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From YouTube: Boston School Committee Retreat Day 1 - 1-20-21
Description
Boston School Committee Retreat Day 1 of 2 - 1-20-21
A
D
B
E
F
A
G
B
B
B
H
E
E
B
B
B
J
B
B
B
B
I
want
to
thank
aj
crabble
director
of
governance
for
the
council
of
great
city
schools,
for
facilitating
today's
session
on
priority
setting.
Mr
creville
started
working
with
the
boston
school
committee
in
december,
leading
both
a
professional
development
training
and
a
retreat
to
help
us
refocus
on
our
core
mission
of
improving
student
outcomes.
B
Today,
mr
crabble
will
lead
us
in
a
discussion
on
selecting
goals
regarding
student
outcomes
and
selecting
guardrails
regarding
adult
inputs
before
I
turn
it
over
to
the
superintendent.
Should
she
want
to
make
remarks?
I
just
want
to
say:
what's
I
think,
on
everyone's
mind,
the
relief
that
we
feel
from
today's
inauguration
and
the
peaceful
transfer
of
power,
which
I
think
we
have
taken
for
granted,
always
for
many
many
immigrants
and
people
who
have
who
are
from
other
countries
and
they
have
a
history
of
coups
and
military
reigns.
B
They
unfortunately
know
too
well
what
can
happen
and
the
sadness
and
injustices.
So
I
feel
really
happy.
I
know
everybody
does
today
lots
of
hope
for
the
future
and
really
excited
about
seeing
the
first
woman
vice
president,
the
first
black
woman
vice
president,
the
first
south
asian
woman.
Vice
president,
it's
pretty
big
deal.
I
watched
it
with
my
daughter
that
historic
moment
to
make
sure
that
she
could
see
somebody
a
woman
of
color
rising
all
the
way
to
vice
president
and
one
day.
B
Maybe
president,
who
knows
and
was
really
moved,
I
think
everybody
was
by
the
the
youth
poet
laureate.
She
was
just
amazing,
and
I
think
president
biden's
speech
was
great,
but
really
she
just
blew
everybody
out
of
the
water.
She
was
just
amazing
and
she
really
talked
about
in
quoting
her
democracy
can
be
delayed.
He
can
never
be
permanently
defeated,
so
I
I
thought
she
was
just
a
shining
example
of
our
of
our
young
people
so
anyway,
I
want
to
share
that,
and
also
one
of
my
colleagues
had
a
baby.
B
J
J
So
I'm
just
I'm
very
moved
today,
and
so
I
want
to
thank
you
for
your
leadership,
also
on
on
having
these
retreats
and
really
working
at
the
the
governance
of
the
school
committee,
and
so
that
we
are
doing
so
in
a
very
effective
way
and
that
we
are
working
together
on
the
benefit
and
for
the
benefit
of
our
children
here
in
boston.
So
with
that
I'll
just
turn
it
back
over
to
you
and
we
can
get
started.
B
Thank
you,
superintendent,
and
I
also
want
to
thank
my
colleagues
because
I
know
that
they
have
full
plates
of
activities
and
family
and
jobs
and
all
kinds
of
things.
So
I
know
it's
additional.
I
really
want
to
say
how
much
I
appreciate
everybody
it's
time
for
tonight
and
tomorrow.
So
with
that
said,
I'm
going
to
turn
it
over
now
to
our
facilitator,
mr
crabble.
K
L
K
Very
talented
artist,
who
put
together
a
depiction
of
our
time
together,
and
I
wanted
to
just
share
that
for
a
moment
as
a
way
of
going
back
over
what
we've
already
accomplished
and
framing
up
what
it
is
we'll
be
doing
together
today.
Is
it
possible
to
see
that
without
disrupting
the
interpretation?
M
D
M
K
So
what
we
talked
through
last
time
was
this
idea
of
we
grounded
in
the
notion
that
student
outcomes
don't
change
until
adult
behaviors
change
and
that
those
adult
behaviors
start
with
the
work
of
the
board,
and
so
we
reflected
on
kind
of
why
to
serve
and
and
what
are
some
of
the
behaviors
of
the
school
committee
that
can
have
the
biggest
impact
on
improving
student
outcomes.
Two
things
that
we
focused
on
was
the
school
committee's
obligation
to
represent
the
vision
of
the
community.
K
In
addition,
once
we've
finished
trying
to
identify
a
set
of
smart
goals
about
student
outcomes,
that
will
be
how
the
committee
represents.
The
vision
of
the
community
will
also
look
into
the
strategic
plan
to
try
to
identify
what
are
the
one
to
five
just
non-negotiables.
These
are
things
that
simply
must
be
in
place.
Things
that
must
must
occur.
K
Work
that
we
did
last
month
and
really
began
to
lay
the
groundwork
for
what
we'll
do
today.
Last
month,
we
talked
about
what
the
characteristics
of
the
vision,
the
goals
and
the
values
the
guard
rails
and
what
the
characteristics
of
those
were.
Today
we
do
the
work
of
actually
elevating
instead
of
sample
goals
and
guardrails
that
represent
the
vision
and
values,
and
we
will
pull
those
again,
our
key
source
material.
What
we'll
draw
on
is
the
strategic
plan.
That's
already
been
created
before
we
dive
into
it.
K
B
F
I
think
the
the
one
thing
that
it
raises
for
me
is
when
we
say
quotes
community.
What
are
we
talking
about?
Who
are
we
talking
about
because
I
often
feel,
as
we
sit
and
listen
to
public
comment
in
our
community,
our
community
is
divided
in
lots
of
different
ways.
There
are
lots
of
different
voices,
raising
lots
of
different
issues.
I
look
at
our
goals
and
and
how
we
want
to
move
forward.
F
K
Yeah
this
is
really
important,
and
so,
let's
take
a
moment
to
dig
into
this
when,
when
you
think
about
who
are
the
legal
and
moral
owners
of
the
school
system,
who
are
the
legal
and
moral
owners
of
boston,
public
schools?
When
you,
when
you
think
of
that
question
who
comes
to
mind
who's
included
in
that
description
of
all
people,
who
are
the
legal
and
moral
owners
of
the
school
system
who
comes
to
mind.
K
K
N
K
D
K
Talk
about
who,
when
we
talk
about
representing
the
vision
and
values
it
is
on
behalf
of
that
group
that
you
just
described,
is
who
you
it's
on
their
behalf
that
you
are
representing
it's.
It
is
their
vision
and
their
values
that
it
is
your
task
to
represent
your
job.
Is,
it
is
to
be
the
owner
of
representatives,
the
the
challenge?
Is
you
just
can't
fit
them
all
in
the
same
room?
Boston
is
just
too
big
for
that,
and
so
the
decision
was
made.
O
K
D
K
You
know
one
other
thing
that
I'll
add
in
just
because
this
is
a
ideal
place.
To
put
it
is.
I
would
draw
a
distinction
between
the
legal
and
moral
owners,
your
community
and
your
customers.
I
I
would
draw
a
distinction
between
those
two
different
groups,
because
it
does
have
an
impact
on
how
you
design
your
work.
K
It's
it's
transactional
in
nature.
It's
this
brief
exchange,
that's
taking
place,
and
that
is
a
normal.
You
know
behavior
for
a
customer
that
that's
that's
what
that's
what
I
would
expect
and
and
in
the
moment
that
I'm
behaving
that
way,
then
I'm
behaving
as
a
customer
of
the
library.
Okay.
So
so
I've
got
my
book
and
I've
really
come
to
enjoy
the
library,
and
so
I
decided
I
want
to
show
up
and
offer
to
run
to
serve
on
the
board
of
the
library.
K
B
L
K
Relationship
but
really
this
long-term
intentionality,
and
so
it's
it's
worth
noting
that,
just
like
a
library
has
owners
and
customers,
so
too
does
the
school
system.
I
think
the
challenge
that
a
lot
of
times
school
committees
run
into
is
that
more
often
than
not
your
owners
and
your
customers
are
the
exact
same
people,
and
so
it
can
be
difficult
to
unwind
who
you're
visiting
with
the
moment.
Are
you
talking
to
aj
the
parent
who
I'm
coming
to
try
to
get
a
need
for
my
child
addressed?
Were
you
talking
to
aj?
K
You
know
the
community
member
who
you
know,
expresses
a
sense
of
ownership
of
the
school
system
who
has
direct
opinions
about
whether
or
not
there
is
a
bond
package
like
in
in
these
different
moments?
One
case
I'm
behaving,
you
know
it's
my
behavior
that
describes
the
role
the
end
of
what
hat
I'm
wearing
in
the
moment.
K
This
is
important
because
the
school
committee's
work
again,
regardless
of
how
you
were
selected,
your
job,
is
to
represent
the
vision
and
value
of
the
community.
The
people
who
express
a
sense
of
ownership
of
the
school
system
as
a
whole,
but
simultaneously
they're,
going
to
be
a
lot
of
times
when
folks,
in
that
same
community
are
showing
up
with
concerns
about
the
services
that
they're
being
provided.
K
Your
work
as
you
have
defined
it
in
your
policies,
delegates
customer
service,
community
customer
service
to
your
superintendent,
but
retains
community
owner
service
as
the
responsibility
of
the
school
committee,
so
that
that
kind
of
bifurcation
of
roles
is
consistent.
Regardless
of
how
the
school
committee
members
are
selected.
K
Is
that
the
school
committee
attends
to
the
needs
of
community
owners
while
the
superintendent
attends
to
the
native
community
as
customers,
and
so
it
doesn't
matter
how
you
arrive,
the
superintendent's
job
fundamentally
doesn't
change.
That's
still
what
she's
responsible
for
when
people
are
expressing
themselves
as
community
members
as
customers,
she's
responsible
for
that,
regardless
of
how
you
all
arrive
in
your
role
when
communities
or
members
are
expressing
themselves
as
owners
of
the
school
system.
That's
your
responsibility.
Your
job
is
to
represent
their
vision
and
values.
D
B
K
K
Inefficient
ways
you
know
as
a
pair-
and
I
s-
and
I
say
this
as
a
parent
who
once
showed
up
at
a
school
committee
meeting,
because
I
had
a
frustration
about
what
was
happening
at
my
child's
school
and
I
got
absolutely
no
answers
or
support
partially,
because
only
later
I
come
to
find
out
that
the
need
that
I
had
was
something
that
I
should
have
taken
to
the
principal
supervisor
or
the
superintendent,
because
they're
the
ones
who
have
the
authority
to
solve
that.
The
school
committee
had
no
insights
into
what
my
concern
was.
K
Nor
should
they
have
that's,
that's
not
their
role,
and
so
when,
when
families
in
particular
come
to
school
committee,
meetings
to
try
to
get
customer
service
needs
resolved.
My
personal
experience
is
that
is
a
very
dissatisfying
and
sometimes
my
perspective
was
frankly
somewhat
humiliating
experience.
Only
that
I
didn't
experience
feeling
heard,
and
so,
if
you're
having
people
show
up,
you
do
have
an
obligation
to
create
for
them
the
experience
of
being
heard.
K
K
K
Are
the
goals?
What
are
the
guard
rails?
What
are
these
high
level
institutional
strategies,
then
they're
showing
up
in
exactly
the
right
place,
but
you
know
if
I
need
to
figure
out
why
the
discipline
system
at
my
kid's
school
is
not
serving
his
needs.
More
often
than
not
showing
the
school
committee
meeting
is.
P
K
The
place
to
get
that
that's
more
of
a
customer
service
need,
and
so,
if
you
are
experiencing
that
the
best
thing
you
can
often
do
for
your
customers
is
your
families
is
trying
to
make
sure
that
systems
are
in
place
where
their
needs
are
getting
met
without
them
having
to
take
time
out
of
their
family
life
to
figure
out
the
school
system.
The
school
system
needs
to
figure
out.
D
K
You
can
access
the
strategic
plan
by
going
to
boston,
public
schools,
dot,
org
website
and
under
about
us.
There
is
a
tab,
I
think
called
strategic
plan
2020
to
2025.
I
believe
you
can
pull
that
up.
That's
the
source
document
we'll
be
using
for
the
rest
of
our
time
together
this
evening,
as
anyone
still
need
a
moment
to
pull
that
up
before
we
get
started.
K
Okay,
then,
the
other
thing
that
you
will
need
committee
members
is,
you
also
need
something
to
write
on
and
something
right
with,
and
so,
if
you
already
have
writing
utensils
handy
we'll
go
ahead
and
get
started.
So
here's
what
I
wanted
we're
going
to
dive
directly
into
the
work,
and
so,
as
you
have
any
questions
or
anything,
stop
and
interrupt
at
any
time
we're
just
going
to
dive
directly
in
and
we're
going
to
go
as
quickly
as
we
possibly
can
to
get
as
much
done
tonight
as
we
can.
K
I
K
K
Criteria
while
you're
doing
that,
and
so
here
are
the
criteria-
first
criteria
number
one
you're,
only
looking
for
student
outcomes,
you're
looking
for
things
that
describe
what
students
know
or
are
able
to
do
so
as
you're
looking
through
the
documents,
you'll
only
be
looking
for
student
outcomes.
There's
a
lot
in
the
document
that
describes
what
the
school
system
will
do,
what
the
adults
will
do
we'll
come
to
that
part
later.
That's
the
values
part
now
we're
focused
on
the
vision
and
so
as
you're
looking.
K
The
second
criteria
that
you
want
to
start
thinking
about
is
what
we
talked
about
last
time.
Is
you
really
want
to
start
trying
to
formulate
what
would
it
look
like
to
write
this
down
in
a
way
that
is
smart,
that
is
specific,
measurable,
attainable
results,
focused
and
time-bound,
and
so
as
you're
looking
through?
What
what
are
ways
to
describe
this
student
outcome?
In
a
way?
That's
smart.
K
That
really
says
you
can
what's
our
starting
date
and
what's
our
ending
date
and
of
what
percentage
of
students
is
this
true
for
now
and
and
what
do
we
want
it
to
be
true,
for
you
know
five
years
from
now
in
2025,
2026.,
and
so
the
first
criteria
is
make
sure
you're
focused
on
student
outcomes.
What
students
know
are
able
to
do
the
second.
Is
you
really
want
to
try
to
make
it
smart?
K
The
third
thing
that
I
want
you
to
focus
on
is
you're
brainstorming.
Looking
at
the
document,
as
I
started
off
by
saying
student
outcomes,
don't
change
until
adult
behaviors
change,
and
so
as
you're
looking
at
setting
goals,
you
really
want
to
focus
on
what
is
something
that
would
require
adult
behavior
change.
So
if
you
can
accomplish
this
doing
the
same
things
that
you've
been
doing,
then
that
sounds
like
a
stable
part
of
the
organization
that
you
really
don't
need
to
change.
Really
your
goals
are
about
driving
changes
in
adult
behavior
system
wide.
K
So
you
really
only
want
to
look
at
things
that
this
would
require
adult
behavior
change
that
what
we're
currently
doing
now
isn't
going
to
produce
the
results
we
want
in
the
future.
So
if
it's
something
that
will
already
produce
the
future
results
you
want,
I
would
set
that
aside.
I
would
focus
on
things
which
that
is
not
the
case,
so
the
first
criteria
about
student
outcomes.
Second
criteria-
is
you
want
to
start
thinking
about?
How
do
I
make
this
smart,
specific,
measurable,
attainable
results,
focus
and
time
out
third
criteria?
K
How
do
I
make
sure
that
it's
really
identifying
areas
where
we
need
to
see
changes
in
adult
behavior
throughout
the
system?
And
then
fourth
and
finally,
I
want
you
to
be
looking
for
things
that
are
the
high
leverage
high
need
areas?
What
is
it
because
there
are
so
many
different
areas?
You
could
possibly
look
at
in
a
school
system.
You
really
want
to
focus
in
on
what
are
areas
where
if
we
lean
into
this
particular
area,
it
will
have
a
significant
impact
on
a
lot
of
other
areas.
K
So
those
are
the
four
criteria
that
I
want
you
to
use.
So
as
you're
looking
through
the
strategic
plan,
again,
roughly
pages
14-29
look
for
what
are
student
outcomes?
How
do
we
make?
How
do
we
describe
them
in
a
smart
fashion
so
that
we're
thinking
of
what's
a
starting
date?
What's
an
ending
date
kind
of
what's
the
starting
percentage?
What's
our
baseline?
What's
the
ending
percentage
yeah?
K
What's
our
target
that
are
third
criteria
that
would
require
adult
behavior
change,
so
these
are
things
we
really
want
to
see
movement,
not
areas
that
are
already
solid,
that
we
just
want
to
maintain
the
things
we
really
want
to
see
movement
and
change
over
time,
and
then
fourth,
they
really
have
a
high
leverage
effect
that
really
address
high
needs
areas.
So
those
are
the
four
criteria
before
I
set
you
lose
for
about
10
minutes.
What
questions
do
you
have
about
these
four
criteria
as
you're
looking
to
extract
goal
ideas
from
your
strategic
plan?
O
Sorry
so,
and
just
for
just
more
clarification
on
the
piece
about
what
requires
adult
behavior
change
so
like
would
an
example,
be
if
there's
already
some
initiative
like
say
around
teacher
diversity,
like
there's
already
lots
of
partnerships
and
programs
in
place,
you
know
there's
some
good
work
are.
You
know
already
happening
to
advance
that
goal
we
that
would
not
be.
We
wouldn't
want
to
consider
that
type
of
thing
for.
K
Yes,
yes,
so
two
things,
one,
that's
absolutely
correct.
If
the,
if
the,
if
everything
is
already
proceeding
in
the
ways
that
you
feel
is
sufficient
to
meet
the
vision
and
values
of
the
community,
then
I
wouldn't
pick
that
as
an
area
for
go,
I'd,
look
somewhere
else
where
you
really
need
to
see
movement.
K
But
when
we
get
to
the
conversation
about
values
hold
on
to
that,
go
ahead,
feel
free
to
write
that
down
and
just
put
a
star
by
because
when
we
tell
when
we
start
talking
about
values
and
and
the
school
committee
adopting
a
set
of
guard
rails
that
represent
those
values.
That
may
that
may
be
an
area
of
the.
I
K
K
Other
questions
and
comments
about
this
before
we
get
started
and
again
so
you're
going
to
be
looking
through
your
strategic
plan,
roughly
pages
14
to
29,
but
wherever
you
find
it
you're
looking
for
one
to
three
potential
goals
that
this
gold
committee
would
lean
into
over
the
next
five
year
period,
and
I
gave
you
four
criteria
for
those
potential
goals
criteria.
One
is
that
it
has
to
be
about
student
outcomes.
What
it
is
that
students
know
are
able
to
do
number
two.
K
It
needs
to
be
smart,
so
we're
going
to
describe
it
in
terms
of
kind
of
what
is
our
starting
point.
You
know
probably
august
2020
or
something
of
that
nature.
What
is
our
endpoint
likely
sometime
yeah?
Maybe
in
august
of
2025
or
2026.,
it
has
to
be
about
student
outcomes,
be
smart.
It
has
to
be
an
area
where
you
want
to
see
adult
behavior
change
so
that
this
is
area
that
you
want
to
intentionally
see
disruption
in
this
area.
K
You
don't
want
things
to
stay
the
same
and
then
fourth,
really
an
area
that
you're
looking
looking
for,
would
be
a
high
need,
high
leverage
area.
So
those
are
the
four
criteria,
any
other
questions
about
this
task
or
these
criteria
before
we
go
into
brainstorming
for
the
next
10
minutes,
other
questions
or
comments
and
school
committee
member
o'neill.
Welcome
always
a
pleasure
to
see
you,
sir.
Q
K
Yesterday
they
announced
that
you
were
working
on
behalf
of
the
committee
essentially
at
another
task,
so
thank
you
for
joining
us
any
other
questions
or
comments
before
we
dive
into
the
work
and
so
right
now
I've
got
about
50.
After
so,
let's
go
until
the
top
of
the
hour.
What
you
want
to
do
is
looking
for
your
strategic
plan,
try
to
identify
no
fewer
than
one
no
more
than
three.
If
you
had
to
pick
the
three
most
important
areas
to
focus
on
is
goals
over
the
next
five
years.
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
K
All
right,
how
are
folks
doing
looks
like
most
folks
are
wrapping
up.
Then.
Let's
do
this,
let's
start
sharing
out,
and
the
intention
of
this
is
to
start
getting
a
sense
of
what
commonality
already
exists
and
we'll
slowly
try
to
narrow
the
scope
of
things
until
we
can
see
if
the
consensus
emerges
and
so
who
would
like
to
so.
Let's
do
let's
do
round
one
where
each
person
shares.
If
you
could
only
pick
one
of
the
lists
you
created,
which
one
do
you
most
want
to
share?
Who
will
be
the
first
to
go.
B
K
B
That,
because
all
students
would
be
ready
for
post-secondary
steps,
and
they
would,
if
we,
if
we
were
talking
about
the
adults
around
surrounding,
and
what
we
would
do
is
that
all
teachers
and
staff
in
the
building
that
are
working
directly
with
students
would
be
trained.
It
would
be
part
of
their
job
description.
K
Okay,
hold
on
a
second
now
you're,
getting
into
the
strategies
hold
on
hold
on.
To
that
part,
we'll
come
to
strategies
for
how
these
things
get
accomplished
later
right,
I
want
to
intentionally
divorce
the
conversation
the
what
the
school
committee
wants
to
accomplish
from
how
the
superintendent
will
accomplish
it
so
hold
on
to
those
ideas,
because
they
may
come
up
a
little
bit
later
as
we
get
into
guard
rails,
but
for
now
just
focus
on
what
do
we
want
to
accomplish
all
right?
So
I
think
lauren
I
saw
your
hand
next.
O
Us
sorry,
I'm
managing
multiple
screens
here,
so
you
know
it's
even
in
the
the
strategic
plan
with
the
first
paragraphs
about
how
english
learners,
especially
those
with
special
you
know,
with
learning
disabilities
and
special
needs,
are
clearly
have
the
the
worst
student
outcomes.
So
I
would
love
to
see
us
prioritize.
O
The
progress
of
english
learn.
English
learners.
You
know
increasing
their
student
growth
percentiles
in
you
know
also
outcomes
in
english,
ela
and
math
for
english
learners,
as
well
as
graduation
rates
for
english
learners,
so
just
focus
on
as
well.
You
know
english
learners,
with
disability
status
and
and
really
focusing
in
on
on
improving
their
their
progress
and.
K
O
O
K
You'd
most
want
your
english
learners
to
really
improve
in.
So
this
is
where
the
criteria
comes
in,
of
those
which
do
you
think
would
be
the
highest
leverage
that
would,
you
know,
do
the
most
good
for
students
with
the
most
need
and
the
highest
leverage.
So
what
I've
heard
so
far?
Is
you
really
want
to
improve
progress
of
english
learners
in
and
then
you
offered
several
different
areas?
You
talked
about
student.
D
K
K
O
K
K
O
D
S
Sure,
mostly
because
I'm
gonna
double
down
on
alex
complete,
I
would
say
that's
my
high
level,
because
I
think
it
integrates
across
the
board
a
little
more
specificity.
I
would
want
95
percent
of
our
8th,
graders
and
11th
graders
to
have
completed
my
plan
so
that
they
have,
they
clearly
have
articulated.
K
S
K
S
J
S
Getting
this
a
language-
and
it's
not
something-
I
know
about
not
expert
in
so
by
completing
my
plan,
they
have
to
identify
what
they
think
their
core
talents
are.
They
have
to
identify
how
they're
going
to
develop
an
academic
curriculum
around
those
talents
to
improve
them
and
have
a
sense
of
how
that
will
work
in
the
world
for
them.
That's
what
that's!
What
like
that's
the
plan
is
designed
to
help
them
acquire
that
knowledge,
and
so
that's
the
knowledge
I
want
to.
S
K
F
K
F
K
F
K
L
Q
So
I'm
probably
going
to
shock
a
couple
of
my
colleagues
by
not
going
where
alex
and
excuse
me
chair.
Oliver
davila
and
dr
coleman
went
because
I
I,
as
I
looked
at
these
I
see
so
many
of
them
are
building
blocks
for
the
next
one
like.
I
want
quality
schools
in
every
neighborhood,
but
I
also
stopped
and
tried
to
think
well.
Q
K
Q
Q
K
G
K
G
G
K
You
talked
about
two
different
two
different
topics
here
and
I
want
to
see
if
they're
the
same,
the
different.
The
first
time
you
talked
about
working
with
students.
The
way
I
heard
you
described
is
working
with
students
with
disabilities
to
support
them
being
as
whole
as
possible,
so
that
there
could
be
a
decrease
in
opportunity,
gaps
between
them
and
their
peers.
K
K
So
that
it
will
create
this
results
for
students
part,
but
I
want
you
to
hold
on
to
this.
What
will
adults
do
because
we'll
we'll
come
back
to
that
part
later
right
now
we're
just
focused
on
what
it
what
the
results
for
students
will
be.
So
the
part
that
I
capture
is
the
opportunity
gap
for
students
with
disabilities
will
decrease.
K
K
L
K
K
K
D
K
D
O
About
english
learners,
like
that,
their
goal
should
be
to
learn
english.
It
should
also
be
that
they've
maintained
and
retained
their
their
native
language.
I
know
that
that
was
my
experience
was
I
you
know.
I
was
in
bilingual
ed
and
then
by
third
grade
I
I
was
transitioned
out
and
and
then
had
to
really
relearn
spanish
really
later
in
high
school,
so
yeah.
I
I
just
want
to
add
that
in
that
you
know.
K
This
is
this
is
why
there's
a
governing
team
is
that
we
all
you
know,
help
each
other
build,
and
so
I
modified
the
notes
I
have
for
what
you
described
like
improve
progress
of
english
learners
with
disabilities.
You
know
such
student
growth,
percentiles
in
english,
grow
and
ability
and
home
language
grows.
Is
that
descriptive
all
right?
So
that's
round.
D
K
So
now
I
want
to
go
around
a
second
time,
and
so
what
was
your
second
idea
that
you
wanted
to
share
if
it's
something
that
is
significantly
different
from
what's
already
been
shared,
so
if
you've
already
heard
it,
then
we
don't
need
to
add
it
again.
But
if
you,
if
your
second
item
that
you're
particularly
fond
of
hasn't
been
shared,
yet
now
is
your
opportunity
who
will
be
the
first.
J
K
A
K
Critically
reason
and
discern,
like
they're,
not
going
to
be
well
equipped
to
not
only
participate
in
their
own
personal
well-being,
but
the
well-being
of
us
as
a
nation
yeah
I
mean,
I
think
this
is
often
a
well
understood
intention
that
communities
have
in
investing
in
public
education
is
that
we
want
to
give
everybody
an
opportunity
to
participate.
You
know
in
in
our
self,
in
our
grand
experiment,
in
self
governance,
that
is,
america,
yeah.
J
Got
it
and
we
can
listen
and
we
can
measure,
we
can
measure
that
on
our
in
our
assessments
right,
so
we
can
measure
their
ability
to
think
critically,
and
so
I
think
that
it's
just
really
important.
You
know
if
they're
reading
and
they're
comprehending
and
communicating,
then
how
are
they
reasoning
and
and
thinking
critically
in
in
those
communications.
O
K
D
S
K
D
K
It's
a
debate
that
needs
to
be
had
right
here
right
now.
If
students
walk
away
with
a
diploma
from
boston,
public
schools
does
that
indicate
that
they
no
one
are
able
to
do
anything
or
not?
If
it
does
indicate
that
they
know
and
are
able
to
do
things,
then
it
would
be
a
student
outcome
if
it
does
not
indicate
that,
but
it
indicates
that
they've
kind.
A
K
D
K
O
Well,
it
should
be
a
student
outcome,
I
mean,
but
the
problem
is
that
mcas
is
what
also
determines
right,
whether
you
get
that
diploma,
regardless
of
whether
you've
mastered
the
contents
of
all
of
your
classes,
and
you
have
a
a
perfect
gpa.
You
know
if
you
can't
take
and
pass
the
a
standardized
test,
then
that
affects
right.
You
getting
that
diploma.
So
it's
a
it's
an
issue
for
us.
You
know
nationally,
but
but
especially
in
our
school
district,
but
I
certainly
think
that
absolutely
should
be
a
student
outcome
that
you've
mastered.
B
B
No,
I
mean
it
doesn't.
I
don't
think
it
demonstrates
what
you
know,
but
I
do
think
it's
a
student
outcome
in
the
sense
of
economically,
where
you
end
up.
If
you
don't
graduate
and
that's
a
big
deal,
there's
it's
like
a
million
dollar
difference
or
something
I
can't
remember
the
exact
number,
but
it's
a
it's
a
big
deal.
So
even
though
it
doesn't
demonstrate
what
you
know
and
technically
not
a
student
outcome.
In
that
sense,
I
feel
strongly
that
it
is
just
because
it
determined
it
has
such
a
huge
determining
factor
in
your
future.
Q
To
get
our
students
there
and
all
the
work
our
school
leaders
have
done
to
make.
It
happen
to
me.
That
is
a
outcome
at
the
end
versus
the
basic
building
blocks
along
the
way
so
aj
I
I
went
the
other
direction
and
more
some
type
of
appropriate
math
indicator
early
on
and
whether
it's
math
growth
and
non-high
schools,
or
whether
it's
algebra
algebra
participation
by
eighth
grade.
Q
J
S
Want
back
in,
I
guess
this
is
where
I'm
struggling
in
terms
of
as
we
build
this
model.
So
if
the
model
is,
we
want
to
be
articulate
about
what
we
want
our
students,
what
we
want
them
to
know
and
be
able
to
do
that's
not
a
process
variable
and,
for
example,
participation
in
algebra
rates.
Is
a
process
variable,
not
an
outcome.
I
S
K
The
eighth
grade
example
is
actually
a
perfect
one
just
to
highlight
that
for
everyone,
if
we
talk
about
eighth
graders
taking
algebra,
that
is
not
a
student
outcome.
That
is
a
student
output.
It's
it's
as
you
describe
it's
in
the
process,
but
it's
not
an
outcome.
It
doesn't
tell
us
a
result.
If
we
talked
about
the
percentage
of
eighth
graders
who
passed
algebra,
that
would
be
an
outcome
and
describe
what
students
actually
know
and
are
able
to
do
not
just
the
process
they
participated
in,
and
so
that's
that's.
K
S
So
I'll
I
I
I
always
I
michael
is
a
great
model
because
he
also
then
added
his
other
point,
which
I
hope
so
I'll
do
that
now.
So
for
me,
it's
and
I
want
to
collapse,
ela,
math
and
science
into
a
single
academic
proficiency,
and
I
would
want
95
of
our
students
at
every
time.
We
measure
them
third,
eighth,
tenth
grade
to
be
proficient
and
eighty
percent
to
be
another.
S
What's
that
advance
that
other
category
advanced
or
something
I
always
get
what
it
is
because
proficiency
is
important
and
we've
grown
but
proficiency
does
not
let
you
pass
the
sats
in
math
or
ela,
it's
better
than
not
being
proficient,
but
it's
still
a
very
low
bar.
So
I
would
want
80
of
our
students
to
pass
that
higher
bar
that
would
qualify
them
to
be
successful
on
their
sats
if
their
career
path
had
them
taken.
K
F
F
F
Mcas
and
other
assessments,
you
know
we
look
at
all
of
the
things
that
depend
on
students
abilities,
whether
it's
getting
into
an
exam
school
or
accessing
other
kinds
of
opportunities,
but
if
we're
not
providing
everybody
with
an
equal
opportunity,
so,
for
example,
we
have
excellence
for
all,
which
was
to
provide
rigorous
curriculum
in
more
fourth
grades
versus
just
the
fourth
grades
in
which
students
have
passed
to
be
an
advanced
work.
So
it's
it's
both
an
equalizer.
F
K
K
K
K
You
are
not
managers,
you
are
not
in
a
managerial
role
and
so,
unfortunately,
for
most
of
you,
this
puts
you
in
a
disadvantage
because
you
have
lived
most
of
your
life
in
managerial
roles
and
so
transitioning
out
of
the
managerial
role
into
a
governance
role
is
a
challenge,
but
as
a
governing
team,
you
first
want
to
get
clear
because
you,
and
only
you
as
the
governing
body,
are
the
ones
who
represent
the
vision
and
value
of
the
community.
You
you
have
to
set
the
vision.
K
The
superintendent
is
not
a
community
representative,
it's
not
a
role
she's
hired
to
implement
the
vision
of
values
of
the
community,
but
she
was
not
hired
to
represent
the
community.
That's
what
you
were
selected
to
do,
and
so
you
have
to
set
the
vision
and
then
her
role
is
largely
around
setting
the.
How
will
we
accomplish
that
vision?
And
so,
as
a
governing
team
you
you
want
to
get
really
clear
out.
What
is
it
that
we
want
students
to
know
and
be
able
to
do.
N
K
Far
there
is
a
this
just
takes
time.
It's
it's
a
skill
like
any
other.
You
just
have
to
practice
it,
but
there
is
a
lot
of
conflating
the
two
and
so
just
keep
practicing
and
pulling
those
apart.
Well,
what
do
we
want
the
adults
to
do
and
as
a
result
of
what
the
adults
do,
what
do
we
want
students
to
know
and
be
able
to
do
right
now
we're
focusing
on
this?
K
K
Are
we
going
yeah?
First,
we
get
clear
about
where
we're
going.
Then
after
we
get
clear
about
where
we're
going,
then
we
start
coming
up
with
clarity
around
okay.
So
how
are
we
going
to
get
there?
Oh,
you
know
what
fist
yeah.
Well,
let
me
think
about
it.
5Th
street's
got
some
construction
on
it.
We
definitely
can't
go
that
way.
In
fact,
fifth
street
is
the
exact
opposite
direction
of
where
we've
now
decided
to
go.
Your
job
first
is
figure
out.
K
Where
are
we
going
and
then
secondarily
figure
out
in
partnership
with
your
superintendent
she's,
really
then
leading
the
conversation
about?
How
will
we
get
there
so?
But
but
what
I
did
get
and
I
and
I
share
all
that,
because
I
want
to
come
back
and
make
sure
that
I
captured
your
idea
correctly.
So
what
I
wrote
down,
but
I'm
not
sure
if
it
captures
where
you're
trying
to
go,
is
more
students
will
have
the
ability
to
pass
mcats
and
other
assessments.
F
F
D
K
No,
absolutely
not,
and
so,
if
you
don't
first
get
clear
about
what
you
want
students
to
know
and
be
able
to
do
simply
saying
we
want
to
improve.
You
know
instruction
doesn't
leave
us
with
clear
guidance
about
okay.
What
do
we
need
to
operationally
do
to
to
improve
it
in
the
direction
of
where
we're
trying
to
go
and
so
saying
that
the
direction
we're
trying
to
go
is
this
will
then
inspire
certain
type
of
improvement,
or
if
we
want
to
go
this
way,
it
will
inspire
something
else.
The
first
step
is
to
figure
out.
K
D
C
K
F
Okay,
all
right
so,
okay,
so
here
would
be
a
question
that
I
would
raise
with
that.
We
have
these
benchmarks.
We
have
kindergarten
readiness,
then
we
have
third
grade
reading
and
math
and
then
the
question
for
me
is
always
this
always
first
and
second
grade,
and
so
how
do
we
make
sure
we
are
connecting
what
happens
in
kindergarten
to
the
skills
and
the
the
next
steps
so
that
by
the
time
we
get
to
third
grade
reading,
there
are
no
gaps.
F
So
how
do
we
define
that?
So
I
mean
do
we?
We
want
a
connected
curriculum.
We
want
the
opportunities
we
want,
people
to
be
looking
ahead
at
what
third
grade
is
requiring,
so
that
we
can
make
sure
first
and
second
grade
curriculum,
are
teaching
and
supporting
those
ideals
so
that
therefore
students
are
being
given
the
experiences
and
opportunities
that
get
them
to
third
grade
successfully.
K
What
are
the
outcomes
that
you
need
in
advance
of
third
grade
to
get
there,
so
one
of
them
says
the
percentage
of
pre-cares
ending
entering
kindergarten,
already
kindergarten
ready
will
increase
another
one
says
the
percentage
of
k2
students
who
meet
or
exceed
grade
level
expectations
and
fluency
will
increase.
So
if
those
outcomes
happen
at.
G
Q
K
What
are
the?
What
are
these
high
need?
High
leverage
areas
that
we
want
that
we,
as
a
school
committee
want
to
focus
on,
is
really
important
because
which
ones
you
choose
and
I'm
recommending
you
pick
about
three
of
them.
You
know
somewhere
between
one
and
five,
but
I'd
recommend
three
which
ones
you
choose,
that
you're
going
to
disproportionately
invest
time
and
resources
and
energy
into
really
really
matters.
K
B
B
It
could
it
can
be
tied
to
the
career
and
academic
planning,
but
I
think
in
you
know,
in
high
school
before
student
graduates
that
they
would
have
had
a
experience
in
dual
enrollment
completed
that
participated
and
then
also
an
internship,
and
so
I'm
torn
between,
like
that's
like
part
of
a
process.
But
the
reason
I
say
that
is
to
know
and
do
because
many
of
our
students-
don't
you
know
they
end
up
being.
K
K
And
internship
dual
dual
enrollment
at
interviews,
so
if
they
completed
so
yes,
you
could
say
students
who
completed
x,
number
of
dual
enrollment
hours
and
that
would,
I
think,
that'd,
be
a
student
outcome
in
terms
of
internship.
If
you
have
some
type
of
rubric
that
defines
what's
successfully
completing
the
internship,
not
just
aj
didn't
get
fired,
yeah,
something
a
little
something
a
little
more
than
that.
B
K
But
so
what
I,
what
I've
captured
is
increase
the
percentage
of
students
who
you
know
have
you
know?
Do
you
have
an
idea
of
how
many
hours
of
dual
enrollment
you
know?
Is
it
did
they
complete
at
least
one
dual
enrollment
course?
Did
they
complete
12
hours?
I
think
there's
some
correlation
at
eight
hours
of
the
likelihood
of
attending,
I
think,
there's
a
correlation
at
like
20
hours
of
a
likelihood
of
completing
their
first
year
without
remediation,
and
so
I
didn't
know
if
you
had
a
particular
number
in
mind.
B
K
M
K
G
I
I
I
I
understand
where
dr
coleman
comes
from,
and
I
agree
with
that
as
well,
but
I
like
about
32
years
ago,
when
I
was
a
teacher,
I
found
out
that
students
are
not
really
high
school.
Students
are
not
really
into
science
at
all,
so
just
to
improve
or
just
to
to
add
to
the
to
the
wish
list.
I
would
like
to
see
the
at
some
point
in
the
near
future.
G
O
O
S
You
know
laura
you're,
you're,
you're,
you're
tapping
into
a
whole
different
part
of
the
discussion,
and
I
share
some
things.
I've
been
writing
about
this
recently
is
that
where
I'm
in
complete
agreement
with
aj's
construction
is
right
now
we're
identifying
with
great
clarity
the
precise
measurable
outcomes
we
want
for
our
students
in
terms
of
what
they
know
and
what
they
want
to
do,
and
that's
this
conversation
then
the
other
thing
we
want
to
look
at.
S
I
think,
and
then
once
that's
done
when
we
start
talking
to
think
about
guard
rails
to
use
aj's
language.
I
think
I
get
that
right,
so
the
guard
rails,
that's
when
we're
looking
at
the
process,
variables
and
graduation
rates
would
be
a
good
guard.
Rail,
that's
kind
of
a
leading
indicator,
but
the
real
thing
we
want
them
to
be
able
to
do
is
to
be
proficient
to
advance
in
in
in
their
academic
skills
and
to
be
able
to
get
a
career.
Those
are
and
have
the
skills
of
getting
a
job.
S
S
K
Q
S
S
What
do
we
want
our
kids
to
be
able
to
do,
and
then
that's
one
part
of
it,
but
also,
how
are
we
evaluating
what
what
are
the
things
we're
going
to
evaluate
our
system
by
and
graduation
rates
would
be
a
great
metric
for
that
engagement
to
lots
of
other
things
like
that,
so
that
that's
that's
the
way.
That's
the
way.
This
conversation
works
in
my
head.
K
K
A
lot
of
debate
over
does
our
diploma
mean
anything
that
is
a
very
common
debate
and
if
it
is
the
case
when
and
in
some
states-
which
I
won't
name
names
at
the
moment,
but
in
some
places
they
have
special
methodologies
where
you
can
walk
across
that
stage,
not
having
completed
really
any
of
the
requirements,
and
so
in
that,
in
that
situation
you
start
to
ask.
Does
that
diploma
mean
anything?
The
other
two
areas
that
people
debate
are
often
attendance
and
discipline
is
attendance.
K
A
student
outcome
is
discipline
as
student
outcome
and
then,
as
graduation
rate
of
student
outcome,
those
those
are
three
perennial
debates
happens
on
every
board.
You're
gonna
have
people
on
both
sides
of
it
and
so
lorna.
That's
where
you
find
yourselves
as
a
as
a
school
committee.
You've
gotta
decide
where,
as
a
committee,
you
fall
on
that
debate.
Do
you
all
as
a
whole
believe
that
graduation
rate
is
or
isn't
a
student
outcome
as
a
whole?
K
Do
you
believe
that
attendance
do
you
believe
the
discipline
are
or
are
not
student
outcomes
again,
even
if
you
decide
that
none
of
those
are
student
outcomes,
you
can
still
capture
concern
in
those
areas
in
the
guardrails
when
we
get
to
a
conversation
about
the
about
the
values.
So
so,
even
if
you
decide
that
they
aren't
capturable
here,
that
doesn't
mean
you're
giving
up
on
them.
It
just
means
they
would
fit
the
other
piece.
D
D
K
K
We
want
them
to
be
good
humans.
I
think
this
week
was
mlk
week,
character,
knowledge
plus
character
at
the
point
of
education.
I
think
I'm
I
think
I'm
messing
up
the
quote,
but
but
the
the
idea,
absolutely
that
the
characters
is
a
part
of
you
know
the
intention
of
quality
education.
Certainly,
that's
that's
what
I'm
hearing,
who
else
we
have
a
third
that
hasn't
been
captured
by
any
of
the
previous
ones.
G
G
G
K
K
G
G
G
K
Q
That,
as
I
thought
about,
I
think
it's
more
adult
behaviors
such
as
social
emotional
support,
which
is,
I
think,
is
so
critical
for
our
students,
but
it's
us
providing
that
yeah.
I'm
not
really
sure
if
this
is
a
student
outcome,
but
I
want
to
get
it
on
the
table.
I
think
it
is,
and
that
is
of
all
the
climate
surveys,
the
student
climate
survey,
because
I
think
if
the
students
feel
comfortable
in
the
school
buildings,
that
means
we're
doing
a
bunch
of
other
things
right.
K
D
K
I
wouldn't
want
a
school
system
to
not
have
that
data,
because
I
find
that
to
be
incredibly
meaningful
data,
that
administration
should
be
using
for
decision
making
purposes
and
that
helps
us
give
us
a
sense
of
what
are
the
changes
that
we,
as
adults
have
to
make
to
create
the
culture
and
climate.
So
the
only
exception
of
that
is
if
there
is
a
school-
and
I
can
think
of
one
that
would
actually
meet
this
criteria,
but
only
one.
K
If
there's
a
school
system
where
the
students
are
really
responsible
for
generating
the
culture
and
climate
of
the
school
equally
or
more
so
than
the
adults,
then
I
would
say
that
that
absolutely
is
a
student
outcome,
because
at
that
point,
when
it
is
describing
what
the
students
are
creating,
but
I
can
only
think
of
one
example
of
a
school
that
I've
ever
visited,
where
really
the
students
had
a
equal
or
greater
share
of
culture
and
climate
responsibility
than
the
adults
did.
Generally
speaking.
K
To
be
blunt,
adults,
don't
relinquish
that
amount
of
authority
to
students,
and
so
students,
wind
up
being
the
recipients
of
culture
and
climate
strategies
rather
than
the
architects
of
them.
But
that's
why
I
would
define
it,
as
is
something
that's
actually
measuring
adult
behavior
through
the
lens
of
student
experience,
may.
Q
K
What
that
school
was
it's
a
high
school
in
the
houston
area
in
spring
bridge
school
district
and
the
name
is
escaping
me,
but
essentially
what
they've
done
is
that
student
leaders
drive
their
entire
behavior
system,
but
if
you,
if
you
violate
one
of
the
norms,
you
probably
will
never
see
an
assistant
principal
in
your
four-year
career.
You
go
to
a
council
of
your
peers
who
are
specifically
trained
for
this.
K
If
you
apply
for
a
job,
you
can't
get
hired
to
be
any
adult
in
this
building
without
going
through
an
interview
and
getting
a
thumbs
up
from
this
council
of
peers,
a
council
of
students
who
lead
the
restorative
justice
work
for
the
school,
like
that's
how
pervasive
it
is,
but
I,
but
again
I've
only
seen
one
school.
This
is
a
high
school.
That
really
goes
so
far
as
to
say.
Look
the
discipline
norms,
the
primary
driver
of
those
are
the
students,
no
longer
the
adults
and
even
the
hiring
norms.
K
K
K
L
K
Kind
of
hammering
on
this
for
a
little
bit,
what
I'm
going
to
do
during
the
break
is
all
the
notes
that
I've
been
typing
up.
I
will
share
my
screen
and
put
them
up,
and
so
my
request
is
attend
to
whatever
you
know
personal
needs.
You
have,
you
know,
stand
up
and
stretch
at
a
minimum.
Just
do
some
self-care
to
step
up.
K
You
know,
look
away
from
the
screen,
but
then
also
before
the
end
of
the
break,
I'd
encourage
you
to
look
at
the
list
that
you
all
have
generated
and
when
we
come
back,
the
next
step
will
be
to
try
to
condense
the
list
down.
Are
there
things
that
can
be
combined?
Are
there
things
that
might
be
eliminated
entirely?
K
Are
they
think
you
know?
Are
there
different
topics
that
you
know
they
don't
quite
fit
together,
but
we
can
think
of
a
consensus
description
that
a
a
new
idea
entirely
that
might
capture
both
of
both
of
these
more
disparate
ideas.
So
you
really
want
to
think
of
how
do
we?
I've
currently
got
a
list
with
16
items
on
it,
and
ideally
we
want
to
get
that
down
to
three.
K
K
E
B
K
K
An
opportunity
to
take
a
look
at
the
items
and
now
can
offer
some
ideas
of
what
might
be
condensed
or
what
might
be
you
know,
combined
or
what
might
be
dropped
off,
and
so
I
just
want
to
open
the
floor
for
conversation,
I'll
be
taking
notes,
and
so
you'll
just
need
to
moderate
amongst
yourselves,
because
I
won't
be
able
to
see
you
at
all
so
as
you've
taken
a
look
to
the
list
feel
free
to
call
it
out
by
number.
Just
give
me
an
idea
of
what
is
it
that
might
be
combined.
B
K
O
And
so
part
of
the
the
racial
equity
planning
that
dr
grandson
and
others
have
been
leading
talk
about
targeted,
universalism
as
as
a
principle
guiding
the
district
where
you
you
focus
in
on
those
students
that
have
that
highest
need,
and
if
those
students
are
you
know
are
successful,
then
all
the
other
students
will
be
successful
too.
You
know
so
anyway,
I'm
just
curious
what
other
people
think
about
as
we're
going
to
be
narrowing
down.
O
S
S
She's
very
you
know
we're
going
to
be
measuring
on
total
district
performance,
but
to
get
there
she's
targeted
on
ell
and
special
ed,
because
that's
the
biggest
need.
If
we're
going
to
really
make
a
big
change
in
our
system,
we
have
to
take
care
of
the
most
vulnerable.
So
that's
keeping
the
equity
land
is
really
is,
is
very
much
focused
on
how
we
get
there,
but
but
we
I
I'm,
I
guess
I'm
still
advocating
that
we
expect
94
95
proficiency
across
the
board
and
we
will
measure
it
part
of
what
we'll
do
we
will
measure.
S
K
So
I
want
to
offer
some
I
want
to
complicate
your
work
and
you've
opened
the
door
for
a
reminder
of
this
complication
lorna.
So
your
colleagues
can
always
blame
you,
so
one
area
of
complication
is
deciding.
Do
we
want
to
be
focused
on
growth?
Do
we
want
to
be
focused
on
proficiency?
Do
we
want
a
particular
goal
to
be
focused
on
closing
the
gaps?
Those
are
three
different
type
of
approaches
that
you
could
take
to
your
goal.
K
Setting
and
as
a
school
committee
you
you
can
use
one
for
one
goal,
a
different
one
for
another
you
could
mix
and
match.
You
could
do
all
proficiency
oriented.
You
could
do
all
growth
oriented
right.
However,
you
want
to
do
it.
You
all
can
do
that,
but
that's
really
the
calls
that
you,
as
this
goal
committee,
have
to
make
and
you're
really
tapping
into
again
what
what
is
the
you
know.
K
D
K
Realistically,
all
of
you
have
lifted
up
every
almost
all
of
you.
I
take
that
back.
I
think
your
superintendent
yeah,
I
think
your
superintendent
snuck
around
this
one,
but
almost
all
of
you
submitted
ideas.
They
really
only
do
speak
to
a
particular
subset
of
students.
For
some
of
you,
that's
that
that
group,
that
group,
that
is
smaller
than
the
entire
population
of
students,
was
based
on
grade
level.
K
As
with
anything
just
like,
there
are
pros
and
cons
with
the
selection
of
a
particular
grade
versus
another
or
a
particular
subject
versus
another
there's
pros
and
cons
with
the
selection
of
a
particular
student
group
versus
another.
But
those
are
all
choices
that
you
all
get
to
make,
and
so
that's
something
for
you
all
the
debate
out.
It
sounds
like
we've
sought
out
two
into
the
spectrum
kind
of
lorna,
leaving
leaning
very
heavily
into
identifying
student
groups
by
student
characteristic,
hardin
kind
of
leaning
back
and
saying:
let's
not
do
it
by
student
characteristic.
D
B
I'm
I
am
I
I
want
to
support
lorna's
statement
and
I
didn't
repeat
you
know
I
had
some
yellow
things
in
here.
Didn't
want
to
repeat
what
you
had
said,
but
I
think,
given
that
we
have
cr,
we
have
said
you
know
when
we
hired
our
superintendent,
we
said
number
one:
we
want
to
close
opportunity,
achievement
gaps.
That
was
like
our
number
one
thing.
It's
a
thing.
B
K
Q
K
Yeah
generally,
this
comes
down
to
what
is
what
does
your
data
suggest?
So
sometimes
it
is
the
case
in
a
analysis
of
your
current
student
performance
data
that
the
school
system
is
poorly
calibrated
to
meet
the
needs
of
a
particular
student
group,
but
if
the
school
system-
but
the
data
suggests
that
if
the
school
system
really
redesigned
itself
to
meet
the
needs
of
that
student
group,
that
it
would
actually
cause
the
entire
school
system
to
improve.
So
I'm
thinking
of
one
particular
urban
district
in
the
country,
they
adopted
four
goals.
K
K
Students
of
color,
are
still
not
a
massive
percentage
of
their
population,
and
so
their
percentage
of
students
who
are
african-american
male,
I
think,
was
somewhere
around
seven
percent
of
the
student
body.
But
when
they
looked
at
the
data,
they
arrived
to
the
conclusion
that
the
school
system
had
largely
failed.
This
particular
group
of
students
and
if
the
school
system
stopped
failing
this
group
of
students,
that
the
benefits
would
disproportionately
occur
to
the
entire
student
body
and
so
that
board
chose
to
adopt
one
adopted
goal
that
was
specific
to
addressing
literacy
rates.
You
know
for.
K
Now,
when
they
did
that
the
board
chair
wrote
a
letter
to
the
editor
exclaim
explaining
why
the
board
did
wrote
one
of
their
four
goals.
It
really
only
spoke
to
the
needs
of
seven
percent
of
the
students
and,
in
her
letter
to
the
editor
of
the
paper,
essentially
made
this
argument
that
we
have
failed.
This
group
of
students
creating
a
goal
about
them,
doesn't
describe
what
they're
capable
of
describes.
K
That's
something
that
you
all
would
have
to
visit
with
your
superintendent
conduct.
Some
type
of
root
cause
analysis
to
look
at
are
there
particular
groups
of
students
who
the
school
system
has
not
met
the
needs
of
academically,
but
that,
if
the
school
system
recalibrated
to
do
so
that
it
would
have
this
larger
leverage
impact.
So
I.
K
K
This
is
the
first
time
that
they've
really
dug
into
that
type
of
an
analysis
of,
and
so
probably
you
all
for
being
a
step
ahead.
Now
you
all
just
have
now,
you
have
the
complication
of
having
to
decide
okay.
So
what
do
we
do
with
that
information?
Does
that
lead
us
to
setting
goals
that
speak
to
all
students?
K
K
D
L
D
L
C
K
D
K
B
B
J
K
S
All
right:
well,
I
I
I
I
superintendent.
This
is
all
developmental
right,
it's
all
developmental,
so
the
you're
not
gonna,
you're,
not
gonna,
have
this
great
proficiency
in
at
at
different
grade
levels.
If
we
don't
start
in
kindergarten,
so
I
I
I
would
I
might.
I
would
advocate
that
wherever
we
go,
we
see
this
as
across
the
student's
lifespan
and
that
we,
the
final
outcomes,
may
be
at
higher
levels,
but
we
have
to
be
saying
well
what
are
we
doing
early
to
get
here.
J
K
All
right,
so,
let's
focus
in
on
number
one
right,
quick,
we've
got
four
ideas
on
the
number
one.
Anybody
want
to
offer
either
a
description
of
what
number
one
is
about.
Is
this
about
post-secondary
readiness?
I
I
don't
know
what
the
theme
for
number
one
is,
so
anybody
want
to
either
offer
the
theme
for
number
one
or
offer
a
proposal
for
how
to
condense
a
b
c
and
d
into
one.
K
S
S
S
D
S
That's,
and
so,
rather
than
my
we've
been
so
you
know
for
the
past
30
40
years,
we've
been
so
organized
around
schools,
preparing
kids
to
get
into
college
that
I
think,
we've
we've
created
a
system,
that's
no
longer
serving
as
well,
and
so
I'm
I'm
I'm.
My
radical
part
of
my
radical
thinking
is:
we
drop
college
is
a
subset
of
being
life
or
create
career
life
ready
it's
not
an
independent.
O
O
I
don't
I
don't
know,
I
just
have
to
say
that
I
I
don't
agree
with
that.
I
I
think
that
that's
lowering
expectations
for
for
our
students
in
many
ways,
and
so
I
would
love
I
would
advocate
to
still
keeping
college
in
there.
You
know
for
many
of
our
our
students
of
color,
in
particular
that
well
we
know
that
there
are
different
racial
and
ethnic
differences
in
college
aspiration
and
from
births.
Many
of
our
families,
our
non.
O
You
know
our
our
families,
let's
just
name
it
white
and
and
families
in
particular,
are
often
their
children
are
already
from
day
one.
You
know
thinking
about
going
to
college,
so
yeah.
I
would
like
to
still
have
that
as
an
aspirational
goal
for
for
what
are
the
majority
of
students
of
color
in
our
district,
so
maybe
I'm
biased,
because
I
am
a
college
professor.
So
that's
where
that's
coming
from
too.
S
You
know
that
you
know
they.
The
other
part
of
it
is
that
you
know
one
of
the
things.
I
think
that
it
would
be,
and
I
don't
think
any
of
us
have
the
answer
here,
but
we're
in
the
middle
of
this
radical
shift
in
our
economy
and
the
past
40
50
years
of
using
college
as
the
entry-level
credential
for
all
jobs,
as
I
think,
as
you
as
you,
listen
to
the
world
of
work
is
a
is,
is
no
longer
going
to
be
so
centralized
in
decision-making
making
decision
making
by
employers.
B
B
K
K
J
J
J
And
the
gap
is
large
and
if
we
are
to
tend
to
opportunity
gaps,
I
think
this
would
be
a
huge
step
backwards
if
we
did
not,
especially
in
a
town
like
boston
with
35
universities
and
colleges.
I
think
that,
and
and
also
the
promise
for
our
students
to
be
able
to
go
to
college
if
they
want
to
in
a
community
college
and
haven't
paid
for.
F
J
Everything
else
right,
it's
anything
anything
beyond
high
school.
I
think
you
consider
any
kind
of
formal
education,
whether
it's
technical,
formal
education,
two-year
associate's
degree
or
four-year
degree.
Even
those
who,
don't
finish,
still
fare
better.
If
you
look
at
the
evidence,
some
post-secondary,
even
if
you
don't
get
a
credential
okay.
K
D
K
K
K
O
If
I
could
jump
in
since
I
I
I
raised
one
one
of
them,
you
know
again
it
goes
to
that
issue
of
whether
we
want
to
just
you
know,
get
that
subset
of
a
student
population
to
to
focus
on,
because
they
would
say
that
you
know,
then
we
might
say
under
number
five
right
that
we
would
focus
there
on
you
know.
English
learners
with
disabilities
or
whatever
subgroup
that
has
from
our
data
shows,
has
the
worst
student
outcomes
related
to
math
related
to
you
know,
ela.
O
O
K
M
K
F
B
F
F
Who
you
know
who
transitioned
to
third
grade
able
to
you,
know
comprehend
and
communicate
in
home
language
and
english
successfully?
I
mean
because,
and
that
would
depend
on
us
having
done
those
things
for
pre-k
in
kindergarten
it
would
it
would
have.
It
would
somehow
have
to
assume
that
we
would
have
been
already
successful
with
pre-k
and
k2
if
we
hold
a
high
enough
number,
a
high
enough
percentage
of
kids,
who
are
you
know,
on
track
and
successful
as
they
make
that
transition.
B
F
But
I
think
that's
what
gets
to
each
of
those
prior
bullets,
because
if
you
know
if,
if
we
have
kids
successful
at
pre-k,
then
certain
things
are
going
to
happen
for
them
to
enter
kindergarten,
successful
and
then
for
them
to
you
know
and
then
we'll
be
strengthening
that
k1,
so
that
they're
even
more
successful
in
k2,
and
I
think
that
gets
to
your
point
that
we
know
kids
are
not
starting
at
the
same
place.
But
you
know
we're
trying
to
figure
out.
How
do
you.
F
F
I
think
you
know
I
I
think
reading
and
comprehending
are
heavy
lifts,
and
I
would
I
I
guess
mine.
I
would
see
that
more
as
an
issue
of
graduating
from
k2
to
first
grade
that
they
are,
you
know
I
would
say
c.
Is
children
are
able
to
read
comprehend
and
communicate
in
home
language
and
english
prior
to
grade
one.
F
J
A
huge
lift
right,
yeah
yeah,
but
it
is
one
that
we
know
children
can
do,
and
we
know
that
there
are
children
who
are
both
proficient
in
their
home
language
and
english
when
they
come
to
our
doors
in
dual
language
right,
so
at
a
a
north
star.
Maybe
for
that
high
level
of
a
standard?
What
would
you
need
to
do?
Zero.
J
Why
don't
we
think
about
all
of
the
barriers
that
set
the
children
up
for
why
they're
even
behind
before
they
come
to
us?
So
why
isn't
there
a
focus
on
zero
to
three
in
terms
of
our
ability
to
well,
for
instance,
alex
you
know
to
partner
with
our
community
yeah
with
boston,
basics,
basics,
right,
yeah,
definitely,
a
children's
cabinet,
you
know,
and
all
of
the
issues
in
a
children's
cabinet
zero
to
three
I
mean
there's
a.
B
No-
and
I
think
we
can
be
part
of
that-
I
don't
disagree.
I
just
wonder
if,
if
we
don't
have
control
of
that,
you
know
like
that's.
We
don't
have
the
children
at
that
age
group
that,
but
I
agree
that
we
should
be
part
of
all
those
things
I
think
you
know
being
part
of
boston
basics
being
in
collaboration
with
community
partners
that
are
doing
the
zero
to
three.
Absolutely.
We
should
be
doing.
J
That
and
I
don't
want
to
bring
it
down
a
rabbit
hole,
but
it's
you
know
who
doesn't
have
the
control
because
they
come
to
us
right
behind.
So
how
do
that?
The
root
of
the
problem,
which
is
what
mr
harris
was
talking
about
right
going
upstream?
How
do
we
get
supporting
families
and
supporting
children
at
a
much
earlier
age,
but.
F
Is
it
a
different
role
for
countdown
to
kindergarten?
I
mean
that's
within
our
district,
we
have
come
down
to
kindergarten
and
they
are
working
somewhat
in
the
birth
to
four
area,
with
their
play
groups
and
other
things.
So
it
could
be
something
around
strengthening
and
expanding
the
work
of
countdown
to
kindergarten.
You
know.
F
No,
I
hear
that,
but
I
think
that
there
are
some
other
issues
as
as
well.
You
know,
in
terms
of
you
know,
you
know,
I
guess,
with
that:
you'd
have
to
say
that
meet
all
family
needs,
because
our
school
day
doesn't
meet
all
family
needs,
so
I
mean
when
it
with
the
younger
children.
It
gets
complicated
between
their
academic
and
their
complete,
surround
social,
emotional
and
other
needs,
and,
and
is
the
district
ready
to
create
programs
that
can
100
percent
meet
all
of
the
needs
inc.
D
L
K
Is
some
really
really
good
conversation
that
causes
us
to
think
we
may
need
to
go
slightly
different?
What
I'm
not
hearing
is
specific
language
on
what
there
might
be
a
consensus
around.
So
my
recommendation
is
once
more,
let's
put
a
pin
in
this.
Let's
look
at
number
five
and
see
if
there's
anything
in
number
five
that
can
bring
bring
the
committee
to
a
consensus,
thoughts
on
number
five.
S
Well,
I
I
know
my
president:
what
is
the
what
you
know,
what
are
the
academic
outcomes
that
we
expect
of
a
of
a
graduate
of
our
district
and
then
break
that
down
into
what
that
to
get
there?
What
does
it
have
to
look
like
in
in
ninth
grade
seventh
grade
third
grade
sec
kindergarten
and
that
that
would
be
the
third
that,
just
by
identifying
the
the
high
school
outcome
means
you
have
to
move
back
through
all
the
grades,
so
that
should
not
be
mutually
exclusive
and
so
the
what
is
who
graduates?
S
S
K
K
You
know,
with
the
team's
permission,
what
I
would
do
is
take
this
brainstorming
work
and
connect
with
your
superintendent
to
try
to
identify
what
are
some
of
the
metrics
that
already
exist.
That
could
be
attached
to
some
of
these
ideas
and
be
able
to
bring
you
back
some
ideas
with
a
little
more
meat
on
the
bone.
K
C
K
B
R
D
B
K
Around
the
community's
vision,
now
we
continue
the
same
conversation
around
the
community's
values,
and
so
the
way
this
works
is
what
you
want
to
begin
trying
to
identify
what
are
conditions.
You
know
what
are
things
that
have
to
be
protected?
What
are
values
of
the
community
that
have
to
be
protected
on
the
journey
to
accomplishing
the
vision.
D
K
Identify
those
community
values
that
have
to
be
protected
along
the
journey.
We
refer
to
those
when
the
committee
adopts
them
as
guard
rails.
So
with
this
next
part,
we're
going
to
do
the
exact
same
thing.
We
did
before
we're
going
to
look
at
the
strategic
plan
as
a
source
of
inspiration
and
we're
going
to
try
to
identify
what
is
no
fewer
than
one,
no
more
than
three
key
areas
that
have
to
be
protected.
K
These
can
be
operational
nature.
These
can
be
processed
in
nature,
but
they
describe
non-negotiables
that
the
community
has
placed
a
demand
on
these
being
so
and,
and
some
of
the
things
that
you've
already
lifted
up
could
very
well
qualify
as
examples,
and
so
what
I
want
you
to
do
is
looking
at
the
strategic
plan
as
your
source
material,
take
a
moment
and
on
your
own
write
down
no
fewer
than
one,
no
more
than
three
critical
non-negotiables
that
have
to
be
honored
on
the
path
to
accomplishing
the
vision,
take
a
moment
and
write
those
down.
Now.
S
Yeah
hey
before
we
go
on,
can
I
I
I
I
I'm
I'm
I'd
like
some.
I
need
some
more
clarification
because
yeah,
because
I'm
struggling
between
different
things.
So
when
we
talk
about
the
community
values,
the
non-negotiables,
the
things
that
are
critical,
I
would
put
equity
at
at
the
top
of
that
list.
You
know
equal
access
to
a
high
q.
You
know,
and
whatever,
however,
that.
D
S
Done
and
that's
a
value,
that's
not
necessarily
a
practice
so,
and
and
and
and
and
so
there
are
values
that
I
could
call
out,
closing
the
achievement
gap
and
whatever
that's
going
to
be,
then
there
are
other
things
that
you
know.
I
think
some
of
the
research
points
to
such
as
a
strong,
thoughtful,
coherent
academic
programming
would
be
a
strategy
to
achieve
our
goals,
I'm
not
sure
which
what
what
we're
being
asked
to
think
about
at
this
point
is
it
these
high-level
values
that
we're
going
to
use
to
decide?
M
K
Yeah,
I
think
you're
going
to
find
a
conflict.
In
fact,
between
often
I
think
you'll
run
into
a
conflict
between
what
the
literature
might
say
and
what
a
community
might
want.
So
I'm
I'm!
You
know
here
in
the
great
state
of
texas
and
in
a
lot
of
places,
the
highest
and
mightiest
community
value
is
all
about
those
friday
night
lights.
K
K
K
On
the
same
continuum,
but
just
from
very
very
general
to
very
very
specific,
so
what
I'm
hearing
you
say
is
you
you
want
to
know?
Should
you
be
born
the
general
or
more
on
the
specific
side,
I'm
saying
you
can
be
anywhere
on
there,
but
where
you
choose
to
be
on
that
continuum
should
be
moderated
by.
K
Where
do
we
have
to
be
such
that
we
continue
to
represent
the
values
of
our
of
our
community,
such
that
we
keep
them
invested
in
the
work
in
the
work
that
we're
doing,
and
so
sometimes
that
is
gonna
lead
you
to
being
more
general
and
leaving
the
implementation
specificity
to
your
superintendent.
Sometimes
that'll
lead
you
to
being
much
more
specific,
which
provides
more
clear
direction
to
your
superintendent,
either
way
when
it
reaches
an
implementation
layer.
It's
going
to
be
your
superintendent
who's,
doing
the
tactic
level,
implementation
of
it.
K
So
so
that's
you're
never
going
to
get
past
the
reality
that
the
final
layers
of
decisions
happen
at
the
administrative
layer
instead
of
the
governance
layer.
But
what
you're
really
wanting
to
accomplish?
With
this?
You
know
concept
of
guardrails
as
you're
acknowledging
that
there
are
there's
there's
a
lot
of
values
and
there
are
a
lot
of
competing
values
and
some
of
them
if
we
violate
that
it.
D
K
K
This
is
an
opportunity
to
do
that.
Now
you
will.
You
will
balance
that
with
some
of
your
own
understanding
of
how
best
to
attend
to
the
values
of
the
community.
So,
for
example,
one
value
of
the
community
is
we
want
our
children
to
be
safe,
but
I
could
think
of
a
dozen
different
ways
that
that
could
be
accomplished
and.
L
L
K
That
we're
looking
for
so
so
that
could
so
that
could
absolutely
be
the
topic
of
a
guard
rail.
You
know
one
of
the
topics
of
it
and
and
honestly,
that's
not
an
uncommon
topic.
I'm
working
with
the
motherboard
we're
literally
going
through
this
exact
same
exercise
last
week
and
that's
one
of
the
things
that
they
lifted
up
that.
Ultimately,
the
topic
is
around
their
ability
to
retain
their
highest
performing
staff
to
recruit
and
then
retain
their
highest
performing
staff.
K
D
K
K
The
school
committee
brought
to
that
you
know
a
sense
of
evidence
that
that
is,
you
know
the
major
factor,
but
they
added
into
it.
The
community
value
of
we
really
want
to
focus
in
on.
We
have
to
stop
losing
our
high
most
highly
effective
teachers,
and
so
that's
that's.
How
they're
allowed
to
be
a
confluence
between
the
evidence
that
the
committee
members
understood
and
the
values
of
the
community
into
one
coherent
guard
rail
that
intertwined
both.
K
Then
I
would
encourage
you
to
take
a
few
moments.
You
know
I'll,
you
know
put
I've
got
16
after
so
I'll
check
back
in
with
you
at
22,
after
just
to
kind
of
see
where
you
are,
but
take
a
few
moments
to
read
through
the
strategic
plans,
your
source
document
again
22
after
I'll
check
back
in
to
see
how
much
progress
you've
made
on
drafting
between
one
and
three
ideas
for
guardrails,
non-negotiable
values
that
have
to
be
honored
during
the
journey
to
accomplishing
the
vision.
The
goals
talk
to
you.
K
D
R
K
S
D
K
K
J
J
D
K
K
Q
K
D
K
D
K
K
D
Q
Yeah
and
superintendent
building
off
of
that,
I
had
again
from
the
strategic
plan
very
simple,
but
I
think
it
included.
That
was
simply
just
welcome
and
value
all
families
and
students
that
to
me
says
so
much
that's
they
you,
you
don't
feel
valued
if
you're
not
heard,
so
it's
making
sure
they're
heard
that
they
have
a
voice
in
decision
making,
etc.
Q
I
thought
it
was
written
so
simply
and
beautiful
by
you
in
the
strategic
plan
that
I
like
that
one
and
and
madam
chair,
if
I
may,
just
make
a
slight
adjustment
to
your
city
as
a
classroom,
which
I
agree
with
a
hundred
percent
I'd
love
to
even
expand
that
to
the
city,
our
region
and,
quite
frankly,
the
the
world
is
our
classroom.
As
you
know,
we
we've
been
encouraging,
unfortunately
not
for
the
past
year,
but
we've
encouraging
more
of
our
students
to
have
experiences
of
traveling
overseas.
Q
S
J
Want
to
amend
mine
just
a
little
bit
because
we've,
but
we've
been
doing
a
lot
of
work
lately
under
the
chair's
leadership,
as
well
as
the
entire
committee
around
interpretation
and
translation
services,
so
just
making
sure
that
as
we
amplify
voice
and
engage
the
community
that
we're
doing
so
in
a
way
that
is
inclusive
of
all
languages
and
linguistic
diversity.
And
I
think
that
that's
been
something
that
we've
really
been
working
hard
on.
But
something
I
wouldn't
want
to
lose
in
the
direction.
K
O
Good,
I
was
wondering
if
maybe
when
we
say,
provide
rigorous,
culturally
linguistically
affirming
curriculum.
Maybe
we
add
the
piece
about
inclusive
in
there
so
provide
rigorous,
culturally
and
linguistically
affirming
inclusive
curriculum.
Or
I
don't
know
if
that's
just
too
much,
but
I
don't
know
if
others
think
we
can
put
that
in
there.
S
S
S
S
K
B
S
K
K
K
Q
F
C
F
F
S
B
J
B
S
S
K
J
When
we
talk
about
curriculum,
we
may
want
to
talk
about.
You
know
where
you
have
city
as
a
classroom.
That's
certainly
a
place
based
type
of
instruction,
so
it's
like
not
just
curriculum,
but
also
pedagogy,
which
is
a
big
word
for
everybody,
but
mostly
about
the
methods
that
are
used
in
the
instruction.
J
J
J
I
mean
one
thing
that
I
mean
in
terms
of
my
belief
system
and
having
been
in
education
for
quite
a
while.
Now
is
that
standardized
testing
has
not
worked
and
for
the
purpose
of
individual
student
achievement,
and
it
appears
to
me
that
if
we're
ever
going
to
move
and
close
opportunity
gaps,
you
have
to
do
it
at
the
individual
level.
J
You
have
to
have
practices
that
get
at
the
individual
student
level.
That's
the
only
way.
I've
ever
seen
it
work
and
the
adults
have
to
be
held
accountable
for
that,
and
you
have
to
be
assessing
for
that
and
accountability
systems.
For
that,
and
I
don't
see
assessment
or
accountability
as
part
of
our
value
here,
and
I
think
that
that
could
be
a
misopportunity
if
we
don't
have
it
built
in,
and
I
don't
mean
it
in
a
standardized
way.
D
J
K
O
Can
I
just
ask
and
again
I
know
it's
getting
late
in
the
meeting
here,
but
could
we
add
physical
as
well
like
to
create
you
know
the
social,
emotional
and
physical
well-being
of
all
our
students?
You
know:
we've
talked
about
the
need
for
physical
education
and
health
and
the
hub
schools.
So
just
curious
if
I'd
love,
to
have
that
in
thank.
K
K
K
K
This
is
where
the
work
becomes
challenging.
There
will
always
be
more
issues
to
be
focused
on
than
you
have
time
to
focus
on.
So
as
a
practical
matter,
you
are
already
saying
no
to
a
wide
variety
of
things.
You
may
just
not
realize
that
that's
what
you're
doing,
but
that's
in
fact,
what's
already
occurring
what
I'm
suggesting
is
that
to
be
a
governance
team
that
continuously
improves
in
your
effectiveness.
K
You
want
to
be
really
intentional
about
what
you
attend
to
during
school
committee
meetings
and
what
you
don't
what
you
say,
no
to
spending
time
on
during
committee
meetings
and
what
you
say
yes
to
spending
time
on
committee
meetings
and
so
the
recommendation
that
I'll
offer
you
is.
If
you
say
that
these
items
are
the
most
important
items,
they
represent
the
vision
and
values
of
your
community.
K
How
all
of
the
work
that
you
do
wrapped
up
in
these
items?
Is
it
directly
related
to
our
goals?
Is
it
directly
related
to
our
guard
rails?
Is
it
legally
required
of
us
as
a
school
committee,
and
this
is
a
method
of
getting
intensely
focused
and,
as
you
become
more
focused,
what
you
do
is
you
create
a
an
opening
for
your
administration
to
become.
K
D
K
M
B
A
A
A
A
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
A
P
Good
evening
how
you
doing
me
being
my
name
is
robert
jenkins.
I
am
now
with
the
ymca
as
one
of
the
food
coordinators,
since
I
can't
get
into
the
schools
to
you
know,
be
with
students
and
observe
after-school
programming,
but
I'm
also
very
well
involved.
As
everybody
knows,
I'm
a
community
engagement
advisory
council
member
I've
been
on
the
hub
schools
planning
committee
ever
since
this
inception
and
still
go
to
the
meetings
I'm
also
involved
in
the
hub
schools.
P
P
P
You
know
main
goals,
you
know
amplifying
voices,
you
know
making
sure
that
parents
have
that
opportunity,
as
well
as
bringing
in
city
agencies.
Again,
as
I
always
say,
it's
all
of
us
together.
That
will
make
this
better.
So
I'm
not
gonna
take
up
a
lot
of
time.
I
just
wanted
to
give
those.
You
know
those
statements,
but
it's
a
work
in
progress,
but
one
thing
I
have
to
caution
because
because
of
the
transition
that
will
happen,
I
experienced
that
transition.
P
That
is
something
we
have
to
really
look
at
all
this
hard
work
and
making
and
making
you
know
understood
that,
just
because
it's
going
on,
we
can't
control
everything,
but
you
know
making
sure
that
all
our
students
and
families
and
teachers,
as
well
as
everybody
in
this
be
hell
to
come.
I
thank
you
for
tonight.
Have
a
good
night.
A
B
Great,
thank
you,
miss
sullivan,
so
this
concludes
our
business
for
this
retreat.
Again,
I
want
to
thank
superintendent,
mr
crabble
and
all
of
my
colleagues
for
carving
out
this
valuable
time
with
us
today.
There's
a
lot
of
great
work
happening
in
our
district,
and
I
look
forward
to
tomorrow's
continued
rich
discussion
to
put
us
in
a
stronger
position
for
the
work
that
we
have
ahead
of
us.
So
thank
you.
All
this
school
committee
will
hold
part
two
of
this
retreat
tomorrow,
thursday
january
21st,
from
4
to
8
pm
on
zoom.