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From YouTube: Boston School Committee Meeting 9/13/2023
Description
Boston School Committee Meeting 9/13/2023
B
B
B
Thank
you,
Welcome
to
our
first
hybrid
school
committee.
Meeting
I
want
to
welcome
everyone
who
is
joining
us
tonight
here
in
person
on
Boston
City
TV
and
on
Zoom
I'm,
going
to
ask
everyone
here
in
the
chamber
to
please
turn
off
the
volume
on
your
laptops
or
other
devices
so
that
it
does
not
interfere
with
the
audio
for
tonight's
meeting.
B
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
September
13th
meeting
link
for
those
joining
us
in
person,
you
can
access
the
meeting
documents
by
scanning
the
QR
code.
That's
posted
by
The
Doors.
The
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
B
B
The
zoom
interpretation
feature
has
been
activated:
Zoom
participants
should
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters
because
we
are
now
meeting
in
person
and
providing
a
hybrid
option.
We've
made
a
few
adjustments
to
our
meeting
format.
B
First,
we're
beginning
our
meetings
at
6
pm
to
allow
for
travel
time
during
the
evening.
Commute
sign
up
for
public
comment
will
now
close
at
5
pm.
The
committee
will
continue
to
offer
two
public
comment
periods
with
the
first
comment
period
limited
to
one
hour.
Priority
will
be
given
to
those
testifying
in
person
time
permitting.
The
committee
will
then
open
it
up
to
Virtual
testimony
after
one
hour.
Anyone
who
is
not
testified
will
have
an
opportunity
to
do
so
at
the
end
of
the
meeting.
B
B
B
D
D
So
I'd
like
to
drill
down
into
a
few
areas,
the
first
being
transportation
in
the
area
of
Transportation.
We've
made
tremendous
progress
in
hiring
and
are
fully
staffed
for
bus
drivers
for
the
first
time
since
the
covid-19
pandemic,
and
we
have
nearly
200
additional
bus
monitors
on
staff
compared
to
the
start
of
the
last
school
year.
D
D
D
D
Many
of
these
projects
are
major
gut
rentals,
with
new
layouts
in
the
addition
of
gender,
neutral
and
accessible
bathrooms.
New
duct
work
and
exhaust
fan
upgrades
new
low
flow
toilet
fixtures
with
automated
flush
emitters,
electric
hand,
dryers
and
improvements
to
floors,
ceilings,
lighting,
tile
and
paint
as
I
visited.
Our
schools
I
make
it
a
point
to
look
at
the
bathroom
Renovations
and
have
joined
us
in
some
of
their
walkthroughs
I'm
excited
to
share
that
they
look
fantastic,
which
you
can
see
from
the
photos
on
the
screen
and
our
most
important
stakeholders
are
students
agree.
D
D
Lastly,
you'll
hear
an
update
later
tonight
from
Capital
planning
about
our
long-term
facilities
plan
and
how
we
are
working
to
make
decisions
about
our
buildings
and
spaces
where
learning
takes
place.
The
long-term
facilities
plan
is
a
sip
deliverable
and
is
due
to
deci
by
the
end
of
the
calendar
year.
D
D
D
We
start
the
year
fully
staffed
with
safety
specialists,
and
we
have
added
18
Community
Connector
coordinators
to
help
support
our
students
across
the
regions,
both
during
school
hours
and
at
events
in
the
afternoon
and
evenings
we've
also
hired
restorative
practice,
Specialists
to
work
in
the
regions,
building
capacity
within
our
schools
to
create
a
climate
and
culture.
The
restorative
justice
can
be
used
in
I
will
continue
to
update
this
committee
and
the
public
on
the
work
with
our
partners
at
deci.
D
It
was
really
a
wonderful
day
on
every
level
and
in
so
many
areas
we
started
the
year
stronger
than
the
year
before
so,
for
instance,
to
ensure
we
had
appropriate
Staffing
to
begin
the
school
year.
Our
human
capital
staff
worked
Around
the
Clock,
including
weekends,
to
process
all
of
our
new
hires
I
mean
really
big
big
lift
from
them.
As
we
started
the
school
year,
we
started
in
a
strong
position
with
our
with
our
classrooms,
with
97
percent
of
those
classrooms
filled
with
teachers.
D
This
year
we
hired
1491
new
teachers
300
more
than
last
year,
391
New
Paris,
which
is
almost
150
more
than
last
year
and,
as
I
said
earlier,
we're
fully
staffed
in
critical
needs
areas
like
safety
specialists,
I
know.
One
question
that's
been
raised
is
around
teacher
certification
and
waivers
as
we
do.
Every
fall
we'll
be
sending
a
notice
to
families
whose
children
are
in
classrooms
with
Educators
who
are
on
a
certification
waiver.
D
As
of
right.
Now
we
have
about
500
staff,
whose
position
requires
a
certification
waiver
and
that's
out
of
almost
5
000
of
those
positions
and
they're,
really
all
at
different
points
of
the
process
in
getting
their
license.
Most
of
the
500
we
expect
to
get
their
licensure.
During
the
school
year,
we've
increased
our
offering
of
development
programs
through
our
human
capital
office
in
our
CD
department
to
support
Educators
getting
their
certs.
D
We
will
continue
to
support
our
Educators
seeking
certification,
but
we
also
know
that
our
educators
are
more
than
just
what
is
on
paper.
I
want
to
assure
families
that
your
education,
if
your
educate,
is
on
a
waiver.
It
does
not
mean
they're,
not
an
excellent
teacher,
who
cares
deeply
about
their
Student
Success
and
can
teach
with
excellence.
D
D
We
also
know
that
completing
the
mtel
has
historically
pose
barriers
for
our
educators
of
color,
and
for
those
for
whom
English
is
not
their
first
language.
We
will
continue
to
prioritize
ensuring
our
Educators
reflect
our
students
by
hiring
qualified
teachers
and
supporting
their
efforts
to
attain
a
license.
D
Looking
at
our
student
attendance
while
the
year
is
still
early,
we're
already
excited
about
the
first
five
days,
we're
currently
seeing
an
average
of
88
percent
of
our
students
present
the
pro
we
we
have
as
you've.
Seen
in
the
past.
That's
about
five
percent
over
five
points
over
what
we
have
seen
in
the
past.
D
D
In
really
hearing
our
our
cry
for
partnership
around
getting
our
students
back
into
school
on
a
daily
basis
in
terms
of
our
school
facilities,
the
heat
came
just
in
time
for
the
start
of
school.
As
many
of
us
who
are
out
there
know
because
of
the
work
by
our
facilities,
Department
that
happened
this
last
year,
and
this
summer
we've
started
the
school
year
with
90
percent
of
our
schools
having
AC
for
the
remaining
10
without
AC,
we
made
sure
that
they
had
access
to.
You
know
fans,
cold
water.
D
We
tried
to
ventilate
as
much
as
we
could
and
open
the
windows
in
the
cooler
periods
of
time
in
the
day
and
night,
we'll
continue
to
work
with
our
facilities
team
to
explore
every
possibility
to
get
these
remaining
schools.
Air
conditioning
many
of
them
are
limited
by
old
electrical
infrastructure
and
a
pro
that's
a
problem
that
we
continue
to
work
urgently
to
resolve.
D
D
You
know,
helped
to
arrange
that
and
also
the
btu
for
their
support
and
idea
around
it
and
and
they
helped
with
the
distribution
of
the
Popsicles.
Lastly,
we
kicked
off
the
first
day
of
kindergarten.
This
past
Monday
at
the
higginson
in
the
Hurley
schools.
It
was
so
wonderful
to
see
how
excited
our
students
you
know
were
they
just
had
such
joy
in
their
face
and
excitement.
D
There
were
certainly
some
tears
from
parents
handing
off
you
know
their
their
little
three-year-old
or
four-year-old
or
five-year-old
in
really.
They
spoke
like
they
couldn't
believe
that
the
student
had
already
reached
the
Milestone
of
going
to
school,
but
it
was
overall
such
a
day
full
of
joy
and
our
teachers
and
our
principals
and
our
counselors
and
all
of
our
staff
in
our
schools
just
did
such
an
amazing
job,
welcoming
our
families
on
the
first
day.
The
second
day,
the
third
day
just
made
me
incredibly
proud.
D
D
Overall,
it's
just
been
a
great
start
to
the
school
year
again,
just
a
big
thank
you
to
every
single
staff
member,
regardless
of
what
position,
whether
it
was
the
nurse
the
cafeteria
work
or
the
custodian
bus
monitors,
Food
Service
monitors
calf
workers,
everyone
contributed
in
their
own
way
to
make
the
start
of
school
a
really
special
time
and
a
big
thank
you
to
our
families.
You
know
truly
takes
a
village
in
our
families,
plays
such
a
critical
role
in
the
schooling
of
their
children
and
in
building
strong
School
communities.
D
So
I'm
really
looking
forward
to
a
great
year
ahead,
a
few
bright
spots.
There
were
many
but
I'll
I'll
keep
this
one
focused,
and
it
was
on
the
re-engagement
center
canvassing
event
that
we
did.
You
know
in
most
major
urban
districts,
we
saw
an
increase,
we
started
in
increasing
chronically
absent
students.
D
It's
been
several
articles
on
this,
just
the
continued
struggle
of
recovery
when
it
comes
to
attendance
in
I,
you
know
in
in
Boston
I'm
extremely
proud
that
Mbps,
we
actually
saw
our
five
percent
decrease
of
chronically
absent
students
and
there's
lots
of
people
that
contribute
to
why
that
is
our
family
Liaisons,
who
do
home
visits
our
supervisors
of
attendance,
Brian
Marks?
Who
leads
them?
You
know,
and
and
one
of
them
was
you
know
that
we
worked
one
partner,
that
we
work
deeply
with
is
the
re-engagement
center.
D
D
The
event
itself
is
part
of
just
a
larger
strategy
that
we
did
throughout
the
summer,
with
almost
a
thousand
students
to
really
help
them
understand
what
their
options
are
to
stay
in
school
or
to
come
back
to
school.
This
is
an
area
we're
deeply
committed
to
particularly
post
pandemic.
When
so
many
students
fell
off
track
right
now.
D
At
this
very
moment,
our
schools
are
reaching
out
to
students
who
have
not
yet
reported,
and
those
who
have
already
shown
an
absence
just
to
be
able
to
reinforce
how
much
we
want
every
one
of
our
students
back
big.
Thank
you
to
Manny
Allen,
the
re-engagement
center
director,
along
with
the
staff
to
Brian
Marks
and
the
supervisors
of
attendance,
and
for
everyone
that
participated
that
day
in
just
reaching
out
and
hearing
student
stories
and
making
a
connection
with
the
families.
D
In
terms
of
enrollment
engagement
on
on
Monday
8
28,
our
office
of
community
engagement,
led
by
Chief
Ortiz,
facilitated
a
virtual
back
to
school
meeting
by
Zoom
to
share
with
families
how
we
prepared
to
welcome
their
children
back.
We
gathered
information
from
families
via
robocall
robocalls.
We
did
text,
we
did
emails,
we
did
weekly
parent
newsletters
in
all.
We
had
800
families
attend
fact
a
little
bit
more
than
that,
and
really
what
was
special
was
being
able
to
really
engage
with
members
of
the
BPS
staff
and
Leadership
teams
to
get
answers
to
their
questions.
D
Some
were
simple
questions.
Others
much
more
spoke
about
needing
support
in
the
process
of
of
what
schooling
means
and
how
to
get
involved,
but
we,
you
know
we
answered
questions
around
Transportation,
covid-19
protocols,
special
education,
Transportation
connection
with
schools
and
how
to
make
that
connection
with
the
school
leader.
What
what
I
was
most
proud
of
was
we
were
really
able
to
connect
with
every
parent
in
the
languages
that
were
presented.
D
We
had
10
languages,
including
ASL,
and
in
90
minutes
with
our
multilingual
team.
We
answered
over
300
questions
in
five
different
languages
live,
and
so
just
our
ability
to
connect
with
every
family
was
for
me
just
a
testimony
to
our
the
hard
work
of
of
our
multilingual
team
in
our
our
office
of
family
engagement.
D
We're
also
excited
to
share
that
there'll,
be
upcoming.
Community
meetings
across
the
city
I
want
to
meet
and
hear
from
all
of
our
communities
directly
about
their
students
experience
and
how
we
can
make
it
better
and
so
we'll
be
publishing
those
and
doing
some
invitations
around
that
and
I
look
forward
to
meeting
as
many
people
in
person
this
year
as
possible.
D
The
teams
logged
over
2
000
calls
and
emails
since
the
summer
to
connect
with
families-
and
you
know
most
Communications
in
the
last
two
weeks-
have
been
about
assignment
Transportation
technical
assistance.
Things
like
that,
but
just
the
fact
that
our
staff
has
been
able
to
respond
so
quickly
and
we're
looking
for
ways
to
even
improve
on
that.
I
think
is
another
example
of
continuous
Improvement.
D
As
of
today,
we
have
a
little
over
5
000
students.
This
is
a
slight
increase
when
you
compare
it
to
last
year.
We
do
expect
that
number
to
come
down,
particularly
as
we
contact
families
of
students
who
haven't
reported
yet
and
discover
that
they've
moved
and
relocated
or
they're
going
to
a
different
system
or
charter
school,
and
so
we
will
continue
to
report
out
to
school
committee
on
what
the
enrollment
numbers
ultimately
settle
at,
but
it's
certainly
a
very
strong
start
for
us
and
I'll
give
that
further
update
in
October
grants.
D
Finally,
later
this
evening,
you
will
vote
in
the
grants
package.
Some
of
the
previous
meetings
members
have
asked
for
more
details
on
our
grants.
I
want
to
thank
Dr
alkins
in
particular.
Who's
really
worked
to
help
us
understand
better
how
we
can
share
this
information
and
make
it
more
accessible.
Going
forward.
D
Grant
is
our
idea,
which
is
for
individuals
with
disabilities,
Education
Act
budgets.
For
each
of
these
entitlement,
grants
was
presented
with
our
FY
24
budget
proposal
back
in
February.
At
that
time,
we
based
the
budget
on
the
expected
award
amounts.
Tonight
we
are
asking
you
to
vote
and
approve
the
final
award
amount
that
we
receive
from
Desi.
D
The
other
10
grants
fit
into
several
categories.
There's
some
that
support
our
adult
education
program.
There
are
investments
in
playgrounds
which
is
funded
by
the
community
preservation.
Act.
There
are
Extended
Learning
Time
grants
for
several
schools.
We
clearly
will
have
more
information
for
each
of
the
grants,
including
the
grant
type,
the
funding
source
that
can
all
be
found
in
the
grants
package
that
we
provided.
D
B
Thank
you
so
much
I'll
now
open
it
up
to
questions
and
discussion
from
the
committee
and
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
Norm
that
each
would
take
about
five
minutes.
One
or
two
questions
and
I
would
like
to
remind
BPS
staff
to
also
be
brief
in
your
responses
and
if
you
have
additional
questions,
I'll
come
around
a
second
round,
so
we
don't
have
little
Zoom
hands
so
raise
up
so
usually
no
real
hands,
so
I'll
go
down
one
end
and
then
come
back
and
go
down.
E
E
E
F
E
E
F
E
E
F
D
Through
each
year,
so
this
is
an
excellent
question,
because
we
are
definitely
seeing
big
increases,
as
you
observed
in
the
amount
of
students
who
are
rolling,
who
are
recently
arrived
immigrants,
and
so
this
has
been
very
intentional
for
us
in
our
hiring
to
be
able
to
hire
bilingual
staff
right
now.
The
human
capital
office
is
trying
to
process
everyone
to
make
sure
everybody
gets
on
boarded
and
so
I'll
report
out
in
the
next
meeting.
D
More
of
the
data
of
the
actual
hiring
so
I
don't
know
the
number
or
the
percent
right
now
of
bilingual
staff,
but
it
is
something
that
we
are
now
watching
and
paying
attention
to.
Additionally,
many
of
the
programs
that
were
designed
for
certification
is
to
be
able
to
support
those
Educators,
for
whom
English
is
not
their
first
language
who
may
struggle
passing
the
exam,
because
English
is
not
their
first
language.
We
are
working
to
develop
support
programs
for
them
to
help
them
get
that
certification.
So
this
is
a
big
concentration
for
us.
D
It's
also
not
just
the
classroom
staff.
It's
the
whole
school
staff
of
making
sure
that
you
know.
We
recognize
that.
You
know
whether
it's
a
student
also
connecting
with
their
nurse
or
connecting
with
their
counselor
really
critical
that
they
can
communicate
and
that
they
can
see
themselves
in
that
person.
So
I
will
report
out
at
the
next
school
committee
meeting
with
more
data
on
the
on
bilingual
percentage,
but
know
that
it
was
definitely
a
priority
for
us
in
our
hiring
mucha.
E
C
Well,
first
I
want
to
congratulate
you
on
the
first
week
and
everybody
here
on
the
the
first
week
and
all
of
our
students
on
a
first
week
and
just
thinking
about
what
that
first
week
for
me
was
like
and
a
lot
of
remembering
a
lot
of
remembering.
But
thank
you
for
the
the
update.
It
definitely
seems
like
we
are
on
the
right
track
to
start
and
just
like
a
couple
of
questions,
I
think
picking
up
where
member
Polanco
Garcia
had
left
off.
C
C
Second
I
think
in
the
future
would
also
be
beneficial
for
this
committee
to
perhaps
hear
from
the
re-engagement
center
directly
and
also
family
Liaisons,
just
to
see
like
what
exactly
they're
experiencing
in
the
process
of
trying
to
re-engage
folks,
so
that
we
can
better
design
our
community
meetings
around
this,
so
I'd
be
I'd.
Very
much
look
forward
to
to
a
presentation
from
them.
D
D
One
of
the
things
that
we
did
in
restructuring
this
past
year
was
to
increase
the
positions
that
could
teach
students
for
whom
they
were
an
ELD
level,
one
two
three
as
a
way
for
older
students
who
perhaps
are
making
that
transition
from
one
of
our
schools
and
still
want
to
continue
for
their
diploma,
but
they
may
age
out
or
they
may
not
be
able
to
commit
to
a
certain
schedule.
They
have
Adult
Ed
as
an
option,
so
we've
been
trying
to
build
that
capacity,
particularly
for
students
that
we
know
are
more
susceptible
for
dropping
out.
D
A
D
Us
to
launch
programs
without
knowing
if,
first
of
all
the
programs
are
full
because
there's
certain
students
that
haven't
come
that
will
be
the
par
the
resolve
that
will
happen.
We
also
have
about
200
students
that
are
still
testing
right
now
for
an
ELD
placement.
So
once
all
of
this
resolves
kind
of
over
the
next
two
weeks,
we'll
have
a
much
clearer
picture
of
whether
we
need
to
add
programming,
or
we
can
actually
kind
of
reshuffle.
We
do.
There
are
a
couple
of
spots
that
I
have
concern
in
the
sense
of
like
that.
D
I
believe
we're
going
to
need
to
have
some
a
better
solution.
We
we
definitely
have
a
large
pocket
of
students
who
are
ELD
level,
one
beginning
English,
for
whom
they're,
18
or
older
those
students
in
our
education
system
in
general
in
Massachusetts,
come
in
and
they're
expected
to
pass
amcast
they're
expected
to
become
proficient
in
English,
and
they,
you
know,
are
what
we
know
historically.
D
Here
is
many
also
have
life
situations
where
they
have
to
work
so
enrolling
the
first
year
in
high
school
works
in
the
sense
that
they
can
learn
enough
English,
but
then
often
they
have
this
terrible
choice
of
do
I
work
or
do
I
continue.
So
we
know
we
have
some
spots
where
we
need
to
come
up
with
unique
solution,
which
is
why,
in
part,
we
started
building
out
Adult
Ed
as
a
as
a
one
way
to
approach
it,
but
also
within
alternative
Ed.
Looking
to
build
capacity.
D
We
also
see
pockets
in
our
in
our
second
and
third
grade
with
large
numbers
of
recently
arrived
immigrants.
We
also
just
I
think,
as
we've
seen
kind
of
across
Massachusetts.
Many
of
our
families
who
recently
arrived,
are
coming
with
nothing
and
they
need
complete
wrap
around,
and
so
this
is
going
to
be
something
that
we're
working
very
hard
through
our
family
Liaisons
through
City
agencies
and
making
connections,
to
figure
out
how
to
give
those
resources
to
the
families
and
the
students.
D
D
So
3hr
so
summer,
programming
will
be
on
the
docket
for
through
the
superintendent's
report,
I
believe
it's
the
next
one
we're
in
the
process
right
now
of
surveying
the
families.
This
is
always
our
look
back
to
them.
We
had
an
outstanding
summer.
We
it
was
our
largest
ever
and
what
we're
most
concerned
about
is
talking
to
the
families
to
see
what
the
students
experiences
were.
Would
you
send
your
student
back?
Did
they
enjoy
it?
D
Were
there
other
things
they
would
have
liked
to
do,
and
then
in
the
the
programs
in
where
there
was
some
baseline
being
able
to
look
at
that
Baseline
data
to
say:
did
the
program
accomplish
what
it
was
setting
out
to
do,
whether
it
was
enrichment
or
academics
or
language
development
or
whatever
it
was?
So
that's,
that's
the
we
get
that
data
like
during
this
time
and
I
know
that
the
team
is
hard
at
work
in
family
engagement.
Getting
getting
the
survey
data
back.
G
And
your
team
for
the
report
for
today
a
lot
of
excite
exciting
news,
a
lot
of
progress
that
we're
seeing
from
last
year.
I
do
have
a
couple
of
questions
that
could
be
follow
up,
probably
for
the
next
report.
I
know,
one
of
the
members
did
ask
for
numbers
in
terms
of
Educators
when
it
comes
to
multi
lingual,
but
I
would
love
to
see,
if
possible,
not
only
the
Educators,
but
any
other
roles
and
positions
that
have
been
hired
because
our
students
are
interacting.
G
Not
only
was
Educators
in
the
classroom,
but
they
are
interacting
with
the
monitors
the
school
drivers,
so
I
would.
I
would
just
like
to
see
how
we're
doing
that
holistically,
not
just
inside
of
the
classrooms,
but
also
in
the
other
spaces
that
our
students
and
families
are
engaging
in
I.
Also
wanted
to
note.
G
The
Welcome
Center
has
definitely
been
pretty
helpful
for
some
of
the
families
that
reached
out
to
me
with
some
challenges
first
day
first
week
is
always
can
be
hard,
especially
if
they're
navigating
the
district
for
the
first
time,
but
I
did
wanted
to
hear
a
little
bit
of
how
the
district
does
address.
For
example,
a
family
that
brings
a
student
to
a
school
and
apparently
the
student
is
not
listed
as
part
of
that
particular
community.
G
D
So
I
think
it
starts
with
the
welcoming
Center
making
the
connection
with
the
family
about
what
the
options
and
the
possibilities
are
right.
Now
we
see
coming
into
the
welcoming
Center
a
lot
of
new
registrations,
but
we
also
see
transfers
and
so
really
kind
of
working
with
the
family
to
understand
what
the
options
are
where
they
live.
D
And
then,
of
course,
when
that
happens,
if
it
is
a
bus,
implication,
either
transportation
for
a
regular
education
student
or
a
special
education
student,
the
The
Welcome
Center
Works
closely
with
special
education
and
with
our
office
of
multilingual
Learners.
So
the
idea
is
to
try
to
provide
the
parent
in
transportation
so
that
so
it's
really
to
provide
the
parent
kind
of
One-Stop
shop
and
give
as
much
information
as
possible
and
if
there's
something
that
can't
be
answered,
then
that's
where
our
helpline
exists
right.
G
Thank
you
for
that.
My
last
question:
you
shared
a
lot
about
the
new
hires
that
we've
had
and
also
the
number
I
know
we're
going
to
see
more
about
enrollment
sometime
in
the
future.
But
what
are
the
efforts
that
the
district
is
doing
to
retain
these
new
folks
that
are
being
hired,
especially
the
Educators,
especially
the
bus
drivers,
because
that
has
definitely
been
a
huge
Challenge
and
I
know.
G
D
We
put
a
lot
of
effort
into
building
out
the
options
menu
each
of
the
schools
or
many
of
the
the
high
schools,
particularly
the
open
enrollments,
also
have
programming
for.
If
students
fall
behind
and
say
they
would
be
retained
and
that
might
be
a
cause
for
them
leaving
or
dropping
out
that
there's
ways
that
they
can
accelerate
by
staying
there
and
working
in
an
acceleration
program
that
the
schools
designed
so
we're
fostering
lots
of
what
I
would
call
to2
and
tier
3
at
the
high
school
levels.
D
I
think
it
also
starts
at
seventh
grade,
which
is
like
for
the
high
schools
that
are
starting
seventh,
who
are
your
students
for
the
high
schools
that
are
starting?
Ninth?
Who
are
your
students?
What
do
they
need?
Where
have
they
been?
What's
the
journey
been,
you
know,
where
are
they
with
their
credits?
What
do
we
see
and
what
do
they
tell
us?
D
They
struggle
with,
or
they
excel
at
and
then
really
trying
to
be
acid-based
like
very
positive,
build
on
their
strengths,
build
on
what
motivates
them,
connect
them
with
the
adults
in
the
community
and
in
the
in
the
school
Community,
but
then
also
give
them
the
supports.
They
need
to
be
able
to
address
the
the
areas
that
they
might
be
struggling
with
in
terms
of
the
attendance
itself,
we
have
a
really
good
system
right
now
with
our
supervisors
of
attendance,
which
are
set
up
by
the
regions
we
actually
invested
in
this
area
last
year.
D
It
wasn't
set
up
that
way,
and
this
really
enables
the
supervisor
attendance
to
be
part
of
the
fabric
of
the
region
and
they
can
deploy
and
we've
incentivized.
We
have
an
incentive
program
that
we
do
with
gift
cards
for
better
attendance,
recognizing
that
you
know
the
students
and
finding
ways
that
the
schools
can
celebrate
students
and
they're
coming
on
a
regular
basis.
All
of
these
are
the
types
of
things
that
cause
students
to
want
to
come.
D
It's
also
the
reasons
why
students
stop
coming
so
it's
it's
getting
it,
though
so
I'm
proud
of
the
work
we're
doing
with
attendance.
We
have
a.
We
have
obviously
a
long
way
to
go.
It's
not
just
a
school
system
issue,
it's
a
community
issue
and
that's
where
we
have
to
be
working
with
our
community
helping
parents
to
understand
when
a
student
misses
a
day
of
school,
do
to
take
it
off,
they're,
missing
a
great
deal
of
their
academics
and
they
fall
behind
and
they
feel
this
detached,
and
then
it
goes
from
there.
D
So
lots
there
in
terms
of
the
Staffing
retention,
it
retention,
I
would
say
it's.
You
know
we
call
it
retention
and
cultivation
and
diversification,
but
it's
it's
real.
It's
really
for,
for
us
it's
about
helping
an
employee
in
whatever
role
they
are,
have
the
best
working
experience
possible
and
then
also
helping
them
to
vision
and
dream.
What
else
they
would
like
to
do
in
in
their
life
in
the
changes
of
Life
as
a
career
that
they
can
do
within
BPS
when
I
started
as
a
teacher
in
1989?
D
If
it
wasn't,
for
you
know,
leaders
and
people
in
BPS,
helping
to
develop
me
and
showing
me
opportunities,
I,
probably
wouldn't
have
stayed
with
the
system.
I
would
have
gone
somewhere
else,
so
I
think
we
owe
it
to
our
employees,
regardless
of
the
position
that
they're
in
to
help
them
figure
out.
If
they
come
in
as
a
para,
and
they
really
want
to
be
a
teacher.
How
do
we
invest
in
that
person
to
help
them?
Do
that,
so
we're
trying
to
develop
pipeline
programs?
D
You
know
all
the
way
from
like
if,
if
you're
coming
in
as
a
parent-
and
you
know
this
is
where
Committee
Member
Polanco
Garcia
has
been
extremely
helpful.
But
if
you're
a
parent-
and
you
start
off
in
your
apparent
liaison
and
then
you
say
well,
you
know
what
I
can
help
with
boss
and
I
can
do
the
bus,
monitor
or
I
can
work
in
food?
How
can
we
do
that
or
then,
if
I've
done,
that
I
want
to
be
a
paraprofessional?
D
How
do
I
do
that,
so
you
really
set
out
sort
of
like
a
career
am
I
being
really
loud.
You
know
if
you
could
just
please
slow
down
a
little
bit.
Oh
sorry
get
excited
sorry
about
that,
but
but
it's
really
each
individual
that
we
have.
We
owe
that
to
and
I
think
if
we
Foster
a
culture
like
that
in
BPS,
people
will
see
this
as
the
place
they
can
grow
and
retire
from.
H
Thank
you,
madam
chair.
Thank
you,
superintendent
for
your
report
and
great
kudos
to
the
entire
team,
many
of
whom
are
sitting
in
this
room,
who
worked
extraordinarily
long
hours
for
the
past
two
months
to
get
ready
for
this
past
week.
So
I
just
want
to,
as
my
colleagues
have
done
as
well,
want
to
acknowledge
the
hard
work
of
so
many
of
you
here
and
and
others
who
are
probably
watching
at
home,
even
though
they'll
be
back
at
work
at
about
five
or
six
tomorrow
morning.
H
Finding
solutions
for
the
schools
that
are
left
I
know
we're
working
hard
on
that
I.
I
did
want
to
call
out
superintendent.
You
mentioned
we,
along
with
the
chair.
We
were
with
the
Frederick
and
the
Carter
and
which
is
a
shared
space
for
the
Colorado
school
that
is
in
swing
space
right
now,
while
their
new
building
is
being
built
and
to
see
the
love
that
the
Frederick
Community
has
given
to
the
karate
Community,
which
is
a
very
special
Community
for
some
of
our
most
challenged
youth.
H
It
was
amazing
to
see-
and
they
did
such
a
great
job
welcoming
them
last
year,
and
we
saw
it
on
display.
This
CSO
I
just
wanted
to
give
particular
thanks
to
principal
mcgoldwick
there
and
her
team
for
what
at
the
Frederick
for
what
they
have
done
to
welcome
the
karate
students
and
it's
really
a
model
as
we
build
and
renovate,
and
you
know,
move
schools
around
in
coming
years.
H
We
are
going
to
have
to
be
putting
schools
in
swing
space,
while
new
buildings
are
being
built
and
how
those
communities
have
worked
together
has
been
exemplary
and
we'll
be
a
model
I
think
for
other
schools.
So
I
want
to
make
sure
to
call
that
out
superintendent.
You
talked
about
the
bathrooms
and
I
just
want
to
clarify
one
thing:
you
said
you
said:
Dessa
required
15
in
fact,
16
a
16
done
or
was
that
the
number
that
you
said
be
done
by
the
end
of
2020.
H
D
D
Well,
we're
planning
that
now
that's
one
of
the
things
facility
is
looking
at
is
is
now
looking
at
the
next.
You
know
level
of
schools.
We
need
to.
You
know,
do
this
deep
crosswalk
with
what
comes
out
of
the
facilities
condition
report
the
assessment
report,
as
well
as
the
work
that
you'll
see
tonight,
so
that
we're
coordinating
the
buildings
we're
investing
in
okay.
H
Thank
you
and
I
just
moved
along
about
Transportation
I
loved
hearing
that
they
were
all
the
bus
routes
were
covered
this
year,
because
we
had
some
examples
last
year
of
uncovered
Roots.
How
are
we
doing
about
Athletics
and
field
trips?
Do
we
have
enough
coverage
up
they're,
probably
just
starting
up
this
week.
I
would
assume.
D
Well,
football's
been
been
happening
for
a
bit,
but
yes
right
now,
everything
has
been
great,
as
we
know
we
we
finished
last
year
in
the
spring,
at
a
97
and
worked
our
way
up
to
that
with
Athletics
on
time
with
the
buses.
We
have
had
no
uncovered
bus
routes.
We
have,
fortunately,
because
of
the
work
we
did
in
building
the
pipeline
for
drivers
with
CDL
license.
We
have
more
drivers
than
the
buses,
and
so,
as
a
result,
we
haven't
had
anything
uncovered
in
the
Athletics
and
the
field.
H
D
So
the
afternoon's
been
strong
in,
in
fact,
in
a
couple
of
the
days
where
the
the
morning
like,
for
instance,
with
kindergarten.
Often
the
parent
understandably
wants
to
say
goodbye.
Take
a
picture.
We
generally
wait
in
the
first
week
of
school
a
little
bit
longer
at
the
stops
for
the
students,
because
we
don't
want
to
leave
a
student
for
a
minute
or
two.
So
in
some
cases
the
afternoon's
actually
been
a
little
bit
ahead
of
the
morning,
but
we
can
report
that
out
at
the
next
school
committee
meeting
and
do
a
similar
chart
for
you.
H
A
D
Correct
you
know
this
time.
Last
year
it
was
around
25
percent
had
the
GPS
missing.
We
actually
alerted
Destiny
to
this
in
last
August
when
we
came
across
it
in
the
data
we've
taken
extensive
steps,
you
know
to
you
know
such
as
making
sure
or
that
the
the
catchments
are
accurate
for
the
GPS
technically
making
sure
that
the
GPS
units
are
functioning
correctly.
D
Often
we
see
the
disparity
when
we
have
a
driver,
who's
covering
or
a
bus
covering
for
another
bus,
and
there
isn't
just
there
aren't
any
students
to
pick
up,
so
they
don't
necessarily
hit
the
catchment
for
the
GPS.
Those
are
we're
down
to
like
five
percent,
and
you
know
I
think
that's
one
of
the
things
is
for
a
district,
our
size
there's
going
to
be
some
amount
that
every
single
day
doesn't
have
a
GPS
data
attached
to
it,
because
something
malfunctions
or
because
you
have
a
driver
covering
and
they
don't
hit
the
catchment.
D
H
D
H
Thanks
and
and
my
last
question
is
about
because
you're
talking
about
enrollment
and
we're
filled
in
many
places,
right
and
and
we've
had
some
nice
bumps
and
attendance
is
higher.
How
is
this
going
to
impact
weightless
and
how
it
tracks
talking
wait
lists
and
when
we
notify
parents
or
students
of
hey
something
opened
up.
D
So
I
think
we
Wing
right
in
in
some
cases
where
we
can
see
a
waitlist
is
going
to
clear,
but
for
the
most
part
we
like
to
wait
until
we've
been
able
to
do
that
DNR
that
did
not
report
to
get
the
most
accurate
picture
of
what's
available
in
the
school.
So
that's
that's
generally
the
point
at
which
the
eighth
day
that
we
begin
notifying
the
parents
so.
H
I
B
J
A
D
So
incredibly,
proud
of
Food
Service
annalize
as
our
leader,
fearless
leader
of
food
service,
is
new
to
the
district
But
Mighty
in
her
approach.
We
are
you
know
this
time.
Last
year
we
had
under
50
kitchens
that
were
operational
to
be
able
to
do
what
we
call
scratch,
or
you
know,
fresh
food
cooking.
Instead,
we
were
relying
mostly
on
delivered
and
packaged,
although
you
know
nutritious
and
healthy
and
good
tasting.
D
But
you
know
the
goal
was
always
to
get
our
kitchens
back
up,
and
so
this
year
we
started
with
86
kitchens,
with
their
ability
to
cook
and
I've,
been
going
into
the
kitchens
as
I
go
into
the
schools,
and
you
know,
frankly,
the
cafeteria
staff
are
thrilled
to
be
able
to
cook
for
the
students
they
just
can
customize
so
much
more
for
the
for
the
kids.
We
also
have
a
plan
for
by
November
to
have
additional
20
cafeterias
up
and
functional
for
cooking.
B
When
we
were
at
the
Frederick,
we
got
to
see
the
wide
range
of
what
was
offered,
but
it
was
very
interesting,
as
we
watched
students
filing
past
us
with
their
trays,
what
was
or
was
not
on
those
trays
so
that
there
were
lots
of
healthy
options.
We
got
to
see
the
salad
bar,
but
what
we
saw
most
often
were
tacos
and
corn,
and
that
was
only
two
of
maybe
12
things.
D
So
I
think
you
know
I
think
our
food
service
would
say
that
all
of
the
food
that
they're
serving
is
really
healthy
and
good
and
students
will
always
have
some
preference.
But
one
of
the
things
we
try
to
do
and
we'll
be
doing
more
of
this
year
is
educating
students
about
food
and
nutrition,
and
that
is
really
tying
it
in
relative
to
the
curriculum
about
what
it
means
to
eat
healthy
and
the
food
groups,
and
portions
and
things
like
that.
D
So
I
think
as
we
get
particularly
with
the
salad
bars,
is
those
roll
out
which
I'm
I'm
ecstatic
that
that's
happening.
What
does
it
mean
to
have
a
second
protein
in
the
salad
bar,
and
why
is
that
important?
If
you're,
you
know,
if
you're
hungry,
how
eating
another
protein
can
actually
really
fill
you
up?
So
it's
more
it's
an
education
along
with
also
recognizing
students
like
choice
and
sometimes
they
like
tacos,
so
I,
think
it's
I,
think
it's
in
Pizza,
yeah
pizza,
so
I
think
it's
a
it's.
B
D
So
we
have,
we
have
about
50
000.
We
have
what
we
call
did
not
report
at
about
3
500.,
that's
actually
less
than
what
we've
had
previously
for
dinner
reports.
We
will
go
through
the
process
over
the
next
several
days
of
contacting
homes
and
trying
to
understand
where
our
young
people
are.
If
they
have
moved
we'll,
you
know
obviously
discharge.
Sometimes
the
student
struggles
to
get
back
into
school
or
they
don't
the
family
might
be
new
and
they
don't
know
how
to
start
the
student.
D
B
C
B
K
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
are
refer
to
the
superintendent
for
a
later
response.
K
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
This
meeting
will
feature
two
public
comment
periods
with
the
first
comment
period
limited
to
one
hour.
Priority
will
be
given
to
those
testifying
in
person
time
permitting.
The
committee
will
then
open
it
up
to
Virtual
testimony
after
one
hour.
Anyone
who
was
not
testified
will
have
the
opportunity
to
do
so.
At
the
end
of
the
meeting
we
have
15
speakers
this
evening.
K
K
The
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
a
speaker's
allotted
time.
We
will
pause
the
timer
while
the
testimony
is
interpreted
into
English.
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.
K
L
L
Hear
you
sure
thank
you,
student
I'm,
going
to
give
a
couple
of
examples
of
how
Boston
Arts
Academy
specifically
has
been
negligent
with
the
student,
but
she
serves
as
an
example
of
what's
going
on
throughout
the
district
during
the
first
day
of
her
first
year
as
a
ninth
grader,
she
was
told
by
by
the
school's
dean
of
discipline
students.
Like
you
end
up
dropping
out.
Last
year
she
had
66
days
absent
and
43
tardies,
and
there
was
no
engagement
of
an
attendance
officer.
L
L
I
am
here
to
request
that
the
students
IEP
be
expedited
so
that
inadequate
therapeutic
out
of
District
school
placement
be
made,
such
as
the
one
I've
listed
in
a
document
that
I've
given
to
Elizabeth
at
the
very
least
ba
had
the
capacity
to
Advocate
and
make
appropriate
timely
referrals.
Yet
nothing
substantial
has
been
done
for
years.
L
L
L
There's
a
huge
huge
need
for
there
to
be
leaders
in
the
district
that
are
trauma
informed
and
for
the
district
to
be
trauma
informed
and
Trauma,
responsive,
not
just
for
the
sake
of
the
students,
but
for
the
sake
of
families
and
for
the
sake
of
staff,
we're
harming
students
and
a
lot
of
the
behaviors
that
we
see
that
are
harmful.
That
staff
are
intimidated
by
afraid
of
that.
Allow
some
of
the
staff
to
even
label
students.
L
Are
simply
trauma,
symptoms
and
a
cry
for
help
and
we
need
to
do
better
and
we're
not
doing
better
and
I'm
I
know
I've
gone
over
my
time,
but
I'm,
exhausted,
I'm
drained
BPS
has
honestly
become
a
source
of
of
stress.
For
me,
this
is
and
I
don't
I
don't
mean
to
be
disrespectful.
This
is
the
last
place.
L
I
want
to
be
right
now,
just
because
of
the
space
I'm
in
and
I'm
exhausted,
so
I'm
begging,
I'm
praying
that
we
expedite
this
service
for
the
student
that
some
might
want
to
start
to
to
put
really
she's
just
trying
to
be.
Some
people
are
just
trying
to
push
her
out,
because
if
you
don't
fit
the
mold,
if
you
don't
fit
the
mold,
the
Diego
has
that
I
had
as
a
ba
student
and
I'm
proud
of
you
Diego.
L
If,
if
you
don't
fit
the
mold,
then
you're
pushed
out,
you
become
a
problem,
and
so,
if
baa
can't
serve
students
that
show
up
with
this
presentation,
then
it's
not
it's
not
accessible
right,
yeah
and
every
student
has
the
right
to
an
education
and,
more
importantly,
really
the
last
thing
I'll
say:
Boston
Arts
Academy
has
the
Arts
right,
and
that
is
a
huge
tool
to
help
process
trauma
and
I'm.
Talking
at
this
point
as
a
licensed
independent
clinical
social
worker.
K
M
All
input
is
needed
to
make
sure
that
we
turn
the
only
Vocational
School
in
the
city,
a
diamond
not
only
in
the
state,
but
in
our
country.
My
parents
made
a
choice
48
years
ago
to
send
me,
like
other
my
classmates
parents,
to
Madison
Park,
because
it
was
a
magnet
school
Magnet
School
that
offered
programs
that
other
BPS
schools
at
that
time
did
not.
It
was
a
turbulent
time
in
Boston
history
of
education.
I.
Don't
want
to
venture
down
that
road.
M
Madison
Park
gave
me
the
opportunity,
as
a
double
major
I,
was
in
the
college
program
as
well
as
in
the
theater
Arts
program,
which
we
want
to
encourage
students
and
parents
to
buy
into
Madison,
as
well
as
the
extra
curriculum,
Sports
programs
and
other
programs.
That
gave
me
the
opportunity
to
attend
the
prep
school
going
to
college
and
make
me
the
person
that
I
am
today
and
I.
Give
back
to
my
alma
mater
Madison
Park
needs
to
be
a
hub
school.
It
fits
the
criteria,
Century
Located.
You
can
offer
a
lot
of
community
trust
me.
M
I
have
Insight
like
others,
like
others,
and
it's
just
not
a
recommendation.
Madison
Madison
Park
cannot
be
a
cannot
be
a
place
to
place
students
who
don't
want
to
be
there.
They
have
to
want
to
come
there.
There's
an
old
saying.
You
can't
tell
me
where
I'm
going
if
you've
never
been,
I
would
like
to
go
forward
on
swimming
pools
and
community
centers
BPS
can't
do
it
alone.
You
can't
you,
don't
cover
the
buildings
after
school,
it
could
becomes
an
issue.
M
Bcy
have
pulled
out
of
Madison
Park
four
years
ago.
We
have
three
swimming
pools
that
for
the
past
three
Summers
we
there
was
no
usage
of
them
after
the
summer
school
program.
Was
there
it's
not
bps's
fault,
but
BPS
kids
gets
blamed
for
it.
We
need
more
cpos.
Those
are
certified
pool
operators.
We
only
have
two
in
the
city:
that's
ridiculous,
cpos
they
backwash
they
control
the
pools
they
make
sure
the
pools
are
taken
care
of.
Lastly,
the
matterhunt
community
center
comes
to
me
is
mine
too
they're
under
construction.
M
J
J
If
this
move
is
instituted,
the
community
makeup
of
O'brien
will
shift
dramatically
as
families
from
Roxbury
East,
Boston
Dorchester
and
other
neighborhoods
spare
their
children,
the
4
30
wake-ups
and
multiple
hours
of
commuting
to
West
Roxbury
each
day.
The
idea
that
bus
shuttles
will
make
these
Community
these
commutes
livable
is
not
reality,
given
the
current
performance
of
both
school
and
public
transportation,
Boston
traffic
and
the
ongoing
costs
to
maintain
that
these
supports
will
require.
J
J
How
can
shuttle
buses
in
an
already
burdened
system
be
justified?
It
is
not
Equitable
to
prioritize
specialized
transportation
for
exam
school
students
when
the
current
system
is
not
getting
to
school
students
to
school
on
time
as
it
is,
and
even
today
we
saw
that
the
rates
of
lateness
are
still
between
25
and
40
percent.
J
It
is
not
just
when
those
dollars
could
go
to
making
the
other
District
high
schools
more
resourced.
The
proposed
site
in
West
Roxbury
offers
nothing
in
community
and
institutional
Partnerships
compared
to
what
the
O'brien
currently
enjoys.
How
can
Home
Depot
Savers
and
even
the
VA
Hospital,
compared
to
the
existing
Partnerships,
with
Longwood
Medical
area,
with
Wentworth,
with
MIT,
with
local
colleges
and
other
partners?
J
J
N
Boston
school
committee
superintendent,
thank
you
for
coming
to
the
my
name
is
Michael
Coles
with
project
right.
Thank
you
for
coming
to
the
Frederick
little
Frederick
we've
been
so
proud
to
see
the
division
that
she
embodied
is
still
carried
on
and
I
know
that
she
would
appreciate
your
kind
words
to
the
school
leadership
team
on
behalf
of
project
right
I'm
pleased
to
thank
you
for
allowing
our
staff
Our,
Youth
and
Resident
volunteers
to
partner
with
School
several
schools,
particularly
in
the
Grove
Hall
neighborhood,
and
we
continue
to
look
forward
to
working
with
you.
N
We
are
clearly
working
together
and
addressing
school
safety
and
we
acknowledge
your
safety
team
in
providing
support
in
the
schools
that
we
work
with.
We
ask
that
the
school
committee
take
continued
leadership
for
school
safety
and
we
asked
that
school
resource
officers.
We
have
the
process
to
be
able
to
take
police
incident
reports
from
student
victims,
families
and
School
staff
for
incidents
occurring
on
school
grounds
or
on
school
transportations.
N
Victims
should
not
have
to
go
to
Police
District
stations
to
file
complaints
when,
in
the
past
I
mean
it
just
creates
an
addition
roadblock
addressing
their
concerns
and
in
in
the
past,
a
Boston
school
police
took
directly
these
incident
reports.
Also,
there
are
over
12
guns
confiscated
on
school
property.
Two
years
ago
we
had
the
shooting
incident
outside
the
Burke.
Last
year,
along
with
three
in
three
different
city
incidents:
three
gun
Seas
from
three
school-aged
teenagers,
one
12
year
old,
two
15
year
olds.
N
During
the
school
day,
we
need
all
parties,
but
especially
the
school
department,
to
finalize
and
sign
the
memorandum
agreement
to
improve
communication
and
cooperation
between
law
enforcement
bodies
and
the
school
department.
We
look
forward
to
working
with
your
community
connectors
and
hopefully
they
can
also
address
the
challenges
that
charter
schools
schools
are
facing.
We
need
to
prioritize
the
safety
of
student,
family
and
and
student
staff
victims
of
violence
and
provide
the
necessary
support
with
the
impact
of
covered
pandemic.
N
We
need
for
substantial
Renovations
completed
to
the
ventilation
units
for
the
gyms
at
the
Burke
and
Frederick.
There
was
no
reason
why
that
these
gyms
that
are
relatively
recently
renovated
or
constructed
that
they
were
unusable
during
the
pandemic,
with
no
windows
that
can
open
a
non-existent
air
circulation.
We
also
have
the
pass
during
election
days
after
Frederick.
Where
is
sunlight
conditions
and
the
poll
workers
suffered
throughout
the
election
day.
N
We
also
ask
that
there's
an
expedited
plan
to
work
with
the
city
on
a
identifying
and
renovating
swimming
pools
in
schools
that
are
currently
unusable
for
students
or
other
out
of
school
programs
that
we
identify
where
these
pools
are
located
and
the
lack
of
available
resources
in
the
neighborhoods,
particularly
in
Roxbury,
Dorchester,
Mattapan
or
water
safety
instructions.
So
critical.
Thank
you.
K
O
Hi,
my
name
is
Ann
shinchida,
George,
I'm,
a
resident
of
Roxbury
and
a
parent
at
Boston,
Mountain
Academy,
dear
school
committee
members,
superintendent,
Skipper
and,
along
with
BTU
I,
would
like
to
sincerely
thank
you
for
documenting
and
endorsing
the
significant
impact
of
family,
community
and
caretaker
voices
and
the
critical
need
to
increase
family
engagement
at
the
school
level
by
focusing
on
school
site
councils.
It's
desperately
needed.
O
School
site
councils,
also
known
as
the
SSC
became
a
requirement
in
1993
out
of
the
Massachusetts
education,
Reform
Act,
to
engage
families
and
students
as
equal
partners
with
the
school,
which
was
identified
as
a
core
strategy
for
improving
student
performance
in
Boston
Public
Schools.
The
role
of
the
SSC
was
for
parents
and
teachers
to
serve
with
the
principal
as
the
central
decision-making
body
of
the
school
and
provide
oversight.
O
The
SSC
is
still
the
official
governing
body
of
each
School,
even
today,
making
the
SSC
incredibly
powerful
and
essential
for
all
checks
and
balances,
because
no
one
person
should
be
making
the
decisions
for
a
multitude
of
diversity
in
each
school.
It's
simply
impossible
to
do.
Bps
adopted
the
school-based
management
shared
decision
making
model
to
ensure
a
strong
collaboration
and
partnership
could
exist
between
students,
families,
teachers
and
administrators
to
build
community
and
make
decisions
together,
setting
priorities
and
goals
and
a
pathway
to
achieve
them
in
the
q-sip.
O
The
quality
School
Improvement
plan,
which
all
stakeholders
should
be
involved
in
the
development
as
a
parent
I,
cannot
express
enough
how
fundamental
and
essential
building
this
partnership
is
and
protecting
it
through
properly
running
School
site
councils
and
School
parent
councils.
Unfortunately,
as
you
know,
at
bla
we
have
learned,
we
have
learned
that
not
doing
so
can
be
severely
damaging
to
us,
most
importantly,
the
students.
O
All
of
this
is
to
make
sure
that
every
child
feels
a
sense
of
belonging
at
school.
It
is
vital
and
must
must
remain
a
priority
to
all
of
us.
We
should
all
feel
welcomed
at
our
schools,
there's
much
more
to
say,
but
for
now,
I
just
want
to
note
that
during
these
first
few
weeks
of
school,
every
single
school
is
federally
required
to
have
a
big
community
meeting
about
the
title.
One
funding
that
they
receive
every
family
should
know
about
it
and
be
invited.
O
This
is
for
families
to
decide
where
the
title
one
money
should
go
for
their
school
for
improvement,
as
well
as
make
sure
that
they
receive
the
one
percent
of
that
money
to
the
school
parent
Council
to
spend
as
they
wish.
This
does
not
happen
in
most
schools,
so
I'd
love
to
hear
an
update
on
that
on
how
many
schools
actually
did
it
this
year,
because
we've
had
a
very
sad
rate
in
the
past.
Just
this
is
just
the
tip
of
the
iceberg.
O
K
Thank
you.
That
concludes
Our
in-person
Testimony.
We
will
now
transition
to
Virtual
testimony.
Please
make
sure
you're
signed
in
to
zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comments
and
be
prepared
to
unmute
yourself
and
turn
on
your
camera.
When
it's
your
turn
to
testify,
please
raise
your
hand
virtually
when
I
call
your
name:
Michael
Heisman,
John,
Mudd
and
Mary
germanis
Saba.
P
Mike
Heisman
beija,
Dorchester
second
class
citizen
words
matter
Rich
can
express
our
values
and
principles,
transparency
and
honesty,
Equity,
Community,
engagement,
investigation.
These
wonderful
words
are
often
transformed
it's
a
malpractice
when
you
take
action.
Example
number
one
at
the
very
end
of
your
8
30
meeting
chair
Robinson
announced
changes
in
engaging
the
community
at
your
regular
meetings.
Meetings
would
be
hybrid.
P
Those
community
members
like
myself,
who
participate
by
Zoom,
would
be
allowed
to
testify
only
after
those
physically
present
had
their
opportunity.
Sometimes
this
would
lead
to
waiting
for
long
hours
to
testify
at
the
end
of
what
ends
after
most
of
the
public
had
gone
to
bed.
This
practice
is
not
Equitable.
This
is
segregation
which
places
second-class
citizens
like
myself
at
the
back
of
the
bus.
This
was
not
transparent.
We
don't
know
who
how
and
when
this
decision
was
made.
This
decision
was
not
Equitable
the
ratio
Equity
two
was
not
used.
P
Of
course,
those
with
less
privilege
will
be
harms
your
new
practice.
Your
new
malpractice
lacks
transparency,
harms
Equity,
promotes
community
disengagement
and
is
anti-democratic
example,
number
two
investigation
providing
light
and
accountability
for
what
happens.
Attorney.
Tidwell's
investigation
really
means
the
Skipper's
cover-up.
What
I
learned
from
the
8
30
meeting
the
major
thrust
of
the
investigation
was
Dr
casalius's
Personnel
practices,
the
August
2022
letter
from
the
retired
black
Educators
was
not
addressed,
but
miss
Skipper
heads
on
to
black
and
brown
central
office
administrators
was
not
addressed.
P
Many
people,
including
myself
many
times,
have
testified
about
this
letter.
Since
last
October,
the
skipper
led
the
community
to
believe
that
this
letter
would
be
investigated.
She
deliberately
misinformed
the
community.
Ms
Skipper
lied.
We
don't
know
what
you
what
and
when
the
school
committee
knew
about
this
controversy.
You
are
her
boss.
You
have
said
little
and
have
done
nothing.
P
Transparency
and
investigation
has
meant
hiding
lying,
avoiding
responsibility
and
preventing
accountability.
This
is
not
Equity.
The
replacement
of
anti-racist
black
and
brown
Educators
with
Miss
Skipper's
summable
cronies
is
racist
example,
three
moving
the
O'brien
to
White,
West
Roxbury
and
adding
500
more
seats
for
mostly
white
children.
This
is
community
disengagement.
This
planned
by
the
mayor
and
superintendent
was
made
without
the
participation
of
the
O'brien
community.
No
Transportation,
no
I'm,
sorry,
no
transparency.
This
plan
was
made
in
secret
committee.
No
before
was
publicly
announced,
who
knows
once
again
the
public
doesn't
know
what
the
mayor's.
P
K
S
S
R
R
R
So
I'm
very
sad.
This
is
a
very
sad
situation,
because
you
know
that
she
has
many
friends.
She
has
different
friends
from
a
different
Community.
She
has
a
Asian
friends.
She
has
a
black
person.
She
has
Hispanic
friends
Dominicans
as
we
are
and
she's
going
out
to
a
community.
That
is
predominantly
white.
S
R
R
So
it's
my
suggestion:
why
not
doing
a
survey?
They
should
be
participants,
they
should
be
able
to
be
part
of
their
decision
making.
They
are
the
ones
going
to
school.
They
are
the
ones
making
decisions
as
well.
It
is
not
you
only
as
the
committee
making
the
decisions
do
a
survey
see
what
they
think
how
they
feel
about
this
30.
K
T
Good
evening
my
name
is
Cheryl
Buckman
I'm,
a
member
of
BPS
families
for
covet
safety,
otherwise
known
as
Sam
Cosa
I'm.
Also
a
parent
to
a
newly
fifth
grade
student
at
the
Paul.
A
Deborah
School
in
Dorchester
I
have
been
a
long
time
resident
of
South
Boston.
My
question
is:
how
does
each
School
fall
into
repairs
under
the
green
New
Deal
and
are
all
the
121
schools
going
to
be
green
and
friendly?
T
T
T
T
Boston
does
face
a
significant
challenge
ahead
due
to
the
ongoing
climate
challenge
change
and
the
predicted
rise
in
sea
level
by
the
year
2070..
The
time
is
now
to
bring
everyone
to
the
table
to
ensure
that
the
next
several
Generations
have
a
safe
and
healthy
way
of
learning.
One
way
of
doing
so
is
reaching
out
to
the
BPS
Community.
This
needs
to
be
done
now
and
not
another
30
years
down
the
road.
Thank
you.
U
Good
afternoon
my
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education
and
Justice
Alliance
and
Dorchester
resident
Community,
engagement
or
lack
thereof,
is
supposed
to
be
a
factor
in
superintendent,
Skipper's
evaluation.
She
is
nowhere
near
proficient
in
this
area.
The
formal
plan
that
was
pitched
as
a
proposal
to
community
members
to
move
the
O'brien
school
to
West
Roxbury
is
an
example
of
this.
U
The
O'brien
Community
found
out
about
this
proposal
through
an
email
that
was
sent
out
while
mayor
Wu
and
superintendent
Skipper
were
hosting
a
press
conference
with
the
announcement
outside
of
their
school.
Reporters
were
notified
before
parent
students
Educators
and
most
likely
school
committee
members.
The
Madison
Park
School
Community,
has
been
going
through
several
years
of
community
engagement
over
Renovations
of
their
space.
Neither
School
Community
knew
that
they
would
be
pitted
against
each
other
in
the
expansions
and
move
proposals.
U
Transportation
plans
are
to
include
more
shuttles,
which
will
increase
the
transportation
budget
and
carbon
emissions,
while
also
decreasing
access
for
the
communities
that
the
school
currently
serves.
Where
is
the
Green
in
the
green
New
Deal
prior
to
the
Garrity
order,
which
highlighted
Boston's
racism
and
BPS?
Former
mayor
Kevin
White
had
planned
to
build
a
high
school
in
West
Roxbury,
which
he
said
would
be
for
majority
white
residents
of
West
Roxbury
according
to
WGBH
Archives,
this
was
in
1973.,
then
the
desegregation
order
took
place
in
1974..
U
Why
does
this
school
committee
feel
the
need
to
fulfill
the
racist
Promises
of
former
mayor
Kevin
White?
The
school
committee
has
already
voted
to
close
four
schools
through
merger.
You
have
passed
a
budget
that
has
placed
over
610
staff
under
Esser
funding,
which
will
run
out
this
year.
You
did
this
without
a
plan
to
replace
those
positions.
Is
this
what
you
want
BPS
to
be?
Do
you
want
to
contribute
to
supporting
the
long
history
of
racism
in
Boston
by
making
it
more
racist,
it's
time
for
Equitable
investment,
transparency
and
accountability?
U
In
addition,
school
committee
testimony
testimony
should
be
prioritized
at
the
start
of
the
meeting
to
center
community
voice
and
to
leverage
diverse
perspectives
from
the
start
of
the
meeting
moving
public.
Testimony
at
the
very
end
of
your
meetings
does
not
support
healthy
Community
engagement.
Thank
you.
V
Several
parents
have
shared
that
their
students
have
bad
asthma
and
have
been
have
contracted
covid-19
within
their
schools
between
teachers,
students
and
staff
on
healthy
indoor.
Air
quality
continues
to
disrupt
workflow
Staffing
and
the
students
learning
whether
it
is
related
to
viruses
or
triggering
asthmatics
asthmatic
systems.
Implementing
these
interventions
can
improve
indoor
air
quality,
which
is
supported
by
the
CDC
and
their
updated
operational
guidance
on
May
11
2023
for
K-12
schools
and
early
care
and
education
programs
to
support
safe
and
person
learning.
V
Additionally,
families
have
been
asking
for
years
for
motivations
new
windows
so
that
they
can
simply
open
them
for
ventilation,
for
Safe,
Drinking
Water
for
improved
heating
and
cooling
systems,
and
yet
there's
still
no
action
for
these
schools.
These
are
basic
needs
that
are
constantly
being
neglected
and
I
wanted
to
know
where
the
urgency
is
to
protect
students.
V
The
people
experiencing
the
consequences
of
Boston's
lack
of
urgencies
continue
to
be
marginalized
communities.
Students
of
color,
low-income
families
and
disabled
students
are
constantly
being
filled
by
the
city
of
Boston.
I
urge
you
that
when
an
issue
is
dispoportionately
impacting
marginalized
communities
to
then
listen
to
the
issues
from
their
perspectives
and
not
from
the
perspectives
that
are
claiming
they
are
entering
a
safe
and
thriving
School
environment.
The
countless
stories
of
families
have
indicated
otherwise
today
and
the
communities
that
are
most
impacted
need
to
be
a
part
of
this
decision-making
process.
V
W
Madam,
chair
superintendents
keeper
committee
members,
Miss
Sullivan,
thank
you
for
helping
me
testify
once
again
and
I'm
sure
it
couldn't
be
there.
In
person
last
week
marked
our
10th
first
day
of
school
in
BPS
and
everybody
in
our
family.
Maybe
the
adults
who
know
more
than
the
children
are
very
excited
to
continue
our
Learning
Journey
in
public
education
in
our
beautiful
and
diverse
City.
W
W
I,
really
really
hope
that
you
review
this
policy
now
and
you're,
adjusted
to
the
Equitable
admissions
policy
that
was
intended
to
be,
if
you
don't
we'll,
be
looking
at
plenty
more,
very
smart,
11
and
12
year
olds.
That
will
think
that
us
adults
either
don't
know
what
we're
doing
or
we
simply
don't
care.
X
For
my
technological
incompetence,
my
name
is
John
Mudd
I'm
a
long
time
education
advocate
in
Boston
and
a
resident
of
Cambridge
I
have
just
a
few
brief
questions
and
comments
for
the
committee
tonight.
First
on
the
inclusion
plan
that
is
part
of
the
Strategic
implementation
plan
you
heard
about
earlier
this
evening,
will
you
review
and
have
public
debate
on
the
policies
in
the
BPS
inclusion
plan
that
includes
multilingual
Learners
that
will
be
submitted
by
the
end
of
this
month.
X
I
learned
just
tonight,
members
of
the
ell
task
force
were
shown
a
draft
and
raised
many
questions
about
its
failure
to
provide
access
to
native
language
in
instruction
of
multilingual,
Learners
and
multilingual
Learners
with
disabilities.
As
we
have
recommended
to
the
district
and
school
committee
for
years,
it
in
essence
continues
to
implement
the
failed
question.
2
policy
of
English
immersion,
the
full
committee,
not
just
the
chair,
needs
to
see
to
offer
the
public
an
opportunity
to
comment
and
then
to
approve
the
plan
before
it
is
submitted.
A
X
X
Third,
the
school
committee
policy
setting
at
your
retreat
I
would
urge
that
the
committee
discuss
how
it
can
meet
its
responsibility
to
set
policy
for
the
Boston
Public
Schools,
so
that,
for
example,
major
policies
included
in
the
Strategic
implementation
plan
required
by
Desi
do
not
go
directly
from
the
district
to
Desi,
without
a
full
review
and
approval
by
the
school
committee.
After
an
opportunity
for
public
comment
and
finally,
on
the
superintendent's
goals.
We'll
have
time
to
talk
about
this
at
greater
length.
X
I
assume
you
will
start
from
the
listing
of
areas
for
continued
growth
in
the
summative
performance
evaluation.
This
does
include
a
priority
for
closing
achievement
gaps
which
is
critically
important,
but
does
not
include
two
other
major
policy
commitments
which
I
would
recommend
that
you
add.
The
first
of
those
who've
had
testimony
earlier
tonight
about
is
teacher
and
staff,
racial
and
language
diversity,
and
the
second
is
access
to
native
language
and
instruction
and
support
for
multilingual,
Learners
and
multilingual
Learners
with
disabilities.
Thank
you
for
including
me
good
night.
B
D
H
So
I
have
two
quick
questions
and
Mr
Cuda
a
superintendent
for
you.
You
may
want
to
defer
to
Mr
Cuda
I'm
interested
in
as,
as
was
said
by
the
superintendent.
During
a
report,
we
had
a
preliminary
estimate
during
the
budgetary
process
and
then
it
takes
a
while
for
the
federal
government
to
find
they'll
finalize.
It
goes
to
the
state.
The
state
then
Works
through
their
formula
ever
comes
on
to
us,
so
I'm
interested
Mr
Cooter
is
what
how
were
the
differences
between
what
we
estimated
in
the
budget
and
what
actually
came
through.
Z
Z
We
then
asked
the
school
committee
to
approve
the
interim
salary
payments
in
May,
where
we
had
budgeted
a
plan
for
about
42
million
dollars.
Our
actual
award
amount
was
43
million
five
hundred
and
seventy
one
thousand
so
about
a
1.5
million
dollar
difference
on
Title
One
for
the
other
grants
they're
both
smaller
in
amounts,
and
our
estimates
were
much
closer
for
Title
II,
the
professional
development
entitlement
grant.
Our
projected
budget
amount
was
three
million
dollars.
Z
The
actual
water
amount
was
2.7
so
about
a
300
000
difference
that
one
came
in
lower
or
title
three
I.
Actually
don't
have
that
number
in
front
of
me,
I
apologize
and
for
idea
the
projected
amount
was
18
million.
Eighty
eight
thousand,
our
actual
award
amount,
was
18
million,
465
000,
so
about
a
377
000
difference.
Okay,.
H
Z
Yeah,
the
the
federal
government
allocates
to
local
districts
based
on
census
data,
and
then
the
department
of
Elementary
and
secondary
education
then
uses
poverty
data
from
actuals
the
prior
year,
so
for
our
award
amount
this
year,
they're
looking
at
last
year's
poverty
numbers
of
students
who
were
actually
enrolled
in
the
district,
so
it's
not
a
projection.
It's
a
sort
of
a
lagging
indicator.
Gotcha.
H
And
that's:
how
do
we
feel
that
is
impacted,
I
I
know,
you
know
it
used
to
be
fairly
easy
right.
We
use
the
foods,
are
not
fairly
easy,
but
we
use
the
food
service
forms
and
when
we
went
to
free
food
service
for
everyone,
I
know,
we've
had
long
discussions
with
deci
about
calculating
properly
and
and
more
importantly,
missing
some
populations
right,
and
so
how
are
we
doing
on
that?
How
you
know?
How
do
we
think
how
close
do
we
feel
it
actually
matches
to
our
population?
Z
No
I
think
I,
I
I
think
I
have
it
so
the
current
methodology
uses
direct
certification,
those
students
who
are
enrolled
in
poverty
programs
in
in
Massachusetts,
so
food
stamps
or
Mass
health
as
part
of
the
programs,
and
so
what
they
do.
What
the
department
of
Elementary
and
secondary
education
does
is
a
a
match
of
our
student
rosters
to
the
data
that
they
have
enrollment
in
those
programs,
and
that
is
the
number
they
use
for
accounts.
Z
They
also
allow
for
districts
to
use
the
option
of
doing
additional
supplemental
data
reporting,
so
we
can
collect
surveys
of
families
who
have
not
been
matched
to
the
program,
but
we
have
data
to
believe
that
they
are
are
experiencing
poverty
they're
at
185
percent
of
the
poverty
limit.
Okay,
that's
a
pretty
cumbersome
process
and
it
does
require
pretty
extensive
documentation
on
behalf
of
of
the
individual
family.
So
we
don't
think
that
that
would
actually
net
very
many
new
families
who
would
come
forward
as
as
low
income
and.
H
Z
H
I
didn't
know
if
there
was
an
opportunity
to
get
more
support.
That's
why
that's
what
I
was
getting
at
with
that
and
lastly,
and
it's
in
line
with
what
Mr
Meadow
asked
as
well
of
someone
had
spoken
before
I
do
know
in
the
grand
package
a
note
in
the
grant
package
it
says
for
Title
1
6.5
is
of
the
grant
will
be
used
for
family
community
engagement.
H
That's
on
the
title,
1
spending
right,
correct,
so
I'm,
just
and
I'm
not
sure
if
you're
the
right
person
on
this
or
someone
else.
Okay,
if
you
could
just
help
me
out
with
some
of
the
ways
the
schools
send
that
spend,
that
is
that
for
the
family
liaison
or
is
it
for
school
site
councils
or
you
know
what
else?
What
else
is
that
spent
on.
Z
Yeah
I
think
so
one
thing
I'll
just
say:
Sir
the
family
liaison
position,
which
we
funded
as
part
of
a
sort
of
quality
guarantee
over
the
last
few
years.
Those
were
General
funded
positions,
so
they're
part
of
the
the
school's
General
budget.
The
title
one
set
aside
for
parent
programs,
different
schools,
use
them
for
different
amounts
of
things.
It
could
be
for
translation
services
at
a
meeting.
Z
It
could
be
for
hosting
family
meetings,
providing
a
food
or
Child
Care
at
those
meetings
also
increase
Communications,
there's
kind
of
a
wide
variety
of
ways
that
individual
schools
use
them
as
part
of
our
budget
process.
We
do
ask
everyone
to
submit
their
Title
One
plans
for
parent
engagement
so,
and
we
review
that
as
part
of
the
process
right.
H
Z
B
C
B
B
Our
next
action
item
is
a
new
admissions
policy
for
Madison
Park
Nicole
Vocational
High
School
you'll
recall
that
our
last
meeting,
the
superintendent's
team
presented
a
set
of
revisions
to
the
policy
proposal
that
was
first
presented
to
the
committee
on
May
24th
in
response
to
feedback
from
the
committee
regarding
the
potential
for
unintended
barriers.
The
admissions
team
has
simplified
the
admissions
process
by
replacing
the
requirement
for
an
artifact
in
two
letters
of
support
with
a
single
statement
of
Interest.
D
You
know
it's
a
requirement
from
Desi
to
have
an
admissions
policy
for
a
CTE
vocational
school
I.
Do
think
that
this
policy
meets
that
requirement
and
it
also
supports
our
students
who
are
really
seeking
a
CTE
career
path.
So
I
I
fully
support
the
proposal.
The
admissions
policy
has
proposed
and
I
would
encourage
the
committee
to
vote
favorably
for
it.
G
Thank
you,
chair
superintendent.
Can
you
I
know
during
the
public
comment?
There
was
a
ask
for
a
working
group.
It
sounded
like
folks
wanted
more
Community
process,
but
is
there
any
way
you
can
just
amplify
or
detail
what
community
engagement
did
happen
if
it
didn't
happen
just
so,
if
folks
don't
know
yeah
so.
AA
Hey
everyone,
it's
exciting
to
be
here
in
person,
I
think
we
did
some
pretty
substantial
engagement
with
the
community.
I
want
to
personally
thank
the
Madison
team
who
made
this
a
key
priority.
There
was
engagement
from
and
I,
don't
remember
the
exact
number
but
I
think
it's
some
of
the
earlier
materials
that
sort
of
outlined
this.
G
H
It
makes
it
a
lot
easier
for
students
and
in
talking
with
alumni
of
the
school,
that
has
been
a
request
for
many
years
of
you
know
they
want
the
students
here
who
want
to
be
there
right,
and
it's
incumbent
upon
us
to
figure
out
how
to
get
that
message
out
to
sixth
grade
is
to
eighth.
Eighth
grade
is
what
the
opportunities
are
and
their
families.
H
H
You
talked
about
the
re-engagement
center
and
the
work
that
goes
on
there
and
thank
you,
Dr
Elkins,
for
calling
out
because
Manny
Allen
and
the
team
they
do
a
tremendous
job
in
the
Outreach
that
they
do
and
I'm
thinking
about
how
superintendent
we
have
an
outreach
program
to
our
students,
who
have
not
made
selections
of
families
that
have
not
made
selections
so
that
A
administrative
assignment
means
ends
up
being
an
absolute,
very,
very
last
resort.
You
know
how?
H
How
can
we
work
that
number
down
in
the
future,
similar
to
you
know
an
all-out
effort?
We
have
on
chronic
absenteeism
right
now,
right
and
you've
put
a
lot
of
attention.
You've
had
a
team
put
a
lot
of
attention
on
that
I
think.
How
do
we
approach
this
with
the
same
intensity
on
administrative
assignments,.
D
Right
so
through
each
year,
so
I
think
a
few
things.
I
think
I
really
applaud
my
Madison
Park
for
in
the
committee
for
being
intentional
in
this
the
last
year,
especially
like
really
looking
at
seventh
and
8th
graders.
How
do
we
incorporate
them?
I
think,
given
that
it's
part
of
their
overall
planning
process
going
forward
to
eventually
have
seventh
and
8th
graders,
is
an
effort
to
be
able
to
get
students
who
want
and
are
choosing
that
CTE
experience
in
the
school
and
understand
what
that
looks.
Like
that's
go.
D
So
this
isn't
an
area
that
I'm
going
to
drill
down
in
this
year,
with
the
secondary
soups,
take
a
look
at
what
we
might
be
able
to
do
as
a
system
both
in
the
Outreach
use
the
positions
that
we
have
within
our
schools.
You
know,
building
up
early
college
building
up
the
career.
Pathways
is
an
opportunity
to
be
able
to
do
more
reach
back
to
the
Middle
grades.
D
I
also
think
that,
as
our
high
schools
go
to
those
that
are
going
to
seventh
grade,
there's
just
such
a
unique
opportunity
to
do
that
younger
and
younger
within
BPS,
and
to
really
both
at
the
college
level
in
the
career
level,
be
able
to
plant
those
seeds
and
build
that
in
as
part
of
the
education.
So
what
I
do
need
to
do
is
look
at
the
data
over
all
of
it
to
better
understand
with
the
team
the
particular
strategies
we
would
put
in
place.
Much
like
we
have
attendance,
much
like
we
have
in
Dropout.
D
You
know
there.
There
are
particular
solution
sets
that
can
be
used
to
solve
the
problems,
but
you
have
to
let
the
data
and
the
students
lead
you
to
them.
So
we
will
be
we'll
be
doing
that
because
you
know
it
is
a
it's
a
concern
and
I.
You
know
I
think
if
we
were
to
pull
data
on
the
students
that
are
in
a
minute
administratively
assigned,
we
might
potentially
see
higher
levels
of
chronic
absenteeism
or
higher
levels
of
Dropout,
or
you
know,
struggles
in
the
ninth
grade
in
the
entry
grade.
D
H
I,
thank
you
for
that
I.
You
know.
I
do
think,
particularly
as
a
number
of
our
schools
have
moved
from
9
to
12
to
7
to
12.,
and
we
have
Specialties
right.
We
have
Arts,
we
have
green,
we
have
social
justice,
we
have
a
bunch
of
different
Specialties,
it's
pretty
tough
in
sixth
grade
and
and
obviously
a
lot
of
the
great
trades
at
at
Madison
Park.
H
It
can
be
a
little
tough,
sometimes
in
sixth
grade
to
know
what
you
want
to
study
right
and
to
actually
have
that
figure
out
a
way
to
really
communicate
it
and
to
have
freedom
for
for
our
youth,
to
change
their
mind
and
to
try.
Something
else
is
is
pretty
important
as
well.
So
I
do
think
when
we
put
a
concentrated
effort
on
things
as
you've
seen
with
chronic
absenteeism
in
the
past
year,
as
we've
seen
in
the
dropout
rate,
that
this
is
one
to
me
that
calls
out
for
a
similar
effort
and
I.
D
Thinking
back
to
the
first
to
our
first
Speaker,
I
mean
I.
Think
that
what
happens
is
districts,
develop
a
very
narrow
menu
of
how
to
serve
a
range
of
students
that
kind
of
fit
into
the
boxes
and
I
think
you
know
we
have
had
periods
of
time
in
history
here
in
BPS,
where
we've
done
a
much
better
job
at
it
of
being
able
to
really
think
out
of
the
box
and
if
there
isn't
a
program,
so,
for
instance,
you
know
that
that
public
speaker
was
talking
about
an
out
of
District
placement.
D
H
I've,
you
know
I've
been
a
huge
advocate
of
our
alternative
Ed
program.
All
along
I've
said
for
many
years.
We
have
to
have
many
arrows
in
the
quiver,
because
not
every
student
is
the
same,
and
everyone
wants
different
choices
and,
what's
going
to
click
for
one
is
going
to
click
for
another
and
we
need
the
ability
for
students
to
if
it's
not
working
in
one
place
and
I
really
felt
as
and
I'm
glad.
H
You
called
out
that
first
speaker
for
who
pointed
out
to
us
that
you
know
if
a
student
fits
in
a
box
at
BPS,
then
it's
great
and
if
they
don't,
we
struggle,
and
we
need
to
do
better
on
that
and
whether
it's
alternative
Ed,
whether
it's
special
ed
programs,
whether
it's
making
sure
students
have
the
ability
if
they
stop
because
they're
interested
in
in
the
green
economy,
but
now
they're
more
interested
in
social
justice.
They
have
the
should
have
the
ability.
H
E
R
E
E
R
D
D
D
D
Think
the
real
issue
for
the
committee
was
that
the
initial
administrative
application,
the
initial
application
felt
like
it,
was
requiring
too
much
of
students
and
parents
and
that
we
might
end
up
with
many
fewer
students
applying
because
they
didn't
know
how
to
enter
the
process
or
complete
it,
and
so
I
think
that
you've
done
a
great
job,
removing
those
barriers.
So
really
now
it's
literally
just
working
with
their
you
know
their
teaching
and
so
forth,
to
sort
of
put
their
name
in
and
say,
Here's.
Why?
D
Right
like
here's,
why
I'm
interested
so
that
they
actually
know
something
about
Madison
and
what
Madison
has
to
offer,
then
that
then
they
will
become
part
of
the
lottery
system
and
like
any
school
in
terms
of
the
assignment
piece.
If
we
go
over
the
number
of
seeds,
then
we
just
we
do
a
wait
list
and
so
Madison
would
then
generate
a
wait
list.
Q
Hopefully
we
do
get
to
that
point
where
we
have
that
many
students
at
Madison
Park,
where
we
do
have
a
lottery
and
we
could
still
fulfill
you
know
the
numbers
with
having
a
huge
staff
that
could
fulfill,
especially
when
we
get
to
getting
to
seven
and
eight,
and
we
get
to
six
and
seven
and
as
many
students
we
can
get
in.
As
far
as
we
get
to
the
point
of
getting
up
to
2
000
students
that'll
be
a
very
good
way
of
proving
that
we're
one
of
the
best.
AB
D
D
B
A
B
B
B
Our
final
action
item
this
evening
is
the
superintendent
summative
performance,
evaluation
and
rating
for
the
school
year.
2022
2023
evaluating
the
superintendent
is
among
the
primary
responsibilities
of
the
school
committee.
You'll
recall
that
our
last
meeting
Dr
alkins
presented
the
committee's
summative
assessment
of
superintendent
Skipper's
performance,
providing
the
superintendent
with
an
overall
performance
rating
of
petition,
I'm
grateful
to
Dr,
alkins
and
Mr
O'neill
for
leading
this
important
process.
B
D
Are
wonderful,
thank
you,
I'll!
Keep
it
very
short.
Just
I
mean
indebted,
and
thank
you
very
much
to
the
committee,
as
always
for
your
support,
your
partnership,
your
feedback,
I'm,
looking
forward
to
a
lot
of
the
work,
that's
ahead
of
us
in
many
more
years
of
it
with
you
and
just
know
that
you
have
my
full
commitment,
my
team's
full
commitment
to
continuous
Improvement.
G
Thank
you,
superintendent,
again
and,
of
course,
for
everyone
on
the
in
the
district.
You
all
have
done
a
lot
of
work.
I
know
that
management,
operation,
family
and
Community
engagement
are
debt
free,
something
that
we
can
continue
to
improve,
even
if
we're
at
our
best
there's
always
going
to
be
room
for
us
to
improve,
because
our
students
are
changing,
our
families
are
changing.
G
Our
needs
are
changing
but
I'm,
looking
forward
to
it,
just
by
hearing
all
the
hiring
that
you're
doing
and
actually
solidifying
your
staff
and
providing
them
a
lot
of
incentives
to
stay.
Of
course,
thinking
about
our
students
as
well.
How
does
VPS
and
like
you
mentioned
this-
is
not
just
a
BPS
issue
or
challenge
or
initiative.
G
We
have
to
engage
with
the
other
stakeholders,
I'm
a
True
Believer
that
between
the
district
and
the
mayor's
office,
there's
a
lot
that
we
can
do
there
when
it
comes
to
community
outreach,
how
we're
engaged,
how
we're
utilizing
the
family
Liaisons,
how
we're
utilizing,
Civic
engagement
departments
in
the
mayor's
office
to
figure
it
out
how
we
can
really
spread
the
work
that
you
all
doing,
but
even
for
example,
I
know.
There's
a
green
New,
Deal
open
house
on
Saturday
there
might
be
a
hurricane.
My
messing.
G
B
AC
E
R
E
E
R
E
E
E
R
E
R
E
E
E
E
E
R
E
R
R
E
E
R
C
C
You
know,
leaning
into
we've,
heard
time
and
time
again
about
the
history
of
this
district
and
transforming
it
into
an
anti-racist
District
that
actually
has
threads
into
the
opportunity
and
the
achievement
gaps
that
we're
trying
to
close
that
has
threads
into
teacher
diversity,
racial,
ethnic
and
linguistic
diversity,
but
also
thinking
about
what
are
the
barriers
that
it
takes
to
remain.
An
educator
remain
a
para
educator
remain
a
a
staff
member
within
this
District
I.
C
Think
that
there's
a
lot
that
we
can
learn
from
these
tools
and
I'd
love
to
see
over
the
next
year.
Us
really
call
attention
to
what
these
inequities
are
and
then
further
how
to
hold
ourselves
accountable
to
that.
Whether
that's
thinking
about
seniority
in
classrooms
when
we're
talking
about
teachers
as
we're
thinking
about
recruiting
a
newer
and
younger
like
diverse
teaching,
Force
and
and
and
it
goes
much
deeper
than
that.
C
But
those
are
the
things
that
I
that
I
look
forward
to
seeing
over
the
next
year
and
and
thinking
about
new
ways
that
we
are
considering.
Progress
and
I
understand
that
it
seems
it
seems
very
limited
at
like
at
times
for
student
outcomes,
but
there's
a
number
of
different
ways
that
we
can
see
that
our
students
are
growing
and
we
need
to
be
able
to
Showcase
that
you
know
so.
I
look
forward
to
the
next
year.
N
H
Comments,
thank
you.
I
I,
I
I
will
actually
make
one
comment
and
it's
similar
to
a
comment
I
made
last
week,
which
is
to
thank
Dr
Elkins
for
not
only
the
work
that
he
did
leading
this,
but
his
very
thoughtful
presentation
last
week
and
actually
going
through
the
specifics
of
it
and
also
the
superintendent
for
her
cooperation
for
the
work
that
she
did
on
the
self-evaluation,
which
was
just
one
piece
of
the
puzzle
that
we
all
considered
when
we
did
our
individual
evaluations.
H
H
So
thank
you,
superintendent,
for
your
cooperation
on
that
and
I
look
forward
to
our
next
meeting
when
we
have
the
workshop
and
we
start
talking
about
goals
and
moving,
it
form
forward
more
towards
smart
goals
and
seeing
some
of
the
progress,
particularly
on
the
academic
side,
from
a
lot
of
the
great
work
that
you
put
in
place
last
year.
So
thank
you
for
your
cooperation.
Thank
you,
Dr
Elkins,
for
leading
the
effort.
B
B
If
that
were
true,
we
should
be
perfect,
but
we're
not.
We
have
one
superintendent.
We
have
almost
twelve
thousand
individuals
who
work
for
this
District.
We
have
50
000
children,
probably
representing
40
000
families,
and
we
have
probably
one
of
the
richest
cities,
educational,
wise
and
other
resource
wise
than
any
other
place,
probably
on
the
face
of
this
Earth,
and
we
have
a
failing
school
system,
and
so
my
issue
is
you
know:
people
want
to
blame
or
put
that
burden
on
the
superintendent.
It's
on
all
of
us.
B
B
They
sleep
in
the
home
of
a
parent
in
a
neighborhood.
So
there
are
other
adults
that
are
responsible.
Then
they
walk
out
of
their
door
and
there's
a
neighborhood
that
should
be
hopefully
making
sure
their
walk
to
their
school
bus
or
walk
to
their
school
is
safe,
and
then
there
are
the
school
buses.
That
really
are.
They
have
every
first
classroom
that
should
be
starting
their
day
and
then
they
get
off
that
bus,
hopefully
somewhere
safe,
and
then
they
walk
through
their
door
of
that
school
and
all
of
a
sudden.
B
B
B
What
what
did
we
learn
and
what
happened
to
we
changed
and
why
sometimes
I
feel
there
are
more
people
interested
in
our
failure
and
not
improving
than
and
are
improving
with
all
of
the
brilliance
that
is
here,
I,
don't
understand
it
and
I
have
lived.
My
entire
life
in
this
city,
so
I
want
to
say
to
the
superintendent.
B
Is
thank
you
for
coming
back
and
helping
to
lead
us
forward,
but
you
cannot
do
it
alone
and
a
lot
of
people
take
home
a
nice
paycheck
from
this
District
every
two
weeks
and
my
question
is:
do
the
children
get
what
they
deserve
from
all
of
the
efforts
that
we're
putting
forth?
We
spend
a
billion
plus
dollars
and
our
children
are
in
schools
that
should
have
been
condemned
years
ago.
B
But
the
issue
is
we're
trying
to
do
something
now:
we're
getting
beat
up
over
trying
to
do
something
now
and
we're
not
going
to
be
able
to
snap
our
fingers
and
have
120
fixed
schools.
So
somehow
all
of
our
heads
need
to
get
focused
on
the
reality
of
what
we
have.
How
do
we
get
started
in
doing
this
and
realizing
yeah?
Our
kids
will
still
have
to
go
to
school
every
day
and
some
schools
going
to
be
number
one
and
guess
what
some
schools
going
to
be.
B
A
number
120,
and
probably
most
of
us,
won't
be
around
when
that
happens,
but
our
kids
still
need
a
quality
education,
so
I'm,
hoping
that
as
people
walk
away,
they
walk
away
thinking
about
what
can
I
do
differently
to
make
sure
this
superintendent,
these
teachers,
these
schools,
have
the
best
shot
at
having
the
best
year
that
they
possibly
can,
because
we
owe
it
to
our
kids.
So
thank
you.
B
C
B
G
R
B
B
Our
main
report
this
evening
is
a
capital
planning
update.
I
will
now
invite
chief
of
capital
planning,
Dela
Vern
Stanislaus
and
the
mayor's
senior
advisor
for
youth
in
schools,
Rebecca
Granger,
to
please
step
forward
with
their
presentation,
while
they're
getting
settled,
I'd
like
to
invite
the
superintendent
to
give
opening
remarks.
Thank.
D
You,
madam
chair
I,
just
want
to
take
a
few
minutes
to
introduce
the
presentation
that
you're
about
to
see
from
our
Capital
planning
and
City
team.
A
Monday
evening.
The
mayor
and
I
had
the
opportunity
to
attend
the
premiere
of
the
busing
Battleground
gbh
documentary
marking
the
50th
anniversary
of
busing
in
Boston,
as
I
sat
in
the
auditorium
at
Cash
among
the
leaders
and
activists
who
fought
so
hard
for
change.
50
years
ago,
I
was
struck
by
the
through
line
that
connects
their
efforts
for
tonight's
presentation
and
the
district's
long-term
facilities
plan.
D
The
grainy
news
footage
in
the
old
interviews
tell
a
story
of
inequity,
a
story
that
still
Rings
true
today,
50
years
later
too,
many
of
our
schools
are
still
failing.
Our
black
and
brown
families
in
Boston,
too
many
of
our
students,
especially
are
students
of
color,
still
do
not
have
access
to
a
high
quality
school,
with
state-of-the-art
facilities
close
to
their
home,
we're
still
dealing
with
the
physical
manifestations
of
racism,
neglect
and
indifference.
D
You
cannot
change
the
past,
but
we
can
learn
from
it
and
we
can
impact
the
future.
We
have
an
obligation
and
responsibility
to
the
children
of
this
city
to
do
better
and
we
will,
when
I,
asked
Dell
to
lead
the
capital
planning
team.
We
talked
about
how
this
work
is
so
much
more
than
physical
spaces.
D
D
You
know
when
we're
nurturing
young
scientists,
they
must
have
access
to
Modern
labs
and
outdoor
study
spaces,
like
rain
Gardens,
to
fully
understand
how
physics
and
chemistry
and
the
environment
impact
their
world
or
encouraging
students
to
explore
their
creativity
through
the
Arts.
Our
buildings
must
provide
students
with
access
to
Arts,
related
technology
and
well-lit
Studio
spaces,
as
well
as
syncs
and
storage
for
art
supplies.
D
Beautiful
buildings
alone
do
not
make
excellent
schools,
but
they
do
provide
an
essential
foundation
for
the
high
quality
student
experience
that
all
of
our
students
deserve
during
the
capital
planning
presentation
tonight,
I
ask
that
we
put
our
students
at
the
center
of
the
work
today.
We
stand
ready
to
acknowledge
the
harm
of
the
past,
while
charting
a
different
course
in
the
future
for
collaboration
with
the
community.
D
D
Thank
you
and
I,
just
deep
thanks
to
to
Dell
and
to
Rebecca
and
to
tally
who's
in
the
audience.
For
just
you
know,
working
together
to
keep
refining
and
listening
to
the
voice
of
the
community
to
get
things
right.
So
with
that
I
will
probably
hand
it
off
to
the
chief
of
capital
planning,
Del
Stanislaus.
AC
Thank
you,
superintendent,
skipper,
chair
Robinson
and
members
of
the
school
committee
good
evening.
Everyone
as
superintendent
Skipper
shed.
My
name
is
Delavan
Stanislaus,
the
chief
of
capital
planning
for
Boston
Public,
Schools
I'm,
also
a
proud
BPS
Alum,
a
proud
resident
of
the
city
of
Boston
and
a
proud
parent
to
an
11
year
old
son
I'm
excited
to
lead
the
capital
planning
team
here
at
BPS,
as
we
work
collaboratively
with
all
stakeholders
to
improve
not
only
the
physical
spaces
but
the
overall
experience
of
Boston
Public
School
students.
AC
I,
am
joined
here
tonight
with
Rebecca
Granger,
the
senior
advisor
to
Mayor
Wu
on
Youth
and
schools,
who
will
be
presenting
with
me
this
evening.
The
work
that
we're
sharing
tonight
is
a
close
collaboration
between
BPS
and
the
mayor's
office
and
we're
here
together
in
recognition
of
this
deep
partnership.
AC
AC
The
plan
will
include
several
tools
to
accelerate
the
work
of
Shifting,
the
physical
footprint
of
the
district,
investing
in
facilities
with
Clarity
transparency
and
Equity.
As
our
North
Star,
we
must
ensure
that
each
investment
is
grounded
in
every
student
in
Boston
Public
Schools
having
access
to
the
high
quality
student
experience.
They
all
deserve.
AC
AC
AC
AC
AC
AC
Fifty
percent
do
not
have
auditoriums
or
cafetoriums,
which
are
important
spaces
for
students
to
gather
many
do
not
have
science,
labs,
art
rooms,
spaces
for
small
group
learning
and
modern
technology,
all
necessary
components
of
a
well-rounded
education,
and
many
are
too
small
with
too
few
classroom
for
each
grade
level
to
support
our
vision
for
inclusive
learning.
For
every
student,
this
negatively
impacts
some
of
our
most
marginalized
students,
our
black
and
brown
students,
students
with
disabilities
and
multilingual
learners.
AC
AC
At
the
same
time,
our
Educators
across
the
district
are
providing
students
every
day
with
robust
educational
experiences,
despite
the
physical
condition
of
our
facilities.
But
we
need
to
move
with
more
urgency
to
create
the
physical
spaces
that
can
really
support
a
high
quality
experience
for
educators
and
for
students.
AC
AD
AD
Last
winter
and
spring
we
held
a
series
of
listening
sessions
and
Community
focus
groups
and
had
in-depth
conversations
with
more
than
500
BPS
students,
families,
Educators
and
Community
Partners.
We
asked
what
do
you
love
about
your
BPS
experience?
What
is
your
biggest
frustration
or
challenges,
and
what
are
your
hopes
and
future
for
BPS?
AD
We
organized
what
we
heard
into
broad
themes
and
problem
statements
and
then
reported
back
to
the
community
through
a
survey
later
in
the
spring.
The
survey
was
posted
in
every
school
in
BPS
and
we
received
more
than
9
000
responses.
In
that
survey
we
asked
people
to
select
the
experiences
that
resonated
with
them
and
then
prioritize
the
issues
they
want
BPS
to
address
through
its
capital
planning
and
investment.
AD
That
priorities,
that
surfaced
were
reflective
of
what
was
shared
repeatedly
by
students,
families,
Educators
and
various
Community,
Voices
and
partners,
and
this
is
not
the
first
time
we've
heard
these
things
as
a
collective
Community.
We
are
an
overwhelming
agreement
that
we
need
a
high
quality
experience
for
every
student
in
Boston
public
schools
and
that
every
student
should
have
access
to
that
high
quality
experience
close
to
home.
AD
AC
AC
AC
AC
AD
Overwhelmingly,
as
a
collective
Community,
we
agree,
our
students
must
have
access
to
high
quality
student
experience.
The
buckets
are
heavily
influenced
by
the
experiences
shared
and
the
priorities
elevated.
They
also
highlight
the
Deep
work
and
future
direction
of
Boston
Public
Schools,
so
these
buckets
are
still
forming
and
evolving
because
we
have
more
Community
sessions
to
do,
but
we
want
to
give
you
an
overview
so,
on
the
far
left,
a
high
quality
student
experience
means
students
have
the
access
and
opportunity
to
engage
in
rigorous
and
culturally
affirming
learning
experiences.
AD
This
is
really
that
academic
learning
bucket
the
next
one
over
in
order
for
students
to
enter
learning
experiences
ready
to
engage
in
high
quality
curriculum
and
instruction
that
is
challenging
and
representative
of
the
diversity
of
BPS.
We
must
support
every
child's
Wellness.
That
means
supporting
their
minds
through
mental
health
and
social
emotional
supports
and
their
bodies
with
physical
health
and
fresh
and
nutritious
meals.
It
also
means
we
must
provide
enrichment
opportunities,
so
every
student
in
BPS
can
engage
in
boundary,
expanding
experiences
to
discover
and
explore
their
passions.
AD
Then
we
must
support
the
adults
that
support
our
students
by
providing
Educators
with
professional
development
and
support
structures.
Ensuring
schools
have
the
staff
to
support
students
and
families.
That
means
counselors,
family
Liaisons,
social
workers,
nurses
licensed
Librarians.
The
list
can
go
on.
It
also
means
authentic
family
engagement,
that
invites
families
and
as
core
Partners
in
shaping
the
school
environment.
AD
AD
AD
Students
identified
with
disabilities
are
multilingual,
Learners
and
our
multilingual
Learners
with
disabilities
are
given
the
appropriate
supports
and
have
the
access
and
opportunity
to
experience
tier
one,
high
quality
learning
and
instruction
the
BPS,
the
BPS
academics
department
is
working
hard
on
the
inclusion
education
plan
to
make
inclusive
education
a
district-wide
reality
to
become
a
fully
inclusive
District.
We
also
need
the
physical
spaces
to
Foster
this
type
of
learning
environment
fully
inclusive
education
requires
multiple
classes
at
each
grade
band.
AD
AD
Another
option
is
to
merge
smaller
schools
together
into
joined,
School
communities
and
house,
the
lower
grades
in
one
building
and
the
upper
grades
in
another.
This
allows
for
multiple
classrooms
at
each
grade
band.
There
are
other
options
as
well,
but
what
this
example
demonstrates
is
how
academics
and
physical
spaces
work
together
to
achieve
the
high
quality
student
experience.
AD
AD
AD
Therefore,
increasing
access
and
opportunity
to
participate
in
sports
means
having
schools
that
support
a
population
of
students
to
do
so
last
one
high
school
students
also
elevated
the
need
for
a
variety
of
learning
experiences
offering
advanced
level
courses,
early
college
and
College
and
Career
and
Technical
education
CTE
also
require
certain
numbers
of
students,
and
many
of
these
classes
offer
more
robust
learning
experiences
when
they
occur
in
specialized
spaces.
Like
the
Makerspace,
you
see
here,
we
heard
overwhelmingly
the
need
for
music
science,
Visual
and
Performing
Arts
and
physical
education
in
every
Elementary
and
secondary
school.
AC
With
a
common
understanding
of
what
the
high
quality
student
experience
look
like
to
build
a
rubric,
we
must
figure
out
how
to
transparently
measure
it
and
then
incorporate
those
measurements
into
the
rubric.
This
leads
to
step
two
assessing
our
ability
to
support
the
high
quality
student
experience
now
and
in
the
future.
AC
AC
We
have
the
opportunity
to
think
of
the
entire
city
as
a
classroom.
We
know
that
learning
doesn't
happen
only
inside
school
buildings.
What
happens
around
those
buildings
on
all
of
on
playgrounds,
School
sports
fields
and
pools
in
museums,
cultural,
centers
and
community
centers?
All
of
that
matters,
so
we're
looking
at
the
student
experience
across
scales,
the
building
site,
neighborhood
and
then
the
and
the
entire
city.
AC
The
map
you
see
here
is
just
one
example.
The
higginson
Lewis
School
in
Roxbury
is
right
next
to
Malcolm,
X,
Park,
the
Shelbourne,
Community,
Center
and
other
athletic
fields
and
historic
sites.
These
spaces
matter
to
the
high
quality
student
experience,
and
we
also
know
that
it's
not
just
the
current
reality
that
matters
our
shared
history
matters
too.
AD
We're
looking
at
other
data
to
help
us
build
a
decision-making
tool
to
prioritize
where,
when
and
how
to
invest,
we're
asking
questions
like
where
has
there
been
investment
or
disinvestment
in
our
city?
Where
are
their
neighborhood
assets
like
Parks,
community,
centers
and
public
libraries?
Where
are
there
greater
neighborhood?
Where
is
their
neighbor
greater
neighborhood
need
or
opportunity,
and
how
might
Investments
highlight
or
Elevate
assets
or
create
new
opportunities,
and
where
do
our
students
and
families
actually
live?
AD
All
of
the
data
we
use
in
the
rubric
will
be
public
so
that
you
can
so
that
we
can
do
this
work
together
over
the
next
few
months.
There
will
be
multiple
opportunities
to
share
input
and
feedback
together.
These
three
steps
make
up
the
decision-making
rubric.
The
rubric
will
not
provide
a
single
solution,
there's
no
magic
formula
for
the
right
answer,
and
this
rubric
won't
impact
investments
in
ongoing
facilities
maintenance.
AD
AC
AC
B
Thank
you,
Miss
Dennis,
Wilson,
Miss
Granger
for
that
report
and
thank
you
and
your
entire
team
for
all
of
your
critical
work.
We
know
this
is
just
one
step
in
the
process
and
the
committee
looks
forward
to
seeing
how
this
rubric
evolves
during
the
community
engagement
process.
This
fall
sorry
about
Saturday
and
I
will
encourage
everyone
to
get
involved.
I
want
to
give
open
this
up
to
members
of
the
committee
for
questions,
comments.
G
Thank
you
so
much
for
your
last
presentation.
I
do
like
Powerpoints
and
I
always
appreciate
Adele's,
just
ability
to
really
taking
your
time
on
presenting
like
the
work
that
you
all
have
done
and
what
is
coming
when
I
first
read
the
presentation
for
myself,
I
was
like,
so
what
are
we
actually
voting
on
and
then
I
I'm
understanding
more
that
this
is
the
framework.
G
For
me,
what
I
wanted
to
ask
as
I'm,
seeing
like,
of
course
be
the
district
and
the
mayor's
office
are
working
really
closely
on.
This
is
what
is
the
I've
seen
all
the
community
process,
the
efforts
all
the
listening
sessions
have
been
done,
but
is
there
any
departments
on
on
the
city
side
or
any
other
efforts,
or
even
speaking
on
how
family
Liaisons
might
have
been
helping
out
on,
like
outreaching
to
family,
to
educate
them
or
just
share
the
information
just
wanted
to
hear
a
little
bit
more
on?
Who
are
those
key
departments?
G
I
also
wanted
to
offer
some
ideas,
and
this
is
what
I
was
really
talking
to
you
all
one-on-one.
So
if
you've
already
been
thinking
about
that,
that's
awesome,
but
definitely
thinking
about
with
the
with
this
meeting
or
open
house
being
canceled
on
Saturday
how
we
can
utilize.
The
civic
association
meetings
are
already
they're
already
happening.
What
events
or
meetings
that
some
of
our
Advocates
are
already
planning
that
we
can
ask
to
participate
just
looking
at
spaces
that
are
already
existing,
so
we're
not
Reinventing
the
wheel
and
I
know
it's
already.
AC
I
can
start
then
Rebecca
you
can
jump
in
so
we
have
been
working
in
collaboration,
so
the
mayor's
office,
and
then
we've
been
working
in
collaboration
with
or
the
city's
ons
office.
Also,
the
disabilities
commission
and
also
the
bpda
has
been
in
our
meetings
as
we
work
collaboratively
just
across
different
city
teams
to
ensure
that
we
have
different
voices
at
the
table.
AD
Yeah
and
I'll
also
say
that
we
very
much
see
this
as
a
collective,
full
city
project,
which
means
it.
It
we've
also
been
hosting
meetings
to
educate
and
inform
people
across
city
hall
and
in
other
spaces,
so
that
they
can
also
talk
to
the
people
that
they're
interacting
with
every
day,
as
well
as
we're
we're
trying
to
do
engagement
in
a
different
way.
The
weather
has
has
given
us
a
little
bump,
but
we'll
get
right
back
on
it
of
inviting
people
in
for
one-on-one
conversations,
which
means
that
there
are.
G
Well,
thank
you
for
highlighting
the
Departments
that
you
all
have
been
working
with.
I
think
it's
important
it
just
amplifies
what
superintendent
and
the
chair
has
shared,
that
this
is
a
shared
responsibility
for
all
of
us
and
not
just
the
superintendent
and
her
team
or
the
committee.
But
how
can
we
tap
into
everyone
that
has
some
sort
of
expertise
to
contribute
for
the
success
of
this
plan?
So
I
think
for
you
for
a
presentation
and
the
answers.
AD
AD
E
R
AC
So
the
survey
was
sent
out
to
all
Boston
Public
Schools
families,
the
capital
planning
team,
also
posted
Flyers
at
different
Community
organizations
at
housing.
Developments
and
flyers
were
also
posted
at
schools,
so
it
was
sent
out
across
the
city
to
share
with
families.
So
in
our
in
response
to
the
survey
that
went
out,
we
got
9
000
participants.
AC
AD
Math,
if
we've
got
9
000
responses
about
50
percent
were
from
identified
as
family
or
caregivers,
which
means
about
4
500.,
which
means,
if
we
think
about
the
number
that
was
shared
earlier,
which
is,
let's
say,
40
000
families
in
BPS.
It
means
that
we're
there's
many
families
that
did
not
respond,
which
means
we
both
have
to
continue
changing
our
methods,
which,
just
to
show
the
difference
between
the
first
500
and
the
second
9000.
AD
We
need
to
continue
improving
to
get
more
voices
involved
so
and
even
just
saying
you
know
4
500
that
doesn't
then
break
it
up
by
the
demographic
groups
because
even
say,
or
specifically,
race
and
ethnicity.
Just
looking
at
how
that
is
divided
up,
the
majority
of
our
district
is
melon
and
blessed.
They
are
black
and
identify
as
latinx,
and
so
that
was
about.
E
R
AD
And
you
know
part
of
it
also
and
I
know
this.
Isn't
the
question
that
you
that
you
asked
but
is
also
helping
families
understand
what
it
is
that
we're
trying
to
achieve
so
that
as
decisions
are
put
forward
and
as
people
are
invited
in
they
understand
what
they're
being
invited
into
and
in
service
of
what.
A
C
I
I
think
this
is
really
perfect
or
I
would
say
impeccable
timing,
particularly
as
we
think
about
even
a
couple
of
things
that
were
shared
this
evening
with
regards
who
the
O'brien
moving
to
West,
Roxbury
and
so
really
thinking
about
how
this
rubric
and
how
you're
going
to
assess
the
potential
impacts
of
moving
an
entire
School
community.
So
I
think
this
plan
is
is
at
least
the
rubric
like
aspect
of
it
seems
very
much
in
line
with
what
it
is
that
we
need
to
do.
C
AC
Thank
you
for
that
question.
So
as
I,
so
as
a
collaborative
team,
we're
still
working
on
developing
what
the
rubric
should
look
like,
and
this
is
where
we're
looking
for
Community
Voices
and
your
voices
as
part
of
this
process
to
think
about
what
data
should
be
included
in
the
rubric
in
the
rubric,
and
we
should
have
a
like.
AC
AD
The
rubric
won't
be
applied
to
current
projects
underway
or
proposals,
but
one
of
the
things
and
I
feel
like
your
question,
is
both
alluding
to
it,
and
we've
heard
it
throughout
lots
of
conversations
is
how
do
we?
We
know
we
have
so
much
to
do,
and
there
are
so
many
facilities
and
needs
in
need
is
how
do
we
create
a
transparent
process
that,
even
if
someone
doesn't
agree
with
what
is
proposed
or
put
on
the
table,
they
understand
how
that
proposal
was
formed
and
the
the
purple
buckets.
AD
You
know,
as
we
think,
about
the
physical
spaces
within
buildings
and
across
different
spaces,
but
we
also
need
to
think
about
the
prioritization
and
I
think.
What's
what's
really
key
about
this,
and
while
these
organically
came
out
of
our
listening
sessions
and
they'll,
be
more
poignant
about
them
in
the
the
fall,
we
don't
want
to
think
about
these
decisions
as
a
series
of
isolated
buildings
and
Investments,
but
rather
as
an
entire
District,
the
entire
District
as
an
ecosystem.
AD
That
means
that,
as
we
dig
into
historical
context,
like
closures,
that
have
happened,
or
you
know
to
again
hit
on
one
of
superintendent,
Skipper's
points
desegregation,
redlining
right.
There
are
so
many
things
that
have
happened
in
our
communities
that
what
putting
measurements
in
these
types
of
buckets
does
is.
It
helps
us
determine
where,
in
the
the
city
we
invest,
while
actualizing
the
high
quality
student
experience
for
everyone,
so
I
I
think
what
it
will
will
do
is
help
us
make
more
Equitable
decisions
more
transparently,
so
that
more
people
can
be
involved.
C
Yep
for
sure
and
I
guess,
I
I
mean
even
to
add
to
your
purple
buckets
there,
the
opportunities,
the
assets
I,
assume
you're,
including
in
this,
the
the
the
potential
negative
impacts,
the
lack
of
it
as
well
so
I
that
could
be
funneled
under
historical
context,
but
I
could
also
be
funneled
under
the
opportunities
aspect
too.
So
just
making
sure
that's
part
of
it.
Yeah.
H
Thank
you,
madam
chair.
You
know
I'm
I'm
sitting
here
thinking
a
couple
of
thoughts,
first
of
all,
deep
appreciation
for
when
we
have
some
of
the
smartest
and
hottest
working
people
in
the
district
and
the
city
working
together
on
this,
particularly
represented
by
you,
Chief
stanisloff
and
Procter
Granger
really
excited
by
the
possibilities
of
this,
because
this
is
one
of
our
biggest
problems
to
reflect
back
on
what
the
chair
was
saying
before
right,
we
are
not
providing
high
quality
facilities
for
all
of
our
students
across
the
entire
District.
H
H
I
can't
believe
it's
been
three
years
since
we
were
back
here
having
meetings,
but
we've
heard
a
lot
of
plans.
When
we've
sat
here
over
the
years
and
many
times
we've
been
told,
be
patient.
The
next
step
is
coming
and
I'm.
Getting
to
the
point.
I
know
the
chair
is
definitely
at
the
point
of
the
patience
is
come
on.
H
What's
the
next
step,
so
I'm,
sorry,
you
can't
have
the
public
meeting
on
Saturday,
because
I
would
have
loved
to
attend
because
I
suspect
you'd
start
off
by
saying,
as
you
do
these
other
sessions
vision
for
me
Envision.
What
you'd
like
to
see
right
so
I'm
going
to
ask
you
the
question
that
I'm
sure
a
lot
of
people
have
in
their
mind
when
they
have
this
Envision?
For
me,
what
a
rubric
looks
like
just
give
me
some
rough
parameters
of
what
we're
talking
about.
H
It's
not
I'm,
guessing
it's
not
just
a
grade
or
a
score,
or
something
like
that
is
it
I.
Don't
know
help
me
out
with
what
a
rubric
will
be
that
we'll
be
able
to
use
as
a
tool
to
make
decisions
and
I'm
probably
putting
a
card
before
the
horse
as
they
say,
you
probably
want
to
say,
wait
till
December
and
we
have
these
sessions,
but
I'm
just
curious
of
how
you
Vision
a.
X
AD
Look
we're
looking
back
and
forth.
I'll
start:
okay,
I'm
gonna
dream
with
you
for
a
moment,
Vice
chair
O'neill.
So
if
we
think
about
the
high
quality
student
experience,
we
have
to
remember
that
green
New
Deal
is
investing
in
physical
spaces.
So
that
means
that
all
of
those
visits
to
every
single
school,
to
figure
out
what
the
physical
spaces
were
in
it,
we
will
actually
be
able
to
and
I
don't
think
score.
AD
Is
the
right
word
right,
because
it's
not
that
we're
ranking
schools
against
each
other,
but
we
can
understand
schools
current
ability
to
actualize
the
high
quality
student
experience
right.
So
we've
got
almost
that
list
of
schools.
Then
we
need
to
figure
out
what
is
the
gap
between
the
current
and
the
potential,
which
is
part
of
why
we
need
to
think
at
scale.
It
might
be
that
a
current
building
can
actualize
that
experience.
It
might
be
that
there
are
changes
that
can
happen
to
that
building.
AD
It
might
be
that
the
parcel
around
it
means
that
we
can
build
a
new
building
on
that
space
right.
So
now
we
can
actually
almost
have
like
a
list
or
a
measurement
showing
the
gaps
between
those
spaces.
Okay,
so
we
hold
that
right.
Then
we
need
to
think
about
the
entire
city
as
the
ecosystem
and
to
remember
alkins
Point.
AD
If
we
have
those,
we
can
then
apply
it
to
the
list.
I
wish.
Do
you
remember
those
like
well
I
was
about
to
say
Minority
Report,
but
that's
not
the
best
one,
because
that
movie
did
not
end
well,
but
you
know
how
they're
like
moving
things
around
and
they're
in
their
head.
Okay,
all
right!
That's
how
I'm
thinking
right
now
I
realize
sometimes
or
people
are
like
Rebecca.
We
don't
want
to
be
in
your
head,
but
you've
got
these
lists.
We
have
the
being
able
to
prioritize
across
the
city.
AD
H
So
I
I
think
back
to
the
evaluation
process,
Dr
Elkins,
just
LED
for
all
of
us,
and
that
was
a
rubric
right.
That
Jesse
provided
that
we
evaluated
we
separated
into
four
standards,
and
you
know
five
measurements
within
each
standard.
We
agreed
on
what
the
guidelines
were
to
begin
with
and
that
kind
of
led
us
down
the
path
yeah
of
oh
okay.
Well,
if
we
follow
this
framework,
we
all
logically
came
to
a
shared
conclusion.
We
had
slightly
different
levels
on
it,
but
we
were
still
able
to
find
a
shared
one.
H
Are
you
envisioning
something
like
that?
Where
we're
agreeing
on
and
I
know,
maybe
a
bad
analogy,
but
you
know
here
are
the
standards
that
we
all
agree
are
important.
Here
are
the
different
levels
of
you
know,
measurement
that
are
possible
yep
and
guidelines
and
explanations
on
Lee
that
and
it
leads
you
down
the
path.
Is
you
envisioning
something
like
that.
AD
AD
C
So,
for
example,
a
high
quality
School
experience
is
going
to
be
unique,
but
you
need
to
understand
what
are
the
specific
questions
that
we
need
to
ask
in
the
particular
way
that
they
need
to
be
asked
so
that
we
can
get
the
most
robust
answer
so
I.
Think
part
of
what
they're,
also
outlining
at
least
in
this
slide
is
also
where
those
questions
and
the
areas
are
going
to
come
from.
So
there's
a
little
bit
of
that
I
think
embedded
in
that
rubric
design.
There.
B
Thank
you,
I'm
not
going
to
ask
any
questions
tonight
because
I'll
take
us
down
a
rabbit
hole.
You
all
know
what
my
questions
are:
I
bring
a
kindergarten
teacher
mentality
to
this,
often
about
wanting
it
to
be
as
simple
as
possible
and
I
feel
this
is
so
complicated
and
I
worry
what
parents
are
going
to
take
away
from
this
because
I
know
their
basic
question
will
always
be.
B
When
am
I
going
to
learn?
How
am
I
going
to
understand?
How
am
I
going
to
put
all
of
this
together
so
I
know
we're
we're
moving
through
the
process
of
developing
the
rubric,
but
then
I
guess
the
question
is
at
what
point
do
we
feel
that,
as
a
city,
we
will
be
able
to
answer
that
question?
I'm
not
saying
I
might
like
the
answer
that
I
get
because
Summer
people
are
going
to
be
happier
than
others,
but
at
what
point
in
this
process,
when
will
we
feel
we'll
be
able
to
answer
that
question?
AC
And
just
wanted
to
add
to
what
Rebecca
just
said.
It's
one
other
component,
that's
going
to
be
a
part
of
the
long-term
facilities
plan
is
the
piece
that
our
facilities
team
is
working
on
on
the
shorter
term
investments
in
our
building,
so
the
long-term
facilities
plan,
the
components
that
sits
on
the
capital
planning
for
the
longer
term
investments,
but
also
our
facilities
team
is
working
on
designing
a
document
that
they
would
share
later
on
that
outline
sort
of
like
the
shorter
term
investments
in
our
buildings.
Okay,
chair.
AD
Robinson
also
I.
Please
continue
to
push
on
the
simple
it's
so
easy
to
get
stuck
in
the
weeds
of
this
I
have
to
say.
If
you
ever
want
to
talk
about
this
at
three
in
the
morning,
I'm
usually
sitting
up
thinking
about
this,
because
it
wakes
me
up
at
night
and
I
think
the
push
for
us
to
take
something
that
is
so
complex
and
to
make
it
elegantly
simple,
so
that
people
understand
is
core
to
this
work,
so
keep
bringing
that
Elementary
mindset
and
pushing
us
on
that.
Well,.