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From YouTube: Boston School Committee Meeting 11-18-20-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
Good
evening,
everyone
I
am
alexandra
oliver
davila
and
the
vice
chair
of
the
boston
school
committee,
due
to
the
resignation
of
chairman,
michael
lecanto,
and
in
accordance
with
our
bylaws,
I
am
assuming
assuming
the
duties
of
temporary
chair
as
part
of
tonight's
agenda.
The
school
committee
will
hold
elections
to
vote
in
a
new
chair
and
vice
chair,
if
necessary.
A
Tonight's
meeting
is
being
shared,
live
on
zoom
and
it
will
be
broadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
A
Look
for
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen
and
select
your
language
preference
to
have
the
best
experience.
We
suggest
that
attendees
update
to
the
latest
version
of
zoom,
please
visit
support.zoom.us
consecutive
interpretation
will
be
provided
in
vietnamese
and
portuguese
during
the
public
comment
period.
A
Okay,
we'll
come
back
to
that.
Will
the
asl
interpreters,
michael
sarah
and
sherry,
please
take
a
moment
to
introduce
yourselves.
C
E
A
Okay,
thank
you.
Thank
you
to
everyone
who
has
signed
up
for
public
comment.
Sign
up
for
public
comment
period
closed
today
at
4,
30
p.m,
and
ms
sullivan
will
remind
everyone
about
the
public
comment
rules
again
later
on,
but
here's
just
a
quick
reminder
for
those
of
you
who
have
signed
up
to
testify.
A
Please
make
sure
that
you're
signed
into
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
so
much
for
your
cooperation
in
that
before
we
begin
our
business.
I
just
want
to
take
a
moment
to
send
our
thoughts
and
our
prayers
to
our
honduran
and
especially
nicaraguan
families.
A
This
double
tragedy
on
top
of
a
pandemic
has
left
thousands
of
impoverished
families
without
access
to
shelter,
food,
drinking
water
and
other
basic
necessities,
and
there
are
a
few
places
you
can
donate
to
the
a
f
united
in
action
and
also
here
in
the
states,
hispanics
and
philanthropy.
Those
are
just
two
that
I
can
recommend
every
little
bit
helps.
A
A
A
A
The
comments
at
the
last
meeting
brought
up
a
lot
of
traumatic
memories
for
me,
so
I
was
very
emotional
in
the
same
meeting
at
11,
30
p.m
and
after
six
hours,
a
very
powerful
testimony
advocating
for
and
against
changes
to
the
current
policy.
We
heard
the
words
of
mr
lacanto,
who
was
the
chair
of
the
school
committee,.
A
A
A
All
of
us
have
made
comments
that
we
wish
we
could
take
back.
There's
not
a
single
one
of
us
who
hasn't
regretted,
saying
something
hurtful
and
then
immediately
regretted
it
and
asked
for
forgiveness
and
though
what
mr
lecanto
said
is
not.
Okay,
the
primary
difference
here
is
that
it
was
said
in
the
public
realm
and
he
cannot
ask
for
forgiveness
that
he
otherwise
could,
if
he
had
said
it
in
private,
and
I
want
to
make
it
clear
that
I'm
not
excusing
mr
lecanto's
comments.
A
A
In
closing,
we
had
a
collective
and
deeply
painful
experience
at
our
last
meeting
but
similar
to
the
resilience
we
hope
to
build
in
our
students.
I
am
confident
that
the
school
committee
will
learn
and
grow
from
this
and
move
forward
even
more
resolutely
to
create
the
conditions
where
all
students
are
supported
to
reach
their
highest
potential.
A
F
F
F
F
I
also
want
to
thank
dr
charles
granson
and
the
office
of
equity
for
their
incredible
leadership
and
they're
leaning
into
this,
both
internally
and
externally,
hosting
working
groups
hosting
our
equity
roundtables.
To
ensure
that
bps
is
consistently
responsive
to
the
needs
of
our
families,
our
staff
and
our
communities
they've
recently
engaged
in
work
with
the
asian
community.
F
F
The
group
will
continue
to
meet
and
discuss
ways
to
repair
and
to
improve
the
district's
relationships
and
trust
with
our
communities
and
with
the
asian
community
in
particular.
The
group
has
already
identified
preliminary
goals
to
be
further
developed.
These
goals
include
updating
the
racial
equity
planning
tool
to
further
emphasize
the
inclusion
of
asian
students,
families
and
staff,
as
well
as
ensuring
culturally
and
linguistically
sustaining
practices,
quality,
translation,
interpretation
services,
timely
information
sharing
and
ethnic
studies,
curricula,
including
asian
american
experience,
among
many
other
areas
of
focus.
F
A
Thank
you,
superintendent,
I'd
like
to
ask
kamani
if
he
has
anything
he
would
like
to
share
at
this
moment.
G
It's
okay.
Thank
you.
Vice
chair
I'd
like
to
share
a
brief
remark
that
many
students
and
teachers
specifically,
and
especially
from
the
asian
community,
have
communicated
to
me,
especially
in
the
conversations
and
spaces
I've
been
invited
to
names
are
powerful.
G
G
You
know
my
name,
I'm
actually
named
after
bob
marley's
son,
but
with
an
extra
letter-
and
that
is
you
know,
bob
marley
was
a
jamaican
artist
who
made
music
that
got
my
family
through
a
really
rough
time,
and
you
know
just
knowing
that
you
know
these
are
titles
given
to
us
that
are
truly
our
own.
They
they
belong
to
us.
They
are.
G
They
are
names
that
we
call
ourselves
that
we
tell
people
to
call
us,
and
I
think
there
is
a
true
deep
power
in
the
names
that
we
are
given
and
how
we
move
through
this
world
and
through
society
with
our
names,
and
I
think
that
you
know
the
the
actions
of
the
former
chair
were
very
disappointing
and
deeply
saddening.
Like
you
know,
many
of
you
have
already
stated,
and
I
think
that
this
is
truly
a
a
jumping
point.
G
It
is
a
it
is
a
point
in
time
where
we
must
reflect,
adjust
and
grow
and
continue
to
learn
and
be
more
mindful
and
and
empathetic
and
sympathetic
to
the
many
different
groups
of
people
that
we
serve
and
to
you
know,
continue
to
change
how
we
invite
those
people
into
our
spaces
and
how
we
can
respect
them
and
their
names
and
because
names
isn't
just
a
name.
It's
it's.
Where
you
come
from,
it's
who
you
are
it's
it's,
how
you
move
in
in
life,
so
that
that's
what
I'd
like
to
say.
A
Thank
you,
mr
james.
Another
thing
we
share
in
common,
my
daughter
is
named
after
bob
marley,
also
he's
my
favorite
person.
So
I
would
like
to
ask
dr
rivera
if
she
has
any
comments
that
she
would
like
to
share
at
this
point.
H
Hi,
can
you
hear
me?
Yes,
okay,
sorry,
I've
been
having
so
again.
Thank
you,
mr
james.
Always
you
know
the
a
very
wise
voice
here
in
in
these
meetings.
H
You
know,
I
also
truly
regret
and
apologize
to
the
bps
community
as
well,
especially
the
asian
american
community,
our
asian
communities,
for
not
speaking
up
in
that
moment,
you
know.
Quite
simply,
you
know
I
was
shocked
and
then
you
know
became
distracted.
H
You
know,
like
many
of
us,
been
a
long
day,
work
full
time
single
mother
had
half
my
my
attention
on
my
son
in
the
other
room
and
just
couldn't
believe
it.
So
you
know
was
doing
my
my
best
to
stay
focused.
As
you
know,
this
historic
vote
was
gonna
be
happening,
so
I
just
went
again
and
say
that
I
meant
no
disrespect
to
to
our
community.
H
You
know
this
incident
also
again
shows
how
much
work
we
still
have
to
do
as
a
school
district
and
as
a
city
and
and
all
of
the
the
pain
that
that
emerged
out
of
that
whole
process
of
getting
to
the
new
admissions
policy,
and
I
think
we
know
again,
we
still
need
to
really
undertake
a
deep
understanding
of
how
systemic
racism
operates
and
we
need
to
continue
to
move
to
dismantle
white
supremacist
policies
now
more
than
ever,
and
I
think
that's
what
we
were
trying
to
do
that
evening
and
you
know
again,
it's
horrible
what
what
happened-
and
you
know,
there's
there's
no
there's
no
way
to
excuse
it,
and
I
I
hope
I
will
be
forgiven.
H
I
do
want
to
just
say
that
I
do
find
great
joy
and
pride,
though,
that
we
did
take
this
historic
vote.
You
know
at
our
last
meeting
this
new
exam
school's
policy
is
truly
an
increase
and
and
of
equity
of
opportunity
for
for
our
city's
children
and-
and
I
really
look
forward
to
continuing
to
work
on
advancing
racial
justice
in
in
our
schools
and
in
our
city,
and
my
sincere
apologies.
A
Thank
you,
dr
rivera
I'd
like
to
ask
mr
tran.
If
you'd
like
to
say
a
few
words.
I
Yes,
I
I
would
like
to
express
my
my
own
assessment
of
the
situation.
Well.
First
of
all,
I
I
thought
about
preparing
a
written
statement
regarding
the
incident
that
occurred
last
time,
but
then.
I
I
I
I
used
to
be
very
arden,
arden
fighter,
fighting
any
kind
and
anything
that
is
discriminatory,
but
now
I'm
over
60,
looking
at
everything
that
I've
fought
this
one
thing
that
we
have
not
been
practicing
as
we
should.
That
is,
tolerance
and
tolerance
has
been
missing
since
the
incident.
We
all
talk
about
diversity.
I
I
promise
you
that,
and
I
know
that
they're
gonna
be
perpetuate
perpetuating
until
after
my
time
on
on
earth,
michael
lokanto
is
not
only
a
very,
very
dedicated
member
of
this
body.
He
has
worked
very
hard.
He
has.
He
has
advanced
a
lot
of
policies,
a
lot
of
programs
that
are
for
the
benefit
of
the
school
of
the
boston
public
school.
I
One
one
remark
that
is
made,
whether
in
jest
or
intentional,
but
in
my
mind
that
remark
was
made
in
chess,
does
not
define
who
he
is.
I
still
consider
him
a
friend.
I
will
only
know
him
two
two
years,
maybe
a
little
less
than
two
years
I've
been.
I
I've
spoken
with
him
outside
of
the
meeting
on
other
political
matters
on
a
lot
of
different
political
matters.
I
I
I
understand
that
the
mayor
accepted
his
michael
leganto's
decision
to
step
down
just
because
it's
you
know
it's,
it
may
be
the
right
thing
to
do
even
the
political
climate,
but
personally
I'm
resentful
for
his
resignation.
I
I
A
Thank
you
so
much,
mr
tran,
for
your
words,
I'd
like
to
ask
miss
robinson,
if
she'd
like
to
say
something
at
this
point
sure.
J
Thank
you,
mr
tran,
for
your
words,
thank
you
all
for
everything
that
you
all
have
said.
They.
They
certainly
represent
my
sentiments
as
well.
That
meeting
was
historical
in
lots
of
different
ways.
For
me,
it
was
the
end
of
a
very
hard
tough
time
over
the
summer.
J
You
know,
I
read
those
hundreds
of
emails
of
and
understanding
all
perspectives
and
also
knowing
no
matter
what
the
decision
that
was
made.
There
will
be
people
that
would
be
perceived
to
be
winners
and
that
there
would
be
people
who
would
see
that
they
would
feel
that
they
have
lost
and-
and
the
question
for
me
always
was.
You
know
how?
J
How
can
we
create
something
so
that
it
could
be
of
both
and
so
that
people
did
not
appear
to
feel
that
they
would
have
lost
if
they
did
not
get
the
one
thing
that
they
want,
and
I
know
I've
been
I've
said
many
times
if
we
have
so
many
people
that
really
want
a
strong,
classical
education,
why
can't
we
grow
that
and
give
more
opportunities?
Why
should
we?
Why
should
we
withhold
that
opportunity
from
any
student
who
makes
the
basic
qualifications,
and
that
is
still
something
I
will
continue
to
ask
ourselves?
J
J
So
our
vote
last
week
begins
to
help
us
have
that
conversation,
but
it
was
a
vote
similar
to
the
vote
that
was
made
in
this
country,
where
we
realized
that
our
country
is
in
polar
opposites
around
what
the
next
step
should
be,
and
in
so
many
ways
it
feels
there
are
parts
of
what's
going
on
in
our
own
city,
that
there
are
two
boston's.
At
least
there
are
many
boston's
in
that
people
see
and
feel
very
differently
about
the
same
situation.
J
The
one
thing
that
I
know
is
that
you
know
we
we
want
to
make
sure
all
of
our
students
really
get
their
needs
met
and
all
of
their
families
get
their
needs
met
as
well.
We
listened
to
almost
200
people.
You
know,
I'm,
as
many
of
you
are,
was
both
shocked
and
saddened
by
the
comments.
J
I
too
know
the
power
of
names.
Thank
you,
mr
james,
and
remember
people
calling
you
out
of
your
name
was
a
high
insult
and
even
a
name
like
mine,
geraldine
in
school
was
called
geraldine
geraldine
all
other
kinds
of
things.
If
people
want
to
somehow
get
to
you,
they
will
disrespect
your
name.
J
J
You
know
again,
it's
just
the
beginning
of
us,
as
mr
tran
says,
creating
a
level
of
tolerance
and
understanding
and
respect
for
one
another,
there's
a
lot
that
we
need
to
do
to
change
the
way
that
we've
gone
about
our
business
in
this
city
in
this
district.
For
you
know
the
past
50
75
years,
but
now
we
have
ripped
the
band-aid
off.
J
We
can't
go
back
how
we
act
as
a
school
body
is
going
to
be
important.
People
want
to
see
want
to
feel
that
they
are
represented
by
us
that
they
are
heard
by
us
that
we
respect
their
their
voices.
They
also
have
to
be.
We
also
have
to
be
honest
to
realize
that,
no
matter
what
decision
we're
going
to
make,
some
people
will
feel
supported
and
others
will
not,
but
we've
got
to
work
as
hard
as
possible
to
work
together
to
make
the
best
decisions
that
we
can.
J
So
I
see
this
as
a
new
day
for
all
of
us.
There's
a
lot
that's
going
on
in
this
city.
There's
a
lot
that's
going
on
in
our
schools
and
there's
a
lot
of
work
that
we
need
to
do
and
we're
going
to
need
to
do
it
well
together,
but
we're
going
to
need
the
help
of
the
district
and
the
families
and
the
city
to
make
sure
that
we
truly
are
working
towards
a
better
school
system
than
the
one
that
we
have
today.
K
Thank
you.
What
I'd
like
to
share
is
the
notes
that
I
share
with
mr
lacanto.
Dear
michael,
my
discomfort
over
your
reservation
is
growing.
As
I
said
in
our
conversation,
I
appreciate
your
commitment
to
the
needs
of
our
students
and
your
family
to
not
become
a
distraction
in
this
trying
time.
K
As
you
have
acknowledged
your
comment,
your
comments
were
inappropriate
and
reflected
our
hurtful
history
of
racism.
We
all
must
work
to
understand
how
our
actions
and
comments
are
experienced
as
microaggressions,
particularly
to
historically
disadvantaged
individuals
and
groups.
Clearly,
your
comments
hurt
the
fabric
of
our
community.
I
know
that
you
regret
them
and
that
is
painful
to
live
with
the
assumptions
people
have
that
they
reflect
your
real
thinking
rather
than
lack
of
judgment.
K
What
leads
me
discomfort
with
the
response
of
our
community
to
demand
your
expulsion
from
your
civic
role?
Is
that
such
a
step
is
in
direct
contradiction
to
our
commitment
to
restorative
justice,
a
commitment
that
is
deeply
supported
by
many
of
those
who
have
called
for
your
expulsion
core
to
our
commitment
to
restorative
justice.
K
A
Thank
you,
dr
coleman.
I'd
now
like
to
ask
mr
o'neill.
If
he
has
any
comments,
he
would
like
to
share.
L
Thank
you,
miss
oliver
doubler
and
thank
you
to
my
fellow
members
and
to
the
superintendent
for
their
comments.
Tonight.
I
learn
as
always
as
a
lifelong
learner.
I
learn
by
listening
to
you
and
I
have
found
them
deeply
reflective
tonight
and
appreciate
as
well
folks,
who
have
pointed
out
our
former
chairs
full
body
of
work,
but
I've
had
many
conversations
with
a
number
of
different
communities
since
the
last
meeting,
including
speaking
with
dr
kennedy,
at
lane,
with
superintendent
casilius
and
as
recently
as
earlier
today
with
mr
james.
L
So
thank
you
for
sharing
the
experience
of
fellow
students
as
well,
and
those
conversations
really
helped
me
to
understand
and
call
out
the
pain
of
the
comments
from
that
meeting,
the
wrong
that
was
done
and
the
anguish
it
caused.
So
many
cause
to
so
many
members
of
our
community,
the
communities
that
we
serve.
L
You
know,
I'm
I'm
using
the
superintendent's
language
that
she
said
earlier
here,
but
I
believe
I
will
commit
to
leaning
in,
and
I
think
we
all
need
to
commit
to
leaning
into
leaning
into
this
moment
and
striving
to
help
build
a
board
in
an
organization
in
our
district
that
our
communities
value
that
our
communities
feel
heard,
feel
a
part
of
and
and
are
proud
of,
and
I
thank
our
temporary
chair
just
for
the
steps
she
has
taken
already
to
learn
from
that
past
meeting.
L
The
fact
that
we're
having
some
simultaneous
translation
today
and
that
you're
trying
to
do
more,
that
the
superintendent
was
talking
about
some
training,
we're
going
to
be
doing.
I
I
feel,
as
I
said,
we
need
to
lean
into
this
moment
and
learn
and
commit
together
to
be
in
a
better
board.
L
I
apologize
as
a
fellow
board
member
just
as
the
superintendent
apologized
on
behalf
of
the
district
as
a
fellow
board
member,
I
apologize
for
what
happened
that
evening
and
the
pain
that
it
caused
our
communities
and,
as
I
said,
I
believe
we
have
to
commit
to
doing
better
for
all
of
our
communities,
and
I
look
forward
to
being
a
part
of
that.
A
I
think
you've
heard
in
everyone's
comments
tonight
that
we
really
do
value
the
rich
diversity
of
our
bps
community
and
we
want
all
of
our
young
people
and
their
families
to
really
celebrate
their
diversity,
their
language,
their
ethnicity,
their
race,
because
all
of
that
is
a
strength,
it's
an
asset,
and
we
have
tremendous
respect
for
all
of
the
families
that
entrust
their
children
in
our
care,
and
it's
an
honor
and
a
privilege
to
be
on
this
board
and
to
be
working
to
make
sure
that
all
of
our
students
are
successful,
and
so
we
are
committed
to
serving
all
the
families.
A
And
so
we
ask
you
to
partner
with
us
on
this
journey.
This
was
again
was
a
tough
meeting.
I
don't
think
anyone
want.
Would
ever
want
to
relive
that
meeting
again
for
all
the
reasons
you
heard
tonight,
but
I
do
think
that
there
can
always
be
something
good
that
comes
out
of
something
bad,
and
so
I
would
like
for
us
to
really
think
about
this.
A
As
a
learning,
we
have
in
boston
been
afraid
to
have
these
kinds
of
conversations
in
public,
but
they
do
need
to
be
done
thoughtfully
and
respectfully,
and
I
think
mr
tran,
you
know
said
it
best
around
tolerance,
because
we
have
to
be
able
to
hear
each
other,
and
so
this
is
going
to
be
a
learning
journey.
A
As
as
a
school
committee
and
as
a
district
and
again
I
just
want
to
apologize
to
our
asian
community
and
all
of
our
community
and
hope
that
you
will
be
able
to
find
it
in
your
hearts
to
to
forgive
us
and
let
us
all
move
on
together
to
heal
and
I'll,
be
talking
a
little
bit
more
about
our
plans
later
on
this
evening.
But
I
just
want
to
move
us
into
our
first
order
of
business,
which
is
the
election
of
officers.
A
And
again,
as
many
of
you
know,
chair
lacanto
resigned
from
the
committee
on
october
22nd
following
the
comments
he
made
at
the
meeting
the
night
before
and
so
at
this
time
I
would
like
to
start
with
the
business
of
electing
officers
for
the
remainder
of
2020
calendar
year
and
that's
starting
with
the
chairperson.
So
I
would
like
to
issue
a
call
for
nominations
for
a
chairperson.
H
May
I
may
I
yes,
it
would
be
an
honor
to
nominate
alex
oliver
davila
as
our
next
chair.
A
N
N
H
I
A
Thank
you,
ms
sullivan.
The
nominations
are
now
closed,
but
there
being
only
one
nominee.
I
would
like
to
entertain
a
motion
to
elect
myself
alex
oliver
davila
as
chairperson.
Is
there
emotion
still
in
the
mood?
Thank
you,
miss
robinson.
Is
there
a
second
second?
Thank
you,
dr
coleman.
Is
there
any
discussion
to
the
motion?
N
N
J
A
A
A
A
N
N
I
A
Is
unanimous,
thank
you,
ms
sullivan.
The
nominations
for
vice
chair
are
now
closed,
but
there
being
only
one
nominee.
I
would
like
to
entertain
a
motion
to
elect
michael
o'neill
as
vice
chair.
Is
there
a
motion
so
moved?
Thank
you,
miss
robinson.
Is
there
a
second
second?
Thank
you,
dr
rivera.
Is
there
any
discussion
to
the
motion?
M
O
A
N
Q
J
O
I
A
Unanimous,
thank
you.
Congratulations,
mr
o'neill,
and
before
I
pass
it
on
to
you
for
a
few
words,
I
just
would
like
to
take
a
moment
to
say
a
few
words
as
well.
So
I
again
want
to
thank
all
of
my
colleagues
for
your
vote
of
support
and
my
leadership.
A
A
As
a
committee,
we
talk
a
lot
about
equity
and
I'm
proud
of
the
work
we've
accomplished,
including
the
creation
of
the
equity
lens
tool,
our
opportunity
index,
the
work
we
are
doing
to
assist
with
mtel
and
our
high
school-to-teacher
pipeline,
just
to
name
a
few
and
now
to
continue
to
deepen
this
work.
That's
so
important
to
all
of
us
on
the
committee.
A
We
will
focus
on
how
we
develop
these
skills.
Competencies,
encourage
to
be
an
anti-racist
school
committee
focused
on
excellence.
This
fall.
Our
school
leaders
participated
in
a
leadership
institute
with
dr
ibram
x.
Kendi,
the
author
of
how
to
be
an
anti-racist
as
the
founding
director
of
boston
university
center
for
anti-racist
research
and
one
of
america's
foremost
historians
and
leading
anti-racist
voices.
A
Dr
kennedy
will
work
with
us
as
we
examine
our
policies
to
understand
how
they
have
contributed
to
and
resulted
in
harm
to
our
communities
of
color,
our
poor,
lgbtq
and
ell,
and
special
education
students.
I've
asked
dr
kendy
to
lead
us
through
these
conversations
at
a
professional
development
session
scheduled
for
december
9th.
A
L
Thank
you,
madam
chair,
and
I'm
delighted
to
be
the
first
person
to
say
those
words
to
you.
This
is
a
historic
moment
in
boston,
public
schools
and
the
boston
school
committee,
where
we
have
a
member
of
the
latina
community
leading
us,
and
I
want
to
make
sure
to
acknowledge
that
and
call
that
out.
L
This
is
a
historic
moment
and
I
have
had
the
privilege
of
of
knowing
you,
madam
chair,
for
many
years
now
we
have
served
on
several
boards
together
and
I
have
deep
freeze
back
for
the
work
that
you
do
in
a
variety
of
nonprofit
and
volunteer
settings,
including
your
leadership
associated
latina
and
the
wonderful
youth
that
you
have
mentored
over
the
years
there.
I
am
fully
supportive
of
of
you
being
chair.
L
I
am
honored
that
you
and
my
fellow
members
have
asked
me
to
assist
you
as
vice
chair,
but
I
am
excited
by
the
leadership
that
is
in
front
of
us
in
the
work
that
you
and
the
superintendent
will
be
doing
together
to
lead
this
district
and
anything
I
can
do
to
help
improve
that.
I
am
at
your
service.
L
I
applaud
the
announcements
you've
just
made
now
about
re-centering
us
back
on
being
an
effective
board,
focused
on
policy
and
doing
professional
development
on
those
issues
and
on
making
sure
that
we
have
the
exact
same
training
from
dr
kennedy
that
all
of
the
superintendent's
leadership
institute
had
this
summer,
so
that
we're
all
on
the
same
page
that
we
lean
in
together
to
be
in
a
better
organization
that
our
district
and
our
communities
are
proud
of.
So
congratulations,
madam
chair
and
I'm
honored
to
help.
You,
however,
possible.
A
Thank
you,
mr
o'neal.
Congratulations
to
you
and
we
have
worked
together
a
long
time
and
I
look
forward
to
working
even
more
closely
with
you
and
I
really
appreciate
your
kind
words
and
support
and
thank
you
again
to
all
of
my
colleagues
now
we're
going
to
move
on
to
the
approval
of
minutes
from
the
october
21st
2020
school
committee
meeting
at
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
october
21st,
as
presented
so
moved.
A
N
I
A
F
Thank
you,
madam
chair
and
mr
vice
chair,
for
stepping
into
these
new
roles
and
for
leading
our
district
through
this
very
tumultuous
time.
F
Obviously,
we
have
been
facing
these
three
pandemics
of
covid
racism
and
economic
decline
within
our
boston
community
and
at
bps.
We've
had
tremendous
losses,
not
only
you
know,
within
those
three
pandemics
and
what
we've
been
discussing
here
tonight,
but
also
we've
lost
a
lot
of
our
community
members
and
it's
been
very
painful
for
so
many
of
our
community
members
here
and
we
lost
keith
love
from
tech,
boston.
F
F
It
has
been
a
very
painful
year
for
us,
particularly
during
the
pandemic,
where
we
have
experienced
loss
upon
loss
upon
loss
and
it's
with
a
heavy
heart
that
I
bring
to
you
information
and
I'm
saddened
this
morning
to
learn
that
we
lost
another
beloved
colleague
miss
virginia
ginny.
They
call
her
chalmers,
I'm
extending
my
deepest
condolences
to
her
family
and
friends,
and
this
entire
school
community
that
is
grieving
her
loss.
Today,
jenny
was
not
only
a
cherished
principal.
F
F
F
He
volunteered
at
the
nathan
hale
school
in
roxbury
in
recent
years
following
his
retirement.
I
got
to
watch
a
video
of
two
students
talking
about
how
much
of
a
difference
mr
cox
made
in
their
life-
and
I
heard
testimony
after
testimony
and
over
two
hour
memorial
service
of
folks
who
were
just
so
blessed
to
have
known
him.
F
F
I
am
just
so
heartfelt
for
his
contribution
to
this
community
and
the
love
that
was
shown
at
the
memorial
service
and
to
all
his
family,
friends
and
colleagues.
I
want
to
just
give
a
heartfelt
appreciation
from
the
bps
community
for
his
legacy
and
for
his
commitment
and
his
love
of
the
children
of
this
community.
F
With
that,
I'm
going
to
turn
to
some
business
items,
I'm
going
to
talk
a
little
bit
about
this
week.
We
were
able
to
welcome
back
students
on
monday.
It
was
wonderful
to
see
their
joyous
faces
visiting
with
their
teachers
and
getting
off
of
the
buses.
So
many
people
to
thank
that
put
that
together.
The
four
schools
that
we
were
able
to
open
up
were
the
mckinley
schools
at
all
three
campuses:
the
carter
school
and
horseman
schools
and
the
henderson
school
for
a
select
number
of
students.
F
I
look
forward
to
visiting
the
heart,
the
carter
and
the
henderson
later
this
week,
both
of
which
I
visited
last
week
to
last
month
while
they
were
open.
I
want
to
thank
our
educators
and
our
staff
for
their
incredible
work
to
get
our
students
back
for
in-person
services
that
are
critical
to
their
health
and
well-being
and
the
services
that
they
deserve
and
require
for
their
continued
development
and
progression.
F
F
In
addition,
we're
partnering
with
the
boston
health
commission
to
offer
free
confidential
sexual
health
care,
telehealth
appointments
for
boston,
public
school,
high
school
students.
These
appointments
are
open
to
all
bps
high
schoolers.
Looking
for
sexual
health
information
or
with
any
concerns,
we
sent
an
email
to
our
high
school
students
today
with
details,
more
information
is
available
at
boston.y2connect.org
as
the
mother
of
a
daughter
who
is
lesbian.
I
am
immensely
grateful
to
be
working
in
a
community
that
values
lgbtq
students,
their
health
and
their
well-being.
F
F
F
There's
free
testing
this
week
in
east
boston,
also
at
central
square
park
and
in
matapan
at
the
jubilee
christian
church
and
all
the
city
has
over
30
testing
sites
throughout
the
city,
and
you
can
call
311
or
you
can
go
to
boston.gov
forward,
slash
coronavirus
or
you
can
simply
call
311..
F
I
also
want
to
inform
the
public
about
our
virtual
fall
parent
university
conference.
This
past
saturday.
I
was
able
to
join
in
and
listen
in
to
the
families,
getting
a
lot
of
information
about
remote
learning
and
general
district
updates
being
able
to
ask
questions
and
learn
from
one
another
about
how
they
can
help
their
children.
F
Last
week's
conference
was
for
families
and
students
in
elementary
grades,
and
this
saturday
november
21st
at
9,
30
parent
university
is
going
to
host
another
conference.
It's
going
to
be
focusing
on
supporting
families
of
students
in
middle
grades
and
high
school,
with
the
challenges
of
learning
remotely
and
navigating
stress.
Amidst
the
colvin
19
pandemic,
presenters
and
panelists
are
on
hand
to
listen
and
share
best
practices
and
then
assist
students
and
as
as
they're
trying
to
be
successful
in
this
new
environment.
F
Virtual
meeting
information
to
join
is
for
parent
university.
This
saturday
is
available
at
bostonpublicschools.org
forward,
slash
parent
university,
and
I
just
have
one
final
update
on
exam
school
admissions.
We
are
getting
ready
now,
after
our
policy
passed
at
the
last
meeting
to
begin
hosting
information
sessions
for
parents.
F
The
first
one
is
going
to
be
on
monday
november,
23rd
at
5
pm
and
we'll
be
sharing
the
meeting
details
on
our
website
shortly
at
boston,
bostonpublicschools.org
forward,
slash
exam
and
in
an
email
to
families
and
students
in
grades,
6,
8
and
9
later
this
week,
so
look
forward
to
those
communications
on
exam,
school
admissions
and
finally,
I
I
just
want
to
say
to
all
of
you
and
to
all
of
our
public.
I
hope
you
have
a
very
happy
thanksgiving,
but
also
again,
please
be
smart,
stay
healthy
and
be
safe.
Thank
you.
A
Thank
you
so
much
superintendent,
I'd
like
to
now
open
it
up
for
questions
from
the
committee.
Mr
james,
do
you
have
any
questions?
Oh
I
should
say
sorry
if
you
have
a
question,
can
you
raise
your
hand,
I'm
not
usually
in
charge
of
the
zoom,
so
raise
your
hand
in
the
in
the
box
or
in
the
zoom.
Then
I
won't
call
you
if
you
don't
have
questions.
J
Please
go
ahead.
Yeah.
Thank
you,
superintendent,
free
report.
Could
you
give
us
a
little
bit
more
detail
about
students
coming
back
to
the
four
schools?
How
many
days
are
kids
coming
back
for
what
percentage
of
students
and
what
percentage
of
teachers
are
also
able
to
return.
F
F
The
staff
at
the
schools
you
know
most
of
the
staff
actually
is
back
at
the
mckinley
at
the
horseman
and
at
the
carter
school
much
of
the
staff
is,
is
back
because
that's
the
model
that
they
had
and
then
in
terms
of
the
two
days
and
the
four
days
a
week.
Many
of
the
parents
have
chosen
four
days
a
week,
and
that
would
be
the
majority
of
the
students
coming
back.
F
There
are
some
families,
however,
who
have
chosen
to
stick
stick
with
just
two
days
a
week
so
as
we
have
always
throughout
this
reopening,
put
a
put
a
value
on
parent
choice.
That's
still
an
option
for
for
families
to
either
not
come
and
stay
in
remote,
the
whole
way
or
to
come
two
days
a
week,
or
they
can
come
four
days
a
week.
F
F
J
F
J
F
A
little
bit
lower
it's
a
little
bit
lower.
Yes,
I
think
that
there's
still
you
know
with
the
heightened
virus
outage
within
the
community,
I
think
we're
still
a
little
lower
than
what
we
had
expected.
We
had
expected
193
to
show
and
we
had
120.
I
did
not
check
the
attendance
for
yesterday.
F
A
G
Thank
you
chair.
Thank
you,
superintendent.
My
first
question
is
you
mentioned
that
there's
going
to
be
information,
meetings
pertaining
to
the
new
examples,
admission
policy
for
students
and
parents
on
november
23rd?
That's
this
upcoming
monday,
correct.
G
You
said
that
you
were
going
to
be
sending
an
email
and
posting
the
rsvp
link
on
your
website.
I
was
I'm
wondering
if
there's
anything
additional,
that
your
office
can
do.
To
sort
of,
I
mean
to
sort
of
have
more
outreach
to
students
and
parents
to
make
sure
that
they're,
you
know,
like
you
know,
maybe
someone
misses
the
email
or
doesn't
think
to
go
out
their
way
to
go
on
the
website.
Just.
G
See
how
we
can
really
reach
out
to
those
students
and
parents
who
are
looking
to
send
their
kids
to
exam
schools
next
school
year
and
want
to
attend
that
information
meeting
and
then
my
second
part
to
that
question
is:
are
there
more
information
meetings
or
is
that
the
only
one.
F
Yeah
there's
more
information
meetings
that
will
be
happening
throughout
the
first
one
is
monday.
I
would
love
your
ideas
about
how
to
get
the
word
out
to
students,
especially
in
social
media,
in
those
sorts
of
ways.
So,
if
you
have
ideas,
please
make
sure
that
you
send
those
to
me
or
ms
roberts
and
we'll
make
sure
that
we
incorporate
those
in
our
outreach
plan.
G
Thank
you
I'll
make
a
note
of
that,
and
my
second
question
is:
will
you
be
giving
a
update
today
on
what
exactly
are
there?
Are
the
additional
safety
sort
of
the
additional
safety
measurements
that
you've
implemented
in
the
four
schools
that
you've
opened?
This.
F
Yes,
I
mentioned
those
in
my
comments,
but
I
can
certainly
share
those
again.
They
are
additional
medical
grade,
ppe
for
teachers
who
are
interested
in
having
additional
ppe
above,
what's
required
for
the
state
guidance
or
cdc
guidance.
They
just
feel
more
comfortable
with
additional
medical
grade
ppe,
so
we
were
providing
that
there's
additional
testing
that
we're
doing
on
site
for
our
teachers
weekly
and
we're
doing
that
so
that
it's
more
convenient.
We
had
testing
for
teachers
at
the
fenway
site.
They
shared
with
us
that
that
was
inconvenient.
F
F
We
also
are
providing
the
air
purifiers
within
the
school
buildings
themselves,
where
there's
not
hvac,
and
even
where
there
is
a
hvac
at
horseman
we've
provided
some
additional
air
purifiers
there.
F
We
have
done
additional
air,
pur,
air
monitoring
and
monitoring
of
the
air
quality
based
on
approach
through
an
epidemio
epidemiologist
at
harvard
and
looking
at
some
of
those
air
quality
tests
working
with
our
environmental
team.
We
had
done
testing,
but
we
had
been
asked
to
do
additional
testing
by
the
teachers
union,
so
we
agreed
to
do
that
additional
testing
and
I'm
trying
to
think
that
there's
one
more
thing
that
we've
done,
but
those
are
those
were
the
major
ones
around
additional
safety.
F
H
Yes,
thank
you,
superintendent.
I
just
had
a
question
about,
but
really
just
a
guess,
a
congratulations
to
dr
sylvia
romero,
who
is
the
new
assistant
superintendent
for
the
office
of
english
language
learners
and
really
excited
about
working
with
her.
I
wondered
if
you
could
give
an
update
on
if
there's
any
other
like
staffing
changes
or
if
we
could
get
like
an
update
on
the
organizational
chart.
I'm
not
sure
if
there's
been
some
some
changes
that
we
need
some
updates
on.
F
F
I'm
just
super
excited
to
have
her
with
the
team,
and
so
I
don't
know
if
she's
on
in
the
room
today,
but
I
should
make
sure
if
I
haven't
introduced
her.
I
want
to
make
sure
to
do
that.
We
did
a
press
release
and
got
that
out
to
I
think
last
week,
so
very
excited
to
have
her.
She
comes
from
madison.
F
H
Thank
you
and
again
just
want
to
express
the
great
great
congratulations
to
alex
oliver
dabila
for
being
the
first
latina
chair
of
the
boston
school
committee.
It's
it's
really
just
great
pride
for
many
of
us,
so
thank
you.
A
Thank
you,
dr
rivera,
and
now
I'd
like
to
pass
it
over
to
mr
o'neill.
N
You
chair
superintendent,.
L
Two
quick
things.
First
of
all,
thank
you
for
your
comments,
acknowledging
the
number
of
losses
to
the
bps
community
this
year
and
the
folks
that
you
spoke
about,
thank
you
for
for
sharing
the
great
work
that
they
did
and
how
much
they
meant
to
to
bps
and,
second
of
all,
I'm
pleased
that
you
know
you
were
able
to
remote
reopen
four
schools
for
most
vulnerable
students.
L
I
am
concerned
with
the
way
the
covert
positivity
rate
is
going
when
you
look
at
it,
even
by
neighborhood
across
the
city,
how
it
continues
to
grow
and
how
was
growing
across
the
region
in
the
country.
I
noticed
even
new
york
city,
which
was
the
largest
district
in
the
country
that
was
in
open
schools
and
now
switch
back
effective
tomorrow
to
all
their
schools
being
closed.
L
So
I'm
nervous
about
the
direction
it
is
going
and
I
and
I
want
to
make
sure
we're
focused
on
55
000
53
000,
whatever
the
appropriate
number
is
now,
students
who
are
learning
remotely
and
the
challenges
that
they're
facing
as
they're
now
coming
up,
you
know
into
the
holiday
into
the
thanksgiving
season
and
that
type
of
thing,
what
how?
How
do
we
feel
that
is
going?
What
are
our
numbers
showing
as
far
as
students
logging
on
on
being
engaged?
L
When
will
we
have
a
sense
of
our
students
learning
or
are
they
treading
water
or,
unfortunately,
slipping
behind
in
in
this
sense-
and
I
know
you're
doing
a
lot
of
work
on
this,
so
we're
going
to
be
talking
more
future,
but
I
can't
let
this
opportunity
go
by
right
now
when
we're
talking
about
125
coming
back
to
school,
which
is
great
they're,
our
most
vulnerable.
You
know
I
support
it
completely,
but
how
are
we
feeling
about
our
53
000.
F
F
And
you
know
the
governor
came
out
friday
before
last,
with
some
new
measures
and
urging
us
all
to
open
up
schools
and
to
get
our
kids
back
based
on
some
of
the
science
that
he
was
looking
at.
I've
got
to
say
you
know
that
we
have
had
from
the
federal
government
a
lot
of
shifting
information
from
you
know
when
to
open
when
not
to
open
what
metric
to
use
what
not
to
use.
I
talked
to
my
fellow
colleagues
urban
superintendents
across
the
nation.
F
As
you
know,
mr
o'neill,
from
the
council
of
great
city,
schools
and
many
of
them
are
very
frustrated
like
me-
that
we
haven't
had
clear
guidance
from
the
federal
government
and
leadership
on
these
matters
and
we're
not
even
using
the
same
measure
we're
not
even
using
the
same
measures
across
from
town
to
town
and
state
to
state
which
makes
it
much
more
confusing,
and
these
different
precautions
and
different
ways
and
protocols
and
health
and
safety
protocols.
F
F
Ways,
students
are
engaging
it
it's
better
than
it
was
in
the
spring.
I
can
tell
you
that
we're
having
better
engagement.
The
thing
that's
troubling
to
me,
though,
is
that
I
still
see
little
ones
pre-k
at
through
kinder.
F
You
know
struggling
they're
still
struggling,
and
I
think
also
our
11,
our
10th
11th
and
12th
graders
still
struggling
there's
a
little
bit
of
a
sweet
spot
with
the
kids
who
are
you
know
grade
two
I'd
say
to
grade
seven
who
you
know,
are
better
and
are
engaging
on
on
the
screens
and
can
do
that
and
keep
their
attention
and
focus.
F
But
when
you
get
to
the
older
kids,
especially
our
11th
and
12th
graders,
our
preschool
kids
and
our
kinders,
they
are
really
struggling
to
to
stay
engaged.
It's
just
you
know,
four-year-olds.
They
wiggle
right
it's
hard
to
to
be
on
a
screen,
so
we're
trying
to
find
all
the
ways
that
we
can
to
keep
them
engaged
and
teachers
are
learning
from
other
teachers
every
day.
But
I
think
the
loss
is
going
to
be
great.
F
F
So
you
have
this
early
stage
of
development
happening
and
many
of
our
students
and
child
care
and
in
preschool
we're
gonna
have
a
lot
of
little
ones
behind
that
we're
gonna
have
to
catch
up.
The
second
and
third
groups
that
I'm
very
worried
about
are
el
learners,
our
slice,
students,
our
students
who
have
limited
or
interrupted
formal
education.
F
That's
also
very
concerning
to
me-
and
I
want
to
get
them
back
to
school,
and
then
our
students
with
disabilities-
and
you
know
they
deserve
fape,
and
we
have
been
limited
in
the
services
that
we've
been
able
to
provide.
We
even
tried
to
contract
for
services
with
some
of
our
outside
contractors,
and
they
will
own
they're
only
doing
remote
too.
F
So
we're
not
even
with
the
folks
that
we
contract
for
services
for
they're,
not
even
the
contractors
that
we
hire
are
only
doing
remote,
and
so
it's
making
it
really
a
struggle
for
us
to
get
services
to
our
students
with
disabilities.
So
that's
why
it
was
so
important
to
open
for
this
small
group,
but
it's
even
more
important
to
open
more
broadly.
A
Thank
you,
mr
o'neill.
I
also
just
want
to
you
know,
sign
condolences
on
behalf
of
all
of
the
school
committee
for
jenny
and
her
family
and
mr
cox.
Many
of
us
knew
him
and
we
would
love
to
have
been
there
on
saturday
as
well,
but
many
of
us
actually
had
a
training
estate
training
on
ethics
that
we
all
must
go
through.
A
A
I
just
wanna
definitely
applaud
the
lgbtq
specialists
and
the
telehealth
really
just
really
really
important
pieces
to
add,
and
thank
you
for
acknowledging
everything
that
you
said
superintendent
around.
You
know
who
you're
we're
worried
about
everybody,
but
obviously
there
are
students
who
need
a
little
bit
more.
So
thank
you
for
acknowledging
that
and
we
look
forward
to
our
retreat,
where
we
can
dive
more
deeply
into
the
plan
around
recovery
and
reimagining,
and
I
also
just
want
to
say
in
regards
to
the
kova
testing.
A
I
also
want
to
thank
the
city
for
all
the
testing
encourage
people
to
get
tested,
and
I
want
to
acknowledge
all
of
the
workers
out
there
who
are
doing
the
kova
testing
I
was
actually
getting
tested.
Today
I
stood
outside
for
two
hours
in
the
freezing
cold.
There
were
so
many
people
waiting
to
get
tested.
The
urban
league
did
something
with
harvard
street
neighborhood
health
center
and
those
were
you
know
that
staff
was
out
there
for
more
than
two
hours
and
it
was
like
very
freezing
today.
A
T
N
I
A
Thank
you
so
much
ms
sullivan
we're
gonna
now
move
on
to
general
public
comment
and
I
will
hand
it
over
to
ms
sullivan.
U
O
O
O
Please
state
your
name
and
affiliation
before
you
begin.
When
I
call
your
name.
Please
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you
are
signed
in
to
zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comments
and
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
V
Thank
you
very
much
everyone
good
evening,
members
of
the
school
committee
and
superintendent
cassellius.
My
name
is
anisha
siva
george,
I'm
an
at
large
boston
city,
council,
counselor,
former
teacher
and
parent
of
four
bps
students.
I
would
like
to
begin
by
saying
that
during
the
last
school
committee
meeting,
the
former
chairs
era
was
deeply
upsetting
to
many,
including
myself.
It
was
appropriate
that
he
resigned
and
that
the
bps
and
school
committee
are
attempting
to
repair
the
damage.
V
His
error
should
not
stop
the
necessary
work
that
we
have
ahead
of
us
this
month
is
national
homeless,
aware
youth
awareness
month.
I
applaud
the
work
of
the
bps
homeless
education,
resource
network
and
the
family-led
stability
pilot,
which
work
together
to
support
our
homeless
bps
students
and
help
their
families
find
stable
housing.
Ending
news,
homelessness
and
family
homelessness
will
continue
to
be
one
of
my
top
priorities.
V
Last
week
was
national
school
psychologist
week
to
all
of
the
bps
school
psychologists.
I
thank
you
and
celebrate
you.
We
need
to
hire
more
school
psychologists
across
the
district
so
that
our
students
have
easy
access
to
therapy
and
so
that
mental
health
is
destigmatized
for
everyone.
This
pandemic
has
taught
taught
us
all
that
mental
health
is
a
foundation,
as
is
as
foundational
as
physical
health.
V
I
strongly
urge
that
every
step
of
the
process
to
select
the
new
school
committee
members
will
be
more
transparent
than
it
has
been
in
the
past,
including
selecting
the
nominating
committee
members,
the
pool
of
candid,
the
pool
of
nominees
and
the
new
school
committee
members.
We
have
an
opportunity
to
do
better
by
boston
and
ensure
that
as
many
voices
as
necessary
are
heard
and
truly
included
in
this
process.
V
Earlier
this
month,
I
filed
a
hearing
order
to
review
bps
curriculum
and
another
hearing
order
on
ethnic
studies.
I
hope
to
hold
this
hearing
on
both
topics
on
december
7th.
Today
the
council
passed
my
home
rule
petition
that
will
hopefully
allow
more
educators
and
nurses
to
retire
soon,
if
they
so
choose.
All
of
these
efforts
tackle
different
issues,
but
have
a
common
purpose
to
build
a
better
boston,
public
schools.
This
pandemic
has
given
us
an
opportunity
to
reflect
on
what
is
and
what
is
not
working
in
our
school
system.
V
We
know
that
that
increased
transparency,
communication
and
language
access
make
everything
better
for
our
families
and
staff.
We
know
that
having
a
full-time
nurse
in
every
school
has
been
a
critical
improvement
and
will
allow
us
to
better
handle
in-person
learning,
even
after
this
pandemic
is
over.
We
know
we
have.
We
need
to
have
a
full-time
school
psychologists
and
librarians
in
every
school
to
fully
fund
inclusion,
classrooms
and
special
education
and
to
improve
our
facilities,
so
they
are
safe
and
welcoming
environments
for
every
student.
V
V
Together,
we
can
build
a
better
boston,
public
schools,
I'd
like
to
also
close
and
sharing
my
condolences
for
the
family
of
ginny,
chalmers,
bps,
educator,
retired
principal
of
young
achievers
and
the
wife
of
eileen
carver,
one
of
our
btu
organizers,
who
did
pass
away
yesterday
and
appreciate
that
you
all
spent
some
time
this
evening,
recognizing
that.
Thank
you.
V
W
Good
evening,
everyone,
it's
congratulations
and
thank
you
to
all
the
the
new
school
to
the
school
committee
members
and
especially
to
our
our
new
chair,
oliver
davila,
and
to
mr
o'neill
for
stepping
up
once
again
to
serve
in
a
leadership
role.
I
want
to
thank
you
all
and
know
how
much
you
put
in.
W
I
also
want
to
appreciate
the
conversations
at
the
beginning
around
restorative
justice
and
the
need
to
repair
harm,
especially
after
the
last
meeting,
but
just
to
note
that,
frankly,
that
that
was
not
certainly
not
the
first
time
that
families
have
felt
marginalized
and
unseen
and
unheard
in
in
our
city
structures.
We
all
need
to
do
better
on
that.
W
I
want
to
report
quickly
back
as
a
bps
parent
that
it
is
exhausting
and
frustrating
and
I'm
imploring
everyone
to
put
more
options
on
the
table
when
it
comes
to
our
students
who
need
in-person
services
and
youngest
learners.
My
k2
five-year-old
is
is
struggling
and
the
teachers
are
are
doing
as
the
best
they
can.
The
school
has
been
great,
but
you
know
seven
plus
hours
on
a
screen
every
day
has
has
certainly
taken
a
toll.
W
I
want
to
spend
the
most
of
my
comments
on
the
opening
in
the
school
committee
that
I
know
this
is
not
a
direct
vote
that
you
all
will
have,
but
to
use
your
platform
wherever
possible
to
influence
this
decision
and
think
about
a
couple
factors
first,
that
this
is
an
opportunity
to
really
continue
to
have
more
representation
for
our
school
communities.
To
ideally
have
a
new
member
who
represents
the
racial
and
ethnic
communities
that
make
up
the
majority
of
our
district
and
our
student.
W
The
multilingual
representation
school-based
experience,
ideally
a
former
student
or
a
parent
or
guardian
of
someone
not
just
from
the
exam
schools
but
but
from
one
of
our
traditional
bps
high
schools.
To
have
that
perspective
represented
and
most
of
all,
for
this
committee
in
using
this
opportunity
to
think
about
what
should
come
along
with
that
monthly
listening
session,
so
that
parents
and
family
members
don't
have
to
gather
until
midnight.
W
You
know
these
these
meetings
to
give
their
opinion,
but
in
different
parts
of
the
city,
a
commitment
to
convert
the
district
into
an
anti-racist
school
district,
increased
investment
in
translation
and
giving
parents
that
chance.
I
think
getting
around
the
creating
more
opportunities
for
parents
and
families
to
connect
will
help
close
the
gaps
around
the
urgency
and
some
of
these
other
issues
where
we
frankly
have
not
felt
seen
and
heard
and
are
not
seeing
all
the
needs
met
right
now.
Thank
you
very
much.
W
O
I
don't
see
you
in
our
list
of
attendees,
so
if
you're
with
us
charlene,
if
you
could,
please
raise
your
hand
virtually
and
zoom
to
help
us
find
you
and
unmute
you
share
lenny
with.
D
X
D
I
sent
a
letter
to
the
district
on
behalf
of
12
students
with
complex
and
significant
needs
who
are
unable
to
access
remote
learning.
In
this
letter,
we
asked
the
district
to
develop
an
immediately
actionable
plan
to
offer
all
high
needs
students
in
person
learning
the
district's
failure
to
provide
these
students
with
in-person
learning
constitutes
a
violation
of
the
education
clause
in
the
massachusetts
constitution
and
article
1
of
the
massachusetts
declaration
of
rights.
D
The
ed
law
project's
review
of
the
covid19
learning
plan
submitted
to
deci
by
districts
across
the
commonwealth,
found
that
79
percent
of
white
students
in
the
commonwealth
have
the
opportunity
for
in-person
learning,
as
opposed
to
41
of
students
of
color
boston.
As
the
largest
district
in
massachusetts
serving
85,
students
of
color
has
the
chance
to
put
a
significant
dent
in
this
opportunity
gap.
Unfortunately,
the
four
schools
currently
open
for
in-person
learning
disproportionately
serve
white
students.
D
The
district
is
also
violating
federal
law
in
two
important
ways.
First,
the
district
is
failing
to
provide
our
clients
with
disabilities,
a
free
and
appropriate
public
education,
and
second,
the
district
is
obligated
to
provide
homeless
students
with
an
education,
but
many
of
our
homeless
clients
do
not
have
the
technology
or
the
space
that
would
allow
them
to
access
remote
learning,
meaning
that
they
too
are
unable
to
access
their
education.
D
These
failures
are
causing
devastating
harm
to
our
clients,
sh,
who
used
to
love
to
read
and
is
now
at
a
pre-k
0
reading
level.
Rt,
who
told
his
mother
that
he
is
too
dumb
for
remote
learning
and
has
such
intense
anxiety
headaches
that
he
feels
his
brain
is
on
fire
cp,
who
is
living
in
a
shelter
whose
mother
began
paying
100
of
her
275
dollar
weekly
income
to
send
her
child
to
a
private
program,
because,
although
he
used
to
love
math,
he
is
now
writing
numbers
backwards
and
struggling
even
with
basic
math.
D
Y
In
addition,
I'm
advocating
for
the
students
who
have
been
waiting
too
long
to
get
their
evaluations
done
in
order
to
qualify
for
the
services
they're
entitled
to.
We
have
students
who
are
identified
and
have
chosen
in-person
learning
services
and
another
group
who
is
waiting
to
be
identified
in
our
district,
that
I
am
here
to
remind
everyone
about
because
they
seem
to
keep
being
forgotten.
I
continue
to
speak
up
for
these
issues
because
asgardia's
quote
is
saying:
silence
becomes
cowardice
when
occasion
demands
speaking
out
the
whole
truth
and
acting
accordingly.
Y
We
need
our
district
to
act
accordingly.
It
is
not
enough
to
provide
in-person
learning
to
193
students
in
our
district.
That's
made
up
of
54
000
students,
students
with
high
needs
that
were
previously
identified
and
chosen
person
learning
equate
to
less
than
2
600.
Yet
thousands
of
these
students
continue
to
be
unable
to
access
remote
learning
and
are
not
being
offered
any
in-person
learning
options.
As
we
know,
even
when
our
district
is
remote,
every
effort
must
be
made
to
provide
in-person
learning
to
students
with
high
needs.
Y
After
eight
months,
I
can't
say
that
we
have
made
every
single
effort.
We
know
our
students
are
not
causing
the
positivity
rates
to
increase
every
day
that
boston
public
schools
denies
our
children
in
person
learning
they
are
causing
them
irreparable
harm
and
denying
the
entitlement
to
faith,
and
this
needs
to
stop
continue
to
talk
about
the
highest
of
the
highest
need,
and
this
is
causing
the
division
among
our
families,
where
people
are
starting
to
question
the
so-called
invisible
disabilities
and
it
becomes
a
fight
almost
like
the
hunger
games
fighting
for
these
limited
resources.
Y
This
is
a
right
to
an
education.
Our
family
should
not
be
questioning
whether
someone
looks
like
they
have
a
disability
or
has
a
higher
need
or
who
has
more
of
a
need.
These
are
rights
and
services
that
these
children
are
entitled
to
and
these
these
families
should
not
have
to
bicker
and
fight
for
we
need
in-person
services,
but
at
a
minimum,
these
2
600
students.
Thank
you.
Z
The
department
of
elementary
secondary
education
audit,
released
earlier
this
year
stated
bps's
special
education
department
is
in
quote
systemic
disarray
and
a
quote
cindy
nielsen
was
the
assistant
superintendent
for
special
education
for
eight
years,
and
these
results
are
due
to
her
failed
leadership.
Was
she
fired?
No,
she
was
appointed
head
of
the
mckinley
schools
for
special
education
day.
School
serving
high
needs,
primarily
black
and
brown
students,
for
whom
the
district
receives
over
seventy
thousand
dollars
per
year
per
student.
What
do
you
get
for?
Z
Seventy
thousand
dollars
per
student
failure
in
astronomically
high
numbers,
including
suspensions
in
school
arrest,
dys
commitment,
high
dropout
rates,
low
graduation
rates
and
zero
students
going
to
four-year
public
or
private
colleges
so
who
replaced
cindy
nielsen
as
assistant
superintendent
for
special
ed.
You
would
think
the
district
would
want
a
highly
qualified
experienced
leader
with
a
proven
track
record
of
success
wrong
again.
The
district
appointed
ethan
de
album
on
burns
no
search
committee,
no
screening,
no
selection
committee
and
shockingly
he
had
to
get
a
special
education
waiver
to
take
this
job.
Another
example
of
white
privilege.
Z
The
tragedy
of
these
appointments
is
the
district's
escalating.
Failure
of
our
most
vulnerable
students,
bps,
has
squandered
over
eight
months,
ignoring
early
plans
for
reopenings
and
recommendations
proposed
by
the
btu,
the
school
nurses,
sped
pack
and
others.
Now
the
district
is
using
a
pecking
order
of
privilege
giving
less
than
one
percent
of
students
with
high
needs
in
person.
Learning
black
and
brown
students
are
left
out.
This
is
racism
and
ableism.
You
fired
highly
qualified
bilingual
by
cultural,
black
academic
directors.
We
have
no
organizational
chart.
Z
No
district-wide
strategy
for
delivering
delivering
high-quality
content
instruction,
stop
firing
highly
qualified
black
educators
in
appointing
incompetent
white
people.
That
is
how
you
become
an
anti-racist
in
closing
boston
needs
special
education,
leadership
that
serves
all
students,
not
a
select
few
with
political
connections
who
have
the
mayor
on
speed
dial,
it
is
exhausting
for
families
to
battle
the
pandemic
and
receive
treatment
that
is
dismissive
and
disrespectful
from
special
education
administrators
who,
glare
at
you
from
a
zoom
format,
stop
cherry-picking
students
and
follow
the
desti
guidelines,
provide
in-person
learning
for
all
of
us.
Thank
you,
miss
brazil.
Z
O
R
Good
evening
my
name
is
charlie,
kim
I'm
a
parent
of
two
students
in
bps,
I'm
also
an
executive
board,
member
of
sped
pack
and
the
chair
of
the
school
site
committee
at
the
horseman
school
for
the
deaf
and
hard
of
hearing.
This
is
not
my
first
or
second
or
even
third
time.
I've
come
to
you
in
the
past
three
years
to
discuss
the
building
situation
at
the
horseman.
R
R
On
september
2nd
november,
2nd
superintendent
cecilia's
told
our
community,
the
austin
alston
building
will
remain
open
through
2023
and
that
there
is
no
future
building
plan
for
the
horace
mann.
During
these
past
few
years
we
were
told
by
mr
lacanto
another
senior
school
committee
member
bps
cfo,
mr
nate
cooter
and
superintendent
celius.
That
bps
is
committed
to
building
a
state-of-the-art
school.
As
of
today,
there
is
no
plan
or
an
idea
of
a
plan
on
how
to
get
there.
R
However,
tonight
I
am
coming
with
a
light
of
hope
to
you
as
a
look
to
the
new
school
committee.
This
pandemic
has
shined
a
light
on
the
inequities
in
bps
and
new
leaders
have
risen
up
to
advocate
for
those
who
need
help.
These
leaders,
I
am
honored
to
collaborate
with,
as
we
advocate
for
these
families.
These
leaders
include
principal
marisa,
silaberto
members
of
the
boston
teachers
union
at
the
horace
mann,
roxy
harvey
the
chair
of
sped
pack,
ruby
rays,
the
director
of
the
boston,
education,
justice
alliance
and
councilor,
michelle
wu.
R
I
learned
from
them
what
the
true
definition
of
equity
is
and
that
advocacy
must
be
about
the
students
and
the
community.
So
I
ask
you:
miss
oliver
davila
dr
rivera,
miss
robinson,
dr
coleman,
mr
tran.
Please
rise
up
and
stand
above
the
old
status
quo,
dig
in
challenge,
bps
leadership
and
hold
them
accountable.
R
AA
Hi
to
the
members
of
the
boston
school
committee
and
the
superintendent,
I
would
like
to
say
good
evening.
My
name
is
rachel
meiselman,
and
I
am
one
of
the
founding
directors
of
the
boston
parent
parents
coalition
for
academic
excellence.
I
am
also
a
second
generation
represent
the
second
generation
in
my
family
of
attending
exam
schools.
AA
The
exam
schools
boston
from
their
respective
beginnings
have
always
encouraged
academic
excellence
and
fostered
intellectual
strength,
whereas
many
universities
around
the
nation
tell
their
distinguished
alumni.
Our
beloved
exam
schools
can
point
to
theirs
founding
fathers
and
leaders,
even
some
pioneers
in
richly
diverse
fields.
AA
Nonetheless,
the
parallel
concerns
of
inclusivity
and
the
maintenance
of
extraordinary
curricula
cannot
dovetail
without
the
participation
of
the
parents
of
exam
school
students.
To
that
end,
thought
must
be
given
to
the
establishment
of
a
parent's
advisory
council
to
determine
the
best
path
forward.
AA
AA
AB
AB
First
solely
rely
on
gpa
is
another
fair
and
reliable
measure
of
student
aptitude.
There
are
enormous
variations
in
greeting
among
boston
charter
parity
and
traditional
public
schools.
Also,
there's
not
enough
granularity
between
a
palace.
A
a
minus
b
will
be
a
lot
of
ties
in
final
gpa
numbers
that
it
will
become
a
lottery
to
break
those
ties
adding
to
the
confusion,
there's
a
gpa
conversion
issue
from
different
schools.
We
all
know
the
incident
found
out
this
august.
62
students
have
been
mistakenly
denied
entry
to
the
city's
exam
school
over
the
last
two
school
years.
AB
AB
AB
This
is
a
very
complicated
invitation
process.
Along
with
all
these
confusions
and
unclear,
many
more
serious
mistakes
might
happen.
Not
only
the
issue
I
have
previous
stated
will
bps
have
an
internal
auditing
form
in
order
to
monitor
the
process
and
the
clarified
to
the
public,
how
they
will
proceed.
AB
O
AC
B
Oh
good
good
evening
and
thank
you
for
the
opportunity
to
speak.
I'm
a
native
of
dorchester,
a
graduate
of
bls,
a
resident
of
charlestown
and
the
parent
of
two
elementary
school
children
in
bps.
I
support
and
commend
the
efforts
to
increase
diversity
at
the
exam
schools.
My
goal
tonight
is
to
provide
insights
based
on
my
analysis
of
the
data
on
how
the
approved
zip
code
allocation
model
could
be
improved
prior
to
implementation.
B
The
first
opportunity
is
to
allocate
seats
based
on
qualified
applicants
rather
than
all
school-age
children.
With
this
change.
The
model
would
better
withstand
both
the
legal
challenge
and
the
perception
that
this
is
a
zip
code.
Lottery
on
the
legal
challenge.
All
school-age
children
and
race
in
boston
are
highly
correlated
suggesting
that
all
school-age
children
is
not
race
neutral.
B
B
B
First,
it
would
lessen
or
reverse
the
negative
impact
of
the
current
model
on
low
income,
zip
codes
across
the
city,
most
notably
in
mission
hill
in
roxbury
and
in
fields
corner
in
dorchester,
both
of
which
have
a
large
larger
number
of
applicants
and
a
lower
number
of
school-aged
children
than
their
neighborhoods
as
a
whole.
Second,
although
there
are
other
selective
high
schools,
such
as
those
in
san,
diego
and
chicago
that
allocate
seats
based
on
geography,
these
seats
are
allocated
across
much
larger
geographical
regions
under
the
boston
model.
B
O
U
AD
Hi
there
thank
you
so
much,
madam
chair,
and
to
the
superintendent
as
always
for
coming
and
giving
the
updates
that
we
really
need
and
deserve
as
parents
I.
This
is
also
not
my
first
rodeo
in
a
meeting
like
this,
but
I'm
here
tonight
to
speak
as
a
parent.
AD
I
could
just
hear
somebody
else
talking,
so
I
can't
hear
myself
anyway.
I
am
here
as
the
parent
of
a
seven-year-old
high-needs
little
boy,
and
I
want
to
impress
upon
you
know
this
group
that
this
is
in
no
way
again
about
my
son,
but
my
closest
example
for
what
we
are
still
not
hitting
the
mark
on.
AD
Is
I
wake
up
to
every
single
morning,
so
I
I
would
say,
having
heard
mr
tran
speak
at
the
beginning,
I'm
throwing
away
my
canned
remarks
that
sound
foolish
now
and
I'm
going
to
follow
his
lead
and
speak
from
my
heart.
And
while
I
want
to
commend
again
the
superintendent,
the
mayor,
everyone
who
has
devoted
resources
in
time
to
reopening
these
four
schools,
I
have
to
tell
you,
because
my
son
is
the
perfect
example
and
multiply
him
times
many
thousands
more.
AD
My
son
is
not
back
in
school.
It
is
again
not
about
him,
but
I
was
among
again
the
original
group
of
students
prioritized
as
per
the
promises
and
commitments
made
by
the
district
in
the
summer.
The
fall
now,
the
winter
that
if
you
had
a
high
priority
student,
that
could
not
learn
in
any
other
way
but
in
person
not
to
mention
receiving
services,
which
I
continue
to
say.
This
is
not
just
about
an
achievement
gap.
AD
Students
like
my
son,
who
has
a
feeding
tube
a
seizure
disorder,
is
at
this
moment
in
a
netted
bed
in
my
home
office,
so
that
I
can
watch
him
while
waiting
to
finish
this
call.
I
say
this
not
to
complain,
but
I
am
telling
you
of
the
123
students
that
went
back
to
four
schools.
I
am
thrilled
for
them.
AD
They
deserve
to
be
there,
but
I
need
to
tell
you
the
students
who
were
slated
at
the
very
beginning
to
be
high
priority
return
students
again
with
with
all
of
the
reasons
that
we
trusted
the
district
to
determine
why
they
needed
to
be
back
are
still
not
back,
and
furthermore,
we
weren't
even
told
that
the
original
plan
to
receive
them,
including
at
one
of
those
schools
that
opened
we
were
never
told
it
actually
wasn't
going
to
happen
at
the
end.
Nor
were
the
volunteer
teachers
and
occasional
aides
who
did
volunteer
to
come
back.
A
Miss
brenda
I'm
so
sorry,
I
did
give
you
additional
time,
but
if
you
could
wrap
up
your.
AD
Very
important
comments:
I
really
appreciate
it.
Yes,
I
thank
you
and
I
apologize
mike.
The
bottom
line
is
we
desperately
still
need
a
plan
and
cannot
succumb
to
reopening
fatigue.
There
are
schools
available
now
that
are
safe
to
reopen
and
are
not.
Those
seats
are
not
being
allocated
to
our
students,
and
my
final
remark
is
that
the
boston
health
commission-
I
we
need
an
answer
on
why
that
piece
is
missing.
Why
the
boston
health
commission
has
not
gone
to
those
places
and
made
every
available
and
safe
seat
available
immediately
to
high-need
students.
They
deserve
it.
AD
A
AE
Mike
heischmann
dorchester
member
of
basia,
I
some
of
my
prepared
mo
remarks
are
out
of
date
because
of
development.
Since
the
start
of
the
meeting,
however,
I'm
very
pleased
that
there
was
a
successful
agreement
with
the
btu
and
the
school
committee
on
the
return
to
schools
for
our
highest
needs
students,
those
my
prepared
mock
remarks.
AE
AE
What
progress
have
you
been
making
and
what
are
your
plans
to
create
healthy,
safe
and
education,
educationally
sound
facilities
for
all
of
our
children?
Today
was
another
bad
day
of
publicity
in
the
boston
globe.
Members
of
the
school
committee
have
been
caught
behaving
inappropriately
instead
of
me
adding
some
comments.
I
just
want
to
say
that
I
appreciate
the
comments
that
have
been
made
by
members
of
the
school
committee
and
the
superintendents.
AE
Instead
of
adding
my
two
cents,
I
want
to
address
the
larger
issues
of
institutionalized
racism
and
class
repression
that
exists
within
the
boston,
public
schools
at
boston,
school
committee
meetings.
You
have
excellent
translation
services
for
the
asl
community
and
inadequate
services
for
those
parents
and
caregivers
whose
primary
languages
are
not
english.
Those
might
be
prepared
marie
rocks.
I'm
grateful
that
progress
has
been
made
to
provide
better
translation
services
and
that
must
continued.
AE
I'm
deeply
worried
about
the
budget,
given
the
unwillingness
of
the
government.
The
state
legislature
raised
taxes
on
the
wealthy
and
fearful
that
you'll
be
forced
to
make
damaging
cuts
to
this
year
and
on
austerity
budget
for
next
year.
On
a
happier
note,
I
am
thankful
for
that.
We
still
live
in
a
country
where
people
of
color,
despite
the
car
obstacles,
are
able
to
vote.
If
only
white
people
could
vote,
trump
would
have
been
re-elected.
Mr.
AF
Thank
you.
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education
alliance,
and
I
wanted
to
just
say
thank
you
for
acknowledging
the
resignation
of
former
chairperson,
michael
lacanto,
for
making
racist
comments
regarding
dps
families
sharing
testimony
at
the
last
school
committee
meeting.
I
can
say
for
myself
that
he
will
not
be
missed.
AF
What
I
experienced
of
his
leadership
was
a
consistent
abruptness
with
families
who
had
sometimes
struggled
to
find
their
words
of
urgency
and
desperation.
I
remember
watching
him
call
a
police
officer
on
a
mother
when
she
questioned
him
about
the
mccormick
and
vcla
merger.
I
am
disappointed
that
it
took
a
level
of
overt
racism
and
neoliberal
embarrassment
for
him
to
resign
and
not
for
his
terrible
leadership.
What
was
even
more
disappointing
was
reading
the
text,
exchanges
about
the
incident
in
the
boston
globe.
AF
However,
now
I
ask
this
vote
be
revisited,
because
the
judgment
of
how
to
manage
racism
is
questionable
when
it
comes
to
the
leadership
of
this
body,
most
especially
the
other
two
votes
that
passed.
The
decision
alex
oliver
davila
and
michael
o'neill,
who
supported
and
provided
excuses
to
lacanto
the
elitism
and
racism
that
permeates
bps
is
evident
in
your
decisions.
What
gets
prioritized
or
not
is
consistently
felt
by
families
of
color
across
the
district.
AF
There
are
no
words
for
the
mismanagement
of
this
crisis.
Lacanto's
resignation
is
a
gift.
What
you
should
do
with
this
gift
is
reconsider
the
vote
of
the
mccormick
green
space,
because
we
all
know
this
decision
was
tainted
racism
and
the
complete
disregard
for
the
voices
and
needs
of
majority
black
and
latino
school.
A
AF
O
AG
Hi,
thank
you
so
much
hello
school
committee
members,
I'm
amy
wyatt,
I'm
one
of
the
parent
council
co-chairs
at
the
edward
m
kennedy
for
health
academy
for
health
careers.
Thank
you
for
allowing
me
time
to
make
this
testimony
on
behalf
of
the
school.
AG
AG
Please
consider
the
needs
of
emk
students
when
they
return,
students
need
safe
up
to
code
and
welcoming
environments
in
which
to
learn.
They
will
do
better
if
they
feel
like
they
are
part
of
a
community.
Our
students
are
currently
housed
in
a
non-remote
situation
in
two
buildings
in
the
boston
hospital
district.
More
than
a
mile
apart,
they
cannot
form
a
cohesive
student
body,
go
to
gym
class
or
attend
assemblies
together.
AG
AG
We
know
that
the
school
district
is
aware
of
our
building's
efficiencies
and
hope
to
work
with
you
to
achieve
our
dream
of
a
better
new
facility
that
will
house
all
of
our
students
and
staff
under
one
roof.
They
all
work
hard
achieve
a
lot
and
deserve
a
facility
that
is
better
than
what
they
have.
We
need
to
focus
on
addressing
these
inequities
now,
so
we
can
avoid
playing
catch
up
later
on.
AG
AH
Just
like
amy
said
the
school
is
in
do
two
different
parts
and
at
the
moment
we
can
go
in
for
in-person
learning,
because
the
not
instant
university
space
is
not
sufficient
and
it's
not
conducive
for
our
children.
There
is
no
window
there
is.
There
is
no
distance
apart,
no
carpet
no
ventilator,
and
I
also
know
the
doctor.
AH
AH
Creating
a
combined
and
unified
student
body
also
increasing
dua
enrollment
at
rosebury
community
college,
with
emk
buildings
to
co-host
both
campuses.
This
will
also
be
of
help,
and
also
we're
looking
at
combining
city,
pilot
and
non-pilots
of
northeastern
and
hospitals,
to
help
to
look
at
a
very
closer
space
for
the
school.
One
of
the
disadvantage
of
we
having
a
separate
schools
is
that
there
is
no
interaction
and
there's
no
mentorship
between
the
seniors
and
the
union.
Also,
there
is
no
facilities
for
for
launch
and
there
is
no
interaction
between
the
9th
and
the
12th
grade.
AI
Thank
you,
madam
chairwoman
and
other
committee
members.
My
name
is
corey
zengebot,
I'm
a
resident
of
charlestown,
where
my
daughter
is
a
k-1
student
at
the
harvard
kent,
I'm
also
a
former
public
servant.
Having
worked
for
six
years
at
the
boston
planning
and
development
agency
and
have
now
joined
a
growing
coalition
of
families
called
voices
for
bps
families.
Our
ask
is
simple
and
supported
by
public
health
experts.
We
want
kids
back
in
school,
starting
with
the
highest
need
students
and
stepping
down
to
include
our
littlest
learners.
AI
These
are
students
that
should
not
and
cannot
be
spending
countless
hours
a
day
on
zoom
and
whom
do
not
learn
well
in
a
virtual
environment,
I'm
not
alone
in
pointing
out
the
absurdity
and
allowing
indoor
dining
before
schooling
for
our
kids.
This
is
a
short-sighted
view,
with
potentially
disastrous
long-term
impacts
and
deeply
inequitable,
given
that
bps
serves
a
majority
of
students
of
color.
What
is
so
painful
for
parents
at
this
point
in
time
is
the
urgency
of
spring
seems
to
have
evaporated.
AI
In
the
past
nine
months,
the
city
of
the
boston
nation
has
accomplished
some
so
much.
We
built
a
field
hospital.
The
convention
center
created
a
resiliency
fund
to
give
financial
relief
to
small
businesses
enacted
eviction.
Protection
made
a
push
to
fill
out,
the
census,
streamlined
and
expanded
permitting
for
outdoor
dining
elected,
a
new
president,
thank
god
and
produce
not
one
but
two
vaccines.
But
you
know
what
boston
has
not
been
able
to
do.
Get
its
kids
back
to
school,
particularly
those
high
needs
students
and
our
littlest
learners.
AI
The
boston
I
know
and
worked
for
is
better
than
that.
We
support
creative
solutions
like
using
facilities
outside
the
bps
footprint,
but
also
practical
solutions
like
pool
testing,
a
solution
that
has
allowed
somerville
and
medford
and
other
municipalities
to
accelerate
their
timeline
for
returning
kids
to
school.
No
one
thing
is
going
to
eliminate
risk,
but
the
combination
of
health
and
safety
measures
makes
returning
to
school
possible
and
safe,
just
as
it
has
for
businesses
and
universities
and
private
schools
throughout
boston.
AI
Our
economy
is
and
will
suffer,
but
it
will
recover,
but
you
know
what
may
never
recover
many
of
these
children
when
the
covid
story
is
finally
written.
What
perhaps
might
be
the
greatest
tragedy
or
the
cohort
of
students
that
have
been
negatively
impacted
or
left
behind
who
are
put
aside,
while
our
leaders
put
politics
ahead
of
our
kids
and
our
bps
families
bps?
We
need
a
plan
and
we
need
it
now.
AJ
Good
evening
my
name
is
fun
wing
and
I'm
currently
a
para
k2
sei
class
at
the
mata
elementary
school.
Thank
you
for
giving
me
an
opportunity
to
talk
about
the
vietnamese
dual
language
program
at
the
mata.
This
is
my
fourth
year
working
at
the
mata.
I
am
connected
with
a
lot
of
people
in
my
vietnamese
community.
AJ
For
them
it
is
very
important
for
their
children
to
learn
english
as
quickly
as
possible
because
they
always
communicate
in
vietnamese
at
home,
so
parents
priority
is
learning
english
at
school.
Within
four
years
here
I
found
out
the
kids
are
very
successful
with
sei
programs,
for
example,
I
have
a
niece
coming
from
vietnam
last
year
and
she
started
school
in
sei
class
at
the
mother
with
a
vietnamese
teacher
after
a
year,
she
learned
english
very
well
and
succeed
in
reading
and
writing
english.
After
only
one
year
she
mainstream
in
regular
class.
AJ
That's
how
quickly
she
can
learn
english
through
sei
program.
Her
parents
and
her
family
and
herself
are
very
happy,
and
now
my
niece
loves
school.
So
much.
I
strongly
believe
in
the
benefits
of
sei
program,
and
I
hope
that
is
remain
at
the
math
school,
because
that
is
what
the
families
want.
Thank
you.
AK
Parks,
thank
you.
I'm
a
third
grade
teacher
at
the
mather
elementary
and
I
have
the
honor
of
teaching
that
wonderful
child
that
she
just
spoke
of
after
another
challenging
week
of
rising
cases.
While
navigating
remote
learning
the
mather
community
was
informed
for
the
first
time
that
a
vietnamese
dual
language
program
would
start
next
year
at
our
school
in
a
classic
friday
evening,
news
don't.
This
is
just
another
example
of
the
current
bps
administration's
disrespect
for
families
and
teachers.
When
making
decisions
for
families
and
teachers.
AK
You
claim
that
both
were
involved
in
the
process
and
from
discussion
with
my
colleagues,
I
learned
a
few
teachers
and
parents
joined
an
information
meeting
here
and
there,
but
were
not
listened
to
or
given
a
voice
to
provide
meaningful
feedback.
Once
again,
district
leaders
failed
to
demonstrate
the
same
practices
that
they
demand
of
bps
teachers
in
my
classroom.
If
I
want
my
students
to
be
involved
in
the
learning,
they
need
time
to
ask
questions,
get
feedback
and
process
the
information
in
a
safe
space.
AK
In
stark
contrast,
what
happened
was
our
admin
heard
about
it?
Two
weeks
ago,
after
the
decision
had
already
been
made,
none
of
the
staff
knew
this
was
decided
until
the
email
was
sent
on
friday,
11
13
at
5,
57
pm
and
families
were
just
as
confused
and
blindsided,
with
his
information
clearly
not
being
asked
to
collaborate
in
this
process.
Considering
the
rollout
of
events
that
took
place.
This
is
how
I
interpreted
the
email
from
superintendent
superintendent
caselius.
AK
I
have
made
this
decision
for
you,
your
families,
your
students
and
your
staff.
Another
school
said
no,
I
figured
I
could
force
it
on
you
in
your
school,
because
people
won't
speak
up
about
it.
When
families
in
other
school
asked
for
an
option
for
vietnamese
dual
language,
I
decided
we
should
take
away
the
already
successful
sei
program
and
try
this
new
thing
without
any
discussion.
AK
I
hope
you
figure
it
out.
That
is
the
level
of
disrespect.
The
staff
and
admin
feels
being
bombarded
with
this
news.
Another
top-down
force
measure
will
prove
ineffective
without
the
support
of
families
and
staff,
further
increasing
the
inequities
between
school
communities
and
continuing
to
marginalize
our
school
population.
I
request
that
you
put
the
decision
on
pause
until
the
families,
admin
and
staff
of
the
matter
are
able
to
discuss,
process
and
decide
if
this
would
be
beneficial
for
our
school.
AK
O
AL
AL
I
went
into
this
profession
because
of
the
lack
of
support
I
received
as
a
child
growing
up
from
the
culture
shock
of
schools,
lack
of
language
acquisition,
support
and
lack
of
parent
and
school
communication,
because
my
parents
didn't
speak
english,
it
was
something
I'm
very
familiar
with
a
personal
truth
that
I'm
used
to.
I
serve
bps
and
our
vietnamese
students
who
are
english
language
learners.
AL
As
their
teacher,
I
can
recognize
the
linguistic
structural
differences
in
the
vietnamese
language
compared
to
english,
I
intentionally
plan
and
explicitly
teach
literacy
skills
that
that
corresponds
to
the
development
of
the
l1
to
l2
transference.
This
supports
language
acquisition
and
literacy
proficiency.
The
english
language
is
the
complete
opposite
in
sentence
structures.
There
are
no
plurals,
no
tenses.
AL
I
bridge
the
gap
in
parent
communication
for
families
who
do
not
speak
english.
I
highlight
and
share
pride
in
our
culture.
I
teach
with
all
my
heart
and
passion
and
grit
because
I
believe
in
this
work
and
the
impacts
it
makes
for
the
families,
I
believe,
in
the
literacy,
support
and
gradual
release.
It
provides
students
the
sia
model.
At
the
model
works
you
can
see
how
it
works
with
the
number
of
students
that
gets
mainstream
every
year.
AL
This
is
indisputable
data
I'm
here
to
voice
advocate
and
ensure
that
these
children
and
their
families
get
the
get
the
opportunity
to
receive
a
fair
and
equal
chance
at
an
education
that
meets
their
needs.
This
program
is
essential
for
our
students
and
replacing
it
with
the
vietnamese.
Dual
language
program
is
a
disservice,
and
a
disregard
of
our
students
needs
our
students
in
front
of
us.
Our
current
math
students.
I
asked
the
school
committee
to
grant
our
request
to
maintain
our
vietnamese
sei
program.
Thank
you
for
giving
me
this
time
and
space.
AL
AM
AL
AN
I
logged
off
on
my
computer
and
sat
on
my
couch
deciding
I
would
unplug
for
the
night
after
a
long
week
of
trying
to
adjust
this
new
world
we're
living
in
after
our
4
20
dismissal
time,
a
dismissal
time
that
the
matha
community
has
been
desperately
asking
to
end
without
any
response
for
the
district,
but
at
5
57
I
received
an
email
sharing
the
quote:
exciting
news
of
a
dual
language
program
entering
the
mather
community
and
replacing
our
current
sei
program.
As
the
union
rep
a
colleague
and
a
friend,
I
immediately
went
into
response
mode.
AN
My
immediate
thoughts
were
wait.
Did
I
miss
something
no
way
something
so
huge
would
happen.
Without
my
knowledge,
I
did
not
think
that
a
decision,
so
big
could
have
possibly
been
made
without
at
least
the
knowledge
of
our
sei
teachers.
Our
third
and
fourth
grade
sei
teachers
have
been
dedicated
to
our
school
for
at
least
20
years,
our
case
k2
and
2nd
grade
sti
teachers
10
at
least
10
years.
They
had
to
have
known
this
right.
We
wouldn't
blind
sign
them.
This
way
right.
AN
I
immediately
sent
out
texts
and
phone
calls
with
immediate
notes,
not
a
single
educator,
not
even
the
ones
who
whose
careers
would
be
impacted.
Firsthand.
Not
a
single
family
in
the
mata
community
was
aware
of
this
program
change
before
we
find
found
out
in
a
friday
night
email,
I'm
not
sure
if
I
was
truly
shocked
or
if
this
was
just
another
example
of
the
of
the
district's
continued
lack
of
just
of
transparency.
AN
I
was
looking
at
the
boston,
public
schools,
strategic
vision,
and
I
found
myself
laughing
wondering
if
we're
really
holding
ourselves
accountable
for
our
plans.
I
looked
at
two
of
our
commitments.
Number
three
amplify
all
voices
share
decision,
making
mutual
accountability
and
partnerships,
and
I
quote:
student
families
and
communities
are
partners
in
the
decisions
made
and
the
services
of
our
students,
social,
emotional
and
academic
development,
I'm
confused
at
where
we
amplified
all
voices
when
the
decisions
were
being
made.
AN
I
think
we
see
here
tonight
that
students,
families
and
the
community
of
the
mather
were
not
part
of
this
decision.
Commitment,
5
cultivate
trust
and
again
I
quote:
we
were
successfully
pursue
operational
excellence
by
identifying
performance
challenges
and
implementing
solutions
that
address
efficiencies
and
effectiveness,
addressing
the
areas
where
we
help
re-establish
and
trust
with
students,
families,
educators,
leaders
and
community
stakeholders.
Hi
miss.
A
AN
A
AO
AO
It
feels
like
a
million
miles
from
k1.
I
remember
how
grateful
we
all
were
to
get
into
bps.
I
remember
the
first
day
with
his
teacher
meeting
his
teacher
there.
You
know
where
he,
like,
all
the
other
kids.
They
were
hiding
behind
our
legs,
but
I
saw
as
he
started,
to
get
to
know
his
teacher,
who
was
wonderful
and
his
classmates.
He
blossomed
there
and
we
couldn't
have
been
more
proud
and
grateful
to
be
part
of
this
community.
AO
AO
I
see
it
in
the
tangible
things
such
as
falling
behind
that
I
see
my
son
falling
behind
in
areas
where
he
was
doing
well
in
the
spring
and
I'm
going
to
take
off
time
from
work.
I
realize
that
everyone
has
that
privilege
to
try
to
help
him
with
that,
and
I
see
it
in
the
intangibles
like
today,
as
I
supervise
him
on
wonderful
wednesday
at
school,
and
he
falls
apart
over
small
things
that
he
doesn't
usually
fall
apart
over.
AO
I
see
the
stress
in
him
and
I
see
that
that
may
have
an
impact
on
how
we
view
school
and
that
saddens
me
and
I
think
about
I
think
about
the
kids
that
have
it
so
much
more
difficult
in
my
work
as
a
public
defender
when
I
ask
my
clients
who
I'm
appointed
to
represent
indigent
clients
who
can't
afford
a
defense
at
arraignment,
how
far
did
you
go
in
school?
What's
the
most
common
answer,
ninth
grade
10th
grade
11th
grade
12th
grade,
but
didn't
graduate.
A
AO
Thank
you
for
your
time.
I
just
wanted
to
say
that
I
think
that
a
foreseeable
consequence
of
what's
happening
is
that
those
clients
that
I
meet
those
intelligent
clients
that
could
have
succeeded
will
tell
me
that
the
reason
that
they
left
school
was
because
of
coven.
Do
you
remember
what
happened
during
covet?
Don't
forget
about
them.
Don't
leave
the
children
behind
if
you
wanted
to
get
them
back
in
school,
you
could,
if
it
was
that
much.
O
AP
My
name
is
katie
lyons
and
I'm
a
literacy
coach
at
the
mather
elementary
school.
This
isn't
the
first
time
the
district
has
pushed
the
mather
to
implement
programs
and
policies
that
were
ill-prepared
damaging
and
not
communicated
clearly
to
families
and
teachers.
There's
no
shock
to
learn
that
meetings
are
happening
behind
the
scenes
without
families
or
staff.
The
shock
this
time
comes
from
the
timing
of
creating
something
new
in
a
pandemic,
the
abrupt
expectation
to
implement
next
year
and
reading
all
of
it
in
an
email.
This
year.
AP
In
the
midst
of
constant
uncertainty,
we've
been
tasked
with
working
to
close
the
mathers
achievement
gap
that
exists
between
our
students
with
disabilities
and
our
students,
without
this
has
been
a
problem
in
practice
for
years
and
is
where
all
attention
and
district
support
should
be,
instead
of
taking
this
time
to
really
think
about
the
implications
of
remote
learning
on
our
students
with
highest
needs.
The
district
is
investing
their
time
and
energy,
creating
something
new
without
any
input
from
the
community.
It
will
most
impact.
AP
This
shift
will
take
away
from
those
that
need
it
most
and
place
emphasis
on
designing
something
new,
while
undoing
one
area
where
we
have
great
success.
The
2019
ela
mcas
showed
that
our
ells
and
former
ielts
outperformed
the
district
and
state
the
data
that
shows
students
getting
mainstreamed
also
shows
that
our
sei
program
works.
AP
AP
Students
need
to
return
back
to
school,
that
is
familiar
and
supportive
of
their
social,
emotional
and
academic
needs.
The
best
way
to
support
those
transitions
are
to
have
a
return
to
familiarity
with
teachers
ready
and
capable
to
support
that
adjustment,
throwing
together
a
vastly
different
program
with
no
input
or
support
from
those
expected
to
implement
it
as
a
recipe
for
failure,
failure
of
our
children
and
their
families.
I
urge
you
to
stop
this
implementation
and
put
the
dual
language
program
at
the
mather.
AP
AQ
I'm
here
sorry,
hello,
community,
my
name
is
doris
yepis,
I'm
the
mother
of
a
hard-to-hear
child
from
the
horace
mann
school,
I'm
coming
to
this
community
today
to
ask
you
for
answers
and
for
help,
mostly
for
help
for
my
son
edward
a
little
history.
30
years
ago
our
school
was
put
on
the
jackson,
man
building
and
with
the
promise
that
one
day
they
will
have
their
own
school
and
they
won't
establish
him.
AQ
20
years
later
they
still
haven't.
They
still
haven't
done
that.
Unfortunately,
when
this
new
commissioner
study,
the
her
position
came
to
our
meetings,
parent
meetings
and
made
us
believe
that
we
were
going
to
have
answers
to
our
commitment
to
have
a
building
for
our
students.
AQ
I
understand
our
students
have
a
special
needs
and
every
a
student
deserves
their
their
place.
But
I
just
want
you
to
realize
how
our
students
have
to
fight
every
day
against
the
system,
and
now
they
also
have
to
fight
their
community.
The
jackson
man
was
given
the
ideal
to
be
able
to
have
and
keep
their
building.
They
gave
us
a
promise
that
we
was
going
to
have
a
building
in
charlestown,
and
now
that
was
taken
away
from
us
in
this
time
that
we
have
talking
about
equality.
AQ
O
C
Thank
you
boston,
school
committee
for
allowing
me
this
opportunity
to
speak.
My
name
is
marci
carmody,
I'm
a
charlestown
resident
and
I
am
part
of
an
advocacy
advocacy
group
voices
for
bps
families.
I
have
three
children
in
bps
schools,
I'm
here
today
to
fight
for
my
son
and
to
fight
for
the
other
high
priority.
Bps
children
who,
like
him,
were
able
to
return
to
school
only
to
be
told
with
less
than
a
day's
notice
that
he
could
not
return.
C
I
have
been
fighting
for
him.
His
whole
life.
I
was
devastated
when
at
three
years
old
he
was
diagnosed
on
the
autism
spectrum
for
the
next
eight
years.
I
fought
for
him
to
get
the
services
and
supports
he
needed.
I
fought
with
insurance
companies,
service
providers,
schools,
doctors,
but
it
was
worth
it
in
these
last
eight
years.
He
has
made
a
huge
amount
of
progress
and
gave
him
valuable
skills,
many
of
which
I
attribute
to
his
time
in
bps
schools.
C
It
is
a
travesty
to
see
him
losing
those
skills
that
he
fought
so
hard
for
with
remote
learning.
I
am
asking
that
he,
along
with
the
other
high
priority
kids,
be
able
to
return
to
school
families
of
2600
kids
felt
safe
with
their
student
returning.
This
means
300
children
on
any
given
day.
This
is
less
than
3
percent
capacity
of
school
buildings.
C
C
O
AC
AR
AR
A
G
I
may
a
madam
chair,
I
guess
I
believe.
The
reason
why
we
cannot
hear
is
because
at
the
bottom
of
the
zoom
screen
there
is
a
world
icon
interpretation.
If
you
click
on
that
and
you
press
english,
then
you
will
be
able
to
hear
the
the
person
making
the
public
comment
in
the
translated
language.
A
Q
AR
AR
O
Thank
you,
ms
medina,
since
we
couldn't
hear
the
full
translation
of
your
comments,
if
you
could
please
email
them
to
my
attention
in
either
english
or
spanish,
and
we
will
translate
them
and
share
them
with
the
full
committee.
Thank
you.
A
I
would
just
like
to
just
say
what
she
said.
I
know
she
so
I
I
would
just
like
to
share.
She
has
children
at
orchard,
gardens
a
fifth
grader
and
a
seventh
grader
and
essentially
what
she
is
saying
at
orchard
gardens.
What
she's
saying
is
that.
A
So
what
she
was
saying
is
that
sped
families
need
more
supports
and
that,
as
covert
rates
go
up,
there's
a
lot
of
things
happening
where
young
people
need
more
supports
social,
emotional,
also
as
well
as
therapy,
and
basically
that
there's
just
not
enough
staff
at
math
or
sorry
at
orchard
gardens
and
there's
not
enough
social
workers
et
to
support
families.
Thank
you.
AS
AS
AS
AS
AS
AT
AT
O
O
AU
AU
AU
A
A
What
I
suggest
is
we
will
let
folks
continue
to
testify
and
for
school
committee.
We
will
make
sure
to
get
these
translated
to
get
to
you
after
the
meeting,
so
you
can
still
read,
because
there
are
some
really
important
testimony,
including
some
parents
who
talked
about
actually
having
meetings
in
spanish
and
for
it
to
be
translated
and
how
important
that
was
to
them,
and
I
want
to
make
sure
that
we
don't
miss
any
of
that.
So
I
apologize
everybody.
A
We
are
all
learning
here,
so
please
please
some
patience
as
we
figure
it
out
moving
forward.
So
thank.
F
You
so
much,
I
wonder,
miss
madam
chair.
If
we
could
have
the
speakers
speak
and
then
the
interpreter?
Yes,
yes,
agents
it
a
little
bit
more.
I
think
we
could
hear
it
a
little
bit
better.
Yes,
I
don't
know
how
who
and
maybe
rihannon
also
there's
a
button
at
the
bottom.
That
says
we
picked
the
english,
but
then
there's
it's
unmute
original
audio.
I
don't
know
if
that
helps
us
to
hear
the
english
only
or
the
spanish
only
or
how
we
hear
it.
AV
Brenda,
that's
a
really
good
tip
thanks
for
bringing
that
up,
I
would
definitely
suggest
that
the
panelists
or
the
attendees
state
their
piece,
and
then
we
make
sure
that
we're
all
switched
on
the
english
channel
to
hear
the
testimony
back
from
the
interpreter.
So
we
do
want
to
allocate
for
that
extra
time.
AX
AX
AX
A
U
S
S
AY
AY
S
S
O
AZ
AZ
AZ
My
kids
could
understand
their
native
language
and
learn.
English
is
so
important
for
many
of
our
families,
because
their
native
language
is.
O
A
G
I'm
I'm
not
I'm
I'm
hearing
it
on
the
english
channel.
I
think
yes.
A
O
Q
Hi
good
evening,
everyone,
my
name-
is
hermanes
matieres,
I'm
a
parent
mentor
for
simon
stevens,
the
co-chair
at
the
parents
council
at
the
osha
gardens
ka
palace
school,
where
my
song
is
attending
the
fifth
grade.
I'm
here
to
speak
up
about
the
school
ocean
garden
is
a
school
that
needs
help.
Ocean
gardens
have
a
total
of
887
students.
I
know
for
facts.
Some
changes
have
been
made
in
at
the
school
in
a
positive
way,
but
that's
not
enough.
Q
This
school
has
a
lot
to
offer
to
kids.
This
school
is
classified
as
a
focus
or
target
support,
which
means
a
require
the
system
it
requires
assistance
or
intervention
for
the
state
to
learn
this
pandemic.
We
should
think
what
is
the
about?
What
is
the
best
for
the
students?
Q
I
think
during
the
school
year
we
have
this
remote
learning,
but
it
should
be
some
teachers,
the
only
assign
for
remote
learning
and
others
for
in-person
learning.
It
is
important
to
provide
a
good
quality
of
learning
time
for
to
the
students,
so
instead
of
degreasing
teachers,
it
should
be
the
a
opposite.
Q
BA
BA
He
met
grade
level
expectations
despite
multiple
disabilities
due
to
his
own
incredible
effort
and
the
support
of
five
specialists
across
five
disciplines,
a
one-on-one
aide
who
has
been
by
his
side
since
kindergarten
and
truly
exceptional
special
education
teachers.
It
all
came
crashing
down
when
school
closed
in
march.
I
could
detail
his
struggles,
but
will
leave
it
to
say
that
none
of
his
previous
supports
work
for
him
over
zoom.
He
is
effectively
without
school
and
he
is
far
from
alone.
BA
Keeping
these
most
vulnerable
children
out
of
school
is
a
failure
of
leadership
across
the
city.
The
mayor,
the
superintendent,
the
president
of
the
boston
teachers
union
are
failing
our
kids.
They
are
failing
them
anew
each
day.
We
keep
them
out
of
school.
I
have
heard
many
times
from
city
and
district
leadership
that
this
is
a
complex
and
difficult
problem.
I
have
heard
that
getting
high
needs.
Children
back
to
school
is
an
absolute
priority.
BA
BA
It
is
clear
that
our
true
priorities
are
not
high
needs
children,
as
so
many
leaders
tell
us
only
two
percent
of
the
high
in-person
priority
group
are
in
school
and
they
just
started
on
monday
after
the
superintendent
had
to
act
initially
without
cooperation
from
the
teachers
union.
I've
been
part
of
a
parent
group
who
has
recently
met
with
jessica,
tang
superintendent,
casilius
representatives
from
the
mayor's
office
and
city
councilors.
Each
meeting
has
been
more
disheartening
than
the
last.
BA
BA
U
E
E
BB
Can
you
hear
me
yes
welcome,
thank
you,
miss
sullivan
good
evening
superintendent,
school
committee
chairs
and
members
elected
officials,
teachers,
parents
and
students.
My
name
is
liu
nguyen
and
I'm
the
co-chair
of
the
vietnamese
dual
language
committee.
BB
BB
Thank
you
to
everyone
who
has
shared
these
three
and
a
half
years
journey
with
us.
We
hope
that
the
vietnamese
dual
language
program
can
be
an
addition
to
the
programs
that
are
currently
available
for
families
in
the
community.
We
want
to
emphasize
that
the
vietnamese
dual
language
program
is
an
addition
program
for
the
vietnamese
community.
Therefore,
we
are
looking
forward
to
the
future
conversation
with
all
involved
parties
about
the
program
structure,
synthetic.
O
Thank
you.
Our
next
speaker
is
onwen.
E
Hi,
I'm
a
parent
at
the
school,
and
I
I
have
two
children
at
madison
school
and
I
would
like
to
to
give
feedback
about
the
sei
program.
I
would
like
to
see
you
because
I
think
english
is
better
for
them.
The
program
is
better
for
them
to
learn
english,
so
I
would
like
this
program
to
continue.
BC
Hello
hi,
yes,
my
name
is
jenny,
so
my
son
now
go
to
mathers.
We
have
heard
about
the
dual
language
program.
Honestly,
we
do
not
want
our
son
to
take
that
program.
Please
keep
the
f
csci
program,
please
thank
you.
O
O
BD
Hello,
everyone-
I
am
the
mother
of
two
mother,
elementary
school
students,
our
family,
just
moved
to
the
u.s.
Last
year,
our
kids
was
born
in
rise
in
vietnam.
They
lived
there
10
years,
they
are
very
fluent
in
vietnamese,
they
can
teach
vietnamese
also.
So
I
don't
think
my
kids
needs
to
learn
vietnamese
anymore.
BD
BD
BD
O
Thank
you.
Our
next
set
of
speakers
includes
barbara
najar,
owens
julie,
potter,
christine
yancey,
and
go
sasaki.
If
you
can,
please
raise
your
hands
virtually
in
zoom,
we'll
start
with
barbara
najar
owens.
BE
BE
I
trusted
that
our
leaders
were
going
to
embrace
the
opportunity
that
these
trying
times
presented
to
really
pursue
policies
that
were
equitable
for
all
students.
Dr
love
reminded
us
that
we
must
dismantle
policies
and
systems
that
are
harmful.
It
is
harmful
when
decisions
are
made
that
impact
a
group
while
denying
the
community
its
voice
in
the
process.
BE
We
celebrate
the
rich,
vibrant
and
diverse
cultures
and
languages
represented
in
our
school
family,
the
very
characteristics
that
we
celebrate.
Also
present
complexities
that
we
grapple
with
daily,
dr
kendy,
said
what,
if
we
realize
the
best
way
to
ensure
an
effective
educational
system
is
not
by
standardizing
our
curricula
and
tests,
but
by
standardizing
the
opportunities
available
to
all
students
when
we
turn
a
blind
eye
to
the
greater
needs
of
a
community.
Are
we
not
perpetuating
the
inequities
that
dr
candy
reminds
us
of?
BE
Lastly,
dr
kendy
asserts
that
the
only
way
to
undo
racism
is
to
consistently
identify
and
describe
it
and
then
dismantle
it.
While
the
do
language
program
may
not
be
racist,
its
implementation
is,
I
am
requesting
that
we
examine
the
top-down
process
of
the
district
utilized
and
that
the
pursuit
of
this
program
be
halted
until
we
truly
consider
how
we
can
provide
equitable
opportunities
for
all
of
our
students
and
engage
in
a
more
transparent
process
that
truly
amplifies
all
voices.
Thank.
O
BF
BF
BF
BF
BF
BF
BG
Good
evening
school
committee
members,
my
name
is
christine
yancy
and
I'm
a
fourth
grade
teacher
at
the
mather
in
the
email
we
received
superintendent,
cassellius
wrote
quote
after
a
rigorous
review
process.
The
mather
school
has
been
selected
as
the
location
of
the
bps
vietnamese
dual
language
program.
End
quote,
she
did
not
state
who
conducted
this
review
process,
go
into
details
about
what
made
the
process
so
rigorous
or
specify
how
the
mather
was
selected.
BG
I
was
shocked,
then,
to
learn
that
other
schools,
including
our
neighbor,
the
richard
j
murphy,
were
involved
in
the
decision-making
process
and
had
the
opportunity
to
decline
hosting
the
dual
language
program,
but
that
same
opportunity
was
not
offered
to
our
school
or
families.
What
was
most
telling
to
me
was
during
our
meeting
with
the
district.
This
morning
the
assistant
superintendent
for
the
office
of
english
learners
commented
how
wonderful
it
has
been
to
meet
our
principal,
miss
riddick.
BG
This
week
the
complete
lack
of
transparency
from
the
district
with
the
mather
school
community
has
left
me
confused
and
filled
with
questions
and
concerns
for
our
students,
families
and
my
fellow
staff
members.
My
questions
are
many.
What
was
involved
in
this
review
process?
Did
you
review
the
successful
sei
program
that
is
already
in
place
at
our
school?
Did
you
receive
feedback
from
the
math
families
or
staff?
Did
you
take
the
time
to
gather
available
curriculum
options
and
professional
development
opportunities
that
our
staff
will
need?
BG
All
of
the
available
evidence
makes
it
clear
that
none
of
this
happened.
It
was
also
stated
in
the
email
that
the
mather
was
selected
because
we
have
the
second
largest
vietnamese
population
in
the
district.
This
is
due
to
the
math
of
successful
sei
strands,
which
would
be
replaced
by
the
dual
language
program.
Why
was
the
decision
not
made
to
have
the
program
at
the
large
to
school,
with
the
largest
population,
the
richard
j
murphy?
We
know
they
were
considered
and
have
the
opportunity
to
deny
the
program.
BG
Why
was
the
male
community
not
afforded
that
same
opportunity
to
be
clear?
While
I
currently
don't
know
much
about
dual
language
programs,
I'm
willing
to
learn
about
it
and
weigh
the
potential
opportunities
and
challenges
of
starting
a
new
program
during
this
very
precarious
and
uncertain
time?
As
I'm
sure
my
colleagues
are
as
well,
a
real
process
will
take
some
effort
and
time
to
review
all
available
data.
BG
BH
Good
evening
my
name
is:
go
sasaki
and
I'm
testifying
as
a
representative
of
the
massachusetts
asian
american
educators
association.
There
are
three
issues
I
want
to
raise
on
behalf
of
maya
tonight.
First,
I
want
to
applaud
the
availability
of
live
translation
in
asl,
spanish,
cantonese,
mandarin
and
vietnamese,
and
to
call
for
haitian
creole
and
cape
verdean.
Creole
communities
should
not
have
to
complain
and
organize
to
have
such
important
public
meetings
made
understandable.
BH
Second,
I
want
to
condemn
the
remarks
made
by
former
chairperson
lecanto.
His
anti-black
language
to
mock
asian
families
was
unacceptable,
but
not
shocking.
His
comments
show
that
this
kind
of
behavior
is
normal
even
at
the
highest
levels.
The
texts
in
the
globe
paint
a
picture
of
school
committee
members
more
concerned
with
protecting
former
chairperson
lepanto
than
with
the
egregious
racism
against
our
families
of
color.
Shame.
BH
The
third
item
is
to
express
our
distress
with
and
to
condemn
the
process
behind
the
decision
to
replace
the
vietnamese
sei
program
at
the
mather
with
a
dual
language
program.
The
decision
came
as
a
complete
surprise
for
the
vietnamese
dual
language
committee,
as
well
as
the
students,
families
and
staff
of
the
mother
who
have
a
very
successful
sei
vietnamese
language,
sus
language,
specific
strand.
For
years
we
have
members
in
both
groups.
We
support
both
programs
and
neither
group
wanted
the
dual
language
program
at
the
mather.
BH
BH
This
is
just
the
latest
example
of
making
decisions
that
affect
us
without
involving
us.
The
boston
public
schools
should
not
make
any
big
decisions
or
changes
without
engaging
the
asian
community
or
any
community
like
when
bps
decided
to
leave
asians
out
of
the
covid
racial
equity
tool.
Despite
skyrocketing
anti-asian
hate
incidents
due
to
covid,
it's
not
enough
to
make
a
decision
and
then
ask
for
feedback
after
just
because
some
of
us
have
access
doesn't
mean
that
we
have
nothing
to
say.
BH
O
BI
Good
evening
my
name
is
alexandra
piscacio,
I'm
an
esl
teacher
and
the
language
assessment
team
facilitator
at
the
mather
school
at
the
latf.
I
am
a
liaison
between
the
office
of
english
language,
learners
and
our
school
in
order
to
support
effective
implementation
of
elo
programming
and
address
any
instructional
policy
and
compliance
issues
as
a
liaison
for
the
school.
BI
I
thought
it
would
be
privy
to
this
information,
but,
like
many
of
my
colleagues
that
have
spoken
tonight,
I
was
shocked
to
learn
the
news
for
the
first
time
about
the
mather
opening
a
new
vietnamese
dual
language
program
from
an
announcement
in
an
email
speaking
from
experience
as
a
dual
language
teacher.
One
of
the
many
concerns
that
we
have
is
the
quality
of
curriculum
that
will
be
implemented,
the
resources
or
lack
thereof,
and
the
impact
that
this
will
have
in
our
students.
BI
There
is
substantial
evidence
or
research
that
we
know
that
successful
schools
and
programs
have
a
curriculum
that
is
clearly
aligned
with
standards
and
assessments,
meaningful
academically,
challenging
and
incorporates
a
higher
order
of
thinking,
since
the
vision
and
goals
of
dual
language,
education
also
include
social,
cultural
competence
and
equity.
The
curriculum
needs
to
reflect
and
value
our
students,
languages
and
cultures.
This
includes
having
books
of
many
genres,
including
cultural,
authentic
literature
and
a
variety
of
other
materials,
visual,
auto
visual
arts,
both
languages.
BI
This
is
required
to
meet
the
goals
of
bilingualism
by
literacy
and
multiculturalism.
Having
curriculum
and
materials
in
both
languages
is
absolutely
necessary.
In
my
past
experiences,
this
has
been
very
challenging
and
costly
if
this
was
the
case
for
spanish
dual
language,
which
is
what
I
taught
imagine
finding
books
and
appropriate
resources
in
vietnamese.
BI
As
a
teacher,
you
don't
just
whip
up
a
lesson
in
another
language
and
hope
that
it
works.
That's
not
the
quality
education
that
we
want
to
provide
our
students.
Also
teachers
spend
a
lot
of
time
translating
the
english
curriculum
materials
themselves
on
a
daily
basis,
not
a
good
use
of
our
time.
Our
students
serve
better.
We
currently
have
an
sei
program
that
is
working
for
vietnamese
students
and
our
school
community.
BI
We
ask
that
we
maintain
the
sei
program,
as
is
the
dual
language
program,
is
currently
not
right
for
the
mather,
especially
without
giving
us
the
mather
community
the
opportunity
to
have
a
seat
at
the
table
and
be
part
of
the
conversation
to
decide
what
is
best
for
our
students.
Thank
you
for
the
opportunity
to
speak.
Thank.
BJ
Hi
good
evening
my
name
is
tia
din.
I
have
been
the
k2
vietnamese
sti
teacher
at
the
mather
for
almost
10
years
now.
I
also
am
here
to
oppose
bps's
decision
to
unilaterally
replace
the
vietnamese
sci
program
at
the
mather
with
the
dual
language
program
in
the
last
decade
that
I've
been
there
year
after
year.
I
have
parents
who've
consistently
and
overwhelmingly
told
me
that
the
biggest
wish
for
their
child
is
for
them
to
read
and
write
in
english
as
quickly
as
possible.
BJ
BJ
Part
of
the
reason
our
sei
teachers
have
been
so
effective
is
that
as
it
stands,
we're
able
to
fully
collaborate
with
all
the
teachers
in
our
building
by
removing
sei
we'll
be
forced
to
work
in
individual
grade
level,
silos
and
love
to
figure
everything
out
on
our
own,
and
I
don't
see
how
that
could
be
a
recipe
for
success.
It
will
only
lead
to
chaos
and
instability
at
our
school.
It
does
not
make
sense
to
replace
a
program
that
we
know
works
with
something
that
could
have
theoretical
benefits.
That's
not
supported
by
our
families.
BJ
The
superintendent
earlier
mentioned
that
the
district
is
working
on
developing
trust
by
not
including
the
vietnamese
families
and
all
the
families
at
our
school.
In
this
decision,
you're
doing
the
opposite
of
working
to
establish
trust
in
the
asian
american
community.
You
are
creating
distrust.
I
ask
that
the
district
revoked
the
decision
to
replace
the
current
vietnamese
sei
strand
at
the
mather
with
the
dual
language
program.
Thank
you.
BJ
O
O
BI
BK
Hi
welcome
hi
good
good
evening.
Everyone,
my
name
is
kimmy.
I
am
a
parent
of
two
boy
in
pbs
and
I'm
here
tonight
to
speak
in
on
behalf
of
my
son
and
all
future
of
vietnamese
children.
Who's
enrolled
in
the
sie
program
of
medical
school,
I
will
inform
middle
school,
will
be
relating
with
the
dual
language
program
as
I
as
a
parent.
I
don't
believe
that
program
will
be
the
best
fit
for
vietnamese
children.
Like
the
sie
program.
BK
O
O
AC
BL
Welcome
my
name
is
nicole
chung,
I'm
the
mother
of
a
k2
student
in
modern
elementary
school.
I
would
like
to
talk
about
the
vietnamese
duolingo
program.
My
son
is
studying
the
the
sei
program.
In
my
opinion,
the
sei
is
good
for
him
now,
like
other
vietnamese
parents,
I,
but
I
expect
my
kids
to
be
good
in
english
at
school.
Most
of
the
time
he
speaks
english
and
I
can
teach
him
vietnamese
at
home.
So
I
would
not
like
to
let
him
join
in
the
duolingo
program
in
the
duolingo
program.
BL
He
has
to
spend
more
time
on
writing
and
reading
vietnamese
that
will
not
that
will
not
only
slow
down
his
english
studying
but
also
cut
down
his
time
for
studying
other
subjects
as
well
as
joining
other
activities
at
school.
As
I
know
right
now,
there
is
no
dual
angle
secondary
school,
high
school
or
universities.
BL
They
will
not
have
an
opportunity
to
continue
practicing
vietnamese
30
years
ago,
my
husband
and
his
brother
sister
studied
the
duolingo
program
in
primary
school,
and
now
they
cannot
read
or
write.
Vietnamese
only
can
speak
of
it
or
listening.
So
I
think
it's
not
necessary
to
change
from
the
sei
into
the
duolingo.
BL
BM
Hi,
I'm
yen
trong,
I'm
in
aunt
of
a
bps
student
at
a
middle
school
as
a
former
bilingual
student
back
in
the
90s.
I
can
honestly
tell
you.
BM
I
can
barely
speak
the
language
right
now
and
you
know
knowing
vietnamese
is
pretty
much,
should
be
a
fam
decision
and
if
they
decide
to
learn
vietnamese,
it
should
be
by
the
parents
not
dictated
by
a
school,
and
when
I
was
a
bilingual
student,
we
spent
most
time
speaking
vietnamese
and
we
had
like
one
hour,
english
class
per
day,
which
I
think
is
not
sufficient
or
enough
when
I
was
transitioned
to
an
all-american
class
in
sixth
grade,
which
was
a
culture
shock,
and
I
felt
inferior
at
that
time
because
I
was
not
prepared.
BM
X
O
BN
Okay,
sorry,
okay!
Well,
let
me
see
sorry
gotta
get
my
notes
all
right.
I
first
would
like
to
start
by.
I
I'm
just
I'm
kind
of
at
a
loss
for
the
apologies
that
started
the
meeting
tonight
when
I
read
miss
rivera's
quotes
from
the
last
meeting
over
text.
I
think
he
was
making
fun
of
chinese
names
hot
mike.
BN
I
almost
laughed
out
loud
getting
giddy
here,
I'm
I'm
it's
in
this
time
of
zoom
bombings
when
we
are
trying
to
teach
our
children
the
importance
of
being
mindful
of
what
they
put
in
the
chat.
What
kind
of
example,
are
these
school
committee
members
setting?
They
couldn't
even
show
up
for
a
meeting
the
day
after
the
election
I
went
to
work.
My
children
logged
into
school
be
accountable.
BN
I
feel
like
the
parents.
Testimony
was
not
listened
to.
Our
time
is
not
respected.
Ms
sullivan
read
a
statement
from
a
bu
professor
at
the
beginning
of
the
last
meeting.
Why
how
come
he
didn't
have
to
wait
five
or
six
hours
to
provide
testimony
like
the
rest
of
us
school
committee.
Members
are
texting
and
checking
twitter.
These
are
our
children's
lives
and
futures.
Mr
lacanto
owned
up
to
his
statements
and
resigned
the
other
counselors
snickered
on
tweets
or
tweeted.
No
one
spoke
up
in
the
moment.
BN
Also
I
just
on
a
different
topic.
I
just
want
to
get
the
kids
back
in
the
building,
I'm
a
bps
parent
of
a
sixth
and
seventh
grader.
It's
been
eight
months.
It
was
70
degrees
in
november
last
week,
if
you
want
a
window
open
in
each
class.
What
are
you
waiting
for?
Thank
you
for
your
time.
My
name
is
kathleen
adams.
BO
Oh,
I'm
sorry
I
was
told
you
didn't
realize
it.
Thank
you
for
allowing
me
to
speak
before
the
committee
on
this
evening.
My
name
is
teresa
albert
de
jesus
and
as
a
child,
I
attended
boston,
public
schools
and
five
years
ago
I
became
a
member
of
a
parent
council.
I
volunteered
to
read
with
them
children
in
the
library.
BO
I
rejoined
the
governing
board,
and
currently
I
am
a
parent
mentor,
and
this
is
at
orchard
gardens
where
my
great
granddaughter
attends.
I
have
one
great
granddaughter
attending
orchard
gardens.
Her
name
is
anaya
she's
in
the
fifth
grade,
however,
she's
working
at
3.5
grade
level,
she
has
an
iep
and
she
struggles
with
adhd
allergies
and
asthma.
BO
I
apologize.
She
can't
keep
up
with
her
class
I've
reached
out
to
her
teachers
for
supports
and
yeah
they're
able
to
support
me
at
that
moment,
but
when
that's
over
then
she
goes
back
to
on
the
same
routine.
Recently,
I
I
hired
a
tutor.
Many
parents
can't
afford
to
hire
someone
to
help
their
children
and,
although
I
have
a
college
degree,
I
found
it
challenging
to
help
my
grant
my
great
granddaughter
with
her
homework
and
I've
seen
many
many
parents
struggling
with
these
same
issues.
BO
I
totally
agree
with
the
previous
speaker,
who
pointed
out
that
too
many
good
teachers
are
being
let
go.
Why
is
that?
I
would
like
to
see
boston
public
school
hire
more
teachers
and
make
classrooms
size.
Smaller
teachers
are
ineffective
when
classrooms
are
too
large
and
our
children
don't
learn
when
our
children
failed.
We
all
failed.
I
like
to
know
how
a
boston
public
schools
address
the
overcrowding,
individual
learning
classrooms
and
why
did
boston
public
schools
take
the
teachers,
aids
out
and
city
year
out
of
orchard
gardens?
Thank
you.
BP
Good
evening
my
name
is
manuka
sanford
and
I
have
two
children
in
bps,
one
of
which
is
an
iep.
Today
marks
the
20th
school
day
since
our
abrupt
shift
to
remote
learning.
In
those
20
days,
thousands
of
people
sat
in
boston
restaurants
and
enjoyed
their
dinner
and
wine
without
a
mask
on
less
than
six
feet.
Apart
with
the
blessings
of
our
mayor
and
the
boston
health
commissioner,
in
those
20
days,
10
out
of
the
13
bordering
towns
with
boston
offered
in-person
learning
to
their
public
school
students.
BP
In
those
20
days,
the
vast
majority
of
our
private
school
students
in
boston
were
in
their
classrooms.
In
those
20
days,
there
have
been
numerous
communications
from
governor
baker
and
the
commonwealth,
suggesting
the
schools
stay
open
and
they're
getting
their
information,
their
scientific
data
from
the
massachusetts
massachusetts,
health
and
policy
commission.
In
those
20
days,
several
countries
around
the
world
have
shut
their
businesses
down
to
control
the
virus,
yet
that
left
their
schools
open.
In
those
20
days,
you
celebrated
the
return
of
123
out
of
the
6
000
high
priority
students
in
those
20
days.
BP
You
have
made
us
all
wonder
whether
or
not
you
know
the
definition
of
the
words
high
and
priority
during
every
single
one
of
those
20
days.
Our
most
vulnerable
students
are
moving
backwards
by
weeks,
some
by
months
in
the
progress
they
have
made
after
years
of
hard
work,
and
for
that
all
of
you
should
be
ashamed.
O
BQ
Hello
good
evening,
my
name
is
don
trong.
I
have
a
son
in
the
medical
school
and
the
issue
I
want
to
talk
about
is
the
dual
language
that
it
was
proposed.
I
think
right
now
we
have
you
guys,
don't
have
any
input
from
any.
At
least
I
have
haven't,
got
any
input
on
how
this
is
gonna
work
and
there
was
no
communication
with
at
least
with
the
parents.
BQ
So
I
think
you
should
really
slow
down
on
that
and
at
least
get
like
a
survey
or
some
kind
of
input
and
feedback
before
you
deliver
the
program
or
what
kind
of
program
it
is
and
let
the
parents,
you
know,
know
what
it's
all
about
before
you
implement
it
also
I
was,
I
was
a
bilingual
student
as
well,
so
I
know
how
hard
it
is
to
learn
both
language.
BQ
O
AA
O
BR
Thank
you.
My
name
is
dara
murphy
and
I'm
a
resident
of
dorchester
people
in
boston.
Like
me,
with
the
last
name,
murphy
can
rest
assured
that
no
one
in
public
office
and
no
members
of
the
boston
school
committee
are
going
to
make
fun
of
my
name
in
boston.
If
your
name
is
murphy
or
robinson
or
sullivan
or
o'neill,
no
one
mocks
you.
As
an
outsider.
BR
We
have
the
privilege
of
being
considered
insiders
here,
just
because
of
our
names,
but
if
your
last
name
is
ing
or
peng
or
wong
or
chen
forget
it,
you
may
think
you
are
welcome
as
a
resident
and
taxpayer
of
our
city
to
address
the
school
committee
as
a
valued
member
of
the
community,
but
for
the
boston
school
committee
that
is
meeting
here
right
now.
The
message
is
clear:
asians
need
not
apply.
BR
BR
The
text
messages
that
were
sent
secretly
by
school
committee
members
to
each
other
during
last
month's
meeting
are
appalling.
They
are
racist.
They
are
unwelcoming
to
our
asian
neighbors
and
friends,
and
they
make
it
abundantly
clear
that
this
school
committee,
and
especially
its
new
exam
school
admission
policy,
was
tainted
from
the
very
beginning
by
anti-asian
bias.
BR
BR
BR
BR
Finally,
I
call
on
the
committee
to
cancel
the
new
exam
school
policy
vote
from
last
month
because
it
made
a
mockery
of
any
kind
of
transparency
or
democratic
spirit
and
because
it
was
written
and
supported
by
school
committee
members
whose
racist
remarks
are
now
public
permanently
damaging
this
body's
reputation.
Thank
you
for
your
testimony.
Thank.
O
BS
BS
What
look
at
the
world
are
we
providing
the
children
of
bps
now
because
of
the
vacuum
of
leadership
and
lack
of
creativity
at
the
mayor's
office,
the
superintendent's
office
and
the
btu?
We
are
offering
our
children
a
terrifying
look
at
the
world
as
they
are
required
to
be
glued
to
a
screen
for
seven
hours.
BS
What
look
at
the
world?
Are
we
providing
the
kids?
I'm
a
single
mother?
My
son
is
five
years
old.
He
is
black.
He
is
part
of
the
high
priority
in-person
group
of
children
who
were
in
school
for
a
scant
three
weeks
before
bps
closed
their
doors,
with
no
warning
on
october
21st,
remote
learning
for
a
very
young
high
priority
child
child
is
quite
simply
a
disaster.
BS
My
son
cannot
participate
effectively
in
remote
school.
He
is
not
learning
each
day,
my
son
and
so
many
others
regress
at
this
point.
Progress
for
my
son
is
a
pipe
dream
and
I'm
speaking
to
you
from
a
place
of
privilege,
I
cannot
imagine
what
others
in
this
city
are
experiencing,
and
I
want
to
advocate
on
behalf
of
all
children
across
the
city
whose
parents
have
chosen
in-person
learning
school
closure
is
exacerbating
inequities
that
already
exist.
There
are
3463
boston
students
and
private
schools.
These
schools
are
open
of
these
private
school
students.
BS
Only
34
are
minority
students,
pps
is
over
85
percent
minority
students,
which
you
all
well
know
and
they're
closed
equity
is
supremely
important
to
me
to
all
of
you,
I
assume
and
supposedly
to
our
city
government
officials.
How
can
anyone
sit
idly
by
when
our
black
and
brown
children
are
being
disproportionately
affected?
BS
A
BS
We
can
do
better,
we
can
provide
the
children
of
bps
a
happier
and
more
equitable
look
at
the
world
that
the
world
is
supposed
to
be.
Please
work
together
and
get
the
children
back
to
school
now,
and
I
will
end
with
the
superintendent's
own
words
from
tonight.
The
loss
is
going
to
be
great
and
we
won't
get
these
years
back
and
it
is
important
to
open
more
broadly
do
it
now.
BT
Good
evening
I
just
muted
myself,
I
commend
each
and
every
one
of
you
for
hanging
in
here
for
these
long
hours.
Some
of
you,
I
know
personally,
some
of
you,
I
hope
to
get
to
meet.
I'm
an
educator,
the
mother
of
a
bps
graduate
who's,
soon
to
be
a
university
of
maine
graduate
I've
taught
in
the
collegiate
level
middle
school
high
school
level.
I'm
also
the
president
of
black
teachers
matter
and
I'm
a
member
of
a
lot
of
these
different
groups
that
have
spoken
tonight
and
advocated
for
different
changes.
BT
I
going
to
talk
about
two
different
things.
One
is
nobody
has
experienced
this
before,
and
so
nobody
is
perfect
and
while
I
have
seen
some
faux
pas
by
people
in
leadership
and
of
course
we
should
hold
our
leadership
to
higher
standards-
everybody's
human,
so
I'm
advocating
for
a
couple
of
things.
One
is
more
transparency
in
terms
of
the
the
process
to
become
a
member
of
the
boston
school
committee.
I
desire
to
do
that.
I
could
sit
here
and
complain
and
talk
about
everything,
that's
wrong,
but
I'm
a
person
that
likes
to
participate
in
the
solutions.
BT
So
I'm
advocating
that
there
is
a
student
position.
That
is
a
voting
position
on
the
boston
school
committee
and
I'm
also
advocating
that
the
process
is
open
because
I'd
like
to
be
a
member
of
this
boston
school
committee
and
make
positive
change
so
have
a
great
evening.
And
thank
you
guys
for
hanging
in
there.
In
the
midst
of
something,
that's
unprecedented,
that
nobody
has
seen
in
a
hundred
years
good
night
and
have
a
great
holiday
weekend.
O
AM
Hi
good
evening,
thank
you,
chairperson,
oliver
davida
members
of
the
boston
school
committee
and
superintendent
casilius
for
the
opportunity
to
provide
testimony
this
evening
before
I
testify.
I
do
want
to
note
that
there
has
been
no
vietnamese
interpretation
except
for
the
testimonies
and
that
moving
forward.
AM
AM
AM
I
hope
that
one
central
part
to
this
mission
is
meaningful
engagement
with
school
school
communities
from
teachers,
students,
parents
and
community
stakeholders,
so
that
everyone
can
be
part
of
the
decision
making
that
affect
you
know
our
children
and
their
education.
I'm
testifying
tonight
about
the
process
that
led
to
the
vietnamese
dual
language
program:
vidae.
It
is
a
bilingual
and
by
bicultural
organization.
AM
We
believe
that
there
needs
to
be
more
opportunities
for
immigrant
integration,
as
well
as
to
hold
on
to
our
culture.
We
are
thrilled
that
after
years,
the
vietnamese
dual
language
has
a
is
moving
forward
and
will
have
a
home
at
the
mather.
However,
our
concern
is
that
there
have
been
significant
gaps
in
community
engagement,
especially
towards
the
end
of
the
decision
making.
AM
AM
I
believe,
and
I
also
don't
believe
that
there
was
ever
a
conversation
with
advocates
about
the
dual
language
being
either
or
and
and
that
I
hope
that
moving
forward
bps
will
work
with
the
vietnamese
community
to
create
multiple
resources
and
not
put
our
community
in
a
place
where
we
are
fighting
against
each
other
or
where
there's
tension
where
there
was
never
that
intention.
To
begin
with.
Thank
you
miss
like.
O
BU
BU
BU
Just
a
few
years
ago,
I
sat
in
the
school
committee
chambers
serving
as
the
chair
of
the
people's
school
committee
action
where
we
described
what
a
fair
education
for
all
students
would
look
like.
We
continue
to
fight
for
a
fair
and
quality
education,
one
where
every
student
has
access
to
what
they
need,
especially
those
that
have
the
greatest
needs.
BU
It
is
saddening
to
see
the
separation
of
parents
being
pitted
against
each
other
and
teachers.
Bps
leadership
is
directly
responsible
for
that
sport
because
of
kovid,
now
more
than
ever
is
when
we
should
all
be
working
together
to
improve
our
schools.
Students,
parents
and
teachers
alike
need
to
be
listened
to
again.
Now
more
than
ever,
we
as
parents
deserve
better
as
well.
BU
A
BU
BU
M
O
BV
Welcome
the
theme
of
all
these
public
comments
seems
to
be
the
lack
of
transparency
and
a
lack
of
notice
of
changes
to
school
or
policy,
and
also
the
lack
of
voice
that
parents
have.
I
think
parents
want
a
conversation,
they
want
questions
and
answers.
We
don't
just
want
a
public
comment
that
obviously
gets
us
nowhere
with
the
exam
school
admissions
vote.
Many
parents
were
blindsided
by
these
plans
and
confused
with
less
than
two
weeks
to
process,
also
in
the
middle
of
a
pandemic
when
everyone's
lives
has
been
turned
upside
down.
BV
BV
Even
aware
of
these
changes
till
after
the
vote,
parents
voices
were
silenced
by
the
school
committee,
basically
saying
anyone
opposing
them
is
racist,
starting
the
last
meeting
with
a
racially
charged
one-sided
letter,
saying,
if
you
believe
in
standardized
testing,
you're
racist
now,
you
said
he's
going
to
work
with
bps.
No.
Thank
you.
The
school
committee
seems
to
divide
rather
than
bring
together,
that's
an
easy
way
to
silence
and
get
a
quick
policy
change.
The
fact
that
this
was
all
done
within
two
weeks
of
letting
the
public
know
is
unacceptable.
BV
BV
Also.
I
understand
that
the
naacp
is
helping
create
bps
policy,
but
where
are
the
other
minority
organizations?
Do
they
get
a
say?
Boston
is
made
up
of
many
groups
and
people,
and
we
should
all
have
the
voice
here
and
we
didn't
super
disappointed
in
bps
and
bps
parents
deserve
better
to
have
their
voices
heard.
BV
BW
Good
evening,
everyone
thank
you
for
allowing
me
to
participate
tonight.
I'm
first
of
all,
can
you
hear
me?
Yes,
welcome.
Okay,
I'm
aaron
welch
bps
parents.
My
purpose
here
tonight
is
to
help
expedite
the
return
to
in-person
learning
safely
for
all
students
and
offer
solutions
to
support
this
mission.
BW
It
can't
be
an
f
if
it
has
to
be
a
win.
We
need
a
date
and
a
checklist.
The
school
system
is
awaiting
clearance
from
the
boston
health
commission.
What
is
inhibiting
the
clearance?
Are
there
other
barriers?
Specifically,
I
ask
the
administrators
to
respond
the
emails
I've
sent,
so
I
may
offer
solutions
which
I'm
about
to
outline.
BW
Many
like
me
would
like
to
help
I'm
in
the
infection
control
business,
uniquely
positioned
to
offer
product
and
technology
solutions
as
a
representative
of
hepa
card
infection,
control,
technologies
and
dust
containment
systems
pertaining
to
cobit
in
schools,
I'm
urging
the
city
to
ensure
the
following
can
be
achieved
with
technology
schools
establish
and
maintain
a
minimum
required
number
of
air
changes
per
hour
for
classrooms.
Classroom
air
is
filtered
using
hospital
grade
filters
which
are
verifiably
rated
for
the
efficiency
that's
claimed
by
the
manufacturer.
I'm
concerned
the
delos
air
purifiers
did
not
meet
this
and
other
criteria.
BW
Nurse's
office
and
isolation
rooms
use
far
uv
ultraviolet
technology,
such
as
hepa
cart's,
germ
buster
air
infection,
air
disinfection
machine
schools
implement
negative
and
positive
air
pressure
using
portable
equipment
where
needed
pertaining
to
cobit's
collateral
risks.
I'm
urging
the
city
to
ensure
the
following
asthma
concerns
are
addressed
for
students
and
faculty,
such
as
by
using
air
filtration
designed
to
reduce
the
amount
of
chemicals
required,
schools,
utilize
equipment
designed
to
contain
airborne
pathogens
and
contaminants
for
ceiling
or
wall
access
during
maintenance,
renovations,
construction,
etc.
BW
I
urge
the
city
that
in-room
or
portable
equipment
and
use
offers
individual
testing
for
particulates
and
leakage
and
certification
for
each
and
every
unit
and
each
and
every
filter
offers
energy
savings.
Rugged
construction
for
long
life
span
and
commercial
applications.
Appropriate
noise
level
easily
changed
filters
that
the
schools
have
a
specific
plan
for
changing
filters
that
the
equipment
comes
with
a
reliable
customer
support
time
as.
A
BW
Support
here
in
the
u.s
for
quick
replacement
parts
and
troubleshooting
again
concerned
about
the
delos
air
purifiers
that
don't
meet
this
criteria.
Counselor
sammy
george
has
my
contact
information.
I
look
forward
to
assisting
the
city
and
the
schools
with
the
reopening
effort.
I'd
like
to
be
contacted,
please
thank
you.
BW
O
BX
Thank
you
good
evening.
My
name
is
laura
margarita
and
I'm
representing
the
boston
coalition
for
education
equity.
Tonight,
we've
heard
from
those
who
were
appalled
at
the
school
committee's
behind
the
scenes.
Conversations
during
last
meetings
vote
on
exam
schools
and
over
the
past
few
weeks,
we've
also
heard
voices
on
both
sides
of
the
exam
school
debate
who
are
frustrated
with
their
lack
of
representation
in
bps
decision
making.
BX
We
hear
you
and
we
agree
that
asian
families
have
no
voice
in
bps
decision
making
and
white
families
have
no
voice
in
decision
making
and,
as
advocates
who
have
been
attending
school
committee,
meetings
have
testified
about
for
years.
Black
families
have
no
voice
in
bvs
decision
making.
Latinx
families
also
have
no
voice
special
needs.
Families
have
no
voice.
The
citizens
of
boston
have
no
voice
and
no
representation
under
the
current
system
to
the
families
who
feel
their
voices
have
been
ignored.
BX
BX
Hundreds
of
students
marching
in
the
streets
for
their
budgets
to
be
restored
or
their
schools
not
to
be
closed,
met
the
same
fate
as
the
small
group
of
parents
fighting
to
maintain
the
status
quo
on
exam
schools.
The
mccormick
school
in
harbour
point
neighborhood
communities
spent
the
past
several
years.
BX
BX
BX
O
BY
Everyone,
my
name
is:
may
I
have
a
toolkit
at
bps?
I
think
radisson
is
very
important
to
everyone.
No
matter
who
we
are,
we
are
human
being.
I
hope
bps
can
do
some
things
to
about
the
and
I
I
hope
everybody's
every
student
stays
safe.
Thank
you
so
much.
I
appreciate
it.
BD
O
AC
BZ
O
I
miss
you,
I'm
on
the
english
channel
for
interpretation
and
I
can
hear
the
cantonese
interpreter
doing
simultaneous
interpretation.
So
if
you
could,
please
continue
with
your
statement
and
he
will
translate.
BZ
O
You
thank
you,
ms
you,
and
thank
you
for
your
patience.
If
the
cantonese
interpreter
could
stay
with
us
and
if
those
using
cantonese
interpretation
could
please
move
over
to
the
english
zoom
channel
you'll
be
able
to
hear
the
translation.
Our
next
speaker
is
jacia
chen,
followed
by
shirley,
chen
wang,
agnes
and
megan
can.
CA
CA
CA
CA
CA
CA
CA
O
CA
CA
O
You
thank
you,
miss.
Our
last
group
of
speakers
is
shirley,
chen
wang,
agnes
ho
megan
castro
and
maria
brooks
you.
Could
please
raise
your
hands
virtually
on
zoom
hi.
CB
Yes,
good
evening,
okay,
good
evening,
I
need
a
cantonese
interpreter.
CB
CB
CB
CB
S
CB
CB
CB
CB
O
CC
Hi
everyone.
Thank
you.
Thank
you
school
committee.
I
commend
the
many
people
who
are
testifying
tonight
on
behalf
of
their
kids
and
their
students.
I
would
like
to
echo
the
many
parents
tonight
speaking
on
behalf
of
the
children
at
home,
who
are
having
a
hard
time
with
virtual
learning
the
challenges
this
has
brought
to.
So
many
families
cannot
be
stressed
enough.
CC
CC
Therefore,
I'm
begging
for
some
creative
efforts
in
the
meantime,
through
my
iep
meetings
in
the
last
few
weeks,
I'm
hearing
about
compensatory
services
that
may
be
available
to
students
who
have
regressed
during
covid.
Why
can't
we
begin
this
process?
Now
all
the
bps
special
education
administrators
I've
spoken
to
are,
despite
their
best
efforts
stuck
in
red
tape,
old
rules
need
to
be
relaxed
or
eliminated.
During
this
emergency
time,
can
we
help
parents
pay
for
the
private
tutors
they're
hiring
at
home?
Can
we
reimburse
families
for
the
reading
tutors
private
therapy
sessions
they're?
E
CD
Good
evening
and
thank
you
for
the
opportunity
to
speak,
my
name
is
maria
brooks
and
I
am
a
proud,
bps
special
education
teacher
at
the
mather
school.
I
am
speaking
today
of
the
iniquity
involved
in
the
decision
by
boston
public
school
district
to
open
a
dual
language
program
at
the
mather
school
beginning
september
2021,
our
district's
website
states
that
we
are
committed
to
closing
achievement
gaps
that
exists
and
persists
among
students
of
various
races
and
ethnicities,
educational
programs
and
socio-economic
backgrounds.
CD
CD
The
mather
is
home
to
the
highest
percentage
of
high
needs
students
and
the
highest
percentage
of
economically
disadvantaged
students.
The
mather
is
considered
in
need
of
assistance
or
intervention,
while
the
other
schools
are
making
substantial
progress
towards
their
academic
goals.
This
demonstrates
that
the
district
is
choosing
to
ignore
the
existing
racial,
educational
and
socio-economic
disparities
between
these
schools.
Other
schools
were
presented
with
this
program
and
they
had
the
opportunity
of
accepting
or
rejecting
this
proposal.
The
matter
community
has
not
had
such
an
opportunity
if
our
school.
CD
O
A
You
thank
you,
miss
brooks
for
holding
on
there
being
that
last
speaker,
and
I
really
want
to
thank
all
the
community
members.
Parents,
caretakers
who've,
come
out
to
share
with
us
how
they
feel
on
numerous
topics.
We
appreciate
all
of
the
input
and
we
do
listen
to
what
you
say
and
it
leads
us
to
many
conversations.
So
thank
you.
A
A
So
I
would
like
to
open
this
up
to
questions
and
comments
from
the
committee
and
you
can
again
either
put
your
hand
up
virtually
or
in
the
chat.
J
Yes,
thank
you.
Yes,
I
know
we
haven't
talked
about
grants
in
a
long
time,
and
I
know
in
in
this
grouping
we've
had
a
number
of
grants
that
were
for
high
schools,
but
it's
also
talking
about
out
of
school
time
programming
and
I'm
wondering
how
does
that
happen
during
a
time
of
remote?
J
F
J
F
J
Okay,
yeah
and
a
couple
of
them.
I
guess
I
was
just
surprised
that
what
a
small
percentage
of
growth
was,
what
we
were
expecting
and
you
know
with
when
you
would,
when
you
look
at
the
budgets,
we're
talking
about
spending
several
thousand
dollars
per
student
per
grant
and
then,
if
we're
only
getting
that
small
amount
again
in
the
time
of
covet,
I'm
just
you
know
concerned
about
the
expenditures
yeah.
F
I
will
I
will
check
on
those
growth
measures
and
and
if
you
could
tell
me
which
specific
grant
you're
speaking,
I
didn't
pull
it.
J
A
N
N
BD
O
N
A
F
Yeah,
I'm
glad
that
this
got
done.
Madam
chair
and
I
have
me
with
me
jeremiah
hessen
who
helped
negotiate
that
with
the
city
and
the
basis
members.
A
Okay,
thank
you,
mr
hassan.
I
hope
I
said
that
right.
I
wrote
it
down
with
like
how
to
say
it,
so
if
you
could
take
it
away,
mr
hassan
is
the
director
of
the
office
of
labor
relations.
CE
Yes,
good
evening
school
committee,
superintendent,
caselias,
thank
you
for
having
me.
Let
me
share
my
screen.
Can
you
see
the
presentation?
CE
Is
that
up
right
now,
all
right,
so
just
to
run
you
briefly
through
the
tentative
agreement
we
reach
with
the
basis
bargaining
unit,
which
is
the
boston
association
of
school
administrators
and
supervisors
basis,
covers
our
administrators
and
supervisors,
both
centrally
based
and
school-based,
who
are
not
school
leaders,
so
excluding
principals
and
headmasters
is
a
unit
of
approximately
240
full-time
employees
and
they
range
a
different
range
of
our
work
days,
leading
our
schools
and
central
offices.
CE
CE
The
agreement
calls
for
general
wage
increases
of
two
percent
annually
for
effective
september
of
each
school
year,
and
it
allows
for
staffing
reform
language
that
eliminates
the
recall
rights
of
basis
members
in
the
event
of
a
layoff.
The
parties
feel
that
this
agreement
is
fair
and
equitable.
CE
It's
consistent
with
what
has
been
offered
to
our
other
bargaining
units
for
this
duration
and
we
believe
it
is
a
good
deal
to
maintain
a
strong
working
relationship
with
our
basis,
employees,
the
cost
of
the
deal,
all
of
which
will
be
paid
out
well
retroactively
for
the
past
increases
and
then
an
annualized
ongoing
cost
of
1.857
million
dollar
1.857
million
dollars
I,
and
to
support
this
we're
also
requesting
a
supplemental
appropriation
request,
be
submitted
to
city
council.
CE
So
with
that,
I
will
answer
any
questions
if,
if
you
have
them,
but
that
is
the
agreement
that
we
have
tentatively
reached
with
basis,
and
I
encourage
you
to
vote
in
support
of
this
agreement.
Thank
you.
A
A
You
so
much
for
all
your
work.
We
appreciate
it.
The
committee
looks
forward
to
taking
action
on
this
collective
bargaining
agreement
and
the
fy
21
supplemental
appropriation
request
at
our
next
meeting.
Our
second
and
final
report
this
evening
is
the
office
of
human
capital's,
annual
hiring
update
at
this
time.
A
I'd
like
to
invite
mr
al
taylor,
the
chief
of
human
capital,
to
start
us
off,
and
he
will
be
joined
by
his
team,
which
includes
ray
catchings,
the
bps
interim
deputy
chief
human
capital
officer,
john
barrows,
director
of
data
and
analytics
jessica,
tim
data,
analyst,
sarah
daly,
managing
director
of
recruitment
cultivation
and
diversity,
equity
and
strategy
division.
A
That's
quite
a
title:
there,
daphne
germain
director
of
el
program,
planning
implementation,
academics,
division
and
jerome
doherty,
director
of
evaluation
and
performance
management
and
before
we
hand
it
off
to
mr
taylor
superintendent,
would
you
like
to
say
a
few
words
thank.
F
You,
madam
chair,
before
I
get
into
the
human
capital
report,
I
just
want
to
thank
jeremiah
hassan
for
his
incredible
and
tireless
work,
often
with
our
labor
partners,
often
working
on
weekends
days
and
nights,
and
doing
a
lot
of
that
in
collaboration
with
our
city
partners
and
marie
noonan,
who
is
now
departed
from
the
city
and
barbara
parker
taking
over
for
her.
So
thank
you
jeremiah
for
your
good
work
on
this
agreement.
With
the
basis
members.
F
I
want
to
also
recognize
mr
al
taylor,
in
his
many
years
of
service
to
the
boston,
public
schools
and
moving
into
this
role
last
year
and
just
has
done
a
phenomenal
job
working
with
his
team
in
ohc
office
of
human
capital
and
also
our
recruitment
division,
and
the
way
that
we've
aligned
the
recruitment
division
with
our
equity
division.
F
Now
under
the
leadership
of
dr
granson,
who
was
not
able
to
be
with
us
here
this
evening
and
mr
taylor
will
do
all
of
the
heavy
work
and
then
turn
it
over
to
his
team
to
share
the
technical
details
of
the
really
great
work
that
they've
done
to
improve
outcomes
and
provide
for
greater
diverse
workforce.
I'm
really
excited
about
this
work
this
past
year.
It's
part
of
our
strategic
plan.
It's
a
highlight
of
the
work.
F
We've
still
been
able
to
do
strategically
over
the
past
year
and
I
think
you'll
be
very
happy
with
the
results
today.
So
I'm
going
to
turn
it
over
to
mr
taylor
and
his
incredible
team.
Thank
you.
CF
CF
CF
Our
hiring
outcomes
are
the
strongest
that
they
have
been
in
the
past
seven
years
overall
and
for
new
hires
you'll
also
see
our
strongest
linguistic
outcomes
as
well,
and
we're
also
happy
to
be
sharing
some
of
our
intentionality
around
retention.
I'll
turn
it
over
to
our
team
member
jonathan
and
he
will
go
over
some
of
the
data.
Jonathan.
CG
Thank
you
all
thank
you
school
committee
members
and
superintendent
concilius.
We
have
some
some
great
things
to
to
share
tonight.
CG
This
first
slide
we're
going
to
focus
in
specifically
on
our
teachers
and
guidance
counselors
as
referenced
in
that
the
slide
about
the
garrity
court
order,
and
so
what
you're
seeing
here
is
the
the
data
for
workforce
diversity
for
teachers
and
guidance
counselors
over
the
last
seven
years,
and
I
want
to
point
out,
on
the
right
hand,
side
the
data
for
this
year,
2020
for
the
first
time
in
the
last
seven
years,
the
percentage
of
our
educators,
who
identified
as
black
surpassed
22
percent.
CG
You
can
see
that
there's
been
small
incremental
changes
over
the
last
several
seven
years,
leading
to
this
number
well.
This
is
not
the
25
percent
mandated
by
the
garrity
order.
We
are
making
progress
towards
that
direction.
CG
We
talk
a
lot
about
teachers
and
guidance
counselors
when
we
come
to
school
committee,
but
I
also
wanted
to
share
with
you
some
comparisons
for
other
populations
within
the
school
district.
So
in
this
slide
you
see
on
the
the
left-hand
side
that
same
data
for
teachers
and
guidance
counselors
for
the
current
year
and
then
the
the
next
bar
is
showing
school
budgeted
positions.
So
this
would
include
those
teachers
and
guidance
counselors,
as
well
as
any
other
staff
member
who
is
budgeted
to
a
school,
so
that
would
include
paraprofessionals
and
nurses.
CG
You
know
any
and
school
leaders,
anyone
that
was
carried
on
their
budget.
The
next
bar
are
centrally
based
staff,
so
these
would
be
any
staff
that
is
not
budgeted
to
a
school
essentially
and
what
we
do
see
included
here
are
our
itinerant
service
providers,
who
are
budgeted
centrally
but
deployed
to
schools.
CG
The
fourth
bar
here
is
our
bowling
building
staff.
So
these
are
only
staff
members
who
work
out
of
the
bowling
building.
Then,
next
to
that
we
have
school
leaders
and
then
the
district
total.
CG
So
you
can
see
overall,
all
staff
across
the
entire
district.
So
you
can
see
what
we
focus
a
lot
on
our
teachers
and
guidance.
Counselors
almost
every
other
population
here
is,
is
more
diverse
than
our
teachers
and
guidance
counselor
population
within
the
district.
CG
We
also
had
the
highest
numbers
for
our
latinx
educators
this
year,
coming
in
at
just
shy
of
16
and
overall.
This
is
the
first
time
in
the
last
seven
years
that
the
total
percentage
of
our
hires
were
identified
as
an
educator
of
color
surpassed,
50
and
almost
54.
In
fact,
so
we
have
some
really
strong
results
this
year
with
some
big
jumps
over
over
last
year.
CG
So
again,
you
can
see
a
strong
upwards
trend
as
you
look
across
the
the
chart
that
the
investments
that
we've
made
in
early
mutual
consent
hiring
and
the
various
different
pipeline
programs
that
you'll
hear
more
about
later,
and
our
retention
efforts
as
well
are
really
starting
to
compound
and
show
more
and
more
results
here.
CH
Thank
you.
John.
The
rcd
team
is
now
the
office
of
recruitment,
cultivation
and
diversity
programs
and
has
moved
to
the
division
of
equity
strategy
and
opportunity
gaps
led
by
dr
charles
granson,
as
dr
casilius
has
mentioned
earlier,
rcd
will
expand
its
work
more
broadly
throughout
the
district
to
ensure
that
every
department
and
every
school
rigorously
realizes
the
district's,
comprehensive
and
ambitious
plan
to
elevate
and
expand
our
strategic
workforce
diversity
initiatives.
CH
CG
Okay,
so
just
very
quickly
again
in
terms
of
linguistic
diversity.
In
this
chart,
you
can
see
we're
on
an
upward
trajectory.
I'm
going
to
hand
it
over
to
daphne
to
talk
some
more
about
the
specifics
here.
CI
Thank
you,
john.
In
the
work
in
collaboration
with
office
of
human
capital
and
the
office
of
english
learners,
we've
been
able
to
support
in
providing
a
more
structured
way
to
assess
and
identify
where
we're
on
teachers.
Potential
new
hires
are
able
to
self-identify
their
language
capacity
in
regards
to
reading
writing
speaking
as
well
as
indicating
whether
their
language
is
native
and
if
they
feel
comfortable
to
teach
in
their
language
and
as
the
data
indicates,
as
we've
been
collecting
this
data
in
recent
months.
CI
I'm
sorry
in
recent
years,
you're
able
to
see
that
this
is
the
highest
percentage
of
linguistic
diversity
for
new
hires
within
the
boston
public
schools
and
we're
very
happy
to
see
that
as
it
shows,
the
number
of
hires
continues
to
grow
and
it's
part
of
the
work
to
continue
to
implement
the
look
at
next
slide.
CI
As
the
district
continues
to
strategically
implement
the
look
act,
access
to
linguistically
diverse
candidate
pools
is
crucial
to
ensure
that
students
have
access
to
culturally
and
linguistically
proficient
staff.
On
the
left
side
of
the
slide,
you
will
see.
Programs
are
continuing
to
grow
within
the
boston
public
schools.
CI
The
grade
seven
is
being
added
to
the
umana
as
a
dual
language
program
grade
three
at
the
mata
hub
to
san
diego
academy,
growing
the
current
vietnamese
k2
classroom
into
a
grade
one
and
then
potentially
opening
up
a
k1
dual
language,
kabul,
verdian
program
and
this
year
also
opening
up
a
heritage
program
in
partnership
with
the
burke
under
the
look
at
teachers
who
teach
content
in
native
language
are
required
to
have
the
bilingual
education
endorsement,
and
so
this
year
the
office
of
english
learners
was
able
to
release
the
step-by-step
guidance
for
staff
so
that
they
could
become
qualified
and
then
also
partnering,
with
boston
college,
to
create
courses
to
support
current
dual
language
staff
teachers
to
increase
their
instructional
capacity,
as
well
as
qualify
for
the
bilingual
education
endorsement.
CI
Also
this
year
we
were
able
to
convene
a
group
of
stakeholders
targeted
towards
increasing
recruitment
and
diversity
pipeline
for
the
look
act
and
we're
able
to
use
the
racial
equity
planning
tool
to
do
some
deep
data
dives
around
the
issues
impacting
bilingual
staff
within
the
district,
from
obtaining
their
teacher
license,
as
well
as
looking
at
other
barriers
for
more
staff
to
enter
into
the
profession.
CI
This
work
is
done
in
partnership
between
the
office
of
human
capital,
oel
rcd,
as
well
as
the
bt
rbt
youth
staff
are
invited
to
provide
feedback
and
that
information
is
currently
being
reviewed
by
dr
romero.
Johnson,
as
we
continue
to
work
to
pull
together
a
plan
to
implement
the
look
at.
Thank
you.
CG
Thanks
stephanie,
this
next
slide
focuses
in
on
exits.
As
we
know,
hiring
is
one
sided
equation
in
terms
of
workforce
diversity.
CG
The
other
side
is
attrition,
so
we
also
wanted
to
share
what
that
has
looked
like
both
this
year
and
over
the
last
seven
years
again,
we're
focusing
in
on
teachers
and
guidance
counselors
for
this
slide,
as
you
can
see,
there's
been
a
downward
trend
in
terms
of
the
total
number
of
exits
over
the
last
seven
years,
which
is
indicative
of
our
strong
work
towards
retention,
and
you
can
also
see
that
the
there's
been
a
trend
towards
a
a
a
smaller
number
of
the
exits
identifying
as
black
and
in
fact
this
year,
the
the
number
of
or
the
percentage
of
educators
who
identified
as
black
if
we
exited,
was
proportional
to
the
population
of
of
educators,
whereas
when
we
started
attracting
this
back
in
2014,
that
number
was
disproportionate,
a
much
higher
percentage
of
the
exits
identified
as
black.
CG
So
while
this
is
certainly
moving
in
in
the
right
direction
for
our
black
educators,
we
do
see
an
increase
in
the
number
or
the
percentage
of
our
latinx
exits
here,
and
that
is
something
that
we
need
to
dig
into
a
little
bit
more.
CG
The
other
thing
that
I
just
want
to
caution
us
around
is
that,
while
there's
a
general
trend
towards
a
smaller
number
of
exits
and
the
percentage
of
our
exit
to
identify
as
black
being
proportional
to
the
population,
we
do
anticipate
that
that
may
start
going
in
the
other
direction
over
the
next
five
to
ten
years,
simply
based
on
the
age
demographics,
of
our
black
educators.
We
have
a
higher
percentage
of
our
black
educators
who
are
nearing
a
retirement
age,
and
so
we
do
expect
that
number
two
to
start
going
up.
CH
CH
Therefore,
we
hired
an
educators
of
color
retention
specialists,
rashaan
martin,
a
former
bps
student,
a
bls
graduate,
a
bls
teacher,
a
former
administrator
school
leader
and
central
office
staff.
His
role
is
to
provide
retention,
supports
and
manage
diversity,
programming
for
all
staff
in
bps,
both
central
office
and
school,
based
of
the
401
non-renewed
provisional
teachers.
CH
CH
CH
In
school
year,
1920
bps
concluded
comprehensive
exit
interview,
completed
a
comprehensive
exit
interview
process
for
all
educators
of
color
who
exited
the
district.
This
includes
school
leaders
of
color
central
office
and
school-based
staff.
A
comprehensive
exit
interviews
will
be
performed
again
in
school
year.
2021.
CH
CH
CH
This
is
significant.
I
would
want
to
draw
your
attention
to
a
number
that
we
will
reflect
later
in
the
slide
where
we
talk
about
the
partnerships
and
how
many
educators
of
color
we're
receiving
from
our
teacher
prep
programs,
boston,
public
schools.
This
chart
on
the
right
illustrates
that
the
race
and
ethnicity
of
the
38
educators
of
color
and
the
licenses
that
we
were
able
to
support
them
earn
this.
CH
CH
CH
CH
In
addition
to
increasing
our
pipeline,
our
university
partners
provide
an
array
of
opportunities
for
growth
and
development
and
factors
strategically
in
our
retention
strategies
for
educators
of
color,
for
example.
This
year
we
have
16
employees
enrolled
in
redis
college
in
their
bachelor's
and
master's
degree
program
and
seven
in
their
doctorate
in
education
program
in
the
center.
I
want
to
highlight
our
pipeline
programs.
CH
We
are
proud
to
relaunch
our
teacher
cadet
program
at
the
request
of
dr
casilius.
Last
year
we
expanded
our
high
school
the
teacher
program
we
are
now.
We
now
serve
students
from
grade
7
to
grade
16.,
that's
middle
school,
high
school
and
college,
and
we're
excited
to
note
that
you
can
see
we're
very
close
to
having
our
first
cohort
of
teacher
cadets
cadets
graduate
from
college
and
join
us
as
first
year
teachers.
CJ
Good
evening,
everyone
so
before
we
turn
and
look
ahead,
I
just
wanted
to
call
out
that
dr
coleman
have
requested
some
additional
information
on
educator
evaluation
data
and
that
information
is
provided
in
the
appendix
of
this
presentation.
CJ
We
also
have
the
director
of
evaluation
and
performance
management
here
today
and
can
answer
any
questions
that
may
come
up.
So
I
just
wanted
to
note
that
that
is
very
important
that
we
call
out.
We
do
have
data
on
educator
evaluations,
so.
CF
CJ
So
quickly,
just
to
recap,
my
colleagues
have
talked
about
how
we've
had
the
strongest
year
in
seven
years,
and
we
continue
to
trend
in
the
right
direction.
Our
retention
efforts
have
proven
effective
as
evident
by
the
decline
and
a
need
for
external
hires,
and
we've
done
some
great
things
and
made
great
progress.
CJ
So
I
just
want
to
take
the
time
now
to
tell
you
what
you
can
expect
from
us
going
forward
with
rel
relative
to
hiring
and
we're
going
to
continue
to
leverage
the
investments
from
our
partners
like
edvesters
and
ballpost,
who
help
us
focus
on
workforce
diversity,
initiatives
that
work
for
school-based
and
central
based
program,
staffing,
we're
going
to
capitalize
on
our
leadership,
pipelines
and
recruitment
initiatives
diversifier
to
diversify
our
school
leader
pools,
because
we
want
to
make
sure
that
our
leadership
staff
accurately
reflects
the
students
and
communities
that
we
are
serving.
CJ
There
are
several
of
them
across
the
bps
community
that
we
will
be
re-engaging
to
inform
our
practices.
In
addition
to
all
the
data
that
we
use
to
be
intentional
about
informing
our
practice,
we
cannot
forget
about
the
voices
that
are
going
to
support
us
as
we
move
through
continuing
to
to
try
to
recruit
and
retain
educators
across
the
district.
CJ
So
then,
when
we
think
about
what
we've
done
over
the
last
few
years
with
tracking
linguistic
capacity
and
how
we
start
to
leverage
that
leverage.
What
we
know
now
that
we
have
at
least
45
percent
of
folks
in
our
community,
identifying
as
having
some
linguistic
expertise,
so
we're
going
to
strengthen
the
collaboration
that
happens
between
our
office
and
ohc,
the
recruitment,
cultivation
and
diversity
office,
and
then
the
office
of
oel.
So
we
can
be
purposeful
in
trying
to
increase
the
linguistic
diversity
of
our
candidates
and,
of
course,
developing
dashboards.
CJ
So
with
that,
I
just
want
to
say
that
we've
done
some
tremendous
work
and
I
hope
that
you
guys
can
see
how
we
are
being
intentionable.
Intentional
excuse
me
about
using
the
data
to
inform
the
work
that
we
do.
I
hope
you
can
see
how
intentional
we're
being
about
the
collaboration
and
three
really
big
offices
who
in
the
past
may
not
have
been
as
collaborative
but
we
are.
We
are
being
very
intentional
about
making
sure
that
we
serve
our
bps
community.
CH
The
fellowship
was
the
brainchild
of
one
of
my
staff
members,
charles
page
iii,
he's
from
roxbury
he's
a
recent
hampton
university
graduate
and
credits
to
growth
in
his
confidence
as
a
young
professional
to
the
multitude
of
job
readiness
and
leadership
programs
that
he
participated
in
while
growing
up
in
the
city
of
boston,
such
as
the
pipeline,
the
leadership
program
with
the
naacp
for
all
of
those
who
knew
george.
They
know
that
he
was
tirelessly
committed
to
supporting
the
development
of
young
people
in
the
city
of
boston.
CF
And
we
do
we'll
open
it
up
for
questions
if
you
have
them.
A
Okay,
thank
you,
mr
taylor.
I
will
open
it
up.
Thank
you,
everyone
for
your
presentation,
I'll
save
my
comments
to
the
end,
but
for
my
fellow
school
committee.
Colleagues,
if
you
have
a
question,
if
you
could,
please
raise
your
hand.
A
G
G
Okay,
can
we
go
to
slide
two?
I
believe
it's
it's
the
one
with
the,
so
I
think
it's
slide
four.
My
apologies.
It's
the
one
with
the
with
the
breakdown.
Yes,
this
one.
My
question
is
you
know,
and
obviously
I'm
not
looking
for
an
answer
right
now,
but
I'm
I'm
just
wondering.
Is
it
possible
to
somehow
gather
similar
data
to
this?
G
That
shows
where
these
teachers
and
guidance
counselors
live,
whether
they
live
in
boston
or
whether
they
live
in
cities
outside
of
boston,
because
I
think
that
you
know
a
lot
of
the
conversations
I
have
I've
had
in
the
past
with
my
friends
and
I'm
students
in
bsac
and
in
my
school
in
other
schools
in
general.
G
Is
that
you
know
not
only
do
we
not
only
do
a
lot
of
students
look
for
that
connectivity
in
in
race
and
background
of
a
person,
but
also
where
they
come
from
specifically
and
when
I
say
where
they
come
from,
I
mean,
like
you
know
what
what
city
do
they
live
in?
Do
they
live
in
the
same
city,
the
same
neighborhoods,
you
know:
do
they
have
a
sort
of
you
know
a
similar
sense
of
what
it's
like
to
take
the
mbta
in
the
morning
and
you
know
just
living
the
boston
city
life.
G
But
other
than
that,
I
think
that
this
is
incredible.
I
did
want
to
say
that
I
think
this
is
absolutely
incredible.
You
know.
I
do
think
that,
as
you've
mentioned
as
you
all
have
mentioned,
the
district
does
have
you
know
a
long
way
to
go
in
terms
of
diversifying
our
staff,
but
I
think
that
you
know
we
are
on
the
right
track
and
I
very
much
appreciate
these
offices
of
this
department
to
work
to
achieve.
Thank.
A
Spoken
like
a
true
leader,
thank
you
so
much,
mr
james,
dr
rivera
and
then
dr
coleman.
H
Yes
again,
I
just
want
to
echo
the
you
know
the
praise
for
your
team.
Mr
taylor,
you
know
there's
some
real
positive
results
here
in
the
hiring
diversity
and
particularly
around
the
linguistic
diversity.
I
know
that's
something
that
you
know.
I
know
the
english
learners
task,
force
and,
and
others
have
been-
you
know
really
pushing
for
that
for
a
long
time,
and-
and
it's
also
really,
you
know-
encouraging
to
see
the
collaboration
across
the
different
offices.
That's
also
like
progress
being
made.
H
I
think-
and
I
guess
my
my
question
is
you
know
I
guess
to
mr
james's
point
too,
like
it's
gonna
take
a
while
to
get
there
but
like
how
many
years
would
it
take
to
get
to
to
achieve?
You
know
some
of
these
benchmarks
and
not
have
this
garrity
order
sort
of
still
hanging
over
the
school
district.
CG
Sure
so
it's
a
complicated
answer,
of
course,
because
there
are
a
lot
of
variables,
attrition
being
a
huge
part
of
it,
and
as
I
mentioned,
we,
we
do
anticipate
a
higher
percentage
of
our
exits
identifying
as
black
based
on
our
age.
Demographics
of
that
population
of.
AC
CG
So
that
complicates
things
for
sure.
It
also
depends
on
how
many
vacancies
we
have
in
a
given
year,
which
relates
to
retention
and
how
how
good
of
the
job
we
do
at
retaining
the
staff
that
we
already
have
and
competing
with
other
neighboring
districts,
who
may
also
like
boston,
be
trying
to
diversify
their
workforces.
CG
The
roughly
eight
percent
of
educators
in
the
state
are
educators
of
color,
and
you
know
bps
already
employs
close
to
50
of
the
black
educators
in
the
state.
I
think
it's
47
and
the
last
time
I
looked
at
it
and
close
to
23
of
all
the
asian
educators
and
23
of
all
the
latinx
educators
in
the
state.
So.
CG
Some
complicating
factors
that
we
have
to
face
when
looking
at
that,
so
I
can't
give
you
a
hard
and
fast
number.
We've
done
a
little
bit
of
modeling,
but
I
think
the
answer
is
it's
gonna
take
a
lot
of
years.
You
know
it's
not
gonna,
be
something
that
we're
gonna
do
in
a
couple
of
years.
It's
really
going
to
be
a
concerted
effort
over
a
long
period
of
time
as
you've
seen
in
the
trailing
seven
years.
K
Great,
thank
you.
Thank
you
very
much.
This
is
this
is
a
great
report
very
exciting
and,
as
many
of
you
know,
I
think
this
is
one
of
the
most
important
things
that
we
do
in
the
district
and
human
capital
is
a
great
driver
and
diversifying
it.
The
evidence
is
becoming
clear
and
clear
that
having
a
ethnic
matching,
it
has
a
powerful
impact
on
the
aspirations
of
our
children.
So
this
is
a
great
report,
wonderful
presentation,
the
data
very
useful.
The
report
read
really
spoke.
K
K
You
really
got
a
sense
of
where
we're
going
and
when,
as
long
as
the
trend
is
there,
you
can
see
whether
you're
going
to
be
progressing
and
not
as
john
suggested
so,
but
I
want
to
turn
to
a
couple
just
and
and
and
and
these
are
by
no
means
dampen-
my
enthusiasm
for
the
quality
of
the
report
or
the
quality
of
the
progress
that
that
it
demonstrates,
which
I
think
I
hope
the
whole
the
whole
city
is
very
excited
about
and
is
willing
to
re
keep
resourcing.
K
This
work,
so
we
continue
to
improve,
but
one
of
the
things
that
I
found
interesting
leaving
you
talk
about
having
these
exit
interviews,
but
we
don't
get
a
summary
of
what
was
found.
It
would
be
really
great
to
get
kind
of.
K
What
five
takeaways
from
those
some
of
the
you
know,
if
you
look
across
the
exits,
we
don't
need
to
know
about
individuals,
but
as
they
left,
what
is
their
commentary
about
leaving
and
what
are
the
things
that
we
can
learn
from
from
the
people
who
are
moving
on,
which
is
often
very
valuable
moment.
Some
could
be
going
to
really
good
things
beyond
that
we
help
them.
Do
others
may
may
not
that
that
that
summary
would
be
very,
very.
K
CF
K
That'd
be
great,
and
then
in
terms
of
in
the
the
appendix,
and
thank
you,
mr
o'neal,
for
asking
for
the
information
about
the
evaluations,
because
that's
really
critical
and
that
slide
on
the
evaluations
really
spoke
to
one
of
the
issues.
I
think
we
have
in
the
district
that
a
lot
of
people
are
going
to
be
curious
about
and
would
want
to
have
some
more
deconstruction,
and
particularly
you
know
you
have.
K
Basically,
you
know,
70
percent
is
proficient
20,
some
percent
is
is
excellent
and
a
very
few
percentage
of
our
rated
teachers
aren't
doing
very
well
same
thing
with
the
principals,
and
I
would
I
would
wonder
whether
the
task
force
on
the
opportunity
achievement
gaps
would
want
to
have
a
presentation
from
you
and
then
and
then
we
would
as
well,
I
think
on.
How
do
we
understand
the
disconnect
being
a
highly
effective
teaching
core
and
the
and
the
size
of
our
gaps
and
the
slowness
of
our
progress
in
reducing
them?
K
The
new
research
has
convinced
me
that
that's
equally
important,
but
cultural
proficiency
for
all
of
our
faculty
is
significant
and
so
we're
having
them
highly
rated
by
an
increasingly
diverse
leadership
group,
but
we're
not
necessarily
the
movement
in
closing
the
gaps
that
we
all.
We
all
we
all
want
and
so
understanding
that
what
could
look
like
a
disconnect
would
be,
I
think,
useful
for
us
all
in
terms
of
as
a
as
a
leading
us
forward
from
what
problems
we
need
to
solve
and
how
we
can
do
that.
K
CF
I
understand
just
so
I
understand
what
you're
asking
pretty
much
meaning
that
the
rate
the
evaluation
ratings
don't
reflect
the
performance
of
our
schools.
If
I'm
hearing
you
correctly.
K
Yeah,
how
how
can
you
help
us
understand
that
disconnect?
So
if
you
look
at
you
know
your
slide,
it's
your
slide
at
17,
where
the
educational
value
evaluation
you
have
you
know,
21
22,
exemplary,
75,
74,
proficient
and
like
three
needs
improvement,
and
only
you
know
and
then
0.04
is
unsatisfactory
and
the
the
formative
data
assessments
give
a
similar
look
yeah.
So
we're
not
closing
our
gaps
at
the
rate
that
any
of
us
want.
I
understand.
T
Dr
coleman,
I
would
I
would
good
evening
and
thank
you
for
having
me.
I
would
like
to
just
share
with
you
that
we
are
thinking
about
this
right
now.
T
In
fact,
and
our
performance
management
team
has
made
explicit
in
our
opportunity
and
achievement
gap
goals
which
are
embedded
in
our
operational
plan
for
the
district,
the
working
on
this
very
question,
and
it
is
in
fact,
in
our
goals,
see
to
the
the
re-leveling
of
performance
evaluation
ratings
to
not
only
match
what
we
would
expect
to
see
based
on
the
performance
of
our
schools,
but
also
to
to
come
into
line
with
proportionality
based
on
race
and
ethnicity,
age
and
gender.
T
So
this
is
in
our
consciousness.
We
are
working
actively
on
it
and
it
is
part
of
our
goals
that
are
part
of
the
operational
plan.
K
Great
great
and
then-
and
I
and
and
and
I
know
this
is
very
difficult,
and
the
analogy
that
I
often
use
is
that
in
the
medical
field,
sometimes
the
the
best
doctors
have
the
highest
mortality
rate
because
they're
working
most
demanding
clients,
and
so
I
will,
if
that's
the
case,
our
great
teachers
are
working
with
the
most
challenging
students
and
and
it's
the
hardest,
get
the
progress.
We
want
to
know
that
or
as
opposed
to
what
we
know
about
the
general
conversation.
K
Education
is
that
too
often
our
least
experienced
teachers
are
working
with
our
most
demanding
students,
and
so
you
know
it's
one
thing
that
and
so
where?
Where
are
we
and
where
are
we
and
so
getting
that
data?
To
be
great?
So
thank
you
jerome
for
that
and
then
the
the
last
question
in
terms
of
thinking
this
through,
and
this
is
something
that
we
were
finding
very
interesting
at
the
at
the
universe
and
the
university
review
of
hires
is
the
other
data
set.
K
We
don't
see
the
relationship
to
the
pool,
so
you
know
what's
the
pool,
what's
the
diversity
of
the
pool,
the
people
who
apply
for
the
job
in
relationship
to
getting
them,
and
so
that
would
be
another
thing
in
the
trend.
Are
we
getting
increased
numbers
of
of
people
of
color
applying?
Therefore,
that's
driving
our
numbers,
or
we
just
being
more
conscious
about
who
who
we're?
Thinking
about?
I
mean
as
the
as
the
number
of
hires
shrink
and
the
percentage
is
going
up.
K
It
indicates
that
the
more
competitive
opportunity
to
come
here
so
increasing
diversity
in
increasing
competitive
environment
is
a
great
accomplishment,
but
if
you
have
a
better
sense
of
how
deep
the
pools
are,
how
big
the
pools
are,
that
would
be
very
useful
and
darn
it.
There
was
one
more
point
I
wanted
to
make
and
it
was
a
compliment,
so
I
don't
want
to
let
that
go,
but
it's
the
application
pool
well
chair.
Can
I
reserve
the
right
if
my
agent
memory
at
this
late
night
comes
back,
no
worries.
K
I
can
get
back
in
the
great.
So
thank
you
again,
kudos
kudos,
wonderful
work.
This
is
a
great
progress
and,
and
we've
kind
of
oh,
I
know
what
it
was
cerrone.
The
your
recruitment
plan
is
a
national
model.
K
K
K
CK
CH
I
Yes,
I'm
sorry
it's
late
as
late
as
it
is,
and
I'm
having
some
questions
here,
but
it's.
I
And
I
have
some
experience
in
this
area
as
I
was
the
head
of
the
diversity
for
the
state,
the
percentage
that
you
are
well,
I
like
to
echo
dr
coleman
regarding
your
your
your
achievement
in
putting
together
this
great
plan
to
show
the
diversity
of
the
workforce
for
the
boston
public
school,
and
I
gather
that
the
the
percentage
that
you
are
using
reflects
the
the
proportional
percentage
to
the
population
of
the
city
of
boston
is
that
is
that
is
that
right,
or
is
that?
I
Is
it
proportional
to
the
percentage
of
the
diversity
percentage
of
the
country
which
one
is
it.
CF
I'm
going
to
let
my
data
person
take
a
crack
of
that
john.
What
do
you
think.
I
I
Or
the
nation
is
it,
is
it
proportionally
related
to
the
city?
Are
you
saying.
CG
I
haven't
looked
at
the
demographics
of
the
the
city
recently,
I
have
looked
at
that
in
the
past
and
and
there
are
places
where
we
are
doing
better
meaning
the
percentage
of
hires
is
higher
than
the
percentage
of
a
given
population
within
the
city
and
places
where
it's
it's
lower.
I
would
have
to
get
back
to
you
with
specifics.
CH
But
what
I
would
say
is
that
bps,
because
our
numbers,
our
diversity
numbers,
are
high
as
an
aggregate
across
all
of
our
ethnic
and
racial
groups
that
we're
definitely
outperforming
others.
Districts
in
the
country.
AQ
R
CH
Size,
so
we
we
are
definitely
leading
in
the
diversity
across
our
teacher
workforce
and
I
would
argue,
as
you
look
at
our
demographics
across
all
of
our
different
staffing.
You
will
see
that
we
are
probably
on
the
higher
end
of
workforce
diversity.
I
I
Just
to
show
the
percentage
as
relating
to
the
body
of
the
workforce,
that,
in
and
of
itself,
I
don't
believe,
is
sufficient
to
show
diversity.
The
the
the
the
the
second
question
I
have
is
diversity,
as
you
saw,
are
categorized
under
latinx
asian
persons
of
color
and
white.
I
Any
other
categories
that
you
are
thinking
of
like
or
identify
disabled
veterans.
CG
I
don't
believe
we
have
comprehensive
data
for
veteran
status
or
disability
status
in
terms
of
the
racial
and
ethnic
groups
that
we
we
do
track.
We
track
asian
black
latinx.
We
do
track
american,
indian
and
pacific
islander.
The
the
numbers
in
those
two
populations
are
typically
very,
very
small,
so
we
tend
to
roll
them
up
into
another
category
right.
BV
CG
That
they
can
actually
be
seen
on
a
chart,
and
then
we
have
white,
obviously,
and
a
population
of
individuals
who
do
decline,
to
identify
as
well.
AC
I
Maybe
we
should
do
some
some
research
on
on
the
population
of
veterans
in
in
in
the
city
of
boston
that
may
be
qualified
for
certain
kind
of
employment
with
us
as
well
as
we.
Maybe.
We
should
also
pay
a
little
attention
to
people
with
disability
who
are
willingly
self-identified
as
disabled,
so
that
appropriate
accommodation,
including
an
hiring,
may
be
considered
for
them
as
well.
I
So
those
are
you
know
just
my
my
my
my
comment.
One
one
little
comment
regarding
retention.
I
I
read
in
in
in
one
of
your
slides
the
retention
kind
of
tools
that
you
may
be
using
or
helping
with
with
you
know,
with
for
lack
of
better
word.
Teachers
in
training
or
our
teachers,
who
who
who
are
not
licensed,
is
to
help
them
with
with
licensing.
Isn't
it
is
that
right?
That's.
CH
CF
I
CF
I
Any
other
kind
of
any
other
kind
of
support
or
any
other
kind
of
initiatives
or
incentives
for.
CH
Absolutely
our
team
rashaan
martin,
I
mentioned
his
name
earlier-
manages
a
central
supports,
a
central
office
and
school-based
affinity
groupings.
So
there
are
opportunities
for
those
for
communities
to
convene
even
central
office
and
school
based.
CH
Our
university
partners
is
a
very
strong
strategic
lever
that
we
use
for
retention,
because
we
know
that
many
individuals
as
they're
in
our
district
they
want
as
they
want
to
progress
and
develop.
We
provide
opportunities
with
our
university
partners
for
them
to
require
a
bachelor's
degree
if
they
don't
have
one
or
continue
with
a
masters
or
in
some
levels,
a
doctorate.
CH
We
have
gatherings
monthly
for
our
educators
of
color
from
across
all
ethnic
and
racial
groups,
and
that's
really
intended
to
build
community
and
rashaan.
We
send
out
a
monthly
newsletter
where
we
are
continuously
sharing
information
about
opportunities,
but
also
providing
his
access
in
case
individuals
have
challenge
challenges
in
any
of
the
aspects
of
their
deciding
to
stay
in
bps.
Our
strategy
for
our
retention
work
is
that
we
are
acutely
aware
that
people
have
choices
and
individuals
choose
to
work
for
boston,
public
schools.
CH
So
our
goal
is
to
create
a
lot
of
opportunities
for
folks
to
consider
staying
as
opposed
to
leaving
so
our
education
support
our
our
community
building
our
affinity
grouping,
our
professional
growth
and
development
is
all
intended
to
provide
individuals
with
opportunities
to
consider
staying
in
bps.
CH
I
That
that
that's
one
of
the
tools
that
that
would
be
very
helpful,
just
one
last
short
comment.
I
I
I
understand
that
that
mr
james
ray
is
the
the
request
for
teachers
address
home
address.
I
think.
I
I
see
I
I'm
just
wondering
whether
maybe
you
should
check
to
see
if
teacher's
personal
home
address
is
accepted.
U
CF
A
Thank
you,
mr
tran.
Mr
o'neil.
J
CF
CH
Yeah,
it
is
it's
a
desi
grant
and
it's
one
of
their
desi
has
been
funding
a
number
of
initiatives
to
increase
diversity
for
educators.
So
we
submitted
a
proposal
to
have
hiring
bonuses.
There
are
three
options
you
can
use
funding
to
hire,
to
provide
funding
for
folks
for
traveling,
for
reducing
our
loans
or
hiring
bonuses,
and
our
decision
to
go
with
hiring
bonuses
makes
it
easy
for
folks
to
decide
how
they
want
to
use
the
additional
funds.
CH
So
that's
why,
when
you
see
our
diversity
data
around
the
increase
in
our
new
to
district
hires,
we
were
using
that
strategy
to
to
have
individuals,
consider
bps.
So.
CH
CH
Yes,
it's,
yes,
it
is
paid
out
as
a
stipend,
but
it
is
something
that's
how
the
state
has
configured
the
funding
and
it's
a
very
it's
they've,
been
incredible
around
flexibility
and
to
be
able
to
offer
that
as
a
district.
So
yes
yeah.
J
That's
great
another
question
I
had
was
about.
The
linguistic
diversity
was
great,
seeing
the
slide,
that's
showing
that
the
new
new
hires
there's
a
lot
more
linguistic
diversity.
How
do
we
look
at
that
against
both
the
the
folks
that
we
have
that
were
prior
already
existing
and
their
linguistic
diversity?
And
then
how
do
we
match
those
things
up
with
the
needs
of
our
bilingual
programs
and
do
we
are
there
areas
where
we're
seeing
gaps
that
there
needs
to
be
more
focus
in
terms
of
recruitment.
CI
Thank
you
so
much
for
that
question.
At
the
end
of
spring
last
year,
under
the
leadership
of
dr
eileen
de
los
reyes,
we
did
run
an
analysis
that
looked
at
all
current
staff,
who
are
identified
as
teachers
within
the
boston
public
schools
to
see
and
to
review
the
information
that
we
had
for
them
in
regards
to
language,
and
we
were
able
to
identify
and
correlate
some
aspects
of
that
data
with
our
current
language.
CI
Programmings
our
sei
language,
specifics
life
and
dual
language
programs,
and
we're
able
to
see
that
there
is
work
to
be
done
in
regards
to
increasing
the
number
of
teachers,
especially
within
our
language,
specific
sci
programs,
where
we
did
not
see
a
correlation
of
teachers
with
who
had
the
language
capacity
for
the
specific
language
strand
that
they
taught
in
our
dual
language
programs,
fared
much
better,
as
well
as
our
life
native
language
programs,
because
there's
a
requirement
to
have
language
proficiency.
CI
X
J
Thank
you.
The
other
thing
that
I
was
excited
about
was
hearing
that
your
student
school
to
teach
a
pipeline
was
now
going
as
low
as
grade
seven,
and
my
question
is:
are
the
are
the
students
who
are
involved
in
that?
Are
they
all
attending
one
school
or
are
they
all
over
the
district?
It's.
CH
District-Wide-
and
it
was
done
in
this
collaboration
with
the
district's
7-12
high
school
redesign,
so
we're
collaborating
with
that
initiative,
so
it.
J
CH
I
think
the
word
on
the
street
is
collaboration.
So,
yes,
when
we
expanded,
we
were
very
intentional
of
collaborating
with
dr
mcintyre
and
dr
parker
regarding
the
redesign
of
the
7-12
model.
We
also
collaborated
with
the
career
and
tech
ed
component
so
across,
and
also
I'm
sorry,
with
marcia
ennis
with
the
career
to
college
piece.
So
all
four
of
us
four
entities
were
in
the
same
space
thinking
collaboratively
about
introducing
a
new
program
that
extends
from
seven
to
sixteen.
So
it's
all
done
fairly.
It's
very
collaboratively
and
kind
of
exciting.
CH
There
are
lots
of
opportunities
for
collaboration.
We
also
partnered
and
got
bessie
again
dr
abdiali,
who
is
leading
that
work
with
wenthus
raphael.
Who
is
leading
the
teacher
cadet
work.
We
were
able
to
get
a
grant
to
do
a
career
in
tech,
ed
planning
grant,
so
you
might
see
something
evolving
soon,
but
it's
all
done
in
collaboration.
Yes,.
AC
CH
F
U
F
Think
that's
our
best
hope
to
diversify.
You
heard
john
share
the
grim
number
availability
of
teachers,
statewide
our
teachers
of
color
or
have
holistic
diversity.
Therefore,
our
kids
are
naturally
diverse.
They
love
bps
they're
bps
students.
We
need
to
give
and
cultivate
them
and
provide
greater
incentives
for
them.
You
know
around
tuition,
free
and
all
kinds
of
stuff
that
I'd
like
to
do
to
incentivize
our
students
to
become
our
next
teachers.
A
I
think
so
too.
Thank
you,
mr
o'neill.
N
Thank
you,
chair
I'll.
Try.
L
To
make
this
quick,
but
I
a
couple
of
quick
comments.
First,
dr
coleman,
I
want
to
echo
your
comments
about
the
work
of
ms
daly
and
the
national
recognition
of
the
national
model
on
recruitment.
L
I've
actually
been
with
ms
daly
when
she's
presented
to
a
national
audience,
along
with
the
office
of
opportunity,
achievement
gap
and
the
integration
between
the
two
and
to
say
there
was
intense
interest
from
a
number
of
leading
superintendents
across
the
country
showing
up
specifically
to
see
what
was
going
on
in
this
area
is
an
understatement.
So
thank
you,
mr
lee,
for
your
continued
work
on
this
regard.
I
echo
dean
coleman's
comments
on
that
and
mr
tron.
I
did
want
to
mention
you.
L
You
asked
about
veterans
and
there
is
a
a
non-profit
that
is
working
to
help
districts,
introduce
districts
to
veterans
who
are
leaving
the
service
who
may
be
available
for
teaching,
and
I
know
the
superintendent
and
ms
daley
has
met
with
them,
they're
thinking
of
trying
to
expand
more
to
the
northeast
and
would
love
to
work
boston
in
the
future
as
that
expands.
So
thank
you
for
bringing
that
point
up.
I
know
it's
a
matter
of
interest.
L
I
don't
want
to
speak
for
you
superintendent,
so
I
apologize
if
it
appears
that
I
am,
but
I
wanted
to
make
sure
that
mr
tron
had
heard
that
piece,
because
I
know
it's
a
matter
of
interest
to
you
miss
daily.
I
did
want
to
particularly
call
out
the
compliments
on
the
retention
work.
This
is
something
we've
talked
about
over
the
years
and
licensing
seems
to
have
tripped
up.
We
have
heard
that
over
time.
L
So
the
fact
that
we're
being
so
proactive
about
that
and
doing
the
mtel
prep
support
program
and
actually
seeing
the
numbers
on
it.
This
is
doing
the
hard
you
know
blocking
and
tackling,
as
they
say,
of
what
are
the
individual
impediments
to
keeping
people
and
and
growing
them
within
our
system.
So
thank
you
for
that
work.
I
was
really
impressed
to
see
those
numbers.
CH
The
mtel
work
is
it's,
it
truly
is
quite
phenomenal
and
I
have
to
do
a
random.
This
is
going
to
feel
random,
but
akira
narang
was
kaper.
CH
It
was
a
teacher
at
young
achievers,
so
today
was
a
very
difficult
day
for
our
community
and
we
had
a
really
powerful
email,
gchat
exchange
that
was
really
resoundingly
stating
like
ginny's,
really
proud
of
the
work
you're
doing
akita,
because
this
work
here
started
when
she
was
at
young
achievers,
I'm
getting
teary-eyed,
I
should
stop,
but
and
she
the
work
that
she's
doing
now
started
at
that
school,
supporting
paraprofessionals
in
her
building.
So
I
am
incredibly
proud
of
her
the
work
but,
more
importantly,
you're
right.
This
is
a
thing.
L
So
too
are
adults
struggling
with
isolation
and
I'm
thinking,
particularly
on
newer
employees
and
how
they
get
a
chance
to
build
their
networks.
And
you
know,
are
we
thinking
about
outreach
to
new
employees?
I
think
we
may
be
more
likely.
You
know
to
lose
them
since
they're,
not
having
the
chance
to
you
know,
build
those
networks,
and-
and
you
know
what
is
your
thinking
along
those
along
those
regards
about
our
new
employees
and
how
to
help
them
in
these
challenging
times.
CF
L
Yeah,
that's
a
that's
a
great
idea
if
they,
if
we're
trying
to
proactively
give
them
mentors
whether
it's
at
the
school
level
or
across
schools,
that's
and
same
thing
with
our
new
school
leaders
as
well
right,
I
always
encourage
new
school
leaders
to
try
to
reach
out
to
you
know
great
great
school
leaders
are
always
willing
to
help,
but
they're
not
going
to
reach
into
another
school
to
say:
oh
here's
what
you
should
be
doing,
but
they're
always
there
to
to
mentor
and
assist
and
guide,
even
sometimes
outside
the
formal
networks
that
you
know
through
district
or
deputy
superintendents.
L
CF
CK
Definitely
had
a
lot
of
success
in
this
very
trying
time
with
building
cohorts
with
our
new
leaders.
I
oversee
the
induction
programming
for
the
first
and
second
year.
School
leaders
and
the
cohorts
that
have
been
developed
through
this
very
trying
time
have
been
really
incredible
and
we've
done
it
through
a
couple
of
different
ways,
one
of
which
is
through
having
a
growing
and
and
really
increasing.
In
success
mentoring
program.
CK
We
have
sitting
leaders
who
mentor
two
to
three
new
first
and
second
year
principals
and
that
mentorship
is
both
proactive
and
reactive
and
and
they
form
very
close
relationships
and
do
technical
and
adaptive
work
together.
CK
We
also
have
ongoing
professional
development
sessions
that
include
community
building
and
start
in
the
summer,
with
a
five-day
intensive
boot
camp
that
we
did
even
virtually
and
then
move
into
multiple
sessions
through
the
year,
and
then
we
have
drop-in
support
calls
where
people
come
willingly
just
to
talk
to
each
other
and
get
support
from
each
other
and
then
from
some
folks
from
the
district,
and
so
they
these
first
and
second
year.
CK
Cohorts
have
really
deeply
reported
that
success
that
they've
had
they
will
tie
very
directly
to
the
support
they
feel
from
their
network
and
they've
taught
me
a
lot
and
my
partner
monaco
hall
a
lot
about
how
to
support
during
this
virtual
time.
But
it's
been
a
pretty
incredible
experience.
N
CF
That's
about
stories
at
the
school
level
where
principals
are
creating
cohorts
within
their
schools
to
support
their
new
teachers.
So
I'm
sure
I'm
confident
that
it's
happening,
but
I
can
get
a
more
formal
answer.
L
L
Could
you
just
give
a
brief
overview,
because
I
know
basically,
you
know
a
lot
of
it
got
halted
because
of
because
of
covert
and
switching
to
remote
and
just
kind
of
if
you
could
just
give
some
high
level
thoughts.
Mr
taylor
or
one
of
your
team
that'd
be
fine
on
on
where
you
see
the
evaluation
work
going.
CF
Let
jerome
share.
He
has
a
new
tool
that
his
team
is
working
on
to
try
to
help
support
schools
with
some
of
the
virtual
evaluation
process.
They
have
to
go
through
jerome.
T
Thanks
al:
yes,
that's
one
of
the
exciting
new
developments,
new
tools
and
resources.
We
have
under
development
right
now
is
an
interactive
web
page
that
you
can.
You
should
actually
be
able
to
click
into
through
the
slide
deck.
T
This
is
a
rendering
of
the
deci
model
teacher
rubric
with
a
remote
instruction
look
force,
instructional
look
force,
and
this
is
something
we're
in
development
of
and
we're
very
close
to
hoping
to
hoping
to
release
soon,
but
it
has
reflection
questions
and
we
hope
that
it
will
be
an
avenue
for
educators
and
evaluators
to
share
best
practices
around
this
remote
learning
experience
we're
all
going
through
circling
back
to
the
overview
of
the
performance
evaluation
landscape.
Yes,
as
you
know,
we
did
suspend
performance,
evaluation,
formal
performance
evaluation
for
nearly
all
employee
groups.
T
In
the
spring
of
this
year,
we
are
back
online
with
all
employee
groups,
performance
evaluations.
We
are
on
track
for
complete
resumption
of
performance
evaluations
this
school
year
and
we
did
still
want
to
provide
you
with
the
data
that
we
did
have,
starting
with
the
where
we
left
off
in
the
2018-19
school
year,
which
I
can
tell
you,
we
had
a
completion
rate.
I
know
that
you
may
be
interested
in
just
knowing
the
the
big
numbers,
the
big
picture
numbers.
T
We
had
a
completion
rate
of
87
percent
for
teachers
and
administrator
evaluations.
T
We
in
then
we
moved
into
and
then
you'll
see
the
ratings
distribution
on
the
slide
and
that's
a
comparison
on
the
left-hand
side
of
the
slide.
You'll
see
a
comparison
to
the
previous
year
17-18.
T
So
it's
pretty
on
track
and
as
dr
coleman
mentioned,
we
are
investigating
the.
What
we
can
only
say
is
the
persistent
nature
of
high
numbers
of
proficient
and
exemplary
ratings
among
educators
and
administrators
despite
the
the
the
school
performance
levels.
So
we
are.
That
is
an
an
area
of
active
investigation
for
us
in
january
of
2020.
We
did
get
through
january
with
a
mid-year
evaluation
term,
and
so
we
did
have
some
data
and
that's
the
the
slide
on
the
the
right
hand.
T
Side
of
that
first
slide
and
that
completion
rate
was
90.7
percent
of
expected
evaluations
during
the
during
the
mid-year.
Not
every
educator
is
on
a
one-year
plan
that
would
yield
that
particular
evaluation
at
that
time
of
year,
but
we
did
collect
those
data,
and
so
we
do
have
them
in
the
system
and
then,
finally,
even
though,
for
most
employee
groups,
we
did
suspend
formal
performance
evaluation.
We
did
continue
with
performance
evaluations
for
school
leaders
and
we
had
a
I'm
sorry
if
we
go
to
the
next
slide.
T
The
second
slide
of
the
three:
we
had
a
96
completion
rate
for
school
leader
evaluations
at
the
end
of
2020,
and
so
those
evaluations
are
completed
by
our
school
superintendents
and
nearly
everyone
was
done,
and
so
that
has
transitioned
us
back
into
the
new
school
year
and
we
are
off
and
running
with
our
performance
management
processes
for
all
employees
and
that
will
hopefully
not
change.
T
We
are
committed
to
providing
ongoing
coaching
and
feedback
and
support
to
our
educators
and
our
leaders
and
also
appraising
their
performance
and
providing
recognition
and
reward
when,
when
they're,
when
there
is
excellence
and
remediating
ineffective
practice,
when
there
is
not,
and
so
that
work
continues
and.
CF
L
Excellent,
so
thank
you,
mr
daugherty,
for
that
additional
information
and
thank
you,
superintendent
and
congrats
superintendent
and
mr
taylor
in
the
attire
office
of
human
capital
team.
This
was
some
really
interesting
and
encouraging
data
this
evening.
So
thank
you
for
the
work
that
you
were
doing.
A
Yeah,
thank
you,
mr
o'neal.
I
know
it's
late,
but
I
do
have
a
couple
of
comments.
I
think
I
just
want
to
say
you
know
on
a
on
a
personal
level,
how
important
it
is
to
have
a
teacher
of
color.
A
So
my
daughter
has
a
caller
out
mr
palm
at
the
btu
school,
who
is
an
amazing
teacher
and
has
been
working
with
the
class
talking
about
the
song
strange
fruit
and
talking
about
billie
holiday
and
why
she
felt
the
need
to
sing
that
song.
What
happened
to
her
as
a
result
of
singing
that
song
and
also
looking
at
it
as
a
poem
and
so
they've,
been
doing
a
lot
of
poetry,
and
my
daughter
is
just
on
fire
she's
she's
on
fire
with
poetry
and
she
started
writing
this.
A
All
this
poetry
and
she's
writing
a
novel,
and
I-
and
I
just
say
that,
because
you
know
mr
palm
is
an
example
of
someone
who
has
a
different
take-
has
different
lived
experience
that
she's
bringing
to
the
classroom.
She
she's
also
told
them
that
they're
going
to
be
viewing
the
the
documentary,
precious
knowledge
around
ethnic
studies
in
arizona
and
the
removal
of
ethnic
studies
there
and
the
impact
that
that
ethnic
studies
program
had
in
terms
of
graduation
rates
on
latinos.
A
So
I
just
say
why
this
presentation
is
so
important
in
the
work
that
you
all
are
doing,
and
I
want
to
really
commend
mr
taylor.
Who's
been
here
forever
for
all
the
work
that
he's
he's
done,
he's
doing
as
well
as
everybody
on
this
team,
because
I
know
you're
all
working
really
hard
and
I
think
miss
bailey,
who
I
have
known
for
a
long
time.
A
Sorry,
who
I
think
we
her
title
whatever
that
long
title
is
really
is
like
groundbreaker
and
also
akita's.
Last
name
is
patel
wreck.
Am
I
wrong
akita.
CH
A
To
recognize
her
too
for
all
her
work,
because
I
think
that
emtel
work
is
so
important
and
really
you're
just
doing
like
trail
blazing
groundbreaking
work,
and
I
thank
you
for
that.
I
appreciate
the
presentation
that
you
also
included
like
central
office
and
looking
at
the
entire,
not
just
like
the
teaching.
But
what
does
it
look
like?
You
know
everywhere?
A
What
does
our
our
diversity
look
like,
and
and
thank
you
for
including
the
language
piece,
because
that
was
going
to
be
a
question
that
I
now
don't
have
to
ask,
and
I
really
love
rashaan.
Whoever
rashaan
is.
I
don't
think
I
met
him
yet,
but
we
need
a
couple
more
rashaans.
I
think
that's
like
such
a
great
you
know
model.
I
mean
we
do
that
through
success.
A
Boston
across
the
city,
where
many
organizations
are
working
with
young
people
to
you,
know,
stay
in
college,
and
so
it's
a
similar
approach
like
that's
what
we
need
to
see
more
of,
and
then
I
think
I
always
say,
probably
every
meeting
about
the
high
school
teacher
pipeline,
which
now
will
be
called
teacher
cadet,
and
I
probably
won't
get
used
to
saying
that.
A
But
I
do
ditto
and
I
appreciate
the
superintendent
expanding
that
I
do
think
you
know
looking
at
scholarship
supports
and
as
I've
said
before,
and
I'm
not
saying
it's,
you
know
the
responsibility
bps,
but
we
should
look
as
a
city
how
we
support
those
students
to
be
able
to
live
in
boston,
which
is
an
expensive
city.
So
because
you
know
you
can
get
a
job
here,
but
it's
really
it's
very
expensive
city.
So
we
have
to
have
like
this
whole.
A
You
know
like
support
and
that's
how
we
build
and
keep
you
know
our
diversity
in
the
city
and
then
there's
only
two
more
things
I
want
to
say
one
is
that
I
was
concerned
about
the
exits
of
latinos,
and
so
I
appreciate
that
you
mentioned
that
you're
going
to
look
into
that,
because
that
would
be
really
important,
especially
the
downward
trend
of
school
leaders
that
are
latino
and
figuring
out.
Why
that
is
and
why
we
haven't
been
able
to
sustain
that
and
provide
more
supports
and
then,
lastly,
just
to
use
superintendent.
A
I
saw
on
that
slide
show
the
mather
dual
language
program,
and
so
I
just
want
to
say
if
you
could
go
back
to
the
community
and
have
a
conversation
because
of
what
we
heard
tonight
with
the
community
feeling
the
school
community
and
the
external
community.
A
I
would
just
ask
you
to
take
another
dive
to
discuss
that,
because
I
saw
that
it
was
right
on
the
side
and
obviously
came
up
tonight,
so
I
want
to
make
sure
that
that
community
has
heard,
but
with
all
that
again,
I
just
want
to
thank
you
all
for
your
tremendous
work.
This
is
a
great
presentation
and
I
commend
you
superintendent,
because
I
know
that
this
is
like
from
your
interview.
We
we
talked
about
it.
A
Then
we've
been
talking
about
it
since
you've
been
here,
and
I
know
this
is
really
really
important
to
you.
It's
really
really
important
to
us
for
all
the
reasons
that
we
talked
about,
so
thank
you.
So
much
and
now
we
are
just
going
to
move
on
to
public
comments
on
reports.
So
ms
sullivan.
O
A
Great,
thank
you.
So
much
is
there
any
new
business.
L
Miss
alvadova,
madam
chair,
excuse
me
first
of
all
I
my
memory
slipped
me
before
so
when
I
said
that
you
were
the
first
latina
chair
of
the
school
committee,
it
slipped
my
memory
that
dr
liz
vilinger
is
of
latina
heritage
as
well,
and
so
she
was
several
years
ago.
L
I
served
with
her
just
very
briefly,
and
I
will
say,
though,
that
under
her
leadership,
along
with
mr
dr
faizan
to
his
superintendent
at
the
time,
boston
public
schools
was
recognized
as
one
of
the
leading
urban
public
school
districts
in
the
nation,
so
great
role
model
for
you
to
follow.
As
you
become
chair
now
and
working
with
superintendent,
I
hope
we
can
get
back
to
getting
that
national
recognition
under
your
leadership
and
I
look
forward
to
helping
you
make
that
happen,
and
the
second
point
is:
I
did
notice.
L
I
appreciated
all
the
comments
tonight,
but
our
counselor
wu
at
the
beginning
mentioned
something
that
has
been
on
my
mind
and
I
think
other
members
minds
as
well
about
us
doing
more
proactive
listening
sessions
across
the
district
separate
from
school
committee
meetings,
and
you
know
a
chance
to
hear
from
our
communities
on
what
they're
interested
in
on
a
more
proactive
basis
versus
people
having
to
come
to
us
when
you
know
we're
about
to
make
a
decision
on
that
type
of
thing.
A
Mr
o'neill,
thank
you
for
that.
That
is
on
my
mind,
and
I
would
really
like
for
us,
as
a
school
committee,
to
really
look
at
how
we
do
have
more
listening
sessions
of
the
community
and
that
we
can
also,
at
the
same
time,
have
many
more
meetings
with
our
community
but
have
meetings
with
the
school
committee.
That
is
business
because
I
think
to
to
be
fair
to
our
community
to
make
sure
that
they
feel
heard,
and
they
also
feel
like
they
don't
have
to
stay
here
until
midnight.
A
I
think
this
presentation
as
an
example
it's
11
o'clock
at
night,
and
so
many
people
haven't
been
able
to
see
this,
and
I
think
that
this
is
this
is
so
important.
So
I
do
want
to
explore
that
I
I
could
not
agree
with
you
more.
I
took
notes
on
that
as
well
as
figuring
out
the
comments
that
families
had
around
translation,
and
so
translation,
as
we
know,
can
be
hugely
expensive.
So
we
want
to
try
to
figure
out.
How
can
we
how?
How
do
we
do
that?
A
G
Madam
chair,
I
actually
had
four
semi-brief
points
to
make
my
first
one
being
when
mr
o'neal
had
already
said.
But
my
first
point
is
about
parent
and
student
engagement.
Can
you
guys
still
hear
me?
Yes?
G
My
first
point
is
about
parent
and
student
engagement
and
forgive
me
if
I
take
some
pauses,
because
my
notes
are
sort
of
right.
You
know
burst
all
over
the
page,
but
I
I
wanted
to
on
the
matter
of
parenting
engagement
when
I
think
about
it.
You
know
I
talk
about
this.
A
lot
with
my
sociology
teacher
shout
out
to
mr
matthew
he's
amazing,
but
you
know
I
think
about
it.
In
the
sociological
perspective,
where
you
have
three
levels
of
power,
you
have
the
political
elites
at
the
top
and
then
in
the
middle.
G
I
think
that
when
the
district
says
that
they're,
inviting
parents
and
students
into
conversations
they're
inviting
parents
and
students
from
interest
groups,
bisac,
as
we
all
know,
has
the
most
access
to
the
district
and
the
superintendent
and
her
team
and
we're
you
know-
we
represent
school
high
schools,
at
least
almost
every
high
school
in
boston.
So
we're
seen
as
representative
of
the
entire
student
population
of
the
district-
and
you
know
when
you
talk
about
parents
being
invited
into
conversation.
G
These
are
parents
who
have
been
in
the
work
have
have
been
in
the
work
who
know
about
the
work
who
have
some
sort
of
indirect
or
direct
connection
to
someone
who
knows
about
the
work.
But
I
think,
when
I
hear
when
I
hear
people
make
public
comment
about,
you
know
like
not
being
involved
in
the
conversations
whatsoever
and
sort
of
a
policies
being
sprung
upon
them
without
no
notification
or
conversation
whatsoever.
G
I
consider
the
way
my
brain
at
least
the
sociological
aspect
of
my
brain
views,
that
is,
that
group
of
people
being
a
part
of
the
mass
population-
and
I
think
the
ultimate
question
comes
down
to.
How
do
we
work
to
actually
outreach
to
not
just
the
students
and
parents
who
you
know
who
know
about
the
work
and
who
have
indirect
or
direct
connections
and
who
are
sort
of
like
familiar
to
us?
But
to
those
who
don't
know
about
the
work
to
those
who
we
can
educate
about
the
work
and
also
invite
into
our
spaces?
G
To
learn
more
about
the
work
and
work
towards
policies
that
are
actually
representative
of
what
people
are
thinking,
and
you
know,
I
think
that
this
you
know
these
people
shouldn't
be
tokens.
Students
shouldn't
be
tokens
on
on.
You
know
on
working
groups
or
committees
or
whatever,
and
neither
should
parents.
You
know
the
the
idea
of
adding
a
parent,
and
especially
like
student
voice.
Parent
student
voice
should
be
as
natural
and
forthcoming
as
drinking
water.
It
should
be
second
nature.
It
should
come
to
us
like
that.
G
There
are
students
who
stay
up
till
four
or
five
in
the
morning
doing
homework,
and
also
out
there
fighting
climate
change
and
flight
fighting
racism
and
misogyny,
and
I
think
that
you
know
when
you
have
parents
and
students
busting
their
behinds
to
you
know,
take
care
of
their
daily
tasks
and
responsibilities
and
also
trying
to
get
into
this
social
justice
work.
I
think
that
there
should
be
no
question
or
doubt
whatsoever
that
they
be
invited
into
the
spaces
where
we're
having
conversation
to
move
that
work
forward.
G
So
for
this
particular
point
of
parent
and
student
engagement,
I
would
very
much
like
to
see,
if
possible,
some
sort
of
working
group
or
task
force
created
to
see
how
we
can
sort
of
formulate
a
strategy
to
make
sure
that
we're
actually
moving
forward
in
all
of
our
work.
You
know,
since
we're
always
keeping
in
mind
equity,
also
bring
always
making
sure
to
keep
on
bringing
parent
and
student
engagement
as
well,
I
think,
is
really
really
critical
and
then
you
know
I.
G
G
G
And
it
comes
to
the
point
where
you
know
I'm
going
to
sleep
at
six
and
I
went
to
sleep
at
5
30
this
morning
I
was
up
all
night
through
it
doing
work,
and
then
I
had
to
wake
up
at
9
30
for
my
class
at
10,
and
you
know
when,
when
you're
running
off
for
four
hours
of
sleep,
like
you
know,
you
don't
really
feel
like
some.
Some
students
aren't
like
me
in
a
sense
and
that's
completely
fine.
They
go
to
sleep
at
5
30.
G
They
don't
want
to
wake
up
for
class
at
10
o'clock.
They
rather
sleep
through
their
first
on
their
first
one
or
two
classes,
and
I
think
that's
where
the
decrease
in
student
engagement
comes
into
play,
and
I
think
it's
really
important
that
we
dig
deep
and
ask
ourselves
why
what's
going
on
so
I
you
know,
I
would
really,
and
to
this
particular
point
of
mental
health
of
students
and
in
some
cases
also
on
the
topic
of
homework.
G
I
would
really
like
to
see
some
sort
of
presentation
and
again
some
sort
of
working
group
or
task
force
formed
around
how
we
can
better.
I
think
this
is
a
very
long
overdue
conversation.
I
think
it's
been
exacerbated
and
uncovered
by
kovid,
but
I
would
really
like
to
see
sort
of
you
know
a
conversation
around.
G
What
is
the
you
know?
What
does
the
work
look
like
that
we're
giving
our
students
is
it
in
fact
quality
over
quantity,
and
how
can
we
give
our
students
meaningful
work
that
still
gives
them
the
content,
material
and
practice
that
they
need
without
stressing
them
and
having
them
stay
up
to
the
wee
hours
of
the
morning,
just
for
them
to
do
it
all
over
again,
while
also
having
a
whole
bunch
of
responsibilities
and
again,
I'm
not
trying
to
complain,
because
I
love
the
work
that
I
do.
G
I
I
love
love,
love
being
on
this
committee.
I
love
working
with
you
all.
I
love
working
with
bsap,
but
it
becomes
very
draining
when
I
have
you
know
three
to
four
hours
of
homework,
and
then
I
got
to
do
it
again
and
again
and
again,
and
especially
when
some
of
that
work
really
doesn't
have
to
be
done.
I
I've
heard
some
of
my
teachers
have
told
me
themselves.
Oh,
I'm
just
giving
you
guys
this,
so
I
have
something
to
put
in
the
grade
book.
G
What
and
I
have-
and
I
have
to
do
it.
You
know
and
and
that's
a
whole
other
topic
in
itself.
When
you
start
thinking
about
okay
quality
versus
quantity,
is
it
busy
what
was
it
meaningful
and
that's
something
that
I've
always
brought
up?
That's
actually
the
very
first
question
I
asked
myself
when
I
got
into
education
reform
and
into
this
educational
justice
work
at
the
beginning
of
my
sophomore
year
and
then
sort
of
my
last.
My
last
point
that
I
want
to
bring
up
is
teacher
accountability.
G
I've
heard
from
students
in
my
school
I've.
Actually
you
know
I've
actually
been
able
to
hear
some
evidence
in
a
way
and
see
some
evidence
of
teacher
on
zoom
sort
of
abusing
the
the
you
know,
the
zoom
world
and
disrespecting
students.
I
have
several
friends
in
a
class
in
my
school
and
this.
This
is
just
one
example,
because
I
actually,
after
I
heard
about
this
incident,
I
went
ahead.
I
did
more
research,
I
outreached
to
more
students
see
if
they
were
issues
and
it
turned
out.
G
A
lot
of
them
were,
but
I
have
some
friends
in
a
class
where
a
teacher
that
you
know
probably
wouldn't
have
done
it
in
school
is
being,
and
you
know
because
zoom
is,
like
you
know,
less
supervision
in
a
way
for
teachers
has
sort
of
abused
that
and
has
been
saying
very
racist
and
misogynistic
remarks
to
these
people,
and
I
actually
a
friend
actually
called
me,
and
I
was
actually
able
to
hear
the
comment
with
my
with
my
own
ears.
G
So
I
would
really
like
to
see
some
sort
of
conversation
around
how
teachers
are
going
to
be
held
accountable
on
in
the
zoom
world
when
it
comes
to
sort
of
you
know
what
they're
saying
to
students
and
how
they're
treating
students
in
in
the
zoom
space
and
again,
I
think,
it'd
be
interesting
if
there
was
also
a
working
group
or
task
force
formed
around
this
as
well.
So
those
are
my
three
points
and
just
as
a
I,
I
really
hope
that
you
all
caught
that
I
apologize.
G
I
think
they
all
come
from
the
student
perspective
and,
as
you
all
know,
I'm
here
to
represent
students,
I
will
not
be
letting
these
go,
I'm
very,
very
passionate
and
heartfelt
about
them,
because
I'm
pretty
much
experienced
experiencing
them
all
myself
and
bsac
feels
very
strongly
as
well,
and
then
I
would
just
leave
off
by
saying
just
to
put
out
there
on
the
record.
G
Madam
chair
vice
chair,
I
will
be
sort
of
meeting
with
my
bsac
staff
and
you
to
hopefully
by
the
next
school
committee
meeting
and
the
superintendent
as
well,
so
hopefully
by
the
next
school
committee
meeting,
start
back
up
the
b
stack
reports
that
the
student
representative
has
been
historically
known
to
give
every,
I
believe,
like
once
a
month.
So
I
would
like
to
start
that
up
since
bisak
is
now
in
the
move
and
on
the
grind.
A
Great,
thank
you
so
much.
I
think
the
mental
health
piece
is
is
really
huge,
especially
right
now
I
could
not
agree
with
you
more.
I
know
that
at
our
retreat
the
superintendent
is
going
to
talk
about
recovery,
so
I
assume
there'll
be
pieces
around
that
in
there
and
the
the
teacher
accountability.
I
think,
like
this
presentation
here.
That's
part
of
that
evaluation
and
that
question
that
dr
coleman
and
I
think
miss
robinson
was
the
other
person
that
brought
that
up.
So
we
do
need
to
look
at
that.
A
So
thank
you
for
bringing
up-
and
I
I
mean
I'm,
not
the
superintendent
but
I'll
just
say
I
I'm
sure
she
would
agree
with
me
that
meaningful
work,
not
busy
work
is
very
important
but
I'll
leave
that
to
her
because
she's
the
superintendent,
that's
her
role,
and
you
know
she
can
address
that
with
you.
So
thank
you.
A
The
only
other
new
business
that
I
want
to
say
is
for
those
people
that
are
nervous
about
pronouncing
my
last
name
now
that
they
have
to
say
it
all
the
time,
something
very
simple
that
I
tell
people
when
you
think
of
davila.
Think
of
davio's
cafe
and
then
you'll
be
fine,
davila
davio's
cafe,
it
will
be
super
super
easy
and
if
you
don't
pronounce
it,
I'm
okay,
I
don't
take
it
personally
but,
as
we
said
before,
names
matter
so
just
want
to
share
that
and
with
all
of
that.