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From YouTube: Boston School Committee Meeting 1-27-21 - Virtual
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
C
A
D
D
A
Thank
you,
miss
sullivan
tonight's
meeting
is
being
shared,
live
on
zoom
and
it
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
also
on
youtube
for
those
of
you
who
are
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
school
committee's
web
page
bostonpublicschools.org,
forward,
slash
school
committee.
Under
the
january
27th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
bps
languages.
A
A
After
the
interpreters
finish
introducing
themselves.
We
will
activate
the
interpretation
icon
the
globe
that
you'll
find
at
the
bottom
of
your
screen:
click
the
icon
to
select
the
language
of
your
preference
in
order
to
access
this
feature,
you
must
update
to
the
latest
version
of
zoom
and
you
can
do
that
by
visiting
support.zoom.us.
A
I
Certainly,
thank
you
very
much,
madam
chair
good
evening.
Everyone,
my
name,
is
juan
bernal.
I
am
one
of
the
interpreters
assigned
for
this
meeting
I'll
be
doing
simultaneous
interpretation
with
working
with
my
colleague,
mr
randolph.
We
will
be
taking
30
minute
intervals
for
that
purpose.
What
I'll
do
I'll
explain?
J
A
A
A
L
A
Thank
you,
and
also,
if
we
could
have
our
asl
interpreters,
introduce
themselves.
Mr
hershberg
miss
kuznetski
and
miss
kuhn.
A
Thank
you
and
thank
you
to
all
of
our
interpreters
for
assisting
us
this
evening.
I
don't
think
it's
a
small
feat
to
have
all
of
this
translation
and
checking
in
on
school
districts
across
the
country.
A
We
have
really
one
of
the
best
trans
interpreters
and
systems
now
and
we're
going
to
continue
to
grow
that
I
know,
there's
some
languages
that
are
missing
and
we're
trying
to
work
on
those.
So
if
everyone
can,
please
have
patience,
but
again,
I
just
think
it's
really
important
to
note
that
across
the
country
this
is
very
trailblazing,
and
I
I
really
thank
some
of
our
members
who
kept
bringing
this
up
as
well
as
our
superintendent
who
we
talked
about
this
in
one
of
our
first
meetings
when
I
became
chair.
A
A
Sign
up
for
both
public
comment
periods
closed
today,
at
4,
30
pm,
ms
sullivan,
will
remind
everyone
about
the
public
comment
rules
again
later
on,
but
here
is
a
quick
reminder
for
those
of
you
who
have
signed
up
to
testify.
If
you
could,
please
make
sure
that
you
are
signed
into
zoom
under
the
same
name,
you
used
to
sign
up
for
public
comment.
A
A
A
Before
we
move
on
to
our
agenda.
I
would
like
to
say
a
few
words
about
the
important
work
the
committee
is
doing
to
shape
the
focus
of
our
work
for
the
next
five
years
on
january
20th
and
on
january
21st,
the
committee
held
a
two-day
public
retreat
on
priority
setting
and
effective
governance
practices
to
strengthen
the
committee's
focus
on
student
outcomes.
A
We
also
talked
about
guard
whales
that
we
wanted
to
follow
to,
and
these
are
all
related
to
our
strategic
plan.
All
of
these
are
tied
back
to
the
2020
to
2025
strategic
plan,
and
I
won't
read
all
of
those,
but
I
wanted
to
give
everybody
a
sense
and
our
our
guard
rails
are
really
around
making
sure
that
there
is
community
voice,
making
sure
that
their
student,
that
we
honor
student
voice
as
well
and
we're
not
done
with
them.
These
are
very
much
draft
goals
and
guard
rails
and
our
next
steps.
A
A
They
will
be
added
to
amended
as
we
meet
with
the
community.
We've
already
heard
some
feedback
on
pieces,
and
so
we'll
come
back
and
we
will
share
those,
but
we
are
holding
seven
sessions
in
february,
including
a
student
session
that
would
be
co-hosted
by
bsac,
and
each
of
these
sessions
will
be
co-facilitated
by
two
commit
committee
members.
A
A
These
sessions
are
really
to
gather
feedback
from
our
community
on
the
goals
and
guard
rails
that
will
guide
our
work
for
the
next
five
years:
they're,
not
forums
to
discuss
current
issues
such
as
school
reopening
or
other
such
matters.
If
you'd
like
to
discuss
those
issues
in
the
context
of
getting
a
resolution
to
a
current
issue,
there
are
other
venues
for
that,
but
to
help
improve
our
present,
we
have
to
make
a
plan
for
our
future
and
that's
what
we
aim
to
do
during
these
listening
sessions.
A
We
really
look
forward
to
these
conversations
with
the
community
and
we
hope
that
you
will
be
able
to
join
us.
These
dates
are
posted
on
the
committee's
webpage,
bostonpublicschools.org
forward,
slash
school
committee,
we're
now
going
to
move
on
to
the
approval
of
minutes
from
our
january
13th
january
20th,
our
january
13th
meeting
our
january
20th
retreat
and
our
january
21st
retreat,
and
at
this
time
I
would
like
to
entertain
a
motion
to
approve
the
minutes
as
presented
so
moved.
P
Q
R
S
S
Moving
forward,
I'd
like
to
provide
some
important
data
points
to
affirm
our
commitment
to
transparency
and
also
to
ensure
we
remain
focused
on
student
outcomes.
I
want
to
remind
the
community
that
we
have
a
public-facing
dashboard
that
we
launched
on
january
8th
available
at
bostonpublicschools.org
forward,
slash
dashboard.
S
The
dashboard
also
provides
some
context
for
these
figures.
For
example,
when
we're
fully
in
person
the
bp
bps
average
daily
attendance
rate
range
from
91.9
percent
to
92.9
percent
between
2014
15
and
2019-20,
the
information
here
is
updated,
weekly
and
is
disaggregated
by
school,
demographics
and
by
other
groups.
S
We
have
included
some
vignettes
on
the
landing
page
to
provide
more
information
on
the
wonderful
teaching
and
learning
happening
in
our
schools,
and
I
can't
thank
our
teachers
and
our
school
leaders
enough
for
the
incredible
hard
work
that
they
are
doing
each
and
every
day
so
be
sure
to
go
through
all
of
our
links
on
the
left
and
use
the
drop
down
menus
to
further
disaggregate
and
sort
the
data.
I
hope
you
and
the
public
find
this
useful.
S
We
also
want
to
continue
to
report
our
positive
kovic
19
cases
and
we
are
reporting
those
to
deci,
as
well
as
the
boston,
health,
commission
and
our
individual
school
communities
and
the
larger
community
abroad,
and
we're
doing
that
through
this
dashboard
available
at
bostonpublicschools.org
forward.
Slash
coronavirus,
health
services
will
go
into
greater
detail
during
their
update,
but
I
wanted
to
provide
our
most
recent
numbers.
S
S
I
want
to
now
just
shift
quickly
to
some
information
just
about
the
events
of
the
past
week,
which
turn
the
corner
here
in
the
united
states.
As
we
watch
the
46th
president
joe
biden
to
be
sworn
into
office,
we
also
watch
the
glass
ceiling
shatter,
as
vice
president
kamala
harris
became
the
first
black
american,
the
first
asian
american
and
the
first
woman
to
serve
as
vice
president.
S
We
all
know
the
power
of
representation
and
seeing
kamala
harris
place
her
hand
on
that
bible
with
a
moment
that
many
girls
will
remember
for
the
rest
of
their
lives.
I
was
equally
inspired
by
poet,
laureate,
amanda
gorman
and
her
moving
poem,
the
hill
we
climb.
I
shared
a
clip
of
the
video
and
my
check-in
to
staff
this
week
and
strongly
encouraged
everyone
to
watch.
I
was
so
happy
to
learn
that
ms
gorman
performed
her
poetry
alongside
students
from
orchard
gardens
k-8
at
a
community
event
in
2018..
S
I
saw
a
great
story
about
canal
etienne
history
teacher
at
snowden,
who
held
office
hours
on
the
morning
of
the
inauguration
so
that
his
ninth
graders
could
come
discuss
this
historic
day.
Additionally
at
boston,
latin
school
students
and
head
of
school
rachel
scarrett
put
together
a
truly
moving
tribute
to
our
vice
president,
showing
us
all
that
this
moment
has
been
and
that
this
moment
is
actually
bigger
than
any
one
of
us.
S
S
S
They
have
earned
four
year
fully
tuition
scholarships
from
bryn
mawr
college,
bucknell,
university
center
college
and
union
college.
They
will
attend
these
colleges
together
in
supportive
cohorts
of
10.
pictured.
Now
are
our
posse
scholars
from
various
bps
high
schools
who
will
all
attend
center
college
next
year.
S
S
The
effective
posse
alumni
reverberates
around
our
city
and
our
nation,
I'm
so
bps
proud
of
these
resilient
and
fortitude,
especially
during
the
past
year
of
constant
change
and
tumultuous
times.
I
cannot
wait
to
see
and
hear
their
impact
stories
as
they
represent
bps
and
continue
to
carry
the
torch
as
the
young
leaders
we
so
desperately
need.
More
and
ever
yesterday
I
was
pleased
to
join
the
the
surprise
celebration
at
tech,
boston
academy,
with
guidance
counselor
jessica.
S
S
S
I
also
want
to
take
a
moment
to
recognize
bots,
boston,
latin
school
cross
country
and
track
and
field
coach
mike
meager,
who
announced
that
he's
retiring
after
50
years.
Of
course,
we
have
many
wonderful
employees
who
will
retire,
and
I
wish
I
could
recognize
them
all.
But
after
50
years
as
a
coach,
that's
something
quite
remarkable
mike
is
a
bps
veteran
and
worked
at
the
jfk
elementary
as
well
as
charlestown
high
for
24
years
he's
also
a
former
bps
student
and
run
track
during
his
time
at
boston.
S
Technical
high
school
mike
clearly
never
forgot
where
he
came
from
continuing
to
give
back
to
boston
youth
for
over
a
half
a
century.
I
want
to
personally
thank
mike
for
your
commitment
to
our
students
tomorrow,
thursday
january
28th,
my
team
and
I
will
host
a
virtual
meeting
to
discuss
reopening
the
meeting,
will
be
on
zoom
from
5
30
to
7
pm
and
will
feature
interpretation
services
in
arabic,
cantonese
haitian
creole,
mandarin,
somali
spanish
and
vietnamese
visit
bostonpublicschools.org,
and
you
will
see
it
on
the
calendar
on
the
main
page.
S
S
S
I
will
share
reports
with
the
working
group
about
the
district's
implementation
of
this
policy,
and
the
working
group
will
make
recommendations
to
the
school
committee.
I
will
announce
membership
at
the
next
school
committee
meeting,
which
requires
policy
which
is
required
by
the
policy,
and
I
will
I
will
announce
the
following
membership.
S
S
An
individual
who
is
not
an
employee
of
the
city
of
boston,
with
expertise
in
law
enforcement
and
school
safety
laws
and
regulations
chosen
by
the
school
committee
and
two
representatives
from
the
superintendent's
student
data
working
group,
which
made
recommendations
on
this
policy
and
those
names
will
be
nominated
by
the
working
group.
Again,
I
will
share
those
names
at
our
next
meeting
and
that's
it
for
my
superintendent's
report.
A
A
Yes,
miss
vice
chair
o'neill.
Please
go
ahead.
H
What's
up
superintendent,
thank
you
for
your
report.
I
appreciate
you
showing
the
dashboard
information,
that's
very
helpful,
to
see,
including
what
you've
done
about
covert
reporting
covert
cases
in
cases
by
individual
schools.
So
thank
you
for
that
transparency
and
I
just
have
to
congratulate
those
posse
scholars.
What
amazing
news
and
to
hear
that
did
you
say
40
of
our
students
was
selected
as
bossy
scholars.
H
That's
correct!
That's
fantastic,
amazing,
young
men
and
women.
Whenever
you
meet
someone
who's,
a
bossy
scholar,
you
you
know
it
because
they're
just
incredible
young
men
and
women
and
and
delighted
by
that
program,
and
thank
you
for
sharing
that
news.
Congratulations
to
all
the
posse.
E
Go
ahead,
yes,
thank
you.
I
first
want
to
start
off
by
saying
thank
you
superintendent
for
your
report.
I
loved
the
visuals
and
I
look
forward
to
continuing
to
see
them.
If
this
is
the
new
method
you're
adopting.
I
find
it
very
engaging
and
I'd
like
to
echo
mike
mr
o'neill's
sentiments.
Congratulations
to
all
the
seniors
who
got
into
posse.
E
I
just
a
huge
congratulations
to
them
and
further
congratulations
to
our
seniors,
who
have
wrapped
up
the
the
college
application
process
or
have
already
gotten
their
decisions
and
who
are
entering
the
scholarship
of
application
process
now.
So
you
know
it's
been
a
very
tough
year,
so
you
know
we
see
them.
We
hear
them
and
congratulations
to
them.
E
I
just
wanted
to
take
the
time
quickly
to
publicly
advertise
a
town
hall
that
is
being
hosted
by
bsac
and
co-hosted
with
beija,
be
sac,
stand
for
boston
advisory
council
basia
stands
for
the
boston
education,
justin's
alliance,
we're
going
to
be
hosting
a
town
hall
tomorrow
from
4
30
p.m,
to
6,
00
p.m.
And
if
you
want
to
get
off
a
little
bit
earlier
to
go
to
the
district's
reopening
community
conversation,
then
please
feel
free
to
do
so.
E
The
conversation
will
be
centered
around
learning,
time
and
covid,
and
you
know
sharing
student
and
teacher
experiences,
so
I
just
wanted
to
let
the
community
and
my
colleagues
be
aware
of
that.
That's
all.
Thank
you.
A
Thank
you
so
much,
mr
james
and
superintendent.
I
agree
with
mr
james
comments.
I
really
like
the
the
photos.
It
is
very
engaging
and
thank
you
for
in
this
time
of
you
know
a
lot
of
sadness
for
many
many
people.
I
think
everyone
knows
someone
who
has
had
someone
pass
away
from
covet
or
who
has
is
you
know
struggling
with
coven
in
the
hospital
or
you
know,
there's
a
lot
of
sad
stories
related
to
kovit
as
well.
A
It's
been
some
dark
time,
so
sharing
the
highlights
of
amanda
gorman
and
that
she
was
with
us
in
2018
and
then
sharing
those
photos,
and
I
do
also
want
to
say
congratulations
to
the
posse
scholars
and
also
to
all
the
seniors
whatever
your
next
steps
are
that
you
were
able
to
do
that
in
this
year,
which
hasn't
happened
in
100
years.
I
really
commend
you
and
I
thank
you
for
sticking
in
there.
A
You
know
counselors
make
the
world
go
around
such
important
work
that
they
do
so.
Thank
you,
jessica,
and
thank
you
also
to
to
mike
for
50
years
of
service.
That's
pretty
amazing!
So
thank
you.
Thank
you
for
that
report,
superintendent.
So
if
there
are
no
further
questions
or
discussion,
I
would
now
like
to
entertain
a
motion
to
receive
the
superintendent's
report.
P
F
R
A
A
S
Thank
you,
madam
chair,
and
I
want
to
just
before
we
move
on
to
the
reopening
update.
I
just
want
to
give
a
shout
out
to
our
communications
team,
and
particularly
xavier
andrews,
who
just
makes
me
look
good
every
single
time
and
I
put
out
a
vision
for
how
I
wanted
this
report
to
go,
and
I'm
really
thankful
that
it
worked
for
the
members
and
and
hopefully
for
the
public.
S
So
thanks
a
lot
to
the
team,
I'm
going
to
go
ahead
and
just
introduce
the
team
that
is
working
behind
the
scenes
again
on
our
reopening
update,
just
incredible
work
going
on
by
everyone
to
ensure
a
positive
opening
next
monday,
as
well
as
assuring
the
health
and
safety
of
our
students
and
our
staff.
So
you'll
get
some
critical
updates
on
that
and
then
also
for
the
work
that
they've
all
been
doing.
S
I
just
want
to
give
a
big
shout
out
and
a
big
thanks
to
everyone
on
our
operations:
team,
food,
nutrition,
team,
nursing
team
and
onward.
I
just
have
one
special
note
of
mentioned
today
that
our
new
head
of
our
new
senior
director
of
health
services,
jenny,
lobo
lopez,
is
hails
from
madison
park,
school
bps
alum,
so
we're
really
excited
to
have
her
and
she'll
be
giving
the
health
and
safety
update,
and
I
want
to
thank
susan,
salter
bennett
for
her
incredible
work
throughout
this
pandemic.
As.
S
T
Good
evening
dr
casaus
and
school
committee
members,
my
name
is
theresa,
neff
webster
and
I'm
happy
to
be
here
and
appreciate
the
opportunity
to
share
updates
on
health
and
safety
preparations
regarding
reopening.
Since
mr
depena
has
last
presented.
I
will
speak
regarding
the
facilities
updates
and
then
I'll
pass
it
to
my
colleagues.
T
So
in
regards
to
facilities
in
the
phase
two
window
repairs,
there
have
been
twelve
thousand
four
twelve
thousand
forty
five
windows
that
were
inspected,
cleaned
and
lubricated
of
those
six
thousand
three
hundred
and
six
have
been
repaired
to
date.
The
remaining
eight
hundred
and
ninety.
Ninety
seven
windows
are
on
track
for
completion
from
by
mid
february.
T
T
T
T
We
are
finalizing
the
selection
of
a
vendor
to
provide
this
service.
The
committee
is
reviewing
bids
and
finalizing
a
recommendation
to
the
superintendent
and
the
most
recent
update
in
regards
to
our
indoor
air
quality
testing.
We
received
a
schedule
for
testing
from
our
external
independent
vendor
today,
and
it
will,
it
is,
has
been
shared
with
our
partners
at
the
btu.
T
U
Thank
you
teresa
and
thank
you,
superintendent
cassellius,
for
the
opportunity
to
share
information
from
food
and
nutrition
services
about
our
current
operations
and
access
to
meals
for
our
remote
students
and
plans
for
our
returning
students.
Currently,
we
continue
to
offer
three-day
meal
packs
twice
a
week
from
10
a.m,
to
6
p.m.
At
35,
supersites
at
the
quincy
elementary,
which
is
our
36
site.
We
offer
five-day
meal
packs
once
a
week
from
10
a.m,
to
6
p.m.
We've
also
planned
for
school
and
federal
holidays
that
are
coming
up
to
continue
services
during
that.
U
So
we
continue
to
provide
meals
during
those
days
and
not
change
the
service
days,
so
that
we
avoid
confusion
and
keep
with
consistent
communication
for
our
families
and
communities
of
our
super
sites.
20
locations
are
cooking
and
prepping
and
packing
fresh
meals
for
families.
To
pick
up,
we've
provided
some
samples
in
our
presentation
and
slides
of
pictures
of
of
the
meals
that
we're
serving
to
our
our
families
and
offering
to
our
families
as
schools
open.
We,
our
goal
is
to
continue
to
cook
on-site
for
schools
with
kitchens
and
decrease
our
purchase
of
any
pre-plated
meals.
U
U
Additionally,
our
grocery
distribution
pilot
has
grown
from
four
schools
that
we
started
in
october
to
coming
up
in
february
to
22
locations,
the
22
schools
were
chosen
based
on
three
different
factors:
food
insecurity
rate,
which
is
above
24
percent,
a
high,
economically
disadvantaged
percentage
and
there's
not
a
grocery
store
within
one
to
two
miles
of
the
school
site.
So,
in
collaboration
with
the
city
of
boston,
the
mayor's
office
of
food
access
ymca,
we
focused
on
areas
that
had
gaps
in
food
resources
such
as
lack
of
food,
pantries
and
grocery
stores.
U
Previously,
we
were
providing
three
days
of
meals
for
children
to
take
home,
but
many
of
the
students
were
only
asking
for
one
day's
worth
of
meals
due
to
the
bulkiness
and
weight
of
the
meals,
so
we've
modified
this
and
are
seeing
some
success
in
the
last
few
weeks
when
students
have
returned.
However,
if
students
do
ask
for
extra
meals,
we
also
provide
them
and
also
share
that
our
supersites
are
available
for
three
day
meal
pickups.
U
During
this
time,
when
we
are
planning
for
students
to
come
back,
we
will
continue
to
deliver
meals
to
our
students
who
qualify
for
the
door-to-door
transportation.
We
recognize
it
may
be
a
difficult.
It
may
be
difficult
for
these
families
to
get
to
our
site,
so
we're
making
sure
our
children
are
provided
access
at
this
time
we
have
delivered
over
1.1
million
meals
to
our
families.
U
In
addition,
we've
also
collaborated
with
the
city
of
boston,
to
provide
services
to
families
that
have
been
impacted
by
covid
and
don't
necessarily
qualify
for
the
for
the
the
meal
delivery,
but
we
do
we
do
deliver
meals
and
groceries
in
three
week
periods
for
these
families.
Thank
you.
V
Good
evening,
everybody
thank
you
for
the
time.
I
just
have
a
brief
slide
here
to
update
you
on
the
start
of
athletics
in
the
winter
season.
As
you
can
see,
we
had
a
two-week
rollout
beginning
on
january
11th
and
with
the
remaining
groups
starting
on
january
19th.
V
We
are
working
to
deliver
girls,
basketball,
excuse
me,
girls
and
boys,
basketball
and
ice
hockey
over
the
next
six
weeks,
concluding
at
the
end
of
february
and
on
the
left
there
you
can
see
there's
around
over
900
students
that
have
self-identified
themselves
as
interested
in
participating
in
the
winter
athletics
and
obviously
that's
just
the
initial
list
and
will
be
paired
down,
as
teams
are
made
and
and
teams
are
finalized,
so
we
are
up
and
running
hockey.
Games
have
begun,
have
started
and
we're
looking
to
begin
basketball
games
on
friday.
T
O
I
apologize
so
thank
you
teresa,
thank
you,
superintendent,
casilius
and
the
council.
I
just
want
to
start
out
by
saying
that
safety
service
has
been
very
busy
this
summer,
really
just
working
in
support
of
an
improvement
of
the
sentiment
around
police
and
the
schools
and
not
really
ignoring
that,
but
really
just
accepting
it
head-on
and
naming
it.
We've
decided
that
protocols,
you
know
they
change,
they
come
and
go,
but
values
they
become
a
commitment
to
our
everyday
practice.
O
So
our
values
really
are
providing
a
safe
school
learning,
environment,
contributing
resources
to
school
staff,
fostering
positions,
relation
positive
relationships
with
our
youth
and
protect
students
and
develop
strategies
that
resolve
problem
solving
for
youth.
In
doing
that,
we've
strengthened
our
community
relationships.
We
created
a
positive
narrative,
we've
improved
the
community
perceptions
and
understandings
of
reform.
The
new
reform
bill
restored
transparency
is
an
account
accountability
by
school
police
officers.
By
really
fostering
our
new
policy
of
information
sharing
in
our
policy
report.
O
Writing
we
updated
our
officers
uniform
we're
updating
our
officers
uniform
to
create
a
more
approachable
image
which
will
support
our
community
and
engagement.
Our
engagement
practice
has
been
full
force.
We
really
engaged
officers
officer
safety
officers
have
engaged
over
400
stakeholders
during
seven
75
school
visits
across
11
boston,
neighborhoods,
we've
attended
a
hundred
community
meetings
and
interacted
with
a
thousand
community
members.
O
I'm
not
going
to
bore
you
all
with
with
every
one
of
them,
but
I'll
just
highlight
just
a
few
just
to
let
you
know,
like
my
mom
says,
we're
not
going
to
preach
to
the
choir.
We
really
want
to
talk
to
individuals
that
really
have
had
a
difficulty
and
really
want
to
address
head
on
the
conflicts
and
information
related
to
police
engagement.
So
we
have
worked
with
the
judicial
youth
courts.
One
of
the
bla
advisors
initiated
that
initial
dialogue
with
us
we've
worked
with
girls.
O
Leaps
we've
been
on
walk
when
wednesday
woke
woman
wednesdays,
with
senator
wilkinson
who's,
also
done
presentations
with
the
three-point
foundation,
a
partnership
discussion,
we've
also
done
a
dialogue
with
bu
wnba
female
athletics,
a
dialogue
on
law
enforcement
and
knowing
your
rights,
we've
also
done.
Dialogues
with
the
middle
sex
district
attorney,
I
was
asked
I
had
the
privilege
of
being
the
keynote
speaker
for
their
breakfast.
I
also
worked
with
the
youth
connect
partnership.
O
I've
been
a
long
partner
with
them
even
through
my
boston
police
career,
but
really
continued
that
partnership
in
in
this
position
and
role
as
well.
We've
also
worked
with
building
lives,
building
lives,
partnership
in
which
we
did
a
toy
drive.
We
also
did
turkey
distributions
throughout
this.
During
the
time
of
the
pandemic.
O
We
also
cited
introduction
to
the
city
council.
I
think
this
is
probably
my
fourth
to
fifth
city
council
meeting
and
everything
that
it
entails
and
it's
a
privilege
really
to
sit
and
really
just
to
explain
exactly
what
we're
doing
our
operation
improvements
we've
improved
our
radio
communications.
This
will
really
bring
us
into
the
21st
century
with
vapor.
Vapor
allows
us
to
be
connected
with
not
only
law
enforcement
agencies
but
immune
emergency
services
in
case
there's
an
issue
within
our
schools.
That
really
brings
us
to
the
21st
century.
O
In
our
radio
communications,
we've
increased
our
viability,
reliability
and
compliance,
we're
dedicated
to
improving
our
staff,
training
and
professional
development.
When
it
first
came
on,
we
increased
our
training
by
35
hours.
We
also
work
looking
looking
at
improving
our
recertification
with
the
new
reform
bill.
Our
deployment
is
right.
Presently
17
superior
officers,
that's
our
sergeants
and
lieutenants
and
50
officers
assigned
to
26
high
schools
at
16,
middle
schools,
k-8.
We
ensure
safe
schools
times
and
arrivals,
and
also
their
class
transitions
and
dismissals.
O
We
also
have
four
mobile
units
that
are
proactive
with
the
schools
and
they
engage
every
day
and
respond
to
locations
upon
requests.
We
also
provide
support
for
32
food
sites.
We
appreciate
that
some
individuals,
some
families,
still
need
the
opportunity
to
have
meals
and
we've
been
honored
to
really
support
those
food
sites
throughout
this
whole
time
and
now
we're
looking
forward
to
supporting
the
athletic
games
that
are
going
to
be
coming
on
board
and
as
soon
as
next
week.
So
thank
you
very
much
for
listening
to
me
I'll,
be
available
for
any
questions.
W
Thank
you.
Thank
you
chief
good
evening,
chairperson
members
of
the
school
committee,
superintendent
cosilius
and
the
bps
community,
I'm
jenny
lovelopes
and
the
new
senior
director
of
health
services
and
proud
madison
park
graduate
so
bps
has
been
conducting
surveillance,
testing
for
school
staff
and
pilot
testing
for
students
who
are
in
person
in
the
school
buildings.
W
Testing
first
began
in
october
and
has
since
expanded
to
include
19
sites.
The
efforts
to
expand
testing
for
in-person
testing
continues.
Beginning
february
1st,
all
bps
staff
working
in
person
in
our
open
schools
will
have
access
to
weekly
surveillance
testing.
Bps
has
also
applied
for
the
massachusetts
department
of
elementary
and
secondary
education
pooled
testing
pilot
program.
In
order
to
conduct
pooled
surveillance
testing.
This
opportunity
will
be
available
to
all
bps
students
with
a
signed
consent
form
on
file.
W
We
are
excited
for
the
expansion
of
testing
and
continued
collaboration
and
partnerships
with
the
boston,
public
health
commission,
major
league
baseball,
cic
labs
and
cataldo
ambulance
services.
As
of
last
week,
93
students
received
covet
testing
through
pool
testing
and
about
1
000
staff
completed
the
individual
covit
testing.
Next.
W
Thank
you,
boston.
Public
schools
continue
to
report
weekly
updates
to
the
public
regarding
confirmed,
positive
covet
cases
for
in-person
students
and
staff
year-to-date.
There
are
151
confirmed
positive
cases
for
boston,
public
schools.
Out
of
the
151
cases,
25
of
students
and
126
confirmed
cases
are
staffed
next
slide.
Please.
W
Health
services
continues
to
work
closely
with
the
school
community
for
contact
identification
and
tracing
health
services,
identifies
possible
close
contacts
through
interviewing
the
covid
positive
case
and
reviews.
The
information
with
the
boston
public
health
commission,
infectious
disease
unit,
boston,
public
health
commission
makes
the
final
determination
of
close
contacts.
A
close
contact
is
defined
by
the
center
for
cdc
for
disease
control.
W
W
On
thursday
january
21st
the
baker
palegal
administration
announced
that
all
residents
in
phase
one
of
the
state
vaccine
distribution
plan
were
eligible
to
receive
the
covit
19
vaccine.
This
includes
the
bps
health
and
safety
personnel
through
our
collaboration
with
the
boston
public
health,
commission,
90
percent
of
safety
personnel
and
54
percent
of
health
personnel
have
been
vaccinated.
Today
I
want
to
iterate
that
nurses
began
scheduling,
vaccine
appointments
this
week
through
health
services
and
boston,
public
health
commission
on
monday
january
25th,
and
on
that
day
alone,
67
nurses
were
vaccinated.
W
On
january
15th,
the
massachusetts
department
of
public
health
announced
the
removal
of
required
flu
vaccination
for
the
school
year
2021,
with
the
rationale
that
preliminary
data
shows
that
this
has
been
a
mild
flu
season
to
date
and
the
adherence
of
mask
wearing
and
social
distancing
due
to
covet
19
as
well,
and
to
alleviate
the
burden
to
obtain
flu
vaccination
and
focus
on
continuing
efforts
for
covet
19,
vaccinations,
bps
and
boston.
Public
health
commission
continue
to
strongly
recommend
that
everyone
age
six
months
and
older,
receive
their
seasonal
flu
vaccine.
W
S
A
G
Yes,
I
I
have
to
thank
you
so
much
for
all
of
the
reports
in
in
terms
of
schools.
Reopening
I
had
a
question
about
what
percentage
of
teachers
would
be
returning
to
their
schools
or
classrooms
for
the
first
time
since
the
shutdown
or
have
teachers
been
coming
all
along,
and
so
that
we'll
just
be
having
new
students
arriving.
G
S
S
Okay,
there
are
some
teachers
who
have
chosen
to
use
their
classrooms
and
have
been
coming
all
along
using
their
classrooms,
but
any
of
course
we
have
32
schools
open
now
right,
so
you
know
it's
a
smaller
percentage
of
the
teachers
that
will
be
coming
back.
Obviously,
but
I
can
get
you
those
numbers.
G
Right
because
I
guess
in
relationship
to
that,
my
question
would
be:
what
kind
of
orientation
would
there
be
for
teachers
coming
back
in
who
have
not
been
in
buildings
with
regard
to
how
to
access
all
of
the
extra
services
or
or
how
schools
now
work.
Given
the
changes
in
you
know
all
kinds
of
policies
so
that
they
are
as
prepared
as
to
be
able
to
prepare
students
to
these
changes.
S
Yeah,
so
our
communications
office
has
been
sending
all
of
the
information
to
our
teachers
into
our
school
community
as
they
come
back.
Obviously,
it's
not
just
teachers,
it's
staff,
it's
you
know,
custodial
staff
and
our
nutrition
staff
and
our
secretaries
and
everybody
coming
back,
and
we
want
to
make
sure
that
they
have
the
health
and
safety
protocols.
So
our
school
leaders
are
also
sharing
that
information
with
them
as
they
return.
S
G
Madam
chair,
I
have
two
more
questions.
Do
you
want
me
to
hold
them
until
everybody
has
gone
around
and
then
okay?
Thank
you.
Thank.
A
You
I
was
gonna
say
that
when
I
forgot
to
say
that
so
thank
you
for
for
doing
that.
I
appreciate.
C
A
So,
just
as
a
reminder,
two
questions
each
and
we'll
do
five
minutes
and
then
we'll
do
a
second
round
to
make
sure
everybody's
questions
get
answered.
So,
dr
rivera,
you
had
your
hand
up.
Please
go
ahead.
F
Thank
you
yeah.
I
have
two
questions.
One
of
them
is
about
slide
number
three.
It
talked
about
the
indoor
air
quality
and
I
noticed
that,
like
there
was
going
to
be
a
sample
of
17
like
a
17
sample
of
the
testing.
F
So
my
question
is
why
why
not
test
every
school
quad,
the
indoor
air
quality
of
every
school?
That's
one
question,
and
then
the
other
question
is
about
whether
does
any
of
the
school
buildings
will
be
used
after
school
hours
and
if
that's
going
to
affect
sort
of
the
disinfection
and
how
do
you
sort
of
factor
in
you
know
if
you're
going
to
be
also
having
the
building
used
and
say
with
an
after-school
program?
S
A
S
I
also
want
to
recognize
that
chief
martinez
has
joined
us.
He
couldn't
join
us
at
the
beginning
of
the
presentation,
but
if
there
are
questions
for
chief
martinez
about
the
metrics
and
where
we're
at
or
any
of
the
other
health
and
safety
protocols
or
the
bphc
approval,
he
can
answer
those
questions.
Thank.
A
You
and
just
a
reminder
for
on
the
staff
side
also,
if
you
could
keep
your
responses
brief
as
well.
Thank
you.
T
Sure
so,
in
regards
to
the
air
quality
testing
that's
occurring,
we
are.
We
are
following
the
guidance
from
the
harvard
school
of
public
health
that,
as
has
recommended,
10
percent
of
the
recom,
the
representative
sample
of
classrooms
be
tested,
and
we
actually
decided
to
put
that
up
to
17
to
show
that
we
want
to
make
a
more
a
larger
representative
sample.
So
we're
following
that
guideline
guidance
and
in
regards
to
the
sanitation
question.
T
There
is
a
schedule
for
each
individual
school
that
a
school
custodian
day
and
night
follow
with
their
school
leader
that
ensures
that
after
school
activities
or
athletic,
activities
are
taken
into
account
with
the
scheduling
and
ensuring
that
the
sanitation
happens
within
all
of
the
time.
Parameters
needed.
A
S
A
I'm
sorry
I
apologize
okay
thank.
X
A
We'll
come
back
to
you,
mr
james.
E
O
All
the
above,
it
started
matter
of
fact.
I
started
day
one
james,
that's
a
great
question.
I
started
day
one
coming
out.
I
transitioned
right
from
bpd
after
27
years
over
there
leaving
the
bureau
of
community
engagement,
and
I
started
that
same
model
just
coming
right
in
bps,
I
had
an
opportunity
to
do
this
job
kind
of
my
dream
job
looking
at
it
last
15
years
ago
and
dr
concilius
and
the
mayor
gave
me
the
opportunity
to
do
it,
and
so
I
started
day
one.
O
O
I
live
in
roxbury,
I
still
live
here,
and
so
I
have
a
deep
connection
not
only
to
the
community,
but
to
my
alumni
I
have
a
great
hbcu
alumni
shout
out
to
a
new
vice
president,
and
so
I
understand
what
she's
feeling
with
that.
I
kept
my
same
relationships
and
really
worked
so
every
day
from
day
one,
and
we
have
a
detailed
schedule.
We
can
sit
back.
O
We've
met
with
bsac
group
matter
of
fact,
two
twice
so
far,
we're
also
in
a
restorative
justice
practices
with
them
we're
in
our
second
engagement
with
them.
I
believe
it's
next
week
we
just
finished
our
first
one.
Last
week
I
heard
it
went
marvelous
we're
having
a
debriefing
tomorrow
and
then
we're
going
to
continue
that
process
on.
So
this
is
a
continuing
effort.
For
me,
continued
model,
like
I
said
in
my
beginning,
is
not
just
protocol
because
photographs
change
with
priorities.
This
is
definitely
a
value
for
me.
E
E
O
Great
question
again,
but
boston
is
a
vast
area
ambassador,
but
boston
is
very
wide,
so
we
don't
have
our
officers
assigned
to
every
school
and
every
district,
but
there's
sometimes
there's
circumstances
that
go
on
at
other
districts
that
we're
not
assigned
to,
and
then
we
have
our
food
service.
We
have
32
sites
that
we
are
monitoring
matter
of
fact,
on
our
wednesdays
extra
sites
are
available
to
the
community,
so
we're
making
sure
that
we
are
making
sure
that
those
sites
and
those
individuals
working
those
sites
are
safe.
O
So
those
are
roving
units
that
can
adhere
to
different
circumstances
that
go
in
the
community,
I'm
also
in
deep
contact
with
bpd.
So
a
lot
of,
unfortunately
we're
having
a
lot
of
incidences
in
and
around
dinner
time.
So
I
think
it's
important
that
we're
out
there
and
we're
available
to
our
to
our
bpd
bps
staff.
G
Yes,
so,
okay,
I
have
two
criteria
when
you
were
to,
and
this
is
for
you
miss
grice.
You
said
that
you
deploy,
I
guess
my
question
is:
what
determines
whether
a
school
has
an
on-site
detail
versus
not,
and
can
you
move
from
needing
to
have
one
to
not
or
go
in
the
other
direction,
because
you
were
saying
that
half
of
our
schools
basically
have
on-site
and
I
guess
how
does
that
go?
How
does
that
happen?.
O
Well,
we're
having
an
evolving
evolving
practice,
miss
johnson,
a
very
good
question.
Thank
you,
so
much
very
good
to
see
you
that
is
determined
by
the
number
of
incidences
and
particularly
really
the
area
that
the
school
is
in.
Sometimes
we
have
areas
that
denote
a
lot
more
attention
based
on
where
they're
located.
So
that's
how
we
try
to
deploy
our
staff.
I
am
also
I
am
looking
at
that
as
we
evolve
in
this
process.
O
So
right
now,
I
elected
just
starting
out
because
the
familiarity
and
stability
of
officers
in
schools
and
and
to
tell
you
the
truth
and
the
request
of
the
staff
and
administrators
in
that
school
we've
kept
certain
officers
there
moving
forward.
We
may
make
some
adjustments
as
we
move
forward
in
in
circumstances
change,
but
previously,
and
presently
I've
really
made
that
decision
based
on
circumstances
that
that
that
happens
in
that
school.
So.
G
O
G
Okay,
thank
you
that
that
that
helps
a
lot.
My
last
question
is
for
a
health
person.
We
say
that
we
have
25
students
who
have
had
covet
and
126
adults,
and
I'm
wondering
is
there
any
correlation
between
the
two?
Have
we
looked
at?
You
know
our
students
that
are
getting
coveted
related
to
that
126
adults,
or
is
it
a
wider
variety
or
no
relationship
at
all
between
both
the
numbers
of
students
and
adults
in
a
particular
school
that
have
contracted
covet
and
the
timing
of
those
things.
W
Thank
you
so
so
far
through
contact
tracing
and
through
health
services,
we
have
not
seen
the
true
correlation
between
the
two
numbers.
G
Okay,
all
right
because
I
mean
I
know
one
of
the
the
big
issues
we
hear
all
the
time
around.
The
fear
of
going
back
to
school
is
contracting
back
and
forth,
and
so
I
guess
the
question
is:
how
do
our
schools,
our
teachers,
everyone,
our
community,
understand
what
these
numbers
mean,
and
I
know
only
a
very
small
number
of
our
students
have
been
in
school,
and
so
I
guess
the
question
is:
would
with
having
more
students
coming
back
and
more
educators
coming
back?
Do
we
foresee
a
rise
in
this
numbers?
W
Right
we
work
on
very
closely
with
the
boston
public
health
commission
to
identify
the
close
contacts
and
then
from
then
those
numbers
come
together
with
with
them.
So
I
don't
know
if
chief
martinez
can
answer
even
better,
but
so
far
that's
what
we're
seeing.
Okay.
Y
I
madam
chair
yeah,
so
to
to
jenny's
point.
Remember
robinson:
we
you
know
there
isn't
there's
it's
been
a
small
percentage
of
folks
who
have
tested
positive
and
to
jenny's
point.
Most
of
the
contact
racing
has
connected
folks
testing
positive
from
things
happening,
not
in
school
buildings,
so
people
most
positive
cases
have
been
from
people
who
tested
positive
in
the
community
and
then
notified
bps
that
they
were
positive,
so
again
important
to
track
and
trace.
Y
But
you
know
the
the
positive
rate
both
based
on
testing
for
teachers
and
staff
has
been
pretty
low
lower
than
the
community
rate,
so
we'll
continue
to
create
access
so
that
we
can
catch
any
cases
and
do
our
best
to
contain
it.
S
You
might
I'm
sorry,
madam
chair,
I
wonder
if
chief
martinez
might
want
to
just
update
on
the
daily
rates
and
the
metrics
and
where
we're
at.
Y
Sure
does
that
share
a
chair.
Do.
A
You
why
don't
we
just
go
through
the
questions
and
then
we'll
come
back
to
you,
chief,
that's,
okay!
So
vice
chair
o'neil,
you
had
a
question.
H
Thank
you
cheer
and,
first
of
all,
welcome
to
chief
coakley
grace.
Thank
you
fisher,
since
the
first
time
you've
been
talking
to
us,
thank
you
for
what
you
shared
and
how
you're
looking
to
think
through
our
school
safety
approach,
so
keeping
our
our
students
and
our
staff
safe.
So
thank
you
and
look
forward
to
your
future
thoughts
on
that
in
the
future.
But
two
quick
questions,
one
is
for
director
lobo
lopes
lopez
lopez.
Excuse
me.
H
I
want
to
make
sure
to
pronounce
your
name
correctly
lopes,
okay,
great
and
thank
you,
and-
and
did
you
say,
madison
park
or
madison
park,
glad
to
hear
that,
and
I
asked
what
did
you
did
you
go
when
I
health
track
when
you
were
at
madison
park.
W
I
did
I
was
in
the
health
assistant
program
with
mrs
carroll
reed.
Yes,.
H
It
so
I'm
really
interested
in
you
mentioned
that
we're
applying
for
the
pilot
program
with
the
state,
the
peer
testing
and
but
you
mentioned,
that
is
for
students.
Would
that
ultimately
also
be
my
understanding
of
the
state
program?
Was
it
could
be
for
staff
as
well
and
that
what
the
state's
going
to
pay
for
part
of
it
and
then
the
federal
gov
federal
government's
going
to
pay
for
part
of
it?
Do
we
anticipate
expanding
that
whole
program,
or
could
you
just
and
maybe
chief
martinez
as
well?
W
So
I
can
briefly
say
so:
we've
applied
for
the
mass
desi
for
the
pool
testing
to
include
students,
and
I
believe,
staff
as
well
right
now,
we're
just
going
through
the
process
of
getting
all
the
paperwork
in
and
consent
and
everything
together,
so
that
testing
is
will
be
provided
through
massdessi
for
six
weeks.
W
So
that
is
correct.
So
for
now
that's
we're
just
gathering
all
of
the
application
process,
things
that
we
need
to
have
together
to
roll
that
out
shortly.
W
So
right
now
for
for
staff,
we're
using
kotaldo
services
and
bphc
we're
still
using
the
same
process
when
mass
desi-
and
I
don't
know
if
anyone
else
can
answer
to
that.
But
once
we
have
more
information
from
mass
desi
as
far
as
how
we
can
expand
that
to
our
staff
as
well.
Y
Y
Adults
as
we
as
the
science
has
been
clear.
Adults
are
more
infectious
than
young
people
and
are
more
likely
to
spread
covid.
So
the
notion
of
having
access
for
adults
to
individual
pcr
testing
is
is
likely
a
better
option,
although
a
more
expensive
option
than
having
adults
in
a
pool
testing
option,
primarily
because
you
could
have
a
lot
of
positive
pools
because
you're
going
to
have
potentially
more
positive
adults
than
you
do
students.
Y
So,
in
the
current
pilot,
we're
in
we're
just
pool
testing
students
and
pcr
testing
adults,
the
state
pilot,
if
possible,
we
will
likely
pull
test
students
and
and
continue
to
pcr
offer
a
pcr
option
for
individual
teachers
so
that
we
can
catch
any
cases
that
way.
So
that
is
our
goal
to
continue
down
that
route.
But
again
the
state
pilot
does
allow
you
to
do
that.
But
if
they
will
only
pay
for
the
pool
testing,
not
the
individual
testing.
H
Thank
you,
chief
martinez
and
and
director
of
loma
lopes.
I
appreciate
that.
I'm
also
curious
about
vaccines
as
they
do
come
about
and
chief
are
you
considering?
I
know
other
districts
in
other
parts
of
the
country
are
using
the
school
systems
to
help
vaccinate
first
teachers
and-
and
you
know,
we
want
to
get
all
of
our
staff
as
to
the
front
of
the
line
as
soon
as
possible,
but
then
also
beyond
that,
maybe
using
school
nurses
school
system
to
help
distribute
vaccines
on
a
wider
basis.
H
Y
Yes,
we
you
know,
actually,
I
think
I
think
it
was
today
had
a
meeting
with
the
superintendent
and
leadership
to
sort
of
talk
about
our
current
draft
plan,
around
vaccinations
for
k-12
staff
through
bps
educators
and
workers
across
the
board,
and
for
us
we're
planning
to
use
a
combination
of
strategies
and
which
would
include
potentially
partnering
with
school
nurses
and
prioritizing
giving
access
to
k-12
educators
when
they
become
eligible
through
the
state
guidelines.
Y
So
for
us,
we
think
there's
a
variety
of
options,
because
not
every
it's
not
going
to
be
one
way,
it's
not
going
to
be
the
most
convenient
way
for
everyone.
So
we
know
there's
going
to
need
to
be
a
lot
of
options,
including
accessing
the
large
scale
sites
accessing
some
priority
group
clinics.
That
would
just
be
for
k-12
educators
accessing
some
small
community-based
efforts
that
will
be
lifted
out
for
essential
workers,
including
k-12
educators
and
then
even
some
mobile
efforts.
That
would
be
dedicated
specifically
for
for
staff.
Y
So
we
would
like
to
be
able
to
use
school-based
nurses
and
and
use
the
nurses
within
the
district
to
help
us
vaccinate
folks.
As
folks
know,
our
school
nurses
are
being
vaccinated
this
week,
most
are
getting
the
option
to
be
vaccinated
this
week
and
so
at
least
to
start
that
process.
Since
it's
a
two
dose
process,
but
we
definitely
want
to
use
I'm
gonna
slow
down.
A
F
So,
thank
you
again,
chief
martinez.
It's
really
been
an
honor
to
work
with
you
on
the
mayor's
kobet
health
inequities
task
force.
My
question
is
related
to
the
vaccines.
It's
great
to
hear
that
there's
all
this,
you
know
going
to
be
this
access,
but
even
just
our
own
slide
today
shows
that
just
54
of
the
health
personnel
have
been
vaccinated
and
I'm
not
sure
if
that
has
to
do
with.
F
You
know,
access
and
availability
right
now
or,
if
there's
even
hesitancy
towards
getting
that
we're
seeing
that
in
nursing
homes
right
where
you
know,
even
if
they're
you
know
phase
one
stage,
one
they're
not
getting
the
vaccine,
so
I
wonder
if
you
could
speak
a
little
bit
about
maybe
efforts
to
to
do
more
outreach
around
you
know
getting
the
vaccine.
Y
Yeah
absolutely
dr
rivera,
you
know,
there's
no
question.
There
is
still
hesitancy
in
terms
of
I
didn't
see
the
slide
deck,
but,
in
terms
of
you
know,
the
school-based
nurses
are
bps
nurses.
All
bps
nurses,
who
want
a
vaccine,
will
be
able
to
get
one
either
this
week
or
next
week.
So
there
is
clearly
supply
and
availability.
So
it's
not
yet
it's
not
that
there
isn't
availability,
but
it
may
be
appointments
and
maybe
scheduling
and
timing,
but
separate
from
that.
Y
There's
no
question:
there's
still
hesitancy,
even
our
hospitals,
our
first
responders,
our
healthcare
workers,
as
you
mentioned
in
long-term
care
facilities,
are
continuing
to
you
know
not
necessarily
take
the
vaccine
and
have
some
hesitancy,
so
the
city
working
with,
as
you
know,
the
health
and
equities
task
force,
but
other
partners
have
launched
a
public
awareness
campaign
to
do
two
kind
of
two
tracks.
One
educate
and
inform
around
the
knowledge
around
the
vaccine,
its
safety,
the
measures
that
are
in
place
to
sort
of
how
did
it
get
approved,
giving
people
the
information.
Y
So
they
can
make
the
best
decision
for
them
and
their
families
but
sort
of
answering
questions
and
providing
facts
and
then
the
second
path
of
making
sure
that
people
meet
people
like
themselves
virtually
meet
them
over
zoom
or
press
conferences
or
webinars,
or
on
ads
on
social
media.
So
people
can
understand
the
the
journey.
People
are
taking,
whether
it's
health
professionals
who
were
hesitant
but
got
the
vaccine,
whether
it's
an
emt
or
a
police
officer
who
wasn't
sure
or
school
nurse
who
wasn't
sure.
Y
So,
though,
we're
trying
to
going
down
both
of
those
efforts
and
part
of
that
is
also
the
bps
community.
We
would
like
to
see
a
very
high
number
of
our
bps
staff
get
vaccinated
and
that
will
help
us
not
only
in
our
reopening
but
help
them
in
their
own
safety
and
and
healthcare,
and
so
we
are
going
to
we're
going
down
that
process
to
build
awareness
and
to
make
sure
that
folks
not
only
have
access
in
the
communities
that
are
hardest
hit,
but
that
we
kind
of
address
the
the
mistrust.
Y
That's
there
rightfully
so,
given
obviously
a
long
history
of
inaccurate
information
and
inaccuracies
as
well.
As
you
know,
black
and
brown
folks
being
taken
advantage
of
by
the
healthcare
system.
So
we
both
have
to
acknowledge
it.
We
have
to
build
the
trust
around
it
and
then
make
sure
that
the
vaccine
is
accessible.
So
when
people
are
ready,
we
can
give
them
the
vaccine
to
be
able
to
take
it.
So
there
is
still
hesitancy
and
we're
going
to
have
to
keep
going
to
address
it
well
into
the
summer
into
the
fall
well
beyond.
W
Thank
I
can
also
answer
that
a
bit
with
the
percentage
so
on
monday
is
when
most
nurses
were
scheduled.
This
monday
and
67
nurses
went
and
got
vaccinated
right,
and
so
I
think
that's
a
a
big
number
just
to
say.
W
Just
in
one
day
also
nurses
are
being
vaccinated
through
other
jobs
that
they
may
have
so
there's
some
nurses
that
have
already
been
vaccinated
outside
of
this
program
would
be
phc,
there's
also
nurses,
who
are
already
scheduled
through
the
mass
site
before
we
were
able
to
schedule
them,
so
the
numbers
will
be
much
bigger
towards
the
end
of
the
week
and
they're
also
nurses
being
scheduled
to
be
vaccinated
for
tomorrow.
So
I
think
that
this
number
mostly
shows
up
to
monday
evening
and
what
those
numbers
were.
O
And
I'd
like
to
add
as
well
just
to
you
know
what
the
phase
one
law
enforcement
was
on
the
first
list,
and
I
can
just
do
chief
martinez.
Do
your
informative
lectures
on
the
mayor's
discussions
every
week.
We
kind
of
use
that
in
my
weekly
meetings
to
kind
of
encourage
our
officers
in
in
the
future
opening
of
schools.
So
I
can
really
report
that
close
to
less
than
a
handful
of
my
officers
are
not
vaccinated
up
to
this
today
of
today.
O
Matter
of
fact,
we
had
another
nine
to
ten
officers
that
got
vaccinated
today
and
I
but
the
bullet,
I'm
I'm
totally
afraid
of
needles,
but
I
did
it
and
I
did
it
not
on
the
representation
just
for
bps,
but
just
for
my
community,
you
know
what
I
mean
and
I
post
it
on
my
instagram
page.
I
have
over
200
hits
right
now,
just
watching
it,
and
I've
had
so
many
different
calls
and
funnels.
So
I
think
it's
very
important,
like
you
said,
to
have
someone
that
recognizes
and
identifies
just
like
them.
A
Mr
james,
you
still
have
your
hand
up,
did
you
have
additional
questions
or
you
just
didn't
put
it
down?
I
did.
E
Okay,
go
ahead.
Thank
you.
My
question
is
for
mr
martinez
nice
to
see
you.
I
wanted
to
I
access
at
the
last
meeting
and
I'm
glad
you're
here,
so
I
can
ask
you
directly.
So
the
bphc
threshold
is
some
number
around
339..
Y
Yeah,
so
all
the
thresholds
related
to
bphc
data
related
to
covid
were
established
basically
from
a
very
low
benchmark
in
the
summer.
So
in
the
summer
we
had
a
very
our
lowest
cases
since
we
had
covet
our
lowest
daily
cases,
our
lowest
positive
percentage
rate,
the
lowest
number
of
folks
that
were
hospitalized
across
the
board,
and
so
in
the
summer
we
established
thresholds
that,
if
hit,
would
allow
us
to
be
able
to
respond
accordingly.
Based
on
these
on
six
metrics
that
I
can
update
in
a
second.
Y
But
those
thresholds
were
basically
using
a
formula
of
looking
at
what
the
averages
were
in
the
summer
and
then
creating
standard
dev,
two
standard
deviations
above,
but
primarily
to
show
that
there
was
a
significant
level
of
activity
that
we
wanted
to
make
sure
to
monitor.
That's
how
they
were
established.
E
Thank
you
and
then
my
second
question
is
to
miss
grace.
You
had
mentioned
earlier
that
you
mentioned
earlier,
that
you
know
units
are
deployed
because
they
have
specifically
because
there
have
been
incidences
that
arise
at
dinner
time.
I
I
want
you
to
sort
of
help
me
understand
just
the
context
of
that.
I
I
think
the
community
and
I
need
a
just-
need,
a
walk
through
of
what
that
looks
like
because
students
aren't
in
school
at
dinner
time.
So
I'm
just
a
little
confused.
O
No,
you
asked
about
the
four
cars
deployment
throughout
the
city
and
I
said
that
around
right
now
we
are
servicing
the
32
food
sites
that
are
open
every
day.
They
were
open
three
times
a
week
from
10
to
6
p.m,
which
now
it
gets
dark
and
we've
had
incidences
around
dinner
time.
O
I
just
gave
a
dinner
time
time
with
like
five
six
o'clock,
which
you
know
sometimes
there's
a
lot
of
incidences
that
go
on
so
for
the
safety
and
security
of
the
staff
leaving
our
food
sites
distribution
sites,
it's
beneficial
to
have
our
roving
cars
around
it
during
that
time,
particularly
the
sites
that
do
not
have
a
designated
officer
at
the
school
site
during
that
time,
and
now
we're
looking
at
two
we're
looking
at
to
the
athletics
coming
on
board.
O
So
it's
very
important
to
have
additional
cars
out
because
athletics
are
now
coming,
even
though
there's
no
spectators,
there's
also
the
teams
coming
and
going
they're
transporting
each
other,
and
you
know
you
know
so,
there's
a
lot
of
still
moving
pieces.
We
still
have
a
lot
of
buildings
open
during
this
time,
even
though
we've
had
virtual
teachers
have
responded
to
the
buildings
in
most
buildings.
E
O
A
Your
question:
thank
you,
mr
tran.
R
Hi,
I
just
have
one
question
to
the
pertinent
staff.
R
On
hold
on
on
the
slide
9,
where
it
indicates
that
113
staff
had
tested
positive
and
19
students
tested
positive,
the
113
staff.
Of
course
there
are,
there
are
teachers
in
there
as
well.
My
question
is,
the
you
know
is
relating
to
notification.
R
How
soon
does
the
school
inform
the
parents
or
or
the
community
that
certainty,
are
you
know,
without
naming
name
or
without
disclosing
any
kind
of
individual
personal
information
regarding
the
person
who
has
covet?
But
how
soon
does
the
school
inform
parents
that
there
there
had
been
a
staff
who
has
contracted
a
covet?
R
The
the
the
question
I
raise
is
because
I
have
received
information
from
from
my
community
from
the
asian
community
that
there
were
students
who
contracted.
R
The
covet
after
coming
in
contact
with
with
you
know,
with
teachers
at
school
and
a
day
or
two
later,
the
family
received
the
notification
that
there
was
a
teacher
who
you
know
who
had
tested
positive
as
a
result
of
that
the
student's
family
was
later
on,
contracted
covet.
R
That's
the
question
is
my
question
clear
and
understandable:.
W
So
I
can
just
briefly
review
so
once
once
the
health
services
is
informed
of
a
possible
close
contact,
there's
an
interview
and
process
that
takes
place
with
the
positive
case,
and
this
is
only
for
those
that
are
in
person
in
the
building
right.
That,
then,
has
to
be
reviewed
with
bphc,
and
the
information
that
is
provided
is
then
provided
to
be
phc.
W
Regarding
the
closed
contacts,
the
vphc
will
then
determine
who
those
close
contacts
are
notification
and
the
close
contact
process
anywhere
between
24
and
48
hours,
but
that
everyone
is
notified
the
whole
process.
W
So,
the
sooner
that
health
services
is
made
aware
and
school
leaguers
are
made
aware,
the
faster
the
process
will
go
because
you
have
to
not
only
interview
the
close
contact,
but
you
also
have
to
speak
with
those
close
contacts,
and
so
it's
it's
it's
a
process.
It
does
happen
within
24-48
hours.
R
I
see
so
there's
no,
unfortunately,
then
there
is
no
viable
preventive
measure
that
can
stop
the
the
transmission
or
can
stop
the.
R
The
infection
from
from
staff
to
students
before
I
did
it,
it
happened
right,
because
what
I'm
I'm
trying
to
to
to
determine
here
is
that
I
have
some
cases
where
students
who
come
into
contact
with
certain
teachers
and
then
without
knowing
that
that
teacher
had
contracted
coving
and
the
student
then
come
home
and
spread
the
the
kobe
to
the
entire
family
and
the
entire
family.
As
a
result
of
the
became
infected
with
covet.
R
So
would
would
it
be
possible
if,
from
this
point
on
any
teachers,
reporting
through
school
to
work
or
any
staff
that
comes
into
contact
with
with
the
public,
that
that
will
be
reporting
to
work
on
site
should
submit
something?
W
So
there's
a
home
checklist
that
should
be
done
by
all
who
are
going
in
person
for
screening
purposes
prior
to
coming
into
any
building
in
bps
and
and
those
are
some
that
goes
along
with
wearing
your
mask
and
being
safe
and
no
one
should
be
coming
into
school
if
they
are
symptomatic
and
do
not
feel
well.
S
Mr
tran,
we're
not
yeah
and
mr
trent,
I
don't
think
we're
not
aware
of
any
transmission
from
a
teacher
to
a
student.
I
believe
that's
true
right
nurse
lopez,
yeah,
and
I
just
I
also
want
to
let
you
know
that
we
do
require
staff
to
do
this
checklist
prior
to
coming
in.
We
do
continue
to
establish
a
six
feet:
distance.
We
we
are
strict
about
our
mask
wearing.
S
We
are
strict
about
our
hand,
sanitizing
protocols,
and
we
are
limiting
the
number
of
staff
that
are
in
the
building
and
that
are
in
in
a
classroom
and
that's
part
of
our
phc
approval.
They
had
to
know
our
staffing,
they
had
to
know
the
number
of
students
in
our
in
our
buildings
as
part
of
our
approval
process.
A
Thank
you,
superintendent.
Thank
you
team,
mr
tran.
I
I
know
there's
there's
not
gonna
be
you
know,
answers
it's
such
a
it's
something
that
we
just
we
have
to
live
with
and
navigate
as
best.
We
can,
I
think,
with
the
slopes
and
the
superintendent,
with
all
the
precautions
that
we
can.
But
obviously
you
know
everyone
is
always
we've
all
been
worried
and
you
know
I
think
we've
learned
some
things
which
is
good,
but
it's
again
you
we
can
do
all
that
we
can
do
and
to
keep
each
other
safe.
Y
Sure
so,
thank
you,
madam
chairwoman,
and
thank
you
obviously
to
the
to
the
members.
Everyone
who's
who's
watching.
You
know
briefly,
I
think
from
health
and
human
services
perspective.
Obviously,
we've
been
working
closely
with
bps
and
and
monitoring
our
covet
activity
in
the
community,
and
what
we
have
seen
is
over
the
past
couple
weeks
now,
we've
started
to
see
a
decrease
in
covalent
activity
in
the
community.
Y
We
are
monitoring
six
metrics
as
a
reminder:
three
metrics
that
are
tied
to
covalent
activity
and
then
three
metrics
rely
related
to
hospitalizations
and
hospital
activity,
and
we've
seen
a
decrease
in
overall
cases
that
we've
been
seeing
in
the
city
of
boston,
we're
down
to
376.9
cases
on
average
a
day
as
of
january
21st,
that's
down
from
a
high
and
early
january,
and
above
where
we
had
where
we
had
been
there
coming
out
of
the
holidays.
Y
We
are
down
to
6.9
positivity
in
the
city
right
now,
which,
as
of
the
21st
as
well
continuing
to
see
about
5
000
people
tested
per
day
on
average
and
all
three
of
our
hospital
metrics
have
improved
over
the
last
several
weeks.
We
currently
have
about
330
covalent
positive
patients
in
our
boston
hospitals,
down
from
about
450,
coveted
positive
patients
about
two
weeks
ago,
so
the
met
the
metrics
are
moving
in
the
direction
we
want
them
to
move.
Y
We
have
seen
a
decrease
in
activity,
a
decrease
in
positive
test
rate
and
continue
to
see
that
go
in
the
direction
we
want.
You
know
we
saw
an
uptick
leading
into
the
holidays.
That
was
expected.
We
saw
that
activity
continue
to
be
the
case
and
then,
as
we
were
both
expecting
and
hoping,
we
saw
a
decrease.
You
may
have
seen.
The
city
did
loosen
its
coveted
restrictions,
effective
monday.
Y
We
will
go
back
to
phase
three
of
those
restrictions
and-
and
that's
been
an
important
piece
to
continue
to
live
with
covet
as
we
try
to
balance
what's
essential.
Y
We
did
through
the
boston,
public
health
commission,
we're
able
to
review
the
reopening
plans
that
the
superintendent
and
our
team
put
together
and
feel
confident
that
the
plans
are
in
place
for
bps
to
reopen
as
safely
as
possible,
with
an
additional
number
of
students
on
february
1st,
through
the
review
of
that
work,
both
by
the
boston,
public
health,
commission,
executive
director,
rita
nieves
and
our
medical
director,
dr
jennifer
lowe,
and
so
again
time
and
time
again,
you
know
these
are
difficult
places
to
be,
but
for
bphc
and
hhs.
Y
So
we
are
continuing
to
do
that
work.
We
were
pleased
to
see
bps
roll
out
additional
safety
measures
in
the
schools,
as
well
as
expanding
testing
for
students
and
staff,
to
ensure
that
we
could
continue
to
put
in
place
to
the
things
necessary
as
we
live
with
coven.
But
as
we
continue
to
see
this
decrease
in
activity,
we
want
to
continue
to
prioritize
what's
essential
and
we're
thankful
to
be
able
to
try
to
do
that
as
we
see
rates
decrease.
Y
So
I
just
want
to
thank
the
superintendent
and
leadership
as
well
as
you
all
committee
members
for
the
work
you
are
continuing
to
do
to
prioritize,
not
only
our
students
and
our
families,
but
the
health
and
safety
of
our
teachers
and
staff
to
ensure
that
everyone
can
reopen
as
safely
as
possible.
Y
My
number
one
commitment
to
you
and
the
work
that
we're
doing
is
we
are
always
going
to
prioritize
health
and
safety
and
what's
most
essential,
and
that
is
the
work
that
we
are
doing
across
the
board
in
health
and
human
services
and
bphc
so
want
to
just
offer
you
all
the
current
assessment
of
where
we're
at
and
the
continued
work
that
we
will
take
on.
As
we
partner
with
bps
to
continue
in
this
school
year
and
I'll
pass
it
back
to
you,
madam
chair.
A
Thank
you
so
much
chief
martinez,
thank
you
for
being
with
us
tonight.
I
know
you
are
working
24
hours
a
day.
I
see
you
at
every
meeting
I
go
to,
and
I
want
to
thank
you
on
behalf
of
all
of
our
students
and
families
and
staff,
for
all
the
work
that
you
and
your
small,
but
mighty
department
has
been
doing
and
working
with
you
on
the
health
and
equities
task
force.
Just
all
of
your
knowledge,
I'm
so
grateful
and
grateful
to
the
city
too,
for
all
of
the
work
in
general.
A
You
know
that
has
been
undertaken
from
giving
direct
cash
assistance
to
the
food
sites
you
know
and
on
and
on.
I
think
it's
just
been
amazing,
the
the
care
for
our
residents.
A
So
thank
you
and
I
my
questions
were
stolen
already,
so
I
just
want
to
say
that
I
look
forward
to
making
sure
that
that
our
teachers
and
staff
are
prioritized,
because
you
know
in
my
mind
they
are
essential
workers
and
you
know,
should
receive
the
vaccine
and
we
definitely
will
partner
with
you
around
the
education
piece
just
in
general
for
our
residents.
I
always
said
you
know
if
dr
fauci
gets
the
vaccine
I'll
do
it,
so
everybody
has
there,
you
know
so
we
have
to
figure
out.
A
Who
is
the
person
you
look
up
to
that
will
take
the
vaccine.
You
know
to
kind
of
give
that,
because
I
know
it's
been,
it's
been
a
lot
of
mixed
messages.
We've
had
as
a
country,
and
so
we
understand
why
people
are
nervous,
but
we
look
forward
to
working
with
you.
I
want
to
thank
the
bps
team,
just
in
general,
because
they
also
have
been
working
non-stop.
This
team
tonight
and
just
in
general,
everybody
from
you
know,
mark
delivering
chromebooks
to
people
to
all
the
food,
the
people
at
food
sites.
A
We
went
to
visit
myself
and
vice
chair
o'neill,
I
mean
that's
just
all
hands
on
deck,
so
I
want
to
thank
everybody
and
just
also
say
that
you
know
this
is
work
that
has
been
going
on
since
you
know.
Last
year,
ups
has
we've
moved
as
much
as
we
can
with
the
information
that
we
have
received.
Whenever
we
have
new
information,
we've
tried
to
move
to
those
areas.
A
You
know
that
are
science
based
that
are
telling
us
do
x,
y
and
z,
so
they're
not
new
things
that
all
of
a
sudden
we're
doing-
and
I
know
that
it
can
be
scary.
You
know
because
there
are
still
unknowns
about
the
virus
and
we
just
again
have
to
do
what
we
can
to
live
with
and
be
as
careful
as
possible.
As
mr
james
said
a
few
meetings
ago.
Wearing
your
mask
social
distancing,
all
those
things
are
really
really
important
and
I
I'm
really
excited
to
see
a
bps
alum
miss
slopes.
A
You
know
you
are
a
great
role
model
for
our
students
going
to
madison
and
and
stick
you
know
doing
a
career
and
what
you
started
with
is
just
really
inspirational.
I
want
to
also
thank
miss
coakley
grace.
We
haven't
met
in
person.
I
saw
your
picture
when
you
were.
You
know
transitioning,
and
I
look
forward
to
one
day
meeting
in
person
and
thank
you,
everyone
again
for
all
your
presentations,
so
I'm
gonna
thank
everybody
and
we
look
forward
to
hearing
more
about
reopening
at
our
future
meetings.
A
So
thank
you
again,
chief
martinez,
for
being
with
us.
We're
gonna
move
into
a
public
comment
period
and
I'm
going
to
ask
all
of
our
speakers
to
identify
the
neighborhood
where
you
live.
A
We
as
committee
are
committed
to
hearing
all
the
voices
and
want
to
ensure
that
all
parts
of
the
city
are
included
and,
as
I
mentioned
before,
this
is
a
common
practice
among
other
city
departments
during
their
public
meetings
and
so
we're
now
going
to
move
on
to
general
public
comment,
and
I'm
going
to
ask
ms
sullivan
to
please
take
that
over.
Thank
you.
D
D
D
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you're
from
before
you
begin.
D
D
Z
Z
Z
In
the
two
weeks
that
have
passed
since
the
last
school
committee
meeting,
the
vitamin
administration
has
made
it
clear
that
reopening
schools
is
a
top
priority,
not
only
that
governor
baker
also
highlighted
the
importance
of
school
reopening.
Excuse
me
in
last
night's
state
of
the
commonwealth.
He
spoke
of
our
first
in
the
nation
covid
testing
program
for
public
schools
and
I'm
very
encouraged
to
hear
that
bps
has
applied
for
this
program.
Z
There's
clear
direction
and
leadership
on
school
reopening
now,
both
at
the
federal
and
state
level
and
it's
time
for
boston
leadership,
to
step
up
and
put
students
first
and
have
reopening
at
the
top
of
the
agenda.
In
addition
to
political
leadership,
science
and
public
health
experts
continue
to
reiterate
that
schools
are
safe.
Just
yesterday,
the
cdc
released
an
updated
guidance
on
opening
schools,
stating
that
there's
been
little
evidence
that
schools
have
contributed
meaningfully
to
increase
community
transmission
and
that
keeping
schools
closed
could
adversely
affect
students,
academic
products,
mental
health
and
access
to
essential
services.
Z
I'm
encouraged
that
the
vphc
gave
the
green
light
that
it
is
safe
for
the
remainder
of
the
hip
students
to
return
to
their
classrooms
on
monday,
but
we
must
not
step
there.
Bps
must
adhere
to
the
timeline
set
forth
and
send
our
littlest
learners
back
to
school.
On
march
1st,
I
want
to
thank
dr
caselias
and
the
district
for
publishing
and
updating
the
covid19
dashboard,
as
well
as
releasing
school
specific
reports
on
air
quality.
Z
AB
AB
This
negatively
impacts
12
zip
codes,
including
several
low
income,
zip
codes,
my
zip
code,
west
roxbury,
would
have
had
8.1
of
850
seats,
distributed
through
the
zip
code
model
based
on
the
applicant
pool,
but
will
now
have
just
4.8
of
those
seats
based
on
school-age
children.
A
staggering
loss
of
approximately
28
exam
school
seats,
an
admissions
policy
designed
to
ensure
that
non-bps
students
are
not
quote
over-represented.
Unquote,
is
not
a
policy
that
treats
residents
of
boston.
AB
Equally,
please
revise
the
zip
code
allocation
model
to
ensure
that
all
residents
of
boston
are
treated
equally
in
the
admissions
process
and
that
the
negative
impact
on
the
12
zip
codes,
including
several
low
income,
zip
codes,
is
reversed,
and
I'd
also
like
to
point
out
that
the
mailings
I've
received
recently
so,
for
example,
the
pebt
cards
they've
come
to
me
and
my
address
is
bostonmass02132
transportation.
AB
D
Thank
you.
Our
next
speaker
is
dara
murphy.
I
don't
see
anyone
signed
in
under
that
name.
If
dara
is
with
us,
could
you
please
raise
your
hand
virtually
dara
murphy.
AC
AC
AC
AC
AC
We
also
recently
just
learned
that
corona
has
mutated
and
the
new
virus
will
spread
quicker
and
is
deadlier.
Many
of
our
children
and
others
in
our
community
have
been
harmed
by
corona
and
the
multiple
effects
of
the
virus.
Many
parents
have
been
testifying
in
recent
meetings
that
you
desperately
want
your
children
returned
to
school
buildings.
AC
AC
AC
AC
AC
D
Thank
you
next
up,
we'll
hear
from
corey
zengebot,
jessica,
taharaj,
kathy
ware
and
sherry
kelleher.
If
you
could,
please
raise
your
hands
virtually
and
zoom.
AD
Can
me
yes,
hi!
Thank
you,
madam
chairwoman,
oliver
davila
and
the
other
committee
members.
My
name
is
corey
zengebot
and
I'm
a
resident
of
charlestown.
My
daughter
is
a
k-1
student
at
the
harvard
kent
and
I'm
also
a
member
of
voices
for
bps
families.
This
is
my
fifth
testimony
in
a
row.
I'm
tired
of
testifying,
but
most
students
are
still
not
in
school
and
there
are
still
unanswered
questions
at
this
point.
AD
AD
Number
one
voices
for
bps
families
has
always
taken
the
position
that
our
hip
students
should
be
the
first
to
return,
and
hopefully
more
will
next
monday,
but
the
next
subset
of
high
priority
students
are
the
little
learners
students
for
whom
social
emotional
learning
happens
in
person,
but
who
have
spent
hours
a
day
on
the
computer
for
months.
This
over
reliance
on
digital
tools
is
developmentally
inappropriate
for
young
children
and
they
will
never
get
this
time
back.
AD
Hip
students
are
in
school
4
days
a
week.
Why
can't
k0,
k1
and
k
students
across
the
district
be
permitted
to
return
four
days
as
well,
even
if
they
do
return.
On
march
1st,
this
group
will
receive
less
than
30
days
of
in-person
learning
this
year.
Where
is
the
creativity
to
figure
out
how
to
accommodate
the
small
group
of
young
children
made
smaller
yet
by
the
significant
drop
in
bps
enrollment
number
two.
What
is
bps's
response
to
the
other
mental
and
physical
health
crises?
AD
Protracted
remote
learning
has
induced
adhd
setbacks
and
reading
a
spike
in
suicides
amongst
teenagers,
impaired
vision,
language
losses
for
english
learners,
pediatric
emergency
rooms
filled
with
mental
health
diagnoses,
including
depression,
anxiety
and
eating
disorders.
Students,
especially
students
under
the
age
of
10,
are
not
contracting
covid,
but
they
are
suffering
from
serious
health
issues.
Health
issues
that
could
have
been
avoided
had
boston,
like
its
pure
cities,
done
the
right
thing
listened
to
the
signs
and
brought
those
younger
children
back
to
the
classroom.
AD
You
have
failed
these
children
and
their
families
and
in
the
end,
you
will
have
done
more
harm
than
good
number.
Three.
I
appreciate
the
update
regarding
pool
testing.
I
hope
bps
continues
to
proactively
communicate
to
families
its
intentions.
I
will
just
add
that
teachers
and
families
alike
need
convenient
on-site
testing.
Thank
you
very
much.
AE
Hi,
thank
you,
everyone.
My
name
is
jessica
taherai.
I
live
in
roslindale,
I'm
a
parent
of
two
kids
at
joyce
kilmer
in
west
roxbury.
Today
I
got
my
second
dose
of
the
vaccine,
I'm
a
health
care
worker
and
I
did
listen
to
you
guys
about.
I
have
other
things
I
want
to
discuss,
but
I
did
listen
to
you
guys
about
kovid
and
I
just
wanted
you
guys
to
know
that,
even
if
you
get
the
knowledge
of
the
exposure
early,
you
won't
know
if
you
have
covered
during
the
early
days.
AE
So
it's
actually
it's
actually
good
to
have
a
delay
of
24
to
48
hours,
because
it
will
help
with
false
negatives,
which
I've
seen
happen.
Time
and
time
again.
Somebody
finds
out
that
somebody
got
covered.
They
get
tested,
it's
negative.
They
think
they
don't
have
covid.
Then
they
start
to
get
symptoms
about
three
days
later
and
so
the
delay
it
doesn't
really
matter.
AE
That's
something
that
my
job
does
so.
I
would
like
to
see
more
see,
fourth
grade
and
fifth
grade
convert
to
letter
grades,
which
will
help
bps
kids,
so
they
are
not
cheated
on
the
exam
schools.
When
you
convert
it,
I
want
to
know
bps
plans
to
accommodate
the
kids
at
in
west
roxbury
and
roslindale
for
seventh
and
eighth
grade
space,
which
is
already
limited
in
the
building
size.
Since
most
of
the
classes
are
staying
for
the
next
two
years.
These
schools
will
be
losing
art
spaces,
resource
rooms
in.
AE
I
know
that,
especially
in
the
kilmer.
That
would
that's
how
we
would
accommodate
the
students.
What
are
the
plans
to
expand
on
these
spaces?
Also,
what
is
the
plan
for
k
through
eight
spaces
to
have
gymnasiums
and
auditoriums,
and
we
have
enough
outdoor
space
to
to
build
these
buildings
up,
but
there's
no
plan
in
the
in
the
facine
future
to
improve
on
these
buildings?
AE
AE
What
is
bps
doing
to
help
identify
kids
just
falling
behind,
especially
kids,
who
are
not
reading
by
second
grade
or
are
struggling
to
make
the
make
sure
that
these
kids
are
checked
thoroughly
for
reading
disability
dyslexics
adhd,
which
also
impacts
your
learning?
When
are
we
having
mcas
tests?
How
are
we
going
to
get
these
kids
caught
up
from
being
behind?
I
feel
like
mcas
tests
would
tell
us
how
far
behind
our
children
are.
Will
there
be
summer
school
provided
by
bps
to
help
the
children
who
are
behind?
AF
AF
I'd
like
you
all
to
think
about
a
student
who
resists
going
to
school,
but
when
he
does,
he
struggles
to
stay
engaged
and
cons
constantly
causes
disruptions.
Maybe
a
student
with
learning
difficulties
comes
to
mind.
What
comes
to
my
mind,
is
a
student
like
my
son,
who
went
in
third
grade,
had
the
ability
to
handle
a
fourth
grade
curriculum.
He
was
bored,
he
was
not
getting
his
needs
met.
This
had
nothing
to
do
with
his
amazing
teacher.
AF
This
was
because,
in
a
classroom
full
of
children
with
a
wide
range
of
abilities,
the
students
who
get
the
least
attention
are
the
ones
who
are
doing
well.
These
students
are
told
to
read
a
book
when
they
are
done
with
their
assignments
before
everyone
else,
while
the
teacher
works
with
the
children
who
are
struggling.
AF
AF
AF
D
AG
AG
AG
Nothing
has
changed
a
year
later.
It
hasn't
gotten
any
better
and
in
some
cases
it's
gotten
worse,
no
one
seems
to
be
trying
to
address
this.
Yes,
I
appreciate
that
you're
going
to
try
and
open
schools.
Yes,
I
appreciate
that
a
year
after
my
children
were
sent
home,
my
younger
son
might
finally
walk
into
a
building,
but
that's
two
days
a
week
and
as
somebody's
already
noted,
that
means
30
days
in
school.
At
most,
my
older
son
won't
go
until
april.
AG
AG
I
also
want
to
understand
I
I
think
somebody
said
that
you're
applying
to
be
part
of
the
pool
testing
and
that
this
is
a
six
week
program.
There's
four
months
of
school.
I
don't
understand
how
six
weeks
covers
the
need
for
testing
all
of
the
students
when
we
know
they're
not
going
to
be
vaccinated
and
that's
not
being
addressed.
AG
AG
B
D
D
Okay,
I'm
not
seeing
suzanne
ruby
reyes
will
be
our
next
speaker.
AH
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education,
justice
alliance,
I'm
also
a
dorchester
resident
baysia,
urges
you
to
take
leadership
and
sign
a
resolution
supporting
the
mass
association
of
school
committees
and
the
state
teachers
union
to
cancel
this
spring's.
Mcas
and
access
testing.
Vps
currently
has
32
schools
open
with
categories
of
those
with
only
the
highest
needs
allowed
to
return
testing
during
a
pandemic
will
further
traumatize
students
and
families
producing
results
that
show
that
access
is
meant
to
measure
the
progress
of
english
learners.
AH
Families
should
not
have
to
bring
their
student
or
chromebook
to
a
school
building
to
administer
this
exam,
especially
when
the
majority
of
bps
school
buildings
remain
unopened.
Deci
is
not
communicating
with
families
in
their
native
language
that
access
testing
is
not
required
or
recommended.
The
reluctance
of
state
officials
to
give
clear
information
in
multiple
languages
is
a
immoral,
unjust
and
racist
beija
asks
that
you
do
what
is
right,
but
communicating
with
families
in
their
native
languages
that
access
testing
is
voluntary
and
they
do
not
need
to
risk
their
physical
or
emotional
safety.
AH
In
addition
to
racist
assessment
practices,
basia
once
again
asked
that
bps
create
a
moral
budget
in
which
you
ask
for
what
school
communities
actually
need,
rather
than
basing
projections
on
enrollment,
primarily
schools
need
additional
funds
to
ensure
high
quality
learning,
virtually
and
in
person.
This
school
committee
can
advocate
the
deci
funds
used
for
mcas
and
access
testing,
be
diverted
to
strengthen
online
and
in-person
instruction
and
create
safe
teaching
and
learning
conditions.
AH
Bayesia
demands
no
school
budget
cuts
and
no
school
closures.
We
continue
to
need
quality
leadership
and
direction
that
prioritizes
students,
parents
and
educators,
not
more
racism.
We
ask
that
you
join
the
b
sac
in
beijing
town
hall
tomorrow
on
thursday
january
28th,
from
4
30
to
6,
to
learn
from
students,
parents
and
educators
about
their
experience
with
online
and
person
learning
they
are
the
experts.
Thank
you.
D
AI
AI
Thank
you.
Okay.
My
name
is
william
zhao,
I'm
a
parent
of
a
sixth
grader
who's
in
the
exam
school
application
pool.
I
just
heard
another
parent
mentioned
in
her
testimony
that
bps
has
a
design
and
exam
school
admission
policy
to
this
advantage.
Non-Bps
students,
I
have
found
is
true:
bps
doesn't
want
non-bps
student
to
be
over
represented
in
the
application
pool.
AI
A
lot
of
swisses
doesn't
sound
significant,
however,
for
students
who
are
not
treated
equally
by
the
policy.
It
is
a
big
deal,
so
an
admission
policy
designed
to
ensure
that
non-vps
students
are
not
over
represented
and
not.
It
is
not
a
policy
that
treats
all
residents
of
boston
equally,
so
please
revise
the
zip
code
allocation
model
to
ensure
that
all
residents
of
boston
are
treated
equally
in
the
admission
process
process
and
the
negative
impact
on
the
two
obstacles,
including
several
low
income,
zip
codes.
It's
rewards.
Thank
you.
D
AJ
Hi
good
evening
my
name
is
eugenia
porvo,
I'm
a
mom
of
two
kids
paid,
two
and
second
grade
at
the
mario
man
academy
in
east
austin.
I
have
questions
about
a
few
topics
and
a
few
points
I
want
to
make
regarding
testing.
I'm
very
glad
to
hear
that
we've
moved
from
300
tests
available
a
week
to
weekly
testing
for
teachers,
but
we
can
probably
do
better
as
an
example.
Teachers
in
cambridge
are
offered
testing
twice
a
week,
and
how
often
will
students
be
able
to
get
tested
in
the
pool
testing
program?
Will
they.
C
AJ
Access
to
weekly
testing,
if
so
they
choose,
we
won't
really
know
if
there's
a
symptomatic
transmission
among
students
or
from
students
of
staff.
If
we're
not
doing
ongoing
assistance,
asymptomatic
testing
will
pool
samples
be
run
individually
if
apple
is
positive,
and
if
not,
will
students
in
a
positive
pool
be
offered
immediately
an
individual
pcr
and
also
why
aren't
we
even
discussing
rapid
testing
regarding
the
vaccine?
What
is
the
district
doing
about
pushing
to
return
teachers
to
their
original
place
on
the
list?
AJ
I
also
have
some
questions
on
equity
families
have
only
until
this
friday
to
make
changes
to
the
cohort
collection.
This
is
not
fair,
given
that
many
schools
have
not
yet
even
families
all
the
details
about
what
hybrid
and
remote
will
really
look
like.
In
any
case,
I
add
that
as
soon
as
updates
to
this
form
are
done.
On
friday,
bps
released
an
updated
report
outlining
the
racial
social,
economic,
a
neighborhood
breakdown
for
hybrid
and
fully
remote
cohorts,
and
it's
yet
again
it
results
in
more
minority
families
and
families
of
color
choosing
remote.
AJ
I
urge
you
to
add
resources
to
improve
the
remote
experience
minimizing
or
avoiding
concurrent
teaching,
which
is
my
next
topic.
My
kids
are
currently
involved
for
hybrid
because
of
the
need
for
socialization
and
the
need
to
reduce
screen
time,
but
there
may
not
be
much
visualization
and
my
kids
will
need
to
have
to
be
at
the
computer
at
school,
particularly
my
k2
kitted
team.
So
how
is
concurrent
teaching
going
to
be
an
improvement
either
in
the
classroom
or
from
home
even
in
the
hands
of
the
best
teachers,
and
our
teachers
are
absolutely
amazing.
AJ
Both
in-person
and
remote
learning
will
suffer
with
this
model.
I
know
schools
have
been
allowed
to
do
creative
scheduling,
but
not
all
the
schools
have
the
staffing
needed
to
pull
that
off
and,
honestly,
I'm
starting
to
doubt
our
decision
of
remaining
in
the
hybrid
model.
AJ
If
my
kid
will
sit
at
a
computer
at
school
and
regarding
air
quality,
is
there
any
plan
to
sample
air
flow
and
air
quality
so
that
the
data
can
then
be
correlated
with
possible
infection
rates
once
each
are
back
in
the
classroom
and
one
more
thing:
if
sports
are
okay,
let
younger
kids
use
the
playground
in
their
schools.
Thank
you.
D
AK
Thank
you
boston,
school
committee
for
allowing
me
this
opportunity
to
speak
and
thank
you
marty
martinez
for
attending
this
meeting.
My
name
is
marcy
carmody.
I
live
in
charlestown
and
belong
to
an
advocacy
group
voices
for
bps
families,
I'm
here
for
my
children
and
to
speak
on
their
behalf.
I
have
three
children
in
bps
schools.
My
children
are
not
just
a
number.
My
oldest
son,
who
is
11,
is
part
of
the
high
priority
group
that
was
able
to
return
to
in
person
in
december
when
he
was
home.
AK
AK
I
know
these
articles
are
real
because
I
live
them.
In-Person
school
is
a
work
in
progress
and
my
son
does
spend
time
on
zoom
in
his
classroom,
but
his
school
gives
him
a
community
a
place
where
he
can
feel
like
he's.
A
part
of
a
group
and
a
place
to
belong
being
in
school
has
had
a
hugely
positive
effect
on
him.
AK
I
want
to
thank
his
teachers
and
all
the
staff
for
coming
into
school
to
teach
and
guide
him
and
just
being
there
for
him,
I'm
heartened
to
hear
the
rest
of
the
high
in
person
priorities.
Students
are
returning
in
february
on
february
1st,
I'm
confused
why
this
has
not
been
communicated
more
broadly.
This
is
huge.
AK
Adhering
to
this
timeline
gives
reassurance
to
many
other
families
whose
kids
are
scheduled
to
return
in
march
and
are
choosing
for
them
to
return
able
for
them
to
return.
I
want
to
thank
the
committee,
the
superintendent
boston
teachers
union
and
the
high
in
person
priority
task
force
for
making
this
happen.
I
especially
want
to
thank
roxy
harvey
from
spedpack
who,
every
time
I
hear
speak,
I
feel
inspired
having
a
child
with
special
needs.
AK
Oftentimes
means
making
life
and
family
decisions
based
on
that
child
and
for
good
reason,
but
I
have
two
other
children
in
bps
schools.
I
want
them
to
set
foot
in
their
classrooms.
My
eight-year-old
can't
wait
to
see
his
friends
and
my
five-year-old
won't
can't
and
shouldn't
be
on
a
computer
screen
seven
hours
a
day.
AK
AL
Bazil:
okay,
there
we
go
hi,
my
name
is
edith
pizzelle,
I'm
a
bps
graduate
a
32-year
bps
employee,
as
teacher
and
administrator
and
family
member
of
current
bps
student
representing
zero,
two
one,
two
five.
My
comments
on
advanced
work
classes
just
to
give
you
some
context:
past
dps
superintendent,
dr
tommy
chang,
sought
to
dismantle
advanced
work
classes
and
create
a
more
equitable
program
for
all
students,
but
there
was
immediate
outrage
and
political
follow.
AL
So
dr
chang
created
a
parallel
program
in
bps
called
excellence
for
all
focused
on
equity
and
high
quality,
rigorous
instruction
for
all
students,
dr
chang's
superintendency,
didn't
last,
and
this
administration
has
not
discussed
what
is
happening
with
the
excellence
for
all
program.
Dr
chang
worked
so
hard
to
pilot
at
friday's
community
equity.
Roundtable
data
presented
show
that
black
and
latinx
students
continue
to
face
barriers
to
work
to
advance
work
classes.
AL
AL
It
was
used
by
whites,
to
maintain
political
power
and
to
inflict
pain
on
black
people
by
denying
opportunity
stating
we
are
undeserving,
incapable
and
lazy.
It
is
a
cover-up
for
a
system
of
historical
discrimination.
I
want
to
remind
you
that
if
you
take
your
candle
and
light
someone
else's
candle,
you
don't
have
less
light.
You
have
more
light.
The
taxes
collected
from
black
residents
in
boston
should
not
support
anti-black
racist
policies
and
made
up
merit
systems
that
harm
black
children.
AL
Now
is
the
time
for
bps
to
get
rid
of
the
white
identity,
admissions
policies
that
attempt
to
discredit
and
deny
the
intellect
of
black
students,
as
well
as
black
educators.
We
have
heard
no
goals
from
bps
to
address
black
students.
Specifically
bps
needs
to
set
a
priority
agenda
to
repair
the
educational
damage
done
to
black
students.
AL
Q
J
Q
That
is
a
difficult
testimony
to
to
follow.
Certainly
I'm
a
resident
of
charlestown
and
the
pairing
of
two
bps
students,
I'm
also
a
proud
native
of
dorchester
and
a
graduate
of
bls.
My
comments
tonight
relate
to
the
exam
school
admissions
policy
change
with
this
change.
Bps
is
introducing
four
new
approaches:
number
one,
eliminating
the
exam
number
two
expanding
the
applicant
pool
number
three:
allocating
seats
based
on
zip
codes
and
number
four
allocating
seats
to
zip
codes
based
on
the
percentage
of
school-aged
children
in
that
zip
code.
Q
The
text
above
the
comparison
explains
that
allocating
seats
based
on
the
applicant
pool
is
the
reason
for
this
over
under
representation,
as
testimony
tonight
has
emphasized
correcting
for
this.
By
allocating
seats
based
on
all
school-age
children
ends
up
negatively,
impacting
a
total
of
12
zip
codes,
the
three
over-represented
ones
to
varying
degrees,
but
also
collateral
damage
to
another
nine,
including
many
low
income
zip
codes.
Q
AM
Hello,
everyone.
Thank
you,
madam
chair
and
committee
members.
Thank
you
for
giving
me
the
opportunity
to
speak
tonight.
My
name
is
megan
castro,
I'm
a
parent
to
three
students
in
bps.
I
live
in
charlestown,
I'm
a
member
of
the
group
voices
for
bps
families,
I'm
here
again
tonight
to
voice
my
plea
for
boston
schools
to
open
for
in-person
learning.
AM
AM
I
want
to
thank
you
all
for
the
effort
to
make
this
happen
and
to
have
that
number
expanding
next
week
so
exciting
for
the
all
the
students
who
get
to
start
next
week.
His
ability
to
be
in
school
has
been
a
gift
for
both
him
and
our
family.
Let
me
share
with
you
why
he
has
been
able
to
see
his
teachers
and
therapists
in
person.
AM
AM
He
was
suffering
like
so
many
general
education
students
are
still
with
online
learning.
His
younger
sister
is
in
k1
she's,
not
doing
well
with
online
learning
either.
She
asks
me
daily
when
she
gets
to
go
to
school
with
her
brother
she's
four
years
old.
She
needs
to
be
in
person
with
his
teachers
as
much
as
he
does.
Please
keep
the
march
first
day
that
has
been
promised
for
the
youngest
students.
AM
I
have
yet
to
tell
her
of
the
date,
because
I'm
still
nervous
that
bps
will
pull
out
the
rug
on
this
as
it
has
in
the
past.
I
hope
you
proved
me
wrong.
Mr
martinez
used
the
word
essential
earlier
tonight.
School
is
essential
for
these
littlest
learners.
Please
don't
let
them
down
by
any
more
delays.
We
as
parents
are
banking
that
you
will
follow
through
on
that
schedule
that
has
been
set,
but
the
issue
that
keeps
coming
to
my
mind
is
september.
AM
I
hope
that
behind
the
scenes
you
are
all
thinking
of
this
too.
Please
tell
me
that
you
are
I'm
worried
that
our
kids
will
not
be
going
full
time
in
september.
I
anticipate
the
reason
that
bps
will
give
for
continued
two
days
a
week.
School
will
be
transportation.
Please
start
making
plans
for
this
now.
Do
you
have
enough
buses?
AM
Let's
make
sure
this
planning
is
beginning
now
they
must
be
in
school
five
days
a
week
in
september.
Let
me
repeat:
they
must
be
in
school
five
days
a
week
in
september.
It
will
not
be
acceptable
if
the
limitation
of
buses
is
your
excuse.
Next
august
boston
calls
itself
a
city
on
a
hill
and
a
leader
in
education.
AN
AN
AN
Do
we
point
out
that
the
school
committee
is
considering
eliminating
the
achieve
eliminating
the
goal
of
ending
the
achievement
gap
as
one
of
your
priorities
or
lessening
attention
to
black
and
latino
students
less
highlighted
attention?
I
think
that
would
be
a
serious
and
unfortunate
mistake.
Obviously,
and
I
would
hope
you
could
make
it
very
clear
to
all
of
us
what
you're
actually
taking
to
the
community
and
what
that
will
mean
in
terms
of
your
priorities
for
the
future.
AN
I
would
hope
that
in
the
listening
sessions,
you
would
also
make
provision
to
have
an
opportunity
for
back
and
forth
discussion
between
members
of
the
community
and
committee
members.
We
don't
need
just
another
time
when
the
committee
listens
to
the
community
and
gets
and
the
community
gets
no
response.
Thank
you
for
hearing
me
good
evening.
A
A
I
am
going
to
move
on
to
our
first
action
item
tonight,
which
is
our
grants
for
approval
totaling,
two
million
one
hundred
and
forty
three
thousand
five
hundred
and
ninety
seven
dollars.
So
I
would
like
to
open
it
up
to
questions
and
comments
from
the.
A
A
G
D
M
Y
A
A
This
group
will
be
subject
to
mass
open
meeting
laws,
ensuring
transparency
and
providing
opportunities
for
community
engagement
and
input
throughout
the
process.
I
will
briefly
review
the
proposed
membership
again.
The
co-chairs
for
this
task
force
will
be
michael
contemposis,
who
is
the
former
boston
latin
school
head
of
school
and
former
bps
superintendent
co-chair
tanisha
sullivan?
A
The
desired
outcome
is
to
expand
the
applicant
pool
and
create
an
admissions
process
that
will
support
student
enrollment
at
each
of
the
exam
schools.
Such
that
rigor
is
maintained
and
the
student
body
better
reflects
the
ratio,
socioeconomic
and
geographic
diversity
of
all
students
k-12
in
the
city
of
boston.
A
A
A
Okay,
if
there's
no
further
questions,
I
will
entertain
sorry,
sorry
alex.
Oh
sorry,
I
didn't
see
your
hand
up.
P
No,
no,
it
was
it
was
getting
it
unmuted
and
all
that
kind
of
stuff.
So
I
I
want
to
take
a
pause
and
say
that
deeply
appreciate
the
efforts
going
into
this
task
force.
As
people
know,
you
know
I
I
I
was
ambivalent
about
it,
but
I
really
think
that
this
is
it's
come
a
long
way.
The
charge
is
clear
and
accurate
and
very
useful.
P
It's
going
to
help
us
be
more
transparent
and
open
and
have
opportunities
for
the
community
to
to
through
participating
in
that
task,
force,
meetings
to
communicate,
thoughts
and
ideas
like
we
hear
a
lot
of
during
our
meetings
and
it
will
be
very
focused
to
be
people
to
respond.
So
I
want
to
thank
thank
you,
superintendent
and
chair
for
bringing
this
forward
in
such
a
useful
way,
and
I
look
forward
to
hearing
the
results
and
considering
ways
in
which
we
can
make
this
system
more
equitable
and
transparent.
Thank
you.
A
Thank
you,
dr
coleman,
and
also
yes.
I
want
to
definitely
thank
the
superintendent
and
the
vice
chair
for
their
help
as
well.
So
if
there
are
no
further
questions,
I
will
entertain
a
motion
to
approve
the
membership
in
charge
for
the
exam
school's
admission
task
force,
as
presented
so
moved.
Thank
you,
dr
coleman.
I
see
ms
robinson
as
a
second.
H
Care,
yes,
I
just
say
since
we're
on
the
discussion
portion.
I
agree
with
dr
coleman's
comments
and
I
I
appreciate
that
this
is
going
to
be
a
public
process,
as
we
here
during
school
committee
meetings
in
public
comment.
There's
a
lot
of
attention
to
this,
and
so
I
cert,
I
appreciate
all
the
members
who
are
willing
to
serve.
H
I
thank
you
for
folks
who
added
to
it
that
incorporated
feedback
from
the
committee
and
others,
including
the
multiple
students
I
I
do
hope
this
committee
really
works
hard
at
looking
at
this
year's
admission
and
what
the
impact
has
been,
even
as
they
think
through
you
know,
a
potential
long-term
solution
to
the
admissions
would
love
to
really
get
in
and
out,
and
I
believe
you
know
it
is
in
the
charge,
but
I
just
want
to
make
sure
to
call
it
out
that
they
spent
just
as
much
time
looking
at
what
they
had
recommended
to
us
and
what
we
approved
and
what
the
impact
has
been
as
they
do
when
thinking
through
a
permanent
change
along
the
lines
of
the
charge.
H
So
thank
you
for
the
thought
that
you
put
into
the
charge,
and
I
look
forward
to
this
group's
work.
A
Okay,
thank
you
all,
ms
sullivan,
can
you
please
call
the
room
dr
coleman,.
P
A
Mr
tran
had
some
technical
difficulties
he's
trying
to
hop
back
in.
A
Thank
you.
Thank
you,
ms
sullivan.
Thank
you.
Everyone
and
again
agree
with
the
vice
chair.
Thank
you
to
the
working
group
who
put
in
a
lot
of
time
already
and
is
going
to
put
in
more
time
and
thank
you
to
the
superintendent
and
her
team
as
well,
who
worked
on
that
and
will
continue
to
work
on
that.
A
S
Great
thank
you,
madam
chair.
I
will
be
brief
in
my
comments
and
I'll
go
through
the
report
so
that
you
will
be
able
to
make
a
good
decision
about
giving
some
flexibility.
So
I'm
going
to
ask
them
to
put
that
up.
S
Great
thank
you.
As
you
recall,
last
year,
I
asked
for
some
suspension
and
policies
due
to
the
pandemic,
there
had
been
some
changes
that
the
commissioner
had
made
to
attendance
and
graduation,
and
we
also
recently,
as
you
just
discussed,
saw
some
implications
with
exam
schools
and
the
admission
process
in
terms
of
trying
to
respond
to
not
being
able
to
test.
S
This
is
one
that
discusses
how
students
are
promoted
to
the
next
grade,
based
on
earning
a
passing
grade
in
identified
classes
and
earning
a
passing
score
on
some
identified
assessments.
So
I'll
give
two
pieces
to
this.
One
is
about
the
grades
and
the
flexibility
and
the
overall
policy,
and
then
on
the
next
slide.
I
will
speak
to
assessment.
S
S
S
A
student
with
three
or
three
plus
unexcused
absences
in
a
term
or
12
plus
unexcused
absences
for
the
school
year
will
be
graded.
No
credit
and
referred
to
the
student
support
team
principals
bear
final
responsibility
for
improving
attendance
in
their
schools
and
ensuring
staff
compliance
and
teachers
are
to
record
attendance
daily.
S
There's
been
some
key
changes
this
year
around
attendance.
The
deci
has
a
summer
memo
on
attendance,
clarifying
that
normal
attendance
expectations
and
policies
apply
to
the
2021
school
year.
They
also
require
teachers
to
take
attendance
for
both
remote
and
in-person
students.
Daily
teachers
should
identify
alternative
methods
to
determine
asynchronous
attendance
and
new
deci
structured
learning
time
requirements
passed
recently
also
require
daily
synchronous,
learning
time
and
some
of
the
relevant
data.
As
you
see,
on
the
right
hand,
side
around
our
attendance,
which
is
slightly
lower
than
previous
years
next
slide.
S
Students
who
do
not
meet
at
least
one
benchmark
in
required
grade
levels
must
attend
a
summer
program
and
students
in
grade
11
and
12,
who
have
not
passed.
Mcas,
should
attend
a
summer
program
and,
as
you
know,
from
previous
reporting,
the
mcas
is
was
not
given
last
year
and
also
is
going
to
be
significantly
delayed
this
year.
If
given
at
all-
and
we
also
had
to
pause
our
own
interim
assessments.
S
So
we
are
now
asking
for
key
changes
that
are
working
with
our
school
leaders
around
their
administration
and
the
expectations
around
ela
and
math
assign
assessments
in
each
grade
and
we're
asking
them
to
do
that
at
least
twice
at
the
school
level,
and
they
may
use
the
district
supported
assessment,
which
is
the
map
fluency.
The
map
growth
or
our
own
bps
interims
or
they
can
choose
their
own
assessment,
and
so
just
some
recent
data
across
grade
levels,
k2
to
11..
S
We
had
about
23
000
of
our
students,
participate
across
99
schools
in
the
fall
window
and
on
the
participation
in
our
interims
was
about
29
of
bps
students
in
grades
2
to
11
participate
in
our
lang.
Our
english
language,
arts,
interim
assessments
of
the
first
round
across
62
schools
and
33
percent
of
bps
students
in
grades,
two
through
11,
participated
in
math
one
across
64.
Schools
next
slide.
S
And
then
there's
been
similar
changes
to
graduation
that
were
last
year,
and
actually
it
was
just
announced
today
by
the
commissioner
around
the
cd
changes.
So
students
are
required
in
current
policy
to
satisfy
the
massachusetts
state,
competency,
determination,
requirements
by
passing
the
mcas
in
ela,
math
and
science,
and
then
some
key
changes
were
made
in
spring
of
2020,
where
bessie
authorized
an
emergency
waiver
for
the
cd
requirement
by
which
students
may
demonstrate
competency
in
a
tested
subject
through
district
certification
of
student
completion
of
an
aligned
course
and
bessie.
S
They
were
voting
on
it
and
they
did
vote
to
extend
this,
and
the
commissioner
allowed
us
to
informed
us
of
that
today.
12Th
grade
students
who
earned
incomplete
for
term
three
are
guaranteed
the
opportunity
to
participate
in
summer
remote
learning
and
improve
their
term
three
grade.
And
what
you
see
in
the
right
is,
you
know.
S
79
of
the
current
senior
class
class
of
2021
have
already
satisfied
all
of
their
cd
requirements
and
14
mcas
appeals
have
been
submitted
so
far
this
year
with
plan
submission
of
50
additional
ones
in
february
and
we'll
continue
to
assess
where
students
are
with
their
incompletes.
Their
credit
readiness
and
their
cd
requirements
and
make
those
submissions
throughout
the
remainder
of
the
spring
next
slide.
S
We
heard
some
testimony
today
on
advanced
work
class.
We
did
present
this
to
our
equity
roundtable
on
friday
and
received
feedback
into
the
policy.
Currently,
the
awc
policy
advanced
class
policy
create
is
determined
by
a
student's
score
on
the
terror
nova
assessment,
which
is
offered
in
the
fall
to
all
third
grade
students.
S
We
were
not
able
to
give
the
terra
nova
test
this
school
year,
so
we're
asking
for
a
pause.
The
turn.
The
current
test
requirement
policy
for
one
year,
which
impacts
the
five
schools
that
impacts
the
condon,
the
jackson,
man,
the
murphy,
the
orenberger
and
the
quincy
lower
schools,
where
they
have
some
or
all
of
a
part
of
an
awc
class.
S
S
S
S
Awc
seats
have
been
open
in
the
past
to
about
it
was
about
50
of
them
to
students
throughout
the
district,
and
if
there
are
students
that
want
awc
who
are
not
currently
enrolled
at
the
school
offering
awc,
they
then
can
work
with
our
welcome
services
office
and
work
on
the
normal
transfer
process
and
transfer
into
a
school.
If
seats
are
available
at
that
school
in
the
fourth
grade
and
request
to
be
put
at
that
school
and
then
the
school
leader
would
work
with
that
family
on
the
proper
placement
for
their
child.
S
Enrolling
in
awc
come
from
the
same
school
about
53
percent
and
over
90
percent
of
the
116
students
entering
awc
in
fourth
grade
this
year
are
enrolled
in
the
three
schools
currently
at
the
murphy,
the
quincy
and
the
orenberger
to
the
right.
You
can
see
how
the
demographics
are
in
terms
of
students,
invited
and
then
actually,
students
who
enroll
so
there's
a
significant
shift
in
the
number
of
asian
and
white
students
who
actually
enroll
compared
to
the
number
of
students
who
are
invited
next
slide.
S
After
I
sent
you
all
the
draft
of
the
presentation,
ms
robinson
asked
for
some
further
breakdown
of
the
demographic
enrollment
information
by
this
by
all
of
the
schools,
and
so
I
share
this
with
you
at
the
request
of
ms
robinson,
the
enrollment.
In
grade
three
by
race
at
the
schools
overall
is
much
more
diverse
than
the
grade
four
awc
enrollment
by
race,
as
you
can
tell
it
matches.
Similarly
to
what
you
saw
in
the
earlier
slide,
you
know
where
you
saw
these
discrepancies
between
who
was
invited
and
who
actually
enrolled.
S
And
now
you
can
see
the
discrepancies
between
grade
three
enrollment
overall
in
a
school
and
then
once
they
move
to
grade
four,
the
shift
in
the
demographics
of
those
classrooms
and
how
that
looks.
S
I
do
also
have
three
of
the
current
school
leaders
that
I
would
like
to
invite
to
just
speak
about
how
they
have
engaged
with
their
teachers
and
community
around
this
situation
and
issue,
and
you
know,
we've
been
meeting
with
them
trying
to
problem-solve
for
over
a
month
and
we
try
to
resolve
what
was
the
best
way
to
to
move
forward
and
then
now
we've
asked
them
to
continue
to
engage
with
their
school,
their
parents,
their
teachers
and
I'd
like
for
them
to
just
give
an
opportunity
to
share
with
you
their
best
thinking.
X
Thank
you
so
much
dr
casellis,
and
thank
you
so
much
members
of
the
school
committee.
I
actually
wanted
to
say
as
well
that
I'm
I'm
here
with
my
co-principal
at
the
beethoven
orenberger
k-8
school
of
ed
poliofico
who's,
also
here
with
me
on
the
call
but
I'll
be
speaking
on
behalf
of
our
school.
Since
that's
the
this
advanced
work
class
is
primarily
in
our
upper
grades,
but
I
just
wanted
to
give
a
shout
out
to
my
co-principal.
X
So
we've
been
engaged
in
this
conversation
with
the
school
district
over
the
last
couple
of
months
and
we
value
deeply
value
our
advanced
work
class
program
at
our
school
and
value,
creating
opportunities
to
increase
access
to
more
students
to
this
really
excellent
and
wonderful
curriculum
and
we've
been
working
with
the
district
and
beginning
conversations
with
our
families
and
we'll
be
continuing
to
have
conversations
with
families.
I
currently
have
five
or
six
families
right
now.
Who've
taken
me
up
on
direct
phone
calls
in
my
current
third
grade
so
that
we're
ready
to
talk
about
it.
X
We're
going
to
be
having
a
community
conversation
this
coming
monday
across
our
entire
school
to
talk
about
what
this
passport
might
look
like
for
us,
but
so
far
for
our
initial
best
thinking.
We
believe
that
we
can
actually
expand
opportunity
and
access
to
students
and
families
so
that
any
student
or
family
at
the
orenberger
school,
that
is
interested
in
advanced
work
for
next
year
will
be
able
to
gain
access
to
it.
X
And
we
believe
that
by
increasing
access
to
the
program
for
next
year
and
expanding
it,
we
can
continue
to
build
proof,
points
and
learn
more
about
how
more
students
can
gain
access
to
this
excellent
and
rigorous
curriculum
at
our
school
and
we're
excited
to
engage
in
our
families.
Our
community
around
those
conversations
here
in
the
weeks
and
months
ahead.
S
Thank
you,
mr
travis,
appreciate
that
and
appreciate
your
leadership.
Miss
cynthia
suhu.
AO
Hi
good
evening
school
committee
members
and
thank
you,
dr
casellius,
for
inviting
me
here
tonight.
As
john
mentioned.
I
do
also
very
much
appreciate
all
the
conversations
that
we've
had
with
the
district.
AO
So
I'm
speaking
tonight
tonight
as
the
proud
principal
of
my
alma
mater,
the
quincy
elementary
school,
we
serve
about
800
students
in
k-0
through
grade
five,
and
we
have
very
diverse
programs
at
the
school,
including
general
education.
We
have
a
chinese
language,
sci
program,
multiple
disability,
early
intervention,
learning,
disability,
multiple
disability
program,
inclusion,
both
in
our
general
ed
and
our
sei
strands,
and
currently
advanced
work
class
which
is
being
discussed
tonight.
AO
So
the
quincy
elementary
definitely
understands
the
many
complexities
and
also
the
fidelity
of
concerns
around
administering
assessments
throughout
this
pandemic,
and
we
definitely
support
the
district's
proposal
to
pause
the
awc
eligibility
assessment
for
next
school
year
and
also
to
establish
a
working
group
to
make
a
long-term
recommendation
for
the
awc
program.
AO
Something
really
special
about
the
quincy
elementary
is
that
we
offer
a
k-12
pathway
to
quincy
upper
and
the
quincy
upper
is
an
international
baccalaureate
or
ib
school
they're
accredited
in
the
middle
years
and
diploma
program,
and
as
we
build
a
strong
foundation
at
the
elementary
level
for
our
students
to
enter
into
the
ib
program
at
the
upper
school
we've
elected
to
work
towards
our
ib
accreditation
in
the
primary
years
program.
AO
So
our
school's
vision
is
to
really
prepare
the
next
generations
to
be
contributing
global
citizens,
and
we
have
incredible
staff
that
have
been
engaging
in
developing
high
quality
and
rigorous
ib
units
of
study,
and
we
feel
like
the
most
viable
option
in
the
proposed
plan,
which
we
will
be
presenting
to
our
school
community.
This
friday
evening,
where
all
current
third
grade
families
have
been
invited
and
is
also
open
to
our
school
community
is
option.
One.
AO
This
option
really
offers
curriculum
support
for
our
staff
to
embed
any
necessary
resources
and
materials
practices,
to
ensure
access
to
high
quality
and
rigorous
curriculum
through
our
ib
units
of
study,
and
also
to
increase
the
foreign
language
opportunities
across
the
grade
level
and
I'll.
Just
end
by
saying,
you
know
in
dr
cosellisi's
words
just
to
remember
to
measure
all
of
our
decisions
in
student
success
and
that's
kind
of
what
we've
been
thinking
about
at
the
quincy
in
you
know,
looking
at
all
the
programs
we
have,
how
can
we
create?
AO
You
know
a
program
that
we
can
offer
all
of
our
students
and
that's
what
we
hope
to
do
through
international
baccalaureate.
S
Thank
you,
mitsuhu
appreciate
it
and
now
we'll
hear
from
miss
courtney
schepic
at
the
murphy
school.
AP
Hi,
thank
you.
Everyone.
Thank
you,
dr
cacelias,
for
allowing
me
to
speak
tonight
about
advanced
work
class
at
the
murphy
school
good
evening.
Boston,
school
committee
members.
So
I'm
courtney
schepic,
I'm
the
proud
principal
the
murphy
k-8
in
dorchester,
I'm
also
a
resident
of
south
boston
and
a
bps
alumna
and
a
bps
parent.
AP
AP
AP
We
started
our
engagement
with
our
teachers
and
families
this
past
week
by
sharing
that
the
superintendent
would
be
making
her
recommendations
to
the
school
committee
this
evening
and
we're
going
to
follow
up
with
our
current
third
grade
families
tomorrow
night
in
the
zoom
call.
These
zoom
calls
to
have
interpretation
in
both
spanish
and
vietnamese,
so
our
families
can
ask
questions
and
discuss
their
ideas
about
the
impact
of
this
decision
going
forward.
And
additionally,
this
topic
will
be
covered
at
our
murphy,
monthly
equity,
roundtable
and,
of
course,
at
our
murphy
school
side
council.
AP
So
we
really
find
it
a
great
opportunity
to
discuss
with
families
our
current
vision
for
the
murphy
moving
forward
and
to
highlight
what
we
believe
that
all
students
need
and
how
we,
as
a
grade,
four
team
are
going
to
provide
a
well-rounded
and
academically
rigorous
curriculum
for
all
of
our
students.
So
I
thank
you
for
the
opportunity.
S
So,
as
you
can
see,
madam
chair,
I
think
I
should
have
the
principals
come
and
present
every
single
school
committee,
because
they're,
just
amazing
leaders-
and
you
know
it's
a
testament
to
when
you
are
working
collaboratively
with
your
school
leaders
and
they're
working
collaboratively
with
their
teachers
and
then
as
a
whole
team
working
with
their
school
community.
S
You
can
come
up
with
solutions
that
really
are
in
the
best
interests
of
kids
and,
like
miss
suhu
said
you
know,
I'd
like
to
say
measure
everything
in
child
benefit.
S
You
know,
and
so
with
that
I'd
like
to
entertain
any
questions
that
you
have
of
us
or
of
the
school
leaders,
and
I
also
have
ms
roberts
on
the
call
with
us
today
who
has
been
working
closely
with
the
team
and,
as
you
know,
she
did
such
a
good
job
on
exam
schools
as
well.
She's
such
a
great
leader
on
some
of
these.
You
know
nuttier
topics
that
we
have
to
deal
with
during
this
pandemic.
A
Thank
you,
superintendent
and
thank
you
to
all
the
school
leaders.
It's
always
really
great
to
hear
directly
from
you,
because
you
are
on
the
ground
and
we
none
of
us
sitting
here
in
the
schools.
So
you
know
we,
we
we'd
love
to
hear
your
thoughts
and
opinions
and
obviously
you
know
in
collaboration
making
decisions.
So
I'd
like
to
open
it
up
if
any
school
committee
members
have
questions,
I
see
dr
rivera
has
her
hand
up
and
please
remember
five
minutes.
A
Two
questions
and
staff
response
also
to
be
time
limited
as
well.
F
F
I
just
want
to
point
out
first
thanking
also
miss
bazil
for
her
testimony,
because
that's
where,
where
I'm
really
disturbed
is-
and
it
didn't
come
up
even
in
this
discussion
about
you-
know
the
fact
that
90
of
the
students
are
coming
from
three
schools-
71
percent
are
white
and
asian
60
of
fourth
graders
at
the
orenberger
are
white
students.
I
mean
this
is
just
not
acceptable.
F
I
never
heard
these
statistics
before
and
I'm
very
very
disturbed
by
them.
I
would
also
like
to
see
how
there's
also
there's
a
linkage
then
between
these
schools
also
beating
the
feeders
to
the
exam
schools,
and
so
that's
some
data
that
I
would
like
to
see
us
collect
to
see
if
there's
also
these
same
schools
right
are
perpetuating
that
same
racial
inequities
in
our
system
that
we
need
to
change.
So
I
I
not
only
you
know,
support
the
the
you
know
the
the
suspension
of
the
test
now,
but
also
in
the
future.
F
We
really
really.
This
is
so
unacceptable,
and
so
how
do
we
also?
You
know
again
address
this
racial
inequities.
We're
talking
about
excellence,
for
all
was
what
you
know.
We
should
really
be.
You
know
expanding
that
excellence
for
all
so
yeah,
I'm
just
speaking
out
of
just
really
seeing
these
these
statistics
that
it's
just
I
don't
know
how
we
can
say
that
we
can
become
an
anti-racist
school
district
if
we
don't
address
at
a
school
levels
right
where
there's
even
inequities
within
a
particular
school.
F
So
it's
not
even
a
question.
I
guess
my
question
is:
how
can
we
continue
to
expand
the
excellence
for
all
and
really
also
again
align
what
we're
doing
with
the
exam
schools,
as
well
as
what
we're
doing
with
with
awc,
because
this
is
clearly
the
data
is
very
much
aligned
and
again,
I
think,
miss
bazil
for
pointing
out
the
statistics
about
the
black
students.
I
want
to
elevate
that
if
we
look
at
that
data,
the
latinx
students
have
the
worst
outcomes
too
so
yeah.
F
I
again
just
I
do
thank
the
school
leaders,
but
but
this
is
really
unacceptable
data
that
I'm
hearing-
and
I
hope
we
can-
we
can
do
better
and
expand
excellence
for
all.
S
Thank
you,
dr
rivera.
We
presented
some
of
this
data
to
our
equity
roundtable,
our
district-wide
equity
roundtable.
This
past
friday,
we
will
have.
We
got
a
lot
of
questions
about
efa,
which
is
excellence
for
all,
and
we
will
be
discussing
it
again
on
this
friday's
equity
roundtable,
because
there
what
the
equity
roundtable
wanted
to
go
deeper
into
the
evaluation,
around
excellence
for
all
and
talk
about
that
and
talk
about
awc
advanced
work
class
as
well.
E
My
computer
is
going
through
a
lot
right
now.
My
apologies,
but
please
let
me
know
if
there's
any
point
where
you
guys
cannot
hear
me.
I
just
really
wanted
to
echo
everything
that
dr
rivera
said,
because
I
had
already
had
a
few
notes
written
down
about
awc.
E
Quite
frankly,
mass
incar
everything
from
mass
incarceration
to
exploiting
them,
not
knowing
x,
y
and
z
in
the
educational
field,
and
I
just
think
that
it's
really
really
critical
that
we
we
treat
this
as
an
all
hands
on
deck
issue.
I
want
to
thank
the
superintendent,
for
you
know,
starting
to
think
about
a
working
group
to
address
awc.
E
I
I'd
like
to
see
this
working
group
be
formulated
as
soon
as
possible,
and
I
look
forward
to
seeing
them.
You
know
as
many
parent
and
students
on
there
as
possible
to
really
shed
light
on
what's
going
on,
because
I
think
that
they're
really
at
the
front
and
center
when
it
comes
to
this,
so
everything
else
that
I
have
to
say
dr
rivera
nailed
it
on
the
head,
and
I
just
wanted
to
put
a
big
emphasis
on
that
and
then
I
wanted
to.
E
E
How
are
these
being
communicated
to
parents,
students
and
families?
It's
the
middle
of
the
year.
We
have
about
five
more
months
left
in
the
school
year
and
I
think
I
think,
a
lot
of
students
like
myself
and
a
lot
of
parents
believe
that
things
are
just
going
to
continue
the
way
they've
been
ever
since
the
beginning
of
this
school
year,
and
I
think
you
know
they
want
to.
How
are
we
going
to
efficiently
and
adequately
get
this
information
out.
S
Yeah,
that's
a
good
question,
so
we'll
work
with
our
communications
team
and
also
our
school
leaders
to
help
us.
You
know
our
three
school
leaders
here
just
said
that
they
would
have
their
own
parent
meetings
and
then
they
would
also
discuss
it
with
their
equity,
roundtables
and
their
parent
councils.
So
those
are
some
methods
that
our
school
leaders
will
also
help
us
in
order
to
get
the
word
out.
A
G
Yes,
thank
you
very
much
for
the
presentations.
G
I
guess
one
of
the
questions
I've
had
for
a
long
time
around
this
whole
the
whole
fourth
grade,
the
awc
and
the
excellence
for
all
is
at
what
point
will
we
just
sort
of
stop
and
take
a
look
overall
at
what
are
the
best
practices
for
fourth
grade
education?
You
know
what
do
we
take
from
each
of
these
programs
that
allows
us
to
educate
all
of
our
fourth
graders
in
a
rigorous?
You
know
appropriate
program.
You
know
you
begin
to
hear
in
some
of
the
testimony
issues
around
you
know.
G
G
Inclusion
in
inclusion
classrooms
take
a
look
at
the
kind
of
teaching
and
learning
that
needs
to
go
on
at
the
fourth
grade
level,
because
our
fourth
grade
obviously
leads
us
on
to
the
work
that
needs
to
go
into
the
fifth
and
sixth
grade
to
get
us
to
the
exam
schools
or
other
opportunities
for
students,
and
it
feels
like
we've
really
got
to
go
back
and
not
look
at
who
is
included,
but
look
at
who
has
been
consistently
excluded
from
these
rigorous
opportunities.
G
The
other
issue
is
about
enrollment
practices,
and
I
know
several
years
ago
I
went
through
and
to
try
to
understand
how,
in
a
district
that
has
very
small,
proportionate
numbers
of
students
that
are
white
and
asian,
that
there
would
be
schools
in
which
they
are
40
50
of
the
students
and
then
and
and
then
begin.
We
look
at
what
are
the
opportunities
in
those
schools
they.
They
are
sometimes
disproportionately
offering
some
things
that
other
schools
are
not
so.
I
said
in
addition
to
just
enrollment
at
the
fourth
grade
level
at
awc.
G
In
in
schools,
if
one
of
our
goals
is
to
have
you
know
a
more
balanced
within
the
numbers
of
students,
that
of
different
groups
that
come
into
our
schools
of
making
sure
that
opportunities
at
all
grade
levels
are
really
being
equitably
distributed
in
many
of
our
schools.
So
I
you
know
again.
I
would
just
like
to
understand,
as
we
look
at
these
schools,
where
there
are
some
very
disproportionate
folks
from
one
group
or
the
other.
How
does
that
occur?.
S
S
Yeah,
ms
robinson,
those
are
really
good
questions
and,
of
course
we
need
to
do
a
better
job
of
having
these
kinds
of
opportunities
across
all
of
fourth
grade,
but
really
the
whole
vertical
academic
grades.
And
so
you
have
to
have
a
vertical
alignment
from,
as
you
know,
early
childhood
all
the
way
up
through
12th
grade,
and
so
that's
within
the
curricular
frameworks
that
you
build.
S
And
then
you
know
with
any
special
programming
that
you
would
have
to
add
rigor,
whether
that's
adding
world
languages
across
a
certain
grade
level
or
multiple
grade
levels.
Adding
science
blocks,
as
ms
schepic
was
talking
about,
or
adding
primary
years,
like
a
discrete
curricular
program
on
a
k-12
pathway,
like
ms
described
with
the
primary
years
in
international
baccalaureate
program,
there's
a
number
of
ways
to
add
the
rigor,
and
so
that's
something
that
we
will
need
to
look
at
in
the
future.
S
S
We
do
know
that
information,
ms
monica
roberts,
might
be
able
to
find
that
information
prior
to
the
end
of
the
meeting.
A
You
miss
robinson
vice
chair
o'neill,.
H
Not
just
have
separate
tracking,
and
so
the
interesting
superintendent
is
part
of
the
working
group
if
they
also
analyze,
not
just
what
to
do
with
awc,
but
potentially
how
excellence
is
all
for
how
excellence
for
all
is
going
what's
working
about
it,
what
needs
more
support
and
and
how
we
can
prove
that,
because,
obviously,
that's
the
goal
right
that
all
of
our
students
have
exposure
to
rigor
across
the
entire
district.
And
so
I
love
your
thought
process
on
that.
H
H
You
have
looked
at
the
the
recognition
that
we
can't
do
a
terra
nova
test
this
year
and
instead
of
just
strictly
saying,
okay.
Well,
here's
another
way
we're
going
to
decide
how
people
get
into
awc
you've
stopped
and
stepped
back
and
said
my
interpretation
in
looking
at
what
you
presented
and
when
you
talk
about
it
is
you
have
stopped
and
stepped
back
and
said.
H
That's
given
really
without
warning,
without
prep
that
type
of
thing
and
it's
very
early
on
in
our
students,
career
and
then
also
it's
identifying
them
as
ready
so
and
then
I'm
interested
in
the
difference
between
the
students
that
were
invited
and
actually
enrolled.
So
clearly,
there
were
a
lot
of
parents
who
saying
even
though
the
child
was
invited,
they
didn't
want
it
and
that's
a
concern
as
well.
So
the
fact
that
you
looked
at
the
test
but
then
stepped
back
and
said,
okay.
So
what
do
we
do
different?
H
It
says
to
me
you
are
saying,
what's
important
to
you,
but
you're,
also
building
collaboration
with
your
team
and
I
think
that's
a
very
important
message
that
people
have
to
understand
as
well.
So
I
just
want
to
say
I
I
obviously
support
you
having
the
flexibility
this.
H
You
know
we
can't
do
a
terra
nova
test,
but
I
appreciate
you
stepping
back
and
saying
is
the
time
of
nova
test
really
the
right
way
to
go,
and
how
can
we
think
differently
about
this
so
that
we're
expanding
either
expanding
rigor
to
every
student
or
giving
some
alternatives
if
it
makes
sense
within
that
community?
And
I
deeply
appreciate
the
three
school
leaders
talking
thoughtfully
about
your
schools
and
where
you're
going
with
them-
and
I
love
the
fact
I
didn't
hear
from
you,
mr
travis,
but
at
least
two
are
also
bps
grads.
H
I
love
you
know
that
there's
a
pipeline
here
of
people
who
are
bps
grads
and
then
become
teachers
and
then
become
school
leaders.
I
know
that's
also
a
passion
to
be
our
superintendent,
to
have
more
of
our
students
become
teachers
and
school
leaders
in
our
system.
So
I
have
to
call
that
out
when
I,
when
I
hear
that,
but
I'm
appreciative
of
the
direction
that
you're
going
on
this,
and
I
want
to
make
sure
folks
who
are
aware
of
that.
H
And-
and
so
my
only
question
is,
do
you
see
an
opportunity
for
this
working
group
to
also
look
at
excellence
for
all
and
and
how
we?
You
know
what
has
worked,
what
hasn't
worked,
what
needs
to
be
strengthened
and
how
we
move
that
forward,
so
that
we
have
opportunities
for
our
students
across
the
entire
district.
S
Yes,
that's
a
really
good
question,
mr
o'neill,
and
thank
you
for
the
compliments
of
the
team
and
the
school
leaders
here.
I
would
say
that
we
would
need
to
absolutely
consider
efa.
That
is
why
we're
bringing
it
to
the
equity
roundtable
this
friday
as
well,
because
the
concepts
of
excellence
for
all
are
the
right
concepts.
S
Well,
so
I
think
that
that's
that's
really
important
and
we'll
have
the
working
group
look
at
both
excellence
for
all
as
a
strategy,
and
then
also
what
to
do
just
in
this
particular
case
with
the
awc.
E
Can
you
guys
hear
me?
Yes,
okay,
then
thank
you.
Yes,
so
yeah,
two.
So
a
comment,
I
believe
you
mentioned
superintendent,
that
the
policy
that
comes
from
that's
going
to
come
from
the
awc
working
group
will
be
a
one-year
policy.
I
actually
think
that
it
should
be
a
policy
that
is
just
adopted
permanently.
E
You
know
I
think,
we've
adopted
a
really
strong
policy,
always
could
be
better
can
be
improved,
but
I
think
that
you
know
we
keep
coming
back
to
this
trend
of
of
standardized
tests,
and
we
heard
dr
kennedy
at
the
exams
of
the
october
meeting
say
that
it
is
a
it
is
strategically
used
to
be
to
harm
black
and
brown
students
and
communities,
and
I
just
think
that
you
know
we
keep
coming
back
to
these
systems.
Exam
school
admissions
policy,
the
test
for
that
awc,
the
test
for
that.
E
E
Thank
you
so
much
for
that
clarification,
superintendent,
love
to
hear
it
and
then
for
attendances.
I'm
I
was
trying
to
find
the
the
dish,
the
the
school
district
in
the
united
states.
That
does
this.
But
I
have
a
friend
who
has
been
admitted
to
colombia
as
well
who
lives
in
a
different
part
of
the
country
and
their
school,
and
she
communicated
to
me
that
their
school
district
allows
students
to
take
in
an
academic
year
up
to
seven
days
off
called
the
mental
health
days
where
it
can
be
sort
of
excused.
E
And
I
just
you
know
I
just
I.
I
talk
to
you
behind
the
scenes
about
attendance,
and
you
know
the
attendance
policy
and
how
we
can
better
and
how
it
can
be
less
punitive
against
our
students,
and
I
think,
because
of
the
amount,
especially
during
this
time,
because
the
amount
of
stress
that
our
students
are
under
both
under
the
aca,
both
under
the
education
system
and
the
pandemic,
and
everything
going
on
in
the
world
from
our
political
landscape
to
you,
know
their
own
loved
ones
getting
covered.
E
I
think
it's
really
critical
that
we
implement
some
type
of
structure
or
policy
that
will
allow
our
students
to
be
able
to
have
that
space
and
that
you
know
that
chance
and
that
opportunity
to
say
you
know
what
like
I'm.
I
was
just
up
for
you
know
over.
I
don't
know
15
hours
doing
work.
I'm
really.
I've
been
really
stressed
out
this
past
few
weeks.
I'm
gonna
take
off
the
mental
health
day
and
I
don't
think
that
that
should
be
penalized.
A
Thank
you,
mr
james.
I
need
some
of
those
too.
So
if
you
can
advocate
for
me
miss
robinson
and
then
wait
sorry
we'll
go
with
dr
coleman
because
he
hasn't
had
an
opportunity
and
then
okay.
A
Okay,
thank
you,
dr
coleman,
miss
robinson
and
then
we'll
go
back
to
vice
chair,
o'neill
and
then
okay,
yeah.
G
I
just
had
a
quick
question
that
I'm
not
sure
there's
an
answer
to
tonight,
but
I
would
be
interested
in
finding
out
what
is
the
cost
either
per
student
or
per
class
for
the
three
different
versions
of
fourth
grade.
You
know,
fourth
grade:
what
does
it
cost
for
an
excellence
for
all
class
versus
an
awc
class
versus
a
general
fourth
grade
class
and
at
some
point,
if
that,
if
I
could
just
get
that
information?
Thank
you.
A
Thank
you
vice
chair.
Did
you
have
your
hand
back
up?
No,
mr
james,
no
miss
robinson,
you
still
have
your
hand
up.
Okay,
yeah,
okay,
great!
Thank
you.
I
I
I
wanted
to
say
again
thank
you
to
all
the
school
leaders
for
being
here
this
evening
with
us,
and
I
just
wanna
my
own
comments
just
point
out
that
I
think
miss
soho,
I'm
not
sure.
If
I'm
saying
your
name
correctly,
I
apologize.
If
I
am
not
if
it's
okay,
thank
you,
miss
suhu.
A
I
really
appreciate
the
model
of
your
school
and
I
think
you
know
my
my
the
question
that
just
kept
coming
up
is:
how
do
we?
How
do
we
do
that?
So
how
do
we
have?
You
know
a
strong
curriculum
across
all
the
grades
and
you
know
I've.
I
heard
some
of
the
testimony
I
think
miss
bazil
said
it
best.
I
think
my
candle
inspired
her
when
she
talked
about
you
know
lighting
the
candle
and
you
know
when
you
light
a
candle.
A
You
can
light
it
for
everyone,
and
I
absolutely
agree
with
that,
and
I
think
that
you
know
what
what
is
sad
is
that
the
pitting
of
one
student
against
another,
when
all
of
our
students
should
have
rigor-
and
you
know-
should
have
access
to
everything.
I
think
what
miss
robinson
said
really
resonated
with
me
around
if
we're
in
inclusion
district.
A
You
know
this
doesn't
seem
like
inclusion
to
me
and
I
think
yes,
we
have
you
know
students,
my
stepson
was
accepted
to
awc
and
he
did
not
go
because
he
didn't
want
to
be
separated
from
his
friends.
It
would
mean
going
to
a
whole
nother
school
and
you
know
we
had.
He
ended
up.
He
had
a
great
education,
he's
he's
you
know
doing
wonderfully,
and
I
think
there
are
ways
that
we
can
have
all
different
learning.
Styles.
You
know
if
you
have
project-based
learning,
you
can
have
you
know
different
levels
of
having
students.
A
You
know
demonstrate
what
they've
learned
and
you
know
using
different
tactics
so
that
students,
who
are
maybe
a
little
more
advanced
or
doing
something
else,
and
we
you
know
they
can
still
all
work
together.
So
I'm
just
really
interested
in
looking
at
how
you
know
we
can
have
that
model
and
I
agree
with
the
vice
chair
in
terms
of
looking
at
excellence.
A
For
all
you
know,
if
that's
not
the
answer,
because
it
has
a
lot
of
flaws,
we
should
still
look
at
it
and
we
should
figure
out
what
worked
what
didn't
work
and
then
how
do
we
make
our
own?
You
know
excellence
for
all,
so
that
all
of
our
fourth
graders
have
rigor
and
have
access.
I
think,
if
you,
if
you
look
at
you,
know
college
students
again
all
different
levels
but
they're
all
working
in
the
same
class.
You
know
doing
different
things.
I
just
think
that
that
it
is
possible.
A
So
I
look
forward
to
the
working
group
taking
a
deep
dive
on
this
and
thank
you
for
bringing
this
up
to
us
superintendent.
So
I
don't
know
if
there's
any
last
words,
you
want
to
say
superintendent
before
we
move
on.
N
S
S
The
pandemic
has
really
brought
us
a
lot
of
challenge,
but
it's
also
brought
us
some
opportunity
to
look
deeper
at
ourselves
and
the
opportunities
that
we
give
to
kids-
and
certainly
one
thing
we
don't
want
to
do-
is
return
to
school
and
and
still
give
our
kids
less
than
what
they
deserve.
And
so
thank
you
for
the
consideration
and
I
hope
that
we
can
have
these
flexibility
so
that
we
can
create
a
more
equitable
system
for
our
students.