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From YouTube: Boston School Committee Meeting 7-14-21 Part 1
Description
Boston School Committee Meeting 7-14-21 Part 1
B
B
C
G
B
Thank
you.
Tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org
backslash
school
committee.
B
B
H
B
B
K
Thank
you,
madam
chair
good
evening.
Everyone,
I'm
anna
I'll,
be.
B
M
M
B
P
B
B
Thank
you.
Thank
you
all
for
assisting
us
this
evening.
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
the
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
B
B
We
will
now
move
on
to
the
approval
of
minutes.
From
the
june
30
2021
school
committee
meeting
and
july
7
2021
listening
sessions
on
exam
school
admissions,
we
will
take
two
votes
one
for
each
meeting
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
june
30
school
committee
meeting
as
presented.
A
E
D
F
C
F
F
B
S
B
D
G
C
F
C
B
U
U
U
The
results
show
a
lot
of
positive
news
for
boston,
public
schools,
boston
had
statistically
statistically
significant
positive
district
effects
in
2019
across
all
areas
which
is
reading
and
math
and
grade
levels.
Fourth
and
eighth,
that
means
that
boston
performed
higher
in
2019
than
what
was
expected,
given
demographic
characteristics,
in
fact,
boston
had
the
highest
ranking
in
district
effects
in
2019,
8th
grade,
mathematics
and
reading
of
the
districts
included.
In
the
analysis.
U
This
concern
this
confirms
what
we
all
know
that
our
students
and
their
teachers
are
achieving
excellence
in
our
classrooms
every
day.
We
are
grateful
to
the
council
for
conducting
this
analysis
and
sharing
the
results
broadly,
and
we
congratulate
our
fellow
urban
public
school
districts
for
their
accomplishments
as
well.
U
U
It's
so
wonderful
that
we
can
see
our
students
out
and
about
this
summer
learning
earning
and
connecting
with
their
peers
and
the
larger
community
for
more
information
on
all
things
summer,
including
our
summer
reading
lists
in
multiple
languages
across
all
grade
levels.
Please
visit
boston
bostonpublicschools.org
forward
slash
summer,
while
we're
on
the
topic
of
summer
learning
experiences.
U
I
wanted
to
share
that
bps
is
completing
an
order
to
bring
6
000
air
conditioners
into
our
school
buildings.
We
started
this
process
a
few
weeks
ago
with
the
city
of
boston
and
are
working
through
the
steps.
As
you
can
imagine,
there
is
a
high
demand
for
ac
units
right
now,
so
our
timeline
for
delivery
and
installation
is
still
under
development,
which
and
a
more
definitive
timeline
will
be
forthcoming.
U
But
I
just
wanted
to
share
with
the
school
committee
that
we
are
addressing
the
issues
of
a
temperature
in
our
school
buildings
and
taking
it
very
seriously,
esser.
We
released
the
first
draft
of
our
esser
funding
plan
last
friday
after
engaging
more
than
1200
stakeholders
over
the
past
few
weeks
and
many
others
that
I've
engaged
with
stakeholder
meetings
within
the
internal
organization.
U
Our
engagement
included
the
wiki
wisdom,
which
was
a
wonderful
activity
to
start
us
off
and
help
us
frame
our
ideas
around
the
guard
rails
and
the
priorities
within
the
district
as
they
align
to
our
strategic
plan,
that
included
all
of
our
bps
educators
and
staff,
submitting
theirs
their
ideas
on
how
we
should
re-imagine
boston,
public
schools.
U
We
had
over
33
community
meetings
with
public
comment
and
interpretation
services,
provided
we
also
held
six
commission
meetings
with
experienced
civic
leaders
and
partners
who
collaborated
with
our
parents,
associations,
school
leader
representatives
and
our
btu
representatives,
who
provide
wonderful
advice
and
counsel
in
the
development
of
our
proposal
and
then
also
we
engaged
with
the
reni
organization.
In
order
to
look
at
many
many
reports
over
50
reports
and
research,
research
articles
based
on
boston,
public
schools
that
have
been
done
around
our
needs:
assessments,
audits,
the
deci
report,
etc.
To
inform
our
plan.
U
The
funding
up
is
approximately
400
million
dollars
over
the
next
three
years
and
will
provide
opportunities
for
us
to
return
strong,
recover
well
and
re-imagine
how
we
could
do
school
different
as
our
students
look
to
return
safely.
This
fall
to
their
classrooms
and
recover
from
the
pandemic
and
create
conditions
for
reimagining
our
school
students
experience
here
in
boston,
public
schools.
U
The
one-time
funding
will
also
further
support
the
district's
implementation
of
our
five-year
strategic
plan
and
the
plan
will
outline
how
100
of
the
funding
will
go
directly
to
student
outcomes
or
professional
development
for
their
teachers
or
facility
upgrades.
But
all
of
the
all
of
the
provisions
within
the
plan
will
go
directly
to
our
students.
U
The
funding
is
expected
in
three
rounds.
Bps
has
allocated
funding
under
the
guiding
principles
of
return
recovery.
Imagine,
as
I've
said,
our
sr1
funding
has
gone
to
our
return
safely,
both
last
year
and
and
during
our
summer
we
spent
about
32
32
million
of
that.
In
addition,
23
million,
which
was
the
city
of
boston,
cares
funding
that
helped
us.
U
As
you
remember
back
in
april
7th
meeting,
I
shared
about
the
organization
organizational
restructuring
that
we
were
doing
in
order
to
recover
well,
and
we
also
posted
those
positions
and
did
interviewing
and
hiring,
and
we
are
going
to
announce
those
positions
this
evening
with
sam
depina,
who
was
serving
in
the
interim
role
as
deputy
superintendent
operation.
Sam
will
manage
the
day-to-day
operations
of
the
district
drew
eccleston
as
deputy
superintendent
of
academics.
U
He
will
help
us
with
our
special
education,
our
office
of
english
language
learners
and
our
academic
divisions
and
teacher
professional
development,
and,
as
you
know,
that
is
quite
an
undertaking,
and
then
ms
neiman
coakley
greis
is
our
interim
chief
of
student
support.
U
I
want
to
tell
you
a
little
bit
about
each
of
them,
sam
depina,
who
is
a
graduate
of
jarrah
e
burke,
high
school
and
a
bps
employee
for
over
20
years.
He
served
as
interim
deputy
superintendent
since
april
and
will
continue
to
be
in
the
role
of
deputy
superintendent
of
operations
of
day-to-day
management
of
the
school
district.
Following
our
competitive
hiring
process,
neva
joined
us
she's
been
in
the
in
the
city
for
decades.
Chief
estate
has
services
most
recently
brings
so
much
experience,
forging
relationships
and
cultivating
trust
within
our
boston
community.
U
She
is
the
interim
chief
of
student
support
and
that
was
recently
created
in
the
reorganization
to
coordinate
all
of
the
services
for
students,
particularly
in
this
time
of
recovery,
and
help
us
lead
our
hub
school
community
school
initiative.
Neva
is
also
a
former
bps
student
at
the
umana
and
east
boston
high
school.
In
april.
U
We
also
announced
the
process
to
hire
the
leader
of
academics
to
sharpen
the
focus
on
students
with
disabilities,
particularly
provide
additional
attention
and
engagement
with
parents,
as
we
forge
ahead
here
with
our
goals
around
strategically
including
students
in
their
overall
education
and
making
sure
that
we're
responsive
to
our
parents
and
then
our
new
direction
around
our
english
language,
learners
and
working
with
our
community
around
bilingual
education
and
dual
dual
language
programming
and
so
drew
coming
on,
will
be
a
wonderful
addition
to
support
that
work.
U
He
was
formerly
superintendent
in
waltham
public
schools
where
he
oversaw
60,
and
he
also
was
in
boston
public
schools
as
a
bps
network
superintendent
and
most
recently
was
at
harvard
leading
their
education
leadership
program.
U
He
brings
an
extensive
background
experience
to
the
role
of
deputy
superintendent
of
academics
and
he
will
help
us
drive
our
overall
district
academic
vision.
I
also
again
want
to
thank
the
committee
members
for
their
feedback
during
my
public
evaluation,
as
these
strategic
moves
are
in
pursuit
of
one
of
my
key
goals
to
structure
the
organization
and
the
leadership
team
to
equitably
advance
student
outcomes-
and
I
know
that
is
a
shared
goal
with
the
school
committee
here.
U
They've
already
joined
the
team
and
they've
been
a
wonderful
addition,
and
so
we
can't
wait
to
have
them
meet
all
of
our
families
and
students,
as
they
go
around
the
community
listening
and
learning
from
the
community
and
putting
in
place
the
vision
of
the
strategic
vision
of
the
school
committee.
U
I
have
given
several
of
these
updates,
but
I
just
want
to
make
sure
I
am
communicating
clearly
with
the
public
and
with
you
as
a
school
committee,
about
our
prioritization
and
and
commitment
to
student
safety
in
our
schools
and
that
there's
been
a
lot
of
work
that
we've
done
on
our
safety
division
side,
particularly
with
the
policy
that
we
all
passed
around
data
privacy
and
that
work
at
the
hiring
of
ms
coakley
griez
since
she's
been
here
to
shift
the
department
and
start
thinking
about
the
reforms
within
the
department,
particularly
after
george
floyd
was
murdered,
and
the
call
to
reform
school
police
and
the
work
that
neva
has
done
with
the
community
to
build
a
lot
of
goodwill
and
to
begin
working
with
the
community
around
the
role
of
our
school
safety
officers.
U
I
mentioned
in
a
reading
meeting
that
governor
baker
also
signed
legislation
in
january
and
that
the
state
released
updated
guidelines
in
late
march,
and
so
we've
worked
with
the
city
and
state
and
local
agencies
that
have
been
impacted
by
these
changes
in
the
law
and
that
that
law
established
new
guidelines
for
public
safety
officers
and
that
took
effect
july
1..
That's
why
I'm
bringing
it
to
you
again.
U
Now
the
boston
police
department
announced
that
they
will
not
renew
the
license
for
school
safety
officers,
which
removed
the
authority
of
officers
to
make
arrests
and
write
or
access
police
reports.
Throughout
the
spring.
We
were
working
closely
with
the
union
leadership
to
develop
a
plan
for
the
department
that
reflects
the
desire
of
the
community
for
supportive
relationships
based
based
within
the
community
and
within
the
school
community.
U
In
addition,
new
uniforms
provide
a
visual
reminder
of
the
team's
work
while
ensuring
they
are
identified,
identifiable
as
resource
resources
for
our
students
and
staff.
Our
safety
services
team
is
a
valued
member
of
our
summer
learning
programs.
They
are
there.
They
continue
to
work
with
with
our
school
leaders
to
provide
a
safe
and
welcoming
environment
for
our
students.
U
We'll
continue
to
provide
additional
updates
in
august,
as
we
ramp
up
preparation
for
the
new
school
year
and
the
role
that
school
safety
officers
will
will
bring.
We'll
also
be
working
with
our
school
leaders
and
educators
at
schools
about
proper
roles
and
responsibilities,
so
that
everybody
is
clear
on
the
new
roles
of
our
safety
officers.
U
U
Speaking
of
that,
we
started
planning
and
launching
for
a
new
school
year
in
september
as
a
reminder
to
the
public
and
to
all
of
you.
The
first
day
of
school
for
students
in
grades
1
through
12
is
thursday
september.
9Th,
the
first
day
of
school
for
students
in
pre-k
through
kindergarten
is
monday
september.
13Th,
the
full
calendar
for
the
2021-22
school
year
is
available
at
bostonpublicschools.org
forward
slash
calendar.
U
Our
internal
team,
comprised
of
representatives
from
multiple
departments,
are
continuing
to
meet
weekly,
to
identify
priorities
and
plan
for
the
rest
of
the
summer
and
go
through
their
checklist
for
for
a
smooth
opening.
This
fall.
The
cdc,
of
course,
as
you
know,
released
new
guidelines
last
week,
which
our
facilities
and
health
services
team
boston.
Health
commission
are
all
reviewing
right
now
and
if
there
are
changes,
we
will
make
sure
that
you
are
all
informed
and
kept
up
to
date.
U
U
B
I'd
now
like
to
open
up
for
questions
and
discussions
from
the
committee
and
again
I
just
want
to
remind
you
that
you
each
will
have
five
minutes
and
that
that's
one
or
two
questions
and
remind
the
bps
staff
to
please
keep
your
responses
brief,
and
if
you
have
any
additional
questions,
I'll
come
back
to
you
for
a
second
round.
So
please
raise
your
virtual
hand
or
put
a
request
in
chat,
and
I
see
dr
coleman
his
hand
so
we'll
begin
there.
D
Great
thank
you.
Thank
you
very
much
for
the
report.
I
have
two
two,
a
question
and
an
observation,
so
I'm
interested
in
understanding
the
difference
between
deputies,
superintendents
and
chiefs
and
because
then
the
quick
look
of
the
oral
chart.
They,
I
don't
understand
the
difference
in
those
titles
and
the
roles
and
what
that
means
that
that's
my
question.
My
observation
is,
is,
and-
and
I
thought
this
in
a
couple
meetings
I've
been
in
recently-
and
I
think
your
report
on
hiring
reflects
this.
D
It
is
a
remarkable
increase
in
the
cultural
and
linguistic
diversity
of
your
leadership
over
the
past.
You
know
if
you
compare
this
staff
ten
years
ago,
it's
a
tremendous
improvement
towards
having
a
group
of
leaders
that
represent
the
students
in
in
our
in
our
in
our
buildings
and
and
that
I
think,
will
go
a
long
way
to
make
us
an
increasingly
attractive
district
for
culturally
linguistic,
diverse
teachers
and
also
for
students.
D
So
I
want
to
give
kudos
to-
and
I
agree
with
you-
that
the
human
capital
organization
of
the
district
has
been
one
of
our
great
bright
lights
and
is
beginning
to
see
the
real
payoff
for
this
concerted
effort.
But
that
was
my
that's
my
observation.
My
question
is:
what's
you
know,
what
does
it
mean
to
a
deputy
superintendent
versus
a
chief?
What
does
that
mean.
U
Yeah
I
appreciate
that
question.
There
is
different
expectations
for
the
roles,
but
first
let
me
say
I'm
very
proud
of
my
team
for
the
this
movement
in
our
hiring,
particularly
the
hard
work
our
school
leaders
need
to
do
because
they're
really
being
reflective
in
their
practice
practice.
We
put
in
place
a
new
process
for
our
own
accountability
around
our
hiring
to
be
reflective
to
ensure
that
we
have
diverse
pool
that
our
interview
team
was
a
diverse
in
in
makeup.
U
You
know
and
that
the
ohc
team
now
is
working
more
closely
with
our
school
leaders
in
training
and
providing
support
to
them
when
they
are
not
able
to
get
a
more
diverse
pool.
So
we're
being
much
more
intentional
about
that,
and
that
takes
a
lot
of
extra
work.
So
I
want
to
acknowledge
for
our
school
leaders
and
the
incredible
work
that
they're
doing
there
and
our
ohc
team
and
our
recruitment
team
for
putting
this
new
process
in
place.
It
is
absolutely
paying
off.
U
As
for
the
reorganization,
in
the
way
that
I
have
it,
sam
will
report
directly
to
me
and
he
is
really
dealing
with
the
day-to-day
management
of
the
district.
So
he
coordinates
with
all
of
the
chiefs
does
and
the
deputy
of
academics
and
does
all
of
the
stand-ups
with
them
coordinating
work
plans
coordinating
operational
plans
ensuring
the
day-to-day
management.
U
However,
he
does
help
to
coordinate
with
the
chief
of
schools,
the
chief
accountability
and
chief
of
student
support
and
so
I'll
be
asking
him
to
really
help
to
coordinate
the
work
of
all
of
those
divisions,
whereas
a
chief
is
really
only
responsible
for
their
own
lane,
and
so
I'm
asking
him
to
coordinate
across
lanes
as
well
as
he
thinks
about
the
academic
division
and
drives
the
academic
division
through
through
the
through
the
organization,
and
he
will
report
directly
to
me
as
well
as
do
the
other
chiefs.
D
Great,
that's
very
helpful,
so
just
just
make
sure
I
heard
it
right,
so
the
new
deputy
chief
for
academics
is
deputy,
because
they're
gonna
have
a
formal
coordination
facilitation
process
across
the
offices
that
allows
you
to
be
attending
to
the
external
work.
D
That's
your
primary
responsibility
and
the
supervision
of
your
leaders
and
they'll
be
able
to
work
on
the
coherence
internally,
because
they'll
have
the
authority
to
call
a
meeting
and
lead
it
and
set
the
agenda
independent
of
necessarily
having
you
there,
so
that
that
kind
of
reflects
the
feedback
that
we've
been
giving
you.
So
I
want
to
appreciate
that
you're
hearing
the
thought
that
we
don't
think
that
you
can
do
it
all
and
that
you
need
people
you
can
trust
to
divest
that
authority
to-
and
this
is
a
good
example
of
of
moving
forward.
D
So
I
appreciate
that
and
certainly
operations
coordination
operations.
You
know
superintendent
cannot
be
called
into
every
time
the
pipes
burst
or
the
schools
don't
run.
So
I'm
very
glad
that
sam's
there
to
take
some
of
that
burden
off
here.
U
Yeah
he
does
a
very
good
job
at
that.
I
also
want
to
just
say
that
you
know
we.
It's
also
a
symbolic
move
to
show
the
importance
of
academics
throughout
the
entire
organization
and
that
it
does.
V
U
Multiple
areas
and
that
we
are
going
to
be
focused
on
academics
and
that
that
is
going
to
be
what
drives
everything
in
the
organization,
and
so
I'm
really
excited
about
drew's
leadership
and
the
experience
that
he
brings
as
being
six
years
as
a
former
superintendent
leading
the
leadership.
The
ed
leadership
program
over
at
harvard
and
his
experience
as
in
in
boston
as
well.
Turning
around
the
mildred
absence
school.
D
Well,
we
won't
hold
the
harvard
duty
against
him:
okay,.
E
Thank
you,
madam
chair
I'll,
also
echo
dr
coleman's
kudos
with
respect
to
building
out
the
team.
I
think
that's
you
know,
as
he
said,
very
reflective
of
the
plan
you've
set
out
and
then
the
the
feedback
that
we
gave
throughout
the
evalian
evaluation
process.
So
great
great
to
hear
on
that
also,
I
was
really
excited
to
see
the
news
on
the
the
study
with
respect
to
you
know
how
our
system
is
doing
in
fourth
grade
and
eighth
grade.
E
I
think
that's
really
really
good
news,
especially
because
we're
being
compared
nationally
to
other,
like
you
know,
urban
school
districts,
and
I
also
saw
I
think
there
were
some
other
non.
You
know.
E
School
districts
as
well
so
really
good
news
and
then
something
to
celebrate,
and
hopefully
something
that
we
can
share.
You
know
with
our
families
and
prospective
you
know,
bps
families,
that
you
know
a
lot
of
good
progress
and
certain
areas
being
made.
Also,
it
was
great
to
see
the
update
on
the
esser
funds.
I've
already
heard
from
some
schools
that
have
received
their
their
first
tranche
and
they're
very
excited
about
that.
E
I
look
forward
to
you
know
as
a
school
committee
to
review
the
final
plan
in
the
coming
in
the
coming
month
and
and
now
I'll
save
my
other
comments
for
later.
But
that's
that's
it
for
now.
So
thank
you.
U
Thank
you,
we're
very
excited,
and
I
want
to
just
also
commend
ava
mitchell
and
her
team
for
the
incredible
work
that
they
did
on
the
engagement
side,
as
well
as
monica
roberts
and
her
team
for
helping
us
with
the
engagement.
That
was
quite
an
undertaking
to
have
that
stakeholder
engagement
process.
U
T
Then
they
went
further
and
looked
at
all
the
council
districts
under
the
tudor,
which
is
a
trial
urban
district
assessment
to
see
okay,
here's
an
estimate
of
what
boston
should
be,
then,
what
did
boston
actually
do
and
did
it
for
all
the
districts
and
some
districts
did
not
do
as
well,
as
would
have
been
hypothesized
boston
was
one
of
several
that
did
better.
So
then
the
council
actually
went
out
to
a
number
of
districts,
including
boston,
to
do
in-depth
visits
to
say
what's
going
on.
T
Why
is
boston
doing
better
and
we
were
one
of
the
few
districts
actually
do
better
across
a
number
of
criteria,
as
superintendent
said,
so
it's
fascinating
reading.
It
does
do
an
in-depth
look
at
several
districts,
boston
included-
and
you
know
I.
I
say
this
all
the
time
when
we're
deep
in
the
weeds.
T
It
is
called
mirrors
or
windows
and
it's
available
on
the
council
site
cgcs.org
and
I'm
assuming
we'll
put
it
on
the
link
on
at
the
school
committee.
We
have
a
link
to
council
reports
as
well,
but
deeply
researched
done
over
five
years
and
fascinated
me.
X
F
B
You,
okay
well
again,
superintendent!
I
too
want
to
congratulate
you
for
the
the
nape
report,
etc.
I
think
that
is
great,
that
we
can
see
progress
and,
as
mr
o'neill
says,
you
know
when
we're
in
the
weeds
it's
great
to
get
some
confirmation
that
all
the
hard
work,
so
many
people
in
the
district
have
been
doing
is
beginning
to
show
its
fruition.
B
I
have
a
question
about
summer
because
if
I
remember
back
to
the
beginning
of
the
conversations
around
summer
opportunities,
we
were
offering
many
more
opportunities
and
right
now,
you're
saying
that
we've
had
about
12
000
folks
sign
up
with
approximately
maybe
90
so
about
what
10
000
of
folks
showing
up
in
general
at
this
moment,
but
we
have
50
000
students.
So
my
question
is:
what
do
we
understand
about
what
is
or
isn't
happening
for
many
of
our
students
this
summer.
U
Yeah
one
one
reason,
ms
robinson,
that
I
think
is
a
challenge
for
parents
is
one
just
the
overall
pandemic.
I
think
there's
still
hesitation
to
come
out
and
to
be
in
programs
and
they're
starting
to
hear
about.
You
know
on
the
news
media
about
programs
and
kovitz
still
out
there.
I
think
some
parents
are
still
hesitant
because
their
children
are
unvaccinated
so
they're
not
signing
up
as
much.
You
know.
U
U
You
know
they.
They
are
asking
for
transportation
during
the
summer
for
all
students,
not
just
students
who
get
just
who
have
disabilities.
So
I
want
to
be
able
to
look
into
that.
U
So
I
think
that's
a
barrier
and
then
they
are
also
really
concerned,
and
this
is
also
what
parents
told
us
in
the
sr
conversation
they
want
before
and
after
care,
because
our
programs
run
for
about
five
hours
and
they
want
to
be
able
to
go
to
work
and
have
this
children
there
all
day,
and
so
part
of
that
is
also
before
and
after
care.
So
we'll
be
looking
into
that
too,
as
a
part
of
esser,
and
we
are
looking
for
feedback
on
that
plan.
U
B
Right
so
for
the,
if,
if
we
are
not
filling
the
slots
that
we
had
anticipated,
will
there
be
some
budgetary
savings
and
if
so,
will
those
savings
be
able
to
be
carried
forward
to
be
able
to
use,
particularly
for
these
things
that
we're
identifying
transportation,
surround
care,
etc,
either
later
this
summer
or
for
next
summer?
You
know
how
will
that
be
handled?
B
U
Too
early
to
tell
what
savings
there
will
be,
because
we
still
do
purchase
the
teachers
for
summer
school,
because
we
anticipate
that
there
may
be
some
late
registrants,
so
we're
still
waiting
on
that.
That's
why
this
is
preliminary
information,
and
so
we
don't
know.
But
yes,
any
funding
that
we
have,
that
is
unused
can
still
be
used,
carry
carry
forward.
We
have
three
years
for
this
funding
to
be
used
so.
B
U
Yes,
I'm
I'm
hoping
that
it's
something
that
that
the
families
have
asked
for.
Obviously
that
is
a
huge
lift
for
the
for
the
system,
because
you
know
teachers
are
used
to
taking
the
summers
off,
and
so
it's
also
a
staffing
issue
and
so
and
then
also
you
know
it's
a
time
when
principals
take
vacation
and
that
sort
of
thing,
so
we
have
to
just
think
about
capacity
and
building
a
program.
And
how
do
we
build
that?
We've
been
lucky
to
have
such
great
partners
with
boston
after
school
and
beyond.
B
Thank
you.
My
other
question
is
about
the
changes
in
the
school
safety
officers
and
I
guess
my
one
question
is
so:
where
does
that
leave
us
with
things
like
metal
detectors,
moving
forward.
U
U
So
I
would
certainly
be
happy
to
bring
that
forward
with
you
after
we
have
further
discussion
with
our
school
leaders.
U
Okay
and
and
again,
there
are
some
who
don't
want
to
use
them
and
there's
some
who
still
use
them,
and
so
I
know
that
neva
has
been
working
with
them,
but
I
I
don't
have
a
answer
for
you
on
that
tonight,
but
I
can
bring
that
back.
B
Okay,
too,
and
as
ms
coakley
bryce
moves
to
the
transition
from
the
from
what
was
to
what
will
be
given
the
state,
the
governor's
et
cetera
changes.
Will
you
be
bringing
a
full
report
about
what
those
changes
mean
to
us
specifically
around
how
school
the
safety
services
will
will
change
within
our
district
from
what
was
to
what?
What
does
this
really
mean
about?
What
will
or
won't
happen
within
our
schools?
Moving
forward
will
be
happening
differently.
U
You
know,
give
you
pictures
of
them
in
their
new
uniforms,
they're,
looking
quite
sharp,
and
also
you
know,
to
training
for
our
principles.
I
think
a
good
time
to
do.
That
would
be
when
I
bring
forward
the
new
code
of
conduct
as
well
policy,
because
I
think
that
it
it
lines
into
nicely
with
who
does
what,
in
the
role
of
you
know,
school
discipline
and
school
safety
and
build
community
building
restorative
justice.
B
I
don't
see
any
hands,
so
I
will
now
entertain
a
motion
to
receive
the
superintendent's
report.
G
B
C
Y
F
C
F
X
U
U
U
U
U
U
We
almost
also
must
look
at
the
data
and
not
be
influenced
by
opinions
and
ideas
that
are
not
substantiated
or
seated
in
politics,
but
seated
in
really
strong
policy
and
and
data
and
consensus,
good
policy
rises.
Above
all,
the
noise
and
usually
good
compromise
means
that
not
everybody
is
going
to
be
happy.
U
U
U
Okay,
so
the
charge
of
the
task
force
was
that
we
would
give
a
set
of
recommendations.
Work
with
the
committee
that
we
would.
Our
desired
outcome
was
to
expand
the
applicant
pool
and
create
an
admissions
process
that
better
reflects
the
racial,
social,
economic
and
geographic
diversity
of
all
our
students
in
the
city
of
boston,
and
that
they
would
look
at
both
the
assessment
factors
and
other
factors
and
leverage
learning
from
the
full
review
of
the
implementation
of
the
21-22
admissions
criteria,
as
well
as
a
thorough
review
of
practices
in
other
districts,
which
they
did.
U
U
Z
Thank
you,
superintendent.
I
believe
my
I'm
not
sure
if
my
co-chair
has
been
able
to
to
make
it
to
the
meeting
this
evening,
he
is
on
a
much
a
well-deserved
vacation.
Z
Z
I
certainly
want
to
acknowledge
chair
robinson
and
you
superintendent
cassilius,
for
your
respective
leadership
through
this
process
and
so
many
other
members
of
the
school
committee
who
have
been
on
this
journey
with
us,
as
you
noted
for
now
almost
a
year,
but
I
would
be
remiss
if
I
did
not
thank
on
behalf
of
mr
condepositis
and
myself.
Z
The
task
force
members
each
of
them
and-
and
I
actually,
I
believe
that
they've
earned
their
names
to
be
spoken
into
the
record
tonight.
Pastor,
sam
acevedo,
acacia,
aguirre,.
Z
Dr
tanya
freeman
wisdom,
that's
a
katie
grossa
catherine
grassa,
zen,
alum,
zoe,
nagasawa,
rachel
scarrett,
dr
roseanne
tong
and
tamara
waite.
We
thank
you
for
your
thoughtful
deliberation
and
service.
You
are
students,
parents,
educators,
academics,
advocates
and,
and
residents,
most
importantly
of
the
city
of
boston.
There
truly
is
no
group
profile
more
qualified
in
serving
the
city
on
a
task
force
and-
and
we
have
been
honored
to
serve
with
you.
Z
We
also
want
to
extend
our
thanks
and
deep
appreciation
to
the
district
staff
members
who've
been
with
us
on
this
journey,
monica
roberts,
monica
hogan
and
lena
parvax.
We
would
not
have
been
able
to
do
this
work
without
them,
and
and
also
the
city
hall
team
from
the
bpda.
Z
As
you
noted,
superintendent
data
really
did
drive
this
work
and
the
bpb
pda
helped
to
ensure
that
we
had
what
we
needed.
Z
It
is
true
that
the
impact
of
your
work
as
task
force,
members
and
members
of
the
district
staff
will
reverberate
across
not
only
the
city
but
our
but
our
country.
This
is
impact-driven
work,
and
I
also
want
to
just
take
a
moment
to
acknowledge
that.
Z
While
it
is
true
that
we've
spent
countless
hours
in
this
moment
that
this
work
really
does
build
upon
decades
of
work
led
by
educators
and
advocates,
and
parents
and
students
who
have
sought
to
create
a
more
just
school
system
here
in
the
city
of
boston,
that
we
can
all
be
proud
of
one,
but
also
that
can
serve
as
a
model
across
the
country.
Z
This
type
of
work
is
our
responsibility
as
citizens.
It
is
our
responsibility
to
do
our
part
to
help
perfect
our
democracy
and
the
institutions
within
it
and
so
to
the
task
force
members.
Z
We
want
to
say
that
you
have
indeed
been
in
the
arena
as
described
by
teddy
roosevelt
in
his
speech.
Citizenship
in
the
republic,
and
you
have
done
a
job
and
you're
in
the
job
you
have
have
done,
has
been
done
well
now.
The
policy
tonight
that
will
be
presented
for
a
vote
substantively
seeks
to
honor
the
100
plus
hours
of
collective
and
individual
time
contributed
by
task
force.
Z
U
I
also
want
to
thank
the
task
force
members
who
I
didn't
mention
by
name,
but
I'm
glad
that
you
did
thank
you
to
to
our
school
leaders,
especially
my
teammates
and
colleagues,
monica
hogan,
monica
roberts
and
so
many
behind
the
scenes
who
made
such
an
incredible
difference
here
and
and
really
working
through
what
I
call
the
sausage
making
of
of
policy
and
the
particulars
and
just
looking
at
every
lever
and
decision
so
that
we
could
meet
the
charge
of
the
school
committee.
AA
Just
the
superintendent
really
opened
by
framing
the
rationale
for
the
recommendation
tonight,
but
really
want
to
highlight
that
this
is
about
our
striving
to
be
a
more
equitable
and
excellent
organization
and
really
meeting
the
charge
as
it
related
to
greater
diversity
across
our
three
exam
schools.
AA
AA
So
what
I'd
like
to
do
now
is
really
just
walk
through
the
policy
that
is
being
proposed
and
we'll
take
it
in
two
steps.
The
first
is
really
looking
at
eligibility
so
who
are
students
who
consider
candidates
in
the
application
pool
and
then,
secondly,
how
will
we
distribute
or
seats
or
send
invitations
to
to
the
three
schools?
AA
AA
So
as
it
relates
to
eligibility,
this
is
really
about
determining
who
is
a
eligible
candidate.
The
task
force
says
they
had
conversations
determined
to
do
this
work
in
two
implementation
work
in
two
phases:
the
first
year
of
implementation,
which
would
be
for
students
who
would
enter
in
school
year.
20
2022
in
2023
would
be
focused
on
really
grades
as
the
eligibility
piece,
and
this
is
due
to
the
ongoing
impact
of
the
pandemic.
AA
So,
for
both
years,
a
student
in
order
to
be
eligible
would
have
to
have
a
b
grade
point
average
or
higher
and
we'll
talk
a
little
bit
about
which
subjects
would
be
counted
for
the
first
year,
we'd
be
looking
at
the
first
two
terms
of
the
sixth
or
eighth
grade
year.
We
look
at
ela,
math
science
and
social
studies.
AA
AA
First,
the
final
term
of
the
fifth
or
seventh
grade
year,
with
the
focus
on
ela
and
math,
and
then
the
first
two
terms
of
the
sixth
and
eighth
grade
year.
Looking
at
english
language,
arts,
math,
science
and
social
studies,
the
grades
would
be
weighted
70
as
we're
looking
at
a
student's
score,
and
then
the
assessment
would
be
given
in
english,
language,
arts
and
math,
and
that
would
be
rated
at
30.
AA
So
the
rates
the
assessment
would
be
pulled
together
to
be
what
we
would
have
a
call
a
composite
score
or
a
combined
score
with
the
with
the
grades
weighted
more
heavily
across
both
school
years.
Students.
AA
The
the
task
force
had
a
lot
of
conversation
about
really
providing
additional
points
for
or
for
students
who
might
be
experiencing
poverty.
U
AA
So
students
who
are
living
in
boston,
housing
authority,
housing,
students
experiencing
homelessness
or
students
in
the
care
of
dcf
would
be
receiving
an
additional
15
points
that
would
be
added
to
their
composite
score.
AA
The
second
piece
of
the
policy
is
around,
who
is
invited
or
how
we
distribute
seats
so
beginning.
This
would
be
in
place
the
first
school
year
of
implementation,
and
thereafter
we
would
distribute
all
seats
using
strength,
rank
straight
rank
of
students
based
on
their
composite
score.
AA
AA
The
characteristics
are
outlined
here.
I
won't
go
into
deep
detail,
but
they
are
indicators
that
are
closely
associated
with
higher
levels
of
poverty.
AA
AA
AA
Other
areas
that
the
district
will
plan
for
and
work
on
includes
ensuring
that
there
is
student
support
for
students
in
grades.
Four
to
six,
which
we
know
is
the
time
period
where
families
are
often
preparing
their
students
as
they
consider
their
secondary
school
options.
AB
AA
AA
The
other
two
will
be
grading,
which
there
was
a
policy
that
has
already
come
forth,
so
really
looking
at
an
equitable
grading
policy
that
will
complement
the
work
that
is
happening
here
as
well,
and
then,
lastly,
reviewing
this
policy
every
five
years,
along
with
data
that
we'll
have
from
year
to
year,
to
determine
whether
any
changes
are
needed
and
where
how
we
move.
AA
AA
AA
And
gathering
grades
for
all
students
in
the
spring
of
2022,
we
would
expect
to
send
invitations
for
the
following
school
year
so
for
students
entering
in
september
of
2022-
and
we
expect
at
the
end
of
june,
at
the
end
of
next
school
year
to
present
an
update
to
this
body
in
terms
of
implementation
likely
for
both
this
current
school
year
and
next
school
year.
U
Thank
you,
miss
roberts.
Well
done,
and
I
don't
know
I
I
think
mr
conte
passes
was
on
he,
but
he
might
have
lost
signal.
I
know
he
was
on
and
then
off
and
I
just
stood
and
I
wanted
to
not
miss
him
if
he
was
on
so
I
was
trying
to
check
to
see
if
he's
in
the
queue
here.
U
Okay,
I
think
he
might
have
lost
his
signal
again
where
he's
at
on
his
much
needed
vacation
with
that.
You
know
those
are
my
recommendations.
U
B
Sorry
I
was
wondering
if
there
were
any
pieces
that
you
wanted
to
explain
or
go
into
more
detail,
or
did
you
want
to
wait
for
there
to
be
questions
from
the
committee.
U
I
think
you
know
if
there
are,
if,
if
there
are
questions
from
the
committee,
I
can
take
those
if
they're
brief.
If
there
are
specifics,
you
know
specifically
the
changes.
I
think
that
mrs
roberts
went
through,
which
were
the
changes
that
we
made.
Some
adjustments
based
on
public
comment
and
based
on
some
of
the
data
around
you
know.
U
The
40
percent
threshold
is
consistent
with
the
federal
government's
threshold
for
allowing
a
district
to
implement
a
school-wide
title
1
program
which
states
schools
in
which
children
from
low-income
families
make
up.
At
least
40
percent
of
the
enrollment
are
eligible
to
use
title
1
funds
to
operate
school-wide
programs
that
serve
all
children
in
the
school
in
order
to
raise
the
achievement
of
low-achieving
schools,
and
so
that
addresses
that
concern
that
was
brought
forward
by
several
community
members
in
the
public
testimony.
U
U
U
The
reason
I
also
believe
strongly
in
this
piece
of
giving
the
additional
points
is
because
you
know
I
personally
at
grade
6
moved
out
of
the
projects
and
moved
into
a
home
with
my
father,
and
then
we
ended
up
moving
back
again
mid-year,
because
that
didn't
work
out
for
my
parents
and
one
of
these
kids
who
bounced
around
and
bounced
around
from
different
schools-
and
I
remember
and
in
different
homes
during
that
sixth
grade
year-
and
I
do
remember
that
you
know
it's
it's
harder
to
have
your
records
follow
you,
and
so
you
know
it's
harder
to
have
that
grade,
point
average
and
with
such
a
heavy
weight
of
70
on
grade
point
average.
U
These
extra
points
do
mitigate
some
of
that
impact
of
being
homeless,
and
maybe
your
records
got
lost
or
you
didn't
have
a
teacher
champion,
because
you
didn't
have
the
developed
relationships
that
others
would
have
if
they've
been
at
the
school
for
so
many
years.
So
I
think
it's
important
that
this
is.
This
is
a
a
tool
that
we're
able
to
use
to
help
mitigate
with
the
gpa
being
so
heavily
weighted
at
70
and
the
assessment
at
30
percent.
U
B
You
thank
you
for
the
clarifications.
I
will
now
open
it
up
to
questions
and
discussions
from
the
committee
and
again
remind
you,
try
to
keep
your
questions
to
one
to
two.
We'll
do
several
rounds
if
necessary
and
please
raise
your
hand
and
zoom,
and
I
see
dr
coleman
and
then
zyra
will
go
after
that.
Thank
you.
D
B
D
So,
okay,
so
I'll
I'll
wait
to
make
my
general
statement
there,
but
I
have
a
clarifying
question
and
so
you
either
dr
celias
or
or
mr
roberts,
if
you
could
answer
this
so
in
terms
of
the
assessment
score,
I
know
we're
way
out
on
that.
So
just
so,
if
we
don't
have
an
answer
right
now,
I
understand
and
we
can
and-
and
it
may
change
over
time.
But
the
question
is:
are
we
going
to
be
using
a
cut
off
score
for
eligibility
or
continuous
score?
U
AC
D
Well
to
geek
out
and
prepare
you
monica
I'll,
be
interested
in
a
couple
years
to
see
what
would
be
the
difference
if
we
did
a
cut-off
score
versus
using
a
continuous
score
and
how
does
that
affect
who
becomes
eligible
and
and
as
you
go
forward.
So
thank
you.
AD
So
my
question
was
also
revolved
around
the
assessment
and
affleck
was
kind
of
answered,
so
my
question
was
so
with
the
2023-2024
school
year.
Is
assessment
going
to
be
like
the
previous
test
that
students
typically
take,
or
is
it
going
to
be
completely
revamped
half
revamped,
so
how
much
of
it
is
going
to
change
is
going
to
be
all
of
it?
Some
of
it?
None
of
it.
AC
So
the
assessment
contract
we
do
have
is
with
a
different
vendor
than
the
assessment
that
has
been
given
previously
so
in
previous
years.
It
was
the
isee,
I
believe
it's
independent
schools
entrance
exam
and
the
assessment
contract
we
have
now
is
with
a
different
vendor.
So
it
is
an
entirely
different
test.
AD
U
Thank
you.
I
do
want
to
mention
again
that
we
will
be
administering
the
test
twice.
This
was
feedback
from
parents
who
shared
that
they
would
like
to
have
their
students
have
two
opportunities
at
the
test,
so
we
have
put
the
test
at
the
end
of
fifth
grade
and
at
the
beginning
of
sixth
grade
for
the
two
administrations,
both
in
two
separate
grades.
U
So
there
is
transition
in
the
sixth
grade,
and
so
this
is
also
an
opportunity
to
demonstrate
your
competency
at
the
end
of
fifth
grade.
If
you're
in
a
k5
school
and
often
times
sixth
grade,
you
know,
I'm
from
middle
school
background
can
be
a
very
difficult
year
for
students,
and
so
it
allows
you
to
take
your
best
score
of
the
two.
E
Yeah,
I
also
have
a
thank
you.
Manager
also
have
a
clarifying
question.
Can
you
talk
a
little
more
about
the
communication
plan?
I
know
monica
ms
roberts
touched
upon
it
just
to
understand.
What's
what's
going
to
be
communicated
to
families
assuming
that
substantially
will
adopt?
E
You
know
this
policy
and
then
I
think
you
mentioned
the
timing
as
well,
but
yeah.
If
you
can
maybe
share
some
more
of
the
with
your
thinking
on
the
substance
and
the
details
of
the
communication
plan.
U
Yeah,
actually
chicago
has
a
pretty
wonderful
way
that
they
communicate
and
they
have
great
explainers
and
primers
that
we
will
use
to
as
a
guide
but
I'll.
Let
monica
roberts
speak
to
her
plans
for
communicating
and
notifying
parents
of
their
tier,
notifying
them
of
the
application
process
and
timeline
and
making
sure
that
we're
communicating
with
our
educators
as
well
as
our
principals.
U
You
know
equally,
these
four
subject
areas
in
math,
social
studies,
science
and
english
language,
arts,
and
that
could
potentially
make
be
a
change
for
teachers
coming
back
in
terms
of
the
amount
that
they
would
put
in
each
of
those
subject,
areas
so
really
important
shift
in
the
curriculum
content
that
we
are
going
to
have
to
communicate
to
our
educators
as
well
and
we're
just
finalizing
our
grade.
You
know
we
brought
the
grading
policy
to
all
of
you
that
work
is
still
being
implemented.
It
will
take
again.
U
I
said,
like
I
said
it
at
the
meeting
when
that
was
there
that
you
know
getting
broad
coherence
around
a
grading
practice
with
our
educators
will
also
take
time,
but
that
is
a
goal
of
this
policy
to
bring
greater
coherence,
which
is
the
development
of
rubrics
the
development
of
student
exemplars,
so
that
pair
that
teachers
can
work
together
on
looking
at
student
work
and
how
they
would
grade
that.
So
that's
a
new
protocol.
We
have
to
develop
as
well
monica
how
about
our
educa
our
communication
to
families.
AA
Thank
you
for
that
question.
I
think
myself
and
the
communications
team,
along
with
megan
costello,
will
be
working
over
the
summer
to
really
think
about
the
creation
of
printed
and
other
types
of
materials.
AA
So
we
are
looking
at
making
sure
that
things
are
multilingual,
that
we
have
videos
and
graphics
that
are
easy
to
understand
and
break
things
down,
and
I
think
that
is
part
of
the
learning
that
we
can
take
from
our
colleagues
who
are
already
doing
some
of
this
work
in
other
districts
and
making
sure
that
we're
explaining
in
multitudes
of
ways
for
folks
who
will
absorb
information
differently.
AA
We
also
plan
to
leverage
our
family
liaisons.
We
will
have
them
in
every
school
and
that's
a
great
resource
for
us
to
be
able
to
do
school-based
outreach
to
ensure
that
our
current
bps
families
have
information.
We
also
plan
to
work
closely
with
our
colleagues
and
the
boston
compact
to
really
do
outreach
to
the
other
sectors.
I
think
that
will
be
important
as
we
seek
to
make
sure
all
of
our
families
have
access
to
information.
AA
Equally
important
is
the
role
of
our
community
partners.
They
have
a
lot
of
access
to
families,
including
those
at
the
city.
We
have
the
mayor's
office
of
immigrant
advancement
as
well
as
others
who,
I
think,
can
help
us,
extend
our
region
so
we'll
be
planning
to
share
all
of
our
materials
and
and
get
some
commitments
around.
Sharing
that
as
as
well
and
I'll
also
add
that
we've
tried
some
interesting
things
this
year,
both
because
of
registration
and
also
because
of
the
work
around
esser,
including
leveraging
ethnic
media.
AA
So
for
esther,
for
example,
we've
had
folks
go
on
our
ethnic
radio
stations
to
share
information
to
do
kind
of
information
spots
and
highlights-
and
we
hope
to
add
to
that
q-
a
sessions
where
families
can
ask
some
additional
information.
We
know
that
ethnic
media
is
a
big
source
of
information
for
our
families
and
then
we've
started
doing
using
streaming
services.
AA
So
some
of
our
families
are
using
iheartradio
to
listen
to
stations
in
other
parts
of
the
country
or
in
other
countries,
and
so
they
using
our
registration
work
this
year,
we've
actually
started
to
have
ads
pop
up
on
those,
as
well
as
things
like,
if
you're
streaming
on
bet
and
other
things
of
that
nature.
So.
AA
Okay,
sorry
looking
to
do
some
additional
outreach
as
well
as
geo.
Fencing
is
another
thing
that
we've
started
to
work
on
to
target
specific
neighborhoods,
as
families
are
walking
around
with
their
devices
ads
pop
up.
So
we,
I
think,
all
of
that.
The
learning
that
we've
done
over
this
year,
quite
frankly,
because
the
pandemic
really
forced
us
to
work
differently,
we'll
be
able
to
leverage
here.
AB
E
Parts
of
this
policy
that
are
very
straightforward,
the
best
gpa
the
best
test
score
gets
you
the
best
shot
at
you
know
getting
into
the
schools
and
and
the
work
being
done
to
remove
barriers
to
access
really
important.
But
the
kids
have
to
apply
and
and
it's
great
to
hear
that
you
know
such
a
robust
communication
plan,
and
I
I
hope
to
see
that
you
know
even
under
the
you
know
the
previous
iterations
of
the
of
the
formula.
E
AE
E
Convincing
them
like
hey,
this
could
be
an
opportunity
for
you.
You
should
consider
it
and
it
sounds
like
we're
going
to
do
a
lot
of
that
work
and
I
think
pairing
that,
with
removing
those
barriers,
I
think,
could
could
lead
to
you
know
a
more
diverse
applicant
pool.
So
thank
you.
U
I
think
it,
mr
de
rojo,
I
think
it's
also
important
to
note
that
we
will
continue
the
practice
of
providing
the
test
in
our
schools.
Great.
T
Thank
you,
madam
chair.
I
will
be
brief
because
we
do
have
a
number
of
people
in
public
karma
and
I'm
looking
forward
to
the
additional
feedback.
I
actually
really
appreciated
the
the
feedback
in
the
last
listening
session
last
week
we
had
a
lot
of
thoughtful
comments
and
superintendent.
T
Thank
you
for
listening
as
well
as
that,
I
see
changes
in
your
recommendations
that
I
think
are
kind
of
directly
tied
both
to
the
feedback
we
receive
from
the
task
force
members-
and
I
echo
my
colleagues
thanks
to
members
of
the
task
force,
but
also
the
public
feedback
that
we've
received.
Thank
you
for
clarifying
tonight
that
students
will
have
the
opportunity
to
take
the
assessment
twice.
I
know
that's
a
ways
out.
T
I
look
forward
to
I
mean,
obviously,
when
we
do
a
policy
like
this,
as
you
laid
out
in
one
of
the
screens,
the
superintendent's
circular,
the
devil's
in
the
details,
right
as
they
say,
and
they
we
have
a
number
of
times
in
the
past
where
the
school
committee
has
assumed
has
approved
a
policy,
and
that
is
the
superman.
Superintendent
is
work
to
implement
it
roadblocks
happen
and
sometimes
workarounds
are
created.
T
Sometimes
they
can
be
done
within
the
confines
of
the
superintendent's
circular,
but
sometimes
it
requires
coming
back
to
school
committee
for
adjustments
to
policy.
We
we
did
that
for
student
assignment,
we
did
it
for
coda
connect.
We
even
did
it
for
the
the
overage
students
so
certainly
precedent.
T
As
you
work
to
carry
this
to
the
next
level.
There
may
be
some
things
you
need
to
adjust
the
only
one
that
really
jumped
out
at
me.
I
understood
each
of
the
changes,
the
one
that
I
that
jumped
out
at
me
that
I
understand,
but
I
still
think
it
will
be
interesting
as
you
work
it
through
is
the
change
from
50
to
40
percent,
and
I
had
expressed
concern
about
the
50
level
and
where
we
were
getting
the
data
where
we
get
the
data
from
deci.
T
You
know
we
don't
have
free
and
reduced
lunch
certifications
anymore,
so
it
became
kind
of
hard.
So
I
actually
appreciate
the
move
to
the
40
percent
and
you
know
the
evidence
base.
There
is
you
said,
a
research
base
that
that's
how
the
federal
government
decides
title
one,
and
now
we
can
get
that
title.
One
data
and
correct
me:
if
I'm
wearing
superintendent
from
we
know
the
title.
One
data
are
a
number
of
title:
one
eligible
students
in
private
schools
in
charter
schools
and
parochial
schools.
So
it's
it's
a
little
better
threshold.
T
I
think
my
only
concern-
and-
and
this
is
you
know
we'll
just
this-
is
a
series
of
compromises.
Obviously,
but
I
worry
about
the
unintended
consequence
of-
and
you
know
I'll,
give
a
hypothetical
of
two
students
in
a
neighborhood
one
student
a
is
going
to
a
school
that
has
39
students
of
poverty.
Student
b,
a
neighbor
is
going
to
a
school
that
has
42
percent
poverty,
and
now
the
student
in
school
number
two
gets
the
bump
up.
T
The
10
points
and
the
neighbor
doesn't
they're
both
in
the
same
socioeconomic
tier
they're,
both
competing
against
each
other,
and
it
may
make
it
challenging.
I'm
more
concerned,
quite
honestly,
about
the
unintended
consequences
of
parents
may
start
to
choose
schools
that
way.
T
Now
that
would
be
probably
a
couple
years
down
the
line,
but
I
just
get
nervous
when
communities
feel
advantageous
or
disadvantaged,
but
I
think
this
will
be
the
type
of
thing
that
you
know
as
you
look
to
do,
implementation
and
work
it
out,
you
know
you,
may
you
may
think
and
communicate
on
that
a
little
bit
better.
T
So
I
just
I
want
to
call
it
out
because
I
I
I
understand
why
the
move
to
it
and
I
applaud
using
the
title
one
piece,
I'm
just
not
sure
if
you
had
additional
thoughts
on
that
superintendent.
U
Well,
I
appreciate
that
I
didn't
want
the
the
number
to
be
perceived
as
arbitrary.
I
wanted
it
to
be
based
in
evidence
fact
and
defensible.
U
I
also
believe
struck.
You
know
that
this
is
addressing
the
concern
that
was
brought
forward
by
many
families
around
the
49.
U
You
know
my
school
was
49.8
and
you
know
there's
this
cliff,
so
it
brings
down
bound
bound
that
number,
but
I
do
want
to
make
sure
that
everyone
is
clear
that
you
do
still
get
the
points
if
you're
the
15
points,
if
you
are
the
poorest
students
and
their
neediest
students,
regardless
of
school,
that
you
go
to
so
students
who
are
in
bha
housing
if
they
attend
one
of
the
schools
that
is
not
high,
poverty
would
still
get
the
15
points
or
homeless
students,
for
instance,
if
you're,
homeless
and
you're
at
one
of
the
schools.
T
T
There
was
a
lot
of
concern
citywide
about
using
zip
codes
and
moving
now
to
the
chicago
model
of
tears,
where
everyone
and-
and
you
didn't
really
stress
this
today,
but
I
think
it
is
important
that
each
of
the
tiers
are
kind
of
similar
size
for
number
of
students
in
it
and
therefore
the
number
of
seats,
so
it
makes
it
much
better
odds,
so
to
speak
for
students
versus
the
zip,
there
was
a
lot
of
concerning
specials
about
zip
code.
T
U
I
will
commit-
and
that
june
report
that
I
said
I
I
was
very
specific
in
the
policy
that,
at
the
end
of
this
second
year
of
really
trial
balloons,
you
know
putting
those
up
with
our
new
policy.
I
I
said
that
in
june
we
will
do
an
evaluation
and
we
will
present
the
disaggregated
data.
That's
in
the
policy
to
school
committee.
That
will
be
a
full
public
reporting
of
how
we
the
eligibility,
the
invitations
that
went
out
the
number
of
applications,
the
number
of
students
that
accepted
so
that
you
have
that.
U
F
F
E
I
do
yeah
thank
you,
madam
chair,
and
I
want
to
follow
up
pick
up
on
something
that
vice
chair
o'neill
raised
with
respect.
Well,
it's
actually
two
things,
one
with
respect
to
maybe
a
period
for
modification,
and
I
want
to
talk
about
that
in
a
moment,
but
also
with
respect
to
the
the
40
policy
which,
which
I
very
much
support.
E
I
think
the
superintendent
for
hearing
folks
out
folks
in
the
community-
and
I
think
using
the
title,
one
designation,
you
know
strong
evidence-
and
you
know,
having
a
federal
kind
of
underpinning
for
that.
I
think
is-
is
really
important,
but
kind
of
kind
of.
AF
E
For
my
understanding
of
dps
schools,
where
you
know
a
bps
kid
right
behind
me,
where
we
we
don't,
we
don't
really
choose
bps
families,
we
don't
choose
really
the
school
that
we
go
to
it's.
You
know
it's
a
preference
system,
it's
lotteries,
and
so
just
the
unintended
consequence
of
at
any
given
year.
You
know
these
numbers
are,
you
know,
can
fluctuate.
E
You
know
up
and
down,
depending
on
population
shifts
the
american
rescue
plan,
that's
supposed
to
cut
poverty
in
half
or
the
next
12
months,
which
is
extraordinary,
and
so
you
know
at
least
within
bps.
Maybe
it's
broader
than
that,
but
to
be
mindful
that
it
it
could.
E
Consequences,
as
mr
o'neill
you
know,
alluded
to,
and
so
I
do
wanna.
You
know
also
just
put
a
finer
point
on
on
that
piece,
but
also
you
know
the
the
policy
before
us
and
I
know
we're
going
to
talk
more
in
our
comments.
I
am
supportive
of
of
of
of
what
you're
proposing
and
the
work
your
team
has
done
here.
E
I
do
understand,
though,
that
these
the
adjustments
that
have
been
made,
which
I
think
are
important
and
I'm
supportive
of
that
you
know-
need
to
have
the
the
time
to
see
what
the
unintended
consequences,
if
any
might
be
so
so
I
would
suggest
I
don't
know
my
colleagues
feel
but
to
to
have
like
an
implementation
kind
of
you
know,
review
phase
after
this.
So
presumably
I'm
just
speaking
for
myself.
E
If
you
know
I'm
gonna
support
something
tonight,
and
if,
if
this
recommendation
passes
that,
then
we
would
have
a
period
where
you
know,
given
everything
that
we
approve
or
whatever
modifications
you
know,
I
you
know
we.
E
That
you
have
in
that
period
and
be
able
to
report
back
to
us,
and
maybe
you
hear
you
know
written
comment
or
hear
from
schools
or
from
staff
and
say
you
know,
the
school
committee
is
making
us
do
x
here,
but
you
know,
I
don't
think
it's
going
to
do
exactly
what
it's
supposed
to
do.
E
Maybe
we
you
know
in
these
details
you
make
some
modifications
so
not
speaking
to
the
broad
architecture
of
the
policy
which
is
robust,
you
know
evidence
and
and
community
process
on,
but
to
have,
like
a
you
know,
a
60
or
90
day
review
process
on
the
the
implementation
details
so
that,
if
things
pop
up
and
I've
heard,
I've
been
grateful
to
hear
from
families
raising
issues
specific,
you
know
to
their
circumstances
where
they
believe
that
the
policy
on
its
face
might
might
fall
short
in
their
circumstances.
E
I
my
answer,
usually
I
don't
know
in
certain
respects,
but
I
want
to
put
that
on
the
table
as
well
and
also
for
my
colleagues
to
consider
consider
that
piece
as
well.
B
Questions
no
most
of
my
questions
have
been
been
asked
and
answered
already
the
one
question
that
I
I
have
and
it's
probably
not
even
on
the
table
anywhere.
It's
my
question
is
we
don't?
B
We
haven't
really
talked
about
the
students
themselves,
these
rising
sixth
graders,
and
I
guess
my
question
is
for
them,
particularly
given
the
fact
that
most
of
our
kids
will
have
had
the
last
year
and
a
half
of
their
lives
upended
with
less
than
optimal
educational
experiences,
as
every
single
one
of
our
sixth
graders
come
into
the
the
sixth
grade,
the
opportunities
and
the
experiences
that
they
will
all
have
in
order
to
begin
to
wrap
their
heads
around
both
just
regular
sixth
grade,
but
at
the
same
time
preparing
for
this
opportunity.
B
My
other
question,
my
question
really
is:
is:
do
the
kids
get
to
go
and
visit
the
three
schools?
Do
they
know
what
they're
even
looking
into
or
is
it
just
a
name?
Is
there
opportunity
you
know?
I
know
we
have
summer.
We
have,
you
know
different
vacation
camps
and
different
things.
You
know.
Is
there
an
opportunity
for
students
who
to
go
and
see
what
a
day
in
the
life
of
the
bla
or
be
you
know
be
whatever
is
versus
just
you
know,
trying
to
get
into
one
of
them?
B
U
Could
you
speak
to
a
school
choice
and
school
choice,
fair
and
if
there
is
any
shadowing,
I
know
in
my
previous
experience
as
a
as
a
high
school
superintendent
in
minneapolis
public
schools,
we
had
a
very
extensive
open
house
process
and
shadowing
for
students,
and
also
we
had
step-up
programs
from
eighth
grade
to
ninth
grade
transitionary
programs.
Monica
do
you
wanna
speak
to
what
boston
does.
AA
Sure
so
families
have
a
few
opportunities
during
the
fall
leading
into
the
winter.
We
have
what
we
call
a
school
showcase,
which
is
an
opportunity
for
our
families
to
see
all
of
our
schools.
AA
AA
We
usually
ask
school
leaders
to
have
an
an
evening,
a
school
day
and
a
weekend
option
to
accommodate
all
the
needs
of
our
families
where
they
can
go
meet
both
the
school
leaders
and
staff,
as
well
as
current
students
and
families
and
all
of
our
school.
Our
exam
schools
do
participate
additionally,
for
this
year
in
particular,
as
they
were
looking
to
do
significant
outreach.
They
held
additional
sessions
just
to
invite
families
to
learn
more
about
the
schools
before
they
engage
in
the
application
process.
AA
I
do
anticipate
that
they
will
want
to
do
the
same.
They
asked
us
to
really
do
specific
outreach
to
students
who
were
eligible
so
in
the
eligible
app
temple,
which
I
believe
we
will.
We
will
continue
to
do
that's
a
best
practice.
I
think
it's
a
great
opportunity
for
students
to
learn
more
to
debunk
any
miss
or
understand
what
life
at
each
of
these
schools
would
be
like,
and
what
is
the
best
fit
for
them?.
B
AC
AC
AC
B
AC
So
the
assessment
is
aligned
to
the
massachusetts,
curriculum
framework
standards
and
so
the
standards
themselves.
The
test
is
aligned
to
that
content.
Different
schools
may
choose
different
curricula,
so
students
may
see
standards
at
a
different
time
of
year,
but
the
test
itself
is
aligned
to
the
standards.
U
U
But
I
do
think
many
of
our
teachers
have
a
lot
of
practice
in
teaching
the
standards
both
in
mathematics
and
in
science.
However,
I
think
that
there
has
not
been
as
much
attention
paid
in
the
science
in
the
social
sciences
and
in
the
actual
science
curriculum,
and
I
think
that
that's
going
to
take
some
additional
attention.
B
Okay,
and
so
when
so,
this
year's
sixth
graders
will
also
be
graded
on
the
four
subjects
that's
correct,
but
they
will
not,
but
they'll
only
be
take.
They
won't
be
taking
any
assessment
this
year,
so
this
year's
just
basically
the
grades
and
but
the
next
year
will
they.
They
will
never
be
taking
an
assessment
in
the
science
in
social
studies,
just
the
grades
correct
or
is
there
a
science
and
social
studies
test
as
well?
B
AC
Assessment
contract
covers
reading
math
and
language
from
lgbta
right,
not
science
or
social
studies.
B
Okay,
so
that's
that's
just
straight
grades
and
the
gpa
epa
all
righty.
Thank
you.
If
there
are
no
more
questions,
I
want
to
thank
you
all
for
the
report
for
again
all
of
the
hard
work
and
for
the
explanations
of
these
opportunities
that
we
have
before
us,
and
the
committee
looks
forward
to
taking
action
on
this
proposal
later
this
evening.
O
C
C
C
C
C
C
V
Good
evening,
can
you
hear
and
see
me?
Yes,
we
can.
Thank
you.
Thank
you
good
evening
to
the
members
of
the
school
committee
and
the
members
of
the
public.
I
am
boston
city
council
at
large,
julia
mejia,
and
I'm
here
to
publicly
urge
the
school
committee
to
adopt
the
originally
recommended
100
plan
passing
the
original
recommendation
is
critical
not
just
to
provide
our
students
with
better
educational
outcomes,
but
it
also
serves
as
a
first
step
to
dismantling
the
oppressive
structural
inequities
that
continue
to
persist
decade
after
decade.
V
Here
in
boston,
public
schools,
our
office
received
thousands
of
emails
and
phone
calls
advocating
to
keep
it
a
hundred
and
as
a
city
councilor,
my
job
is
to
take
the
lead
from
those
who
I
serve.
This
issue
is
also
extremely
personal
to
me
as
a
bps
graduate
and
now
a
bps
parent.
I
was
the
first
person
in
my
family
to
graduate
high
school.
V
These
are
the
same
realities
that
so
many
of
our
families
in
bps
are
facing
with
dealing
with
here
today,
30
seconds
and
when
you
are
juggling
to
make
your
ends
meet
and
you
do
not
have
disposable
income
or
the
resources
to
properly
prepare
to
compete
fairly
for
exam
schools.
This
is
one
of
the
reasons
why
I'm
here
to
support
the
100
recommendation.
V
C
AG
AG
I
went
to
bps
from
first
grade
all
the
way
up
until
12th
grade
and
the
inequities
in
our
school
system
are
a
decades-long
process
and
so
decades
in
the
making
and
frankly
addressing
them
have
been
decades
in
the
process
and
today
I
just
want
to
commend
you
and,
and
thank
you
all
for
having
the
courage
to
do
this.
This
is
as
someone
who
serves
in
a
public
space.
AG
These
are
difficult
things
to
do
difficult,
it's
difficult
to
address,
inequity,
it's
difficult
to
address
an
equity
inequality
and
it
takes
real
courage-
and
I
thank
you
all
for
taking
this
moment
and
and
making
sure
to
do
that.
So
I
commend
you
all
for
that
and
as
I
as
it
goes,
I've
been
here
before
I
support
the
100
plan.
I
agree
with
the
changes
that
the
superintendent
has
made.
AG
I
think
they
are
beneficial
to
the
plan,
and
so
I
will
hope
that
you
vote
today
to
approve
it,
and
I
will
just
speak
a
little
bit
to
the
inequities
that
I'm
speaking
to
in
terms
of
this
process.
We
know
that
this
system,
as
it's
currently
constructed
as
it's,
been
constructed
since
at
least
1997,
and
far
before
that,
has
led
to
inequities
and
admissions
for
people
of
color,
specifically
for
people
who
have
socioeconomic
difficulties
in
this
country.
AG
That
tends
to
be
the
same
one
in
the
same,
and
when
we
talk
about
the
ic
exam,
I
was
in
law
school
in
chicago,
taking
a
social
justice
and
education
class.
When
I
was
taught
that
the
ic
exam
was
one
of
the
most
discriminatory
in
the
country
and
we've
had
those
emails
from
2012
and
so
on
and
so
forth.
AG
So
I
commend
you
for
doing
this,
and
I
also
commend
you
because
I
know
that
when
you're
dealing
with
an
equity,
that
really
does
mean
some
other
folks
get
more
and
when
you
even
that
playing
field.
Those
folks
who
have
been
receiving
an
unjust
extra
receive
a
fair
share
of
fair
entrance,
just
like
everybody
else,
and
so
I
ask
you
to
do
that
because
it's
the
worst
unintended
consequence
that
we
can
come
up
with
is
voluntary
desegregation
of
our
our
poor
schools.
AG
That's
that's
not
as
bad
as
what
we
have
currently
so
thank
you
and
please
do
support
this
plan.
Thank
you.
Everybody
thank.
AH
Holmes
good
evening
school
committee,
thank
you
for
having
me
again
this
evening.
Thank
you,
superintendent
and
your
entire
staff,
but
I
want
to
just
again
thank
most
of
all
tanisha
sullivan
michael
contapostas,
the
entire
task
force
for
moving
forward
from
where
we
were
just
a
couple
weeks
ago,
where
a
decision
was
not
the
consensus
decision,
and
so
thank
you
and
I'm
here
to
support
the
decision
you
guys
have
made,
which
was
what
I
talked
about
three
weeks
ago,
that
the
consensus
was.
AH
This
is
what
we
should
land
or
you
should
land
and
made
the
recommendation.
I,
of
course
want
to
thank
members
of
that
task
force,
but
I
can't
because
I
only
have
two
minutes,
especially
racial
miscarriage.
AH
I
think
it's
very
important
to
have
the
boston
latin
head
mata.
I
know
that's
new
word,
but
school
the
person
runs
the
school
one
of
the
schools
that
folks
are
trying
hardest
to
get
into
and
her
opinion
through
this
process
and
all
the
others
have
been
invaluable.
I'm
going
to
just
try
my
best
to
address
two
issues
from
the
last
from
three
weeks
ago
that
I've
heard
since
my
comments
a
couple
weeks
ago.
AH
One
was
about
the
fact
that
the
20
would
have
made
it
so
that
the
people
who
were
working
hard
would
make
sure
that
their
kids
or
these
kids,
who
have
been
working
hard,
would
still
get
into
the
schools.
I'm
very
offended
by
that,
because
I've
been
hearing
that
I
hear
that
as
all
the
other
kids
are
not
working
hard
and
I
just
to
counselor
mahir
and
councillor
royals
point
all
of
those
kids
that
are
not
a
part
of
those
20
are
working
hard
as
well
as
councilman
here
said
it's.
AH
If
you
look
at
even
the
health
issues
and
the
technology
that
we've
had
to
get
past
in
our
communities,
so
many
of
us
achieve
in
spite
of
not
because
of-
and
so
many
folks
have
gotten
in,
because
of
and
so
the
other
thing
I'm
going
to
say
about
the
sausage
making
that
I
heard
I
think
superintendents
say
earlier
today
there
are
things
you
need
to
consider
when
you're
thinking
about
this
sausage,
making
one
was
that
you've
built
this
on
data,
which
is
very
important.
AH
The
also
is
always
the
right
time
to
do
what
is
right
and
that
opportunity
is
certainly
not
distributed
equally,
although
talent
is
distributed
equally
across
race,
gender
and
ethnicity.
So
please,
I'm
here
to
support,
definitely
the
plan
that
was
recommended
to
you
tonight.
Thank
you
for
those
two
minutes
have
a
great
day.
C
AF
AF
Good
evening,
members
of
school
committee-
superintendent
participants,
my
name
is
jessica
tang
and
I'm
president
of
the
boston
teachers
union,
in
my
four-year
tenure
as
president
of
btu
and
long
before.
As
a
teacher
and
activist
equity
and
justice.
Excuse
me,
please,
slow
down
have
been
the
driving
forces
behind
all
the
work
that
I
do
as
educators
in
a
city
that
serves
predominantly
students
of
color
from
a
wide
array
of
socioeconomic
statuses,
we
have
a
duty
to
provide
equitable
access
to
opportunity
for
all
of
our
students
as
a
bps
community.
AF
We
need
to
better
understand
our
family's
experiences
as
well
as
how
the
optics
of
a
few
quality
choices
pits
communities
against
each
other.
We
also
have
to
be
aware
of
false
stereotypes.
For
example,
an
increase
in
black
and
latinx
students
does
not
equate
lowering
the
standards,
nor
does
it
diminish
the
status
of
exam
schools.
AF
Also,
asian
families
are
not
all
wealthy.
In
fact,
asian
american
families
in
boston
have
a
lower
median
household
income
than
black
families
and
have
a
lower
level
of
english
language.
Access
than
latinx
families.
An
over-representation
of
api
students
and
exam
schools
also
doesn't
mean.
Asians
are
all
doing
fine
exam
schools
are
culturally
familiar
to
asian
families
and
they've
collectively
developed
an
understanding
of
how
to
navigate
them
over
time.
AF
They
also
proportionally
send
far
fewer
of
their
students
to
private
charter
and
metco
schools
and
choose
bps
at
higher
rates
than
any
other
group
exams,
however,
advantage
those
who
get
can
get
test
prep
and
can
pay
for
it.
On
a
side
note,
map
test
is
problematic
in
it
of
itself,
but
that's
for
another
day.
The
point
is
that
there
are
many
nuances
to
understanding
why
change
is
needed
for
greater
racial
equity.
AF
There
also
isn't
for
greater
cultural
and
historical
understanding
of
all
groups
and
need
for
api
families
not
to
allow
themselves
to
be
used
as
a
racial
wedge.
Ultimately,
those
who
face
greater
challenges
in
systemic
or
historic
disadvantages
need
to
have
the
playing
field
leveled,
as
we
continue
to
open
up
opportunities
and
access
equitably
to
all.
It
is
the
fair
and
right
thing
to
do,
and
the
original
task
force
recommendation
of
100
tiered
groupings
is
a
needed
step
forward.
AF
AF
AF
We
believe
our
proposals
actually
focus
on
equity
for
all
students
in
all
of
our
schools,
and
look
forward
to
expedient
and
timely
and
transparent
negotiations
moving
forward
and
are
happy
to
have
released
our
package
of
proposals
informed
by
our
community
stakeholders
publicly
today.
Thank
you.
AB
AI
I
left
molecular
biology
in
my
30s
because
I
wasn't
as
passionate
about
understanding
how
cells
turn
cancerous
as
I
was
about
understanding
how
to
eliminate
racial
hierarchies
and
opportunity
gaps.
I
vividly
remember
creating
that
first
bar
graph,
using
publicly
available
data
in
2009
that
moment
of
discovery,
just
like
in
medical
science,
of
the
huge
disparities
and
opportunity
to
attend
the
very
schools
under
question
tonight.
AI
AI
I
just
kept
writing
recommendations
grounded
in
research,
eliminate
the
entrance
exam
stop
excluding
english
learners
and
students
with
disabilities
make
all
schools
accessible
to
all.
No
need
for
the
awc
track
now
we're
at
a
historic
decision
point
an
opportunity
born
of
the
tragic
global
pandemic,
and
we
are
not
alone.
Other
selective
schools
and
universities
have
made
even
bolder
such
decisions
than
you
will.
This
evening.
AI
We
can
uphold
the
purpose
of
public
education
for
the
common
good
or
we
can
bow
to
those
who
think
it
should
be
a
competition
to
reward
the
best
and
the
brightest
and
who
play
by
the
rules,
even
though
some
of
our
electeds
don't.
We
can
trust
president,
that
those
who
are
pulled
in
by
the
new
policy
will
thrive
or
we
can
cower
at
the
dog
whistles
of
lowering
standards
and
an
exodus
of
middle
class
families.
We
can
adopt
the
task.
G
AI
Wrap
100
of
seats
by
source
economic
tier,
or
we
can
revert
to
plans
that
reserve
seats
for
privileged
students,
who've,
never
even
attended
bps
and
after
tonight
cross
race.
Alliances
will
continue
to
fight
for
justice
in
the
form
of
a
standardized
test,
free
lottery
mechanism
of
admissions
for
all
schools.
Together,
we
will
work
to
unveil
the
myth
of
meritocracy.
AI
AD
AD
I'm
not
going
to
talk
about
the
fact
that
the
only
student
on
the
school
committee
can't
even
have
a
vote
tonight.
I'll
say
that
for
another
meeting.
But
the
point
is
that
all
too
often
we
get
caught
up
in
politics
egos
and
upholding
racist
structures
to
forgetting
about
the
actual
students
decisions
made
for
future
students.
Should
not
be
based
on
backroom
threats
and
politicians
eager
to
gain
personal
power.
They
also
should
not
be
based
on
upholding
the
status
quo,
for
that
so
long
has
disproportionately
benefited
white
and
economically
advantaged
families.
AD
This
decision
should
be
to
be
made
based
on
what
is
best
for
all
students,
not
just
the
students
with
parents
who
are
in
the
ears
of
their
city
counselors
for
those
who
have
been
following
the
task
force
meetings.
You
know
that
100
rank
in
tears
was
not
my
choice.
However,
it
was
a
choice
that
the
task
force
had
had
sorry.
The
task
force
had
come
to
the
conclusion
on
and
was
supported
by
the
super
majority.
AD
AD
As
someone
who
attends
bla
in
exam
school,
I
know
better
than
most
of
the
amount
of
resources
these
schools
get,
especially
in
comparison
to
my
friends.
At
other
schools
across
the
district,
I've
seen
firsthand
how
students
are
divided
and
treated
based
on
whether
or
not
they
have
gotten
into
an
exam
school.
The
stigma
behind
all
of
this
is
real
and
unhealthy
for
our
students.
AD
C
W
W
Hi,
my
name
is
jaden
bergson.
I
live
across
the
street
from
boston
medical
center
in
the
south
end
and
I
just
finished
eighth
grade
at
boston.
Latin
school.
Distributing
100
of
the
exam
school
seats
by
rank
within
socioeconomic
status.
Tiers
is
clearly
a
more
equitable
plan.
Thank
you
for
proposing.
W
AF
C
K
K
K
K
K
K
K
We
believe
and
we
support
using
50
and
the
gray
and
then
the
assessment.
S
S
K
Your
new
recommendation-
and
it's
told
in
the
click
what
we
want.
K
K
S
K
So
how
come
we
don't
get
the
extra
points
and
as
nation
americans
kids,
they
work
very
hard
to
to
even
have
the
possibility
to
apply
the
exam
school.
Like
people
like
us
who
doesn't
live
in
boston,
housing
authority,
we
live
in
brighton.
Can
we
get
extra
points?
Our
kids
work
very
hard,
and
this
is
very
unfair
that
we,
the
bilingual
learners
and
english
learners,
don't
get
the
extra
points.
S
K
S
K
This
is
also
using
the
exams.
The
exams
to
as
an
assessment
also
is
a
way
to
maintain
vigor
in
your
mission
and
for
your
school,
and
this
is
a
fair
treatment
and
a
fair
way
for
kids
to
to
be
able
to
consider
the.
S
K
K
K
O
AJ
Oh,
I
don't
know,
usually
they
will
tell
me
to
the
I
don't
know.
Where
is
the
I
don't
know
we
can
a
meal?
I
already.
AK
K
AK
K
Like
every
time,
I
I
told
you
what
I,
what
we
really
want,
that
is
to
have
the
exam
as
an
assessment.
K
So
I
want
to
share
with
you
my
personal
experience
as
an
immigrant.
I
came
in
1990,
220,
illinois,
yeah
2002,
I
didn't
know
english.
I
went
to
high
school,
I
finished
high
school
and
went
to
umass,
I'm
studying
finance
and
I
did
it
so
I
believe
people
can
work
hard
to
achieve
what
they
want.
It's,
not
it's
through
hard
work
and
perseverance.
K
K
So
this
is
an
analogy
applying
to
children,
so
when
they
were
little,
we
try
to
encourage
them
to
work
really
hard
to
achieve
and
and
to
do
well
academically.
It
doesn't
necessarily
say
we
need
to
create
a
pathway
for
them
to
go
to
a
particular
school,
but
is
this
true
when
they
were
young
to
instill
them
the
idea
of
working
very
hard
to
to
try
the
best
to
to
to
be
where
they
are,
where
they
can.
K
So
back
to
the
exams,
we
really
believe
regardless
of
race.
You
should
really
look
at
marriage
and
the
best
score
to
go
to
this
exam
school.
This
is
how
you
maintain
the
best
education
and
it's
the
fairness.
This
is
for
the
kids
and
you
don't
have
to
create
a
system
that
you
think
that
would
create
more
diversity,
because
I
believe
the
u.s
is
diverse
enough,
that
that
the
exam
school
should
look
at
merits
and
how
well
the
kids
are
doing
to
to.
Let
them
be
be,
have
a
process
to
to
be.
K
I
feel
like
if
all
the
parents
can
really
devote
the
energy
and
to
really
help
the
kids
to
grow
and
to
do
well
academically
it
it
it.
It
doesn't
matter
if
they
like
go
to
exam
school
or
not,
because
the
result
will
speak
for
itself.
AK
K
I
also
feel
like
there's
a
misconception
with
discriminating
others,
and
that's
not
true,
because
when
we
came
here,
we
have
nothing,
we
work
hard
to
get
what
we
can
get
so
it
this
is
this.
Is
this
a
fair
system
for
us
and
we
want
everyone
to
have
an
equal
chance
to
be
where
they
can
be.
Thank
you.
C
You
thank
you
both.
Thank
you
I'll.
Ask
our
haitian
creole
interpreter
to
please
join
us
now
for
our
next
speaker,
lucy
luju.
A
AL
AM
Apology,
I
mean
I
have
to
give
it
to
you
and
cry
out,
and
I
can
give
you
an
english
but
y'all,
trying
to
give
me
only
two
minutes.
So
not
a
problem.
Please
go
ahead.
Okay,
hello,
everyone.
My
name
is
ruthie
louisiana
of
high
park
and
I'm
a
lawyer
advocate
and
candidate
for
boston
city
council
at
large.
I
offer
my
testimony
today
as
an
incredibly
proud
graduate
of
bps.
I
attended
the
taylor
and
matapan
the
mccormick
in
dorchester.
M
AM
I
support
the
task
force
recommendation
to
distribute
a
hundred
percent
of
seats
by
rank
in
socioeconomic
tiers,
which
still
considers
assessment
scores
and
grades
as
city
councilor
I'll
be
a
partner
with
bps,
the
exam
schools,
parents,
educators
and,
most
importantly,
our
students
to
ensure
equity
and
excellence
are
at
the
top
of
the
agenda
for
every
bps
school.
I'm
on
the
record
as
supporting
the
task
force,
and
I
followed
their
very
public
and
transparent
work
closely,
having
been
appointed
by
mayor
menino
to
a
city
hall
education
task
force.
AM
We
can
allow
closed
door
maneuvers
to
derail
the
task
force,
work
and
the
charge
for
all
of
us
is
to
create
more
diverse
and
equitable
school
environments.
The
task
force
did
not
take
their
work
lightly,
and
neither
should
we.
I
was
born
and
raised
in
mattapan,
I'm
the
daughter
of
haitian
working-class
immigrants,
who
were
learning
english.
As
my
sisters
and
I
were
learning
our
multiplication
tables,
I
got
into
boston
land
school,
mainly
because
my
father
found
a
free
prep
course.
In
the
years
that
followed,
free,
free
prep
has
disappeared.
AM
That
is
unjust.
The
work
of
the
task
force
is
to
ensure
that
kids
from
families
from
historically
excluded
socioeconomic
backgrounds,
like
mine,
still
have
access
to
an
excellent
education.
I'm
a
graduate
of
columbia
and
harvard
I've
studied
and
worked
on
issues
of
higher
education,
access,
equity
and
meritocracy.
AM
I
have
undoubtedly
reaped
the
benefits
of
attending
boston,
latin
school.
It
is
the
school
that
means
a
great
deal
to
me,
but
the
taylor,
school
and
the
mccormick
middle
school
mean
a
great
deal
to
me
too.
I've
given
the
graduation
speech
at
the
tailor
and
spoken
to
mccormick
students.
I
care
deeply
about
the
equity
issues
those
skills
schools
face
as
well.
AM
AM
AM
C
Thank
you.
We
have
now
reactivated
the
interpretation
icon.
All
interpreters
will
be
sent
back
to
your
channels
and
you
can
start
interpreting
again.
Thank
you.
Our
next
group
of
speakers
is
jess
madden,
fuelco,
fran
smith,
brangman,
catherine
kilbourne
and
sunny
pie.
If
you
can,
please
raise
your
hands
virtually
and
zoom.
AN
Hi,
thank
you
all
so
much
good
evening
and
thank
you
for
listening
to
all
of
us
and
for
all
of
your
work.
My
name
is
jess
madden
fuelco,
I'm
a
hernandez
parent,
a
resident
of
hyde
park
and
an
instructional
coach
at
the
english
high
school.
I'm
hoping
you
will
stand
up
for
equity
tonight
and
vote
for
the
task
force's
proposal.
The
task
force
achieved
the
charge
you
gave
them
of
creating
a
policy
that
is
more
equitable
than
the
past
policy.
AN
I
know
I
should
not
be
surprised
by
the
efforts
of
the
privileged
and
powerful
to
protect
their
privilege
and
power
that
they
have
grown
accustomed
to
passing
down
to
their
children,
but
I
was
sad
to
see
the
actions
of
the
city
councilors,
who
interfered
to
try
to
protect
seats.
That
projections
showed
would
benefit
mostly
white
and
mostly
financially
privileged
students,
and
I
was
also
sad
to
see
parents
circulate
a
petition
full
of
false
and
misleading
information
about
what
the
task
force
proposed.
AN
There
were
many
errors
in
their
petition
and
I
sent
you
an
email
detailing
those,
but
because
I'm
a
teacher,
I
started
to
think
about
what
can
we
do
to
better
educate
these
folks
about
what
the
actual
policy
is
and
what
school
equity
is
and
why
it
matters
and
why
they
should
care
about
it
and
not
just
for
other
people's
children,
but
actually
for
all
of
our
children,
school
equity,
school
integration
and
the
quality
of
all
schools
should
matter
to
all
of
us.
Our
schools
are
better
and
our
world
is
better
when
we
all
learn
together.
AN
I
want
to
remind
you
of
what
I
said
when
I
spoke
at
last
week's
listening
session
that
my
students
at
english
high
are
as
brilliant
as
the
students
at
exam
schools
and
it's
despicable
to
insinuate
that
they
are
not
as
worthy
of
a
seat
at
an
exam
school
today
is
a
big
day
for
our
city
and
for
our
schools.
I
agree
with
superintendent
conselius
that
this
really
is
a
historic
opportunity
to
create
a
more
equitable
admissions
process.
So
I'm
hoping
you
will
vote
in
support
of
the
task
force
proposal.
Thank
you.
AO
Unmuting
stop
my
video
good
evening.
Can
you
hear
me?
Yes,
we
can
you
have
my
tv
in
the
background,
I'm
I'm
taking
care
of
my
88
year
old
mother.
Hopefully
that
won't
be
a
distraction.
Anyway.
My
name
is
fran
smith
bringman
I
live
in
dorchester.
I've
been
a
lifelong
advocate
for
equity
and
excellent
in
the
boston
public
schools.
I
began
that
journey
in
that
work
46
years
ago
and
I
have
to
tell
you:
I've
been
grossly
disappointed
over
and
over
again
by
policymakers
when
it
comes
to
the
equity
aspect
of
their
leadership.
AO
So
I
was
thrilled
and
delighted
when
I
attended
the
equity
roundtable
recently
and
mike
and
tanisha
made
their
report,
and
I
saw
the
progress
in
terms
of
equity.
I
mean
access
to
the
exam
schools
which
I
personally
don't
believe
that
the
exam
schools
or
the
advanced
work
schools
should
ever
have
been
a
part
of
our
district.
But
since
they
are,
I
do
appreciate
all
the
effort
that's
been
made
and
I
was
thrilled
when
I
saw
the
increase
in
diversity.
AO
C
C
AP
AP
AP
AP
AP
They
spoke
so
honestly
and
openly
with
each
other.
One
student
said
she
felt
bad
asking
questions
and
holding
her
peers
back,
but
she
knew
she
needed
that
extra
help
and
another
said
she
was
so
ready
to
move
on
and
felt
guilty
for
having
that
feeling,
because
she
didn't
want
to
leave
her
peers
behind
so
then,
together
they
proposed
a
plan
and
they
said
on
some
days.
I
should
work
with
those
that
needed
math
support
while
the
rest
worked
in
the
hall,
and
I
should
come
up
with
extension
assignments
for
them.
AP
AP
AP
AP
In
my
wildest
dreams,
tonight
is
not
only
the
night
that
we
remember
as
the
dismantling
of
a
historically
unfair
policy,
but
also
the
start
of
finding
ways
for
us
to
cross
historic
boundaries,
form
true
friendships,
around
commonalities
and
widen
all
of
our
perspectives,
so
that
we
can
organically
create
change
together.
The
same
way
those
kids
created
it
in
my
class
20
years
ago.
I
look
forward
to
our
continued
evolution
together.
Thank
you.
G
C
Q
My
name's
lisa
green,
I'm
a
mom
of
two
students
at
boston,
latin
school
and
I
live
in
the
north
end.
I'm
here
tonight
representing
the
boston
coalition
for
education,
equity
bce,
calls
on
the
school
committee
to
vote
to
approve
the
exam
school
task,
force's
100
admissions
policy
without
delay
and
to
move
forcefully
to
provide
all
bps
students,
an
education,
that's
as
high
quality
as
that
offered
by
the
three
exam
schools.
Q
We
applaud
school
committee,
chair
robinson,
for
putting
the
100
proposal
back
on
the
table
after
a
maneuver
by
some
city
councillors
almost
derailed
it
and
applaud
superintendent
cassellius
for
recommending
the
100
plan
tonight,
100
policy
assigned
seats
through
a
competition
that's
fairer
than
in
the
past,
because
students
will
compete
against
peers
who
are
in
roughly
similar
socioeconomic
circumstances.
But
we
want
to
urge
the
school
committee
to
consider,
including
the
proposed
year
for
students
experiencing
homelessness
living
in
bha
housing
or
in
the
care
of
dcf.
Q
The
addition
of
this
tier
would
be
life-changing
for
those
students
in
our
community
who
are
facing
the
greatest
challenges.
Over
the
past
few
weeks,
strong
community
support
has
been
demonstrated
for
the
100
plan.
A
recommendation
that
was
the
result
of
nearly
five
months
of
study,
debate
and
vigorous
public
comment.
Q
The
sustained
active
debate
over
this
issue
proves
the
case
for
an
all-elected
school
committee,
boston
residents,
care
about
their
schools.
They
want
and
deserve
a
voice
in
public
in
school
policy
with
an
appointed
school
committee.
All
we
can
do
is
comment,
as
so
many
of
us
are
doing
here
today.
We
cannot
hold
you
accountable.
We
can
only
hope
that
you
do
the
right
thing.
The
next
big
reform
for
boston,
public
schools
must
be
an
elected
school
committee.
Q
C
AQ
Can
you
hear
me?
Yes,
we
can
okay
great.
Thank
you
good
evening.
My
name
is
krista
magnuson.
I
am
a
bps
parent
of
a
rising
sixth
grader
and
fourth
grader
and
a
co-chair
of
jp
progressives,
as
well
as
a
resident
of
jamaica
plain,
I'm
in
full
support
of
the
task
force's
original
100
recommendation
and
the
very
public,
very
thorough
process,
and
I
think
superintendent
casselius
for
putting
it
forward
tonight.
AQ
Opponents
of
this
proposal
have
called
to
delay
this
vote,
claiming
the
process
was
rushed
and
insufficiently
public.
This
is
nonsense.
This
is
nothing
but
a
last-ditch
effort
to
thwart
the
task
force's
recommendation.
This
is
possibly
the
most
public
process
bps
has
undertaken
in
recent
years.
AQ
The
one
silver
lining
of
the
pandemic
has
been
the
expansion
of
participation
in
public
meetings
via
zoom,
allowing
more
people
than
ever
the
opportunity
to
attend
task
force
meetings.
Additionally,
five
five
months
of
regular
open
meetings
does
not
translate
into
a
rushed
process.
This
has
been
thorough
and
I've
been
genuinely
charmed
to
see
the
level
of
of
of
thought
and
effort
and
heart
that
the
task
force
has
put
into
this
recommendation.
AQ
C
AR
Hello
over
the
past
year,
I've
watched
many
parents
evolve
their
thinking
about
who
deserves
access
to
challenging
curriculums.
It
has
been
the
most
hopeful
part
of
this
discussion
for
me
for
this
moment
in
time.
I
ask
that
you
support
the
task
force's
original
100
recommendation.
AR
AR
C
C
AS
Great
well,
thank
you,
members
of
the
boston
school
committee,
I'm
here
to
express
my
support
for
the
recommendation
that
I'm
so
grateful
to
superintendent
for
having
and
following
the
recommendation
of
the
admissions
task
force
for
the
admissions
process
to
be
based
on
100
allocation
by
tears.
I'm
a
boston
resident
and
the
proud
parent
of
one
bps
alumni
and
two
current
boston,
public
school
students,
I'm
the
product
of
public
schools,
myself
and
a
middle
school
and
high
school
teacher
and
administrator
and
worked
in
an
educational
nonprofit
for
15
years.
AS
I'm
a
little
awed
by
the
testimony
that
I've
heard
and
support
that
has
come
before
me
and
feeling
a
little
bit
like.
I
do
not
have
much
to
add
and
and
respecting
everybody's
time.
I
would
just
really
like
to
say
a
thank
you
to
the
people
who
have
championed
the
100
allocation
by
tears
recommendation
so
in
of
samuel
chernow,
roseanne
tung,
katie,
grassa
and
superintendent
cassellius
for
following
this
recommendation,
equity
and
justice.
AS
I
would
believe,
sums
up
why
I'm
in
favor
of
this
plan-
and
I
really
urge
the
school
committee
to
be
brave
and
honest
about
the
root
causes
of
inequity.
That
we
live
with
and
to
think
about
what
justice
looks
like
at
this
moment,
and
I
think
we're
so
lucky
to
have
the
work
that's
gone
before
us
to
give
us
just
one
answer
of
what
justice
looks
like
in
this
moment,
and
it's
voting
to
keep
it
100..
AS
It
looks
like
resisting
the
backlash
that
history
teaches
us
to
expect,
as
we
make
progress
in
addressing
inequities
and
addressing
racism
and.
AB
AS
A
AS
That
have
done
has
been
done
to
put
this
recommendation
forward
and
to
support
it,
and
I
really
hope
that
you
do
vote
to
pass
it
tonight.
Thank
you.
C
AT
Hello,
I'm
sharon,
hinson,
mother,
educator
community
advocate
and
president
of
black
teachers
matter
incorporated
I'll.
Try
to
make
my
comments
brief
and
to
the
point,
because,
apparently,
what
I've
said
can
be
used
against
me
to
deny
me
from
freely
expressing
myself,
as
is
my
constitutional
right,
I
was
told
via
email
that
I
was
being
denied
an
opportunity
to
interview
for
a
position
on
the
school
committee
despite
being
a
finalist
in
the
last
two
rounds,
because
a
few
panelists
on
the
nominating
panel
recalled
the
statement
I
made
february.
AT
Third
during
the
public
comment
session
of
the
school
committee.
Interestingly,
even
though
I
made
the
comment,
I
had
to
go
back
and
read
what
I
supposedly
said
six
months
ago.
I
said
a
lot
of
things
and
since
the
feedback
to
me
wasn't
specific,
I
guess
the
comment
was
about
my
belief
that
the
boston
school
committee
should
be
elected.
AT
Reportedly,
a
few
current
nominating
panelists
questioned
my
ability
to
work
within
an
appointed
system.
If
selected
news,
flash
every
black
american
has
to
work
within
a
an
inherently
historically
oppressive
racist
and
unequal
system
every
day
to
survive
and
thrive.
Despite
the
fact
that
this
system
steals
kills
and
destroys
our
lives,
communities,
families
and
futures
for
those
of
you
that
think
they
don't
have
to
really
do
anything
regarding
this
incident,
because
this
is
just
what
happened
to
me
and
doesn't
pertain
to
you.
AT
I
wonder
where
you
would
be
and
would
have
been
prior
to
the
montgomery
boys
boycott
when
one
person
rosa
parks
refused
to
give
up
his
paid
seat,
because
the
law
said
she
had
to
move.
If
a
white
person
wanted
it.
Injustice
anywhere
is
a
threat
to
justice
everywhere.
That's
martin
luther
king,
jr
change
always
starts
with
one
person.
One
student,
one,
somebody
in
the
words
of
noted
chicago-based,
trans
woman
and
author
michelle
templet.
AT
C
Thank
you,
ms
hinton.
Our
next
speaker,
domingos
de
rosa,
is
not
signed
into
the
meeting
so
move
on
to
our
next
group
of
speakers.
Ruby,
reyes,
edith,
bazil,
elena
white
and
jeremy
thompson.
If
you
could
all
please
raise
your
hands
virtually
and.
C
AU
Good
afternoon
my
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education,
justice
alliance
and
a
dorchester
resident
at
the
may
12th
school
committee
meeting
cfo
nate
cooter
shared
the
following
statement
about
bill
bts.
We
need
to
create
equitable
access,
excellent
schools
and
a
predictable
and
transparent
process
for
our
students,
families
and
staff.
AU
Cooter
went
on
to
say
every
child
in
every
school
of
the
bps
system
has
the
same
opportunity
to
achieve
greatness
within
them
as
anybody
else.
We
need
to
restore
trust
by
being
honest
about
how
we
work
and
what
we
plan
to
do.
Several
weeks
later,
after
his
school
committee
speech,
cooter
talked
to
the
charlestown
community
about
the
future
of
the
edwards
school.
He
refused
to
give
an
update
on
the
future
of
the
horse,
man,
showing
a
lack
of
transparency
and
showing
that
he's
unwilling
to
cultivate
trust
or
be
honest.
AU
As
of
now
many
jackson,
man
and
horace
mann.
Families
have
not
been
communicated
with
about
what
will
happen
to
them.
This
fall.
They
are
one
of
the
few
schools
with
an
updated
hvac
system.
This
is
yet
another
problem
with
bill
bps,
in
that
poor
decisions
are
made
like
upgrading
an
hvac
system
in
a
school
that
will
be
torn
down
bill.
Bps
is
not
a
master
comprehensive
plan,
nor
is
it
creating
a
predictable
or
transparent
process.
AU
How
is
this
district
trying
to
restore
trust
by
being
honest
about
how
you
do
work
and
what
you
plan
to
do
when
families
still
don't
know
and
central
office
leadership
refuses
to
share
plans.
Cuder's
words
are
also
relevant
in
tonight's
exam
school
decision.
Will
you,
as
a
school
committee,
share
similar
speeches
of
bps
students
having
the
same
opportunity
to
achieve
greatness
as
anybody
else
or
will
you
show
your
support
by
passing?
AU
While
it
continues
to
include
standardized
testing,
it
is
a
plan
that
would
actually
cultivate
trust
by
doing
instead
of
just
saying
it
is
deeply
disturbing
that
allegedly
city
councillors,
anissa
savi
george
michael
flaherty,
matt,
o'malley
and
frank
baker
would
hold
the
bps
budget
hostage
to
demand
a
decision
not
made
by
the
task
force.
Please
cultivate
trust
by
showing
us
in
your
actions
rather
than
giving
us
speeches.
Thank
you.
C
AV
AV
End
of
quote
racism
is
historically
rooted
in
anti-blackness
and
embedded
in
the
american
psyche.
It
is
the
power
to
express
hate,
commit
harm
and
then
blame
the
victim.
It
is
used
to
provide
privilege
to
one
group
while
denying
access
to
another
racism
is
perpetuated
by
a
set
of
principles
that
justifies
fording
social,
economic
and
political
power.
By
any
means
it
thrives
on
apathy
and
aggressively
demands
compliance
with
impunity.
AV
AV
However,
city
anissa,
asabi
george
michael
flaherty,
matt
o'malley
and
frank
baker
allegedly
threatened
to
vote
against
passing
the
school
budget.
Unless
the
task
force
changed
their
recommendation
to
favor
select
neighborhoods
of
privilege,
this
is
not
democracy,
it
is
taxation
without
representation.
AV
Then
this
bill
bps
plan,
which
leaves
students
with
disabilities
behind
mr
cooter.
How
can
education
be
reimagined
for
the
mckinley
students
who
attend
a
crumbling
infrastructure
with
no
gym
no
cafeteria,
no
labs,
no
library
and
subpar
bathrooms?
Why
wasn't
the
edwards
been?
Why
hasn't
edwards
been
identified
as
a
swing
space
for
the
harvest,
man
school
community?
Who
continues
to
wait
for
an
answer,
while
certain
other
communities
are
promised
new
buildings
and
even
a
parking
lot?
AV
C
AW
Hi
good
evening,
my
name
is
elena
bell
white.
I
live
in
jamaica
plain.
I
have
two
children
who
attend
the
curly
k-8
school,
I'm
hopeful
this
evening.
I'm
hopeful
that
the
school
committee
will
vote
tonight
in
favor
of
the
original
task
force
plan
for
100
tiered
ranking,
I'm
hopeful,
because
we
are
on
the
verge
of
a
historic
dismantling
of
an
unjust
system.
AW
I'm
hopeful
that
in
2021
we
can
agree
that
we
are
far
from
the
ideal
of
a
post-racial
society
and
that
we
can
look
sincerely
at
the
gross
inequities
that
affect
communities
of
color
at
all
levels
of
our
society
and
in
this
case,
in
particular
black
latinx
and
many
english
language
learners
who
have
been
systematically
denied
access
to
one
of
the
district's
most
precious
resources.
The
exam
schools.
AW
AW
As
a
white
upper
middle
class
parent,
my
children
do
not
need,
nor
do
they
deserve
additional
unearned
benefits.
I
want
my
children
to
be
part
of
an
educational
system
grounded
in
equity
that
will
grant
fair
access
to
exam
schools.
This
plan
will
work
to
ensure
a
more
level
playing
field
for
students
experiencing
their
greatest
challenges.
AW
Boston's
public
schools
are
for
all
boston
residents
and
the
exam
school
student
body
should
reflect
the
diverse
diversity
of
race
and
socioeconomic
status
within
our
city.
Our
public
systems
need
to
work
to
undo
structural
racism
at
the
core
of
our
country
and
at
all
its
systems,
including
education.
This
is
one
small
step
we
can
take
in
boston
today,
and
I
hope
we
can
turn
our
attention
to
ensuring
that
all
high
school
students
really
receive
a
high
quality
education.
AW
AX
All
right:
okay,
there
we
go
sorry.
I
saw
my
audios
on
my
video
wasn't
working
hi,
I'm
my
name
is
jeremy
thompson.
Coincidentally,
I'm
a
neighbor
of
the
last
speaker,
elena
white,
and
I
just
want
to
lend
my
voice
in
support
strong
support
of
the
100
plan.
I'm
the
father
of
a
rising
7th
grader,
a
daughter
who's
going
into
the
boston
latin
academy
and
a
rising
4th
grader
at
the
hernandez.
AX
I
shouldn't
agree
more
with
those
who
have
said
that
it's
been
quite
public
and
quite
democratic,
and
it
may
be
very
nervous
and
very
angry
at
the
end,
to
see
a
very
private,
very
undemocratic
move
to
try
to
shift
the
away
from
the
100
recommendation
to
the
80
20.,
and
I'm
really
grateful
that
superintendent
gesselius
decided
to
you
know,
stand
up
for
what
was
right
and
stand
up
for
what
the
majority
of
boston
parents
and
bostonians
clearly
want
it
and
put
forward
the
100
percent
plan.
AX
So
I
just
want
to
reiterate
my
strong
support
for
this
plan
and
thank
the
committee
and
the
task
force
and
superintendent
cassellius
and
everyone
who's
testified
and
who
has
lent
their
their
voice
and
energy
to
this
fight.
Thank
you.
C
AY
Hi,
my
name
is
sharon
coons
I
live
in
roslindale,
my
kids
are
going
into
k2
and
second,
I
have
no
other
affiliation
other
than
just
as
a
parent.
Echoing
some
of
what's
been
said
here,
especially
by
the
last
two
speakers
who
I
don't
know,
but
really
I'll
be
brief
because
they
spoke
for
me
really.
AY
Like
my
kids,
I
was
so
moved
by
sunny
pie's
example
of
what
happened
in
the
school,
where
he
taught
that's
the
kind
of
education
that
I
want
for
my
kids,
not
one
where
they're
it's
like
this
cutthroat
thing
and
parents
are
competing
against
each
other
and
and
arms
raised
to
prepare
for
standardized
tasks.
That's
crazy!
We
need
to
think
about
what
our
long-term
goals
are
for
our
children,
all
of
our
children
and
how
we
can
educate
them
has
to
be
intelligent,
yes
prepared
for
the
future,
yes,
and
also
I'm
sorry.
AY
Sorry,
that's
one
of
the
children
now,
but
also
you
know
good
global
citizens,
and
I
am
so
pleased
to
see
that
superintendent
cassilius
put
forth
the
original
100
plan
and
it's
really
at
the
risk
of
sounding
naive,
because
I
know
that
this
is
a
small
step
toward
where
we
need
to
be.
AY
C
AZ
Hello
good
evening,
mike
heischmann
dorchester
basia,
dr
celias,
you
messed
up
my
preparedness,
dr
cecilius.
Thank
you
for
messing
up
my
prepared
remarks.
It's
all
it's
a
mess,
it's
a
mess.
Thank
you
so
much.
I
didn't
believe
you
would
do
the
right
thing
and
I
was
wrong.
Thank
you.
Thank
you.
Thank
you.
AZ
What
happened
on
june
29th
was
corrupt
and
racist.
This
is
what
I
heard
and
it's
alleged,
but
I
heard
that
city
councilors,
wasabi,
george
flaherty,
o'malley
and
baker
threatened
to
defeat
the
school
department's
budget
if
their
proposal
was
not
accepted.
If
this
is
true,
and
if
they
were
members
of
the
school
committee,
they
would
resign.
AZ
You
know
just
like
you
guys
had
to
resign.
You
know
this
was
worse.
This
was
worse.
I
have
advocated
for
the
admission
to
the
exam
schools
to
be
through
a
lottery
with
mechanisms
that
would
ensure
class,
racial
and
geographic
diversity.
I
oppose
standardized
tests
this
june.
28
consensus
doesn't
reflect
what
I
feel
is
the
best
thing
that
needs
to
be
done.
However,
I
insist.
AZ
This
is
the
only
legitimate
proposal
that
the
school
committee
should
consider
today,
members
of
the
school
committee.
Today,
you
can
make
a
historic
decision.
You
can
either
continue
to
maintain
a
corrupt
and
racist
system
that
benefits
white
privilege
or
you
could
take
a
bold
step
in
the
support
of
quality
and
equitable
schools.
AZ
R
Good
evening
my
name
is
heishan
berensweir
mooney,
he
hem
jamaica,
plain,
it's
good
to
see
many
of
you
again,
I'm
a
dad
to
a
boston,
latin
academy
senior
and
to
2020
bla
grad,
both
attended
the
curly
and
I'm
a
former
co-chair
of
the
citywide
parent
council
of
bps.
R
I'm
also
here
today,
as
a
founding
member
of
another
boston,
school
committee,
task
force
the
opportunity
and
achievement
gaps,
task
force
or
oag,
whose
oig
policy
this
body
unanimously
adopted
on
july
20th,
2016
and
now
guides
school
admissions
policies.
As
you
know,
the
oeg
task
force
is
co-chaired
by
madam
chair
robinson.
Its
recommendations
were
adopted
under
then
chair,
o'neal
and
other
original
members
include
dr
coleman
and
the
present
mayor
of
boston
kim
janey.
R
Your
existing
oag
policy
clearly
guides
you
to
accept
the
full
100
framework
recommendations
today
and
initially,
unanimously
recommended
by
your
exam
school
admissions
task
force
before
members
face
threats
by
some
unnamed
politicians,
peddling
dog
whistle
politics.
Specifically,
I
refer
to
the
oag
policies,
goal
one
and
goal
five.
That
states
quote
create
a
district
that
prioritizes
its
capacity
to
give
each
child
equitable
access
to
opportunity
and
achievement,
while
vigilantly,
identifying
and
dismantling
cultural,
structural,
racial
and
social
barriers
that
would
hinder
their
access
to
high
quality
learning
environments.
C
BA
BA
BA
Certainly,
we
also
need
to
recognize
that
the
exam
was
established
in
reaction
to
brown
versus
the
board
of
education
and
the
civil
rights
movement,
boston
policy
makers
and
those
in
power
turn
to
the
eugenics
movement.
Looking
for
a
way
to
keep
bls
white,
the
exam
itself
was
implemented
as
a
racist
policy
in
reaction
to
what
was
happening
in
the
country.
At
the
time.
BA
I
am
asking
you
not
to
remain
complicit
the
past
year
of
discussions
and
current
policy
proposals
are
not
reparations
for
bps's
racist
history.
They
are
not
mitigation
for
how
our
community
responded
to
anti-blackness
during
the
civil
rights
movement.
It
is
not
even
living
into
bps's
own
guidelines
and
proclaimed
values.
It
is
certainly
not
an
anti-racist
quality
policy.
BA
BB
BA
C
BC
Manucci,
okay,
hi,
my
name
is
nancy
manucci.
I
just
want
to
start
by
saying
that
I
was
a
member
of
the
nominated
committee.
Thank
you.
I'm
embarrassed
that
I
selected
a
lot
of
the
what
is
going
on
here.
Three
people
having
to
resign
and
one
that
should
have
any
anti-rate
asian
remarks
should
not
have
happened
and
someone
who
feels
that
way
should
not
be
voting
on
anything
furthering
the
entire
city's
school
department.
BC
I
just
want
to
start
off
by
saying
that
this
extra
points,
10
and
15
extra
points
puts
whole
schools
whole
schools,
where
nobody
would
get
it
whole
school's
in
the
city,
the
alleghery,
the
elliott,
the
manning,
the
kilmore,
the
lyndon
collegiate
medcao,
and
mostly
everybody
from
private
and
parochial
schools,
you're
eliminating
a
whole
sector
of
the
city
that
that
group
totaled
676
kids.
Last
year,
it's
40
percent,
40
percent,
you're,
saying
you
don't
get
any
points,
so
there's
no
possibility
even
with
100
people
are
going
to
get
higher
scores
than
you.
BC
BC
There
isn't
any
system
that
you
set
up.
That
gives
certain
whole
schools
zero
opportunity
to
compete
for
a
seat
at
the
exam
school
is
not
something
that
should
be
voted
for.
Every
kid
should
have
a
fair
chance
and
what
is
being
presented
does
not
give
every
kid
in
the
city
a
fair
chance
10
to
15
points
over
100
is
a
lot
of
points
too
many
points
you
should.
It
should
be
a
fair
system,
and
this
is
not-
I
totally
opposed
to
this
and
you're
opening
yourselves
to
huge
lawsuits.
BD
I'm
fascinated
by
what
the
school
committee
spends
its
time
on
and
what
the
district
spends
its
time
on.
I've
heard
a
lot
about
equity
and
yet
we've
spent
months
talking
about
two
percent
of
the
population
of
bps.
When
we
talk
about
equity,
why
aren't
we
talking
about
the
other
54
000
students?
Why
aren't
we
talking
about
other
good
options?
Why
are
we
only
talking
about
exam
schools
in
terms
of
equity
and
opportunity.
BD
BD
BD
BE
Good
evening
my
name
is
christine
langhofe,
I'm
a
dorchester
resident,
I'm
also
a
boston
public
schools,
graduate
parent
of
three
public
school
graduates
and
a
bps
teacher
retired.
After
36
years
at
high
school
and
middle
school,
I
taught
at
the
o'brien
for
13
years
admission
to
our
exam
schools,
with
its
great
reliance
on
testing,
has
long
been
inequitable
so
inequitable
in
fact
that
the
owners
of
the
isee
exam
warned
bps
that
the
test
had
not
been
had
not
been
validated
for
our
school
population.
BE
BE
The
exam
school
task
force
was
convened
in
volunteers
dedicated
more
than
100
hours
to
arriving
at
a
policy
which
accounts
for
the
socioeconomic
disparities
among
our
students.
They
base
their
recommendations
on
data
from
other
systems
and
held
numerous
learning
sessions.
To
hear
from
many
many
members
of
the
school
community
this
afternoon,
the
superintendent
has
publicly
supported
the
original
recommendation
of
the
task
force.
She
has
indicated
that
she
sees
the
policy
as
part
of
bps
becoming
an
anti-racist
school
district.
BE
This
is
consistent
with
the
work
of
professor
ibram
x
candy,
who,
in
written
testimony
to
the
school
committee
on
october,
21st
2020,
said
the
following
quote:
why
do
black
and
latinx
children
return
routinely
get
lower
scores
on
the
standardized
tests
either?
There's
something
wrong
with
the
test
takers
or
there's
something
wrong
with
the
tests.
BE
Why
are
black
and
latinx
children
roundly
underrepresented
in
the
exam
schools?
Either?
There's
something
wrong
with
black
and
latinx
children
or
there's
something
wrong
with
boston's
admissions
policies
to
say:
there's
something
wrong
with
black
and
lit's
children
is
to
say
racist
ideas.
Let's
disregard
those
ideas
this
afternoon.
I
urge
your
full
support
of
the
100
proposal
of
the
exam
task
force.
Thank
you.
BB
Hi,
can
you
hear
me?
Yes,
thank
you.
Thank
you.
My
name
is
dara
murphy
and
I
live
in
dorchester.
I
urge
the
school
committee
to
take
the
exam
school
proposal
under
advisement
and
not
vote
on
it
tonight.
There
will
be
no
exam
or
test
for
admission
this
year,
which
means
the
school
committee
has
plenty
of
time
to
consider
the
proposal
and
understand
it
completely
before
voting.
BB
Until
just
this
moment,
the
public
had
no
idea
what
plan
the
committee
would
be
considering
we
have
all
been
relying
on
incomplete
reports
in
the
globe
and
herald
and
on
social
media.
This
is
no
way
to
inspire
trust
and
confidence
in
the
committee
or
the
boston
public
schools.
The
grades
bps
will
be
considering
for
admission,
won't
even
be
available
until
january
twenty
twenty
two.
Why
is
it
so
important
to
vote
on
this
badly
understood
proposal
now?
There
is
no
reason
for
the
rush.
BB
No
good
reason
that
is,
we
have
to
assume
the
only
reason
is
political
in
the
face
of
a
mayoral
election
in
a
few
short
months.
Is
this
body
hoping
to
push
through
a
permanent
plan
before
a
mayor
and
city
council?
Are
elected
last
year,
this
body
did
not
vote
on
or
finalize
its
zip
code
quota
plan
until
october
21st.
BB
Why
are
you
hurrying
to
get
this
voted
on
in
july
fully
eight
months
before
invitations
will
be
sent
out?
Yes,
parents
and
families
have
to
plan,
but
they
don't
need
to
plan
today.
What
is
the
rush
here?
Nearly
48
percent
of
all
the
regular
ed
public
high
school
students
in
boston
attended
exam
school.
The
children
of
boston
deserve
better
all
the
children,
including
those
children
whom
this
committee
has
defined
in
the
most
crude
and
cruel
ways
possible
as
undesirable
to
bps,
westy
whites
and
quote
unquote
too
many
asians.
BB
All
of
the
proposals
we
have
seen
from
this
task
force
make
it
obvious
that
the
intention
of
the
superintendents
group
is
clear,
single
out
asian
american
children
and
kids
from
undesirable
neighborhoods
and
zip
codes
and
make
sure
they
have
a
statistical
chance
of
about
zero
to
gain
admission
to
an
exam
school
for
the
good
of
the
children
and
families
of
boston.
Please
take
your
time
here
discuss
the
proposal.
Let
the
public
have
a
chance
to
weigh
in.
There
is
no
good
reason
for
hastiness.
Please
postpone
a
vote.
Thank
you.
G
BF
BF
I
ask
you
to
listen
to
the
task
force
that
has
worked
publicly
for
five
months
on
this
issue.
Data
from
his
task
force
is
that
20
of
the
seats
set
aside
would
only
benefit
more
privileged
students.
As
a
white
upper
middle
class
family,
I
can
say
unequivocally
that
my
children
do
not
deserve
any
additional
benefits
just
because
of
who
they
were
born
to
and
where
they
live.
BF
I
asked
the
school
committee
to
vote
to
approve
the
exam
school
task
force
original
100
admissions
policy
and
to
move
to
provide
bps
students,
an
education,
that's
offered
by
the
three
exam
schools.
Fair
competition
means
students
compete
against
others
who
have
similar
resources.
Ensuring
a
level
playing
field
for
students
experiencing
the
greatest
challenges
is
the
fair
and
right
thing
to
do
that,
in
addition
to
distributing
a
hundred
percent
of
the
seats
by
rank
within
socioeconomic
status.
Here
you
must
introduce
you
slow
down.
BF
Oh
sorry,
you
must
ensure
that
there
is
a
special
tier
for
students
experiencing
homelessness
in
dcf
care
or
living
in
bha's
housing.
I
hope
that
you
do
the
right
thing
tonight
for
the
future
of
our
city
and
vote
to
approve
the
100
admission,
100
admissions
policy
recommended
by
the
task
force.
Thank
you.
BF
C
BG
Good
evening
my
name
is
stephanie
shapiro
bergson.
I
live
across
the
street
from
boston
medical
center
in
the
south
end,
and
I
have
two
bps
students,
one
who
just
finished
the
eighth
grade
and
one
who
just
finished
the
sixth
grade.
Thank
you
for
your
consideration.
You
used
to
appoint
the
exam
school
task
force
representative
of
the
diversity
of
our
community
and
made
up
of
our
city's
education
and
social
justice
experts.
BG
I
therefore,
of
course,
support
the
exam
school
task
force
recommendation
that
100
percent
of
seats
are
distributed
by
rank
within
socioeconomic
status
tiers.
So
thank
you
for
putting
forth
a
proposal
that
will
begin
to
dismantle
the
structural
barriers
that
the
majority
of
our
bps
families
face.
I
want
to
be
clear.
These
barriers
are
structural,
not
individual.
BG
BG
C
BH
Hey
everybody,
hello,
hello,
mike
skulk
is
my
name
and
I
live
in
dorchester
and
I
am
a
graduate
of
latin
school
class
of
97
easily
the
coolest
bunch
of
people
you
could
ever
know
now
now
back
when
I
was
like
16
or
17
a
reporter
from
the
herald
or
the
globe.
I
can't
remember
it
doesn't
matter
caught
me
when
I
was
leaving
at
the
end
of
the
day
and
they
asked
me
what
I
thought
about
the
exam
schools
tests,
zip
code,
quotas
etc,
and
I
said
something
like.
BH
BH
I
wasn't
thinking
in
that
way
at
that
point,
but
it's
clear
to
me
now
and
and
the
20
set
aside
is
like
taking
down
the
confederate
statue
in
the
town
square,
but
leaving
the
memorial
plaque.
It's
not
enough.
We
need
to
do
better
than
that.
We
need
to
be
the
solution,
we
need
to
fix
our
institutions
and
we
need
to
focus
on
actual
equity
in
education.
BH
I
look
back
I'm
proud
that
I
graduated
from
latin
school.
I
mean
it's,
it's
fine.
It
is
what
it
is,
but
I
am
proud
that
I've
grown
up
since
then
thanks
dr
castellis,
for
deciding
to
support
the
original
plan,
the
100
plan.
It's
honestly,
honestly,
it's
not
easy
being
a
grown-up.
We
have
to
admit
that
our
institutions
are
fundamentally
flawed.
BH
C
Y
Yes,
good
evening,
my
name
is
jingsung
and
I'm
a
resident
of
city
of
boston
in
the
neighborhood
of
west
roxbury.
So
thanks
for
the
opportunity,
I'm
very
concerned
of
the
impact
of
this
new
proposal
on
the
prosperity
of
city
of
boston,
so
the
education
of
one's
children
is
arguably
the
most
important
matter
of
any
family.
Y
So
this
admission
policy,
you
know
the
admission
policy
of
top
school
should
be
determined
by
the
current
people,
body
of
city,
boston,
since
major
and
city
council
elections
are
right
at
the
corner,
so
any
permanent
changes
on
exam
school
admission
policy
should
be
made
by
the
new
admission
of
city
of
boston.
The
reason
is
very
simple:
the
voters
are
going
to
decide
on
who
are
going
to
be
the
new
major
and
new
counselors
who
are
going
to
appoint
and
oversee
the
subcommittee.
Y
The
education
has
been
a
critical
part
of
every
candidate's
agenda,
so
why
are
we
so
rushed
into
decision
of
this
life
changing
event
for
so
many
people?
To
this
point,
I
I
call
with
what
daryl
murphy
just
said,
although
I
don't
really
know
her,
and
we
have
plenty
plenty
of
time
for
civic
debate
and
discussions.
Y
C
BI
Good
evening
my
name
is
gabriella
finaccio
from
the
fenway
neighborhood,
and
I'm
here
tonight
to
speak
in
favor
of
the
task
force's
original
plan
to
distribute
100
of
the
exam
school
seats
by
socioeconomic
tier
I'm
here
as
a
graduate
of
bls
from
the
class
of
2019.,
my
parents
put
a
large
amount
of
time,
effort
and
money
into
getting
me
into
the
school.
Had
the
task
forces
100
recommendation
been
in
place
when
I
was
applying,
I'm
not
sure
if
I
would
have
gotten
in,
but
I'm
okay
with
that.
BI
Now
I'm
grateful
for
the
opportunities
I
had
at
bls
and
the
education
I
received
there,
but
I
also
know
that,
because
of
the
resources
my
family
has,
I
had
other
options
for
my
high
school
education
that
would
have
lended
me
in
a
very
similar
position
to
where
I
am
today.
Most
pps
families
don't
have
those
options.
BI
Even
the
100
proposal
is
not
a
permanent
solution.
It
is,
however,
a
simple,
yet
effective
step
in
the
right
direction.
With
this
plan,
all
parents
have
have
to
know
is
that
their
children
will
only
be
compared
with
other
kids
in
similar
circumstances
as
their
own.
Furthermore,
having
this
leveled
playing
field
is
especially
important
for
students
in
the
most
vulnerable
situations,
I
was
pleased
to
learn
that
the
original
recommendation
included
a
tear
for
students
experiencing
homelessness
in
dcf
care
or
living
in
bha
housing.
This
provision
must
be
included
in
the
final
plan.
BI
The
education
I
received
at
bls
taught
me
to
speak
up
against
injustices
and
to
leave
my
community
better
than
I
found
it.
With
that
in
mind,
I
urge
the
school
committee
to
listen
to
the
families
and
community
members
who
have
been
fighting
for
equitable
changes
for
years
and
implement
the
task
force's
original
recommendation.
Thank
you.
C
BJ
Hi,
can
you
hear
me
yes
good
evening
thanks
good
evening?
My
name
is
norah
mcmanus
vincent
I
live
in
west
roxbury
and
I'm
the
parent
of
two
bps
students
who'll
be
entering
the
fourth
and
first
grades.
This
fall.
It
seems,
like
my
oldest
just
started
school
in
her
oversized,
yellow
countdown
to
kindergarten
shirt,
but
very
soon
she
and
all
her
classmates
will
be
put
by
us
adults
into
the
boston,
high
school,
sorting
machine.
BJ
The
whole
idea
of
all
this
sorting
into
middles
and
high
schools
that
happens
makes
me
think
about
the
new
math
guess
my
rule
or
number
machine
activity.
It's
the
one.
That's
designed
to
teach
algebraic
thinking
to
the
youngest
learners,
there's
an
empty
rectangle
on
the
page,
labeled
number
machine
and
the
kids
are
given
inputs
and
outputs,
and
their
task
is
to
find
the
rule.
So
one
goes
into
machine.
BJ
We
know
who
goes
in
and
we
know
where
they
come
out,
but
we
are
only
now
beginning
to
talk
about
what
is
happening
inside
the
box,
even
though
the
input
and
output
have
been
very
consistent
for
some
time
now
in
our
home,
we
try
to
teach
our
kids
to
look
around
themselves
and
notice
what
patterns
they
see
and
to
wonder
how
those
patterns
came
to
be.
It's
like
extending
this
number
machine,
algebraic
thinking
beyond
math,
when
my
two
wealthy-ish
white
kids
from
west
roxbury
and
all
their
classmates
are
sorted
into
high
schools.
BJ
Soon
they
will
all
see
and
notice
the
patterns.
Some
may
not
verbalize
what
they
see,
but
they
will
all
see
what
is
happening.
All
of
our
kids
experience
the
sorting
and
draw
their
own
conclusions
about
which
children
from
which
neighborhoods
are
deemed
deserving
of
access
to
boston's,
most
well-resourced,
public
schools.
BJ
My
sincere
hope
is
that
when
my
children
ask
questions
in
the
coming
years
about
the
patterns,
they
observe
we'll
be
able
to
tell
them
about
the
work
of
the
task
force
and
the
school
committee
to
make
the
boston
high
school
sorting
machine
just
a
little
bit
more.
Just
I
urge
you
to
support
the
task
force's
original
proposal
to
assign
100
of
a
selective
admission
high
school
seats
by
rank
in
socioeconomic
tiers.
Thank
you
all
for
your
time.
AE
Okay,
thank
you
for
the
opportunity
to
speak
in
front
of
you.
This
is
steve
a
paranormal
seventh
grader
from
west
waxboy.
I'm
strongly
against
this
complicated
untested,
unfair
subjective
and
exclusive
policy.
Boston
exam
score
is
not
for
everybody.
It's
advanced
program
that
everybody
has
to
work
hard
to
earn.
These
things
merit-based
admission
policy
has
been
running
well
for
decades.
AE
This
policy
was
suspended
in
europe
2021
to
22
due
to
pandemic,
and
it
was
promised
last,
but
this
person
would
be
soon
after
this
year
that
code
policy
was
supposed
to
use
temporary
for
just
one
year.
This
zip
code
policy
was
very
controversial
and
not
constitutional.
AE
Now,
similar
policy
is
introduced.
Nobody
cares
to
keep
the
original
promise
to
resume
the
merit-based
admission
policy.
The
boston
is
our
setting
for
every
tax
player,
regardless
their
risk.
Skin
color
sensor
sets
track
social
economic
status.
Now
this
product
divides
the
boston
city
into
eight
different
tires.
In
addition,
poverty
bonus
is
introduced
in
this
new
policy.
This
produce
appears
that
middle
class
family
is
not
welcome
in
boston
city.
Eventually,
a
middle
class
family
will
be
driving
out
of
boston
pandemic
is
temporary
and
we
will
eventually
recover
from
it.
AE
If
you
take
advantage
of
the
pandemic
to
start
a
very
base
admission,
partisan
will
convert
the
pandemic
to
disaster
to
the
boston
city,
which
will
ruin
the
city
in
long
run.
Let's
recall
dr
king's
speech,
I
have
a
dream
that
my
four
little
children
will
one
day
a
relation
where
they
will
not
be
judged
by
the
color
of
their
skin,
but
by
the
content
of
their
character.
Nowadays,
we
need
to
define
this
again.
A
policy
not
is
fair
and
justice
for
justice,
for
everyone
is
according
to
visit
them.
AE
AE
C
BK
Hi
everyone
so
good
evening,
madam
chair
robinson,
superintendent,
cecilia's,
boston,
public
school
committee,
board
task
force,
chair
sullivan
and
the
full
task
force
members.
My
name
is
priscilla
rojas.
She
her
aya,
I'm
a
proud
resident
of
matapan,
proud
godmother
to
two
bps
student,
proud,
wife
to
a
bla
alum,
and
I
also
have
the
honor
to
serve
you
and
our
boston
residents.
As
the
chairwoman
of
the
boston
planning
and
development
agency.
BK
First
and
foremost,
thank
you
from
the
bottom
of
my
heart
to
all
of
you
for
your
service
to
the
city
of
boston
and
his
children.
This
work
is
incredibly
difficult
and
at
times
can
be
heart-wrenching
career,
limiting
and
at
its
worth,
dangerous
to
one's
personal
safety,
but
you
do
it
and
I
do
it
because
it
matters
and
because
this
is
bigger
than
us.
So
thank
you.
Thank
you,
superintendent,
cosilius,
for
your
courage
for
the
courage
and
bravery
that
it
took
to
honor
the
task
force
original
100
recommendation.
BK
This
is
a
step
forward.
I
believe
that
I
wish
you
the
best
of
luck
and
continued
endurance
with
what
is
already
and
will
continue
to
be
a
long
meeting
with
respect.
I
support
the
superintendent's
recommendation.
BK
100
and
this
concludes
my
testimony
and
thank
you
thank
you,
ms
sullivan,
for
your
moderation
and
facilitation
tonight.
This
is
hard
and-
and
we
appreciate
you
so
good
luck.
Everyone.
C
Thank
you
very
much.
Our
next
speaker
is
not
signed
into
the
meeting
florence
lin,
so
move
on
to
marie
mercurio
marie
will
be
followed
by
peter
piazza,
andrea
deremus,
cortera
and
rachel
meiselman.
C
BL
I'm
sorry
about
that.
My
name
is
marie
mercurio
and
I
live
in
jamaica
plain.
I
have
one
child
in
an
exam
school
and
another
one
who
will
be
applying
this
year
tonight.
I
am
testifying
against
the
recommendations
as
presented
by
the
superintendent,
and
I
ask
that
you
will
please
hold
your
vote
tonight
and
consider
a
successful
model
like
chicago's.
BL
This
entire
process
has
been
tainted
by
racial
animus.
The
exam
school
task
force
was
selectively
stacked
with
ideologues
with
agendas,
not
citizens
looking
out
for
the
common
good.
The
simulations
they
conducted
and
the
discussions
between
the
members
were
mainly
concerned
with
racial
balancing
of
the
exam
school
seats,
not
merit.
The
final
recommendation
is
a
confusing
hodgepodge
of
ideas
borrowed
from
different
models
and
carved
out
to
please
different
political
interests.
BL
At
the
last
school
committee,
meeting
two
versions
were
discussed,
the
80
20
model
and
the
100
model.
The
100
model
was
never
voted
on
by
the
task
force.
The
80
20
model
was
openly
opposed
here
last
week
by
several
members
of
the
task
force.
We
learned
today
that
the
superintendent
is
recommending
further
changes.
These
recommendations
are
being
made
without
any
public
oversight
or
ability
to
give
constructive
feedback
on
them.
I
am
not
here
for
selfish
interests.
We
live
in
a
low
socioeconomic
census
tract
and
my
son
goes
to
a
quote:
high
poverty
school.
BL
This
plan
will
benefit
my
family,
but
we
do
not
need
these
advantages.
This
plan
does
not
sit
well
with
me
because
it
is
unfair
to
many
many
others.
Low-Income
students
will
fall
through
the
cracks
higher
income.
Students
will
inadvertently
reap
the
benefits.
This
up
this
upcoming
year.
Subjective
grades
are
the
only
criteria
that
matter.
You
will
see
a
majority
of
students
in
tier
seven
and
eight
being
graded
as
a
plus
by
their
teachers
who
will
pave
to
the
pressure.
These
two
tiers
will
also
have
the
highest
number
of
eligible
applicants.
BL
This
was
seen
in
the
data
because
of
the
bonus
high
poverty
points.
No
students
from
the
elliott
manning
kilmart
lyndon,
allegherie
or
boston.
Collegiate
charter
stand
a
chance
of
getting
one
exam
school
seat.
No
student
from
private
or
parochial
schools
will
either
this
plan
will
not
support
a
court
challenge.
Please
reject
this
plan
as
proposed
by
the
superintendent.
BL
What
is
the
solution
use
the
chicago
model
in
its
entirety?
You
are
using
their
communication
and
outreach
strategy
use
their
whole
plan.
It
will
balance
both
equity
and
rigor.
Importantly,
it
will
be
easier
to
implement
easier
to
understand
for
families
and
will
survive
legal
challenges.
Thank
you
very
much.
BL
BM
BM
Hello:
everyone,
I'm
an
educational
researcher
with
more
than
15
years
of
experience,
visiting
bps
schools
and
talking
with
administrators
teachers
and
students
for
various
projects,
I'm
also
a
white
parent
of
two
white
children
and
I'm
testifying
with
the
others
advocating
for
the
original
plan
developed
by
the
task
force
100
of
seats
determined
by
socioeconomic
status,
census
track
tears.
I
want
to
thank
superintendent
concilius
for
supporting
this
plan.
BM
BM
to
name
just
a
few
examples.
These
things
have
a
compounding
effect
that
connect
race
to
socioeconomic
status,
though
perhaps
less
sensational.
Recent
political
maneuvering
has
a
similar
intent
to
preserve
racial
caste
by
further
blocking
educational
opportunity
and
upward
mobility
for
families
who
have
been
historically
denied
it.
The
so-called
exam
schools
are
one
tiny
part
of
this
history,
but
the
access
is
enormously
important
for
the
students
whose
lives
can
be
changed
by
the
opportunity.
We
owe
them
a
debt,
let's
pay
it
at
one
hundred
percent.
Thank
you.
C
C
G
AY
BN
BN
Let
me
explain
my
reasons.
Let's
start
with
a
discussion
on
excellence,
there
was
a
time
not
too
long
ago
when
this
concept
was
not
seen
as
something
fanciful
or
somehow
cruel
here
in
boston.
Excellence
had
been
broadly
seen
as
an
ideal
to
which
all
bostonians
should
strive,
especially
in
the
field
of
education
somewhere
over
time.
However,
the
politicization
of
education
began
and
the
results
have
been
catastrophic.
BN
BN
BN
BN
It
has
been
decided
that
the
answer
lies
in
dismantling
the
exam
schools.
The
panacea,
however,
lies
elsewhere,
make
excellence
an
ideal
throughout
bps
maintain
the
meritocratic
culture
at
the
exam
schools.
Let
me
end
with
this
exams
measure
knowledge
and
evaluate
skills
they
override
legacy
and
render
socioeconomic
status
significantly
less
important.
BN
BN
X
G
G
G
X
Thank
you
for
supporting
the
hundred
percent
and
the
opportunity,
and
my
name
is
andrea.
Derimas
from
western
cheering.