►
From YouTube: Boston School Committee Meeting 1-13-21 - Virtual
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.
B
C
D
A
E
E
G
H
A
Thank
you,
ms
sullivan
tonight's
meeting
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org
forward,
slash
school
committee.
Under
the
january
13th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
into
all
of
the
major
boston
public
schools
languages.
A
A
I
Thank
you,
madam
chair
good
evening.
Everyone,
my
name,
is
juan
bernali,
I'm
one
of
the
simultaneous
interpreters
assigned
for
this
meeting.
I
will
be
taking
30
minute
intervals
with
my
colleague,
mr
randolph.
I
will
now
make
the
same
announcement
in
spanish
and
explain
how
to
access
the
interpretation
feature
accordingly.
D
D
A
A
M
A
A
We
are
now
going
to
activate
the
interpretation
icon
at
the
bottom
of
your
screen,
and
I
just
want
to
remind
everybody
if
you
could,
please
speak
at
a
slower
pace
to
make
sure
that
our
interpreters
are
able
to
catch
everything
that
we
are
saying.
Thank
you
to
everyone
who
signed
up
for
public
comment
this
evening.
Sign
up
for
both
public
comment
periods
closed
today
at
4
30
p.m.
A
This
will
give
our
members
a
sense
of
what
we
are
hearing
from
our
neighborhoods.
This
is
also
a
practice
across
all
public
bodies
in
boston.
We
appreciate
your
cooperation
and
I
know
we
have
people
who
do
that,
and
I
appreciate
it.
You
you're
already
doing
it,
so
I
appreciate
for
people
to
take
that
on
and
do
that.
So,
thank
you.
A
The
anger
and
violence
unleashed
through
disturbing
videos
in
real
time
are
images
that
are
seared
in
our
memory
and
they're,
just
as
vivid
now
as
they
were
last
week,
as
others
have
processed
the
events.
I've
heard
the
phrase
this
is
not
who
we
are.
I
am
heartbroken
at
the
realization
that
this
is
who
we
are
years
of.
A
Willful
distortion
of
facts
and
outright
lies
combined
with
partisan
politics
have
further
splintered
our
nation,
but
even
though
this
is
who
we
are
now,
it
does
not
have
to
be
who
we
are
moving
forward
as
we
reconcile
with
the
devastating
impact
of
the
covet
19
global
health
pandemic
and
with
a
deeply
divided
country
needing
some
racial
reckoning
and
recovering
from
the
chaotic
news
cycle.
We
find
moments
of
hope.
A
I
find
them
with
my
daughter
as
she
studies
diligently
with
her
classmates.
I
find
them
in
our
resilient
students,
like
mariela
murillo,
a
senior
at
boston
arts
academy,
who
wrote
a
very
moving
piece
this
week
in
the
globe
about
her
struggles
with
remote
learning.
We
are
so
inspired
by
you
mariella.
Thank
you
for
sharing
your
story.
A
I
find
them
in
the
city
with
the
celebration
of
frontline
workers
and
I
find
them
in
moments
like
last
night's
state
of
the
city
address
where
mayor
walsh
celebrated
all
that
makes
boston
so
special,
and
I
just
want
to
say
again
thank
you
to
all
the
teachers
that
took
this
time
to
really
discuss
what's
happening
across
our
country.
We
know
that
one
thing
that
is
sorely
missing
is
conversation.
We
can
all
agree
to
disagree,
but
there
is
a
respectful
way
to
have
a
conversation.
A
I
appreciate
all
those
teachers
that
took
the
time
to
do
that,
so
we're
gonna
now
move
on
to
the
approval
of
the
minutes
from
the
december
12
2020
retreat
the
december
16
2020
meeting
and
the
january
4
2021
annual
organizational
meeting
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
as
presented.
A
F
A
N
A
O
Thank
you,
madam
chair,
and
thank
you
everyone
for
being
with
us
for
this
first
school
committee
meeting
of
2021
and
thank
you,
madam
chair,
for
recognizing
the
violence
in
our
capital
and
I'd
like
to
begin
just
speaking
to
the
unfathomable
violence
and
insurrection
that
happened
at
the
nation's
capital.
Last
wednesday,
I
was
in
an
executive
team
meeting
with
my
with
my
team
and
mark
racine
actually
said.
O
It's
just
heartbreaking
that
our
students
have
to
continue
to
experience
this
strife
and
additional
pain
during
this
pandemic.
The
fear
and
the
confusion,
anxiety,
anxiety
that
they
feel
you
know,
is
just
horrible
and
it's
just
caused
so
much
worry
and
added.
So
much
burden
to
the
children
you
know,
and
during
this
pandemic,
and
just
the
added
stress
that
they're
unfairly
carrying
is
just
heartbreaking,
and
it
not
only
makes
me
sad,
but
it
makes
me
pretty
pretty
mad
too,
that
our
children
are
growing
up
in
this
divided
country.
O
Seeing
these
horrific
images
learning
through
repeated
injustices
that
hatred
exists
in
our
nation
today
and
what
happened
in
the
u.s
capitol
was
a
planned
and
intentional
threat
on
our
democracy,
and
it
cannot
be
tolerated
or
normalized
in
any
way.
We
have
to
teach
our
children
that
violence
in
any
form
is
not
okay,
and
this
is
not
who
we
want
to
be
for
our
children
or
for
a
country
that
we
love.
O
And
unfortunately,
there
have
been
countless
injustices
and
acts
of
violence.
In
recent
months
and
years
that
our
students
have
heard
and
seen.
We
as
adults
need
to
be
better
for
our
children.
We
must
come
together
and
work
together
and
rebuild
this
country,
there's
just
a
lot
of
hurt
and
pain
and
suffering
in
this
country
and
within
our
own
community.
O
So
let's
continue
to
work
together
to
be
good
role,
models
to
do
better
and
be
better
with
one
another
to
lean
into
our
differences
and
see
them
as
value
and
then
cultivate
the
bright
young
minds
that
are
right
in
front
of
us.
Our
children
and
our
students
support
our
teachers
in
that
and
support
our
educators
and
school
leaders
and
the
entire
boston
public
schools
family,
as
we
wrap
our
arms
around
our
young
people
and
help
them
get
through
this
pandemic
time.
O
A
Castelius,
I'm
sorry
to
interrupt
you.
I
supremely
apologize,
but
I
did
not
introduce
the
vietnamese
interpreters
and
I
think
what
you're
saying
is
so
important.
So
I
totally
apologize.
You
would
think
I
have
a
script,
it's
not
that
hard
to
follow
script
right.
So
if
I
could
just
ask
for
everybody's
patience
and
forgiveness,
if
we
could
have
the
vietnamese
interpreters
be
fong
li
and
du
yentrou,
if
you
could
introduce
yourselves
and
just
give
zoom
instructions
and
vietnamese-
and
I
apologize
if
I
did
not
pronounce
your
name
correctly.
A
A
O
About
that,
it's
okay,
I
think
there
will
be
transcripts
as
well
that
we
can
make
available.
Thank
you.
So
I'm
going
to
give
a
little
bit
of
an
update
here
on
the
reopening
and
the
btu
agreement.
I
am
really
excited
that.
On
monday
we
announced
a
revised
timeline
for
welcoming
students
back
to
our
school
buildings
for
in-person
learning.
O
We
have
waited
a
long
time
and
parents
have
come
to
this
body
and
asked
for
some
certainty
and
dates
that
they
could
be
sure
of
that
we
would
be
able
to
open
up
for
further
students
and
open
up
further
schools,
and
we
provided
that.
We
also
reached
a
new
agreement
with
the
boston
boston
teachers
union,
codifying
our
commitment
to
the
health
and
safety
of
our
community.
O
As
you
know,
we
have
worked
diligently
over
the
summer
and
over
the
fall
to
provide
additional
safety
provisions
and
we
wanted
to
make
sure
that
we
were
able
to
do
that
for
all
125
schools
operationally
and
also
make
sure
that
we
have
the
staffing
pieces
in
place
for
our
teachers
and
our
educators,
so
that
students,
health
and
safety
were
cared
for
when
they
come
back
to
school.
And
so
we
were
able
to
do
that
and
we'll
have
a
reopening
update
for
you
later.
O
We
currently
have
32
schools
that
are
open
and
the
remainder
of
the
schools
will
open
february
1st
for
our
highest
priority
schools.
Those
are
the
students
who
were
invited
back
october
1
and
then
we'll
follow
the
schedule
that
was
outlined
on
monday.
But
we
will
also
outline
that
in
just
a
few
minutes
with
my
team.
I
want
to
thank
president
tang
for
her
collaboration.
O
I
want
to
just
briefly
mention
and
talk
about
mayor
walsh
and
how
incredibly
proud
I
am
that
he
was
announced
as
the
nominee
for
labor
secretary.
I
know
that
many
of
you
were
able
to
watch
him
give
his.
What
might
be
his
last
speech,
a
state
of
the
city
speech
last
night
last
evening
from
right
here
in
roxbury
at
the
new
library
he's
leaving
city
hall,
to
accept
this
new
position
as
cabinet
secretary
of
labor
and
we'll
have
more
information
about
that
timeline
over
the
next
several
days
or
maybe
weeks,
mayor
walsh's.
O
You
know,
of
course,
a
close
colleague
and
friend,
and
I
am
so
proud
of
him.
I'm
also
incredibly
grateful
to
him
that
he
chose
me
for
the
superintendency
of
this,
this
incredible
school
district
and
that
he
taught
me
all
the
work
that
we've
been
able
to
do
together
here
in
boston
and
what
boston
strong
means
during
this
pandemic
he's
been
so
welcoming
and
supportive.
O
I
know
that
this
is
a
really
difficult
decision
for
him
because
he
loves
the
city
so
much
and
he's
given
so
much
to
this
city
yesterday
he
said
a
quote
that
I
you
know,
will
never
forget,
and
he
said
I'm
going
to
bring
boston
with
me.
So
that
means
all
of
you
that
are
in
the
listening
artist
audience
all
of
the
students
that
he
has
and
all
the
special
moments
that
he's
been
able
to
have
in
this
city
of
boston,
and
so
as
we
transition
or
as
he
transitions.
O
O
School
choice
season
is
among
us.
We
started
as
soon
as
we
came
back
to
school
january
5th.
It
will
end
january
29th
for
our
students
that
are
entering
grades
k.
Zero
k,
one
six
7
and
9
for
the
21
22
school
year
and
then
beginning
on
monday
february,
8th
families
of
students
entering
k2
and
all
other
grades
are
able
to
begin
registering
for
the
21-22
school
year
and
in
the
meantime,
we
want
all
families
to
check
out
our
bps
preview
times.
Those
are
available
on
our
website
at
www.bostonpublicschools.org
forward,
slash
school
preview.
O
O
O
Finally,
tomorrow
is
the
district's
39th
annual
celebration
of
dr
martin
luther
king
jr.
While
I
wish
we
could
all
be
together
at
the
strand,
theater
as
we
normally
are.
For
this
event,
I
think
we
could
all
use
a
little
joy
and
that
will
be
on
full
display
tomorrow
night
with
our
amazing
teachers
and
our
student
performances,
as
we
reflect
on
dr
king's
words
and
legacy,
which
are
so
important
in
the
events
of
of
what
we
are
experiencing
now
and
also
we
will
hear
about
from
some
of
his
speeches.
O
O
We
also
are
going
to
see
dances
from
the
boston
arts,
academy
and
theater
from
the
trotter
k-8
school
and
so
much
more
that
I
can't
go
into
because
the
list
goes
on.
I
can't
wait
to
see
all
the
music
dance,
theater
and
visual
arts
performances
from
over
15
bps
schools.
It's
just
a
great
way
to
experience
our
kids
and
the
joy
of
art
that
it
brings
to
all
of
our
students.
So
please
join
us
tomorrow
january
14th
at
7
pm
streaming
at
boss,
oh
streaming
at
bpsarts.org,
bpsarts.org,
and
then
just
one
last
thing.
O
O
It's
a
symbol
of
our
resilience
and
it's
a
testament
to
mayor
walsh's
commitment
to
build
pps
and
creating
21st
century
learning,
environments
for
our
children.
That's
the
work
that
we're
going
to
continue
to
push
forward.
I
want
to
thank
the
mayor
for
his
leadership
and
for
the
school
committee
for
all
of
your
visioning
and
seeing
this
beautiful
building
come
to
fruition
and
that's
my
report
for
this
evening.
A
Thank
you,
superintendent.
Before
I
open
it
up
for
questions
from
the
committee,
I
just
want
to
remind
everyone
that
in
the
fall
we
all
agreed
that
we
would
have
a
time
limit
on
our
questions.
So
I'm
going
to
start
holding
everyone
accountable
to
that
and
asking
you
to
please
stay
within
your
five
minutes.
N
Yes,
yes,
I
just
want
to
say
thank
you
to
the
superintendent
for
the
resources
that
you
shared
with
school
leaders,
teachers
and
parents
for
to
work
with
children.
I
know
I
spoke
with
some
friends
and
shared
them
with
you,
so
that
know
that
not
only
in
boston
but
that
districts
around
the
country
were
able
to
benefit
from
that.
Thank
you.
So
much.
O
Thank
you.
It
was
a
whole
team
effort.
I
want
to
thank
the
academic
team
and
our
equity
team
for
pulling
together
our
communications
team,
and
I
write
my
own
check-ins,
usually
and
and
put
those
out
every
monday,
and
but
I
very
much
appreciate
the
team's
effort
on
all
of
the
really
hard
work
that
they
put
into
it.
P
Yes,
so
just
wanna
again,
thank
you
also
dr
cassellius,
and
also
madame
chair
for
your
opening
remarks
that
that
was
just
very
powerful
and
you
know
just
agree
100
with
what
you
said
about
what
happened
in
our
nation's
capital,
and
so
thank
you
for
those
remarks.
Really.
I
just
want
to
just
do
like
I'm,
not
really
a
question
just
again
want
to
support.
Also
I'm
thanking
our
teachers.
P
You
know
personally,
it
meant
a
lot
to
me
as
a
parent,
how
the
teachers
at
my
son's
school,
led
healing
circles
and
and
just
how,
how
important
that
was,
because
I
couldn't
really
you
know,
I
wasn't
ready
to
talk
with
my
son
and
so
it
just
again.
I
I
just
so
deeply
appreciate
our
teachers
as
well,
as
I
heard
a
story
of
a
teacher
that
bought
all
of
the
supplies
for
some
science
experiments
and
delivered
them.
P
You
know
to
to
his
students,
you
know
again,
teachers
going
above
and
beyond,
and
my
own
son's
teacher
as
well
came
by
to
deliver
an
award,
and
I
just
can't
express
again
how
how
important
that
was,
how
it
made
him
so
happy
to
open
that
door
and
to
see
you
know
his
teacher,
and
so
I
just
again
I'm
so
grateful
for
for
our
teachers
and
and
that's
that's
really
what
I
wanted
to
to
say.
Thank
you
for
letting
me
speak.
G
G
Around
live
pacific
is
something
I
think
we
should
honor
respect
so
that
the
people
who
lead
who
we
graduate
will
understand
how
the
government
works
and
how
it
can
work
for
them
and
what
they
can
do
to
really
integrate
civics
and
equity,
which
is
clearly
important
for
us
to
focus
on.
I
know
we
do
a
lot
of
good
work
and
I
don't
I
want
to
lift
that
up
and
emphasize
its
importance.
G
G
You
know
we
will
have
to
continue
to
change
in
the
dime
with
variance,
and
we
just
don't
know
where
the
temp
attempt
is
going
to
go
when
herd
immunity
is
going
to
come,
and
so
I
guess
what
I
would
love
to
have
lifted
up
to
us
or
some
is
the
communication
loop
with
all
the
families,
particularly
those
who
are
less
able
to
re,
get
the
information,
the
globe
or
twitter,
etc
and
all
the
different
ways.
Information
comes
a
particular
on
the
issue
of
infection
rates
in
different
communities.
G
So
I
think
it's
very.
This
kind
of
mix
communicates
about
we're
going
to
reopen
our
schools
and
we're
all
very
excited.
We
all
want
that
we're
looking
for
it,
but
the
world.
We
have
a
public
health
standard
of
r05
for
closing
schools
just
having.
We
make
sure
that
all
our
families
understand
that
as
they're
making
choices
and
communicating
going
forward.
I
think
it's
a
touchy
issue,
I'm
not
I'm
sure
everyone's
focused
on
it.
O
O
I
know
ms
roberts
also
has
been
working
to
develop
our
relationship
with
our
faith-based
community
to
see
if
there's
ways
that
they
can
help
us
with
their
bulletins
and
communications
as
well.
So
we'll
continue
to
look
at
ways
to
do
outreach.
I
think
what
your
specific
question
is
about
as
well
is
just
how
do
we
give
out
the
health
data
that
I
know
that
the
boston
health
commission
does
post
that
data
on
their
website?
But
we
can
I'll
bring
that
back
to
my
communications
team
about
how
we
share
that
with
our
families.
G
One
of
the
one
of
our
big
challenges
as
a
community
of
school
choice
is
that
we
have
a
very
difficult
time
really
reaching
into
local
communities
from
the
school
so
needing
our
par
our
community
partners
faith-based
partners,
the
city
to
help
us
with
that
is,
is
clearly
an
important
part
of
what
we
have
to
do.
Given
the
structure
of
our
school
assignment
system,.
H
Thank
you,
madam
chairman,
thank
you
and,
like
the
other
member
said,
thank
you
for
your
opening
comments
and
for
the
superintendent's
opening
comments
and
it's
important.
We
think
through
how
you
know
they
say
news
is
the
first
first
draft
of
history
right
it'll,
be
interesting
to
see
how
we
teach
this
with
our
students
and
have
conversations
with
our
students
about
what's
going
on
the
sooner
the
better,
and
I
do
just
want
to
call
out.
H
Open
communications
is
essential.
So
thank
you.
Superintendent.
For
talking
about
that,
with
dr
coleman
about
the
value
of
communications
and
particularly
around
your
reopening
and
recovery
and
reimagine
series-
and
she
closed
by
saying-
remember
the
people,
not
the
institution,
so
I
just
want
to
say
to
mariella
that
when
I
stood
outside
boston
arts
academy
today
and
took
that
picture,
I
was
thinking
of
her
as
happy
as
I
was
to
see
that
building
under
construction.
I
was
sad
that
she's
not
going
to
be
I'm
delighted,
she's,
graduating
and
hopefully
moving
on
and
marielle.
A
Thank
you,
mr
o'neill.
I
want
to
just
say
that
I
I
can't
cannot
take
credit
for
the
interpretation
solely.
This
was
something
that
the
superintendent
and
I
talked
about
in
november,
so
she
was
also
on
board
with
that,
as
well
as
ms
sullivan,
who
brought
that
to
me
right
away.
So
I
want
to
also
discredit
them
for
that,
and
I
can't
believe
I
didn't
congratulate
the
mayor.
Thank
you
for
for
reminding
us
of
this
proud
moment.
A
You
know
that
the
mayor
will
be
taking
on
this
new
post
in
d.c
nevermore.
Do
we
need
a
new
administration,
so
I
am
also
very
proud
and
want
to
say
congrats
to
him,
as
well
as
to
kim
janey
and
just
want
to
also
thank
you
superintendent
for
all
the
work
that
you've
been
doing
to
try
to
get
our
schools
back
open
and
open
safely.
I
don't
want
to
repeat
everything:
dean
coleman
said,
but
you
know
the
importance
of
safety
etc.
So
I
just
want
to
say
thank
you.
A
A
N
I
Q
A
R
R
They
really
you
know
the
remarks
that
you
gave
were
very
powerful
and
I
I
you
know
it's
it's
hard.
It's
been
hard
on
me.
It's
been
hard
on
my
friends,
my
family
and
loved
ones
that
also
live
in
dc,
so
you
know
I
just
want
to
say
that
we
are
living
through
a
very
tumultuous
time.
I
do
believe
that
times
will
get
better
and
we
need
to
have
accountability.
R
Just
a
few
hours
ago,
the
united
states
house
of
representatives
voted
to
impeach
president
donald
trump,
so
I
think
that
it's,
you
know
it's
time
for
accountability,
and
I
just
want
to
acknowledge
these
students
throughout
the
district
who
have
had
to
go
to
school
and
still
engage
in
homework
and
the
stresses
that
come
with
their
academic
life
during
this
time.
Personally.
For
me,
it
was
very
hard
last
week
to
go
to
school.
R
It
was
very
hard
this
week
to
go
to
school,
knowing
that
this
attack
happened
just
seven
days
ago,
and
I
just
want
to
say
to
those
students
that
I
see
you
and
I
sympathize
and
empathize
with
you.
So
I
want
to
begin
by
saying
that,
as
for
the
b
sac
monthly
report,
starting
with
the
environmental
justice
and
sustainability
subcommittee,
just
as
a
quick
overview,
it
is
improving
our
environment
and
taking
on
climate
change.
That's
their
objective,
so
they
have
hosted
a
massachusetts.
R
Renews
coalition
meeting
with
youth
organizations
across
boston,
in
preparation
for
the
massachusetts
green
new
deal,
proposals
launch
and
for
the
georgia
runoff
that
you
know
both
the
democratic
senators
have
won
young
people
made
over
3
000
phone
calls
to
people
of
color
eligible
voters
and
sent
over
13
000
text
messages
to
people
of
color
voters
about
vote
by
mail.
So
we're
very,
very
proud
of
that,
and
congratulations
to
john
ossoff
and
reverend
warnock
for
winning
their
seats
in
the
senate
for
the
school
climate,
culture
and
improvement
subcommittee.
R
We're
currently
working
with
the
boston
education,
justice
alliance,
to
put
on
a
dignity
in
schools,
town
hall,
to
provide
a
forum
for
students
to
share
their
experiences
and
concerns
about
the
virtual
learning
experience
and
school
reopening.
This
will
take
the
place
of
be
sack's
annual,
listening
project
participating
in
restorative
justice
circles.
R
R
As
for
our
final
subcommittee,
student
rights
and
student
voice,
just
an
overview
of
their
objective
is
building
opportunities
and
increasing
student
voice
in
decision
making
city
councilor,
anissa
asabi
george
will
refile
the
home
rule
petition
for
student
vote
for
the
new
legislative
cycle
and
committees
and
task
force
in
terms
of
committees
and
task
force.
Two
students
will
join
the
district
wellness
council.
Two
students
will
serve
on
the
ell
task
force,
also
known
as
the
english
english
language
learners
task
force.
R
R
It
is
no
surprise
how
I
feel
about
the
student
vote.
I
believe
that
the
student
member
of
the
school
committee
should
have
a
vote
and
I
think
that
it
is
during
this
time
during
this
year,
specifically,
especially
during
elect
you
know,
an
election,
an
upcoming
election
in
the
city,
many
changes
happening
within
the
city.
I
think
it's
a
very
political
topic
that
a
lot
of
people
are
jumping
on
and
I
would
just
strongly
urge
those
in
the
audience
and
my
colleagues
to
continue
and
improve
to
be
vocal
about
this
subject.
R
I
think
that
it
is
critical
that
we
give
our
student
member
of
the
school
committee.
A
vote
doesn't
have
to
happen
during
my
term.
In
fact,
I've
told
the
sac
staff
and
I've
told
bsac
members
that
I
want
my
legacy
to
be
the
last
student
representative
that
didn't
have
a
vote.
So
I
look
forward
to,
as
I
have
been
doing,
continuing
that
fight
with
our
allies
in
terms
of
mental
health.
R
Bsac
coordinators
met
with
andrea
zayas
to
discuss
how
to
incorporate
student
voice
in
the
recommendations
for
new
grading
policy,
andrea
and
her
team
will
be
presenting
to
be
sacked
sometime
in
february
and
a
second
time
in
the
spring
and
we're
very
excited
to
be
working
with
her,
and
I
want
to
give
a
brief
on
the
community,
ed
town
hall
that
I
hosted
yesterday
not
yesterday.
Excuse
me,
I
hosted
two
days
ago
on
monday
january
11th,
alongside
city
councilor,
at
large
julia
mejia.
R
You
know
we
launched
the
first
to
many
of
our
education
community
conversations.
They
will
be
held
every
other
monday,
the
next
one
being
on
january,
25th
from
6
p.m,
to
7
p.m.
Shout
out
to
dr
lorna
rivera
and
miss
robinson
for
attending
these
conversations
serve
as
a
forum
for
our
students,
parents
and
all
community
members
to
discuss
the
changes.
They
know
our
district
needs
with
over
30
participants
on
zoom
and
viewers
on
facebook.
R
At
our
first
meeting,
we
discussed
a
variety
of
topics
all
run
up
by
community
members
and
look
forward
to
seeing
the
amount
of
participants
increase
as
we
go
along.
There
was
a
mention
of
the
disconnect
between
the
district
and
bps
families
and
how
so
often,
language
barriers
play
a
role
in
that
disconnect.
R
Once
again,
we
heard
the
desire
for
our
families
to
have
the
opportunities
to
be
more
actively
involved
within
our
district,
for
without
our
families
there
would
be
no
district.
The
push
for
an
anti-racist
system
was
present.
As
always,
our
community
wants
to
see
more
teachers
of
color
employed
across
bps
and
not
just
the
implementation
of
anti-racist
trainings,
but
a
switch
to
the
implementation
of
anti-racist
policies
and
actions.
R
Most
of
all,
there
was
an
overwhelming
call
to
equity
many
question
how
our
district
could
accelerate
only
some
of
our
students
towards
college
readiness,
but
not
all,
and
they
spoke
about
the
smart
goals
that
could
be
created
to
eliminate
the
gaps
for
black
and
brown
students.
When
asked
what
inequity
looks
like
we
heard
responses
mentioned
in
east,
boston,
communities,
exam
schools,
the
distribution
of
resources
and
even
standardized
testing.
A
Thank
you
so
much,
mr
james,
I
think
that's
a
good
reminder
that
we
need
to
do
less
acronyms.
I
agree
with
that,
and
also
I
just
want
to
remind
everyone
when
you
are
speaking
if
you
could
slow
down
for
the
interpreters.
So
if
anybody
has
any
questions,
please
raise
your
hand
virtually
or
on
the
screen.
P
Yes
again,
I
want
to
just
thank
mr
james
for
organizing
that
community
forum,
you
know
again
it
was
really
important
to
hear
and
have
that
discussion
when
we're
not
often
able
to
do
that
in
this
space.
So
again
I
wanna
thank
you
for
doing
that,
and
I
know
as
a
school
committee,
we
talked
about
this
in
our
retreat
and
moving
forward
and
we
do
have
some
additional
meetings
for
for
having
listening
and
conversations
so
so
we're
really
moving
in
a
great.
You
know
we're
making
some
some
great
advances
there.
P
R
Of
course,
that's
a
great
question
that
made
me
smile,
that's
something
that
I'm
very
excited
to
be
working
on
with
bsac,
so
as
of
right
now
we're
still
sort
of
to
be
quite
transparent,
we're
working
on
a
recruitment
program
for
the
student
for
the
next
student
representative
and
student
representatives.
After
that,
so
you
know
trent
the
transition
into
the
position
is
much
more
smoother
and
it
would
be
written
by
the
current
student
member,
but
going
into
the
spring
we're
going
to
be
really
focusing
on.
R
How
can
we
lend
our
services
and
the
resources
to
middle
school
students
and
sort
of
create
this
middle
school
vsac
family
to
sort
of
foster
and
nurture
those
students
to
be
able
to
one
know
what's
going
on
in
their
communities
and
two?
Let
them
know
that
it's
okay
to
challenge
adults
and
you
know
adultest
frameworks
and
let
them
know
that
you
can
push
for
change
when
you
have
the
right
tools
and
the
right
information,
and
that
is
going
to
be
worked
on
in
the
spring.
R
That's
something
I'm
very
excited
about
it's
something
that
I
have
been
quite
transparent
about
with
bsac
and
letting
them
know
that
I
personally
will
offer
my
services
my
freshman
year
of
college
and
beyond,
virtually
to
help
build
this
middle
school
b
stack.
So
it's
something
that
I'm
very
excited
for
very
passionate
about
and
something
that
I
do
want
to
get
done
before.
My
term
is
over.
A
No
okay,
thank
you
so
much,
mr
james
and
I
I
absolutely
am
very
happy
to
hear
about
the
mental
health
piece,
because
I
think
our
students
have
been
going
through
a
lot
of
trauma.
Mental
health-
I'm
here
with
my
daughter
last
year,
was
really
hard
lots
of
crying
this
year
a
little
bit
better,
but
lots
of
disconnection
isolation.
So
I
really
am
so
glad
you
all
are
having
that
conversation
and
children's
hospital
is
such
a
great
supporter
of
our
district,
so
andre
amador
working
with
you
is
really
great.
A
Thank
you
so
much
and
thank
you,
dr
rivera
for
just
letting
people
know,
and
hopefully
we've
said
it
along
the
way.
I'll
repeat
it
again
later
in
this
meeting,
that
the
school
committee
will
be
having
some
listening
sessions
in
february
and
we
will
have
sessions
at
different
times
to
accommodate
a
variety
of
schedules.
So
thank
you
so
much
to
our
student
representative,
mr
james.
Before
we
move
on
to
general
public
comment,
I've
asked
the
superintendent
and
her
team
to
provide
us
with
an
important
update
on
reopening
and
remote
learning.
O
I
am
going
to
invite
ms
sullivan
to
put
up
the
screen,
so
we
can
see
the
screen
for
the
presentation,
we're
really
excited.
We
were
able
to
get
an
agreement
with
our
boston
teachers
union.
I
want
to
again
thank
president
tang
for
her
leadership
in
getting
this
agreement.
I
want
to
thank
the
mayor
and
his
leadership,
as
well
as
the
whole
entire
labor
team
that
worked
with
us
on
the
city
side
and
on
our
side.
In
order
to
get
this
agreement.
O
As
I
shared
earlier,
we
have
all
been
open
for
32
schools.
We
have
put
the
safety
provisions
in
those
32
schools,
but
our
union
partners
felt
some
comfort
with
us
putting
that
in
writing.
We
were
able
to
do
that
and
we
are
able
to
do
that
for
the
remainder
of
the
year
for
all
125
schools.
So
this
is
an
exciting
day
for
us
to
be
able
to
stabilize
the
district.
Get
our
schools
reopened.
O
Have
certainty
for
our
parents.
Have
our
students
back
that
want
to
be
back
again.
Not
everybody
has
to
come
back
if
they
don't
feel
comfortable
or
do
not
want
to
come
back.
That
is
still
an
option
to
opt
out
and
begin
our
planning
and
turn
the
corner
together
with
this
new
collaboration
with
the
union,
with
our
joint
task
forces
and
get
ahead
of
summer
school
planning
and
get
ahead
of
our
fall
reopening
planning.
O
O
Those
are
the
same
students
that
were
invited
to
come
to
school
in
october
1.,
and
then
we
are
also
going
to
bring
back
on
march
1st
our
youngest
students
k-0
through
grade
3.
These
are
preschoolers
and
our
students
through
grade
three
then
wait
a
while
and
just
make
sure
that
everything
is
going
well
with
the
operational
pieces
and
the
health
and
safety
pieces
as
well
wait
two
weeks
and
then
open
again
march
15th
for
grades
four
through
eight
and
then
for
grades
nine
through
12
on
march
29th.
O
I
wanna
just
also
caution
that
we
are
currently
seeing
higher
numbers
than
we
would
like
with
the
covid
virus,
and
we
will
amend
this
on
the
advice
of
boston,
public
health
commission.
If
we
have
to
do
so,
but
it
is
our
intent
to
try
to
adhere
to
this
schedule
as
best
that
we
can
pending
the
numbers,
don't
continue
to
go
in
a
direction
that
causes
pause
for
our
boston,
health.
S
T
Good
evening,
chair
members
of
the
school
committee
and
the
listening
audience,
my
test
this
evening
is
just
to
give
you
an
update
on
some
of
the
work
we've
been
doing
to
re-engage
families
and
students
who
have
had
a
pretty
high
rate
of
absenteeism
from
school.
So
we
we
had
roughly
5
300
students
who
have
attendance
below
the
70th
percentile,
and
so
we
bucketed
those
students
into
three
groups.
T
The
first
group
was
a
group
of
students
who
had
attendance
at
25th,
percentile
or
below
so
that
was
154
students,
those
particular
students.
There
were
38
k,
k
through
0
k
through
2
students,
so
our
kindergarten,
countdown
team.
They
focused
on
this
group
of
students
and
made
contact
with
families
as
best
they
could.
And
so
here
you
see
the
numbers
of
those
38.
T
We
were
able
to
get
10
re-engaged
13,
we
withdrew,
they
were
actually
attending
a
charter
school
or
another
public
school,
and
then
we
had
11
students
where
we're
still
attempting
to
make
contact.
We've
left
multiple
voicemails,
we've
leveraged
a
system
called
root
or
clear
to
try
to
get
updated
numbers
or
updated
addresses,
and
then
we
have
another
four
students
that
we've
been
trying
to
get
updated
contact
information
for
as
well.
T
We
weren't
for
those
four
we
weren't
able
to
leave
voicemails
or
anything
so
we're
also
using
router
clear
to
try
to
capture
new
information
on
those
students
of
those
154
students.
We
had
48
that
were
in
grades
1
through
twelve,
and
we
had
our
school
school
attendance
officers
to
really
target
this
group.
That's
brian
mark's
team
and
seventeen
of
those
students.
We've
been
able
to
get
re-engaged
in
school,
six
of
them
actually
needed
a
bps
device,
and
so
we
made
arrangements
for
those
students
to
receive
devices.
T
10
students
were
withdrawn,
they
were
attending
schools
outside
bps,
and
then
we
have
13
students
where
we've
left
voicemails
we've
done
home
visits,
but
we've
not
been
able
to
get
a
response
from
the
family,
and
then
we
have
eight
students
where
we're
using
reuters,
clear
to
try
to
get
accurate
information
and
routers.
Clear
is
a
system
that
the
a
lot
of
government
agency
agencies
use
and
actually
you
get
a
notification
when
a
family
opens
up
new
utilities
or
phone
service
or
they
change
their
address
for
government
services.
T
So
that
sometimes
will
give
us
a
new
address
that
we
can
explore,
or
sometimes
it
might
provide
a
new
phone
number
that
we
can
use
to
try
to
contact
the
family.
So
that's
what
we've
been
doing
for
this
one.
This
first
group
and
my
other
computer
went
to
sleep,
but
I
believe
53
of
these
154
students
identify
as
latinx
33
identifies
black
or
african-american,
and
I
think
2.5
identify
as
asian
and
2.5
percent
identifies
other,
and
I
can't.
T
What
the
percentage
of
students
were,
who
identifies
white
it?
Might
I
think
it
was
eight
percent,
so
that's
this
154.
so
go
to
the
next
slide.
So
group
two
represented
the
overwhelming
majority
of
students.
That's
about
5100
students.
They
fall
within
the
26
percentile
to
69th
percentile,
actually
of
average
daily
attendance.
T
I
would
this
if
I
could
leave
you
if
I
could
sear
one
thought
into
your
mind
this
evening.
It
would
be
this
organizations
don't
rise
to
the
level
of
their
goals.
They
rise
to
the
level
of
their
systems,
and
so
a
tremendous
opportunity
for
us
in
bps
is
to
really
strengthen
the
systems
so
that
we
have
some
consistency
and
coherence
across
our
schools
so
that
our
efforts
look
the
same
right
now.
T
Our
efforts
are
they're,
varied
and
we're
using
this
effort
to
try
to
build
a
system
that
has
some
consistency
so
that
we
can
better
organize
ourselves
to
respond
more
effectively.
So
towards
the
end.
We've
invested
in
a
system
called
panorama,
and
so
we've
been,
my
team
has
been
training
across
the
entire
organization.
T
Part
of
what
we're
trying
to
drive
is
more
interdependent
work,
and
so
we've
been
working
with
almost
every
division
at
the
district
office
to
get
them
trained
and
informed
about
panorama
so
that
we
can
support
schools
as
they
develop
student
success
plans.
So
we
will,
you
know,
we're
looking
into
panorama
and
looking
at
trends
within
schools,
making
contact
with
school
leaders
and
and
other
school-based
staff
to
support
them
to
get
solid
plans
in
place
and,
of
course,
putting
a
plan
in
place
is
only
the
first
step.
T
T
So
last
year,
when
we
went
into
the
pandemic,
there
was
lots
of
confusion
about
how
school
leaders
and
teachers
should
respond
to
this.
No
credit
policy,
that's
been
in
place
for
many
years,
and
so
that's
part
of
why
this
number
is
so
high.
This
year,
after
the
first
term,
we
had
975
unique
students
who
received
no
credit,
so
we
had
a
little
bit
more
a
little
bit
more
consistency
in
terms
of
how
this
policy
was
implemented
across
schools,
but
then
school
leaders
also
the
policy
was
suspended.
So
school
leaders
had
a
little
bit
more
leeway.
T
They
weren't
as
weren't
as
wedded
to
actual
city
time.
They
could
actually
focus
on
students
ability
to
demonstrate
mastery
and
proficiency
of
the
course
content.
So
that's
why
the
number
is
significantly
lower
after
this
first
term
versus
the
first
term
in
the
1920
school
year
of
these
unique
students
of
these
2
400
unique
students
in
the
1920
school
year,
those
unique
students
received
a
little
over
5
400.
T
T
They
rise
to
the
level
of
their
systems
and,
just
as
I
said,
around
attendance,
this
is
yet
another
area
where
we
really
need
to
improve
the
system,
and
we
really
need
to
look
at
policy.
This
is
not
an
anti-racist
policy
that
does
not
award
students
credit
for
a
course
that
they
have
demonstrated
mastery
in.
So
we
also
wanted
to
do
a
comparison
of
how
our
hip
students
are
doing
versus
our
students
across
the
system.
T
So
again
far
too
many,
but
at
least
we
don't
have
a
significant
gap
between
these
two
groups
of
students
and
then
our
english
language,
learners,
28
percent,
had
at
least
one
no
credit,
and
then
the
district
died
which
was
32,
so
the
district
average
was
actually
a
little
bit
higher.
What
are
we
doing
to
address
these?
No
credits,
our
student
information
system
aspen?
It
actually
generates
a
letter
to
families
once
a
student
receives
a
no
credit
and
that's
enough
to
spark
some
students
and
families
into
action
so
that
they
don't
exceed
the.
T
If
you
if
the
student
exceeds
12
unexcused
absences
for
the
throughout
the
duration
of
the
year,
the
student
can
actually
receive
an
f.
If
the
student
doesn't
exceed
three
unexcused
apps
in
a
quarter,
they
we
can
actually
go
back
and
change
it
later
in
the
year
as
long
as
they
don't
exceed
a
total
of
12
unexcused
absences.
T
Our
school
superintendents
are
currently
working
with
our
school
leaders
to
get
the
no
credits
converted
from
the
1920
school
year.
That's
kind
of
going
back
to.
We
have
to
improve
our
systems
that
should
have
been
taken
care
of
long.
Before
now,
but
we
do
have
them
focused
on
that
and
they
have,
until
january
the
21st
to
finish
that
we
also
speaking
of
systems.
We
also
heard
from
some
school
leaders
that
a
homeroom
grade
is
actually
generating
no
credits
as
well,
and
so
that's
something
else
that
we
have
to
address
within
the
system.
T
As
I
mentioned
with
attendance,
we
are
using
the
panorama
system
to
track
student
success
plans
and
to
track.
You
know,
progress
against
those
student
success
plans
and
we're
doing
the
same
thing
with
academics.
It
allows
us
to
see
students
who
are
off
track
real
time
in
the
course,
and
it
also
allows
us
to
see
which
students
actually
had
a
course
failure
during
the
first
term
or
second
term
or
whichever
term
you
want
to
look
at
and
then.
T
Lastly,
we
have
some
folks
at
the
central
office
working
with
school
leaders
to
actually
draft
some
revised
policy
that
we
hope
to
bring
to
you
in
the
future.
Because
again,
this
no
credit
policy
has
been
in
place
for
a
long
time.
It
is
not
an
anti-racist
policy
at
all,
and
so,
as
we
look
at
the
percentage
of
students
who
have
a
no
credit,
2.8
percent
of
our
students
with
at
least
one
no
credit
identify
as
asian
they
represent.
T
V
Evening
we
can
go
to
the
next
slide
great,
so
I
do
want
to
build
off
of
what
my
colleague
mr
harris
mentioned.
We
were
part
of
the
look
at
student
attendance
and
really
looking
to
make
sure
that
any
student
that
had
technology
as
a
barrier
was
taken
care
of,
and
that's
why
you
saw
on
one
of
the
previous
slides
that
we
were
able
to
connect.
V
Students
with
technology,
because
that
was
what
they
had
expressed-
a
need
for
at
this
time.
This
is
an
update
from
our
last
meeting.
We
had
around
70
of
the
district
accounted
for.
At
this
point
we
have
99
of
the
district
accounted
for.
79
of
the
students
are
accessing
instruction
day
to
day
with
a
district
issued
device.
V
19
of
students
are
using
a
personal
device.
That
means
that
that
could
be
a
device
that
they
have
brought
or
that
they
are
using
from
home,
but
at
any
given
time,
the
student
who
is
using
a
personal
device
can
opt
in
to
receive
a
district
device
if
they
need
it,
and
we
do
have
this
happening
on
a
regular
basis.
We
have
a
student
who
may
break
their
device,
whether
it's
a
district
device
or
a
home
device,
and
they
can
receive
a
replacement
or
repair
from
their
school.
V
In
the
process
of
looking
at
our
chronically
absent
students,
we
did
note
that
about
80
percent
of
them
had
a
district
issued
device,
which
is
why
it's
very
important
to
take
a
look
at
the
different
reasons
why
a
student
is
absent.
There
were
some
students
who
identified
technology
as
a
barrier,
but
we
really
wanted
to
make
sure
that
technology
wasn't
the
primary
barrier
or
the
primary
reason
for
our
attendance
on
the
related
to
devices.
Obviously,
a
device
is
useless
without
home.
V
V
One
thing
we
noticed,
though,
was
when
we
got
the
first
report
back
from
comcast
is
that
only
about
20
percent
have
been
utilized.
They
give
us
a
report
of
which
vouchers
have
been
actually
submitted
by
families
and
we're
surprised
by
the
number
being
so
low.
I
think
there's
a
number
of
reasons
for
that.
V
V
In
fact,
we're
meeting
next
week
or
two
weeks
from
now
with
the
mayor's
office
of
immigrant
advancement
again
to
have
some
of
our
partnership
groups,
help
to
spread
the
word
about
this
as
well
and
dispel
any
rumors,
and
then
honestly,
we
we
did
hear
from
some
families
that
they
struggled
with
getting
service
installed
in
their
house.
It
is
not
an
easy
process
for
anybody.
V
When
we
really
focus
our
attention
on
the
outcomes,
though,
we're
pleasantly
surprised
to
see
that,
on
a
given
day,
97
90
99
of
our
connections-
that
is,
our
students
that
are
logging
into
zoom
they're,
actually
logging
in
through
a
broadband
connection
and
the
the
bottom
line
is
we're.
Where
I
get
the
most
excited,
we
we
get
to
see
their
students
have
a
very
what
we
would
consider
to
be
a
high
speed
internet
connection.
On
average.
V
V
What
I
put
on
the
right
side
of
slides
are
some
snapshots
from
the
district
dashboard
and
while
you
can
see
the
device
distribution
right
here
by
race
on
the
dashboard,
you
can
switch
the
variable
and
look
at
that
information
by
economic
status
by
I
believe
grade
level
is
on
there
as
well
and
a
number
of
other
factors.
In
case
you
wanted
to
look
at
our
device
distribution.
C
Yes,
thank
you.
Thank
you
mark.
I
appreciate
it
and
I
just
want
to
thank
everyone
and
also
just
say,
I'm
very
excited
to
announce
that
we
have
hired
our
newest
leadership
team
at
our
health
services
department,
so
welcoming
the
jenny,
jenny,
lobolops
and
arlene
swan
mahoney
on
to
partner,
as
we
shift
through
this
work.
So
right
now,
our
focus
now
is
moving
towards
increasing
the
access
of
our
cobit
19
testing
throughout
the
district.
C
So
we're
very
grateful
for
that
opportunity,
as
well
through
our
partnership
with
boston,
public
health
commission
and
the
mlb
we've
been
able
to
provide
17
over
1700
tests
to
our
staff
and
in
partnership
with
the
bphc
and
the
cic
health
and
cataldo
ambulance.
Company
bps
has
began
a
pilot
program
for
covid
testing
of
consented
students
and
consented
students
in
grades
9
to
12
and
staff
working
in
those
buildings
to
support
those.
B
Thank
you,
miss
alter
bennett
and
good
evening
amount
of
chair
members
of
the
school
committee
and
brought
a
bps
community
with
us
with
us
this
evening.
I'm
happy
to
report
on
our
facilities
enhancements
to
date.
We've
made
a
lot
of
progress
since
our
last
meeting
and
I
want
to
go
through
them
with
you
now.
B
First
I'll
start
with
the
phase
two
window
repair
projects.
As
you
can
see,
we've
made
significant
progress
between
last
month
and
this
month,
twelve
thousand
windows
about
twelve
thousand
windows
were
inspected,
clean
and
lubricated
of
the
seven
thousand
windows
that
we
identified
that
needed
to
repair
in
phase
two.
We've
now
completed
six
thousand
twenty
two
of
them
to
date.
B
With
about
eleven
to
about
twelve
hundred
remaining
to
complete
so
happy
to
report
on
that
progress,
our
indoor
air
quality
data,
logger
rfp,
actually
concluded
at
the
close
of
business
today.
So
we're
looking
forward
to
waking
up
tomorrow
morning
and
going
through
the
package
to
see
how
many
we
received
and
get
the
ball
rolling
on
that
process
to
secure
that
service.
B
The
air
purifier
delivery
that
we
received.
As
you
recall,
we
received
5
000
purifiers
from
deci
last
month,
we're
happy
to
report
that
all
5000
purifiers
have
been
distributed
to
schools,
so
that's
complete
in
addition
to
the
5000.
We've
secured
our
order
for
2500
additional
purifiers
to
be
utilized
in
more
non-instructional
spaces.
B
With
regard
to
our
air
quality
testing,
we
have
completed
the
testing
of
the
32
open
buildings.
They
just
recently
completed
on
the
8th
of
january
and
we're
happy
to
report
that
all
the
inspections
passed
and
there
were
no
exceedances.
So
we're
happy
about
that
and
again
we're
confident
about
the
air
quality,
and
I
also
want
to
give
an
update
on
the
bathroom
renovations
briefly.
B
The
first
round
of
six
schools
are
pretty
much
now
sustainably:
complete
we're
doing
punchless
items
now,
just
a
really
small
amount
of
things.
Before
we
turn
we
turn
the
buildings
back
over
to
be
utilized
and
we
are
in
the
process
of
finalizing
rrp
for
the
spring
renovations
to
start
at
additional
six
schools
and
again
we're
continuing
to
plan
for
18
schools
to
be
renovated
throughout
the
summer,
so
that
progress
is
ongoing
in
addition
to
these
enhancements.
B
I
just
want
to
note
quickly
that
of
the
46
schools
that
can
hold
murph
13
filters.
20
of
those
schools
now
have
them
and
with
regard
to
the
drinking
water
project,
as
you,
as
you
heard
last
december,
we
onboarded
audrey
ing
as
our
new
water
director
who
will
be
overseeing
the
project
and
we're
in
the
process
of
finalizing
recommendations
for
which
30
schools
will
be
going
forward
with
the
window
project.
And,
lastly,
our
cleaning
protocols
approved
by
the
boston
public
health
commission
have
been
ongoing,
have
not
stopped.
We
will
conclude.
B
We
will
continue
to
mist
and
do
fogging
on
wednesdays
and
fridays
and
proceed
with
cleaning
high
touch
areas
and
everything
outlined
in
the
cleaning
protocols.
So
we're
happy
to
report
on
the
update
and
again
we're
thankful
for
our
teams
for
implementing
all
the
work
and
now
I'll
turn
it
over
to
monica
hogan
for
the
next
slide.
Thank
you
very
much.
T
I'm
actually
sam
I'll,
take
care
of
the
student
learning
time
slide,
but
on
december
15th
the
destiny
board
of
education
adopted
a
new
amendment
to
try
to
create
a
little
bit
of
parity
in
terms
of
the
learning
experience
that
students
are
having
across
the
state.
So
as
of
january,
the
19th
all
schools
over
a
10-day
period
have
to
meet
certain
guidelines
in
terms
of
hours
of
live
instruction
provided
to
students.
T
If
a
district
is
in
forward
in
the
full
remote
learning
model,
which
is
pretty
much
our
case
at
the
moment,
schools
have
to
provide
at
least
48
hours
of
synchronous
instruction
and
again.
These
are
these
are
district
averages
and
then,
if
a
school
does
not
meet
those,
you
know
they
can
get
a
waiver
from
desi
to
the
left
or
to
the
right.
Rather,
you
can
kind
of
you
see
where
our
district
averages
are
grade.
One
students
are
grade
one
students
across
the
system.
T
They
average
about
38
hours
of
live
instruction
per
week.
Our
grade
four
students
average
about
39
hours
of
live
instruction
over
a
two
week
period,
I'm
sorry
our
seventh
grade,
students,
42
hours
and
our
grade
10
students,
47
hours,
and
so
that
puts
our
district
average
at
42
hours.
So
obviously
you
want
to
be
really
thoughtful
about
the
amount
of
screen
time
that
our
younger
students
have,
and
so
the
district
average
gives
us
a
little
bit
of
flexibility.
T
We
do
have
20
schools
that
we
consider
to
be
significantly
below
the
40
hours
we've
identified.
My
team
has
identified
like
35
hours
kind
of
as
that
place,
that's
just
a
little
bit
too
low,
so
we
have
20
20
schools
that
we're
actually
following
up
with
to
gather
a
little
bit
more
data.
What
you
see
what
the
state
collected
for
their
dashboard
was
grades,
one
four,
seven
and
ten.
So
with
these
twenty
schools
that
we
follow
up
with
they'll
actually
be
able
to
give
us
the
schedule
for
all
of
the
grades
within
their
school.
T
And
so
you
know,
if
you
take
an
elementary
school
as
an
example,
once
we
look
at
their
kindergarten
students,
their
second
grade
third
grade
and
fifth
grade
students
in
sixth
grade,
if
they
have
it
that
might
bring
their
actual
bill,
that
will
probably
hopefully
bring
their
building
average
up
and
get
them
over
this
35
threshold
that
we've
informally
established
as
a
district.
So
that's
where
we
are
and
now
I'll
hand
it
off
to
jonathan
palumbo,
to
give
an
update
on
communication.
X
Awesome,
thank
you
corey
and
good
evening.
Everyone,
jonathan
palumbo.
He
him
his
excited
to
go
over
the
recent
district
communications
and
provide
everyone
with
an
update
and
appreciate
the
robust
dialogue,
thus
far,
particularly
from
members
around
communications,
and
just
the
importance
of
having
rock-solid
communications
that
are
reaching
people
where
they
are
instead
of
having
them
come
to
us.
So
just
a
few
highlights
here
that
I
would
want
to
share.
X
We
have
been
posting
reopening
updates
on
our
website
at
bostonpublicschools.org,
reopening
that
includes
the
calendar
and
all
of
the
letters
and
all
of
the
different
modes
of
communications
that
we've
shared
thus
far.
One
of
our
modes
of
communications
is
the
weekly
newsletter
that
we
provide
to
families
which
is
posted
online,
where
you
can
utilize
our
the
website's
opportunity
to
translate
the
message
into
multiple
different
languages.
X
As
I
was
discussed
earlier
in
the
meeting,
we
are
really
excited
that
we've
been
able
to
start
offering
additional
document
translations,
particularly
for
the
school
committee
meetings.
Here,
I
believe,
are
one
of
the
only
city
agencies
that
that
does
this
level
of
translation
and
interpretation,
and
I'm
proud
that
the
district
is
leading
the
way
there
under
the
leadership
of
the
chair
and
the
vice
chair
and
the
superintendent
and
the
entire
team.
Thus
far,
the
the
committee's
had
25
different
documents
translated
just
since
november.
X
I
just
wanted
to
take
a
quick
opportunity
to
give
a
shout
out
to
our
translations
and
interpretation
team.
They
are
a
phenomenal
group
of
professionals
who
turn
things
around,
sometimes
quicker
than
could
be.
Possibly
imagined
when
we
keep
in
mind
that
they
are
humans
who
are
working
through
the
process
and
translating
things
as
quickly
as
possible.
I
take
the
know
that
we
need
to
continue
to
work
to
make
the
language
that
we
put
in
our
communications
a
lot
more
accessible
and
use
a
lot
more
plain
and
fewer
acronyms
and
fewer
educated
education
insider
terms.
X
So
that's
a
part
of
our
commitment
and
then,
as
folks
are
seeing
tonight
with
our
interpretations
that
we
have
started
rolling
with
additional
simultaneous
interpretations
for
committee
meetings.
As
superintendent
noted,
the
community
engagement
team
has
long
used
that
as
a
practice
for
their
meetings
on
a
more
regular
basis
and
just
on
the
sort
of
doc
the
translations
interpretation.
X
I
want
to
give
a
quick
shout
out
to
lena
from
the
school
committee
and
liz
sullivan
from
the
school
committee
office,
who
have
pivoted
quickly
and
adeptly
at
ensuring
that
all
of
the
translations
and
interpretations
are
done
well
and
that
our
colleagues
are
hired
and
signed
in
and
working
through.
All
of
the
different
backend
aspects,
which
I
think
takes
a
lot
of
work.
So
just
wanted
to
give
them
a
quick
moment
to
shine
to
mr
james's
point.
This
is
all
great,
but
is
this
enough?
X
X
We've
obviously
been
communicating
to
the
home
language,
that's
indicated
in
the
records
of
students,
but
we
realized
that
there
could
be
some
discrepancies
just
between
what
a
student
might
mark
as
a
preferred
home
language
and
what
might
work
better
for
a
parent
or
a
caregiver
or
a
guardian.
So
we
want
to
work
on
making
sure
we
update
those
home
language
preferences
and
then
again,
I'm
sorry
to
keep
stealing
all
of
your
points,
mr
james,
but
one
of
the
things
that
we
really
need
to
work
on
is
updating
the
contact
information
for
families.
X
So,
thanks
to
the
work
of
of
the
of
the
student
outreach
team,
there
was
door
knocking
there
was
home
visits,
but
still
we
know
that
that
there's
a
lot
of
work
to
do
there.
So
I'd
love
to
coordinate
with
the
boston
student
advisory
council
on
a
strategy
in
that
regard
and
how
we
might
be
able
to
to
work
that
system
together.
X
X
We
are
working
on
adding
additional
multimedia
resources
if
folks
were
able
to
watch
the
mayor's
state
of
the
city
last
night,
we're
working
with
the
team
that
produced
the
opening
video
and
they
are
talented
and
in
great
demand,
so
we're
very
fortunate
to
be
able
to
work
for
them
with
them
on
a
few
projects
around
the
reopening
of
buildings
for
february
1st
and
march
1st.
So
with
that,
I
will
turn
it
back
to
the
superintendent
for
concluding
remarks.
O
O
We
talked
about
50,
being
focused
on
student
outcomes
and
really
trying
to
use
data
and
evidence,
and
so
I
want
to
commend
the
team
for
really
pushing
the
envelope
and,
like
mr
harris
said,
building
the
system
so
that
we
can
collect
this
across
the
district
and
embed
practices
within
the
district
around
our
own
accountability,
to
evidence
into
student
outcomes
which
are
driven
by
our
strategic
goals.
And
so
I'm
just
very
impressed
with
the
way
that
we've
been
able
to
shift
since
the
retreats
our
presentations.
O
N
Great
one
question
about:
in
the
beginning,
when
we
were
talking
about
the
154
students
that
have
very
limited
attendance
today,
have
they
looked
at
to
figure
out?
Are
there
how
many
families
are
represented
within
those
students,
so
that
are
we
talking
about
that?
There
are
a
number
of
families
that
are
missing
or
have
very
limited.
You
know
attendance
and
are
they
represented
only
in
that
bucket
or
are
some
of
those
same
families
represented
in
the
students
that
are
attending
less
than
70?
I'm
just
wondering
about
families.
T
Yeah,
I'm
I'm
not
sure
we
didn't.
We
didn't
look
at
the
data.
From
that
particular
perspective,
we
just
took
the
student
names
and
then
we
spread
them
out
among
the
the
different.
You
know
related
divisions
within
the
district,
but
I
don't
remember
anybody
identifying
us
having
multiple
students
in
one
family.
T
Man,
schools
that
uses
a
different
student
information
system-
and
you
know
we've
had
challenges
with
getting
data
from
the
sis
they
use
into
the
actual
aspen
sis
that
we
use
in
pps
and
so
the
the
38,
the
48
and
that's
where
the
other
68
is
and
so
we're
working
with
that
school,
because
we
do
have
an
mou
that
says
their
data.
They
have
a
responsibility
to
input
their
attendance
data
and
grades
into
aspen,
so
that
you
know
we
can
do
this
type
of
monitoring.
P
O
X
Feels
odd
to
hear
mr
palumbo,
so
yes
thank
you
for
the
question,
dr
avara.
We
do
have
right
now
a
placeholder
dashboard
on
the
bps
website.
If
you
go
to
bostonpublicschools.org
coronavirus,
that's
where
the
the
reporting
in
the
aggregate
is
located.
What
we're
working
on
now,
as
superintendents
indicating,
is
much
tighter
and
more
direct
reporting
on
a
school-by-school
basis
and
so
we're
just
working
with
our
partners
in
public
health
and
with
our
school
leaders
to
get
that
done.
V
O
V
So
the
earlier
this
year,
they
released
a
small
edition
to
help
with
it
that
that
is
available
on
all
devices
called
frames
or
filters
that
allows
you
to
put
a
a
frame
around
the
image.
But
the
actual
usage
of
a
virtual
background
is
a
very,
very
intensive
technology,
that
a
lot
of
computers
are
just
not
ready
to
do.
In
fact,
their
teacher
laptops
teachers
are
on
macbooks
and
even
then
they
still
had
to
upgrade
their
macbooks
in
order
to
have
that
capability.
R
Thank
you
chair.
I
just
wanted
to
briefly
start
off
by
before
I
get
into
my
like
mini
presentation.
I
wanted
to
just
start
off
by
saying
that
I
really
really
really
appreciate
the
superintendent
and
the
district
and
the
btu
for
working
together
to
find
a
way
to
get
our
students
back
these
past
few
months.
R
I
can't
imagine
how
hard
it's
been
for
those
students,
and
especially
their
parents,
who
have
to
stay
home
parents
who
have
lost
their
jobs,
the
students
who
have
lost
learning,
it's
a
very
emotional,
very
controversial
and
complicated
situation,
and
we're
just
all
going
through
it.
So
I
just
want
to
commend
you
all
for
for
really
working
to
find
a
solution.
R
R
R
R
I
calculated
this
number
using
the
population
that
the
massachusetts
department
of
public
health
uses,
which
is
679
400
people,
so
I
I
just
wanted
to
show
this,
because
this
to
me
is
very
concerning
it
shows
that
per
the
cdc
and
their
indicators
and
thresholds.
We
are
in
the
red
zone
and
if
you
look
down
here
per
bphc
as
of
this
morning,
we
are
also
above
the
threshold
of
339.7
new
positive
tests.
R
This
downward
trend
for
those
who
may
not
know
in
the
audience
represents
an
increase
in
testing,
therefore,
resulting
in
this
specific
piece
of
data
of
a
decrease
in
positivity.
And
finally,
if
we
look
over
here,
you
are
looking
at
a
graph
of
percentage
of
occupied
adult
icu
badge.
We
are
currently
at
98
occupants
in
boston
and
just
for
a
quick,
you
know
an
indicator
for
from
the
cdc
percentage
of
intensive
care
unit
beds
in
the
community
that
are
occupied
is
you
know,
over
90
is
also
in
the
red
zone.
R
So
not
only
are
we
in
the
red
zone
for
positive
cases,
but
we're
also
in
the
red
zone
for
percentage
of
icu
beds
that
are
occupied
per
cdc
and
then
again
we
are
over
the
threshold
that
bphc
boston,
public
health
commission
has
put
in
place.
So
you
know
I
I
put
this
presentation
together,
because
I
felt
that
it
was
necessary
for
my
colleagues
and
for
community
members
to
understand
the
context
of
what
is
going
on
in
the
city.
R
So
my
question
to
the
superintendent
and
her
team-
and
you
know
I
it
doesn't
have
to
be
answer
now,
because
I
know
my
time
is
running
up
and
I'll
ask
it
in
the
second
round,
but
how?
What
is
the
timeline
looking
like,
knowing
knowing
the
current
state
of
the
city
and
what
are
we
doing
to
ensure
that
students
that
are
being
sent
back
are
actually
safe?
Thank
you.
O
O
O
So
we
also
have
two
weeks
of
time
between
the
students
who
are
coming
so
that
we
are
able
to
make
sure
that
we
watch
for
any
kind
of
change
in
those
metrics
that
you
just
shared.
That
would
give
us
any
pause
in
trying
to
think
differently
about
our
reopening
plan.
So
we'll
return
in
two
weeks
our
highest
priority
students
on
february
1st,
and
then
we
will
have
a
whole
month
to
watch
these
numbers
and
hopefully,
with
the
public
helping
us
they
will.
O
H
H
Thank
you
for
pointing
out
how
important
the
the
value
is
of
the
panorama
system
to
be
able
to
track
the
students
success.
The
student
success
plans
and
so
help
me
out
how
much
that
is
used
by
our
schools
that
are
more
autonomous
and
I'm
particularly
thinking
of
our
horoscope
and
industry
charters
and
the
up
academies.
I
know.
Sometimes
we
see
both
of
those
sets
of
schools
separate
from
other
of
our
data.
T
Yeah,
so
I
don't
have
exact
numbers.
We
started
off
this
year
meeting
with
the
autonomous
schools
about
panorama
about
the
measure
of
academic
progress
map,
and
then
we
were
going
to
have
all
of
our
autonomous
schools
to
identify
which
of
our
systems.
They
were
going
to
opt
in
and
use,
and
then
we
decided
to
not
move
forward
with
our
vps
assessment
system,
just
because
it's
so
hard
to
assess
students
in
a
remote
environment.
T
So
once
we
stopped
moving
forward
with
our
bps
assessment
system,
we
ended
up
not
surveying
our
autonomous
schools,
so
I
don't
have
concrete
numbers.
Just
roughly
you
know,
thinking
about
the
reports
I
look
through
and
and
the
schools
I
see
that
have
data,
I
would
say,
probably
just
over
half
of
our
autonomous
schools
are
actually
using
the
panorama
platform.
T
H
That's
great
yeah,
it
just
hit
me
as
mr
havis
was
presenting
about
it
and
it
it
strikes
me,
and
this
would
be
a
longer-term
project
and
obviously
mr
mistine
could
be
very
helpful
if
we
think
through
you
know
what
systems
we
have,
that
all
of
our
schools
absolutely
should
be
on
and
what
systems
we
have.
That
would
be
nice
if
they're
on
that,
we
provide
them
the
encouragement.
H
Obviously
we
want
to
respect
some
autonomous
agreements,
but
there
are
probably
some
baseline
things.
I
would
assume
superintendent
that
you
would.
You
would
like
all
on,
particularly
as
a
result
of
the
remote
learning
challenge
and
what
has
been
brought
on,
and
maybe
you
know
some
of
the
relief
money
that
is
flowing
our
way
could
help
with
systems
upgrades
that
are
more
across
the
entire
district,
just
a
thought
process.
It's
a
it's
a
longer-term
issue.
R
O
It's
actually
a
side
letter
this
time,
but
it's
built
off
of
our
collective
bargaining
agreement,
which
you
will
hear
called
as
a
cba
which
has
an
mou,
which
is
a
memorandum
of
understanding
that
we
signed
in
september
9th,
and
then
it
has
some
another
moa
that
we
signed.
A
memorandum
of
agreement
which
we
signed
on
september
29th
and
another
memorandum
of
agreement
that
we
signed
on
november
14th.
And
this
now
is
a
side
letter
to
those
three
agreements.
O
O
O
O
What
that
is,
is
to
come
to
the
table
and
negotiate
on
and
making
sure
that
what
we
have
in
place
now
for
safety
is
going
to
meet
those
safety
requirements,
often
time
we
ask
experts
to
come
to
the
table
and
explain
the
current
metrics
or
they
might
explain
the
safety.
They
might
explain
new
protocols
and
make
different
suggestions
at
the
table
for
mitigating
some
of
those
pieces.
O
R
O
Am
not
I
I'm
not
a
medical
professional,
nor
am
I
a
scientist,
so
I
have
been
relying
on
chief
martinez
and
the
boston
public
health
commission
for
the
guidance
on
all
of
those
metrics
and
numbers,
and
I
don't
have
him
here
today,
but
we
could.
Certainly,
if
you
have
questions,
I
would
certainly
be
glad
to
answer
those
and
bring
them
back
from
the
experts
rather
than
try
to
guess
at
it.
R
No,
I
would
really
appreciate
that
and
for
and
for
the
audience
to
hear
those
answers
as
well.
That's
all
my
questions
for
now
I'll
just
end
by
saying
that
you
know,
once
again,
I
personally
am
very
much
for
students
returning.
I
just
want
to
make
sure
that
we're
doing
it
in
the
most
safest
way
possible.
Looking
at
these
numbers
and
talking
to
community
members
and
talking
to
the
data
analysis
person,
the
third
party
that
I
work
with
to
create
this
and
understand
this.
O
Yep-
and
I
just
want
to
remind
the
public
too,
that
it
is
still
optional
for
our
families
to
and
students
to
be
able
to
come.
I
think
it's
just
really
important
to
even
students
who
you
know
are
in
special
populations.
They
they
too,
even
if
they
need
the
services,
and
you
know
they
they
can
get
the
services
later,
that
we
will
provide
to
them
or
provide
them
remotely
to
students.
If,
if
that's
what
the
parents
are
desiring.
A
My
comments
are
thank
you
to
the
team
and
it
was
great
to
see
some
team
members
that
we
don't
always
see
that
are
doing
a
lot
of
great
work
as
well
in
our
communications
and
public
affairs,
and
also
lena
and
liz
who
are
behind
the
scenes
and
the
translation
office.
And
thank
you
jonathan
for
thanking
them,
but
want
to
recognize
also
jonathan
and
xavier
in
the
in
the
communications
office,
and
just
want
to
tie
that
back
too.
A
So
I
would
suggest
that
if
people
in
the
public
have
other
ideas
for
communications
to
feel
free
to
email,
the
superintendent
with
any
other
ideas,
but
thank
you
for
bringing
that
I'd
love
to
keep
seeing
that
and
the
data
you
know
we
should
be
data
driven,
and
I
want
to
commend
you
superintendent,
too,
on
the
dashboard
and
for
people
to
be
able
to
check
that
out
online
and
just
see
where
we
are.
My
question
is
around.
A
I
was
concerned
about
the
no
credit,
obviously,
and
especially
the
the
high
rates
for
black
students,
which
just
really
was
so
disproportionate,
and
I
really
loved
mr
harris
talking
about.
How
can
we
make
sure
that
students
can
demonstrate
what
they
know?
I
think
that's
so
important,
and
so
I
I'm
definitely
interested
in
hearing
that
conversation.
A
T
Yeah
and
I'll
just
quickly
say
that
you
know
you're
really
highlighting
what
I
wanted
to
sear
into
your
minds
this
evening.
Is
we
don't
rise
to
the
level
of
our
goals?
We
rise
to
the
level
of
our
systems,
and
our
approaches
are
just
too
incoherent.
You
know
one
school:
does
this
one
school?
Does
that
one
school
has
this
partner
one
school
does
not
one
school
sends
this
letter.
One
school
sends
this
text
message.
T
T
It
comes
after
the
fact
it
puts
us
in
a
very
reactive
state,
and
so
we
need
an
investment
in
systems
that
allows
us
to
get
to
our
more
proactive
stance,
and
what
I
like
to
say
is
we
got
to
do
better
working
upstream,
we're
always
downstream
trying
to
figure
out.
Why
are
all
these
kids
in
the
river,
and
so
we
got
to
get
upstream
and
figure
out
how
we
keep
them
from
getting
in
the
river
and
just
american
culture?
We
love
a
hero.
A
Thank
you
so
much
thanks
again
to
all
the
team
and
the
committee
looks
forward
to
regular
updates
on
these
critical
issues
and
how
the
district
is
addressing
those.
So
thank
you
so
much.
We
are
now
going
to
move
into
public
comment
and
I
am
going
to
ask
all
of
our
speakers
to
identify
the
neighborhood
in
which
they
reside.
A
We
as
a
committee,
are
committed
to
hearing
all
the
voices
and
want
to
ensure
all
parts
of
the
city
are
included,
and
this
is
a
common
practice
among
other
city
departments
during
their
public
meetings.
As
an
example
I'll
shout
out
to
our
friend
mike
heischmann,
who
always
starts
his
testimony
saying
mike
heischmann
dorchester.
So
thank
you.
Let's
follow
that
and
I
look
forward
to
everyone's
comments
this
evening.
F
Thank
you,
ms
oliver
davila.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time.
Refer
to
the
superintendent
for
a
later
response.
F
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
33
speakers
this
evening,
so
in
accordance
with
school
committee
policy
time
will
be
reduced
to
two
minutes
per
person,
and
I
remind
you
when
you
have
30
seconds
remaining.
F
F
F
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoom.
Also,
please
make
sure
that
you
are
signed
in
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
Y
These
daughters
do
aim
to
answer
and
or
ask
the
question
what
makes
for
an
ideal
welcoming
well-resourced,
boston,
public
schools
or
asked
in
another
way.
What
are
the
curriculum
resources,
our
students
and
educators
need
what
support
services
are
available,
who's,
making
the
decisions
that
impact
the
daily
lives
of
our
students?
What
are
we
doing
to
ensure
that
every
student
has
what
they
need
to
succeed?
For
many
of
these
hearing
orders,
we've
done
this.
We've
done
so
much
work,
but
much
remains
undone,
our
students
lives
and
their
futures
are
what's
at
stake.
Y
I
look
forward
to
learning
from
our
students,
educators,
support
staffs
and
the
administration
on
these
matters.
We
must
do
the
work
necessary
so
that
in
every
neighborhood
across
our
district,
all
schools
provide
our
students,
a
high
quality
education
that
exceeds
the
needs
of
our
students
and
helps
them
to
thrive.
Y
Today
we
also
filed
a
resolution
urging
desi
or
the
state
legislator
to
completely
cancel
mcas
this
year.
The
entire
boston
city
council
voted
in
favor
of
this
measure.
Mcas
will
not
tell
us
anything
new;
they
need
more
time
with
their
teachers
and
classmates,
not
on
standardized
testing.
Finally,
as
mr
james
mentioned,
I
refiled
my
home
rule
petition
to
give
the
student
member
of
the
boston
school
committee
the
right
to
vote.
Y
Z
Hi,
thank
you
school
committee
once
again
for
allowing
the
space
for
public
comment.
My
name
is
katie
malcomus
and
I'm
a
senior
at
boston
arts
academy
and
serve
as
my
school's
boston
student
advisory
council
representative
and
I'm
a
dorchester
resident
this
past
school
year.
I
have
worked
very
closely
alongside
mr
james
and
have
witnessed
the
entirety
of
the
responsibilities
and
workload
of
our
student
representative.
Z
I
come
today
to
ask
you
all
to
acknowledge
the
work,
effort
and
dedication
of
your
students,
and
primarily
mr
james,
through
actively
advocating
and
pushing
for
the
student
representative
to
receive
a
vote
students
desire
to
be
a
part
of
the
work
and,
let's
continue
the
progression.
Our
district
is
making
towards
being
a
more
inclusive
system
by
actively
advocating
for
our
students
to
not
only
be
represented
in
these
spaces,
but
to
be
equally
included
in
these
space
days.
Z
Mr
james
continuously
goes
above
and
beyond
to
serve
and
improve
the
system
that
is
meant
to
uplift
and
serve
him.
He
deserves
the
respect
of
us
joining
the
fight
for
a
vote
that
he
has
so
wonderfully
showcased
to
be
deserved
by
the
student
representative
president.
Thank
you
all
for
your
work
and
thank
you,
mr
james,
for
the
launch
of
your
education
community
conversations
just
another
example
of
your
dedication
to
our
district.
Thank
you.
F
AA
Hi,
thank
you
for
allowing
me
to
speak.
My
name
is
jada
st
louis
I
live
in
dorchester
and
I'm
a
senior
at
boston
arts
academy.
This
year
I
joined
my
school
student
government
and
became
very
close
with
baa's
b-sac
representative
katie
mcmas.
It
was
only
through
this
relationship
that
I
began
to
learn
how
our
district
works.
I
want
to
thank
mr
james
for
his
education
community
conversations
on
monday.
Through
the
space
he
created.
It
was
the
first
time
I
actually
experienced
outreach
from
our
district
to
hear
our
voices
oftentimes.
I
felt
like
changing.
AA
The
school
system
was
out
of
my
control,
so
I
didn't
reflect
on
my
experiences,
but
mr
james
has
shown
me
that
we
deserve
a
say.
Not
only
did
the
space
he
create
feel
safe,
it
was
engaging
understandable
and
there
wasn't
a
use
of
jargon
or
what
I
like
to
call
fancy
words
which
made
the
conversation
that
much
more
accessible.
AA
AB
Thank
you
for
letting
me
speak.
My
name
is
damian
durgan,
I'm
a
student
of
the
mlk
ka
school
and
I
I'd
just
like
to
say
I
I
don't
agree
with
opening
back
the
schools.
I
I
know
I'm
not
going
to
be
do
I
can't
do
anything
about
it.
I'd
just
like
to
say
that,
if
backed
in
the
beginning
of
the
pandemic,
if
we
couldn't
control
the
spread
in
the
schools
and
immediately
lock
down
the
schools,
why
would
we
open
it
back
up
when
we
have
like
a
thousand
times
more
cases?
AB
It
just
doesn't
make
sense
in
my
mind
and
in
in
many
ways
I
think
that
we
could
improve
the
way
we
get
our
education
from
just
opening
up
the
schools
back
when
the
threshold
to
close
schools
was
at
four
percent.
It
immediately
got
exceeded
very
quickly
and
now,
without
a
threshold
it
will
easily
soar
a
lot
higher,
especially
seen
as
around
1
in
16.
People
in
dorchester
have
covered
roughly.
AB
AC
All
right,
hello,
everybody,
my
name
is
simon
chernow.
I
lit
I'm
a
resident
of
jamaica
plain
and
I'm
a
senior
at
boston,
land
academy,
I'm
also
a
member
of
the
boston
student
advisory
council,
but
I
want
to
make
clear
that
the
statement
I'm
about
to
read
is
my
own
personal
opinion
and
does
not
reflect
opinions
of
v-site
members.
AC
I'm
here
today
to
talk
about
the
necessity
for
a
student
vote
on
the
school
committee.
As
most
of
us
know,
there
is
only
one
student
on
this
committee
and
they
are
the
only
member
that
cannot
vote
and
does
not
receive
the
stipend
to
put
this.
In
simple
terms,
this
is
adultism
plain
and
simple.
It
is
illogical
that
the
only
member
that
actually
lives
with
the
benefits
and
consequences
of
these
decisions
has
zero
say
in
their
outcome.
AC
The
student
rep
can
disagree
with
others,
provide
a
student
perspective
and
add
value
to
discussions,
but
when
it's
time
to
turn
these
conversations
into
tangible
policies,
they
are
left
voiceless.
This
is
a
moral
and,
quite
frankly,
can
be
connected
to
why
so
many
students
have
low
confidence
in
the
district.
AC
Why
would
a
student
in
bps
feel
obligated
to
trust
the
same
district
that
doesn't
seem
to
reciprocate
that
trust
in
school
committee
meetings?
I'll
repeat
that
again,
why
would
a
student
in
bps
feel
obligated
to
trust
the
same
district
that
doesn't
seem
to
reciprocate
that
trust
in
school
committee
meetings?
AC
Now
I'm
not
blaming
anyone
on
the
school
committee
or
in
bps
for
a
policy
they
had
no
control
over,
but
I
am
calling
on
all
of
you
to
support
student
voice.
I'm
asking
that
every
single
member
use
their
voice
and
publicly
through
social
media,
speak
out
in
support
of
giving
a
student
a
vote
on
school
committee.
It's
an
easy
task
and
something
that's
tangible
for
everyone
on
this
on
this
call
right
now,
as
members
of
this
body,
your
words
have
more
weight
and
influence.
AC
F
AD
Hello,
all
this
is
bps
student,
charlie,
adamson,
southie.
Reopening
schools
is
necessary
for
our
high
priority
students,
but
the
problem
is
that
it's
not
being
done
safely.
When
the
original
city
threshold,
the
four
percent,
was
violated,
nothing
was
triggered,
students
are
still
attending
schools
and
red
zones
where
some
are
still
waiting
for
these
air
purifiers
to
be
installed.
I
no
longer
want
to
hear
mr
depina
and
the
team
lie
about
it
in
their
vagueness.
AD
There
is
no
way
you're,
not
thinking
of
the
possibility
that
a
student
is
going
to
die
while
in
the
red
zone,
educators
and
students
will
contact
contracts.
Excuse
me
at
covid
and
suddenly
there
won't
be
any
space
in
the
icu
to
treat
those
who
are
sick.
Please,
let's
not
treat
our
students
as
guinea
pigs
during
a
pandemic.
The
pphc
has
to
suspend
the
reopening
of
schools
in
february,
but
I'm
not
sure
if
they
will,
as
they're,
coming
out
with
new
metric
systems
every
day
as
kamani
showed
earlier.
AD
The
bphc
threshold
is
339.7
cases
above
the
cdc
threshold.
I'd
like
to
ask
miss
martinez
and
the
rest
of
the
team.
If
these
thresholds,
even
matter
as
we're
experiencing
940
new
cases
per
100k
people,
I
feel
like
calling
cdc
and
reporting
boston
like
what
is
going
on.
Are
we
changing
code
methodology
to
trick
our
communities
into
thinking
that
in-person
learning
is
safe?
I'm
hearing
no
type
of
transparency
from
anyone,
but
kamani
james,
who
has
been
also
trying
to
decipher
such
metrics.
AD
Alongside
other
students,
I
can
see
com
committee
members
upset
who
were
upset
over
kamani's
presentation
and
that
really
speaks
volumes.
I
am
honestly
very
frightened,
as
you
can
hear
my
voice,
and
opening
schools
in
february
will
lead
to
such
tragic
events
that
I
don't
even
want
to
think
about
it.
I
pray
for
our
educators,
our
students
and
families
who
are
trying
their
best
to
stay
afloat
in
a
city
where
transparency
does
not
exist.
Classrooms
must
not
be
made
a
space
where
we
go
to
mingle
with
covid19
and
cause
cases
to
increase.
AD
AE
Hi
I'm
erica
haida.
I
live
in
charlestown,
I'm
a
bps
parent
and
part
of
the
advocacy
group
voices
for
bps
families,
I'm
here
to
speak
for
my
six-year-old
daughter
who
is
in
kindergarten
and
can't
come
to
these
meetings
and
testify
herself
over
winter
break.
She
asked
me
the
question:
mommy
am
I
ever
gonna
get
to
go
back
to
school
and
as
a
parent,
it's
heartbreaking
not
to
be
able
to
give
your
child
an
answer.
AE
When
I
testified
at
the
last
school
committee
meeting
in
december,
I
asked
bps
to
set
forth
a
clear
date
for
when
hip
students
would
be
invited
back
to
the
classroom
and
also
implore
the
district
to
expedite
the
return
of
k1
and
k2
students.
I
did
not
expect
this
decision
to
be
political.
I
expected
this
decision
to
be
based
in
science
and
lucky
for
us.
New
science
on
this
topic
is
being
released
daily.
AE
AE
Last
friday,
on
january,
7th
governor
baker
stated
quote,
there
is
now
an
overwhelming
body
of
scientific
evidence
that
in-person
learning
can
be
done
without
spreading
the
virus,
regardless
of
the
community
transmission
rates.
During
his
press
conference
with
when
he
announced,
pool
testing
for
schools,
which
I
also
hope
bps
will
be
taking
advantage
of,
why
does
the
timeline
released
by
the
district,
the
balance
of
students
waiting
until
march
to
return
to
the
classroom?
AE
AE
Why
should
parents
have
confidence
in
this
new
timeline?
I'm
glad
that
schools
will
be
reopened,
but
I'm
frustrated
and
concerned
that
the
decision-making
process
is
flawed
and
that
the
return
to
school
will
be
cancelled.
Once
again,
I
would
like
the
district
to
share
its
reasoning
behind
their
decision
and
take
steps
to
ensure.
F
AF
AF
AF
My
fifth,
my
my
fifth
grader
has
not
seen
the
inside
of
a
classroom
for
a
year
now.
Well
or
it
will
be
a
year,
and
I
certainly
appreciate
many
of
the
students
that
have
raised
concerns
tonight,
and
I
also
appreciate
that
it's
volunteer
to
go
back
and
and
my
my
family
is
very
much
looking
forward
to
sending
our
children
back.
AF
F
F
F
AG
Hear
me:
yes
welcome,
hi!
Thank
you.
My
name
is
alyssa
anderson.
I
live
in
beacon
hill
and
I'm
a
bps
parent.
I
have
questions
about
the
exam
schools
and
bps
reopening
on
the
bps
website.
Exam
school
admission
slide
9
states.
We
expect
that
students
in
the
top
50
of
each
zip
code
will
have
access
to
bls.
AG
This
doesn't
seem
accurate.
20
percent
of
seats
at
bls
is
only
about
96
seats.
More
than
96
students
across
all
of
boston
are
likely
to
have
perfect
gpas.
When
this
happens,
we're
told
that
random
number
generation
will
determine
which
students
get
seats.
That's
a
lottery
if
students
do
not
secure
a
seat
in
the
20
lottery,
they'll
be
part
of
the
80
zip
code
process,
chinatown
zero,
two
one
one
one
has
no
more
than
ten,
possibly
only
seven
seats
for
all
exam
schools,
only
half
of
which
will
likely
be
at
bls.
AG
AG
Also
gpa
miscalculations
revealed
on
august
30th
resulted
in
more
than
50
students
being
denied
admission
to
exam
schools.
What
measures
are
being
taken
to
avoid
this
going
forward
and
to
ensure
transparency
march
isn't
soon
enough
for
school.
Reopening
science
does
not
support
closure,
but
medical,
social,
emotional
and
psychological
effects
of
prolonged
closure
are
readily
apparent.
Kids
are
getting
migraines
from
screen
time
and
developing
anxiety
and
depression.
Mental
health
incidents
are
rising,
virtual
learning
isn't
effective
for
young
kids.
AG
Grades
are
docked
for
participation,
because
kids
aren't
comfortable
participating
over
zoom
interruptions
and
learning
from
various
homes
and
bps
chromebooks
logging
children
out
constantly
disrupt
entire
classes.
Bps
chromebooks
provide
all-day
access
to
youtube.
Kids
are
in
chat
rooms
rather
than
zoom
vulnerable
to
online
predators
during
school.
AG
F
F
AH
Hi,
my
name
is
dima
baraj,
I'm
a
member
of
boston,
parent
coalition
for
academic
excellence
on
the
bps
website,
bps
exam
school
admission
slide
show
states
on
slide
number
nine,
and
I
quote:
we
expect
students
in
the
top.
Fifty
percent
of
each
zip
code
will
have
access
to
bls
end
quote:
I'm
apparent
from
zip
code
zero,
two
one,
three
five
brighton
in
2020,
the
zip
code
earned
52,
invites
for
all
exam
schools.
AH
According
to
boston
parent
coalition
projections.
This
year,
02135
brighton
will
get
30
invites
to
all
exam
schools.
This
is
a
42
percent
reduction
from
last
year.
According
to
bpc
a
projections
this
year,
zero,
two
one,
three
five
brighton
will
get.
12
12
invites
to
the
bls
reduced
from
23
invites
last
year.
This
is
a
48
reduction
from
last
year.
AH
AH
F
F
AI
N
AK
AJ
AJ
AJ
According
to
bpcae
projection
this
year,
0
211
chinatown
will
get
3133
invited
the
bls
reduced
from
the
15
year
last
year.
This
is
a
73
reduction
from
last
year.
The
average
without
the
medium
income
for
chinatown
is
440k
per
year,
and
all
kids
is
only
go
to
public
school
is
only
all
is
our
only
options
is
we
cannot
afford
a
private
school
or
any
other
option.
AJ
AJ
AG
AL
AL
AL
During
this
corona
pandemic
year,
the
department
promises
to
seriously
address
how
it
can
address
racial
and
class
inequities.
Part
of
the
department's
work
is
to
make
plans
and
come
up
with
the
budget
for
school
year.
21
22.,
hopefully
corona,
will
be
under
control
by
this
september,
and
every
child
and
parent
caregiver
will
believe
that
it
will
be
safe
for
their
children
to
return
full
time
to
bps
buildings
and
receive
a
high
quality
education.
AL
AL
AL
The
mayor
and
superintendent
must
submit
a
budget
that
will
have
a
substantial
increase
over
this
year's
budget.
There
should
be
no
plans
to
school
close
any
schools
this
next
year.
School
closings
are
always
disruptive
and
painful.
Next
year,
this
will
be
adding
to
the
trauma
all
of
our
children.
Parent
givers
need
the
smooth
reopening
of
schools,
I'm
very
happy
that
the
school
department
has
come
up
with
an
agreement
with
the
btu.
AL
F
F
U
F
U
Thank
you.
My
name
is
daryl
murphy.
I'm
a
member
of
the
boston
parents
coalition
for
academic
excellence
on
the
bps
website,
slide
number
nine.
I
quote.
We
expect
students
in
the
top.
Fifty
percent
of
each
zip
code
will
have
access
to
bls
end
quote:
I
live
in
zip
code,
o
two
one.
Two,
two
dorchester,
this
zip
code
in
2020
earned
62
invites
to
all
three
exam
schools.
According
to
bpca
projections,
this
year,
02122
dorchester
will
get
only
38
invites
to
all
exam
schools.
This
is
a
56
reduction
from
last
year.
U
Further,
according
to
bpca
projections,
this
year,
o212
dorchester
will
get
19
invites
to
boston
latin
school
reduced
from
30
invites
last
year.
That
is
a
37
percent
reduction
from
last
year.
Under
this
new
zip
code
quota
system,
far
fewer
than
50
percent
of
top
students
in
o2122
will
have
access
to
bls.
U
Bps
is
fudging
the
numbers
they
should
stop
effectively
lying
to
parents
and
children.
The
truth
is
that
about
set
only
sev.
The
truth
is
that
about
70
percent
of
the
top
students
in
my
zip
code,
02122
dorchester
will
not
have
access
to
bls.
I
urge
the
school
committee
to
instruct
bps
to
start
telling
the
truth
and
being
straight
with
parents
and
children
about
how
this
new
zip
code
lottery
system
works.
Thank
you.
F
F
F
AM
AM
K
F
F
F
AN
AN
I
agree
it's
critical
to
take
a
data
driven
approach,
especially
to
major
policy
changes,
I'm
speaking
tonight
as
part
of
the
boston
parents
coalition
for
academic
excellence
regarding
the
changes
to
exam
school
admissions.
My
comments
are
intended
to
challenge
two
assertions
that
are
not
supported
by
data
regarding
the
new
policy
number
one.
Access
to
each
exam
school
is
not
limited
by
zip
code,
as
others
have
referenced.
AN
Bps
makes
this
assertion
on
slide
nine.
It's
simply
not
true
and
number
two
that
the
policy
increases.
Socioeconomic
diversity,
which
well
not
a
false
statement,
is
a
misleading
one.
On
the
first
point,
bps
states
that
zip
codes
are
not
limited
to
a
specific
number
of
seats
at
each
exam
school.
This
is
misleading,
because
zip
codes
are
limited
to
a
specific
number
of
seats
for
the
three
exam
schools
combined.
AN
These
limits,
which
are
determined
by
the
percentage
of
school-age
children
in
a
zip
code,
are
projected
to
negatively
impact
the
majority
of
zip
codes,
including
many
low-income,
zip
codes,
such
as
o2120
in
roxbury
02122
in
dorchester,
chinatown
and
the
south
end
among
others.
On
the
second
point,
this
negative
impact
on
low
income,
zip
codes
is
particularly
concerning
when
one
of
the
stated
goals
of
the
admissions
policy
change
is
to
increase
socioeconomic
diversity.
AN
A
AN
AO
AO
Good
evening
and
happy
new
year
to
everyone,
congratulations
to
mayor
walsh
and
going
to
washington
and
taking
boston
with
him
and
also
congratulations
to
city
council
president
kim
janey,
as
she
makes
history
as
the
first
black
and
female
mayor
in
boston.
I'm
sharon
hinton
one
of
the
five
people
recommended
by
the
nominating
panel
for
the
currently
open
seat
in
the
boston
school
committee.
AO
After
experiencing
many
school
committee
meetings
last
year,
I'd
like
to
put
forward
three
initiatives
for
consideration,
although
I
have
others,
one.
The
boston
school
committee
scheduled
public
meetings
around
the
city
for
the
sole
purpose
of
listening
to
the
community's
input
and
concerns
about
school,
related
and
educational
issues
concerning
them.
I
believe
this
will
allow
time
to
hear
valuable
input
from
the
community
help.
AO
Two
that
the
boston
school
committee,
city,
councilors
and
mayor
do
what
is
necessary
to
make
the
bsac
student
member
a
voting
and
financially
stipended
position.
Giving
the
respect,
importance
and
integrity
integrity.
Excuse
me
to
the
only
currently
elected
position
on
the
school
committee.
Mr
james.
I
also
support
mr
james
plans
to
develop
bsac
at
the
middle
school
level.
AO
Therefore,
developing
more
of
a
pipeline
into
leadership
for
our
students
and
finally,
three,
that
the
boston
school
committee,
mayor,
superintendent
and
city
councilors
do
what
is
necessary
to
work
with
state
legislators
and
the
community
to
change
the
funding
formula,
related
policies
and
procedures
to
increase
funding
for
the
boston
public
schools,
so
that
all
schools
have
the
tools,
resources,
services
and
monies
needed
to
become
the
academic
gold
standard
of
public
education
locally
nationally
and
globally.
As
we
are.
AO
AP
Thank
you.
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston,
education,
justice
alliance
and
I'm
a
dorchester
resident.
As
the
past
few
weeks
have
shown
us.
We
desperately
need
quality
leadership
and
direction
that
prioritizes
students,
parents
and
educators,
bps
families
need
stabilizing
consistent
leadership
that
listens,
responds
prioritizes
and
advocates
for
their
needs.
What
we
currently
have
is
a
serious
series
of
moments
in
which
communities
were
asked
for
input,
then
promptly
ignored,
overpriced
consultants
like
tammy
puss
were
given
rain
to
create
what
has
not
worked
for
the
past
10
months.
AP
You
are
now
just
signing
an
agreement
with
the
btu
that
institutes
basic
safety
protocols
across
all
the
schools.
We
cannot
afford
overpriced
consultants
that
produce
inadequate
outcomes.
We
need
qualified
leadership
in
central
office
and
on
the
school
committee
that
is
making
decisions
that
does
not
pander
to
political
favors
with
the
soon
departure
of
mayor
walsh
to
dc
this
pattern
of
prioritizing
politicians
over
people
highlights
why
and
how
this
practice
is
hurting.
AP
Boston's
children
bayesia
once
again
asks
that
bps
create
a
moral
budget
in
which
you
ask
for
what
school
communities
actually
need,
rather
than
basing
projections
on
enrollment,
primarily
because
of
the
pandemic.
This
is
not
the
time
to
traumatize
students
by
cutting
their
school
budgets
and
removing
removing
vital
staff
from
communities.
AP
Schools
need
additional
funds
to
ensure
high
quality
learning
virtually
and
in
person.
Weighted
student
funding
is
not
a
full
solution
to
creating
equity.
It
is
only
a
piece
of
what
is
needed
in
order
to
create
holistic
school
communities.
Asia
demands
no
school
budget
cuts
and
no
school
closures.
Please
begin
to
think
of
your
roles
as
leaders
and
advocates
the
school
committee
and
superintendent
positions
could
be
more
than
just
endless
nods
of
agreement
to
whatever
a
mayor
asks
for
instead
advocate
for
what
boston's
children
actually
need,
starting
with
a
moral
budget.
Thank
you.
AQ
Hello,
can
you
hear
me?
Yes,
yes,
hi
good
evening.
Thank
you
very
much
for
hearing
my
testimony.
This
is
the
fourth
time
I've
spoken
in
front
of
the
school
committee,
I'm
the
mother
of
a
k2
student
and
I
live
in
charlestown.
I
had
written
something
hi.
Yes,
there's
my
son.
He
testified
for
you
and
before
christmas
you
may
remember
him.
So
please
remember.
I
only.
AQ
Minutes
so
I
also
have
a
five-year-old
here.
I
had
something
written,
but
I've
scrapped
that
having
heard
the
presentations
and
some
of
the
public
comments,
especially
from
frightened
high
school
students
earlier
in
the
evening,
I
need
you
to
be
a
little
quiet,
thomas,
please,
please,
I'm
glad
there
was
a
plan
released
this
week,
but
I
am
disheartened
that
it
is
all
tentative
who
can
forget
the
injunction
filed
by
the
btu
last
october.
AQ
I
also
hope
that
these
mysterious
six
health
figures
that
the
superintendent
mentioned
first
of
all,
will
be
publicized,
but
also
include
existing
studies
that
have
been
done
on
schools
that
are
actually
open,
not
just
statistics,
about
cases
in
the
abstract,
and
on
that
point
I
encourage
the
students
who
testified
previously
to
read
up
on
what
has
actually
occurred
in
reality
in
districts
with
open
schools,
of
which
there
are
many
across
this
nation.
These
will
alleviate
your
fears.
AQ
No
one
should
go
to
school
scared,
educate
yourselves
with
actual
studies,
and
you
will
see
that
schools
have
been
proven
not
to
be
sources
of
community
spread
as
governor
baker
cited
last
week.
There
is
now
an
overwhelming
body
of
scientific
research
that
shows
that
in-person
learning
can
be
done
without
spreading
the
virus,
regardless
of
the
community
transmission
rates.
He
also
noted
that
too
many
kids
remain
learning
remotely
or
in
complicated
hybrid
programs,
and
I
couldn't
agree
more.
AQ
My
last
question
is
why,
oh,
why
is
boston
so
far
behind
the
rest
of
the
nation
and
the
rest
of
the
state?
As
we
all
know,
most
large
school
districts
in
the
us
have
been
able
to
open
in
person
learning
safely
and
in
massachusetts,
parochial
and
private
schools,
even
in
areas
with
high
transmission
rates,
have
been
open
successfully
all
school
year.
We
hear
the
superintendent
tell
us
that
she
believes
kids
should
be
in
school
and
that
our
buildings
are
safe.
E
Zhengbot,
thank
you,
madam
chairwoman.
Oliver
davila
and
other
committee
members.
My
name
is
corey
zangebon
and
I'm
a
resident
of
charleston
town.
My
daughter
is
a
k-1
student
at
harvard
kent
and
I'm
a
member
of
oysters
for
bps
families.
I
want
to
first
state
that
the
announcement
of
a
concrete
timeline
earlier
this
week
was
appreciated
as
myself
and
caregivers
across
the
city
have
been
demanding
a
plan
for
many
months,
but
I
also
had
a
bit
of
deja
vu.
E
As
the
asterisks
and
disclaimers
evoke
the
situation
eerily
similar
to
last
fall
last
september,
we
had
hoped
that
students
would
return,
but
it
was
all
subject
to
bphc
and
other
metrics,
and
ultimately,
students
remained
home
for
what
has
now
been
four
months.
Similarly,
this
plan
has
plenty
of
caveats
and
outs,
making
myself
and
others
fearful.
It
will
not
play
out
as
promised.
E
Despite
the
data
bps's
plan
have
hit,
has
hip
students
not
returning
next
week
or
the
week
after
or
the
week
after
that,
but
next
month,
and
our
littlest
learner
is
not
until
march
a
full
seven
weeks
after
the
announcement
of
this
plan
in
five
and
a
half
months
after
the
beginning
of
the
school,
this
timeline
is
not
fast
enough.
Hip
students
should
return
immediately
with
a
targeted
start
date
of
february
first
rather
than
march
1st.
This
is
shameful
and
bpa
will
be
picking
up
the
pieces
of
this
crisis
for
years.
E
This
timeline
is
also
hard
to
reconcile,
given
the
announcement
from
governor
baker
last
friday
that
the
commonwealth
will
be
ruled
rolling
out,
pooled
testing
for
all
public
students,
a
plan
paid
for
and
administered
by,
desi
you've
already
heard
the
quote
that
there's
now
overwhelming
evidence
that
schools
are
safe,
regardless
of
community
transition.
But
if
you
haven't
listened
to
the
press
conference,
I
urge
you
to
do
so.
E
Voices
for
bps
family
has
been
advocating
for
use
of
pool
testing
since
october,
and
we
are
heartened
to
see
the
commonwealth
taking
this
testing
strategy
as
part
of
their
toolkit.
I
hope
that
you
will
report
out
at
the
next
school
committee
hearing
what
bps
will
be
doing
to
take
advantage
of
this
program.
E
And,
lastly,
why
are
we
not
allowing
students
to
reserve
in-person
learning
four
days
a
week?
This
adherence
to
the
hybrid
cohort
model
makes
no
sense
in
light
of
the
fact
that
hip
students
are
in
the
classroom
four
days
a
week
shouldn't
we
be
prioritizing
as
many
in-person
days
as
possible.
At
this
clip
my
daughter,
a
pre-k
student
will
spend
less
than
30
days
total
in
the
classroom.
There
are
capacity
limits
for
buildings
and
bus
transportation
issues,
but
our
littlest
thing
is
if
you
could
wrap.
F
S
K
K
Q
And
a
member
of
the
massachusetts
asian
american
educators
association,
I've
been
very
happy
to
see
regular
vietnamese
cantonese
and
mandarin
along
with
spanish
interpreters
at
all
school
committee
meetings.
I
was
super
happy
to
see
that
people
could
indicate
haitian
creole
or
cape
verdean
crayola
somali
portuguese
in
arabic.
When
registering
for
testimony
for
today's
meeting,
however,
when
I
joined
the
meeting,
I
was
dismayed
to
find
that
translation
into
these
languages
was
not
available.
Q
As
you
know,
nearly
half
of
bps
families
don't
speak
english
as
their
primary
language,
school
committee
meetings
and
any
boston
public
school
public
meetings
need
to
be
interpreted
into
bps's
major
languages.
It's
not
enough
to
just
interpret
testimony,
so
the
school
committee
can
understand.
The
school
committee
should
provide
regular
interpretation
of
cape
verdean,
crayola
haitian
creole,
portuguese,
somali
and
arabic,
so
that
communities
can
understand
the
school
committing
meanings.
Q
I'd
like
to
speak
on
a
couple
more
things.
Second,
I'd
like
to
voice
my
support
for
a
vote
for
the
student
member
of
the
school
committee
and
also
to
comment
about
evidence
regarding
school
transmission,
because
the
united
states
has
not
done
enough
surveillance
testing.
We
just
don't
have
very
much
data
about
school
transmission
and
the
lack
of
evidence
about
school
transmission
doesn't
mean
that
it's
not
happening
and
I'm
seeing
a
bunch
of
studies.
Now
that
is
suggesting
that
it
is
taking
place.
Q
K
A
AR
Evening,
happy
new
year,
everyone-
I
I
don't
want
to
repeat
what
we've
already
heard
in
terms
of
the
the
angle
here,
but
I'm
also
a
member
of
the
boston
parents
coalition
for
academic
excellence,
and
I
am
in
zip
code
zero.
Two
one,
two
nine,
which
is
charlestown
and
to
kathleen
charlevoin's
previous
point.
Charlestown
has
the
largest
public
housing
project
in
all
of
new
england,
and
in
fact
it's
44
of
the
landmass
in
charlestown
is,
is
occupied
by
public
housing.
AR
So
I
I
actually
would
legitimately
like
to
see
the
model
and
try
to
understand
it
better
because
the
numbers
according
to
what
I've
read
it
doesn't
tie
out.
So
that's
basically
it-
and
I
also
want
to
just
put
in
a
a
good
word
for
getting
a
vote
for
the
gentleman
student
on
the
on
the
board.
They're
really
impressive,
impressive
gentleman
there
and
that's
about
it.
I
hope
you
all
stay
safe
and
have
a
great
great
new
year
here.
Thank
you.
AI
AI
AI
AI
AI
We
know
that
now,
when
proper
safety
protocols
are
followed,
students
are
not
substantial
spreaders
of
the
virus.
They
should
have
the
choice
of
coming
back
to
school
and
if
we
don't
provide
them
that
choice
soon
and
we
don't
quickly
work
to
remedy
this
moral
imperative,
doesn't
it
call
into
question
how
much
we
value
those
morals?
So
the
question
is:
why
do
we
force
these
families
to
continue
to
carry
these
burdens
and
not
get
students
back
with
the
choice
to
come
back
sooner
and
with
regards
to
certainty,
I
hope
you'll.
AI
AI
When
my
son
started
kindergarten
this
year,
we
told
him
it
would
be
in
october,
and
we
keep
saying
later
and
later,
and
so
my
question
is:
does
the
rug
get
pulled
out
from
under
us
again?
Can
I
tell
him
he's
really
going
to
go
back
to
school?
Is
this
renew
plan
real
or
virtual,
and
does
my
son
ever
really
get
to
go
to
kindergarten?
AS
Hi,
can
you
hear
me
yes
good
evening
yeah,
my
name
is
jessica
tahere.
I
am
in
the
roslindale
neighborhood
parent
to
two
kids
at
joyce
kilmer
school.
We
have
asked
a
plan
for
a
year
to
go
back.
Just
this
monday
was
announced
that
we're
going
back
to
hybrid
phase,
only
two
days,
which
I
really
think
it
should
be
for
the
governor
has
urged
the
kids
to
go
back
to
school
and
it's
not
a
one
size
fit
plan.
One
size
fit
all
plan.
It's
optional.
AS
I
am
all
for
safety.
I
work
in
healthcare
if
you
wear,
if
you
stick
to
the
safety
measures
and
wear
a
mask,
goggles
and
hand
sanitizer
or
wash
your
hands,
it
prevents
the
covet
infection.
Private
schools
have
proved
this
to
minimal
to
no
infection.
Kids
in
private
schools
have
been
successful
since
since
september.
Why
couldn't
we
have
done
the
same
in
chicago?
AS
AS
How
is
it
fair
that
our
children,
who
are
not
graded
fairly,
due
to
bps
methods
of
giving
lower
grades
in
the
fall
and
higher
grades
in
the
spring,
to
compete
against
private
school
kids
who
their
their
grades
are?
Elevated
and
big
issue?
Is
mental
health?
A
lot
of
these
kids
have
no
socialization
at
all.
They
used
to
socialize
at
recess
and
lunch
together.
They
do
not
do
that.
AS
F
L
Thank
you.
Thank
you,
boston,
school
committee
for
allowing
me
this
opportunity
to
speak.
My
name
is
marci
carmody.
I
reside
in
charlestown
and
have
three
children
in
bps
schools.
I
belong
to
an
advocacy
group
voices
for
bps
families.
On
monday,
I
received
the
reopening
plan.
I
don't
love
it,
I
don't
even
like
it.
I
think
the
phasing
in
should
happen
sooner
and
all
high
in
person.
Priority
kids
should
be
in
school
now,
but
I
think
we
need
a
win.
L
L
Words
like
tentative
push
out
one
to
two
weeks
depending
on
the
metrics,
are
gut-wrenching,
continue
to
erode
trust
and
make
it
impossible
for
families
to
plan.
Dr
casilius
has
stated
that
you
are
using
a
combination
of
metrics
to
reopen
and
I
understand
the
need
for
that
flexibility,
but
I'm
concerned
about
the
ambiguity.
L
I
do
not
want
lawsuits
being
filed
to
keep
kids
out
of
the
classroom
again:
daycares
preschools,
parochial
schools,
boys
and
girls,
clubs
doing
zoom
learning
and
private
schools
have
been
open
successfully
for
months,
many
of
them.
Five
days
a
week
in
mayor
walsh's
state
of
the
city
last
night,
he
announced
a
plan
to
reopen
schools.
L
I
can't
help,
but
wonder,
is
that
a
line
from
a
speech
or
a
commitment
to
getting
our
kids
back
in
the
classroom?
This
plan,
like
the
other
one
in
october,
is
worth
nothing
if
it
never
happens.
I
want
to
congratulate
mayor
walsh
and
his
appointment.
I
wish
him
luck,
but-
and
I
know
that
he
has
one
foot
out
the
door,
but
please
ensure
the
feet
of
the
children
in
boston
make
their
way
into
school
buildings
prior
to
your
departure.
Thank
you.
AT
Good
evening
committee
members
and
everybody
else,
first
of
all,
I
would
like
to
support
mr
james
and
his
ability
to
attain
the
vote
for
following
members
he's
the
only
elected
person
he
should
have
a
say,
as
he
said,
they're
the
ones
who
bear
the
consequences
I
live
in
charlestown
my
children
attend
the
war
in
prescott
and
boston.
Latin
we've
heard
a
lot
tonight.
I
haven't
heard
anything
that
incorporates
plans
for
vaccination
and
how
that's
going
to
impact
your
reopening
plan.
AT
AT
AK
Hi,
my
name
is
jessica
mcgovern,
I'm
a
community
pediatrician
and
parent
of
a
first
and
third
grader
in
bps,
and
I
live
in
charlestown.
Thank
you,
dr
castelia
school
committee,
boston,
health,
commission
and
teachers
for
putting
some
plan
in
place
for
in-person
learning.
I
am
concerned,
however,
that
this
is
the
same
false
promise
made
to
placate
parents
this
summer,
when
we
all
knew
that
the
in-person
learning
day
corresponded
with
an
expected
surge
and
that
it
was
not
going
to
happen
this
time
around.
AK
We
know
so
much
more
and
how
safe
schools
are,
and
in
fact
it
is
our
job
to
educate
people
that
they
are.
Why
aren't
schools
opening
sooner?
Why
are
these
dates
tentative?
Why
can
children
go
to
daycare
preschool
private
and
parochial
schools,
but
not
public
school
in
boston?
As
a
pediatrician,
I
am
advocating
strongly
for
children.
The
recently
updated
american
academy
of
pediatrics
guidance
strongly
advocates
that
all
policy
considerations
for
school
kovit
19
plan
should
start
with
the
goal
of
having
students
physically
present
in
school.
AK
It
goes
on
to
reiterate
that
schools
are
crucial
to
children's
emotional,
social,
physical
and
emotional
development.
They
also
can
help
reduce
disparities
for
children,
who
are
black
hispanic
with
patino
american,
indian
alaska,
natives
and
those
who
live
in
poverty.
We
know
now
that
schools
are
safe,
pediatrics.
The
journal
of
the
american
academy
of
pediatrics
just
published
a
study
following
ninety
thousand
students
in
north
carolina
and
reported
zero
cases
of
student
to
teacher
spread
and
extremely
low
in
school
spread.
AK
I
can
tell
you
from
ten
months
of
seeing
children
during
this
pandemic
that
most
kids
get
mild
illness
they
get
it
at
home,
and
younger
kids
are
less
likely
to
spread
this
illness.
I
can
tell
you
that
mass
work
incredibly
well
and
children
wear
them
better
than
adults.
Virtually
every
health
expert
in
this
health
emergency
thinks
that
school
should
be
open
for
those
that
choose
to
return
and
schools
are
safe,
even
in
communities
with
elevated
positivity
rates.
According
to
this
plan,
most
children
will
be
out
of
school
for
an
entire
year.
AK
AK
F
AU
Good
evening,
thank
you,
madam
chairwoman
and
school
committee
members.
My
name
is
megan
castro,
I'm
the
parent
of
three
pbs
students
and
a
member
of
the
advocacy
group
voices
for
bps
families.
Thank
you,
dr
cassellius,
for
all
you've
been
doing
to
get
all
the
students
back
in
school.
I
also
appreciate
that
the
option
to
stay
learning
virtually
is
available
to
all
the
families
who
choose
that's
best
option
for
them.
AU
I
was
thrilled
to
have
a
plan
come
out
this
week
for
getting
students
back
in
school,
but
there
are
two
issues
of
the
new
plan
that
I
wanted
to
highlight
this
evening.
The
first
is
the
vague
wording
of
quote
pending
public
health
metrics
unquote,
and
the
second
is
the
delay
until
march
for
this
plan
to
take
action.
AU
For
my
first
topic,
I
had
to
change
my
prepared
words
tonight
and
all
credit
for
that
goes
to
mr
james,
the
student
representative,
on
your
board.
Thank
you,
mr
james.
Thank
you
for
the
questions
you
asked
about
these
details.
Mr
james's
repeated
questions
about
the
mou
and
the
boston
public
health
commission
and
the
thresholds
was
so
helpful.
AU
AU
My
second
issue
is
the
delay
until
march,
with
this
plan,
why
there
is
so
much
data
from
the
medical
and
scientific
communities
over
the
last
several
months
that
disassociates
the
impact
of
community
coveted
numbers
with
the
guidelines
on
whether
school
should
open
to
state
it.
More
simply,
kids
should
be
in
school,
despite
what
the
numbers
are
in
the
city
of
boston,
mr
james
and
others.
Speaking
on
this
topic
tonight,
I
refer
to
you
this.
I
refer
you
to
the
study
of
the
american
academy
of
pediatrics
that
came
out
just
last
week
january
8
2021..
AU
It
highlighted,
I
think,
90
000
students
in
north
carolina
who
have
been
in
school
and
all
the
numbers
that
have
come
back
from
that.
It's
very
helpful
to
understand
better
what
happens
with
the
transmission
when
kids
are
in
school.
Thank
you
all
of
you
for
all
you're
doing
and
continue
to
do
to
get
the
kids
back
into
school
thanks.
F
F
AV
AV
F
AW
AW
A
Thank
you
so
much
sullivan
and
thank
you
for
all
the
public
comments.
I
just
want
to
remind
everyone
in
some
of
the
comments
that
we
do
have
a
choice
regarding
attending
school
and
also
just
want
to
make
sure
people
again
know
that
we
are
providing
interpretation
throughout
the
meeting
and
we'll
try
to
see.
If,
in
the
next
meeting,
we
can
maybe
have
the
link
in
the
chat,
so
people
will
know,
but
just
want
to
make
sure
everybody
knows
that.
A
H
A
A
Thank
you,
ms
sullivan.
Our
next
action
item
is
the
superintendent's
performance
goals
for
school
year.
2020
2021
you'll
recall
that
our
at
our
december
16th
meeting
the
superintendent
presented
for
the
committee's
consideration
a
set
of
draft
performance
goals
which
will
be
part
of
her
school
year,
2020
2021
performance
evaluation.
A
G
G
We
have
not
had
a
strong
history
of
doing
a
goal:
development
with
our
superintendent
because
of
the
changes
and
the
variations
in
that
role
of
the
past
five
to
six
years
and
also,
I
think,
deeply
influenced
by
our
desire
to
become
a
outcome-driven
district
and
not
a
process-driven
district.
I
think
that
engaging
that
conversation-
and
I
want
to
commend
the
superintendent
for
openness
to
take
the
professional
risk
of
working
through
the
creation
of
an
evaluation
system
that
that
we're
developing
as
we're
also
dealing
with
these
major
changes
and
crises
in
the
district.
G
G
We
don't
know
what
data
we're
going
to
have
right,
because
we
don't
know
what
tesla
will
be
able
to
do.
We
wouldn't.
We
won't
know
whether
what
performance
we'll
be
able
to
collect
with
with
traditional
assessments.
In
addition,
we
know
there's
going
to
be
a
tremendous
amount
of
learning
loss.
I
mean
our
kids
have
not
been
in
school
and
been
accessible.
Chief
harris
pointed
out
to
us
all
the
vast
member
data
of
students.
We
can't
even
with
great
effort.
G
We
can't
even
connect
with
so
the
the
idea
that
she
may
not
reach
the
goals
that
we
have
set
for,
which
are
high
bar
goals.
We
need
to
be
appreciative
of
the
challenges
and
barriers
that
she
and
we
are
facing
in
accomplishing
those
goals
and
be
willing
to
kind
of
understand
that
as
we
get
that
process,
so
this
is
on
one
hand.
This
is,
I
think,
a
incredibly
positive
movement
forward
for
the
district
to
become
a
more
about
come
oriented
district,
but
it
also
puts
puts
us
at
you
know.
G
We
have
to
be
open
and
understanding
to
the
context
and
when
we
actually
see
the
data
and
go
forward
and
then
finally
the
the
the
the
last
point
I
want
to
leave
you
with.
Is
this
idea
that
this
is
a
baseline
that
we're
creating
and
we
can
grow
from
there
and
and
and
and
use
that
data
to
move
forward?
So
if
you
have
any
questions
about
the
process,
I'd
be
delighted
to
listen
and
respond
and
I'm
sure
that
the
the
chair
would
as
well.
O
Thank
you
chair,
and
I
want
to
thank
dr
coleman,
especially
for
his
patients
and
work,
as
we
figured
out
a
model
for
the
school
committee.
That
would
be
a
good
model
that
would
hold
us
accountable,
would
be
evidence-based
and
would
be
student
focused
and
also
focus
on
our
goals
aligned
to
our
strategic
plan,
as
well
as
our
deci
outcomes
that
we
need
to
make
as
a
district
and
so
you've
heard
tonight.
O
I
also
want
to
build
toward
that
five-year
vision
that
we
all
share
and
do
the
good
work
that
we
know
that
we're
going
to
have
to
do
and
the
systemic
work
that
mr
harris
was
talking
about,
to
get
greater
coherence
around
these
student
outcomes
and
around
how
we
use
language
to
inform
our
practice
language
and
data
to
inform
our
practice.
So
we're
all
on
the
same
page.
O
So
with
this,
I
hope
we're
going
to
take
a
sharp
focus
on
our
el
learners,
we're
going
to
take
a
sharp
focus
on
our
special
ed
learners
and
and
we're
going
to
take
a
focus
on
all
of
our
students
and
their
overall
acceleration
of
their
learning
and
their
recovery
from
this
pandemic.
So
with
that
I'll
turn
it
back
over
to
you,
dr
coleman
and
chair
oliver
dabala,
for
whatever
questions
you
might
have.
G
Thank
you,
dr
costelli,
at
one
point
that
I
want
to
lift
up
that
I
want
to
be
very
clear,
is
from
our
when
we
were
again
from
when
we
originally
started
this
process.
We've
also
added
a
focus
on
the
pandemic
response,
because
that
has
consumed
the
superintendent's
workload
for
for
much
of
this
year,
and
so
it
would
be
appropriate
for
us
to
kind
of
identify
the
issues
the
accomplishments
she's
made
or
has
not
made
in
that
area
as
well.
A
A
N
You
know,
as
I
said,
I
know
that
we
are
evaluating
the
superintendent
on
these
issues,
but
I
guess
my
question
is
on
in
during
our
ongoing
meetings.
Will
we
be
able
to
receive
updates
from
the
various
departments
that
are
the
key
focus
of
what
is
what
the
superintendent
will
be
evaluated
on,
so
that
it's
yeah.
O
That's
a
really
good
question.
Actually
the
chair
and
I
have
been
working
on
the
first
project
plans
for
el
and
for
special
ed
in
the
academic
vision,
and
so
we
will
look
forward
to
that
for
the
next
one
of
the
one
of
the
upcoming
meetings.
So
first
we
want
to
get
our
kids
in
school,
so
we've
been
focusing
on
the
high
in
person
priority,
but
we
are
planning
on
those
presentations
as
well.
O
N
G
Okay,
I'd
like
to
follow
up
with
that
miss
robinson,
because
you
just
identified
exactly
if
we
move
to
this
more
outcome,
driven
district.
That
would
determine
how
we
spend
our
time
together,
which
would
be
if
we
had
these
goals.
What
are
the
leading
indicators?
We're
making
progress,
we're
not
how
we
make
those
changes,
and
so
we're
constantly
using
our
data
to
give
us
feedback
and
make
the
appropriate
changes
and
not
get
stuck
into,
as
as
I
think
mr
harris
chief
harris
said,
we
don't
want
to
be
in
our
top.
G
What
is
it
driven
topsy
driven
district?
We
want
to
be
a
constant
improvement
district
and
so
shifting
the
way
we
use
data
we'll
leave
it
that
way
and
the
superintendent
evaluations
that
I
want
to
put
on
the
table.
This
is
for
later.
Conversation
is
that
we
need
to
be.
We,
as
a
committee
need
to
join
in
this
at
some,
not
a
yearly
basis,
but
a
two
three-year
basis.
They
should
be
evaluating
our
work
and
what
we,
how
and
what,
how
we
may
need
to
change
based
on
how
this
data
cruise
over
time.
A
Great,
thank
you.
Yes,
I
think.
As
we
move
towards
being
a
data
driven
district,
we
will
be
hearing
more
about
superintendent
schools
and
our
goals
and
dr
coleman.
That
would
be
the
plan
that
we
would
evaluate
ourselves
as
a
school
committee
to
say
we,
you
know
we're
going
to
decide
on
those
student
outcomes
and
then
we
hold
ourselves
accountable
and
if
we
don't
get
there,
we
need
to
articulate
why
and
what
it
is
that
we're
going
to
do
so.
Thank
you
again
for
all
that
work.
Mr
o'neill
go
ahead.
H
I
apologize
dr
coleman.
Could
you
just
talk
for
a
minute
about
the
difference
between
kind
of
aspirational
goals
and
realistic
goals,
particularly
as
they
were
tied
together?
You
know,
I
know
you're
thinking
more
aspirational,
father
out,
but
you're
also
trying
to
be
realistic
about
you
know,
particularly
this
year,
and
I
appreciate
the
extra
attention
that
you
were
paid
to
that.
But
could
you
just
talk
for
a
minute
about
that
because
I
I
you
know
I,
this
has
been
a
conversation.
H
G
You
know,
thank
you,
mr
o'neill.
It's
a
vice
chair,
that's
a
great
question.
I'd
actually
like
to
change
our
language
and
talk
about
what
are
our
lagging
indicators.
What
are
our
leading
indicators
that
we
have
to
get
very
clear
about
what
we
expect
that
we
need
to
happen
to
the
district?
So
if
we
want
to
be
a
gap
closing
district,
we
have
to
say
what
what
is
that
going
to
look
like,
and
some
people
call
that
aspirational.
G
That's
another
name
that
people
may
call
those
aspirational,
but
I
think
I
worry
when
we
call
it
aspirational.
That
means
it's:
okay,
not
to
get
there.
You
know
we
can't
all
be
the
new
england,
patriots
with
belichick
and
brady
and
win
all
the
time
right.
So
that's
an
aspiration,
but
we
can
say
how
much
are
we
winning
and
and
what's
realistic
for
us
and
then
break
that
down
year
by
year,
and
that's
what
the
the
the
superintendent's
annual
performance
will
be
rated
too.
G
H
Well,
but
lagging
and
leading
dr
coleman
are
a
different
matter.
Right
leading
is
what
you
want
to
get
to
lagging.
Is
you
know
what
it
what
has
happened,
but
we
can
set
aspirational
goals
on
what
we
want
to
see
for
leading
and
lagging,
and
we
can
set
realistic
goals.
You
know
we
all
are
committed
to
eliminating
the
opportunity
and
eliminating
the
achievement
gap,
and
that
is
clearly
a
aspirational
goal.
H
I
don't
think
anyone
realistically
thinks
that
the
achievement
gap
is
going
to
close
between
now
and
the
end
of
the
year,
but
we
would
be
very
pleased
if
there
was
a
two
percentage
or
a
three
percentage
or
a
four
percentage.
That's
what
I'm
getting
at
about
the
difference
between
realistic
versus
aspirational,
which
you
can
have
on
both
leading
and
lagging
indicators.
Great.
G
H
H
V
H
H
G
I've
a
great
great
point-
and
I
I
would
say,
and
and
so
in
a
different
industry
in
my
industry,
we
we're
very
clear
about
what
what
what
what
you
have
to
do
to
get
top
merit
middle
merit,
low
merit
and
we
have
cut
off.
In
addition,
though,
there
is
an
understanding.
If
you
want
to
be
award-winning,
you
have
to
do
a
lot
more
than
top
merit,
but
we
articulate
that,
and
if
you
want
to
get
tenure,
you
have
to
do
more
than
top
merit
top
merit
all
the
time.
H
Thank
you.
So
would
you
encourage
us-
and
this
will
be
my
final
point
cheer,
dr
coleman?
Would
you
encourage
us
to
have
then
a
set
once
we
vote
on
these
goals?
You
know,
should
we
at
a
certain
point,
have
a
separate
conversation
of
what
different
you
know.
Measures
of
success
would
be
against
them
again.
I'd
rather.
G
G
A
H
G
G
A
Thank
you
vice
chair,
I'm
sorry,
I
keep
forgetting
to
say
vice
chair
apologies.
Thank
you
vice
chair.
Thank
you,
dr
coleman.
Thank
you,
superintendent
cassellius.
I
just
want
to
reiterate
the
vice
chair's
point,
which
is
that
we
have
been
in
a
pandemic,
and
I
appreciate
the
superintendent
really
wanting
to
keep
high
expectations.
I
am
all
for
that
and
having
high
goals,
I
think
in
the
document.
A
Oh,
the
superintendent
didn't
meet
x,
y
and
z.
We
will
have
those
discussions
and
that's
why
we
also
had
a
goal
around
the
covid
piece,
because
we
know
that
kovid
has
exacerbated
the
achievement
gap
and
has
caused
you
know
so
much
trauma
to
our
students
and
our
families,
and
we
have
to
recognize
that.
So
thank
you
again,
and
so,
if
there
are
no
more
questions,
I
would
like
to
entertain
a
motion
to
approve
the
superintendent's
goals
for
school
year.
20
20
21,
as
presented
so
mood.
AO
N
A
A
A
The
proposed
13
members
represent
a
broad
and
diverse
set
of
constituencies
from
across
the
city
that
reflect
the
strength
of
boston.
I
am
grateful
to
all
the
members
of
the
superintendent's
exam
school
admissions
working
group
because
they
have
agreed
to
continue
this
critical
work,
as
the
working
group
becomes
elevated
to
a
task
force
level.
A
A
I
will
briefly
review
the
proposed
membership.
The
two
co-chairs,
michael
contemposis,
former
boston,
latin
school
head
of
school
and
former
bps
superintendent,
co-chair
tanisha
sullivan
president
of
the
naacp
boston
branch
and
former
bps
chief
equity
officer,
pastor,
samuel
acevedo,
co-chair
of
the
opportunity
and
achievement
gaps,
task
force,
acacia,
aguirre
parent.
A
At
the
john
d
o'brien
school
of
math
and
science,
matt,
gregor
mental
health,
legal
advisors,
committee,
supreme
judicial
court,
tanya
freeman
wisdom,
the
head
of
school
at
the
john
d,
o'brien
school
of
math
and
science,
catherine
grassa
principal
of
the
crowley,
k-8
school
zina,
lum,
parent
at
boston,
latin
academy,
danielle
morales
student,
boston,
latin
academy,
zoe,
nagasawa,
student,
boston,
latin
school,
rachel,
scarrett,
head
of
school
boston,
latin
school
roseanne,
tung
independent
researcher
and
tomorrow,
weight
parent,
philbrook
elementary
school.
So
we'd
like
to
on
behalf
of
all
the
committee
members.
A
The
desired
outcome
is
to
expand
the
applicant
pool
and
create
an
admissions
process
that
will
support
student
enrollment
at
each
of
the
exam
schools.
Such
that
rigor
is
maintained
and
the
student
body
better
reflects
the
racial,
socioeconomic
and
geographic
diversity
of
all
students
k-12
in
the
city
of
boston.
A
A
This
will
allow
for
the
committee
to
consider
the
recommendations,
provide
feedback
and
take
action
prior
to
the
start
of
school
year,
21
22
and
the
next
admission
cycle
we
have
with
us
the
co-chairs,
ms
sullivan
and
mr
contemposis
I'd
like
to
invite
them
if
they
would
like
to
just
say
a
few
words
and
thoughts
about
starting
this
process
and
also
where
they
see
this
process
heading.
Thank
you
so
much,
mr
contemposis,
for
being
with
us
and
also
for
continuing
on
this
work
group
and
for
taking
on
the
co-chairship
with
ms
sullivan.
A
Thank
you
so
much,
mr
contemposias,
ms
sullivan.
She
she
thought
she
was
going
to
join
us.
She
might
have
gotten
tied
up.
I
know
she
had
another
meeting
and
she
was
trying
to
get
here,
but
I
would
like
to
now
open
it
up
to
committee
members
if
they
have
any
questions
or
comments,
if
you
could
raise
your
hand
virtually
or
in
your
screen.
A
H
Maybe
what
particular
you
know
you
would
be
looking
at.
I'm
thinking
in
you
know
we
did
receive
testimony
tonight
of
concern
from
a
number
of
parents
about
a
number
of
the
socioeconomic
you
know
is
about
the
socio-economic
piece,
particularly
from
some
neighborhoods,
as
I
have
talked
about
in
the
past.
You
know
I
live
in
charlestown,
which
has
a
very,
very
wide
variety
of
socio-economic
indicators,
and
you
know
we
have
talked
in
the
past
about
using
geo
codes.
W
W
W
W
Many
of
us
have
already
looked
at
some
of
those.
I
know
that
you
are
familiar
with
what
chicago
public
schools
do
and
we'd
like
to
go
back
and
dig
into
the
weeds
to
see
how
well
that
process
is
working
and
perhaps
see
if
it
is
replicable
for
us
to
consider.
So
we
want
to
take
a
look
at
how
effective
the
interim
process
works
out,
how
effective
it
will
be
and
then
to
look
at
some
possible
alternatives
that
address
some
of
the
concerns
that
we've
just
talked
about.
H
A
Thank
you
vice
chair.
Thank
you,
mr
contemposis,
and
thank
you,
ms
sullivan,
who
is
with
us.
We
appreciate
you
for
continuing
with
the
group
and
for
leading
the
group
and
continuing
with
this
process.
I
think
for
the
community
to
know
that
there
will
also
be
spaces
for
the
community
to
provide
input
and
feedback
into
this
process.
That's
why
it's
task
force
and
it's
open
meeting
laws,
so
please
know
that
there
will
be
time
and
you
will
be
heard
so
again.
Thank
you.
A
The
committee
looks
forward
to
taking
action
on
the
membership
in
charge
of
the
exam
schools
admission
task
force
on
january
27th.
Thank
you
again.
Our
final
report
this
evening
is
an
update
from
the
office
of
equity.
At
this
time,
I'd
like
to
turn
things
over
to
chief
equity
officer,
becky
schuster
and
her
team.
O
AY
AY
As
many
of
you
know,
the
opportunity
achievement
gap
policy
mandates,
an
annual
report
on
the
work
of
the
office
of
equity.
I
do
want
to
specifically
acknowledge
chief
equity
and
strategy
officer,
charles
granson.
Thank
you
for
the
promotion
chair.
I
am
the
assistant
superintendent
of
equity
and
really
pleased
to
be
here
with
my
team
today.
AY
AY
Grace
jung
who
started
off
several
years
ago
with
us
as
a
northeastern
co-op
student
and
most
recently
serves
as
director
of
training
and
accommodations
francesca
gene,
pierre
who's,
our
equity
manager,
we're
very
excited
to
introduce
to
you
our
new.
As
of
july
1st
lgbtq
plus
student
support
manager.
AY
We
have
two
current
equity
assistants,
chris
mary
gonzalez
torres,
who
was
a
northeastern
co-op
student
and
david
sheckle
who's,
a
former
northeastern
co-op
student.
Now,
a
graduate
student
continuing
to
work
with
us
and,
lastly,
jonathan
zilke,
who
is
a
leading
for
educational
equity.
Fellow
with
us
for
this
school
year
and
I'll,
tell
you
more
about
his
work
in
a
few
minutes.
AY
I
want
to
begin
by
just
I
know
that
the
school
committee
is
aware
that,
in
october
of
2019
the
same
school
year
that
I'm
reporting
on
today,
the
superintendent
took
the
initiative
to
combine
these
four
offices
into
one
division,
and
I
think
this
was
a
very
important
move
to
bring
our
work
more
in
alignment
to
ensure
that,
together
by
having
this
level
of
cohesion
and
literally
daily
contact
with
one
another,
we
can
leverage
our
collective
work.
So
this
has
been
a
really
important
change
and
I
do
want
to
acknowledge
the
leadership
of
charles
granson.
AY
AY
I
want
to
start
by
telling
you
about
the
training
and
education
work
that
we
did
in
school
year.
2019-20,
we
conducted
a
total
of
46
training
sessions
and
you
can
see
the
variety
of
topics
that
we've
been
training,
bps
staff
on.
Sometimes
it's
school-based
training,
sometimes
it's
for
central
office
staff
and
sometimes
incorporating
folks
from
that
open
enrollment
for
people
from
schools
and
the
central
office.
AY
This
is
a
decrease
in
the
number
of
training
sessions
from
the
previous
year.
For
a
few
reasons,
one
is
the
obvious.
Because
of
the
pandemic,
we
did
have
fewer
sessions
as
we
as
the
district
focused
on
switching
to
remote
learning,
but
I
think
more
importantly,
the
reason
for
the
decrease
is
we
have
at
this
point
after
five
years
as
a
team
saturated
many
bps
staff,
many
of
our
staff
have
already
attended
this
training
and
therefore
the
need
has
decreased.
AY
I
play
a
particular
role
in
facilitating
white
anti-racist
affinity,
groups
for
central
office
staff,
also
during
the
2019-20
school
year,
piloted
a
series
for
white
staff
and
parents
at
the
mendel
school,
and
both
of
these
frameworks
have
been
replicated
now
in
other
schools
and
also
we
have
greatly
increased
the
work
in
the
central
office
and
I'll
talk
a
little
bit
more
about
that.
Later
go
to
the
next
slide
in
terms
of
students,
we
continue
to
provide
remedial
training
in
partnership
with
the
counseling
and
intervention
center
and
when
we
use
the
term
remedial
training.
AY
It's
very
important
to
me
personally
and
to
our
team
that
students
are
not
treated
in
a
sort
of
traditional
punitive
model,
but
that
we
apply
restorative
practices.
We
offer
education
and
we
find
out
root
causes
of
their
conduct
and
the
second
most
important
student
training
program
that
we
administer
in
the
office
of
equity
is
24
7
respect.
AY
We
are
very
proud
of
this
program.
During
the
2019-2020
school
year,
we
were
lucky
to
get
a
grant
to
produce
a
new
video.
Our
original
video
was
quite
homegrown,
and
the
new
video
which
involved
a
professional
production
team
and
near
professional
actors
from
the
boston
arts
academy,
has
been
really
gotten
us
fantastic
feedback.
AY
AY
That
was
in
the
second
year
of
the
program,
and
this
year
we
will
return
to
rolling
out
for
all
six
through
twelfth
graders
in
the
first
week
of
february,
and
meanwhile
we're
currently
in
the
second
year
of
a
grant
to
roll
out
24
7
respect
nationwide.
That's
the
project
that
john
silke
is
working
on,
pitching
24
7,
respect
for
free
to
any
school
district
in
the
country
that
wants
to
transform
their
students,
knowledge
of
their
rights
and
responsibilities
around
bias
based
on
sexual
misconduct.
AY
AY
AZ
BA
BA
AX
AY
It
there
you
go,
thank
you
so
much.
So
that's
a
little
taste
of
24
7
respect
the
english
version
of
the
video
is
closed.
Captioned
in,
I
think
it's
10
languages,
but
we
also
have
a
version.
That's
entirely
in
spanish
start
to
finish
spanish
dialogue
that
can
be
used
in
classrooms,
where
that's
a
more
appropriate
approach.
AY
We
can
go
to
the
next
slide
in
terms
of
our
responsive
work
as
an
office
during
school
year.
2019-20.
We
responded
to
over
1200
concerns
in
a
formal
manner
that
was
documented
107
investigations
that
were
conducted
by
the
office
of
equity
around
concerns
that
bias-based
conduct
or
sexual
misconduct
may
have
occurred.
AY
557
investigations
by
our
designees,
often
by
school
administrators
involving
most
often
student
on
student
conduct,
that
we
feel
can
be
investigated
at
the
school
level,
over
200,
disability
and
religious
accommodation,
requests
and
363
consultations
to
school
administrators
and
central
office
administrators
and
other
folks
who
reach
out
to
us
every
day.
Looking
for
coaching
around
how
to
handle
equity
related
situations
go
to
the
next
slide.
AY
AY
It's
always
tricky
for
us
to
figure
out
what
represents
progress
versus
what
represents
areas
where
we
need
to
focus
more
resources,
because
we
want
to
see
folks
reporting
what
happens
to
them.
But
we
want
to
see
the
number
of
actual
incidence
bias
going
down
and
that's
hard
to
gauge.
But
this
is
giving
us
some
sense
of
at
least
the
number
of
concerns
that
were
brought
to
us
and
the
proportion
in
terms
of
who
was
impacted
and
the
proportion
this
year
is
quite
similar
to
previous
years.
AY
This,
I
think,
is
primarily
because
we
had
remote
learning
for
the
last
quarter
of
the
year
or
so,
but
the
proportions
are
similar
go
to
the
next
one
in
terms
of
employee
misconduct,
where
an
employee
is
reported
to
have
engaged
in
bias-based
conduct
or
sexual
misconduct.
Overall,
I'm
pleased
with
our
trends.
You
can
see
that
we
have
a
decreasing
number
of
concerns
being
reported
to
us
over
time.
AY
But,
more
importantly,
we
have
a
decreasing
number
of
findings,
so
the
trend
generally
is
towards
less
conduct
that
we
find
sufficient
evidence
to
show
was,
in
fact,
a
violation
of
one
of
our
equity
policies.
So
this
is
the
kind
of
trend
that
we
were
hoping
to
see
as
we
as
reporting
leads
to
folks,
knowing
that
the
district
takes
it
seriously
when
such
conduct
occurs
and
also
as
preventative
efforts
like
the
training
programs,
I
talked
about
earlier.
Take
effect
can
go
to
the
next
slide
in
terms
of
reports
of
incidents
by
employees.
AY
M
AY
We
always
view
the
fact
that
a
concern
was
brought
forward
as
a
call
for
help
in
some
form,
sometimes
what's
being
reported,
is
cultural
incompetence.
Sometimes
what's
being
reported,
is
a
way
of
signaling
of
different
problems,
such
as
a
relationship
between
a
manager
and
employee
that
has
broken
down
and
needs
some
support.
So
we
try
to
always
leave
things
better
than
we
found
them,
regardless
of
whether
there
is
an
actual
finding
of
an
equity
policy
violation,
and
we
do
that
in
a
wide
variety
of
ways
can
go
to
the
next
slide.
AY
AY
I
can't
speak
for
everyone
on
the
school
committee,
but
I
can
speak
for
myself
that
when
I
was
growing
up,
they
were
every
day
there
were
anti-lgbtq
comments
made
on
the
playground
on
the
school
bus.
It
was
something
that
was
completely
accepted
in
my
generation
and
I
am
thrilled
that
this
generation
is
less
and
less
tolerant
of
that
kind
of
conduct,
and
so
I
think
the
increase
here
is
not
because
we're
having
an
increase
in
sexual
orientation
bias.
I
think
it's
because
our
students
are
reporting
it.
AY
Our
staff
are
reporting
when
they
see
students
using
anti-gay
slurs,
for
example,
also
the
24
7
respect
video
features,
a
particular
scenario
that
reminds
students
of
this
important
area
of
bias.
So
my
hope
and
assumption
is
that
we're
seeing
an
increase
in
reporting
and
that
will
give
us
the
opportunity
to
address
bias
related
to
sexual
orientation
in
other
categories
are
relatively
steady.
AY
Another
very
important
area
of
our
work,
as
you
all
know,
is
bringing
an
equity
lens
to
decision
making
in
the
district
and
the
office
of
equity
works,
in
particular
with
the
office
of
opportunity
gaps
to
bring
internal
consultancy
to
numerous
departments
and
working
groups
in
terms
of
the
office
of
equities
role,
and
my
role
in
particular.
Personally,
I
tend
to
primarily
work
with
operational
departments.
The
expertise
in
terms
of
instruction
lies
more
with
the
office
of
opportunity
gaps
during
this
2019-2020
school
year.
We
continued
to
build
capacity
for
equity
impact
analysis
and
strategy.
AY
To
deliver
training
on
racial
equity
in
hiring,
I
also
want
to
mention
that
during
the
2019-2020
school
year,
under
the
leadership
of
cornell
gomez,
who's
our
director
of
compliance
and
title
ix
coordinator,
we
completed
a
district-wide
assessment
of
gender
equity
and
athletics
for
our
students,
and
we
have
good
news
there
that,
in
terms
of
any
new
issues
that
surfaced,
they
were
very
minor
and
we
were
able
to
address
those
with
individual
schools.
You
can
go
to
the
next
slide.
AY
AY
We've
needed
to
partner,
in
particular
with
the
office
of
information
and
instructional
technology,
to
figure
out
how
to
respond
to
incidents
that
occur
on
zoom.
Sometimes
our
students
are
involved
in
those
incidents
and
oftentimes.
It
is
interlopers
from
outside
who
have
figured
out
ways
to
access
our
zoom
in
other
remote
classrooms,
and
we
have
been
working
together
to
greatly
reduce
the
number
of
incidents
and
address
them.
In
the
same
way,
we
would
an
incident
in
an
in-person
classroom.
AY
I
already
told
you
about
our
third
annual
24
7
respect
program.
We
have
continued
to
expand
our
white
anti-racist
affinity
groups.
We
are
now
running
at
this
moment:
eight
different
white
anti-racist
affinity
groups
in
the
central
office
and
have
continued
to
support
rashawn
martin's
leadership,
around
affinity
groups
for
other
constituencies,
particularly
black
and
brown
employees
in
the
central
office
and
lastly,
in
partnership
with
shakira
ford.
AY
A
Thank
you
so
much
miss
schuster
and
I
apologize
to
dr
granson
for
that
oversight.
He
is
the
chief
equity
officer.
So
sorry,
thank
you,
ms
schuster,
and
thank
you
to
all
your
team.
I
would
like
to
now
open
it
up
for
the
committee.
If
anybody
has
questions,
if
you
could,
please
raise
your
hand
virtually
or
in
your
little
box,
dr
coleman,
you
know.
G
Fantastic
work,
thank
you
so
much
and
then
you
know.
Obviously
we
know
it's
not
gonna
happen
overnight.
We've
been
hearing
a
lot
about
our
herd
immunity
recently
and
when
I
look
at
the
breadth
of
your
work
and
the
depth
of
your
work
and
its
ongoing
nature,
I
you're
immunized
you're
immunizing
us
against
racism.
So
thank
you
very
much.
P
You
know
that
seemed
like
a
lot
to
me,
and
I
know
you
explained
that
it
could
be
people
are.
You
know,
feeling
safe
to
report
more,
but
it's
hard
to
know
like
if
there's
more
or
less
of
a
problem
in
bps
compared
to
other
districts.
I
don't
know
if
you
could
speak
to
that.
Ms
schuster,
I'm
not
sure
just
curious.
If
you
know
boston
raised
the
city
and-
and
you
know,
is
this
worse
here
than
in
other
districts,
and
then
I
just
had
another
question
after
that.
AY
AY
P
Oh,
that's
a
great
answer.
Thank
you.
The
other
question
I
had
is
are
we
you
know,
just
in
my
son's
school
alone,
there's
been
a
couple
of
those
incidents
with
the
zoom
bombing,
but
you
know
after
you've
heard
the
comments.
Then
you
know
you're
kicked
out,
but
that
those
you
know
it
remains
right
with
the
with
the
students.
I
wonder
if
we're
how
we're
keeping
track
of
of
that?
Are
you
keeping
track
of
those
types
of
incidents
as
well?
AY
AY
I
think
you
know
the
zoom
incidents
have
unique
dynamics,
first
of
all,
because
they
often
involve
people
who
do
not
attend
boston,
public
schools
and
in
a
variety
of
ways,
gain
access
to
a
zoom
link,
and
so
many
of
these
incidents
that
are
there's
very,
very
unfortunate.
But
they
ultimately
are
a
security
problem
in
our
classroom
more
than
they
are
a
bias
problem
when
they
involve
people
from
outside.
R
R
I
was
the
vice
president
at
the
time
of
the
black
student
union
and
reached
out
to
her
and
her
team
to
see
if
they
could
come,
make
a
presentation
to
the
black
student
union
about
the
about
the
office
of
equity
and
how
investigations
and
reporting
goes
and
all
that
good
stuff.
It
was
just
very
informative
and
we're
looking
forward
to
having
our
second
meeting
very
soon.
So
I
just
wanted
to
say
thank
you
so
much
to
you
and
your
team,
for
you
know
being
a
huge
support
of
the
black
student
union
at
bla.
R
R
There
are
there's
a
good
amount
of
a
handful
of
students
that
I
know
who
are
facing,
like
I've
told
you
some
harsh,
like
racial
rhetoric
and
some
cultural
incompetence
and
things
of
the
sort
in
their
classrooms,
even
online,
virtually
and
they're
very
afraid
to
bring
it
up
due
to
afraid,
due
to
the
fear
of
their
grades
decreasing
or
the
teacher
not
liking
them
anymore
or
things
being
awkward
in
the
classroom.
So
I
was
wondering
if
you
could
just
speak
a
little
bit
towards
that.
AY
That's
often
easiest
to
prove,
because
we
see
a
student
who's,
you
know
getting
a
minus,
a
minus,
a
minus
and
then
obviously
report
something
in
the
office
of
equity
and
all
of
a
sudden
there's
a
c,
that's
very
easy
to
show.
So
so.
The
first
thing
is
that,
if
retaliation
happens
because
someone
exercises
their
rights,
we
take
that
very
very
seriously.
AY
I
just
shared
with
the
school
committee
and
the
public
a
few
minutes
ago
that
we
handled
1200
concerns
during
the
school
year.
I'm
reporting
on-
and
I
often
challenge
people
to
name
two
of
them
and
I
don't
seem
to
have
anyone
passing
that
test
and
the
reason
is.
We
are
extremely
careful
about
keeping
every
concern.
AY
That's
brought
to
us
as
confidential
as
we
possibly
can,
and
that's
the
number
one
way
to
prevent,
retaliation
and-
and
there
are
even
sometimes
with
students,
especially
if
they
feel
that,
for
example,
a
teacher
or
a
social
worker
or
a
guidance
counselor
or
someone
else
that
they
interact
with
at
school
or
on
school
transportation,
is
engaging
in
bias-based
conduct.
We
often
don't
even
need
to
identify
that
student
when
we
bring
the
concern
to
the
staff
member,
because
there
were
10
students
or
20
students
or
30
students.
That
heard
that
comment.
AY
We
don't
need
to
say
it
was
this
particular
student
who
brought
the
concern
to
the
office
of
equity.
It's
not
necessary,
so
I
think
that's
a
third
way
to
protect
our
students
and
in
terms
of
teaching
students
about
their
rights.
I
think
24
7
respect
is
our
best
tool
because
it
goes
into
detail
about
how
to
report
incidents.
What
happens
when
you
report
an
incident
and
why
it's
important
to
do
that.
R
You
know
teaching
our
our
students
that,
regardless
of
where
you
come
from
or
who
you
like,
like
that
you
are
accepted
into
the
community
and
that
you
should
not
be
using
hurtful
language
or
oppressive
language
against
anyone.
I
think
that's
something
that
needs
to
be
implemented
in
curricula
taught
through
pedagogy
and
practice
from
like
grade
two
grade.
Three
like
like.
I
don't
I
don't
know
what
behavioral
studies
there
are
out
there
that
point
to
when
the
peak
is
for
that
type
of
language
or
those
types
of
discussions.
R
AY
N
Robinson
thanks
so
much
for
your
presentation.
I
had
a
question
about
slide.
Four,
where
you
had
listed
all
of
the
trainings
that
you
had
done,
and
then
you
talked
about
that
you
were
doing
fewer
because
there
seems
to
be
a
saturation
of
people
having
how.
How
do
you
assess
the
impact
of
the
training
over
the
you
know
over
the
past
five
years?
What
are
you
seeing
different
now
than
when
you
first
came
to
the
district?
AY
AY
AY
That
being
said,
we
still
have
a
long
way
to
go
and
I'm
excited
about
a
lot
of
different
efforts
happening
out
of
the
division
of
equity
strategy
and
opportunity,
gaps
to
engage
the
every
employee
and
every
student
and
our
families
to
the
greatest
extent
possible
in
the
work
of
anti-racism
and
broader
work
around
equity.
So
I'm
very
pleased
with
the
progress
and
I'm
also
not
satisfied.
We
have
a
ways
to
go.
A
A
This
is
really
important
work
and
I
could
not
agree
more
with
what
was
said
by
mr
james
having
personal
experience
that
video
very
much
brought
back
things
of
my
own
youth
growing
up
here
in
boston
and
facing
many
racial
incidences,
and
I
wish
that
I
had
a
department
where
I
could
you
know,
go
and
and
report
things,
and
it's
really
great
that
that
there
is
that
anonymity
and
that
care,
because
that
is
really
important
for
the
retaliation.
So
thank
you
for
that
sensitivity.
Thank
you
to
your
staff
for
that
sensitivity.
A
I
really
wanted
to
say
how
great
it
was
to
see
the
lgbtq
staff
and
then
the
support
sessions
for
students
so
important,
like
you
said,
ms
schuster,
I
I
also
grew
up
in
an
era
where
you
could
just
say
things
and
it
you
know
just
nobody
said
anything
and
it's
really
important
that
our
students
feel
that
they
feel
safe
about
their
gender
identity,
about
their
sexual
orientation
and
whatever
expression
that
is
and
that
we
have
gender,
gender
identity
justice.
So
I
really
thank
you
for
that
work.
A
My
only
question
is
maybe
it's
happening,
but
I
wasn't
sure
who's
happening
is
and
agree
with
again.
Mr
james,
I
think
that
all
this
training
should
start
in
like
kindergarten,
I
mean
around
racism
around
bias
around
the
the
gender
pieces.
I
think
we
can't
talk
about
it
enough
and
it
should
be
part
of
all
of
our
curriculum.
We
can
absolutely
leave
that
in
there
because
you
know
we
want
to
have
kind
citizens.
Kindness
is
so
so
important
to
have
to
me
anyway.
A
Unfortunately,
because
of
the
nature
of
being
on
computer
and
my
daughter
just
being
at
that
age,
where
we
got
her
phone
bad
idea,
but
the
whole
nature
around
digital
citizenship
training,
and
do
we
do
any
of
that?
Do
we
have
plans
to
do
that
because
that
also,
like
you
know,
there's
a
lot
of
bullying
in
that
and
there's
also.
I
was
scared.
I
just
saw
that
documentary.
A
I
forget
what
it's
called
on
social
media
and
the
harm
that
it
does,
especially
like
to
young
girls
and
the
increase
in
suicide
and
cutting,
and
things
like
that.
So
I
was
just
curious
if-
and
I
know,
you're
a
small
department,
so
I
don't
expect
that
you
would
run
around.
But
if
there's
like
a
training
that
is,
is
being
planned
and
that
can
be
rolled
out
or
something.
AY
Absolutely,
yes,
I
mean
you're
right,
we
are
a
small
department
and,
at
the
same
time,
we've
been
fortunate
to
have
many
important
partnerships
with
other
bps
departments
and
external
partnerships
to
leverage
that
work.
So
a
few
programs
for
younger
grades
that
come
right
to
mind
and
if
anyone
on
my
team
wants
anything
that
would
be
welcome.
AY
So
those
are
three
that
come
right
to
mind
that
are
aiming
at
those
younger
grades,
and
I
mentioned
earlier
when
we
have
incidents
in
classrooms,
we
do
try
to
figure
out
how
to
leave
things
better
than
we
found
them,
and
that
absolutely
applies
whether
it's
a
k-1
classroom
or
a
junior
class
at
a
high
school.
So
we
do
partner
with
folks
and
pro
like.
We
have
resources
on
our
website.
We
actually
weigh
expanded
the
resources
on
our
website.
AY
In
the
last
few
years,
a
lot
of
thanks
to
francesca
gene,
pierre
and
our
team,
so
that
we
can
direct
a
first
grade
teacher
to
an
age-appropriate
story,
for
example,
to
read
to
a
class
about
why
we
don't
use
that
word
or
why
we
include
people
when
we
play.
So
we
do
try
to
do
that.
Prevention,
work
at
every
age
level,.
A
I
think
there's
many
of
us
that
are
worried
about
those
kinds
of
things
and
I'll
be
the
first
one
to
to
sign
up,
because
it
will,
you
know,
coming
from
another
parent
will
be
much
cooler
than
coming
from,
like
your
own
parent
in
cocktail
you're,
you
know
blue
in
the
face.
You
know
that
I
know
you
know
that
for
me.
A
A
A
R
I
just
wanted
to
it
was
you
know
it?
I
sort
of
brought
it
up
earlier,
my
bsac
report,
but
the
grading
sort
of
the
grading
policy
and
like
grades
between
now
and
the
end
of
the
school
year.
I
know,
b
sack
is
already
working
with
the
superintendent
and
andrea
zayas,
and
you
know
the
entire
entire
teams.
Together,
you
know
working
to
sort
of
put
together
a
grading
policy.
I
was
told
by
my
be
sex
staff
that
that
would
be
for
next
year.
R
However,
I
would
really
like
to
see
something
sort
of
like
implemented
or
like
or
not.
Even
it
doesn't
even
have
to
be
implemented,
but
I
guess
like
strongly
advised
to
school
leaders
for
the
remainder
of
the
year
in
terms
of
grades,
because
this
grading
system,
you
know-
and
I
really
think
it's
because
of
covet-
how
covet
has
upended
things,
but
it
is
really
really
punitive.
R
You
know-
and
it's
good
you
know,
speaking
from
a
personal
standpoint
and
and
selfish
in
some
ways,
because
you
know
there
are
other
students
who
are
going
through
this,
like
my
own
friends
and
students,
that
I've
talked
to
students
who
came
to
my
community
town
hall,
who
are
essentially
going
through
the
same
thing.
Who
can't
be
here
tonight
to
voice
to
you
where
I'm
about
to
voice
to
you.
But
you
know
a
lot
of
us
are
older
and
you
know
it
don't
even
have
to
be
only
just.
R
You
know
the
world
is
essentially
burning
and
there
are
over
70
million
people
who
don't
think
that
we
deserve
basic
human
rights
and
there's
just
so
much
going
on
and
then
we're
being
asked
to
you
know
do
so.
You
know,
do
several
hours
of
zoo
and
then
after
that,
do
twice
that
many
hours
of
homework.
While
we're
also
trying
to
pay
attention
to
the
news
media-
and
you
know
trying
to
just
catch
a
break-
and
you
know
just
you
know-
just
take
a
break
and
just
decompress
and
go
watch
a
movie.
R
I
say
all
of
this
to
say
that
it's
been
really
stressful.
It
has
been
really
really
stressful.
Personally,
for
me,
you
know
again
to
get
personal.
I've
been
told
that
you
know,
like
you
know
I
I
said
this
to
you,
know
the
chair
personally
on
our
phone
call
and
I'll
share
with
you
all
I've
been
told
by
you
know
people
in
my
adults
in
my
academic
life,
that
my
college
that
I
was
accepted
to
would
revoke
my
seat.
R
If
I
don't
get
back
on
my
schoolwork
and
you
know
saying
saying
things
that
are
phrased
in
in
and
include
punitive
consequences
just
for
a
letter
grade
or
a
numbered
grade,
I
personally
think
is
really
absurd
and
it
ties
back
into
the
mental
health
piece
that
I
always
try
to
bring
up
and
push
for
as
well.
There
was
some
data
brought
up
at
the
last
school
committee
meeting.
I
believe
where
it
said
that
the
higher
grade
students,
I
believe,
were
like
really
disengaged.
R
I
think
that
this
is
another
reason
why?
Because,
on
the
contrary,
them
saying
that
to
me
doesn't
make
me
want
to
jump
back
into
school
work
and
like
like
I'm
like
I'm
not
already
there
or
like
I'm
slacking,
and
you
know
be
up
till
four
in
the
morning,
like
I
used
to
do
for
the
past
three
and
a
half
years
just
to
get
a
letter
grade,
it
doesn't
make
me
want
to
do
that.
It
makes
me
feel
discouraged
number
one.
R
It
makes
me
feel
disrespected
number
two,
and
it
makes
me
feel
like
the
work
that
I'm
already
doing
with
the
district
being
here
until
I
don't
know
basically
10
o'clock
at
night,
like
this
work
is
important
to
me
and
if
I
decide
to
choose
work
like
this,
if
I
just
if
I
decide
to
choose
my
district
where
social
justice
work,
you
know
watching
the
news
to
see.
What's
going
on
in
the
world,
to
educate
myself
on
current
events
over
homework,
no
student
should
be
penalized
for
that
at
all.
R
So
I
just
wanted
to
say
that,
because
I
know
that
there
are
a
lot
of
students
who
feel
that
way,
it
doesn't
just
have
to
be
about
politics,
because
I'm
a
very
politically
engaged
person.
It
can
be
that
you
know
someone's
family
member
like
passed
away
and
it
doesn't
matter
how
long
it
is
how
long
ago
it
was
that's
extremely
traumatizing
for
a
person
for
for
anyone.
R
So
you
know
I
just
think
we're
living
through
really
tumultuous
times
and,
to
be
quite
honest,
I'm
not
seeing
a
lot
of
sympathy,
at
least
from
my
school
and
from
what
other
students
have
told
me.
I'm
not
seeing
a
lot
of
sympathy
and
empathy
for
these
students,
especially
when
it
comes
to
the
grading
system,
and
I
think,
that's
really
unfair
and
specifically
unfair
for
seniors
who
have
to
send
transcripts
to
their
colleges.
They
are
frightened
out
of
their
minds.
A
Well,
thank
you,
mr
james,
for
sharing
I
I
agree.
I
think
it's
been
a
really
tough
year
for
everyone,
for
students
and
for
parents
and
stakeholders.
I
mean
I
had
you
know
that
experience
last
spring,
when
my
daughter
owed
50
assignments-
and
I
didn't
know
until
she
owed
50
assignments
and
it
was
very
stressful.
A
A
A
Since
I
am
I'm
not
an
educator,
not
in
a
school,
I
can't
speak
to
that,
but
I
can
definitely
acknowledge
that
it
has
been
a
a
rough
year
for
all
students
and
we
definitely
do
not
want
to
cause
more.
You
know
mental
health
issues
or
more
trauma
so
again,
we'll
leave
it
to
the
superintendent
to
come
back
and
talk
about
those
flexibilities
and
also
follow
up
with
you
as
well.
O
And
so
we
recognize
that
I
every
time
I
speak
with
the
b
sac.
I
go
back
to
my
meeting.
I
we
meet
with
the
heads
of
schools
every
friday
and
I
and
I
meet
with
b
sex
on,
I
think
once
every
once
a
month
every
thursday
or
one
thursday
every
month,
and
I
will
bring
that
to
them.
The
concerns
that
I
hear
so
they're
aware
of
these.
O
They
are
working
on
the
grading,
and
so
you
know
I
will
talk
to
the
high
school
superintendents
again
about
how
they're
managing
the
workload
and
making
sure
that
the
work
that
students
are
getting
is
meaningful
work
and
not
busy
work.
I
think
that's
the
really
important
thing.
What
do
they
need
to
know
and
be
able
to
do
when
we
moved
to
remote
learning?
Last
year
we
had
essential
standards
that
students
had
to
know
that
the
state
department
gave
us,
and
I
just
want
to
make
sure
that
our
teachers
are
aware
of.
O
You-
know
one:
the
social,
emotional,
well-being
of
students,
the
load
that
they're
taking
on
and
and
being
mindful
of
that
and
working
with
the
student
in
the
family
around
any
particular
circumstances
any
child
is
having.
I
would
encourage
all
students,
if
you
are
having
difficulty
or
feeling
sadness
or
stress
and
overload,
please
reach
out
and
talk
to
your
counselor
and
your
school
teachers
and
ask
for
help,
and
that's
what's
really
important.
O
You
know
at
the
next
meeting
what
I
learned
and
what
progress
we've
made
around
that
you
know
we
do
have
to
mr
harris's
point
many
schools
that
have
their
own
policies
and
they
have
for
a
long
time
across
the
district.
They
have
their
own
graduation
requirements
and
they
have
their
own
grading
structures,
and
this
is
the
work
that
we
will
need
to
be
engaged
in
to
be
able
to
have
greater
coherence
and
equity
across
the
district.
A
Well,
thank
you.
For
that
I
mean
I
I
am.
I
don't
want
to
forget
what
mr
james
said.
It's
so
true.
There
is
disparity
across
schools,
as
you're
saying
dr
caselli
is
in
homework.
I've
seen
that
with
just
the
youth
that
I
work
with.
This
is
a
big
disparity
in
what
students
are
receiving
for
homework
and
many
of
our
young
people
have
had
you
know
the
virus
affect
them
in
their
family.
A
Have
had
deaths,
have
had
challenges
you
know
with
with,
even
though
we
heard
tonight
there
there
are
less
challenges
in
technology
when
you
live
in
a
house
like
we
saw
in
in
the
globe
story
and
there's
five
kids
and
so
and
and
disproportionately
has
effect
affected
black
and
latino
communities.
So
I
I
just
want
to
say
that
a
discussion
would
be
great
with.
I
know
many
school
leaders
and
I
know
they're
very
sensitive,
but
it's
good
to
just
have
a
discussion
about
how
we
can
how
we
can
make
sure.
BB
A
BB
N
No,
I
just
wanted.
I
wanted
to
add
that
the
grading
issue
of
affects
you
know
high
school
students
absolutely,
but,
as
we've
heard
several
times
through
public
comment,
the
grading
system
is
different
across
schools
also
for
our
younger
students,
and
so
I
think
overall,
looking
at
grading
and
the
equity
within
that
at
all,
schools
will
be
an
important
one
to
to
attend
to
thank
you.
A
Thank
you,
ms
robinson.
Okay.
I
just
want
to
say
I'm
really
proud
of
all
of
us,
because
we
kept
our
time
limits
very,
very
proud.
This
concludes
our
business.
For
this
evening,
the
school
committee
meeting
the
school
committee
meet
the
school
committee
sarian.
It's
ten
o'clock
we'll
hold
a
two-day
retreat
on
january,
20th
and
january
21st,
both
of
which
will
be
from
4
until
8
pm.