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From YouTube: Boston Public School Committee Meeting 06-07-17
Description
Boston Public School Committee Meeting 06-07-17
A
B
Tonight's
meeting
is
being
broadcast,
live
by
Boston
City
TV,
Comcast,
channel
24
and
RCM
channel
13.
It
will
be
rebroadcast
a
later
date.
If
anyone
wishes
to
sign
up
for
public
comment.
Please
see
our
staff
lina
Harvick's
in
the
main
hall
sign
up
for
public
comment
this
evening
will
close
at
6:30
due
to
maintenance
of
the
bowling
building.
We
will
need
to
close
at
10:00
p.m.
tonight.
Therefore,
our
meeting
will
end
at
9:30
sharp.
B
B
B
B
C
D
What
I
learned
just
now
is
that
Ferriss
father
has
been
in
United
States
as
last
year,
studying
at
the
Kennedy
School
earning
his
master's
degree.
So
fair
has
only
been
in
the
US
for
one
year,
I
just
blown
away.
There
is
such
an
amazing
intelligent
young
girl,
we're
going
to
miss
United
States,
because
they're
moving
back
to
Malaysia
next
week.
B
D
E
D
E
I'll
try
to
make
this
I.
Thank
you
for
this
acknowledgement
of
my
award.
More
importantly,
I
really
want
to
thank
the
school
committee
for
your
leadership.
I
watch
the
school
committee
meetings
and
occasionally
attend
and
they're
fascinating,
I
just
love
to
see
what
goes
on
and
I
really
appreciate
your
thoughtful
deliberation
and
how
you
respectfully
respond
and
collaborative
collaboratively
work
with
the
individuals
here,
including
students
and
the
groups
that
come
before.
E
You
inspires
me
and
makes
me
confident
about
the
future
of
bps,
a
district
that
I've
worked
in
for
many
years
and
feel
heavily
invested
in
for
ensuring
positive
outcomes
for
all
our
students,
like
Jo
here
in
the
front
row.
I
stand
here
only
because
of
the
hard-working
school
psychologists
and
people,
adjustment,
counselors
and
behavioral
health
services,
with
whom
I
work,
and
some
of
that
are
here
tonight,
including
my
husband
and
fellow
school
psychologist.
Dr.
Alan,
Cohen.
E
We
work
extremely
hard
to
craft
the
science
to
practice
model
by
reaching
out
to
national
experts,
to
help
guide
our
work
and
by
working
to
break
down
silos
that
inhibit
our
girls
at
times.
Thank
you
for
the
acknowledging
the
innovation
we
brought
to
this
great
school
district,
but
we
could
be
even
better
and
we
will
continue
to
do
our
part
to
contribute
to
continually
improving
all
for
the
sake
of
our
awesome
students
across
across
the
City
of
Boston.
Thank
you
all.
B
B
B
B
B
Before
we
move
on
to
the
approval
of
minutes,
we
want
to
take
a
moment
to
thank
our
student
representative,
kyandre
McClay,
who
is
wrapping
up
his
year
with
us
on
the
school
committee
and
we'll
be
leaving
shortly
to
pack
his
bags
to
go
to
South
Africa
tomorrow,
yep
and
where
he
will
participate
in
a
service
learning
trip.
Mr.
macclay,
would
you
like
to
say
a
few
words?
Yes,.
F
I
would
like
to
say
thank
you
to
everyone
for
all
the
support
over
the
year
and
I
look
forward
to
working
with
more
students
next
year
as
we
come
into
next
year.
Sorry,
but
thank
everyone
for
all.
The
support.
I
had
it's
much
appreciated,
also
from
all
the
members
of
school
Committee,
as
well
as
fostering
Advisory
Council
and
our
adult
leaders,
Maria
and
Jenny,
and
all
the
departments
I
work
with
such
as
Monica
Robert,
John,
Hanlin
just
walked
in
and
even
down
to
Carla
and
Emilio,
and
also
the
custodians,
Mike
and
Zach.
F
B
Now,
we'll
move
on
to
the
approval
minutes
that
the
minister
approved
as
presented
hard
copies,
will
be
made
available
immediately
in
the
hallway
with
the
other
handouts.
If
changes
are
made,
you
can
access
the
minutes
tomorrow
on
the
bps
website.
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
May
31st
2017
school
committee
meeting
as
presented
so.
H
B
D
You
Dean
Coleman
a
good
evening
school
committee
good
evening
to
all
those
who
are
here
this
evening.
It's
nice
to
see
everyone.
We
finally
reached
Jun-
and
this
is
a
month
of
celebration
for
our
student
learning
and
it's
good
to
see
that
the
weather
is
warming
up
a
little
bit
because
graduation
season
has
charted-
and
this
evening
is
my
first
graduation.
So
I'll
talk
a
little
bit
more
about
graduation
season
this
evening.
D
I
have
some
updates
to
provide
I,
have
some
bright
spots
to
provide
as
usual,
and
then
okay
and
my
superintendents
remarks
this
evening
by
how,
with
having
our
interests,
instructional
superintendent
come
up
to
introduce
our
new
principals
to
be
PS.
So
let
me
start
off
with
a
couple
of
a
few
updates
before
graduation,
it's
prom
night
for
many
of
our
seniors.
It
can
be
such
a
special
moment
for
all
our
students.
D
Right
now,
this
year
clamp
giving
the
glam
provided
32
students
from
Boston
International
newcomers,
Academy
and
nice,
students
from
tech,
Boston,
Academy
and
all-expenses-paid
prom
experience
paying
for
attire
hair
makeup
artist
and
limo
rides
to
prom
the
founder
of
giving
the
glam
Mara
Mara
Stella
Rocco
has
been
covering
the
cost
of
problems
for
a
growing
number
of
students
in
bps
and
Metro.
Since
2014.
We
would
like
to
thank
her
so
much
for
giving
back
to
our
community
and
speaking
of
graduations.
Our
first
graduation
ceremony
is
happening
this
evening.
West
Roxbury
Academy
is
celebrating
its
graduation.
D
Next
update
I
want
to
share
something
I've
read
in
the
Boston
Globe
today
and
it's
a
celebration
of
the
roof
of
the
life
of
Barbara
Elam,
who
passed
away
a
few
weeks
ago
at
the
age
of
88.
Miss
Elam
was
a
moon,
a
grandmother
and
had
deep
passion
for
reading
writing
and
providing
literacy
opportunities
for
children
of
color.
She
graduated
from
Roxbury
Roxbury,
Ramone,
Memorial,
High
School
and
Tenant
Simmons
College
at
the
age
of
16.
D
She
graduated
from
high
school.
She
became
a
children's
librarian
in
East,
Boston
and
south,
and
she
made
great
strides
to
obtain
books
by
black
authors
to
ensure
that
children
sell
characters,
look
like
them
as
we
work
to
provide
content
that
is
more
culturally
relevant
for
our
students.
We
should
look
at
the
look
at
the
work
of
Barbara
Elam
as
a
role
model,
and
this
is
a
very
nicely
written
bitchery
today
in
The
Boston
Globe.
So
I
just
wanted
to
point
that
out.
D
The
next
update
is
about
my
brother's
keeper
of
Isaac
aboard
I,
like
to
thank
mayor
Walsh
for
his
continued
support
of
my
brother's
keeper
initiative
mayor
join
local
and
national
leaders
for
a
highly
attended
discussion
here,
the
Boland
Building
last
Friday
to
discuss
mentor
and
recruitment
and
implicit
bias,
training
efforts,
one
of
the
special
guests
at
the
event,
was
broader
Johnson,
Brody
Johnson,
formerly
was
a
cabinet
secretary
for
President
Obama.
He
is
now
leading
the
national
MBK
work.
Mr.
D
Johnson
met
with
20
students
at
the
Burke
high
school
earlier
during
the
day
and
then
during
the
evening
events
here,
the
Boland
building
the
mayor
announced
the
establishment
of
my
brother's
keeper
a
by
Surrey
board,
and
there
is
a
BPS
employee
on
that
board.
It's
actually
our
managing
director
and
senior
advisor
of
External
Affairs,
dr.
McKee
Democrat.
She
was
named
on
the
by
Zuri
Board.
She
can't
she
wasn't
able
to
come
today,
but
she,
along
with
many
other
members
of
our
city
and
many
community
partners,
now
sits
on
the
MBK.
A
visor
bore.
D
Next
update
yesterday,
I
had
the
honor
speaking
and
providing
some
message,
a
message
at
a
forum
to
discuss
miss
dismantling
the
school-to-prison
pipeline
at
the
clocks,
Community
Center,
on
display
yesterday
and
along
with
two
other
speakers,
Lindsay
Heffernan
of
the
Department
of
Youth
Services
and
Ron
Ferguson,
director
of
the
achievement
gap
initiative
a
Harvard,
Kennedy
School.
We
had
an
opportunity
to
educators
and
to
media
partners
about
the
importance
of
this
work.
This
is
our
second
annual
school
to
Prison
Pipeline
convening
I.
D
This
is
critical
work,
I
think
when
we
talk
about
closing
opportunity
and
achievement
gaps
in
bps,
it
is
to
disrupt
a
school
to
Prison.
Pipeline
and
most
school
districts
actually
hesitate
to
do
this
work
and
to
call
it
out
because
it
is
the
school
to
Prison.
Pipeline
I
mean
it
implicates
school
systems
and
very
proud
that
our
office
of
social,
emotional
learning
wellness
and
you
transition
task
force
and
a
Boston
opportunity.
Youth
collaborate
all
work
together
on
this
to
facilitate
this
important
discussion
year.
D
One
we
made
the
BPS
data
very
transparent,
your
to
we've
brought
in
speakers
and
than
other
school
leaders
who
then
led
discussions
on
how
we
are
doing
do
how
we
are
contributing
to
dismantling
the
school-to-prison
pipeline.
So
I
would
just
want
to
thank
a
ma
Leone
of
is,
and
your
team
for
putting
this
work
out.
D
There
so
appreciate
that
yesterday,
as
well,
I
had
an
opportunity
to
thank
many
VPS
staff
and
community
partners
who
attended
the
comprehensive
behavioral
health
model,
showcase
Andrea
you're
still
here
great
cbh
M
is
a
multi-tiered
system
of
support
that
is
now
in
50,
Boston,
Public
Schools.
We
need
to
make
sure
a
hundred
percent
of
Boston
Public
Schools
are
safe
and
welcoming
to
every
single
student
and
provide
positive
behavioral
intervention
systems
have
positive
behavior
intervention
systems
within
those
schools
and
CB
is
a
great
model
for
a
PBIS.
D
I
D
Here,
too,
from
Children's
how
about
hi
John?
Thank
you
for
being
here
this
evening,
John
Reardon,
a
few
bright
spots.
I
want
to
communicate
earlier
today,
I
provided
the
initial
release
of
Bryant
in
high
school
and
Excel
High
School's
level
4
turnaround
plan
we've
been
working
with
both
school
communities
throughout
the
year
since
the
school
is
designated
level
4
in
September
to
develop
these
plans,
as
indicated
in
state
law,
these
initial
plans
have
been
provided
to
each
school
to
local
stakeholders
group.
D
This
committee,
you
all
received
by
email
today
in
the
state,
Commissioner
Mitchell
Chester
over
the
next
30
days.
All
three
of
these
parties
will
have
the
opportunity
to
review
the
plans
and
proposed
modifications
directly
to
me.
I
also
be
meeting
as
promised
with
the
local
stakeholder
groups
in
the
public,
setting
of
both
Excel
and
Brighton
in
upcoming
weeks
and
I,
communicated
out
the
dates
for
those
meetings,
as
well
with
the
plans.
I
want
to
thank
the
many
members
of
both
the
Brian
Xcel
communities
who
have
been
instrumental
in
putting
these
plans
together.
D
The
local
stakeholder
group
recommendations
and
the
student
focus
groups.
Recommendations
have
all
influenced
the
strategies
in
these
plans.
Just
for
public
record
I
want
to
make
sure
folks
know
that
the
Brighton
high
school
local
stakeholder
group
meeting
will
be
on
June
22nd
from
2:00
to
3:30,
and
the
Excel
local
stakeholder
group
meeting
will
be
June
26th
from
3:30
to
5:00.
These
meetings
will
be
held
at
the
school
they'll,
be
open
to
the
public
and
encourage
people
to
come
and
attend.
D
There
will
also
be
a
comprehensive
effort
across
central
offices
reported
the
planned
development
I
should
say
there
has
been.
There
will
continue
to
be
a
comprehensive
effort
from
central
office
to
support
the
planned
development,
and
we
will
continue
to
support
the
school
throughout
the
summer
and
two
of
two
of
our
Headmaster's
to
the
principal's
that
will
be
introduced
later
will
we'll
be
leaving
those
schools
so
rename
a
call
will
be
leading
Excel
Renee.
You
could
raise
your
hand
really
quickly
and
Rob
Rometty
you'll
be
leaning
at
Brighton.
D
Yesterday
evening,
I
have
an
opportunity
to
participate
in
build
fastpitch
challenge
the
bill
best
pitch
challenge
the
culmination
of
a
year-long
effort
of
young
teams
of
young
teams
of
young
people
throughout
Boston
public
high
school.
We
basically
have
created
products
and
they
pitched
their
products.
The
final
four
teams
pitch
their
products
to
this
incredible
group
of
people
is
probably
over
a
thousand
people
at
this
event,
and
here
are
some
photos.
This
is
a
photo
from
the
Charlestown
Charlestown
high
school
team,
I
believe
and
thus
to
entrepreneurs
present
their
ideas
to
a
panel.
D
Credible
incredible
event
this
week
is
the
bps
citywide
Arts
Festival
is
started
yesterday,
I
had
opportunity
to
take
off
that
event
as
well.
The
energy
in
that
is
the
energy
that
comes
from
watching
the
young
people
in
Boston
Public
Schools
perform
is
just
incredible
because
there's
we
we
see
art
everywhere
and
like
I've,
been
in
Boston
Public
Schools
a
short
time
and
over
the
last
two
years,
I
seen
this
major
shift
of
this
belief
that
arts
isn't
really
enrichment
but
really
is
core
to
the
work
and
just
watching
our
young
people
perform
is
always
inspirational.
D
More
than
thousand
BPS
students
in
grades
K
through
8
participate
in
this
three-day
festival
today
and
tomorrow
will
be
at
the
Boston
Commons.
It's
a
great
way
for
our
young
people
to
showcase
and
showcase
their
talents
and
I
just
want
to
point
out
an
interesting
data
point.
It's
number
of
school
students
were
receiving
arts
education
at
least
two
days
in
our
k-8
and
I
have
gone
up
from
67
percent
to
95
percent
over
the
last
eight
years.
D
D
Last
week,
six
third,
fourth
and
fifth
graders
grade
students
from
the
harbor
Kent
School
in
Charlestown
got
a
huge
surprise
in
a
very
public
way.
These
students
received
$1000
scholarships
from
the
Harvard
Kent
leadership
and
scholarship
partnership.
I
was
on
hand
to
see
the
excitement
of
the
young
people's
faces,
and
they
were
surprised
with
these
$1000
checks.
Their
families
were
told
beforehand,
so
they
were
able
to
come.
D
I
think
one
kid
got
a
heads-up
because
she
showed
up
to
school
in
a
tie,
but
that's
all
that's
all
good,
but
they
were
rewarded
for
achieving
academically,
promoting
school
spirit
for
being
pure
leaders
and,
most
importantly,
for
being
a
good
friend.
The
mayor
was
on
hand
principal
of
course,
Jason
Gallagher,
the
btu
president,
which
are
stuntmen
state,
Rep,
Daniel,
Ryan
councilor
enough
Anissa,
sabe
George
were
all
on
hand,
instructional
superintendent,
Tommy
Welch
as
well,
and
we
also
prized
the
six
students
also
a
hand
or
scholarship
recipients
from
I.
D
Don't
know
how,
many
years
ago,
almost
eight
years
ago,
who
are
now
seniors
in
bps
and
graduating
going
to
college,
so
they
came
back
to
celebrate
along
with
the
third
fourth
and
fifth
graders
as
well
so
incredible
event.
Next
bright
spot,
we
had
a
great
turnout
once
again
at
the
promising
Pals
breakfast
at
the
Timmel
t
middle
school
last
Friday.
D
D
Building
the
this
is
a
really
neat
project
that
comes
out
of
the
haley
school
in
Roslindale,
and
it's
a
partnership
through
community
boat
building
every
year,
fifth
graders
work
on
building
canoes
at
schools
throughout
the
year.
This
year,
the
boat
builder
teacher,
Sarah
Betsy
has
collaborated
with
the
schools.
Our
teacher
Amy,
true
I,
think
that's
Brent
I
can't
karemera
dan,
how
the
catch
row.
Thank
you,
Amy
Tatro,
in
painting
themes
on
the
boat
in
order
to
give
students,
creativity
and
ownership
over
their
work.
D
This
year's
theme
was
messages,
messages
to
change
the
world
with
a
focus
on
social
justice
issues.
In
addition
to
painting
beautiful
images,
the
students
seen
these
messages
promoting
peace
and
civil
rights,
there's
going
to
be
a
boat
launch
tomorrow
and
again
Tuesday
from
9:30
a.m.
to
1
p.m.
in
Jamaica
pod,
where
parents
and
the
community
admire
these
boats.
D
D
Awesome.
I'm
done
my
bright
spots.
I
actually
want
to
now
invite
our
instructional
superintendents
to
come
up
and
introduce
our
to
the
school
committee
end
of
public,
our
new
principals
and
head
masters,
and
many
of
these
principles
at
Headmaster's
actually
completed
their
first
year
as
interim
and
are
being
made
per
minute.
So
Mary
my
turning
over
to
you.
First
ornament.
K
Our
new
school
leaders
so
I
have
the
honor
and
privilege
of
introducing
making
the
first
introduction
Rodolfo
Morales
step
forward.
Sweets
is
going
to
be
the
next
leader
of
the
Bates
Elementary
School
in
Roslindale.
Rodolfo
was
himself
an
English
language
learner
and
he
brings
that
experience
to
his
work
in
bps
he's
been.
He
was
a
Boston
teacher
resident
fellow.
He
has
been
a
teacher
in
one
of
our
two-way
bilingual
schools
and
then
a
principal
intern
in
another
of
our
two-way
bilingual
schools.
L
Good
evening
everyone
it's
my
distinct
pleasure
to
introduce
mr.
Jamel
Adkins
Sharif.
He
is
the
next
principal
of
the
Blackstone
innovation
school
and
he
brings
to
us
a
wealth
of
experience
from
working
in
both
charter
schools
and
other
school
districts.
Alternative
schools
has
had
experience
from
early
childhood
all
the
way
through
alternative
high
school
experience
is
also
a
lawyer
in
one
of
his
past
lives
and
is
currently
pursuing
his
doctorate,
and
so
the
Blackstone
School
is
very
excited
to
welcome
Jamel
to
be
the
next
leader
of
the
work
that
they're
doing
there.
J
Good
evening,
everyone
Rachael's
Garret
is
unfortunately
not
able
to
attend
tonight
because
she
is
still
in
DC,
but
I
do
want
to
take
this
opportunity
to
publicly
announce
her
to
the
School
Committee
as
the
headmaster
of
Boston
Latin
School
Rachael
Skerritt
is
the
deputy
chief
of
leadership
and
development
in
DC
and
has
successfully
turned
around
Eastern
High
School
there.
Prior
to
that,
she
was
at
in
many
positions
of
some
of
which
I
think
that
she
would
recognize,
as
most
dear
to
her
as
a
teacher
and
a
leader
here
at
ACC.
M
So
I'm
delighted
to
be
announcing
Rob
Rometty,
officially
to
be
taking
over
as
the
next
headmaster
of
Brighton
High
School.
In
its
turnaround
process
coming
to
Brighton
High
School
is
a
homecoming
for
Rob
who
began
his
teaching
career
at
Brighton
high
school
and
actually
had
a
very
distinguished
career
at
bright
and
high
as
a
teacher
and
really
is
a
lead
teacher
bringing
all
sorts
of
important
and
impactful
programming
into
the
high
school
when
he
was
there.
M
He
went
on
from
Brighton
High
to
serve
as
the
principal
of
the
edwards
middle
school
where
he
was
a
fantastic
instructional
leader
and
impressed
us
tremendously,
as
we
were
talking
to
him
about
the
potential
taking
over
at
bright
and
high,
and
it's
been
a
delight
working
with
him
over
the
last
several
months.
As
we've
been
doing
that
work
to
get
the
turnaround
going
and
he
brings
tremendous
expertise.
It's
just
a
few
more
little
details.
M
I
So
is
my
pleasure
to
introduce
Robin
lien
as
the
permanent
headmaster
at
the
community
academy
of
science
and
health
on
behalf
of
my
colleague,
Anthony
Pope
joined
us
today.
So
Robin
is
finishing
her
interim
year,
a
very
successful
interim
year
at
Cash
this
year
prior
to
becoming
the
headmaster.
She
also
served
as
the
science
director
at
cache
for
six
years.
During
that
time,
she
was
instrumental
in
dramatically
increasing
the
graduation
rate
for
students
at
cash
prior
to
joining
cash.
I
And
also
my
pleasure,
to
introduce
her
name
a
call
as
the
incoming
headmaster
of
excel
high
school
to
lead
the
turnaround
work.
There
Renee
started
as
a
in
the
finance
world
where
she
had
a
successful
career
for
eight
years,
working
KPMG
in
John
Hancock,
and
then
she
switched
careers
and
became
a
high
school
math
teacher
in
bps
about
ten
years
ago,
teaching
an
English
high
school,
Brook,
Farm
Academy
and
then
becoming
a
cluster
leader
at
Madison
Park.
J
Come
on
over
so
starting
with
muddied
assess
so
muddy,
says
Diliberto.
It
has
been
the
interim
principal
at
the
Horace
Mann
School,
the
oldest
day
school
in
the
country,
so
deaf
and
hard-of-hearing
and
I
am
happy
to
announce
that
she
has
now
the
permanent
principal
of
the
Horace
Mann.
She
is
here
today
with
her
team,
her
very
excited
team
and
her
family.
J
Her
three
young
boys
are
all
Boston
Public
School
students
and
they
live
in
Brighton,
so
I'm
very
excited
that
she's
able
to
celebrate
today.
Mariza
has
worked
20
years
asked
of
Horace
or
around
20
years
at
the
Horace
Mann.
She
is
multilingual
in
Spanish,
American,
ASL,
Puerto,
Rican,
ASL
and,
and
there
are
many
other
languages
in
ASL,
so
she
is
supporting
a
very
diverse
community.
We're
excited
for
all
that
is
coming
to
the
Horace
Mann
due
to
her
leadership.
Thank
you.
J
J
She
is
now
the
permanent
principal
of
the
JFK
and
in
this
role
she
has
really
worked
closely
with
the
community
to
cultivate
a
new
culture
of
education
and
a
future
for
the
school
in
that
work
very
happy
to
say
that
she
is
also
a
Boston
Public
School,
proud
graduate
from
the
Jeremiah
Burke
high
school,
and
we
look
forward
to
the
great
things
that
are
to
come
from
the
JFK.
Thank
you.
N
Good
good
evening,
my
name
is
Tommy
Welch,
an
instructional
superintendent
for
TLT,
3b
and
I
would
love
to
introduce
young
woman
who
I
worked
with
all
through
this
year
as
an
interim
principal
at
the
pjk
pjk
Patrick
Kennedy
elementary
school
now
the
permanent
principal
the
come
on
over
hoods
and
she
would
love
and
that
we
switched
her
picture
at
the
last
minute.
I
had
a
placeholder
there
that
was
actually
her
freshman
soccer
pitcher
from
Emmanuel
College.
It
was
just
a
placeholder,
but
it
was
interesting
when
I
found
it
on
the
page.
N
It
says
what
I
hope
to
be
grow
up.
I
hope
to
be
a
teacher.
Kristen
really
is
an
educator
she's,
a
lead
teacher
at
her
school.
She
has
a
tremendous
passion
for
inclusive
practices
in
the
clusion
model,
she's,
not
afraid
to
get
her
her
hands,
dirty
she's,
redecorated
bathrooms
and
teachers
staff
rooms
throughout
this
year.
So
we
worked
closely
together.
She
dances
with
our
kids.
She
plays
soccer
with
our
kids
but
she's
a
great
addition
to
all
of
our
portfolio.
Schools
and
everyone
couldn't
be
happier
to
have
you
back.
J
It
is
also
my
pleasure
to
present
dr.
Freeman
wisdom.
Dr.
Freeman,
with
wisdom
is
at
the
O'bryant
High
School
John
do
Bryant
school
of
science
math
and
science
thank
mathematics
and
science
I'm
also
very
excited
because
dr.
copelan
and
dr.
Friedman
wisdom
were
part
of
my
doctoral
program,
and
we
were
here
recently
being
recognized
by
the
school
committee.
So
it's
kind
of
very
excited
to
present
her.
She
is
also
a
graduate
of
the
O'bryant
and
returns
to
her
armored
mater.
J
K
Next
I
have
the
privilege
of
introducing
Dan
Lodi
Bobbitt
done
body
is
someone
who
is
a
teacher
leader
who
has
been
exercising
that
leadership
at
the
btu
pilot
school
for
the
last
few
years
and
is
now
ready
to
step
out
and
take
up
the
leadership
role
at
the
Philbrick
school.
The
Lodi
is
someone
who
is
going
to
lead
with
his
heart.
K
He
really
impressed
the
team
who
was
searching
for
a
leader
with
his
relational
capacity,
and
so
we
look
forward
to
the
way
that
he
is
going
to
be
able
to
build
really
strong
relationships
between
students,
teachers
and
families
at
the
Philbrick
and
in
the
greater
Roslindale
community.
Welcome
to
mati.
L
It's
my
distinct
pleasure
to
introduce
to
Shiva
Martin.
She
will
be
the
next
principal
of
the
Timmel
T
middle
school,
taking
all
taking
the
reins
after
Rene
McCall
has
transitioned
over
to
excel
and
I'm
really
excited.
Miss
Martin
comes
to
us
from
Young
Achievers,
where
she
was
the
head
of
their
upper
school
and
she
brings
a
broad
range
of
experience
being
a
teacher
trained
and
worked
at
the
McKinley
schools.
L
So
she
knows
how
to
work
with
students
with
special
population
special
disabilities
and
she's,
able
to
bring
that
expertise
to
the
Timmel
t
school
and
which
is
really
excited
to
have
her
be
the
next
leader
and
she
brings
a
lot
of
excitement
is
end,
is
already
transitioning
to
the
school.
Congratulations.
L
And
it
is
my
distinct
pleasure
to
also
introduce
Miss
Sarita
Thomas,
who
is
going
to
be
the
next
principle
at
Trotter
innovation
school,
and
we
are
really
excited
to
have
her
join
the
team
there.
She
is
bringing
a
wealth
of
experience
being
at
the
Irving
and
also
last
year
she
was
at
the
or
this
coming
year.
This
present
year
she
was
at
the
Matta
hunt
and
Miss
Martin
brings
a
absurd.
Miss
Thomas
brings
a
lot
of
math
experience
to
her
experience
that
she's
going
to
be
bringing
to
the
Trotter
school.
L
J
O
O
He
has
this
incredible
moral
imperative
that
really
comes
through
in
everything
he
does
everything
he
says
in
every
decision
he
makes,
and
the
other
is
a
real
focus
on
system
thinking,
I
think
from
having
spent
so
many
so
much
time
in
athletics
and
as
an
athlete
he's
got
a
game
plan
for
everything.
I've
already
seen
him
in
acting
that
and
he
needs
one
because
he
has
six
kids
at
home
and
he
in
Hyde
Park
and
he's
so
dedicated
to
ye.
He
already
transferred
one
of
his
sons
to
yaa
and
third
grade.
So
congratulations,
Sean.
P
B
P
Q
Q
B
R
You,
dr.
Coleman,
the
public
comment
period,
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations
to
School
Committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
an
audience
at
at
this
time,
but
a
reversion
superintendent
for
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee,
each
sticker
will
have
three
minutes
to
speak
and
I'll
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
Those
require
interpretation
services
will
be
a
lot
in
additional
two
minutes.
R
S
I
did
speak
to
some
of
the
administrators
and
have
a
better
understanding
of
things,
but
the
communication
raises
some
policy
issues,
at
least
in
in
my
mind,
so
it
says,
starting
today,
bps
requests
your
participation
in
an
information
collecting
process
as
part
of
this
process,
we'll
be
asking
you
to
confirm.
If
known
the
schools,
your
children
will
be
attending
school
year,
2017
and
18.
S
It
goes
on
to
ask
parents
to
provide
DPS
with
your
transportation
preferences
per
eligible
chips,
child
or
children
for
the
same
school
year,
and
it
says
to
complete
to
go
to
a
online
portal
and
answer
certain
questions,
whether
they're
going
to
accept
their
school
assignment
and
whether
they're
going
to
take
the
bus
or
not.
Well,
it's
understandable
that
bps
wants
to
economize
and
be
more
efficient
with
school
assignments,
waiting
lists,
transportation
and
so
forth.
The
letter
concludes.
S
We
ask
you
to
complete
one
RSVP
per
child
by
Wednesday
June
14th,
that
is
in
seven
days
today's
the
7th,
if
we
do
not
receive
at
least
one
RSVP
per
child
by
June
14th,
there
may
be
disruption
to
your
students
transfer
patience
services
at
the
start
of
the
next
school
year.
It's
one
thing
to
request
an
RSVP
and
even
by
a
deadline,
but
we
know
from
the
Madeline
experience
a
short
deadline
in
a
busy
time
of
year
is
which
includes
graduations,
and
lots
of
other
activities
is
simply
not
sufficient.
S
It
is
also
totally
a
different
thing
to
tell
parents
if
we
do
not
receive
at
least
one
RSVP
per
child
by
June
14.
There
may
be
disruption
to
your
child's
transportation
services.
Now
I
did
go
online
and
look
at
30
seconds.
You
know
that
there's
a
legal
requirement,
but
Jesse
also
has
a
memo
on
school,
finance
and
transportation,
and
it
says
state
statutes,
establish
the
responsibility
of
the
school
committee
to
provide
transportation
services
for
students
and
I'll
skip
a
little,
and
it
says,
with
respect
to
students
being
transported.
S
A
written
policy
statement
is
required
to
provide
the
School
Committee
administrators
school
bus
contractors,
students,
parents,
with
uniformly
applied
guidelines.
This
committee
has
never
been
asked
to
my
knowledge
about
setting
these
types
of
deadlines
and
how
to
go
about
this
and
whether
you
can
deny
people
or
disrupt
transportation
from
non-responders.
S
We
know
from
the
ten
big
ideas
that
were
last
year.
Some
of
the
ideas
are
promised
on
faulty
assumptions
and
seasoner
a
wrap-up
and
that,
even
though
we
get
criticized
for
a
high
transportation
cost,
we
learned
that
you
have
to
provide
bus
services
legally
for
eligible
riders,
not
the
average
riders,
not
just
those
writers
who
RSVP
in
a
timely
manner,
but
for
people
who
don't
respond.
Thank
you.
S
B
B
B
You
is
any
discussion
or
objection,
any
objection
to
approving
the
grant
by
unanimous
consent
hearing
none
the
grant
is
approved.
Thank
you.
Our
next
auction
item
is
the
Horace
Mann
charter
renewal,
application
for
Boston
day
and
evening
Academy
you'll
call
the
last
week
we
had
master
Allison
harmik
presented
posle
to
the
committee
at
this
time.
We'll
invite
the
superintendent
to
give
any
final
remarks.
D
No,
nothing,
no
significant
changes
to
my
recommendation,
Allison
ramit
and
her
team
to
present
to
the
school
Camille
last
week,
they're
the
kind
of
highlights
to
the
work
that
they
have
been
doing
the
last
five
years
and
their
work
moving
forward
so
really
excited
about
the
possibility
of
having
their
charter.
We
approved
by
the
school
committee
Thank.
B
B
R
B
B
Thank
you,
we'll
move
on
to
our
first
report,
an
update
from
the
bps
department
of
global
education.
At
this
time,
I
like
to
invite
Brittany
Wheaton
Colin,
a
bps
director
of
global
education,
to
please
step
forward
presentation.
The
first
I'd
also
like
to
invite
superintendent
Chang
to
give
opening
remarks.
Yes,.
D
The
School
Committee
has
asked
for
an
update
on
the
work
of
bps
s,
Department
of
global
engagement.
This
department
was
established
in
2010
under
dr.
Carol
Johnson,
then
superintendent
to
focus
on
more
equable
access
to
exponential
learning
programs
abroad
to
tonight
Brittany
Wheaton
Calloway,
who
is
our
director
of
global
education,
is
joined
by
dr.
D
This
has
been
cross
collaboration,
work
between
schools
and
central
office.
One
of
the
many
bright
spots
Brittany
will
share
tonight
is
the
continual
increase
in
number
a
student
studying
abroad,
in
particular
with
our
particular
subgroups,
which
you
will
talk
about,
which
builds
a
sense
of,
and
these
programs
build
a
sense
of
global
citizen,
citizenship
and
cultural
proficiency
and
I
believe
you've.
There
will
be
a
speaker,
and
also
a
teacher
speaker
as
well
correct
great,
so
I
now
turn
it
over
to
you.
U
Thank
You
members
of
the
committee
I
just
want
to
say
how
proud
I
am
of
working
with
Brittany
over
the
past
year.
We
she
joined
the
team
about
a
little
past
midway
of
last
year
and
has
done
a
tremendous
job,
picking
up
where
the
last
director
left
off
and
picking
up,
particularly
from
the
very
that
interim
job
that
I
was
doing
so
I
was
going
to
say
thank
you
to
her.
She's
done
really
wonderful
work
and
it's
a
pleasure
to
introduce
her
and
let
her
share
the
progress
that
she's
made
awesome.
V
Thank
You
Donnie
and
thank
you
vice
chair,
dr.
Cheng,
and
the
entire
committee
special
thanks
for
reviewing
all
22
of
our
lengthy
international
trip.
Requests.
I
am
honored
and
really
excited
to
be
here
with
you
tonight
in
to
report
on
a
lot
of
the
wonderful
work
that
is
happening
so
over
the
next
12
minutes
or
so
over.
The
next
12
minutes
or
so
I'm
just
going
to
be
providing
you
with
an
introduction
to
global
education,
and
then
I'll
show
some
bright
spots
and
then
we'll
review
our
department
goal
and
some
of
our
strategies
for
success.
V
Then
we'll
get
to
hear
from
a
teacher
and
student
and
I'm
not
going
to
say
anything
about
their
stories.
I
want
them
to
share
that
with
you.
So
what
is
global
education
I
feel
like
global
education
is
one
of
those
fields
where
it's
so
multidisciplinary.
It
can
be
hard
to
identify,
but
in
its
most
simple
form,
global
education
is
about
developing
the
global
competence,
and
that
is
the
attitude,
skills
and
tools
needed
to
engage
effectively
and
actively
with
the
world
around
you.
V
The
study
of
global
education
can
be
broken
down
into
three
basic
themes,
which
is
global
issues,
global
culture
and
then
global
connections
on
a
very
macro
level.
If
you
even
take
a
look
at
the
world
around
us,
and
particularly
in
the
world
of
our
students,
they
have
access
to
the
world
I,
think
more
than
any
generation.
V
We
have
students
fundraising
for
nonprofits
and
parts
of
the
world,
they've,
never
even
traveled,
as
sometimes
can't
even
imagine
traveling
to,
and
then
we
have
platforms
like
GoFundMe
that
are
allowing
students
to
say:
hey,
I
want
to
go
somewhere
and
I'm
going
to
create
a
story
about
it
and
then
I'm
going
to
put
it
on
GoFundMe
and
they
happen
and
then
on
a
very
micro
level.
If
you
just
look
at
our
local
communities,
starting
with
in
our
classrooms,
we
are
in
extremely
rich
and
diverse
nation.
V
Is
you
can
just
recall
the
first
time
you
traveled
and
stepped
off
an
airplane
and
interacted
with
a
new
place?
I
know
for
me
that
was
in
college
my
freshman
year
at
Wheelock,
where
I
got
to
take
a
service-learning
trip
to
Ghana
and
I,
never
even
thought
that
was
an
opportunity
so
to
see
students
doing
that
at
such
a
young
age.
I'll
share
with
you.
You
know
this
year.
We
had
6th
graders
go
to
Costa
Rica,
and
where
does
that
happen?
You
know.
V
So
this
kind
of
growing
global
interdependence
is
really
defining
this
moment
in
history
for
us.
So
then
it
demands
that
we
are
really
fostering
a
generation
of
individuals
who
can
engage
effectively
in
global
problem.
Solving
and
innovation.
And
that's
why
it
is
was,
was
our
goal
and
remains
our
goal
on
since
the
department's
inception
in
2010
to
increase
the
quality
and
number
of
international
experiences
for
all
bps
students.
V
When
I
took
on
this
role
in
last
April
2016,
it
was
actually
a
week
before
April
vacation,
so
I
got
the
full
immersion
one
of
the
most
compelling
processes
for
trying
to
figure
out
what
would
be
the
function
of
this
department
and
what's
the
function
of
global
education
within
the
framework
of
dr.
King's
commitment
to
fostering
equity
innovation
and
coherence,
as
I
was
kind
of
situating
my
work
within
that
world.
V
A
lot
of
questions
arose
that
I
knew
I
needed
to
answer
in
order
to
further
this
work,
because
if
it
was
going
to
be
my
mission
to
increase
the
number
of
all
students,
traveling
I
needed
to
look
at
who
was
traveling,
who
isn't
traveling
where
they
were
going
and
then
the
quality
of
those
programs
happening
throughout
the
district.
So
then
it
became
me
and
Donnie's
job
to
take
a
really
deep
data
dive
to
see
exactly
what
was
going
on.
V
V
I've
also
had
the
opportunity
to
collaborate
with
the
oeg
Office
on
to
several
different
projects,
but
to
them
in
particular,
and
working
with
ESA.
We
created
an
international
PD
that
we'll
be
taking
a
large
group
of
teachers
to
Finland
in
Estonia
next
spring
to
learn
more
about
their
coding
in
robotics
curriculum,
and
they
will
be
working
with
teachers
and
some
of
the
world,
some
of
the
best
college
professors
there
to
bring
that
curriculum
back
to
our
district.
V
Secondly,
I've
been
able
to
work
with
the
ten
boys
initiative
you
might
have
saw
in
a
newspaper
the
trip
of
the
50
middle
schoolers
to
New
York.
We
plan
that
which
one
go:
oh,
oh,
they
didn't
go
to
New
York,
yet,
okay,
so
the
one
in
Philly,
but
there's
one
to
New
York
that
we
collaborated
on
and
then
next
year
we
are
set
in
place
to
collaborate
with
Wheelock
and
we'll
be
doing
a
Ghana
2018
trip.
V
Let
me
just
work
through
so
innovation.
We,
my
department,
you
guys
approved
it.
We
had
our
first
all
arts
trip
to
Cuba,
which
was
phenomenal
and
at
an
amazing
time
in
history
that
we
were
able
to
take
over
students
and
teachers.
It
was
a
two-track
program
and
every
student
on
there
pays
little
to
no
money
for
their
trip.
That
was
completely
fund
raised
by
Myron
in
our
art,
department
and
I've
worked
with
the
teachers
too.
V
We
had
13
teachers,
do
Pete
a
PD
over
in
Cuba
and
then
also
I'd
love
to
highlight
that
we
had
15
trip
leaders
this
year,
so
15
grade
teachers
took
vigorous
of
students
out
to
be
their
first
trip
in
regards
to
coherence.
If
I
could
just
point
out
our
largest
collaboration
in
my
in
history
and
what
I
could
find
in
bps,
they
had.
We
had
six
through
eighth
graders
over
fifty
traveled
to
Costa
Rica
as
a
part
of
their
science
curriculum
so
and
we
actually
had
a
McCormack
left
for
their
first
trip.
V
V
U
We
think
that
global
travel
is
absolutely
about
creating
safe,
healthy
and
sustaining
learning
environments,
where
students
take
pride
in
who
they
are
their
linguistic
and
cultural
background
and
understanding
the
cultural
backgrounds
of
others
and
creating
those
sorts
of
safe
environments
where
it's
safe
to
be
whoever
you
are.
Second,
we
we
believe
that
global
travel
and
the
learning
experiences
associated
with
that
provide
more
access
to
an
agency
to
met
to
all
learners
within
the
system.
U
So
one
of
the
things
that
she
and
I
began
as
soon
as
she
came
on
board,
was
harvesting
and
really
digging
into
data
about
who
is
going
on
these
international
trips
and
are
we
providing
equitable
access
to
these
sorts
of
travel
experiences
along
a
number
of
different
dimensions?
It's
worth
noting
here
that
we've
and
she
will
go
more
into
the
exact
increases
and
changes,
but
the
almost
across
every
single
dimension.
We
have
increased
from
last
year
to
this
year.
U
Percentages
of
students
who
are
going
on
trips
across
a
number
of
lines
of
difference-
and
it's
note
note
here,
though,
that
the
because
there's
changes
in
the
number
of
black
students
that
are
going
from
a
percentage
standpoint,
but
that
that
it's
embedded
in
a
larger
demographic
shift,
district-wide
and
so
the
we
haven't,
adjusted
the
percentages
for
that.
So
there
that's.
Why
there's?
And
but
we
are
looking
into
that
and
trying
to
unpack
those
numbers
and
that
data
so
that
we
better
understand
the
phenomena
at
play.
There
yeah.
V
V
So
immediately
we
were
drawn
to
fixing
that
and
then,
when
you
look
down
at
race,
I
wanted
our
traveling
at
our
traveler
demographic
to
be
more
reflective
of
the
district-wide
demographic
and
then,
when
you
compare
it
and
move
on
to
this
year,
we've
had
to
almost
know
210
more
travelers
this
year
than
last
year,
and
when
you
look
at
the
female
to
male
ratio,
we've
had
a
7%
increase
in
our
male
participant.
If
you're
interested
in
what
trips
they
were
going
on,
is
they
happen
to
be
younger
and
they
were
going
on
service
learning
trips.
V
A
lot
of
them
were
domestic
too.
So,
like
our
new
early
service
trip,
was
a
real,
a
major
success
between
our
male
participants.
One
of
the
groups
was
almost
all
male.
It
was
super
weird
cuz,
you
just
don't
see
that
sometimes,
but
it's
awesome
and
we've
had
a
6%
increase
in
our
Latino
student
participants
in
a
5%
increase
in
our
Asian
student
participants
and
then
again
we
still
are
unpacking
the
the
percentages
for
our
black
students
just
because
of
the
district
shift
and
demographics
as
well,
which
is
there's
a
3.2
decrease
in
black
student
enrollment.
V
So
how
does
this
happen?
These
shifts
and
increases
happen
when
we
become
deliberate
about
implementing
a
goal
that
creates
equitable
pathways
for
the
entire
district
to
access
these
programs.
So
in
working
towards
this
goal,
we
have
been
implementing
and
utilizing
four
different
strategies
which
I'll
go
through
briefly
over
the
next
few
slides.
V
So
our
strategies
are
around
human
and
school
capacity
systems
and
structures,
confidence
and
trust,
and
then
our
partnerships
for
equity
and
our
first
strategy
around
human
and
school
capacity
that
really
focuses
on
recruiting,
sustaining
and
empowering
a
larger
network
of
qualified
chaperones
Chevron
is
definitely
not
for
everybody
just
to
process.
And
when
you
look
at
the
infra
fix
there,
you'll
notice
that
the
district
has
over
5,000
administrators
and
teachers,
but
only
1%
of
our
teachers
and
administrators
are
actually
leading
these.
These
travel
opportunities
that
can
appear
to
kind
of
maybe
be
a
negative
number.
V
That
has
never
had
a
trip
or
hasn't
had
a
trip
in
the
past
five
years
and
I
had
one-on-one
info
sessions
with
teachers,
so
I
was
really
able
to
understand
their
needs.
Their
worries
about
fundraising
and
then
I
was
able
and
in
thinking
about
sustaining
our
network.
I
was
able
to
connect
teachers
with
senior
trip
leaders
who
could
shed
light
on
how
they
made
these
trips
happen,
and
so
the
sustaining
part
is
also
amazing,
because
we
have
teachers
who
have
been
doing
these
trips
for
years.
V
Around
systems
and
structures.
I
wanted
to
increase
the
amount
of
collaboration
between
departments
and
schools.
I
just
feel
like
when
we
collaborate,
we
make
things
more
tangible
and
more
accessible.
For
instance,
I
mentioned
to
you
all
the
Middle
School's
travel
together
during
April
break
when
I
first
saw
all
their
requests
coming
and
they
were
all
going
through
one
vendor
separately.
V
So
then,
I
looked
at
the
price
and
I
said:
okay,
we're
going
to
all
sign
up
as
one
group
of
50
versus
10,
they're
12
here
and
then
we're
going
to
make
the
cost
go
down
by
hundreds
for
each
school
and
then
you
guys
are
going
to
be
in
this
country.
You've
never
seen
each
other
here
and
then
now
you're
going
to
go.
Have
this
awesome
experience
in
Costa
Rica,
so
that
is
the
power
of
collaboration
and
having
somebody
at
this
vantage
point
to
make
those
connections
happen.
V
V
Throughout
our
time
there
was
looking
at
ways
to
identify
where
global
aid
was
happening
across
the
district
and
then
to
create
more
outlets
for
peer-to-peer
sharing.
We
focused
on
digital
storytelling
because
oftentimes
our
teachers
are
talking
about
the
world
or
they're,
trying
to
show
children
pictures
of
what
students
in
Spain
look
like.
They
just
go
to
Google
and
I'm
thinking,
and
we
were
thinking
hundreds
of
our
students
travel
every
year.
V
Thousands
of
pictures
are
taken
and
they're
just
being
stored,
so
we
then
started
compiling
a
digital
media
library
where
our
students
are
submitting
their
very
own
primary
sources.
So
in
this
picture
above
these
are
just
some
of
the
photos
that
are
going
into
our
database
that
are
being
organized
so
that
teachers
can
then
go
in
and
use
pictures
of
our
students
around
the
world.
V
So
on
the
children
see
we're
in
these
pictures
and
that's
that
part
was
extremely
powerful
and
the
students
own
that,
when
I
was
with
our
group
in
Cuba,
the
students
were
taking
pictures
making.
Sure
I
want
a
second
grader
to
see
how
a
Cuban
classroom
looks
like
I
want
them
to
see
the
food.
So
there
was
also
a
huge
sense
of
ownership
in
the
project
that
we
thought
was
extremely
powerful
in
regards
to
confidence
and
trust.
V
We
instituted
a
new
Travel
ratio.
Historically,
it's
been
1
to
10,
but
the
field
within
the
Travel
field.
It
should
be
1
to
7,
and
so
we
have
a
now
1
to
7
ratio
with
a
minimum
of
2
teachers
on
every
trip
we
also
last
year.
As
you
know,
we
had
a
cancel
a
bunch
of
trips
because
of
Zika
and
so
and
unfortunately,
a
lot
of
the
regions,
whereas
Nika
was
with
a
lot
of
the
most
affordable
regions
that
our
students
travel
to.
V
So,
instead
of
just
keeping
a
ban
on
it,
we
all
work
together
to
implement
the
Zika
policy,
and,
as
a
result
of
that,
we
have
four
really
amazing
health
and
wellness
briefings
that
we
partnered
with
the
Public
Health
Commission
in
our
own
medical
director
here
to
just
share
with
parent.
We
had
over
50
parents
at
each
health
and
wellness
session.
It's
a
picture
there
above
and
just
full
disclosure
about
the
risks
of
traveling
and
how
to
keep
their
children
safe.
I
mean
not
safe,
healthy
well
abroad.
V
Lastly,
a
strategy
for
our
partners,
our
partnership
for
equity,
in
order
to
ensure
that
there's
equity
and
access
there
just
has
to
be
a
department
that
is
a
constant
contact
and
a
liaison
between
outside
partners
in
the
district.
I,
don't
think
I
can
convey
how
passionate
I
am
about
their
strategy,
because
I
think
that
this
feature
and
and
having
this
department
is
what
makes
bps
extremely
innovative
because
oftentimes
if
I
could
just
use,
maybe
homestays
as
an
example.
So
homestays
is
when
families
our
students
will
host
an
international
student
for
a
certain
amount
of
time.
V
This
is
one
of
the
biggest
ways
that
American
students
get
to
travel,
it's
through
home
state,
so
they
host
and
then
they
go
and
it's
the
most
cost
effective
way.
When
partners
in
international
schools
approach
a
district,
sometimes
it's
so
much
easier
to
maybe
go
to
a
community
where
the
infrastructure
is
a
little
stronger.
They
have
a
whole
network
of
families
who
are
just
ready
to
host.
They
have
an
extra
bedroom.
They
don't
they're,
not
thinking
about
how
to
feed
another
child
for
two
weeks.
V
But
what
our
department
gets
to
do
is
be
the
receiver
of
those
opportunities
and
then
kind
of
be
a
clearinghouse
and
finding
what
schools
want
to
invest
the
time
in
creating
a
homestay
program
in
real
time.
So,
if
the
department's
not
there
to
work
with
the
teachers
and
to
kind
of
vet
these
opportunities,
then
we
just
passed
and
they
go
elsewhere.
We've
also
have
worked
for
a
long
time
now,
with
the
maple
leaf
foundation
and
one
of
the
policies
that
we
implemented
with
them
is
that
every
two
years
they
switch
schools
within
bps.
V
So
we've
been
over
the
last
thirty
years,
they've
been
at.
Basically,
every
VP
of
school,
the
O'bryant
will
get
to
go
on
the
Canadian
exchange,
which
is
a
free
charge
to
the
students,
so
making
sure
that
that
happens
in
making
sure
that
of
the
opportunities
are
being
dispersed,
equally
matters,
and
so
that
is
really
the
foundation
of
our
work,
and
that
is
our
equity
statement.
It's
in
our
mission
and
it's
an
extreme
line
through
every
everything
that
we
do.
V
I
know
we
don't
have
a
lot
of
time
left,
but
I
have
two
speakers
that
I
want
to
welcome.
Our
first
speaker
is
Arianna
Dixon,
our
team
she's
from
Boston
Latin,
Academy
and
she's
just
going
to
take
a
couple
of
minutes
to
share
her
experience
and
then
to
follow.
We
have
miss
Bailey,
who
is
an
allied
health
instruction
instructor
for
a
Madison
Park,
who
will
be
off
in
nine
days
so
first
we'll
bring
out
Arianna.
W
W
I'm
really
excited
to
be
moving
on
to
college
and
I
will
be
attending
UMass
Boston.
This
fall
on
a
full-ride
scholarship,
with
a
major
and
environmental
science
and
concentration
in
policy
and
management.
So
why
am
I
here?
So
I
was
one
of
the
selected
and
invited
students
to
go
to
Cuba
this
last
February
break
on
an
arts
and
cultural
immersion
week.
There
were
12
students
that
were
selected
six
boys,
six
girls
and
bps,
some
of
which
were
theater
major,
still
majors,
photographers
musicians,
sculptors
etc,
and
this
trip
was
so
educational
and
significant.
W
W
However,
when
I
was
walking,
the
streets
of
the
Havana
Vieja
I
saw
that
art
was
more
than
an
aesthetic
to
Cubans.
It
was
definitely
not
a
privilege
like
it
is
here.
In
Boston,
the
streets
of
Havana
were
live
with
people
dancing,
salsa,
really
loud
music
playing.
There
were
young
men
painting
on
the
floor.
There
were
women
sculpting
in
front
of
old
cathedrals.
W
So
just
some
background,
I
identify
as
a
visual
artist
and
I
make
sculptures
for
civic
engagement
with
found
materials
and
I
also
do
printmaking
and
I
draw
while
being
in
Cuba.
I
did
not
learn
any
technical
skills,
not
even
when
we
visited
the
visual
art
school.
What
I
learned
was
that
there
are
places
in
the
world
that
appreciate
Don,
conventional
artists
like
myself
and
as
a
Dominican
American
young
woman
merging
my
identity
with
my
art
is
the
strongest
act
of
self-righteousness.
I
can
take.
H
W
I
found
was
that
Cubans
are
very
welcoming
and
share
a
culture
very
similar
to
my
Dominican
culture,
and
this
trip
allowed
me
to
cultivate
appreciation
for
a
country
that
I
knew
very
little
about,
and
in
the
end,
it
also
strengthens
my
relationship
with
my
Dominican
heritage.
Thank
you
to
all
who
helped
make
this
trip
happen,
and
thank
you
to
those
who
actively
work
to
make
sure
more
trips.
Like
this
happen.
Thank
you.
X
Greetings,
fellow
Boston,
public
school
educators,
leaders,
staff
and
students,
I
am
so
pleased
to
have
the
opportunity
to
work
with
Brittany
weeds
in
our
director
of
global
education
for
the
past
year.
Approximately
a
year
ago,
an
idea
dropped
into
my
heart
that
was
so
clear
and
unique
that
I
had
the
that
I
had
to
pursue.
The
calling
I
knew
that
I
couldn't
do
it
by
myself.
Being
such
a
new
vocational
educator
and
completely
new
to
bps,
so
I
sought
the
help
of
more
experienced
educators.
X
My
coworker
Emily
Medina,
who
is
the
dental
assistant
instructor,
agreed
to
go
on
this
very
intricate
journey
and
introduced
me
to
staff
that
could
positively
affect
the
outcome
of
this
tree.
So
we
were
introduced
to
Brittany
Wheaton
by
our
previous
grant.
Writer,
who
had
a
great
relationship
with
Brittany
I
must
say
that
the
initial
meeting
with
Brittany
went
off
without
a
hitch
and
I
was
so
pleased.
She
made
us
feel,
secure
and
expressed
understanding
of
our
desires,
concerns
and
hesitation.
X
Brittany
has
guided
us
through
the
foundations
of
this
project
and
has
always
been
available
when
we
needed
her
most.
She
has
not
only
been
a
great
resource
to
our
project
and
the
betterment
of
our
school,
but
she
has
also
become
a
friend
that
I
know.
I
can
put
I
could
be
personable
with
and
express
my
dreams
and
visions
with
their
passion
because
of
Brittany's
dedication.
We
are
proud
to
announce
that
the
allied
health
team
at
Madison
Park
will
be
performing
its
first-ever
health
service
learning
trip
abroad.
X
We
have
the
opportunity
to
teach
the
youth
in
the
Dominican
Republic
some
aspects
of
nursing
and
dental
practices
that
pertain
to
their
everyday
lives.
We
will
also
have
the
opportunity
to
learn
about
the
arts,
medical
history
and
how
medical
services
are
accessed
today.
We
leave
for
the
Dominican
Republic
in
9
days
and
I'm
so
humbled
to
say
that
we
couldn't
have
done
this
without
Brittany's
amazing
leadership,
skills
and
wealth
of
knowledge.
So
we
just
want
to
thank
you
so
much
Brittany
and
thank
you
the
school
board
for
everything
that
you've
done
for
us
at
medicine.
X
T
Yeah
you
need
chaperones
and
Ariana.
Thank
you
for
the
shout
out
to
odda
by
sannomiya.
I,
just
wanted
to
say.
I
was
glad
to
hear
regarding
systems
and
structures
around
equity,
because
I
was
one
of
my
questions
and
I
was
curious
about
the
schools
that
haven't
participated,
the
schools
that
participate
often
and
most,
and
if
there
is
some
kind
of
way
to
pair
up
some
of
the
schools
that
don't
participate
with
some
of
the
ones
that
have
been
participating
all
the
time
to
be
able
to
kind
of
have
trips
together
and
maybe
make
that
ease.
V
I
think
my
main
focus
has
just
been
having
the
conversation
in
going
to
so
I
got
to
visit
most
of
the
middle
and
high
schools
that
have
not
had
trips
and
in
having
conversations
with
the
teachers
who
really
wanted
to
have
them.
It
was
about
leadership.
It
wasn't
necessarily
that
the
schools
just
don't
want
to
do
them.
It
was
the
chaperones
not
knowing
if
they
can
fundraise,
not
knowing
if
it
was
okay
to
ask
students
to
take
a
two
thousand
dollar
trip,
and
how
do
we
ask
that
of
families?
V
How
do
I
read
through
our
45
page
circular?
That
lets
me
know
if,
if
this
is
something
I
even
want
to
do
so,
I
think
that's
where
I'm,
starting
because
the
more
teachers
that
we
can
have
feeling
empowered
and
inspired
to
do
this
work
and
then
that's
going
to
broaden
our
base
of
schools
that
are
actually
going
and
one
of
the
first
steps
that
teachers
take
is
going
to
one
of
our
mandatory
trainings.
V
This
year
we
had
to
offer
two,
because
we
had
so
many
teachers
who
were
interested,
so
we
trained
40
teachers
this
year,
many
of
which
led
trips
to
this
spring
and
many
of
which
who
are
fundraising
and
will
be
leading
trips
that
you'll
be
seeing
next
year
so
kind
of
that
already,
we've
seen
so
much
growth,
we've
had
15
new
chaperones,
who
literally
took
the
training
last
spring
and
we're
leading
trips
this
spring.
So
we
just
see
that
the
conversation
needs
to
happen.
Then
they
need
to
feel
empowered
and
they
need
to
know
their
options.
V
If
you
go
online
and
you
type
in
I
want
to
take
my
students
to
travel,
you
might
be
presented
with
a
vendor
who
says
it's
going
to
cost
4,000.
But
when
you
can
have
a
conversation
with
me,
I
can
partner
you
with
a
non-profit
who
is
going
to
do
that
for
half
the
cost
and
I'm
going
to
help
connect
you
with
somebody
who's
done
it
and
those
have
been
really
effective
strategies
towards
meeting
weight.
Exactly
what
you're
saying
and
one.
U
Of
the
things
that
Brittany
done,
a
good
job
leading
on
is
streamlining
a
number
of
the
sort
of
logistical
processes
that
are
internal
and
also
with
with
all
of
you,
which
actually
saves
her
a
ton
of
time
that
she
can
then
use
to
cultivate.
New
schools
cultivate
new
trip
leaders
like
you.
She
just
articulated
there's
a
pipeline
that
can
sometimes
be
18
months
in
duration
and
that
she
has
to
really
keep
track
and
usher
people
along
that
pipeline
and
with
an
eye
towards
the
equity
that
is
central
to
our
goal
and.
V
It
also
if
I
can
quickly
add.
Sometimes
we
just
have
to
go
to
the
vendors
that
we
use
and
say
because,
as
a
district
with
all
the
trips
included
from
our
funders
and
the
families,
we
spend
close
to
a
million
dollars
a
year
and
travel
families.
Do
that
in
the
fundraising.
Does
that
so,
when
I
go
to
one
of
our
vendors
I
said,
you
know,
we
want
extended
time
lines
to
pay
for
things.
V
So
now
one
of
our
vendors
allows
us
BPS
students,
two
to
three
year-long
payments,
so
students
and
teachers,
particularly
language
teachers,
have
incorporated
this
trip.
They
introduced
it
as
a
freshman
students.
Parents
are
paying
$35
a
month
for
three
years
and
then
avenge
in
your
year,
you'll
be
going
somewhere
to
have
a
language
immersion.
So
we
instead
of
having
unrealistic
expectations
because
for
the
average
person
to
travel
it's
expensive,
no
matter
where
you're
at
so
we
have
to
meet
families.
Q
This
is
such
a
great
presentation
and
it
is
exciting
to
see
how
we
are
training,
our
students
to
be
global
citizens.
So
thank
you
for
your
work.
I
can
only
imagine
the
excitement
when
a
student
you
know
travels
to
a
new
city
in
a
new
culture,
what
they're
bringing
back
to
the
rest
of
their
classroom.
Experience
as
well,
so
two
questions
one
so
with
some
of
the
places
that
students
are
traveling
to
and
being
that
we
live
in
such
a
global
city.
Q
Are
there
opportunities
here
in
Boston
to
partner
with
the
specific
you
know,
cultures
that
the
students
will
be
visiting?
You
know
they're
going
to
Costa
Rica
they're
going
to
they
are
knowing
that
there
are
large
populations
here
in
Boston.
Do
you
have
partnership
opportunities?
What
does
that
look
like
yeah.
V
We
do
if
I
can
use
our
Quebec
or
our
French
homestays
and
cultural
exchanges.
We
partnered
with
the
French
cultural
center,
who
is
actually
giving
classes
to
one
of
our
groups
last
year
at
the
emk,
be
preparing
them
for
the
language
aspect
and
the
conversations
that
they
were
going
to
have,
and
they
did
a
free
ten
month,
French
course
with
our
students
before
they
get
to
go
off
to
Quebec.
V
We
work
with
nonprofit
a
lot
of
the
nonprofit's
that
we
work
with.
Those
are
really
awesome
partnerships
because
they
follow
the
students
for
at
least
six
months
before
they
go
on
their
trip.
So
it's
not
like
you
just
you're
going
there,
and
here
you
are
they're,
really
preparing
them
for
how
to
take
it
in
and
then
there's
a
lot
of
you.
So
then
we
have
unique
partnerships
like
build
on
who
I
think
you
guys
are
all
familiar
with
who
build
on
is
incorporated
in
the
school
day
at
cache
and
now
at
the
Barossa
Burke.
V
So
the
Burke's
just
has
a
new
chapter
this
year
and
so
they're,
taking
a
course
about
service-learning
before
they
get
there,
because
also
we
want
to
be
careful
about
service
learning
not
just
being
in
charity
work
but
really
kind
of
becoming
a
part
of
who
you
are,
and
so
the
really
unique
partnership.
So
we
do
have
opportunity
to
do
that
and
I'm
always
looking
for
more
and.
Q
That's
great
to
hear
that
you're
being
creative
and
innovative
with
some
of
the
unique
partnerships,
because
I
think
it
is
I,
think
it's
critical
for
students
to
know
that
their
cultures
around
them
and
that
they
can
engage
here
and
you
know
overseas
and
elsewhere
as
well.
So
that's
that's
helpful
information.
My
second
question
is
around
the
parent
engagement.
Maybe
some
of
the
anxiety
reducing
you
know
moments.
What
strategies
do
you
have
in
place
to
really
train
and
engage
parents
to
understand
the
global
citizenship
of
their
child
yeah?
Beyond?
Q
V
It's
a
mandatory
that
each
trip
has
two
parent
meetings:
okay,
so
the
first
parent
meeting
I
usually
go
to
one
of
them
and
then
work
everything
that
we
presented
to
you
tonight.
Every
logistical
detail
about
the
trip
is
presented
and
they
are
very
vibrant
meetings.
Parents
want
to
know
everything
and
we're
happy
to
offer
answers
or
solutions.
V
You
know
they
call
us
and
let
us
know
the
specific
needs
of
the
children.
We
get
really
cool
emails,
like
my
son's
not
going
to
tell
you
but
he's
a
sleepwalker.
So
can
you
put
him
with
somebody
who's
an
easy
sleeper?
So
we
deal
with
the
the
biggest
details
down
to
the
little
details
we
like
to
tell
parents.
Let
us
know
if
your
child
is
one
who
gets
hangry,
which
is
a
popular
term.
We
use
it's
hungry
and
angry,
so
we
work
with
parents
and
make
sure
they're
packing
them.
G
Dean
coleman
and
thank
you
for
the
presentation
tonight.
Most
of
my
questions
have
already
been
that
answered,
and
I
really
appreciate
you
going
into
a
little
bit
further
detail
about
the
way
that
you
help
manage
risk
with
our
parents
and
it
can
be
a
concerning
issue.
I
just
wanted
to
make
an
additional
comment.
G
Speaking
as
someone
who
never
left
this
country
until
he
was
22
years
old,
I
think
it's
fantastic
that
you're
offering
these
opportunities
to
the
children
as
young
as
sixth
grade
to
to
travel
abroad
and
open
up
their
experiences
to
how
people
look
across
the
world.
It's
a
very
powerful
vehicle-
and
you
know
just
hearing
from
it's
Dixon
Ortiz
earlier
talked
about
her
experience
and
so
eloquently.
I
might
add
it's.
G
P
V
V
We're
working
on
that
that
was
our
only
district-wide
trip,
but
next
year
we
have
our
district-wide
Ghana
trip.
So
that's
open
to
any
teacher
and
student
who
wants
to
go
on
the
trip
or
I
think
you
know
having
district-wide
trips
just
make
sense
and
you
don't
have
to
be
all
at
one
school
to
travel,
so
we're
going
to
be
making
sure
that
we
do
a
lot.
Some
of
that.
V
No
just
because
we
do
have
an
emphasis
on
a
chaperone
to
student
relationship
building
before
you
go,
but
so
from
the
district
level.
We
can
do
that
because
we
usually
have
one
point
person
who's
getting
to
know
the
students
before,
but
it's
kinda.
We
don't
currently
allow
students
from
other
schools
to
join
on
another
trip.
V
I
think
making
our
students
the
face
of
travel,
is
just
it
I
think
the
kids
they're
over
it.
In
terms
of
hearing
the
teacher
say,
let's
go
build
schools
in
Costa
Rica,
you
hear
it
all
the
time,
but
instead
having
the
students
who
are
having
the
panels
and
info
sessions
at
one
school,
one
of
the
students
was
just
posting
random
pictures
from
their
trip
all
around
the
school
and
telling
kids.
V
If
you're
interested
in
this
picture
meet
here
at
three
o'clock,
and
that
was
their
info
session
and
they
had
a
huge
response
so
making
them
the
face
of
travel
and
when
they
see
that
students
who
look
like
them
are
the
ones
doing
it,
and
then
we've
also
implemented
advertising
strategies
that
help
teachers
have
a
further
reach.
So
I've
implemented
things
where
I
discourage
teachers
from
posting
the
price
of
a
trip
on
a
poster.
The
trip.
The
wording,
then
should
be.
If
you
want
to
come,
show
up
at
the
meeting.
P
I'm
not
quite
sure
how
to
say
my
next
question,
but
given
the
fact
that
we
know
that
we
have
some
children
that
are
undocumented
and
would
not
be
able
to
travel
their
domestic
travel
opportunities
for
other
students,
so
that
we
better
get
some
type
of
travel
experience.
If
they'd
like
to
participate
in
one
yeah.
V
That's
the
beauty
of
home
stays
too
sometimes
for
religious
reasons
and
personal
reasons.
At
home,
parents
don't
allow
their
students
to
go
often
to
home
States,
but
they're
so
willing
to
host
a
student.
So
you
can
still
host
an
international
student
and
not
necessarily
go.
You
can
join
affinity
groups
after
school.
You
can
there's
a
lot
of
global.
That's
why
it's
so
bad,
so
you
can
join
up
a
Model
UN
course
at
your
school.
V
So
the
other
ways
that
we
can
encourage
them
to
still
be
a
part
of
that
global
conversation
without
necessarily
going
and
another
big
push
that
I've
had
is
traveling
domestically
like
let's
go
to
New
York
we've
had
a
two
trips
go
to
New
Orleans
this
past
April
vacation.
We
had
people
going
to
Vermont
New
Hampshire
into
the
Blue
Hills
to
hike.
So
in
terms
of
being
global.
V
U
Just
recently,
partnered
with
the
office
of
instructional
technology
to
purchase
a
3d
360
camera,
so
something
that
could
be
deployed
with
a
group
going
abroad
that
can
then
be
rendered
into
3d
video
and,
if
you've
seen
the
VR
rigs
that
are,
they
know
they
can
be.
You
can
use
a
cell
phone
to
create
an
immersive
experience
and
Google.
Actually
now
has
programs
called
Google
expeditions
where
you
can
create
learning,
arcs
and
experiences
that
align
to
the
video
that
you're
seeing
and
so
we've
been
talking
about
that
and.
H
U
V
And
word
I
mean
we
used
to
say
pen
pals,
but
now
you
can
have
a
video
pal
and
a
lot
of
teachers
do
have
that
interface
between
their
classroom
in
a
sister
school
in
another
community.
So
there's
a
lot
of
different
ways
that
I'm
actually
looking
forward
to
more
ways
that
we
can
find
those
opportunities
for
students
who
can't
necessarily
travel
thanks.
So
much.
Thank
you
and
thank
you
for
your
questions
earlier
this
year
around
the
demographic
of
student
travellers.
Everything
thank
you.
A
Thanks
a
lot
for
your
presentation
was
really
a
wonderful
wonderful
program.
My
question
is
a
couple
of
questions,
one
of
them
it's
about
your
strategies
for
attracting
boys
to
to
travel.
What
are
the
barriers?
What
is
it
that
you're
finding
are
the
barriers
and
what
kinds
of
you
know:
strategies
you're
following
yeah.
V
I
think
them
I
learned
a
lot
in
my
partnership
with
oag
and
the
ten
boys
initiative
and
originally
Don
core.
He
came
to
me
said:
I
want
to
take
all
the
boys
somewhere
and
I'm
like
bringing
up
all
these
ideas,
and
things
and
he's
like
you
know,
that's
not
where
they
want
to
go,
and
that
was
amazing
for
me
to
hear
they
there's
something
about
travel
where
you
actually
have
to
be
vulnerable
to
and
to
go
somewhere
new
and
to
be
uncomfortable
and
be
unsure
were
things
that
came
up
in
our
conversation
and
Don.
V
Core
really
helped
me
understand
that,
let's,
let's
look
at
if
we
can
do
exchanges
between
sports
can
we
have
a
basketball
tournament
in
this
country?
Can
we
do
a
soccer
tournament
at
an
orphanage
in
this
country
and
then
so
that's
how
we
came
about
our
Ghana
trip,
because
he
saw
a
photo
that
I
had
of
me
taking
your
group
at
night
we
had
a
soccer
tournament
at
one
of
the
orphanages
and
so
looking
at
just
figuring
out
what
the
guy
just
want
to
do.
V
So
that's
where
I
steer
a
lot
of
the
the
chaperones
from
not
where
you
want
to
go
you're
facilitating
an
experience.
Let's,
let's
do
a
poll.
I
love
the
Charlestown
high
model
that
has
been
going
on
for
about
a
decade
now
and
every
year
they
fundraise
a
lump
sum
of
money.
They
have
no
idea
where
they're
going
and
then
they
look
at
the
numbers
and
they
say
this
is
what
we
have.
Let's
pick
five
countries
that
are
going
to
be
the
most
affordable
and
then
we're
going
to
vote
on
it.
V
So
sometimes
just
you
know
doing
things
like
that
and
then
there's
several
different.
So
now
we
have
the
data
this
year,
which
we've
never
had
before,
and
I
was
able
to
identify
that
most
of
the
boys
went
on
service
learning
trips.
They
weren't
cultural
immersion
ships,
they
weren't
homestays
and
they
weren't
language,
immersion
trips.
They
wanted
to
do
something
active.
They
wanted
to
go
and
serve.
V
A
Epic
another
one,
my
other
questions
about
students
that
are
immigrants
are
coming
here,
not
necessarily
undocumented,
but
there
may
be
English
language
learners.
Have
you
made
any
effort
to
try
to
maybe
have
them
go
back
to
you
know
where
they
they've
been
or
going
to
another
country
in
the
you
know,
caused
by
a
nation
or
Latin
America?
Is
there
any
effort
to
try
to
get
English
language
learners
involved,
I.
V
Think
the
effort
to
get
them
involved
is
just
embedded
in
what
we
do,
but
we
haven't
specifically
looked
at
programs
that
bring
students
back
to
you
know
wherever
their
native
land
is,
which
and
but
kind
of
the
idea
was
our
Ghana
trip
to.
We
wanted
to
do
something
for
some
of
our.
We
heard
the
the
demand
for
our
students
to
to
take
us
back
to
Africa,
take
us
back
to
our
homeland
and
in
looking
at
the
whole
diaspora,
where
a
lot
of
our
black
students
come
from.
V
They
want
to
go
back
to
this,
as
a
homeland
in
homeland
means
something
different
to
even
our
English
language,
learners
and
arianna
to
her.
That
meant,
going
back
to
art
and
but
I
would
love
to
also
look
into
and
work
with,
teachers
who
also
want
to
bring
students
back
and
I.
Think
that's
a
great
theme
and.
A
We
would
try
to
do
that
at
UMass
Boston
trying
to
get
students
to
go
and
do
projects
in
even
the
country
that
they
left
and
and
want
to
go
back
to,
or
you
know,
countries
nearby
like
she
went
to
Cuba,
but
you
know:
Dominican
Republic
is
right
next
door,
you
know
what
I
mean
so
that
there's
there's
a
you
know
some
connection
and,
and
it
usually
it's
a
very
moving
and
very
wonderful
experience
for
students.
Finally,
I
wanted
to
ask
you
about
the
the
hosting
of
international
students.
Is
there?
A
V
So
we
have
some
new
and
some
long-standing
I'm
home
sale
opportunities,
and
then
we
just
get
approached
by
sister
cities
and
different
agencies
that
are
looking
hey,
I
have
a
school
in
the
Netherlands
they
want
to
do
this.
Do
you
have
a
school
who'd
want
a
partner
and
then
that's
when
I
go
out
to
our
our
bps
listservs
and
the
network
of
teachers
that
I
know
and
emailing
principals?
V
A
H
B
So
move
on
to
our
final
report
this
evening,
revisions
to
the
directors
wealth
that
districts
Wellness
Policy
this
summer,
I'd
like
to
invite
assistant
superintendent
of
social
learning,
ma
Leone
des
an
executive
director
of
wellness,
Jill
Carter,
to
please
step
forward
the
presentation,
but
first
I'd
like
to
invite
that
superintendent
Chang
to
give
opening
remarks.
Thank.
D
D
They
are
back
this
time
to
present
to
the
school
committee
recommendations
the
updates
as
district
Wellness
Policy
in
a
previous
school
committee
meeting
this
year,
they
presented
I
have
an
update
on
the
data
from
this
year,
actually
from
pre-bim
last
year.
This
time
they
are
presenting
to
you
some
revisions
and
they
are
seeking
approval
by
the
School
Committee
on
June
21st
of
these
revisions,
the
federal
government
does
require
BPS
to
revise
its
wellness
policy
by
June
30th.
D
So
it
is
important
that
what
gets
us
approved
in
the
next
school
committee
meeting
the
recommended
revisions
are
a
result
of
an
iterative
editing
process
led
by
the
district's
wellness.
Council
subcommittee
co-chairs
involve
district
leaders,
school
leaders,
school
day
staff,
community
partners,
and
we
also
sought
feedback
from
the
bps
students
and
families
and
we're
bringing
these
to
you.
Do.
Y
Dr.
Chang
good
evening
vice-chair
Coleman
superintendent,
Chang
and
school
committee
members,
as
promised
back
on
April
5th.
We
are
here
to
present
the
district
wellness
council
recommended
revisions
to
the
district
Wellness
Policy
school
committee.
Members
should
have
received
a
memo
from
me
detailing
the
federal
requirements
for
the
update
to
the
policy
and
summarizing
the
recommend.
The
recommended
revisions.
You
also
should
have
received
the
draft
of
the
revised
policy
language
we
are
presenting.
Y
The
report
on
behalf
of
the
district
wellness
Council,
presenting
with
me
again
is
Jill
Carter
executive
director
of
the
Office
of
social,
emotional
learning
and
wellness
and
who
is
also
co-chair
of
the
district
wellness,
Council
policy
subcommittee
and
also
presenting
with
us
this
evening
is
Mirai
Collier
assistant,
director
of
wellness
policy
and
promotions
in
the
health
and
wellness
department.
I
want
to
thank
all
of
the
members
of
the
district
Wellness
Committee
and
the
subcommittee
chair
co-chairs
for
leading
this
involved
process
I'd
like
to
give
a
special
thanks
to
dr.
Y
Jennifer
Jaeger
who's
here
in
the
audience
tonight.
Who
is
the
interim
medical
director
at
the
Boston
Public
Health
Commission,
for
stepping
up
to
co-chair
the
committee
with
me
and
she's
already
been
a
great
partner
in
this
work?
We're
also
grateful
to
school
committee,
member
reginaramas
sin'
for
participating
on
the
council
as
well.
Y
The
Boston
Public
Schools
actively
promotes
the
social
emotional
physical
wellness
of
all
students
to
support
both
their
healthy
development
and
readiness
to
learn
as
such,
BPS
strives
to
be
one
of
the
healthiest
school
districts
in
the
country.
The
district
Wellness
Policy
is
the
roadmap
to
help
achieve
that
mission.
Research
clearly
indicates
that
health
inequities
interfere
with
learning
and
disproportionately
impact.
Low-Income
youth
of
color
addressing
the
physical,
social
and
emotional
wellness
of
students
is
essential
to
closing
the
opportunity
and
achievement
gaps.
Y
Our
main
objectives
for
this
evening
presentation
is
to
present
the
district
Wellness
councils
recommended
revisions
to
the
current
Wellness
Policy
for
a
vote
by
the
School
Committee.
As
dr.
Cheng
mang
mentioned,
On
June
21st
Jill
will
now
review
the
federal
requirements
and
the
policy
revisions
conducted
by
the
district
wellness
Council,
but
before
I
do
that
I
want
to
recognize
the
members
of
the
district
Wellness
Committee,
who
are
in
the
audience.
If
I
can
ask
them
just
to
stand
and
be
recognized.
Z
Okay,
our
current
policy
is
recognized
nationally
as
one
of
the
most
comprehensive
policies
calling
out
eight
policy
components
to
address
the
physical,
social,
emotional
and
emotional
wellness
of
our
students.
It
is
aligned
with
the
whole
school
whole
community
whole
child's
model
and
is
an
umbrella
policy
that
aims
to
coordinate
the
implementation
of
many
existing
wellness.
Z
Related
policies
in
the
district,
bps
initially
approved
the
district
wellness
policy
in
2006,
and
the
policy
was
last
updated
in
June
of
2013
on
July
29
2016,
the
USDA
finalized
regulations
for
wellness
policies
established
by
school
districts,
and
that
final
rule
requires
VPS
to
develop
a
revised
district
wellness
policy.
During
this
school
year,
the
district
Wellness
council
Council
has
taken
this
opportunity
to
review
and
recommend
revisions
to
the
policy,
making
sure
that
it
is
in
compliance
with
federal
and
state
requirements
and
that
it
reflects
current
district
initiatives
and
research-based
evidence.
Z
Bps
must
fully
comply
with
the
requirements
of
the
final
rule
by
June
30th
2017.
Thus
we
are
bringing
these
recommendations
before
you
for
your
approval,
as
dr.
Cheng
referenced
in
his
introduction.
The
policy
revision
recommendations
are
a
result
of
an
iterative
and
collaborative
feedback
process,
an
editing
process
between
the
district
wellness,
Council
appointed
members,
which
are
listed
on
the
slide
council
subcommittees
and
other
community
members.
Additionally,
we
collected
feedback
from
district
leaders,
school
based
staff,
community
partners,
and
we
met
with
Boston
Student
Advisory
Council
on
a
special
education,
parent,
Advisory
Council
and
citywide
Parent
Council.
Z
To
inform
these
revisions.
The
district
wellness
council
members
of
finally
approved
these
recommendations
that
we're
bringing
before
to
you
before
you
and
I'd
like
now,
to
review
the
changes
required
by
the
federal
regulations
and
briefly
touch
on
the
recommendation
changes
for
each
of
the
additional
policy
areas.
Z
So
the
federal
required
revisions
include
writing
policy
language
for
public
participation
in
policy
development
policy,
evaluation
and
documentation
and
ensuring
public
awareness
of
an
access
to
the
policy
policy
updates
and
the
annual
report.
Many
of
these
practices
are
currently
being
implemented
in
the
Boston
Public
Schools
through
the
implementation
guidelines
in
our
circular,
but
they
are
now
required
to
be
part
of
the
policy
language.
The
requirements
the
additionally.
AA
Thank
you
so
many
of
the
recommended
revisions
that
you'll
see
in
the
draft
were
made
to
the
policy
to
improve
the
clarity
of
the
current
policy
language,
based
on
our
experience
with
implementing
this
policy
in
the
schools,
as
well
as
to
add
visionary
language
that
connects
each
of
the
policy
areas
to
the
health
and
wellness
of
the
students.
So
I'll
be
going
through
quickly
through
seven
policy
areas
and
highlighting
the
major
changes,
as
well
as
acknowledging
the
people
who
led
this
work,
starting
with
cultural
proficiency.
AA
This
section
was
rewritten
with
the
subcommittee
chair,
Joe,
dlg,
who's,
the
senior
director
of
safe
and
welcoming
schools
and
with
the
input
of
f-from,
the
offices
of
equity
engagement
and
opportunity
and
achievement
gaps
in
our
recommendations.
We
clarify
the
definition
of
cultural
proficiency,
including
culturally
and
linguistically
sustaining
practices,
and
we
align
the
policy
area
with
current
district
initiatives
and
the
goals
that
are
outlined
in
the
opportunity
and
achievement
gap
policy.
AA
The
school
food
and
nutrition
promotion
subcommittee
is
led
by
co-chairs
Kelly
Walsh,
the
FNS
nutrition
manager
and
dr.
Juliana
Cohen,
who
is
the
assistant
professor
at
Merrimack
College,
and
an
adjunct
assistant
professor
at
the
Harvard
School
of
Public
Health.
We
worked
with
Laura
Benavidez
the
executive
director
of
FNS
to
add
visionary
language
and
a
commitment
to
developing
and
implementing
bps
school
meals
nutritional
standards.
AA
Additionally,
we
are
recommending
updating
this
section
to
include
language
from
the
water
policy,
food
safety
regulations
and
the
competitive
food
and
beverage
guidelines
in
order
to
address
the
multiple
dimensions
of
creating
a
healthy
school
food
environment.
The
comprehensive
physical
activity
and
physical
education
subcommittee
is
chaired
by
Jessica
green,
the
bps
physical
education
director
and
dr.
Angie
Craddock
senior
research,
scientist
and
deputy
director
at
the
Harvard
Prevention
Research
Center.
AA
In
addition
to
clarifying
the
language
in
the
policy,
the
district
wellness
Council
recommends
adding
a
required
20-minute
minimum
to
the
existing
recess
requirement
for
grades
pre-k
through
8.
We
also
established
a
commitment
to
supporting
and
promoting
safe
and
physically
active
transportation
to
and
from
school
Pat's
Anton
is
the
health
education
director
and
dr.
Sarah
Benes
is
a
lecturer
and
senior
director
of
heart
of
the
Graduate
Studies
in
health,
education
at
Miramar
college
and
they
co-chair
the
comprehensive
health
education
subcommittee.
AA
Katherine
Walsh
is
the
bps
sustainability
and
environmental
resources
manager
and
Tolly
Graham.
The
healthy
school
coordinator
for
mass
kosh
co-chair
the
healthy
school
environment
subcommittee.
In
this
policy
area.
We
recommend
clarifying
the
language
about
indoor
air
quality
and
adding
language
about
providing
sanitary
and
accessible
bathrooms
in
all
schools.
Additionally,
we
recommend
calling
out
the
Massachusetts
regulations
regarding
idling
of
Motor
Vehicles
and
buses
on
school
property.
AA
The
safe
and
supportive
Schools
subcommittee
is
co-chaired
by
andrea
amador,
the
senior
director
of
behavioral
health
services
and
deborah
khan's
Goosby
executive
director
of
casa
minha.
We
recommend
identifying
the
staff
that
participate
in
student
support
teams
committing
to
developing
and
implementing
social-emotional
learning
standards
and
specifying
the
multi-tiered
systems
of
support
as
the
district's
framework
for
support
services.
AA
Finally,
the
health
services
subcommittee
is
co-chaired
by
Maureen
Starck,
the
Senior
Director
of
Health
Services
and
Maureen
Scott,
former
director
of
clinical
services
school-based
health
program
at
the
Boston
Public
Health
Commission,
who
is
now
retiring
who's
now
retired.
We
recommend
that
the
policy
language
reflect
the
full
breadth
of
the
work
done
by
school
nurses
and
health
services.
We
also
recommend
clarifying
the
Massachusetts
confidentiality
law
related
to
Adolescent,
Health
Services
and
updating
the
condom
accessibility
section
to
reflect
current
practices
and
guidelines,
including
requiring
condom
accessibility
teams
in
each
high
school
for.
Y
Next
steps,
we
asked
the
school
committee
members
to
review
the
recommended
policy
language
and
we
will
incorporate
any
school
committee
feedback
again,
as
we
mentioned
earlier,
we'll
be
back
here
on
June
21st
for
a
school
committee
vote
on
approval
of
the
revisions.
Once
the
policy
is
approved,
the
district
wellness
Council
will
update
the
monitoring
and
evaluation
plan
incorporating
your
feedback
from
our
April
presentation.
Y
G
Thank
You
Dean
Coleman.
Thank
you
all.
The
presenters
tonight
appreciate,
as
always,
your
comprehensive
approach
both
to
the
policy
and
the
presentation
you've
given
us,
so
I
want
to
just
take
a
quick
moment.
I
want
to
reiterate
some
of
the
highlights.
You
noted
in
your
presentation,
among
them
some
of
the
new
features
of
the
policy,
including
the
20-minute
minimum,
on
recess
the
clean
food
policy,
the
the
annual
environmental
audits.
These
are
all
great
additions
to
the
policy.
Z
So,
for
most
of
the
for
most
of
the
changes
they
are
calling
out
links
to
existing
policy.
The
one
exception
is
the
recess,
the
number
of
minutes
and
recess.
We
don't
have
that
in
policy
elsewhere,
so
that
is
this
be
creating.
We
have
a
requirement
in
the
Wellness
Policy
for
recess
in
grades
K
to
8,
but
it
does.
It
doesn't
stipulate
minutes
so
that
that's
that
there
are
a
few
other
places
like
adding
requirement
for
development
of
social-emotional
learning
standards.
Z
That's
also
something
that
we
would
be
adding
to
policy
for
the
first
time.
It's
work,
that's
already
underway
and
the
district
and
is
a
priority
for
us.
I
think
those
are
kind
of
some
of
the
two
ones.
The
the
two
that
I
come
to
mind.
I
could
speak
to
some
others.
If
you
want
me
to
go
further,
but
mostly
those
are
the
two
that
I
come
to
the
most
significant
and.
G
Neither
of
those
who
are
informed
by
the
federal
guidance,
correct,
okay,
so
I
guess
the
question.
The
the
primary
question
I
would
have
would
be
around
the
research.
Excuse
me
the
recess
minimum
and
I'm
wondering
where
that's
and
how
its
informed,
by
other
studies
or
best
practices
or
anything
you
provide
to
give
us
a
little
bit
more
of
an
understanding
of
how
you
arrived
at
the
twenty-minute
recommendation.
Z
So
that
there's
currently
a
requirement
in
the
Wellness
Policy
for
schools
in
grades
K
to
8
to
get
150
minutes
of
physical
activity,
and
we
have
some
minute
requirements
around
physical
education.
So
let
me
just
sort
of
back
up
for
where
do
we
get
to
these
numbers
nationally
and
best
practice?
Scientists
tell
us
that
students
really
need
60
minutes
of
physical
activity
a
day
and
the
requirements
are
that
they
get
30
minutes
of
those
in
school.
Z
So
in
our
policy,
we've
Trott
we've
targeted
150
minutes
assuming
you're
going
to
have
30
minutes
of
physical
activity
on
all
five
days
of
school,
and
that
hundred
and
fifty
minutes
can
be
made
up
of
physical
education.
Recessed
movement
breaks
learning
that
integrates
movement
into
it.
We
do
have
a
requirement
of
of
v
150
minutes.
We
want
there
to
be
40
five
minutes.
Z
The
policy
already
acquires
45
minutes
of
physical
education
in
the
elementary
grades
or
I
should
say
K
to
8,
with
a
recommendation
of
80
minutes
that
was
based
on
a
June,
the
2013,
and
we
also
have
semester
of
physical
education
for
high
school
years.
The
reason
why
the
calling
out
of
the
20
minutes
of
recess
is
we
want
to
be
clear
sort
of
what
we
were
targeting
on
a
daily
basis
for
recess.
I
can
tell
you
where
we
currently
are
at
with.
We
already
collect
data
on
recess.
Z
We
know
that
99%
of
elementary
schools,
k25
are
offering
recess
for
all
students,
and
we
know
that
at
the
middle
school
grades
in
grades,
6
to
8
52
to
57
percent
depending
on
the
grade,
are
already
doing
recess.
But
again
we
want
to
clarify
that
the
minutes,
because
we
feel,
like
that's
a
good
amount
of
time
for
kids
to
actually
be
engaged
and
maybe
get
some
moderate
to
vigorous
physical
activity
in
there
on,
for
that
amount
of
time.
So
and.
G
Z
Are
we
do
have
a
profile
survey,
which
is
a
principal
survey?
We
also
do
a
physical
education
teacher
survey
where
we
are
asking
about
the
number
of
minutes
they
are
currently
offering,
and
so
we
do
have
a
sort
of
a
few
well
baseline
on
where
we
are,
and
we
do
think
that
this
is
a
good,
that
the
most
schools
are
doing
around
20
minutes,
but
not
all,
and
so
this
is
just
setting
a
target.
Z
Activity
per
week,
so
we
have
it
broken
out,
so
we
have
a
week
intent
we
could
in
the
inner
report
we
presented,
you
can
actually
see.
I
could
point
you
to
it.
If
you
wanted
to
graphs
that
show
how
much
time
people
are
spending
in
each
component
of
the
comprehensive
physical
activity
program.
Okay,.
T
Thank
you
guys,
following
up
on
the
recess
question
and
that
may
be
beyond
your
purview
but
I.
Think
for
me
it's
not
just
about
adding
minutes
so
I
have
a
second
grader
and
I'm
very
well
aware
recess
time
and
what
that
means
for
different
types
of
children
and
so
I'm,
just
wondering
about
what
recess
looks
like
and
what
are
the
supports
because,
again,
there's
different
kinds
of
kids
and
as
we
all
know,
the
bus
and
recess
can
make
a
break
the
day
and
so
I'm
just
wondering
what
happens
during
recess,
especially
in
the
early
grades.
T
Z
Question-
and
we
definitely
recognize
that
more
is
not
necessarily
better
if
it's
not
good
quality
and
that
students
aren't,
you
know,
moving
back
to
class
ready
to
learn.
So
so
we
have
several
different
ways
that
we're
addressing
that
one
is.
We
have
a
great
partnership
with
Playworks,
which
I'm
sure
a
lot
of
the
folks
on
the
committee
are
familiar
with
the
number
of
schools
that
they
work
with.
They
provide
three
different
strategies
for
bringing
some
training
around
recess
to
schools.
Z
T
You
I'm
the
pain-in-the-butt
parent
I'll,
just
say
that
my
daughter
school
worked
with
one
of
those
organizations
and
I
was
not
very
happy,
so
I
would
just
only
say
that
I
think
I,
don't
know
what
the
process
is
for,
also
making
assuring
that
our
partners
that
we're
getting
the
most
out
of
our
partners,
and
so,
if
we're
spending
money
on
our
partners,
that
we
make
sure
that
they're
really
providing
quality
staff
and
quality
time.
As
you
said,
my
other
question
is
on
the
CP
piece.
T
I
was
just
curious
and
I
might
be
getting
too
deep
on
the
last
point
in
terms
of
the
assessment
of
each
school
and
how
will
that
be
tracked?
So
the
established
schools
which
I
don't
know
what
that
means
will
assess
their
policies,
practices,
physical
environments,
curriculum
materials?
How
how
will
we
look
at
that?
How
will
that
be
tracked?
We'll
either.
AA
A
lot
of
that
language
was
to
align
with
the
the
goals
that
are
outlined
in
the
oag
policy
that
talked
about
those
different
measurements,
and
so,
as
we
have
moved
into
the
about
creating
the
monitoring
and
evaluation
plan,
we
would
be
working
closely
with
with
that
office
to
figure
out
what
types
of
data
we
could
collect
for
that.
But
we
really
felt
it
was
important
to
to
link
to
the
work
that
was
going
on
in
that
office.
AA
T
AA
T
AA
T
Where,
where
does
the
piece
or
maybe
it
doesn't
fit
in
here-
is
all
of
the
work
that
has
been
done
as
of
late
for
undocumented
students
and
Families.
When
we
talk
about
safe
and
supportive
school,
because
how
does
that
fit
in
here
or
doesn't
maybe
it's
just
I'm
I'm,
just
not
sure,
does
it
does
it
lap
in
or
should
it
be
separate?
Well.
Y
Z
I
was
providing
if
I
could
just
add
if
we
look
at
the
actual
language-
and
this
is
on
page
9
of
10
of
the
documents
where
we
actually
gave
you
the
language
in
the
middle
of
the
first
paragraph
under
safe
and
supportive
schools,
it
says
special
attention
will
be
given
to
vulnerable
student
populations,
including,
but
not
limited
to
LGBTQ
students,
immigrant
students,
expectant
parenting
students,
Court
involves
students,
students
experiencing
homeless
and
students
experiencing
trauma.
So
it
definitely
is
our
goal
to
try
to
connect
that
again.
I
think
our
evaluation
question.
D
A
Thank
you
much
for
this
I'll
follow
up
on
Alex's
concern
because
it
was
also
on
my
list
and
I
think
related
to
that
is
because,
when
you
mention
the
list
of
areas
or
centers
within
the
district
that
we're
working
with
you,
one
of
them,
the
ones
that
was
not
mentioned
was
the
office
of
English
language
learners.
So
it's
wondering
why
have
they
not
participated?
They
have
been
the
owners
of
the
of
the
policy
around
immigrant
students,
but
in
general
I
think
I'm.
A
My
concern
is:
how
do
they
interact
with
you
on
this,
particularly
around
areas
related
to
cultural
proficiency,
language
capacity,
etc?
The
reason
that
I'm
asking
that
is
that
I
know
that
there
you
really
the
district,
really
does
not
have
the
language
ability
to
provide
a
lot
of
services
for
children
that
are
English
language
learners.
So
I
I
was
wondering
why
there's
not
more
directive
language
here
in
relationship
to
the
hiring
of
staff.
That
is
that
it
has
a
capacity
to
communicate
with
children
of
different
languages.
A
You
have
content
on
areas
related
to
professional
development,
but
I
think
that
it's
more
than
professional
development
that
you're
looking
for
is
really
filling
the
you
know,
filling
your
your
students
or
building
in
the
capacity
of
the
district
to
serve
what
it's
now
about
one-third
of
the
student
body.
Okay.
So
if
you
could
deal
with
the
issue
of
how
you're,
interacting
with
the
office
of
English
language
learners
with
the
needs
of
English
language
learners-
and
why
is
there
not
any
mention
of
them
anywhere
in
here,
I
think.
Y
D
D
A
D
I
think
we
should
what
we
will
know
and
I
know
that
dr.
as
far
as
I
shared
this
last
week
or
two
or
three
weeks
ago,
the
work
that
she
has
done
to
actually
increase
significantly
the
capacity
to
provide
language
supports
for
parents
and
students.
So
we
will
make
sure
that
it
becomes
embedded
in
this
policy
as
well.
But
I
just
want
to
publicly
say
that
we
do
it's
not
that
we
don't
provide
any.
We
don't
have
a
hundred
percent.
A
The
thing
is
that
you
know
in
here:
this
is
not
a
parent.
This
is
about
mental
health
capacity
of
the
district,
that's
a
very
specialized
type
of
ability,
and
that
requires
professional
intervention
by
professionals
that
can
actually
communicate
with
students.
So
that
again
I
mean
it's
not
about
a
translator
coming
in
it's
about
having
the
capacity
to
really
so
that
that's
that's
a
capacity
that
I
think
you
know
so
I
guess.
My
question
is
put
it
in
here
somewhere,
because
it's
one
third
or
your
student
body,
that's.
A
Z
AA
A
Again,
this
goes
back
to
some
of
the
thinking
that
I
think
is.
Being
you
know
with
that
we're
trying
to
get
to,
which
is
what
is
a
minimal
requirement,
says
what
what
does
each
school
require,
and
so
I
wanted
you're
thinking
in
relationship
to
nurses,
and
these
got
you
know,
that's
a
level
of
services.
This
goes
back
to
some
of
that.
A
You
know
we're
all
trying
to
understand
what
are
sort
of
the
minimal
requirements
in
schools,
and
here
you
know,
you're
talking
about
the
scope
of
work
done
by
nurses
when
we
know
that
not
all
schools
have
nurses.
So
are
you?
Is
that
something
that
if
you
want
some
language
on
that
that
there
would
be
some
attention
to
increasing
the
capacity
of
schools
in
this
area?
So.
Y
A
But
you
mentioned
them
here
by
name
you
mentioned
here:
school
nurses
and
the
scope
of
work
and
it
sort
of
caught
my
eye,
because
I
know
that
that's
an
area
that
is
where
we
have,
we
don't
have
full
capacity
either.
So
I
was
wondering
whether
it
could
be
a
you
know
in
some
language
that
talks
about
the
value
of
that
particular
group
of
people
in
relationship
to
school.
A
Z
Can
look,
we
can
definitely
look
closer
I
think
that
that
was
actually
part
of
the
intention.
Was
we
actually
added
it
in
language
about
the
roles
that
nurses
play
okay
and
we
did
that
in
the
safe
and
supportive
environment
to
make
sure
that
everybody
recognized
the
various
people
that
play
a
role
in
the
safe
and
supportive
environment.
I
think
in
terms
of
we
could
look
at
metrics
that
could
help
us
measure
the
ability
for
schools
to
implement
these
pieces.
Z
So
you
know
the
the
number
of
schools
or
the
percentage
of
schools
that
are
hitting
particular
targets
so
that
over
time
we
could
be
looking
at
goals
for
each
section
of
the
policy
I
mean
we
also
have
to
think
about
custodians
and
food
service
staff
and
transportation.
You
know
it
really
does
this
policy
requires
a
real
team
and
so
tracking
this
ability
of
schools
to
actually
you
know
address
this.
It's
a
good.
Z
A
Agree
and
I
think
that
this
also
goes
back
to
your
fourth
dot
and
cultural
proficiency.
I
mean
is
who
is
who
is
going
to
take
care
of
not
only
documented
cultural
proficiency
but
documenting
everything
else
that
you
have
in
here,
because
you
know
one
thing
is
the
paper
will
hold
everything
you
know:
I,
we
can
all
right.
Wonderful,
wonderfully
I
am
worried
about
what
is
actually
happening
at
the
school
level
and
and
that
you
know
sort
of
narrowing
the
gap
between
the
narrative
and
the
and
the
reality.
It's
important.
A
A
And
you
know
the
other,
the
nurse,
the
nursing,
the
capacity
the
person
power
to
do
this
work,
and
the
reason
is
that
it's
critical
I
think
you,
you
make
a
tremendous
case
for
the
importance
of
it,
but
we
know
that
these
are
not.
You
know
when
we
get
a
budget.
Some
of
these
are
the
soft
areas
that
get
you
know
that
does
you
know
that
gets
sort
of
pushed
aside
for
the
core
work
of
the
schools
and
that
and
that's
a
problem
and
that's
what
I'm
trying
to
be
able
to
understand.
H
P
Z
A
good
question
they
are
required
and
they
they
have
to
develop
a
wellness
action
plan
that
is
part
of
the
quality
school
plan,
and
we
do
have
a
tool
to
assess,
well
that
you
know
how
many
schools
are
developing
wellness
action
plans.
I
think
we
want
to
improve
on
our
metrics
there,
because
we,
you
know
you
can
you
can
have
a
list
of
people
that
you're
saying
you're,
doing
your
wellness
action
plan
and
but
how?
Z
What
functionality
of
the
council's
and
so
to
your
to
answer
your
question:
I,
don't
think
that
all
schools
do
have
a
wellness
council,
at
least
in
our
current
metric
of
the
number
that
are
handing
in
wellness
action
plans,
we're
not
getting
wellness
action
plans
from
all
schools.
So
that's
something
that
we
really
feel
like
is
an
important
piece
of
improvement,
because
if
you
don't
have
a
council,
then
how
are
you
working
as
a
team
to
implement
such
a
complex?
P
So
what
are
the
repercussions
if
it
doesn't
happen?
I
mean
this
is
we're
saying
this
is
a
significant
piece
of
what
kids
need
to
have
healthy
environments
and
we're
talking
about
achievement,
gaps
etc.
Some
of
our
policies
create
them.
I
mean
if
we're
not
monitoring
these
things
consistently
by
school,
right,
kids
suffer.
We.
Z
Will
continue
to
work
with
the
instructional
and
operational
superintendents
and
actually
that's
what
the
policy
does
is
call
out
who's
sort
of
helping
with
the
accountability
side
of
this
I.
Think
what
we've
done
in
the
past
is
to
try
to
work
on
both
the
positives,
the
carrots,
if
you
will,
and
the
rewards
and
the
recognizing
like
we
did
at
a
recent
wellness
summit,
where
we
had
some
of
the
best
schools,
they're
doing
amazing
things
and
wellness
being
receiving
awards
and
then
also
working
to
share
their
expertise
with
other
schools.
Z
So
that's
the
positive,
but
then,
on
the
other
side,
we're
also
trying
to
build
better
tools
and
capacity
supports
for
wellness
councils,
because
we
know
we
have
to
help
them
through
this
process.
So
that's
something
that
we
were
able
to
improve
this
year
and
we
hope
that
when
we
come
back
to
you
with
our
next
annual
report,
that's
quantitative
that
we
will
be
able
to
show
you
some
improvements.
The.
P
P
D
Z
Z
B
Definitely
I'd
be
interested
in
knowing
at
the
forty
percent,
didn't
dare
relationship
to
our
tiered
system,
so
we're
obviously
arguing
that
the
ability
to
have
a
fully
staffed
and
functioning
office
around
these
issues
is
related
to
performance.
So
I'm
wondering
if
our,
if
it's
more
likely
than
our
low-performing
schools
are
part
of
sixty
percent
or
the
forty
percent
anything
that
can
help
us
target
some
intervention.
That.
Q
I
wanted
to
just
kind
of
underscore
the
great
work
as
a
member
of
this
team
I
have
an
internal
kind
of
perspective
and
I'm
glad
that
Miss
Robinson.
You
asked
the
question
about
what's
happening
on
the
local
school,
the
individual
school
level,
because
the
most
recent
event
really
did
highlight
the
bright
spots
in
the
district
and
so
I
heart
to
hear
about
the
sixty
percent,
and
we
do
want
to
note
that
the
forty
percent,
you
know,
there's
a
custodian
and
there's
a
phys,
ed
teacher
and
there
you
know
there
should
be
a
wellness
action
plan.
Q
I
think
we
all
realize
that
so
I'm
encouraged
dr.
Chang
that
you
are
really
wanting
to
kind
of
press
forward
and
not
just
look
at
accountability,
but
also
look
at
how
we
actually
implement
these
action
plans
at
the
local
school
level.
Could
you
just
highlight
for
the
School
Committee
the
diversity
among
the
award
recipients,
the
types
of
plans
that
they
have
implemented
at
their
schools?
Just
the
school
committee
can
kind
of
get
a
picture
on
the
ground
level.
What
different
schools
are
doing
innovatively
and
creatively
to
implement
wellness.
Z
Well,
I'll:
try.
We
did
give
out
awards
in
six
different
categories
of
the
policy
itself,
which
is
so
that
we
could
highlight
some
of
the
different
types
of
stories.
If
you
will
better
that
that
will
shed
some
light
on
amazing
things
that
are
going
on,
the
blackstone
school
actually
won
two
awards.
They
won
an
award
around
the
health
services
and
what
was
the
other
one
I'm
server?
Z
Oh,
they
are
the
one
that
actually
won
an
award
on
the
entire
implementing
the
entire
policy
because
they
have
a
wellness
council
that
is
made
up
of
every
stakeholder
that
you
could
name.
That
should
be
touching.
This
policy,
including
the
custodian
who
came
to
the
event
and
was
hila,
was
applauded
by
the
entire,
the
tire
everybody
in
attendance,
so
the
blackstone
is
doing
some
amazing
things
and
I.
Guess,
let's
see
who
look?
Do
you
want
to
tell
one
of
the
stories
and
I'll
think
of
another
while
you're
related.
AA
To
cultural
proficiency,
the
Sarah
Greenwood
one
received
a
certificate
of
recognition
for
their
the
emerging
work
that
they're
doing
the
the
new
principal
that's
there
and
they
had
a
whole
list
which
I
can
share
with
you
of
all
the
work
that
they're
doing.
Looking
at
the
multiple
multiple
dimensions
of
that
work
and
then
also
one
of
the
staff
members
presented
at
the
at
the
Wellness
Summit
as
well.
So
shared
their
experience.
Implementing
cultural
proficiency
work
in
their
school
and
how
other
schools
can
do
it
as
well
and.
Z
Q
Right
I
did
and-
and-
and
so
you
know,
my
fellow
members-
you
all
know-
whenever
we're
able
to
sit
in
the
audience
or
sit
in
a
classroom
or
sit
and
listen
to
the
staff
who
are
doing
the
work,
it's
enlightening.
But
it's
also
exciting
to
your
point,
Alex
of
just
with
your
concern
about
some
of
the
partnerships
for
physical
education.
What
the
O'brien
did
was
they
they
actually
looked
at
the
partnerships
and
they
said
hey.
Q
We
can
recreate
that
instead
of
extending
you
know
a
partnership,
let's
recreate
it
in-house
with
our
own
staff
and
to
see
hundreds
of
students
show
up
and
of
course,
when
we're
looking
at
reducing
obesity
and
we're
looking
at
increasing
physical
fitness,
the
more
creative
you
know
we
can
be
the
better.
So
if
it
is
possible,
if
you
could
send
the
most.
Q
It
is
exciting,
I
was
you
know
all
the
fills
you
you
just
get
all
the
fills.
When
you
see
one
of
the
particular
schools
had
a
creative
approach
to
health
and
wellness
for
students
with
special
needs,
so
you
saw
just
creativity
across
the
board,
but
you
also
saw
the
collaboration
to
their
point.
The
custodian
who
you
know,
everyone
standing
and
cheering
and
hollering
for
he
showed
up.
Q
Two
of
them
actually
showed
up
so
to
see
the
code
this
this
wellness
Council,
is
made
up,
especially
in
the
schools
of
so
many
partners,
everyone
who
is
touching
a
child
and
impacting
their
lives.
So
your
work,
as
you
can
tell
from
the
questions
is,
is
really
is
really
exciting,
but
also
really
critical
that
we
have
100
percent
participation.
So
if
you
can
send
us
the
bright
spots,
that
would
be
great
and
we
look
forward
to
continue
to
hear
the
implementation
and
the
accountability
that
you
provide
to
all
the
schools.
Q
Z
Think
in
the
past
we
have,
when
there's
been
a
new
principals
Institute
we've
tried
to
get
opportunity
to
actually
present
there,
there's
also
a
lot
of
things
they
have
to
learn,
but
one
of
the
things
that
we're
doing
as
an
entire
asset
division
is
developing
priority
courses
and
one
of
those
will
be
on
creating
safe,
healthy
and
sustaining
schools,
and
we
hope
to
have
a
version.
We're
planning
that
to
be
a
version
for
principals
and
a
version
available
to
schools.
B
You
actually
my
pleasure,
is
more
directed
towards
my
colleagues
and
then
superintendent
and
to
try
and
pick
up
on
something
I
think
I'm
hearing
and
we've
come
back
to
several
times
is.
Is
there
some
time
that
you
would
want
the
chair
and
I
and
superintend
to
think
about
a
conversation,
or
maybe
a
brainstorming
conversation
on
the
stairs
minimum
staffing
outside
of
the
context
of
the
budget?
Because
usually
we
talk
about
it
at
budget
time
about
what
is
the
minimum
staffing
that
school
needs
and
is
that
a
conversation
that
we
it
could
be
a
hard
one?
B
A
G
Don't
want
to
preempt
the
conversation,
but
I
mean
I,
take
a
contrary
view
and
I,
don't
necessarily
take
the
contrary
view
in
the
sense
that
I
put
evaluation
on
any
the
number
of
different
positions
that
might
fall
into
a
conversation
like
this,
but
I.
Think
anytime,
we
start
talking
about
minimum
staffing.
G
You
have
you
create
the
potential
for
tying
your
hands
down
the
road.
If
a
budget
crisis
arises-
or
you
know,
you
don't
even
necessarily
even
get
into
a
crisis
anytime,
we
have
our
year
your
budgets,
where
we're
making
decisions-
and
you
know
as
a
deliberative
body
that
has
responsibility
for
determining
a
budget
on
in
your
career
as
a
year
to
your
process
for
the
district.
I
think
this
concept
of
minimum
staffing
often
works
its
way
out
in
in
real
time.
B
D
B
B
B
Well,
this
is
well,
he
should
get
three-quarters
perfect
sample,
say
how
much
we
miss
him
and
hope
that
many
of
you
know
chairman
O'neal,
had
a
back
surgery
last
week
and
we
hope
him.
We
wish
him
out
Steve's
recovery,
but
I
I
just
would
like
to
I,
hear
and
I
think
it's
a
complex
issue
that
you
would
want
us
to
think
about
how
we
could
have
a
conversation
around
this
issue
without
necessarily
over
the
fine
and
that's
I
just
want
to
get
that
sense
that
that's
an
idea
when.
A
We
respond
to
Michael,
because
the
fact
is
that
it
is
precisely
because
we
are
responsible
for
the
budget
that
we
need
to
know
and
I
think
is,
do
its
our
due
diligence
to
understand.
If
we
want
to
deal
with
some
of
the
problems
that
come
before
us
time
and
again
and
again,
we
need
to
know
we
need
to
know
otherwise
was
shooting
in
a
dive.
I
think.
T
It's
it
would.
My
only
thing
is
that
I
think
that's
very
subjective,
I,
just
don't
know
how
you
get
to
what
is
what
you
know,
I.
Think
of
when
I
run
an
organization
I,
don't
know
necessarily
that
having
these
five
extra
people
is
going
to
lead
to
that
impact,
is
it
can
we
look
at
it
differently
and
I
agree
with
Michael's
point
about
it?
Could
it
could
get
us
in
trouble
in
terms
of
if
we
don't
meet
that
minimum
and
we
can
be
in
a
lot
of
trouble
versus
looking
at
like
what's
the
optimal?
B
Quickly,
we
phrase
my
stimulant
to
this:
it
wasn't:
let's
sit
down
to
find
a
minimum
staffing
level,
not
what
I
said
it
was
broad.
You
know
it's
a
hard
word
at
the
conversation.
We'd
have
a
lot
of
different
ways.
It's
a
concept,
I'm,
not
saying
it's
going
to
be
the
answer,
but
that
should
I
was
asking
to
something.
We
should
find
a
way
to
have
a
put
time
aside
to
discuss,
get
the
I
think.
As
Mr
O'connor
pointed
out,
it's
a
difficult
idea,
we'll
need
to
background.
We
need
to
think
it
through.
B
T
D
It's
the
School
Committee
and
when
I
encourage
you.
If
what?
If
and
when
this
conversation
happens,
the
focus
is
on
the
type
of
services
and
supports
that
we
are
providing
to
young
people
and
not
necessarily
a
definition
of
an
exact
position,
and
so
it's
about
services
and
how
we
provide
those
services.
Young
people,
very
important
distinction.
Yes,.
A
H
B
Q
Chairman,
yes,
I
do
agree
that
this
is
a
conversation
that
needs
to
happen
outside
of
the
budget
process,
because
we
know
what
takes
place
both
from
the
feelings
from
the
concept,
but
also
from
the
actual
decision
that
needs
to
be
made
during
the
budget
season.
So
I'm
grateful
that
this
presentation
sparked
our
desire
interests,
but
also
imperative.
H
Q
Q
You
know
the
beads
needed
for
school,
so
I'm
grateful
that
the
presentation
and
this
team
this
council,
because
of
when
we
look
at
that
slide
when
we
look
at
all
that
needs
to
take
place
within
a
school
to
achieve
a
healthy
child
who
can
learn
it's
going
to
require
leaders
and
staff,
and
so
that
is
a
conversation
that
we
will
need
to
expand
upon.
I'm.
A
About
being
able
to
get
ahead
of
time,
you
know
sort
of
the
roster
of
topics
that
the
School
Committee
would
would
address.
So
I
was
wondering
what
happened
the?
Why,
having
God
met
and
whether
we
could,
in
you
know,
coming
in
beginning
in
September,
get
at
least
a
six
months
leeway
and
what
what
topics
are
going
to
be
discussed
at
each
meeting
doesn't
mean
that
it
has
to
be
the
totality.
But
at
least
we
need
to
be
able
to
prepare
for
this
and
prepare
for
that
and
great.
T
I
I
would
like
to
add
I,
don't
know,
I
know
it
hasn't
been
the
practice,
but
I
think
it's
hard
to
do
a
budget
once
a
year
and
I
have
no
sense
of
you
know
where
we're
at
in
the
budget
in
terms
of
expenses
and
revenues,
and
you
know
I
just
feel
like
it.
It
I
would
like
to
see
numbers
more
than
just
once
a
year,
and
we
said
we
would.