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From YouTube: Boston School Committee Meeting 09/27/2023
Description
Boston School Committee Meeting 09/27/2023
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
September
27th
meeting
link
for
those
joining
us
in
person,
you
can
access
the
meeting
documents
by
scanning
the
QR
code.
That's
posted
by
The
Doors.
The
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
A
A
B
B
C
D
A
All
right,
thank
you.
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
virtually
in
Spanish
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language
Zoom
interpretation
feature
has
been
activated:
Zoom
participants
to
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
After
more
than
two
and
a
half
years
of
remote
meetings,
I
spoke
from
the
heart
in
front
of
a
room
full
of
dedicated,
hard-working
people
that
I
had
not
shared
space
with.
For
a
long
time,
I
saw
the
faces
of
Educators
staff
and
many
others
who
share
a
common
goal
to
provide
the
children
of
this
city
with
the
best
education
possible.
A
A
A
I
know,
I
cannot
stop
all
the
negativity,
but
we
must
discern
the
difference
between
the
legitimate
concerns
and
criticism
and
the
toxic
grandstanding
for
too
long
in
Boston.
Toxic
voices
that
do
not
move
us
forward
have
been
the
loudest
voices
in
the
room
and
to
that
I
say
enough,
the
district
is
at
a
Crossroads.
A
A
There
are
dedicated
public
servants
who
are
moving
this
District
forward.
It's
not
always
easy
to
see
the
progress,
but
progress
must
be
our
measurement
of
success
and
progress
is
happening.
Just
look
at
the
start
of
this
year,
there's
so
many
improvements
from
last
year.
Are
they
where
we
want
everything
to
be?
No,
but
did
we
do
better
than
last
year?
A
Yes,
I
love
this
city,
I
love
our
children
and
often
despite
what
my
family
and
friends
of
advised
I'm
going
to
still
be
here
for
the
Long
Haul
as
chair
I
understand
it's
my
role
to
push
the
district
and
hold
people
accountable,
but
I'm
also
here
to
say
to
this
superintendent
I've
got
your
back
and
to
all
of
the
district
and
school-based
staff.
I've
got
your
back
too.
A
A
A
E
Thank
you,
chair,
Robinson
and
good
evening
to
everyone.
It's
a
nice
packed
house,
it's
nice
to
see
everybody
in
person,
so
on
Tuesday,
September,
19th,
the
department
of
Elementary
and
secondary
education,
deci
released
the
2023
accountability,
results
for
schools
and
districts
across
the
state
and
for
school
year,
2022
and
2023.
This
is
known
as
MCAS
Massachusetts
comprehensive
assessment
system
for
data
tonight
I
will
provide
some
high-level
takeaways
from
the
results.
E
E
Across
The,
District
53
schools
were
identified
as
not
requiring
Assistance
or
intervention,
and
four
schools
were
named.
Schools
of
recognition,
the
Tynan
and
Perry
schools
in
South
Boston,
the
John
F
Kennedy
and
Manning
schools
in
Jamaica,
Plain
schools
of
recognition
are
identified
by
Desi
as
schools
that
met
or
exceeded
their
targets
and
also
had
both
high
achievement
and
high
growth.
E
E
E
We
have
to
keep
our
focus
on
closing,
not
only
the
gaps
created
by
the
pandemic,
but
also
the
persistent
gaps
for
our
most
marginalized
students,
our
black
and
brown
students.
Our
special
education
students
are
economically
disadvantaged
in
our
English
language,
Learners
with
and
without
disabilities,
and
we
are
committed
to
providing
all
students
with
high
quality,
culturally
affirming
instructional
materials
across
all
content
areas,
specially
designed
instruction,
so
students
can
access
those
materials
in
inclusive
environments
for
all
students.
E
E
More
than
10
600
young
people
participated
in
our
summer
programming,
which
included
Fifth,
Quarter
credit
recovery
and
extended
school
year
in
Fifth
Quarter.
We
had
58
59
and
Credit
Recovery.
We
had
24
26
and
in
esy
we
had
23.90
I'm
highlighting
the
credit
recovery,
because
this
was
critical
to
our
high
school
students
beginning
to
get
back
on
track
in
total,
that's
an
increase
of
more
than
2
000
new
students
participating
in
our
fifth
quarter
portfolio
and
we
expanded
the
diversity
and
the
quality
of
our
programs.
E
We
are
finalizing
a
memo
for
the
school
committee,
where
we
will
share
the
academic
student
outcomes
in
the
impact
results
of
our
summer
programming
on
student
achievement
and
I.
Look
forward
to
sharing
with
you
with
that
with
you
soon
as
it's
prepared,
enrollment
remains
very
healthy,
total
enrollment,
as
of
today
I'm.
Sorry,
as
of
yesterday,
is
48
153
students
BPS
has
welcomed
5758
new
students
since
July
of
this
summer.
E
We
anticipate
this
number
will
change
as
we
continue
to
adjust
rosters
contact
homes
for
students
who
did
not
report
more
students
enroll.
This
is
a
fluid
number,
but
I
will
continue
to
update
at
school
committee.
As
that
number
changes,
we
anticipate
our
rosters
finalizing
and
so
at
the
next
over
the
next
month
or
so
I'll
be
able
to
give
more
final
numbers
for
what
the
enrollment
for
the
year
will
look
like.
E
I'm
proud
to
share
that
you've
all
heard
of
this:
the
school
and
investor
School
in
the
move
prize
this
year,
three
of
our
BPS
high
schools
are
nominees.
Congratulations
to
East
Boston,
high
school,
to
Fenway,
High
School
and
to
Boston
green
Academy,
School
leader,
Matt,
Holzer
and
BGA
board.
Chair
Alex
Chu
will
be
here
this
evening.
E
E
E
E
E
E
We
want
to
empower
our
students
so
that
they
will
explore
the
complexities
and
contributions
of
black
history
and
culture.
The
12
Educators
teaching
the
course
attended.
The
AP
African-American
studies
pilot
summer
Institute
hosted
at
different
locations
nationwide,
including
Summit
institutes,
led
by
the
college
board
as
part
of
training
teachers
participated
in
professional
development,
including
at
Howard
University
and
Western
Kentucky
University.
E
I
would
also
like
to
shout
out
Mr
Canal
Cloyd
at
the
Henderson
inclusion
school
for
receiving
the
Barbara
Henry
award.
This
is
a
prestigious
award
given
to
Brave
Educators,
who
continue
to
persevere
in
education
and
commitment
to
all
students.
Congratulations
to
Mr
Cloyd
I'm,
going
to
have
an
opportunity
to
see
him
tomorrow.
E
One
way
we
mark
this
month
is
through
the
annual
Citywide
college
career
and
stem
fair,
which
is
held
in
conjunction
with
mass
stem
week.
The
college
career
and
stem
fair
will
be
held
on
Saturday
October,
21st
2023
from
10
until
1
30
at
the
Reggie
Lewis
track
and
athletic
center.
This
is
one
of
the
best
fairs
to
go
to
it's,
just
very,
it's
so
important
for
our
young
people
to
be
exposed
and
to
see
themselves
and
think
about
College
and
Career
at
a
pivotal
time
of
their
life.
E
E
The
MBTA
will
host
a
dedicated,
BPS
community
meeting,
in
addition
to
several
public
meetings
to
provide
construction
details
and
gather
Community
feedback
on
Thursday
October
5th
from
6
until
8
pm
on
Zoom.
The
MBTA
will
be
also
posting
updates
on
their
website,
which
you
can
go
to
www.mbta.com
for
more
information.
E
A
F
F
F
G
F
G
G
G
G
F
G
So
there
are
many
persons
in
this
situation.
There
are
many
persons,
perhaps
participating
in
this
meeting,
that
we
are
having
today
they're
asking
themselves
the
same
question.
What
is
the
plan?
Is
there
a
contact
person?
Is
there
a
person
that
is
going
to
follow
up?
How
are
we
going
to
be
incorporated
into
the
system.
F
F
G
E
E
I
am
going
to
ask
because
I
think
it's
important
to
talk
about
the
process
of
when
a
student
first
comes
to
the
enrollment
center.
What
happens
so
Dr
Tavares
I'm,
going
to
just
ask
you
and
actually
Dr
Chen
to
just
come
in
because
you,
both
your
parts
of
the
organization,
hold
a
critical
role
both
in
welcoming
our
families
and
in
testing
our
students,
so
that
we
place
them
appropriately.
H
F
G
H
I'm
in
a
unique
place,
because
I
am
familiar
with
the
Tobin
School
in
particular,
as
their
former
school
superintendent
and
I
know
that
the
school,
along
with
teacher
that
you
mentioned,
that
speaks
the
language
and
also
staff,
including
social
worker
and
assistant
principal
the
principal
and
many
many
of
the
Paras
that
are
at
the
Tobin
support
the
language
capacity
of
the
community,
which
is
majority
Spanish
speaking
sometimes
I,
know
as
a
new
family.
They
may
not
always,
especially
as
such
a
young
child
may
not
always
be
able
to
access
those
resources
immediately.
H
I
have
worked
at
the
school
and
have
seen
the
way
in
which
they
take
under
their
wing
new
families,
especially
right
around
the
beginning
of
October
they
usually
have,
and
for
lack
of
a
better.
They
call
it
something
other
than
an
open
house.
It's
like
a
community
welcoming
evening
and
that's
where
a
lot
of
the
connections
tend
to
happen.
H
I
would
say
the
the
first
few
weeks
of
school,
especially
just
like
with
your
nephew.
The
the
transition
of
new
students
arriving
to
the
school
in
the
beginning
of
the
school
year
is
a
time
to
calibrate
and
then
really
the
first
week
of
October
in
this
particular
School.
Community
is
really
where
the
connections
begin
to
happen,
and
perhaps
with
your
experience
and
what
you've
shared.
What
you're
letting
us
know
is
that
that
may
be
too
long
to
wait
and
that's
feedback.
That's
really
critical
and
important
for
us
to
receive.
H
So
thank
you
for
sharing
your
testimony.
Thank
you
for
trusting
us
with
your
beautiful
nephew
and
I
will
make
sure
to
also
support
with
making
additional
connections
not
just
for
this
one
story,
but
also
for
the
stories
of
all
of
our
families
that
join
our
system
and
require
just
the
support
that
they
need
in
order
to
feel
much
more
welcome
into
their
school
community.
So
I
appreciate
you.
I
So
that's
another
piece,
but
in
the
classroom
we
know
that
we
often
students
will
come
to
the
Welcome
Center
and
then,
if
they
speak
another
language
other
than
English,
they
are
also
given
a
test
to
determine
their
level,
their
English
language
development
level,
and
once
that
is
determined,
they
are
placed
into
a
classroom,
and
this
is
one
of
the
parts
of
the
process
that
we
want
to
make
better
for
our
students.
So,
even
if
a
student
is
placed
into
a
classroom
where
the
teacher
speaks
the
same
language,
another
student
speaks
the
same
language.
I
What
I'm
also
hearing
come
out
of
this
is
what
is
the
transition
that
that
student
needs
into
the
entire
School
community,
and
that
is
why
our
newcomer
programming,
that
we
are
working
to
expand
for
next
year.
Sometimes
people
think
of
it
as
just
for
high
schools
and
just
in
certain
places.
But
a
newcomer
program
is
something
that
we
should
have
in
all
of
our
schools,
where
students
who
have
recently
come
to
the
country.
Not
only
are
they
coming
to
a
new
school
they're
coming
to
A,
Whole
New
Country
in
a
new
city.
I
Those
needs
need
to
be
really
differentiated
and
supported
for
in
terms
of
the
entire
School
Community,
not
just
the
teachers
or
staff
that
speak
the
same
language.
But
everyone
needs
to
have
the
training
that
they
need
to
fully
welcome
students
and
in
a
newcomer
program,
they'll
have
the
very
intensive
specific
supports
that
they
need
until
they
feel
more
comfortable
and
can
be
integrated
into
the
other
parts
of
the
day.
E
I
would
also
add
that
the
the
principal
and
the
family
liaison
are
critical.
If,
if
your
nephew
is
feeling
unsettled
like
that,
which
is
understandable
to
let
them
know
so
that
at
the
school
they
can
put
the
right
resources
in
place
for
him.
We
all
work
together
as
a
team
and
I
think
we've
been
talking
about,
as
our
students
come
to
the
welcome
center
with
their
parents.
How
can
we
make
it
a
more
wraparound
than
it
is
currently
and
for
the
testing
to
help
parents
understand
what
that's
for?
E
Why
we
do
it
and
how
that
leads
to
a
place?
So
this
is
in
this
is
an
area
that's
important
to
have
your
feedback
having
gone
through,
because
I
know
you
had
a
good
experience
coming
through
it,
but
then
it's
unsettling
to
hear
him
notice
how
many
people
are
not
speaking
Spanish
and
not
being
able
to
communicate.
G
F
E
G
J
Right,
do
you
want
you
you're,
welcome
to
all
right.
Thank
you,
superintendent,
for
your
update
and
thank
you
for
your
sharing
yourself
with
us,
too
question
on
ncas
data
and
just
the
accountability.
Data
overall
and
I
know
we're
going
to
have
a
more
in-depth
meeting.
So
maybe
this
is
less
of
a
question
that
has
to
be
answered
today
and
more
of
a
conversation
that,
as
we
think
about
the
frame
for
next
week,
I
think
things
that
are
going
through
my
mind
as
I'm.
J
Reading
the
analysis
that's
happening
in
the
globe
and
in
the
Press
I
think
it's
twofold
one,
there's
a
narrative,
that's
being
shared
that
the
level
of
proficiency,
particularly
amongst
grades
three
to
eight
grew
a
percentage
point.
If
that
some
schools
more
some
schools
less,
but
that's
like
the
average
for
the
disc,
the
district,
so
I'm
curious
as
we
dig
into
that
data
like
what's
the
there
there.
How
are
you
thinking
about
that?
I
think.
J
E
E
We
were
pleased
with
math
because
we
actually
saw
some
really
good
bump.
There
I
think
a
couple
things
on
the
literacy
one
is:
we've
invested
in
Equitable,
literacy
and
anytime.
As
a
district,
you
make
a
turn
in
your
approach
in
your
curriculum.
It
takes
a
couple
of
years
to
get
the
traction,
so
we
do
think
that
the
acceleration
will
start
to
happen
this
year.
K
E
This
is
not
like
shocking
right.
Everybody
can
kind
of
understand
if
you
miss
25
30
days
at
school,
you
are
not
going
to
recover
at
the
rate
you
need
to,
but
I
think
it's
important
to
see
it
in
the
data,
because
it
actually
shows
that
there's
a
cut
off
in
the
number
of
days
where
you're
absent
for
a
school
where,
if
that
is
your
average,
it's
almost
impossible
to
break
the
performance
levels.
E
E
We
need
to
go
quicker
in
that
metric
because
every
day
a
student
isn't
here,
they're,
not
learning,
and
when
you
string
that
together,
you're
stringing,
more
learning
Gap
so
I
say
this,
because
it's
not
going
to
be
a
simple
solution
that
people
put
forward.
I
saw
in
the
paper.
Seven
bold
ideas
or
you
know
not
taking
away
from
any
of
them
right,
I
think
everyone's
trying
to
think
out
of
the
box,
but
I.
Don't
think
that
there's
just
actually
one
no,
this
is
going
to
take
a
menu.
E
E
I
do
think
that
the
social
emotional
supports
we
have
put
in
place
as
a
district
are
taking
root.
We
see
it
in
the
incident
data
in
a
positive
way.
We
see
it
in
both
at
the
school
level
at
the
district
level.
We
see
it
just
from
student
report
teacher
report,
so
we
need
to
continue
with
that,
so
our
students
can
heal
and
in
healing
they
can
begin
to
recover
academically.
I.
J
Appreciate
that
I
will
throw
one
I'll
add
an
eighth
idea
to
the
seven,
maybe
bad
ideas,
but
one
is
one
that
I
just
feel
like,
and
part
of.
This
is
like
a
much
larger
issue,
but
it's
like
one
that
we're
not
talking
about
we're
watching
every
Workforce
grapple
with
how
to
bring
people
back
to
the
office,
and
we
did
this
thing
with
kids.
J
The
same
and
I
think
there
is
like
big
connections
as
to
why
we're
seeing
kids
not
showing
up
to
school,
and
we
allowed
ourselves
to
have
all
those
conversations
about
adults
in
the
workforce
and
have
not
had
that
conversation
about
what
we've
taken
away
from
kids
after
giving
them
such
autonomy,
and
so
it
becomes
like
sort
of
business
as
usual,
where
no
one
Mo
so
many
other
Industries
didn't
operate.
That
way
and
for
some
reason,
yeah
schools
did
so
I
hope.
That's
in
some
of
our
forward.
J
Thinking
that
I
have
two
more
questions,
I
think
they're.
Actually
pretty
fast
I'm
excited
to
hear
about
the
updates
on
advanced
placement.
I've
been
asking
for
a
bit
and
I'm
curious.
If
this
is
in
either
a
budget
conversation
that
we're
going
to
have
as
we
move
into
budget
season
or
something
that's
on
your
radar.
But
what
is
the
minimum
AP
offering
I
love
like
the
diversity
in
content,
but
like
what
does
it
mean
to
have
a
robust
AP
program
at
a
school?
E
So
three
interests,
so
so
this
one
I
think
does
get
into
student
choice
in
how
they
build
their
College
Muscle
college
readiness
muscle
for
some
students-
that's
AP,
particularly
in
subjects
that
interest
them
in
some
schools.
That's
dual
enrollment,
where
you
may
have
a
professor
coming
in
and
offering
the
course
in
some
schools.
That's
early
college
in
some
schools,
that's
IB!
E
J
We
are
I'm
excited
to
hear
the
enrollment
updates
and
I'm
sure
we're
going
to
unpack
more
of
that
and
I
appreciated
your
question
too,
just
around
the
sort
of
Shifting
demographics
of
our
system,
which
I
imagine
will
also
be
part
of
our
budget
conversation.
This
year.
We
have
to
plan
for
a
different
system.
I
have
often
talked
about
this,
but
we
are
now
going
into
enrollment
season
for
the
next
year,
like
on
our
website
right,
it's
like
November.
J
This
is
what
you
should
do
as
a
parent
and
I
am
curious,
and
it
connects
back
to
my
AP
question.
Are
we
doing
anything
different?
Is
there
a
plan
for
us
to
do
anything
different
to
get
parents,
the
information
they
need
to
find
high
quality
options,
and
what
does
that
look
like
for
this
fall
and
obviously
into
the
new
the
new
year
right.
E
So
I
think
the
family
Liaisons
and
in
general,
welcoming
Services,
is
doing
a
lot
of
work
right
now
around
parent
information.
The
guide
is
actually
caught
off
the
press,
but
we
are
also
at
the
secondary
level.
The
secondary
team
is
doing
a
lot
of
work
to
work
with
our
high
schools
about
being
able
to
share
with
parents
in
students
what
offerings
they
have.
This
is
all
this
is
something
we
used
to
do
quite
quite
well
and
I
think
just
over
time
and
then
the
pandemic
derailed
it.
E
But
it's
at
the
secondary
level,
a
big
issue
around
choice,
so
seeing
Madison
in
the
new
admissions
process
reaching
back
going
into
the
middle
schools.
Making
the
kids
aware
to
wear
of
what
CTE
vocational
Ed
is
there's
a
whole
kind
of
educational
campaign
that
will
be
happening
around
this.
So
the
shorter
answer
is
yes,
many
things,
and
we
can.
We
can
include
that
and
kind
of
fold
that
in
particularly
around
when
we
present
on
college
career
and
what
we're
intending
to
do
at
secondary
level.
D
Thank
you
for
the
the
the
report,
as
well
as
the
questions
that
have
been
asked.
Prior
mine
I
think
are
relatively
quick,
I
think
I
was
actually
looking
for.
Did
we
establish
a
new
date?
I
know
that
at
the
last
meeting
there
was
the
I
guess
we
canceled
the
open
house
for
the
green
New
Deal.
Did
we
find
another
opportunity
to
to
do
that
so.
L
Yeah
good
evening,
everyone,
so
we
decided
to
shift
the
format.
As
the
initial
open
house,
we
were
going
to
present
sort
of
like
the
framework
for
the
rubric.
This
past
week
we
have
been
we've
had
the
opportunity
to
pressure
test
the
rubric
and
what
we're
working
on
right
now
is
actually
doing
sort
of,
like
Regional
workshops
across
the
city,
to
bring
the
community
in
to
share
feedback
on
the
rubric.
L
D
L
So,
throughout
the
summer
we've
been
holding
sort
of
like
staff,
walkthroughs
and
walk
through
with
the
alumni
committee
at
the
rec.
This
weekend,
we've
opened
up.
We've
launched
an
open
house
for
the
O'brien
Community
we
have
reached
out
to
all
of
the
parent.
The
O'brien
families
bar
messenger
has
shared
it
with
the
school,
the
principal
to
share
with
families
as
well,
and
all
of
the
O'brien
staff.
L
D
L
We've
worked
with
our
public
facilities
Department
to
do
test,
fit
models
on
those
parcels
and
to
give
us
updates
on
what's
feasible
on
those
Parcels
across
the
city
and
has
developed
FAQs
and
feedback
based
on
what
was
what
have
been
shared
so
far
and
shared
it
with
the
community
and
will
be
prepared
to
speak
to
it
this
weekend
as
well.
Sure.
D
K
M
I
think
Dell
wanted
that
question.
Actually,
no
thank
you.
Thank
you
for
the
question.
Dr
Elkins,
so
we've
we've
continued
to
I
think
see
improvements
in
our
on-time
performance,
especially
comparing
to
Prior
years
we're
not
where
we
need
to
be
yet
certainly,
but
we
hit
90
plus
percent
for
two
days
in
a
row
for
the
first
time
late
last
week.
Those
are
initial
numbers
and
then
for
through
the
the
first
seven
days
of
BPS,
we
have
final
on-time
performance
numbers.
At
this
point
we
were
at.
E
M
M
We
would
do
a
really
significant
manual
cleanup
of
all
of
the
data
to
make
sure
we
were
capturing
everything
when
we're
reporting
it
to
deci
and
then
over
the
summer
we
really
kind
of
systematized
and
formalized
that
process
so
that
it's
now,
rather
than
at
the
end
of
every
month,
it's
happening
on
an
ongoing
basis
throughout
the
month.
So
we
are,
but
at
any
given
time
we
have
kind
of
finalized
data.
M
Looking
back,
you
know
a
week
plus,
but
in
that
interim
period
we're
still
doing
that
cleanup
and
I
think
the
the
other
piece
here,
that's
been
really
positive
is
through
the
first
seven
days
of
BPS.
So
far,
we've
been
three
percent
or
lower
missing
GPS
data
consistently,
which
is
better
than
we
were
at
any
point
last
year
as
well,
so
I
think
also.
We
we
feel
a
lot
more
confident
in
the
on-time
performance
numbers
that
we're
reporting.
K
K
N
E
So
it's
of
deep
concern
to
us
as
well
I
think,
unfortunately
Statewide
we
have
seen
this
I
think
both
in
Access
and
in
MCAS
and
I.
Think
in
when
we
present
next
week.
We'll
definitely
be
shining
light
on
this.
Our
Trends,
our
third
and
fourth
grade
Trends,
are
really
mirroring
the
state.
It's
just
low,
I
think
in
terms
of
Equitable
literacy.
E
E
E
I
also
think
that
we're
seeing
with
with
our
you
know,
multilingual
learners
that
they
had
severe
disruption
in
the
pandemic
and
so
they're
they're,
often
coming
with
less
even
less
literacy
in
their
own
native
language
or
in
a
language.
So
we're
seeing
a
higher
concentration
of
slice,
students,
and
so
all
of
this
just
requires
a
different
set
of
strategy
for
our
multilingual
Learners,
but
that
will
be
part
of
the
presentation
for
next
week.
E
As
we
go
into
the
data
itself,
it
was
I
think
very
disheartening
to
see
Statewide
that
our
multilingual
Learners,
in
addition
to
here,
are
not
progressing
and
making
attainment
at
the
levels
we
would
we
need
and
want
so
this
will
be.
A
big
Focus
for
us
certainly
needs
to
be
part
of
our
inclusive
learning
plan,
as
that
will
come
to
school
committee
in
October,
and
so
we
share
that
concern
and
we
will
make
sure
that
we're
focusing
with
particular
attention
on
our
mls
in
our
MLS
with
disabilities.
N
C
J
I,
do
I
have
I'm
just
going
to
ask
one
and
it's
actually
about
summer
planning
I
appreciated
the
update.
So
thank
you
and
congratulations
on
a
congratulations
to
the
team,
but
also
to
all
of
the
families
who
got
to
reap
the
awards
of
a
really
well
executed
summer
program.
I.
You
know
this
is
what
I'm
going
to
ask
and
I
think
it
connects,
probably
to
my
gearing
up
for
Budget
conversations
for
the
future,
but
as
you're
doing
the
planning
for
next
year.
J
Are
we
thinking
about
programs
in
a
categorically
different
way
and
are
we
thinking
about
targets
that
are
different
than
just
the
number
of
programs,
but
the
type
of
outcomes?
We
want
students
to
yield
as
a
result,
and
that
may
be
true
for
some
programs
and
not
all
programs
right,
but
I'm,
just
sort
of
curious
in
Reflection
from
this
summer,
big
news,
exciting
yay
and
then
also
future
planning
where's.
Your
team
at
around
this
sure.
E
E
They
don't
go
so
that
will
matter
and
then,
of
course,
each
one
has
you
know
of
our
many
partners,
different
Focus,
a
different
Foci
and
so
I
think
really
looking
at
what
slice
of
impact
are
they
having?
Is
it
social
emotional?
Is
there
academic
and
enrichment?
Is
there
language
language
development?
You
know?
Is
there
social
peer
development
right?
The
whole
whole
thing.
Another
thing
that
we
had
piloted
was
the
300
esy.
K
E
This
was
a
big
shift
for
many
of
our
partners
to
have
the
conversation
for
including
students
with
disabilities
at
a
deeper
level,
so
because
we
were
able
to
demonstrate
that
and
get
that
really
onto
the
radar.
We
will
be
expecting
more
of
our
partners
next
year
relative
to
this
I
think
it
also
we
added
new
partners,
new
Community
Partners
to
the
fold
and
I
think
we
will
continue
to
do
that,
based
on
feedback
from
parents
and
students
as
to
what
they
would
like
to
to
do
during
the
summer
months.
A
E
E
A
N
Have
go
ahead,
yeah
good,
well,
I
I!
This
is
not
a
question
regarding
anything
that
we
have
discussed
and
that
all
of
that
is
somehow
flee
from
your
presentation.
This
is
a
channel
comment
that
I
would
like
to
direct
to
you.
As
a
matter
of
fact,
I
I
heard
your
comment
today
and
right
now
in
front
of
the
the
Forum
here.
I
would
like
to
make
sure
that
everybody
knows
how
I
feel
about
Jerry
I
address
it
as
Jerry,
rather
than
Madam.
Chair
I've,
been
with
her
about
five
years
now.
N
I
know
that
you
have
served
on
this
committee
much
longer
than
I
do,
but
for
the
last
five
years
that
that
we've
been
working
together,
I
know
where
your
heart
is,
we
both
are
are
retirees
and
rather
than
enjoying
my
my
you
or
I,
enjoy
our
retirement
traveling
the
world.
You
know
just
whatever
the
time
left
we
have
you're
here
and
you're
here,
a
lot
longer
than
I
was
there
are
times
that
I
wanna
reside
as.
N
But
you
you
guys
are
so
I
hear
you
I,
understand
you're
you're
your
commitment,
I
understand
where
the
emotion
comes
from
I
I
I
read
something
on
on
the
news
and
I've
I'm,
not
flabbergasted
I'm.
You
know,
I
I
know
it's
it's
part
of
our
job.
Well,
let's
put
it
this
way
until
and
unless
this
committee
is
Changed
by
by
the
vote
of
the
people
or
whatever
the
referendum
was
until
then,
unless
we
are
abolished
and
there
is
and
elected
committee
stay.
A
Two
things
we
talked
briefly
about
the
Barbara,
Henry
award
and
I.
Don't
know
if
everybody
knows
who
Barbara
Henry
is
Barbara.
Henry
was
Ruby
Bridges
teacher
Barbara
Henry
is
a
Boston
public
school
graduate
girls,
Latin
School
and
still
lives
here
in
this
area,
and
it's
still
very
active
and
interested
in
education
and
the
award
was
given.
A
The
other
one
is
more
of
a
request.
We
we
continue
to
talk
about
the
look
Act.
You
talk
about
Equitable
literacy.
We
talk
about
teachers
who
speak
native
language.
How
can
we
have
a
real
sort
of
conversation
to
understand
how
all
these
things
are
coming
together
or
not
to
really
take
a
deep
dive?
Look
into
what's
happening
for
our
Ells
I
know
we.
We
can't
always
talk
about
it
in
the
way
we
need
to.
But
what
does
our
staff
at
the
school
level?
A
In
all
areas,
look
like
in
order
to
really
support
the
students
and
the
families
that
are
actually
in
attendance
in
our
school.
My
heart
breaks
to
hear
a
six-year-old
feel
that
nobody's
got
his
back
that
here
he
is
in
a
new
country
in
a
new
world,
and
you
know
he
doesn't
see
enough
people
that
can
connect
with
him,
whether
they're,
students
or
adults
and
I-
wonder
how
many
other
of
our
children
are
having
similar
conversation.
So
again,
I
really
feel
that
we
need
to
go
deeper
into
this.
E
So
through
your
chair,
so
I
I
do
I.
Think
in
the
inclusive
learning
plan
is
where
many
of
these
terms
will
come
together
in
what
we
mean,
and
that
is
scheduled
for
school
committee.
I
believe
October
18th,
yeah,
October
18th,
and
so
we
will
make
sure
that
we
are.
We
particularly
offer
opportunity
to
have
dialogue
about
that
at
that
meeting.
I
agree
with
you
on
the
Equitable
literacy
I.
Think
you
see
this
nationally.
E
The
conversation
about
literacy
and
everybody
looking
for
the
next
best
thing,
I
think
what
we've
tried
to
do
with
Equitable
literacy
is
it's
a
framework.
It
is
not
a
particular
package,
it
is
a
framework
and
it
is
reliant
on
teachers
being
trained
in
literacy.
It's
required
on
teachers
having
access
to
high
quality,
instructional
materials
having
the
pedagogy
and
the
materials
be
culturally
and
linguistically
affirming,
and
so
it
is
really
a
framework
that
catches
all
of
that.
E
Because
of
the
pandemic,
it
was
started
and
then
it's
been
a
slower
rollout
because
of
the
kind
of
the
recovery
efforts,
but
we
feel
very
good
between
the
professional
learning
communities
that
are
happening,
the
regional
Network
that
work.
That
is
happening.
The
high
quality
instructional
materials
that
schools
are
now
using
on
the
training
that
teachers
have
gone
to.
All
of
these
things
come
together
and
we
believe
this
will
be
the
year
that
we
start
to
see
that
traction.
A
Thank
you
very
much.
There's
no
further
discussion.
I'll
now
entertain
a
motion
to
receive
the
superintendent's
report.
Is
there
a
motion?
Somo?
Thank
you.
Is
there
a
second?
Second?
Thank
you.
Is
there
any
discussion
of
objection
to
the
motion?
Is
there
any
objection
to
approving
the
motion
by
unanimous
consent?
A
B
You
chair
the
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues,
some
questions
on
specific
School
matters
and
not
answered
at
this
time,
but
maybe
the
may
be
referred
to
the
superintendent
or
later.
Excuse
me
for
a
later
response.
B
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
This
meeting
will
feature
two
public
comment
periods
with
the
first
comment
period
limited
to
one
hour.
Priority
will
be
given
to
those
testifying
in
person
time
permitting.
The
committee
will
then
open
it
up
to
Virtual
testimony
after
one
hour.
Anyone
who
is
not
testified
will
have
the
opportunity
to
do
so.
At
the
end
of
the
meeting
we
have
10
speakers
this
evening.
B
B
The
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
a
speaker's
allotted
time.
Speakers
may
not
reassign
their
time
to
others.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff,
your
name
affiliation,
and
what
neighborhood
you
are
from
before.
You
begin
we'll
begin
this
evening
with
John
Mudd,
followed
by
Peggy
wiesenberg
and
Deb
Shea.
P
Thank
you.
It's
good
to
see
everybody
in
person.
After
such
a
long
time,
I'm
John,
Mudd
long
I'm
education
advocate
in
Boston
resident
of
Cambridge
and
I'm,
going
to
give
some
sobering
interpretations
of
MCAS
results
tonight
and
at
least
my
reading
of
them
and
I
hope
they're
not
received
as
toxic
grandstanding.
They
really
I.
Take
more
my
inspiration
from
you
know
the
the
James
Baldwin
quote.
You
know
that
that
which
I
had
here
but
can't
find
my
technology
failure.
P
But,
as
you
know,
it
says
not
everything
we
face
can
be
changed,
but
we're
not
going
to
change
things
unless
we
Face
them
so
I'm.
Talking
about
from
the
perspective
of
a
member
of
the
ell
task
force,
particularly
focusing
on
the
LL
Learners
and
from
my
quick
reading,
the
data
from
of
the
results
for
Boston.
It
appears
that
English
Learners
were
the
big
losers
in
since
pre-time
pandemic
years
with
other
subgroups.
P
For
example,
English
Learners
in
grade
3
lost
15
percentage
points
from
the
pre-pandemic
2019
test
results
in
passing
the
ELA
MCAS
points
and
12
points
in
math,
the
most
of
any
subgroup
not
only
did
Els
learn,
but
their
achievement
levels
are
disastrously
and
unacceptably
low
at
only
nine
percent
for
third
graders
and
six
percent
for
fourth
graders
in
English
language
arts.
This
means
that
BPS
continues
to
fail
to
prepare
about
90
percent
or
more
of
English
Learners
to
pass
MCAS
like
all
other
subgroups,
except
for
the
10th
grade.
P
English
language
Learners,
none
of
the
subgroups
whites,
blacks,
Asians,
Latinos,
English
Learners,
students
with
disabilities
have
regained
the
ground
lost
during
the
pandemic.
Recovery
has
not
happened
for
students
in
BPS
as
yet,
despite
the
overall
losses
from
pre-pandemic
years.
The
question
is
also
whether
the
Equitable
literacy
program
has
shown
progress
and
we
are
on
track
during
the
past
couple
of
years.
The
data
that
I
read
shows
that
Equitable
literacy
is
not
having
Equitable
results
for
English
learners
for
grade
3
Els.
P
P
B
P
Q
Since
1982,
we
were
involved
in
broad-based
Grassroots
coalitions
committed
to
public
education
and
opposed
to
mass
ballot
initiatives
seeking
to
divert
tax
dollars
to
parochial
and
privately
run
Charter
Schools
via
voucher
programs.
We
participate
in
the
Coalition
for
Equitable
education
to
advocate
for
measures
to
implement
the
racial
imbalance
act
by
promoting
voluntary
desegregation
programs.
Q
Q
Q
Representative
Bowman
is
a
former
public
school
teacher
who
founded
a
middle
school
in
the
Bronx
Mr
cardet
Hernandez,
and
he
was
a
principal
for
a
decade
as
a
congressman.
He
has
introduced
nine
bills
to
invest
in
our
schools
and
make
the
rich
pay
for
their
fair
share.
Recently,
congressman
bobin
and
Cory
Booker
introduced
the
federal
Green
New
Deal
for
public
schools
bill
that
would
invest
10
trillion
dollars
over
the
next
10
years
into
our
public
schools,
and
we
know
our
facilities
here
need
a
green
New
Deal.
Q
Another
of
his
bills
would
reduce
the
amount
of
federally
required
testing
returning
required
testing
to
grades
4,
8
and
10,
and
it
complements
our
campaign
more
teaching
and
less
testing
to
end
the
Relentless
MCAS
testing
regime
and
replay
MCAS
graduation
requirements
with
holistic
assessments.
Thank
you
and
good
evening.
R
K
L
R
See
you
and
I'm
here
tonight
to
voice
concerns
and
frustration
with
the
lack
of
communication
around
the
upcoming
merger
with
the
Taylor
School
before
the
vote
to
approve
the
merger
in
May.
Our
main
concern
was
with
that.
The
community
engagement
was
not
broad
or
inclusive
enough
or
meaningful
enough,
and
those
concerns
continue.
R
So
I'm
going
to
keep
it
short
and
sweet
and
just
say
that
I
appreciate
you
all
and
all
the
concerns,
especially
that
you
raise
about
family
engagement,
to
keep
that
going
and
keep
the
pressure
on,
because
it's
so
so
so
important
that
people
understand
what's
happening
with
the
school,
because
people
are
going
to
be
really
confused
and
upset
if
things
are
just
thrown
at
them,
and
we
don't
want
that
situation
to
be
happening.
So.
Thank
you
very
much.
R
B
You
that
concludes
Our
in-person
Testimony,
we'll
now
transition
to
Virtual
testimony,
please
make
sure
you're
signed
into
Zoom,
with
the
same
name
that
you
use
to
sign
up
for
public
comment
and
please
be
prepared
to
unmute
yourself
and
turn
on
your
camera.
When
it's
your
turn
to
testify,
we'll
begin
with
Danielle
Morales,
followed
by
Cheryl
Buckman,
Michael,
Heisman
and
suleka
Soto.
If
you
could,
please
raise
your
hands
virtually.
S
B
N
S
My
name,
is
Dan
Morales
and
I'm,
a
senior
at
bostonline,
Academy
and
I'm
here
today
to
discuss
the
absolutist
and
repressive
tardy
policy
that
has
been
enforced
at
bla
over
the
past
few
weeks.
I've
witnessed
these
policies
threaten
not
only
our
students,
academic
Pursuits,
but
also
work
against
a
safe,
inclusive
and
nurturing
learning
environment.
The
punitive
Charlie
policies
that
punish
students
with
a
detention
per
every
start
for
every
tardy,
exceeding
five
alongside
parent
meetings
and
disciplinary
action,
have
exerted
a
detrimental
effect
on
student,
culture
and
productivity.
S
The
policy
imposes
consequences
without
considering
the
individual
circumstances
of
each
student's
complex
lives.
It
is
irrational
to
apply
one-size-fits-all
punishment
for
students.
Some
may
say
we'll
just
show
up
on
time,
however,
regardless
if
it
was
10,
tardis
or
20
tardies,
before
students
were
punished,
students
being
punished
for
showing
up
late
to
school,
only
fur
discourages
them
from
enthusiastically
participating
in
their
learning,
while
ignoring
the
structural
issues
being
faced
in
the
real
world.
A
punishment
used
to
enforce
a
repressive
rule.
S
That's
imposed
on
students,
creates
an
authoritarian
atmosphere
within
the
school
and
by
focusing
on
punishing
students.
Rather
than
addressing
the
underlying
issues,
the
EduCare
supporting
this
have
already
failed.
Us
are
students
who
should
be
encouraged
to
explore
and
grow
Now
find
themselves
facing
unnecessary
barriers
and
impediments,
and
is
crucial
that
we
acknowledge
these
issues
and
take
immediate
action.
There
is
no
reason
nor
validity
behind
why
these
policies,
which
have
been
proven
to
restrict
the
student
experience,
must
be
enforced
at
the
Extremes
in
which
they
are
under
the
whim
of
Gavin
Smith's.
Poor
leadership.
S
S
The
committee
to
intervene
this
manner
in
any
way
they
can
by
at
least
discussing
with
Mrs
Smith
and
reviewing
the
current
policies
and
their
impact
on
the
school
culture,
is
essential
to
engage
with
students,
parents
and
teachers
to
gather
important
perspectives
on
these
policies
and,
additionally,
I
urge
the
committee
to
consider
retaining
reinstating
a
leadership
that
is
supported
by
the
school
committee,
as
evidenced
by
Mr
Smith's
vote
of
no
confidence,
which
was
only
listed
to
him
under
four
months
ago.
I'd
like
to
thank
you
for
your
attention
and
I
equal
my
time.
Thank
you.
B
T
T
If
we're
going
to
Envision
Boston
Public
going
into
the
21st
century
and
Way
Beyond,
then
all
of
those
schools
across
our
beautiful
city
need
to
be
adaptable
for
students
and
those
with
disabilities,
for
example,
my
son
schooled.
The
playground
is
flooded
for
several
days
after
it
rains.
The
classrooms
are
outdated
and
too
small
for
students
to
learn
and
for
teachers
to
teach
we
need
to
make
the
buildings
Universal
comfortable,
adequate
for
teaching
and
for
students
to
learn
properly.
T
T
T
Boston
does
face
a
significant
challenge
ahead
due
to
the
ongoing
climate
change
and
the
president
rise
in
sea
level
by
the
year
2070..
The
time
is
now
to
bring
everyone
to
the
table
to
ensure
the
next
several
Generations
have
a
safe
and
healthy
way
of
learning.
One
way
of
doing
so
is
reaching
out
to
the
BPS
Community
engaging
these
need
to
be
done
now,
not
another
30
years
down
the
road.
Thank
you.
U
U
U
Two
examples
for
today
May
a
Woolen
superintendent
Skipper
have
decided
to
move
the
most
diverse
exam
school
from
the
heart
of
the
African-American
Community
to
White
West
Roxbury
500,
more
seats
will
be
added
intentionally
for
the
benefit
of
mostly
white
children,
no
transparency,
active
Community,
disengagement,
segregation
and
racism.
The
wool
Skipper
plan
fits
in
with
priority
number
one
take
care
of
white
people.
Where
is
the
plan
for
our
mostly
black
and
brown
children?
A
comprehensive
facility
plan
has
been
promised
to
the
community
for
years.
U
What
happens
to
This
Promise
God
disappeared,
gone
replaced
by
a
rubric.
A
rubric
would
be
developed
to
guide
facility
decisions.
Will
the
rubric
be
used
to
evaluate
the
O'brien
plan?
Of
course
not.
The
plan
is
to
approve
the
Wu
Skipper
Plan
before
the
rubric
is
developed.
This
is
another
example:
Miss
Skipper
using
a
fake
process
to
confuse
the
public,
so
she
could
do
whatever
she
wants
on
August
24
2023.
U
Over
a
year
ago,
the
skipper
had
received
a
letter
for
15
high-ranking
retired
BPS,
educators
of
color
protesting
against
the
targeting
harassment
and
firing
of
anti-racist
black
and
brown
central
office
leaders.
I
will
continue
to
testify
about
this,
because
attorney
tidwell's
report
was
a
continuation
of
This
Racist.
Cover-Up
did
Miss
Skipper
Target
harass
and
fire
antsy-racist
black
and
brown
central
office
leaders
when
she
first
took
office.
The
Tidwell
report
did
not
answer
this
essential
question
on
September
21st,
councilor,
Mahir,
chair
the
hearing
of
the
council's
education
committee.
U
So
I
could
number
1307
hearing
to
audit
the
city
of
Parsons,
hiring
firing
and
promotion
policies,
practices
and
procedures.
The
first
part
of
the
meeting
was
focused
on
the
school
department.
Ms
Skipper
attended,
along
with
some
of
her
staff,
along
with
other
panelists
Miss
Mejia,
requested
that
the
panelists
avoid
statistics
in
their
testimony
and
focus
on
the
truth.
Every
panelist
except
Ms
Skipper,
spoke
truthfully.
U
B
V
Okay
good
evening
as
a
BPS
parent
alumni
volunteer
and
Advocate
I
was
absolutely
appalled
and
infuriated
by
chair
Robinson's
comments
and
the
superintendent's
enthusiastic
agreement
at
the
most
recent
school
committee
meeting
and
just
today
it
was
a
strange
Paradox
that
the
remarks
lacked
introspection
and
responsibility
for
bps's
lack
of
progress
while
at
the
same
time
blaming
the
community
for
expecting
too
much.
Robinson
was
right
and
noting
that
these
issues
have
persisted
much
longer
than
they
should
have.
But
what
was
missing
was
an
evaluation
of
what
Robinson
has
accomplished
during
her
time
on
the
school
committee.
V
This
includes
consistently
given
her
stamp
of
approval
to
the
plans
proposed
by
Skipper
and
her
predecessors.
Madam
chair.
You
yourself
are
responsible
for
the
many
policies
that
have
been
created
and
implemented
in
a
way
that
continues
to
maintain
the
status
quo
and
strengthen
a
system
of
inequality
and
Injustice
for
communities
of
color
parents.
Students
and
communities
of
color
have
not
been
coming
to
this
committee
for
the
last
50
years,
asking
for
your
charity
or
expecting
too
much.
V
They
come
before
this
committee
to
advocate
for
justice
for
equity
and
inclusion
and
to
ensure
that
their
voices
are
not
only
heard
but
respected
what
parents
and
the
overall
Community
expect
us
for
you,
chair,
Robinson
and
other
members
of
this
unelected
school
committee
to
hold
the
superintendent
central
office
yourselves
in
the
mayor's
office
to
a
higher
standard.
Rather
than
making
excuses
for
a
failing
District.
V
We
need
an
elected
school
committee
that
takes
responsibility
for
closing
inequities
that
recognizes
the
need
to
create
systemic
change
and
that
actively
Works
to
dismantle
those
oppressive
systems
that
create
and
maintain
them.
In
the
first
place,
this
committee
should
listen
to
understand,
Embrace
and
not
censor
the
experiences
of
those
families
and
students
who
have
been
marginalized
and
excluded
like
in
the
earlier
remarks.
V
We
expect
for
you
to
have
our
back
as
well
in
order
to
make
the
needed
change
to
create
an
environment
of
fairness
and
real
equity.
This
requires
more
than
just
checking
off
a
box
or
talking
at
people
and
cause
and
division.
It
means
engaging
in
real
conversations
with
all
of
the
stakeholders
to
identify
and
create
strategies
that
address
the
root
causes
of
inequity
together
and
I.
V
Just
also
want
to
remind
Miss,
chair
Robinson
in
this
community
that
the
same
folks,
the
students,
the
parents
and
the
communities
and
the
Educators
were
the
ones
that
fought
to
keep
this
district
for
going
under
State
control
and
receivership
just
over
a
year
ago.
So
I
think
that
a
little
humbleness
does
come
a
long
way.
We
appreciate
the
improvements
what
we
have
made,
but
there
has
been
a
lot
of
that's
been
asked
over
the
years
and
the
state
had
to
intervene
in
order
for
y'all
to
make
those
changes.
So
thank.
W
W
Apologize
for
the
quality
of
the
video
I'd
like
to
point
out
that
BPS
students
take
the
map
growth
testing
three
times
per
year.
They
are
familiar
with
the
dynamic
aspect
of
the
testing
that
initially
increases
the
difficulty
of
the
questions
until
the
student
is
unable
to
correctly
answer
a
certain
number
of
questions
and
then
the
difficulty
drops.
This
type
of
testing
raises
anxiety
and
non-bps
students
are
placed
at
a
disadvantage
because
they
do
not
regularly
take
map
testing.
W
It's
a
hard
knock
life
for
non-bps
students.
Bps
students
are
allowed
to
take
the
test
with
their
peers,
with
their
teachers
and
in
their
own
classroom.
Non-Bs
BPS
students
are
required
to
take
the
test
on
a
weekend
with
an
unfamiliar
test
administrator
at
an
unfamiliar
location
and
without
their
peers.
It's
a
hard
knock
life
for
non-pps
students.
W
W
Bps
students
have
detailed
information,
a
38-page
student
profile
available
about
their
map
test
performance
that
allows
their
teachers
to
see
strengths
and
weaknesses.
Non-Gps
students
do
not
have
access
to
a
student
profile.
It's
a
hard
knock
life
for
non-bps
students.
The
inequity
of
the
different
exam
testing
requirements
puts
my
daughter
at
a
disadvantage.
When
my
daughter
took
that
testing
in
June
I
notified
the
employee
at
check-in
that
she
hadn't
been
feeling
well.
My
daughter
had
a
fever
documented
by
a
BPS
nurse
and
was
told
she
needed
to
finish
the
test.
W
The
following
weekend,
I
was
told
by
two
BPS
teachers
that
they
would
not
have
validated
the
tests
had
they
known
my
daughter
was
Ill.
A
familiar
test
administrator
would
have
been
someone.
My
daughter
felt
comfortable
approaching
to
let
him
or
her
know
that
she
wasn't
feeling
well
when
I
communicated
with
the
project
manager
for
the
exam
School
testing
process,
advising
her
that
my
daughter
was
ill
and
asked
if
she
would
able
to
go
back
over
some
of
the
ELA
questions.
W
When
she
returned
the
following
weekend,
I
was
told
that
my
daughter
had
informed
the
test
administrator
that
she
was
feeling
ill
after
she
finished
the
testing
and
could
not
go
back
to
review
any
of
the
questions.
I
was
not
surprised
when
I
subsequently
received
my
daughter's
ELA
test
score,
which
was
19
points
lower
than
her
math
score,
and
both
scores
were
much
lower
than
her
previous
map
testing
results
from
her
BPS
tenure.
X
And
I'm
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident,
the
city's
presentation
of
the
building's
plan,
was
deeply
flawed
and
echoed
a
consistent
pattern
of
very
little
information,
poor
planning
and
accelerated
timelines,
all
the
while
claiming
transparency
and
Community
engagement.
This
is
clearly
very
bad.
X
The
department
of
Elementary
and
secondary
education's
systemic
Improvement
plan
for
BPS
clearly
states
that
the
district
must
quote
by
December
31st
2023,
create
and
Implement
a
comprehensive
long-term
Master
facility
plan,
incorporating
the
recommendation
of
the
facilities
condition
assessment
expected
to
be
complete
by
the
beginning
of
FY.
2324
end
quote:
the
city's
unexplainable
rubric
is
not
what
Desi
has
put
in
a
step
requirements
yet
again.
Bps
families
are
receiving
an
inconsistent
promise
of
trust
us
rather
than
noticeable
progress
as
members
you
have
given
us.
X
Impassioned
speeches
asked
important
questions,
but
have
done
very
little
to
point
out
flawed
presentations
or
vote
against
the
continuation
of
broken
promises
that
have
deeply
impacted
generations
of
students,
parents
and
Educators
members
of
the
school
committee,
including
Jerry
Robinson
Michael,
O'neill
and
quak
Tran
have
voted
and
passed
endless
proposals
for
school
closures
and
mergers.
The
McCormick
green
fields
in
which
you
demanded
a
thorough
Community
engagement
process
that
didn't
happen,
the
closure
of
West
Roxbury
educational,
complex,
whose
students
have
disappeared,
and
the
impact
of
that
closure
has
never
been
Revisited.
X
The
bcla
McCormick
merger,
which
has
failed
to
deliver,
promised
building
Renovations.
Now
the
O'brien
School,
the
most
racially
and
neurodiversive
exam
schools
is
being
proposed
to
move
out
of
the
heart
of
Roxbury
to
a
majority
White
duties
that
will
cut
off
access
to
the
T,
Partnerships
and
resources.
The
O'brien
had
a
historical
merger
with
the
umana
in
East
Boston.
If
you
pass
the
proposal
to
move
the
O'brien,
it
will
be
a
broken
promise
to
the
East
Boston
Community,
who
will
not
be
able
to
access
West
Roxbury
as
easily
as
Roxbury.
X
This
school
committee
has
already
voted
to
close
schools
through
merger.
You
have
passed
a
budget
that
has
placed
over
610
staff
under
Esser
funding,
which
will
run
out
this
year.
You
did
this
without
a
plan
to
replace
these
positions.
This
school
committee
has
a
mandate
to
create
accountability
at
the
very
least,
to
ensure
the
state's
systemic
Improvement
plan
is
carried
out.
The
district
already
has
a
rubric
that
is
inconsistently
used
called
the
equity
planning
tool.
Is
this
what
you
want
BPS
to
be?
X
Y
Hi
good
evening
my
I
live
I'm
a
resident
of
Dorchester.
My
name
is
Sadie.
Jasmine
I
have
been
a
bus
monitor
for
over
23
years,
since
1999.
now
I
find
myself
working
more
hours
and
getting
paid
less.
You
are
not
going
to
have
monitors
because
they
drop
our
pay
from
27
per
run,
which
is
equivalent
to
an
hour
to
19
an
hour,
and
thank
you
for
hearing
me.
A
You
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
We
have
no
action
items
this
evening,
so
we'll
move
right
into
our
reports,
beginning
with
tentative
collective
bargaining
agreements
with
the
plant
administrative
Association
in
basis.
I
will
now
invite
Labor
Relations
director
Jeremiah
Hassan,
to
please
step
forward
with
the
presentation,
while
he's
getting
settled,
I'd
like
to
invite
the
superintendent
to
give
opening
remarks.
E
Thank
you
chair,
so
tonight,
Jeremiah
Hassan,
who
is
our
director
of
The
Office
of
Labor
Relations,
will
update
the
committee
on
two
pieces.
One
is
the
tenant
of
bargaining
agreement
with
plant
administrators
Association.
The
other
is
a
side
letter
between
BPS
and
the
Boston
Association
of
school
administrators
and
supervisors,
which
we
call
basis.
As
a
reminder.
The
plant
administrators
Association
represents
16
employees,
although
small
they
do
Mighty
work
in
the
district.
They
help
to
oversee
the
custodial
services
and
the
groundskeeping
at
The
District's,
125
schools
and
administrative
buildings,
and
they
manage
approximately
500
custodians.
E
The
basis
is
critical
in
the
district.
Its
members
work
across
our
district.
Some
of
them
serve
at
schools
as
assistant
principals,
as
directors
of
instruction
others
serve
centrally
Regional
operations,
leaders,
assistant
directors
of
special
education
really
throughout
the
organization.
This
specific
side
letter
tonight
will
address
a
small
Amendment
to
the
party's
contract
related
to
program
directors
for
ABA
service.
So
with
that,
I
will
turn
it
back
to
Jeremiah.
Z
Thank
you,
superintendent.
Thank
you,
madam
chair
committee.
Members
I'm
excited
to
be
here
tonight
and
present
to
you
and
recommend
your
support
with
our
tentative
agreement
with
the
plan
administrators
Association.
This
agreement
is
consistent
to
many
of
the
agreements
that
presented
to
you
previously
with
our
facilities
units.
It's
actually
two
agreements
broken
down
into
the
first
three
years.
It's
strictly
a
wages
only
deal.
Z
Z
Second
agreement,
also
consistent
with
what
we've
seen
for
our
facilities
units
consists
of
General
wage
increases
of
2.5
percent
in
FY,
24
2
in
FY,
25
and
2
2
and
FY
26.
In
addition,
we
increased
on-call
pay
for
these
employees.
This
increase
represents
the
work
that
these
individuals
do
on
an
emergency
basis
at
all
hours
of
the
night.
In
addition
to
that,
the
parties
agreed
to
increase
the
compensatory
time
limit,
which
currently
is
at
240
hours
and
we've
increased
it
to
500
hours.
Z
This
increase
represents
the
amount
of
time
that
employees
can
work
overtime
rather
than
getting
paid
traditional
overtime
wages.
They
are
issued
compensatory
time,
so
this
puts
a
a
higher
limit
on
it,
so
we
can
get
more
service
during
critical
time.
That's
beyond
the
traditional
working
hours
for
the
for
these
employees
and
then
the
final
amendment
is
consistent
with
our
other
units,
where
we
have
changed:
Columbus
Day
to
indigenous
people's
day
and
added
Juneteenth.
Z
Z
K
Z
A
A
Our
next
report
is
a
Horace
Mann
Charter
Amendment
request
for
Boston
green
Academy,
also
known
as
BGA
I,
will
now
invite
BGA
head
of
school
Matt,
Holzer
and
Board
of
Trustees
chair
Alex
Chu.
Please
step
forward
with
their
presentation,
while
they're
getting
settled,
I'll
invite
the
superintendent
to
give
opening
remarks
wonderful.
E
Wonderful
to
see
both
of
you
so
tonight,
Matt
Holzer
and
board
chair
Alex
Chu
are
going
to
present
a
charter
Amendment
relative
to
a
request
to
move
from
a
6
to
12
grade
configuration
to
a
7
to
12
grade
configuration
for
BGA.
This
would
be
a
request
that
would
take
effect
at
the
beginning
of
school
year.
24
25,
it's
certainly
in
alignment
with
bps's
move
toward
reducing
the
number
of
grade
configurations
across
the
district
I
think
it's
been
well
thought
out
and
considered
now
for
several
years
and
kind
of
coming
to
fruition.
AA
Good
evening,
chair
Robinson
the
Boston
school
committee,
my
name
is
Alex
Chu
I'm,
the
executive
director
of
reach
out
and
read,
and
the
board
chair
at
Boston
green
Academy
I'm
here
tonight
with
head
of
school
Holzer,
and
we
are
requesting
your
approval
to
amend
our
Charter
to
reconfigure
grades,
served
from
6
12
to
7,
12
and
I
will
pass
off
to
our
head
of
school.
In
order
to
give
you
some
details.
AB
Thank
you,
Mr
Chu,
good
evening,
chair
Robinson
superintendent,
Skipper
committee.
It's
a
pleasure
to
be
here
this
evening.
I'm
Matt,
Holzer
I'm,
the
proud
head
of
school
at
Boston,
green
Academy
I've
had
the
privilege
of
being
the
head
of
school
now
for
11
years
and
being
with
the
school
since
its
founding
in
2011.
AB
we
for
those
who
are
unfamiliar
with
BGA,
we
are
Boston's
only
School
focused
on
sustainability.
We
prepare
the
next
generation
of
leaders
for
sustainability
in
the
community
and
World,
we're
very
proud
to
have
an
extremely
diverse
population
that
represents
the
city
of
Boston,
including
one
of
the
largest
percentages
of
students
with
disabilities.
In
a
very
strong
inclusion
setting
at
BGA.
AB
We
are
sorry
I
need
to
take
these
off.
We
are
proud
to
be
a
winner
of
the
United
States
Green
Ribbon
Schools
award
in
2019
as
a
model
school
for
sustainability,
and
the
district
also
is
now
a
co-winner
of
that
award.
Congratulations
likewise,
and
thank
you
for
the
shout
out
earlier
we're
very
proud
and
humbled
to
be
a
finalist
for
the
school.
On
the
Move
prize
from
edvestors,
we
had
our
site
visit
today.
It
went
very
well
we're
very
we're
very
excited.
AB
AB
Please
come
visit
us
we'd
love
to
to
have
you
this
Charter
Amendment
would,
as
Mr
Chu
said,
move
BGA
from
a
6
through
12,
which
we've
been
now
for
over
a
decade
to
a
7
through
12
school,
eliminating
approximately
66th
grade
seats
and
instituting
an
additional
37th
grade,
an
additional
38th
grade
seats
which
would
align
our
school
all
the
way
7
through
12,
with
about
90
to
95
seats,
which
is
ideal,
it
would
reduce
transitions
for
families.
It
would
align
us
with
the
BPS
and
school
committee
policy.
AB
It
would
simplify
our
school
and
bring
great
joy
to
our
Middle
School
staff,
who
are
currently
split
between
grade
levels.
We
are
excited
to
finally
bring
this
before
you.
We
are
pleased
to
share
that.
This
amendment
has
already
been
approved
by
the
Boston
green
Academy
Board
of
Trustees,
as
well
as
the
Boston
Teachers
Union,
we're
very
grateful
for
their
continued
partnership
and
support.
We
respectfully
ask
for
your
approval
and
continue
to
appreciate
the
support
of
the
school
committee
and
the
Boston
Public
School.
AB
In
our
original
proposal
to
BPS,
which
is
now
I,
think
originally
going
back
to
2008
originally
in
that
discussion
we
wanted
to
work
with
students
and
families
for
as
long
as
possible.
It
was
a
little
bit
ahead
of
the
curve
in
terms
of
beyond
the
exam
schools.
There
weren't
that
many
six
to
twelves
at
the
time,
but
we
knew
that
ninth
grade
was
too
late
in
many
respects
and
that
we
wanted
to
catch
students
as
early
as
possible.
A
So,
if
you're
moving
to
seven
eight,
where
will
you
well
two
things?
Where
will
your
current,
the
kids,
who
would
have
come
to
you
in
sixth
grade?
What
will
there
be,
what
will
their
alternative
option
be
and
where
will
you
gain
more
seventh
and
eighth
graders?
What
other
schools
may
be
impacted
by
your
transition?
Your
check,
your
changes.
AB
Absolutely
so
BGA
is
a
city-wide
Lottery
school,
and
so
we
draw
from
the
entire
city
over
50
percent
of
our
students
come
all
the
way
from
Roxbury,
Dorchester
and
Mattapan
to
Brighton,
which
we
deeply
appreciate.
By
not
admitting
a
new
sixth
grade
class.
We
will
essentially
be
following
the
pattern
of
the
district.
The
expansion
of
k5s
into
k-6s
is
shrinking
the
pool
of
students
who
are
transitioning
at
that
period,
and
so
we
think
it's
is
better
for
families.
AB
E
Chair
we've
seen
a
pattern
for
those
schools
that
have
the
Vestige
of
sixth
grade
Tech
Boston's
another,
where
it's
such
a
very
small
pool
of
students
that
it's
very
hard
to
operationalize
the
programming.
So
that's
why
this
makes
complete
sense
for
BGA
and
to
concentrate
in
that
and
build
out
a
robust,
7th
and
eighth
grade.
A
A
Now
we
move
we'll
now
move
on
to
our
final
report.
An
update
from
the
Boston
special
education
parent
advisory
Council,
also
known
as
fedpack
I,
will
now
invest.
Invite
sped
pack
chair,
Jack,
Senate
and
vice
chair
Kelsey
brendel,
to
step
forward
with
their
presentation.
First
I
will
invite
the
superintendent
to
share
introductory
remarks.
Thank.
E
You
chair
so
welcome
to
chair
Senate
and
to
Vice
chair
Brenda,
who
will
give
an
overview
of
their
work
and
the
23-24
Strategic
initiatives.
Just
as
a
reminder.
It's
a
requirement
for
a
sped
pack
to
provide
an
update
to
school
committee
every
year,
but
tonight
is
more
than
just
about
that
requirement.
It's
really
about
the
important
work
they
do
in
partnership
with
the
district.
E
I
want
to
recognize
bedpak's
tireless
advocacy
on
behalf
of
the
district
students
and
families
who
Empower
BPS
students,
staff
I,
have
students,
parents
and
caregivers
through
support
and
education,
and
you
provide
a
valuable
sounding
board
for
myself.
Dr
Chen
for
members
of
our
team
on
issues
related
to
special
education.
So
thank
you.
I
would
also
like
to
thank
sped
pack
for
their
support
with
the
development
of
the
BTS
family
guide
for
students
with
disabilities
in
VPS.
This
is
a
new
interactive
resource
to
help
families
understand
the
special
education
process
here
at
BPS.
E
E
E
This
fall
at
every
school
as
part
of
the
district-wide
implementation
following
tonight's
presentation
by
sped
pack,
you'll
have
an
opportunity
to
hear
from
our
new
chief
of
specialized
Services
KCl,
who
I
couldn't
be
more
thrilled
to
have
joining
us
she's
coming
back
to
BPS
from
Worcester,
and
she
brings
such
a
wealth
of
experience
and
knowledge
and
care
for
our
families
and
students
with
disabilities
and
knowledge
to
really
move
the
work
forward.
So
we'll
submit
the
inclusive
education
plan
to
deci.
AC
AC
AC
In
particular,
we
wanted
to
to
thank
Roxy
Harvey,
who
is
the
outgoing
chair
of
sped
back.
She
led
our
organizations
through
five
years,
three
superintendents
and
one
pandemic,
and
that's
a
heck
of
a
lot
for
any
group
of
people
to
to
to
bite
off.
That's
a
lot
of
work,
but
I
think
that
she
led
us
with
style
and
grace
and
with
integrity,
and
so
I
thank
her
for
that
so
tonight.
What
are
we
doing?
AC
We're
making
a
report
as
required,
but
we
wanted
to
introduce
our
board
very
briefly
and
then
talk
about
who
we
are.
What
our
mission
is,
what
our
goals
are
and
then
our
four
strategic
initiatives
we'll
go
over
those
a
little
bit
more
in
depth,
but
I
promise.
We
will
not
read
the
slides
you're
welcome
so
who
are
we?
Sped
pack
is
really
just
a
group
of
parents.
AC
That's
all
we
are
we're,
not
doctors.
We're
not
Educators
we're,
not
attorneys
we're
just
people
who
one
day
discovered
that
we
had
some
kids
with
some
pretty
special
needs
and
that
we
had
a
lot
of
work
ahead
of
us
and
we
of
course
reached
out
to
find
out
what's
going
to
happen
to
our
kids.
And
what
do
we
need
to
do?
And
school
is
the
very
first
thing
they
hit,
and
so
we
came
up
against
what
one
education
Advocate
described
to
me
as
the
Titanic
and
not
in
the
sense
it
was
going
down.
AC
AC
It's
a
lot
of
responsibility
that
we
have,
and
it
means
that
this
work
is
really
endless.
But
that's
what
we've
signed
up
for
and
that's
what
we
do.
I
should
also
point
out
that
we
are
an
elected
board
that
the
parents
of
Boston
participate
in
our
monthly
meetings
and
then
every
May
are
welcome
to
run
for
our
board
and
to
elect
their
representatives
on
sped
pack.
So
it's
not
just
me:
it's
not
just
Kelsey,
it's
an
entire
board
behind
us
and
then
an
entire
12
000
strong
community.
AE
We,
you
know,
Jax
told
you
a
little
bit
about
who
we
are,
but
what
do
we
do,
and
why
does
it
really
matter
is
at
the
heart
of
what's
next
and
what
really
guides
us,
which
is,
as
all
of
us,
know,
sort
of
the
root
of
mission
and
what
Jack
said
is
really
really
important.
The
families
who
are
not
here
in
this
room
tonight
guide
our
work
and
they
should
it's
never
lost
on
us
any
of
our
board
members.
AE
It
is
a
huge
privilege
for
us
to
be
here
this
evening.
Everyone
in
this
room
has
a
huge
privilege
to
be
here
this
evening
and
we
are
constantly
reminding
ourselves
and
charged
with
the
responsibility
of
remembering
who
is
not
here,
who
can't
be,
and
particularly
with
the
lens
of
special
education,
which
is
what
we
accidentally
came
into
being
experts
experts
about
is,
is
really
also
remembering
the
reasons
some
people
can't
be
in
the
room,
because
sometimes
that's
actually
at
the
heart
of
the
matter.
AE
You
know
there
are
so
many
families
who
are
at
this
moment,
perhaps
even
wanting
to
watch
this
meeting
and
caregiving
for
a
child
or
occupied
by
trying
to
find
Caregivers
for
their
child.
But
it's
it
matters,
because
when
we
talk
about
what
our
mission
really
is
and
how
we
want
to
amplify
families,
voices
and
allow
them
to
have
a
seat
at
the
table
as
we're
always
talking
about
remembering
who
can't
show
up
when
they
would
most
want
to,
is
really
really
important.
AE
So
you
see
on
on
our
slide,
which
Jack
correctly
says
we
are
not
married
to
we're,
not
really
slide
folks,
but
we
really
in
terms
of
monitoring
compliance
with
federal
and
state
special
education
laws.
What
that
really
means
and
means
to
our
families
is
that
we're
shining
a
light,
an
important
light,
a
flashlight
on
every
corner
of
the
room.
AE
The
thing
I've
learned
the
most
about
from
my
own
little
boy
is
how
much
he
says
by
saying
nothing
and
I
want
us
to
remember
who,
who
that
group
really
is
educating
the
community
sounds
obvious,
but
this
really
means
you
know
we're
committed
to
being
a
source
of
information
that
our
families
trust
they
can
come
to
us.
They
can
call
us
they
can
write
us,
they
can
text
us.
They
can
find
us
on
the
street.
AE
Lastly,
and
quickly
in
terms
of
mission,
you
know
obviously
promoting
communication
collaboration
and
cooperation
between
families
and
BPS
again
sounds
obvious,
but
this
is
what
this
really
means,
that
the
core
is
fostering
all
those
relationships
and
engaging
and
asking
BPS
to
constantly
revisit
how
they
invite
families
to
this
discussion.
What
are
the
barriers?
AE
How
can
we
constantly
freshly
look
at
it
and
ensuring
that
those
Communications
and
processes
are
responsive
to
to
everyone
culturally
and
having
translation
and
interpretation
available,
but
really
the
bottom
line
is
we
are
allowing
people
to
talk
to
write
to
leverage
their
voice
in
a
way
that
is
truly
accessible
and
encourage
being
Brave
and
saying
uncomfortable
things.
So
that
said,
Jack
is
going
to
outline
those
strategic
initiatives.
So
we.
AC
We
as
a
board,
we
met
over
the
course
of
the
entire
summer.
We
started
meeting
actually
before
the
prior
school
year
ended
in
early
May,
because
we
really
wanted
to
get
a
jump
on
things
and
knowing
that
the
board
was
in
transition,
we'd
done.
We
everybody
takes
the
summer
off,
because
we
need
a
break,
but
we
recognize
that
this
particular
summer
was
going
to
be
critical
if
we
wanted
to
make
sure
that
the
work
of
sped
pack
continued
into
the
next
year.
AC
So
since
May
we've
been
working
on
what
are
strategic
initiatives,
and
thank
you
our
first
one
is
compliance
right.
Compliance
is
a
big
word
and
it
seems
totally
obvious
right.
Sped
pack
is,
first
and
foremost,
laser
focused
on
compliance
with
Americans,
disability
and
individuals
with
disability,
Education
Act.
Those
two
federal
laws
are
The,
Guiding
Light
for
everything
we
do.
If
it's
not
related
to
Ada
or
idea,
we
are
going
to
respectfully
say
there's
other
people
who
probably
a
heck
of
a
lot
more
expert
at
those
topics
and
and
we're
going
to
let
them
go.
AC
AC
Ultimately,
compliance
is
one
of
those
things
where
it's
a
matter
of
understanding
the
law,
but
also
understanding
that,
within
an
IEP
within
an
individual
education
plan
or
a
Section
504,
which
are
the
effectively
the
contracts
that
the
schools
sign
between
a
family
and
the
schools
that
are
enforceable
in
court,
for
these
are
the
services
and
the
accommodations
that
are
provided
for
for
families,
making
sure
that
those
that
all
parties
are
in
compliance
with
that
contract.
It's
really
non-trivial
and
a
big
piece
of
that
for
us
is
understanding.
AC
How
do
we
find
out
about
compliance?
Like
I
mean
when
we're
talking
about
stuff,
there's,
there's
we
get
calls
from
families
and
they're
like
well,
I,
don't
know
if
my
child's
plan
is
being
met
at
school
or
I've
got
an
IEP,
and
it
says
something
like
my
child
will
respond
appropriately.
Eighty
percent
of
the
time.
Well,
they
show
me
an
able,
which
is
a
an
ABA
behavioral
log
of
of
discrete
trials.
I,
don't
know
what
this
means
and
does
this
even
apply
to
the
IEP.
U
AE
We
feel
like
we're
pretty
well
versed,
but
we've
had
families
say
you
know.
This
is
really
compliance
at
its
most
boiled
down
point,
which
is
again,
we
need
to
speak
to
to
the
families
who
may
not
know
know
every
single
word
on
this
slide
deck
and
that's
something
we're
also
really
committed
to,
but
one
of
the
families
talking
about
compliance
recently
was
saying
you
know
what
this
is
really
teasing
out
is
like
when
you
open
a
new
board
game,
you
need
the
you
need
the
directions
to
play
the
game.
K
AC
From
yeah
the
problem
with
laws,
I
mean
these
laws
are
phenomenal
for
recognizing
the
rights
and
the
obligations
that
we
Society,
the
rights
of
the
children
have
and
the
obligations
that
we
have
Society
have
to
provide
for
those
rights.
The
problem
is
they're
laws
and
we're
not
all
lawyers
and
I
don't
know
if
you've
gone
through
and
tried
to
read:
mgl
no
offense
to
the
legislators
and
the
lawyers.
But
oh
my
I
just
start
glazing
over
pretty
quickly.
How?
AC
How
can
we
expect
parents,
people
new
to
the
country,
people
who
don't
have
a
legal
background
who
don't
have
a
a
sophisticated
education
to
like
they're,
going
to
look
at
the
Federal
Register
and
read
through
these
laws
and
know
what
their
rights
are?
No,
no!
No!
No.
We
can
do
a
lot
to
talk
to
them
and
we'll
talk
about
that
in
a
later
slide.
But
there
are
some
ways
for
us
to
Monitor
and
we
need
your
help.
Okay,
a
lot
of
it
is,
you
know,
monitoring.
Are
you
guys
firing
on
the
systemic
Improvement
plan?
AC
Okay,
and
are
you
hitting
your
reported
milestones?
We'd
love
to
be
in
a
conversation
with
you
about
that,
so
that
we
understand
what's
coming
up
and
and
how
you're
doing
and
if
we
get
advance
notice
great,
but
we
can
hopefully
work
with
you
to
help
meet
those
Milestones.
The
other
one
are
are
monitoring
things
like
the
Essie
rulings
in
in
in
a
problem
resolution
system.
AC
These
are
the
complaints
that
parents
log
to
say,
there's
something
wrong,
there's
something
either
specific
with
my
kid
or
systemic
in
the
system:
systemic
in
the
system
well
said,
and
and
and
these
rulings
are
integral
to
how
parents
understand
whether
or
not
they're
their
school
is
in
compliance
with
their
IEP
or
504.
We'd.
AC
I
understand
that
you
know
we
need
to
abide
by
the
law
and-
and
we
need
to
to
recognize
that
the
law
has
certain
reporting
requirements,
but
we
would
ask
that
you
consider
treating
all
504
students
as
if
they
had
an
IEP
and
understand
that
compliance
issues
really
should
be
across
the
board.
I
was
very
heartened
to
hear
talk
about
your
nephew,
a
member
that
the
kid
the
the
staff
at
the
Tobin
reach
out
and
say
we're
going
to
figure
out.
AC
What's
best
for
your
kid,
we're
going
to
help
them
accommodate
we're
going
to
provide
some
accommodations
there's
a
special
needs
word
for
you,
we're
going
to
work
with
them
to
make
sure
that
he
finds
a
place
and
a
home
here
right,
I'm
willing
to
bet
your
nephew
doesn't
have
an
IEP.
He
doesn't
have
a
504.
if
the
Tobin
is
acting
as
if
that
were
true.
AC
Staff
and
so
I
got
I
I'm
I'm
I'm,
substituting
it
a
school
and
I,
absolutely
love
it.
I
didn't
know:
I
started
working
with
special
needs,
kids
in
the
mid
70s
I
know
I.
Don't
look
that
old,
but
I
didn't
know
that
actually
I
was
good
at
this,
and
I
could
find
a
report.
These
kids
but
I
have
and
I'll
tell
you
that
there's
one
child
in
particular,
who
is
profoundly
disabled,
she's,
a
lovely
lovely
girl
and
for
various
reasons
her
family
has
never
signed.
An
IEP
has
never
agreed
to.
AC
We'll
act
as
though
the
IEP
is
in
force
that,
even
though
they
don't
have
technically
a
contractual
obligation
to
comply
with
that
IEP
they're,
acting
as
if
it
does
and
I
would
love
to
be
able
to
say
to
every
parent
in
Boston.
This
is
how
BPS
act
works.
Okay,
if
you've
got
a
problem
with
the
IEP
say,
reject
it.
Do
what
you
need
to
do,
but
trust
and
understand
that
BPS
is
doing
the
best,
that
it
can
to
ensure
that
IEPs
or
504s
are
meeting
the
absolute
maximum
in
compliance.
AC
There's
a
saying
in
the
special
need
community
fate.
First
setting
second
free,
appropriate
public
education
and
the
least
restrictive
environment
or
setting
inclusion.
When
I
first
spoke
to
this
committee
years
ago,
during
Tom
payson's
Administration,
it
was
about
surprise
transportation.
The
second
time
I
talked.
It
was
about
this
new
thing
that
I
heard
about
inclusion
and
how
come
we're
not
doing
that,
and
we
should
do
it.
That's
really
cool
I
understand,
there's
some
in
the
school.
Why?
Why
isn't
it
everywhere?
AC
Well,
you
know
be
careful
what
you
ask
for,
because
you
might
just
get
it
we're
now
getting
it
and
it's
like
a
tidal
wave
and
there's
so
much
there's
so
many
different
facets
to
inclusion.
When
we
talk
about
the
inclusion
plan,
we
just
got
a
presentation
and
it
was
phenomenal.
We've
got
pages
of
feedback
because
there's
just
so
much
stuff
and
I,
don't
know
how
our
parents
are
going
to
be
able
to
digest
this,
but
I'll.
AC
Let
me
bring
it
to
to
down
to
the
to
where
we
live
right
for
us
in
the
context
I
was
talking
about
20
years
ago.
Inclusion
is
very,
very
specific.
It
means
fape
and
lre,
and
if
fape
and
Ellery
in
a
special
needs
context
is
not
front
and
center
and
that
there's
a
primary
lens
on
it,
then
for
us
we're
going
okay.
So
what
does
that
mean?
AC
There
are
a
lot
of
problems
in
our
society.
There's
a
lot
of
problems
in
our
schools,
there's
a
lot
of
problems
in
our
culture
and
if
we
can
address
those
in
educational
context,
do
it,
but
at
the
same
time
you
need
to
understand
from
a
special
needs
perspective,
we're
sitting
there
going
okay.
Well,
we've
got
a
lot
of
complicated
stuff
going
on.
What's
the
fan
out
from
all
these
other
considerations
and
how
do
we
make
sure
that
where
one
hand
giveth
the
other
hand,
doesn't
taketh
away?
AC
That's
a
major
concern
for
us.
The
other
issue
for
us
is
when
it
comes
to
inclusion
in
a
very
real
sense.
You're
really
talking
about
placement.
Inclusion
is
where
education
happens.
It's
not
necessarily
the
education
itself.
You
know
people
talk
about
models
right
as
a
married
Alliance
model
and
it's
a
Henderson
model
and
Allison
Doherty's
old
Symphony
symphonized
model
at
Westy.
AC
These
are
great
models
but
they're
about
where
the
instruction
happens
right,
they're,
not
about
saying
how
do
we
craft
accommodations
for
these
kids
and
find
teachers
who
understand
who
have
pedagogies
specific
to
those
particular
accommodations
right?
My
oldest
son
is
autistic
and
he's
got
a
some
behavioral
comorbidities
that
are
pretty
serious
right.
His
accommodations
are
very
different
from
Kelsey's
Sons,
because
he's
medically
he's
in
a
medically
fragile
child
very,
very
different.
AC
To
do
when
Union
contract
time
comes
up,
because
we
need
to
be
sensitive
to
the
fact
that
every
teacher
is
not
a
widget.
You
can't
just
take
one
teacher
and
plug
them
in
to
a
position,
and
that
is
especially
true
in
a
special
needs
context.
It's
vital
I
think
that
conversation
needs
to
happen
across
the
board
and
with
a
lot
of
stakeholders
to
understand
what
the
implications
of
that
going
forward
are.
AD
AE
AE
I
would
I
was
no
I
I'm,
just
gonna
highlight
again
it's
my
favorite
sort
of
I
suppose
word
on
this
particular
topic,
which
is
to
remember
something
again.
That
sounds
quite
simple,
but
when
we,
when
we
use
this
word,
which
is
the
new
hot
word
in
BPS,
everybody
tries
to
incorporate
it
as
often
as
they
can
in
most
of
what
we
say
which
which
is
good.
AE
But
when
you
hear
a
family
again
trying
to
to
profess
that
they
know
as
much
as
as
you
know,
as
everyone
in
BPS
about
their
child,
what
the
language
means
and
there's
a
lot
of
posturing
that
we've
ended
up.
Learning
having
you
know,
we
have
to
do
it
to
sort
of
sound
like
we're
in
the
game,
and
we
did
have
a
couple.
Families
say
well
wait.
So
is
there
such
a
thing
as
an
exclusion
classroom,
and
it's
just
I
say
that
not
to
mock
at
all?
K
AE
AC
And
the
only
thing
I
wanted
to
point
out
was
in
the
in
the
the
Council
of
great
City.
Schools
for
years
has
been
raising,
alarms
about
how
much
sub-separate
education,
the
role
that
it
plays
in
BPS
I'm,
going
to
tell
you
you're
always
going
to
have
some
separate
you're
always
going
to
need
some
separate
sub-separate
will
always
be
appropriate
and
remember
in
any
plan
that
comes
through.
That
would
propose
that
we
begin
closing
down
sub
separate
it's
in
the
IEP.
AC
AC
Is
exactly
so
so
really
important
to
remember,
which
brings
us
to
another
piece?
Oh
my
God
I'm
talking
and
talking
one
of
the
great
I
love
this
pit
in
in
the
transition
planning.
Sorry,
the
inclusion
plan
talking
about
there's
no
metric,
there's
no
a
set
of
of
rubrics
around.
How
do
you
know
when
a
kid
is
ready
to
transition
from
a
sub
separate
to
an
inclusion
class?
AC
Go
talk
to
Allison
Doherty,
look
at
the
symphonized
program
that
was
at
Westy.
That
was
a
model
for
exactly
how
that
transition
can
happen.
It
can
happen
in
a
very,
very
academically,
rigorous
and
inclusive
manner,
but
where
they're
working
with
kids
at
that
point
in
the
high
school
level,
there's
no
reason
we
can't
globalize
this
and
push
it
down
for
how
do
we
transition
kids
I'm
super
glad
that
they
brought
up
that
that
point
and
you
actually
have
an
existing
model
and
an
expert
in
it
here
in
BPS?
AD
AE
All
you
had
to
really
do
was
ask
a
special
ed
family,
because
we've
been
pretty
isolated
for
years.
We
know
how
to
do
it
really
really
well
we're
very,
very
practiced.
So
I
volunteer
many
of
our
many
of
our
sped
back
members.
We
will
volunteer
and
step
up
to
the
next.
We
ever
have
to
go
through
that
again.
AE
But
parents
don't
know
how
to
pursue
something
literally
in
terms
of
even
starting
an
IEP
process.
For
example,
they
don't
know
what
they
don't
know
and
the
piece
about
being
sure
there
are
places
and
tables
and
literally
places
to
commune
and
allow
a
family
to
ask
a
question
as
supported
by
BPS
that
isn't
filled
with
acronyms
and
really
boils
down
to
the
meat
of
the
matter.
What
do
you
need
to
do?
AE
The
the
amount
of
work
there
is
to
be
done
is
so
vast
and
so
huge.
We
would
be
selfish
not
to
look
around
the
room
at
all
times
and
figure
out
who's.
The
best
person
in
this
room
in
this
moment
to
help
me
with
this
for
this
family
and
then
realize
that
again
to
solve
something
for
one
family,
our
constituents
would
say:
we've
just
made
a
firm
commitment
to
call
every
family
back,
give
ourselves
time
constraints
that
we
really
hope.
AE
Eps
will
also
learn
from
when
we
say
we
will
get
back
to
a
family
in
10
days.
We
are
getting
back
to
them
in
10.
Days
may
not
be
with
the
solution
or
the
answer,
but
we're
hoping
those
kind
of
commitments
to
families
when
they
hear
and
see
that
play
out
from
BPS
as
well.
Really
really
I,
don't
know,
speaks
to
a
level
of
trust
that
we
want
to
get
back
to
yeah.
AC
AE
AD
AE
Year
so
so
again,
with
with
regard
to
engagement,
it's
really
about
you
know
getting
rid
of
some
of
the
language
and
saying
the
meat
and
potatoes
of
engagement.
Engagement
means
committing
to
somebody
else
and
making
a
long,
lasting
commitment
to
keeping
a
conversation
alive,
no
matter
how
difficult
it
is
so
so
we
are,
we
are
thrilled
about
that
and,
lastly,
again
family
can't
fight
for
what
their
child
deserves.
If
they
don't
know
what
the
landscape
of
offerings
is
and.
AC
That's
where
transparency
comes
in,
so
the
biggest
ask
besides,
buses
that
run
on
time
is
that
what
are
the
programs?
What
strands
are
out
there?
What
can
I
ask
how
how
can
I
ask
for
something
if
I
don't
know
what's
out
there
for
me
to
ask
for
traditionally
BPS
has
really
held
their
cards
close
to
the
hand
right
that
you
don't
want
to
tell
people
I
understand
you
don't
want
to.
AC
You,
don't
want
to
make
commitments
that
you
can't
fulfill
and
you
don't
want
to
get
people's
hopes
up
when
there's
no
seats
available
in
a
particular
place
or
location
that
the
parents
would
really
like
what
we're
asking
you
to
do
is
be
transparent.
Let
parents
know
this
is
the
Strand.
This
is
what's
at
the
school.
Don't
worry
about
how
many
seats,
because
you'll
get
a
much
better
sense
of
really
where
parents
want
to
get
their
kids
situated
and
and
where
they
think
the
best
placement
for
them.
AC
I
will
say
that
the
for
us
transparency
flips
back
to
compliance,
because
a
lot
of
this
is
just
being
open
and
above
board,
with
each
other.
I
will
say
that
our
attitude
as
a
board
is
that
we
want
to
find
consensus.
I
know-
sometimes
that's
not
always
true
in
the
community,
but
I
have
found
and-
and
our
board
agrees
at
least
until
they
prove
myself
wrong-
that
we
get
more
done
by
finding
where
we
agree
finding
where's
the
commonality
and
sometimes
with
luck.
AC
AC
Kids,
how
do
I
listen
to
understand
where
you
live
and
what
problems
you
face
and
how
I
can
help
you
solve
those
problems
so
that,
hopefully
you
will
turn
around
and
listen
to
me
and
listen
to
our
community
and
say:
okay,
what
are
your
problems
and
what
do
we
need
to
do
to
go
above
and
beyond,
to
help
you
solve
them
and
I?
Think
really.
AC
AC
So
while
we
have
you,
we
have
a
couple
of
asks
so
Desi
PRS
the
problem
resolution
system.
This
is
a
really
cool
system.
Right,
there's
a
lot
of
stuff
in
there
you
all
have
Milestones
you
have
to
make
responses.
If
it's
a
special
needs
issue,
can
we
create
a
subcommittee
or
something?
Can
we
get
on
a
mailing
list?
AC
Could
you
CC
us
whatever
your
responses
are
so
that,
instead
of
us
going
out
to
deci
and
fishing
and
stuff
that
we
can
be
proactive
with
parents,
the
other
one,
the
next
one
is
again
disability
to
504
right
now,
your
demographic
analysis
only
includes
kids
with
IEPs.
It
does
not
include
504s,
there's
various
reasons
for
that.
How
504s
and
IEPs
are
managed
at
the
state
level
in
different
cabinet
offices,
and
that's
mirrored
in
the
federal
system,
but
it
doesn't
have
to
be
that
way.
AC
AC
The
other
one
is
again
to
get
back
to
the
inclusion
thing
that
inclusion
is
about
setting
and
inclusion
is
about
fape,
and
please
please,
please.
When
people
start
throwing
around
a
generalized
term,
like
inclusion,
be
specific,
ask
them
in
particular
what
what
aspect
of
inclusion
are
you
talking
about?
Specificity,
specificity?
Is
the
heart
of
writing.
It's
also
the
heart
of
understanding.
What's
going
on
a
specific
ask
them
to
be
specific,
publish
to
school,
you
get
the
the
online
is.
Thank
you,
I,
don't
even
know
how
to
say
anything
other
than
thank
you.
AC
AE
AC
AD
AE
She
has
done
just,
and
it
has
been
insatiably
curious
about
our
work
and
I
would
just
I
guess,
stop
with
that.
I
think
that
the
the
Curiosity
feature
that
we
have
in
in
each
other.
You
know
us
wanting
to
know
more
and
hoping
that
you
want
to
know
more
from
us
is
really
guiding
a
lot
of
our
our
work.
This
special
education
programming
available
at
every
BPS
school
is
again
complemented
that
family
guide,
but
I
would
be
remiss
I
didn't
just
say
one
more
time:
families
sort
of
like
going
into
a
restaurant
right.
AE
They
can't
begin
to
order
off
a
menu
or
think
if
they
even
want
to
sit
at
the
table.
If
they
don't
know,
what's
there,
they
just
they
don't
so
having
having
those
published
options
even
to
be
able
to
think
you
know,
I
I,
hate,
spinach
I'm,
never
coming
here
again,
fine
spinach.
So
the
point
is
that
that's
a
really
really
critical
piece,
I
think
of
yeah
detailing
that
the
programming,
but
a
huge
shout
out
there
and
we
and
and
as
Jack
said
in
all
seriousness,
we
are.
AE
AC
AC
It
was
an
absolute
shambles
and
it
didn't
have
to
be
that
way.
I'm
very
happy
to
say
it
is
not
that
way
today.
Do
we
have
problems?
Yes,
do
we
have
a
lot
of
work
to
do
yes,
but
we
need
to
recognize.
We
have
come
in
Partnership
a
tremendous
distance,
and
we
really
thank
you
for
the
support
that
you've
shown
over
the
years.
It
means
a
lot
and
say
hi
to
Michael,
for
us.
A
A
The
seal
recently
joined
BPS
from
Worcester
public
schools,
a
former
BPS
student
and
educator.
She
brings
a
wealth
of
experience
and
expertise
to
her
new
role
as
the
chief
of
specialized
Services.
She
will
work
with
the
BPS
staff,
families,
students
and
communities
to
ensure
all
students
have
equal
access
to
the
support
and
services
they
need
to
achieve
academic
success,
since
she
works
closely
with
sped
pack.
I
wanted
to
invite
her
to
share
a
few
words
about
the
work
the
district
is
doing.
AG
Thank
you
so
much
and
good
evening,
good
evening,
school
committee
members
school
committee
chair,
as
well
as
our
superintendent
families,
colleagues
and
also
Community
collaborators,
but,
most
importantly,
thank
you
for
sharing
your
voice
tonight.
It's
important
for
us
to
hear
your
message
and
we
it's
well
received-
we've
met
earlier
this
month
and
we've
had
the
opportunity
to
talk
about
some
of
your
initiatives
and
also
to
look
at
what
we
need
to
do
to
build
capacity
and
to
also
work
on
our
transparency
and
communication.
So
I'd
like
to
say
that
I
am
committed
to
do
that.
AG
Work
with
you
for
not
just
with
the
offices,
but
also
with
our
communities
and
also
with
our
families
throughout
the
district.
It's
an
honor
and
a
privilege
for
me
to
join
such
a
dedicated
team
of
leaders
and
Educators.
I
also
would
like
to
extend
my
appreciation
to
our
families
and
to
our
Caregivers
for
entrusting
me
with
their
children.
I
now
have
11
000
students
that
are
now
considered
mine.
AG
AG
I've
been
touched
by
so
many
dedicated
teachers
and
Educators.
That
has
made
me
the
person
that
I
am
today
and
for
that
I
say.
Thank
you.
The
schools
that
I
attended
I
think
back
was
the
David.
A
Ellis
was
the
Roosevelt.
It
was
also
Boston
Technical,
High
School,
because
back
then
I
wanted
to
be
a
civil
engineer,
be
flexible
with
what
you
wish
for.
AG
I
understand
what
it
means
to
be:
a
student,
an
educator
and
a
leader
in
Boston
public
schools
with
various
positions
that
I've
held
as
an
ETF
in
terms
of
a
coast.
What
we've
refer
to
now
I
was
a
compliance
advisor
also
at
Court,
Street
I
was
also
a
department
head
at
South.
Boston
high
and
I
also
worked
with
Al
Holland
at
Madison
Park.
As
a
Regional
School
advisor
I
felt
it
was
important
for
me
to
not
just
talk
the
walk
but
to
walk
the
talk
and
to
do
the
work.
AG
AG
My
daughter
said
you're
not
going
to
say
this
because
I
said
it
when
I
was
accepted,
the
position
in
Worcester,
but
both
two
of
my
three
children
have
a
disability.
My
daughter
has
a
specific
learning
disability
in
reading
and
written
language.
My
son
has
a
disability
in
ADHD,
so
I
know
firsthand
what
it
means
to
be
a
voice
for
our
children
and
understand
as
parents.
Your
desire,
as
well
as
your
expectations
of
wanting
the
very
best
for
your
child
tomorrow,
will
mark
my
first
month
here
in
BPS
and
I'm
in
awe,
while
visiting
schools.
AG
The
first
part
I
wanted
to
share
with
you
is
the
fact
that,
as
you
talked
about
special
education
in
terms
of
looking
at
it
as
a
program
or
a
place,
it's
all
about
the
services.
It's
not
a
location.
It's
not
location,
specific!
It's
about
the
services
that
we
provide
to
our
students
who
have
been
identified
as
having
a
disability,
and
my
first
priority
right
now,
just
as
I
listened
to
the
needs
of
our
staff.
K
AG
AG
The
office
specialized
services
will
also
promote
and
Foster
a
welcoming
partnership
with
our
families
to
promote
culture
of
embracing
the
diversity
and
learning
differences
of
our
students
with
disabilities,
but
also
our
students
with
504
plans
and
I
was
thinking
in
terms
of
some
of
your
ass
receiving
in
regards
to
some
of
that
data.
That
is
something
that
we're
working
on
as
well.
AG
AG
So
that
is
also
something
that
we
will
focus
on
in
terms
of
understanding
to
our
parents
and
making
sure
that
our
our
appearance
in
terms
of
the
goals,
our
parents
need
to
be
partners
with
us
and
they
need
to
understand
all
aspects
of
the
IEP,
it's
individualized.
But
they
need
to
understand
the
words
that
we're
using
and
how
we're
using
those
words
to
develop
a
roadmap
for
their
child.
AG
Our
students
with
disabilities,
as
well
as
for
504
students
plans
which
ensures
access.
It
is
through
these
mandated
processes
that
we
will
continue
to
promote
parents
and
student
voice
to
embrace
their
Vision
to
shift
our
focus
on
the
success
of
the
whole
child,
and
that
is
so
important
for
students
with
disabilities,
as
well
as
for
students
who
have
504
plans,
we'll
also
collaborate
to
to
provide
guidance
and
trainings
to
schools
to
prepare
BPS,
because
Desi
has
rolled
out
a
new
IEP
which
will
be
launching
in
school
year.
AG
Through
ongoing
data
analysis
as
well
as
we
look
at
our
lining
our
goals
and
objectives
to
grade
level
content
standards,
we
need
to
raise
the
bar
for
our
students
with
disabilities.
We
need
to
understand
that
if
I
am
a
third
grader
with
a
disability
but
I'm
reading
at
a
first
grade
level,
I
need
access
to
third
grade
level
content.
It's
what
you
do
to
prepare
me
with
that
access
in
terms
of
the
methodology,
the
strategies
that
you're
using
in
order
for
me
to
understand
and
learn
with
my
grade
level
peers.
AG
So
that
is
a
huge
process
process
for
us
to
really
consider
it's
one
of
our
priorities,
as
well
as
making
sure
that
our
special
education
staff
and
I'm,
not
just
saying
teachers,
our
staff
are
using
evidence-based
practices
and
their
methodologies
to
teach
and
reach
our
children
also.
Lastly,
when
we
think
about
advancement
of
21st
century
skills,
we
must
take
into
consideration
and
include
cultural
competencies
and
equity,
and
we
say
that
word
a
lot,
but
what
does
it
mean
to
all
of
us
and
our
families
that
Fosters
a
sense
of
belonging
for
our
students?
AG
We
must
do
this
work
by
addressing
short
and
long-term
goals
of
accountability,
inclusivity
for
every
child
in
every
classroom
in
every
school,
for
BPS
to
ensure
that
our
students
has
the
same
opportunity
to
achieve
the
greatness
within
them.
As
anybody
else
and
I
said
that
purposely
because
I
see
that
everywhere
that
I
look
and
read
all
the
documents
and
everything
within
BPS
is
a
very
strong
statement.
It's
also
a
very
strong
message
of
commitment
and
it's
through
this
commitment
we
will
break
down
the
silos
that
are
holding
us
back.
AG
My
motto
is
teamwork
and
I
really
firmly
believe
that
there
is
no
eye
in
team
and
collectively
each
and
every
one
of
us
in
this
room
must
make
that
shift
together,
because
together,
everyone
achieves
more.
So
thank
you
again
for
this
opportunity
and
thank
you
for
allowing
me
to
take
care
of
your
children.
Great
thank.
A
N
It's
all
right.
Well,
then,
I'll
take
the
lead
I'm
going
to
take
the
lead
here.
Addressing
this
first
of
all,
I
admire
you
guys,
I
I,
I
I
am
also
very,
very
much
interested
in
issues
regarding
students
with
disability.
I
live
through
it.
I
live
through
it
with
my
children
and
I.
Remember
the
time
that
I
I
struggle
and
I
have
to
fight
with
Boston
Public
School,
which
I'm
now
a.
N
You
know
regarding
the
the
guide
of
IEP
and
all
these
acronyms.
You
know
dealing
with
my
my
my
child,
so
I'm
very
happy
that
you're
here
and
I'm
happy
that
you
are
really
trying
to
make
a
difference
trying
to
improve
the
the
you
know
the
system
in
a
in
any
way
that
you
can.
Thank
you
just
one
question
through
to
the
chair:
do
we
have
a
subcommittee
on
disability
students
with
disability,
aside
from
the
Gap
and
all
that
without.
E
N
AC
N
AC
And
then
we
had
a
a
high
probability
of
success
on
actually
getting
some
movement
with,
but
the
key
to
that
is
understanding
how
we're
going
to
delegate
work
on
them
on
the
board,
and
that
means
creating
a
formal
subcommittee
structure.
Yes,
the
Jairus
subcommittee,
who
would
be
depending
upon
what
the
issue
is
and
what
you
guys
are
working
on,
would
be
reaching
out
to
you
to
say:
hey
if
you
want
input.
If
we
have
a
specific
question,
can
we
get
some
feedback
from
you?
AC
You'd
be
hearing
from
Individual
board
members
and
we
hope
with
the
subcommittee
structure
that
we
can
bring
non-board
members
from
the
community
in
to
give
them
a
voice
so
that
you
can
hear
from
them
and
we
can
hear
from
them
because
there's
12,
000
different
perspectives
out
there
at
least
minimum,
and
we
need
in
an
Ideal
World
we'd,
be
hearing
from
all
of
them
and
learning
from
all
of
them.
Okay,
so
the.
N
N
AC
AF
AG
D
D
So
I
am
curious
about
the
the
history
of
that
first
and
then
the
second
is
is
what
is
your
first
touch
point
for
families?
You
know
I'm
envisioning,
something
a
a
new
parent
that
doesn't
know
anything
per
se
about
what
supports
are
out
there
and
saying,
like
hey
I,
want
to
register
I
want
to
see
if
my
my
child
can
be
evaluated
to
some
degree.
How
do
I
know
you
exist
now,
like
where's,
the
communication
that
says
I
should
go
to
you
all
as
right,
a
resource
right
right.
So.
AE
AE
It's
a
really
great
question
because
it
it
you
know
it
speaks
again
to
a
real
partnership
opportunity,
because
we
can
do
all
that
that
we
can,
to
you
know,
between
newsletters
and
sort
of
more
I.
Don't
know
old
school
sort
of
Outreach
that
we
we
robustly
participate
in
honestly,
one
of
the
new
things
we've
done,
which
sounds
so
Elementary
frankly,
but
we're
really
excited
about
is
we
are
starting
to
sort
of
capture
and
I'm,
not
sure.
AE
If
that's
the
right
word
gather
and
organize
data
about
our
our
families
who
are
contacting
us
in
whatever
way
they
are
emailing
us.
They
are
calling
us
they've
found
out
from
a
friend
at
school
or
a
special
ed
sort
of
a
program
how
to
get
in
touch
with
us
and
what
we
are
doing,
rather
than
just
trying
to
solve
or
triage
an
immediate
thing.
AE
They
may
have
brought
to
our
attention
that
they're
hoping
to
be,
you
know
connected
with
someone
in
special
ed
or
is
someone
at
BPS
to
help
them
solve
we're
really
trying
to
utilize
their
strengths
at
the
same
time
and
encourage
them
to
understand.
You
have
more
knowledge
on
this
topic
than
you
realize.
AE
You
know-
and
sometimes
it
includes
actually
asking
of
of
BPS
staff
and
teachers-
we're
we're
asking
you
to
literally
go
even
above
and
beyond
what
you
already
have
and
find
us
five
or
ten
families
that
you
think
could
really
benefit
from
from
what
we
can
offer
find
them,
connect
us
with
them
and
then
so
so
we're
working
really
hard
at
that.
But
you're
right
a
lot
of
things.
Things
come
in
a
very
old-fashioned
way
and
one
of
the
things
we're
most
excited.
AE
AG
AC
Yeah
yeah
to
sort
of
provide
some
thinking
and
that's
that's
that's
integral
to
letting
staff
know
this
is
who
we
are
I
mean.
Most
teachers
know
that
there's
a
thing
called
sped
pack,
but
I
get
a
lot
of
questions.
What
do
you
guys
really
do
and
I'm
just
kind
of
surprised?
Excuse
me,
I
I
will
say,
though,
on
a
more
granular
level
around
specifically
your
question.
AC
There
are
calls
that
go
out
to
this
special
ed
Community.
Every
month
about
our
meeting.
There
are
Flyers,
we
have
a
monthly
newsletter
which
I
believe
at
this
point
we're
getting
64
open
rate
which,
from
the
marketing
people
are
telling
us.
That
is
an
extraordinary
High
engagement
level
and
we
also
have
Representatives
on
School
site
councils,
which
we
really
need
to
focus
on,
because
we
need
to
reinvigorate
that
and
then
there
are
the
engagements
with
individual
schools.
Yes,.
AC
AE
Mentioned
that
some
of
those
most
critical
I
should
have
mentioned
it
right
out
of
the
gate,
but
thank
you,
those
those
social
opportunities,
as
we
call
them.
You
know
sound
just
like
fun
in
the
Sundays.
These
remember
again.
These
are
these
are
days
a
superintendent
was
kind
enough
to
come
to
one
of
them.
Last
year,
we
we
host
a
couple
of
those
a
year
in
resource
fairs.
F
J
Well,
yeah
yeah
I
also
appreciate
anyone
who
talks
about
the
overuse
of
acronyms,
mostly
because
I
think
real
talk
like
acronyms
are
a
way
of
gatekeeping
and
so
like.
We
have
a
big
problem
when
someone
new
sort
of
recognizes
up
front
like
there's
just
an
over-reliance
on
that,
because
it's
hard
to
catch
up
and
I'm
with.
J
S
J
And
it
just
it:
I
was
like
on
the
edge
of
my
seat,
really
listening
and
hearing
your
perspective
and
how
you
think
about
this
work,
but
also
how
much
passion
you
bring
to
it
and
the
community
is
lucky
to
have
you
guys
and
I
think
for
multiple
on
multiple
levels,
right:
the
the
Affinity
space
that
you
create
for
parents
who
have
kids
with
disabilities
and
the
community
that
you
can
bring
to
that.
But
then,
obviously,
the
more
obvious
advocacy
work
that
you're
here
to
do.
J
J
E
So
I
I
think
there's
a
couple
of
things:
I
think
that
the
detail
of
information
that
we're
talking
about
kind
of
partnering
around,
which
is
programmatic
seats,
what's
available,
you
know
in
which
schools
and
so
forth,
that's
kind
of
one
layer
and
then
I,
think
programmatic
offerings
are
different.
I
think
the
guide
has
has
leaned
toward
much
more
around
programmatic
offerings.
It's
the
opportunity
for
whether
they're
using
the
online
system
or
whether
they're
using
the
printed
to
be
able
to
find
those
things.
E
The
problem
with
the
printed
is
it's
static,
so
as
things
change
you
can't,
which
is
why
we
sort
of
push
toward
the
website,
but
that
can
have
its
own
barrier
to
some
families,
who
might
not
be
as
comfortable
I,
think
in
I.
Think,
as
you
probably
also
experience,
there's
no
one
way
to
reach
families
right.
K
E
I
think
learning
from
each
other
in
this
way
of
what
we've
tried,
what
you've
tried
and
particularly
as
we
go
into
this
inclusive
learning
plan.
This
is
to
me
going
to
be
the
Crux
of
this
is
how
do
we
communicate
this
in
simple
ways
to
to
our
families
so
they're
not
overwhelmed
by
it?
They
know
what
it
means
for
them.
They
know
what
to
do
with
the
information.
This
is
going
to
be
the
partnership
right
of
kind
of
carving
that
forward.
AC
Well
and
two
you,
even
if
even
if
we
could
give
you
we
even
BPS,
could
give
you
a
categorical
listing
of
all
programs,
all
strands
all
available
seats,
not
to
give
anything
away
or
spoil
surprises.
But
you'll
see
in
the
inclusion
plan
that
one
of
the
proposals
is
to
re-categorize
some
of
the
the
focus
down
from
10
13
to
13
to
7..
So
that
necessarily
is
going
to
change
how
this
information
is
is
provided
to
parents.
So,
let's
talk
again
in
December
yeah.
AC
Know
a
really
cool
thing,
since
we're
here
and
asking
it'd
be
great
to
have
a
tool,
basically
an
expert
intelligence
tool.
That's
a
fancy
word,
but
it's
just
a
web
page
where
parents
could
say
this
is
a
program
I
want.
This
is
how
old
my
kid
is.
This
is
a
diagnosis.
Show
me.
The
schools
show
me
the
programs
yeah
so
that
they
can
just
be
proactive
about.
Well,
let
me
go
get
the
information
and
then
there
would
be
links
to
say
here's,
the
special
ed
director
for
that
school.
Here's
the
program
director.
AC
J
J
But
we've
had
a
presentation
in
which,
like
some
scenarios,
around
building
utilization
classroom
models,
not
Services
we're
modeled,
but
we
haven't
had
real
conversations
around
the
timeline.
The
full
timeline
for
implementation,
as
well
as
the
the
budget
like
what
this
sort
of
cost
big
picture
and
I
guess
I'm
curious.
When
should
we
anticipate
that
conversation
and
how
does
this
all
sort
of
lay
on
top
of
each
other
as
we're
thinking
about
the
work
of
sped
pack
and
also
the
work
of
special
education
reform.
E
Well,
I
think
that
for
the
the
October
18th
meeting,
we'll
definitely
be
getting
into
much
more
detail
about
kind
of
the
next
several
years
and
what
that's
going
to
look
like
I,
think
part
of
the
fluidity
of
this
is
to
something
Jack
said
earlier,
which
is
there
will
there's
going
to
need
to
be
substantially
separate
programming
right,
self-contained
programming
where
those
are
from
a
regional
standpoint?
Are
things
being
worked.
F
E
There's
gonna
have
to
be
that
choice
in
many
ways
we're
going
to
have
to
maintain
a
dual
system
right
in
especially
in
the
beginning,
as
parents
learn
more
about
inclusion,
trust
in
what
inclusion
is
and
as
the
IEP
teams
see,
that
as
a
viable
option
for
students.
So
that
is
going
to
make
it
right.
A
little
messy
and
less
clear
than
everybody
would
like,
both
from
a
resource
standpoint
and
a
building
space.
K
E
Is
why
we've
kind
of
said
all
along?
This
is
really
complex.
You
know
this
is
where
there
isn't
a
place.
You
can
sort
of
point
to
nationally
and
say:
oh,
they
did
it
and
they
did
it
really.
Well,
you
know,
or
in
our
state
they
did
it
and
they
did
it
really
well.
We
are
Vanguard
in
this,
which
is
why
it
is
so
important
to
be
working
together
so
that
families
we're
able
to
hear
back
from
the
families.
AC
One
of
the
speakers
of
during
general
public
comment,
a
woman
pointed
out
that
we've
got
some
very
old
stock.
Our
buildings
are
beautiful,
but
they're
configured
in
ways
that
make
assumptions
about
what
a
class
is
who's
in
that
that
particular
classroom
and
how
it's
configured,
which
means
that,
ultimately,
you
know
the
joke
about
in
in
the
community,
about
oh,
the
bps's
biennial
facilities
plan.
AC
Well,
this
is
going
to
definitely
impact
facilities
as
we
move
forward
to
inclusion,
because
if
you,
if
you
want
a
team
teaching
environment
and
those
two
classrooms,
can't
intercommunicate
except
this-
is
a
busy
hallway.
How
exactly
are
you
going
to
work
that
out
so
you've
got
some
facilities,
problems
that
you're
going
to
be
facing
I?
Think.
AE
K
AE
But
in
terms
of
why
it
matters
for
even
these
building,
you
know
configurations
and
all
those
kind
of
pragmatic
features
is
because
we've
we've
also
got
to
really
understand
that,
for
our
general
Ed
population,
this
is
a
shift
for
them.
That
is
extraordinary,
and
we
can't
we
can't
minimize
what
that
means
for
them,
while
at
the
same
time
we
can't
for
a
second,
you
know
take
take
it.
You
know
proverbial
back
seat
to
what
that
means,
but
it
really
speaks
to
the
the
shift.
AE
AE
That
serves
serves
it.
You
know
so
I'm
just
saying
it's
really
I
think
that
piece
of
community
engagement
also
not
just
always
thinking
we
need
to
lean
into
the
special
ed
crew
to
get
there
blessing,
but
we
also
really
need
to
Foster
what
our
values
are
as
BPS
and
assert
at
all
times
that
we're
interested
in
everybody's
buying,
but
we
we
will
never
leave
those
special
ed,
kids,
Behind
they'll,
never
again
be
in
the
in
the
back
of
the
bus
ever.
AC
You
know
any
any
childhood
development
neurologist
physician
will
tell
you.
A
psychiatrist
will
tell
you
that
you
know
when
a
when
a
four-year-old
five-year-old
six-year-old
confronts
tragedy
in
the
family.
That
fundamentally,
the
first
question
is:
is
this
going
to
happen?
To
me?
Am
I
safe,
am
I
okay
and
you
as
a
parent
or
caregiver,
need
to
assure
them.
You
know
it's:
okay,
Grandma
passed
away,
Grandma
was
sick.
She
had
a
great
life.
She
loved
you
very
much,
but
you'll
be
okay,
you're,
fine
right.
AC
J
And
we
have
talked
about
this
here
right,
like
there's
the
structural
changes
that
need
to
happen
to
create
an
equitable
system,
but
there's
the
mindset.
Work
like
this
is
a
system
that
has
per
really
had
like
a
sort
of
perverse
framework
around
disabled
people
and
where
they
belong
and
where
they
don't
belong
and
how
we
include
and
how
we
don't
include
that
is
incredibly
Antiquated.
J
I
was
like
it
has
surprised
me
when
I
moved
to
Boston
to
sort
of
see
a
a
city
that
is
on
the
Forefront
of
so
much
be
so
far
behind
in
how
they
think
about
disabled
folks
and,
yes,
I
think
that's
exactly
it.
It's
like
it's
less
about
like
the
fragility
of
non-disabled
people
and
more
about
the
safety
of
our
disabled
students
who
are
going
to
be
integrated
into
new
environments,
and
we
want
to
make
sure
that
that
integration
happens
in
a
way
where
their
psychological
safety
is.
AF
AC
AC
F
AH
AH
AH
F
AD
AE
AE
Not
only
do
they
not
only
do
they
have
a
space,
they've
always
had
a
space
to
be
clear,
but
that's
been
a
really.
You
know
a
vital
priority,
but
we've
usually
structured
these
meetings
to
be
around.
You
know
a
certain
topic.
Let's
say
tomorrow's
happens
to
be
about.
You
know
the
IEP
process,
so
we've
always
carved
out
space
for
families
to
ask
all
the
questions
they
have,
but
what
we're
changing
this
year
and
we're
really
excited
about
it,
and
it
will
be
our
inaugural.
AE
You
know
moment
when
we
have
the
first
meeting
to
see
how
it
works
out.
What
we've
found
is
that
our
families,
you
know
by
the
time
they're
usually
engaging
with
with
BPS
or
at
the
school
level
we
find
just
anecdotally
and
from
also
all
of
our
Collective
personal
experience
by
the
time.
Someone
is
calling
you
know,
someone
in
in
your
office
or
or
anywhere
they
have
tried
to
solve
it
on
their
own
for
so
long
that
by
the
time
they
get
to
somebody's
office,
they're
usually
really
eager
to
talk
about
the
17
other
things.
AE
That's
keeping
you
up
at
night
that
you
haven't
yet
been
able
to
say
to
your
school
leader
or
you
don't
know
who
to
bring
it
to
you,
can
bring
it
here
and
we're
carving
out
a
separate
space.
Just
for
that.
So
if
you
come
to
a
meeting
about
IEP
process,
then
at
the
end
you
need
to
say:
I,
don't
know
how
to
ask
this,
but
I
can't
get
my
son
a
new
wheelchair,
or
where
am
I
going
to
go
to
learn
about
my
Medicaid
benefits.
AE
AC
And
ma'am,
if
I
can
make
an
observation
specifically
about
the
ell
Community
I
had
the
honor
of
spending
three
weeks
as
a
substitute
ello
teacher
and
in
the
middle
schools
for
a
largely
Dominican
group
of
kids,
and
let
me
tell
you,
those
kids
are
I'm
gonna
get
choked
up,
those
kids
are
so
awesome,
I
mean
they
bring
an
energy
and
a
creativity
and
love
that
I
have
never
seen,
and
it's
I
realized.
I
was
almost
sort
of
a
culture
shock,
because
I
had
so
many
assumptions
about
what
school
is
supposed
to
be
like.
AC
Coming
from
my
Anglo
background
that
I
met
a
couple
of
different
classes
of
these
kids
and
I
realized.
Oh
no,
no,
no,
no,
no
classrooms
can
be
different.
Classrooms
can
be
organized
differently,
but
I
will
tell
you
that
there
were
some
kids
there
that,
in
my
completely
non-professional
opinion,
definitely
had
some
special
needs.
AC
There
was
at
least
two
kids
that
I'm
convinced
had
dyslexia
and
there's
a
couple
kids
that
had
some
trauma
in
their
background
and
there's
a
couple.
Kids,
that
I
suspected
were
on
the
Spectrum
and
I
would
talk
to
teachers
and
they'd,
recognize
that
but
they're
ell
teachers
and
so
and
I
what
I
saw
for
myself
and
I.
This
is
my
own.
Nothing
clinicals,
and
this
is
just
anecdote-
that
the
foreign
language
issues
seem
in
some
certain
cases
to
be
masking
the
special
needs.
AC
O
I'd
like
to
say
thank
you
for
the
presentation
this.
This
also
hits
pretty
close
to
home
four
to
six
people
in
my
family,
depending
on
what
Yukon
as
a
disability,
do
have
disabilities.
So
it's
I,
I
yeah,
but
no
I'm.
What
you
were
saying
is
completely
like
I've
had
friends
who
didn't
get
their
autism
diagnosis
till
they
were
16.
AC
AC
AC
It
was
a
biennial
facilities
meeting
and
the
school
committee
graciously
agreed
to
meet
at
English
high
for
a
community
meeting
and
Dr
Johnson,
the
the
superintendent
at
the
time
who
was
a
wonderful,
wonderful
woman
was
running
it
and
there's
lots
of
feedback
from
the
the
community
and
the
the
neighborhood
and
this
one
woman
middle
aged
African-American.
In
the
back
of
the
room
she
stood
up
and
she
said
I,
don't
know
what
to
do.
My
the
schools
have
come
and
said
my
child
has
autism
I,
don't
know
what
that
is.
AC
They
said,
I
have
to
have
some
kind
of
a
meeting
and
talk
about
his
plan.
I,
don't
know
what
that
is,
and
I
don't
have
time
and
I'm
I'm
a
single
I'm,
a
single
parent
and
and
I
I'm
at
a
complete
loss.
I
I,
don't
know
what
to
do
and
Dr
Johnson.
If
you
knew
it
would
totally
not
surprised
about
this,
she
just
her.
She
just
collapsed.
She
was
like,
oh
my
God
I'm.
So
sorry
did
you
have
gotten
no
support,
I!
Can't!
Okay,
what's
your
son's
name?
What
do
you
do?
K
AC
AE
AG
The
most
important
thing
that
we
need
to
do
for
our
students
is
to
really
help
them
to
develop
self-advocacy
skills,
to
be
the
voice
to
really
explain
to
their
teachers.
This
is
how
I
learn
best.
You
know.
Can
you
teach
me
in
this
way,
I'm
more
visual
I
need
more
Hands-On,
so
that's
part
of
the
work
of
special
Educators
to
make
sure
that
we
teach
our
students
to
be
self-advocacy
for
themselves
to
have
their
voice
here.
Thank.
AG
A
I
just
want
to
say
thank
you
to
both
of
you:
I'm,
a
parent
of
a
now
47
year
old
child
that
went
to
VPS
with
medical
and
and
some
learning
disabilities,
so
I
know
well.
The
fight
I
was
impressed
to
hear
that
you
have
over
300
parents
who
are
attending
by
zoom,
and
we
also
know
that
you
said
that
12
000.,
so
I
guess.
The
question
is:
how
do
we
get
to
the
other
900?
A
AE
AE
To
be
honest
at
the
time
saying
you
know,
everyone
was
so
desperate,
saying,
saying
to
BPS
we're
seeing
these
few
families
on
the
screen
right
with
all
of
their
medically
fragile
children,
literally
right
behind
them
in
the
frame
you
can
see
who
we're
talking
about
and
I.
Remember
saying
at
the
time
you
know
this
is
worrisome
enough,
but
if
I
could
wave
a
magic
wand
and
and
every
single
you
know,
exceptional
person,
who's
working
at
special
ed
could
call
10
of
these
families
tomorrow
that
we're
not
hearing
from
because
it's
the
it's
it's
the
families.
AE
K
Q
AE
K
AC
Years
ago
we
had
two
board
members,
one
in
the
Haitian
community
and
one
in
the
Cantonese
community
and
those
two
communities
had
very
very
different
attitudes
towards
disability
among
their
children
and
how
they
spoke
about
it.
And
so
you
know
I
wanted
to
do.
Outreach,
hey,
let's
go
talk
about
it!
Well,
no!
No!
No!
No!
That's!
That's
not
how
it
works.
That's
that's!
AG
So
we
need
to
make
sure
that
we
provide
those
wraparound
supports
for
all
of
our
students
in
terms
of
what
those
Universal
practices
are
for
tier
one
in
terms
of
looking
at
it
not
through
the
lens
of
disability,
but
look
at
it
through
the
lens
of
level
of
need
academically
as
well
as
social
emotionally
and
another
factor
that
we're
dealing
with
in
is
a
real
concern
is
also
looking
at
the
mental
health
needs
of
our
students
and
our
families.
You
know
so
putting
around
those
wraparound
supports
is
going
to
be
crucial
and
I.
AC
AC
That's
a
negative!
It's
not
I!
Remember
reading
a
book
when
my
son
was
first
diagnosed
a
physician
over
at
Children's,
Hospital
and-
and
he
said
sometimes
he
feels
like
the
affluent
people
in
in
Boston
in
the
outlying
suburbs
that
they
Trot
their
kids
in
to
try
to
get
a
neurological
diagnosis
that
will
give
them
an
IEP
so
that
the
kids
will
actually
get
more
services
out
in
Wellesley
and
Weston
and
Weymouth,
and
all
the
W
towns,
which
is
the
polar
opposite
of
of
of
the
assumptions
that
we
have
here.
AC
I
want
to
say
that
giving
a
kid
a
diagnosis
and
putting
them
on
an
IEP
is
not
only
an
acceptance
of
reality,
but
it's
giving
them
a
leg
up,
because
it's
recognizing
you
do
deserve
more
help.
You
do
deserve
an
extra
investment
on
our
part.
You
do
deserve
our
help
and
it's
not
your
problem.
It's
our
problem
because
you're
a
person
you're,
not
a
problem
and
we
need
to
figure
out
our
problems
so
that
we
can
treat
you
as
a
person
and
address
you
that
way.
J
AC
AD
AE
Yeah
I
mean
I
I
was
that
family
and
uncharacteristic
you
know
I'm,
not
proud
of
it.
You
then
realize
that
you
know
what
Madam
you
know.
You
refer
to
your
own
family
experience
about
that
as
well,
but
I
mean
you
you
do
go
through.
This
is
the
other
sort
of
lens
we
have
to
apply
here.
The
number
of
years
lost
to
being
in
a
denial
program
about
what
your
child
needs
is
also
its
own.
AE
No
I
mean
it's
really
its
own
tenure
that
we
just
have
to
factor
into
when
a
child
actually
starts
getting
the
services
they're
entitled
to
their
needs
met.
There's
usually
been
a
duration
of
time
where
the
parent,
you
know
has
understandably
thought
this
is
not
happening.
This
is
not
happening
or
some
version
so
I
appreciate
that
I
think
that's.
AD
AC
Also
fear
one
of
the
most
common
conversations
we'll
have
when
we
get
a
a
call
on
our
on
our
hotline
is
I
I'm,
a
single
parent
or
a
parent
or
poor.
We
have
a
problem,
I,
don't
know
if
I
can
say
that
I'm
having
a
problem,
because,
if
I
say
I'm
having
difficulty
manage
my
child,
they
might
take
my
child
away.
AC
K
K
E
AD
D
We
we
started
thinking
about
the
recommendations
that
we
set
forth
now
at
two
Retreats,
where
we
said
we
need
to
change
the
structure
of
our
own
meetings.
We
ourselves
identified
that
our
own
meeting
structure
is
ineffective
at
producing
the
changes
that
we
want
to
see.
So
let's
change
it,
and
that
means
the
format
of
how
presentations
can
come
to
us
so
that
we
can
have
more
robust
conversation
and
dialogue
and
inclusive
dialogue,
particularly
hearing
from
task
forces.
D
I
know
John
Mudd
here
has
talked
about
this
at
Great
length
about
becoming
more
about
how
presentation
should
be
formatted,
that's
a
conversation,
but
then
how
we're
bringing
in
those
voices
to
us.
So
it's
not
like
I,
don't
know,
I
feel
like
we're
like
the
Supreme
Court
or
something
up
here,
and
that's
not
how
I
operate
I
really
operate
by
just
sitting
among
people
and
having
a
dialogue,
because
I
don't
understand.
D
J
AB
J
E
So
I
think,
as
we
know,
there's
this
tension
point
of
developing
a
plan
absent
of
community
voice,
and
so
what
we've?
What
we've
kind
of
said
all
along
is
that
there
are
some
key
pieces,
such
as
the
facilities,
condition
assessment,
the
design
studies
that
needed
to
be
flushed
out
so
that
those
could
become
public.
E
Part
of
our
sip
requirement
is
a
long-term
facilities
plan,
but
we've
been
we've
been
in
dialogue
with
Desi
and
clear,
with
Desi
that
that
will
be
Clarity
and
exploration
of
those
key
components
into
the
rubric
which
together
will
be
used
to
formulate
the
actual
decisions
of
that
Master
facilities
plan.
That
will
be
a
multi-year
plan
right.
Yeah,
oh
right,
as
we
know,
of
course,
to
your
point,
the
off
cycle
issue
of
this
right
is:
we
do
enrollment
early,
we
do
budget
early
and
there's
really
not
a
way
to
easily
resolve
having
a
community
process.
J
We
have
enough
information,
I
suspect,
to
say
to
speculate
the
ways
others
have
around
how
many
buildings
are
over
utilized,
how
many
classrooms
are
over
utilized,
how
many
and
what
it
would
take
to
right
size,
The,
District
in
a
multiple
variations
and
so
I,
just
I
I
guess
I'm
confused
on
like
the
process.
This
is
where
I
think
I
am
lost,
like
so
I
go
through
this
rubric
and
it's
engagement,
but
am
I
really
being
engaged.
J
K
K
J
Do
we
real
talk?
The
conversation?
It's
like
this
we're
x,
48,
000
students?
We
are
operationalizing
a
system
built
for
seventy
thousand
I,
don't
know
I'm
making
it
up
but
like
when?
Do
you
have
that
conversation
in
relationship
to
all
these
other
things
that
we're
talking
about
like
what
we're
hearing
from
what
we
just
had?
You
know
the
conversation
we
had
with
sped
pack
as
we're
thinking
about
what
it
would
take
to
run
an
inclusive
system
right.
E
J
I
appreciate
this
and
I
also
I
think
we're
probably
on
the
same
page.
This
is
not
a
one
conversation.
It's
actually
a
continuous
conversation
that
we're
having
all
the
time
here
to
make
meaning
of
what
is
inherently
complex,
but
you
can
also
Imagine,
like
the
tension.
Folks
are
having
predates
my
time
on
this
committee,
but
from
build
PBS,
build
BPS
to
today
of
like
I
feel
like
we've
been
here
before,
and
we're
not
that
much
clearer,
so
I
appreciate
you
letting
me
use
this
time
to
talk
about
it.
J
E
So
I
the
exam
School
conversation
is
slated
for
the
next
for
the
first
week
of
October
yeah.
So
that's
that's.
Why
October,
as
I
said
to
you,
October
is
a
heavy
month
this
month
in
September
is
our
data
collection,
and
so
it
takes
there's
a
little
bit
of
a
lag
there
like.
We
would
have
loved
to
be
able
to
front
load
some
of
this,
but
the
data
is
just
not
going
to
be
ready
for
it.
So
the
next
next
week
will
be
one
of
those
conversations
that
has
a
lot
of
need
to
it.
A
That
includes
our
business
for
this
evening.
The
next
hybrid
school
committee
meeting
will
take
place
next
Wednesday
on
October
4th
at
6
pm
here
in
the
bowling
building
that,
following
evening
Thursday
October
5th
at
6
PM,
the
committee
will
host
an
in-person
Retreat
here
at
the
bowling
building.
The
session
will
be
facilitated
by
Dr
Ray
Hart
executive
director
of
the
Council
of
great
City.
Schools
Retreat
will
give
members
an
opportunity
to
reconnect
do
our
goals
in
metrics
and
position
us
for
a
successful
school
year.