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From YouTube: Boston School Committee Meeting 10-12-22 Part 1
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
Watch Part 2 of the Meeting: https://youtu.be/4KidZ0KM9hc
D
E
C
A
You
tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
posted
on
the
school
committee's
webpage
and
on
YouTube.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
October
12th
meeting
link
the
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
p.m.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you
again.
Thank
you
for
your
cooperation.
A
So
before
we
begin
our
regular
business,
Tonight,
meaning
tonight,
I
want
to
take
a
moment
to
extend
our
support
to
former
School
Committee
Member
in
Boston
civil
rights,
Pioneer
Gene
McGuire
was
reportedly
viciously
attacked.
Last
evening,
while
walking
her
dog
in
Franklin
Park
Dr
McGuire
was
the
first
black
woman
elected
to
the
Boston
school
committee.
She
served
as
executive
director
of
Medco
for
more
than
40
years.
Dr
McGuire
has
dedicated
her
life
to
education
and
civil
rights,
inspiring
generations
of
bostonians
to
strive
for
equity
and
education.
A
A
A
A
E
A
C
G
H
I
A
J
J
J
I
also
want
you
to
know
that
open
and
transparent
communication
with
our
families
is
incredibly
important
to
me
and
to
my
entire
team.
Communicating
with
our
families
during
an
incident
in
real
time
is
especially
important
because
it's
so
stressful
and
I
know
that
last
week
that
did
not
happen
as
quickly
as
it
could
and
should
have
in
one
particular
instance
and
I
want
to
personally
apologize
to
the
Burke
Community
for
that
delay.
J
J
Following
the
incident
at
the
Burke
last
week,
we
immediately
undertook
a
review
of
our
Communications
workflows
and
we
clarified
roles
during
emergencies
to
ensure
everyone
is
clear
on
their
roles
related
to
Communications
foreign,
we
utilized
our
crisis
response
team,
which
includes
our
district
social
workers
during
the
Burke
incident,
they've
been
on
site
and
they
will
continue
to
be
as
needed,
and
this
is
a
practice
anytime.
There's
an
emergency
at
a
school
we've
partnered
with
agencies
like
project
right,
the
Boston,
Public
Health
commission's
trauma
teams
and
the
mayor's
office
of
Public
Safety.
J
J
J
We
are
focusing
on
being
intentional
about
our
practices,
our
procedures
and
our
protocols
in
these
key
areas.
Having
these
supports
in
place
help
the
district
and
the
community
address
the
needs
of
the
whole
child
and
you've
heard
me
speak
about
the
whole
child,
the
important
components,
academic,
social,
emotional
and
physical
well-being.
J
J
Our
continued
work
on
the
social
emotional
level
will
matter
greatly
during
this
work
helps
us
to
build
authentic,
real
relationships
with
our
students
and
Families.
Lastly,
again
we
are
committed
to
doing
this
work.
I
know.
None
of
this
is
normal
and
it
should
never
be
normal
to
lose
a
young
person
to
violence
or
have
a
young
person
injured.
J
J
There
are
a
host
of
activities
and
events
that
will
happen
to
engage
students,
Educators
and
families
in
all
the
various
regions
of
the
district.
There
will
be
a
college,
career
access
and
stem
fear
that
will
be
taking
place
at
Roxbury,
Community
College
on
October
22nd,
and
we
hope,
as
many
of
the
audience
and
school
committee
can
make
it
I'd
like
to
update
quickly
on
the
green
New
Deal
in
Boston
Arts
Academy.
It
was
my
honor
and
privilege.
J
It
was
the
highlight
of
of
the
week
to
be
on
hand
for
the
Boston
Arts
Academy
ribbon,
cutting
being
there
inspired.
So
many
people
to
just
to
hear
the
collective
sounds
from
The
Ensemble,
the
band
to
our
very
own
Diego
Mata,
who
was
doing
The
Ensemble
written
the
assembly
ribbon
cutting
it
was
just.
J
It
was
so
clear
how
that
learning
space
was
enabling
our
students
to
show
with
pride
their
talents,
their
passions
and
their
love
for
music,
and
it
was
just
a
great
honor
to
be
at
it
and
to
be
a
part
of
it.
J
That
day,
I
think
it
also
was
very
hopeful
to
to
know
that
this
building
particularly
kind
of
speaks
to
the
city's
investment
you
know
in
in
providing
all
of
our
students
and
families
with
spaces
that
really
cultivate
learning
and
academic
excellence,
and
so
seeing
the
green
New
Deal
is
an
incredible
opportunity
for
our
community
and
for
our
schools
to
be
able
to
have
our
students
in
spaces
that
are
set
up
to
maximize
their
passion,
their
love
for
Learning
and
their
talents
that
this
was
the
beginning
and
that
there'll
be
many.
J
Many
more
to
celebrate,
we'll
be
providing
at
one
of
the
upcoming
meetings.
School
committee
meetings,
a
more
substantive
update
on
the
green
new
deal,
but
I
did
want
to
share
that
with
you,
because
it
really
was.
It
was
remarkable
to
be
there
to
be
part
of
it.
Transportation
I
know
this
is
always
on
our
minds
in
our
community's
minds.
I
wanted
to
provide
an
update
on
how
we're
faring
with
transportation.
J
First
I
always
want
to
start
by
thanking
Dell
and
our
transportation
team
for
all
of
their
hard
work
in
identifying
and
continuing
to
identify
gaps
in
Staffing
and
on
working
on
the
solutions
with
the
various
schools
and
families.
So
far
in
October
transportation
is
averaging
88
on-time
bus
arrivals
for
the
morning
and
85
percent
for
the
afternoon,
we're
still
seeing
a
little
bit
of
that
dip
in
the
afternoon
with
the
congestion
toward
the
end
of
the
day,
Team
continues
to
work
to
improve
coverage.
24
7.
J
J
However,
we
also
recognize
that
any
number
of
late
or
uncovered
buses
is
never
acceptable
and
we
will
continue
to
work
until
we
have
none.
I
do
want
to
acknowledge
that
we're
moving
in
the
right
direction
now
and
transdev
continues
to
work
with
us
as
a
partner
to
to
really
focus
on
us
hiring
and
Staffing
and
training
drivers
to
eliminate
all
the
uncovered
trips,
and
so
this
is
both
the
on-time
arrival
on-time
pickup
in
the
afternoon
in
those
those
root
coverages.
J
Those
will
all
continue
to
be
the
things
that
we're
monitoring
and
working
to
improve
the
bus,
monitor
Staffing
continues
to
to
be
a
larger
challenge.
The
city
is,
is
working
to
finalize
an
agreement
with
the
bus
monitors
Union,
which
we
believe,
if,
when
that
happens,
that
that
will
include
key
changes
that
will
make
it
just
a
lot
easier
to
recruit
and
to
retain
for
that
particular
position
and
that
will
help
to
further
stabilize
any
missed
routes
because
of
a
bus,
monitor
chronic
absenteeism.
J
We're
we're
going
to
go
to
we're
going
to
report
a
bit
on
this
tonight,
but
really
we're
going
to
report
more
comprehensively
at
the
next
meeting,
because
we
want
to
pair
it
with
our
student
support
strategies
that
go
along
with
reducing
chronic
absenteeism,
but
just
to
give
a
state
kind
of
where
we
are
right
now.
The
district
is
currently
at
28
in
our
our
normal.
Just
to
give
a
sense
of
kind
of
the
typical
rate
is
24
to
26,
so
we're
hovering
right
there.
J
It
clearly
spiked
during
covid,
which
you
know
for
last
year
as
you'll
see
in
some
of
the
data
it
Rose
to
42
on
average.
So
we
clearly
saw
that
as
we
went
through
the
year
and
as
covid
kicked
up
just
a
reminder,
school
committee
in
the
community,
chronic
absenteeism
is,
is
technically
defined
as
missing
10
percent
of
the
school
year.
J
So,
roughly
for
us
in
terms
of
school
days,
that's
18
absences
for
the
full
year,
and
so
what
we're
reporting,
when
we
say
chronic
absenteeism,
is
the
percent
of
students
who
missed
18
or
more
days
the
slide
that
you're
seeing
displays
The
Chronic
absenteeism
rates
for
the
last
four
years,
and
you
know
it's
also
disaggregated
by
the
major
student
groups,
and
so
as
you'll
see.
J
You
know
this
clearly
disparate
income,
disparate
outcome
with
chronic
absenteeism
on
particular
populations,
race,
ethnicity,
special
education
in
our
multilingual
learners,
as
the
year
goes
on,
you
know,
I
we
will
see
higher
absenteeism
rates
as
we
get
into
the
winter.
We
get
into
sickness,
be
it
flu
via
covid,
but,
as
you
can
see,
you
know
and
as
you
can
kind
of
see
from
this
chart,
we
just
wanted
to
give
you
a
snapshot
of
what
it
looked
like.
J
As
average
for
last
year,
we
see
chronic
absenteeism
and
I,
see
this.
You
know
personally
as
a
key
indicator,
the
district
that
we
have
to
track.
J
You
know
chronic
acidism
increases
lots
of
negative
outcome
in
terms
of
likelihood,
for
instance,
that
students
they'll
fall
off
track
academically,
particularly
in
elementary
and
middle
it
also
at
the
high
school
level.
Really,
you
know
it
has
outcome
that
can
lead
to
drop
out
or
kind
of
timing
out
where
you're
in
and
you're
out,
at
different
points
and
you're
missing,
big
chunks
of
credit
and
instruction
so
chronic.
You
know,
reducing
chronic
absenteeism
is
going
to
be
a
major
focus
of
the
work.
J
It
is
now
that's
happening
at
the
school
levels
to
ensure
that
the
students
are
in
school
consistently
and
really
can
you
know
access
their
education
and
have
every
opportunity
for
Success
each
school
has
a
goal
to
reduce
chronic
absenteeism
and
it's
Incorporated
in
their
quality
School
plan.
So
that's
how?
How
seriously
is
a
district
we're
taking
this,
and
we
know
that
students
can't
access
and
learn
if
they're,
not
in
school
I.
J
Now,
now
that
we
have
the
the
regional
model-
and
you
know
the
reason
that
we're
embedding
them
is
so
that
they
can
really
integrate
and
focus
on
the
schools
with
the
school
leaders
that
have
the
the
lowest
percent
of
attendance,
they'll
be
working
in
partnership
with
the
regional
School
soups
hand
in
hand
and
the
Ops
leaders
and
they'll
be
supporting
those
goals
together
as
a
as
a
regional
model
to
try
to
reduce
our
chronic
absenteeism
and
increase
the
percentage
of
students
that
are
in
school
every
day.
J
You
know,
I
think
the
the
other
thing
I
mentioned
this
last
week,
but
I
just
want
to
say
it
again.
We're
also
awarding
what
we're
calling
the
30
plus
attendance
mini
grants
to
schools
using
Federal,
basically
the
Astro
dollars
and
as
part
of
the
Grant
application.
Schools
must
submit
a
plan
to
address
chronic
absenteeism
among
the
priority
student
groups,
even
though
they're
kind
of
doing
a
broad,
you
know
overview
of
chronic
absenteeism
as
a
goal.
J
We
really
want
them
to
use
the
the
range
of
District
tools
and
resources
to
drill
down
Bond
populations
that,
as
you
can
see
from
the
slide,
are
desperately
impacted
by
coven
and
by
the
pandemic
and
so
we'll
be
working
hand
in
hand
with
schools
on
this
through
the
grant
process.
J
J
The
focus
is
now
on
student
and
family
relationship,
building,
removing
barriers
and
reducing
chronic
absenteeism
as
a
means
to
engage
students
and
re-engage
students
in
their
education
because
they
are
valued
members
of
the
school
community
and
so
there'll
be
more
on
chronic
absenteeism
in
the
next
school
committee
meeting,
because
we
want
to
also
talk
about
the
Deep
student
support
work
that
we're
doing
as
we
discover
students
who
are
having
difficulty
re-engaging
or
who
suffered
from
chronic
absenteeism
for
multiple
years
tonight
in
terms
of
the
office
of
multilingual
and
Multicultural
education,
you'll
be
getting
as
part
of
a
separate
report.
J
The
omma
Strategic
plan
I
just
want
to
say
you
know
from
from
my
perspective,
we
have
a
linguistically
diverse,
Boston
community
and
it's
time
that
we
create
more
opportunities
as
a
community
for
our
students
to
become
proficient
in
two
or
more
languages
so
that
they
can
Thrive
and
compete.
J
You
know
I
think
we
have
goals
around
increasing
access
to
multiple
languages
in
an
effort
that
we
will
Foster
and
invest
in
as
a
district
and
you'll
hear
about
that
in
the
plan.
Our
belief
is
that
multilingual
Learners
deserve
access
to
a
bilingual
education
and
native
language
support,
and
that
which
you
know
can
only
benefit
their
English
language
acquisition
in
our
district
as
a
whole,
and
this
was
something
that
was
an
extremely
important
Point.
J
J
There's
there's
so
many
to
name
and
I
hope:
I'm,
not
leaving
anyone
out,
but
the
district
English
learner
advisory,
Council,
the
special
education
parent
advisory
Council,
the
community
engagement
advisory,
Council,
the
English
learner
task
force
of
English
Learners
with
disabilities
and
the
school
language
assessment,
team,
facilitators
and
others
who
really
worked
hand
in
hand
with
omme
to
develop
and
flush
out
the
plan
that
you
will
see.
J
We
see
this
as
a
plan
as
a
new
way
forward
for
our
district,
and
we
see
the
work
as
a
through
line
across
our
departments.
We
have
many
departments
that
are
also
responsible
for
ensuring
that
the
vision
of
bilingual
education
is
implemented,
so
families
and
students
have
choices
of
programs
and
can
connect
directly
to
their
language,
Heritage
and
cultures.
J
We
began
this
process
as
just
as
a
reminder
last
year
and
strategically
focused
on
restructuring
the
former
office
of
English
language,
Learners
and
building
the
office
capacity
and
infrastructure
on
the
shift
towards
increased
bilingual
education
as
a
primary
focus.
I.
Think,
as
you
know,
the
English
language
Learners
task
force
is
a
subset
of
the
Boston
school
committee.
We've
received
their
feedback
and
collectively
acknowledged
the
need
to
make
you
know
really
significant
systemic
shifts
towards
fully
realizing
and
implementing
this
strategic
plan
for
our
multilingual
Learners
with
disabilities.
J
The
Strategic
priority
number
two,
which
is
outlined
in
the
plan,
is
a
joint
responsibility.
The
office
of
special
education
and
the
office
of
multilingual
and
Multicultural
education
working
in
Partnership
together,
a
superintendent
I
will
prioritize
this
critical
work
and
we
will
be
sharing
more
updates
about
this
as
the
plan
is
implemented.
But
you
will
hear
a
great
deal
about
this
in
in
the
separate
report
tonight
from
our
team.
J
From
our
ommy
team,
a
quick
update
on
the
school
tiering
as
we
look
forward
to
school
choice,
season,
I'd
like
to
provide
a
just
an
update
on
the
school
on
the
district,
School
quality
framework,
School
quality
framework
or
what
we
call
sqf
tiers,
are
they're,
typically
updated
in
late
October.
J
Tier
information
is
based
on
two
years
worth
of
data
across
five
domains
and
it
drives
the
list
of
schools
available
for
the
families
as
part
of
their
home-based
assignment
once
the
tiers
are
established
and
set
families
view
their
list
and
they
can
go
to
www.discoverbps.org
before
exploring
schools
via
the
school
preview
time
and
the
Citywide
Showcase
of
school,
so
that
gives
them
some
Glimpse
and
some
initial
information,
those
other
two,
the
school
preview
time
and
the
city-wide
Showcase
of
schools.
Those
kick
off
in
November
because
of
the
pandemic
and
data
availability.
J
The
2019
School
quality
framework
tiers
have
remained
in
effect.
Not
only
are
data
like
MCAS
scores
and
chronic
absenteeism
impacted
by
the
pandemic
severely
as
you
you
have
seen
and
will
see,
but
other
measures
such
as
student
teacher
parent
climate
surveys.
They
really
reflect
the
inequitable
impacts
of
the
pandemic,
and
so
therefore,
it
really
wouldn't
be
appropriate
for
us
to
tier
schools
based
on
this
data.
J
Additionally,
this
year
the
the
state
is
also
not
producing
School
accountability
determinants,
and
so,
with
this
information
in
hand,
the
internal
working
group,
which
consists
of
representatives
from
the
office
of
data
and
accountability,
family
and
Community
advancement,
welcoming
Services
planning
and
Analysis
and
the
office
of
Technology.
We
considered
the
options
available
for
the
fall
and
recommended
that
the
that
the
school
quality
working
group
that
the
2019
School
quality
tier
Frameworks
remain
in
effect
for
one
more
year.
There
just
wasn't
enough
data
to
be
able
to
move
them.
J
This
group
is
chair
just
as
a
reminder
by
Dr
Harden,
Coleman
and
ruminaire
marinel
ruminaire,
and
they
supported
that
recommendation
as
well.
J
Desi
is
expected
to
produce
the
accountability
determinations
again,
beginning
in
2023,
treating
2022
as
Baseline
and
April
coxon,
and
the
team
we'll
go
through
that
tonight
as
we
get
our
MCAS
presentation.
So,
with
this
in
mind,
we
expect
to
be
able
to
calculate
the
new
school
quality
tiers
beginning
in
2023,
with
that
new
information
Additionally.
The
school
quality
work
group
will
spend
time
this
year,
considering
a
set
of
alternative
metrics
to
avoid
any
kind
of
further
delays.
J
Should
the
district
find
itself
in
this
predicament
pandemic
related
or
not
like
at
any
point
in
the
future,
we'll
continue
to
work
with
our
schools
on
upcoming
changes
or
announcements,
as
it
relates
to
this
issue,
but
we
wanted
to
get
that
information
out
in
terms
of
the
systemic
Improvement
plan.
We
submitted
our
third
set
of
deliverables
to
deci
on
October
3rd.
J
J
Our
team
is
here
and-
and
our
team
will
be-
our
full
team
is
always
going
to
be
at
school
committee,
both
to
be
able
to
further
the
conversation
to
share
their
expertise
and
so
that
you'd
get
to
know
them
as
our
team
collectively,
and
also
to
be
able
to
hear
any
questions
that
you
have,
which
helps
deeply
inform
our
practice.
J
So
in
close
I,
just
look
forward
to
sharing
more
updates-
and
you
know
specifically
in
the
in
the
in
the
upcoming
school
committee
meetings
around
Staffing
at
the
next
one
enrollment,
the
green
new
deal,
as
I
indicated
earlier
and
student
support
with
chronic
absenteeism
and
so
with
that
chair.
That
concludes
my
report.
A
Thank
you,
superintendent
skipper
for
the
report.
I'll
now
open
it
up
to
my
colleagues
for
questions
and
discussion
and,
as
I
stated
earlier,
I'm
just
gonna
I'm
gonna
do
alphabetical
order
and
you'll
get
your
five
minutes.
If
your
question
has
not
been
answered
within
that
time,
please
let
me
know
before
I
move
on
right
and
thank
you
so
Dr
alkins.
Do
you
have
any
questions.
D
I
think
I
should
share
the
sentiment
of
of
everyone
here
of
of
just
hard
going
out
to
the
the
entire
communities
we
all
we
all
feel
lost
with
respect
to
this,
and
it
I
think
it
sort
of
generates
like
a
bunch
of
questions,
but
really
one
question
for
you
in
this
regard,
which
is,
are
you
all
reaching
out
to
any
Community
activist
groups
in
in
your
efforts
to
be
supportive
to
the
BPS
Community?
D
I
know
you
mentioned
a
number,
a
number
of
offices,
one
of
them
of
course,
embedded
in
Grove
Hall,
but
I'm
just
very
curious
about
the
the
other
types
of
Engagement
strategies,
because
you
know
these.
These
these
events
are
sort
of
events
that
spill
over
into
school
communities.
D
But
these
are
also
are
things
that
happen
within
the
communities
themselves,
and
we
have
to
think
about
how
we're,
to
some
degree
engaging
them.
You
know
before
it.
You
know
it
it
escalates
like
within
within
a
school
setting
in
particular.
D
So
that's
really
my
first
question
and
then
my
second
question
is
perhaps
you
you'll
address
this
in
a
in
a
later
presentation,
but
you
talked
about
the
percentage
of
chronic
absentee
students
and
I
was
wondering
out
of
those
how
many
are
actually
engaging
with
our
alt
Ed
programs.
So
it's
more
just
a
question,
it's
more
of
a
question,
but
not
just
how
many
of
them
are
chronically
absent,
but
are
we
seeing
a
re-engagement
yeah
you're
like?
Are
we
seeing
a
re-engagement
through
our
alt
Ed
programs?
J
Sure
think
through
your
chair,
so
thank
you
for
those
questions,
Dr
alkins,
so
the
the
first,
the
first
question
actually
Sam
and
Jillian-
are
to
join
our
meeting,
but
they're,
actually
at
a
community
meeting
right
now,
relative
to
some
of
the
incidents
that
have
happened.
J
We
had
a
initial
City
meeting
today
that
I
think
we're
looking
to
be
able
to
put
more
information
out
together
us
in
the
city
about
steps
that
each
of
the
organizations
are
going
to
be
taking
together
in
this
and
a
big
piece
of
that
is
working
with
the
communities
going
to
the
communities
to
be
able
to
talk
about
the
supports
that
are
available
about
this
issue
of
re-engaging
youth
who
might
be
dropped
out
or
who
might
be
not
coming
to
school
on
a
regular
basis
about
how
we
can
support
when
things
are
happening
in
the
community
and
then
school
starts
the
next
day.
J
So
they
have,
it
happens
at
night
or
happens
over
the
weekends
and
then
it
kind
of
spills
into
school.
I
think
that
dialogue
is
going
to
be
critical
and
that
dialogue
has
to
be
also
really
tight
with
our
city
agencies.
So
we
actually
the
mayor
and
I-
did
a
joint
call
today,
with
City
and
District
together.
I
think
it's
very
promising
that
that
that
level
of
urgency
and
partnership
that
we
each
feel
to
come
around
for
our
youth.
But
it
won't
just
be
our
two
entities.
It
also
has
to
be
the
community
I
know.
J
The
faith-based
community
has
played
a
huge
role
in
this
in
the
past.
I
know
that
as
a
principal
from
Tech
Boston
and
how
deeply
I
work
with
the
faith-based
community
I
also
think
our
non-profits
have
a
deep
role
to
play
in
this,
given
that
you
know
for
students
the
time
that
they
finish
school
until
the
time
they
come
back
to
school.
The
next
day
is
often
unaccounted
for,
and
so
it's
really
building
up
programming
with
us
in
consultation
for
the
after
school
hours
for
the
evening
hours
for
the
weekends.
J
So,
there's
just
a
lot
of
work
to
be
done
together
and
quickly
to
go
to
come
together
because
I
think
we're
seeing
a
lot
of
the
delayed
impact
of
the
pandemic
on
young
people
who,
during
the
pandemic
and
in
the
year
that
followed,
represent
that
large
chronic
absence
population,
as
well
as
students
who
dropped
out.
And
you
know
as
we
get
the
Dropout
data.
You
know,
and
it's
reportable
we'll
share
that,
but
you
can
imagine
that
it
is
going
to
be
significant
compared
to
Prior
years.
J
So
all
of
this
has
to
come
together
with
the
community
in
our
work,
sharing
information
and
working
with
strategies
on
our
community-based
organizations
with
our
non-profits
together,
so
that
we're
as
tight
as
possible
for
the
benefit
of
the
students.
J
In
terms
of
your
second
question
on
The
Chronic
absenteeism
I,
the
the
long
the
the
short
answer
to
it
is.
We
are
in
the
process
of
building
back
additional
educational
options
or
alternative
programming
that
during
pandemic
either
got
dismantled
or
you
know,
non-profits
stopped
doing
that
particular
work.
We're
in
the
process
now
of
building
back
seats
and
seat
capacity,
so
that,
as
we're
re-engaging
students,
we
actually
have
an
appropriate
set
of
supports
to
give
to
them.
J
They
have
to
go
hand
in
hand.
I
think.
Additionally,
we've
worked
with
the
re-engagement
center.
They
have
a
really
good
process
of
single
point
of
entry,
and
that
is
for
a
student
that
has
dropped
out
that
there's
one
place.
They
can
go
we're
able
to
sort
of
work
with
that
student
or
that
student's
family
to
look
at
what
options
are
available
and
then
have
that
student
get
re-engaged
and
enrolled.
J
B
E
Thank
you
so
much
superintendent
for
for
the
report
and
bye
by
Echo
your
sentiments,
but
also
that
of
of
Dr
alkins.
This
is
a
tough
time
and
my
heart
goes
out
to
the
community
and
and
specifically
the
impacted.
K
Family
and
I
I
think
aligned
with
that
and
it's
hard
to
go
sort
of
business
as
usual.
You
know
like
in
in.
K
Think
it
would
be
fair
to
say-
and
some
of
this
might
be
coming
off
the
heels
of
the
the
the
deci
agreement
or
the
state
report
right
where
you
know
it
was
named
that
our
procedures
around
addressing
and
sort
of
the
sort
of
reporting
of
bullying
and
other
safety
issues
are
a
real
concern
and
that
those
systems
seemed
broken
at
best
and
then,
at
the
same
time,
we've
seen
this
uptick
in
incidents
from
I.
K
Think
I
saw
something
that
was
like
a
80
increase
in
bullying
since
1819
and
almost
70
percent
in
sexual
harassment
since
1819.,
and
some
of
that
I
think
is
it's
also
important
to
note.
K
Like
you
know,
you
want
people
to
feel
safe
to
report,
and
so
sometimes
you
see
an
increase
because
you've
created
the
conditions
for
disclosure
and
at
the
same
time
we
have
heard
over
and
over
and
over
again
here
that
it
just
feels
like
the
system
is
not
addressing
fast
enough,
nor
keeping
families
in
the
loop
around
what's
happening,
and
so
I
I
think
it's
all
connected,
because
this
is
a
broader
sort
of
umbrella
culture
issue
like
how
do
we
create
the
conditions
for
safety,
physical
safety,
psychological
safety,
sort
of
all
of
it,
and
so
I'm
just
sort
of
curious
as
you're
coming
in?
K
What
are
the
sort
of
levers
that
you're
pulling
to
tighten
what
seems
like
a
A
system
that
takes
too
long
to
close
the
loop
and
then
the
sort
of
second
question:
what
are
the
accountability
measures
we're
seeing
on
a
school
level,
particularly
coming
off
the
heels
of
our
conversations,
Around
Mission
Hill,
to
create
accountability
there
too,
and
I
know
this
might
be
in
the
beginning
stages,
but
I
think
it's
important
right
now
to
hear
from
you
how
you're
seeing
this
all
interplay.
J
Sure
so,
thank
you
for
the
question.
So,
first
of
all,
one
of
the
things
I'm
I'm
really
looking
forward
to
is
the
report
from
the
Council
of
great
City
Schools
in
each
of
the
areas,
but,
most
importantly
in
the
school
safety
area.
J
We
recently
had
the
visit
we
had
experts
from
several
large
districts
who
were
in
town
who
visited
our
schools,
did
a
lot
of
interviews
looked
at
our
bullying
procedures
and
protocols,
tracking
systems,
Etc
and
I
do
think
that
we
will
get
some
really
good,
substantial
recommendations
for
us
to
be
able
to
improve
and
follow
up
on.
There
were
some
areas
of
commendation
so
far
that
they
really
thought
and
I
think
in
general,
many
of
the
bullying
protocols
that
we
have
actually
they
saw
as
really
well
done.
J
I
think
the
issue
is
oftentimes
how
that
gets
implemented
at
the
school
level.
J
So
you
can
have
a
system,
but
in
terms
of
the
training
and
then
the
implementation
it
can
fall
apart
in
that
process
and
so
clearly
retraining
an
emphasis,
I
think
having
two
specialists
in
each
of
the
schools
who
know
the
protocols
who
know
the
the
law
who
know
what
to
do
is
going
to
be
really
helpful
to
the
school
leader
as
a
way
to
protect
is
closing
some
of
that
Gap
I
think
we
have
to
eliminate
single
single
points
of
failure
where
a
system
relies
on
one
person
or
one
entity
and
instead
create
safety
nets
so
that
for
families,
if
this
doesn't
work,
they
have
this
safety
net
and
they
have
this
safety
net
and
that's
what
I
think
we're
attempting
to
do
with
our
problem
resolution,
which
they
were
in
full
support
of
with
our
bullying
hotline
and
in
increasing
staff
in
these
areas
as
well
so
succeed,
Boston,
we've
added
four
positions
from
a
pure
capacity
standpoint
to
be
able
to
handle
volume.
J
You
know
we
want
people
to
report,
we
we
want
to
get
at
the
root
of
things
to
your
point
of
setting
up
a
you
know
a
culture
or
condition
of
feeling
safe
to
do
so.
We
want
to
give
our
families
and
our
students
as
many
opportunities
to
do
that
as
possible.
I
worry
more
about
the
school
that
says
it
has
no
bullying
than
I
do
about
a
school
that
actually
acknowledges
that
they
have
a
bullying
issue.
J
One
I
can
do
something
about
the
other,
one
might
be
hidden,
so
I
think
having
you
know
the
good,
a
good
tracking
system,
which
we've
now
implemented
through
the
problem
resolution
desk
being
able
to
look
at
that
data
and
have
that
data
inform
us
is
going
to
be
critical.
These
are
all
changes
just
within
the
last
few
months
that
we
are
now
implementing
you
know,
since
we
started
working
heavily
on
the
Sip.
J
You
know,
and
and
I
see
these
as
areas
of
strengthening
the
system,
but
the
the
real
component
of
this
is
in
the
implementation,
so
making
sure
that
our
119
schools
that
the
leaders
The
Bullying
Specialists,
the
the
you
know
the
the
school
counselors
and
administrators,
who
would
be
the
ones
to
take
reports
that
they're
in
a
shared
understanding
having
been
trained?
Well,
they
know
the
tools
and
the
resources,
and
they
can.
J
They
can
act
on
them
when
they're
getting
those
reports
and
if
there
is
something
that
doesn't
happen
in
a
timely
manner
and
I.
Think
timely
is
critical
here.
If
it
does
not
happen
in
a
timely
manner,
then
there
are
other
avenues
for
a
parent
or
a
student
to
take.
That
gets
them
a
result.
So
these
are
the
commitments
that
we're
making
I'm
making
as
superintendent,
because
I
think
I've
said
multiple
times
that
safety
isn't
just
physical
safety
is
also
psychological
and
our
students
have
to
have
both
when
they
enter
the
school
doors.
B
L
Thank
you,
madam
chair,
and
thank
you
superintendent
for
the
report.
I
also
Echo
the
sentiments
of
my
colleagues
Dr
alkins
and
Mr
cardet
Hernandez
related
to
the
the
violence
that
our
community
has
experienced.
L
L
I
would
be
curious
to
understand
where
we're
seeing
Trends
as
it
relates
to
grade
levels,
because
I
understand
that
with
the
pandemic
there
has.
There
have
been
some
shifts
in
what
what
that
looks
like
and
so
I'd
be
interesting
to
to
look
at
that
data.
L
I'm
also
curious
to
see
one
of
the
pieces
that
you
mentioned
was
the
district's
role
in
providing
additional
supports
to
schools
and
some
of
their
re-engagement
plans
with
students
and
families.
I
am
wondering
if,
with
that,
in
addition
to
like
the
mini
grants,
are
there
it
feels
that
it's
opt-in
and
so
I
guess.
That's
a
question.
Is
this
more
like
opt-in
for
schools
in
terms
of
participation
and
if
it
is,
are
we
still
finding
ways
to
Target
specific
schools
who
may
have
larger
percentages
of
students
experiencing
chronic
absenteeism.
J
Okay,
I'm
gonna
take
the
one
the
this
last
one
first
and
then
kind
of
work
backwards.
A
little
bit
and
I
noticed
that
Jillian
Chief
Kelton
has
joined,
and
so
she
should
feel
as
well
as
Brian
Mark,
so
they
should
feel
free
to
chime.
In
on
the
specific
questions,
Around
The,
Chronic
absenteeism,
chronic
absenteeism,
is
not
an
option
to
to
not
deal
with
for
schools.
It
is
it's
actually
it's.
It's
part
of
Desi
requirement.
Desi
monitors
it
in
each
of
the
schools,
so
it
is
everyone's.
J
The
I
think
everybody
was
impacted
after
the
pandemic,
but
this
you
know
we're
seeing
disparate
outcome
in
the
schools,
particularly
High,
School
level
and
middle
school.
Right,
like
those
are
kind
of
I,
would
say,
like
the
six
to
twelve
band
of
the
seven
to
twelve
band
is
where
we're
going
to
see
The
Chronic
absenteeism
bump
up
the
the
goal
of
having
that
be
in
everyone's
plan
is
just
that
to
say
this
is
so
important
like
you
can
have
the
best
academic
plan.
J
You
can
have
the
best
academic
goals,
but
if
students
are
not
in
their
seat
working
with
you
and
the
teachers
and
getting
that
expertise,
they're
not
going
to
gain
what
you
hope
for
them
to
gain.
So
we
see
this
as
something
district-wide,
which
is
why
it's
incorporated
as
part
of
the
the
Improvement
plans
in
terms
of
the
actual
chronic
absenteeism,
data,
Brian
or
Jillian
I.
Don't
know
if
we
can
definitely
take
this
for
the
next
session.
J
But
I
don't
know
if
you,
if
either
of
you,
have
that
particular
data
that
Miss
Le
Pere
is
asking
about.
M
Yeah
I
I,
don't
have
the
specific
data
in
front
of
me
at
the
moment,
but
we
do
like
superintendent
Skipper
said
we
do
see
higher
rates
of
absenteeism
at
the
high
school
level
and
it's
particularly
critical
in
the
grade
six
through
nine
range
and
then
as
students,
approach,
11th
and
eighth
grade
as
well
and
and
just
in
terms
of
the
attendance
mini
grants
we
had
over.
We
had
55
schools
apply
for
the
attendance
mini
Grant
and
we're
wrapping
up
the
the
review
and
scoring
process
right
now
we
did.
M
This
is
our
second
round
of
attendance
minigrants,
so
we're
incentivizing
new
schools
as
part
of
the
process,
so
that
more
schools
actually
have
access
to
this,
and
also
as
a
superintendent
Skipper
mentioned
previously.
The
supervisors
of
attendance
are
also
intentionally
focusing
on
both
transformation
schools,
as
well
as
schools
that
have
attendance
rates
at
or
below,
80
percent
and
lot
of
the
dis.
J
I
would
also
say
thank
you.
Brian
I
would
also
say
that
you
know
remember
in
our
data
is
also
our
alternative
education,
schools
and
often
our
alternative
education.
Schools
will
have
higher
percent
of
absenteeism
because
you're
dealing
with
students
trying
to
support
students
who
are
already
struggling
right
and
have
already
come
with
a
history
of
not
coming
to
school,
which
is
often
why
they
need
a
different
setting.
So
you
know
some
if
we
were
to
give
you
like
the
top
five
you're
going
to
see
a
lot
of
the
alternative
schools
in
that.
J
What
we,
what
we're,
looking
at
with
the
transformation
schools
or
any
of
the
schools
that
are
80
percent
or
both
you
know
below
for
attendance,
is
kind
of
like
that
threshold.
These
are
the
schools
kind
of
red
light
that
we
need
to
be
working
on.
I.
J
Think
your
point
about
the
grant
is
a
good
one,
which
is
the
crosswalk
that
we
should
make
is
if
you
have
a
school
that
falls
in
the
80
or
lower
and
they
haven't
applied
for
a
grant,
then
it
might
be
good
on
our
part
to
reach
out
to
them
and
make
them.
You
know
make
them
aware
again
that
the
grand
is
there
to
support
them
and
see
kind
of
what
the
barrier
is
to
why
they
might
not
be
applying
for
it.
So
we
can
definitely
you
know,
take
that
piece.
A
F
F
F
First
of
all,
this
is
just
poking
that
specifics,
but
do
you
have
the
data
on
the
average
number
of
days
that
that
students
have
missed
and
on
and
poke
them
even
further?
Do
you
have
the
average
number
at
every
school.
J
So
we
we
do
have
the
average
number
at
every
school
for
last
year
that
we
can
well
actually
for
this
year
as
well.
It's
not
something
that
we
could
pull
up
right
now,
Diego,
but
Brian.
Do
you
have
the
average
overall
days
from
last
year.
M
I,
don't
have
the
average
overall
days
just
that
the
you
know
we
had
more
than
40
percent
of
students
were
chronically
absent
last
year,
so
that
means
they
missed
more
than
18
school
days.
M
So,
if
you,
you
know,
do
the
math
and
extrapolate
that
across
approximately
180
day
school
year,
you
know
it's
very
significant
in
terms
of
the
absenteeism
last
year.
J
Yeah
we
tend
to
look
at
Diego.
We
tend
to
look
at
for
the
individual
student.
What's
the
amount
of
time
that,
if
they
miss,
is
going
to
really
impact
their
studies
and
that's
what
we
call
chronic
absenteeism
the
18
days.
So
if
we
did
it
across
the
district
it
would
we
can
do
that,
but
it
would
blur
it
and
I.
Don't
know
that
it
would.
It
would
be
actionable
for
us,
so
I
think
like.
J
N
F
Do
I
ask
this:
there
are
certain
absences
which
are
like
there
are
certain
periods
of
time
where
people
are
absent
which
are
excused
for
medical
reasons
or
whatever,
where
they
may
be
out
an
extended
period
of
time,
right
and
so
like.
That
is
something
that
is,
unfortunately,
beyond
our
control
to
an
extent
because
and
I
have
to
say
an
extent,
because
mental
health
is
definitely
a
big
portion
there
and
I'm
gonna
say
straight
up.
Schools
there's
definitely
something
we
need
to
work
on
there,
but
what
I'm?
F
What
I'm,
trying
to
really
ask
is
what
exactly
is
supportion
and
I'm,
not
saying
that
either
of
these
are
good
or
whatever,
but
we
need.
What
exactly
is
the
question
of
excused
put
like
portions,
where
people
are
out
for
an
extended
period
of
time
that
ends
up
doing
that
making
that
occur
for
whatever
reason,
and
then
what
is
the
thing
where
it's
unaccused
absences,
which
is
which
is
also
an
issue
because
people
end
up
having
to
miss
school
and
that
for
and
there's
a
variety
of
other
reasons.
J
Sure
all
really
good
questions,
so
we
actually
just
one
Jake
Stern
who
supports
our
data.
He
was
able
to
pull
it's
about
20
days
average
per
student.
If
you
were
to
do
it
across
the
BPS
and
then
there's
like
a
breakdown
by
grade
and
you'll,
see
as
we
get
higher
up
in
the
grades,
we
tend
to
get
a
higher
percentage
of
chronic
absenteeism,
as
we
were
sort
of
talking
about
so
Diego
to
your
to
kind
of
your
question
on
this.
J
So
as
far
as
the
state
goes,
they
don't
care,
they
don't
categorize
excused
and
unexcused.
So
an
absence
is
an
absence
whether
a
student
is
out
for
a
reason
of
sickness
or
death
in
a
family
member
or
they
don't
categorize
it.
They
just
count
it
as
an
absence.
So
when
you
see
a
student
with
18
days,
you
know
that's
chronically
absent
that
student
might
have
been
out
legitimately
12
days
sick.
It
only
had
six
unexcused
absences,
but
they're
still
counted
as
chronically
absent.
This
is
in
part,
why
they're?
O
P
P
I
want
to
know
if
the
district
has
any
data
about
this
and
what
is
the
district
doing
to
get
support
to
the
families
that
aren't
going
through
this
correct.
J
So
I
we
can
try
to
see
if
Jake
has
any
kind
of
breakdown
relative
to
special
education.
J
I
know
on
the
for
our
multilingual
Learners,
it's
broken
down
by
level,
but
I
think
we
can
see
if
we
can
see
if
we
can
get
that
data
for
special
education,
I
think
it
there's
a
variety
of
reasons
you
know
included
in
that
would
be
students
who
might
be
medically
fragile
and
so
therefore
can't
attend
school
as
much
also
some
of
the
special
education
classes
in
the
past,
because
they're
smaller
there
could
be
more
situations
where
a
class
had
to
go
into
isolation
because
of
covid.
J
J
P
Yes,
I
know
that
you
mentioned
that
we
can
see
it
in
the
next
graph,
but
among
our
students,
this
this
group
of
students
need
a
lot
of
attention
from
the
district
and
I.
Don't
I
want
to
know
if
there's
a
plan
for
that.
J
Through
each
year,
so
we're
we're
working
with
special
education
and
we
address
attendance
in
the
IEP
process
relative
to
additional
support.
So
if
a
student
has
been
out
for
a
period
of
time,
we
will
do
compensatory
and
offer
additional
supports,
and
so
we
are
doing
that
and
we'll
continue
to
do
that.
I
think
what's
important
is
US.
J
J
You
know
we
know
for
the
emotional
impairment
strand
that
it
tends
to
have
students
in
it
would
tend
to
have
a
higher
absenteeism
or
chronic
absenteeism.
That
requires
really
working
directly
with
the
schools
that
have
an
emotional
impairment
strand
around
supports
for
the
students,
and
those
could
also
include
some
additional
alternative
career.
You
know
kind
of
career
development,
re-engagement
activities
for
the
students,
whether
the
students
say
Adam
McKinley,
that
is
a
day
school
or
whether
that
student
is
attending
a
high
school.
J
That
has
an
emotional
impairment
strand,
so
that
is
what
exactly
is
special
ed
is
moving
through
the
data
looking
at
that,
and
that
will
inform
the
kinds
of
supports
that
we're
developing
out
this
year
for
students,
Lauren
I,
don't
know
if
there's
an
example
that
you
can
give
you
know
when
you,
you
see
a
group
of
students
who,
because
of
last
year
with
the
isolation,
protocols
and
or
covid,
had
to
go
into
isolation
a
lot
or
was
was
out
of
school
and
missed
it
and
fell
into
chronic
absenteeism
of
that
kind
of
level
of
school
support
or
program
support.
Q
Yes,
thank
you,
superintendent.
We
have
a
lot
of
examples
where
we
work
really
closely
with
the
family
and
the
individual
student
to
provide
services
if
they're
missing
a
great
deal
of
school.
So
we
convene
the
IEP
team
to
discuss
on
an
individual
level
how
to
support
the
kids
and
the
families,
and
we
provide
compensatory
services
in
a
variety
of
ways,
whether
that
be
through
online
learning.
After
school
programs,
tutoring
programs,
we
do
it
on
Saturday
or
during
school
vacations.
We
try
work.
Q
We
try
to
work
really
closely
to
make
it
very
convenient
for
family
members
and
depending
on
the
needs
of
the
kid,
and
if
the
student
is
like
superintendent
Skipper
said,
if
they're
they
have
an
emotional
impairment,
sometimes
what
they
need
is
very
different
than
if
they
have
like
a
learning
disability.
So
we'll
be
doing
more
reading
supports.
So
we
work
really
closely
very
individually
for
each
unique
system
and
that
system
for
each
unique
child
within
the
system.
R
You
know
a
specific
question:
I
only
and
I'd
like
to
make
a
comment
regarding
absenteeism.
Well,
truancy
and
and
chronic
absenteeism
have
been
issues
to
schools
for
the
longest
time
I.
You
know
40
years
ago,
when
I
was
a
teacher
I.
You
know
we
deal
with
the
same
issue
and
and
it's
increasing-
and
you
know
over
time-
I
understand
that
it
will
be
there.
It
will
always
be
here,
particularly
it.
R
It
does
affect
minority
communities,
with
the
exception
of
Asian,
I,
I,
I
I
would
say
many
reasons.
Many
factors
contribute
to
the
you
know
to
the
problem
of
absenteeism
and
of
course
you
all
know
the
reasons:
socioeconomic
family
and
whatnot
and
I'm
very
sure.
All
of
you
are
working
very
hard.
R
R
Of
course.
In
doing
so,
you
are
also
looking
out
for
Best
Practices
throughout
the
country,
maybe
in
the
International
Community
as
well.
Look
at
Japan
absenteeism
is
next
to
nothing,
but
what
can
I
say?
R
I'm
I'm
I'm
I'm,
just
speaking
up
in
support
of
all
your
work,
that
you
are
doing
and
I
believe
that
you
are
trying
your
best
and
I
just
hope
and
pray
that
this
issue
will
somehow
be
lesson
to
the
extent
that
we
can
live
with,
especially
within
the
community
of
caller
and
the
the
community
of
students
with
disability.
G
Thank
you,
madam
chair
I'll,
make
it
real
quick
I
want
to
Echo
the
comments
of
my
fellow
members
and
and
thinking
about
a
student
that
we
lost
this
week
and
what
his
family
is
going
through
and
also
I'm
glad
you
mentioned
chair
Robinson
about
Dr
G
Maguire,
former
member
of
the
school
committee
was
given
so
much
of
her
career
to
the
children
of
us
and
the
educational
needs
of
the
children
of
Boston,
so
we're
thinking
of
whoever
she
recovers
from
what
happened
last
night
and
look
forward
to
her
getting
better
foreign
Target
we've
been
talking
about
a
bunch
of
issues.
G
Thank
you,
superintendent.
For
all
the
two
raised.
Transportation
hiring
of
you
know
a
bunch
of
things
that
you
raised
in
your
report
and
and
this
issue
of
chronic
absenteeism.
I
I
had
the
opportunity
with
the
small
group
yesterday
to
talk
with
district
attorney
Hayden,
and
he
is
also
thinking
quite
a
bit
about
this
issue
or
what
is
happening
with
young
people
in
our
city
and
and
the
safety
and
superintendent
you
and
the
chair
are
dead
on.
G
Schools
should
be
a
safe
place
for
our
students
and
know
that
it's
safe
space
I
know
the
super.
The
chair
said:
schools
and
Parks
as
well,
and
students
need
to
know
that
district
attorney
Hayden
yesterday
was
talking
about
the
importance
of
students
being
in
school
because
it
allows
them
to
level
set
and
build
friendships
and
have
that
safe
place,
and
it's
not
just
schools.
It's
internships,
it's
jobs.
It's
it's
not
just
the
responsibility
of
the
schools
to
serve
this.
It's
literally
it
takes
a
whole
village,
and
it's
not
just
yes.
G
We
need
our
faith-based
leaders
to
help
and
we
need
our
community
groups
to
help.
We
need
the
business
Community
to
step
up
as
well,
because
jobs
and
internships
and
and
other
ways
to
help
students
see
opportunity,
makes
such
a
big
difference.
And
yes,
this
issue
of
chronic
absenteeism
is
a
key
one,
because
we
do
have
to
help
students
and
families
see
the
value
of
being
in
school
and
I
was
sitting
here.
Thinking
about
two
best
practices
that
I've
heard
of
domestically
in
Philadelphia.
G
They
were
using
a
company
who
was
sending
letters
to
families
explaining
how
their
how
often
their
child
was
in
school
compared
to
other
students
in
the
classroom.
Like
the
letters,
many
of
us
get
at
home,
saying
your
energy
use
compared
to
your
neighbors
and
it's
you
know
all
sudden,
it
turns
into
a
competition.
Well,
what
do
you
mean
I'm
using
more
energy
than
my
neighbors?
G
So
there
are
good
ideas
out
there
that
other
districts
have
used
and
superintendent
no
one
knows
is
better
than
you
right
as
a
teacher
as
a
school
leader
as
the
head
of
high
schools
as
a
superintendent,
you
get
this
I
I
can't
believe.
You've
only
been
here
two
weeks
because
it
seems
like
it's
been
longer
already,
but
you've
been
able
to
I'm.
G
Sorry,
you
have
to
jump
in
on
some
of
these
key
issues,
but
I'm
also
glad
you're
the
one
jumping
in
and
doing
it
so
I'm
not
going
to
ask
questions
tonight
because
you
covered
a
lot
in
your
report
and
we
have
a
couple
of
media
reports
coming
later
on,
but
I
just
I
just
want
to
make
those
couple
of
observations,
particularly
about
chronic
absenteeism.
Thank
you,
madam.
A
Great
thanks
before
we
go
around
again.
I
just
have
a
a
question,
because
a
lot
of
what
we've
talked
about
is
actually
interventions
for
students
and
as
I
think
about
it,
particularly
with
absenteeism
at
the
younger
age
groups.
What
are
we
doing
with
families?
How
are
we
helping
families
to
understand
the
importance
of
consistent
coming
to
school
that
so
we're
not
allowing
bad
habits
to
get.
J
Formed
through
through
each
year,
so
actually
this
is
a
perfect
place
for
both
Brian
and
Chief
Kelton.
To
just
talk
about
the
student
support
process,
because
this
is
really
particularly
when
students
are
younger
and
develop
a
pattern.
It's
going
to
be
caught
through
the
student
support
teams.
M
Yeah
I
just
want
to
quickly.
If
it's
okay
go
back
to
Mr
O'neill's
comments
around
the
letters
used
in
Philadelphia,
we
actually
have
implemented
those
the
nudge
letters
in
BPS.
So
we
have
those
fully
integrated
with
our
student
information
system,
and
schools
can
also
distribute
those
through
school
messenger
electronically
or
opt
to
print
those
out.
So
that
those
that's
an
example
of
one
of
the
district
tools
and
resources
that
we
have
available
to
all
schools.
S
What
we
really
are
trying
to
Foster
and
to
implement
is
a
strengthening
of
relationships
between
our
schools
and
our
families,
and
that's
how
we
really
start
to
wrap
around
and
understand
the
issues
that
our
young
people
are
coming
to
school
with
and
that's
where
we
start
to
really
build
the
foundation
of
having
positive
and
impactful
relationships
with
our
families
and
creating
that.
You
know
the
notion
that
our
relationships
are
two
ways
with
our
families.
S
S
Talking
to
us
and
feel
supported
talking
to
us,
and
a
lot
of
that
is
coming
through
the
SST
process,
because
there
is
a
parent
component
of
it,
a
guardian
component
where
student
support
teams
are
meeting
at
the
school
level,
with
interdisciplinary
teams
of
school
staff,
but
also
involving
the
families
and
really
trying
to
understand
and
hear
our
family's
stories
and
our
students
stories
and
then
using
all
of
the
resources
that
are
available
to
us,
both
internally
and
externally,
to
support
those
needs.
S
It
really
also
involves
you
know,
having
a
deep
knowledge
of
the
city
and
state-based
agencies
and
their
purposes
for
so
many
years.
I
think
we've
had
a
tendency
to
weaponize
organizations
like
DCF,
rather
than
using
them
for
what
they
are,
which
is
a
support
for
families,
but
also
not
using
that
as
a
way
to
interact
with
families
right
like
we
often
I
call
it
the
soft
knock,
which
is
you
you
go
to
somebody's
home
and
you
just
knock
stuff
like.
Oh
nobody,
nobody
was
home.
S
We
need
to
really
have
those
conversations
and
we
need
to
be
willing
to
do
the
hard
knock
on
the
door
to
talk
to
our
families,
to
talk
to
our
students
and
to
meet
them
where
they
are
and
I
think.
A
lot
of
that
starts
with
our
student
support
team
process
and
creating
a
sense
of
in
every
school
every
student
that
is
in
every
school.
S
There
has
to
be
an
adult
that
knows
that
student,
and
that
knows
their
story,
because
that's
how
we
truly
understand
and
support
our
young
people-
and
that
includes
absenteeism,
you
know,
and
to
Diego's
Point
earlier
when
he
was
talking
about
you
know.
Sometimes
there
are
these
reasons.
Why
why
you
know
young
people
are
absent
from
school
and
while
it
is,
the
state
says
that
it's
an
absence.
S
J
That's
right,
and
so
one
of
the
things
that
Chief
Kelton
and
the
students
support
team
are
working
on
is
making
sure
that
every
school
has
a
strong
student
support
team.
J
That's
trained
understands
how
to
use
that
structure,
to
support
families
and
students,
as
well
as
an
mtss
process
on
the
academic
side
of
what
we
call
Child
find
to
be
able
to
to
have
academic
interventions
and
tiered
supports
for
students
into
the
two
really
work
together
so
that
we're
hitting
a
reset
button
on
this
and
really
working
like
from
the
ground
level
to
make
sure
every
school.
Has
these
two
structures.
D
Yes
actually
sort
of
the
last
conversation
sort
of
dovetails
until
one
of
my
questions,
but
I'll
do
them
in
order.
My
first
question
is
in
reference
to
the
the
proposed
mini
grants
that
we
would
be
evaluating,
and
so
essentially,
how
would
you
evaluate
those
proposals,
or
how
do
you
intend
to
evaluate
those
proposals
for
the
mini
grants?
D
That's
my
first
question
and
then
my
my
second
question
is
actually,
and
perhaps
Diego
can
speak
to
this
is
I'm
wondering
to
what
extent
is
is,
is
bsac
sort
of
engaging
some
of
the
you
know
the
the
different
schools,
as
you
have
Representatives
across
the
district
I'm
curious
as
to
what
bsac
is
doing
and
to
to
support
the
school
communities
at
times
like
this,
because,
in
my
experience,
a
lot
of
engagement
strategies
that
can
that
can
work,
often
work
when
you
have
peers
that
Can
engage
you
as
well
and
so
I
think
it's
it'll
be
very
vital
to
sort
of
engage
students
in
that
process.
D
J
That's
great
Brian
or
Jillian
I,
don't
know.
If
you
want
to
speak.
I
know
you
both
could
speak
to
those
so.
M
Yeah
sure
I'll
speak
to
the
the
piece
around
the
attendance
mini
Grant.
So
again,
this
is
our
second
iteration,
so
we
we've
we've
made
some
enhancements
to
the
process.
We
do
have
a
standard
scoring
rubric
and
we
work
through
our
district
attendance
advisory
committee
for
folks
to
review
the
grants
each
Grant
is
re,
is
scored
by
three
reviewers
again
using
a
standard
scoring
rubric.
Some
of
the
enhancements
we
implemented
this
year
was
extended
in
extended
information
and
training
sessions.
M
So
we
started
with
the
basic
information
session
about
what
the
requirements
of
the
grant
are
and
then
we
continued
on
with
an
actual
grant.
Writing
Workshop,
where
we,
where
we
went
through
each
section
of
the
grant,
explained
what
would
be
required
to
submit
a
quality
proposal.
We
also
provided
examples
of
quality
submissions
for
each
section
from
schools.
From
the
previous
year.
We
also
provided
expert
grant
writers
who
offered
office
hours
for
technical
assistance
to
help
schools
prepare
their
Grant.
M
The
supervisors
of
attendance
were
also
available
to
help
with
strategies
part
of
what
we
did
to
prioritize
students
and
schools
of
the
greatest
need
is
that,
within
the
Grant
application,
schools
have
to
indicate
which
priority
student
groups
that
they
will
be
supporting
and
also
provide
evidence
of
the
data
which
schools
have
access
to
that
data
through
our
Panorama
platform.
And
then
what
interventions
and
strategies
they
would
be
implementing
as
part
of
their
plan
or
project
Design
Within
their
proposal
and
how
it
will
be
supporting
those
priority
student
groups.
M
So
there's
multiple
layers
beyond
that,
but
that
sort
of
gives
you
a
highlight
of
some
of
the
strategies
that
that
we've
put
into
place
to
make
sure
that
it's
Equitable
in
terms
of
high
schools,
access
it
and
also
in
general,
as
I
mentioned
before.
The
way.
The
the
application
process
is
positioned,
which
it
was
due
last
week.
So
we're
in
the
process
of
wrapping
up
the
reviews,
and
then
we
want
to
make
sure
that
we
send
award
notifications
as
quickly
as
possible.
D
Yeah
and
I'm
sorry
just
a
quick
follow-up
to
that
so
for
the
schools
that
have
the
greatest
need,
I
imagine
is
also
a
there
there's
a
time
crunch
with
being
able
to
submit
those
grants
as
well
so
I.
My
question
is
also
around:
how
are
you
building
in
capacity
for
those
schools
that
have
the
most
need
that
are
going
to
need
that
extra
support
potentially
and
submitting
and
writing
those
grants.
M
Yeah
just
to
be
just
to
be
clear,
the
the
the
deadline
has
already
passed,
so
we
had
the
process
open
for
a
month
and,
as
I
mentioned
before,
we
we
had
those
technical
assistance
sessions,
the
training
Workshop,
which
was
also
recorded
another
layer
that
that
I
I
didn't
mention
previously
as
part
of
our
annual
attendance
Symposium.
M
We
had
two
schools
that
were
very
successful
in
implementing
their
projects
last
year
present
and
share
their
best
practices
and
insights,
including
preparing
the
grant
some
of
the
budget
management
insights,
and
that
was
also
recorded
and
made
available
as
a
tool
and
resource.
K
Thank
you
so
much
for
the
conversation
so
far
and
I
recognize
that
you
want
to
have
a
much
deeper
conversation
next
week
around
Chronicles
and
we
are
not
loving.
So
the
only
thing
I
I
will
say
as
I'm
like
hearing
responses
to
this
conversation,
it
sort
of
connects
to
the
sort
of
first
piece
of
our
evening
right.
It's
also
about
safety
and
even
more
so
it's
about
belonging,
and
we
talk
so
much
about
different
interventions
to
get
kids
in
school,
but
like
just
like
all
of
us,
we
want
to
go
somewhere.
K
That
makes
us
feel
good,
and
you
know
I
said
this
last
time
about
our
special
education
work.
Forum
work,
it's
not
just
about
compliance,
it
is
about
making
spaces
that
are
culturally
linguistically
representative
in
places
where
people
feel
good
and
I.
Don't
think
it
is
a
surprise
when
you
see
the
most
vulnerable
young
people
also
missing
the
most
schools.
T
K
I
think
they
are
the
least
likely
to
feel
like
they
are
part
of
that
organization
and
then
the
last
thing
I'll
say
which
I
know
you
know
matters
and
former
High
School
principal
here.
It's
also
about
on-time
buses
and
if
a
bus
is
20
minutes
late
and
the
parent
doesn't
see
their
kids
get
on
it,
it
makes
it
a
lot
easier
for
a
family
not
to
be
able
to
have
eyes
on
on
where
their
kid
is
so
I
think
it's
all
connected
and
I
hope
we
get
to
talk
about
it.
K
More
I
have
just
a
question
about
the
tiering
that
you
were
discussing
the
data
that
we're
going
to
be
using
around
accountability
data
that
would
help
families
understand
School
quality
in
their
choice
process.
K
K
So
I'm
sort
of
curious
around
a
little
bit
more
of
an
explanation
on
why
we
just
don't
use
it
as
a
baseline,
with
the
caveat
that,
like
it's
a
tough
time
and
so
the
measure
may
feel
incomplete,
but
it
felt
incomplete
before
and
then
the
second
piece
as
a
parent,
the
if
I'm
looking
at
2019
data
I,
think
it
only
holds
true
for
me
or
even
useful,
if
I
understand
turnover
at
the
school
level
and
so
I'm
also
curious
if
it's
possible
or
if
we
are
considering
presenting
to
families,
School
turnover,
specifically
principal
and
I,
think
breaking
it
out
right
principle
in
special
education,
programming
and
L
programming
staff
turnover,
paraprofessional
turnover,
because
that
then
helps
me
understand
the
2019
and
the
schools
barely
had
any
turnover.
K
I
may
decide
again
parent
choice.
That's
the
process
that,
like
it
gives
me
the
information
I
need.
But
if
I
see
the
principles
left,
thirty
percent
of
the
staff
is
left.
That's
a
quality
measure
as
a
parent
that
I
can
say
this
doesn't
feel
as
useful
2019
couples
with
high
turnover.
It's
probably
not
useful
data.
So
so
those
two,
those
are
my
questions.
Sure.
J
So
I'm
going
to
actually
ask
Denise
Snyder,
who
has
been
kind
of
the
consistent
on
this
process,
to
take
a
give
some
additional
information
on
the
process
that
we
went
through
with
the
committee
on
the
recommendation.
U
Sure,
good
evening,
school
committee,
thanks
for
the
opportunity,
I,
think
there
are
a
couple
of
things
that
the
internal
working
group
looked
at
hard
and
then
brought
to
the
formal
work
group
led
by
marianelle
and
Hardin
Coleman
and,
and
the
first
thing
is
the
policy
and
the
policy
requires
two
years
worth
of
data
which
we
simply
don't
have
so
we'd
already
have
to
make
an
exception
to
the
policy
which
would
require
probably
coming
here
and
asking
for
that.
U
The
second,
though,
was
that
it
was
coupled
with
the
idea
of
the
data
truly
being
skewed
and
I
know
that
that
you
know
imperfection
probably
exists
across,
but
the
idea
that
we
wouldn't
just
have
skewed
data
around
test
scores.
We'd
have
skewed
data
around
climate
and
culture.
U
U
Thinking
about
this
not
being
just
about
MCAS
scores
that
it
really
was
so
much
more
about
student
growth
and
culture
and
climate,
and
so
we
tried
to
honor
that
and
did
not
want
to
cause
further
harm
to
schools,
who
may
have
gotten
dinged
pretty
hard
on
a
parent
survey
and
run
culture
and
climate
or
may
not
have
had
families
take
it
based
on
the
fact
that
there
really
wasn't
anything
to
respond
to
there.
So
all
of
this
was
debated
at
our
meeting
in
late
September.
U
The
group
did
through
hard
conversation
and
I
will
say,
reluctantly
approve
to
move
forward
with
the
recommendation,
but
really
stressed
that
we
can't
ever
find
ourselves
in
this
position
again.
Like
2019
just
gets
old.
We
know
it's
old,
it
sounds
bad
and
it
is
bad
but
of
the
situation
we're
faced.
It's
the
most
honest
information
and
the
reality
that
we'd
spend
this
year
coming
up
with
metrics
that
we
could
bring
to
the
group
for
a
plan
B.
U
T
K
Process
and
so
I
am
curious,
while
we
are
using
2019
data
is
they're,
then
in
additional
information.
That
is
more
current,
that
we
are
offering
families
that
will
feel
easy
for
them
to
access
that,
like
they
don't
have
to
put
in
more
labor
to
research
and
sort
of
dig
through
reports
to
find
out
this
information
about
the
kids
about
a
particular
school
and
for
me,
one
of
those
obvious
indicators
is
around
turnover
data
right.
U
U
Discover
BPS
is
where
we
house
all
sorts
of
really
helpful
information
and
if
there's
a
way
that
we
can
pull
how
often
a
school
leader
turnover
has
happened
or
staff
turnover
in
a
way
that
is
accessible
to
families
and
makes
sense.
I
think
we'd
be
really
happy
to
do
that,
but
so
I'm
happy
to
bring
it
back
and
I'm
happy
to
follow
up.
E
K
That
would
be,
that
would
I,
think
be
really
helpful
and
even
if
it's
impossible
to
link
it
I
think
there
may
even
be
a
threshold
that
the
system
is
deciding
means
that
the
turnover
makes
the
data
less
accurate
and
I.
You
know
I,
think
there's
a
conversation
here,
so
parents
are
really
getting
the
best
information
possible
during
a
time
that
they're
being
asked
to
use
2019
accountability,
data.
K
K
L
Thank
you,
madam
chair
superintendent,
Skipper
I
I
think
this
should
be
a
fairly
straightforward
question
and
it
shifts
away
from
a
lot
of
the
pieces
that
we've
already
discussed.
You
mentioned
the
problem
resolution
desk,
but
as
a
as
a
parent
I
have
no
idea
what
that
is,
and
so
can
you
share
a
little
bit
about
what
what
that
tool
is
and
how
families
can
be
engaging
with
that,
should
they
should
they
need
to.
J
Sure
so
we're
actually
we're
constructing
a
communication
specifically
around
bullying
and
it'll,
have
information
about
the
problem
resolution
process.
But
this
game
is
a
recommendation.
It
originated
out
of
the
Sip
and-
and
it
really
was
sort
of
echoed
as
what
we've
met-
City
Schools.
So
really
this
is
a
ticketing
system,
so
that
it
is
a
place
that
parents
can
call
so
that
we
can
keep
track
and
log
the
type
of
issues
that
parents
are
calling
in
about.
J
They
might
range
from
a
special
education
issue,
a
transportation
issue,
a
bullying
issue
and
really
that
problem
resolution
desk
will
work
quickly
across
the
organization
to
be
able
to
get
that
parent
in
touch
with
the
department
or
the
person
that
can
kind
of
move
the
work
and
get
them
information
that
to
solve
the
problem
in
the
process.
We're
capturing
that
so
the
idea
of
the
problem
resolution
is
to
actually
capture
the
information,
so
we
can
continuously
improve
our
systems.
So
if
we're
seeing
a
lot
around
Transportation
it'll
be
important
for
Dell
to
look
at.
J
It
might
be
a
pattern
that
she's
not
aware
of
that.
She
can
look
at
same
with
special
education
for
Lauren,
or
you
know
omme
for
profera,
so
it
really
is
is
kind
of
twofold.
It's
it.
It
is
one
a
place
for
to
help
solve
parents
who
have
tried
other
mechanisms
and
haven't
been
able
to
get
a
resolution.
But
then
it
also
is
a
place
that
we
can
capture
the
data
and
continually
improve
our
our
systems.
L
Thank
you
so
just
to
confirm
my
understanding.
I
understand,
that's
that's
creating!
That
is
part
of
our
understanding
with
Desi,
but
that
is
not
currently
fully,
in
effect,
correct.
J
But
so
so
we've
actually
hired
for
it
Michelle
do
you
want
to
I
think
Michelle's
on
we're
in
the
process
of
hiring
for
the
manager.
J
Implementation
manager
and
one
of
the
other
staff
are
already
on
board.
L
And
my
follow-up
to
to
this
conversation
is:
how
do
we
differentiate
that
between
what
versus
what
we
currently
have?
As
in
like
the
help
hotline.
J
Yeah,
so
we're
we're
working.
This
is
going
to
be
an
important
point
across
our
systems
to
connect
them,
and
so
that's
why
we're
looking
at
using
the
same
systems
for
ticketing
or
tracking
as
a
way
for
the
systems
to
be
able
to
talk
together?
And
you
know,
the
idea
of
problem
resolution
is
the
parent
has,
you
know,
hasn't
been
able
to
get
resolution
at
the
department
level
hasn't
been
able
to
get
resolution
at
the
school
level
and
so
they're
really
kind
of
upping
it.
V
V
Yes,
so
I
wanted
to
highlight
that
PRS
is
also
the
system
that
we
use
with
the
Department
of
Education.
So
it
is
the
reports
that
go
to
the
to
Desi
and
then
they
make
their
way
over
to
us.
So
it's
also
used
for
that
right
now
we
do
have
a
PRS
coordinator,
hired,
which
was
part
of
the
work
that
we
did
with
the
systemic
Improvement
plan,
and
we
do
have
a
posting
for
the
PRS
director.
K
Two
final
questions
that
I
think
that
I'm
done
this
evening,
but
the
first
question
is
actually
I.
Think
I
have
three
sorry.
The
first
question
is:
do
we
have
enrollment
data
at
this
point
to
share.
J
No,
no
October,
1st
October
1st
is
our
reporting
I'm
looking
to
see
if
Mark
is
on
here,
Mark
and
probably
pull
the
initial
where
we're
at
with
enrollment.
K
J
It's
the
Sims
report,
so
that
that's
when
students
are
it's
a
bad
term
but
claimed
like.
In
other
words,
we
make
sure
that
there's
ownership
for
a
student
right.
E
K
It
seems
accessible,
so
if
we
can
get
that,
that
would
be
great
and
I'll
use
my
four
minutes
while
we're
looking.
The
second
question
is
around
the
work.
That's
been
submitted
to
the
state
at
this
point
for
the
Sip.
Is
there
I
think
it's
important
to
note
like
we
don't
see
that
before
it
goes,
but
is
it
possible
for
us
to
see
it
after?
It
goes
foreign.
J
H
I
wasn't
sure
if
Monica
was
on,
I
can
jump
in
all
the
materials
we
submit
to
deci
are
also
on
our
website.
My
understanding
is
that
those
memos
are
also
being
sent
to
the
school
committee
at
or
around
the
time
that
they're
submitted
to
Desi,
so
I
I
think
you
all
have
received
them,
but
we're
happy
to
follow
up
in
case
you
haven't
great
and.
G
K
Great
and
my
the
last
one,
while
we're
waiting
for
hopefully
the
enrollment
data,
is
around
Sr
funds,
I'm
just
curious
if
it's
possible
to
get
an
update
on
where
we
are
and
unspent
Esser
funds
as
where
and
I
think,
maybe
some
of
that
might
come
up
in
our
MCAS
conversation
later,
but
I'm
thinking
as
we're
having
this
big
conversation
around
some
real
sort
of
culture
needs
for
the
the
organization
I'm
just
wrapping
my
head
around
how
much
we
still
have
to
spend
down
of
those.
J
J
K
Good
and
if
we
get
the
oh
there's
Nate.
K
W
K
If
the
chair
agrees,
I
think
it
would
be
great
to
get
an
Sr
update,
I
think
everyone's.
You
know
probably
itching
for
that
and
just
to
know
where
we
are
and
sort
of
meeting
the
plan,
but
also
in
spending
on
spent
funds
and
I'm
sure
I.
Imagine
it's
something
you're
thinking
about,
as
you
know,
you're
two
weeks
and
so
it'd
be
good
to
hear
some
of
your
thinking
there.
Okay.
J
Yeah
we
just
actually
had
a
substantial
meeting
on
it
and,
as
you
know,
it's
Esther
one
two
and
three
yeah
Nate
I,
don't
know
if
you
just
have
a
quick
Global,
one
that
you
want
to
do
and
then
we
can
put
it
on
to
a
next
school
community
meeting.
X
No
I
was
just
gonna
agree:
superintendent
apologize
for
my
technical
issues.
There
I
I'm,
just
learning
how
to
use
zoom.
Our
plan
is
to
present
a
more
thorough
Community
update
later
this
year,
but
happy
to
provide
a
sort
of
high
level
snapshot
to
the
school
committee.
We
can
probably
do
that
in
in
written
form
and
also
post
on
our
website
as
well.
So
it
makes
it
easier
for
you.
J
I
think
chair,
I
think
on
the
enrollment.
We
can
come
back
and
get
that
once
it's
being
calculated
right
now.
J
A
That's
great,
thank
you.
Are
there
any
more
questions.
A
F
Ahead,
so
on
the
sorry
about
that
on
the
Boolean,
the
bullying
policy,
if
I
remember
correctly,
which
there
is
a
possibility
I
do
not
the
what
happens.
First
is
an
instance
of
bullying
is
supported
and
then
that
you
contact
the
parents
and
the
parents,
and
then
the
students
are
forced
to
come
to
a
meeting
with
some
sort
of
person
there
right
or
sort
of
Justice
Circle
whatever
and
then
something
and
then
whether
stuff
happens
goes
from
there
right.
J
F
All
right,
but
what
what
I'm
trying
to
say
is
well.
My
question
is
in
regards
to
safety
on
the
specific
instance
in
some
situations
when
a
student's
safety,
when
a
student
safety
is
kind
of
when
there's
questions
about
that
and
sometimes
I
feel
it
is
not
acted
upon
as
quickly
as
possible
and
as
for
example,
they
don't
have
a
meeting
until
two
days
later
and
in
those
sorts
of
situations
that
next
day,
when
they're
getting
out
of
school.
F
J
Right,
so
so
through
each
year,
so
it
it
there's
a
process
to
when
it's
reported
as
formal
bullying.
J
There
can
be
like
a
mediation
if
two
students
are
having
a
conflict
and
there
needs
to
be
something
mediated,
then
that's
something
that
can
happen
right
away
and
we
would
always
see
the
students
go
to
a
trusted
adult
if
you're
having
a
conflict-
and
you
feel
like
you-
need
support
in
fact
we're
working
right
now
to
bring
in
a
mediation
program
from
a
from
a
school
Side
District
side,
because
a
lot
of
times
there
is
peer
conflict
and
it
has
to
be
worked
out
and
you
don't
want
it
to
escalate
to
your
point
when
students
leave
or
they're
outside
of
the
school
I
think
in
the
case,
where
there's
actual
bullying,
which
is
repeated
situations,
there's
a
power
imbalance,
it
it
checks
a
number
of
boxes
for
what
is
actually
bullying
that
has
to
be
investigated.
J
There's
a
formal
safety
plan
to
it.
So
we
go
through
a
process
and
it
does
take
several
days
to
go
through
that
process,
but
they're
really
kind
of
different
I.
Think
what
you're
talking
about
is
a
lot
of
what
we
can
get
to
with
peer
mediation
and
I.
Think
it's
very
important
for
us
to
build
up
a
mediation
program
for
this
exact
reason.
Sometimes
it
happens
on
social
media.
Students
will
say
things
to
each
other.
J
A
C
D
E
C
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
but
I
referred
to
the
superintendent
for
later
response.
C
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
20
speakers
this
evening.
Each
person
will
have
two
minutes
to
speak
and
I'll
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
C
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
C
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom.
Also,
please
make
sure
that
you're
signed
in
to
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
C
C
P
Good
evening
my
name
is
Maria
Vargas
and
I
want
to
know
when
you're
gonna
start
working
again
with
a
Higher
Ground,
since
they
have
provided
me
with
a
lot
of
support,
thanks
to
them
I'm
able
to
work,
because
they
help
me
with
an
after-school
program.
For
my
two
children
who
are
at
the
David
Ellis.
They
helped
me
to
get
a
home
and
they've
done
so
much
for
me
and
I
really
want
to
know
when
you're
going
to
start
working
with
them
or
if
you
and
if
you're
gonna,
do
it
foreign.
C
C
Z
Technology
is
not
my
forte
here,
you're
great.
Thank
you
good
evening.
Everyone
I
am
Suzanne.
Lee
I
am
here
tonight
as
the
co-chair
of
the
El
task
force.
I
was
the
former
principal
of
the
Jose
Quincy
Elementary,
School
and
I
want
to
make
this
a
short
presentation.
I'm
here
for
two
purpose.
Today,
one
is
to
share
with
you
the
thoughts
of
DL
task
force
on
the
Strategic
plan.
Z
Whole
focus
is
on
the
learning
of
our
El
students
and
we
are
the
extension
of
the
school
committee
to
focus
on
their
needs,
because
we
have
many
expertise
on
our
community
in
our
task
force.
That
can
help
the
district
to
look
at
where
we
need
to
focus
and
also
put
together
plants
and
I
am
happy
to
say
that
this
is
the
first
time
since
the
look
act
which
was
passed
in
2017,
then
we
continue
to
raise
year
after
years
about
the
district
is
moving
in
that
direction.
Z
To
take
the
advantage
of
the
look
act
for
us
to
provide
needed
support
for
our
multilingual,
Learners
and
I'm
really
happy
to
say
that
this
time
around
the
task
was
will
endorse
the
Strategic
plan.
That's
going
to
be
presented
later
tonight
and
I.
Think
all
of
you
have
seen
our
feet
earlier.
Feedback
on
the
first
draft,
so
I
was
when
we
look
at
this
new
draft.
Z
With
this
new
plan,
we
can
see
that
the
its
attempt
to
shift
the
district's
Focus
from
English
only
to
one
of
providing
bilingual
education
and
and
so
that
we
can
help
students
become
bilingual
to
get
the
bilingual
seal.
Z
That
is
so
important,
not
only
just
for
their
future,
but
for
the
future
of
our
city
as
much
as
we
think
that
this
is
a
great
step
and
no
plans
is
perfect
and
we
do
have
some
deep
concerns
that
the
plan
is
not
I,
don't
feel
like
it
have
gone
far
enough
that
so
there
are
three
areas.
One
is
that
the
district
right.
C
C
I'm
afraid-
and
we
have
passed
your
time
but
I
understand
that
Mr
mud
is
going
to
continue.
Your
comments
is
that
correct.
Z
He's
going
to
focus
on
this
student
with
disability
at
just
just
three
points.
One
is
that
we
don't
have
the
infrastructure
right
now,
particularly
on
Staffing,
and
the
district
leadership.
Secondly,
is
on
the
student
with
disability
and
thirdly,
that
we
need
to
have
the
El
task
force
to
continue
to
do
the
work
of
monitoring
and
help
implement
the
plan.
Z
AA
Good
evening,
okay,
my
name
is
John
Mudd
I'm,
a
resident
of
Cambridge
and
a
long
time
education
advocate
in
Boston
I'd
like
to
reinforce
some
of
the
comments
made
by
Suzanne
Lee
and
the
superintendent
earlier.
The
vision
in
the
omme
plan
that
you
will
be
considering
tonight
marks
a
significant
and
important
commitment
by
BPS
to
focus
on
access
to
native
language
and
bilingual
programming,
rather
than
English
immersion
in
the
education
of
ell
students.
It
also
continues
to
identify
English
Learners
with
disabilities,
as
a
group
that
requires
unique,
targeted
support.
AA
First
on
single
language,
SEI
classes,
which
were
group
students
of
the
same
language
together,
have
been
one
of
the
most
Progressive
steps.
Bps
has
taken
over
past
years,
although
BBS
now
says
that
access
to
native
language
is
the
number
one
priority.
Over
the
past
three
years,
there
has
been
a
decline
of
about
a
thousand
students
in
single
language,
SEI
classes.
There
are
about
one-third
of
the
total
enrollment
in
these
programs.
This
needs
to
stop
the
single
language.
AA
Sei
programs
themselves
need
to
be
strengthened
and
only
about
a
third
of
the
classes
can
BBS
show
that
there's
a
match
between
the
language
of
the
teacher
and
the
language
of
the
students.
This
needs
to
be
changed.
Bps
should
develop
a
strategy
to
increase
the
match
between
the
language
of
students
and
teachers.
Finally,
in
this
brief
list,
there
is
recognition
of
the
unique
needs
of
English
Learners
with
disabilities
But.
It
includes
no
serious
plan
to
address
these
needs.
Yet
the
office
of
special
education
has
a
primary
and
Joint
responsibility
with
omme
for
these
students.
AA
As
the
superintendent
said,
the
office
of
special
education,
responsibility
and
accountability
must
be
recognized.
Our
subcommittee
on
English
Learners
with
disability
stands
ready
to
work
with
BPS
to
develop
such
a
plan
and
all
of
us
look
to
join
BPS
in
expanding
access
to
native
language
for
as
many
students
as
fast
as
possible.
Thank
you.
AB
AB
What
is
visibly
clear
is
that
the
top
leadership
of
the
department
is
very
white.
Ms
Skipper,
Dr
Eccleston
and
Nate
Cooter
white
people
are
at
the
top
of
the
hierarchy.
The
Only
Exception
is
school
committee.
Chair,
Miss,
Robinson
I,
request
that
you
share
with
the
community
A
diversity
organizational
chart
what
staff
changes
have
been
made
for
those
of
those
who
have
departed
transferred
to
new
positions
and
for
the
new
hiries?
What
are
their
diversity?
Demographics,
the
BPS
needs
courageous
anti-racist
leaders.
AB
It
especially
needs
black
brown,
Asian
and
Indigenous
Educators
be
to
be
at
the
top
of
the
leadership.
The
BPS
is
a
teaching
organization.
What
do
you
teach
our
children?
What
do
you
teach
the
community
if
the
law
school
committee
meeting
Ms
Skipper
early
in
a
report
addressed
BPS
students
and
welcome
Diego
Mezza,
the
bit
besac
representative?
Thank
you
superintendent
for
prioritizing
the
encouragement
of
student
voices.
This
has
not
always
been
the
case.
Miss
Skipper
I'm
happy
to
hear
that
school
safety
is
your
top
priority.
AB
Fam
Coser
has
a
listed
demands
that
call
in
the
school
system
to
protect
the
health
and
life
of
lives
of
our
students.
Our
Educators
and
Community,
from
the
dangers
of
being
infected
by
coven
President
Biden
lied
when
he
said
that
the
pandemic
is
over.
Electing
Democrats
is
more
important
to
him
than
the
health
and
safety
of
the
public.
What
will
you
teach?
What
will
you
do?
Will
you
join
forces
with
the
covert
deniers,
or
will
you
support
them,
causes
proposals
to
protect
our
health
and
safety?
Thank
you.
I
So
sorry,
this
it's
my
computer
I
apologize
good
evening,
Madam
chair
according
to
2022
MCAS
data
EPS,
fails
to
achieve
80
of
black
third
graders
to
read
on
grade
level.
October
is
dyslexia
awareness
month,
but
this
is
not
a
dyslexia
issue.
This
is
the
root
of
chronic
absenteeism
and
it
it
is
also
Dropout
data.
I
It
speaks
to
the
need
for
strong
tier
one
curriculum,
not
a
weight
to
fail
model
more
than
a
decade
of
early
literacy.
Initiatives
with
diminishing
results
demonstrates
bps's
obsession
with
people,
not
purpose,
and
a
lack
of
accountability
for
data
instead
of
being
reactive
BPS
must
support
teachers
in
schools
with
effective
professional
development,
strong
curriculum
and
school-based
coaching
at
the
height
of
the
pandemic,
BPS
dismissed
its
highly
qualified
bilingual
by
cultural
leaders,
content
leaders
and
eliminated
the
ELA
and
content
departments.
I
Now,
during
the
pandemic
in
the
early,
the
first
pandemic
in
the
early
1990s,
despite
vicious
rampant,
Jim
Crow
laws
in
the
KKK
black
people,
mobilized
botland
built
schools
and
successfully
taught
80
percent
of
black
people
to
read
so
BPS
needs
to.
Instead
of
arguing
with
the
data
do
something
to
change
it.
The
trauma
of
desegregation
continues
to
leave
an
ugly
stain
on
the
city.
This
trauma
to
black
students
and
families
has
never
been
addressed.
I
Bps
had
to
be
forced
by
court
order
to
hire
black
teachers,
who
are
still
the
last
hired
the
first
fired,
targeted
and
pushed
out.
The
research
is
clear
when
the
benefits
and
the
need
for
black
Educators
for
students,
safety
and
psychological
needs,
as
well
as
the
academic
acceleration.
We
are
the
black
teachers,
leaders
and
policy
makers.
Where
is
the
focus
on
black
students?
I
Our
students
Madam
chair
are
not
broken
systems,
are
black
students
are
overly
disciplined,
segregated,
miseducated
and
mistreated
black
families
continue
to
leave
the
district
in
droves
to
avoid
the
collateral
damage
of
bps's
two-track
racialized
system.
This
is
the
impact
of
anti-black
racism
when
it
sits
in
policies,
procedures
and
practices,
especially
in
the
area
of
hiring.
The
question
is:
does
this
city
have
the
will
to
reverse
the
pattern
of
anti-black?
Is
in
its
policies
and
practices?
I
I
C
N
Good
evening
I'm
Sharon
Henson
executive,
director
of
black
teachers
matter,
former
BPS
student
educator,
Hyde,
Park,
homeowner
and
parent
of
a
BPS
graduate
I
changed
some
of
my
remarks
tonight
to
include
prayers
for
healing
for
the
first
black
woman
to
be
in
the
Boston
school
committee,
Miss
Gene
McGuire
as
she
recovers
the
Beth
Israel
Hospital
from
stab
wounds.
She
received
last
night
in
Franklin
Park,
while
she
was
walking
her
dog
a
few
blocks
from
her
home.
Miss
McGuire
has
known
me
all
my
life
and
she
Ruth
Batson.
N
N
In
light
of
recent
shootings
and
assaults
and
hoping
the
children
come
home
safely,
prayers
and
support
support
to
all
the
teachers
as
well,
who
wonder
what
they
really
signed
up
for
I
want
to
thank
superintendent,
Skipper
and
her
team
for
meeting
with
us
last
week
around
the
Sip
special
education,
the
McKinley
schools,
coveted
protocols,
transportation
and
committing
to
meeting
and
collaborating
with
this
Coalition
on
a
regular
basis.
That
being
said,
I
have
to
ask
again:
where
do
we
still
need
teachers?
What
are
the
demographics
of
the
teachers
being
hired
representation
matters?
N
What
schools
and
subjects
are
needed
and
what
is
being
done
about
it?
What
is
happening
with
the
teacher
training
pipeline
program
that
was
successfully
recruiting
training
and
Licensing
teachers
of
color
in
multilingual
teachers?
In
addition,
in
light
of
the
superintendent's
reported
absenteeism,
do
we
have
real
measurements
in
numbers
on
learning,
loss
and
remedial
measures
and
programming?
There's
plenty
of
research
that
supports
recruiting
and
retaining
teachers
and
school
leaders
who
reflect
the
demographics
of
the
students,
families
and
communities
of
the
schools
they
attend
and
BPS.
N
AC
Good
evening
and
thank
you
for
providing
me
with
the
platform
to
share
a
few
comments
and
concerns,
my
name
is
Brandi
Brooks
and
tonight
I
come
before
the
committee
as
both
a
15-year
resident
of
Roxbury
and
deputy
director
of
higher
ground
before
I
begin.
My
remarks
first,
let
me
say
my
heart
is
with
my
community
and
the
families
that
have
been
impacted
by
violence
over
the
last
couple
of
weeks.
Second,
welcome
back
to
Boston
superintendent
Skipper.
AC
We
look
forward
to
meeting
with
you
and
working
with
you
and
finalizing
a
resolution
that
will
strengthen
our
partnership
and
create
more
opportunities
to
support
children
and
families
in
Roxbury,
Dorchester
and
Mattapan.
For
my
testimony
tonight,
I
will
ask
you
to
keep
in
mind
four
numbers.
Twelve.
AC
1401
for
the
last
12
years,
the
work
of
higher
ground,
a
non-profit
organization
based
in
Roxbury,
has
been
Guided
by
the
belief
that
Collective
action,
increased
parent
engagement,
stable
housing
and
improved
social
emotional
health
will
improve
a
child's
academic
performance
and
result
in
a
Better,
Learning
environment.
We
help
the
community
build
a
new
playground
at
higginson
inclusion.
AC
We
work
with
the
Crispus
Attucks
Children's
Center
to
help
them
secure
a
BPS,
upk
community
site
designation,
we've
partnered
with
non-profits
and
enrichment
providers
to
support
one
thousand
Roxbury
and
Dorchester
students
and
families
with
after
school
programming,
some
alerting
academies,
Network
nights,
power
of
parenting
workshops,
entrepreneur,
workshops,
behavioral,
health
support
and
interventions,
and
many
other
services,
we've
partnered
with
three
other
non-profits
and
three
City
agencies
to
house.
More
than
400
homeless
students
and
families.
AC
Again
I
remind
you,
12
years,
1
000,
students
and
families,
more
than
400
homeless,
students
and
families
house,
and
now
one
in
closing,
I
ask
this
one
body
of
school
committee
members
and
the
superintendent
to
deepen
your
work
with
community-based
Partners.
So
let
us
get
back
to
serving
our
community
serving
our
young
people
and
serving
our
families.
Superintendent.
Skipper,
we
look
forward
to
working
with
you
and
we
are
encouraged
by
your
words
and
actions
thus
far,
and
we
are
hopeful
that
we
will
have
a
positive
resolution
shortly.
W
Hey
I
showed
up
all
right.
Can
you
help
me
hear
me
good?
Yes,
good
evening?
Okay,
my
name
is
Ted
laska
and
I've
been
a
teacher
and
a
coach
in
my
community
for
over
35
years,
I
founded
or
co-founded.
Multiple
teams
in
a
variety
of
sports
and
I
even
started
and
funded
a
violin
group
in
my
last
teaching
job
I'm
here
to
discuss
equity
and
opportunity
in
athletics
and
the
Arts
as
it
stands
in
Boston,
Public
Schools.
W
Even
though
Athletics
and
the
Arts
are
key
to
our
students,
emotional,
social
well-being,
we
seem
to
treat
them
as
extras
and
add-ons
I
said.
Look.
I
did
a
little
digging
and
here's
what
I
found
the
high
school
in
our
mayor's
Hometown
offered
the
following:
83
enrichment
opportunities,
29
athletic
teams,
25
Fine
Arts
courses,
including
orchestra
band
and
choir
and
36
AP
classes,
Arlington
High
School,
which
is
our
superintendent's
Hometown,
offers
28
athletic
teams,
92
clubs,
25,
plus
performing
arts
classes,
15
visual
arts
classes
11
different
languages
and
they
offer
like
25
to
30
AP
classes.
W
A
quick
look
at
Latin
School,
our
most
resource
high
school.
We
fund
28
athletic
teams,
14
music
performance
classes,
five
different
languages,
not
counting
Latin
and
24
AP
classes.
In
addition,
there
are
after
school
Arts
opportunities
in
the
form
of
Orchestra,
choir
drama
and
other
interesting
groups.
Meanwhile,
the
high
school
in
my
neighborhood,
the
Jeremiah
Burke,
has
but
nine
athletic
teams.
Six
AP
classes,
I
couldn't
find
a
foreign
language
class
and
I
could
only
find
one
reference
to
a
Visual,
Arts
opportunity
and
no
musical
instrument
instruction
whatsoever.
W
Now,
looking
at
Boston
Public
Schools
Athletics
overall,
they
offer
only
14
sports
teams.
Musical
instrument
construction
is
limited
and
spotty
at
best
I'm
having
trouble
seeing
anything
that
looks
like
equity
in
this.
In
these
offerings
for
our
students
and
in
the
30
35
years,
I've
been
doing,
this
I
haven't
seen
anything
get
any
better.
I've
I've
think
that
it's
actually
gotten
worse
over
time.
We
have
to
do
better.
We
need
to
get
better.
We
need
to
do
better
and
here's
the
thing.
W
The
founding
one
of
my
heroes,
the
founding
of
the
world,
Central
Kitchen,
a
guy
named
Jose
Andres,
said
who
feeds
millions
of
people
in
disaster
zones
said
that
big
complex
problems
have
Simple
Solutions
just
do
something
and
work
on
the
obstacles
as
they
come
up.
I
hope
you
all
feel
this
situation
deserves
more
than
the
two
minutes
you
gave
me
and
if
you
do
by
any
chance,
I'm
easy
to
find
and
I'm
a
halfway
decent
resource.
Thanks
for
listening.
AD
I'm
Nancy
lesson:
Jamaica
Plain,
grandmother
of
four
BPS
Elementary
School
students,
mother
of
a
BPS
High
School
teacher
member
of
BPS
families
for
coveted
safety
and
mascotch
health,
technical
Committee.
In
the
first
four
weeks
of
school
year
last
year,
BPS
reported
160
covid
cases
among
students
and
staff.
In
the
first
four
weeks
of
school
this
year,
BPS
reported
1267,
coveted
cases
among
students
and
staff.
A
700
percent
increase
compared
with
last
year.
Covet
is
not
done
with
us.
AD
Covet
infections
can
be
serious,
including
long-term
health
effects,
organ
damage,
stroke,
research
links,
children's
covid
with
increased
risk
of
type
1
diabetes
and
adult
infections
with
increased
risk
of
Alzheimer's.
We
need
better
ventilation
and
filtration.
These
are
still
needed.
We've
been
talking
about
this
frequent
vaccination.
Clinics
must
address
low
vaccination
rates
among
Boston
children,
ages,
5
to
11
racial
inequities
and
vaccination
rates
persist.
More
coveted,
take-home
tests
would
be
good
as
well.
AD
We
understand
masks
are
now
required
in
class
for
10
days
for
a
classroom
cluster,
which
is
three
or
more
infections
in
a
single
classroom
within
a
week.
How
does
this
work
for
before
and
after
school
programs?
What
about
in
Upper
grades,
where
multiple
classrooms
are
involved,
what
metrics
determine
a
school
outbreak?
What
actions
get
triggered?
Is
there
currently
a
contract
with
cic
to
do
pooled,
PCR
testing
in
schools
with
outbreaks?
AD
We
hear
way
too
much
about
case-by-case
basis
and
not
nearly
enough
about
systemic,
comprehensive
Equitable
approaches,
given
that
BPS
students
and
families
are
primarily
black
and
brown.
These
are
Equity
issues
two
and
a
half
years
into
this
pandemic.
It's
unacceptable
to
see
this
dramatic
increase
in
infections,
700
percent.
AD
AE
Good
evening
my
name
is
Cheryl
Buckman
I'm,
a
member
of
famcosa
parent
to
a
fourth
grade
student
at
the
Devil
Elementary
and
I
live
in
South
Boston.
My
son
suffers
from
physical
and
emotional
impairments.
During
the
last
few
years
of
this
pandemic.
My
son
had
to
lose
out
on
crucial
learning
time
once
in
late,
September
of
2021
for
being
a
close
contact
and
then
developing
mild
symptoms.
AE
He
had
the
work
during
this
time,
but
it
was
very
difficult
for
him
to
complete
and
he
got
lost
quickly
in
the
shuffle,
as
a
parent
I
can
only
help
him
with
so
much
then,
for
a
second
time
in
late
in
late
June,
just
when
the
masking
mandate
was
dropped,
my
son
was
initially
infected
with
covet
missing
the
last
week
of
school.
This
virus
yet
tore
through
my
whole
household,
causing
a
lot
of
damage
in
causing
me
to
have
surgery
delayed
for
several
weeks.
AE
AE
We
are
nearly
a
month
into
the
school
year
in
case
numbers
and
BPS
are
hired
to
compare
to
what
they
were
last
year.
Covered
Wastewater
still
remain
very
high.
Boston
is,
in
the
medium
risk
level
for
infection
with
all
the
potential
variants
coming
down
the
line.
Isn't
it
now
time
to
act
to
protect
our
students,
teachers
and
staff
from
infection
in
your
covet
guidelines?
It
says
in
medium
transmission
that
masking
is
strongly
recommended
it
indoors.
AE
My
major
concern
is
that
masking
prevention
should
be
done
now.
The
mask
and
mandate
should
should
be
for
a
short
time,
so
we
can
get
a
hold
of
this
vicious
virus.
What
we
need
is
better
flexible
plants
to
design
for
how
covet
is
affecting
us
now,
and
it
could
be
used
later
in
the
future.
Students
and
teachers
need
better
protections
instead
of
being
penalized
for
missing
days.
AE
Thank
you.
Bps
needs
better
Protections
in
school
buildings
such
as
weekly,
PCR
testing,
Mass,
proper
support
and
such
outbreaks
or
clusters
happen
in
clear
communication
with
the
school
Community
I
know.
Bps
is
committed
to
the
safety
of
our
children,
teachers
and
staff.
If
we
continue
on
this
path,
we
are
on
with
no
strong
mitigation
measures.
We
could
likely
see
this
surge
get
worse
in
school.
AE
C
AF
Hi
good
evening,
you
can
hear
me:
okay,
yes,
good
evening
hi,
my
name
is
Rachel
Young
I'm,
a
Sumner,
mom
and
I
live
in
Roslindale
I'm
here
tonight,
to
welcome
superintendent
Skipper
and
to
thank
you
for
the
initial
conversations
or
emails.
I
should
say
that
you've
had
with
our
community
concerning
the
proposed
merger
with
the
philbrick.
That
is
very
much
appreciated
by
our
community.
Thank
you.
AF
We
have
additional
questions.
That
email
was
the
last
time
we
heard
from
anyone
in
BPS
about
the
merger.
There
have
been
no
additional
meetings
proposed
or
follow-ups
with
our
working
group.
In
addition,
we
had
to
file
a
public
records
request
to
get
any
information
from
BPS
and
BPS
has
ignored
that
record's
request.
We
appealed
to
the
state
and
are
waiting
for
a
response.
We
would
like
BPS
to
be
more
transparent,
especially
in
light
of
the
memorandum
with
Desi.
AF
AF
The
work
of
bpas,
in
addition,
you're
going
to
hear
from
two
Sumner
parents
that
are
going
to
talk
on
various
topics
about
the
merger
and
I,
just
like
to
stress
that
we
are
a
group
of
families
that
are
very
pro-bps
very
in
favor,
of
having
a
new,
renewed
working
relationship
with
BPS
in
the
central
office,
and
we
we
look
forward
to
that
Outreach
from
you,
superintendent,
Skipper
and
and
the
rest
of
your
rest
of
your
team.
AF
Lastly,
I
would
just
like
to
invite
you
if
you're
interested
our
our
school
is
having
a
reading
week
in
November
and
part
of
that
is
a
mask
reader
competition.
And
if
you
want
to
pre-record
a
story,
we
would
love
to.
Have
you
participate
in
that.
Thank
you
very
much.
AF
AG
There
we
go
all
right
good
evening:
everyone,
my
name
is
Marissa
lehrman
and
I
am
the
regional
manager
of
greater
Boston
for
families.
First
I'm
here
today
on
behalf
of
Families
First,
with
Sue
kovitz,
our
executive
director,
to
speak
to
the
positive
impact
Higher
Ground
has
and
continues
to
have
in
the
community.
AG
Families
First
has
been
working
alongside
parents
of
young
children
here
in
the
Greater
Boston
area
for
over
30
years,
and
we've
partnered,
with
Higher
Ground
for
over
10..
Their
partnership
with
us
led
to
the
development
of
our
signature
power
of
parenting
program,
which
gives
parents
an
opportunity
to
build
parenting
skills
and
develop
strong
networks
of
support
as
a
backbone
connector
in
the
community.
Higher
Ground
demonstrates
how
collaborative
Partnerships
can
leverage
multiple
resources
and
funding
and
work
across
silos
so
that
families
benefit
from
all
of
the
program
from
the
programs
offered
in
a
community.
AG
Higher
Ground
has
always
understood
the
significance
of
its
collaborative
model,
and
it's
been
a
key
connector
in
our
community
to
leverage
multiple
stakeholders
for
the
benefit
of
Children
and
Families.
As
a
core
partner
of
the
surround
Care
Coalition,
a
coalition
created
by
Higher
Ground
and
made
up
of
14
organizations
meeting
an
array
of
needs
at
our
partner
schools,
we've
seen
this
in
action.
AG
The
surround,
Care
Coalition
has
demonstrated
impact
in
addition
to
what
Brandi
said
earlier
because
of
this
Coalition
families
at
our
Boston
Public
School
partner
schools
have
opportunities
to
leverage
their
voices
as
parents
and
caregivers
to
create
real
change
from
a
parent-teacher
Advisory
Group
to
voice
and
discuss
with
teachers
about
their
children's
needs
to
joining
subcommittees
of
the
Coalition
itself.
To
help
make
decisions
about
additional
resources
and
opportunities
that
should
be
offered.
AG
Families
have
a
seat
at
all
levels
at
the
table
at
the
table
at
all
levels
and
the
children,
teachers
and
School
staff
also
reap
the
benefits,
as
well
as
there
are
enrichment
opportunities
for
children,
teacher
appreciation,
events
for
school
staff
and
a
host
of
agencies
and
organizations
willing
to
make
connections
when
needed.
This
type
of
collaborative
work
is
exactly
the
type
of
partnership
that
should
exist
everywhere
and
I
also
look
forward
to
working
with
the
superintendent
and
continuing
to
work
with
Higher
Ground.
Thank
you.
So
much.
C
Thank
you,
Shondell
is
not
signed
into
the
meeting,
so
our
next
speaker
will
be
LaShonda
Watson.
AH
AI
Perfect,
thank
you
for
having
me
this
evening
and
hearing
me
out
I'm
here
in
support
of
Higher
Ground
I
serve
on
the
parent
teacher
Advisory
Group
I
am
a
part
of
the
surround
Care
Coalition,
that's
in
partnership
with
Union
Capital
Boston
and
just
a
member
of
the
Roxbury
Community
and
I
can
tell
you
that
Higher
Ground
is
amazing
at
creating
a
sense
of
community.
Personally
I
found
them
in
the
pandemic.
You
know
and
that's
at
a
time
where
isolation
is
encouraged,
but,
honestly
speaking
even
before
the
pandemic.
AI
It's
sad
to
say
that,
because
of
this
wall
of
distrust
in
my
neighborhood
I've
lived
in
the
same
place
for
six
years
and
I
cannot
tell
you
the
name
of
the
person
above
me
or
below
me,
and
my
three
family
apartment,
but
Higher
Ground
changed
that
when
I
became
involved
with
them
on
all
of
these
different
kind
of
committees
and
coalitions,
I
became
more
in
tune
in
a
pandemic
than
I
ever
had
been
at
a
parent
teacher
appreciation
event.
AI
Three
Doors
Down
the
way
from
me,
which
she
was
actually
slated
to
testify
tonight:
Shondell
and
I,
just
and
and
I
learned
about
another
parent
who
has
kids
that
attend
the
same
school
that
my
child
attends
and
I
found
out
that,
because
her
child
was
bullied,
she
shows
up
every
single
day
rain
sleep
snow
without
fail
to
be
present
in
that
schoolyard,
so
that,
by
virtue
of
her
being
there,
my
child's
favor
and
and
when
we
talk
about
some
of
the
tragedies
that
have
kind
of
struck
our
community.
AI
There's,
it's
so
important
to
have
that
sense
of
connection
to
have
that
sense
of
a
village
so
that
everybody's
accountable
for
everybody's
child,
not
just
my
own,
but
the
work
that
I
do
with
Higher
Ground
is
Meaningful
I,
get
a
stipend
being
a
single
mother
that
works
full-time
that
is
so
important,
so
that
I
can
be
present
and
I
can
continue
to
do.
The
work
of
community
building
I
really
do
hope
that
we
are
able
to
continue
to
do
this.
AI
This
important
work
by
reinstating
sort
of
the
partnership
that
you
have
with
Higher
Ground
Boston.
Thank
you.
So
much
for
hearing
me.
C
AI
AJ
Hello,
my
name
is
Lauren
Peter
I'm,
a
Sumner
Elementary
School
parent
to
a
third
grader,
and
a
Roslindale
resident
I
want
to
start
tonight
by
thanking
superintendent
skipper
for
addressing
the
concerns
that
we
had
surrounding
Community
engagement
and
the
proposed
School
mergers
between
the
philbrick
and
the
Sumner,
the
Shaw
and
the
Taylor,
and
the
clap
and
the
wrestle
as
many
of
us
detailed
in
written
testimony
and
emails
to
the
school
committee
on
September
28th.
AJ
We
agree
with
the
decision
that
was
made
the
next
day
to
cancel
the
October
1st
and
third
meetings
for
the
Sumner
and
Filbert
communities,
which
would
have
been
performative
at
best.
As
Rachel
mentioned.
We
have
heard
nothing
further
from
Central
or
the
school
committee.
We
are
unclear
whether
a
vote
is
still
scheduled
for
November,
2nd
or
whether
our
working
group
is
still
responsible
for
finding
space
for
our
summer
sixth
grade
classrooms
next
year.
AJ
We
need
data
from
the
district
to
answer
these
questions
for
our
families
at
our
family
council
meeting
next
Wednesday
we'll
need
an
updated
enrollment
data
space
data,
answers
from
the
city
and
BPS
as
to
whether
they'll
help
us
partner
with
the
Boston
bcyf
to
help
use
our
gymnasium
space
if
necessary.
If
we
need
to
fit
into
our
building
next
year
with
former
classrooms,
we
understand
that
Central
may
be
working
on
this,
but
may
I
caution
you
to
please
not
come
to
us
with
another
brand
new
top-down
solution
without
any
Community
input
along
the
way.
AJ
That
was
the
inadequate
way
that
this
was
dealt
with
before,
and
we
would
really
like
that
not
to
happen
again.
We
would
love
for
Community
input
to
be
part
of
this
from
the
very
beginning
and
that
to
work
with
you
and
and
have
you
talk
to
our
community,
and
we
have
many
many
ways
for
you
to
talk
to
our
whole
Community
and
the
Outreach
that
we
do
to
make
sure
that
many
voices
are
heard,
and
we
appreciate
your
time
and
hope
you
have
a
good
evening.
Thank
you.
AK
AK
Hi
I'm
Allison
Friedman,
a
Roslindale
resident
and
a
Charles
Sumner
mom
when
we
got
the
email
from
superintendent
Skipper's
office,
saying
that
BPS
needs
to
do
a
better
job,
engaging
parents
around
mergers,
we
were
thrilled.
Thank
you
so
much
for
hearing
us.
We
look
forward
to
engaging
with
you
around
the
future
of
the
Sumner
and
other
schools
around
us.
I
would
like
to
describe
now
for
you
our
vision
for
what
a
better
process
would
look
like
we're,
not
against
mergers.
AK
We
understand
that
BPS
needs
to
right-size
the
number
of
buildings
and
that
large
elementary
schools
run
more
efficiently.
We
are,
of
course,
in
favor
of
renovating
the
renovating
buildings
and
the
moves
that
will
necessitate
what
we
were
opposed
to
was
a
one-off
merger
with
no
long-term
plan.
It
is
hard
for
families
and
staff
to
deal
with
changes
that
seem
to
come
out
of
the
blue
with
little
warning.
AK
It
makes
us
wonder
how
many
more
changes
are
ahead
for
us.
It
is
destabilizing
for
school
communities,
so
we
would
like
for
mergers,
moves
and
great
configuration
changes
to
happen
only
when
there
is
a
long-term
plan
for
a
whole
neighborhood.
Such
a
plan
would
include
dates
for
any
of
those
big
changes.
AK
Families
and
staff
would
like
to
be
involved
at
the
beginning
of
figuring
out
this
plan
not
engaged
after
it
seems
like
a
decision
has
been
made
with
the
goal
of
just
selling
us
on
the
decision.
We
want
any
changes
to
be
analyzed
with
Alternatives.
How
do
we
know
if
a
plan
is
the
best
plan
without
looking
at
alternatives?
AK
T
Oh
excuse
me
good
afternoon.
My
name
is
Siobhan
Harrington
and
I'm.
A
BPS
parent
and
I
live
in
Mattapan
I.
Come
to
you
today,
I'm
sorry,
thank
you
for
holding
this
meeting
to.
Let
families
share
their
experience
and
hopes.
I'm
an
employee
of
Union
Capital
Boston,
which
is
a
partner
of
Higher
Ground,
surround
Care,
Coalition
and
I'm
speaking
on
behalf
of
their
programs
and
initiatives
have
possibly
directly
impacted
families
and
communities
in
which
we
live
work
and
serve
I
facilitate
Community
Zoom
meetings
for
Higher
Ground
surround
Care
Coalition.
T
The
meetings
help
highlight
all
the
great
things
that
are
happening
at
schools.
Around
kids
work
with
they
bring
valuable
resources
to
the
families
and
communities
the
schools
surround
families,
love
that
there's
no
chances
to
get
to
connect
with
school
staff
and
other
families
that
attend
schools.
Families
have
shared
their
savings,
their
stories
of
receiving
help
above
and
beyond,
support
during
covet
and,
most
importantly,
how
happy
their
children
are
at
their
school
community
members
have
enjoyed
that.
T
There's
no
resources
such
as
mental
health
after
school
activities,
food
resources,
Advocate
opportunities,
as
well
as
information
about
very
every
Council,
about
this
very
Council.
As
a
DPS,
parent
I
have
used
resources
that
have
been
shared
at
these
meetings
and
had
additional
help.
My
12th
grader
further
her
education
in
school
higher
grounds
around
care
is
doing
a
great
job
and
I
really
and
is
really
helping.
Families
feel
the
better
I
sincerely
hope
that
he
has
continues
to
work
with
higher
grounds
around.
T
You
I
also
like
to
address
that
you
wish
please
to
address
the
BPS
Transportation
issue.
Do
a
better
job
making
sure
students
with
IEPs
have
monitors
on
their
bus.
The
school
year
has
just
started
and
I
have
already
received.
13
phone
calls
that
my
bus
is
not
coming
because
there
is
no
monitor
on
my
child's
bus.
That
is
not
fair
to
families
and
students
who
have
IEPs
we
fight
for
our
child
to
get
an
IEP
and
a
great
education.
Now
we
have
to
fight
for
our
child
to
even
get
on
the
bus
to
arrive.
T
C
AL
AL
We're
not
noches
good
evening.
Okay,
my
name
is.
AL
P
Thank
you
for
letting
me
be
in
this
meeting.
I
live
in
Allston
and
I.
Have
a
daughter
and
I
apologize.
I
didn't
get
the
name.
AL
AL
AL
P
Okay,
I
apologize
that
I
didn't
interrupt.
Her
I
didn't
see
the
chance
as
before.
P
I
I
want
to
tell
you
that
even
when
I
was
in
the
shelter,
I
was
not
getting
the
emotional
support
that
I
needed
or
the
resources
that
I
needed,
and
this
institution
helped
me
so
much
and
gave
me
instructions
on
how
to
get
to
the
resources
that
I
needed.
So
my
daughter
could
get
counseling
in
that.
We
could
get
all
the
support
that
that
we
were
supposed
to
get
from
the
shelter.
So
it's
so
bad
that
right
now,
this
institution
is
closed
because
I
know
that
the
same
way
they
were
helping
me.
P
AL
A
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling,
4
million
four
hundred
thirty
six
thousand.
Ninety
two
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
K
Apologies,
it
was
fine
because
I
was
also
just
saying:
I
wasn't
fully
really
ready
for
my
question,
but
I
didn't
want
that
opportunity
to
go
so.
The
first
one
I
have
is
just
about
the
targeted
assistant
Grant,
but
the
turnaround
Grant
can
I.
We
just
get
more
clarity
here
on
what
we're
looking
at
and
also
I'm
just
looking
at
the
goals
and
I'm
curious.
If
you
could
just
go
a
little
bit
further
for
us.
Like
you
know,
it's
saying:
accelerate
student
growth
and
literacy
and
I'm
just
curious.
K
You
know
by
how
much
and
and
sort
of
what
sort
of
what
the
end
is
and
I
still
just
like
from
Reading
I.
Don't
totally
get
to
there
there.
So
just
an
explanation.
J
Nate
and
Drew:
do
you
want
to
take
the
turnaround?
One
transformation.
X
Yeah
I'm
happy
to
follow
up
to
get
to
get
more
details,
I
believe
either
Dr,
eccleson
or
Mike
Saban
is
the
program
manager.
I,
don't
know.
If
he's
available,
to
ask
more
specific
questions.
So
you're
asking
a
great
detailed
question
on
the
performance
measures:
I
don't
have
that
information
readily
available.
J
Do
you
have
that
information.
J
J
We
can
get
that
information
to
you,
we'll
have
to
we'll
check
in
with
Mike
Saban
who's
overseeing
the
transformation
work.
K
Perfect
yeah
and
just
you
know
even
just
broad
strokes
and
maybe
I'm
missing
it
somewhere,
but
I.
Just
don't
fully
I,
don't
I'm
struggling
to
understand
what
it
is
so
the
goal
and
then
a
little
quick
explanation
and
then
I'm
looking
at
the
the
Sip
Grant-
and
this
is
a
big
one
and
I
can
see
the
priorities
but
I'm
not
totally
sure
the
expenditure
like
what
are
we
spending
on.
K
AM
Yeah
I'm
I'm
happy
to
share
a
little
bit
more
detail.
Some
of
the
items
are
the
required
reviews
that
are
part
of
the
systemic
Improvement
plan
that
the
Council
of
great
City
Schools
is
conducting.
AM
Some
of
the
funds
will
go
towards
the
positions
that
were
referenced
earlier,
as
well
as
the
required
Equity
analysis
of
transformation,
schools
and
so
I'm
happy
to
provide
in
more
detail
what
the
expectors
are.
But
we
do
all
of
those
are
approved
by
Desi
in
our
meetings
with
them,
foreign.
K
K
Assuming
you're
saying
this
is
the
the
thirty
five
thousand
dollars
or
thirty
thousand
dollars
whatever
it
was
that
we
said
last
time
that
we're
spending
on
these
audits
but
I
think
more
specifically,
I
guess
I'm
still
trying
to
I.
Still
don't
fully
understand
like
how
that
bid
Works
how
one
how
how
that
Council
for
great
City
Schools
got
that
bid
through.
AM
Turn
feel
free
to
chime
in
from
a
procurement
perspective,
but
contracts
less
than
fifty
thousand
dollars
require
solicitation
of
three
quotes,
and
so
that
is
the
process
that
we
followed
in
securing
these
contracts
and
the
other
vendors
that
we
contacted
were
either
not
able
to
provide
the
services
or
didn't
provide
a
quote
back
to
us.
K
E
K
K
It
seems
it
seems
it
seems
like
a
really
big
part
of
our
Desi
sort
of
the
next
steps
in
the
destiny
process,
for
us
to
just
go
to
one
go
out
to
bid
with
one
person
and
not
open
this
up
to
see
if
we
can
engage
in
a
more
sort
of
meaningful
process.
But
it's
just
my
my
my
take
but
the
the
it's
hard
I'm
just
going
to
say
this.
It's
hard
to
approve
the
grants
tonight.
If
we
don't
know
what
it
includes
like
it
doesn't
have
a
head
count
in
here.
K
AL
X
Sorry,
the
the
as
part
of
the
this
information
happy
to
sort
of
start,
adding
on
the
more
details
about
particular
grants
and
how
many
ftes,
if
that's
of
of
focus
for
you,
that
is
not
part
of
the
typical
grants
package
that
we
submit
each
week,
but
do
want
to
make
sure
that
you're,
always
you
know
armed
with
the
right
information
in
terms
of
the
the
specifically
the
Sip
Grant,
how
many
ftes
have
been
added.
X
As
part
of
that
that
that's
your
particular
question
was
that
that,
on
that
Grant,
or
was
it
across
the
the
different
grants.
K
Essentially,
across
all
of
them,
but
my
eyes
on
just
for
our
thinking
about
our
responsibility
on
this
governing
body,
the
with
the
the
tag
one
just
based
on
the
write-up
I,
don't
even
I,
don't
really
understand
what
it
is
and
if
someone
can
tell
me
what
it
is,
that
would
be
helpful.
Then.
The
second
question
is
around
the
goal.
K
The
goal
just
says:
improve
literacy
and,
like
that's
like
a
universal
goal,
so
I'm
like
just
sort
of
curious
from
a
targeted
level
what
that
means
and
then
I
think
from
the
third
level
to
understand
what
the
nine
hundred
thousand
dollars
is
going
towards.
Is
it
books?
Is
it
people?
Is
it
professional
development?
I
I
might
be
missing.
It
I,
don't
see
that
here
and
then
obviously
the
Sip
one
is
over
two
million
dollars
and
it
has
zero
detail
for
us
around
what
it
says.
K
K
Know,
that's
I,
think
that's
my
confusion
and
that
maybe
that
we
can
do
that
verbally
just
to
get
it.
If
it's
we're
at
a
crunch.
We
need
to
get
it
through
tonight,
but
you
know
and
I'm
sorry
I
didn't
get
to
ask
questions.
I
was
looking
at
it.
We
got
this
I
think
yes,
last
night
or
today
so
like
we
haven't
had
tons
of
time
to
look
at
it,
but
you
know
I
I,
just
so.
X
Yeah
I
could
say
so
the
in
terms
of
your
questions
about
the
grants.
Overall,
it
certainly
can
start
to
add
it
to
the
grants
package.
The
the
budget
detail
as
sort
of
our
current,
where
we're
at
in
the
current
Grant
and
planning
process
for
the
targeted
assistance
grant
it's
for
30
schools
that
have
been
identified
as
the
transformation
schools
and
so
the
accelerating
student
growth
targets
and
the
implementation
of
the
district
Equitable
literacy
goals,
because
those
are
Target
grants
would
be
individual
measures
across
those
30
sites
and
I.
X
Don't
I
don't
have
that
level
of
detail
here,
but
certainly
can
can
fall
upon
us,
so
those
are
30
Grant.
Those
are
those
are
grants
that
go
into
30
different
sites,
30
different
schools
that
were
identified
based
on
their
transformation
status
within
the
district
and
then
yeah.
So
the
the
request
for
information
about
the
the
ftes
where
it
breaks
down
by
non-personnel.
X
We
can
start
to
provide
you
with
the
standard
sort
of
chart
field
information
with
each
Grant
when
we
submit
it
based
on
the
information
we
have
at
the
time
that
they're
they're
being
submitted.
So
in
the
case
of
the
Sip,
I
know
that
this
is
something
that
is
work
in
close
partnership
with
Desi
and
that
all
of
the
spending
on
that
Grant
is
sort
of
joint
approval
process
from
Desi
and
the
district.
J
That's
right,
I
would
also
say
chair
that
maybe
it
makes
sense
for
the
level
of
detail
for
members
to
be
comfortable.
We
can
categorize
that
and
then
we
can
work
with
Finance
to
make
sure
that
that's
provided
in
advance
going
forward.
A
Thank
you,
I
would
agree
with
that
and
like
Mr
cardet
Hernandez
I
also
had
a
hard
time
with
this.
This
group
of
proposals
in
Grants
I
felt
it
lacked
a
lot
of
specificity.
It
had
a
lot
of
you
know,
sort
of
educational
leads
in
there,
that
was
very
general,
but
again
did
not
give
a
level
of
species
did
and
I
know.
A
In
the
past
we
have
had
so
I
think
it
would
be
good
to
step
back
and
look
at
even
putting
in
a
couple
of
sentence
of
context,
because
you
know
it's
really
often
for
me
as
I.
Look
at
Grants
and
I
see
new
new,
it's
great,
that
we've
gotten
them,
but
it
would
be
great
to
have
a
context
as
to
why
we
have
gone
for
them
and
whether
or
not
they
are
part
of
a
plan
that
was
part
of
our
budget.
You
know
and
things
that
are
coming
in.
A
It
just
feels
like
it's
a
lot
of
money,
and
we
want
to
be
mindful
that
we
are
spending
money
where
we're
supposed
to
be.
A
But
you
know
the
couple
of
sentences
that
we
get
don't
always
clearly
give
it
and
I
would
agree
that
once
we're
getting
into
the
bigger
dollars,
it
would
be
great
to
have
much
more
specific
detail.
People
will
feel
comfortable.
Thank.
D
Yes,
thank
you,
for
this
I
mean
I
share
the
sentiments.
Actually,
my
one
of
my
questions
was
going
to
be
on
the
the
larger
Grant,
but
I
think
this
is
more
of
a
comment
also
and
I'll
and
I'll
keep
bringing
this
up
is.
Is
that
I
think
to
some
degree
and
granted
not
been
on
the
the
school
committee
for
for
a
year
yet?
D
But
it's
sometimes
it
seems
like
we
see
these
grants
and
then
we
don't
see
them
again
after,
like
sort
of
after
we
vote
on
them,
and
so
the-
and
this
is
something
to
probably
talk
about
tomorrow,
like
like
also,
which
is
how
building
in
a
system
for
the
checking
checking
in
with
the
progress
of
each
of
these
grants,
so
that
we
know
sort
of
where
they
are
and
we
can
provide
more
of
the
details
of
the
spending.
D
But
sort
of
you
know
have
you
re-evaluated
like
the
purpose
of
of
of
the
grant
thus
far
or
if
you've
decided
to
take
a
shift
in
where
the
money
should
be
allocated
or
if
there's
any.
You
know
mid-course
Corrections
that
we
need
to
necessarily
to
be
aware
of
so
I.
Think
it's
just
about
providing
some
checks
and
balances
for
how
we're
monitoring
grants
you
know
not
just
at
the
beginning,
so
throughout
okay.
J
Thank
you
for
the
feedback,
we'll
take
all
of
that
back
and
we'll
redo
the
format
for
you.
Thank
you.
F
I'm
still
kind
of
confused
on
what
exactly
the
step
is
going
towards,
because
I
I
mean
I've
Now
understand
that
the
tag
is
going
towards
the
30
schools,
but
I
don't
I'm
still
confused
as
to
what
tip
is
at
this
point.
F
F
A
F
A
It's
not
coming
in
and
casting
to
the
wind.
So
if
these
are
the
categories,
I
believe
what
you're,
asking
and
I
think
we're
all
asking
is.
We
would
love
to
see
more
detail
as
to
the
specifics
and
the
timeline
by
how
these
dollars
will
be
used
to
accomplish
the
goals
and
again,
I
think
what
we're
missing,
particularly
from
the
Sip,
is
because
this
is
coming.
This
is
money
coming
in
from
Dusty
to
support
the
things
that
are
in
the
mou.
A
You
know
make
all
of
the
the
minutia
detail
may
not
be
known,
but
there
are
many
budgets
within
that
budget
and
that
perhaps
could
be
clarified
more
versus
the
the
you
know:
we're
buying
X,
Y
or
Z,
but
X
dollars
are
going
towards
our
safety
issues
versus
whatever.
So
is
that
correct
superintendent
that.
L
Miss
lepera,
thank
you,
madam
chair,
and
thank
you
Mr
meta
for
those
questions,
because
I
had
similar
ones,
it's
just
as
a
follow-up
which
of
these
are
time-bound,
because,
given
that
there
is
still
not
Clarity
for
all
the
pieces,
it
just
feels,
as
as
a
person
who
was
about
to
vote,
feels
premature
to
take
a
vote
on
things.
We
don't
have
complete
information
on
so
which
are
the
of
these
are
time
bound.
X
Yeah,
in
terms
of
the
time
bound
element,
I
would
say
all
of
these
grants
are
requests
for
FY
23
dollars
that
need
to
be
spent
within
this
time
period.
X
X
You
know
traditionally
been
to
make
sure
that
the
funds
that
we're
receiving
are
in
line
with
are
what
we're
our
State
admission
is
to
to
make
sure
that
we're
not
accepting
funding
from
sources
that
you
would
not
deem
appropriate
and
then
also
to
I
think
raise
some
of
the
bigger
questions
that
you're
asking
about
FTE
growth
and
just
what
kind
of
liability
we
have
overall
as
a
district,
and
so
for
each
of
these,
the
implication
of
not
voting
on
them
this
evening
is
that
the
grant
managers
would
all
be
delayed
two
more
weeks
in
the
ability
to
to
spend
this
Grant
and
get
the
programs
sort
of
moving
along,
and
so
you
know,
I
do
I,
do
understand
and
respect
the
committee's
request
for
more
information.
X
This
is
on
traditionally
the
information
that
we
have
presented
and
certainly
happy
to
revise
the
process
going
forward,
but
just
ask
from
an
operational
standpoint
if
you
consider
voting
the
existing
information,
knowing
that
these
targeted
assistant
grants
for
as
an
example,
is
not
a
new
program,
it's
a
continuation
of
something
that
we've
been
working
with
Jesse
on
for
quite
some
time.
N
L
I
still
have
some
like,
so
let's
go
for
the
tag
example.
Then
what
does
the
status
column?
Why
does
it
say
new
if
it's
an
existing,
like
am
I
just
misreading
this
and
I
I
hear
you
miss
Nate
that
that
this
is
some
of
the
information
that
we've
received
before
but
like,
for
example,
the
grant
around
investigating
history.
Grant
I
don't
have
as
many
questions
about
that.
There's
like
a
more
clear,
a
description
around
intended
outcomes
and
goals,
and
it's
also
significantly
smaller
amount,
but
so
help
me
understand
the
column
piece.
X
That
yeah,
the
new
the
new
indicator,
is
whether
or
not
the
school
committee
is
voted
on
the
grant
already
for
this
fiscal
year.
But
I
understand
that
that
can
lead
to
a
confusion.
So
we're
asking
for
a
new
vote
as
opposed
to
the
first
grant
that
you
noted
that
has
existing.
That's
something
that
you've
already
voted
on
before.
But
we
received
an
increase
in
the
amount,
so
we're
changing
the
total
amount
of
the
grant
that
we're
able
to
expend.
X
Then
yeah
in
terms
of
the
details,
you
know
we
can
I,
think
I'm
hearing
pretty
clearly
we
need
to
do
better
quality
control
and
Gathering
the
information
and
presenting
it
to
you
and
providing
some
of
the
detail.
X
Then
also,
you
know,
being
prepared
for
each
individual
program
to
make
sure
that
they
can
come
and
answer
decent
questions.
Yeah.
A
L
A
A
This
group
of
members
really
wants
more
of
the
detail,
so
the
sooner
we
can
get
this
information
a
week
out
or
two
and
be
able
to
ask
back
the
questions,
because
some
of
us
have
done
that
in
the
past.
You
know
we'll
read
something
and
we'll
ask
that
you
know.
Then
we
don't
do
that
conversation
here,
but
if
we
are
only
getting
information
at
the
very
last
minute,
there's
no
time
for
a
dialogue
and
then
that
may
you
know
potentially
hold
up
the
system
that
is
needed.
A
X
X
But
let
me
confirm
with
the
team-
and
maybe
we
just
you
know,
start
to
you
know
we.
We
move
very
quickly
to
get
the
money
loaded
for
individual
Grant
managers
to
be
able
to
begin
their
program
spending.
But
you
know
I
don't
want
to
do
so
expensive
transparency
and
accurate
information
to
this
body.
So
I'll
go
back
to
the
team
and
and
work
to
to
create
the
the
reports
earlier
in
the
process.
For
you,
great.
B
J
Was
just
going
I
was
just
going
to
say
that
I
think
one
is.
We
just
need
to
revisit
the
form
that
we
submit
with
the
grant,
because
it
it
seems
like
the
level
of
detail
that
we're
we're
speaking
to
in
the
past,
hasn't
been
provided,
but
we're
certainly
happy
to
do
that.
But
I
also
think
that,
having
the
lead
of
the
Grant
on
the
committee
meeting
to
be
able
to
answer
the
type
of
questions
that
you're
asking
because
I'm
not
sure,
even
with
extra
detail
that
that's
going
to
suffice.
J
If
somebody
has
a
particular
content,
question
so
I
think
we'll
plan
to
do
both
of
those
things
moving
forward.
K
I
just
want
to
thank
both
of
you,
superintendent
and
Mr
Cooter
too,
for
your
willingness
to
to
do
that
and
to
hear
us
I
I.
Just
the
only
thing
I
do
want
to
say
just
a
point
of
clarification,
so
it
feels
and
I
think
you're
right.
It's
like
some
of
this
will
get
easier
if
we
have
the
right
person
on.
So
it's
not
just
a
budget
exercise,
because
it's
really
a
program
exercise
with
the
sort
of
budget
expertise
that
needs
to
be
part
of
it.
N
K
This
and
this
precedes
you
superintendent,
so
you
can
even
close
your
ears,
but
like
some
of
these
requests
around
more
information
during
the
grant
process.
I
just
don't
want
to
this
is
not
new
news.
K
Some
of
the
questions
that
have
come
up
around
like
what
are
we
spending
specifically
and
I,
think
like
as
you're
seeing
grants
that
near
a
million
dollars
or
or
at
two
it's
just
like
I,
think
we
have
a
great
school
committee
that
we're
like
pushing
to
know
what
that
spending
really
looks
like
and
then
the
only
question
I
have
not
to
belabor
the
point,
but
I
I
personally
can't
vote
on
this
I
just
feel
like
it.
K
I
wouldn't
be
doing
good
government
or
governance,
but
I
I
mean
I,
could
vote
on
investigating
history
and
the
masstep
medical
assistant.
Those
feels
somewhat
clear
to
me,
but
the
other
two
I
couldn't
tell
you
the
other
thing.
This
is
where
I'm
confused.
We
are
also.
Sometimes
we
are
spending
before
you
get
Grant
approval
like
Council
for
great
City.
A
I
believe
the
best
thing
for
us
to
do
tonight
is
to
move
forward
with
the
votes
on
these
grants,
given
the
conversation
that
we've
had
and
because
we
will
need
to
move
forward
on
this
work,
particularly
the
Sip
is
the
money
that
Desi
has
provided
for
us
to
do.
The
work
that
is
their
part
of
the
that
is
their
commitment
to
us
was
in
in
Partnership
to
do
this
work.
A
We
knew
that
they
were
going
to
be
providing
a
significant
portion
of
dollars
that
at
each
point
in
time,
when
we
have
our
destiny
meetings
and
will
be
accountable
for
the
work,
then
the
budget
that
has
been
spent
with
regard
to
those
items
will
be
shared
at
that
time.
So,
even
though
I
understand
your
concern
of
not
having
all
of
the
data,
this
I
mean
the
work.
A
If
you
go
back
and
read
the
Sip,
this
is
what
that
this
money
is
to
pay
for,
and
the
details
will
come
as
the
work
gets
defined
and
done
so.
A
The
six
of
one
thing
half
of
those
in
the
other
I
think
the
district
has
heard
our
concern
about
getting
a
better
process,
both
in
terms
of
the
budget,
the
grant
write-ups,
but
also
getting
at
getting
it
to
us
with
a
length
of
time
that
people
can
have
had
hopefully
a
week
ahead
to
read
them
and
get
their
questions
answered
so
that
we're
not
trying
to
do
that
work
here.
10
minutes
before
we
need
to
vote
on
the
the
Grant
I
mean
I,
hear
you
Mr
Carteret
Hernandez.
A
R
Yes,
I
agree
that
the
work
must
move
on.
I
I
am
asking
I'm
requesting
that
the
vote
be
put
on
the
table
for
tonight.
Yes,.
F
Any
other
questions
can
I
just
make
my
piece
heard.
Yes,
sir,
we
do
all
this
talking
about
having
a
plan
before
we
spend
the
money
and
like
we
have
to
have
a
plan
and
then
send
the
dollars,
but
and
I
understand
that
Jesse
is
trying
to
find.
It
already
is
formulating.
F
That
I
just
feel
like
at
this
point,
like
I,
think
we
should
delay
till
we
have
the
details
and
I
understand
this
two
weeks,
and
that
is
a
lengthy
period
of
time
for
these
things
to
take
place
and
for
things
to
get
up
and
running,
but
I'm
just
saying
like.
If
we
are
always
talking
about
this,
why
are
we
ignoring
it
at
the
last
minute.
A
It's
saying
we're
giving
you
the
budget
so,
instead
of
them
giving
us
a
hundred
thousand
dollars
this
month
and
another
hundred
thousand
dollars
whatever
later
they're,
they
are
giving
us
in
advance
the
entire
budget
of
what
they
have
promised
to
give
us
to
spend
towards
these
many
many
pro
projects,
but
as
those
projects
are
going
to
get
up
and
running,
individual
budgets
will
be
built.
How
we
learn
about
those
is
a
very
different
question:
I
mean
I'm
hearing.
A
The
committee
really
wants
much
more
specific
detail
and
so
I
think
we
will
need
to
work
with
the
superintendent
and
Mr
Cooter
to
figure
out
an
interim
budget
reporting
process
that
could
help
us
to
more
specifically
understand
the
piece.
But
tonight
what
we
are
voting
for
is
to
accept
the
dollars
which
will
be
bent
so
that
the
the
district
knows
it
has
the
money
when
it's
ready
to
do
the
work,
it's
not
having
to
delay
the
work
until
they
get
the
money.
They
can't
spend
the
money
until
it's
it's
time.
A
Me
I
understand
yeah,
so
that's
why
I'm
saying
it's
not
that
we're
going
to
go
running
out
and
spending
all
this
money.
They
need
to
be
able
to
accept
it
so
that
you
know
Miss,
Hogan
and
others
can
begin
to
get
the
work
done,
hire
the
people
move
forward
on
the
enormous
amount
of
work
that
this
money
represents.
A
But
we
would
get
better
money,
I
mean
clearly
we
want
better
monitoring.
I
feel
that
is
the
sense
I
have
received
tonight
from
the
the
committee,
and
we
have
asked
similar
issues
over
the
past
years,
but
I
feel
at
this
point.
We
really
want
to
make
sure
that
we
have
information
that
people
can.
You
know
understand
what
our
work
is
being
done
as
we
move
forward.
A
But
thank
you.
Your
questions
are
great
you're,
absolutely
right.
So
it's
more
important
that
we
explain
things
so
that
we
all
understand
them.
So
do
not
stop
asking
your
question.
You
are
right
on
okay,
all
righty.
So
if
there
are
no
further
questions,
I
will
entertain
a
motion
to
the
prove
the
grants
as
presented.
Is
there
a
motion.
D
A
G
C
A
AN
Good
evening
and
thank
you
chair
and
the
entire
school
committee
and
the
public
watching,
we
are
very,
we
look
forward
to
presenting
and
having
a
discussion
with
you
tonight
on
our
2022
MCAS
results.
While
we
may
see
some
promising
Trends,
particularly
within
the
context
of
perhaps
not
losing
as
much
ground
amongst
other
urban
districts,
we
do
need
to
continue
to
confront
the
facts
before
us,
which
is
the
persisting
opportunity
gaps
that
result
in
a
significant
number
of
our
students
not
having
access
to
culturally
and
linguistically
relevant
grade
level.
AN
Learning
consistently
each
and
every
day
that
result
in
their
success,
as
evidenced
by
these
data,
April
Clarkson,
will
be
walking
us
through
the
data
so
that
you
have
a
better
understanding
of
the
specifics
and
I
will
close
up
to
highlight
what
we
are
doing.
There's
much
to
dig
in
here.
So
we
have
we've.
AH
AH
There
were
three
major
changes
that
occurred
in
2021:
the
methodology
for
calculating
student
growth
change.
This
allowed
schools
and
districts
to
estimate
the
impact
of
conditions
during
the
pandemic
on
student
learning
and
progress
students
in
grades,
three
through
eight,
took
only
one
session
of
the
MCAS,
with
approximately
half
taking
session
one
and
half
taking
session.
Two
students
in
these
grades
were
permitted
to
take
their
own
cast
remotely
and
finally,
students
in
grade
10
were
required
to
test
in
person
due
to
the
graduation
requirement.
AH
AH
Instead,
the
2022
Administration
primarily
reverted
back
to
the
pre-pandemic
processes,
which
allows
us
to
make
more
responsible
comparisons
between
2022
and
2019
data.
You
will
see
this
reflected
in
our
following
slides,
we'll
move
to
the
left
side,
foreign.
We
will
start
with
State
accountability,
data.
AH
AH
AH
AH
AH
AH
AH
What
we
would
like
to
note
is
that
growth
has
remained
in
the
typical
growth
range
of
40
to
60..
However,
we
want
to
emphasize
that
to
accelerate
learning
post-pandemic.
We
want
these
growth
rates
to
be
above
60.,
especially
for
our
targeted
student
groups.
If
we
are
to
close
historical
achievement,
gaps,
foreign.
AH
AH
AH
AH
AH
AH
AH
The
average
student
growth
percentile
for
2022
was
49.7,
which
is
in
the
typical
growth
percentile
range.
In
this
specific
chart.
We
can
see
that
while
all
grade
levels
and
student
groups
experience
lower
scale
scores
than
in
2019,
English
Learners
and
former
English
Learners
specifically
have
scaled
score
points.
Almost
nine
points
lower
than
in
2019.
AH
Next
slide
now,
thank
you.
This
slide
shows
the
average
scale
score
in
math
for
grades
three
through
eight
here
we
see
scaled
scores
that
are
on
average
six
points
lower
than
in
2018,
with
an
with
average
student
growth.
Percentiles
of
note
are
English
Learners
and
former
English
learner
students
who
have
skilled
scores
that
are
about
nine
points
lower
than
in
2019.
AH
AH
AN
AN
First
and
foremost,
we
know
we're
not
just
looking
at
closing
pre
like
there's
pre-pandemic
gaps
that
we've
had
and
we
need
to
accelerate
progress
for
all
of
our
students,
not
just
a
response
to
pre-pandemic
levels.
AN
Essentially,
what
we
are
saying
is
that
it's
critical
that
we
consistently
focus
on
what
works
and
help
Educators
do
just
that.
Of
course
it
means
we
have
a
stable
and
welcoming
environment
for
our
students,
so
they
are
physically
and
emotionally
safe.
You
heard
superintendent
skip
or
say
early,
and
we
certainly
had
a
very
robust
conversation
about
chronic
absenteeism
and
also
those
two
areas
of
absenteeism
and
climate
are
part
of
our
quality
School
plan.
We
will
certainly
talk
more
about
that.
AN
The
next
time
we
meet
but
I
do
want
to
focus
in
this
closing
slide
on
one
particular
aspect
of
our
quality
School
plan,
which
is
a
focus
on
academics
and
the
Equitable
literacy
goal.
So
I
want
to
be
clear.
We
want
to
make
sure
that
we
strengthen
what
we
know
works
and
ensure
that
there's
consistency
supports
and
resources
for
all
of
our
schools
to
be
able
to
address
tier
one
core
instruction.
In
fact,
we
heard
some
speakers
share
their
insight
about
that
as
well.
AN
This
evening,
a
few
things
to
note,
especially
when
we
think
about
our
students
with
disabilities
and
our
multilingual
Learners,
we
will
certainly
dive
more
into
our
multilingual
Learners
in
the
next
report,
but
one
thing
I
would
say.
First
and
foremost,
we
know
that
we
need
to
ensure
that
high
quality,
evidence-based
foundational
literacy
is
something
that
every
student
has
access
to
every
single
day.
AN
We're
also
very
focused
on.
Secondly,
ensuring
that
every
student
in
every
classroom,
regardless
of
neighborhood
or
zip
code,
is
deeply
engaged
on
a
daily
basis.
In
culturally
and
linguistically
relevant
grade
level,
tasks
and
texts
across
every
subject
area,
so
every
student
can
read
and
write
with
fluency
and
criticality.
AN
This
requires
that
these
experiences
are
forwarded
to
everyone,
and
we
owe
that
to
every
one
of
our
students.
Part
of
this
work
is
also
ensuring
that
students
are
actively
engaged
in
cognitive,
demanding
work
that
is
challenging
and
there
are
systems
and
supports
in
place
for
them
to
reach
proficiency.
AN
Another
area
we
are
focusing
on
is
standards
level
tasks.
All
of
what
is
implicated
in
here
is
also
the
use
of
high
quality,
curriculum
and
key
assessment
information
to
focus
on
knowing
how
to
provide
the
grade
level.
Learning
that
every
student
deserves
each
day,
what
I've
just
outlined
in
terms
of
evidence-based
foundational
literacy,
grade
level,
culturally
and
linguistically
relevant
tasks
and
texts
and
cognitive,
demanding
work
that
is
aligned
to
the
standards.
AN
AN
There
are
some
other
areas
of
work
that
we
are
engaging
in,
including
efforts
to
support
Mass
core
graduation
requirements
and
investments
in
instructional
wraparound
supports
like
tutoring
and
paper,
which
is
an
on-demand
24
7
homework
helpline
and
support
line
tutoring
for
students
I'll
end
there
to
open
up
back
to
you,
chair
questions
and
comments,
and
we
look
forward
to
this
conversation.
AN
A
D
Thank
you
me.
My
re
I
mean
my
reaction
to
it
when
I
read
it
was.
None
of
this
is
surprising
in
terms
of
the
data
we
know.
The
pandemic
has
had
particular
effects,
and
we
said
we
we're
not
going
to
see
the
closing
of
those
opportunity
gaps
overnight,
or
even
you
know,
in
a
short
time
span
of
a
couple
of
years.
For
you
know,
I
am
actually
interested
to
see
within
our
own
data.
D
I
would
like
to
see
a
breakdown
of
sort
of
the
faculty
diversity
at
schools
that
performed
higher
just
to
get
also
another
sense
of
how
diverse
faculties
contribute
to
cultural,
linguistic,
sustaining
practices,
but
also
performance
on
these
exams,
particularly
I've,
never
been
a
fan
of
mcast.
That's
just
me
got
a
lot
of
issues
with
it,
but
you
know
this
is
I.
D
You
know
we
I
think
we
we
can
at
least
strongly
hypothesize
the
effects
of
those
so
I'd
be
interested
in
seeing
that
data.
AN
AN
So
I
don't
know
if
we
can,
if,
if
chair,
if
you
would
want
to
move
in
that
direction,
if
we
can
promote
Natalie
as
well
as
I,
think
Tanya
is
on
as
well
yeah
that'll
be
fine.
Thank
you,
chair.
AN
I
think
it's
always
great
to
have
the
face
of
our
schools
in
these
meetings
and
appreciate
that
priority
that
superintendent
Skipper
has
created
for
the
executive
team
you
see
Tanya.
Do
you
want
to
start
Tanya
our
school
superintendent.
AO
Of
course,
no
problem
I
don't
want
to
be
redundant,
but
when
the
work
is
happening,
the
story
will
always
be
consistent
so
good
evening,
everyone
as
Linda
did
highlight
we
do
have
a
regional
model
where
each
school
superintendent
supports
10
to
12
schools
and
we've
prioritized
spending
the
majority
of
our
time
in
schools,
meeting
with
school
leaders
attending
some
of
their
school-based
meetings
and
observing
instruction
we're
using
our
map
assessment
data,
culture
and
climate
survey,
data
and
attendance
data
to
we've
used
that
data
to
craft
School
quality
plans
and
when
we're
in
schools
we're
using
the
Equitable
literacy,
look
forwards
to
observe
instruction
and
monitor
progress
towards
school
school
goals.
AO
In
addition
to
our
focus
on
climate
and
culture,
our
focus
is
on
on
student
access,
the
culturally
affirming
grade
level,
standards-based
complex
text
and
tasks.
Schools
have
identified
instructional
strategies.
Some
of
them
include
turning
talks,
close
readings
they're
using
these
strategies
to
address
the
gaps
from
MCAS
and
other
Baseline
assessment
data,
we're
also
engaging
all
of
the
school
leaders
in
our
district
content
program,
directors,
data
and
literacy,
coaches
and
instructional
rounds.
AO
D
Even
as
a
ansar
is
even
as
a
follow-up
to
that,
because
now
we're
sort
of
layering
this
also
with
chronic
absenteeism
and
probably
the
increase
of
student
population,
particularly
in
all
n
programs
like
how
are
we
thinking
about
resourcing
all
alt
Ed
programs,
so
that
they
are
offering
the
breadth
of
the
the
educational,
the
academic
offerings
that
they're
going
to
need,
particularly
to
get
through
on
the
the
MCAS,
but
even
just
to
have
the
quality
guarantee
that
we're
talking
about
here.
AO
Are
many
of
our
our
content?
Coaches.
Excuse
me,
content
content
program
directors
are
going
to
all
dead
schools
we
were
in
I
would
say:
I
was
in
two
of
those
schools
today
making
sure
that
they
have
that
access
to
those
program,
directors
they're,
going
in
doing
professional
development
with
the
with
the
teachers
to
make
sure
that
when
we
say
oh,
we
mean
all
not
just
some,
but
that
work
is
happening.
J
J
I,
just
I
got
excited
by
Dr
Elkins
question,
so
I
think
there's
a
real
opportunity,
not
just
with
the
alternative
education
programming,
but
extending
the
programming
that's
happening
in
the
after
school
and
the
evenings
with
our
with
our
non-profit
Community,
our
community-based
community,
to
to
marry
kind
of
BPS
expertise
with
them
for
the
sake
of
the
kids.
So
a
good
example
would
be
special
education
if
we
know
we're
trying
to
structure
a
program
in
alternative
education
that
may
have
embedded
in
its
special
education
service.
J
If
the
students
are
now
going
to
kind
of
a
community-based
org
to
continue
that
learning,
we
need
to
make
sure
supports,
follow.
So
one
of
the
conversations
we
started,
having
like,
for
example,
with
Boston
and
Beyond,
was
exactly
this.
How
can
we
expand
summer
programming
to
be
able
to
serve
a
much
broader
Continuum
of
students
who
could
benefit
from
that
kind
of
in
deep
enrichment
in
deep
Workforce
Development?
But
you
know
right
now:
the
nonprofits
may
not
have
that
expertise
and
depth
of
capacity
to
serve
that
broad
of
a
student
population.
J
So
how
can
we
kind
of
take
our
BPS
and
marry
that
to
them
to
expand
and
create
a
menu
that
more
students
have
opportunity
for
so
I
think
this
is
a
vision
that
we
want
to.
We
want
to
extend
and
I
think
the
alt-ed
world
is
a
component
of
that.
We
have
expert
we've
done
that
before
we
have
experience
with
that
of
how
to
kind
of
be
partners
in
that
work,
but
I
think
given
how
how
much
the
students
need
acceleration,
not
just
academically
but
the
social
emotional
development.
J
We
have
to
look
to
not
the
20
of
waking
hours.
We
have
with
them.
You
know
in
school
and
not
not
just
kind
of
the
different
setting
of
say
at
options
or
alternative
Ed,
but
look
at
the
clock
as
after
school
evening
summer
to
really
extend
the
opportunities
for
students
to
to
to
get
that
that
that
deep
enrichment
in
a
social
emotional
supports
from
us
through
a
variety
of
Partners.
K
K
Probably
what
everyone's
feeling,
which
is
you
know
it's
like
so
much
of
the
progress,
and
this
is
not
just
a
Boston
problem.
This
is
a
broader
Urban
education
problem,
but
so
much
of
the
progress
we've
made
over
the
last
decade
in
narrowing
achievement
gaps
just
feels
you
know
it
feels
like
we
went
backwards
and
that's
really
hard
and
it
means
we
have
new
work
to
do.
K
But
it's
just
like
it's
really
hard.
I
have
two
questions
so
I,
just
like
I'm
acknowledging
that
and
then
you
know,
I
think
like
all
of
us.
We
just
want
Solutions
and
to
the
superintendent's
Point
like
make
the
most
of
the
time
we
have,
but
also
capture,
new
opportunities
for
to
use
time
differently,
particularly
time
that
we
haven't
been
able
to
use
before
this
goes
back
to
my
earliest
question,
just
around
Esser
funds.
This
is
what
it's
for,
and
so
you
know
we
saw
this
coming
and
so
I.
K
K
Possibly
I
don't
know,
but
I
think
maybe
I
you
know,
hopefully
at
our
next
meeting
or
another
meeting
coming
up,
we
can
engage
in
that
conversation.
Does
this
data
make
us
want
to
do
anything
differently
and,
more
importantly,
you
know
like?
Are
we
spending
it
in
the
ways
that
we
need
to
and
if
not
like?
What
can
we
add
to
this
programming,
and
it
feel
you
know
now
that
we
have
these
numbers?
It
even
feels
more
urgent.
Does
that
make
sense.
AN
AK
AN
And
I
would
want
to
just
highlight
also
there's
a
sampling
of
some
of
those
Investments
on
slide
23
in
the
appendix.
But
we
hear
you
that
we
should
add
more
of
that
in
a
more
robust
way,
so
you're
seeing
side
by
side,
the
Investments
that
you're
you're,
approving
and
and
how
they
are
working
in
tandem,
exactly.
K
And
Dr
Chen,
you
know
this,
like
you
know,
spending
this
money,
maybe
we're
spending
it
at
like
record
speed,
but
like
we
wouldn't
be
the
only
District
in
the
country,
that's
struggling
to
spend
this
money
and
so
I
think
it's
just
time
for
us
to
check
in
and
then,
if
there's
a
struggle.
What
are
the
new
ideas?
I,
don't
know,
I'm
like
hearing
the
superintendent
talk
about
summer
programming,
but
you
know
maybe
it's
Esser
funds
in
the
pockets
of
young
people
so
that
they're
showing
up
to
the
summer
programming.
K
Maybe
it's
right,
like
there's,
really
smart
ways
to
get
kids
in
seats
and
we
need
to
be
creative,
and
so
like
is
it
time
to
like
do
inventory
with
a
new
leader
and
new
leadership
as
well
Dr
Chen
like
and
bring
that
some
of
that
those
solutions
to
the
table,
particularly
if
we
are
under
spent
in
particular
categories
and
you'll,
continue
to.
K
School
than
working
and
the
other,
and
also
high
dosage
tutoring.
But
we
could
talk
about.
K
I,
have
you
know
like
there's
this
great
article
in
the
hill
this
week,
which
like
talked
about?
Did
anyone
read
it
like?
It
talked
about
education
like
we
missed
the
data
Revolution,
you
know
like
there's
no
private
sector,
where,
like
you,
don't
have
real-time
data
on
performance
on
outcomes
and
we're
looking
at
MCAS
data,
that's
olds,
we're
struggling
to
like
figure
out
what
our
enrollment
is
on
a
given
point.
AN
Yes,
thank
you
for
that
question,
so
we
do
have
I'll
start
and
then
tee
it
over
to
April
to
preview.
Just
our
assessment
system
so
totally
agree
with
you.
Mcas
is
once
a
year
and
we
need
more
formative
measures
that
are
not
high
stakes
but
really
inform
teachers
as
to
how
to
best
support
their
students
and
also
inform
us
as
a
system.
What
trends
we
should
be
noticing,
what
disproportionate
Trends
we
should
be
noticing
and
what
we
need
to
do
about
that
to
support
our
our
school.
So
we
do
use
a
map.
AN
Growth
and
fluency.
April
can
talk
a
little
bit
more
about
those
specifically
across
the
board,
which
is
really
helpful
and
again
it's
not
about
more
testing.
It's
being
able
to
take
us
like
more
often
dipsticks,
as
you
said,
to
check
in
to
see
how
students
are
doing
and,
most
importantly,
to
act
upon
that
and
based
on
using
map
as
a
screening
tool.
If
you
will
well
it's
kind
of
like
when
you
go
to
the
doctor,
you
go
and
they
always
take
a
temperature
and
then,
depending
on
the
temperature,
it
leads
to
other
things.
AN
You
need
to
investigate
and
look
at
so
we
also
have
a
have
a
pretty
clearly
delineated
District.
What
we
Desi
calls
the
d-cap,
a
district
curriculum
I,
always
forget
the
acronyms
sorry
you're
catching
me,
but
accommodation.
AN
Got
it
and
in
there
we
have
a
pretty
robust
set
of
guidance
on
the
types
of
screeners
schools,
May
assessments
that
schools
may
want
to
use,
in
addition
to,
if
certain
things
flag-
and
it
also
is
aligned
with
what
Desi
shared
around
dyslexia,
screeners
and
making
sure
that
we
are
looking
for
and
making
sure.
We
monitor
those
kinds
of
things
when
this
bags
that
necessary
action-
and
there
is
also
in
April's
shop,
a
set
of
data
inquiry.
Folks
who
help
schools,
make
sense
of
these
data
and
actually
turn
it
into
practice.
AH
Yeah,
thank
you
for
that.
Dr
Chen
yeah
at
the
district
level
and
within
my
office
of
data
and
accountability,
we're
taking
a
number
of
measures
to
help
schools
like
have
access
to
more
instant
data,
and
so
we
think
of
assessment
data
kind
of
in
two
ways.
We
have
formative
assessment,
which
we
consider
to
be
assessment
or
learning,
and
then
we
have
summative
assessment,
which
is
kind
of
our
assessment
learning,
and
so,
as
you
correctly
mentioned,
Mr
Hernandez,
the
implicit
is
like
summative
data.
AH
It's
like
what
happened
in
2022
and
it
makes
sense
given
like
what
we've
all
been
through
in
the
past
two
to
three
years
within
the
formative
assessment
data
that
we
do,
we
have
a
number
of
tools
that
we
either
recommend
or
require
for
schools
depending
on
what
their
student
needs
are
and
their
instructional
needs
are,
and
we
have
a
set
of
universal
screeners.
But
we
recommend
about
three
times
per
year,
that
is
shown
in
our
map.
Reading
fluency
program,
our
map
growth
program
and
our
Wida
screener.
AH
We
also
have
diagnostic
assessments
that
can
be
used.
I
only
have
a
new
investment
of
voice,
Bridge
assessment
tools
and
we
have
kind
of
core
phonics
reading
surveys
on
High
Frequency
Word
lists,
math
skills,
checks,
checklists
I
mean
those
are
kind
of
diagnostic
assessments,
so
that,
as
some
teachers
are
seeing
students
in
front
of
them,
then
they
can
get
a
baseline
measure
of
where
the
students
are
and
what
they
might
need
to
supplement
their
instructing
a
program.
We
also
have
kind
of
like
progress,
monitoring
and
formal
classroom
assessments.
AH
Those
are
kind
of
done
at
the
school
level.
Those
look
like
curriculum,
embedded
assessments,
our
Fashions
Bridge
assessment
tools,
the
map,
fluency
foundational
and
oral
reading,
as
well
as
other
practice
monitoring
tools
and
then
finally,
we
have
District
benchmark
assessments,
which
are
interim
assessments
that
we
provide
about
two
to
three
times
a
year,
and
so
in
that
Suite
of
Assessments
schools
are
able
to
choose
what
they
want
to
use
and
how
they
want
to
understand
where
students
are
that
they're,
seeing
in
front
of
them.
AH
Additionally
to
the
assessment
data
as
Dr
Freeman
was
on,
wisdom
was
talking.
We
are
doing
observations
in
school,
so
we're
seeing
what
instruction
looks
like
and
what
student
reception
of
that
instruction
looks
like
in
real
time.
Central
office
is
out
in
schools
out
in
classrooms,
trying
to
understand
what
additional
services
and
supports
might
be
necessary,
and
then
we
also
talked
a
little
bit
about
like
kind
of
thinking
through
this
holistic
View,
and
so
we
have
tended
to
give
like
an
end
of
year.
AH
Climate
survey
to
schools,
students
and
families
this
year,
we're
also
offering
an
interim
survey
so
that
we
can
get
that
dipstick
kind
of
in
the
middle
of
the
year
to
see
what
does
climate
look
like
in
these
schools
and
with
the
hope
that
schools
are
able
to
then
use
it
and
make
changes
in.
You
know
real
time,
but
closer
to
real
time
for
families
and
students
in
the
schools.
AN
Thanks
April
I'm
wondering
too
Natalie
is
on
as
well
part
of
what
April
talked
about
was.
Yes,
we
have
individual
student
data
and
options
for
schools
based
on
the
screen
or
data,
but
also
systems
wise.
We
have
our
school
superintendents
with
our
principals
going
into
classrooms
and
observing
what
does
this
mean
scaled
up
beyond
the
student
at
a
classroom
level
at
a
school
level,
so
Natalie
Sheriff,
if
that's
okay,
with
you
for
Natalie,
to
share
a
little
bit
of
that
work,
so
you
get
a
closer
look
at
it.
Thank.
AP
You
good
evening,
everyone
I'm
excited
to
share
this
practice,
because
it
has
been
one
that
we
have
developed
collaboratively
with
our
academics,
partners
with
our
Equitable
literacy,
coaches
and
school
leaders,
and
so
we
have
a
common
tool
that
we
are
using
now
when
we
are
going
into
schools
and
observing
instruction.
It's
our
Equitable
literacy
observation
tool
and
it's
really
an
opportunity
for
us
to
collect
observational
data
about
the
practice
that
we
believe
really
move
outcomes
for
students.
AP
And
so
we
are
spending
a
great
deal
of
time
using
this
tool
to
understand
the
instruction
that
students
are
receiving
and
really
focusing
in
on
a
few
key
practices.
So
we're
looking
at
whether
or
not
students
are
reading
complex,
culturally
affirming
texts,
whether
they
are
writing
in
response
to
complex,
culturally
affirming
texts
engaged
in
quality
discourse
and
that
the
tasks
that
they
have
in
front
of
them
are
high
quality
and
that
they
are
the
ones
who
are
doing
the
heavy
lift
that
they
have.
AP
The
cognitive
demand
is
on
students
with
the
teacher
there
as
a
facilitator
and
support,
and
so
we're
really
trying
to
think
about
ensuring
that
the
pieces
that
we
are
naming
are
going
to
move.
The
practices
for
students
are
consistent
across
all
of
our
schools,
with
our
leaders
and
with
the
support
of
our
regional
Liaisons.
So
when
we're
going
into
classrooms
to
observe
instruction
we're
going
in
with
our
Equitable
literacy
coaches
and
at
the
elementary
level,
we
have
an
early
childhood
Equitable
literacy
coach
and
an
equitable
literacy
coach
that
focuses
on
grades
three
through
eight.
AP
We've
engaged
in
these
in
these
walkthroughs,
using
these
this
tool
with
our
special
ed
assistant
directors,
as
well
as
an
opportunity
to
really
make
sure
that
we
are
creating
access
for
all
of
our
students
and
that
and
the
school
leader
is
able
to
invite
members
of
their
team
to
be
part
of
this
process
as
well.
AP
So
it's
really
a
learning
experience,
not
just
for
district
folks
in
the
school
leader,
but
really
the
folks
who
are
on
the
ground,
leading
common
planning
team
meetings
leading
their
instructional
leadership
team
meetings
who
are
driving
the
work
that
is
happening
every
day
with
our
teachers
and
so
we're
excited
as
a
as
a
school
soup
team
that
this
practice
is
consistent,
that
we're
developing
it
and
we're
going
back
to
refine
it.
After
every
visit,
we're
we're
doing
with
our
our
plc's
with
school
leaders
thanks.
AN
Natalie
I
just
want
to
add
I
want
to
really
credit
Dr
eccleson
for
and
when
we
talk
about
the
Sip
right,
it's
systems
Improvement
his
vision
around
very
much
like
and
I
want
him
to
speak
to
this
too,
like
just
this
unwavering
focus
and
a
support
of
all
these
School
superintendents.
To
really
be
able
to
do
this
consistently
and
have
high
expectations
for
every
student.
So
I
don't
know
if
Dr
Anthony
want
to
jump
in
here.
H
I
was
trying
to
avoid
having
to
having
to
speak,
but
it's
it's
good
to
see
you
all
I
am
when
superintendent
Skipper
entered
into
the
organization.
I
really
talked
to
her
about.
You
know
what
role
I
might
want
to
play
and
for
me
the
most
important
work
is
what
happens
in
schools.
H
That's
what
I
care
most
about
and
I
know
that
if
we
can
influence
the
practice,
that's
happening
in
school
through
high
quality,
systemic
high
quality,
professional
learning,
making
sure
that
we
have
the
right
sort
of
tools
and
resources
in
our
teachers
hands
and
then
they
know
how
to
implement
those
things
well
and
that
we
are
really
having
and
building
the
sort
of
problem-solving
culture
at
schools.
So
they
have
good
data,
good
information
and
they're
Nimble
enough
to
respond
to
the
individual
needs
of
students.
H
Then
we
know
that
we
can
move
outcomes,
and
so
we've
just
been
deeply
focused
over
the
last
few
months
on
our
work,
around
implementation
of
Equitable
literacy
and
just
can't
say
enough
about
the
quality
of
the
Regional
School
superintendents,
who
have
been
working
with
a
level
of
collaboration
and
urgency
and
talent.
That
I
think
is
pretty
extraordinary,
so
I
know
we're
I
know
we're
moving
in
the
right
direction
doesn't
mean
that
we
don't
have
a
lot
of
work
to
continue
to
do
to
move
outcomes,
particularly
for
groups
of
students.
L
I
know
that
one
of
our
core
goals-
centers
around
Equitable
literacy
and
very
much
appreciate
the
work
that's
going
into
addressing
some
of
the
historical
disparities
there
I'm
curious
to
understand,
especially
I,
know
the
superintendent
mentioned
like
we
have
a
steam
week
coming
up.
Where
are
we
with
math
as
it
relates
to
bringing
in
additional
resources?
L
I'm
a
parent
of
a
third
grader
I,
get
to
see
what
the
homework
looks
like
and
what
the
classwork
looks
like
every
single
day
and
I
can
also
say
that
as
much
as
we
love
our
school
we're
doing
additional
math
pieces
outside
of
school,
because
the
rigor
is
not
necessarily
there
and
so
what?
What
does
our
math
look
like,
so
that
our
students
aren't
lagging
behind?
And
then
how
are
we
also
an
additional
question?
B
AN
Thank
you
so
much
for
that
question.
I
know
that
math
sometimes
is
a
question
when
we
talk
about
Equitable,
literacy
and
I
do
want
to
say,
while
there
is
a
focus,
especially
on
the
ELA
foundational
literacy
side
of
the
work,
the
other
things
that
I
mentioned
about
grade
level
tasks
and
being
able
to
read
and
write.
AN
That
also
applies
to
math
and
other
content
areas
and
in
fact,
tomorrow,
at
our
high
schools,
the
school
superintendents
are
going
to
focus
on
math
tasks
tomorrow
through
the
Equitable
literacy
work,
because
there's
still
the
skills
of
reading
and
writing.
Listening
speaking
thinking
that
are
required
for
math
I
would
also
want
to
say
on
on
the
front
of
mathematics.
AN
The
team
has
been
doing
quite
a
bit
of
work
in
recent
years
and
ensuring
that
there
are
high
quality,
Core
Curriculum
materials.
That
is
also
the
other
area
and
I've
seen
and
spoken
to
school
leaders
who,
over
time,
have
adopted
some
of
these
high
quality
curricula
so
that
they
can
really
focus
on
I.
Think
getting
to
your
second
question,
which
is
around
the
differentiation,
that's
needed
because
we
have
such
a
range
of
needs
across
any
given
School,
especially
when
we
think
about
our
multilingual,
I,
I.
AN
Think
about
a
particular
group
that
folks
mentioned
this
evening.
Right
are
multilingual,
Learners
with
disabilities.
That's
a
lot
of
differentiation.
That
must
happen.
So
a
couple
of
things
on
that
front
will
be
able
to
talk
a
little
bit
more
about
transformation.
Schools
next
meeting,
but
just
to
highlight
a
few
things
one
is:
we
have
a
multi-tiered
system
of
supports.
I
know
it's
kind
of
a
mtss,
it's
a
another
sort
of
edge.
AN
You
speak
a
term,
but
that
essentially
means
that
we
really
make
sure
there's
data
that
we've
just
talked
about
around
monitoring
student
growth
and
then
also
having
Core
Curriculum
and
strategies
for
teachers
to
differentiate
core
and
being
really
clear
about.
When
we
need
more
information
to
be
able
to
provide.
Sometimes
we
call
them
interventions
or
acceleration
in
a
tier
two
space,
but
we
want
to
be
very
careful
and
I
want
to
say
this
is
where
sometimes
we
have
unintendedly
taught
to
a
lower
level.
We
see
sometimes
a
student
isn't
at
grade
level.
AN
We
automatically
take
them
out
of
core
instruction
and
put
them
into
an
intervention.
So
what
we're
doing
also
with
the
supervision
support
of
our
school
superintendents,
is
to
really
have
those
hard
conversations
through
being
in
classrooms
with
principals
about
when
do
we
an
age
in
the
interventions,
so
that
the
students
are
not
missing
core
instruction?
If
we
think
about
it,
it's
somewhat
logical.
You
can't
perform
at
grade
level
if
you
never
have
the
opportunity
to
engage
grade
level
work,
and
that
is
has
been
a
well-intended
load
of
standards
across
the
system.
AN
I
say
that
voluntarily,
but
it
says
to
us
as
a
system
we
need
to
make
sure
our
teachers
are
equipped
with
the
training
and
the
resources
to
be
able
to
meet
the
various
needs.
So
in
this
system
we
have
tier
one,
which
is
the
core
instruction
grade
level,
work
that
every
student
should
have
within
that
it
doesn't
mean
everyone
teaches
it
the
same
way
you
differentiate
for
the
students
in
front
of
you,
and
then
there
are
interventions
at
the
tier
two
level
or
tier
three
level
and
part
of
the
work
we
are
doing
with.
F
Yeah
I
just
have
a
little
concerns
about
about
how
English
language
learners
are
and
multilingual.
Learners
are
performing
on
the
test.
F
I
understand
that
the
that
this
is
not
indicative
of
it
of
of
exactly
what
would
I
don't
know.
Let
me
rephrase
it
I
understand
this
is
part
of
the
small
problem
with
the
test
tomorrow.
This
is
part
of
the
problem
with
a
high
stakes
test,
but
also
like
the
fact
of
the
matter
is
I'm
kind
of
confused
how
even
with
math,
there's.
F
F
That's
all
there's
still
like
pretty
high
unsuccessful
grades,
especially
with
early
English,
language
learning,
so
I
think
actually
I.
Think
I'm
just
complaining
about
the
test,
never
mind
no.
A
AH
AH
Obviously,
English
Learners
are
one
of
the
students
that
we
student
groups
that
we
want
to
follow
and
track
and
understand
how
we're
servicing
them
and
what
that
looks
like
in
terms
of
academic
achievement,
and
while
you
know
we
saw
decreases
from
2019
across
all
of
our
student
groups,
and
we
saw
that
consistent
with
English
Learners,
that
former
English
learner
group
is
typically
when
students
become
former
English
Learners.
AH
We
see
them
outperforming
other
student
groups,
and
we
did
not
see
that
here
and
that
is
very
concerning,
and
that
is
something
that
we
are
going
to
look
into
and
focus
on
more
and
so.
I
really
just
appreciate
you
bringing
that
up
and
calling
that
out
because
part
of
it's
the
test,
but
part
of
it
might
be.
How
are
we
serving
them
now
that
we're
back
from
the
pandemic
and
what?
What
more
needs
to
be
done?
So
thank
you
for
that
foreign.
O
P
So
I
started
telling
you
this
story
about
my
son,
because
it
really
made
a
difference
and
I
think
that
having
consistent
tutorials
and
to
have
a
stronger
programs
after
school,
it
could
help
a
lot
their
performance
overall.
AN
Thank
you
for
the
question.
We
have
a
few
reading.
Specialists
that
were
hired
and
they
are
working
in.
Excuse
me,
transformation
schools.
We
wanted
to
make
sure
we
prioritized
where
our
greatest
needs
were
with
a
few
coaches
that
we
do
have.
We
also
have
transformation
coaches
in
the
schools
in
in
the
transformation
schools.
AN
In
addition,
excuse
me,
in
addition
to
that,
you
heard
I
think
Tanya
speak
earlier
to
the
Equitable
literacy
coaches
that
we
do
have
for
for
each
region,
including
for
Early
Childhood,
so
that
and
some
of
our
principles
actually
hire
instructional
coaches
at
the
school
as
well.
So
we
work
with
them
in
addition
to
their
coaches.
So
there
are
a
number
of
ways
that
we
do
that
and
I
also
wanted
to
address
the
tutoring
piece
that
you
mentioned,
especially
in
mathematics.
AN
Schools
are
using
some
of
their
Esser
funding
for
high
dosage
tutoring,
but
we're
also
continuing
to
look
centrally
at
ways
that
we
can
do
that,
especially
around
mathematic,
mathematics
and
I.
Think
we
mentioned
before
we
have
a
resource
that
we
are
leveraging
Esther
funds
for
which
is
called
paper,
and
that
is
24
7
tutoring
support
and
assignment
help
with
assignments
that
can
be
done
very
easily
online,
with
tutorings
at
any
with
at
any
time
at
any
grade.
B
A
G
Thank
you,
madam
chair
I.
Don't
have
any
questions
I
think
this
report
is
not
surprising.
It
is
a
road
map.
It's
if
we
follow
it
properly.
It's
a
road
map
to
where
we
need
to
put
our
attention.
I
appreciate
the
analysis
already
given,
and
the
questions
raised
and-
and
even
the
comments
just
made
right
now
about
tutoring
I-
think
that
that
is
an
important
piece.
Also,
it's
a
great
way
to
use
Essa
funding
as
well
and
I.
G
F
AH
So
sorry,
I,
don't
have
the
dates
right
in
front
of
me,
but
what
I
can
tell
you
is
we
are
receiving
the
results
from
zesty,
like
kind
of
as
we
speak,
and
we
have
two
approaches
that
we're
using
to
get
the
results
out
to
families
for
every
family
that
we
have
a
registered
email
address
in
Aspen
They
will
receive
an
electronic
report
and
that
will
be
out
about
three
weeks
from
when
we
receive
it
at
the
district
and
so
we're
hoping
by
the
end
of
the
month.
AH
Early
November
we'll
be
able
to
get
those
emails
out
to
families.
We've
been
doing
the
email
delivery
since
the
pandemic,
so
this
is
going
to
be
our
third
year
doing
it,
and
we've
received
a
lot
of
Engagement
from
families
who
are
opening
it
asking
questions
about
kind
of
like
what
the
assessment
means.
What
performance
looks
like.
AH
We
are
also
making
an
investment
this
year
as
well
beyond
the
electronic
delivery.
We
are
delivering
a
hard
copy
to
All
Families
as
well,
and
that'll
come
out
a
little
bit
later,
just
because
paper
delivery
is
a
little
bit
slower,
so
families
should
for
families
should
receive
a
hard
copy
and
then,
if
they
have
an
email
address
with
us,
they'll
also
receive
that
email
copy
a
little
bit
sooner
and
so
email
in
about
three
or
so
weeks.
AH
We're
thinking
like
end
of
October,
early
November
and
then
paper
copies
a
few
weeks
after
that.
A
A
How
do
we
begin
to
look
at
the
curriculum?
So,
for
example,
have
we
analyzed
where
our
kids
are
struggling
at
the
third
grade?
What
what
content,
whether
that's
happening
in
specific
schools
or
specific
parts
of
the
city
you
know,
and
then,
once
we
identified
those
content
issues,
what
are
we
doing
in
the
second
grade
to
make
sure
that
kids
have
the
foundation?
A
You
know
to
to
be
ready
for
that
work
in
the
third
grade,
because
the
thing
that
is
often
frustrated
me
is
when
we've
gotten
these
scores
and
people
have
compared
grade
three
this
year
to
grade
three
last
year
and
I'm,
saying
there's
no
comparison,
because
there
are
two
different
groups
of
kids,
so
I
want
to
know
what's
happening
with
last
year's
third
graders
in
the
fourth
grade,
so
that
they
aren't
so
that
they're
ready
for
the
fourth
grade
test.
How
do
we
look
at
the
curriculum
around
all
of
these
things?
A
More
specifically,
and
where
have
we
improved
over
time?
We've
got
all
of
this
data
have?
Are
there
areas
of
the
curriculum
that
we've
actually
said?
Aha,
we're
not
teaching
that
in
a
way
that
our
kids
are
being
successful
and
have
done
something
with
our
curriculum.
That
shows
that
kind
of
growth
and
change.
AN
Thank
you
for
the
question
chair
and
I'll
start
and
also
have
April
talk
a
little
bit
about
the
MCAS
data
that
schools
have
access
to
and
how
they
are
able
to
use
that
to
inform
their
instruction
from
one
year
to
the
next,
so
we've
been
and
I
have
to
give
credit
to
Dr
eccleson
and
the
team
doing
this.
You
know
in
the
last
year,
which
is
really
looking
at
high
quality
curriculum
and
even
there.
There
is
not
a
perfect
curriculum
out
there.
AN
That
I
know
of
that
meets
the
diverse
needs
of
our
students
and
also
represents
the
identity
of
our
diverse
students,
and
so
what
the
teams
have
been
doing,
both
and
I
could
say.
An
Ela
in
math
is
look
at
what
are
the
what
are
the
best
curricular
materials
out
there
and
how
do
we
make
sure
we
have
access
for
our
schools
and
then
we
actually
do
so
in
the
in
the
example
of
Expeditionary
Learning.
AN
If
you
will,
the
teams
also
work
with
teacher
leaders
to
make
modifications
based
on
what
we
know
are
weaker
areas
in
the
curriculum
that
are
informed
by
our
results.
If
we
see
a
trend
of
students
not
being
able
to
perform
because
of
gaps
in
the
curriculum,
it
helps
us
have
an
infrastructure
to
really
rely
on
our
best
teachers
and
I
always
find
that,
as
a
teacher,
I
really
appreciate
what
my
fellow
teachers
do,
because
they
understand
and
they're
in
my
shoes.
AN
We
know-
and
this
is
happening
Nationwide
the
ways
in
which
we
have
taught
reading
and
writing
and
not
having
kids,
have
access
to
grade
level
texts
and
equip
them
with
the
skills
and
knowledge
from
explicit
literacy,
foundational
literacy
skills.
We
that's.
It
has
been
a
huge
cost
for
our
students
and
their
performance
because
they
didn't
have
the
basic
foundational
skills
that
they
needed
to
be
able
to
read
and
write.
AN
So
it's
by
no
surprise,
as
you
go
from
early
grades
into
Middle
grades
that
we're
not
seeing
the
kind
of
acceleration
that
we
should
so
I
would
also
say.
Our
early
childhood
team
has
also
done
quite
a
bit
of
revision
to
the
focus
curriculum
to
ensure
that
there
is
explicit,
explicit
and
systematic
phonics
and
phonemic
awareness
and
information
that
can
be
actionable
right
away.
AN
They
don't
even
have
to
wait
for
a
window
for
assessing
if
they
notice
a
student
needs
in
more
information,
then
we
are
able
to
do
that,
and
so
a
lot
of
the
coaches
have
also
been
focused
on
making
sure
that
teachers
are
able
to
understand
how
to
implement
that
with
full
Fidelity
in
the
way
it's
written,
especially
in
the
area
of
foundational
literacy.
It
really
needs
to
be
done
in
sequential
and
explicit
ways
and
part
of
what
we've
been
doing
is
also
helping.
AN
Teachers
gain
some
ground
because
in
some
ways,
especially
with
the
little
ones,
we
have
to
do
a
year
and
a
half
in
one
year.
So
it
means
we
have
to
actually
augment
some
of
the
curriculum
and
and
the
pacing
of
it
so
that
there's
more
dosage
of
foundational
literacy
being
taught.
So
those
are
just
some
highlights
of
how
we
have
looked
at
what
we've
had
in
our
practice.
What
we've
seen
with
our
students
and
made
adjustments.
AH
Thank
you,
for
that.
Is
it
okay,
if
I
add
on
yes,.
AH
AH
Part
of
the
reason
for
that
is
so
that
we're
able
to
use
it
for
instructional
purposes
what
we
did
this
year,
we
had
an
MCAS
dashboard
that
was
available
to
all
teachers,
especially
all
teachers,
who
are
you,
know,
teaching
in
these
tested
grades
and
what
they
were
able
to
see
is
for
ELA
and
Vermont
and
for
science.
What
their
classroom
level
item
level
results
were,
so
they
could
see
for
a
given
item
what
standard
it
was
aligned
to
the
item
description.
AH
AH
So
they
have
access
to
that
and
I
think
I'm,
starting
in
May
when
we
started
to
get
results
back
from
Jesse
and
then
what
we
were
able
to
do
over
the
summer
is
we
were
able
to
add
in
for
the
teacher
level,
so
they
were
able
to
see
both.
How
did
my
sy2122
students
perform
so
the
students
that
I
had
last
year
at
the
end
of
the
year?
Let
me
tested
how
did
they
perform
on
the
tests?
AH
AM
AH
In
the
previous
year,
we've
been
using
our
aim
inquiry
managers
within
Oda
to
support
schools
and,
like
their
instructional
leadership
team
and
some
of
their
teacher
teams,
to
understand
how
to
look
at
this
data,
how
to
charge
Target
I
leverage
items
and
standards
that
can
help
move
students
forward
and
we've
also
been
hosting
webinars
more
broadly
for
all
schools
and
teachers,
so
that
they
can
understand
how
to
use
this
dashboard,
how
to
use
the
data
and
how
to
think
about
augmenting
curriculum
and
instruction.
Based
on
these.
T
A
AN
Yes,
so
we
certainly
are,
are
not
you
know,
content
with
the
science
scores
either
and
I
think
this
is
also
why,
yes,
it's
a
curriculum
issue
that
we
are
continuing
to
engage
in
I.
Think
it's
also
a
focus,
especially
in
the
Elementary
grades,
sometimes
on
Ela
and
math,
and
we
want
to
make
sure
that
there's
requisite
time
for
instruction
on
science
in
the
lower
grades
and
also
what
I
would
say
is.
B
AN
That
is
why
this
strategy
is
so
important
and
why
Dr
eccleson
the
school
superintendents,
just
like
with
laser-like,
focus
and
unrelenting
ways,
focus
on
that
across
discipline
because
part
of
the
same
issues
that
we
have
that
we've
talked
about
with
Ela
and
math
is
also
a
science.
Students
need
to
be
engaging
in
grade
level
tasks
and
sometimes
because
students
are
not
necessarily
able
to
read
at
grade
level
and
science,
there's
a
reaction
sometimes
to
to
water
things
down,
and
what
we
are
saying
is
that
is
required
in
science.
It's
required
in
history.
A
Thank
you.
Are
there
other
questions
from
members.
D
Yes,
just
want
to
actually
thank
you
for
the
the
last
question
chair
in
relation
to
science,
so
I
I
would
sort
of
add
on
that,
in
addition
to
understanding
sort
of
the
language
of
stem
that
one
of
the
things
as
I
was
looking
at,
the
expenditure
chart
on
on
slide,
23
was
looking
for
expenditures
directly
related
to
developing
informal
stem
experiences
for
students.
D
We
talk
about
sort
of
what
goes
on
in
class,
but
much
of
the
student
interest
and
the
cultivated
interests
and
the
sustained
stem
identity
really
comes
from
a
lot
of
informal
stem
experiences,
Hands-On
activities,
internships
that
create
the
career,
opportunity,
trajectory
and
those
Partnerships
that
exist
with
non-profits
and
for-profit
Industry,
especially
having
a
wealth
of
life
science.
D
Here
in
the
Boston
area,
I'm
very
curious
to
to
know
you
know
to
what
degree
RS
or
funds
are
going
to
be
used
to
sort
of
create
some
of
these
opportunities
that
our
schools,
just
in
some
in
some
cases
because
of
capacity
they
just
can't
take
on.
D
They
don't
have
the
Facebook
lab,
but
we
can
sort
of
generate
Partnerships
to
bring
students
to
maker
spaces,
engaging
with
the
Museum
of
Science,
engaging
with
black
girls
code,
for
example,
to
create
these
experiences
that
really
can
Galvanize
sort
of
that
education
and
actually
put
it
to
good
use
and
apply
it
so
I'd
be
interested
to
to
see
sort
of
the
financial
investment.
That's
that
that
goes
there.
G
B
J
Through
YouTube
I
think
this
is
exactly
the
type
of
thinking
that
we
have
to
have
of
how
to
extend
the
learning
that
we
haven't
necessarily
been
able
to
do
systemically
I.
Think
at
the
high
school
level,
there's
a
lot
more
opportunities
for
students,
but
it
has
to
start
particularly
with
something
like
science
or
coding.
You
know
any
of
like
the
the
really
applied
skills
it
has
to
start
so
much
earlier
for
our
students
so
that
they
see
themselves
in
it,
and
you
know
I
think
this
gets
into
not
having
lab
space
I.
J
J
But
this
is
an
area
we
need
to
concentrate
on,
because
it's
really
applied.
Learning
there's
so
much
richer
opportunity
to
do
this,
especially
project-based
learning
in
the
schools,
and
you
see
it
in
you
see
it
in
a
number
of
the
high
schools,
but
now
that
the
high
schools
are
going
back
to
the
seventh
and
having
that
kind
of
seven
through
twelve,
we
need
to
expand
the
experience
backward
and
for
the
students
in
case
you
know,
pk6.
We
need
to
make
sure
that
that's
Incorporated
along
the
way
so
I.
J
J
AN
And
I
would
put
in
a
plug
for
stem
week.
I
hope
you
all
will
be
able
to
be
engaged
in
that
come
coming
up,
and
we
also
some
of
the
same
Partnerships
that
the
superintendent
was
mentioned.
Mentioning
we
also
engage
with
for
fifth
quarter
or
summer
opportunities
as
well.
Yeah.
J
The
other,
the
other
thing
I
was
just
going
to
say,
is
that
we
we
can
get
to
it
we're
going
to
need
to
get
to
a
point,
but
we
can
get
to
a
point
when
we
talk
about
a
whole
child
that
we
have
a
data
system
that
actually
Maps
out
the
whole
child.
You
know
it's
not.
Academics.
It's
over
here,
social
emotional,
is
over
here.
Attendance
is
over
here.
J
You
know,
classroom
regulation
is
okay,
it's
like
we
have
to
be
able
to
see
the
child
so
that
Educators
that
are
teaching
the
child,
know
the
child
and
so
finding
a
way
to
integrate
the
data
systems
so
that
in
a
school
you
can
see
the
supports
the
student
needs
from
all
lenses
and
be
able
to
actually
develop.
You
know
shockingly
an
individual
success
plan
for
every
student.
You
know
that
that's
where
we
need
to
get
to
so
there'll
be
more
to
come
on
that.
B
J
A
I
have
one
last
question
and
I'm
picking
up
on
something
that
Miss
repairer
said
around
her,
even
her
going
outside
of
the
district
to
get
extra
math
support
for
a
child
for
not
feeling
that
our
curriculum
is
rigorous
and
not
I've
talked
to
a
number
of
families,
both
in
the
city
and
elsewhere,
who
are
all
rushing
off
to
Russian
math,
for
whatever
reason-
and
my
question
is:
if
Russian
map
is
successful,
why
aren't
we
teaching
Russian
math
in
our
schools?
Why
is
everybody
going
out
and
paying
for
it
and
feeling
positive?
A
AN
I
think
that's
a
really
good
point.
We're
certainly
we'll
certainly
follow
up
on
on
that
particular
program,
but
I
think
it
is
about
making
sure
that
we
meet
every
student
where
they
are.
We
know
what
high
quality
looks
like
in
terms
of
content,
but
it's
to
the
points
it
is.
How
do
we
also
engage
them
as
their
whole
being
in
terms
of
their
interests
as
well?
A
superintendent
I
see
your
hand
up.
J
Yeah
I
mean
just
along
those
lines.
I
mean
I.
Think
when
we
think
about
the
Continuum
of
a
student
when
we're
designing
a
lesson
plan,
it
has
to
have
extensions
to
it.
So
if
you
know
so,
if
a
student
has
is
sort
of
at
grade
level
and
has
those
skills
there's
additional
work,
that
the
student
can
do
to
push
the
student
further
right.
J
So
just
much
like
you
would
scaffold,
you
know
in
a
lesson
plan
as
you're
teaching
it
if
a
student
doesn't
have
the
requisite
like
the
grade
level,
skill
and
you're
trying
to
scaffold
to
get
the
student
to
be
able
to
access
the
same
has
to
hold
true
kind
of
to
the
other
end
that
if
a
student
is
beyond
that
is
extensions,
and
so
you
know
particularly
with
math.
This
is
kind
of
the
something
that
happens
where,
because
there's
these
discrete
math
programs,
parents
will
often
seek
them
out.
J
It's
understandable,
but
I
think
you
know
for
us.
We
need
to
think
about
a
classroom
as
a
Continuum,
and
so
this
will
be
work
that
Linda
and
the
team
will
be
doing
as
we're
develop.
Looking
out
not
just
grade
level,
but
what
comes
beyond
that,
and
then
you
marry
to
that
particularly
areas.
You
know
where
a
calculus
project
is
a
great
example
where
students,
may
you
know
we
want
to
bring
that
in
and
students,
may
you
know,
really
love
math
and
want
to
spend
more
time
with
math.
J
You
know
that
this
particular
things
that
we
can
bring
in
that
allow
them
to
kind
of
feed
that
passion
and
be
able
to
do
that
or
Med
science
is
another
great
one
for
for
students
that
are,
you
know
really
jazzed
about
science,
so
I
think
it's
it's.
It's
really
activating
right
that
that
love
of
learning,
no
matter
where
the
student
is-
and
that
can
happen
both
in
the
classroom
but
then
also
can
happen
as
we
extend
learning
beyond
the
school
day.
B
J
L
Lepair,
thank
you
for
that.
L
Madam,
chair
and
just
I
think
that
that's
actually
my
point
around
scaffolding
and
how
do
we
create
these
extensions,
but
I
think
my
question
for
the
district
is:
how
are
we
supporting
teachers
and
doing
that
because
in
in
the
in
the
classroom,
this
is
my
personal
experience,
but
you
know
I
also
hear
it
from
other
parents
on
the
playground
where
we're
comparing
notes
and
I
know,
sometimes
our
kids
if
they
are
interested
in
math
or
if
they
are
at
grade
level,
if
they'll,
if
they're
finished
with
the
task,
the
next
task
is
okay.
L
Well,
you
can
grab
a
book
and
read
a
book
which
you
know:
I,
don't
I,
don't
I,
don't
mind
the
reading.
The
additional
literacy
is
great,
but
how
do
we
to
your
point-
Mrs
Chan
like
how
do
we?
L
How
do
we
really
meet
all
students
where
they're
at
because
it
doesn't
it
doesn't
benefit
anybody
to
also
reduce
the
rigor
in
education?
And
so
how
do
we
meet
all
students
where
they're
at
so
that
we
don't
have
to
be
looking
for
additional
supports?
And
for
me
honestly,
my
looking
for
additional
supports,
isn't
about
like
I.
Want
my
kid
to
be
an
ace
math.
My
looking
for
additional
Sports
is
I.
AN
So
some
of
what
we're
doing
is
we
have
some
coaches
that
are
focusing
on
that
acceleration
piece
that
enrichment
piece,
because
it's
not
just
about
okay
you're
finished
and
now
you
go
do
something
else.
It's
being
able
to
I
think
that's.
What
we
want
to
actually
do
is
restructure
learning
for
every
student
right,
because
then
there
are
multiple
entry
points
in
terms
of
project-based
learning
and
then
there's
a
relevance
to
students
as
to
why
am
I
learning
this
math
and
how
does
it
apply
to
something
that
I
could
do?
AN
And
so
those
are
the
things
that
we're
doing.
We
have
some
coaches
who
are
focused
on
that
work,
but
we
definitely
need
to
expand
it
Beyond
and
I.
Think
sometimes,
when
we
look
at
the
numbers
from
the
MCAS,
we
tend
to
want
to
say.
Oh
we've
got
all
this
catching
up
to
do,
but
in
fact,
if
you
start
at
a
high
level,
that's
highly
engaging
and
relevant
to
students.
They
rise
to
that
occasion
when
we
create
and
and
those
opportunities
are
also
because
we
know
who
our
students
are
Beyond,
just
the
numbers
but
their
interests.
K
I
want
to
Circle
back
to
the
assessment
conversation
we're
having
I,
think
I,
guess
two
things.
One
is
there's
so
much
stuff
here
that
we
talked
about
tonight.
I
am
curious
and
I
don't
need
an
answer
tonight,
but
I
think
it
would
be
helpful
like
to
to
better
understand
sort
of
what
is
new
versus
what
is
practice
that
we've
been
doing
tonight.
We
like
sort
of
have
talked
about
the
whole
kitchen
sink,
but
you
know
like
if
it's
all
the
same
things
we've
been
doing,
which
I'm
sure
some
of
it
is.
K
Then
you
know
it's
not
going
to
accelerate
in
the
way
that
we
need
to,
and
then,
if
there
are
new
things
that
we
are
doing
or
improvements
that
we're
making
that's
sort
of
where
I
think
some
of
the
curiosity
lies
so
just
sort
of
food
for
thought,
as
we
keep
this
conversation
going,
because
it's
not
over
tonight
like
just
how
we
Define
and
like
with
real
accuracy,
so
it
doesn't
get
all
you
know,
doesn't
get
to
jargony
like
what
this
is
a
new
thing.
This
is
an
old
thing.
K
We
are
trying
to
do
better,
and
this
is
an
old
thing
that
we
think
was
working
and
we're
going
to
keep
doing,
but
those
three
categories
are
really
important
right
now
and
that
Precision
is
important.
My
only
question
about
the
the
formative
assessment
piece
is
well.
It
sounds
like
there's
a
lot
of
options
for
schools.
K
I
worry
I
can
imagine,
for
you
know
a
superintendent
even
like
it
is
hard
to
support
cohesion
and
process
and
Analysis
with
that
many
different
formative
assessments
available
for
choice
and
so
I'm
just
curious,
like
as
a
is
there
a
universe
where
you
are
considering
narrowing
the
choice
so
that
there's
a
better
sort
of.
K
Around
that
data,
and
so
that
our
leadership
or
the
folks
who
are
closest
to
the
ground
can
better
support
principles
in
implementation
and
Analysis.
You
know,
if
you
have
five
choices,
then
the
superintendent
has
to
be
expert
in
five
different
assessments.
It
makes
it
harder
to
build
learning,
communities
and
and
really
sort
of
look
through
that
data
in
a
thoughtful
way.
K
AN
Even
if
curricular
options
vary
a
bit
and
there's
actually
less
variability
in
curriculum
than
there
used
to
be
I
do
want
to
say,
I
know
it's
a
longer
conversation,
but
one
quick
example
of
something
that
I
would
say
that
we're
doing
differently
is
around
literacy,
especially
in
early
literacy,
because
we
are
a
district
that
did
a
lot
of
work
around
guided
reading
and
level
texts
and
not
really
having
sufficient
opportunities.
AN
AN
I
think
there
was
a
bit
of
touching
upon
it,
but
really
that
is
something
that
we've
doubled
down
on,
and
that
is
a
difference
and
there's
been
training
for
it
too.
We're
not
completely
there
yet
I,
don't
want
to
paint
a
picture
where
hey.
We
figured
it
out
and
we
did
this.
But
that
is
a
very
concrete
examples
of
some
things
that
are
changing.
AH
Yeah
yeah
I
guess
I
just
wanted
to
say
that
I
pre
is
my
volume.
Better
great
I
appreciate
those
questions:
Mr
Carta,
Hernandez
and
you're
right.
Some
of
these
things
are
new.
AH
Some
of
these
things
are
old
and
maybe
working
as
you
know,
when
you
put
in
a
system
a
lot
of
times,
it's
you
know,
training
on
the
system,
then
training
on
training,
the
adult
on
how
to
use
this,
the
system
for
improvement,
and
then
it's
waiting
to
see
improvements
and
so
I
would
say,
like
with
our
map
roll
out
we're
kind
of
in
the
place
where
you
know.
AH
We
know
how
to
use
the
map
we've
like
gotten
sufficient
buy-in
across
the
district
to
use
it,
and
so
now
it's
I'm
using
it
and
like
really
targeting
the
interventions
and
instructions
based
on
that.
The
fast
bridge
I
mentioned
it
because
it
is
new.
It
is
a
targeted
way
for
us
to
get
diagnostic
information
and
understand.
Where
do
we
need
like
real,
immediate
intervention
for
these
students,
and
so
that
is
investment
that
we're
hoping
does
work,
but
is
a
need
that
we
saw
that
wasn't
in
our
portfolio.
AH
We
require
very
few
of
these
tools.
We
have
them
available
and
offer
them
in
support
schools
that
might
need
them,
and
so
it
does
sound
like
a
lot.
But
it's
because
we
have
a
diverse
set
of
students
and
we
need
different
tools
depending
on
what
the
needs
of
those
students
are
especially
coming
back
from
the
pandemic
and
then
the
last
thing
that
I
wanted
to
say
your
last
question:
oh
I
forgot
what
your
last
question
was:
I
apologize.
K
That
are
you
thinking
the
one
about
sort
of
narrowing
Choice
around
alternative
assessments
or
or
or
new,
and
improving.
A
So
I
have
a
final
question
as
we
move
forward
so
have
have
teachers
received
their
results
yet
have
the
schools
you
know
shared
with
teachers.
The
results
of
last
year's
MCAS
scores.
AH
Sort
of
right
so
there's
a
lot
of
data,
and
so
it
comes
in
waves
and
the
ways
that
you
look
at
our
look
at.
It
are
different.
So
one
thing
that
I
described
earlier
is
we
put
out
the
MCAS
dashboard
from
last
spring.
So,
like
students
were
taking
the
test,
I
think
in
January
in
March
and
so
April
you
need
to
speak
up.
They
can't
hear
you
by
May.
Is
that
better?
By
may
they
had
some
of
their
item
level
results.
AH
So
teachers
have
been
seeing
this
data
Maybe,
not
at
the
summary
level
since
last
spring,
and
then
what
we've
been
doing
in
turn
is:
we've
started
to
create
decks
and
different
tools,
the
dashboard
being
one
of
them
that
have
more
summary
level
data.
So
it
gets
further
away
from
the
classroom
further
away
from
standards
and
instruction,
but
gives
like
a
general
picture
of
how
either
the
school
is
doing
or
the
district's
doing,
and
so
those
sessions.
A
AH
Been
happening,
okay
and
so
we've
been
sharing.
These
results
with
teachers
like
on
an
on
a.
A
A
Okay,
so
I
guess
what
I'm
looking
for
is.
So
we
now
have
the
MCAS
data.
We've
got
the
rest
of
the
school
year.
Where
is
it
sort
of
like
Ready
set
go?
What
are
we
going
to
do
different
when
we
come
back
next
year
this
time
and
are
looking
at
the
data
we
can
see
where
our
efforts
have
made
some
kind
of
impact
so
that
we're
not
just
every
year
sort
of
like,
oh
well
and
moving
forward?
How
do
we
begin
to
say?
AN
So,
on
the
ELA
piece
as
an
example,
we
want
to
see
growth
in
terms
of
grade
level
reading,
and
so
we
would
expect
to
see
because
of
this.
This
focus
on
grade
level,
tasks
and
texts.
We
would
expect
to
see
that
change
the
level
of
proficiency
change
and
also
for
mathematics,
part
of
what
we're
doing
in
both
right
to
look
at
what
are
the
types
of
skills
at
each
grade
level.
AN
That
signal
to
us
some
areas
in
gaps
in
curriculum
and
then
also
places
where
we
can
provide
more
supports
for
teachers
a
lot
of
it.
The
the
common
approach
is
making
sure
there
is
grade
level
tasks
and
I.
The
other
thing
I
want
to
say
here
is:
you
can
have
a
grade
level
task
in
front
of
a
student,
but
if
you
do
all
the
work
for
them,
that
also
doesn't
allow
them
to,
and
so
that's
a
lot
of
the
work
that
we're
doing
as
well.
AN
How
do
you
it's
it's
a
natural
thing
to
want
to
protect
and
support
when
there's
a
gap
in
in
grade
level
achievement,
but
it
really
is-
and
some
of
the
things
that
superintendent
Skipper
have
talked
about
are
a
big
part
of
the
academic
piece
right.
It's
knowing
the
skills
but
knowing
the
students
and
how
to
connect
them
and
scaffold
them
appropriately,
knowing
the
wholeness
of
who
they
are.
A
Great,
thank
you.
Thank
you
for
this
conversation
and
the
committee
looks
forward
to
receiving
future
updates
from
The
District
in
terms
of
the
academic,
acceleration
strategies
and
future
meetings.
So
thank
you
all
for
this
conversation.
It's
been
great.
Thank
you.
A
Our
next
report
is
the
office
of
multilingual
and
Multicultural
education.
Strategic
plan
I'll
now
turn
it
back
over
to
Dr,
Linda,
Chen
senior,
Deputy,
superintendent
of
academics
and
pharah
azaraj,
deputy
chief
academic
officer
and
interim
assistant
superintendent
of
the
office
of
multilingual
and
Multicultural
education.
Who
will
give
the
presentation
yeah.
AN
AN
We
had
to
do
things
in
a
short
period
of
time
and
I
really
want
to
also
give
a
tremendous
shout
out
to
Farah
and
her
team
for
really
taking
the
time
to
meaningfully
engage
folks
in
this
process
to
give
us
feedback,
because
this
is
not
something
that
we
can
do
alone,
and
we
know
our
parents,
families
and
communities,
know
our
students
so
well
and
best
so
with
that
I
want
to
reiterate
some
of
the
things
that
the
superintendent
mentioned
at
the
top
of
this
meeting.
AN
Regarding
this
plan,
this
strategic
plan
is
an
affirmation
of
a
district-wide
commitment
to
our
multilingual
Learners
with
and
without
disabilities,
and
there
were
some
comments
made
earlier
this
evening
from
some
of
our
stakeholders
and
leaders
who
gave
us
feedback
I
want
to
also
say
with
our
multilingual
Learners
with
disabilities.
It
is
absolutely
a
joint
responsibility
of
both
the
OM
Department,
our
office
of
multilingual
and
Multicultural
education,
as
well
as
our
special
education
teams
to
ensure
the
success
of
all
of
our
students.
AN
I
also
want
to
note
that
the
importance
of
Home
language
or
native
language
instruction
here,
the
research
is
very
clear
that
that
program,
that
type
of
programming
and
learning
demonstrates
the
greatest
effects
size
and
effect
Effectiveness
for
our
students
with
that
are
multilingual,
Learners
and
I.
Think
at
the
same
time,
what's
great
about
that,
is
it
also
provides
the
identities
in
the
rich
Mosaic.
It
provides
that
affirmation
of
our
students
across
the
district.
AN
What
what
pharah
will
now
walk
through
is
a
robust
presumption
that
helps
inform
you
of
not
only
our
strategic
plan,
but
importantly,
how
we
landed
on
this.
That
involves
stakeholder
feedback
centering
on
our
students,
the
importance
of
bilingual
education
and
the
complexities
and
the
necessity
of
us
as
a
district,
committing
to
making
those
significant
Investments
commitment
and
resources
and
the
time
to
continually
continuously
partner
and
engage
our
families
and
communities.
AN
Those
are
all
essential
pieces
of
the
plan
and
then
last
but
not
least,
I
do
want
to
also
say:
Fair
will
also
talk
a
little
bit
about
importantly,
the
systems
infrastructure
through
her
reorganization
of
the
office
of
multilingual
and
Multicultural
education,
to
ensure
that
we
are
positioned
for
Success
Through
This
strategic
plan.
So
we
obviously
have
a
lot
of
work
to
to
do
together,
and
this
is
a
huge
and
important
big
First
Step
I'm,
going
to
turn
now
over
to
Farah.
AQ
Thank
you,
Dr
Chen
good
evening,
Madam
chair
school
committee
members.
Thank
you
for
having
me
and
Farah.
Suraj
again
is
serving
as
the
interim
assistant
superintendent
for
the
office
of
multilingual
and
Multicultural
education.
This
is
the
first
time
that
we
are
presenting
to
school
committee
under
our
new
name.
There
have
been
quite
significant
changes
so
excited
to
share
our
vision
of
the
new
office,
as
well
as
our
vision
for
multilingual
learners.
AQ
Our
purpose
for
the
primary
goal
for
this
strategic
plan,
as
outlined
in
addition
to
our
priorities
and
feedback
impact
and
next
steps,
I
want
to
also
just
front
load
that
I
apologize
for
the
lightness
of
this
evening.
In
addition
to
the
content
that
has
sort
of
been
condensed
from
42
pages
of
a
plan
into
20
slides,
there
is
a
lot
of
dense
information
that
is
part
of
the
plan.
AQ
So,
as
the
superintendent
mentioned
earlier,
and
as
well
as
Dr
Chen,
our
vision
is
really
towards
our
office
in
addition
to
a
district
shift.
So
previously
the
office
of
English
Learners
in
that
term,
English
Learners,
really
sort
of
denotes
that
the
primary
goal
for
our
bilingual
and
or
multilingual
learner
students
is
to
acquire
in
the
whole
English.
Well,
that
is
important.
AQ
Clearly,
it
was
important
for
my
family
and
my
education
as
an
immigrant
arriving
here
and
learning
English.
As
my
fourth
language,
it
is
also
important
to
recognize
that
we
want
to
ensure
that
we
move
towards
the
preservation,
maintenance
and
acquisition
of
native
languages,
of
our
students
and
communities.
AQ
That
is
our
essential
mission
in
our
new
office
and
the
vision
towards
our
students
feeling
essential
sense
of
belonging,
joyful,
learning
in
a
multicultural
learning
environment
and
that
they
also
have
the
opportunity
to
be
academically
proficient
in
at
least
to
or
more
languages
and
to
graduate
with
the
Massachusetts
state.
Seal
of
biliteracy.
AQ
It
is
also
important
to
recognize
that
in
a
global
market,
an
economy
that
being
bilingual
and
or
having
the
Mass
state
of
Bill
seal
of
biliteracy
is
a
huge
asset
in
terms
of
a
College
and
Career
pathway
overall,
so
who
are
our
multilingual
learner
students?
So
this
is
based
on
our
snapshot,
data
of
enrollment
from
our
September
23rd
data.
AQ
So
it
is
evolving
as
this
time
of
year,
stabilizes
after
October
in
terms
of
the
overall
District
enrollment,
but
essentially
our
multilingual
Learners
are
31
of
the
overall
student
population
in
the
district
and
our
former
multilingual
Learners
are
14
English
learner
language
or
that
term
in
particular,
is
synonymous
with
multilingual
Learners
by
state
definition.
They
are
also
adopting
and
moving
towards
that
language
of
multilingual
Learners
to
really
recognize
and
honor
the
multiple
languages
and
that
sort
of
encompasses
the
bilingual
assets
of
students.
AQ
So
State
and
excuse
me,
is
federal
definition.
Federal
definition
is
still
at
limited,
English
proficient.
We
do
not
use
that
at
the
district,
but
you
may
hear
that
language
at
times,
based
on
some
of
the
links
from
Desi,
as
well
as
some
of
the
programmatic
planning
and
required
documentation,
that
is
in
the
Strategic
plan.
AQ
Now
our
students
are
identified
also
by
English
language
development
levels,
that
is
when
they
enter
the
district,
as
well
as
through
the
access
annual
assessment.
That
is
a
requirement
for
every
multilingual
Learner.
In
addition
to
obviously
ncas
and
grades,
three
to
eight
and
tenth
grade,
every
multilingual
Learner
participates
in
the
access
assessment
annually
from
kindergarten
to
12th
grade.
So
we
do
use
that
access
information
to
designate
ELD
English
language
development
levels.
AQ
We
have
had
an
increase
of
English
language
development
levels,
one
to
three
in
this
past
year
of
about
1
000
students.
We've
also
had
an
increase
of
slight
those
are
students
with
limited
interrupted,
formal
education.
AQ
Those
are
students
who
may
have
had
very
low
level
of
schooling
or
native
language
schooling
in
their
home
country,
and
so
they
did
not
necessarily
acquire
enough
of
their
own
native
language
skills
to
be
able
to
sort
of
transfer
into
our
general
programming
or
our
state
seis,
sheltered,
English,
immersion
programming,
so
they're,
mostly
designated
at
ELD
one
to
two,
our
ELD
five
students.
AQ
We
have
seen
an
increase
of
students
who
have
met
the
state
criteria
to
exit
out
of
English
learner
services
and
programming,
and
so
those
students
are
those
students
who
come
become
former
English,
Learners,
otherwise,
former
multilingual
learners.
Those
students
are
then
monitored
for
a
four-year
period
from
in
the
district.
AQ
We
have
over
many
many
many
languages
actually
over
80
languages,
I
think
that
number
sort
of
fluctuates
depending
on
the
year.
However,
our
greatest
percentage
of
language
speakers
still
continue
to
be
Spanish
at
around
80
percent
of
multilingual
Learners,
and
this
data
is
also
encompassing
our
former
multilingual
learner
students.
AQ
So
we
are
rich
with
linguistic
diversity,
and
that
also
means
that
we
have
a
duty
to
provide
bilingual
education
programming
and
to
increase
those
offerings
for
our
students
and
Families.
AQ
While
we
do
have
bilingual
education
programs
in
the
district,
they
are
not
sufficient
and
or
wide
enough
to
be
able
to
capture
the
interest
and
or
the
need
from
the
K
to
12th
grades,
and
we
have
seen
again
and
again-
and
we
know
this
from
experience
from
research
from
again
speaking-
to
students,
families
and
our
own
data.
That
tells
us
that
our
former
English
learner
students
who
have
acquired
both
languages
outperform
our
monolingual
Learners
students
in
this
research.
AQ
It
demonstrates
the
pathways
towards
the
different
programs
by
bilingual
education,
and
it
clearly
suggests
here,
as
in
many
other
research
data
and
profiles,
that
the
more
long-term
achievement
models
that
we
study
the
higher
the
achievement
is
for
students
who
are
in
dual
language
and
also
in
transitional
bilingual
late
exit
models.
We're
going
to
talk
a
little
bit
about
those
different
programs
what
they
are,
but
our
work
is
centered
on
the
clear
research
data
as
well
as
a
community
and
student
and
family
driven
need.
AQ
Massachusetts
voted
in
question
two
that
essentially
transitioned
bilingual
education
out
of
the
state
and
moved
into
an
english-only
programming
that
essentially
not
only
harmed
our
students
and
families,
but
it
harmed
our
educators
and
I
recall
as
an
English
learner
director,
where
teachers
specifically
asked
can
I
use
Spanish
with
the
student
who
just
arrived
in
my
classroom.
Is
it
okay
for
me
to
you,
know,
transfer
this
word,
that's
a
cognate
with
the
student.
Is
it
okay
for
me
to
interpret
and
or
provide
this
in
Spanish?
AQ
We
have
to
recognize
that,
in
order
to
make
the
sleep
and
this
shift
as
a
system,
we
first
and
foremost
have
to
address
the
belief
system
that
still
lies
in
many
of
our
dominant
cultures
and
peoples
and
Educators
and
adults
as
a
whole,
which
means
that
if
I
hear
Spanish
spoken
in
a
classroom
that
that
is
not
viewed
as
an
asset,
perhaps
or
that
I'm
in
fear
as
an
educator
in
terms
of
what
that
might
mean
given
the
years
of
the
english-only
dominant
approach.
AQ
Like
my
child,
who
attended
a
bilingual
program
and
is
now
as
she
likes
to
call
quadrilingual,
but
she
is
now
a
bilingual
quadrilingual
student,
who
is
a
BPS
student
in
the
11th
grade,
so
my
own
child
will
participate
in
the
Seal
of
by
literacy,
but
there
was
an
opportunity
that
was
provided
to
hurt
others
in
other
communities
in
which
bilingual
education
was
prominent.
It
was
seen
as
an
additive,
and
so
we
have
to
shift
that
belief.
AQ
Now,
one
thing
to
note
is
that
English
learner
education
programs
have
a
very
different
process,
and
so
I
want
to
walk
us
through
what
that
product
is
on
the
next
slide
and
the
one
program
here
that
is
not
abide
by
the
English
learner
education.
Legal
requirements
is
the
Heritage
language
program
that
is
actually
a
program
in
a
model
that
is
under
our
world
languages
under
our
academics,
Department,
so
we'll
sort
of
walk
through
transitional
bilingual
education
do
a
language
as
our
bilingual,
especially
our
English
learner,
education,
bilingual
programs
and
Heritage
language
programs
So.
AQ
Currently,
what
we
have
in
the
district
are
sci
programs
across
the
district.
Those
are
State
SEI
classrooms,
in
addition
to
programs
that
are
district
designated
that
are
sometimes
also
language
specific.
That
means
the
students
at
ELD
that
language
proficiency
from
ELD
one
to
three
and
language
are
grouped
together.
AQ
The
other
option
is
a
transitional
bilingual
education
program
for
transitional
bilingual
education
program.
That
means
that
students,
when
they
arrive
to
our
district,
we
offer
them
a
program
in
Spanish
in
which
they
acquire
English
and
Spanish
is
taught
in
some
of
their
content
courses,
but
the
more
that
they
acquire
that
English,
the
less
of
that
native
language
in
content
courses
they
participate
in
and
therefore
when
they
are
ready
to
exit
their
TBE
program,
it
has
to
do
by
their
language
Proficiency
in
English.
AQ
So
again,
the
more
English
proficiency,
the
less
native
language
courses
and
content
in
the
transitional,
bilingual
education
program
and,
lastly,
do
a
language
education.
This
model
that
we
have
in
the
district
is
a
two-way
language
model,
two-way
immersion.
So
that
means
that
you
have
English
dominant
students
in
the
other
language
speakers
and
they
both
learn
both
languages.
AQ
Now
we
also
want
to
acknowledge
that
the
path
to
getting
there
is
quite
a
process
and
that
there
are
particular
regulations
in
metrics
and
timelines
that
we
have
to
meet,
and
so
we
are
planning
backwards
right
from
those
timelines,
and
the
implementation
of
the
three-year
plan
assures
us
that
if
this
first
year
we
are
preparing
our
district
in
our
schools
for
Readiness
to
be
able
to
explore
options
in
terms
of
programs
again
between
Heritage
language,
transitional,
bilingual
education
and
dual
language
education.
AQ
That
schools
will
then
be
better
prepared
to
engage
their
school
communities,
and
it
is
really
crucial
that
school
communities
are
made
up
of
families
in
those
communities
are
made
up
also
of
staff
and
that
it
is
a
process
that
is
driven
through
equity
and
all
of
the
voices
and
stakeholders
as
part
of
that
school
community
and
moving
towards
preparing
for
the
School
site,
Council
vote,
which
is
also
another
required
aspect,
as
well
as
our
district
English
language
acquisition,
Council.
That
is
our
d-lac
group.
AQ
That
is
a
deci
committee
that
has
been
established
and
is
also
a
requirement
for
any
programming
that
our
d-lag
committee
is
involved
for
any
new
El
programs.
AQ
So
once
that
process
moves
forward,
there
is
a
a
clear
proposal
that
is
outlined
by
Department
of
Education
for
any
new
programs
that
has
to
be
submitted
by
January
1st
of
every
school
year.
In
addition
to
that,
we
are
also
under
the
Department
of
Justice
and
the
office
of
civil
rights,
as
many
of
you
know
for
many
years,
and
so
they
also
review
all
of
our
programming,
and
that
requirement
is
also
in
a
particular
timeline.
AQ
After
we
received
the
deci
approval,
so
if,
for
example,
we
have
a
program
that
is
voted
on
by
the
schoolside
council
and
the
d-lac
has
reviewed
and
has
approved,
we
will
move
forward
with
a
proposal
to
the
Department
of
Education
by
January
1st.
There
is
a
90-day
window
in
which
Department
of
Education
will
return
with
a
response
of
yay
or
you
have
to
make
adjustments
and
then,
once
that
final
plan
is
approved
that
will
move
into
then
the
Department
of
Justice
approval.
AQ
So
all
of
this
happens
within
that
year
too,
and
then
we
transition
into
final
schools
that
are
that
have
been
selected
approved
for
programming,
then
to
transition
to
school
choice,
parent
choice,
assignment
again,
implementation
planning
for
grade
level,
teacher
capacity,
language
of
teachers
and
implementation
from
probable,
org
budget
hearings
and
so
forth.
Any
new
teacher,
Any
teacher
I,
should
say
that
is
impacted
through
our
Boston
Teachers
Union
contract
has
to
be
notified
by
March
1st,
and
so
again
this
is
a
sort
of
a
quick
snapshot
on
the
Strategic
plan.
AQ
AQ
So
we
understand
that
we
are
moving
as
aggressively
as
we
can,
but
it
is
also
about
the
intentionality
and
the
planning
of
the
implementation
of
the
plan
and
these
steps
we're
going
to
move
into
our
strategic
priorities,
and
so
we
do
have
again
a
process
of
Engagement
I
want
to
also
acknowledge
that
we
have
started
this
process
of
advocacy
myself
involved
in
the
English
learner
task
force
when
I
was
a
member
for
a
few
years
now,
and
so
I
think
that
this
is
a
tribute
to
many
to
many
many
voices
advocacy
in
addition
to
really
ensuring
that
it
is
student
and
Community
Driven.
AQ
We
have
been
engaging
with
the
English
learned
task
force
throughout
this
past
year
on
investments,
aligning
the
objectives
ensuring
that
we
also
develop
the
infrastructure
internally
in
our
office
and
grounding
the
research
and
aligning
to
the
look
act
overall,
and
so
we've
done
a
lot
of
work
to
build
this
infrastructure
and
to
ensure
that
our
investments
are
aligned.
And
now
we
have
gotten
to
a
place
in
which
we've
received
internal
external
feedback
and
have
developed
this
final
plan.
AQ
That
is
up
for
your
review
this
evening.
That
has
constituted
many
many
feedback
sessions
that
I'm
very
grateful
for,
and
it's
really
I
think
it's
important
for
me
and
all
of
us
at
the
district
that
we're
not
just
receiving
the
feedback,
but
we're
actually
inputting
and
ensuring
that
the
feedback
is
reflected
from
the
voices
of
the
field.
And
so
we've
had
the
to
your
participation,
language
assessment
team
facilitators.
AQ
Again
many
stakeholders
that
have
been
a
part
of
this
but
I
will
say
our
English
learner
task
force,
partners
and
d-lac
have
also
been
really
essential,
critical
Partners
in
this
work
and
as
we
really
move
towards
implementation,
because
I
think
one
key
point
that
everyone
has
raised
in
the
feedback
is
and
I
agree
to
this
a
plan
is
a
plan
is
a
plan.
It
is
about
the
implementation
of
the
district,
and
so
we
are
at
that
juncture
where
I
am
excited.
AQ
I
am
ready,
our
team
is
ready
and
we
want
to
get
moving
to
the
next
steps
and
the
next
steps
are
to
really
lay
out
the
project
plan
for
each
of
the
Strategic
priorities
that
is
outlined
so
that
it
is
explicit.
It
is
intended
to
name
the
Departments
and
the
staff
members
with
clear
tasks
in
that
we
have
a
review
process
with
our
internal
and
stakeholder
members.
AQ
So
a
lot
more
work
to
do
ahead
of
us,
especially
in
these
next
few
months,
in
ensuring
that
we
expand
again.
These
are
the
five
strategic
priority
areas,
so
we
expand
our
bilingual
English
learner
education.
That
is
a
statement
designated
term
from
Mass
Desi,
so
that
we
expand
our
ele
bilingual
and
World
Language
Heritage
programming
that
essentially
supports
students
and
enable
their
achievement
of
the
Massachusetts
state
seal
of
bi
literacy
that
we
ensure
that
all
multilingual
Learners
with
disabilities
receive
appropriate
services
and
support,
including
native
language,
improve
instruction
and
outcomes
across
multilingual
learner.
AQ
So
as
we
transition
to
diving
in
a
little
bit
more
on
each
of
these
strategic
priority
areas,
it's
also
important
to
understand
some
of
the
Baseline
data
that
we
evaluated,
assessed
and
or
may
not
have
the
full
sort
of
breadth.
If
you
will
in
terms
of
really
digging
deep
into
that
data-
and
there
are
some
particular
reasons
for
that,
for
example
in
expand
in
our
bilingual
programming
and
as
well
as
Heritage
programming.
AQ
AQ
We
have
about
30
programs
across
the
district,
that
are
language,
specific
programs,
and
what
that
tells
us
is
that
there
are
language
communities
at
those
schools
and
that
that
is
a
baseline
data
point
for
us
to
then
be
able
to
move
and
transition
into
identifying
the
potential
for
the
schools
based
on
their
projection
data
for
them
to
transition
into
a
program
that
is
either
bilingual
and
or
heritage.
AQ
AQ
Now
we
actually
had
about
we've
had
an
increase
this
past
year
of
about
240,
three
students,
I
believe,
was
the
exact
number
we
are
looking
to
increase
by
the
Baseline
of
of
what
we
believe
is
an
approximate
number
of
senior
graduates,
and
that
is
about
3
500
students
per
year,
so
we're
looking
at
over
850
students
by
the
end
of
that
metric.
AQ
Our
second
priority
is
to
ensure
that
all
multilingual
Learners
with
disabilities
receive
appropriate
services
and
support.
I
will
say
this
is
a
joint
effort
with
our
office
of
special
education,
as
we've
noted,
and
we
have
to
do
better
in
terms
of
working
and
aligning
our
support
systems
and
resources.
We
know
this
and
one
of
the
ways
that
we
have
to
do
this
is
through
data
data
collection
and
identifying
our
native
language
supports
in
classrooms.
AQ
AQ
This
is
our
most
vulnerable
student
population
in
the
district,
and
we
know
that
we
have
to
work
closely
together
to
be
able
to
make
the
ship
towards
students
receiving
both
there's
special
education
services
and
their
language
Services
is
required
by
law.
So
this
is
a
new
joint
commitment
that,
in
addition
to
many
of
the
action
areas
that
we've
outlined,
but
as
a
metric
that
we
believe
will
move
the
needle
and
towards
not
just
services
but
quality
of
services,
as
well
as
impacting
the
supports
of
students
as
needed,
and
our
area
for
Stripes
strategy.
AQ
Party
number
three
is
all
around
improving
instruction
and
outcomes
across
multilingual
learner
programming.
We
know
that
we
have
a
variety
of
programs
and,
as
you
know,
the
conversations
earlier
were
taking
place
around
ncas
and,
for
example,
math
and
other
metrics.
AQ
In
addition,
we
are
also
looking
at
both
reading
and
math,
and
this
is
really
important,
as
we
sort
of
think
about
students
on
grade
level
and
students
above
grade
level.
We
have
many
students
who
also
arrive
to
the
district,
who
are
higher,
in
particular
skills
or
content,
and
so
one
of
our
key
strategies
around
this
is
to
also
build
out
bilingual
assessments
so
that
we
can
also
align
the
bilingual
assessments
with
English.
To
then
assess
where
students,
content
and
demonstration
of
knowledge
is
across
those
content
and
moving
across.
AQ
You
know
this
area,
it's
essential
that
we
think
about
our
language,
acquisition
and
development
for
students,
and
so
every
year
we
are
measured
by
the
state
as
well
as
every
student
has
a
making
as
a
measured
in
terms
of
access,
which
is
their
annual
assessment
that
is
required
that
they
have
to
make
So
based
on
our
historical
data
on
these
previous
years.
We
believe
that
increments
of
increasing
by
five
percent
will
ensure
that
more
students
are
not
only
targeted
with
instructional
Improvement,
but
also
their
individualized
learning
plan,
which
is
a
requirement
by
the
state.
AQ
If
a
student
has
not
met
their
progress
on
access,
so
in
this
area
we
have
much
work
to
do
with
new
curriculum
materials,
both
for
making
sure
that
Ela
has
the
scaffolds
and
supports
to
develop
an
ESL
curriculum
and
adopted
materials
to
also
bilingual
materials
and
moving
to
our
strategic
priority.
Four.
It
is
certainly
centered
all
around
our
systems
within
equity
lines,
where
we
can
ensure
multilingual
Learners,
have
required
services
and
access
to
Opportunities
and
by
the
Department
of
Justice
requirement
and
the
state
agreement
we
are.
AQ
We
have
to
abide
by
the
services
for
all
students
or
multilingual
Learners
based
on
the
English
language
development
level.
So
I
think
we
are.
You
know
this
is
the
Threshold
at
minimum.
It
is
at
90
or
above
of
instructional
minutes,
and
that
is
because,
if
a
student
is
missing
even
just
five
minutes
due
to
scheduling
concern,
that
means
that
that
student
has
not
met
that
compliance
metric.
AQ
So
there
are
some
variables,
such
as
that
or
a
teacher
or
leave
or
indoor
newcomer
student
who
just
arrived
today,
for
example,
that
might
not
necessarily
be
captured
in
the
scheduling
and
services
immediately
at
the
district,
and
so
that
is
the
reason
and
the
rationale
for
the
metric
and
90.
But
we
believe
this
is
doable
and
this
will
move
us
towards
eventually,
hopefully,
within
the
next
couple
of
years,
transition
out
of
the
Department
of
Justice
agreement.
AQ
There
are
many
more
areas
to
this
and
as
well
in
terms
of
an
equity
audit
program,
evaluation
and
so
forth.
I
know
our
time
is
so.
This
is
our
last
one
is
to
partner
with
youth
families,
communities
and
organizations
to
really
ensure
that
we're
increasing
student
engagement
and
opportunities
for
program
options
towards
College
and
Career
Readiness.
This
is
a
really
critical
one
that
I
feel
really
strongly
around
I
think
you
know
adhering
to
the
conversations
again
with
the
superintendent
and
others
earlier.
AQ
Chronic
absenteeism
is
at
the
root
of
many
of
our
multilingual
Learners
drop
out
or
retention
indoor
disengagement,
and
so
it
was
important
that
we
identify
what
is
one
of
the
root
causes.
That
is
a
significant
barrier
for
Student
Success
for
multilingual
Learners.
AQ
AQ
As
of
today,
there
is
about
an
eight
percent
Gap,
so
we
think
that
if
we
start
to
sort
of
move,
you
know
towards
identifying
what
are
the
supports
in
school
to
maintain
students
to
engage
our
multilingual
Learners
to
engage
our
families
early
and
so
I
think,
adding
to
that
it's
our
youth.
We
have
to
have
a
different
strategy
in
engaging
our
multilingual
learner.
Youth
versus
our
parents
of
you
know
younger
students
in
ensuring
that
we
maintain
our
students
that
we
provide
the
services
and
the
supports.
AQ
So
this
is
also
an
area
that
is
multi-layered
in
this
in
the
in
the
plan,
but
this
is
the
metric
in
the
rationale
for
that
percentage
and
that
increase
and
our
impact.
You
know,
I
know
that
we'll
have
much
more,
and
these
are
sort
of
again
related
to
our
priorities
that
have
been
outlined
and
I.
AQ
Think
that
you
know,
one
of
the
biggest
ones
is
to
ensure
that
our
students
and
families
have
bilingual
and
Heritage
options
for
programming,
so
that
there
are
more
opportunities
for
our
students
to
become
proficient
in
two
or
more
languages,
obviously
providing
that
native
language
support
for
our
multilingual
Learners
with
disabilities,
especially
as
we
think
about
severe
disabilities
and
how
important
it
is
that
our
language
connects
to
our
emotions
and
our
being
and
that
students
can
then
use
their
native
language
to
be
able
to
communicate
and
meeting
all
of
our
required
Services.
AQ
For
example,
we've
been
working
with
Vietnamese
Haitian,
Creole
vendors
to
develop
those
materials,
and
so
we
have
much
more
work
to
do
in
this
area
as
well,
and
ensuring
equity
and
access,
and
all
that
we
do
across
our
programming
with
AP
courses,
for
example
with
ID
programming.
Again,
instead
of
thinking
about
the
wide
range
of
offerings
and
to
develop
cross-departmental
supports.
Really
it
is
about
this
system's
approach
to
multilingual
Learners
do
not
just
fall
under
omme.
AQ
It
is
our
District's
responsibility
to
meet
the
needs
of
this,
in
addition
to
interesting
indicators
for
our
multilingual
learners.
So
while
we
have
much
work
to
do
ahead
of
us,
we're
excited
to
join
all
of
you
and
that
we
know
we
will
absolutely
transition
each
of
these
areas
into
a
project
plan.
AQ
There
will
be
a
committee
for
each
of
these
plans
that
we'll
be
working
on
what
are
those
updates,
metrics
and
quarterly
check-ins
we're
also
Contracting
finalized
in
a
contract
with
an
outside
vendor,
who
is
also
working
with
Jesse
on
the
transitional
bilingual
education
in
bilingual
dual
language
programming,
so
they'll
be
working
with
us
to
develop
a
district
bilingual
leadership
team.
That
is
essential
to
the
work
before
we
transition
to
the
School
Readiness.
AQ
We
have
to
ensure
that
our
district
is
prepared
and
that
we
are
meeting
all
of
the
criteria
within
the
district
to
transition
to
the
next
step
in
working
with
our
schools
and,
more
importantly,
you
know
we
have
to
work
with
our
school
leaders.
This.
This
is
I
would
say
in
terms
of
at
this
short
timeline,
as
Jesse
obviously
was
heavily
involved
in
the
feedback,
and
this
is
a
systemic
Improvement
plan
requirement.
AQ
N
AQ
You
know
how
to
sort
of
you
know
lead
through
this
process
when
we
get
to
this
stage
at
the
end
of
the
school
year,
so
we'll
be
working
with
our
school
leaders
to
make
sure
that
outside
of
those
who
were
able
to
engage
with
us
through
this
process,
that
every
school
principal
is
aware
of
the
planned
bilingual
education
and
implementation
and
that
they
feel
supported
and
have
their
questions
answered,
and
so
there's
a
sign
up
form.
AQ
So
if
anyone
is
interested
in
joining
any
one
of
the
Committees
on
each
of
the
Strategic
priorities,
we
also
welcome
that
from
our
public
and
all
of
our
stakeholders
and
so
again,
I
apologize
for
the
time.
I
understand,
there's
a
lot
of
content,
so
I
just
want
to
I'm
going
to
stop,
sharing
and
we'll
open
it
up
for
questions.
A
Thank
you
for
that
report.
I
just
want
to
make
members
mindful
of
the
time
it
is
now
10,
28.
I
think
we
could
have
another
five
hours
of
discussion
on
this
report
and
I
know.
People
are
tired
and
we
have
a
meeting
again
tomorrow
night.
A
So
I'm
gonna
do
a
chance
prerogative
tonight
and
say
that
I
know
that
we're
going
to
need
to
come
back
to
this
many
many
many
many
many
times.
A
So,
if
you
will
indulge
me,
I
think
that
we'll
try
to
do
just
one
round
of
questions
and
then
everybody
will.
Please
write
all
of
the
questions
that
you
have
that
you
will
not
get
answered
in
your
five
minutes
tonight.
We
will
send
them
over,
get
the
answers
and
send
that
back
to
share
with
the
committee
and
then
schedule
another
time
to
break
down
this
work.
I
mean
this
has
worked
for
the
next
three
to
five
years.
A
This
is
not
a
problem
we
are
solving
or
dealing
with
tonight,
but
I
really
do
want
to
thank
you
for
the
presentation
and
I
get
and
I
agree
with
our
speakers
in
public
comment
that
this
is
light
years
ahead
ahead
of
where
we've
ever
been
in
this
District.
A
We
certainly
aren't
at
the
finish
line,
but
we
have
a
much
better
Foundation
to
move
forward
with,
and
I
am
more
than
happy
to
see
the
work
around
Heritage
language
which
we've
been
crying
for
for
years
and
many
other
things
and
I
know
our
our
student
has
some
questions
about
the
syllabi
literacy,
so
I'm
going
to
let
him
go
first,
because
it
is
10,
30
and
I
think
he
may
need
to
go
home
and
finish
homework
and
get
ready
for
something
tomorrow
morning.
So
I'm
going
to
turn
it
over
to
you.
F
10
30
brain
getting
to
me,
but
yeah,
okay
anyway.
So
what
I
was
gonna
ask
about.
F
The
Seal
of
by
literacy
is
I,
have
a
little
confusion
on
like
exactly
who
will
get
it
because
the
thing
is
there's
so
many
bilingual
students
in
BPS,
because
there's
people
who
grow
up
with
both
languages
and
are
by
the
time
they
start
even
early
grades,
they're
fluent
in
both
languages,
and
then
there's
also
people
who
become
former
El
Learners
and
are
fluent
in
both
languages
at
that
time,
and
then
there's
also
people
who
just
decide
to
learn
a
language
I've
had
for
school.
So
like
exactly
what
does?
AQ
That's
a
great
question:
Diego
Thank,
you
so
much
for
asking
that
we
have
an
amazing
partner,
Julie
Calderon,
who
leads
our
world
languages,
Department
the
academics
Department.
She
is
a
one-person
shop,
and
so
we
have
been
working
very
closely
with
her,
and
so
the
schools
receive
an
invitation.
The
students
receive
an
invitation
that
they
share
with
the
students.
Now,
if
you
have
the
speaking
ability
without
the
reading
and
writing,
it
will
be
hard
to
pass
that
test,
and
so
there
is
a
test
that
the
students
have
to
take.
AQ
It's
scheduled
at
the
school
or
other
sites
and
then
based
on
that
test,
you
have
to
achieve
at
a
high
intermediate
level.
That's
kind
of
you
know
again
a
little
up
there
in
terms
of
language
proficiency,
so
you
have
to
definitely
have
the
literacy
skills.
So
what
we
found
is
that
we
have
many
students
who
are
speakers
of
the
language,
and
this
is
why
we
have
to
also
offer
the
literacy
and
the
Heritage
language
courses,
as
well
as
more
opportunities
for
World
Language
bilingual
bilingual
languages
following.
A
D
Yes,
I
said
I
mean
I,
call
it
the
sentiment
so
that
I,
you
know,
I
I
love
the
foundation
that
this
starts
here,
particularly
from
an
equity
lens.
I'm,
actually
curious,
very
quick
question
around
how
you're
engaging
the
office
of
human
capital
also
within
your
Partnerships,
particularly
as
we're
talking
about
the
the
engagement
of
paraprofessionals,
but
also
you
know
the
recruitment
of
teachers
who
come
with
this
expertise.
AQ
Great
question
Dr
Hawkins,
so
I
would
say
this
is
probably
one
of
our
most
critical
areas
that
we've
outlined
some
District
challenges.
One
being
that
we've,
we
have
to
increase
our
pipeline
for
both
teachers
and
paraprofessionals.
The
requirements
for
educators
and
teachers
who
are
teaching
in
that
target
language
is
through
a
bilingual
endorsement,
and
so
we
do
right
now
have
from
our
recruitment
cultivation,
diversity,
office
and
acceleration
bilingual
pathway
program.
AQ
We
also
I
partner
with
the
Boston
College,
and
they
also
have
a
program
in
which
we
provide
the
seats
and
pay
for
the
program,
which
requires
four
courses
75
hours
of
practicum.
So
there
is
certainly
a
need
for
increasing
both
the
language
capacity
for
some
of
our
Educators
to
become
proficient
to
teach
the
language
academically,
which
is
different,
so
I,
for
example,
could
not
teach
my
native
language
because
I
can
speak.
AQ
We
have
a
team
of
new
instructional
coaches
that
are
they're,
also
working
to
identify
universities
and
colleges
to
and
working
with,
Julie
Calderon
she's
offered
some
trainings
for
languages
to
be
able
to
do
some
training
in
terms
of
higher
language
proficiency
for
educators,
who
already
acquire
their
listening
and
speaking,
which
would
be
obviously
a
huge
benefit
to
us,
and
the
other
is
on
the
endorsement
in
the
licensure
side,
for
the
bear
the
bilingual
pair
is.
There
are
less
requirements
there,
so
we're
working
off
also
with
the
office
of
Labor,
Relations
and
office
of
human
capital.
AQ
So
part
of
our
next
steps
is
around
the
bilingual
policy
of
hiring
So.
Currently,
we
don't
actually
have
one
for
so,
for
example,
I
hired
bilingual
coaches,
but
we
actually
didn't
have
a
system
in
place
for
how
do
we
determine
the
language
proficiency
of
the
coaches
for
anyone
in
language
with
a
language?
So
we
have
some
work
to
do
in
terms
of
the
bilingual
policy
and
hiring
to
make
sure
that
it's
Equitable
and
that
the
languages
are
available,
because
the
cost
by
the
state,
standard
or
test
is
about
260
dollars.
AQ
You
know
for
a
teacher
or
someone
who's
going
to
come
for
an
interview.
They
might
not
take
that
additional
step
to
go,
and
you
know
pay
260
dollars
just
to
sit
for
an
interview,
so
we
definitely
have
some
more
work
to
do
on
all
of
those
ends
and
we'd
be
happy
to
provide
an
update.
That
is
part
of
this
year's
work.
L
Thank
you,
madam
chair,
and
I'm,
really
going
to
try
to
keep
it
condensed.
First
of
all,
again,
thank
you
for
the
work
on
this.
It's
incredibly
exciting
that
this
is
the
point
where
we're
at
this
is
our
our
starting
point.
L
So
thank
you
so
much
for
your
work.
I
know
that
you've
spent
a
lot
of
time
and
energy
through
this
formal
role
and
through
your
previous
work
on
the
task
force
as
well,
and
so
a
couple
of
questions
around
the
human
capital
piece,
I
I'm
glad
to
hear
the
recognition
around
the
difference
between
being
a
speaker
and
then
being
bilingual
and
also
having
the
ability
to
instruct
in
that
language.
Those
are
two
different
things
and
so
I
appreciate
the
pieces
that
you
mentioned
around
this
year.
L
Doing
some
work
around
the
planning
to
to
Think
Through
the
systems
around
the
hiring
and
getting
an
understanding
around
proficiency
evaluating
proficiency
Etc.
How
are
we
thinking
of
really
engaging
with
our
current
bilingual
teachers,
who
may
to
a
to
your
point
earlier?
Who
may
be
versed
in
the
language
but
haven't
necessarily
taught
in
that
language?
L
How
are
we
thinking
of
really
creating
like
that
pipeline,
so
I
mean
I
think
this
is
just
an
emphasis
on
like
this
is
a
really
big
thing
and
it
falls
apart
without
really
having
the
staff
capacity
and
I
think
the
part
that
gives
me
a
little
bit
of
anxiety,
even
though
it
I'm
also
excited,
is
that
we're
all
currently
experiencing
Staffing
shortages
and
we're
already
experiencing
difficulty
in
sourcing
those,
those
qualities
and
Educators,
and
so
I'm
I'm
just
curious
to
you
know
I'm
curious
to
really
spend
more
time
on
that
particular
piece
because
you've
already
answered
part
of
it.
L
I
just
wanted
to
make
that
statement,
and
then
let
me
actually
ask
you
another
piece:
I
know
that
there's
been
a
stated
desire,
shift
and
necessary
shift
around
increasing
the
bilingual
education
to
really
serve
our
multilingual
Learners
with
special
needs.
L
But,
as
you
and
I
both
know
that
doesn't
currently
effectively
happen
within
our
district,
you
either
choose
one
or
you
choose
the
other,
and
those
two
worlds
have
not
really
worked
well
together
to
the
detriment
of
our
students
and
families.
And
so
how
are
we
really
looking
at
implementing
that
shift?
Knowing
that
that
is
even
a
gap
within
the
schools
that
are
doing
bilingual
education
well,.
B
AQ
A
phenomenal
question:
a
the
two-year
first
question
just
quickly,
I
think
one
of
our
strategies
has
to
be
a
pipeline
through
our
paraprofessionals.
We
have
some
tremendous
Talent
with
linguistic
Capital
that
we
have
not
really
developed
towards
a
bilingual
keychain
pathway
because
we've
not
really
increased
or
had
those
offerings
in
the
past,
and
so
we
know
that
many
of
our
bilingual
pairs
would
be
and
could
be
interested.
AQ
So
I
think
that's
that's
one
in
addition
to
again
that
sort
of
linguistic
support
in
the
poaching
that
is
part
of
the
rcd,
the
recruitment,
cultivation,
diversity
office
and
their
model
is
this
ongoing
support.
AQ
But
I
also
acknowledge
that
Staffing
shortages,
especially
within
the
ESL
World
being
what
they
are
so
I
think
today
we're
you
know
at
32
ESL
vacancies
that
that
is
a
concern
and
so
matching
that
again,
with
the
needs
for
bilingual
staff
is,
is
one
that
we
share
in
in
terms
of
identifying
you
know
increased
Staffing
capacity
in
general.
The
foreign
I
think
that
there
there
is
potential
for
how
we
think
about
our
programming
outside
of
programs
for
multilingual
Learners
with
disabilities.
AQ
We
also
need
to
sort
of
shift
the
thinking
and
programming
around
multilingual
Learners,
so
some
of
our
goals
are
to
look
at
you
know,
programs,
but
also
services
and
settings
to
identify
our
multilingual
Learners
with
disabilities,
served
in
a
semi
sort
of
Sci,
with
an
inclusion
model
right
and
so
we're
looking
at
a
couple
of
schools
that
have
adopted
that
to
learn
from
those
schools
and
those
programs.
You
know
in
terms
of
bilingual
education
and
special
education.
We
used
to
have
programs
across
the
district
that
were
bilingual
special
education
programs.
AQ
We
no
longer
have
those
and
I
know
superintendent
Skipper
was
in
the
district
and
can
certainly
expand
on
those,
and
so
I
think
that
there
are
opportunities
in
which
we
can
think
about.
How
do
we
best
serve
students
or
currently
in
dual
language
or
when
we
expand
to
a
language
or
also
language
Learners
with
disabilities?
In
addition
to
thinking
differently
again
about
the
programs
in
which,
if
we
have
separate
ABA
programming,
that
we
also
need
to
have
that
bilingual
programming
component
added,
so
that
is
part
of
the
work
of
the
two
joint
offices.
AQ
AQ
But
it
is
certainly
what
we've
started
to
work
towards
and
are
working
with,
two
national
experts
that
will
be
bringing
the
will
be
contracting
with
them
to
help
us
with
that
strategy.
To
make
sure
that
we
are
learning
from
not
just
expert.
But
they
have
worked
with
districts,
urban
districts
who
have
done
this
in
bilingual
education
and
implementation
of
programming
and
training,
so
that
we
have
support.
AQ
I
don't
know
if
superintendent
Skipper.
J
I
think
there's
there's
a
number
of
opportunities
here.
I
think
you
know
we're
we're
working
with
post-secondary
Partners
right
now
that
are
looking
and
asking
us.
What
do
you
need?
I
think
this
is
like
a
perfect
example
where
we
could
be
like
very
specific
about
the
type
of
pipelines
that
we're
looking
to
build
and
offering
for
our
special
education
teachers
the
opportunity
to
become
duly
certified.
J
Vice
versa,
I
think
it's
there's
opportunities
for
co-teaching
models
here
that
we
at
one
point
had
in
the
districts
which
was
language
specific
with
where
you
you
had
special
education,
and
this
was
for
our
self-contained
programming
and
then
matched
with
the
teacher
who
was
language,
specific
and
bilingual
I.
Think
we
can
look.
You
know
at
that
in
some
of
the
programming
areas,
I
think
we're
going
to
have
to
be.
J
Is
you
know,
and
also
recognized
for
Educators
that
have
the
uniqueness
of
these
kinds
of
valuable
skills
of
being
fully
bilingual
and
also
having
an
ESL,
cert
and
also
special
education
that
we
may
have
ways
that
we
need
to
recognize
these
Educators
differently
than
we
currently
have
as
a
way
of
Recruitment
and
as
a
way
of
retaining
so
I?
Think
we're
going
to
have
to
kind
of
multi-strategy
on
this,
but
I.
But
I
do
think
that
there's
opportunity
here
primarily
because
our
post-secondary
partners
are
really
looking
and
asking
us.
J
What
do
you
need
going
forward?
So
I
think
we
can
build
pipeline
at
the
same
time
that
we're
valuing
these
kind
of
triple
types
of
Educators,
triple
talented,
Educators
and
certified
Educators,
and
then
look
at
creative
ways
in
the
inclusion
model
where
we
may
be
able
to
use
co-teaching
as
a
bridge,
for
you
know,
understanding
that
we
need
to
have
special
attention
on
our
English
language,
which
learns
with
disability.
J
You
know
statistically
nationally
Statewide
Boston,
statistically,
this
group
of
vulnerable
students-
you
know
under
you
know
is,
is
is
just
categorically.
You
know
whether
it's
absenteeism,
whether
it's
academic
performance,
they're
they're,
just
you,
know,
kind
of
crying
out
for
the
additional
kinds
of
supports,
and
so
this
is
a
this
is
a
group
of
students
that
I
think
we're
very,
very
committed
to
coming
around
into
honoring
the
staff
that
serve
them
in
a
different
way.
J
So
I
think
you
know
there'll
be
more
to
come
on
the
various
strategies,
but
at
one
point
in
the
district
we
did
actually
have
language,
specific
programs
for
particular
disability
areas
as
well,
and
that
was
that
allowed
the
grid
services
to
actually
work
together
in
a
way
that
worked
for
the
students.
L
Thank
you,
I
I,
very
much
appreciate,
appreciate
the
thinking
and
also
just
like
thinking
through
different
strategies
and
being
Innovative
on
incentivizing
and
and
just
really
addressing
those
needs.
The
other
piece
is
that
I'll
just
point
to
is
just
I
know.
We
recently
had
a
meeting
with
a
greater
Boston
Latino
Network.
We
were
talking
about
School
leaders
and
what
admin
numbers
look
like
in
terms
of
their
language
ability
or
their
ethnic
backgrounds,
and
so
it's
not
just
the
peras.
It's
not
just
the
teachers,
but
it's
also
the
admin.
L
It's
also
the
sexual
staff
leadership
team,
and
what
that
language
and
those
backgrounds
how
they're
reflected
and
I
think
the
other
piece
that
I'll
add
is
I'd,
be
curious
to
understand
what
what
or
how
dual
language
schools
current
bilingual
programs
within
our
districts
were
leveraged
in
the
creation
of
this,
and
if
they
haven't
how
they
will
be
leveraged
as
we're
thinking
through
the
strategies
for
implementing
and
what
we
can
learn
from
what
what
they're
already
experiencing,
what
they're
seeing
successes
in
and
where
they're
seeing
challenges.
Thank
you.
AQ
Absolutely
so
a
few
things
I've
done
some
touch
points
with
some
of
the
school
leaders
and
also
in
terms
of
like
their
curriculum
design.
It
is
a
little
different
depending
on
the
school,
but
one
of
the
key
areas
in
working
with
a
particular
contractor
who's
going
to
lead.
Our
district
leadership
group
is
to
actually
have
a
subgroup
of
Staff,
our
current
dual
Language
School
leaders
and
so
essentially
working
with
them,
as
well
as
ensuring
that
this,
the
Readiness
assessment
in
terms
of
really
reviewing
our
current
dual
language
programs
in
general.
AQ
So
what
are
some
of
the
criterias
that
we
would
expect
in
a
new
program?
In
addition
to
how
does
that
match
with
the
existing
programs?
We
know
that
there
are
schools
that
need
additional
support,
and
so
that's,
where
we're
sort
of
building
the
infrastructure
and
we've
hired
So,
currently
I've
hired
eight
coaches.
AQ
O
O
O
P
Thank
you,
madam
chair.
First
I
want
to
congratulate
congratulate
Farah
in
the
team
that
worked
for
the
elaboration
of
the
plan
and
I
have
to
recognize
that
the
language
they
used
I
had
not
seen
before
that
is
very
good,
and
also
something
very
important
that
I
have
to
highlight
is
the
fact
that
they
have
thought
of
having
a
partnership
with
families
and
Community
organizations
for
the
development
of
this
plan.
As
with
school
leaders,.
O
P
P
P
O
P
With
this
plan,
we
can
see
a
light
for
our
community
who
are
English
language
Learners.
However,
we
have
to
recognize
that
it's
not
perfect,
because
it's
not
perfect
that
I
did
not
see
clearly
some
recommendations
made
in
this
plan,
but
we
should
still
feel
encouraged
because
it's
the
first
time
in
a
long
time
that
English
language
Learners
are
being
taken
into
account.
P
O
O
O
O
P
You
had
said
that
you
would
implement
this
plan
in
25
schools.
Can
you
tell
me
in
what
schools?
Because
it
is
assumed
that,
if
you
have
already
thought
about
the
number
of
schools
to
implement
to
implement
the
plan
is
because
you
have
already
done
the
research
and
I
would
like
that.
The
parents
here
tonight
can
hear
that
information.
That
piece
of
information
from
you.
O
O
AQ
Thank
you
so
much
Rafa
for
finding
questions
and
also
all
of
your
feedback
throughout
the
summer
and
and
just
your
participation,
obviously,
in
your
leadership
with
the
English
owner
task
force.
As
the
co-chair,
it's
been
really
critical
to
happy
or
parent
voice
there
in
your
representation
in
this
process,
and
it's
important
that
we
not
only
say
that
we're
going
to
partner
with
families
but
engage
in
a
different
way
of
processing
that
engagement,
so
I'm,
going
to
start
with
the
last
question
and
then
work
back.
AQ
AQ
And
we
have
families,
for
example,
who
are
just
recent
immigrants
that
don't
value
as
much
as
maybe
second
gen
third
generation
immigrants,
bilingual
education,
and
so
we
have
some
work
to
do
depending
on
which
parents
and
and
the
engagement
with
our
language,
Community
groups
is
really
essential.
So
part
of
that
is
also
through
the
Strategic
priority
committees
that
we're
developing
but
ensuring
that
those
stakeholders
that
participated
in
the
stakeholder
feedback
are
joining
us.
AQ
But
for
me
it
is
essentially
those
parents
who
May
again
not
be
as
engaged
or
be
you
know
as
informed,
and
so
our
family
specialist
team
is
going
to
start
to
move
with
that
strategy.
Now
that
we
have
presented
the
school
committee
strategic
priority,
five
is
where
we'll
start
to
work
with
our
community
organizations,
community-based
organizations
and
schools,
and
it's
critical
to
that.
AQ
Our
family
Liaisons
we
have
to
coordinate
at
schools
with
our
family,
is
ons
directly
and
we've
not
really
worked
with
that
level
of
strategy
before,
and
so
you
want
to
sort
of
just
touch
on
the
second
question
in
terms
of
the
exact
schools
we
do
not
have
the
exact
schools
defined.
It
is
essentially
increasing
25
programs,
and
that
is
a
school-based
programming
decision
right.
That
includes
the
voices
of
families
includes.
You
know
again.
AQ
If
there
are
youth
and,
and
students
includes
the
voices
of
of
the
students
as
a
district,
we
have
a
responsibility
to
communicate
to
you
that
we
hear
are
all
of
the
schools.
Here
are
all
of
the
programs.
Here's
where
we
see
the
highest
language
of
students
grouped
together,
that
we
think
is
the
best
sort
of
suitable
in
terms
of
conditions,
student
makeup
and
as
a
school
Community
for
a
proposal
for
various
programs.
AQ
Currently
what
we
base
that
on,
as
based
on
our
language,
specific
programs
across
the
district,
and
we
have
30
of
those
programs-
some
are
full
capacity.
Some
are
lower
capacity,
and
so
that's
the
rationale
in
terms
terms
of
the
25
programming,
but
it
doesn't
mean
that
that
stops
in
in
the
three-year
planning.
That's
the
three-year
planning
for
implementation
of
that
fourth
year
to
launch,
but
we
should
and
on
that
strategic
plan
we've
outlined
every
year
thereafter.
AQ
We
should
then
start
to
set
the
targets
for
increasing
those
programs
across
the
district,
and
so
that
is
that
minimum
based
on
that
timeline
and
then
I
think
the
sorry.
The
first
question:
I
apologize,
I
think
I'm
getting
a
little
fuzzy,
but
it
was
on
the
hiring
and
the
hiring
and
when
so,
we've
outlined
that
we
would
increase
the
hiring
for
bilingual
pairs
starting.
So
that's
the
strategy
by
the
end
of
this
year.
AQ
P
O
P
I
want
to
recommend
that
the
English
language
Learners
task
force
is
the
one
who
supervises
the
work
of
the
of
this
program,
and
we
would
like
to
see
real
data
in
the
steps
and
the
results
that
we
are
achieving
with
it
over
time.
In
that
you
can
meet
with
us
in
our
meetings,
and
we
can
all
together,
look
at
all
the
the
progress
of
it.
AQ
O
P
AQ
Dude,
do
you
want
me
to
respond?
Well
if
I
I
can
just
share
that
we
shared
this
sign
up
form
here,
I
believe
you
can
see
my
screen,
which
is
the
interest
priority
for
each
of
the
Strategic
priorities.
Most
of
the
task
force
members
have
signed
up
for
the
different
groups.
AQ
I
would
just
say
based
on
the
Strategic
priority,
and
so
our
hope
is
to,
and
this
is
also
in
different
languages,
but
our
hope
is
to
really
ensure
that
that
is
the
process
in
which
English
learn
task
force,
as
well
as
other
community
members
and
parents
can
participate
in
I.
Think
that
we
are
already
held
to
the
English
horror
task
force
and
I.
AQ
Think
that
having
the
task
force
and
d-lag
members
I
think
dlac
is
a
group
that
I
would
love
to
also
see
as
part
of
this
oversight
and
other
key
stakeholders,
and
so
I
think.
Certainly
we
should
talk
about
that
with
Suzanne
as
the
co-chairs
in
terms
of
what
that
might
look
like.
As
far
as
additional
you
know,
oversight,
but
I
certainly
feel
like
that
is
already
part
of
the
plan.
AQ
And
then
the
next
steps
is
to
make
sure
the
English
on
task
force,
which
I
believe
most
of
the
members
have
already
signed
up
for
the
Strategic
priority
areas
to
to
do
exactly
that.
To
ensure
that
we
are
meeting
and
are
looking
at
the
metrics
and
receiving
that
place
and
they're
oversight
and
communication.
G
G
G
I,
remember
yes,
and
for
a
couple
of
reasons,
one
I
agree
with
the
increased
emphasis
on
Dual
language.
Schools.
I
agree
also
that
we
have
to
be
careful
on
that.
Like
increasing
inclusion,
we
have
to
figure
out
how
to
do
it
right
and
so.
I
really
applaud
the
emphasis
on
family
and
community
and
School
site
engagement
in
the
planning
process
and
superintendent.
I
love
that
you're
thinking
more
and
more
up
front
about
that
family
and
Community
engagement
has
to
be
part
of
the
policy
making
decision.
G
It
is
not
an
add-on
after
the
fact-
and
this
is
a
perfect
example
seeing
it
right
in
a
planning
document
early
on,
so
I
really
applaud
that
emphasis
as
well
and
lastly,
I
I
just
want
to
have
not
necessarily
the
caution,
but
the
note
of
realism
of
the
difficulty
we're
having
in
hiring
right
now,
and
so
when
we
say
we're
going
to
increase
hiring
a
pair
of
professionals
who
are
bilingual
by
15
percent.
That's
a
pretty
big
number
and
you
know
already
the
education
schools
are
pushed
as
high
as
they
can
to
have.
G
Students
who
are
multilingual
you
know
I,
would
love
if
every
High
we
had
spoke
two
or
more
languages
right,
but
the
challenge
is
having
people
that
are
in
the
in
the
queue
to
get
into
that
profession.
Who
was
speaking
the
languages,
and
so
it's
say:
we're
going
to
have
to
have
a
pretty
concerted
effort
to
be
able
to
meet
those
goals
and
I
agree
with
them
and
I'm
glad
you
putting
them
out
on
paper.
But
it's
going
to
take
a
concerted,
recruiting
effort
to
be
able
to
make
that
happen.
G
AQ
A
Thank
you,
Mr
O'neill
I'm,
just
going
to
keep
my
final
comments
brief
as
well
again,
I
do.
Thank
you
so
much
for
this
presentation
and
only
know
how
much
work
is
out
ahead
of
us.
One
piece
of
data
that
I
would
really
like
at
some
point.
Obviously
not
tonight,
is
to
understand,
as
we
analyze
where
we
are
now.
A
As
we
look
I
mean
it
was
very
profound.
Looking
at
the
student
data
in
terms
of
the
numbers
of
students,
we
have
speaking
various
languages
really
would
like
to
understand
how
many
native
speakers
of
those
languages
do.
We
have
now
teaching
our
kids,
so
what
percentage
of
our
kids
are
actually
being
taught
by
native
speakers
in
their
own
language?
A
What
percentage
of
our
kids
are
not
having
that
experience
and
then
to
really
understand
what
does
that
mean,
and
what
is
the
day
in
the
life
look
like
when
you
are
a
bilingual
student
in
a
non-teacher
who
does
not
speak
your
language
and
understand
from
the
teachers
perspectives,
where
they're
making
a
difference?
When
are
they?
What
are
they
successful?
Who
is
successful?
What
kind
of
success
models
do
we
have
with
English
speakers?
So
we
can
understand
where
those
kids
are
at
the
end
of
their
year,
not
only
in
language
but
in
their
other
academic.
AQ
Absolutely
Madam,
chair,
I,
just
will
say
quickly
that
that
is
an
area
that
we've
been
advocating
for
and
working
with
our
partners,
the
Boston
Teachers
Union
in
terms
of
being
able
to
collect
the
linguistic
proficiency
of
our
Educators.
It
is
something
that
I
think
we
probably
could
hopefully
get
to
a
resolution
on
soon
in
their
work
together.
In
terms
of
you
know,
we
hear
their
side
as
far
as
leveraging
teachers
and
parents
to
provide
interpretation
or
translation
of
being
pulled
out
of
their
core
functions.
AQ
So
I
think
you
know
we
want
to
make
sure
that
we
get
that
information
and
data.
That's
been
I
think
for
many
years,
a
question
that
we
have,
but
it
is
a
need-
and
so
that
is
part
of
the
the
work
that
we
also
have
to
do
and
additionally
I
think
again
it's
the
Staffing
and
the
matching
of
those
languages,
but
as
soon
as
we
have
more
information
on
that,
we'll
definitely
be
able
to
share
that
data.