►
From YouTube: Boston School Committee Meeting 6-8-22
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.
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
boston
school
committee.
I'm
chairperson,
jerry
robinson.
The
committee
just
returned
from
an
executive
session
to
conduct
a
strategy
session
related
to
the
committee's
role
in
the
collective
bargaining
between
its
contractor
transdev
and
the
united
steel
workers.
Local
8751
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube.
A
Tonight's
session
is
being
shared,
live
on
soon.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
Under
the
june
8th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
A
A
B
B
A
C
D
A
E
A
G
G
A
You
thank
you,
our
american
sign
language,
interpreters,
arlena,
dumont,
katie,
mcfarland
and
sharon
mendes.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
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
closed
today
at
4
30
pm.
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
yourselves
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
A
A
A
Okay,
if
not,
I
will
move
on.
I
will
name
a
couple
of
people
who
I
know
have
not
been
confirmed,
but
want
to
just
give
their
names
out
anyway,
lana
chan
from
boston,
latin
school,
josana,
cologne
from
new
mission
high
school,
olga
gika
from
excel
high
school.
H
A
J
I
A
K
Hi
there
I
live
in
jp
and
I'm
going
to
be
studying.
A
Stacey.
Excuse
me:
okay,
don't
see
her
okay,
so
those
were
our
graduating
seniors
again.
We
want
to
congratulate
all
of
them,
but
then
I
want
to
now
talk
about
our
favorite
graduating
senior,
a
member
of
our
committee,
and
I
invite
her
to
give
a
few
words.
Miss
cyra
mrsa
turn
it
over
to
you.
M
Hello,
everyone,
my
name
is
ira
mercer,
as
you
all
know,
I'm
a
senior
at
the
henderson
inclusion
school
and
I
will
be
attending
suffolk
university
in
the
fall
as
a
culture
and
global
studies.
Major
I've
been
a
part
of
bsax
since
my
11th
grade
year
and
became
the
student
rep
on
school
committee
around
the
springtime
and
honestly
it
was
kind
of
nerve-wracking
in
the
beginning.
I
was
nervous,
I
wasn't
sure
if
I
was
fit
for
it
and
honestly
I
loved
I
loved
it.
M
I
loved
every
moment
of
it,
no
matter
how
long
the
meetings
went
on,
I
loved
it
just
hearing
from
the
students
and
the
parents
of
bps,
and
you
know
actually
being
there
for
them
and
seeing
what's
on
their
mind
and
having
a
part
in
the
decisions
that
make
up
bps.
M
It
just
feels
good
and
knowing
that,
like
hearing
people
say,
oh
my
little
sister
mother
brother,
they
see
you
like
on
youtube
and
like
they
look
up
to
you
like
that
kind
of
warms,
my
heart,
because
I
do
want
to
become
educated
and
just
hearing
that
impact
that
I
have
on
students
like
it.
Just
I
don't
know
it
was
my
heart.
That's
all.
A
Thank
you.
You
know.
The
school
committee
has
been
extremely
fortunate
over
the
years
to
benefit
from
the
council
of
bright
and
talented
students
who
have
served
a
student
represents
and
miss
mercer
is
no
different
during
her
tenure
on
the
school
committee,
ms
mercer
has
represented
the
student
body
admirably
and
has
consistently
pushed
our
thinking
and
challenges
us
to
do
better,
we're
sad
to
see
her
go,
but
we
know
she
is
on
her
way
to
reaching
ever
greater
heights.
We
want
to
thank
you
again.
A
A
K
K
O
P
A
A
The
superintendent
search
committee
met
over
two
days
this
week
in
executive
session
to
continue
interviewing
candidates
for
the
position
of
superintendent.
The
co-chairs
reported
back
to
me
this
afternoon
that
the
committee
has
completed
this
round
of
interviews
and
plans
to
meet
again
an
executive
session
to
continue
this
process.
A
Once
they
finish
that
and
finalize
their
recommendations,
the
search
committee
will
have
completed
its
charge
based
on
the
feedback
from
the
search
committee
co-chairs.
We
are
hopeful
that
we
will
be
in
a
position
to
publicly
release
the
names
of
the
finalists
at
some
point
during
the
week
of
june
13th
or
early
june
20th,
once
that
is
done.
A
A
Q
Thank
you,
madam
chair,
and
yes,
I
am
speaking
right
now
on
behalf
of
the
three
co-chairs
of
the
search
committee,
dr
pam
edinger,
the
president
of
bunker
hill
community
college,
marcus
mcneil,
who
is
a
currently
a
student
at
fenway,
high
school
and
as
of
friday
at
2
p.m,
will
be
a
graduate
of
fenway
high
school
and
he's
very
much
looking
forward
to
that
and
our
fellow
school
committee
member
lorena
lapera.
So
the
three
of
them
are
co-chairs.
Q
There
is
strong
diversity
in
the
pool
that
we
have
chosen
to
meet
with
directly
diversity
with
regards
to
gender,
ethnicity
and
experience
with
boston,
and
we
are
pleased
with
that.
We
believe
the
pool
that
we
have
been
meeting
with
and
and
seriously
considering
considering,
is
very
representative
of
our
district,
which
is
a
message
we
heard
loud
and
clear
in
our
listening
sessions.
I
cannot
stress
strongly
enough
how
much
those
listening
sessions
have
informed
the
work
of
the
search
committee.
It
informed
the
job
description
that
we
put
out
it
enjoy
informed
the
profile.
Q
It
also
informed
of
the
question
of
the
committees,
the
the
questioning
of
the
search
committee
to
the
candidates
when
we
have
been
meeting
with
them.
So
in
particular,
we
have
focused
questioning
if
you
read
the
job
description
and
leadership
profile
or
attended
in
the
community
listening
sessions.
This
will
not
surprise
you,
but
the
questioning
have
led
around
opportunity.
Achievement
gap
also
includes
issues
such
as
racial
justice,
instructional
leadership,
teamwork,
governance,
conflict
resolution,
partnerships
in
each
case,
as
was
recommended
in
community
lesson
sessions.
Q
We
particularly
tried
to
focus
in
on
actual
record
of
achievements
in
that
and
most
in
particular.
It
is
no
surprise
that
we
are
focusing
in
on
the
areas
that
the
public,
the
greater
bps
community,
the
state
and
others
have
considered
areas
of
primary
focus
right
now
in
this
committee.
Obviously,
this
committee
and
the
school
committee
have
considered
areas
of
primary
focus,
which
is
our
students
with
disabilities,
our
english
language,
link,
english
language,
learners,
transportation,
school
safety
data
and
our
turn
around
schools,
and
so
we
have
had
focused
conversations
on
that
regard.
Q
We
are
very
thankful
to
the
search
committee
for
the
amount
of
time
they
the
seriousness
of
purpose
and
the
amount
of
time
that
they
are
devoting
this
to
the
to
this
effort
to
the
staff
that
is
working
with
us,
also
spending
incredible
amounts
and
hours
to
do
this
coordination
and
also,
most
importantly,
to
the
candidates
itself.
I
can
say
confidently:
there
are
a
number
of
highly
qualified
people
that
are
willing
to
consider
boston
and
are
engaging
in
serious
conversations
with
us.
They
recognize
the
opportunities
we
currently
have.
Q
They
also
recognize
the
challenges
that
boston
face,
and
they
are
not
shying
away
from
that,
and
we
are
pleased
with
that,
particularly
when
we
look
at
the
responses
of
other
cities
that
are
either
just
recently
completed,
searches
or
are
doing
searches,
and
so
we're
excited
about
what
we
have
in
front
of
us
and
we
look
forward
to
successfully
completing
the
charge,
as
the
chair
said
over
the
next
week
to
10
days,
and
then
this
process
becoming
very
public
where
we
are
all
involved,
as
well
as
a
number
of
our
stakeholders
are
involved
as
well.
A
Thank
you
I'll
now,
open
it
up
to
the
committee
for
questions
and
comments
again
want
to
remind
you
of
our
agreed
upon
norms.
Five
minutes,
one
to
two
questions,
go
back
around.
Does
anyone
have
any
questions
at
this
point?
R
R
And
so
I'm
curious
about
that
like?
What
is
our
commitment
to
offering
a
schedule?
And
of
course
I'm
gonna
be
the
guy
who
will
ask
about
sort
of
where
we
are
in
terms
of
our
thinking
around
any
sort
of
transitional
leadership
that
we
need
for
the
system
as
we
move
forward.
Q
I'm
sure,
madam
chief,
I
believe
it
was
in
your
initial
comments.
I
think
at
this
point
you
have
just
asked
ms
sullivan
to
check
with
members
to
see
the
availability
of
moving
the
school
committee
member
on
the
20
meeting
on
the
22nd
to
the
21st,
as
well
as
committee
members
availability
to
do
public
sessions
on
the
22nd,
23rd
and
24th,
not
only
for
us,
but
then
you're.
Q
Also
thinking
about
the
public
panel
discussions
from
the
various
constituencies
that
you
just
raised
and
making
sure
that
folks
have
availability
there
and-
and
I'm
sure
you
are
certainly
open
to
ideas
from
committee
members.
As
far
as
potential
folks
who
could
be
involved
beyond.
A
The
teams
yeah
et
cetera,
yeah.
Unfortunately,
we
until
the
committee
does
its
work.
I
think
the
best
issue
is
now
holding
the
week
of
the
21st
and
we
will
let
people
know
that
as
soon
as
there
is
confirmation
that
we
can
move
forward,
we
will
begin
the
process
of
building
the
the
teams
for
the
the
various
conversations
that
we
will
have
and
I'll
be
working
together
with
the
mayor's
office
to
be
able
to
do
that.
Q
But
I
believe,
madam
chair,
you
are
tentatively
planning
to
have
the
public
sessions
so
one
candidate
in
the
senate
each
day
for
a
day.
You
know
one
on
wednesday,
the
22nd
on
thursday,
the
23rd
one
on
friday,
the
24th
assuming
school
committee
members
have
the
ability.
A
Q
A
Yeah,
that
was
the
plan,
and
but
we
we
wanted
to
wait
until
miss
sullivan,
could
reach
out
to
members
to
confirm
first
of
all,
your
ability,
because
we
will
need
to
have
a
quorum
for
all
of
those
issues
so
once
that
is
also
established,
we'll
be
able
to
talk
with
with
public
as
well.
So
there
are
a
lot
of
moving
parts
over
this
next
week
and
a
half
to
you
know
both
put
together
our
own
schedule
as
well
as
that.
A
R
A
So
there'll
be
two
things
all
of
this,
because
we
are
doing
this
all
on
zoom.
This
will
all
be
available
to
everyone.
They
are
also
in
the
process
of
creating
flyers
with
zoom
information,
so
that
will
be
given
out
to
schools
and
everyone.
You
know
public.
All
of
this
information
will
be
made
available
on
our
website,
but
if
people
cannot
physically
be
present
to
attend
the
various
conversations
all
of
it
will
be
on
zoom
and
they
will
be
able
to
look
at
it
at
a
later
point.
A
Q
Q
Up
on
mr
card
hernandez,
I
think
you
were
what
you
were
trying
to
get.
I
believe
from
what
you
were
saying
on
the
schedule.
Is
you
anticipate,
for
example,
one
panel?
That
is,
I
think
you
said
parents,
what
do
you
say?
Parents
and
school
leaders
and
another
panel,
that
is
students
and
teachers
and
another
panel,
that
is.
A
A
Right
so
that
that
is
the
process
that
we
will
begin
to
to
look
for
people
who
will
be
able
to
commit
to
the
schedule
that
meet
those
criteria.
So
we
will
begin
tomorrow
to
reach
out
to
do
that.
A
I
think
people
can
reach
out
to
me
specifically.
Each
of
those
panels
will
have
six
people
so
we're
not
looking
for
60
people
or
more
six.
They
will
have
we'll
have
six
people
in
each
of
those
categories.
During
those
panels.
There
will
also
be
an
opportunity
for
people
to
pose
questions.
We
will
have
a
moderator
who
will
be
able
to
quite
you
know,
raise
questions
with
the
candidates
that
the
public
also
would
like
grades.
In
addition
to
what
the
panel
does.
R
A
No,
we
do
not
know
at
all.
I
will
be
working
with
the
the
mayor's
office
to
determine
that
list.
A
If
you
have
ideas
of
people
who
you
think
would
be
good
in
any
category,
I
welcome
you
to
send
me
their
name.
Okay,
at
this
point,
I'm
you
know
I
for
six
people
in
each
category.
You
know
you
know
50
or
60
people
who
would
like
to
volunteer
again
we're
going
to
need
to
figure
out
how
we
can
get
the
greatest
diversity
and
representation,
but
still
provide
the
best
opportunity
for
people.
A
If
there
are
questions
to
be
asked,
can
get
those
questions
asked,
but
can
also
look
at
all
of
the
various
interviews
over
the
three
days
so
that
they
can
also
see
how
interviews
have
gone
in
on
what
responses
to
questions
that
the
the
various
candidates
have
responded
to.
Q
I
would
assume
you
would
I'm
sorry
just
to
provide
clarity
on
that.
I
would
assume,
for
example,
you
would
work
with
dsac
to
come
up
with.
Students
would
be
in
the
panel.
You
would
work
with
some
of
our
parent
groups
from
sped
back
advisory
council,
et
cetera
for
parents
on
the
parents,
panel,
etc.
Great.
R
I
hope,
however,
we,
however
that
plays-
I
also
just
say
this,
given
that
this
is
our
last
meeting
till
after
that
process,
where
those
people
would
be
announced
rather
like.
I
just
think
we
should
also
be
very
thoughtful
around
how
stakeholders
in
the
community
will
know
who
has
been
appointed
to
those
panels.
A
There
will
be
an
announcement
and
they
will
again
the
best
place
that
people
will
find.
Information
will
be
going
to
the
the
bps
website,
but
also
our
publicists
will
have
this
information
and
I'm
sure
it
will
be
also
published
in
local
newspapers.
A
K
How
are
we
thinking
about
the
potential
of
an
interim
at
this
stage,
and
this
is
more
for
the
sake
of
consistency,
to
talk
about
how
bps
is
going
to
to
think
about
this
sorry
child
in
the
background.
But
how
are
we
yeah?
How
are
we
thinking
about
this?
Because
I
imagine.
S
A
Again,
I
am
in
conversation
with
both
the
district
and
the
mayor's
office
around
that.
I
think
that
we
will
have
again
a
bit
more
clarity
in
this
next
weekend
of
how
we
will
move
forward
with
that
plan,
depending
on
what
the
outcome
is
of
the
search
and
where
we
are
moving
forward.
But
we
have
been
talking
about
the
the
clarity
around
if
we
have
somebody
coming
in
right
away
and
whether
or
not
their
familiarity,
the
district
means
that
their
things
will
move
forward
or
whether
we
will
need
a
longer
period
of
interim.
A
So
those
conversations
are
are
being
talked
about.
We
are
looking
at
what
is
going
to
be
needed
in
the
most
immediate
future
and
are
still
working
on
a
longer
term
plan.
R
I
know
you're
managing
a
lot
of
complexity
outside
of
here,
so
I
want
one
thank
you
for
the
service
and
the
hard
work,
but
I
I
can't
I'm
just
saying
this
like
I
can't
imagine
what
it
feels
like
to
work
in
the
system
right
now
and
to
keep
being
told
that
trust
this
process
and
you
are
not
going
to
need
clarity
around
who
will
be
in
command
through
the
transition
if
it
if
it
doesn't
play
the
way
that
we
are
hoping
it
will
play,
and
so
I
just
feel
like
it's
a
level
of
I'm
sorry
about
this
in
the
background.
R
But
it
is
it's
a
level
of
of
unnecessary
disorganization
and
I
think,
and
I'm
like
I
keep
saying
it.
So
I'm
going
to
say
it
again.
I
wouldn't
want
to
be
running
a
school
right
now
and
hear
this
as
our
answer.
I
know
it's
outside
of
your
control,
chair
and
I
know
you're
pushing,
but
I
I
am
like
offering
empathy
to
folks
in
the
system,
because
it
seems
really
unfair
for
us
to
be
driving
a
process
this
fast
and
still
not
able
to
figure
out
an
answer
this
quickly
as
well
for
them
yeah.
A
I
I
couldn't
agree
with
you
more.
I
have,
as
you
well
know,
been
asking
about
the
same
question
since
the
very
beginning
of
this
process.
A
There's
a
lot
of
complication
going
on
in
the
district,
as
we
all
know,
and
so
the
issue
is
not
only
are
we
looking
for
to
name
a
person,
but
we
need
a
person
that
would
like
to
do
the
job
also
so
and
as
we
are
working
for
as
we're
working
forward,
you
know
we
just
can't
snap
our
fingers
and
say
tag
you're
it.
A
So
the
issue
is,
as
we
are
working
through
the
deci
report.
In
other
issues,
we
are
working
with
the
senior
leadership
team
and
others
to
make
sure
that
we
can
move
forward
on
all
the
moving
pieces
that
we
know
most
critically
need
our
attention
and
hopefully,
by
this
weekend
we
will
have
a
firm
answer
to
this
issue.
A
A
We
can
move
forward
on
as
we
raise
this
question
and
look
for
the
individual
or
the
team
that
will
be
willing
to
help
us
take
us
over
this
part
of
the
finish
line
as
we
move
forward
with
a
new
leader.
But
that's
all
I
can
say
at
the
moment.
If
I
had
a
different
answer
for
you
and
could
pull
out
something
magical.
I
would
do
that.
That
is
not
possible,
but
I
am
trusting
in
working
with
the
district.
R
Just
one
wrap
here:
no
one
thank
you
for
that
and
to
question
if
we
or
when
we
announce
who
would
be
acting
or
interim
during
the
time
of
the
transition,
whether
it's
one
day
or
a
month,
because
we
have
to
have
a
superintendent
in
our
system.
Is
that
something
we
vote
on
as
a
school
committee?
Or
is
that
just
an
appointment?
That's
enhanced.
A
I
believe
it
will
be
an
appointment
if
I
will
double
check
that,
as
I
said,
I've
never
done
this
before
so
I'm
not
quite
sure
legally
what
we
have
to
do,
but
we
will
check
on
that
and
we'll
get
back
to
you
with
either
answer.
Q
Yes,
two
points,
madam
chair.
I
do
believe
historically
that
the
announcement
of
appointment
has
traditionally
done
been
done
jointly
by
the
chair
of
the
school
committee
and
the
mayor
working
together.
I
do
believe
also-
and
ms
sullivan
could
check
for
us-
that
the
school
committee
does
actually
vote
on
it
to
make
it
legal,
but
as
typically
as
interim
in
this
case
it.
If
we
even
need
one,
it
would
probably
just
be
acting
somewhat.
The
supervisor
license
for
contractual
purposes
for
a
you
know
very
potentially
short
period.
Q
The
superintendent,
I
believe,
is
with
us
until
july
15th.
So
if
it
is
needed,
I
also
just
want
to
particularly
make
sure,
as
this
conversation
is
happening,
and
then
I
and
I
have
great
respect
for
the
point
that
mr
carnet
hernandez
raised
about
school
leaders
and
others
in
the
in
the
district.
I
want
to
also
make
sure
to
call
up
members
of
the
superintendent's
senior
team,
who
are
working
extremely
hard
right
now,
as
is
the
superintendent
who
is
going
full
throttle,
but
her
senior
team
is
often
taking
the
lead
in
the
conversations
with
deci.
Q
For
example,
dr
eccleston,
as
the
chief
academic
officer
and
others
are
working
extremely
hard.
People
are
hard
at
work
on
summer
they're
hard
at
work
about
thinking
a
the
end
of
this
school
year,
the
summer
of
the
essa
programs
and
already
thinking
about
the
opening
next
school
year.
So
I
just
want
to
make
sure
to
call
out
and
give
thanks
to
the
most
of
the
senior
executive
team.
Q
I
believe
it
is
called
who
are
really
very
focused
on
continuing
the
work
of
the
district,
even
as
we
have
some
transitions
coming
up.
A
A
Was
a
different
that
was
a
very
different
situation
than
the
one
that
we're
in
right
now,
and
I
think
I
would
go
back
to
what
mr
o'neill
said
right
now.
We
are
working
on
just
the
the
idea
that
this
may
be
a
short
term
placement.
If
we
come
to
a
conclusion
in
the
next
week.
If
that
is
not
true,
I
think
then,
that
we'll
be.
We
will
step
back
and
have
a
different
level
of
conversation
with
the
mayor
and
with
the
senior
team
to
figure
out
what
that
process
would
be.
A
Usually
usually
an
interim
is,
is
named
for
a
longer
period
of
time
I
mean
in
in
the
district's
history
that
I've
been
part
of
interims
have
been
a
year
or
more
and
from
the
very
beginning
of
the
search
they
talked
about,
wanting
it
to
be
quite
expedited.
We
are
still
right
on
that
schedule,
so
the
hope
that
the
outcome
would
still
be
that
we
would
continue
to
be
on
that
schedule,
so
whether
we
would
need
someone
as
administrative
lead
during
a
short
interim
period
or
not.
A
U
Oh,
thank
you.
Thank
you.
I
hope
you
had
a
wonderful
discussion
and
I'm
glad
to
be
back
with
all
of
you
this
evening.
I
have
a
pretty
short
report
tonight,
since
we
have
had
quite
a
lot
already
this
today,
so
I'll
go
ahead
and
get
started.
First
of
all,
I'd
like
to
talk
a
little
bit
about
the
bps
budget.
U
It's
been
a
great
day
today
and
I'm
really
excited
that
we
were
able
to
learn
that
the
boston
city
council
voted
to
pass
the
boston,
public
schools,
budget,
1.33
billion
dollars,
and
this
is
just
incredibly
exciting
for
our
kids,
and
this
is
the
final
installment
on
the
100
million
dollars
that
former
mayor
walsh
gave-
and
you
know,
acting
mayor,
janie,
supported
and
now
mayor
wu
also
supported
and
gave
additional
10
million
dollars
to
the
100
million
dollars
moving
forward.
U
So
we'll
have
110
million
dollars
moving
forward
for
some
of
the
major
investments
that
we've
made
to
improve
the
outcomes
for
our
students,
which
will
help
us
to
make
sure
our
students
recover
well
for
the
long
long
term,
because
this
is
to
our
ongoing
budget.
It's
not
too
the
short-term
budget.
Like
you
hear
about
esther
funding,
you
know
that
is
one-time
short-term
funding,
but
this
110
million
dollars
each
year
is
real
money
toward
our
kids
and
it's
all
going
to
supports
for
our
children.
U
She
was
the
ways
and
means
chair
and
all
of
the
great
work
that
she
did
to
make
sure
that
she
got
the
support
of
her
city
councillors
around
this
budget.
I
also
want
to,
of
course,
thank
all
the
other
city
councillors,
in
particular
julia
mejia,
who
sits
on
the
education
committee.
As
the
chair
of
that
committee,
I
want
to
thank
mayor
wu
and
her
team
for
their
commitment
and
for
continuing
on
you
know
three
mayors
and
three
three
mayors
that
really
supported
our
kids
with
this
budget.
U
So
I'm
just
so
ex
excited
about
that
and
of
course
I
applaud
the
incredible
hard
work
of
the
budget
team
chief
financial
officer,
nate
cooter,
deputy
chief
financial
officer,
david
bloom
and
their
teams.
You
know
who
put
in
countless
hours
to
preparing
the
budget,
shepherding
it
through
the
process.
Answering
the
tough
questions
from
city
council
and
you
know
making
sure
that
our
community
and
our
parents
and
everybody
had
a
voice
in
this
budget.
U
You
know
this
budget
was
built
on
what
parents
had
told
me
that
they
wanted
to
see
when
I
first
came
and
visited
their
schools
and
communities,
and
I'm
just
thrilled
that
we're
able
to
deliver
on
this
final
installment
of
this
budget.
U
U
U
It's
going
to
help
us
round
out
our
hub
school
model,
which
we
extended
to
14
different
schools
and
also
get
us
closer
to
our
goal
of
a
quality
guarantee
for
every
student
and
I'm
especially
excited
to
launch
our
library
expansion
with
35
additional
ftes.
This
fall
literacy
is
our
core
focus
and
having
a
licensed
librarian
in
every
school
is
essential
to
providing
an
excellent
and
equitable
education.
U
And
finally,
this
budget
also
supports
the
recently
announced
green
new
deal
for
boston,
public
schools,
a
partnership
between
the
bps
and
the
city
of
boston.
That
will
ensure
that
our
students
have
access
to
modern,
clean
and
welcoming
learning
environments,
and
I'm
going
to
speak
a
little
bit
more
to
that
later
in
my
remarks,
but
I
want
to
again
just
thank
the
city
councilor
thank
mayor
wu
for
their
incredible
partnership
on
this
budget
and
for
ensuring
that
our
kids
are
getting
what
they
need.
U
We
honored
33
of
our
high
school
students
with
all
of
their
proud
friends
and
families
and
teachers
and
their
school
leaders.
The
event
was
emceed
by
cali
crossley
and
featured
remarks
from
the
mayor
myself,
chair,
robinson
and
brighton
high
school
senior,
cadiza
actor,
who
gave
a
valedictory,
gave
a
wonderful
valedictorian
address.
U
U
On
the
same
note,
I
wanted
to
also
make
sure
to
mention
that
it
is
graduation
season.
I
was
excited
to
celebrate
and
honor
all
of
our
amazing
seniors
who
are
walking
across
the
stage
this
month.
These
last
few
years
have
been
incredibly
challenged
for
all
of
our
students
but
they've
preserved
through
it
persevered
through
it,
and
and
they've
made
it
to
this
really
important
mark
in
their
childhood
and
in
moving
into
their
adulthood
now
or
young
adulthood.
U
U
Bscla
I
know
burke,
is,
has
their
graduation
right
now,
so
they're,
probably
throwing
up
their
caps
and
their
families
are
just
so
proud
of
them,
and
we
are
too
so
whatever
our
students
are
planning
to
do
post-graduation,
I
want
to
remind
them
that
to
give
it
all
that
they've
got
to
live
out
their
dreams
and
that
they
make
their
mark
on
the
world
by
giving
back
to
their
community
speaking
of
summer.
U
I
wanted
to
remind
everyone
that
it's
not
too
late
to
sign
up
for
your
sign
up
for
some
of
our
many
opportunities
this
summer,
we're
again
providing
a
series
of
programs
for
students
across
support
services
that
includes
academic
recovery,
some
acceleration
initiatives,
enrichment
activities,
some
mental
health
supports
and
also
jobs
and
internship
opportunities.
U
These
programs
are
school-based
partner-based
and
activity-based,
while
serving
all
of
our
neighborhoods
throughout
boston
and
offering
a
mix
of
in-person
and
remote
opportunities.
You
can
find
more
information
and
a
full
list
of
summer
opportunities
available
to
your
students
on
our
website
at
www.bostonpublicschools.org.
U
Forward
slash
summer,
don't
miss
it.
I'm
excited
to
announce
that
nominations
for
2022
educator
of
the
year
award
are
now
open.
All
bps
stakeholders,
including
teachers,
administrators
paraprofessionals,
school
staff,
students,
families,
community
members
and
partners,
are
invited
to
and
encouraged
to
nominate
exceptional
educators
to
honor
their
devotion
to
their
work.
U
U
Forward
slash
e
o
y,
there
you'll
find
the
nomination
form
and
you
can
complete
it.
It
is
available
in
all
10
bps
languages.
Nominations
will
close
july,
31st
2022,
so
I'm
sure
I'll
give
you
another
reminder
now
that
I've
shared
a
few
highlights.
I
want
to
dive
into
a
couple
of
updates.
I
have
for
you
this
evening.
U
A
little
while
ago
we
shared
a
letter
with
all
bps
families
and
staff,
announcing
that
the
boston
public
health
commission
has
advised
that,
beginning
on
monday
june
13th
masks
will
no
longer
be
required
inside
the
bps
buildings,
regardless
of
vaccination
status.
This
decision
comes
based
on
sustained
downward
trends
in
covid19
cases
and
hospitalizations.
U
I
do
understand
that
there
are
some
families
and
parents
who
would
like
us
to
continue
to
mask,
but
we
are
going
on
the
guidance
of
our
boston,
health
commission,
and
it
is
our
opportunity
to
be
able
to
at
this
time
because
of
the
downward
trends,
lift
the
masking
requirement
and
mandate
like
most
other
schools
across
the
commonwealth
and
across
the
nation.
U
Let
me
talk
a
little
bit
about
the
green
new
deal.
As
you
are
aware,
on
may
12th,
mayor
wu
announced
a
two
billion
dollar
plan
to
overhaul
bps
facilities,
including
new
construction
and
renovation
projects,
as
well
as
district-wide
upgrades.
U
As
a
reminder,
members
of
the
public
are
invited
to
re
to
review
the
public
building
dashboard
made
available
online
on
the
green
new
deal
website.
As
part
of
the
plan,
investments
have
been
made
toward
hiring
new
staff
members
to
support
execution
of
the
green
new
deal
and
we're
excited
to
report
that
the
hiring
process
is
underway.
U
U
We
believe
these
two
campus
schools
will
provide
the
quality
guarantee
that
all
our
students
deserve.
These
schools
would
allow
for
more
efficient
building
operations,
free
up
resources
to
reinvest
in
schools,
expand
enrichment
opportunities
and
academic
opportunities,
while
also
producing
stronger
student
outcomes.
U
We'll
be
coming
to
the
school
committee
later
this
month
to
update
you
more
on
all
of
the
green
new
deal,
information
for
bps
projects,
and
we
will
formally
bring
the
two
campus
school
proposals
to
you
in
the
fall
of
next
school
year.
After
several
months
of
our
engagement
process
and
and
doing
the
racial
equity
planning
tool.
U
U
U
I
also
expect
that
any
agreement
we
come
to
will
focus
on
specific
areas
that
they
believe
we
need
critical
improvement
on,
such
as
special
education,
transportation
and
data
data
integrity.
Among
other
things,
while
I
remain
proud
of
bps
and
all
of
the
work
that
we
implement
every
single
day,
I
also
know
that
there
are
significant
areas
where
improvement
must
be
accelerated
through
transformational
action.
U
U
U
I
I
want
to
first
say
that
the
concerns
made
are
are
usually
already
known
by
us
and
to
the
district,
and
we
usually
have
already
taken
some
action
in
order
to
get
into
compliance
with
the
protocols
or
to
review
some
of
the
allegations
that
are
being
made
or
investigate
the
facts
and
take
appropriate
and
remedial
action
if
necessary.
U
I
cannot
share
any
specific
information
at
the
at
this
time
about
specific
allegations
against
staff
members,
but
I
do
want
to
state
that
when
we
do
receive
concerns
or
allegations
during
public
comment
regarding
any
of
our
students
or
staff,
we
review
those
allegations
alert
the
appropriate
departments
or
personnel.
The
allegations,
usually
an
investigation,
is
conducted,
if
not
backfinding
and
based
on
the
findings.
The
appropriate
action
is
taken
either
with
the
code
of
conduct
or
through
our
equity
office
or
our
labor
team,
for
any
action.
U
That's
needed
again,
because
some
of
the
allegations
last
week
involving
individual
students
are
confidential
or
staff.
I
cannot
comment
specifically
on
those
findings
or
outcomes,
but
I
want
to
assure
you
and
the
public
that
the
district
does
respond
to
concerns
from
every
forum
that
they
are
received
and
thanks.
I
want
to
thank
everybody
for
your
continued
partnership
in
addressing
those
concerns
and
bringing
them
to
my
attention
when
you
hear
them
from
the
public,
so
they
can.
U
M
Hello
good
evening,
everyone
again,
my
name
is
xiva
mercer,
so
boston,
school
committee
and
bps
community
that
are
tuned
in
today.
I
would
just
like
again
to
say
my
name
is
aaron
mercer
and
I've
had
the
honor
of
serving
on
the
boston
school
committee
since
around
the
spring
of
my
11th
grade
year.
M
As
soon
as
we
started,
the
council
up
covet,
came
back
and
caused
more
harm.
Bsac
was
able
to
come
together
to
organize
and
mobilize
students
to
fight
for
better
covert
protocols
at
schools.
We
had
over
350
students,
staff
and
community
members
logged
in
to
hear
from
us
some
visa
colleagues.
From
this
year
are
we
were
able
to
get
the
council
going
with
about
31
active
members.
We
visited
mayor
wu
at
city
council.
M
M
We
are
a
group
of
passionate
creatives
who
will
continue
to
create
change
after
we
leave
bps.
Also
we
would
more
than
like.
We
would
love
to
give
a
special
thank
you
to
the
office
of
youth
leadership,
especially
denise
rohr
and
keiondre
mclean,
for
supporting
us
and
being
open
to
all
of
our
crazy
ideas.
M
I
You're
new
tiffany,
sorry
good
evening,
everybody
and
just
like
zyra
afternoon
as
a
student
representative
like
throughout
this
year,
and
I've
greatly
appreciated
this
opportunity
that
I
was
given
to
present
the
voices
of
students.
I've
been
on
b
sex
since
I
was
a
freshman
and
stuck
through
all
the
ups
and
downs
that
we
have
faced
and
I'm
very
proud
of
all
the
b-stack
members
that
pushed
through
the
challenges
our
program
has
faced
and,
of
course,
the
covenant
19
pandemic.
I
B-Stack
was
faced
with
so
many
challenges
through
here,
but
ultimately,
we
have
risen
above
all
of
them
and
conducted
many
projects.
As
zarya
has
stated,
we
are
proud
to
represent
the
students
of
boston
and
we
are
grateful
for
the
opportunities
we
are
given
to
improve
the
city
with
the
city
officials
and
our
school
district.
U
I'm
just
going
to
thank
our
wonderful
youth
here.
I've
been
so
proud
of
zyra
and
tiffany,
and
how
they've
represented
the
students
and
the
work
that
they
did
with
the
bsac,
so
big
kudos
to
them
and
wish
them
all
both
wish
them
both
as
well
as
all
of
our
vsac
members,
a
wonderful
graduation
and
success
in
college
and
career
I'll
turn
it
back
to
you.
That's
my
superintendent
report.
K
R
Thank
you.
It
will
never
get
easier
one.
Thank
you
so
much
for
the
updates.
So
many
exciting
things
happening.
I'm
gonna
ask
a
question
about
the
process
with
desi
to
your
point
superintendent.
It
has
been
great
since
our
last
meeting
to
be
able
to
engage
in
the
process
in
different
ways,
and
I
just
want
to
like
honor
that
that's
happening
on
multiple
levels
and
to
be
to
be
able
to
provide
feedback
as
well
as
we're
moving
to
the
process.
R
I
know
we
were
gonna
come
back
together
and
you
were
gonna
provide
us
an
answer
around
our
sort
of
how
this
all
comes
to
a
conclusion.
Do
we
vote
on
the
mou?
Do
we
have
any
sort
of
final
oversight?
Any
any
feedback
there.
U
Well,
as
school
committee,
you
always
will
have
oversight
in
the
future
when
we
have
that
when,
when
the
superintendent
is
implementing
the
the
new
mou
or
the
new
agreement-
and
you
know
it's
not
we're
clear
what
they're
going
to
call
it
just
yet
it
it
appears,
it's
currently
being
structured
as
like
an
improvement
plan
and
not
a
partnership.
U
However,
that
is
still
being
negotiated
and
worked
out,
and
so
I
I
don't
have
more
clarity
around
that,
because
those
items
are
still
getting
worked
out
about,
what's
going
to
be
needed
in
that
matters
legally
in
terms
of
how
they
determine
if
this
is
an
mou,
if
this
is
a
you
know,
mandated
kind
of
document
or
whether
it
is
a
you
know,
an
agreement,
you
know
so
I'll
I'll
bring
more
clarity
next
time,
because
I
anticipate
that
that
will
be
more
clear
from
the
from
the
lawyers
once
it's
finished.
R
I
think
it's
a
it's
a
fair
answer
and
you
can
see
that
even
in
the
what
has
now
become
public
but
the
sort
of
draft
iterations,
thus
far
right
from
the
signature
being
solely
the
mayor
to
including
the
chamber,
and
so
I
just
think
that
conversation
is
important
for
us
to
be
to
be
sharing
here
from
the
the
that's
helpful,
that's
just
helpful,
I
I
guess
no,
I
do
have
one
more
question
in
terms
of
sort
of
what
the
city
wants.
R
U
So
I
think
it
should
be
a
partnership
right.
You
know
I
was
a
commissioner
for
eight
years
in
the
state
of
minnesota,
and
we
created
a
regional
centers
of
excellence
throughout
the
state
of
minnesota,
actually
won
an
award
from
harvard
which
provided
a
lot
of
technical
assistance
and
advocates
alongside
schools
to
improve-
and
I
think
that
that's
you
know
really
the
spirit
of
a
state
agency
to
provide
support
and
technical
assistance
and
experts
in
the
field
and
convene
and
rally
support
for
the
school
district.
U
And
so
I'd
like
to
see
it
be
be
that
rather
than
just
something
you
develop
a
plan,
and
you
know
the
district
then
has
to
figure
it
out.
I
mean.
U
Certainly,
I
think
there
should
be
compelling
statements
within
the
agreement
that
compel
resources
on
the
city
side
to
improving
and
really
an
all
hands
on
deck
approach,
specifically
in
the
areas
of
special,
ed
and
el,
where
technical
assistance
and
support
is
going
to
be
needed,
because
the
needs
are
great,
particularly
after
the
pandemic,
and
so
I
think
that
that's
going
to
be
two
areas
in
particular
in
transportation.
We've
done
a
lot
of
work
already
operationally.
U
If
we
were
fully
staffed,
our
buses
would
be
not
dropped.
We
wouldn't
have
dropped
routes
and
they'd
be
running
on
time,
so
labor
labor
is
going
to
be
a
huge
one
and
they
could
also
help
with
with
that
and
rallying
helping
us
to
get
drivers
for
our
buses
as
well.
So
you
know,
I
think
that
there's
some
things
in
there
that
have
a
lot
of
promise.
U
Miss
robinson,
I
think,
miss
polenko,
garcia,
all
right,
yeah.
W
S
W
U
So
the
the
vision,
long
term
for
mergers
is
that
they
are
two
campus
solutions
for
schools
and
that
creates
some
efficiencies.
It
allows
us
to
have
more
programming
and
enrichment
opportunities
at
the
schools
when
they're
a
little
bit
larger
in
size
and
that's
what
we're
trying
to
get
toward
with
the
quality
guarantee
so
that
every
school
is
running
efficiently
and
also
provides
all
of
the
similar
and
same
enrichment
activities
and
coursework
and
support
services
for
families,
and
that
becomes
really
hard
to
do
when
you
have
schools
that
are
or
are
much
smaller.
W
U
So
the
vote
will
come
in
the
fall,
but
at
you
know
what
the
way
the
process
works
is
we
bring
forward
recommendations
from
our
team
based
on
enrollment
patterns
based
on
you
know
what
type
of
staffing
they
have
around
the
quality
guarantee
and
how
how
we
want
to
what
kind
of
conditions
the
buildings
are
in
right
and
so
then,
every
year
in
may
last
year
we
brought
nine
projects
forward.
So
this
year
we
brought
projects
forward.
I
think
14
projects
forward
and
then
you
do
either
closures.
U
U
I
do
I
think
that
having
a
k-6
gives
you
the
well
pre-k
through
grade
six,
gives
you
anywhere
from
you
know,
seven
years
to
eight
years,
if
you
have
a
k0
of
having
a
relationship
with
the
family
for
those
students
to
really
be
steeped
in
the
foundation
that
you
need
for
strong,
secondary
school
education,
which
then
would
begin
in
the
middle
schools
which
we
will
be
housing
within
our
high
schools
in
the
future
and
moving
to
that
one
point
of
transition.
U
And
then
I
think
the
work
that
the
district
still
has
to
do
with
strong
theater
patterns
matching
up
the
elementaries
and
the
secondary
schools,
so
that
you
can
have
strong
programming
in
both
building
a
strong
foundation
in
the
pre-k
through
grade
six.
And
then
in
this
in
the
seventh,
through
twelfth
grade,
allowing
for
strong
middle
school
program,
which
I
believe
we
really
need.
Work
on
at
this
point
in
boston,
public
schools
and
then
having
them
be
ready
for
the
rigor
that
they're
going
to
need
for
passage
of
the
mass
core
requirements.
W
W
U
We
can
certain
that's
online,
but
we
can
certainly
make
sure
that
you
have
access
to
it.
We
also
have
a
data
dashboard
because
we
put
air
quality
sensors
in
every
single
school
and
on
the
top
of
schools,
so
that
we
can
see
the
outdoor
air
quality
as
well,
and
so
that's
in
place.
All
of
the
air
purifiers
are
still
in
the
schools.
We
replace
the
filters
the
filters
on
the
filters
regularly
and
on
the
manufacturer,
recommendated
recommended
time
frame,
so
those
get
replaced
and
we've
gotten
our
windows
fixed.
U
So
now
the
weather's
really
good,
so
teachers
will
open
up
the
windows
as
well,
so
using
the
air
purifiers.
Opening
the
windows
and
monitoring
daily.
The
air
quality
is
something
that
we're
doing
to
mitigate
air
quality,
but
we'd
be
glad
to
get
you.
The
list
of
of
the
schools
that
have
hvac
systems.
U
U
S
R
I
may
have
missed
this
because
I'm
sure,
as
you
can
see
like
my
son,
is
home
from
school
and
is
incredibly
excited
to
share
stories
with
me,
so
he
continues
to
interrupt
tonight.
But
so
I
apologize.
If
I
did
two
questions.
One
is
a
follow-up
from
miss
valanco,
garcia
and
the
question
is
also
just
focused
around
the
merger
strategy.
R
I
know
historically
here,
if
I
understand
correctly
the
way
that
we've
done
mergers
like
this
is
they're
sort
of
what
I
call
like
an
overnight
merger
like
we
do
this
all
at
once,
and
we
marry
the
schools.
Is
there
consideration
in
the
planning
around
a
phased-in
approach
and
thinking
about
a
different
way
that
might
also
meet
some
of
the
needs
of
the
the
families
and
the
students
and
their
concern
around
sort
of
rapid
change,
but
also
allow
a
shift
in
how
we're
thinking
about
the
enrollment
patterns
to
a
new
school
I'll
start
with
that
question.
R
R
Easy,
I
think,
that's
helpful
for
folks
to
know
that
we
have
that
runway
to
do
that
and
also
to
think
differently
about
around
solutions
and
compromises,
even
if
they're
options
that
we
haven't
delivered
on
before.
R
My
second
question
is
focused
on
summer
programming
and
I
know
there
were
some
top
lines
there
and
I
don't
know
if
we're
gonna
have
this
conversation
later.
But
do
you
have
any
updates
for
us
around
registration
numbers
and
and
where
you're
seeing
opportunities
and
and
real
areas
of
growth,
and
also
where
we
might
be
seeing
challenges
and
where
you'll
focus
recruitment
for
particular
programs.
U
So
we
gave
our
big
update
last
week
last
school
committee
meeting.
However,
I'm
happy
to
report
we're
up
over
5000
who
have
registered
now.
I
just
got
that
number
this
evening
from
chief
snyder
and
she's
also
going
to
survey
families
and
start
calling
families,
particularly
those
students
who
are
have
success,
plans
to
make
sure
that
they
have
a
summer
plan.
So
she
informed
me
that
they
will
be
doing
that
as
well.
R
Copy
are
there
anywhere
where
the
system's
focusing
that
seems
like
we're
experiencing
under
enrollment,
or
are
we
on
target
in
all
of
the
the
programs.
U
O
Hi,
thank
you
at
this
point.
We
really
feel
very
much
like
we're
on
target.
We
just
met
with
the
summer
work
group
today
and
all
the
departments
reporting
in
and
there
are
no
concerns
about
where
we
are
at
this
point.
So
that's
really
exciting.
People
feel
like
we're
on
track
or
ahead
of
where
we
were
at
this
time,
and
you
know
and
probably
still
important
to
come
back.
You
know
in
another
meeting
or
two
and
and
keep
checking
in
on
that,
but
people
feel
very
excited
about
where
we
are
right
now.
K
Yes,
this
is
just
a
follow-up
to
the
green
new
deal
announcement.
I
know
that
letters
were
sort
of
sent.
Do
you
guys
have
a
general
sense
of
what
the
reception
has
been
in
regards
to
the
school
mergers?
Just
a
general
sentence.
U
Yeah,
so
there's
been
letters
and
meetings
with
the
communities,
and
I
know
megan
costello
is
on
the
call.
You
know,
I
think
the
general
sense
is,
as
would
be,
any
kind
of
change
in
a
school
is
just
some
trepidation
and,
of
course,
as
we
still
work
on
our
trust
with
our
school
communities
to
be
fully
transparent.
U
You
know
parents
have
a
lot
of
questions
and
they
want
assurances,
as
we
start
to
talk
about
these
different
options,
and
so
we
just
continue
to
meet
with
them.
We
have
met
this
week.
U
I
met
with
the
build
pps
team,
which
is
now
the
green
new
deal
team,
and
we
started
to
map
out
the
community
engagement
for
these
projects
also,
what's
going
to
be
happening
alongside,
that
is
the
two
studies
that
are
going
to
be
done
around
the
academic
pathway
work,
as
well
as
the
building
utilization
study,
and
those
two
studies
will
deliver
to
you
all
in
about
12
to
18
months
of
a
really
comprehensive
plan
which
is
going
to,
I
think
deal
with
this
transparency
issue
with
their
families
around
what
buildings,
what
condition
when
they
can
expect
changes
at
their
building.
U
You
know
how
they
advocate,
how
they're
involved
in
these
decision
makings,
and
so
I
think,
that's
going
to
be
really
exciting
work
over
the
next
12
to
18
months,
alongside
kind
of
this
more
immediate
work,
which
is
you
know
talking
to
these
six
schools,
because
there
are
additional
schools
that
will
come
up
that
will
need
to
close.
There
are
additional
schools
that
will
come
up
that
will
need
to
merge,
and
so,
but
that
will
be
done
transparently.
U
Now
I
do
need
I
mean
I
want
everyone
to
know
like
whenever
you
suggest
a
merger
there's
kind
of
like.
Where
did
this
idea
come
from?
You
know.
Why
is
it
just
coming
out
now?
It
has
to
come
out
at
some
point.
The
recommendations
have
to
come
out
at
some
point,
but
there
will
be
based
on
years
of
study
around
the
condition
of
our
schools.
U
The
serious
engagement
that's
going
to
be
done
in
the
next
12
to
18
months,
and
so
it
won't
be
as
much
of
a
surprise
to
people
who
are
paying
attention
to
these
things,
because
we
will
be
over
communicating
over
the
next
12
to
18
months,
with
this
community
engagement
prospects
process
around
the
green
new
student,
green
new
deal,
schools.
K
Yeah-
and
I
mean
this-
has
a
follow-up
to
that,
and
this
is
certainly
something
to
speak
to
offline.
Is
I'm
actually
curious
as
to
how
sort
of
the
explanation
to
the
community
around
sort
of
the
use
of
the
racial
equity
planning
tool
in
this
process
has
been
communicated?
You
know,
as
we
talk
about
the
inequities
and
the
disparities,
particularly
how
communities
are
understanding
the
use
particularly
of
that
tool,
because
it
is
something
that
we've
used
a
lot
just
in
our
meetings
and
in
language.
U
Statement
that
we
make
to
you
all
with
anything
that
we
bring
forward,
but
then
there's
also
this
process
that
we
have
called
the
racial
equity
planning
tool
and
it's
a
process
of
looking
at
data.
It's
a
process
of
stakeholder
engagement,
it's
a
process
of
addressing
the
impacts
that
we
see
and
mitigating
those
impacts.
It's
not
that
any
time
we
do
something
and
we
go
through
a
racial
equity
planning
tool
that
you
know
that
we
don't
find
you
know
any
inequity.
U
We
often
find
in
equities
when
we
use
the
tool,
but
then
it's
the
process
afterward
to
say
we
know
that
this
inequity
exists.
What
are
you
going
to
do
to
mitigate
the
inequity
if
you
have
to
still
move
forward
with
that
decision,
and
so
I
think
that
we
should
probably
would
be
great,
madam
chair,
to
have
a
future
meeting
on
the
racial
equity
planning
tool
and
really
walk
the
community
through
what
that
is,
and
we
could
do
that
at
the
cert
on
on
a
friday.
A
Yeah
you
know
I
sat
in
on
the
all
six
of
the
meetings
with
the
communities
that
were
being
proposed
for
merger,
and
I
I
feel
a
mistake
that
we
often
make
is
even
though
there
may
be
lots
of
conversation
going
on
amongst
those
that
are
planning.
A
This
is
new
news
to
school
communities,
and
sometimes
I
feel
the
conversation
begins
in
the
middle
of
the
process
and
not
in
the
beginning.
So
for
many
communities
and
schools
are
communities
with
all
of
their
flaws,
but
they
are
their
communities
and
often
do
not
see
the
need
to
change
their
communities
and
their
community
as
they
know
it
feels
threatened,
and
what
I
feel
we
have
not
done
as
a
district
is
to
take
a
big
step
back
to
look
at.
A
A
Soft
landings
went
from
4
million
to
50
million
yeah,
and
people
need
to
understand
what
those
soft
landings
are.
They're,
like
a
ton
of
bricks.
You
know,
50
million
dollars
is
not
something
the
district
is
going
to
be
able
to
come
up
with
year
and
year
out,
and
if
we
don't
understand
that
soft
landings
are
really
filling
in
the
gaps
where
our
schools,
you
know,
to
help
pay
for
essentials
in
schools,
not
for
additional.
You
know
things,
but
just
keeping
our
doors
open
in
some
cases.
A
Yes,
it's
also
paying,
for
you
know
social
workers
etc,
but
on
the
school
side
we
need
to
be
honest
with
folks.
You
know
I'm
hoping
one
day
we
will
be
able
to
honestly
say:
schools
below
a
certain
number
are
not
sustainable
so
that
people
understand
why
we're
even
having
these
conversations
plus.
The
fact
is
that
you
know,
and
sometimes
it
feels
like
a
forced
marriage
or
a
mixed
marriage,
because
schools
have
very
different
kinds
of
programming
within
them.
Different
philosophies,
different
focuses
and
again
have
not
had
any
time
to
think
about.
A
Well,
what
does
this
mean
when
we
come
together?
So
I
really
hope
that
we
will
do
some
major
overall
explaining
to
all
of
our
school
communities
before
sort
of
diving
in
and
focusing
on
communities,
so
that
you
know
as
a
as
a
system.
We
are
better
understanding
what
we
have
and
what
we
need
and
what
our
options
are,
because
I'm
not
saying
it's
not
a
worthy
idea,
but
I
you
know,
I
felt
the
pain
of
those
families
I
mean,
and
there
was
in
one
conversation
when
I,
when
I
even
could
say
to
myself.
A
You
know,
and
I
know
we
can't
afford
to
continue
to
have
small
boutique
schools,
they're,
wonderful,
they're,
not
sustainable,
but
on
one
hand,
if
we
understand
that
we
need
to
keep
a
certain
amount
of
small
schools
or
medium
or
large,
because
children
learn
in
different
environments
differently.
Then,
as
a
district,
we
need
to
make
a
plan
and
not
have
it
just
by
circumstance.
So
I
feel,
like
honesty,
comes
at
all
levels
in.
U
Yeah,
I
think
those
are
all
really
good
points.
Madam
chair,
you
know
I
I
don't
have
all
of
the
full
memory,
but
I
do
know
that
the
clap
in
russell,
for
instance,
this
these
two
schools
several
years
ago,
were
proposed
to
merge,
and
so
I
know
that
you
know
their
grade.
Configuration
was
discussed
many
years
like
not
several
years
ago.
U
I
know
that
the
shah
had
some
discussion
around
grade
configurations
with
the
school
committee
before,
and
that
is
why
you
know
we're
in
this
pickle
now,
and
so
I
know
that
that
was
discussed
with
them.
So
all
of
these
schools
and
then
the
philbrook
and
the
sumner.
We
talked
with
them
about
the
sixth
grade
and
merging
the
schools,
so
it
wasn't
new
information
to
them
that
you
know
we
were
thinking
about
this
and
it
was
discussed
as
part
of
the
irving
closure.
U
When
I
first
got
here,
it
was
being
discussed
in
2019
prior
to
the
pandemic.
It
was
talking
about
which
schools
would
merge
when
the
irving
closed,
because
they
were
taking
middle
schools
off
so.
Y
U
Think
it's
that
it
was
a
surprise
to
to
these
six
schools
that
something
might
get
proposed,
because
things
have
been
proposed
in
the
past
around
their
grade
configurations
or
their
size.
However,
I
do
think
that
there
could
be
better
solutions.
One
of
the
things
I
had
talked
with
nate
cooter
about
about
a
year
ago,
was
looking
at
schools
and
being
able
to
predict
declining
enrollment,
and
you
know
having
like
a
watch.
You
know
where
you
do
soft
landing
the
first
year
when
you
start
seeing
declining
enrollment
and
then
the
second
year.
U
P
Madam
chair,
can
I
add
a
little
bit
to
what
the
superintendent
has
been
saying,
because
I've
been
helping
to
support
this
work
along
with
chief
alvarez
and
g
snyder.
You
know,
I
think,
one
of
the
things
we've
heard
from
the
school
committee
and
the
community.
A
number
of
times
is:
we
have
to
act
with
urgency.
P
P
You
know,
let's
think,
about
what
programming
exists
now
that
we
want
to
maintain
and
what
programming
we
would
love
to
have
if
more
space
allows.
So
these
are
the
types
of
questions
and
thoughts
that
we're
going
to
be
talking.
You
know
with
school
communities
about
so
when
we
come
back
to
you
in
october
and
november,
we're
able
to
say
this
is
the
work
that
we've
done.
P
A
R
I
think
what
would
also
be
really
clarifying
and
for
all
of
us,
too,
is
as
exciting
as
the
announcement
around
the
green
new
deal
is
and
and
the
benefit
it
will
have
on
kids
and
and
to
your
point,
the
urgency
we
need
to
move
in
order
to
create
solutions.
Now.
R
There's
a
a
next
step
of
discovery
around
a
system
analysis
around
building
utilization,
the
needs
and
also
the
sort
of
deficits
that
currently
exist,
and
then
there's
this
sort
of
phased
process
of
around
action,
either
around
building
improvement
or
school
closures
right
in
order
to
right-size
the
system,
as
well
as
mergers,
as
well
as
a
multi-campus
model
right.
But
I
think
what
would
be
really
helpful
and
probably
is
not
going
to
happen
by
our
next
school
committee
meeting,
but
I
think
to
I
think
we
will.
R
The
the
city
will
find
greater
clarity
if
there
are
milestones
that
we
say
we're
trying
to
meet
as
we
realize
the
execution
of
these
resources
and
that
both
things
can
be
true.
We
can
be
taking
action
at
once
and
we
are
also
in
discovery
at
the
same
time
and
in
an
analysis
phase
for
a
much
broader
system-wide
plan.
R
H
A
Thank
you
if
there
are
no
more
questions,
I
want
to
thank
the
superintendent
team
for
this
report
and
we'll
now
move
on
sorry
I'll,
entertain
a
motion
to
receive
the
superintendent's
report.
Is
there
a
second
welcome?
Thank
you
any
discussion
or
objection
to
the
motion.
K
T
J
Q
N
N
N
N
N
Z
Good
evening,
madam
chair,
I
am
suzanne
lee
currently
the
co-chair
of
the
english
language
task
force,
former
bps
principal
and
I
live
in
chinatown.
Z
Z
Z
Z
So
nothing
is
more
important
than
home
language,
access
and
literacy
in
the
education
of
the
english
learners.
I
was
one
of
them
and
particularly
for
els
with
disabilities,
who
together
make
up
almost
a
third
of
the
student
population
in
bps
and
half
of
our
students
speaks
a
different
language
at
home,
so
from
when
we
play
lip
surface
to
really
respecting
home
language,
but
yet
we
don't
use
them
in
all
of
our
school
and
how
do
we
expect
our
students
to
learn
content
when
their
language
is
not
being
used
in
our
school?
Z
AA
The
look
act
of
2017
reintroduces
provisions
for
native
language
in
instruction
and
makes
native
language
literacy
possible.
The
focus
of
our
subcommittee
has
been
to
advocate
for
a
district
plan
to
expand
el
programs
that
are
additive,
meaning
they
foster
native
language
literacy
rather
than
subtractive,
meaning
the
loss
of
home
language.
AA
Due
to
the
step
due
to
steadfast
pressure
from
us,
bps
has
finally
made
a
formal
commitment
to
native
language
instruction
as
a
number
one
priority.
However,
four
and
a
half
years
after
the
look
act
passed
and
four
superintendents
and
seven
oel
directors
later,
we
do
not
have
a
district
plan,
both
deci
and
bps.
Note
the
external
consultant
created
roadmap
as
a
success
for
els,
but
that
plan
does
not
prioritize
native
language
is
not
evidence-based,
realistic,
nor
grounded
in
community
input.
AA
The
look
act
subcommittee
recommends
that
the
school
committee
continue
to
hold
the
district
accountable
for
developing
a
portfolio
of
evidence-based,
high-quality
native
language
literacy
programs.
In
addition
to
dual
language,
informed
by
enrollment
projections
and
family
demand
bringing
to
scale
evidence-based
pipeline
programs
for
bilingual
educators
to
close
the
language
gap,
develop
bilingual,
pedagogy
and
post
high
pass
rates
on
mtel
for
bilingual
certification
and
family
engagement
and
knowledge
about
their
children's
rights
as
els
and
the
benefits
of
native
language
instruction
and
native
language
literacy
programs
to
their
children's
futures.
AB
Bye
am
I
there
good
evening,
good
evening.
My
name
is
john
mudd,
I'm
a
resident
of
cambridge
and
a
long
time
education
advocate
in
boston,
english
learners
with
disabilities
are
the
lowest
performing
marginalized
group
in
bps.
AB
The
latest
data
from
october
2021
shows
that
only
two
to
seven
percent
of
english
learners
with
disabilities
are
meeting
standards
on
the
mcas
tests,
think
about
the
93
percent
or
more
failure
rates
and
how
this
hurts
elswd
students
and
their
families.
It
is
unconscionable,
unacceptable
and
some
would
say
immoral.
AB
AB
However,
it
is
crucial
to
recognize
that
the
primary
responsibility
for
els
with
disabilities
lies
with
the
office
of
special
education.
It
is
not
the
primary
responsibility
of
the
office
of
english
learners.
Despite
our
repeated
recommendations,
the
district
continues
to
neglect
the
priorities
the
lswd
subcommittee
outlined
as
far
back
as
november
2014.
AB
Our
recommendations
include
a
list
which
you
can
see
I'll
repeat
just
a
few
of
them:
a
firm
access
to
native
language
as
a
necessity
for
english
learners
with
disabilities
and
prohibit
dumping.
These
students,
inappropriately
into
english-only
general
education,
next
develop
a
strategic
plan
with
bilingual
program
models
for
elswd
students
and
budget
for
these
models
in
weighted
student
funding
formulas
next,
create
staffing,
recruitment,
hiring
and
professional
development
action
plans
to
meet
the
needs
for
bilingual
special
education,
teeter
teachers,
administrators
and
parents.
AB
AC
AC
AC
Finally,
we
need
better
information
about
the
language
gap
in
the
teacher
workforce,
as
both
the
us
department
of
justice
and
the
state's
department
of
education
department
of
elementary
and
secondary
education
have
noted
in
the
recent
reports.
The
district
continues
to
struggle
with
data
management
and
its
ability
to
report
quickly
and
accurately.
AC
The
fact
is
that
to
do
our
jobs,
both
you
and
us
need
good,
clean,
complete
data
and
there's
still
much
to
do
in
this
regard.
Let
me
offer
some
closing
recommendations
in
closing.
We
wanted
to
underscore
that
bps
has
challenged,
has
been
challenged
with
bringing
and
retaining
leaders
with
strong
skills
in
planning
and
developing
and
developing
programs
for
english
learners.
AC
AC
Thus,
it
is
imperative
for
boston
that
the
new
superintendent
has
demonstrated
success
in
improving
outcomes
for
el
students
and
families
through
programming
that
values
home
language.
I
wanted
to
say,
given
the
discussion,
that
we
just
had
that
task
force
members
are
ready
and
willing
to
serve
on
the
community
planning
in
the
upcoming
superintendent
search
meetings.
So
you
know
view
this
as
a
nomination
that
chair
robinson
requested.
AC
We
look
forward
to
providing
our
natural
report
the
annual
report
at
the
september
school
committee
meeting,
and
so
that
we
can
have
a
more
full
discussion
of
the
of
the
situation
of
english
learners.
Thank
you
for
your
attention.
N
AD
AD
AD
AD
My
oldest
son
is
also
atrocious
school
he's
in
the
sei
inclusion
classroom
before
it
helps
him
when
he
doesn't
understand
english,
meaning
and
the
teachers
speak
cantonese
to
him
to
assist
him
in
the
classroom.
I
request
the
iep
meeting
for
this
friday
june
10
to
discuss
the
classroom
placement
with
restroom.
AD
Y
Good
evening,
members
of
the
boston
school
committee-
for
those
of
you
who
know
me
hello
again
for
those
of
you
who
don't
know
me,
my
name
is
carolyn
kane
and
I
was
the
chair
of
the
special
education
parent
advisory
council
for
11
years
in
the
boston
public
schools.
I
have
a
daughter
who's
been
in
special
education
in
bps
for
over
18
years.
Y
At
this
point,
and
I'm
here
tonight
to
talk
to
you
about
the
henderson
inclusion
school,
we
have
certainly
gone
through
the
worst
year
possible,
including
the
brutal
attack
on
mrs
lampron
in
the
fall
of
2021,
repeated
incidents
of
violence,
since
then
lack
of
leadership
and,
most
importantly,
the
denial
of
the
district
to
allow
parents
to
participate
in
the
selection
of
our
interim
principal
who
will
take
over
for
the
time
being.
If
not,
someone
may
maybe
need
it
permanently.
Y
If
mrs
lampron
doesn't
return,
the
henderson
innovation
plan
was
approved
in
2013
by
the
boston
school
committee
and
there's
requirements
under
that
plan
regarding
assignment
of
students,
innovations,
certain
autonomies.
Y
But
what
I'm
telling
you
is
that
this
is
the
only
school
in
the
boston
public
school
system
that
serves
children
with
intellectual
disabilities
from
grade
k,
zero
up
into
the
age
of
20
20
up
until
the
age
of
22.,
I
spent
over
a
thousand
hours
advocating
for
the
expansion
of
this
school
and
to
see
it.
Circling
the
drain
within
one
school
year
is
nothing
short
of
disheartening
and
heartbreaking.
Y
I'm
an
attorney-
and
I
advocated
for
the
expansion
of
this
school,
and
I
spent
countless
hours
on
inclusion
task
force.
Making
the
school
committee
understand
the
importance
of
inclusion
as
well
as
advocating
for
the
expansion
of
our
school,
and
we
need
direct
and
targeted
action
at
the
henderson
school
at
this
point.
This
is
a
school
that
was
renowned
both
nationally
and
internationally
and
to
see
it
circling
the
drain
is
nothing
short
of
a
disgrace.
So
I
implore
on
all
of
you
to
get
involved
and
do
something
about
this.
Y
AE
AE
AE
AE
My
background
tonight
is
one
picture
from
our
annual
sumner
bash,
which
was
held
last
weekend
in
our
school
yard.
To
give
you
a
visual
representation
of
our
vibrant
school,
we
appreciate
the
green
new
deal
meeting
that
we
had
with
the
city
and
with
bps
on
may
26th.
Regarding
regarding
merging
our
community
with
the
philbrick
school.
AE
We
appreciate
the
transparency
of
recording
the
meeting
and
taking
the
notes
on
screen,
but
we
often
sign
communication
home
in
backpacks.
So
is
it
possible
to
receive
those
notes
in
translated
formats?
Our
families
come
from
many
countries
and
we
need
communication
to
be
translated
when
they
reach
us
so
that
we
can
ensure.
We
are
reaching
our
caregivers
where
they
are,
as
we
see
it.
There
are
two
issues
simultaneously
at
play
we
have
to.
AE
AE
AE
We
need
meetings
with
our
rising
fifth
and
sixth
grade
families,
for
not
just
retention,
but
the
basic
importance
of
helping
parents
understand
where
their
children
will
be
and
how
they
will
be
learning
incoming
families
accepting
spots
at
the
sumner
and
philbrick
deserve
clarity
on
what
to
expect
in
the
coming
years,
and
I
want
to
know
what
my
daughter's
remaining
four
years
at
our
beloved
school
will
look
like.
Please
help
us
communicate
with
our
families
on
those
important
issues.
We
want
to
be
partners
with
you.
We
want
to
be
supports.
AF
Hi
good
evening,
my
name
is
elizabeth
for
renz.
I
live
in
roslindale
and
I'm
a
parent,
the
sumner
elementary
and
the
co-chair
of
our
sumner
family
council,
I'm
the
second
of
five
in
a
row:
sumner
parents.
Speaking
with
you
this
evening,
we
organized
ourselves
to
try
to
provide
a
comprehensive
approach
and
comprehensive
information
about
our
concerns
with
the
proposed
merger
and
the
implementation
of
the
green
new
deal
here
to
you
tonight.
AF
AF
I
would
like
to
call
out
the
suggestion
that
said
tool
has
been
used
in
creating
the
proposed
mergers.
We
were
explicitly
told
by
representatives
on
our
may
26
meeting
that
the
tool
had
not
been
used
in
creating
the
recommended
mergers
of
the
summoner
and
the
philbin.
We
were
told
that
it
would
be
used
after
the
fact
in
the
implementation
phase,
if
you
have
actually
already
done
the
tools.
AF
Realistically,
one
of
them
is
not
interested,
so
there
are
five.
If
you
do
this
merger,
are
we
going
to
the
irving?
As
lauren
has
already
said,
we
are
not
against
the
idea
of
a
merger.
We
are
against
the
idea
of
a
two
campus
solution,
long
term
without
the
use
of
the
equity
tool.
There
is
nothing
in
this
that
is
a
benefit
to
our
students
and
you
are
furthering
segregation
within
the
roslindale
schools,
by
finances
and
by
race.
AF
AG
I
believe
this
uncertainty
will
make
recruiting
and
retaining
families
much
harder
and
might
further
lower
enrollment,
which
in
turn
may
impact
future
funding
during
school
choice
season.
Parents
consider
tears
in
programming
as
well
as
locational
logistics.
Two
campuses
is
challenging
for
young
families
with
multiple
children.
They
don't
like
too
many
transitions
and
uncertainty,
so
they
will
rank
us
lower.
AG
AG
AG
To
fill
their
seats,
so
it's
not
about
marketing
or
viability.
It's
your
assignment
policy,
that's
killing
enrollment!
So
I
question:
why
are
you
making
low-income
populations,
fear
the
burden,
the
stress
and
inconvenience
of
a
poorly
designed
lottery
and
now
a
seeming
lack
of
long-term
planning
families
who
are
less
likely
to
have
cars,
flexible
schedules
or
wide
support
networks?
AG
N
AH
Good
evening
I
am
alison
friedman,
a
roslindale
resident
and
I
have
kids
in
two
different
roslindale
schools,
the
hailey
and
the
sumner
you've
heard
from
lots
of
sumner
families.
Tonight,
none
of
us
are
necessarily
opposed
to
a
merger
with
philbrick,
but
we
are
concerned
at
merging
without
a
long-term
plan
on
where
we
will
end
up,
and
when
will
we
be,
we
will
be
back
together
again
and
we
have
been
clear
about
wanting
that
clarity
since
conversations
in
the
fall
about
sixth
grade
and
a
merger,
these
are
not
new
questions
from
us.
AH
AH
AH
AH
AH
AI
Let
me
just
try
one
thing:
okay,
there
we
go.
My
apologies,
my
name
is
rachel
young,
I'm
resident
of
roslindale,
also
another
summer
parent.
AI
I'm
going
to
echo
many
of
the
points
that
my
fellow
parents
made
this
evening,
I'm
here
at
this
evening,
basically
to
talk
about
the
green
new
deal
and
the
future
for
the
sumner.
The
current
proposal
to
merge
the
summer
in
the
philbrick
across
two
campuses
really
lacks
context.
AI
AI
AI
In
order
for
this
proposal
about
the
merger
to
be
credible,
it
has
to
be
part.
I
can't
stress
this
enough.
It
has
to
be
part
of
a
larger
conversation
about
school
facilities
in
the
community
in
roslindale
as
a
neighborhood.
It
can't
just
be
made
independent
of
the
other
schools
in
our
community
we've.
I
think
some
of
the
other
committee
members
have
mentioned
this
meeting.
We
need
a
timeline
if
you're
talking
about
a
12
to
18
month,
building
utilization
study.
AI
AI
If
we
are
to
merge
the
two
campuses,
we
would
prefer
to
do
that
together
as
a
community
moving
into
the
irving,
but
if
bps
is
insistent
on
doing
this
for
the
23-24
school
year,
we'd
like
a
feasibility
study
of
the
two
campuses
done,
so
we
know
how
many
classrooms
we
actually
have
to
use
and
whether
the
green
new
deal
lives
up
to
its
moniker.
Are
we
getting
green
improvements
out
of
this?
Are
there
sustainable
upgrades
that
are
going
to
happen
to
both
campuses?
Are
there
actually
classrooms
that
we
can
use
across?
AI
AI
I
know
we've
talked
a
little
bit
about
equity,
but
I
just
want
to
point
out
that
these
two
schools
are
the
blackest
and
brownest
schools
in
roslindale,
and
so
by
combining
them
you
are
perpetuating
exacerbating
the
segregation
that
dexi
called
bps
out
on.
We
want
to
be
part
of
this
conversation.
The
email
that
you
sent
out
today
said
you'd
be
engaging
leadership.
We
want
to
remind
you
that
the
ssc
and
the
parent
council
is
part
of
that
leadership.
We're
here
to
talk
when
you
want
to
come
and
talk
to
us.
Thank
you.
AI
AJ
Hi
good
evening,
everyone
can
you
hear
me?
Okay,
yes,
we
can
okay,
my
name
is
courtney.
Philly
carp,
I'm
a
resident
of
roslindale,
but,
unlike
the
fire
speakers,
I'm
here
to
speak
about
the
henderson
inclusion
school,
where
my
daughter
goes
also,
my
apologies
in
advance
the
interpreters.
This
is
the
pace
I
go.
AJ
I
will
try
to
be
slow,
so
I
am
here
to
speak
about
a
number
of
things
tonight,
but,
first
and
foremost
to
echo
the
prior
comments
from
my
co-parent
carolyn
kane,
about
not
only
the
wonderful,
beautiful
vision
that
the
anderson
has
come
to
realize
for
those
of
us
who
believe
in
inclusion,
but
the
really
sad
heartbreaking
year
that
we
have
all
had,
and
I
think
what
we
would
really
like
to
talk
about
is
the
fact
that
we've
been
trying
to
have
conversations
about
parent
engagement
in
an
interim
process,
because
we
have
a
community
that
wants
to
help
rebuild
this
heartbreaking
year
and
we
have
not
felt
heard.
AJ
We
have
not
felt
participated
or
not
had
the
chance
to
participate
in
the
conversation,
and
it's
funny,
I'm
also
the
city-wide
parent
council
rep
from
my
school
and
we've
been
engaging
in
conversations
about
both
the
superintendent
search
and
the
receivership
question,
and
sometimes
I
feel
like
I
can't
remember,
which
meeting
I'm
in,
because
these
issues
all
cross
over
so
much.
It
is
about
the
leadership,
the
lack
thereof
and
the
need
to
engage
families.
AJ
Bill
henderson
had
a
sort
of
mantra
when
he
ran
the
school
about
a
three-legged
school
for
a
three-legged
stool
to
make
a
successful
school.
Those
three
legs
were
the
students,
teachers
and
staff
and
families,
and
I
urge
this
school
committee
to
realize
that
is
a
model
for
the
process
that
we
need
to
select
an
interim
principle
for
our
school.
AJ
But
it's
a
model
for
this
body
and
this
central
office
to
address
the
core
deficiencies
that
have
been
realized
by
the
desi
report,
as
we
think
about
how
we
are
going
to
rebuild
our
school
system
and
how
we
can
do
a
better
job
of
re-engaging
partnerships,
not
just
with
the
state
whatever
comes
of
this,
but
with
the
families
who
are
here
because
we
are
here,
we
are
ready.
We
are
talented
people
in
so
many
ways
and
today
we
have
been
ignored,
which
I
think
I'm
again
because
brenda
just
left.
AJ
AJ
I
know
I'm
out
of
time,
but
I
do
also
just
want
to
point
out
I'm
extremely
disappointed
in
this
body
at
4
31
today,
a
minute
after
the
public
comment
sign
up
post
the
email
from
the
superintendent
went
out
about
the
mass
policy
and
I
don't
think
anyone
here
and
I
realized.
I
missed
some
of
the
comments
while
we
were
doing
bedtime,
but
I
didn't
hear
anyone
here:
ask
the
superintendent
for
data
from
the
boston
public
health
commission
about
how
this
decision
was
arrived
at.
AJ
There
were
four
criteria
that
were
clearly
established
in
march,
for
when
this
mass
midday
would
be
removed
and
as
far
as
I
can
tell
there's
at
least
two
of
those
criteria
that
have
not
been
met.
In
addition,
I
would
point
out
that
this
decision
comes
only
a
week
after
children
were
so
brutally
mutilated,
invalidi
that
only
a
pair
of
sneakers
could
identify
one
of
the
children,
and
two
parents
showed
up
at
a
school
in
dorchester
yesterday
to
bully
staff
and
bully
this
administration,
and
only
a
day
later,
this
policy
was
announced.
AJ
I
am
disappointed
in
this
body
that
the
superintendent
was
not
held
to
task
notice
of
this
message
or
its
content,
and
I
would
expect
that
the
boston
hubble
health
commission
should
be
held
accountable
to
report
to
this
body
about
the
criteria
that
it
established
for
this
very
important
decision
and
has
not
met.
Nor
has
they
have
established
that
they
show
they
have
met
it.
AJ
AK
Yes,
g'day
good
evening
school
committee,
members,
superintendent,
casellius,
I
will
be
sending
in
a
written
statement,
but
I've
been
listening
to
what's
been
said
and
there's
a
lot
of
concerns
that
I
have,
one
and
foremost
is
publix
is
school
safety.
School
safety
is
a
plus.
I
mean
I
mean
right
now.
Is
that
I'm
just
so
lost
words,
but
we
have
to
include
the
boston
police
and
giving
back
the
powers
of
the
school
police,
because
number
one
is
that.
AK
The
police
have
been
taken
out
of
the
equation
because
we
wanted
more
nurses,
we
wanted
more
psychologists,
we
wanted
more
social
workers,
but
you
know
in
talking
in
light
of
the
the
problems
at
mission
hill
school
and
the
henderson
on
the
9-1-1
call,
it
should
bring
a
serious
urgency
to
have
the
police
part
of
the
part
of
the
team
of
social
workers,
psychologists,
family
liaisons
that
are
dealing
with
our
children
and
families.
AK
You
know
I
mean
cover
the
long
covert
alone
has
really
you
know,
taken
the
spirit,
and
you
know,
concerns
out
of
safety
as
well.
As
you
know,
parents
send
their
kids
to
school
and
they
should
be
feeling
very
comfortable,
and
I
talk
to
a
lot
of
parents
that
are
not
feeling
that
way
now
on
the
school
mergers.
AK
That's
another
problem
that
I
have
too.
That
needs
to
be
rectified.
You
need
family
engagement.
When
we
talk
about
ell,
you
know.
When
we
talk
about
parent
engagement,
we
have
to
look
at
you
know.
The
district
has
the
city-wide
parents,
council,
the
district,
the
district,
english
learning
advisory
council,
the
boston
student
advisory
council
and
the
special
ed
advisory
council.
Those
are
parents
that
you
know,
along
with
school,
parent
and
school
site
councils.
We
have
to
do
a
better
job
in
engaging
parents,
we
do
and
I'm
not
putting
it
all
on
bps.
AK
But
another
concern
I
have
is
that
here
we
are
talking
about
bill
bps
after
its
inception,
back
in
2017.,
we're
going
to
have
another
study,
another
12
to
18
month
study
and
then
now
we're
getting
another
superintendent
who
may
change
the
whole
outlook
as
the
school
committee.
We
need
to
stay
on
course.
I
also
want
to
speak
about
the
shop.
AK
AK
AL
AL
At
your
last
meeting
on
may
25th,
mr
cadet
hernandez
asked
you
an
essential
question.
What
is
our
role
here?
Our
school
system
is
facing
the
threat
of
a
hostile
takeover.
Our
public
schools
by
desi
many
have
spoken
out.
Where
was
your
resolution?
Your
testimony,
your
voice,
your
silence
and
impotence
was
deafening.
AL
According
to
state
law,
boston,
mayor
chooses
school
committee
members
and
determines
the
amount
of
the
school
budget.
Your
job
is
to
hire,
evaluate
and,
if
necessary,
fire
the
superintendent
decide
how
the
district's
money
is
spent
and
set
policy.
I
have
read
your
bylaws
and
assumed
that
all
of
you
have
done
so
too.
When
mayor
wu
fired
dr
casilius,
you
were
silence.
AL
Why
did
you
allow
the
mayor
to
interfere
with
your
job
mayor
will
and
dr
concellius
are
negotiating
with
darcy
about
the
future
of
our
public
schools?
Mr
cardet
hernandez
asks
another
one
excellent
question:
what
role
should
the
school
committee
play,
including
voting
on
the
agreements
in
response?
Our
superintendent
said
that
she
would
ask
commissioner
riley
what
his
expectations
would
be
about
any
kind
of
community
opportunity
to
have
a
voice
and
whether
or
not
you
the
school
committee
would
be
expected
to
vote,
approve
the
agreement.
AL
Dr
casella's
response
to
you
was
an
insult,
not
one
of
you
objected
and
dr
cacelia's
report
today.
She
didn't
even
report
back
mr
cadet
hernandez
had
to
follow
it
up
with
the
same
question.
We
will
soon
have
a
new
superintendent.
The
public
will
have
a
voice.
Mail
wu
may
express
her
opinion.
The
new
superintendent
will
be
your
choice.
Do
your
job.
AL
N
AM
My
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston,
education,
justice
alliance,
bps
parents,
students
and
community
leaders
are
doing
everything
they
possibly
can
to
fight
the
politically
based
threat
of
state
takeover
state.
Receivership
is
not
about
improving
academics
or
improving
special
education
services
in
cities
where
the
state
has
taken
over
state
receivership
hurts
students,
especially
those
with
disabilities,
because
of
the
extreme
focus
on
test
preparation.
AM
At
the
last
meeting
dr
drew
eccleston
presented
the
deci
report
report.
We
were
disappointed
that
the
presentation
on
the
deci
report
did
not
reflect
the
reality
of
what
state
receivership
would
mean
for
bps
students
and
families.
This
presentation
was
an
example
of
gaslighting
to
the
point
of
disillusionable
thinking.
AM
AM
AM
Some
of
the
solutions
in
the
btu
contract
include
reducing
staff
ratios
of
school
support
staff
to
those
recommended
by
experts,
including
psychologists
guidance,
counselors,
social
workers.
Our
communities
deserve
well-resourced
and
fully
staffed
special
education
and
english
learner
programs.
Not
just
one
teacher
with
multiple
licenses.
AM
Families
deserve
a
comprehensive
plan
for
ensuring
bps
special
ed
students
have
what
they
need
without
having
to
stress
about
asking
for
it.
Bps
families
deserve
equitable
distribution
of
support
for
their
buildings
and
services.
We
continue
to
push
for
the
use
of
equity
planning
tools
and
building
decisions,
and
not
one
where
stakeholder
engagement
is
an
afterthought.
AM
More
importantly,
stop
the
gaslighting
presentations
even
school,
commit
committee.
Members
feel
blindsided.
While
we
understand
there
is
no
master
facilities
plan
and
bill
bps
and
the
green
new
deal
are
still
farmed
from
developing
one.
That
doesn't
mean
that
school
building
decisions
should
be
made
without
thoughtful
planning.
There
has
been
so
much
discussion
about
closures,
but
not
an
actual
discussion
about
one
single
new
school
building.
Clearly,
that
is
not
the
focus.
AM
AN
Oh
sorry
about
that,
there's
a
lot
of
questions
to
click
on
there,
hello.
My
name
is
grace
hubbard
and
I
am
a
paraprofessional
at
the
henderson
inclusion
upper
school.
I
want
to
talk
a
little.
It
was
very
gratifying
to
hear
dr
casalia's
talk
about
the
addition
of,
I
think
35
full-time
libraries
in
the
next
year
for
boston,
public
schools
and
for
there's
a
plan
to
add
more
the
following
years.
I've
been
the
library
paraprofessional,
the
henderson
for
five
years.
When
I
first
started
there.
AN
My
job
priority
was
to
update
the
collection
to
get
rid
of
outdated
and
culturally
insensitive
books
and
to
build
a
culturally
and
linguistically
sustained
collection
of
diverse
books.
Unfortunately,
there
was
no
budget.
The
entire
library
budget
was
based
on
whatever
the
school
earned
from
book
sales
book
fairs.
I
appealed
to
friends
and
relatives
went
to
yard
sales
and
library
book
sales
visited
every
secondhand
store
in
this
area.
I
brought
in
furniture
from
home
for
cases
I
received
artwork
from
our
art
department,
but
it
would
have
been
impossible
to
update
our
books
without
a
budget.
AN
At
that
time
I
was
extremely
lucky
to
be
awarded
a
grant
from
the
boston
foundation
that
was
a
game
changer.
With
that
grant
money,
I
was
able
to
purchase
and
purchase
some
new
furniture,
new
technology
and,
most
importantly,
books.
The
library
at
the
henderson
school
is
a
popular
spot.
Many
people
feel
it's
the
heart
of
the
school.
It's
a
safe
place,
a
place
to
get
away
a
place
to
be
curious,
a
place
of
freedom.
AN
There
are
some
students
who
check
in
daily
looking
for
new
books,
passing
along
recommendations
or
just
to
chat
with
an
adult
who
is
not
their
teacher.
The
school
is
also
a
conduit
to
the
boston
public
library,
with
whom
we
have
a
strong
collaboration.
However,
without
a
certified
librarian
on
staff-
and
we
do
not
have
a
certified
librarian
that
collab
collaboration
is
limited
with
over
700
students
in
our
building
alone,
there
needs
to
be
both
a
certified
librarian
and
a
paraprofessional.
AN
AO
Good
evening,
an
outgoing
superintendent
revolving
door
leadership,
the
uncertainty
of
a
fast
track
process,
no
clear
academic
plan
for
the
fall.
So
why
are
safety
concerns
mounting
because
kimberly
pelatro,
a
strong
leader
who
did
the
work
of
positive
behavioral,
supports
and
interventions,
critical
incident
response
and
crisis
prevention
intervention
was
removed?
Why?
Because
bps
places
priority
on
policing
instead
of
prevention
and
intervention,
school
police
are
not
the
therapists,
counselors
or
mentors
our
students
deserve.
AO
Essa
funds
have
become
a
conjunction
of
dysfunction
and
there
is
no
culturally
responsive
anti-racist
infrastructure
that
welcomes
and
supports
students,
especially
black
students,
with
trauma-informed
instruction,
healing-centered
engagement
and
door-to-justice.
There
is
no
surprise
that
there
is
an
exodus
of
900
teachers
this
year
versus
500
last
year.
School
leaders
are
all
exiting
due
to
the
lack
of
critical
supports
and
resources
that
work
in
their
school
communities.
AO
Bps
boasts
of
equity
professors
to
be
working
towards
becoming
anti-racist,
but
has
zero
policies
to
address
and
stamp
out
incidents
of
racism.
So
when
complaints
are
made,
there
is
no
finding
leading
to.
I
hear
no
do
nothing
and
deny
anti-blackness
exist
in
the
district
while
upholding
their
audacity
of
privilege
that
blocks
equitable
access
to
black
students,
families
and
communities.
AO
The
pa
shaw
is
a
perfect
example
of
how
school
communities
are
marginalized.
The
shaw
has
created
a
framework
of
equity,
research-based
literacy
interventions,
data-driven
practices
steeped
in
progress
monitoring,
with
a
focus
on
continuous
improvement.
How
does
the
district
reward
these
hard-working
school
leaders?
Teachers
excited
learners
and
engaged
families?
It
leaves
them
in
limbo
by
refusing
to
declare
that
the
pa
sha
has
earned
its
expansion
right
for
modeling
best
practices
in
equity,
positive
school
culture,
literacy,
success
in
a
healthy,
thriving
school
culture
that
should
be
celebrated.
AO
X
My
name
is
keona
keona
avilas.
I
am
here
in
dorchester
and
I
am
many
things.
X
That
is
what
I
do,
I'm
a
consultant
and
a
psychotherapist
and
a
mother,
and
I
just
had
a
few
things
that
I
heard
while
listening
tonight
that
I
just
wanted
to
raise
again
as
many
of
the
things
that
I
wanted
to
say
have
already
been
said.
X
It
was
said
earlier,
and
I
really
see
this
as
the
crux
of
the
problem.
There
was
raged
earlier,
a
follow-up
question
about
what
the
actual
processes
are
for
when
things
are
raised
here
or
anywhere
for
that
matter,
where
parents
are
bringing
their
concerns.
X
The
problem
over
and
over
again
and
then
not
followed
up
with
solutions
what
the
process
is
and
that
that
question
was
answered
by
talking
a
lot
but
not
actually
saying
what
the
process
is,
and
so
I'm
hoping
that
we
can
just
get
some
clarity
around.
What
that
actual
process
is.
Is
there
a
process
that
you
all
follow
for
following
up
on
things
and
making
sure
that
there's
accountability
for
the
actual
information,
great
ideas,
great
suggestions
that
are
continually
brought
up
here
by
parents?
X
You
have
a
lot
of
parents
who
take
the
time
to
come
here
and
voice
their
opinion,
and
let
you
know
what's
going
on,
who
offer
up
their
time
to
partner
with
you?
Is
there
an
actual
process
for
following
up
with
those
people
and
having
relationships
to
get
the
things
solved
that
need
to
be
solved
just
one.
X
As
we're
moving
at
the
speed
of
trust
and
that
trust
has
often
been
broken,
I
just
wanted
to
boost
again
over
the
process
over
at
the
henderson
inclusion
school
and
the
need
for
intervention
to
happen.
Regarding
the
interim
search,
which
I
believe
is
the
same
issue
that
y'all
are
having
with
the
super
intended
search
being
able
to
plan
and
identify
when
something
doesn't
go,
the
way
that
you
thought
it
would
go
or
should
go
for
there
to
be
an
easy
way
to
to
enter
in
new
ideas
or
new
plans
that
need
to
happen.
X
N
N
V
Is
that
better
hi?
We
can
hear
you
that's
good,
okay,
great
good
evening,
my
name
is
deeth
ellis.
I
live
in
jamaica,
plain
and
I'm
head
librarian
at
boston,
latin
school
parent
of
three
graduates
of
the
boston,
public
schools
and
a
doctoral
student
in
the
school
of
library
science
at
simmons
university.
V
This
change
in
boston
is
remarkable
and
shines
a
light
on
our
school
district
as
a
potential
leader
in
the
state
of
massachusetts,
a
state
in
which
school,
libraries
and
librarians
are
not
available
to
many
students
and
therefore
have
become
a
privilege,
not
the
norm.
Massachusetts
laws
do
not
require
schools
to
have
librarians,
leaving
the
decision
to
individual
districts.
Not
surprisingly,
this
has
led
to
inequitable
inequitable
access
even
more
detrimental
to
school.
Libraries
is
when
decisions
are
made
at
the
building
level
than
that.
V
It
is
an
exciting
time
in
boston,
as
we
begin
this
journey
to
build
back
our
library
department,
promote
reading
and
collaborate
to
provide
high
quality
programs,
but
it
is
only
the
beginning.
I
ask
you
to
please
give
us
the
opportunity
and
time
to
really
do
this
work
for
students
in
the
city
of
boston
by
protecting
these
new
positions
and
include
the
necessary
language
in
our
contract
with
the
btu.
Thank
you.
A
Thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
extremely
important
to
us.
We
have
no
action
items
this
evening.
Our
first
report
this
evening
is
the
united
steelworkers
local
8751
letters
of
agreement
and
fiscal
22
and
fiscal
23
supplemental
appropriation
request
at
this
time.
I'd
like
to
invite
labor
relations
director
jeremiah
hassan
to
please
present
report.
First
I'll
invite
the
superintendent
to
offer
introductory
remarks.
U
Thank
you,
madam
chair,
and
thank
you
to
our
speakers.
Mr
hassan
will
present
to
you
this
evening.
The
bus
drivers
contract
that
we
have
worked
so
hard
on
over
the
past
year
has
some
major
operational
improvements
that
will
help
us
to
achieve
our
shared
goal
of
having
our
buses
run
on
time.
Earlier
today,
in
the
meeting
we
had
executive
session,
where
he
spoke
with
you
about
the
side,
letters
that
we
need
your
agreement
on,
and
so
I
invite
jeremiah
hassan
to
speak
about
our
bus
drivers
agreement.
Thank
you.
AP
I
just
want
to
clarify
something
that
the
superintendent
just
brought
up.
What
we're
here
to
request
tonight
is
strictly
related
to
the
side,
letters
that
accompany
the
collective
bargaining
agreement,
which
is
actually
an
agreement
between
transdev,
our
transportation
operator
and
the
united
steelworkers
local
8751.
AP
AP
This
commitment
on
behalf
of
the
school
committee,
because
it
ensures
labor
stability,
solid
relations
with
our
union
partners
and
provide
some
job
security
to
our
unionized
workforce.
AP
So
those
are
the
requests
that
we're
seeking.
The
vote
will
be
scheduled
for
for
next
committee
session,
which
I
believe
is
on
the
22nd
in
the
bargaining
team
and
on
behalf
of
director
of
transportation,
delavaran
stanislaus
in
the
transept
team.
We
are
recommending
and
requesting
that
the
school
committee
vote
in
favor
of
these
letters
and
the
supplemental
appropriation
request.
AP
R
I
just
think,
given
the
the
bigger
conversations
with
with
dessie
and
the
city
around
some
of
the
transportation
concerns
and
at
the
same
time,
that
we
don't
vote
on
that
contract,
we've
just
voted
on
these
side
letters,
so
I
just
wanted
to
sort
of
speak
that
into
the
room
and
obviously
name
that
I
hope,
based
on
what
I've
seen
in
the
press,
that
the
the
agreement
that
we've
currently
come
to
is
gonna,
be
part
of
helping
us
improve
sort
of
that
on
time.
AP
There
were
increases
in
wages
and
benefits,
but
at
the
same
time
we
were
able
to
secure
some
operational
reforms
that
we
believe
will
have
a
strong
impact
on
on-time
student
performance
and
some
of
the
challenges
that
we've
faced
in
transportation
over
the
years.
So
we're
happy,
and
we
think
this
is
really
a
mutually
beneficial
agreement.
AP
A
So,
thank
you
yeah.
I
think,
mr
hassan,
I
think
dr
casalias
did
say
that
they
were
side.
Letters
when
she
first
spoke
just
wanted
to
make
sure
that
that
was
that
was
clarified
and
that
I
see
that
miss
de
la
verne
is
on
with
us.
I
didn't
know
whether
she
wanted
to
make
any
comments
as
we
move
forward
before.
X
A
Thank
you
all
right.
I
wanna.
I
know
that
this
work
has
been
critically
difficult
over
this
past
year
and
I'm
very
happy,
finally,
that
we
have
gotten
to
this
place,
and
I
hope
that
this
will
ensure
us
both
smooth
operations
over
the
summer,
particularly
and
into
the
fall
as
we
prepare
to
move
forward
on
a
new
contract
in
the
future.
So
thank
you
all
for
your
your
hard
work
and
we
look
forward
to
taking
action
on
this
at
our
next
meeting.
Thank
you.
AP
A
So
our
final
report
this
evening
is
innovation,
renewal
proposals
for
the
burke
high
school,
the
elliott
k
to
eight
the
holmes
elementary
school
renis
academy
and
winthrop
elementary
school
I'll
now
invite
dr
drew
eggleston
deputy
superintendent
of
academics
to
present
his
report.
First
I'll
invite
the
superintendent
to
make
opening
remarks.
J
L
Camera
as
many
times
as
we've
all
done
this
right,
hi
everyone.
It's
it's
nice
to
see
you
this
evening
and
to
echo
two
comments
from
the
superintendent
one.
The
bps
is
in
full
support
of
all
these
renewal
plans.
The
five
renewal
plans
that
are
before
you
this
evening
and
want
to
just
acknowledge
that
the
real
stars
of
this
evening
are
the
school
principals
whose
and
their
school
leaders
and
their
communities
who
are
behind
the
work
of
these
renewal
plans
for
efficiency
sakes.
L
Just
let
me
just
give
some
context
quickly
about.
First
of
all,
what
an
innovation
school
is
and
then
two
what
the
role
of
the
school
committee
is
around.
Approving
innovation
plans
or
renewal
plans
for
schools,
and
so
innovation,
schools
and
innovation
plans
are
developed
to
create
ideal
conditions
for
serving
schools.
L
We
think
that
there
are
a
set
of
autonomies
or
a
set
of
practices
that
sometimes
when
scaled,
can
help
move
the
needle
and
improve
academic
outcomes
for
students,
and
we
have
a
number
of
schools.
We
have
seven
schools
of
six
schools
and
one
program
within
the
context
of
a
school
who
have
used
currently
the
leverage
of
autonomous
provided
by
innovation,
schools
to
help
drive
improvements
at
their
specific
schools
and
that
these
plans
utilize
different
autonomies
from
standard
operating
procedures
or
practices
within
the
context
of
the
district.
L
The
original
plans
and
all
of
these
are
renewal.
So
they
are
their
plans
that
the
school
committee
have
has
approved
in
the
past
they're
developed
in
collaboration
with
multiple
stakeholders
at
the
school
level
and
at
the
time
of
the
of
the
school
committee.
Action
on
that
original
plan.
Each
of
the
faculties
at
these
respective
schools
had
to
vote
to
approve
that
plan.
L
The
school
committee
must
vote
to
renew
the
plan
generally,
in
this
case,
in
all
five
renewals
that
are
before
you
today,
the
vast
majority
of
conditions
are
generally
staying
the
same.
There's
no
major
updates
or
overhauls
to
the
to
the
renewal
plans
that
are
before
you,
but
there
may
be
some
alterations
or
some
amendments
to
things
that
are
important,
but
are
not
fundamentally
changing
the
working
conditions
at
a
specific
school.
L
L
If
there
are
substantial
changes
to
the
working
conditions
that
will
be
required
by
this
plan,
it
is
required
that
a
teacher,
a
vote
of
the
faculty
or
the
teachers
at
the
school
be
held
in
this
case.
That
was
not
required
in
any
of
the
five
cases,
because
there
are
no
major
adjustments
or
changes
to
working
conditions
in
any
of
the
five
plans.
L
L
So
you'll.
You
have
received
materials
for
including
the
renewal
plans
from
five
schools,
as
well
as
an
equity
impact
statement,
as
well
as
any
supplemental
materials
that
the
school
leader
and
his
or
their
team
have
submitted
to
the
school
committee
for
review
and
the
school
leaders
and
or
their
designees
are
available
to
answer
any
questions
that
you
might
have
either
about
those
plans
or
about
any
of
the
supplemental
materials
that
they've
submitted
for
your
review.
L
The
first
plan
that
I
sort
of
want
to
quickly
talk
about
is
the
innovation
renewal
for
burke
high
school,
led
by
alma
carsilva
you'll
notice
in
their
plan
that
they
have
four
sort
of
major
key
components
of
their
renewal
proposal.
L
One
they're
looking
to
reaffirm
their
autonomies
and
areas
of
curriculum
and
instruction,
particularly
to
ensure
that
they
have
some
options
and
flexibilities
around
contextualized
curriculum.
I
know
they
have
been
doing
some
leading
work
around
cabo
verdian
heritage,
language
programs,
a
sort
of
really
cutting
edge
among
other
sort
of
innovative
curricular
materials
and
opportunities
for
students
that
are
really
at
the
heart
of
what
they're
trying
to
do.
L
You'll
see
in
their
plan,
an
interest
in
maintaining
some
of
the
autonomies
that
they
have
around
flexibility
around
school
schedule
and
calendar
to
really
ensure
that
that
work
is
personalized
for
the
individual
needs
of
students
at
their
school,
and
particularly
thinking
about
this.
In
the
context
of
their
newly
added
7th
and
8th
grade
for
next
school
year.
L
You
will
see
that
a
number
of
these
schools,
while
the
autonomies
aren't
changing
they
are
thinking
about
how
these
autonomies
will
fit
in
the
context
of
a
slightly
different
structure,
whether
that's
adding
a
grade
six
or
adding
a
grade.
Seven
and
eight
at
some
of
the
high
schools
that
are
that
are
in
consideration
for
tonight,
as
well
as
continuing
to
leverage
some
of
the
staffing
autonomies
that
have
allowed
them
to
open
post
and
to
recruit
and
retain
some
of
the
strongest
teaching
candidates
that
they
feel
they
need
for
their
school.
L
L
There's
a
the
school
will
be
adding
grades
seven
and
eight
to
the
configuration
for
next
school
year,
but
that
doesn't
change
any
of
the
sort
of
innovation
status
at
the
school
they're
just
going
to
leverage
those
autonomies
that
are
provided
to
them
through
their
innovation
status
for
their
grades,
7
and
8
students
and
the
school,
like
all
the
other
five
schools
went
through
the
engagement
process
that
is
required
as
part
of
the
renewal
process.
L
L
A
staffing
model
to
ensure
that
the
professionals
that
are
in
front
of
students
and
in
leading
classrooms
and
leading
work
with
students
are
best
prepared
in
their
subject
in
their
content
areas
and
their
grade
levels
and
adjusting
the
schedule
that
has
allowed
for
teachers
to
have
daily
planning
time.
It's
very
clear
in
this
proposal:
the
intentionality
that
goes
around
teaching
teams
and
collaboration
and
the
way
that
educators
are
working
together
and
pushing
their
practice
as
the
community.
I
think,
comes
through
very
clearly
in
their
renewal
proposal.
L
You'll
note,
I
think,
a
partnership
sort
of
something
that's
changed
for
them
and
for
schools,
mostly
in
region.
One
is
that
there
is
a
sort
of
intentionality
around
some
of
the
focus
from
the
kaleidoscope
collective
for
learning.
That
is
part
of
our
current
mou,
with
the
department
of
elementary
and
secondary
education
and
through
that
project,
a
real
laser-like
focus
on
historically
and
culturally
responsive,
deeper
learning
for
students
at
the
elliott,
kitty.
L
Innovation,
schools
and
you'll
see
that
the
school
principal
and
her
team
have
really
focused
on
engagement
with
many
stakeholders,
including
the
work
that
they're
doing
to
build
strong
systems
and
structures
of
governance
and
making
sure
that
there's
a
real
governance
role
for
all
member
board
members
that
that
lead
at
the
elliott,
k-8
innovation,
school
and
significant
engagement,
both
with
that
body,
as
well
as
the
school
community.
More
broadly.
L
That
has
an
abbreviated
schedule
on
thursdays,
for
professional
development
for
educators
at
the
school
again,
there
are
no
major
changes
in
this
renewal
plan.
It's
consistent
with
some
of
the
original
proposal
that
the
school
committee
has
already
voted
on
and
they're,
maintaining
the
structures
in
place
to
capitalize
on
the
growth
and
progress
that
the
school
has
seen
and
like
like
the
colleagues
before
them.
They've
done
significant
work,
engaging
their
families,
their
staff
and
community
members,
including
conversations
with
btu
representatives
and
btu
leadership
on
this
proposal.
L
L
I've
had
an
opportunity
to
learn
about
some
of
the
work
that
they're
doing
around
college
and
career
readiness
and
some
of
the
work
that
they've
done
to
put
the
stake
in
the
ground
to
articulate
what
the
portrait
of
a
scholar
at
mma
will
look
like
and
what
sort
of
dispositions
competencies
a
student
should
demonstrate,
and
I
just
think
that
there's
some
real
innovative
work
happening
here
that
should
that
should
really
be
the
center
of
what
we're
thinking
about
relative
to
secondary
education
across
bps.
L
There
is
a
commitment
to
reimagine
learning
and
to
use
the
city
as
a
sort
of
campus
model
to
really
integrate
expeditionary,
sort
of
learning
opportunities
and
place-based
learning
opportunities
for
students
at
the
school
and
to
really
leverage
the
city
as
a
resource
for
students
in
a
learning
laboratory
for
students
as
part
of
their
education
at
the
school.
L
But
this
real
belief
in
this
concept,
in
the
way
that
dr
vasquez
leads.
That
learning
can
happen
anywhere
anytime,
both
in
and
out
of
school,
and
that
students
build
skill
and
explore
their
passions
in
real
world
learning
and
that
you
know
really
sort
of
thinking
about
this.
Not
only
that
students
like
own
their
learning
and
have
an
ownership
of
boston,
but
that
their,
but
our
city
sees
our
students
and
their
in
their
rich
diversity
as
assets
to
our
community.
L
You'll
see
a
number
of
pilots
and
partnerships.
I
just
want
to
acknowledge
and
thank
the
school
and
their
team
for
their
their
leadership,
particularly
in
the
area
of
early
college
and
dual
enrollment.
L
L
L
L
You'll
see
there
are
no
major
changes
here
in
this
renewal
proposal.
There
is
obviously
sort
of
a
commitment
to
tying
in
a
more
interdisciplinary
sort
of
work,
particularly
some
of
the
stem
content
areas
into
into
the
the
daily
curriculum
at
the
school.
The
school
will
also
be
adding
a
new
sixth
grade
and
needs
to
think
about
how
to
implement
these
autonomies.
L
L
So
what
we'll
do
now
is
I'll
turn
this
over
to
the
chair
for
questions.
The
vast
majority
of
those
questions
will
likely
be
answered
by
school
leaders
or
their
designees
I'll
be
available
to
answer
any
district
questions
that
you
might
have
around
this
process,
just
knowing
that
this
will
be.
This
is
just
the
first
attempt
to
to
engage
in
conversation
about
this.
L
This
will
be
on
the
agenda
again
on
the
22nd
and
you'll
have
a
second
opportunity
to
ask
questions
and
to
get
whatever
you
need
answered
in
order
to
take
action
on
these
five
renewal
plans.
I'll
turn
it
over
to
you,
madam
chair.
A
All
right,
thank
you,
dr
eggleston.
Can
you
take
this
down,
so
I
can
see
the
community
please
take
that.
Thank
you.
A
A
Okay,
so
I
will
start
with
the
book.
Does
anybody
have
any
questions
for
for
the.
K
Yes,
thank
you.
Thank
you
for
the
for
the
report
initial
question,
just
sort
of
in
general
about
process
more
or
less
outside
of
the
meetings
being
able
to
sort
of
have
access
to
school
leaders.
To
maybe
you
know,
maybe
set
up
some
of
these
individual
conversations,
because
I
mean
frankly
we're
talking
over
200
pages
of
right,
school
reports
and-
and
you
know,
and
and
you
know
just
pouring
into
you
know
is-
is
not
daunting,
but
it's
you
know
it's
it's
quite
a
bit
to
sort
of
digest.
K
So
hopefully
we
have
an
opportunity
to
do
that
too,
but
particularly
like
for
the
bur.
I
am
curious.
You
know
particularly
one
of
the
things
that
stuck
out
to
me,
not
necessarily
in
the
presentation
itself,
but
in
particular
in
the
equity
impact
statement
out
how
it
actually
spoke
to
sort
of
issues
of
chronic
absenteeism,
particularly
which,
with
english
learners
and
thinking
about.
K
AQ
Well,
thank
you.
You
know
one
of
the
areas
where
the
pandemic
really
affected.
The
burke
the
most
was
in
the
yale
population.
You
know
not
only.
We
serve
a
housing
situation.
AR
But
also,
you
know
other
situations
like
economic
and
you
know
our
families
are
leaving,
you
know
extended,
extended
families
living
in
small
apartments
and
a
lot
of
them
had
to
move
out
of
the
bear
the
area
you
know
and
seek
support
from
other
relatives.
So
that
drove
our
attendance
a
little
bit.
But
I
drove
also
our
school.
AR
Data
in
terms
of
what
chronic
absenteeism
became
so
we
did
engage.
You
know
we
had
a
very
aggressive
strategy
to
engage
all
these
families.
For
example,
you
know
we,
those
that
did
not
have
technology
which
we
we
came
out
all
right
and
deliver
the
technology
that
they
have
if
they
didn't
have
internet.
We
delivered
hot
spots
and
we
knock
on
the
doors
and
those
that
are
still
we're
still
having
you
know,
difficulty
we
deliver
packages
to
make
sure
that
we
stay
connected
with
the
family.
AR
We
stay
connected
with
the
children
and
slowly.
You
know
we're
starting
to
see
these
families
coming
back,
but
the
work
is
not
it's
not
done.
The
work
is
going
to
continue
to
be
because
one
of
the
our
biggest
goal
is
really
to
recapture
everybody.
You
know
that
is
enrolled
at
burke,
high
school
and
the
family.
AR
You
know,
one
of
my
biggest
you
know
goal
is
to
continue
to
increase
family
participation,
family
communication,
because
that's
the
key
to
solving
these
problems,
but
the
you
know
the
staff
we
do
have
you
know
our
schedule
does
provide
opportunities
for
staff
to
come
together
and
look
at
these.
AR
You
know
nuances
that
are
really
preventing
these
students
from
attending
school
on
a
daily
basis
and
be
successful,
because
the
history
of
the
els
attenborough
high
school
has
been
very
strong
because
they
we
did,
you
know
we
did
about
105
students
and
about
10
of
them.
You
know
graduated
with
a
sill
or
by
bilingual
by
literacy
yeah.
You
know
you
know,
and
we
were
very
proud
of
them,
so
there
are
lots
of
things
you
know
during
the
wednesday
meetings.
AR
You
know
there
is
a
only
warning
indicators
that
we
utilize.
That's
the
part
where
you
know
everybody,
it's
inclusive.
We
do
not
separate.
The
staff
that
are,
you
know,
are
in
the
el
program.
They
are
because
of
one
of
our
strengths
also
is
being
a
full
inclusion
school.
So
they
are.
We
we
proud
ourselves
and
provide
opportunities
for
those
students
to
not
only
be
served
in
the
classrooms
where
their
language
needs
and
social
emotional
learnings
are
served
by
the
highly
qualified
teacher.
That
is,
you
know.
AR
Most
of
them
do
speak
the
language
understand
the
language.
Understand
the
culture,
but
also
in
the
mainstream
will
make
sure
that
teachers
that
are
serving
them-
you
know
with
language
instruction,
are
also
certified
with
the
duke.
AR
You
know
we
have
examples
at
the
work
of
the
teachers
that
are,
you
know,
fully
capable
of
speaking
and
writing
k
value,
but
they
are
not
gay
values,
but
they
they
know
they
go
out
and
beyond,
to
really
make
sure
that
they
understand
all
the
the
culture
and
linguistics
barriers
that
exist
to
the
students
to
these
with
the
students,
but
mainly
for
the
cavalier
population
eel
and
also
some
of
our
hispanics
is
this
problem
of
you
know
what
boston
is
becoming
a
place
where
living
is
real,
really
very
expensive.
AR
You
know
today,
you
know
some
of
our
students
received
some
big
applause
for
their
work,
that
they
did
in
gentrification.
AR
You
know
in
housing
in
boston,
and
they
were
recognized
for
that
work
that
we
did
with
the
lubin
foundation,
where
they
are
only
not
only
learning
about
all
the
situation,
but
they're
exploring
solutions,
and
those
are
the
things
that
we're,
including
not
only
the
the
school
community
but
our
partners
in
the
work.
So
it's
work
in
progress
and
we
expect
that
you
know,
as
things
are
coming
back
to
normal,
we
will
really
be
able
to
recapture
re-engage
and
really
move.
You
know
the
panels
on
that
on
these
problems.
AR
Yeah
chronic
absence
is
really
not
a
problem
that
you
know
we
are
we're
dealing
with
for
many
years.
It's
a
problem
that
just
started
with
the
pandemic.
The
sci
department
had
about
an
average
daily
ups,
you
know
antennas
of
97,
and
it
has
really
you
know
significantly
suffered
with
this.
A
Q
I
did
thank
you,
madam
chair,
just
a
real
quick
question
for
head
of
school
silver
and
thank
you
for
your
work
on
this,
and
I
appreciate
it
when
you
were
talking
about
getting
families
engaged
and
and
thank
you
to
all
the
school
leaders
for
working
on
it
and
for
being
with
us
tonight,
but
head
of
school
civil
when
you're
talking
about
the
burk
of
getting
families
engaged.
I
know
one
of
the
things
that
the
burke
has
been
kind
of
a
leader
for
in
our
district
is
the
community
school
model.
Q
You
know,
as
is
the
garden
of
pilot
school
out
in
in
brighton,
and
we're
really
using
that
as
the
model
for
the
hub
school
model
to
grow
in
more
schools
next
year.
So
do
you
just
mind
mentioning
to
me
how
your
thought
process
on
that
may
have
because
one
of
the
beauties
of
the
hub
school
or
community
school
model,
whatever
you
call,
it
is
actually
families
end
up
getting
more
engaged
because
of
all
the
wrap
around
services.
You
provide-
and
I
know
you've
been
doing
a
great
job
on
that
at
the
perk.
Q
So,
could
you
just
tell
me
how
the
thought
about
hub
school
and
being
a
you
know
a
leader
for
others
in
that
model
factored
into
your
plan
and
your
thinking.
AR
Well,
this
work,
you
know
when
we
began
this
work.
You
know
we
had
a
way
way
back,
and
you
know
there
was
a
strong
commitment
to
the
grove
hall
area
itself.
You
know
so
we
know
our
families
are
families
and
our
students
are
the
most
marginalized
and
what's
their
fault
in
the
lowest
poverty
rate.
So
doing
that
work
with
that
we
do
a
lot
through
partnerships
bringing
to
the
to
service
to
the
families
and
supporting
their
needs.
AR
Not
only
you
know,
we
we
we
don't
focus
just
in
the
academics,
you
know
it's
the
whole
child
and
the
idea
of
the
whole
child
you
know,
brings
the
whole
community
with
it.
Whatever
we
do,
reach
out
to
the
families
and
try
to
figure
out,
you
know
what
are
their
needs.
You
know,
how
can
we
support?
Not
you
know
if
they,
you
know
if
they
need
a
support
with
social
emotional.
You
know
we
we
bring,
we
bring
many
partners
and
we
continue
to
extend
that
service
to
them.
AR
We
hire
you
know
a
family
leader
we
hire
on
the
hub
school.
We
hire
also
one
one
of
the
liaisons.
Also,
we
recently
recently
hired
to
do
that
work
and
expand
it
so
for
families
what's
what's
the
most
important
in
this
work
is
the
services
that
we
offer
them
as
the
the
level
of
engagement
of
being
willing.
You
know
having
that
disposition
to
go
to
them,
what
they
need
when
they
cannot
come
to
us
as
soon
as
we
find
out
that
this
is
a
problem
with
that
family.
AR
You
know
if
they
can't
come
to
us,
we
go
to
them.
We
partner
also
with
the
schools
in
the
grove
hall
areas
to
maintain.
You
know
that
that
that
type
of
support,
where
we
share
community
communications
with
their
we
communicate
with
each
other,
we
share
the
services
are
available
in
each
school
and
make
sure
that
you
know
the
resources
are
spread
amongst
the
global
area.
AR
We
have
you
know
food
one
of
the
biggest
food
pantries
right
now
in
the
global
area,
with
a
new
partnership
that
we
formed
with
the
stop
and
shop
in
the
rex
red
sox
foundation.
So
we,
when
families,
you
know,
students
need
service,
we
have
a
clinic
in
school
and
the
students
need
services.
If
the
clinic
cannot
provide
those
services
we
reach
out
to
the
the
community,
we
communicate
with
other
schools
also
in
the
global
areas
and
see.
What's
what
are
the
resources
that
they
have
available
that
we
can
share?
AR
We
bring
the
dentist
to
our
school
to
serve
our
students.
We
did
we
bring
eye
care
to
our
school
to
serve
our
students.
We
right
now
have
a
brand
new
partnership
with
the
franciscan
hospitals,
where
we
have
an
additional
social
worker
and
available
in
school.
We
probably
would
be
you
we
like
with
where
we
receive
about
you
know
we
usually
receive
as
much
as
25
interns
that
will
come
to
the
perk
and
do
serve
the
needs
of
our
students,
so
socially
emotional.
AR
AR
So
we
don't
say
no
to
any
of
this
organization,
because
we
know
that
the
grove
hall
area
is
in
great
need
and
one
of
the
biggest
things
that
can
have
that
could
happen
to
the
burke
is
to
become
a
7
to
12
school,
because
we've
been
talking
about
what
if
we
would
receive
these
kids
at
a
younger
age,
and
we
have
this
opportunity
right
now
to
start
you
know
connecting
with
these
families,
and
when
I
talk
to
you
know
my
my
colleagues
in
the
grove
we
talk
about
cradle
to
high
school,
you
know
and
really
putting
the
you
know,
expanding
their
services,
sharing
resources,
bringing
you
know
the
whole
community
together
and
try
to
see
if
we
can
have
our
field
families
not
leave
so
so
independency,
but
also
explore
the
assets
that
every
family
and
community
member
brings
to
the
to
the
whole
school.
A
Silva,
thank
you.
Anybody
else
with
questions
for
the
burke,
I
have
one
question
before
we
move
on
again.
Thank
you
so
much
for
your
presentation
and
particularly
thank
you
for
the
description
of
the
the
hub
model,
I'm
interested
in
understanding
as
you're.
Looking
at
your
autonomous
around
curriculum.
How
will
that
impact
your
development
of
the
mass
core
programming
move
forward.
AR
Well,
there's
one:
that's
a
that's
a
great
question
because
you
know
all
of
these
questions
are
great,
but
you
know
we
talk
about
the
social,
emotional
and
the
wrap
around
services,
but
that
doesn't
go.
You
know
without
the
academic
piece
right.
So
one
of
the
things
that
this
autonomy
has
provided
us
for
provide
us
is
to
really
the
flexibility
around.
You
know
the
curriculum
being
able
to
really
adapt
it
to
individual
needs
of
our
students.
AR
If
you
look
at
the
brick
data
right
now,
you
know
one
of
the
surprising
outcomes
right
now
is
how
well
our
you
know
special
needs.
Students
are
doing
the
data.
If
you
look
at
the
data
compared
them,
you
know
they're
they're,
doing
extremely
well
right
now
and
that's
due
to
the
the
flexibility
you
know,
I
was
our
staff,
you
know
our
every
single
year.
We
engage
them
in
deep.
You
know
professional
development,
we
don't.
AR
AR
So
all
these
also
is
going
to
be.
You
know
extended
to
the
seventh
and
eighth
graders
that
that
ability
in
there,
so
when
you
get
that
flexibility
of
stu
of
staff
coming
together,
which
is
also
provided
by
our
schedule,
because
our
schedule
is
in
blocks
in
every
content
area-
have
a
block
a
specific
blocks
during
the
the
day
where
their
job
is
to
really
come
in
and
look
at
student
work
talk
about
the
data.
What's
you
know,
look
at
our
problem
or
practices?
What
are
the
things
that
we're
making
progress?
AR
But
what
are
the
things
that
we
need
to
improve?
So
in
terms
of
the
curriculum
right
now
we
are
lying
again
with
their
common
standards,
but
also
really
making
equitable
literacy.
You
know
one
of
the
four
air
force
areas
right
now,
because
the
kids
need
to
be
in
fond
of
text
that
really
engage
them.
Not
only
is
reflective
of
who
they
are,
but
also
is
challenging
them
rigorously.
A
R
Okay
and
this
one
is
for
the
burke,
because
I
guess
this
will
be
the
question
that
I
ask
everyone
on
some
level,
because
these
are
all
renewals,
if
I'm
understanding
this
correctly,
and
so
I'm
just
curious,
if
we're
with
you,
if
we're
approving
a
renewal
like
what
you
know
like
this
level
of
autonomy,
is
supposed
to
impact
student
achievement
and
so
like
over
the
course.
R
What
sort
of
innovation
I
would
hope
impact
student
achievement,
but
also
the
the
innovation
should
impact
the
system.
So
two
questions
in
what
ways
is
the
innovation
impacting
the
system?
If
you
can,
if
you
know
of
any
and
then
I
think
the
second
question
is
in
what
ways
is
this
autonomy
impacting
outcomes?
And
what
data
points
can
you
can
you
point
to.
AQ
AR
Know
the
past
years
that
the
break
has
been
made
making
it
you
know
sustaining
and
consistent
improvement.
You
know
in
terms
of
academics
the
the
work
also
you
know
recently.
You
know
us
news
really,
you
know
looked
at
all
the
schools
and
the
data
and
their
data's
and
ranked
us
one
of
the
you
know
a
school
as
a
number
seven
school
in
boston,
which
was
we
are
proud
of
you
know
of,
and
we
accept
that.
AR
But
the
work
is
still
you
know
far
from
being
unaccomplished
right,
so
the
economy,
the
autonomy
you
know
in
in
terms
of
curriculum
and
instruction
right,
does
provide
this
opportunity
to
constant
contextualize
instruction.
AR
You
know
to
meet
the
individual
needs
of
the
students
we
have
one
of
the
highest
at
risk:
high
needs
population
at
the
berk
and
teachers
come
together.
You
know
we
have
a
special
education
team.
We
have
a
an
sel
team,
we
have
a
language
assessment
team,
so
all
of
these
teams
come
together
and
our
instructional
leadership
team
also,
you
know-
is
the
main
force
behind
curriculum
and
instruction
at
the
berk.
AR
The
instructional
leadership
team
is
is
formed
by
teachers
from
the
different
contents
and
those
teachers
are
the
ones
they're
the
leaders
on
between
the
academies
and
the
administration
and
the
ilt,
and
what
they
do.
They
have
an
opportunity
to
come
in
together
daily
and
create
inquiry
cycles
that
are
data-driven
that
drive
the
instruction
of
the
you
know
at
the
berk.
So
those
are
the
things
that
we're
doing
to
to
look
at,
and
you
know
we
the
autonomy.
AR
We
do
not
exclude
assessments,
especially
the
the
you
know,
district
intervention,
because
that
provides
us
an
opportunity
to
really
you
know,
measure
our
goals,
you
know
and
see
where
we
we
we
are
falling
according
to
you
know
where
the
the
district
is
because
one
of
the
things
is,
although
you
have
those
alternative
autonomies,
you
still
have
to
demonstrate
sustaining
gains
throughout
the
year,
and
that
is
done
by
you
know
it's
a
collective
responsibility
of
the
you
know
the
entire
school,
where
we
all
engage
in
today's.
AR
You
know
conversations
and
look
in
our
data
examining
our
problem
of
practice.
For
example,
one
of
the
things
about
the
the
leadership
team,
the
literacy
of
the
we
have
you
know
weekly
meetings
where
we
do
examine
our
own
practice.
Also
as
leaders.
How
are
we
impacting?
You
know
the
outcomes
in
terms
of
teaching
and
learning
what
type
of
you
know
feedback?
Are
we
providing
that
the
the
teachers
we
tell,
we
even
tally
it
into
what
we
one
of
our
goals,
which
is
student
discourse
and
active
learning?
AR
You
know
we
even
tally
that
to
say
is:
is
that
really
making
progress?
Is
that
really
contributing
for
the
students
to
be?
You
know
successful
in
academically
which,
when
they
are
successful
academically
also
they
are
successful
in
the
other
areas.
AR
All
right
so
one
of
the
things
that
also
we
would
we
were
doing
and
we're
doing
it
successfully
right
now
I
know
so.
The
burke
is
one
of
the
only
schools
in
in
in
boston
to
participate
in
the
ap
program,
ap
community
program
we
have,
we
are
partnering
with
a
it's
a
grant.
That
is,
you
know
from
the
gates
foundation,
where
we
partner
with
other
school
communities
and
connecticut,
not
for
you
know,
brockton,
and
we
one
of
the
goals
of
that
is
to
extend.
AR
You
know
the
opportunity
for
more
students
to
be
eligible
for
the
ap
instruction,
and
we
have
been
very
successful
in
that.
So
you
know
what
like
this
year,
they
asked
us
for
for
six
students
we
already
had
about
20
and
30
more
all
right.
All
of
these
things
has
really
expanded.
Opportunities
for
us
will
be.
You
know
successful
in.
A
J
Q
I'll
start
off
by
saying
head
of
school
principal
walker,
griffiths
is
in
my
contacts
because,
madam
chair,
as
you
know,
I
served
as
a
school
committee
member
on
the
innovation
plan
for
the
elliott
school
when
it
was
first
formed
and
then
principal
walker
griffiths
has
had
me
serve
on
it
back.
So
I
just
wanted
to
simply
thank
the
the
team
that
worked
from
the
elliott
school
on
behalf
of
this
innovation
plan
proposal,
for
it
feels
at
least
like
a
year
principal
walker,
griffiths
and
including
many
7
a.m.
Q
Zoom
calls
of
the
entire
team,
and-
and
I
notice
in
mr
ecclestons
of
dr
eccleston's
presentation-
he
highlighted
the
governing
board's
role
in
it,
but
it's
really
to
me
the
innovation
team
plan
that
principal
walker
griffiths
put
together
and
led-
and
I
was
so
incredibly
energized
and
and
uplifted
by
listening
to
the
conversations
of
the
teachers
on
that
group
and
how
thoughtful
they
are
and
the
approach
they
take
to
planning
how
proud
they
are
of
it,
how
they
think
about
their
students
and
how
to
improve
it.
Q
Q
So
at
times
when
people
like
to
say,
including
folks
at
a
more
state
level
that
we
have
challenges
in
boston,
public
schools,
we
have
an
awful
lot
of
good
things
going
on
in
boston,
public
schools
too,
and
just
this
innovation
plan
work
one
that
I
get
to
see
up
close
at
one
particular
school,
but
I
know
is
being
done
in
many
other
schools.
It's
really
inspiring
to
see.
So
thank
you,
principal
walker,
griffin
for
you
and
your
entire
team.
Q
A
Thank
you,
dr
alkins,.
R
Thank
you
so
much
my
friend
principal
tracy,
juan
you
know,
I'm
a
huge
fan
of
the
work
that
you're
doing,
particularly
the
deeper
learning
work.
So
I'm
gonna
ask
you
the
same
question.
R
I
asked
earlier
one
during
the
time
with
this
level
of
autonomy
sort
of
like,
where
have
you
seen
the
greatest
growth
and
if
there's
any
data
points
that
you
can
share
with
us
and
then
also
like,
I
think
part
of
the
beauty
of
this
model
is
that
it
should
be
impacting
the
system
and
like
where
do
you
think
you're
having
system
impact
in
the
work
that
you're
doing.
AS
So
I'm
really
excited,
I
know
it's
9
34
and
it's
been
a
long
day
and
I'm
here
as
just
one
piece
of
the
amazing
elliott
puzzle.
So
I'd
love
to
answer
your
questions,
and
I
also
want
to
just
say
you
know
a
big
shout
out
to
all
of
the
schools
that
are
are
really
digging
into
this
work
across
our
district.
I
think
for
us
as
a
school.
This
is
our
third
renewal,
and
so
michael
you
missed
that.
There's
there
was
one
other
one
in
december
of
2016.
AS
We
were
starting
to
plan
that,
but
we're
really
excited
to
think
about
what
next
practice
will
look
like
so
significant
shifts
that
have
happened
over
the
past
and
I've
got
the
elliott
for
15
years
now,
I
think,
is
really
continuing
to
honor
the
the
voice
of
teachers,
the
ways
in
which
we
look
at
our
curriculum
and
all
in
service
of
children.
I
think
our
work
with
the
kaleidoscope,
collective
for
learning
with
desi.
AS
AS
Actually,
last
year,
if
coveted
kind
of
pushes
these
years
together,
I
was
able
to
become
the
principal
lead
for
region,
one
as
we
launched
the
work
with
kaleidoscope
and
I
think
for
me,
it
pushed
my
leadership
to
continue
to
think
not
just
what's
happening
with
us
and
and
we're
never
we're,
never
fully
cooked
we're,
never
there
and
and
the
conversations
that
I've
had
with
phil
at
east
boston
and
with
charleston
high
and
all
of
the
schools
in
east
boston
in
charlestown.
AS
How
does
this
work
in
deeper
learning
connect
to
our
anti-racist
anti-biased
practices
in
our
classrooms?
How
are
we
looking
at
our
curriculum,
whose
story
is
being
told?
What
are
the
books
that
kids
are
listening
to
and
reading
in
their
classroom,
libraries
and
kind
of
pushing
ourselves
and
kaleidoscope
was
great
with
for
that
and
then
just
connected
to
the
data
points
right
so
data.
You
know
we
have
lots
of
different
data
right.
AS
We
have
map
data,
mcas
data
and
I
think
for
us,
the
last
mcas
that
we
took
you
know
like
the
pandemic.
All
sorts
of
things
were
happening
and
for
us
it
was
making
sure
that
our
kids
had
the
social
emotional
learning
needs
met.
We
opened
back
in
december.
AS
We
have
a
highly
specialized
language
based
learning,
disability
strand,
so
our
special
education
students,
the
data
that
we
have
compared
to
the
state
after
this
this
past
year,
that
came
out
in
october,
43
of
our
kids,
that
are,
students
with
disabilities
are
proficient
or
exemplary
in
the
state's
eyes
compared
to
where
the
state
is
16
are
our
multi-lingual
learners.
Our
former
multilingual
learners,
50
of
our
students
compared
to
the
state's
24,
so
in
ela,
right,
we
say
reading
is
thinking.
AS
Kids
need
to
see
themselves
as
readers
and
writers
and
mathematicians,
and
then
just
math
math
was
something
we
know
you
know
in
in
in
the
pandemic,
we
can
get
you
on
lexia,
we
can
get
you
on
on
books
and
and
all
the
different
epic
and
math
was
something
that
we
wanted
to
make
sure
that
we
could
continue
to
grow.
AS
That's
an
area
that
we've
been
working
on,
hopefully
we'll
see
that
data
in
october
publicly,
but
even
last
year,
when
we
launched
41
percent
of
our
students
with
disabilities
were
proficient
or
advanced
10
in
state
former
multilingual
learners,
multilingual
owners
55
the
state
was
at
17.
This
is
mathematics,
friends,
so
overall
we're
we're
seeing
some
good
work.
It's
never
enough.
AS
All
of
our
kids
need
to
be
making
not
only
proficiency
gains,
but
growth,
not
everybody,
is
going
to
be
at
the
same
place.
But
what
are
we
doing
in
our
schools?
Not
only
at
the
elliot
but
across
our
district,
to
lift
the
level
of
student
thinking?
Have
them
think
about
thinking
and
that's
what
deeper
learning
does
so.
I'm
super
grateful
to
just
continue
this
work.
This
is
my
30th
year
in
bps.
AS
I
know
I
started
when
I
was
12.,
so
I
am
I'm
ready
to
continue
to
grow
our
practice
and
I
would
love
any
of
you
to
come
and
see
this
work.
We're
in
three
buildings.
We've
gone
from
150
kids
in
in
when
I
took
over
in
april
fool's
day
in
2007
to
we're
going
to
go
to
850
kids
and
it's
not
850
kids,
there's
7
500
kids
in
in
region,
1..
We've
we've
got
to
make
this.
This
is
the
standard
of
excellence.
AS
A
Thank
you
I'm
going
to
go
on
to
mr
cart.
Mr
doctor.
Excuse
me
dr
elkins,
but
I
know
I
just
want
to
make.
Have
everybody
be
mindful
it's
9
40.,
I
know
it's
late.
A
We
still
have
a
lot
of
where
we
want
to
go,
so
I
want
both
both
our
members
and
our
school
leaders
to
try
to
give
concise
statements
and
keep
us
within
our
five-minute
blocks,
because
otherwise
I
think
we
want
to
hear
everything
you've
got
to
say
and
we'll
be
here
until
2
a.m,
but
we
want
to
keep
it
going.
So
thank
you.
K
Yeah
I
apologize
everybody.
No.
I
also
appreciate,
particularly
with
your
you
know,
what
you're
doing
at
the
elliott.
I
appreciate
the
shout
out
to
goldie
mohamed's
work
for
sure.
I
would
also
some
elements
of
like
texture
teaching
and
you
know,
of
course,
literacy
is
liberation
by
kim
parker
for
sure.
My
question
for
my
question,
for
you
is
as
you're
thinking
about
sort
of
the
innovative
models
around.
You
know,
culturally,
sustaining
linguistic
practices
and
the
staffing
that
has
to
come
along
with
that.
K
Are
there
any
particular
innovative
ways
that
you're
thinking
about
staffing
for
for
the
elliott,
moving
forward.
AS
So
I
think
our
biggest
lift
when
I
arrived
are
our
staff
did
not
reflect
our
student
population,
so
part
of
you
know
and
there's
just
a
longer
conversation
around
what
happened
why
we
became
an
innovation
school
and
that's
you
know
that's
in
2012
and
we
became
an
expanded
learning
time.
School
is
thinking
about
partnerships
and
teachers
and
making
sure
that
our
teachers
are
professionally
developed.
AS
So
I
think
that
the
staffing
model
that
we've
continued
to
kind
of
iterate
is
something
that
we
really
we
we
celebrate
and
we
continue
to
think
you
know
we
we
talk
to
other
people,
I
work
with
teachers,
college
and
I'm
on
a
think
tank
on
how
we're
thinking
about
this
work
to
go
forward,
but
the
autonomy
around
staffing
has
really
has
pushed
us
to
think
about.
How
do
we
ensure
like
if,
because
we
have
a
substantially
separate
language
based,
we
call
it
our
language
academy.
AS
We
have
a
fully
inclusion,
full
inclusion
strand,
we
have
a
general
ed
strand
and
there
there
needs
to
be
this
infinity
symbol
so
that
students
see
themselves
beyond
right.
So
we're
continuing
to
iterate-
and
you
know,
as
I
said,
please
do
come
over
because
it
you
I
can
talk
about
it
all
day
long,
but
for
you
to
see
it
in
person
is,
is
really
where
the
joy
comes
from.
A
Yes,
I
have
a
question
for
you.
You
mentioned
it
briefly,
but
could
you
talk
a
little
bit
about
what
the
kaleidoscope
program
has
done
and
how
that
is
integrated
with
your
current
status
and
what
you've
been
doing
all
along.
AS
So
I
think
it
just
helped
us
to
ramp
up.
I
think
part
of
the
work
that
we
continued
to
do
was
think
about
what
are
the?
AS
What
are
the
ways
in
which
we're
using
our
knowledge,
about,
like
current
reading
research
and
science
and
steam
education
and
hands-on
learning
and
and
we
created,
like
a
blog
epic
elliot
play,
innovate
create
where
there's
student
choice
and
voice
not
only
in
our
littles,
but
what
is
what
does
play
look
like
in
the
upper
grades
and
so
we're
thinking
about
that
in
a
way,
that's
going
to
continue
to
grow
us
and
then
the
work
with
kaleidoscope.
AS
We
applied
to
be
a
pilot
school
where
they
didn't
even
know
really
what
they
were
well,
they
they
knew
kind
of
around
this.
This
idea
around
deeper
learning,
but,
more
importantly,
being
with
a
group
of
schools
across
the
commonwealth
to
think
about
how
are
we
thinking
differently
about
the
future
of
learning
connected
to
the
future
of
work?
So
with
this
laser-like
focus
on,
let's
pause
for
equity,
let's
look
at
this
curriculum.
AS
Are
we
actually
committing
curriculum
violence
with
some
of
the
things
that
we're
teaching
our
students,
so
kaleidoscope
has
allowed
us
to
kind
of
pause
ourselves
and
look
at
our
own
curriculum.
We
have
teacher
teams
that
are
working
on
creating
curriculum,
as
well
as
looking
at
the
current
curriculum
we're
using
and
what
are
the
ways
that
we're
lifting
the
level
of
student
thinking
from
four
years
old
to
14
years
old
and
also
giving
kids
an
opportunity
to
think
about
what
are
they
interested
in?
You
know
always
grade
level,
always
relevant
real
world
and
engaging
great.
A
Wonderful,
I
have
a
few
seconds
left
and
we
don't
have
to
discuss
it
tonight,
but
I
know
that
you
are
a
three
campus
school
and,
as
we
are
beginning
to
talk
with
other
communities
about
mergers,
I
hope
that
you
will
be
able
to
come
back
and
share
with
us
the
pros
and
cons
and
how
you've
made
a
three
campus
school
work
and
what
that
looks
like
so,
and
we
won't
do
it
tonight,
but
I'm
looking
forward
to
having
hearing
more
from
you
about
that
work.
A
Thank
you.
So
much
I'd
be
happy
to
great.
Thank
you.
I
want
to
move
on
to
holmes
elementary
school
edward
brewster
good
evening,
good.
A
K
K
I'm
all
I'm
all
right,
just
I'm
thinking
about
structuring
my
questions
for
later
times
and,
like
I
said
you
know,
obviously
in
the
interest
of
respecting
people's
time
and
stuff
like
that.
T
T
R
Data
points
that
you
tie
back
to
your
innovations
embedded
in
the
model
and
where
have
you
seen
that
growth
and
then,
of
course
like?
How
do
you
think
you're
having
system
impact
and
where.
AT
Yeah,
thank
you.
I
I
feel
like
I'm
cheating,
because
I
got
to
hear
it
a
couple
of
times
so
yeah.
We
have
to
take
a
couple
of
notes
and
I'll
try
to
be
brief.
I
know
it's
the
playoffs,
so
I
will
share
that
for
us.
I
was.
I
also
want
to
give
credit
to
the
former
leader
who
initiated
the
innovation
plan.
AT
I
also
shout
out
to
principal
lamore
and
I
will
name
that
in
2018
that
the
homes
met
91
percent
of
the
targets
for
mcas,
I'm
going
to
name
again
that
91
of
the
targets
for
mcas
so
high,
like
they
exceeded
everything
what
the
markers
were
now
since
I've
been
there,
we've
had
a
couple
of
things,
maybe
covet
related,
but
even
seeing
both
as
projected
based
off
of
last
year's
mcas
as
well.
AT
The
homes
consistently
takes
both
map
assessments
and
district
interims
to
measure
progress
and
growth,
and
so
we
consistently
use
coaching
and
feedback
as
structures
that
we
were
able
to
do
that.
I
know
that
was
named
that
we
have
an
abbreviated
schedule
on
thursdays
which
allow
us
to
do
consistent,
professional
development
for
staff
members.
AT
As
far
as
data
points
go,
I
think
we
definitely
had
a
higher
average
than
the
district
in
nearly
all
categories
when
we're
thinking
about
our
family
satisfaction
rate
and
then
thinking
about
our
teachers,
because
you
know
you
want
to
make
sure
you're
creating
an
environment
where
you're
helping
them
grow
and
learn.
Think
about
our
coaching
and
feedback.
It
was
30
higher
than
the
district
on
this
most
recent
climate
survey
and
then
14
14
higher
than
the
district
for
pds.
AT
So
we've
been
able
to
utilize
those
times,
so
I
get
feedback
from
our
staff
members
about
what
they
need
and
then
providing
a
space
for
them
to
learn
from
their
colleagues.
I
think
we
have
identified-
and
I
think
all
school
leaders
here
will
name
like
discourse
as
a
area
of
focus,
so
that
we
can
have
that
student
to
student
discourse,
but
we
often
don't
provide
those
opportunities
or
embed
in
systems
to
allow
our
teachers
to
learn
from
one
another.
So
it's
one
thing
for
me
as
the
principal
to
say
hey.
AT
I
think
this
is
very
important.
You
need
to
do
it
and
it's
another
one.
You're
learning.
Alongside
of
your
your
colleagues,
so
that's
one
of
the
things
we've
been
able
to
do.
We've
also
had
just
overall
increased
family
engagement
based
on
traditional
engagement
and
participation
with
other
ones.
AT
I
think
blessing
and
a
curse
was
covet
and
being
a
school
leader
only
in
covet
times
as
I
like
to
call
it
is
that
we
have
to
rethink
traditional
means
of
what
engagement
looks
like
and
just
because
a
family
member
does
not
show
up
to
your
math
night
does
not
mean
that
they
do
not
care,
and
so
we
were
in
their
homes
for
two
years,
and
so
we
had
to
you
literally.
AT
There
was
no
wall
between
home
and
school,
and
so
one
of
the
things
I
like
to
say,
there's
no
place
like
homes
and
so
making
sure
that
we
provide
spaces
both
in
pd
and
other
opportunities
to
just
listen
to
families
as
the
school
leader
there.
My
first
thing
to
do
was
devote
an
entire
day
to
family
and
community
engagement
so
that
we
are
like
identifying
and
knowing
who
our
partners
are
and
what
their
roles
are,
but
also
literally
having
listening
conferences
with
our
families.
AT
For
us
to
just
listen,
don't
talk,
we're
listening,
because
I
think
there's
always
a
hierarchy
with
families
in
that
you
come
in.
We
talk
to
you
and
then
that's
it
and
that's
one
thing
we
wanted
to
not
do
as
far
as
we
were
also
named
as
one
of
the
29
schools
with
outside
impact
in
massachusetts
by
school
sparrow
and
then,
if
you're
thinking
about
systems.
AT
I
know
one
of
the
things
that
we've
been
talking
about
is
our
project-based
learning
as
an
emphasis,
and
so
we
do
so
social
justice
thematic
units,
which
is
usually
a
project
that
students
do
at
the
end
of
the
year.
This
year's
the
first
year
that
we've
embedded
that
so
they
do
it
three
times.
Everyone
is
invited.
Next
wednesday
june
15th
2
30
to
3
30
to
see
my
baby's
projects,
some
of
the
things
that
they
have
been
able
to
tackle
have
been
housing
inequity
in
boston.
AT
From
our
fifth
graders,
whether
the
school
board
should
be
appointed
or
voted
upon,
and
that
was
coming
from
second
graders
expanding
busing
opportunities
or
free
busing
to
reduce
our
carbon
footprint.
Those
were
our
first
graders
talking
about
those
things
and
then
water
conservation
and
more
accessible
playgrounds
from
our
second
graders
as
well,
and
so
talking
to
folks
with
different
abilities
and
making
sure
like
getting
their
impact
on
how
we
can
make
our
playground
accessible
for
everyone.
AT
And
then
I
believe,
the
second
question
there
was
around
systems,
and
so
when
we
think
about
those
social
justice
projects,
the
district
actually
did
a
social
justice
academy.
Not
gonna,
say
it
was
based
on
the
homes
but
based
on
the
home's
work.
One
of
the
things
that
was
non-negotiable
was
that
we
continued
to
do
our
projects
even
when
we
went
remote
in
2020,
and
so
all
of
our
students
took
on
a
project
with
the
title:
not
all
heroes,
wear
capes,
and
so
our
little
friends
in
k0k1
wrote.
AT
AT
I
think
that's
double
the
district,
but
around
30
percent,
I'm
sorry
I'll
slow
down
around
30
percent
of
our
students
have
been
identified
as
having
an
an
emotional
parent,
mostly
but
having
an
iep
which
again
doubled
the
district,
and
they
still
met
those
91
targets
because
their
babies
are
more
than
capable
of
doing
everything,
and
so
we're
now.
Full
inclusion
and
100
of
those
students
have
found
success.
AT
A
AB
A
All
right
we're
going
to
move
on
to
the
munis
academy,
dr
dania
questions
good.
AU
A
K
So
so
my
question
is
actually
a
little
bit
embedded,
particularly
in
the
report
that
that
was
submitted
and
just
sort
of
getting
your
thoughts
around,
maybe
some
more
innovations
around
career,
prep
and
and
sort
of
college
prep.
I
know
that
that
certainly.
K
Enrollment
rate
at
two
and
four
year,
universities
is
around
58
59,
but
you
had
said
that
it's
making
you
think
a
little
bit
more
innovatively
about
what
career
readiness
is
sort
of
is
going
to
mean.
So
I'm
actually
curious
as
to
where
your
thinking
is
now
with
that
and
just
you
know
what
steps
might
be
in
the
future.
AU
We
don't
think
that
number
is
high
enough
actually
for
our
latino
students,
although
I
think
it
beats
the
national
average
right
for
for
persistence
and
when
we
first
started
our
school
just
a
little
bit
of
history.
We
started
as
a
college
prep
and
we're
10
years
old
this
year
and
some
of
the
school
committee
members
helped
launch
this
school
so
ever
grateful
to
them,
and
it
was
our
students
that
really
educated
us
very
well,
and
you
know
we
redid
our
mission.
We
went
through
a
process
and
it's
college
and
careers.
AU
I
don't
think
that's
unusual
for
many
schools.
You
know
in
the
day,
but
we
did
go
through
a
process
and
it
was
really
motivated
by
our
students,
and
so
what
we've
been
trying
to
do
in
the
city
as
campus
is
part
of
that
sort
of
big
thinking
is:
how
do
we
give
us
one
advice?
One
of
our
students
last
year
said
this
beautifully.
She
talked
about
the
big
why
you
know.
What's
your
big,
why
and
so
we
need
to
really
dig
into
that
and
help
our
kids
understand.
What's
their
big.
Why?
AU
And
college
and
career
has
to
start
when
you
hit
ninth
grade
and
how
you
talk
about.
It
needs
to
be
scaffolded,
so
these
are
some
of
the
learnings
that
we've
we've
engaged
in
and
some
of
the
framework
that
we're
building
in
part
of
the
cities
campus
model.
AU
So
how
do
we
talk
to
a
ninth
grader
that
doesn't
even
understand
what
high
school
means
you
know
and
much
less
thinking
about?
You
know
they're,
not
thinking
about
senior
year
versus
kids,
who
are
already
at
senior
year,
11th
grade
and
senior
year.
It's
a
very
different
conversation,
so
that's
part
of
how
we're
trying
to
reformat
what
we're
doing
so
that
college
and
career
we
pay
attention
to
it
differently.
AU
How
do
you
keep
high
school
kids
engaged,
particularly?
The
pandemic
has
really
been.
You
know,
super
challenging
and
what
we
you
know
realized,
and-
and
those
of
you
who
are
wiser
on
the
zoom
box
here
and
in
the
audience
probably
already
knew,
but
we've
really
gone
through
a
process
and
and
can
really
validate
this
in
our
community
that
we're
not
if
we
focus
on
really
interesting
experiences
for
kids
in
our
cities,
campus
model
they're
going
to
be
engaged.
AU
Engagement
will
be
taken
care
of
if
we
can
really
bang
out
some
interesting
expeditions
that
are
focused
on
solving
some
interesting
problems
and
and
have
relevance.
Our
kids
have
told
us
relevance
is
key,
then
we're
going
to
engage
them
and
then
they're
going
to
be
able
to
like
figure
out
that
college
and
career
pathway.
AU
AU
Oh,
my
god,
every
all
the
adults
thought
like
yeah
we're
doing
this
college
and
career
thing
and
the
kids
were
like
not
so
much
we're
not
really
getting
it,
and
so
that
piece
of
data
really
has
driven
a
whole
sort
of
reimagining
of
how
we're
going
to
talk
about
college
and
career
so
that
it's
accessible.
We,
our
school,
welcomes
95
latinos,
but
we
are
diverse
in
13
or
more
countries
plus
kids,
who
are
from
kabul
ved
from
from
id
from.
AU
We
have
a
student
who's
moroccan
this
year
right,
so
we're
diverse
in
that
way,
but
we're
also
95
high
needs.
So
many
of
our
kids,
25
of
our
kids,
are
new
to
the
country,
their
eld
levels,
one
and
two,
and
so
and
80
of
our
kids
are
english
learners,
and
so
many
of
our
kids
are
coming
to
us
and
they
don't
believe
that
college
and
any
and
careers.
AU
AU
And
so
that's
what
the
whole
cds
campus
model
is
trying
to
do
and
the
reason
we're
talking
about
cds,
campus
and
not
like
after
school
stuff-
and
you
know,
bringing
you
know,
partners
after
school
or
sending
kids
somewhere,
is
because
we
want
to
capture
them
while
they're
with
us
and
show
them
that
learning
can
be
in
school
in
our
walls,
but
it
can
also
be
somewhere
else.
Like
learning
can
happen
anywhere,
and
that
is
also
you
know,
providing
a
really
interesting
dynamic
in
how
kids
are
thinking
about
their
choices
and
their
opportunities.
AU
I
will
just
say.
Finally,
the
pandemic
has
been
brutal
in
in
heist,
and
you
know,
I'm
sure
all
of
the
high
school
leaders
and
all
of
the
leaders
at
all
great
levels
can
say
you
know
engaging
our
kids
keeping
them
stick.
You
know,
sticking
with
it,
you
know
has
been
really
really
challenging
and
I
don't
think
we
are
in
full
recovery.
Yet
I
think
recovery
will
take
at
least
another
year
to
get
ourselves
back
to
sort
of
the
data
space
that
we
want
to
see
ourselves
in.
AU
So
those
are
those
just
just
to
answer
your
question
in
as
brief
a
way
as
I
can
there's
a
lot,
there's
lots
to
say
about
it.
I
suppose
lots
of
learning
on
our
part
for
sure.
AU
I
I
think
we
are
the
only
dual
language
high
school,
not
just
in
boston
but
in
the
new
england
region,
and
I
think
that
earlier
in
the
meeting
you
had
a
report
by
folks
from
the
task
force
and
in
that
report
they
talked
about.
You
know
an
asset-based
model,
and
that
is
what
we
represent:
an
asset-based
model
around
language
and
culture
and
diversity,
so
I
hope
we're
leading
and
we
can
share
that
with
the
rest
of
our
district.
AU
Colleagues,
I
think
the
the
numbers
that
I
would
point
to
in
terms
of
our
own
data
that
resonate
for
me
are
that
our
kids
are
really
hanging
in
there.
As
I
said,
they're
coming
to
us
a
little
over
age,
some
of
them
new
to
the
country,
many
of
them
english
learners,
the
majority
of
them-
and
so
we
hang
on
to
our
kids.
So
our
five
year,
graduation
rate
is
like
91.
AU
We
hang
on
to
them
and
beyond
that
we
don't
let
them
go,
and
so
we
have
an
alumni
success
program
which
is
kind
of
unique.
I
know
a
lot
of
charter
schools
do
this.
We
have
an
alumni
success
coach.
He
gets
to
know
them
in
11th
and
12th
grade
and
when
they
graduate
he
follows
them.
The
original
intent
was
to
follow
them
for
two
years,
four
and
a
half
years
later,
we're
still
following
all
of
them.
AU
Thus
the
data
and
many
of
our
kids
are
returning
and-
and
we
have
a
little
cohort-
that's
sort
of
blossoming
who
are
now
members
of
our
staff
community
and
are
going
one
of
them
is
going
to
be
a
coaching
across
bps
out
of
the
boston
debate
league,
and
so
you
know
I'm
proud
of
that.
You
know
of
of
our
kids
coming
back
and
paying
it
forward
within
our
community
and
within
bps,
and
that
was
sort
of
my
own
personal
desire.
AU
A
C
K
I,
like
the
assumptions
now
I
mean,
and
this
and
you
know
this-
this
goes
for
you
know
what
we
heard
also
of
the
the
the
home
school
too,
and
I
look
forward
to
further
conversation
next
week
too,
but
particularly,
you
know
the
the
the
winthrop
school
in
the
in
the
home
school
also
being
high
african
american
black
african
diaspora
population
serving
institutions.
K
You
know
I'm
very
curious
and
encouraging
of
any
innovations
that
come
out
that
that
get
that
can
speak
to
improving
black
student
achievement
in
particular.
K
So
I'm
very
curious
as
to
what
you
would
highlight
as
those
you
know,
you
know
what
what
would
you
center
as
those
highlights
that
you
know
the
district
can
sort
of
take
and
think
about?
You
know
scaling
to
some
extent.
AV
Your
immune,
thank
you,
robinson.
Thank
you.
I
think
you
know
if
you
just
really
read
through
our
plan
and
really
look
at
the
history
of
the
winthrop,
you
know,
we've
been
through
a
lot,
we've
been
in
turn
around
and
we've
really
had
to
really
think
through.
Based
on
our
population,
like
you
said,
you
know
highly
african
american
made
a
high
population
of
of
students
who
just
are
high,
needs
and
really
thinking
through
innovative
practices
that
are
going
to
accelerate
academic
achievement,
but
at
the
same
time
really
develop
students.
AC
T
You
know
my
question,
so
I
won't
waste
your
time
asking.
But
you
know
just
a
data
point
you're,
proud
of
and
a
way
that
you're.
AV
AV
So
what,
in
the
past
couple
of
years,
our
observed
growth
is
always
higher
than
our
projected
growth,
whether
it
be
ela,
whether
it
be
mathematic
mathematics,
so
they
have
rich,
what's
called
a
ritz
score
for
map
assessments
and,
for
example,
for
ela
and
last
year,
our
our
goal,
our
I'm
sorry.
For
this
past
year,
our
risk
war
for
ela
was
193.
The
district
average
was
201.
AV
from
math,
for
example,
the
our
the
average
risk
score
for
us
was
193,
which
was
about
seven
points.
Lower
than
the
district,
and
so
when
we
were
thinking
about
mcas
scores
and
we're
thinking
about
you
know
how
we
came
out
of
turnaround.
We
always
did
our
comparisons
to
district
averages
and
thought
about.
Okay,
our
goal
was,
of
course,
to
be,
you
know,
average
to
the
state
levels,
of
course,
but
you
know
we
started
off
in
the
third
percentile.
AV
You
know
many
many
years
ago,
you
know,
and
how
do
we
just
make
those
gains
just
to
make
sure
our
students
are
just
continuing
to
make
progress?
And
so
you
know
not
only
you
know
also
with
the
content
areas
just
maintaining
attendance
in
the
past
couple
of
years
and
making
sure
that
our
you
know
we
have
a
you
know
kudos
to
our
staff
at
the
winthrop.
You
know
they
are
really
working
all
together
to
make
sure
that
you
know
our
students
attend
school
regularly.
AV
Despite
all
the
challenges
in
the
past
couple
of
years,
not
only
the
you
know
we're
still
kind
of
in
a
pandemic,
so
just
really
thinking
about
all
the
different
ways
that
we're
coming
together
to
make
sure
that
our
students
attend
school
and
and
also
that
we
meet
their
needs
to
make
sure
that
they
have
the
resources
to
also,
you
know,
be
successful
in
school
because
our
you
know
we
have
a
very
high
needs
population.
AV
So
thinking
about
what
are
the
the
obstacles
that
parents
and
families
are
really
encountering
where
these
kids
are
coming
to
school,
and
are
they
really
thinking
about
our
projected
goals
or
are
they
thinking
about?
You
know?
How
can
you
know
their
their
day?
Be?
Okay
or
you
know,
what's
going
to
make
their
day
better,
despite
whatever
challenges
that
they
have
at
home.
So
whenever
you
have
this
high
needs
population.
You're,
really
thinking
think
about.
AV
How
do
you
gather
all
staff
together
to
make
sure
that
we
meet
those
goals
and
have
you
know
the
weekly
check-ins,
the
student
support
team
meetings?
You
know
the
attendance
meetings
and
you
check
on
those
goals
but
at
the
same
time
really
meet
students
where
they
are
to
make
sure
that
they
have
the
resources
and
the
strategies
needed
to
make
those
gains
the
resources
in
order
to
make
those
gains.
A
I
want
to
thank
you
for
your
presentation,
but
I
really
want
to
thank
all
five
of
the
schools.
This
has
been
an
amazing
evening.
One
of
the
things
I
have
often
complained
about
is
that
we
don't
hear
enough
from
our
school
leaders
and
to
hear
what
they're
doing
and
just
hearing
from
the
five
of
you
tonight
and
we
know,
he's
only
a
small
snippet
of
the
work
that
you
all
have
been
doing.
A
But
it
was
clearly
a
breath
of
fresh
air
to
hear
both
the
passion,
the
accomplishment
and
all
that
you
were
doing
and
again
we're
just
5
out
of
125
schools
that
we
have
and
thank
you
for
all
of
the
incredibly
hard
work
you
all
have
done
this
year
in
the
past
several
years,
particularly
during
the
pandemic,
and
you
know,
as
school
committee.
A
So,
thank
you
so
much
and
we
look
forward
to
taking
action
next
week
on
all
of
your
innovation
plans.
But
thank
you
all
so
much
so
I
want
to
go
on
and
we
will
now
move
on
to.
R
Can
I
answer
the
process
question
before
we
move
on?
Yes,
I
just
my
question
is,
and
this
is
not
for
the
school
leader,
so
they
can
get
rest.
They
have
early
mornings
tomorrow.
I
am
sure
so.
Thank
you.
This
is
just
a
process
question
before
the
vote.
I,
as
we're
talking
about
this
model.
You
know,
I
think
for
me,
it
raises
questions.
R
Obviously
around
mission
hill
and
the
the
analysis
we
were
going
to
take
on
around
system
level
failures
from
the
sort
of
central
structure,
and
I
want
to
know
sort
of
where
we
are
in
that
analysis,
I
knew
we
were
told.
We
were
going
to
be
talking
about
next
steps
in
june
and
I
think
it's
helpful
as
we
move
into
approving
more
schools
and
to
the
model
to
understand
like
what
levers
are
in
place
around.
R
You
know,
escalations
and
other
sort
of
like
traditional
central
functions
that
may
have
been
missed
in
in
supporting
students
in
a
school
with
greater
autonomy.
U
Are
you
asking
about
autonomous
schools
and
quality
quality
school
reviews
in
that
process?.
R
I
guess
I'm
more,
I'm
more
asking
about.
You
know
like,
as
we
think
about
the
mission
hill
report.
We
knew
that
there
were
sort
of
two
pieces
of
the
investigation
right
sort
of
like
the
school
level
failures,
but
also
the
system
level
failures
as
well,
and
some
in
which,
if
I
was
reading,
the
tea
leaves
like
was
around
sort
of
district
level
missteps,
but
also
the
lack
of
oversight
that
happened
through
autonomy
or
or
other
answers
right.
R
Like
I
don't
know,
I
wasn't
in
the
room
and
I
I
think
everyone's
obviously
waiting
for
that
that
analysis,
but
I
do
know
that
we
said
we
would
come
back
together
in
june
to
talk
about
the
next
step
of
that
investigation,
and
this
feels
connected
in
that
moment
as
we're
thinking
about
this
model
and
also
a
recognition
that
we
have
a
school
that
really
pub.
That
was
part
of
that
model
who
really
publicly
failed,
and
we
knew
that
some
of
the
failure
happened
not
just
at
a
school
level
but
at
a
district
level.
U
Sure
I
mean
mission
hill
had
certain
autonomies
under
pilot
status,
whereas
these
are
innovation,
schools
a
little
bit
different
and
they
have
different
types
of
autonomies.
But
the
investigation
is
not
yet
complete
as
soon
as
it
is,
we
will
definitely
come
back
to
all
of
you,
I'm
hoping
that
will
be
done
before
I
exit,
but
the
the
investigators
have
not
provided
me
with
a
draft
report
yet
for
the
system
level
investigation.
U
So
I
don't
have
that
as
of
yet
and
I-
and
there
is
work
that
we
are
doing
with
jesse
and
have
been
doing
all
year
around
autonomy
and
revising
the
autonomous
schools,
handbook
and
guidance
and
training
and
governance,
training
and
all
of
those
pieces
that,
I
think,
will
be
recommendations
that
would
come
out
of
the
investigation
in
tandem
with
the
work
that
we're
doing
with
desi.
U
And
you
know
dr
vasquez
is
also
doing
work
and
has
been
doing
work
all
year
with
our
autonomous
schools
network
regarding
quality,
school
reviews
and
walk-throughs,
which
is
really
where
you
get
the
in-depth
kind
of
system
level
data
that
you
need
for
continuous
improvement.
AU
Dr
cassellius
jimmy
like
the
school
quality
reviews
that
I've
talked
about
yeah.
That's
it's
an
old
model.
I
I
would
just
say
mr
credit
hernandez.
I
I
think
we're
all
held
accountable.
Quite
a
bit.
We
have
the
same
accountabilities
that
every
school
in
the
district
has.
AU
We
have
boards
that
we
should
be
held
accountable
to,
and
innovation
schools
are
a
little
bit
different
in
that
we
have
to
have
these
reviews
every
five
years.
Pilot
schools
also
originally
agreed
to
reviews
every
five
years,
and
that's
where
the
school
quality
reviews
came
from
and
I've
been
advocating.
I'm
like
a
broken
record
about
it
that
we
bring
back
the
school
quality
reviews
because
they
were
imminently
important.
They
gave
us
great
data,
they
were
conducted
by
outside
neutral
parties
that
came
together
to
do
this
work
and
they're.
AU
You
know
they
were
brought
to
the
public
forum
to
a
superintendent
to
the
btu.
That
was
a
process,
and
I
think
that
all
the
school
leaders
endorse
this.
You
have
horace
mann,
schools
that
have
a
different
kind
of
accountability
system,
that's
with
the
state,
and
so
it
depends
on
the
autonomous
school.
But
there
there
is
accountability
that
we
all
must
adhere
to
and
respect
and
work
with,
and
so
I
hope
that
answers
your
question.
AU
I
think
that
there's
a
renewed
effort
and
when
dr
cacelias
talks
about
my
work,
I've
just
been
facilitating
the
rebirth
of
the
network
and
sometime
in
some
other
space.
I
will
be
happy
to
give
you
the
long
history
and
I'm
hoping
that
we
can
keep.
AU
You
know
reviving
the
network
of
schools
in
collaboration
with
the
district
drew
has
been
awesome
in
working
with
us
and
and
more
to
come.
I
hope
that
answers
the
question
that
you
were
thinking,
dr
casalias.
Yes,
okay,.
R
And
in
many
ways
it
answers
mine
I
mean
it.
Obviously
I
think
you
know
it's
sort
of
two-pronged.
It's
good
to
know
that
the
continued
investigation
on
the
mission,
hills
mission,
hill
situation
is
still
happening
and
that
we're
going
to
hear
more,
I
think,
to
I'm
of
like
former
principal,
like
firm
believer
in
principal
autonomy,
but
also
like
earned
autonomy
and
that's
a
complicated
thing
to
measure
and
so
like
there
are.
R
These
are
like
tough
things
to
figure
out
and,
at
the
same
time,
a
recognition
which
I
think
so
many
families
were
feeling
as
they
heard
the
news
in
mission
hill,
which
is
you
know
that
there
were
failures
in
terms
of
oversight
from
the
city
and
from
the
system,
and
it
was
that
a
result
of
system-wide
failure
or
was
that
a
result
of
failure
because
of
the
autonomy
through
these
types
of
programs?
And
that
might
be
what
we
figure
out
through
the
investigation.
K
Just
very
just
very
quickly,
just
because
we've
been
on
the
conversation
of
mission
hill
that
maybe
at
the
next
meeting
that
we
actually
get
an
update
about
how
the
transition
has
been
for
those
families
and
just
where
the
support
is
at
this
stage
in
terms
of
their
their
next
steps
in
school
choice,
etc.
So,
just
for
the
next
meeting.
U
I
just
want
to
let
you
know,
dr
elkins,
that
I
was
hoping
to
give
an
update
today
and
my
superintendent
report
on
that.
We
are
very
very
close
to
making
an
announcement
about
what
the
team
has
done,
I'm
very
very
proud
of
the
team
and
how
they
have
really
worked
with
every
family
on
their
choices,
and
you
should
expect
it
on
your
monday
letter
and
then
we'll
make
we'll
we'll
have
it
in
my
public
comments
as
well.
A
Okay,
that
includes
our
business
for
this
evening,
and
people
will
need
to
stay
tuned
to
see
when
our
next
meeting
will
be.
It
will
either
be
on
tuesday
june
21st
or
june.
22Nd
it'll
depend
on
where
we
are
with
the
final
interviews
for
the
the
superintendent
search
candidates,
but
we
will
have
a
meeting
on
either
the
21st
or
the
22nd
of
june.
A
So
there's
nothing
more
I'll,
entertain
a
motion
to
adjourn
this
meeting.