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From YouTube: Boston School Committee Meeting 12-1-21
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.
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A
B
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B
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A
E
Thank
you
very
much,
madam
chair
good
evening.
Everyone
distinguished
guests
school
committee
members.
My
name
is
juan
bernal.
I
am
the
spanish
interpreter
whom
we'll
be
interpreting
exclusively
and
consecutively
for
school
committee.
Member
spanish-speaking,
miss
rafaela
polanco
garcia,
while
the
other
two
interpreters
will
be
providing
simultaneous
interpretation.
Mr
randalls
and
miss
luz.
I
will
not
proceed
to
make
the
same
announcement
in
spanish.
How
to
access
the
interpretation.
F
A
L
L
M
N
Thank
you,
madam
chair
good
evening.
Everyone,
my
name,
is
way
tonight
tina
and
I
will
be
your
mandarin
interpreters.
O
P
A
A
A
A
A
A
A
Q
R
Q
A
S
S
I
want
to
acknowledge
national
native
american
heritage
day,
which
was
this
past
friday
november
26th
and
just
take
a
moment
to
reflect
on
the
and
celebrate
the
contributions
of
indigenous
people
in
our
country
and
in
the
commonwealth
being
from
minnesota
a
state
of
11
sovereign
tribal
nations.
I
have
been
honored
to
have
worked
alongside
so
many
tribal
leaders
within
our
indigenous
community
and
I've
just
learned
so
much
about
their
rich
heritages,
cultures
and
their
languages.
It's
truly
been
a
blessing
to
have
been
able
to
work
so
closely
with
our
full
community.
S
S
I've
enjoyed
getting
to
know
each
of
you
better
personally,
and
I
know
that
you'll
bring
your
experience
and
your
passion
to
these
roles
and
continue
to
ask
the
hard
but
necessary
questions
as
we
hold
ourselves
accountable
for
better
student
outcomes.
Welcome
back,
miss
le
pera
and
miss
polanco,
garcia.
S
As
an
english
learner,
herself
akita
brings
a
depth
of
knowledge
and
experience
to
the
role
and
specific
lends
to
the
reform
work.
We
know
we
need
to
complete
with
deputy
superintendent
dr
drew
eccleston
and
his
deputy
chief
academic
officer,
farah
asaraj
akita
is
working
with
me
on
a
renewed
vision
for
the
office,
one
that
is
affirming
of
all
cultural
backgrounds
and
demonstrates
respect
for
home
languages,
while
also
ensuring
students
are
able
to
access
instruction
and
support
to
develop
their
native
language
literacy,
as
well
as
learning
english.
S
Should
we
move
on
mark
or
do
we
think
we
can.
S
S
I
was
also
excited
to
learn
yesterday
that
the
english
high
school
football
coach,
brian
conway,
has
been
named
the
high
school
coach
of
the
week
by
the
new
england,
patriots,
coach
ryan
and
the
english
high
eagles
defeated
boston,
latin
school
wolf
pack
66
to
42
at
their
annual
thanksgiving
day
game.
Last
week,
the
english
and
boston
latin
school
hold
the
record
for
the
oldest
continuous
public
high
school
football
rivalry
in
the
united
states
dating
back
to
1887..
S
The
patriots
presented
a
one
thousand
dollar
check
to
english
high
yesterday
to
celebrate
coach
conway,
the
check
presentation
will
be
featured
on
the
patriots.
Weekly
television
show
patriots,
all
access
which
airs
on
friday
night
at
7pm
on
wbz
wbztv,
congratulations
to
coach
conway
and
the
entire
english
community.
For
this
great
accomplishment,
and
thank
you
to
the
patriots
for
this
honor,
it
is
especially
great
as
the
english
high
school
also
celebrated
its
200th
anniversary
this
year
and
sorry
to
our
boston,
latin
school
alums
on
the
school
committee
and
in
the
audience.
S
S
These
recruitment
fairs
are
part
of
our
larger
strategy
to
streamline
the
application
process
and
remove
barriers
for
interested
members
of
the
community
to
join
team.
Bps
filling
these
positions
remains
a
top
priority
and
I
have
asked
my
team
to
continue
to
identify
opportunities
to
continue
to
fill
back
all
of
our
staffing
shortfalls.
S
S
I
wanted
to
also
provide
a
quick
update
on
our
acceleration
academies,
because
they're
coming
up
this
program
is
an
effort
spearheaded
by
the
office
of
academics,
to
offer
academic
support
and
fun
enrichment,
while
addressing
the
unfinished
lessons
and
learning
that
students
have
had
that
the
students
still
need
to
complete
from
the
previous
school
term.
During
the
february
and
april
vacations,
the
academies
will
have
an
explicit
focus
on
multilingual
learners
and
without
multilingual
learners
with
and
without
disabilities
and
students
with
disabilities.
S
S
S
Just
a
quick
update
on
esser,
we
are
finalizing
the
review
of
all
school
and
department
applications
for
sr-3
funding
so
that
we
can
submit
our
funding
application
to
deci
for
final
investments
and
make
any
amendments
necessary,
which
we
are
planning
to
complete
by
the
end
of
this
calendar
year.
S
As
a
reminder,
we've
already
provided
funding
to
schools
through
sr1
and
sr2
sr1
funds
included
more
than
32
million
to
support
returning
to
school,
focusing
on
health
and
safety,
including
purchasing
of
air
purifiers.
Expanding
access
to
food
for
students
during
the
remote
learning
period,
implementing
expanded
summer
learning
opportunities
and
special
education
assessments
and
compensatory
services.
S
At
this
time,
all
bps
schools
are
holding
their
school
preview
times
or
virtual
information
sessions
for
prospective
families
to
learn
more
about
each
school
to
meet
their
school
leaders
and
educators
and
ask
any
questions
that
they
may
have
for
a
list
of
school
preview
dates
times
as
well
as
info
sessions
at
each
school.
You
can
visit
bostonpublicschools.org
forward,
slash
school
preview
and
there
you'll
find
an
interest
form
in
10
different
languages
to
fill
out.
S
Families
will
get
a
better
understanding
of
which
schools
their
child
is
eligible
to
attend.
It
is
also
a
great
research
resource
for
additional
information
about
all
bps
schools,
for
additional
information
and
future
updates
throughout
the
school
choice
season.
Please
visit
bostonpublicschools.org
forward,
slash
registration.
S
While
we
are
affirming
that
we
will
have
sixth
grade
each
at
each
school
next
year,
there's
still
some
community
conversations
that
we
still
need
to
have
and
additional
work.
That
needs
to
be
done
in
collaboration
with
our
external
partners,
where
some
of
those
solutions
may
rest
and
other
school
communities
to
determine
the
exact
plan
for
each
individual
school.
S
During
our
next
school
committee
meeting
on
december
15th,
I
will
present
more
details
and
the
proposed
solutions
for
these
three
schools.
Please
note
we
will
be
hosting
meetings
over
the
next
two
weeks
with
the
mendel,
the
sumner
and
the
blackstone
school
communities,
to
discuss
the
option
or
options
we
are
reviewing.
S
That
was
never
in
question.
It's
more
a
question
of
timing.
I
want
to
thank
the
school
leaders
of
each
of
these
schools,
principal
principal
bot,
principal
daniels
and
principal
welch,
and
the
families
who
worked
really
tirelessly
alongside
my
team,
to
find
creative
solutions.
I
want
to
thank
them
for
their
patience
and
their
tenacity
in
finding
the
solution.
I'd
be
remiss
not
to
acknowledge
some
of
the
challenges
we
have
incurred
as
we've
moved
toward
implementing
grade
six
within
these
school
communities.
S
In
our
initial
assessment,
we
realize
that
there
are
significant
space
challenges
which
have
not
made
this
process
as
seamless
as
we'd
hoped.
It
was
determined
that
the
traditional
ways
to
add
space
to
a
school
just
didn't
weren't
possible
and
in
response
we've
taken
time
to
go
over
even
more
options.
These
past
several
weeks,
while
reaching
out
to
numerous
folks
and
exploring
all
the
ideas
and
potential
space
and
involving
families
and
staff
and
multiple
walkthroughs
and
potential
options.
S
As
I
said
back
in
october,
I
will
welcome
any
creative
solution
if
it
existed
and
they
did,
and
so
I'm
very
happy
to
report.
That
sixth
grade
is
coming
back
to
the
mendel,
the
blackstone
sumner
schools
and
I
look
forward
to
continued
engagement
with
families
and
staff
over
the
next
two
weeks.
As
we
finalize
these
options.
S
As
you
know,
kovid
is
on
the
rise
in
our
community
and
we
are
taking
additional
steps
to
to
ensure
that
our
community
is
safe
and
and
healthy,
and
we
continue
to
evolve
our
guidance
to
schools
as
we
align
to
the
health
and
safety
testing
and
vaccine
guidance
and
updates
from
the
cdc
and
updates
from
desi
and
the
department
of
health
and
boston
health
commission,
so
that
we're
making
sure
that
we're
following
all
updates.
S
Our
deep
planning
over
the
summer
with
the
boston
health
commission
provided
a
solid
foundation
for
our
students,
safe
return
to
in-person
learning.
This
fall
and
we've
also
experienced
significant
challenges
with
our
partners
on
pool
testing
where
the
needs
we
have
are
not
being
met.
Based
on
the
expectations
provided
to
us
over
the
summer
to
effectively
address
these
issues,
we
are
rolling
out
in
the
next
two
weeks
an
updated
framework,
including
immediate
additional
investments,
from
bps
to
scale-up
solutions
and
testing
information
sharing
with
staff
and
families
and
the
formation
of
a
covid19
dedicated
response
team.
S
S
If
you
haven't
yet
received
your
vaccine,
we
have
a
clinic
scheduled
for
tomorrow
december,
2nd
at
the
mission
hill
high
school
for
students
and
families,
age
5,
plus
again,
all
of
this
information
and
more
upcoming
clinics
can
be
found
on
our
website
at
bostonpublicschools.org
forward.
Slash
vaccines.
S
S
S
As
you
know,
I
announced
that
a
transportation
working
group
would
be
created
to
tackle
the
many
challenges
with
our
transportation
services.
I've
delayed
this
working
group.
This
fall
because
of
the
mayoral
transition
and
the
impeding
contract
extension
negotiations.
That
would
that
just
happened
with
the
bus
drivers,
as
the
mayor
was
just
taking
office.
S
S
I
wanted
to
share
a
brief
data
overview
of
the
progress
we
are
seeing
thus
far,
including
87
of
our
el
students
are
receiving
the
appropriate
number
of
minutes
compared
to
61.
In
october,
85
of
our
el
students
are
receiving
the
appropriate
type
of
instruction
compared
to
68.
In
october,
90
of
our
el
students
have
the
appropriately
credentialed
educator
compared
to
68
in
october,
and
81
percent
of
our
el
students
are
in
classrooms
with
the
appropriate
grouping
compared
to
41
percent
in
october.
S
This
data
run
is
from
about
a
week
ago
and
as
we
finalize
our
report
for
friday,
we
expect
these
percentages
will
continue
to
improve.
Even
though
we
have
made
tremendous
progress,
we
will
not
be
satisfied
until
we
are
sure
every
single
student
is
being
served
with
the
appropriate
level
of
services.
S
Lastly,
before
I
end
my
superintendent's
report
for
the
evening,
I
want
to
wish
those
who
celebrate
a
very
happy
hanukkah,
which
began
this
past
sunday
november
29th
and
ends
on
december
6
this
year.
I,
on
behalf
of
all
bps,
wish
you
a
joyous,
eight
day
festival
and
a
lifetime
of
lights.
I
hope
you
spend
this
time
with
family
friends
and
loved
ones.
S
T
My
personal
story
as
a
multilingual
learner,
speaking
hindi,
spanish
and
english,
and
my
work
with
bilingual
students
has
solidified
my
belief
in
native
language
instruction
and
has
allowed
me
to
become
an
advocate
for
social,
racial,
cultural
and
linguistic
equity.
For
our
multilingual
families,
being
able
to
comprehend
speak,
read
and
write
in
two
or
more
languages
is
an
asset.
T
It
is
time
for
boston,
public
schools
to
increase
our
additive
models
to
language
learning.
This
means
the
home
language
of
our
students
is
an
asset
and
should
not
be
subtracted.
Native
language
instruction
is
the
foundation
for
additional
language
acquisition,
and
its
incorporation
into
the
classroom
will
only
benefit
learning
across
the
curriculum.
I
have
worked
over
15
years
in
boston,
public
schools
as
a
bilingual
educator,
esl
teacher
sei
teacher
language,
coach
school
leader
and
now
the
cultivator
of
bilingual
and
esl
teachers.
T
T
A
Great
thank
you
superintendent
for
that
report.
I'll
now
open
it
up
to
questions
and
discussions
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes.
That's
one
to
two
questions.
I'd
like
to
remind
bps
staff,
to
also
be
brief
with
your
responses.
A
If
you
have
additional
questions
I'll
come
back
to
you,
so
please
raise
your
hands
if
you
have
something.
Thank
you.
We'll
start
with
dr
coleman.
V
Great,
thank
you
very
much
for
your
report,
dr
cosellius,
and
and
I'm
I
want
to
lift
up
the
degree
to
which
you
listen
to
families
in
crisis
and
try
to
find
a
solution,
a
very
difficult
situation,
no
there's
no
perfect
solutions,
but
the
fact
that
we,
you
you
let
us
kept
us
engaged,
I
think,
is
very,
very
critical
to
our
future
and
hopefully
that
people
can
be
in
to
trust
that
more
and
work.
V
For
that
more
the
one
question
I
have
of
the
whole
report
and
talk
about
the
transportation.
I
want
to
understand
when
you
say
you're
going
to
have
you're,
also
going
to
be
talking
about
the
assignment
process
in
the
under
the
conversation
about
transportation.
V
S
Thank
you,
dr
coleman.
You
know,
I
think
that
when
when
I
first
came
on
board
there,
you
know,
obviously
transportation
was
experiencing
a
lot
of
operational
issues.
They've
made
a
ton
of
improvement
in
the
operational
issues,
the
low-hanging
fruit,
so
to
speak.
The
recommendations
that
the
expert
came
dell
and
her
team
have
done
an
amazing
job
of
getting
the
operational
issues
kind
of
put
together
with
her
team
and
with
transdev
and
holding
them
accountable,
which
we
hadn't
ever
done
before
to
performance
measures.
S
But
what
is
still
needed
are
the
really
more
difficult
pieces
for
you
know,
getting
really
high
measures
of
dependability
and
that's
some
of
the
measures
within
this.
The
contract
contracting
of
the
bus,
monitor
contract,
the
the
driver,
contract
and
issues
of
start
times,
which
have
been
difficult
issues
for
the
community
and
issues
of
assignment
meaning.
We
bus
students
all
over
this,
the
city
which
it
can
complicate
routing,
and
so
I
think
you
know
that
has
to
be
looked
at
the
way
that
we
assign
special
education
students
and
students
who
need
el
services.
V
To
suggest
that
the
data,
as
you
see
it
meant
that
the
attempts
of
the
our
current
assignment,
our
k-8
assignment
process
of
trying
to
increase,
have
more
kids
closer
to
home,
has
not
worked
available.
V
We've
reached
that
goal
of
not
busting
kids
all
over
and
that
we
don't
have
getting
kids
closer
to
home
in
a
high
quality.
School
is
not
working
out
in
our
current
system.
W
C
E
Thank
you
very
much.
Your
superintendent,
brenda
caselias.
R
E
E
Would
like
to
praise
and
commend
the
active
work
that
the
superintendent
put
in
place.
Actually,
a
commission
was
put
in
place.
It
was
a
commission
in
which
the
parents
or
a
leading
group
of
parents
interrupted
them
as
well,
and
I
would
like
to
appreciate
that
a
team
effort
that
the
superintendent
put
at
fake
at
work
for
this
particular
purpose.
E
I
do
appreciate
this
very
much
the
fact
that
the
voices
of
the
parents
are
being
heard.
I
do
appreciate
very
much
the
fact
that
mr
aruja
himself
placed
a
couple
of
different
phone
calls
with
regards
to
the
lights
that
were
put
in
place
at
the
black
student
school.
To
give
one
example,
and
that
blackstone's
called
this
in
particular
a
school
that
I
deal
with
personally.
E
D
I
also
wanted
to
join
in
welcoming
akita,
as
co-chair
of
the
yale
task
force,
very
much
look
forward
to
working
with
her
as
part
of
the
team,
and
I
thank
you
superintendent
also
for
highlighting
you
know
kind
of
where
we
are
right
now
with
respect
to
department
of
justice.
The
data
you
share,
I
think
that's
that's
something
I
think
we
could.
We
could
bring
hopefully
more
regularly
to
school
committee
to
see
kind
of
how
and
and
then
also,
I
think,
we'll
have
a
discussion
on
that.
D
So
what
you
know,
what
what's
the
data
that
we
think
can
best
reflect?
You
know
how
we're
doing
as
a
district
with
our
el
nino
with
disability
students.
So
thank
you.
Thank
you
for
highlighting
highlighting
that.
I
also
had
a
question
on
on
transportation
and
actually
set
separate
from
our
responsibilities
as
a
district
with
respect
to
the
to
mbta.
So
I've
heard
a
lot
from
families
who
their
their
children
are
are
late
because
of
buses
that
aren't
going
their
routes.
D
Buses
that
are
don't,
show
up
or
are
late
and
wanted
to
see
what
role
does
a
district
play
in
advocacy
around
the
mbta,
and
I
say
that
as
a
you
know,
as
a
bps
student,
like
six
years
I
took
I
took
mbta
yes
and
and
so
so
yeah.
I
want
to
get
a
sense
on
that
I
did.
Actually
I
was.
D
I
have
some
friends
at
the
mbta,
so
I
did
ask
them
and
I
think
they've
said
kind
of
the
same
challenges
that
we're
facing
in
terms
of
staffing
and
so
forth,
but
I
hope
that
we
can
help
them
as
they
plan
out
their
routes
and
their
staffing
to
emphasize
the
particular
routes
that
really
service
our
kids
in
our
school.
So
I
just
wanted
to
note
that
and
and
there's
one
one
final
comment
on
the
work
with
us.
D
I
think
it's
great
to
see
kind
of
all
the
outreach
and
how
important
that
is,
and,
and
one
stage
is
generally
if
we
are-
and
I
know
our
the
school
committee's
role
in
the
collective
bargaining
so
forth,
but
but
if
you're
able
to,
if
you
have
all
the
tools
you
need
to
create
the
best
work
environment
for
our
staff
and
especially
incorporating
I
know
as
an
executive
of
we
have
about
1500
employees
and
everyone
wants.
You
know
remote
work
and
all
the
different
features
that
come
with
it.
D
We're
seeing
that
you
know,
even
as
you
know,
wherever
we
are
in
the
pandemic,
I
think
it's
something
that's
going
to
be
here
to
stay,
so
I
wanted
to
just
get
a
sense
for
your
thinking
on.
Do
you
have
all
the
tools
and
the
the
framework
you
need
to
make
working
at
bps
the
best
it
can
be
for
all
staff,
so
I'll
leave
those
there.
Thank
you.
S
Well,
thank
you
for
your
comments
and
you
know
transportation
just
and
then
I'll
get
to
the
staffing
comment
is
quite
a
challenge
right
now,
and
it
is
for
mbta.
It
is
for
our
suppliers.
S
It
is
just
the
whole
trucking
industry,
you
know,
is
all
clamoring
for
more
drivers
and
and
as
soon
as
transdev
hires
more
we
lose
some
to
retirement
or
other
other
reasons.
They
go
somewhere
else,
a
higher
paying
job.
You
know,
because
it's
highly
competitive
out
there
and
so
people
are
changing
wages.
Even
so,
I
think
that
some
of
the
the
things
that
I'd
like
to
discuss
with
my
team-
and
I
have
brought
up
that
we
need
to
explore-
is
you
know
just
about
wages
and
is
there
something
we
could
do
temporarily?
S
I've
also
wanted
to
explore
residency
requirements,
which
tends
to
also
be
a
barrier
for
us
to
be
able
to
recruit,
because
some
of
our
hourly
employees
are
still
required
to
have
residency
and
it's
very
expensive
to
live
in
boston
on
the
wages
on
some
of
the
wages
that
we
have.
So
I
think
that
that
is
a
real
barrier
and
I
think
there's
also,
as
I
stated
in
my
comments
on
our
side,
just
our
office
of
human
capital.
S
They
work
really
hard,
but
there's
sometimes
ways
in
which
we
can
work
smarter
to
get
folks,
onboarded
quicker,
and
so
we've
been
looking
at
all
of
those
processes.
Like
the
new
website
you
know,
can
we
have
a
one-stop
kind
of
shop?
Can
we
do
our
own
fingerprinting
here,
because
that
takes
time
you
know?
S
So
that's
something
that
we
are
working
on
and
hoping
to
be
able
to
do
fairly
quickly
here
around
flexible
work
policy
and
as
one
of
the
barriers
that
we
could
remove
and
make
it
make
it
better
to
work
in
bps.
D
Great
thank
you
and
let
us
know
how
we
can
advocate
on
our
our
side
for
for
that
in
particular.
So
thank
you.
S
X
Le
pera,
thank
you,
madam
chair,
and
just
happy
to
be
with
you
all.
So
thank
you
for
the
warm.
We
welcome
a
couple
of
pieces.
Remember
derujo!
I
totally
feel
you
having
your
child
just
wanting
to
be
a
part
of
the
meeting.
X
I
think
my
own
have
figured
out.
They
can
ask
any
question
when
I'm
on
zoom
and
the
answer
is
going
to
be
yes,
so
it
might
be
a
tactic.
But
on
a
more
serious
note,
thank
you
superintendent
for
the
report.
I
do
have
some
questions
around
the
acceleration
academies.
X
I
know
that
you
mentioned
that
62
schools
will
be
participating
and
I
was
just
curious
to
understand
how
those
schools
were
determined
whether
there
was
an
application
process
or
how
that
was
figured
out
and
related
to
that.
What
the
staffing
will
look
like
for
those
acceleration
academies
as
well
as
what
transportation
will
look
like
for
those
opportunities.
S
Y
The
essential
question
for
the
february
vacation
is
how
to
make
boston,
a
healthier,
more
vibrant
city
for
all
citizens
in
the
city
and
students
will
be
put
in
simulation
where
they
are
on
marawu's
cabinet
and
they'll,
be
making
policy
recommendations
to
marawu
reading
materials,
complex
grade
level,
texts
for
their
specific
grade
levels
and
working
through
to
make
policy
recommendations
on
topics
like
in
grade
four
they'll
focus
on
monuments
in
massachusetts
and
who
we
honor
and
who
we
don't
honor
and
make
recommendations
around.
Y
Maybe
monument
changes
in
the
city
of
boston
grades
10
will
focus
on
housing
and
security
in
the
city
and
make
policy
recommendations
on
issues
related
to
mass
and
caste,
for
example,
and
so
those
units
are
being
built
out.
The
central
office,
my
colleagues
and
academics
have
developed
are
developing
curriculum
to
support
our
educators
to
be
able
to
implement
complex
grade
level
text.
The
standards
for
the
acceleration
academy
in
february
will
focus
on
reading
informational
text
standards
r1
to
r3,
which
is
really
about
key
ideas
and
details
and
comprehension.
X
No,
that's
great,
thank
you
so
much
for
that.
That's
really
helpful.
I
think
the
only
couple
pieces
that
are
still
that
I'd
still
like
more
information
on
is
when
we're
thinking
about
those
acceleration
academies
within
those
schools.
Will
it
be
open
to
all
grade
levels
or
are
we
targeting
specific
grades?
Y
Yeah,
so
we
are
offering
acceleration
academies
formally
for
grades.
Three
to
ten.
However,
we
have
received
a
request
from
school
leaders
about.
Could
I
also
include
k2
to
grade
2
and
we've
said
yes
for
sure
and
we'll
work
with
you
and
provide
funding
if
your
schools
are
interested
in
doing
that,
we've
had
other
schools,
some
of
the
high
schools,
heads
of
schools
or,
for
example,
are
like.
Could
we
run
a
program
for
our
seniors
that
focus
explicitly
on
college
applications?
We're
like
great?
Yes,
we
can
do
that.
Y
So,
in
addition
to
the
62
schools
we
participated.
We
also
have
some
other
innovative
programming
that
our
school
leaders
have
asked
for
and
will
be
happy
to
partner
with
any
other
schools.
In
these
issues
we
each
site
will
have
a
site
coordinator
and
we'll
be
coordinating
an
initial
meeting
with
them
in
the
coming
week
and
be
offering
the
same
opportunities
to
other
schools.
If
they're
interested
and
the
staffing
you
asked
a
question
about
stocking,
it's
a.
Y
We
are
compensating
educators
for
the
week
at
3
500
for
this
week
of
instruction,
and
we
want
to
make
sure
that
they
were
compensated
fairly
and
appropriately,
given
the
sort
of
context
and
those
individual
decisions
are
made
at
the
school
level,
but
there's
an
open
posting
for
anyone
in
the
district
who's
interested
in
participating.
So
it
doesn't
just
have
to
be
educated
from
that
specific
school
who
helped
support
those
classrooms.
Z
Z
I
know,
as
you
said,
it
was
always
the
intention
to
do
so,
but
thinking
creatively
out
of
box
with
the
parents
and
the
school
communities
and
making
it
work
sooner
is
much
appreciated,
and
I
want
to
echo
my
colleagues
who
have
welcomed
back
ms
lopira
and
miss
polanco,
garcia,
a
wise
choice
by
mayor
janey
to
begin
with,
and
a
wise
choice
by
mia
wu
to
reappoint
you
so
welcome
back.
You've
been
a
great
additions
to
the
committee
so
far,
we're
already
learning
from
both
of
you
and
I'm
sure
it's
going
to
continue
and
accelerate.
A
Does
anyone
else
have
additional
questions?
Ms
lapera,
did
you
have
another
question.
X
I
saw
my
hand
shot
up
really
quickly.
Yes,
I
do
have
one
more
question.
I
know
that
the
acceleration
pieces,
I'm
sure,
are
being
made
possible
because
of
some
of
the
esser
funding
which
led
me
to
think
about.
I
know
we
were
also
designating
specific
sr
dollars
to
school
communities
directly
and
so
would
be
interested
in
understanding
what
the
status
of
that
is.
School
communities
have
already
been
receiving
those
funds
or
where
we
are
with
that.
S
A
Thank
you
and
again
a
warm
welcome
to
my
colleagues
so
glad
that
you're
back
well,
I
guess
it's
for
you
and
for
dr
eggleston.
I
had
an
additional
question
about
the
acceleration
academies
so
with
62
schools.
A
That's
about
50
percent
of
our
schools,
so
my
question
in
those
who
chose
were
there
schools
that
did
not
choose
that
should
have
or
needed
to
have
one
because
of
what's
going
on
within
their
school
and
was
there
encouragement
to
do
so
and
secondly,
what
about
students
at
those
other
62
schools
who
may
have
the
need
of
the
activity
of
the
acceleration
academy?
Is
there
an
opportunity
for
students
to
self-select
and
and
be
able
to
attend
an
academy
if
it,
even
if
it's
not
at
their
own
school.
Y
Yes,
sorry,
it
takes
me
a
second
to
find
my
button
sometimes
but
yeah.
Thank
you
for
that
that
really
important
question.
If
I
don't
get
all
parts
of
it
just
feel
free
to
follow
up.
So
yes,
I'm
concerned
honestly
that
not
not
all
100
of
schools
took
advantage
of
this
opportunity.
We
certainly
were
encouraging
it.
We
sent
we
sent
multiple
communications
about
this.
We
had
school
leader
calls
about
this.
I
continued
to
update
the
school
superintendents
as
applications
were
coming
in
from
each
individual
school.
Y
So,
yes,
you
know
we'll
continue
to
have
conversations
with
school
leaders
and
make
decisions
you
know
up
until
this
week.
We
continue
to
accept
applications
and
support
people
who
want
to
make
this
opportunity
happen.
Some
folks,
some
school
leaders
are
thinking
about
different
ways
of
doing
this
right
so
and
we're
we're
open
to
that,
and
so
we're
not
going
to
do
this
over
february
vacation.
Y
Other
schools
to
the
point,
the
question
that
was
just
posed
around
esser
investments
are
using
things
like
you
know.
Reading
interventionists
and
other
sort
of
tutoring
supports
to
students
to
also
provide
additional
support
to
students
to
support
any
learning
loss.
Y
So
those
are
some
of
the
ways
that
we're
trying
to
accommodate
and
I'll
just
continue
to
be
as
supportive
to
our
school
leaders
and
try
to
continue
to
encourage
folks
who
are
interested
in
participating
in
february
and
or
april,
to
continue
to
do
so
or
to
work
with
us
to
find
creative
options
that
meet
their
community
needs.
A
Y
Right
now,
the
way
that
we've
conceptualized
is
the
academies
would
be
dedicated
to
the
students
who
attend
that
specific
school
in
part
because
of
transportation
that
we're
trying
to
provide.
But
I
am
open
to
thinking
about
that,
and
so
just
before
I
commit
to
that
or
make
a
comment
on
that.
I
just
want
to
do
some
thinking
with
my
team
to
figure
out
if
there's
a
solution
there
that
might
potentially
work
and
if
there
is
we'll
make
it
happen.
S
A
Right
now,
my
my
concern
is
that
you
know
yes,
that
week
of
school
provides
it
equals
child
care
and
coverage
for
families,
and
so
my
question
is:
if
you
know
that
opportunity
is
unavailable
to
them.
You
know
how
are
we
circling
back
to
make
sure
children
are
engaged
in
safe
work?
You
know
activity
during
that
week
if
being
in
school
is
not
an
option,
particularly
thank
you
for
the
opportunity
that
these
will
be
full
day
programs
so
that
it
really
will
serve
well.
The
needs
plus
you're,
offering
transportation.
S
Yeah
we
heard
loud
and
clear
from
our
families
this
past
summer
that
you
know
half
day.
Programs
are
hard
for
them
and
they
really
do
need
the
full
day
programs
and
they
need
transportation.
So
we're
working
that
into
our
acceleration
academies
and
also
planning
and
working
that
into
our
summer
school
options.
A
Right:
it's
what
families
need?
Yes,
one
other
quick
question
around
the
covid
monitoring,
etc.
I
was
happy
to
hear
that
you
said
that
we
will
have
more
supports
around
that.
Are
we
doing
any
work
around
having
schools
share
their
own
best
practices
with
right,
size,
schools?
A
I
know
that
we've
heard
from
a
number
of
you
know:
professional
doctors
and
nurses,
etc,
that
are
part
of
our
school
families.
Who've
been
offering
suggestions
and
just
wondering
how
we
are
taking
in
all
of
those
offers
for
support,
and
how
are
we
getting
those
out
to
schools
or
what
they
are
you
know
sharing
with
one
another.
A
S
So
we
do
have
vehicles
for
communication
with
our
school
leaders
and
also
our
operational
leaders,
and
then
our
school
superintendents
provide
feedback
and
in
their
regional
meetings
they,
you
know,
share
best
practices
in
those
regional
meetings
as
well.
That
then
gets
lifted
up,
and
then
now
we
have
this
stat
team.
You
know
where
we
meet
every
evening
with
the
boston
health
commission
and
look
at
our
daily
numbers
make
decisions
work
together.
S
You
know
on
on
time
kind
of
dynamic
decision
making
and
then
that
gets
communicated
out
to
school
leaders
and
then
our
nursing
team
and
our
and
bphc,
and
I
think
that
this
is
a
much
better
cadence.
Now
that
we're
in
I
mean
this
thing
just
continues
to
change,
we
continue
to
learn
as
we
grow
and
we
take
in
all
the
information
that
we
can
and
continue
to
do
better.
A
Thank
you
before
we
move
on.
Does
anyone
have
any
additional
questions?
A
S
As
for
the
henderson,
you
know,
principal
lampron
continues
to
recover,
I'm
very
grateful
to
eugene
rountree,
who
has
been
at
the
school
every
day
in
her
absence
really
leading
alongside
the
incredible
team
there
of
educators
and
administrators,
and
they
have
been
moving
along
they've
been
also
meeting
with
the
students.
S
I
was
had
a
wonderful
meeting
with
the
student
union
there
as
well
and
putting
in
place
different
procedures
and
trying
to
build
school
culture
and
work
with
better
communication
with
the
parents
and
families
they
have
met
with
the
families.
A
number
of
times
answered
their
questions
and
taken
their
suggestions,
and
I
know
that
the
phc
has
also
worked
with
us,
with
the
students
at
playtime
and
other
counseling
services
and
support
services
to
to
the
school.
S
I
don't
know
if
ms
mercer
would
like
to
give
a
firsthand
accounting
of
you
know
what
she's
been
experiencing
the
past
couple
weeks
in
terms
of
support.
AA
So
our
teachers
and
admin-
I've
always
been
kind
of
the
backbone
of
the
support
at
the
school,
and
it's
become
even
more
stronger.
We've
been
having
everything,
has
pretty
much
returned
back
to
normal
we've
been
having
our
school
after
school
activities.
Starting
back
up.
We
are
kind
of
just
getting
fallen
back
into
our
routine,
especially
after
our
break
and
we're
leading
into
another
break.
S
There's
a
lot
of
school
pride
at
the
henderson,
and
so
you
know
they've
been
really
working
as
a
community.
I
see
miss
coakley
grice
put
her
camera
on.
I
don't
know
if
she
has
anything
to
add
from
the
safety
side.
Yes,.
W
Ma'am
good
evening,
everyone
very
good
to
see
you
to
you
all
and
just
to
give
some
logistics
on
the
bpd
side
been
in
deep
conversations
with
them
in
communications
with
them,
on
the
logistical
side
related
to
possible
criminal
charges,
and
so
those
things
are
also
being
worked
out.
We're
also
working
in
collaboration
with
community
partners
to
support
not
just
the
school
but
the
community,
the
family,
I'm
involved
in
the
situation.
So
there's
been
a
number
of
different
partners
that
have
weighed
in
on
them
and
showed
some
support
as
well.
A
Thank
you
so
much
for
your
report.
If
there's
no
further
discussion
I'll
now
entertain
a
motion
to
receive
the
superintendent's
report.
Q
Q
AC
Q
B
B
B
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
district
staff.
B
B
Let's
move
on
to
our
interpretation
portion
of
the
meeting,
I
will
now
invite
our
interpreters
to
offer
support
for
our
next
set
of
speakers.
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony
school
committee.
Member,
ms
polanco.
Garcia
will
receive
spanish
interpretation
by
phone
if
any
testimony
is
presented
in
a
language
other
than
spanish.
A
The
sullivan,
I
believe,
ms
or
mr
gomez
is
here.
AD
AD
AD
AD
AD
AD
AD
AD
Every
school
in
bps
should
have
qualified
teachers
who
are
trained
to
teach
ethnic
studies
should
reflect
the
race
and
ethnic
studies
of
the
students
in
the
classroom.
Lastly,
all
public
schools
in
boston
should
partner
with
community
based
organizations
like
social
latina
and
other
colleges
and
intuitions
to
teach
ethnic
studies
at
their
schools.
Thank
you.
So
much
for
your
time.
B
F
F
F
So
as
as
a
parent,
I
was
very
concerned
with
the
situation,
but
today
I
feel
joy.
AE
F
F
First
and
foremost,
I
would
like
to
thank
for
all
your
efforts
to
hearing
us
because
of
the
expansion
that
we
needed
for
the
extension
of
the
sixth
grade.
F
AF
F
AF
F
Because
now
it
comes
back
to
our
family,
the
that
our
children
are
not
going
to
go
through
a
traumatic
situation
against.
AG
F
My
name
is
suhei
scano,
my
child.
I
am
the
mother
of
three
children
and
three
children
that
go
to
the
mental
school
to
the
herding
school.
F
Due
to
the
fact
that
this
represents
a
lot
of
concern
and
a
lot
of
trauma
for
a
lot
of
of
the
students
and
parents
in
the
community,.
F
And
thanks
to
the
to
dr
cassellius,
the
school
committee
have
paid
attention
to
this.
We
have
found
a
solution
to
the
problem.
F
And
this
time
we
feel
very
happy
and
we
feel
that
our
voices
have
been
heard.
B
B
AI
I
think
I
did
it
right:
hello,
everybody
mike
heischmann,
dorchester
basia,
I'm
very
happy
to
join
my
voice
and
say
thank
you
to
the
superintendents
for
the
good
news
about
the
sixth
graders.
This
is
also
a
victory
of
solidarity
for
the
three
school
communities
to
work
together
and
to
advocate
together.
AI
AI
AI
AI
It
was
the
right
thing
to
do
to
close
as
much
of
the
economy
down
after
the
onset
of
the
virus.
Yes,
the
economy
has
suffered.
It
was
the
right
thing
to
do
to
close
the
schools
and
later
reopen
them
with
the
hybrid
model.
Yes,
the
education
of
our
children
has
suffered
consistent
with
its
strategic
mission.
Bps
fully
reopened
schools
in
september
no
hybrid,
not
even
a
remote
option
for
families
who
believe
that
their
children's
health
safety
and
lives
were
more
important
than
education.
AI
AI
AI
AJ
AJ
As
you
vote
on
the
school
closures
and
budget,
many
of
our
special
education
students
continue
to
not
receive
services
due
to
the
staffing
shortages
and
lack
of
access
to
high
performing
schools.
The
impact
of
these
vacancies
on
students
that
cannot
access
the
curriculum
without
support
is
being
felt
at
home
and
in
schools.
AJ
The
district
needs
to
engage
with
families
in
a
genuine
and
authentic
manner,
which
would
include
learning
from
the
mistakes
made
with
the
west
roxbury
complex
in
mccormick
school.
The
proposal
that
four
elliott
parents
have
submitted
for
charlestown
high
school
has
many
great
practices
in
it
that
the
district
should
be
doing
as
a
whole.
However,
there
is
no
voice
agency
or
choice
when
families
from
outside
of
school
propose
a
gentrification
model
that
doesn't
include
the
voice
of
the
special
education
families
that
are
currently
at
the
school.
AJ
It
is
not
enough
to
say
that
those
currently
at
the
school
be
allowed
to
stay
and
graduate
from
the
school.
It
is
clear
that
inclusion
benefits
neurodiverse
and
neurotypical
children,
but
there
are
families
who
have
the
right
to
choose
how
their
child's
needs
are
met
in
sub
separate,
whether
in
some
separate
placement
or
partial
inclusion
based
on
the
child's
needs
and
appropriate
services.
AJ
Although
an
inclusion,
co-top
model
with
eight
special
needs,
students
and
19
general
education,
students
may
work
for
some
students,
it
won't
work
for
every
individualized
need.
In
summary,
the
700
students
currently
at
charlestown
high
school,
including
those
in
the
sub,
separate
and
specialized
programs
matter,
and
their
voice
agency
and
choice,
need
to
be
part
of
any
plan
developed
for
their
school.
Thank
you.
AJ
AK
Good
evening,
it
has
been
well
documented
that
the
often
overlooked
population
of
black
students
face
major
barriers
accessing
high
performing
schools.
Black
students
with
disabilities
face
far
greater
challenges
and
are
often
dumped
into
poorly
supported
special
education
programs,
then
forgotten
in
2017.
There
was
a
quiet
plan
to
demolish
mckinley's
south
insight
would
serve
students
with
disabilities
and
build
a
new
school
for
quincy
upper.
AK
There
were
protests
and
the
plan
was
squashed.
The
point
is
there
was
no
consideration
for
a
new
design
for
the
mckinley
students.
When
west
roxbay
complex
was
closed
again,
parents
and
families
were
ignored.
Now
here
we
go
again
just
like
the
mckinley
plan
in
the
west
roxbury
plan,
the
proposed
charlestown
high
plan
ignores
current
students
and
families.
This
plan
will
displace
numerous
black
students
and
a
significant
number
of
population
of
students
of
disabil
with
disabilities.
AK
The
promise
of
bps's
five-year
strategic
plan
is
rooted
in
equity
for
all
students,
and
the
school
committee
must
reject
proposals
like
this.
Black
students
are
entitled
to
fully
funded
highly
resourced
well-staffed
school
communities
in
cutting
state-of-the-art
facilities
that
provide
research-based
high-quality
instruction
and
pathways
to
college
and
korea
if
black
students
matter,
if
black
families
matter,
if
black
school
choice
matters,
proposals
for
school
redesign
must
incorporate
the
racial
equity
planning
tool
before
they
are
reviewed
to
become
an
anti-racist
district.
Bps
must
create
an
agenda
for
the
often
forgotten
population
of
black
students.
AL
I
had
planned
on
asking
how
bps's
racial
equity
tool
could
have
concurred
with
the
decision
to
withhold
sixth
grade
expansion
from
three
schools,
two
of
which
house
sheltered
english
immersion
strands,
but
with
the
very
welcome
news
that
bps
listen
to
communities,
I
would
like
to
speak
instead
about
the
larger
framework
for
these
decisions
build
bps,
contrary
to
its
name.
Build
bps
has
not
built
a
single
school
building
that
wasn't
already
under
construction
before
its
inception.
AL
Indeed,
in
the
nearly
five
years
since
former
mayor
walsh
announced
the
program,
it
has
managed
only
to
close
five
schools,
largely
due
to
facility
emergencies.
A
recent
job
posting
for
a
school
closing
project
manager
signals
more
to
come
quest.
Parents
are
pleased
that
bps
finally
committed
to
bringing
a
sixth
grade
to
the
blackstone
sumner
and
mendel
schools.
AL
AL
AL
AM
My
name
is
ruby
reyes
and
I'm.
The
director
of
the
boston,
education,
justice
alliance
and
a
dorchester
resident
central
office
leadership
recently
included
a
job
listing
for
a
director
of
capital
planning
on
the
bps
website.
The
description
includes
quote:
this
position
will
serve
as
the
bill
bps
senior
project
manager
for
school
closings
and
will
coordinate
and
shepherd
projects
related
to
school
closures.
End
quote:
this
position
will
be
funded
temporarily
through
esr
findings.
AM
For
those
of
us
who
served
on
the
sr
commission,
the
federal
funding
is
supposed
to
be
used
for
supporting
schools
to
revive
from
the
pandemic,
not
to
actively
work
towards
destroying
school
communities.
Asia
advocated
for
literacy,
coaches
in
schools,
where
the
majority
of
students
are
not
at
reading
level.
How
can
this
director
of
close
bps
position
be
prioritized
over
literacy
coaches?
What
we
need
is
a
comprehensive
master's
facility
plan
that
looks
at
what
schools
have
and
what
they
need.
AM
The
director
of
closed
bps
position
comes
at
a
time
when
decisions
about
school
safety
and
pandemic
response
needs
are
vital.
Bps
leadership
needs
to
do
its
part
by
ensuring
contact
tracing
is
taking
place
in
every
bps
school,
communicating
cases
on
a
daily
basis
to
parents
and
caregivers,
ensuring
that
schools
have
outside
spaces
for
unmasked
meal
times
on
days,
where
weathers
permit
and
improving
safe
ventilation
practices
and
monitoring.
AM
Basia
continues
to
support
this
policy
and
all
the
school
committee
members
who
supported
this
knowing
full
well
what
it
meant
asia
would
also
support
a
policy
about
exam
school
admissions
becoming
lottery
based
similar
to
other
high
schools.
Why
does
the
exam
school
admissions
policy
continue
to
be
a
central
focus
for
the
school's
committee's
work,
when
families
at
the
curly,
blackstone,
mendel
and
sumner
are
working
with
their
school
communities
for
safe
buildings
unless
grade
transitions?
AM
Where
is
the
dedicated
time
and
urgency
to
prioritize
the
needs
of
school
communities
who
are
in
crisis?
Where
is
the
commitment
to
equity
and
priorities
in
students
and
families
with
the
highest
needs?
Where
is
the
supposed
move
towards
an
anti-racist
district
when
the
exam
school
students
continue
to
be
prioritized
over
and
over
again,
but
do
not
represent
students
with
the
highest
needs,
including
black
latino
students
with
disabilities
and
english
learners?
Thank
you.
B
AN
Yes,
good
good
evening
school
committee
members
and
dr
coselius,
I
hope
everybody
had
a
nice
thanksgiving.
I'm
I'm
going
to
be
really
brief,
because
I'm
going
to
send
all
my
all
my
information
in
I
want
to
talk
about
athletics.
AN
As
you
know,
I
am
a
official
in
a
number
of
of
athletics
for
the
high
schools
and
youth
sports.
I
had
the
great
distinction
of
being
at
fenway
park
for
the
east,
boston,
south
boston,
football
game
and
on
thanksgiving
day
at
harvard
with
the
oldest
traditional,
you
know
the
two
oldest
schools
in
the
country,
boston,
english,
boston,
latin.
It
was
a
very
momentous
occasion,
the
highest
score
in
the
history
of
those
two
schools
playing
that
dates
back
to
1887,
and
neither
newspaper
had
a
headline
in
sports
for
that
great
accomplishment,
our
athletics
programs.
AN
They
do
need
help,
but
that's
not
the
major
piece.
What
I'm
talking
about
today
in
an
aspect
of
we
have
to
think
about
social
and
emotional
learning,
extracurricular
activities
for
our
all
of
our
students,
but
primarily
from
students
that
are
in
sixth
to
eighth
grade,
because
we
don't
have
any
middle
schools
and
it's
going
to
be
a
very
great
reconfiguration
that
I
don't
want
to
get
into,
but
we
have
to
look
into
our
youth
sports
and
introducing
new
sports,
such
as
lacrosse
lacrosse
is
up
and
growing
our
sport.
AN
Metro
lacrosse
is
already
in
our
schools
and
they
serve
for
younger
kids.
But
by
the
time
these
younger
kids
get
up
to
high
school
there's
no
high
school
lacrosse.
That's
something
I
would
like
to
work
with
the
district
on.
Another
thing
I
would
like
to
speak
about
is
a
lot
of
schools.
Do
not
have
football
program,
especially
my
alma
mater
madison
park
and
charlestown
high.
We
have
to
look
on
ways.
How
do
we
develop
our
kids
act?
AN
B
Okay,
well.
AO
AN
So
again,
sorry
about
that
but
yeah.
So
I
just
wanted
to
make
those
points
and
I
will
be
sending
I'll
be
sending
my
emails
to
the
school
committee
and
to
dr
casellis
and
her
administrative
team,
I'm
out
eating
dinner,
but
I
had
to
come
on
this
call.
So
I
want
to
thank
everybody.
Have
a
good
day.
AP
Good
evening,
respectful
committee
member
and
the
superintendent
I'm
a,
I
live
in
vacation
bps
student,
I'm
here
to
ask
the
school
by
school
admission,
data
simulation
data
for
the
year
2022
and
2023
means
the
next
year
that
admission
without
exam,
the
in
the
last
meeting
superintendent
gave
a
excel
spreadsheet,
but
over
there,
the
for
next
year
the
the
admin
for
the
admission
admitted
the
school
student.
The
number
of
student
is
the
same
as
application
numbers,
so
we
have
no
valid
data
for
next
year.
AP
Still,
so
we
were,
we
asked
for
this
data
starting
from
july.
It's
it's
continue
asking
for
july,
it's
not
only
from
from
the
from
the
parents
and
the
students.
Also
from
the
several
committee
members.
They
still
don't
get.
This
result.
AP
Bps
claimed
that
iris
school
will
have
a
chance
to
assess
exam
school,
but
now
in
december
we
still
don't
have
the
data
which
I
don't
know,
there's
nothing
even
for
the
data
for
the
year
after
2023
and
later
all
the
student
numbers
for
each
school
are
still
mixed
with
the
student
fund
without
15
bonus
points,
20.
AP
So
you
still
cannot
figure
out.
You
still
cannot
figure
out
that
those
students
get
admitted
even
for
2023
or
later
is
really
get
a
bonus
point
or
not.
It's
their
parents
still
claim
that
no
bonus
point
no
exam
school.
Nobody
knows
if
it
does
truth
or
not.
I
cannot
convince
by
the
data
just
provided
from
the
last
last
meeting.
Thank
you.
O
AQ
Hi
this
is
sup.
Now
I'm
sorry,
I
was
having
trouble
accepting
the
option
to
show.
Would
you
like
me
to
turn
my
camera
on
I'm
having.
B
AQ
Hi
good
evening,
hello,
hi
everyone
good
evening.
My
name
is
sapna
pate
and
I
am
a
bps
parent
I'd
like
to
share
with
you
some
of
my
concerns
regarding
the
exam
school
admissions
simulation
data
that
was
presented
on
november
17th
in
the
drive
to
push
towards
greater
inclusion.
Bps
has
created
a
policy
that
intentionally
or
not
excludes
several
students.
Excuse
me
excludes
students
from
several
bps
schools.
AQ
We
live
in
west
roxbury.
My
oldest
is
at
latin.
My
youngest
is
at
the
linden
west
roxbury
linden
latin
I've
learned
that
asking
hard
questions
about
the
changes
to
the
admissions
policy
while
being
a
west
roxbury
mom
is
shorthand
for
well.
You
know,
what's
being
said
about
the
moms
from
my
neighborhood,
this
committee
approved
a
five-year
plan
that
changes
the
admissions
policy
without
timely
access
to
simulation
data
without
taking
a
critical
look
at
the
impact
of
implementation.
AQ
At
this
moment,
students
with
no
bonus
points
from
the
kilmer
lyndon,
alleghery,
btu
or
elliott
will
not
have
access
to
the
exam
schools.
Earlier
today
I
sent
each
of
you
an
email
detailing
my
concerns,
as
well
as
potential
action
steps.
I'm
glad
to
see
that
this
topic
will
be
discussed
by
the
committee
later
this
evening.
AQ
AQ
It's
a
nice
diversion
watching
privileged
parents,
like
myself,
ring
my
hands
over
how
to
support
my
kid
as
well
as
boston
kids.
Without
sounding
like
I
want
to
keep
exam
school
access
all
to
myself.
It
distracts
everyone
from
a
key
failing.
There
is
no
push
to
do
the
hard
work
on
increasing
the
number
of
high
quality
high
schools
for
all
boston
students.
AR
I'm
nancy
lesson:
retired
occupational
health,
specialist
member
of
mass
kosh
health,
technical
committee,
mother
of
a
bps
high
school
teacher,
grandmother
of
four
bps
elementary
school
students
and
member
of
families
for
coveted
safety.
I
live
in
jamaica,
plain
the
week
of
november
18th
to
24th
saw
the
highest
number
of
bps
coveted
cases
yet
156,
and
this
is
a
serious
undercount.
Omicron
variant
is
on
our
doorstep.
It's
past
time
for
bps
to
fix,
failed
and
flawed
systems.
AR
Many
students
are
getting
vaccinated,
teachers
and
staff
getting
boosters,
but
racial
and
income
disparities
affect
vaccination
rates
and
kovid's
continuing
equity
nightmare
breakthrough,
infections
occur.
We
don't
know
what
omicron
will
bring
school
vaccine
clinics
are
great,
but
not
enough.
It's
time
to
shore
up
ventilation
and
filtration,
the
majority
of
schools
lack
hvac
indoors
unmasked
is
the
riskiest
situation.
AR
When
lunches
and
outdoors
a
reservoir,
a
virus
can
collect
what
about
cafeterias
and
basements
open
to
hallways
with
classrooms
advised
to
leave
doors
open
where
air
changes
per
hour
calculated.
Are
there
sufficient
numbers
of
properly
sized
and
placed
hepa
filters?
Kovit
doesn't
take
a
lunch
break.
Bps
must
take
covet
off
the
menu
classroom.
Windows
are
supposed
to
remain
open,
but
unbalanced
heating
systems
leave
some
with
frigid
temperatures.
Others
way
too.
Hot
windows
must
may
not
stay
open
when
temperatures
plummet,
only
half
of
bps
student
population
is
signed
up
for
pool
testing.
AR
There
are
serious
continuing
problems
with
pool
testing
test
and
stay
and
notification
systems.
These
aren't
protective
for
delta,
let
alone
omicron
when
families
get
access
to
data
from
data
loggers.
Not
just
averages
and
reports
give
us
links
to
the
full
data
we
deserve
no
less.
This
committee
has
heard
for
months
about
problems
from
parents,
teachers,
school
nurses,
omicron
is
coming.
We
can
only
hope
that,
with
the
new
administration
in
city
hall,
a
new
day
has
arrived
to
correct,
long-standing
problems
that
put
all
at
risk
from
this
deadly
virus.
Thank
you.
AB
Hi,
my
name
is
nancy
manucci.
I
am
a
parent
of
two
children
at
the
ls,
both
who
have
disabilities
and
I'm
very
concerned
at
what
we
have
set
up
here.
I
think
we
really
need
to
eliminate
the
points
and
resize
the
tears.
What
we
right
now
are
doing
is
basically
driving
out
the
middle
class
to
certain
parts
of
the
city.
We
are
eliminating
families.
AB
This
is
extremely
unfair
not
only
to
the
students
of
ps
but
students
of
the
city.
This
affects
everything
from
athletics
and
towns,
all
over
the
city
to
just
the
number
of
student
kids
in
that
area,
it
is
totally
unfair.
Middle
class
in
boston
is
being
driven
out
by
this.
AB
I
totally
understand
that
there
are
kids
that
are
under
privileged,
but
there
are
also
middle
class
people
who
are
barely
getting
by
who
everybody
assumes,
because
you
own
a
home.
But
yet
you
work
for
the
city.
You're
stuck
here
that
you
have
all
this
extra
money
to
pay
for
school
people.
Do
not
boston
is
very
expensive.
AB
This
eight
tear
system
did
you
get
pregnant
just
because
you're,
a
single
parent
over
two
parents
that
may
not
make
a
lot
and
one
a
single
parent
may
make
a
lot.
It's
just.
The
the
way
it
is
set
up
is
just
extremely
unfair
and
it's
unfair
everybody
every
all
children
in
the
city,
whether
they
go
to
bps
or
not
it's
affecting
them
across
the
board.
People
are
moving
out
in
droves
or
children
as
a
person
who
lives
in
south
boston.
AB
We
are
seeing
the
number
of
children
drastically
reduced
every
year,
and
this
has
create
drawn
a
bigger
wrench.
In
than
anything,
people
are
afraid
they
can't
afford
catholic
schools
or
private
schools,
and
they
do
have
high
achieving
children,
and
I'm
going
to
say
I
have
two
kids
with
disabilities
and
bls
is
not
the
ideal
situation
for
them.
AB
It
is
not
something
I
would,
if
I
could
do
it
over
again,
would
have
chosen.
Unfortunately,
it's
where
we're
at,
but
I
don't
think
the
services
or
special
ed
students
are
phenomenal
there.
I
was
happier
with
my
special
ed
services
at
the
l.a,
so
overall
I
think
things
have
to
be.
We
looked
at
it's
not
fair.
Children
should
throw
them
into
an
environment
that
they're
going
to
sink
or
to
hold
back
kids,
who
couldn't
be
higher
achievers
at
the
at
the
exam
schools.
AB
I'm
very
saddened
by
this,
and
I
really
want
to
advocate
going
forward
for
people
to
look
for
vouchers.
If
you
can't
get
your
child
did
because
of
where
you
lived,
I
feel
that
pps
should
be
allowed,
allowing
you
money
to
send
your
child
somewhere
else.
It's
not
it's
not
fair
to
say
you
have
no
chance,
you,
you
pay
your
taxes,
whereas
other
families
are
being
told
that,
just
because
you
live
in
a
certain
area
or
because
you're
in
housing
that
you're
entitled
to
a
seat
or.
AS
My
name
is
allison
cox,
I
live
in
jamaica,
plain
and
the
parent
of
two
kids
at
mission
hill
school
and
the
co-chair
of
our
school
governance
board.
I'm
here
tonight,
because
there
is
a
lot
worth
celebrating
at
mission
hill.
We
need
this
committee
to
understand
that
idea
and
to
hear
us
when
we
tell
you
that
the
picture
the
district
has
been
painting
is
incomplete.
AS
Our
community
loves
our
teachers
for
13
weeks
in
a
row
now
and
ongoing
families
have
brought
in
treats
for
our
60
plus
staff
members
on
monday
mornings.
We
don't
know
how
else
to
show
our
solidarity
solidarity
during
this
very
hard
year,
so
we
make
muffins
and
buy
coffee
and
hope
that
they
know
it's
us
telling
them
that
we
trust
them
and
that
we
care
when
the
district
removed
our
co-leaders
and
teachers.
This
fall.
Our
community
suffered
a
traumatic
loss.
AS
The
district
promised
support
it
has
sent
people
to
our
building,
but
simply
having
bodies
and
roles
does
not
begin
to
approach
the
kind
of
healing
and
care
this
community
deserves
due
to
a
lack
of
leadership
in
our
school.
Some
of
the
very
basic
things
one
expects
from
a
school
just
aren't
happening.
We've
lost
something
like
10
of
our
student
body
since
the
start
of
the
school
year,
and
it's
not
because
of
accusations
and
allegations
from
years
ago.
We
use
that
weekly
newsletters
this
year,
we've
had
just
one.
AS
We
didn't
get
fall
progress
reports,
we've
heard
nothing
about
family
conferences,
compensatory
services,
notices
didn't
go
out
for
some
students.
Until
november
nothing's
been
said
about
school
photos,
traditions
like
dressed,
like
a
book
character
day,
have
been
ignored,
equity
roundtables
on
esser
fund's
use,
weren't
held.
We
still
have
no
before
after
school
options.
The
kinds
of
cova
communication
promised
by
the
superintendent
at
this
committee's
last
meeting
are
categorically
not
happening
at
mission
hill
and
our
school
leader
has
failed
to
respond
to
emails
from
families
asking
why
this
fall.
AS
AS
I
ask
this
committee
this
committee
to
consider
if
the
effects
of
the
changes
the
district
imposed,
are
helping
or
hurting
the
200
plus
kids,
currently
at
mission
hill.
We
can
get
through
this
year
and
we
can
thrive
next
year,
but
we
need
the
district
to
start
working
in
good
faith
and
in
support
of
our
community.
I
ask
this
committee
for
their
support
and
ensuring
that
this
happens.
Thank
you.
AS
B
AT
Hi,
thank
you
so
much.
I
am
a.
I
am
betsy
yoshimura.
My
daughter
is
a
second
grader
at
the
mario
umana
academy
in
east
boston
and
we
live
in
east
boston.
AT
Yesterday,
I
was
informed
by
the
the
principal
through
communication
written
communication
that
four
students
in
her
class
are
have
covid,
and
I
am
a
little
bit
concerned
because
I
think
that
bps
and
the
boston
health
commission
contact
tracing
protocol
is
just
not
not
what
it
needs
to
be.
Unfortunately,
the
nurses
at
our
school
and
the
principal
because
have
been
picking
up
this
slack
or
fortunately,
they've-
been
picking
up.
AT
The
slack
and
they've
been
doing
all
of
the
contact
tracing
and
have
been
contacting
the
families
who
have
been
impacted
and
have
been
possibly
exposed
to
the
other
students.
AT
So,
but
I
feel
that,
based
on
the
fact
that
there
are
multiple
cases
that
are
coming
up-
and
you
know
we're
right
on
the
heels
of
thanksgiving
and
with
omnichrome
here
and
christmas
on
the
horizon,
it
is
imperative
that
the
health
commission
and
bps
does
better.
They
must
do
better
at
contacting
families
whose
kids
have
been
potentially
exposed
to
coven
positive
schoolmates,
and
I
have
a
couple
of
questions
to
pose
number
one.
AT
Okay,
all
right
cool,
all
right,
so
first
question:
why
have
there?
Why
are
these
delays
here
in
contact
tracing
two?
Why
do
individual
schools
have
to
set
up
vaccine
clinics
instead
of
having
vaccine
clinics
all
over
the
city
that
are
being
run
and
planned
by
the
district
and
what
is
district
doing
to
track
vaccine
vaccination
rates
in
schools?
I
know
my
daughter
just
got
her
second
covid
shot
yesterday,
which
I'm
so
happy
about
it.
AT
But
as
far
as
I
know,
there
have
been
there's
been
zero
questions
about
vaccination
records
for
for
covid,
and
I
I
so
I
I
I
do
have
to
say.
I
heard
superintendent
concilius
saying
earlier
that
the
contact
tracing
she
knows
is
an
issue
and
it
is
something
that
you
guys
are
working
on.
So
I
am
very
happy
to
hear
that
and
I
really
hope
you
are
able
to
up
your
game.
Thank
you.
So
much.
B
AU
Hi,
can
you
hear
me
okay,
yes,
good
evening,
hi
good
evening,
so
my
name
is
rachel
young,
I'm
a
sumner
parent,
roslindale
resident.
I
received
two
emails
today
that
included
promising
news.
First
was
the
email?
Oh
it's
light.
Now.
First
was
the
email
from
the
superintendent
committing
to
a
sixth
grade
at
our
school,
and
then
we
also
got
an
email
from
our
principal
announcing
that
they'd
be
meeting
with
the
superintendent's
team
tomorrow
with
sumner
stakeholders.
So
thank
you.
This
is
all
promising
news
greatly
appreciated
by
our
community.
AU
As
I
stated
two
weeks
ago,
the
last
time
I
testified,
sumner
parents
we're
talented
we're
dedicated.
We
want
to
roll
up
our
sleeves
and
help
solve
this
problem
as
collaborators,
and
so
I'm
looking
forward
to
getting
this
done
together
and
please
keep
this
in
mind
as
future
planning
and
meetings
are
organized
that
we
really
do
want
to
be
part
of
the
solution.
We
are
problem
solvers
and
eager
to
help.
AU
AV
Hello,
thank
you
to
the
superintendent
and
school
committee
for
taking
my
comments
tonight.
My
name
is
catherine
cooney
and
I
live
in
jamaica,
plain
and
I'm
the
parent
of
a
student
at
the
mendel.
AV
I
would
like
to
express
gratitude
to
the
bill
pbs
team
and
to
superintendent
castellis
for
considering
and
incorporating
the
community
feedback
that
has
been
provided
by
the
mendel
sumner
in
blackstone
elementary
schools.
Thank
you
also
to
all
the
parents
and
others
who
have
advocated
on
behalf
of
the
three
schools.
AV
The
end
goal
should
be
that
a
quality
education
is
possible
for
each
and
every
student
in
bps
in
every
school,
to
settle
for
less
is
unfair
to
the
children
of
boston
as
we
move
forward
together
in
this
process.
I
would
like
to
advocate
for
bps
to
continue
to
value
the
voices
in
the
community
and
also
to
keep
students
best
interests,
as
well
as
equity
for
all
families
at
the
center
of
our
decision
making.
AV
AW
AT
AW
You
hear
me
yes,
good
evening
good
evening.
My
name
is
jacqueline
rodriguez
and
I'm
a
bilingual
school
psychologist
who
works
at
the
charles
sumner
and
irving
middle
schools
on
february
7
2018.
I
testified
before
the
school
committee
that
our
students
deserve
to
have
one
social
worker
and
one
school
school
psychologist
in
each
bps
school.
Thank
you
to
the
school
committee
for
supporting
us
and
for
dr
caselias.
For
making
half
of
that
equation
happen.
AW
One
school
social
worker
in
each
school
helps
our
students
with
social
emotional
learning
needs.
Having
a
school
psychologist
in
each
school
would
help
provide
even
more
support,
as
I
my
colleagues
stated
in
2018.
Thank
you
for
your
ongoing
support.
My
reason
for
testifying
today
is
to
highlight
how
transportation
shortcomings
affect
our
students
at
the
irving.
Our
students
have
been
stranded
by
buses
and
made
to
wait
until
six
o'clock
for
alternative
transportation,
usually
their
families
taking
ubers
or
lyft
services
to
school
to
pick
them
up
at
two
o'clock.
AW
AW
One
student's
mental
health
is
declining
at
having
to
stay
home
as
they
know
they
belong
at
school,
though,
and
at
my
other
school,
the
lack
of
a
bus
monitor
resulted
in
a
dangerous
situation
from
one
of
our
stu
for
one
of
our
students,
which
required
detailed
school
interventions,
I
am
praying
that
we
find
a
way
to
fix
the
situation.
Our
parents
are
angry
and
our
students
are
paying
the
price
of
inconsistent
transportation.
B
AX
AX
The
application
process
for
seven
grades
is
the
second
point
that
I
would
like
to
discuss.
It
is
my
understanding
that
students
applying
for
seventh
grade
in
an
exam
school
will
not
be
able
to
maintain
their
enrollment
in
the
k-8
school
that
the
students
are
currently
attending
during
the
evaluation
process,
so
they
would
lose
their
seat.
Is
that
the
case,
ultimately,
the
current
exam
school
admission
policy
based
on
a
very
dynamic,
partially
arbitrary
socio-economic
tiers
and
without
an
anxiety,
entry,
exam?
AX
Sorry,
as
flaws,
I
kindly
invite
the
school
committee
to
spend
more
time
on
the
current
version
of
the
policy
and
to
consider
all
the
consequences
generated
by
a
needed,
but
also
risky
equity
experiment.
Thank
you
for
your
attention
and
for
supporting
public
education.
Thank
you.
So
much
for
your
work
really.
L
AY
You
hear
me
yes
good
evening,
hi
good
evening.
AY
A
proposal
provides
full
individual
support
for
english
language
learners
and
students
with
disabilities
and
feature
a
co-teaching
model
in
each
classroom,
as
well
as
bilingual
classroom
aid
to
provide
long
overdue
support
in
native
language.
Wait
a
second
a
proposal
include
all
learners
and
have
already
won
stimulus
for
the
first
five
years
of
end
women
that
ensure
an
equitable
distribution
of
seeds.
AY
A
proposal
suggests
charlestown
high
school
to
be
the
first
providing
ground
for
this
new
open,
enrollment
concept
behind
in
september
of
2022,
at
that
there
is
no
disruptive
or
displacement
of
current
high
school.
The
student
of
charlestown
high
school
current
at
face
55
graduate
weight,
a
40
degree
40
decline
in
enrollment
in
the
school
seat
in
bottom
10
percent
of
school
in
the
state,
putting
in
the
great
waste
of
stake
to
order.
Almost
half
of
students
of
charlestown
high
have
disability
and
they
have
very
limited
access
in
inclusion.
AY
My
daughter,
who
has
learning
disability
and
the
thousands
of
other
students
like
her
in
boston,
deserve
every
opportunity
to
succeed.
My
last
question
will
be
another.
The
time
is
running,
but
in
the
urge
of
boston
school
committee
to
accept
a
proposal
and
to
move
forward
with
the
planning
phase
to
bring
this
vision
to
life
in
order
to
demonstrate
that
is,
a
city
can
deliver
or
its
farmers.
AY
AC
AC
Research
shows
that
the
very
existence
of
exam
schools
has
had
intended
consequences
of
maintaining
power
and
privilege
among
white
and
more
affluent
families
of
boston.
This
structural
problem
harms
our
most
historically
underserved
students.
The
policy
that
the
task
force
recommended
is
a
long
overdue
start
to
remedy
those
injustices.
AC
Sending
schools
received
fewer
than
five
invitations
of
these
ten
schools.
Nine
have
much
higher
percentages
of
black
and
brown
students
and
most
have
much
higher
percentages
of
economically
disadvantaged
students
than
the
district
average.
We
can
all
make
an
educated
guess
that
for
many
years
running
the
same
sunday,
schools
always
received
disproportionately
low
invitations.
AC
This
exclusion
is
what
we're
trying
to
change
from
the
simulations.
Some
schools
will
refute,
receive
fewer
invitations
than
they're
used
to.
However,
their
students
are
not
shut
out
of
selective
schools.
They
merely
have
a
lower
probability
of
getting
a
seat
than
before
sort
of
like
those
attending
the
10
schools.
I
just
described
I'm
guessing.
Those
opposed
to
the
10
additional
points
are
families
whose
students
are
no
longer
shoe-ins
for
exam
schools.
AC
The
mindset
that
attending
a
certain
sending
school
almost
guarantees
admission
will
no
longer
hold.
I
consider
that
a
step
in
the
right
direction,
an
even
more
positive
sign,
would
be
if
those
powerful,
passionate
families
exert
their
energy
to
support
excellent
curriculum
and
instruction
in
schools
beyond
the
three
that
take
up
so
much
space
and,
most
importantly,
plan
with
current
families
in
those
schools
and
send
their
children
to
those
schools.
AC
AO
Hi
there
my
name
is
bonnie
duncan
and
I'm
a
parent
of
two
children
in
mission
hill
school
and
I
reside
in
jamaica
plain
this
evening.
I'll
read
a
statement
from
our
school's
founder,
deborah
meyer
and
two
founding
teachers,
emily
gassoy
and
heidi
line,
to
share
more
about
mission,
hill's
founding
principles
and
practices.
In
order
to
provide
a
more
nuanced
picture
of
our
school
for
committee
members
mission
hill
was
founded
in
1997
as
a
pilot
school.
AO
The
school's
mission
is
to
help
parents
raise
youngsters
who
will
maintain
and
nurture
the
best
habits
of
a
democratic
society
to
be
smart,
caring,
strong
resilient,
imaginative
and
thoughtful.
It
aims
at
producing
youngsters
who
can
live,
productive,
socially,
useful
and
personally
satisfying
lives,
while
also
respecting
the
rights
of
all
others.
25
years
later,
there's
evidence
that
this
mission
has
been
actualized
where
ability
tracking
is
commonplace.
Mission
hill
is
ensured
that
all
children
learn
with
and
from
one
another
where
strict
hierarchies
are
generally.
AO
The
rule
mission
hill
has
empowered
all
members
of
the
community
creating
structures
and
forums
for
students,
families
custodial
staff,
administrators
and
teachers
to
engage
with
one
another
around
important
decision
making.
Students
at
mission
hill
school
learn
to
think
for
themselves
to
discuss
and
defend
their
work.
Students
are
invited
to
bring
their
whole
authentic
selves
to
their
learning
through
hands-on,
project-based
and
real-world
learning
alumni
go
on
to
be
reporters
artists,
political
leaders,
teachers,
several
of
our
graduates
now
teach
in
bps
the
mission
hill
education
for
empowered
democratic
citizenship
is
well
documented
in
films,
books
and
articles.
AO
These
works
are
commonly
used
in
teacher
education
classes,
not
only
in
the
us,
but
throughout
the
world.
It
is
not
lost
on
us
at
the
democratically
governed
school
that
we
helped
found
25
years
ago
as
being
violently
dismantled
against
a
national
backdrop
in
which
our
democratic
institutions
at
large
are
also
under
attack
mission.
Hill
school
is
an
autonomous
school
that
empowers
educators
and
provides
historically
marginalized
students
with
an
education
usually
available
only
to
those
who
can
afford
it.
AO
A
A
Two
million
three
hundred
and
forty
three
hundred
forty
forty
seven
dollars.
Sorry,
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
V
I
just
want
to
maybe
pre-search
next
week.
I
just
want
to
share
with
our
my
colleagues.
I
had
a
great
conversation
with
nate
clutter
and
his
team
about
ways
in
which
we
may
be
able
to
get
these
reports
in
in
an
approach
that
tells
us
more
about
where
the
money
is
going
and
maybe
thinking
about
and
kind
of,
feed
ponder
before
nate
talks
next
week,
where,
where
I
get
these
reports,
I
start
digging
into
them.
V
As
mr
o'neal
laughed
at
me
at
one
point
for
a
while,
because
I
was
I
was
so
digging
into
what
it
mean,
it's
really
hard
to
keep
track,
and
he
let
me
know
I
get
tired
of
that
and
he
was
right
as
al
as
all
as
always,
because
there's
so
many
and
they're
so
different,
and
so
mr
cooter
is
rethinking
ways
he
could
report
this.
So
we
can
see
how
these
grants
align
with
our
strategic
missions.
V
So
if
we
have
three
or
four
strategic
visions,
how
do
these
grants
support
those
efforts
and
then
also
identify
the
ways
in
which
they
address
equity
by
looking
at
in?
And
how
do
these
funds
go
to
our
schools?
Based
on
their
levels,
one
two
three
and
four,
and
whether
there
is
some
imbalance
there,
that
we
want
to
be
driving
more
money
on
a
six
divisions
to
our
highest
needs
schools
and
then,
finally,
also
then
we
would
also
do
a
more
of
a
demographic
analysis
as
well.
V
So
I
just
want
to
share
with
my
colleagues
that
you
know,
I
think
the
district
in
their
in
their
search
should
be
equitable,
is
trying
to
rewrite
this
report.
So
it's
more
meaningful
for
us.
I'm
looking
forward
to
speaking
hearing
how
mr
cooter
is
going
to
move
forward
with
that
next
week,.
A
I
just
have
a
quick
one:
the
I
was
very
excited
to
see
the
the
american
rescue
plan
homeless,
children
and
youth
grant
for
1
million
one
hundred
seventy
five
thousand
eight
hundred
and
eighty
five
and
superintendent.
A
I
know
at
some
point
we
had
talked
about
having
mr
marx
come
and
talk
about
the
incredible
behind
the
scenes,
work
that
they've
been
doing
on
behalf
of
our
homeless
families,
and
this
is
another
example
of
that,
so
I
hope
it
and
very
soon
that
we
would
be
able
to
schedule
something
so
that
we
could
really
hear
and
share
what
is
going
on
there.
S
Yeah
I'd
love
to
share
the
work
that's
going
on.
I
know
we
got
a
taste
of
it
a
few
meetings
ago,
but
going
more
in
depth
in
the
work
that
we're
doing
with
with
our
department,
as
well
as
cross,
collaborating
with
the
city.
A
All
right
we'll
do.
Thank
you
if
there
are
no
further
questions,
I'll
entertain
a
motion
to
approve
the
grants
as
representative.
C
A
A
Q
R
Q
A
Thank
you.
Our
first
report
this
evening
is
an
office
of
human
capital,
annual
hiring
and
workforce
diversity
update
at
this
time,
I'd
like
to
invite
serendaly
managing
director
office
of
recruitment
cultivation
and
diversity,
programs
and
john
barrows
interim
director
of
human
resources.
To
please
present
the
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
opening
remarks.
S
Thank
you,
madam
chair,
and
I
think
I
saw
al
taylor,
our
chief
of
human
capital,
who
is
also
with
us
and
will
introduce
his
team
and
all
the
really
good
work
that
they've
been
doing.
Obviously,
this
has
been
a
top
priority
for
the
school
committee.
S
It's
been
a
top
priority
for
our
opportunity,
achievement
gap,
task
force,
our
ell
task
force
and
really
generally
within
our
strategic
plan,
to
increase
our
our
workforce-
diversity
in
particular,
addressing
our
garrity
order
and
and
really
trying
to
be
more
intentional
about
our
effort
around
recruitment
and
retention
of
teachers
of
color,
and
so
I'm
excited
to
have
the
group
here
to
tell
you
about
the
efforts
so
far.
I
do
want
to
mention
that,
no
matter
the
the
moves,
the
the
progress
we
make,
it's
it's
not
enough.
S
We
continue
to
look
for
representation
of
the
students
we
serve,
so
we
have
made
progress,
but
we
still
have
more
to
do
and
excited
to
learn
from
some
of
the
staffing
initiatives
that
we
are
doing
right
now
and
the
team
is
adjusting
how
they
recruit
and
how
and
how
they
look
for
folks
to
come
into
working
at
team.
Bps
so
excited
for
you
to
hear
what
they
have
to
share
this
evening.
So
thank
you
to
the
team.
AZ
Good
evening,
madam
chair
physical
committee
members,
I'm
joined
tonight
by
with
a
team
of
folks
ray
ketchins,
the
deputy
chief
of
human
capital,
john
barrows,
who
will
go
over
all
of
our
data.
The
director
of
human
resources,
dr
charles
grantson,
the
chief
equity
and
strategy
officer
and
sarah
daly
managing
director
of
recruitment
and
cultivation.
AZ
AZ
AZ
BA
I
just
wanted
to
mention
that
the
the
data
that
we're
going
to
cover
will
give
you
some
insights
into
our
hiring
and
workforce
diversity
over
the
last
seven
years
and
we'll
take
a
look
at
both
how
the
most
recent
year
results
turned
out
and
how
that
compared
to
the
prior
trailing
five
years
once
we
go
through
the
outcomes
we'll
transition
to
hear
from
my
colleague
sarin
daly,
who
will
go
into
some
of
the
programs
and
the
inputs
and
outputs
of
those
programs
that
have
led
to
the
outcomes
that
that
we've
seen
in
this
first
slide,
you
can
see
the
racial
diversity
of
our
teachers
and
guidance
counselors
over
the
last
five
years.
BA
BA
BA
BA
BA
C
BA
A
few
points
here
again,
the
percentage
of
external
hires
who
identified
as
educators
of
color,
was
nearly
56
percent.
This
is
the
the
of
all
the
last
five
years.
This
is
the
closest
that
the
percentage
of
external
hires
has
been
to
the
percentage
of
overall
hires
and
it
represents
a
7.5
increase
over
last
year,
which
itself
was
a
high
water
mark
for
the
district.
BA
So
you
can
see
if
you
look
across
these
bars
an
ever
increasing
percentage
of
educators
of
color.
I
want
to
highlight
again
that
for
each
of
the
the
categories
for
asian
educators,
latin
x,
educators
and
black
educators,
we
saw
the
highest
percentage
of
hires
this
year
compared
to
the
trailing
five
years
and
in
particular
for
black
educators.
BA
BA
This
slide
drills
in
a
little
bit
more
into
where
all
of
our
hires
are
coming
from.
So
we
know
that
one
of
the
the
big
sources
is
hiring
from
external
educators,
but
I
wanted
to
provide
some
more
nuance
as
to
where
the
rest
of
those
hires
are
coming
from
that
are
internal
just
to
provide
some
more
context.
BA
This
chart
is
organized
from
the
smallest
population
at
the
top
to
the
largest
population
at
the
bottom.
That
largest
population
is,
in
fact,
our
external
hires,
that
this
is
the
largest
single
source
of
hires
and
it
represents
approximately
29
of
all
of
the
hires
this
past
year,
right
above
that,
you'll
see
the
provisional
rehires.
BA
Only
about
10
of
our
hires
this
year
were
existing
permanent
teachers.
That
were
changing
schools,
above
that
we
have
substitutes
who
were
moving
into
teaching
roles.
This
population
represented
about
almost
10
percent
of
our
hires
this
year
and
were
57
of
them
identified
as
educators
of
color.
BA
The
other
category
that
I
wanted
to
point
out
and
pay
particular
attention
to
is
our
paraprofessionals,
who
moved
into
teaching
roles
this
year.
75
percent
of
those
individuals
identified
as
educators
of
color,
so
both
the
paraprofessional
and
substitute
populations
are
an
additional
source
of
new
new
educators
in
classrooms
and
are
bringing
significant
diversity
as
they
transition
into
those
roles.
BB
Thank
you,
john
and
al.
The
office
of
human
capital,
the
office
of
human
capital
team,
has
shared
with
you
our
workforce
diversity
data.
My
charge
is
to
provide
you
with
an
update
on
our
intentional
strategies
that
led
to
the
district,
increasing
its
overall
workforce,
diversity,
increasing
the
number
of
our
external
candidates
of
hoc
of
color
hired
and
retaining
a
larger
number
of
educators
of
color.
BB
Innovations
in
recruitment
that
extends
our
reach
enables
our
team
to
curate
a
highly
qualified,
diverse
candidate
pool
for
school
leaders
and
their
hiring
teams.
For
example,
through
the
desi
teacher
diversification
grant,
we
were
able
to
offer
hiring
bonuses
to
attract
teachers
of
color.
This
resulted
in
the
hiring
of
37
latinx
11,
black
and
three
asian
teachers.
BB
BA
BB
BB
BB
The
chart
on
the
right
reflects
the
office
of
rcd's
focused
efforts
of
retaining
non-renewed
provisional
teachers
of
color
to
support
this
high
retention
weight
rate.
We
offer
to
support
to
a
hundred
percent
of
our
non-renewed
provisional
educators
of
color
through
our
director
of
retention
rashawn
martin
last
year.
He
connected
upon
their
request
with
a
hundred
of
one
of
them
individually,
either
by
meeting
or
email
eighty-nine
percent
of
those
he
connected
work
with
were
eventually
rehired.
BA
BB
Thank
you
john.
We
truly
believe
that
the
next
generation
of
bps
educators
are
in
our
classrooms
residing
in
our
city
neighborhoods
or
participate
in
our
community
organizations.
To
that
end.
Last
year,
our
superintendent
moved
the
office
of
recruitment,
cultivation
and
diversity,
programs
out
of
the
office
of
human
capital,
to
the
division
of
equity
strategy
and
opportunity
gaps
under
the
leadership
of
dr
granson
chief
equity
and
strategy
officer.
BB
The
bps
teacher
pipeline
team
is
leading
the
way
in
this
expansion
effort.
We
now
have
75
teacher
cadets
in
our
middle
school
to
teacher
program.
The
majority
of
our
candidates.
In
our
largest
program,
the
accelerated
community
to
teacher
program
is
diverse,
but
most
significant
and
something
our
team
is
proud
of,
is
the
impact
of
our
work
becoming
a
bps
teacher
has
truly
changed
the
income
for
all
of
our
candidates.
BB
BB
BB
BB
BB
BB
BB
BB
BB
The
acronym
for
that
team
and
that
pilot
is
the
be
bilingual
ed,
a
ctt
program
and
it's
a
pilot
in
collaboration
with
the
office
of
english
learners,
with
additional
funding
from
desi
to
support
the
implementation
of
the
look
at
abdi
ali.
The
senior
director
of
boston,
bps
teacher
pipeline
program
has
been
working
diligently
to
secure
additional
funding
to
support
the
innovations
needed,
as
we
collectively
envision
teacher
preparation.
BB
BB
I
want
to
talk
thank
dr
ali
aylish,
kiernan
chandra
joseph
lesat
for
all
their
work
in
relaunching
the
bps
teaching
fellowship
as
a
reminder.
Bps
is
the
only
district
in
the
state
that
is
considered
a
teacher
preparation
program
and
able
to
issue
an
esl
or
moderate
disabilities.
Initial
licensure
therefore
consider
this
as
a
massachusetts
teacher
preparation
program.
Eighty-Six
percent
of
our
students
are
educators
of
color.
BB
A
hundred
percent
are
sei,
endorsed
a
hundred
percent
of
duly
licensed
in
either
esl
or
moderate
disabilities,
and
64
percent
of
them
were
cultivated
from
our
own
paraprofessionals
or
substitute
teachers
next
year.
Our
goal
is
to
increase
our
numbers
before
I
pass
the
mic
to
dr
grant,
and
I
would
like
to
take
the
opportunity
to
embarrass
slash
thank
my
team
for
their
hard
work.
BB
This
is
hard
work
and
I
think
very
much
about
dr
casilius's
acronym
of
juice.
Our
team
sees
this
work
as
something
of
importance,
so
I
want
to
make
sure
I
share
with
you
and
thank
kim
connolly,
our
director
of
recruitment
cultivation
and
diversity
programs.
BB
Dr
abdi
ali,
the
senior
director
for
our
teacher
pipeline
work
nick
dr
nick
balasall.
Our
licensed
consultant
and
a
manager
for
our
pathways
program-
chandralas
joseph
lasat,
our
aspiring
teacher
coach
and
mto
support,
specialist
aylas,
kiernan
bps
teaching,
fellowship
specialist
rashawn
martin
director
of
recruit
retention
programs,
wences,
rafael
assistant,
director
of
teacher
pipeline
and
our
newest
member
tai,
polite
our
rcd
coordinator.
BB
BC
Thank
you
miss
daily
and
I
second
the
kudos
to
the
rcd
team.
Thank
you
for
your
leadership
and
also
that
of
my
colleagues,
john
barros
and
chief
al
taylor.
BC
BC
BC
Our
workforce
diversity
strategy
is
notable
because
it
is
true,
a
true
collaboration
between
the
division
of
schools,
led
by
chief
corey
harris
the
division
of
human
capital,
led
by
chief
al
taylor
and
the
division
of
equity
strategy
and
opportunity
gaps.
BC
To
achieve
this.
To
achieve
this,
bps
has
committed
to
becoming
an
anti-racist
school
district
as
many
as
well
as
many
other
efforts
to
improve
organizational
culture
and
belonging
and,
as
ms
daly
mentioned
since
july,
of
2020,
as
the
rcd
team
being
becoming
a
part
of
the
equity
strategy
and
opportunity
gaps,
division
we've
been
able
to
work
closely.
Have
that
team
work
closely
with
the
office
of
equity
office,
of
opportunity,
gaps
in
office
strategy
and
always
as
always,
continuing
to
keep
close
ties
to
the
office
of
human
capital
chief
taylor
and
his
team.
S
A
Comments.
Yes,
I
also
want
to
thank
ms
daley
and
mr
barrows
for
your
report
and
thank
you
to
your
entire
team
for
your
hard
work
on
this
critical
issue.
It's
greatly
appreciated
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Please
raise
your
hand.
A
V
J
V
And
and
work
and
data
showing
the
right
trends,
I'm
hoping
that
you're
going
to
be
presenting
this
at
the
council,
great
city
schools,
because,
as
you
know,
this
is
a
national
problem
and
I
I
really
feel
that
you've
taken
all
the
issues
that
people
recommend
doing
and
are
putting
into
practice
in
our
district,
and
I
I
couldn't
be
more
enthusiastic
about
what
you're
doing
recognizing
the
number
they're,
not
as
the
growth
is
not
as
much
as
any
of
us
would
want,
but
the
fact
that
your
your
retention's
high,
the
recruitment's
high
the
growth,
you
know
it's
trending
in
the
right
direction
and
let's
hope
that
this
picks
it
up.
V
But
I
I
so
I
just
have
a
a
couple
of
questions.
The
first
is
there's
something
on
the
sides
I
didn't
understand
when
on
it's
on
slide
number
five,
because
what
does
decline
mean?
I
mean
there's
a
percentage
of
says
decline
and
I
don't
know
what
are
they
not
coming
or
turning
it
away?
I
don't
I
didn't.
I
didn't
know
what
that
meant.
So
someone
could
clarify.
V
Great
great,
okay,
so
would
so
we
just
don't
know
okay,
great!
Thank
you
very
much,
so
I
know
that
and
then,
as
everyone
knows,
I've
been
an
enthusiastic
supporter
of
the
human
capital
campaign
from
the
beginning,
because
it
was
really
getting
at
that
key
key
work
that
needed
to
be
done
in
terms
of
teacher
evaluation
and
so
as
a
linchpin.
V
I
was
wondering
if
anyone
could
give
an
update,
because
I
knew
that
several
years
ago,
when
we
told
principals
that
they,
if
they
got
their
evaluations
done
by
december,
then
they
could
have
autonomy
in
hiring
or
they.
They
could
then
redo
their
staff.
One
is
that
still
the
case,
and
if
that
is
the
case,
what
percentage
of
our
evaluations
are
still
getting
done
in
december
january?.
AZ
There's
a
high
percentage
of
our
evaluations
being
completed
because
we've
been
pretty
strict
and
stringent
about
ensuring
that
principals
get
them
in.
We
can
come
back
to
the
committee
later
with
the
report
so
that
we're
precise,
I
don't
want
to
give
you
long
wrong
information.
V
Thank
you.
Thank
you,
yeah.
I
was
going
to
you.
You
heard
you
heard
me
say,
define
high
right.
You
heard
me,
you
heard
me
think
that
but
yeah,
I
look
forward
to
that
and
then
the
second
piece
is
in
the
slides,
you're,
giving
teachers
and
counselors
in
the
outcome,
which
is
very
good,
but
leadership
is
a
huge
part
of
this
linchpin.
So
I
don't
correct
me:
if
we're
not
do
if
this,
if
that's
a
second
report,
I'm
wondering
why
we
don't
have
another
slide.
V
V
V
You
know
again
the
people
who
are
making
decisions
very
important
and
and
and
as
we
know,
people
who
are
at
the
table
the
questions.
People
look
if
you
know,
as
you
have
a
more
diverse
group
at
the
at
the
leadership,
the
more
decisions
take
a
nuanced
approach
to
it's.
What
we're
looking
for
so
and
then
the
third
is
well
I'd,
be
interested
in
getting
the
same
data
for
the
psychologists,
the
social
workers,
the
nurses
and
for
the
teachers
that
are
sped.
V
I,
I
suspect
the
sped
teachers
are
in
with
the
teachers
and
counselors,
but
I'm
wondering
whether
to
be
any
value
for
us
taking
the
particularly
the
people
who
are
whose
major
work
is
focused
around
working
with
our
atypical
learners,
whether
it
be
any
value
and
looking
at
the
diversity
in
that
group,
because,
as
we
know
at
the
student
outcomes,
if
we're
we're
premising
a
lot
of
our
work
on
the
idea
that
the
more
a
student
of
color
has
a
teacher
of
color,
the
more
they
their
performance
goes
up.
V
AZ
Yeah,
I
I
have
noted
your
request
and
we
can
send
you
a
more
formal
report
with
all
that
information.
We
do
have
the
numbers
on
school
leaders,
but
we'll
put
it
in
a
formal
report,
along
with
the
bowling
leaders,
as
well
as
the
psychologists
and
and
the
teachers
that
really
question.
V
And
a
separate
slide
because
I
think
having
the
teachers
and
the
counselors
as
one
slide
is
good,
but
then
a
separate
slide,
otherwise
it
will
get
too
overwhelming
and
sirone.
I
love
the
way
you.
Let
us
know
that
you
you're
earning
your
keep
with
that
four
million
dollar
win.
Now.
That's
very
slick.
I
like
that.
S
Hey
dr
coleman,
also,
I
can
share
it
in
my
superintendent
report
next
meeting
I'll
just
put
a
slide
in
for
my
superintendent
report
and
share
that
data.
To
get
back
to
what
mr
de
rujo
has
said,
you
know
share
the
data.
You
know
in
the
slide
at
the
superintendent
report,
so
I'll
do
that
again,
great.
AA
I
just
wanted
to
say
that
I'm
very
grateful
to
see
that
the
diversity
within
teachers
are
increasing,
that
we're
having
more
black
and
brown
representation,
because
it's
important
for
students
to
see
teachers
that
look
like
them,
teaching
them
things
and
making
them
more
excited
because
they're
able
to
relate
to
them
more
on
a
personal
level
and
also
on
an
educational
level.
I
want
to
say
that
I
love
tc,
I'm
a
teacher
cadet
I've
been
with
rtc
since
ninth
grade
when
it
was
hst
hstt,
dr
abdi
hi,
I'm
not
gonna
lie.
AA
I
did
skip
tc
today
because
I
had
class,
but
I'm
not
gonna
talk
about
that,
but
the
people
there
are
just
so
amazing
and
the
fact
that
students
now
all
the
way
up
to
seven
to
three
to
get
an
opportunity
to
actually
get
a
chance
to
see
what
it's
like
to
be
a
teacher
or
what
their
teachers
are
going
through,
or
even
just
the
process
of
that
is
amazing.
Because
ninth
grade,
I
had
no
clue
what
I
wanted
to
be.
AA
I
was
just
kind
of
like
what
am
I
gonna:
do
I'm
a
high
schooler
now
I
have
to
think
about
the
future
of
my
future
goalies
and
careers,
and
this
winces
came
to
my
school
with
the
flyers
and
all
I
heard
was
free
food.
You
know
that's
how
you
get
students
here,
free
food
and
prizes
and
t-shirts
and
sweatshirts
we're
at
the
door.
So
I
told
my
best
friend
to
come
with
me.
We
went
and
I've
been
going
ever
since
it's
it's
amazing.
AA
The
opportunities
the
field
trips
go
to
see
colleges
the
talking
about
what
it's
like
to
be
a
teacher.
Getting
to
actually
design
lesson
plans,
it's
fun!
It's
honestly,
something
that
I
feel
like
should
have
been
should
have
been
implemented
long
time
ago,
but
I'm
glad
that
it's
happening
now.
Thank
you.
Wow.
X
V
X
And
join
on
teaching
staff
I
just
want
to
this
is
the
work
that
I
do
every
day
outside
of
this
role
on
the
school
committee,
and
so
I
want
to
thank
you
all
for
for
the
work
that
you're
doing
to
continue
to
keep
this
front
and
center
to
continue
to
drive
the
increase
of
those
numbers
to
think
about
how
we're
not
just
recruiting,
but
also
retaining
our
talent
and
back
to
ms
mercer's
point,
seeing
the
talent
right
inside
our
own
classrooms,
with
our
students
and
investing
in
in
those
future
teachers
like
miss
mercer.
X
So
thank
you
for
that
work.
I
know
that
we've
been
partnering
with
different
organizations
to
expose
more
young
people
to
this
as
a
potential
career
pathway.
My
husband
works
for
the
pick,
and
I
know
that
there's
been
work,
that's
been
being
done
there
and
in
partnership
with
boston,
public
schools,
so
the
more
exposure
we
can
get
our
young
people,
those
are
going
to
be
our
future
teachers.
So
thank
you
for
this
work
really
appreciate
it.
A
Thank
you.
Are
there
other
questions,
mr
o'neill.
Z
Thank
you,
madam
chair,
just
a
couple
of
quick
points.
Thank
you
for
the
presentation
to
the
whole
team
who
presented
dr
coleman.
I
agree
completely
with
you
your
question.
Thank
you
for
bringing
up
about
evaluations
because
it
is
nice
to
make
sure
one
was
seeing
the
hiring,
but
also
you
know,
folks
deserve
to
be
told
what
they're
doing
well
and
what
opportunities
for
improvement
are,
and
we
need
to
make
sure
that
that
is
consistent
throughout
the
entire
district.
Z
All
of
our
employees,
all
the
way
up
to
the
superintendent
which
you,
dr
coleman,
have
led
that
effort
for
us
to
do
it
on
time
and
give
that
feedback.
So,
mr
taylor,
not
only
hearing
the
evaluation
percentages
for
our
teachers,
but
also
for
our
school
leaders,
senior
staff,
etc
all
the
way
up
the
line
I'm
also
interested.
Z
And
lastly,
really
encouraged
by
the
work
that's
being
done
about
the
the
teacher
cadets
and
also
the
line
I
saw
about
the
number
of
paris
that
were
hired
as
teachers.
This
is
providing
career
paths
for
people.
I
agree
a
hundred
percent
with
what
the
superintendent
has
said
a
number
of
times
that
many
of
our
future
teachers
are
right
in
our
system
and
so
to
provide
that
career
path.
Miss
marissa.
Z
You
are
the
shining
example
of
that
to
hear
your
enthusiasm
of
learning
what
it
is
to
to
be
a
teacher
love
to
hear
that
did
not
know
that
you
were
teaching
cadet
until
today.
So
hearing
that
that
personal
example
from
you
about
your
enthusiasm
about
it,
is
wonderful
and
encourages
me
above
the
program
so
thinking
about
our
career
path
for
folks
to
get
into
the
profession,
because
it
is
a
challenging
profession
and
there
are
headwinds
at
against
us
in
recruiting
folks
and
so
the
more
we
can.
Z
Is
wonderful,
so,
mr
taylor,
interested
in
your
thoughts
about
how
we're
helping
to
move
people
along
in
the
pipeline
and
also
our
teachers
once
once,
paris
become
teachers,
but
how
our
teachers
move
up
in
their
career
path
and
what
their
opportunities
are
as
well.
So,
just
to
reiterate,
one
more
more
information
about
the
evaluations
would
be
great
and
understand
that
could
come
later,
more
information
about
what
you're
doing
about
licensing
would
be
helpful
and
again
that
could
come
with
the
evaluation
data,
but
your
thoughts
about
the
career
path
work
would
be
great.
AZ
I'll,
let
sam
speak
to
the
career
path,
but
as
far
as
licensure
is
concerned,
we
have
quite
a
few
teachers
that
are
on
emergency
license
this
year
and
sarah
and
I,
along
with
ray
ketchens,
have
been
partnering
with
the
state
and
talking
with
the
licensure
individual,
the
individual,
that's
responsible
for
licensure
at
the
state
and
trying
to
figure
out
the
appropriate
status
strategies
to
get
our
folks
licensed.
AZ
So
we're
working
pretty
aggressively
on
that.
Saren's
team
has
been
doing
a
lot
of
outreach
to
those
folks
that
are
emergency
licensed,
so
we
can
ensure
that
we
get
those
folks
intel
prep,
work,
coursework
and
those
kinds
of
things.
So
we
support
their
efforts
to
pass
the
intel
so
that
they
can
become
licensed.
BB
Thank
you
al
and
that's
a
great
question,
mr
o'neill,
on
the
thing
that
we've
learned
in
our
retention
work
is
that
as
a
district,
our
effort
is
to
create
opportunities
for
you
to
stay
in
boston,
public
schools
and
until
that
end,
the
idea
of
being
developed
providing
opportunities
for
professional
development.
BB
BB
One
of
the
greatest
one
of
the
most
interesting
outputs
from
that
activity
is
that
we
have
12
56
individuals,
educators
of
color
who
are
involved
in
our
t.
Our
degree
completion,
programming
and
12
of
them
are
pursuing
their
doctorate,
and
I
say
that
that
that
is
a
as
a
part
of
being
part
of
the
boston
public
schools.
So
a
lot
of
our
efforts
are,
is
identifying
need
and
creating
opportunities
for
folks
to
achieve
it
because
they're
part
of
our
district
and
our
system.
So
that's
very
important
to
us
and
shakira's.
Q
Z
Boston
public
schools
every
year
who
earn
their
doctorate
because
that
is
reaching
the
the
highest
point
in
their
chosen
profession
and
and
that's
a
really
important
step
for
people
to
take.
So
thank
you
for
calling
out
in
particular
that
as
well
as
your
work
overall,
you
know
it's
deeply
appreciated.
AZ
I
just
I
wanted
you
to
know
that
shakira's
walkers
team
working
with
the
academic
office
provides
mentoring
to
all
of
our
new
teachers,
specifically
some
of
the
folks
that
are
coming
out
of
seren's
program.
So
we
do
try
to
keep
up
with
them
and
ensure
that
they
become
successful.
A
No,
I
have
two
quick
questions
in
addition
to
the
questions
that
mr
I
mean
dr
coleman
asked
with
regard
to
the
various
groups
who
is
within
them.
I
had
a
question
about
the
linguistancy,
the
linguistic
fluency
side
and
I
had
talked
about
native
speakers,
and
I
was
wondering
what
percentage
of
those
are
native
speakers
of
those
languages
versus
learned
speakers
of
the
languages
and
are
what
portion
of
them
are
working
in
our
with
our
ells
versus
in
a
variety
of
other
parts
of
the
district.
BA
BA
I
don't
have
the
the
native
versus
learned
off
the
top
of
my
head,
but
I
can
get
back
to
you
with
that
for
sure
we
have
the
data
to
be
able
to
at
least
for
the
last
year.
We
have
that
data
for
to
be
able
to
provide
that.
BA
Yeah,
it
was
14
over
the
last
five
years,
but
last
year
to
this
year
was
about
a
four
percent
increase,
so
we're
nearing
the
50
mark.
A
I
know
this
wasn't
part
of
your
presentation
tonight,
but
it's
been
alluded
to
throughout
the
evening
in
many
meetings
around
the
difficulty
that
we
have
in
hiring
the
hiring
shortages,
and
so,
for
example,
I
know
we
we've
hired
a
number
of
social
workers
but
oftentimes
right
now.
Many
of
them
may
not
be
able
to
actually
do
their
social
work
job
because
they
are
filling
in
for
other
positions
with
shortages
within
schools.
A
So
I'm
wondering
you
know
what's
happening,
particularly
with
some
of
the
more
critical
positions
that
are
open
and
you
know,
do
you
all
have
the
support
that
you
need?
I
mean
other
than
candidates,
but
in
terms
of
just
the
logistics
within
the
department
are,
do
you
have
the
staff
that
you
need
to
be
able
to
quickly
move
forward
with
candidates
when
they
do
actually
come
and
meet
your
needs.
AZ
We
do
there
are
some
additional
things
that
we're
trying
to
do
that
dr
casales
has
been
supporting
us
pretty
heavily
with
we
were
trying
to
upon
onboarding
folks.
Sometimes
it
takes
a
while
fingerprinting
folks,
so
we
were
trying
to
become
a
fingerprinting
site
to
help
clear
people
through
that
process
more
quickly,
but
we
were
turned
down
for
that.
We
applied
to
become
a
site,
but
we're
turned
down
we're
now
trying
to
partner
with
the
city
and
trying
to
explore
if
the
city
can
help
push
that
along.
AZ
So
we
are
working
through
some
other
strategies
that
sort
of
hold
up
some
of
the
onboarding
processes,
but
but
specifically,
we
just
can't
find
the
bodies.
I
mean
we're
we're
reaching
out
everywhere.
We
possibly
think
we
can
and
saren's
team
has
been
very
aggressive,
as
have
the
ohc
team,
we're
just
having
a
tough
time
finding
the
bodies.
A
C
A
Next,
our
next
report
is
the
boston
day
and
evening
academy
charter
amendments
at
this
time,
I'd
like
to
invite
head
of
school
allison,
ramiak
and
bdea
program,
leader
adrian
level,
to
please
present
the
report.
First,
I'd
like
to
invite
the
superintendent
to
give
opening
remarks.
S
BD
Thank
you
for
having
us.
I
am
going
to
share
our
screen.
BD
All
right
are
we
seeing
the
slide
deck?
Okay?
Yes,
yes,
okay,
great!
So
it's
great
to
be
here
and
to
it's
been
a
while
since
bda
has
been
here
since
I've
been
here.
But
it's
nice
to
see
all
the
new
council
members
so.
BD
Thank
you
for
having
us.
My
name
is
alison
ramik,
I'm
head
of
school
at
boston
day
and
evening,
and
I'm
here
with
my
colleague
adrian
lovell
program,
leader
of
our
bda
2.0
program.
Adrian
you
are
there.
Thank
you.
She's
got
a
little
boy,
that's
running
around
her
house.
So
hopefully
we
will
have
her
for
this
presentation
tonight.
BD
BD
Once
we
approve
these
documents,
we
will
then
send
them
to
commissioner
riley
for
final
approval
to
gain
a
better
understanding
of
bda
and
the
role
that
we
play
in
the
district.
We'll
start
with
a
quick
overview,
share
an
explanation
of
these
documents
and
end
with
our
vision
and
hopes.
We
will
do
this
all
within
10
minutes,
so.
BD
Go
ahead
so
we
were
founded.
This
is
the
timeline,
gives
you
a
quick
history
of
our
of
our
school.
We
were
founded
in
1995
as
an
evening
program
for
students
who
needed
to
work
during
the
day
in
98
1998.
The
school
committee
approved
us
to
be
our
first
horseman
charter
school.
So
we
and
the
edward
kennedy
are
the
for
our
charter
horseman
charter
school
ones.
BD
The
process
for
rechartering
is
lengthy,
extensive
and,
and
actually
we
enjoy
it,
because
it
ensures
that
bba
is
accountable
to
the
community.
We
serve.
BD
The
state
continues
to
rechar
renew
our
charter
because
they
know
we
are
serving
our
students.
Well,
our
autonomies
as
a
horse
man
and
our
commitment
to
serve
the
district's
most
marginalized
and
underserved
students
has
allowed
us
to
create
a
nationally
recognized,
innovative
learning,
experience
that
continues
to
evolve
based
on
student
needs.
BD
Since
the
start
of
the
day
program
in
2004,
we
have
grown
from
180
students
440,
while
existing
in
a
facility
whose
capacity
is
280
students
to
help
alleviate
our
growing
enrollment.
Three
years
ago,
we
added
a
satellite
campus
at
the
timothy
middle
school
to
support
our
new
program,
bda
2.0,
which
adrian
lee
leads
it's
a
program
we
designed
with
our
students,
specifically
our
black
and
latino
young
men
in
2020,
the
school
committee.
BD
That
was
the
last
time
we
were
here,
approved
an
amendment
to
our
charter
to
increase
our
enrollment
to
505
students,
because
we
are
well
over
our
405,
which
is
our
previous
cap,
and-
and
we
did
this
because
the
demand
for
bdac
seats
has
been
growing
this
year
in
2021,
we
were
able
to
bring
back
our
blended
learning
program
because
we
had
previously
had
a
distance
learning
program.
So
the
commissioner
allowed
us
to
bring
back
a
blended
learning
program
in
response
to
the
request
from
students
and
families
to
have
a
safer,
more
flexible
model
during
covid.
BE
So,
over
the
course
of
these
past
26
years,
bdea's
mission
and
vision
has
not
changed.
We
were
designed
to
serve
all
students
that
came
knocking
on
our
door,
whether
they
were
from
other
boston,
public
schools,
charter
schools,
anyone
that
knocked
on
our
door.
We
wanted
to
make
sure
that
we
were,
we
were
able
to
serve
them,
and
our
students
specifically,
are
those
that
weren't
successful
in
those
other
schools.
So
the
majority
of
our
students
are
far
from
graduating
when
they
do
come
to
us,
regardless
of
their
age.
BE
We
have
committed
to
a
diverse
staff,
that's
dedicated
to
ensuring
that
our
students
realize
a
vision
for
their
future
and
we
meet
this
vision
by
making
making
sure
that
we
create
a
safe
environment
for
all
of
our
students
and
the
focal
point
like
one
of
the
focal
points
of
our
school,
and
our
mission
is
to
make
sure
that
we
have
a
safe
community
where
there
is
trust
throughout
student
peers
to
peers
and
and
staff
to
students
and
so
forth.
BE
We
are
competency
based
school,
which
makes
us
different
and
a
unique
space,
and
our
model
is
designed
to
make
sure
that
we
meet
all
of
our
students
where
they
are
academically,
so
that
they
can
really
be
true
drivers
of
their
own
education.
BE
All
of
our
students
struggle
with
inconsistent
attendance
before
coming
to
bdea,
just
because
of
circumstances
beyond
their
control.
BE
Prior
to
covid,
schools
came
all
across
the
country
to
learn
about
our
practices
through
a
real
institute
that
we
had
every
every
every
summer
we
are
able
to
meet
the
diverse
needs
of
our
students
by
providing
a
competency-based
academic
model
that
can
support
both
the
students
who
may
come
to
us
reading
at
an
elementary
school
level,
as
well
as
those
who
are
ready
to
start.
You
know
early
college
or
dual
enrollment
classes.
BE
BE
We
also
ensure
that
every
single
student
that
comes
to
bdea
leaves
with
a
post-secondary
plan,
that's
aligned
to
their
vision,
for
who
they
want
to
be
in
the
future
and
then
at
the
foundation
of
our
model
is
a
diverse
and
talented
professional
learning
community,
and
we
make
sure
that
we
have
enough
time
built
into
our
schedule
to
allow
for
collaboration,
share
decision
making
and
to
build
an
inclusive
community.
BE
BE
Our
programs
are
all
competency-based,
trauma-informed
and
aligned
to
post-secondary
success,
but
I'll
share
with
you
a
few
of
the
differences
between
the
programs,
so
our
flagship
model
is
focused
on
culturally,
culturally
relevant
11-week
courses
designed
around
a
set
of
competencies
and
math
science,
humanities,
post-secondary
planning
and
they're
all
aligned.
You
know
to
the
common
core:
the
bda
2.0
model
is
designed
for
our
young
men,
our
black
and
latino
young
men,
and
is
focused
on
elevating
student
voice
and
agency.
BE
We've
definitely
embedded
some
work
based
learning
paid
internships
into
the
student
student
schedule.
Instead
of
that,
being
you
know
an
add-on,
and
there
are
competencies
that
are
aligned
to
to
their
work-based
learning
as
well.
BE
Coursework
at
2.0
is
project-based
learning
and
the
students
have
a
say
and
what
they
want
to
learn
and
how
they
want
to
learn
it,
and
then
our
new
program,
the
blended
learning,
came
to
fruition
after
covid
and
it
uses
some
of
our
custom
design.
Competency
based
learning.
W
BE
And
so
results,
so
we
continue
to
be
recharted
by
deci
because
of
our
successes.
Our
culture
is
calm
and
safe,
which
we
know
this
year
has
been
more
difficult
than
ever.
BE
BD
So
tonight
there
these
are
the
asks
that
we
are
asking
the
committee
to
vote
on,
to
update,
to
approve
the
updates
that
we've
made
on
our
memorandum
of
understanding
between
bda
and
the
district
and
then
bda
and
btu.
BD
Both
of
these
mous
have
been
updated
and
revised
in
collaboration
with
bps's
legal
team,
bda's
governing
board
of
trustees
and
btu's.
President
jessica
tang
changes
in
language
are
aligned
to
the
previous,
updated
mate
updates
made
to
our
other
horseman
charter
schools,
mostly
notably
green
academies.
BD
We
use
that
as
the
template
for
any
of
the
changes
that
and
that
was
again
bps's
legal
team
making
those
changes
and
we're
also
asking
school
committee
to
approve
our
accountability
plan
that
covers
the
length
of
our
charter,
which
is
from
school
year,
18
through
the
end
of
school
year.
23.
BD
It
includes
15
ways
or
measures
that
go
above
and
beyond
the
mcas
state.
Accountability
system
that
we
are
held
responsible
for
these
measures
are
our
accountability
to
our
school's
mission
and
design
elements
and,
as
shared
the
the
charter
school
office,
has
approved
this
document
on
the
accountability
plan
back
in
june
of
2019
and
our
governing
board
approved
it.
The
following
october.
BD
So,
each
year
we
reflect
on
the
accountability
plan,
the
measures
and
we
report
them
to
the
state
in
our
annual
report,
and
so
for
the
past
three
years.
We
have
consistently
met
13
out
of
those
15,
with
the
exceptions
of
two
years
where
we
did
not
meet
our
attendance
goal
partially
due
to
covid
one
year.
We
did
not
meet
our
post-secondary
goal
that
we
had
set
for
ourselves,
which
is
that
70
of
our
graduates
are
accepted
into
a
post-secondary
plan,
and
that
was
1920
when
it
was
only
66
percent.
BD
And
lastly,
as
mentioned
earlier,
a
safe,
welcoming
and
rigorous
school
culture
and
climate
is
essential
component
of
our
students,
success
and
academic
excellence.
It's
something
that
bda
prides
itself
in,
and
so
we
measure
that,
with
a
student
survey
and
these
past
two
years
because
of
covid,
we
were
unable
to
use
the
bps
school
culture
survey
so
moving
forward.
We
will
be
administering
our
own
external
survey
that
our
team
will
administer
to
our
students
so
that
we
can
keep
measuring
those
results.
BD
And
so
our
vision
for
the
next
five
years
is
to
is
to
continue
to
build
on
these
successes.
We
have
a
strategic
plan
that
we
laid
out
three
years
ago
that
we're
working
on.
We
have
a
growing
enrollment,
our
are
in
a
building
that
is
too
small.
It
was
designed
for
elementary
students.
BD
Our
2.0
program
is
housed
in
the
timulty
middle
school,
and
so
we
we
have
been
talking
with
dr
casalias
and
bill
yes,
but
we'd
love
the
opportunity
to
work
with
build
bps
to
identify
a
new
space
that
can
be
a
state-of-the-art
learning,
space,
utilizing
and
expanding
on
the
innovative
practices
that
that
we've
been
sharing
with
you
tonight,
and
we
think
that
this
facility
could
be
a
symbol
of
the
city
of
boston
and
bps's
commitment
to
invest
in
students
who
need
and
seek
a
non-traditional
pathway,
a
facility
that
would
allow
us
to
expand
partnerships
that
we
have
forged
over
our
17
years
in
nubian
square.
BD
BD
Please
know
our
door
is
open
to
each
of
you
to
come
visit.
We
welcome
visitors
to
walk
our
halls
and
meet
with
our
students.
Thank
you
and
please
let
us
know
if
you
have
any
questions.
A
V
Truly,
you
know
I
mean
the
challenges
if
we
would
want
you
to
grow,
but
if
you
get
bigger,
will
the
interview
stay
that,
as
we
think
forward,
that's
going
to
be
one
of
the
issues
and
whether
there's
kind
of
if
there's
some
other
group
who
can
take
it
off,
it's
exhausting,
more
more
people
does
not
necessarily
bring
the
intimacy
that
your
program
really
provides
but
really
great
work.
Thank
you
for.
F
Z
Thank
you
for
the
presentation.
I
echo
dr
coleman's
comments.
I
didn't
realize
it's
17
years
in
the
building
now
so
yeah.
So
that's
interesting,
I'm
interested
in
your
in
your
comments
about
the
potential
for
a
new
building
as
and
and
hadn't
realized.
The
2.0
program
was
in
the
timothy.
So
thank
you
for
sharing
that.
Z
What's
the
right
number
size
wise
for
for
bdda,
I
know
it's
yeah.
I
think
you
understand
what
I'm
getting
at
right.
You're
an
important
component
in
in
our
system
and
the
work
you
do
with
young
people
is
excellent-
is
what's
the
what's
the
right
size.
What
what
could
you
go
to
if
building
wasn't
if
building
wasn't
a
constraint.
BD
You
know,
I
think
you
know,
there's
a
lot
of
research
around
what
the
right
size
is,
and
I
think,
having
smaller
learning
communities
is,
is
what
our
students
need,
and
so,
while
our
enrollment
is,
is
at
440
this
year
it
is
broken
into
three
unique
programs
that
that
have
staff
that
know
students
well,
and
so
I
I
I
don't
know
what
that
the
research
says.
BD
Some
research
says
it's
learning
communities
around
150,
some
say
it's
learning
communities
around
350.,
and
so
that's
when
we
saw
the
small
school
movement
happen
where
we
were
trying
to
create
these
small
communities.
Q
BD
I
think
we
know
economically,
that
it's
that
that's
not
sustainable
right,
and
so
what
what
we've
done
at
bda
is
have
an
administrative
team
that
oversees
these
smaller
learning
communities
and
to
that
you
know
that
has
been
more
sustainable.
Financially.
BD
I
think
you
know
the
demand
is
there
for
seats,
but
I,
but
I
do
worry
and
our
staff
do
worry
about
making
sure
we
are
maintaining
small
learning
communities
so
that
our
students
feel
safe
and
our
staff
can
really
learn
who
our
students
are
and
what
their
needs
are.
Yeah.
Z
BD
BD
We
have
smaller
class
sizes,
our
ratio.
We
don't
invest
in
a
lot
of
the
extra
programming
that
a
lot
of
other
schools
are
required
to
have
so
that
that
I
think,
is
the
beginning
of
of
having
a
safe
school
and
then
for
the
last
three
years.
BD
We
have
really
invested
in
training
all
of
our
teachers
in
restorative
justice,
and
so
we
started
this
year,
doing
community
circles,
doing
community
circles
in
our
advisories
teaching
our
students,
how
to
run
circles,
doing
them
in
our
student
support
groups
and
to
me
that
has
been
really
instrumental
in
in
allowing
our
students
to
feel
connected
to
allow
their
voice
to
be
heard,
and
so
that
is
that's
our
technique
is,
is
to
really
implement
restorative
justice.
BD
One
of
the
students
had
gone
to
her
and
said
I
think,
there's
something
that's
going
to
happen.
Nothing
happened,
we
are
there,
nothing
will
happen
when
we
are
ever
present,
but
the
kids
trust
us
and
they
come
to
us
and
they
tell
us
when
they
when
they
feel
something.
Z
That's
great,
thank
you
and
and
final
question
you
mentioned,
and
I'm
trying
to
use
your
words.
We
don't
have
a
lot
of
the
extraneous
programs.
I
think
you
had
said
I'm
not
quite
sure
how
you
phrase
it
and
I'm
thinking
about
the
impact
to
reaching
mass
core
requirement.
BD
Yeah,
no,
I
I
we
need.
We
need
to
as
a
community
talk
about
how
alt
ed
is
going
to
meet
math
common
core
requirements.
We
use
a
lot
of
external
partners
to
meet
a
lot
of
our
expectations
around
art
and
fitness.
We
don't
have
any
space
for
any
of
that
right
now
I
mean
just
to
be
honest
with
you.
We,
yes,
every
single
classroom
is
being
used.
BD
Z
BD
I
think
it's
those
extra
it's
the
it's
the
fitness,
it's
the
arts
and
and
granted
some
of
our
students
are
going
to
come
to
us
and
those
are
the
credits
that
they
have.
They.
They
do
come
with
what
we
call
electives.
A
lot
of
them
are
coming
with
two
to
three
of
those
electives,
but
I,
but
I
do
think
it's
the
it's
the
arts,
it's
the
fitness
adrian.
I
don't
know
if
you
want
to
add
anything
on
to
that,
but.
BE
I
think
I
would
say
that
the
primary
barrier
might
be
language.
Arts
number
of
our
students
do
have
electives
and
we
have
an
awesome
enrichment
program
where
they
can.
You
know,
graphic
design
and
make
digital
beats,
but
I
think
the
language
arts
is
the
big
issue.
Z
Z
This
will
be
a
challenge
for
them,
and
I
know
the
superintendent
and
her
team
have
been
thinking
it
through
and
mapping
it
through,
but
it's
important
that
we
that
we
approach
it.
That
way
of
what
is
the
challenge
for
the
whole
alt-ed
program,
and
how
can
we
support
it
to
help
you
get
there,
because,
obviously,
we
have
committed
from
a
policy
viewpoint
of
having
mass
score
as
a
requirement
in
the
future.
A
I
have
one
I
was
interested
in
seeing
on
your
sort
of
wish
list
for
the
future
day
care
center,
child
care,
and
my
question
is
what
percentage
of
your
students
are:
parents,
both
mothers
and
fathers,
and
what
and
what
sort
of
is
the
age
range
of
the
children
that
they
have.
BD
Adrian,
I
don't
know
if
you
have,
I
think
we
this
fall
was
was
really
striking.
I
I
want
to
say
we
have
about
30
young
moms
at
our
school
out
of
the
four
we're
not
at
440
we're
at
about
400
right
now
and
and
a
lot
of
them
are
young
moms
they're.
They.
BD
You
know
new
babies,
a
lot
of
a
lot
of
new
babies
while
at
bda-
and
I
think
what
was
really
striking-
we
ended
up
creating
a
program
for
our
young
moms
was
they
couldn't
find
daycare?
And
so
we
had
a
huge
number
of
young
students,
our
young
moms,
who
chose
not
to
come
back
in
the
fall
and
when
we
were
doing
our
extensive
outreach,
we
found
out
that
they
couldn't
find
seats
in
daycare,
which
we
know
is
a
national
problem,
and
so
we
don't
have
a
daycare.
BD
Some
of
our
high
schools
do
have
daycares
and
it's
always
been
something
that
we
have
thought.
Bda
would
be
an
amazing
resource
resource
to
offer
our
students,
but
again
no
space
to
do
that.
Maybe
partnering
with
a
daycare
that
is
nearby
is
something
that
we're
thinking
about
for
this
year
and
how
we
can
support
that
daycare
if
they
could
reserve
some
seats
for
our
students
and
how
awesome
it
would
be
for
those
young
moms
to
all
drop
their
kids
off,
and
we
could
create
a
partnership
that
way.
BD
So
those
are
the
things
that
we're
we're
trying
to
think
of
to
get
these
students
back.
We
we
kept
them
engaged
in
the
school
they're
taking
two
classes
instead
of
a
full
load
and
they're
learning
about
being
young
moms.
So
they
we
created
a
class
for
them
to
learn
alongside
on
their
academics
and.
BE
A
Wow,
thank
you
if
there
are
no
further
questions.
I
want
to
thank
you,
and
the
committee
looks
forward
to
taking
action
on
these
charter
amendments
for
at
our
next
meeting
on
december
15th.
Thank
you
and
thanks
for
the
incredibly
hard
work
you
do.
A
Our
next
agenda
item
is
a
discussion
on
the
exam
school's
admission
policy.
Specifically,
the
10
points
for
schools
with
40
or
more
poverty
will
recall
that
at
our
last
meeting,
mr
de
arujo
requested
that
this
item
be
added
to
tonight's
agenda
before
we
open
it
up
for
discussion.
I'd
like
to
invite
the
superintendent
to
briefly
review
the
simulation
data
she
presented
to
the
committee
on
november
17th.
S
Thank
you.
So
I'm
gonna
talk
to
a
couple
of
slides
here
briefly.
You'll
recognize
some
of
them
as
I've
shown
them
before
and
as
you've
requested
that
I
do
a
walk
through
on
these
slides
and
as
you'll
see
on
this
one,
you
will
see
that
five
bps
schools
with
less
than
40
poverty
are
are
impacted.
S
I'm
also
going
to
present
an
update
on
a
new
wait
list
policy
for
exam
schools
that
are
preparing
to
implement
so
that
people
can
understand
if
you
don't
get
a
seat,
what
it
means
in
terms
of
being
wait
listed-
and
I
do
want
to
just
say
on
the
out
front
that
we
value
all
of
our
students
in
boston,
public
schools
at
all
of
our
schools,
and
we
want
to
make
sure
that
everybody
has
a
proportional
opportunity
to
attend
an
exam
school
and
an
equitable
opportunity
to
attend
to
one
of
our
exam
schools.
S
So
I'm
going
to
start
here
with
slide
one
and
you
will
notice
the
historical
data
on
exam
school
invitations.
I
think
it's
just
really
important
that
you
can
see
here
that
these
seven
schools
are
our
most
highly
selective
schools
and,
as
you
can
see
here,
they
have
had
in
the
past
over
representation
of
invitations
to
our
exam
schools,
accounting
for
about
47
percent
of
invitations,
while
representing
only
19
percent
of
our
sixth
grade
enrollment.
S
S
S
We've
also
seen
this
slide
several
times,
but
I
thought
it
was
really
important
to
share
again
to
show
that
schools
with
less
than
40
percent
poverty
would
receive
a
proportional
share
of
their
invitations.
According
to
the
simulation
students
who
attend
a
school
with
less
than
40,
poverty
account
for
17
percent
of
city-wide,
sixth
grade
enrollment
and
20
percent
of
the
simulated
invitations.
S
S
If
the
school
does
not
have
invitations,
it's
because
they
did
not
have
any
students
who
applied
or
who
did
not
apply
or
did
not
have
the
grades
or
test
scores
to
qualify,
and
we,
you
know
linked
to
that
last
school
committee
meeting
and
it's
on
our
school
committee
website
side.
Four,
please:
schools
with
less
than
40
poverty.
S
This
is
a
new
slide.
I
wanted
to
lift
up
the
five
bps
schools
who
have
less
than
40
poverty
and
therefore
do
not
receive
the
10
bonus
points.
I
know
this
has
been
an
area
of
concern
and
some
parents
have
worried
that,
because
their
school
does
not
receive
these
extra
points,
then
their
student
has
a
zero
chance
of
getting
into
an
exam
school.
S
In
the
simulation
schools
received
a
number
of
invitations
that
is
more
proportional
to
their
sixth
grade
student
enrollment
in
the
event
that
a
school
with
qualified
applicants
does
not
receive
any
invitations.
In
the
actual
admissions
process,
we
will
gather
information
to
understand
more
and
as
a
reminder,
we
committed
this
past
summer
that
we
will
bring
a
full
report
in
june
to
evaluate
the
actual
invitations.
S
S
S
Families
must
have
ranked
the
exam
school
in
order
to
be
placed
on
that
school's,
wait
list,
students
who
receive
an
invitation
to
their
top,
ranked
or
first
choice.
Exam
school
will
not
be
placed
on
a
waitlist
ordering
of
the
waitlist
will
function
as
a
continuation
of
the
exam
school
invitation
policy.
A
Thank
you,
superintendent,
so
I'll
now
open
it
up
for
discussion.
Please
raise
your
hand
if
you
would
like
to
speak.
Z
C
W
V
Superintendent,
thank
you
for
this
and
it
is
very
complicated
and,
and
I'm
and
and
I'm
looking
forward
to
when
we
can
have
other
high
order
issues
on
our
agenda
as
well.
But
there
are
two
questions
that
I
have.
I
need
some
clarity
on
one
on
slide
number
three.
You
said
something
about
defined
opportunity
for
invitation,
defining
the
opportunity
for
invitation.
I
think
it
was.
I
was
going.
I
I
didn't
read
it.
I
didn't.
I
was
looking
at
it
visually.
I
didn't.
V
I
didn't
have
it
up
on
my
own
screen,
but
if
you
could
bring
number
slide
number
three
back.
V
And
each
every
school
still
has
an
opportunity
for
invitations.
Could
you
define
what
that
means?
I'm
not
sure
what
that
means.
So
I'm
I
I
would
love
if
there
was
a
probability
estimate
that
would
be
make
me
much
more
comfortable,
but
when
you
say
in
the
simulations,
every
school
still
has
an
opportunity.
S
Yeah,
it's
a
really
good
question
and
I
think
what
it
means
is
that
in
every
tier
we
have
about
in
this
simulation,
we
have
a
thousand
invitation.
We
have
a
thousand
applicants
in
the
in
the
pool
and
you
have
eight
tiers
and
each
tier
has
approximately
125
in
each
tier
and
then,
as
you
go
through,
you
take
the
first
10.
For
instance,
they
get
a
bite
at
the
apple.
Then
you
go
to
the
second
tier.
Then
they
get
a
bite
at
the
apple
and
you
go
all
the
way
until
you
get
to
the.
S
You
see
some
fluctuation
in
some
of
the
schools
with
with
how
many
applicants
are
going
in
because
their
tier
might
be
a
higher
poverty
tier,
but
they
go
to
a
school.
That's
maybe
not
a
high
concentrated
poverty
school,
and
so
what
we've
done
in
the
simulation
is
be
able
to
show
that
all
schools
have
an
opportunity
at
the
bite
of
that
apple,
and
if
there
are
schools
that
have
zero
invitations,
it
is
because
they
either
didn't
have
any
applications.
S
Nobody
applied
to
that
school,
which
has
been
the
case
historically
in
boston.
There
are
a
number
of
schools
that
have
not
had
any
applicants
or
the
students
themselves
either
didn't
have
a
high
enough
composite
score
in
which
to
be
high
enough
in
the
tier
either
get
an
invitation
or
to
get
us
this
school.
That
was
their
top
choice.
V
So
that's
related
to
my
second
question:
is
you
had
said
it?
He
subsequently
said
that
that,
if
what
looks
improbable
does
happen
and
that
there
are
schools,
maybe
driven
by
the
10
point
assignment
ruling,
where
there
are
zero
offers,
we
will
respond
to
that.
V
Is
there
any
specificity
to
what
that
would
look
like
or
act
like?
If
that
does
happen,
the
fear
I
understand
it.
Many
people
think
it's
a
low
probability
event.
Other
people
think
it's
a
high
probability
event.
Let's
say
it
comes
true.
S
But
every
school
does
have
opportunity
for
an
invitation.
So
we
don't
anticipate
that.
That's
going
to
be
the
case,
but
let's
say
for
some
reason:
there's
an
anomaly
and
this
simulation
data
was
just
not
accurate
and
not
every
school
does
have
a
seat.
Then
I
would
need
to
look
at
that
data
and
then
qc
it
again
and
make
sure
that
there
wasn't
something
that
went
wrong
and
we're
planning
on
using
the
same
firm.
S
We
used
last
year
to
qc
our
data
quality
control
for
our
data,
and
then
I
I
would
plan
to
bring
recommendations
with
a
full
analysis
to
the
school
committee
in
june
with
any
policy
changes
that
would
need
to
be
recommended.
If
that
were
to
happen.
V
Maybe
not
a
policy
change,
but
maybe
a
thinking
through
of
what
exceptions
could
be
made,
particularly
in
this,
particularly
in
this
complicated
situation
where
we
don't
have
all
the
data
that
we
would
normally
use
to
make
this
decision
because
of
high
stake
tests,
but
it's
very
complicated.
But
thank
you.
Thank
you
for
bringing
this
forward
and
I'll
give
my
time
to
others
to
have
another
question.
D
Thank
you,
madam
chair,
and
thank
you
superintendent
for
your
presentation
and
I
I
very
much
appreciate
how
you
started
the
conversation
which
is
really
the
you
know,
kind
of
focus
on
the
on
the
big
picture
here,
and
I
know
that
you
know
we're
in
the
weeds
of
this,
but
to
take
a
step
back
to
say
you
know
what
are
we
doing
here?
You
know
we're
trying
to
increase
equity
in
the
applications
and
also
that
you
know
all
of
us
here.
D
D
You
know
in
public
comment,
or
you
know
in
the
community,
in
the
neighborhood
thinking
that,
however,
this
this
formula
that
we've
approved
has
been
shaped,
that
it's
somehow
you
know
directed
in
a
negative
way
towards
them,
and
and
just
that
you
know
that
that
trust
factor
as
we're
talking
about
enrollment
we're
talking
about
keeping
kids
in
it's
critical
and
sometimes
the
you
know
the
the
perception
you
know
matters
and
how
we
communicate
and
so
forth.
You
know
matters
a
lot,
so
I
appreciate
starting
there.
D
I
will
say
you
know
so
on
on
the
pieces.
I
also
appreciate
more
understanding
on
the
on
the
the
wait
list
piece
I'd
like
to
learn.
You
know
more
about
that
as
time
goes
on
also
hear
how
how
that
interacts
with
you
know
the
exam
schools.
You
know
they
kind
of
operate.
You
know
together
and
kids
kind
of
kind
of
move
back
and
forth
so
appreciate.
D
You
know,
maybe
not
in
this
meeting
but
understanding
how
that
how
that'll
work
and
more
in
more
detail
with
respect
to
you
know
the
so.
The
ten
points
issue
itself.
I
appreciate
dr
coleman's
comments.
I
so
I
I
still
see
you
know
with
these
slides
and
with
the
simulation
there
are
pieces
there
where
at
least
I
you
know,
I
remain
unconvinced
that
that
using
the
ten
points,
one
is
necessary
to
accomplish
our
broader
goal
of
equity.
D
I
don't
think
that
that's
that's
necessary,
especially
because
we
we
do
give
the
10
points
to
you
know
almost
all
of
our
schools
and
two.
I
can't,
I
think,
there's
more
data
for
for
when
an
exam
is
given
going
forward,
but
I'm
still
concerned,
for
you
know,
for
the
kids
who
are
in
sixth
grade
right
now.
You
know
we've
heard
from
some
of
them
and
having
that
uncertainty
of
how
is
this
ten
points
going
to
impact
them
directly?
D
I
wanna
pick
up
on
something
dr
coleman
also
mentioned
and
and
dr
selis,
you
know
you
you
you've
started
talking
about
this
as
well
that
so
well,
my
recommendation
would
be
that
we
don't.
We
don't
need
this.
The
10
points
as
part
of
the
the
overall
formula,
and
I
would
recommend
that
we
would
suspend
it.
D
But,
but
I
understand
you
know
your
recommendation
and
building
up
towards
it-
that
if
you
know
if
come,
you
know
come
january,
come
february
when
we
do
when
grades
are
in
and
the
algorithm
is
actually
used,
and
we
do
find
out
that
students
from
these
five
schools,
despite
being
qualified
applicants,
despite
having
you
know
great
grades,
that
they're
not
getting
invitations.
D
Because
of
the
ten
points
you
know,
what
can
we
do
for
them,
and
I
would
go
as
far
as
saying
that
you
know,
and
you
know
you
said
you
have
to
review
the
data
and
quality
control,
and
but
if
it
is
because
of
the
ten
points
that
you
know,
we
should
have
a
special
preference
for
for
this
incoming
class
of
the
first
time.
You
know
using
this
formula
using
it
in
a
way
that
doesn't
have
the
exam.
So
it's
not
really
the
full.
D
You
know
the
full
formula
that
you
know
that
we,
we
can
just
say,
okay.
This
is
not
not
what
we
intended
to
do
to
zero
out
based
on
those
ten
points
at
those
programs
at
those
schools
and
and
that
we
do
something
for
them.
I
know
we're
doing
a
full
review
and
you're
doing
a
full
review
for
us
come
come
june,
but
I
would
say
you
know
if
we
are
going
to
make
those
exceptions
which
I
think
we
should
and
and
start
planning
for
that.
D
If
it
does
happen
that
you
know
we
do
it
is
we
do
it?
You
know
in
the
spring
as
soon
as
we
can,
because
you
know
the
the
trust
issue
is
key,
but
also
you
know
we
can
lose
a
lot
of
these
families.
They
can
they
find
other
pathways,
they
might
go
to
charter
schools,
parochial
schools,
private
schools.
You
know
these
are
our
families,
our
kids.
D
We
want
to
make
sure
that
they
stay
in
bps,
and
so
I
I
hope
that
we
can
have
a
you
know
a
plan
for
that.
If,
if,
if
things
don't
work,
the
way
that
you
know
that
you're
saying
the
simulations
are
showing
so
appreciate
that.
S
So
I
think
what
I'm
trying
to
share
in
terms
of
context
is
that,
because
there's
a
scarcity
of
seats
in
a
high
demand,
there's
a
lot
of
students
that
don't
get
into
exam
schools.
And
on
my
very
first
slide,
I
shared
that.
Historically,
we
had
a
number
of
schools
across
the
district
who
never
got
a
seat,
and
so
I'm
trying
to
bring
delight
some
equity
within
the
policy
to
be
more
proportional
to
the
goals
that
we
set
for
ourselves
around
racial
diversity,
around
social,
economic
diversity
and
geographic
diversity.
S
And
I
I
know
that
it's
hard
for
the
schools
that
have
had
a
larger
proportion,
typically
and
historically,
to
see
that
proportional
share
go
down.
But
it
is
still
within
their
proportional
share
of
the
seats
and
that's
why
we
created
a
policy
around
equity.
And
I
think
it's
an
important.
It's
important
for
us
to
see
this
policy
through.
S
It
has
sustained
two
legal
challenges
and
to
try
to
see
if
we
can
achieve
our
goals
as
an
anti-racist
district
and
to
try
to
shift
our
practices
of
giving
more
opportunity
and
live
into
our
mission.
S
We
have
built
a
strong
policy
and
I
have
made
a
commitment
to
this
committee
and
to
our
community
that
if
there
are
flaws
within
the
policy,
I
am
more
than
willing
to
bring
them
forward
if
they
are
not
fair
and-
and
I
will
do
that
because
I
I
do
care
about
every
single
one
of
our
kids
and
I
and
I
don't
want
to
lose
more
enrollment-
I
don't
want
people
leaving
the
district
more
so
than
they
already
have
for
medco
or
for
charter
or
any
other
private
school.
S
So
I
appreciate
your
comments
and
and
and
you're
holding
me
accountable
to
that
this
june.
D
Yeah,
I
I
appreciate
the
context
in
the
comments
as
well.
I
I
will
just
I
do
agree
with
what
you've
said,
but
but
the
tying
in
that's
the
ten
points.
Specifically
that's
where
I
think
that
that
is
its
own
case.
Where
you
know
this
is
a
a
formula
that
we've
developed
and
in
applying
those
ten
points
to
the
schools,
and
you
know,
I
know
that
kids
don't
get
involved,
saying
that
you
know
these
schools
we're
not
giving.
D
These
are
the
only
schools,
we're
not
giving
the
ten
points
to
right
in
bps,
and
so
I
want
to
make
sure
that
you
know
that
that's
the
reason
they
might
be
producing
qualified
applicants
who,
according
to
our
rubric,
you
know
they
have
a
b
average.
D
Well,
I
guess
there's
no
test
this
year,
but
you
know
they're
they're
meeting
the
qualified
applicant,
so
I
just
want
to
make
sure
that
you
know
that
you
know
you
know
if
we're
here,
you
know
in
january
and
february
and
and
find
out
that
that
they
don't
because
of
the
10
points,
then
that
that
we
need
to
do
something
we
need
to
step
in,
because
I
think
it's
not
right
to
to
have
that
happen
to
a
school.
D
You
know
as
a
consequence
of
this
of
this
policy,
so
thank
you.
AR
X
Thank
you,
madam
chair,
and
thank
you,
superintendent
silvius.
I
think
for
that
important
context
that
you
just
shared.
X
I
think
it's
also
really
important
to
know
that
there
aren't
specific
schools
that
are
being
singled
out
right,
like
this
information
could
change
if
we
had
more
integrated
schools
right,
and
so
I
think
that
that's
an
important
point.
X
I
really
when
I
was
listening
to
the
testimony
today.
I
really
appreciated
dr
roseanne
tong
for
her
testimony
and
her
just
continued
investment
and
work
around
equity.
X
So,
as
a
I
mean,
as
a
parent,
I
I
understand
the
reaction
of
some
families
to
feel
like
something
that
some
have
always
expected
access
to
feels
like
it's
being
taken
away.
But
the
reality
is
we're
being
we're
being
we're
trying
to
be
more
fair
about
how
access
is
distributed
and
really
allowing
those
who,
for
decades,
have
been
limited
in
access
a
more
equitable
opportunity.
X
So
I
think
that
the
policy
that
has
been
voted
on
is
now
being
more
open
to
to
equally
deserving
children,
just
from
more
schools
and
a
variety
of
neighborhoods.
X
And
having
said
all
that,
I
know
that
change
is
hard
right.
So
I
think
for
us.
Our
work
now
is
to
work
together
to
create
quality
and
desirable
opportunities
in
more
schools,
and
I
think,
working
together.
Really.
The
focus
needs
to
continue
to
be
to
uplift
our
most
vulnerable
students
and
families,
because
that's
what
really
benefits
our
entire
city-
and
I
think
as
hard
as
it
is.
We
have
to
continue
to
challenge
ourselves
and
each
other
to
see
that.
X
Z
Thank
you,
madam
chief
superintendent,
could
you
just
go
back
to
one
of
the
slides
please.
I
just
want
to
get
a
clarification,
because
it
was
a
little
bit
confusing
to
me.
It
was
the
slide.
Thank
you.
So
the
next
slide
the
simulated.
So
I
just
want
to
understand
the
line
that
says
invitations
under
approved
policy.
That
is
what
is
simulated
for
those
schools
right.
S
Z
S
Z
That
is
correct,
so
so
for
this
year's
policy,
it's
actually
the
one
on
the
far
right
and
for
the
alleghery
you're
saying
less
than
five,
but
because
to
preserve
student
confidentiality,
I
guess
and
I'm
a
little
confused
why
that
preserves
student
confidentiality.
If
it's,
if
it's
a
one
or
a
two
number.
S
And
so
it's
a
pretty
small
number
and
if
we
were
to
put
that
in
there
that
you
could
maybe
try
to
people
within
the
community
and
might
be
able
to
know
who
would
and
would
not
get
an
invitation
right
now
in
terms
of
the
simulation
data.
And
so
I
think
it's
it's
just
our
suppression
rules.
It's
normally
10
that
we
suppress.
Z
Okay,
but
zero
is
less
than
five.
S
Z
About
trying
to
protect
confidentiality,
I
understand
that
I
just
thank
you
for
the
slide
and
thank
you
for
explaining
a
little
bit
more
because
we
moved
through
it
pretty
quickly.
S
I
do
want
to
point
out,
like
I
asked
monica
hogan
about
just
looking
at
the
elliott
school,
for
instance,
in
this
year's
grades
policy
and
why
they
had
a
large
number
underneath
them
for
grades
for
the
elliott
in
in
terms
of
their
invitations,
and
I
we
hypothesized
that
it
is
because
the
elliott
draws
from
students
who
are
probably
in
an
earlier
tier
and
not
a
higher
tier
and
may
have
students
who
receive
also
the
14,
the
15
points
within
their
community.
S
BF
What
we
see
in
this
simulated
data
set
at
the
kilmer
and
the
linden
is
about
roughly
90
percent
of
the
applicants
in
this
simulation
live
in
either
tier,
seven
or
eight,
whereas
at
the
elliott
it's
about
66
of
their
qualified
applicants
live
in
tier,
seven
or
eight,
so
they're
a
little
more
spread
out
across
tiers
and
that's,
I
think,
one
of
the
complexities
in
understanding
or
trying
to
predict
how
many
invitations
a
single
school
might
get
because
of
the
tiers,
an
individual
student's
grades
and
in
the
later
years,
an
individual
student's
test
scores
all
come
together.
BF
How
students,
which
students
end
up
getting
invited
so.
Z
Thank
you,
miss
hogan,
and
I
know
this
is
a
simulation
right
and
a
simulation
means
exactly
that,
and
so
everything
may
change.
You
know
we
may
get
different
results
this
year.
So
I
really
appreciate
the
superintendent's
commitment
to
be
analyzed
and
re
reporting
back
on
that.
I'm
also
very
sensitive
to
us
approving
this
was
part
of
us
approving
this
an
overall
plan,
and
there
were
trade-offs
that
were
made
to
reach
that
consensus.
Z
That
was
recommended
to
us
by
the
task
force,
and
so
you
know
it
it
is
challenging
to
focus
in
on
one
particular
piece
of
it.
I
also
know
it
is
very
easy
for
people
to
have
the
perception
when
they
read
about
the
10
points
and
that
some
schools
will
not
get
them.
It
is
very
easy
to
have
the
perception
that
that's
going
to
be
a
negative
impact
to
those
schools
and
to
vieira.
Z
Think,
theoretically,
about
what
the
long-term
implications
could
that
of
that
could
be,
and
we
don't
want
the
unintended
consequences
that
several
members
have
spoken
about
about
families
moving
out
of
the
system
of
that
or
that
type
of
thing
or
not
choosing
a
school
because
they
feel
it
could
be
impacted.
So
it's
going
to
be
really
interesting
to
see
if
the
reality
matches
the
simulations
versus
if
the
reality
matches
the
perceptions
and
the
and
the
way
you've
run
the
simulations
and
laid
it
out
and
laid.
Z
The
foundational
comments,
as
well
were
very
helpful,
remind
us
of
what
the
goals
were.
I
appreciate
the
way
mr
diarruzo
also
talked
about.
Z
Z
But
I'm
I'm
comfortable
with
how
it
has
been
framed,
and
you
know
our
parents
need
certainty.
We
have
talked
about
this
long
enough
and
we'll
be
talking
about
again
in
in
the
spring,
after
the
results
from
the
actual
invitations
are
out
and
we've
made
changes
in
the
past
and
if
we
need
to
make
changes
in
the
future
superintendent
you've
committed
to
looking
at
it
and
making
sure
that
this
is
equitable,
and
so
thank
you
for
that.
C
S
I
just
want
to
mention
that
you
know
this
is
a
very
courageous
stance,
that
the
board
has
taken
to
really
write
the
equitable
distribution
of
these
seats
across
the
city,
and
I'm
very
proud
of
this
board.
For
taking
that
that
stance,
there
are
other
policies
and
decisions
I'll
be
bringing
to
this
school
committee.
A
No,
I
just
want
to
say
I
also
agree
agree
wholeheartedly
with
miss
lapera's
comments,
so
I
won't
go
into
that
detail
and
I
just
I
want
to
thank
you
for
bringing
this
forward
again
and
I'm
you
know.
A
I
know
this
is
a
very
difficult
and
emotional
issue,
and
so
my
final
words
is
this
is
why
it's
imperative
that
we
redouble
our
efforts
to
make
every
single
school
in
our
district
a
high
quality
school,
so
that
all
of
our
students
and
families
can
have
what
they
need
and
deserve
and
nothing
less
we've
we've
got
to
get
there.
A
This
tells
us
that,
and
it's
going
to
be
on
everybody's
agenda,
particularly
as
we
move
forward
to
creating
strong
seven
to
twelves,
there's
got
to
be
strong
seventh
grades
for
every
single
one
of
our
kids
to
choose
so
with
that.
I
want
to
thank
you
and
now.
That
concludes
our
discussion,
and
I
want
to
move
now
on
to
public
comments
on
reports.
Ms
sullivan.
BG
My
name
is
john
mudd,
I'm
a
resident
of
cambridge
massachusetts
and
that's
a
little
scary
to
say
that
I'm
a
30-year
advocate
around
the
boston
public
schools,
most
recently
with
the
boston
network
for
black
student
achievement
and
the
ell
task
force,
and
I
do
have
a
grandson
who
is
happily
enrolled
in
the
john
f
kennedy
school
in
jamaica
plain.
BG
I
want
to
talk
about
the
report
on
diversity
briefly,
and
I
hope
I
don't
keep
you
long.
The
good
news
is
that
the
trends
are
in
the
right
direction
and
it's
particularly
heartening
to
hear
the
the
the
that
we've
had
success
with
paris
and
and
substitutes
and
enabling
them
to
to
get
careers
as
teachers.
I
think
that's
that's
wonderful,
but
the
reality
is
that
we
haven't
made
much
progress
in
moving
the
needle
for
black
and
latino
and
other
teachers.
BG
Over
the
last
decade,
the
garrity
25
percent
for
black
teachers
was
met.
I
believe
for
roughly
the
first
25
years
of
after
the
order
about
15
years
ago
we
went
below
25
and
we're
still
there
25
black
teacher.
Excuse
me
23
black
teachers
and
11
latino
teachers,
and
I
think
the
issue
I
want
to
phrase
with
you
is:
do
you
find
that
acceptable?
BG
You
know.
Is
this
adequate
to
meet
the
needs?
We
talk
about
that
more
needs
to
be
done,
and
certainly,
but
do
we
want
to
try
and
say
we
want
to
see
some
dramatic,
urgent
change
in
our
approaches,
and
I
didn't
see
that
in
the
next
steps
that
you
were
presented
with
the
pipeline
programs
are
excellent,
but
they
produce
very
few
teachers.
BG
BG
The
oag
the
opportunity
to
make
at
task
force
has
said
for
a
number
of
years
that
they
wanted
to
see
some
of
these
pipeline
programs
taken
to
scale.
We
still
aren't
there,
and
so
I
would
just.
I
would
just
urge
you
to
say
to
yourselves.
Are
we
satisfied
with
this,
or
do
we
need
this
can
at
least
consider
what
so
it
would
take
to
bring
about
some
significant
change
in
some
significant
improvement.
BG
And,
finally,
I
would
just
ask
that
that
that
you
request
that
the
district
do
two
charts,
at
least
in
in
the
reports.
BG
One
would
show
what
is
the
gap
between
the
diversity
of
teachers
and
the
diversity
of
students
in
the
system
on
race
and
ethnicity,
and
the
second
chart
is
what
is
the
gaps
on
language
between
the
language
of
the
teachers
and
at
least
for
the
major
languages
in
the
language
of
the
teachers
and
the
language
of
the
major
linguistic
groups
in
in
the
system,
and
I
appreciate
you
waiting
and
listening
to
me
at
this-
it's
not
as
late
an
hour
as
you
often
go,
but
it's
late
enough.
Thank
you
very
much.
V
Yes,
miss
robinson
this,
the
exam
school
conversation
always
spins
this
up.
For
me,
in
the
conversation
about
high
quality
schools,
the
the
fact
is,
we
have
a
lot
of
really
good
high
schools
that
are
great
places
for
a
lot
of
kids
to
go
to,
and
I
worry
we
I
just-
and
so
I
would
love
us
to
figure
out
is.
Is
that
do
people
not
know,
or
are
we
caught
in
the
rhetoric
of
preserving
one
type
of
school
one
type
of
history?
So
we
can't
own
the
success
we
made.
V
So
I
would
love
if
and
not
next
week,
not
not
next
month,
but
I
think,
as
we
go
forward
with
this
conversation,
we
need
to
do
a
much
better
job
of
letting
all
parents
know
that
we
have
more
than
three
very
good
high
schools
that
may
fit.
V
We
even
had
a
parent
tonight
who
said
their
child
is
at
one
of
the
one
of
these
three
schools
and
they
know
they
may
be
getting
a
better
experience,
someplace
else,
but
there's
this
rhetoric
that
doesn't
allow
family
to
look
look
for
that,
particularly
families
who
have
historically
had
advantage
into
their
access
into
the
exam
school.
So
I
think
I
think
I
just
encourage
us
to
find
a
way
to
lift
up
some
of
our
many
great
high
schools.
Acknowledging
that
we
have
some.
You
know
our
comprehensive
schools
are
very
are
very
clear.
V
So
that's
that
that's
request.
Number
one
request.
Number
two:
is
you
know
having
looked
at
the
proposed
around
charleston,
I
want
to
encourage
the
superintendent
in
our
office
to
and
then
I
would
support
having
the
writers
in
this
report
join
the
school
improvement
team
at
charleston
because
it
actually
a
very
exciting
engaged
plan
and
I'm
sure
that
in
a
community
process
at
the
school
they
could
come
forward
with
this,
as
their
plan
for
success
would
be
another
avenue.