►
From YouTube: Boston School Committee Meeting 9-28-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
B
C
B
D
D
C
B
B
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
Teachers
Union
and
to
conduct
a
strategy
session
in
preparation
litigation
involving
Mission,
Health,
K-8,
Pilot
School
tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
B
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
September
28th
meeting,
look
the
meeting
documents
have
been
translated
into
all
of
the
major
DPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
variano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
We
will
now
turn
on
the
interpretation,
feature:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
B
Thank
you
to
everyone
who
signed
up
for
public
comment
sign
up
for
public
conference
today
at
4
30
plea
at
PM.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comments.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
B
Thank
you
for
your
cooperation
I'm
delighted
to
welcome
our
new
superintendent
Mary
skipper,
while
superintendent
Skipper,
officially
joined
DPS
on
Monday
she's,
been
in
constant
contact
with
former
Acting
Superintendent
Drew
Eggleston
for
several
months
to
ensure
a
smooth
transition
transition,
we're
delighted
to
have
you
with
us
superintendent
and
look
forward
to
hearing
your
first
update
in
a
few
moments.
Thank
you.
Thank
you.
I'm
also
pleased
to
welcome
our
new
student
representative
to
the
school
committee.
B
Diego
Mata
Diego
is
a
junior
at
the
Boston
Arts
Academy
majoring
in
music
is
active
in
the
Boston
student
advisory
Council
and
squash
Busters.
He
looks
forward
to
advocating
for
change
in
BPS
policy
that
is
beneficial
to
fellow
students.
Welcome
Diego
we're
delighted
to
have
you
with
us
and,
if
you'd
like
to
say
a
few
words,
please
go
foreign.
E
Er
at
Boston,
Arts
Academy
before
this
I
I
used
to
attend
O'brien
during
7th
and
8th
grade
and
then
between
second
and
sixth
grade
I
attended,
Conservatory
lab
charter
school,
which
is
also
a
music
school,
and
then
before
that
I
attended,
Raphael,
Hernandez,
I'm,
half
of
Dorian
and
half
Indian.
E
E
B
Welcome
we
look
forward
to
hearing
your
monthly
updates,
letting
us
know
what's
going
on
with
our
students.
So
thank
you
for
joining
us,
we'll
move
on
to
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
September
14th
meeting
as
presented.
Is
there
a
motion
so
moved?
Thank
you
is
there
a
second
I
can
excuse
me.
Second,
thank
you.
Is
there
any
discussion
or
objection
to
the
motion?
F
F
D
B
G
Thank
you,
madam
chair.
Thank
you,
I'm,
very
grateful
for
this
team
and
in
this
school
committee
and
to
come
back
home
to
the
district
that
has
made
me
who
I
am
as
an
educator
today.
I
want
to
thank
Dr,
Drew
Ackles
in
publicly
for
his
outstanding
leadership
during
the
transition
these
past
three
months.
G
You
know,
he's
kept
me
updated
on
the
organization,
the
Desi
review,
Community
discussions
around
the
systemic
Improvement
plan,
contract
negotiations,
Regional
support
planning
and
transforming
the
role
of
central
office,
the
Orange
Line
emergency
shutdown,
along
with
just
preparing
the
organization
so
well
for
the
start
of
school.
We
spoken
daily,
often
many
times
a
day
and
night
and
met
to
ensure
that
I'd
get
all
the
necessary
information.
This
entire
team
has
made
such
a
commitment
to
making
sure
the
transition
was
successful
for
me
and
for
BPS
and
they've
done
incredible.
G
Monday
was
the
beginning
of
this
new
Journey.
For
me,
I
went
to
bed
excited
and
I
woke
up
excited,
as
I
often
do
on
my
first
day
of
school,
although
this
was
a
different
kind
of
first
day,
and
it's
been
a
great
couple
of
first
days
to
the
students
who
are
watching
this
I'm
really
excited
to
hear
from
you
to
learn
from
you
and
to
work
with
you,
your
voice
matters.
G
I
know
it's
been
a
difficult
couple
of
years,
living
and
learning
through
the
pandemic,
something
that
even
as
adults,
we
cannot
understand
and
I
know
how
hard
you
have
worked
and
how
much
this
community
has
rallied
around
you
to
provide
the
support
and
resources
that
you
have
needed
to
Survive
and
Thrive
and
I
want
to
continue
to
build
on
that.
I
want
to
work
with
you
and
I
want
to
hear
from
you
about
what
we
could
do
to
make
our
schools
better
and
how
we
can
further
support.
G
You
I
think
there's
some
great
examples
where
your
voice
and
suggestions
have
been
put
into
action.
Some
of
the
work
has
already
happened
through
the
collaboration
with
Food
Services
City,
fresh,
just
as
examples
of
the
kinds
of
change
that
you
gave.
Feedback
on
and
BPS
was
able
to
act
on
I
value
student
voice.
I
always
have
in
my
career
and
I
want
to
engage
in
meaningful
conversations
with
you.
I
look
forward
to
working
with
you
as
this
journey
continues
and
so
to
that
end,
I
just
want
to
extend
a
warm
welcome
to
Diego.
G
Our
new
student
representative
I'm
really
excited
to
work
with
you,
Diego
and
you
know
the
entire
school
committee.
As
you
may
know,
just
a
little
bit
about
me.
I
became
an
educator
because
my
teachers
made
a
tremendous
impact
on
me
and
in
my
life
my
mom
was
a
single
mom
and
we
didn't
have
very
much,
but
she
and
my
family
instilled
in
me
from
the
very
beginning
that
education
was
my
opportunity.
G
I
fell
in
love
with
education
when
I
was
in
the
third
grade
in
fourth
grade
and
then
I
met
my
favorite
teacher
of
all
time
in
the
fifth
grade.
Mrs
Siegel,
and
it
was
at
that
point.
I
knew
I
wanted
to
become
a
teacher
and
an
educator
and
everything
I
did
from
that
point
on
was
to
teach,
and
it
was
an
amazing
nine
years
I
spent
teaching
and
that
lead
such
a
strong
foundation.
G
For
me,
when
I
went
on
to
become
the
principal
of
tech,
Boston
Academy,
so
even
today,
as
a
superintendent,
I
really
try
to
look
at
things
through
the
lens
of
students
and
teachers.
It's
the
most
comfortable
lens
I
have
and
to
really
ask
myself
what
does
support
mean
for
our
students
and
our
staff?
You
know
what
does
the
system?
What
does
the
system
that
we're
building
mean
to
you?
You
know
what
do
we
need
to
do
for
our
students
and
Educators
to
help
you
succeed
and
to
thrive?
G
I've
also
had
the
unique
opportunity
to
start
a
school
Tech
Boston
Academy
with
such
you
know,
incredible,
passionate,
talented
group
of
Educators.
It's
really
where
I
learned
the
power
of
collaboration
and
Collective
impact.
I
think
the
most
rewarding
part
for
me
has
been
memory
of
particular
students
that
I
know
our
school.
Our
classrooms
made
a
difference
for
and
and
see
what
they've
gone
on,
to
do
and
accomplish
and
to
see
even
their
children.
G
G
You
know
for
them
to
feel
that
the
schools
that
they
attend,
that
that
the
teachers
that
they
have,
that
the
principles
and
that
the
school
staff
that
they
connect
with
that
they're
models
of
Hope
of
what
is
possible
and
are
an
inspiration
to
them
and
that's
the
best
thing
that
we
can
do
to
get
more
of
our
young
people
in
the
Next
Generation
into
education.
And
that's
what
we
need
to
have
happen
is
to
really
build
a
new
generation
to
carry
on
and
the
fine
work
that
our
current
generation
of
educators
are
carrying
out.
G
But
you
know:
there's
many
challenges
ahead
of
us
and
and
I
I
believe
that,
with
strong,
diverse
and
talented
teams
that
we're
building
that
the
dedicated
staff
we
have
here
in
BPS
in
the
village
of
Boston,
with
our
non-profits,
our
colleges
and
universities,
our
business
community
and
philanthropic
partners
that
we
can
ensure
every
student
has
the
skills,
resources
and
opportunities
to
succeed
in
life
and
there's
urgency
to
this
work.
And
everyone
has
an
important
role
to
play
each
of
us.
If
we
each
do
our
part
and
we
work
together.
G
It
really
isn't
anything
that
we
can't
achieve
in
BPS
in
here
in
Boston,
so
with
that
I'm
excited
to
be
here
and
I'm
grateful
for
this
opportunity
to
this
committee
to
serve
the
city
and
the
students
that
I
love
so
much
and
that
I
call
home
and
my
community
I
wanted
to
share
with
you
some
slides
that
just
reflect
a
little
bit
on
my
my
first
days.
It
was
really
just
pure
joy
for
me
to
begin
the
first
day
in
a
school
at
the
Trotter
Elementary
in
Roxbury.
G
It
was
a
pleasure
to
reconnect
with
principal
Sarita
Thomas
your
team,
their
energy,
just
their
their
connection
with
the
students,
and
it
was.
It
was
great
to
see
the
families
and
the
students
there.
Mayor
Wu
was
there
as
well
as
chairperson,
Robinson,
Council,
Fernandez
or
Anderson
and
BTU
president
Jessica
Tang
all
came
to
celebrate
that
first
date
with
me.
It
was
also
great
to
talk
and
meet
with
some
of
our
own
teachers.
I
had
an
opportunity
to
go
around
a
little
bit
and
connect
with
staff.
G
Some
of
the
school
administrators
students
and
the
families
I
loved,
in
particular
running
into
Alma
Wright,
who
has
spent
56
years
in
the
BPS
I,
had
a
chance
to
work
with
her
when
I
was
a
baby
teacher
back
in
1989
and
and
was
then
in
the
technology
office,
she
spent
56
years
in
BPS
51
years
at
the
Trotter,
and
it
was
a
delight
to
see
her
again
because
she
still
had
that
love
and
enthusiasm
for
her
students.
G
G
Fair
and
I
was
I
was
blown
away
at
how
many
BTU
members
were
there,
volunteering
passing
out
and
distributing
40
000
books
to
VPS
students
and
families
from
first
book,
and
there
were
all
kinds
of
activities
for
the
students
to
do
and
the
families
to
do
in
in
some
areas
and
then
be
able
to
go
in
and
collect
their
books
and
to
be
able
to
go
home
and
enjoy
reading
them.
G
Just
really
did
an
excellent
job
representing
us
here
in
the
BPS,
and
it
was
such
a
wonderful
opportunity
that
the
students
had
to
meet
our
president.
On
that
same
day,
we
also
had
the
first
day
of
kindergarten
last
week
as
you'll
see
on
the
screen,
just
some
of
the
photos
of
students,
our
kindergarteners,
being
able
to
go
into
school
and
being
excited
to
meet
their
teachers.
You
know
these
are
the
moments
that
are
life-changing
for
our
students.
G
I,
look
forward
to
visiting
other
schools,
I'm
I'm
really
eager
to
get
out
into
our
schools
in
the
in
the
weeks
and
the
months
to
come
and
I,
and
have
that
opportunity
to
dialogue
and
to
learn
from
our
staff
and
students
and
families
as
we
are
building
BPS
together,
just
on
a
concrete
level
wanted
to
give
some
updates
to
public
and
Committee
in
terms
of
Transportation.
G
You
know
our
our
transportation
team
is
amazing.
They've
worked
so
hard
all
summer,
and
and
really
you
know,
strengthening
the
system.
Streamlining
a
lot
of
the
operations
on
the
bus
routes
really
looking
at
the
complexity
of
the
roads
to
see
how
to
be
the
most
efficient
and
there's
always
going
to
be
work
to
be
done
here.
But
thanks
to
their
efforts,
you
know,
we've
had
a
very
strong
start
to
the
school
year
and,
as
you
know,
that's
been
in
the
midst
of
the
Orange
Line
shutdown.
G
We
worked
very
hard
in
in
creative
ways,
we're
always
trying
to
improve
that
efficiency.
So
we
worked
very
hard
with
our
drivers
Union
to
identify
areas
that
were
causing
issues
of
missed
buses,
missed,
rides
and
issues
of
buses
not
being
on
time
to
the
schools,
and
this
is
really
our
laser
focus
to
improve.
There's
a
constant
monitoring
process.
G
We
are
also
able,
through
recent
negotiations,
to
free
up
our
bus
drivers
by
actually
hiring
and
partnering
with
private
shuttles,
and
that
enables
us
to
be
able
to
use
those
bus
drivers
that
are
ours
to
transport,
more
students,
and
this
was
particularly
important
during
the
Orange
Line,
a
shutdown.
This
enabled
us
to
be
able
to
have
data
that
matched
last
year's.
G
At
a
time
that
you
know
we
knew
it
was
going
to
be
be
very
difficult
in
the
city
with
the
congestion
I
think
you
know,
even
with
that,
we've
seen
Improvement
on
the
numbers.
Most
importantly,
one
of
the
numbers
that
we're
really
looking
at,
which
is
the
Mist
Roots,
because
that
means
that
a
student
is
very
delayed
in
getting
here
or
can't,
and
that
parent
has
to
find
an
alternative
way.
And
so
you
can
see
some
of
the
numbers
on
the
screen.
G
You
know
we're
working
hard
to
hire
and
to
train
additional
drivers
and
bus
monitors,
and
this
is
will
continue
in
the
fall
and
all
year.
Long
frankly,
you
know
we're
not
yet
there,
especially
in
our
after
hours
in
our
PM
on
time
percentage
in
routing,
but
we
are
and
we'll
continue
to
work.
24
7.
that
Transportation
team
under
Dell's
leadership
is,
is
just
laser
focused
to
get
this
right.
G
You
know,
we
know
when
that
when
buses
are
late
or
don't
come
and
parents
have
to
find
an
alternative
way
to
get
students
to
school
that
this,
it
creates
enormous
stress
for
the
families
and
that's
the
last
thing
that
we
want.
So
we
want
to
acknowledge
this
and
reaffirm
that
our
commitment
is
to
our
students
and
families
to
have
reliable
transportation
for
our
students
and
I'll
continue
to
give
updates
in
the
weeks
to
come
on
how
we're
making
improvements
and
continuing
to
move
toward
those
goals.
G
G
A
different
team
from
the
Council
of
great
City
Schools
will
be
on
site
next
week
and
they'll
be
conducting
interviews
as
part
of
the
required
student
safety
audit
and
so
I'll
be
meeting
them
actually
on
Sunday
to
read
them.
So,
looking
forward
to
that,
and
really
we
just
look
forward
to
seeing
the
full
recommendations
of
the
consulate,
City
schools
and
we'll
be
sharing
those
along
with
our
the
areas
that
we
will
and
the
strategies
that
we'll
be
implementing
from
those
recommendations
with
school
committee
later
this
fall
in
terms
of
school
safety.
G
You
know
last
year
we
surveyed
our
school
leaders
on
what
they
would
need
to
ensure
safe
schools
and
by
far
the
top
answer
was
video
cameras
in
the
schools
having
security
cameras.
We
heard
you
they're
all
at
different
ages
and
generations,
and
so
we're
responding
and
I'd
like
to
announce
that
we're
investing
a
total
over
the
next
five
years
or
approximately
30
million
dollars,
and
this
will
come
from
the
capital
budget
from
the
district.
The
civilians
cameras
really
help
keep
the
school
campuses
safe
and
they
allow
to
us
to
respond
promptly.
G
If
there's
any
kind
of
criminal
or
violent
activity
you
know
we'll
up.
Will
the
upgrades
will
include
everything
from
the
wiring
installing
new
systems,
which
has
changed
with
technology
using
the
racial
Equity
tool
and
opportunity
index
to
rank
the
schools
that
will
receive
newer
equipment?
So
we
see
this
as
a
very
much
needed
requested
in
long
overdue.
G
Investment
in
our
school
safety
I
understand
that
sometimes,
when
we
talk
about
surveillance
cameras
that
it
that
the
fear
is
that
it
can
compromise
student
privacy
or
over
criminalize,
our
students
of
color
I
want
to
be
clear
that
this
is
an
investment.
That's
that's
going
to
be
intentional.
It
will
not
infringe
on
the
culture
of
our
schools
or
the
Privacy
rights
of
our
students.
It's
just
one
component
of
our
commitment
to
the
safety
and
well-being
of
our
students
and
there'll
be
more
to
come.
G
Safety
is
really
a
key
part
of
addressing
the
whole
child
in
the
academic,
social,
emotional
and
physical
well-being
and
safety
of
our
students,
and
the
you
know
really
for
us.
You
know
we
have.
Our
mission
is
to
support
the
whole
child,
and
this
is
one
step
of
many
that
we'll
be
taking
in
the
years
to
come
during
my
time
at
Tech
Boston,
you
know
the
the
best
thing
we
did
to
ensure
safety
was
to
build
real,
authentic
relationships
with
the
students
seeing
the
students
come
to
the
door
in
the
morning.
G
Making
that
connection
building
a
relationship
so
that
students
knew
if
they
were
struggling
or
they
had
an
issue,
they
had
a
trusted
adult
that
they
could
come
to.
That
is
also
extremely
effective
and
strategies
that
we're
working
hard
through
our
student
support
department
to
continue
to
Foster,
including
training.
G
G
G
You
know
this
is
this
is
really
I
had
the
chance
to
do
a
several
visits
on
on
food
and
nutrition,
and
this
has
been
something
that's
extremely
important
to
me,
because
I
know
for
our
students,
if
they're
hungry,
if
they
they
haven't,
been
able
to
eat
or
sometimes
if
this
is
the
only
sets
of
meals,
they
have
are
our
breakfast
and
lunches.
It's
really
important
that
that
food
is
nutritious
and
it's
hot
in
that
it.
G
You
know
it's
going
to
fill
them
and
that
it's
culturally
sensitive
and
so
there's
been
a
lot
of
strides
in
this
area
within
BPS
through
Partnerships
I.
Had
the
pleasure
of
going
to
the
Haley
Pilot
School
in
Roslindale
to
taste
the
fall
menu
from
the
city,
Fresh
Foods,
City,
Fresh
Foods
is
a
Roxbury
based
employee
and
a
bypoc
Food
Service
Company,
and
it
provides
the
breakfast
lunch
after
school
meals,
fresh
snacks
and
summer
meals
for
BPS.
In
many
of
our
schools,
all
of
the
meals
made
there
have
nutritious
ingredients.
G
We
were
able
to
talk
through
with
the
the
chef
what
those
ingredients
were
and
how
they
came
up
with
the
menu
it's
all
locally
sourced
food.
The
partnership
with
City
fresh
ensures
that
BPS
students
and
staff
have
access
to
a
wide
range
of
culturally
relevant,
nutritious
food,
and
it
keeps
the
city
dollars
in
our
neighborhoods
by
supporting
a
bypoc
owned
business
that
represents
the
heart
and
soul
of
Roxbury.
G
Our
food
service
workers
work
so
hard
to
be
able
to
make
sure
that
our
food
is
hot
and
nutritious
and
ready
for
our
students
and
they
learn
so
much
about
each
student
and
what
they
need,
and
so
really
just
my
mom
and
my
uncle
were
both
Food
Service
workers.
So
I
felt
very
comfortable
in
the
cafeteria
and
applaud
their
work.
G
You
know
what
really
kind
of
drove
it
home
as
we
were
doing
the
tasting.
We
did
a
little
press
conference
afterwards
and
one
of
the
students
Kenisha
who
was
next
to
me.
She
spoke
and
really
talked
about
how
the
food
was
just
as
good
as
the
food
that
she
was
eating
at
home
and
so
I
think.
G
The
more
effort
we
can
put
into
the
food
and
into
our
students
feeling
like
they're
getting
enough
and
it's
the
food
that
they'll
eat
and
enjoy
the
more
prepared
that
they
will
be
to
go
into
the
classrooms
and
to
learn.
You
know
where
I
think
the
the
other
place
that
I
was
able
to
visit
I.
G
We
visited
three
schools,
Boston
Latin
Academy,
the
Warren
Prescott
in
Boston
day
and
evening,
and
we
went
with
Ross
Wilson
who's,
the
executive
director
for
the
shaw
foundation
and
members
from
our
operations
team
and
our
food
and
nutrition
services
team
to
learn
more
about
just
school
lunches
in
general
and
how
they're
served
in
the
cafeterias.
And
so
we
were
really
able
to
look
at
everything
from
from
how
students
were
going
through
the
amount
of
time
they
had
to
eat
the
range
of
food.
G
That
was
being
served,
the
the
thought
and
deep
thought
that
goes
into
the
planning
of
the
menus
and-
and
you
know
what
happens
for
our
cafeteria
workers
from
the
time
they
get
the
ingredients
to
the
time
they
serve
them
up
and
how
we're
working
on
being
the
most
efficient
to
make
sure
that
our
students
have
enough
time
to
eat
and
have
lots
of
choice
in
their
food
selection,
and
it
was.
It
was
just
great
speaking
with
them,
with
all
of
the
staff
and
learning
about
the
menu
and
hearing
the
needs
of
the
staff.
G
G
You
know
I'm
excited
for
for
my
leadership
team
and
the
regional
teams
that
are
going
to
help
to
focus
on
the
areas
connected
to
the
focal
areas
that
I've
been
talking
about
as
as
I
go
around,
and
you
know
I
think
you've
heard
me
speak
about
getting
back
to
basics
and
laying
a
strong
foundation
in
key
areas
that
will
support
the
whole
child.
G
G
Our
Equitable
literacy
is
one
example
of
an
initiative
district-wide
that
we
see
helping
us
to
carry
that
out,
but
really
making
sure
that
every
student
has
that
opportunity
to
experience
a
Academic
Program
during
their
time
here
with
us,
strengthening
access
to
social,
emotional
learning,
and
that
really,
you
know,
is
in
being
intentional,
not
just
in
the
services
that
we
provide
and
the
supports,
which
we've
put
a
great
deal
into
mental
health,
our
social
workers,
you
know
and
expanding
SEL
in
general
support,
but
it's
also
about
helping
our
students
in
that
process
to
build
capacity
around
their
own
self-management
relationship,
building
skills
regulation.
G
All
of
that
will
help
serve
the
students
and
really
will
build
them
toward
having
success
and
the
outcomes
that
they
they
want
and
we
want
for
them.
Third,
you
know
streamlining.
You
know:
operations
in
relative
to
the
buildings
and
ensuring
student
safety.
When
we
talk
about
student
safety,
you
know
it's
really
from
the
lens
of
safety
of
psychological,
emotional,
physical,
it's
having
buildings
they're
proud
to
go
into.
G
You
know
that
are
sustainable,
clean,
healthy
that
they
want
to
run
into
and
learn
and
are
proud
and
then
in
there
that
they
feel
that
every
school
room
and
classroom
is
a
place
that
they
feel
safe
in
and
so
that's
going
to
be
really
critical
as
a
priority.
The
fourth
one
I've
talked
about
is
family
and
Community.
Engagement.
G
I
recently
announced
a
deputy
position
in
this
area
in
a
Tavares
we'll
be
spearheading
that
and
that's
because
we
need
to
make
sure
family
and
Community
engagement
is
a
through
line
in
the
organization
and
seen
as
one
of
our
priority
areas,
and
this
means
authentic
dialogue.
This
means
really
listening
to
the
community,
not
just
talking
to
the
community
and
engaging
with
our
parents.
G
In
a
way
that
empowers
them
so
that
they
can
have
decision
making
at
the
table
and
then
fifth
has
been
around
improving
our
Communications,
so
I
I
I,
you
know
we
have
done.
We
have
tried
to
do
a
good
job
when
situations
happen
to
communicate
that
out
to
make
sure
our
leaders
are
supported
to
communicate
with
their
Community
communities
directly.
This
will
be
a
very
intentional
effort.
G
This
has
to
be
about
student
outcomes.
That's
what
we're
here
for
that's!
That's
our
goal,
that's
our
mission
and
finding
our
way
in
the
work
together
to
be
able
to
make
that
to
happen.
You
know
we
may
not
always
have
the
answer,
but
we
will
commit
to
get
it.
We
may
not
always
have
the
answer
someone
wants
to
hear,
but
we
will
engage
in
that
dialogue,
and
that
is
part
of
that
accountability.
G
So
really
those
priority
areas
are
the
areas
that
you'll
hear
more
and
more
from
me
and
more
and
more
from
our
team,
as
we
begin
to
build
out
the
strategies
to
lift
our
schools
in
these
areas
and
to
make
sure
we
have
a
strong
foundation
in
those
areas,
equity
and
inclusion,
as
it
relates
to
equity
inclusion,
I
I
come
here
with
an
open
mind
with
an
open
heart.
You
know
ready
to
do
this
work.
I
strongly
hold
a
commitment
to
build
a
diverse
and
talented
team.
G
G
Crucial
to
this,
you
know,
I
think,
is
the
new
contract,
which
is
really
a
a
unique
opportunity
to
reshape
our
district
and
how
we
deliver
services
for
all
of
our
students,
not
just
our
students
with
disabilities.
It's
you
know.
It's
grounded
in
the
principles
of
inclusion.
G
To
do
this.
Well,
we
must
work
in
conjunction
with
families
and
parents
as
our
partners,
research
is
clear
that
inclusion
benefits
all
students,
not
just
students
with
disabilities.
You
know
the
benefits
are
academic
gains
as
well
as
social
emotional
gains
and
we're
going
to
need
a
needs-based
system,
not
a
disability
based
system.
Fewer
students
will
have
to
leave
their
home
school,
which
will
be
a
huge
Plus
for
our
parents,
and
our
students
I
think
the
contracts
that
you
know
will
be
discussed
later.
G
It
also
makes
clear
that
inclusion
is
no
longer
a
place,
it's
you
know,
or
a
student
or
a
school,
it's
something
that
we
all
do
to
make
sure
our
students
get
the
best
education
possible.
Inclusion
is
about
more
than
special
education,
it's
about
language
and
identity
and
many
other
intersectional
characteristics,
and
this
is
about
us
becoming
an
inclusive
district
for
all,
and
that
is
the
work
that
is
ahead
of
us
to
do.
I'd
like
to
make
a
note
on
chronic
absenteeism,
because
this
is
one
that
that
is
also
close
to
my
heart.
G
Our
students
have
to
be
in
school
to
be
able
to
take
advantage
of
everything
we
have
to
teach
and
and
for
them
to
learn
and
I
want
to
acknowledge
the
work
of
the
re-engagement
center
here,
the
rack,
because
it's
it's
doing
really
critical
work
and
it
often
doesn't
get
recognized
in
the
way
that
it
needs
to,
but
it
really
has
been
doing
for
decades
and
particularly
during
the
pandemic
years,
just
important
work
to
address
chronic
absenteeism.
G
You
know
part
of
that
work
is,
is
an
event
which
is
annual
door,
knocking
and
and
that's
when
we
go
out
and
do
Outreach
to
students
who
are
chronically
absent
last
year,
who
or
who
dropped
out
or
as
some
some
people
will
refer
to
a
timed
out
depending
on
where
they
are
in
their
journey
and
I
also
want
to
thank
the
department
of
opportunity,
youth
academics
and
the
Boston
pick
for
their
Collective
partnership.
G
This
is
work,
that's
going
to
be
critical
this
year
as
we're
definitely
seeing
uptick
an
increase
in
the
number
of
students
who
have
dropped
out,
and
you
know
there
are
students,
even
though
they're
not
enrolled
with
us.
At
this
point.
They
want
to
our
students
back,
we
want
them
to
come
back
and
we
want
to
be
able
to
give
them
a
menu
of
options
to
meet
them
where
they
are
so
that
they
can
finish
and
be
able
to
earn
their
diploma
and
then
have
opportunities
beyond
that
diploma.
G
G
G
So
they're,
together
as
a
team
in
making
sure
that
they're
engaging
the
students
and
the
families
for
students
who
already
have
that
attendance
issue
happening
and
we're
also
working
with
the
school
superintendents
in
that
Regional
model
to
support
the
the
q-sip
or
what
we
call
the
quality
School
plan
process
to
really
help
the
students
to
help
the
schools,
reduce
chronic
absenteeism
and
then
Define.
What
their
goals
are
going
to
be
addition.
G
Focused
intensive
tier
three
plan
so
the
most
for
students
with
excessive
absenteeism,
and
we
Define
that
as
20
or
more
school
days,
which
is
a
lot
of
school
days
36
and
that
that
means
that
a
student
has
been
absent,
you
know
a
month
and
a
half
and
that
that
often
speaks
to
just
a
real
disengagement.
So
you
know
we're
we're
trying
to
incentivize
in
different
ways
for
schools
to
be
able
to
plan
thoughtfully
around
this,
and
this
isn't
just
a
Boston
issue.
This
is
this
is
an
issue.
That's
happening
Statewide.
G
This
is
an
issue.
That's
national!
The
pandemic
really
had
students,
they
dis
centered
their
their
just.
G
They
took
steps
out
and
they
don't
quite
know
how
to
come
back,
and
so
one
of
the
things
that
we're
doing
is
we're
offering
what
we're
calling
30
plus
attendance
mini
grants,
and
these
are
grants
that
are
using
Acer
dollars
as
a
way
to
be
able
to
help
schools
through
the
Grant
application
plan
out
how
they're
going
to
address
chronic
absenteeism,
particularly
among
priority
student
groups,
while
at
the
same
time,
selecting
kind
of
the
use
of
district
and
state
resources
and
tools
in
that
process
and
you're.
G
G
G
There
was
some
useful
information
in
there
for
you
and
for
the
community
just
a
reminder
that
MCAS
will
be
released
tomorrow
publicly
and
we
have
a
plan
for
our
office
of
data
and
accountability
to
present
at
the
next
school
committee
meeting
and
to
give
you
an
overview,
comprehensive
overview
of
how
we
fared
relative
to
MCAS
and
what
are
the
target
areas
that
we
will
priority
areas
that
we'll
be
focusing
on
there
I
also
plan
to
give
an
in-depth
report
in
October
relative
to
our
hiring
Staffing
overall
enrollment.
G
G
I
just
also
just
want
to
say
again
that,
from
the
time
I
wake
up
in
the
morning
until
I
go
to
sleep,
I'm,
always
thinking
about
our
students
here
in
BPS
and
about
our
what
we
can
do
to
better
serve
them,
and
that
was
true
when
I
was
here
in
my
20
years.
It
will
be
true
for
the
many
years
that
I
hope
to
be
here
now.
G
You
know
there
is
no
more
important
work
and
right
now,
I
get
to
work
for
the
community
in
which
I
live,
which
truly
is
a
dream.
We
have
a
lot
of
work
to
do
and
you
know,
but
we
have
a
team
and
the
team
is
growing
in
such
a
positive
way,
both
in
central
office
and
our
schools,
of
like-minded,
really
fully
committed
people
who
want
to
see
change
and
support
and
success
for
our
students
and
the
pandemic
certainly
didn't
make
anything
easier.
G
It
made
it
much
more
difficult
for
all
of
us,
but
particularly
for
for
many
of
our
students,
and
you
know
we
we,
if
we
come
together-
and
we
really
make
this
our
focus
of
student
outcome
and
and
success
if
we
do
that
together
as
a
village
here
in
Boston,
if
we
do
that
together
as
a
school
system,
if
we
do
that
together
as
a
school
committee
and
superintendent
I
have
every
faith
that
we're
going
to
be
able
to
get
to
where
we
want
to
be
so
that
our
parents
and
our
students,
you
know
they
are
they're
happy
and
they
they
run
into
school
and
they
they
can
run
with
pride
into
school,
knowing
that
they
are
going
to
get
the
opportunities
that
they
that
they
deserve.
G
B
Thank
you,
superintendent
skipper
for
that
report.
I'll
now
open
it
up
to
questions
and
discussions
from
the
committee
I
want
to
remind
my
colleagues
about
our
agreed
upon
Norm
that
we
each
have
five
minutes.
That's
one
or
two
questions
like
to
remind
VPS
staff
to
also
be
brief
in
your
responses
and
if
you
have
additional
questions,
I'll
come
back
and
do
a
second
round.
If
you
have
a
question,
please
raise
your
hand
virtually.
B
So
we
will
start
with
Dr
alkins,
followed
by
our
student
Diego.
H
Well
like
well,
first
I
want
to
say
thank
you
to
both
you,
Diego
and
as
well
as
superintendent
Skipper,
welcome
you
and
your
great
leadership
vision
and,
of
course,
the
valued
perspectives
that
both
of
you
will
be
able
to
provide
this
committee
during
your
10
years
and
I
look
forward
to
working
with
you
both
and
realizing
an
equitable
and
inclusive
vision
for
for
BPS.
H
So
that's
my
first
message:
I'm,
actually
in
so
superintendent
Skipper
I,
just
sort
of
wanted
to
know
like
where
we
all
are
I
know
we're
expecting
a
update
in
October
around
sort
of
the
the
Sip
with
regard
to
strategic
plans
for
both
English
Learners,
as
well
as
for
special
education,
I
believe
I
just
wanted
to
know.
If
you
have
a
brief
update
on
where
that
is
right.
Now.
G
I
do
so
I'm
also
going
to
ask
Monica.
Hogan
I
also
want
my
team
to
be
engaged
as
well
with
committee,
but
yes,
we
have
a.
We
actually
have
an
October
1st
deadline
on
October
15th
deadline
November,
so
we
have
multiple
deadlines.
The
next
step
is
that
we're
finalizing
the
data
advisory
committee
with
Desi.
That
is
the
next
step,
and
then,
after
that,
for
special
education.
G
We
have
a
series
of
postings
relative
to
the
the
jobs
that
we
anticipate
will
be
needed
to
help
support
the
structure
of
special
education
going
forward.
G
We
also
have
we
want
to
make
sure
we're
informed
by
the
Council
of
great
City
Schools
recommendations
and
so
we're
looking
at
the
timing
of
those
recommendations
relative
to
the
deadlines
to
ensure
that
we
have
some
time
to
be
able
to
review
them.
So
that
will
be
like
an
ongoing
dialogue
for
us.
Monica
I,
don't
know
if
there's
anything
specific
beyond
that.
Did
you
want
to
mention.
I
No
I'll
just
reference.
The
multilingual
learner
strategic
plan
is
coming
up
on
the
school
committee
agenda
in
October
and
the
as
superintendent
Skipper
mentioned.
The
council's
recommendations
around
special
ed
will
be
in
November
and
for
transportation
and
safety.
Those
will
both
come
in
December
to
the
school
committee.
H
H
Also
along
those
lines,
is
there
a
sense
also
of
I
know
a
sense
of
a
a
a
a
permanent
lead
for
the
office
of
special
education
as
a
superintendent
is
I
I,
which
I
haven't
heard
an
update
necessarily
about
that
or
if
you
all
are
thinking
about
that.
G
So
we
are
I,
think
I
think
our
intention
we're
we're
in
the
process
of
looking
at
structure
right
now,
and
so
when
that's
ready,
we'll
share
with
committee.
G
But
you
know
I
do
believe
that
some
of
these
positions
will
be
doing
National
search
war
and
that
that
will
be
a
process
so,
but
we
will
be
sharing
with
the
committee
over
the
course
of
the
next
several
meetings
as
that
evolves.
Thank.
H
G
E
Hi
I'd
like
to
I'd
like
to
say
thank
you
Skipper
and
it's
nice
to
meet
you
and
to
have
you
as
your
first
days
of
the
BPS
Community.
K
E
All
right,
that's
embarrassing.
Okay,
it's
okay!
So,
regarding
the
cameras
heading
into
schools,
I'm
concerned
about
how
you
all
make
sure
that
won't
feed
into
the
school
person
pipeline,
because
while
people
don't
obviously
do
it
in
the
clear
spaces,
there
are
some
people
who
don't
care
just.
G
Yes,
just
to
reassure
and
I'll
ask
Deputy
superintendent
depina
to
come
on
the
the
really
there's
cameras
in
our
schools.
Now,
really,
what
we're
looking
to
do
is
to
upgrade
the
technology
of
the
cameras
so
or
in
in
the
cases
where
there
aren't
cameras
or
enough
cameras
to
be
able
to
have
them
there.
G
They,
you
know,
often
you
know
looking
at
the
outside
of
the
building
as
well
as
kind
of
key
components
inside
where
somebody
to
come
in,
there's
particular
places
that
we
locate
the
cameras
as
a
way
to
be
able
to
support
security
and
that's
to
protect
the
school.
That's
to
protect
the
students.
G
L
Sure
the
only
thing
I
would
add
to
that
is
that
you
know
we
work
carefully
with
the
school
and
the
school
administrations.
Who've
talked
with
their
school
communities
and
advise
on
kind
of
where
places
the
cameras
should
be
placed
real
strategically,
where
kids
typically
congregate
around
areas
where
it
might
be
blind
spots
in
the
building
that
they
might
want
to
watch
and
monitor
and
just
more
it
keeps
kids
safe
and
monitor.
L
What's
going
on
in
the
building
and
obviously
we'll
continue
to
watch
the
the
rights
of
students
and
be
real
sensitive
to
that
and
make
sure
we're
not
compromising
their
rights
in
any
way
and
we'll
continue
to
see
an
update,
our
beside
group
to
make
sure
that
we're
involved
in
the
conversations
and
we
roll
it
out.
Also.
L
No
they'll
they'll
be
in
places
where,
where
it
keeps
the
building
up,
how
do
I
say
this
we'll
put
them
in
locations
where
the
staff
and
students
need
to
kind
of
be
mindful
of
kind
of
where
that,
where
they're
interacting
how
they're
interacting
where
safety
may
be
compromised?
But
we
want
to
make
sure
we
monitor
those
areas
is
where
primarily
we'll
we'll
place
them.
L
So
a
cafeteria
could
could
possibly
be
a
place.
The
the
entryways
will
definitely
be
plays.
Hallways
and
stairwells
will
be
a
place,
but
we
will
not
put
them
in
classrooms.
There'll
be
more
in
the
hallways,
and
more
common
areas
is
how
I
would
describe
it
in
exterior.
E
B
M
Thank
you,
madam
chair,
and
welcome
back
superintendent
Skipper.
It's
always
great
to
see
you
thank
you.
I
I
have
gotten
firsthand
account
from
my
little
ones.
At
the
lunch,
in
fact,
is
delicious
and
nutritious.
M
They
usually
only
eat
spinach,
as
their
only
vegetable
but
they've
been
telling
me
they've
been
eating
carrots
and
so
I'm
going
to
take
that
as
a
win.
So
thank
you.
That's
great
I
do
have
a
couple
questions
as
it
relates
to
Transportation.
M
First
of
all,
just
a
lot
of
gratitude
for
the
Herculean
effort
that
really
went
into
getting
school
started
with
the
additional
challenges
around
Transportation
I
know
that
that
was
a
curveball
for
for
all
of
us.
So
thank
you
for
the
folks
on
the
ground.
Making
it
happen.
M
I
do
know
that,
as
you
said,
there's
still
room
for
improvement
and
so
for
the
for
the
areas
where
or
for
the
numbers,
where
we're
seeing
that
there's
still
challenges,
be
it
in
the
AM
routes
or
in
the
PM
routes.
Do
we
see
a
trend
as
it
relates
to
neighborhoods
that
are
having
challenges
or
particular
schools
that
are
having
challenges?
M
My
concern
is,
as
you
know,
with
attendance,
it's
not
just
being
in
school
for
the
day
but
minutes
matter,
and
so
if
students
are
even
if
they're
missing,
just
the
first
15
minutes
of
class
they're
missing
the
first
15
minutes
class
every
day
that
adds
up
to
days
and
so
I'm
just
curious
to
understand.
If
there's
any
understanding
around
Trends,
neighborhoods
or
schools
that
are
more
directly
affected.
G
It's
a
great
question:
I'm
going
to
actually
ask
Dell
Stannis
loss
who's,
our
director
for
transportation
to
she
will
have
more
detailed
data
on
that.
But
it
is
it's
an
excellent
question.
N
Thank
you,
that's
a
great
question,
so
the
contractor
and
our
routing
team
did
some
deep
dive
into
that
one.
Looking
at
where
we
should
add
additional
resources
in
the
fleet
and
something
that
we
found
is
our
8
30
tier,
our
8
30
tier
and
in
some
specific
area.
So
there's
the
Reedville.
N
Sorry,
the
Hyde
Park
rebuild,
there's
a
bridge
there
that
there's
like
a
lot
of
traffic
in
that
area
and
we're
seeing
like
our
8
30
schools
in
that
area
for
pickup
is
really
being
affected
and
we
have
the
Tainan
and
the
Tainan
and
the
content
in
South
Boston
as
well.
Boston,
Water
and
sewers
doing
construction
there
and
other
construction
projects
throughout
that
area.
N
We're
seeing
a
number
of
our
buses
getting
to
those
school
days,
schools
late,
so
our
team
is
looking
at
adding
additional
swac
in
the
system
specific
to
that
8
30
tier,
because
on
on
our
7
30
tier
and
our
9
30
tier
on
Time
Performance
is
coming
through
at
about
above
90
on
those
two
tiers,
but
on
the
8
30
tier
when
buses
are
caught
in
traffic
they're
losing
a
lot
of
time.
N
So
our
team
is
prepared
and
already
started,
working
through
the
root
problems
that
drivers
have
submitted
since
the
start
of
school
to
add
additional
swacness
system
for
those
tiers,
and
this
is
going
to
be
consistent
work
that
the
team
is
doing
on
a
daily
basis.
Our
routing
team
is
looking
at
this
daily
and
updating
the
routes
daily,
so
as
as
they're
coming
in
as
we're
getting
reports
from
parents
and
also
we
have
our
driver
setting
sending
in
root
problem
reports.
N
Our
team
is
fixing
those
routes
and
the
good
thing
is
now.
The
team
is
digging
so
deep
at
looking
at
the
individual,
like
School
level,
to
see
what's
which
of
our
schools
are
affected,
and
it's
just
like
out
in
slack
in
the
system
to
make
sure
that
those
buses
are
running
on
time.
N
It's
it's.
It's
a
it's
also
difficult
because,
like
we're,
also
hiring
drivers
and
due
to
cover
like
due
to
covet
and
other
things,
we're
also
losing
drivers
on
this
at
the
same
rate.
So
a
good
example
is
on
Saturday
we
had
five
drivers
cleared
to
drive,
but
on
Sunday
we
got
six
drivers,
six
drivers
across
the
operation
that
went
out
as
well,
but
the
team
is
like
also
equally
aggressively
hiring
so
that
we
can
continue
to
add
additional
slack
to
the
system.
M
Thank
you
for
that.
I
appreciate
that
work
and
just
really
digging
into
that
data,
because
I
I
think
especially
when
we're
thinking
about
specific
neighborhoods
and
perhaps
specific
populations
of
students
who
are
more
adversely
affected
I
would
just
be
good
to
have
more
information
on
that.
I
do
have
a
follow-up.
M
M
Previously,
Dr
casellius
had
mentioned
about
having
a
task
force,
really
interrogate
some
of
the
transportation
challenges
and,
as
we
know,
that
also
ties
into,
as
you
were
saying,
Delaware
and
some
of
the
start
times
and
the
challenges
of
the
city
where,
where
there's
an
uptick
in
rush
hour,
traffic
and
so
I'm
just
curious,
are
we
thinking
holistically
long
term
about
how
we're
going
to
really
interrogate
the
enrollment
pieces?
The
assignment
pieces,
the
school
start
time
as
well
as
transportation.
G
So
through
your
chair
and
Dell,
certainly
anything
you
want
to
add
so
I
would
say
this
is
I.
Can't
underscore
this
piece
enough.
I!
G
Think
that
as
we
look
and
I
might
my
sense
is
that
what
will
come
out
of
at
least
some
of
the
recommendations
is
that
we
have
to
look
at
the
entire
system
collectively
in
order
to
squeeze
out
additional
efficiencies
and
so
to
your
point
that
will
have
to
do
with
enrollment
merger
consolidations
things
that
are
going
to
enable
us
to
be
more
efficient
with
the
roots
that
we
have.
I.
G
But
again,
until
we
get
the
recommendations,
we
you
know
we
it's
it's,
what
we're
supposing,
but
once
we
get
the
recommendations
we
can,
we
can
start
to
codify
and
and
then
think
to
whatever
committees.
We
need
to
form,
be
them
the
the
broad
stakeholder
that
you
were
just
talking
about:
Miss,
Lorena
or
the
smaller
ones
that
might
be
dealing
with
a
specific
issue
around
the
tiers
or
around
the
charters
and
Dell
I.
Don't
know
if
there's
anything
else,
you
want
to
add
to
that.
N
I
love
that
you
answer
that
perfectly
just
a
little
bit
to
add,
though
we
have
not
only
the
charter
schools,
but
also
private,
parochial
school,
so
there's
a
whole
right
currently
in
our
system.
Right
now
we
have
69
different
bell
times
across
the
operation,
so
imagine
69
different
bell
times
for
over
200
schools
that
we're
providing
transportation
for
so,
and
we
also
have
our
Auto
District
special
education
schools,
where
we
just
like
really
cannot
reuse
those
buses
throughout
the
operation.
N
So
it
is
difficult,
but,
like
superintendent
Skipper
said
we're
prepared
to
like
to
look
at
the
recommendations
and
pull
teams
together
to
do
whatever
we
can
to
continue
to
improve
the
operation,
because
access
to
education
for
our
kids
is
the
number
one
priority.
L
And
super
sentence
come
if
I
can
decide.
We
also
our
discussions
around
athletic
transportation
that
we
spoke
a
little
bit
about
at
the
last
meeting
and
looking
real
carefully
at
those
improvements
in
that
area
as
well.
M
Thank
you,
I
know,
I'm
out
of
time.
I
just
have
one
question
on
the
security
pieces,
so
I'm
curious
to
understand
around
the
upgrading
or
adding
the
cameras
is
the
concern
around
student
to
student
safety
or
is
the
concern
more
external
to
student
safety
I'm
just
trying
to
figure
out
what
problem
we're
trying
to
solve.
G
Sure
and
Deputy
depina,
you
can
surely
weigh
in
I,
mean
I
think
it's
both
I
think
that
there
are
times
where,
in
order
to
you,
know
ensure
safety
of
students
such
as
things
like
bullying.
There
are
times
that
the
cameras
can
be
very
important
in
that
or
student
assault
student
on
student
and
then,
similarly,
for
you
know
with
adults,
I
think
Intruders
in
the
building
you
know
or
unwanted
visitor.
G
These
are
the
things
that
we
try
to
protect
against
by
being
able
to
have
some
eyes,
but
it's
also
outside
of
the
building.
I.
Don't
I
want
to
reiterate
that
you
know
I.
Think
too
what
David
depina
spoke
about
areas
where
once
things
have
cleared
and
there
isn't
as
much
an
adult
presence.
That's
when
often
things
can
happen.
G
It
can
also
be
a
situation
if
you
have
a
missing
child
and
you're
trying
to
determine
what
door
the
child
went
out
or
did
the
Child
leave
the
building
and
at
what
time,
there's
important
information
that
can
get
ascertained
from
the
camera,
so
they're
used
in
a
variety
of
ways
and
Sam
I,
don't
I,
don't
know
if
there's
anything
else,
you
want
to
add
to
that.
No.
L
Well,
we
work
closely
with
Boston
police,
obviously
on
investigations
of
criminal
activity
and
or
an
event
of
missing
children
and
those
kind
of
pieces.
It's
just
another
example:
just
today
we
had
a
student
falsely
struck
by
a
student
by
a
bypasser
buying
a
moped
right.
So
in
those
situations
it
would
be
helpful
if
we
had
cameras
outside.
So
we
can
support
the
police
and
those
kind
of
Investigation
there's
also
work
that
we're
doing
to
also
comply
with
the
city
ordinance
around
surveillance
right.
L
So
we'll
work
closely
with
the
city
uninsuring
that
we're
complying
with
those
ordinance
as
well.
J
G
There's
been
multiple
situations
this
year,
where
a
parent
will
call
and
report
a
child
missing
from
not
having
come
home
from
school,
and
it's
really
important
in
those
situations
that
we're
able
to
ascertain
that
the
student
left
the
building.
What
time
the
student
left,
the
building,
sometimes
human
recollection,
can
be
one
thing,
but
often
the
information
that
we
can
get
from
a
camera
can
be
more
precise
and
there's
definitely
been
situations
where
we'll
be
able
to
affirm
to
a
parent.
G
You
know
the
time
when
the
student
you
know
left
that
the
student
indeed
did
leave
it's
the
same
with
cameras
on
buses.
They
often
will
help
us
in
the
case
of
you,
know
a
child
that
is
late
coming
home
on
a
bus
or
you
know
a
question
of:
did
a
student
actually
board
the
bus?
So
that's
the
you
know,
that's
the
spirit
in
which
we
try
to
use
cameras.
It's
for
Safety
and
Security
of
the
students,
primarily.
O
F
One
thank
you
so
much
superintendent
for
the
update.
It
was
robust,
particularly
for
your
first
update
and
so
I
think
we're
on
to
something
really
good.
If
we
can
keep
this
momentum
coupled
with
you
know
you,
you
said
accountability
as
as
sort
of
a
piece
of
The
Guiding
framework,
and
this
feels
like
a
good
start.
F
I
think
I
speak
for
myself,
but
I
suspect
I
speak
for
other
colleagues
here,
like
we've,
been
hungry
for
more
clarity
outside
of
just
the
good
news
right,
but
like
real
accuracy
and
precision
around
what's
happening
in
the
system,
aligned
with
data
to
help
inform
the
broader
message
and
hearing
you
talk
about
some
of
the
data
that
you're
interested
in
bringing
here
for
future
up
as
part
of
future
updates,
superintendent
updates,
I
think
was
really
promising
as
well.
F
You
know
everything
doesn't
have
to
be
a
separate
report
like
it's,
sometimes
just
good
for
us
to
hear
the
the
sort
of
stuff
and
things
and
how
it's
happening
on
the
ground
from
you
during
these.
These
operational
updates
so
I'm
excited
about
that
great.
F
Welcome
I'm
going
to
ask
a
few
questions.
My
first
question
is
about
the
school
Improvement
plan.
I
understand
the
Council
of
great
City
Schools,
having
a
role
in
some
of
the
the
analysis
that
we're
doing
and
understanding
problems
of
practice,
I'm
curious,
two
things:
sort
of:
what's
the
scope
of
their
actually,
it's
probably
three
things:
what's
the
scope
of
their
work,
what
made
us
choose
them
in
relationship
to
other
folks
who
might
do
similar
work
and
then
was
there
a
cost?
That
was
part
of
this
sure.
I
Sure
so,
starting
with
your
last
question,
first
Mr
Carteret
Hernandez
the
cost
of
each
of
these
reviews.
So
the
the
systemic
Improvement
plan
required
an
external
review
in
special
education
and
external
review
and
transportation,
and
an
external
review
and
student
safety.
I
The
district
put
together
a
brief
scope
of
work
that
essentially
used
the
language
from
the
systemic
Improvement
plan
and
solicited
quotes
from
vendors.
The
Council
of
great
City
Schools
responded
and
two
of
the
reviews:
each
cost
35
000
and
one
of
them
costs
thirty
thousand
I'm,
not
sure
which
one
was
the
30
000
off
the
top
of
my
head.
But
you
get
the
the
the
point
there.
So
those
contracts
were
executed
by
our
August
15th
deadline.
F
And
then
was
and
I'm
and
maybe
I
just
sort
of
missed
this
in
previous
conversations
so
I
apologize,
it
was
there
a
sort
of
winning
factor
that
they
brought
to
the
table
either
like
a
historical
expertise
in
either
of
those
three
domains.
Or
you
know-
and
this
is
I'm
asking
one,
because
the
complexity
of
them
being
a
membership
organization
that
we're
also
members
of
and
also
just
Clarity
around
like
do
they
do
this
work
and
how
are
they
have
they
been
successful
in
working
with
other
school
districts
in
it.
I
And
superintendent,
he
might
have
been
involved
in
previous
ones,
and
you
know
Mr
O'neill
has
some
knowledge
of
Past
reviews
that
have
been
done.
I
can
get
you
the
information
in
terms
of
like
how
many
reviews
they've
done
and
which
areas
and
which
cities.
I
If
that's
helpful
for
this
particular
case
through
our
City's
Equitable
procurement
policy,
there
is
sort
of
a
list
of
vendors
that
the
city
provides
that
we
used
to
identify
potential
vendors
to
send
quotes
to,
and
so
in
these
instances
the
Council
of
great
City
Schools
were
the
only
members
that
replied
to
the
solicitation
for
the
quote.
So
right.
G
I
would
I
would
add
to
that
that
I
think
one
of
the
things
that's
critical
is
that
when
we're
looking
at
systemic
Improvement,
it's
important
that
we're
looking
across
districts
that
have
comparable
size
characteristics
to
us
and
in
since
the
council
represents
that
group
of
schools
they're
often
for
urban
districts,
small,
medium
and
large
kind
of
the
go-to
of
knowledge
base.
G
It's
also
I
think
a
deep
resource
for
us
to
be
able,
not
only
through
the
attending
the
you
know
the
annual
meeting
of
the
council,
but
also
through
this
process,
to
be
connected
with
colleagues
around
the
country
who
have
done
this
deep
systemic
work
and
not
very
much
looking
forward
to
that
as
a
an
additional
benefit
post.
The
initial
set
of
recommendations,
I
think
sometimes
you
know
when
best
practice,
and
this
even
happens
in
the
state.
G
They'll
they'll
be
best
practice
and
they'll
point
to
particular
districts,
but
the
districts
don't
really
share
our
characteristic
of
either
size
or
demographic
of
our
student,
and
so
it's
very
hard
to
translate
things
that
worked
well
in
those
districts
to
something
as
large
as
our
district.
Here
we
have
much
more
ability
to
be
able
to
do
that.
F
B
P
Yes,
thank
you,
I
want
to
say
thank
welcome,
support,
new
superintendent.
Thank
you.
Thank
you.
So
much
for
your
presentation,
cambios.
P
Q
Q
P
Q
Q
P
Q
Q
Q
So
I
know
that
the
deadline
is
by
the
15th
and
I
would
like
to
know
what
you
are
thinking
of
doing
about
the
ell
students
and
also
the
ell
students
with
special
needs.
G
Okay,
so
thank
you.
Thank
you
for
that
Miss,
Polanco
Garcia,
so
actually
I'm
going
to
ask
fake
carp
who's
on
to
join
us
from
omme
to
just
give
an
update
of
the
actual.
What's
going
into
desk
in
terms
of
the
Strategic
plan,
I
know
that
there's
been
meeting
with
elpac
on
this
hey.
Are
you
on.
R
Good
evening
superintendent,
chair
Robinson,
school
committee,
members,
Miss,
Garcia
and
members
of
the
public
I
can
share
that
the
Strategic
plan
was
presented
last
week
to
the
English
learner
task
force
as
part
of
a
series
of
feedback
and
engagement
sessions
that
our
office
is
doing,
leading
up
to
the
submission
of
the
Strategic
plan
to
school
committee
on
October
12th,
and
we
invited
members
of
the
English
Runner
task
force
to
provide
feedback
both
during
the
meeting,
as
well
as
through
a
form
that
we
created
to
capture
that
feedback.
R
So
we
are
in
the
process
of
reviewing
that
feedback
from
the
English
learner
task
force,
as
well
as
the
other
groups
that
we're
engaging
with
key
curves,
our
our
d-lac
and
other
bodies
that
represent
our
very
rich
and
diverse
multilingual
learner
community
in
Boston,
Public,
Schools
I.
Believe
the
school
committee
has
being
a
strategic
plan
drafts
that
went
to
Dusty
in
August.
R
R
Our
second
priority
is
to
ensure
that
all
multilingual
Learners
with
disabilities
will
receive
appropriate
services
and
support,
including
that
which
is
provided
in
native
language.
Our
third
priority
is
to
improve
instruction
and
outcomes
across
all
of
our
multilingual
learner
programming
in
the
district.
R
The
support
of
the
English
learner
task
force
is
very
important
to
us
and
I
know
that
interim
assistant
superintendent,
Farah
assaraj,
who
was
not
able
to
be
here
tonight,
has
been
working
very
closely
with
that
body.
R
G
Great
thank
you
Faye
and
I'd.
Also
introducing
again,
our
senior
Deputy
of
academics
and
Linda
Chen
is
on.
S
Thank
you.
Thank
you.
So
much
for
your
question.
Member
Polanco,
Garcia,
our
English
language,
Learners
and
we've
renamed
and
I
really
want
to
applaud
the
team
for
really
centering
the
experiences
of
our
multilingual
Learners,
and
so
we've
really
renamed
so
that
we
can
really
more
accurately
reflect
their
identities.
S
They've
really
developed
a
very
robust
strategic
plan,
as
Faye
has
outlined
how
we're,
beyond
the
plan
of
what's
in
this
document,
if
you
will
and
I
really
appreciate
them
going
around
to
have
stakeholder
engagement
sessions
and
I
think,
certainly
if
the
school
committee
would
like
a
more
full
briefing,
we
will
be
briefing
you
the
next
meeting,
but
it's
important
to
engage
the
community
in
order
to
best
serve
them.
S
To
many
of
the
points
that
you
made
to
really
listen
to
what
the
needs
are
and
for
us
when
we
think
about
our
multilingual
Learners,
especially
those
with
disabilities,
they
are
the
most
marginalized
groups
in
our
system,
and
that
is
an
unwavering
commitment
that
the
team
has.
So
it
goes
anywhere
from
making
sure
that
services
are
provided,
but
more
importantly,
students
are
centered
and
our
teachers
and
our
schools
are
prepared
to
ensure
there's
a
sense
of
belonging
and
ensure
that
the
particular
needs
and
instructional
approaches
are
used
to
ensure
their
success.
P
Q
What
metrics
have
you
thought
about?
After
all,
those
meetings
and
and
all
those
sessions
that
you've
had.
S
R
We
thank
you
Linda.
We
are
in
the
process
of
collating
that
feedback
right
now,
so
I
would
need
to
get
back
to
this
body
with
kind
of
a
synthesis
of
the
trends
so
far,
I
know
from
being
present
at
the
English
learner
task
force,
meeting,
for
instance,
that
there
were
questions
around
some
of
the
implementation
timeline.
R
We've
had
conversations
around
metrics
that
have
been
drafted
so
far
and
English
learner
task
forces,
for
instance,
feedback
on
the
use
of
MCAS
and
access
as
metrics
versus
kind
of
a
different
lens
of
feedback
that
we've
gotten
from
Desi
on
those
metrics.
So
that's!
You
know
one
example
of
kind
of
differing
viewpoints
that
we've
heard
from
various
stakeholders
on
one
component
of
the
very
extensive
plan,
but
I
would
need
to
get
back
to
you
with
more
specifics.
To
date,
foreign.
G
I
would
just
add
that
I
think
there's
a
deep
commitment,
having
heard
from
the
community
the
desire
to
expand
bilingual
education
and
language,
specific
bilingual
education,
that
I,
that
you
know
that
is
going
to
be
a
priority
and
a
focus
for
us
and,
as
we
know,
it's
tied
deeply
to
enrollment
and
registration.
G
And
so
this
is
like
one
of
those
examples
where
we
will
have
to
have
cross-functional
teams
in
order
to
make
sure
that,
as
we're
building
out
the
options
for
students
that
we're
doing
it
to
Linda's
Point,
you
know
where
schools
are
embracing
the
programs
that
begins
at
art
at
the
top
that
begins
in
in
at
the
district
level
of
valuing
bilingual
education,
and
so
our
hope
is
from
the
metric
side.
You
know
Fair
fake
and
share
in
more
detail,
but
I
think
for
us.
G
These
will
all
be
areas
that
we're
looking
at
deeply
in
the
data
to
be
able
to
see
as
we're
redesigning
and
going
deeper
with
our
academic
programming,
how
to
be
able
to
design
it
not
only
for
when
students
are
learning
English,
but
once
they
have
learned
English
what
they're
able
to
access
in
in
and
have
available
to
them
going
forward.
The
Silo
by
literacy
is
another
that
will
be
a
district.
You
know
district-wide
initiative
to
push
as
a
way
to
be
able
to
celebrate,
but
you
know
by
literacy.
S
I
would
also
add
that
we
know
from
research
that
bilingual
programs
and
the
using
the
youth
home
language
serves
our
students
better
in
the
long
run
in
terms
of
outcomes,
and
so
we
are
very
committed
to
doing
that.
However,
we
also
want
to
make
sure
that
we
involve
our
communities
in
a
shared
commitment
towards
that
and
ensuring
that
we
hire
teachers
who
are
fully
bilingual
and
certified
and
can
serve
our
students
in
the
best
ways
as
well.
That's.
D
Thank
you,
madam
chair.
So,
first
of
all
superintendent,
a
profound
welcome.
We've
been
waiting
and
we're
delighted
that
you
were
here
also
a
profound
thanks
to
Dr
eccleson
for
his
role
as
interim
superintendent
and
I
know
how
closely
he
worked
with
you.
So
it
has
been
seamless
in
fact
all
summer.
D
It
feels
almost
strange
to
welcome
you
because
I
know
how
involved
you
have
been,
and
also
to
Dr
Casillas
for
how
she
worked
with
Dr
eccleson
in
the
turnover
to
his
beginning
as
interim
superintendent
and
I
know
how
important
it
was
to
her
to
make
sure
that
he
was
up
to
speed
Etc.
So,
thanks
to
all
three
of
you,
I'm
not
going
to
ask
a
lot
of
questions
because
I
will
help
plenty
in
the
future,
but
a
you
gave
a
very
robust
report
and
bu
just
started.
D
So
I
am
going
to
ask
one
clarified
question,
but
before
I
do
about
your
report
before
I.
Do
miss
Hogan
earlier
asked
me
to
add
a
comment
about.
The
question
was
asked
about
the
council,
great
City
Schools,
so
just
more
from
an
explanatory
Viewpoint,
because
I
have
been
this
body's
representative
to
the
council
over
the
years,
the
council,
what
they
do
for
what
they
call
Strategic
support
teams
is,
in
fact
a
a
core
part
of
what
they
provide
from
Member
districts.
So
they
have
a
different
approach,
both
for
academic
reviews
and
then
operational
reviews.
D
So
different
people
within
the
council
who
are
full-time
on
their
staff
oversee
the
process,
depend
upon.
If
it's
an
academic
review
or
an
operational
review,
they
have
National
experts
on
their
staff,
so,
for
example,
in
Special
Ed,
one
of
the
top
special
ed
experts
in
special
ed
law
nationally.
In
fact,
she
often
writes
a
briefs
to
the
Supreme
Court
when
they're
considering
special-led
issues
is
on
staff
with
the
council
and
will
be
involved
in
this.
D
So
I
know
the
chair
and
I
met
with
the
special
ed
group
that
came
in
to
review
us
and
that
included
an
expert
from
Seattle
Public
Schools
from
Cleveland
Public
Schools
and
from
Chicago
public
schools,
in
addition
to
the
council's
full-time
staff,
who
are
on
that
effort,
as
well
so
depending
upon
the
issue
that
a
district
asked
the
council
to
look
at,
they
bring
in
operational
experts
from
all
the
country.
D
So
in
fact,
I
know
many
BPS
senior
officials
have
served
on
these
strategic
support
teams
if
it's
an
area
of
strength
for
them
and
for
us
in
in
another
District.
When
another
District
asked
the
council
to
bring
people
in
so
I
think
what
the
most
important
and
unique
thing
about
them
is
they're
bringing
in
people
who
are
actually
doing
this
job
successfully
in
other
districts
right
now,
so
that
they
can
bring
best
practices.
D
If
you
look
at
the
school
committee
website,
you
will
see
when
we
have
brought
the
council
in
in
the
past
and
seeing
their
full
reports,
which
are
actually
extremely
extensive
and
a
lot
of
recommendations.
So
it
is
very
common
practice
when
a
new
superintendent
comes
into
a
discrete
that
they
ask
the
council
to
either
provide
academic
or
operational
reviews
of
particular
areas
concerned
that
they
that
they
have
so
and
I
believe
on
the
council
website.
It
actually
lists
all
the
strategic
support
team
reports
that
they
have
done
over
the
years
for
districts.
D
Superintendent
I
do
have
one
just
clarifying
question
only
and
you
may
ask
Dell
to
actually
give
the
details
on
it.
When
you
showed
the
chart
of
the
transportation
on-time
performance,
you
showed
first
the
morning,
then
you
showed
the
afternoon
and
the
afternoon.
I
just
want
to
be
clear
on
what
it's
tracking,
when
it's
at
on
time
or
15
minutes
later
30
minutes
late,
I
am
assuming,
that
is
from
the
dismissal
of
school
I.
D
Just
wanted
to
be
clear
on
that:
it's
not
when
students
are
arriving
home,
but
it's
if
the
buses
are
actually
at
the
school
when
trans,
when
when
the
bell
time
happens
so
to
speak,
is,
is
that
what
is
against
l?
I
see
you
nodding
yes,
so.
D
J
N
D
And
obviously
traffic
is
24
7
in
Boston.
It
seems
these
days,
so
it's
not
like
afternoon
is
any
better
or
or
even
an
early
dismissal
time
is
more
likely
to
have
students
home
in
time
versus
a
later
dismissal
time,
but
Dell.
You
also
mentioned
how
many
start
times.
We
have
different
start
times.
We
have
which
I
was
astonished
by
that
figure.
How
many
different
afternoon
end
times
so
to
speak?
Do
we
have
as
well.
N
Yeah,
so
the
answer
is
yes,
because
we
have
125
BPS
School
end
times,
but
we
also
have
like
the
charter
schools.
Our
district
special
education
schools
try
to
just
like
all
of
the
schools
in
the
system,
so
I
think
the
PM
is
actually
a
little
bit
more
than
the
am,
but
I
can
get
a
break
out
of.
D
D
G
G
The
reason,
though,
isn't
necessarily
as
clear
as
that,
whereas
with
the
orange
line
we
specifically
wanted
to
see,
students
being
tardy
because
of
public
transportation
with
your
orange
line
is
back
up,
we're
not
we're
no
longer
continuing
to
do
that.
It
is
interesting.
Data
I
mean
I,
think
the
traffic
congestion
in
general
is
causing
both
parents
who
are
driving
to
often
be
late,
but
for
us
with
the
buses.
It's
it's
obviously
much
more
difficult.
G
It
has
yeast,
as
you
could
see,
from
the
numbers
and
definitely
going
in
the
better
Direction,
but
the
afternoon
does
not
seem
to
have
that
same
relief.
In
that
same
way,.
G
Right,
that's
right
and
to
your
point
about
just
the
enormous
amount
of
start
times
and
end
time
variation.
This
is
something
that,
in
the
verbal
from
the
from
the
council,
great
City
Schools,
they
were
clearly
going
to
flag.
G
They
were
I,
think
surprised
at
particularly
with
the
charter
group
The
variation
of
times
and
what
that
was
doing
to
our
tiered
system.
So,
even
though
we
have
tears-
and
we
have
organizations
that
the
other
types
of
Transportation
we're
providing
support
for
does
not
so
I
think
that
this
will
clearly
come
out
as
one
of
the
recommendations
when
we
get
the
written
report
and
we'll
have
to
have
some
conversations,
I
think
with
with
the
Trotter
Association
and
with
the
state
great.
G
F
Following
up
just
first
on
the
sort
of
previous
conversation,
obviously
I'm
aware
of
the
Council
of
great
City
Schools
I've
been
working
in
education
for
20
plus
years.
The
question
the
sort.
F
I
had
around
this
particular
procurement
was
obviously
were
that
the
only
person
who
went
up
for
the
job
and
in
either
of
these
three
areas
were
there
reports
that
we
found
interesting
or
cultivated
more
curiosity
around
our
own
Direction
as
a
system,
and
so
that
was
really
where
I'm
going.
Also
with
that
question
was
obviously
the
connection.
F
This
has
been
critiqued
before
it's
a
membership
organization,
then
there's
a
contract
around
additional
Services
I
just
wanted
to
sort
of
know
more
and
it
sounds
like
there
might
be
more
there
and
I
don't
know
so,
but
I
want
to
keep
moving
because
I
I
at
this
point
I'm
the
only
one
who
have
been
cut
off
on
my
five
minutes,
so
I'm
gonna
make
sure
I
get
in
my
questions.
The
question
for
me
second
question
is
around
teacher
shortage
data
I'd
asked
last
time
just
an
update
on
that
data.
I
know
superintendent.
F
You
said
you
were
going
to
come
back
to
us
with
an
update,
curious.
If
there's
any
top
lines
you
can
share
today,
specifically
around
teachers,
paraprofessionals
and
then
any
concentrations
of
need,
and
then
the
second
question
there
is
I.
Also
ask
if
families
who
did
not
have
a
permanent
teacher
had
been
notified.
It
was
unclear
if
that
had
happened
and
I
wanted
to
know.
If
that
had
been
something
that
we
were
able
to
deliver
on.
G
Sure
so,
through
your
chair,
so
on
on
the
first
one
we
do
daily
updates
from
ohc
and
I.
Think
the
the
headline
is
that
we
we
are
making
progress,
particularly
in
the
schools
that
had
multiple
vacancies
and
so
we're
making
the
progress
in
those
areas
really
triaging.
G
You
know
when
we
have
say
190
teacher
vacancies
spread
out
across
our
schools,
as
you
can
imagine,
it's
it's
disparate
impact
for
particular
schools
and
in
other
schools.
It
might
be
one
or
two.
Thus
far,
we've
been
able
to
cover
those
with
substitutes
and
and
other
means,
but
right
now,
ohc
is
still
continuing
to
process
every
day
and
the
weekends
to
be
able
to
get
teachers
and
paraprofessionals
in
there
that
we've
made
more
Headway
on
the
Paris
of
late.
The
areas
of
need
can
I
think
continue
to
sort
of
be
streamlined.
G
Esl
is
a
big
one,
and
you
know
we're
really
trying
to
and
we'll
have
to
continue
to
build
our
own
pipeline
in
this
area,
because
there's
just
a
shortage
and
so
I
think
our
recruitment
efforts
there
and
Partnerships
with
the
universities
to
be
able
to
offer
more
opportunity
there.
Science
is
another,
and
this
was
actually
spoken
about
at
the
last
state
meeting,
that
I
went
to
the
way
that
we've
been
able
to
bridge.
G
This
is
that
science
teachers
who
are
internal,
who
were
becoming
coaches
we've,
been
able
to
move
them
back
into
the
classroom
for
the
time
being,
as
we're
continuing
to
recruit
to
fill
those
positions.
Food
service
is
another
area
that
we
continue
to
work
toward
in
bus
monitors.
Those
would
be
the
four
I
would
lift
up.
G
Not
not
that
I
am
aware
of
I
mean
I
think
this
is
pretty
spread
out.
There
are
a
few
pockets
of
schools,
I
mean
CTE.
Teachers
is
another
one
that
actually
I
would
say
again.
These
are
not
shocking.
Right,
like
these
are
the
ones
that
we
have
to
kind
of
build
the
pipelines
and
they
often
mirror
the
state
shortage
as
well.
F
It's
a
hard
time
so
I'm
I'm
thinking
about
you
I
know
that
in
October
you
said,
you'd
come
back
to
us
with
a
another
update.
I
think
it
would
be
helpful
if,
in
that
update,
you
can
give
us
some
of
that
school
specific
Gina
just
so
we
so
just
you
know
as
we're
thinking
about
that
sort
of
monitoring
and
support,
and
then
the
second
piece
here
is
just
around
recruitment
strategies,
and
you
have
probably
heard
I
know.
You've
been
watching
like
I,
have
been
a
huge
proponent
for
thinking
about
hiring
bonuses.
F
We've
seen
it
work
in
other
school
systems
across
the
country
and
thinking
about
Esser
funds
directly
in
the
pockets
of
the
workforce,
and
so
I'm
not
sure
if
this
is
the
time
to
deploy
that
strategy,
particularly
on
the
heels
of
what
is
quite
possibly
going
to
be
a
successful
labor
contract
as
well
with
BTU.
Yes,.
G
I
think
it's
a
it's
a
good
and
interesting
recommendation,
and
so
we'll
be
definitely
taking
a
look
at
that,
and
we
can
include
some
updates
to
that.
If
that
is
going
to
be
part
of
the
strategy
when,
when
we
present
cool.
F
And
then
my
last
question
in
my
16
seconds,
you
mentioned
chronic
absenteeism.
Data
I
have
asked
for
this
Data
before
so
it's
on
your
first
time
with
us.
It
is
just
like
a
beautiful
thing
to
hear
you
talk
about
it,
but
also
recognize
it
as
a
strategic
priority
for
under
outstanding
our
graduation
rates
and
and
the
sense
of
belonging
that
is
necessary
in
order
for
kids
to
see
this
journey
through.
Is
there
data
that
you're
ready
to
share
with
us
around
our
current
chronic
absenteeism
rate
year
over
year,
so.
G
What
I'd
like
to
do
is
to
be
able
to
present
that
as
part
of
the
MCAS
data,
so
that
we
can
actually
show
it
in
the
broader
spectrum
of
what's
happening
at
the
state
level
as
well,
because
I
think
that
there's
some
mirror
Trends
but
there's
also
some
different
Trends.
This
is
an
area
that
we
have
to
come
together
as
a
community
around
this
and
the
Dropout.
G
You
know
those
those
two
areas,
so
you
my
full
commitment
on
that,
but
we
will
make
sure
to
include
that
in
the
MCAS
and
also
break
down
the
state.
Right
now
has
done
two
levels:
a
10
and
a
20
I
know
you
know
this
10
in
the
20,
and
you
know
really.
The
20
is
is
a
non-factor
right
like
we
can
never
think
about
a
student
being
out
36
days.
So
we
need
to
set
our
markers
by
the
10,
and
that
has
to
be
the
Improvement
levels.
Yeah
and.
F
It's
just
like
you
know
this:
it
is
terrifying,
I'm
sure,
you're,
seeing
the
numbers
increase
post
covid
because
of
the
ways
that
we
were,
we
lost
an
ability
to
keep
closer
contact
with
our
most
vulnerable
kids,
and
so
I
feel
incredibly
hopeful
that
you
have
named
this
as
a
priority.
It's
an
easy
one
to
lose
because
they
are
not
our
loudest
voices
they're,
often
the
softest
voices
in
the
room
because
they're
just
not
there
so
I'm,
incredibly
thankful
that
you
named
this
tonight.
G
As
a
private
and
Ian,
I
would
also
say
that,
as
we
think
of
our
overall
Dropout
strategy
prevention,
there
is
there
is
it
for
those
students
that
have
dropped
out
or
timed
out
and
they're
for
the
pipeline,
that
we
need
to
stop,
and
that
pipeline
starts
back
at
like
age
12,
and
so
we
have
to
be
looking
at
the
data
at
both
ends,
not
just
reacting
to
the
end
of
the
students
that
have
timed
out
or
dropped
out.
G
E
Okay,
a
few
quick
questions,
so
first
one
is
kinda
I'll
mention
it
that
briefly
at
the
end,
but
my
first
one
is:
how
will
you
work
on
making
sure
food
lunches
are
equally
distributed
because
my
school
this
year
we
have
amazing
school
lunch
for
last
year.
It
was
just
kind
of
like
my
school
had
open
campus
literally
everybody
needs
it.
E
G
E
G
Is
this
is
a
this
is
a
really
good
question
Diego,
because
I
think
this
is
about
our
Partnerships
and
part
of
the
reason
why
I
was
celebrating
City
fresh
and
going
out
and
then
also
working
with
Shaw
Foundation
to
look
at
the
other.
Schools
was
to
be
able
to
make
sure
that
we
have
the
breath
to
cover
all
of
our
schools
so
that
there
is
really
good
healthy.
G
You
know
culturally
relevant
lunches
for
our
students
in
a
way
that
also
fits
the
grade
levels
for
the
students,
High
School
versus
younger
students
and,
and
so
that
is
within
a
very
intentional
model
of
partnering
and
I.
Think
you
know
Deputy
depina
I,
don't
know
if
you
want
to
add
to
this
because
I
know
you're
intimately
involved
in
the
food
and
nutrition
component.
L
Yeah
I
would
just
say
that,
just
to
remind
folks
that
we
do
have
two
different
type
of
Service
delivery
models
right,
the
ones
that
we
prepare
freshly
in
and
those
that
are
still
haven't
converted
over
to
doing
that
model
right.
So
the
idea
is
that,
regardless
of
what
type
of
school
you
have,
you
have
to
make
sure
to
superintendent
skip
this
point
that
we
make
sure
we
have
good,
nutritious
and
healthy
quality
meals,
regardless
of
what
type
of
school
you
do
have.
That's.
G
E
Thank
you
and
my
second
question
kind
of
a
complaint
kind
of
a
question
we'll
see
how
this
goes
so
my
school
starts
at
8
right,
I
get
to
I
got
to
school
today.
Personally,
at
8,
10.
E
and
I
was
Mark
tardy
right,
but
the
thing
is
for
some
reason:
three
unexcused
tardies
equals
an
absent
and
like
at
that
rate,
I
might
not
like.
At
that
rate,
it's
like
you're,
basically
saying
Meek
not
coming
in
for
an
hour
and
a
half
or
two
hours
is
equal
to
me
not
coming
in
10
minutes
late
and
it's
just
kind
of
doesn't
make
sense.
G
Okay,
so
I
got
the
complaint.
Part
I.
Think
the
the
question
part
is,
you
know:
is
there
a
way
to
look
at
that?
Have
conversation
and
discussion
about
it
right
and
I
think
the
answer
to
that
is
yes
and
Sam
I,
don't
know
if
you
want
to
talk
or
Miss
Kelton
Chief
Kelton
wants
to
talk
at
all
about.
L
We
can
definitely
explore
those
options
as
well,
and
it's
also
mindful
so
we
did
change
that
policy
last
year
when
we
did
update
the
tennis
policy
that
change
wouldn't
occur
or
the
tardies
didn't
affect
your
grades.
So
I
think
what
we
need
to
do
is
work
with
the
school
leaders
and
our
students
to
make
sure
we
educate
them
to
the
new
policy
that
we
did
away
with
that
work.
That
was
one
of
the
changes
that
we
did
last
year.
B
Ready
thank
you.
I
have
a
quick
question.
I
know
that
we
focus
a
lot
on
our
older
youth
as
we
look
at
things
around
attendance
Etc
as
it
relates
as
it
relates
to
graduation
rates.
How
are
we
looking
at
attendance
amongst
our
youngest
students.
G
So
so,
chair
on
on
the
attendance
and
actually
Chief
Kelton
can
speak
to
this
in
terms
of
the
attendance
supervisors.
He's
it
it's,
regardless
of
the
age
we're
constantly
looking
at
attendance
and
I
would
say
on
the
chronix
absence
absenteeism
while
there
might
have
well,
there
are
definitely
more
trends
for
the
older
students.
It
is
not
limited
to
the
older
students.
G
J
T
G
With
the
younger
students-
but
you
know
a
younger
student
missing
that
kind
of
time,
it's
it's
equally
difficult
because
they're
just
they're
missing.
Third,
like
a
chronic
absent
student,
that's
missing!
18
days
is
almost
a
month
of
school
and
when
you
stop
and
think
about
the
foundations
that
a
student
learns
instructionally
in
a
month
of
school,
it's
it's
unrecoverable
in
many
ways.
G
So
this
is
why
we
just
have
to
help
parents
and
families
to
to
figure
out
what
the
barriers
are
to
having
students
be
able
to
come
and
come
regularly
and
then
work
to
solve
that
with
the
families
and
also
to
help
the
families
understand
how
much
their
students
are
missing
when
they're
missing
that
type
of
time,
even
even
a
school
day
and
I,
don't
know
Chief
Kelton.
If
there's
anything
else,
you
want
to
add
to
that
on
the
attendance
side,
yeah.
U
So
I
think
that
part
of
it
is
also,
you
know,
really
speaks
to
engaging
our
families,
so
they
can
understand
what
happens
in
schools
and
strengthening
that
relationship
and
meeting
families
where
they
are
right.
So
superintendent
Skipper
mentioned
that
you
know
understanding
what
the
root
cause
is
and
as
we
use
our
supervisors
of
attendance,
we've
assigned
them
to
the
network
model
that
superintendent
Skipper
has
sort
of
reinstated
for
the
district,
and
this
helps
to
partner
with
our
district
social
workers
and
also
our
operational
leaders
right.
B
Thank
you
before
we
move
on
is
there?
Are
there
any
further
questions.
B
B
C
D
W
C
B
Thank
you
before
we
move
on
to
General
Public
comments.
The
committee
will
receive
a
brief
report
on
the
agreement
between
the
Boston
school
committee
and
the
Boston
Teachers
Union
regarding
health
and
safety
for
the
school
year
2022-2023.
The
committee
will
take
action
on
this
agreement
later
in
the
evening.
This
time,
I'd
like
to
invite
senior
advisor
Megan
Costello
to
provide
an
overview
of
the
health
and
safety
agreement.
X
Thank
you,
madam
chair
hello,
school
committee,
members,
nice
to
see
you
this
evening
and
members
of
the
public
Megan
Costello
a
senior
back
here
in
the
superintendent's
office
here
to
present
a
very
brief
presentation,
just
two
slides
this
evening
earlier
today,
I
actually
had
to
sketch
out
to
understand
what
year
of
covid
are
we
in,
and
this
is
now
the
fourth
year
that
this
pandemic
has
impacted.
X
This
agreement
is
very
similar
to
last
year's
agreement,
and
our
ask
of
you
tonight
is
to
vote
to
approve
the
health
and
safety
MOA
with
the
Boston
Teachers
Union
I'll
share
a
brief
presentation
just
to
give
it
a
little
bit
of
an
overview
and
then
happy
to
answer
any
questions
you
may
have
next
slide.
Please.
X
So,
on
the
the
first
slide
here,
I
do
want
to
just
remind
folks
about
all
of
our
mitigation
measures.
I
think
it's
really
important
as
a
district
that
you
know,
covid
is
a
daily
part
of
our
Lives.
We
are
trying
to
move
forward,
but
it
is
still
something
that's
really
important
for
us
to
be
thinking
about
all
the
mitigation
measures
that
we
can
take.
So
we
have
testing
we're
Distributing
weekly
test
kits
to
our
students
and
staff,
and
we
have
in-school
symptomatic
testing.
X
X
We
continue
to
communicate
with
families
about
any
positive
cases
that
are
diagnosed
from
in-school,
symptomatic
testing
and
we
communicate,
and
in
that
case
masking
is
not
required
but
strongly
recommended
and
we
communicate
with
cluster
communication.
So
that's
if
three
or
more
positive
cases
are
identified
in
a
classroom,
the
classroom
is
required
to
mask
for
10
days.
X
Thank
you.
We've
also
begun
to
host
vaccine
clinics
and
we're
very
excited
to
be
at
some
of
our
open
houses.
Just
this
coming
week,
masks
are
optional,
but
strongly
recommended
and
we
do
require
them
in
certain
situations,
as
they
just
spoke
about
and
we're
continuing
to
monitor
the
community
positivity
and
and
take
advice
from
the
Boston
Public
Health,
commission
and
we'll
continue
to
do
so
on
masking.
X
And
finally,
we
have
isolation
spaces
for
our
students
and
staff
who
test
positive
while
in
school.
This
is
really.
You
know,
a
critical
piece
to
just
make
sure.
If
somebody
does
test
positive,
it
is
going
to
happen
that
they
have
a
space
that
they
can
isolate
in
while
they
wait
to
be
picked
up
or
head
home
for
the
day.
X
So
the
complete
at
school
year,
health
and
safety
agreement
can
be
found
on
our
website.
There's
a
link
in
the
slide
presentation
for
the
public,
but
some
highlights
you
know.
I
did
want
to
include.
Obviously
our
partnership
with
the
btu
is
very
important
to
us,
and
you
know
the
the
goal
of
the
Moa
is
to
provide
assurances
to
both
the
district
and
in
our
school-based
staff.
X
So
you'll
see
that
you
know
many
of
these
things
mirror
the
policies
we
already
have
in
place
with
some
more
specific
detail
that
might
be
provided.
X
A
few
highlights
or
isolation
spaces,
as
I
just
mentioned,
will
ensure
that
staff
who
might
be
monitoring
a
student
who's
positive
will
have
access
to
the
appropriate
PPE,
including
kn95,
masks,
we'll
provide
masks
and
test
kits
for
all
of
our
staff
and
including
the
mask
the
properly
fitted
n95
mask
for
our
nurses
and
we're
hoping
we
don't
need
this
one.
But
we
did
learn
that
last
year
that
when
we
see
a
big
surge,
we
may
need
to
temporarily
contract
with
an
external
Agency
for
nursing
Services,
again
we'll
only
utilize
this.
X
If
we
need
it-
and
we
hope
not
to,
but
it's
important
that
we're
prepared,
we
will
also
have
a
covid-19
coordinator.
That's
a
stipend,
positioned
at
each
school
to
support
all
related
covert
related
activities,
so
testing
vaccines,
reporting,
communicating,
Etc
and
nurses
have
the
first
right
of
refusal
to
that
stipend
position
and
finally,
in
the
Moa
we
have,
the
city
of
Boston
has
extended
the
10
days
of
covid-19
emergency
sick
leave,
so
these
are
for
absences
related
to
covet
19.
X
E
So
I
remember
last
year
the
numbers
were
pretty
darn,
inaccurate
and
honestly.
I
have
a
feeling.
That's
gonna
happen
this
year
and
I
think
it
already
has,
because
my
school
is
one
of
the
schools
with
the
covet
outbreak
and
so
like
the
number
of
my
females
versus
what
I'm
hearing
in
school
do
not
match
up.
X
It's
really
important
feedback
for
us
to
hear
you
know
I.
Think
one
thing
is
we
have
policies
on
paper,
but
we
want
to
make
sure
they're
implemented
correctly.
So
I
would
love
to
talk
to
you
in
more
detail
about
what
your
experience
has
been
and
baa
in
particular,
you
know,
has
been
a
school
we've
monitored
very
closely
and
been
part
of
our
conversations
at
a
lot
of
our
four
o'clock
meetings.
X
You
know,
because
of
the
high
risk
activities
and
because
sort
of
the
the
different
classes
and
and
different
grades
that
intersect
with
each
other
at
baa
we
have
seen
a
higher
caseload
at
baa,
and
so
you
know
masking
has
been
required
for
10
days,
either
in
specific
classrooms
and
then
school-wide
once
the
numbers
excuse
me,
it
got
a
little
higher,
but
again
would
really
love
to
you
know
we're
we
have
different
communication
protocols
in
place.
X
So
if
there's
a
specific
classroom
outbreak
and
then
I
know,
we
did
extended
school-wide
communication
for
their
masking
required
at
baa
foreign.
H
Thank
you
so,
along
the
same
lines
right
so
you
know
obviously,
there's
been
conversation
towards
the
beginning
of
the
year
about
considering
masks
just
for
a
period
of
time.
I
mean
we're
beyond
the
scope
of
Labor
Day
or
a
Labor.
H
Day
surge
I
have
a
concern
sort
of
as
we
move
into
particularly
the
the
flu
seasons
and
expectations
for
case
numbers
to
rise
and
think
and
things
of
that
nature
I
like
the
fact
that
so,
if
I'm,
if
I'm
understanding
correctly,
if
there
is
a
outbreak
or
I,
guess
a
cluster
of
cases
that
are
three
or
more
within
a
classroom
that
triggers
a
mandatory
Mass
mandate
or
D
well,
obviously,
deep
cleaning
and
other
protocols.
H
X
There's
a
little
bit
of
an
echo
okay
thanks,
you
know,
I
think
this
is
where
the
four
o'clock
calls
that
we
do
at
the
Boston
Public
Health
commission
are
really
critical
reporting
having
everybody
report,
whether
you're
a
staff
or
a
student.
If
you
are
covered
positive,
whether
it
happens
in
school
or
at
school
outside
of
school,
it's
really
important
to
use
our
code
reporting
forms.
So
we
can
track
this
and
we
work
very
closely
with
you
know.
X
When
we
look
at
the
numbers-
and
we
see
okay
in
classroom,
you
know
108
or
whatever
there's
three
cases.
It's
a
phone
call
to
the
school
leader.
It's
a
phone
call
to
the
nurse
you
know
what's
going
on
in
here.
We
don't.
We
don't
quite
do
contact
tracing
anymore
right,
but
we
ask
questions
to
really
inquire
what
the
unique
situation
might
be,
and
we
determined
that
if
this
is,
you
know,
does
qualify
as
a
cluster,
which
it
often
does.
If
it's
three
or
more,
then
we
send
it.
X
We
have
a
template
that
schools
have
that
they,
you
know
kind
of
fill
in
anything
specific
to
the
classroom
that
they
send
home
that
day
to
school
schools.
Excuse
me
to
families
and
then
the
next
day,
because
Mass
are
required,
we
will
have
Mass
available
for
those
students
and
staff
that
also
need
them.
H
Oh
and
yeah
my
question
about
I,
don't
know
if
you
all
have
been
already
talking
to
bphc
I
know
where
what
we're
in,
like
the
medium
Threat.
H
You
know
like
18.1
per
100
000
cases
at
this
point,
but
is
there
any
sense
that
that
they've
spoken
about
again
entering
the
the
later
fall
in
the
winter
seasons?
Has
there
been
any
discussion
around
that
or
what
they
might
anticipate.
X
Sure
you
know
I
mean
one
thing:
that's
really.
What
I've
learned
from
covid
is
that
the
future
is
really
hard
to
predict
right,
but
we
must
be
prepared,
and
so
the
Boston
Public
Health
commission
again
we
speak
every
single
day.
X
They've
been
monitoring
right
and
keeping
us
up
to
date
about
the
medium
level
that
we're
at
and
should
that
continue
to
move
in
an
upward,
Trend
I
think
there
will
be
a
strong
recommendation
from
the
Boston
Public
Health
commission
that
the
superintendent
and
team
will,
you
know,
be
able
to
make
some
decisions
on.
E
Can
I
say
something?
Yes,
so
I
no
I
briefly
mentioned
this
Statistics
are?
Is
it
a
matter
of
keeping
a
statistics
or
simply
not
reaching
out
to
families
when
there
is
a
new
case,
because
there
are
so
many
cases
when
outbreaks
do
happen,.
X
Yeah,
so
we
do
rely
on
self-reporting
right,
and
so
we
have
communicated
to
families
will
be
communicating
again
later
this
week
to
families
to
remind
them
that
their
student
has
a
covid
test
kit.
They
should
test
on
Sunday,
night
or
Monday
morning
before
coming
back
to
school.
X
Diego
I
would
love
your
help
in
recruiting
some
students
right
and
really
trying
to
get
student
voice
involved
and
understanding
the
importance
of
testing.
But
then
we
also
have
to
make
sure
people
are
reporting,
and
so
we've
tried
to
make
it
as
simple
as
possible
for
families
to
just
call
the
school
and
report
and
there'll
be
some
questions
that
they're
asked.
So
we
can
get
all
the
accurate
information,
but
schools
often
have
a
lot
of
information
right.
X
They
know
Diego
and
what
his
schedule
is
and
where
he's
been,
and
so
you
know
that
that
reporting
piece
is
really
important,
and
then
we
ask
staff.
We
have
a
little
packet
for
our
employees
that,
if
they're
positive
these
are
the
steps
they
need
to
take
in
one
of
those
really
critical
pieces
is
the
reporting
piece
of
it.
So
you
know
our
data
is
not
perfect.
We're
as
transparent
as
we
can
be
with
the
Cobia
dashboard
that
we
have,
but
we
do
really
need
the
public
to
know
that
reporting
is
really
critical.
X
E
I
offer
an
idea,
please
maybe
in
those
packets
that
you
give
out
to
teachers,
could
you
could
you
maybe
like
ask,
do
you
do
you
know
if
at
least
one
of
your
students
has
covid
or
something
like
that?
Not
that
exact
question,
because
I
know
for
a
fact
that
there
are
that
we
we
all
know
who
has
coveted.
E
Not
we
all
know,
but
this
talk
right,
there's
talk,
and
sometimes
we
all
know
if
the
person
tells
people,
but
sometimes
we
don't
know,
but
for
the
most
part
we
do
but
like
it's
not
reported
officially,
however,
the
teacher
knows
we
know
it's
kind
of
like
okay.
X
X
E
The
above
all
of
the
above
yeah
I
think,
unfortunately,
there's
way
too
many
of
them.
First.
X
So
it's
so
important
right,
and
this
is
where
personal
responsibility
matters
a
lot.
Accountability
from
our
peers
and
our
friends
really
matters
a
lot.
You
know
communicating
with
our
School
nurses
and
Educators
matters.
If
you
are
sick,
if
you
have
the
symptoms
or
you
are
covered
positive,
you
should
not
be
coming
to
school.
It's
really
important
for
everybody's
safety
that
that
message
is
spread
far
and
wide.
X
If
you
do
think
there
might
be
somebody
covered
positive
at
your
school
I
recommend,
maybe
talking
to
your
nurse
or
an
educator,
but
the
bottom
line
is
you
shouldn't
be
coming
to
school
if
you're
sick
and
then,
if
you
are
home,
it's
important
that
you
report
it
to
us
right
so
that
we
can
do
our
best
to
understand
the
impact
that
it
might
have
on
the
overall
School
Community
I
will
say
you
know
most
of
our
schools
have
at
least
had
one
or
two
cases
as
we
have
expected.
X
Other
schools
have
have
spiked,
not
spiked,
but
you
know
have
larger
numbers,
but
they
also
have
larger
student
populations.
So
we
continue
to
monitor.
You
know
each
of
these
pieces
but,
as
I
said,
it's
really
reliant
on
people
and
their
personal
responsibility
to
each
other.
E
X
H
H
X
X
Think
I
think
that
this
is
where
you
know
it's
hard.
You
know
I
know
that
there
might
be
you
know,
conversations
happening
at
the
school
level
and
those
students
may
have
reported
right.
So
if,
if
they're
absent
but
I,
think
it's
perfectly
fine
for
a
teacher
to
check
in
with
a
nurse
the
school
nurse
or
you
know
their
school
leader
to
say
you
know
this
student's
been
absent
for
a
couple
days,
I
think
it's
because
they're
code,
positive
just
want
to
make
sure
it's
been
reported.
I
think
that's
very
reasonable.
H
O
B
Okay,
thank
you.
The
committee
will
look
forward
to
taking
action
on
this
agreement
later
this
evening.
We'll
now
move
on
to
General
Public
comment:
Ms
Selvin
thank.
C
You
chair
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
an
audience
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
C
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
15
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
C
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
C
C
C
Y
C
Y
Thank
you
for
having
me
school
committee
and
superintendent
Skipper.
My
name
is
Eliza
novik
I'm,
the
director
of
food
access
at
the
shaw,
Family
Foundation,
located
in
Boston.
As
all
of
you
know,
the
city
of
Boston
Boston,
public
schools
and
the
shaw
Foundation
have
collaborated
since
2017
on
the
transformation
of
the
school
food
program
and
BPS.
Y
Y
The
change
that
we
created
in
Boston
is
a
national
model
for
how
to
do
school,
food
right,
fresh
cooked
food
that
is
nutritious,
delicious
and
offers
choice
to
young
people.
Congratulations,
and
thank
you
for
your
partnership
as
BPS
continues
to
fill
cafeteria
staff
roles,
so
we
can
resume
scratch
cooking
in
every
kitchen
across
the
district.
We
offer
this
thought
for
your
consideration
with
over
80
open
positions
for
Food
Service
professionals.
Bps
should
reconsider
its
dance.
The
cafeteria
staff
be
primarily
English
speaking.
Every
kitchen
has
a
touch
screen.
Y
Y
C
Z
I'm
Nancy
lesson:
Jamaica
Plain,
grandmother
of
four
BPS
Elementary
School
students,
mother
of
a
BPS
High
School
teacher
member
of
BPS
families
for
covet
safety
and
mascotch
health
technical
committee.
Today's
Boston
Globe
reported
on
covid
cases
increasing
sharply
among
Massachusetts
children,
saying
experts
tied
this
to
students
back
in
school
spreading
virus
to
each
other,
comparing
coveted
cases
in
bps's
first,
two
weeks
of
school
last
year
when
all
were
masked
and
there
were
weekly
PCR
testing
with
cases
in
the
first
two
weeks
of
this
year.
Z
Here's
what
we
see,
for
example,
baa
one
case
last
year,
39
this
year,
O'brien
zero.
Last
year,
40
this
year,
Dudley
Street
neighborhood
School
zero.
Last
year,
24
this
year,
Sumner
Elementary
zero.
Last
year,
26
this
year,
BLS
zero.
Last
year,
79
this
year,
BPS
coveted
cases
in
the
first
two
weeks
of
school.
This
year
are
six
times
higher
than
the
first
two
weeks.
Z
Last
year,
covid
still
puts
children
and
adults
in
hospitals,
new
studies
from
Case
Western
Reserve
School
of
Medicine
Show
children,
who
had
covid
with
a
greater
risk
of
developing
type,
1
diabetes
and
seniors
65
and
older,
who
had
covid
linked
with
a
greater
risk
of
Alzheimer's
famcosa,
has
advocated
for
strong
Protections
in
schools,
good
ventilation,
filtration
take-home
rapid
tests,
vaccine
clinics
and
Universal
masking
and
weekly
PCR
testing,
at
least
tied
to
certain
metrics.
There
are
outbreaks
in
schools
now,
but
BPS
has
yet
to
Define
an
outbreak
or
state
protective
measures
to
be
instituted.
Z
Families
in
schools,
with
what
we
call
outbreaks,
have
received
letters
stating
things
like
quote
in
consultation
with
Boston
Public,
Health,
commission,
BPS,
covid-19
Health
Services
is
recommending
that
all
students
and
staff
be
required
to
wear
well-fitting
masks
for
10
days.
Is
it
left
to
school
leaders
to
make
final
decisions?
Z
For
months,
we've
been
calling
for
transparency,
clear,
metrics,
tied
to
specific
protective
changes
at
the
Boston
Public
Health
commission
September
meeting
board
chair
Dr
Galea
defended
a
lack
of
threshold,
quote
it's
very
hard
for
us
to
set
thresholds
for
October
1st,
not
knowing
what
the
variants
are
going
to
look
like
unquote.
My
four
BPS
grandchildren
know
that
on
October,
1st,
we'll
still
be
dealing
with
ba5
the
most
transmissible
variant.
Yet
Transmission
in
our
schools
puts
students,
staff
families
communities
at
risk.
Z
C
AA
Good
evening
I'm
Sharon
Henson,
mother
of
a
BPS
graduate
former
BPS
student
educator,
Community
activist
Hyde,
Park,
homeowner
and
executive
director
of
black
teachers,
Matter
Incorporated,
welcome
superintendent
Skipper
may
your
tenure
and
superintendent
be
successful,
productive
and
beneficial
for
you,
your
family
and,
most
importantly,
for
the
families,
teachers
and
the
whole
of
BPS
also
welcome
bsac
student
rep
Diego
Metta.
That
being
said,
do
you
really
know
what
you're
in
for
I
know
I'm,
not
alone
and
hoping
for
the
best,
but
have
too
many
receipts
for
the
worst
of
what
has
transpired?
AA
My
personal
honeymoon
was
wonderful
and
magical
and
I
have
no
doubts
that
this
honeymoon
period
as
the
new
superintendent
will
be
wonderful
and
magical
as
well.
I
encourage
you,
however,
to
pull
back
the
curtain
to
Oz
BPS
and
in
doing
so,
be
willing
and
courageous
and
having
the
difficult
conversations
with
those
closest
to
the
problems
and
the
pain
while
I
applaud
the
efforts
of
the
Boston
school
committee
at
all.
I
also
know
that
too
many
decisions
have
been
made
in
closed
meanings
and
shadows.
AA
There
are
still
questions
about
why
there
have
been
so
such
short
tenures
of
BPS
superintendents
and
so
many.
What
are
the
current
and
real
numbers
regarding
teacher
recruitment,
hires
fires,
disciplinary
policies
and
procedures,
especially
as
they
pertain
to
black
and
brown
teachers,
administrators
and
students
in
BPS.
AA
C
V
Welcome
to
the
age
of
Mary
Skipper.
May
your
Reign
be
long
and
successful.
Welcome
Diego
Meza
I'm
very
impressed
with
your
first
meeting.
Keep
on
telling
it
like
it
is.
We
need
a
reality
check
who's,
the
Boss
who's,
the
boss,
who's,
the
Boss
confusion
about
people's
roles
in
an
organization
leads
to
dysfunction.
I
have
read
the
school
committees
bylaws.
Have
they
been
changed
since
2005?
Is
there
another
document
that
explains
your
procedures?
V
My
understanding
is
the
school
committee,
not
the
mayor,
said
school
department,
policies
and
hires
evaluates
and,
if
necessary,
fires
a
top
school
leader.
If
my
understanding
is
wrong,
please
tell
me
now,
if
I'm
right,
I
request
that
you
pass
a
resolution
confirming
your
roles
and
responsibilities,
you
have
allowed
male
Walsh
and
male
woe
to
fire
our
school
leaders,
both
of
them
who
you
have
given
positive
evaluations.
V
These
inappropriate
firings
have
been
harmful,
disruptive
and
should
never
happen
again.
Your
failure
to
do
your
job
shows
why
we
need
an
elected
school
committee,
we're
in
the
bylaws
or
any
other
documents,
spells
out
the
powers
of
the
chair
of
the
school
committee.
Miss
Robinson
nominated
Dr
eccleson
to
be
the
Acting
Superintendent.
Did
she
have
the
power
to
do
so?
Could
the
rest
of
you
have
nominated
someone
else?
The
school
committee
needs
to
create
a
policies
of
procedures.
Document
everyone's
role
should
be
clear
not
only
to
you,
but
to
the
community.
V
V
V
Does
the
Boston
school
committee
and
superintendent
Skipper
oppose
racism?
Deci
is
a
racist,
colonizing
and
bullying
institution.
The
primary
method
that
he
uses
to
evaluate
schools
is
the
racist
MCAS
system,
most
of
the
schools
that
Desi
has
deemed
to
have
failed,
the
predominantly
inhabited
by
black
and
brown
children.
All
of
Desi's
colonizing
efforts
have
failed
to
improve
our
children's
education
20
seconds
the
latest.
That's
the
outrageous
that
has
decided
to
raise
the
scores
needed
for
our
children
to
pass
the
racist
MCAS
test
in
order
for
them
to
receive
their
high
school
diploma.
V
This
is
awful
news
for
our
children
and
their
education.
What
will
the
school
committee
and
the
skipper
say
and
do
about
this
latest
racist
attack
as
a
first
step,
I
request
that
you
instruct
the
school
department
to
do
a
study
and
the
effects
of
this
new
policy?
We
must
resist
this
horrendous
racist
attack.
Thank
you.
AB
J
AB
Sorry,
I'm
still
clumsy,
my
name
is
John
Mudd
I'm,
a
resident
of
Cambridge
and
a
long
time
Community
Education
advocate
in
Boston
another
welcome
superintendent,
Skipper
I,
look
I,
appreciate
your
thoughtful
and
comprehensive
report
and
look
forward
to
working
with
you
as
we
Face
the
challenges
that
confront
BBs
but
obviously,
as
an
advocate
I,
feel
a
need
to
State
a
few
of
the
high
priority
issues.
I
think
you,
the
school
committee
and
all
of
us
need
to
face
together.
AB
First
is
a
concern
for
the
Integrity
of
the
school
committee
itself.
As
a
chief
policy
maker
for
the
Boston
Public
Schools,
many
of
us
felt
the
school
committee
was
circumvented
in
the
development
of
the
memorandum
of
understanding
with
Desi.
As
we
understand
it,
the
school
committee
did
not
receive
the
full
policy
documents
before
they
were
sent
to
Desi
and
doj.
That's
wrong.
AB
Second,
the
school
committee,
and
you
need
to
make
clear
that
the
mou
is
not
a
full
statement
of
bps's
priorities.
It
does
not
include
a
priority
for
elimination
of
achievement,
gaps
for
Teacher
diversity
or
even
mention
of
goals
for
black
students,
much
less
goals
for
the
literacy
of
all
students.
If
there.
AB
In
the
Strategic
plan,
let's
have
a
public
debate,
not
just
behind
the
scenes
discussions
of
an
mou
with
deci.
Third,
we
are
now
at
a
stage
where
the
implementation
of
the
mou
requires
the
submission
of
plans
for
English
Learners,
English
Learners
with
disabilities
and
special
education.
Inclusion
come
to
the
school
committee.
Some
of
us
has
been
consulted
about
the
plan
for
English
Learners
and
have
expressed
very
serious
concerns
about
it.
We
have
not
yet
seen
a
revision
based
on
these
comics.
AB
My
concern
is
that
often
these
consultations
seem
to
be
treated
like
checking
off
boxes
where
there's
a
consultation
with
a
group,
and
then
it's
reported
to
you
with
the
implicit
message
that
there
is
concurrence
in
the
final
document.
That's
not
always
true.
I
want
to
make
a
somewhat
radical
proposal.
The
school
committee
should
require
that
selected
stakeholders
present
their
views
of
plans
simultaneously
with
BPS
staff,
so
that
the
committee
has
a
full
understanding
and
opportunity
for
discussion
of
the
issues
and
strategies
at
stake.
AB
Finally,
on
equity,
the
equity
statements
are
supposed
to
include
an
evaluation
of
the
data,
a
statement
of
Lessons
Learned
and
projected
impact
on
each
of
the
marginalized
groups
like
blacks,
Latinos,
English,
Learners
and
students
with
disabilities.
I
have
never
seen
an
equity
statement
that
had
these
Lessons
Learned
and
projected
impact
on
marginalized
groups
in
that
in
them.
Maybe
you
should
start
requiring
this
with
the
equity
statement
on
school
merger
proposals
that
will
come
before
you
soon.
Thank
you
for
hearing
me.
AC
AC
Thank
you
for
making
the
time
to
hear
my
comment.
My
name
is
Aaron
O'brien
and
I
live
in
Beacon
Hill
I
am
the
parent
of
a
K2
student
at
Warren.
Prescott
I
want
to
thank
the
teachers,
administrators
and
support
staff
at
Warren
Prescott
for
making
the
start
of
the
school
year.
A
wonderful
experience
for
my
daughter,
I'm
here
tonight
to
make
a
statement
about
my
experience
with
our
bus
service.
AC
I
was
surprised
with
listening
to
the
September
14th
school
committee
meeting
to
hear
school
officials
give
a
positive
update
on
the
bus
situation,
as
my
experience
has
been
much
different.
There
have
been
15
school
days,
13
for
The
Kindergartners.
So
far
this
year,
my
daughter's
morning
bus
arrived
late
at
the
stop
and
delivered
students
late
to
school
for
the
first
eight
days
of
the
school
year,
the
first
six
days
for
kindergarteners
on
average
students,
arrived
30
minutes
late
for
school
and
on
at
least
one
occasion
they
were
more
than
an
hour
late
for
school.
AC
This
was
a
very
difficult
way
for
young
students
to
adjust
to
a
new
school
and
a
new
school
year
for
the
last
seven
school
days.
The
bus
has
arrived
late
to
the
stop,
but
has
delivered
students
to
school
on
time,
as
for
our
afternoon
bus
in
the
15
days
of
school,
it
has
been
canceled
two
times
it
has
been
late
to
deliver
our
students
back
to
their
stop
11
times,
and
it
has
been
on
time
two
times
many
times.
AC
I
understand
the
driver,
shortage
and
traffic
are
issues
somewhat
beyond
the
control
of
BPS,
but
it
seems
for
routes
that
have
no
regular
driver
or
roots
with
a
substitute
driver
that
there
should
be
access
to
GPS
equipment
that
can
guide
each
driver
through
their
route
and
between
their
roots.
On
multiple
occasions,
I've
used
the
GPS
tracker
to
watch
drivers
drive
in
circles
for
30
minutes
or
more
sometimes,
with
students
on
the
bus.
The
technology
exists
and
is
readily
available.
AC
AC
C
AD
Good
evening,
I'm
Sarah,
Horsley
I,
live
in
JP
and
I
have
a
fourth
grader
in
BPS
a
year
ago,
I
helped
to
start
BPS
families
for
covet
safety.
Famcosa
represents
families
across
the
district
and
includes
pediatricians
experts
in
ventilation
and
families
with
children
who
have
unique
health
and
education
needs.
AD
However,
BPS
needs
to
do
better
in
preparation
for
the
current
school
year,
famkosa
recommended
a
robust
and
Equitable
covid
plan.
We
are
frustrated
because
we
do
not
feel
that
our
voices
are
being
heard.
The
plan
that
BPS
re
released
on
August
31st,
which
was
just
one
week
before
school
started,
is
inadequate,
inadequate
and
inequitable.
AD
There's
no
Universal
masking
and
the
only
testing
done
in
schools
is
symptomatic.
Testing.
Last
year
we
had
weekly
PCR
testing
for
all
students
who
opted
in.
So
this
means
we're
largely
Flying
Blind,
further
BPS
and
the
city
are
not
sharing
with
families.
What
metrics
you
are
using
to
Define
School
outbreaks
or
a
district-wide
surge
when
that
comes?
AD
The
district
is
also
not
telling
us
what
interventions
you're
putting
into
place
to
contain
outbreaks
and
to
manage
surges.
At
the
very
least
during
school
outbreaks,
district-wide,
surges
and
after
holiday
breaks.
We
call
for
Universal
masking
and
more
robust
in-school
testing.
Please
don't
leave
us
in
the
dark.
We
know
what
our
families
and
communities
need,
and
we
want
to
be
partners
with
you.
AD
While
we
wait
for
answers
from
the
district,
here's
some
of
what
we're
hearing
from
families
there
are
outbreaks
in
at
least
two
high
schools,
Boston
arts
academy
and
Boston
Latin
School,
as
Nancy
mentioned
earlier
across
the
district
cases
during
the
first
two
weeks
of
school.
This
year
are
six
times
higher
than
during
the
first
two
weeks.
Last
year,
some
schools
are
being
proactive
and
responses
to
clusters
of
cases,
while
other
schools
seem
slower
to
respond.
AD
There
was
also
delayed
distribution
of
at-home
rapid
testing,
which
limited
the
effectiveness
of
this
inadequate
testing
effort.
So,
in
conclusion,
BPS
is
opaque
and
inadequate.
Coveted
response
is
not
working.
Instead,
the
district
and
the
city
are
yet
again
failing
BPS
families
who
are
majority
black
and
brown.
This
is
the
very
definition
of
inequity.
We
need
you
to
do
better
and
we're
waiting
to
partner
with
you.
Thank
you.
C
AE
Afternoon
my
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice
Alliance
we'd
like
to
welcome
as
beija
new
superintendent
Mary
Skipper.
AE
This
is
your
first
week
and
our
community
welcomes
you
in
your
public
interview,
superintendent
Skipper,
you
shared
that
you
were
ready
for
this
role
and
BPS
families
need
you
to
hit
the
ground
running
as
a
new
school
year
has
started.
Beija
continues
to
be
concerned
with
the
lack
of
communication
and
transparency
to
families
and
students.
AE
Your
leadership,
superintendent
Skipper,
is
an
opportunity
to
move
the
district
in
a
way
that
prioritizes
parents,
students
and
Educators
ensuring
that
their
voices
and
solutions
are
implemented
rather
than
continuing
this
vicious
cycle
and
history
of
gaslighting
and
dishonesty
BPS
families
have
urgent
needs
that
require
immediate
work
and
attention.
Dr
Drew
eccleson
has
been
sharing
progress
on
the
systemic
Improvement
plan
through
school
committee
meetings.
We
know
that
the
experience
of
families
on
issues
of
transportation
is
vastly
different
from
the
colorful
slides
of
Statistics.
AE
We
ask
that
you
investigate
the
transportation
needs
of
families
who
are
not
getting
pick
up
or
follow-up
Services.
The
helpline
seems
to
be
capturing
data,
but
families
have
reported
no
answer
at
times.
The
bus
driver's
contract
was
previously
blamed
for
many
of
the
problems.
However,
trans
Dev
seems
to
be
the
common
denominator
on
bus
issues.
Their
contract
is
being
reconsidered
per
renewal,
even
with
continued
ongoing
issues.
You
spent
considerable
time
talking
about
food
in
your
report.
AE
I
think
many
of
our
families
would
have
wanted
to
hear
more
details
on
what
else
is
happening
with
improving
transportation.
In
addition,
decisions
behind
School
mergers,
closures
and
grade
configurations
continue
to
be
made
with
inconsistency,
and
many
families
are
left
out
of
school
decisions.
With
considerable
funds
being
invested
in
school
cameras,
we
ask
that
you
match
those
funds
to
invest
in
proven
restorative
justice
practices,
including
training
and
Staffing,
to
ensure
there
is
a
focus
on
creating
safe,
School
culture.
AE
In
addition,
we
ask
that
you
share
you
start
sharing
transparent
metrics
that
are
used
to
create
coveted
policies
on
closures,
clusters
and
mask
mandates.
We
ask
that,
while
you
start
your
first
week,
we
understand
how
much
you
have
going
on.
However,
BPS
families
need
you
to
act
urgently
and
swiftly.
Thank
you.
T
Good
evening
my
my
name
is
Cheryl
Buckman
I'm,
a
parent
of
a
fourth
grade
student
who
attends
the
Denver
Elementary
and
I'm
a
member
of
famcosa
I
reside
in
South
Boston.
My
son
suffers
from
physical
and
emotional
impairments
since
we've
been
in
the
covet
surge
for
close
to
three
years,
my
son
last
school
year
in
his
10
days.
T
It
was
it's
not
fair
that
at
this
time
into
the
pandemic
that
children
should
having
to
be
choosing
between
the
health
or
their
education.
This
should
never
be
a
thought
that
crosses
my
child's
mind
or
any
child's
mind.
Choosing
between
my
child's
education
or
his
health
should
not
be
a
choice
that
I
as
a
parent
have
to
make
this
pandemic
is
far
from
over,
and
this
school
year
is
underway.
Many
Boston
residents
continue
to
suffer
from
acute
to
severe
long-term
illness,
thus
making
them
Miss
either
days
of
work
or
school.
T
Covet
infections
continue
to
be
on
the
rise
in
Boston
Schools.
What
we
need
is
clear,
metrics
to
know
when
masking
comes
into
play
and
when
it's
safe
to
remove
them,
we
need
a
masking
mandate
after
holiday
breaks
and
more
testing
in
schools,
not
just
the
rapid
tests
on
home.
We
need
a
clear
system
to
alert
families
of
when
a
positive
case
is
at
their
child's
School.
T
What
we
need
is
a
flexible
plan
designed
for
how
covet
is
affecting
us
now
in
plans
that
we
can
use
in
the
future.
Students
and
teachers
need
support
instead
of
being
penalized
for
missing
days
at
this
time.
Bps
must
guarantee
a
safer
environment
for
families
whose
children
need
in-person
learning,
while
given
those
that
have
to
miss
the
same
learning.
Experience
from
home
I
know
that
BPS
is
committed
to
safety
of
its
teachers,
students
and
community
I
believe
the
time
is
now
to
take
those
productive
measures
and
we
currently
have
to
put
them
to
good
use.
T
AF
AF
We
look
forward
to
hearing
a
detailed
plan
for
special
education,
in
particular,
including
inclusive
of
services,
and
options
for
students
based
on
need.
I'm
speaking
tonight,
based
on
the
emails
calls
and
concerns
raised
during
our
spit
path.
Meeting
on
September
22nd,
we
had
approximately
200
families
on
a
Zone
meeting
that
was
focused
on
basic
special
education
rights
and
an
update
from
transportation,
The
Cry
for
Help
from
our
families.
Even
before
they
went
into
the
transportation.
Breakout
room
was
disheartening.
AF
AF
Although
there
wasn't
time
to
hear
everyone's
story,
there
was
a
clear
common
theme.
The
connection
point
for
our
families
was
when
we
want
our
children
able
to
safely
get
to
and
from
school.
Our
families
also
wanted
to
be
able
to
keep
their
jobs
and
stop
having
their
livelihood
at
risk
to
get
their
children
to
and
from
school.
Many
of
our
parents
actually
don't
have
any
alternative
ways
to
get
their
students
to
schools.
The
bus
is
it
for
some
of
us.
One
story
told
described
a
three-year-old
that
finally
began
to
thrive
in
their
new
classroom.
AF
However,
the
there
was
so
much
inconsistency
with
the
child
being
picked
up
from
home
to
get
to
school
and
then
sometimes
with
a
late
bus
to
even
get
home
where
the
child
would
have
to
wait.
Two
and
a
half
hours
after
school
ended
just
to
be
able
to
potentially
get
a
late
bus
or
the
families
are
just
encouraged.
Well,
we
need
you
to
come,
get
the
children
and
that's
not
always
the
option.
AF
AF
What
we
need
you
to
understand
is
that
some
of
our
most
vulnerable
students
are
being
denied
a
free
and
appropriate
public
education
fake
because
of
their
IEP
transportation.
Services
are
not
being
provided,
they
can't
get
to
school
or
home,
which
can
be
very
traumatic
and
triggering
and
creates
additional
challenges,
including
School
avoidance.
If
you
can't
get
our
children
to
school,
you
can't
provide
Vape.
AF
In
summary,
I
would
just
ask
that
you
that
you
ask
the
questions
and
private
answers
on
deeper
questions
about
the
skip
door-to-door
stocks,
the
skip,
monitor
required
stops
and
how
the
students
that
are
scheduled
to
write
those
that
are
currently
listed
as
0.7
percent
of
the
trips
that
are
uncovered.
How
are
those
children
getting
faith?
If
you
know
you
have
0.7
percent
of
trips
that
children
are
riding
on
that
can't
get
to
school
at
a
bare
minimum,
we're
entitled
for
all
of
our
children
and
waiting
to
the
end
of
October.
AF
AG
AG
I'm
sure
that
we
share
the
critical
urgent
need
in
education
for
our
students
to
get
gain
access
and
equity.
That
Equity,
as
we
know,
is
primarily
racial
Equity,
because
our
students
cannot
wait
to
the
education
to
which
they're
entitled
I
want
to
Echo.
AG
The
statements
by
our
illustrious
chair
of
the
sped
pack
in
terms
of
Transportation
but
I
also
want
to
state
that
BPS
has
a
problem,
and
the
problem
is
how
we
build
infrastructures
of
support
so
that
the
district
is
not
reactive
but
is
responsive
to
the
patterns
and
also
to
the
data
on
under
achievement.
I
really
feel
very
encouraged
superintendent
Skipper.
With
your
opening
statement
and
your
experience
as
students,
we
want
all
students
to
have
that
inspiring
story
that
they
have
had
an
educational
experience
that
has
been
excellent,
encouraging
and
inspired
them
to
become
teachers.
AG
But
we
know
that's
not
true
for
all
students.
We
particularly
know
that
is
not
true
for
black
students
who
are
left
behind
and
when
I
talk
about
black
students
I'm
talking
about
students
across
ethnic
and
linguistic
groups,
we
have
to
acknowledge
the
educational
injustices
that
have
occurred
historically
for
black
monolingual
English
speakers.
These
are
those
who
have
been
ignored,
they've
been
ignored
before
desegregation
and
post-desegregation.
AG
You
know
it's
like
you,
don't
see
color
when
it
comes
to
Els,
we
simply
say
Els,
but
these
these
Els
are
afro-latinos
they're,
Cape,
Verdian,
they're,
Somalian,
they're,
Haitian,
they're
students
from
all
over
the
content
of
Africa.
So
I
say:
let's
have
a
conversation
about
the
unrealized
right
to
high
quality
instruction
for
black
students.
Let's
have
a
conversation
about
anti-blackness,
which
is
the
root
of
racism.
Let's
discuss
racial
equity
in
Literacy,
for
those
students
who
have
been
left
behind
who
are
in
the
school
to
prison.
AG
Pipeline
literacy
is
the
Gateway
for
all
learning
and
we
know
that
our
black
students
have
not
received
it
across
ethnic
and
linguistic
groups.
We
know
that
when
Els
get
strong
native
instruction
they
meet
or
exceed
grade
level
expectations.
We
have
to
do
that.
The
black
monolingual
English
speakers
as
well,
because
they
have
linguistic
diversity,
and
we
have
to
acknowledge
that-
and
we
have
to
address
that.
AG
We
are
not
students,
we
are
not
people
of
color,
we
are
not
colored
people,
we
are
black
and
this
district
has
to
become
comfortable
with
saying
black
students
and
so
I
encourage
us
to
have
a
conversation,
and
thank
you
so
much
we're
so
excited
for
you
to
be
here.
Let's
talk
further,
thank
you.
Thank.
Q
K
K
B
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
extremely
important
to
us.
A
first
action
item
this
evening
is
grants
for
approval
totally
69
million
eight
hundred
eighty
two
thousand
five
hundred
and
thirty
two
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
F
I
have
a
question
about
the
idea:
Grant,
the
17
million
dollar,
one
I'm
just
curious-
and
maybe
it's
in
here
and
I'm,
just
not
seeing
it,
but
there
it
seems
like
a
chunk
of
the
money
as
being
or
the
majority
of
the
money's
being
spent
on
personnel
and
I'm
curious.
If
there's
a
breakdown
of
District
versus
school-based
Personnel.
That's
in
this
expenditure.
AH
My
Nate
Cooter
Chief
Financial
Officer
thanks
for
that
question.
We
definitely
can
provide
a
breakdown
of
that
the
difference.
The
the
majority
of
the
idea
Grant
is
held
centrally.
There
are
some
school-based
program,
directors
that
are
allocated
out
individually
to
schools,
but
it's
primarily
to
support
the
the
main
special
education
programming
at
the
district
level.
AH
And
I
would
just
note
that,
from
a
school
versus
Central
perspective,
the
central
office
spending
we
sometimes
categorize
into
two
buckets.
The
first
is
what
traditional
sort
of
central
office,
which
is
the
management
and
support
of
different
programs
versus
what
we
call
School
Services,
budgeted
centrally.
So
a
lot
of
the
central
office
spending
our
special
education
resources
that
you
see
allocated
out
to
schools
like
related
Services,
supports
ABA
service,
supports,
some
of
which
are
budgeted
centrally.
AH
In
the
case
of
Ida
in
particular,
this
is
all
the
idea.
Grant
has
been
fairly
stable
for
us
over
the
last
few
years,
and
so
this
doesn't
represent
a
significant
increase
on
idea
in
terms
of
central
ftes,
so
that
that's
not
a
concern
in
this
case.
Of
course,
at
any
time,
we're
creating
new
Central
positions.
I
think
that's
always
a
concern
and
we're
trying
to
be
thoughtful
about
the
timing
and
when
we
pull
resources
from
schools.
AH
New
positions
created
on
Ida
in
particular
it's
a
great
question.
I,
don't
have
that
information
in
front
of
me
I
would
have
to
get
back
to,
but
I,
don't
believe,
I
think.
The
answer
is
that
there's
no
new
Crea,
no
new
positions
created
on
idea.
AH
The
other
thing
I'll
just
note
in
terms
of
a
budget
process
for
our
federal
entitlement
grants,
including
idea,
Title,
1,
Title
II.
We
project
the
revenue
and
include
those
that
projected
Revenue
in
the
school
committee
tables
that
we
present
to
you
during
the
February
budget
process.
AH
So
this
update
that
we
bring
to
you
for
the
official
vote
on
these
allocations
is
in
relation
to
the
official
award
that
we
got
from
the
federal
government
through
Jesse,
and
so
it's
the
the
budgeting
process
is
taking
a
holistic
approach
in
February
and
so
that
you'll
see
our
total
ft
growth
or
FTE
budgeting
process
all
done
as
part
of
the
whole
budget
process.
This
isn't
a
whole
set
of
new
positions
that
we're
creating
at
this
point.
In
the
year
they
were
all
created,
posted
filled
throughout
the
spring
copy.
Thank.
F
E
H
Yes,
I
have
one
actually
I
mean
I,
guess
it
can
be
applied
to
to
all
the
grants.
It's
just
have
we
instituted
sort
of
a
a
way
in
which
we
can
receive
sort
of
mid-year
and
or
final
year
updates,
just
so
that
we
can
monitor
sort
of
the
progress
like
of
of
these
grants
like,
like
essentially
I,
know
that
they're
going
to
do
work
I,
think
about
like
the
particularly
the
one.
H
It's
not
on
the
screen
right
now,
but
referring
to
sort
of
you
know
the
pick
developing
career
Readiness
programming,
that's
part
of
like
a
three
million
dollar
Grant
and
I'm
just
curious
about
how
we'll
be
monitoring
the
progress
there
to
see
the
efficacy
of
the
of
the
programming
so
and
then,
like
I
said
that
can
apply
very
generally
across
the
board.
J
AH
Chief
Financial
Officer
again,
thank
you
for
that
question.
I.
Do
think
it's
important
for
us
to
be
able
to
provide
you
with
regular
updates
on
our
grants.
We've
discussed
creating
a
grant
outcomes
report
that
provides
both
an
updating
on
our
spending
and
some
of
the
updates
on
the
measures.
As
we've
presented
as
part
of
the
proposals,
we
are
scheduled
to
come
back
to
the
school
committee
in
December
as
part
of
our
typical
Financial
update,
in
which
case
we're
planning
to
provide
you
with
more
information
and
look
forward
to
feedback.
G
Skipper,
yes
through
your
chair,
I
I,
was
also
going
to
add,
because
I
think
it's
actually
a
really
good
in
suggestion
or
request
where
I've
seen
this
really
effective
is
to
do
it
in
the
contact
like
contextually.
G
So
when
we're
doing
a
presentation
so
say
on
special
education
for
it
to
be
incorporated
as
part
of
the
presentation,
what
are
the
main
grants
that
are
fueling
the
work
same
with
career
Readiness
when
we're
doing
post-secondary
outcome
and
we're
talking
about
the
secondary
office
to
make
sure
that
we're
mentioning
particular
grants
that
are
supporting
the
work.
So
in
that
way
it
makes
sense
the
school
committee
for
the
context
of
the
work
you
know
and
frankly
it
ties
outcome.
G
So
you
know
you
know
we
can
say
that,
through
the
support
of
these
grants,
we've
been
able
to
do
X,
Y
and
Z.
It's
just
I
find
it
it's
easy
to
understand
it
rather
than
just
have
a
Litany
of
the
grants
and
outcomes
artificially
and
kind
of
separately.
So
if
that
would
be
acceptable,
that's
something
that
we
could
work
toward
in
our
Central
presentations
to
you.
B
M
Sorry,
madam
chair,
this
isn't
a
question
but
more
I,
my
husband
works
for
one
of
the
entities
mentioned
in
these
grants.
So
when
we
do
go
to
vote,
I'll
be
abstaining
from
the
vote.
F
Just
one
more
thing
too,
as
we're
thinking
superintendent
about
the
presentation,
I,
I,
agree
and
Dr
alkins
has
talked
about
this
before
you
know
just
and
I
don't
know
if
there's
a
way,
even
like
a
like
this
idea,
Grant
right
where
the
goals,
I,
suspect
and
I'm
you
know
first
year
on
the
committee
like
year
over
year,
are
probably
not
changing,
but
it's
it.
J
F
Be
helpful
to
know:
did
we
meet
the
goal
in
the
previous
year
and
then
I
think
for
any
of
these
that
require
head
count,
particularly
as
we're
at
part
of
our
problem
of
practice.
I.
Think,
as
a
committee
is
around
creating
accountability
around
the
sort
of
Staffing
crisis
that
we're
experiencing
system-wide,
it
would
be
helpful
to
know
what
would
be
supporting
existing
positions
versus
what
brings
new
positions
in,
and
you
weren't
here
for
our
budget
conversations.
F
But
this
was
you
know:
I
didn't
vote
Yes
on
the
budget,
and
this
was
my
sort
of
grave
concern
moving
into
the
Staffing
crisis
that
we're
seeing
now
was
that
we
were
adding
more
positions
and
we
were
going
to
be
able
to
fill
as
part
of
that
budget
process
so
I
just
for
my
own
Clarity
and
organization.
That
would
be
a
really
helpful
way
of
understanding
what.
G
B
J
B
B
T
C
B
Okay,
I
will
now
entertain
a
motion
to
approve
the
rest
of
the
grants
as
presented.
Is
there
a
motion.
B
B
J
D
B
Our
next
section
item
is
the
collective
bargaining
agreement
between
the
Boston
school
committee
and
the
Boston
Teachers
Union
you'll
recall
that
our
last
meeting,
senior
adviser,
Megan
Costello
reviewed,
highlights
of
the
highlights
of
the
tentative
three-year
agreement.
I
will
now
open
it
up
to
the
committee
for
final
questions
and
comments.
B
Thank
you,
Miss
Costello.
Would
you
like
to
make
some
remarks
before
no.
U
F
You
know
some
of
this
we've
discussed
privately,
but
I
I
did
share
that
I
I
wanted
to
make
sure
it
was
noted.
You
know
there
are
elements
of
the
current
contract
that
you
know.
I
have
that
talk
about
sort
of
like
from
a
vision,
lens
sort
of
our
values
around
special
education
and
inclusion,
specifically
and
I,
think
coming
off
of
the
previous
contract.
There
are
elements
that
make
sense
for
us
to
do
that,
though,
not
typical
in
a
labor
agreement.
I
think
we
probably
can
all
agree.
F
I
have
shared
some
of
these
concerns
and
there's
a
question
embedded
in
here,
but
some
of
it
is
around
the
sort
of
system
level,
responsibility
for
special
education
programming
and
much
of
what
this
contract
outlines
is
the
school-based
autonomy
in
designing
special
education
programs,
and
it
doesn't
link
the
specifics
around
system
accountability
as
well
as
Clarity
around
how
this
school
level
autonomy,
won't,
create
confusion
for
families
and
so
I'm
curious
as
a
system
and
I
think
it's
just
important
for
us
to
name
it
here,
like
how
you
how
we're
grappling
with
that
and
Megan
I,
don't
know
how
that
conversation
has
made
its
way
or
superintendent
into
the
planning
process
as
you've
launched
this
you
know
in
a
perfect
world,
a
special
education
reform
would
go
in
tandem
with
this
labor
contract
and,
unfortunately,
it
seems
like
we're
launching
a
labor
contract
without
a
very
clear
vision
and
systemic
shifts
that
will
happen
centrally
and
so
I'm
like
saying
it
and
then
curious
how
that
lands
and
where
you're
at.
G
So
through
your
chair,
I'll
I'll,
take
thank
you,
so
I
think
we
are
in
the
unique
position
where
we
are
looking
from
a
central
position
within
the
special
education
department.
G
You
know
relative
to
the
Desi
mou
to
what
we've
heard
you
know,
historically
from
our
family's
experiences
and
our
students
experiences
of
needing
to
make
some
major
changes
at
the
central
level
with
the
construction
of
the
the
department
and
the
delivery
of
services
in
within
that
you
know,
we
now
have
the
opportunity,
I
think
with
labor
contract.
G
That's
before
us
to
take
some
important
steps
in
a
direction
that,
together
with
a
thoughtful
comprehensive
redesign,
will
enable
us
to
give
to
our
parents
and
students
what
they
deserve,
that
it's
not
going
to
happen
overnight,
and
it
will
not
happen
without
working
with
our
Union
Partners
around
some
of
those
decisions.
G
So
I
think
you
know
the
the
hope
for
the
hopeful
piece
to
us
of
the
labor
contract
is
that
a
topic
that
is
so
important
to
all
of
our
families,
special
education
and
all
was
something
that
we
were
not
able
to
talk
or
make
changes
in
the
in
the
past.
And
now
we
have
that
promise
to
be
able
to
do
that.
So
this
will
be
something
that
I
see
both
because
it's
part
of
the
Desi
mou,
but
also
because
it's
part
of
our
core
work
in
this
District
that
we
will
be
updating
you
regularly
on.
F
Thank
you,
I,
don't
see
the
timer
up,
so
I
will
I
but
I
suspect
I'm
at
five
minutes.
D
X
And
I
see
my
my
colleague
David
Bloom
Deputy
Chief
Financial
Officer
here
so
I'm,
going
to
let
him
answer
the
numbers
question
on.
AI
Good
evening
David
Bloom
Deputy
financial
officer,
so
we
have
a
three-year
contract
in
place.
That's
being
voted
on
this
evening
over
the
course
of
the
three
years.
We
anticipate
the
total
cost
of
that
contract
to
be
141
million
dollars
a
little
bit
higher
than
that
and
the
annualized
ongoing
cost
to
be
71
million
dollars
per
year.
AI
F
But
there
are,
you
know:
the
contract
highlights
the
wages
increase
which
we've
talked
about,
but
there
obviously
is
an
additional
Personnel
spend
in
order
to
realize
the
inclusion
system-wide.
It
was
mentioned
in
our
last
meeting
the
commitment
from
the
mayor
that
obviously
has
a
ripple
effect
for
the
system
later,
as
we
add
additional
Educators
to
the
system,
one
that
I,
you
know
I
believe
obviously
is
of
value,
but
I'm
curious.
F
If
there
has
been
thinking
around
the
additional
needs
for
educators
and
peras,
and
potentially
special
education
administer
administrators
and
what
we
think
that
need
will
be
and
how
that
sort
of
what
the
desire
is
from
what
I
believe
is
50
million
dollars
that
the
mayor
is
going
to
invest
in
this
as
a
one-time
investment
and
what
that
actually
will
achieve.
Or
is
it
a
multi-year
investment?
X
Yeah
so
I
think
in
any
of
my
colleagues
should
feel
free
to
jump
in
here.
You
know
we
do
know
that
this
is
gonna,
be
an
upfront
cost
for
a
longer
term.
Result
that
we're
looking
for
and
eventually
you
know
the
cost
savings
we're
looking
for.
If
we
can
make
every
school
in
Boston,
you
know
an
all-inclusive
school,
maybe
we'll
have
less
out
of
District
transportation.
X
We
need
to
make
sure
we
are
budgeting
for
our
most
vulnerable
students
first,
and
we
know
that
one
of
the
things
that
was
really
important
to
the
btu
and
and
also
to
us
is
not
that
we're
just
checking
a
box
of
compliance
right
to
say
this
student
has
their
IEP
met
because
they've
got
a
teacher
with
these
three
licenses
or
whatever,
but
that
the
student
outcomes
are
actually
matching
the
Investments
that
we're
making
and
so
you'll
see
the
results
of
this
by
those
student
outcomes
and
I,
don't
know
Linda
or
anybody
else
on
the
academic
side
that
wants
to
chime
in
there.
AI
Just
while
they're
getting
ready
from
the
from
the
finance
portion
of
your
question,
I'll
just
say
that
we're
collaborative
finance
and
human
capital
are
collaborating
deeply
with
the
academic
team
in
building
out
our
understanding
of
what
these
School
designs
might
entail
in
terms
of
additional
Staffing
and
understanding
sort
of
how
we
can
build
a
Equitable
and
thoughtful
process
and
I
know.
AI
We've
mentioned
to
the
committee
a
number
of
times
how
we
are
working
on
a
project
or
we
imagine
the
way
we
do
school
funding
in
BPS,
and
this
will
be
a
critical
part
of
that
work.
So
we've
already
started
the
collaborative
work
with
the
academic
team
and
are
looking
forward
to
updating
the
committee
over
the
coming
months
about
progress,
we're
making
towards
having
sort
of
sample
designs
and
other
things
that
are
needed.
F
Is
it
typical
to-
and
this
may
just
be
like
historical
here
too
so
help
me
understand
like?
Is
it
typical
to
do
a
contract
of
this
size
that
would
have
real
implications
and
and
Staffing
growth
without
even
a
behind
the
envelope
frame
of
like
what
we
think
this
will
do
how
this
will
actually
grow?
Personnel
like?
Is
it
200
new
positions?
Is
it
500
new
positions?
AI
And
yeah
importantly
fund
and
what
I'll
say
is
we
have
the
advantage
of
having
some
some
pioneer
schools
in
this
work?
The
Mary
lion
was
in
the
news
recently,
and
so
we
do
have
some
baseline
examples
of
what
the
cost
framework
is.
That's
part
of
how
we
got
a
commitment
from
the
mayor
to
additional
positions,
but
what
I
will
say
is
different
about
this
approach,
and
one
thing
I
really
appreciate
about
it:
is
we
didn't
do
a
contract
with
a
specific
model
built
into
it?
AI
That's
prescriptive
and
negotiated
behind
closed
doors
and
is
now
being
rolled
out
to
the
community.
We
negotiated
the
conditions
that
will
allow
us
to
really
do
this
work
collaboratively
with
our
schools,
but
also
with
our
school
communities
and
that's
really
exciting,
but
for
me,
as
a
finance
person
who
has
to
estimate
the
cost
of
things
completely
terrifying,
and
so
it
was
a
real
Balancing,
Act
and
Megan
and
I
spent
some
late
nights
together.
Talking
over
this,
how
do
you
balance
the
fiscal
responsibility?
AI
AI
We've
made
a
a
good
compromise
here
in
part
because
at
the
end,
I
think
everyone
felt
like
they
wanted
a
little
bit
something
a
little
bit
different
or
a
little
bit
more.
And
so
that's
often
one
of
the
signs
of
a
good
compromise
is
all
the
parties
sort
of
felt
like
they
left
something
on
the
table
and.
F
And
I
appreciate
your
your
transparency
here
to
David,
because
it's
the
same,
it's
the
conundrum
like
I'm
experiencing
as
a
member
of
this
body
right
like
the
fiscal
responsibility,
the
unknown
of
what
this
means,
as
well
as
the
recognition
that
like
there
is
massive
reform
that
is
necessary
to
be
real
Justice
for
people
with
disabilities
and.
AI
I'll,
just
just
just
to
reiterate,
is
tremendously
helpful
to
have
these
bright
spots
in
individual
schools,
be
it
the
lion
or
the
Henderson
or
the
Haley,
or
many
other
schools
across
the
district
that
have
been
sort
of
piloting.
This
work
in
their
own
ways
and
have
given
us
at
least
some
framework
to
know
that
that
we
can
do
it.
Even
if
there's
a
lot
of
uncertainty.
A
Turning
it
thank
you
thanks.
Megan
I
just
want
to
build
actually
on
what
you
all
are
saying.
A
Is
that
we're
really
thinking
about
building
on
the
community
strengths
and
leveraging
the
strengths
of
each
School
Community
to
design
programs
based
on
the
I
and
the
IEP,
and
how
that's
going
to
like
promote
the
outcomes
for
kids
in
their
formative
and
summative
assessments
and
how
we
know
that
inclusion
and
in
the
lre
and
providing
Continuum
of
services,
it
promotes
social,
emotional
outcomes
and
academic
outcomes
for
all
kids,
so
that
all
of
that,
coupled
with
the
things
David
is
saying
around
leveraging,
Community
strengths,
I
think
goes
a
long
way
into
the
work
that
we're
trying
to
do
and
figure
out
together.
A
O
F
Ahead,
the
I
think
that's
good
Builds
on
the
sort
of
next
question
I
have
here,
which
is
you
know,
part
of
this.
This
working
conditions
agreement
says
that
schools
will
have
time
to
do
this.
Planning
and
I
have
shared
this
question
privately,
like
I,
have
concerns
over
that
it
doesn't
have
an
expiration
date
like
is
it
three
months
of
planning?
Is
it
six
months
of
planning?
Is
it
five
years
of
planning
and
I
think
to
Dr
Viviana
what
you're
saying
like
if
it
really
is
rooted
in
the
the
individualized
nature
of
an
IEP?
F
We
also
recognize
that
that's
an
annual
process,
and
so
the
needs
change
annually
as
they
should,
because
we
should
be
seeing
progress.
So
if
schools
are
taking
more
than
a
single
year
to
Define
their
programs,
then
they're
always
planning
for
a
process
that
is
changing
and
is
also
not
changing
in
a
clear
annualized
way.
Every
kid's
IEP
changes
at
different
times
so
I
I'm
cons
I,
have
concerns
about
what
we
expect
to
happen
during
that
planning
process
and
the
constraints
that
we
put
around
at
the
sort
of
time
bound
nature
of
it
and
I'm
curious.
X
I'll,
let
Dr
Nanny
talk
to
it
because
I
know
she
she
can
certainly
do
do
a
better
job
than
I
can
but
I'll
say
two
things
were
true
for
us
in
this.
In
this
work
there
needs
to
be
urgency
to
this
work
and
there
needs
to
be
things
that
we
can
start
now
across
the
board
and
we
have
to
build
a
solid
foundation.
If
we
don't
build
that
solid
foundation,
then
there
will
be
cracks
and
we
will
not
be
successful
for
the
long
term,
but
Dr
viviani.
A
We
start
something
we
plan,
we
implement,
we
come
back
together.
We
look
at
all
the
data
available
and
we
say
what
do
we
do
better?
A
F
B
To
get
in
I
want
to
check,
is
do
other
members
have
questions.
F
The
the
other
question
I
have
is
I
and
I
have
heard
this
from
other
from
families,
which
is
like
a
real
concern
that
the
the
autonomy-
and
this
is
interesting
conversation
also
as
we
will
move
our
next
chapter
in
tonight's
conversation-
will
be
around
Mission
Hill.
The
that
there
is
a
nature
of
this
is
rooted
in
school-based
autonomy.
Some
of
that
might
just
be
around
design,
and
so,
like
I,
want
to
recognize
that,
but
at
the
same
time,
for
a
parent,
my
fear
is.
F
Does
this
mean
schools
can
say
that
they
don't
serve
my
kid?
Does
this
mean
schools
can
design
programs
that
don't
serve
my
kid
and
I
see
the
sort
of
head
shaking
but
like?
How
do
you
then
ensure
that
to
be
true?
Because
how
do
you
then
say
well
the
school
planned
for
x
and
this
student,
this
new
student,
who
just
moved
to
Boston
new
resident
of
Boston
just
a
few
years
ago?
Right
we
don't
meet
that
we
don't
have
a
program
or
a
classroom
or
something
for
that
kid
like.
F
S
Thank
you,
chair,
School,
Committee,
Member,
Carter
Hernandez.
Thank
you
for
bringing
this
up
and
I
know
that
in
the
collective,
the
language
of
the
collective
bargaining
agreement,
this
does
not
show
up,
like
your
concerns,
don't
show
up
there
and
I
want
to
really
amplify
that
we
are.
This
does
not
mean
a
departure
from
following
idea
and
federal
and
state
laws
around
what
is
required
for
our
students
with
disabilities
and
I
think.
S
However,
that
is
also
alongside
oversight
from
the
special
education
office
and
part
of
what
we
are
trying
to
do
is
have
lessons
learned
from
schools
that
have
been
engaging
in
inclusion
strands,
knowing
that,
even
in
those
cases,
we
have
not
yet
met
all
the
needs
of
our
students,
and
we
want
to
make
sure
that
we
don't
have
assumptions
that
just
an
inclusion
strand
checks
a
box
if
you
will.
But
what
are
we
actually
doing,
and
how
are
we
monitoring?
Superintendent
Skipper
pushes
us
constantly
about
monitoring
outcomes
in
this
case,
certainly
for
individual
students.
S
So
there's
going
to
be
sort
of
a
balance
of
oversight,
close
oversight
and
the
monitoring
of
how
students
are
doing
as
well
as
really
learning
on
the
ground.
What
teams
can
do
together
when
we
talk
about
IEPs?
The
best
IEPs
are
when
all
people
who
are
included
in
the
students
support
are
included
at
the
table,
and
so
what
we
see
as
a
a
really
big
Advantage
here
is
being
able
to
partner.
S
We've
always
worked
along
our
school
leaders,
but
now
we
have
this
opportunity
to
partner
with
our
teachers,
who
are
closest
to
our
students,
to
really
devise
a
clear
plan
for
inclusion
and
I
would
not
say
it's
going
to
be
a
million
flowers
blooming,
because
that
can
lead
to
well-intentioned,
not
resulting
in
the
outcomes
that
we
need
for
our
students
and
that's.
Why
there's
a
balance
of
both
oversight
and
also
the
working
on
specific
models
that
we
know
have
been
working
for
our
students
and.
X
I'll
just
add,
Dr,
Chen,
I
think
one
of
the
things
during
the
negotiations.
That
was
really
something
we
emphasized
was
the
current
contract
language.
You
know,
two-thirds
votes
and
and
ratios
of
you
know,
number
of
kids
in
classes
that
was
decision
making
Authority
right
that
the
union
had.
We
want
to
make
sure,
there's
teacher
input.
Input
is
so
important,
but
decision
making
Authority
needs
to
be
at
the
district
level
or
at
the
school
level.
X
B
F
It's
a
major
trust
that
you're
asking
folks
to
trust
you
and
to
trust
us
and
to
trust
schools
in
us
in
a
place
that
I
think
it
is
like
fair
to
say,
has
long,
failed
and
I'm
I
shared
this
earlier,
like
I'm,
coming
off
the
heels
of
skimming
the
Mission
Hills
report,
which
outlines
like
the
systemic
failures
centrally
and
on
a
school-based
level
in
our
special
education
programming
from
people
literally
saying,
like
you
know
something
along
the
lines
of
this
feeling,
like
an
echo
chamber
like
I'm
screaming
and
no
one's
hearing
me
to
other
folks,
saying
like
it's,
it's
the
loudest
families
who
get
served.
F
You
know
I
grew
up
a
foster
kid
like
I,
wouldn't
have
had
a
loud
family
to
to
show
up
and
and
and
make
noise
for
me
and
so
I
and
there's
a
it's.
Why
I'm
struggling
it's?
F
What
I
was
saying
earlier:
superintendent
like
it's,
not
it's
a
it's
working
conditions
that
are
not
in
tandem
with
system
level
reform
and
like
both
of
them
were
part
of
the
problem,
and
maybe
I'm
like
looking
to
hear
like
we're
working
on
the
system,
level
reform,
and
so
that's
where
my
head
is
and
I'm
struggling,
because
I
think
it
is
better
than
what
was
there,
but
I
think
realizing.
F
It
is
very
hard
for
me
to
see
how,
unless
they're
a
major
system,
level,
changes
and
I
and
at
my
core
I,
am
just
nervous
that
families
with
kids
with
disabilities
and
kids
with
disabilities
will
experience
increased
discrimination
in
the
school
process
as
a
result
of
like
not
having
that
clear
system
vision.
G
G
That's
how
I'm
visualizing
this
I'm
three
days
into
it.
But
this
is
how
I'm
visualizing,
how
we
would
systemically
move
this
forward
at
the
same
time
that
we
are
going
to
be
getting
reports
back
that
speak
to
specific
parts
of
the
centralized
systems
that
need
to
be
changed,
including
things
like
transportation
for
special
education
students
right.
So
we're
going
to
have
to
take
these
as
they
come,
but
have
enough
of
a
model
to
be
able
to
create
kind
of
that
continuous
Improvement
cycle
that
Megan
spoke
about.
G
But
to
do
or
Lauren
spoke
about,
but
to
do
it
in
a
way
that
we
can
lay
out
with
the
Union
how
the
working
conditions
and
the
systemic
model
we
decide
upon
jointly
can
be
fluent.
So
that's
kind
of
my
initial
thinking.
F
I
appreciate
it
I'm
done
with
questions
for
tonight,
I'm
gonna,
you
know
sharing
where
I'm
going
I'm
like
voting,
yes
cautiously,
because
I
believe
in
the
wages
increase,
I
believe
in
Parental
leave.
There
are
big
wins
here.
F
I
am
really
nervous
about
what
this
means
for
some
of
our
most
vulnerable
kids,
but
I'm
also
excited
that
you're
here,
and
you
know
that
I'll
I
will
be
asking
questions
but
I
the
the
way
that
you
I
just
want
to
say
this
too,
like
the
way
that
you
described
the
the
the
sort
of
cohort
thinking.
I
would
love
to
see
that
and
I
know.
You
are
three
days
in
so
like
I'm,
saying
this
with
love.
I
think
it
would
be
incredibly
helpful
for
that
to
be
part
of
the
system
plan.
F
F
Inclusion
but
more
important,
like
a
real,
like
a
real
shift,
not
just
in
like
outcomes
but
also
adult
mindsets
around
what
disability
is
and
what
it
means
and
how
we
show
up
for
disabled
kids,
100.
G
J
E
A
little
late,
so
it's
late
for
Me,
Karen,
I
gotta,
go
to
bed,
so
anyways
I've,
just
gotta
gonna,
say
bye
and
yeah.
B
B
B
O
C
D
J
C
B
Thank
you
and
now
the
work
begins.
Our
next
section
item
is
a
fiscal
year.
23
supplemental
appropriation
request
to
the
Boston
City
Council
in
the
amount
of
37
million
674
337
to
support
the
btu
contract.
You'll
recall
that
Deputy
Chief
Financial
Officer
David
Bloom,
presented
this
request
to
the
committee
at
our
last
meeting.
I'll
now
open
it
up
to
the
committee
for
final
questions
and
comments.
B
All
right
sharing
none
if
there
are
no
questions.
I
will
entertain
a
motion
to
approve
the
fiscal
year.
23
supplemental
appropriation
in
the
amount
of
37
million
674
337
to
support
the
memorandum
of
agreement
for
successor,
collective
bargaining
agreement
for
the
period
September
1
2021
through
August
31
2024
between
the
Boston
Teachers
Union,
Local,
66,
aft
Massachusetts,
and
the
school
committee
of
the
city
of
Boston
as
presented.
Is
there
a
motion.
B
C
D
C
B
B
H
H
AC
C
B
G
Thank
you.
Thank
you,
chair
of
course,
I
I'd
like
to
start
by
saying
that
what
happened
with
the
students
and
families
at
Mission
Hill
can
just
never
happen
again.
G
I
applaud
the
courage
of
the
students
and
the
families
who
came
forward.
I'd
also
like
to
thank
our
Acting
Superintendent,
our
former
Acting
Superintendent
Dr,
Drew
eccleson,
you
know,
he's
really
led.
The
releases
of
each
of
the
phases
is
one
in
three
of
the
reports.
I
also
want
to
thank
the
former
superintendent
Dr
Brenda
Casillas
for
her
leadership.
G
You
know
and
really
taking
a
series
of
Investigations
on
and
bringing
to
light
what
was
extremely
harmful
to
our
students
and
Families
I'd,
also
like
to
thank
mayor
Wu
for
her
leadership.
All
of
you
in
a
really
difficult
time,
the
Boston
school
committee
and
the
Boston
city
council
for
your
attention
to
this
matter
over
the
past
several
months,
I'm
coming
into
this,
both
Dr
Eccleston
and
Dr
Casillas,
have
helped
me
deeply
understand
over
the
past
three
months.
G
What
occurred
at
Mission,
Hill
K-8
I'm
fully
committed
to
seeing
this
through
and
working
to
ensure
that
no
one
and
I
mean
no
one
in
our
community
who
is
going
through.
Abuse
is
turned
away
from
the
support
that
they
need
ever
one
impacted
life
is
one
too
many,
and
this
is
one
of
the
most
sacred
things
we
do
in
keeping
our
students
and
staff
safe.
G
You
know,
as
school
officials
as
Educators
the
school
Personnel
we're
charged
with
educating
our
students
and
we're
charged
with
keeping
them
safe.
Many
many
points
made
in
the
phase
three
report
indicate
that
we
just
didn't
do
that.
You
know
we're
charged
with
this
work.
It's
it's
our
it's
our
mission,
it's
our
core
and
we'll
need
to
make
some
big
systemic
changes
and
change.
How
we
do
things
both
in
our
our
practices
and
in
our
protocols,
there's
policies
in
place,
but
we
have
to
work
to
ensure
that
everyone
follows
them
otherwise,
they're
meaningless.
G
We
need
to
make
sure
that
we're
holding
ourselves
accountable
to
these
things,
keeping
our
children
safe
is
my
fundamental
responsibility
as
superintendent.
It
starts.
It
starts
with
me.
It
ends
with
me,
and
but
it's
also
the
responsibility
of
all
of
us
as
a
district
as
schools
as
a
community,
we're
assessing
currently
what's
missing.
What's
in
place,
especially
with
the
many
transitions
that
have
happened
so
that
everyone,
everyone
can
understand
what
the
protocols
are,
their
reporting
responsibilities
their
obligations.
G
We
never
want
anything
to
happen
again,
that's
on
our
watch
and
so
that's
going
to
mean
a
lot
of
retraining
and
training,
especially
you
know
in
this
year
and
in
the
years
to
come.
G
It
also
means
that
we
have
to
have
checks
and
balances
in
place.
You
know
to
cross-check
everything
we
do
in
a
big
organization,
That's
essential
at
every
corner
and
layer
of
the
organization.
There
are
no,
they
should
be
never
a
barrier
to
filing
a
report
or
expressing
a
concern.
G
You
know
we'll
be
conducting
an
audit
of
the
BPS
systems
and
protocols
and
the
implementation
of
those
protocols,
leaning
on
the
expertise
of
an
independent
auditing,
firm
that
we'll
be
naming
in
the
coming
weeks
and
months.
I
think
it's
very
important
that
we
have
an
independent
entity
that
comes
in
and
looks
at
our
the
overhaul
that
we
do
the
changes
that
we
propose
to
make
to
hold
us
accountable
to
our
word,
to
the
community
and
to
this
committee
that
we
are
doing
that.
G
Additionally,
BPS
will
be
returning
to
a
previous
model
of
support
which
connects
central
office,
is
in
the
schools
and
and
really
allows
them
to
work
more
closely
together
in
in
a
much
more
communicative
way.
As
Regional
networks,
our
119
schools
are
divided
across
and
into
the
nine
regions.
Each
region
is
Now
supported
in
addition
to
a
school
superintendent
with
an
operational
leader,
and
that
operational
leader
has
the
responsibility
for
ensuring
that
our
schools
receive
the
support
and
resources
they
need
to
succeed,
especially
in
challenging
moments
in
crisis.
G
We've
hired
four
additional
operational
leaders
this
year
and
again
this
their
purpose
to
in
order
for
each
of
those
networks
to
have
their
own
operational
leader
is
to
really
zero
in
on
schools
within
their
regions,
get
to
know
them
to
get
to
know
the
the
school
leaders
and
what
is
needed.
Regional
Schools
are
now
being
managed
in
supported
more
closely
than
than
before,
ever
before
and
and
effectively
by
the
central
office.
G
In
this
way,
you
know
it's
that
oversight
and
that
interaction
that
is
is
will
help
to
ensure
going
forward
that
we
don't
have
the
breakages
in
communication
and
protocols
that
we
did
that
the
report
is
highlighting
we're
also
doing
minimally
once
a
quarter.
Formal
walkthrough
of
the
schools
in
in
this
walk
through
we're
looking
at
the
culture
at
the
climate,
the
emotional
learning,
the
academic
work
and
practices
that
are
happening
within
the
school.
G
You
know
I
just
want
to
say
for
students
and
parents
who
are
watching
or
will
watch
this
as
a
tape.
You
know
if
you're,
a
student
or
a
parent,
you
know
we
want
you
to
know
that
you
know
in
in
you
have
any
concern
for
your
students,
safety
or
for
yourself
as
a
student,
and
that
includes
also
on
your
way
to
and
from
school.
G
Please
know
that,
there's
an
immediate
step
that
you
can
take.
You
can
call
or
text
the
safe
space
and
bullying
Prevention
Hotline,
which
is
at
617-592-2378.
G
G
617-592-2378
and
that
hotline
is
operated
by
trained
staff
from
succeed,
Boston
the
counseling
and
intervention
Center,
and
they
can
assist
you
with
filing
a
report
and
they
can
provide
advice
to
your
situation.
They
can
answer
questions
that
you
might
have
again
if
you're,
a
student
or
a
parent
and
if
necessary,
the
reports
can
be
filed
anonymously
as
well.
G
It's
critical
in
our
school
system
and
in
each
of
our
schools
that
are
every
single
student
feels
safe
and
they
feel
supported,
and
they
feel
that
they
have
trusted
adults
to
be
able
to
come
to
if
there's
an
issue.
That
is
the
work
that
we
have
to
do,
and
that
is
our
commitment
to
our
students
and
to
our
families.
G
You
know
and
that
that
means
from
the
moment
that
they're
coming
through
the
doors
and
they're
entering
the
school
they're
entering
the
classroom
and
they're
leaving
that
has
to
be
Sacred,
Space
and
sacred
time,
and
so,
if
there
is
any
issue
that
arises
or
that
you
need
to
report
and
not
comfortable
going
to
the
school
to
the
school
leader
or
guidance,
you
can
use
that
hotline
at
any
moment
with
that
I'm
going
to
actually
turn
it
over
now
to
Dr
eccleson
and
he's
going
to
to
walk
you
through.
G
As
the
committee
and
the
public,
the
the
report
and
then
we'll
be
happy
to
take
questions
so
Dr
eccleson.
W
Thank
you,
superintendent,
Skipper,
and
thank
you
for
your
unwavering
support
and
belief
both
in
our
system,
but,
most
importantly
in
our
children
and
families,
and
for
all
the
support
you've
shown
during
this
process
as
you've
entered
into
the
organization
for
context.
W
Let
me
just
share
that
later
this
evening,
we'll
be
releasing
the
Hinckley
Allen's
phase,
three
investigation
related
to
the
Mission
Hill
KD
8
Pilot
School,
specifically,
that
investigation
is
looking
into
complaints
that
came
forward
into
allegations
of
persistent
bullying
and
harassment,
lack
of
responsiveness
and
support
for
students
with
disabilities
and
multilingual
learners
and
persistent
sexual
alleged
sexual
assaults
at
the
school.
W
In
in
the
phase
three
report,
specifically,
the
investigators
were
looking
at
the
district-wide
structures,
systems,
behaviors,
Trends
and
or
practices
that
either
resulted
in
the
persistent
issues
at
Mission,
Hill,
cada
pilot
K-8,
Pilot
School
that
that
went
on
unaddressed
for
so
long
I
want
to
acknowledge
that
we
received
the
final
redacted
report
from
earlier
this
morning.
We
sent
this
off
to
school
committee
shortly
thereafter,
and
we've
been
working
tirelessly
throughout
the
day
to
prepare
this
presentation.
W
I
do
know
that
this
is
one
of
many
difficult
conversations.
We
will
have
about
the
findings
from
the
phase
one
and
phase
three
report
and
want
to
also
acknowledge
the
really
important
nature
of
the
reduction
process.
Last
week
we
were
asked
for
how
long
we've
had
the
report
and
I
know
for
for
folks
in
the
public.
It
might
seem
very
simple
of
going
through
a
reduction
process,
but
at
the
end
of
the
day,
this
is
about
the
privacy
of
children
and
families
and
their
individual
stories
that
we
wanted
to
protect.
W
We
are,
while
it's
very
difficult
to
read
the
findings
from
this
phase
degree
report,
which
I
will
share
with
you
in
the
public
and
we'll
engage
in
a
conversation
about
it.
I
think
it's
also
a
really
important
moment
for
us
moving
forward
that
we
have
to.
We
have
to
name
with
honesty
and
transparency,
what's
happened
here
and
really
where
there
were
significant
failures
at
the
system
level
in
order
for
us
to
support
some
of
the
healing
and
moving
forward
together
as
a
community,
I
want
to
begin
by.
W
Just
acknowledging
that,
while
the
report
outlines
significant
systemic
failure,
it
it
also
outlines
so
many
positive
actions
of
individuals
throughout
the
BPS
who,
every
day
come
in.
You
know,
roll
up
their
sleeves
and
with
great
compassion,
work
tirelessly
to
support
students
and
families,
so
that
was
true
with
many
Educators
at
Mission
Healthcare
to
a
pilot
school
and
also
is
true
across
the
central
office.
W
It
tells
an
unfortunate
story
of
a
lack
of
responsiveness,
accountability
and
turnover,
and
certainly
there
are
areas
of
personal
failure
here
in
many
ways,
but
it's
really
a
story
about
systems,
failure
yeah
for
additional
contacts.
Just
for
folks
who,
who
might
be
new
to
sort
of
the
the
reporting
on
this
matter.
Hinckley
Allen
conducted
a
multi-phase
investigation
in
phase
one.
W
They
experience
no
action,
often
taken
and
that
even
at
the
most
senior
level,
they
found
an
utter
lack
of
responsiveness
and
accountability
and
that
a
frustrating
lack
of
turnover
across
the
system
and
instability
in
the
ranks
really
created
it
so
that
even
when
there
was
responsiveness-
or
there
was
maybe
a
glimmer
of
some
accountability
taking
place,
that
additional
turnover
would
take
place
and
then
the
action
would
would
slow
down.
W
The
report
lays
out
I
think
three
significant
sort
of
findings
at
a
high
level,
one
that
there
was
a
lack
of
responsiveness
across
the
system.
Families
expressed
and
demonstrated
evidence
that
they
were
just
consistent.
Lack
of
emails
that
were
responded
to
in
phone
calls
in
all
too
often
that
led
to
broken
trust
between
families
and
the
district,
and
also
between
the
district
and
our
schools.
W
The
report
also
finds
a
general
lack
of
accountability
that
there
was
this
approach
throughout
the
their
interviews
that
continued
to
emerge
of
staying
in
your
lane
or
staying
in
a
very
siled
space,
which
is
an
approach
to
this
work,
and
the
investigators
really
call
out
that,
while
maybe
in
some
ways
that
helps
maintain
some
clear
divisions
of
responsibility
and
roles
and
responsibilities.
When
it
comes
to
the
safety
of
our
children,
we
can't
take
a
stay
in
your
lane
approach.
W
You
think
superintendents
spoke
to
this
very
clearly
in
her
opening
remarks,
but
the
investigators
also
talk
about
what
I
would
call
a
sort
of
a
lack
of
coordinated
and
well-resourced
eye
on
what
is
happening
out
at
the
schoolhouse
and
I.
Think
superintendent
Skipper
is
description
of
our
regional
support
model
in
the
robust
supports
that
are
now
in
place
to
support
our
school
superintendents
to
have
additional
eyes
on.
W
They
also
cite
a
lack
of
high
turnover
across
the
central
office,
and
this
specific
part
of
the
report
was
astounding
to
me,
even
though
I
I
think
I
was
sort
of
aware
of
the
fact,
if
you
don't
count
the
even
the
tenure
of
my
short
tenure
and
superintendent
Skipper's
new
tenure
in
the
last
10
years,
BPS
has
had
at
least
four
different
superintendents
and
none
of
those
tenures
has
lasted
more
than
three
years.
W
W
The
investigators
take
a
look
at
four
separate
departments
which
were
sort
of
named
in
various
elements
of
complaints
coming
from
staff
members
and
from
from
families
and
students
relative
to
their
experience
at
Mission
Hill,
and
while
they
note
in
some
cases,
some
just
really
complete
and
the
investigators
note
some
some
evidence
of
just
complete
and
thorough
investigations
in
some
areas
that
all
too
often,
these
really
complete
and
thorough
investigations.
Weren't
shared
more
broadly
with
appropriate
and
relevant
senior
staff
who
had
to
know
about
some
of
these
findings.
W
They
also
call
out
that
there
are
so
many
departments
and
they
they
really
name
some
just
individuals
who
are
working
tirelessly
to
support
critical
work
across
the
system,
but
that,
all
too
often
that
some
of
these
departments
need
additional
resources,
one
that
they
name
particularly
to
support.
W
Some
really
emerging
and
positive
work
in
response
to
bullying
is
to
have
a
to
increase
a
position
to
to
including
a
position
that
increases
influence
and
Authority,
specifically
a
role
within
that
department
that
has
enforcement
Authority
across
BPS,
and
they
also
highlight
specific
areas
of
obviously
turnover
in
some
of
these
departments,
but
also
burnout
that
so
many
individuals
are
working
tirelessly
across
the
system,
but
we're
not
in
a
coordinated
way.
W
W
The
the
investigators
also
call
out
that
some
departments
lack
right
now,
a
consistent
case
tracking
system
that
must
be
addressed,
and
they
really
call
out
the
family
of
the
office
of
family
and
Community
advancement
for
some
really
significant
work
around
investing
and
monitoring
in
the
implementation
of
a
call
center,
which,
on
its
face,
has
really
worked
to
improve
and
respond
to
the
lack
of
tracking
and
monitoring
across
the
system,
and
the
investigators
ask
us
to
continue
to
Monitor
and
support
its
implementation.
W
I'm
going
to
name
a
few
of
the
findings
that
sort
of
come
out
in
the
report
and
some
of
the
actions
that
BPS
is
is
taking,
but
I
just
wanted
to
just
name
two
things
that
I
made
a
commitment
to
superintendent
casalia
casellius
on
her
exit
from
the
BPS.
That
I
would
make
sure
that
I
followed
through
on
and
I
know
that
super
tense
Skipper
joins
me
in
this.
W
Is
that
one
we
are
developing
systems
and
structures
to
ensure
that
we
are
monitoring
at
the
central
office
level
to
ensure
that
the
students,
the
from
the
former
Mission
Hill,
who
are
in
our
new
schools,
are
getting
what
they
need,
that
it's
going
to
be
really
important
to
us,
to
rebuild
trust
between
students
and
Families
She.
Also
asked
me.
Superintendent
casilius
also
asked
me
to
ensure
the
development
in
hiring
of
the
risk
management
office.
W
It's
also
important
that,
in
my
role
and
as
a
is
that
as
the
the
supervisor
of
the
Regional
School
superintendents
at
the
the
Regional
School
superintendents
need
to
be
provided
with
the
support
and
need
to
be
held
accountable
to
elevate
policy
violations
in
writing
directly
to
the
school
leader
and
with
copy
to
governing
board
for
their
use
and
evaluations.
When
we
find
their
allegations
and
findings
relative
to
issues
of
bullying
or
civil
rights
issues
or
support
for
our
students
with
disabilities
and
our
multilingual
learners.
W
Many
who
tracked
the
phase
one
report
will
remember
that
late
in
the
investigation,
the
investigators
found
that
Mission
Hill
was
operating
across
was
operating
with
its
own
server
and
that
key
documents
related
to
the
investigation
were
deleted
by
school
personnel.
W
W
W
The
investigators
also
find
that
prominent
offices
lack
tracking
systems
for
logging
and
monitoring
progress
on
responding
to
key
complaints,
moving
forward.
All
departments
who
address
complaints
and
concerns
from
members
of
the
public
and
the
community
must
Implement
a
tracking
system
by
which
complaints
can
be
logged
tracked
and
monitored.
For
follow-up
up
to
and
following
through
to
close
out,
cross-functional
teams
must
be
brought
together
to
address
the
concerns
that
are
in
at
the
intersection
of
multiple
departments,
so
that
Collective
problem-solving
structures
can
be
leveraged
to
make
progress
for
our
students
and
Families.
W
The
investigators
found
that
District
officials
are
excessively
focused
on
operating
within
the
narrow
confines
of
their
formal
assigned
duties,
to
the
detriment
of
the
district's
responsiveness
and
accountability
moving
forward.
The
superintendent
must
and
will
make
clear
that
individual
staff
members
must
assume
responsibility
for
completing
follow-through
on
complaints
until
such
point
that
they
are
resolved,
a
resolution
is
communicated
and
or
other
officials
are
assigned
to
address
and
finalize
to
the
problem.
W
W
We
must
continue
to
invest
and
support
the
implementation
of
our
regional
support
structure
so
that
teams
across
departments
are
working
together
through
the
leadership
of
the
school
superintendent,
to
ensure
that
our
schools
have
what
they
need
and
the
reporters
really.
The
investigators
really
mention
in
multiple
cases
the
exceptional
work
of
the
office
of
family
and
Community
advancement
for
their
implementation
of
the
call
center,
which
will
be
important,
important
investment
relative
to
ensuring
that
issues
are
getting
named
and
that
people
cross-functionally
across
the
central
office
are
working
on
resolving
these
issues.
W
We
have
created
and
developed
a
very
tight
transition
plan,
as
she
mentioned
earlier
and
I'll
talk
about
toward
the
close
of
my
remarks.
But
we
need
to
do
this
for
multiple
positions
across
the
BPS,
because
we
need
mechanisms
to
ensure
that
incoming
Personnel
are
provided
with
the
appropriate
training
to
excel
in
their
new
position
and
as
people
exit
the
system
which
they
will.
The
district
must
develop
systems
and
structures
to
retain
institutional
knowledge
when
Key
Senior
Personnel
leave
the
district.
W
The
investigators
find
that
BPS
is
often
engaged
in
our
practice
in
which,
as
part
of
a
settlement
agreement
that
they'll
be
the
removal
of
a
BPS
official's
personnel
and
disciplinary
files
of
confidential
settlement
agreements.
Resolving
allegations
of
misconduct
and
that
undermines
accountability,
increases
the
risk
to
students
and
others
and
is
not
in
the
best
interest
of
the
district
moving
forward.
The
district
will
no
longer
engage
in
the
exclusion
of
settlement
agreements
from
personnel
and
disciplinary
files
of
BPS
officials.
W
Our
next
step
in
this
area
are
to
share
more
broadly
with
appropriate
staff
in
confidential
ways
about
pending
legal
matters
and
investigations
under
their
supervisory
roles.
So
those
are
the
very
difficult
findings
that
are
outlined
in
the
report.
Some
of
the
actions
that
BPS
has
taken
and
will
continue
to
take
to
ensure
that
this
is
a
learning
opportunity
and
that
we
do
far
better
to
deliver
on
a
promise
of
an
excellent
and
Equitable
education
for
our
students
and
for
our
families.
W
It's
a
difficult
report
to
talk
about
publicly
I
have
learned
so
much
from
the
BPS
I've
grown
personally
as
a
school
leader
and
as
a
district
leader
in
this
organization.
In
many
ways,
it's
an
organization
that
I
love
I
also
recognize
that
it's
deeply
flawed
and
that
we
have
Collective
work
to
do
to
do
far
better
for
our
students
and
families
and
I'm
honored
to
work
on
superintendent,
Skipper's
team
to
roll
up
my
sleeves
right
alongside
her
and
the
rest
of
this
team
to
ensure
that
we
do
far
better
for
our
students.
G
Thank
you
drew
so
I
think
chair
at
this
point.
If
there's
any
questions
or
would
be
happy
to
share
what
we
can.
B
Right
I
want
to
say
thank
you
to
Dr
Eggleston
and
to
you
superintendent,
Skipper.
This
report
is
a
harsh
reminder
of
our
legal
and
moral
obligation
to
ensure
the
safety,
the
well-being
of
all
our
students
and
to
ensure
that
their
educate
that
their
academic
and
special
education
needs
are
met.
B
B
B
B
H
H
I
have
not
had
a
opportunity
to
pour
deeply
into
the
report,
but
I
have
had
the
opportunity
to
skim
it
and
what
Dr
eccleson
laid
out
I
think
the
the
the
term
that
sort
of
took
me
aback
was
very
much
this,
this
sense
of
compartmentalization
throughout
the
district,
which
hinders
the
type
of
communication
that
can
happen
so
that
these
issues
don't
happen,
but
even
furthermore,
that
it,
the
lack
of
communication,
takes
away
from
the
community
that
we
are
supposed
to
be
as
Boston
public
schools
and
so
in
some
respects.
H
There's
no
wonder
we
hear
so
many
complaints
and
perspectives
from
families
about
the
lack
of
communication,
the
lack
of
transparency,
and
here
we
are
internally
sort
of
demonstrating
this-
and
you
know
this
is
a.
This-
is
a
mirror
this
this
this
this
report
was
was
very
much
a
mirror
and
you
know
I
I,
look
forward
and
also
don't
look
forward
into
pouring
into
it
deeply.
H
But
I
do
thank
Dr.
Eccleson
and
Dr,
Casillas
and
Dr,
and
you
know,
and
superintendent
Skipper
for
the
already
the
response
on
looking
at
oversight
but
sort
of
overhauling
and
creating
systemic
changes
towards
the
way
that
we
do
communicate
in
the
way
that
schools
feel
I
would
say
more
empowered
to
sort
of
address
these
issues
sort
of
head
on
so
I
mean
at
that
point.
I
can
sort
of
say
roll
up
the
work
just
because
I
am
who
I
am
I.
H
You
know
superintendent,
Skipper,
I
gotta
say
you
made
me
feel
old
when
you
said,
because
I
recognized
your
reference
of
that,
we
would
be
some
that
families
might
be
watching
this
on
tape,
so
I
actually
felt
old
there
for
a
second,
but
certainly
I
appreciate
the
update
here.
Yeah.
F
Lorena
was
first
Miss,
lopetta
was
first.
If
you
want
you
want
me
to
go.
Okay,
I
see
you
I
I
have
a
lot
of
thoughts.
One
is
just
sort
of
an
acknowledgment
of
what
Dr
Elkin
said.
You
know
I
often
feel
like
we
are
in
a
parallel
process
with
the
folks
who
show
up
and
make
public
comment,
particularly
around
communication
gaps
that
we
experience
as
a
school
committee,
and
you
can
feel
that
bottom
up
top
down
vertical
horizontal
in
the
organization
in
this
report
highlights
it.
F
You
know
it
feels
like
there
is
secrecy
and
power
hoarding,
and
a
lack
of
information
sharing
that
weeks.
That
I
experience
I
should
say
as
a
member
here
that
feels
systemic
to
the
organization,
and
this
is
in
short
time.
My
experience
with
this
I'll
say
this
like
I,
even
in
this
process
and
I
want
to
honor
this
conversation
today.
F
But
the
report
has
been
with
the
city,
even
in
a
draft
for
over
six
weeks,
more
or
less
someone
tell
me
if
I'm
wrong-
and
it
was
just
a
few
weeks
ago
with
recommendations
that
you
may
not
have
been
ready
to
share
because
of
confidential
information,
and
things
had
to
be
redacted
and
I
totally
understand
that.
But
there
were
top
lines
that
could
have
been
delivered
to
the
governing
body
so
that
we
understand
understood
that
there
was
urgency
in
addressing
those
recommendations.
We
can
chew,
gum
and
walk.
F
We
can
redact
a
document
and
talk
about
what's
in
it
and
talk
about
what
steps
we're
going
to
take
to
address
those
changes,
and
we
didn't
do
that
and
I
think
that
that
is
all
part
of
this
like
that
is
part
of
the
the
failure
that
like
doesn't
feel
like
a
was
problem
but
is
like
in
his
problem
in
Este
momento
like
right
now.
This
is
part
of
our
problem
and
like
it
would
be
negligent
for
me
not
to
say
that
in
this
moment
we
made
a
decision
to
close
a
school.
F
Around
system,
failure
and
I
think
that
that's
a
problem
and
the
way
that
we
are
tracking
and
sort
of
separately
sort
of
moving
on
my
thinking,
the
way
that
we
are
starting
to
track
the
deci
recommendations,
I
am
curious
and
hopeful
that
we
would
take
this
set
of
recommendations
in
a
much
cleaner
form
and
for
someone
to
tell
us
which
recommendations
we
believe
as
a
district
we
are
taking
and
then
monitoring
here.
F
The
actions
not
just
through
the
verbal
update
that
we
got
today
but
like
pen
to
paper
show
us
the
recommendations,
show
us
the
our
response
and
then
show
us
what
we're
doing
to
improve
it.
I
don't
need,
although
it
will
be
helpful,
like
a
full
diagnostic
of
what
the
state
of
play
is,
but
like
I
just
want
to
know
which
of
these
things,
we're
saying
that
there's
they
have
said,
we
should
do
that.
We
are
going
to
do.
F
I'll
also
say
this
like.
Yes,
there
is
system
failure
here,
but
there's
like
I
think
part
of
it
is
rooted
in
that
thing.
I
was
saying
earlier
about
secrecy
about
power
hoarding
about
bureaucracy
at
its
worst.
If
no
one
is
empowered
to
make
a
decision
or
if
people
think
or
if
people
are
hoarding
so
much
power
that
no
one
feels
like
they're
empowered
to
make
a
decision
like
the
system
will
never
work.
I,
don't
believe
that
today,
magically
that
has
changed.
F
I
am
hopeful
that
it
will
but
like
that's,
a
complete
Paradigm
Shift
around
the
sort
of
dominant
cultures
that
exist
within
the
organization
where
people
have
to
be
empowered
to
do
the
right
thing
and
not
wait
for
someone
to
tell
them
it's
okay
to
do
the
right
thing
and
right
now,
every
element
of
this
report
and
I
have
just
skimmed
it
as
well.
I
got
it.
F
You
know
in
the
middle
of
my
work
day,
but
every
element
of
the
report
in
my
skimming
shows
that,
like
people,
don't
feel
empowered
to
make
good
choices,
and
that
is
terrifying
and
if
you're
not
empowered
to
make
obvious
choices
around
bullying
and
harassment
and
sexual
assault
and
the
hiring
practices
around
folks
who
we
knew
were
not
successful
in
the
organization.
Previously,
those
are
obvious
decisions
that
how
are
we
even
empowered
to
make
less
obvious
decisions
that
are
equally
consequential
in
a
young
person's
life?
F
And
so
that's
this
that's
a
system,
but
that's
like
a
people.
Failure,
because
it's
about
certain
people
in
the
organization
I
assume
having
to
give
up
elements
of
power
so
that
their
team
members
and
the
people
that
they
supervise
and
be
empowered
to
make
choices
within
the
organization
and
the
the
last
thing
I'll
say
here
and
I
I
alluded
to
this
earlier.
But
the
section
around
the
special
education
issues
are
are
terrifying
and
they're,
not
new
news,
but
they
are
new
news
because
they
are
here
in
this
way.
F
F
Again,
that's
like
not
just
a
like
a
system,
failure
that
is
literally
the
system
failed
like
it's
not
just
like
a
broken
lever
or
a
valve.
That's
not
working
like
that
is
literally
what
the
system
is
designed
to
do
and
it
like
didn't.
Do
it,
and
so,
like
Mission
Hill
may
have
been
the
perfect
storm,
but
it
is
the
the
room
for
all
of
the
same
elements
of
what
has
happened
there
to
occur
again
still
exist,
and
that
part
is
is
a
little.
F
It
is
scary,
I'm,
happy
that
we're
having
this
conversation,
I,
trust
and
I'm
excited
about
your
leadership.
Superintendent,
I
trust
that
you
are
gonna,
be
transparent
and
create
real
accountability
here.
But
you
know
back
to
the
first
thing
I
said
like
we
need
to
be
able
to
track
each
of
these.
We
need
to
be
able
to
know
which
of
these
recommendations,
we're
gonna
move
forward
with,
and
we
need
to
have
regular
updates
to
Monitor
and
track
them
so
that
we
can
make
sure
this
really
doesn't
happen
again.
M
Thank
you,
madam
chair,
and
just
thank
you
for
the
comments
of
Dr,
alkins
and
Mr
cardet
Hernandez
very
much
appreciate
the
pieces
that
have
already
been
shared
and
I
will
probably
not
be
as
eloquent
as
my
two
peers,
because
I
am
very
much
in
my
feelings
right
now
as
a
parent.
This
is
heartbreaking
and
I
will
start
by
saying
that
I
I,
too
haven't
just
received.
The
report
this
morning
have
not
been
able
to
delve
into
it
in
detail
and
I.
M
Think
as
I
was
listening
to
Dr
Eccleston
speak
I.
Think
Mission
Hill
was
a
sad,
devastating
Perfect
Storm,
but
we
could
supplement
different
issues
and
still
and
still
hear
the
same
challenges
in
a
variety
of
spaces
across
the
organization,
and
so
when
Mr
cardet
Hernandez
says
this
is
a
Here
and
Now.
M
Feel
that
that
resonates
with
me
and
as
a
parent,
my
first
thought
is:
we
also
heard
plenty
of
families
who
had
a
wonderful
experience
at
Mission,
Hill
right
and
so
how
many
families
are
having
wonderful
experiences
within
our
school
communities
now
and
how
many,
how
many
of
them
are
also
experiencing
unsafe
environments,
and
so
that
is
a
question
for
me
and
I.
Think
at
the
root
of
this
is
how
are
we
thinking
about
really
restoring
Community
Trust?
M
So
it's
not
just
putting
the
structures
in
place,
but
how
are
we
going
to
do
the
work
every
single
day
to
do
that
and
I
think
another
route
for
me
that
I
keep
coming
back
to
is
this
took
this
took
parents?
This
took
caregivers,
and
this
took
students
really
having
to
Advocate
over
and
over
and
over
again
for
themselves,
and
what
about
the
students?
Who
don't
have
that
kind
of
support
right
and
so.
M
H
So
I
mean
just
more
thoughts
that
it
brings
up,
for
me,
is
particularly
sort
of
like
how
we
have
the
conversation
throughout
the
summer
about
how
we
run
our
meetings
and
particularly
in
thinking
about
how
we
get
the
information
for
our
meetings
when
we
get
the
information
for
our
meetings
and
just
the
format
of
what
we
do
here.
Even
thinking
about
that,
like
is
it
conducive
to
really
discussing
all
of
the
issues
in
the
depth
with
which
we
want
to
discuss
the
issues.
H
You
know
so
I
think
it's
also
bringing
that
up
for
me
about
really
sticking
to
and
then
personally
for
me
as
a
as
a
school,
Committee,
Member
thinking
about
again
I've
said
this
before
embedding
me
or
embedding
other
members
in
commute
some
of
these
Community
groups,
so
that
we
have
that
direct
line
to
them.
Some
of
us
I
mean
some
of
us.
Have
that
active.
H
You
know
we're
working
with
task
forces
and
things
like
that
and
I
and
I
actually
could
like
commend
that
that
that
work,
but
thinking
about
ways
that
we
share
information
as
a
school
committee
can,
you
know,
offer
some
examples
for
like
for
the
district.
H
So
you
know
we
we
have
to
model
it.
So
that's
that's
where
that's
where
I
sit
with
this.
B
D
Foreign
Echo
the
comments
that
my
fellow
members
and
you
made
as
well
and
I
thank
Dr
Eccleston
for
laying
out
the
response.
I
agree
with,
in
particular
with
the
comments
that
we
should.
It
would
be
great
to
get
have
a
way
of
following
all
the
recommendations,
what
the
actions
are,
but
I
really
appreciate
the
comments
the
fellow
members
have
made
tonight
as
well
as
YouTube.
Okay,
thank.
G
Thank
you,
chair,
I,
think
I
think
that
partnering
the
action
plan,
you
know
very
just
very
deliberate.
You
know
much
like
the
mou
that's
laid
out,
but
also
having
the
independent
entity
for
us.
I
think
is
a
district
will
ensure
that
we
raise
this
to
the
level
that
it
deserves
to
be
raised.
G
G
It'll
it'll
it'll
be
much
like
in
terms
of
the
mou
where
it
will
be
a
kind
of
different
timeline,
but
all
with
the
sense
of
urgency
that
these
need
to
be
done
as
quickly
as
possible
and
thoughtfully,
so
that
they're
not
just
a
check
but
that
they
actually
are
meaning
to
change
the
culture
that
led
to
the
initial
issues.
G
So
you
know
I,
Dr,
eccleson
and
I
know
you
know
and
and
I
believe
our
team
support.
G
You
know
in
this
going
forward
having
that
kind
of
explicit
description
of
what
needs
to
happen
from
the
recommendations
and
then
being
able
to
give
you
regular
and
periodic
updates
as
to
the
progress
of
that,
along
with
you,
know,
a
separate
audit
process
to
be
able
to
ensure
that
what
we're
reporting
is
being
seen.
Through,
The
Eyes
of
an
external
agent
and
that
they're
seeing
the
same
thing
we're
seeing
terms
of
the
change.
So.
Q
It's
just
thinking
of
those
families
who
had
to
go
through.
That
was
very
sad.
P
Q
I
want
to
thank
a
lot
Mr,
Eckerson,
Dr,
Casillas
and
also
the
new
superintendent
for
confronting
this
problem
in
dealing
with
it.
Q
Q
P
Q
B
If
not
again,
I
want
to
thank
Dr
Caselli
Dr
casellius
for
her
leadership
on
this,
as
well
as
the
work
that
Drew
and
superintendent
Skipper
will
continue
to
do
on
this
and
I
know
that
each
of
us
only
received
the
report
earlier
today
and
need
time
ourselves
to
digest
this
and
have
more
conversation
as
we
look
at
the
recommendations
to
move
on.
B
But
thank
you
and
thank
the
parents
who
have
struggled
with
this,
who
are
impacted
by
by
this
and
glad
that
we
are
getting
to
a
place
where
we
have
some
recommendations
to
make
some
significant
significant
changes
within
the
district.
So
thank
you
all
we'll
now
move
on
to
public
comment
on
reports.
Miss
Sullivan.
AC
Hello,
my
name
is
Lisa
Jean,
Graf
and
I
live
in
the
Fenway
neighborhood
welcome
new
superintendent
Mary
Skipper.
First,
it
was
good
to
meet
with
you
and
sped
pack
members
last
month.
I
was
so
happy
that
you
were
interested
in
learning
about
the
neurodiversity
movement.
This
approach
can
offer
students
strength-based,
learning
environments
that
are
responsive
to
all.
Students
needs
I,
look
forward
to
collaborating
in
this
area
with
BPS
staff.
Please
include
the
disability
community
in
this
work,
as
well
as
they
have
lived
experience.
AC
Second,
poor
bus
service
is
impacting
the
employment
of
numerous
parents
from
buses
that
don't
show
up
and
numerous
students
are
put
at
risk
of
harm
from
buses
without
monitors.
I
recommend
that
you
increase
the
starting
wage
for
bus
monitors
to
encourage
more
individuals
to
apply.
I,
also
encourage
the
district
to
consider
a
Cooperative
model
for
the
next
Transportation
contract.
This
could
allow
for
higher
bus
driver
pay
and
ensure
that
the
knowledge
of
people
running
the
routes
is
used
in
planning
routes.
AC
Well,
also,
some
efficiency
can
be
gained
by
changing
start
times
by
10
minutes
or
less
here,
and
there.
This
could
help
with
more
on
time.
Buses
and
shorter
trips,
with
minimal
impact
on
family
schedules,
I
have
a
proposal
that
I
have
publicly
shared
and
also
emailed
to
all
of
you.
Third
covet
safety
is
an
issue
that
we
need
to
address
by
preventative
measures,
especially
when
covid
is
increasing
in
waste
water
in
the
city.
I
support
the
recommendations
by
famcosa
and
as
a
member
of
that
group,
I
look
forward
to
collaborative
work
on
this
issue.