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From YouTube: Boston School Committee Meeting 7-19-17
Description
Boston School Committee Meeting 7-19-17
A
Tells
us
good
evening
everybody
and
welcome
for
those
of
you
watching
at
home
or
folks.
Here
in
the
audience,
the
school
committee
has
just
returned
from
executive
session.
Where
we
discuss
litigation
strategy.
We
will
now
continue
with
the
regular
school
committee
meeting.
We
do
have
interpretation
services
available
this
evening
in
mandarin
and
cantonese.
Will
the
mandarin
interpreter?
Please
introduce
themselves?
A
A
Thank
you
if
folks
heard
that
okay,
so
as
I
said,
if
anyone
needs
mandarin
or
cantonese
the
interpreter
is
available
in
the
back
tonight's
meeting
is
being
broadcast
live
by
boston
city,
tv,
comcast,
channel,
24
and
rcn
channel
13.,
it
may
be,
it
will
also
be
rebroadcast
at
a
later
date.
If
anyone
wishes
to
sign
up
for
public
comment,
please
see
our
executive
uno.
I'm
sorry,
please
is
anyone
still
out
front.
B
A
So
if
anyone
needs
to
sign
up
for
public
comment,
please
see
our
executive
secretary,
ms
sullivan
right
here,
sign
up
for
public
comment,
we'll
close
at
6
30
pm
move
on
to
approval
of
the
minutes.
If
the
minutes
are
approved
is
presented,
hard
copies
will
be
made
available
immediately
in
the
hallway,
with
the
other
handouts.
If
changes
are
made,
you
may
access
the
minutes
tomorrow
on
the
bps
website.
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
june
21st
2017
school
committee
meeting
is
presented.
A
Thank
you,
mr
robinson.
It
sounds
like
a
second
from
dr
yoyate.
Thank
you.
Any
discussion,
objection
to
the
motion,
any
objection
to
approving
the
minutes
by
unanimous
consent.
Hearing
none
of
the
minutes
were
approved.
We'll
move
on
now
to
the
superintendent's
report.
I
present
to
our
superintendent,
dr
tommy
chang.
C
Good
evening,
thank
you,
chairman,
o'neill,
good
evening,
school
committee,
hello,
everyone
thank
you
for
coming
this
evening
to
this
beautiful
summer
evening,
here
in
boston,
we
in
boston,
public
schools
do
not
slow
down
during
the
summer,
there's
a
lot
of
great
work
going
on
around
summer
learning,
which
I
will
get
to
later
on
this
evening
and
also
in
central
office.
We
spent
a
lot
of
time
planning
reflecting
about
the
previous
school
year
planning
for
the
future
and
then
just
recharging
for
the
next
school
year.
C
Two
weeks
ago,
now,
actually
last
week,
several
members
of
the
bps
community,
including
myself,
spent
one
week
at
the
harvard's
public
education
leadership
project,
and
that
is
a
co.
The
p
pelp
p-e-l-p
is
a
collaboration
between
harvard's
business
school
and
harvard
education
school.
They
bring
12
districts
nationwide
together
to
do
leadership,
development,
to
study
together
to
address
problems
or
practices
and
create
strategic
plans,
and
so
very
very
excited
about
the
opportunity
to
join
11
other
districts
from
across
the
country
again
to
participate
in
palp.
C
I
want
to
thank
a
few
people
really
quickly
who
volunteered
their
time
to
spend
a
week
at
the
harvard
business
school,
craig
martin,
who
was
one
of
our
principals,
dr
michelle,
shannon
our
chief
of
schools,
albert
elise,
who
is
a
teacher
at
the
higgins
and
lewis,
christine
cronin,
who
is
our
executive
director,
elementary
school
education,
paul
tritter,
who
is
boston,
teachers,
union,
director
of
professional
learning,
maurice
edward
vincent
and
christine
landry,
who
are
instructional
superintendents?
So
we
all
were
part
of
the
pelt
team.
So
I
want
to
thank
them
very
quickly.
C
Dan.
Do
we
have
the
oh
awesome?
Thank
you
so
much
also
in
boston,
public
schools.
We
are
committed
to
staff
wellness
because
we
believe
we
are
well.
We
are
better
able
to
serve
our
students,
our
community,
so
this
is,
I
thought
this
was
kind
of
fun
to
show
some
pictures
of
the
bps
community
coming
around.
This
is
a
picture
of
us
playing
softball
we're
playing
the
city
league
this
summer.
Many
of
our
staff
are
also
really
are
participating
on
bps
on
the
move,
which
is
a
running
group
that
includes
runners
of
all
abilities.
C
So
you
know
we're
recharging.
We're
getting
well
or
well
er,
if
that's
even
a
word
more
well.
Yes,
of
course,
but
most
importantly,
I
think
we're
doing
a
lot
of
planning,
while
we
are
also
providing
some
pretty
incredible
services
for
young
people
this
summer
and
I'm
going
to
get
to
that
in
one.
Second,
I
want
to
share
some
updates
with
the
school
committee.
I'm
going
to
start
with
revolution
food.
C
On
tuesday
we
made
an
exciting
announcement
that
revolution.
Food
will
be
our
new
prepared
meal
provider
for
bravo
breakfast
and
lunch
in
boston,
public
schools,
and
they
will
service
85
schools
that
do
not
currently
have
in-service
kitchens.
Over
the
next
three
years
revolution
foods
is
committed
to
providing
healthy,
fresh
and
delicious
meals
to
all
students.
They
adhere
to
very
strict
standards
around
clean
labels,
and
that
means
no
artificial
ingredients,
no
trans
fats
and
no
high
fructose
corn
syrup.
C
The
company
is
committed
to
using
only
fresh
food
which
will
virtually
eliminate
the
district's
reliance
on
frozen
food,
except
for
emergency
situations.
They
will
also
use
local
and
regional
produce
and
work
with
many
of
our
local
and
national
community
partners.
You
see
a
couple
of
pictures
on
that.
I
want
to
thank
laura
benavides,
who
is
our
executive
director
of
food
services?
C
She
has
helped
shepherd
this
process.
This
company
has
a
long
track
record
of
providing
deliberate
outreach
to
students
and
families
to
gather
feedback,
and
even
during
this
entire
process,
we
had
2500
tasting
tests
with
young
people,
and
I'm
excited
about
also
picking
revolution
foods
about
the
because
of
their
commit
commitment
to
equity
issues
and
the
kind
of
tailoring
of
food
to
the
cultural
identities
of
students.
So
we
will
be
hosting
many
engagement
activities
along
in
partnership
with
revolution
food
at
the
beginning
of
school
year
and
just
excited
to
be
working
very
closely
with
them.
C
C
C
It
was
a
time
of
turmoil
of
desegregation
and
charlotte
was
able
to
bring
students
together
across
all
racial
lines
through
the
power
of
music.
Later
she
served
as
the
assistant
director
of
music
for
bps
and
overs
and
oversaw
music
initiatives
district-wide.
She
was
the
daughter
of
russian
jewish
immigrants.
C
She
was
a
subscriber
to
the
boston
symphony
orchestra
for
79
years
and
she
is
believed
to
be
the
longest
continuous
subscriber
in
boston,
symphony,
orchestra,
history,
and
this
month
some
of
charlotte's
personal
collection
of
musical
instruments
were
donated
to
the
chittick
music
program,
including
a
beautifully
preserved,
glonkin,
a
glockenspiel,
yes,
enabling
this
generation
and
future
generations
to
continue
benefiting
from
her
legacy.
So
I
just
want
to
take
a
moment
to
recognize
charlotte.
C
One
quick
one
last
update
before
we
get
into
bright
spots.
We
should
be
very
proud
that,
after
many
years
of
advocacy
that
we
will
be
opening
up
a
haitian
creole
program
in
boston,
public
schools-
and
I
think
this
school
committee
has
been
provided.
Many
regular
updates
about
the
haitian
creole
dual
language
program
that
will
be
starting
at
the
manhunt
we've
been
working
with
leaders
locally,
such
as
dr
degraff
from
mit
to
start
this
program.
C
The
principal
is
committed
to
meeting
with
all
the
parents.
Who've
shared
this
letter
with
us,
mary
driscoll,
our
instructional
superintendent,
will
be
in
attendance
as
well,
and
I
want
to
share
also
that
we
are
continuing
to
build
up
the
necessary
supports
at
the
school
and
the
staffing
as
a
support
to
ensure
that
this
is
a
program
not
just
a
class
at
the
manohan,
and
so
one
of
our
one
of
the
assistant
principals
at
the
school
is
haitian.
C
Creole
speaks
haitian
creole
and
is
committed
to
that
school
and
that
community
has
always
been
historically
being
committed
to
that
community.
There
are
five
staff
members
at
that
school
who
are
haitian
creole.
At
this
moment,
we
have
two
teaching
positions
that
we
are
committed
to
finding
individuals
who
are
haitian,
creole
and
ell
certified
to
join
the
staff
at
that
school
and
we'll
continue
to
keep
the
school
committee
updated
on
the
work
at
the
manhattan
elementary.
C
C
We
are
getting
great
updates
about
the
fifth
quarter
initiative
and
what
the
fifth
quarter
is:
it's
a
focus
on
enrichment
and
academics,
side
by
side.
In
the
summer
programming
for
some
of
our
most
needy
students,
and
so
we
are
nearly
100
capacity
for
all
these
seats,
we
are
seeing
high
attendance
rates.
Also
at
all
31
sites
are
using
this
model.
C
We
are
seeing
high
attendance
rates
at
our
other
110
additional
sites
serving
more
than
12
000
students.
This
summer.
We
also
see
a
gap
between
the
time
students
enroll
in
a
program
and
when
the
program
actually
begin
beginning-
and
it
appears
that
our
hard
work
to
close
that
gap
is
beginning
to
pay
off,
and
I
want
to
share
some
photos
with
you.
C
So
the
teacher
there
erin
is
literally
sailing
with
these
kids
over
the
course
of
three
weeks:
nova
scotia,
it's
a
blend
of
obviously
incredible,
like
real
life
application,
but
also
like
very
intense
academics
as
well.
This
is
an
opportune
lifetime.
I
can't
imagine
these
young
people
not
having
their
lives
transformed
because
of
this,
and
so
they're
learning
things
about
mechanics
of
sailing
oceanography,
climate
change
and
obviously
doing
a
lot
of
great
community
service.
C
So
incredible,
incredible
highlight
also
10
students
at
the
burke
high
school
recently
spent
three
days
at
skidmore
college
in
upstate
new
york
to
participate
in
college
explorer
event.
These
students
are
part
of
the
college
for
every
student
program
which
engages
students
in
three
core
practices:
mentoring,
leadership
through
service
and
pathways
to
college
and
career.
C
The
visit
gave
the
students
an
opportunity
to
experience
a
bit
of
college
life
and
they
listened
to
lectures
from
professors
they
actually
lived
in
the
dorm
room,
stayed
overnight
in
the
dorm
rooms
and
attended
workshops
on
the
college
application
process.
So
incredible
eye-opening
experience
for
these
10
students
at
the
burke
next
bright
spots.
C
Two
of
our
students
recently
received
a
full
ride
from
vertex
to
attend,
umass
amherst
hannah
may,
who
graduated
from
the
o'brien
school
of
math
and
science,
along
with
saeed
shah,
who
graduated
from
binka,
received
these
scholarships,
and
you
see
them
there.
Saeed
is
from
pakistan
where
his
school
was
bombed
and
his
home
would
often
lose
electricity,
and
when
this
happened,
he
relied
on
his
lessons
from
his
math
and
physics
classes
to
create
a
water
powered
electric
motor,
so
his
families
could
eat
dinner.
C
The
pharmaceutical
industry
in
memory
of
her
grandfather
who
died
of
cancer,
so,
as
you
can
tell
both
of
these
young
people's
experiences
and
identities
come
very
clearly
in
the
work
that
they
want
to
do,
and
this
scholarship
is
part
of
a
broad
stem
partnership
we
have
with
vertex,
includes
hands-on
learning,
internships
and
mentoring
opportunities.
So
I
want
to
thank
vertex,
as
always,
for
being
credible
partner
to
the
city
of
boston
and
boston,
public
schools,
and
congratulate
both
saeed
and
hannah
for
their
scholarships.
C
One
last
update,
I
want
to
give
a
special
thanks
to
earth
watch
institute
for
their
partnership
with
five
female
students
from
boston
latin
school.
There
are.
These
students
are
working
as
citizen
scientists,
conducting
archaeological
research
on
the
plebo
native
americans,
and
this
work
is
being
led
by
all
female
research
team.
C
The
bla
student
bls
students
are
katie,
bowers,
emma
gredley,
angelica,
cemonte,
rachel
fan
and
kelly
chin,
and
these
young
women
are
actually
using
electrical
imaging
equipment
to
determine
where
they
are
going
to
dig
and
they're
hoping
to
bring
the
artifacts
they
find
to
the
crow
canyon
archeological
center,
where
they'll
study
the
way
of
life
for
the
pueblos
and
drawing
connections
between
climate
change
and
its
impact
on
history.
And
this
is
another
great
example-
the
great
summer
learning
that's
going
on.
C
A
D
Thank
you,
mr
o'neill.
The
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
later
response.
D
D
D
E
Evening
my
name
is
chatara
battle,
I'm
from
the
app
academy
network,
I'm
a
parent.
I
do
a
lot
within
a
few
of
the
schools
within
boston
in
one
of
my
concerns
is
academy
dorchester
excellent
school.
A
lot
of
progress
has
been
made,
and
I
just
wanted
to
be
known
that
you
know
we
would
like
to
continue
to
have
this
school
so
that
we
can
continue
to
make
more
progress.
Students
are
growing,
we're
growing
both
on
the
parent
side.
E
The
parent
engagement
piece
has
come
a
long
way
within
the
past
couple
of
years,
and
I
know
that
it's
been
brought
up
the
discussion
of
up
academy
dorchester
before
and
we
just
need
to
continue
to
have
that
chance
to
grow
as
a
school
as
a
parent
community,
as
well
as
with
staff.
We've
made
a
lot
of
positive
changes.
We
have
you
know
other
parents
here
we
have
some
of
our
students
here
and
I
just
want
you
guys
to
take
in
into
consideration
the
growth
that
we're
making
and
continue
to
give
us
that
chance
to
grow.
F
G
Good
evening
my
name
is
tara
register.
I
am
actually
a
community
partner
with
up
academy
dorchester.
I
work
for
the
family
nurturing
center.
I
am
a
coalition
coordinator
for
a
community
coalition
called
dorchester
cares
and
I
also
also
oversee
a
family
enrichment
site,
which
is
a
resource
center
inside
up
academy
dorchester
school.
So
I'm
just
here
to
let
you
know
that
we
are
a
community
partner
with
the
school.
We
have
the
resource
center.
We
have
a
lot
of
different,
a
lot
of
array
of
programs
in
that
resource
center
parents,
helping
parent
support
groups.
G
We
have
a
parent
education
program,
a
15-week
program
that
we
do
there.
We
have
parent-child
play
groups
that
we
do
there
in
the
resource
center.
We
also
have
opportunities
for
dcf
to
do
supervised
visits
in
our
space
with
their
families,
and
then
we
are
going
to
be
doing
more
parent,
cafes
and
parent
workshops.
So
just
a
lot
of
programs
inside
the
resource
center
to
help
engage
the
parents
to
help
support
the
families
that
are
in
the
school
and
the
our
partnership
over
the
last
year
has
been
really
good
and
we
look
really
for.
D
I
Hi
I'm
rachel
bigger,
and
I
am
a
parent
of
a
student
at
up
academy.
Dorchester
and
I
agree
my
son
was
shy
and
we've
been
with
up
academy
for
four
years
and
he's
no
longer
shy,
he's
branched
out
and
the
staff
as
well
as
each
teacher
has
been
excellent.
With
my
child,
they've
been
patient
and
the
communication
has
always
been
excellent
and
I
agree
there.
They
do
have
a
resource
center
there.
I
That
is,
it's
always
posted
all
the
resources
they
have
is
any
notice
that
they
have
is
posted
and
it's
out
there
and
it's
not
hidden
any
parent.
Anybody
walking
in
the
halls
can
see,
and
I
appreciate
up
academy
and
I
think
that
they
should
get
renewed
because
they
do
to
the
community
a
great
service.
I
I
agree.
I
wish
they
would
go
into
high
school
too,
because
my
son
loves
it
there
and
he's
made
a
lot
of
friends
from
being
shy
and
alone
to
branching
out
into
being
very
social,
and
that's
all.
K
Good
evening,
good
evening,
my
name
is
daphne
lopes
and
I
actually
have
a
long
history
with
the
up
network.
My
son
actually
started
at
the
john
p
harland
school
when
it
was
closing
down
and
when
up
first
came
in
I'm
from
missouri.
You
have
to
show
me
what
it
is
that
you're
telling
me
you're
bringing
me
so.
K
Dorchester
and
I
had
one
of
the
scheduled
school
visits,
and
then
I
went
back
without
a
scheduled
school
visit,
and
what
I
saw
both
times
was
the
same
thing
at
up
academy,
dorchester
and
at
up
academy
harlan.
They
are
training
these
youth
for
high
school
and
for
middle
school,
I'm
at
up
academy
boston.
Now
so
when
they
come
to
me,
they
are
ready
at
my
school.
We
are
now
training
them
for
high
school
and
for
college.
I'm
just
coming
here
to
a
from
everyone
else.
I
hope
we
go
to
a
high
school
up.
K
Do
you
hear
us
we
needed
high
school
number.
Two.
My
son
was
a
shy
child
as
well.
Now
he's
stepping
out
he's
just
started
as
basilio
and
nolime
tangare
a
play
that
was
just
at
the
strand
theater
he's
speaking
up,
he's
speaking
out
he's
trying
to
emulate
the
men
that
he
sees
in
the
school.
I'm
just
asking
you
from
uab
to
uad.
Please
don't
break
my
family.
M
Good
evening
my
name
is
nicole
perryman.
I
am
a
school
site
council
coach
here
for
madison
park
and
I'm
also
a
citywide
parent
council
co-chair.
I
apologize
for
not
having
a
folder
or
a
clip
to
hold
those
petitions
I've.
I
was
running
around
doing
a
lot
of
summer
activity
things
with
my
children
earlier
today.
M
We
just
want
to
ensure
that
our
children
are
not
set
up
for
30
years
of
struggle
and
we
believe
that
if
home
base
continues
as
it
is,
that's
what
will
happen
with
our
children
right
now.
The
build
bps
initiative.
We
know
that
a
lot
of
it
is
reliant
on
school
reconfiguration
in
school
closures,
and
we
understand
that
closures
are
necessary
with
the
condition
of
the
buildings.
But
we
don't
agree
with
the
methods
that
are
being
used
to
reconfigure
our
schools
and
eventually
close
some
of
the
schools
and
the
home
base.
M
The
sixth
grade
and
ninth
grade
are
being
robbed
of
priority
of
choice
of
a
school
that
will
remain
open
after
the
home
base,
or
rather
after
the
build
bps
initiative
is
completed,
and
so
we
humbly
again,
we
humbly
request
that
you
guys
change
it
and
when
you
do
change
it
and
go
for
the
revisions,
we
ask
that
50
of
the
members
on
the
task
force
or
the
group
36,
would
change
home
base,
be
from
families
of
low
income
areas
or
from
families
currently
enrolled
in
underperforming.
Schools.
N
N
This
is
a
lot,
but
it
just
reminded
me
of
the
struggles
that
we
have
to
get
parents
involved
and
how
can
we
empower
them
when
this
process
just
seems
is
so
intimidating
and
parents?
They
always
have
something
to
say
we
talk
all
the
time
off.
You
know
in
settings
unlike
this,
so
how
can
we
empower
parents?
How
can
we
make
this
process
a
little
more
easier
for
parents
that
are
kind
of
disengaged
to
understand?
O
J
O
J
O
O
O
Issues
we
also
gave
the
letter
to
the
ppc
bp,
I'm
sorry
boston,
public
schools
office.
Already
he
has
a
nutrition
sickness
problem.
He
has
to
take
a
early
bus
schedule
to
go
to
the
school
every
day.
However,
the
bus
is
usually
late
and
he
will
not
be
able
to
have
bad
first
and
also
only
have
a
lunch
for
the
day
and
then
sometimes
the
bus
could
take
our
son
back
home
kind
of
late
as
well.
He
won't
get
home
until
six.
J
O
O
A
O
B
O
Good
evening,
I'm
susan
wu,
I'm
the
harvard
kent's
parents,
and
so
I
presented
my
english,
not
that
good,
very
well,
I'm
already
assistant,
with
the
help
with
the
current
and
then
the
first
story
is
I'm
presenting
for
john
wood's
mom.
Also,
and
then
we
are
together
your
neighbor
and
same
school
to
have
again
and
then,
since
we
got
the
letter
from
june
and
stay
in
no
bus
transportation
for
next
year.
So
we
came
here
to
the
home
center.
O
The
home
center
have
no
answer
and
then
move
us
to
transportation
and
then
transportation
say
no
any
help
and
then
send
me
back
to
boston
public
school
home
center.
Then
we
send
them
to
school
with
the
principal,
also
back
and
forth
the
whole
month
since
from
june,
and
then
finally,
right
now,
just
since
yesterday,
the
prince
of
the
principals
tell
us
that
the
automatic
pause
that
mistake,
so
it's
only
half
and
already
one
month
the
whole
month.
O
We
have
to
take
day
off
to
come
back
here
to
ask
the
question
the
answer,
but
nobody
give
us
the
answer.
So
it's
very
messy
and
confusing
for
our
parents.
We
are
helpless
and
then
we
don't
know
what
to
do,
because
there
will
be
no
bust
for
the
kids
and
then
I
think
it's
very
dumb
messy,
so
the
parents
who
can
ask
and
help-
and
so
we
still
continue
to
believe
the
home
center-
can
help
us
so
that
another
question
for
the
transportation.
O
Okay,
so
I
I'm,
I
have
two
cents,
so
the
oldest
one
is
from
k1
at
till
right.
Now
next
year
will
be
fourth
grade.
So
in
january
he
was
in
multitude
of
events
book
class
and
then
we
got
the
assignment
and
a
school
choice
assignment
on
actually
is
no
school
choice
for
us,
and
then
we
have
to
be
come
back
here
to
walk
into
the
home
center
to
ask
to
request
why
we
don't
have
any
school
choice
and
at
that
moment
they
say
should
be
from
the
classroom
teacher.
O
But
we
never
know
that
and
then
so
we
just
register
right
here
at
the
home
standard.
Then
we
got
the
result
in
very
late
may
so
actually
the
early
of
june,
and
then
we
had
all
the
hovercans
students
be
invited
to
events
class
right,
not
only
on
the
waiting
list.
We
are
not
getting
in
and
my
neighbor
student
around
living
around
me
and
then
they
live.
O
O
O
P
O
He
already
diagnoses
that
he
needs
a
special
needs
and
also
all
this
report
have
been
evaluated
by
two
professional
doctors
and
also
said
that
he
needs
a
special
leak.
And
now
we
got
a
letter
from
bps
said
that
my
son
cannot
get
into
an
inclusion
class
and
also
they
want
the
pbs.
Giving
her
money
asked
her
to
go,
see
a
individual
professional
for
another
evaluation
and
we're
wondering
why
that
should
do
that.
Why
are
you
paying
for
additional
evaluation
or
analysis
when
you
already
have
the
report
in
front
of
you.
O
O
O
I
have
a
compassion
chart
here.
I
want
to
give
to
you
guys.
I
want
to
talk
about
the
seats
available
for
the
sei
program
from
school
years:
fiscal
year,
16
to
2017
and
compared
to
fiscal
year,
17
2018,
which
is
the
past
school
year
and
coming
school
year.
So
the
chinese
sei
program.
They
have
20
kids
for
26
available
for
k1.
O
O
Why
five
seats
less
chinese
sei
program,
inclusion
cost
is
no
longer
available.
Why
seems
like
that?
Parents
needs
a
special
needs.
She
should
be
in
the
inclusion
class
right.
How
come
we
want?
We
want
to
answer
from
our
bps,
who
has
the
authority
to
change
that,
or
is
that
what
kind
of
a
decision?
Why
are
you
guys
making
the
decision
and
also
like
you,
can
see
from
k2?
They
have
50
plus
5
students
this
year,
but
next
year
they
only
have
56
what
the
other
five
students
can
go.
Are
they
all
become
general
ad?
O
Are
they
really
ready
for
it?
We
want
to
understand
that
process
as
well.
Another
one
is,
you
can
see
from
this
chart
the
third
grade
and
the
dirt
gray
is
changing
from
50
to
40,
plus
five
and
now
the
five
seats
less
so
suppose
there
was
a
other
sei
program.
Student.
Can
be
moving
back
from
like
other
school
to
the
community,
the
school
in
this
community?
O
However,
they
cannot
because
the
seats
available
have
been
changing
so
and
also
we
don't
know
if
the
fourth
grade
and
the
fifth
grade
will
be
still
25
kids
for
one
classes
or
not,
or
are
they
changing
to
15
plus
five
this
year?
Why
we
want
to
know:
is
the
bps
going
to
take
off
this
sdi
program
or
eliminate
it
completely?
O
Actually,
josiah
quincy
schools
really
is
located
in
a
community.
Majority
of
the
family
are
from
china
and
they
also
speak
the
language
and
they
really
need
this
sei
program
to
be
there
in
pace.
We
hope
that
pps
can
give
us
a
straight
answer
why
this
changing
happening
for
next
year
and
wasn't
happy
now
communicated
to
the
parents
ahead
of
time.
A
A
Excellent,
thank
you
and
thank
you
all
for
attending
tonight
and
for
speaking
and
as
I
said,
particularly
to
the
parents
who
spoke
to
us
about
issues
with
either
the
quincy
or
the
harvard
kent.
Mr
gonsalva,
who
is
the
superintendent's
chief
of
staff,
is
back
there
willing
to
speak
with
you
all
individually
on
that
issue
and
we'll
be
taking
up
the
up
matter
and
a
couple
minutes.
So
thank
you
all
for
attending.
Q
R
How
are
you
hi,
I'm
brian
gold,
from
early
childhood?
Thank
you
for
the
question.
These
are
as
most
four-year-olds
in
boston
are
in
some
form
of
care,
either
in
bps
or
in
community-based
settings.
Most
of
the
300
students
are
currently
in
settings
already.
There
are
a
number
of
students
who
were
not
in
any
form
of
formal
care
before
prior,
but
roughly
with
the
city's
demographics.
Q
A
R
A
A
We
have
a
second
any
discussion:
objection,
any
objection
to
approving
the
consent
calendar
by
unanimous
consent.
Hearing
down
the
consent
calendar
is
approved.
Our
next
action
item
is
the
reauthorization
of
the
english
language
learners
task
force.
You'll
recall
at
our
last
meeting
the
task
force
co-chairs
dr
yuryate
and
ms
lee
presented
their
annual
update
to
the
committee
and
requested
the
reauthorization
of
the
task
force
for
another
year.
A
B
A
S
B
S
A
Thank
you
and
thank
you
for
pointing
that
out
by
the
way,
dr
francis
esparza
and-
and
I
don't
know
if
you
want
to
say
a
few
words
about
that
or
superintendent
you
do.
I
think
this
is
perfectly
appropriate
time
to
do
the
work
that
she
did
in
her
two
years
with
the
district
was
excellent.
The
progress
that
we
saw
was
amazing,
with
compliance
et
cetera.
She
made
a
personal
decision
for
family
reasons
to
return
back
to
the
los
angeles
area,
but
we
thought
very,
very
highly
of
her
and
she
did
outstanding
work.
Superintendent.
C
C
Ensuring
using
compliance
at
the
system
level
help
us
get
some
things
in
order
in
terms
of
the
our
department,
justice
order,
working
alongside
the
el
task
force
and
very
excited
about
the
work
moving
forward
about
creating
very
clear
smart
goals
and
and
also
adding
just
doing
a
lot
of
great
work
around
parent
engagement
as
well
and
putting
together
the
dlac
here
in
boston,
public
schools
and
because
of
personal
reasons,
has
to
return
back
to
los
angeles.
And
I
want
to
thank
her
publicly
for
the
work
that
she
has
done.
S
It
no
question
that
we
will
miss
her.
We
miss
her
already
and-
and
I
mean
we
worked
with
her
now
for
two
years,
and
I
mean
the
changes
have
been
very,
very
important
and
great
and
large.
I
think
that
we
can
you
know
we.
We
can
trust
the
the
work
of
that
office
because
of
the
of
the
work
that
she
has
done
and
I
you
know
we're
gonna
miss
her.
S
I
mean
I'm
hoping
I
mean
I
I
think
you
know
we've
been
talking
about
the
replacement
and
we're
insisting
that
it
be
somebody
that
you
know
do
a
national
search.
Somebody
with
a
lot.
You
know
with
the
capacity
to
really
lead
the
lead.
The
school
I
mean.
I
I
want
to
remind
us
that
about
you
know:
thirty
percent
one-third
of
the
of
the
enrollment
are
ells
and
about
half
are
either
either
ells
or
former
ells.
S
So
it's
you
know:
it's
like
a
little
mini
district
that
this
person
will
be
in
charge
of
and
and
you
know,
I
think
that
you
know
we
need
to
be
very
watchful
and
supportive,
and
if
you
know
of
people
that
should
be
that
you
know
the
district
should
be
looking
at
for
for
this
position.
Please
pass
them
on
to
dr
estrella
who's
sort
of
heading
there,
yeah.
A
The
bar
was
raised
with
dr
esparza.
She
did
a
excellent
job
and
phenomenal
compelling
personal
story
from
someone
who
dropped
out
of
high
school
because
she
wanted
to
buy
a
car.
Buy
a
nice
car
go
to
work
to
buy
a
nice
car,
realize
the
limitations
of
not
having
a
high
school
graduation
going
back
and
getting
it
ending
up
with
a
doctorate
in
education
and
now
do
an
incredible
job
with
us
is
back
in
in
the
la
area.
A
Now
we'll
ultimately
end
up
a
superintendent,
I'm
sure
out
on
the
west
coast
at
some
point,
and
we
wish
her
nothing
but
the
best.
And
thank
you
for
her
time
here.
We
will
miss
her
and
besides
the
fact
that
she's,
a
pretty
cool
person
and
clearly
the
best
dresser
that
we
had
and
had
the
best
truck
to
get
through
the
snow
right,
but
was
the
best
dresser
on
the
superintendent's
team.
So
we
have
all
year
superintendent.
A
A
S
A
T
Just
to
comment
to
see
the
the
candidates,
the
the
folks
that
you
are
bringing
to
the
table
are,
is
also
very
encouraging
because
we
know
that
ells
and
sped
together,
it's
kind
of
a
double
duo
of
support
needed
for
the
families,
and
so
I'm
very
encouraged,
knowing
the
backgrounds
of
these
potential
members
that
you
all
are
very
much
looking
at
the
critical
needs
of
the
students.
So
I
applaud
your
efforts.
That's
it's.
S
A
priority
the
same
way
that
the
whole
issue
of
instruction
it's
coming
up
as
a
as
a
you
know,
improving
the
quality
of
instruction
is
something
that
dr
estral
and
dr
esparza
have
been
really
focusing
on.
So
we
made
an
effort
to
bring
on
to
the
task
force,
people
that
could
focus
on
that
as
a
priority
and.
T
We
saw
that
I
mean
we
saw
it
and
we
heard
it.
You
know
in
the
parents
testimonies
as
well
and
when
we're
in
small
group
meetings
with
parents,
and
we
talk
about
inclusion
or
at
sped
pack
meetings
and
you're
meeting
the
families
from
diverse
backgrounds
that
are
asking
the
both
and
question
you
know.
How
can
you
support
my
student
with
both
of
these
needs?
T
Is
it
possible
and
we're
saying
yes,
it's
complex,
but
it
can
be
done.
So
I
applaud
the
efforts
that
you
all
have
been
making.
You
know,
dr
chang.
There
is
a
definitely
big
shoes
to
fill,
but
I
know
that
we're
going
to
attract
when
I
see
the
folks
who
are
on
this
team
and
this
task
force
we're
going
to
attract
the
right
leaders
to
help
lead
this
charge,
we're
going
to
continue
to
do
that,
so
keep
it
up.
A
A
A
hard
conversation
right
now,
as
a
matter
of
fact,
so
thank
you
any
other
questions
for
dr
uriate
about
the
reauthorization
of
the
task
force
or
the
potential
edition
of
these
three
new
members.
Here
we
not
only
entertain
a
motion.
We'll
actually
have
to
take
two
separate
votes
on
this.
So
first
is
the
reauthorization
of
the
task
force
and
then,
secondly,
on
the
slate
of
the
new
ell
task
force,
members
so
I'll
first
entertain
a
motion
to
approve
the
reauthorization
of
the
ell
english
language.
Learner's
task
force
is
presented
so.
U
A
V
A
D
A
D
A
You
and
thank
you
to
the
work
of
the
ell
task
force,
both
the
chairs,
the
co-chairs,
dr
iriate
and
ms
lee,
and
to
all
the
members,
many
of
whom
we
did
say
hello
to
at
the
at
the
dinner
for
dr
esparza.
This
is
very
important
work.
A
couple
of
years
ago,
the
district
was
in
very
difficult
circumstances
with
how
we
approached
as
dr
iriate
continued
points
out
to
us.
A
What
would
be
a
district
into
itself
of
our
students
with
ell
needs
and
the
task
force
has
been
going
on
for
a
number
of
years
and
we
keep
reauthorizing
it
because
the
work
is
so
critical
and
so,
on
behalf
of
the
fellow
members,
thank
you,
dr
irante,
and
to
ms
lee.
If
she's
watching
home
this
evening
and
to
all
the
members
of
the
task
force,
the
work
they
do
is
critical
and
is
making
a
difference.
C
A
Thank
you
very
much.
Our
next
action
item
is
the
charter
renewal,
application
for
the
edward
m
kennedy
academy
of
health
careers.
You'll
recall
at
our
last
meeting
emk
headmaster,
dr
cameron,
walker
gregory,
presented
this
application
of
the
committee
for
consideration,
if
passed
by
the
committee
tonight,
the
application
will
move
on
to
the
state
for
final
approval
at
this
time.
I'll
invite
the
superintendent
to
have
any
final
remarks
regarding
emk.
C
A
Okay,
any
questions
regarding
the
emk
renewal.
Can
we
now
entertain
a
motion
to
approve
the
charter
renewal
application
for
the
edward
m
kennedy
academy
of
health
careers
as
presented?
Is
there
a
motion?
Thank
you,
miss
robinson.
Is
there
a
second
second?
Thank
you
dean
robinson.
Is
there
a
discussion
objection,
ms
sullivan?
Will
please
call
the
roll.
D
A
A
We
all
have
in
our
packages
and
a
letter
to
the
superintendent
from
miss
dorne
going
over
miss
ross
and
mays
rosteins
of
professor
mays
rosteins
initial
feedback,
comparison
of
the
code
of
conducts
areas
that
they
could
be
more
closely
aligned
and
then
also.
Quite
frankly,
I
believe
there
were
several
points
that
professor
maysvostine
thought
that
the
bps
kokak
could
learn
from
the
up
code.
A
A
A
C
I
actually
would
love
to
present
to
the
school
committee
veronica
conforming,
who
is
the
new
ceo
of
up?
I
have
known
veronica
for
many
years.
Veronica
will
most
recently
was
the
chancellor
of
the
educational
achievement
authority
in
michigan.
Doing
turnaround
work
in
the
state
of
michigan
previous
to
that
she
was
a
vice
president
at
the
college
board,
really
focused
around
equity
and
access
to
opportunities.
C
Before
that,
if
I
get
this
right
veronica,
you
were
the
ceo
and
cfo
of
new
york
department
of
education,
I
believe
the
new
york
doe
has
a
budget
of
23
billion
dollars
and
serves
130
000
employees,
so
I
think
you
just
want
to
lower
your
grain
size.
Maybe
a
bit
veronica
veronica
conforme
is
a
graduate
of
syracuse
university.
She
also
has
her
masters
in
public
administration
from
columbia
university.
C
X
Thank
you.
Thank
you,
so
much
superintendent
chang
for
your
kind
introduction
I'll,
take
this
opportunity
to
thank
chairman,
o'neill
and
all
of
the
members
of
the
school
committee
for
giving
me
this
opportunity
to
introduce
myself
as
the
new
ceo
as
superintendent
chang
mentioned.
I
I've
served
last
year
three
years
in
detroit
doing
turnaround
work
specifically
because
this
is
a
passion
and
commitment
for
me.
X
Turning
around
struggling
schools,
bolstering
them
up
and
ensuring
that
all
students
achieve
is
what
I
am
about,
and
I
know
firsthand
what
it's
like
not
to
have
a
high
school
quality
option.
I
grew
up
in
the
south
bronx.
My
parents
are
immigrants
to
this
country
and
my
sister,
my
older
sister,
when
my
parents
didn't
know
about
school
choice,
ended
up
at
a
school
that
had
a
30
graduation
rate
and
almost
didn't
graduate
high
school
and
they
made
better
choices
after
they
were
better
informed.
X
C
Great,
thank
you
good.
Thank
you,
veronica.
Thank
you.
Miss
conformity
school
committee
members.
I
just
want
to
remind
everyone
that
up
academy
dorchester
has
demonstrated,
as
you
saw
in
the
presentation
of
a
month
ago,
some
tremendous
success
improving
their
school
from
a
level
three
to
a
level.
One
reducing
attrition
rates
by
approximately
70
percent
and
receiving
over
a
thousand
applicants
in
its
lottery
each
year
currently
has
a
wait
list
of
700
up.
Dorchester
has
also,
over
the
last
year,
reduced
the
number
of
exclusions
by
59
and
the
number
of
suspensions
by
33.
C
I
want
to
confirm
this
chairman's
notes
about
how
collaborative
up
has
been
over
the
last
several
months
to
make
sure
that
there
is
great
alignment
in
terms
of
our
code
of
conduct.
I
appreciate
the
over-communication,
I
think
that's
a
way
good
way
of
describing
it
the
over
communication
between
up
and
the
boston
public
schools.
C
V
Thank
you.
I
just
wanted
to
ask
in
some
of
the
information
that
we
got
up
just
was
curious
in
one
of
the
reports
that
you
provided
the
june
7th.
When
I
was
looking
at
the
fourth
grade
suspension
data-
I
was
just
curious
about.
I
don't
know
if
I'm
reading
this
chart
correctly,
so
it
says
that
there
was
a
percent
decrease
of
52
and
then
and
and
then
there's
another
column
that
says
increase
of
40
percent.
So
I
just
didn't.
If
you
could
just
explain
that,
I
would
appreciate
it.
Y
So
I
think
what
that
would
what
that
indicates
is
that,
though,
the
number
of
instances
in
suspensions
went
down
by
52
percent
for
fourth
graders,
that
the
percent
of
students
who
received
their
suspension
did
increase
from
last
year,
just
for
fourth
graders.
So
overall
for
the
school
through
the
end
of
june
30th,
we
saw
a
reduction
in
approximately
33
percent
of
the
percent
of
students
who
had
received
an
exclusion,
and
so
what
this
probably
means,
the
story
that
this
probably
tells
and
again
this
is
just
for.
Y
Obviously
we
want
both
numbers
to
go
down,
and
so
that
grade
particularly
the
fourth
grade,
is
something
as
they
rise
to
fifth
graders:
we're
paying
a
lot
closer
attention
to
one
of
the
data
points
that
I'm
not
sure
we
share
that
we
are,
we
do
watch.
Is
that
what
we
don't
want
to
happen?
Is
we
don't
want
to
see
the
percentage
of
students
who
are
suspended
go
down,
but
then
the
percentage
of
students?
Y
We
also
closely
monitor
the
percentage
of
students
who
get
long-term
suspension
who
have
10
days
or
more
cumulative,
because
that
would
tell
us
that,
even
if
the
percent
of
students
are
excluded
is
going
down,
there
still
might
be
a
pocket
of
students
who
are
getting
suspended
over
and
over
again
and
that's
not
helpful
to
them.
And
so
we're
really
happy
this
year
at
up
dorchester
that
less
than
one
percent
of
our
student
body
had
achieved
that
long-term
suspension
status
of
10
or
more
days.
So
that's
also
a
really
important
data
point
for
us
to
watch.
V
Thank
you
for
that.
I
appreciate
it.
I
just
wanted
to
say
that
hearing
all
the
work
that's
been
done
in
all
the
conversations,
I'm
I'm
happy
to
hear
that.
I
think
we
definitely
want
to
acknowledge
all
the
hard
work.
That's
happened
and
the
turnaround,
and
obviously
that's
really
important
to
us,
and
so
I
would
say
that
you
know
we're
happy
to
continue
working
with
up
and
we're
in.
You
know
the
good
faith
that
we're
talking
about
right
now
that
we
continue.
V
Q
Thank
you,
miss
doran
and
welcome
and
good
luck.
Mr
forme,
I
just
I
want
to
follow
up
on
what
a
few
of
my
colleagues
have
said.
You
know
you,
you
folks
came
here
last
time
and,
and
you
heard
a
lot
of
tough
talk
from
us,
particularly
around
the
code
of
conduct,
and
you
know
I
didn't
want.
I
want
to
make
sure
that
that
doesn't
take
away
from
all
the
good
work
that
up
has
done.
Q
You
know,
certainly,
as
you
heard
from
the
chair
and
from
the
superintendent,
the
turnaround
that's
occurred
in
the
school
and
the
horizon,
state
accountability,
level
and
the
overall
performance
of
our
students.
You
know
we
owe
great
debt.
We
asked
you
to
come
into
this
district.
Was
it
five
years
ago
now?
Q
I
guess
aberrations
that
can
occur
between
the
ways
that
you
deal
with
that
from
school
to
school.
I
don't
want
to
paint
with
a
broad
brush,
but
you
know
broadly,
I
think
we
can
all
play
out
of
the
same
playbook,
and
so
we
really
appreciate
the
way
that
up
has
in
fact
come
to
the
table
in
what
was
the
word.
You
used
over-communicated
superintendent,
both
with
the
district,
as
well
as
the
code
of
conduct
advisory
committee.
Q
As
the
chair
outlined
for
us.
I
think
it's
great
that,
through
this
process,
we've
been
able
to
highlight
work
that
the
district
needs
to
do
around
the
code
as
well.
I
think
we've
always
thought
that
the
code
is
is
an
imperfect
document
and
not
a
finished
one
and
there's
always
room
for
improvement,
and
so
you
know
the
iterative
process
that
we've
been
is
is
going
to
help
us
to
to
find
a
a
greater
common
ground
in
that
respect.
So
thank
you
for
that
and
we
wish
you
the
best
for
another
five
years.
Hopefully.
A
A
We
invited
you
into
our
district
several
years
ago
and
asked
you
to
take
over
some
schools
that
we
were
really
struggling
with
and
in
particular
with
this
school,
because
we
do
it
on
a
school-by-school
basis.
With
you,
we
made
additional
requests.
This
committee
did,
which
I
think
I
was
the
only
member
at
that
point,
I'm
still
on
it.
A
And
so
this
is
symptomatic
to
us
of,
you
may
have
noticed,
I'm
not
sure
if
you're
watching
at
the
last
presentation
in
mid-june,
when
the
emk
was
presenting-
and
ms
oliver
asked
specifically
the
headmaster,
do
you
follow
the
code
of
conduct?
So
this
is
a
conversation
we're
having
with
everyone
that
has
a
degree
of
autonomy
from
the
district
and
your
cooperation
on
this
is
very
important
to
us.
As
we
work
with
the
others,
I
think
dean
robinson
knew
what
something
I
want
to
say.
T
T
Thank
you
for
clearly
just
kind
of
outlining
and
spelling
out
even
how
you
walk
students
through
the
restorative
process,
that
that
is
helpful
to
know
your
best
practices
as
we're
sharing
best
practices
and
the
collaborative
spirit
and
and
bringing
in
new
leaders
is
really
encouraging
as
well.
So
I
applaud
the
efforts
that
you
all
have
made
to
hear
what
we've
brought
up
as
concerns.
Thank
your
leaders
and
we
just
look
forward
to
watching
and
continuing
the
good
work
that
you're
doing.
Thank
you.
Thank.
Z
S
S
W
A
Great,
thank
you,
dr
yate.
Are
there
any
other
questions
or
comments?
Hearing
none
I'll
entertain
a
motion
to
approve
the
renewal.
Remove
re
approve
the
charter
renewal
application
for
op
academy
dorchester
was
presented.
Thank
you.
Dean
robinson
sounds
like
a
second
for
mr
lacanto.
Any
discussion
or
objection
hearing,
none
miss
sullivan.
Will
you
please
call
the
role?
Mr.
D
A
Thank
you.
Thank
you
to
the
leadership
of
up
academy
dorchester
for
all
the
members
of
the
community
here
and
particularly
the
parents,
and
I
have
to
call
out
mr
neil
though
I
think
he
left
now
with
his
daughter,
because
she
probably
has
homework.
Oh,
no,
she
doesn't
have
homework
to
do
with
summertime.
A
That's
right,
she's,
going
home
to
celebrate.
She
just
realized
she's
in
the
fourth
grade
now,
but
we
thank
you
all
for
attending
this
evening
and
we
look
forward
to
continuing
this
spirit
of
collaboration
with
up
and
welcome.
Ms
conforming
hope
we
find
out
winter's
better
than
michigan
move
on
to
our
first
report.
Now
an
update
on
the
opportunity
achievement
gap,
implementation
plan.
At
this
time,
I'd
like
to
invite
assistant
superintendent
of
the
office
of
opportunity
achievement
gap.
Dr
colin
rose
just
superintendent
you're
heading
away.
Do
you
have
some?
A
U
This
process
was
a
voyage
of
discovery,
I
think
is
fair
to
say,
unveiling
the
strengths
and
the
challenges,
the
district
and
really
the
city
of
boston
faces
as
we
seek
to
narrow
and
eliminate
the
opportunity
and
achievement
gaps
like
the
ell
task
force.
The
work
going
forward
may
require
new
faces
at
the
opportunity
and
achievement
gap
task
force,
and
we
will
be
coming
back
to
the
committee
as
a
dialogue
for
the
composition
of
the
task
force
as
we
enter
the
work
as
a
monitoring
body.
U
C
School
committee,
I,
in
all
transparency.
The
reason
I
am
sitting
here
next
to
dr
rose
tonight
is
to
express
the
importance
of
this
work
and
the
importance
that
the
superintendent
of
boston,
public
schools,
the
responsibility,
the
superintendent
of
boston,
public
schools,
must
take
to
make
sure
that
this
work
is
executed.
And
while
we
have
been
doing
a
lot
of
planning,
we've
also
been
doing
a
lot
of
work.
C
And
while
we
have
made
some
significant
strides
over
the
last
decade
to
deal
with
some
equity
challenges,
we
must
recognize
the
opportunity
achievement
gaps
remain,
and
that
is
why
we
set
ourselves
to
push
ourselves
in
putting
a
problem
out
there
publicly.
That,
I
would
say,
is
probably
one
of
the
most
provocative.
I
have
heard
for
a
school
system,
and
it
says
we
know
that
as
a
city,
we
have
not
consistently
provided
authentic
learning
opportunities
for
our
students,
who
are
most
marginalized,
to
develop
into
self-determined
independent
learners
able
to
pursue
their
aspirations.
C
It
is
our
failures
that
have
led
to
disengaged
students
and
significant
achievement
gaps,
not
very
many
school
systems.
I
won't,
I
actually
don't
think
of
any
other
school
system
as
willing
to
say
that
publicly
and
over
the
last
two
years
we
have
worked
to
ensure
that
the
closing
opportunity
and
achievement
gaps
remains
our
mission,
and
that
is
why
we
embarked
on
a
multi-year
journey
to
develop
cultural
and
linguistically
sustaining
practices
that
work
has
been
led
by
dr
rose
and
his
team.
C
We
have
created
structures,
tools
and
coaching
to
help
school
leaders
and
their
teams
confront
issues
around
biases
and
belief
systems.
That
is
the
very
first
step
to
the
multiple
phase
process
of
developing
culturally
and
linguistically
sustaining
practices,
and
we
have
continuously
analyzed
and
began
to
address
systemic
structures
that
lead
to
exclusionary
practices
and
we're
doing
this
not
only
by
ourselves,
but
we're
doing
this
in
partnership
with
schools
and
school
communities.
C
There
are
many
teaching
and
learning
frameworks
across
the
country,
but
I
have
never
ever
seen
one
that
states
explicitly
explicitly
that
the
closing
opportunity
achievement
gaps
is
the
why
of
that
framework,
and
so
there
will
be
a
big
launch
of
the
essentials.
But
to
give
you
a
sneak
preview,
those
four
essentials
are
create
safe,
healthy,
sustaining
learning
environments,
facilitate
cognitively,
demanding
tasks,
instruction
to
engage
with
tasks
that
are
aligned
to
college
and
career
readiness
and
21st
century
skills,
assess
for
learning
and
design
for
access
agencies.
C
I
know
truly
that
every
single
student
can
excel
if
we
provide
them
the
right
opportunities.
All
of
you,
along
with
me,
each
and
every
single
year,
see
our
students
overcome
immense
challenges
to
stand
proud
at
award
ceremonies
at
end
of
year,
exhibits
of
their
work
and,
of
course,
at
graduation
over
the
last
month
month
and
a
half
we
have
seen
this
and
while
we
still
have
much
work
to
do,
I
am
deeply
appreciative
of
dr
rose
and
his
team.
C
B
C
AA
AA
AA
To
do
this,
we
first
needed
to
admit
and
acknowledge
the
structural
and
cultural
biases
that
exist
in
our
society
and
our
system
and
the
oppression
it
has
caused,
whether
intentionally,
whether
intentional
or
not.
With
this
in
mind,
we
need
to
then
unapologetic
unapologetically
bring
the
change
that
we
need
to
approach
our
work
to
serve
the
most
marginalized
students
within
our
district.
AA
This
work
is
not
just
important
for
the
educational
outcome
of
black
and
brown
students,
students
with
disability,
english
language,
learners
and
those
who
are
economically
disadvantaged,
but
for
everyone,
as
many
of
these
groups,
are
among
the
fastest
growing
in
boston
and
in
our
country
as
a
whole.
Their
success
is
our
success.
AA
We
embark
on
this
journey
in
the
theory
of
targeted
universalism.
This
is
popular
popularized
by
john
powell
and
in
this
line
of
thinking,
we
pushed
aside
the
tendency
to
create
solutions,
reforms,
policy,
programming
that
is
targeted
towards
the
all
or
the
middle
instead
focusing
on
what
is
needed
for
the
most
marginalized
to
achieve,
and
thus
in
that
way,
removing
all
barriers
and
layers
of
barriers
for
everybody.
AA
Building
the
implementation
plan,
transparency
was
the
number
one
thing
that
we
thought
of
to
begin
with,
I'm
really
aware
of
the
history
of
the
first
policy
in
2006
and
its
lack
of
implementation
with
fidelity,
so
we
were
very
sensitive
to
that.
We
wanted
to
make
sure
that
the
task
force
and
the
community
could
see
the
goals
as
they
were
being
created
from
jump
street.
AA
AA
Next,
I
sat
down
with
the
offices
to
find
connection
points
to
the
policy
now,
starting
with
the
famous
draft
eight,
which
was
a
highly
prescriptive
version
of
the
policy
that
really
tried
to
marry
a
policy
and
an
implementation
plan
into
one
that
we
eventually
had
to
walk
back,
but
was
very
prescriptive
around
what
we
wanted
offices
to
be
focused
on.
So
from
that
starting
point,
we
discussed
what
goals
might
look
like
that
honored,
the
spirit
of
this
policy
and
what
implications
it
would
have
on
the
work
of
all
of
the
offices.
AA
There
was
multiple
revisions
and
resubmitted
goals.
The
task
force
created
a
scoring
system
where
all
goals
sit
either
right
now
at
level,
one
or
level
two
which
is
very
good
or
you
know,
on
the
cusp
and
a
lot
of
the
goals
that
are
on
the
cuffs,
can't
become
level
one,
because
we
really
wanted
to
see
very
targeted.
Metrics
and
some
offices
aren't
at
the
point
where
they
can
give
us
metrics,
because
they
don't
have
the
measurements
to
get
to
the
metrics.
And
so
sometimes
you
have
to
do
process
goals
in
order
to
get
very
targeted.
AA
AA
However,
recently
cabinet
has
been
trained
on
a
racial
equity
tool
that
I
include
in
the
appendacy
to
the
printed
out
document
when
properly
used.
This
will
push
offices
to
think
about
equity
during
the
onset
of
planning,
projects,
policies
and
programs,
with
the
hope
that
this
the
impact
statements
will
be
more
robust
and
really
truly
reflect.
The
process
by
which
equity
was
at
the
core
of
of
the
start
of
a
policy
problem
or
policy.
AA
Now
we
can
look
at
the
actual
body
of
the
implementation
plan.
So
when
you
look
through
the
body
of
the
implementation
plan,
so
goals
two
through
six
you'll
see
multiple
distinct
areas.
First,
we
start
off
with
the
priority
area
and
the
objective
number
that
objective
reflects
the
actual
objective
from
the
policy.
AA
Then
there's
a
section
on
the
background
strategies
and
then
the
concrete
changes
in
practice
or
policy
from
the
district.
I
wanted
to
really
delineate
what
are
we
doing
differently
as
a
result
of
the
strategies
that
we're
embarking
on
after
that?
You
have
a
success
metric
which
is
really
aligned
to
the
performance
meter
and
the
school
quality
framework.
So
every
smart
goal
of
process
goal
has
its
own
kind
of
metric
or
goal
or
outcome,
but
all
of
them
should
add
up
within
an
objective
to
push
some
type
of
needle
district
wide.
AA
So
if
it's
not,
then
either
we
pick
the
wrong
strategies
or
we're
not
being
effective
in
our
smart
goals.
After
that,
you
have
the
actual
smart
goal
of
process
goal
online
and,
and
the
next
slide
I'll
kind
of
give
you
an
example.
You'll
be
able
to
actually
click
into
the
smart
goal.
Process
go
and
see
the
action
plan
that
goes
with
that
actual
smart
goal
and
then
there's
a
section
below
that
where
we
align
to
state
priorities
and
then
plans
for
sustaining
the
action.
AA
AA
When
I
walked
in
a
year
and
a
half
ago,
we
had
no
definition
for
cultural
proficiency.
We
had
no
way
to
operationalize
it
in
the
schools
across
our
district
or
within
any
central
office.
Today
we
have
a
definition,
which
is
what
cultural
and
linguistically
sustaining
practice
provides
us
with
competencies
and
look
for
us.
AA
We
have
conducted
hours
of
professional
learning
with
all
school
leaders,
partners,
specific
schools
departments
such
as
strategy
and
have
partnered
around
cabinet
sessions.
With
with
the
office
equity
this
year,
every
school
will
have
a
clsp
goal
attached
to
the
quality
school
plan,
with
specific
action
plans
for
continual
learning
in
their
school
buildings
connected
to
other
areas
of
the
work.
So
this
work
is
not
ancillary
to
the
work
that
the
schools
are
doing,
but
it
is
front
and
center.
AA
AA
Of
course,
teachers
in
schools
who
have
been
pushing
this
work
for
years
have
been
re-energized
and
are
helping
push
the
work
in
many
ways.
The
opportunity
achievement
gap-
speaker
series
was
an
exciting,
was
exciting
and
is
now
pushing
individual
community
members
to
ask
how
they
can
be
on
board.
I
live
right
up
the
street
on
warren
about
a
mile
away
from
here
and
when
I
walk
by
my
neighbors,
who
have
want,
went
to
some
of
these
events.
AA
They
stop
me
and
we
actually
talk
about
what
are
some
of
the
strategies,
we're
going
to
be
trying
to
close
these
gaps
and
what's
necessary
for
their
neighbors
students
to
succeed.
So
it's
really
become
a
community
conversation
we're
also
starting
to
push
and
create
accountability
at
the
school
and
community
level.
AA
B
AA
We
can
outline
some
priorities
in
the
plan.
One
of
the
biggest,
of
course
again
is
cultural
proficiency,
and
it
has
a
bulk
of
the
goals
within
the
plan
throughout
the
structures
in
professional
learning.
In
the
plan
for
clsp,
it
is
the
cycle
of
learning
across
this
whole
district,
not
just
at
the
school
level,
not
just
at
the
teacher
level
but
in
central
office
and
everywhere.
AA
The
plan
will
also
create
a
similar
early
warning
system
for
schools,
so
we
can
use
leading
indicators
to
better
match
the
need
of
better
match
the
need
of
individual
schools
right,
so
the
creation
of
oeg
dashboard,
eventually
in
the
in
the
winter,
instead
of
just
simply
responding
to
these
lagging
indicators
of
of
accountability,
levels
and
climate
surveys
beyond
clsp.
The
implementation
plan
will
also
cover
some
new
ground
on
long-standing
problems
that
do
not
have
quick
or
clear
paths
forward.
AA
Two
such
areas
of
prominence
in
the
policy
are
special
education
rates,
especially
for
students
of
color
and
staff
diversity.
The
plan
has
specific
goals
to
curb
identification
rates
in
special
education
for
over-identified
groups,
as
well
as
improving
the
instruction
within
those
substantially
separate
classrooms
within
the
areas
of
staff
diversity.
The
plan
outlines
more
supports
to
pipeline
recruiting
and
retaining
staff
of
color,
while
also
building
a
new
accountability
at
the
school
and
central
office
level
through
diversity
targets,
although
these
are
concrete
steps
toward
addressing
these
problems,
they're,
not
silver
bullets.
AA
Continual
learning
and
thought
partnership
with
the
subcommittees
of
the
task
force
will
be
necessary
to
deepen
and
refine
these
strategies
within
the
implementation
plan.
We
also
begin
to
piece
together
what
it
means
to
have
a
quality
programming
from
k
to
12
in
all
bps
classrooms,
the
expansion
of
our
early
childhood
program
into
early
elementary
and
really
focusing
on
marginalized
students,
within
that
the
building
of
excellence
for
all,
which
is
piloting.
AA
As
we
learn
from
an
attempt
to
bridge
these
three
levels
of
design
work
into
some
type
of
coherent
k-12
strategy
over
the
next
several
years.
It
is
important
to
tailor
the
improvements
again
under
the
guys
who
targeted,
universalism
and
monitor
their
effects
for
historically
marginalized
populations.
AA
Finally,
a
system's
budget
in
many
ways
illustrates
its
values.
In
this
plan,
we
begin
to
work
on
trying
to
bring
more
equity
to
the
short-term
and
long-term
budget
process.
We
started
that
by
creating
a
working
group,
a
subgroup
of
the
oag
task
force
and
the
finance
team
to
begin
to
identify
some
key
budget
priorities
moving
forward.
In
addition,
we're
exploring
new
measurements,
such
as
the
opportunity
index,
which
uses
neighborhood
level
measures
to
follow,
anticipated
need
from
a
student's
doorstep
to
the
school
that
they
attend.
AA
AA
As
with
any
plan,
there
are
some
limitations,
although
we
do
have
a
fairly
robust
section
on
ecological
supports
for
families,
communities,
school-based
partners,
there's
much
room
to
grow
in
the
future,
starting
with
the
theory
that
we
need
to
get
our
own
house
in
order
and
have
our
own
kind
of
platform
and
priorities.
This
element
in
the
implementation
plan
will
benefit
from
further
development
into
the
future.
AA
Csp
at
all,
all
schools
connected
their
quisip
clsp
and
offices,
infused
into
professional
development
for
all
departments,
in
collaboration
with
asset,
an
analysis
of
the
overall
pd
coaching
model
in
the
district,
especially
as
it
relates
to
changes
in
practices
for
marginalized
students.
So
how
do
we
actualize
our
professional
development,
make
sure
that
it's
happening
at
the
ground
and
what
is
necessary
in
between
what
is
the
coaching
necessary
in
between
to
make
that
actualization.
AA
We
can
look
at
5.3
and
5.4
for
examples
of
some
of
the
structural
work
that
we're
doing
so.
When
you
look
at
objective
5.3,
it
looks
at
funding,
equity
and
we've
begun
the
process
to
infuse
oag
task
force
again
with
the
finance
team
in
some
key
areas
and
again
we're
looking
at
more
nuanced
data
to
make
sure
that
support
follows
need
exactly
especially
through
the
opportunity
index
4.5.4
pushes
for
how
we
avail
rigorous
curriculum
and
programming
opportunities
for
our
targeted
populations.
AA
AA
AA
Because
our
task
force,
I
guarantee,
will
not
stop
pushing
the
envelope
and
pushing
to
the
margins
of
what
is
possible
in
every
office.
So
I
thank
the
department
heads
other
stakeholders
again
alex.
I
thank
you
for
being
a
support
personally
to
me,
but
also
on
that
task.
Force
and
hardin
who's.
Not
here
also
a
task
force.
AA
For
black
student
achievement
their
wisdom,
their
experience
in
their
actual
grassroots
nature,
of
the
work
that
they're
starting.
I
truly
appreciate
and
look
forward
to
partnering
with
beam
roseanne
tong
from
the
annenberg
institute,
who
we
just
recently
presented
with
the
ar
aera
and
we'll
do
again
in
the
fall.
So
we've
created
a
pretty
robust
practitioner
researcher
partnership
that
I
really
appreciate.
AA
Sarah
daley,
dr
blake,
specifically
for
the
miyak
and
wyak
work
that
they're
doing,
building
and
and
retaining
the
talent
of
men
and
women
of
color
in
this
district
and
then
the
other
partners
with
within
our
district.
So
dr
chang
for
giving
me
the
rope
to
try
some
new
things
and
some
some
really
edgy
things.
I
would
say
it's
not
that
I
haven't
been
pulled
in
the
principal's
office
a
couple
times
and
I
I
probably
will
in
the
future.
AA
AA
How
for
annual
progress
reports
from
offices
around
the
different
objective
areas,
which
ideally
will
take
place
before
budget
time
again,
because
some
of
these
things
have
large
budget
implications
with
that,
I
thank
you
for
my
opportunity
to
present.
I
might
have
been
a
little
bit
long-winded,
but
this
is
my
opportunity.
So
I
await
your
comments,
questions
and
feedback
absolutely.
A
AB
T
T
But
there
are
so
many
people
behind
the
scenes,
and
so
you
know
I
was
feverishly
kind
of
taking
some
notes
of
not
just
the
team
members
that
are
acknowledged
all
the
time,
but
just
some
of
the
others,
the
support
staff.
So
you
know
thank
you
for
leading
that
charge
and
just
recognizing
everybody
on
the
team,
because
we
know,
especially
with
a
sports
analogy.
We
know
that
the
folks,
in
the
background,
are
instrumental
in
the
players
making
the
plays
on
the
field.
T
So
that's
one
question
for
colleges
and
universities
and
then
the
other
question
is
the
the
pathway
support
of
helping
the
the
staff
members
who
are
wanting
to
connect
with
the
colleges
and
universities
so
creating
that
pipeline
of
support
for
for
the
higher
ed
market.
To
really
I
mean
that's
the
next
step
for
our
students.
So
do
you
have
some
folks
in
mind
that
you
know
you're
already
tapping
to
navigate
this
process.
AA
A
lot
of
the
work
that
I've
been
doing
was
again
with
brown,
university
and
annaberg
institute
roseanne
tong.
We
did
a
lot
of
the
work
on
the
boys
of
color
reports.
You
know
I've
talked
to
ron
fergus
that
there's
a
there's.
I
think,
through
a
lot
of
the
different
objectives,
especially
on
the
opposite.
The
opportunity
index
there's
a
ample
opportunity
to
tap
into
a
lot
of
the
experts
in
the
field.
AA
But
again,
I
think
what
we
attempted
to
do
to
begin
with
is
start
thinking
about
the
structures
within
you
know
kind
of
our
realm
of
control
within
the
district
and
create
a
platform
in
which
then
we
can
reach
out
with
kind
of
a
clear
vision
of
what
our
ass
would
be
and
and
where
we
would
want
to
grow.
So.
T
AA
And
around
pipeline
programs
are
you
talking
about
to
get
to
connect?
There
are
some
goals
around
that
and
again,
sarah
daley
in
the
the
office
of
diversity
within
ohc
really
takes
the
lead
in
that,
and
so
I
know
she
has
pipelines
not
only
from
for
para's
community
members,
but
also
thinking
about
reaching
back
into
high
school
and
supporting
students
who
want
to
become
teachers
or
staff
members
into
higher
ed,
so
umass
and
and
other
places.
So
some
of
their
goals
speak
to
what
you
talk
to.
Okay,.
T
I
I
really
want
to
find
a
way
for
bps
to
to
to
tap
into
that
network
and
not
just
connect
with
those
particular
leaders
who
are
training
the
teachers,
but
also
find
ways
to
partner
and
hope
you
know
hold
them
accountable
that
we're
here.
This
is
our
work.
It's
really
great
work
and
you
make
our
work
look
great
when
our
kids
and
our
staff
can
become
educated
by
your
leaders
as
well.
So
I
want
to
just
applaud
the
effort
and
just
kind
of
encourage
that
push
into
my
space.
AA
S
Colin,
this
is
a
great
effort
and
I
just
wanted
to
first
congratulate
you
in
the
task
force,
for
you
know
just
taking
this
in
and
blowing
it
up,
so
that
we
can
see
that
sort
of
the
extent
of
what
you're
trying
to
do
a
couple
of
comments.
I
I
need
to
clarify.
I
need
to
understand
how
the
task
force
and
your
office
will
work.
What
you
know
is
that
something
that
you
do
in
the
future
or
you
know
what.
How
do
you
envision?
That.
AA
B
S
AA
S
AA
W
AA
Part
of
their
job
beyond
creating
the
policy
and
that's
why
I
brought
them
into
the
implementation
plan
process
is
that
you
know.
I
expect
that
that
they
are
part
of
the
process
of
of
actually
overseeing
the
goals
and
the
action
steps
and
making
sure
that
they're
part
partners
with
offices
and
doing
work
with
offices.
So
I'm
convening
I'm
pushing
thinking
through
my
office,
but
I
also
want
that
that
expert
outside
vision
from
different
angles
to
also
put
their
lens
on.
AA
C
Let
me
just
quickly
add
that,
ultimately,
this
is
the
work
of
the
district,
so
dr
rose's
job,
I
see
as
a
facilitator
for
the
work.
That's
happening
system-wide,
but
this
is
part.
This
is
our
strategic
implementation
plan
and
there's
a
lot
of
working
plans
we
have
in
bps.
We
have
to
get
better
at
integrating
the
work.
So
what
no
matter?
What
department
you
are?
You
understand
the
work
you
are.
T
S
Okay,
when
you
came
to
the
ell
task
force,
one
of
the
things
before
you
left,
we
said
that
we
needed
to
think
about
the
ways
in
which
the
work
of
the
two
task
forces
can
can
be
integrated.
I
you
know,
I
have
to
tell
you
this.
You
know,
but
you
know
you-
and
I
are
friends
on
this-
ells
are
almost
absent
from
this
okay,
so
that
we
need
to
think
together
about
how
most
of
this
is
really
something.
S
It
also
applies
to
about
one
third
of
the
district
or
one
half
of
the
district,
then
that
has
very
salient
cultural
in
the
linguistic
differences
and
and
situations
that
need
to
be
addressed.
So
I
think
the
challenge
is
to
figure
out
how
those
you
know
how
we
can
work
together
to
sort
of
fill
out
and
see
how
the
the
you
know
it
affects
that
population
as
well.
Yeah.
AA
C
S
S
You
know
a
lot
of
the
things
are
very,
very
similar
and
and
have
implications
really
implications
for,
for
both
and
and
and
one
of
the
things.
I
wanted
to
ask
you
a
little
bit
about,
because
we
hear
sometimes
about
the
training
that
you
do
you
know.
So
I
wanted
to
ask
you
a
little
bit
about
how
you're
approaching
issues
related
to
immigration
and
immigrants
and
that
kind
of
dynamic
within
the
the
process.
Could
you
pass
on
if
you
have
any
kind
of
any?
AA
AA
The
lens
that
we
took
to
the
work
to
start
with
was
a
racial
equity
lens,
because
I
think
race
is
the
dominant
paradigm
in
in
in
this
society
right,
and
so
we
did.
You
know
when
we,
when
we
talked
about
the
construct,
the
race
and
especially
internalized
races.
We
did
travel
to
latin
america
and
talk
about
a
lot
of
the
issues
that
students
are
coming
in
from
latin
america
with
so
we
you
know
this
was
immigrants,
latino
students,
you
know
immigrant
students
were
weaved
into
along
with
any.
AA
First
competency
awareness
and
checking
your
own
bias.
The
second
competency,
who
are
the
students,
the
families,
the
communities
that
I
am
serving
right
and
how
do
I
get
a
deep
and
authentic
knowledge
of
those
people
that
I
serve
and
then
how
do
I
then
change?
The
third
competency
change
my
practices
to
meet
the
needs
of
that
population,
and
so
in
that
way,
that's
why
I
say
I
don't
see.
S
Okay,
again,
I
mean
maybe
a
discussion
that
we
can
have,
but
I
think
sometimes
you
know,
for
some
populations.
Sort
of
the
u.s
framework
of
race
of
race
is
something
that
people
need
to
understand
because
they're
coming
from
places
where
it
works
very
differently.
Yes,
so
that
I
think
that's
that's
sort
of
a
little
bit
of
the
discussion
that
that
maybe
we
should
have
yeah.
Q
Thank
you,
mr
chair,
and
thank
you
dr
rose,
so
I
just
want
to
take
a
brief
moment.
I
think
it's
very
important
to
acknowledge
the
the
just
sheer
volume
of
work
that
you
have
done,
along
with
your
colleagues
and
the
task
force,
particularly
given
you
know
what
what
the
superintendent
acknowledged
earlier
is.
Q
I
think
it's
also
helpful
that
you,
you
highlighted
earlier
the
omni
presence
of
john
mudd
john,
and
I
were
sitting
next
to
each
other
at
dinner
last
week
on
dr
esparza's
going
away,
and
this
issue
came
up
and
I
think
it
highlights
the
conversation
that
john
and
I
had.
If
you
don't
mind
me,
sharing
just
a
little
bit
of
it
is
the
continued
hunger
that
people
in
the
community
have
to
see
results,
and
so
you
know
taking
a
look
at
the
the
implementation
plan
that
you
put
together.
Q
Q
You
know
we
might
not
always
like
the
answers
that
we're
going
to
get
on
the
efforts
that
we've
made,
but
we're
certainly
putting
ourselves
out
there
to
say
that
you
know
we're
making
the
effort,
and
I
think
the
key
thing
that
I
heard
in
one
of
the
comments
dr
chang
made
earlier
here
and
sorry.
I
don't
have
a
question
here.
This
is
just
sort
of
my.
My
commentary
is
the
notion
of
integration.
Q
You
know
integration
is
a
cherished
word
when
we
think
about
you
know
the
racial
context,
but
certainly
you
know
thinking
about
it
from
a
practical
context
and
thinking
about
the
ways
that
we
take
the
thought
and
the
theory
that
you've
articulated
through
the
implementation
plan
and
integrate
that
into
the
practices
that
we
have
across
the
district.
That's
where
the
rubber
meets
the
road
and
that's
where
we
will
inevitably
start
to
see
the
change
and
the
improvement
and
the
closure
of
the
gaps,
and
so
I'm
really
looking
forward.
Q
This
is
a
great
milestone
and
I
know
that
we're
still
in
a
draft
phase
right
now
for
the
implementation
plan.
It's
helpful
to
have
this
update,
but
I
think
what
I'll
I
and
I
I
would
venture
others
are
really
looking
forward
to
is
seeing
how
we
take
this
and
put
it
into
practice
and
start
to
get
some
of
that
meaningful
data
back.
That
tells
us
you
know
just
how
we're
doing
and
and
where
we
need
to
adjust
and
and
so
on
and
so
forth.
So
thank
you
for
this
update.
V
I
ditto
what
everybody
said.
Thank
you.
Thank
you.
Thank
you.
I
think
everybody
put
so
much
work,
but
especially
the
co-chairs.
I
just
want
to
say
thank
you,
it's
hard
to
believe
from
the
early
meetings
that
that
there's
actually
something
coherent,
because
we
were
like
all
over
the
place,
which
is
absolutely
normal,
but
seeing
this
it's
just
it's
a
lot
of
work.
V
So
thank
you,
everybody
and
thank
you,
colin,
because
I
know
it
was
a
lot
that
we
threw
on
you
and
I
think,
you've
handled
it
with
grace
and
always
have
just
brought
such
a
positive
spirit.
So
I
just
really
want
to
thank
you
for
that
and
such
a
collaborative
spirit
too.
You
like
never
gave
up
and
just
kept
going.
So
thank
you.
V
The
thing
that
I
wanted
to
point
out
that
I
really
appreciate
in
our
conversations
and
just
want
to
say
publicly
is
the
the
inclusion
of
the
youth
piece,
which
I
think
can
be
included
even
more,
but
I
think
it's
really
important
when
we're.
We
can
all
sit
up
here,
but
really
this
is
about
students,
and
so
we
should
have
student
voice
in
everything
that
we
do,
and
so
even
thinking
about
including
the
students
and
some
of
the
professional
development.
V
You
know
we
went
to
to
the
co-spa
conference
two
years
ago,
if
you
remember
that
training
went
to
that
california
group
of
students
that
actually
trained
teachers
and
the
teachers
talked
about
like
what
a
difference
it
made
to
actually
hear
from
students.
I
think
even
including
in
that
I
wanted
to
ask
you
how
many
staff
people
are
actually
in
your
office.
V
A
Thank
you,
ms
oliver
and
dr
rose
excellent
work,
as
my
colleagues
have
said,
and
thank
you,
superintendent
chang
for
being
there
with
him,
because
it
sends
a
powerful
message.
Part
of
me
got
very
nervous
when
I
heard
105
smart
goals,
because
I
think
when
you
have
that
many
you
can't
109.
Okay,
thank
you.
When
you
have
that
many,
you
can't
have.
A
You
know,
focus
on
it,
but
what
I
was
most
intrigued
by
in
looking
through
is
they're
actually
assigned
to
a
lot
of
different
people,
there's
ownership
in
them,
including
many
of
the
superintendents.
So
when
we
discuss
the
superintendent's
evaluation
process
in
a
few
minutes
that
becomes
part
of
it.
So
I
love
the
fact
that
there
has
been-
and
I'm
asking
this
more
to
the
superintendent
and
dr
rose.
A
Has
this
been
buy-in
from
department
heads
and
do
they
realize
that
they're
going
to
be
held
accountable
for
these
pieces,
and
I
particularly
noticed,
for
example,
like
the
recommendation
that
principles,
one
of
the
things
that
principals
should
be
evaluated
on,
is
the
diversity
of
the
staff
that
they
hire.
So
when
we
permeate
this
through,
that's
how
you
really
make
it
happen.
Not
that
you
have
100
509
goals,
dr
rose,
you
have
four,
everyone
else
has
105.
AA
I,
the
first
thing
I
told
them
was
this-
will
be
a
public
document
and
don't
write
anything
that
you
cannot
accomplish,
or
you
don't
think
you
can
accomplish
so,
which
is
why
I
really
want
to
push
to
get
the
implementation
and
oversight
started,
because
again,
deadlines
are
coming
up.
We're
already
implementing
things
to
mr
lacanto's
point
we're
already
implementing
things.
AA
So
this
is
not
something
sitting
on
a
shelf
until
someone
stamps
it,
people
have
put
down
dates
on
goals
that
have
passed
and
they're
doing
work,
and
so
I
really
want
the
oversight
to
start
on
this
to
become
a
public
process,
because
I
think
you
know,
I
think
up
front
everybody.
Creating
goals
was
great
right
but
then,
like
you
said
when
the
rubber
meets
the
road
and
we
have
deadlines
and
we
have
targets,
that's
where
we
really
see
what's
what's
happening
out
there,
and
so
I'm.
A
And
superintendent,
you
know
mr
lacanto
has
been
giving
the
shout
outs
to
mr
mud,
which
we
could
all
do
because
of
how
he
drives
us
on
this.
I
also
want
to
give
the
shout
out
to
reverend
gruver
my
predecessor
was
chair
and
our
fellow
member
former
fellow
member,
who
said
everything
we
do
should
start
with
opportunity,
achievement
gap
and
every
decision
we
make
we
should
put
through
that
lens
and
we're
not
always
as
diligent
as
we
could
be
in
doing
that.
A
C
So
I
think
this
is
this
work
starts
with
changing
hearts
and
minds
first,
so
I
appreciate
the
work
that
dr
rose
has
been
doing
with
central
office
and
our
school
leaders,
because
we
do
believe
schools
are
units
of
change
to
actually
begin
with
capacity.
Building
really
do
are
some
deep
exploration
around
our
own
identity
and
the
importance
of
this
work.
I
think
we
can
all
get
we're
all
bought
into
closing
opportunities
and
achievement
gaps.
A
C
It
is
about
a
commitment
that
you.
Actually,
this
is
your
work.
This
is
the
worker
system.
I
think
one
of
the
things
dr
rosen's
team
has
also
continuously
challenged
the
system
on
is
we
can't
just
continue
doing
more,
investing
more
in
things
that
we
are
already
doing.
We
actually
have
to
radically
stop
doing
certain
things
and
change.
Behavior,
say
we're
not
going
to
do
a
anymore.
Instead,
we
are
going
to
do
b.
B
C
That's
organizational
theory
will
tell
us
that
organizations
will
resist
that
change
and
that
it
in
order
to
do
that,
it
actually
takes
people
who
become
guiding
coalitions
and
volunteer
your
create
volunteer
army
within
organization
and
get
people
to
buy
in
in
small
pockets,
and
then
they
take
that
work
back
to
their
departments
and
that's
what
he's
done.
This
is
an
organizing
effort
within
the
school
system.
I
also
want
to
just
react
to
a
couple
of
comments.
C
As
school
committee
members
have
said,
we
have
to
deliberately
try
to
put
this
work
in
certain
places
that
will
affect
the
rest
of
the
system.
The
asset
team
is
called
academic
student
support
for
equity
team.
Dr
rose
sits
on
that
team
because
he
is
able
to
influence
academics,
special
education
office,
english,
language,
learners,
social,
emotional
learning.
It
was
deliberate
that
he
was
he
started
there,
but
this
work,
as
you
can
see,
now,
is
permeating
throughout
the
system,
and
I
think
the
second
thing
I'm
going
to
ask
as
a
favor
to
the
school
committee.
C
While
you
hold
us
accountable,
please
also
celebrate
where
we're
getting
things
right,
because
if
there
is
anything
that
behavioral
science
has
taught
us
is
that
we
are
more
motivated
when
we
are
building
on
our
strengths,
things
that
we
are
doing
well
and
people
get
more
inspired
to
do,
work
even
harder,
and
so
that
is
always
going
to
the
challenge
of
leadership.
Holding
people
accountable
at
the
same
time
celebrating
things
that
they
are
doing
so
we
can
continue
building
up
on
win.
A
A
As
headmaster
vasquez
makes
her
way
up
and
superintendent
chang
makes
her
way
back
up.
Let
me
first
headmaster
congratulate
you
on
being
recently
named
a
bar
foundation,
fellow,
that
is
a
very
prestigious
honor
in
this
city.
I
think
we
have
several
sitting
in
this
room.
Well,
miss
oliver
david.
I
just
left
the
room.
She
is
one
pastor.
Were
you
one?
AC
A
AB
C
B
C
A
lot
of
fun,
it
is
the
only
dual
language
high
school
in
boston,
public
schools.
It
is
a
standard
for
not
only
a
state
but
also
for
the
country.
The
students,
the
graduates
of
margaret
moon
east,
receive
the
bi-literacy
seal
so
proud
that
those
young
people
have
the
opportunity
to
do
to
get
that
recognition.
C
The
innovation
model
uses
autonomies
that
allow
the
school
to
have
us
their
successful
outcomes
and,
as
bps
looks
to
expand
its
dual
language
programming
over
the
next
few
years
and
to
create
feeder
patterns.
We
will
look
at
the
margarita
moon
use
as
a
bright
spot
for
us
to
learn
from.
I
also
want
to
share,
just
like
I
shared
with
a
previous
school
emk.
C
The
margarita
moon
east
has
also
expressed
interest
in
expanding
to
the
712
and,
more
importantly,
to
create
a
direct
feeder
pattern
with
two
elementary
schools
in
boston,
public
schools,
hernandez
and
hurley.
Both
schools
have
publicly
expressed
interest
in
creating
a
direct
feeder
pattern
with
the
moonies.
The
east
currently
is
one
of
our
open,
enrollment
schools,
so
it
accepts
students
from
all
across
the
city.
Many
of
the
students
that
attend
the
moonies
actually
are
not
proficient
in
spanish
and
develop
spanish
proficiency
over
the
course
of
four
years
at
this
school.
AC
Good
news
good
evening,
everybody
just
take
a
moment
to
say
a
few
more
words
of
introduction
of
headmaster,
vasquez
dania
has
a
long
and
distinguished
career
in
education.
In
addition
to
her
most
recent
honor
prior
to
muniz
academy,
dania
was
associate
executive
director
at
the
center
for
collaborative
education
or
cce
in
boston,
from
2001
to
2011.,
focused
on
the
leadership
development,
school
governance
and
whole
school
transformation.
AC
Work
of
cce
prior
to
coming
to
boston
dona
served
across
grades
k-12
as
a
bilingual
special
education
teacher
staff,
developer,
facilitator
and
principal
of
small
schools
in
new
york
city
for
over
21
years.
She
has
an
ms
in
bilingual
special
education
from
bank
street
college
and
an
edd
from
teachers.
College
columbia,
university
focused
on
organizational
development
and
school
leadership.
AC
For
example,
she
was
presented
the
the
the
united
the
uft's
small
heiser
award
in
1996,
and
she
has
been
on
el
planeta's
power,
meter
100
list
of
the
most
influential
people
for
latinos
for
2012
2013
2014
and
was
celebrated
in
2015
with
the
bank
street
college.
Alumni
association
award
for
outstanding
accomplishments
in
the
field
of
education,
so
it
is
an
honor
to
sit
next
to
her
she's,
a
truly
distinguished
leader
in
our
system,
we're
very
lucky
to
have
her
and
turn
it
over
to
her.
AB
Thank
you,
that's
very
humbling
to
hear
all
of
that.
I
don't
know
what
to
say
now.
Thank
you
to
the
school
committee
to
dr
chang,
to
all
of
you
and
to
many
people
who
are
in
the
room
tonight
and
who
are
not
in
the
room
and
usually
my
school
staff
and
board
members
would
be
here,
and
maybe
kids
and
parents,
but
they're
all
on
vacation.
AB
AB
So
I
want
to
thank
lots
of
people
who
are
in
the
room
and
not
in
the
room
and,
as
dr
tang
said
in
his
introduction,
my
task
tonight
is
really
to
request
an
extension
of
our
innovation
status
and
the
autonomies
that
come
with
that
every
five
years
at
the
end
of
five
years.
We
are
supposed
to
do
this,
give
you
a
report
as
an
innovation
school
of
our
progress
and
request
a
continuance
of
ours
of
our
work.
AB
So
our
mission
and
I'm
I'm
usually
don't
read
my
powerpoints,
but
I
think
it's
worth
reading
what
our
mission
is.
It's
quite
short
and
pithy.
The
margarita
muniz
academy
is
the
first
dual
language
high
school
in
the
boston
public
schools
dedicated
to
preparing
citizens
and
leaders
who
are
fluent
in
english
and
spanish.
AB
Every
student
will
be
ready
for
college
and
contribute
to
the
community
and
beyond
munis
academy
partners,
with
families
and
community,
to
realize
our
mission
together
and
really
that
is
the
core
of
what
drives
us
and
drives
our
work,
and
we've
learned
a
lot
over
these
five
years,
because
there
really
are
no
dual
language
models
at
the
high
school
level.
There
are
plenty
of
models
at
the
elementary
level,
but
very
few
in
the
country,
in
the
way
that
that
we
are
conceiving
of
doing
dual
language
at
the
high
school
level.
AB
AB
AB
The
other
thing
that
I
want
to
say
about
being
a
dual
language
school
and
the
idea
of
equity
is
that,
in
fact,
lots
of
people
are
really
curious
about.
Well,
how
do
you
teach
in
two
languages
and
actually,
what
I
think
is
more
important
about
being
a
dual
language:
school
is
how
we
attend
to
culture
and
identity.
AB
AB
Speakers
of
spanish
exposed
at
home,
but
really
never
went
to
school,
to
learn
spanish
and
so
it's
kind
of
new
to
them
to
be
in
that
kind
of
environment,
and
then
kids,
who
are
in
the
middle,
and
so
that's
one
sort
of
dimension
and
the
other
dimension
is
the
academic
dimension.
So
we
have
kids
just
like
every
boston.
AB
What
we
do
ask
is
that
they
come
with
the
willingness
and
the
passion
to
learn
in
both
languages,
and
that
really
is
the
prerequisite
to
being
in
our
school,
and
so
that
really
opens
us
up
to
being
any
any
student.
Any
family
can
can
join
the
community.
With
that.
I
just
want
to
point
to
the
past
five
years
of
progress.
AB
We
started
out
in
our
first
full
set
of
mcas
in
2015
and
you
can
see
the
numbers
up
there
where
we
did
fairly
well
and
then
we
went
down
a
titch
a
little
bit
last
year
and
particularly
in
math,
and
so
we're
paying
a
lot
of
attention
to
math
in
math.
In
particular,
we
had
14
students
that
didn't
pass
and
of
the
14.
AB
AB
So
we
know
that
those
seven
kids
made
made
an
impact
on
the
one
hand,
and
then
there
were
another
seven
kids
that
quite
frankly
should
have
passed,
and
I
will
say
it
that
way
and
they
did
so
the
next
november,
but
it
you
know
we
are
looking
at
math
and
questioning
you
know.
What's
the
challenge
in
math,
you
know
in
our
instruction
and
for
kids
and
how
they're
coming
in
so
we've
been
really
digging
deeply
and
thinking
hard
about
math
instruction
at
the
school
we're
pending
data
for
this
year.
AB
Ela
looks
pretty
good,
not
sure
about
math
again
for
this
year,
because
that
data
is
not
yet
complete
and
then
another
another
way
of
looking
at
well.
Those
are
that's
some
of
our
progress
and
then
in
the
next
slide.
I
just
wanted
to
talk
about
some
of
the
challenges
where
we
have
a
big
vision,
a
small
school
and
a
small
school
budget,
and
so
we're
trying
to
do
a
great
deal
with
really
a
constrained
budget
and
that's
probably
true,
of
every
school
hole
in
boston.
AB
Our
school
model
does
include
an
extensive
arts
program
and
I
don't
want
to
neglect
to
say
that,
and
so
we're
we're
doing
dual
language
using
the
arts,
expeditionary
learning
and
technology
and
because
we
believe
in
those
anchors
as
the
vehicle
to
learning
multiple
languages,
it
costs
more.
And
so
that's
a
challenge.
AB
As
I
said
earlier,
one
of
the
challenges
is
serving
a
wide
continuum
of
language
and
skill
needs,
and
so
it
really
takes
a
lot
of
careful
planning
in
terms
of
scheduling,
kids
and
thinking
about
instruction
and
really
being
creative
constantly
on
a
wide
variety
of
levels.
Attendance
and
tardies
continue
to
be
a
challenge.
AB
AB
The
other
partner
that
we
discovered
this
year
was
mass
rehab
to
work
with
some
of
our
special
needs,
students
who
also
need
really
some
specific,
more
detailed
work
in
terms
of
the
supports
once
they
leave
muniz,
and
so
we're
really
happy
to
have
found
on
the
mass
rehab
and
I
didn't
write
them
down
there.
So
I
wanted
to
shout
them
out
some
of
the
strategies
for
success
are
there.
AB
I
think
our
innovation
status
has
been
key
having
those
autonomies
that
allow
us
to
really
think
about
the
the
right
match
for
staff
and
being
able
to
find
staff.
You
know
wherever
they
may
be,
and
our
staff
is
really
representative
and
most
have
come
from
within
bps.
But
you
know
some
from
from
beyond
bps
and
how
we
think
about
hiring
staff
is
really
important.
How
we
use
the
budget
is
really
important
that
allows
us
to
create
the
kind
of
school
that
we
have.
AB
You
know
cultural,
a
focus
on
cultural
competence
and
that's
really
embedded
in
the
work
that
we're
doing
has
been
extremely
important
to
us,
knowing
students
well-
and
we
do
that
in
a
variety
of
ways.
We
have
crew,
which
is
our
version
of
advisory,
but
it's
a
little
deeper
than
the
typical
advisory
is
really
important.
AB
Authentic
learning
experiences
through
expeditionary
learning
practices-
that's
really
core
in
terms
of
how
we've
shaped
the
curriculum
and,
as
I
talked
about
earlier,
the
two
years
of
post-graduate
alumni
support
and
a
very
active
professional
learning
community.
So
staff
meet
every
friday
for
two
hours
and
during
the
week
they
meet
and
come
planning
time
and
grade
and
in
content
teams,
and
so
there's
a
lot
of
collaboration
that
goes
on,
and
we
know
that
that
is
crucial
to
making
the
school
work.
AB
We
are
part
of
the
evidence-based
argumentation
and
the
debate
league
and
that's
been
really
terrific.
We
started
that
work
last
year
and
it's
been
really
really
very
fruitful,
and
so
we
want
to
really
leverage
that
work
across
all
the
grades.
We
want
to
deepen
our
college
and
career
work
and
really
thinking
hard
about
some
pathways
that
we
we've
started
some
of
the
preliminary
thinking
around.
How
do
we
create
some
pathways?
AB
I
think
for
the
kids
who
are
most
struggling.
It
isn't
just
that
they're
struggling
from
content,
but
they're
struggling
out
of
you
know
what
their
habits
are.
Their
mindset,
that's
really
what
we
keep
coming
back
to
when
we're
you
know
around
the
table
and
asking
ourselves.
Why
is
this
student
just
still
having
such
a
hard
time?
We
keep
coming
back
to
that.
So
we're
we're
really
thinking
deeply
about
what?
AB
What
more
can
we
do
around
particular
executive,
functioning
skills
and
mindset
in
working
with
our
students,
and
so
our
request
is
an
extension
of
the
autonomy
to
continue
the
work.
Those
are
the
autonomies
that
we
we
have,
that
we
use
and
that
are
particularly
important
to
us
in
in
creating
our
school
and
in
the
fall,
we're
prepared
to
bring
a
full
innovation
proposal
and
hope
to
align
it
to
the
bill,
bps
work
and
your
consideration
for
approval.
AB
A
AD
AB
AB
To
me,
and
I
think
that
our
approach
to
teaching
and
learning
is
very
similar
and
we
share
our
dual
language
policies
and
we
share
our
work
and
we've
gone
to
visit
each
other's
schools
to
give
feedback
in
terms
of
sort
of
the
logistics
of
how
we
conceive
you
know,
being
able
to
work
together
in
the
future.
If
I
were
to
expand,
is
that
what
you
mean?
AB
AB
AB
It
will
afford
seats
at
the
younger
grades
for
them,
and
it
will
give
munis
academy
the
opportunity
to
strengthen
what
we're
doing
academically
linguistically
in
the
arts
and
then
I
think,
there's
a
lot
of
of
sharing
that
the
three
schools
do
now
that
we
would
continue
to
do
so.
Those
are
some
of
the
things
that
we're
thinking
about.
So
that's
really
the
why
yeah.
Q
B
Q
Q
B
AB
A
Thank
you,
mr
lecanto,
and
as
as
we
move
to
other
members,
I
know
we
all
have
great
admiration
from
the
school.
I
just
want
to
refinance
remind
our
fellow
members.
We
have
another
presentation
tonight
and
superintendent
chang
and
I
will
be
racing
each
other,
the
airport
at
five
o'clock
in
the
morning.
So
if
we
can
keep
this
as
synced
as
possible,
that
would
be
great
because.
X
T
AB
B
AB
A
huge
lift,
you
know
for
some
families
they're
right
with
us,
and
there
isn't
a
gap
and
for
other
families.
This
is
a
heavy
lift
because
they
have
a
lot
of
other
concerns
and
worries,
and
so
we
do
lots
of
counseling.
We
do
a
lot
of
family
outreach,
it's
a
whole
host
of
things
having
crew.
So
kids,
that
are,
you
know,
connected
to
to
families.
T
A
S
AB
B
B
AB
B
C
The
school
cannot
expand
to
a
712
on
its
current
location
and
we
do
not
have
a
solution
at
this
moment,
and
so
that
is
why
we
have
to
go
through
the
process.
The
build
bps
process
to
determine
how
we
are
going
to
help
this
school
be
expanded
to
7
12..
That
is
the
goal,
but
we
do
not
have
a
solution
at
this
moment,
and
that
is
why
we've
asked
the
school
to
come
back
for
the
final
approval
of
its
charter.
A
That's
the
purpose
of
the
build
bps
plan.
This
is
a
chat.
This
is
challenges
we
have
across
the
district,
particularly
with
schools
that
have
two
programs
located
into
it.
This
is
you
know,
decision.
Several
years
ago
we
co-located
a
number
of
schools
and
it
has
turned
out
to
be
a
challenge
that
we
have
addressed
on
on.
You
know
a
case-by-case
basis.
This
is
the
most
recent
one
and
I
have
sat
on
the
meeting
with
headmaster,
vasquez
and
her
counterpart
at
mission,
keto,
eight
and
their
school
boards
right.
B
A
I
think
it
was
mr
mcdonough
and
I
at
the
time,
and
you
worked
out
a
solution
and
we
toured
the
school
together
and
interestingly,
it
was
the
first
time
a
number,
not
you,
but
your
school
boards
had
been
in
each
other's
schools.
I
found
that
fascinating
when
I
walked
around
with
them,
so
you
have
worked
out
a
great
arrangement
with
them,
but
they're
both
strong
schools
that
we
would
like
to
see
opportunities
to
expand,
and
this
is
part
of
bill
bps,
trying
to
figure
out
these
solutions.
Okay,
mrs
robinson.
Z
B
A
AB
AB
T
You
chairman
emil
team.
As
you
see
the
memo
in
front
of
you,
it
just
outlines
the
timeline
that
we've
taken
thus
far.
The
work
that's
been
done
behind
the
scenes,
but
also
here
in
school
committee.
In
february,
we
presented
the
review
of
the
superintendent's
performance
goals
from
his
last
evaluation
cycle
and
asked
the
committee
for
feedback,
I'm
very
encouraged
by
the
process.
The
superintendent
has
taken
to
hold
himself
accountable
to
the
goals
of
the
strategic
implementation
plan.
So
it's
really
critical.
T
T
Now
that
the
school
year
has
come
to
a
close
and
we
have
a
little
bit
of
breathing
room.
It's
now
time
the
superintendent
is
collecting
the
artifacts
so
that
the
month
of
august
will
be
our
opportunity
to
potentially
vacation
yes,
but
to
also
stop
by
the
school
committee
office.
As
often
as
you
are
able
to
review
the
artifacts
that
the
superintendent
will
submit
to
us.
He
and
I
will
work
together
to
establish
a
timeline
so
that
you
all
will
have
time
to
review.
A
A
Q
T
Communicating
to
you
all
so
at
the
september
6th
meeting,
which
is
why
you
received
that
pre-birthday
message
from
me.
I
will
provide
the
committee
with
another
update
by
that
time
we
would
have
been
able
to
have
the
time
to
review
the
artifacts
and
also
have
the
time
to
not
just
review
the
artifacts
but
assess
the
work,
performance
and
you'll
need
to
complete
your
evaluation
report.
So
that's
why
you
will
have
the
correspondence
from
me
from
liz
and
with
a
strong,
encouraging
push
from
our
chair
supporting
me
before
my
birthday
and
then
upon
completion.
T
I
will
gather
all
the
documents
and
prepare
the
composite
evaluation
for
discussion
at
our
september
20th
meeting
and
if
you
can
just
highlight
these
dates
because
they
are
really
critical,
the
september
meetings
will
be
providing
the
updates.
It
will
continue
to
provide
opportunities
to
prepare
the
composite
evaluation,
but
we
will
request
that
the
vote
of
the
superintendent's
final
performance
rating
be
scheduled
for
october
4th.
T
So
we
we
want
to
go
into
the
new
school
year
having
had
this
completed,
which
is
why
we
do
want
to
have
the
review
during
the
month
of
august,
preferably
so.
Please
note,
as
we
stated
before,
that
the
composite
evaluation
will
be
prepared
and
discussed
and
all
individual
evaluations
are
public
documents.
A
And
to
throw
one
wrinkle
in
your
request,
I'm
sorry
for
not
highlighting
this
before,
but
we
are
actually.
Ms
sullivan
is
in
the
middle,
I
believe
of
polling
all
the
members
about
changing
the
september
20th
meeting
to
either
the
13th
or
the
27th,
because
september
20th,
rosh
hashanah
starts
at
sundown
that
evening
and
we
have
in
the
past,
always
tried
to
not
have
a
meeting
during
the
jewish
holidays.
A
So
I
think
ms
sullivan
is
in
the
middle
of
polling
members
individually
about
either
the
13th
or
the
27th,
so
just
reflect
the
fact
that,
whichever
one
it
switches
to,
if
we
do
switch
it,
that
was
when
that
will
be.
It
will
be
at
that
meeting
that
dean
robinson
will
present
the
composite
composite
evaluation.
Okay,.
A
V
Z
A
A
It's
interesting
because
the
superintendent
just
spent
time
this
week
with
his
fellow
urban
superintendents
in
massachusetts
so
fall
river.
New
bedford,
springfield,
worcester,
I'm
assuming
right
so
framingham
framingham
is
actually
a
fairly
good
size
district.
Obviously
none
of
them
are
our
size,
but
I
think
any
of
those
districts
struggle
with
that
issue,
which
is
why
we
have
the
flexibility
to
choose
the
indicators
and
rubrics
that
we
want
to
use
within
the
framework
and
we
can
personalize
it
a
little
bit,
I'm
sure
dean
robson.
Do
you
have
some
additional
comments
on
that.
T
I
do
one
of
the
critical,
I
believe,
critical
components
that
dr
chang
put
in
place
upon.
His
arrival
was
really
assessing
the
teams
and
the
organizational
design
of
the
work
that
needs
to
get
done,
and
so
the
strategic
information
implementation
plan
is,
I
think,
a
result
of
him
really
doing
a
great
assessment.
I
mean,
I
know,
I'm
doing
a
bit
of
a
pre-review
before
the
review,
but
there
there
are
some.
T
I
believe,
some
key
indicators
that
the
teams
and
the
work
has
been
set
up.
Well,
so
that,
as
we're
evaluating
his
performance
and
as
he's
evaluating
his
performance,
which
last
year
we
did
push
and
chairman
o'neill,
really
kind
of
left
the
charge
in
encouraging
dr
chang
to
evaluate
himself
as
well
and
be
reflective
as
a
leader.
T
Yes,
we
have
districts
that
are
similar
in
size
and
scope,
but
our
systems
that
have
been
set
up.
Here's
a
case
in
point
and
listening
to
the
presentation
earlier
from
dr
rose,
I
couldn't
help
but
note
so
many
similarities
from
the
work
that
has
been
set
up
from
that
department
to
the
work
that
dr
chang
has
been
leading
over
the
last
year
and
so
seeing
the
alignment
of
that
work.
Dr
rose,
his
team
looks
great.
The
work
looks
great.
T
The
task
force
is
looking
great,
but
in
essence
it's
really
helping
to
bolster
dr
chang
looking
great
as
well
as
a
leader,
and
so
one
of
the
key
components
that
I
think
dr
that
chairman
o'neill
has
brought
up
is
we're
evaluating
dr
chang.
We
know
the
breadth
of
this
work.
We
know
the
difficulty
the
complexity,
but
we
are
evaluating
him
and
his
performance
and
he's
aware
of
that,
and
so
as
a
leader,
he
is
also
leading
the
charge
to
evaluate
and
organize
his
team.
Well,
but.
T
A
A
J
C
Celebrate
that
together,
so
when
it
says
like
models
for
administrators,
how
to
reflect
on
the
effectiveness
of
interactions
with
faculty
and
students
and
uses
data
research
like
I
sometimes
don't
get
into
that
grading
site
where
I'm
doing
professional
development
for
principals.
However,
it
is
very
clear
that
we
do
that
as
a
team,
so
instructional,
superintendents
and
chief
of
schools
and
thinking
about
the
work
of
all
assistant
superintendents
are
in
stone
audience.
C
A
Any
other
questions
or
comments
for
dean
robinson
thank
you,
dean,
robinson
for
leading
this
effort
on
our
behalf
and
we'll
be.
This
will
be
at
each
of
our
next
three
meetings
we
will
have.
This
will
be
on
our
agenda.
So
thank
you.
That's
september
6th
either
the
13th,
the
27th,
whatever
works
out
for
them,
the
most
of
the
members
and
then
scheduled
for
a
vote
on
october
6th,
which
is
the
same
format
we
used
last
year.
Yes,
thank
you.
D
L
Good
evening,
thank
you
to
superintendent
chang
and
to
chairperson
o'neill
and
to
the
school
committee.
Thank
you
for
having
me
here
on
today.
Again,
my
name
is
reverend
willie
bodrick
ii,
I
am
a
proud
roxbury
resident.
I've
been
proud,
roxbury
resident
for
the
past
six
years.
I
am
also
served
as
I
also
serve
as
the
assistant
pastor
of
the
historic
12th
baptist
church,
as
well
in
my
state
capacity
as
the
outreach
coordinator
for
the
office
of
the
attorney
general
mark
healy.
L
Bnbsa
was
founded
based
on
an
unfaltering
commitment
to
recapture
in
our
young
people,
then
excellence
that
is
exemplified
by
black
scholars
and
achievers
of
yesterday
and
today
it
is
the
network's
mission
to
examine
and
to
monitor,
as
well
as
advocate
for
system-wide
policies,
organizational
structures
and
educational
practices
that
will
promote
the
achievement
and
development
of
black
students
enrolled
in
boston
public
schools
in
the
community.
We
also
look
to
utilize
this
method
as
well
to
build
support
within
our
own
institutions
and
to
further
our
goal
to
ensure
our
support
for
black
students
in
boston,
public
schools.
L
Given
the
mission
of
our
work,
we
actually
want
to
continue
to
work
closely
as
well
as
to
let
you
know
at
the
superintendent,
this
district,
as
well
as
this
committee
and
the
opportunity
achievement
gap
that
this
work
is
extremely
important
to
us.
Implementing
the
achievement
gap
policy
needs
to
move
forward
with
a
sense
of
urgency.
L
After
this
review,
we
will
come
back
to
this
school
committee
with
our
thoughts,
our
support
as
well
and
suggestions
as
we
move
forward.
We
strongly
urge
the
school
committee
and
the
mayor
to
exercise
the
political
will
and
commitment
to
provide
the
leadership
required
to
effectively
fund
and
implement
the
policies
undergirding
the
elimination
of
the
opportunity
and
achievement
gap.
We
further
advocate
that
the
accountability
in
this
system
is
explicit
in
the
plan
and
support
the
work
required
to
realize
this
goal.
L
We
look
forward
to
working
closely
with
boston
public
schools
with
this
superintendent
and
this
committee,
as
we
continue
to
advocate
for
this
work.
Last
but
not
least,
I
hear
the
alarm
going
off,
but
I
want
to
make
sure
that
we
add
that
this
presentation
that
was
presented
today,
which
was
comprehensive,
actually
happens
also
in
the
fall
during
the
school
year.
So
that
parents,
community
members,
as
well
as
other
advocates,
are
able
to
see
this
presentation
and
be
able
to
participate
in
making
sure
that
this
implementation
goes
forward.
AD
John
mudd,
unless
you
forgot,
I
think,
with
the
report
tonight,
we
are
at
a
turning
point
in
terms
of
addressing
this
achievement
gap
issue,
and
my
sense
is
that
we
have
a
choice
of
how
far
we
want
to
go.
How
far
we're
going
to
turn
this
billion-dollar
ship
and
we've
built
a
kind
of
foundation,
I
think
dr
rose's
seriousness
his
his
commitment
to
what
he
calls
targeted
universalism
in
in
addressing
the
concerns
of
and
and
needs
of,
marginalized
students
at
blacks,
latinos
ells
bed.
Students
is
critically
important.
AD
I
think
my
sense
is
that
he
has
changed
the
dialogue
with
many
of
the
departments,
but
it's
a
foot
in
the
door.
I
think
the
chairs
question
about
the
buy-in
of
the
departments
is
extremely
important,
and
my
sense
is
that
the
plans
that
they
have
developed
are
very
dramatically
in
quality
and
that
it
needs
really
serious
continued
attention
to
ensure
that
we
build
on
the
momentum
that
dr
rose
has
started
and
that
we
don't
relax
and
say
great
report,
and
you
know
we'll
wait
to
the
next
go
around.
It's
got
to
have
continued
pressure.
AD
I
think
that
there
needs
to
be
this
kind
of
addressing
both
of
departmental,
but
also
of
inter-departmental
issues,
the
diversity
of
staff
cuts
across
all
departments,
professional
development
cuts
across
all
departments
and
that
there's
a
matrix
in
this
plan.
But
how
that
matrix
really
translates
into
collegial
cooperative
action.
It
will
be
critically
important
in
addressing
most
of
those
complex
issues.
AD
The
the
policy
says
that,
if
I
can,
I
don't
use
too
much
time,
but
the
achievement
gap
impact
statement
will
give
an
explicit
examination
of
how
the
report
or
policy
will
help
or
hinder
eliminating
gaps
and
increase
or
decrease
opportunities
for
students
of
colors
english
language
learners,
students
with
disabilities
and
students
of
low
income
status.
That
calls
for
a
level
of
specificity.
AD
It
seems
to
me
that
is
not
yet
encompassed
in
the
equity
statements
that
you're
receiving
I'm
concerned.
How
much
30.
I'm
concerned
that
the
subcommittee
structure
in
terms
of
monitoring
ongoing
departmental
actions
may
need
the
addition
of
some
expertise
in
order
to
really
address
the
complicated
issues
that
we're
now
going
to
be
facing?
AD
I'm
concerned
that
the
staffing
in
the
office
of
the
achievement
assistant
director-
it's
not
a
matter
of
the
number
of
the
staff,
I'm
concerned
and
and
colin
rose-
knows
this-
that
he
has
a
lot
of
programmatic
staff,
and
this
is
he
is
the
leverage
of
the
superintendent
and
you
to
change
what
I've
called
this
billion
dollar
super
tanker
and
he
needs
to
have
the
staff
to
to
push
that
issue.
So
thank
you
for
hearing
me
and,
let's
not
relax,
let's
keep
pushing.
AD
I
would
just
suggest
that
this
committee
might
want
to
look
at
some
selected
issues
like
the
cultural
proficiency
or
literacy
or
professional
development
or
staff
diversity,
and
have
some
in-depth
discussions
every
other
month
so
that
the
issue
keeps
coming
before
everyone,
and
I
really
appreciate
the
superintendent
being
down
here.
You
know
and
and
lending
his
symbolic
presence
and
support
to
this
issue.
I
think
for
this
system.
That's
crucially
important,
so
thank.
A
A
C
Miss
lydia
ramos
who
joined
the
boston
public
schools
team,
as
my
senior
advisor,
also
made
a
decision
to
transition
from
boston
public
schools.
I
believe
she
wrote
all
of
you,
so
all
of
you
are
aware.
Ms
lydia
ramos
is
returning
back
to
los
angeles
to
get
married
and
actually
engage
in
the
next
phase
of
her
life.
I'm
also
very
deeply
appreciative
of
the
support
she's
provided
me
directly
explicitly
around
my
work
externally.
C
A
Any
other
new
business
hearing,
none.
That
concludes
our
business.
For
this
evening.
The
next
school
committee
meeting
will
take
place
on
wednesday
september
6th
at
6
00
pm.
There's
nothing
further
I'll
entertain.
A
motion
to
adjourn.
Thank
you.
Second
looks
like
unanimous
consent
good
night
and
have
a
restful
summer.
Superintendent
enjoy
your
vacation.