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From YouTube: Boston School Committee Meeting 7-13-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
D
D
H
D
Tonight's
session
is
being
shared,
live
on
zoom,
it
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
Under
the
july
13th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
D
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Well,
our
spanish
interpreters.
Please
introduce
yourselves
and
give
zoom
instructions
in
espanol.
I
Thank
you
very
much,
madam
chair
good
evening.
Everyone
school
committee,
members,
distinguished
guests,
my
name
is
juan
bernal.
I
am
one
of
the
simultaneous
spanish
interpreters
whom,
along
with
interpreter
mr
randall
dominguez,
will
provide
simultaneous
interpretation
tonight
spanish-speaking
interpreter
gabriella.
Herrera
will
provide
consecutive
interpretation
for
school
committee.
Member
spanish-speaking,
miss
rafaela,
polanco,
garcia,
huibano
notices.
D
J
K
Thank
you,
madam
chair
good
evening.
Everyone,
my
name,
is
josian
and,
along
with
armando,
will
be
your
capri
and
interpreters
for
tonight.
K
D
L
B
Thank
you,
my
name
chair,
my
name
is
tina
and
my
partner
wei
will
will
to
provide
the
mandarin
interpretation
tonight.
B
M
D
D
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We'll
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen,
I'd
like
to
remind
everyone
to
speak
at
a
slower
space
to
assist
our
interpreters.
D
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
the
public
comment
closed
today
at
4
30
pm.
Please
make
sure
you
are
signed
into
zoom
under
the
same
name.
You
signed
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
D
I
want
to
give
a
warm
welcome
to
dr
drew
eggleston,
who
is
presiding
over
his
first
meeting
as
acting
superintendent
of
boston
public
schools.
Dr
eglson
will
be
providing
valuable
continuity
and
leadership
during
this
interim
period,
while
incoming
superintendent
mary
skipper
transitions
from
somerville
to
boston.
Thank
you,
dr
eggleston.
D
We've
also
scheduled
several
public
meetings
in
august
and
at
some
point
in
the
coming
weeks,
in
one
of
those
upcoming
coming
school
committee
meetings,
the
school
committee
will
publicly
vote
on
the
contract
for
the
incoming
superintendent,
as
well
as
the
acting
superintendent,
as
those
two
roles
are
inextricably
linked,
so
just
wanted
to.
Let
people
know
that,
so
we
will
now.
Oh,
so
I
have
one
other
thing
I
want
to
share
with
you
before
we
begin
tonight.
I
want
to
share
an
exciting
announcement
about
our
departing
student
representative.
D
Cyra
mercer
zyra
has
been
accepted
into
the
united
way's
marion
elfherd
scholarship
program
and
will
receive
financial
support
of
ten
thousand
dollars
over
four
years
of
college.
In
addition,
the
scholarship
recipients
get
their
own
e-coach
a
united
way
volunteer,
who
provides
advice
and
support
throughout
their
collegiate
journey.
It
even
gets
better
than
that.
The
united
way
of
mass
bay
and
merrimack
valley
has
committed
to
providing
future
student
representatives
to
the
boston
school
committee
with
the
heard
scholarship
as
long
as
they
qualify
the
school.
D
The
committee
has
been
fortunate
to
have
some
remarkable
student
representatives
over
the
years
and
for
a
long
time
we
have
been
looking
for
ways
to
acknowledge
their
valuable
current
contributions
to
the
district.
We
want
to
thank
the
united
way
for
the
generous
support
of
boston's
young
people,
and
we
want
to
give
special
thanks
to
former
school
committee
chair
alex
oliver
davila,
who
laid
the
foundation
for
this
special
partnership,
and
I
am
thrilled
that
zyra
and
future
stupid
representatives
will
have
this
incredible
opportunity.
D
I
know
we've
all
been
concerned
that
the
student
is
not
able
to
receive
the
stipend
that
the
rest
of
us
are
able
to
access,
and
so
we
really
feel
this
is
a
completely
wonderful
and
appropriate
way
to
acknowledge
that
with
the
scholarship
and
the
support.
So
again,
thank
you
united
way
and
thank
you
alex
also
for
your
help.
In
getting
this
to
happen,
we
will
now
move
on
to
the
approval
of
minutes
at
this
time.
D
D
G
G
H
H
D
O
I
wanted
to
begin
by
saying
congratulations
to
miss
mercer,
we'll
have
to
have
an
opportunity
to
host
her
back
here
when
she
starts
her
freshman
year
to
congratulate
her
publicly
for
this
really
prestigious
honor.
I
I
wanted
to
thank
madam
chair
for
the
warm
introduction
this
evening.
It's
an
honor
to
be
here
tonight.
I
also
want
to
thank
members
of
the
public
who
have
joined
us.
O
I
wanted
to
begin
my
comments
by
extending
a
word.
A
special
word
of
thank
you
to
chairperson
robinson
for
the
last
week
visiting
the
central
office
with
me.
We
had
a
chance
to
move
through
several
central
office
floors,
specifically
to
thank
individuals
for
their
work,
hear
more
about
their
individual
and
collective
priorities,
hear
from
them
about
some
concerns
that
they
might
have,
as
well
as
any
ideas
that
they
have
for
improvement
during
our
walk
through.
O
O
We
observed
visits
with
families
in
the
enrollment
in
newcomer
center
and
had
opportunities
to
welcome
new
families
to
bps.
We
observed
human
capital
staff
leading
a
call
center
for
new
and
current
employees
as
they
have
questions.
O
We
observed
a
special
space
in
bowling
called
the
bullpen
in
the
office
of
instructional
and
informational
technology,
which
is
adjacent
to
the
district
server,
and
we
had
opportunities
to
hear
about
summer
stem
programming
as
well
as
plans
from
the
early
childhood
team,
both
for
the
summer
and
the
fall
all
in
all.
It
was
just
a
really
extraordinary
day.
I
want
to
specifically
shout
out
and
thank
the
central
office
team.
O
O
I
am
pleased
to
announce
the
appointment
of
monica
hogan
as
the
assistant
superintendent
of
data
strategy
and
implementation
to
spearhead
the
agreement
outlined
between
the
city
of
boston,
the
department,
the
department
of
elementary
and
secondary
education
and
bps
in
her
role.
Monica
will
be
responsible
for
overseeing
the
implementation
and
monitoring
of
the
district
systemic
improvement
plan
with
deci,
as
well
as
the
planning
coordination
execution
of
the
district's
data
strategy,
with
an
emphasis
on
improved
decision
making
and
accountability
to
advance
the
mission
of
bps.
O
I've
outlined
those
commitments
that
are
due
by
august
15th
on
the
slide,
and
I
stand
ready
to
share
this
evening
that
I'm
completely
confident
that
we
will
fully
meet
the
deadlines
outlined
for
august
to
support
us
in
this
work.
We
have
created
internal
cross-functional
working
groups
to
ensure
that
we
are
making
progress
in
each
of
the
seven
focus
areas
outlined
in
the
systemic
improvement
plan.
O
O
O
O
Next,
I
want
to
provide
a
bps
summer
learning
update
the
bps
summer.
Learning
portfolio
consists
of
an
array
of
high
quality,
academic
and
enrichment
opportunities
for
students
in
every
grade
level.
Across
the
district
this
summer
we've
offered
111
programs,
which
is
a
20
increase
in
seats
and
offerings
over
summer
of
2021,
we've
had
more
than
14
000
students
enroll
in
our
different
summer
programs.
O
More
than
6
700
students
enrolled
in
in
fifth
quarter
summer
learning
programs
more
than
3
400
students
enrolled
in
high
school
credit
recovery,
2
700
students
an
extended
school
year
and
1250
students
enrolled
in
unique
multilingual
learner
programs.
Although
more
than
4
100
english
learners,
students
are
enrolled
in
across
all
programs.
O
O
Our
extended
learning
teams
visited
the
mildred
ave,
lee
k-8,
margarita
muniz
orchard,
gardens
blackstone
the
king
and
hennigan
sites
and
will
be
visiting
additional
sites.
Next
week
and
throughout
the
summer,
the
team
observed
site
coordinators,
creating
a
new
student
sign-in
process
by
using
qr
codes
in
parents,
phone
numbers
to
streamline
check-in
and
get
students
where
they
needed
to
be
faster.
O
We
observed
field
trips
with
students
and
families
already
in
action
with
class
trips
to
eastie
farms
in
east
boston
and
a
family
outing
with
courageous
sailing,
where
one
mom
share
sharing
about
the
sailing
experience
in
spanish.
We,
along
with
amanda,
are
super
happy
with
the
program
and
have
had
so
much
fun.
Thank
you.
O
So
much
just
today,
kindergarten
classrooms
received
live
caterpillars
to
learn
about
the
life
cycle
of
butterflies
and
stay
tuned
for
their
release
date
in
the
coming
weeks,
given
the
first
week
of
programming
continued
to
see
a
lot
of
movement
with
families
still
enrolling
and
students
moving
off
of
waitlists
for
programs
and
a
recent
decision
to
keep
registration
open
for
another
week,
attendance
data
will
be
looked
at
in
earnest
next
week.
Anecdotally.
We
are
feeling
very
good
about
attendance
with
the
programs
we
visited
having
attendance
rates
at
over
80
percent
of
the
invited
students.
O
O
O
O
O
O
These
working
groups
help
to
improve
the
quality
of
students,
assignment
data
to
facilitate
more
efficient
routing,
and
we
have
added
an
additional
data
position
to
support
this
critical
cross-function
work
to
support
with
driver
recruitment,
a
real
challenge
from
last
school
year.
A
four
thousand
dollar
on
bonus
is
given
to
anyone
who
is
hired
with
full
credentials,
and
we
are
also
giving
one
thousand
dollars
to
employees
who
refer
candidates
who
successfully
take
positions
with
transdev.
O
O
O
I
wanted
to
close
this
update
with
an
with
this
report,
rather
with
an
update
on
hiring
for
the
upcoming
school
year,
most
especially
for
school
leaders,
teachers
and
paraprofessionals
for
school
leaders.
We
have
completed
17
hires
and
an
additional
pending
hire
for
charlestown
high
school.
There
are
no
current
unfilled
school
leader
positions
at
this
time.
Once
we
make
the
announcement
of
a
school
leader
for
charlestown
high
school
for
teachers,
we
currently
have
about
250
educator
vacancies
across
the
system.
O
I
also
want
to
note
that
many
of
our
paras
are
being
hired
into
teaching
positions.
This
is
really
positive
in
terms
of
growth
and
development.
For
our
educators,
it
does
mean
that
we
have
more
vacancies,
which
you
anticipate
getting
filled
later
in
the
summer,
as
school
leaders
prioritize
finalizing
teacher
hiring
before
they
focus
on
paraprofessional
hiring,
we
have
an
all
hands
on
deck
pr
approach
to
and
process
to,
onboarding
hires
this
summer,
we're
also
working
with
our
new
licensure
specialist
to
ensure
people
have
what
they
need
to
be
licensed
for
their
positions.
O
I'm
continuing
to
monitor
the
staffing
and
transportation
data
and
will
ensure
support
for
central
office
and
school
leaders,
I'm
confident
in
our
readiness
for
day
one
at
this
specific
moment
in
time
and
look
forward
to
formal
presentations
to
the
school
committee
as
we
get
closer
to
the
start
of
school.
I'll
turn
this
over
to
chair,
robinson.
D
Thank
you,
dr
eggleston,
for
that
report.
I'll
now
open
it
up
to
questions
and
discussion
from
the
committee,
and
I
want
to
remind
our
colleagues
about
our
agreed
upon
norm.
You
each
have
five
minutes
one
to
two
questions
and
also
to
remind
bps
staff.
To
also
be
brief
with
your
response,
if
you
have
an
additional
questions,
I'll
come
back
around
for
a
second.
F
Thank
you,
dr
atlasen,
for
the
for
the
update,
it's
good
to
see
the
the
progress
already,
but
also
the
emphasis
on
the
metrics
that
we'll
be
looking
at,
particularly
over
the
next
year,
especially
more
in
depth.
I
actually
have
a
question
in
regard
to
what
what
protocols
are
going
to
be
that
you
all
are
thinking
about
putting
in
place
for
sort
of
the
recruitment
and
the
certification
for
to
develop
a
stronger
pipeline
for
for
english
learner
teachers,
and
particularly
with
the
intersection
of
english
learners
with
disabilities.
O
Yeah
a
few
things.
Thank
you
first
for
the
question.
There
are
a
number
of
local
colleges
and
universities
that
have
started
programs
recently
for
dual
language:
educators
that
are
focusing
on
dual
language
programs
and
what
it
means
to
be
a
teacher
in
dual
language
programs,
as
well
as
new
programs
to
support
an
increase
across
the
commonwealth
of
esl
teachers.
O
So
we've
been
working
with
a
few
key
universities
in
the
in
the
metro,
boston
area,
to
support
that,
and
members
of
our
own
team
were
out
at
those
universities
talking
to
potential
candidates
who
are
in
master's
programs
or
graduate
programs
to
support
their
potential
interests
in
bps.
O
We
find
that
some
of
our
educators,
who
come
directly
from
bps
or
are
part
of
a
program
such
as
bpe's
program
or
the
bt
boston
teacher
residency
program,
have
a
deep
understanding
of
the
boston
context
and
are
better
best
prepared
for
boston
classrooms,
and
that
has
been
a
signature
part
of
the
district
strategy
in
this
area.
F
P
F
O
It's
a
great
question:
I
don't
know
the
answer
to
it,
but
I'd
be
happy
to
follow
up
with
folks
internally,
as
well
as
some
of
our
partners
around
that
potential
strategy.
D
Q
Lapera,
thank
you,
madam
chair,
and
thank
you,
dr
eccleston,
for
the
information.
Apologies
have
I
missed
this,
but
I
know
that
when
you
were
going
over
the
mou
kind
of
updates
specific
to
the
august
15th
deadlines
from
the
chart
that
was
on
the
slide,
it
looked
like
most
pieces
were
on
track,
but
there
was
one
item
that
was
categorized
as
possible:
concern
related
to
english
language
learners,
and
so
again
I
apologize.
Q
O
Yeah
I
apologize.
I
wasn't
super
explicit
on
that
part
of
the
presentation
which
I
now
realize
so
the
the
issue
that
I
see
and
the
reason
I
marked
that
yellow
as
having
some
risk
for
us,
is
that
the
october
report
to
the
department
of
justice
has
always
been
a
weak
spot
for
bps.
There's
a
whole
host
of
reasons
for
that
one.
The
data
has
to
be
firm
and
final
by
mid-september
in
order
for
us
to
get
the
report
to
the
department
of
justice
by
october
1..
O
At
that
point,
we've
only
been
into
school
for
two
weeks
and
there's
a,
I
think,
been
a
lack
of
proactive
support
to
our
schools,
our
school
leaders
and
our
language
acquisition,
educators,
who
are
leading
this
work
at
specific
school
before
school
starts,
and
so
there
are
a
number
of
resources
and
changes
that
we're
making
to,
I
think,
be
better
positioned
than
we
have
in
the
past
relative
to
the
october
1
department
of
justice
report,
specifically,
we've
hired
new
leaders
within
that
office
both
to
focus
on
compliance
and
to
support
some
of
our
teaching
and
learning
transitions
that
we
need
to
make
relative
to
native
language
instruction.
O
Those
new
hires
are
going
to
be
embedded
within
the
regional
structure,
of
the
way
that
our
schools
are
organized
or
schools
are
organized
in
regions
generally
by
neighborhood,
and
there
will
be
a
specific
member
of
the
team
who's
working
directly
with
the
school
superintendent
monitoring.
The
data
making
school
visits
working
with
our
school
leaders
with
the
school
superintendent
to
ensure
both
support
and
accountability.
O
Relative
to
this,
our
team
in
the
office
of
multilingual
learners
and
multicultural
multicultural
education
will
ensure
that
they
are
presenting
to
all
of
our
school
leaders
at
the
august
institutes
to
ensure
that
the
department
of
justice
guidance
is
very
clear
as
well
as
to
provide
support
to
our
school
leaders
and
their
teams
on
data
reporting,
and
I've
asked
the
office
to
ensure
that
all
of
our
the
entire
office
is
deployed
out
into
schools
working
directly
with
school
leaders.
O
Those
first
days
of
schools
to
think
about
how
staff
is
being
deployed,
whether
or
not
that
staff
is
deployed
in
ways.
That's
consistent
with
what
our
department
of
justice
agreement
asks
us
to
do,
as
well
as
to
provide
the
technical
assistance
that
our
school
leaders
have
demonstrated
that
they
need
some
support
on
relative
to
the
september
reporting
due
dates.
Q
So
that
that's
helpful
and
I
you
did
go
over
some
of
those
pieces.
I
think
the
part
that
I'm
still
getting
stuck
on
is
we're
talking
about
the
work
with
the
department
of
justice
and
there's
a
report-
that's
due
in
october,
but
then
we're
also
naming
an
august
15th
deadline,
and
so
how
do
those
two
interact
with
each
other.
O
Yeah,
it's
a
great
question.
Let
me
do
my
best
to
try
to
respond
to
that.
My
understanding
of
the
systemic
improvement
plan
is
that
by
august
15th
we
have
to
be
able
to
communicate
to
deci
what
steps
we've
taken
to
improve
our
reporting
to
the
department
of
justice.
That
first
report
is
due
in
august.
Oh
sorry,
that
first
report
to
the
department
of
justice
is
due
on
october
1,
but
by
august
15th
we
have
to
have
made
some
systemic
improvements
relative
to
that.
O
So
some
of
those
things
that
I
shared
are
our
best
attempt
at
this
specific
moment
in
time
to
make
those
types
of
systemic
improvements
that
are
critical
for
our
multilingual
learners
and
until
I
start
to
see
data
and
have
better
sense
of
sort
of
our
enrollment
patterns
where
our
staffing
is
needed,
I'm
not
confident
marking
that
green.
Until
we
get
closer
to
the
start
of
the
school
year,
I'm
not
overly
concerned,
I'm
very
committed
to
ensuring
that
we,
our
numbers
for
october
1,
look
substantially
better
than
they
have
in
the
past.
N
Thank
you,
madam
chair.
So,
first
of
all,
dr
eccleston,
thank
you.
Thank
you
for
your
willingness
to
serve
as
interim
director
appreciate
you
stepping
up
for
the
city
and
for
the
district
at
this
time,
and
I
know
you
were
really
the
lead
in
working
out
the
mou
with
desi.
So
your
knowledge
on
that
is
invaluable,
and
I
appreciate
your
willingness
to
entertain
any
question
on
it
and
even
your
your
question
about
it.
N
So
I
want
to
step
back
for
a
second,
dr
eccleston
and
just
kind
of
get
your
thoughts
on
the
overall
agreement,
because
I
see
it
as
two
pieces.
First,
we
have
some
immediate
thresholds
of
august
15th,
which
is
more
kind
of
showing
deci
that
we've
started
a
lot
or
started
work
in
a
lot
of
areas
got
a
group
of
this
got
a
group
for
that
started
on
transportation,
et
cetera,
started
on
special
ed.
You
know
the
policy
manuals
et
cetera
and
you
and
you
talked
in
detail
on
each
of
the
steps.
N
N
First,
on
that
immediate
threshold
of
august
15th,
which
the
public
is
rightfully
focused
on
and
then
also
your
thoughts
about
the
stage
to
help
set
the
stage
for
us
as
someone
who
is
so
intimately
involved
in
crafting
this
agreement
with
desi
on
behalf
of
the
district.
N
Just
just
talk
to
us
for
a
minute.
Please
about
your
overall
thoughts
on
the
agreement
and
what
we
you
know
as
a
board
and
what
the
public
should
be
looking
at
and
your
confidence
on
each,
particularly
as
we
are
in
this
interim
stage
and
and
moving
forward
with
mary
skipper
in
the
future
and
and
you're
involved
with
her
on
this
etc.
O
Systemic
improvement
plan-
I
I
many
of
you
know
I
love
the
bps.
O
I
grew
up
educationally
in
this
organization
as
a
school
leader
and
a
system
level
leader
and
as
much
pride
as
I
have
that
I
work
for
the
bps.
I
also
know
in
very
real
ways
that
the
bps
has
not
delivered
in
ways
that
it
should
so
for
me,
the
the
agreement
that
we
have
with
deci
is
sure
about
hitting
these
benchmarks
in
august
15th
and
beyond,
that's
very
important
for
our
students
and
families.
O
More
importantly,
we
have
significant
work
to
do
to
change
the
way
we
do
business
in
bps.
That
is
really
the
spirit
of
this
agreement
and
I
think
to
your
point
that
is
going
to
take
more
than
by
august
15th
for
us
to
change
the
way
we
have
done
business
in
bps
for
a
very
long
time,
and
so
what
I
am
trying
my
best
to
do.
My
focus
has
been
on
a
number
of
really
key
things.
From
my
perspective,
one
I
want
to
ensure
summer
school
goes
off
as
strong
as
possible.
O
I
want
to
make
sure
that
we
have
a
great
first
day
of
school.
I
want
to
make
sure
that
I'm
supporting
the
transition
of
incoming
superintendent
and
then
just
as
importantly,
I
want
to
make
sure
that
I'm
laying
the
foundation
in
collaboration
with
central
office
leaders
with
this
governance
team
with
our
school
leaders
for
fundamental
change
across
the
central
office.
O
We
have
for
too
long
been
siloed
as
an
organization
in
ways
that
don't
communicate
between
and
among
different
functions,
and
so
it's
really
important
to
monica
hogan
and
me
that
we
build
in
a
diverse
group
of
system-level
leaders
coming
together,
cross-functionally
to
be
working
through
this
report
and
specifically
to
take
action
in
the
areas
in
which
bps
needs
to
improve
the
proof.
The
proof
ultimately
will
be
in
whether
or
not
in
the
months
to
come.
O
In
order
for
us
to
deliver
on
the
promise
of
that
systemic
improvement
plan
to
our
students
and
families,
who
are
ultimately
the
people
who,
I
feel
accountable
to
even
less
than
the
department
of
elementary
and
secondary
education,
which
is
clearly
something
we
have
to
do
so
a
lot
of
work
to
do,
I'm
confident
of
where
we
are
relative
to
some
of
the
early
expectations
and
I'm
I'm.
I
find
promising
some
of
the
some
of
the
ways
that
we're
working
together
in
new
ways
and
we'll
continue
to
do
that
over
the
summer.
N
N
Could
you
just
talk
for
a
second,
please
about
some
of
the
changes
that
that
contract
is
really
going
to
allow
us
to
make
of
why
you
are
confident
that
you
know
transportation
is
poised
for
improvements.
O
I
believe
she's
on
this
call,
so
I'm
going
to
ask
her
to
just
walk
the
public
through
some
of
the
improvements
that
this
contract
makes
to
address
very
explicitly
the
systemic
issues
we've
had
in
transportation.
If
I
have
anything
else
to
add
after
she's
done,
I
certainly
will
do
that,
but
she
is
far
more
expert
in
this
area
than
I
am
so
I'll
turn
this
over
to
dell.
R
I
am
going
to
share
a
few
things
that
we
did
not
have
in
the
contract.
Historically,
that
we
got
through
this
round
of
contract
negotiations
with
the
bus
driver
union.
One
would
be
mandatory.
Drivers,
completing
mandatory
dry
runs
prior
to
start
of
school,
so
after
the
driver's
bid,
the
drivers
have
their
assigned
runs
and
they
go
out.
It's
mandatory
after
the
bid
so
prior
to
school,
startup
they
go
out
and
do
their
dry
runs.
R
Another
bucket
would
be
how
we
do
the
standby
bid
in
the
morning
and
how
we
find
standby
runs
in
the
contract
before
the
standbys
once
the
standby
one
standbys
bid
on
their
run.
If
the
assigned
driver
walk
in
and
the
standby
already
completed
their
circle
check,
the
the
sign
driver
can
bump
that
standby
driver
to
take
over
the
run.
R
What
happens
then
is
now
we
have
runs
that
are
running
about
40
minutes
late,
because
there's
like
a
20-minute
circle
check
that
needs
to
happen
and
the
newly
assigned
when
the
assigned
driver
comes
in
that
driver
would
start
performing
a
circle
check
all
over
again
to
sign
off
the
bus.
Another
issue
that
we've
had
historically
is
leads.
Our
drivers
have
been
able
to
go
out
on
pretty
like
long-term
leaves,
and
their
leaves
were
very
open-ended
with
no
caps
at
all.
R
Unexcused
absences
was
a
thing
they
can.
Retro
drivers
can
would
in
the
past,
could
also
retro
their
pto
to
an
unexcused
accent.
So
if
they
don't
show
up
for
four
days,
they
can
walk
in
and
it's
like.
I'm
gonna
use
my
pto
for
those
days
and
we
would
just
have
to
like
there's
nothing
that
we
can
do
like
contract-wise.
R
So
that's
another
thing.
I
think
where
we
felt
so
getting
all
those
changed
in
the
current
contract.
I
think
it's
gonna
help
with
more
successfully
managing
the
workforce
and
also
better
outcomes
for
students
in
terms
of
like
having
more
drivers
on
staff,
also
holding
drivers
accountable.
Just
for
some
of
the
basic
things
that
we've
showing
up
for
work.
I
should
say
on
another
piece:
where
there
are
current
issues
is
driver
hiring.
We
fell
really
short
last
year
with
some
different
buckets.
R
There
are
some
data
issues
at
the
beginning
of
the
school
year.
Also,
the
driver
shortage
coupled
with
that
caused
a
lot
of
significant
issues.
We're
currently,
we
currently
are
running
like
a
big
recruitment
effort
for
drivers.
Right
now
we
have
274
applicants
and
we're
interviewing
every
day,
something
that
we've
never
had
before.
That
we've
established
is
a
cdl
training
program
and
we
we're
training,
bus
monitors
and
other
folks
that
are
coming
off
the
street
and
are
interested
in
becoming
bus.
R
Drivers
are
going
through
training
programs
to
become
bus
drivers,
and
this
is
something
that
the
district
has
never
or
any
of
our
contract
has.
Contractors
have
ever
had
before
we're
offering
sign-on
bonuses,
employee
referral
bonuses
for
hiring,
so
we're
currently
getting
a
lot
of
traction
and
is
really
doubling
down.
We
have
over
five
employees,
that's
dedicated
to
on
the
transdevon,
that's
dedicated
to
interviewing
and
processing
driver
hiring
and
our
safety
team.
R
Another
thing
that
we've
never
had
before
is
a
cd
sorry,
our
school
bus
certification,
transdev
now
all
of
their
safety,
their
safety
team
is
trained
to
do
the
school
bus
certification.
So
that's
something
that
we
are
currently
doing
in-house
right
now.
So
there's
a
lot
of
like
new
things
happening
happening
on
the
ground
in
shore
that
not
only
that
we're
covered,
but
we're
improving
services
for
students
across
the
board.
S
I
think
brando
hernandez.
E
G
T
It's
a
good
picture,
it
should
just
be
gross,
thank
you
and
then
you
can
go
one.
Thank
you,
dr
eckelson,
for
the
update,
and
you
know
I
can
imagine
too.
It
is
a
difficult
time
to
pull
all
of
this
together,
also
with
summer
schedules
and
hang
out
and
and
just
what
the
system
has
been
through
over
the
last
few
years.
T
So
I
just
want
to
recognize
that,
and
you
know
we're
all
thankful
that
you're
there
leading
the
team,
I'm
gonna
I'll
ask
some
questions
about
the
mou
in
a
second,
but
I'm
just
curious.
You
mentioned
hiring
bonuses
used
in
previous
years
for
transportation.
You
also
mentioned
vacancies
and
other
key
areas.
Are
we
using
hiring
bonuses
in
those
areas,
and
you
know,
there's
other
districts
across
the
country
also
have
used
esther
funds
for
hiring
bonuses.
O
We
have
not
been
using
that
strategy
of
hiring
bonuses
for
hard
to
staff
areas,
certainly
something
we
could
talk
about
as
a
team
would
likely
require
collaboration
and
partnership
with
our
teachers,
union
and
other
unions,
in
order
to
do
that,
but
certainly
can
bring
this
back
to
the
ohc
team
and
they
may
megan
reid,
I
know
is
on
this
call.
O
She
may
have
some
background
information
around
either
analysis
they've
done
on
this
issue
or
anything
else
to
add,
feel
free
megan
to
to
add
that
detail,
but
I'm
not
aware
of
it
at
this
specific
moment
in
time,
but
would
be
eager
to
talk
to
the
team
about
it.
R
And
just
one
thing
for
clarification:
the
hiring
boldness
is
on
the
transportation
side
for
bus
drivers.
Just
quick
differentiation.
The
drivers
are
employees
of
the
contractor,
they're,
not
bps
employees,
so
it
kind
of
just
like
works.
A
lot
different.
U
This
is
megan
reed.
I
would
just
second
what
dr
eccleston
said.
We
at
this
current
moment
are
not
using
hiring
bonuses
for
our
hiring
of
staff.
T
I
can
imagine
I'm
just
saying
it's
something
I
hope
we
we
explore,
because
you
know
you
you
go
on
indeed
right
now
and
you
look
around
particularly
for
nursing
positions
and
folks
are
getting
ten
thousand
dollars
to
sign
on,
and
so
hopefully
we
can
take
a
a
creative
aggressive
approach
in
partnership
with
our
labor
partners.
T
Obviously,
to
think
about,
what's
the
most
important
thing,
which
is
getting
those
positions
filled
and
meeting
the
moment
right,
which
is
that
folks
are
many,
are
anticipating
those
bonuses
as
part
of
the
recruitment
process
and
stuff
we're
going
to
compete,
we've
got
to
offer
them.
I
have
another
question
just
around
any
further
insight.
We
have
around
the
external
auditor,
and
this
is
a
question
I
asked
in
previous
weeks
so
sort
of
what
do
we
know
and
and
what
are
we
still
waiting
to
find
out.
O
The
internal
auditor
position,
which
I
I
think
we've
talked
about
our
last
name
but
just
to
sort
of
clarify
for
everyone
as
part
of
the
agreement
by
august
15
deci
commitment
is
to
post
for
an
internal
auditor
that
internal
auditor
would
position
or
request
for
vendor.
Rfp
was
posted.
Yesterday
I
had
a
chance
to
review
it.
O
I
had
a
chance
to
review
it
and
have
a
discussion
around
some
follow-up
and
there's
some
questions
that
I
have
internally
with
our
legal
team
that
I've
posed
to
the
deputy
commissioner
that
I
sort
of
want
to
hear
more
about,
and
it
seems
like
they
have
a
sort
of
probably
about
a
month
process
for
sort
of
accepting
proposals,
interviewing
potential
candidates
or
teams
of
candidates
who
will
then
be
assigned
to
bps
to
work
on
the
internal
auditing
project
and
I'll
be
eager
to
update
the
community
on
that
process.
T
Maybe
my
last
question
here.
Actually,
I
think
I
have
two
more
one.
Is
it's
exciting
to
hear
that
you've
identified
you're
starting
to
identify
the
the
team
of
folks
who
are
working
with
you
in
this
work?
You
know,
for
me,
it's
sort
of
the
first
flag
that
comes
to
mind,
and
this
has
nothing
to
do
with
like
personnel
specifically
just
structure.
I'm
curious
as
your
you
know.
T
So
many
of
the
concerns
raised
in
the
mou,
at
least
as
I
understood
it,
was
around
data
and
accountability,
and
so,
as
we
shift
leadership
from
that
department
into
oversight
of
this
role.
What's
the
sort
of
plan
to
backfill
that
structure
internally,
so
you
know
one
to
like
you
know:
accelerate
data
clarity,
but
also
sort
of
the
confidence
right.
If
we're
seeing
that
big
leadership
shift.
O
Yeah,
it's
a
it's
a
great
and
important
question.
Just
a
a
few
sort
of
things,
I
think
we
have
to
think
about
organizationally
is
that
the
concern
not
isn't
necessarily
sort
of
our
data
reporting
or
the
actual
data
itself.
O
It's
just
sort
of
the
process
we
go
through
sometimes
is
not
necessarily
follow
those
sort
of
protocols,
and
so
there's
a
there's,
a
lot
of
work
that
we
need
to
do
to
make
sure
that
the
data
entry
is
done
significantly
well,
and
so
that's
that's
the
part
that
we
need
to
interrogate
as
an
organization
in
the
weeks
and
months
to
come
as
we
as
we
move
through
the
type
of
systemic
improvement.
O
That's
necessary,
I'm
very
excited
that
april
clarkson,
who
is
a
long-serving
bps
employee,
who
has
deep
knowledge
in
this
area,
will
be
leading
the
department,
at
least
in
the
interim,
and
certainly
will
be
up
to
superintendent
skipper
around
the
direction
she
wants
to
go.
I
have
certainly
communicated
this
idea
in
this
plan
to
incoming
superintendent
skipper
and
expressed
to
her
my
great
confidence
in
april's
leadership,
to
lead
the
department,
at
least
in
the
short
term,
and
potentially
into
the
future.
T
O
There
is
a
plan
to
backfill
some
of
those
roles.
Some
of
them
will
be
posted
in
the
days
to
come
and
other
reconfigurations.
We
need
to
make
as
we
move
forward,
but
the
plan
is
to
ensure
that
that
department
is
fully
staffed.
O
K
V
S
V
V
So
it's
very
important
because
this
is
gonna
mark
a
really
big
this.
It's
these
decisions
are
gonna,
make
a
really
big
difference
with
the
new
interim
superintendent
and
its
team
and
his
and
their
team,
their
team.
I
apologize,
and
in
that
sense
I
recommend
that
this
group
makes
this
work
quietly.
V
Is
there
already
a
plan,
a
strategic
plan
in
within
this
group
with
to
work
with
the
english
learners?
That's
my
first
question.
O
Let
me
let
me
just
share
a
few
things
relative
to
this
question.
Thank
you,
one
for
the
clarity
and
and
advocacy.
I
agree
with
your
premise
that
we
need
to
act
with
great
level
of
urgency
around
strategic
plans
for
our
multilingual
learners
with
and
without
disabilities
and
our
students
with
disabilities.
That
is
the
most
critical
work
before
us
in
boston,
public
schools.
O
Those
those
specific
plans
have
really
clear
strategic
priorities
and
initiatives
attached
to
them
and
as
it
relates
to
our
work
for
multilingual
learners,
it's
required
as
part
of
the
agreement
that
we
have
drafted
a
plan
for
us
to
engage
in
community
discussion
with
which
has
already
happened
with
our
task
force.
Our
english
learner
task
force
with
the
department
of
justice
with
the
department
of
elementary
and
secondary
education.
O
The
systemic
improvement
plan
also
expects
that
between
august
15th
and
I
believe
it's
october
11th-
maybe
it's
12,
but
somewhere
in
that
early
october
range
no
later
than
that
date.
The
district
is
required
to
put
that
on
the
agenda,
put
the
strategic
plan
for
multilingual
learners
on
the
agenda,
and
it
would
be
my
expectation,
my
recommendation
to
incoming
superintendent
skipper
that
that
document
be
voted
as
a
policy
document
by
this
governance
team
to
illustrate
its
its
support
of
assuming
it
has
your
support
around
really
important
shifts.
O
So
the
idea
is
that
by
by
august
15th,
the
plan
for
multilingual
learners
is
drafted
and
sometime
no
later
than
around
october,
12th,
that
it
is
presented
for
your
approval
as
a
body
with
the
caveat
that
has
gone
through
an
engagement
process
throughout
that
time,
as
it
relates
to
the
office
of
special
education,
where
we
have
significant
work
to
do
around.
Transforming
the
practices
of
that
office.
O
We
are
required,
I
believe,
it's
by
mid-november,
to
bring
forward
to
the
school
committee
the
recommendations
of
that
audit
or
that
review,
as
well
as
materials
associated
with
the
district
strategic
plan.
O
I
don't
remember
the
exact
date
right
now
and
be
voted
on
for
you
for
your
action
in
the
coming
months.
V
I
can't
wait
for
that
strategic
plan
on
october
12th
because
I
have
so
many
people
who
are
waiting
to
know
and
I'm
also
very
anxious
about
it,
and
now
I'm
going
to
go
with
my
second
question.
Thank
you.
Okay,.
V
Okay,
we
had,
we
had
a
full
academic
school
year
and
the
parents
were
coming
to
the
meetings
asking
about
the
installations
about
the
bathrooms,
about
the
air
condition
about
many
things
in
the
installations.
V
I
saw
in
one
of
the
slides
that
mr
eckles
eckelson
shared
that
they're
gonna
do
something
about
the
bathrooms
in
the
installations.
O
The
short
answer
is
yes,
the
the
boston
public
schools
has
generated
a
list
in
which
bathroom
renovations
are
necessary
at
specific
schools
under
the
leadership
of
chief
opera
operating
officer,
indy
alvarez
and
director
of
facilities,
brian
ford,
they
have
done
a
remarkable
job
systematizing
that
work,
so
we
have
a
very
clear
outline
of
what
schools
need:
renovated
bathrooms
in
a
strategic
and
thoughtful
plan
using
the
opportunity
index
and
the
rept
tour
or
the
racial
equity
planning
tool
to
identify
where
the
priorities
need
to
be
in
a
really
systemic
way.
O
At
our
august
10th
update,
I
can
include
multiple
slides
around
some
of
the
other
areas,
you're
identifying
around,
which
are
very
important,
around
air
conditioning
and
other
installations
that
that
need
to
be
that
need
to
be
part
of
our
major
facilities
planning
work.
I
don't
have
all
those
answers
in
front
of
me
today,
but
I
have
great
confidence
based
on
the
sort
of
expectations
that
we
have
outlined
in
the
systemic
improvement
plan,
that,
under
chief
alvarez
and
director,
ford's
leadership.
We
are
in
a
much
better
place
relative
to
bathrooms.
F
F
I
guess,
the
the
internal
sort
of
investigation
at
the
central
office,
particularly
regarding
like
mission
hill
things
like
that
that
we
should
also
just
be
mindful
of
as
we
move
into
the
new
year.
O
Yeah,
let
me
just
say
a
few
words
about
where
we
are
on
that
a
draft
version
of
phase
two
which
is
looking
at
the
actions
of
individual
school
actors,
has
been
submitted
to
me
from
hinckley
allen.
I
am
currently
reviewing
that
document
in
collaboration
with
our
office
of
labor
relations,
as
well
as
our
office
of
legal
advisor
and
we'll
be
making.
O
Any
decisions
that
I
need
to
as
the
acting
superintendent
related
to
that
I
will
say
that
that
report
will
remain
privileged.
It
is
organized
around
the
specific
actions
of
employees,
which
would
be
I've,
obviously
be
woefully
in
inappropriate
for
us
to
sort
of
share
publicly,
but
I
am
committed
to
taking
action.
That's
commensurate
with
the
findings
from
phase
two
phase.
Three
of
the
report,
which
is
currently
underway,
is
looking
at
the
actions
of
central
office
leaders.
O
Hinckley
allen
is
looking
at
somewhere
between
mid
to
late
july
and
that's
later
than
what
we
promised.
We
probably
over
committed
based
on
feedback
that
we
got
from
hinckley
allen
about
how
how
long
this
would
take.
I
don't
think
I
think
that
this
has
become
obviously
a
far
more
complex
investigation
than
we
had
originally
realized
when
we
first
leveraged
hinckley
allen.
O
When
I
started
in
one
of
my
first
weeks
on
the
job
in
july,
but
we
are,
we
are
moving
toward
the
end
of
the
investigation,
I'm
moving
forward
on
implementing
phase
two
recommendations
on
a
case-by-case
basis
and
we'll
be
making
public
both
transparently
on
our
website
the
findings
that
are
appropriate
from
phase
three,
as
well
as
reporting
on
that
in
in
the
weeks
and
months
to
come.
T
It's
good
to
hear
continued
clarity
around
the
timeline
on
on
mission
hill,
obviously,
and
the
findings
more
specifically
around
central,
and
you
know
I
think
I
speak
for
everyone,
or
at
least
I'll
definitely
speak
for
myself
and
say
I
think
people
want
answers
faster,
and
I
know
you
can't
push
them
any
faster,
like
that's
the
part
of
an
external,
an
external
body,
doing
the
investigation,
but
I
know
that
this
body
will
continue
to
ask
every
single
school
committee
where
we
are
until
we
have
an
update
on
on
on
where
this
lands
and
and
what
we're
going
to
learn
and
what
we'll
restructure
from
a
central
level
as
a
result
of
it.
T
My
question,
though
different,
and
so
I
just
appreciate
dr
alkins-
also
for
raising
it
this
week.
My
question
is
about
the
mou
and
and
special
education
specifically,
if
I'm
understanding
things
correctly
right
like
we're
talking
about,
if
I
understand
right,
like
there's
a
sort
of
audit
of
district
practices-
and
you
were
talking
about
this
as
part
of
the
sort
of
broader
recommendations
that
would
come
forward
to
the
school
committee.
So
I
guess
I'm
curious
like
is
there
a
selection
process
that
is
taking
place
who's
responsible
for
for
that
work?
T
And-
and
I
guess
I
can
ask
questions
after
that-
but
I'm
just
sort
of
I
think,
more
clarity
around
what
that's
going
to
look
like
and
then
sort
of
what's
to
come.
O
T
Yeah,
I
guess
so
like
it
unless
they're
we're,
you
know,
pulling
someone
off
of
an
existing
rfp
or
work
that
we
had
already
started,
or
just
you
know,
what's
the
process
and
what
is
it
going
to
look
like
and
when
do
we
expect
it
to
launch
in
preparation
for
what
I
believe
you
said
was
an
october
report,
yeah.
O
It's
october
12th
for
multilingual
learners
in
mid-november.
I
believe
for
office
of
special
education.
I
believe
monica
hogan
is
on
the
call
she
can
walk
us
through
the
procurement
process,
we're
going
through
to
secure
the
vendors
for
the
august
15
deadline,
and
then
I
can
answer
any
follow-up
questions
you
might
have,
but
I'll
have
her.
She
knows
this
far
more
in
a
more
detailed
way
than
I
do.
W
Thanks,
dr
eccleston,
we
have
solicited
quotes
and
proposals
from
multiple
vendors
and
are
in
the
process
of
getting
those
proposals
back
procurement
processes,
sort
of
state
that
we
take
the
lowest
fully
responsive
proposal
that
we
get
back
and
so
we're
anticipating
proposals
to
be
returned
to
us
by
tomorrow.
So
that
way
we
can
initiate
the
contract
processes
and
make
sure
that
they
are
in
place
by
august
15th,
so
we'll
be
doing
three
separate
contracts,
one
for
special
education,
one
for
student
safety
and
one
for
transportation.
T
That's
helpful
so
by
next
week,
sometime
or
the
week
after
at
the
latest,
we'll
know
who
has
been
selected
for
that
audit
and
hopefully
that
at
the
next
school
committee
we
can
walk
through
that
as
well.
As
you
know,
any
of
their
track
record
around
significant
transformation
or
sort
of
work
in
in
this
area.
O
Yeah
I've
had
multiple
meetings
with
dr
ojukutu,
who
leads
the
boss,
public
health
commission,
both
around
the
city
and
what
will
be
the
district's
support
for
vaccination,
vaccination
clinics
around
the
city
and
at
our
bps
sites,
and
we
have
a
meeting
upcoming.
I
believe,
on
friday.
It's
sometime
this
week
before
dr
aju
kutu
goes
on
vacation
with
incoming
superintendent
skipper
so
that
we
can
go
through
what
the
recommendations
are
from
the
boston
public
health
commission
relative
continuing
through
summer
and
most
particularly
in
most,
concerning
as
we
enter
into
the
fall.
O
I
don't
want
there
to
be
any
surprises
for
the
incoming
superintendent
and
want
to
make
sure
that
we
do
everything
we
need
to
from
a
systemic
perspective,
to
ensure
that
we
put
in
the
conditions
to
have
a
safe
entry
into
school
and
so
I'll
be
ready
to
update
the
com.
The
committee
about
this
after
some
really
important
upcoming
meetings
in
in
the
weeks
to
come
with
the
team
at
boston,
public
health,
commission
and
we'll
be
able
to
share
details
around
what
our
readiness
looks
like
for
the
fall.
D
O
Yeah,
I
I
would
be
happy
to
do
that,
and
this
is
a
sort
of
a
shared
belief
that
both
incoming
superintendent
skipper
and
I
sort
of
hold
about
what
needs
to
be
true
for
our
schools.
I
think
there
have
been
a
number
of
different
challenges
relative
to
some
of
the
types
of
improvement.
Bps
needs
to
make.
Our
central
office
has
been
organized
into
silos,
as
I
mentioned
before,
and
there
isn't
the
type
of
cross
functionality
and
collaboration
that
is
truly
required
to
drive
dramatic
improvements
across
the
boston
public
schools.
O
I
think
also
there
has
not
been
an
orientation
both
on
an
academic
and
operational
perspective,
in
the
way
that
there
needs
to
be
around
understanding
that,
in
large
part
as
central
office
leaders,
our
job
has
to
be
in
service
to
schools.
That
is
an
orientation
that
I
think
that
both
the
incoming
superintendent-
and
I
share
that-
is
critically
important
as
I've
sort
of
entered
into
the
district
and
saw
the
remarkable
work
of
our
school
superintendents
who
lead
portfolios
at
schools.
O
All
too
often,
I've
found
and
I've
previously
done
that
job
in
the
boston,
public
schools.
I
found
that
they
do
not
always
have
the
dispos
that
support
that
they
need
to
leverage
on
their
respective
teams
and
so
from
both
an
academic
and
in
some
ways
operational
perspective.
What
we've
been,
what
we've
been
talking
about
and
started
to
organize
around
is
embedding
key
district
supports
into
the
region
network.
O
They
are
going
out
to
the
schools
within
the
context
of
that
region
and
that
network
and
we've
organized
ourselves
around
geographic
sort
of
neighborhoods
that
make
sense.
So
we
can
look
for
patterns
and
trends
across
neighborhoods
and
respond
to
the
customized
needs
of
schools
by
neighborhoods,
and
so
that
structure
is
something
that
is
very
important
to
the
incoming
superintendent.
O
There
will
be
nine
regions
in
six
k-8
regions
and
three
high
school
regions.
D
D
All
righty,
thank
you.
Are
there
any
more
questions.
D
G
D
C
G
G
H
H
D
We
plan
to
deviate
from
our
usual
practice
tonight
by
presenting
a
report
and
an
action
on
new
massachusetts,
interscholastic
athletic
association,
miaa
memberships
for
a
group
of
bps
schools,
recognizing
that
this
is
a
time
sensitive
issue
which
impacts
the
uncom
upcoming
school
year.
However,
the
committee
now
plans
to
add
two
meetings
in
august
to
receive
deci
updates
and
plan
for
school
reopening.
Therefore,
a
vote
on
the
mia
membership
this
evening
is
no
longer
necessary.
D
D
No
hearing,
none,
we'll
now
move
on
to
general
public
comment.
Thank
you,
ms
sullivan.
C
C
C
C
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
district
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoom.
C
We'll
begin
this
evening
with
marv
neal,
ketsi,
caraballo,
marisol,
roach,
john
mudd
and
sharon
hinton.
If
you
could
all
please
raise
your
hands
virtually,
and
I
want
to
note
that
we
did
have
earlier
this
week,
17
speakers
from
up
academy
who
were
supportive
of
the
ops
charter
renewal
and
they
graciously
agreed
to
consolidate
their
speakers
to
three.
A
A
I
love
the
privilege
and
opportunity
to
express
my
feelings
on
advocating
for
the
school,
like
I
said,
they've
been
very
well
with
the
children,
also
giving
me
the
opportunity,
as
even
and
career
day,
to
promote
to
the
kids
to
further
the
education.
A
But,
furthermore,
the
location
having
the
children
also
receiving
iep
services
is
a
plus
the
child
that
just
graduated
this
year
is
also
attending
one
of
the
three
exam
schools.
So
I
again
love
the
privilege
that
I'm
here
to
be
able
to
express
my
feelings
on
speaking
about
the
school
committee,
and
just
saying,
can
you
know
megan
if
it
was
okay
to
if
we
can
keep
it
open?
For
you
know
all
the
future
kids
coming.
K
X
I'm
national
roach
and
I
enjoyed
my
experience
at
up
academy
dorchester.
I
had
a
excellent
supporting
system
from
my
friends
and
my
teachers
and
I
liked
how
they
was
always
there
for
me
and
I
needed
them,
and
I
really
enjoyed
my
time.
X
It
was
always
supportive
to
me
and-
and
they
pushed
me
and
to
do
more
than
I
thought
I
could
and
and
now
I
am
going
to
the
orion
and
yeah.
C
P
Sorry,
I
still
haven't
mastered
this.
Can
you
hear
me
all
right
and
see
me.
E
P
So
my
name
is
john
mudd,
I'm
reside
in
cambridge
massachusetts
and
I'm
a
longtime
education
advocate
in
boston
after
watching
school
committee
meetings
for
30
years.
I
do
have
some
thoughts
about
how
they
could
be
better
organized
I'd
like
to
share
some
of
those
suggestions
in
three
major
areas
for
you
to
consider
in
your
discussion
beginning
later
tonight,
and
in
the
future.
P
So
first
for
years,
bps
has
stated
that
its
priorities
are
to
eliminate
achievement
gaps,
promote
racial
and
linguistic
diversity
of
teachers,
increase
inclusion
of
special
education
students
and
improve
education
for
english
learners
and
english
learners
with
disabilities,
with
a
recent
focus
on
access
to
native
language.
Annual
reports
in
these
areas
are
not
enough.
Your
agendas
should
provide
for
monitoring
progress
in
each
of
these
areas
at
least
quarterly
agendas,
as
they
are
now
formed,
splay
out
in
too
many
areas
and
divert
time
and
energy
away
from
these
priorities.
P
P
P
Y
Good
evening,
everyone
on
this
beautiful
summer
evening,
I'm
sharon,
hinton
mother,
of
a
bps
graduate
educator
of
over
40
years
hyde
park.
Homeowner
community
advocate
doctoral
student
president
and
founder
of
black
teachers
matter,
incorporated
in
the
midst
of
all
the
congratulations
and
well
wishes
for
the
new
superintendent
mary
skipper.
Let
us
not
forget
about
the
flawed
process,
which
was
used
to
select
the
new
superintendent.
Y
This
rushed
process
completed
under
the
duress
of
deci
was
not
the
transparent
and
open
process
promise.
Despite
several
zooms
and
meetings
targeted
towards
different
demographics,
soliciting
valuable
input.
Certain
candidates
who
happened
to
be
of
color,
dropped
out
and
limited
the
opportunity
to
get
a
superintendent
that
better
reflected
the
student
population
of
bps.
Y
There
were
even
members
of
the
boston
school
committee,
who
stated
they
would
not
have
hired
either
one
of
the
remaining
candidates
for
their
own
organization.
Yet,
as
a
team
player
went
along
with
the
majority
who
chose
to
rubber
stamp,
the
long
room
of
choice
for
the
mayor
in
the
pursuit
of
stability,
diversity
took
a
hit
representation
matters.
Research
shows
that
black
students
who
have
a
black
teacher
by
third
grade
are
40
percent.
Y
This
dis
ease
when
it
comes
to
the
conversation
about
race,
further
supports
boston's
reputation
and
portrayal
as
a
racist
city,
despite
statements
to
the
by
elected
officials
to
the
contrary,
this
time
and
selection
process,
despite
the
justifications
by
those
involved,
just
proves
that
the
more
things
change
the
more
they
have
stayed
the
same.
Do
better
boston
and
demand
a
fully
elected
school
committee
that
can
be
a
better
check
and
balance
on
those
who
would
be
king
or
queen.
Y
Z
Can
you
hear
me?
Yes,
we
can
hear
you
okay,
great
hi,
I'm
a
parent
of
a
child
that
tends
to
wrestle.
I
would
like
to
state
that
I
disagree
with
the
proposal
to
merge
the
rest,
the
russell
and
the
cap.
If
you
merge
the
schools
who
will
be
losing
the
pay
zero
classrooms,
then,
where
will
we
put
our
children
k-zero
classrooms
are
so
limited
within
the
district
families
should
have
options
to
place
their
children
in
schools
that
suit
them.
Please
do
not
merge
the
schools.
Thank
you
very
much.
Z
C
Okay,
I'm
not
seeing
her.
Let's
try
mike
heischmann.
AA
You
could
give
it
another
try.
The
age
of
dr
brenda
casilius
is
now
part
of
boston's
history.
The
bps
must
be
a
learning
organization.
I
strongly
recommend
the
school
conduct
school
committee
conduct
a
final
evaluation
report
of
the
three
years
that
she
was
our
educational
leader.
What
went
well
should
be
built
upon.
What
can
we
learn
from
what
went
poorly?
AA
AA
AA
AA
Confusion
about
people's
roles
in
an
organization
leads
to
dysfunction,
mayor
wu
and
her
chief
educational
advisor.
Does
she
have
one
should
be
invited
to
attend
these
meetings
if
they
wish
and
publicly
communicate
their
views
to
you
in
the
community
months
ago,
mr
cadet
hernandez
asked
what
his
role
is.
The
time
for
uncertainty
is
now
over.
AA
AA
Please
explain
the
process
which
led
to
the
selection
of
dr
drew
eccleston
as
the
acting
superintendent
did
chairperson
robinson
have
the
authority
to
nominate
the
candidate.
This
is
not
an
accusation.
This
is
a
question.
I
think
it's
very
important
for
us
to
be
clear
about
the
rules
and
responsibilities
of
individual
members,
the
chair,
the
school
committee
at
lodge
and
the
superintendent
schools.
AA
It
looks
like
I
get
30
extra
seconds.
I
am
I'm
totally
unprepared
to
deal
with
that.
Can
I
save
it
for
a
future
time?
That
would
be
appreciated.
Thank
you
very
much
have
a
good
day.
Oh.
D
Thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totally
thirteen
million
three
hundred
thirty
six
thousand
six
hundred
and
thirty
two
dollars.
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
D
D
D
My
watch
wants
to
participate.
G
G
H
H
D
Thank
you.
Our
next
action
item
is
horus
man
in
desperate
charter
renewals
and
amendment
request.
You
will
recall
that
in
our
june
21st
meeting
superintendent
consolius
joined
by
school
leaders
presented
horace
mann
in
district
charter
renewal
request
for
boston
day
in
evening
academy,
the
edward
m
kennedy
academy
for
health
careers
in
up
academy
dorchester.
D
D
AB
G
G
N
D
D
C
G
G
H
N
D
D
G
G
H
N
G
G
G
H
N
D
Thank
you
and
thank
you
to
all
of
the
schools.
Good
luck
for
next
year.
Our
first
and
only
report
this
evening
is
new
massachusetts,
interscholastic
athletic
association,
miaa
membership
for
a
group
of
bps
schools.
I'd
like
to
invite
deputy
superintendent
of
operations
sam
depina
to
please
present
his
report.
First
I'll
invite
the
acting
superintendent
to
offer
introductory
comments.
O
Thank
you
chair,
currently,
not
all
boston
public
school
students
in
grades
9
to
12
have
access
to
participate
in
athletics.
O
The
district's
participation
in
miaa
is
an
essential
component
to
ensure
that
our
students,
most
of
whom
are
members
of
historically
marginalized
populations,
have
the
opportunity
to
participate
in
team
sport.
Competition
I'll
now
turn
it
over
to
deputy
superintendent
of
operations.
Dr
sam
depina,
for
this
presentation.
AB
Thank
you,
dr
recklesson,
and
thank
you,
madam
chair
good
evening
and
good
evening,
members
of
the
school
committee
in
public
who
have
joined
us
this
evening,
as
introduced
in
dr
sam
depena,
and
I'm
also
joined
here
by
avery
esdale,
our
senior
director
of
athletics,
due
to
the
brevity
of
the
presentation
I'll
be
going
through
the
presentation,
but
we'll
both
be
here
to
answer
any
questions
you
may
have
next
slide,
please,
as
you
may
recall,
we
increased
the
athletic
department
budget
this
past
spring,
to
increase
opportunities
for
athletic
expansion
and
to
stabilize
the
athletic
department
staffing
to
support
with
different
operational
needs
of
the
department.
AB
This
is
part
of
the
effort
to
expand
our
athletic
opportunities
for
our
students
we
are,
as
mentioned,
we
are
seeking
approval
to
seek
mia
membership
for
these
eight
schools
and
the
purpose
as
discussed,
is
to
ensure
that
all
bps
high
schools
in
the
district
are
members
of
the
miaa,
and
we
allow
student
athletes
the
ability
to
participate
in
athletics
and
again
the
yes
vote
is
part
of
the
mi
application
process
will
go
which
I'll
go
over
in
a
second
next
slide.
Please
just
a
little
bit
of
background
preparation
for
the
upcoming
school
year.
AB
This
past
spring,
we
conducted
a
review
of
all
of
our
memberships,
and
what
we
discussed
was
that
the
remaining
eight
schools
who
are
horsemen
charter
schools,
pilot
schools,
alternative
schools
or
some
schools
have
recently
undergone
some
changes
to
their
structure.
AB
As
such,
the
pilot
schools
in
horace
may
charter
schools
previously
previously
up
until
now
have
either
participated
in
their
own
leads
or
have
requested
to
be
part
of
the
bps
athletic
experience
and
with
the
bcla
mccormick
specifically
bcla
is
currently
a
member
of
the
miaa
as
a
912
high
school.
However,
with
the
recent
merger
with
mccormick
middle
school
to
make
it
a
712
school,
we
want
to
update
their
membership
to
reflect
this
change
next
slide.
Please.
AB
This
slide
demonstrates
approximately
23
sports
that
we
do
offer
for
bps
athletics
across
the
different
seasons.
I
won't
go
through
all
of
them,
but,
as
you
can
see
here,
there's
a
wide
variety
of
opportunities
for
our
students
for
these
eight
schools
to
participate
in
next
slide.
AB
And
as
we
discuss
there's
an
application
process,
it's
a
six
step
process
that
we
have
to
commit
complete
and
submit
to
the
miaa.
This
process
is
one
of
the
six
steps
that
that
are
required.
This
application.
This
was
important
in
this
timely
this
because
we
want
to
get
the
application
to
the
mia
board
of
directors.
AB
Meeting
of
that
will
be
held
on
august
17th
and
we'd
like
to
where
the
process
of
completing
the
applications
currently
and
anticipate
having
them
completed
by
july
27th
well
in
advance
of
the
next
school
committee
meeting
on
august
10th,
so
that
you
can
see
the
all
the
materials
that
we
will
be
submitting.
AB
And
that
concludes
my
presentation
this
evening
and
we're
here
to
answer
any
questions
you
may
have.
Thank
you.
T
Is
it
possible
to
pull
back
up
the
slide
that
shows
the
current
sports
or
athletic
offerings.
T
And
then
just
a
clarifying
question
here
for
any
of
the
sports
that
we're
not
offering
it
looks
like
it's
possibly
only
golf,
but
I
don't
know
if
there
are
other
sports
that
are
we're
not
offering
other
gender
offerings
for
also
possibly
football.
I'm
not
sure.
Is
there
a
plan
to
increase
access,
I'm
imagining
particularly
for
girls
in
those
in
those
areas,
and
would
this
help
us
in
any
way.
AB
The
short
answer
is
yes,
but
I'll
defer
to
mr
as
well
to
speak
more
to
it.
We
do
have
wide
variety
sports,
where
there
are
cross-gender
participation
on
the
sports
and
that's
been
a
big
push
of
ours
over
the
most
recent
years,
but
I'll
definitely
as
well
speak
more
on
that.
AC
Yes,
thank
you,
everybody
good
evening,
yeah.
Just
in
response
to
your
question
there.
Basically,
I
think
our
offerings
are
reflective
of
what
has
been
requested
and
what
has
been
popular
within
the
district
in
time.
I
think
we're
always
looking
and
looking
to
evaluate
where
we
can
expand
and
what
opportunities
might
be
there.
I
think,
especially
when
it
comes
to
girls,
we're
looking
not
only
at
the
interscholastic
level,
but
I
think
also
how
we
provide
more
opportunities
at
an
earlier
age,
middle
school.
AC
Having
played
the
sport
so
the
menu
there
that
you
see
really
is
our
offerings
across
the
board,
but
the
sport
of
golf,
the
the
boys
play
in
the
fall,
the
girls
play
in
the
spring
in
the
traditional
seasons,
you
may
have
schools
that
choose
one
or
the
other
and
if
the
students
are
participating
in
the
championship,
they're
just
participating
in
a
championship
season.
But
you
know
those
are
kind
of
the
pieces
that
we
have
available
right
now.
E
D
Q
Thank
you,
madam
chair.
This
was
just
sparked
for
me
with
one
of
the
comments
around
adjusting
one
of
the
memberships
based
on
the
grade
configurations,
so
understanding
that
most
of
this
really
just
impacts
our
9th
to
12th
graders,
but
knowing
that
we
also
did
expand
some
of
our
high
schools
to
include
seventh
and
eighth
graders
starting
well.
Some
of
them
have
already
started,
but
some
of
them
for
new
for
next
year.
Q
What
does?
How
do
sports
work
for
those
additional
grades
in
those
high
school
settings
for
our
seventh
and
eighth
graders,
going
into
those
spaces.
AB
Sure
the
short
answer
is
is
that
we
do
have
other
712
schools,
seven
to
12,
high
schools,
six
to
12,
high
schools
and
they're,
just
part
of
the
overall
high
school
community,
and
the
mia
recognizes
that
so
for
students
in
that
age
level,
they
would
try
out
for
the
team
as
as
normal,
we
have
jv
teams
and
we
have
varsity
teams.
AB
Some
of
the
younger
younger
players,
depending
on
their
athletic
ability,
obviously
will
tend
to
play
the
jv
sports,
but
then
those
that
are
qualified
enabled
to
play
varsity
they'll
play
varsity,
so
sports
will
be
available
for
all
those
grade
levels
as
long
as
they're
part
of
high
school.
Q
And
what
happens
if
it
so
one
of
the
benefits
of
being
a
part
of
this
is
that
if
your
school
doesn't
have
that
sport,
you
would
be
able
to
create
a
a
a
a
team
with
students
from
different
schools,
and
so
does
that
also
open
up
to
our
seventh
and
eighth
graders,
who
are
part
of
six
through
twelve
or
seven
through
12
school
settings.
AB
Yes,
so,
as
so
as
teams
are
not
able
to
fill
sports
or
there's
an
interest
in
a
sport
that
a
school
doesn't
have
we
definitely
we
call
it
co-oping
or
cooperative
teams
where
they
we
merge
schools
to
play
with
each
other
and
those
opportunities
available
for
everyone
in
that
school.
Thank
you.
N
Thank
you,
madam
chair,
so
thank
you
for
this
presentation
and
my
first
question
is
how
many
of
our
students
participate
in
high
school
sports
or
mia
a
sports.
AC
It's
roughly
on
a
given
year
anywhere
between
probably
42
and
4
500
students,
if
you're,
not
counting
them
individually,
just
kind
of
tie
everybody
up
amongst
three
seasons.
N
So
close
to
10
percent
of
our
students
and
it's
and
it's
safe
to
say
for
certainly
for
those
students,
athletes
are
athletics,
are
an
important
part
of
their
education.
Correct,
that's
safe,
to
say,
and
I
say
that
as
someone,
it
was
an
important
part
of
my
education,
how
I
cut
through
school
some
days.
You
just
mentioned
mr
pina
about
co-opting,
where
you
have
schools
where
they
combine
to
form
a
team
either
because
they
don't
have
enough
students
themselves.
The
other.
N
You
know,
I
think
of
you
know,
is
it
anyway,
so
that
is
correct.
How
many
co-op
teams
do
we
have
do?
We
know.
AC
I
have
a-
I
have
a
summary
list
that
I
can
share
with
the
group.
It's
you
know,
typically,
the
17
larger
schools
that
that
serve
as
hosts
and
then
amongst
the
other
25
and
then
we'll
have
obviously
33
with
a
successful
vote.
Those
schools
would
work
with
those
other
schools
on
the
sports
that
they
offer
to
participate.
AC
So
yes,
each
school,
it
goes
in
I
mean
we
operate,
obviously
as
a
district
as
a
collective,
but
each
school
is
recognized
as
an
individual
school
within
the
miaa.
N
So,
to
bring
up
the
issue
of
what
happened
last
year,
which
was
obviously
deeply
disappointing
to
many
athletes
and
student
athletes,
scholar
athletes,
I
should
say-
and
families
and
coaches
this
isn't
about
assigning
blaine.
This
is
about
figuring
out
what
went
wrong
and
what
institutional
steps
have
we
taken
to
ensure
that
that
never
happens
again,
because
my
understanding
was
it
was
about
the
co-op
programs
right
that
some
schools,
the
additional
paperwork,
was
not
filed.
N
Therefore,
those
students
that
were
on
a
team
from
another
school
were
not
able
to
participate
and
we
find
out
about
this.
You
know
when
we're
headed
to
playoffs
and
obviously
deeply
disappointed.
So
again,
I'm
focused
more
on
what
have
we
learned
from
it
and
what
steps
that
we
have
taken
to
ensure
that
that
never
happens
again.
AB
That's
a
great
question,
mr
o'neal.
Thank
you
for
raising
that
so
this
process
and
what
we're
doing
now
also
addresses
that
concern
so
going
into
this
upcoming
school
year.
All
schools
will
be
registered
for
mia,
so
that
problem
won't
exist
at
all.
The
other
things
that
we
put
in
place
as
a
result
of
that
is,
we've
instituted
and
communicated
with
miaa
executive
director
and
his
assistant
director,
is
that
we
will
be
convening
a
monthly
basis
meeting
with
them
to
talk
and
review
about
all
bps
issues
and
matters.
AB
Mia
has
worked
with
us
and
agreed
to
provide
ongoing
professional
development
about
the
rules
and
regulations
of
not
only
the
sports
in
general,
but
also
how
co-op
teams
work.
The
regulations
around
co-ops,
what's
expected
of
schools
and
teams,
and
we're
also
increasing
our
staffing
over
at
the
athletic
department
to
make
sure
we
have
a
closer
eye
on
monitoring
the
co-ops
and
monitoring
the
eligibility
requirements
as
well.
We're
also
implementing
in
internal
boston,
public
schools,
erb,
which
is
an
eligibility
review
board
which
similar
to
what
mia
has
on
the
state
level.
AB
We're
going
to
do
one
internally
for
bps
and
make
sure
that
we
have
sign
off
the
verification
process
internally,
internal
controls,
so
both
coaches
will
all
coaches
athletic
coordinators
in
school.
Heads
of
schools
in
avery's
department
are
signing
off
on
athletic
verify
on
athletic
eligibility,
both
as
far
as
age
goals,
as
well
as
academic
eligibility
as
well.
N
Thank
you
for
that
and
it
sounds
like
you've
thought
through.
You
know
how
to
correct
that
problem,
so
it
does
not
occur
again
and-
and
I
I
can't
let
this
opportunity
go
by
mrs
deal
without
asking
you.
How
are
you
doing
on
you
know
keeping
up
on
equipment
and
coaches,
and
I
know
transportation
was
an
issue
as
well
this
past
year
for
your
students,
so
the
other
things
that
surround
the
ability
for
our
student
athlete
scholar,
athletes
to
succeed.
AC
Thanks
for
checking
in
on
that
we're
in
a
very
good
spot,
I
believe,
with
equipment
in
uniforms,
those
are
all
in
a
rotation.
That's
communicated,
and
people
are
aware
of
from
a
uniform
perspective
where
making
sure
that
we're
swapping
out
every
four
or
five
years.
I
think
football
will
go
on
five
years,
but
every
other
sport,
a
new
set
of
uniforms,
is
being
issued
every
four
years
in
terms
of
transportation.
It
was
a
tough
year,
it's
a
tough
year
across
the
board
for
everybody.
AC
Obviously
we
felt
some
of
that
as
well,
but
we
worked
through
it
each
day
and
I
think
we're
we're
now,
obviously
taking
measures
in
line
with
with
dr
eccleston's
lead
around
preparing
for
next
year,
so
we're
we're
going
through
kind
of
the
same
steps
that
everyone
else
is
and
preparing
for
a
successful
start
to
the
to
the
year,
but
outside
of
that
coaches.
AC
I
I
think
our
experience
here,
where
we're
working
with
them,
one
just
around
making
sure
that
we're
starting
off
on
the
right
foot,
communicating
effectively
and
efficiently
and
consistently
with
with
messaging
and
making
sure
that
lines
of
communication
are
open
but
also
working
to
and-
and
you
know,
look
as
much
as
we
can
to
to
improve
and
invest
in
and
create
as
high
quality
experience
that
we
can
athletically.
So
a
number
of
things
it
works.
AB
Sorry,
mr
just
to
add
one
more
thing
to
what
we
mentioned
around
the
transportation.
AB
What
we
are
doing
now
is
we're
exploring
alternative
transportation
options
in
in
methodologies
we're
going
to
be
drafting
and
putting
out
a
request
for
information
on
in
the
event
that
you
know
our
bus
drivers
can't
cover
the
athletic
runs
our
ability
to
put
in
contracts
in
place.
So
we
can
have
that
service
available
in
the
event
that
the
current
system
can't
provide
it.
AB
We're
also
exploring
what
it
would
mean
for
us
to
secure
vans
and
purchase
our
own
vans
so
that
we
can
maybe
have
our
own
teams
drive
as
needed,
but
there's
a
lot
of
discussion
and
planning
that
we're
doing
around
that,
so
we're
exploring
all
those
options
as
well.
So
I
just
want
to
name
that
as
part
of
the
process,
yeah.
N
I
strongly
encourage
that
being
considered,
particularly
for
our
smaller
teams.
It
is
common
practice,
certainly
at
the
college
level,
for
the
coaches
to
drive
vans
of
students
to
swim,
meets
and
so
on,
and
so
forth
that
obviously
there's
licensing
and
insurance
issues
to
consider.
But
I
think-
and
even
you
know
I
I
think
back
to.
N
Admittedly
it
was
a
number
of
years
ago,
but
when
I
was
in
boston,
public
schools
and
a
high
school
athlete,
coaches
were
driving
us
and
bands
to
to
events
so
to
matches.
So
I
I
think
we
really
need
to
think
long
and
hard
about
alternatives
there,
but
I
thank
you
both
for
the
work.
I
can't
underestimate
how
important
this
is
to
our
student
athletes
and
an
important
part
of
their
experience,
and
I'm
glad
we've
learned
from
what
happened
and
we're
working
to
correct
it
and
mrs
dale.
N
I
look
forward
to
white
stadium
work
being
included
in
the
green
new
deal
as
well.
You
and
I
have
flocked
the
grounds
there,
so
it's
an
important
part
of
our
offerings
for
our
students
and
would
love
to
see
that
continue
to
shine.
T
Two
more
questions.
Thank
you
guys
for
this
tonight,
the
first
and
it's
sort
of
piggybacking
off
of
miss
lopez
question,
and
maybe
this
is
my
own
confusion,
so
there
will
be
seventh
and
eighth
grade
students
at
schools
that
have
a
seven
to
12
grade
band
who
can
participate
in
these
sports,
but
will
the
teams
be
open
to
7th
and
8th
grade
students
outside
of
those
schools,
or
do
you
have
to
be
enrolled
in
a
7
to
12.?
I
think
that's.
My
first
question.
AC
So
I
can
jump
in
and
see
him
feel
free
to,
I
think,
just
to
clarify.
We
have
three
arms
of
the
athletics
department.
We
have
the
interscholastic
level
that
that
includes
the
mia
member
schools
that
compete
against
other
bps,
high
schools
and
other
high
schools
across
the
state.
We
have
a
bps
city
league
with
middle
school,
athletic
offerings.
AC
We
do,
but
we
fund
a
basketball
program,
a
track
and
field
program,
that's
open
to
six
to
eight
middle
school,
middle
middle
level,
age,
students,
and
so
I
think,
as
we
breach
this
transition
in
going
to
the
k-8
and
7-12
model,
we
have
taken
some
measures
and
I
think,
there's
some
more
work
that
needs
to
be
done
in
order
to
kind
of
address
that
seventh
and
eighth
grade
gap,
the
the
seven
being
in
a
seven
through
twelve
school.
AC
If
you
have
an
extreme
situation
that
allows
that
seventh
grader
to
play
on
an
interscholastic
team
be
eligible
basically
for
six
years
to
play,
you
know
for
jv
or
varsity
athletics,
but
that
isn't
always
the
case
with
with
you
know
every
student.
So
I
think
we
have
to
look
at
what
are
the
opportunities
that
we
have
available
for
the
seventh
and
eighth
grade
students
that
are
now
becoming
part
of
these
nine
to
twelve
communities.
AC
This
year
we
expanded
basketball
to
offer
it
to
all
of
the
seven
to
twelve
six
to
twelve
schools
that
existed,
which
we
hadn't
done
before
as
a
measure
to
kind
of
address
the
seventh
and
eighth
grade
gap
as
the
schools
come
on
board
this
year.
We're
prepared
to
do
the
same
thing
with
those
schools
that
are
adding
seventh
and
eighth
graders
as
part
of
their
their
nine
to
twelve
communities,
but
I
think
also
with
some
of
that
investment
money.
AC
We
also
need
to
look
at
what
are
the
opportunities
that
we
can
provide
and
when
you
know,
when
do
the
opportunities
fall
that
are
targeted
at
the
the
seventh
and
eighth
grade
students,
because
they're
they're
just
a
little
bit.
Obviously,
we
know
different
in
terms
of
their
age,
their
age
band,
and
I
think
it's
important
that
they
have
some
opportunities
to
have
some
experiences
with
each
other
and
not
that
they're
all
reliant
on
the
interscholastic
model.
T
And
then
my
last
question
is:
you
were
mentioning
earlier.
You
know
that
the
teams
are
based
on
requests
and
I'm
curious.
Is
there
a
process
that
we
go
through
to
generate
student
voice
around
their
interest
and
then
what
sort
of
triggers
the
launch
of
a
new
team
or
a
new
sport
into
the
system
based
on
demand.
AC
Yeah,
I
I
I
think,
the
the
rp's
from
the
athletics
department
and
and
I
think,
hearing
the
student
voice
at
the
school
is
a
measure
and
a
targeted
effort
that
we're
working
on
as
we
come
into
next
year.
AC
I
think
there
is
a
lot
that
we
can
learn,
should
learn
and
should
hear
from
the
students
that
are
participating
in
athletics
and
actually
we
need
to
get
to
a
point,
probably
where
we
do
an
annual
survey
just
around
interest
in
athletics,
which
would
give
us
a
snapshot
of
what
kids
are
interested
in
and
and
what
we
should
be
looking
at
offering.
AC
I
think,
on
our
end,
when
some
of
those
things
come
up,
sustainability
is
a
piece
that
we
kind
of
have
to
measure
and
figure
out
and
and
then
also
weigh
that
in
with
capacity
and
kind
of
look
at
what
we
have,
and
you
know
what
we're
currently
committed
to
and
how
it
all
fits
and
plays
together.
So
it's
a
exercise
that
that
should
happen
will
happen,
and
I
think
that
would
be
the
step
or
the
start.
That
would
trigger
really
looking
at
where
you
at
or
where
you'd
look
at.
AC
You
know
additions
or
modifications
to
the
offerings.
The
sport
offerings
that
we
currently
have.
T
Yeah,
I
just
will
my
plug
is
like
we
should
do
that.
You
know
I
push
for
us
to
do
that
annually.
Right
like
it's,
you
know.
Sometimes
it's
easy
for
us
to
think.
We
know
what
young
people
want,
or
you
just
are
taking
the
voices
of
the
few
who
feel
safe
enough
to
come
forward
and
share.
But
if
we
created
a
real
process,
we
might
be
looking
differently
at
the
portfolio
of
offerings,
particularly
my
thoughts
obviously
go
to.
T
You
know
women
in
sports
and
thinking
about
their
participation,
but
also
what
we
bring
to
the
table
for
them
to
take
part
in
based
on
where
their
interests
lie,
but
I
think
that
goes
across
the
board
for
all
of
our
students
as
well.
T
So
I
hope
that's
something
we
can
bring
in
as
we
as
we
keep
deepening
this
work.
AB
That's
a
great
point
and
we
do
it
informally,
but
we
should
definitely
structure
it
and
that's
part
of
the
conference.
D
I
have
a
question
I
know
tonight's
conversation
has
been
focused
on
our
oldest
students,
but
I
have
a
question
about
so
what
happens
to
our
younger
students?
I
know
within
the
community
there
are
in
some
communities
across
the
city.
There
are
opportunities
for
children
as
young
as
three
and
four
to
become
engaged
with
soccer
and
football
pop
warner,
football,
etc.
D
What
are
we
doing
at
the
elementary
school
two
things,
one
to
broaden
kids
awareness
and
opportunity
at
an
earlier
age
to
become
involved,
and
what
kind
of
opportunities
do
we
have
leading
up
to
the
middle
school?
That
are,
you
know
both
exposing
kids
to
a
wider
variety
of
sports
opportunities
than
they
may
even
be
aware,
exists.
AC
I
love
that
word
because
I
think
it
gives
some
perspective
on
different
sports
that
are
out
there
and
different
opportunities
are
available
in
the
city
right
now,
we're
not,
I
guess,
we're
kind
of
in
the
infancy
stage
of
the
elementary
piece
and
again
that
was
some
of
our
targeted
athletics
investment
and
and
some
of
this
esser
money
that
we
have
around
providing
some
opportunity
at
the
elementary
level.
This
spring
we
had
a
chance
to
work
with
some
elementary
school
leaders
and
really
talk
about.
AC
We
did
a
an
elementary
field
day
at
white
stadium
in
early
june,
where
we
had
13
schools
participate
and
it
really
was
basically
about
two
and
a
half
hours,
but
some
running
events,
a
long
jump,
a
softball
toss,
jump
rope,
exam
accounting
exhibition,
but
really
just
an
opportunity
for
the
kids
to
get
out
and
and
have
some
physical
activity
and
compete
and
it
went
over.
AC
Well,
we
you
know
we
provided
a
t-shirt,
we
provided
a
medal
and
those
were
the
things
that
the
school
leaders
felt
were
kind
of
important
for
the
kids
on
a
larger
scale.
I
think
that's
going
to
take
some
some
time
to
kind
of
figure
out
what
we
can
do
and
what
we
have
the
capacity
to
do.
But
I
think
we
also
need
to
work
with
our
community
partners
a
little
bit
more
strategically
as
opportunities
come
across
my
desk
or
people.
AC
AC
AC
But
the
way
we
left
it
with
the
elementary
and
middle
school
group
was
really
to
to
get
back
together
and
look
at
maybe
something
that
we
put
together.
Seasonally
that
gives
the
schools
an
opportunity
to
kind
of
get
together,
prepare
for
it
and
then
have
the
culminating
event.
But
that
seems
to
be
what's
in
our
wheelhouse
in
terms
of
things
that
we
can
manage
and
that
aren't
you
know
too
big
of
an
ass
for
all
the
parties
involved
in
order
to
execute
and
and
have
the
students
participate.
AB
Madam
chair,
I
was
just-
I
was
briefly
in
fact.
Just
briefly,
I
managed
here
part
of
the
high
school
redesign
work
in
the
moving
to
this
k-6
7-12
model
has
given
us
an
opportunity
to
really
look
at
kind
of,
and
do
some
design
thinking
on
what
athletics
could
look
like
more
differently
as
we
roll
into
this
those
those
great
configurations.
AB
So
we
do
have
some
preliminary
that
kind
of
proposals
that
we
were
ready
to
present
and
move
forward
with,
with
the
additional
investment
of
either
essa
dollars
and
or
on
some
monies
that
were
allocated
from
the
city.
However,
this
timing,
wise
in
the
highest
redesigned
work
not
being
fully
complete,
has
limited
us
some
kind
of
our
full
proposal
and
full
ask
about
how
we
could
do
some
of
these
programming.
AB
X
D
AB
D
Okay,
so
the
committee
would
like
to
use
our
remaining
time
together
to
have
a
discussion
related
to
the
structure
and
processes
of
school
committee
meetings
for
two
of
our
members:
miss
polanco,
garcia
and
miss
lapera.
D
This
probably
is
about
the
end
of
your
very
first
year
on
the
committee
and
for
dr
alkins
and
mr
carder
hernandez
you've
been
with
us
for
about
six
months,
and
it's
been
full
more
than
we
could
ever
talk
about
what
we've
gone
through
this
this
last
year,
and
so
as
we
prepare
for
a
new
school
year
under
the
leadership
of
a
new
superintendent
and
for
all
of
us
a
return
to
in-person
meetings.
D
This
fall
after
almost
two
years,
I'd
like
to
dedicate
some
time
during
our
summer
meetings,
agendas
to
provide
members
with
an
opportunity
to
reflect
on
and
discuss
what
is
working
for
you
and
what
is
not
working
for
you
in
terms
of
structure
in
processes
as
it
relates
to
school
committee
meetings.
D
D
Making
public
comment
more
meaningful
for
both
the
community
and
the
committee
we've
considered
suggested
revisiting
our
one
hour
public
comment
period
early
in
the
meeting,
followed
by
another
opportunity
to
speak
later
in
the
meeting
per
our
2012
policy.
So
that
was,
I
think,
one
of
the
original
public
comment
policies
right
way
back
in
2012.
D
So
that's
something
we
can
also
look
at
and
then
finally
using
school
committee
members
more
strategically
and
I'm
sure
others
have
thought
of
others
at
the
same
time.
So
now
I
just
want
to
open
up
to
the
committee
for
questions
and
comments
and
we're
not
going
to
do
this
all
night.
D
We've
had
a
lot
of
meetings
and
would
love
to
have
this
meeting
and
sort
of.
Let's
see
what
time
it
is
now.
It's
7
30.,
so
hopefully
that
we
can
wrap
up
this
discussion
somewhere
between
8
30
and
9
o'clock,
so
that
you
all
get
to
enjoy
a
little
bit
of
the
summer
evening.
So
with
that,
I
just
want
to
open
it
up
for
questions
and
comments
and
because
we're
on
zoo
it'll
be
easy.
D
I
mean,
I
think
you
can
just
talk
out
if
you
want
or
raise
your
hand
if
you're
not
getting
in
otherwise.
But
this
is
just
a
moment
for
us
to
have
a
conversation.
I
don't
know
if
the
public
realizes
that
we
are
not
allowed
to
have
group
meetings
outside
of
our
meeting
together
here,
because
we
are
subject
to
open
meeting
law
so
going
off
and
having
a
conversation
of
all
seven
of
us
is
not
something
that
we
can
do
by
law.
D
G
T
I'll
just
I'll
start,
if
that's
okay,
I
I
appreciate
you
making
space
for
this,
and
I
think
you
know
I've.
You
know
reflecting
I've
been
here
for
six
months.
I
have
you
know
shared
things
that
I
thought
were
real
successes
and
obviously
have
shared
really
publicly
things
that
I
have
found
concerning
in
our
process.
I
do
think,
interestingly,
this
is
different
than
the
email
I
had
sent
to
you,
but
I
listened
to
john
mudd
tonight
and
I
thought
wow.
T
That
is
a
direction
we
need
to
investigate
as
a
team
right,
a
process
that
keeps
us
honest
to
the
goals
of
the
system,
those
in
which
we've
set
out
as
a
school
committee
and
also
those
tied
into
the
mou
and
then
also
takes
into
account
a
public
process
in
a
way
that
allows
for
much
deeper
engagement,
and
I
thought,
in
addition
to
I
mean
really
in
its
totality
everything
that
he
said,
but
also
sort
of
leading
into
this
idea
of
like
having
these
panel
of
experts
coming
to
really
hold
a
discussion.
T
T
T
I
also
think
that
will
help
direct
public
comment
in
a
way,
because
we
could
be
thoughtful
about
helping
folks
think
about
the
time
that
they,
where
it
makes
sense
for
them
to
share
concerns,
particularly
if
they
trust
in
us
that
we're
going
to
be
holding
space
for
deeper
conversations
around
given
topics
and
then
bringing
the
right
folks
to
the
table
for
there
to
be
a
dialogue
in
response
to
that,
and
then
you
know
I'll
echo
also,
what
has
been
I'm
sure
has
been
will
be
said
or
has
been
said
in
communication
to
you,
but
there
is
just
a
timeliness.
T
We
felt
it
in
a
meeting
a
few
weeks
ago,
where
you
know
we
were
voting
on
something
that
many
of
us
had
had
just
a
few
hours
to
see
and
and
if
we
didn't
get
to
look
at
it
in
those
few
hours,
we
weren't
able
to
vote
on
it
and
even
in
that
process
right
like
we've,
we
were
still
able
to
move
forward
because
of
of
the
rules.
T
But
as
a
committee
we
didn't
really
have
a
majority
and
so
building
in
real
accountability
to
the
system.
Around
the
timeliness
of
sharing
information
with
us
and
then
holding
true
to
that.
Like
you
know,
there
are
things
that
are
real
emergencies
and
then
there
are
things
that
are
not
real
emergencies
and
it's
just
disorganization
and
that
there
are
consequences
for
that
as
well
and
so
being
able
to
hold
that
line.
When
that
doesn't
happen,.
F
No,
I
I
particularly
agree,
I
think,
particularly
on
the
lens
of
not
necessarily
having
enough
or
sufficient
time
to
sort
of
review
information
and
then
also
giving
space
to
understand
that
people
process
information
very
differently.
F
So
the
ability
to
be
able
to
to
get
things
earlier
is
part
is,
is
in
part
there,
and
then
it's
just
this
notion
of
also
of
you
know:
do
you
want
to
do
a
bunch
of
different
things?
F
Okay,
or
do
you
want
to
do
you
know
a
smaller
number
of
things,
but
very
well
and
really
give
each
issue
sort
of
the
the
focus
that
it
deserves,
and
so
I
think-
and
I
agree,
john
mudd's
comments
certainly
speak
to
the
ability
to
be
able
to
do
that
and
then
plus
it
actually
models.
F
What
many
of
our
groups
already
do
like
if
you
attend
any
of
the
the
special
like,
I
would
say,
special
interest
groups
like
what
you
do
see
are
a
lot
of
quality
discussions
where
they
do
bring
in
experts
who
are
able
to
talk
to
very
certain
issues.
So
I
agree
with.
I
agree
with
that
approach.
F
You
know
one
thing
that
is
always
good.
This
is
more
of
a.
This
is
just
me
as
a
culture
thing.
I've
always
you
know.
F
Even
I
like
in
my
work,
I
always
sort
of
have
a
list
of
priorities
that
sort
of
always
center
how
I
work
with
with
with
things,
and
I
saw
sort
of
a
model
of
it
when
we
went
to
the
the
I
forget:
what
is
it
the
round
table
with
with
our
new
superintendent,
and
so
she
talked
about
how
she
kept
pictures
of
students
at
the
center
of
the
table,
to
always
remind
you
of
what
the
focus
is,
and
I
do-
and
I
do
something
like
that,
and
I
think
it
would
always
be
good
to
sort
of
have
our
priorities
somewhere
central,
where
we
can
always
visit
them,
at
least
in
the
beginning
of
discussions,
so
that
we're
always
reminded
of
what
are
the
priorities
that
we've
set
forth
as
a
group.
F
D
The
reason
why
we're
here
and
you
know,
and
of
wanting
to
work
with
the
district
to
be
more
disciplined
with
us.
If
we
decide
one
meeting
a
month,
will
be
more
logistical
and
one
meeting
will
be
on
student
outcomes.
Looking
at
the
things
that
we
must
look
at,
we,
we
now
have
sort
of
three
documents
that
sort
of
help
us
focus
on
the
outcomes
that
we're
looking
at
the
strategic
plan
that
we're
already
in
the
desi
mou
and
the
and
the
school
committee's
own
goals
and
guard
rails,
and
many
of
those
things
overlap.
D
You
know,
updates
on
a
regular
basis
around
the
issues
that
are
within
that
that
work,
but
to
be
able
to
have
other
kinds
of
conversations
again.
We
can
reference
what
john
mudd
has
has
shared
with
us,
and
he
has
shared
that
with
me
already
in
writing,
which
I
will
give
to
liz
so
that
she
can
send
everybody
else.
Those
ideas
as
well
to
really
think
about.
D
You
know
the
quality
of
our
presentations
as
much
as
what
their
content
is
and
giving
us
an
opportunity
both
to
have
really
focused
conversations
with
our
public
around
the
critical
issues
that
are
concerning
to
them,
as
well,
so
looking
at
ways
that
that
second
meeting
of
the
month
can
really
focus
on
student
outcomes,
but
that
there
may
be
a
variety
of
ways
in
which
we
have
both.
D
Those
updates,
but
also
conversations
would
be
something
that
I
would
be
interested
in
looking
at,
but
also
would
want
to
get
clearly
from
the
district
in
advance
just
from
now
until
december.
What
are
those
critical
things
that
we
must
look
at,
and
you
know
how
can
we
begin
to
plot
out
what
a
calendar
a
responsible
calendar
looks
like,
and
I
see
dr
eggleston
has
joined
us.
So
you
may
want
to
weigh
in
here
as
well.
D
O
Yeah,
I
think,
a
few
things
one
from
a
governance
perspective.
It's
unacceptable
that
the
committee
is
not
getting
the
materials
and
the
time
to
be
able
to
review
the
materials
prepare
for
the
meetings
either
pose
questions
in
advance
or
prepare
questions
in
advance,
and
that
is
something
the
district
just
needs
to
do
far
better
on
and
I'm
committed
to
working
with
a
team.
O
As
I
know,
incoming
superintendent
skipper
will
also
be
committed
to
doing.
I
think
I
think,
there's
also
a
space
in
which
you
know
the
materials,
if
prepared
in
advance,
shared
in
advance,
translated
and
uploaded
on
the
school
committee
website
in
advance.
We
don't
need
to
go
through
45
minutes
of
a
presentation
slide
by
slide
right.
O
We
can
share
the
sort
of
really
key
robust
elements
of
the
presentation-
the
sort
of
juicier
parts
of
this
that
are
more
in
sort
of
probably
of
interest
to
this
committee
from
a
governance
perspective
and
allow
more
two-way
dialogue
or
the
committee
to
do
more
speaking
about
these
presentations
rather
than
hearing
you
know,
hour-long
presentations
from
the
staff
now,
should
you
all
want
to
go
into
supplemental
materials
or
to
ask
questions
for
you
know,
you
know
a
lengthier
amount
of
time,
that's
sort
of
within
your
governance,
right,
of
course,
to
do
that,
but
it
doesn't
necessarily
mean
that
we
have
to
provide
the
onset
or
really
long
presentation.
O
I
also
just
think
about
like
as
a
presenter,
just
more
broadly
like
what's
the
story
I'm
trying
to
tell
here-
and
why
is
the
story
important
and
so
just
doing
some
discipline
work
internally
to
make
sure
that
we're
clear
on
what
why
a
presentation
is
coming
forward,
and
why
is
this
important
to
this
boston,
school
committee?
And
why
is
this
important
important
to
the
boston,
public,
school,
community
and
proffering?
That
argument,
I
think,
will
be
really
important
in
terms
of
the
arc
of
this.
O
They've
outlined
a
set
of
key
areas
in
which
the
district
has
failed
to
deliver
the
type
of
systemic
work,
that's
required,
and
I
think
at
least
temporarily,
that
should
become
the
focus
of
the
core
work
that
we
have
as
a
governance
team
to
do
better
for
our
students
and
families
and
to
respond
to
the
really
significant
areas
in
which
improvement
is
necessary
in
the
coming
weeks
and
months,
and
that's
the
work
that
I'm
that
I'm
really
committed
to
doing
and
both
ensuring,
from
a
governance
perspective
that
we're
talking
about
these
issues
right
that
desi
can't
say
and
our
public
can't
say.
O
This
is
an
important
priority,
but
it's
never
on
your
school
committee
agenda
that
just
can't
be-
and
I
think
I
I'll
sort
of
be
using
that,
at
least
in
the
short
term,
as
the
guide
of
our
work
moving
forward.
G
G
T
The
only
other-
I
guess
I
would
add
this
not
to
belabor
this,
but
you
know
I
think,
while
I
want
to
hear
from
the
district
sort
of
where
they
think
we
should
focus.
T
I
also
think
like
some
of
this,
we
know
like
we
know
the
strategic
improvement
priorities,
and
so,
if
like
we
set
that
schedule
and
then
create
the
accountability
there,
I
think
that
that
is,
you
know
key,
and
then
you
know
I
have
said
this
in
private
before
but
and
part
of
this
is,
I
think,
just
that
my
short
tenure
here,
but
you
know,
like
the
level
of
data
and
discussion
around
exam
schools
that
we
have
had
as
a
body
in
my
short
time
here
with
like
real
precision,
it's
actually
some
of
the
best
data
driven
presentations.
T
I've
seen
since
we've
been
here
like
we've,
never
had
one.
In
my
six
months
around
students,
special
education
students.
We
haven't
had
one
that
robust
around
students
who
are
not
native
english
speakers,
and
so
you
know
I
just.
I
think
there
is
also
just
like
a
values
piece
here,
which
is
why
it's
like
memorializing,
a
schedule
that
really
names
what
we
care
to
talk
about,
and
I
agree
with
you
like
it
can
be
six
months.
T
But
there
is
like
an
annualized
process
of
the
year
that
we
can
create
that
will
show
sort
of
what
we
really
care
about.
And
you
know
that
gives
us.
You
know
12
meetings
a
year
to
focus
on
those
systemic
improvement
areas
and
another
12
meetings
to
focus
on.
T
It
just
has
to
be
mapped
and
then
it's
public-
and
I
think
you
know
to
john
mudd's
point
I'll,
just
say
it
again
and
then
thinking
about
how
to
embed
in
the
schedule,
these
sort
of
bigger
public
hearings
that
allow
for
more
community
voice
and
then
discussion
with
the
system
and
and
community
leaders
and
us
being
able
to
or
sorry
the
system
and
the
leaders
within
the
yeah,
the
leaders
within
the
central
system
and
the
the
leaders
within
community
and
parents
and
then
allowing
for
us
to
understand
sort
of
what
comes
out
of
those
conversations.
D
Yeah
right
now,
within
our
schedule
we
have
our
regular
twice
a
month
schedule.
The
only
other
thing
that
we've
done
different
has
been
the
budget
hearings
and
we've
scheduled
an
additional
three
or
four
minutes
meetings
to
focus
that
and
when
we
were
in
person,
we
were
basically
traveling
around
the
city
for
different
groups
to
come
together
to
review
the
budget.
I
don't
know
I
want
to
go
to
mr
o'neill,
since
he
has
been
our
senior
member
here.
N
So
two
different
ways:
madam
chair
one,
is
meetings
with
particular
groups
right
where
school
committee
members
encourage
meetings
with
groups
and
several
members
attend,
and
so
I
can
think
of
three
ways.
One
is
meetings
with
particular
groups,
such
as
meeting
with
spedpac
meeting
with
citywide
parents
council.
That
type
of
thing
another
is
superintendents
in
the
past
have
held
listening
sessions
around
the
city,
particularly
more
when
they've
been
newer.
N
I
think
dr
chang
doing
it
and
I
think
of
dr
cassily
and
and
members
of
school
committees
have
attended
and
that
allows
us
to
engage
much
more
in
dialogue
also,
what
kind
of
mr
mud
was
talking
about?
Unfortunately,
the
rules
about
public
comment
are
actually
set
for
school
committees.
You
know
it
is
the
way
it
works
across
the
entire
commonwealth,
where
we
don't
respond,
it's
to
our
form,
our
opinion.
N
I
think
you
see
many
members
try
in
our
comments
to
give
voice
to
what
we
have
heard
during
public
comment
and
it
certainly
informs
our
decision
making,
but
the
ability
to
have
the
exchange
is
also
worthwhile
and
many
of
us
have
attended.
As
I
said,
you
know
the
superintendent
doing
listening
sessions
across
the
district
and
particularly
when,
when
mary
skipper
starts,
superintendent
elect
to
designate.
N
Skipper
starts,
you
know
if
she
does,
a
series
of
those
would
be
helpful
for
us.
Another
thing
we
have
talked
about
in
the
past,
but
have
not
actually
implemented
effectively,
is
just
simply
doing
coffee
hours
in
various
neighborhoods
where
school
committee
you
know
two
or
three
school
community
members
are
available.
N
You
know,
we've
certainly
got
it
miss
lapera
and
I
know
we
did
it
during
the
search
process,
not
not
the
coffee
hours,
but
we
did
a
number
of
listening
sessions
across
the
city
and
in
those
we
get
to
be
much
more
interactive
as
well.
So
I
think
people
would
value
the
opportunity
to
be
more
interactive
with
school
committee
members
because
they
they
want
to
talk
to.
I
was
having
a
car.
N
I
was
out
for
a
walk
in
charlestown
today
at
lunch
time
and
ended
up
at
20
minutes
walking,
along
with
a
member
of
the
community,
wanted
to
talk
to
me
about
the
search
process
and
their
thoughts
and
where
the
district
was
going.
Someone
knew
the
district
well,
and
you
know
they
have
the
ability
to
have
those
exchanges
on
a
on
a
regular
basis,
with
the
wider
variety
of
parents
and
community
advocates
and
and
teachers
and
school
leaders,
I
think,
is
of
great
benefit
because
one
it
allows
people
to
understand
more.
N
Our
thought
process
that
how
we're
arriving
at
things
but
also
helps
us
inform
our
decision
making.
You
know
one
of
the
best
things
I
did.
I
feel
when
I
was
for
for
me
deciding
how
I
was
going
to
vote
in
the
superintendent
search
was
calling
a
whole
bunch
of
school
leaders
and
talking
as
well
with
parents
and
some
community
folks
and
and
teachers,
and
trying
to
get
their
perspective
of
the
decision
we
had
in
front
of
us.
F
I
mean
it's
kind
of
hard
to
manage,
but
similar
to
that
sort
of
office
hours
if
you
will
sort
of
or
just
opening
like
a
just
a
time
schedule
where
you
know
anybody
from
the
community
can
come
and
talk
to
me
about
a
concern,
particularly
that
they
have,
and
I
appreciate
the
that
ex
that
exchange,
because
it
it
allows
us
to
hear
concerns,
but
it
also
allows
us
to
them
to
know
us
on
a
more
personal
level
and
sort
of
also
know
what
we're
particularly
passionate
about,
and
why
we,
you
know,
give
some
insight
as
to
why
we
even
joined,
or
you
know,
wanted
to
apply
to
be
on
this
body
and
you
create,
especially
in
a
you
know,
as
we're
trying
to
sort
of
rebuild.
M
F
Stem
education
in
the
intersection
of
stem
education
and
racial
equity-
I'm
very
I'd,
be
very
interested
in
doing
more
embedded
work
within
that
particular
lens,
and
just
working
with
people
who
are,
who
are
you
know,
diverse,
like
diverse
perspectives,
but
also
like-minded
and
wanting
that
level
of
equity,
and
things
like
that.
So,
I
think,
like
we
have
a
multitude
of
of
just
just
a
great
wealth
of
knowledge
on
this
on
this
panel
too,
and
I'd
like
to
see
that
sort
of
leveraged
in
a
in
a
more
strategic
way.
G
S
V
So
this
implies
that
we
have
to
educate
the
parents
and
the
families,
so
they
understand
what
this
meetings
are
about
and
what
we
really
mean
by
having
this.
V
V
S
V
V
For
instance,
the
materials
that
all
the
members
of
the
committee
receive
are
in
english,
so
they
get
them
a
little
sooner
than
I
do,
because
I
have
to
wait
a
day
or
a
couple
of
days,
sometimes
to
get
them.
S
V
S
S
S
V
And
I'm
very
happy
that
we're
gonna
start
having
our
meetings
in
person
in
the
fall,
because
we
want
to
get
to
this
to
attract
the
schools
and
families
and
we
want
to
hear
from
them,
because
that's
the
only
way
we
can
be
aware
of
what's
happening
and
what's
what
are
their,
what
their
concerns
are.
So
that's
the
way
to
to
to
have
and
participate
is
the
way
to
do
it.
S
V
D
D
You
know
the
size
of
them
who
they
focus
on,
etc,
and
how
we
can
make
sure
we
are
communicating
and
listening
to
them
is
something
I
think
that
we
really
need
to
work
with
the
engagement
department
to
think
about,
because
I
would
agree
with
you
the
more
that
we
can
hear
directly
from
parents
to
to
understand
their
concerns
and
to
look
at
what
we
are
are
not
doing
in
response
is
critical,
but
we
need
to
figure
out
an
organized
and
inequitable
way
to
do
that.
D
So
I
know
we
will
need
some
additional
assistance
to
do
that.
But
thank
you.
You
go
to
dr
alkins
and
then
to
miss
lapera.
D
Q
Have
a
coughing
fit
so
one.
I
wanted
to
just
appreciate
this
opportunity.
I
think
it's
it's
helpful
to
hear
how
other
folks
are
also
experiencing
this
responsibility,
and
one
of
the
things
that
I
do
appreciate
about.
My
fellow
members
is
that
we
all
do
have
different
and
at
times
also
overlapping
interests,
but
also
a
part
of
different
communities
and
different
networks
of
folks
who
experience
the
city
of
boston
in
very
different
different
ways.
Q
And
so
I
think
that
that's
a
really
incredible
benefit
of
this
body
and
its
members,
and
I
think
one
of
the
pieces
you
know
of
dr
alkins
was
talking
about
coffee
hours
or
office
hours,
and
my
husband
often
jokes
around
that
I
take
my
daughter
to
dance
classes
on
saturday
mornings
so
that
I
have
office
hours
with
all
of
the
other
parents
and
their
children.
Q
And
it's
true
because
these
are
the
folks
who
are
part
of
our
community.
These
are
the
folks
who
are
experiencing
our
schools
or
who
aren't,
or
you
know,
if
they're
choosing,
not
to
experience
their
schools
for
whatever
reason.
So
I
think
it's
all
often
a
way
to
gather
insights,
and
one
of
the
things
that
that
has
also
taught
me
is
there's
such
an
emphasis,
whether
it's
through
the
media
or
whether
it's
through
community
groups
around
what
is
said
at
public
comment.
Q
And
while
I
do
believe
that
there
is
absolute
value
there.
I
also
think
that
at
times
it's
it
can
be
a
different
perspective
and
sometimes
I
think
it's
also
a
privilege
to
be
able
to
sit
through
a
meeting
to
wait
for
your
two
or
three
minutes
and
sometimes
in
four
or
five
hour,
long
meetings
and
that's
not
something
that
all
of
our
families
and
caregivers
have
the
opportunity
to
do,
and
so
for
me.
Q
I
think
it's
incredibly
important
that
we
figure
out
one
ways
in
which
things
are
our
ears
are
more
accessible
to
folks
and
that
people
don't
feel
the
need
that
there
is
just
the
one
place
and
one
opportunity
to
voice
their
concerns
or
voice
their
challenges.
I
love
when
people
write
to
us
because
I
can
respond.
Q
I
can
email
them
back.
I
love
sitting
at
dance
and
talking
to
folks,
because
I
can
share
my
opinion.
I
can
share
my
perspective.
I
can
share
my
limitations
right,
whereas
I
think
that
there's
just
this
there's
an
over
emphasis
right
or
wrong
on
what
happens
in
public
comment,
and
I
don't
think
that
it's
always
really
fully
representative
and
sadly
I
think
that
sometimes
it
becomes
louder,
voices
loudest
voices.
And
that's
I.
Q
I
question
what
how
is
that
equity
centered,
because
I
do
know
that,
as
I
said
at
the
beginning,
our
communities
experience
the
city
of
boston
in
different
ways
because
of
who
they
are
because
of
the
color
of
their
skin.
Q
I've
said
enough
and
my
brain
is
foggy.
So
I'm
going
to
stop,
but
just
a
lot
of
appreciation
for
the
time.
I
Q
And
commitment
for
the
folks
on
this
body.
F
Yeah,
well,
you
know
miss
lapera
as
as
always
you
you
always
say
something
that
you
know
just
makes
me
want
to
jump
into
a
whole
nother
side
of
it,
because
what
you
said
touches
upon
not
having
always
the
proper
context
for
everything
in
in
that
we
sometimes
hear
you've.
Also
sort
of
in
some
ways
touched
upon.
F
What
is
the
ability
for
for
bps
in
in
moments,
particularly
around
public
comment,
to
respond
to
things
and
have
an
ample
time
to
to
basically
respond
to
the
types
of
things
that
we
do
here,
some
of
which
are
things
that
I
think
take
everybody
by
surprise.
M
F
Hear
them,
and
sometimes
the
notion
sort
of
gets
out
there
that
it's
not
only
it
doesn't
seem
like
bps,
isn't
responsive,
but
it's
almost
like
we're
aloof
and
we
we
don't
care
about
that,
and
that's
absolutely
not
the
case
and
then
on.
You
know
you've
also,
to
some
extent
that
touches
into
what
role
does
media
play
into
all
of
that
and
the
responsibility
to
paint
the
picture.
You
know
you
know,
chair
robinson,
you
said
it
at
you
know
the
speech
for
dr
skipper
right.
F
You
know,
like
you,
have
a
responsibility
in
this
to
also
tell
the
positive
stories
as
well,
and
so
I
know
where
we
want
to
enter
into
this
new
era
and
a
with
a
positive
relationship
at
that
where
we're
working
collaboratively
in
keeping
students
and
families
centered
first.
F
So,
yes,
I
like
talk
to
all
everything
that
you
said
and
I
got
more
issues,
but
my
my
question
was
actually
for,
like
miss
polanco,
garcia
in
that
something
that
I
thought
very
early
on
was
just
as
we
get
back
to
in
person,
and
you
talk
about
access
not
being
particularly
from
a
from
a
computer
screen
and
being
in
person
would
do
you
think
that
families
would
appreciate
something
like
a
rotating
in-person
meeting?
F
Where
I
don't
know
like
you
know,
we
have
our
office
down
at
central.
You
know
at
central
office,
but
would
it
work
to
have
a
meeting
in
east
boston
and
then
another
meeting
in
roxbury
dorchester,
and
so
as
a
school
body?
We
are
moving
and
seeing
the
different
communities
and
giving
and
sort
of
meeting
people
where
they
are.
I
know
it's
tough.
I
know
it
makes
it
tougher
for
people,
but
is
that
something
that
would
give
people
more
access
to
us?
V
For
me,
if
that,
if
we
can
rotate
the
meetings,
I
I
think
I
would
like
that.
For
instance,
I
participated
in
some
of
those
rotating
meetings,
one
at
the
joseph
quincy
school.
D
D
D
The
people
have
a
lot
they
want
to
share
with
us
with
regard
to
what
they
are
getting
or
not
getting
from
us
versus
us
coming
to
tell
them
what
we
want
to
give
them,
and
I
think
I
know
that
there's
need
for
both,
but
I
feel
like
we
need
more
of
the
hearing
from
and
being
invited
to
participate
through
commute
communities
to
go
to
meetings
that
are
their
meetings
that
they
are
hosting.
D
D
Obviously,
but
you
know,
but
how,
before
you
know
in
in
just
general
normal
times
when
we
really
are
interested
in
hearing
what
is
working
and
what
is
not
working
and
wanting
to
be
hosted
by
community
be
invited
to
come
to
their
meetings
to
hear
and
to
feel
if
we
can
create
that
into
a
better
dialogue
things
I
mean.
L
D
Our
next
meeting,
not
for
tonight,
but
one
of
the
things
we
will
be
discussing
and
thinking
about,
is
this
overall
experience
of
being
a
school
committee
meeting
member
and
what
does
that
mean
in
terms
of
time
commitment,
because
all
the
things
we
want
to
do
will
take
time,
and
I
know
that
the
majority
of
you
are
full-time
working,
adults
plus
family
members,
and
this
is
an
extra
gig
and
the
question
is
you
know
what
is
both
reasonable
impossible?
D
You
know
to
do
this
job
and
do
it
well.
I
know
people
have
all
had
concerns
about
the
length
of
time
of
our
meetings,
particularly
because
we
do
value
public
comment
and
want
to
make
sure
that
we
do
hear
what
public
has
to
say,
but
it
is
honestly
exhausting
to
begin
the
content
of
the
meeting
at
nine
o'clock
to
11
o'clock,
and
then
you
feel,
like
your
your
own
energy
is
waning
to
be
able
to
focus
on
the
very
things
that
you
are
here.
D
That
says,
the
school
committee
will
have
two
public
comment
periods,
one
one
for
you
know
an
hour
prior
to
the
meeting,
and
then
the
additional
public
comment
can
happen
after
the
the
report-
and
you
know
that
makes
for
still
a
very
long
meeting
and
then
we
will
be
returning
in
person,
so
we
don't
even
I
mean
and
that
when
those
policies
were
written
there
was
only
an
in-person
opportunity.
There
was
no
zoom,
there
was
nothing
else.
D
So
if
you
wanted
to
speak,
you
were
there
with
the
committee
until
10
or
11
o'clock
at
night
to
be
able
to
to
talk.
So
I
I
wasn't
there,
then
so
I
don't
know
what
that
felt
like.
But
you
know
it's
again,
it's
an
option.
So
I
think,
as
we
we
think
about
this,
it
will
be
important
to
do
this.
I
need
to
be
excuse.
My
doorbell
is
ringing.
I
have
a
somebody
is
delivering
something
I'll
be
right
back.
So,
mr
o'neil,
let
me
take
this
for
the
next
few
minutes.
N
Thank
you,
madam
chair.
I
see
dr
elkins
has
his
hand
up.
N
N
So
I'm
not
sure
what
additional
comments
folks
have
to
make.
I
mean.
I
know
the
chair
wanted
this:
just
to
be
a
discussion
to
folks
get
on
the
table.
What
their
thought
process
was
other
ways.
We
could
look
to
improve
how
the
meetings
go.
N
N
Like
we
voted
on
earlier
tonight,
and
then
how
do
we
maximize
the
ability
to
get
public
comment,
not
just
from
the
folks
who
come
to
us
regularly
at
these
meetings,
but
make
sure
we
have
voices
from
around
the
city,
including
folks
that
it's
not
convenient
for
them
to
come
to
sit
and
wait
for
an
opportunity
to
speak
in
public
comment?
N
So
how
do
we
add
the
value
to
that
as
well?
So
I
think
this
is
an
ongoing
process.
The
chair
want
to
bring
it
up,
particularly
because
you
know
we
have
some
newer
members
who
are
thinking
about
this
and
but
it's
clearly
ongoing
chair.
I
was
just
kind
of
explaining.
You
know
your
thought
process
behind.
Having
this
conversation.
G
N
And
that
it's
an
ongoing
effort
as
we
seek
to
improve
we're
in
a
transition
phase
with
an
interim
superintendent
and
a
new
one
joining
as
well
and
dr
eccleston
is
being
very
thoughtful
into
how
to
maximize
the
ability
to
really
get
to
important
issues
during
school
committee
members
during
school
committee
meetings.
N
And
so
it's
going
to
be
an
ongoing
process
to
take
the
input
and
continue
to
think
and
and
mr
tran.
O
H
Yes,
I've
been
listening.
I've
been
absorbing
all
the
comments
and
everything
that
I've
said
about
the
process
today.
Well,
in
fact,
throughout
my
fourth
four
years
here
serving
on
this
committee.
H
H
H
I
agree
with,
while
I
agree
with
dr
edelson
eckelson
regarding
pinpointing.
H
H
That
is
the
question
that
I
have.
I
don't
know
I
I
have
no
question
to
that.
So
while
I
agree
that
it
should
you
know
that
that
that
the
presentation
for
the
you
know,
for
the
sake
of
time
should
be
condensed
specifically,
but
on
the
other
side
of
the
coin
is
my
concern
regarding
you
know
the
public's
access
to
those
documents
so
that
they
are
well
informed
as
well.
H
And
lastly,
I
I
I've
read
mr
mutt's
testimony
and
I
agree
you
know
we
do
some
of
it
and
thank
you.
D
Yeah,
thank
you.
I
would
agree.
I
think
that
the
biggest
issue
will
be
what
what
is
that
balance
between
you
know
fully
going
over
a
report.
If
the
idea
is
that
we
get
it
in
advance
in
that,
it
really
is.
If
the
materials
are
posted
really
a
week
in
advance,
it
would
give
those
who
are
more
inclined
to
prepare
for
the
meeting
in
addition
to
ourselves
to
do
that
and.
D
You
know
I
I
think
we
would
have
to
you
know,
try
it
and
see
you
know.
If
there
is,
you
know
if
there
are
more
questions
about
having
you
know,
more
of
a
dialogue
or
a
better
explanation
of
the
of
the
materials,
but
you
know
I
also
liked
what
mr
mud
proposed
in
terms
of
thinking
about
how
the
presentations
are.
Even
you
know,
formatted,
so
that
we
are
getting.
D
D
We
do
get
reports
where
we
just
where
it's
presented,
but
then
the
question
is
so
what's
next
or
what
happened
or
anything
and
there's
really
nothing
but
except
the
raw
data
there.
So
the
idea
that
we
would
think
differently
about
how
actually
reports
are
formatted
may
make
those
conversations
more
productive
as
well.
D
Do
you
have
any
thoughts
about
that?
Dr
eggleston.
D
It
was
about
formatting
reports
so
that
a
third
of
the
report
is
really
speaking
to
whatever
the
issues
are,
but
then
another
third
is
talking
about
what
are
the
outcomes
of
whatever
happened,
and
then
the
third
would
be
what
are
the
next
steps?
So
it's
really
more
action
oriented
and
not
just
a
report
out.
O
Yeah,
thank
you.
I
apologize.
I
was
looking
at
a
press
release
for
tomorrow.
I
think
I
think
a
few
things
one
I
think
to
the
testimony
from
earlier
today
from
mr
mud.
I
think
that
that
is
something
we
really
should
be
considering
and
thinking
about,
I
think,
all
too
often
we
are
not
having
governance
decisions
that
focus
on
the
return
on
investment.
What
is
the
evidence
and
data
that
suggests
what
we're
doing
is
working
and
that
we
should
continue
to
do
those
things?
I
think
that's
a
really
important
part
of
this.
G
D
D
Okay,
so
right
now
we're
about
8
19..
This
has
been
a
lot
of
good
food
for
thought.
I'm
wondering
if
there
are
final
thoughts
that
people
have
so
that
we
could
sort
of
wind
up
by
8
30.
F
I
mean
I
would,
I
would
certainly
add
I
mean
I
think,
to
some
degree.
I
think
we
do
see
a
lot
of
great
attempts
at
this
already.
I
think
it's
just
about
normalizing
it
essentially
particularly
with
presentations.
I
mean
data
without
a
story
behind
it
doesn't
really
help
a
lot
of
people,
but
I
also
think
like
having
a
part
of
the
the
presentations
also
be
unanswered
questions
and
what
questions
are
particularly
still
looming
from
those
people
who
are
closest
to
the
work.
F
You
all
as
a
particularly
like
bps
is
a
definitely
an
insightful
body,
and
that
is
really
thinking
about
proactively.
What's
the
next
step,
so
I'd
like
to
see
that
in
presentations
as
well,
just
like
what
yeah
like
what
are
the
gaps
that
we
still
have
left
to
fill
and,
like
I
said
some
of
that
comes
up
already,
but
I
think
just
normalizing
that,
as
a
part
of
presentations,
will
be
very
helpful
for
everyone
moving
forward.
F
T
The
last
thing
I'll
say,
and
I
apologize-
I
also
have
to
run
in
a
minute,
but
I
think
it
would
be
interesting.
T
You
know
there's
a
lot
here
for
all
of
us
to
think
about,
but
obviously
for
you
to
really
think
about
chair
and
but
I
do
think
it
would
be
helpful-
and
maybe
this
is
for
an
august
meeting
or
later,
but
to
come
back
and
share
with
the
public
sort
of
how
we're
thinking
about
restructuring
and
hearing
some
of
that
feedback
from
them
around
the
ways
that
we're
going
to
you
know
shake
things
up
with
the
recognition-
and
I
think
you've
said
this
chair
like
we're
not
going
to
be
able
to
please
everyone,
and
this
isn't
a
full-time
job,
and
so
the
governance
part
of
this
is
complex,
and
this
is
obviously
a
team
of
people
who
are
are
willing
to
go
all
in.
T
But
there
are
time
constraints,
and
so
everything
can't
be
a
priority.
But
there
are
some
like
really
key
pieces
that
we
can
pay
attention
to
and-
and
I
think
you
know
I'm
saying
what
everyone
said-
that
framework
that
we
got
from
john
mudd,
but
also
other
thoughts
that
were
came
here
today.
I
think,
have
given
us
a
nice
nice
color
for
us
to
start
to
play
with.
D
Yeah
and
as
we
move
forward,
I
mean
I'm
sure
you
know
by
the
end
of
august
superintendent-elect
some
skipper
will
be
able
to
join
us,
but
also
want
to
sort
of
organize
these
thoughts
so
that
we
can
share
with
her
some
of
the
things
that
we're
interested
in
considering
so
that
she
too
can
weigh
in,
and
we
can
jointly
come
up
with
a
plan
that
works
for
all
of
us.
D
So
having
an
opportunity
to
do
some
of
this
and
to
continue
to
do
this
thinking,
because
you
know
I'm
sure
in
the
background
between
the
sullivan
and
annie
quinn,
that
somebody
is
writing
all
of
this
up
for
us,
so
that
we
can
both
review
it
ourselves
and
then
begin
to
sort
of.
You
know
prioritize
of
all
of
these
things
that
we've
been
talking
about.
D
What
are
the
things
we
we
feel
will
work
best
or
we
want
to
try
as
we
move
forward,
because
obviously
we'll
have
more
ideas
than
we
will
have
time
to
be
able
to
implement,
but
want
to
do
the
ones
that
we
feel
will
be
most
effective,
and
so
I've
heard
a
lot
of
good
thoughts.
Tonight
I
mean
critically
about
you
know,
I
think
the
number
one
thing
that's
on
all
our
minds.
You
know,
as
we
think
about
our
inter
interaction
with
our
community,
whether
it
be
in
public
comment
or
otherwise.
D
How
can
we
get
it
better
so
that
it
feels
like
we
are
working
together
that
people
feel
that
they're,
not
just
speaking
to
a
bunch
of
nodding
heads,
but
that
we
feel
their
pain
and
are
as
anxious
as
they
are
to
get
these
things
resolved,
but
want
to
be
able
to
figure
out
how
we
can
do
this
also
when
it's
appropriate
in
some
other
kinds
of
dialogue,
opportunities
and
then
to
have
reports
that
are
meaningful,
that
provide
us
with
substance
and
understanding
of
what
will
the
district
do
next,
we
are
also
about
you
know
continuous
improvement,
so
we
want
to
hear
where
we've
been
and
where
we're
going
as
we
do
this
work
and
and
critically
there
are
a
number
of
issues
that
we
are
responsible
for
because
of
the
desi
mou,
but
also
because
they
are
the
most
critical
things
that
we
need
to
be
looking
at.
D
Overall.
In
our
district,
how
we
are
educating
our
ells,
how
we
are
working
with
our
special
needs,
students
and
families
to
make
sure
they're
getting
what
they
need.
So
we
do
want
to
make
sure
these
things
are
showing
up
regularly
on
our
agenda
so
that
the
public
knows
that
we
are
taking
this
seriously
and
that
we
are
also
holding
the
district.
D
You
know
accountable
for
you
know
moving
forward,
so
I
know
if
we
just
start
with
those
things
and
begin
to
look
at
what
is
on
our
calendar,
that
we
know
we
will
need
to
be
coverage.
We've
got
a
good
place
to
begin
as
we
are.
You
know,
thinking
about
putting
things
onto
this
agenda
and
then,
as
we
talk
with
superintendent
skipper,
we'll
also
understand
her
priorities
in
the
way
that
she
wants
to
move
forward
in
this
work
too.
D
D
You
know,
hopefully,
as
we
move
forward
into
the
new
year,
and
if
we
begin
to
do
this
work
right,
people
will
feel
heard
in
ways
that
they
will
not
have
to
come
for
four
hours
of
public
comment,
and
so
we
really
want
to
be
able
to
to
really
hone
in
on
these
issues
so
that
it
feels
better
for
and
productive
for
both
the
public
and
for
ourselves
as
well,
because
I
know
how
much
you
all
have
pushed
into
this
work
over
the
last
year
and
really
want
to
thank
you
all
for
for
sticking
with
it
and
also
working
through
how
we
can
make
it
better
as
we
move
forward
before
we
move
on
to
final
public
comment
want
to
give
anyone
final
remarks
before
we
move
forward.
O
On
just
wanted
to
share
quickly
chad,
thank
you
for
your
vulnerability
and
modeling.
I
think
for
all
of
us
what
constructive
sort
of
feedback
and
own
interrogation
of
our
own
practices
can
look
like.
I
appreciate
it.
F
Yeah
I'd
be
remiss
if
I,
if,
if
I
didn't
say
even
though
I'm
not
here
I'd
be
remiss.
If
I
didn't
say
you
know
the
the
the
the
reports
that
we
heard
earlier
today
from
dr
ethelson,
I
think
is
also
a
testament
to
the
great
work
that
he
was
doing,
but
also
under
the
leadership
of
dr
caselia,
so
to
continue
to
sing
her
praises
for
the
work
that
she
did
in
the
three
years
that
she
was
here
and
we
have
a
good
foundation.
D
D
E
AD
AD
So
equity
is
defined
as
the
quality
of
being
fair
or
impartial
and
recognizes
that
each
person
has
different
circumstances
and
allocates
the
exact
resources
and
opportunities
needed
to
reach
an
equal
outcome.
The
city
of
boston
and
boston
in
boston.
Public
schools
must
implement
an
equitable
action
plan
for
the
coming
school
year
to
ensure
that
students
and
staff
do
not
suffer
further
harm.
Students,
staff
families
and
communities
must
be
as
safe
as
possible
from
the
continuing
and
increasing
threat
of
infection
from
coven
19
virus.
AD
Unfortunately,
under
the
leadership
of
an
appointed
school
committee,
there
is
no
one
to
hold
accountable
for
the
promises
that
were
broken
and
continue
to
be.
There
are
russell
parents
here,
I'm
sure,
there's
still
shaw
parents
that
have
come
here.
We
are
now
on
the
third
mayor
third
school
committee
chair
and
soon
to
be
third
superintendent,
the
same
folks
in
the
budget
office
and
in
central
office.
But
the
one
thing
that
remains
the
same
is
a
broken
promises.
AD
The
lack
of
accountability
for
keeping
those
promises
and
school
communities
continue
to
be
pitted
against
each
other
when
other,
when
some
get
what
others
only
could
dream
of
30
seconds,
we
as
parents,
students,
educators
and
community
members,
need
and
have
to
have
a
voice
in
the
policy
decisions
voted
on
by
this
school
committee.
We
need
to
restore
trust
and
accountability
and
outcomes,
and
we
need
an
elected
school
committee.
AD
We
as
baja
support
an
elected
school
committee
where
boston
families
can
have
more
of
an
actual
role
in
selecting
someone
who
we
can
endorse
as
a
superintendent,
because
our
current
minimum
standard
should
not
be
determined
by
our
school
communities
being
able
to
survive
the
harm
that
they
do.
Thank
you
and
thank
you
for
having
the
last
conversation,
I'm
glad
you
guys
are
getting
into
this.
D
Okay,
well,
that
can.
That
concludes
our
business.
For
this
evening,
the
next
remote
school
committee
meeting
will
take
place
on
wednesday
august
10th
at
5
p.m,
and
if
there's
nothing
further
I'll
entertain
a
motion
tour
during
the
meeting.
Is
there
a
motion,
some
moved?
Thank
you.
Is
there
a
second
okay?
Thank
you.
Miss.