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From YouTube: Exam School Admissions Task Force Meeting 6-29-21
Description
Exam School Admissions Task Force Meeting 6-29-21
B
A
F
G
B
B
D
B
B
I
J
B
B
B
All
righty
without
further
ado,
I'd
like
to
turn
this
over
then
to
miss
sullivan.
L
Okay,
I'm
gonna
start
as
I
did
yesterday
and
say.
Thank
you
in
advance.
This
is,
we
are
getting
down
to
the
wire.
We
are
literally
24
hours
away
from
presenting
or
or
the
start
of
presenting
our
recommendation
to
oh
wow
thunderstorms.
L
This
look,
listen,
god
is
watching
literally,
you
know
just
about
24
hours
away
from
presenting
this
a
final
recommendation
to
the
school
committee
relative
to
this
process
and
truly
want
to
thank
the
entire
task
force,
the
interpreters.
Some
of
you
have
been
with
us
for
really
this
entire
journey.
Thank
you
for
for
being
with
us
and
providing
us
with
support.
We
greatly
appreciate
that.
Yes,
and
you
know
tonight,
hopefully
we
will
be
able
to
stay
within
our
two
hours,
but
that's
probably
unlikely
so
again.
L
Thank
you
in
advance.
For
this
final
conversation,
this
ms
sullivan,
can.
E
B
B
M
L
My
mother
always
said
a
thank.
You
is
never
too
long
or
never
too
late,
so
so
we're
getting
the
thank
yous
out
of
the
way,
but
we're
gonna
dive
into
it
for
tonight
and
and
be
prepared
to
come
to
a
final
decision.
As
a
group
that
said,
I
actually
think
that
and
monica
or
monaco
will
let
us
know
I
one
of
them
may
have
had
the
opportunity
to
put
onto
a
slide
where
we
left
off
last
night.
L
I
will
give
them
a
moment.
They'll
indicate
to
us
whether
or
not
they
were
able
to
do
that
I'll.
Give
that
if
they
did
I'll
give
them
a
moment
to
pull
that
to
get
it
started,
but
you
know
as
they're
doing
that
I
want
to
I
just
I
want
to
put
on
the
table
coming
off
of
last
night.
Again
we
suspended
the
meetings.
This
is
the
continuation
of
last
night's
meeting
coming
off
of
last
night's
meeting.
L
There
has,
you
know,
certainly
been
a
swirl
of
feedback
that
we've
received
as
a
task
force
from
various
parts
of
of
the
city
right
various
stakeholders,
and
you
know
folks
having.
I
think
the
good
thing
is
folks
have
a
have
a
really
had
a
really
good
sense
of
where
we
landed
on
on
last
night.
Monica
or
monica
can
you
put
in
the
chat?
Do
you
have
a
slide,
or
are
you
working
on
a
slide,
or
should
we
do
this
orally,
or
can
you
just
say.
L
No
problem,
but
we've
received
a
lot
of
feedback.
You
know
just
generally
speaking
about
where
we
landed
with
respect
to
this.
The
70
30,
but
even
more
so
with
respect
to
the
100
ses
tiers
straight
rank
that
that
has
received
feedback,
and
so
I
do
want
to
be
again
some.
Of
course,
all
of
our
meetings
are
subject
to
open
meeting
law
as
task
force
members.
L
It's
important
that
you
know
all
of
our
you
know.
Deliberations
are
in
public,
and
so
I
do
want
to
put
on
the
table
for
folks
again
based
on
what
we
heard
specifically
about
the
100
ses
straight
rank.
I
do
want
to
put
on
the
table
for
us
an
opportunity
for
folks
to
to
speak
to
that.
If
they're
so
inclined
and
before
you
do
does
monica
hogan
have
screen
sharing
capability
lena.
L
So
the
only
thing
that's
missing
that
I
see
is
the
and
I
see
dr
tong.
I
see
your
hand.
What
I
do
see
missing
is
the
the
specialized
tier
for
dcf
and
homeless
students
similar
to
the
the
interim
policy
yeah.
L
But
otherwise
again,
this
is
the
this
is.
This
is
not
inclusive
of,
of
course,
our
expanded
recommendations
relative
to
bps
and
the
academics
within
bps
for
the
elementary
grades.
But
yes,
I
think
this
is.
This
is
right:
dcf,
homeless,
yeah,
dr.
P
Tung
and
could
you
add,
a
sub
bullet
under
the
first
one
about
what
assessment
we've?
Yes,
it's.
P
Q
I
would
just
add:
under
the
gray
it
says
first
two
terms
of
sixth
grade
what
they're
going
to
do
about
the
schools
on
trimester.
So
is
it
just
the
first
trimester.
B
B
I
think
we
agreed
to
last
two
quarters
of
the
spring
in
math
and
language
arts.
B
Q
E
E
L
Okay,
so
is
this
right,
monica
hogan,
do
you
mind
making
this
putting
this
in
presentation
mode?
Please
thank
you.
E
E
P
Dr
tom,
what
about
the
grouping
for
students
and
yeah.
L
That's
great
miss
grasa.
Q
N
I
think
this
is
a
detail.
We
definitely
need
to
talk
through
with
nwa
around
what
they
recommend,
but
there
are
percentile
percentiles
that
correspond
to
the
norms
of
where
it
would
be
considered
quote
unquote
on
grade
level
at
different
times
of
the
year.
So
I
think
that
norm
would
change
based
on
what
time
period
in
sixth
grade
the
test
is
given
compared
to
fifth
grade.
N
L
S
L
P
P
Doctor
tongue,
we
didn't
decide
last
night
but
to
be
decided,
is
which
tier
option
we're
using
one
five
or
six.
O
L
L
Yes,
the
thunder
you
can
hear
you
can
hear
the
thunder
in
the
background:
okay,
okay,
so
this
is
where
we
left
off
last
night.
Let's
give
folks
a.
L
Coming
out
of,
as
I
shared
at
the
beginning,
there
has
been
a
lot
of
conversation
primarily
about
the
mechanism,
which
is
the
100
of
invitations
allocated
by
straight
rank
within
the
census.
Tracts.
L
Specifically,
we
have
heard
you
know
if
you,
if
you
read
the
boston
globe
comments,
especially
I
try
not
to,
but
if
you
do
specifically
we've
heard
about
with
respect
to
the
hundred
percent
of
invitations
allocated
by
straight
rank,
really
a
desire
to
have
you
know
an
x
percentage
of
students
be
able
to
access
the
seats
on
a
city-wide
basis
so
similar
to
our
interim
policy,
where
we
have
the
2080
right,
where
we
had
20
percent
of
the
students.
L
L
L
When
we
look
at
the
data,
the
data
is
clear
that
the
20
does
not
help
to
improve
any
of
those
indicators
and
yet-
and
still
there
are
folks
who
feel
strongly
that
there
should
be
some
set
aside
for
students
to
access
these
seats
city-wide.
L
L
Some
of
us
have,
you
know,
heard
directly
from
folks
on
this,
so
I
want
to
put
that
on
the
table.
So
there
could
be
an
open
discussion
about
it
and
get
your
reactions
to
it.
T
The
first
thing
I
want
to
say
is
what
I
said
last
night,
which
is
that
if
all
these
students
are
going
to
the
same
school,
then
the
bus
they're,
getting
there
on,
doesn't
need
to
have
a
first
class
section
and
a
coach
section
if
they're
all
going
to
the
same
place.
Okay,
that's
that's
my
my
belief
in
the
dangers
of
an
80,
20,
split.
T
C
I
would
I
would
agree
with
with
mr
craiger
and
ms
sullivan.
I
appreciate
you
bringing
it
back
on
the
table.
I
was
last
night.
In
fact,
I
voted
in
favor
of
a
100
ses
tears.
You
know
straight
rank
primarily
because
I
you
know
we.
C
I
I
wanted
to
be
sure
that
anyone
who
doubted
our
commitment
to
equity
would
you
know
we
would
viciate
any
of
those
downs.
However,
you
know
really
checking
my
gut.
I
I
have
actually
a
much
more.
You
know.
C
I
have
a
more
visceral
inclination
to
the
80
20
than
even
the
100
for
a
couple
of
reasons.
Somehow
we
pulled
off
something,
perhaps
unintentionally
beautiful
back
in
october.
C
We
did
a
lot
of
work
on
this
and,
frankly,
I
we
didn't
know
how
any
of
this
is
was
going
to
hold
up
after
the
conversations
that
we
had
throughout
the
summer,
but
we
ended
up
with
something
I
mean.
Let's
put
it
this
way,
the
perfect
is
always
going
to
be
the
enemy
of
the
best,
but
we
came
up
with
something
really
remarkable.
C
We
came
up
with
a
plan
that,
as
mr
greger
said,
not
only
is
likely
to
dispel
any
fears
of
this
being
a
backdoor
to
a
racial
set-aside,
but
has
already
survived
a
constitutional
challenge,
so
the
the
82,
the
use
of
the
80
20
already
has
you
know
the
inframatter
from
from
the
federal
appeals
court
number
one
number
two
we're
demonstrating
that
we
can
have
our
equity
and
our
rigor
too,
and
what
we
saw
was
that
we
made
remarkable
gains
using
the
80
20..
C
We
we
had
remarkable
gains
at
each
of
the
demographic
levels
and
with
each
of
the
you
know,
ethnic
representations,
more
latinx
students,
more
black
students
into
a
boston,
latin
school
and
miss
garrett
is
correct,
really
we're
talking
about
her
shock
and,
at
the
same
time,
we
were
able
to
dispel
any
concerns
that
we
weren't
about
rigor
and
that
we
weren't
about
you
know
respecting
constitutional
muster.
O
P
Yes,
the
20
city-wide
did
move
us
towards
our
goal
for
this
year
and
we've
seen
plenty
of
data
as
miss
sullivan
points
out
that
we
can
do
better.
So
why
would
we
stop
it
good
enough
and
to
mr
craiger's
point,
have
there
been
any
legal
challenges
to
the
use
of
tears
in
chicago
and,
if
so,
have
they
been
successful?
K
K
So
we
we
don't
have
necessarily
a
model
to
compare
using
the
same
tier
structure
because
they're
not
100
in
tears.
L
And
the
20
again,
we've
seen
it
over
and
over
and
over
again
it's
clear
about
what
the
20
represents
and
if
we're
gonna
present
a
recommendation.
I
do
think
it's
important
for
us
to
wrestle
with
that.
We
have.
We
have.
We
have
successfully
wrestled
with
nearly
every
other
issue
that
has
been
raised
about
the
interim
policy
and,
quite
frankly,
you
know
the
the
the
the
pre-pandemic
policy.
L
O
R
Yeah,
just
pretty
much
adding
on
to
everything
I
mean
someone
just
said
I
I
mean
the
data
is
extremely
clear.
Like
it's
straight
in
our
faces,
it
says
exactly
what
ms
sullivan
just
said,
that
when
you
base
it
straight
off
citywide
the
people
students
with
the
most
privilege
are
gonna,
do
the
best
and
we're
trying
to
create
we're
kind
of
you
know
we're
trying
to
answer
our
charge.
I
don't
see
how
diamonds
are
charged
by
including
a
20
model
to
the
most
privileged
students
and
that's
again,
that's
what
the
data
shows
that
it
is
so.
R
I
would
be
very
concerned
with
going
back
to
the
20
model,
I'm
still
a
little
confused,
because
it
seemed
like
we
had
reached
an
agreement
on
100
rank
yesterday.
R
I
think
it's
also
just
to
put
that
out
there
again
that,
no
matter
what
we
do,
people
are
going
to
hate,
but
there's
going
to
be
some
group
people
that
are
disliking
what
we're
doing
some
people
have
louder
voices
than
others,
but
you
know
there's
always
going
to
be
some
people
that
are
always
me
man
what
we
what
we
come
up
with,
so
we
just
got
to
balance
out
what
you
know.
What
what
are
we
willing
to
compromise
and
what
are
we
going
to
sacrifice
versus?
L
P
Tom,
I'm
just
trying
to
understand
and
recap
what
happened
last
night,
because
I
think
what
happened
was
we
were
wrestling
with
how
much
weight
to
give
an
assessment,
and
so
when
we
landed
at
70
percent
gpa
30
assessment,
we
sort
of
came
to
a
compromise
around
the
20,
city-wide
or
100
percent
by
socioeconomic
grouping.
So,
and
that
was
something
that
we
all
gave
a
little
and
you
know
talked
about
for
a
long
time.
So
I'm
just
wondering
why
we're
revisiting.
C
Perhaps,
to
address
that
concern,
ms
sullivan,
I
view
it
this
way
and
I
and
I
appreciate
getting
clarity
again,
just
a
reminder
from
the
chicago
model,
where
our
2080-
let's
put
it
this
way,
if
we're
doing
a
20,
80
split,
20,
citywide,
80
percent,
drawn
from
economic
tiers
and
putting
70
percent
of
the
weight
on
grades
and
30
percent
on
an
on
a
workable
exam,
workable
test,
not
the
ise
we're
going
to
be.
C
This
would
be
by
definition,
if
we
had
done
if
we
had
introduced
this
in
october
of
2020,
when
we
introduce
something
very
similar
to
that
it
should
be,
it
should
very
rightly
be
celebrated
as
a
mammoth
achievement
and
the
most
equitable
admissions
policy
to
our
exam
schools,
and
really
particularly
we're
talking
about
one
as
miscarriage,
brings
up
frequently
we're
really
just
talking
about
her
shop.
C
The
concern
is
you're,
looking
specifically
at
the
20
percent
and
pulling
the
data
from
the
limited
universe
of
the
20
percent
and
saying
my
goodness.
This
looks
like
the
battle
days
and
it
does,
but
the
heavy
lifting
is
happening
in
the
80
percent.
C
C
Okay,
I
I
don't
think
I'm
you
know
alone,
in
that
I
want
the
students
in
others.
My
concern
is
we
have
the
opportunity
and
I'll
repeat
the
phrase
to
seek
the
perfect.
The
perfect
can
be
the
enemy
of
the
best.
L
Mr
acevedo,
I
greatly
appreciate
your
comments.
However,
I
could
not
disagree
more.
What
I
do
with
it
in
part.
What
I
do
agree
with
you
on
is
that
there
are
people
in
this
city
who
agree
with
you.
Absolutely
that's.
Why
we're
having
the
conversation
they
just
so
happen,
not
to
be
the
folks
that
tend
to
be
on
the
side
of
really
progressive
policy
as
it
relates
to
racial
equity.
L
The
data
is
very
clear
about
who
and
what
the
20
represents,
and
if
we
are
going
to
again,
if
we're
going
to
move
in
the
direction
of
the
20
percent
to
respond
to
the
voices
of
a
few
in
this
city
who
want
to
maintain
a
status
quo,
then
I
do
believe
it
is
incumbent
upon
us
as
a
task
force
to
wrestle
with
how
we
mitigate
against
the
harm
that
will
inevitably
be
caused
to
some
of
our
most
vulnerable
children,
particularly
those
who
are
lower
income,
particularly
those
who
are
victims
of
homelessness
that
cause
that
may
cause
them
to
be
more
transient
and
then
therefore
less
likely
to
be
able
to
get
into
a
20.
K
Just
focusing
on
the
on
the
data
and-
and
I
will
say
just
from
a
personal
perspective-
this
was
not.
This
was
not
my
hill.
I
was
I'm
good
with
where
we
are
right
now,
but
just
from
from
a
data
perspective,
I
think
that
we
did
see
the
20
shift
with
to
some
level
with
the
high
poverty
indicator.
I
think
it's
what
we're
calling
the
ten
percent.
K
I
also
think
that,
as
it's
structured
now,
the
size
of
the
tiers
are
such
that
the
highest
ranking
students
will
probably
get
access
either
way,
and
so
I
do
think
at
some
point
we're
we're
now
in
a
in
a
city
kind
of
symbolic
conversation
almost
in
terms
of
where
we
are
with
the
data,
and
so
I
think
that's
what
makes
this
conversation
a
little
challenging,
because
we
all
you
know,
have
our
different
pieces
that
we
bring,
but,
unlike
the
zip
codes
which
were
so
small
that
when
we,
you
know
that
this
policy
really
did
play
with
the
edges.
K
K
This
is
why
it's
not
my
hill,
but
I
just
thought
it
might
be
useful
to
to
mention
that
that
I
don't
necessarily
think
with
this
particular
policy
shift
that
we're
talking
about
a
significant
difference
in
the
totality
of
the
composition,
and
I
think
it's
important-
that
the
composition
reflects
the
full
diversity
of
the
city
across
all
backgrounds,
as
that's
one
of
the
biggest
learning
benefits,
as
as
we
know
from
the
research
and
as
we
see
firsthand
in
our
schools,.
B
I
think
the
task
force
has
heard
my
position
on
the
2080..
I've
tried
twice
to
influence
the
thinking
taught
it.
I
am
a
bit
concerned,
however,
and
I
would
like
to
suggest
that.
B
B
O
B
B
B
L
I
would
I
would
actually
for
based
on
what
you
shared
earlier.
I
I
agree
with
you
relative
to
the
mobility,
so
I
so
for
the
student
using
this
avatar
of
a
student,
the
student
in
dcf
custody,
who
we
know
is
very
likely
to
be
moving
to
multiple
schools
during
the
school
year
with
the
time
you
know,
let's
say
in
their
fifth
grade
year
and
at
the
time
you
know
they
end
up
applying
in
the
sixth
grade.
L
So
I
would
what
I
thought
I
heard
you
say
initially
was
so
let
me
say
this.
I
appreciate
where
you're
going
and
this
could
address
or
help
to
mitigate
some
of
this,
because
in
a
sense
it
would
help
with
the
20
it
would
do
it
wouldn't
do
anything
for
the
tears
no,
but
it
could
help
with
respect
to
the
20
and
making
the
helping
the
20
to
be
more
inclusive.
L
B
S
It's
okay.
Actually,
what
I
understood
from
mr
condom
passes
is
like
homeless,
students,
dcf
and
students
in
bha.
They
will
automatically
get
a
five
points
that
will
result
into
15
if,
on
top
of
that,
they
were
in
a
school
with
a
high
poverty
leader.
That
was
me
understanding.
He
was
wrong,
but
I
mean
I
think
that
that
if
that
was
not
what
he
proposed,
I
think
that
we
could.
S
We
could
propose
that
too,
and
I
I
hear
what
you're
saying
of
the
students
changing
schools
ending
up
at
the
wrong
time
in
the
good
non-poverty
school.
So
I
wonder
if
there
is
any
way-
and
maybe
that's
a
question
for
for
monica
hogan-
that
we
can
take
into
account
that
the
student
has
been
doing.
S
If
you
have
spent
six
months
in
a
high
poverty
school
and
at
the
time
of
doing
the
application,
they
are,
as
you
say,
and
the
elliot
or
their
inventor
that's
against
them,
and
we
should
take
into
account
that
most
of
his
education,
he
has
been
in
a
school
with
this
resource.
So
when
they,
if
it
is
a
way
of
allocating
these
standpoints
to
any
student
who,
on
the
whatever
x
amount
of
time,
has
been
in
a
high
poverty.
School.
Q
O
L
Yes,
but
that
would
only
because
they
would
be
in
a
tear
unto
themselves
the
the
whether
it's
10
points
or
15
points.
What
that
would
what
I
in
mr
condopaz
is
bringing
this
to
the
table.
What
that
would
help
to
potentially
address
is
really
what
we
see
in
the
data
for
the
20.
It
would
have
little
to
no
impact
in
the
tier.
It
would
really
impact,
potentially
the
20.
Q
L
U
U
And
how
does
that?
Because
that
would
impact
the
number
of
invitations
allowed
per
tier.
L
N
O
Q
I
keep
thinking
about
the
size
of
this
tier
for
dcf,
bha
and
homeless,
and
I
I
I
don't
know
the
numbers
off
the
top
of
my
head,
but
I
do
not.
I
do
not
suspect
it
will
be
as
large
as
the
other
tiers
like.
Q
L
Q
But
all
of
our
simulations
did
not
have
this
tier,
so
we're
thinking
about
our
simulations
and
thinking
about
where
we
could
see
the
15
points
matter.
It
would
be
within
eight
tiers
across
the
city
with
not
a
tier
for
dcf,
bha
and
homeless,
but
maybe
giving
them
these
15
points
like
they
automatically
get.
Q
15
points
you,
don't
you
don't
have
to
go
to
a
high,
an
economically
disadvantaged
school,
to
get
the
10
points
because
you
you
get
fif
you
get,
we
make
it
15
points,
and
then
they
don't
have
their
own
tier
like
it
would
be.
L
No
one
had
a
problem
with
that.
Okay,
with
the
throwing
putting
the
bha
in
there
is
in
response
to
an
it,
was
in
response
to
negative
feedback.
We
received
you'll
recall
about
students
living
in
bha
housing,
public
housing
who
also
resided
in
higher
income,
neighborhoods
and
them
being
disadvantaged
and
so
pulling
ba
students
and
living
in
bha
housing
helps
to
address
alongside
dcf
and
homeless.
Students
helps
to
is
being
responsive
to
a
critique
that
the
interim
policy
received.
K
K
Are
we
proposing
a
proportionate
admission
just
similar
to
the
way
the
zip
codes
worked
based
on
the
size
of
the
tier,
because
I
think
that
one
thing
that
ms
grossa
might
be
reacting
to
is
the
difference
between
the
tier
model,
as
the
zip
code
model
was
that
the
tier
model
was
going
to
be
relatively
equally
sized,
yes,
and
so
just
trying
to
reconcile
that
you
know,
whereas
miss
hogan
can
play
with
the
numbers
on
the
other
tiers
based
on
where
her
cutoffs
are.
K
If
the
number
of
the
eighth
tier
is
going
to
be
what
it
is
based
on,
the
students
who
qualify
based
on
those
indicators,
so
is
that
a
is
that
a
proportional
admissions
or
is
that
something
for
the
implementation
conversation.
L
K
O
K
Implementation
details
yeah
my
other
just
question,
and
maybe
I
just
like
after
dr
tong
goes.
Maybe
mr
kreger
could
offer
some
thoughts
as
someone
who's,
often
just
reminding
us
about
the
cautions
of
shaping
groups.
K
I
just
in
terms
of
this
suggestion.
I
would
wonder
what
his
thoughts
are
in
terms
of
the
20
and
now
creating
different
circumstances.
That
would
impact
the
20
just
from
that
lens
that
he
often
brings.
O
P
We'd
have
to
say
something
like
the
data
shows
that
a
20
set-aside
is
inequitable
and
harms
diversity
and
as
a
barrier
to
access,
but
we're
keeping
it
because
we're
going
to
give
extra
points
in
a
separate
tier
of
a
different
size
to
dcf,
housingless
and
pha
students,
which
I
support,
giving
them
extra
points
but
and
we'll
be
safer
from
litigation
and
will
keep
those
power
and
privilege.
Happy.
O
R
T
Thing
so
I
I'm
trying
to
try
to
figure
out
where
to
go
first
on
this.
I
think
this
is
what
I
want
to
say
about
the
law.
T
T
T
But
chief
justice
roberts
and
the
three
justices
who
joined
him
in
questioning
that
did
not
comprise
a
majority
of
the
court.
Instead
anthony
kennedy
and
the
four
more
liberal,
leaning
justices
in
separate
opinions,
said
number
one.
There
was
a
compelling
interest
in
promoting
diversity
and
number
two
justice
kennedy.
T
Often
the
swing
vote
on
the
court
said:
there's
no
way
you
can
assign
students
to
schools
without
knowing
what
this
does
by
a
racial
impact.
In
fact,
it's
no
different
than
voting
and
redistricting,
where
you
can't
redistrict
without
understanding
that
you're
going
to
change
the
racial
demographics
of
the
district.
T
In
line
for
a
constitutional
challenge
and
I'll
say
this,
what
we
did
in
the
interim
policy
met
all
of
the
criteria
of
what
justice
kennedy
proposed,
at
least
according
to
the
federal
district
court
in
which
our
policy
was
challenged,
and
today
the
u.s
first
circuit
court
of
appeals,
which
reviewed
our
policy
at
the
express
request
of
the
plaintiffs
to
under
a
preliminary
injunction
right.
T
That
feels
like
legal
mumbo
jumbo.
Here's.
What
I
want
to
say,
the
I
think
the
danger
for
what
we're
doing
is
no
different
than
the
danger
for
lowell
high
school
in
san
francisco
or
thomas
jefferson
in
virginia
any
of
the
places
where
you're
trying
to
to
change
admissions
policies
at
selective
high
schools
to
to
see
greater
racial,
socioeconomic
and
neighborhood
diversity.
Right
that,
because
the
court
has
changed
because
justice
kennedy
has
retired,
because
justice
ginsburg
has
sadly
passed
right.
T
T
You
know
what
fits
in
decides.
What
the
you
know
what
the
guidelines
are.
Do
we
run
a
risk
that
our
policy
will
be
declared
unconstitutional?
T
T
T
I
like
what
we've
proposed,
because
I
recognize
that
the
court
has
changed
in
composition
significantly,
and
I
recognize
that
what
justice
kennedy
proposed
was
not
a
proposal
shared
by
justices,
alito,
roberts
or
thomas
who
all
still
remain
on
the
court.
I
I
see
a
value
in
further
undercutting
any
question
about
whether
our
policy
assigns
students
on
the
basis
of
their
race
right.
T
I
don't
think
that
giving
a
particular
weight
to
homeless
students,
dcf
involved
students
or
bha
residing
students
does
anything
to
to
raise
further
red
flags
for
me,
and
so
I
think
that's
fine,
but
I'm
I'm
just
gonna
say
this
right
like
if
the
us
supreme
court
is
going
to
topple
the
promotion
of
racial
diversity,
it's
going
to
do
it
whatever
we
do,
it's
going
to
do
it,
whatever
san
francisco
does,
and
it's
going
to
do
it
whatever
virginia
does.
T
If
it
feels
that
the
promotion
of
racial
diversity
cannot
be
a
compelling
state
interest,
because
what
we've
said
is
it
can,
and
it
should
be.
Our
job
is
not
to
racially
balance
the
exam
schools
to
make
them
look
like
the
district,
but
our
job
is
to
promote
the
benefits
of
diversity,
and
if
the
u.s
supreme
court
no
longer
feels
like
that's
a
valid
thing
to
do,
then
we
have
problems
along
with
every
single
other
school
district
in
the
country.
T
My
take
is,
to
be
honest,
stick
with
100
tears
right
and
if
there
are
folks
around
the
city
who
feel
so
strongly,
otherwise
they
can
go.
Tell
the
school
committee
right
and
the
school
committee
can
decide
if
what
they
really
need
is
an
additional
legal
rampart
to
support
them.
They
can
have
it,
but
I
think
what
we've
done
as
the
group,
after
all
this
time
to
work
toward
consensus,
is
incredibly
valuable
and
to
me
our
consensus
at
this
stage
is
the
most
important.
T
K
L
Not
about
tomorrow's,
it's
just
a
it's
the
recommendation
of
the
task
force.
K
And
this
is
so
with
the
school
committee,
whether
they
choose
to
use
it
or
not,
be
able
to
make
an
adjustment
to
our
recommendation
to
them
if
they
they
chose
or.
L
Yes,
similar
to
similar
to
the
changes,
the
modifications
that
we
made
to
the
interim
policy.
You
know
we
presented,
we
got
public
comment
and
made
some
adjustments
to
the
policy
between
the
time
it
was
initially
presented
in
the
time
that
they
voted
on
it.
So
I'm
sorry
good.
E
L
So
here
we
are
and
I'm
look
let's
just
let's
have
the
conversation,
mr
craiger,
I
could
not
agree
with
you
more.
O
L
L
O
O
L
O
L
L
L
L
O
O
L
L
B
B
B
E
B
B
B
B
B
V
B
B
D
B
B
I
B
B
U
Thank
you,
and
I
want
to
thank
mr
cracker
because
he
actually
gave
me
a
bit
of
an
aha
moment
here,
which
is
that,
ultimately,
the
decision
regarding
this
policy
recommendation
rests
with
the
school
committee
and,
in
my
mind
and
opinion,
the
political
ramifications
of
this
policy
decision
rests
more
with
that
committee
than
it
necessarily
does
with
this
task
force.
So
if
this
task
force
is
to
make
a
recommendation
that.
U
Balances
the
recognition
of
the
social
inequities
that
this
city,
that
that
exists
in
the
city
outside
the
purview
and
control
of
bps
or
perhaps
other
systems
within
within
the
the
city
itself.
If
we
can
make
a
recommendation
such
as
the
100
tier,
why
wouldn't
we?
T
T
T
Because
this
process
has
been
incredibly
difficult
right
and
I'm
just
gonna
say
this-
I.
T
I
think,
throughout
this
process,
both
in
the
task
force
and
in
the
working
group,
we've
been
incredibly
lucky
to
have
the
involvement
of
all
of
us
and
the
leadership
of
you
tanisha
and
you,
mike
and
and
to
speak
directly
to
you
tanisha
right.
You
know
you
and
I
have
done
this
by
holding
forums
across
the
city
for
years.
T
We
we
did
several
public
records
requests
to
the
district
to
get
this
sort
of
data,
so
we
could
analyze
it
together,
so
we
could
write
about
it
together,
so
that
we
could
make
sense
of
it
right
and-
and
I'm
proud
of,
the
consensus
that
we
reached
as
the
as
the
working
group
that
we
had
in
the
spring
and
I'm
similarly
proud
of
of
whatever
comes
out
of
this
process,
because
I
think
what
we've
done
as
a
group
is
substantial
and-
and
I
can
fully
support,
I
can
fully
support
the
direction.
T
It
is
that
that
you
wish
to
go
here
and
and
and-
and
I
recognize
that
it
is
done
with
a
vision
of
the
leadership
of
the
naacp-
that
that
has
guided
our
city
to
its
better
angels
over
generations.
T
On
matters
of
securing
educational
equity
for
all
of
our
youth
right
and-
and
I
see
it
quite
clearly
here
in
in
this
path
forward
that
that
you're
suggesting
for
us.
So
I'm
on
board.
U
I
just
want
to
maybe
perhaps
state
for
the
record.
The
pragmatist
in
me
has
no
doubt
that
we
can
reach
consensus,
so
I
want
to
put
that
on
the
table.
I
do
want
to
say,
and
perhaps
this
is
what
has
been
done
over
the
last
60
plus
hours-
that
we
have
an
opportunity.
The
idealist
in
me
sees
an
opportunity
here,
make
sure
we
don't
miss
the
opportunity
to
push
the
envelope
a
little
bit
more
on
the
systemic
structures
that
we
are
trying
to
overcome
and
chip
away
at
with
the
compromises
that
we
are
making.
U
U
So
I
just
want
to
state
that
and
understand
that
if
there
is
opportunity
to
ensure
that
whatever
policy
recommendations,
we
make
acknowledges
that
we
are
making
them
within
a
system
that
is
imperfect
to
begin
with
and
provides
bps
an
opportunity
to
leverage
other
resources,
including
the
esser,
to
address
some
of
the
issues
that
we
could
not
address
because
it
was
not
under
our
purview
or
or
otherwise.
L
L
We
need
to,
I
think,
it's
important
and
that
is
relative
to
making
it
clear
and-
and
we
will
whatever
the
recommendation
is.
We
will
do
this
tomorrow,
making
it
clear
that
there
that
there
have
been
adjustments
made
by
this
task
force
to
be
responsive
to,
as
you
articulate
it,
whether
it's
public
comment
or
the
data,
the
research.
What
have
you,
but
also
just
what
is
happening
within
the
ecosystem,
so
that.
R
I
mean
if
it's
that
important
to
someone,
then
why
don't
they
come
and
talk
to
us
and
speak
up
testify
like
we
haven't
heard
from
any.
We
haven't
heard
that,
like
all
of
a
sudden
there's
like
these
ghosts
that
are
speaking
that
have
this
power,
like,
I
hope,
no
one's
getting
threatened
on
this
task
force
because
that's
kind
of
what
it's
not
like
and
online
all
seriousness.
R
I
hope
people
are
respecting
everyone
in
this
task
force
and
the
conclusion
that
whoever
agrees
and
disagrees
comes
to,
because
I
mean
we've
held
public
comment
at
every
single
meeting
public
meeting
that
we've
had
this.
The
public
meeting
laws,
which
someone
else
thinks
can
explain
a
lot
better
than
I
can
so
I'm
just
a
little
confused
as
to
where
this
backlash
is
coming
and
if
there
was
more
specif.
W
Good
evening,
everyone,
as
it's
already
been
stated,
a
lot
of
time
it
has
been
put
into
trying
to
come
to
consensus.
W
We
talked
about
race,
we've
talked
about
equity,
we've
talked
about
white
supremacy,
we've
talked
about
a
lot
of
things
here,
so
for
us
to
be
at
this
point
right
now,
where
all
of
that
work
is
now
being
questioned.
Now
I
will
I'm
gonna,
say
question.
I
guess
being
told
that
this
has
to
go
this
way,
it's
a
problem.
For
me
it
was
hard.
It
was
hard
for
me
to
get
to
70
30..
I
was
a
60
40
person.
W
It
doesn't
sit
well
with
me
at
all
and
at
the
same
time
we
still
haven't.
Even
I
know,
we've
said
it's
not
the
charge
of
this
task
force,
but
the
real
issue
is
that
our
students,
when
we
look
at
the
fourth
grade,
third
and
fourth
grade
test
scores
the
students
within
boston
public
schools,
are
not
performing
at
the
same
level
as
some
of
their
white
peers.
W
And
you
know
I
know
this
is
where
this
work
ends
and
this
maybe
this
would
feel
better
if
there
was
like.
I
said
if
we
were
still
working
if
there
was
a
task
force
that
was
working
on
that
piece
around
to
find
out,
what's
happening
with
it,
what's
happening
with
those
great
look
with
our
students
at
that
level,
and
that's
not
to
blame
any
teacher
or
any
school
leader,
but
rather
systems
and
structures
that
are
in
place
that
do
not
allow
our
students
to
be
educated
at
that
same
rate.
W
W
G
L
K
I
think
we're
really
close
there
and
okay,
if
maybe
that
might
be
something
that
we
can
resolve,
maybe
quickly.
K
K
I
think
that
we
should
use
the
same
tier
model
that
we
plan
to
use
in
future
years
as
a
way
to
get
that
started,
so
basically
suspending
that
assessment
until
our
students
get
reacclimated
to
school
fully
in
person
and
replicating
the
model,
that's
used
for
the
2324
model,
minus
the
assessment.
E
P
But
I
I
agree
with
miss
garrett's
proposal.
C
Yes,
I
think
that
would
be
I'd
always
thought
that
it
would
be
easier
for
us
to
come
to
consensus
with
2324
than
it
would
be
for
the
following
for
the
next
year.
C
But
I
think
I
think
it's
obvious
that
our
students,
if
anything
this
year,
have
had
an
even
more
difficult
pandemic
year
than
the
one
that
we
were
weighing
as
a
working
group
last
summer
and
in
october.
S
L
O
P
I
just
wanted
to
make
a
couple
of
suggestions:
okay,
which
is
recapping
long
ago
conversations
one
is
to
make
sure
that
we
provide
the
new
admissions
policy
information
in
all
the
native
languages,
both
online
and
in
print
and
at
community
centers,
and
the
second
has
to
do
with,
I
think.
Originally.
It
was
mr
contemposta's
suggestion
about
annual
monitoring,
and
so
my
language
around
that
would
be.
We
want
to
know
about
applicants
invitees
and
enrollees.
O
B
Is
the
researcher
ms
tong,
if
I
may,
could
you
perhaps
put
that
in
writing
for
us
as
quickly
as
you
can
yeah.
B
L
Oh
okay,
mr
craiger.
T
Raise
a
point
that
we've
favorably
discussed
before,
but
that
should
be
included
in
in
reaching
the
qualification
of
a
high
poverty
school.
We
should
use
the
five-year
average
of
student
enrollment
or
something
along
those
lines
so
that
parents,
students,
others
know.
What's
you
know
what
to
expect
of
how
their
school
is
considered.
T
B
And
I
think
there's
one
other
piece.
If
I
may,
we
had
talked
about
a
three
to
five
year
review
and
that
needs
to
be-
I
don't
know,
I
think,
maybe.
E
O
B
There
you
go
thank
you
and
we
will
include
the
form,
the
language
that
you
wrote
previously,
that
was
shared
orally
in
our
meetings
around
town
put
it
that
way.
L
So
on
that
point
I
would
actually
I'd
give
the
recommendation
of
five
years
so
that
we
can
stay
away
from
or
try
to
stay
away
from.
Mayoral
election
cycles
agreed
so
five
years,
yup.
O
X
This
is
kind
of
down
the
line
and
maybe
a
minor
detail
that
can
be
worked
out
in
five
years,
but
I'd
recommend.
X
I
appreciate
mr
chernow's
and
I
presence
on
this
task
force,
but
I
do
think
that
student
voice
should
be
expanded
and
student
voice.
That
is
not
necessarily
already
in
the
exam
schools.
I
think
it's
also
important
to
include
students
who
do
not
attend
the
exam
schools.
R
L
L
L
Any
again
and
those
these
are
in
addition
to
what
what
we've
had
on
the
slides
previously,
you
know
relative
to
the
work
that
needs
to
happen
in
the
summer,
the
summer
boot
camp
for
admitted
students,
as
well
as
the
investments
in
ela
and
math
at
the
elementary
grade
levels
to
really
really
try
to
tackle
this
readiness
and
access
to
rigor
for
bps
students
at
the
elementary
grade
level.
So
all
of
those
will
be
incorporated.
L
We've
talked
to
talked
about
those
at
nauseum,
so
anything
else
that
folks
either
want
to
make
sure
we
don't
forget
to
have
as
part
of
the
recommendation
or
want
to
add.
K
Think
ms
grossa
might
be
more
familiar
with
this
at
that
grade
level,
but
I
know
there
is
some
work
happening
at
around
grading
in
bps
and
that
process,
and
I
don't
think
we
necessarily
know
enough
as
a
task
force
to
make
a
definitive
recommendation,
but
I
might
frame
it
as
a
recommendation
that
bps
considers
effects
of
adjustments
to
grading
policy
as
they
could
impact,
especially
if
it's
in
a
harmful
way.
Students
in
this
or
or
any
other
process.
Q
Any
of
this
yeah,
I
also
think
having
a
teacher
or
two
on
here,
would
be
very
helpful
and
having
some
teacher
insight
whether
they
are
across
any
kind
of
k-12
school.
I
think
it's
always
helpful
to
have
someone
in
the
elementary
grades
who
understands
some
of
the
things
and
hence
my
role
as
a
leader.
There's
things
I
know
from
that
end,
but
also
someone
in
the
high
school
realm
who
kind
of
understands
that
is
always.
E
Q
I
don't
actually
know
this
is
my
first
time
being
on
a
task
force.
I
would
say
mr
pastor,
acevedo
might
know.
I
know
he's
been
on
several
task
force
before.
C
I
don't
yeah
thanks
mr
I
mean,
but
you
in
all
humility.
You
also
served
on
the
superintendent
search
committee.
D
A
C
Sorry,
but
there's
no
requirement
that
teachers
serve
on
ongoing
task
forces,
but
I
know
that
there's
a
teacher
on
the
opportunity.
There
are
a
couple
of
teachers
on
the
opportunity
and
achievement
draft
task
force
and
I
believe,
there's
also
at
least
one
teacher
on
the
ell
task
force.
Q
B
B
B
V
B
B
E
L
Yeah
I
miss
gary.
S
Yeah,
I
I
I
think
that
we
have
done
like
an
incredible
amount
of
work,
that
we
have
come
together
from
very
different
positions,
and
we
have
managed
to
kind
of
create
a
consensus
that
everybody
has
give
up,
something
that
was
important
for
them,
because
we
thought
it
was
important
to
to
get
it
done
and
to
get
done.
Something
that
we
basically
so
that
we
could
be
proud
and
be
proud,
because
we
thought
we'd
do
something
good
for
for
the
kids,
for
the
families
and
for
recipes,
and
I
think
that
is
sad.
S
B
B
Maybe
we
don't,
but
it
might
help
to
go
through
all
of
the
recommendations
that
we
have
for
school
year,
23
24,
so
that
everybody
is
on
the
same
wavelength
and
let's
see
if
we
have
been
successful
in
getting
to.
L
L
B
N
B
N
N
S
S
N
O
L
L
Is
it
I
just
want
to
be
clear:
it's
not
census.
It's
s-e-s
census
tract
here.
It's
just
to
be
specific
on
that
right.
This
is.
L
B
O
K
Potential
points,
I
don't
know
if
it
should,
you
know
max
a
word
maximum
or
something.
K
We're
not
actually
dealing
with
points
we're
dealing
with
a
percent.
I
can't
remember
the
exact
way
that
this
hogan
calculated,
but
maybe
I
guess
we
can
keep
calling
it
points,
but
I
don't
think
that's
actually
completely.
K
Accurate,
it
was
a
10
change
to
the
composite,
but
that's
not
necessarily
10
points.
It's
multiplying
the
composite
score
times,
1.1.
So.
O
N
My
understanding
was
that
everyone
in
the
group
would
get
the
same
amount.
So
when
we
said
10,
it
was
like
10
of
the
possible
points.
Oh.
N
When
we
were
talking
about
10,
I
think
there's
a
question
of
if
students
would
receive
a
10
of
their
current
composite
score.
Bonus
which,
if
you
have
a
lower
composite
score,
would
not
give
you
as
much
of
an
increase
as
many
points
increase
versus
an
interpretation
where
everyone
in
this
group
gets.
The
same
number
increase,
not
sure
if
I
explained
that
well,.
L
O
N
N
O
N
A
N
K
Okay,
and
if
that's
the
case,
then
the
wording
as
it
stands
does
make
sense.
So
my
my
question
was
only
if
it
were
proportional,
then
I
didn't
think
the
language
was
clear
but
explaining
it
that
way,
I
do
think
it
seems
precise.
I
B
N
The
next
slide
was
the
2223
capturing,
I
believe,
gpa
only
with
the
grades
only
from
sixth
grade
and
then
a
note
with
the
invitation
mechanism
to
reflect
what
is
decided
for
23.24
right,
and
my
last
slide
is
my
attempt
to
capture
the
additional
recommendations
that
you
also
named.
L
And
we
can
work
through
that
piece,
yup.
Okay,
all
right.
B
T
L
Q
There
are
several:
there
are
a
few.
We
still
do
have
a
few
single
standing
middle
schools,
and
then
we
do
have
some
schools
that
are
6
12
and
several
schools
that
end
in
fifth
grade.
I'm
not
sure
how
many
of
them
there
are
at
this
point,
because
I
can't
be
getting
a
sixth
grade
this
year,
who's,
maybe
getting
one
in
another
year,.
N
We
just
added
sixth
grade
to
quite
a
few
k5s
as
well,
so
I
I
don't
have
that
number
at
my
fingertips,
but
I
do
know
we
looked
at
the
data
of
roughly
what
percentage
of
students
changed
schools
between
fifth
and
sixth
grade,
and
it
was
about
a
third
of
students.
L
Okay,
but
to
miss
guerre's
question.
N
I
think
two
options
sort
of
come
to
mind.
I
think
one
is,
I
think,
a
suggestion
on
the
table
was
using
this
school
that
submits
the
fifth
grade
grades
for
the
student
as
the
school
in
which
we
use
to
determine
the
high
poverty
indicator.
N
N
L
H
L
O
K
I
agree
with
choosing
a
year
and
I
think
that
there
are
advanced
challenges
with
with
both,
but
I
like
the
suggestion
ms
hogan
made
to
whichever
year
it
is
to
have
the
school
match,
who
sends
the
report
card
because
you've
been
there
long
enough
to
have
some
sort
of
great
assessment,
someone.
K
K
Way
to
understand
the
policy,
even
though
you
may
be
missing
a
few
folks.
I
do
I
do
appreciate
what
miss
aguirre
is
saying,
but
I
think
it
should,
along
to
a
report
card
submission,
whichever
one.
B
N
B
O
W
K
Yes,
I
think
fifth
has
a
more
likely
chance
of
having
a
longer
touch
point
or
a
multi-year
touch
point
than
the
sixth
grade
to
miss
aguirre's
point.
But
if
that
proves
difficult,
I
I
do
understand,
but
I
think
my
leaning
would
be
to
to
fifth.
K
A
B
B
Is
there
anything
else
that
we
have
not
included
in
the
potential
slide
deck
that,
hopefully,
will
be
put
together
sometime
tomorrow?.
B
Well,
I
guess
we
now
have
to
broach
the
issue
around
the
23
24
set
of
recommendations
and
whether,
indeed
we
have
consensus
for.
B
The
recommendations
we
put
in
place
to
include
the
2080
and
the
15
points,
as
was
described
prior
for
the
dcf
homeless
and
bha
kids.
L
All
right,
so
this
is
what
I
will
so,
so
let
me
try
at
this
so
because
you
know
I
have
objection.
L
Present
the
recommendation
with
the
2080.,
so
maybe
it
is,
you
know
in
terms
of
framing
this
is
look.
We
had
consensus
yesterday
on
the
70
30
100
straight
rank
okay,
mr
contemposis,
and
I.
L
Have
are
suggesting
that
you
know
in
response
to
some
additional
feedback
and
concerns
that
that
the
task
force
instead
of
doing
the
70
30
100
straight
rank
that
the
task
force
would
I'll
say
it.
This
way
would
be
what
would
would
allow
us
to
present
on
your
behalf,
a
recommendation
that
is
a
70
30
split
with
on
the
mechanism,
a
2080
seat,
allocation
straight
rank
that
is
inclusive
of
10
point
bump
for
students
attending
high
poverty,
school
or
a
15
point
bump
for
dcf
homeless.
T
P
Down
no
okay,
I
I
we've
accomplished
a
great
deal.
I
appreciate
both
of
your
leadership
and
I
also
appreciate
my
fellow
task
force
members.
What
dr
freeman
wisdom
said
resonated
with
me.
P
O
R
S
On
the
other
side,
I
really
not
sure
what
are
the
consequences
of
saying
no,
what's
going
to
happen,
if
our
whole
recommendation
is
going
to
be
kind
of
tossed
away,
and
because
of
that
honestly,
I
really
are
not
sure
what
to
say
so
again,
part
of
me
is
like
no
no
way
we
are
not
gonna
be
voting
because
they
need
us
to
do
that
on
the
other
side
like
what
happens
is
actually
we
don't
want
to
present
the
2018,
the
20
20
80?
Yes,
what
what's
gonna
happen?
Do
we
have
an
answer
to
that.
O
L
It's
a
hard
question
to
answer.
Okay,
it's
a
hard
question
to
answer.
L
L
And
will
you
know
there'll
be
public
comment
before
there'll
be
public
comment
after
there
are
oh
by
the
way,
other
matters
being
taken
up
tomorrow
as
well.
This
there
will
then
be
subject
to
school
committee
scheduling.
L
There
will
then
be
a
date
set
for
the
school
committee
to
vote.
Typically,
that
is
either
one
to
two
weeks
following
the
presentation
of
a
recommendation.
Okay,
during
that
interim
period,
there
will
be,
there
will
likely
be.
You
know,
additional
comments
coming
from
the
public,
similar
to
with
the
imp
with
the
interim
policy
we
will.
You
know
we
may
be
asked
to
make
some.
L
B
X
O
B
O
L
U
L
L
Dr
tong,
I
think,
and
then
let
me
just
make
sure
I
got
the
order
right.
I
think,
dr
oh,
I
lost
okay,
dr
tong
and
then
miss
misery.
P
One
thing
I
worry
about
with
the
two
recommendations,
because
I
also
thought
about
that-
is
that
the
worst
thing
that
could
happen
is
that
the
school
committee
receives
the
two
recommendations.
If
the
superintendent
doesn't
make
the
decision
and
they
have
trouble
deciding
and
we
run
out
of
time
and
it
defaults
to
pre-pandemic.
P
S
S
We
are
like
in
the
background
you
know,
we
have
not
been
told
why
it
has
to
be
an
80
20.,
honestly
that
that
really
bothers
me.
S
You
know
we
have
been
sitting
here,
for
I
don't
know
how
many
hours
opening
our
minds
and
our
hearts
in
front
of
like
hundreds
of
people,
you
know
keeping
positions
that
sometimes
they
were
like
well
accepted,
and
sometimes
they
were
not
a
bunch
of
people
here
have
been
like
insulted,
directly
insulted
and
through
all
that
we
have
been
trying
to
kind
of
make
it
work,
and
yesterday
it
was
painful,
but
we
arrived
at
something
that
we
all
decided
we
can
live
with
and
then
now
somehow
we
are
told
that
we
have
to
change.
L
And
I
appreciate
that
we
both
appreciate
that
mr
guerre,
you
know
look
so
I
want
to
be
like
we
we
still
have
free
will
in
this
right.
We
do
still
have
free
will
in
this
again.
I
think
you
know,
based
on
based
on
what
I
know.
L
I
also
want
to
be
clear
on
this
look.
We
do
have
to
be
mindful
of
kind
of
everything
that's
going
on
around
us,
but
at
the
end
of
the
day,
we've
got
to
make
the
best
decision
to
meet
the
charge
and
the
task
that's
in
front
of
us-
and
I
do
believe
in
mr
condom-
pasta
shared
this
earlier.
L
I
do
believe
that,
whether
it's
100
or
it's
20,
2080,
that
we
are
doing
that
we
are
moving
our
district
forward,
that
we
are
creating
more
opportunities
for
more
boston,
kids
that
we
are
helping
to
strengthen
these
schools.
I
know
everybody
thinks
that
bls
is
already
there,
but
it's
not.
It
can
be
better.
Q
Thank
you,
I'm
very
uncomfortable
with
this
decision.
For
all
of
the
reasons
that
I
said,
I
think
I
don't
need
to
repeat
anything
that
dr
freeman
wisdom
said,
but
I
do
echo
her
sentiments
earlier
and
I
truly
respect
her
for
being
the
first
to
step
out
and
say
it.
Q
Q
Q
If
this
just
continues
to
drag
out
and
be
put
off,
it's
bad
for
our
kids
and
I'm
trying
to
envision
what
the
consequences
are.
If
we
don't
go
forward
with
the
2080,
and
I
have
no
idea
what
that
could
be,
but
I
can
envision
some
things,
but
I
think
it
would
be
bad
for
kids
and
the
reason
I
think
it
would
be
bad
for
kids.
Q
Is
I've
never
met
two
better
advocates
for
kids
in
the
city
of
boston
than
mr
contemposis
and
ms
sullivan,
and
so
it's
not
really
the
what
we
put
forward
at
2080
in
our
plan
this
year.
It's
sort
of
the
how
this
is
happening
that
I'm
trying
to
wrestle
with
and
that's
how
I'm
trying
to
separate
my
feelings
right
now.
Q
Q
The
two
of
you
are
two
of
the
most
outstanding
human
beings
I
have
ever
worked
with,
and
I
love
that
you
stand
for
what
you
believe
in
at
all
times,
and
I
truly
truly
call
me
I'm
in
you.
Two
are
amazing
and
I
look
forward
for
you
being
future
leaders
in
our
city
with
all
that
being
said,
I
am
going
to
vote
yes
for
the
2080.
Q
K
I
share
similar
sentiments
to
any
of
my
task
force
members.
I'm
just
hopeful
to
mr
geary's
point
that
there
has
been
a
lot
made
of
our
opinions
on
this
task
force
in
relation
to
who
we
are
and
what
we're
about.
And
it's
been
a
lot-
that's
been
placed
on
the
shoulders
of
the
task
force
for
the
last
60
hours
over
several
months,
and
I
do
want
to
take
a
moment
to
recognize
mr
turnout,
mr
and
mrs,
but
I'm
I'm
concerned
that
are
being
asked
to
make
the
decision
here.
K
While
I
understand
it,
I'm
hopeful
that
that
does
not
remove
any
other
folks
involved
obligation
to
speak
on
this
as
well.
K
Have
a
larger
opinion
on
on
what
direction
we
should
move
in,
and
I
do
understand
why
it
would
make
sense
to
go
with
one
recommendation
to
the
school
committee,
but
I
do
think
that
our
school
and
district
leaders
also
need
to
support
our
decision
or
speak
on
our
decision.
K
It
is
difficult
to
make
these
decisions
without
knowing
the
position
outside
of
this
task
force,
as
we
are
all
vested
members
of
the
community,
but
as
we
can
tell
from
this
conversation,
we
are
not
the
only
members
of
this
community
that
have
opinions
and
thoughts
about
this
process,
understandably,
and
so
it
it
does
feel
all
the
more
uncomfortable
for
us
to
be.
The
last
word
here,
as
we've
been
the
only
word,
and
I
just
wanted
to
name
that
as
being
an
additional
challenge
to
this
dialogue.
B
B
B
B
T
I'm
in-
but
I
I
am
gonna
say
this-
I
think
the
city
asked
a
heck
of
a
lot.
First
of
the
two
of
you
is
chairs,
but
all
of
us
as
task
force
members
to
do
all
of
this
in
full
compliance
with
the
open
meeting
laws
such
that
every
single
opportunity
for
deliberation.
T
We
had
to
do
publicly
on
zoom
right
and
for
hours
at
a
time
right
and
to
the
extent
that
there
are
local
elected
officials
who
are
weighing
in
here
by
doing
it
in
in
quiet,
right,
shame
on
them
right
and
shame
on
them
for
for
playing
boston
politics
in
a
way
that
doesn't
break
open
meetings
law,
but
in
a
way
that
puts
all
of
it
on
our
backs.
T
That
disgusts
me,
and
I
hope
that
for
any
of
them
who
are
listening
tonight,
that
they
heed
ms
sullivan's
words
that
this
is
it
right
that
I'm
willing
to
bend
here,
because
we
want
to
see
this
get
done
and,
to
be
honest
right,
at
least
in
terms
of
the
simulation,
there's
very
little
difference
between
an
80
20
and
a
100
tier
rack
right.
T
So
I
I
don't
get
what
the
what
the
impetus
for
the
push
is
right,
but
I
do
know
that
what
we've
done
is
move
the
needle
substantially,
and
I
see
that
whatever
way
we
apportion
these
seats
and
so
I'm
in,
but
I
think
it
just
needs
to
be
on
the
record
that
you
can't
ask
folks
to
do
this,
giving
up
their
work
time
their
family
time
their
personal
time
for
this.
T
Damn
long
in
front
of
this
many
people
over
zoom,
subject
to
whatever
twitter
storms,
we
are
and
then
played
boston
politics
on
us
in
this
way
and
expect
us
to
feel
good
about
it
and
that's
a
message
not
for
our
co-chairs.
That's
a
message
for
our
supposedly
publicly
elected
leaders.
U
U
Nothing,
I'm
I'm
just
I'm
just
trying
to
get
a
sense
of
or
put
in
another
way
to
mr
kreger's
earlier
comment.
What
if
we
did
the
100
tier
consensus
proposal
that
we
had
last
night?
What
is
the
ramification
of
that
versus
putting
forth
an
80
20
proposal
by
vote.
B
B
B
L
This
is
heavy,
and
I
also
I
deeply
appreciate
that
you
know
part
of
part
of
this.
Ask
it's
hard
to
respond
to
the
ask,
because
you
know.
L
We
don't
all
have
we're,
not
all.
L
L
S
It
is
a
different
question.
I
agree,
and
I
think
that
this
is
better
than
what
we
have
been
doing,
that
advances
our
our
goal
and
is
is
good,
is
not
as
good
as
it
could
be,
but
it's
good,
so
it
will
kind
of
somehow
match
our
chart.
S
But
I
think
that
I
will
ask
that
we
also
kind
of
on
the
record
say
that
we
are
not
comfortable
with
the
way
they
with
the
pressure
that
has
been
put
on
us,
and
I
would
really
ask
to
have
that
on
the
record
that
we
are
as
mister
and
mr
craver
say
I
mean
I
think
that
has
been
disgusting,
and
I
I
mean
I
will
not
put
it
like
that
on
the
record.
But
I
would
like,
on
the
record,
that
we
really
don't
agree
with
this
last
minute.
Political
pressure
on
the
task
force.
L
It
looks
like
maybe
mr
acevedo.
C
B
P
I
don't
agree
to
the
policy
I
don't
and-
and
I
we
all
agreed
last
night,
so
I
don't
agree
to
the
pressure.
If
we
were
to
vote-
and
I
was
in
the
minority,
it
would
still
be
presented
to
the
school
committee,
so
the
term
allow
it
to
be
presented
to
the
school
committee.
You
know
I
don't
feel
like.
I
have
the
power
to
stand
in
the
way
of
that.
I
would
ask
that
any
of
us
who
want
to
share
our
dissenting
opinion
tomorrow
night
at
the
school
committee,
be.
A
O
P
B
I
guess
what
I
would
suggest
is
that
we
convey
that
and
the
sullivan.
You
may
have
a
different
point
of
view
that
we
convey
that
to
the
superintendent.
O
L
So
to
close
this
out,
are
there
any
others
who
would
like
to
speak
in
opposition
to
us
presenting
this
tomorrow.
R
I
also
would
just
would
object
to
it
for
a
similar
reason
that
I've
mentioned
throughout
this
meeting
as
well
as
in
previous
meetings
to
me.
It
feels
like
consensus,
doesn't
matter
anymore,
because
the
opinions
of
those
not
in
this
task
force
have
overpowered
the
opinions
of
the
groups
of
our
group
and
they
are
now
driving
our
decisions.
So
I
don't
really
see
how
I
mean,
I
think,
from
the
looks
of
it
now
it
looks,
like
majority
will
still
continue
to
support
it.
E
X
I
I
understand
that
my
descent
is
symbolic,
but
I
I
will
continue
to
descend
and
I
I
respect
that
this
is
going
to
be
the
recommendation
and
I
I
do
think
it
will
be
a
step
forward.
But
for
the
record
I
do
want
to
be
opposed.
A
P
L
So
with
that,
what
I
would
like
to
do
is
thank
you.
L
We
will
also
look
for
an
opportunity,
mr
contemposis.
We
will
look
for
an
opportunity
for
there
to
be
some
sort
of
statement,
capturing
the
objections
that
have
that
are
that
have
been
made.
The
concerns
that
have
been
raised
and.
L
I
also
think
it
will
be
important
for
us
to
make
very
clear
tomorrow.
You
know
all
the
ways,
quite
frankly
in
which
you
know
the
process.
Notwithstanding
all
the
ways
in
which
the
recommendation
in
total
exceeds
the
charge
will
help
our
district
and
these
schools
move
in
our
city,
move
forward
toward
greater
inclusion
and
opportunity.
L
That
is,
that
would
be
again.
I
think
the
most
fair
and
representative
thing
to
do
would
be
to
include
in
our
presentation
some
of
the
objections
that
we've
heard
tonight
and
we'll
figure
out
how
to
do
that
is.
B
I
would,
I
would
concur
with
what
you
just
said.
E
B
So
I
never
know
what
to
say
when
we
reach
a.
B
J
B
E
L
I
have
nothing
to
add
nothing
more
to
add.
We
have,
we
can
go
to
public
comment.
I
do
believe
we
can
go
to
public
comment.
A
B
A
Yes,
thank
you,
mr
condom
passes
and
mr
sullivan.
We
have
two
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
would
remind
you
when
you
have
20
seconds
left,
please
state
your
name
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand.
Virtually
in
zoom
also
make
sure
you're
signing
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
A
A
M
You,
my
name
is
mimi
and
I
live
in
roslindale
and
I
will
be
a
henderson
parent.
I
was
raised
by
a
single
mother
who
was
a
vietnamese
war.
Refugee
and
bls
was
life-changing
when
I
was
11
years
old.
I
desperately
wanted
to
escape
my
cockroach
infested
public
housing
apartment.
My
mother
would
come
home
exhausted
after
a
long
day
of
scrubbing
will
tell
toilets.
M
I
dare
not
tell
her
about
my
stress
so
every
night
for
months
as
I
waited
for
my
high
school
assignment,
I
would
quietly
stare
at
my
ceiling
and
hoped
and
pray
that
had
studied
enough
trying
to
quell
my
fears
about
the
future
deep
down
inside.
I
knew
that
no
one
was
going
to
help
rescue
me,
but
me
putting
myself
back
into
that
dark
place.
M
M
M
The
chicago
model
had
four
tiers
and
a
larger
citywide
percentage,
so
families
would
theoretically
have
access
to
47
of
the
seats,
no
matter
which
tier
they
were
in
in
the
boston
version
of
a
city-wide
op
with
a
city-wide
option.
Failings
would
feel
like
they
have
30
access,
not
just
12.5
look
you're.
So
so
close.
I
know
you're
frustrated,
but
please
don't
die
on
the
hill
over
the
2080
option.
M
I
spent
two
days
pouring
my
heart
out
over
that
testimony
because
I
sincerely
care
about
the
children
in
the
city
if
it
seemed
to
arrive
late.
It
was
because
I
had
agreed
with
almost
everything
you've
been
working
on
for
the
last
few
months,
so
please
you're.
So
so
close,
I
really
appreciate
everything
done.
Thank
you.
A
Y
Y
There
was
so
much
that
you
guys
had
worked
on
for
60
hours
plus
and
yet
today
you
had
to
change
that,
and
maybe
I
should
back
up
and
say
you
chose
to
change
that,
given
what
came
out
within
the
last
24
hours
and
probably
has
been
there
the
whole
time,
but
just
obviously
waited
until
the
nth
hour,
the
boston
politics,
the
whiteness,
which
obviously
I
can
speak
to
that
the
fear
of
change,
taking
something
away
from
others
that
they
feel
that
they
are
entitled
to
all
of
those
things
have
played
out.
Y
Y
Because
you
were
not
able
to
do
something
by
consensus,
and
that
was
one
of
the
things
that
I
believe
both
of
the
chairs
wanted
and
especially
mr
c
had
wanted
to
when
I
say
that
he
consistently
said
if
we
have
to
we'll
take
a
vote,
but
he
did
not
want
to
take
a
vote.
Y
He
wanted
consensus,
and
so
here
we
are
tonight
and
unfortunately
I
wish
that
everything
that
you
guys
worked
for
was
able
to
continue
in
terms
of
last
night,
and
today
I
want
to
thank
everyone
else
that
stuck
with
this
and
had
things
said
to
them,
emails,
etc,
and
I
also
want
to
hold
up
the
boston
naacp,
because
I
do
know
that
they
have
been
instrumental
in
terms
of
changing
the
narrative
in
boston.
Y
Thank
you
very
much
and
good
luck
for
everything
you've
done.
L
L
U
Lum,
I
just
wanted
on
the
record
that
we
had
consensus
and
consensus
was
taken
away
from
us.
That
is
what
happened,
and
I
think
it
has.
It
has
made
this
this
evening
fairly
challenging
for
me
and
I'm
still
not
sure
how
I
will
vote.
I
thought
we
had
both
options
still
on
the
table,
but
it's
been
made
very
clear
that
both
options
are
no
longer
on
the
table
and
it's
just
the
one.
I
L
So
dr
tom.
P
P
So
if
I
could
have
a
minute
I'd
appreciate
it
yeah
all
familiar
with
the
graphics
about
equality
and
equity
that
show
higher
ladders
for
smaller
people
to
see
the
ball
game
over
the
fence,
and
this
task
force,
even
with
the
20
percent
city-wide,
is
landing
on
a
recommendation
that
increases
equity
by
building
more
ladders,
and
we
need
both
equity
and
justice
solutions,
and
there
is
a
difference
in
my
mind,
so
equity
solutions
address
access
and
opportunity,
while
justice
solutions
address
the
root
cause
of
inequity,
so
that
fewer
incremental
equity
solutions
need
to
be
created
in
the
first
place.
P
Those
who
want
to
maintain
the
tiered
tracked
system
in
bps
believe
that
equity
can
be
achieved
by
providing
higher
ladders
for
those
not
born
white
or
with
educated
parents
or
with
parents
who
have
higher
incomes
and
so
to
minimize
the
harm
going
forward.
We
have
had
the
opportunity
to
do
away
with
the
structures
that
cause
inequity.
P
Those
of
us
who
want
to
do
away
with
the
tears
and
the
tracks
and
bps
believe
that
it's
more
important
for
everyone
to
be
able
to
see
through
or
over
the
fence,
because
we
know
from
history
how
long
justice
takes
I've
been
pushing
for
greater
and
more
rapid
change
like
being
test
blind
or
using
a
lottery
for
admission,
and
certainly
no
set
aside
for
the
powerful
the
urgency
to
improve
all
schools
in
boston
demands
that
we
fix.
P
L
R
Well,
I
want
to
start
by
saying
it's
been
an
honor
to
be
on
this
task
force
with
everyone.
I'm
not
really
sure
how
I
end
up
here
came
a
little
late
to
the
crew,
but
it's
been
interesting
and
I'll.
Never
forget
what
I
have
learned
and
gone
through
in
this
task
force.
R
I
did
want
to
be
transparent
in
saying
that
I
was
not
on
board
fully
with
last
night's
plan,
so
I
know
people
have
been
saying:
there's
been
100
consensus,
but
I
don't
want
to
be
out
here
lying
like
lying
to
everyone
and
saying
that
I
was
fully
in
agreement
with
the
plan
before
less
than
24
hours.
I've.
R
So,
as
dr
tong
had
already
mentioned,
I've
kind
of
spoken
on
it
since
I've
been
on
here
about
issues
with
testing
and
how
it
fits
in
the
glove
of
systemic
oppression
and
racism
in
this
country
that
it
goes
beyond
just
the
school
system,
and
I
we
don't
need
to
have
that
conversation.
We've
had
plenty
of
those
already,
but
I
just
wanted
to
say
that
as
much
as
I
would
have
valued
consensus
and
the
importance
to
hold
out,
I
was
not
able
in
good
conscience
to
support
either
tonight's
or
last
night's.
B
I
would,
I
would
add,
as
well,
if
I
may,
that
we
not
only
wish
them
well
as
they
move
on,
but
we
expect
them
to
study
hard,
have
fun
and
make
sure
that
they
make
the
dean's
list.
A
T
Just
want
to
offer
my
sincere
thanks,
first
to
you
both
as
co-chairs
to
to
navigate
us
through
this
tumultuous
public
process
and
my
huge
thanks
to
my
colleagues
who
have
been
at
this
for
far
too
long
and
the
the
great
pleasure
I've
taken
in
learning
from
you
and
finally,
my
huge
thanks
to
ms
parvex
and
to
all
the
interpreters,
who
have
steadily
kept
this
moving
so
that
everyone
in
our
city
could
access
this
at
all
times.
And
I
am
so
grateful
that
that
ethic
is
is
present
here.
E
L
Give
again
thank
you
to
to
the
task
force
task
force
members.
Thank
you
for
your
sacrifice.
Thank
you
for
your
thought.
Partnership.
Thank
you
for
your
leadership.
Thank
you
for
your
commitment
to
our
children,
most
importantly,
and
to
our
city
as
a
whole.
L
I
also
want
to
echo
the
thanks
to
our
interpreters,
and
I
want
to
also
thank
miss
parvex,
monica
hogan
and
monica
roberts,
as
well,
for
for
their
support
on
this
task,
with
the
task
force,
work
and
also
the
bpda,
because,
as
we
started
to
get
really
deep
into
the
the
weeds
on
the
data,
the
bpda
also
provided
some
additional
support.
In
the
background
that
was
incredibly
helpful.
L
L
I
do
believe
that
we
have
done
good
work
here
and
I
hope
that
it
can
serve
in
some
way
as
a
catalyst
for
the
additional
work
that
must
happen
in
the
bps,
so
that
we
can
have
a
different
conversation
going
forward.
So
that,
for
me,
is,
is
the
fight
that
I
will
continue
to
fight
and
that's
for
really
not
just
the
what
1100
seats,
but
for
the
50
plus
thousand
seats
that.
L
District,
thank
you
all
for
being
on
this
journey
with
us,
mr
contemposis.