►
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
My
name
is
Paul
Francisco
I'm,
the
chief
diversity
officer
at
State
Street,
but
I'm
sitting
here
representing
my
full
time
and
most
important
job,
which
is
as
a
father
of
two
BPS
students
and
I'm
joined
by
a
very
steam
panel
of
community
partners
and
critical
partners
to
BPS.
So
welcome
to
those
of
you
in
the
room
and
those
of
you
who
are
watching
the
livestream
on
Boston
community
TV.
That's
a
reminder!
A
We
are
seeking
your
input
after
each
of
these
interviews
and
you
can
send
an
email
to
superintendent
search
at
Boston,
Public,
Schools,
auric
email
and
give
us
some
feedback
on
the
panel
and
what
you've,
seen
or
heard
to
see
or
hear
today
the
first
of
four
opportunities
to
get
to
know
dr.
Brenda
cassellius,
so
welcome
back
to
Boston.
We
ordered
the
rain
to
stop
just
for
you
and
for
this
proceeding
so
with
that
said,
we'll
start
by
reintroducing
the
panel
panelists
that
were
here
yesterday
and
to
welcome
two
new
panelists
that
are
joining
us
today.
A
So,
starting
from
my
left,
we
have
Anthony
Anthony
Benoit,
who
is
the
president
of
Ben
Franklin
Institute
of
Technology?
Next
to
him,
we
have
Kristen
Kristen
McSwain,
who
is
from
Boston
opportunity.
Agenda
also
happens
to
be
the
proud
mother
of
three
bps
students,
as
well
as
a
spouse.
We
have
to
my
right
dr.
A
So,
having
said
that,
I
will
do
a
quick,
bio
introduction
to
dr.
cassellius
and
then
we'll
proceed
with
a
two
minute
introductory
statement,
opening
statement,
as
we
did
yesterday
and
we'll
proceed
with
some
questions
from
the
panel.
The
the
great
thing
that
happened
yesterday
was
that
we
were
able
to
get
some
audience
questions,
so
Liz
Sullivan
will
is,
will
be
around
the
room,
with
some
notes
that
you
can
handwrite
your
questions.
A
If
you
feel
comfortable
enough
to
share
your
name
of
the
organization,
you
represent,
that's
great,
if
not
that's
not
a
problem,
but
yesterday
we
did
get
a
couple
of
really
good
questions
from
the
audience
into
the
the
process,
which
was
welcome
and
with
that
I
will
proceed
to
introduce
dr.
Brenda
cassellius,
who
has
spent
three
decades
as
an
educator
devoted
to
helping
all
children
succeed
and
thrive.
Most
recently,
as
Minnesota's
Commissioner
of
Education,
she
were
to
enact
comprehensive
education
reforms
that
benefitted
every
child
throughout
this
state.
A
Her
straightforward
community
driven
approach
resulted
in
a
remarkable
list
of
accomplishments,
including
historic,
new
funding
for
schools,
the
enactment
of
all-day
kindergarten,
state-funded
preschool
for
twenty
five
thousand
three
and
four-year-old
children
and
the
highest
high
school
graduation.
Graduation
rates
on
record.
So
with
that
said,
dr.
cassellius
welcome
your
opening
statement.
B
To
the
opportunity
to
speak
to
the
community
and
learn
more
about
Boston,
Public
Schools,
as
well
as
Boston
City,
and
the
hopes
and
dreams
of
all
of
the
community
members,
so
today
is
a
great
day
for
me
and
I'm
really
excited
I'm.
Brenda,
cassellius
and
I
have
worked
my
entire
career
to
challenge
ourselves,
to
do
better
for
kids
and
to
find
those
practices
and
support
systems
that
are
going
to
make
a
difference
for
all
children
and
families,
and
so
over
the
past
eight
years,
I've
been
the
Commissioner
of
Education
for
the
state
of
Minnesota.
B
It's
been
my
proud
honor
I've
been
humbled
to
be
able
to
do
that
with
governor
Mark
Dayton,
we
did
have
a
lot
of
remarkable
accomplishments.
Today,
I
got
woke
up
to
a
text
from
the
new
commissioner
stating
that
were
at
the
highest
graduation
rates
in
Minnesota,
which
I'm
super
excited
about.
So
it's
a
really
great
day
for
kids
in
Minnesota,
then,
before
that
I
started,
why
don't
I
go
back
and
was
a
paraprofessional?
B
First
special
education
paraprofessional
always
have
worked
with
children
that
have
been
our
most
vulnerable
and
and
then
was
a
teacher
and
a
school
leader
and
worked
in
Memphis
Tennessee
and
turned
around
middle
schools
there
and
then
Minneapolis,
Public
Schools
as
associate
superintendent
and
the
superintendent
of
East
Metro
integration,
district
and
so
I've
had
quite
a
career
and
I'm.
Looking
for
the
great
opportunity
to
give
back
to
a
community,
that's
ready
to
go
even
further
for
kids,
make
even
greater
progress
on
closing
achievement
gaps
and
raising
the
bar
and
really
leveraging
all
sectors.
I.
B
So
that
takes
all
sectors,
and
so,
when
I
met
with
the
search
committee,
I
talked
about
really
looking
at
all
sectors
and
and
really
leveraging
that
and
I.
Think
mayoral
control
of
the
schools
allows
for
that
with
the
school
committee
to
be
able
to
look
at
all
of
the
different
partners.
Unique
to
Boston.
Is
that
there's
a
lot
of
smart
people
here
who
are
already
doing
a
lot
of
great
things
and
I?
B
A
D
D
Boston
also
has
a
long-standing
reputation
of
a
place
that
is
very
hard
to
crack
into
it
right
to
make
a
dent
and
to
create
community
it's
possible,
but
it
has
that
reputation.
So
as
a
newcomer
to
Boston,
can
you
give
us
your
ideas
on
your
100-day
plan
on
how
you
will
engage,
communicate
and
connect
with
parents
and
with
communities
across
the
city,
community
organizations
and
other
stakeholders
like
business
leaders?
Thank.
B
You
very
much
for
that
question.
It's
a
really
important
one
and
it
will
determine
the
success
or
failure
of
the
next
superintendent
really
is
being
able
to
engage
broadly
and
stakeholder
and
really
bring
a
whole
wide
perspective
to
the
work
in
moving.
The
work.
I
think
that
that's
what
makes
leader
proof
teams
is
really
embedding
a
vision
and
a
street
and
a
shared
purpose
among
all
the
stakeholders.
B
So
it
comes
to
be
the
work
of
everybody
and
not
just
the
superintendent
or
the
superintendent's
team,
but
everybody
believes
in
the
work
moving
forward
and
so
within
the
first
100
days.
There's
the
personal
aspect
of
me
personally,
being
an
outsider
and
coming
in
I,
believe
that
I've
been
able
to
demonstrate
my
ability
to
adapt
to
new
communities
having
gone
to
Memphis
and
working
in
Minneapolis
and
st.
B
Paul
and
other
communities
and
then
as
a
statewide
leader
and
going
across
all
of
Minnesota
and
learning
about
our
rural
communities
and
our
suburban
communities
in
our
exurban
communities
and
really
listening
to
real
Minnesotans
about
what
their
hopes
and
dreams
are.
And
so
for
the
past
eight
years,
I've
been
able
to
get
into
hundreds
of
schools
and
hundreds
of
communities
and
had
hundreds
of
town
halls
and
learning
about
what
what
they
like
to
see
and
I've
also
done
that
as
a
practitioner.
So
I
would
take
that
same
approach.
B
But
I
would
also
need
folks,
like
you
to
adopt
me
and
to
help,
introduce
me
to
the
community
and
to
help
me
understand
the
context.
I
wouldn't
want
to
assume
that,
because
something
worked
in
Minnesota
or
Memphis
or
in
any
other
setting
I've
been
in
that
it's
going
to
actually
work
here,
I'd
like
to
know
from
the
community.
B
B
Then
it's
going
to
be
summer
vacation,
so
I'm
not
sure
I
can
get
into
all
of
the
schools
to
be
able
to
see
all
of
the
schools,
but
once
I
hit
the
ground
running.
If
I
were
your
superintendent,
when
school
starts,
I
would,
within
the
first
100
days
of
school,
starting
get
into
every
single
school
and
really
talk
to
the
youth.
There
talked
to
the
to
the
teachers
and
the
pair
of
professionals
and
the
custodians
and
the
cafeteria
workers,
because
we
all
have
a
role
to
play.
A
Great,
thank
you
and
I
know
that
Boston
does
get
a
reputation
for
being
cold
and
anti
personal
I
personally
been
named
a
grant
to
the
city
and
being
here
over
30
years,
I
found
that
the
city
has
evolved
and
I'm
sure
that
whoever
gets
to
be
the
next
superintendent
will
be
given
a
very
warm
welcome.
So.
B
I
went
to
Memphis.
This
is
a
really
fun
story.
When
I
went
to
Memphis,
there
was
a
principal
that
I
met
with
who
had
been
in
Memphis
for
a
long
time
and
I
kind
of
have
a
nice
kind
spirit,
and
so
I
was
meeting
with
them
and
we
were
meeting
privately
is
one
of
my
first
meetings
and
he
sat
me
down.
He
said
you
know
Brenda
that
warm
and
fuzzy
stuff
isn't
gonna
work
down
here
in
Memphis
you
gotta
like
be
a
little
bit
tougher.
Then
it
was
about
a
year
to
later.
B
E
Paul
excuse
me
good
morning
and
welcome
dr.
kuselias,
a
pleasure
and
again
congratulations
on
the
great
news
out
of
Minnesota.
The
district
has
acknowledged
the
school
to
Prison
Pipeline
and
has
been
intentional
around
its
efforts
to
address
and
and
this
mantou
to
school,
to
Prison
Pipeline.
You
know
both
internally
and
working
with
community
partners.
I
like
to
preface
my
my
my
question.
Around
three
data
points
highlight
three
data
points:
the
district
reports,
32
percent
of
black
scholars,
own
I,
say
scholars,
I
mean
males
in
37.
E
E
60,
so
why
is
that
important?
Why
is
that
important,
I'll
say
here
for
two
reasons:
research
has
shown
that
for
students
who
are
suspended
and
disengaged
that
they
either
left
back
and
eventually
drop
out
and
which
eventually
leads
them
to
the
juvenile
justice
system,
68%
of
youth
convicted
by
the
juvenile
justice
system,
black
and
Latino,
despite
making
up
only
10%
of
the
state's
population.
E
B
You
so
much
and
thank
you
for
your
work
in
in
working
on
suspensions.
There
are
several
things
that
I've
done
in
my
career
around
suspensions.
One
is,
as
assistant
principal
at
a
high
school,
really
working
with
student
and
youth
engagement
to
ensure
that
students
are
not
suspended
and
working
with
teachers,
around
practices
or
first
office
referrals
and
other
restorative
justice
practices.
So
I
did
that
as
a
practitioner,
but
then
in
Memphis
a
schools.
We
actually
ended
corporal
punishment
and
we
had
a
Blue
Ribbon
Plan
which
which
dr.
B
Johnson
had
put
me
in
charge
of
for
the
122,000
student
district,
and
so
we
were
able
to
incorporate
practices,
positive
behavior
intervention
systems,
restorative
practice
systems
and
really
shift
a
culture
at
the
school.
So
there's
the
prevention
side,
then
there's
the
intervention
side
and
then
there's
the
instructional
side
of
having
students
engaged
with
high
expectations
being
very
important
and
the
cultural
competence
of
our
teachers
and
being
able
to
understand.
B
You
know
that
if
a
student
is
talkative
in
class
that
that's
not
something
to
suspend
them
for
so
we
were
very
clear
on
what
were
suspended
all
behaviors
and
what
were
not
suspended.
All
behaviors
in
Memphis,
we
also
worked
with
the
County
Attorney's
Office,
because
we
found
that
students
who
were
in
a
fight,
for
instance,
would
get
an
arrest
record.
And
so
we
worked
with
them
to
change
that
practice.
And
that
was
really
important.
And
so
we
saw
with
the
addition
of
PBIS.
B
We
saw
just
creases
in
the
suspension
rates
in
Memphis,
then
in
Minneapolis
schools.
We
worked
on
suspensions
at
schools
district-wide,
and
we
specially
worked
on
withdrawals
and
following
up
on
students
who
were
just
engaging
in
school,
which
was
critical
to
be
able
to
follow
up
on
students
and
make
sure
that
they
don't
fall
through
the
cracks,
especially
our
students,
who
were
not
credit
ready.
So
that
was
really
important
and
we
saw
increases
in
their
graduation
rates
in
their
engagement.
And
then
we
had
summer
youth
programs
that
were
not
started
by
me.
B
B
I
think
it's
really
I
was
looking
at
this
when
I
was
trying
to
do
some
research
on
Boston
and
I
was
really
impressed
with
the
student
youth
group,
the
VSAT
group
and
the
app
that
they
designed
on
their
rights
and
responsibilities,
I'm
very
impressed
with
with
that
app
to
share
with
students,
and
they
created
a
little
video
to
show
students
how
to
use
that
app.
So
that's
very
progressive
and
useful
I
actually
text
that
to
the
Human
Rights
Commissioner
to
share
with
that
share
that
with
some
of
our
Minnesota
districts.
B
So
that's
that's
my
experience
and
that's
what
I
would
do
it's
an
incredibly
important
kids
have
to
be
in
school.
They
cannot
be
pushed
out
locked
out,
kicked
out
of
school
and
I'd
work
on
both
the
academic
side
partner
with
community
and
also
with
our
civic
leaders
and
our
governmental
leaders
to
address
disproportionality.
B
B
One
other
key
piece
of
addressing
this
is
the
prevention
side
and
disproportionality
and
special
education
as
well
too
many
of
our
black
youth
and,
let's
you
know,
youth
are
over
identified
in
special
education
and
as
a
department.
We
have
looked
at
that
and
we
are
working
on
that.
We
have
very
talented
individual
at
the
department
who
is
working
with
school
districts
on
disproportionality
and
the
over-identification
of
african-american,
kids
and
Latino,
males,
mostly
in
emotional
behavior,
disturbed
categories.
B
A
Just
to
add
to
that
question
because
they
came
up
yesterday,
which
I
think
is
important,
can
you
tell
us
about
specifically
what
you've
done
around
the
extended
set
of
support
system
for
that
student,
meaning
family,
relative
members
or
the
support
systems?
So
what
are
the
some
of
the
interventions
or
some
of
the
things
that
you've
sort
of
enacted
that
help
take
care
of
the
individual
as
a
whole
versus
just
what
the
school
can
do
for
that
individual?
Well,
while
they're
in
school,
so.
B
It's
a
really
good
question
and
family
services
are
incredibly
important
in
crisis
services,
so
in
Minnesota,
we've
partnered,
with
our
Department
of
Human
Services,
to
prove
community
based
mental
health
grants
that
go
out
to
our
school
partners
and
then
schools
actually
partner
with
our
community
base.
We've
also
worked
with
our
intermediate
school
districts
in
order
to
look
at
services
for
youth
and
families
and
provide
the
additional
professional
development
that
teachers
need.
We've
added
additional
counselors
to
schools
to
provide
support
and
social
workers
so
that
social
workers
can
provide
crisis
services.
B
We've
also
done
incredibly
creative
programs
around
housing
and
mobility.
All
of
those
things
matter,
because
when
families
are
in
crisis,
you
have
to
be
able
to
give
them
the
support
and
services
to
help
them
succeed
so
that
children
are
stable
and
can
have
the
support
that
they
need.
So
those
are
some
of
the
things
I've
done
recently.
Yeah.
B
B
F
Want
to
follow
up
actually
on
on
those
questions
and
actually
a
couple
of
things
that
you've
said
already
this
morning:
around
cross-sector
coherence
and
partnership
and
all
hands
on
deck.
As
you
mentioned,
Boston
has
a
really
rich
and
complex
landscape
of
assets.
We
have
lots
of
higher
education
institutions,
a
ton
of
nonprofits
and
cultural
institutions
philanthropy
you
name
it.
We
have
all
of
these
rich
assets
and
yet
over
time
we
we've
fallen
down
and
activating
all
of
those
assets
to
ensure
that
all
of
our
students
have
both
access
to
those
experiences
in
an
equitable
way.
F
We
have
some
schools
that
have
lots
of
really
robust
partnerships
and
others
that,
while
they're,
not
quite
partnerships,
deserts
they're
close
to
that
and
we
haven't
I
think
been
able
to
activate
them
to
assist
in
closing
opportunity
gaps.
And
so
my
question
for
you
is
what,
in
your
experience,
you
would
bring
around
operationalizing
partnerships
to
really
help
us
systemically
get
at
providing
opportunities
for
all
of
our
young
people
to
have
the
kind
of
rich
21st
century
education
that
they
all
deserve.
Well,.
B
Thank
you
for
that
question.
I
think
it's
one
of
the
most
critical
pieces
to
really
moving
an
agenda,
so
you
need
a
bold
vision
where
everybody
has
a
shared
purpose
and
has
say
in
that
vision
and
can
see
they're
part
of
that
and
then
I
think
you
need
a
coordinator
of
volunteers,
a
coordinator
of
partnerships
who
keeps
their
pulse
on
it
and
then
looking
at
and
engaging.
Where
are
those
partnerships
happening
with
with
school
districts
and
I
mean
with
schools
and
making
sure
that
schools
all
have
equal
access
to
those?
B
For
instance,
let's
say
fundraising:
some
schools,
for
instance,
can
raise
you
know
thirty
five
thousand
dollars,
you
know
and
and
howdy
and
then
others
in
three
days
and
other
schools
can't
raise
anything.
So
how
do
you
create
those
equitable
resource
distributions
and
allocations
among
those
schools?
And
sometimes
it
means
that
you,
you
might
put
in
place
equitable
distribution
of
that
where
they
are
able
to
raise
part
of
it.
B
We
need
you
on
our
tribal
schools.
We
need
you
out
into
working
with
American
Indian
youth,
because
that's
where
the
need
is
or
we
need
you
in
this
high
poverty
school
and
can
you
prioritize
at
the
preschool
level
rather
than
because
your
results
aren't
showing
us
great
at
the
higher
grade
levels?
So
they
worked
with
you.
B
So
it's
kind
of
knowing
where
those
grants
are
looking
at
the
data
where
the
where
the
need
is
and
then
plugging
those
holes,
so
that
you
can
actually
actually
move
the
agenda
for
the
kids
and
then
you
match
mission
and
vision
with
your
community
organizations
as
well.
So
if
you
have
the
BAM
work,
you
know
where
is
that
gonna
be
the
best
lever
for
change
and
where
can?
Where
will
they
feel
as
though
they
have
the
right
resource
match
and
then
actually
get
that
moving
and
get
those
folks
there
into
that
area?
G
G
It
would
be
talking
about
the
continuing
opportunity
gaps
across
race,
academic
background,
neighborhood
language,
alternate
abilities,
even
student
interests
and
predisposition
seems
to
make
a
difference
and
you've
talked
about
some
of
what
you
would
do,
but
I'd
like
to
hear
more
comprehensively
your
role
as
superintendent
in
closing
those
gaps.
So
it's.
B
A
it's
a
good
question:
I
think
that
it's
been
I
think
my
philosophy
is
that
closing
gaps
is
both
academic
in
school
factors
and
I.
Think
that's
I
have
more
control
over,
but
then
there's
the
out-of-school
factors
that
we
need
to
leverage
your
help
with
with
and
the
community's
help
in
the
cities
help
in
the
states
help,
and
so
we
need
to
get
health
access
to
children
in
early
childhood.
I
think
that
is
absolutely
critical.
It
needs
to
be
right
away.
B
We
need
to
be
starting
a
prenatal
and
working
with
our
cross-sector
health
wellness
aspects
and
getting
health
access
to
kids
like
home,
visiting
and
nursing,
and
that
sort
thing.
Then
you
have
early
childhood
and
making
sure
that
students
all
have
an
opportunity
and
I'm
happy
to
see
mayor
Walsh
is
making
huge
investments
into
early
childhood
so
that
every
child
has
the
opportunity
it's
done
through
a
mixed
delivery
system,
which
I
think
is
also
really
good.
We
do
we've
done
a
mixed
delivery
system
in
Minnesota,
and
so
that
is
also
very
critical.
B
Then
you
have
them
ready
for
K
and
you
start
with
the
in-school
factors,
but
also
that
doesn't
that
doesn't
mitigate
the
fact
that
they
need
to
be
stable.
So
you
have
housing
and
I
know
that
there
are
some
housing
initiatives
and
then
there
are
the
family
support
system
through
our
social
services
networks
and
I
know
that
there's
some
issues
with
foster
care
and
so
you'd
want
to
be
able
to
address
that
and
my
role
as
superintendent
I
believe
as
as
school
system.
B
We
see
kids
for
the
longest
amount
of
time
in
terms
of
years
and
hours
during
the
day,
and
somebody
has
to
coordinate
all
of
that
and
so
I
believe.
It's
our
responsibility
to
coordinate
all
that
I.
Think
historically,
we've
coordinated
the
academic
pieces,
but
we
haven't
really
taken
the
responsibility
to
court.
You
to
coordinate
all
of
the
other
social
services
pieces
and
I.
B
Think
it's
our
responsibility
to
do
both
the
in
school
and
the
out
of
school
factors
and
coordinate
all
of
that,
and
that
would
mean
that
I
would
need
to
allocate
resources
in-house
to
that
coordination
and
work
alongside
I.
I
know
that
this
position
sits
on
the
mayor's
cabinet.
I
have
eight
years
of
governmental
experience,
of
leveraging
and
working
across
sectors
with
other
agencies,
and
so
I
think
that
is
a
strength
that
I
bring
to
this
role.
So
we've
worked
with
a
Department
of
Human
Services
on
mental
health
grants.
B
We've
worked
with
them
on
our
early
learning
services
on
work
force
for
early
learning,
we've
worked
with
the
Department
of
Transportation
on
safe
routes
to
school.
We
worked
with
our
public
safety
on
evacuation
and
crisis
management
so,
and
we
worked
with
Department
of
Health
on
home,
visiting
and
teens
teenage
pregnancy
and
vaping
and
other
you
know
important
health
aspects
for
for
Student,
Wellness
and
surveying
students
around
wellness.
So
there's
there's
there's
the
experience
that
I
bring
to
this
role
around
leveraging
those
aspects
and
those
agency
aspects
around
all-hands-on-deck.
B
A
You
great
so
we
did
receive
some
questions
for
the
audience
which
I
think
some
of
them
we've
sort
of
touched
upon
a
little
bit.
One
is
about
our
bps.
Schools
are
disproportionately
funded.
How
would
you
make
sure
that
schools
are
equitably
funded
and
would
be
willing
to
publicize
school
budgets?
That's
one
question.
B
B
There
was
a
we
have
a
program
in
Minnesota
called
comprehend:
pensa
Tori
education.
It's
educates,
funding
that
we
provide
for
students
in
who
received
free
or
reduced-price
lunch.
We
base
that
also
on
concentration
of
poverty
in
a
school
district.
Recently,
a
few
years
ago,
we
had
the
legislature
provide
for
that
funding
to
go
out
to
schools,
but
it
didn't
follow
the
student
anymore.
What
happened?
Was
school
districts
were
given
50%
of
the
funding
to
use
any
way
they
wanted
to
with
no
transparency.
B
I
was
super
upset
about
it
because
I
felt
like
if
a
student
is
earning
and
generating
those
dollars.
Those
dollars
should
follow
that
student.
It
shouldn't
be,
it
I
mean
that's
the
reason
we
put
the
money
there,
so
it
shouldn't
be
that
school
districts
can
just
go
ahead
and
just
spend
that
money.
However,
they
wanted
to
spend
that
money
without
any
transparency
or
engagement
with
parents
in
the
community.
B
So
what
I
asked
for
was
at
least
have
it
posted
on
their
website
that,
if
Lucy
Laney
school,
for
instance,
was
going
to
have
$50,000
of
their
funding,
go
to
some
other
project
that
the
school
board
felt
was
reasonable.
At
least
let
the
parents
know
that
that
money
left
their
school
district
and
then
went
for
this
other
reasonable
process
project,
because
I
felt,
like
those
kids,
were,
that
making
a
sacrifice
for
giving
that
up.
So
my
core
principle
is
that
if
you
get
a
dollar,
it
should
follow
that
kid
to
where
to
where
they
go.
B
I
think
you
have
a
good
start
on
opportunity
index
that
you're
doing
here
and
the
student
weighted
formula
on
the
way
that
it's
done
I
do
think
there
are
some
basic
services
that
all
students
need,
such
as
nursing
and
Social,
Services
and
counselors,
and
that
sort
of
thing
and
it's
you-
have
to
really
look
at
the
balance
of
the
resources
that
are
that
are
getting
out
to
schools.
I
know
you
also
have
kind
of
a
soft
landing
for
districts.
We
did
that
to
a
minute
in
Minnesota.
B
A
B
I,
don't
really
care
for
standardized
testing
I'm
a
I'm,
an
open
book
about
that
over
the
past
eight
years,
I'm,
not
a
big
supporter
of
it.
I
think
that
it
allows
for
accountability
and
it
allows
for
larger
scale
decisions,
but
I
don't
think
that
tests
ought
to
be
used
for
individual
high-stakes
students
for
children
ever
I.
A
Actually
that
goes
to
this
next
question,
so
you
can
either
add
to
your
response
or
maybe
sufficient
what
you
just
said,
but
the
next
question
says
with
bps
support
some
schools
as
part
of
the
mass
consortium
for
innovation
in
educational
assessment,
MC
IEA
works
with
teachers
and
administrators
to
develop
performance
assessments
and
much
richer
accountability
indicators.
Will
you
support
the
district
to
expand
performance
assessments
and
apologies
and
make
accountability
or
more
accountability,
metrics
I,
hope,
I,
read
that
correctly.
I
think.
B
Teachers
assess
their
students
and
should
be
assessing
their
students,
and
so
I
would
work
with
teachers
on
their
pedagogical
practices,
around
use
of
assessment
and
lining
that
to
the
standards
I
believe
in
a
standards-based
education,
I,
just
don't
believe
in
a
test
based
accountability.
One
we
have
had
test
based
accountability
since
No
Child,
Left
Behind,
and
it
has
not
worked
so
I.
My
personal
preference
is
to
help
teachers
teach
better
for
kids
and
that
is
actually
having
teachers.
Teach
work
together
in
creating
a
common
assessments.
B
Teach
those
work
in
a
professional
learning
community
understand
where
students
are
achieving
when
they're
not
achieving
finding
out
what
it
isn't
clear,
clear
up,
confusion
and
then
teach
again.
You
know
just
the
regular
old
Madeleine
hunter
good
practice
and
teaching
so
I'm,
not
I'm,
not
a
big
proponent
of
of
big
standardized
types
of
assessments,
I'm,
a
big
proponent
of
teacher
made
assessments
and
common
assessments
among
teams
of
teachers
who
are
working
with
students,
and
so
that's
my
practice.
I.
B
It's
not
that
I
I
won't
comply
with
testing
I
mean
I
was
Commissioner
of
Education,
so
I
had
to
comply
with
accountability,
systems
and
testing
I
didn't
have
to
like
it
like
the
governor
governor,
Mark
Dayton
would
say
you
know.
Sometimes
we
agree
to
things
that
we
don't
agree
with
and
so
I
I
know
my
place.
I
know
that
I
have
to
comply
with
those
things.
I
understand
the
public's
need
for
the
transparency
and
the
results.
B
I
think
that
one
thing
standardized
testing
did
do
was
give
us
a
nice
big,
bright,
shiny
light
and
say
we're
not
getting
good
results.
All
kids,
but
I,
don't
think
that
is
delivered
on
the
promise
that
that
it's
gonna,
you
know
make
get
better
results
for
kids.
So
I
think
that
that's
where
my
philosophy
comes
from
so.
A
Switching
gears
a
little
bit
I'm
gonna,
ask
one
question
from
there
restorative
justice
questions
that
were
submitted.
There
were
three
questions,
I'll
ask
one
and
then
I'll
go
back
to
the
panel.
The
question
is:
what
is
your
understanding
over
sort
of
justice
and
are
you
committed
to
helping
to
create
a
whole
school
approach
to
restorative
justice
that
goes
beyond
responses
to
harm
and
builds
genuine
school
learning
communities
that
prevent
harm
in
the
first
place?
So
let
me
repeat
that
if.
B
Yes,
so
I've
trained
in
William,
Glasser,
choice,
theory
and
it's
about
personal
responsibility
and
about
the
choices
we
make
and
not
coercing
others
toward
your
position,
and
so
that's
a
philosophy
that
I
really
hold
to
and
I
think
restorative
justices
is
one
of
those
key
programs
and
that
really
support
kind
of
that
theory,
and
we
have
one
of
the
best
trainers
and
national
experts
at
the
Minnesota
Department
of
Education
on
restorative
justice.
Her
name
is
Nancy
Reese
Limburg,
dr.
Reese
Limburg.
B
So
it's
part
of
our
core
philosophy
at
the
Department
of
Education
part
of
my
own
personal
core
philosophy
and
how
you
work
with
children
and
so
I
would
be
absolutely
committed
to
restorative
justice
practices,
as
well
as
positive,
behavior
intervention
prevention
practices
within
a
school
district
and
building
strong
school
cultures,
where
the
adults
create
the
conditions
in
which
children
succeed.
That
is
my
my
philosophy.
I,
don't
think
children's
fail,
I
think
adults
fail.
B
Children,
and
so
children
live
up
to
our
expectations
that
we
set
for
them
and
so
I
think
we
need
to
speak
into
children,
their
Worth
and
potential,
and
they
will
become
what
it
is
that
we
set
up
for
them,
whether
it's
a
family
system,
whether
it's
a
school
system,
whether
it's
a
community
system,
you
just
have
to
love,
love
the
kids
and
then
give
them
what
they
need
to
succeed.
Thank.
F
You
so
my
next
question
sort
of
follows
along
that
line.
One
of
the
things
that
we
know
in
any
school
system,
but
particularly
in
Boston,
is
that
you
have
a
set
of
not
only
constrained
resources
but
concet
strange
community
conversation
around
it
right.
So
when
you
think
about
the
two
things
that
schools
do,
they
do
the
educational
piece
and
the
whole
child
piece,
and
then
they
do
operational
pieces,
school
buildings,
transportation,
other
kinds
of
implementation
and
for
a
long
time
our
conversation
in
Boston.
We've
wanted
to
be
all
about.
F
Social-Emotional
learning
we've
wanted
to
be
about
whole
child,
but
we
get
distracted
by
transportation
and
buildings,
and
so
I'm
wondering
what
your
plan
as
superintendent
would
be
for.
Moving
us
from
the
operational
let's
get
kids
on
on
buses
and
to
school
and
in
buildings
that
meet
their
needs
to
having
done
that
and
really
having
rich
conversations
about
what
our
schools
should
be
able
to
provide
the
kinds
of
rich
learning
places
that
they
should
be.
So
what?
How
would
you
make
that
happen
for
us.
B
Such
a
good
question,
so
when
you
are
doing
big
change
or
you
set
a
big,
bold
vision,
it's
so
much
easier
to
pay
attention
to
the
structural
fixes
fixes
and
not
the
adaptive
ones.
I
think
that
you
to
do
to
focus
on
the
adaptive
change.
You
have
to
have
very
talented
people
who
can
handle
the
operational
side,
so
it
be
building
a
strong
team
of
operational
folks
who
can
handle
that.
So
then,
the
superintendent
and
the
core
individuals
who
are
really
leading
the
vision
are
able
to
lead
the
vision.
B
But
this
is
true
with
principals
as
well,
so
principals
can
get
busy
with
buses
or
schedules
or
budgets
or
evaluations
that
they
have
to
do
and
they
they
forget
that
they're
actually
leaders
and
they
need
to
feed
the
teachers
and
so
I
believe
that
leadership
is
about
the
adaptive
pieces
rather
than
all
the
operational
stuff.
So
I
can
do
both.
At
the
same
time,
great.
B
D
B
That
you
just
go
out
and
have
the
conversations
with
folks
and
you
build
their
trust,
and
then
you
show
them
that
you,
you
create
the
vision
with
them,
so
they're
part
of
it
already
and
then
you
go
out
and
you
just
live
your
shared
vision
and
your
shared
purpose
and
you're
constantly
talking
about
and
constantly
engaging
and
constantly
connecting
others
into
to
the
vision
you
meet.
Somebody
and
you
say,
Oh
have
you,
you
know
thought
about
disk.
B
B
The
same
with
growing
great
teachers
too,
so
if
I
see
someone
who's
sitting
there,
as
a
teacher
like
I
flew
in
my
first
interview,
I
was
at
the
hotel
and
there
was
Sam
who
was
the
bartender
sitting
there
and
I
asked
him
well
I've
ever
thought
about
being
a
teacher
young
african-american
young
man,
and
he
said
no,
no
one's
ever
asked
me.
So
you
should
think
about
it,
because
you
have
the
skills
because
he
was
so
personable
and
just
you
would
be.
It
seemed
like
he'd,
be
a
great
middle-school
teacher.
A
E
So
you
touched
on
my
next
question:
you
touched
on
it
a
little
bit
so
I'm
gonna.
Ask
that
and
then
add
into
another
question
that
you
you
were
speaking
too
early
earlier.
The
first
is
the
district
prioritizes
academic
outcomes,
but
we
recognize
students
to
be
hold
people
in
need,
while
being
on
it
need
well-rounded
growth.
E
So
my
question
is:
what
would
your
goal
be
around
social-emotional
development
for
the
district,
individual
schools,
and/or
youth,
and
how
does
community
partners
play
a
role
in
that
and
then
this
second
question
was
earlier
was
around
the
concentration
of
nonprofit
organizations
and
and
in
Boston,
are
the
highest
amongst
US
cities.
What
is
your
commitment
to
investing
in
evidence-based
programs
versus
those
without
proven
outcomes,
so.
B
Start
with
the
last
one
Mr
Brown,
and
that
is
I-
think
it's
really
important
to
have
evidence-based
programs.
I
also
think
it's
important
to
try
new
things
as
well
with
good
guardrails
around
it.
So
you
know
piloting
new
new
projects
and
trying
new
innovations,
so
I
wouldn't
want
to
stifle
any
new
thought
or
new
new
energy
around
a
new
idea,
just
because
it
didn't
have
the
evidence-based,
but
I
do
strongly
support
when
you're
gonna
scale,
something
that
it
is
an
evident
evidence
based
scale
of
of
the
work.
B
As
for
students
and
my
goals
around
their
engagement,
I
would
like
to
see
a
hundred
percent
of
youth
engaged
I.
Think
that
that's
really
important
I'd
like
to
see
every
youth
have
a
mentor
and
an
adult
caring
adult
in
their
life
who
they
can
and
on
and
trust
and
love.
That's
really
important,
I
think
youth,
athletic
programs,
cultural
programs,
arts
programs,
all
of
the
things
that
help
youth
be
connected
and
and
celebrate
their
uniqueness
and
their
expression
of
their
identity
is
really
important,
and
so
I'd
like
to
see
youth
connected
and
after-school
programming,
co-curricular
Xand.
B
B
A
G
B
So
it's
a
good
question:
I
have
a
strong
belief
that
all
students
need
something
beyond
high
school,
that
you
know
the
evidence
is
clear
that
if
you
have
a
two-year
degree,
you
make
this
amount.
If
you
have
a
four-year
degree,
you
make
this
amount.
If
you
have
a
graduate
degree,
you
make
this
amount.
So
I
think
it's
really
important
that
we
give
students
the
option
of
post-secondary.
B
Training
and
study,
and
so
I
I'm,
a
big
supporter
of
kids
going
to
two-year
or
getting
certificate
program
or
some
sort
of
pathway
I,
also
like
the
idea
of
business,
stepping
up
and
getting
more
involved
in
kind
of
the
military
model
of
recruitment
where
they
go
back
well,
Boeing
and
others
Microsoft
others
have
programs
where
they
do:
apprenticeships
internships,
jobs
shadowing
for
kids.
We
have
a
great
program
for
our
students
with
disabilities
called
project
success
that
goes
in
and
does
some
life
skills
and
work,
readiness,
training
with
kids
and
careers
right
in
the
business.
B
So
that's
a
great
program,
so
I
think
that
there's
opportunities
to
have
these
career
pathways
for
our
students
with
disabilities,
our
students
interested
in
apprenticeships
or
getting
a
start
early
on
their
career
and
and
work-study
I.
Think
every
single
student
should
have
some
sort
of
work,
study
or
work
experience.
Job
shadowing
before
they
leave
high
school
I
think
that
it's
really
important
for
them
to
explore
careers
early
on
and
understand
that
there's
there's
more
out
there
than
being
a
doctor
or
a
lawyer
or
a
nurse.
C
A
B
Think
that
it's
a
good
question
I
think
that
bps
has
such
a
great
opportunity
to
really
be
bold
in
their
vision
around
their
schools,
and
you
have
the
build
PP
s
out
there.
So
you
have
the
opportunity
to
really
look
deeply
at
what
does
that
mean
for
renovating
schools,
partnerships
for
new
types
of
schools
or
looking
at
your
high
school
redesign,
and
how
does
that
work
with
Career
Pathways
and
how?
How
might
you
put
in
vocational
opportunities
for
students,
so
I
mean
I?
B
Think
there's
a
lot
of
opportunity
that
will
have
to
come
from
the
community
in
terms
of
what
the
vision
will
be
and
I'd
be
a
good
listener
in
that
I.
Think
that
there's
opportunity
to
really
look
at
the
science
and
technology
in
early
grades
in
engineering,
so
I
think
that
that
provides
an
opportunity
to
really
look
at
science
and
problem
solving
and
thinking
and
experimenting
in
the
scientific
method.
I
get
kids
thinking
and
early
literacy.
B
So
I
think
that
those
are
really
important
aspects
to
a
well-rounded
education
as
well
as
wellness
and
well-being
and
what
that
means
both
while
being
in
the
community
and
being
good
citizens.
As
well
as
well
being
personally
so
I
think
that
that's
a
really
good
strong
focus
for
any
school
system
really
in
the
21st
century
and
just
creative
thinkers,
so
I
I
would
those
would
be
some
of
the
components
to
a
good
vision
moving
forward.
B
But
I
think
it
has
to
come
from
from
the
from
the
public
and
that's
what
I
would
do
within
my
first
100
days.
Actually
it'd
probably
take
a
much
longer.
Part
of
engagement
took
us
the
18
months
to
put
together
our
essa
plan,
which
is
every
student,
succeeds
act
plan
around
public
engagement
because
we
felt
it
was
better
to
take
our
time
on
it
and
get
it
right
and
then
to
try
to
rush
fast
and
not
have
the
right
players
at
the
table
to
be
able
to
enact
a
plan
and
implement
it.
Well.
Great.
A
B
That
answer
your
question
around
I
mean
I,
wouldn't
come
in
with
the
with
the
bold
assumptions
about
what
to
do.
There
are
things
that
have
worked
to
turn
around
schools
fast
in
you
know,
for
instance,
in
Memphis,
and
we
got
great
test
scores
and
we
closed.
We
didn't
close
gaps,
what
we
narrowed
them
quite
considerably,
and
but
I
don't
know
that
those
are
the
right
measures
either.
B
When
I'm
talking
about
an
all-hands-on-deck
sector
approach,
there
are
other
outside
measures
as
well,
that
are
just
important
like
criminal
justice
or
housing,
or
early
childhood
or
health
outcomes
for
the
community
or
wealth
equity
gaps
that
exist.
You
know,
are
we
making
progress
on
all
of
those,
as
well
as
getting
better
test
scores.
A
So
I'm
gonna
shift
gears
a
little
bit
and
you
know:
we've
talked
about
equity
and
inclusion
a
little
bit.
There
are
a
couple
more
questions
I've
been
submitted
regarding
that,
so
we'll
come
back
to
that
and
Vanessa
do
I.
Owe
you
a
second
question:
I
just
realized.
Oh
it's!
Your
second
question:
I,
apologies
for
that
I
forgot
about
you,
I!
Just
what
I
didn't
notice
the
look
so.
A
Serious
I
know
she's
kicking
in
the
table,
I
think
something
that's
been
on
people's
minds
around
the
political
environment
in
Boston
and
I.
Think
that
oh
it
to
you
to
us
the
question.
So
there
are
two
questions
two
minute
regarding
that
one
says:
Boston's
the
mayor,
controlled
City.
We
do
not
have
an
elected
School
Committee.
We
have
a
chief
of
Education
position
at
the
city
level.
How
would
you
manage
this
type
of
structure?
So
it's.
B
So,
like
any
time
the
housing
person
would
come,
I'd
say:
oh
yeah,
we
need
some
priority
on
children
and
family
and
housing.
You
know
so
you
know
it's
trying
to
always
leverage
the
the
partners
at
the
table
with
the
cabinet.
So
it's
governmental
services
is
something
I
know
it's
something:
I'm
familiar
with
and
I'm
familiar
working
in
a
political
environment.
So
I
know
when
to
say
something
when
not
to
say
something
who
to
say
it
to
when
not
to
say
it
at
all.
You
know,
and
so
I
learned
real
quickly.
B
You
don't
say
anything
unless
you
have
a
for
kids,
so
I
think
that
that
is
really
part
of
navigating
the
political
landscape
and
working
with
the
with
the
chief
executive.
Also
then,
working
with
the
board
and
working
with
your
chair
really
closely
and
the
committees
and
having
working
committees
of
the
of
the
committees
so
that
everybody
feels
valued
their
voices
are
heard.
The
community's
voices
are
heard
and
you're
able
to
work
through
really
difficult
situations,
as
well
as
work
through
working
promotive,
really
bold
vision
forward.
A
B
The
best
way,
I
have
a
building,
trust
and
I
just
may
be
naive,
but
it
worked
for
me
in
Minnesota,
and
it's
worked
for
me.
Always
is
everybody,
has
my
personal
cell
phone
number
and
that
maybe
everybody's,
but
probably
bright
eyed
but
I
found
that
families
never
abused
it
and
community
members
never
bothered
me
all
the
time
right.
They
called
me
when
they
needed
something
and
giving
away
that
trust
to
them
was
I,
think
critical
in
building
the
trust
they
knew
that
I
was
open.
B
That
may
seem
like
a
small
thing,
but
it's
a
huge
piece
of
giving
away
your
trust
to
folks
to
know
that
they're
open
and
that
you're
going
to
take
their
call
and
that
you're
gonna
meet
with
them
and
that
their
voice
is
valued
and
then
just
showing
up.
You
know
you
show
up
at
their
events.
You
show
up
at
their
meetings.
You
engage
with
them,
you
celebrate
their
wins,
they
celebrate
you,
you
grieve
with
them.
B
I
mean
all
of
that
is
part
of
just
just
being
part
of
a
community
and
that's
how
you
build
trust
and
I
I'm
a
person
of
my
word.
So
you
know
if
I
say
I'm
gonna
do
something
I,
do
it
I,
don't
over
promise
and
I.
Try
to
over
prop
was
the
under-promise
over-deliver
right
so
I.
If
I
say
something,
I
mean
it
and
I'm
gonna.
Do
it
and
I
think
that
builds
trust
and
credibility?
Absolutely.
D
Shift
back
a
little
bit
to
the
equity
set
of
questions
and
space
for
the
community's
questions
around
that
I
would
like
to
hear
from
you
if
you
could
give
us
a
sense
of
how
do
you
define
equity,
and
what
does
it
mean
to
you?
How
do
you
operationalize
that
definition,
your
definition
of
equity
and
also,
if
you
can
give
us
some
specific
examples
in
which
you
have
been
successful
in
the
past,
in
implementing
equity
strategies
or
approaches
to
close
achievement,
gaps,
yeah.
B
B
My
my
philosophy
is
remove
the
fence
and
remove
the
barriers
as
best
you
can
and
create
new
opportunity
for
students,
but
I
think,
even
if
you
remove
the
fence,
sometimes
they
still
need
an
extra
step
because
they
have
other
life
circumstances
that
have
been
in
their
way
of
being
successful.
So
it's
just
doing
whatever
you
can
based
on
what
that
child
needs
or
what
that
family
needs
or
what
that
community
needs
in
order
to
move
the
agenda
forward
for
them.
So
that's
how
I
define
equity,
how
I've
been
able
to
do
that?
B
I
can
tell
you
when
we
kate,
when
I
came
in
2011,
there
wasn't
a
lot
of
conversation
around
equity,
but
now
we're
very
clear
about
it,
and
I
feel
very
proud
of
of
that
work
that
that
that
was
done
collaborative
that
was
done
under
the
current
governor
Tony
Evers
presidential
campaign
platform
during
the
couple
years
ago,
and
so
they're
proud
of
his
work
and
leadership
on
that
with
the
board.
So
that's
a
very
tangible
piece
in
our
own
essa
plan.
In
Minnesota,
we
base
everything
on
these
10
equity
commitments.
B
Even
when
I
tweet
out
I'll
be
like
equity
commitment,
number
5
follow
the
money.
You
know,
because
I
think
that
being
present
in
role
modeling,
that
is
really
critical
and
that
went
out
to
all
of
our
school
districts
so
that
they
could
also
adopt
it.
So
it's
just
Corte
Who
I
am
as
a
my
core
to
my
philosophy.
Around
educating
children.
Is
that
that's
our
strong
focus
also
inclusion
is
also
another
strong
philosophy
that
I
hold
as
well
as
collaboration.
A
So
to
build
on
that
topic,
there
are
a
couple
of
more
questions
around
here.
In
just
a
time
check
we
have
about
half
hour
left,
so
we'll
have
plenty
of
time
to
come
back
perhaps
to
the
channel
one
question:
Boston
has
been
known
for
overlooking
students
in
families
from
lower
economic
backgrounds.
Can
you
tell
us
how
you
would
ensure
all
the
students
and
families
voices
are
heard,
regardless
of
ethnicity.
B
So
I've
talked
a
lot
about
engagement
and
going
out
to
communities
and
going
where
they
live
and
engaging
with
them.
I
think
it's
important
to
have
you
know:
interpreters
available
in
all
languages,
so
that
there's
no
misunderstanding
and
that
people
understand
what
you're
saying
and
I
understand.
Clearly
what
they're
trying
to
convey
to
me
as
superintendent
or
as
a
community
member.
So
that's
how
you
engage
folks,
you
just
show
up
you
celebrate
with
them.
You
go
to
their
faith-based
communities
is
events
and
celebrations,
and
you
just
become
part
of
the
community.
A
A
B
It's
so
rewarding,
I
loved,
being
a
teacher,
I
loved
being
a
school
leader,
I
love
what
I
do
every
day
and
I
always
am
encouraging
people
to
come
into
the
field,
but
I'm
also
very
deliberate
about
building
teams
that
are
that
reflect
more
the
diversity
of
the
community
that
we
serve,
and
so
at
the
Minnesota
Department
of
Education
we've
been
very
deliberate
in
our
hiring
practices.
We've
been
able
to
double
the
number
of
people
of
color
at
the
agency.
B
A
B
This
was
a
governor's
initiative
too,
so
it
wasn't
just
our
agency.
It
was
across
the
board
system-wide
in
the
state
of
Minnesota,
that
we
were
valuing
to
receive
the
governor
hired
a
diversity
inclusion
officer.
We
went
with
Minnesota
management
and
budget
and
hired
recruiters
who
went
out
and
supported
us,
so
we
were
able
to
go
out.
We
had
diversity,
career
fairs
at
the
state
level,
so
we
would
show
up
to
those
career
fairs
and
we
would
interview
folks
and
commissioners
would
show
up
and
go
to
those.
B
My
HR
director
was
very
intentional
in
terms
of
her
targeted
advertising
and
promoting
of
the
positions
we
made
the
application
easier
to
navigate.
We
also
were
able
to
change
some
of
our
entry
requirements
so
that
we
could
then
get
folks
in
the
door
and
then
promote
from
within.
So
those
are
some
of
the
strategies
that
we've
been
using
and
then
on
interview
questions.
We
also
had
folks
engaged
in
the
interview
questions
around
that,
and
then
we
shared
our
values
on
the
front
end
with
our
position.
B
Descriptions
so
that
they
knew
equity
was
a
value,
and
we
worked
in
the
across
the
agency
with
what
we
call
change
champions
to
have
equity,
be
a
core
value
that
was
embedded
within
our
organization
and
we've
done
training
around
cultural
competence
with
our
own
staff.
So
once
we
do
get
people
staff
in,
then
staff
will
feel
more
comfortable.
B
Staying
around
so
I
mean
you
have
to
do
the
work
of
not
only
recruitment
but
also
return,
retaining
staff
and
making
sure
that
they
feel
come
from.
This
is
both
true
at
the
state
agency
or
whether
you're
in
a
school
district
or
whether
in
a
school
building.
You
can't
you
can't
hire
folks
of
color
and
then
they
aren't.
They
don't
feel,
welcome
and
engaged
in
part
of
the
community,
so
that
takes
that
takes
a
lot
of
work
right.
B
A
Gonna
do
two
questions
that
are
related,
I
hope
are
related
and
then
I'll
turn
it
back
to
the
panel
with
about
25
minutes
left
and
then
you'll
have
time
for
your
closing
statement.
So
the
questions
are
around.
What
is
your
stance
on
middle
schools?
So
in
Boston
our
school
committee
never
agreed?
It's.
B
A
But
but
in
Boston
our
school
committee
never
agreed
to
a
school
of
reconfiguration
with
the
elimination
of
middle
schools.
What
is
your
stance
and
middle
schools,
and,
and
on
top
of
that
one,
there
are
some
who
believe
that
bps
s
too
many
small
small
singletrack
Elementary
School's?
What
are
your
thoughts
on
this.
B
B
It's
just
something
that
is
true
to
my
heart,
so
I
I,
believe
in
a
middle
school
model
and
teeming,
but
I
believe
that
you
should
team
at
all
levels,
whether
it's
elementary
middle
school
or
high
school,
because
I
think
high-performing
teams
may
get
better
results
for
children
and
so
I
support.
The
reconfiguration
that's
happening.
B
So
that
would
be
my
thinking
about
that
reconfiguration,
that,
if
you,
if
you
do,
do
it
7
through
12
that
you're
very
deliberate
about
how
you
serve
the
children
who
are
in
middle
school
within
that
model.
So
that's
that
and
then,
in
terms
of
too
many
small
schools
I,
don't
know
that
it's
particular
to
elementary
school
or
middle
school
or
high
school.
You
want
to
have
school
buildings
that
are
that
reflect
your
vision
of
equity.
B
So
if
you
have
a
strong
vision
of
equity,
what
that
means
is
that
all
children
have
access
to
those
rigorous
courses.
They
have
access
to
school,
counseling
to
social
work
in
the
nursing
services.
They
have
access
to
arts
programming,
athletic
programming,
connectedness
student
clubs
debate
all
of
those
things.
It's
much
harder
to
have
equity
when
you
have
a
school.
That
is
a
smaller
school
because
you
just
can't
afford
it.
G
F
Talking
about
is
the
school
leader
and
the
principal
and
I'm
wondering
what
your
expectations
for
principals
will
be
and
how
you
will
build
a
team
understanding
based
on
all
the
things
you've
talked
about
in
terms
of
community
engagement
and
showing
up,
and
we
have
an
autonomous
network
of
schools
and
so
I'm
just
wondering
if
you
could
talk
about
how
you
both
think
about
that
and
how
you
would
operationalize
it
across
I
think
we're
at
127
schools
now
something
that's
in
the
right.
Ballpark
anyway.
B
I've
always
said
that
if
you
have
great
teachers
in
a
school
and
you
have
a
teacher
principal
who's,
less
than
effective
those
great
teachers
can't
go
any
higher
than
the
effectiveness
of
that
principal,
because
the
principal
is
one
who
makes
the
resource
decisions,
they
make
the
scheduling
decisions
they
make
the
staff
the
where
the
students
are.
What
kind
of
programming
goes
they
they're
the
cheerleader
for
the
school
they
get
the
part
ships
they
develop,
the
curriculum
they
get
all
the
opportunities
and
they're
coordinating.
B
All
of
this
they're
like
little
mini
superintendents
in
their
school
and
so
they've
got
to
really
be
able
to
embrace
the
shared
vision,
get
teachers
on
board
with
that
and
and
and
then
enact
that
vision
and
implement
it
well.
Absolutely
critical
I
was
fortunate
in
Memphis
to
be
able
to
have
31
middle
schools
with
incredibly
dynamic,
knowledgeable,
some
of
them
very
inexperienced.
In
some
super
experienced
principals
and
what
I
did
was
I
clustered
them.
So
we
we
had
thirty-one
middle
schools
and
we
clustered
into
six
groups
of
more
regionally
where
the
where
they
were
located.
B
But
we
also
did
book
studies
along
with
the
principals.
So
they'd
see
me
carrying
my
little
book,
you
know
and
we
would
do
shared
learning
and
we
became
a
professional
learning
community
when
we
were
just
on
fire.
I.
Just
I
have
so
much
fun
thinking
about
these
principals
because
they
are
just
such
an
incredibly
inspiring
group
of
individuals
and
so
I'm
always
chasing
that,
and
so
I
would
hope
that
if
I
was
superintendent,
that
we
would
have,
we
become
a
professional
learning
community
and
the
teachers
would
become
a
professional
learning.
B
Community
and
we'd
have
a
shared
purpose
and
we
would
work
on
our
leadership
skills
together
and
and
really
become
our
own
personal
mastery
of
our
of
our
leadership,
so
that
then
that
was
out
and
was
evident
with
everybody
else.
So
I
would
lead
that
with
the
principals
and
be
very
engaged
with
the
principals
they'd
all
have
my
number
I
wouldn't
be
once
removed.
You
know,
I
would
be
very
involved
with
principal
leadership,
because
I
think
it's
that
important.
Thank
you.
D
A
G
The
bureaucracy
question,
like
any
large
organization
bps,
depends
on
stakeholders
and
participants
that
can
bring
great
strength
and
often
are
highly
effective
and
accomplishing
the
mission.
Yeah
also
have
greater
or
lesser
interest
in
maintaining
the
status
quo.
How
would
you
engage
the
strengths
of
these
groups
to
achieve
progress
at
the
same
time,
minimize
any
resistance
which.
B
You
work
more
horizontally,
I
would
and
so
and
then
finding
ways
to
work
cross
functionally
on
shared
projects
is
a
great
way.
We
did
that
within
the
agency.
We
did
that
in
Memphis.
The
concept
council
was
one
way
to
break
down
that
because
you
bring
folks
together
from
all
those
different
groups,
and
you
have
your
cabinet,
so
I,
so
I
would
break
down
those
silos
by
one
being
available
constantly
talking
and
constantly
finding
for
those
cross
connections,
opportunities
within
projects
to
work
together
and
so
I
thought.
That's
what
I
would
do.
D
B
So
my
priorities
out
in
the
classroom
and
out
in
the
school
building
and
then
youth
development
projects
and
work
and
athletics
arts
programming
after-school
programming
unless
that's
taken
care
of
by
a
partner
so
that
there's
equitable
there'll
be
some
schools
that
have
partners
and
some
that
don't
so.
You
may
need
to
put
it
in
into
another
school.
So
that's
that's
where
that
money
would
go
I'm
more
about
getting
the
money
out
to
schools
and
to
children
rather
than
big
bureaucracy
and
central
office
staff.
C
A
B
Most
recently,
thank
you
for
this
question.
As
Minnesota
Commissioner
I
worked
with
the
k-12
chair,
Carlos
Mariani
and
staff
members
at
the
department
to
create
the
leaps
Act,
which
was
a
focus
on
ELL
students,
so
we
increased
funding
from
five
to
seven
years
in
al,
because
the
research
shows
it
takes
seven
years
to
really
get
students
to
proficiency,
especially
academic
proficiency.
B
So
if
we
wanted
students
to
be
able
to
take
Advanced,
Placement
or
concurrent
enrollment
or
to
take
courses
in
college,
they
needed
also
the
support
on
their
academic
language
for
college-level
material,
and
so
this
was
really
critical.
I
think
we
also
were
able
to
do
bilateral
excuse
me:
multi
lingual,
seals
of
by
literacy.
So
we
went
from
zero
to
1600
now,
students
getting
a
sealed
by
literacy
on
their
diploma,
which
is
fantastic,
I'm
super
super,
proud
of
that.
So
working
with
in
school
districts
around
that's
an
asset
building
of
our
multi.
B
B
We
had
a
great
program
with
Mexico,
where
we
did
some
exchanges
with
books
and
textbooks
with
some
of
our
children,
so
they
could
see
themselves
reflected.
We
did
work
with
our
American
Indian
community
around
our
treaties,
with
our
Humanities
Center
and
reflective
American,
Indian
education
for
all,
and
so
there's
a
lot
of
really
great
work
that
you
can
do
for
students
who
are
from
diverse
backgrounds
or
arielle
students
around
language
development
I'm,
not
one
that
supports
a
pullout
model
is
I,
really
am
more
about
inclusionary
practices.
It's
like.
B
If
you
go
watch
a
movie
and
you
leave
for
the
movie
and
you
come
back,
you
have
to
ask
somebody:
what
was
the
movie
I
think
that
there's
pull
out
that's
needed
sometimes,
but
as
much
as
you
can
have
the
children
and
interacting
with
other
children
and
push
the
supports
into
a
classroom
is
I
think
the
best
practice
for
children
rather
than
having
them
leave
their
general
instruction.
So
that's
kind
of
my
philosophy
and
I
like
bilingual
education,
I,
think
there's
new
technologies,
assistive
technologies.
A
So
the
next
question
I'm
going
to
honor
this
question,
though
I
don't
know
that
that's
a
general
feeling,
but
I
definitely
want
to
acknowledge
that
the
question
and
read
it
verbatim.
It
says
at
the
present
time
and
there
is
no
trust
faith
in
bps
from
parents,
students
and
teachers.
How
do
you
plan
to
build
or
rebuild
trust
faith
in
bps?
Well.
B
Thank
you
for
the
question
and
I
value
it
too,
and
that
that's
the
perception
of
this
individual,
then
that's
that's
their
real
perception,
and
so
we
have
to
regain
that
trust
of
them.
I
would
like
to
see
bps
be
the
first
choice
for
all
parents
who
live
in
the
community
and
I.
Think
that
means
that
you
have
strong
academic
programs
in
every
neighborhood
I
think
it
means
that
you're
out
there
talking
about
the
positive
things
that
are
going
on
in
the
schools,
both
teachers
and
community
members
and
those
who
work
in
our
schools
and
community.
D
A
I
have
two
remaining
questions
that
I
haven't,
read
and
I
want
to
get
to
them,
and
so,
first
of
all,
thank
you
because
there's
all
really
great
questions
from
the
audience.
So
thank
you
for
that.
We
really
appreciate
that
appreciate
it
and
then
I
think
we'll
have
enough
time
for
prop.
Perhaps
one
last
question
from
the
panel
and
then
we
will
proceed
to
your
closest
statement.
So
one
question
I
think
you
can
already
address
which
is
around
what
innovative
ideas
you
have
a
runner
absenteeism
and
attendance
issues
and
how
you
make
this
a
district-wide
priority.
B
I
say
this
is
a
great
opportunity.
It's
a
good
question.
You
know
this
is
a
great
opportunity
for
BPS
to
really
work
on
absenteeism,
I,
think
currently,
I
was
reading
the
state
data
reports
and
it's
25
percent
of
students
are
chronic
and
reading
18
or
more
days,
absent
and
then
I
think
it
was.
46
percent
are
10
or
10
or
more
days
absent.
So
that
is
really
it's
gonna.
It's
going
to
take
a
full-out
effort
to
work
with
families
and
communities
around.
B
Why
are
children
absent
from
school
part
of
that
is
academic
and
just
engaging
especially
at
the
secondary
level,
and
making
sure
that
students
are
not
disengaging
and
that
they
feel
connected
to
the
school
and
they
have
rigorous
opportunities
and
that
they
feel
welcomed
and
safe
at
the
school
and
getting
them
involved.
So
at
the
at
the
older
level,
you
know,
I
believe
it's
easier
to
move
the
camp,
the
needle
forward
for
older
children
in
terms
of
younger
children.
You
have
to
do
a
whole
family.
B
B
Is
there
a
crisis
in
the
family
in
terms
of
stable
housing,
and
so
it's
leveraging
all
of
those
pieces
to
ensure
that
you're
looking
at
the
root
of
why
the
child
isn't
coming
or
isn't
there
at
school
and
then
working
to
eradicate
that
and
get
them
there?
So
I
think
you
do
a
full
campaign
as
well.
As
you
know
about
the
importance
of
that,
but
even
a
campaign.
You
know
you
can
say:
oh
yeah
bring
your
kids
to
school
and
attendance
matters
and
all
of
these
campaigns
it
doesn't
help
if
you're
not
helping
the
family.
B
A
In
the
interest
of
time,
Liz
I'm
much
done,
we
have
I,
have
10
minutes
in
my
clock,
but
I
just
want
to
make
sure
okay
perfect.
So
the
last
question
that
was
submitted
from
the
audience
reads:
we
hear
a
lot
about
college
and
career.
What
is
your
vision
beyond
work,
oriented
outcomes
and
what
structures
and
processes
will
support
the
vision
in
day
to
day
school
practice.
B
So
I
think
that
that's
kind
of
how
I
would
approach
it
in
terms
of
creating
new
opportunities
for
for
students
with
their
own
soft
skills,
as
well
as
their
life
skills
and
their
academic
skills.
To
get
them
ready
to
be
able
to
handle
the
rigors
of
really
really
being
autonomous
so
that
they
don't
fall
through
the
cracks
and
feel
as
though
they
can't
can't
handle
it
when
they,
when
they
leave
our
system.
E
I
do
and
it's
sticking
on
the
theme
of
the
criminal
justice
and
and
in
those
young
people,
there's
a
saying
that
young
people
don't
no,
and
so
they
know
you
care.
So
my
question
is
as
a
superintendent:
how
will
you
work
with
the
Department
of
Youth
Services
to
ensure
that
our
young
people
who
are
in
the
juvenile
justice
system
are
not
falling
through
the
cracks
educationally
and
is
there
anything
you
see
or
believe
can
be
done
around
making
sure
the
curriculum
supports.
B
Thank
you
for
that.
I
worked
as
the
high
school
superintendent
Minneapolis
Public
Schools,
and
we
worked
with
the
County
Attorney's.
They
had
closed
a
school
called
Katahdin,
and
then
we
created
what
we
called
success
school
and
we
worked
at
a
school
called
Stadium
View,
which
was
a
I
oversaw
that
school.
That
was
for
the
youth
that
were
just
placed
in
jail
essentially
at
the
time,
and
so
we
worked
on
the
curriculum
there
and
the
rigor
there,
and
then
we
worked
on.
Where
are
they
credit
deficient?
B
How
do
we
then
give
them
credits
for
what
their
credit
deficient
and
then?
How
do
we
fill
in
the
holes
for
them
in
terms
of
GED
or
other
experiences
and
give
them
credit?
We
actually
developed
an
adult
diploma
in
Minnesota
so
that
we
could
work
with
our
correctional
facilities
to
allow
for
students
in
our
correctional
facilities
to
get
credit
from
where
they
were,
because
sometimes
it
was
just
looking
met.
B
So
many
of
our
kids,
who
found
themselves
in
these
situations,
were
really
close,
like
one
to
two
credits
away
from
getting
their
high
school
degree,
and
so
we
really
worked
to
make
sure
that
we
had
counselors
in
Minneapolis
who
were
looking
at
those
credits
and
now
within
Minnesota
through
our
Correctional
Facility,
through
our
delt
diploma.
They're
able
to
get
their
GED
or
I
went
to
a
graduation
in
Faribault,
Correctional
Facility,
and
there
were
students
that
are
even
getting
their
associate's
degree.
B
B
A
B
You
so
much
I
shared
with
you
a
lot
of
the
work
that
I've
been
able
to
do,
but
I
know
that
this
work
can't
happen
with
one
superintendent
or
one
team.
It's
going
to
take
everybody
a
lot
of
the
work
that
I
shared
with
you
was
work
that
a
team
did
that
I
worked
across
agency
to
do
or
I
worked
with
community
partners
to
do,
or
we
partnered
with
the
Correctional
Facility
or
with
the
county
attorney
to
to
provide
better
services.
So
I
don't
come
in
here.
Saying
I
can
do
everything.
B
I
want
to
be
part
of
a
team
that
is
empowered
and
is
ready
to
do
just
great
work
for
children
and
for
families
and
for
communities.
I
think
that
it's
doable
and
I'd
like
to
be
part
of
it.
So
thank
you
so
much
for
your
time
today
and
to
the
community
and
for
their
very
insightful
questions.
I,
look
forward
to
learning
more.
A
Thank
you
for
spending
the
time
for
sharing
a
little
bit
more
of
your
background
with
us
for
making
us
understand
your
experience.
So
thank
you.
Good
luck
with
the
rest
of
the
day.
As
you
know,
it's
gonna
be
a
long
day
and
for
those
of
you
I
reminder
for
those
of
you
who
tuned
in
please
send
this
feedback.
The
committee
would
love
to
hear
the
feedback
and
superintendent
search
at
Boston
Public
Schools
org
as
the
email
that
you
can
send
your
observations
to.
So,
if
they
very
much
to
all
thank.