►
From YouTube: Boston School Committee Meeting 3-23-22
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
A
C
D
A
You
miss
sullivan
at
this
time.
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining,
with
the
boston
teachers.
Use
to
have
this
discussion
in
an
open
meeting
could
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
section
at
6pm.
C
C
E
A
Good
evening,
everyone
welcome
to
this
meeting
with
the
boston
school
committee.
I'm
chairperson,
jerry
robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
A
A
I
A
J
K
Thank
you,
madam
chair
good
evening.
Everyone,
my
name
is
wei.
I
will
build
chinese
mandarin
interpreter
tonight,
together
with
maple,
hey
function,.
L
A
A
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
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
close
today
at
4,
30
p.m.
Please
make
sure
you
are
not
signed
into
zoom
under
the
same
name.
You
signed
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
A
M
M
D
B
N
B
O
P
P
P
I'm
happy
to
report
both
victims
are
recuperating
and
doing
well,
I'm
grateful
to
the
boston,
police
safety
services
division
and
also
our
bps
safety
services.
Division.
Excuse
me,
and
our
bps
partners,
bpd
partners,
who
responded
immediately
and
remained
in
support
of
the
school
and
this
ongoing
investigation.
P
I'm
also
grateful
to
mayor
wu
who
joined
me
at
the
school
on
the
night
of
the
shooting
and
stayed
in
close
contact
in
the
days
following
to
ensure
a
full
city-wide
effort
in
support
of
our
tech.
Boston,
community
bps
remains
deeply
committed
to
providing
safe
spaces
for
our
students
to
learn,
and
it
will
not
tolerate
any
of
these
violent
actions.
P
I
also
wanted
to
give
an
update
on
masks
in
schools,
I'm
getting
quite
a
number
of
emails,
some
on
some
one
side
and
some
on
the
other
side,
as
people
you
know,
feel
a
bit
more
safe
to
go
out
without
mass,
as
the
city
has
released
their
mask
mandates.
Bps
has
continued
to
require
masks
within
schools.
However,
boston
public
health
commission
has
posted
indicators
stating
that
we
can
begin
to
look
at
removing
masks
when
we
are
10
positives
for
every
100
000
residents
within
the
city.
P
So
we
are
using
this
measure
and,
of
course,
looking
at
all
measures
as
we
look
to
when
it
is
the
appropriate
time
for
us
to
unmask
within
schools,
and
given
that
the
weather
is
con
starting
to
warm,
we
can
begin
to
you
know,
open
our
windows
and
shift
more
activities
outside
we're,
ordering
the
tents
again
for
schools
that
have
requested
and
want
them
want
to
use
them,
and
we
installed
air
quality
sensors
in
every
single
classroom
and
one
on
top
of
each
school
building
to
monitor
the
outside
air,
and
we
make
this
dynamic
measure
available
in
our
dashboard
on
our
website.
P
You
know,
air
quality
is
one
of
the
number
one
important
factors
in
mitigating
factors
and
we're
doing
everything
within
our
power
in
boston.
Public
schools
to
ensure
our
air
quality
is
good.
These
approaches,
matched
with
a
rigorous
review
of
the
data,
will
inform
our
decision
making
going
forward
and
it.
P
But
in
the
meantime,
we
are
starting
to
prepare
our
signs,
our
new
signs
and
messaging,
so
that
we
can
ensure
that
all
students
and
staff
are
supported
in
the
decision
that
they
make
whether
to
mask
or
or
not
be
masked,
when,
when
we
are
able
to
make
the
final
decision
around
unmasking,
but
for
now
we're
still
waiting
for
the
indicators
in
boston,
public
health
commission
to
give
us
the
okay
and,
as
we
watch
kind
of
this
new
variant
and
what
what
is
going
on
with
it,
so
that
we
can
just
ensure
that
everybody
is
comfortable
coming
to
school
and
and,
more
importantly,
that
everybody
is
is
safe
and
I'll
continue
to
keep
you
all
informed
as
we
get
closer
to
that
time.
P
Mr
o'neill
and
I
had
the
opportunity
to
connect
with
our
peers
from
across
the
council
of
great
city
schools.
This
past
weekend,
it's
organized
annually
by
the
council,
and
it
was
great
to
finally
be
in
person
at
the
conference,
which
brings
together
superintendents
and
school
board
members
and
their
staff
for
weekend
of
planning
data
review
and
sharing
of
best
practices
and
being
able
to
connect
with
congressional
leaders
as
well
and
hear
from
the
administration
on
their
plans.
In
particular,
we
learned
about
covid
safety
measures.
P
We
heard
from
mary
wall,
we
heard
from
the
ocr
office
of
civil
rights.
We
heard
from
the
u.s
department
of
education
and
their
leaders,
and
we
were
able
to
hear
from
congressional
leaders
as
well
on.
You
know,
esc
the
elementary
secondary
education
act,
what
they
anticipated
about:
esser
and
esser
accountability
and
any
future
funding
around
title
one-
and
this
is
just
a
really
important
conference
for
us
in
terms
of
our
pre-planning.
So
it's
always
great
to
be
around
mr
o'neal
when
he's
at
the
council.
P
Yes,
he
is
very
popular
there,
so
I
feel
kind
of
like
a
superstar
when
I
get
to
be
with
mr
o'neal
there
at
the
at
the
conference.
P
Also,
as
you
know,
it's
been
widely
reported
and
I
provided
updates
to
you
that
we
are
going
to
be
hosting
the
deci
team
next
week.
They
will
be
speaking
to
our
teachers
and
our
school
staff
and
parents
and
stakeholders,
and
some
of
you
as
well
as
they
look
at
giving
an
updated
review
on
our
mou
and
speaking
to
us
about
the
progress
that
we
have
made.
P
The
commissioner
has
expressed
a
desire
to
review
the
boston
public
schools
progress
over
the
first
two
years
of
the
memorandum
of
understanding
that
we
signed
with
the
commissioner
after
the
first
review
that
was
provided
to
me
in
february
of
2020
of
the
school
district.
It
was
about
300
pages,
it's
very
thorough.
P
P
On
this
review
and
working
around
the
clock
over
the
weekend,
we
only
had
a
week
to
prepare
and
get
all
of
the
documents
to
our
our
desi
partners
in
order
for
them
to
have
the
evidence
of
our
progress
and
then
next
week
come
on
site
and
speak
an
interview
with
all
of
our
staff
and
our
community,
a
broader
community,
to
see
the
alignment
of
the
progress
and
the
evidence
and
the
documents
that
we
provide
so
I'll.
P
Keep
you
updated
on
that
and
we'll
give
a
little
bit
of
an
update
on
the
review
in
the
next
school
committee
meeting
so
that
you
can
get
a
better
understanding
of
some
of
the
some
of
the
highlights
that
we
shared
really
excited
that
this
week.
Is
you
know,
march
21st
through
the
25th?
Is
the
district's
fourth
annual
24
7
respect
week
this
year,
all
sixth
graders
will
watch
and
discuss
the
boston,
public
schools,
office
of
equity,
tele
award,
winning
video
24
7,
respect,
featuring
student
actors
from
boston
arts
academy.
P
P
Q
Respect
is
a
program
created
by
the
boston,
public
schools,
office
of
equity
aimed
to
empower
students
to
address
and
report
bullying
of
all
kinds
and
bias-based
and
sexual
misconduct,
whether
it
is
directed
towards
themselves
or
one
of
their
peers.
During
the
program
students
in
grades
6
through
12
watch
the
student-produced,
film
24-7
respect
and
then
discuss
the
situations
that
played
out
in
the
film
with
their
class.
I
think.
R
It's
necessary
for
students,
because
it
helps
them
understand
the
code
of
conduct.
Also,
it
helps
them
to
address.
It,
helps
them
to
explain
consequences
of
their
behaviors,
expose
them
to
bias-based
behaviors
and
how
to
act
socially
appropriately
when
within
school
and
what
to
do
if
they
ever
encounter
a
situation.
That
is
about
bias-based,
behaviors
or
any
type
of
bullying,
and
it
helps
them
to
understand
what
to
do.
S
I
believe
that
this
program
is
vital
in
terms
of
the
student
success.
A
lot
of
students
are
facing
a
lot
of
challenges
in
terms
of
bullying,
whether
it's
cyber
bullying
or
students,
saying
unkind
words
to
each
other.
So
I
think
24
7
respect
is
important
to
teach
not
only
the
students
but
the
classroom,
teachers,
the
parents
to
be
on
the
same
page,
the
kids.
T
T
U
V
E
P
Thank
you.
I
am
just
so
proud
of
our
equity
team,
in
particular
becky
schuster
and
her
leadership
on
this
and
all
of
our
students
who
are
featured
in
this
film
and
our
staff,
who
implements
this
each
and
every
year.
This
is
a
nation
leading
model
and
has
been
recognized
as
a
national
model,
and
I
look
forward
to
hearing
from
our
students
and
teachers
about
their
participation
this
week.
P
The
priority
registration
round
for
k,
0,
k,
1,
6,
7
and
9th
grade
has
closed.
Students
assigned
in
that
round
will
receive
assignment
notifications
by
the
end
of
march,
and
families
can
still
register
for
these
grades
through
a
welcome
center
and
will
be
included
in
the
second
assignment
round
all
grade.
Seven
assignment
notifications
for
non-exam
school
assignments
have
been
moved
into
the
second
round
and
will
be
released
at
the
end
of
may.
P
This
action
was
taken
to
account
for
the
exam
school
admissions
process,
which
is
still
expected
for
the
end
of
april,
in
an
effort
to
keep
all
of
our
families
safe
and
to
limit
exposure
to
covert
19.
All
school
registration
is
currently
being
completed
by
appointment.
Only
you
can
follow
the
steps
on
our
website
at.
P
This
visit
coincides
with
a
2020
donation
from
the
baa
of
functional
fitness
equipment
such
as
dumbbells,
bosu,
balls,
medicine,
balls,
plyo
jump
boxes
and
more
to
every
pe
program.
At
every
bps
high
school
during
monday's
visit,
students
got
to
participate
in
a
circuit
training
workout
using
the
equipment
alongside
nell,
rojas
and
rojas,
also
shared
her
own
journey
to
becoming
a
professional
runner
with
the
students.
A
Thank
you,
superintendent.
That
report
I'll
now
open
it
up
to
questions
and
discussions
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
bps
staff.
To
also
be
brief
in
your
response.
If
you
have
any
additional
questions,
I
will
make
a
second
round
and
if
you
have
a
question
now,
please
raise
your
hand
put
the
question
in
the
chat:
does
anybody
have
any
questions
for
our
superintendent.
A
Superintendent,
I
have
one
question
with
regard
to
the
masking
issue
and
was
wondering
if
there
is
any
concern,
particularly
around
the
fact
that
our
youngest
children
still
are
not
vaccinated,
pre-k's
kindergarten
with
regard
to
any
greater
concern
about
the
massacre
unmasked
in
that
piece
because
of
their
inability
to
have
vaccinations.
At
this
point,.
P
Yes,
madam
chair,
that
is
absolutely
a
concern
for
us.
You
know
we
want
to
continue.
We've
held
over
a
hundred
vaccine
clinics
in
the
district.
I
don't
know,
megan
probably
has
the
exact
number,
but
we
continue
to
really
push
vaccines
and
getting
our
particularly
our
youngest
students,
vaccinated
age,
five
to
age,
say,
12.,
older
kids
are
are
starting
to
catch
on
and
get
vaccinated,
and
then
I
asked
mary
wall
actually
this
past
weekend.
P
If
they
knew
when
they
might
be,
when
a
vaccine
might
be
available
for
under
five
and
she
thinks
it
will
be
coming,
she
would
not
commit
to
a
date,
but
I
think
I
think,
with
before
summer
we
might
have
a
vaccine
under
five.
P
A
Thank
you,
my
my
only
other
question
is
about
the
air
quality
sensors.
What
are
they
monitoring
and
then
what
are
we?
What
is
our
action
if
there
is
a
concern
by
what
they
are
showing
us.
P
So
they
monitor
I'm,
not
the
expert
sam
is
so
you
can
come
back
on
the
you
can
come
back
on
sam
I'll,
do
just
a
little
bit,
but
they
monitor
co2
levels.
They
monitor
carbon
monoxide.
Remember
what
I
remember
when
I
first
came.
I
asked
the
question:
if
we
had
carbon
monoxide
detectors
in
all
of
our
classrooms-
and
I
was
told
no
and
the
globe
actually
did
a
story
on
it.
P
I
didn't
know
this
that
we
also
put
one
on
the
top
of
each
building
to
measure
the
outside
air
as
well,
and
you
can
see
that
on
our
dashboard
and
you
can
go
on
our
dashboard
and
it
shows
a
little
circle
around
the
city
for
every
single
school
on
a
map,
and
then
you
can
click
into
that
circle
for
that
community,
and
then
you
can
see
where
you
have.
You
know
green,
yellow
red.
P
I
think
is
the
colors
and
then,
where
there's
yellow
you
know
and
and
and
the
different
colors,
they
have
different
indicators
for
what
is
and
is
is
considered
high
or
low.
Our
environmental
team
measures
that
all
day
long
and
so
then
they're
able
to
call
the
school
or
go
bring
in
a
bring
a
team
to
the
school.
P
You
know
they
typically
probably
will
call
first,
because
what
we
found
is
that
either
a
window
wasn't
open
or
they
had
something
covering
the
air
sensor
like
a
poster
or
something,
and
so
you
know
we,
we
tried
to
mitigate
it
at
the
school
with
the
school
custodian
and
the
and
the
school
engineer
there
yeah.
So
I
don't
know
if
you
want
to
say
anything
more
about
it.
You.
M
Nailed
the
superintendent-
the
only
thing
I
would
add
to
that
is
that
this
isn't
actually
recognized
some
program
that
we're
doing
with
the
environmental
protection
agency
and
we're
doing
a
presentation
to
them
as
a
model
across
the
country,
so
you
nailed
this.
Thank
you.
P
Yeah
we
were
just
recognized
for
it,
and-
and
I'm
really
pretty
I'm
proud
to
have
these,
because
when
we
were
looking
at
air
quality,
we
started
looking
at
these
air
sensors,
it's
our
fabulous
environmental
team
that
brought
it
to
my
attention
and,
I
said
absolutely,
let's
get
them
installed,
because
even
after
covid,
you
know
with
18
of
our
students
who
have
asthma.
P
A
Thank
you
so
much
mr
brandon
cardet
hernandez.
Sorry.
W
X
P
Y
I
can
quickly
answer
I
wanna
I
wanna,
be
I
wanna
correct.
What
may
have
been
misheard?
The
centers
are
by
appointment
only,
but
families
may
register
in
person
or
remotely
at
their
choice
in
their
convenience.
It's
just
by
appointment
so
that
we
don't
have
a
lot
of
people
congregating
in
the
waiting
area.
Y
X
Just
for
this,
the
second
question
was
just
to
clarify:
are:
are
families
able
to
also
make
appointments
to
tour
buildings
as
they're
making
choices
for
their
family.
Y
That's
an
excellent
question
that
we
should
go
back
to
and
make
sure
that
we
have
a
collective
response.
We
have
started
allowing
visitors
into
buildings.
So
in
theory
that
answer
is
yes,
but
we
have
not
collectively
actually
raised
that
question.
So
thank
you
for
raising
it
and
we
will
pursue
an
answer
for
for
everybody
and
we'll
share
it
on
the
website.
Z
P
I
don't
believe
that
we
have
the
data
on
our
students.
Megan,
do
you
do
you
know
why
we're
unable
to
get
that
data?
I
know
that
some
nurses
in
some
schools
are
able
to
pull
it
down
from
a
database
on
immunizations
when
they
get
it
at
the
doctor.
But
maybe
you
could
speak
to
that.
AA
Yeah-
and
I
know
deputy
dipina
also
has
been
deeply
involved
in
this,
and
we
have
we
have
hosted.
You
know
over
110.
I
think
I
shared
last
week
vaccine
clinics
and
really
have
encouraged.
You
know
our
students
and
our
families
to
to
get
vaccinated.
We
know
that's
incredibly
important
and
we
do
know
that
there
is
an
inconsistency
across
our
schools
where
some
schools
will
certainly
have
higher
vaccination
rates
and
and
some
have
lower.
The
data
is
still
something
that
the
the
health
services
team
is
looking
further
into
the
the
database.
AA
I'm
going
to
try
to
explain
this
but
deputy.
I
might
need
your
your
backup
here.
The
database
of
where
this
information
is
entered.
Our
nurses
do
have
access
to
vaccination
records
for
our
students,
but
depending
on
the
spelling
being
100
accurate
or
if
a
name
is
hyphenated
and
they
forget
the
hyphen.
AA
The
two
databases
might
not
speak
to
each
other,
and
so
we
don't
have
complete
information.
Necessarily.
The
data
is
not
as
accurate
as
we
would
like
it
school
by
school
and
so
we're
continuing
to
work
with
our
nurses,
our
health
services
team,
the
state
even
to
really
understand
how
we
can
get
an
accurate
accounting
of
that,
and
also,
I
think
you
know.
AA
Most
importantly,
I
think
one
of
our
high
schools
vinca,
is
a
great
example
of
how
the
students
have
really,
I
think,
they've
hosted
over
13
clinics
this
year
and
they
have
really
rallied
their
peers
and
their
their
their
family
members
and
neighbors
to
come
and
get
vaccinated,
doing
the
educational
campaign
talking
peer-to-peer
talking
to
families,
creating
an
environment
that
feels
welcoming
and
safe,
and
you
know
it's
really
allowed
for
that
student
population
to
to
become
vaccinated
a
very
high
rate,
and
I
know
that
they've
been
tracking.
AB
Sorry
just
turned
out
my
questions,
so
my
question
was
aside
from
the
guidelines
that
you
presented
about
masking.
Is
there
a
soft
date
as
to
when
the
mask
may
day
will
be
lifted?
Maybe
a
month
two
months
next
year?
Do
you
have
like
any
kind
of
idea
as
to
when
that
would
be.
P
Well,
we
thought
it
might
be
sooner
to
to
be
truthful,
but
we
are
I
I
am.
I
am
a
little
bit
more
concerned
about
what
recently
we've
been
seeing
in
the
news
with
the
uptick
of
the
virus,
and
I
I
can
only
imagine
that
boston
public
health
commission
has
their
eye
on
it
as
well.
So
I
know
that
you
know
the
the
number
is
10
out
of
100
000
and
that's
when
we're
able
to
start
making.
P
You
know
real
serious
declarations
of
like
the
date,
but
I
I'm
I'm
not
ready
yet
to
put
a
date
out
there.
Yet.
Okay,
thank.
AB
A
C
E
M
B
Thank
you.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
maybe
the
may
be
referred
to
the
superintendent
for
a
later
response.
B
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
25
speakers
this
evening.
Each
person
will
have
two
minutes
to
speak,
and
I
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
B
B
B
B
AC
I'm
sorry
I'm
currently
outside
okay,
hello,
superintendent,
calcius
and
members
of
the
bps
board.
My
name
is
rouliani
sergio
silvera
and
I
am
a
resident
at
boss
from
south
boston.
I
attend
fenway
high
school
and
I
am
a
young
community,
organizer
and
social
nation.
AC
I
am
here
speaking
to
help
push
our
demands
forward,
studying
for
more
funding
for
fy
2023,
to
create
more
laws
and
long-lasting
change
in
our
in
order
for
boston
public
schools
to
address
the
harm
that
is
done
to
our
students
of
color,
who
are
being
taught
in
a
curriculum
that
centers
all
around
whiteness
in
european
american
history.
There
should
be
a
variety
of
ethnicity
courses
that
include
migration,
black
latin
asian
and
indigenous
studies.
AC
We
need
to
increase
our
teachers
of
colors.
There
is
a
low
percentage
of
black
and
latino
teachers
in
schools.
Yet
there
is
a
population
of
about
30
black
students
and
42
percent
latino
students.
Teachers
should
respect
respect
on
ethnic
race
of
the
students
and
the
classrooms.
They
should
focus
on
diverse
faculty
recruitment
incentives
and
retention
in
boston,
boston,
public
schools.
AC
I
can
personally
say
that
I
have
been
blinded
by
the
fact
that
in
my
middle
school
I
was
taught
more
about
american
history.
Yet
when
it
came
to
black
or
latino
history,
it
was
only
one
or
two
lessons
in
the
year.
Luckily,
for
me,
I
had
a
math
teacher,
who
was
also
hispanic
and
connected
with
me
by
giving
me
information
outside
the
classroom.
When
I
entered
fenway
high
school,
I
had
more
lessons
based
around
latin
american
culture
for
spanish
class
of
native
speakers.
AC
Not
only
that,
but
fenway
is
also
very
supporting
for
latino
and
black
culture.
This
is
an
issue
that
is
that,
although
some
teachers
at
fenway
high
school
are
going
out
of
their
way
to
teach
more
about
our
culture,
the
students
don't
know
that
their
emmy
studies
or
even
what
it
is.
AC
In
conclusion,
ethnic
studies
needs
to
be
an
opportunity
for
all
students
about
boston,
public
schools.
We
are
asking
for
the
following
from
boston:
public
schools.
Every
school
and
bps
should
have
professional
development
and
training
required
for
all
teachers
and
concerning
capacity
in
the
curriculum.
Secondly,
there
should
be
a
variety
of
ethnic
courses
offered
in
subtle
to
intro
ethnic
studies.
Our
teachers
should
also
reflect
on
that
race
and
identity,
ethnicity
of
students
in
the
classroom.
There
should
be
a
focus
on
faculty
requirements
and
retention.
B
AC
B
AD
Thank
you.
My
name
is
sarah
horsley.
I
live
in
jamaica
plain
and
I
have
a
third
grader
in
dps,
I'm
also
co-founder
of
bps
families
for
cobid
safety.
Tonight
I
ask
that
bps
maintain
the
mass
requirement
in
schools.
We
all
know
that
the
coronavirus
has
disproportionately
impacted
families
of
color
to
our
majority
of
families
and
bps.
AD
AD
Also,
many
bps
students
live
in
multi-generational
households
or,
like
my
family,
we
spend
a
lot
of
time
with
elders
and
immune
immunocompromised
relatives
in
terms
of
ventilation,
we're
seeing
the
result
of
decades,
of
disinvestment
with
fully
three-quarters
of
boston.
Public
schools
still
not
having
hvac,
even
simple
ways
to
enhance
ventilation
are
sometimes
overlooked.
AD
So,
for
example,
our
group
famcosa,
we
conducted
a
survey
regarding
coveted
safety
at
meal
times.
We
got
responses
from
more
than
50
schools
about
60
percent
of
the
respondents
reported
that
students
eat
in
a
cafeteria
or
other
large
space,
as
opposed
to
in
classrooms
or
outdoors
and
at
least
40
percent
reported
that
windows
and
doors
to
the
outside
were
not
open
during
meal
times.
AD
Now,
as
the
superintendent
mentioned,
we
have
the
even
more
transmissible
sub-variant
ba2
on
the
scene.
Coveted
in
wastewater
is
rising
again,
particularly
in
new
england,
with
all
of
these
challenges,
plus
the
recent
changes
in
testing
and
contact
tracing,
it's
clear
that
we
must
keep
the
school
mass
requirement.
AD
Good
quality
masks
are
an
essential
mitigation
mitigation
strategy
if
and
when
bps
considers,
lifting
the
requirement
for
mass
officials
must
communicate
clearly
that
the
early
indicators
that
they're
going
to
be
using
to
re-institute
masking
again
before
we
experience
another
search.
Thank
you.
Thank.
B
AE
AE
The
common
good
proposals
by
the
btu
provides
the
path
forward
that
the
bps
should
embrace
when
you
do
finally
meet
instead
of
canceling
negotiating
sessions.
You
are
saying
to
all
of
these
common
good
proposals.
No,
no!
No
and
hell.
No!
Will
the
blackstone
finally
get
the
doors
that
they
have
asked
for
many
years.
Would
there
be
sufficient
funds,
insufficient
funds
for
the
building
of
new
one
facilities?
AE
AE
Each
school
needs
at
least
one
family
liaison
insufficient
funds,
smaller
class
sizes,
insufficient
funds,
more
funds
for
ethnic
studies,
insufficient
funds,
how
many
community
high
schools
with
each
one
with
a
coordinator
with
hub
schools
with
each
one
with
the
coordinator
with
this
budget,
create
insufficient
funds.
This
proposed
budget
is
not
excellent
for
all
or
unprecedented
commitments.
AE
AE
AF
AF
Okay,
good
evening,
sorry,
I'm
technologically
challenged.
My
name
is
john
mudd,
I'm
a
resident
of
cambridge
massachusetts
and
a
long-time
education
advocate
in
boston.
I
want
to
make
some
brief
and
provocative
comments
on
the
budget
and
the
superintendent's
search
tonight.
AF
Next,
what
are
the
implications
of
spending
about
55
million
in
soft
landing
funds
from
about
just
five
million
three
years
ago?
It
feels
as
though
we
are
buying
our
way
out
of
dealing
with
the
impact
of
the
decline
in
enrollment
and
are
not
preparing
the
public
to
deal
with
these
issues
in
the
future
on
the
superintendent's
search.
AF
What
are
the
school
committee's
priorities
for
the
new
superintendent
and
when
will
we
know
there
are
existing
policies
and
goals
approved
by
the
school
committee
in
the
strategic
plan
for
2020
to
2025
in
your
opportunity
and
achievement
gap
policy,
as
well
as
in
the
five
proposals
at
your
last
retreat
for
years.
Elimination
of
opportunity
and
achievement
gaps
have
been
the
number
one
priority
of
the
boston
public
schools.
Is
that
something
you
and
the
mayor
will
maintain?
AF
I
urge
you
to
continue
these
output
achievement
goals
for
our
black
latino
english
learner
and
special
education
students
and,
finally,
an
education
vision,
teacher
diversity,
building,
a
strong
leadership
team,
successful
management,
experience
in
implementing
systems
change
and
master
planning,
as
well
as
family,
community
and
student
engagement,
have
for
years
been
key
features
of
the
superintendent's
job.
We
have
added
access
to
native
language
for
elewd
students
and
public
testimony
has
given
renewed
emphasis
to
facilities
and
food.
Where
do
you
stand
on
these
goals
and
when
will
we
know?
Thank
you
for
letting
me
go
over
elizabeth.
AG
AG
While
cases
had
gone
down
in
boston
after
the
first
omicron
surge,
rising
wastewater
virus
and
increases
in
case
numbers
have
been
seen
as
superintendent
noted.
These
are
the
leading
indicators
and
mean
that
a
further
rise
could
be
ahead.
The
year-to-date
total
cases
in
the
schools
reminds
us
of
the
toll.
This
disease
has
taken,
especially
in
families
of
color,
and
this
may
continue.
You
know.
If
you
look
at
the
data,
orchard
gardens
has
had
223
cases.
AG
AG
It
covered
1
million
students
and
157
000
staff
nationwide,
and
it
showed
that
maintaining
mandatory
masking
is
associated
with
a
72
percent
reduction
in
secondary
transmission
and
that's
compared
to
districts
that
had
optional
masking,
not
zero
masking
optional,
so
in
other
words,
maintaining
mandatory
masking
prevented
almost
three
quarters
of
new
cases
of
covid
passed
from
student
to
student
within
schools,
and
just
as
recently
as
last
friday,
a
concord
middle
school
had
to
shut
down
due
to
over
44
covic
cases
after
they
dropped
their
mask
mandate.
Ms.
B
AH
Good
evening
my
name
is
cheryl
buckman,
I'm
a
parent
to
a
third
grade
student
at
the
polydera
elementary
school
in
dorchester,
I'm
a
member
of
families
covet
safety
and
I
live
in
south
boston.
My
son
suffers
from
physical
and
emotional
impairments.
I
am
very
concerned
about
the
masking
mandate
being
removed
from
our
schools.
AH
AH
AH
AH
AH
AI
Hello,
everyone,
my
name,
is
matthew
connor.
I
am
a
resident
of
jamaica
plain
and
I
am
a
kindergarten
teacher
at
the
p.a
shaw
school.
As
you
are
well
aware,
the
pie
shaw
has
been
granted
a
one
year
promise
of
a
fourth
grade,
and
but
I
am
not
here
to
say
thank
you
because
I
know
that
boston
doesn't
keep
its
promises
in
matapan.
AI
I'm
here
to
remind
you
that,
even
though
we
may
not
be
on
the
front
page
of
the
boston
globe,
again,
we
will
not
stop
advocating
for
our
school
and
our
community
and
the
most
recent
strategic
vision
for
boston,
public
schools.
It
states
the
pursuit
of
educational
equity,
recognizes
the
historical
conditions
and
barriers
that
have
prevented
opportunity
and
success
in
learning
for
students
based
on
their
races,
incomes
and
other
social
conditions.
AI
Many
people
like
to
think
of
boston
likes
to
think
of
history
as
things
from
long
ago,
but
in
the
case
of
public
education
in
boston.
It
is
recent
history
that
we
must
confront.
First
in
2014,
the
district
promised
our
community
a
school
that
would
go
to
grade
five.
It
is
2022
and
that
promise
is
not
a
reality.
AI
Next
year,
it
will
still
not
be
a
reality.
All
we
will
have
is
a
promise
and
a
new
superintendent
that
we
have
to
explain
the
history
to.
I
know
that
many
will
say
the
future
of
the
shock
can't
be
decided
before
a
new
superintendent
was
found,
but
it
was
not
dr
casilius
that
made
that
promise
to
us.
Nor
was
it
dr
casilius
who
broke
that
promise.
Instead,
it
was
the
boston
public
school
system
that
broke
any
trust
our
families
may
have
had
in
us.
This
is
a
system
that
is
upheld
by
people,
including
you
all.
AI
AI
B
AJ
Okay,
my
name
is
brian
ruka,
and
my
son
is
a
fifth
grader
at
the
kennedy
elementary
school
in
dorchester,
my
wife
and
I
are
concerned
about
a
recent
assignment
given
to
the
fifth
grade.
During
english
language
class,
the
10
and
11
year
old
children
were
given
a
story
titled
the
gender
reveal
they
had
to
read
the
story
and
comprehend
it.
AJ
If
you're
not
familiar
with
the
story,
it's
about
a
soon-to-be
13
year
old
boy
named
malcolm
throughout
the
story,
malcolm
discusses,
being
nervous
about
telling
his
friends
and
family
that
he
will
be
identifying
as
non-binary.
It
is
also
specifically
mentioned
that
malcolm
has
already
come
out
to
everybody
as
gay
years
ago.
AJ
At
what
grade
level
are
children
being
taught
about
sexual
orientation
in
the
controversial
topic
of
gender
identity,
which
is
also
known
by
the
term
gender
dysphoria?
When
were
these
topics
inserted
into
the
curriculum,
I
remember
being
informed
when
common
core
math
was
introduced?
Why
weren't
parents
notified
about
an
assignment
that
focused
100
percent
on
a
child's
plan
to
arbitrarily
decide
to
change
his
sex?
Does
the
school
committee
believe
that
bps
english
teachers
have
the
appropriate
training
to
handle
topics
that
venture
into
the
sexual
neighborhood
of
sexual
orientation
and
sexual
biology?
AJ
AJ
AJ
We
can
all
agree
that
two
plus
two
equals
four.
We
clearly
do
not
all
agree
on
the
definition
of
male
and
female.
This
material
has
no
business
being
introduced
to
elementary
school
students.
I
was
told
that
this
topic
is
considered
the
same
as
race
and
religion.
How
would
the
committee
react
if
this
story
was
about
a
13
year
old
that
suddenly
found
jesus
christ?
How
about
a
child
that
was
excited
to
attend
the
march
for
life?
I
suspect
you
would
hear
more
of
a
backlash.
AJ
E
AJ
AL
AL
If
the
mckinley
students
were
white
or
asian,
would
you
have
spoken
up?
I
think
we
all
know
the
answer.
The
pa
shaw
is
now
fighting
to
expand
its
school,
even
though
the
dedicated
staff
have
demonstrated
growth
and
progress
with
strong
student
parent
community
support,
but
the
district
wants
to
close
it
simply
because
it
does
not
want
a
single
strand
school.
AL
How
is
this
decision
rooted
in
racial
equity
bps
continues
to
drive
black
parents
away,
seeking
alternatives
to
a
bps
placement
to
avoid
assignment
to
an
underperforming
school.
What
will
it
take
for
bps
to
dismantle
its
oppressive
racist
structures,
its
anti-black
policies
and
the
white
supremacy
culture?
What
will
it
take
for
black
multilingual,
multi-ethnic
students
and
students
with
disabilities
to
receive
building
equity,
academic
acceleration
and
innovative
programming
that
prepares
them
for
college
vocational
options,
career
and
success
in
life?
AL
B
AM
Hello
good
evening,
my
name
is
suleika
sotong.
I
am
a
bps
parent
and
a
member
of
beija
in
famcosa
and
I
live
in
the
south
end.
We
are
very
concerned
that,
despite
this
virus
disproportionately
impacting
bypoc
families,
who
are
the
majority
of
families
and
students
in
bps,
we
are
letting
our
guard
down
once
again.
Instead,
we
believe
there
should
be
a
focus
on
protecting
those
who
are
most
at
risk
in
the
riskiest
schools
and
situations
in
terms
of
ventilation.
AM
We
are
seeing
the
result
of
decades,
of
disinvestment
in
bps
infrastructure,
with
three
quarters
of
schools
still
without
hvac,
while
bps
has
made
some
efforts
on
ventilation.
The
new
air
quality
monitoring
system
lacks
both
accurate
data
and
we
do
not
know
if
there
have
been
interventions
when
problems
came
up.
I
don't
think
that
question
was
answered
earlier.
The
upcoming
bps
plan
to
address
summer
heat
uses
heat
pumps
which
are
good
for
coolant
and
energy
efficiency,
but
absolutely
wrong
for
ventilation
as
they
bring
in
no
fresh,
fresh
air
and
exclusively
run
on
recirculated
air.
AM
AM
Even
more
concerning
is
that
we
have
the
two
new
variants
in
our
doorstep,
the
more
transmissible
omnicrown
ba2
and
the
informally
named
deltacron
covet
infections
are
rising
in
the
uk,
europe
and
asia
here
in
the
u.s,
covert
and
wastewater
is
rising,
and
here
in
massachusetts,
at
12.
and
bps
had
made
bps
made
recent
changes
in
testing
and
did
contact
tracing
and
at
the
same
time,
is
thinking
about
discontinuing
masking
in
the
absence
of
good
ventilation,
filtration
and
vaccination
rates.
Removing
mask
at
this
time
would
be
counterproductive
if
and
when
mandatory
mask
is
ever
discontinued.
AM
AN
AO
It's
important
now,
more
than
ever
to
have
a
contract
in
place
and
guarantees
real
investments
to
improve
our
schools
and
to
retain
our
educators.
The
priorities
we're
fighting
for
through
our
contract
negotiations,
we've
chosen
following
an
extensive
community
input
process
and
that
include
conversations
and
forms
with
thousands
of
families,
educators,
community
members
and
students
over
several
months.
AO
The
btu
is
a
community
of
educators
that
believes
that
all
students
can
succeed
and
deserve
quality
education
that
meets
their
diverse
needs.
We
advocate
for
justice
and
equity
in
the
communities
we
serve
and
for
the
members
we
represent
as
one
of
the
leading
urban
school
districts
in
the
country,
we're
committed
to
building
our
professionalisms
and
experience
and
teamwork
to
serve
all
students
in
boston
and
strengthen
our
public
schools.
I
am
proud
of
the
contract
that
we
are
fighting
for
and
proud
that
it
is
fighting
for
better
education
for
all
of
our
students.
AO
We
are
fighting
for
modern
school
buildings.
I
teach
in
a
windowless
classroom
in
a
windowless
building,
and
it
is
sometimes
that
I'm
embarrassed
at
the
conditions
of
our
buildings
when
my
students
that
my
students
have
to
learn
in
when
there
was
mold
on
my
walls.
I
asked
someone
to
my
administrator
to
put
in
a
report
and
no
one
came
to
check
on
it.
After
asking
multiple
times,
our
contract
would
have
a
clear
system
with
scheduling
we're
also
fighting
for
housing
and
more
social
workers
and
counselors
and
resources
like
librarians.
We
need
a
contract.
AO
AP
My
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston
education,
justice
alliance.
Yesterday,
at
the
department
of
elementary
and
secondary
education
board,
meeting
hurley
parent
soohey
scanell
mayor
michelle
wu,
counselor,
julia
mejia
and
btu
president
jessica
tang
gave
testimony
adamantly
against
state
receivership.
AP
We
are
fighting
against
state
receivership
or
state
control,
empowerment
zones
that
could
destroy
what
little
decision-making
families
have
in
their
school
communities.
The
desi
review
or
audit
is
the
beginning
of
this
formal
process
for
state
receivership
or
empowerment
zones.
They
were
joined
by
jonathan
guzman,
an
elected
school
committee,
member
of
the
lawrence
public
schools.
AP
The
lawrence
public
schools
are
currently
under
state
receivership.
Mr
guzman
talked
about
how
bad
state
receivership
is
now
and
how
it
would
be
wrong
for
the
state
to
replicate
the
destructive
racist
work
of
receivership
in
boston.
Our
communities
are
fighting
to
keep
the
boston
public
schools,
our
schools.
We
come
here
to
school
committee
every
week,
desperate
for
answers,
sharing
solutions
and
hoping
that,
rather
than
just
nadi,
we
will
see
your
leadership
as
a
school
committee
member
to
implement
what
our
communities
are
fighting
for.
AP
As
boston
leaders
gave
testimony
at
the
dusty
board
meeting,
we
were
missing
a
school
committee
member
at
our
last
school
committee
meeting.
Not
a
single
person
asked
about
the
state's
audit
and
impending
threats
of
receivership
or
empowerment
zones.
How
is
it
possible
that
school
committee
members
of
the
lawrence
public
schools,
are
more
concerned
about
the
future
of
our
boston
public
schools
and
are
willing
to
act
against
receivership
than
you
are?
AP
We
come
here
as
parents,
students,
educators,
community
members
and
leaders
who
passionately
care
about
making
bps
better
for
our
school
communities.
We
pour
our
hearts
out
in
testimony
families
join
in
to
watch
in
the
midst
of
putting
their
children
in
bed.
Parents
who
don't
speak
english
courageously
share
their
experiences
through
an
interpreter
school
communities.
Desperate
for
answers
come
here
as
a
last
resort
because
of
your
silence.
AP
AP
You
all
have
not
experienced
what
mr
jonathan
guzman
of
lawrence
has
had
to
go
through
to
defend
and
fight
for
the
lawrence
publication
at
baysia.
We
ask
that
you
stand
in
solidarity
with
the
rest
of
boston
and
at
bare
minimum
sign
a
resolution
adamantly
opposing
state,
receivership
or
empowerment
zones.
Thank
you.
AK
AK
This
is
insulting
and
insignificant.
It
does
not
even
cover
the
rate
of
inflation.
We
are
negotiating
for
improved
working
and
learning
conditions,
livable
wages
and
for
the
common
good
at
a
newly
official
inclusion
school.
I
wish
I
could
say
that
my
students
in
special
education
are
getting
the
education
they
deserve,
but
right
now
they
are
not.
Iep
minutes
are
met
to
the
best
of
the
educators
ability,
but
not
to
the
quality.
Our
students
need
having
one
educator
that
has
multiple
licenses
should
not
qualify
as
the
special
education
and
esl
education.
AK
These
students
are
legally
required
to
receive.
Quite
frankly,
it
is
embarrassing
that
a
district
that
is
claiming
to
be
working
towards
a
more
equitable
institution
for
education
refuses
to
put
investments
in
our
students
and
educators
in
writing.
Not
only
that,
but
bps
is
not
taking
the
thousands
of
voices
of
our
community
seriously.
AK
It
is
unacceptable
that
out
of
the
only
seven
negotiating
sessions
scheduled
in
2022
bps
has
cancelled
four
of
them
to
ensure
the
improvements
and
investments
boston
students
deserve.
We
call
for
a
contract
that
includes
these
things.
We
call
to
have
bps
put
their
commitment
to
our
communities
in
writing.
Thank
you.
B
N
Good
evening
good
evening,
let
me
all
right
good
evening
superintendent
and
bps
board
members.
My
name
is
wilmer
quinones
and
I
am
a
bps
alumni,
a
bps
parent,
a
wrestling
of
dorchester
and
I've
been
affiliated
with
social
latina
for
over
10
years
as
a
youth
leader
in
high
school
and
now,
through
the
alumni
advocacy
cohort.
During
my
time
as
a
youth
leader,
we
were
pushing
for
fully
funding
ethnic
studies
model
in
boston,
public
school
district
for
fy,
20
20
23
school
year.
N
As
a
student,
I
faced
many
barriers
most
were
because
of
the
lack
of
training
on
bps
staff.
I
was
told
many
times
by
teachers
to
go
back
to
my
country,
because
I
spoke
no
english,
which
made
me
want
to
drop
out
of
high
school.
This
is
just
one
example
of
what
students
go
through.
The
sad
part
is
that
this
was,
and
still
is,
the
story
of
many.
N
It
breaks
my
heart
that,
after
13
years,
this
is
still
the
issue
that
students
are
facing
and
oh
and
sometimes
I
wonder
that,
sometimes
I
wonder
if
all
the
work
that
many
organizations
and
youth
like
myself,
who
put
through
testimony
being
part
of
the
ell
transport,
elo,
youth,
advisory
and
working
with
bps
in
general,
to
ensure
that
this
is
not
the
story
of
future
generations
even
accomplish
anything.
I
am
now
a
parent
of
a
talented
little
girl
who
is
in
bps,
and
I
remember
what
it
is
to
be
a
student,
so
I
cannot
give
up.
N
I
cannot
give
up
hope
right
now.
I
know
we
can
make
a
change.
Many
students
at
social,
latin
are
still
fighting
this
bottle.
We
have
seen
drastic
increase
in
the
dropout
rates
in
bps,
which
is
exemplifies
that
our
education
system
is
not
serving
all
of
our
students.
We
have
to
start
doing
things
differently
in
order
to
get
different
results.
We
need
to
equip
our
students
of
color
with
with
their
white
counterparts,
with
the
necessary
tools
to
succeed
through
equitable
and
justif
center
approach
to
our
curriculum
standards
in
bps.
N
N
Latino
students
make
up
the
majority
of
students
and
be
guests,
and
they
should
serve
and
they
decide
to
be
represented
in
the
staff
teacher
leadership
in
boston
public
school
currently,
currently
that
2020
bpsi
glance
report
states
that
you
know
his
and
hispanic
teacher
make
up
10.7
of
the
teachers
in
the
district,
while
latino
students
make
up
43
of
the
youth
and
bps,
we
need
to
establish
a
program
and
opportunities
for
more
latino
people
in
the
district.
N
We
need
to
train
our
current
bps
to
become
the
next
generation
of
teachers
in
our
school.
There's,
a
quote
that
I
used
to
say
every
time
I
spoke
out
at
boston,
public,
school
and
I'll
say
it
once
more.
We
need
teachers
that
love
teaching
to
teach
students
who
love
learning
I'll
finish.
My
comment
with
the
following
ask:
every
school
in
bps
should
have
professional
development
and
training
required
for
all
teachers
on
correct
cultural
and
competency
in
their
in
their
curriculum.
There,
too,
there
should
be
an
opportunity
for
boston,
public.
AQ
Hello,
so
glad
it
worked
this
time.
Thank
you
so
much
just
kidding
all
right,
hello
and
good
evening,
madam
chair
and
the
boston
school
committee.
My
name
is
ann
marie
brochu
and
I'm
a
second
grade.
Inclusion
teacher
at
the
richard
j
murphy
school
in
dorchester.
AQ
Sustaining
practices,
including
ethnic
studies,
is
a
vital
part
of
our
contract
going
forward,
as
mentioned
before,
our
students
deserve
to
return
to
schools
that
value
their
social
and
emotional
health
and
that
prioritize
diversity
and
inclusion
in
the
classroom,
and
I
just
wanted
to
say
that,
as
a
negotiating
team
member,
I'd
like
to
express
my
deep
concern
over
the
ambivalence
with
which
our
proposals
have
been
met
by
the
boston
public
schools.
We
have
spent
many
hours
preparing
and
giving
our
proposals
and
receiving
very
little
feedback.
U
AQ
We
haven't
really
received
proposals
or
counter
proposals
from
bpps,
except
for
a
wage-only
proposal,
and
the
btu
eagerly
awaits
working
together
to
improve
teaching
and
learning
for
students
in
boston,
public
schools,
and
I
just
wanted
to
say
that
it
is
past
time
for
boston,
public
schools
to
get
back
to
the
bargaining
table.
The
boston
teachers
union
is
ready
and
we
are
definitely
waiting.
AR
I
think
I'm
I
think
I'm
there.
How
are
you
everyone
tonight
I'll
be
very
quick?
We
you
had
some
amazing
speakers
tonight.
Here's
what
I
learned
this
week
that
I
wanted
to
share
with
you
most
bps
parents,
that
I
talk
to
don't
even
know
they're
losing
their
superintendent
they're
so
exhausted
after
two
years
of
cobit,
some
of
them
here
in
disbelief
that
we're
going
through
this
again.
They
should
be
lifted
up
and
championed
for
how
difficult
these
years
have
been
on
them,
especially
parents.
AR
I
mean
it's
been
difficult,
but
has
been
difficult
on
everyone,
but
so
so
much
for
the
parents,
and
then
they
hear
that
cpc
isn't
even
being
recognized
in
the
superintendent
search
which
which
they
wish
they
didn't
even
have
to
have
no
plan
for
student
success
in
the
bps,
no
matter
how
articulate
could
possibly
be
effective
without
parents,
it's
almost
like
a
superintendent
has
to
to
to
weather
it
out
for
for
several
years,
as
dr
caselias
has
until
she's
ready
to
hear
these
kind
of
things,
we're
going
to
go
another
couple
of
years
with
parents
being
completely
avoided.
AR
The
other
thing
I
learned
after
I
read
the
globe
they're
there.
They
proposed
that
boston,
public
students
get
shipped
to
the
suburbs
after
the
nausea
passed.
I
am
I
I
thought
to
myself.
Well,
what
do
the
suburbs
have?
That
boston
doesn't
have,
and
one
thing
they
do
have
is
superintendent
stability.
AR
I
called
about
a
dozen
suburban
schools
and
not
only
have
most
of
their
superintendents
been
there
for
five
to
seven
years
and
that's
they
usually
replace
someone
who's
been
there
for
a
very
long
time,
but
they
also
came
through
the
system.
They
were
teachers,
they
were
principals,
they
were
assistant
superintendent
and
then
they
were
superintendents.
AR
So
that's
how
we
get
quality
and
if
we,
if
we
want
to
listen
to
the
wonderful
voices
we've
had
speaking
the
teachers,
some
of
the
parents,
that's
what
we
need.
Superintendent
stability.
Thank
you.
Thank
you.
B
AS
AS
Writing
about
athletics
has
been
complicated
because
there's
so
little
information
that
is
shared
on
the
bps
website
and
I'm
going
to
give
you
an
example.
This
weekend
on
saturday
is
a
varsity
basketball
games.
Girls
is
at
noon
and
the
boys
is
at
2
p.m.
This
is
a
big
deal.
Athletics
and
sports
are
very
important
in
high
school.
They
can
be
positive,
affirming
experiences
and-
and
there
are
fans
in
the
city
who
want
to
share
this
with
with
students
and
families.
But
there's
no
information
about
events
like
this
on
the
website.
AS
It's
very
difficult
to
get
responses
from
the
athletics
department,
so
mary
ellen
sheeran
at
white
stadium
has
shared
schedules
with
me,
but
I
have
have
had
no
responses
from
other
staff
there.
It's
it's
something
that
I
think
could
easily
be
improved
and
I
I
it
seems
like
a
light
subject,
maybe
for
you
guys
tonight,
but
I
think
it's
important
and
I
I
hope
maybe
some
of
you
might
even
attend
some
of
these
high
school
events.
Thank
you.
J
AN
AN
I
want
to
begin
my
comments
by
committing
the
students,
families
and
community
of
the
pa
shaw
elementary
school
in
recent
months.
They
have
truly
advocated
for
their
school.
They
present
presented
at
every
school
committee
meeting
and
we
have
been
so
proud
of
the
young
people,
staff
and
parents
of
the
shah
school,
and
we
support
them.
100
percent
the
status
of
public
education
in
our
matapan
community
has
been
a
paramount
concern.
AN
Instead
of
expanding
the
shah
to
an
inclusive
k-5
school,
you
were
eliminating
the
third
grade.
While
we
thank
the
committee
for
deciding
to
instead
include
two
fourth
grade
classrooms,
we
are
dismayed
that
you
would
commit
to
the
expansion
for
only
one
year.
Wait
a
second!
So
while
we
commend
you
on
the
step,
you've
taken,
you
really
haven't
done
enough.
AN
The
shaw
school
should
be
treated
the
same
as
other
schools
that
you
have
that
you've
had
to
make
decisions
about,
namely
the
schools
in
roslindale,
where
you
move
to
find
a
sixth
grade
for
them,
even
though
there
was
not
the
space
in
the
buildings.
In
fact,
you
took
a
vote
to
expand
those
programs
without
even
knowing
where
the
sixth
grade
would
be
housed.
Well,
at
the
shaw
school
there
is
a.
There
is
space
there
to
expand
the
school
to
a
k-5.
AN
That
will
be
there
throughout
all
of
next
year,
as
they
get
closer
and
closer
to
the
time
to
have
to
have
to
have
to
either
engage
in
this
advocacy
again
or
move
to
another
school.
Our
parents
will
decide
now
that
they're
not
willing
to
put
themselves
in
their
children
through
that
exercise
again,
and
they
will
just
leave
now
we're
pushing
bps
students
out
into
charters
and
other
schools
because
of
the
way
we
disrespect
them
and
because
of
the
way
that
we
treat
them.
AN
So
I
ask
you
to
make
the
right
decision
by
giving
them
the
assurance
and
this
time
keeping
the
promise
that
their
school
will
be
expanded
to
a
k-5
school,
not
just
for
next
year
with
the
fourth
grade,
but
for
subsequent
schools
embrace
the
school
community
and
show
them
that.
You
appreciate
the
work
that
they
have
done
with
the
school
and
the
families
for
the
last
year.
AN
AT
AN
B
A
You,
ms
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
the
approval
of
in-kind
donations
with
a
total
estimated
value
of
twenty
thousand
twenty
dollars.
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
A
H
M
T
E
B
E
M
A
A
U
M
A
C
E
E
O
A
Thank
you.
Our
next
action
item
is
the
2022
massachusetts
school
building
authority
msba
accelerated
repair
projects.
You
will
recall
that
at
our
last
meeting,
deputy
chief
financial
officer,
david
bloom
presented
proposals
to
the
following
massachusetts:
school
building
authority,
msba
accelerated,
prepare
projects,
arp
boiler
replacements
at
the
burke
curley
haley
and
warren
prescott
schools,
roof
replacements
at
the
henderson
upper
in
orenberger
schools
and
roof
and
window
replacements
at
english
high
schools.
P
Thank
you,
madam
chair.
I
support
these
msba
projects,
as
we
discussed
just
last
week
about
how
we
prioritize
utilization
and
the
condition
of
our
buildings
in
terms
of
our
overall
planning.
So
these
are
the
projects
we
were
putting
forward
for
this
year.
I
don't
know
if
mr
bloom
wants
to
make
any
final
comments
before
you
are
able
to
take
the
vote.
A
Okay,
mr
boom.
Okay,
thank
you,
superintendent!
I'll,
now
open
it
up
to
the
committee
for
any
final
questions
or
comments.
X
In
our
I
thank
you
in
our
last
conversation
about
this.
We
had
asked
some
questions
and
I'm
just
not
sure
if
we
had
circled
back
to
them
around
the
use
of
the
racial
equity
planning
tool
in
this
decision
making
and
then
sort
of
where
these
buildings
ranked
in
relationship
to
other
priorities
across
the
city.
And
I'm
wondering,
if
there's
clarity
there
to
offer.
AU
Yes,
thank
you.
I
apologize
I.
This
will
just
take
me
one
second,
as
I
have
too
many
tabs,
so
I
can
pull
up
that
information
for
you.
AU
So
I'll
start
by
just
saying
in
regards
to
the
racial
equity
planning
tool.
As
you
know,
racial
equity
is
a
key
part
of
all
of
this
work
that
we
are
doing,
and
so
one
of
the
things
we're
considering
is
the
use
of
data
to
help
us
inform
which
school
buildings
get
selected.
AU
AU
The
community
engagement
there's
not
individual
community
engagement
for
each
individual
roof
or
boiler
project,
but
we
think
of
it
more
inside
the
context
of
our
broader
bill.
Bps
engagement,
that's
going
on
as
we
look
at
the
projects
that
were
selected
and
were
before
you
today.
The
boilers.
AU
The
boilers
selected
all
reflecting
the
sort
of
15
oldest
boilers
in
the
system,
and
then
we
look
at
condition
size
of
building
and
risk
of
failure,
as
well
as
opportunity
index
and
other
measures
of
need.
AU
The
two
roof
projects
selected
represent
two
of
the
five
oldest
school
roofs
in
the
district,
and
then
part
of
our
determination
here
is
that
these
roofs
get
prioritized
in
part
because
they're,
the
bigger
ones,
and
if
we're
going
to
get
reimbursement
for
some
of
our
roof
projects,
we
want
to
get
reimbursement
for
the
big
homes
and
we
can
handle
some
of
the
smaller
ones
in-house.
AU
I
will
just
also
note
that
the
the
oldest
roof
in
the
district
is
is
also
being
replaced
as
a
part
of
an
existing
capital
project.
So
that's
another
part
of
this
is
that
you
know
we're
cycling
through
these
capital
projects,
which
can
take
multiple
years
to
engage.
I
know.
You've
also
asked
for
a
historical
list
of
msba
projects,
and
we
are
still
compiling
that
list
for
you
and
we'll
be
able
to
present
it
to
the
committee
shortly.
A
Okay,
at
this
time,
I'd
like
to
invite
the
superintendent
for
any
final
comments.
A
C
C
W
E
O
A
A
508.
dollars
you'll
recall
that
bts
chief
financial
officer,
nae
cuda,
presented
the
superintendent's
revised
fiscal
year,
23
budget
proposal
and
our
march
16th
budget
hearing.
I
want
to
thank
all
of
the
community
members
who
shared
their
priorities
with
us
during
the
budgeting
process.
I
also
want
to
thank
the
city
for
its
strong
financial
commitment
and
the
superintendent
and
her
team
for
creating
a
budget
focused
on
student
recovery
and
achievement
at
this
time.
I'd
like
to
invite
the
superintendent
to
offer
final
remarks.
P
I'm
super
proud
of
this
budget,
as
you
know,
was
part
of
the
historic
budget
commitment
of
the
city
nearly
three
or
two
years
ago,
when
former
mayor
walsh
gave
three
years
of
a
budget
to
the
school
district,
so
that
we
could
fund
our
strategic
plan
and
this
year
represents
a
40
million
dollar
increase
over
last
year.
Mayor
wu's,
continued
commitment
and
adding
in
an
additional
10
million
this
year
and
former
mayor
janie's
commitment
the
prior
year
and,
of
course,
our
city
council,
who
has
supported
this
each
and
every
year.
P
P
P
Doing
this
mostly
in
a
way
that
gives
every
child
a
quality
guarantee,
so
that
no
matter
what
school
you
go
to,
that
every
student
in
every
neighborhood
has
similar
and
the
same
opportunity
and
access
to
programming
across
the
district
which
includes
you
know,
facilities
that
set
them
up
for
success
with
21st
century
labs,
therapeutic
spaces,
basics,
for
you
know
such
as
clean
water,
clean
bathrooms
and
venting
in
bathrooms,
which
we
have
been
fixing,
and
you
know
all
of
those
things
that
that
require
our
students.
P
Have
you
know
now,
as
we
launch
libraries
etc?
What
kind
of
facilities
are
we
going
to
need
and
then
curriculum
that
raises
the
expectations
for
students
focused
on
literacy
and
native
language
literacy,
so
that
we
can
make
sure
that
students
are
receiving
an
equitable
curriculum
across
the
grades?
That's
culturally
responsive
and
values,
our
students
and
what
they
bring
in
their
cultural
heritage.
P
To
our
schools,
also
access
to
support
services
that
include
school
nurse
social
worker
family
as
in
to
build
relationships
with
our
families
and
our
students
with
our
teachers
and
our
full
community,
and
now,
as
we
think,
about
this
budget,
particularly
the
focus
on
counselors
and
psychologists
to
address
the
ongoing
and
significant
mental
health
needs
of
our
students.
Due
to
the
pandemic.
P
With
these
steps
and
commitment,
we're
going
to
more
transparently,
discuss
these
issues
and
affirm
for
the
public,
how
we're
moving
forward
with
the
dollars
and
making
sure
that
our
public
has
the
information
that
they
need
so
that
they
can
understand
our
budget
better
and
they
can
understand
exactly
where
the
dollars
are
going.
P
And
you
know
I
just
thank
the
public
for
their
feedback
and
all
the
hearings
which
has
provided
us
some
guidance
around
how
we
needed
to
shift
and
change.
Some
of
what
we
have
proposed
here,
as
well
as
the
significant
questions,
concerns
and
feedback
that
we've
received
from
school
committee
members.
C
Thank
you
for
the
presentation
this
evening
and
the
series
of
presentations
over
the
past
month
or
longer
than
longer
than
a
month.
I
just
have
a
question.
Actually.
This
is
more
related
to
the
transparency
aspect.
C
We've
talked
very
openly
about
the
use
of
the
racial
equity
planning
tool
in
this
process,
which
I
think
is
a
benefit
to
understanding,
or
at
least
an
introductory
approach
to
racial
equity.
Do
we
publish
this
at
all?
Do
we
actually
make
this
available
for
our
families
to
see
to
see
how
to
get
some
insight
into
how
you
all
are
making
these
decisions?
Things
like
that.
AV
The
the
publication
of
the
equity
impact
statement
that
we
provided
along
with
the
budget,
the
original
budget
proposal
on
february
2nd,
is
a
representative
of
the
racial
equity
planning
process.
It's
meant
to
answer
the
key
questions
that
the
racial
equity
planning
process
takes
into
account
and
I
think
the
there
are
so
many
decisions
that
get
made
that
we
do
ask
schools
to
think
about
the
racial
equity
planning
tool
in
their
individual
budget
process.
AV
Those
are
our
overall
racial
equity
impact
statement
is
published
online
and
then
individual
schools,
if
they
did
go
through
the
the
full
racial
equity
planning
process,
would
then
publish
their
own.
C
Thank
you
for
providing
that,
because
I
just
think
in
you
know
not
necessarily
being
reactive
but
proactive
to
this
notion
of
transparency,
particularly
around
racial
inequities,
that
the
the
district
has
been
moving
towards
eliminating
such
inequities.
I
think
it
would
go
a
long
way
for
communities
to
know
at
the
individual
school
level
what
types
of
conversations
and
who's
being
brought
to
the
table.
What
is
the
demographic,
the
demographics
of
that
and
what's
the
breakdown?
So
thank
you
for
that.
X
Yeah,
thank
you
again
and
thank
you
for
what
has
been
over
a
month
of
presentations
and
allowing
us
to
ask
questions
and
dig
in
deeper
with
the
team.
I
think
it
goes
without
saying,
because
we
have
been
in
discussion.
There
are
elements
of
this
budget
that
are
incredibly
exciting
and
promising,
and
there
are
areas
where
I
have
major
concerns
around
our
own
responsibility
as
a
system,
but
also
our
ability
to
be
aggressive
and
meet
the
moment.
X
Given
everything,
that's
happened
over
the
last
two
years
for
our
kids,
but
one
area
that
has
been
standing
up
for
me
and
I
just
want
to
make
sure
we
can
try
to
address
tonight.
I'm
curious
at
the
end
how
many
new
positions
is
this
budget
adding
to
the
system?
How
many?
What
percentage
of
that
those
positions
are
central
positions
and
how
many
of
them
are
school-based
and
then
I'll
ask
a
follow-up
question
after
that.
AV
Yeah,
thank
you
for
the
question
and
david's
going
to
be
pulling
up
the
information
on
ftes
right
now.
I
just
want
to
use
this
as
an
opportunity
to
say
one
of
the
things
that
did
mitigate
the
number
of
of
added
ftes
for
the
school
based
staff
was
the
closure
of
three
schools
that
the
timothy
middle
school,
the
irving
middle
school
and
the
jackson
mann
middle
school,
so
some
it
sort
of
demonstrates
the
how
we
can
think
about
sustainability
and
the
number
of
schools
we
have
in
the
budget
process.
AV
The
other
piece
I
just
wanted
to
add
was
we
do
hold
the
number
of
reserves
for
positions
in
this
point
in
the
process
for
adjustments
based
on
assignments
that
that
are
that
get
we
anticipate
being
allocated
out
over
the
summer
or
into
the
fall
as
we
see
where
student
assignment
happens-
and
I
just
I
do
want
to
you,
you
and
dr
awkins
both
mentioned
the
the
length
of
the
engagement
just
want
to.
Thank
you
all.
As
I
mentioned
at
the
start
of
this
process.
AV
On
the
first
night,
we
presented
miriam
ruben.
Our
budget
director
had
her
daughter
who
was
born
and
I
think
this
process
has
been
going
on
so
long.
I
think
she
just
entered
kindergarten,
so
it's
been
a
very
thorough
process
and
I
appreciate
you
all
with
that.
I'll
turn
it
over
to
david
for
the.
AU
AU
The
vast
majority
of
those
99
new
school-based
positions
are
the
specific
investments
we've
highlighted
through
this
process,
so
librarians
at
schools
like
school
psychologists,
primarily,
but
also
some
social
workers
that
were
funded
in
the
current
year,
using
american
rescue
plan
funds
from
the
city
which
are
now
going
to
be
funded
on
our
general
operating
budget.
AU
The
18
central
positions
include
some
of
the
investments
from
things
like
our
facilities
team
to
help
engage
the
work
with
bill
bps.
I
will
note
the
offsets
there
make
understanding
that
number
a
little
bit
tricky.
So
we
have
added
a
number
of
new
positions
at
schools
going
to
sixth
grade,
as
they
add
new
sixth
grades.
They
add
new
staff
for
those
six
grades.
AU
We've
also
added
new
staff
members
to
service
the
seventh
and
eighth
grade
newly
expanded
at
brighton
and
the
burke
and
the
eighth
grade,
which
is
added
for
the
east
boston,
high
school's
expansion
as
a
part
of
the
rollout
of
their
expansion.
AU
X
Thank
you
for
that.
My
follow-up
question
and
sort
of
one
real
time
just
based
on
what
you
just
named.
I
think
part
of
my
fear,
and
my
concern
obviously
is.
I
think
we
are
all
very
much
aware
that
there
will
eventually
be
other
school
closures,
as
we
have
to
figure
out
how
to
right-size
the
system,
which
means
we
will
have
existing
staff
who
will
need
to
move
into
other
places.
So
as
we
grow
in
a
time
that
we
know,
we
will
eventually
need
to
restrict
in
size
or
constrict
in
size.
X
AU
The
one
thing
I'll
just
add
this
context
that
I
know
quickly
while
nate
is
looking
that
up
is
you
know
we
before
the
pandemic,
we
traditionally
hired
something
like
400
new
teachers
every
year
and
we
employ
10
000
people,
and
so
our
regular
turnover
has
meant
that,
even
in
times
of
school
closures
and
things,
we
have
not
had
to
lay
off
staff
at
any
scale
to
achieve
turnovers,
it's
more
about
reducing
outside
higher
and
so
especially
since
it
is
likely
that
any
changes
we
do
make
would
happen
over
a
period
of
time.
AU
It
will
give
us
the
ability
to
sort
of
system-wide
reduce
positions
through
vacancies,
while
understanding
that
that
may
be
incredibly
disruptive
to
people's
assignments
to
individual
schools
still,
while
that
happened.
AV
I
apologize.
I
know
the
number
of
vacancies
is
somewhere
around
800.
At
this
point
I
am
I'm
I'm
looking
for
exactly
where
al
taylor,
the
chief
of
human
capital,
had
shared
that
number
with
us.
That's
a
number,
that's
tracked
by
the
human
capital
office.
So
maybe,
if
we
could
go
if
there's
one
another
question,
I'm
sorry.
AU
I
didn't
I
just
found
it
okay!
Thank
you,
david
sorry
about
that
sorry.
So
this
data,
I
believe,
was
actually
pulled,
maybe
a
week
or
two
ago.
So
I
know
you
did
ask
right
now,
but
it's
within
the
last
couple
of
weeks,
which
I
hope
is
okay.
So
at
the
time
we
answered
there
were
864
vacancies
in
the
system
of
which
179
or
about
20
were
posted
at
least
six
months
prior.
X
I
I
am
obviously
asking
the
question
and
highlighting
my
own
concerns
just
around
the
staffing
crisis
that
every
school
district
is
facing
right
now,
our
own
school
district
is
facing,
and
obviously
industries
outside
of
the
education
sector
are
also
facing,
and
just
the.
W
O
Thank
you,
madam
chair.
I
I
do
have
a
question
and
then
some
comments,
I'm
glad
to
watch
the
comments.
If
you
want
me
to
do
that,
but
the
question
for
mr
cooter
and
mr
bloom
is
more
based
off
on
a
common.
I
think
mr
cuda
just
made
where
he
reminded
us
that
we
were
voting
on
general
funds,
and
so
we
do
have
several
different
sources
of
revenue.
O
And
could
you
just
clarify
for
me,
please,
mr
kuda,
and
for
the
public
about
the
assumptions
made
on
the
federal
funds,
title
1,
title
ii
etc,
which
you
know
we
know
there
are
as
the
superintendent
mentioned
before
she
and
I
were
recently
in
dc
for
the
council
legislative
conference.
So
we
did
receive
briefings
about
you
know
what
the
administration's
proposal
was
for
increases
in
title.
One
title
two
title
three
idea:
et
cetera
the
cautious
optimism
at
getting
a
level
of
increase,
but
not
able
to
clarify
at
this
point
what
it
would
be.
O
AV
Yeah
absolutely
thank
you
for
that
question.
So,
mechanically,
what
happens?
Is
we
ask
the
school
committee
this
evening
to
vote
on
the
general
fund?
That's
all
of
the
funding
we
received
directly
from
the
city
of
boston
to
support
our
our
school
program
and
that
vote
is
taken
once
that
happens.
We
then
move
on
to
the
city
council
process
where
they
approve
our
appropriation,
all
in
anticipation
of
us
loading
for
the
start
of
the
fiscal
year
on
july
1
for
the
next
fiscal
year
at
this
time.
AV
AV
We
will
find
out
later
this
summer
what
our
true
title
one
allocation
will
be
that
of
course,
as
mr
o'neill
referenced
will
include
this:
the
federal
government's
total
allocation
of
entitlement
grants,
funds,
those
federal
funds
and
massachusetts,
and
then
our
city
share
of
low-income
students
as
part
of
that.
So
there
are
two
factors:
it's
the
overall
amount
of
money,
the
total
pie,
if
you
will
of
title
one
title
2,
title
3
and
title
4
funding
an
idea
which
is
for
students
with
disabilities.
AV
That's
the
total
share,
how
much
is
going
out
and
then
our
slice
of
that
will
be
based
on
effectively
our
percentage
of
poverty
as
a
district
as
it
relates
to
the
country
overall,
and
so
there
are
a
number
of
factors.
It
becomes
very
difficult
for
us
to
project
with
any
great
certainty.
We
of
course
work
with
our
great
partners
at
the
council,
great
city
schools.
AV
When
we
receive
our
actual
allocation
in
the
summer,
we
will
then
balance
the
budget
and
make
changes
and
then,
of
course,
the
school
committee
votes
to
accept
and
expend
all
grants.
So
you
will
be
voting
to
accept
that
grant
will
be
able
to
ask
questions
about
how
we
change
those
federal
grants
based
on
what
our
projected
amount
was.
P
P
We
have
4
000,
less
students
categorized
as
high
poverty
students
in
the
city
of
boston,
which
it
you
know
everyone
across
the
nation
is
seeing
these
decreases
in
the
number
of
kids,
who
are
categorized
as
kids
in
poverty,
low-income
students,
because
this
of
the
way
that
the
census
rules
worked
when
the
last
census
was
taken.
So
that
is
concerning
and
will
need
to
be
something
that
we
watch
for
the
not
not
this
budget
that
you're
going
to
vote
on
tonight,
but
the
next
one.
AU
And
just
to
add
one
more
detail
because
of
the
timing
of
the
federal
approval
of
their
budget
and
how
long
it
then
takes
to
flow
through
us,
we
will
be
coming
back
to
you
later
in
the
spring
for
approval
to
sort
of
expend
in
advance
of
receipt
of
funds.
That
is
a
typical
process.
AK
AU
A
rather
mechanical
interaction
without
too
much
added
context.
O
So,
thank
you
both
for
that
and
and
mr
kuda.
So
all
of
that
was
important,
but
I
also
picked
up
that
you
said
you
basically
budgeted
flat
for
federal
funds,
as,
as
I
said,
we
did
hear
that
the
proposals
had
to
increase.
But,
as
the
superintendent
said,
one
there
were
changes
in
the
census,
so
that
may
impact
our
percent
of
high
poverty
students
relative
both
to
the
rest
of
the
commonwealth
and
the
other
states.
There
is
also
a
troubling
proposal
to
change
the
funding
formula
of
how
it
flows.
O
That
proposal
has
been
made
in
the
past
by
administrations
of
both
parties
and
has
failed,
and
they
have
kept
the
current
formula,
which
is,
in
the
best
interest
of
boston,
quite
frankly,
to
have
the
current
formula
remain.
But
I
just
wanted
to
flag
that
to
folks
that
the
proposal
has
been
made
by
the
administration
to
change
the
formula
that
may
hurt
us
as
well,
so
there's
positives
of
proposals
for
increase,
but
negatives,
both
about
the
census
and
how
the
formula
works.
So
I
appreciate
the
flat
budgeting.
P
AU
Yeah
so
title
one,
for
example,
is
you
know,
sort
of
in
the
low
30
millions
depending
upon
how
the
final
federal
budget
will
come
out?
So
it's
it's
a
pretty
small
fraction
of
our
overall
1.3
billion
dollar
budget.
O
C
Thank
you,
madam
chair.
This
has
been
another
question,
particularly
related
to
the
quality
guarantee
that
I
think,
is
a
excellent
goals
and
contributions
to
that.
One
of
the
things
that
I
that
that
I'm
passionate
about
is
also
the
creation
of
equitable
stem
learning
opportunities,
and
so
I'm
very
curious
as
to
the
investments
in
this
budget
that
will
be
that
will
go
to
sort
of
create
these
partnerships,
internship
opportunities
and
really
starting
at
you,
can
start
as
early
as
seventh
grade,
but
really
thinking
about
those
investments.
AV
In
that
I
will
say,
I
don't
have
a
tremendous
amount
of
detail
on
the
academic
side,
I'm
wondering
if,
if
superintendent
celia,
sir
or
dr
recklesson
might
be
able
to
offer
more
insight
about
specific
investments
around
stem
education.
But
I
do
I
do
hear
you
that
is
it
tremendous
value
to
our
students
and
I'm
going
to
be
critically
important
as
we
as
we
think
about
how
to
shape
students
experience
at
the
secondary
level
for
sure
and.
C
And
this
is
something
that
can
completely
be
answered
offline
and
I'd
be
fine
like
talking
about
it,
then
just
something
that
that
of
course,
intersects
across
all
different
lenses
of
diversity
and
especially
with
access
to
career
pathways
that
don't
necessarily
require
four-year
college
plans
and
even
two-year
college
plans.
It's
a
great
opportunity
for
our
vocational
and
technical
programs.
C
A
O
Thank
you
mata
chair,
and
I
just
first
of
all,
as
as
my
fellow
members
have
said,
you
know
it
has
been
a
two-month
process
now
and
particularly
to
the
finance
team,
mr
cooter,
mr
bloom
and
your
colleagues.
I
know
this
has
been
about
a
six
to
seven
month
process,
going
all
the
way
back
to
starting
with
enrollment
projections
and
then
working
with
all
the
individual
schools
and-
and
I
want
to
complement
you
on
it
now.
O
Right
mayor
walsh,
mayor
janie,
naomi
wu,
all
of
them
have
bought
into
it
have
supported
it.
The
city
council
has
supported
each
year
and
and
thanks
to
them
as
well
and
the
thoughtful
way
of
how
that
money
has
been
deployed.
O
O
O
But
the
work
that
has
been
done
has
has
been
incredible,
and
all
of
that
is
geared
towards
putting
us
our
students
in
a
position
to
succeed,
and
I'm
really
thankful
for
that.
So
thank
you,
superintendent
for
pushing
for
that
thanks
to
three
successful
mayors
for
supporting
it
for
the
city
council
for
supporting
it,
but
the
thoughtful
way
mr
cooter
and
mr
bloom
and
the
entire
team
have
gone
about
in
working
with
the
schools
on
this
in
years
past.
O
You
know
I
used
to
say-
and
I
think
I've
publicly
asked
you
this
at
the
school
committee
meetings
or
during
budget
hearings
about
yes,
the
school
leaders
that
you
heard
from,
but
how
about
the
ones
you
didn't
hear
from
them,
because
maybe
they
were
happy
and
didn't
want
to
raise
gain
right.
But
the
fact
that
the
process
you
have
undergone
to
work
with
school
communities
by
the
time
the
budget
comes
to
us
has
really
improved
the
past
couple
years,
and
I
thank
you
for
your
for
your
work
on
that
behalf.
O
I
also
thank
you
for
aligning
this
this
budget
with
the
with
the
goals
and
values
that
the
school
committee
had
set
out
and
and
agreed
to
together,
so
from
early
literacy
and
achievement
for
our
english
language,
learners,
achievement
to
students
with
disabilities,
critical
thinking
in
math,
science
and
literacy
in
college
and
career
and
life
readiness.
O
You
know
I
I
agree,
and
I
want
to
call
out
and
second
the
concerns
that
mr
cardet
hernandez
raised,
because
this
is
a
I
don't
want
to
say
an
embarrassment
of
riches.
But
this
is
a
very
large
budget
and
then
we
also
have
the
essa
funding
to
spend
and
we
happen
to
be
in
a
really
good
position.
O
And
so
we
have
made
the
conscious
decision
as
you
as
all
have
you,
as
you
have
outlined
in
this
budget,
to
put
a
significant
amount
of
money
towards
towards
soft
landings
for
a
number
of
our
schools
that
have
had
decreased
enrollments,
and
I
have
agreed
with
that
decision.
Because
we
don't
want
to
unfairly
hurt
schools
when
our
students
are
so
much
recovering
from
the
pandemic,
but
there
is
a
there's,
a
potential
storm
cloud
or
two
in
the
horizon
two
or
three
years
out
as
the
esser
funds
go
away
and
how,
in
enrollment
funds.
O
Enrollment
trends
continue
that
we
are
covering
right
now
with
so
off
landings.
And
so
I
just
I
just
want
to
flag
that
for
folks
and
and
second,
the
point
that
mr
card
at
hernandez
was
making
about
being
real,
careful
on
our
hiring
to
not
cause
more
pain
for
our
students
a
couple
years
down
the
line.
And
so
I
agree
with
the
choice
made
about
soft
landings.
O
But
it
is
going
to
continue
to
be
a
challenge
for
us
that
we're
going
to
have
to
pay
attention
to
in
close
in
future
years.
But
when
I
put
all
these
things
together,
I
congratulate
I
congratulate
the
team
for
the
work
that
it's
done
and
I'm
and
I'm
very
happy
to
support
this
budget
as
presented.
X
I'm
just
looking
over
two
things
in
this
moment
and
I'm
hoping
maybe
you
can
help
unpack
this.
For
me,
I
have
some
outstanding
curiosity
around
the
plan
for
students
with
disabilities.
Specifically,
so
I'm
wondering
if
you
can
walk
through
the
investments
here
and
I
think
in
sort
of
the
the
bigger
conversation
that
folks
are
having
around
receivership.
P
I'm
not
sure
if
ms
extrum
is
on
the
call
for
the
specifics
to
the
special
education
investments
or
if
mr
ecclestone
is
on,
if
dr
eccleston's
on
board,
but
we
could
certainly
give
you
a
narrative
on
how
we
are
spending
those
special
ed
dollars.
Specifically,
I
don't
donate
if
you
have
further
budget
documents
on
the
special
education
investments
and
then
with
receivership.
P
Obviously
there
is
still
a
quite
a
huge
amount
of
effort
that
we
need
to
do
to
make
sure
that
our
students
achieve
that
the
the
goals
that
we
have
set
out
for
them
so,
but
I
do
think
that
we've
really
set
a
strong
foundation
moving
forward
and
we've
just
recently
hired
leadership
in
the
special
education
office,
with
a
lot
of
expertise
in
this
area
around
compliance
in
particular,
and
making
sure
that
we
have
the
systems
in
place
so
that
students
get
the
services
that
they
deserve.
P
Some
of
the
funding
that
we
have
for
compensatory
funding
is
in
our
esser
funding
and
that's
a
significant
amount
that
we've
set
aside
for
recovery
for
and
and
recovery
of,
services
that
were
not
provided
during
the
pandemic
for
our
students
with
disabilities.
P
But
then
there's
also
funding
for
inclusion,
dyslexia
and
some
other
investments.
I
just
don't
have
the
exact
particulars,
so
I
don't
know
david
if
you
yeah.
AU
I'm
happy
to
jump
in
so
the
since,
before
the
pandemic
began,
I
would
say
the
superintendent's
main
direction
to
us
through
the
budget
process
has
been
investments
in
special
education
inclusion,
so
those
are
an
ongoing
and
continuing
priority
and
they
are
reflected
in
this
budget
in
multiple
ways.
AU
Another
key
focus
area
in
this
budget
is
the
overlap
between
students
with
disabilities
and
english
learners
and
the
fact
that
a
number
of
our
english
learners
do
have
disabilities
and
continued
coordination
and
expansion
of
our
work
there
and
then
the
final
sort
of
newer
investment
that
I
would
highlight
is
what
the
superintendent
was
just
mentioning.
AU
This
investment
in
compensatory
services
to
really
catch
up,
students
from
what
they
missed
during
the
pandemic
for
students
who
weren't
able
to
get
services
in
a
remote
setting,
the
compensatory
services
will
have
a
long
tail
because
you
still
need
to
provide
the
services
they're
due
now
and
work
on
the
compensatory
services
plan,
and
sometimes
that
will
just
take
time
to
catch
up.
All
the
services
they've
invested.
I
X
Clarify
thank
you
for
that,
and,
but
what's
I
want
to
differentiate
between
what
is
esser
funding
and
what
our
general
funds
right
now.
So
what
is
the
investment
that
we're
making
in
special
education
programming
using
the
funds
that
we're
voting
on
this
evening?.
AV
I'd
say
the
biggest
as
dare,
as
david
pulls
up
some
more
specific
information.
I
would
say
the
largest
investment
where
we
see
is
the
growing
of
inclusion
programs.
The
district
has
been
over
the
last
decade,
really
growing
inclusion
as
a
district
grade
by
grade,
and
so
each
year
you
see
the
conversion
and
expansion
of
more
inclusion
opportunities.
AV
This
is
now
at
the
high
school
level,
where
we're
converting
classrooms
and
programs
to
have
more
inclusive
opportunities,
so
you'll
see
an
investment
of
special
education
teachers
and
special
education
paraprofessionals.
In
order
to
achieve
that,
that's
a
lot
of
school-based
spending
and
then
david.
I
think
you
have
additional
context.
AU
Yeah,
so
I
would
say
you
know
something
like
70
to
80
of
our
of
the
additional
so
you're.
Seeing
sorry,
let
me
start
at
the
beginning.
I
apologize
the
budget
you're
voting
on
tonight
reflects
an
approximately
five
million
dollar
increases
on
services,
tagged
towards
special
education.
AU
These
services
are
primarily
delivered
in
schools
by
increased
numbers
of
special
education,
teachers
and
paraprofessionals,
I
would
say
approximately
70
percent
of
that
is
for
what
nature's
mentioned
the
expansion
of
inclusion
programs.
The
majority
of
the
rest
is
for
expansion
of
aba
services,
and
we
can
maybe
present
some
information
to
the
committee
at
another
time.
AU
So
we
see
similar
to
the
way
we
see
inclusion
rolling
up
through
the
system.
We
see
increased
number
of
students
with
autism
diagnosis
or
aba
placements
in
our
lower
grades
versus
our
upper
grades,
and
that
is
balancing
as
it
rolls
through
the
system.
So
each
year
we're
seeing
more
of
those
classrooms
we
need
to
open.
Then.
C
Thank
you
along
those
same
lines,
and
this
is
just
for
for
projection
purposes.
C
P
It's
a
hard
question
to
answer.
You
know.
One
of
the
philosophies
that
I've
had
as
I've
been
superintendent
is
that
we
have
to
support
our
students
as
well
and
support
our
teachers,
particularly
because
we
have
gone
through
this
pandemic,
so
the
positions
of
social
workers,
counselors
psychologists,
you
know
family
liaisons,
to
support
families
in
crisis
for
student
stability
are
really
important
to
that
piece.
But
we've
also
made
some
academic
investments
around
equitable
literacy.
We've
made
academic
investments
in
transformation,
coaches,
instructional
facilitators
to
focus
directly
on
the
professional
development
for
our
teachers.
P
We
have
some
money
in
I'm
not
sure
if
it's
in
the
operation
or
the
serve
funding
right
now
for
dyslexia,
to
train
us
make
sure
that
we
have
dyslexia
specialists
in
every
single
school
and
focusing
on
the
phonemic
awareness
that
we
have
and
the
phonics
approach
to
literacy
and
equitable
equitable
literacy
in
terms
of
pd
for
our
for
our
students.
That's
critically
important,
so
you
know
it.
P
There
are
a
number
of
strategies
across
disciplines,
whether
it's
supporting
students
with
their
housing
stability
and
increases
in
support
for
those
students
or
social
work
for
mental
health
services
for
academic
counselors.
In
the
ninth
grade
from
one
to
150
to
ensure
that
students
know
what
courses
they
need
to
take
and
there's
somebody
there
to
ensure
that
they
don't
fall
behind
if
they
start
failing
classes
and
they
can
get
them
hooked
back
in
to
our
current
investments
in
paper,
which
is
funded
on
esther
right
now,
which
is
an
online
tutor.
P
P
Also,
our
diversity
hiring
so
increases
around
our
diversity,
hiring
and
funding
our
office
of
opera
achievement
gap
office
as
well.
We
set
aside
a
million
dollars
for
additional
resources
there
to
do
additional
anti-racist
training
and
pedagogy
with
leaders
and
with
with
school
leaders,
as
well
as
with
our
teachers
and
our
curriculum
adoptions.
AV
Just
note
one
of
the
changes
sort
of
pretty
directly
in
the
office
of
equity
strategy
and
opportunity
gaps
that
was
part
of
the
final
proposal.
Superintendents
asked
us
to
invest
on
additional
million
dollars
in
programs
to
support
students
and
things
like
mentoring,
programs
and
exam
school
initiative,
support
and
then
investment
in
the
recruitment
and
cultural
diversity
team
to
make
key
investments
in
our
staff.
AV
Diversity,
which
we
know,
has
an
impact
on
the
opportunity,
achievement
gaps
and
then
the
last
change
to
the
budget
that
came
from
central
was
an
investment
in
athletics,
which
is
really
about
opportunity
gaps
more
than
the
achievement
gaps.
But
we
really
want
to
do
create
more
opportunities
for
success
both
in
and
outside
the
classroom
for
our
students,
and
I
think,
a
lot
of
these
investments
and
opportunities
are
going
to
yield
results
that
are
hard
to
measure,
but
really
critical
importance
and
part
of
our
quality
guarantee.
P
X
It's
gonna
be
my
final
question
I
think
this
evening,
but
I
think
in
a
similar
vein
to
dr
elkin's
question,
but
one
that
I
hope
we
actually
would
have
a
number
for
in
order
to
meet
the
compliance
needs
pre-covered,
as
well
as
the
compensatory
services
missed
throughout
covet.
What
is
the
actual
dollar
amount?
It
would
take
to
be
in
compliance
with
special
education
needs,
and
I
will
ask
that
question
for
students
and
families
with
disabilities
and
I'll
ask
the
same
bottom
line
number
for
english
language
learners.
P
Dr
ekstrom,
I
see
is
on
the
call,
I'm
not
sure
if
you
know
that
exact
number,
I
know
that
it
changes
every
iep
that
you
write.
So
I
don't
you
could
take
a
stab
at
that
and
I
don't
know
if
nader
david,
if
you
have
those
numbers
also
for
eo.
AW
Sure
I
I
apologize,
I
do
not
have
those
numbers,
but
I
absolutely
will
do
my
best
to
get
that
research
to
get
that
information
for
you.
It's
a
very
interesting
question
and
I
think
you
know
just
as
dr
caselias
has
just
stated.
You
know
every
time
there's
an
iep
we're
finding
that
maybe
more
services
may
need
to
be
delivered
and-
and
I
will
tell
you
that
we
are
currently
working
with
approximately
3
000
students
right
now
in
regards
to
trying
to
receive
compensatory
services
and
covet
related
compensatory
services.
AW
So
there's
a
little
bit
of
a
difference
there
right
so,
but
we
are
working
very
closely
with
catapult-
is
one
one
resource
that
we're
we're
using
currently
and
we're
also
internally
trying
to
support
some
of
that
work
as
well.
So
it's
a
continuous
moving
target,
but
we
also
are
very
happy
to
report
that
you
know
we
are
planning
on
beginning
our
face
to
face
our
face-to-face
instruction
as
well
to
support
some
of
that
compose.
So
it's
not
all
virtual
and
we're
hoping
to
begin
that
at
the
end
of
april.
AU
You-
and
I
can
just
add
some
of
those
numbers
to
that,
so
our
initial
projections,
based
on
the
first
pass
of
ieps
and
services
after
we
came
back
in
person,
was
it
would
cost
something
in
the
realm
of
six
and
a
half
million
dollars
to
provide
covert
compensatory
services.
AU
AU
Now
we
know
that
there
are
often
challenges
in
that
operationalizing
that
either
because
services
and
needs
change
between
now
when
we're
finalizing
the
budget
and
six
months
from
now
when
the
school
year
begins
and
also
because
we
have
natural
turnover
and
people
going
on
leave.
So
we
have
somebody,
you
know
who
we
thought
was
going
to
come
in
and
fill
an
esl
position.
That
position
is
then
unexpectedly
vacant
at
the
start
of
school.
We're
scrambling
to
recover
for
that
and
the
student
is
not
getting
the
minutes
they
need
to
deserve
in
that
moment.
A
No
okay.
In
closing,
I
just
want
to
thank
the
budget
team
for
the
incredible
work
of
putting
together
this
budget,
but
also
for
the
significant
level
of
detail
that
you
all
possess
around
this
budget
and
all
that
it
entails
and
knowing
fully
well
the
needs
of
our
students
and
trying
to
the
best
of
your
abilities
to
make
sure
all
these
things
have
been
covered.
A
And
thank
you
all
for
your
hard
work,
and
I
know
I
tease
nate
about
this
all
the
time,
but
I'm
still
waiting
for
the
book
so
that
we
can
look
up
these
details
as
well.
I
think
it
will
be
helpful
to
really
understand
the
detail
behind
all
the
hard
work
to
not
only
be
able
to
assure
ourselves
and
the
committee,
but
to
be
able
to
assure
the
the
public,
as
well
with
the
considerable
commitment
that
you
all
have
made
to
really
making
this
the
best
budget
possible
as
we
move
forward.
A
I
want
a
budget
book
with
detail
with
with
a
narrative,
not
just
the
numbers.
No,
I
see
the
numbers.
No,
it's
the
narrative,
that's
what
I
wanted.
So
the
things
that
nate
and
and
were
just
telling
us
that
we
can
look
up
and
find
those
details
and
understand
also
what
the
investments
are.
So
I'm
not
sure
how
that
can
be
made,
or
maybe
it
can
just
be
made
into
something-
that's
online,
that
you
can
click,
but
I
want
your
your
knowledge
preserved
in
the
way
that
it
is
shared
with
all
of
us.
A
So
as
we
have
questions,
we
can
begin
to
see
also
how
these
investments
are
working.
So
I
want
to
thank
you
if
there's
no
further
questions
I'll,
entertain
a
motion
to
approve
the
superintendent's
fiscal
year,
23
general
fund
budget
recommendation
in
the
amount
of
1
billion,
334
million,
845
thousand
five
hundred
and
eight
dollars
as
presented.
M
E
O
A
Our
first
report
this
evening
is
an
update
on
registration
and
assignment.
I
will
now
invite
active
chief
of
family
and
community
advancement,
denise,
snyder
and
senior
director
of
welcome
services,
sonia
gomez,
banray,
to
please
present
the
report.
First,
I
will
invite
the
superintendent
to
give
opening
remarks.
P
I
want
to
thank
ms
snyder
and
her
team
for
their
incredible
hard
work
on
registration
and
our
welcome
services
team.
They
work
around
the
clock
to
to
provide
additional
information
to
our
families,
oftentimes
families
who
are
new
to
country
and
they're,
the
first
stop
for
resources
and
support,
so
they
do
so
with
a
kind
heart,
and
I
just
very
much
appreciate
her
stepping
into
really
big
shoes
which
was
miss
monica
roberts.
We
miss
her,
but
we
want
to
thank
miss
snyder
for
being
the
acting
chief
of
family
advancement
and
welcome
services.
Y
Y
Y
Y
AX
AX
Garcia
tonight
we
will
spend
time
a
little
time,
ensuring
members
understand
the
enrollment
process.
We
have
four
welcome
centers
located
across
the
city
and
bps
buildings
in
dorchester,
roslindale,
broxbury
and
east
boston.
East
boston
is
a
part-time
site
and
staff.
There
also
provides
supports
throughout
the
city
as
needed,
for
example,
staff
called
trotter
and
king
families
in
sixth
and
seventh
grade
this
winter,
to
provide
support
around
school
choice
and
ensuring
that
their
choices
were
turned
in
in
round
one.
AX
The
staff
are
multicultural
and
multilingual,
typically
aligning
with
the
demographics
of
the
neighborhoods.
They
serve
speaking
nine
languages.
Collectively,
most
people
know
them
for
registration.
However,
they
also
support
school
transfers,
change
of
address
and
even
work
and
even
work
permits
during
the
summer.
AX
AX
AX
AX
AX
We're
often
asked
why
registration
is
so
complicated.
It
does
require
several
steps
and
even
more
steps
if
the
families
can't
easily
access
the
required
documents.
However,
our
team
offers
support
for
every
step
and
each
step
is
intentional
and
designed
to
support
families
access
to
a
seat
of
one
of
their
choice,
schools
within
their
home
base.
AX
Also
attached
to
a
few
critical
needs
round,
one
which
round
one.
Can
you
hear
me
now?
Yes,
okay,
sorry
round,
one
which
includes
typical
transition
grades
is
aligned
with
non-bps
school
decision.
Timelines.
AX
K2
is
part
of
round
two
which
is
later
for
families,
but
it's
aligned
with
doj
language
testing
regulation
for
k2
students
who
cannot
be
tested
before
march
1st.
The
round
support
opportunity
to
prioritize
assigning
siblings
together
the
process
minimizes
the
ability
for
families
to
hold
more
than
one
seat
and
rounds.
One
and
two
are
completed
by
mid-spring
to
support
transportation
routing
and
they
need
the
bulk
of
the
assignments
before
the
summer.
AX
AX
If
the
student
speaks
a
second
language
or
more
languages,
the
student
will
receive
an
appointment
for
a
language
assessment
to
see
if
they
might
need
language
program.
After
these
two
steps,
the
student's
application
will
go
to
an
assignment
specialist
here.
The
application
is
either
processed
for
current
year
or
batch
for
assignment
as
part
of
the
round.
AX
For
example,
accounting
for
students
exiting
sci
into
general
education,
any
late
programmatic
changes,
school
closures
or
grade
reconfiguration
also
could
delay
this
timing
if
we
need
to
reach
and
collect
choices
from
impacted
population
in
all
this
process
takes
about
six
weeks
from
the
close
of
any
rounds
of
registration,
in
fact
we're
getting
ready
to
notify
round
one
families
next
week.
Y
So,
while
finance
and
the
planning
and
analysis
team
have
provided
enrollment
projections,
we
did
want
to
share
some
data
on
what
we're
seeing
on
the
registration
side
of
the
work.
As
you
can
see
in
the
table
in
the
top
row,
registrations
were
up
by
439
cases,
good
news,
but
the
largest
portion
of
that
increase
really
comes
from
k0
and
from
grade
9,
and
this
is
most
likely
due
from
exam
school
eligibility
changes
which
increased
applications
at
grade
nine
round.
Y
Two
won't
close
for
another
week,
and
this
data
pulled
about
a
week
ago
shows
that
we
could
come
in
around
the
same
number
or
lag
behind
last
nurse.
Last
year's
numbers
just
a
little
as
a
reminder
round.
Two
is
primarily
focused
on
k2
kindergarten
and
non-transition
grades,
but
is
also
open
to
anyone
who
did
not
register
in
round
one.
Y
I
also
want
to
address
the
last
row
on
the
current
year
registrations.
We
provided
this
data
in
the
slide
about
a
week
ago.
We've
since
been
informed
that
maybe
our
numbers
were
not
accurate
here,
in
fact,
that
increase
that
says,
8851
is
in
fact
high,
because
it
turns
out
it
also
included
current
year
and
next
year
registrations,
so
that
number
actually
remains
closer
to
the
6000
mark
and
we're
happy
to
provide
an
update
with
concrete
numbers
in
a
follow-up
to
you.
So
I
want
to
apologize
for
that.
Y
However,
I
do
want
to
say
that
you
can
see
there
is
an
increase
from
a
couple
of
years
ago,
and
I
think
that
that
really
could
be
a
couple
of
things.
I
think
that
it
could
be
the
fact
that
we
were
in
lockdown
two
years
ago
and
a
lot
of
people
who
were
often
mobile
sat
still,
they
weren't
able
to
move
to
wherever
they
wanted
to
be,
and
so
now
we
may
be
seeing
more
mobility.
Y
We're
also
definitely
seeing
what
we
see
year
after
year
is
people
who
maybe
decide
that
another
type
of
school
outside
of
bps
could
better
serve
their
students,
but
once
they're
there.
Sometimes
they
look
back
and
realize
access
to
services
and
fit
for
their
child
is
actually
a
better
match
here
in
boston,
public
schools.
So
we
see
people
returning
to
us
throughout
the
school
year.
We
also
think
it's
important
to
note
the
split
between
preference
for
remote
versus
in-person
appointments,
while
the
pandemic
really
forced
our
hand
to
develop
systems
that
allow
us
to
better
serve
families.
Y
Even
while
our
buildings
were
closed,
we've
learned
a
lot
from
that
experience
and,
as
you
can
see
here
in
the
top
right
hand,
corner
remote
is
an
option
that
we
believe
is
here
to
stay
with.
Roughly
half
of
our
applicants
choosing
this
option
either
to
address
their
own
health
and
safety
concerns
or
for
pure
convenience.
Y
So
beyond
the
registration
rounds
cases
we
wanted
to
give
you
a
sense
of
the
work
year
round.
Welcome
services
team
worked
through
more
than
11
000
cases
to
date.
So
far
this
year,
new
to
bps
applications
and
change
of
address
will
continue
all
the
way
through
the
end
of
the
school
year.
Even
though
you'll
see
here
our
wait
list
transactions
and
our
voluntary
transfers
have
a
deadline
of
november
30th,
so
those
cases
are
closed
for
the
year
next
slide.
Please.
Y
AX
Thank
you,
denise.
We
have
a
strong
working
relationship
with
agencies
outside
outside
agencies
who
are
supporting
families
coming
from
war-torn
countries,
the
border
or
experience
natural
disasters
in
order
to
minimize
the
trend,
the
trauma
and
get
these
students
into
a
familiar
environment
as
soon
as
possible.
AX
We
work
with
partner
agencies
to
facilitate
the
registration
process
and
enroll
families
in
our
schools
as
soon
as
possible.
In
collaboration
with
a
host
agency,
we
were
able
to
remotely
register
this
afghan
family
with
the
assistance
of
an
afghan
afghan
translator
and
a
volunteer
who
worked
with
us
to
pre-register
the
family.
AX
AX
AX
This
year
we
have
partnered
with
agencies
to
support
haitian
families
after
the
most
recent
earth
earthquake
by
placing
a
haitian-speaking
registration
specialist
at
the
agency
to
help
guide
families.
With
this
process,
we
just
received
inquiry
about
the
registration
process
for
our
first
ukrainian
student
impacted
by
the
russian
invasion,
who
is
expected
to
arrive
soon
and
we're
looking
forward
to
welcoming
them
to
our
bps
family.
Y
Thank
you
sonia.
So
at
this
point
we
want
to
talk
about
the
topic
of
exam
school
assignments.
We
know
it's
timely,
although
dr
drew
eccleston
will
be
coming
to
you
later
this
spring,
with
a
complete
overview
of
exam
school
policy
implementation.
Y
Y
We
understand
that
at
the
surface
the
process
seems
like
it
should
be
simple
and
that
it
should
not
take
so
long.
I
hope
we
can
provide
some
transparency
to
the
actual
steps
that
go
into
this
unique
round
note.
The
process
is
shared
across
several
departments:
oversight
for
the
entire
implementation
for
the
new
exam
school
policy
falls
under
the
office
of
academics.
Y
However,
office
of
welcome
services,
office
of
accountability,
oiit
and
planning
and
analysis
all
play
important
roles
in
this
work.
It
is
truly
a
team
effort,
important
also
to
note
that,
within
these
steps
are
discussions
that
are
not
so
either
or
they
include
things
like
what
should
we
do
if
a
student
transferred
mid-semester
and
is
missing
grades?
Y
How
do
we
assess
a
student's
grades
that
are
in
narrative
format
instead
of
letter
grades,
as
some
of
the
private
schools
submit
to
us
these
investigations?
These
determinations
are
discussed
at
our
work
group
level,
and
the
decisions
are
then
vetted
by
our
external
auditor,
and
this
all
takes
time.
Y
Y
This
step
did
not
extend
the
timeline
in
any
way,
given
that
it
took
place,
while
the
auditor
validated
the
vast
majority
of
scores.
However,
we
want
to
be
transparent
about
this
step
and
all
the
steps
we
take.
These
calls
were
made
to
families
to
ensure
they
understood
that
admission
this
year,
and
this
is
the
only
year
this
has
happened-
is
based
solely
on
grade
point
average.
Y
Y
AX
AX
Okay,
while
team
members
offer
support
in
number
of
ways
to
families
who
come
through
our
doors,
I
want
to
mention
some
of
the
consistent
supports
we
provide.
AX
I'd
like
to
call
your
attention
to
the
continuous
improvement
and
innovation
efforts
by
the
office
of
welcome
services,
although
we
have
run
billboards
and
ads
and
ads
sorry,
although
we
have
run
billboards
and
ads
in
the
past
this
year,
we
have
added
geotagging
features
to
those
ads
which
sends
follow-up
messages
to
relevant
passerby.
AX
So
if
you're,
the
ages
of
18
and
60-
and
you
got
on
a
bus
or
a
train,
you
will
receive
a
message
and
that
message
for
people
we
have
over
5
000
person
who
click
that
message.
We
also
launch
a
new
registration
campaign
partnering
with
asg
partnering,
with
asg
marketing,
to
produce
multilingual
ads
targeting
communities
that
tend
to
miss
priority
rounds.
Our
goal
is
to
expand
this
work
with
not
just
additional
advertising
next
season,
but
also
placing
staff
in
neighborhoods
where
the
data
indicates
lower
early
registration
based
on
our
data
from
the
past
few
years.
AX
This
include
targeted
efforts
first
to
reach
spanish-speaking
and
haitian
creole
speaking
communities
in
specific
zip
codes
who
tend
to
register
in
later
rounds
or
over
the
summer
for
school,
I'm
trying
yes
over
the
summer
for
school.
I
hope
that
you
had
the
opportunity
to
click
on
these
ads
and
were
able
to
listen
to
the
ads
or
view
the
ads
linked
in
this
slide.
AX
AX
AX
Families
can
also
use
the
online
option
to
find
convenient
location
dates
and
times
for
their
appointment
and
may
schedule
their
staff.
I
may
schedule
with
a
staff
member
in
the
lane,
in
one
of
the
line:
nine
languages
we
offer
if
we
do
not
have
a
staff
member
who
can
fluently
speak
with
the
fam,
the
families
language
we
tap
into
lionbridge.
AX
Finally,
and
looking
ahead,
we're
in
discussion
with
cradles
to
crayons
to
house
cold
weather
and
school
essentials
in
our
welcome
centers
to
provide
directly
to
refugee
and
homeless
families
who
come
into
our
centers,
we've
mentioned
earlier.
Our
continued
expansion
of
outreach
efforts
to
communities
who
often
register
late.
We
are
committed
to
ensuring
ensuring
equitable
access
to
high
quality
schools.
This
means
finding
our
families
where
they
are
and
providing
information
and
providing
information
to
inform
them
of
the
importance
of
registering
early
and
then
provide
support
for
doing
so.
AX
Lastly,
we
will
soon
be
working
with
the
office
of
translation
and
interpretation
on
a
pilot
tool
to
support
in-person
and
telephonic
interpretation.
You
can
see
the
tablet
on
this
slide.
Ila
is
the
instant
language.
Translator
supports
real-time
interpretation
for
anyone
anywhere,
families
choose
the
language
on
one
side
of
the
tablet,
and
the
staff
and
guests
are
able
to
communicate
back
and
forth
in
the
family's
language.
Y
Thank
you
sonya.
I
just
want
to
say,
as
we
close
out
that
I
I
hope,
we've
been
able
to
provide
transparency
around
the
work,
so
you
can
see
what
happens
behind
the
scenes.
It's
not
an
elevator
pitch.
It's
not
sexy
it's
hard
to
describe,
but
there
are
a
lot
of
hard-working
people
behind
the
scenes
that
really
make
the
rounds
work
for
families
and
really
help
to
provide.
Y
I
think
in
a
heartful
and
soulful
way
the
support
that
our
families
need,
because
we
do
know
that
this
first
step
is
just
as
important
as
the
many
steps
that
come
after
as
our
students
get
ready
to
be
successful
in
their
school
career.
That
concludes
our
presentation
and
we're
happy
to
take
questions
at
this
time.
C
Thank
you
for
the
presentation
and
for
the
outreach
specifically
around
this.
I
just
have
a
couple
questions
on
the
first
is
so
with
the
the
campaigning
that
you've
been
doing
to
increase
registration
among
families
that
typically
are
not
registering
in
that
first
round.
So
do
you
have
any
data
on
the
improvement
that
you've
seen
in
those
those
districts
and
then
second,
I
know
you
had
provided
an
appendix
of
data
with
this
presentation
for
us.
Y
Terrific
thank
you
for
those
two
questions.
So
in
the
first
one
I
want
to
say
that
we're
really
not
going
to
know
data
until
we
get
through
august
and
have
comparable.
You
know
comparison
data
who
showed
up
may
june
july
august.
So
we
have
a
totality
of
the
picture
and
then
we
can
break
it
down
the
campaign
that
we
started
didn't
even
get
underway
until
the
middle
of
january.
So
I
don't
know
as
though
you
were
going
to
see
immediate
effects
from
that.
Y
The
second
piece
is
also
interesting
and
I
will
say
that
we
did
not
break
out
in
person
versus
remote
by
demographics,
yet
we
can
easily
do
that,
but
I
want
to
add
that
we
can
clearly
make
some
high
level
not
analogies,
but
comparisons
such
as
talking
about
east
boston,
east
boston
is
a
predominantly
latinx
community
and
we
see
there
where
people
prefer
to
come
in
person.
So
that's
one
comparison,
data
point
I
see
sonia
is
on
screen,
so
I
think
she
may
want
to
add
to
that.
AX
Yes,
thank
you
denise
and
yes,
we
have
seen
so
our
families
in
roslindale,
which
you
at
least
I
thought
that
those
numbers
would
have
been.
You
know
different.
The
the
vast
majority
of
the
families,
spanish-speaking
haitian
families
do
prefer
in-person
appointments,
so
those
families
do
come
in
for
in-person.
We
see
the
same
thing
in
our
roxbury
in
a
bowling
building
center.
The
families
who
usually,
who
tend
to
come
in
for
in-person
appointments
are
usually
are
either.
W
D
X
T
X
You
and
I
know
it's
it's
a
it's
a
hard
gig
over
there.
I
want
to
live
in
a
world
where
everyone
is
adapting
to
bps's
schedule
and
we're
not
having
conversations
about
private
school
us
needing
to
adapt
to
private
school's
timeline.
But
that
is
just
not
the
world
we
live
in,
and
I
think
you
have
probably
heard
nauseam
concerns
that
so
many
families
have
around
the
ways
that
our
timeline
doesn't
match:
the
timeline
for
other
education
institutions
across
and
around
the
city,
I'm
speaking
for
my
own
family.
X
Now,
my
kid
is
in
the
daycare
that
had
a
deposit
for
next
year.
That
was
on
march
10th
and
I
think,
as
folks
know
we're
not
going
to
find
out
about
my
bps
placement
until
the
end
of
the
month.
Is
there
any
energy
being
directed
and
trying
to
either
through
coalition
or
through
adjustments
at
bps
shift
the
timeline,
so
that
families
can
make
informed
decisions
earlier
and
in
a
way
that
aligns
to
some
of
our
competition?
Y
Thank
you
so
much
for
that
question.
It
is
one
we
talk
about
a
lot
and
we
feel
that
tension.
Y
My
child's
23
and
I
experienced
that
tension
when
she
was
five,
so
count
that
back
a
little
bit
there's
a
couple
of
things
I
want
to
say,
and-
and
one
is,
we
are
always
talking
about
this
and
looking
at
the
tension
between
supporting
all
of
our
families,
which
means
families
who
have
choices
in
and
out
of
bps
and
the
earlier
we
can
inform
them
the
better
that
tension
is
also
up
against
the
fact
that,
as
you
see
this
campaign
we're
rolling
out,
we
have
a
lot
of
families
who
register
late.
Y
So
the
more
we
move
up,
the
timeline,
the
more
we
might
be,
causing
disparities
around
who
actually
gets
access
to
seats
in
that
priority
round
big
tension.
I
think
we'd
have
solved
this
by
now,
if
it
weren't
for
that
big
tension.
The
other
thing
I
want
to
point
out
in
that
is
that,
back
in
the
day,
using
my
kid
as
an
example
again,
the
timeline
I
had
to
put
on
a
deposit
was
the
end
of
march
april,
1st.
Y
Whatever
we
do
to
change
our
timeline,
there
will
always
be
a
competitive
business
market
and
that's
fair,
not
even
trying
to
take
that
out
on
anyone.
People
want
and
know
that
they
can
lock
in
a
deposit.
They
will
move
that
up
by
a
few
days
by
a
week
by
10
days,
so
we're
always
going
to
be
in
that
space.
We
have
had
conversations
in
the
past.
Y
I
hope
we
can
return
to
conversations
again
where
we
really
talk
about
families
needs
I'm
new
in
this
role
since
december,
but
I
was
here
before
with
the
district
sony's
new
since
last
summer,
so
we've
got
some
ambitious
ideas.
Y
One
of
those
ideas
is
really
something
we
started
about
a
month
ago,
which
is
bringing
together
some
of
our
departments
who
are
involved
in
this
assignment
process
and
looking
at
the
rounds
and
seeing
is
there
any
way
to
create
any
efficiencies
in
everything
you've
just
seen.
Is
there
anything
we
can
do?
I
think
we've
had
our
third
meeting
so
stay
tuned.
Z
Yes,
for
me,
this
is
fantastic,
because
when
I
went
for
the
first
time
to
the
bowling
center,
I
didn't
have
the
system.
I
didn't,
have
a
call
center,
where
I.
Z
Z
D
Z
Y
Right
back
to
you,
thank
you
so
much
and
I
want
to
say
we
recognize
that
45
of
our
families
speak
another
language
as
their
native
language.
I'm
really
excited
about
lion
bridge
and
I'm
really
excited
about
the
isla
technology.
Y
O
Thank
you,
madam
chairman,
thank
you,
ms
snyder,
and
the
team
for
this
presentation
head
to
toe
from
kindergarten
to
all
our
schools.
I
know
it's
an
incredible
amount
of
work
going
on.
I
do
appreciate
the
the
challenges
you
face
as
well,
and
I
also
echo
the
comments
about
the
language
challenges.
Many
of
our
families
face
and
the
work
being
done
in
that
regard.
O
Y
Certainly,
thank
you
for
bringing
that
up
oversight
on
our
part.
We
have
consistently
said
through
the
information
sessions
and
are
still
very
much
on
track
to
announce
assignments
for
exam
schools
at
the
end
of
april
or
in
the
very
very
early
days
of
may,
but
right
now
we're
on
track
for
the
very
end
of
april.
Y
That
has
been
a
consistent
message,
but
it
is
different
than
previous
years
and
it's
different
from
previous
years.
I'm
hoping
I'm
getting
this
big
picture
in
my
head
correctly.
Y
Y
Now
every
single
student
in
grades
entering
grade
seven
or
entering
grade
nine
is
theoretically
eligible.
Those
grades,
don't
close
until
the
end
of
january,
schools
are
given
until
february
11th
to
upload
them,
not
all
schools
meet
that
deadline.
We
reach
out
to
a
lot
of
private
and
parochial
schools
and
a
lot
of
our
colleagues
in
bps
to
make
sure
all
that
gets
uploaded
again,
trying
not
to
hold
back
any
child
who's.
It's
not
their
fault
that
the
stuff
isn't
in
there.
Y
What
we're
able
to
do
is
to
provide
eligibility
by
the
middle
of
march
now
the
end
of
march,
because
that's
how
long
that
process
takes
in
a
previous
iteration
of
exam
school
admissions,
you
would
actually
apply
to
exam
schools
separate
from
the
rounds
process
like
it
wouldn't
happen
as
part
of
round
one.
Y
So
you
could
get
an
assignment
to
exam
school.
You
could
also
be
applying
for
other
schools.
You
could
hear
about
those
because
and
then
have
two
seats
that
you're
holding
an
exam
school
seat
and
a
seat
from
round
one,
and
that
was
problematic.
Y
Y
Y
Take
you
back
to
the
idea
that
we're
later
because
of
having
to
look
at
all
of
the
grade,
point
averages,
which
is
basically
all
of
the
grade:
seven,
all
of
the
grade
nine
and
adding
an
external
validation
process
through
ernst
young.
Y
Both
of
those
things
take
time.
I'm
not.
Let's
suppose
that
there
was
a
way
to
have
grades
come
in
earlier
or
that
we
were
only
looking
at
one
round
one
one
term
of
grades
and
not
two.
Y
We
could
actually
do
a
different
timeline,
but
it's
really
based
on
the
fact
that
we
don't
even
begin
to
look
at
gpas
until
february
11th
and
in
many
cases
much
longer
than
that.
I
did
start
to
get
into
why
grade
seven
ends
up
with
a
late
announcement.
So
I'm
sorry
to
have
complicated
that
it's
important.
But
it's
really
two
separate
questions.
O
So
it's
it's
interesting.
Thank
you
for
that,
and
you
know
we
talk
in
this
school
committee
like
when
we
did
our
goals
and
values,
work
of
focusing
on
student
outcomes,
not
adult
inputs,
and
yet
in
this
case
it
is
literally
adult
inputs
being
putting
the
grades
in
that
are
delaying
you
know,
potential
student
outcomes
and.
O
I
understand
that
yeah,
I
I
think
it's
also
the
first
year
we're
doing
it
and
there
were
a
lot
of
schools
that
you
know
may
have
not
thought
before
that
this
student,
you
know
the
need
for
this
to
happen,
and
so
it's
a
learning
curve
for
our
schools
as
well,
and
the
more
technology
and
the
I.t
folks
can
be
involved
to
automate
more
and
more.
That
of
the
future
would
be
great.
O
I
also
thank
you
for
pointing
out
that
the
external
validation
and
the
way
you
showed
those
slides
and
what
the
role
is
for
ernst,
young,
the
city,
auditors
and
I
do
know-
you
know
several
committee
members
myself
included-
did
suggest
that
sometime
during
the
summer
or
fall
during
the
public
discussions
about
the
points,
and
mainly
from
the
point
of
view
of
increasing
transparency
and
trust
right,
the
assignment
process
has
been.
O
You
know
the
you
know
behind
the
curtain,
for
so
many
years
at
bps
and
parents
have
a
lot
of
questions,
and
so
having
external
validation,
particularly
under
a
new
process,
is
very
helpful,
but
I
am
concerned
about
the
amount
of
time
it
appears
to
be
leading
because
our
students
have
choices.
A
lot
of
our
students
are
being
recruited
by
private
schools
and
other
schools
with
scholarship
offers,
and
things
like
that-
and
you
know
one
of
my
colleagues
went
out
before
about
at
the
at
the
early
stages.
O
You
know
making
a
a
deposit
versus
a
kindergarten
seat
and
it's
the
same
thing
happen
in
high
schools
as
well,
and
so
the
more
you
can
shave
off
at
the
end.
You
know,
even
when
you
say
end
of
april
or
beginning
of
may
the
more.
We
can
push
that
forward
a
little
bit
the
more
important
it
is
for
our
families,
not
only
for
the
exam
schools
but
our
other
high
schools
as
well,
because
it's
all
students
students
want
to
have
their
choices
available
to
them.
O
C
Thank
you
again
and
just
a
naive
question
around.
Could
you
explain
to
me
the
period
of
the
discovery
of
schools
and
what
that
like
entails
and
thinking
about
potentially
shifting
that
earlier?
Why
is
it
at
no?
Why
is
it
on
november
well
by
november
15th,
but
because
I'm
thinking
also
anecdotally,
as
you
start
to
implement
this
system
being
able
to
then
get
out,
create
campaigns
earlier,
perhaps
over
the
summer,
about
from
families
being
able
to
register.
Y
Y
I
think
when
I
look
back
and
I'm
gonna,
let
sonia
jump
in
if
she
has
something
to
add
here
on
this
point,
because
she
she
just
lived
through
this
recent
calendar
of
activities,
but
basically
we
let
schools
get
started.
We
let
schools
open,
we
let
schools
find
their
rhythm,
we
let
students
get
settled
in,
and
even
while
they're
doing
that,
literally
before
october,
even
hits
we're
saying
give
us
your
dates
for
your
welcome
for
your
school
preview
times.
Give
us
your
dates
and
times
when
are
you
gonna?
Y
Have
families
come
in
that
takes
a
couple
of
weeks
to
happen,
to
publish
and
behind
the
scenes
we're
making
any
programmatic
changes?
This
is
another
thing
that
are
we
adding
any
additional
programs
at
any
of
our
schools
for
the
following
year?
Are
we
closing
any
grades?
Are
we
expanding
any
grades
because
we
also
have
to
put
that
in
the
schedule,
so
families
know
what
grades
they're
looking
at?
We
have
to
put
it
in
discover
bps
so
that
when
they
do
a
search
for
schools,
options
show
up
right.
Y
We
don't
want
to
have
them,
say
well,
gee.
When
I
look
two
weeks
ago,
I
had
these
eight
options.
Now
I
have
seven
or
now
I
have
12,
because
we've
changed
things
on
them,
so
we
have
to
let
the
dust
settle
on
all
the
programming
changes.
We
might
be
doing,
get
that
all
into
discover
give
schools
time
to
give
us
their
dates,
to
publish
a
guide
and
then
begin
to
advertise
and
do
boots
on
the
ground.
That's
a
little
bit
different
than
the
work
we
did
to
get
people
into
school.
Y
We
start
the
more
families
who
are
not
going
to
make
it
in
that
round
and
that
makes
inequitable
access.
So
we
have
to
get
more
families
into
round
one,
and
we
have
to
be
sensitive
that
some
of
them
are
still
not
coming,
and
that
is
a
very
long
piece
of
work.
But
I
appreciate
you
raising
it
again,
because
when
we
get
together
for
our
bi-weekly
meetings,
we
talk
about
all
the
options
and
so
starting
earlier
with
outreach
and
education
around
school
discovery
is
important.
AX
I
I
don't
think
I
have
anything
to
add
other
than
we
need
the
information
in
terms
of
school,
either
school
closures
or
additional
programs
in
order
to
to
add
that
to
the
system
and
in
order
for
families
to
be
able
to
view
their
schools.
We
do
start
the
process
and
we
work
with
our
early
childhood
providers
so
that
they
understand
the
process,
doing
information
sessions
for
them,
working
with
upk
to
make
sure
that
they
have
the
calendar
early
on
and
they
can
share
with
families.
So
that
process
is
done
early
on.
AX
X
But
I
will
just
offer
that,
while
I'm,
I
am
with
you
in
trying
to
build
a
system
that
doesn't
further
harm
folks
who
are
furthest
away
from
the
spheres
of
access
and
opportunities.
X
I
do
wonder
as
you're
just
thinking
about
solutions
and
we're
watching
enrollment
decline,
just
like
how
we
can
and
there's
the
community
organizer
in
may
right
now
like
how
do
we
just
increase
our
ground
game
and
there's
like
a
peak
enrollment
moment
on
the
earliest
phase
of
enrollment,
and
it's
like,
where
are
their
boots
on
the
ground,
whether
that's
converting
folks
who
are
just
driving
our
census
process
in
the
city
and
bringing
them
onto
the
ground
to
register
folks,
whether
it's
setting
up
in
public
housing,
whether
it's
partnering
with
every
boston,
public
library,
whether
it's
looking
at
buildings
that
have
large
footprints,
even
if
they're,
condos
or
or
rental
buildings
like
really
setting
up
a
ground
game,
that's
outside
of
the
current
infrastructure
and
knowing
that
those
can
be
just
available
during
peak
enrollment
periods?
X
I
think
I'll
say
this
as
someone
who
is
new
to
the
city,
it
was
really
and
I'm
on
the
school
committee.
I
found
it
incredibly
complex
to
navigate
enrollment
and
I
found
it
hard
to
access,
and
so
if
it
was
hard
for
me,
I
can
think
about
my
mom,
who
is
a
single
mom
working
class
woman
waiting
tables
three
jobs.
It
would
have
been
incredibly
challenging
for
her
to
figure
out
how
to
register
for
me
for
school
sure.
Y
Thank
you.
No
it's
hard.
We
know
it's
hard
and
I
want
to
add
that
that
campaign
that
we're
rolling
out
part
of
that
is
from
an
esser
proposal
and
and
literally
we're
looking
at
10
part-time
staff
in
those
zip
codes
with
boots
on
the
ground,
so
we're
on
the
same
page.
I
appreciate
that.
A
I
want
to
thank
you-
and
I
want
to
thank
both
of
you-
miss
schneider
and
miss
van
ray
for
this
incredible
work.
You
know
with
full
disclosure
you
both
come
out
of
countdown
to
kindergarten
and
have
been
dealing
with
the
issues
for
decades
of
how
do
we
work
with
our
families
to
get
them
into
school?
A
So
it's
wonderful
that
two
people
who
really
know
this
inside
and
out
are
now
at
the
helm
to
tackle
this
not
just
to
get
the
logistics
better,
mr
carter,
hernandez,
but
because
that
you
care
so
deeply
about
how
our
families
enter
and
are
supported
that
I
know
how
hard
you
all
will
continue
to
work
to
work
out
the
problems,
but
also
to
make
this
much
more
transparent.
A
The
process
is
admirable
and
I
hope,
as
you
continue
to
work
for
this,
we
will
have
a
quicker
response
from
both
our
bps
schools,
but
also
our
collaborating
schools
to
also
see
the
urgency
of
making
sure
materials
are
uploaded
appropriately
in
the
format
that
is
needed
so
that
you
know
we
may
be
able
to
shave
a
day
or
two
off,
but
you
know,
but
we've
had
the
conversation
about
my
my
desire.
Also.
Can
we
possibly
look
at
how
we
link
up
better
with
you
know
the
the
deadlines
of
other?
A
You
know
school
options
for
us
in
the
greater
boston
area,
so
that
it's
it's
one
less.
You
know
one
less
strain
on
families
and
if
I
know,
if
anybody
can
do
it,
you
all
will
certainly
work
to
do
that.
So,
thank
you
so
much
for
your
presentation
tonight
and
we
certainly
look
forward
to
hearing
from
what
more
from
you
as
this
season
goes
by
thanks.
So
much.
A
Our
final
report
this
evening
is
an
update
from
the
superintendent
search
committee,
we'll
pause
for
a
brief
moment,
while
superintendent
consultius
walks
out
of
the
meeting,
and
she
will
rejoin
the
meeting
at
the
conclusion
of
this
discussion
at
this
time.
I
will
turn
it
over
to
my
colleague
and
search
committee
member,
mr
o'neal.
O
Sorry,
thank
you,
madam
chair
and,
as
our
fellow
members
know,
miss
lorraine
laparo.
Our
fellow
member
is
the
one
of
the
co-chairs
of
this
and
was
scheduled
to
make
the
report
this
evening,
but
she's
a
bit
under
the
weather,
and
so
I'm
speaking
on
her
behalf
and
hope
she
feels
better.
So
chair,
armin,
said
on
behalf
of
the
search
committee
church
co-chairs,
dr
p.m,
edin
edinger,
ms
lepara
and
marcus
mcneil.
I'm
happy
to
share
an
update
on
the
superintendent's
search
search
process.
That's
underway
these
regular
reports.
O
O
All
meetings
will
feature,
live,
simultaneous
interpretation
and
include
an
opportunity
for
public
comment.
The
zoom
meeting,
link
and
meeting
videos
are
posted
on
our
webpage,
which
is
bostonpublicschools.org,
backslash
superintendent,
dash
search,
hyphen
search.
You
could
also
say
last
night's
meeting
was
mainly
a
working
session.
Our
discussion
primarily
focused
on
questions
and
comments
related
to
what
we've
been
learning
from
the
listening
sessions
that
have
been
held
so
far.
O
Some
of
the
themes
we're
hearing
around
the
qualities
of
first
they're.
Looking
for
a
listener
of
someone
who
is
collaborative
someone
who
is
the
communicator,
there's
a
preference
for
bilingual
someone
that
is
bilingual,
I'm
committed
to
anti-racism,
our
equity
champions
are
perceived
as
transparent
and
someone
who
is-
and
this
has
been
interesting-
someone
who
has
spent
time
in
the
classroom
and
understands
boston,
and
that
is
a
bit
different
from
what
we
have
heard
before
in
previous
years.
When
folks
would
be
more
focused
on
experience.
O
We've
also
heard
feedback
at
the
same
time
about
areas
of
improvement
in
bps,
none
of
which
will
surprise
us,
because
the
themes
that
are
coming
up
in
the
school
committee
as
well.
But
it's
really
been
interesting
to
hear
it
from
the
families
and
communities
that
have
talked
about
specifically
concerns
about
transportation
facilities,
food
services,
school
safety
and
addressing
learning
loss
from
the
pandemic.
O
O
Another
work
that
the
search
committee
is
doing
right
now
is
putting
out
the
rfp
for
the
search,
firm
responses
to
the
rfp
for
a
superintendent
search
firm
were
due
yesterday
march,
22nd
at
12
pm.
The
original
deadline
was
friday
march
18th.
However,
due
to
conflicting
dates
and
various
publicly
available
documents,
the
response
deadline
for
the
rfp
was
extended.
O
O
The
initial
review
will
be
conducted
by
chief
human
resource
capital,
which
I'm
sorry
so
used
to
say:
human
resources,
chief
human
cab,
for
my
for
my
day,
job
by
the
initial
review
will
be
conducted
by
chief
human
capital
officer,
al
tieler,
as
well
as
two
search
committee
members
that
were
signed
by
the
co-chairs
to
assist
with
mr
taylor
and
this
responsibility.
O
O
O
We've
had
strong
attendance
from
we've
had
full
attendance
from
the
search
committee
at
these
listening
sessions
and
strong
attendance
from
the
public.
In
fact,
we've
had
more
than
450
attendees
over
the
two
sessions.
These
are
obviously
being
done.
Remote
on
zoom
and
they've
been
done
with
interpretation
services.
Of
course
we
have
two
additional
listening
sessions.
Coming
up
this
thursday
march
24th,
tomorrow
night
from
6
to
8
pm,
the
search
committee
will
hold
a
listening
session
for
students
co-hosted
by
co-chair,
marcus,
mcneil
and
obviously
strong
support
from
bsac.
O
We
have
tried
to
vary
the
times
the
time
of
days,
the
the
days
of
the
week,
but
also
having
one
on
a
weekend
having
one
in
the
morning
to
try
to
accommodate
folks
working
sessions
and,
as
I
said,
interpretation
services
available
for
all
of
them.
The
committee
has
received
great
feedback
both
through
live
testimony
and
in
the
chat
at
the
at
the
zoom
meetings.
O
Videos
of
these
sessions
as
well
the
chat
as
well
as
the
full
chat
conversations,
are
posted
on
the
superintendent
search
web
page.
We
also
have
a
dedicated
email,
which
is
superintendent
search
at
bostonpublicschools.org.
O
I'm
pleased
to
share
that.
We
have
also
added
another
option
for
the
community
to
provide
feedback,
video
testimony
and
test
text.
Submissions
are
also
being
selected
accepted
by
the
search
page.
This
is
a
great
new
option
and
it's
very
user
friendly.
Please
help
spread
the
word.
Last
week
we
also
launched
an
online
survey.
That
is
a
survey
that
is
also
available
in
all
of
the
major
bps
home
languages.
O
You
may
access
the
survey
on
our
webpage.
As
of
3
pm.
Today,
wednesday
we've
received
about
350
survey
responses
survey,
respondents
were
asked
to
describe
their
relationship
to
bps
and
select
all
options
that
apply.
The
overwhelming
majority
responses
to
date
have
come
from
parents
or
caregivers
of
current
bps
students,
with
67
percent
of
respondents
identifying
as
such.
O
In
addition,
28
percent
of
community
members,
3
percent
of
students,
13
percent
of
bps
teachers,
2
2
of
bps
school
leaders
and
8
percent,
identify
as
other
bps
staff
members
miss
mercer.
As
we
look
at
that
student
response
rate
would
love
to
have
help
from
bsac
on
getting
that
work
out
to
more
students.
If
there's
a
way
we
could
work
on
that
together
would
be
great.
O
So,
as
you
can
see,
we've
have
many
ways
for
people
to
engage
and
we
continue
to
explore
more
ways
to
hear
from
our
community
we're
going
to
collect
and
synthesize
all
the
feedback,
look
for
themes
and
share
it
with
the
community
in
early
april.
This
input
will
help
inform
the
job
description,
leads
description
and,
ultimately,
the
candidates
that
are
consented
last.
Let
me
talk.
O
Lastly,
let
me
talk
for
a
moment
about
timeline
as
a
reminder
of
our
general
timeline
on
april
6,
the
school
committee
is
planning
to
receive
a
recommendation
and
vote
on
the
search
firm
from
the
search
committee.
So
the
search
committee
will
have
already
made
a
decision
or
a
recommendation
voted
on
it
and
we're
planning,
as
as
of
this
timeline
on
april
6
for
the
school
committee,
to
receive
that
recommendation
and
vote
on
a
search
firm,
as
well
as
the
search
committee's
recommendation
on
the
superintendent
job
description.
O
O
The
search
committee
will
review
applications
and
select
candidates
to
interview
an
executive
session.
Following
interview
rounds,
the
search
committee
will
select
finalists
for
public
presentation
when
that
task
is
complete.
With
selecting
candidates
for
a
public
presentation,
the
search
committee
will
have
fulfilled
its
charge
in
june.
The
school
committee
will
announce
final
candidates
and
hold
public
interviews.
The
school
committee
will
then
vote
on
a
candidate
to
offer
to
the
position
of
superintendent.
O
That
is
the
current
timeline,
obviously
subject
to
adjustment
as
we
move
along,
but
that
is
certainly
what
we
are
planning
or
working
towards.
So
that
brings
us
up
to
date.
I
do
want
to
thank
my
fellow
search
committee
members
for
their
time
and
commitment
in
this
important
process.
As
I
mentioned,
we
have
committed
to
meeting
weekly
during
this
during
this
entire
process
and
I'll
turn
it
back
to
you,
madam
chair,
for
any
questions
or
comments.
A
A
Mr
o'neill,
could
you
just
go
back
one
step
and
explain
so
on
the
sixth,
we
will
vote
on
the
to
accept
the
recommendation
of
the
search
committee
for
a
search
firm.
At
what
date
will
we
have
have
the
the
job
description.
O
The
plan
of
the
search
committee
at
this
point,
madam
chair,
is
to
bring
both
a
recommendation
on
a
search,
firm
and
a
recommendation
on
a
jobs
description
forward
at
the
same
time,
because
then
the
search
committee,
you
know
it
is
not
up
for
the
search
firm
to
do
the
job
description,
that's
up
to
search
committee.
So
once
we
have
the
job
description
and
a
search
firm,
you
know,
then
the
search
firm
executes
on
that
by
putting
out
the
call
to
candidates.
O
I
I
will
clearly
say
there
is
no
question
that
folks
who
have
interest
in
boston
are
already
aware
of
this
following
the
process
closely
and
are
waiting
for
the
application
period
to
open
and
for
this
committee,
as
well
as
the
search
committee
to
clearly
articulate
what
we
see
as
the
key
characteristics
that
they're
looking
for.
A
Okay,
thank
you
at
what
point
so
at
this
point
now,
even
though
you're
still
in
the
listening
sessions
are
the
is
the
committee
beginning
to
adapt,
update,
create
this
the
job
description,
if
we're
going
to
be
seeing
both
of
these
items
on
this
at
the
same
meeting
on
the
sixth.
O
That's
why
we
had
the
conversation
last
night
that
I
actually
was
not
able
to
be
a
part
of,
because
I
was
on
the
plane
coming
back
from
d.c
while
they
were
meeting
but
have
spoken
to
committee
members
that
were
in
attendance
and
as
ms
lopez
put
together
for
the
report,
they
discussed
the
common
themes
that
they're
starting
to
see
already
okay,
but,
for
example,
with
a
a
session
coming
up
that
is,
focus
on
student
voice
that
can
be
adjusted
based
upon.
O
You
know
the
input
that
we
hear
from
students,
which
is
a
little
different
from
the
input
that
we
have
heard
to
date.
So
I
think
the
committee
is
keeping
a
very
open
mind
and
not
wanting
to
start
to
write
a
description
without
you
know,
listening
to
the
voices
that
we
hear
over
the
sessions,
and
quite
frankly,
I
think
when
we
have
a
saturday
session,
we
expect
that
that
may
be
different
attendees
who
have
been
able
unable
to
attend
the
sessions
we've
had
to
date
as
well.
O
We
are
getting
a
lot
of
emails
and
suggestions
and
texts
and
that's
why
we
tried
to
create
a
number
of
different
ways
for
people
to
reach
out
to
us
and
give
us
feedback,
and
I
think
that's
important
to
allow
that
process
to
pay
apply
out
and
allow
committee
members
an
opportunity
to
really
process
all
that
different
sources
of
feedback,
but
we
we
know
the
timeline
that
has
been
laid
out
and
to
date
the
search
committee
has
committed
to
meet
that
process.