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From YouTube: Boston School Committee Meeting 7-16-18
Description
The Boston School Committee is the governing body of the Boston Public Schools. The School Committee is responsible for: Defining the vision, mission and goals of the Boston Public Schools; Establishing and monitoring the annual operating budget; Hiring, managing and evaluating the Superintendent; and Setting and reviewing district policies and practices to support student achievement.
A
Good
evening
and
welcome
once
again,
tonight's
meeting
is
being
broadcast,
live
on
phosphorous,
City
TV,
on
youtube,
as
well
as
on
Comcast
channel
24
RC
on
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date.
If
you
would
like
to
speak
this
evening,
but
have
not
yet
signed
up,
please
see
our
staff
person
miss
Lina
paar
vex
in
the
hallway
sign
up
for
public
comment
this
evening
will
close
at
6:30
p.m.
sharp
well
begin
with
the
approval
of
minutes
from
the
June
20th
and
July
2nd
school
committee
meetings.
A
If
the
minutes
are
approved
as
presented,
hard,
copies
will
be
made
available
immediately
in
the
hallway,
with
the
other
handouts.
If
changes
are
made,
you
can
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
20th
and
July
2nd
meetings
as
presented.
B
A
A
C
During
a
challenging
time
as
a
longtime
education
advocate
and
parent
of
two
bps
students
from
kindergarten
to
graduation.
My
life
has
revolved
around
bps
for
over
20
years,
so
I
sit
here
tonight,
both
honored
and
humbled,
to
serve
in
this
incredibly
important
role.
Important
because
it
is
designed
to
provide
leadership
and
vision
to
all
of
you
who
make
this
system
work
and
especially
to
the
teachers,
staff
and
school
leaders
who
are
on
the
front
lines
of
educating
our
students
and
engaging
with
families
and
community
partners.
I
greatly
appreciate
the
trust
you've
placed
in
me.
C
No
transition
was
is
without
some
upheaval
and
as
we
undergo
a
change
of
leadership,
we
know
there
will
be
challenges
ahead.
Yet
one
of
the
most
amazing
things
about
the
Boston
Public
Schools
is
that
even
amid
difficult
times
there
are
great
things
happening
every
day
throughout
the
district
that
reflect
the
important
work
taking
place
on
behalf
of
Boston's
children
led
by
so
many
caring
and
dedicated
employees.
So
I
would
like
to
highlight
some
of
these
positive
things
happening
this
summer.
Last
week,
I
visited
the
Mildred
Ave
K
to
eight
school,
as
we
kicked
off.
C
On
Saturday
morning,
18
Boston
day
and
evening,
Academy
students
from
bde
a
returned
from
a
two-week
voyage,
aboard
the
historic
Rose
Way
schooner,
the
students
traveled
to
Ellis
Island
and
up
to
New
Bedford
and
to
Boston
Harbor.
This
is
the
second
year
that
be
DEA.
Students
set
sail
with
world
ocean
school,
a
nonprofit
that
provides
educational,
hands-on
programs
to
underserved
students,
challenging
them
academically
physically
and
emotionally.
C
We
also
had
the
ten
boys
initiative
in
Ghana
through
a
trip
arranged
by
the
Office
of
opportunity
and
achievement
gaps.
The
ten
boys
initiative,
20
BPS
students
traveled
an
even
greater
distance.
This
summer,
studying
in
Ghana
10
boys
offers
a
character-based
curriculum
model
to
improve
students,
academic
performance
while
working
to
reshape
their
life.
Trajectory
10
boys
aims
to
motivate
black
and
Latino
boys
to
enhance
their
leadership
decision-making
in
critical
thinking
capacities.
C
The
two-week
trip
to
Ghana
is
jam-packed
with
experiences,
including
service-learning,
in
an
orphanage
tours
and
lectures
at
national
museums
and
universities,
and
a
tour
of
the
cape
coast
castle
slave
dungeons,
where
tens
of
thousands
of
Africans
were
held
in
captivity,
while
they
waited
for
ships
to
take
them
to
the
Americas
and
the
Caribbean
during
the
transatlantic
slave
trade.
As
part
of
our
ongoing
commitment
to
ensure
the
youth
of
Boston
are
eating
nutritious
and
delicious
food
all
year
long.
C
Turning
to
summer
free
meals,
bps
the
city
of
Boston
project,
bread
and
other
partners
are
again
this
summer
teaming
up
to
provide
free
breakfast
and
lunch
to
anyone
under
the
age
of
18
at
more
than
a
hundred
sites.
Citywide
here
at
the
bowling
building,
we're
offering
free
lunches
from
11:30
to
1:30
during
the
week
every
day,
along
with
games
and
activities.
C
This
past
Friday
I
had
the
pleasure
of
joining
our
partners
and
our
students,
in
the
plaza
Palooza
festivities
at
City,
Hall,
plaza,
say
that
three
times
quickly
and
for
a
list
of
locations,
hours
and
menu
offerings
that
are
part
of
the
Boston
summer
eats
programs.
Please
log
on
to
Boston
Public,
Schools
org
backslash
summer
meals
forward,
slash
summer
meals.
C
Also
I
really
want
to
highlight
some
tremendous
work
through
the
Boston
Public
Schools
early
childhood
education
program.
Our
nationally
recognized
early
childhood
program
is
the
subject
of
a
new
book
that
is
being
published
by
the
Harvard
education
press.
Children
at
the
center,
which
hits
bookstores
tomorrow
and
provides
a
closely
observed
account
of
a
decade-long
effort
to
reshape
the
district's
learning
programs
into
today's
widely
regarded
model
that
is
known
for
achieving
exceptional
results.
This
is
the
book.
C
According
to
the
description
of
the
book,
the
authors
show
how
the
bps
department
of
early
childhood
was
able
to
work
with
and
against
the
constraints
of
the
current
accountability
system
to
create
a
holistic
child
center
play
based
program
that
has
had
a
significant
impact
in
narrowing
income
based
learning
gaps.
So
I
want
to
thank
Jason
and
his
team
for
showing
all
of
us
what
is
possible
in
the
Boston
Public
Schools
on
behalf
in
this
case
of
our
very
youngest
learners.
C
C
C
Cleaning
bathrooms
are
deep,
clean
dispensers,
replaced,
classroom
walls,
washed
floors,
stripped
and
we're
finished,
carpets
are
shampooed
and
school
grounds
are
maintained,
while
many
minor
painting
projects
are
happening
and
I
go
into
that
level
of
detail,
because
it
is
absolutely
critically
important
as
all
of
us
who
are
or
have
been
parents
in
the
Boston
public
schools
know,
as
well
as
our
staff
and
teachers
that
our
buildings
get
that
refresh.
It
is
also
incredibly
challenging
work.
C
Our
area
managers
are
using
a
summer
app
to
track
progress
at
each
school,
as
well
as
a
daily
log
used
by
custodians
to
monitor
daily
progress,
they're
also
helping
to
coordinate
the
delivery
and
moving
of
21st
century
furniture,
investments,
which
is
a
thirteen
million
dollar
investment
through
bill
bps.
That
will
create
more
flexible
learning
environments
with
comfortable
movable
furniture
and
digital
screens.
C
So,
while
talking
about
many
of
those
positives,
I
also
want
to
acknowledge,
during
this
moment
of
transition,
that
there
are
also
some
hard
truths
that
are
part
of
our
experience.
There
is
an
absolute
army
of
good
people
in
our
school
buildings
in
central
office
who
are
doing
this
remarkable
work
and
who
want
to
make
sure
that
the
right
work
is
taking
place
not
only
in
our
buildings,
but
in
the
content
of
our
work
with
students
and
Families.
C
It
is
my
role
as
interim
superintendent
to
make
sure
that
these
people
are
encouraged,
inspired
supported
and
that
they
know
I
both
recognize
and
believe
in
the
power
of
this
good
and
important
work
that
they're
doing.
But
there
are
also
some
hard
truths
about
the
work
we
need
to
do
as
a
district
about
where
we
need
to
do
things
differently
and
who
is
in
the
best
position
to
ensure
we
deliver
on
our
goals
and
commitments
to
our
students
and
families.
C
So
throughout
the
summer,
our
team
will
prioritize
a
smooth
start
start
of
the
2018-19
school
year,
with
a
particular
focus
on
ensuring
that
the
central
office
team
is
providing
effective
support
for
our
school
students
and
Families
I'm.
Also
conducting
a
strategic
assessment
of
all
central
office
functions
again,
with
a
focus
on
reestablishing,
transparent
and
supportive
interactions
with
school
leaders
and
educators
who
are
critical
to
everything
we
do
in
our
schools.
C
Well,
we
are
also
focused
on
determining
a
thoughtful
and
strategic
approach
to
keeping
many
of
the
critical
community
conversations
of
the
future
of
our
schools
moving
forward
during
this
transitional
time
at
bps.
This
will
involve
working
with
the
build
bps
and
Community
Engagement
planning
teams
to
review
and
revise
plans
to
move
this
complex
initiative
forward,
with
a
focus
on
developing
a
thoughtful,
transparent
and
authentic
community
engagement
process,
as
we
enter
the
new
school
year.
C
C
So
much
of
the
expertise
we
need
and
desire
is
already
present
in
our
school
buildings
and
our
central
office
and
so
pulling
that
forward
in
these
two
different
listening
strategies.
I
think
is
critical
to
figuring
out
how
we
step
forward,
while
the
leadership
team
and
many
in
central
office
will
remain
focused
on
planning
for
the
new
school
year.
It
comes
very
quickly.
The
clock
is
ticking,
even
though
most
of
us
have
just
begun
our
summers.
C
C
I
want
to
turn
tonight
to
one
of
our
major
reports
that
we
will
be
considering
later
tonight.
You'll
hear
a
presentation
on
the
evaluation
of
the
bps
home-based
assignment
policy.
This
report
will
address
some
of
the
improvements.
This
model
is
made
over
the
previous
student
assignment
system,
also
where
it
has
failed
in
its
implementation
to
really
move
the
needle
in
providing
more
quality
schools
closer
to
home.
C
Some
of
you
may
know
that
I
served
on
the
external
advisor
advisory
committee
on
school
choice,
the
EAC
that
was
tasked
to
evaluate
data
review
proposals
and
make
recommendations
for
a
new
student
assignment
plan
back
in
2012
and
2013.
This
is
an
issue
that
is
very
dear
to
me.
I
am
in
quite
a
different
seat
now,
but
then
I
had
a
seat
as
an
education
advocate
and
as
a
long-time
VPS
parent.
I
co-chaired
the
data
committee
and
was
also
among
one
of
the
authors
of
the
2013
memo
to
superintendent
Carol
Johnson.
C
That
called
for,
among
other
things,
the
equity
analysis
that
we
are
receiving
tonight.
Many
of
us
on
that
committee,
including
Dean,
Hart
and
Coleman,
a
member
of
the
another
member
of
the
Boston
School
Committee,
and
really
many
of
the
people
in
this
audience,
spent
many
many
hours
working
through
and
developing
this
policy
and
champion
champion,
in
particular
the
equity
analysis.
Despite
the
fact
that
it
might
tell
us
that
there
are
important
issues
in
how
we
implement
this
effectively,
this
is
absolutely
vital
information.
C
So
I'm
I
consider
it
very
important
that
we
have
this
report
here
tonight,
while
the
current
home
based
assignment
system
might
be
viewed
as
a
big
step
forward.
What
the
equity
analysis
shows
us
is
that
the
implementation
is
not
all
the
way
there.
The
report
displays
just
how
important
it
is
to
have
the
equity
analysis
to
transparently
reflect
on
what
is
and
isn't
working
with
the
current
implementation
of
the
home
based
assignment
system,
which
has
has
equity
at
its
core
and
as
its
goal.
C
We
must
then
figure
out
what
modifications,
and
course,
corrections
are
needed
to
allow
us
to
continue
to
accelerate
our
path
toward
that
goal.
I
know
we
have
a
lot
of
hard
work
ahead
of
us,
but
I'm
very
excited
about
the
opportunity
to
partner,
with
all
of
you,
to
create
an
even
stronger
Boston,
Public
Schools,
and
that
concludes
my
report
for
tonight.
Thank.
D
You
Thank
You
superintendent,
for
your
report.
I
just
wanted
to
point
out
two
things.
One
I've
said
many
at
many
meetings
and
I
will
say
again,
although
I
think
it's
wonderful,
the
ten
boys
trip
and
the
ten
boys
coalition
I
do
think
that
we
also
need
to
make
sure
that
we
include
subsets
of
the
asian
population.
I,
think
we
oftentimes
think
that
all
Asians
are
performing
well
and
I.
D
Think
if,
if
we
want
to
be
inclusive,
it
will
be
really
important
instead
of
being
divisive,
so
I'll
just
say
again
because
I
always
say
that
and
then
my
other
concern
that
I
just
want
to
state
publicly
is
as
we
move
forward
and
looking
at
what
the
district
needs
and
the
restructuring
etc.
That
we
do
have.
D
42%
of
our
population
are
Latino
young
people
and
we
lack
leadership
at
the
very
top
Latinos,
so
I
just
want
to
put
that
front
and
center
as
something
that
I
would
expect
to
see
as
we
move
forward
in
terms
of
hiring,
whether
internally
externally,
some
talent
that
is
really
also
focused
not
just
on
you-
know,
Latino
students,
but
also
on
our
Latino
yells
and
heels
in
general.
So
thank
you.
Thank.
E
You
for
your
report
and
welcome
I
first
wanted
to
also
just
highlight
I
love,
seeing
the
pictures
of
some
of
the
great
partnerships
this
summer
and
I've
been
able
to
already
visit
a
couple
of
sites
to
see
what
I
have
enjoyed
seeing
is
the
inclusiveness
from
students
from
different
schools.
So
not
just
the
partnerships
that
are
focused
on
one
school,
but
a
lot
of
schools
coming
together
and
students,
seeing
that
they
are
part
of
the
entire
district,
the
Boston
Public
Schools.
So
thank
you
for
highlighting
the
bright
stars.
E
C
Well,
I
think
it
of
14,
it's
a
little
premature
to
draw
conclusions,
but
I
can
say
in
tone,
so
there
are
10
slots
in
each
session.
The
first
two
had
10
and
9
respectively,
which
I
think
speaks
to
the
aspiration,
the
commitment,
the
engagement
and
the
desire
to
have
real
voice
in
how
the
district
moves
forward
and
what
I
think
is
incredibly
important,
is
while
bringing
lots
of
needs
and
concerns
and
desires.
C
What
I
heard
clearly
across
those
initial
conversations
was,
were
ideas,
solutions,
strategies,
ways,
school
leaders
thought
that
they
could
help
solve
problems,
and
so
that
gives
me
enormous
hope
it
will
take
all
of
us,
but
it
will
be,
in
my
view,
need
to
be
centrally
driven
by
those
who
are
closest
to
the
work,
and
so
those
are
our
school
leaders
and
particularly
in
the
middle
of
July.
As
we're
approaching
the
school
year.
C
The
school
leaders
are
the
most
immediately
available,
but
they
are
also
the
windows
into
their
school
communities,
to
the
teachers,
staff
and,
ultimately,
students
and
families
that
we
all
touch
so
I
was
really
enthused
by
the
willingness
and
the
creativity
and
problem-solving.
We
have
an
amazing
group
of
leaders
who
are
absolutely
committed
to
rolling
up
their
sleeves
and.
E
There
are
a
lot
of
stars
among
us
that
maybe
this
could
be
a
time
that
you
helped
to
identify
who
can
be
put
through
the
pipeline
of
continued
educational
attainment
towards
executive
leadership
within
a
district
ours
or
you
know,
elsewhere.
I
think
it
would
be
great
as
you're
on
the
listening
sessions
to
you
know,
recognize
the
talent
and
pay
attention.
You
know
as
you
move
forward,
so
just
a
word
of
encouragement.
There
yeah
thanks
Thank,.
F
Also,
thank
you
very
much
for
the
report.
I
also
wanted
to
to
thank
you
for
the
openness
that
you've
had
for
conversation.
For
you
know,
racing
issues
so
I.
You
know
I'm
very,
very
thankful
for
for
your
for
the
way
that
you're
approaching
this
time.
I
know
it's
not
easy,
but
know
that
you,
you
know,
you're
gonna
have
all
of
our
support.
I
I
did
have
a
couple
of
concerns
that
I.
You
know
that
I've
raced
with
you
and
you
know
some
of
it.
F
Some
of
them
I
think
that
Alex
Oliver
that
it
has
has
risen
but
they're,
you
know
around
their
representativeness
and
that,
within
your
your
your
leadership
team
and
and
across
the
you
know,
across
the
Boeing
offices,
we've
gone
from
I
mean
from
the
perspective
of
somebody
that
that
leads
through
the
ll
task
force.
We've
gone
from
having
several
people
at
the
top
leadership,
with
very,
very
close
understanding
of
issues
related
to
English
language
learners
to
having
zero.
So
I
really
want
you
to
pay
close
attention
to
that.
F
We
do
not
want
by
any
means
to
step
back
from
the
gains
that
have
been
made.
I
mean
we're.
You
know
I'm
formally
now
inviting
you
to
come
to
task
force
and
and
have
a
discussion
with
us,
because
we're
always
very
concerned
about
the
you
know,
sort
of
the
slippage
or
the
ways
in
which
the
lack
of
attention
to
the
issues
related
to
English
language
learners
becomes
a
real
problem
for
the
district.
F
People
from
investors
have
been
involved
from
the
start,
so
I
just
want
you
two
to
know
that
we
we
would
like
to
be
helpful
and
that
we
need
that
level
of
a
representation
high
up
in
in
you
know,
so
that
these
issues
come
up,
and
it's
not
just
up
to
the
folks
from
the
office
of
English
language
learners
to
bring
them
up,
but
that
there
is
say
a
real
understanding
and
a
real
capacity
within
the
district
to
act
upon
them.
So
that
that
you
know
it's
a
concern.
F
F
C
A
lot
of
good
and
thoughtful
work
has
gone
into
the
new
school
support,
reorganization
that
the
district
has
been
rolling
out
through
the
spring
and
into
this
summer,
and
so,
for
example,
in
sitting
down
with
school
leaders.
What
I
asked
them
was,
you
know,
are
there
modifications
are
there
course
corrections
in
an
interim?
You
cannot
do
you
know
you
don't
rewrite
the
vision,
you
don't
necessarily
reorganize
an
entire
organization,
but
you
ask
very
closely
at
least
I
do
of
the
school
leaders
as
well
as
those
working
very
hard
in
central
office.
Where
are
the?
C
C
The
things
that
I'm
listening
for
is
where
is
vision
not
matched
by
implementation
and
what
schools
experience
and
so
I
think
that
points
to
places
where
some
changes,
modifications,
or
course,
corrections
and,
quite
frankly,
collaborative
problem
solving
on
behalf
of
both
school
leaders
and
central
office
staff
might
actually
allow
some
steps
forward.
That
would
bring
real
benefit
to
school
communities
and
then,
ultimately,
to
our
teachers,
staff,
students
and
families.
C
F
Really
happy
to
to
hear
that
I'm
also
very
happy
to
hear
that
you're
having
meetings
with
school
leaders
because
I
think
that's
you
know
a
relationship
that
needs
to
be
reward
in
a
very
fundamental
way
and
and
I'm
glad
that
you're
starting
at
that
point,
I
think
that
if
we
can
get
through
this
year
with
stronger
relationships
between
bowling
and
the
schools,
I
think
your
time
will
be
a
success.
Thank
you
very
much.
Thank.
G
You,
mr.
Chia,
some
is
Parral
recognizing
that
you've
been
on
the
job
two
weeks,
and
this
is
your
first
school
committee
meeting.
Let
me
simply
say
welcome.
First
of
all,
we're
glad
you're
here
you've
been
a
longtime
partner
with
the
district.
You
know
us
very
well.
You
attend
almost
every
single
meeting,
you're,
usually
sitting
back
the
in
room
back
there,
but
it's
fun
to
see
you
up
here
now,
seeing
that
we
actually
turn
around
this
way.
I
was.
G
July
2
here
and
I
want
to
thank
you
for
your
willingness
to
step
up
and
serve
during
this
period
of
transition.
You
may
not
have
heard
it
at
our
last
meeting,
but
I
likened
you
to
a
first
responder.
Who
always
has
you
know.
First
responders
are
known
for
they
rush
into
trouble
and
they
rush
into
situations
to
help
people.
G
You
have
done
that
traditionally,
with
the
district
on
a
number
of
initiatives
that
are
important
to
us
and
I
deeply
appreciate
your
willingness
to
serve
now,
so
welcome
and
I
will
strictly
say
that
I
also,
really
like
you,
focus
as
you've
laid
out
on
making
sure
the
trains
run
on
time
that
school
starts
crisply
and
effectively
in
September
I
love.
You
focus
on
that.
G
A
C
A
Won't
put
it
to
the
test
in
any
case,
if
there's
no
further
discussion,
I'll
now
entertain
a
motion
to
receive
the
interim
superintendent
report.
Thank
you,
dean
robinson.
Is
there
a
second
second?
Thank
you.
Mr.
O'neil,
there
any
discussion,
our
objection
to
the
motion
or
any
objection
to
approving
the
interim
superintendents
report
by
unanimous
consent.
Hearing
none.
The
motion
carries
we'll
move
on
now
to
general
public
comment.
Miss
Sullivan
thank.
H
You
mr.
Liu
kanto,
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
refer
to
the
superintendent
for
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak
and
I
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
H
Those
who
require
interpretation
services
will
be
a
lot
in
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
will
only
record
speakers
who
face
the
committee.
We
have
seven
speakers
this
evening
and
we'll
begin
with
Carolyn
Kane
and
she'll
be
followed
by
Diane
Lucien,
SCA's
and
Kevin
Marie.
I
Most
importantly,
there
is
no
modified
curriculum
for
health
education
that
addresses
the
needs
of
individuals
with
special
needs,
and
we
really
need
to
work
towards
that.
I
would
refer
you
back
to
the
district's
policy
itself,
which
says
that
this
needs
to
be
taught
by
a
licensed
health
education.
Teacher
all
children
in
the
Boston
Public
Schools
are
the
responsibilities
of
every
department
in
every
school
and
every
school
leader.
It's
important
that
the
health
and
wellness
department
be
given
the
appropriate
resources
in
order
to
implement
this
policy
comprehensively
and
effectively.
I
That
has
not
happened
to
date
and
that's
why
we
are
here
to
testify
this
evening.
I
think
that
it's
critically
important
and
most
particularly
for
our
most
vulnerable
students,
that
they
get
comprehensive
health
and,
quite
frankly,
sexual
education,
while
they're
still
in
school.
We
don't
want
individuals
going
on
to
future
education,
further
employment
and
not
being
educated
on
what
appropriate
conduct
is.
What
appropriate
conduct
is.
I
Not
we've
been
notified
by
a
number
of
different
schools
that
this
has
been
an
ongoing
issue
in
taking
children
either
to
the
Macy
program,
which
is
the
inclusion
in
current
enrollment
program,
where
they're
allowed
to
audit
programs
classes
at
the
college
level
or
taking
them
into
the
community
to
access
job
opportunities.
So,
basically,
the
district
came
up
with
a
very
good
policy
and
then
it
failed
to
implement
it
appropriately,
and
it
did
that
because
it
didn't
allocate
the
appropriate
resource
in
order
to
that.
I
In
order
for
that
to
happen
effectively,
it's
a
critical
issue
for
us,
as
parents,
and
obviously
representing
the
more
than
four
thousand
students
who
are
currently
aged
14
to
22
in
the
district
who
have
IEP
s,
and
this
is
something
that
actually
can't
be
taught
to
children
with
disabilities
in
a
one
or
two
semester.
Course.
This
requires
practice,
repetition,
opportunities
for
feedback
and
opportunities
for
teaching
in
the
moment.
I
So
we're
asking
that
a
special
education
teacher
be
hired
to
assist
this
department
in
modifying
its
curriculum,
but
we
still
want
it
taught
by
licensed
health
educators,
as
is
required
by
the
policy
that
was
adopted
by
the
School
Committee
and
again,
whenever
issues
come
up
that
involved
special
needs
students,
it's
not
the
responsibility
exclusively
of
the
special
education
department,
it's
the
responsibility
of
the
entire
district
and
it's
the
responsibility
of
our
school
leaders
to
make
sure
that
health
education
is
dealt
with
just
as
importantly,
as
any
other
course
requirement.
Thank
you
thank.
J
I'm
dan
galiczynski
I'm
also
a
parent
of
a
child
with
a
disability.
My
daughter
is
21
years
old
at
the
Henderson
inclusion,
school
and
I
was
asked
to
join
the
district's
Wellness
Committee
back
in
January.
They
needed
a
representative
from
sped
PAC.
This
is
something
that
has
been
of
interest
to
me
for
a
long
time
when
my
daughter
was
in
Middle
School
at
the
Harbor
pilot
middle
school.
J
It
was
something
that
I
had
brought
to
the
attention
of
councilor
Pressley,
because
that's
where
she
had
was
focusing
a
lot
of
her
work
and
I
had
brought
up
the
fact
that
no
one
really
has
really
turned
an
interest
to,
or
had
education
looked
at
individuals
with
disabilities
in
the
curriculum.
So
continuing
on
that
quest
about
three
years
ago,
I
asked
at
my
daughter's
IEP
meeting
that
she
receives
sex
education,
with
the
modified
curriculum
coming
to
find
out
that
that
curriculum
did
not
exist.
J
I
did
work
with
the
Wellness
Department,
as
well
as
a
special
education
teacher
to
modify
ulam
that
was
implemented
at
the
henderson
school,
but
it
was
for
fourth
and
fifth
graders
and
she's
now
21
years
old.
This
was
only
three
years
ago,
so,
right
now,
currently
there
isn't
any
curriculum
that
is
appropriate
for
my
daughter
and
for
the
other
students
with
disabilities.
I,
don't
know
if
you're
familiar
with
NPR
series
that
was
just
put
out
in
January
I
just
want
to
quote
something,
because
it's
really
startling.
J
People
with
intellectual
disabilities
are
sexually
assaulted
at
a
rate
more
than
7
times
for
that
with
people
without
disabilities,
an
NPR
investigation
finds
that
people
with
intellectual
disabilities
of
one
of
the
most
at-risk
groups
in
America
also
the
policies,
was
missing
language
that
included
our
students,
who
are
18
to
22
years
old.
What
I
noticed
when
I
joined
the
Wellness
Committee
that
it
ended
in
the
12th
grade?
J
It
constantly,
but
because
there
isn't
a
curriculum
for
the
teachers
to
access
and
because
there
isn't
professional
development
for
these
teachers
to
implement
those
curriculums,
it's
really
difficult
for
them
to
do
so,
it's
being
implemented
in
some
schools,
but
not
in
others.
So
it's
not
accessing
all
students.
J
Also
in
my
work
as
the
director
of
inclusion
at
a
Boys
and
Girls
Club
in
Dorchester,
I
saw
this
constantly
where
we
would
have
our
kids
coming
from
bps
into
our
after-school
programs,
where
we
want
them
to
access,
but
they
were
displaying
really
really
inappropriate
behavior
as
they
were
aging
up.
So
this
is
something
that
is
ongoing.
It's
out
there.
Unfortunately,
a
lot
of
people
do
not
talk
about
it
and
we
feel
it's
bed
packed.
That
is
something
that
really
needs
to
be
discussed
and
improved
upon.
J
A
K
If
I
didn't,
let
me
say
it
now:
that's
quality
education
for
every
student
and
quest
came
into
being
in
2013
in
the
middle
of
the
discussion.
That's
been
talked
about
here
about
the
previous
assignment
system.
It's
sort
of
how
we
cut
our
teeth
as
a
group,
understanding
and
learning
about
the
various
barriers
to
equity
in
this
system,
and
it
remains
the
thing.
K
That's
our
we've
gotten
involved
in
many
other
issues
since
then,
but
it
remains
our
primary
concern
and
we
joined
a
number
of
other
civil
rights
and
educational
justice
organizations
today
in
presenting
a
statement
in
response
to
the
release
of
this
report,
raising
what
we
think
are
some
very
important
issues
in
relation
to
the
report.
We
would
like
to
see
some
ignite
to
hear
some
acknowledgement
of
that
statement
and,
as
time
passes,
certainly
it's
too
soon
now,
but,
as
time
passes,
we'd
like
to
see
some
serious
response
to
the
issues
raised
in
that
statement.
K
I
don't
know
if
anybody's
had
a
chance
to
read
that
whole
report
yet
but
I
have
not.
I
can
tell
you
for
sure,
but
what
I've
seen
in
it
is
maddening
maddening
is
the
word
it's
maddening.
Why
is
it
maddening?
Because
to
me
that
report
speaks
to
a
colossal
failure
of
our
system
to
provide
a
quote:
equitable
access
to
education
and
it's
a
failure
that
didn't
need
to
be.
From
my
perspective,
it's
a
failure
that
we
didn't
need
to
live
through
during
that
externa
process.
K
Everybody
new,
the
the
problems
that
were
talked
about
in
this
report
were
discussed
widely
during
that
process.
I'm
sure
those
of
you
who
participated
and
many
of
you
up
there
did
participate,
remember
very
well
the
night
that
a
parent
who
shall
remain
nameless
spoke
out
and
said
you
know.
I
went
on
the
beta,
that's
on
the
BPS
website
and
I
put
in
a
couple
of
addresses
just
to
see
what
kind
of
schools
would
be
yielded
to
those
addresses.
K
One
of
them
was
on
Maple
Street
in
West
Roxbury
in,
to
my
surprise,
it
wasn't,
but
to
my
surprise,
to
much
that
address
yielded
six
level,
one
in
level
two
schools,
then
that
same
person
put
an
address
on
Humboldt
Avenue
and
that
one
yielded
two
right.
Surprise.
Surprise:
do
we
do
we
detect
an
equity
equity
problem
in
the
way
the
system
was
designed
and
then
a
member
who
I
think
was
a
member
of
the
EAC,
a
man
named
John
barrows
who's
kind
of
disappeared
from
this
discussion
a
little
bit
since
then
Hira.
K
He
said
it's
even
worse
than
that
right,
because
what
we
need
to
be
looking
at
is
the
number
of
seats
available
to
students,
not
just
the
number
of
schools,
and
if
we
look
at
the
number
of
seeds,
the
inequity
is
even
worse
than
that.
Two
and
six
thing
that
we're
talking
about.
So
we
got
to
do
something
that
deals
with
the
number
of
seats
available
to
people
never
happened.
It
did
not
happen.
K
Despite
those
issues
being
raised,
there
was
tremendous
pressure
to
approve
the
home
based
system
and
it
was
approved,
but
it
was
approved
with
an
important
caveat,
because
there
was
enough
doubt
about
it,
and
there
were
even
some
people
who
did
not
accept
the
vote
did
not
go
along
with
a
vote.
There
was
something
built
in
that
at
the
end
of
the
first
year
of
implementation,
there
would
be
an
independent
review
of
the
results
of
that
system.
K
L
K
K
There
is
a
lot
to
work
to
do
if
we
look
at
this
as
an
implementation
problem,
when
five
percent
of
the
students
in
one
neighborhood
have
access
to
good
schools
and
80
percent
of
the
students
in
another
neighborhood
do
that
is
not
an
implementation
problem.
It's
a
fundamental,
if
not
fatal,
flaw
in
this
system.
So
we
need
to
look
at
that.
The
depth
of
that
flaw.
The
other
thing
is
I.
K
M
Good
evening,
chairman
la
canto
school
committee,
members
and
interim
superintendent
Parral,
my
name
is
Jose
Lopez
and
I'm.
The
I'm,
a
former
educator
and
current
chair
of
the
Education
Committee
for
the
Boston
branch
of
the
n-double
a-c-p
I
begin
tonight,
with
a
quote.
When
we
fight
about
education,
we're
fighting
for
our
lives,
we're
fighting
for
what
education
will
give
us
we're
fighting
for
a
job,
we're
fighting
to
eat,
we're
fighting
to
pay
our
medical
bills,
we're
fighting
for
a
lot
of
things.
So
this
is
a
total
fight
with
us.
M
That
statement
was
made
by
Ruth
Batson,
it's
taken
from
the
eyes
on
the
prize
episode,
titled
keys
to
the
kingdom
on
a
person.
No,
it
was
an
episode.
I
would
show
my
students
every
year
when
I
taught
eighth
grade
civics.
The
report
released
today
by
the
Barry
ratifies
findings
about
public
education
that
we
have
known
to
be
true
for
decades.
M
These
findings
put
in
a
clear
target:
Boston's
Achilles
heel,
the
one
characteristic
routinely
prohibiting
it
from
being
the
best
version
of
itself,
its
failure
to
equitably
educate
all
of
its
children,
but
the
report
demands
is
that
we
ask
ourselves:
how
will
we
charge
the
interim
superintendent
to
prioritize
the
implementation
of
solutions
for
the
issues
raised
in
this
report
and
her
memo
released
today?
The
interim
superintendent
a
line,
the
three
initial
priorities
for
her
transition.
None
of
those
include
addressing
the
concerns
raised
in
this
report.
Neither
do
they
address
the
academic
innovations.
M
This
body
asked
the
interim
to
carry
forward
as
a
part
of
her
employment
offer,
innovations
that
do
touch
upon
equity
and
the
closing
of
the
opportunity
and
achievement
gaps.
The
idea
of
public
education
was
in
itself
a
bold
and
courageous
endeavor.
It
was
with
apprehension
that
John
Adams
included
it
in
the
Massachusetts
Constitution,
notwithstanding
his
trepidation.
M
However,
he
chose
to
leave
that
provision
in
and
what
language
did
he
use
I
remind
all
of
you
that
he
said
we
would
cherish
the
public
and
grammar
schools
to
cherish
the
public
and
grammar
schools
reads
as
an
incredible
mission
statement
for
achieving
an
honorable
goal.
After
reading
the
report,
one
would
be
hard-pressed
to
conclude
that
we
are
truly
cherishing
all
of
our
public
schools.
Its
conclusion
summary
does
not
read
like
an
incredible
mission.
Instead,
it
reads
like
an
obituary
black
and
Latino
Student
Senate
to
have
fewer
high-quality
seats.
M
In
addition,
they
also
lived
nearby
more
of
their
peers,
meaning
they
were
competing
for
those
fewer
seats.
These
two
factors
together
meant
that
black
and
Latino
students
faced
great
competition
for
seats
of
high
quality
schools.
They
were
less
likely
to
attend
high
quality
schools.
They
were
more
likely
to
attend
tier
4
schools.
They
were
less
likely
to
receive
their
preferred
schools
and
to
be
administratively
assigned.
M
The
Boston
branch
of
n-double-a-cp
is
proud
to
continue
to
work
with
our
community
partners
to
advocate
for
families,
children
and
educators,
who
all
believe
in
our
Constitution
and
who
more
than
just
cherish
public
schools,
rely
on
them
to
give
their
children
the
tools
they
need
to
live
and
survive.
We
look
forward
to
learning
more
about
your
plans
to
remedy
the
concerns
presented
in
the
barrier.
Thank
you
so
much.
Thank.
N
Evening
John
Mudd
advocate
I
just
want
to
have
a
couple
of
suggestions
for
the
inner
supermodel
attendant
for
the
priorities
of
the
interim
superintendent.
I
want
to
reinforce
the
first
goal
in
the
draft
of
the
employment
letter
that
goal
of
eliminating
opportunity
and
achievement
gaps.
This
calls
not
just
for
continuing
current
approaches
but
for
developing
new
initiative.
Systemic
changes
I
think
it
should
be
a
key
part
and
could
be
a
key
part
of
the
superintendent's
assessment
of
the
central
office
functions
for
years.
N
The
school
committee
and
the
district
have
said
that
eliminating
opportunity
and
achievement
gaps
is
key
priority.
This
BPS
has
promoted
the
laudable
goal
of
culturally
and
linguistically
sustainable
priorities
and
practices,
but
it
is
never
fully
explained
how
its
curricula
and
classroom
teaching
strategies
will
be
adapted
to
the
learning
needs
of
black
and
Latino
and
other
marginalized
students.
N
The
opportunity
and
achievement
gap
policy
calls
for
a
no
AG
impact
statement.
The
equity
statement
that
has
been
implemented
in
its
place
is
not
adequate.
They're
too
general.
They
usually
simply
state
general
commitments
to
her
assertions
of
goals
and
intent.
A
real
oag
impact
statement
would
explain
how
the
proposal
will
enable
black,
latino
and
other
marginalized
students
to
progress
faster
than
white
students.
N
Please
superintendent
ask
your
staff
to
include
such
a
statement
in
the
future
on
developing
authentic
community
engagement
when
PPS
goes
out
into
the
community
on
issues
such
as
bill
BS
or
new
start
times.
Please
tell
a
community
your
analysis
of
the
relevant
data,
you're
thinking
about
the
best
options
available
and
your
explanations
of
the
reasons
pro
and
con
for
each
proposal.
Please
do
not
continue
the
usual
practice
in
community
meetings
of
overwhelming
people
with
complicated
data
and
then
asking
them
to
list
their
wishes.
N
If
there
are
excess
seats,
if
there
is
a
need
for
school
closing,
then
let's
have
that
explained
and
try
to
deal
with
it
together
as
a
community.
Don't
act,
scared
of
bringing
these
controversial
issues
to
the
community,
treat
people
as
respected
partners
on
the
search.
If
interim
does
not
mean
permanent,
then
the
mayor
and
the
interim
superintendent
both
need
to
state
publicly
that
the
interim
will
not
apply
for
the
permanent
job.
If
this
is
not
crystal
clear,
it
will
just
as
clearly
prevent
some
candidates
from
applying
for
the
job
and.
H
N
Would
suspect
that
these
might
be
some
of
the
strongest
most
astute
candidates
if
the
mayor
and
and
when
the
mayor
in
the
School
Committee
go
out
for
a
national
search,
please
try
to
get
the
best
search
firm.
You
can.
The
last
process
had
very
few
applicants
for
the
search
thoughtful
commentators
said
we
did
not
have
the
strongest
group
of
candidates.
That's
not
acceptable
for
us.
As
a
city,
we
need
to
have
a
mayor
and
a
school
committee
that
will
attract
and
hire
the
strongest
candidates
to
serve
the
children
in
our
schools.
Thank
you.
Thank.
O
Name
is
Denae
Davis
I
live
in
the
Dorchester
section
of
Boston
I'm,
a
former
bps
student
12
year
teacher
with
an
earned
doctorate
from
Boston
College
I'm,
a
proud
teacher
scholar,
particularly
interested
in
the
learning
and
advancement
of
Boston
youth.
Thank
you
for
this
opportunity
to
give
public
comment
today.
I
am
requesting
two
updates,
one
on
the
search
process
and
I'm
happy
to
see
that
that's
listed
in
the
agenda,
so
my
comments
may
be
answered
at
that
time
or
perhaps
give
you
some
additional
considerations.
O
Also.
The
second
update
pertains
to
the
superintendent
certification
form
is
Parral.
Regarding
the
search
process.
Last
month,
I
raised
concern
about
the
search
process
for
a
new
superintendent
for
bps
in
particular,
I
ask
that
the
committee
establishes
established
search
procedures
consisting
of
two
characteristics,
transparency
and
inclusion.
Regarding
transparency,
all
stakeholders,
especially
parents,
students
and
bps
employees,
deserve
to
know
the
committee's
guidelines,
practices
and
activities,
especially
those
that
are
not
privileged.
In
addition,
I'd
ask
that
all
stake
that
you
provide
all
stakeholders,
especially
community
members,
with
timely
and
ready
access
to
candidate
profiles,
resumes
and
CVS.
O
This
is
particularly
critical
for
finalists.
Providing
the
community
with
complete
and
accurate
information
enables
us
to
participate
in
the
search
process.
A
web-based
portal
or
website
to
host
general
candidate
information,
along
with
your
search
procedures,
might
be
useful
to
everyone
along
related
lines.
O
On
the
matter
of
Miss
Parral
superintendent,
certification
status,
the
offer
letter
to
Miss
Parral
stated
a
90
day
stipulation
period
to
secure
that
certification.
Such
licensure
is
required
for
the
position.
The
fact
that
she
has
been
given
temporary
status
I
say
is
unreasonable,
given
the
existence
of
other
appellee
certified
professionals.
Currently
in
the
district
on
behalf
of
the
community,
I
asked
how
close
is
miss
Burrell,
who,
by
my
research,
does
not
possess
an
advanced
degree
to
securing
the
requisite
administrative
license
to
serve
as
interim
BPS.
Thank
you.
You.
P
P
The
materials
are
not
out
there.
You
received
a
PowerPoint
I
asked
for
the
actual
memorandum
and
the
proposed
memorandum,
which
I
only
got
at
3:51
this
afternoon.
I
previously
had
a
copy
of
the
earlier
memorandum
and
I
have
concerns.
I
do
hope
that
Laura
Parral,
as
our
interim
superintendent,
will
be
a
champion
for
public
schools.
P
What
concerns
me
here
is
that
this
committee
needs
to
embrace
its
responsibility
to
oversee
a
hundred
and
twenty
five
schools,
including
the
Dearborn
I,
urge
the
committee
to
require
bps
and
B
PE
the
plan
for
excellence
to
work
on
a
plan
to
return
management
of
this
gem
of
a
school
to
the
bps
and
to
disengage
from
the
receivership.
The
equity
statement
said:
it's
not
a
receivership.
The
initial
MOU
does
say
it's
a
receivership.
P
Mr.
la
canto
is
a
lawyer.
I
think
you
can
table
this
and
I
know
the
existing
agreement
expires
at
the
end
of
this
month,
but
you
can
perhaps
do
a
vote
before
through
remotely,
but
I
do
think
it.
You
owe
it
to
yourselves
and
to
us
to
actually
read
the
MOU
in
the
original
MOU.
It
said
that
bpe
actually
wanted
to
operate
this
school
on
the
long
term.
Ppe
runs
a
charter
school
and
part
of
the
original
MOU
was
to
have
that
charter
school
feed
into
the
Dearborn.
P
The
Dearborn
had
a
community
around
it
that
wanted
to
have
the
school
renovated
and
to
have
the
immediate
schools
that
were
Boston,
Public,
Schools
feed
into
it.
There
are
multiple
policy
issues
that
are
layered
into
this
MOU,
but
I
think,
given
that
the
school
is
moving
out
of
temporary
headquarters
at
the
Burke
to
a
brand
new
facility
with
the
opportunity
to
really
make
it
a
school
of
excellence.
H
A
You
mr.
Sullivan,
our
first
action
item
this
evening
is
the
consent
calendar,
which
consists
of
grants
for
approval,
totaling,
five
hundred
forty
five
thousand
three
hundred
eighty
four
dollars
and
sixty
nine
cents
and
one
international
travel
request.
I
will
now
open
it
up
to
questions
or
discussion
from
the
committee.
D
E
Also
like
to
just
request
updates
on
the
data
for
the
grants
regarding
the
health
and
wellness
component-
and
you
know
that
can
be
for
obviously
a
later
date
in
the
fall,
but
there
were
a
couple
of
questions,
I'm
thankful
that
we
received
some
of
the
reports
and
some
of
the
data,
but
the
data
is
bringing
up
some
questions.
That
I
think
we
need
to
consider.
E
Should
their
child
be
in
that
at
risk
category?
The
the
grant
is
really
important
and
it's
important
work.
We
see
how
it's
impacting
students
you
know
across
the
country,
so
we're
really
grateful
for
it.
I
just
want
to
make
sure
that
we
are
doing
our
due
diligence
and
and
really
paying
attention
to
that
comprehensive
approach.
E
I've
also
mentioned
in
past
meetings
that
I
believe
comprehensive,
also
needs
to
have
a
component
of
the
choice
of
abstinence,
because
we
have
a
large
number
of
students
that
we've
seen
in
the
data
who
are
not
engaging
as
sexual
behavior,
and
it
would
be
interesting
to
find
out.
Why
is
it
their
choice
or
is
it
just
lack
of
knowledge?
And
since
this
is
a
district
of
choice,
I
really
want
to
honor
that
you
know
the
choices
of
students
who
want
to
focus
on
academics
and
not
engaging
in
our
risk.
E
A
Q
A
G
G
This
issue
is
looked
at
seriously
now
by
special
ed
and
by
the
Office
of
health
and
wellness,
and
if
it
requires
hiring
special
ed
folks
to
work
on
the
curriculum
that
work
is
done
this
summer,
so
that
this
issue
is
addressed
at
the
begin
of
the
year,
not
waiting
for
fall.
We
pull
it
and
then
so
on,
and
so
thank
thank
you.
Thank.
A
F
A
D
A
You
Miss
Oliver
devil.
Is
there
a
second
second?
Thank
you,
mr.
O'neil's
any
discussion
or
objection
to
the
motion.
Any
objection
to
approving
the
consent
calendar
by
unanimous
consent,
hearing
none
the
consent
calendar
is
approved.
Our
final
action
item
for
this
evening
is
a
memorandum
of
agreement
between
the
Boston
Public,
Schools
and
bpe,
the
Boston
plan
for
excellence
for
a
level
4
turnaround
plan
for
the
Henry
Dearborn
STEM
Academy.
A
You
will
recall
that
are
at
June
20th
meeting
bps
executive
director
of
strategy,
Dan
Anderson
and
BP
executive
director,
Jesse
Solomon,
presented
for
consideration
a
two-year
agreement
that
would
allow
for
BBE
to
continue
as
the
school's
operator
through
June
2020.
At
this
time,
I
would
like
to
turn
it
over
to
our
interim
superintendent.
For
any
final
comments.
A
C
You
chairman
LeConte
Oh,
so
to
summarize,
the
Boston
Public
Schools
are
asking
for
the
committee's
support
to
approve
the
memorandum
of
agreement
for
bp's
operation
of
the
Dearborn
STEM
Academy.
As
part
of
this
two-year
agreement,
the
Dearborn
will
be
more
closely
monitored
and
supported
by
the
Boston
Public
Schools,
including
school
leaders,
supervision
and
professional
development.
The
MOU
or
the
revised
MOU
also
emphasizes
a
focus
on
B
PE,
completing
the
design
of
a
stem
plan
that
will
include
diverse
and
rigorous
experiences
with
bps
supporting
BP's
efforts.
In
this
regard,.
E
Really
excited
about
the
work
that's
been
done
and
I
know
we
stated
it
and
last
month's
meeting,
as
we
were
able
to
hear
and
then
also
receive
more
of
the
data
I
just
want
to
echo
the
interims
remarks
that
we
do
want
to
pay
close
attention
to
some
specific
areas
and
I'd.
Also
mr.
Solomon
just
want
to
with
the
hat
that
I
wear
want
to
pay
attention
to
the
special
ed
programming
to
make
sure
that
I
know.
E
D
I
wanted
to
say
something:
I
just
wanted
to
say
that
I
understand
the
close
monitoring,
but
I
also
just
really
want
to
recognize
the
really
hard
work
that
has
gone
into
this.
Yes,
in
terms
of
creating
a
culture
of
welcoming
families,
welcoming
students
of
high
expectations
when
we
look
at
like
the
number
of
students
are
going
to
college
and
just
really
all
of
the
amazing
work
that
happens
because
I
think
we
often
get
very
stuck
in
you
know
all
of
the
scoring
and
testing
etc
and
I.
F
Wanted
to
just
briefly
thank
Jesse,
Solomon
and
Dan
Anderson
for
providing
us
with
additional
data
for
the
discussion
today.
I
felt
guilty
about
asking
you
vote
for
everything
that
was
going
on,
but
I
thought
that
it
was
important
to
really
clarify
why
there
was
there
were
some
clauses
in
there
in
in
the
contract
that
we
don't
see
in
other
contracts
and
and
therefore
you
know,
but
thanks
a
lot.
F
A
You
talk
to
your
teen
and
it's
true.
You
know
I
mean
hearing
I,
think
in
all
of
the
comments
of
the
committee
members
receiving
as
well
as
in
the
presentation
on
June
20th.
We
hold
ourselves
to
very
high
standards
and
we
think,
particularly
with
respect
to
the
the
Dearborn,
it's
a
very
large
school.
We
intend
for
it
to
grow.
It's
moving
into
a
new
building
this
year,
a
state-of-the-art
75
million
dollar
facility
that
will
open
a
few
short
weeks,
and
we
expect
we
have
high
expectations
for
that
school.
A
We
want
it
to
be
a
leader
in
STEM
education,
for
our
district
and
for
our
city
and
for
our
region,
and
so
we
we
grade
ourselves
very
harshly
and
we
do
have
indicators
we
have
heard
from
mr.
Solomon
and
others
about
the
performance
at
the
Dearborn,
where
we
have
both
opportunities
for
improvement,
as
well
as
some
shining
examples
and
I
think
you
know.
A
Miss
Oliver,
Da'ville,
you've
called
out
specifically
the
graduation
rate
and
the
matriculation
to
college
rates
at
the
Dearborn
specifically
are
very
encouraging,
even
though
they're
small
sample
sizes
they're,
certainly
something
to
grow
on
and
so
I
think.
You
know
the
MOU
excuse
me,
I'm
away,
our
colleagues
in
the
district
have
been
able
to
negotiate
with
the
Dearborn
in
creating
a
two-year
plan,
with
both
a
pause
that
can
be
taken
in
November.
Should
we
have
a
change
in
status
at
the
state
level,
as
well
as
at
the
end
of
this
calendar
year?
A
A
So,
if
there's
no
further
questions
or
discussion
from
the
committee
I'd
like
to
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
the
Boston
Public
Schools
in
PPE
for
a
level
four
turnaround
plan
for
the
Henry
Dearborn
STEM
Academy,
as
presented
Thank
You,
Dean
Robinson.
Is
there
a
second
thank
you
Miss
Olivet,
a
blunt
dr.
iriarte?
Is
there
any
discussion
or
objection
to
the
motion?
Miss
Sullivan?
When
you
please
call
the
roll.
G
A
A
You
miss
Sullivan
will
now
move
on
to
our
first
report
and
evaluation
of
equity
in
the
Boston
Public
Schools
home
based
assignment
policy.
At
this
time,
I'd
like
to
invite
the
following
people
to
please
step
forward
with
their
presentation:
monica
roberts,
our
assistant
superintendent
of
engagement
for
VPS,
dr.
Dan,
O'brien,
an
associate
professor
in
the
School
of
Public
Policy
and
urban
affairs
in
Northeastern
University
and
the
co-director
of
the
Boston
area.
Research
assist
initiative,
also
known
as
Bari
and
dr.
A
Nancy
Hill,
a
Charles
Bigelow
professor
of
education
at
the
Harvard
Graduate
School
of
Education
and
founding
member
of
baris
Advisory
Council
I
also
see
that
Miss
Lisa
Harvey
of
the
office
of
engagement
is
joining
us
this
evening
as
well.
First
I'll
turn
it
over
to
our
interim
superintendent,
miss
Laura
parole
for
opening
comments.
C
L
Evening
Thank
You
chairman
la
canto
and
his
team
members
of
the
school
committee
I'm
tonight,
I
am
joined
by,
as
we
noted
earlier,
dr.
Dan
O'brien,
one
of
the
two
principal
investigators
from
the
Boston
area,
research
initiative
or
Barbie,
who
conducted
the
equity
analysis
of
the
home
base
assignment
plan.
I
have
also
asked
dr.
Lisa
Harvey
to
join
us
she's,
a
definitely
domestic
director
in
my
office,
and
she
managed
this
effort
with
Barney.
As
a
reminder
to
everyone
here
and
at
home.
The
home
base
assignment
plan
was
initially
implemented
in
the
2014-2015
school
year.
L
The
first
analysis
of
the
report
was
done
by
ping
Shing,
the
MIT
graduate
student
who
designed
the
model
in
March
2016
the
cover
grades,
K
0
to
K
2
in
June
2016,
the
enrollment
and
planning
division
moved
under
the
office
of
engagements
welcome
services
umbrella.
In
the
spring
of
2017,
we
launched
a
committee
to
develop
the
bid
for
the
equity
analysis
work.
This
committee
supported
the
design
and
the
bid
was
also
shared
with
the
school
colleague
working
group.
L
The
invitation
for
bid
was
opened
and
from
September
18
through
October
6th
of
2017,
and
a
bid
was
awarded
to
Barbie
on
October
26
of
that
year.
I
received
data
in
January
of
2018
and
began
the
analysis.
The
team
presented
us
at
a
citywide
discussion
hosted
by
the
office
of
opportunity
and
achievement
gaps
on
March
27th
and
received
stakeholder
feedback
about
what
the
analysis
should
include.
L
Well,
this
is
not
the
first
report
and
a
home
based
assignment
plan.
It
is
different
in
that
it
covers
a
full
three
years
of
period,
and
this
gives
a
broader
understanding
of
how
the
policy
has
impacted
the
district.
Tonight.
You
will
hear
the
results
of
our
own
equity
equity
analysis.
We
learned
that
inequities
existed
in
the
DRI's
own
plan
and
continued
to
exist
under
the
home
base
assignment
plan.
Home-Based
assignment
plan
did
not
create
nor
fix
inequities.
L
The
most
important
intervention
to
achieve
equity
is
to
increase
the
number
of
Polly
schools
across
the
district
and
across
all
named
neighborhoods.
The
assignment
process
is
limited
as
a
tool
of
equity
when
a
number
of
schools
is
limited.
So
at
this
time,
I
am
going
to
turn
over
to
dr.
Dan
O'brien,
who
will
take
us
through
his
report.
Thank
you
good.
R
Evening,
everyone
Thank
You
Monica,
fir
for
that
lead-in,
and-
and
thank
you
school
committee
and
interim
superintendent
for
having
us
this
evening
to
give
this
report.
Unfortunately,
because
of
scheduling
my
my
colleague,
Nancy
Hill,
was
unable
to
join
us.
She's
out
of
the
country
at
the
moment,
so
I
will
be.
I
will
be
doing
our
double
duty
here.
That
said,
I
just
want
to
start
by
saying
we
were
honored
to
be
able
to
do
this
work
and
to
be
able
to
contribute
to
this
conversation.
R
In
this
way,
barri
sees
its
mission
as
really
assessing
kind
of
the
intersection
between
technology
and
social
policy,
and
so
this
was
a
really
special
opportunity
for
us
to
be
able
to
help
in
this
conversation
and
helping
Boston
Public
Schools
in
its
community
understand
how
this
system
works.
So
with
that
said,
let's
dive
right
in
I'm,
going
to
give
a
relatively
brief
overview
of
the
report.
For
those
of
you
who
at
least
tried
to
read
it.
R
Alright,
so
starting
up
introduction
to
H
BAP.
So,
as
you
all
know,
right
before
the
home
base
assignment
plan,
there
was
the
three
zone
plan
which
divided
the
city
up
into
three
areas:
the
North
Zone,
the
West
Zone
and
the
East
Zone,
and
in
the
the
terminology
of
H
BAP,
the
choice
basket
right
of
of
a
student,
the
the
schools
that
a
student
could
submit
to
the
lottery
at
that
time
or
all
the
schools
in
his
or
her
zone,
as
well
as
any
other
schools
that
were
in
within
a
mile
of
home.
R
So
for
those
living
close
enough
to
the
border
of
zones,
they
would
receive
those
extra
schools.
Now,
at
this
time
in,
as
you
all
know,
in
2012
a
very
public
conversation
began
around
the
the
opportunity
to
potentially
restructure
that
system,
and
so
bps
heard
some
feedback
from
stakeholders
at
the
time
of
things
that
they
were
asked
to
think
about.
As
they
went
through
this
process,
one
was
there
was
still
concern
about
inequitable
access
to
high-quality
schools,
despite
the
hope
that
three
zones
were
broad
enough
to
address
that
number
two.
R
There
was
definitely
a
desire
communicated
from
some
parents
for
access
closer
to
home,
to
facilitate
shorter
commutes
to
make
the
logistics
of
childcare
and
the
transition
from
home
to
school
and
back
home
again,
more
seamless
and
manageable,
and
the
third
one
was
a
desire
to
also
shorten
commutes
as
a
result,
potentially
to
reduce
the
cost
of
transportation
and
importantly,
to
be
able
to
use
these
funds
to
drive
equity
forward
in
other
ways
and
quality
forward.
So
with
those
things
in
mind,
then
what
were
the
goals
of
H
bat
right?
What
was
it
attempting
to
accomplish?
R
So,
to
understand
this
a
little
bit
more
fully.
Let's
take
a
quick
look
at
the
choice
basket
of
a
student
living
at
the
corner
of
Massachusetts
and
Magazine
in
Roxbury.
Now,
very
importantly,
as
you
all
know,
on
the
School
Committee
right,
inclusion
of
a
school
in
the
choice
basket
does
not
equal
a
guarantee
to
attend
that
school.
It
is
simply
the
the
ability
to
submit
that
school
as
a
preferred
choice
in
the
lottery.
I
just
want
to
make
sure
we're
clear
about
that.
R
So
the
the
center
of
the
Choice
basket
and
the
thing
we'll
probably
talk
the
most
about
this
evening
and
has
probably
been
the
most
discussed
regarding
hpop-
are
the
tier
schools
right.
These
six
tier
schools,
or
at
least
the
minimum
of
six
tier
schools
which
begins
with
the
two
nearest
Tier
one
schools
to
the
students
home
and
then
the
next
two
nearest
either
Tier
one
or
tier
two
schools
to
the
students
home.
Now,
that's
important.
R
So
a
student
could
actually
end
up
with
three
or
even
four
Tier
one
schools
as
therefore
Tier
one
or
tier
two
nearest
schools,
depending
on
whether
they
happen
to
live
very
close
to
a
number
of
Tier
one
schools
and
then
the
same
process.
More
schools,
tier
1,
tier
2
or
tier
3
closest
to
the
home.
And
so
then
the
student
is
guaranteed
at
least
two
tier
1
schools,
at
least
for
tier
1
or
tier
2,
and
at
least
6
tier
1,
tier
2
or
tier
3,
in
the
basket.
R
R
R
So
with
that
in
mind,
we
look
at
H
BAP,
which,
which
I
want
to
be
very
clear,
and
we
say
this
in
the
report.
It
was
a
bold
and
innovative
approach
right.
It
does
things
very
differently
than
any
school
choice
system
that
currently
exists
right.
It
broke
down
the
zone
approach
and
went
for
the
home
home
based
approach,
which
would
presumably
have
students
attend
closer
to
home,
so
it
breaks
that
down
and
it
uses
universal
minimum
access
to
sort
of
deal
with
the
potential
issue
of
inequities
that
arise
from
that.
So
it's
very
innovative.
R
At
the
same
time
as
you
know,
it
was
unknown
at
the
time
how
well
it
would
actually
work.
So
then,
what
are
the
questions?
We
need
to
ask
to
know
that
the
first
one
is:
do
all
students
have
equitable
access
to
choose
high
quality
schools?
This
is
a
question
of
the
choice
basket
right.
Does
the
choice
basket
that
a
student
receives
or
that
students
of
different
populations
receive?
Are
they
comparable
in
their
contents?
R
R
Third,
do
PBA
bps
students
attend
school
closer
to
home
under
H
bath,
as
this
was
one
of
the
stated
at
least
opportunities
under
H
bat
4th
does
H
bat
maintain
diverse
school
commute
and
I
know.
This
has
been
an
important
question
throughout
because
in
a
city
like
Boston,
where
we
we,
sadly
you
know,
encounter
heavy
racial
and
socio-economic
residential
segregation.
Does
having
students
attend
schools
closer
to
home
than
lead
to
a
D
integration,
as
it
were,
of
our
many
neighborhoods.
R
So
as
we
walk
through
I
just
want
to
give
a
quick
overview
of
how
we're
defining,
or
at
least
who
were
comparing
equity
for
what
are
the
groups?
Cuz
that's
required
to
do
a
comparison,
so
the
first
is
we
compare
across
neighborhood
regions
now.
First,
let
me
just
point
out
that
hpm
is
inherently
a
geographic
policy
right.
It's
it's
a
policy
about
where
an
individual
lives,
so
we
felt
that
the
most
fundamental
thing
to
look
at
first
is
simply
how
different
neighborhoods
fared.
We
use
the
BPD
A's
definition
of
neighborhoods.
R
These
are
often
the
you
know.
The
historically
identified
neighborhoods,
some
neighborhoods
that
people
often
identify
with
are
not
included
in
this
list
or
they're
included
inside
of
a
neighborhood,
for
example.
Mission
Hill
is,
is
part
of
Fenway
Kenmore
under
this
organization,
so
we
were.
Unfortunately,
we
were
not
able
to
address
some
of
those
issues,
but
we
were
able
to
organize
according
to
those
16
neighborhoods.
The
other
thing
that's
important
to
keep
in
mind
is
from
a
statistical
perspective.
Comparing
16
neighborhoods
is
very,
very
difficult
to
interpret
in
a.
Q
R
Following
that,
we
obviously
have
to
think
about
how
do
Geographic
disparities
translate
into
disparities
across
race
and
ethnicity.
As
we
know,
part
of
the
reason
why
we
are
here
this
many
decades
later
is
that
Boston
is
still
a
racially
separated
city
residential
speaking,
and
so
we
address
that
question
now.
One
one
point
to
make
is
we
stick
to
race
and
ethnicity
strictly
comparing
black
Hispanic,
white
and
Asian?
R
There
I
know
there's
much
interest
and
with
good
reason
in
the
house,
panitch
speaking,
students
fair
relative
to
their
peers,
and
we
made
sure
early
on
to
check
that
the
geographic
distribution
of
Spanish
speakers
was.
It
turns
out
exactly
identical
to
the
geographic
distribution
of
Hispanic,
identifying
students.
R
So
if
that
is
a
concern
to
someone
in
the
school
committee
or
someone
in
the
audience
or
viewership
right
now,
I'd
recommend
looking
at
the
results
for
Hispanic
students,
the
poverty
status
we
analyzed
it
is
in
the
report,
it's
in
full
detail,
although
it
was
not
available
for
the
analysis
of
access,
which
is
a
methodological
detail.
I
can
get
into
later.
J
R
I'm
happy
to
talk
about
that
in
more
detail.
If
there
are
questions
and
then
we
also
examine
differences
between
programs,
a
ll,
sped
versus
gen,
Edie
and
I
do
not
go
into
that
in
too
much
detail
this
evening,
because
we're
trying
to
keep
this
as
brief
as
possible
for
you
all,
but
more
than
happy
to
talk
about
those
results.
Right.
R
Everything
was
consistent
on
this,
and
one
thing
I
will
note.
Three
minutes
probably
does
not
sound
like
all
that
much,
but
that
three
minutes
was
based
on
door-to-door
like
if
you
were
to
get
in
your
car
and
just
drive
directly
there
I
think
we
should
keep
in
mind
that
that
three
minutes
will
get
magnified
with
the
more
circuitous
route
of
a
bus
and
the
number
of
times
a
bus
needs
to
stop.
So
this
probably
scales
up
quite
a
bit
in
each
direction.
R
R
We
just
we
discovered
a
couple
of
decisions
around
implementation
that
had
consequences
for
the
way
H
Bob
operated
now
the
first
one
of
these
involved,
an
incremental
rollout
of
the
system
and
and
one
that
I
believe,
was
probably
prudent,
given
the
unknown
consequences
of
the
system
at
the
outset
right.
So
the
the
system
started
with
only
two
grades
in
2014-2015.
It
started
with
kindergarten
and
sixth
grade,
and-
and
this
makes
sense,
because
those
are
the
two
major
choice
and
assignment
grades
right.
R
If
something
did
go
wrong,
and
by
by
this
approach
by
2019
2020
all
grades
in
Boston,
Public
Schools
will
have
been
fully
assigned
by
H
Bab.
Now
there
was
a
second
implementation
decision
that
had
some
consequences,
and
this
was
the
inaccurate
construction
of
sixth
grade
choice
baskets
and
unfortunately,
this
did
exacerbate
inequities
as
we'll
see
so.
R
The
sixth
grader
did
not
receive
the
basket
at
that
point,
then
pathway
and
citywide
middle
schools
and
K
eights
were
added
to
the
basket
to
try
to
fill
things
out
a
bit
and
then
schools
without
sixth
grades
were
removed,
because
they
would
be
essentially
irrelevant
to
those
students
right,
there's
no
program
in
which
they
could
actually
enroll
in
that
school.
Now.
R
The
issue
here
is
really
that
third
step
right,
where
the
schools
with
out
sixth
grades
were
removed,
which
obviously
is
completely
logical,
but
what
that
does
is
it
accidentally
creates
the
possibility
of
less
than
the
prescribed
universal
minimum
access,
because
if
some
of
your
tier
schools
as
a
student-
let's
say
one
or
even
two
of
your
tier
one-
schools
that
are
closest
to
your
home
have
kindergardens
and
don't
have
sixth
grades.
Those
schools
are
now
gone
and
they
were
not
necessarily
replaced
explicitly
by
other
tier
one
schools.
R
So
the
consequence
here
is
that
most
neighborhoods
had,
on
average
fewer
than
tier
two
tier
one
schools
in
their
baskets
and
more
strikingly
over
33%
of
sixth
graders
living
in
roxbury,
mainly
in
the
southern
half
of
Roxbury,
and
over
half
of
students
living
in
rasen
and
Allen
Jamaica
Plain
received
zero
Tier
one
schools.
This
latter
result
is
particularly
because
there's
two
high
quality
tier
one
schools
in
the
middle
of
Roslindale
right
near
each
other
that
have
kindergardens
and
do
not
have
sixth
grades,
and
so
students
living
there.
R
They
got
those
and
then
they
removed
from
the
basket
and
there
were
no
replacements.
And
so
you
can
see
how
this
is
a
challenge
from
the
map
here
that,
most
of
so
on
this
map,
the
Tier
one
schools
are
in
kind
of
a
royal
blue
and
you
can
see
that
most
of
them
are
around
the
perimeter
of
the
city
and
so
they're
they're,
not
very
near
to
a
lot
of
neighborhoods
in
many
cases
and
on
the
flip.
And
what
ends
up
happening
is
the
Tier
one.
R
Schools
that
were
closest
to
many
of
those
students
were
kindergarten,
only
schools
or
elementary
only
schools.
So
this
led
to
some
issues
with
exacerbating
inequities
as
we'll
see
moving
forward,
our
third
finding
revolved
around
how
to
define
access
and
and
the
challenges
that
arise
from
one
definition
of
access
versus
another.
So,
as
you
know,
minimum
access
in
the
school
district
or
in
the
h-back
plan
was
defined
by
a
number
of
schools
in
a
choice,
basket
and
I
know
that
there
has
been
much
public
debate.
It
was
mentioned
in
the
in
the
public
comment
earlier.
R
Should
this
have
been
schools
or
should
this
have
been
seats
right,
and
so
we
we
looked
at
that
as
well.
We
used
that
as
a
second
measure
of
access,
now
there's
a
third
measure
of
access
that
we
came
up
with
that.
We
thought
when
we
we
started
out.
This
analysis
would
be
critical
and
I
think
has
been
less
discussed
publicly
and
it's
the
amount
of
competition
for
seats.
So
it
goes
beyond
just
seats
themselves,
but
asks
how
many
students
would
have
access
to
this
school.
R
How
many
students
have
this
in
their
choice
basket
and
thus
how
many
other
students
do
I
as
a
single
student
potentially
have
to
compete
with
for
that
school
right?
So
I
may
have
more
seats
in
my
basket
potentially,
but
what?
If
there
are
lots
more
people
who
have
all
of
those
seats
and
then
we're
all
competing
for
them,
and
this
is
a
very
different
metric
and
and
one
that
we'll
see,
tells
a
different
story.
So
we
first
examines
schools
and
seats.
It
turns
out.
There
were
some
and
this
for
kindergarten.
R
There
were
some
inequities
in
Tier
one
seats,
but
when
you
combined
tier
1
and
tier
2
as
kind
of
top
tier
schools,
the
results
were
more
even
across
neighborhoods
across
races
and
we'll
see.
Those
graphs
in
a
moment
had
relatively
even
access
to
seats
in
terms
of
the
size
of
the
contents,
in
their
choice,
baskets
and
I.
R
So
when
we
translate
that
from
Geographic
to
racial
differences,
what
we
see
is
in
terms
of
seats,
all
groups
had
pretty
even
numbers
of
seats,
and
these
are
top
tier
seats.
So
this
is
tier,
1
and
tier
2,
so
those
numbers
are
very
similar
in
terms
of
raw
access,
but
if
we
think
about
what
we
might
call
practical
access,
which
is
access
once
one
considers
competition,
the
results
are
a
bit
stark.
Black
students
had
approximately
half.
Q
R
Now,
if
we
take
this
story
for
sixth
graders,
it
very
similar
results,
but
exacerbated
by
the
inaccurate
implementation
in
part,
because,
right,
if
you
have
zero,
Tier
one
schools
in
your
basket,
you
literally
have
zero
seats
to
share
with
anybody,
and
so
combining
tier
1
and
tier
2
did
not
even
out
access
the
seats.
So
we
do
see
that
black
and
Hispanic
students
had
fewer
top
tier
seats
in
their
basket.
Then
this
particular
result
is
not
all
that
dramatic.
R
R
R
Southern
neighborhoods,
Hyde
Park
and
at
times
Jamaica
Plain
had
low
levels
of
access,
Charlestown
and
central
had
by
far
the
greatest
access
to
high
quality
schools,
and
no
6th
grader
in
Mattapan
had
local
access
to
a
tier
one
school,
that
is
to
say
no
6th
grader
in
Mattapan
had
a
school
in
their
basket.
That
was
both
tier
1
and
within
1.5
miles
of
their
home
and
I'll.
Show
you
a
map
in
a
moment
and
we'll
see
why
that's
the
case
now
this
was,
as
you
can
imagine,
from
the
neighborhoods
I
just
listed.
R
This
was
mirrored
in
disparities
across
race.
Black
students
had
the
fewest
high
quality
seats,
nearby
Asian
and
white
students
had
the
most
high-quality
seats
nearby
and,
as
with
many
other
of
the
results
that
Hispanic
population
was
in
between
those
two
extremes.
So
now
the
point
here,
though,
and
I'll
come
back
to
this
at
least
once
is
this-
is
not
really
about
home
based.
This
is
about
the
geography
of
the
distribution
of
quality
schools.
R
So
when
you
see
in
these
maps
is
that
where
the
high
quality
schools
are
clustered
in
certain
parts
of
the
city
they're
in
certain
areas
and
they're,
not
in
others,
and
if
you
live
in
one
of
those
neighborhoods
that
has
none
of
these
high
tier
schools
nearby,
then
you
by
definition,
hat,
don't
have
any
within
one
point:
five
miles
in
your
choice
basket
and
the
most
extreme
example
of
this,
which
I
noted
on
the
last
slide
was
Matapan.
So
if
we
zoom
in
on
Mattapan
here,
we
see
that
Matapan
is
surrounded
by
dark
blue
circles.
R
There's
there's
one
light
blue
circle
over
in
the
corner
in
Far,
Eastern
Dorchester,
and
so
this
isn't
really.
This
particular
finding
is
not
really
about
the
home
based
assignment
plan.
It
is
about
the
distribution
of
quality
geographically
across
the
district
and
and
then
about
the
limitations
of
what
a
school
choice.
An
assignment
plan
can
do
on
its
own
to
address
that
sort
of
issue.
R
Okay,
so
I
want
to
take
a
moment
before
I
go
to
finding
number
five
and
just
I've
talked
pretty
much
exclusively
about
access,
because
the
foundation
of
the
of
home-based
is
the
generation
of
these
choice
baskets.
But
now
I
want
to
talk
for
a
moment
about
how
this
translated
into
assignment
has
translated
into
the
schools
that
different
groups
attended.
R
So
if
we
begin
with
again
geography,
students
from
northern
neighborhoods
were
far
more
likely
to
be
assigned
to
tier
one
schools
and,
at
the
same
time,
half
of
students
from
southern
neighborhoods
were
assigned
to
tier
three
and
four
schools
and,
as
you
can
see
in
this
graph,
that
represented
a
bit
of
over
representation
of
each
of
those
groups
on
the
two
ends
of
the
spectrum.
And
if
we
turn
to
how
that
translated
for
race
right.
R
This
graph
shows
somewhat
clearly
that
black
students
were
severely
over-represented
at
tier
four
schools
and
underrepresented
at
Tier
one
schools,
so
37
percent
of
black
students
attended
Tier.
Four,
no
other
group
was
over
25
percent
and
11.5
percent
of
black
students
attended
Tier
one
schools
which
was
considerably
lower
than
their
white
and
Asian
counterparts.
43
and
44
percent,
of
whom
attended,
Tier
one
schools
and
again
in
in
the
in
keeping
with
the
previous
results
around
access,
Hispanic
students
fell
in
between
now
I'm,
showing
you
the
results
for
kindergarten.
R
The
results
for
sixth
grade
are
very,
very
similar,
slightly
more
striking
in
some
cases
now
again,
I
want
to
return
to
the
question
of.
Is
this
a
story
about
home
base,
or
is
this
a
story
about
geographic
inequity,
and
so
the
graphs
on
this
slide
show
us
the
proportion
of
students
in
each
racial
group
attending
tiers
one
through
four,
the
three
years,
the
last
three
years
of
3-zone
and
the
first
three
years
of
home
base,
and
as
you
can
see,
the
lines
don't
move
much.
The
lines
are
rather
flat.
R
There
are
some
little
trends
here
and
there
none
of
them
are
particularly
statistically
significant
or
meaningful.
This
is
this
is
relatively
consistent
between
the
two
plans,
and
so
what
we're
seeing
here
is
from
the
from
the
perspective
of
home
based
home
base
was
not
responsible
for
these
inequities.
It
did
not
fix
them,
but
it
was
not
worse.
It
did
not
create
them
either
all
right.
One.
Last
point
I
want
to
address
before
getting
to
finding
number
five
was
also.
How
does
this
differential
competition
across
neighborhoods
that
we
we
saw
earlier
through
the
analysis
of
access?
R
R
But
another
metric
for
thinking
about
success
of
a
plan
like
this
is
what
percentage
of
people
receive
their
first
choice,
who
receives
the
school
that
they
want,
which
is
a
different
different
question
in
some
cases,
and
what
we
did
find
was
more
students
received
their
first
choice
under
H
BAP.
That
proportion
went
up
somewhat,
but
what
we
did
find,
unfortunately,
was
that
black
students
were
less
likely
to
receive
their
first
choice,
even
when
considering
the
round
of
entry,
and
we
believe
this
is
because
of
increased
competition
for
the
same
schools.
R
Now
just
to
clarify
that
point.
I
know
it's
a
little
bit
of
a
dense
point,
so,
as
you
may
be
aware,
students
entering
after
the
first
round
are
less
likely
to
receive
their
first
choice
because
a
lot
of
seats
have
already
been
taken,
and
so
and
black
students
are
somewhat
more
likely
to
enter
in
rounds
two
three
and
four,
and
so
we
controlled
for
this.
We
assessed
all
the
probabilities
based
on
that
and
even
with
that,
black
students
were
I,
think
it's
about
three
percent
less
likely
to
get
their
first
choice
than
otherwise
expected
now.
R
The
other
thing
we
wanted
to
think
about
was
administrative
assignment
right.
Does
competition
increase
the
elevate
competition
increase?
The
likelihood
of
administrative
assignment
kindergarteners
were
more
likely
to
be
administrative
Lea
signed
under
H
BAP,
going
from
2.7
percent
to
4.8%.
Sixth
graders
were
less
likely
from
3.4
to
0.5%.
R
What
we
found
here
was
actually
sort
of
a
flipped
story.
It
turned
out
white
kindergarteners,
specifically,
were
less
likely
to
be
administratively
assigned,
even
when
considering
round
of
entry
than
all
other
groups,
and
the
reason
for
this
appeared
to
be
from
increased
access
in
perimeter
neighborhoods,
particularly
Charlestown
and
Alston
Brighton
students
in
those
neighborhoods
because
of
the
nature
of
priorities
there,
an
assignment
to
regional
schools
or
localized
schools
are
very
rarely
administrative,
Lea
site
and
that's
what's
responsible
for
this
result
all
right.
My
last
finding
finding
number
five
school
composition.
R
In
some
ways
this
was
probably
to
be
expected,
given
the
construction
and
some
of
the
intention
of
H
BAP
I
know
that
it
was
perceived
at
the
time
that
there
was
some
potential
for
the
creation
of
neighborhood
schools
or
neighborhood
types
schools,
and
so
it's
not
entirely
surprising
to
see
this
first
result
and
as
related
to
that
for
kindergarteners,
we
began
to
see
lowered
racial
integration
across
schools.
Now
I
want
to
be
clear
in
saying
this.
Both
ways
right
the
result
is
statistically
significant.
R
I
would
not
call
it
dramatic,
but
it
is
there
and
there's
a
troubling
trend,
so
it
is
not
is.
It
is
not
a
let's
raise
a
five-alarm
moment,
but
it
is
definitely
something
that
needs
attention
and
then
lower
quality
schools
were
the
least
integrated
and,
and
that
point
actually
should
not
come
as
too
much
of
a
surprise,
because
in
a
school
choice
system
like
this,
you
could
imagine
not
many
people.
When
people
are
entering
choices
for
schools
that
are
not
nearby
their
homes,
it's
probably
unlikely.
R
They
are
entering
a
tier,
3
or
tier
4
school,
except
in
certain
particular
situations.
So
students
were
traveling
further
and
intentionally
choosing
to
travel
further
are
probably
prioritizing
tier
1
and
tier
2
schools.
So
it's
probably
the
the
nature
of
a
system
like
this
that
lower
quality
schools
will
be
your
least
integrated
schools.
R
At
the
same
time,
where
some
may
have
hoped
that
there
was
sort
of
the
construction
of
neighborhood
schools
or
the
the
move
towards
more
localized
neighborhood
schools,
we
did
not
see
this.
We
were
no
closer
to
neighborhood
schools,
despite
people
going
to
school
closer
to
home
and
there's
even
a
bit
of
a
suggestion
that
kindergartners
from
the
same
neighborhood
or
more
dispersed
across
schools
and
we've
looked
a
little
bit
at
why
this
might
be
the
case.
R
It
appears
it's
probably
to
do
with
elevated
competition
in
in
certain
neighborhoods
kind
of
pushing
out
into
other
schools
or
forcing
students
to
push
out
into
other
schools
right
so
to
wrap
up
I
just
want
to
kind
of
summarize
I
know
there
was
a
lot
there
and
I
know.
There's
a
lot
in
in
the
report,
but
just
sort
of
the
the
take-home
messages
from
from
our
perspective
and
evaluating
this.
So
the
first
one
and
the
first
one
it
turns
out
is
not
really
about
H
BAP.
R
This
is
a
question
of
what
can
school
choice
and
assignment
actually
fix
on
its
own
second
students
on
average
traveled
shorter
distances,
especially
those
who
traveled
farther
under
three
zones.
So
the
system
could
definitely
claim
a
win
in
terms
of
limiting
some
of
the
more
egregious
commutes
that
that
parents
and
children
probably
were
not
gigantic.
Fans
of
third
disparities
in
the
competition
for
seats
is
what
drove
those
inequities
we
did
see
under
H.
R
Fourth,
there
was
some
implementation
decisions
regarding
sixth
grade
choice,
baskets
that
make
it
a
little
bit
difficult
to
know
how
the
policy
would
have
worked.
Had
the
baskets
been
implemented
as
I
think
some
would
have
anticipated,
with
with
the
numbers
of
tier
schools,
as
originally
proposed,
I'm,
not
sure
how
much
it
would
have
changed
the
results.
R
It
probably
actually
would
have
made
sixth
graders
traveling
little
bit
further
from
home
and
given
what
we
see,
but
it's
it's
hard
to
say
for
certain
fifth
and
final,
there
were
some
additional
issues
that
also
derived
from
that
particular
implementation
decision
that
did
exacerbate
inequities
and
that
deserves
special
and
special
attention.
So,
with
all
of
that
said,
I
just
want
to
give
a
few
quick
recommendations
from
from
what
we've
learned
from
this
and
then
I'll
turn
it
back
over
to
Monika.
R
First,
our
strongest
recommendation
is
really
that
the
focus
more
so
than
the
school
choice
in
the
assignment
system
should
be
on
quality
of
schools
and
their
geographic
distribution
across
the
city.
All
right.
The
inequities
that
we
saw
here
were
not
necessarily
the
responsibility
of
this
or
any
other
school
choice
or
Simon
plan.
They
were,
they
were
a
result
of
how
many
high
quality
schools
there
are
in
the
city
and
where
they
are
located
relative
to
our
most
densely
populated
student
neighborhoods.
R
The
second
is
to
address
the
implementation
for
grades
six
to
eight,
as
it
relates
to
universal
minimum
access.
This
is
probably
the
easiest
recommendation.
I
can
provide
it.
It
should,
in
theory,
from
a
data
science
or
algorithm
algorithm
perspective
be
relatively
straightforward.
It
should
be
implementable
and
it's
just
a
matter
of
figuring
out
the
right
way
to
do
it
in
conjunction
with
current
systems.
R
Third
I
would
recommend,
and
we
myself
and
Nancy
would
recommend
an
effort
to
modify
the
policy
to
attend
to
equity
in
competition
for
seats
rather
than
the
number
of
schools
or
a
number
of
seats.
This
would
require
a
somewhat
more
sophisticated
algorithm,
but
again
from
from
a
data
science
perspective
doable,
and
so
again
it
would
be
a
matter
of
figuring
out
how
that
fits
in
with
existing
systems.
R
L
You
Dan,
so,
as
you
heard,
this
report
highlights
the
need
to
address
quality
across
our
city
on
the
Boston
Public
Schools
is
in
the
process
of
determining
how
to
best
support
schools
and
address
quality
with
the
lens
for
integration,
with
our
work
around
high
schools
and
will
be
PS
this.
The
report
also
highlighted
the
impact
of
an
implementation
decision
to
construct
all
school
choice
baskets
as
of
students
for
kindergarteners,
without
ensuring
that
it
then
met
metha
policy
commitments.
It
is
difficult
to
determine
at
this
juncture
why
that
decision
was
made.
L
However,
we
intend
to
look
at
the
feasibility
of
addressing
it
and
thinking
about
our
best
steps
moving
forward.
Lastly,
we
want
to
think
about
how
we
proceed
with
our
from
here.
How
do
we
address
the
the
recommendations
and
future
analysis?
We
would
like
to
explore
two
things:
one,
a
potential
conducting
analysis
of
this
nature
every
two
years
and
secondly,
looking
at
developing
a
working
structure
where
and
we
bring
multiple
academic
and
professional
experts
together
to
give
us
capacity
to
think
through
our
next
steps
and
conduct
the
next
analysis.
L
We
would
like
to
invite
the
public
to
have
additional
opportunities
to
hear
to
support
and
ask
questions,
so
we
are
in
a
process
of
working
with
barri
to
identify
some
drop-in
sessions
and
we
plan
to
share
those
States
via
our
website,
we'll
probably
also
email
out
to
our
various
listservs
as
well.
Thank
you.
A
Thank
you,
Miss
Roberts.
First
of
all,
I
want
to
return
to
some
comments
earlier
and
recognize
that
there
are
a
number
of
people
that
performed
on
the
EAC,
the
external
Advisory
Committee
some
number
of
years
ago,
when
we
originally
undertook
this
initiative,
and
so
I
I
thank
them
for
their
continuing
support
and
interest
in
this
topic
and
for
their
hard
work
at
that
time.
This
is
truly
a
Herculean
task
at
that
time.
Dr.
R
Q
A
A
Duties
of
motherhood
in
summer
vacations
and
everything
else
call,
but
I
just
want
to
make
sure
that
we
had
an
opportunity
to
to
recognize
their
hard
work
as
well,
given
the
quite
the
lift
that
was
required
for
this.
This
report,
with
that
I,
do
want
to
open
it
up
then,
to
the
committee
for
questions
and
discussion,
Dean
Robinson
thank.
E
R
I
think
I
think
the
best
recommendation
I
can
give
is
I
know
a
lot
of
this
work
already
exists
and
I
would
just
say
to
accelerate
it.
Working
strongly
and
and
and
closely
with
you
know,
the
mayor's
office
with
BPD
with
all
these
other
agencies
on
improving
quality
right
is
really
what
it
comes
down
to
right.
So
you
know
I
know
of
the
innovative
initiatives,
the
partnerships
between
a
camera,
the
name
of
the
lab
here
in
bps,
but
with
the
mayor's
office
of
new
urban
mechanics.
For
example.
R
I
know
that
there
are
partnerships
with
BPD
I
know
that
there
is
some
really
interesting
things
with
health
champions
and
and
wellness
champions
right.
All
of
these
different
things
that
are
going
on
I
I
think
my
biggest
suggestion
to
this
body,
but
also
at
your
kind
of
prompting
to
you
know
the
mayor
and
everyone
around
him
is.
R
There
should
be
a
conversation
about
how
school
choice
should
be
best
designed
and
implemented,
and
we've
made
some
recommendations
specifically
there,
but
I
think
that
maybe
this
should
stimulate
just
as
much,
if
not
more,
of
a
conversation
about
how
do
we
marshal
all
the
resources
and
all
the
influence
that
we
have
to
focus
on
the
increase,
but
also
the
more
equitable
distribution
of
quality
schools
across
the
city.
Yeah.
E
Agreed
agreed
so,
as
you
shared
on
a
couple
of
these
slides
and
receiving
it
early,
which
I'm
always
appreciative
Liz.
Thank
you
because
it
helps
us
digest
it.
The
some
of
the
data
is
obviously
very
disturbing,
especially.
You
know
one
of
the
hats
that
I
wear
you
know
as
a
parent
and
as
a
person
of
color
and
seeing
how
it
just
continues
to
show
that
families
of
color
and
students
of
color
aren't
able
to
get
their
foot
in
the
door
from
the
start.
Q
E
So
when
we
have
great
organizations
like
smart
from
the
start
and
countdown
to
kindergarten-
and
you
know
really
great
organizations
that
are
trying
to
set
parents
up
well
because
we
know
that
once
parents
are
set
up
well
in
the
earlier
years,
it
can
set
them
on
that
trajectory.
You
know
the
parents
who
have
the
K
to
8
conversations
very
early
on,
or
you
know
the
conversations.
What
do
you
want
a
ten
year
relationship
with
the
school,
or
do
you
want
a
three
year
relationship
with
the
school
I'm?
How
active
will
you
be
it?
E
It
definitely
shows
that
this
data
definitely
paints
the
picture
that
families
of
color
aren't
still
able
to
get
that
leg
up.
So
we
know
that
we
have
a
lot
of
who
have
a
lot
of
work
to
do
in
moving
the
needle
and
I'm
grateful
Monica.
You
know
to
your
leadership,
but
I
know-
and
we
say
this
to
you
all
the
time
that
this
is
just
not
your
your
work.
E
E
Do
we
try
to
increase
competition?
You
know
what
what
are
the
questions
that
we
ask
them?
What
are
the
strategies
that
we
put
in
place
is
what
I
felt
was
the
greatest
burden
of
responsibility,
as
I
saw
the
results
of
this?
So
my
only
other
question
was
around
the
middle
school
focus.
You
talked
a
lot
about
sixth
grade
and
the
grades
six
to
eight
is
there
Monica?
Is
there
a
specific
focus
that
you
think
regarding
maybe
a
task
force
or
a
specific
area
of
middle
school?
L
We're
gonna
have
to
think
about
the
feasibility
of
addressing
implementation
issues
and
what
that
might
look
like
and
then
there's
the
issue
of
access
to
actually
high-performing
schools
with
middle
school
grades.
I
do
think.
That's
something
work
that
the
district
is
starting
to
do
on.
Quality
will
help
address
that.
Q
A
Youth
and
at
that
time,
one
of
the
things
that
the
committee
asked
of
the
district
was
to
anticipate
that
we
would
be
receiving
this
report
in
July
as
well
and
take
that
report.
The
off-track
Youth
report,
this
report
that
speaks
to
some
of
these
structural
inequities
that
exist
within
our
district,
as
well
as
those
what
I'm
calling
big-ticket
items
that
we
continue
to
talk
about,
build
bps.
A
Thinking
about
how
to
narrow
the
number
of
grade
configurations
that
we
have
in
our
district
and
come
up
with
a
comprehensive,
integrated
approach
to
how
we
solve
those
issues
and
I.
Think
that's
a
lot
of
what
is
bound
up
in
in
Dean,
Robinson's
question
and
and
and
partially
your
response
as
well.
Ms
Roberts
is
the
hunger
for
not
only
this
body
but
this
city
to
hear
about
how
we
rethink
radically
rethink
I.
Q
A
Q
A
E
You're
absolutely
correct
what
my
concern
is
is
the
fact
that
our
kids
can't
wait
for
our
plans
and
for
us
to
figure
this
out
and,
for
you
know,
configuration
to
work
itself
out.
So
in
the
meantime
you
know
there
is
a
there.
Is
that
sense
of
urgency
in
the
short
term
in
the
long
term,
in
the
short
term,
how
do
we
start
to
engage
families
to
recognize?
You
know
you
may
not
be
able
to
do
much
about
the
perimeter
neighborhoods
and
and
where
you
live,
but
can
you
learn
more
about
choice?
E
Can
you
learn
more
about
what
it
means
to
you
know,
make
some
of
these
decisions
and
understand
the
qualities
of
the
school
and
have
as
much
access
to
the
knowledge
that's
needed.
So
miss
pearl.
One
of
my
questions,
maybe
just
even
recommendation
because
you're
in
the
listening
sessions
with
school
leaders
and
they're
I
always
believe
in
as
much
parent
engagement,
parent
education,
parent
training
as
possible.
E
Is
there
a
way
to
include
some
of
these
conversations
and
the
take-home
messages
and
the
recommendations
with
your
conversations
with
the
school
leaders
and
the
listening
sessions
around
how
they
can
think
about
increasing
the
quality
of
their
schools
in
the
short
term
and
engaging
parents
in
these
types
of
conversations,
I'm
just
trying
to
think
of
the
short
term
and
as
many
stakeholders
as
possible?
Is
this
something
that
you
can
bring
to
their
attention
and
your
listings
or
include
in
the
conversations
that
you're
having
with
principals.
C
I
can
certainly
do
that.
I've
been
leaving
in
those
particular
conversations.
I've
been
leaving
the
floor
really
to
them
just
surface
their
own
concerns
and
issues,
because
that's
part
of
the
commitment
that
I
made
in
those
conversations
so
I
haven't
structured
them
as
a
additional
fact-finding
method.
But
I
will
say
that
their
comments
are
wide
and
broad
and
varied.
So
I
certainly
can
listen
for
that
and
then
also
work
with
both
school
improvement
teams
and
the
Community
Engagement
Team
to
think
about
structure,
ways
that
we
do
get
that
additional
input.
E
Listening,
you
can
also
lean
into
them
a
bit
to
think
about
some
of
these
recommendations
and
how
it
impacts
their
individual
schools,
especially
the
school,
the
new
school
leaders,
because
they
are,
you
know,
a
very
you-
know,
they're
captive
audience
and
wanting
to
think
about
where
their
schools
are
and
where
their
schools
could
be
so
casting
the
vision
of
family
engagement
and
of
quality
of
their
schools
could
be
helpful
at
this
time.
Thank
you.
That's
it
Thank.
F
F
And
you
you
understand
what
I
mean.
This
is
not
something
that
that
this
is
something
that
we've
carried
through
I.
Think
one
of
one
of
the
hardest
things
to
deal
with
in
the
EAC
was
the
recognition,
because
there
was
you
know
and
I
love,
Tom
Menino.
He
was
our
student
or
me
right,
but
he
was
intent,
improving
that
that
the
segregation
of
the
city
was
behind
us
there.
F
There
was
a
tremendous
effort
to
just
be
leave
that
you
know
and
push
the
idea
that
this
the
that
the
segregation
of
the
city
was
not
no
longer
a
fact,
and
even
though
some
of
us
were
constantly
pushing
back
saying,
look
around
you
know,
I
mean
there
was.
It
was
just
very
hard,
but
I
think
what
we're
seeing
here
is
a
reflection
or
not.
Recognizing
that
truth
and
and
trying
to
sort
of
it
rearranged
that
you
know
the
chairs
in
the
Titanic.
You
know
what
I
mean
and
and
I
think
you've
said.
F
It
very
clearly
several
points
in
your
in
your
report
that
the
question
here
is
not
you
know
about
the
kids.
Now
it's
not
about
the
school,
the
schools
or
the
geography,
it's
about
where
quality
exists
within
the
city
and
what
it
what
it
takes
to
get
there.
I
was
really
thankful
that
you
did
that
you
sort
of
stood.
You
know,
stepped
out
of
the
general
analysis
and
and
looked
at
the
issue
of
competition,
because
I
think
that's
something,
for
example,
that
we
didn't
deal
with
on
the
you
know
in
in
the
original
EAC
we.
F
That
was
not
something
that
was
predicted
by
the
discussions
or
even
by
you
know
the
in
the
discussions
with
the
people
from
MIT
or
even
the
district
and
I
think
you
were
right,
but
we're
asked,
for
example,
the
discussion
about
seats
versus
school
was
something
that
they
come
up
and
and
I
think
some.
You
know
some
of
us
were
convinced
that
it
had
to
be
about
seats,
because
you
know
the
you
know,
because.
Q
F
A
real
coin
of
the
realm,
you
know,
I
mean
that's
a
real
coin
of
the
realm,
but
again
I
mean
the
issue
here.
Was
that
this
issue
of
competition
is
what
really
highlights
what
really
underscores
just
how
inequitable
even
the
competition
for
good
seats
has
become
in
the
city
of
Boston,
and
it's
really
it's
really.
F
It's
excellent
work
and
I
went
through
all
your
methodology.
I
mean
I,
you
know,
I
read
it
with
treatment
and
tremendous
pain.
I
have
to
admit,
and
but
you
know,
I
thought
you
did
a
really
good
job.
I
did
have
some
specific
questions
about.
You
know,
choices
are
you
made
and
then
I
wanted
to
get
some
opinion
about
your
findings,
for
example,
I
was
actually
very
thankful
that
you
measured
poverty
in
a
way
that
includes
that
it's
inclusive,
as
you
know,
someone
right
now
I
mean
will
be.
F
You
know
the
schools
are
being
forced
to
look
at
poverty
as
participation
in
federal
programs,
and
that
tends
to
exclude
large
populations
in
you
know,
particularly
in
the
city
of
Boston,
in
the
Boston
Public
Schools.
So
I
was
glad
that
you,
you
were
able
to
do
that
and
again
I
mean
at
some
point
I'm
going
to
call
you
up
and
say
well.
Why
didn't
we
do
this
for
the
opportunity
index
and
we
got
to
figure
that
out,
but
but
I
was
really
happy
to
see
that
I
did
want
to
know
whether
you
at
some
point.
F
You
said
that
you
included
that
in
looking
at
Els
with
this
that
were
it
with
with
disabilities,
that
you
included
them
with
in
sped
and
I
was
wondering
how
you
made
that
decision,
because
they're
just
the
same,
you
know
how
did?
How
did
that
decision
get
made,
that
they
were
not
included?
And
my
question
is:
did
you
include
them
also
as
ell
else
or
not
yeah,.
R
So
it
was
basically
that
they
were
essentially
I'm.
Sorry
I'm
gonna
go
a
little
data
kind
of
on
you,
so
there
were
two
variables.
One
variable
was
yellow.
B
R
F
R
Is
no
longer
enrolled
under
the
sped
classification
there
were,
they
were
sped,
there
was
gen
ed
and
there
was
sped
ll,
so
they
are
broken
out
here
in
in
all
of,
at
least
in
all
of
the
appendix
graphs
that
analyzed
sped.
All
sped
is
separated
from
other
sped
and
they
tend
to
I
mean
I'm
just
looking
here
at
tier
levels,
which
isn't
entirely
relevant,
but
you
know
they
tend
to
have
to
travel
further
to
school,
because
the
programs
that
serve
them
are
fewer,
a
number,
those
sorts
of
things,
but
so
question.
F
Yes,
we
suspected
that
that
may
have
may
be
the
case
because
there
was
no
match
between
program
and
population,
so
you
have,
for
example,
to
create.
The
classic
case
is
the
case
of
the
K
varying
students
that
live
and
does
in
the
Dudley
area
and
go
to
Brighton
to
school,
so
that
that's
we
knew
that
that
was
a
possibility.
So
what
I
wanted
to
know
is.
Why
did
you
not?
Why
precluded
having
a
deep
analysis
of
the
EOL
and
the
sped
overlays
in
this
study,
I.
R
Think
the
the
simplest
answer
to
that
is
right.
It's
amazing
to
write
145
page
report
and
have
to
admit
to
oneself
that
there
are
hundreds,
more
questions
to
be
answered,
and
so
you
know
that
that's
one
question
that
you
know
who
we
wish.
We
could
have
had
time
to
do
more
and
to
do
proper
justice
to
and
there's
dozens
of
others
that
you
know
we've
thought
of
and
said
we'd
love
to
know
the
answer
and
I
know
our
colleagues
would
love
to
know
the
answer
as
well.
R
We
we
decided,
especially
as
as
the
analysis,
continued
to
grow
and
as
the
the
gravity
and
weight
of
the
whole
thing
grew
and
grew.
We
had
to
decide
how
to
address
the
writ
of
the
bid
and
really
satisfy
the
the
evaluation
we
committed
to
in
a
sort
of
what
we
could
do
thoroughly
and
that
would
tell
the
story
of
the
system
most
effectively
and
questions
like
that.
I
think
are
definitely
important
things
to
bring
up
to
think
about
either
for
future
analyses
or
for
future
evaluations.
When
it
comes.
F
My
things
I
again
to
me
the
question
of
the
overlays,
particularly
for
the
ELS.
We
were
actually
waiting
for
it
because
it
has
strong
programmatic
implications.
We
wanted
to
see
how
how
students
were
being
assigned
and
whether
they
were
being
assigned
close
to
where
they
you
know
where
they
were
so.
F
So
I'm
very
disappointed
have
to
tell
you
that
siege
on
my
because
we've
been
waiting
for
your
room
for
for
four
years,
and
you
know
the
idea
here
is
that
you
know
that
we
need
to
do
that.
We
need
to
understand
how
those
overlays
worked,
so
that
it
will
allow
the
office
for
English
language
learners
to
really
deal
with
it,
where
programs
are
placed
in
a
more
consistent
way.
Dr.
A
Yeh,
if
I
can
interrupt
just
for
a
moment,
I
believe
the
district
had
a
recommendation
on
the
frequency
of
Freegal
of
future
equity
analyses
as
well.
That
would
fit
within
a
continuum
of
the
analysis
that
was
done
here
and
so
Monica
I,
don't
know
if
you
mentioned
that
earlier.
If
you
want
to
comment
on
it
now,
I
think
that
might
help
fill
in
the
gaps
here.
With
some
of
these
hundreds
of
questions
that
dr.
O'brien.
F
This
is
not
an
equity
issue.
This
is
a
programmatic
issue.
Okay,
so
it's
a
different
different
kettle
of
fish
is
really
identifying
where
students
are
how
they,
how
they're
moving
and
how
does
the
office
for
english-language
learners
can
really?
You
know
work
to
try
to
place
programs
where
students
are,
but.
F
I
mean
it's
in
this
data.
It's
what
I'm
saying
it's
in
this
data
are
not
necessarily
as
an
equity
issue,
but
I
said
as
a
program
as
a
program
issue.
The
other
thing
I
know
you
know.
Alex
and
I
will
roll
our
eyes.
When
you
said
you
know
that
Els
and
you
know
just
look
at
the
Latino
data
and
you
will
find
a
yellow
else.
You
know
do
a
little
bit
better
than
that.
Well,.
R
E
R
Aren't
the
same
thing
but
spanish-speaking
students,
so
so
yes,
we
we
looked
at
this
question
and
the
correlation
between
spanish-speaking
students
and
Hispanic
students
at
the
census.
Blockers
level
is
R,
equals
0.999.
So
then,
geographically
speaking,
which
is
the
basis
of
this
whole
thing,
it's
it's.
The
exact
same
analysis.
I
R
Q
I
B
F
F
R
Simply
because,
with
three
years
of
data,
we
that
was
the
most
consistent
thing
right,
because
those
were
the
those
were
the
two
grades
that
had
been
implemented
for
three
years.
So
using
the
entire
span
of
data,
we
decided
the
the
best
way
to
tell
the
story
would
to
be
to
focus
on
those
two
grades
and
the
consistency
over
those
three
years.
You.
F
R
All
racial
groups,
now
the
one
thing
that
you
will
note
if
you
were
to
flip
to
the
appendix
we
do
have
the
same
graphs
for
sixth
grade
for
sixth
grade.
There
is
what
seems
to
be
a
dramatic
jump
for
Asian
students
between
15
16
and
16
17
in
their
assignments,
basically,
a
flip
flop
in
their
assignments,
tween
Tier,
one
and
tier
two.
It
turns
out
that
that
is
not
because
of
a
change.
In
assignments,
it's
because
the
Quincy
was
redesignated
from
a
Tier
one
school
tier
to
school,
to
a
Tier
one.
F
Q
F
So
I
just
wanted
to
make
sure
all
right.
So
then
what
are
the
most
disturbing
things
here?
You
know
there
are
a
lot
of
disturbing
things.
Okay,
I
think
that
the
question
of
the
you
know,
the
sort
of
the
issue
of
segregation
of
you
know
the
continued
segregation
and
the
fact
that
it
had
very
little
to
do
it's
a
it's
an
important
one,
but
I
was
really
disturbed
by
the
queue
by
the
kindergarten
data
and
and
your
observations
that
it
is
becoming
increasingly
segregated.
R
R
I
R
Less
quantitatively
speaking,
they're
less
diverse,
and
you
know
this
is
most
striking
for
lower
quality
schools,
but
it's
happening
across
the
board
and,
and
it
appears
to
be
happening
in
sort
of
there
are
times
I,
don't
always
know
how
to
articulate
this
effect,
particularly
well.
But
there
are
times
when
inequity
is
concerning,
because
someone
is
clearly
losing
and
there's
times
when
inequity
is
concerning,
because
someone
is
I,
don't
know
if
winning
but
being
set
apart
in
in
an
awkward
fashion.
R
I
think
one
of
the
things
that's
happening
for
kindergartens
is
that
especially
the
perimeter,
neighborhoods
and
schools
near
the
downtown
area
are
becoming
increasingly
white
and
Asian
with
very
few
black
and
Latino
students
there,
and
so
we're
seeing
that
sort
of
gradual,
an
acceleration
of
a
situation
that
was
already
somewhat
there.
But
it
got
worse
and
I
think
that
those
are
the
places
that
we're
seeing
it
the
most.
F
Okay,
thank
you
very
much.
I
mean
this
is
really
sad
but
needed
one.
One
more
thing
in
your
recommendations.
You
talk
about
things
that
sound
relatively
easy
made.
The
sixth
grade
issue
seems
to
be
something
that
we
could
fix
and
we
could
fix
pretty
straightforward.
The
other
I
mean.
So
is
it
really
that
simple?
Is
it
something
that
you
know
am
I
reading
this
correctly
from
I
I.
R
Think
you're
reading
it
correctly,
but
but
by
your
tone,
you're,
you
know,
you're
quizzical,
you're
quizzical
tone
there
is
is
merited
right
because
remember
I
made
three
recommendations
and
two
of
them
are
very
doable,
but
they
are
also
they
will
tweak
around
the
edges.
They
will
refine
this
system
for
what
the
system
is,
but
they
don't
address
the
inequities
we're
seeing
here
are
not
in
many
cases
because
of
the
system.
There
are
some
that
are
exacerbated
by
the
system
right.
The
the
implementation
of
the
sixth
grade
choice
baskets
could
be
done
better.
The.
R
F
Don't
want
to
close
without
really,
you
know
sort
of
talking
to
us
to
us
as
policy
people,
and
that
is
that
we
basically
let
this
go.
We
the
original
the
original
plan
and
I
thanks
to
this
I
researched
and
got
the
actual
recommendations
of
the
of
the
EAC,
was
that
we
would
have
annual
reports
on
these
annual
reviews
and
that
would
have
picked
up,
for
example,
the
sixth
grade
situation
right
away
and
we
would
have
saved
ourselves
and
saved
those
families
from
the
the
impact
of
you
know
or
increased
damage.
F
F
Disparity,
you
know,
you
know
the
opportunity
an
achievement
gap
is
here.
This
is
what
it's
about
it's
about:
institutional
disparities
instead
created
by
institution,
and
we
need
this
is
something
that
we
missed.
We
missed
the
boat
by
not
being
very
careful
of
and
insisting
on
at
least
a
cursory
evaluation
or
a
cursory
look.
F
D
Thank
you
for
your
report.
I
know
there
was
a
lot
of
work,
so
thank
you.
I
I,
don't
know
what
to
say
it
is
it's
not
surprising
what
you
had
to
say:
I
mean
I,
guess
what
I
would
say
is
that
and
and
I
for
lack
of
a
better
word,
I
would
say.
I
was
glad
that
you
talked
about
that
this
is
beyond
the
school
district,
because
I
think
for
many
of
us.
We
already
knew
that.
D
So
we
didn't
really
need
a
whole
detail
report
to
tell
us
that
we're
a
very
segregated,
City
I,
remember
watching
that
school
committee,
when
you
all
voted
on
this
at
home
was
very
intense
glad
I
had
a
bottle
of
wine.
People
will
think
I'm
a
big
wine
drinker
every
time,
I
talk
about
it,
but
it
was
fun
watching
school
committees
with
the
wine
made
it
made
it
better.
So
I,
thank
you
for
you
know
putting
that
front
and
center,
so
I
think
for
me,
this
is
something
that
we
cannot
tackle
alone.
D
This
is
I,
think
what
Dean
Robinson
said
is
we
could
we
can
sit
here
and
be
depressed
and
wallow
in
it?
I?
Don't
you
know
I
don't
want
to
do
that
only
because
we
have
so
many
families
that
need
us
to
take
action,
so
we
need
to
look
forward
I,
think
it's
an
opportunity
around
this
bill,
bps
and
really
what
it
is
that
we're
doing
and
how
we're
looking
at
equity.
But
it's
beyond
us
I
think
this
is
something
that
we
need
to
be
working
with
the
city
around
an
economic
development
plan.
D
We
need
to
work
with
the
city
around
our
housing
plan.
I
mean
I,
think
that
that
includes
like,
when
we
look
at
our
where
housing
is
being
built,
how
it
is
either
uplifting
communities
or
destroying
communities
and
all
of
those
pieces
that
I
think
we
need
to
work
together
as
we
work
on
this
build
BPS
plan,
because
it
is
not
going
to
be
solved
by
even
with
your
recommendations.
I
think,
that's
like
it's
helpful
and
there's
some
band-aid
work,
but
really
we're
still
going
to
be
a
segregated
Boston,
and
so
how
can
we?
D
How
can
we
move
together
as
a
city
as
a
district
and
really
look
at
all
those
pieces?
Because
you
know,
when
I
also
look
at
some
of
the
housing
issues,
you
know
and
the
families
that
were
working
with
housing
is
a
public
health
crisis
in
our
city,
and
so
we
need
to
be
looking
at
all
of
those
pieces
as
well
and
I
would
say.
I
would
be
interested
to
when
you
looked
at
the
kindergarten.
D
Q
D
Me
I
mean
congrats
on
you,
know
this
book
and
and
I
think
there's
a
lot
of
great
work.
That's
gone
into
early
childhood,
but
it's
always
I
always
feel
like
we
spend
so
much
of
our
time
and
money
in
early
education
which
I
do
value
I,
don't
I'm,
not
anti
early
education,
but
we
don't
spend
a
significant
amount
in
our
middle
school
in
our
high
school.
So
again,
I'm
hoping
this
is
an
opportunity
for
us
to
be
bold
and
really
look
at
again
build
bps
and
what
we
can
do
in
our
communities.
D
Monica.
You
mentioned
earlier
when
you
started
out
that
you're
going
to
take
this
information
and
share
it
with
families,
so
I
wonder
if
we
can
use
that
opportunity
as
well
to
talk
about
build
BPS
as
well.
I
mean,
if
we're
going
to
start
having
these
conversations
rather
than
try
to
try
to
have
to
is
like
how.
How
do
we
do
that?
And
I
think
I
don't
remember
who
was
the
speaker.
D
D
So
the
last
thing
I'll
say
is
and
maybe
there's
somebody
from
B
PDA
watching
that
Mission
Hill
is
a
neighborhood.
I
really
want
to
see
it
on
the
map,
but
don't
understand
why
national
researchers
can
capture
Mission
Hill,
but
we
cannot
so
please
be
PDA,
please
figure
out
how
to
capture
Mission
Hill
on
this
map.
So
thank
you.
Thank.
G
R
We
got
the
data
in
January,
so
we
worked
four
to
five
months.
We
had
myself
dr.
hill,
we
had
two
postdocs
part-time
working
on
and
we
had
a
master
student
who
has
now
graduated
as
an
Argentine
who
did
a
lot
of
the
heavy
kind
of
tedious
lifting
which
is
a
lot
of
master
students.
But
it
was
a
ton
of
time
and
the.
L
G
It's
almost
a
year
process.
This
was
thoughtful.
This
was
a
lot
of
hard
work
appreciated.
I
do
have
just
a
couple
questions
on
a
couple
of
quick
comments
and
the
first
is
around
Tierra
one
in
Tier.
Two
first
is
just
looking
at
Tier
one
as
you
referenced,
the
quinsy
I
think
in
the
middle
of
this
process
move
one
two
two
two
two
two
two
one
we've
had
other
schools
I
think
during
this
and
yes,
I'm
talking
about
high
schools
and
I
know
you
weren't
looking
at
that,
but
you
have
binkham
move
from
I.
G
Think
of
three
to
a
one
and
now
down
to
a
two,
your
Latin
School
Latin
Academy,
move
from
a
1
to
a
2
you
had
milled
would
have
its
specifically
getting
to
one
of
your
comments
about
no
6th
grades
in
Mattapan
had
local
access
to
a
Tier
one
school
I
think
during
the
course
of
this
meld
would
have
moved
up
to
a
1.
So
how
did
you?
How
did
you
tackle
that.
R
H
R
G
You
if
you
had
looked
at
tier
and
Tier
one
and
tier
two
lumped
together,
because
sometimes
I
mean
literally
we're
talking
about
some
schools
being
moved
by
the
state
from
a1
to
a2,
because
three
special
ed
students
didn't
take
a
test.
I
mean
we
have
examples
like
that
right.
So
is
that
really
one?
Is
that
a
two
you
know
and
so
I
know,
and
you
know,
as
you
referenced
in
your
remarks
and
I
appreciate
you
saying
this
parents
have
different
definitions
of
quality
right
and
it's
adjust
based
upon
state
rankings.
G
R
R
Yeah
apologies
so,
and
throughout
the
report
we
we
made
a
point,
especially
because
there's
only
so
many
tier
ones.
So
to
your
point
about
what
you
know,
nerds
like
myself
would
call
measurement
error
right.
There,
there's
some
things
on
the
top
of
tier
two
that
are
just
you
know,
a
hair
away
from
a
tier
one
and
vice
versa.
We
we
definitely
wanted
to
account
for
that.
So
we
did
both
analyses
so
that
we
could
see
what
the
what
equity
looked
like
in
both
ways:
the
most
stringent
definition
and
the
broader
definition
and.
K
G
But
what
this
does
highlight
is,
in
my
mind,
two
things:
one.
We
still
have
a
lot
of
work
to
do
and
we
can't
do
it
without
the
data
and
you
provide
us
the
data
and
you
provided
thoughtful
recommendations
to
us
I'm
going
to
address
that
in
a
second.
But
we
can't
do
it
with
the
data
without
the
data,
and
we
have
that
now.
So
that
requires
action
on
our
part
and
the
second
thing
is
and
and
I
do
and
I
want
to
I
wrote
down
a
quote.
You
said
dr.
G
R
Say
that
that
is
largely
so
I'm
gonna
give
you
the
academic
answer,
which
is
I
will
say
that
that's
largely
true
most
of
the
inequities
that
we're
seeing
particularly
an
assignment
were
already
there
right,
I
think
what
we
can
also
say,
though,
so
let
me
step
back
for
a
moment.
Three-Zone
never
dealt
with
competition
for
seats
either
right.
So
what
this
process
revealed
is
issues
with
this
particular
school
choice
in
the
Simon
system
plan.
R
B
R
We
had
done
the
evaluation
sooner.
Would
we
have
caught
it
sooner,
very,
possibly,
but
it's
hard
to
fault
a
system
that
was
innovative
for
not
catching
something?
No
one
had
thought
of
before
when
we've
now
revealed
it
so,
in
kind
of
a
historical
sense,
these
inequities
were
not
created
by
H
BAP,
but
one
of
the
nice
things
of
the
equity
analysis
and
doing
this
exercises
we've
recognized
things
about
it
that
could
help
to
at
least
partially
ameliorate.
Some
of
these
inequities
that
are
are
not
helped
by
the
way
the
system
is
currently
configured
like.
G
And
so
now
that
we
see
them,
we
are
required
to
act
on
them,
because
this
body
is
so
deeply
committed
to
closing
the
achievement
gap
of
all
of
the
57,000
youth
in
our
care,
and
to
do
that
with
this
body
he
has
decided.
We
have
to
close
the
opportunity
gap
first,
and
this
points
out
some
opportunity
gaps
and
so
I
very
much
want
to
endorse
each
of
your
recommendations,
quite
frankly,
I
think
in
number
one.
G
It
is
something
we
as
a
body
in
our
budget
decisions
have
already
started
to
do
the
past
couple
of
years,
with
more
and
more
funding
going
to
level
threes
and
level
fours
I
think
we
have
to
pick
that
up
even
more
and
concentrate
in
ways.
This
is
all
about
getting
high
quality
schools
in
all
of
our
neighborhoods
across
the
city.
It's
not
about
perpetuating
inequalities,
but
it's
giving
every
parent
and
every
child
have
the
opportunity
to
attend
a
high
quality
school.
So
I
think
we
have
to
refocus
our
efforts
on
number
one.
G
You
are
saying,
and
particularly
this
thought
process
about
competition
for
seats-
I
mean
that's
some
pretty
advanced
thinking
and
I
applaud
it,
because
you're
really
trying
to
dig
in
you
know
on
my
wife,
always
says
to
me
all
the
time
think
about
controllable
versus,
not
uncontrollable,
and
we
can't
control
what
we
kind
of
control
right,
but
on
the
controllable
things
we
can
control
the
sixth
grade
triggers
we
can
control
about.
Should
we
look
at
competition
of
seats?
We
can't
control
what
people
choose
to
live
in
this
city.
G
We
we
would
like
to
be
able
to
impact
that
by
having
high
quality
seats
everywhere,
so
school
is
not
a
consideration
where
people
live
etc.
But
you
know
there
are
things
outside
of
our
control,
but
we
can
control
having
high
quality
seats
in
every
neighborhood
and
so
I
really
thank
you
for
the
work
that
you
and
the
team
have
done
on
this
and
that
work
requires
us
to
take
concrete
steps.
So
mr.
parelle,
now
that
you're
in
the
seat,
I
know
and
that's
fascinating,
because
typically
we
would
say
you
know
you
don't
know
about
this.
G
You've
just
joined,
but
in
fact
you
know
this
issue
well
and
I
have
no
doubt
you
will
be
looking
closely
at
each
of
these
and
I
look
forward
to
you
and
your
team
coming
back
to
us,
particularly
on
step
two
and
step
three,
a
recommendation
to
and
recommendation
three,
but
also
continuing
the
effort.
We
have
already
begun
to
focus
more
and
more
when
the
threes
and
fours
and
how
we
can
support
them
more,
so
they
can
raise
up
and
become
quality
schools.
A
Thank
you.
Mr.
O'neill
and
I
really
appreciate
the
fact
that
you
focused
specifically
in
your
comments
on
the
recommendations
made
in
this
report,
specifically
around
funding,
because
I
find
a
commonality
there,
a
common
thread
that
runs
through
the
comments
that
came
from
Dean
Robinson
earlier
about
how
we
can
incent
folks
to
move
between
the
schools
and
how
dollars
follow
kids
and
a
conversation
that
I
had
with
miss
Jerry
Robinson
earlier,
as
well
about
some
of
the
other
conversations
that
have
occurred
through
the
district
over
time.
A
And
so
you
know,
judging
how
you
spent,
how
you
reallocate
resources
around
this
district
to
create
quality
versus
how
you
allocate
quality
through
a
complicated
algorithm.
Those
are
those
are
binary
decisions
right.
We
can
create
just
to
your
point.
Mr.
O'neill,
you
know
we
can
create
more
quality
and
that
quality
comes
through
funding.
But
the
question
is:
where
do
you
find
that
funding?
A
We
have
a
number
of
sources,
but
we've
also
got
funding
within
the
district
that
is
inequitable
or
inequity
is
not
the
right
word
but
inefficiently
spent,
and
what
I'm
talking
about
is
busing
right,
and
so,
when
we
think
about
there
was
a
conversation
that
we
had
and
I
can
remember
how
how
developed
we
got
into
that
in
the
last
year.
But
we
thought
about
how
do
we
get
kids
off
buses
at
schools,
specifically
the
kids
that
are
within
a
walk
zone?
A
How
do
we
get
them
off
and
recoup
that
funding
and
put
it
back
into
the
school?
And
there
was
a
discussion
begun
under
dr.
Chang's
leadership
that
spoke
to
the
idea
of
okay?
Well,
if
it
cost
$4,000
for
a
kid,
let's
just
use
a
number
to
bust
them
over
the
course
of
a
year
and
we're
charging
a
bus
for
the
purpose
of
filling
it
with
that
seat,
but
that
seat
never
gets
filled
because
that
kid
just
never
bothered
to
opt
out
of
busing.
A
How
do
we
get
that
kid
to
opt
out
of
busing,
rearrange
our
system
and
reinvest
that
money
in
the
schoolers
as
a
result?
In
other
words,
we're
not
spending
it
on
the
system
that
gets
it
gets
the
kid
to
the
school,
we're
spending
it
on
the
school
itself.
I
think
there's
a
interesting
thread
there
for
us
to
think
about.
A
In
the
context
of
this
conversation
and
that's
a
marketing
issue
right,
that's
a
quote,
that's
a
question
about:
how
do
we
get
parents
to
buy
into
a
different
way
of
thinking
about
how
we
assign
kids
in
this
district?
Because
if
we
want
to
increase
more
seats
around
the
district
that
are
of
high
quality,
we
have
to
pay
for
it
and
there
is
a
glaring
there's,
a
glaring
pot
of
money
out
there.
A
E
I
appreciate
you
bringing
that
point
and
I
wonder
if,
in
connection
to
that
point,
when
we
talked
that
when
you
spoke
earlier
about
the
algorithms
and
the
implementation
and
how
they
both
need
to
go
hand
in
hand,
I'd
be
remiss
if
I
didn't
bring
up
how
school
start
times
began
with
an
inequitable
analysis
and
us
wanting
to
be
at
the
forefront
of
being
equitable.
And
so
when
you
talk
about
transportation
costs
and
we
like
being
the
entire
reason
why
we
went
through
such
a
lengthy
sophisticated
process,
and
you
you
mentioned
it
as
well.
E
You
know
you
need
a
sophisticated
algorithm
to
even
look
deeper
into
this.
The
implementation
is
where
we
found
ourselves
challenged.
So
if
we
are
not
wanting
to
repeat
history,
we
need
to
really
think
about
implementation
and
engagement
in
such
a
way
that
when
we
very
clearly
state
students
of
color
are
getting
the
short
end
of
the
stick
here.
So
we
want
to
make
it
possible
to
increase
and
level
out
the
playing
field.
Then
we
need
to
really
be
mindful
of
what
has
taken
place
before
absolutely.
A
And
you
know
the
thing
about
this
is
I,
think
we
all
step
back
and
and
sometimes
neglect
to
take
or
sometimes
actually
take
it
for
granted
the
fact
that
nobody
would
ever
design
a
system
in
the
way
that
the
Boston
Public
Schools
have
been
designed
and
have
been
brought
to
its
current
iteration
today
right.
This
is,
we
hope.
Well,
I
mean
you
know,
but
we
were
honest
but
honestly,
looking
at
the
system
and
if
you
look
at
any
other
major
public
school
system
around
the
country,
we
don't
have
24
great
configurations.
A
F
A
The
transitions
that
happen
through
that
system
and
the
inequities
and
that
are
then
created
by
the
way
in
which
we
fund
those
schools
and
so
I,
think
you
know
we're
at
a
point
here
where
the
rubber
meets
the
road.
You
know,
ten
years
ago
we
were
at
30%
funding
from
the
state
we're
down
to
11%.
You
know,
cha
pardon
my
french,
but
charlie
brake
is
not
walking
through
that
door
with
a
bag
of
money.
You
know,
so
we
don't
have
funding
from
the
state
to
rely
on.
A
We
need
in
order
to
address
the
urgent
problems
that
we've
talked
about
tonight
and
frankly,
we
talked
about
almost
every
night
that
we're
here
in
a
in
a
school
committee
meeting,
and
so
what
do
we
have
to
do
as
an
alternative
to
that?
We
have
to
think
about
how
this
system
radically
looks
different
going
forward.
I
said
it
when
we
hired
dr.,
Chang
and
I
said
it
a
number
of
times
since
that
time
my
kids
are
going
to
be
fine.
A
This
isn't
about
my
kids
and
this
isn't
about
AI
adventure,
a
number
of
the
kids
in
our
system.
This
is
about
the
kids
that
need
the
highest
number
of
supports
and
the
way
in
which
we
take
the
money
that
we
used
at
one
point:
1
billion
dollars
to
fund
this
system
and
spread
it
around
to
provide
the
programs
for
the
kids
that
need
it
most
and
that's
the
problem
that
is
facing
us
and
that's
what
I.
A
That's
why
I
say
and
that's
what
I
said
back
in
May
as
well
and
I
think
this
committee
agreed
with
it.
We
can't
look
at
these
things
from
siloed.
We
can't
look
at
these
problems
in
terms
of
silos.
We
have
to
look
at
an
integrated
approach.
We
have
to
have
the
political
will
to
do
so.
We
have
to
be
able
to
most
importantly,
go
out
and
have
honest
conversations
with
our
community.
We've
heard
that
theme
tonight
as
well.
My
aptly
pointed
that
out
in
his
comments
as
well.
A
We
need
to
be
able
to
talk
to
people
in
plain
language
and
say
these
are
the
problems
that
are
facing
us
and
they're
not
going
to
get
better.
So,
if
we're
to
solve
these
problems,
we
need
to
work
together.
We
need
to
think
about
ways
we
need
to
treat
people
like
adults.
We
need
to
say
these
are
the
problems.
These
are
potential
solutions.
A
F
I'm
listening
to
you-
and
you
know
what
I'm
thinking
is
that
it
takes
me
in
a
very
different
direction.
We
cannot
do
anything
about
the
racial
segregation
in
the
city
or
the
income
segregation
in
the
city.
That's
not
what
we're
here.
The
schools
can't
do
that
and
what
you're
suggesting
is
a
move
towards
more
neighborhood
schools
and
in
the
only
way,
I
mean,
and
what
that
means
is
that
there's
gonna
be
more
and
more
segregated
schools.
If
we're
willing
to
live
with
that,
then
we
go
in
your
direction.
A
F
Know
what
I
mean
I'm,
really
not
I'm,
really
not
so
I
think
we
need
to
really
think
about
what
this
means
in
relationship
to
that
plan
and
I.
You
know
again,
for
you
know
what
I
mean
I
voted
for
this
plan,
believing
as
I
think
you
did
that
it
would
take
us
beyond.
You
know
we
would.
It
would
allow
for
more
possibilities
for
kids
that
were
locked
in
a
particular
neighborhood,
and
that
didn't
happen
and
again,
but
so
to
me
the
sort
of
narrowing
the
choices,
but
you
know
not
allowing
students
to
sort
of
we.
F
You
know
move
out
of
their
neighborhoods
and
into
better
situations
and
better
schools.
You
know
we're
not
there
I
think
we
need
to
think
about
whether
whether
removing
buses
is
that
is,
you
know,
is
the
answer
and
I
again
I
mean
I.
Think
it's
a
discussion
that
we
need
to
have
but
I
think
in
the
light
of
this
you
know
you
know
less
less
bussing
or
having
data
the
only
Road.
It
only
needs
two
more
segregation
and
I.
Don't
think
we
we
want
to
go
there.
We
don't
want
to
go
there
again.
A
F
A
But
it
doesn't
have
to
be,
and
so
that's
why
I'm
very
intentional
about
not
being
reductive
in
my
comments.
I,
don't
want
to
reduce
this
to
let's
get
rid
of
busing.
Let's
return
to
neighborhood
schools.
Nothing
before
us
is
that
simple.
We
might
get
closer
to
that
and
that's
what
we
talk
about
when
we
think
about
trying
to
incent
people
that
are
traveling
because
right
now,
but
you
know,
let's
face
it:
we
have
a
district
that
is
78%.
Q
A
You're
going
to
have
inherent
segregation
through
that
system
to
some
degree
that's
a
granted,
but
we
also
have.
When
we
talk
about
quality.
We
have
people
to
traveling
across
the
city
right
now
in
search
of
quality
and
they're,
not
finding
it.
So
that's
what
I
mean
when
I
see
someone
that
may
travel
from
I,
don't
know,
say
Mattapan
to
Brighton.
A
That's
that
is
part
of
the
problem
with
this
system.
So
I'm,
not
there
is
no
pure
answer
here
and
I
want
to
be
clear
about
that.
But
I
think
we
need
to
think
about.
You
know
this
system
in
a
in
a
radically
different
way
that
doesn't
doesn't
look
back
to
the
way
that
we've
been
doing
things
for
a
number
of
years,
because
it's
clearly
not
working,
and
we
need
to
think
about
this
in
more
of
with
a
clean
slate.
F
I
mean
I.
What
I'm
hoping
is
that
we
move
forward
with
you
know
big
debates,
big
ticket
items
like
build
VPS.
This
reports
like
this
are
very
very
front
and
center,
as
we
have
those
discussions.
We
cannot
ignore
this
because,
if
there's
anything
that
is
really
at
the
center
of
opportunity,
gaps
is
institutional.
F
You
know
disparities
like
what
would
have
been
revealed
here,
and
these
are
the
ones
that
we
need
to
do
be
thinking
about
so
that
you
know
build.
Bps
is
an
opportunity
to
begin
to
put
good
schools
new
schools
in
new
places
that
don't
have
them
right
now,
so
I
mean
I
support,
build
bps
because
of
that,
but
we
this
has
to
be
at
the
center
of
that
discussion.
We
can
not
forget
this
summe.
C
I
think
there
is,
there
are
a
number
of
items
in
here
that
can
be
looked
at
near-term
in
terms
of
implementation.
I
think
I
did
want
to
pick
up
on
one
of
the
recommendations
about
the
frequency
of
the
equity
analysis.
I
think
mr.
O'neill
pointed
to
the
about
year-long
process
that
it
takes
to
to
do
a
thorough
analysis.
C
But
we're
thinking
hard
about
the
frequency
and
consistency
and
I
think
one.
One
of
the
things
we're
hearing
is
that
there
was
a
four
year
built
up
gap
in
the
original
call
for
any
analysis
at
all,
and
so
having
this
year
in
front
of
us
shows
us
just
what
we
didn't
know
in
those
four
years
or
what
we
didn't
we
did
know
but
didn't
have
the
evidence
of
so
I.
C
Think
that's
one
and
then
looking
at
any
of
the
modifications
will
be
a
place
that
we
can
begin
to
pay
attention
to
and
come
back
to
this
body
with
some
recommendations.
But
I
want
to
respect
the
expertise
of
Monica
Roberts
and
her
team
and
I
also
just
really
want
to
tip
my
hat
to
the
extraordinary
effort
that
has
gone
in
not
just
to
the
researchers
but
also
Monica
and
her
team
in
bringing
this
forward
and
also
thinking
through
the
implications
of
how
we
implement,
because
that's
one
of
the
key
messages
here
to
that.
C
It
is
both
policy,
its
implementation
and
then,
ultimately,
it
is
about
the
supply
of
quality
and
I.
Think
those
of
us
who
were
involved
in
this
from
the
very
beginning
know
that
those
words
ring
true,
and
so
that
remains
the
work
of
the
district,
going
forward,
both
around
equity
and
around
the
quality
of
supply
for
all
students.
A
Thank
you,
mister
ill,
no
pressure,
we've.
Given
you
a
tall
order
in
your
first
meeting,
so
we
appreciate
your
your
vigor
with
which
you
will
attack
this
I.
Do
want
to
thank
Miss
Roberts,
miss
Harvey,
dr.
O'brien,
once
again
for
their
presentation
tonight,
we'll
look
forward
to
taking
further
action
on
this
report
as
we
move
forward
and
we'll
look
forward
to
more
importantly,
in
the
fall,
a
further
analysis
and
report
on
recommendations
from
the
district.
A
Okay
before
we
move
on
I
do
want
to
recognize
district
7
city
councilor,
Kim,
Janey
who's
joined
us
for
the
evening
good
evening.
Counselor.
There
is
one
final
report
for
this
evening:
it's
a
superintendent
search,
update
and
I'm
gonna
ask
interim
superintendent
Perl
to
exit
the
podium.
While
we
are
going
to
have
this
conversation
and
just
as
a
as
a
point
of
order
for
in
a
process
moving
forward,
we
as
a
committee
during
the
pendency
of
the
superintendent
search
process,
we'll
have
this
conversation
as
a
committee
and
without
the
interim
superintendents
presence.
So.
A
Moving
on
from
one
weighty
topic
to
another,
we
have
a
lot
of
work
ahead
of
us
as
both
a
district
and
as
a
committee
and
I
don't
have
a
lot
to
report
tonight,
but
I
do
want
to
try
to
set
the
stage
for
what
the
superintendent
search
looks
like
going
forward.
So
I'll
beg
your
indulgence
for
just
a
few
moments
and
then
we'll
open
it
up,
of
course,
to
questions
and
comments
from
the
committee.
A
So
over
the
last
couple
of
weeks,
I've
had
an
opportunity
to
dig
into
the
these
records
with
respect
to
past
search
processes.
The
last
three
search
processes
specifically
and
all
have
similar
basic
components.
You
have
a
search
committee,
you
have
a
search
firm
and
you
have
public
interviews
of
the
finalists
search.
A
We
heard
that
in
some
of
the
comments
earlier
this
evening
that
that's
a
desired
characteristic
and
in
fact
a
number
of
the
comments
spoke
to
steps
that
we
can
take
towards
transparency
and
inclusion
and,
in
fact,
I
look
to
the
last.
The
very
last,
our
most
recent
search,
the
use
of
a
website
to
post
resumes
to
post
interview
questions.
We
had
a
dedicated
website
in
the
2014-2015
search
that
would
capture
all
this
information
and
with
respect
to
the
Open
Meeting
Law.
A
We
do
have
a
requirement
that
we
do
do
a
public
interview
of
at
least
three
finalists
in
in
this
process.
That's
a
process
that
comes
with
it,
both
some
pluses
as
well
as
minuses,
I,
think.
The
pluses
that
we've
heard
about
are
the
indeed
the
the
transparency
that
goes
with
that
the
opportunity
for
the
public
to
engage
with
the
the
finalists.
A
That
we
do
think
would
make
a
meaningful
contribution
to
this
district,
but
that'll
be
the
work
that
we'll
have
ahead
of
us
with
both
the
search
committee
as
well
as
the
public
school
committee
process,
and
you
know
more
importantly,
I
also
took
a
look
and
again
I.
You
know
I'm
only
one
person
I've
only
had
an
opportunity
to
review
this
material
by
myself
and
by
no
means
am
I.
A
The
only
person
that
will
be
involved
in
this
process,
but
I
wanted
to
take
a
first
look
at
what
what
resources
were
developed
in
the
last
process
that
might
be
able
to
be
reused
in
this
process.
Given
the
the
proximity
in
time,
it's
only
been
3
years
since
that
last
process,
and
so
I
think
what
we
have
moving
forward
here
is.
We
need
to
take
light,
take
stock
of
the
fact
that
we're
only
a
few
weeks
into
this
process,
we've
had
a
number
of
members
traveling.
As
you
know,
you
probably
know
twice.
A
Chairman
Coleman
has
been
unavailable
at
the
last
couple
of
meetings,
and
so
we
certainly
want
to
consult
with
all
members
in
implanting
for
this
process
and
in
so
doing
what
we
intend
to
do,
first
and
foremost,
is
to
reschedule
the
retreat
that
was
originally
intended
to
be
held
in
in
June.
That
retreat
will
be
rescheduled
sometime
in
the
next
three
to
four
weeks.
A
Miss
Sullivan
has
helpfully
helpfully
collected
the
vacation
schedules
of
all
of
us,
and
so
we
will
be
able
to
find
one
we'll
have
the
the
most
member
availability
over
that
time
to
to
get
together.
As
I
mentioned
earlier,
we'll
be
talking
about
the
the
coming
agenda
for
the
fall.
There
will
also
be
an
open
session,
however,
and
and
so,
as
a
result,
we'll
have
an
opportunity
at
that
time
to
talk
more
as
a
committee
about
how
we
see
this
search
process
moving
and
from
that
meeting.
A
Once
we
get
through
the
selection
of
the
search,
firm
there'll,
be
the
development
of
a
Job
Description
they'll,
be
the
posting
of
that
job,
description
and
the
recruitment
of
candidates
at
a
number
of
different
events,
as
well
as
one-to-one
outreach
with
qualified
candidates
across
the
country,
and
then
the
initial
screening
will
begin
through
this,
the
search
committee
and
that
will
result
in
recommended
finalists.
That
will
then
engage
in
that
public
process,
and
so
we
have
a
stepped
process.
A
It's
a
tried-and-true
process
again
we're
looking
for
efficiencies
around
the
material
that
may
be
able
to
be
reused
from
the
last
process
as
well
as
what
steps
might
be.
It
would
be
made
more
efficient.
So
we
can
move
expediently
through
this
process
and
get
a
permanent
leader
on
the
books
for
the
district.
But
this
is
this
is
where
we
we
lie.
Today.
A
We
have
some
original
work
ahead
of
us
and
we
have
some
some
work
to
do
in
the
very
short
term
in
the
next
month
and
I
know
that
our
Mike,
my
fellow
committee
members,
are
eager
to
get
to
work,
as
we've
individually
had
a
number
of
conversations
about
trying
to
get
this
this
going
already.
So
that's
the
broad
overview
I
want
to
open
it
up
for
questions
and
comments
to
my
fellow
committee
members
before
we
we
move
on
Dean,
Robinson,
yeah.
E
So
I
want
to
I
want
us
to
lead
with
that
that
that
becomes
the
constant
narrative
that
this
is
going
to
be
an
area
that
we
want
to
continue
to
rebuild
and
rebrand.
What
Trust
looks
like
within
the
community,
but
also
make
sure
this
is
a
transparent
process.
So
that's,
first
and
foremost,
the
timeline
I
do
agree.
I
believe
that
we
do
need
to
have
a
sense
of
urgency
and
we
need
to
potentially
look
at
leveraging
the
month
of
August
and
potentially
connecting
with
you
know,
folks
who
have
expressed
interest,
and
there
have
been.
E
A
E
30
is
the
team
approach
so
really
valuing
the
team
of
the
search
committee,
because
what
I
have
noticed
when
we
are
very
strategic
and
recognizing
the
skills
and
the
gifts
from
multiple
people
across
the
district
that
we
are
better
together
and
I've?
Seen
that
as
I've
engaged
in
the
community,
and
when
we've
had
opportunities
for
community
engagement,
you
can
see
the
expertise
of
team
members,
whether
they're
in
particular,
communities
that
have
been
marginalized
and
now
they
have
representation
at
the
table.
E
So
I
think
we
could
leverage
the
month
of
August
to
really
think
strategically
about
all
the
all
the
team
members
and
then
I
do
also
agree
with
you.
My
final
tea
is
the
track
record
of
the
candidates.
We
want
to
look
very
thoroughly
and
and
deeply
into
what
this
next
leader
needs
to
be
for
the
city.
E
I
think
both
of
these
reports,
both
the
home-based
Parthenon
I,
think
both
of
those
reports
and
very
clear
indicators
of
complexities
that
we
have
in
the
district,
and
we
need
to
make
sure
that
the
track
the
track
record
of
candidates
has
spoken
to
this
in
their
in
their
past.
Life
and
I
also
want
us
and
I've
heard
it
from
my
committee
members
over
and
over
and
I
agree
that
the
track
record
needs
to
include
diversity,
a
very
deep
and
personal
and,
if
possible,
lived
experience.
I
think
that
we
have
to
be.
E
A
E
G
And,
and
particularly
when
you
talk
about
trust
and
transparency
and
what's
important,
is
for
the
community
to
understand
to
see
that
in
action
by
the
way
a
search
process
happens,
it
has
to
happen
at
the
beginning
and
at
the
end
right.
There
is
a
time
in
a
search
process
where
it
has
to
go
quiet
to
respect
the
confidentiality
of
applicants.
So
they're
not
going
to
apply
right.
B
G
I,
don't
want
to
dismiss
I,
don't
want
to
think
that,
because
we
did
this
three
years
ago,
we're
now
almost
four.
You
know
we
don't
need
to
have
a
community
engagement
process
at
the
beginning.
I
think
it
is
important,
even
once
we
name
a
search
committee
for
the
search
committee
to
hold
some
hearings
around
the
city
and
get
folks
thoughts
about
okay,
based
upon
our
last
experience.
Based
upon
these
fees
supports
about
what
are
going
to
be.
G
The
important
character
sticks
in
a
new
superintendent,
and
do
we
want
to
say
specifically,
it
should
be
someone
who's
already
been
a
superintendent
which,
by
the
way,
is
gonna
change
the
applicant
pool
process
significantly,
because
that
is
a
concern
of
sitting
superintendents
to
have
an
open
process.
At
the
end,
we
determined
last
time
in
the
city
that
having
an
open
process
at
the
end
was
important.
G
We
chose
not
to
ask
for
a
waiver
from
the
Attorney
General
from
the
mass
attorney
general's
office,
but
instead
had
an
open
process
that
had
a
website
that
we
stream
live
interviews
that
people
missed
all
of
a
davila.
You
were
one
of
the
interviewers
before
you
went
on
the
school
committee
at
the
time,
as
you
recall
that
we
had
a
series
of
hearings
for
every
finalist
candidate,
very,
very
public
process.
G
That
process
does
deter
some
candidates,
who
will
say,
if
I'm,
a
sitting
superintendent
of
a
district
I'm
not
taking
that
chance,
because
then
that
sends
a
message
that
I'm
interested
in
leaving
and
I
I
do
note
that
we
did
have
one
sitting
superintendent
before
who
withdrew
before
our
vote
and
we
committed
to
their
district.
But
it's
no
longer
a
superintendent
at
that
district,
and
so
it
is
a
risk
for
sitting
candidates,
the
city
and
superintendents.
But
having
said
that,
I
think
it's
important.
G
We
have
a
process
upfront
and
commit
to
a
public
process
at
the
end.
As
that
transmits
transpires,
but
be
very
public
about
the
fact
that
I
know
this
sounds
like
an
oxymoron,
be
public
about
the
fact
that
there
will
be
a
quiet
period
in
the
brain
when
the
search
committee
is
doing
their
work
when
people
who
are
applying,
where
they're
being
vetted,
where
there
be
an
interview
and
and
the
process
is
being
narrow
down.
A
F
G
F
Only
she
went
forward
and
interviewed
so
I
again.
I
would
encourage
you
to
be
open
to
doing
things
so
that
we
can
get
the
best
person
here
that
the
the
way
that
it
worked.
It
was
not
a
you
know,
a
soft
interview
process
for
her.
It
was.
It
was
really
hard
and
when
she
came
out
she
had
she
had
community
meetings.
F
Given
the
I
think
you
know,
I
wouldn't
I
would
encourage
you
to
talk
to
Paul
Reville,
who
has
a
really
strong
position
on
this
and
see
what
what
you
can
do,
because
it
actually
does
open
the
possibility
for
more
for
people
that
have
experienced,
and
this
is
what
we
want.
I
think
we
want
people
with
experience
to
come
in
and
and
do
if
we're
gonna.
If
we're
gonna
narrow
a
number
of
people
with
experience
that
are
going
to
apply
because
they
want
they
don't
want
to
be
part,
you
know
they
don't
want
to
reveal
themselves.
S
A
Q
Q
G
A
G
Something
yes,
I,
I,
just
wanna,
because
you're
absolutely
right
talk
to
your
IT
that
second
search,
a
resulted
in
dr.
Johnson
was
a
result
of
a
field.
First
search
that
had
been
very
extensive
and
public
and
folks,
like
mr.
Mudd
and
mr.
tail,
Tyler
and
and
others
will
recall
this
in
detail.
But
there
was
a
field
search
that
did
not
work,
and
so
there
was
a
reconstituted
search
committee
in
the
process
of
interviewing.
They
decided
that
there
was
really
one
candidate
they
liked
and
came
out
with
one
recommendation,
but.
B
S
G
She
had
to
go
out,
but
what
was
critical
is
the
Constitution
of
the
search
committee
yeah,
because
people
across
the
city
that
are
interested
in
the
district
need
be
able
look
and
say
these
are
people.
We
respect
these
people.
Okay,
different
views
of
different
voices
are
going
to
be
heard
and
said
at
the
table.
I'm
comfortable
with
the
makeup
of
that
committee.
Sufficient
that
I
know,
interest
that
I
have
would
be
represented
in
would
be
spoken
at
the
table.
So
I
think
that
is
a
critical
component
of.
F
G
Was
a
small,
quick
group,
but
there
was
pushback
from
some
folks
and
in
fact,
if
I
recall
the
City
Council
mr.
Tyler
may
remember
this.
The
City
Council
was
actually
quite
upset
that
that's
that
the
search
committee
announced
they
were
most
likely
only
going
to
come
out
with
wand
and
dr.
Johnson.
You
know.
So
this
is
the
push
and
pull
she
encountered
headwind
when
she
started
in
her
tenure,
because
people
felt
that
they
hadn't
had
a
chance.
Just
begin
and
and
I
will
say,
dr.
F
What
happened
in
that
little
committee
is
that
there
was
there
was
a
very
clear
understanding
of
who
we
were
hiring
and
what
we
were
hiring
for
and
I
think
that
that
was
something
that
was
not
as
clear
with
dr.
dr.
Chang
and
that
again
we
a
committee
of
15-20
people,
it's
very
hard
to
get
that
level
again.
I
mean
you
know,
searches
can
go
in
many
different
directions.
F
G
Why
I
also
feel,
though,
a
community
engagement
process
at
the
beginning
to
understand?
What
are
we
looking
for?
What
hasn't
worked?
What
do
we
want
different,
so
we
have
some
buy-in
at
the
beginning.
So
then
the
search
committee
can
try
to
identify
the
character.
Some
are
candidate
with
characteristics
that
fit
that.
A
E
It
possible
to
look
back
at
the
process.
Look
back
at
the
candidate
profiles
that
the
search
committee
put
together
and
I.
Don't
know
if
I'm,
adding
too
many
layers,
but
because
we
really
just
want
to
look
at
two
prior
searches,
and
you
know
make
the
best
decision
on
where
we
are
now
in
light
of
new
reports.
E
You
know
to
the
mayor
with
Ron
Dorothy
I
know
we
have
External
Affairs,
you
know
with
dr.
McCreary
I
know
we
have
some
folks
who
already
do
some
of
this
work
to
engage
the
community
and
engage
the
public
and
I
just
wonder
if
there's
a
way
to
think
about
people
and
engagement
before
we
kick
start.
You
know
a
formal
process.
I.
A
Think
it's
an
interesting
idea
and
I
think
it.
You
know:
there's
some
threads
of
commonality
once
again
with
what
we've
heard
from
mr.
O'neal
as
well
and
I
really
think
what
you
know.
I
really
think
this
is
a
conversation
that
we
need
to
have
after
reviewing
some
of
the
materials
from
these
prior
searches
and
then
sitting
down
this
group
and
having
that
open
discussion,
so
I
don't
mean
no.
Q
Q
D
D
What
other
conversations
do
we
also
want
to
have
with
families,
because
I
just
I
want
to
be
able
to
make
sure
that
they're
gonna
they're,
a
smaller
team,
they're,
reconfigured
and
restructured
and
I
just
want
to
make
sure
that
we're
not
you
know,
overburdening
and
overextending
people
and
trying
to
have,
and
also
for
families
like
asking
them
to
come
to
like
10
different
conversations
because
we
haven't,
but
we
have.
We
don't
have
our
crap
together,
so
like
I
just
want
to
say,
if
we
can
be
thoughtful,
I
know
very
eloquent.
A
E
So
that's
why
I
didn't
mention
community
engagement
team?
That's
why
I
didn't
mention
them.
I
mentioned
other
leaders
who
already
have
an
external
focus
I'm.
So
to
you
exact
point
I,
don't
even
honestly,
I,
don't
even
want
monocle
on
this
I.
Don't
want
her
team
on
this
because
she
has
a
lot
of
work.
That
is
already.
E
D
Only
but
achieve,
for
example,
those
needs,
but
I
do
also
agree
like
that.
There's
different
ways
that
we
can
also
have
this
conversation.
That
includes
like
getting
online
feedback
that
includes
like
getting
on
skype
whatever
it
is
that
we,
you
know,
we
can
engage
families
in
multiple
ways
that
doesn't
I
want.
E
Us
to
think
creatively:
that's
really
what
I'm
trying
to
pitch,
because
this
is
so
fresh.
If
we
had
had
a
search
for
20
years,
then
sure,
let's
you
know,
think
fresh
and
think
creatively,
but
there
are
folks
here
who
still
have
their
notes
from
four
years
ago.
That's
the
truth.
I
still
have
my
notes
in
my
office.
So
that's
why
I
want
us
to
hear
it,
but
I
don't
want
to
wait
until
school
committee
meetings
and
public
comments
and
random
emails
when
people
think
about
it.
I
want
us
to
think
about
a
constant
feedback.
There's.
Q
D
Q
H
P
P
Apparently,
in
one
of
his
communications,
he
said
that
a
new
org
chart
would
be
available
now
I
called
today,
and
it's
not
available.
It's
still
in
the
works.
He
sent
out
a
June
22nd
memo
saying
that
he
selected
Matt
Montoya.
Oh,
that
gentleman
is
not
coming
and
there
are
others.
You
know
who
were
selected.
What
I
want
to
bring
to
your
attention:
Laura
Perel
and
the
committee,
because
it's
this
committees,
duty
and
responsibility
by
statute
and
under
the
city
charter
to
approve
not
just
a
superintendent
but
the
assistant
and
deputy
superintendents
and
reorganization
plans.
P
Looking
at
mr.
Locarno
chapter
71,
section
59
of
the
Mass
General
Laws
on
the
system
and
associate
superintendents
and
also
section
72
of
the
city
charter,
so
I
I
think
that's
something
that
Laura
can
bring
back
to
you
with.
According
to
the
city
charter,
the
superintendent
is
supposed
to
bring
the
management
plan
for
administrators
and
deputy
superintendents
in
July
and
you're
supposed
to
vote
on
it
by
before
September
1st.
So
that's
the
timeframe:
I
I
will
read
and
think
about
and
be
engaged
in
the
home-based
plan
or
whatever
we.
H
P
But
what
I
want
to
say
is
that
as
someone
who
has
devoted
my
entire
career
to
civil
rights
and
my
adult
life
to
this
city
and
put
my
kids
in
this
school
system,
we
cannot
throw
up
our
hands
and
say
this
is
a
city
problem
that
segregation
is
a
city
problem.
There
are
absolutely
things
that
you
can
do.
I
was
not
in
favor
of
this
plan,
but
it's
also
wrong
to
say
nobody
talked
about
the
competition
I
talked
about
it.
I
talked
about
it
in
a
very
specific
way.
P
With
my
son
and
three
friends
who
went
to
the
Early
Learning
Center,
my
son's
best
friend
was
in
an
apartment
building
at
the
Bromley
Heath
apartments
and
they
were
competing
for
the
same
one
kindergarten
at
the
Hale
school.
Under
this
plan
you
can
make
level
1
School
citywide
schools.
You
can
shift
two
seats,
not
schools.
P
You
have
to
deal
with
not
that
just
the
geographic
bias
but
the
time
bias
and
you
can
not
reserve
seats
at
some
of
those
high
quality
schools
based
on
low
income,
and
you
can
hold
back
seats
as
needed,
for
instance,
so
that
people
who
applied
in
later
rounds
had
the
same
upper
unity
as
people
who
are
savvy
and
privileged
and
white
and
live
in
better
neighborhoods.
Not.
A
Q
K
S
Just
how
powerful
this
conversation
this
effort?
This
fight
was
going
to
be
that
you
could
have
over
the
question
of
student
assignment,
which
is
so
central
and
at
the
heart
of
these
troubles,
and
that
you
could
have
entire
white
neighborhoods
who
had
lived
there,
set
up
exclusionary
boundaries
to
the
entry
of
people
of
color
to
the
neighborhood,
leave
those
communities
simply
for
the
presence
of
students
of
color
in
their
schools.
Q
S
You
could
break
apart
entire
city's
entire
counties
with
simply
the
notion
of
desegregating
a
public
school,
and
it's
in
that
question
of
student
assignment
that
the
hardest
conversations
lie.
You've
felt
it
in
the
tension,
even
in
the
discussion
among
the
school
committee
members
I'm
certain
that
you
felt
it
from
folks
in
the
room
here
today
and
I
raised
that,
because
these
are
harder
conversations,
they're
hard
conversations
in
any
part
of
the
country.
They're
gonna
be
hard
conversations
here,
but
I
do
want
to
echo
with
the
limited
time
I
have.
S
Is
this
call
that
I've
heard
both
from
up
here
and
from
the
back
on
the
need
for
great
engagement
and
transparency
in
this
process?
Because
it's
through
that
that
we're
going
to
be
able-
and
we
will
be
watching
to
judge
how
thoughtful
and
how
urgent,
not
only
our
school
committee,
but
our
district
interim
superintendent
and
our
mayor
act
to
make
right
on
the
wrongs
that
we
all
agree
are
in
this
document.
Okay,
thank
you.
T
Good
evening,
I'm
gonna
begin
with
the
blast.
From
a
past,
a
Boston
Globe,
op-ed,
I,
wrote
and
which
was
published
in
March
2013.
Just
after
the
EAC
approved,
the
new
assignment
model
I
wrote
that
the
home
base
plan
quote
essentially
guarantees
neighborhood
schools
while
merely
promising
quality
schools.
It
rewards
more
affluent
neighborhoods
with
access
to
good
schools,
even
as
it
leaves
poor,
neighborhoods
and
communities
of
color
with
many
low-performing
schools
and
no
certain
path
to
better
ones.
T
We've
seen
the
berry
report,
the
question
now
is
what's
to
be
done
and
I
have
four
suggestions.
First,
the
berry
analysis
shows
negative
consequences
for
sixth
graders.
As
a
result
of
the
algorithm.
We
need
to
look
at
what
other
exceptions
and
algorithm
preferences
are
impacting
equity,
for
example,
early
on
quest
identified,
a
neighborhood
preference
that
was
added
for
families
in
Charlestown,
as
the
North
End
as
problematic
did
that
priority
in
four
predominantly
white
neighborhoods
contribute
contribute
to
the
diminished
access
to
Tier.
T
One
schools
found
in
the
berry
report
for
students
of
color
to
consider
so
key
socio-economic
diversity.
Addy
added
to
the
plan
look
to
our
neighbor
Cambridge.
It
has
a
positive
impact
in
Jefferson
County
Kentucky,
the
proportion
which
also
has
socio-economic
diversity,
the
proportion
of
students
deemed
college
and
career-ready
nearly
doubled
between
2011
2015.
There
are
ways
we
can
improve
the
plan,
it's
it's
not
just
about
accepting
it
and
the
problems,
three
set
goals
for
diversity
and
equity.
T
It's
no
surprise
that
the
main
thing,
the
only
thing
really
that
we
approved
on
in
this
plan,
is
limited
transportation,
cost
we
didn't
set
goals
for
diversity
and
equity,
Stamford
Connecticut
says
goals.
All
schools
have
to
be
within
10
points
of
the
district
average
for
socio-economic
diversity.
If
you
set
the
goals
you'll
get
closer
to
them.
T
Next,
stop
blaming
busing,
either
now
or
under
George
Garrity,
for
our
problems
is
historically
inaccurate
and
the
inaccuracies,
particularly
the
berry
report,
I
like
a
lot
about
it,
but
pate
look
at
page
9,
it's
just
of
what
happened
in
there.
How
do
you
segregation
came
about
is
completely
in
an
accurate.
It
completely
just
counts.
What
was
happy
in
our
city
were
four
of
you
know
the
thirteen
predominantly
black
schools
had
health
and
safety
problems
so
severe.
They
had
to
be
closed.
You
know
all
those
things
so,
in
other
words,
busing
wasn't
about
residential
segregation.
T
T
Finally,
the
the
the
the
main
thing
I
would
suggest
is
that,
yes,
of
course,
residential
segregation
is
an
issue,
but
we
can't
use
this
to
authorize
people
again,
as
as
Peggy
said,
as
Matt
Kroger
says,
we
can't
use
this
to
authorize
us
to
accept
continuing
racial
and
socio-economic
segregation
and
inequity.
It's
not
inevitable,
it's
not
in
changeable.
Yes,
the
school
assignment
plan
is
not
the
only
thing
to
fix
this,
but
we
can
do
things
to
make
it
better.
Thank
you.
N
Good
evening
again,
I'm
gonna
try
and
do
comments
both
on
the
report
and
on
this
search
boom
quickly.
I
have
very
mixed
reactions
to
that
report.
I'm
profoundly
saddened.
You
know
by
what
we've
allowed
to
happen
in
this
school
system
and
I'm
angry,
because
the
EAC
and
the
School
Committee
had
analyses
that
showed
this
plan
would
increase
in
equity
of
access
to
students
in
the
system.
N
Q
N
The
failure
to
deal
with
the
ll
and
special
education
student
system
that
shouldn't
wait
for
two
years
analysis,
there's
no
reason
you
can't
act.
Now
we
had
overlays,
we
had
commitments
on
the
availability
of
programs
for
both
of
those
groups.
I
have
no
idea
whether
they
were
doing
so
number
one
complete
that
number
to
take
those
two
recommendations
and
implement
them
fast
number:
three,
as
the
superintendent
does
her
review
of
the
central
office.
N
Please
look
at
how
does
central
office
deal
with
the
achievement
opportunity
and
achievement
gap
issues
with
quality
of
school
issues
with
you
know,
support
for
low
quality
schools
we're
not
doing
enough,
and
we
know
that
that's
the
fundamental
problem
is
the
amount
of
quality
schools
in
this
district.
Okay,
sorry
to
be
preachy
I
have
on
the
search
committee.
I've
got
three
different
kind
of
perspectives.
Having
done
the
first
one
and
18
I
was
gonna,
say
1890s
19.
N
Number
one,
the
first
and
most
important
issue
is
the
quality
of
the
search
firm
go
back
mr.
chair
and
compare
ed
Hamilton
searches
with
hazard,
young
and
atius
searches.
I
would
suggest
to
you
and
we
had
Pompey's
on
Tony
Alvarado
and
Harry
Spence
as
three
public
finalists
in
the
1990s
okay
and
that's
a
pretty
good
crew
of
people.
N
What
is
the
quality
of
the
background
checks
that
you
will
expect
that
search,
firm
or
yourselves
or
whomever
to
do
I
believe
having
done
I'm
a
fanatic
on
this?
Having
done
checks?
I,
don't
think
what
happened
was
unexpected.
So
let's
learn
from
that.
Okay
and
what's
what's
my
number
three
and
that
this
may
be
the
most
important
and.
G
N
H
E
I
just
want
to
note
and
say
appreciation
since
I
can't
speak
directly
to
public
comment
that
what
what
I
just
experienced
is
the
importance
of
having
the
right
allies,
who
don't
always
represent
the
people
who
need
it.
The
most
so
I
just
want
to
echo
appreciation
for
advocates
in
the
city
who
recognize
the
disparities
and
they
may
not
have
experienced
it
themselves,
but
they
are
speaking
up
on
behalf
of
those
who
have
so
kudos
to
our
community.
A
A
E
A
G
Just
want
to
inform
members
of
the
committee
that
I
continued
to
work
on
putting
together
the
internal
audit
task
force.
Thank
you
that
we
approved
actually
in
December,
there's
been
a
lot
of
work
going
on
on
it
with
regards
members
of
the
internal
audit
community
from
accounting
firms
from
some
of
the
larger
employees,
from
some
of
the
smaller
employers
from
some
nonprofits
base
who
are
interested
in
serving
on
the
task
force
and
look
forward,
bringing
back
to
the
committee,
probably
in
the
September
timeframe
of
recommended
charge
and
who
recommended
rostro
membership.
Thank.
G
The
internal
audit
community
that
I've
spoken
to
about
this,
endorses
our
decision
to
put
this
in
place
and
their
interest
and
help
in
the
district
and
talk
about
trust
and
transparency,
to
be
able
to
give
a
message
to
the
taxpayers
of
the
city
in
to
the
parents
of
the
city
that
we
are
good
stewards
of
taxpayer
funds
and
as
we
look
to
allocate
scarce
resources
that
it's
done
in
our
a
proper
meal.
So
I
look
forward
to
this
being
successful.
But
we'll
have
more
for
the
committee
in
September.
Thank
you
again.
Monsieur
Neil
well,.
A
That
concludes
our
business.
For
this
evening,
our
next
School
Committee
meeting
will
take
place
on
Wednesday
September
12th
at
6
p.m.
there's.
Nothing
further
I'll
entertain
a
motion
to
adjourn
through
a
second
doctored,
URI
RT.
Well,
it
looks
like
unanimous
consent
all
around
that
have
a
great
summer.
Everyone,
a
good
night.