►
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
A
Thank
you,
I'm
very
happy
here
to
be
the
monitor.
My
name
is
Collin.
Rose
I
will
be
the
moderator
for
the
evening
and
to
introduce
dr.
Oscar
Santos,
who
will
be
our
final
finalists
in
our
final
session
tonight
before
we
start
I
wanted
to
remind
everybody
that
we
are
live
streaming
in
on
Boston
City,
livestream
TV.
We
are
also
on
Comcast
channel
24
RCN
Channel
13
and
files
1
9
6
2
I,
like
to
thank
all
the
panelists
that
were
here
tonight
again
for
their
service
in
a
third
long
night.
A
That
will
end
around
8
o'clock
before
I.
Have
dr.
Santos
give
us
a
brief
introduction
and
roll
into
our
questions,
I'd
like
to
give
the
chance
for
each
of
our
panelists
to
introduce
themselves
and
their
role
in
bps.
So
since
the
questioning
will
start
on
this
side,
we
will
start
with
the
panelists
on
this
side.
B
I'm
David
Shapiro
Thank
You,
dr.
Santos,
for
being
here
at
the
end
of
a
long
day,
I'm
the
parent
of
two
boys
at
the
curly
well
to
it,
who
were
one
who
was
at
the
curly
Cait
aide
who's
now
at
Boston,
Latin
Academy,
one
who's
at
the
curly
k2,
eight
in
fifth
grade
I
used
to
run
masa
mentoring
partnership,
which
does
a
lot
of
work
on
mentoring
and
PPS
and
now
run
the
national
version
of
the
same
thing
working
with
districts
across
the
country.
So
thank
you
so
much
good.
C
Evening,
dr.
Santos,
my
name
is
gene
Roundtree
I'm
headmaster
at
Snowden,
International
School,
Copley
kind
of
one
of
your
one
of
his
neighbors
of
Cathedral
I've
been
a
headmaster
there
for
four
years.
I
was
a
teacher
and
bps
for
ten
years
before
that
and
I
began
in
the
district
as
a
paraprofessional
in
the
Kennedy
middle
school
I'm.
Also
the
parent
of
a
two
and
a
half
year
old,
who
not
yet
in
Boston
Public
Schools,
but
but
we're
hoping
that
Boston
Public
Schools
is
ready
when
she's
ready
to
go
to
school.
D
E
F
A
I'm
Colin
Rose
I
am
the
assistant
superintendent
eats
in
Boston
Public
Schools
I
have
a
five-year-old
who
was
a
k1
student
at
the
Sarah
Greenwood
and
a
one
and
a
half
year
old,
that's
kind
of
the
same
board
of
jeans,
young
one
that
will
be
soon
embarking
on
VBS
before
we
get
started.
I
want
to
remind
everybody
about
the
format
we
will.
First
have
a
round
of
questions
from
our
panelists,
as
that's
going
on.
Liz
will
be
collecting
no
cards
from
the
audience
of
questions.
A
After
that,
first
round
of
questioning
from
the
panelists,
then
we
will
read
out
a
question
from
the
audience
at
random.
We'll
do
another
round
with
our
panelists
another
question
from
the
audience
and
then,
as
time
permits,
we'll
have
more
questions
with
that
I'd
like
to
give
dr.
Santos
some
time
to
have
some
opening
statements
and
then
we'll
get
right
into
the
questions.
So
you
go
the
floor.
Great.
G
Good
evening,
everyone
thank
you
for
having
me
here
tonight.
As
many
of
you
may
know
or
may
not
know,
my
name
is
Oscar
Santos
I
was
born
and
raised
in
Boston
I
was
a
teacher
in
the
Boston
Public
Schools
I.
Also
graduated
from
the
Boston
Public
Schools
K
through
12
I
was
fortunate
enough
to
be
a
teacher
at
English
high
school
for
seven
years
and
during
that
time,
I
taught
math
I
taught
English
literacy,
history
and
college
readiness.
G
G
After
that,
I
was
superintendent
in
Randolph
for
three
years
where
there
was
a
district
level
four
and
then
for
the
last
six
years,
I've
been
in
Cathedral
High
School,
where
I
have
worked
with
inner-city
students
from
the
city
of
Boston.
It's
philanthropy
based
school,
where
I
serve
as
the
president
when
I'm
most
excited
about-
and
most
proud
of.
This
is
the
fact
that
I've
been
married
for
20
years
and
similar
to
you.
I
have
two
children.
G
My
son,
Jackson
is
16
and
my
daughter
Sophia
is
13
and
I
love
the
fact
that
we
have
parents
here,
because
you
are
the
first
teachers
you're
the
ones
that
really
support
students
as
much
as
possible
and
you're
the
champions
for
your
students,
and
so
thank
you
very
much
and
I'm
excited
for
our
conversations
right.
Thank.
A
F
G
G
There's
some
great
tools
now
that
exist
in
the
Boston
Public
Schools
that
we
did
not
have
the
opportunity
index
I.
Think
it's
a
wonderful
tool
to
give
you
a
sense
of
what
is
some
of
the
needs.
I.
Think
that
there's
an
opportunity
to
look
at
that
opportunity
index
and
say
what
are
the
academic
opportunity
index
to
further
support
those
needs?
For
example,
the
fact
that
56%
of
students
that
are
our
most
challenged,
students
are
at
five
district
high
schools.
G
That's
something
that's
a
concern
to
me,
because
it's
not
equitable
to
have
that
many
students
in
in
just
five
schools
and
part
of
that
is,
is
to
really
be
able
to
say
what
are
the
resources
that
are
needed
to
support
students.
My
approach
to
education
is
founded
on
something
that
I
call
opportunity
to
learn,
and
what
I
mean
by
that
is.
G
Is
that
if
we
know
students
needs
and
their
gaps,
we
need
to
make
sure
that
we
give
them
those
opportunities
so
that
they
can
be
successful,
and
part
of
that
would
be
to
sit
down
with
all
the
high
schools,
with
the
district
with
the
central
offices
to
say
how
are
we
supporting
our
students?
What
does
high
quality
instruction
look
like
in
every
single
classroom?
What
does
our
curriculum
look
like?
What
are
the
graduation
requirements?
G
One
of
the
things
that
I
saw
was
that
about
30
percent
of
our
students
transfer
within
schools
during
their
time
in
the
bps
I
think
it's
important
to
make
sure
that
we
have
a
consistent
curriculum
or
at
least
graduation
requirements
all
the
way
across,
so
that
if
a
student
does
move
from
one
place
to
another,
at
least
they
land
properly
and
are
able
to
be
successful
as
a
principal
and
as
a
headmaster
at
Boston,
International
I
I
had
those
challenges.
I
had
students
that
were
long-term
English
language
learners.
A
E
Question
is
related
to
how
you
see
your
role
as
an
advocate
and
protector
of
the
Boston
Public
Schools.
Over
the
years.
Our
schools
have
suffered
repeated
and
more
devastating
cuts
since
I
began
at
the
Tobin
school
nineteen
years
ago,
we
have
lost
our
librarian
student
support
coordinator,
shared
social
worker,
school
resource
officer
assistant,
principal
student
programs.
E
Content
coaches
for
teachers
could
never
afford
a
guidance
counselor
and
will
again
be
cut
to
one
special
educator
to
serve
all
of
our
students
on
IEP
s
and
the
students
on
IEP
s
from
Mission
Grammar
Catholic
school
as
well.
I'm
sure
you're,
aware
that
49%
of
Boston
City
land
is
occupied
by
nonprofits
and
since
nonprofits,
don't
pay
property
taxes,
the
city
as
the
pilot
program.
E
If
you
had
the
opportunity
to
read
the
pilot
action
groups
report,
it
says
that
the
city's
largest
institutions,
including
northeastern
Harvard,
BC
B,
you
have
defaulted
on
upwards
of
77
million
in
payments
monies
that
could
be
coming
back
into
our
schools.
We
have
had
a
great
deal
of
upheaval
recently
with
school
closures,
building
shifts
and
even
recently
voting
to
turn
a
vacant
school
building
back
over
to
the
city.
My
question
to
you
is
in
your
role
as
superintendent.
G
Katelyn
my
role
as
a
superintendent
is
to
be
the
number
one
champion
for
the
school
district
and
to
work
with
the
mayor,
as
he
would
be
the
champion
for
the
city
and
to
work
with
the
principals
were
the
champions
for
their
schools
and
then
with
the
parents
who
were
really
critical
with
the
champions
for
their
children
to
make
sure
that
we
all
get
on
the
same
page
with
one
voice.
To
advocate
for
the
things
that
we
need
in
terms
of
the
land.
G
What
I
would
say
the
77
million
dollars
that
is
should
be
appropriated
to
the
schools
is
to
really
bring
that
conversation
to
the
forefront.
To
say
here
are
the
things
there's
three
reasons
why
we
need
to
do
that
number
one.
It's
the
right
thing
to
do.
Number
two:
it's
one
of
the
tax
credits
and
number
three.
It
provides
a
real,
meaningful
relationships
in
terms
of
a
pipeline
and
support
for
the
city
and
the
schools
to
work
together.
In
addition
to
that,
when
I
look
at
the
city
of
Boston,
we
are
rich
in
resources.
G
I
mentioned
this
earlier
today,
but
we
have
a
hundred
and
thirty
eight
thousand
college
and
graduate
students.
We
have
38
local
colleges.
We
have
22.
Why,
in
fact,
excuse
me
22
of
Boston
public
libraries,
ten
boys
and
girls
clubs.
Those
are
opportunities
zones
that
we
could
use
and
be
a
lot
more
tiege
ik
about.
G
It's
making
sure
that
our
entire
city,
whether
a
kid
lives
in
Dorchester
or
lives
in
Mission,
Hill
or
lives
in
West
Roxbury
that
thinking
in
those
quality
access
needs
and
those
are
not
add-ons.
Those
are
the
social
emotional
needs
that
students
need
to
be
successful,
so
I
would
be
the
number
one
advocate,
along
with
the
team,
to
support
and
spearhead
those
needs
for
our
city.
D
Okay,
knowing
that
becoming
a
great
administrator
teacher
or
other
staff
member
doesn't
happen
overnight,
but
also
understanding
the
urgency
around
having
rigorous,
responsive
and
affirming
environments
for
our
students,
especially
those
who
have
been
historically
marginalized.
What
is
your
philosophy
around
balancing
support
and
accountability
at
all
layers
of
the
system.
G
G
Every
decision
that
I
make
and
every
decision
that
we
make
as
educators
is
to
support
students
and
that's
the
kind
of
culture
that
you
want
to
create
in
terms
of
support
and
accountability
and
I
view
them
to
be
symbiotic.
Because
when
you
support
people,
you
expect
them
to
do
their
best.
Work,
and
part
of
that
is
as
an
administrator
to
provide
that
high
level
of
support
with
clear
expectations.
A
couple
of
ways
that
I
did
that
was
at
Boston
International.
We
had
a
school
that
was
completely
for
English
language.
G
Learners,
I
was
able
to
work
with
Boston,
College
and
dr.
brisk
to
make
sure
that
we
trained
every
single
teacher
at
the
school
on
how
to
work
with
English
language
learners.
So
that
when
we
broke
up
into
teams
and
did
thematic
based
instruction
and
we
looked
at
it-
a
Democrat
the
training,
so
that
way,
we
were
able
to
work
together
to
support
our
students
and
I'm
always
proud
of
the
fact
that
whenever
you
walked
into
Boston
International
high
school
at
the
top,
when
it
said
welcome
to
Boston
International
High
School.
G
C
Thank
you
and
thank
you
for
being
with
us
at
the
at
the
end
of
what
I'm
sure
has
been
a
you
know,
a
tiring
day,
you
know
so
you've
had
a
long
experience
of
leadership.
You
know
both
at
the
classroom
level,
the
school
level
in
the
district
level,
and-
and
you
know,
as
you
know,
you
know-
what's
very
important.
You
know,
for
you
know,
leadership
is
to
be
able
to
share
your
moral
imperative
and
then
also
bring
others
into
it
so
that
we
can
do
the
work.
C
You
know
that's
part
of
the
vision
of
your
the
school
or
the
district.
Could
you
share
with
us
your
your
moral
imperative
for
leadership,
and
what
is
your,
why
for
doing
this
work,
and
and
how
will
you
bring?
You
know
your
your
immediate
team
and
their
in
the
district
behind
you
in
fulfilling
that
vision.
G
Jane.
Thank
you
for
that
question
my.
Why
is
because
I
was
one
of
the
students
in
Boston
I
was
that
young
man
I
went
to
the
Rafa
Hernandez
I
went
to
the
Grover
Cleveland
Middle
School
I
was
an
immigrant
student.
I
was
an
English
language.
Learner
I
was
one
of
those
students
who
was
economically
disadvantaged.
G
Why
that
you
push
others
and
and
I
appreciate
the
fact
that
you
talked
about
getting
others,
that
moral
imperative
is
something
that,
as
a
leader,
you
have
to
build
in
others,
and
you
find
out
why
other
people
have
they're
wise
and
that
Y
then
creates
that
collective
vision
of
here's.
What
we
do
as
an
organization
again
going
back
to
the
the
concept
that
I
believe
is
critical
when
we
say
one
Boston,
it's
all
of
us.
G
One
Boston
needs
to
have
that
vision
to
say
we
are
going
to
eliminate
that
achievement
gap
because
we
have
to
because
our
kids
deserve
it
and
because
the
city
of
Boston
can
do
this,
and
we
have
to
do
this,
and
that
would
be
the
way
that
I
would
instill
that
and
then
you
have
to
do
it
operationally
every
day.
It's
not
just
talking
about
it,
it's
being
about,
and
it's
showing
up
early,
it's
taking
your
central
offices
to
the
schools
so
that
we
could
say
okay,
what
is
going
on
at
this
school?
G
Let's
bring
the
central
offices:
let's
have
a
conversation,
the
people
who
are
living
in
the
schools,
the
principal's,
the
teachers,
the
students-
they
are
the
ones
that
are
being
most
impacted,
the
people
who
are
attempting
to
lead
the
district
need
to
listen
to
those
who
are
living
it
and
those
are
this
central
office
staff
I'm
very
much
of
a
school
based
person
to
make
sure
that
the
central
officers
support
that
work,
and
then
last
but
not
least-
and
we
talked
about
this
earlier-
is
those
that
are
lending
a
hand.
The
philanthropy.
G
C
B
B
But,
as
you
hear
you
know,
there's
a
scarcity
mindset
which
pits
our
school's
against
each
other
because
they're
being
stripped
mind
of
resources.
So
I
guess.
My
question
is
based
on
your
experience
and
Randolph
and
your
experience
at
individual
school
levels
and
maybe
your
vision
for
the
school.
Whatever
you
want
to
pull
from
both
pitfalls
and
successes.
I
think
would
be
great
when
people
are
being
pitted
against
each
other,
because
they're
on
the
right
and
wrong
side
of
equity,
justice
and
resources.
How
do
you
get
to
one
voice?
How
do
you
get
there?
B
G
David
two
things
one
is
is
that
when,
when
you
create
a
budget,
it
becomes
a
values-based
budget
on
your
priorities
and
that
you
bring
everybody
together,
the
families,
the
students
and
that
you
really
really
are
clear
about
here's,
what
we
need
and
why
that
allows
you
to
really
be
able
to
be
explicit
about
the
needs,
there's
also
an
opportunity
for
schools
to
be
a
little
bit
more
entrepreneurial.
Sometimes
we
say
this
school
may
need
that
and
guess
what
my
school
needs
it
too.
G
How
do
we
create
some
of
these
programs
that
we
may
be
able
to
tag-team
to
support
this
work?
That's
something
that
we
don't
do
well
sometimes
I,
give
you
a
specific
example.
At
the
high
school
level,
when
I
was
at
Boston
International
high
school,
many
of
our
students,
as
I
said,
we
had
a
decelerated
accelerated
high
school.
We
had
students
who
did
really
well
and
we're
moving
on
the
track
faster
than
others.
G
Some
of
those
students
ended
up
going
to
another
course
of
college,
because
we
did
not
have
a
big
enough
class
to
provide
those
students
with
an
AEP
class
and
certain
things
we
learned
from
that.
We
said
okay,
then,
let's
build
out
different
collaborations
with
other
schools.
So
that's
in
a
small
way
to
do
that
on
the
district
level.
I
can
tell
you
that
at
Randolph
we
had
a
lot
of
you
want
to
talk
about
not
having
resources.
G
We
were
really
under-resourced,
so
one
of
the
things
that
I
did
was
I
created
a
grant
for
1.6
million
dollars
to
make
sure
that
every
single
school
had
a
social
worker
at
the
elementary
school
that
was
important
to
us,
and
it
was
really
really
really
important
and
relevant,
because
many
of
our
kids
would
be
in
what
I
would
say.
Almost
misdiagnosed
in
terms
of
these
are
some
of
their
needs,
and
the
reality
was
is
that
they
had
social
issues.
G
It
wasn't
not
academic
and
it
was
not
a
special,
an
issue
and
having
somebody
who's
trained
there
to
provide
those
resources
really
supported
that,
and
you
can't
blame
the
families
because
they
didn't
know
so
part
of
that
is
reaching
out.
In
my
current
role.
One
of
the
things
that
I
really
have
to
do
is
I
have
to
be
really
front-facing.
We
have
to
raise
about
four
million
dollars.
G
Every
single
year
to
make
sure
that
kids
from
Boston
I
consider
Cathedral
almost
a
public
school,
because
we
get
2%
of
our
money
from
the
state
and
98-85
percent.
We
raise
through
philanthropy
to
make
sure
that
we
raised
about
four
million
dollars
so
that
kids,
that
cannot
afford
the
education
are
able
to
come,
and
we
do
that
by
working
with
big
corporations,
foundations,
dinners,
any
type
of
resources
that
we
can
get,
and
we
also
build
our
programs
for
our
students
so
that
they
could
have
internships
and
and
other
approaches
so
part
of
it.
David.
G
To
answer
your
question
is:
is
we
have
to
behave
differently?
We
have
to
make
sure
that
we
make
action
steps
and
then
we
also
have
to
look
at
some
of
the
bright
spots.
I'm
sure
that
there's
some
wonderful
things
that
are
already
happening,
that
some
schools
are
doing
and
we
need
to
make
sure
that
we
open
up
some
of
those
ideas
and
some
of
those
things
that
are
working
so
that
we
can
begin
to
do
that
in
incremental
ways.
But
it
is
really
about
making
sure
that
we're
focusing
on
doing
this
together.
Thank.
B
A
G
We
have
to
act
that
way
and
we
have
to
follow
through
with
families
on
that
and
say
to
families,
and
this
is
an
important
piece
and
if
we're
not
doing
that,
you'd
have
to.
Let
us
know
that,
because
it's
a
two-way
street
because
you
have
to
let
us
know
what
are
the
things
that
we're
not
doing
well
and
that's
important,
because
the
families
then
know
that
you're
willing
to
listen
to
them
and
sometimes
when
you
listen,
you're
gonna
hear
some
things
that
you
may
not
want
to
hear
and
that's
okay.
A
G
Having
been
a
head
of
school
at
Cathedral,
I
would
say
that
there's
two
things
that
I
think
are
really
helpful
for
the
Boston
Public
Schools.
To
consider.
One
is
something
that
Caitlyn
you
mentioned:
I
think
the
Catholic
schools
do
a
really
good
job
on
the
social-emotional
learning
for
kids,
at
least
that
happens
at
Cathedral.
Kids
have
a
Planning
Center.
G
So
if
the
student
feels
unsafe
or
feels
like
there's
something
that's
wrong,
he
or
she
can
go
refer
themselves
to
go,
get
that
proactive
support,
there's
also
mentoring
and
internships
for
students,
and
this
is
something
that
I
think
is
really
critical.
Within
our
framework.
It's
called
the
applied
learning
framework.
We
make
sure
that
students
are
learning
academics
and
content,
but
we
also
provide
internships
and
experiences
for
students
to
go
out
into
the
community
to
do
that.
Work
and
if
you
we've
looked
at
the
research
on
best
practices
for
students
graduating
from
high
school.
G
A
F
And
I
asked
my
two
older
sons
to
reflect
on
their
time
in
Boston
Public
Schools,
my
my
oldest,
is
a
is
a
sophomore
at
mass
art,
and
that
was
something
that
he
mentioned,
that
the
arts
were
very
lacking
in
schools
and
also
access
to
mental
health.
Whatever
issues
they
had
I
also
had
to
go
outside
of
the
schools
to
find
that
for
them.
How
can
we
bring
these
things
back
into
our
schools
so
that
our
kids
have
a
chance
to
be
well-rounded
humans
and
be
these
great
citizens
to
society?
F
My
son,
without
those
outside
resources,
would
have
never
been
able
to
apply
to
mass
art,
because
we
were
up
against
districts
that
have
plenty
of
art
and
when
they
would
ask
a
tower
at
those
tours
that
you
do
of
colleges.
How
many
people
here
have
taken
this
course
and
who's
taken.
That
course,
everyone
would
raise
their
hands
and
my
son
was
able
to
raise
his
hand
because
of
outside
resources,
but
without
that
he
wouldn't
have
had
a
chance.
G
These
are
students
who
are
16
17
about
to
go
off
to
college.
Maybe
some
schools
have
a
great
art
studio,
so
that
kids,
who
want
to
take
art,
can
do
that.
Maybe
other
schools
have
a
great
makerspace
so
that
kids,
who
want
to
do
more
digital,
printing
and
robotics
and
coding,
can
do
that.
I
think
we
have
those
opportunities
to
design
our
schools
a
little
bit
differently
to
make
sure
that
kids
are
able
to
meet
their
personal
passions.
G
I
can
give
you
a
specific
example
when
I
arrived
at
Cathedral,
one
of
the
things
that
we
asked
the
students
were,
what
were
the
things
that
they
wanted
to
really
be
involved
in
and
similar
to
what
you
just
said:
theater
arts,
music.
It
gave
me
the
opportunity
to
work
with
our
board
and
to
work
with
our
donors
to
build
a
15,000
square
foot
space
where
kids
now
have
robotics
coding,
theater
and
those
are
the
programs
that
need
to
be
embedded
into
our
schools.
G
If
they're
not
embedded
into
our
schools,
our
kids
lack,
and
they
don't
have
it
so
I
do
believe.
We
have
to
push
for
that
and
we
have
to
make
it
a
value
in
terms
of
our
priorities
when
we're
looking
at
the
budgeting
process
to
push
for
these
incredible
experiences,
because
all
of
us
know
that
that
helps
young
people
grow
and
they're
engaged
in
class,
and
we
want
high
levels
of
engagement
and
more
kids
to
find
their
personal
passions.
E
B
E
Question
is
with
the
Boston
Teachers
Union,
currently
negotiating
a
contract
and
administrators
in
basis
three
plus
years,
without
a
contract.
Can
you
tell
us
about
your
experience
with
collective
bargaining?
How
involved
you
personally
would
plan
to
be
in
negotiations
and
what
you
see
is
the
role
of
unions
in
the
district.
Yes,.
G
So
during
2007
and
2009
I
was
on
the
as
one
of
the
Headmaster's
on
our
negotiation
team
in
terms
of
putting
proposals
forward.
My
more
experience
was
in
negotiating
two
contracts
with
the
Randolph
public
schools,
and
we
did
them
quickly
and
I
think
we
were
fortunate
for
two
reasons:
one
because
we
created
an
academic
plan
to
support
the
needs
of
the
district
and
based
on
that
plan
we
had
a
real
sincere
conversation
with
the
teachers
union
about
what
the
needs
were.
Just
to
give
you
a
couple
of
concrete
examples.
G
We
extended
time
on
learning
because
we
did
not
have
science
instruction
for
the
elementary
students
and
we
knew
that
that
was
something
that
we
were
really
lacking
with.
So
we
said,
let's
add
time
on
that.
We
knew
that
we
had
challenges
with
our
special
education
that
the
state
really
cited
us
for
that,
and
one
of
the
things
that
we
did
was
we
put
in
early
literacy
programs
and
made
sure
that
we
had
literacy
for
math
literacy,
coaches
for
ela
and
for
mathematics
and
we
distribute
those
throughout
the
school.
G
So
part
of
that
is
is
to
make
sure
that
when
you're
doing
negotiations,
it's
about
your
values
to
support
kids
I
think
sometimes
we
get
caught
up
in
negotiations
and
we
think
about
all
the
other
challenges
when,
at
the
end
of
the
day,
it's
really.
What
do
we
need
to
do?
Teachers,
administrators,
the
superintendent,
to
make
sure
that
we
are
all
able
to
be
successful?
It
needs
to
be
win-win.
What
do
you
need
to
do
your
job?
Because
every
single
teacher
wants
to
do
a
good
job
and
then
what
does
the
school
need?
G
D
Knowing
that
some
of
the
inequities
that
we
have
in
our
system
are
built
in
from
things
like
how
we
assign
students
to
our
weighted
student
formula,
how
would
you
propose
to
resource
open,
enrollment
schools
to
meet
the
needs
of
the
students
who
go
there?
Would
you
consider
changes
to
the
weighted
student
formula
or
the
assignment
system
in
that
process?.
G
Latoya
I've
only
read
it
so
I
haven't
really
had
a
real,
clear
sense
of
what
there's
different
types
of
data.
So
there's
count
data.
You
can
kind
of
look
at
the
numbers.
There's
like
here,
data,
here's,
what
I'm
hearing
I
think
it's
important
to
see
it
in
action
to
have
a
better
sense
of
what
the
what
the
challenge
is
and
what
the
opportunities
are
in
terms
of
the
way
I
see
the
weighted
student
formula
I
think
that
it's
a
it's
an
approach
to
be
much
more
equitable
in
terms
of
supporting
students
who
have
higher
needs.
G
What
I
have
heard
is
is
that
in
some
ways
that
hurts
some
schools,
because
they
may
not
be
able
to
get
some
of
the
resources
that
they
need
to
support.
Other
things
so
I
think
part
of
it
is-
is
to
be
a
lot
more
strategic
in
terms
of
what
are
the
things
that
are
working
with
the
weighted
student
formula.
And
how
do
we
address
it
to
make
sure
that
it
that
it
meets
the
needs
of
the
school
in
terms
of
open,
enrollment
I?
G
That's
something
that
we
need
to
get
better
at
I,
believe
in
in
terms
of
addressing
those
opportunities
and
bringing
families
in
to
have
that
conversation,
because
that's
an
important
discussion
about
where
you
go
to
school
and
how
you
do
that
and
part
of
that
is-
is
to
also
include
the
students,
because
they're
they're
involved
in
it's
their
lives
and
it's
an
important
matter,
and
then
looking
at
this
from
what
our.
How
do
we
make
sure
that
we
create
more
quality
schools?
G
The
reason
why
we
have
some
of
these
challenges
is
because
whether
it's
a
perception
or
it's
a
reality
is
that
some
families
and
some
students
do
not
feel
that
all
of
our
schools
of
quality
and
I
think
we
need
to
really
be
able
to
put
something
in
place.
That
says,
here's
what
a
great
school
looks
like-
and
this
is
something
that's
done
with
principals
with
teachers
and
what
students
say:
here's
what
academic
excellence
looks
like
great
workshop
instruction.
I
do
you
do
we
do
differentiated
instruction,
but
it's
something
that
is
applied
for
students.
G
It's
a
school,
that's
safe!
Here
are
the
indicators
that
we
can
put
forth
and
again
going
back
to
this
weighted
formula
and
opportunity
are
index
pieces.
We
could
say
this
schools
not
that
great
yet,
and
here's
how
we
need
to
do
that.
Somebody
asked
me
earlier
what
would
I'd
like
to
be
known
for
five
years
from
now
say
a
superintendent
that
has
created
great
schools
based
on
voices
that
we've
that
we've
put
together
a
rubric
and
a
standard
for
and
that
we're
building
those
out
over
time.
C
You
know
one
thing
that
unites
us
here
in
Boston
is
our
desire
to
constantly
improve
our
schools
and
I
hope.
That's
something!
That's
come
through
today
in
your
meetings
with
our
various
stakeholders.
I
wanted
to
you
know
as
a
school
leader,
I'm
very
interested
in
learning
about,
like
you
know
about
what
your
vision,
your
specific
vision,
is
around
teaching
and
learning.
G
Jean
I
was
fortunate
enough
to
be
in
Boston
from
1996
to
2010
and
the
reason
why
I
was
so
fortunate
is
because
I
am
a
disciple
of
the
workshop
instruction
and
what
I
mean
by
that
is
the
I.
Do
you
do?
We
do
workshop,
allows
students
to
be
involved
and
engaged
in
their
learning
and
some
of
the
research
and
you've
all
of
you
have
probably
seen
this,
but
it's
the
dimensions
of
learning
when
somebody
is
basically
speaking
to
you,
you
get
about
5%
when
somebody
when
you
read
something
you
retain
about
10%.
G
When
somebody
shows
you
a
visual
you
get
about
20%
when
somebody
does
a
small
demonstration
about
30%,
but
then,
if
I
were
to
say,
okay,
everybody
turn
and
talk
to
each
other,
you'll
start
making
some
sense
you
get
about
50%,
but
then
here's
where
the
magic
happens.
When
you
allow
students
to
do
they
learn
about
75%
of
it
and
when
they
teach
others,
they
learn
about
90%.
So
when
you
ask
me
what
my
vision
for
instruction
is
is
when
I
walk
into
a
classroom
when
students
are
doing
and
teaching
each
other?
G
That
is
powerful
and
that's
palpable
I
saw
this
about
two
weeks
ago,
where
our
eighth
graders
are
our
11th
graders
we're
doing
a
science
Expo
and
they
were
teaching
and
working
with
each
other
and
presenting
these
thoughts.
That's
what
my
vision
of
great
instruction
is
and
the
way
that
I
would
go
about.
That
is
supporting
teachers
with
concrete
and
explicit
professional
development.
On
workshop
on
differentiation
on
student,
talk
on
accountable
talk
so
that
students
are
turning
and
talking
and
having
critical
dialogues.
G
So
that's
the
way
that
I
look
at
quality
instruction
and
the
way
that
I
would
hold
everyone
accountable
would
be
the
way
that
I
did
it.
In
Randolph
we
created
something
that
was
called
the
Randolph
way
and
we
met
with
all
the
teachers,
and
we
said
what
this
great
instruction
looked
like.
We
agreed
to
it
with
the
teachers
union,
here's
what
great
instruction
looks
like-
and
we
said,
okay,
so
we
find
with
going
into
the
classroom
and
say
and
I
noticed
here's
what
students
were
doing
and
here's
the
impact
on
student
learning.
G
We
were
fine
with
it.
We
went
from
a
district
that
did
not
do
any
informal
walks,
walkthroughs
and
write-ups
in
one
year
from
zero
to
seventeen
hundred
and
forty
two
walk
throughs,
and
that's
why
we
were
able
to
make
what
I
would
say:
academic
gains
for
our
students,
because
we
worked
at
it
and
we
made
it
better
for
our
kids.
C
G
So
thank
you
for
reminding
me
about
that.
That
last
part,
it's
the
evaluation
system
to
me
it's
about
supervision,
so
that
you
can
supervise
and
coach
someone
evaluation
is
when
you're
making
the
judgment.
So
the
supervision
piece
to
me
is
absolutely
critical,
and
part
of
that
is.
Is
that
you
look
at
where
the
school
is
the
way
we
did.
It
was
with
the
central
offices.
G
We
would
do
walkthroughs
get
a
sense
and
the
central
offices
in
Randolph
or
our
ll
director,
our
special
education
director,
our
assistant
superintendent,
so
we
walked
through
and
looked
at
and
then
talked
with
the
principals.
What
are
your
goals
this
year
so
that
they
own
those
goals,
and
then
we
could
say?
Okay,
that's
great!
Those
are
your
goals.
You
had
voice
and
ownership
in
setting
those
goals.
What
support
do
you
need
and
then
how
do
we
have
conversations
about
that?
So
all
the
visits
were
geared
on
supporting
those
goals
based
on
where
the
school
was.
G
B
B
G
David
to
your
first
initial
point
in
in
terms
of
parents
having
to
straddle
and
and
have
all
these
challenges,
that's
a
real
issue.
I,
always
wonder
and
worry.
If
a
kid
lives
in
East,
Boston
and
the
bus
is
late
and
the
kid
has
to
be
driven
all
the
way
to
Dorchester
that's
difficult
for
the
parent,
it
sets
the
day
off
wrong
for
the
parent.
They
are
late
to
work.
It
hurts
the
kid
because
then
he
or
she
is
stressed
out
because
they're
late
to
school
they
get
marked
so
I
understand
that
piece.
G
That's
real,
that
those
are
dynamics
that
we
need
to
get
better
at
and
in
terms
of
what
I
would
call
operational
excellence
in
terms
of
the
opportunity
to
look
at
what
you
would
call
tracking
or
following
students
we
have
to
be
I.
Would
I
am
an
advocate
of
opportunity
to
learn
for
all
students
I
think
we
need
to
have
students
be
their
best
selves
and
where
they
are
I
went
to
Latin
school
there's,
some
kids,
who
don't
want
to
go
to
Latin
school,
but
I?
G
Think
every
single
kid
who
wants
to
go
to
Latin
school
should
have
the
opportunity
to
not
only
to
which
I
think
is
a
great
step
forward
to
take
the
exam
during
the
school
day,
which
I
think
is
number
one
number
two.
If
that
student
wants
to
take
that
exam,
then
we
need
to
make
sure
that
that
student
gets
the
ISEE
tutoring.
That
is
provided
so
that
he
or
she
has
the
opportunity
to
be
prepared
for
that,
and
I
believe
that
those
are
some
of
the
ways
to
support
that.
G
I,
the
other
thing
that
I
think
is
critical
that
may
have
been
missed
in
you
might
have
implied
it
or
maybe
I'm
inferring.
This
is
is
that
we
need
to
move
away
from
schools
that
are
in
some
ways
being
stigmatized
as
not
a
school,
that's
a
good
school
or
that
schools
being
left
behind.
We
need
to
stop
that
and
we
need
to
be
able
to
really
again
go
back
to.
G
This
is
a
great
school,
and
this
is
what
the
school
does
great
and
then
and
provide
the
resources
and
the
supports,
and
the
programs
that
you
were
talking
about
that
have
the
Arts
so
that
you're,
not
just
saying
oh
I,
have
to
go
to
this
school
and
I
got
left
behind.
So
I
hope
that
answers
your
question.
Yeah.
B
I
think
so,
I
think
the
only
follow-up
I
would
just
wonder
how
you
feel
as
an
educator
with
such
vast
experience.
It's
just
is
the
test,
the
right
mechanism
for
that
and
if
you
are
sending
a
message
to
kids,
that
some
people
did
well
on
the
test
and
some
didn't,
how
are
the
ones
that
didn't
feel
well
gonna
feel
like
they're,
going
to
a
place?
That's
a
great
place.
You
know
like
that's
just
in
the
psychology
of
children
and
parents,
yeah.
G
Is
a
test,
the
right
mechanism
that
that's
a
you
know
in
terms
of
when
I,
when
I
think
about
any
test,
or
even
this
tested
specifically
when
you
don't
don't
do
well
on
an
exam,
it's
almost
kind
of
like
that
restorative
justice,
piece
for
an
exam.
You
know,
there's
restorative
justice
for
discipline
and
how
do
we
get
through
this
I
think
that
we
need
to
think
very
much
in
the
same
manner
when
we're
talking
about
assessments?
Why
did
you
not
do
well
on
that?
Did
you
tank
it
because
you
didn't
want
to
go?
Did
you?
G
You
know
not
do
well,
because
you
weren't
prepared
and-
and
this
goes
just
beyond
the
exams,
the
I
see
or
the
exam
test,
but
testing
or
exams
in
themselves,
so
that
we
can
find
out
again
going
back
to
genes
genes.
Point
of
the
why?
Why
did
you
not
do
well
on
this?
That's
one
of
the
pieces
that
I
think
we
miss
and
that's
something
that
I
would
spend
more
time
with
and
I
would
push
leaders
to
really
think
about
that
and
push
the
teachers
to
again.
There's
a
there's,
a
framework.
That's
called
the
wallets
framework.
G
I
know
that
I
can't
get
into
every
single
classroom,
but
the
Wallis
framework
basically
is
focusing
on
here's
students
needs.
Then,
let's
work
with
the
teacher.
What
are
the
teachers
needs?
They
go
to
the
principal.
What
are
the
principal's
needs
and
then
you
look
at
what
are
the
principal's
needs?
How
does
the
district
respond
to
that?
So
it's
a
wraparound
service
that
goes
right
back
to
the
students,
so
I
would
I
would
really
push
for
that
and
make
that
a
priority.
Thank.
B
G
I
believe
it's
absolutely
essential,
because
much
of
the
research
shows
that
stephen
krashen
has
done
this
in
norm
Chomsky
when
you
really
learn
your
first
language.
Well,
that
gives
you
that
academic
foundation
to
build
out
your
second
language
and
if
the
goal
really
is
students
to
learn
using
that
native
language
as
a
foundation
is
essential
and
very
very
helpful.
There
is
no
negative
in
impact
on
learning
a
second
language
if
you,
if
you're
learning
your
first
language
well,
because
you
really
get
the
the
foundations
for
that
so
I'm,
a
strong
proponent
for
native
language
instruction.
G
G
A
G
The
same
way
that
you
would
hold
any
school
accountable,
because
really
what
you
want
to
make
sure
that
happens
is,
is
that
our
schools
are
as
diverse
as
as
possible
and
because
they
that
supports
learning
for
all
of
our
students
and
because
a
school
is
an
autonomous
school.
It
doesn't
mean
that
you
don't
have
diversity
targets
and
supports
to
to
really
be
representative
of
the
district
and
where
your
school
is
to
support.
Those
works
and
and
I
would
actually
say,
find
a
way
to
figure
out.
A
D
Okay,
which
one
do
I,
want
to
ask
how
about
this
when,
when
a
new
superintendent
arrives,
they
may
bring
innovative
ideas,
staff
and
policies
with
them.
What
are
some
current
policies,
practices
and
positions
and
bps
that
you
would
restructure,
and
why
and
what
are
some
that
you
would
like
to
keep,
and
why
and
can
you
give
me
an
example
of
how,
in
the
past
you
work
collaboratively
with
whether
it's
administration,
teachers,
families,
when
you've
taken
over
a
leadership
position.
G
Great
in
terms
of
I
would
probably
begin
this
by
giving
you
a
sense
of
how
I
would
enter
into
the
superintendency
before
I
would
go
into
any
restructuring
or
or
what
I
would
keep.
My
idea
would
be
to
make
sure
that
I
do
three
things.
The
first
one
is
to
listen,
learn
and
then
lead
and
the
listening
part
would
be
at
three
levels.
It
would
be
to
listen
to
at
the
school
level
principals.
G
What's
what
are
the
things
that
are
working
and
not
working,
and
that
would
be
representative
from
each
school,
which
would
be
either
a
principal,
a
teacher,
a
student
or
a
parent,
because
that
way
you,
you
gather
that
information
in
terms
of
what's
going
on
again
going
back
to
the
account
data
looking
at
the
numbers
to
figure
out
Latoya
what's
happening
here.
How
is
that
working?
Not
working,
then
the
here
data?
Why
is
it
working
and
not?
G
And
then,
last
but
not
least,
I
think
the
where,
where
the
rubber
meets
the
road
is
from
September
to
December,
to
get
myself
in
the
central
offices
to
go
visit
the
schools
once
we've
done
that,
where
we've
gathered
enough
information,
we
can
start
really
putting
together
a
plan
and
saying:
okay,
here's
some
things
that
are
working
and
here's.
Why
we
think
they're
working
here
are
some
things
that
need
some
attention
in
here.
D
G
So
one
of
the
things
that
I
knew
was
that
we
had
to
change
that
immediately
and
and
that
took
by
November
December.
We
were
working
towards
getting
what
I
would
say:
assistant
principals
and
people
who
understood
how
to
work
with
special
education
students,
so
that
we
could
do
a
much
more
pushin
model
to
make
sure
that
kids
were
being
included
and
supported.
So
that's
something
that
we
had
to
take
care
of.
Another
example
of
something
that
we
had
to
do,
which
I'm
really
sad,
how
we
we
got
to
this
point,
but
it
was
the
case.
G
Our
alternative
ed
program
in
Randolph
had
existed
for
six
years
and
when
I
did
the
count,
data
I
realized
that
not
one
student
had
graduated
in
six
years
from
that
program.
So
again,
I
said:
oh,
my
goodness,
we
have
a
major
problem
here.
I
knew
that
I
had
to
reframe
that
program,
so
we
called
in.
We
did
some
data
mining.
We
asked
kids
who
were
part
of
the.
G
What
worked,
what
didn't
work
we
found
out
that
it
was
not
personalized
that
kids
were
not
getting
attention,
that
it
was
not
an
inclusive
program
and
that's
when
we
created
a
program
that
we
thought
would
address
those
needs.
We
brought
in
our
director
of
Family
and
Community
Engagement
to
make
sure
she
met
with
the
families.
We
asked
teachers
who
wanted
to
do
who
wanted
to
work
with
this
population
to
opt
in,
and
then
we
also
provided
UDL,
training
and
and
more
hands-on
training
so
that
they
could
do
more
applied
and
personalized
things.
F
G
G
Should
be
treated
the
way
that
I,
my
family
was
treated
at
the
Rafah
Hernandez
and
that's
one
of
the
reasons
why
I'm
here
a
school
that
has
equity
as
a
school
that
respects
families
that
works
with
them?
That
knows
their
son
and
daughters
that
understands
their
needs.
That's
the
way
you
should
be
treated,
that's
where
every
single
parent
should
be
treated
when
they
walk
into
the
Boston
Public
Schools.
E
Group
of
Tobin
teachers
were
recently
awarded
a
teacher
leadership
fund
grant
to
focus
on
attendance.
We
endeavoured
to
explore
this
topic
as
it
is
an
issue
of
primary
importance
to
teachers
and
schools,
educators
and
administrators
are
devoting
an
incredible
amount
of
time
to
all
facets
of
the
attendance
work.
We
have
found
that
our
district
resources
are
thin
and
our
supervisors
are
of
attendance,
are
overstretched
with
attendance,
now
being
an
accountability,
measure
and
schools
being
held
harmful
for
absenteeism.
G
But
to
answer
your
question,
we
need
more,
in
addition
to
needing
more
attendance
managers,
I
think
that
that's
wonderful,
that
the
teachers
at
the
Tobin
have
gotten
this
grant
that
maybe
what
I
would
call
a
bright
spot
so
that
we
can
look
at
that
as
something
that's
working
that
we
may
be
able
to
use
in
other
schools.
Secondly,
when
I
look
at
attendance,
the
question
really
becomes
why
or
students
coming
late?
Is
it
because
there's
a
parent
issue?
Is
it
a
transportation
issue?
G
Is
it
that
the
students
don't
want
to
be
in
school
and
that's
something
that
that
is
a
concern
so
really
figuring
out
why
students
don't
want
to
be
in
school?
It's
something
that
would
be
incredibly
important
to
me
for
two
reasons,
because
when
kids
are
not
in
school,
they're,
not
learning
and
then
they're
more
susceptible
to
get
themselves
into
trouble
and
do
things
that
are
not
healthy
to
help
them
succeed.
Some
of
the
things
that
I've
done
and
I
can
go
back
to
being
at
Boston
International
high
school.
We
actually
opened
up
a
Saturday
Academy.
G
We
had
students
who
were
older,
English
learners
and
many
of
them
were
first
generate-
have
really
just
recently
arrived.
They
had
to
work
from
3
to
11
and
they
could
not
stay
after
school
and
we
had
great
teachers.
We
worked
with
with
our
union
rep.
Many
of
our
kids
came
on
Saturdays
to
get
that
extra
work
because
they
know
that
they
were
cared
for
and
supported
at
cathedral.
G
We
did
something
that's
a
little,
not
not
as
similar
as
Boston
International,
but
we
worked
with
our
staff
teachers
and
we
made
sure
that
our
days
started
at
8
o'clock
versus
7:30
for
our
high
school
students.
Now
that's
easy
at
one
school
because
it's
not
as
complicated,
but
that's
those
are
some
of
the
things
that
we've
done
on
the
district
level.
G
We
worked
really
closely
with
our
director
of
Family
and
Community
Engagement
to
address
those
issues,
especially
with
our
elementary
school
students,
to
work
with
the
families
and
with
the
principals
and
to
find
out
when
your
son
and
daughter
comes
late
to
school,
they're
missing
that
literacy
block,
because
that
was
the
most
important
time
in
the
morning
where
kids
are
getting
the
literacy
block
and
we
really
had
to
explain
to
families.
This
is
such
critical
learning
time.
So
it's
again
doing
this
in
small
steps
and
in
broader
steps
to
to
support
that
work.
G
B
You
can
I
just
follow
up
with
that
question,
so
one
of
the
things
seemingly
we
we
do
is
because
you
know
we
focused
solely
often
on
parents
and
guardians
as
as
a
child's
advocate
and
obviously
they
they
should
be,
and
they
want
to
be
often
but
often
have
lives
that
are
distressed
for
a
variety
of
reasons.
Around
and
flexible
work
around
lots
of
different
things
that
allow
them
not
to
be
able
to
show
up
for
their
for
their
student.
The
way
they
might
want
them
to.
B
What
have
you
seen
as
strategies
like
around
attendance,
for
instance?
In
terms
of
you
know,
when
you
get
to
that?
Why?
Other
folks,
you
know
sort
of
relationship
based
approaches
that
can
help
get
young
people
to
school
and
finding
out
about
other
advocates
for
them,
rather
than
all
the
total
energy
going
towards
parents
and
guardians,
and
if
there
is
a
social
capital
gap,
just
kind
of
perpetuating
that,
because
we
keep
barking
up
the
wrong
tree.
G
David
you
bring
up
some
some
really
great
thoughts
in
terms
of
the
fact
that
it's
not
just
the
parents,
but
it's
also
peer
to
peer,
is
absolutely
critical
to
make
sure
that
kids
know
that
you're
letting
your
your
peers
down,
because
this
is
a
classroom
related
opportunity,
but
one
of
the
things
that
I
think
we
did
incredibly
well,
and
we
do
this
well
at
Cathedral.
We
did
it
really
well
at
Boston
International,
and
we
started
doing
this
at
and
and
Randolph
and
I
think
it
got
a
little
bit
better.
G
We
had
the
opportunity
to
learn
index,
it
was
OTL
and
basically
what
we
looked
at
were
what
are
the
data
points
that
are
hurting
kids
and
when
we
were
able
to
determine
that
the
attendance
was
an
issue.
We
would
ask
the
students,
at
least
at
Boston
International.
We
really
worked
this
out
well
where
they
had
somebody
that
was
their
support.
G
Guy
who's,
the
person-
that's
gonna,
help
you
whether
it
was
another
student,
whether
it
was
a
classmate
where
there
was
somebody
that
you
cared
about
and
that
really
helped
kids,
because
they
needed
to
have
an
advocate
to
support
them.
I
could
a
cathedral
it's
a
little
different,
because
we
have
support
services
that
do
that
to
really
support
the
kids.
To
do
that.
So
it's
a
so.
G
We
have
some
staff
to
support
that
piece,
but
the
öto
piece
that
we
did
in
Randolph
was
great,
because
even
when
kids
came
late,
when
we
got
an
after-school
provider
who
was
there,
they
were
called
springboard.
We
made
sure
that
whatever
the
kids
missed,
the
after-school
provider
was
working
with
the
kids
needs.
So
even
if
the
kids
were
late,
this
was
not
an
after-school
program
that
was
like
a
free-for-all
and
played
sports
or
do
something
else
like
that.
G
We
made
sure
in
the
RFP
and
I
made
the
final
decision
on
this,
that
the
RFP
was
about
a
program
that
would
work
directly
with
the
needs
of
students
based
on
their
literacy
and
their
mathematics.
So
if
they
were
late,
we
already
had
that
into
our
our
framework.
They
received
it
and
they
were
able
to
catch
up
to
do
that.
Work
great.
C
So
the
the
issues
that
face
all
urban
districts
also
face
us
in
bps
as
I'm
sure
you're.
Well
aware-
and
you
know,
one
of
the
things
that's
been
encouraging
for
me-
is
that
we've
really
renewed
our
focus
on
increasing
you
know
our
lens
to
focus
on
racial
equity
in
our
district
and
achieving
equitable
outcomes
for
all
of
our
students.
Although
we've
made
some
progress,
I
think
we
all
acknowledge
that
there
is
more
progress
to
be
made.
What
role
do
you
see
racial
equity
playing
in
your
potential
leadership
of
bps?
C
G
In
in
a
city
like
Boston,
racial
equity
is
its
predominant.
You
know
you
look
at
Roxbury
and
West
Roxbury
you're
talking
about
probably
to
two
different
worlds.
You
know
the
way
you
engage
with
someone
who's
actually
Latino
in
Dorchester,
primarily
Dominican
in
Puerto
Rican
versus
the
way
you
engage
with
Latinos
in
East
Boston,
which
are
predominantly
from
El
Salvador,
Honduras
Guatemala.
G
G
The
other
thing
that
I
think
about
Jean
is
is
the
reach
study
that
just
came
out
on
the
the
wealth,
the
color
of
wealth
in
Boston
that
broke
my
heart,
that
the
average
family
assets
for
an
african-american
family
in
Boston
is
about
$700
for
a
Latino
family.
It's
like
about
$1,500
or
$2,000,
and
further
for
a
Caucasian
family,
it's
two
hundred
and
fifty
six
thousand
dollars.
G
Because
our
director
of
family
community
engagement
could
really
make
those
connections
with
some
of
the
families.
Our
athletic
director,
our
ll
director,
our
special
ed
director,
who
spoke
a
Verdean
Creole.
There's
things
that
you
can
do
as
a
leader
that
you
have
to
champion,
and
you
have
to
champion
that,
because
you
have
to
present
that
and
you
have
to
make
sure
that
those
initiatives
makes.
G
One
of
the
things
that
we
have
really
worked
on
Cathedral
is
making
sure
that
students
have
internships
and
that
they
have
mentors
people
that
can
support
them.
We
try
as
hard
as
possible
to
make
sure
that
they
look
like
them
when
we
do
our
career
day,
which
we
do
every
year,
every
two
years
excuse
me
and
we
have
adults
coming
to
do
roundtables
with
our
students.
We
try
really
as
hard
as
possible
to
make
sure
that
there's
a
lawyers
that
are
african-american
Latino,
you
know
Asian.
G
So
we
really
want
our
kids
to
be
able
to
see
people
that
look
like
them
that
are
succeeding.
So
that's
something
that
that
was
championed
and
then
that
we
believe
in
very
much
because
you
need
those
models
of
excellence
to
make
sure
that
kids
can
inspire
to
be
those
those
leaders
that
they
want
to
be.
D
The
voices
that
we
hear
don't
match
the
demographics
of
our
actual
school
system.
How
would
you
respond
if
you
were
superintendent
and
the
voices
that
you
heard
the
most
often
or
the
loudest
did
not
look
like
the
families
who
were
in
our
schools
and
our
classrooms?
What
would
be
your
strategies
and
how
would
you
respond
to
make
sure
that
you
actually
heard
the
voices
that
matched
our
families
and
schools.
G
Latoya,
that
is
that's
an
excellent
question.
If
you
look
at
the
city
of
Boston
and
you
just
look
at
our
demographics,
76%
of
our
kids
are
black
Latino
and
part
of
that
is,
is
how
do
we
get
those
voices
out
there
I
had
a
similar
challenge
in
Randolph.
Eighty-Six
percent
of
the
kids
in
Randolph
were
non-white
and
the
way
that
you
do,
that
is
by
building
relationships.
G
I
started
a
basketball
league
with
dads
and
Randolph
Sunday
mornings,
so
that
they
could
feel
comfortable,
and
we
could
say,
look
what
are
the
academic
issues
that
you
have
them
with
you,
students,
we
hired
a
great
director,
family
and
community
engagement
that
started
doing
literacy
nights
then
started
doing
advocacy
program.
Four
families
on
how
do
you
support
students
in
your
classroom?
Part
of
that
is,
is
that
we
have
to,
as
we
are
great
teachers
sometimes,
and
unfortunately,
sometimes
we
expect
parents
to
have
the
answers.
G
Our
job
is
to
teach
parents
also
how
to
engage,
how
to
navigate
schools,
and
if
we
don't
do
that,
some
we
do
a
good
job
and
we're
working
really
hard
doing
that
with
students
and
I'm
not
saying
that
we're
not
doing
that.
I'm
talking
I,
don't
know
what's
happening
in
Boston,
but
I
know
that
this
is
you
know.
Beverly
Tatum
speaks
a
lot
about
this,
and
so
does
Karen
Mapp
building
out
the
skill
sets
of
families
so
that
they
can
advocate
for
their
children.
G
Lisa
del
Pat
talks
a
lot
about
it
to
other
people's
children.
How
you
build
that
capacity
for
parents
so
that
they
can
be
advocates
for
their
sons
and
daughters.
I
know
this
because
you
know
sometimes
when
we're
at
a
school
and
I'm
sure
this
has
happened
to
all
of
us.
We
tell
somebody
come
to
a
meeting
at
nine
o'clock
because
it
suits
our
schedule.
What
about?
G
So
sometimes
we
have
to
be
a
lot
more
cognizant
of
those
things
and
and
to
build
the
confidence
of
the
parents
so
that
they
can
advocate
for
their
children
and
and
I
believe
Latoya
that
sometimes
a
lot
of
parents
don't
know
how
to
advocate
as
well,
not
because
they
don't
want
to,
but
is
because
something
that
we
need
to
build.
Some
of
that.
Some
of
those
skill
sets
I.
G
A
couple
of
examples
that
I
can
give
on
that
I'll
give
you
an
example
from
Boston
International
and
then
one
from
Randolph,
one
of
the
things
that
we
engage.
Parents
with
and
I
think
I
spoke
about
this
in
my
intro
Boston
International
in
2004
was
initially
a
program
for
kids
to
learn
English,
and
then
they
would
have
to
think
about
this.
Students
were
already
transitioning
coming
to
learn,
English
and
then
go
get
transition
to
a
district
high
school.
G
So
we
had
to
explain
some
of
those
things
they
understood
it.
So
part
of
that
was
how
do
you
build
that?
The
second
way
that
we
did
this
in
Randolph
was
with
our
district
accelerated
plan
and
it
was
about
creating
whole
school
improvement
plans
for
our
school,
with
with
goals
and
objectives,
and
part
of
that
was
engaging
the
parents
right
from
the
beginning.
Here's
what
the
district
is
trying
to
do.
G
We
had
a
through-line
that
went
from
district
to
schools,
to
classrooms,
to
teachers,
to
parents,
to
students,
and
that
was
important
for
because
to
me
it
was
everybody's
involved.
Here
and
here's
here
are
the
goals
for
the
district
and
here's,
what
we're
doing
here,
the
goals
for
the
school
and
here's,
what
we're
doing
and
and
everybody
had
to
own
those
goals
in
terms
of
you,
know,
I'm
going
to
try
to
be
at
the
school
and
make
sure
my
kid
comes
to
school
on
time,
all
those
kinds
of
things.
G
This
is
something
that
I
really
enjoy
doing
I'm,
currently
working
with
North
Eastern
with
something
that's
called.
Next,
it's
exponential
learning
and
the
idea
is,
is
how
do
you
create
dynamic
learning
for
students
that
goes
beyond
the
classroom
and
to
me
it's
it's
kind
of
like
that
workshop
instruction,
piece
where
it's
the
I.
G
Here
are
the
skills
that
I
have,
and
here
the
things
that
I
can
bring
to
the
table
a
specific
example.
The
students
at
our
school
did
the
marketing
program
and
with
Connelly
partners
they
created
the
the
marketing
plan
for
the
school.
We
have
students
who
are
creating
speakers
with
Tom
to
Vesto
with
a
social
innovators
Club.
G
I
do
believe
that
there
is
an
opportunity
in
the
city
of
Boston
to
bridge
the
divide
between
industry
and
academics
through
workforce
development
and
and
part
of
that
is
through
using
some
type
of
whether
it's
a
relational
automation
here
or
people
who
are
interested
in
helping
kids
learn
about
banking.
Here
are
people
who
are
interested
in
helping
students
learn
about
nursing,
whether
it's
a
job,
shadow
or
small
programs.
G
F
G
My
plans
to
invest
in
Madison
Park
or
what
I
would
call
Workforce
Development,
whether
it
can
be
at
Madison
Park,
which
I
think
is
a
great
space,
is
to
look
at
the
industry
of
work
that
is
out
there
right
now.
Charlie
Baker
just
came
out
with
a
the
report
that
just
came
out
that
there's
about
50
such
a
shortage
in
what
we
call
adaptive
learning
technical
skills,
that
kids
don't
have
coding,
programming
nurse
technicians,
advanced
manufacturing,
all
the
needs
that
are
out
there
that
are
critical.
G
That
are
not
just
you
know,
there's
there's
also
plumbing,
there's
also
different
types
of
programs.
It's
to
make
sure
that
we
look
at
the
industry
related
needs
that
are
out
there,
so
that
we
can
create
those
pipelines
for
students
and
I
would
actually
would
say
that
should
be
something
that
should
be
district-wide.
G
That
should
almost
be
something
that
kids
should
want
to
learn
after
school,
some
kids,
not
every
kid-
wants
to
play
sports
after
school,
but
I
guarantee
you
that
if
you
tell
some
kids,
you
can
go,
get
your
OSHA
certification
to
look
at
construction
from
four
to
six
and
go
two
times
a
week.
Kids
will
show
up
or
go
to
an
art.
Studio
to
you
know,
learn
how
to
become
an
artist.
G
Those
are
some
of
the
things
that
I
think
we
really
need
to
think
about,
and
that
would
be
something
that
I
think
should
be
done
in
this
Boston
in
terms
of
and
Madison
Park
could
be
a
great
place
to
do
that
and
it
should
be
district-wide.
It
shouldn't
just
be
for
one
place:
I
think
that
sometimes
we
try
to
put
all
things
in
one
high
school
and
I'm,
not
sure
that
that's
possible
to
do
because
I'm
not
sure
the
demand.
Is
there
number
one
and
number
two?
It's
almost.
G
It
would
not
be
a
good
use
of
resources,
but
we
know
that
kids
have
flexible
campus
genes.
School
is
snowden's
right
down
the
street
kids
if
he
can
trust
his
kids
to
get
there
from
12:00
to
12:45.
We
used
to
have
that
at
Boston.
International
kids
have
flexible
campus
and
get
there
get
there
on
time.
We
respect
you
and
if
you
don't
show
up
on
time,
you're
absent
and
that's
a
problem.
A
G
Yeah
Colin,
based
on
the
way
that
I've
read
the
bill,
DPS
report,
there's
going
to
be
some
schools
that
actually
have
to
be
closed
because
either
closed
or
recreated,
because
they're
so
dangerous.
So
that's
that's
one
issue
that
I
believe
the
the
second
piece
is
is
that
it
has
to
be
done
with
humanity,
intentionality
and
a
plan
because
you
don't
want
to
disrupt
the
learning
in
the
community,
for
students
and
for
teachers,
and
part
of
that
is,
is
to
bring
stakeholders
together
to
say:
okay,
here's
what
we're
doing
or
here's
what
we're
thinking
about
doing.
G
How
does
this
impact,
what
we're
trying
to
accomplish
and
what
are
the
challenges?
What
are
the
concerns?
How
do
we
phase
this
out
in
a
way
that's
meaningful,
makes
sense
and
supports
kids
so
that,
if
you
know
a
school
is
going
to
be,
you
know
being
refurbished
or
redone
in
two
years
you
say:
let's
not
take
students
right
now,
let's
these
students
out
into
you,
it
has
to
be
done
in
a
humane
and
systematic
way.
That
is
not
disruptive
to
the
learning
of
kids.
G
We
already
have
students
who
have
traumatic
experiences
and
tough
lives,
and
when
you
take
that
sense
of
community
away,
that's
something
that's
dangerous.
Secondly,
I
think
that
we
need
to
be
a
lot
more
for
fronting
in
terms
of
how
we
look
at
bill
BPS.
We
also
have
to
think
about
an
instructional
framework.
How
are
we
going
to
use
those
buildings?
What
are
those
buildings
going
to
look
like
for
the
academic
programs
that
we
want
to
put
forth
if
we
don't
have
the
academic
programs
to
build
that
out?
G
It's
gonna
be
we're
gonna,
we're
gonna,
reshuffle
the
furniture
I
want
to
just
give
you
a
specific
example
when
I
arrived
and
ran,
and
a
Cathedral
I
knew
that
I
wanted
to
create
this
applied
learning
framework.
I
know
that
that's
the
future
of
where
we
want
classrooms
to
be,
and
we
want
things
to
be
dynamic,
but
it's
not
what
I
wanted.
It's
I
was
able
to
sit
down
with
the
families
with
the
students
with
board
members
alumni,
and
we
said
okay,
what
what
does
this
look
like
for
us?
G
We
had
a
visioning
day
with
Dell
and
with
Autodesk,
and
we
created
that
and
we
put
a
video
together
and
say:
here's
where
we're
going.
These
were
the
voices.
What
are
the
concerns
that
people
have
in
the
process
of
raising
the
eight
billion
dollars
to
build
the
building
I
knew
that
I
had
to
get
moving
and
build
a
human
capital,
because
you
can
build
something
beautiful
without
having
the
human
capital
bill.
G
Bps
needs
to
be
bill,
VPS
for
the
buildings
and
then
bill
bill
bps
for
human
capital,
so
that
the
staff
really
has
the
resources
and
the
training
to
make
sure
that
they
make
best
uses
of
those
buildings.
So
I
don't
know
exactly
I
know
that
there's
gonna
have
to
be
some
consolidations
and
I
know.
There's
gonna
have
to
be
some
some
work
that
needs
to
be
done
to
really
academically
fit.
Some
people
said:
do
you
want
to
right-size
the
the
district
and
I
said?
No,
you
have
to
academically
fit
the
district.
G
F
A
G
First
of
all,
thank
you
very
much
for
all
your
questions,
as
you
can
tell
I,
enjoy
academic
discourse
and
sharing
ideas
and
thoughts,
but
the
key
to
this
important
work
is:
is
that
all
of
your
parents?
All
of
you
are
educators.
Parents
play
a
huge
role.
You
are
the
champions
for
your
children
and
as
the
champions
for
your
children.
G
It
is
your
moral
imperative
and
your
right
to
push
and
support
your
kids
and
to
push
the
district
for
excellence
for
our
kids,
because
as
your
superintendent,
that's
what
I
want
I
want
you
to
push
me
so
that
I
can
continue
to
push
and
I
want
us
to
be
able
to
push
together
for
an
excellent
school
district.
That's
focused
on
equity,
excellence,
inclusiveness,
innovation,
accountability,
and
it's
something
that
we
need
to
do,
because
we
need
great
schools
for
all
of
our
kids.
It
can't
be
about
one
school,
that's
good
over
here,
one
school,
that's
bad!
G
The
left
behind.
We
should
never
use
terms
like
that.
That's
difficult
when
we
hear
stuff
like
that,
it's
our
responsibility
to
say:
that's
not
how
we
talk
here.
That's
not
how
we
behave,
and
these
are
the
steps
that
were
taken
to
make
sure
that
that
happens.
I
would
be
honored
to
serve
as
your
superintendent
I
would
be
honored
to
fight
for
the
city
of
Boston.
G
The
reason
why
I'm
here
is
because
the
Boston
Public
Schools
has
done
so
much
for
me,
not
just
as
a
student
but
as
an
adult
as
an
educator,
and
it's
where
I
learned
how
to
be
a
great
teacher
and
it's
where
I
want
to
finish
my
career
I'm,
not
here.
Looking
at
this
as
a
stepping
stone,
I
want
to
be
here
five
ten
years
from
now,
where
we're
saying
wow.
G
G
A
With
that,
I
will
close.
Thank
you.
Dr.
Santos
I
know
it's
been
a
long
day
in
a
long
process.
Thank
you
for
your
patience
and
your
diligence
and
your
openness
to
answer
our
questions.
I
like
to
thank
our
panelists
for
the
three
nights
of
really
hard
work
and
long
and
thoughtful
questioning,
and
with
that
I
bid,
everybody
at
home
and
on
TV
and
streaming
live
stream
a
good
night.
Thank.