
wanted,
because
I
know
that
it
was
a
place
where
I
could
make
impact
when
I
arrived.
B
There
I
saw
that
again
the
state
had
given
us
a
number
of
things
that
were
major
challenges
and
I
just
want
to
be
a
little
explicit
about
the
first
one
was
governance,
the
School
Committee
and
the
town
were
not
working
well
together.
The
second
one
was
about
k-12
curriculum.
The
third
had
to
do
primarily
with
special
education
and
high
needs
students
and
the
fourth
one
had
to
do
with
resources.
So
it
was
a
lot
of
major
challenges.
B
I
went
right
into
the
district
and
and
took
it
on
and
did
the
work
that
I
thought
was
really
really
important.
We
made
a
lot
of,
as
I
said,
in
terms
of
pushing
forth
with
inclusion,
making
sure
that
we
put
forth
an
alternative,
II
D
program
for
students
who
had
never
graduated
before
and
really
proud
of
the
work.
When
my
time
was
going
to
come
up
to
renew
one
Randolph
I,
let
the
school
committee
chair
as
well
as
the
town
manager,
know
that
I
would
be
moving
on.
B
I
had
done
the
work
that
I
did
in
Randolph
by
the
time
I
was
ready
to
leave
Randolph,
none
of
our
schools
were
level.
Four
two
of
our
schools
were
level.
Two
and
and
four
of
our
schools
were
level
three,
and
at
the
time
the
state
said
that
Randolph
was
going
to
stay
at
level.
Four
and
part
of
it
had
to
do
with
governance.
It
was
not
because
of
academics,
so
that
was
the
reason
why
I
decided
to
leave
Randolph
in
terms
of
lessons
learned
from
Randolph.
B
B
If
I
could
go
back
in
time,
I
would
push
back
a
little
bit
on
the
state
and
say:
listen,
I
understand
that
there's
a
lot
of
things,
but
in
order
to
make
sure
that
all
these
things
get
done,
you
need
a
little
bit
of
time
to
make
sure
that
people
understand
some
of
these
things,
because
it
really
became
here's.
What
you
need
to
do
to
make
sure
that
you
work
this
out
as
quickly
as
possible,
so
those
are
I,
don't
know
if
there's
if
I
answered
both
of
those
questions,
I
hope
I
did
yeah.
A
You
just
said:
Boston
is
bit
different
from
Randolph
and
other
public
districts
in
that
the
school
committee
is
not
elected.
As
pointed
by
the
mayor,
the
mayor
has
significant
amount
of
power
in
that
decision
as
well
and
the
decisions
made
in
Boston
Public
Schools.
How
would
you
with
the
experience
that
you
just
mentioned
in
Randolph?
How
would
you
translate
that
and
working
both
with
the
Boston
Public
Schools
committee
and
Mayr.
B
One
thing
that
I
didn't
mention
was
my
relationship
and
Randolph.
What
the
Tom
manager
was
excellent
and
that's
probably
the
closest
relationship
that
I
would
say
we
I
would
have
with
the
mayor.
The
town
manager
and
I
met
once
a
week
had
an
agenda.
We
worked
on
things
and
we
always
called
each
other
when
we
needed
anything
else
and
we
worked
collaboratively,
we
respected
each
other
and
we
did
a
lot
of
good
things
together.
B
So
that's
the
way
that
I
would
work
with
the
mayor.
I
would
welcome
that
opportunity
because
we
do
need
to
have
that
team
and,
in
terms
of
the
school
committee
working
with
the
school
committee,
is
similar
to
the
way
I
work
with
my
board
of
trustees.
Right
now,
I've
been
fortunate
that
I
have
had
the
opportunity
to
work
with
a
school
committee
which
was
an
appointed
school
committee
and
with
the
board
of
trustees
with
24
board
members.
A
B
A
B
The
if
I
were
to
be
the
superintendent
of
the
schools
of
Boston
I,
understand
that
my
job
is
just
to
make
sure
that
families
have
choice
and
that
they
pick
where
they
want
their
kids
to
go
to
school.
That's
number
one
number
two.
What
I
would
really
focus
on
is
making
sure
that
I
improve
our
schools
as
much
as
possible
in
every
single
role
that
I've
been
either
a
principal,
a
headmaster
or
a
superintendent.
Our
enrollment
has
increased,
our
academics
have
increased
and
I
believe.
B
B
Secondly,
I
would
work
as
hard
as
possible
with
the
legislature
with
chapter
70,
because
we
know
this
that
the
way
our
funding
formula
works
right
now
is
obsolete,
as
we
mentioned
earlier,
when
you
have
220
million
dollars
that
are
coming
from
state
aid
and
about
167
million
dollars
goes
to
charters,
that's
a
difficult
challenge
for
the
city
of
Boston,
and
that's
something
that
you
don't
just
take
schools
offline.
When
that
happens,
I
don't
think
people
understand
that
they
say
well.
The
money
just
goes
this
way.
It's
not
about
that.
You
already
have
fixed
costs.
B
When
you're
operating
a
school,
you've
hired
staff,
you've
hired
you
have
building
facilities,
so
those
things
do
not
go
away
and
I
think
sometimes
that
gets
lost
in
the
conversation
and
I.
Think
that
that's
something
that's
critical.
Secondly,
my
job
would
be
to
be
a
tireless
advocate
and
champion
for
the
city
of
Boston
to
let
that
let
the
legislature
know
and
to
let
many
people
in
the
community.
A
A
B
I'm,
a
big
fan
of
assessing
when
I
was
a
teacher.
One
of
the
things
that
I
loved
doing
more
than
anything
else,
was
to
assess
my
students
on
Fridays,
so
I
would
sit
down
with
kids
and
I
would
say,
here's
what
we
need
to
know
by
next
week.
Please,
let
me
know
where
you
are,
what
you're
doing
and
I
would
take
the
weekend
to
plan
my
lessons
to
organize
myself,
to
make
sure
that
I
was
able
to
meet.
B
Students
needs
so
I'm,
not
a
what
I
the
way
that
I'm
trying
to
answer
this
question
is
by
letting
you
know
that
I'm
not
a
huge
proponent
of
testing,
but
I
am
a
strong
advocate
for
assessing
where
kids
are
and
what
I
mean
by
that
is.
Is
that
you
provide
students
with
quarterly
opportunities
to
support
their
work
at
Boston
International.
We
had
I
believe
an
amazing
policy,
where
we
pushed
really
hard
to
make
sure
that
a
student
got
less
no
less
than
a
70,
and
part
of
that
was
by
making
sure
that
we
were
clear.
B
Here's
what
you
need
to
know
by
the
end
of
the
quarter,
and
we
had
teachers
staying
after
school
kids
coming
in
on
Saturdays
students
supporting
each
other
and
that
to
me
is
critical
to
be
clear,
with
kids
about
what
the
expectations
are,
whether
it's
third
grade
fifth
grade
seventh
grade
and
making
sure
that
you're
assessing
that
throughout
the
school
year,
because
data
is
critical
in
terms
of
testing
for
the
sake
of
testing
I'm,
not
a
big
fan
of
it.
I,
don't
I
think
that
we're
spending
too
much
time
doing
testing
for
students.
B
That
is
not
in
many
ways:
real-time
data
and
what?
What
I'm
talking
about
real
time
data
is
assessing
what
kids
are
learning.
How
do
you
regroup
and
support
that
work
on
a
weekly
basis
versus
an
assessment
that
you
give
and
you
get
the
data
back
three
to
six
months
later,
that
to
me
is
not
not
helpful
to
teachers
not
helpful
to
kids
and
in
many
ways
short-sighted,
because
it's
just
one
assessment
in
one
moment
in
time
which,
which
I
don't
think,
is
helpful.
B
A
B
One
of
the
things
that
I'm
proud
of
is
we
just
finished:
constructing
a
15,000
square
foot
building
a
cathedral,
it's
called
the
applied
Learning
Center
and
when
you
work
in
an
independent
philanthropy
based
school,
you
are
it
so
I
know
a
lot
about
this.
I
know
how
to
work
with
architects.
I
know
how
to
work
with
engineers.
I
know
how
to
look
at
sewer
systems.
B
It
is
incredible
the
amount
of
work
that
learning
that
I've
done
with
shauna
construction
and
shouldn't
be
mentioned
them,
but
with
with
construction
companies,
to
really
understand
that
work
and
making
sure
that
it
wasn't
just
something
that
you
do
on
the
operational
side.
It
was
also
the
visioning
part
where
we
brought
in
as
I
said
earlier,
the
students
so
that
they
could
be
part
of
them.
B
What
does
our
theater
studio
look
need
to
look
like
what
does
our
applied
Learning
Center
and
our
makerspace
look
like
so
getting
voice
from
students
and
families
to
do
the
visioning
session.
I
think
it's
absolutely
critical,
but
then
it's
paying
attention
to
the
cost
I'm
proud
to
say
that
we
were
I
believe
right
on
budget,
maybe
about
one
to
two
percent
over
our
cost
and
I
know
this,
because
we
had
this
at
our
last
finance
meeting.
B
E
A
B
Left
the
Boston
Public
Schools
in
2010,
and
some
of
the
things
that
I've
seen
that
have
been
successful
for
the
Boston
Public
Schools
is
the
the
graduation
rate
is
at
72
percent.
Seventy
two
point,
four
to
be
exact,
I
believe
in
2007.
M
is
at
57
point
two.
So
that's
a
that's
an
incredible
improvement.
The
other
improvement
that
I
see
this
and
it's
again
this
could
be
qualitative
but
I,
and
maybe
its
quantitative
too,
but
I
see
a
lot
more
investment
in
families.
B
B
The
other
improvement
that
I
was
actually
on
the
beginning
stages
of
this
when
I
was
on
the
negotiation
teams
was
the
weighted
student
formula
I
think
that
that's
a
wonderful
thing,
if
done
well,
to
make
sure
that
it's
done
strategically
and
organized
to
support
how
we
make
the
system
more
equitable
and
the
other
thing
that
I
think
has
been
incredible.
Work
has
been
done
on
this
I
haven't
seen
it
directly,
but
I
started.
B
The
first
I
was
the
first
person
start
the
achievement
gap
with
what
the
district
I
was
one
of
the
co-chairs
and
the
work
that
has
been
done
in
terms
of
looking
at
the
opportunity
index
in
terms
of
looking
at
culturally
responsive
teaching
and
practices.
Those
are
all
things
that
are
really
I,
think
very
good
and
things
that
need
to
be
celebrated.
A
B
That's
that's
a
critical
aspect
of
learning
and
I'll
say
this
preface
it
by
saying
that
diversity
is
good
for
all
students.
It's
not
just
for
Latino
and
African.
Americans
diversity
is
good
for
all
students
and
it's
good
for
all
students
for
three
reasons:
number
one.
It
provides
them
empathy.
It
provides
models
of
what
the
world
looks
like
and
it
prepares
them
for
21st
century
learning.
As
we
know,
the
city
of
Boston
is
a
city
of
immigrants,
the
fastest
growing
population
in
the
city
of
Boston.
B
Sixty-One
percent
of
the
growth
is
coming
from
immigrant
populations,
so
it's
about
preparing
people
for
what
the
world
is
and
what
it
looks
like
in
terms
of
Boston
I
do
see
some
of
the
concerns.
I
know
that
42
percent
of
our
students
are
a
ll
I
mean
Spanish
or
Latino,
and
we
have
about
eleven
percent
of
staff
and
then
for
African
American.
Again,
it's
thirty
to
thirty
four
percent
in
twenty-two.
So
if
you
look
at
the
big
numbers,
76%
of
our
Latino
and
african-american
students
are
being
serviced
by
thirty
three
percent
of
their
teachers.
B
So
that's
something
that
we
need
to
do
and
be
really
methodical
about.
I
I
think
that
there's
three
ways
to
address
that
one
is
is
a
program
that
I
was
a
part
of
a
long
time
ago,
which
is
to
teach
Boston
program.
I,
don't
know
if
it
still
exists,
but
it
was
a
program
to
recruit
high
school
and
kids
who
wanted
to
go
into
education
and
wanted
to
be
teachers.
It's
a
wonderful
program.
I
know
some
kids
who
actually
are
now
teachers
in
Boston,
and
one
of
them
is
actually
a
principal
in
Boston.
B
So
I
know
that
the
program
works.
The
other
thing
is
is
working
with
colleges
and
universities,
whether
it's
the
Dunham
program
at
Boston
College,
the
teach
next
year
program
at
UMass,
looking
at
those
pipelines
and
then
building
out
our
own
programs.
I
was
a
coach
for
the
me--off
program,
men
of
color
in
the
city
of
Boston,
so
I
did
that
for
a
couple
of
years,
and
it's
also
about
being
intentional,
not
just
recruiting
but
retaining
and
and
that's
something-
that's
critically-
that's
really
really
important.
B
In
Boston,
it's
it's
creating
affinity
groups
and
making
sure
that
the
diverse
staff
feels
welcomed
and
supported,
because
it's
not
just
about
getting
them
in
the
door,
it's
making
sure
that
they
stay
and
that
they
feel
connected
I
had
this
challenge
in
Randolph,
when
I
arrived
in
Randolph
my
central
office
team,
including
principals
for
what
department,
chairs
and
central
office
staff,
including
myself,
we
were
10%
diverse
by
the
time,
I
left
Randolph,
we
had
35
percent
I'm,
really
proud
of
that,
because
it
gave
the
community
a
real
sense
of
there
are
people
here.
B
The
director
family,
community
engagement,
it
looks
like
me
understands
me,
has
my
background
knows
where
I
come
from
our
athletic
director,
our
director
of
security
or
our
new
special
education
director.
So
those
are
things
that
I
think
are
important.
As
a
leader,
you
really
try
to
push
as
much
as
possible
to
do
diversity.
B
One
of
the
things
that
I
think
is
good
about
Boston
is:
is
that,
with
the
plan
that
we
have
in
place
where
we
want
to
really
eliminate
and
close
the
achievement
gap,
I
think
that
that
allows
that
gives
us
a
sense
of
people
who
want
to
come
and
do
something
it's
about
your
values.
So
those
are
ways
that
I
would
go
about
recruiting
and
retaining.
A
B
Is
something
that's
very
dear
to
me
that
I
did
my
dissertation
on
this
I
studied
my
school
I
taught
at
English
high
school
I
ran
the
achievement
gap,
policy,
work
and
there's,
maybe
four
or
five
key
things.
Number
one
is
is
that
you
are
very
clear
about
knowing
who
your
students
are
and
I'm.
What
I
mean
by
that
is
is
that
there
are
students
who
are
long-term,
English
language
learners,
who've
been
in
this
country
for
a
long
time
and
do
not
have
academic
language.
B
There
are
students
who
are
recently
arrived
similar
to
some
of
the
students
that
we
had
at
Boston
international,
who
were
older,
English
language
learners.
Some
of
those
older
English
language
learners
had
strong
native
language.
They
may
have
been
from
albania's,
they
may
have
been
from
it,
didn't
even
matter
Albania
Ethiopia
Somalia
and
came
with
strong
literacy,
and
then
there
were
some
students
who
came
who
did
not
have
strong
illiteracy,
and
some
of
those
students
had
interrupted
education.
So
knowing
who
your
students
are
is
absolutely
critical.
B
The
look,
Act
I
think
allows
you
to
have
a
little
bit
of
flexible,
but
that
which
I
think
is
really
important.
The
second
thing
is-
and
this
is
for
all
students-
special
education,
English
language,
learners,
anybody,
it's
making
sure
that
you
have
top-notch
high
quality
education,
that
you
have
the
mass
frameworks
that
you
have.
The
excuse
me,
the
mask
or,
and
the
reason
for
that
is
because
it
allows
everybody
to
have
at
least
a
playing
field.
Here
is
what
the
expectations
are
and
with
English
language
learners.
B
It's
important
that
you
provide
more
time
that
you
make
things
themed
based
and
what
I
mean
by
that
is,
is
that
you
have
teams
of
teachers
working
together
so
that
you're
building
academic
literacy,
not
just
in
math
class,
but
in
English
class
and
in
history
class.
So
what
we
did
at
Boston
International.
We
had
a
house
system
approach,
all
the
teachers
work
together
and
we
had
a
system
that
was
called
opportunity
to
learn,
which
basically
means
here
are
the
kids
needs
here
are
the
opportunities
that
they
need
to
be
able
to
be
successful.
B
We
say
this
student
may
not
be
able
to
do
this
right
now,
and
this
is
what
we
are
doing
about
it,
and
that
to
me
is
when
you
get
a
staff
to
be
collaborative
to
be
supportive
and
to
make
sure
that
we
don't
give
up
on
kids
and
to
me
that's
what
I
call
accountability,
it's
being
accountable
as
the
headmaster,
it's
being
accountable
with
your
teams
and
it's
being
accountable
with
the
teachers.
So
those
would
be
the
things
that
I
would
put
forth
to
support
English
language
learners.
A
Thank
you
so
when
you
think
this
is
kind
of
a
related
question
to
you
know
the
diversity
questions
that
you
have
discussed
before
when
you
think
about
the
bps
student
demographics.
What
is
one
world
represented
group
in
with
which
you
are
culturally
competent
or
feel
culturally
competent
with,
and
what
is
what
is
one
group
where
your
cultural
competency
is
still
growing,
and
how
do
you
nurture
that
growth
I.
B
Was
very
fortunate
that
from
1996
to
2003,
I
taught
at
English
high
school
and
I
taught
multilingual
students
how
to
read
and
write
I
had
students
from
pretty
much
every
single
part
of
the
world.
Cape
Verde
and
I
learned
the
difference
between
ago
and
prior
Eritrea
and
Ethiopia
Somalia
I
had
students
pretty
much
from
everywhere,
and
that
was
an
incredible
learning
experience
for
me.
As
a
result,
I
went
back
to
school
to
get
a
master's
in
linguistics
so
that
I
could
really
help
become
a
more
effective
teachers.
B
With
my
students,
growing
up
in
Boston
I
grew
up
on
Columbia
Road
I
grew
up
with
african-americans
Latinos
Cape
Verdeans.
Those
are
my
friends
they're
still
my
friends,
you
know
when
you
played
sports,
you
went
to
different
parts
of
the
city,
whether
it
was
to
East
Boston,
whether
it
was
to
Roslindale
Jamaica
Plain,
so
I
feel
confident
in
the
city
of
Boston.
I,
know
the
culture
of
the
city
of
Boston
to
tell
you
that
I'm
more
comfortable
with
one
versus
another
I,
don't
view
cultural
competence
that
way.
B
I
am
connected
with
people,
because
I
care,
I'm,
culturally,
responsive
myself.
If
I
look
at
a
perhaps
a
demographic
group
that
I
have
not
had
as
much
what
I
would
say,
interaction
would
be
would
be
with
the
Asian
community,
but
I
did
intern
with
Bock
Fong.
Who
was
my
mentor
so
I
I
feel
confident
that
you
know
Boston
is
a
world-class
city
of
immigrants
and
and
I'm
an
immigrant,
and
it's
an
immigrant
story,
and
it's.
B
B
A
A
It's
a
yes
or
no
question
and
I
will
add
something.
Somebody
taro,
okay,
the
person
who
put
this
question
four
thousand.
There
are
only
five
attendants
officers
for
the
city
of
Boston,
but
you
add
more
attendants.
Officers
and
I
would
add
to
the
question.
What
would
be
your
strategy
to
engage
students
that
have
attendance
issues
or
challenges
so.
B
My
answer
is
yes
and
I
believe
we
have
more
than
five
attendance
officers
and
the
reason
why
I
believe
that
is
because,
when
I
was
a
headmaster
of
Boston
international
high
school
I
was
an
attendance
officer
and
many
of
our
high
school
principals
were
attendance
officers.
They
may
have
not
had
the
term
at
attendance
officers,
but
I
know
what
they
did.
They
would
call
kids,
they
would
meet
with
families
and
they
would
really
push
to
make
sure
that
they
support
them.
B
To
answer
your
question,
I
don't
know
the
exact
number
of
how
many
students
are
tardy
and
certain
things
like
that.
But
if
the
numbers
require
more
attendance
officers,
the
answer
is
yes,
and
the
reason
for
that
is
because,
when
kids
are
not
in
school
they're,
not
learning
and
they're
more
likely
to
get
themselves
in
trouble.
The
second
thing
is
is
to
really
find
out
the.
Why?
Sometimes
we
really
want
to
focus
on
how
we're
going
to
do
this
and
what
we're
going
to
do.
B
The
real
question
is:
why
are
kids
not
coming
to
school
and
I'm
gonna?
Give
you
I'm
going
to
date
myself
back
to
1998,
when
Pedro
Nogueira
did
work
with
us
at
English,
High
School,
and
we
thought
that
students
were
not
coming
to
school
because
they
were
disengaged
and
not
learning.
When
we
did
the
data
we
found
out
that
our
most
advanced
students
and
kids
that
were
doing
the
best
academically
were
the
kids
who
were
missing
the
most
school
and
part
of
that
was
that
we
found
out
wow.
B
They
did
a
study
with
about
a
million
kids
high
school
kids
and
they
found
out
that
most
kids
75%
of
kids
felt
that
they
were
bored
and
not
engaged
in
school
and
when
they
walked
around,
and
they
did
this
throughout
many
different
schools.
What
they
found
out
was
that,
where
kids
found
themselves
most
engaged
and
most
excited
was
in
debate,
classes
in
programming
coding,
acting
doing,
arts
theater
and
part
of
that
is,
is
to
find
out.
How
do
we
make
our
schools
more
for
fronting
and
more
applicable
to
our
kids
needs
in
their
personal
passions?
B
A
B
Question
a
couple
of
things
first
is
is
to
really
look
at
some
of
the
wonderful
things
that
are
already
happening
here
in
Boston
I
had
the
most
an
excellent
excellent
visit.
Just
a
couple
of
months
ago,
I
went
to
the
Elliot
School
I'm,
like
you
know
how
some
people
like
to
go
to
the
gym
and
do
certain
things.
I'm,
like
a
school
rat
I
like
going
to
schools
and
seeing
what's
going
on
so
when
I
was
there.
B
I
just
saw
kids
coding,
programming,
doing
amazing
things,
maybe
like
about
a
month
ago,
I
was
at
the
Dever
school
and
I
got
to
tell
you
that
it
warmed
my
heart
to
see
a
what
was
a
social-emotional
class
where,
with
students
with
special
ed
needs,
supporting
each
other
and
caring
for
each
other.
You
want
to
talk
about
real
restorative
justice
and
kids,
supporting
each
other.
It
was
something
that
absolutely
warmed
my
heart,
so
there
are
a
lot
of
good
things
that
are
going
on.
B
So
that's
number
one
I
think
we
need
to
highlight
those
bright
spots
and
work
on
them
and
build
them
out.
Secondly,
there's
a
lot
of
wonderful
people
here
in
the
city
of
Boston,
who
are
either
retired
principals,
Headmaster's
professors,
people
who
really
care
about
this
work.
When
I
was
at
Boston,
International
Maria
brisk
from
Boston
College
trained
our
entire
staff
on
how
to
work
with
English
language
learners.
There's
people
who
really
want
to
give
back
and
support
us
so
part
of
it
is,
is
to
look
within
and
to
train
people.
B
B
We
need
to
make
sure
that
the
people
who
are
living
it
really
have
that
voice,
so
that
then
we
can
provide
support
and
then
last
but
not
least,
when
you
talk
about
people
who
are
lending
a
hand,
the
philanthropy
and
others
it's
to
make
sure
that
it's
guided
back
on
what's
happening
at
the
school.
So
to
answer
your
question,
we
would
do
it
together
with
voice
and
ownership
and
with
models
of
bright
spots.
Thank.
C
E
B
Two
things:
when
you
talk
about
guardrails
for
programs,
when
programs
are
working,
you
have
to
provide
those
guardrails,
because
that's
why
we're
in
the
business
of
this
you
have
to
hold
true
to
say:
we
have
a
Saturday
Academy,
which
we
did
at
Boston,
International
high
school
by
the
way
and
kids
came
on
Saturdays
their
attendance
was
excellent.
It
was
almost
a
hundred
percent
and
I'll
tell
you
why,
because
they
had
great
teachers
and
and
people
that
cared
about
them.
So
you
fight
for
those
things.
B
B
You
can
look
at
the
numbers,
there's
here
data,
here's
what
you're
looking
at,
but
then
there's
that
see
data
when
you
go
see
it
with
your
own
eyes
and
you
get
central
office
people
out
of
the
central
offices
to
go,
see
what's
happening
in
schools.
It
gives
them
a
better
sense
and
a
better
opportunity
to
understand
why
we
need
to
fight
for
this
program.
B
25
percent
goes
to
services,
so
part
of
it
is,
is
to
really
look
at
what
are
the
special
programs
that
we
really
are
building
that
we
need
to
support
and
that
we
need
to
either
get
more
resources
for,
or
make
a
a
more
compelling
argument
for,
because
it's
supporting
our
kids
and
that's
where
families
and
kids
and
going
back
to
that
whole
discussion
about
not
dealing
with
the
status
quo.
It's
about
making
sure
that
there's
grassroots
support
for
those
programs
and
that
those
programs
truly
need
to
be
in
many
ways,
not
just
school-based.
B
When
we
look
at
high
schools,
we
really
need
to
think
about
high
schools.
It's
almost
like
a
campuses
so
that
if
somebody
has
a
great
coding
program
at
another
school
and
somebody
has
a
great
writing
lab
somewhere
else,
why
can't
kids
get
on
the
bus?
Why
can't
kids
get
on
the
train?
We
look
at
seat
time
as
a
way
of
this
is
where
kids
need
to
be
all
the
time.
B
We
have
right
now
a
lot
of
high
schools,
and
if
we
do
these
schools
well
and
we
organize
them,
we
can
say
to
kids:
you
can
go
here.
Here's
where
you
go
for
that!
Not
every
single
school
can
have
every
single
thing
in
them:
I
think
that
that's
not
that's
not
feasible
or
economically
possible.
So
that's
how
I
would
address
some
of
the
centralized
and
decentralized
budget.
Thank.
E
A
B
D
I'm
myself,
which
works
with
businesses
all
the
time
and
is
sometimes
a
mixed
blessing,
because
often
people
in
education
and
people
in
business
speak
different
languages.
Yeah.
So
I'm
curious
to
hear
what
you
have
to
say
about
the
the
the
state
that
businesses
have
in
education,
the
role
that
they
would
play
and
what
they
have
to
offer
to
education,
yeah
and.
B
It's
a
great
that's
a
great
question
and
the
reason
being
is
because
in
many
ways
the
businesses
need
education
just
as
much
as
we
need
them,
and
it's
about.
How
do
you
create
an
interdependent
approach
to
bridge
the
divide
between
industry
and
academics
and
the
way
that
you
do
that
the
mass
damasco
has
a
perfect
example
of
what
you
know:
the
21st
century
skills
that
kids
need
to
learn.
Those
are
things
that
need
to
be
taught
in
schools
and
need
to
be
taught
in
the
business
world
too.
B
You
know
in
an
ideal
world
I
believe
that
high
school
should
have
21st
century
learning,
skills
and
development,
and
it
should
be
done
at
a
internship
based
approach
at
a
business
and
the
second
piece
that
I
think
again.
This
is
not
something
that's
available
right
now,
but
to
really
be
four
fronting
and
think
about
what
our
kids
passions
and
interests,
and
how
do
we
make
sure
that
we
provide
that
workforce
development?
That
job
shadowing
is
a
great
studied,
the
unfinished
business
by
the
Annenberg
Institute.
B
That
talked
about
the
fact
that
for
kids
to
graduate
and
do
well
in
college
and
beyond,
there
were
four
power
standards
number
one
that
they
had
the
mask,
or
we
can
do
that
number
two
that
kids
had
2.7
GPA,
that's
something
we
have
to
work
on
that
they're
in
school.
Ninety-Four
percent
of
the
time
doesn't
have
to
be
seat
time
all
the
way
every
single
day
here,
but
the
fourth
one
was
one
that
we
do
really
well
at
Cathedral.
B
It's
just
to
provide
kids
internships
and
work
short
and
workforce
development
opportunities,
and
that's
the
hook
that
I
think
needs
to
happen
with
businesses.
I'll,
give
you
a
perfect
example:
we
have
students
who
go
to
a
marketing
firm,
that's
close
to
our
school
they're,
creating
the
marketing
strategy
for
the
school.
B
They
then
have
an
opportunity
to
say
I'm,
giving
back
I'm
doing
something
we
have
kids
working
with
Tufts
Medical
they're,
going
to
be
doing
this
science
Expo
to
share
with
the
community,
so
part
of
it
is-
is
to
make
the
learning
purposeful
so
that
the
industry
business
understands
wow.
There
is
a
social
element
to
this
too,
so,
but
it's
not
just
business.
You
know
the
the
way
that
we
kind
of
look
at
business.
A
Thank
you
so
much
so
I
think
that
you
know
we're
coming
to
the
end
of
our
time
together.
I
want
to
thank
our
panelists
and
for
very
thoughtful
questions,
as
well
as
the
audience
for
all
the
questions
that
were
submitted
at
this
point.
I
want
to
give
you
an
opportunity,
dr.
Santos,
to
give
us
some
closing
remarks
before
we
end
our
time
together
today.
Sure.
B
So,
first
of
all,
I
want
to
say
thank
you
for
your
wonderful
questions
and
thank
you
to
the
audience
too,
for
your
questions.
I
am
always
excited
and
motivated
when
we
talk
about
schools
working
with
communities
and
community
partners,
the
idea
of
schools
being
able
to
do
this
all
by
themselves
is
a
myth
that
has
never
worked.
In
order
for
us
to
have
kids
schools
and
our
cities
succeed,
we
need
to
work
together.
My
whole
concept
is
one
Boston.
B
I'm
committed
to
this
work,
I'm
from
the
city
of
Boston
I,
built
relationships
over
the
last
25
years
that
have
meaningful
relationships
with
teachers
with
parents
with
students
with
business
organizations
and
I,
would
love
to
make
sure
that
some
of
these
ideas
and
thoughts
that
we've
had
today
come
into
fruition.
If
I
were
to
be
chosen
as
your
superintendent.
Thank
you.
A
For
your
time,
we
wish
you
the
best
in
this
process
and
thank
you
for
being
here
today
and
the
rest
of
the
day
with
other
panels
before
we
close
I
want
to
remind
the
audience
that
they
can
learn
more
about
the
candidates
and
submit
their
feedback,
a
superintendent
at
Boston,
Public,
Schools
org.
That's
an
email
address,
superintendent
search
at
Boston,
Public,
Schools
org.
You
can
also
provide
feedback
via
a
survey
that
you
can
find
BP
on
PBS
website
at
Boston,
Public,
Schools,
org,
slash,
superintendent
search.
That's
a
mouthful
website.