►
From YouTube: Boston School Committee Meeting 6-30-21 Part 1
Description
Boston School Committee Meeting 6-30-21 Part 1
B
B
C
B
Are
present,
thank
you.
Tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
committee's
webpage,
bostonpublicschools.org
backslash
school
committee.
B
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish,
haitian
creole,
cabo,
verriano,
cantonese
mandarin
and
vietnamese
and
american
sign
language.
The
interpreters
begin
finish
introducing
themselves
and
providing
zoom
instructions.
We
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
B
B
G
B
B
I
B
Thank
you.
Our
american
sign
language
interpretation.
Excuse
me,
hi.
You
are
going
to
speak.
Okay,
sorry!
Yes,.
K
L
To
hi
there,
where
you'll
we're,
we
will
be
your
three
american
sign
language
interpreters
and
will
be
visible
throughout
the
meeting.
Thank
you.
B
Thank
you,
okay,
thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
both
public
comment
periods
closed
today
at
4
30..
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
the
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
upon
you.
Thank
you
for
cooperation.
B
We
will
now
move
on
to
the
approval
of
minutes.
From
the
june
16
2021
school
committee
meeting,
we
are
going
to
defer
the
approval
of
minutes
of
the
joint
listening
sessions
co-hosted
by
the
task
force.
Those
minutes
will
be
shared
once
they
become
available
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
june
16th
school
committee
meeting
as
presented.
L
C
B
C
C
K
K
B
M
We
have
quite
a
bit
on
the
agenda
tonight,
so
I'm
going
to
really
try
to
keep
my
report
brief,
but
I
first
want
to
start
off
with
acknowledging
the
really
important
agenda
item
that
is
going
to
be
on
on
our
reports
agenda
this
this
evening
later
tonight
we're
going
to
receive
a
recommendation
for
a
permanent
exam
school
admission
policy
from
the
exam
schools,
admissions
task
force,
co-chairs,
tanisha,
sullivan
and
michael
conte
passes.
M
M
M
I
learned
about
this
before
I
became
superintendent
and
I
learned
so
much
more
about
it.
You
know
these
past
couple
of
years
and
really
the
past
couple
of
months,
but,
as
you
all
know,
I
came
here
to
advance
equitable
access
for
students,
particularly
our
most
marginalized
students,
who
have
not
had
the
same
opportunities
as
their
peers
for
far
too
long
and
have
not
had
access
to
our
exam
schools.
M
This
is
a
historic
proposal
that
we
have
and
we've
made
substantial
progress
toward
our
goal
of
developing
a
policy
that,
across
our
exam
schools,
it
maintains
rigor
and
results
in
the
student
population,
which
is
reflective
of
our
racial
socio-economic
and
geographic
diversity
of
our
bps
students
and
boston
students.
Within
the
city,
we
must
also
recognize
that
important
policy
changes
like
this
are
not
easily
won.
M
M
Even
so,
there
is
still
more
work
to
do
my
team
and
I
remain
focused
on
implementing
the
bps
strategic
plan,
calling
out
these
policies
and
calling
out
equitable
outcomes
and
improving
over
overall
excellence
in
our
boston
public
schools,
particularly
our
high
schools.
We
can't
just
have
three
schools
that
our
public
believe
are
the
only
good
schools.
M
We
have
a
number
of
beautiful,
wonderful,
high
schools
within
our
bps
schools,
and
we
are
committed
to
adding
rigor
and
opportunity
and
opening
up
access
to
all
of
our
schools
through
our
high
school
redesign,
and
we
will
continue
to
address
the
difficult
issues
head
on
that
face.
Our
system
examine
our
existing
policies
through
an
anti-racist
lens
and
persevere,
even
in
a
climate
of
differing
opinions,
so
that
we
can
provide
all
our
students
with
the
excellent
education
that
they
deserve.
M
M
The
dashboard
reported
the
combined
number
of
confirmed
positive
cases
for
students
and
staff
who
had
access
to
schools
for
in-person
teaching
and
learning
the
dashboard
covers
covered
every
week
of
school
of
the
school
year.
As
you
can
see
in
the
graph
here
throughout
the
year,
there
were
539
confirmed,
positive
cases
with
almost
equal
numbers
of
students
and
staff
cases.
M
There
were
261
confirmed,
positive
cases
for
students
and
278
for
staff.
42
schools
had
five
or
more
cases
over
the
course
of
the
year,
whereas
109
schools
had
at
least
one
case
looking
at
cases
over
time.
Staff
cases
were
more
likely
at
the
beginning
of
the
school
year
as
expected,
given
that
we
only
reported
positive
cases
for
individuals
inside
our
school
buildings,
63
of
staff
cases
were
reported
between
september
24th
and
march
3rd.
M
When
we
were
having
the
surges
between
mid-april,
by
which
point
staff
would
have
had
the
opportunity
to
be
considered
fully
vaccinated
and
the
end
of
the
school
year.
There
were
22
reported
positive
state
staff
cases
representing
8
of
staff
cases,
approximately
half
or
48
of
student
cases
occurred
during
the
hybrid
phase
between
march
4th
and
april
14th.
M
I
want
to
thank
our
health
services
team
who
worked
tirelessly
all
year,
developing
our
health
and
safety
protocols
working
with
boston
health
commission
on
each
and
every
positive
case
and
providing
the
covid
testing
within
our
schools.
I
also
want
to
thank
our
oda
department
and
our
technology
department
for
these
dashboards
that
helped
us
with
public
reporting
and
helped
us
be
incredibly
transparent
in
this
process.
M
I,
of
course,
also
want
to
thank
every
single
nurse
in
our
schools
for
them
being
our
first
points
of
contact
for
our
students
and
our
staff.
I've
appreciated
their
guidance
throughout
our
reopening
their
unwavering
support
for
our
entire
bps
community
and
for
ours
and
for
all
of
our
students
and
families
and
to
their
fellow
colleagues.
M
As
we've
looked
at
all
of
our
oda
team
and
our
in
our
deeper
dive
here,
we
just
continue
to
expand
our
data
systems
and
I
wanted
to
be
able
to
give
you
some
of
the
example
and
report
publicly
on
on
these
coveted
results.
But
you
will
continue
to
see
more
and
more
data
from
us,
as
I
incorporate
them
into
our
superintendent
report
and
into
dashboards
as
we
enter
into
the
new
year.
M
I
wanted
to
also
give
you
a
highlight
on
summer
learning
some
of
you
at
the
last
meeting
asked
about
that
and
we've
made
significant
progress.
The
majority
of
our
summer
learning
programs
are
going
to
begin
next,
tuesday
july
6,
following
the
observance
of
independence
day
on
monday
july
5th,
we
are
currently
at
or
near
capacity
for
the
majority
of
all
of
our
bps
operated
summer
learning
programs.
M
M
I've
mentioned
before
that
this
is
the
most
important
summer.
I
can
remember
in
my
career
for
students
to
remain
engaged
in
their
learning
and
we
are
tremendously
excited
to
provide
academic
and
enrichment
opportunities
next
week,
so
that
our
students
can
continue
their
learning.
If
you
still
need
information
on
all
things
summer,
please
visit
bostonpublicschools.org
forward.
Slash
summer,
we
announced
a
joint
initiative
with
the
boston
public
library
that
will
greatly
benefit
our
students.
This
summer
and
beyond.
M
M
They
can
also
access
the
bpl
homework
assistance
program,
gaming
programs
on
twitch
writing
classes,
book
groups,
routines
and
stem
programming.
As
a
result
of
having
a
library
card,
students
can
also
access
free
museum
passes
to
take
advantage
of
boston's
rich
cultural
offerings
as
an
additional
benefit.
M
This
collaboration
grants
more
equitable
access
to
library
spaces
for
our
students,
and
I
can't
thank
our
city
of
boston
colleagues
and
bpl
president
david
leonard
for
their
work
to
provide
this
opportunity
for
our
students,
a
sure
example
of
all
hands
on
deck.
I
encourage
our
students
and
families
to
head
to
their
nearest
library
and
get
a
jump
start
on
their
summer.
Reading
summer
lead
reading
lists
for
students
entering
grades,
k
0
to
12
are
available
in
multiple
languages
at
bostonpublicschools.org
forward
slash
summer
reading
for
more
information
on
the
boston
public
library.
M
President
biden
signed
a
bill
earlier
this
month,
making
juneteenth
a
federal
holiday
and
for
the
first
time
the
city
of
boston,
officially
observed
juneteenth
as
a
state
holiday.
On
monday
june,
21st
juneteenth
is
a
day
to
gather
with
loved
ones,
celebrate
black
lives
and
reflect
and
recognize
the
struggle
for
liberation
in
america.
M
This
year,
mayor
janie
held
a
flag
raising
ceremony
at
city
hall
on
june
18th,
alongside
fellow
city
leaders
and
residents,
the
english
high
drum
line
provided
musical
entertainment
as
the
flag
was
raised.
Also
in
attendance,
helping
to
raise
the
flag
was
english
high
school
alumnus
enoch
woodhouse,
one
of
the
last
serving
tuskegee
airmen.
M
It
was
wonderful
to
see
mr
woodhouse
help
mayor
janie
and
the
city
of
boston
mark
this
special
moment
by
raising
the
flag.
I
want
to
thank
assistant,
head
of
school
carrie,
king
woodson,
for
her
work
on
the
event
and
her
continued
efforts
to
provide
community
service
programs
and
projects
for
her
students.
M
Finally,
throughout
the
month
of
june,
we
celebrated
the
class
of
2021
with
in-person
graduation
ceremonies
across
the
city.
I
was
so
happy
to
attend
so
many
of
these
wonderful
events
where
we
celebrated
our
students
who
overcame
the
many
challenges
presented
by
the
pandemic
during
both
their
junior
year
and
their
senior
years.
I'd
like
to
close
my
report
this
evening
by
showing
you
a
very
short
video
highlighting
the
bps
class
of
21.,
we
are
so
proud
of
all
of
you
and
that's
my
superintendent
report.
J
R
M
I
want
to
thank
our
communications
office
for
putting
that
together.
I
saw
the
smiles
on
your
faces,
the
incredible
joy
that
we
saw
from
our
students
and
our
families
for
being
together,
many
of
them
who
hadn't
been
together
for
the
entire
year,
and
so
that
reunion
was
quite
special.
M
I
can't
name
the
number
of
them
I
went
to,
but
it
was
more
than
ten
and
it
was-
and
I
also
want
to
thank
the
red
sox-
I
I
really
can't
say
enough
for
having
it
at
the
fenway
and
I'll,
also
avery
esdell
and
his
staff
for
hosting
us
at
white
stadium.
I
hope
to
get
more
use
out
of
white
stadium
as
we
expand
opportunities
for
our
kids,
so
with
that
I'll
turn
it
over
to
all
of
you.
Thank
you.
B
Thank
you,
superintendent,
and
thank
you
for
that
wonderful
video.
I
will
now
open
it
up
for
questions
and
discussion
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes,
that's
one
to
two
questions
and
also
we'd
like
to
remind
bps
staff.
To
also
be
brief
in
your
responses.
If
you
have
additional
questions,
I
will
come
back
to
do
a
second
round.
If
you
have
a
question,
please
raise
your
hand
virtually
or
put
a
request
in
chat.
B
So
right
now
I
see
dr
coleman.
Your
hand
is
raised
great.
T
Thank
you.
Thank
you,
chairperson
robinson.
I
don't
want
to
let
this
moment
pass
as
we
move
from
one
fiscal
year
to
another
without
deeply
thanking
you,
dr
cecilia.
T
You
know,
as
you
know,
I
think,
a
lot
about
issues
of
leadership,
ethics,
equity
and
character,
and,
as
I
talk
with
people
around
the
country
about
managing
this
crisis,
I
can
think
of
few
better
examples
of
someone
who
has
taken
on
a
very
difficult
job
attempted
made
mistakes
recovered
engaged
in
this
iterative
process.
That
is,
recovery
moving
towards
the
imagination,
was
really
basic
in
a
caring
approach,
full
with
character.
That's
very
difficult
to
do
many
people
around
the
country.
You
know
your
colleagues
are
leaving
they're
folding
and
I
think
we
are.
T
We
need
to
recognize
that
as
much
as
no
one's
perfect,
you
managing
a
very
difficult
system,
and
I
deeply
appreciate
it
the
way
in
which
you're
able
to
absorb
the
facts
as
we
talk
about
our
frustrations
with
the
system
and
what
it's
not
doing
for
our
children
or
what
we
want
to
do
for
our
children
and
we
assign
blamed
individuals,
which
is
a
very
american
thing
to
do
that.
You
maybe
you
absorb
that
you
move
on.
I
just
want
to
thank
you
for
that.
B
I
don't
see
any
hands
raised,
dr
xelias,
I
want
to
join
with
dr
coleman
and
thanking
you
for
an
incredible
year.
I
know
it's
not
always
been
easy,
but,
and
we
know
we
have
a
lot
more
work
to
do.
B
I
have
one
question
on
the
report
about
the
the
relationship
with
the
boston
public
library,
which
I'm
very
very
excited
about,
and
my
question
is
in
addition
to
allowing
our
students
to
have
cards,
will
they
be
doing
any
work
with
our
schools,
particularly
our
schools
that
do
not
have
libraries
in
them
to
enhance
that
work?.
M
Well,
as
you
know,
ms
robinson,
one
of
the
things
I
want
to
get
to
is
a
library
in
every
school.
I
think
the
globe
wrote
about
that
with
some
of
the
esser
funding
and
I'm
hoping
that
we
get
broad
consensus
around
that,
because
a
library
should
be
the
hub
of
a
school
there.
You
can
do
media
projects,
they
help
you
with
your
research.
They
help
you
with
resources.
M
They
help
teachers
to
curate
their
lessons,
they're
places
for
the
community
to
come
and
to
meet
and
to
gather,
and
so
there's
a
number
of
things
that
we
can
do.
One
of
the
first
people
I
met
when
I
came
to
boston
was
david
leonard
and
we
started
talking
about
fees,
because
the
mayor
and
st
paul
had
removed
all
the
fees
for
for
back
feeds
for
for
families,
and
it
just
really
opened
up
the
libraries
again
there
and
he
said
that
they
had
been
working
on
that
and
then
that
got
done.
M
And
then
now
we
got
the
library
card
and
we
just
keep
finding
ways
to
collaborate
so
hopefully
we'll
be
able
to
expand
on
our
library
services
and
expand
on
the
projects
that
we
do
with
the
bpl.
I'm
very
excited
about
the
partnership
with
david
and
his
team.
B
Thank
you.
Are
there
any
other
questions?
If
there's
no
further
discussion,
I
would
like
to
entertain
a
motion
to
receive
the
superintendent's
report.
T
C
T
C
D
C
E
B
Thank
you
we'll
now
move
on
to
general
public
comment,
ms
sullivan.
D
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
D
D
Each
speaker
will
have
two
minutes
to
speak,
and
I
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
D
D
D
D
Otherwise
speakers
can
submit
testimony
in
writing.
We'll
begin
this
evening
with
state
representative
russell
holmes,
he'll
be
followed
by
boston
city
councilor
at
large
anissa
asabi,
george
councillor,
julia
mejia,
carolyn,
kane
and
mike
heischman.
If
you
could
all
please
raise
your
hands
virtually.
U
Good
evening,
madam
chair,
I
am
russell
holmes.
I
have
the
honor
of
representing
portions
of
mattapan
dorchester
high
park,
roslindale
and
jp.
I
come
on
tonight
just
to
advocate
for
really
the
100
allocation
by
tier.
I
know
that
wasn't
necessarily
the
end
result
of
what
was
proposed
on
yesterday.
U
I
said
to
the
city
council
vote
today
was
actually
encouraged
to
see
that
many
of
them
voted
for
the
budget
today
and
did
not
decide
to
hold
hostage
really
this
piece
of
this
conversation
about
what
to
do
about
exam
schools.
U
That
was
actually
pretty
encouraging
to
see
what
I
also
heard
is
council
o'malley,
said
today
too
much
of
the
discussion
that
already
has
happened
when
it
comes
to
this
exam
schools
about
really
something
that's
very
important,
and
I
thought
it
was
important
to
start
with,
and
it's
been
a
conversation
around
equity
versus
quality
equity
versus
quality,
and
it
really
resonated
with
me
all
day
because
of
the
fact
that
that
seems
to
be
really
the
momentum
that
has
been
happening,
and
I
agree
with
him,
and
I
still
agree
with
him
very
strongly.
U
You
were
not
driven
by
emotions,
you
weren't,
driven
by
the
political
whims
of
what
was
happening,
but
you
took
what
you
have
seen
as
a
pattern
that
has
been
proven
historically
by
us
in
many
ways
and
said:
hey
we're
going
to
do
this
in
a
different
way:
30
100,
oh
30,
30
seconds
already.
U
Okay,
let
me
just
simply
say
one
of
the
other
things
I
heard
today
was
that
one
of
the
counselors
said:
hey,
our
neighborhood
is
going
to
be
potentially
the
most
hurt
and
I'm
going
to
just
say:
boston
has
earned
the
fact
that
someone
could
say
that
as
a
city
council,
because
of
the
fact
that
we
are
not
diverse
communities,
we
have
communities
that
are
you
can
almost
in
your
mind
when
you
hear
them
know
the
social,
economic,
race
and
ethnicity.
U
Of
that
community,
and
so
please
I
know
I'm
at
time-
please
consider
100
allocation
by
tear,
because
still
folks
in
my
district
say,
if
we
don't
do
it
that
way,
why
do
we
have
exam
schools
at
all?
Why
don't
we
just
put
everyone
into
their
own
schools?
Thank
you
very
much
for
giving
me
the
time
have
a
wonderful
evening.
Thank.
D
D
D
V
Liz
I'm
here
this
is
carolyn.
Oh
hi
carolyn
welcome,
hi
everyone
nice
to
see
everyone.
It's
been
a
while.
I
think
my
last
testimony
was
may
of
2019.
V
So,
first
of
all,
I'm
a
parent
of
a
bps
student
with
significant
disabilities
she's
been
in
the
boston
public
schools
for
18
years
now.
During
that
time,
I
served
for
over
11
years
as
the
chair
of
boston
sped
back.
V
I've
been
a
resident
of
dorchester
for
over
50
years
and
I
just
wanted
to
come
and
speak
tonight
about
the
issue
of
voting
on
the
extension
for
the
superintendent's
contract.
I
know
that
a
vote
is
required
this
evening
and
I
read
some
articles
in
the
paper
that
prompted
me
to
come
this
evening
and
speak.
So
what
I
will
say
is
that
in
the
11
years
that
I
served
as
the
chair
of
boston's
fedpack,
I
worked
with
five
superintendents,
that's
pretty
significant
right
there
and
what
that
actually
meant
was.
V
There
was
not
an
opportunity
to
move
forward
with
issues.
I
can
tell
you
that
the
build
bps
was
the
was
over
10
years
in
the
making,
through
different
iterations
in
different
superintendents,
and
that
every
time
leadership
changes,
plans
changed
and
didn't
move
forward.
V
I
also
participated
in
the
interviews
for
dr
chang
and
I
served
over
90
hours
on
the
search
committee
that
ultimately
resulted
in
the
selection
and
recommendation
of
dr
cassellius.
I
really
want
to
focus
on
where
we've
been,
but
most
importantly,
will
we
go
from
here.
I
will
say
to
you
that
this
you
know
we've
obviously
been
in
a
worldwide
pandemic,
but
this
has
been
an
incredibly
difficult
year
for
the
students
in
bps
and
what
they.
V
What
they
need
right
now
is
stability
and
they
need
the
opportunity
to
move
issues
forward,
and
so
I
would
suggest
to
you
that
in
the
best
interest
of
the
children
to
vote
for
that
extension
this
evening,
because
what
we
need
more
than
anything
right
now
is
stability,
focus
and
strong
leadership.
I
know
I'm
out
of
time
I'll
submit
some
more
written
testimony
to
this
regard,
but
I
do
think
that
it's
incredibly
important
that
you
give
our
children
the
stability
after
the
worst
year
in
everybody's
lives.
So
thank
you.
Thank
you.
Thank.
D
W
Yes,
good
evening,
thank
you
so
very
much.
I
was
for
some
reason
unable
to
to
be
seen
or
heard
so
I'm
here,
my
just
for
the
record.
My
name
is
julia
mejia,
I'm
an
at-large
city
counselor
and
I'm
here
to
just
state
my
concern
regarding
the
the
politics
at
play
and
and
here
and
to
support
the
task
force
and
the
recommendations
that
have
been
made
and
hope
that
they
stay
true
to
the
work
that
has
been
committed.
W
As
someone
who
grew
up
here
in
the
city
of
boston
during
the
busing
era.
I
see
this
conversation
around
this
exam,
the
exam
school
admission
very
similar,
and
if
we're
really
serious
about
disrupting
the
status
quo
and
holding
ourselves
accountable
to
real
equity,
then
we
need
to
roll
up
our
sleeves
and
do
the
work.
So
I
was
disheartened
to
hear
about
the
politics
at
play
and
I
am
encouraging
the
school
committee
to
honor
and
to
support
the
recommendations
that
came
out
of
the
task
force.
W
These
are
volunteers,
folks,
who
have
been
pouring
their
heart
and
soul
into
this,
to
find
common
ground
and
consensus,
and
if-
and
this
is
the
moment
for
us
to
have
political
courage
and
will
to
do
right
to
ensure
that
we
rectify
the
wrongs.
So
so
thank
you
again
to
the
task
force
for
all
your
hard
work,
I'm
here
in
support
of
your
proposal
as
presented,
and
this
is
the
time
for
political
courage
and
I'm
hoping
that
you
all
will
join
me
in
that.
Thank
you.
D
X
X
If
two
students
said
this
most
likely,
some
of
their
classmates
would
agree
with
them
in
solidarity.
With
these
two
students,
I
want
to
say
the
following:
I
hate
white
hypocrisy.
I
hate
white
privilege,
I
hate
white
racism,
I
hate
white
power.
What
will
the
school
committee
do
about
the
exam
schools?
X
Two
latino
school
committees,
members
recently
resigned
from
the
school
committee.
They
had
thought
they
were
having
a
private
chat.
They
were
protesting
and
and
the
attack
they
were
protesting,
white
privilege.
They
will
no
longer
be
present
at
school
committee
meetings.
Their
voice
has
been
silenced
and
they
have
no
vote
on
monday
night
exam
school
task
force
had
an
agreement.
X
X
X
Is
this
what
you
mean
by
creating
an
anti-racist
school
system?
Will
you
two
succumb
to
white
hypocrisy,
white
privilege,
white
power,
white
racism?
I
agree
with
with
jerry
robinson:
let's
have
maggot
schools
for
all
no
power
behind
the
curtain
exams.
Exam
schools
must
be
open
to
anybody
able
to
attend,
use
the
lottery
formula
that
would
promote
racial
class
and
geographic
diversity,
endorsement
side,
air
and
call
on
all
high
schools
to
become
magnet
schools.
I
will
send
my
testimony
in.
Y
Y
Hello
is:
can
you
hear
me
yes
good
evening?
Thank
you,
hello.
My
name
is
maya
greeley
and
I'm
a
lifelong
bps
student
and
I
attended
boston
land
school
from
2011
to
2017..
I
grew
up
in
roslindale
and
now
live
in
west
roxbury
right
near
the
beethoven
where
I
went
to
elementary
school.
There
are
many
things
I
would
like
to
say
about
the
bps
school
system,
particularly
about
the
exam
schools,
and
especially
about
the
situation
with
alex
oliver's
villa
and
lorna
ramirez.
Y
To
give
context,
when
there
was
a
department
of
justice
investigation
into
racism
at
bls
in
2016,
I
actually
accounted
for
more
than
half
of
those
incidents
that
were
in
the
final
report
because
of
my
record-keeping
and
reporting
of
racist
incidents
that
I
was
victim
to
and
witnessed
in
particular
an
incident
where
a
teacher
was
fired
for
being
physically
violent
with
students
and
spitting
at
me
when
she
provoked
a
conversation
or
an
argument
about
race
which
actually
then
head
of
the
city
council,
michelle
wu,
told
superintendent
chang
at
the
time
to
rehire
and
she
got
brought
back
into
bls.
Y
While
I
was
still
there,
knowing
that,
I
was
the
reason
that
she
had
been
fired,
so
I
am
no
stranger
to
experiencing
or
addressing
racism
within
bps
or
bls,
and
especially
the
local
politics
that
come
with
it.
Y
So
because
of
that,
I'm
willing
to
wager
on
the
fact
that
the
private
texts
between
alex
and
lorna
were
leaked,
purposefully
and
nefariously
in
order
to
slander
their
names
of
two
outstanding
latino
leaders
in
boston
and
force
them
to
resign,
so
that
bls
remains
a
white,
wealthy
school,
that's
inaccessible
to
the
black
and
brown
students
of
bps
and
over
the
over
1100
people
that
I've
signed
the
change.org
pediatrician.
That
I
started
also
agree
with
me.
Y
The
fact
that
they
had
death
threats
were
forced
to
resign
from
school
committee
and
are
facing
slander
and
dismantle
disparaging
their
lifelong
work
is
disgusting
and
completely
in
line
with
the
type
of
city.
That
boston
is
that
I
grew
up
in
it's
a
city
where
racist
white
elite
told
by
pop
bostonians
to
a
standard
they
could
not
match
on
their.
Y
Who
has
acquiesced
to
local
identity
politics
and
chosen
to
assuage
the
guilty?
Fragile
conscience
of
the
racist
whites
of
boston
is
a
disgrace
and
shows
how
entrenched
white
supremacy
is
in
this
city.
Additionally,
it
is
clearly
a
play
to
swing
boats
during
a
mayoral
year,
so
that
bls
is
safeguarded
from
actual
bps
students
going
there
instead
of
west
roxbury
kids
from
their
private
and
parochial
schools.
Y
In
conclusion,
alex
lorne
are
both
incredible
people
who
have
contributed
a
hundredfold
more
to
the
city
than
any
one
of
the
bigoted
whites
or
self-hating
bipod
politicians
that
have
come
out
against
them
and
the
exam
schools
need
to
end
every
bostonian
child
is
entitled
to
less
level
education
and
shouldn't
be
stopped
from
receiving
one
because
of
racist
white
people
who
grandfather
graduated
from
bls,
or
they
went
from
bls
when
girls
weren't
even
allowed.
Thank
you
miss
greeley.
D
Z
Good
evening
my
name
is
sharon
hinton,
mother
educator,
community
advocate
and
president
of
black
teachers
matter.
I
submit
testimony
tonight
in
two
minutes
that
in
no
way
can
completely
express
my
concerns
about
this
moment
in
history
that
can
transform
the
boston
school
committee,
boston,
school
department,
in
education
locally
and
nationally
quote.
If
you
are
neutral
in
situations
of
injustice,
you
have
chosen
the
side
of
the
oppressor,
close
quote
desmond
tutu
tonight.
The
future
and
leadership
of
superintendent
cassellius
will
be
determined
recommendations
by
the
exam
school
admissions
task
force
will
be
presented.
Z
Commissioner
riley
has
threatened
to
withhold
millions
of
crucial
dollars
of
federal
funds
and
further
crippling
already
struggling
school
department.
That
is
in
desperate
need
of
support
to
improve
a
crumbling
infrastructure
and
reimagine
education.
For
thousands,
the
challenges
of
leadership
are
immense
within
an
environment
that
has
never
been
faced
before,
but
is
racially
culturally,
economically
and
emotionally
charged
for
far
more
than
the
still
raging
pandemic.
Z
D
D
AA
Hi
good
evening,
my
name
is
travis,
mar
fifth
and
second
grader
and
was
a
member
of
the
parent
group
quest
nine
months
ago,
this
body
took
a
groundbreaking
vote
to
temporarily
change
an
emission
system
that
was
functioning
as
designed
for
decades.
That
system
largely
funneled
students
without
learning
disabilities,
who
aren't
english
language
learners
and
who
aren't
experiencing
poverty
and
segregated
them.
Apart
from
a
district
that
serves
a
high
percentage
of
students
in
those
categories.
AA
The
task
force
worked
diligently
deliberating
the
third
rail
of
boston
politics
for
over
60
hours,
hearing
from
countless
parents,
students
and
experts
on
testing
and
selective
admissions
task
force
members
volunteered
their
time
over
many
months
because
they
understood
the
gravity
of
their
charge
and
the
appetite
for
dismantling
systems
of
white
supremacy
would
not.
Last
forever.
AA
Setting
aside
20
of
all
seats
for
students
with
the
highest
composite
test
and
gpa
score
means
setting
them
aside
for
students
whose
private
lives,
private
schools
game
the
system
by
doling
out
a
plus
grades
like
candy
and
whose
parents
paid
thousands
of
dollars
for
private
test
tutoring
to
secure
that
advantage.
I
urge
you
to
reconsider
the
100
tier
consensus
from
monday
evening
and
reject
the
oppressive
influence
of
back
from
politics
and
white
supremacy.
AB
Hi,
can
you
guys
hear
me?
Yes,
we
can
hello.
My
name
is
wilmer.
I
am
a
bps
alumni.
I
also
have
a
daughter
at
the
mlk
middle
school
and
I'm
here
today
to
basically
talk
about
what's
going
on
with
allison
lorena.
AB
So
as
chairman
as
chair
of
boston,
public
school
alice,
happ
has
enormous
policy
to
provide
greater
equity
for
burnable
and
students
of
color
in
who
are
the
the
majority
in
bps
alice
record
on
social
justice
goes
beyond
bps
and
she
has
worked
tirelessly
for
latin
latin
ads
in
communities
of
color,
I'm
here
today,
as
a
young
professional
as
a
result
of
her
work
and
the
work
that
she
still
continues
on
doing.
What
alice
and
lorna
had
said
is
not
racist.
It
may
be
prejudiced
or
biased,
but
not
racist.
AB
These
tests
came
from
their
life
experience
of
racism
and
it
was
not
only
the
only
meeting
where
this
where
dispersion
racial
comments
have
been
made
about
students
of
color.
They
are
telling
the
truth,
but
people
just
don't
want
to
hear
it.
Why
are
we
telling
our
youth
that
they
can't
talk
about
the
race,
racism
and
the
oppression
that
they
are
facing,
because
there
will
be
silence
in
this
this
parish?
AB
Would
it
be
better
if
we
had
model
a
open
conversation
about
the
comments
that
were
made
and
having
a
conversation
about
the
racism
that
we
are
facing
in
boston
today,
there
were
many
times
in
which
I
faced
racism
myself
in
in
school,
and
they
came
actually
from
teachers
and
my
principal
I
I
went
to
bcla
boston,
community
leadership
academy,
and
I
actually
testified
on
that
when
I
was
going
through
it
30
seconds
I'll,
try
to
make
it
quick.
AB
What
I'm
trying
to
say
is
that
I
too
went
through
racism
like
just
how
many
other
students
went
through,
and
I
feel
like
what
just
happened
is
showing
us
that
which,
like
I'm
afraid
to
work
for
bps,
because
I
feel
like
I
will
be
silenced,
and
I
should
not
be
talking
about
things
that
we
are
going
because
at
the
end
of
the
day,
people
in
power
right
now
are
choosing
to
protect
those
people
who
have
privilege
and
continue
to
suppress
people
of
color.
AB
J
AC
Good
afternoon
my
name
is
ruby
reyes
and
I'm
the
director
of
the
boston,
education,
justice
alliance
and
dorchester
resident
as
we
are
in
the
midst
of
another
heat
wave.
I
want
to
call
attention
to
the
work
of
the
black
and
latino
youth
of
mass
kosh
and
their
ongoing
years
of
request
for
a
heat
day.
Closure
policy
similar
to
that
of
snow
days,
students
in
special
education,
extended
school
year
or
esy,
will
be
in
schools
without
hvac
systems
or
air
conditioning
this
summer.
This
impacts
our
neediest
students.
AC
Currently
many
of
our
esy
seats
continue
to
go
unfilled
in
part,
because
families
have
shared
that
esy
does
not
provide
quality
summer
programming.
Some
sites
are
only
from
eight
to
one.
There
are
limited
outside
recreational
and
field
trip
activities.
This
is
a
critical
summer
for
all
of
our
students,
but
especially
our
students
with
disabilities
and
english
learners,
who
have
been
impacted
the
most
by
the
pandemic.
Perhaps
the
unused
esy
slot
funds
can
be
diverted
to
purchase
portable
air
conditioning
units
or
supporting
family
choice
by
helping
to
pay
for
transportation
at
other
sites.
AC
These
are
immediate
needs
and
once
again,
families
need
more
communication.
Some
families
are
just
being
contacted
about
esy,
as
these
students
and
their
families
have
to
fight
for
compensatory
services
rather
than
being
offered
resources.
We
are
going
to
hear
from
the
exam
school
task
force
this
evening.
Their
months
of
deliberation
have
provided
us
with
better
but
still
inadequate
solution
based
on
political
pull
of
privilege.
AC
You
could
do
what's
right
supporting
the
proposal
that
the
task
force
was
in
consensus
about
on
monday
evening,
rather
than
the
proposal
this
evening,
in
which
their
consensus
was
taken
from
them.
As
parent
zima
loom
shared
the
monday
night
proposal
called
for
students
to
come
from
100
straight
rank
in
socioeconomic
tiers.
Once
again,
like
the
info
sharing
policy,
we
have
a
bps
policy
that
is
a
little
less
racist,
but
still
racist.
The
last
full
committee
meeting
finished
by
sharing
dr
caselia's
performance
review.
AC
What
was
most
telling
was
the
score
of
exemplary
for
family
and
community
engagement
through
the
pandemic.
School
communities
have
shared
their
ongoing
frustration
about
central
office
silence.
Clearly,
there's
a
complete
disconnect
between
what
families
are
experiencing
and
what
you
are
evaluating.
AC
D
D
D
A
Hi,
sorry
about
that,
I
got
kicked
off.
I
love
conversations.
Thank
you.
My
name
is
edith
brazil.
To
paraphrase
the
racial
equity
planning
tool
quote,
this
is
a
paraphrase
not
a
quote.
Every
member
of
the
bps
community
is
expected
to
eliminate
inequities
through
deliberate
action,
as
we
witness
insidious,
shameful
gaslighting
racism
of
white
privilege
that
demands
exclusive
access
to
boston,
latin
school.
We
need
to
address
the
damage.
A
We
learned
some
parents
have
opted
not
to
send
their
children
to
esy
due
to
unclear
programming
and
insufficient
hours.
We
shared
numerous
suggestions,
recommendations,
but
bps
has
stuck
to
their
rigid,
ineffective
structures,
leaving
parents
to
scramble
for
appropriate,
socially
engaging
summer
programming.
A
The
special
ed
department
was
the
only
bps
department
that
did
not
share
a
strategic
plan
to
the
school
committee
this
year.
Instead,
we
heard
from
sped
pack
chair,
roxy
harvey
an
unpaid
volunteer
and
tireless
leader
in
her
team,
who
laid
out
a
clear
plan
to
reverse
the
systemic
disarray,
but
again
nothing
from
the
special
education
department.
A
Lastly,
students
with
disabilities
attend
boston
latin
school,
but
they
are
white
students,
because
special
education
means
acceleration
for
white
students
and
shutting
down
opportunities
for
rigor
for
black
students.
Protecting
white
privilege
is
a
bps
policy
decision.
Failing
black
and
latinx
students
is
a
bps
policy
decision
to
change.
This
policy
must
change.
Meanwhile,
we
all
hear
from
certain
communities,
museum,
anti-black,
racist
speech
that
characterizes
black
students
as
lazy
unprepared,
dangerous
or
uninterested
in
learning.
James
baldwin
said
quote
to
be
black
and
conscious
in
america
is
to
be
in
a
constant
stage
of
rage
in
the
quote.
AD
AD
Student
stress
and
harmfully
divine
preteens
as
winners
and
losers.
It
was
a
legitimate
plan.
It
came
out
of
a
two
months.
Long
process
had
empirical
evidence
behind
it
and
the
compromises
were
hammered
out
over
time
in
public,
with
the
charge
to
expand
access
to
the
city's
marginalized
students
kept
front
and
center.
It
did
not
have
a
20
set
aside
for
the
most
privileged,
not
so
the
plan
before
you.
It
came
from
an
off
zoom
phone
call.
It
came
from
a
threat
to
withhold
funds,
our
students
desperately
need.
AD
AD
D
Thank
you,
ms
battenfeld.
Your
zoom
can
fade
out
a
couple
times
during
your
testimony.
So
if
you
could,
please
email
me,
your
written
testimony
I'll
share
that
with
the
committee.
Our
next
speaker
is
sarah.
AE
Good
evening,
can
you
hear
me
okay,
yes,
good
evening.
Thank
you,
dear
committee
members,
I'm
a
bps
parent
of
a
rising
fifth
grader
at
the
linden
k
through
eight
school
in
west
roxbury,
and
I
live
in
roslindale.
I'm
also
a
bps
graduate
boston,
english
high
class
in
1992..
AE
I
would
like
to
begin
by
expressing
my
sincere
gratitude
for
the
time
and
service
of
exam
force
task
members,
they've
dedicated
many
hours
to
the
critical
work
of
researching
and
proposing
ways
to
make
the
exam
school
admission
process
more
equitable.
They
did
so
under
the
shroud
of
a
lawsuit
and
scrutiny
of
public
meetings.
AE
I
truly
appreciate
the
significance
of
what
they
were
tasked
to
do
and
the
pressures
that
come
along
with
that
a
special
thank
you
to
the
parent
and
student
reps.
I
have
followed
the
work
of
the
exam
school
force
task
force.
Since
its
inception.
I've
studied
the
data,
I've
reviewed
the
court
briefings
and
read
the
op-eds.
AE
I
have
also
listened
to
the
public
and
private
testimony
of
families
from
throughout
the
district.
I
have
and
continue
to
be,
angered
by
so
much
of
the
public
testimony
throughout
this
process.
Given
the
racist
classes,
ableist
overtones,
particularly
around
the
topic
of
rigor,
the
language
of
quote,
unquote,
greater
good,
as
discussed
by
a
certain
task
force.
Member
yesterday
should
come
with
its
own
trigger
warning.
AE
Greater
good
is
typically
code
for
maintaining
the
status
quo.
It
frequently
comes
with
a
concession
of
basic
human
rights.
It
often
means
those
with
the
least
and
greatest
marginalization
losing
more
monday
night's
task
force
hearing
in
which
one
of
the
members
framed
a
lottery
as
the
quote.
Unquote.
Third
rail
was
just
the
right
language
to
reactivate
historical
trauma
and
fear-mongering
that
language
startled
politicians
and
political,
appointees
and
elected
officials
as
it
requires
that
they
think
beyond
this
moment,
they
acknowledge
past
historical
inequities
and
take
ownership
for
collective
responsibility
and
reparations.
AE
I
am
concerned
that
politicians
not
on
camera
or
testifying
on
public
record,
have
undermined
task
force
members
ability
to
push
forward
true,
progressive
and
necessary
changes
to
make
our
exam
school
admission
process
more
equitable.
I
support
the
recommendation
to
reconsider
100
tier
ranking,
as
proposed
in
monday
night's
meeting.
I
would
also
support
discontinuing
the
use
of
standardized
testing
for
admissions
criteria
criteria.
There
are
a
myriad
of
other
ways
to
determine
admission,
including
grades
teacher
recommendations,
portfolios,
essays
interviews
and
so
on.
AF
Yeah,
I
didn't
prepare
anything
because
I
was
at
city
hall
all
day,
I'm
just
going
to
say
like
I
want
to
touch
up
on
three
points.
First
of
all,
I'm
just
really
like
tired
of
having
to
come
here
at
every
school
kiwi
reading
and
like
tell
people
how
to
do
their
jobs
like
this
is
ridiculous.
AF
Y'all
make
me
feel
so
hopeless
for
the
future
of
this
city
for
the
resignations.
I
already
spoke
on
that
last
time.
I
was
here.
White
people
want
to
be
oppressed
so
badly
like
take
your
hurt
somewhere
else.
Quite
simply,
these
two
latina
women
should
not
have
resigned
for
simply
expressing
their
frustrations
due
to
the
racism
and
blatant
disrespect
that
they
face
time
and
time
again
point-blank
period
as
for
exam
schools.
I've
already
spoken
on
that
too.
AF
Anyone
who
doesn't
know,
I
think
exam
school
should
be
abolished,
go
back
and
watch
my
countless
testimonies
about
exam
schools.
If
you
support
exam
schools,
you
are
supporting
white
supremacy,
that's
it
there's,
nothing
more
to
say,
you're,
supporting
white
supremacy
and
I'm
laughing,
because
it's
like
y'all
are
not
getting
it
and
I'm
just
sitting
here
like
well.
Do
I
have
to
say
it
in
spanish
or
french?
What's
going
on
and
then
last
but
not
least,
the
superintendent's
contract?
AF
I
already
know
that
school
committee
isn't
bold
enough
to
vote.
No,
so
I'm
going
to
try
to
compromise
and
say
that
you
all
should
wait
off
on
it.
The
gallup
poll
came
out
many
central
office
workers
are
displeased
and
we
cannot.
We
cannot
grade
the
superintendent
based
off
of
continuity
like
the
boston
globe.
Article
said
it
doesn't
matter
if
this
district
has
had
five
superintendents,
I
heard.
Oh,
we
need
stability.
Stability
comes
with
strong
leadership
and
that's
not
what
she
has
shown
and
yeah.
That's
really
it
my
time's
up.
D
Thank
you.
Our
next
speaker
is
priscilla
rojas.
There's
no
one
signed
into
the
meeting
under
that
name
priscilla.
If
you're
with
us,
will
you
please
sign
in
under
the
name?
Priscilla
rojas
will
be
followed
by
ann
adore,
kendra,
hicks,
steve
yang,
lisa,
green
and
kristen
johnson.
If
you
can
all
please
raise
your
hands
virtually.
D
AG
Sorry
about
that
good
evening,
school
committee,
members
and
superintendent
conselius,
my
name
is
anissa
acibi
george,
I'm
an
at-large
boston
city,
councilor,
chair
of
the
council's
education
committee,
mother
of
four
boston,
public
school
students,
apologies
for
missing
my
time
earlier
in
the
public
testimony
section
my
staffer
was
on,
but
had
tech
issues
and
got
kicked
off
of
the
zoom.
I
am
pleased
to
learn
about
the
partnership
with
the
boston
public
library.
AG
I
firmly
believe
that
we
need
a
library
and
a
robust
library
program
in
every
school
and
I'm
pleased
to
hear
the
superintendent
shares
that
sentiment
until
then.
This
partnership
will
certainly
help.
My
testimony
tonight
is
focused
on
sr
funding.
We
have
a
once
in
a
lifetime
opportunity
to
move
bps
boldly
forward.
I
don't
want
to
see
those
funds
whittled
away
similar
to
the
bp
build
bps
funding.
Let
us
use
this
unique
moment
to
accelerate
building
a
better
foundation
for
bps
and
all
of
its
students.
AG
As
a
district.
We
desperately
need
these
funds
to
be
used
wisely.
We
have
an
opportunity
to
do
this
in
partnership
with
community
members
with
desi
and
school
leadership,
as
well
as
our
school
community.
Members,
we
need
a
clear
plan
with
accountability
measures
in
place
so
that
we
can
all
see
the
progress
the
district
will
make
well
at
the
esther
task
force.
Efforts
are
important.
It
is
very
clear.
The
district
must
ultimately
provide
concrete
proposals,
financial
breakdowns,
a
timeline,
so
families
can
understand.
AH
AG
For
this
money
and
make
sure
we
are
held
accountable,
this
funding
will
be
transformative
for
the
district
bps
and
our
school
community
members
should
be
able
to
point
to
specific
aspects
of
the
funding
plan
that
are
trackable
and
will
have
clear
impacts
on
our
schools.
I
emphatically
urge
the
district
to
have
a
plan
to
ensure
accountability.
AD
AG
AI
Door,
can
you
hear
me
okay?
Yes,
we
can
great
thanks.
My
name
is
anna
door.
I'm
a
bps
parent
from
west
roxbury.
I've
attended
many
of
the
exam
school
task
force
meetings
over
these
last
many
months
and
I've
always
been
grateful
for
the
service
of
the
members
and
the
integrity
which
with
which
they
conducted
their
deliberations.
AI
I
was
really
hopeful
when
this
all
started
out
that
we
might
achieve
a
bold
and
just
solution
that
we
in
the
birthplace
of
public
education
could
live
our
values
that
we
wouldn't
waste
all
this
political
and
social
capital
on
incremental
change,
and
we
were
nearly
there
monday
night.
While
it
wasn't
the
solution
I
advocated
for
qualified
lottery.
It
was
a
solution
that
would
ensure
broader
representation
and
belonging
for
students
enrolling
in
these
schools.
But
the
task
force
has
been
undermined
by
people
in
the
shadows,
political
forces
pulling
rank.
AI
I
can't
even
express
my
outrage
what
an
incredible
disappointment.
The
proposal
before
you
leaves
intact
privilege
for
our
most
advantaged
students
in
response
to
their
political
pressure.
We've
cut
them
a
slice
out
of
the
pie
before
anyone
else
gets
a
look
and
we've
created
two
tiers
of
students.
They
call
them
merit,
seats
and
zip
code
seats
this
year.
This
isn't
okay
and
it
doesn't
reflect
the
rigorous
and
data-driven
process
of
the
task
force.
AI
AJ
AJ
Good
evening
to
all
the
parents,
students
and
educators
committee
members
and
elected
officials
that
are
here
tonight,
my
name
is
kendra
hicks
and
I'm
a
graduate
of
the
english
high
school,
a
parent
of
a
bps
student
and
a
candidate
to
represent
district
six
on
the
city
council
in
the
last
year.
AJ
The
coven
19
pandemic
has
really
made
visible
the
deep
rooted
inequities
in
our
schools,
but
for
those
of
us
who
have
experienced
both
the
beauty
and
the
heartbreak
of
our
school
district,
this
past
year
has
only
been
an
affirmation
of
what
we
already
knew
that
the
racist
policies
from
decades
ago
are
still
present
and
persistent
today,
but
in
making
things
visible.
The
pandemic
also
provided
us
with
an
opportunity,
an
opportunity
to
think
about
our
school's
infrastructure,
to
consider
accessibility,
alternative
learning
models,
and,
yes,
even
our
exam
school's
admissions.
AJ
On
monday,
after
months
of
hard
work
and
a
year,
tremendous
sacrifices
from
all
the
bps
community,
we
have
been
given
another
opportunity
to
really
meet
this
moment
with
the
urgency
and
thoughtfulness
that
it
deserves.
In
just
a
year,
we've
seen
admissions
for
students
with
disabilities.
Like
my
son,
zaire
increased
from
two
percent
to
five
percent
and
admissions
for
students
who
are
learning
english,
like
I
was
at
that
age
grew
from
one
to
eight
percent.
AJ
The
work
of
the
admissions
task
force
is
being
actively
undermined
by
city
councilors,
who
would
prefer
to
maintain
the
status
quo
and
uphold
the
racist
classes
and
elitist
admissions
process?
Instead,
our
election
officials
should
ensure
that
all
students,
regardless
of
race
and
class,
have
access
to
the
high
quality
education
that
a
city
like
boston
can
provide
by
prioritizing
a
return
to
an
elected
school
committee.
AJ
Historically,
as
a
city,
we
have
not
made
decisions
that
are
in
alignment
with
our
values
when
it
comes
to
public
education,
but
we
do
not
have
to
repeat
the
same
mistakes
of
our
past.
We
can
take
a
step
towards
a
less
discriminatory,
more
equitable
admissions
process,
while
also
working
to
ensure
that
all
our
high
schools
are
joyful,
coveted
high
performing
places
of
learning.
Thank
you.
AK
Rosa
good
evening,
can
you
guys
hear
me?
Yes,
we
can
hi.
My
name
is
domingos
de
rosa
madison
park
class
of
96.
tonight,
I'd
like
to
testify
on
the
behalf
of
all
boston,
public
school
students
and
future
students.
I
do
approve
the
nomination
that
was
put
in
on
monday
by
the
exam
school.
Sorry
guys
I
keep
getting
a
phone
call,
but
my
apologies
monday's
recommendation
by
the
review
panel
on
the
admissions
for
the
exam
schools.
I
also
want
to
echo
what
some
of
the
individuals
on
this
call
has
made.
AK
We
need
to
get
rid
of
the
exam
process
in
general,
for
too
long
students
in
bps
have
faced
racism
and
different
and
different
avenues
from
teachers
to
peers,
to
the
way
that
we
were
placed
in
schools,
districting
and
so
forth.
I'm
here
tonight
to
make
sure
that
the
voices
of
the
children
who
attend
bps
actually
be
heard,
there's
a
lot
of
issues
that
we
face
as
a
city.
AK
As
you
know,
the
bps
budget
was
passed
this
afternoon
and
this
is
something
we
as
a
city
need
to
actually
address.
That
budget
does
not
reflect
the
needs
of
all
bps
students.
Only
some
we
also
need
to
discuss
at
the
fact
that
soon
to
be,
we
will
have
an
elected
school
committee
as
the
city
pushes
forwards,
with
the
recommendations
from
individuals
like
myself
and
others.
We
are
looking
to
reform
bps
as
a
whole,
because
we
have
failed
for
too
long.
We
have
over
5000
students
who
are
homeless.
AK
AL
AK
Okay,
I
also
want
to
add
at
the
fact
that
you
know
our
buildings
are
deteriorating
and
for
the
state
to
hold
400
million
dollars
from
bps
all
from
the
city
of
boston,
to
make
sure
that
we
actually
bring
our
schools
up
to
par
is
one
of
the
greatest
challenges
I
see
today
in
boston.
Thank
you.
AM
Hear
clearly,
thanks
for
the
opportunity
to
speak,
I'm
steve
young
boston
president,
I'm
the
parent
of
seventh
graders
thanks
task
force
for
the
hard
working
and
the
patients.
I
realize
that
you
all
have
the
implants
permission
to
reach
a
proposal
that
could
satisfy
everyone.
AM
AM
If
you
love
what
the
next
generation
of
this
city
becomes,
don't
you
want
them
become
the
contributor
to
the
city
to
the
country,
so
I
humbly
suggest
became
you
that
reward
students
that
are
working
hard
to
achieve
their
dream
to
know
the
policies
they
kids
just
because
their
parents
work
hard
and
are
dedicated
to
a
better
future
of
the
next
generation.
AM
I'm
sorry
with
this
objective
with
that
subjective
and
a
simple
policy
change
laws,
the
better
which
direction
they
should
go
for.
I
understand
that
we
should
consider
opportunity
for
those
kids
from
social
economic,
islamic
family.
AM
We
can
deserve
10
to
20
seats
for
those
kids
and
all
the
kids
could
compete
for
the
other
seats
purely
based
on
the
marriage,
not
the
worst
visa.
It
doesn't
make
any
sense
if
we
let
kids
compete
for
20
percent,
they
say
it's
purely
based
on
marriage
and
the
rest.
80
percent
assets
are
reserved
for
those
kids
from
social
disadvantaged
family.
I
thank
you.
That's
my
testimony.
AM
P
P
Okay,
let's
start
again
sorry,
my
name
is
lisa
green.
I'm
here
representing
the
boston
coalition
for
education,
equity,
I'm
also
a
north
end.
Parent
of
two
students
at
boston
latin
school
today
is
a
good
day
for
children
in
boston
and
also
a
very
bad
day
good
because
bps
budget
passed
and
because
the
school
committee
is
receiving
a
proposal
from
the
exam
school
task
force
who
worked
diligently
and
publicly
for
months
to
open
three
schools,
but
especially
boston
latin
school,
to
more
low-income,
black
and
latinx
students,
more
english
learners
and
more
students
with
disabilities.
P
But
it's
also
a
very
bad
day
because
at
the
last
moment
after
the
task
force
had
reached
consensus,
several
city
councillors
moved
in
secret
to
compel
the
task
force
to
change
its
proposal
to
the
recommendation.
You'll
hear
tonight
to
restore
some
of
the
privilege
that
students
from
wealthier
families
and
white
families
have
enjoyed
in
the
past.
P
So
the
task
force
agreed
to
eliminate
this
handout
to
a
tiny
handful
of
boston's,
most
privileged
families,
but
this
conflict
is
really
over
20
of
boston,
latin
school
90
students
and
for
the
maintenance
of
that
privileged
access.
A
few
boston
city
councillors
threaten
the
53
000,
mostly
black
and
latinx,
economically
disadvantaged
students
in
bps
in
the
worst
year
that
they
and
their
communities
have
faced
in
their
young
lives.
That
was
shameful.
P
P
Your
charge
is
to
look
out
for
all
boston's
children,
not
just
those
who
already
enjoy
so
much
more
privilege
than
most
the
task
force's
original
plan.
Not
the
one
agreed
to
under
duress
is
a
significant
step
towards
equity
and
justice.
We
call
on
you
to
vote
next
month
to
take
that
step.
Thank
you
very
much.
P
AN
AN
Hi
there,
my
name
is
kristen
johnson,
I'm
a
bts
parent
of
two
and
also
a
member
of
the
boston
coalition
for
education
equity.
I
was
unable
to
prepare
remarks
today,
mostly,
I
was
just
so
taken
aback
by
the
past
24
hours
in
boston
politics
that
I
couldn't
even
get
my
thoughts
together
so
you're
about
to
get
my
stream
of
consciousness
and
ramblings
about
what
just
happened.
AN
I
was
like,
what's
not
working,
what
is
happening,
but
it
was
just
long
sprawling
periods
of
awkward
silence
because
of
the
strangeness
of
having
city
councillors,
intervene
and
and
bring
all
of
their
months
of
work
to
a
grinding
halt
and,
as
I
figured
out
what
was
going
on,
I
was
just
devastated
for
them
for
the
hours
of
work
they
had
done
just
being
dismantled
by
people
behind
the
curtain,
who
weren't
being
held
accountable.
AN
AN
So
I
just
think
that's
so
ironic
about
who
gets
away
from
breaching
meeting
norms
and
who
gets
held
accountable
in
this
city,
and
just
another
thing
that
struck
me
is
how
this
entire
process
has
been
charged
with
threats,
threats
of
parents,
saying
they're,
going
to
take
the
ball
and
go
home
threats
to
the
exam
school
task
force,
threats
to
the
boston
school
committee.
You
know
threats
of
more
lawsuits,
threats
to
reject
the
entire
school
budget.
AN
So
you
know,
I
just
want
to
say
the
exam
school
task
force
if
the
work
that
you're
doing
is
getting
threats
from
those
people
you're
doing
something
right.
So
I'm
asking
this
body
to
please
consider
what
was
submitted
on
monday
night
by
the
exam
school
task
force
that
reached
consensus
and
that's
where
you
should
land.
Thank
you.
D
Q
I
I
I
You
should
look
at
all
sizes,
including
great
and
different
evaluations
and
academically,
and
in
a
in
the
more
in
the
more
well-rounded
way
for
a
mission.
Q
I
For
example,
if
their
student,
whose
standard
is
not
it's
not
qualified
for
the
exam
school,
they
shouldn't
be
allowed
for
the
admission
to
the
exam
school.
On
the
other
hand,
there
are
some
really
really
excellent
students
because
they
live
in
the
wrong
zip
code
or
because
of
the
economic
situation
in
the
family.
They
didn't
get
the
admission.
That
is
also
unfair.
I
I
We
asian
americans
believe
using
evaluation
like
the
exam,
is
a
good
way
to
evaluate
for
a
mission
not
because
of
the
zip
code
or
because
of.
I
I
It
is
important
to
let
the
students
who
work
really
hard
and
to
gain
their
mission
by
merits.
I
To
work
hard
and
to
to
be
resilient,
and
that's
the
only
way
to
achieve
the
education
goal
and
that's
the
way
it's
supposed
to
be
for
the
admission.
D
B
B
Would
superintendent
or
anyone
would
you
like
to
give
any
update
before
we
go
to
a
vote
or
questions?
I
have
no
update.
No
update,
no
comments.
Okay.
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
each
will
make
take
have
five
minutes.
That's
one
or
two
questions
and
to
remind
bps
staff,
also
be
briefing
your
responses.
B
E
B
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion.
D
C
D
E
AO
M
M
As
you
know,
I
grew
up
on
food
stamps
and
you
know
I
just
really
believe
in
food
access
and
high
quality
food
and
the
fact
that
we're
going
to
have
students,
testing
out
food
and
getting
more
culturally
relevant
meals
to
our
students
and
that's
going
to
influence
our
menu
is
quite
exciting.
So
I'm
really
excited
about
that.
One.
L
C
B
C
C
D
C
D
AO
B
B
I
don't
want
to
mess
up
your
name,
so
the
laverne
stanislaus
presented
the
superintendent's
recommendation
to
renew
the
district's
contract
with
transportation
provider
transdev
for
the
2021-22
school
year.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
T
Coleman
well,
good,
you
know,
the
the
you
know:
transportation
in
the
city
is
a
tremendously
complicated
process
and
as
as
populations,
grow
and
making
it
on
time
are,
are
difficult.
Moving
kids
from
very
different
parts
of
the
city
to
others
in
integrating
both
our
charter
and
appropriate
schools
and
private
school
peers
is
a
phenomenally
difficult
process
and
in
the
time
I've
been
on
the
on
this
committee.
Rarely
have
I
felt,
we've
been
on
top
of
it.
T
And
so
we
can
really
make
be
confident
that
we
can
make
a
a
multiple
year
plan.
So
I
want
to.
I
want
to
state
appreciation
to
the
district
for
having
improved
the
quality
of
the
data.
The
accountability
that's
going
on,
even
though
we
know
it's
an
imperfect
system
and
needs
to
get
a
lot
better.
But
that's
the
groundwork
to
be
databased
and
to
be
consistent
and
transparent
is
the
base
we
need
in
order
to
improve
our
system.
T
So
I
want
to
thank
the
district
for
the
work
they've
done
and
intend
to
support
this
proposal.
AO
Thank
you,
madam
chair,
and
I
just
wanna
in
particular.
I
agree
with
dean.
Dr
coleman's
comments
about
the
data
from
the
district
overall.
I
particularly
want
to
thank
the
transportation
department,
an
extraordinarily
difficult
path
here,
the
amount
of
iterations
you
had
to
go
through
as
we
opened
buildings
closed
buildings
slowly
rolled
out
buildings,
our
students
with
disabilities.
First
that
obviously
have
intense
transportation
needs,
I'm
communicating
with
parents
to
by
the
end
of
the
year
when
we
were
back
running
and
traffic
was
back
in
boston.
AO
The
on-time
numbers
were
great,
so
congratulations.
I
see
de
la
verne
on
the
screen
with
her
assistant.
It
looks
like
on
her
lap,
so
probably
had
to
run
a
call
center
answering
the
phone
once
or
twice
as
well,
but
I
just
want
to
make
sure
to
give
a
shout
out
to
the
transportation
department
for
their
incredibly
hard
work
this
year
and
I'm
very
happy
to
support
your
recommendation
to
extend
for
a
year
as
you
think
about
what's
the
best
way
to
approach
transportation
in
future
years.
AI
B
M
Casellis
adam
chair,
I
just
want
to
take
a
moment
to
recognize
ella,
vern
and
her
entire
staff
for
the
incredible
work
that
they've
done.
I
also
want
to
thank
our
drivers
and
dispatchers
and
our
monitors
and
all
of
the
staff
at
transdev,
under
the
leadership
of
james
falk.
You
know
when
I
came
here.
M
Buses
were
really
a
challenge,
and
ms
delavar
and
stanley
was
on
the
job
new
and
inherited
a
big
challenge,
and
she
has
risen
to
that
challenge
with
her
team
and
really
worked
with
our
transdev
partners
to
put
in
place
significant
measures
and
processes,
and
we've
worked
with
our
unions
to
really
resolve.
Some
of
these
matters
obviously
still
always
work
to
do,
but
very
grateful
that
they
come
to
the
together
and
put
children
first
and
resolve
these
matters
so
very
thankful
to
our
union
partners
as
well.
So
I
just
wanted
to
mention
that.
B
AL
D
AL
AO
B
B
You
will
recall
that
at
our
last
meeting,
dean
coleman
presented
a
composite
performance
evaluation
that
synthesizes
the
individual
evaluations
completed
by
each
committee,
member
with
the
final
overall
rating
or
of
effective
or
proficient
at
this
time.
I
will
turn
it
over
to
dean
coleman
for
final
comments.
T
Thanks,
thank
you
chair
chris
robinson.
You
know,
I
think
that
the
the
writing
speaks
for
itself.
I
just
want
to
make
a
a
note.
This
is
a
difficult
decision.
We
need
to
make
it's
our
private.
It's
one
of
our
primary
responsibilities
is,
as
vice
chair
of
niels
wilson
right
for
the
budget
season.
T
It's
super
it's
strategic
plan,
budget
and
supervisor
superintendent,
and
so
it's
incredibly
important
very
difficult,
given
the
structures
of
of
our
work-
and
I
just
want
to
make
a
point
that
I
think
is
very
important,
both
for
us
and
the
community
at
large.
T
One
of
the
challenges
we
have
in
doing
this
type
of
evaluation
is
separating
the
evaluation
of
the
individual
and
the
work
that
they
are
doing,
the
skills,
they're,
demonstrating
and
and
the
goals
they're
accomplishing
in
relation
to
a
very
challenging
system
that
is
riddled
with
historical
challenges
and
problems
and
fights
and
those
don't
always
work
out.
Well,
so,
to
my
estimation,
that
our
evaluation
actually
captures
the
work,
the
superintendent
is
doing
to
move
the
system
and
improve
the
quality
system
forward.
T
It's
it
to
to
be
in
the
in
in
the
midst
of
tremendous
historical
and
current
challenges,
and
I'm
very
supportive
of
our
evaluation
of
that
performance,
also
understanding
that
we
have
a
long
way
to
go
and
we
have
a
system
in
need
of
significant,
as
as
a
council
person
george
mentioned
earlier.
You
know
we're
at
this
we're
at
this
critical
point
where
we
have
to
make
some
changes
that
are
systemic,
to
move
the
whole
group
forward
and-
and
I
think
we
need
to
look
at
both
those.
T
I
think
it's
very
important
to
have
for
us
to
listen
to
the
range
of
our
assessment,
because
it
reflects
the
range
of
our
community
sense
of
progress
and
that's
an
accurate
challenging
moment,
and
I
think
that
we,
I
think
it
captures
the
the
variance
of
perception
and
the
difficulty
of
the
challenge
and
allows
us
to
make
clear,
because
we
go
forward
in
the
next
month
about
specifying
the
things
we
expect
out
of
performance
in
the
coming
years.
So
thank
you
for
that
moment.
B
Thank
you
I'll
now
invite
one
second,
mr
trump,
I
would
like
to
invite
the
superintendent
to
give
any
final
comments
and
then
I'll
open
it
up
to
discussion
by
the
committee.
Superintendent.
M
Thank
you,
madam
chair,
and
thank
you,
dr
coleman,
for
your
incredible
guidance
during
this
year
and
support.
Thank
you
for
the
thorough
review
that
you
did
and
I
want
to
thank
the
school
committee
members
for
your
individual
evaluations.
M
M
Our
data
policy,
which
was
so
important,
then,
was
such
an
important
piece
to
so
many
in
the
community
to
protect
our
immigrant
students
and
protect
all
of
our
students
really
and
set
clear
expectations
around
that
to
serving
six
million
meals
and
getting
our
buses
running
on
time
and
distributing
a
lot
of
ppe
this
year
and
getting
our
buildings
clean
and
supporting
our
custodians
by
putting
additional
custodians
in
our
building
so
that
they
could
have
the
tools
and
the
support
they
need
to
maintain
our
buildings,
even
though
they're
so
old,
and
make
sure
that
they
were
clean
and
safe
for
our
students
to
managing
a
pandemic
response
with
our
nurses
leading
the
way.
M
They're,
just
amazing
to
our
social
workers
and
psychologists
and
special
ed
team
that
was
trying
to
reinvent
providing
services
when
it
was,
you
know
nearly
impossible
to
provide
those
services
in
a
remote
environment
to
students
who
couldn't
access
them.
Yes,
there's
still
so
much
more
to
do
for
our
el
learners
for
our
special
ed
learners
to
set
our
academic
vision
on
tar
on
target.
Those
are
still
things
remaining
that
we
still
need
to
do
that
got
set
aside.
M
Our
high
school
work
still
needs
to
be
done
and
prioritized,
and
now
with
the
esser
opportunity
right
there
in
front
of
us,
we
have
the
opportunity
to
build
a
strong
consensus
around
greater
equitable
opportunity
for
our
students
and
we're
going
to
lean
into
that,
and
hopefully,
in
the
next
few
weeks,
have
a
really
strong
plan
for
you
to
approve
for
for
moving
forward,
and
our
community
will
be
behind
it
because
it
will
be
what
they
said
they
wanted.
M
I
spent
a
lot
of
time
talking
to
a
lot
of
people
about
what
they
want
and
what
students
need-
and
I
think
you'll
see
that
reflected
in
the
esser
commitments
and
the
funding
decisions
that
have
to
be
made
for
that
400
million
dollars.
Now
I
do
try
to
remind
people
that
it's
10
of
our
budget,
so
the
real
bonus.
The
real
work
is
in
the
other
90
of
the
budget.
M
400
million
is
a
big
number,
but
our
budget
is
1.4
billion
and
that's
ongoing,
whereas
the
400
million
over
three
years
is
just
one-time
funding.
So
it
provides
us
an
opportunity
to
build
a
foundation
moving
forward
and
we
will
invest
in
literacy
programs.
We
will
invest
in
equitable
opportunities
in
arts
and
athletics
and
libraries
and
all
of
the
great
things
that
parents
have
said
that
they
need
before
and
after
care.
M
So
there's
a
number
of
things
that
we've
been
listening
and
we
should
have
a
final
list
for
you
moving
forward
on
where
we,
where
we
go
from
here,
but
I
thank
you
very
much
for
the
feedback
and
we
are
getting
focused
and
having
the
pandemic
behind
us
will
really
help
us
to
focus
on
the
things
that
matter
and
the
things
that
we
need
to
get
done.
So
with
that
I'll
turn
it
back
over
to
you,
madam
chair
and-
and
I
thank
my
school
committee
members
for
your
incredible
partnership.
These
past
two
years.
B
Great
thank
you,
superintendent
and
thank
you
for
your
leadership
during
this
incredibly
challenging
year.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Please
raise
your
hand
in
chat
right
now.
I
see
mr
tran.
E
Hi
it
it
just
a
very
quick
comment.
I
would
like
to
extend
my
gratefulness
and
appreciation
to
dean
coleman
for
having
been
very
patient
with
me,
as
I
believe
I
was
the
last
person
submitting
my
evaluation
to
you.
I
took
a
lot
longer
than
the
rest
of
the
members
and
I
appreciate
the
fact
that
you
you've
been
very
patient.
E
Secondly,
I
this
as
a
lawyer,
I
I
one
of
my
one
of
my
skills
supposedly
is
to
be
able
to
incorporate
by
reference
and
to
analogize
your
skills
in
that
area
in
compiling
the
the
final
version
of
the
the
recommendation.
C
AM
B
B
B
No
one
else
has
anything
I
just
want
to
say
again,
dr
viselius,
I
know
it's
been
a
very
trying
year.
I
think
the
thing
that
gives
me
the
greatest
hope
in
all
of
this
is
that
you
know
well.
My
focus
is
on
children,
and
I
see
that
we
are
on
the
precipice
of
opportunity
of
moving
forward
on
a
number
of
issues
to
improve
the
outcomes
of
kids
and
we've
had
several
superintendents
and
lots
of
promise
over
the
last
five
years.
B
But
a
lot
of
things
have
remained
promises
and
we
have
done
some
hard
work
to
move
some
sticky
topics
forward
during
a
year
of
pandemic
and
we're
right
at
the
beginning.
So
look
forward
to
continuing
to
to
move
forward
and
again
thank
you
for
all
the
work
that
you've
done
this
year
so
at
the
next.
Our
next
action
item
is
the
two-year
exp
extension
of
the
superintendent's
employee
and
countdown.
B
B
C
B
As
the
committee
discussed
at
our
last
meeting,
dr
gosselias
is
completing
the
second
year
of
a
three-year
contract
under
the
terms
of
her
employment
agreement.
The
school
committee
must
vote
by
today
to
grant
her
a
two-year
extension,
or
else
an
automatic
notice
is
triggered
that
the
committee
is
not
renewing
her
contract
when
it
expires.
12
months
from
now
at
the
last
meeting,
mr
o'neill
provided
a
good
summary
of
the
situation,
and
so
I'm
asking
him
again
today
if
he
will
come
forward
and
provide
some
slides
and
some
clarity.
AO
Thank
you,
madam
chair,
so
thank
you,
madam
chair,
and
at
your
request,
I'm
going
to
screen
share
here
for
a
second
and.
AO
So,
at
your
request,
we
did
review
closely
the
superintendent's
contract,
which
is
a
public
document
and,
I
believe,
is
posted
on
our
website.
But
for
the
sake
of
clarity,
I
have
highlighted
several
points.
Just
so
folks
can
understand,
and
I'm
only
going
to
quickly
state
some
facts.
Just
so
folks
can
see
why
the
school
committee
is
moving
forward
with
this.
At
this
moment,
we
respectfully
understand
that
some
have
suggested.
AO
We
delay
this
for
a
while,
either
past
november
or
for
a
year
etc,
and
this
is
because
of
the
written
contract
that
exists
between
the
school
committee
and
superintendent
cecilia.
So
our
last
contract,
with
our
last
superintendent,
was
for
five
years
when
superintendents
concilius
was
selected,
and
this
is
the
front
page
of
her
contract,
the
agreement
between
dr
brenda
casilius
and
the
boston
school
committee.
AO
So
when
superintendents
was
selected,
the
decision
was
to
instead
of
doing
a
five-year
contract,
to
do
what
was
called
a
three
plus
two
year
contract
and
the
thought
was
after
two
years,
do
a
brief
touch
base
and
was
the
superintendent
proficient
or
above
and
at
that
point
extend
and
if
we
didn't
extend,
then
it
ought,
as
the
chair
just
said,
would
automatically
trigger
a
notice
of
a
non-renewal
of
contract.
So
this
is
the
overall
contract
for
the
with
dr
cosilius.
As
I
said,
it
is
a
public
document.
AO
There
was
one
specific
excuse
me,
I'm
just
trying
to
move
so
I
can
see
here
there
is
one
specific
section
as
to
contract
extension
or
termination,
and
that
is
section
1.1
term
of
employment.
I'm
not
going
to
read
the
entire
thing,
but
I
am
going
to
highlight
several
specific
areas
within
this
paragraph,
so
folks
can
see
it
a
little
bit
easier
easier.
AO
The
first
says
the
contract
may
only
be
extended
with
proficient
or
better
rating,
and
that
specifically
says
this
agreement
may
be
extended
for
an
additional
period
of
two
years
at
the
in
the
discretion
of
the
committee
in
the
sole
discussion.
The
committee,
with
the
consent
of
the
superintendent
contingent,
upon
a
majority
of
the
whole
number
of
committee
members,
giving
the
superintendent
a
rating
of
exemplary
or
proficient
in
the
end
cycle
evaluation
that
takes
place
on
or
around
june
30th
2021,
which
happens
to
be
today,
so
that
first
criteria
has
been
met.
AO
That
same
section,
1.1
goes
on
to
say,
notice
of
the
committee's
intent
to
extend
this
agreement
or
to
end
the
employment
relationship
upon
expiration
must
be
given
by
a
certified
meal
return
receipt
request
to
the
superintendent
at
least
12
months
prior
to
the
anniversary
date
of
this
agreement,
and
that
is
important.
AO
So
that
means,
if
we
choose
not
to
extend
the
superintendent's
contract
tonight
by
two
years,
as
was
originally
planned,
with
a
three
plus
two-year
contract
by
tonight,
which
is
june
30th
2021,
then
we
are
automatically
in
effect,
giving
notice
that
the
employment
relationship
shall
end
upon
expiration,
which
would
be
june
30th
2022.,
and
just
for
clarification
for
folks
when
it
refers
to
the
anniversary
date
of
contract
year.
The
contract
year
for
purposes
of
agreement
shall
be
the
period
between
july
1st
and
june
30th
of
subsequent
calendar
year.
AO
So,
just
to
reiterate
again
end
of
this
section
1.1,
the
agreement
may
be
extended
for
an
additional
period
of
two
years.
It
does
not
say
one
year,
it
is
not
say
three
for
an
additional
period
of
two
years,
after
the
full
discretion
of
the
committee,
with
the
consent
of
the
superintendent
contingent,
upon
a
majority
of
the
whole
number
of
committee
members
giving
the
superintendent
a
rating
of
exemplary
or
proficient
in
the
end
cycle
evaluation
that
takes
place
on
around
june
30th
2021..
AO
AO
So,
madam
chair,
you
asked
me
to
just
kind
of
lay
out
the
facts
in
relation
the
contract.
Again,
as
I
shared
it
is
a
public
document.
The
entire
contract
is
a
public
document,
but
this
is
the
relevant
portion
to
why
the
committee
is
addressing
the
matter
at
this
point
great.
Thank
you.
B
Madam
chair,
thank
you.
Thank
you.
That's
a
very
good
summary
of
the
situation
and
I
agree,
and
that
so
agree
that
triggering
a
notice
of
non-renewal
would
be
a
disservice
to
our
community
and
would
put
our
district
in
a
period
of
uncertainty.
M
I
have
none
other
than
I
absolutely
want
to
serve
this
organization
and
serve
the
children
and
families
of
boston.
I'm
completely
committed.
B
Thank
you
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
I
see
dr
coleman.
Your
hand
is
raised.
T
Yeah
vice
chairman
of
the
vice
chair
person,
o'neil.
Thank
you
very
much
for
your
summary,
and
I
just
want
to
ask
just
a
couple
clarifying
questions
and
start
with
that
and
then
and
then
a
comment
about
the
value
of
renewal.
T
So
it's
my
understanding
that
this
two-year
contract,
the
superintendent,
is
still
an
at
will
employee,
and
so,
if
there's
something
that
happens
in
between
this
does
not
mean
this
is
this
does
not
mean
that
it's
guaranteed,
but
does
mean
we're
responsible
for
her
for
her
the
salary,
but
that
things
could
change
as
they
have
in
the
past.
That's
question
number
one.
AO
AO
Absolutely
right,
it
is
a
ends
up
being
a
five-year
contract.
But
yes,
the
superintendent
is
an
employee.
The
superintendent
could
choose
to
leave
boston,
but
does
have
to
give
a
notice
give
us
notice
of
a
certain
period
of
time.
If
she
chooses
to
leave
also,
the
committee
is
always
free
to
terminate
the
employment
with
the
superintendent
either
for
cause
or
without
cause,
and
if
it
is
without
cause,
then
the
maximum
liability
to
the
committee
is
one
year
of.
T
T
The
second
question
is:
it's
then
also
true
that
we
now
have
to
we
have
next
year's
process
of
evaluation
will
be
the
leading
up
to
the
extension
of
a
subsequent
contract
after
this.
So
in
fact,
by
next
june,
don't
we
have
to
come
forward
with
a
lot
if
we're
going
to
extend
the
contract
beyond
the
two
years.
We
have
to
make
that
decision
within
the
next
12
years,
or
not
we're
going
to
do
that
in
the
subsequent
year.
I.
AO
Correct
no,
this
contract
was
strictly
structured
as
a
three
plus
two
for
a
total
term
of
five
years.
I
would
anticipate
you
know
at
the
typically
contract.
Extensions
are
done
with
sitting
superintendents
across
the
country,
one
to
two
years
before
the
planned
extension,
a
planned
expiration
of
the
contract,
if
the
if
the
committee
or
school
board
is
happy
with
the
superintendent's
performance,
and
so
that
that
is
the
typical
practice.
But
there
is
nothing
in
writing
in
this
contract
about
a
specific
time
period
that
must
be
met
beyond
that.
T
Thank
you
for
that
for
clarification.
I
I
I
I
coming
from
the
old
educational
organizations
that
I've
and
it's
common
practice
that
you
you
make
the
renewal
in
the
penultimate
year
to
give
both
parties
a
year
to
to
making
decisions.
If
it's
not
a
positive
outcome,
but
but
that
was,
I
was
imposing
an
external
vision
there
and
then
my
third
point
that
I
want
to
make
in
in
general.
I
think
chippers
robson
brought
this
up.
You
know
with
the
with
an
effective
performance
as
a
superintendent.
T
We,
I
think,
have
a
deep
responsibility
to
drive
stability
for
this
district
and
our
children
with
what's
happened.
You
know
we're
in
the
middle
we're
transitioning
in
mayors,
we've
had
major
transitions
and
superintendents
over
a
decade.
We
don't
have
a
coherent,
cohesive,
professional
culture
and
system
plan,
and
dr
coselius
has
been
working
very
hard
to
develop
that.
T
But
that
takes
time
in
a
public
system
in
a
and
if
she
can't
fire
everyone
and
have
20
people
looking
for
every
job,
it
takes
time
to
move
forward
to
bring
everyone's
behavior
in
line
with
our
value
system,
with
the
pragmatics
of
the
operational
plan
within
the
strategic
vision
that
we've
established.
So
for
that
reason
I
am
a
huge
proponent,
as
miss
robinson
said
earlier,
of
the
stability
that
this
two-year
contract
will
bring
to
our
system,
so
that
people
know-
and
I
want
to
be
very
upfront
about
the
idea.
T
There
are
people
in
our
system
for
whom
this
will
not,
that
this
will
be
not
reflect
what
they
want
to
happen,
because
they're
not
aligned
with
the
strategic
vision
as
we're
now
operationalizing
it,
and
that
gives
them
choice
rather
than
sitting
and
waiting.
It
gives
them
choice
and
then,
as
we
rejuvenate
reimagine
redefine
what
we're
doing.
People
know
that
we,
as
a
school
committee,
are
committed
to
this
strategic
vision
and
plan
at
this
point
in
time,
and
if
people
are
going
to
come
into
our
community
to
work
with
us.
T
This
is
a
system
they're
coming
into
not
something
that
may
change
in
six
months
or
a
year.
This
is
something
we're
committed
to,
because
we
have
to
drive
deep
changes
to
get
the
outcomes
we
desire.
So
that's
why
I'm
a
strong
proponent
of
this
two-year
renewal.
Thank
you
very
much
for
your
time.
Madam
chairman,.
E
Yes,
thank
you,
dr
coleman,
for
your
comment.
There's
no
other
way.
I
can
summarize
my
my
thought.
The
way
you
did
I
I
appreciate
that
I
do
have
just
a
couple
of
maybe
technical
questions
regarding
the
contract.
The
first
question
is
at
the
point
I
don't
know
whether
in
the
contract
specifies
anything
other
than
the
fact
that
we
will
vote
up
or
vote
down
on
the
extension
based
upon
the
categories
that
we
we
based
upon,
the
the
marks
that
we
evaluated
the
superintendent
on
in
another
word.
E
Is
there
anything
anything
at
all
in
the
contract
that
would
lend
us
power
to
any
kind
of
amendment
or
any
kind
of
provision
that
would
lend
us
power
to
either
terminate
her
her
employment,
regardless
of
the
proficiency
or
the
effectiveness
marks
that
we
gave
her?
That's
the
first
question:
do
we
have
to
cut
that
that
that
that
that's.
C
AO
If
I
may,
if
I
may
try
to
address
that
so
the
way
it
is
phrased
that.
W
AO
Call
you
know
and
again
the
chair-
and
I
did
speak
with
legal
counsel
on
this-
the
boston
school
committee,
legal
counsel,
to
make
sure
we
understood
crystal
clear
the
contract.
AO
The
way
it
is
phrased
is
the
proficient
or
exemplary
rating
is
a
minimum
that
has
to
be
or
a
requirement
that
has
to
be
met
before
we
could
offer
a
two-year
extension,
we
could
not
offer
a
two-year
extension
if,
for
example,
the
composite
rating
was,
you
know
in
development
type
thing,
so
it
is
a
minimum
requirement.
It
does
not
automatically
trigger
the
offer
of
an
extension.
AO
It's
a
requirement
that
had
to
be
in
face
placed
first
before
we
could
decide
to
access
exercise
the
two-year
extension.
However,
in
answer
to
the
second
part
of
your
question,
that
is
the
only
we
only
have
two
options
at
that
point.
One
is
to
offer
the
two
year
option.
It
does
not
say
one
year
or
90
days
or
that
type
of
thing
it's.
AO
We
may
ask
full
discretion
offering
two
year
option
and
if
we
do
not
do
that
by
june
30th
2021,
then
it
in
effect
automatically
triggers
a
12-month
notice
that
the
contract
will
not
be
extended.
AO
So
those
really
those
are
only
two
options,
but
the
meeting
is
a
minimum
criteria
that
has
been
met
by
our
vote
that
we
just
took.
E
Okay,
my
well,
I
wish
the
contract
was
written
in
a
more
thorough
way
to
give
us
some
latitude
on
how
to
come
about
the
extension.
AO
Well,
we
do
have
two
committee,
two
lawyers
on
the
committee
now
who
were
not
previously
on
the
committee,
so
I'm
sure
next
time
we
undertake
a
negotiation,
we'll
put
both
of
the
attorneys
on
the
committee
to
work.
E
Yes,
okay,
sure
the
well,
then
then
I
I
will
not
ask
my
second
question,
but
I
I
would
like
to
take
this
opportunity
to
just
echo
dr
cole
dean
coleman's
remark
regarding
the
stability,
the
continuation.
I
understand
the
the
politics
of
the
city.
I
understand
I
I've
been
a
political
animal
for
for
a
while.
I
understand
all
that,
but
I'm
not
going
to
tie
the
hand
of
the
superintendent
with
a
one
year.
E
You
know
continuation
and
and
and
turn
her
into
a
lame
duck
for
the
kind
of
stability,
the
kind
of
work
that
we
are
pursuing
and
that
we
are
pushing
so
for
that.
I
strongly
support
dean
coleman,
so
recommendation.
Thank
you.
AO
Thank
you,
madam
chair.
I
I
tried
before
to
simply
state
facts,
as
you
requested
me
too,
but
as
a
voting
member
as
well,
I
just
I
would
like
to
express
my
opinion
and
you
know
like
like
a
lot
of
us.
We
get
input
from
all
across
the
city,
so
we
talk
to
school
leaders.
We
talk
to
teachers,
parents
students.
I
also
actually
spoke
with
a
number
of
the
members
of
the
superintendent
search
committee
that
worked
on
bringing
dr
casilius
to
boston.
AO
I
was
honored
to
be
part
of
that
committee
as
I
was
on
the
search
committee
before
that
as
well
so-
and
I
did
ask
folks,
you
know,
for
their
opinion
of
of
how
dr
casilius
is
doing,
even
as
we
were
doing
our
own
evaluation
and
it's
no
surprise
to
dr
casilius
that
she
has
fans
in
the
city.
She
has
a
few
detroiters
as
there's
no
bigger
lightning
rod
in
boston,
whether
it's
the
lightning
rod
up
or
the
crew
or
being
superintendent
of
schools
in
boston.
AO
Up
in
the
year
of
a
pandemic,
there
were
a
number
of
people
that
had
very
nuanced
views
as
well.
That
saw
a
lot
of
the
good
that
the
superintendent
has
done
in
the
past
two
years,
all
the
moving
in
the
right
direction,
all
the
tough
things
that
she
has
challenged
and
taken
on
sorry,
superintendent,
you're
with
us.
I
should
address
you
directly
all
the
things
that
you
have
taken
on,
as
you
said
at
the
outset.
AO
The
fact
that
we're
talking
about
example,
admissions,
two
years
after
you
came
here
that
several
weeks
ago,
we
approved
the
policy
on
mass
core
that
had
been
talked
about,
I
believe
for
seven
years,
so
many
things
that
you
have
done
and
importantly
the
pandemic
that
hit
and
how
you
evolved
and
considering
today
is
my
last
day
june.
30Th
is
my
last
day
as
chair
of
the
council,
great
city
schools.
I
can't
help
but
invoke
that
as
well,
and
I
do
in
that
position.
AO
I've
had
the
opportunity
to
talk
with
a
lot
of
superintendents
and
school
board
members
across
the
country
on
a
very,
very
regular
basis,
and
I'm
aware
of
the
seven
openings
for
superintendents
in
large
city
schools
that
are
that
are
available
right
now.
As
an
example,
and
but
you
know,
I
saw
able
to
compare
the
superintendent's
performance
to
a
number
of
her
peers,
and
I
know
the
high
regard
she
is
held
in
by
her
peers
across
the
country
who
have
seen
the
work
that
she
is.
AO
I
saw
us
that
how
you
guided
us
through
the
pandemic
when
half
the
city
wanted
schools,
open,
half
the
cities
wanted
school
closed,
and
I
know
the
impact
to
you
and
the
senior
team
and
and
yet
continue
to
guide.
I
know
you're
a
lifelong
learner.
AO
I
always
want
to
improve
your
learning
in
this
role,
even
with
both
of
experience
as
commissioner
and
superintendent
and
educated
school
leader,
you
know
peers
across
the
country
say
it
takes
three
to
five
years
in
a
city
to
really
hit
your
stride
and
I
see
pieces
falling
in
place.
In
particular,
I
want
to
thank
you
for
having
the
courage
and
the
foresight
to
conduct
the
gallup
poll.
AO
We
were
coming
up
at
the
end
of
the
pandemic,
and
you
know,
as
my
mother
used
to
say,
everyone's
at
the
wit's
end.
It's
been
a
very
tough
year
for
everybody,
and
we,
you
know,
you
probably
had
a
pretty
good
sense
of
how
folks
were
going
to
respond
but
fix
what
you
can't
see
and
having
talked
with
you
about
it.
AO
I
I
appreciate
your
courage
in
conducting
that
poll,
even
with
the
sense
I
was
going
to
come
out
and
now
how
you
are
moving
with
clarity
working
with
a
number
of
the
employees
to
say:
okay,
particularly
central
office
morale,
we
want
to
work
on
it
here
are
three
to
five
things:
we're
going
to
work
on
to
try
to,
and
I
really
applaud
the
fact
that
you
did
that
and
that
to
me
showed
the
courage,
your
convictions
and,
lastly,
you
know
the
core
of
who
you
are
and
how
equity
is
everything
about
you?
AO
You
have
taught
me
a
lot
about
that
in
the
past
couple
years,
and
so
I
do
believe
in
stability
for
our
district.
I
do
believe
you
are
on
the
right
path
and
be
delighted
to
continue
to
work
with
you
for
a
couple
years
more
so
I
also
support
recommendation.
B
Thank
you.
I
just
want
to
say
a
few
things
that
I
too
agree
with
what
my
colleagues
have
said
and
superintendent
I've
only
been
in
my
role
for
two
weeks.
Less
than
that,
and
I
know
what
leadership
change
can
be,
and
I
I
just
take
my
hat
off
to
you
in
terms
of
what
you
must
have
to
deal
with
in
24
hours.
B
B
Sometimes
I
think,
are
happy
not
to
see
things,
and
you
know
what
I've
said
over
and
over
again
in
the
last
couple
of
weeks,
when
our
student
failed,
when
our
students
feel
who's
who's,
who's,
getting
who's
winning
our
students,
but
we're
all
here
for
students
and
you've
made
that
really
clear
and
so
now
looking
forward
to
give
you
an
opportunity,
hopefully
in
a
year,
not
a
pandemic,
to
actually
move
forward
on
many
of
the
things
that
you
and
your
team
have
been
striving
for
so
with.
AO
E
No,
I'm
not
raising
your
question.
I
was
just
trying
to
respond
to
your
comment.
The
chair
first
chairwoman
robinson.
Yes,
thank
you
for
stepping
up.
I.
E
E
B
D
C
C
D
E
H
B
B
The
proposed
amendment
would
provide
the
committee
with
an
additional
two
days
to
provide
that
notice
extending
the
deadline
to
july.
Second,
specifically,
the
recommended
recommendation
before
us
is
an
amendment
to
the
contract
between
the
boston
school
committee
and
dr
brenda
caselias
dated
may
8
2019
as
follows.
B
M
I'm
just
so
very
grateful
to
this
school
committee
and
so
committed
to
the
children
of
the
city
and
the
work
ahead
with
the
team
at
boston,
public
schools,
all
the
educators,
school
leaders
and
all
of
our
staff
from
our
buses,
our
cafeterias
to
our
classrooms.
I'm
just
very
grateful
and
humbled
to
be
able
to
lead
this
work.
Thank
you.
AO
Madam
chairman,
I
just
point
out:
this
is
a
a
very
minor
technicality.
It
was
only
because
our
original
last
meeting
in
the
year
was
scheduled
for
last
week
and
it
got
pushed
to
june
30th
and
the
contract
says
we
have
to
vote
by
june
30th
which
we
did,
but
it
also
said
then
certified
mail
return
receipt
requested
and
it's
impossible
to
send
a
certified
mail
return
receipt
requested
now
at
7,
30
p.m.
AO
So,
upon
the
advice
of
legal
counsel,
they
suggested
this
just
be
moved
out
by
two
days
so
that
the
letter
could
be
prepared
and
given
to
the
superintendent.
AQ
B
T
C
D
E
E
AO
B
You
thank
you
all.
Thank
you
superintendent.
So
our
first
report
this
evening
is
the
suspension
of
the
mass
max
of
age
policy
for
the
school
year
2021-22
at
this
time.
I'd
like
to
invite
manny
allen,
director
of
the
re-engagement
center
and
carlos
diaz
coordinator
of
the
school
services
for
alternative
education,
to
please
give
their
presentation,
but
first
I'd
like
to
invite
the
superintendent
to
give
opening
remarks.
M
Madam
chair,
if
you
recall,
we
passed
a
similar
policy
last
year,
and
so
I
I
re
requested
that
they
come
back
and
and
do
this
for
permanency
so
that
we
can
have
this
suspension
of
the
maximum
age
this
year
as
well.
So
we
did
pass
it
last
year.
This
is
very
similar
this
year
to
ensure
that
the
the
last
year,
where
we
know
was
so
challenging
for
so
many
of
our
students
that
we
have
the
time
in
order
to
ensure
that
they
get
what
they
need
and
they
earn
their
diplomas.
AR
Good
evening,
madam
chair,
as
mentioned,
my
name,
is
carlos
diaz.
I
am
the
coordinator
of
school
services
for
alternative
education.
It's
important
to
note
that
the
pandemic
has
brought
about
some
unanticipated
challenges
that
have
greatly
affected
many
of
our
most
vulnerable
students.
AR
I
would
like
to
point
out
that,
if
granted
this
one-year
suspension
of
this
policy
would
and
does,
align
with
the
following
commitments
of
the
pps
strategic
plan.
In
particular
commitment.
One
theolo
eliminate
deal
to
opportunity
and
achievement
gap.
Commitment
three
amplify
all
voices
commitment
for
expand
opportunities
at
this
time.
Madam
chair,
I
would
like
to
turn
over
this
part
of
the
presentation
to
my
colleague,
manny
allen,
executive
director
of
the
re-engagement
center,
who
will
provide
you
all
with
some
very
important
data
points
on
who
these
students
are
manny.
AP
Good
afternoon,
everyone
well
good
evening,
actually
good
to
be
here
with
you,
I'm
just
going
to
give
you
a
little
breakdown
of
who
these
students
are.
AP
So
there
are
currently
right
now
we
have
384
students
that
are
currently
that
will
be
21
on
or
before
august
31st,
so
124
of
them
will
not
be
affected
by
this,
because
52
are
actually
boston
day
and
evening
students
and
they
have
a
charter
agreement
with
desi
that
allows
them
to
hold
on
to
their
students
into
their
23rd
birthday
and
then
get
another
72
of
special
ed
students
on
special
education
students,
which
means
they
have
a
transition
plan
per
their
ie.
AP
So
really,
what
we're
talking
about
are
the
260
remaining
students
that
can
possibly
benefit
from
this.
If,
if
we
approve
it
and
just
those
students
is
89,
are
from
bada
and
that's
a
level
funded,
school
and
171
are
from
other
schools
of
which
which
have
different
funding
and
therefore
there
will
be
no
little
a
minimal
to
no
financial
impact
on
making
this
decision.
AP
So,
just
to
be
clear
again,
you
know
the
superintendent
said
this
last
weeds
passed
and
this
past
this
past
school
year.
AP
Sorry,
this
past
school
year
was
a
little
was
just
like
the
first
one,
so
we
decided
to
make
a
recommendation
for
yes,
so
the
implications
of
a
guest
hope
will
mean
that
all
the
students
who
were
turned
21
on
or
before
august
31st
will
be
permitted
to
remain
in
school
until
graduation
until
graduation,
or
whatever
happens
first,
whether
they
finish
or
the
school
year
ends
in
a
novel,
would
mean
that
all
those
students,
the
the
260
students,
will
be
required
to
exit
unenrolled
and
they
will
be
referred
to
to
adult
ed
or
adult
programming
at
the
end
of
this
school
year.
B
AO
I
have
just
one
quick
comment:
thank
you,
mr
diaz
and
mr
allen.
For
that
presentation.
I'm
curious
if
we
know
the
impact
to
students
last
year.
You
know
who
who
in
effect,
benefited
from
this
policy.
You
know
of
the
one-year
extension
last
year.
Do
we
know
the
outcomes
for
those
students?
AO
AQ
AP
No,
it's
expected,
so
I
believe
there
was
about
only
30
students
who
remain
on
this
list
that
was
still
on
the
list
from
last
year,
so
it
was
very,
it
was
very
beneficial.
AP
AO
Great
appreciation,
maybe
mr
allen,
if
we
could
get
a
follow-up
report,
you
know
of
of
a
sense
of
how
the
the
students
who
were
impacted
by
the
policy
last
year,
what
the
outcomes
were
that
that
would
be
great
and-
and
while
I
have
you,
I
have
to
thank
you
for
leading
the
effort
with
the
superintendent
knocking
on
doors
recently
to
go
out
and
and
find
students
who
have
not
been
engaged
and
to
re-engage
them.
Sorry,
I
couldn't
make
it
that
day
with
you,
but
I
I
did
see
the
wonderful
story.
AO
AP
Because
31.
there
was,
it
was
a
59
students,
so
just
to
be
clear,
this
was
a
not
your
normal
walking
event.
These
were
targeted
students,
so
we
drove
to
every
house,
so
we
hit
59
doors
in
about
an
hour
and
a
half.
We
made
31
connections
with
students
and
families
and
we
were
and
15
of
those
students
requested
follow-up
which
we
followed,
but
all
it
was
a
great
event
and
we'll
be
doing
this
all
summer.
So
thank
you
for
your
support.
M
Well
I'll
tell
you
what
this
is
a
fine
example
of
all
means
all,
and
I
can't
thank
the
team
at
the
re-engagement
center
and
our
high
school
team
and
all
the
volunteers
that
came
out
every
single,
every
single
kid
matters.
If
we
would
have
just
gotten
one-
and
I
know
dr
bergerman
last
year
as
a
as
a
mentor
to,
I
think,
two
of
the
students
that
she
knocked
on
doors
for
still
and
making
sure
that
they
got
over.
M
AO
AR
B
Yes,
I
also
want
to
say
thank
you
particularly
for
being
proactive
and
going
out.
I
got
to
do
it
a
year
ago,
and
I
know
it's
a
lot
of
work
and
I
know
families
really
appreciate
it.
So
thank
you.
If
there
are
no
more
questions
from
the
committee,
we
will
look
forward
to
taking
action
on
this
very
important
issue.
Our
next
meeting.
Thank
you.
B
Thank
you.
So
much
all
right.
Our
next
report
this
evening
is
a
horace
mann
in
district
charter
renewal
for
the
dudley
street
neighborhood
charter
school.
At
this
time,
I'd
like
to
to
invite
deadly
school
dudley
street
neighborhood
charter,
school
principal
elijah,
heckshaw,
hextel
and
board
chair
and
former
parent
hakeem
harris
to
please
present
their
report.
B
M
I
just
want
to
thank
the
team
for
coming
here
today
and
I'll
invite
mr
solomon
to
give
some
comments,
opening
comments.
N
AQ
Thank
you
for
that
and
good
evening.
Everyone
for
those
that
don't
know
again.
My
name
is
hakeem
harris,
I'm
a
parent
of
what
is
now
a
former
dudley
street
neighborhood
charter
school
student
and
a
parent
of
one.
That's
going
to
be
upcoming
in
k1,
really
looking
forward
to
this
school
year
on
and
we're
here
to
present
and
talk
about
the
charter,
renewal
and
next
slide.
Please
jesse
some
history
on
the
school.
AQ
It
was
founded
back
in
2011
and
it
was
a
collaboration
between
the
dudley
street
neighborhood
initiative
and
bpe
for
boston's
plan
for
excellence.
Although
it
was
started
in
2011,
there
was
a
lot
of
planning
that
went
into
the
formation
of
this
school
and
it
was
launched
specifically
to
try
to
create
a
k-12
pathway
in
the
dudley
street
area,
and
we
were
able
to
do
that
with
combining
with
the
dearborn
stem
academy,
bps,
boston,
public
schools,
bpe
as
well
as
dsni.
AQ
AQ
There
are
three
main
parts
or
three
main
missions
and
we'll
go
into
this.
In
a
little
bit
more
detail
as
we
go
through
the
presentation
of
what
the
schools
are
really
three
pillars
of.
What
we
wanted
to
do,
first
and
foremost,
is
to
provide
a
high
quality
education
for
all
students.
We
know
that
this
area
has
been
traditionally
underserved,
and
but
that
does
not
mean
that
they
are
undeserving
of
having
this
quality
education.
AQ
There
are
a
ton
of
kids
in
this
area
and
they're
all
pretty
phenomenal,
so
to
be
able
to
be
part
of
offering
them
that
education
has
been
really
an
honor
and
a
privilege
on.
My
part.
Number
two
is
to
serve
as
a
driver
of
human
capital
development.
One
of
the
things
that
makes
dudley
street
so
unique
is
that
there
are
so
many
adults
that
are
in
the
building
and
all
of
these
adults
have
been
focused
in
on
what
is
best
for
the
child
for
our
students.
AQ
So
it
makes
it
a
lot
easier
from
an
educational
standpoint
for
you
to
be
able
to
pinpoint
exactly
what
each
student
needs
and
be
able
to
provide
that
for
them
because
of
having
again
so
many
adults
in
the
classroom
that
are
really
geared
to
education
and
three
is
to
serve
as
a
partner
to
improve
the
w
street
neighborhood
schools.
Again,
you
know,
we've
got
a
lot
of
students
in
this
area.
We've
got
a
couple
of
schools
in
this
area
as
well.
AQ
I
mean
we
wanted
to
make
sure
that
we
we
stood
out
in
in
a
way
so
that
anyone,
any
parent
that
had
a
child
in
that
cater
to
five
range,
would
choose
deadly
street
as
being
the
place.
That's
partnered
with
the
responsibility
of
really
raising
our
children
next
slide.
AS
So
good
evening,
everyone
I'm
elijah
heckstall.
I
just
finished
my
first
year
as
a
principal
here
in
the
dudley
street
neighborhood
charter
school,
and
I
just
want
to
briefly
highlight
some
of
the
some
of
the
some
of
the
things
we're
proud
of,
many
of
which
was
a
lot
of
the
work
preceding
my
time,
but
that
I've
had
the
the
benefit
of
kind
of
capturing
and
I'm
tasked
with
continuing,
and
so,
as
hakeem
mentioned,
we
kind
of
have.
AS
You
know
three
elements
in
our
mission
and
thinking
about
what
we
want
to
do
and
wanted
to
share
that.
You
know:
we've
had
some
academic
successes,
we've
seen
the
heavy
majority
of
our
students
with
one
or
more
year
of
academic
growth,
with
all
of
our
internal
assessments.
Thinking
about
literacy,
especially
in
our
elementary
schools.
Early
literacy
is
extremely
important
for
the
trajectory
and
success
of
students
in
the
future,
and
even
in
this
year,
with
a
pandemic
remotely,
we
saw
similar
results
as
our
teachers
and
staff
work
their
butts
off
to
to
continue
that
work.
AS
Let
me
go
to
the
next
slide
as
well,
jesse,
and-
and
also
if
you
look
at
the
you
know,
scaled
mcat
scores,
which
is
what
this
slide
is
quickly
highlighting
and
specifically
looking
at
our
student
population
and
our
subgroups
of
african-american
students
and
latinx
students
of
which
make
up
95
percent
of
our
population.
AS
We
really
want
to
think
about
like
how
they're
performing
and
then
as
compared
to
both
both
and
public
schools,
as
well
as
statewide
we're
right
on
par,
if
not
ahead,
and
so,
despite
even
not
having
this
year's
mcas
results.
Yet
in
the
last
year,
or
so
with
the
absence
of
the
test,
we
are
very
proud
of
the
work
that
we've
done
so
far
and
I
think
we'll
just
continue
to
grow
as
we
move
to
the
future
next
slide.
AS
Second,
piece
that
we
want
to
highlight
is
around
how
we
prepare
and
support
boston
teachers.
We
are
very
lucky
and
blessed
to
be
with
partners
with
boston,
public
schools
and
actually
be
a
teacher
pipeline
for
the
for
the
district
and
so
boston
teacher
residency
operates
within
our
school.
It's
been
operating
for
a
very
long
time.
From
a
longevity
standpoint,
boston
teacher
of
residency
has
prepared
over
700
teachers
for
the
boston
public
schools,
over
half
of
which
are
our
teachers
of
color.
AS
And
if
you
look
specifically
within
dudley
street
over
the
last
four
years,
we've
actually
had
40
teachers
that
are
now
in
boston,
public
schools,
all
of
which
all
of
one
of
except
for
one,
went
on
to
teach
in
boston,
public
schools,
three
of
which
stayed
beyond
their
two
years,
and
so
we're
proud
and
committed
to
have
both
teachers
who
we
have
trained,
who
are
currently
in
our
school
and
staying
and
working
with
our
students,
both
in
our
school
in
our
community
and
then
across
the
district.
AS
We
also
have
deadly
promise
score,
which
is
an
americorps
program
that
plays
a
critical
role
in
our
school.
They
support
students.
They
support
teachers,
they've
done
tutoring,
they
run
after
school
programs
in
enrichment.
AS
They
provide
a
lot
of
the
activities
and
supports
that
our
students
need
to
get,
and
I
think,
quite
frankly,
our
families
really
really
are
attracted
to,
given
that
we
have
a
large
number
of
adults
and
that
lowers
the
student
to
you
know,
teacher
and
adult
ratio
which
allows
us
to
do
a
lot
of
different
things,
including
supporting
families
during
covert
providing
tutorials
and
doing
all
the
little
things
that
make
make
coming
to
school
a
lot
easier
for
for
our
families.
AQ
Just
to
highlight
that
last
part,
it
really
does
make
a
huge
difference.
I
know
when,
when
we
were
trying
to
decide
what
school
we
were
going
to
send
our
daughter
to
one
of
the
things
that
would
made
it
most
attractive
is
the
fact
that
there
were
so
many
people
that
were
again
focused
on
both
the
academic
enrichment,
as
well
as
emotional,
social
and
emotional
enrichment
of
the
students.
AQ
It
made
a
huge
difference,
at
least
with
us
and
and
us
deciding
to
go
with
dublin
street,
and
you
know
not
just
once,
but
now
twice
there
and
regarding
that
third
pillar,
that
third
thing
that
we
talked
about
making
sure
that
that
we
improve
the
educational
opportunities
in
the
dudley
area.
There
was
a
co-founding
free
of
the
nubian
neighborhood
network
between
ds
and
iron
project
hope
to
try
to
organize
for
covert
response.
AQ
We
know,
obviously,
this
hit
everybody
hard,
but
it
always
hits
disproportionately
harder
for
those
that
are
either
underserved
or
underprivileged
from
a
financial
standpoint
and
therefore
being
able
to
mobilize
and
get
the
needs
of
both
these
students
and
their
families
taken
care
of
during
covert
was
huge.
There
are
a
couple
of
initiatives
that
we
that
we
set
out.
AQ
One
is
strengthening
that
stem
ecosystem
in
the
neighborhood,
so
we
partnered
with
math
talks
for
math
installations
across
the
neighborhood,
and
on
top
of
that,
there's
now
been
this
kind
of
synergistic
relationship
between
us
at
dsncs,
as
well
as
the
dearborn
stem
academy
and
as
a
matter
of
fact,
in
april
vacation,
there
was
a
stem
academy
for
fourth
and
fifth
graders
at
dearborn,
which
they
absolutely
loved.
If
you've
seen
the
the
dearborn
school,
it's
pretty
cool,
I
went
in
there
and
my
jaw
dropped.
AQ
I
was
actually
a
little
jealous
because
my
schools
looked
nothing
like
that
growing
up,
but
just
being
able
to
give
these
kids
an
opportunity
or
look
at
something
that
they
might
not
otherwise
have
thought
of
stem
might
not
be
where
they
would
have
gone.
Had
there
not
been
this
focus
from
this
k-12
pathway
of
being
able
to
build
that
out.
AQ
So
now
you're
talking
about
students
again
that
were
largely
underserved
that
are
now
expanding
their
horizons
in
terms
of
what
they,
what
they
can
do
and
where
they
can
go
and
to
demonstrate
how
much
that
relationship
means.
75
of
the
fifth
graders
are
going
into
dearborn
from
the
four
neighborhood
feeder
schools.
AQ
So
parents
are
recognizing
that
that
difficulty
in
trying
to
figure
out,
where
am
I
going
to
send
my
child
to
school,
or
you
know,
trying
to
figure
out,
navigate
that
entire
process
being
able
to
have
this
option
of
knowing
that
my
child
will
be
in
this
specific
neighborhood
and
knowing
that
they'll
be
under
an
oversight
that
there's
again
that
that
relationship
between
the
two
schools
is
huge.
AQ
It
takes
away
a
large
amount
of
stress
from
a
parent's
decision-making
process,
and
that
cannot
possibly
be
overlooked
next
slide,
and
so
this
kind
of
outlines
what
we
were
talking
about
before
that
k-12
pathway,
right
where
you
you
have
students
that
are
coming
into
w
street,
that
are
going
through
the
day
of
one
stem
academy
and
either
going
into
post-graduation
or
if
they
decide
that
you
know
for
one
reason
or
another
school
isn't
for
them,
that
we
make
sure
that
we
set
them
up
for
with
the
skills
necessary
for
them
to
be
able
to
have
a
sustainable
wage
right.
AQ
Part
of
the
the
thing
that
makes
boston
so
difficult
is
how
expensive
it
is
so
making
sure
that
these
kids
have
everything
it
is
that
they
need
so
that
they
can
step
out
into
the
adult
and
real
world
and
be
able
to
survive
on
their
own
is
huge,
whether
that
is
post-grad
and
going
on
to
college
or
or
some
technical
school
or
deciding
to
enter
the
workforce
right
now.
AQ
AS
And
I
just
want
to
close
a
brief
presentation
this
evening
to
talk
about
this
this
last
year
and
so
I'm
in
a
unique
position
to
come
in
as
my
first
year
and
now
in
the
on
the
precipice
of
a
charter,
renewal
and
there's
been
a
lot
of
work
that
has
happened
well
before
me,
but
a
ton
that
happened
this
year
and
I
I
think
it
goes
without
saying
that
I
need
to
thank
my
staff
and
our
families
and
community
for
supporting
us.
AS
Throughout
this
year
we
had
an
attendance
rate
of
you
know,
93.7
across
the
entire
year,
which,
which
I
thought
was
great,
given
the
troubles
with
wi-fi
the
computers
all
of
the
different
changing
and
moving
parts.
We
have
a
96
percent
staff
retention
as
we
head
into
next
year,
and
so
we
have
a
poised
community
that
is
embedded
and
and
loving
what
we're
doing,
and
I
think
that
we
have
a
lot
of
potential
for
continuing
to
work
at
the
school.
AS
We
also
have
a
projected
higher
enrollment
going
into
next
year,
which
is
which
is
fantastic,
and
so
I'm
hopeful
for
the
support
of
the
school
committee.
The
continued
support
of
the
superintendent
and
the
district
as
we
try
to
continue
to
work
at
dsncs.
Thank
you
all.
B
AH
C
Yes,
thank
you,
madam
chair.
I
just
want
to
say
thank
you
for
the
presentation
and
also
thank
you
to
mr
solomon,
who
was
able
to
introduce
me
to
these
fantastic
schools
and
programs
and
looking
forward
to
support.
So
thank
you.
T
You
know
I
I
want
to
recognize
the
tremendous
progress
that
this
organ.
T
This
community
is
made
over
the
time
that
they
they've
gone
forward,
and
I
agree
with
they
have
addressed
all
the
many
of
our
major
issues,
both
creating
a
a
center
school-based
center
and
a
community
where
people
can
look
forward
to
and
have
multiple
gender
multiple
children
join,
producing,
helping
build
our
capacity
of
developing
and
recruiting
retaining
culturally
competent,
linguistically
proficient
educators,
all
very
wonderful
and
also,
I
know
they
also
the
willingness
to
share
the
knowledge
they're
gaining
with
all
of
us.
So
that's
very
important.
T
AO
Yeah
I
I
just
want
to
say
I
remember
this
journey
well
and
I
was
absolutely
blown
away
by
the
statistics
75
of
fifth
graders
from
the
four
feet
of
schools
going
to
the
dearborn.
AO
That
was
exactly
what
the
hope
was
when
we
talked
about
doing
a
coalition
of
schools
and
having
a
feeder
program
and-
and
you
were
really
one
of
the
first
in
the
city
where
we
tried
to
say
these
schools
will
feed
into
this
school.
But
we
have
parents
will
only
do
that
if
they
see
quality
and
obviously
the
gorgeous
building
helps.
AO
So
even
when
you
go
up
on
the
top
floor
and
you
see
the
generators
and
everything
with
glass
right
that
used
to
be
in
the
basements,
we
never
went
near
them
and
now
they're
in
glass.
So
the
students
can
understand
how
they
work.
I
mean
so
many
things
were
thoughtfully
done
in
the
school,
but
this
is
all
about.
AO
Parents
wouldn't
have
their
children
there
if
they
didn't
believe
they
were
getting
a
quality
education
there
and
being
set
up
for
the
jobs
of
the
future
in
this
city,
and
so
I
absolutely
love
to
see
that
statistic
and
it'll
be
interesting
how
some
of
the
other
feeder
patterns
that
were
set
up
around
the
city
if
they're
hiring,
if
they're
having
that
higher
result
as
well.
I
am
curious
about
how
you
are
in
capacity
particularly
at
the
dearborn
versus
enrollment.
N
Yeah
we're
we
are.
Thank
you
for
the
question,
we're
we're
basically,
at
capacity
now,
the
building
was
projected
to
take
600
kids
and
were
projected
at
just
over
600
for
the
coming
year.
So
we,
you
know,
we've
been
we've
been
growing
each
year,
so
we
think
we're.
We
think
we're
at
full
size.
N
There
is
a
little
window
here,
which
is,
as
we
continue
to
build
the
pathways
programs
more
and
more
juniors
and
seniors
will
be
out
of
the
building
and
we'll
be
in
internships
and
taking
college
classes,
etc.
Obviously,
this
last
year,
you
know
no
one
was
there
for
part
of
the
year,
but
so
there
may
be
a
little
more
capacity
possible
as
we
hopefully
get
more
and
more
juniors
and
seniors
out
and
around
the
city.
AO
You
know
it.
It
reminds
me
of
field
of
dreams
when
you
say
if
you
build
that
they
will
come.
I
remember
so
vividly
how
hard
the
neighborhood
fought
for
this
school
to
be
built
and
for
them
to
have
ownership
of
it,
and
I'm
so
thankful
that
they
did,
and
I'm
so
glad
grateful
for
the
direction
that
is
going
and
for
the
long-term
commitment
of
you
as
well
to
this
school
in
this
pathway.
Thank
you.
B
Thank
you.
I
have
a
couple
of
questions
about
the
the
capacity
at
dudley
street,
and
so,
if
is
the
curriculum
at
dudley
street,
did
you
have
do
you
have
a
heavy
stem
curriculum
in
order
to
help
kids
transition
and
understand
what
the
potential
is
going
over
to
the
dearborn.
AS
Yeah
so
we've
actually
integrated
both
a
steam
class
science,
technology,
engineering,
arts
and
math
for.
AS
Grades
as
well
as
a
traditional
science
class
for
our
upper
grades,
our
third
through
fit,
so
every
student
at
dudley
street
has
science
as
a
course
throughout
the
entirety
of
the
year
from
the
time
they're
one
student,
all
the
way
through
fifth
and
we've
we're
taking
part
in
some
of
the
coding
initiatives
that
boston
public
schools
is
actually
offering
to
some
of
our
the
science
and
stem
teachers,
and
so
we're
trying
to
draw
on
a
lot
of
resources.
AS
B
And
my
other
question
is
about
the
feeder
schools
and
again
the
the
curriculum.
Is
there
shared
curriculum
amongst
you
and
those
feeder
schools
around
stem
in
terms
of
growing
a
strong?
You
know
cohort
of
kids
who
are
coming
in
with
some
shared
experiences
as
they
make
that
transition
and
during
the
time
that
they're
in
their
elementary
schools.
AS
Yeah,
so
I
would
say
we
are
not
at
the
point
where
we
are
at
with
all
the
other
schools
collaborating
in
the
same
way
that
we
are
with
the
dearborn,
and
so
a
lot
of
that
work
is
happening.
Obviously
vertically,
and
I
think
our
next
goal
is
to
obviously
think
about.
Then
what
are
we
doing
with
the
other
three
schools
and
what
is
what
can
be
aligned?
Where
can
there
be
partnerships,
but
that
has
not
been
as
concrete
as
it
has
been,
obviously
directly
within
the
airport.
B
N
Yeah,
that's
a
great
question
and
I
should
say:
we've
we
have
started
to
do
some
work
with
the
other
feeder
schools
in
the
neighborhood
around
some
of
the
stem
engagement
campaign,
stuff.
That
and
I
know,
you've
been
part
of
those
conversations
as
well.
Yeah
we're
we're
excited
and
and
hakeem
referred
to
us
too,
about
the
kind
of
potential
not
only
to
think
pre-k
to
12,
but
to
think
pre-k
to
14
or
pre-k
to
16.
N
we're
working
very
closely
with
wentworth
with
be
fit
with
bunker
hill,
rcc,
etc.
And
so
you
know,
kids
and
families
are
seeing
that
path
from
when
they're,
when
their
children
are
young.
Students
can
pretty
close
to
automatically
matriculate
into
wentworth.
N
If
they're
taking
classes
there
now
and
are
successful
during
high
school,
they
just
they
can
just
stay
and
go
working
on
something
similar
with
be
fit
be
fit,
as
you
know,
is
moving
to
the
to
the
neighborhood
we're
collaborating
with
them
around
building
an
engineering
lab
advanced
manufacturing
lab
at
the
dearborn,
where
bfit
would
actually
offer
classes
right
out
of
the
dearborn.
N
So
almost
like
a
college
campus
on
on
a
high
school
campus
and
vice
versa,
so
yeah
there's
a
ton
of
a
ton
of
possibility
there
and
that's
for
dearborn
kids,
but
that's
for
kids
from
other
high
schools.
That's
for
folks
from
the
community
there's!
You
know
that,
as
I
think
the
original
vision
of
that
building
that
building
should
be
open
all
the
time
there
should
be
stuff
going
on
there,
so
that
that
is
that's
where
this
all
should
go.
AC
B
Not
I
want
to
thank
you
and
the
committee
will
look
forward
to
taking
action
on
this
charter
renewal
in
our
next
meeting.
Thank
you
all
for
your
presentation.
Thanks.
B
B
Last
week,
the
committee
in
the
task
force
held
two
joint
listening
sessions
to
hear
further
input
from
the
community
and
last
night.
The
task
force
wrapped
up
more
than
four
months
of
deliberations
and
came
to
a
consensus
around
the
policy
recommendation
for
school
year,
2022
23
and
beyond
before
we
dive
in
I'd
like
to
invite
the
superintendent
to
give
opening
comments.
M
Madam
chair,
it's
not
it's!
It's
not
a
honest
that
this
is
a
very
monumental
moment
for
our
school
committee
and
for
our
city
and
the
incredible
work
that
this
task
force
did
over
multiple
months,
many
many
hours
to
examine
the
data,
to
look
at
equity
and
opportunity
and
to
make
recommendations
to
this
body
based
on
their
best
thinking
and
their
best
advice
and
the
evidence
that
they
were
able
to
look
at.
M
M
I
want
to
thank
all
our
school
leaders,
particularly
rachel
scarrett
and
tanya
freeman
wisdom,
who
were
able
to
join
our
students,
who
were
amazing,
our
parents
and
many
stakeholders
who
spent
time
both
in
the
task
force
and
then
those
who
provided
public
testimony
during
the
public
hearings
or
during
the
meetings
themselves.
M
I
also
want
to
thank
my
team,
who
put
in
endless
hours
our
entire
oda
department
office
of
data
accountability
department
headed
by
ms
monica
hogan
and
ms
roberts,
who
heads
our
community
and
engagement
office.
Their
incredible
tireless
work
has
been
commendable
to
get
us
to
this
point,
I'm
extremely
proud
of
this
policy
and
the
work
going
forward.
M
I
acknowledge
the
pain
that
is
felt
by
many
within
the
community
and
the
way
that
the
meeting
went
on
the
very
end
at
yesterday,
and
I
understand
the
the
feelings
of
that
with
with
the
political
influence
that
has
been
acknowledged.
M
I
think
that
we
have
to
acknowledge
that
and
hear
the
recommendations
and
hear
the
reasoning
the
committee
chose
to
move
forward
from
mr
conte
passes
and
miss
tanisha
sullivan
tonight
and
have
them
bring
the
recommendations
and
then
I
think
it's
going
to
be
incumbent
upon
us
as
a
school,
as
you
all
as
a
school
committee
and
upon
me
as
superintendent,
to
really
listen
to
that
feedback
and
then
to
be
able
to
move
forward
and
heal
the
entire
city
so
that
everybody
can
get
behind
this
policy
as
we
really
try
to
implement
something.
M
Quite
historic,
and
so
I
asked
for
a
listening
posture
tonight
and
our
welcoming
of
these
school
committee
members,
there
will
be
some
school
task
force
members.
There
will
be
some
who
will
present
a
dissenting
view,
and
I
think
it's
important
that
we
listen
to
that
and
honor
that,
as
we
really
try
to
build
toward
consensus
on
the
14th,
and
so
with
that
I'll
turn
it
over
to.
I
believe,
president
sullivan,
who
will
start
us
off.
AT
Wonderful,
thank
you,
dr
cacillius.
We
greatly
appreciate
your
leadership
and
the
support,
as
you
mentioned,
of
your
of
your
team,
specifically
monica
hogan
and
monica
roberts.
I
also
want
to
on
behalf
of
the
committee
I
call
out
lena
parvax,
who
has
been
with
us
on
this
journey
from
beginning
to
end
as
well,
and
has
just
been
a
tremendous
support
to
us,
making
sure
that
all
of
our
meetings
are
scheduled
appropriately,
that
we
are
staying
on
task
and
she
has.
AT
I
want
to
begin
by
just
reminding
everyone
of
the
charge
of
the
task
force
and
that
is
I'll.
Read
it.
Building
upon
the
work
initiated
by
the
superintendent's
exam
schools,
admissions
criteria,
working
group,
the
boston
school
committee,
exam
schools,
admissions
task
force
is
charged
with
developing
a
set
of
recommendations
for
the
admissions
policy
for
boston,
public
schools,
exam
schools.
AT
The
task
force
shall
consider
use
of
the
new
nwea
assessment
and
other
factors
and
leverage
learning
from
a
full
review
of
the
implementation
of
the
school
year.
21
22
admissions
criteria,
as
well
as
a
thorough
review
of
practices
in
other
districts
as
part
of
our
charge.
I
I
want
to
lift
this
up.
That
is
part
of
our
charge.
AT
You
have
asked
us
to
develop
an
admissions
process.
Where
quote
the
student
body
better,
reflects
the
racial,
socio-economic
and
geographic
diversity
of
all
students
k-12
in
the
city
of
boston,
end
quote:
we
wish
to
offer
our
understanding
of
that
charge
to
confirm
that
it
is
your
understanding
as
well.
AT
AT
AT
It
is
important
to
note-
and
we
are
pleased
that
the
formal
recommendation
from
the
task
force
is
supported
by
the
superintendent.
AT
I
want
to
pause
to
acknowledge
task
force
members
who
are
all
volunteers
and
who
have
given
informal
session
well
over
60
hours
of
their
time
over
the
past
few
months
to
really
meet
the
charge
that
has
been
set
before
us.
Of
course,
my
co-chair
michael
contemposis,
pastor,
sam
acevedo,
akasya
aguirre,
simon
chernow,
matt
craiger,
dr
tanya
freeman,
wisdom,
katie
grosso.
I
actually
want
to
lift
up
miss
grasa
because
she's
also
a
school
leader
who,
right
alongside
doctor.
M
AT
And
and
miss
garrett
did
you
want
to
say
something
dr
cacillius.
AT
No
okay
and
dr
scarrett
really
doctor
scared.
It
miss
garrett,
really
helped
to
provide
us
with
just
a
rich
lens
into
our
schoolhouses
within
the
district,
so
so
wanted
to
shout
out
ms
grasa
on
that
point:
xena
lum,
zoe,
nagasawa,
rachel
scarrett,
dr
roseanne
tong
and
tamara
waite.
AT
So
I
do
want
to
thank
the
task
force
members
for
their
diligence
for
their
thoughtfulness
and
for
their
commitment
to
meeting
this
charge.
I
also
want
to
thank
our
interpreters,
who
were
with
us
through
this
process
as
well,
many
of
them
from
beginning
to
end.
We
would
not
have
been
able
to
provide
the
type
of
inclusive
process
that
we
were
able
to
provide,
but
for
them.
So
I
want
to
thank
our
interpreters
next
slide.
AT
Please,
the
task
force
had
24
task
force
meetings
in
addition
to
four
public
listening
only
sessions,
including
one
that
was
student-led
all
between
the
months
of
february
and
june
of
2021.
AT
All
of
our
meetings
included
a
public
comment
section
and
range
anywhere
from
40
to
about
126
attendees,
with
an
average
attendance
of
62
attendees
per
meeting.
In
addition,
we
presented
to
and
shared
and
had
dialogue
with,
the
community
equity,
the
bps
community
equity
roundtable.
AT
AT
As
a
reminder,
I
want
to
take
a
moment
to
reflect
on
the
pre-covid
admissions
process
for
our
three
exam
schools.
That's
the
2021
row.
AT
AT
When
we
look
next
slide,
please
looking
at
a
comparison
of
the
two
years
or
two
processes,
I
just
referenced
pre-covered
2021
during
covet
2122.
AT
The
interim
policy
provided
increased
access
for
students,
as
you
can
see,
reflected
in
with
respect
to
the
racial
and
ethnic
demographic
makeup,
as
well
as
the
percentage
of
students
from
economically
disadvantaged
families.
AT
Additionally,
by
design,
the
interim
policy
was
able
to
produce
geographic
diversity
across
the
city
of
boston,
helping
to
ensure
that
student
that,
regardless
of
where
students
reside,
they
had
equitable
access
to
the
three
exam
schools.
AT
I
want
to
commend
the
working
group
on
the
work
they
did
now
almost
started
doing
now,
almost
a
year
ago,
that
was
able
to
yield
this
type
of
really
a
seismic
shift
in
our
ability
to
increase
access
and
opportunity
for
students
across
the
city
of
boston.
AT
One
was
that
there
is
economic
disparity
within
zip
codes.
We
know
that
in
the
city
of
boston,
their
gentrification
is
a
real
thing
right.
It
is
real
and
experienced
by
families.
AT
Every
day
economic
disparity
within
zip
codes
was
lifted
as
a
concern,
specifically
as
it
relates
to
access
for
students
who
are
in
lower
socioeconomic
brackets
to
address
that
particular
concern.
What
you'll
hear
in
our
presentation
tonight?
Our
proposal
tonight
is
a
shift
from
the
use
of
zip
codes
to
the
use
of
socioeconomic
tear
groups
that
group
census
tracts
together
based
on
similar
socioeconomic
factors.
AT
AT
AU
First
of
all,
good
evening,
everyone-
and
before
I
begin,
let
me
echo
the
thanks
to
all
of
the
folks
that
miss
sullivan
have
has
indicated
earlier.
AU
AU
AU
To
enriching
kinds
of
experiences
that
other
students
might
have
had,
the
task
force
is
recommending
a
high
poverty
indicator,
be
included
in
the
criteria
that
we
have
established
for
school
year,
22
and
23,
and
23
and
24
and
beyond
those
poverty.
Indicators
are
as
follows:
students
attending
schools
with
50
percent
or
more
of
the
students
identified
as
economically
disadvantaged
would
receive
an
additional
10
points
in
the
addition
in
the
invitation
process.
AU
AU
If
you
remember,
we
used
median
family
income
of
families
that
had
students
of
school
age
that
had
a
created,
a
disadvantage
for
some
students
that
might
be
living
in
a
median
family
with
a
median
family
income
in
a
zip
code
that
was
higher
than
those
students
that
are
either
homeless
in
the
care
of
dcf
or
resided
in
bha
housing
within
that
particular
zip
code.
U
AU
AU
AU
We
will
utilize
a
20
of
the
invitations
at
each
school
exam
school
will
be
reserved
for
the
top-ranking
applicants.
City-Wide
invitations
will
be
extended
to
the
top-ranking
applicants
to
their
first
choice.
Election.
I
might
add
that
we
have.
The
task
force
has
not
changed
the
opportunity
for
students
to
rank
their
exam
schools
in
order
of
their
preference,
eighty
percent
straight
ranked
by
socio-economic
status,
tiers
or
groups.
AU
The
tiers
are
proportionally
sized
based
on
the
number
of
school-aged
children
in
grades,
five
to
eight
living
in
each
census
tract
the
factors
that
the
rec
that
the
task
force
is
recommending
are
incorporated
in
the
following
categories:
the
percentages
of
persons
below
poverty,
the
percentage
of
households
not
occupied
by
the
owner,
the
percent
of
families
headed
by
a
single
parent,
the
percent
of
households
where
english
is
not
the
primary
language
spoken
and
the
educational
attainment
within
the
family
that
we're
looking
at.
AU
There
is
more
information
about
this
in
the
t
in
the
appendix,
and
I
would
suggest
as
well
that
over
the
two-week
session
between
now
and
the
14th
of
september,
if
I
may
be
so
bold
to
suggest
that
the
school
committee
not
only
looked
at
that
appendix
it
will
be
provided
publicly,
but
also
take
advantage
of
the
fact
that
we
have
a
top-rate
assessing
department.
N
L
AU
Four
through
six,
we
feel
that
if
this
is
implemented
effectively,
it
will
give
the
students
in
bps
an
added
foundation
which
will
strengthen
their
application
to
the
exam
schools,
but
also
will
strengthen
their
performance
at
any
of
the
other
schools
in
seven
through
twelve,
particularly
with
the
superintendents
and
the
school
committee's
initiative,
to
make
certain
that
all
schools
are
meeting
the
mass
core
standards.
AU
AU
We
are
recommending
a
full
policy
review
at
least
every
five
years,
ensuring
there
is
student
and
teacher
votes
represented
in
the
review
process.
We
would
also
recommend
that
the
district
consider
working
with
an
external
researcher
to
evaluate
and
understand
the
impact
of
the
policy
changes
for
multiple
cohorts
of
students,
starting
with
the
2021
admission
cycle.
AU
In
terms
of
communication,
we've
heard
loudly
and
clearly
from
many
parents
that
they
knew
nothing
about
the
process
by
which
admission
an
applicant
can
apply
to
attend
one
of
the
three
exam
schools.
We
want
that
information
to
be
set
disseminated
widely
in
the
native
language
online
in
print
and
at
community
centers.
AU
AU
AU
AU
AU
The
mechanism
for
school
year,
22,
23
and
beyond,
is
straight
ranked
city
wide
20
percent
straight
ranked
social,
economic
tiers,
80
percent,
and
I
have
summarized
again
the
high
poverty
indicators.
15
points
for
students
living
in
bha
housing
experiencing
homelessness
in
dc
care
or
10
points
for
students
attending
a
school
whose
enrollment
reflects
50
percent
or
greater.
AU
As
I've
indicated
there
is
an
appendix
I
won't,
I
won't
go
through
it.
I
will
return
the
call
to
ms
sullivan.
AT
Thank
you,
mr
contemposis.
I
want
to
really
just
reflecting
on
the
last
slide
with
the
additional
recommendations.
I
want
to
underscore
how
important
those
additional
recommendations
are
all
of
them,
but
in
particular
I
want
to
lift
up
the
recommendation
with
reference
to
the
the
regular
review
of
the
policy.
Whatever
policy
is
ultimately
passed.
That
is
actually
that's.
That's
critically
important
that
that
be
included.
Additionally,
I
want
to
lift
up
the
recommendations
relative
to
investments.
AT
If
we
did
not
hear
it
500
times,
we
heard
it
a
thousand
times
through
this
process
we
spent
60
plus
hours
five
plus
months
for
those
of
us
on
the
working
group.
Nearly
a
year
now
focused
on
three
schools
in
about
1100
seats:
okay
in
a
district
with
over
50
plus
thousand
students.
AT
Okay,
a
lot
of
time,
a
lot
of
investment
of
resources
for
just
a
small
percentage
of
the
students
in
our
district
and
that
percentage
of
students
is
not
reflective
of
really
oh
bright.
Talented-
and
I
say
this,
as
you
know,
someone
who
was
who
was
in
a
gifted
and
talented
program
myself
when
I
was
a
youngster
right,
but
bright
and
talented,
capable
as
they
may
be,
we
have
50
plus
thousand
students
in
this
district
who
absolutely
deserve
a
high
quality,
rigorous
education
as
well,
and
so
this
point
here
relative
to
investments.
AT
I
absolutely
want
to
double
click
on,
particularly
as
it
relates
to
our
elementary
school
grades
and
specifically,
as
it
relates
to
literacy,
one
of
our
challenges
during
this
process.
In
thinking
about
eligibility
related
to
the
very
stark
data
we
reviewed.
AT
AT
I
I
also
want
to
at
this
time
in
mr
condom
process,
and
I
both
want
to
make
sure
that
we
give
voice
to
what
we
have
heard
directly
from
our
task
force.
Our
fellow
task
force
members
both
yesterday
during
our
our
task
force
meeting
and
throughout
the
day
today.
Quite
frankly,
you've
heard
a
little
bit
of
this
in
public
comment.
Some
of
you
may
have
also
been
following
it
in
the
media
and
on
social
media.
AT
Yesterdays
on
monday,
our
task
force
was
able
to
come
to
a
decision
and
on
tuesday,
the
task
force
pivoted
and
that
pivot.
For
many
of
our
task
force,
members
was
deeply
troubling
and
gave
them
great
pause
and
concern
in
feeling
as
if
the
work
was
not
being
valued,
but
at
the
same
time
task
force.
Members
wanting
to
make
sure
that
that
we
were
in
a
position
to
present
you
with
a
recommendation
tonight
that
could
help
move
our
city
forward.
AT
That
said,
our
commitment
as
as
co-chairs,
was
to
provide
two
of
our
task
force
members
an
opportunity
this
evening
to
present
a
dissenting
opinion.
AT
They
are
dr
roseanne
tong
and
our
recent
boston,
public
schools,
boston,
latin
school
graduate
simon.
L
AV
To
in
a
super
majority
on
monday,
which
was
100
of
seats
allocated
by
rank
in
socioeconomic
groupings,
we
wrote
this
dissent
in
anticipation
of
tonight's
meeting
before
the
tuesday
task
force
meeting.
We
appreciate
the
opportunity
to
share
our
rationale
and
will
return
to
more
recent
events.
At
the
end
of
our
statement,
members
of
the
task
force
have
vastly
different
positionalities
and
philosophies
about
education
and
meritocracy,
but
we've
wrangled,
respectfully
and
transparently,
with
options
that
will
increase
equity
for
all
families.
AV
AV
Z
AV
Another
is
an
ethnic
study
sequence
which
uses
curriculum
and
pedagogy
that
are
culturally
responsive,
decolonizing
and
focused
on
fighting
oppression.
We
know
that
pockets
of
this
work
are
happening
in
bps
to
make
them
more
accessible.
System-Wide,
let's
put
in
at
least
the
same
amount
of
expertise,
thought
research
and
effort
that
this
admissions
process
has
taken
I'll
turn
it
over
to
simon
now,.
AW
AW
AW
AW
When
we
left
monday's
meeting
many
task
force,
members
felt
we
had
made
progress
and
were
close
to
a
recommendation,
but
last
night,
as
we
struggled
to
make
sense
of
the
dramatic
shift
in
our
co-chairs
tone,
we
became
deeply
disturbed
by
the
political
pressure
to
reverse
monday's
progress.
We
were
asked
to
ignore
data
to
ignore
our
painstaking
process.
AW
To
ignore
monday
night's
conclusion,
we
were
asked
to
throw
democracy
and
open
meeting
rules
out
the
window.
We
were,
we
weren't,
even
given
the
chance
to
vote
behind
closed
doors,
powerful
people
forced
a
recommendation
that
ended
hundreds
of
hours
of
task
force
members
work.
It
is
an
insult
to
the
many
people
who
bravely
gave
public
comment
to
see
live
their
voice,
that
their
voices
will
will
will
never
be
prioritized
and
that
elite
and
powerful
bostonians
reign
above
them.
AW
AW
We
feel
angry
and
demoralized
at
this
last
ditch
effort
to
maintain
the
status
quo.
The
people
who
are
responsible
responsible
for
this
underhanded
tactic
should
be
held
accountable.
The
politicians
names
behind
these
shenanigans
should
be
publicized
because
they
are
the
ones
cowardly,
taking
advantage
of
boston's
families
and
children.
While.