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From YouTube: Boston School Committee Meeting 4-25-18
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
Look
evening
once
again
and
we're
delighted
to
have
you
all
with
us
this
evening.
Pardon
me
if
I'm
a
bit
nasal
this
evening,
I'm
trying
to
get
over
a
cold
but
I
think
a
lot
of
us
can
claim
the
same
thing.
Tonight's
meeting
is
being
broadcast
live
by
Boston
City
TV
on
youtube,
as
well
as
on
Comcast
channel
24,
rst
and
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date.
A
If
you
would
like
to
speak
this
evening,
but
have
not
yet
signed
up,
please
see
our
staff
person
miss
Lena
power
of
X
out
in
the
hallway
sign
of
public
comment
will
close
this
evening
at
6:30
p.m.
now.
First,
here
in
bps,
we
take
great
pride
in
celebrating
the
achievements
of
our
talented
and
dedicated
teachers
and
staff.
At
this
time,
I'd
like
to
invite
the
superintendent
of
my
colleagues
on
the
committee
to
join
me
on
the
floor
for
a
presentation
to
our
library
and
teachers.
A
Okay,
the
Massachusetts
School
Library
Association
as
a
professional
organization
committed
to
providing
students
with
access
to
effective
school
library
programs
led
by
credentialed
school
librarians,
which
provide
opportunities
for
every
student
to
learn
and
to
succeed
each
year.
The
msla
gives
awards
to
its
members
who
exemplify
this
vision.
Tonight
the
school
committee
is
thrilled
to
recognize
four
of
our
bps
educators,
who
won
MLS
msla
Awards
this
year.
Let's
give
them
all
a
round
of
applause.
A
A
And
we'll
miss
McBride
is
greeting
the
the
committee,
all
I'll
just
read
the
citation
for
everyone.
You
can
come
over
here.
I'll,
give
you
the
citation
you
get
to
take
something
home.
The
Boston
School
Committee
extends
its
appreciation
to
Bonnie
McBride,
the
library
and
teacher
from
Fenway
high
school
for
earning
the
President's
Award
from
the
Massachusetts
School
Library
Association,
the
chairperson
and
members
of
the
School
Committee
of
the
City
of
Boston
joined
with
Superintendent
of
Schools.
A
Ms
Van
Cleave
incorporates
robots
computer
programming
and
steam
building
challenges
into
the
libraries
and
as
engaging
ways
of
learning
the
essential
skills
of
collaboration,
communication
and
digital
literacy.
These
critical
skills
will
help
put
her
students
on
a
level
playing
field
for
the
future.
Congratulations
miss
may
include.
A
This
award
recognizes
the
work
mr.
Ari
has
done
to
bring
the
human
library
to
BLS
bring
Boston
professionals
to
meet
with
students
to
discuss
current
events.
Mr.
Ari
has
also
recently
written
a
successful
federal
grant
for
a
new
teen
Wellness
Center
in
the
library,
as
well
as
managed
a
visit
to
BLS
by
the
poet
Richard
Blanco,
who
met
with
students
and
ran
an
afternoon
workshop
for
teachers,
Thank
You.
Mr.
A
A
Mrs.
O'toole
is
the
recipient
of
the
Massachusetts
School
Library
Association
Audrey
friend
scholarship.
So
you
get
some
money
too.
Oh,
that's
great
Morro
tools,
work
for
bps
is
a
library
paraprofessional
for
12
years
and
is
passionate
about
connecting
children
to
books,
a
Boston,
Public
Schools
graduate.
She
finished
her
Bachelor
of
Arts
degree
at
Lesley,
University
in
2017,
congratulations
and
has
now
enrolled
in
Simmons,
College,
presuming
a
graduate
degree
in
Library
and
Information
science
and
her
school
library
teacher
certification
way
to
go.
Mistletoe
I.
A
Do
also
want
to
recognize
dr.
Deborah
froggit
who's
here
this
evening,
she's
our
director
of
VPS
library,
services
and
Dee
thallus,
the
head
librarian
at
the
Boston
Latin
School,
an
executive
board
member
for
the
Boston
area
of
the
mass
school
Library
Association
for
their
leadership
and
support.
Thank
you
to
both
of
you
as
well.
Congratulations
to
all
of
our
librarians
today
and
if
we
could
take
a
quick
picture
with
all
of
us,
I
think
that
would
be
great.
A
Okay,
we'll
move
on
now
to
the
approval
of
minutes
from
the
April
11th
school
committee
meeting.
If
the
minutes
are
approved
as
presented,
hardcopies
we've
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
for
the
April
11th
meeting
as
presented.
B
A
A
motion
from
Miss
Oliver
Java
and
it
sounds
like
a
second
from
Vice
Chair
Coleman.
Is
there
any
discussion
or
objection
to
the
motion?
Is
there
any
objection
to
approving
the
minutes
by
unanimous
consent?
Hearing
none
the
minutes
were
approved,
move
on
now
to
the
superintendent's
report.
I
present
to
you,
our
superintendent,
dr.
Tommy
Chang.
Thank.
C
You
so
much
Jaron
LeConte,
oh
good
evening,
school
command
evening
to
everyone
who
is
here
in
audience
and
watching
on
TV
I
hope
everyone
had
a
opportunity
to
rejuvenate
themselves
a
bit
during
the
April
recess.
During
that
time,
I
had
the
pleasure
of
speaking
at
a
conference.
Title
ASU
gsv
in
San,
Diego
and
I
spoke
about
the
innovation
opportunity
gap
where
I
was
accompanied
by
several
people
from
the
bps
team,
our
managing
director
of
innovation,
Sujata
bot.
C
We
had
a
teacher
from
Mission
Cory
McCarthy
and
we
also
had
Amy
from
their
Dearborn
in
my
speech,
I
emphasized
that
there
are
innovation
deserts
in
many
of
our
cities,
including
Boston
and
I,
emphasize
that
for
many
of
our
most
underserved
students,
they
actually
live
in
innovation.
Deserts
and
too
often
innovation
is
seen
as
icing
on
the
cake
rather
than
the
cake
itself.
So
we
need
to
redesign
our
systems
to
actually
enable
innovation
to
be
part
of
the
work
that
we
do
each
day
literally
to
be
baked
in
the
cake.
C
This
means
students
enter
systems,
broader
definitions
of
students,
success
innovation
for
all,
not
just
those
meeting
or
exceeding
current
definitions
of
success.
We
need
to
help
our
most
underserved
students
leapfrog
and
give
no
opportunities
that
are
actually
ahead
of
time,
not
stuff.
That
was
ten
years
old.
Actually,
you
think
about
the
work
that
Associa
dad
like
Tina,
did
as
a
good
example
of
that
I'm
having
our
yell.
C
During
this
summer,
given
the
opportunity
to
do
entrepreneur,
work
in
partnership
not
only
with
a
local
university,
but
in
literally
in
downtown
Boston
during
the
summer,
I
also
opportunity
to
visit,
really
intriguing
high
school
in
Southern
California
Vista
High
School.
They
are
recipient
of
the
name
grant.
Now
one
of
the
HBM
HQ
now
I
apologize.
They
received
one
x-cubed
grants
yeah,
they
receive
one
of
the
execute
grants
and
what
they
are
doing
is
really
high
school.
C
That's
in
the
miss
of
reinventing
their
curriculum
to
make
it
mouth,
both
academic
and
high-quality
career,
technical
education
in
some
of
the
most
innovative
sectors.
So,
for
example,
I
saw
a
collaboration
between
ROTC
instructor
instructor,
who
happen
to
be
a
former
pilot
in
the
Air
Force
working
with
a
photography
teacher
to
help
young
people
gain
certification
to
be
drone,
pilots
and
drone
camera
operators.
So,
at
the
end
of
four
years,
these
young
people
will
be
able
to
be
certified
to
do
surveys,
for
example,
which
is
a
huge
industry
now
with
drones.
C
So
it
was
just
neat
to
be
able
to
see
that
there
are
places
that
we
can
learn
from
and
I
like
to
joke,
to
do,
R&D
to
rip
off
and
then
disseminate,
and
but
that's
the
way
we
do
best.
We
we
we
get
inspired
by
watching
good
work
being
done
in
other
places,
and
so
I
just
wanted
to
share
that
I
later
on
this
evening,
there
will
be
a
presentation
on
nape
results
of
2017
national
assessment
of
educational
progress.
C
It's
otherwise
known
as
the
nation's
report
card
Boston
Public
Schools
is
one
of
only
two
large
districts
nationwide
to
make
significant
gain
eighth-grade
reading,
we
are
only.
We
are
also
one
of
only
six
districts
out
of
27
total
participating
in
a
group
of
large
public
school
districts
to
make
significant
gains
since
2015
on
the
nape
one
of
eight
districts
to
make
significant
gains
over
the
last
decade.
We
are
proud
of
growth.
Credit
goes
to
our
young
people,
of
course,
most
to
our
educators.
C
It's
encouraging
to
see
improvement,
but
one
thing
that
is,
unfortunately
still
pretty
clear
in
the
data
there
are
we're
now
closing
achievement
gaps
for
certain
subgroups
as
much
as
we
should
be.
This
is
not
only
in
Boston,
but
it's
also
nationally
and
while
we're
moving
the
right
direction
overall,
we
realize
we
still
have
a
lot
of
work
to
do
with
achievement
gaps
and,
of
course
that
is
the
priority
of
this
School
Committee
and
is
the
priority
of
the
school
district.
C
Also
later
on
this
evening,
members
of
the
leadership
team
will
give
a
presentation
about
our
proposal
to
close
Dorchester
Academy,
which
was
placed
in
level
four
turnaround
status
in
2014
for
under
performance
on
the
MKS,
and
during
that
report
we
will
explore
in
detail
our
rationale
for
this
proposal.
I
want
to
say
that
there
are
members
and
audience
from
the
Dorchester
Academy
team
and
I
had
an
opportunity
to
meet
many
of
them.
This
year
got
a
chance
to
visit
with
them
during
their
graduation
for
many
of
their
students.
C
I
just
want
to
commend
the
team
for
some
really
really
difficult
work
that
you
have
done
this
year
and
even
years
before
this
is
a
team
that
we
want
to
keep
together.
They
are
going
to
continue
doing
their
work
together
at
excel
high
school,
supporting
off-track
youth
at
that
school,
so
I
just
want
to
give
them
a
bit
of
a
shout
out
publicly
before
we
gain
a
report
later
on
today
and
bps
will
continue
to
develop
and
evolve
our
alternative
education
programs.
C
So
we
can
give
our
off-track
youth
the
best
chance
possible
to
not
only
graduate
from
high
school,
be
successful
in
college
career
in
life.
Why
get
into
a
few
bright
spots?
Spring
recess
is
when
hundreds
of
EPs
students
get
a
chance
to
travel
overseas
to
explore
foreign
lands
and
immerse
themselves
in
new
cultures.
Last
week,
265
student
travellers,
along
with
a
hundred
district
trip
leaders,
embarked
on
a
cross-cultural
learning
experiences
in
nine
different
countries
from
Costa
Rica
to
Czech
Republic,
to
China
to
Spain,
and
these
are
a
number.
C
These
numbers
have
gone
out
from
last
year
last
year,
we're
at
238
student
travelers
this
year,
we're
at
265
history,
scholars
from
English
High
visited,
ancient
ruins.
The
Athens
I
believe
that's
on
the
screen
right
now,
Snowden
new
mission
students
participating
history
and
language,
immersion
experiences
in
Japan
and
a
new
to
this
year,
students
from
three
EPs
high
schools,
fenway
boston,
Green,
Academy,
Boston,
Arts,
Academy,
fundraise,
and
planned
week-long
service
learning
trips
to
help
rebuild
hurricane
ravaged
neighborhoods
in
Puerto
Rico
and
in
Houston
Texas.
C
This
April,
twenty
percent
of
our
student
travelers,
were
from
elementary
middle
schools.
In
fact,
this
is
the
first
time
the
Warren
Prescott
sense
to
entire
internet
international
trip,
and
a
group
of
sixth
graders
joined
peers
from
the
Lee
school
on
a
biodiversity
tour
of
Costa
Rica
and
a
zipline.
They
explored
a
volcano,
hopefully
not
inside
volcano,
and
they
volunteered
at
a
local
school.
Our
students
responses,
the
global
calls
to
action
and
their
willingness
to
vote
vacation
time
for
more
learning,
eggs
and
service
truly
highlights
what
the
essence
of
Boston
Public
Schools
is
all
about.
C
Our
young
people
have
such
a
thirst
for
these
or
experiences.
I'm,
just
so
glad
that
we're
able
to
provide
that
for
them
so
definitely
a
shout
out
at
the
same
time,
students
and
their
chaperones
weren't,
the
only
ones
who
got
to
travel
a
number
of
bps
educators,
administrators
also
participating
in
three
unique
international
professional
development
programs,
excellence
for
all
sponsored
a
stem
PD
field
trip
and
I
shouldn't
call
a
field
trip.
Professional,
adult
learning.
C
Bps
representatives
also
travel
to
Brazil,
where
they
learn
about
afro-brazilian,
history
and
culture.
They
learn
about
Brazil's,
quote
black
Rome
and
got
a
chance
to
really
understand
how
Brazilians
view
race
relative
to
social
class,
diverse
culture
and
history.
And
lastly,
we
had
a
group
went
to
Cuba
through
the
arts,
creating
art
with
Cuban
students
and
teachers
and
getting
mentored
by
Cuban
artists,
attending
classic,
emerging
art
performances
and
discovering
why
this
nation
is
so
committed
to
creative
expression,
and
there
was
also
professional
development
opportunities
for
teachers
here
locally.
C
What
you
see
up
there
is
the
Federal
Reserve
Bank
of
Boston
hosted
three
bps
teachers
as
well
as
digital
learning,
specialists,
Nick
and
solace
for
week,
long
externship
program
for
April
during
April
vacation,
and
what
externship
is
its
opportunity
for
our
teachers
to
learn
about
what
adults
and
what
careers
in
a
different
sector
what
that
career
might
feel
like,
so
they
can
bring
some
of
those
experiences
to
our
young
people.
The
partnership
exposed
teachers
to
emerging
technologies
and
IT
operations,
so
they
were
more
equipped
to
mentor
students
on
STEM
careers
and
educational
options.
C
During
the
week,
the
educators
spoke
with
the
previous
Boston
fed
interns
about
their
experiences
and
at
the
end
of
week
they
were
presented
lesson
plans.
They
intend
to
incorporate
into
the
classrooms
applying
what
they
learned
from
the
program
and
then
they
all
received,
of
course,
certificates
of
completion.
So
I
was
all
going
on
last
week
during
April
break
earlier
this
week,
I
have
opportunity
to
join
30
members,
a
mastery
transcript
consortium
or
MTC.
C
They
convened
here
in
the
bolan
building,
and
this
was
a
gathering
of
educators
from
all
across
the
country
who
are
focused
on
transforming
the
high
school
experience
by
changing
the
the
high
school
transcript.
The
MTC
believes
a
high
school
transcript
is
a
broken
instrument
that
no
longer
serves
students
and
teachers
outside
the
school
walls
and
I
like
to
say
the
future.
Transcript
should
not
be
a
list
of
courses
in
grades.
A
futures
transcript
should
look
like
a
LinkedIn
page
and
LinkedIn
page
will
demonstrate
to
an
employer.
C
Well,
young
person
is
able
to
do
what
a
young
person
knows
and
actually
be
able
to
exhibit
and
show
products.
Young
people
have
produced,
and
it's
all
I
would
rather
see
a
resume
as
our
our
LinkedIn
page,
that,
where
I
can
click
and
see
products
that
people
I'm
wanting
to
employ
what
they
are
able
to
do
and
produce,
rather
than
looking
at
a
list
of
courses
that
they
completed
in
college
I,
think
that's
obvious.
That
should
be
the
same
way
for
our
young
people.
C
So
this
consortium,
the
master
transcript
consortium,
is
all
working
to
try
to
figure
out
what
this
sort
of
new
transcript
feature
should
look
like
the
work.
It's
doing
has
a
potential
to
fundamentally
change
what
education
looks
like
some
big
questions
that
they're
grappling
with
our.
How
do
we
measure
a
student's
success?
What
do
we
value?
I
had
an
opportunity
to
say
a
few
words.
Then
I
explained
that
education
be
a
should.
C
Education
should
be
about
learning
across
subjects,
personalized
learning
and
ability
demonstrate
skills
and
content
knowledge
through
tasks,
authentic
tasks
and
MTC
is
working
towards
these
Golan's
and
that's
why
I
personally
support
this
organization
as
a
thought
partner
in
figuring
out
how
this
new
model
will
work?
We
had
one
of
our
schools
participate,
and
that
is.
C
Boston
Day
evening
Academy
they
have
been
working
on
a
competency-based
instruction
and
competency-based
transcript
for
many
years,
and
so
they
were
part
of
this
convenient
next
bright
spot
to
East,
Boston,
high
school
seniors
and
scholar.
Athletes
got
the
surprise
of
a
lifetime
yesterday,
when
they
each
were
awarded
a
four-year
full-tuition
college
scholarship
and
from
their
families
and
school
community.
This
was
a
complete
surprise
for
of
them.
These
scholarships
are
the
result
of
a
partnership
between
scholar,
athletes
and
korean
regis
colleges,
scholar,
athletes,
work,
scholar,
athletes.
C
The
organization
works
to
close
opportunity,
make
gaps
by
supporting
student
achievement
through
athletics.
As
you
all
know,
they
help
and
support
the
opening
of
dedicated
spaces.
In
many
of
our
high
schools
cause
owns
the
where
there
is
staff
there
that
support
them
on
homework
college
essays.
They
learn
about
scholarship
opportunities
and
need,
most
importantly,
develop
a
roadmap
for
life
after
high
school,
so
Kayla,
Elliot,
East,
Boston,
High
School
scene
has
a
5.2
cumulative
GPA
I,
don't
know
how
that's
possible
and
plans
to
pursue
a
career
in
nursing
and
she
will
attend
Curry
College.
C
She
is
a
member
of
the
National
Honor
Society
and
captain
over
ball,
a
varsity
softball
team
and
her
classmate
Julie
Annie
Jorge
well
attend
Regis
College.
She
earned
a
5.05
committee
GPA
and
also
to
support
athlete
and
captain's
both
volleyball
and
basketball,
and
a
member
of
the
National
Honor
Society
as
well.
C
Okay,
today,
we
had
talked
read
and
play
day
across
the
school
district.
This
is
initiative
of
Boston
Public
Schools,
countdown
to
kindergarten.
It
promotes
speaking
reading
engaging
with
children,
particularly
in
critical
years
of
early
childhood
development
students
and
young
children
at
several
locations,
including
a
Perkins
School
and
the
Children's
Museum
participated
in
a
collective
flash
rhyme
mob
to
promote
the
campaign.
They
recited
rhymes
songs,
poems
units
and
libraries
community
centers
in
schools
throughout
the
city,
all
at
the
same
time,
so
I
just
wanted
to
do
quick
recognition
of
that.
C
And
lastly,
this
is
a
quick
reminder.
Bps
Got
Talent
is
the
district's
first
district-wide
talent
show
and
launches
today,
and
it's
open
to
all
k-12
students
who
want
to
showcase
their
creativity
on
social
media.
So
from
now
through
May
21st,
any
bps
student
can
submit
a
video
a
photo
of
their
special
talent,
singing
rapping
to
photography,
dancing,
acting
drawing
painting
spoken,
word,
poetry
or
monologues
or
playing
musical
instruments,
and
to
submit
the
video
go
on
to
External
Affairs
bps.
C
All
one
word:
External
Affairs
bps
org
for
/bg
tea
or
via
the
bps
office
of
External,
Affairs,
Facebook,
Instagram
or
Twitter
accounts
by
using
the
hashtag
bps
Got
Talent,
and
you
see
kind
of
an
advertisement
for
that
share
your
entry
with
friends
and
family
improve
your
chances.
So
that
concludes
my
report
for
tonight.
Thank.
E
I'm
delighted
that
we
continue
to
expand
the
number
of
students
that
travel
internationally,
the
global
economy,
the
world
is
the
classroom
and
it's
great
that
we
do
that.
I
look
forward
to
when
we
talk
about
thousands
of
children,
traveling
not
just
hundreds,
and
that
we
try
to
expand
the
opportunities
as
equitably
across
scible
at
possible
across
the
district
and
the
second
piece.
I
really
am
intrigued
by
that
work
in
the
transcript
I
love
that
analogy
you
gave
of
it
should
be
a
LinkedIn
page.
E
I
can
I
show
you
my
transcript
and
Boston
Public
Schools
do
not
have
a
five-point
tool
on
it,
but
I
love
that
idea
really
and
encourage
you
to
push
on
that
work
as
much
as
possible
and
look
forward
to
you
bringing
those
thoughts
to
us
when
it
when
that,
when
this
outside
group
has
some
ideas
on
it
and
lastly,
I
I
know
the
chair.
Thank
to
all
the
ANA
applauded
all
the
librarians
and
I
know
we
all
chuckled
when
mrs.
E
O'toole
came
up
and
I'm
glad
your
peers
in
your
profession
have
recognized
you
all,
but
mrs.
O'toole
I
want
to
say
to
you
in
front
of
your
peers.
We
do
appreciate
when
you
come
to
the
school
committee
and
talk
to
us,
you
hold
our
feet
to
the
fire,
particularly
during
the
budget
season,
and
you
let
us
think
about
the
implications
of
the
decisions
we
make
on
the
librarians
and
the
students
that
you
serve
so
in
front
of
ups.
I
want
to
make
sure
we
particularly
thanked
you
for
continuously
keeping
us
informed.
A
Thank
You
mr.
O'neil,
if
there
are
no
other
further
questions
or
discussion,
I
just
want
to
make
a
couple
points.
First,
thank
you,
dr.
Chang,
for
recognizing
the
Boston
scholar,
athletes
that
were
honoured
and
surprised.
Yesterday,
I
will
be
seeing
Miss
Elliot
on
campus
next
next
year.
During
my
day,
job
at
curry,
I
want
to
give
folks
a
couple,
quick
updates
on
a
few
items
of
note
that
are
out
there
in
terms
of
current
events.
One
is
some
folks
might
have
seen
it.
A
Yesterday
there
was
a
Supreme
Judicial
Court
decision
with
respect
to
the
the
Charter
cap.
Those
of
you
that
have
been
following
the
issue
closely
will
recall
that
this
body
took
a
position
on
the
the
question,
the
ballot
question
that
was
on
the
ballot
in
2016,
related
to
whether
or
not
to
open
the
Charter
cap
in
the
Commonwealth
and
ultimately
we're
on
the
successful
side.
A
But
nevertheless,
there
was
litigation
that
followed
and
specifically
five
students
from
Boston
as
a
representative
class
that
sued
the
state
seeking
to
declare
the
the
cap
on
charter
school
seats
unconstitutional
I'm,
happy
to
say
that
the
the
Supreme
Judicial
Court
ruled
yesterday
in
favor
of
public
schools
and
in
favor
of
the
idea
that
whatever
cap
is
in
fact
constitutional
I
won't
speak
extensively
to
it.
I
still
haven't
had
a
chance
to
digest
the
37
page
opinion,
but
for
any
of
you
that
are
interested
in
it.
A
A
This
body
took
it
upon
itself
to
craft
a
letter
to
send
to
a
couple
different
individuals.
Just
yesterday
we
sent
a
letter
to
each
of
the
Ways
and
Means
committees
in
the
Senate
and
the
house
advocating
for
support
for
a
couple
of
bills
that
are
up
right
now.
The
House
bill,
the
House
budget,
I,
should
say
house
4400
contains
a
line
at
a
minute
for
charter
school
reimbursement.
That's
seven,
zero,
six
one!
A
As
some
of
you
might
recall
that
that
money
is
earmarked
for
an
expansion
in
the
convention
center
in
South
Boston,
but
that
expansion
has
not
happened
and
is
not
Planet
is,
is
not
planned
to
happen
in
the
near
future,
and
so
were
hopeful
that
that
bill,
which
is
reported
favorably
out
of
committee,
will
be
passed
before
the
end
of
this
legislative
session.
The
third
letter
we
sent
was
an
additional
letter
that
acted
as
a
cover
letter
for
those
those
two
notes
to
the
Ways
and
Means
committees
to
our
delegation.
A
We
have,
as
you
may
know,
23
representatives
and
senators
in
in
the
General
Court
of
the
Commonwealth,
and
we
wanted
to
reach
out
to
our
representatives
our
senators
to
offer
an
opportunity
to
have
a
further
conversation
and
talk
a
little
bit
more
about
why
these
bills
are
so
important
to
bps,
but
also
why
some
of
the
legislation
that's
out
there,
particularly
around
chapter
17
reform.
It
doesn't
go
far
enough.
We
know
that
the
FBR
see
the
foundation
budget.
Review
Commission
proposals
are
have
been
reported
out,
favorably
from
committee
as
well.
A
That's
Senate
bill
223,
but
the
the
bare
facts
that
were
laid
before
us
by
the
the
mayors
in
an
inner
governmental
affairs
office
a
few
meetings
ago,
made
clear
that
Boston
will
see
little
to
gain
from
those
reforms
and
in
fact,
that
the
money
that
we
would
stand
the
gain
would
not
be
realized
until
year.
8
of
the
implementation,
and
so
something
that
we've
advocated
as
well,
is
an
additional
bill
that
was
sponsored
by
Senator,
stone
and
Shane
Diaz
from
Jamaica
Plain.
A
That's
sent
it
to
xx,
which
has
not
been
reported
out,
favor
believe,
but
nevertheless
we
we
feel
it's
an
opportunity
for
some
education
for
our
delegation
and
beyond
that
would
change.
What's
called
the
municipal
revenue
growth
factor
right
now,
Boston
is
regarded
for
chapter
70
funding
in
the
same
way
as
other
wealth.
Wealthier
communities,
like
Wells
II,
for
instance,
would
be
because
of
the
high
property
values.
A
What
it
doesn't
do
is
accurately
represent
the
high
poverty
that
we
have
in
our
district
as
well,
and
so
we
want
to
change
that
and
we
are
advocating
for
that
specific
change
in
the
in
the
chapter
70
funding
formula,
and
so
we
want
to
continue
to
ask
constituents.
I
met
with
the
citywide
Parent
Council
last
night,
and
we've
had
conversations
with
the
Boston
teachers
union
and
bee
sack
as
well
about
joining
forces
and
advocating
for
both
of
the
bills
that
I
mentioned
earlier,
as
well
as
continuing
to
advocate
with
our
with
our
Senators
and
Representatives.
A
For
that
additional
modification
to
the
foundation
formula.
So
we'd
ask
that
you
do
the
same.
We've
left
copies
of
the
letters
out
in
the
hallway
and
if
folks
want
a
copy
that
are
watching
on
TV
tonight,
you
can
certainly
write
to
our
executive
secretary
Liz
Sullivan,
who
will
provide
you
a
copy
as
well,
and
you
can
use
that
as
a
talking
point.
If
you
will
in
reaching
out
to
your
Senators
and
Representatives.
A
F
A
G
You
mr.
Lowe
canto,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations.
The
School
Committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
I
referred
to
the
superintendent
for
leader
response
questions
on
specific
policy
matters
and
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
this
week
and
I
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
G
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
resign
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
were
only
cords
speakers
who
faced
the
committee.
We
have
eight
speakers
evening
and
we'll
begin
with
alle
birth
elisee,
followed
by
Pernell
banks
and
Mo's
ik
taco
bein.
H
A
labert
Alizee
I'm,
an
sei
que
tu
Inclusion
teacher
at
the
Higginson
in
Roxbury
I,
have
worked
at
the
Higginson's
since
the
time
it
reopened
five
years
ago.
The
Higginson
school
is
a
que,
tu
full
inclusion
school
and
it
operates
in
a
almost
100
year
old
facility
when
it
opened
in
1923
nearby
streets
were
not
paved.
The
building
site
featured
a
coal
pocket
and
an
8
foot
deep
and
manure
pit.
There
were
more
horses
than
cars,
then
flash
forward
95
years
in
Auto.
There
is
no
manure
pit
or
coal
pocket
and
the
streets
are
paved.
H
Currently,
we
have
many
deficiencies
within
our
school
building.
The
building
and
the
two-level
playground
is
inaccessible
to
our
students
with
disabilities.
Bill
BPS
has
rated
the
school's
a
learning
environment
and
spaces
as
poor
in
terms
of
the
school's
educational
facilities
effectiveness.
Our
students
deserve
better
to
be
in
Boston
one
of
the
nation's
leading
school
districts.
It
is
shameful
that
our
facility
at
the
Hinson
school
is
not
equipped
to
meet
our
students
basic
needs.
We
can
make
the
playground
fully
accessible
now
without
waiting
on
the
time
line
of
Bill
BPS.
H
Expansion
based
on
current
demographic
trends,
bill
BPS
projects
that
the
neighborhood
surrounding
the
school
will
be
home
to
the
larger
to
larger
boston
households.
We
currently
have
a
bill:
a
vacant
rehabilitation
building,
that's
across
the
street
from
our
school
that
will,
in
the
next
few
years,
be
developed
and
will
house
over
300
apartment
condo
complements
so
currently
we
require,
and
so
there
will
be
more
seats
that
will
be
required,
so
our
school
will
be
in
need.
H
The
proposed
playground
is
aligned
with
bill
BPS
priorities
in
terms
of
incensing
innovation
and
building
a
culture
of
change
that
generates
new
solutions
at
every
level
of
BPS,
from
classrooms
to
schools
into
the
central
office
and
the
community
at
large
and
once
a
day.
I
want
to
add
my
thanks
to
superintendent
Chang.
For
your
consideration
of
support
for
this
project
to
mr.
Hamlin
and
mr.
gerkin
solve
ou
for
their
assistance
and
guidance
as
the
Higginson
community.
We
really
hope
that
you
guys
can
help
us
to
push
our
our
to
help
us
push
for
a
playground.
A
I
Good
evening
you
know,
thank
you.
My
name
is
pronounced
and
I'm
a
proud
parent
of
two
students
today
Henry
Higgins
in
full
inclusion
school
the
school
opened
five
years
ago
and
has
an
aroma
of
171
students,
three
to
eight
years
of
age
in
K
0
to
second
grade,
as
you
heard,
from
students,
parents
and
staff
and
principal
Moen
during
the
last
three
school
community
meetings.
I
I
Boston
high
ground
is
a
community
partner
and
provides
support
by
connecting
the
school
to
available
programs
and
resources.
Higher
ground
has
included
Higginson
k2
as
one
of
seven
schools
in
a
new
pilot
program
designed
to
house
homeless
families
with
children
in
our
school
and
with
within
the
next
18
months,
and
connect
these
families
to
need
it
services
and
in
the
past
years,
high
ground
has
bought
to
the
school's
the
services
of
Friends
of
the
children,
Boston
Architectural,
College
and
families.
I
First,
parenting
programs,
parent
teachers
in
our
principal
have
been
requesting
a
safe
playground
since
the
school
opened
the
community
preservation
program
available
for
the
first
time
this
year
is
ideal
funding
source
to
address
this
need.
The
entire
school
committee
is
in
support
of
the
project
and
has
been
involved
in
designing
it.
The
students
have
helped
by
drawing
sketches
of
what
they
would
like
to
see
included
and
have
advocated
for
support
by
testifying
before
the
school
committee,
the
community
preservation
proposals
due
Friday
April
27th
and
to
be
competitive.
I
We
need
to
show
we
need
to
show
bps
support
and
city
of
Boston
support.
We
have
requested
support
letters
from
superintendent
Chang,
which
we
would
like
to
include
in
this
proposal.
We
have
also
met
with
she,
the
chief
of
staff,
Robert
Lewis,
all
those
and
bps
chief
operating
officer,
John
Hanlin,
who
has
been
working
hard
to
secure
approval
by
the
City
of
Boston
for
the
proposed
project
and
has
been
coordinating
the
legal
review
of
the
agreement
that
would
enable
a
high
ground
to
coordinate
this
much-needed
project.
We
appreciate
very
much
mr.
Hammonds
and
mr.
I
Denisov
those
efforts
on
our
behalf.
The
completed
program
would
be
a
great
new
resource
for
the
school.
As
for
the
surrounding
community,
we
are
confident
that,
with
your
support
and
the
community
preservation
funding,
we
can
complete
this
project
by
early
fall
2018,
so
children
can
have
the
benefit
of
playground
for
the
coming
school
year.
Thank
you.
Thank
you.
J
Thank
you.
My
name
is
mostly
cocky
and
I'm
the
director
of
Boston's
higher
ground.
We
have
been
partnering
with
the
Higginson
k2
school
since
they
opened
five
or
six
years
ago,
as
well
as
three
other
schools
in
the
neighborhood.
We
are
currently
coordinating
a
capital
improvement
project
that
the
Crispus
Attucks
Children's
Center,
which
is
nearby
and,
at
one
point
eight
to
2.8
million
dollar
project.
That's
so
that's
about
the
start.
J
I
will
be
coordinating
this
project
on
behalf
of
higher
ground
I've
had
more
than
40
years
of
experience,
doing
affordable
housing
and
community
facilities
development,
including
the
rusyn
Center
at
Egleston
square
that
houses,
the
Greater
Austin
Community
High
School
we've
also
during
my
time
at
urban
edge,
built
a
couple
of
playground.
Several
playgrounds,
two
of
them
on
publicly
on
land
with
licenses
granted
by
PFD.
J
The
Higginson
playground
is
designed
by
a
local
architect,
ray
donuts
with
who's
had
experience,
doing
school
playgrounds
at
Mission,
Mission,
High
School
in
Jamaica,
Plain
Murphy
school
in
Dorchester,
Patrick,
Henry's
school
in
East,
Boston,
international
school
of
Boston
and
Cambridge,
and
Pier
school
and
playground
in
Brookline.
So
he
knows
what's
acceptable
and
complimentary.
In
bps,
the
playground
will
be
built
by
crisscross
means
enterprises,
which
is
one
of
the
most
productive
local
construction
companies,
their
offices
on
ambled
Avenue,
a
few
blocks
from
the
playground
site.
Interestingly
enough,
one
of
the
partners
Arnold
Johnson
who's.
J
Now
a
grandfather
was
himself
formerly
a
student
at
the
Higginson
school.
So
for
him
this
is
a
very
nice
homecoming.
Any
work
that
we
do
at
this
playground
will
be
subject
to
bps
and
PFD
and
other
agency
approvals.
We've
already
shared
with
mr.
Hamlin
at
the
initial
schematic
of
the
playground,
and
will
continue
to
provide
progress
copies
as
we
proceed.
J
Our
goal
is
to
be
ready
to
go
into
construction
in
August
and
have
it
done
by
September
or
October
at
the
latest,
so
the
children
can
benefit
from
the
playground
where
most
of
the
school
years,
so
all
of
us
at
higher
ground,
are
committed
to
helping
make
this
happen.
I
think,
with
with
your
support,
we
look
forward
to
you
joining
us
at
the
ribbon-cutting
in
September
or
October,
so
appreciate
anything
you
can
do
and
I
also
want
to
add
my
thanks
to
both
Robin
John
I
know
they're
working
very
hard
to
get
us.
J
K
K
That's
here
today,
miss
Reece
kept
telling
me
to
just
be
patient
and
hold
on,
and
when
I
went
back
two
to
three
months
later,
I
actually
thought
they
had
changed
the
school
and
just
didn't
tell
me,
because
I
was
just
a
remarkable
thing
to
see
that
how
the
kids
were
interacting
with
the
kids,
the
students,
the
teachers
and
the
teachers
were
any
activity
with
the
teachers.
They
trust
the
teachers.
K
K
A
L
Good
evening
I'm
Andrew
Manning
ela
humanities
teacher
at
Dorchester,
Academy
I
apologize
I
have
a
cold,
so
I'm
gonna
read
off,
read
off
some
prepared
remarks,
but
I
thought
it
was
important
that
I
come
and
speak
in
front
of
the
committee
as
a
witness
to
the
great
work
that
was
done
at
Dorchester
Academy
this
year,
I've
been
teaching
it
humanities
at
Dorchester
Academy
since
2015,
and
there
is
no
doubt
that
we
face
challenges
and
failed
to
meet
the
state's
guidelines
as
a
level
4
school.
L
During
my
first
two
years
at
Dorchester,
Academy
I
watched
as
we
failed
to
implement
effective
alternative
strategies
for
the
most
at-risk
youth
in
our
community.
I
witnessed
the
failure
of
leadership
to
provide
supports
to
teachers
and
staff
that
would
have
allowed
us
to
impact
these
students
lives.
Major
mistakes
were
made
which,
as
we
all
know
now
led
to
the
dismissal
of
some
very
talented
and
dedicated
staff
and
to
transfer
into
the
transfer
of
many
students
who
desperately
needed
our
help.
These
students
did
not
fail
us,
we
failed
them.
L
L
We
have
seen
students
grow
under
this
environment.
This
year
we
watched
10
seniors
graduate
in
December
and
another
group
preparing
to
finish
this
June
most
of
our
graduates
will
be
attending
college.
Others
are
entering
training
programs
to
prepare
them
for
careers.
The
level
of
success
we
have
witnessed
this
year
would
have
been
unthinkable
in
the
past
and
I.
Thank
all
of
you
for
allowing
us
the
opportunity
to
help
these
young
people
achieve
these
goals.
This
year,
under
the
leadership
of
mr.
L
Fuentes
and
Miss
Reese,
we
were
empowered
to
engage
students
through
compassion
and
creativity
as
a
professional.
It
was
the
most
rewarding
year,
I
have
been
a
part
of
at
any
school
and
I
thank
both
miss
Reese
and
mr.
Fuentes
for
the
unwavering
support
and
belief
in
our
team.
As
we
teach
our
students,
all
growth
comes
from
failure
and
we
witnessed
that
growth
this
year,
both
as
professionals
and
in
our
students,
and
are
excited
to
continue
that
growth
by
providing
alternative
options
to
struggling
students
next
year.
G
L
Are
a
team
of
educators
who
are
dedicated
to
alternative
education
and
believe
deeply
in
the
mission
of
providing
equity
through
education
to
all?
We
are
led
by
Miss
Maggie
Reese,
who
was
herself
an
alternative
student
and
provides
a
shining
example
to
all
of
our
young
people
each
and
every
day.
I
hope
that,
with
your
support,
we
can
continue
this
mission
and
create
equity
across
the
district
to
ensure
all
students
are
receiving
the
instruction
and
support
they
deserve.
L
The
end
of
the
school
year
will
mark
the
end
of
Dorchester
County,
but
will
not
mark
the
end
of
the
growing
need
for
alternative
education
in
our
city
and
with
your
support,
it
will
not
end
our
mission
of
providing
authentic
alternative
options
to
ensure
the
success
of
all
of
our
students
city's
students.
Thank
you.
A
M
Good
evening
my
name
is
Jonathan.
Walters
I
was
a
former
student
of
DEA
now
I'm
attending
our
Benjamin
Franklin
for
the
first
semester,
but
last
year
compared
said
this
year
was
unbearable.
It
was
I,
couldn't
learn.
Last
year,
I
didn't
go
to
my
classes
last
year
compared
to
this
year
under
mrs.
winters,
a
role
it
was
a
lot
better
actually
was
able
to
finish
high
school
I,
told
myself,
I
wasn't
gonna,
be
able
to
go
to
college.
M
I
was
never
planning
to
front,
has
changed
that
and
he
actually
convinced
me
to
go
and
to
go
in
there
for
the
motive,
which
is
what
I
did,
but
whatever
in
the
newspapers
last
year.
Compared
to
this
year,
it
was,
it
was
different,
punches
definitely
made
a
change
and,
although
I
can
never
repay
him
for
that,
but
I
could
always
say.
Thank
you
because
now
I
am
in
college
and.
N
N
Good
evening
school
community
members
good
evening,
superintendent
Chang,
it's
a
pleasure
to
be
here
this
evening.
I
wanted
to
talk
to
you
about
last
year.
Actually,
this
year,
the
beginning
of
the
year
and
when
I
first
started,
I
usually
come
into
schools,
I
came
from
fall
where
I
was
there
for
a
couple
years
and
I've
been
in
Boston,
Public,
Schools,
probably
for
about
23
years.
They
call
me
the
cleanup
guy,
so
I
go
in
and
I'll
clean
up
the
schools.
N
You
know,
kids
that
are
having
issues
but
alternative
education
is
my
life
and
it
will
always
be
my
life.
It's
something
that
I
believe
in
something
that
I
cherish.
I
cherish
these
young
people
I
cherish
their
lives,
I
cherish
their
families,
okay,
I
interact
with
their
families.
I
interact
with
the
students,
I
understand
the
students
and
in
all
the
years
that
I've
been
in
alternative,
ed
I've
lost
60
students
to
death.
N
Yes,
I
helped
all
those
parents
bury
their
children
and
it
was
an
emotional
thing
and
they
still
see
me
and
I
still
see
them,
and
what
was
interesting
when
going
into
Dorchester
Academy
is
that
I
knew
the
students,
their
families
and
some
of
the
kids
said
to
me.
Miss
Reece,
you
became
famous
in
the
hood.
Do
you
understand
what
I
mean
that
I
became
famous
where
it's
not
about
Fame?
N
It's
about
the
love
and
and
the
love
that
you
give
these
children
that
you
can
make
them
do
anything
you
want
them
to
do,
okay,
just
by
greeting
them
at
the
door
and
then
telling
them
that
you
love
them
every
single,
solitary
day,
what's
wrong?
Why
are
we
not
doing
that?
Why
our
educators
are
not
doing
that?
Why
are
we
not
greeting
these
kids
at
the
door
every
single
day
and
asking
them
if
they're
hungry,
if
they're,
okay,
that's
important
and
when
I
walked
in
Dorchester
Academy
I'm,
not
gonna
lie
to
you.
N
It
was
a
complete
disaster
and
I
wasn't
gonna.
Let
these
young
people
fail
and
they
looked
at
me
and
some
of
them
thought
I
was
a
nutcase
and
I
said
you
know
what
you
can
keep
on
thinking,
I'm
nuts,
because
I'm
not
gonna,
give
up
on
you,
because
this
is
how
we
do
things
around
here.
I,
don't
go
to
your
house
and
I.
Don't
put
my
feet
on
your
table
and
you're
not
gonna.
Do
that
here.
N
It's
been
an
experience.
I
want
to
thank
mr.
Fuentes
I
want
to
thank
dr.
Chang
Donna
Muncie,
miss
Lou,
lahia
Noriega
D
I
am
now
under
her
leadership,
but
it's
like
a
badge
of
honor
I
want
to
thank
all
the
young
people
from
Dorchester
Academy.
That
believed
in
my
vision,
to
make
that
school
change
and
their
families
and
I
want
to
thank
you
for
giving
me
the
time
to
speak.
Thank
you
very
much
have
a
good
evening.
Thank.
O
Good
evening
my
name
is
Zainab.
Hussein
I
am
here
on
to
represent
the
residents
of
Harbor
Point,
the
residents
of
Harbor
Point
Harbor
Point
is
a
residential
complex
of
about
3,000
residents.
What
approximately
317
youth
between
the
ages
of
5
and
17
there's
317
youths
come
from
subsidized
families
under
Section,
8
Harbor
point
used
to
be
known
as
Columbia
Point,
one
of
the
worst
public
housing
developments
in
the
country.
Harbor
Point
is
located
on
a
50
acre
parcel
with
1288
units
which
400
are
subsidized.
O
Today,
Harbor
Point
is
known
as
one
of
the
most
successful
and
mixed
income
communities
in
the
nation,
a
place
that
provides
an
outstanding
quality
of
life
for
its
residents
and
neighbors.
Currently
we
have
many
of
our
youth
attending
the
Dever
and
McCormick
school.
Many
alumni
have
moved
on
to
exam
schools,
as
well
as
private
schools,
eventually
entering
prestigious
universities
throughout
the
country
focusing
on
the
McCormack
middle
school.
It
is
important
to
note
that
the
resources
and
facilities
offered
at
the
school
have
contributed
to
the
success
of
many
students.
O
Having
an
open
athletic
field
has
positively
impacted
the
health
and
academic
performance
of
these
students.
It
is
an
asset
to
the
entire
community
after
school
hours,
it
is
open
to
the
entire
community
for
softball
soccer
cricket
basketball,
volleyball
among
other
activities
in
the
wintertime.
The
community
uses
a
space
for
cross-country
skiing
as
long
as
snow
is
on
the
ground.
That
is
also.
O
There
is
a
playground
for
hops,
as
well
as
hopscotch
and
Foursquare,
for
the
little
ones
to
enjoy
voting
in
favor
of
D
and
E's
proposal
would
be
denying
access
to
an
asset
that
has
provided
a
positive
environment
to
the
McCormick
endeavour
school,
as
well
as
the
entire
Columbia
Point
Peninsula
open
space
playing
fields
are
so
limited
in
the
city
of
Boston.
It
makes
no
sense
to
take
this
essential
asset
away
from
those
that
live
study
and
work
and
in
the
Columbia
Point
Peninsula.
O
We
ask
this
committee
respectfully
to
allow
us
to
make
a
formal
presentation
during
one
of
your
upcoming
meetings
on
a
reconstruction
design
gear
towards
improving
the
McCormick's
athletic
field.
I
would
also
like
to
note
that
this
personally
applies
to
me,
because
I
am
an
alumni
of
the
McCormack
middle
school.
I
am
a
resident
of
the
area.
I
have
come
from
a
large
family
who
are
also
students
there
and
you
can
learn
math
literacy,
everything
in
the
classroom,
but
it's
only
on
the
field
that
you
can
learn
about
values
like
teamwork.
O
A
A
P
In
this
grant,
it
actually
has
five
components
and
just
to
touch
upon
I,
missed
Oerlikon,
so
you're.
The
AP
is
definitely
to
expand
the
biology
program
and
enhance
the
AP.
The
introduction
of
an
AP
biology
course
primarily
for
our
allied
health
program,
which
consists
of
the
health
assisting
medical,
assisting
as
well
as
the
Dental,
Assisting,
Program
and,
as
folks
may
not
know,
science
is
sometimes
they
keep
a
course
for
some
of
our
allied
health
students
and
I.
Think
the
enhancement
of
this
will
be
truly
remarkable
and
truly
a
benefit
for
those
students.
P
A
That's
excellent
I
really
just
deeply
appreciate
having
you
in
front
of
us
and
any
opportunity,
and
particularly
to
highlight
some
of
the
good
things
that
are
going
on
in
Madison
Park,
and
certainly
with
the
conversation
this
committee
has
had
on
a
number
of
occasions
about
trying
to
boost
up
not
only
offerings
on
advanced
placement
courses
across
the
district
just
but
just
create
a
more
consistent
offering
of
those
courses
across
the
district,
just
especially
outside
of
our
exam
schools.
It's
really
hardening
to
know
that
this
money's
going
to
good
use,
and
for
that
purpose
absolutely
absolutely.
A
F
A
You,
mr.
O'neill,
is
there
a
second
thank
you
dr.
Coleman.
Is
there
any
discussion
or
objection
any
objection
to
approving
the
grants
by
unanimous
consent,
hearing
none
the
grants
are
approved.
Thank
you.
Our
next
action
item
is
a
request
for
interim
salary
and
non
personnel
payments
on
external
funds.
You'll
recall.
C
A
C
A
E
A
G
E
E
A
You
miss
Sullivan.
Our
next
action
item
is
a
collective
bargaining
agreement
between
the
Boston
School
Committee
and
local
union
19:52,
the
painters
and
allied
trades
District
Council
35,
also
known
as
the
custodians.
You
will
recall
the
Jeremiah
Hassan
our
interim
director
for
labor
relations
presented
the
tentative
agreement
to
the
committee
at
our
last
meeting,
at
which
time
he
also
shared
the
superintendent's
request
for
a
supplemental
appropriation
in
the
amount
of
1
million
thirteen
thousand
dollars
and
two
hundred
thirteen
thousand
two
hundred
sixteen
dollars.
Excuse
me
to
support
the
cost
of
the
agreement.
A
C
It
also
provides
increased
flexibility
to
ensure
that
we
are
addressing
the
appropriate
staffing
levels
needed
in
some
of
our
most
complex
buildings,
and
it
gives
some
flexibility
to
make
sure
that
we
are
stacked
appropriately
during
some
crucial
summer
months.
I
believe
all
sides
are
very
happy
with
this
agreement
and
they
have
also
our
custodians
have
also
already
passed.
This
and
I
just
want
to
point
out
local
district
council
35.
C
There
they're
great
partners
at
Madison
Park,
and
earlier
this
year
we
were
able
to
make
an
announcement
of
a
partnership
between
District,
Council,
35
and
Madison
Park
for
young
people
to
go
through
Madison
Park
and
actually
attain
jobs
at
the
end
and
they're.
Providing
a
university
provide
the
appropriate
certifications
for
the
young
people
at
Madison
Park
as
well.
So
hopefully,
this
school
committee
approves
this
contract
this
evening.
E
Simply
say:
I
applaud
the
superintendent
reached
an
agreement
with
this
union.
The
custodians
provide
a
vital
role
in
making
a
school,
safe
and
clean.
We
all
know
it
when
we
visit
schools.
If
it's
a
clean
school-
and
you
know
it
goes
towards
our
students,
health
and
be
in
a
position
to
learn
just
like
our
food
service
workers
and
our
nurses,
etc.
A
You
superintendent,
Thank
You
mr.
O'neill
any
other
further
questions
or
comments
well
hearing
none
is
there
a
motion
to
approve
the
collective
bargaining
agreement
between
the
Boston,
School
Committee
and
local
union
19:52
painters
and
allied
trades
District
Council
number
35,
also
known
as
the
custodians.
F
A
A
You
miss
Sullivan
I'll,
now
entertain
a
second
motion
to
approve
a
supplemental
appropriation
request
to
the
Boston
City
Council
in
the
amount
of
1
million.
Thirteen
thousand
two
hundred
sixteen
dollars
to
support
the
collective
bargaining
agreement
between
the
Boston
School
Committee
and
local
union
19:52
painters
and
allied
trades
District
Council
number
35,
as
presented.
B
A
G
E
A
E
And
I
apologize
because
I
missed
last
week's
presentation
with
this
now
approved
by
us
superintendent,
how
many
collective
bargaining
agreements
are
still
outstanding
now
and
I
also
noticed
this
pushes
us
ahead,
since
this
goes
through
fiscal
year
19.
So
this
pushes
ahead
of
some
of
our
larger
agreements.
So
just
how
many
more
do
we
have
outstanding?
At
this
point.
A
A
Great
thank
you.
Thank
you
for
your
question.
Mr.
Neil
and
I
think
it
would
be
appropriate
for
us
to
give
a
an
email
that
has
a
schedule
of
all
those
out
seeing
the
collective
bargaining
agreement
Thanks.
Thank
you
all
right,
we'll
move
on
now
to
our
first
report,
the
2017
results
of
the
National
Assessment
of
Educational
Progress,
also
known
as
nape.
At
this
time,
I'd
like
to
invite
miss
Nicole,
Wagner,
Lam,
executive,
director
of
the
Office
of
data
and
accountability,
to
please
step
forward
with
her
presentation.
C
Thank
you,
miss
Wagner,
for
coming
this
evening.
Wagner
today
we'll
highlight
district's
results
in
the
2017
nape,
which
is
again
the
National
Assessment
of
Educational
Progress
I
mentioned
some
of
the
highlights
during
a
superintendents
remarks
today,
but
in
a
nutshell.
In
fourth
grade
reading
and
math
bps
performance
held
steady
as
compared
to
2015,
including
remaining
par
with
the
national
average
in
eighth
grade
mathematics
in
eighth
grade
reading.
However,
bps
is
one
of
only
two
Tuda
districts,
which
is
the
trial
urban
district
assessment.
These
are
urban
school
districts
across
the
country.
C
We
were
one
of
two
and
that
made
statistically
significant
improvement
in
this
area.
In
fourth
and
eighth-grade
math
bps
performance
was
a
key
set
of
with
a
key
set
of
student.
Subgroups
was
statistically
equivalent
or
higher
than
the
national
average
and
I
have
larger
cities,
as
well
as
I
acknowledged
earlier.
While
we
do
perform
fairly
well
compared
to
other
school
districts.
Here,
we
still
have
persistent
achievement
gaps
that
we
have
to
tackle
with
that
I'll
turn
it
over
to
miss
lamb.
C
R
You
dr.
Chang
good
evening,
members
of
the
School
Committee
chairman
LeConte
Oh,
dr.
Chang,
thanks
very
much
for
having
me
here
this
evening
to
present
as
dr.
Chang
shared
and
really
the
most
recent
data
that
we
have
about
bps
Gorman's
and
it
has
recently
been
released
not
only
for
bps
but
for
other
urban
school
districts
throughout
the
country.
Really
all
the
states
across
the
country
are
involved
in
having
students.
Take
this
important
assessment
called
the
national
assessment
for
Educational
Progress
as
dr.
Chang
shared.
R
This
assessment
is
also
commonly
known
as
the
nation's
report
card
and
is
widely
accepted
as
the
assess
an
assessment
of
exemplary
quality
that
helps
us
understand
how
students
in
states
all
across
the
country
are
progressing
towards
college
and
career
readiness,
standards
and
skills.
But
it
also
allows
us
to
have
an
opportunity
to
be
compared
to
other
school
districts
who
have
a
uniquely
densely
populated
urban
population
in
urban
centers
here
in
the
US
and
how
our
students
are
progressing
towards
these
same
measures.
R
So,
as
you
can
see
here
and
I
think
you
all
are
aware,
BPS
is
one
of
10
school
districts
who
Arbonne
school
districts
specifically
who
volunteered
to
participate
in
the
trial
for
urban
districts
assessment
program
in
back
in
2003,
and
this
program
employs
the
nape
assessment
itself
to
compare
participating
urban
districts
to
each
other
and
track
progress
over
time.
Since
2003
BPS
has
demonstrated
a
long
history
of
being
one
of
the
highest
performing
urban
school
districts
in
the
country
in
2017.
R
When
we
moved
to
8th
grade
reading,
which
is
in
the
lower
left-hand
corner
of
this
slide,
you
can
see
that
boston
scored,
equivalent
or
higher
than
all
26
other
participating
to
to
school
districts,
which
is
really
something
to
be
proud
of,
and
in
grade
8,
mathematics,
boston,
scored,
I,
went
to
or
higher
than
25
of
the
participating
Tuda
districts,
leaving
only
one
that
we
performed
lower
than
so.
As
you
can
see,
we
are
participating
in
a
nationally
renowned
program
and
just
as
a
reminder.
R
R
It
actually
uses
a
very
sophisticated
statistical
sampling
technique
to
assess
just
a
very
representative
set
of
students
here
in
bps,
as
well
as
across
the
country,
so
that
we
can
actually
extrapolate
and
understand
how
all
students
in
the
population
would
have
performed
had
they
all
been
given
the
assessment
and
and
so
that
we
can
basically
learn
about
what
students
here
in
bps,
as
well
as
throughout
the
country,
are
able
to
learn
and
what
they're
able
to
perform
and
do.
And
these
specific
grades
and
subjects
I.
R
However,
it's
exciting
to
see
that
nape
actually
gives
us.
This
nape
assessment
gives
us
data
that
we
really
can
track
longitudinally,
and
so
we
do
have
that
data
since
2015,
for
same
assessment
and
here
again
in
2017,
which
was
the
two
basically
the
time
period
in
which
the
PARCC
assessment
and
next
generation
assessments
were
being
piloted
and
administered.
R
So,
as
you
can
see
on
this
slide,
it's
really
important
to
point
out
that
when
we
compare
the
results
of
students
here
in
Boston,
Public
Schools
and
how
they
did
on
the
nape
assessment
in
2017
versus
how
students
did
on
the
next
generation
MCAS
assessment,
which
is
this
new
assessment
that
I
just
described.
That
is
only
given
here
in
the
state
of
Massachusetts
that
the
results
are
highly
comparable.
R
So
I
think
that
we
should
really
find
the
comparability
of
these
assessment
results.
To
be
very
heartening.
It
helps
us
to
be
confident
that
the
next
generation
M
Cass
assessment
that
our
students
are
taking
in
each
grade
and
subject
and
all
of
our
students
are
taking,
as
opposed
to
just
a
smaller
sample,
that
it
really
is
assessing
largely
the
same
skills,
content
and
level
of
rigor
as
our
nation's
report
card.
R
So
now
I
move
on
to
Boston
specific
results
in
the
most
recent
year,
and
so,
as
you
can
see
here,
we're
just
basically
summarized
for
grades
four
and
eight
reading
and
mathematics.
Some
short-term
trends,
some
long-term
trends
and
we've
also
highlighted
some
comparisons
between
how
bps
does
versus
other
large
cities
and
when
I
described
the
large
cities.
A
little
bit
more
detail.
You'll
see
that
there's
a
distinction
between
the
large
city
sample
and
the
other
Tuda
districts
that
that
have
participated
in
the
urban
district
program.
R
But
we
also
have
a
comparison
here
for
between
Boston
and
the
and
the
complete
are
the
entire
national
sample.
And
it's
important
to
point
out
that
the
the
folks
who
administer
the
nape
assessment,
and
here
in
Boston,
Public
Schools
as
well.
We
really
hold
fast
to
this
kind
of
statistical
significance.
R
But
we
do
have
a
lot
of
meaningful
differences
here,
and
so
I
just
want
to
draw
your
attention
to
the
fact
that
Boston
Public
Schools
in
the
long
term,
between
2003
and
2007
teen,
which
is
as
long
as
BPS
has
participated
in
the
tutor
program,
has
been
trending
upwards
on
every
one
of
these
domains
between
nine
and
almost
20
scaled
score
points
we
we've
gained
in
terms
of
how
students
are
performing
and
reading
in
mathematics.
In
the
most
recent,
a
short-term
trend
between
2015
and
2017,
as
dr.
R
Chang
mentioned,
we
had
one
area
where
we
really
saw
a
meaningful
improvement,
and
that
was
eighth
grade
reading
and
we
were
one
of
only
two
to
two
districts
that
showed
that
same
meaningfully:
meaningful
improvement
in
the
other
areas.
We
held
steady
and
that's
something
to
celebrate
as
well,
because
there
were
a
number
of
to
two
districts
that
you'll
see
this
at
the
end
of
the
presentation
that
had
declines,
and
we
did
not.
R
We
did
not
show
any
declines
in
these
past
couple
of
years,
so
we're
holding
study
as
compared
to
the
large
city
sample
Boston
Public
Schools
on
average,
sits
above
the
large
city
sample,
meaning
that
in
comparison
to
all
other
cities
in
the
in
the
United
States
that
have
150,000
student
students
or
more
I'm,
sorry
150,000
people
or
more
many
of
which
are
very
different
populations
than
our
urban
districts.
They
may
be
suburban,
they
may
be,
you
know
even
yeah,
so
they
they
don't
they're,
not
necessarily
urban
districts.
R
We
we
outperform
this
sample
on
average,
however,
in
comparison
to
the
nation
as
a
whole,
Boston
Public
Schools,
like
a
lot
of
urban
school
districts,
has
not
quite
yet
met
that
national
average.
We
have
not
necessarily
caught
up
to
national
average.
The
one
place
where
we
have
cut
up
to
the
national
average
was
in
eighth
grade
mathematics.
We
actually
caught
up
to
the
national
average
in
2015.
R
And
what
you
find
is
that
in
the
long
term,
since
2003-
and
this
is
true
in
the
other
tutor
districts-
that
sort
of
on
average,
as
well
as
across
the
nation-
we've
really
seen
great
gains
for
our
african-american
and
black
students
and
Hispanic
or
Latino
students.
So
that's
really
exciting
is
that
there
have
been
gains,
but
in
the
more
recent
years
it
really
appears
as
if
those
gains
have
sort
of
started
to
Peter
off
and
stagnate
a
bit
and
so
I
think
it
is
really
important
question
for
us
to
ask
ourselves.
R
Why
is
this
happening
here
in
Boston,
and
why
is
this
happening
sort
of
nationally?
You
can
also
see
that
we've
calculated
the
gaps
between
black
and
white
students
and
Hispanic
and
white
students,
and
those
gaps
have
persisted
since
2003.
There
have
been
really
very
significant
gaps,
and
so
the
the
symbols
that
you
see
there
and
the
gap
columns
when
it
says
equals
it
doesn't
mean
that
the
performance
of
these
students
are
equal.
Those
those
gaps
are
real
and
they're
very
significant.
It
just
means
that
the
gaps
have
not
meaningfully
grown
over
the
past.
R
R
So
I
also
want
to
highlight
the
performance
of
some
other
subgroups.
We
all
in
our
formal
report,
that's
online.
You
can
see
it
and
I
think
you
all
have
in
depth.
We
we
show
analysis
for
our
low-income
students,
English
learners,
students
with
disabilities,
male
and
female
students,
and,
as
you
can
see
in
the
long
term,
again
for
all
of
these
different
sub
four.
R
In
most
cases,
the
long-term
trends
are
very
positive,
since
2003
we've
really
made
gains
with
all
these
different
subgroups,
and
it's
also
very
important
to
mention
that
relative
to
the
other
two
districts
or
urban
districts,
as
well
as
the
large
city
sample
and
the
national
average
Boston
Public
Schools,
either
performs
on
par,
equivalently
or
bad,
then
their
peers.
With
these
different.
With
these
subgroups
consistently.
R
However,
you
do
see
that,
in
the
short
term,
we've
largely
remained
steady
with
these
subgroups
of
students.
So
so
we
we
haven't
necessarily
in
some
areas.
You
can
see
that
the
short
term
there
was
actually
short
term
progress,
but
that
that
progress
hasn't
necessarily
been
able
to
show
a
statistically
significant
gain
and,
finally,
we're
going
to
break
the
data
out
for
students
at
different
points
in
sort
of
the
performance
distribution,
and
so
the
way
that
we
do.
R
This
is
by
looking
at
statistically
significant
performance
trends
by
percentile
bands,
so
students
who
are
at
the
90th
percentile
75th
50th,
percentile,
25th,
percentile
and
10th
percentile,
and
you
can
see
in
both
4th
grade
math
and
8th
grade
math,
that
we've
really
shown
strong
long-term
gains
for
students
at
all
points
in
the
distribution.
Even
our
lower
performing
students
have,
on
average,
really
shown
statistically
significant
gains.
R
However,
you
know-
and
this
is
a
national
trend
as
well
in
reading,
we
see
that
students
in
the
10th
and
25th
percentile
don't
appear
to
have
made
the
same
kind
of
gains
that
they're
that
that,
in
that
we
see
real
performance
gains
for
the
higher
sort
of
performing
students
on
average.
But
the
those
students
who
are
our
lowest
performing
students
may
not
be
sort
of
getting
the
same
benefits
or
or
sort
of
bumps
in
their
scores
over
time,
and
so
how
does
this
fit
into
the
national
context?
Well,
as
I
think
dr.
R
Chang
alluded
to
nationally.
We
see
that
in
4th
grade
reading
and
4th
and
8th
grade
mathematics
scores
remained
relatively
unchanged
nationally
between
2015
and
2017,
which
is
sort
of
our
short
term
horizon
that
we've
been
looking
at.
However,
average
scores
in
eighth
grade
reading
did
improve
nationally
in
Boston,
Public,
Schools
and
one
other
urban
school
district
are
the
only
two
urban
school
districts
to
show
that
exact,
same
trend,
which
is
that
we're
really
showing
statistically
significant
8th
grade
reading?
R
Unfortunately,
average
scores
for
students
at
the
higher
percentile
bands
are,
fortunately
they
improved
at
the
higher
percentile
bands
nationally.
But
what's
unfortunate
is
that
scores
for
students
at
the
lower
percentile
bands
declined
or
remained
unchanged,
and
so
we
do
see
that
there's
a
bit
of
a
widening
of
the
gap
for
students,
even
at
the
national
level.
R
This
last
slide
I
know
it's
a
lot
of
data,
but
it
at
least
gives
you
and
gives
the
public
a
reference
point
for
where
Boston
sits
relative
to
the
other
school
districts
that
are
part
of
this
tudi
or
urban
school
district
program.
And
so
you
can
see
all
the
way
off
to
the
right
eighth
grade.
Reading
is
the
area
where
we've
shown
both
short
term
gains
here
between
2017
2015
and
2017,
as
well
as
longer
term
gains
over
the
past
decade.
R
But,
as
you
can
tell,
the
cells
that
are
highlighted
in
dark
blue
are
the
school
districts
that
showed
statistically
significant
gains.
The
cells
that
are
highlighted
in
light
blue,
our
school
districts
that
showed
statistically
significant
declines
and
Boston
does
not
show
any
statistically
significant
declines,
either
in
the
short
term
or
in
the
sort
of
decade-long
trajectory
that
they
show
here.
So
there
there's
a
lot
to
be
proud
of
here,
but
as
dr.
Cheng
shared,
there
is
definitely
still
progress
that
we
need
to
make
as
a
district
and
and
so
a
lot
to
celebrate.
R
E
You
thank
you
for
your
presentation,
so
I
have
a
quick
question
for
you
on
slide.
I'm.
Sorry,
it's
not
numbered!
Oh
this
one.
That
says
statistically
significant
trends,
and
this
is
where
you
compare
us,
Oh
short
term
long
term,
and
then
large
city
comparison,
national
comparison,
and
you
say
in
the
two
right
hand,
columns,
2017,
large
city
comparison
in
2017
national
comparison.
Those
gains
that
they
gains
in
Greek
decreases
that
they
show
are
they
short
term
or
long
term.
So.
R
E
R
E
I
want
to
point
out
and
correct
me
if
I'm
wrong
that,
particularly
with
these
green
figures,
that
would
you
know
higher
than
20
higher
than
19
higher
than
26
higher
than
25
in
every
case,
the
other
cities
that
have
done
well
are
almost
cherry-pick
they're
on
one
of
these
for
Boston,
it's
really
only
one
that
is
consistently
doing
well
across
all
four
categories.
Is
that
true
I
think.
R
E
E
Are
consistently
very
high
and
we're
very
high
across
all
four
so
I
mean
this?
Is
you
know
we
beat
ourselves
up,
but
everyone
smile
we'll
get
a
stop
and
say
hey
compared
to
our
national
peers,
we're
doing
pretty
darn
well
and
I
know
superintendent.
You
are
working
on
a
task
force
I,
believe
that
looks
at
this
data
right
on
a
national
basis,
correct.
C
I'm
one
of
two
superintendents
sits
on
the
to
the
task
force
on
behalf
of
the
council.
Okay,.
E
So
I
think
this
is
fantastic,
that
we're
doing
great.
What
is
the
key
area
that
we
that
this
says
to
you?
We
need
to
continue
to
focus
besides
the
achievement
gap,
numbers
that
jump
out
clear,
but
what
else
superintendent?
What?
How
would
you
look
at
this
data
and
try
to
change
a
practice
in
our
schools
to
improve
our
students,
academic
performance,
yeah
I
am.
C
I
am
concerned
about
in
our
lower
grades.
There
seems
to
be
some
stagnation
in
terms
of
performance.
We
need
to
can
make
sure
we
continue,
focusing
on
the
cognitive
rigor
of
what
young
people
are
doing
as
in
their
early
grades,
we
celebrate
our
early,
our
early
education,
programming
and
bps.
It
is
nationally
recognized,
I.
C
S
And
so
we
believe
that
that-
and
it's
also
rooted
in
many
of
the
same
texts
and
activities.
Rigorous
cognitively,
demanding
activities
form
the
foundation
of
the
three
through
five
curriculum.
And
so
we
feel
like
we're,
really
tying
the
two
ends
of
the
continuum
together.
That
we
think
will
lead
to
some
additional
gains.
E
Thank
you
and
thank
you
for
those
answers,
because
many
parents
say
to
us:
why
do
we
need
so
many
tests
and
teachers
say
it
as
well?
And
so,
unless
we
can
not
just
say
well,
we
use
this
to
comparison
to
other
large
cities
into
other
large
districts
and
national
averages.
But
unless
we
can
really
clearly
say
this
is
why
we
do
it,
because
this
is
what
we
learn,
and
this
is
how
it
allows
us
to
impact
actual
academic
programs
for
subsets
of
our
use
or
whatever
our
youth.
E
It's
critical
that
we
be
able
to
show
that
connection
to
parents
who
say
what
do
we
need
another
test
for,
but
I
also
like
the
fact,
quite
frankly
that
this
also
moved
to
a
computer-based
test,
because,
as
you
know,
this
committee
had
great
concerns
when
M
cast
moved
to
Park
and
it
was
going
to
become
online.
And
now
we
had
students
that
had
never
taken
computer-based
test
before
teachers
who
had
never
given
it
connectivity
issues.
E
All
these
things
to
be
worked
out
so
having
this
on
it,
as
well
as
a
learning
experience
for
our
students
that
they
need
to
have.
But
unless
we
can
definitively
tie
that
connection,
otherwise
we
run
the
risk
of
people
saying.
Why
are
we
subjecting
our
students
to
these
tests?
So
I
think
it's
important
that
we
learn
from
it.
C
G
C
One
more
thing
really
quickly:
if
you
look
on
the
slide
and
it's
kind
of
compared
to
a
district
I
sit
on
that
task.
First
was
Janice.
Jackson
who's,
the
CEO
of
Chicago,
Chicago
and
DC,
have
shown
some
pretty
strong
gains
over
the
last
ten
years.
My
knowledge
of
the
work
in
DC
is
of
major
investment
in
professional
development
and
adults,
especially
around
curriculum,
especially
in
most
recent
years
really.
Ee
tripling
down
on
strong
curriculum
training
staff
on
strong
curriculum
and
Chicago
has
been
really
known
for
very
specific
programming.
Targeting
specific
groups
of
kids.
Q
C
Bring
them
to
Boston.
That
is
a
program
that
started
in
Chicago.
It's
a
research-based
program,
I
think
another
important
use
of
all
those
data
is
learning
from
other
cities
are
doing
interesting
work.
There
are
clothes
and
gaps,
or
at
least
raising
achievement
in
these
particular
areas.
I,
don't
know,
I,
know
you're
in
networks
as
well
with
other
districts.
Anything
to
add
to
that
dr.
Tran.
That's.
S
G
S
Coaching,
a
lot
of
teacher
collaboration
very
strong,
protected
time
to
make
sure
that
teachers
have
time
to
work
together
to
think
about
curriculum
and
think
about
what
they're
going
to
be
teaching
I.
Think
in
Chicago.
In
addition
to
what
dr.
Chang
mentioned
around
programming
for
specific
students,
I
think
they've
also
invested
heavily
in
principal
development
and
have
a
in
addition
to
that.
S
Support
for
principals
have
also
matched
it
with
a
really
strong
system
for
setting
very
concrete
short
and
long-term
goals
for
their
principals
and
working
through
cycles
of
data
that
lead
to
improvement
in
principled
leadership,
but
also
changes
in
instruction
on
the
ground.
So
they've
really
leaned
in
on
principal
support
and
accountability
as
a
primary
lever.
B
Stole
my
question,
dr.
Chang
I
wanted
to
know
nationally.
So
thank
you
for
answering
that
and
thank
you
for
the
robust
data
makes
my
eyes
go
like
this
I'm
curious
on
I'm
wondering
the
break
out.
If
there's
any
way
to
look
at
asian
students-
and
I
know
we
always
think
the
Asians
perform
really
well
but
I'm-
know
they're,
subsets
and
I'm
just
wondering
if
that's
going
to
be
possible
to
look
at
as
well.
So.
R
T
R
It's
it's
in
the
appendix
it's
like
second
slide
in
the
appendix
no,
it's
fine,
it's
in
our
report,
and
it
just
gets
to
be
very
long,
but
if
you're
asked
so,
we
do
have
Asian
as
a
subgroup,
and
you
know
just
in
this
example
with
fourth
grade
reading.
This
is
a
group
that
has
continued
to
make
very
study
and
sort
of
accelerated
progress.
R
But
if
your
question
was
has
have
we
broken
down
the
data
more
than
like
just
knowing
is
a
student
identified
as
Asian
and
knowing
a
little
bit
more
specifically,
that
is
a
luxury
we
don't
quite
have
with
this
data
set,
because
this
is
a
sample
that's
taken
like
we
don't
have
anything
to
do
with
the
administration
of
this
assessment,
nor
the
keeping
of
the
data.
So
it's
breaking
out
these
subgroups
into
like
more
specific
ethnicities,
is
not
something
that
we've
been
able
to
do.
B
Okay
know
that
that
was
my
question
just
because
I
know
when
we
look
at
different
subsets
of
Asian
students.
It's
not
we
stereotypes.
Oh
yeah
I
just
wanted
to
make
sure
that
whatever
our
strategies
are
also
includes,
you
know,
and
obviously
we
have
a
lot
of
different
ethnicities
in
our
district.
The
other
piece
I
was
just
curious
from
looking
at
this
data
and
looking
at
the
eighth
grade,
you
know
increased
reading
and
math,
not
so
good
as
what
I'm
understanding
I'm
just
wondering.
R
Your
question
is
about
sort
of
distinguishing
between
how
you
know
we
did
quite
well
in
eighth
grade
reading
this
year.
We
also
have
we're
on
par
with
the
national
average
in
eighth
grade.
Mathematics
and
your
question
is
what
does
this
kind
of
tell
us
about
the
college
and
career
readiness
of
our
students
and.
B
Also,
just
I
think
if
we're
having
this
conversation
about
like
the
7
to
12,
then
somehow
you
know
what
I
imagine
is
because
we
keep
talking
about.
Students
aren't
doing
well
in
sixth
and
seventh
grade,
but
then,
if
the
reading
score
goes
up
and
I
just
have
a
question
about
like
you
know
that
that
plan-
if
you
know,
if
we
do
move
towards
that
plan,
so
I'm
just
trying
to
get
a
sense
of
how
that
fits
in
and
then
also
what
how
what
information
we
can
gather
about.
S
There's
still
a
lot
to
be
learned
about
the
interrelation.
The
correlation
between
nape
versus
M
casts
versus
sort
of
what
we
consider
markers
of
on
track
performance,
either
leaving
eighth
grade
and
going
into
ninth
grade,
because
M
Cass
has
been
and
where
the
state
assessment
has
been
changing
so
rapidly.
It's
hard
for
us
to
draw
strong
inferences
between
M
cast
performance
or
PARCC
performance,
and
whether
or
not
a
student
is
going
to
be
successful
in
high
school
based
on
their
score.
S
Some
eighth
grade
and
the
connection
between
nape
and
those
same
metrics
is
also
sort
of
hard
to
draw.
I
think
your
question
is
really
and
that
we
probably
could
do
more
inferences
relative
to
knapely
our
scores,
sometimes
predictive
of
how
a
student
will
do
in
ninth
grade
and
then
how
they
do
in
terms
of
benchmarks
like
high
school,
graduation
and
college
completion.
S
R
And
I
and
I
will
say,
even
though
we've
only
given
our
well
we're
in
our
second
year
now
of
the
next
generation
I'm
Cass
I.
Think
that
to
Donny's
point,
there's
I'm
excited
about
being
able
to
study
how
predictive
that
assessment
is
and
how
aligned.
It
truly
is
to
the
nape
assessment,
which
is
sort
of
led
the
way
as
being
a
highly
rigorous
assessment
that
that
is
measuring
college
and
career
readiness.
R
As
we
as
we
get
more
data
from
next
generation,
I'm
Cass
I
think
it'll
be
really
exciting
to
think
about
what
the
state,
what
analyses
the
state's
doing,
as
well
as
what
we're
doing
around
the
connection
with
college
and
career
readiness.
You
know
and
I
think
some
of
the
questions
that
I
would
be
asking
is
you
know,
so
we
may
be
doing
sort
of
well
on
average,
with
our
eighth
graders
and
that
that
that
feels
it's
good
to
have
those
students
set
up
for
success.
R
But
if
we
break
the
data
down-
and
we
find
that
it's
not
all
eighth
graders
that
are
really
doing
quite
as
well,
then
then,
how
do
we
make
sure
that
we're
really
picking
up
on
that
data
point
before
they
enter
high
school
and
intervening?
You
know
much
earlier
to
make
sure
that
that
they,
that
that
all
students
have
that
opportunity
to
really
be
on
track
for
college
and
career
readiness
and.
C
B
C
C
B
I,
you
know
my
daughter's
getting
ready
for
EM
cast
for
the
first
time
and
she's
a
pretty
smart
kid.
Everybody
thinks
their
kid
is
smart
right,
she's,
brilliant,
but
she
does
really
well
she's
like
in
90
percentile
of
her
class,
and
you
know
day
one.
She
doesn't
get
that
from
me,
but
just
as
an
example,
you
know
she
struggles
with
math,
even
though
she
can
do
it,
but
it
takes
her
so
much
longer
so
we've
been
having
this
whole
slide
thing.
B
You
know
like
flashcards
and
like
every
night
and
it's
stressful
and
we're
in
the
car
and
we're
driving
you
know
and
I
just
really
want,
because
I'm
not
crazy
about
tests
so
I.
My
question
is
like
what
are
the
other
measures,
because
we
can't
measure
you
know
if
we
think
every
student
is
going
to
perform.
Well,
that's
not
true.
For
many
many
reasons,
anxiety,
you
might
I'm
I'm
very
slow
when
I
take
tests,
they
make
me
nervous,
I
mean
so
I
I
think
you
know
this.
B
C
We
will
be
presenting
the
updated
performance
meter
to
a
school
committee
in
about
a
month
and
there
is
going
to
be
a
metrics
there's,
a
metrics
that
we
have
yet
to
get
to
a
finish
line
on,
but
we're
pretty
close
about
college
career
and
life,
readiness
and
the
coalition
of
higher
ed
and
k12,
and
community
programs
that
have
come
together
to
help
us
figure
out.
What
do
we
measure?
C
C
B
B
B
If
we
look
at
the
summer
learning
programs
and
the
fact
of
teaming
up
with
out-of-school
time,
you
know
or
organizations
community-based
organizations
that
that
have
the
enrichment
portion
and
then
there
are
bps
teachers
and
the
bps
teachers
teach
some
part
of
the
day
they
get
to
plan
the
other
part.
The
young
Richmond
piece
happens
at
the
other
part
of
the
day,
but
then
there's
this
really
beautiful
triangle
and
you
know,
there's
a
lot
of
measurement
around
critical
thinking.
There's
badging
going
on
so
I
mean
I.
B
Think
that
that
and
the
reason
I
say
that
is
because
many
times
you
know
we
we
don't
think
about
other
things
that
are
already
happening
or
making
sure
that
we
include
again
that
triangle,
and
my
last
just
comment
is
and
maybe
question
to
you
dr.
Chang
is
you
know
looking
at
some
of
these
differences
and
and
just
nationally
in
here
you
know
the
fact
that
that
there
there's
more
widening
of
gaps,
you
know
is
very
concerning
to
me
or
stagnation
and
mostly
the
gaps
I
mean
that
really
worries
me.
B
So
I'm
wondering
what
are
the
conversations
that
you're
having
in
some
of
the
national
places
you're
going
to
and
then
what's
going
to
be
different
here?
What
a?
What?
How
are
we
tackling
I
mean
I
know
we
have
the
OAG,
and
maybe
this
is
you
know
a
conversation,
that's
ongoing,
but
it's
it
just
seems
like
we
keep
having
all
our
reports.
Tell
us
the
same
thing
and
we
are
in
a
place
really
need
to
not
leave
any
more
children
behind
I.
C
C
C
U
U
The
drop
that
we've
had
over
the
past
couple
years
is
because
for
some
reason
we
were
less
rigorous
and
now
we're
focusing
more
in
rigor
and
we're
doing
more
professional
development,
there's
focus
in
the
classroom
and
building
practices
and,
and
that
should
drive
some
change.
Is
that
so
that
so
well
as
we
go
forward
with
these
reports,
we
really
want
to
get
that
specified
relationship,
what
we're
doing
and
our
outcomes.
And
so,
if
we're
not
progressing,
we'll
be
able
to
say
well,
that's
not
working.
U
So
let's
try
something
else,
and
so
I
think
that
relationship
between
the
outcomes
and
what
we're
doing
to
truly
appreciate
that
in
relative
terms,
you
know
we
can
feel
pretty
good
about
ourselves,
but
in
absolute
terms,
this
is
really
awful.
If
you
go
to.
If
you
go
to
slide
number
four,
a
little
bit
answering
the
question
that
I
would
say
that
tells
me
is
that
30%
of
our
students,
sir
coming
in
to
be
college
and
career-ready
there's
only
30
percent
of
them
were
meeting
expectations
or
in
eighth
grade
across
the
board.
U
U
F
U
U
What
more
do
we
need
to
really
drive
change,
because
we
we
have
the
opportunity,
because
we
are
better
than
most
to
be
a
model
for
the
nation,
and
how
can
we
help
take?
Take
what
we're
good
at
and
really
sniffily
increase
it.
So
I
want
to
thank
you
for
the
report.
It's
very
powerful,
but
I
absolutely
think
we
want
to
think
about.
A
Chang
alluded
to
that
we'll
hear
more
about
in
the
performance
meter
in
the
next
couple
next
couple
weeks
and
how
we're
thinking
about
alternatives
that
might
better
measure
or
better
capture
the
readiness
of
our
students
for
college
career
in
life.
So,
thank
you
again.
We
look
forward
to
probably
seeing
you
again
in
a
few
short
weeks
on
the
performance
meter
and.
R
A
Move
on
now
to
our
final
report
this
evening,
an
update
on
the
Dorchester
Academy
at
this
time,
I'd
like
to
invite
Danny
Anderson
our
executive
director
strategy
and
shirokova
Nick,
our
director
of
turnaround
and
transformation,
please
step
forward
with
their
presentation.
First
I'll
turn
it
over
to
the
superintendent
for
opening
comments.
C
C
Today,
this
evening,
we're
gonna
discuss
a
proposal
to
close
Dorchester
Academy
and
move
its
program
to
a
new
location
to
build
on
some
major
successes.
This
year,
as
I
said
earlier,
we
should
be
very
proud
of
the
work
that's
happened
to
school
year.
At
the
same
time,
the
conditions
of
the
school,
especially
as
relates
to
state
accountability,
makes
it
very
difficult
to
sustain
and
build
on
this
progress.
This
report
also
fits
into
a
broader
effort
to
redesign
our
all
IDI
programming.
This
first
step
will
improve
access
to
alternative
program
for
many
of
our
students.
C
I
Excel
High
School
and
assist
that's
school
community
with
their
turnaround
plan.
Excel
high
does
have
a
high
number
of
off-track
youth,
and
this
team
of
people
who
have
been
working
together
this
year
will
be
able
to
provide
some
immediate
support
to
the
school
and
a
potentially
help
incubate
new
programming,
not
only
I
Excel,
but
also
across
the
district,
that
I'll
turn
it
over
to
Dan
and
Dan
Anderssen
and
dr.
Donna
Muncie.
V
Good
evening
mr.
chair
members
of
the
committee,
dr.
Chang,
thank
you
for
having
us
today
we're
asking
for
school
committee
to
support,
as
dr.
Chang
said,
our
plan
to
transition
Dorchester
Academy
in
light
of
the
great
work
done
at
the
school
this
year,
but
in
the
context
of
the
specific
challenges
that
remain
regarding
the
school
status,
we're
seeking
to
close
the
school
while
retaining
and
moving
its
effective
program
to
link
with
another
PPS
school
Excel,
where
it
can
have
a
greater
impact
on
more
students.
V
Some
background
on
Dorchester
Academy
in
the
fall
of
2014,
the
Massachusetts
Department
of
elementary
and
secondary
education
placed
Dorchester
Academy,
then
a
low-performing
level-3
school
into
level.
Four.
At
that
time,
the
school
was
a
standard
open,
enrollment
high
school
in
bps.
The
turnaround
plan
created
by
bps
included
a
partnership
with
local
agency
ABCD
to
provide
alternative
education
programming,
beginning
in
the
2015
2016
school
year,
to
grow
the
program
over
time
and
to
increase
the
number
of
off-track
students
successfully
graduating
from
high
school.
W
V
The
2015
to
2016
and
2016
to
2017
school
year's
enrollment
remained
low.
One
effect
of
the
enrollment
size
was
the
DA
never
had
enough
students
taking
the
MCATs
assessments
to
provide
sufficient
evidence
of
academic
progress
to
be
considered
for
exit
of
level
four
under
the
state
accountability
system.
Additionally,
several
metrics,
such
as
attendance
and
graduation
rate,
showed
a
need
for
improvement
in
the
school's
program.
V
Last
summer,
after
two
years
of
ABCD
operating
the
school,
the
school
returned
to
full
operation
by
bps,
many
of
the
school's
approximately
70
students
moved
to
more
appropriate
placements
for
the
start
of
the
2017
18
academic
year.
Teachers
were
also
offered
an
opportunity
to
find
other
placements
during
this
time,
many
of
whom
chose
to
do
so,
though
several
remained
that's
the
dedicated
team
you
heard
about
earlier.
The
school
opened
with
enough
returning
teachers
and
staff
to
provide
ample
support
for
students
at
a
somewhat
higher
staffing
ratio
than
is
customary
in
most
bps
schools.
V
This
year,
at
Dorchester
Academy,
a
small
team
of
teachers
and
support
staff,
remained
they
made
adjustments
to
the
program
and
have
worked
this
year
to
serve
the
fewer
than
30
remaining
students
after
the
transfers,
all
of
whom
are
relatively
close
to
graduation.
The
DEA
team
refined
a
competency-based
program
that
gave
students
an
individualized
path
toward
graduation
and,
in
addition
to
their
coursework,
students,
have
been
exploring
college
and
career
opportunities
and
engaging
in
community
service
in
January,
as
we
heard,
several
students
completed
their
studies
and
graduated
from
Dorchester
Academy.
V
Several
of
the
students
have
begun
their
college
studies
as
well.
Currently,
fewer
than
20
students
remain
in
the
school
most
are
expected
to
graduate
by
the
conclusion
of
this
school
year.
The
1718
school
year.
At
the
same
time,
bps,
is
currently
examining
alternative
education
programming
across
the
district
to
ensure
that
the
right
array
of
options
is
available
for
students
in
the
system.
V
There
are
two
main
factors
that
govern
our
planning
for
the
program
for
the
coming
year.
First,
the
teaching,
learning
and
student
support
at
da
this
year
have
enabled
significant
progress
and
yielded
vastly
improved
outcomes
for
students,
which
is
promising
work
that
we
wish
to
sustain
second
da
faces
structural
challenges
that
will
impede
any
future
growth.
It
is
very
few
students
remaining
and
in
its
current
format,
the
program
is
not
sustainable
because
it
has
not
had
a
sufficient
cohort
since
its
level
for
designation
to
demonstrate
progress
on
targets.
V
The
school
will
be
eligible
for
a
level
5
designation,
as
early
as
the
coming
year,
at
best
da,
would
not
be
able
to
exit
level
4
until
it
enrolled
enough
students
for
at
least
3
years
running
to
demonstrate
evidence
of
strong
academic
achievement.
These
are
circumstances
which
are
especially
difficult
for
an
alternative
program
intended
to
remain
relatively
small
and
also
because
those
students
would
need
to
be
first-time
test
takers
in
the
10th
grade.
V
Our
proposal,
therefore,
is
a
recommendation
that
Dorchester
Academy
closed
as
a
school
at
the
end
of
the
current
academic
year.
The
program
in
Dorchester
Academy
has
successfully
accomplished
its
goals
for
this
year
and
we
want
to
move
forward
in
order
to
sustain
and
grow
that
program
that
is
currently
at
da.
Our
intention
is
to
keep
the
team
intact
as
a
group
and
move
them
together
as
a
standalone
program
to
be
housed
at
Excel
High
School.
V
This
will
further
strengthen
the
programming
at
excel,
which
has
language
about
serving
students
with
an
alternative
program
in
its
turnaround
plan,
and
this
would
automatically
denied
all
turnit
of
education
program
to
serve
up
to
40
students
for
school
year,
1819
with
adequate
space
to
accommodate
the
teacher
team
and
their
model
to
serve
off-track
students.
The
few
remaining
students
who
do
not
graduate
this
year
will
have
the
option
to
remain
with
the
teachers
they
know
or
to
work
with
bps
staff
to
identify
a
placement
that
is
best
for
them.
V
We've
conducted
engagement
in
anticipation
of
this
conversation,
this'n
reached
included
reaching
out
last
week
to
all
students
and
families
still
enrolled
at
da
starting
with
phone
calls
home
to
all
families
we
reached
about
two-thirds
with
through
that
method,
notifying
them
of
the
BPS
proposal
to
close
the
school
and
move
the
program.
We
also
sent
a
letter
home
to
all
students
and
families
confirming
again
the
details
shared
and
the
phone
calls,
and
during
this
process
the
staff
has
been
involved
as
well,
including
a
meeting
with
dr.
V
Chang
earlier
this
year
to
discuss
how
the
work
of
the
program
could
evolve
and
transform,
which
also
helped
lead
to
this
proposal.
That
year
and
tonight,
as
we
said,
we've
conducted
outreach
to
families
in
April
this
evening.
We're
presenting
this
proposal,
which
we
hope
you'll
vote
on
during
the
May
9th
meeting
and
May
10th.
With
that
vote,
we
will
ramp
up
the
implementation
planning
to
prepare
for
the
move
and
consistent
student
support,
as
well
as
program
expansion
at
the
new
site.
V
Therefore,
our
statement
that
we're
putting
forward
is
for
a
vote
is
the
Dorchester
Academy
will
close
on
June
30th
2018.
We
will
between
the
vote
and
then
implement
plans
to
move
the
program
to
excel
high
school,
to
sustain
it
further.
Thank
you
for
your
time
this
evening.
We
look
forward
to
your
Thank.
U
E
B
D
That
said
that
we
were
asking
for
theirs
when
the
students
said
they
wanted
to
really
working
to
help
your
student
to
be
successful.
This
year,
we
really
were
careful
when
we
were
making
the
school
a
little
bit
smaller,
that
we
were
able
to
try
to
help
students
who
would
going
to
need
more
than
a
full
year
to
finish
to
relocate
somewhere
else.
We
talked
to
to
the
school
committee
about
this
last
fall.
D
So
the
students
that
were
there,
we
had
of
every
expectation
and
hope
hope
that
they
would
finish
so.
The
outreach
to
the
families
is
in
conjunction
with
a
monthly
newsletters
that
you've
we've
been
sending
you
off
and
on
about
the
work
that's
going
on
there,
along
with
a
regular
outreach
from
the
families
we
we
took
the
extra
step
just
to
make
certain
everyone
had
the
most
up-to-date
information.
So
it's
not
a
first
time
outreach
around
right.
B
So
I
know
we
talked
in
the
fall,
but
I
think
because
this
is
a
proposal
at
school
committee.
I
would
just
say
that
in
the
future
to
just
have
more
time
than
say
neck,
you
know
next
week
we're
talking
at
school
committee,
I,
guess,
I,
you
know,
I'm
a
huge
huge
fan
of
alternative
education.
I
go
all
the
way,
I
think
it's
it's
very
necessary
for
many
students,
I
am
not
have
I
know.
Abcd
well,
have
done
a
lot
of
good
work
with
the
University
High
School
I'm.
B
Not
you
know
saying
that
this
is
not
accurate,
but
there
I,
just
wonder
in
terms
of
the
monetary
support
for
ABCD.
Was
that
comparable
to
the
monetary
support
like
given
I
know
it's
less
staff
right
now,
but
when
ABCD
was
there
was
whatever
fully
staff
they
have.
Was
it?
Was
it
comparable
besides
ABCD
putting
in
their
own
money?
Was
it
comparable
and
the
reason
I
ask?
D
Yes,
well
in
the
agreement
with
Dorchester,
a
CAD,
Dorchester,
Academy
wrote
a
turnaround
plan
and
we
received
school
improvement,
grant
funds
for
that.
All
of
those
funds
followed
the
program
to
Dorchester
Academy,
so
they
had
significant.
They
had
actually
more
resources
per
student
than
our
student
than
the
students
had
this
year,
with
the
exception
of
the
fact
that
there
were
so
many
fewer
students
there,
the
teaching
ratio
was
much
lower.
B
B
D
D
We
we
took
control
of
the
school
for
this
year,
we're
much
more
around
the
fact
that
they
were
trying
to
incubate
a
new
model
there
and
also
to
grow
and
also
to
try
to
grow
a
program
with
all
of
the
constraints
and
demands
and
expectations
that
being
in
turnaround
status
implies
so
I.
I,
don't
feel
as
though
anything
that
that
happened
with
regard
to
their
time
there
or
to
their
decision
for
the
district.
The
school
to
come
back
to
the
district
should
reflect
for
ABCD
in
any
way
shape
or
form.
D
I
think
it
was
it's
very,
very
hard
to
grow
a
brand
new
program
when
it's
fully
funded
and
it
has
its
own
set
of
expectations.
But
when
you
have
actually
the
expectation
that
that
you
follow
all
of
the
the
mandated
rules
related
to
turnaround
Plus,
that
you're
testing
enough
students
to
be
able
to
produce
actionable
test
scores
which
not
all
of
our
current
all
Ted
programs
do,
since
most
children
take
their
first
round
of
M
cast,
which
is
the
one
that
counts
for
accountability
in
their
home
school.
D
So
there
were
a
lot
of
things
that
the
plan
was
written
for
this
to
happen
the
year
that
before
dr.
Chang
and
I
arrived,
so
we
certainly
would
think
twice
before.
We
would
ever
think
about
doing
something
like
this,
but
I
think
everyone
entered
into
this
thinking,
there's
a
large
population
of
students
who
are
off
track
at
Dorchester
Academy.
This
would
be
a
great
opportunity
to
help
them
so
I
really
I
mean
I'm
not
trying
to
I'm
just
basically
trying
to
explain
based
on
what
you're
asking.
B
So
I
agree
with
your
statement.
I
mean
I
do
think.
A
factor
is
when
you
have
more
staff
and
you
have
less
students.
You
obviously
can
do
more
things
so
and
I
don't
work
at
ABCD,
so
I'm
not
trying
to
I
just
tried
to
lay
our
kind
of
like
you
know.
My
understanding,
their
understanding
of
when
they
took
the
school
over
is
very
different
than
the
understanding
bps.
So
I
do
think
going
forward.
B
B
Feel
often
times
when
we
make
these
decisions,
we
keep
talking
about
Bill
bps
and
we
haven't
really
decided
what
we're
doing
yet
we're
in
this
process
and
we're
exploring
and
all
we
did
this
report.
But
it
seems
to
me
and
and
I
say
this
very
het
with
a
heavy
heart,
because
I
love,
I,
love,
alternative
education
and
I
think
we
need
more
programming
but
I.
B
Just
don't
I'm,
just
wondering
why
why
we
would
transfer
this
program
over
I'm,
not
not
I
mean
how
many
students
are
left
and
it
just
seems
like
I,
don't
want
to
create
something
else.
That's
going
to
be
closed
down
again
because
it
just
seems
like
it's
been
through.
So
many
iterations
and
I
don't
want
anymore
students
to
be
told
again
like
this
is
not
working
or
whatever
so
I'm
I
just
need
to
get
a
sense
of
how
many
students
we're
talking
about
that
are
transitioning
over.
What
is
the
makeup
of
the
students?
D
Alright,
when
you
say
when
we're
transitioning
over
right
now,
we
have
an
expectation
that
only
one
student
from
Dorchester
Academy
might
go
up
to
with
the
school.
But
if
other
people
don't
finish,
they'll
go
up
to
Excel
as
well.
We
we
learned
a
lot
from
the
Dorchester
Academy
experience
and
last
year
in
the
writing
of
the
turnaround
plans
for
Brighton
in
Excel.
D
We
included
specific
supports
for
both
of
those
schools
for
our
off-track
youth
inside
of
those
schools,
and
so
what
this,
this
transition
to
Excel
this
faculty
has
agreed
to
go
up
there
and
to
be
an
additional
support
to
support
the
off
tracks.
Youth
at
that
school
in
alignment
with
what
we
had
put
into
the
turnaround
plan
about
recognizing
that
their
special
needs,
and
sometimes
the
programmatic
offerings
you're
putting
into
place
to
jumpstart
overall
improvement,
are
not
exactly
the
most
aligned
to
what
students
who
are
off
track
need.
D
So
what
we've
discovered
over
the
course
of
this
year
is
that
there
are
many
more
students
at
excel
who
might
benefit
from
having
this
program
in
place
there.
Some
of
the
programming
that
we
provided
last
year
was
in
place
at
Excel
and
others
required
the
students
to
go
to
diploma
plus
in
Charlestown,
and
a
lot
of
the
students
really
wanted
to
stay
at
their
school.
So
there's
a
lot
I
think
I
think
I'm
this
way
your
question
am
I
answering
your.
B
B
D
D
C
The
school
code
that
currently
is
tagged
on
to
Dorchester
Academy
will
be
closed
and
with
that
closure
will
be
the
end
of
that
school
accountability
status.
That's
staff
and
the
one
of
potentially
a
handful
remaining
students
will
accompany
that
staff
to
excel
high
school
and
become
excel
high
school
students,
but
Dorchester
Academy
as
a
location
code,
will
cease
to
exist
along
with
its
accountability.
Good.
So.
B
So,
okay,
thank
you
for
clarifying
that
and
I'm
just
gonna
say
comment.
No,
no,
more
questions
for
me,
but
my
comment
is
again:
I
mean
whether
we're
talking
about
Dorchester
or
whatever
I
think
that
we
need
to
make
a
bigger
front
and
center
space
for
alternative
education.
I
think
we
need
to
I
know
we
don't
have
money,
I,
don't
know
where
we're
gonna
get
it.
We
just
have
to
figure
out
how
to
move
things,
but
I
do
think
that
those
particular
students
need
a
lot
more
resources
and
I
think
we
should
give
it
to
them.
C
One
really
quick
thing,
I
think
emerging,
that's
emerging
data
set
which
we
will
be
sharing
before
the
end
of
the
school
year,
is
that
our
open,
enrollment
high
schools
are
showing
just
as
much
success
if
not
more
success
with
off-track
youth,
then
are
all
settings.
So
it's
not
just
about
alternative
ed.
It's
apparently
about
programming
that
exists
in
those
settings.
That's
most
important,
so
it's
not
just
the
label
of
alternative
school.
It's
more
importantly.
It's
the
type
of
programming
providing
young.
B
It's
a
type
of
programming,
I
agree
with
you
to
some
extent,
I
think
it
there's
also
a
place
where
we
know
that
young
people
have
significant
issues
happening
in
a
school
and
they
need
to
be
in
a
different
settings.
So,
even
though
I
agree
with
what
you're
saying
I
think
there's
still
space
for
alternative
education
and
I
agree,
it's
it's
a
way.
Everybody
should
be
alternative.
For
goodness
sakes.
Q
Q
There
are
15
kids
in
queue
to
graduate
this
one
student
because
of
certain
social
emotional
issues
that
has
the
challenge
of
the
15
pending.
Now
that
we've
gotten
results
a
portfolio
of
one,
we
may
be
able
to
graduate
those
15.
If
we
have
one.
If
we
have
three,
we
don't
expect
more
than
that.
They
will
be
in
a
separate
cohort
finishing
up
the
work
that
they
need
to
to
graduate
as
part
of
that
da
framework.
Even
the
OTA
will
be
closed,
but
they're
meeting
that
graduation
expectation.
So
it's
not
new
graduation
expectation.
Q
The
new
students
that
come
into
the
program
will
be
cohorted
and
they'll
be
doing
the
same
type
of
individualized
work.
What
was
done
at
da
was
an
individualized
approach
to
competency
education,
where
no
one
student
had
the
same
schedule
as
the
other.
It
was
used
to
really
model
and
to
some
extent,
when
we
talk
further
about
Parthenon.
Q
What
da
did
was
the
response
to
implementing
the
eras
of
change
that
we're
looking
at?
So
that's
the
type
of
work.
That's
gonna
be
done.
It's
very
intensive
in
terms
of
answering
your
other
question
during
every
week
for
the
last
three
weeks,
faculty
and
miss
Reese
have
actually
been
visiting
homes
and
talking
to
parents.
We
do
this
as
a
regular
outcome
piece
to
update
parents
on
where
things
are
at
in
that
we've
also
shared
the
newsletter
and
information.
So
although
dr.
Q
E
This
strikes
me
as
I
think
in
literary
or
historical
term.
Hosts
are
historical
terms.
Who
would
call
this
a
Hobson's
choice
and
I
think
it's
been
a
fait
accompli
since
the
beginning
of
the
year,
decisions
were
made
about
the
students
who
were
enrolled
at
da
that
did
not
at
that
level
reach
the
School
Committee
for
decision
making
and
by
actions
that
were
taken
in
decisions
that
were
made
we're
now
with
such
a
small
cohort
of
students,
and
we
have
those
graduating.
E
E
E
Q
One
two:
three:
that's
on
our
current
count,
I
actually
know
at
most
of
the
students,
are
on
track
to
graduate
there's
three
students
that
were
that
we're
waiting
out
M
Casa
peel,
but
of
the
ones
that
we
have.
We
have
13
kids
that
have
passed
all
their
M
Casas,
and
it's
now
about
the
coursework
we
do
have,
and
this
is
what
is
really
important.
The
students
that
we've
been
working
with
a
number
of
them
are
extreme
extreme
fragile.
Q
E
To
caution
and
make
sure
we
think,
through
any
other,
any
unintended
consequences
and
I'm
using
the
historical
perspective,
because
no
one
knows
this
better
than
the
person
who
used
to
lead
Excel
High
School,
when
it
was
one
of
our
rising
star,
high
schools
and
one
of
our
rising
star
head
masses
because
of
it,
and
then
the
district
had
the
brilliant
idea
of
well.
We
have
Excel
doing
great
and
we
have
monument,
that's
struggling.
E
E
And
now
you
have
a
much
bigger
group
and
also
an
Excel
went
from
one
of
our
stars
to
was
school
that
had
challenges,
because
the
state
refused
to
change
the
standards,
and
you
know
this
better
than
anyone
right
you,
let
Excel
to
be
one
of
our
top
schools
in
the
district,
and
so
when
we
put
programs
together,
I
want
to
make
sure
we
thought
I,
don't
think
it's
gonna
be
an
issue
if
it's
only
one
to
three
students,
but
these
the
type
of
things
we've
made.
We
need
to
make
sure
we've
thought
through
so.
C
C
E
E
Which
is
swing
space
while
the
new
construction
happens
and
we're
gonna
have
this
as
bill
PPS
kicks
in
we're.
Gonna
have
schools
moving
for
a
couple
of
years,
while
they
end
up
with
better
space.
That's
great
I
just
want
to
make
sure
it
gets
mentioned
and
that
it
gets
discussed
because
other
people's,
otherwise
we
know
how
Boston
works.
Well.
This
was
really
a
secret
plan
when
it
wasn't
you
as
Thank
You
superintendent,
for
putting
out
rightfully
that
you
had
already
publicly
announced
that
Dorchester
cadion
was
moving
to
the
Endicott
building.
E
E
That
does
not
in
any
way
to
me
negate
the
need
for
having
a
robust
alternative
ed
program.
There's
a
difference
between
off-track
students
early
in
their
high
school
education.
In
many
of
the
students
who
attend
our
off-track
schools.
Excuse
me
attend
our
alternative.
Ed
programs,
many
of
whom
are
a
very
far
off
track,
will
have
not
been
successful
at
our
traditional
schools.
So,
yes,
I
recognize
that
our
traditional
schools
do
have
a
great
track
record
in
pulling
off
track
students
back
on
track.
E
That
does
not
mean
we
short
thrift
in
any
way.
The
need
for
an
alternative,
ed
program,
and,
quite
frankly,
and
I'm
speaking
very
honestly
here,
I'm,
not
at
a
point
where
I
can
say:
I
have
a
little
comfort
in
our
approach
to
alternative
ed
in
the
district
right
now
that
we
should
have
and
I
know,
you're
looking
hard
at
the
off-track
youth
and.
Q
C
It's
I'm
just
going
I
agree
completely
and
just
want
to
reiterate
for
me
it's
and
it's
the
type
of
programming
that
we
provide
for
young
people
to
ensure
that
they're
successful
and
that
could
be.
You
know,
alternative
ed.
Setting
that
could
be
actual
additional
education
said
it
could
be
a
mix,
it
could
be.
A
hybrid
I
think
there's
some
lot
of
office
buildings
and
we
will
have
that
plan
laid
out.
C
V
V
And
that's
the
the
work
that
you
heard
about
earlier
today
and
we're
trying
to
do
right
now
is
set
up
one
of
these
programs
for
the
opportunity
to
now
that
it's
reset
and
been
really
successfully
serving
students
this
year
to
grow
out
and
serve
a
few
more
students.
And
this
is
sort
of
the
the
first
opportunity
of
what
Freddie
and
his
team
have
I
want.
E
To
be
very
careful
with
my
language,
I
am
NOT,
denigrating
the
work
being
done
now,
I
didn't
say,
I'm
overly
concerned
or
upset
I'm,
not
raising
alarm
bells.
I
chose
the
language
carefully.
If
I
don't
have
the
level
of
comfort
that
I
think
we
should
be
able
to
have
so
I
know.
A
lot
of
hard
work
is
going
on
on
this
I'm,
encouraging
that
to
happen.
E
You're
trying
new
ideas,
that's
great,
but
these
are
some
of
our
most
fragile
youth
and
we
can't
succeed
as
a
system
until
we
succeed
with
these
youth
and
so
I'm
encouraging
the
work
and
I'm
saying
push
keep
coming
up
with
new
ideas.
We
should
be
nationally
leading
on
this
and
we're
not
right
now,
but
I
again,
I'm
being
very
careful.
Just
thank
you.
Thank
you.
U
You
for
the
answer
about
the
impact
of
the
scores
on
Excel
scores.
That
was
my.
That
was
my
question.
So
I'm
gonna
go
to
share
with
the
editorial
editorial
comments
about
all
that
here
and
and
as
much
as
I'm.
A
big
believer.
I
really
want
a
great
program.
I
also
want
to
be
explicit
about
what
we
do
to
shrink
the
feeder,
so
I
want
to
make
sure
we
don't
lose
track
of.
If
we
want
to
bring
fewer
kids
into
that
situation,
where
all
that
is
what
they
would
need,
we
know
always
gonna
have
them.
U
E
A
comment
back
on
the
head:
Dean
Coleman
I'm,
a
hundred
percent
with
you-
and
you
know.
Ten
years
ago
we
had
nineteen
hundred
youth
dropping
out
of
Boston
Public
Schools
right
now
we're
down
to
about
six
hundred
and
change,
but
the
fact-
and
so
yes,
we
are
shrinking
the
supply
right,
but
we
still
have
six
hundred
youth
dropping
out
that
we
want
to
come
back
and
we
still
need
to
have
programs
for
them
that
are
designed
specifically
for
those
students
to
succeed.
I
complete.
A
D
D
D
I
think
that
that
the
work
that's
been
done
this
year
has
helped
a
subset
of
the
students
that
were
at
Dorchester
Academy
to
be
be
the
successes
that
they
and
their
families
knew
they
could
be
and
to
get
ready
to
the
point
where
they're
going
off
to
Ben
Franklin
curry
College
in
a
couple
other
places
so
I
just
want
to
add
a
sort
of
at
least
a
small
celebratory
piece
to
a
sad
story,
because
it's
always
a
sad
thing
when
a
school
closes.
But
these
students
have
really
been
they
are.
D
T
U
B
Just
have
a
comment
which
I
just
wanted
to
say:
I
think
mr.
O'neill
said
it
best,
but
I
wanted
to
make
sure
to
say
thank
you
to
Freddie
and
Miss
Reece
and
Leanne,
and
also
to
you,
Donna
and
I
know
you
guys
have
worked
hard,
so
it
seemed
very
harsh
and
I
wanted
to
also
say
that
it
wasn't
that
the
work
wasn't
appreciated
this
year,
but
mostly
I
want
to
thank
the
families
and
the
students.
B
I
did
speak
at
the
DA
graduation
I,
don't
know
if
it
was
last
year
the
year
before
and
the
stories
of
those
young
people.
You
know
they
made
me
cry
and
I
think
it's.
You
know
it's
not
easy
work,
so
I
just
want
to
say
thank
you
and
I
want
to
thank
the
families
and
the
students,
because
it
was
a
lot
of
transition
and
we
thank
them
for
their
patience
with
us.
Thank
you.
Thank.
A
You
mr.
Oliver
Tambo,
so
first
of
all,
I
want
to
say
thanks
for
keeping
us
up-to-date
throughout
the
year
with
the
progress
has
been
been
made
at
Dorchester
Academy.
So
this
wasn't
a
surprise
for
any
of
us
and
I
appreciate
the
fact
that
we
have
been
you
know
kept
in
the
loop
in
that
regard.
I
also
want
to
echo
the
sentiments
of
my
colleagues
that
you
know
we.
We
look
forward
with
with
great
interest
to
the
presentation
that
is
forthcoming
from
the
district,
about
plans
for
an
alternative
education
and
off-track
youth.
A
You
know
this
is,
as
mr.
O'neil
pointed
out,
we
still
have
600
kids
dropping
out
every
year.
You
know
those
are
kids
that
we
we
need
to
retain.
You
know
those
are
the
kids
that
are,
you
know,
I
think
in
many
ways
the
embodiment
of
that
achievement
gap
that
we
talk
about,
and
you
know
turning
around
the
lives
for
those
kids
or
what
turns
around
the
economic
engine
of
this
city
and-
and
you
know,
really
meaningfully
changes
lives,
and
so
that's
the
core.
A
A
What
I
didn't
hear
a
lot
about
is
why
it
makes
sense
for
it
to
be
a
program
and
why
it
makes
sense
for
it
to
be
in
Excel
and
a
couple
of
the
items
that
I
think
I'd
highlight
for
you
know
why
does
it
make
sense
as
a
program
rather
than
a
school
on
a
couple
different
levels,
financial,
operational,
academic
and
social?
So
if
there's
something
that
you
can
maybe
give
us
that
articulates
that
a
little
bit
more
and
then
we
can
come
back
and
have
a
few
more
questions
about
Excel,
specifically,
okay,.
D
Well,
number
one
it
another
year
of
honing.
Their
program
would
be
the
perfect
way
to
incubate
the
program
into
a
school,
and
we
anticipate
needing
to
open
some
additional
models
down
the
line,
but
we
actually
couldn't
do
both
processes.
At
the
same
time,
we
couldn't
start
the
process
to
open
a
school.
While
we
were
really
not
sure
how
this
was
going
to
work.
D
It's
not
that
the
other
schools
didn't
have
off
track
youth
as
well,
but
after
the
ten
students
graduated
in
January,
some
of
the
staff
from
Dorchester
Academy
volunteered
to
go
up
and
support
Excel.
So
there
was
already
a
bond
beginning
and-
and
we
we
all
agreed
that
that
would
probably
be
the
next
step
for
incubating
this
program.
The
program
this
year
served
roughly
under
230
students
through
that
throughout
the
year
they've
said
they
feel
like
they
can
they
can.
This
same
number
of
teachers
will
be
able
to
support
approximately
forty
students
next
year.
D
These
are
all
fabulous
steps
towards
incubating
a
program
that
could
become
a
school
I.
Don't
think
we
want
to
get
way
ahead
of
ourselves
and
say
what
year
are
we
gonna
start?
You
know,
but
we
do
know,
we
need
additional
models
for
alternative
education,
supports
and
and
schools.
So
that's
in
no
way
off
the
table.
A
A
I
mean
I
think
well
we'll
dance
around
it,
but
you
know
one
of
the
things
that
I
think
mr.
Anderson
mentioned
earlier
in
his
presentation
was
that
the
turnaround
plan
for
Excel
specifically
calls
out
alternative
education,
and
so
there
is
a
natural
mirroring
of
the
the
program
programmatic
goals,
if
you
will
between
da
and
Excel.
My
question,
then,
would
be:
how
do
you?
How
might
this
program
go
about
I,
don't
know
if
recruiting
is
the
right
word
or,
but
you
know,
matriculating
students
from
Excel
or
from
other
high
schools
across
the
city
into
the
program.
D
This
is
that
they'll
recruit
from
inside
of
Excel
for
next
year.
We
we,
we
know
that
we
haven't
enough
students
for
forties.
We
have
it
there,
forty
seats
and
so
again
no
pathway
to
a
school
has
been
officially
outlined,
but
it
would
seem
as
though
the
next
step
after
that
might
be
to
recruit
more
broadly
because
we
won't
solve.
We
aren't
going
to
solve
an
off-track
problem
in
a
year
for
any
school.
Correct
I
mean
we
just.
D
We
have
a
lot
of
students
that
in
the
Alton
in
the
Alton
pipeline,
but
to
the
extent
that
the
successes
of
this
year
are
replicated,
it
seems
like
the
this
guy
should
be
the
limit
in
terms
of
thinking
and
planning
within
the
context
of
bill
BPS,
for
where
that
a
new
program
might
open
when
it
might
open
on
what
timeline
and
with
what
focus,
as
we
do
get
ready
to
share
the
information.
That's
been
done
on
our
research,
the
research
information
that's
been
done
on
alt
ed
for
us
and
with
us
this
year.
D
I
think
that
that
will
offer
other
opportunities
to
start
thinking
and
impossibly
planning
for
what
on
that
on
new
school
or
to
or
how
we
would
begin
to
incubate
programming
in
a
way
that
gives
us
a
chance
to
see
its
potential
for
success
as
we're
getting
ready
to
open
it.
That's
I
mean
that's
if
you.
D
E
Just
a
quick
question:
Thank
You
mr.
Chia
fo,
what
you
said:
miss
Muncie!
So
if
there
are
40
seats,
those
students
all
going
to
come
from
Excel
or
is
it
also
available
for
placement,
for
example,
from
the
re-engagement
Center
for
students
we
entering
the
system
if
that
program
makes
sense
for
them
at.
E
D
D
A
Thank
You
mr.
Newell
so
and
thank
you
for
that
I
think
that
makes
a
whole
lot
of
sense
and
gives
a
little
bit
better
context
as
to
why
Excel
feels
like
the
right
choice
for
this
program.
I
do
want
to
just
go
back
on
the
initial
question
around.
You
know
why
a
program
as
opposed
to
a
school
you
know
I,
think
you
know
you
noted
in
your
presentation.
A
It
might
have
been
in
the
appendix
that
you
know
we
don't
expect
to
have
any
financial
savings
in
1819
from
this
combination,
and
you've
talked
quite
a
bit
about
you
know
when
you,
when
we
think
about
you,
know
the
programmatic
approach
here
piloting
this.
If
you
will
trying
to
determine
how
we
might
be
able
to
create
these
programs
in
other
schools,
we
can.
We
can
use
this
as
an
opportunity
to
think
about.
You
know
how
we
fine-tune
those
academics
fine-tune
those
operational
efforts.
A
The
question
that
I
keep
that
keeps
clawing
I,
mean
I,
think
I
heard
some
of
this
in
miss
Oliver
Davalos
questions
earlier
was
around
the
social
aspect
and
how
those
kids
integrate
within
the
school
I
think
you
know,
we've
heard
some
comments
earlier
around
the
idea
that
you
know
sometimes
big
schools
are
just
aren't
appropriate
for
some
of
the
kids
that
go
into
all
Ted,
whereas
other
students
might
actually
benefit
from
being
in
a
broader
community.
So
you
know
just
thinking
about
things
like
extracurriculars
sports,
so
on
and
so
forth.
A
C
Me
take
that
super
I
want
to
go
back
to
something
that
was
mentioned
by
dr.
Muncie,
which
is
this
team
of
individuals
will
help
support
the
turnaround.
Effort
at
excel,
that
is
a
school,
is
a
level-4,
so,
instead
of
having
a
different
school,
this
is
a
program
that
will
help
support
turnaround
at
faretta
school
with
a
number
of
off-track
youth
I
have
met
many
of
the
off-track
youth
at
excel
I,
remember
during
their
turnaround
process
and
them
expressing
the
need
for
more
individualized
support.
C
Secondarily,
as
his
team
begins
to
do
their
work,
their
work
will
evolve.
They
are
in
a
different
context,
and
so,
if
there
are
opportunities
where
there
could
be
some
inner
more
integration
with
a
greater
community
of
excel,
absolutely
they
they're
not
bound
by
any
sort
of
rules
that
they
can't
involve
the
program
as
needed
that
we
will
learn
a
lot
from
a
team
of
educators
who
are
committed
to
this
population
students
working
at
a
traditional
high
school,
because
it's
a
model
that
we
may.
T
A
V
G
X
X
This
is
after
the
Matta
hunt
was
closed,
I
don't
know,
what's
I
mean
they're.
Obviously,
numerous
factors
that
are
driving
the
closings
but
death
by
a
thousand
cuts
of
finances
and
enrollment
being
controlled
from
Central
and
dwindling
or
shifting
principles
and
constantly
creating
instability,
I
fear,
will
lead
to
more
closings.
I,
also
think
it
would
behoove
the
committee
to
get
very
soon
a
list
of
all
the
possible
swing
spaces.
I
know
if
you
go
through
some
of
those
individual
reports.
X
X
But
having
things
happen,
piecemeal
is
not
the
same
as
putting
out
the
details
of
the
ten-year
plan
so
that
people
can
see
and
not
just
have
the
domino
effect
spill
out
in
pieces,
but
put
it
out
there
and
then
let
the
people
who
of
Boston
know
I
think
mr.
O'neill
is
right.
We
need
to
be
transparent.
Thank
you.
T
X
T
The
results
of
the
report
and
what
are
the
the
issues
that
the
district
kind
of
sees
as
most
crucial
and
I've
urged
for
a
long
time
that
you
request
that's
at
the
school
committee
request
that
the
district
in
making
these
presentations
include
sections
on
the
lessons
learned
from
the
data
and
what
action
or
options
are
being
anticipated
and
I
think
this
I
continue
to
hear
this.
So
people
mentioned
cognitively,
rigorous
learning,
second,
grade
literacy
from
other
districts,
targeted,
curriculum,
professional
development,
principal
you
know,
development
and
accountability.
T
That
needs
to
be
not
just
sort
of
ad
hoc
responses,
but
I
believe
an
informed.
You
know
presentation
as
part
of
what
you
hear.
Data
is
not
the
goal.
Improving
the
system
is
the
goal.
Secondly,
as
you
know,
I
when
I
get
reports
like
this
I
tend
to
hone
in
on
the
achievement
gap
and
I
would
say.
I've
urged
you
to
again
to
ask
that
the
district
included
the
absolute
gaps
you
know,
which
are
sometimes
dramatic
and
and
a
little
bit
scary.
They
did
not
do
the
trend.
T
Data
I
I
see
these
charts
and
I've
seen
them
for
25
years
broadly,
where
you
have
the
lines
and
I
do
the
arithmetic.
What
is
the
gap
at
the
beginning
and
what
is
the
gap
at
the
end?
And
if
you
look
at
fourth
grade
and
eighth
grade
reading
and
math
for
black
and
Latino
students,
the
achievement
gap
increased
in
every
one
of
those
variables.
If
my
arithmetic
is
accurate
and
I
think
it
probably
is
and
I
think
that
needs
to
be
highlighted
as
a
concern
and
more
concerning
you
know
the
globe.
Article
talked
about
that.
T
The
fact
that
that
black
students
I
believe
it
was
in
grade
four.
You
know
the
reading
declined
over
the
past
few
years.
If
I
look
at
the
data
on
that
I
see
on
mathematics
by
race
and
ethnicity.
In
fourth
and
eighth
grades,
the
the
performance
of
Hispanic
and
black
youth
on
both
fourth
grade
and
eighth
grade
mathematics
has
declined
since
either
2011
or
2013.
T
The
Chairman
is
a
former
chairman
excuse
me
is
very
measured
in
his
responses.
I
find
this
sort
of
frightening,
somewhat
scary,
and
maybe
even
something
that
does
call
for
the
alarm
bells.
I
believe
and
I
would
hope
that
you
could
request
from
the
academic
departments
and
from
the
schools
division.
What
is
their
response
to
these
results
so
that
you
can
see
some
improvement
for
the
kids
that
I
know
we
all
care
about?
Thank
you.
Thank.
W
Good
evening,
I
just
want
to
express
confusion
about
a
couple
of
comments
that
were
made
tonight
regarding
the
closing
of
Dorchester
Academy
that
seems
sort
of
contradictory
and
or
maybe
misleading
for
students,
families
and
teachers
at
the
school.
The
first
is
that
in
the
fall,
the
plan
was
to
move
Dorchester
Academy
to
the
end
of
Endicott
school
plan.
That
I
know
was
announced
last
June
at
least
the
Boston
Arts
Academy
community.
W
But
if
that
was
the
plan,
then
I'm
confused
about
why
students
and
parents
at
Dorchester
Academy
were
told
in
September
that
if
they
had
more
than
a
year
to
go
towards
their
diploma,
that
they
should
transfer
elsewhere.
Why
would
they
be
told
this
if
the
plan,
if
the
program
was
moving,
wouldn't
the
bps
want
to
keep
as
many
students
as
possible
in
the
program,
particularly
when
combined
with
dr.
Chang's
comments
in
August
as
quoted
in
the
globe
that
there
were
no
plans
just
close
the
school
at
the
present
time?
W
It's
an
especially
confusing
picture
and
to
mr.
O'neill's
point
when
there
are
mixed
messages
or
when
information
trickles
out
an
unfortunate
lack
of
trust
is
reinforced.
This
may
be
a
reasonable
decision.
I
don't
know,
I
am
disappointed
about
losing
potentially
another
all
Ted
program,
but
the
implementation
brings
to
mind
other
instances
when
enrollments
are
controlled
by
bps
to
strengthen
or
weak
in
a
program
or
a
school.
W
The
students,
parents
and
teachers
need
to
read
the
tea
leaves
as
the
Dorchester
Academy
community
was
doing
during
this
summer
and
fall
or
will
bps
be
transparent
and
consistent
in
their
decision.
Making.
One
final
comment,
as
seen
on
the
deci
website,
Excel
has
a
30%
out-of-school
suspension
rate
for
students
with
disabilities.
This
might
be
something
to
pay
special
attention
to
regarding
the
1
to
3,
students
will
be
transferring
to
the
program
and
the
other
students
who
potentially
will
be
enrolled
in
the
future
at
the
all
dead
program.
Thank
you.
Thank.