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From YouTube: Boston School Committee Meeting 11-3-21
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
B
C
D
F
B
B
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
at
bostonpublicschools.org
backslash
school
committee.
Under
the
november
3rd
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
bps
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
B
B
H
Thank
you
very
much,
madam
chair
good
evening.
Everyone,
distinguished
guests,
my
name,
is
juan
bernal.
I
am
the
spanish
interpreter
who
will
be
interpreting
consecutively
and
exclusively
for
school
committee?
Member
spanish
speak
and
miss
rafaela
polanco
garcia,
while
the
other
two
interpreters,
mr
randolph
and
ms
lewis
will
be
providing
interpretation
simultaneously
for
those
in
need.
I
will
proceed
to
make
the
same
announcement
in
spanish.
B
L
L
Yeah
hi,
my
name
is
karima
mela.
I
am
the
interpreter,
I'm
gonna
interpret
them
tonight
and
it's
me
kelly.
Mamela
and
mutation.
M
N
Good
evening,
everyone,
my
name,
is
I'll,
be
your
haitian
korean
interpreter.
O
B
Q
B
S
B
W
B
B
B
B
As
we
begin
here
tonight,
I
want
to
take
a
moment
to
congratulate
mayor
elect
wu
on
her
victory
last
night.
I
know
that
the
news
courage
has
mentioned
the
many
firsts
that
she
now
occupies,
but
I
worry
a
bit
that
saying
it
so
often
starts
to
take
away
from
the
truly
historic
victory
we
saw
last
night.
So
instead
of
reviewing
this
amazing
accomplishment
again,
I
just
simply
want
to
offer
my
deepest
congratulations
to
mayor-elect
wu.
B
We
look
forward
to
working
with
you,
mayor,
electru
and
her
team
to
continue
efforts
to
improve
the
boston
public
schools
for
all
of
our
students
and
our
families.
I
also
want
to
congratulate
councillor
isabe
george
and
her
team
for
their
campaign
and
all
the
hours
they
spent
meeting
voters
across
the
city.
B
B
Z
B
All
right,
thank
you.
We're
thrilled
to
have
mayor
kim
jenny
with
us
this
evening,
kim
janey
made
history
as
the
first
black
mayor
and
black
woman
to
hold
the
office
in
her
former
role
at
massachusetts.
Advocates
for
children,
also
known
as
mack
mirjani,
was
a
regular
fixture
at
school
committee
meetings,
paying
particular
focus
on
closing
gaps
with
students
of
color
english
learners
and
students
living
in
poverty.
B
As
mayor,
she
has
continued
that
commitment.
Thank
you,
mayor
janie,
for
your
partnership
during
this
critical
time
in
our
city
and
thank
you
to
your
talented
and
dedicated
staff
for
their
support
over
the
last
several
months.
We
know
that
you
will
continue
your
long
career
in
public
service
and
continue
to
do
great
things
for
our
city,
and
we
are
delighted
to
have
you
with
us
tonight.
Z
Thank
you
so
much
chairwoman
robinson
committee,
members,
superintendent,
dr
cassellius
greetings.
My
name
is
kim
janey
and
I
have
the
honor
of
serving
as
mayor
of
boston.
As
many
of
you
may
know,
I
come
from
a
long
line
of
educators,
so
I
have
long
understood
the
importance
of
education
as
a
parent
of
a
bps
graduate
and
as
a
long
time
education
advocate.
I
have
worked
hard
to
ensure
that
all
of
our
young
people
have
a
quality
education
that
meets
their
needs.
Z
It
is
so
critically
important.
We
also
opened
up
with
a
record
first
day
attendance
this
school
year
and
we
have
beat
our
five-year
average
in
terms
of
on-time
bus
arrival
this
school
year.
We
have
an
opportunity
to
make
historic
investments
with
fsr
funding,
to
make
sure
that
we
continue
to
do
the
work
beyond
covet
19..
Z
We
also
did
important
work
in
terms
of
revamping
our
exam
school
admissions,
an
issue
that
I
had
worked
on
long
before
elected
office,
something
that
I
worked
on.
While
I
was
at
mac
with
a
number
of
organizations-
and
it
was
really
good
to
see
the
superintendent
and
the
boston
school
committee
adopt
a
new
policy
that
gives
more
opportunity
to
more
students.
Z
We
also
have
the
opportunity
to
do
more
in
terms
of
swim
for
our
young
people
and
families
all
across
the
city
of
boston.
A
couple
of
weeks
ago,
I
launched
a
new
initiative
and
we
are
still
exploring
options
in
terms
of
our
third
grade.
Curriculum
for
swimming
we've
done
a
lot
in
a
short
period
of
time,
but
there
is
so
much
more
work
to
do.
Z
As
each
of
you
know,
I've
been
a
broken
record
on
the
need
to
focus
on
our
opportunity
gaps
so
that
our
young
people
have
exactly
what
they
need
to
succeed,
and
I
know
that
each
of
you
share
that
commitment
and
there's
so
much
more
work
to
do
whether
we're
talking
about
expanding
dual
language,
whether
we're
talking
about
teacher
diversity
or
the
need
to
ensure
that
we're
focused
on
our
voc
tech
school,
like
madison
park,
to
make
sure
that
we're
doing
more
in
terms
of
literacy
and
expanding
opportunity
for
early
childhood
education,
the
investments
we
need
to
make
into
our
school
buildings,
and
so
much
more
and
as
I
leave
office,
I
am
encouraged
that
the
next
mayor
is
coming
in
that
she
is
a
woman,
a
woman
of
color,
that
she
is
a
bps
mom
who
understands
the
importance
of
all
of
these
issues.
Z
I've
worked
with
her
particularly
around
madison
park
and
some
of
the
other
education
issues
that
are
important,
and
I
know
that
she
will
lead
our
city
to
a
good
place,
particularly
as
it
relates
to
our
schools
as
a
bps
mom.
And
so
I
am
really
grateful
that
my
granddaughter,
who
is
seven
years
old,
can
look
up
and
still
see
a
woman
leading
the
city
of
boston,
and
so
I
want
to
extend
my
congratulations
to
her
publicly.
Z
I
certainly
want
to
thank
the
entire
boston
city
council,
for
their
strong
advocacy
as
it
relates
to
our
schools,
certainly
want
to
acknowledge
counselor
asabi
george,
who
has
led
the
education
committee
on
the
boston
city
council
for
all
of
her
work.
But
at
this
time
I
want
to
extend
my
partnership
to
the
superintendent
to
the
school
committee
and
certainly
to
mayor-elect
wu.
Z
She
prepares
to
take
office
in
the
next
couple
of
weeks,
and
I
also
want
to
give
just
a
heartfelt
thank
you
to
again
the
teachers
and
parents,
and
so
many
others
who
have
been
working
on
the
front
lines
to
reopen
our
schools
and
to
make
sure
that
our
children
have
everything
that
they
need.
We've
got
more
work
to
do,
but
I'm
encouraged,
because
I
know
we
will
continue
to
do
that
work
together.
So
thank
you
so
much
for
the
opportunity
and
love
to
turn
it
over
to
mayor
electro.
AA
C
AA
I
want
to
thank
mayor
janie
for
her
consistent
leadership
and
advocacy
for
the
young
people
of
our
city,
starting
from
long
before
she
was
in
this
role
or
even
on
the
council
or
in
elected
office.
This
was
her
focus
and
this
was
her.
This
was
her
top
priority
and
her
leadership
has
since
continued
to
back
that
up
as
she
mentioned.
This
is
an
area
that
I'm
going
to
take
very
personally,
because
my
two
boys
are
at
the
sumner
school.
AA
AA
I
want
to
thank
the
superintendent
for
her
warm
welcome
and
eagerness
to
help
me
hit
the
ground
running
with
the
many
issues
that
will
be
ongoing
and
many
of
which
mayor
janie
and
I
discussed
earlier
today
at
her
office
in
city
hall
and
for
the
school
committee
members
to
for
your
service.
I'm
looking
forward
to
continuing
to
get
to
know
you
and
working
to
take
on
the
big
challenges
within
our
city
and
our
district,
but
also
make
sure
we
are
delivering
day
to
day,
as
as
a
parent,
a
bps
mom.
AA
B
B
Finally,
I
want
to
thank
mayor
janie
for
appointing
ms
lepara
and
miss
polanco
garcia
to
the
school
committee.
They
have
brought
such
a
valuable
perspective
to
the
committee
as
parents
and
thought
partners
and
really
pushing
our
thinking
their
terms.
Their
terms
are
coterminous
with
the
acting
mayor,
so
we
don't
know
at
this
moment
what
the
future
will
hold.
There
is
a
public
process
that
the
school
committee
nominating
parent
panel
is
working
through
right
now.
B
B
E
F
G
AB
AC
I
want
to
congratulate
michelle
wu,
who
was
elected
as
our
next
mayor
of
boston
of
this
great
city,
she's,
not
only
the
first
woman
elected
as
mayor,
but
also
the
first
person
of
color
and
the
first
candidate
of
asian
american
descent
to
be
elected
mayor
in
boston,
boston
is
a
wonderfully
diverse
and
vibrant
city,
which
we
see
represented
in
our
schools.
Each
and
every
day
I
have
witnessed
firsthand
the
importance
of
diverse
representation
for
our
students.
AC
AC
I
look
forward
to
working
with
you
in
our
continued
quest
to
provide
a
world-class
education
for
all
of
our
students
and
look
forward
to
your
progressive,
bold
vision
for
our
schools.
I
also
want
to
thank
mayor
janie
for
joining
us
this
evening
and
for
her
incredible
leadership
of
our
city
over
the
last
seven
months.
It
has
been
a
pleasure
working
with
you
and
I
look
forward
to
your
ongoing
partnership
as
you
transition
to
your
new
role
in
civic
leadership.
AC
I
know
you
will
continue
to
be
involved
in
bps
because
you
love
our
children
and
you
put
their
them
and
their
families
first.
Thank
you
for
the
support
of
bps
students
and
their
families.
During
these
unprecedented
and
challenging
times
in
which
you've
been
steady
in
your
leadership
and
your
support
of
boston,
public
schools,
we
couldn't
have
done
it
without
you
and
the
entire
cabinet.
So
much
thanks
to
you
and
the
cabinet
for
supporting
boston,
public
schools
during
this
pandemic
and
just
always
supporting
us.
AC
I'm
going
to
switch
over
to
some
updates
on
school
registration
school
choice
season
for
2022-23
is
here.
We
encourage
all
families
that
are
in
the
final
grade
of
their
current
schools
or
who
plan
to
register
for
bps
to
research,
their
school
options
in
preparation
for
registration,
which
opens
in
january.
AC
At
this
time
all
bps
schools
are
holding
school
preview
times
or
virtual
information
sessions
for
prospective
families
to
learn
more
about
each
school,
meet
the
school
leaders
and
ask
any
questions
that
they
have
for
a
list
of
school
preview
dates
times
as
well
as
info
sessions
at
each
school.
You
can
visit
bostonpublicschools.org
forward
slash
school
preview
there.
You
will
also
find
an
interest
form
in
10
languages
to
fill
out.
AC
AC
As
I
mentioned
in
my
october,
6th
report,
marjorie
pida
pre-k
teacher
at
the
rafael
hernandez
k-8
school
in
roxbury
was
the
recipient
of
the
prestigious
adelante
award,
a
national
recognition
that
celebrates
public
school
educators,
who
have
made
significant
contributions
to
advance
educational
equity,
meaningfully,
engage
latino
families
and
work
diligently
to
enhance
the
schooling
experience
of
latino
students,
concurrently,
candido
munda,
arboleda
spanish
language
literacy.
Teacher
for
this
life
program
was
also
named
an
awardee
by
latinos
for
education.
AC
Both
marjorie
and
candida
were
honored
at
the
lfe
state
of
latino
education
conference
that
same
week,
which
coincided
with
latinx
and
hispanic
heritage
month.
I
had
the
pleasure
of
surprising
marjorie
and
candida
last
week
at
the
hernandez
school
with
school
committee
member
lorena,
lopera
and
rashawn
martin
bps,
director
of
retention
programs
and
services
for
educators
of
color.
AC
AC
AC
AC
Lastly,
while
getting
vaccinated
is
a
serious
and
important
part
in
keeping
the
entire
bps
and
boston
community
safe,
we
want
to
make
sure
our
students
and
families
also
have
fun
while
doing
it
with
that
we're
planning
some
family
fun
days
in
the
new
year.
That
will
also
include
vaccine
distribution
for
those
who
are
interested
in
receiving
one.
AC
I
want
to
quickly
acknowledge
feedback
that
we
have
received
from
the
sumner,
the
mendel
and
the
blackstone
schools.
Following
our
build
pps
presentation
last
week,
my
team
has
done
additional
walkthroughs
at
each
of
these
schools
this
week
to
ensure
that
we
are
making
the
best
decisions
for
our
communities
and
with
our
communities.
AC
AC
AC
AC
AC
A
respected
colleague,
a
dedicated
community
leader
and
a
proud
bps
graduate
monica
reminds
us
all
of
the
immense
talent
and
incredible
potential
of
every
single
one
of
our
bps
students,
I'm
so
proud
of
her
and
her
and
appreciative
of
her
service,
and
I
wish
her
only
the
best
of
luck.
She
will
still
be
really
close
by
so
we'll
be
calling
on
her
for
quite
a
while.
AC
Xavier
has
been
with
me
since
since
day
one
as
a
trusted
advisor
and
confidant,
he
has
led
our
efforts
to
share
the
good
news
of
our
students
and
staff
with
the
media
and
with
the
broader
community
work
that
is
often
challenging,
but
always
rewarding
he's.
Also
a
graduate
of
bps
and
the
son
of
a
dedicated
nurse
at
ellison
school.
I'm
grateful
for
his
leadership,
his
steady
approach
and
his
unwavering
commitment
to
our
students.
AC
Both
you
and
monica
it
is
it's
gonna
be
hard
for
me.
AC
You
both
always
have
been
here
for
me,
and
you
know
that
you
always
have
a
home
to
come
back
to
here
at
bps
and
then
just
finally
to
add
to
what
madam
chair,
you
shared
about
ms
lopera
and
miss
polenko
garcia's
tenure
here
on
the
school
committee.
AC
B
B
F
Thank
you,
madam
chair,
and
thank
you
superintendent
for
your
report.
Just
a
few
comments.
First,
on
the
vaccination
piece,
I
really
appreciate
outlining
the
plans
and
the
goals
on
that
also
grateful
to
the
boston
medical
center
for
the
collaboration.
F
As
we
know,
you
know
our
students
we
are
are
some
of
the
populations
that
are
hardest
to
reach
for
vaccinations
and
care.
So
it's
great
that
we're
doing
direct
education
from
trusted
individuals
doing
doing
vaccination
clinics
on
site,
which
I
think
is
going
to
be
really
important
to
make
sure
that
you
know
we
offer
as
many
kind
of
access
points
and
opportunities
to
children
to
get
these.
You
know
these
life-saving
medicines
into
them
soon.
So
so,
thank
you
very
much
for
the
focus
on
that.
F
We
look
forward
to
hearing
more
as
that
that
progresses.
Also.
I
appreciate
your
announcing
you
know:
we've
all
been
hearing
on
the
the
concerns
around
the
reconfigurations
around
schools
and
expanding
sixth
grade
and
a
number
of
schools
so
that
we're
going
to
have
this
community
process
before
we
actually
vote
on
on
on
the
closures.
F
I
know
I'll
hope
to
attend
a
number
of
these
community
meetings.
I've
heard
from
families
and
educators
concerns
about
how
their
schools
are
going
and
it's
it's
good
to
see
that
we're
directly
engaging
with
everyone.
So
I
appreciate
you're
announcing
that
as
well
and
then.
Finally,
just
really
I'm
all
comments
tonight,
just
I
appreciate
madam
chair,
acknowledging
the
you
know
the
vote
on
on
the
elected
school
committee.
I
appreciate
the
way
you
framed
it.
F
F
We
need
to
show
people
what
we
can
do
and
the
past
few
years
have
been
extraordinarily
challenging
for
all
the
reasons
we've
discussed,
but
we
really
can
you
know,
seize
the
moment,
new
administrations
at
multiple,
multiple
levels
and
and
really
be
a
part
of
of
building
on
on,
what's
working
in
our
district,
but
also
you
know,
meeting
those
challenges
that
continue
to
be
challenges
so
so
for
me,
I
think
it
it.
You
know,
definitely
lit
a
fire
that
the
public
says.
F
You
know
we
we
need
to
focus
and
we
really
need
to
address
these
long-standing
issues.
So
with
that,
thank
you.
B
H
Thank
you
very
much,
madam
chair.
I
had
a
different
vision
before
joining
the
boston
school
committee
as
being
a
speaking
spanish-speaking
person
and
sharing
with
all
the
foster
school
committee
members
here
today,.
AD
H
H
AD
H
So
there
is
something
that
is
very
conforting
to
me.
I've
been
actually
getting
calls
so
when
there
is
a
comment
that
is
directed
to
the
office,
that
is
the
boston
public
schools
office.
They
do
contact
me.
I
do
appreciate
that
because
it
shows
that
they
are
hearing
to
the
people
and
they
are
communicating
that.
AD
H
H
AD
H
AD
H
Thank
you
very
much
for
the
entire
team.
I
will
continue
seeing
you
guys
particular
thanks
to
miss
lina
and
mrs
elizabeth,
whom
were
present
all
the
time
with
the
translations
of
the
documents
to
be
linguistically
present
at
all
times.
I
do
really
appreciate
your
patience
and
your
help
provider.
Thank
you
so
much
to
mrs
lopera.
Thank
you
very
much
to
miss
road,
mr
arujo.
Madam
president,
superintendent,
everybody.
I
will
continue
being
involved.
AE
Thank
you
very
much,
madam
chair,
and
it's
always
hard
to
follow
rafaela
because
she
just
says
it
all
incredibly
beautifully
and
from
the
heart,
but
I
do
just
want
to
take
a
moment
to
thank
mayor
janie
for
allowing
me
to
serve
in
this
capacity
and
really
the
superintendent
for
always
making
time
to
explain
or
answer
my
questions.
AE
My
many
questions
and
my
fellow
committee
members
for
quickly
bringing
me
into
the
fold.
I
know
that
my
time
serving
in
this
capacity,
a
school
committee
member
has
been
short,
but
I
am
honored
for
the
opportunity.
I
want
to
also
thank
the
district
staff
who
again
have
answered
many
of
my
questions.
AE
Thank
you
to
school-based
staff,
who
have
opened
their
doors
and
classroom
doors
to
for
me
to
be
able
to
see
the
work
on
the
ground
and
really
thank
you
to
students
and
families.
Who've
reached
out
and
entrusted
me
with
their
questions
and
concerns,
as
rafaela
I
mentioned,
am
a
bps
parent,
boston
resident,
and
I
wholeheartedly
believe
that
the
city
and
the
state's
future
is
right
in
our
classrooms
and
it's
our
responsibility
to
cultivate
and
educate
our
future
leaders.
AE
AE
I
think
one
of
the
pieces
that
I
haven't
heard
too
much
more
about
so
we've
heard
about
visiting
schools
that
could
potentially
that
aren't
slated
right
now
to
have
additional
sixth
grade
in
their
mix,
which
I
appreciate
that
continued
evaluation
and
community
engagement.
I
think
the
part
that
I'm
still
have
questions
around
is
the
proposed
expansion
of
some
of
the
7
to
12
schools.
AE
As
I
mentioned
at
our
last
meeting,
I
really
want
to
understand
how
the
quality
of
the
academics
academic
opportunities
that
exist
in
those
schools
is
a
part
of
the
the
thinking
process.
Around
expansion
in
those
schools,
and
so
that's
really
my
my
only
question
the
other
pieces.
I
know
we're
still
working
with
community,
but
I
want
to
understand
how
some
of
the
proposed
7-12
can
really
be
a
viable
pathway
for
students
and
families.
AC
Yeah,
that's
good
questioning
and
we
are
working
right
now
with
the
impacted
schools,
and
then
we
will
outline
the
process
for
our
remainder
of
our
high
schools
in
the
remainder
of
our
k-5s,
as
we
shared
in
the
presentation
last
week.
We
also
know
that
this
could
impact
our
k-8s,
and
so
we
don't
want
to
be
doing
those
three
things
piecemeal.
We
want
to
come
up
with
a
full
plan
and
so
we'll
be
doing
that
engagement
work
with
the
community
over
the
next
couple
of
months.
AE
Great-
and
I
just
want
to
reiterate-
I
mean
I
guess
it
doesn't
matter
because
I
may
not
be
here,
but
should
I
be
in
this
position?
I
think
it
would
be
really
important
for
me
to
understand
what
that
holistic
plan
looks
like
prior
to
making
a
decision
on
any
school
closures.
It
might
be
a
moot
point,
but
it's
something
that
I
feel
should
be
on
the
record
for
how
I'm
thinking
about
grade
configuration.
AE
G
Hi
every
everyone
I
I
appreciate
the
the
the
third
report
from
the
superintendent
I'm
just
like
you
know,
I'd
just
like
to
take
this
opportunity
to
thank
two
most
recent
members,
miss
lopera
and
mr
poland,
rolando
garcia
for
your
commitment
and
and
your
hard
work
along
with
us
serving
on
the
committee
for
the
last
several
months.
G
I
hope
that
will
we'll
be
working
together
again,
whether
in
the
same
capacity
or
not
it
it.
It
doesn't
matter,
but
I
I'm
I'm
quite
sure
that
we'll
be
working
together
again
since
member
diorajo
mentioned
about
the
the
vote
last
night
on
the
referendum,
I'd
like
to
share
some
some
of
my
my
my
my
thought
on
it
as
well.
G
First
of
all,
I
would
say
that
let
the
democratic
process
begin
how
how
long
it
will
take
to
change
the
to
change
the
the
the
arrangement
of
the
committee.
We
don't
know,
maybe
two
two
years
down
the
road
whatever
it
is,
and
I.
G
Without
having
concrete
evidence
before
before
us,
but
I
do
suspect
that
one
of
the
factors
driving
the
decision
on
that
referendum
may
have
been
the
perceived
misperceived
notion
that
we
serve
at
the
pledge.
Because
we
suffer
the
pleasure
of
the
of
the
mayor,
then
we
are
pretty
much
beholden
to
the
mayor
on
on
on
all
issues.
G
G
So
I
appreciate
that
and
my
you
know
I
have
one
year
left
on
on
on
the
committee.
I
would
not
know
whether,
even
if
I'm
considered
to
you
know
for
for
returning,
I
don't
know
whether
I
I
want
to.
But
you
know
what
I
want
I
want
to
say
is
that
I
I
really
appreciate
you
all
and
whatever
the
the
conception
now
is
a
misconception
now
there
thank
you
for
allowing
me
to
work
with
you
and
allowing
and
and
and
giving
a
chance
giving
me
a
chance
to
learn
from
you
all.
Thank
you.
AB
Thank
you,
madam
chair,
and
I
apologize
that
some
of
the
impact
from
the
storm
last
week
did
not
allow
me
to
participate
in
last
week's
meeting,
but
I'm
glad
to
be
with
my
fellow
members
today.
I
did
catch
up
on
the
mat
as
discussed,
so
I
do
appreciate
in
particular
community
meetings
the
superintendent
is
going
to
be
holding
on
the
schools
that
were
discussed
by
my
fellow
members.
AB
I
too
will
be
following,
have
been
following
and
will
be
following
that
issue
and
look
forward
to
the
next
steps
on
that,
and
I
agree
with
some
of
the
other
comments
that
were
made.
We
have
an
appointed
committee.
It
is
our
job
to
follow
the
rules
or
the
guidelines
set
out
by
the
state
enabling
legislation,
and
that
is
our
job.
To
do
it.
We
are,
as
you
said,
chair
robinson,
we're
dedicated
public
servants
trying
to
do
the
best
that
we
can.
AB
When
you
talk
with
governance
experts
across
the
country,
including
the
governance
expert
of
the
council
of
great
city
schools,
who
said
there
is
no
research
showing
that
an
appointed
or
an
elected
committee
is
better
in
either
way,
but
each
have
their
strengths,
and
he
has
also
said
that
elected
committees
do
tend
to
be
better
perceived
by
the
community
as
listening
to
the
community
and
appointed
committees
tend
to
have
more
of
a
strategic
vision,
and
I
think
we've
done
a
lot
of
work
on
that,
but
we
can
certainly
in
in
hearing
that
feedback
from
him
at
our
retreat.
AB
Recently.
You
know
we
can
certainly
be
doing
a
better
job
at
community
involvement.
I
know.
Madam
chair,
you
have
been
leading
that
effort.
You
have
had
a
lot
of
thoughts
about
how
we
can
can
continue
to
improve
on
that,
because,
no
matter
the
outcome
of
last
night,
there
was
still
a
process
that
involves
the
city
council
and
the
mayor
and
the
state
legislature
and
the
governor.
That
is
all
of
our
all
out
of
our
hands,
and
we
can't
get
distracted
by
that.
AB
If,
if
the
voters
and
elected
officials
decide
to
go
another
way,
then
so
be
it,
but
we
still
have
a
lot
of
work
to
do
and
we
have
to
continue
to
focus
on
hearing
the
voice
of
the
community.
So
I
really
appreciate
the
superintendent,
for
example,
on
this
issue,
announcing
a
number
of
community
meetings
and
listening
to
individual
school
communities
and,
lastly,
to
ms
lopera
and
miss
polenko
garcia.
AB
You
have
had
a
very
brief
time
in
the
committee,
but
your
impact
has
already
been
strong.
You
are
both
individually
excellent
new
members.
You
both
brought
separately.
AB
You
have
obviously
some
overlap
with
both
being
parents,
both
being
extremely
involved
in
the
community,
both
being
focused
on
education,
both
being
professionals
yourself,
but
the
way
you
have
both
gone
about
giving
feedback
to
the
committee
asking
questions.
You've
each
brought
your
your
own
style
and
own
voice
to
the
committee
as
well,
and
I
for
one
have
learned
by
listening
to
your
questions.
Listening
to
your
comments
and
and
having
conversations
with
you.
So
hopefully,
your
time
in
this
committee
is
just
starting,
but
of
course,
new
administration,
numerous
may
decide
to
go
different
directions.
AB
So
whatever
the
case
may
be,
I
I
hope
we
are
continuing
to
work
with
you
as
a
committee
member
and,
if
not,
I
have
no
doubt
that
we
will
be
working
with
you
and
listening
to
your
voice
and
learning
from
you.
So
thank
you.
Miss
lapera
for
your
work
to
date
and
mr
polanco,
garcia,
mitchell,
gracias
for
the
mucho
gracias
for
the
for
your
time
and
input
on
the
committee
as
well.
Thank
you,
madam
chair.
Thank.
Y
Yeah
hi,
I
would
like
to
just
thank
miss
garcia
and
her
for
their
time
here
and
just
representing
their
identities
in
the
space
and
greatly
caring
for
our
students.
I
also
like
really
appreciate
the
vaccination
sites,
since
I'm
an
older
sister.
I
have
a
younger
brother,
that's
definitely
terrified
of
getting
shots
so
providing
that
kind
of
safe
family
environment
for
children.
Y
I
think
that
would
make
giving
vaccinations
so
much
safer
and
healthier
for
these
kids,
who
might
be
emotionally
scared
by
these
shots
and,
of
course,
helping
families
understand
the
importance
of
getting
these
shots,
and
I'm
also
appreciative
of
the
committee
for
pushing
back
the
meeting
to
vote
on
the
school
stuff
for
next
week
for
our
community
members
and
families
and
everyone
to
just
kind
of
discuss
this
issue
and
sit
upon
it.
This
is
a
very
important
vote
and
I'm
glad
you
guys
are
pushing
back
on
voting
on
it
until
next
week.
B
Right,
thank
you,
superintendent.
I
just
want
to
join
you
in
thanking
both
mr
andrews
and
miss
roberts
for
their
undying
commitment
to
the
district.
They
have
both
been
amazing
colleagues
over
the
years
and
for
all
of
their
hard
work
and
supporting
us
as
well
with
lots
of
information
over
the
you
know
over
this
time,
and
I
just
want
to
join
you
in
wishing
them
well
in
their
further
endeavors.
B
I
do
look
forward
to
hearing
more
about
the
testing
sites
for
our
students
and
how
all
of
that
will
be
working
out
over
the
next
several
weeks.
So
thank
you
for
that
as
well.
If
there's
no
further
discussion,
I
would
like
to
now
entertain
a
motion
to
receive
the
superintendent's
report.
B
AB
Madam
chair,
I'm
sorry,
I
also
just
forgot
to
say
I
also
want
to
give
thanks
to
miss
roberts
and
mr
andrews
in
particular-
and
I
I
I
just
have
to
say
I
can't
tell
you
how
many
times
over
the
years
would
bring
a
smile
to
my
face
when
the
superintendent
would
say,
I'm
going
to
ask
monica
roberts
to
lead
up
with
the
effort
on
this
and
as
a
school
committee
member,
you
would
smile
because
you
would
say
it's
in
good
hands
and
this
is
going
to
be
done
right
and
thoughtfully,
etc.
AB
So
we
look
forward
to
continue
to
work
with
miss
roberts
and
her
in
a
new
role
with
city
year,
and
we
also
wish
mr
andrew
as
well
in
his
next
endeavor
as
well
love
that
they
were
both
graduates
of
the
district
and
they
loved
the
district
and
they
did
excellent
work.
So
superintendent,
you
have
big
shoes
to
fill,
and
I
know
you're
constantly
working
on
that.
But
thank
you
to
miss
for
hobbit,
saying
mr
andrews
all
right.
B
Thank
you
sullivan.
Will
you
please
call
the
roll.
AF
H
N
D
G
D
D
D
D
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
district
staff.
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.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
D
D
AG
AG
Yesterday
we
had
a
historic
election
and
while
normally
things
tend
to
slow
down
the
week
after
the
election
day,
we're
keeping
the
momentum
going,
because
the
issues
that
our
families
are
experiencing
every
day
are
still
going
on.
Over
the
past
several
weeks,
we
have
been
receiving
countless
emails
from
parents
at
the
sumner
school
who
have
been
frustrated
and
confused
by
the
lack
of
parent
engagement
and
communication
from
the
school
district.
This
is
an
ongoing
issue,
we're
seeing
across
boston
public
schools,
and
it
has
come
to
a
head,
particularly
when
it
comes
to
the
summer.
AG
Parents
of
the
summer
have
had
been
led
to
believe
that
each
of
each
of
the
four
roslindale
elementary
schools
would
be
getting
a
sixth
grade.
However,
that
all
changed
last
week
when
parents
at
the
sumner
school
received
an
email
saying
that
they
that
wouldn't
be
the
case,
this
was
the
first
time
in
over
a
year
that
parents
at
the
sumner
had
been
contacted.
AG
Regarding
the
sixth
grade
plan,
keeping
in
good
communication
with
parents
is
essential
not
just
because
parents
rely
on
information
to
make
the
best
decisions
as
possible
for
the
children,
but
because
it
is
the
responsibility
of
boston,
public
schools
to
earn
and
keep
the
trust
of
our
community.
AG
I
appreciate
hearing
from
the
from
superintendent
cosilius
tonight
about
the
upcoming
community
sessions
with
parents
and
students
from
the
sumner,
but
I
hope
that
moving
forward
keeping
the
flow
of
communication
constant
for
I'm
not
done
yet
of
the
four
roslindale
elementary
schools
without
a
sixth
grade,
the
philbrook,
the
mozart
and
the
plates,
the
summer
represents
half
of
the
minority
and
and
heist
needs
students
in
roslindale
boston,
public
schools.
So
I
do
believe
we
need
to
be
looking
at
every
possible
for
the
sixth
grade.
Oh
did
you
guys
put
me
on
mute?
AG
Okay,
not
yet
when
it
comes
to
our
community
and
I'm
really
hoping
that
the
decision
that
it's
going
to
impact
our
kids
our
front
and
center.
I
seriously
hope
that
we
can
take
on
this
instance
as
a
learning
opportunity
and
build
community
network
that
is
grounded
in
communication
and
transparency.
AG
And
you
know
this
is,
I
feel
like
we
keep
having
the
same
conversation
over
and
over
again
when
it
comes
to
communication
and
transparency,
and
this
is
just
another
example
of
why
so
many
parents
continue
to
feel
unseen
and
unheard,
and
so
I
am
looking
to
the
school
committee
to
and
the
superintendent
to
do
right
by
the
sumner's
students,
especially
since
I
spent
a
little
bit
of
time
there
working
with
parents
trying
to
build
the
latino
parent
leadership
network
there,
as
well
as
the
students.
D
Thank
you,
counselor,
we'll
now
move
on
to
our
speakers
who
will
be
using
interpretation
services.
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
realm
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony
move
on
to
our
spanish.
D
Our
spanish
speakers,
denilsa
martinez,
vanilsa.
AH
I
My
name
is
mrs
cannell,
and
I
have
three
children
that
attend
the
joseph's
perry
school.
I
Unfortunately,
the
loss
of
life
and
the
laws
of
economics
have
placed
us
in
a
very
tough
situation.
AH
I
I
So
good
evening
to
all
members
of
the
school
committee,
my
name
is
priscilla
rodriguez
and
the
reason
why
I'm
here
is
because
I
would
like
to
express
my
concerns
regarding
the
decision
in
the
last
meeting
regarding
the
closing
of
the
schools.
I
Which
they
had
to
take
their
classes
from
home,
and
it
was
very
hard
for
them
to
adapt.
I
AJ
I
AK
I
I
AK
I
D
AL
Hi,
sorry,
can
you
hear
me?
Yes,
we
can.
Thank
you
so
much.
My
name
is
jody
sugarman
brozan,
I'm
the
executive
director
at
mass
kosh,
the
massachusetts
coalition
for
occupational
safety
and
health.
I
live
in
roslindale
and
I'm
a
bps
parent
of
15
years
now
with
a
senior
at
boston,
latin
school
and
I'm
here
for
several
reasons
tonight.
First,
I
I
want
to
echo
all
of
the
concerns
raised
by
parents
in
the
blackstone
sumner
mendel
schools,
as
we
plan
is
the
his
bps
moves
to
close
the
tumulty
irving
and
jackson
man.
AL
We
want
to
make
sure
that
the
the
voices
of
parents
are
heard,
I'm
glad
to
hear
that
you're
postponing
for
at
least
a
week,
but
it
seems
there's
a
lot
more
planning
to
be
done.
We
don't
want
to
see
a
situation
in
which
we
are
keeping
moving.
Students
into
places
that
are
unsafe.
AL
Buildings
are
already
overcrowded
without
room
for
proper
social
distancing,
and
we
want
to
urge
you
to
think
about
creative
solutions
to
find
space
for
these
sixth
graders
in
these
three
schools
by
working
with
nearby
community
centers
churches
and
businesses,
and
we
urge
you
to
continue
to
delay
the
vote
until
you
have
a
plan.
That's
success,
acceptable,
really
wanna
make
sure
that
bps
is
working
towards
those
clinics
for
five
to
11
year
olds.
It
was
really
great
to
hear
that
and
including
bringing
information
to
those
families
in
the
languages
that
they
are
most
comfortable.
AL
So
as
we
plan
to
ask
medical
experts
ensuring
that
interpretation
in
multiple
languages
is
available
and
while
I'm
on
covet
19,
I
also
want
to
make
sure
that
I
ask
about
how
contact
tracing
is
being
done
and
whether
it's
being
done
in
a
timely
way.
We
are
hearing
reports
that
some
schools
have
been
informed
of
cases
that
then
don't
show
up
on
the
bps
website
and
would
like
to
hear
more
information
about
that
process
also
would
like
to
get
an
update
on
the
air
quality
data
loggers
that
bps
is
installing.
AL
What's
the
timeline
also,
what's
bps's
plan
for
sharing
that
data
once
that
the
loggers
collect
and
responding
to
unsafe
conditions
when
they
arise,
we
really
urge
bps
to
develop
a
plan
to
ensure
transparency
on
that
and,
finally
urge
bps
to
work
with
students,
especially
team
leaders,
at
mass
kosh,
on
a
plan
for
excessive
heat
in
the
spring
as
a
spring
month's
approach.
Thank
you
very
much
for
the
opportunity
to
testify
today.
AM
Good
evening
sorry,
my
computer's
a
little
slow.
My
name
is
edith
bazil
nikki
giovanni
said
it
is
not
who
you
attend
school
with,
but
who
controls
the
schools
you
attend
in
a
majority
by
park.
District
bps,
key
policy
deciders
for
bps
are
not
cultural
insiders
and
do
not
reflect
the
communities
they
serve
in
the
build
bps
plan.
White
school
communities
are
rewarded
with
expansive
repairs,
swing,
space
and
new
state-of-the-art
buildings,
while
schools
like
the
mckinley
schools,
suffer
with
no
gym
no
library,
no
cafeteria
and
no
science
labs.
AM
This
is
only
one
example
of
how
build
bps
policy
makers
demonstrate
a
lack
of
concern,
a
lack
of
urgency
and
a
lack
of
racial
equity
in
addition
to
ignoring
school
communities
that
are
in
desperate
need
of
repair
or
reconstruction
bill.
Bps
has
shown
callous
indifference
in
closing
schools
that
disproportionately
impact
black
and
latinx
communities.
West
roxbury
educational
complex,
was
closed
without
a
plan,
leaving
families
with
little
or
no
options,
and
this
narrative
is
now
being
replayed
with
the
timothy
and
irving
closures.
AM
Serving
students,
families
and
communities
does
not
mean
listening
and
ignoring
them.
It
means
serving
their
needs.
Instead,
you
prioritize
your
plan,
not
students,
why
chair
robinson,
what
is
more
important
than
knowing
where
your
child
will
be
attending
school.
The
impending
set
of
school
closures
affecting
black
and
latinx
communities
without
real
options
for
rising
sixth
graders
is
unacceptable.
AM
This
would
not
happen
in
certain
neighborhoods
that
have
the
social,
political
and
economic
capital.
Meanwhile,
black
and
latinx
families
are
left
to
come
to
this
committee
begging
for
services
begging
for
options.
This
is
wrong.
Promises
made
in
promises
kept
should
not
just
apply
to
non-black
communities.
It
isn't
right
to
speak.
The
rhetoric
of
anti-racism
then
use
public
funds
to
construct
plans
that
discriminate
against
black
and
latinx
students.
Bps
has
a
duty
to
prioritize
students
who
have
been
historically
underserved,
dismissed
and
reached
mistreated.
AM
AM
AN
AN
AN
To
your
credit,
the
district
has
designed
a
racial
equity
toolkit
and
has
begun
to
use
it
like
many
new
learners.
However,
the
district
still
needs
improvement
in
their
work.
The
consequences
for
their
poor
performance
are
serious
and
related
to
all
kinds
of
decisions
we're
hearing
talked
about
tonight.
AN
If
I
were
the
teacher
of
bill
of
bps,
I
would
have
to
cite
the
following
weaknesses
to
start.
The
answers
in
the
toolkit
forms
don't
address
the
questions
being
asked.
This
is
a
huge
red
flag.
The
answers
rarely
address
whether
an
action
will
be
harmful
to
vulnerable
students
and
communities,
but
instead
list
how
the
district
will
try
to
mitigate
for
the
inequitable
inequitable
decision
being
made.
AN
Other
concerns
include
that
the
equity
analysis
fails
to
use
data
when
making
broad
claims,
and
then
answers
are
often
vague
and
misleading.
In
the
analysis
of
the
closing
of
the
jackson
man,
the
district
says
there
will
be
no
financial
savings
for
fy20,
but
make
no
mention
of
years
beyond
them.
If
properly
used,
the
equity
toolkit
should
ensure
that
stakeholders
are
involved,
they
really
haven't
been.
In
short,
the
use
of
the
analyses
is
inadequate
and
deeply
disappointing.
The
consequences
of
this
are
very
real.
AN
Decisions
are
made
without
full
consideration
of
the
impact
on
groups
by
race,
socioeconomic
status
or
neighborhood,
and
without
full
regard
for
disability
or
language
learner
status.
The
district
must
do
better
for
any
decisions
being
made
and
by
the
way,
links
to
some
of
the
district's
equity
analyses
can
be
found
on
the
quest
facebook
page
at
quest
bps
and
soon
on
our
website
at
questparents.org.
AO
AO
We
currently
have
a
structure
in
complete
disrepair
that
has
lost
almost
all
its
play:
features
due
to
either
unavailable
part
replacements,
rust
or
unsafe
features
that
are
now
boarded
up.
Not
only
does
this
structure
serve
as
an
outlet
for
the
550
students
attending
warren
prescott,
but
as
an
outlet
for
the
entire
community
of
charlestown
and
other
surrounding
neighborhoods.
AO
Yet
its
surface
is
cracked
and
uneven,
which
creates
a
very
unsafe
play
space
for
the
students
we
rely
heavily
on
this
outdoor
space.
Given
the
fact
we
don't
have
a
gymnasium,
the
play
space
is
used
for
pe
classes,
movement
classes.
Before
and
after
school
programming
and
summer
school
warren
prescott
has
recently
applied
for
a
grant
through
the
community
preservation
act,
which
will
provide
funding
for
a
new
playground
for
our
school.
AO
It's
unacceptable
that
so
many
students
and
community
members
don't
have
a
safe
place
structure
accessible
to
them.
The
structure
is
more
than
20
years
old
and
does
not
support
some
of
our
youngest
k-0
k-1
and
k-2
students.
Nor
does
it
support
the
needs
of
our
autism
strand.
We
are
left
without
a
space
to
engage
in
safe
play,
which
is
needed
now
more
than
ever,
to
support
our
students,
social,
emotional
well-being
and
mental
health
struggles
that
were
only
heightened
through
the
pandemic.
D
D
AP
AP
I
would
like
to
highlight
the
advocacy
efforts
of
the
warren
prescott
playground
committee,
which
was
organized
to
address
the
urgent
need
for
a
new
play
structure
at
our
school
built
over
20
years
ago
for
a
student
population,
a
fraction
of
the
size
of
our
current
student
body.
The
existing
playground
is
currently
in
severe
disrepair.
AP
Portions
of
the
structure
are
boarded
up
and
inaccessible.
The
rusting
monkey
bars
are
impractical
and
beyond
the
reach
of
the
younger
students
who
use
the
structure
most.
The
swaths
of
hard
pavement
surrounding
the
playground
are
cracked
and
jagged.
In
short,
the
current
play
space
and
play
yard
is
frankly
dangerous
in
areas
and
uninviting
for
students
at
all
grade
levels.
At
best
for
our
neurodivergent
students
with
autism,
the
playground
is
patently
unsafe.
AP
Our
community
has
written
an
application
to
the
boston
community
preservation
plan
in
hopes
of
securing
funding
for
a
revitalized
playground
and
play
space
with
a
burgeoning
population
and
ever
increasing
demand
for
elementary
school
spots.
The
charlestown
community
has
never
had
a
greater
need
for
safe
educational
and
inviting
place
spaces
for
children
as
a
pediatric
surgeon
in
the
community.
I
have
seen
a
sharp
uptick
in
the
diagnosis
of
motor
and
behavioral
delays
in
children
who
are
cooped
up
inside
throughout
the
worst
of
the
covid19
pandemic.
AP
AP
Playgrounds
are
not
simply
for
leisure
playgrounds
are
essential
to
the
emotional,
social
and
physical
development
of
children
and
essential
to
their
learning,
especially
in
urban
schools
as
a
public
school
that
serves
an
extremely
diverse
community
of
students
and
families
from
all
over
boston.
We
asked
the
boston
school
committee
to
offer
their
support
in
our
efforts
to
advocate,
on
behalf
of
the
warren
prescott,
students
and
family.
AQ
The
warrens
prescott
school
community
is
seeking
a
grant
to
renovate
our
play
structure
and
playground.
Our
current
structure
is
damaged
beyond
repair
and
has
never
met
the
needs
of
our
growing
autism
program.
The
wp
autism
strands
serve
students,
ages,
3
to
14
that
live
in
many
neighborhoods
across
our
diverse
city.
AQ
AQ
AQ
We
are
in
dire
need
of
repair
to
our
current
play
structure,
as
well
as
grant
funding
from
the
community
preservation
act
for
the
new
play
structure.
Please
support
our
growing
autism
program
and
the
students
and
community
of
charlestown.
We
appreciate
your
dedication
to
the
wp
students
and
community.
Thank
you.
AR
My
name
is
allison
cox.
I
live
in
jamaica,
plain,
I'm
a
parent
and
family
representative
on
the
mission
hill
school
governance
board,
I'm
here
again
tonight,
because
I
remain
hopeful
that
this
body
and
others
listening
from
the
district
are
hearing
us
and
as
decision
makers,
you
remain
open
to
the
fact
that,
in
spite
of
recent
news
of
challenges
from
the
past
mission,
hill
has
been
and
can
again
be
seen
as
an
asset
to
the
district.
AR
I
understand
that
last
week,
superintendent
casilius
ended
the
equity
roundtable,
with
a
comment
that
we
haven't
reckoned
with,
how
we
hold
autonomous
schools
accountable
when
they
choose
curriculum
in
hiring.
I'm
not
arguing
that
mission
hill
school
school
should
be
free
from
accountability.
The
autonomous
school's
manual
spells
out
the
school
quality
review
process
for
pilot
schools.
AR
AR
I
said
this
last
week,
but
I
think
it's
worth
repeating
tonight.
Last
year,
a
member
of
the
superintendent
superintendent's
office
at
our
governance
board
request,
took
the
lead
in
writing
the
evaluation
of
our
school
leaders.
The
reviews
were
positive.
We
had
no
indication
of
issues
until
the
superintendent
removed
them
a
few
weeks
later.
AR
Trust
and
accountability
are
a
two-way
street.
This
week
the
school's
governance
board
and
staff
were
briefed
on
the
emergency
school
review
process.
Our
teachers
are
doing
incredible
things
in
their
classrooms,
but
this
is
a
hard
year
for
our
school
and
it
feels
unfair
to
assess
a
school
at
a
time
when
its
leaders
and
senior
teachers
have
very
recently
been
removed.
AR
I'd
further
argue
that
some
of
the
things
that
make
mission
hill
special
and
successful
like
its
split
grade
classrooms
and
its
deep
commitment
to
both
inclusion
and
collaboration
made
remote
and
hybrid
learning,
especially
difficult.
I
have
concerns
on
how
valuable
this
review
can
possibly
be
and
worry
about
the
decisions
its
conclusions
will
be
used
to
justify.
AR
AS
Hi
good
evening,
I
realize
there
are
a
lot
of
testifiers
that
you
need
and
it's
hard
to
listen
to
everyone.
So
I
appreciate
the
attention
you're,
giving
us
and
our
community,
so
my
name
is
rachel
young,
I'm
a
mom
to
a
second
grader
at
the
sumner
and
a
few
summer.
Parents
are
here
tonight
to
talk
about
our
desire
to
have
a
sixth
grade
for
next
year,
2022
23
school
year.
AS
We're
going
to
talk
this
evening
a
little
about
the
history
of
this
effort
to
get
the
sixth
grade,
because
we
realize
many
of
you
may
not
be
aware
of
this
history
as
you're
new
to
the
committee
or
you're
just
new
to
bps,
and
we're
just
going
to
talk
a
little
about
the
running
theme
this
evening
about
stakeholder
engagement
and
equity.
For
me,
I'm
just
going
to
talk
personally
for
a
moment.
AS
I
think
it
was
a
real
gut
punch
when
we
found
out
that
we
weren't
getting
a
sixth
grade.
I
we
had
such
a
good
relationship
with
bps
two
years
prior
and
even
the
communication
that
I've
had
with
the
superintendent
and
her
team
over
other
issues
this
past
year.
Again,
it
was
just
shocking
and
really
disappointing,
and
so
it
makes
it
really
hard
for
us
to
trust
bps
going
forward.
AS
You
know
we're
going
to
have
really
hard
conversations
in
the
weeks
to
come,
and
I
honestly
don't
know
if
I'm
going
to
be
able
to
process
and
and
believe
the
information
that
we're
given
from
the
build
bps
team
and
that's
unfortunate
today
we
did
have
a
building
tour
with
bill
pbs.
So
thank
you
to
those
that
made
that
possible.
We
really
appreciate
that
we're
reestablishing
this
dialogue
from
two
years
ago
and
if
you
walk
through
the
school,
I'm
hoping
you've
got
an
opportunity
to
see
everything
that
makes
it
special.
AS
AS
We
could
just
be
home,
taking
a
rest
after
what
we
consider
a
small
success,
but
I
think
for
the
sumner
community,
it's
very
important
for
us
to
be
here,
advocating
as
a
community
and
to
take
this
spotlight
that
we
have
or
the
small
pulpit
that
we
have
and
make
sure
that
we're
advocating
for
everyone,
not
just
ourselves
and
so
tonight
we're
here
in
unity
with
the
mendel
and
the
blackstone
communities.
AS
We
want
to
make
sure
that
everyone,
not
just
our
school,
is
getting
the
attention
they
deserve
and
we're
also
here
this
evening,
because
we
know
that
this
is
where
the
hard
work
really
begins.
AS
Space
challenges
aren't
just
about
space
they're
about
politics,
and
so
we're
asking
everyone
here:
the
bps
community,
the
school
committee
elected
officials
to
really
flex
your
muscles,
your
political
muscles,
your
community,
the
political
will
to
have
these
difficult
conversations
that
we're
going
to
have
imminently.
That's
where
we
really
need
you
the
most
to
make
sure
that
this
happens
with
the
urgency
that
it
deserves.
Thank
you
very
much.
AS
D
AT
Yes,
we
can
I'm
allison
friedman.
I
am
a
subs.
I've
been
a
sumner
parent
for
seven
years,
so
I'm
gonna
be
the
one
who
does
some
of
the
history
of
the
sixth
grade
conversations
that
have
been
happening
in
2019.
AT
We
had
a
lot
of
conversations
with
the
district
about
getting
a
sixth
grade
and
into
the
winter
of
2020,
and
the
main
things
that
we
were
told
was
that
the
district
was
not
interested
in
one-off
sixth
grades
because
it
affects
whole
feeder
patterns,
and
so
they
were
only
really
interested
in
doing
an
entire
network
because
of
equity
reasons.
AT
And
then
we
were
also
told
that
the
district
would
look
at
creative
space
solutions,
because
we
do
have
a
lot
of
kids
in
a
in
a
building.
That's
big,
but
not
big
enough
for
the
number
of
kids
for
adding
sixth
grade
easily,
and
so
we
were
really
looking
at
the
community
center
at
that
point
and
then
it
flooded,
and
then
we
had
a
pandemic,
so
the
laws
of
nature
sort
of
got
in
the
way.
AT
But
then
we
were
very
surprised
that
I,
in
this
round
of
communications,
about
sixth
grade
that
those
two
things
did
not
happen,
but
I
have
hope
that
we
can
now
fix
this
and
have
those
things
happen,
and
those
are
the
very
same
things
that
I
would
want
to
ask
for
now
is
that
sixth
grade
is
granted
to
everybody
in
the
feeder
pattern,
at
the
same
time
for
equity
reasons,
and
then
also
that
we
look
at
creatively
at
spaces.
AT
I
was
one
of
the
people
on
the
walk
through
today
and
was
at
the
school
and
was
super
grateful
for
that
experience
to
get
to
talk
to
people
higher
up
in
bps
directly
about
our
space
and
our
needs,
and
on
that
tour
we
definitely
talked
about
the
possibility
again
of
using
the
community
center.
There
is
like
because
of
the
flood.
AT
Actually,
some
spaces
may
have
opened
up
that
weren't
even
there
before,
possibly
if
the
community
center
isn't
available
soon
enough
using
the
irving
building
in
the
meantime,
while
it's
not
being
renovated
yet,
and
so
I
we
asked
in
that
meeting,
I
asked
to
have
the
bps
staff
reach
out
to
the
bcyf
staff,
because
we've
had
trouble
connecting
with
the
community
center
because
they're
not
open
right
now,
and
I
think
it
needs
to
go
to
higher
level
people
than
the
people
who
are
like
the
manager
of
the
site.
AT
So
that's
one
of
the
things
that
we're
looking
for
that
conversation
starting
to
happen
by
the
time
we
get
to
our
community
meetings
that
you're
having
down
the
road.
AT
The
other
thing
that
I
think
I
would
be
looking
for
is
that
different
district
staff,
like
noticed
in
our
walk
through
that
there
are
a
lot
of
spaces
that
are
oddly
configured
in
the
sumner,
because
it's
such
an
old
building.
So
if
walls
need
to
come
down,
move
that
sort
of
thing,
I'm
hoping
that
wouldn't
be
a
barrier
to
getting
a
sixth
grade,
because
it's
not
that
expensive.
AT
AT
D
AU
Sorry,
just
a
little
bit
of
a
lag,
slow,
wi-fi
connection
good
evening.
My
name
is
amanda
lukens
and
I'm
a
resident
of
roslindale,
and
I
want
to
thank
you
for
the
opportunity
to
share
my
thoughts
with
you
this
evening,
like
allison,
I
have
been
a
sumner
elementary
school
parent
for
seven
years
and
currently
have
a
third
grader
at
the
school.
AU
Last
week,
like
all
of
us,
I
received
notice
that
a
sixth
grade
pathway
had
not
been
identified
for
our
students
in
the
face
of
the
irving
school's
closure.
In
the
following
days,
I
learned
that
the
blackstone
and
mendel
school
communities
received
a
similar
notification
due
to
the
proposed
closure
of
the
timothy
school.
AU
The
district
had
an
opportunity
to
engage
with
stakeholders
from
our
schools
to
develop
the
sixth
grade
pathway
proposal,
but
failed
to
do
so.
The
racial
equity
planning
tool
specifically
asks
who
are
the
stakeholders
most
impacted
by
the
proposal
and
how
have
we
involved
them
and
those
from
historically
marginalized
communities
in
developing
the
proposal.
AU
AU
AU
T
D
AV
AV
Last
week,
many
families
around
the
city
were
able
to
breathe
easy
as
they
found
their
child
would
continue
to
stay
in
a
beloved
school
community
for
another
year,
as
you
mentioned
earlier,
it's
school
choice
season
and
the
sumner
will
have
their
first
open
house
in
12
short
days,
our
fifth
graders
and
those
at
the
blackstone
and
the
mendel
should
be
focusing
on
fun
and
school
work
and
now
they're
going
to
be
focusing
on
where
they're
going
to
be
going
next
year,
because
their
pathway
is
gone
and
they
won't
be
with
their
community.
AV
We
really
are
thankful
that
the
engagement
has
started
but,
as
I
said,
our
first
open
house
is
in
12
days.
This
is
going
to
affect
how
our
enrollment
happens
for
next
year.
It's
going
to
affect
how
parents
view
us,
as
maybe
they
have
children
at
other
k-rates
in
the
area,
maybe
they're
going
to
use
sibling
preference
to
pull
their
children
out.
AV
So
I'd
like
to
talk
about
both
our
fifth
graders,
the
children
of
the
irving
and
the
timothy
and
the
blackstone
and
the
mendel,
and
think
about
not
encourage
you
to
think
about
all
of
these
things
and
think
about
that
holistic
plan
that
you
were
talking
about
and
and
really
really
engage
our
communities
on
what
is
best
for
our
students
and
what
will
reduce
their
reduce
the
changes
that
they
have
to
go
through.
We
all
know
that
this
year
has
been
hard
on
that
this.
AV
These
past
few
years
have
has
been
hard
on
them
and
less
transitions
the
better
and
if
we
can
keep
them
in
their
communities
for
one
more
year,
that
would
be
great
and,
as
you
begin
to
make
yourself,
seven
through
12
plan,
like
it
just
doesn't
seem
like
things
are
great
for
the
kids
that
are
going
to
be
affected
by
this
right
now.
So
I
appreciate
your
engagement.
AV
I
just
would
really
think
about
the
equity
that
is
affecting
the
students
who
are
going
to
be
attracted
by
this
right
now,
not
the
ones
who
are
going
to
be
affected
by
this
in
a
few
years.
Thank
you.
AW
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education,
justice
alliance.
Bayesia,
is
a
member
of
the
build
bps
stakeholders
group.
Once
again,
we
demand
a
moratorium
on
school
closures
and
major
facility
decisions
until
an
equity
analysis
of
the
impact
on
black
and
latino
communities
is
completed
since
first
released
in
2017.
AW
We
have
been
requesting
missing
information,
including
swing
space,
financial
reports,
estimated
costs
for
rebuilds
relocation,
maintenance
program,
expansions
and
educational
plans
for
proposed
school
reconfigurations,
which
include
feeder
plans.
The
current
plan
does
not
include
any
of
these
specifics.
A
study
showed
the
home-based
assignment
adopted
in
2013
has
widened
racial
inequities
and
access
to
quality
schools.
The
home-based
assignment
saves
only
pennies
on
transportation
and
does
not
contribute
to
a
comprehensive
quality
education.
AW
It
is
disingenuous
to
use
a
bus
driver
and
monitor
shortage
to
justify
revisiting
school
assignment
closing
schools
without
an
equitable,
equitable
plan
like
what
is
happening
with
the
irving
and
timulty
will
increase
transportation
costs.
It
is
ineffective
to
fabricate
transparency
when
you
have
not
done
the
work
to
determine
the
impact
on
the
blackstone,
sumner
and
mendel
students
who
will
have
to
withstand
the
worst
of
these
decisions.
AW
AW
Where
are
those
costs
factored
into
the
transportation
savings
20
seconds
after
meeting
families
and
school
committee,
members
ask
for
additional
information
and
input
on
the
decisions
being
made
for
schools.
It
seems
there
is
more
of
an
effort
spent
on
creating
false
narratives,
rather
than
legitimate
transparency
and
doing
the
work
required
to
create
systemic
change.
AW
AX
Okay
good
evening,
my
name
is
kate
markowitz
and
I'm
a
parent
of
both
a
k2
and
a
second
grade
student
at
the
sumner
elementary
school
in
roslindale,
and
I
want
to
reiterate
that
closing
the
irving
has
a
ripple
down
effect,
as
well
as
closing
the
timothy
that
eliminates
a
pathway
not
only
for
our
school
but
also
the
blackstone
and
the
mendel,
and
this
will
create
a
downward
spiral
and
harm
all
of
the
communities,
as
parents
move
their
children
out
of
these
schools
or
do
not
select
them
as
incoming
parents,
which
further
hurts
our
budget
and
then
hurts
our
schools.
AX
Since
the
testimonies
from
other
parents
and
myself
last
week,
boston
public
schools
has
now
restarted
dialogues
with
the
schools.
Thank
you
that's
great,
as
amanda
mentioned,
though,
I
wish
that
had
happened
before,
and
we
hope
this
will
continue
these
conversations
and
help
to
rebuild
trust
and
address
equity.
This
dialogue
needs
to
be
authentic,
two-way
and
proceed
with
the
utmost
of
urgency.
AX
We
should
be
entitled
to
the
same
space
standards
as
the
other
schools
that
are
receiving
sixth
grades
and
ensure
equity.
Today,
bps
visited
our
school
and
expressed
a
share
priority
for
finding
a
sixth
grade
space.
In
order
to
do
so,
I
ask
that
bps
commit
to
examining
every
space
in
our
building
and
determining
which
spaces
can
be
reconfigured
to
make
more
classroom
spaces.
As
ideally,
we
would
like
to
house
the
sixth
grade
in
our
own
building.
AX
I
ask
that
vps,
the
superintendent
and
the
school
committee
hold
our
school
financially
harmless
for
the
expected
population
reduction.
This
uncertainty
will
have
as
well
as
for
the
blackstone
and
mendel
communities,
especially
if
bps
is
unable
to
find
a
way
for
us
to
have
a
sixth
grade
next
year.
We
deserve
all
staff
positions
to
continue
to
be
funded
fully.
It
is
unfair
to
create
a
pathway
for
other
schools
and
not
the
blackstone
mendel
and
the
sumner.
Thank
you
thank.
AY
Good
evening
my
name
is
bill:
barra,
I'm
a
summoner,
parent
and
west
roxbury
resident.
I
wanted
to
speak
tonight
about
the
need
for
a
sixth
grade
at
the
summer,
and
you
know
I
wanted
to
stress
that
it's
really
important
that
the
dialogue
we
have
over
the
next
few
months,
equality,
dialogue
and
one
where
the
committee
doesn't
make
assumptions
about
about
the
needs
of
of
of
the
summer
community.
AY
I
got
to
listen
to
the
presentation
last
week
and
you
know
what
what
jumped
out
at
me
you
know
was.
There
was
one
statistic
that
was
repeated
several
times
through
throughout
the
presentation,
and
you
know
what
what
it
said
was.
Was
that
families
ask
for
a
path,
but
they
don't
use
it,
and
the
statistic
referenced
was
that
less
than
20
of
sumner
fifth
graders
move
along
their
assigned
path
to
the
irving.
AY
Now,
if
there
had
been
a
dialogue
before
that
before
that
statistic
was
used,
which
was,
and
that
was
really
held
up
as
proof
that
families
don't
want
a
path,
they
don't
use
it.
You
know
there
was
a.
The
presenter
gave
a
quote.
That
said,
in
the
early
grades,
in
first
and
second
grade
families
say
they
want
a
path,
but
then
they
don't
use
it
now.
AY
If
you
had
spoken
to
our
community
the,
why
the
why
that
number
is
so
low,
why
only
20
of
fifth
graders
are
actually
going
on
to
the
earning
the
summoner
community.
That
parents
could
have
told
you
hey.
System-Wide
decisions
have
hollowed
out
the
irving.
You
know,
there's
a
focus
on
seven
to
twelve
and
that
that's
fine,
but
the
fact
is
that's
going
to
steer
students
away
from
elementary
schools
and
in
fact,
engaged
families
are
trying
to
avoid
that
grades.
AY
Five,
six
and
seven
at
different
schools
avoid
that
scenario
early
on
way
before
they
even
get
to
fifth
grade
so
that
hauls
out
the
irving.
You
know
the
writing
has
been
on
the
wall
about
the
irving
since,
before
my
child
even
got
involved
in
the
summoner
over
four
years
ago.
So
now
I
really
feel
like
you
know,
if
you
don't
understand
the
context
of
some
of
these
situations.
Please
talk
to
us.
You
know
that
there
needs
to
be
a
dialogue,
so
appreciate
that
very
much
going
forward.
Thank
you.
R
AF
So
this
is
my
family's
first
year
at
the
sumner
school,
so
I
don't
have
anywhere
close
to
the
expertise
and
history
that
you
all
share,
having
grappled
with
this
question
of
sixth
grade
at
this
school
and
elsewhere,
but
I
hope
that
my
perspective
as
a
newcomer
can
be
some
help.
Whatever
you're
doing
at
the
sumner
is
working
great
from
what
I
can
see.
It's
a
fabulous
place
and
my
son
is
really
happy
there
and
it
was
very
jarring
to
have
to
start
worrying
about
his
future.
AF
Just
you
know
a
couple
weeks
into
the
relationship,
so
I'm
hopeful
that
you'll
have
the
sixth
grade
issue
figured
out
by
the
time
my
son
who's
six
years
old,
almost
he's
ready
for
middle
school,
but
I'd
be
really
sad
to
see
the
older
kids
leave
without
a
plan
that
gives
them
the
same
support
that
the
educators
at
sumner
have
provided
for
so
many
years
to
those
particular
kids,
and
I
also
worry
about
whether
the
school
can
continue
to
thrive
if
this
uncertainty
hurts
enrollment.
AF
AF
But
I
know
these
questions
of
space
and
facilities
are
not
easy
and
I
can
see
how
hard
everyone's
working
on
them,
but
and
I'm
looking
forward
to
being
part
of
those
discussions
over
how
we
might
find
room
for
a
sixth
grade
at
sumner
and
the
other
schools
that
want
it.
But
I
really
hope
you'll
take
the
time
and
slow
down
and
figure
this
out,
so
you
can
serve
all
of
our
students
before
you
make
any
irreversible
decisions.
AF
D
T
AZ
Good
evening
my
name
is
mimi
lai
and
I
am
a
resident
of
roslindale
and
a
k-1
parent
at
the
sumner
last
winter
I
started
a
facebook
group
to
recruit
new
families
to
bps
throughout
the
pandemic.
We
supported
each
other
through
the
registration
process
and
encouraged
each
other
to
explore
schools
with
open
minds.
AZ
Now
we
number
over
700
families
representing
neighborhoods
from
all
over
boston.
The
first
deadline
for
k1
and
6th
grade
registration
is
january.
28Th
and
school
tours
are
happening.
Now.
I
think
it's
imperative
that
you
communicate
your
intentions
about
the
sumner
blackstone
and
mendel,
transparently
and
expeditiously,
so
families
can
make
informed
decisions.
AZ
AZ
So
it's
very
alarmed
to
hear
that
the
sumner
would
be
the
only
roslindale
school
without
a
sixth
grade
even
before
the
pandemic,
and
definitely
during
the
pandemic.
The
lottery
assignment
and
waitlist
policies
have
had
the
most
negative
impact
on
sumner
the
largest
school
in
roslindale,
because
even
if
a
handful
of
families
that
were
assigned
to
the
sumner
decide
to
move
on
to
a
different
school,
what
will
result
is
months
of
shuffling
it's
like
musical
chairs,
but
when
the
music
stops,
the
summoner
ends
up
with
empty
seats
through
no
fault
of
their
own.
AZ
However,
if
you
promise
that
the
budget
for
next
year
will
not
be
impacted
by
dips
in
enrollment,
and
if
you
make
a
good
faith
effort
in
listening
to
what
the
sumner
community
wants,
that
would
really
help
with
recruiting
and
retention
efforts,
be
very
reassuring
for
many
families.
Thank
you
for
listening.
BA
Hi
there
good
evening,
everyone-
and
thank
you
for
your
time.
My
name
is
sarah
wharton.
I
live
in
the
north
end
and
am
the
parent
of
two
bps
students
at
the
elliott,
a
third
grader
and
a
k
tour
this
evening.
I'm
joining
this
meeting
to
speak
on
the
pressing
topic
of
needed
investment
in
bps
high
schools,
while
the
exam
schools
are
important
and
a
strong
source
of
pride
in
our
school
system.
It's
time
to
look
beyond
these
three
schools
to
other
open,
enrollment
high
schools
that
could
also
use
attention.
BA
BB
Hi
there
can
you
hear
me?
Yes,
we
can
oh
great
well,
madam
chair
superintendent
and
members
of
the
school
committee
good
evening
and
happy
wednesday.
My
name
is
karen
walker
gregory.
I
am
the
proud
head
of
school,
of
the
edward
m
kennedy
academy
for
health
careers
for
22
years,
and
I've
been
in
the
district
for
32
years.
I'm
also
a
graduate
of
the
boston
public
schools.
BB
We
are
finalizing
the
paperwork
to
secure
space
at
384
warren
street
in
roxbury.
This
space
will
house
our
11th
and
12th
grade
students
for
the
next
five
years.
As
a
short-term
solution,
the
space
was
formerly
occupied
by
roxbury
prep
charter
school
and
currently
houses,
teen,
empowerment,
a
great
partner.
BB
BB
The
five-year
licensure
agreement
should
give
us
enough
time
to
to
build
a
new
school
building
for
our
emk
community,
as
we
continue
to
prepare
for
our
young
people
for
the
health
professions.
Thanks
again
for
all
that,
you
do
to
support
bps
students,
families
and
teachers.
I
am
truly
grateful
have
a
great
evening
and
thanks.
BC
BC
Build
bps
should
be
renamed
closed,
bps
or
destroy
hearts
and
minds.
Bps
the
school
department
must
stop
closing
our
schools
and
dumping
our
children
into
god
knows
where,
where
are
the
equity
analysis
on
these
decisions
on
black
and
latinx
communities?
There
should
be
a
moratorium
in
school
closures
and
major
facilities
decisions.
BC
BC
BC
Something
terrible
happened
to
some
of
our
children
at
mission
hill,
an
investigation
was
held
in
action,
was
taken.
My
daughter
expressed
high
regards
to
the
two
co-leaders
who
have
been
placed
on
administrative
leave
at
recent
meetings.
Many
current
mission
hill
parents
have
complained
about
what
central
office
has
done
to
the
school
since
the
beginning
of
the
year.
It
seems
like
this
once
great
school
is
in
now
in
terrible
shape.
BC
Many
of
these
parents
have
called
on
our
superintendents
to
protect
your
school's
autonomy
and
their
democratic
school
governance.
I
stand
in
support
of
the
mission
hill
community
and
ask
that
steps
be
taken
to
repair
the
damage
the
central
office
has
done.
The
superintendent
should
reassure
mission
hill
that
their
autonomy
and
democratic
evidence
will
be
protected.
Thank
you
very
much.
BD
Lastly,
I
just
want
to
ask
if
the
boston
school
committee
will
hold
community
feedback
sessions
similar
to
those
held
during
the
exam
school
admissions
process,
in
order
to
receive
community
input
regarding
question
3
in
light
of
yesterday's
election
results
that
showed
an
overwhelming
excuse
me
that
showed
an
overwhelming
percentage
of
boston.
Voters
want
the
school
committee
to
return
to
an
elected
body
as
well
as
the
mayor
expressed
interest
in
a
hybrid
model
of
governance
for
the
school
committee.
BD
Even
though
there
is
no
evidence
of
a
successful
hybrid
school
committee
model
in
a
city
comparable
to
the
size
of
boston,
thank
you
for
listening
to
me
thank
each
member
of
the
committee
and
hope
to
be
working
with
you
again
in
the
middle
of
me.
Getting
my
doctorate
of
education
at
northeast
university.
God
bless.
Thank
you.
BE
BE
BE
Our
school,
like
every
school
in
the
entire
world,
struggled
to
manage
the
immense
disruption
of
covert
19
for
nearly
two
years
of
the
period
we
are
now
told
will
be
reviewed
for
trends
as
we
were
beginning
the
work
of
recovering
from
kobit.
We
lost
both
our
formal
leadership
and
some
of
the
key
institutional
memory
and
heart
of
our
school.
BE
At
this
point,
a
review
is
like
assessing
the
performance
of
a
ship
hit
by
a
tidal
wave.
Yet
the
district's
representatives
were
entirely
unable
to
share
how
they
plan
to
distinguish
the
impact
of
the
immense
external
shocks
to
our
school
from
the
trends
they
are
supposedly
looking
for.
Indeed,
the
representative
managing
the
review
admitted
that
they
had
never
in
years
of
conducting
such
reviews
for
both
the
district
and
deci
conducted
a
review
at
such
short
notice
and
in
such
a
compressed
time
frame.
BE
I
hope
I'm
wrong.
I
really
do
if
the
school
committee
took
an
active
interest
in
this
review
and
the
district's
high-handed
management
of
our
school.
Our
community
could
believe
that
our
school
was
being
fairly
and
impartially
evaluated,
instead
of
being
the
district's
scapegoat.
Thanks
for
this
opportunity
to
speak.
D
X
Okay,
good
evening,
my
name
is
barbara
fields.
I
am
a
member
of
bill,
bps
stakeholders
coalition
and
I
reside
in
matapan.
X
There
was
a
reason
why
that
we
all
felt
that
that
was
very
important
when
it
came
before
school
committee
to
become
a
part
of
your
implementation
plan
around
the
opportunity
gap,
because
we
felt
that
that
was
a
way
in
which
you
would
have
the
information
before
you.
So
the
decisions
that
you
made
would
be
non-discriminatory,
it
would
be
equitable
and
the
decisions
would
be
in
the
best
interest
of
all
children.
X
X
X
You
know
we
really
need
to
look
at
that,
so
I
joined
with
other
members
of
the
coalition
in
asking
honestly.
My
time
is
up
and
asking
that
you
put
a
moratorium
on
these
decisions
that
you're
making
until
you
have
the
equity
analysis
accurately
filled
out.
That
gives
you
the
information
to
inform
your
decision
making,
and
thank
you
very
much
and
sorry.
I
went
over
thank.
BF
Okay,
here
we
go,
can
you
hear
me,
ladies
and
gentlemen,.
BF
Okay,
yeah
bps
graduate,
don't
blame
it
on
that
two
degrees,
but
still
can't
spell
I.t.
Forgive
me.
BF
I
just
want
to
thank
each
and
every
one
of
you
school
committee
members
and,
ladies
and
gentlemen,
for
giving
me
the
opportunity
to
speak
on
something
that's
near
and
dear.
To
me,
I
am
a
bps
as
well
a
bps
graduate
proud
to
say
not
giving
up
the
years
of
blue
and
blue
tried
and
true
english,
higher
english
high
and
I'm
also
39
years
after
school
that
I
also
love
so
dearly
madison
park
tech
vote
high
school
and
again.
BF
I
represent
the
friends
of
madison,
I'm
the
co-chair
of
the
friends
of
madison,
which
is
a
group
of
educators
and
community
activists
and
supporters,
and
lover
of
children
who
have
been
working
for
many
years
on
saving
madison
and
making
madison
a
school,
a
vocational
school,
the
one
and
only
vocational
school
that
we
could
be
proud
of
the
city
of
boston,
providing
our
young
people
a
top
flight,
first
class
quality,
high
quality
tech
folk
school,
which
they
so
deserve
in
this
city,
deserves
and
career
opportunities
that
are
provided
across
the
state
at
other
bulk
tech,
high
schools.
BF
Unfortunately,
the
city
and
the
school
committee
and
in
the
prior
school
committees
have
not
yet
taken
this
seriously
enough.
The
bill
be
ps.
Plan
does
not
even
include
madison,
which
I
find
that
disturbing
and
a
travesty
again,
I
repeat
the
one
and
only
vote
tech
career
voc
tech
school.
BF
BF
Low
in
consumables
again,
supplies
is
is
is
not
is,
is
definitely
a
need
as
well
as,
like
I
said,
steady
doc.
Equipment
is
other
schools,
as
grades
7
and
8
are
added.
There
is
a
desperate
need
for
appropriate
classrooms
and
expanded
shops.
BF
BG
Hello
good
evening,
my
name
is
suleika
soto.
I
am
a
blackstone
parent
and
I
reside
in
the
south
end.
I
will
be
here
summoning
up
today
a
lot
of
what
you've
heard
from
on
blackstone
mendel
and
sumner
parents.
So
we
are
a
group
of
families
and
educators
from
the
blackstone
mendel
and
some
nurse
schools
who
have
been
meeting
in
recent
days
to
come
up
with
a
collective
approach
to
advocacy.
BG
We
are
asking
you
not
to
close
the
timothy
and
irvin
until
our
schools
have
a
plan
for
sixth
grade
that
gives
our
children
the
stability
you
are
seeking
for
children
throughout
the
district.
We
share
your
desire
to
reduce
the
frequency
of
school
transitions
and
that's
what
we
want
for
our
kids
too.
Before
you
move
forward
with
these
middle
school
closures,
we
ask
that
you
take
the
time
to
engage
with
the
family,
students
and
educators.
BG
I
understand
you've
already
done
this
at
some
schools,
the
sumner
and
the
mendel,
but
that
has
not
been
the
case
at
the
blackstone,
though
each
of
our
schools
is
different.
All
of
us
know
that
our
facilities
could
support
a
sixth
grade.
Please
treat
this
issue
with
the
urgency
it
deserves.
BG
Even
as
the
grown-ups
worry
about
the
questions
of
budget
staffing
and
space,
there
are
three
classes
of
fifth
graders
who
still
don't
know,
what's
going
to
happen
to
them
next
year
or
if
they
will
be
with
their
friends,
teachers
or
support
staff.
Our
kids,
resilient
as
they
are,
deserve
our
best
efforts
to
avoid
more
uncertainty
and
unnecessary
transitions,
especially
coming
out
of
the
pandemic.
BG
Despite
the
thriving
staff
and
programs
in
our
schools,
families
are
going
to
take
a
note
if
we
don't
have
a
straightforward
answer
about
what
happens
after
fifth
grade
every
other
school
elementary
school
in
the
city
will
be
able
to
answer
that
question
today.
Even
one
year,
reduced
enrollment
could
have
disastrous
consequences
for
our
school's
finances.
BG
If
you
move
forward
without
a
plan
for
sixth
grade
continuity,
you
could
begin
a
cycle
of
decline
and
neglect
that
ends
with
our
schools
suffering
the
same
fate
as
the
timothy
and
the
irving.
At
the
very
least,
we
would
ask
that
you
protect
our
schools
from
financial
consequences
for
enrollment
disruptions
next
year,
given
the
unique
circumstances
that
we
are
facing.
BG
That
would
allow
us
to
engage
in
the
process
from
a
place
of
trust
and
confidence.
Many
of
us
were
surprised
by
the
sudden
acceleration
of
this
process,
because
each
of
our
schools
has
had
productive
conversations
about
sixth
grade
options
that
go
back
in
some
cases
for
years,
except
for
the
blackstone.
BG
We
learned
of
the
school
system's
intentions,
not
from
our
principles
at
the
blackstone
or
at
the
sumner,
but
through
a
mass
email
from
superintendent
facilities.
Please
work
with
us
and
our
school
leaders
to
quickly
find
a
way
to
add
sixth
grades
to
our
schools.
Our
children
deserve
no
less.
Please
don't
vote
on
a
plan
for
some
students
without
having
a
plan
for
all
students.
Thank
you.
BG
D
A
Hello,
my
name
is
avery
sonia
de
reyes.
I
am
the
parent
of
a
mission
hill,
sixth
grader
and
two
former
mission
hill
students
I
live
in
roxbury.
I
would
like
to
speak
about
my
youngest
daughter
tonight.
She
was
in
the
same
class
at
mission
hill
as
the
boy
whose
mother
spoke
heartbreakingly
about
his
recent
experience
at
the
school
last
week.
They
were
friends,
neither
of
them
attend
boston,
public
schools,
anymore.
A
A
Like
other
things,
the
effect
of
your
code
of
conduct
is
worse
for
families
of
color
teachers
who
are
confident
in
their
administrations
and
their
freedom
to
choose
various
ways
to
solve
problems
can
help
children
learn
how
to
navigate
difficult
situations
with
each
other.
At
mission
hill,
you
took
away
a
trusted
administration
by
your
own
assessment,
an
excellent
one,
and
you
took
away
the
freedom
to
teach
social
emotional
skills.
A
I
don't
want
my
daughter
to
learn
that
adults
punish
bad
kids
and
that
bad
kids
are
usually
black
boys
and
the
other
parent
doesn't
want
her
autistic
child
traumatized
by
adherence
to
a
penalty
system
instead
of
a
school.
Cooperating
with
her
in
a
social
emotional
learning
opportunity,
thank
you
for
the
opportunity
to
speak.
BH
Good
evening
my
name
is
roxy
harvey
and
I'm
a
dorchester
resident,
sheriff's
bedpack
and
a
bps
special
education
parent.
I
want
to
highlight
the
need
for
change,
especially
after
this
historic
vote
with
elected
mayor-elect.
Michelle
wu
constituents
of
boston
have
indicated
many
times
that
education
is
a
top
priority
that
needs
to
be
addressed.
BH
We
need
bps
to
dig
deep
and
push
for
their
own
historic
change
for
our
special
education
students,
multilingual
learners,
latinx
and
black
students.
It
takes
intentional
systemic
change
and
a
vision
to
reconstruct
a
broken
system
like
special
education
that
is
not
work
year
after
year
for
our
special
education
students,
accountability
needs
to
be
more
than
a
word.
It
should
be
demonstrated
by
your
actions
and
measurable
outcomes.
BH
The
poor
planning
for
school
closures
are
deeply
impacting
and
disrupting
our
special
education
students.
All
of
our
students
need
access
to
high
quality
school
options
instead
of
programs
and
communities
that
are
being
broken
up
and
students
dispersed
throughout
the
district
at
various
schools
that
are
frequently
poor,
performing
schools.
Families
are
reaching
out
to
sped
back
saying
they
don't
know
what
to
do.
They
shouldn't
be
lost
because
the
system
isn't
working
for
them;
they
need
help.
BH
It
is
now
november,
and
many
of
our
families
and
teachers
are
still
calling
about
a
lack
of
special
education
services
being
implemented.
Our
students
are
suffering
from
the
impact
of
covid,
and
then
they
are
returning
to
limited
or
lack
of
support
in
school.
These
circumstances
are
triggering
and
frequently
impacting
school
refusal
at
home.
BH
At
this
point,
it
should
be
all
hands
on
deck
in
every
single
school.
It
is
not
enough
to
say
there
is
a
staffing
shortage.
We
can't
cut
any
more
corners
for
our
students,
covet
compensatory
services
meetings
need
to
be
completed
and
the
information
has
to
get
to
our
families.
Our
students
need
plans
where
inclusion
serves
the
needs
of
each
individual
student.
Inclusionary
opportunities
should
be
uniquely
tailored
to
meet
the
needs
of
every
neurodiverse
student
within
bps.
BH
AI
I
second
the
efforts
of
this
committee
to
make
the
bps
system
more
equitable,
equitable,
and
I
think
it
is
everybody's
goal
to
raise
all
children
of
boston
with
the
same
education
opportunities
to
that
end.
I
kindly
ask
you
to
address
the
question
that
raised
during
the
school
committee
meeting
of
october
12
regarding
the
impact
and
equity
of
the
admission
process
for
the
exam
schools
and
to
use
the
current
admission
criteria
for
the
school
year.
2022
2023
until
there
is
transparency
and
clarity
around
the
use
of
the
10
bonus
points.
AI
The
10
billion
bonus
points
drive
the
automatic
exclusion,
for
example,
from
exam
schools
of
children
residing
in
certain
areas
of
the
city,
regardless
of
merit.
How
is
this
outcome
factored
in
the
equity
equation
of
the
admission
policy
we
are
in
november,
and
it
does
not
seem
very
clear
how
the
new
rep,
the
new
grading
system
will
be
implemented
and
whether
bps
has
enough
resources
to
support
the
new
emission
policy
altogether.
AI
BI
BI
I
want
to
start
by
thinking
all
of
you
for
all
the
work
that
you
do
for
our
students,
I'm
here
to
raise
basically
two
main
questions
regarding
school
quality
across
bps,
high
schools
and
especially
like
the
previous
speaker
in
light
of
the
new
exam
school
admission
policy,
like
many
schools
across
the
district,
the
allegheny
montessori
school
in
east
boston
is
one
of
those
schools
whose
entire
population
of
students
is
excluded
from
receiving
the
10
additional
points
in
the
composite
score,
because
our
school
barely
doesn't
meet
the
40
threshold
of
lower
low
income,
so
the
allegheny
school
has
currently
38
of
low
income,
and
this
number
fluctuates
year
after
year.
BI
So,
frankly,
I'm
dismayed-
and
I'm
also
outraged
for
the
social,
economically
disadvantaged
students
and
families
at
my
school.
That
who
are
all
of
them
are
automatically
shut
out
of
those
points
just
because
they
chose
their
local
school
in
east
boston,
which
is
a
high
immigrant,
low
income
and
multilingual
community.
BI
Now,
don't
get
me
wrong,
I
I
think
the
former
exam
school
entrance
process
always
worked
in
favor
of
white
affluent
families,
and
that
was
a
clear
instance
of
systemic
racism,
and
I
really
commend
the
committee
for
all
of
its
efforts
in
trying
to
disrupt
that.
But
but
this
new
school
policy
really
automatically
shuts
out
many
low-income
families
on
the
basis
of
their
belonging
to
a
school
and
many
of
those
families
are
families
of
color.
BI
So
number
one
I'm
here
to
say
that
this
policy
must
be
changed
to
move
away
from
the
school-based
economic
socio-economic
status
and
instead
to
ask
that
the
social
economic
status
be
counted
at
the
family,
individual
family
level
and
and
to
ask
that,
on
the
basis
of
income
documentation
with
very
special
provisions
for
undocumented
families,
in
order
to
protect
them
and
the
number
two
as
a
parent
who
I'm
now
looking
at
high
school
options
for
my
children,
I
would
like
to
really
demand
firm
answers
from
the
school
committee
about
why
boston
is
home
to
some
of
the
most
underperforming
high
schools
in
the
state.
BI
Why
is
it
that
the
district
is
and
all
of
our
culture
is
forcing
parents
and
a
kind
of
bottleneck
rat
race
to
get
into
the
exam
schools,
as
opposed
to
investing
in
what
it
takes
to
make
all
of
our
high
schools
good
schools
where
teenagers
feel
like
they
belong
to
a
nurturing
school
community,
and
that
at
the
same
time,
that
they're
challenged
you?
Could
please
wrap
up?
Okay,
we
know
what
makes
a
good
school.
So
thank
you
for
your
time.
BI
BJ
Hello,
everybody
thank
you
for
allowing
me
to
have
a
few
a
few
moments
on
the
soapbox
here.
It's
past
my
bedtime.
So
I'm
not
super
articulate
at
this
point
in
the
evening,
but
thank
you
all
for
being
here
and
I'm
basically
just
piggybacking
what
was
said
earlier
about
the
allegary.
BJ
BJ
We
struggle
with
retention
anyway,
and
now
with
the
new
point
system,
it
makes
it
it
will
make
it
a
lot
harder.
There's
also
every
other
school
in
east
boston
is
eligible
for
these
points,
except
for
our
school,
and
we
have
a
very
small,
historically,
a
very
small
graduating
class,
maybe
four
to
six
kids.
So
it's
basically
taking
these
four
to
six
kids
in
a
school
that
is
right
at
the
cusp
and
telling
them
that
they
aren't
eligible
so
it.
I
know
these
were
unintended
consequences.
BJ
I
know
that
was
not
a
part
of
the
system.
So
I
urge
possibly
a
pause
or
an
exception
for
our
school,
for
this
coming
school
year
and,
like
elsa,
said,
encourage
the
the
evaluation
to
be
at
the
economic
tier
level,
individual
level,
so
that
we're
not
wiping
out
entire
schools.
BJ
And
also
would
be
great
to
have
access
to
the
data
that
that
that
these
decisions
are
based
on.
I
understand
that
they
haven't
been
published
yet
be
great
to
see
those
yeah
and
that's
all
I
have
to
say
thank
you.
B
And
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling
three
million
eighty
three
thousand
two
hundred
and
thirty
dollars
due
to
reporting
error.
The
grants
total
originally
listed
on
the
agenda
was
incorrect.
The
total
figure
has
been
revised
and
the
agenda
was
reposted
with
the
city
clerk
this
afternoon.
The
individual
grants
remain
the
same.
The
correct
total
of
the
grants
for
approval
is
three
million.
Eighty
three
thousand
two
hundred
and
thirty
dollars.
F
T
T
G
G
B
You
will
recall
that
the
superintendent
presented
this
request
to
the
committee
during
her
superintendence
report
at
our
october
6
meeting.
The
request
is
a
continuation
of
the
process.
We
followed
last
year
when
the
committee
granted
this
policy
flexibility
to
the
superintendent
for
the
2021
20
20
20
20
21
school
year.
I
will
now
invite
the
superintendent
to
give
final
remarks.
AC
Thank
you,
madam
chair.
The
awc
decision
was
made
last
year
due
to
being
a
remote
learning
not
to
give
the
exam.
We
are
in
a
similar
position
this
year
with
still
having
the
effects
of
the
pandemic.
We
decided
that
we
would
continue
to
address
the
awc
at
the
school
level
where
it
has
seemingly
worked
well
for
the
schools
who
have
awc.
As
you
know,
this
was
a
program
that
went
from.
AC
AC
They
are
going
to
convene
with
our
academic
team
around
what
we
do
at
grades,
four
through
six
for
rigor
and
rigorous
courses
and
opportunities
for
students,
also
looking
at
efa
excellence
for
all
program
and
trying
to
understand
its
implementation,
as
we
put
together
the
academic
vision
which
you
will
be
hearing
from
dr
eccleston
in
just
a
few
minutes.
F
Thank
you,
madam
chair,
and
thank
you,
superintendent.
F
I
think
you
highlighted
a
piece
that
I
think
is
critical
for
me
that
we
have
this
emphasis
on
making
sure
that
we
provide
rigorous
curriculum
across
you
know
across
our
schools,
and
I
I
worry
that
the
flexibility
piece
so
we're
just
kind
of
rolling
it
or
rolling
it
forward.
I
think
there
there
the
curriculums
are
out
there.
I
think
we
can
do
this
so
that
that
was
a
concern
that
I
expressed
at
a
prior
meeting
as
well,
that
how
does
this
fit
into
that?
That
bigger
picture?
F
I
am
glad
you're,
you
know
you're
addressing
it
there,
but
but
my
my
main
concern,
I
think,
remains
that
I'm
worried
about
continuing
continuing
to
roll
it
forward.
So
those
families
that
do
want
to
choose
a
more
rigorous
curriculum
for
their
kids.
They
should
have
access
to
that.
Whatever
you
know
elementary
program
they're
attending
in
our
school
system,
so.
AC
B
G
F
G
G
B
B
Part
of
that
evaluation
process
is
the
setting
of
annual
performance
goals.
You
will
recall
that
at
our
october
6th
meeting,
the
superintendent
and
dr
coleman
presented
for
the
committee's
consideration
three
student
learning
goals
and
a
professional,
practical
practice
goal
during
the
discussion
that
followed
mr
o'neill
requested
that
an
additional
measure
be
added
related
to
family
perception
of
cultivating
trust.
I
will
now
turn
it
over
to
dr
coleman
for
a
brief
update
on
the
revised
goals.
E
Sorry
about
that,
so,
as
you
can
tell
from
the
materials
that
was
sent
to
you
earlier,
the
the
question
was:
what
are
the
particular
ways
in
which
we
would
assess
more
the
community
engagement
parents,
and
so
the
superintendent
and
her
staff
put
together
a
couple
of
a
few
metrics
using
things
that
were
already
collecting
to
assess
that.
So
the
big
question
is
whether
or
not
I'll
turn
to
you,
mr
o'neill,
in
particular
whether
that
satisfies
your
question
about
how
to
and
how
to
measure
and
assess
acute
community
engagement.
E
So
that's
our
first
question
for
tonight.
The
second,
if
that's
acceptable,
then,
are
we
ready
to
proceed
with
making
these
sustainable
evaluations.
AB
Dr
coleman,
I
would
say
yes,
I
thank
you
for
listening
to
the
concerns.
I
think
it
does
tie
to
the
strategic
plan
as
well.
By
doing
that,.
C
E
Great
so
before
we
move
to
a
vote
on,
we
would
on
these
as
the
superintendent's
goals.
I
think
we
should
spend
time
with
our
other
people
in
the
community
who
have
questions
or
concerns
or
or
or
or
or
feedback,
particularly
as
we
thinking
about
interim
moments
for
assessment
as
the
year
progresses.
B
B
AC
Yeah,
thank
you,
madam
chair,
and
thank
you,
dr
coleman,
for
really
just
shepherding
this
process
along,
so
that
we
could
stay
on
a
really
good
timeline
for
it.
I
appreciate
the
goals
and
I
appreciate
the
suggestion
by
mr
o'neal
to
add
in
the
family
perceptions.
It
was
a
concern
of
everyone's
and
I
think
we
were
just
trying
to
have
some
some
brevity
and
rather
than
leave
it
out,
so
I'm
I'm
really
glad
it's
in
there.
AC
Obviously,
with
the
testimony
today,
we
have
work
to
do
in
this
area
and
I'm
eager
to
do
this
work
of
getting
it
right
for
our
families.
It
pains
me
to
hear
our
families
here
saying
they
weren't
engaged
with,
and
that
is
such
an
important
value
of
mine.
So
we
have
room
to
grow
and
we
will.
We
will
do
that
hard
work
of
being
transparent
and
getting
out
there
and
working
with
our
families
and
our
stakeholders
in
a
very
transparent
and
engaging
way
so
that
we
don't
get
these
folks
coming.
AC
We
have.
We
did
that
with
the
three
closed
schools
and
I
personally
engaged
with
the
three
closed
schools
and
we
didn't
hear
many
of
them
coming
because
we're
providing
a
lot
of
support
and
we
did
a
lot
of
engagement
where
I
neglected
and
I
take
full
responsibility-
is
the
k56
expansions
and
I
should
have
spent
more
time
on
that
decision.
AC
The
team
is
is
going
after
that
now
and
so
we'll
continue
to
work
on
this
and
the
exam
schools
and
all
of
the
other
ways
we
have
to
communicate
with
our
families
and
and
just
grow
from
this
feedback.
So
thank
you
so
much.
B
AD
H
AD
AD
H
AD
H
AD
H
AD
H
C
E
So
one
more
as
we
move
forward,
one
of
the
things
as
and
probably
for
our
our
new
members.
Previously,
the
superintendent's
evaluation
had
asked
to
ask
the
superintendent
to
provide
this
welter
of
data
that
was
just
too
big
and
and
cumbersome
and
just
like
it
often
came
back
as
a
reiteration
of
reports
already
given,
and
so
over
the
past
two
years,
we've
moved
as
we
were
moving
to
become
an
outcome
driven
district
to
really
really
center.
E
The
super
tense
evaluation
among
the
big
lever
issues
that
we're
trying
to
move
forward
on
as
a
way
to
be
more
clear,
more
accurate
and
and
more
useful,
both
in
terms
of
letting
the
superintendent
knows
what
our
goals
are
and
getting
concrete
information
as
to
as
that
progress.
So
this
this
as
a
process
variable
is
a
big
step
forward
for
us
and
I
hope,
as
we
move
forward,
we'll
be
able
to
refine
it,
complete
it
in
a
more
timely
manner.
E
B
Right,
thank
you,
dr
coleman,
for
your
leadership
in
this
area.
If
there
are
no
further
questions
I'll
entertain
a
motion
to
approve
the
superintendent's
performance
goals
for
the
school
year,
2021
2022,
as
presented
sir
motion.
G
F
AY
O
G
AB
B
Our
first
report
this
evening
is
an
update
on
the
indoor
air
quality
sensors
at
this
time,
I'd
like
to
invite
katherine
walsh,
bps
sustainability
and
environmental
service
manager
and
brian
ford
bps
executive
director
facilities
department
to
please
present
their
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
opening
comments.
AC
Thank
you,
madam
chair.
I
am
so
excited
about
this
presentation.
Our
environmental
team
is
just
on
top
of
it
and
I'm
really
excited.
I
remember
a
couple
years
ago,
when
we
first
went
into
this
pandemic,
we
were
doing
these
walk
through
air
quality
reports
and
testing
and
catherine
came
to
me
and
said
you
know
if
we
just
get
these
data
sensors,
I'm
like
get
them
and
they've
just
been
wonderful
to
work
with.
AC
His
responsiveness
is
bar
none,
and
I
just
am
so
appreciative
of
him
and
our
entire
environmental
team
for
the
work
that
you're
going
to
see
today.
So
thanks
to
the
both
of
them
and
kudos.
Thank
you.
AC
BK
Thank
you,
boston,
school
committee,
chair
robinson,
thank
you,
dr
cassellius
and
bps
community
for
having
us
here
tonight,
as
dr
cassellius
mentioned,
I'll,
be
providing
an
update
on
our
indoor
air
quality
sensor
initiative.
I'll
start
with
just
a
brief
background
on
why
we
are
doing
this
initiative
and
then
give
you
an
update
on
where
we
are
in
the
implementation
process
of
this
really
exciting,
innovative.
BK
So
it
should
go
without
saying,
but
it's
very
important
to
state
that
it's
indoor
air
quality
is
extremely
important
to
everyone
at
boston,
public
schools
because
of
the
impacts
that
indoor
air
quality
can
have
on
the
physical,
emotional
and
social
wellness
of
our
students
and
staff,
the
impacts
they
can
have
have
on
their
health,
as
well
as
attendance
rates
and
performance
in
our
schools,
so
boston,
public
schools,
facilities
management
follows
excuse.
Me
follows
the
us
epa's
iaq
tools
for
schools
program
and
why?
BK
But
it
can't
be
done
if
we're
not
also
doing
strategies
like
our
annual
school
environmental
audits,
preventive
maintenance
on
our
buildings,
cleaning
thanks
to
our
custodial
staff
and
all
our
buildings,
our
integrated
pest
management
system
and
even
things
like
anti-idling
that
we
have
with
our
buses
and
our
tobacco-free
policy
in
the
district.
They
all
help
together
to
create
healthier,
improved
indoor
air
quality
environments
in
our
schools.
BK
BK
What
were
they
recommending?
We
do
as
a
district
in
our
buildings
and
then
showing
how
bps
was
in
compliance
with
all
of
that
guidance
and,
as
you
can
see,
we
early
on
made
a
recommendation.
As
dr
cassellius
mentioned,
that
one
of
the
ways
we
could
really
improve
indoor
air
quality
in
our
schools
was
to
install
sensors
to
give
us
constant
monitoring,
reporting
on
air
quality,
giving
us
the
data
we
need
in
order
to
make
the
right
improvements
at
every
school
building
and
to
not
have
it
only
be
a
snapshot
in
time.
BK
When
you
rely
on
only
doing
in-person
air
quality
testing
through
a
human
going
in
with
our
tools,
that's
only
a
snapshot
in
time,
so
these
sensors
can
give
us
constant
data
and
right
now
we're
actually
collecting
more
than
in
excess
of
31
million
data
points
every
day,
thanks
to
these
sensors,
as
opposed
to
what
was
happening
before
manually.
BK
BK
We
have
an
existing
plan
that
we've
already
implemented
even
this
past
summer
to
make
sure
that
we're
updating
and
replacing
filters
following
the
tech
specs
of
the
equipment
to
make
sure
that
we're
not
leaving
dirty
filters
in
beyond
their
lifespan,
we're
updating
the
merv
phil
merv
13
filters,
as
well
as
the
air
purifier
filters,
and
we
also
have
box
fans
and
air
purifiers
additional
ones
available
on
request
and
the
way
to
request
that
has
been
shared
with
school
leaders
in
working
through
their
operational
leaders.
BK
BK
As
you
know,
each
school
is
very
unique.
It's
different!
It's
not
a
one-size-fits-all
approach
to
maintenance,
with
our
hvac
systems
with
our
windows,
so
having
data
that's
applicable
to
each
school
is
really
important
for
us
to
have
the
best
strategies
for
improving
air
quality
at
that
particular
school.
BK
We
also
know
that
when
buildings
are
occupied,
we
can
use
carbon
dioxide
monitoring
as
a
way
to
test
for
adequate
ventilation
and
air
exchange
rates.
We
really
want
to
also
be
transparent.
We
want
to
be
communicative
and
transparent
about
the
status
of
air
quality
in
our
schools.
We
want
to
build
trust
with
our
staff,
with
students
with
families.
BK
So,
as
of
how
we've
been
installing
the
sensor,
initiative
is
through
phases,
and
so
every
sensor
is
recording
carbon
dioxide,
carbon
monoxide,
airborne
particulates,
temperature
and
relative
humidity,
and
so
in
phase
one
we've
focused
on
installing
a
sensor
in
every
single
identified
classroom
in
the
district,
and
we
recently
finished
phase
one
just
on
friday
and
so
phase,
two
we're
going
back
into
every
school
and
we
are
installing
sensors
in
both
the
nurses
office
and
the
main
office.
BK
And
then
we
also
have
a
special
rooftop
unit
that
we're
installing
on
every
rooftop
and
the
reason
we're
installing
an
outside
unit
is
that
outdoor
levels
actually
are
used
as
your
baseline.
So
it's
important
to
understand
that,
even
in
within
boston,
we
have
different
micro
climates.
We
have
different
neighborhood
pollution
issues,
it's
important
for
us
to
have
that
outdoor
baseline
at
every
school
so
that
we're
not
comparing
incorrectly
one
school
and
one
neighborhoods
challenges
to
a
school's
challenges
in
another
neighborhood,
as
they
may
be
facing
different
air
quality
issues.
BK
In
terms
of
the
implementation
process,
we
did
use
the
opportunity
index
as
one
of
the
factors
for
creating
the
schedule.
So,
even
though
we
knew
every
single
school
was
going
to
get
these
sensors
in
the
same
places,
we
prioritized
based
on
equity
and
started
the
initiative
in
east
boston,
because
that
we
know
that
is
one
of
our
neighborhoods
that
faces
the
most
challenges
around
air
quality.
BK
One
of
the
most
exciting
pieces
of
this
initiative
is
again
back
to
transparency
back
to
communications.
Is
that
we're
developing
a
public
dashboard
that
comes
along
with
these
sensors?
So
what
you're,
seeing
here
on
the
screen
is
a
snapshot,
a
screenshot
of
what
the
public
dashboard
will
look
like,
so
someone
would
be
able
to
visit
the
url.
BK
The
donuts
are
representative
of
schools
and
where
we
have
censors
and
as
someone
drills
in
even
closer
more
schools
pop
up,
the
green
is
representative
of
basically
levels
being
typical
or
within
the
standards
that
and
I'll
talk
a
little
bit
about
the
standards
that
we
set
and
then
yellow
is
indicative
of
elevated
levels.
That's
what
the
different
color
schemes
will
represent
when
someone
drills
down
onto
a
particular
school
another
box,
this
box,
that's
here,
will
pop
up
and
that
will
be
specific
information
to
the
school.
BK
This
is
still
I
just
really
want
to
be
clear.
This
is
very
new.
We
are
very
much
in
the
implementation
phase,
so
we
are
still
working
through
how
this
can
be
best
communicated,
be
accessible
and
transparent
to
our
community,
and
we
definitely
are
continuing
to
work
with
our
communications
experts
in
making
sure
that
we
can
make
this
information
accessible
to
our
community.
AC
Catherine,
just
one
point
of
clarification:
it
also
can
collect
particles
right,
so
students
who
have
asthma
were
able
to
see
the
particles
in
the
air.
BK
Yes,
it
is
measuring
particulate
matter
and,
as
dr
cacillius
mentioned,
we
have
about
19.8
percent
of
our
students
with
asthma.
So
that's
a
really
important
reason
for
why
we're
doing
this
work.
B
B
AE
Thank
you,
madam
chair,
and
thank
you,
miss
walsh
for
your
work
on
this
and
other
environmental
pieces.
It's
actually
really
great
to
see
that
your
commitment
and
passion
for
caring
for
environmental
concerns
hasn't
changed
since
your
time
at
bc.
C
AE
Great
to
see
you
here,
one
of
the
pieces
that
you
mentioned
was
around
the
transparency
and
sharing
information.
But
I
don't
have
a
full
sense
of
whether
that's
already
been
made
public
and
so
want
to
understand
a
little
bit
more
about
where
the
information
lives
specifically
around,
like
the
individual
classroom
as
well
as
school
level.
And
at
this
point
who
has
access
to
the
information
and
perhaps
the
vision
for
future
access
to
information.
BL
So
I'll
I'll
just
jump
in
and
answer
this
one
for
you
miss
lopera
as
of
right
now,
and
please
just
excuse
noah.
As
my
I
don't
have
a
sitter
for
my
dogs
tonight,
so
I
apologize
so
the
information
pretty
much
relies
with
a
company
that
we're
using
called
an
sgs,
and
we
have
access
to
that
information
upon
request
for
any
existing
data.
That's
there.
BL
While
we
have
to
continue
to
pull
this
data
at
a
request,
it
shows
up
as
catherine
was
saying,
as
up
to
31
million
datum
points
a
day
which
become
very
hard
to
digest
in
a
grid
shaped
excel
base
sheet.
BL
We
are
continuing
to
work
with
the
dashboard
that
you
saw
that
has
the
green
donuts
on
it
and
the
different
color
charts,
as
well
as
all
the
units
on
there
for
consumable
data
and
we're
hoping
to
roll
that
out
within
the
next
couple
weeks,
but
as
we
are
still
in
implementation
phase,
we're
working
out
all
the
kinks.
N
BL
Sorry
again
of
all
the
fallen
sensors-
and
you
know
anything
that
might
have
been
blocked
where
it
might
have
been
unplugged
or
covered
with
a
piece
of
wall
or
a
teacher
might
have,
you
know,
been
leaning
a
dry
erase
board
against
it.
So
as
we
get
this
information
ready
just
look
forward
in
the
next
coming
weeks
for
this
information.
But
if
anybody
here
on
the
board
or
elsewhere
is
looking
for
this
information,
you
can
always
make
a
request
to
our
department
for
right
now.
BL
So
it
not
just
the
caregivers
and
the
student
and
staff
that
are
in
the
in
the
building,
but
anybody
that
wanted
to
as
catherine
and
dr
casilia
said,
transparency,
and
so
anybody
that
wants
it.
No
login
information
required
be
able
to
have
access
to
these
dashboards.
This
could
be
some
information
that
you
use
when
you're
choosing
a
school
for
your
child
you're
able
to
see
the
exact
quality
of
the
room
that
was
there
in
today
tomorrow
and
any
day
in
the
future.
AE
Appreciate
that
and
then
my
my
other
question
is,
since
you
all
have
been
looking
at
this
and
given
the
importance
of
air
quality
with
the
covid
pandemic,
I'm
wondering
if
you're,
seeing
any
differences
or
significant
differences
in
air
quality
with
temperature
changes.
Last
year
we
were
not.
Our
school
buildings
were
not
open
during
the
winter,
and
so
I
know
that
some
of
the
recommendations
are
ensuring
that
windows
are
open
and
that
fans
are
going.
So
there
are
a
lot
of
different
things
that
definitely
impact
the
classroom
temperature
indoors,
as
well
as
obviously
the
weather.
BL
BK
Sure,
and
please
correct
me
if
I
end
up
not
answering
your
question-
we
one
thing:
we've
made
sure
to
do,
because
we've
asked
people
in
the
buildings
to
have
one
window
open
at
four
inches.
Is
we've
been
offsetting
that
by
raising
temperatures,
we've
been
doing
that
since
last
year
in
order
to
manage
having
the
windows
open
during
the
pandemic,
we
tested
the
four
inches
as
opposed
to
something
bigger
like
six,
eight
ten
twelve,
because
we
wanted
to
be
reasonable.
BK
Given
that
we
are
in
boston
with
the
weather,
we
did
all
of
our
air
exchange
testings
in
the
winter,
so
we're
expecting
air
quality
to
stay.
Pretty
good
and
consistent.
BK
We're
seeing
good
results
right
now
and
the
most
important
thing
about
the
data
is.
It
can
help
us
just
focus
in
on
where
we
can
make
improvements,
and
I'm
hopeful
that
by
being
transparent,
we
actually
may
surprise
some
people
that
their
air
quality
is
actually
better
than
what
they
might
expect,
which
would
be
wonderful
to
be
able
to
help
people
feel
safer
in
the
buildings.
BK
AC
Point
I
wanted
to
make
too,
is
that
I
think
with
this
data,
people
can
see
exactly
the
air
quality
in
their
classrooms.
AC
I
have
visited
many
classrooms,
particularly
in
the
winter
and
they'll,
have
three
windows
open
and
it's
freezing
in
there,
and
you
say
you
really
only
need
to
have
one,
but
there
was
a
disbelief
that
one
was
enough,
but
if
you
open
up
one
window
in
your
home
and
you
open
up
the
door,
you
can
just
feel
this
rush
and
that's
what
happens
with
the
air
exchange
and
that's
what
they
want
us
to
get.
And
then
the
carbon
dioxide
measured
is
another
proxy
for
measuring
that
air
exchange.
AE
Yeah
I
appreciate
that
information,
superintendent,
casilius
and
miss
walsh.
I
will
just
add
speaking
about
building
that
confidence.
AE
I
know
that,
for
example,
in
my
depending
on
which,
whether
he's
in
an
english
classroom
or
a
spanish
classroom
which
week
it
is,
but
he
talks
about
that
one
of
his
classes,
he
needs
to
really
bundle
up,
because
in
one
classroom
the
teacher
will
open
all
the
windows
and
they're
completely
wide
open
and
he's
freezing
and
in
the
other
classroom
the
teacher
will
perhaps
open
one
or
two
windows
and
they're
not
fully
open,
and
so
I
think
getting
that
information
to
school
leaders,
teachers,
community
members,
caregivers,
is
really
important
so
that
they
can
see
whether
there
are
differences
in
those
strategies
of
freezing
freezing
out
the
class
or
not.
AE
So
just
appreciate
the
work
on
this
and
I'm
looking
forward
to
the
continuing
of
analysis
on
what
this
looks
like
and
also
just
the
information
that
could
come
of
it,
not
just
as
we're
thinking
about
covet
impacts
but
long-term
impacts,
health
impacts
and
and
community
right
like
that.
It's
not
just
for
school,
but
also
what
communities
are
more
negatively
impacted
by
air
quality
and
our
location
of
our
school.
So
thank
you
for
the
work.
AC
Thank
you
and
I
just
want
to
mention
one
other
thing:
it's
like
taking
a
thermometer.
You
know
like
when
you're
not
feeling.
Well,
you
don't
get
alarmed
when
you
see
a
number,
not
right,
you
go
in
you
investigate
you
look
for
other
symptoms
and
then
you
correct
and
mitigate
it,
and
so
this
is
our
ongoing
quality
control
around
our
air
quality.
AC
And
so,
if
the
team
notices
something
is
rising
up
or
the
principal
or
chief
custodian
notices,
they're
able
to
go
in
and
mitigate
you
know,
was
there
a
sweater
on
the
air
purifier
or
did
the
teacher?
Have
all
the
windows
closed
and
quickly
remedy
that
situation?
So
we
anticipate
seeing
numbers
that
will
elevate,
but
then,
with
that
alerts
us
to
go
and
take
care
of
the
air
quality
in
the
room,
and
otherwise
we
wouldn't
have
a
way
of
knowing.
F
Thank
you,
madam
chair,
and
also
thank
you.
This
presentation,
I'm
very
excited
about
this.
So
I
appreciate
all
the
great
work
remember
when
I
was
at
boston,
latin
school
being
told
by
a
teacher
that
we
had
dangerously
high
carbon
dioxide
readings
in
the
room,
and
I
had
no
idea
what
that
meant
at
the
time.
So
it's
great
to
hear
that
now
we
have
these
sophisticated
sensors
and
focus
on
this,
and
I
did
want
to
say
I
appreciate
the
the
push
for
transparency
on
the
date.
F
I
think
that's
critical
and
I
I'd
like
to
recommend
even
a
step
further
where
so,
I'm
from
east
boston-
and
we
have
a
lot
of
entrepreneurial,
like
tech,
savvy
environmental
student
leaders
that
I'd
love
to
see
folks
get
the
raw
data
on
a
regular
basis
and
then
let
them
develop
their
own
queries
and
analyses
and
and
so
even
kind
of
a
you
know,
step
kind
of
before
that
that
just
kind
of
make
that
data
you
know
free
and
open
to
anyone
really
that
wants
to
wants
to
use
it,
but
just
a
recommendation
on
that.
B
I
just
have
a
question:
I
love
the
idea
of
having
the
sensors
my
question
or
two
things
you
know:
are
we
helping
teachers
to
understand
what's
going
on
and
how
their
decisions
are
being
impact,
how
the
decisions
they
make
impact
the
overall
comfort
of
students,
as
ms
lapera
explained,
but
also
are
there
any
curricular
that
help
our
children
to
begin
to,
learn
and
understand
what
all
of
this
equipment
is
doing
too,
as
I
think,
as
we
continue
to
grow
our
science
environmental
curriculum?
B
BL
Good
evening,
madam
chair
I'll,
just
jump
right
in
on
that.
As
far
as
having
the
teachers
know,
this
information
we're
we
do
send
out
a
memo.
BL
Thank
you,
miss
luo.
I
definitely
want
to
make
sure
that
I'll
get
this
information
back
out
to
the
schools
again,
we'll
try
to
put
in
a
friday
flyer
as
well
as
send
out
another
memo.
Just
so
they
know
we
can
reiterate
thermal
comfort
right.
We
want
to
make
sure
that
all
the
school
environments
are
inviting
and
welcoming,
and
you
do
get
to
do
all
these
social
things
that
you've
missed
out
on
in
the
past
year
and
a
half
two
years.
B
AC
Thank
you,
madam
chair.
I
am
really
excited
to
present
dr
eccleston
and
his
team
here
today
that
has
been
working
on
this
academic
draft.
As
you
know,
we're
trying
to
get
the
engagement
right
on
this
one,
so
we
have
been
working
with
teachers
and
school
leaders
and
with
stakeholders
we
presented
at
the
community
equity
round
table.
AC
We've
made
a
number
of
other
presentations
to
groups
that
dr
eccleston
will
share
with
you
to
come
with
this
draft.
It
is
still
a
working
draft,
there
will
be
more
engagement
and
we
will
use
this
time
to
engage
further
with
the
community
and
bring
that
back
in
january
to
the
full
committee,
at
your
request,
madam
chair,
for
a
review
at
a
retreat,
and
so
at
this
time
I'll
turn
it
over
to
dr
eccleston,
for
what
I
think
is
a
very
promising
draft
and
still
probably
a
few
more
tweaks.
BM
BM
Great
thank
you,
and
I
am
before
I'll,
introduce
my
team
in
a
moment.
I
want
to
thank
them
for
being
here
as
part
of
the
presentation,
but
I
just
wanted
to
begin
by
just
framing
what
I
think
is
the
sort
of
big
story
that
will
be
embedded
within
the
context
of
the
presentation
that
you'll
hear
tonight
on
the
academic
vision.
BM
BM
We've
already
received
important
and
instructive
feedback,
for
example,
at
the
community
equity
roundtable
and
from
the
el
task
force,
who
have
helped
inform
our
thinking.
Already
on.
Some
of
these
issues
that
we'll
talk
about
today
and
we'll
continue
to
do
that
in
the
weeks
and
months
to
come
and
look
forward
to
re-engaging
the
school
committee
in
a
formal
presentation
on
both
the
academic
vision
and
the
implementation
plan
in
january.
BM
BM
BM
And
then
the
final
point
I
want
to
make
is
that
I
hope
that
this
begins
to
offer
a
framework
for
what
ambitious,
teaching
and
learning
ought
to
look
like
in
every
bps
classroom
every
single
day
and
we'll
begin
to
define
what
those
practices
are.
In
the
context
of
this
presentation
and
to
reiterate
a
point,
I
just
made
that,
at
the
end
of
the
day,
we
all
across
the
bps
have
a
role
to
play
to
ensure
that
this
vision
gets
enacted
across
classrooms
each
and
every
day
for
all
of
our
brilliant
bps
students.
BM
So
in
our
agenda
this
evening,
in
a
moment,
I'll
introduce
members
of
the
academic
department
who
will
be
here.
They'll
talk
a
little
bit
about
their
work
and
I'll.
Be
sharing
we'll,
be
sharing
the
presentation,
together
as
a
team,
we'll
introduce
some
of
the
challenges
and
opportunities
that
we
see
ahead
of
us,
both
in
terms
of
finalizing
the
vision
of
an
academic
vision
for
the
bps,
but
also
around
the
implementation
and
execution
work,
which
is
where
this
game
will
be
won.
C
BM
I'll
do
this
any
way
you
all
want.
So
that
sounds
great
if
you
could
just
help
facilitate
that.
So
I
the
team,
knows
you
just
tell
us
when
to
stop
and
we'll
stop
and
take
comments,
questions
feedback,
whatever
works,.
BM
And
then
I
just
want
to
to
communicate
that
as
we're
going
through
this
process
and
we're
building
out
both
this
vision
and
the
infrastructure
and
implementation
plan
that
the
racial
equity
planning
tool
will
be
at
the
core
of
what
we
have
done
and
will
continue
to
do.
We
still
have
more
work
to
do
on
this,
as
we
continue
to
build
out
our
strategies
for
racial
equity
and,
in
the
months
and
weeks
to
come,
develop
the
implementation
plan,
but
we
have
continued
to
move
through
steps,
one
and
two
of
this
tool.
BM
BM
I
want
to
acknowledge
superintendent
casilius's
announcement
that
akita
narayan
kapar
has
been
selected
to
serve
as
the
next
assistant
superintendent
of
the
office
of
english
learners
she's,
not
here
this
evening,
but
deputy
chief
academic
officer,
farah
azeraj,
is
here
and
has
a
background
for
those
of
you
who
know
her,
both
in
instruction
and
in
multilingual
learners,
the
education
and
instruction
of
multilingual
learners.
So
she
will
begin
by
talking
about
the
office
of
english
learners
and
then
pass
it
to
one
of
her
colleagues.
BN
We
have
to
maintain
and
build
up
our
native
language
access
if
our
core
vision
for
the
district
and
the
office
is
towards
the
seal
of
bi-literacy,
in
order
to
also
improve
our
outcomes
for
english
learners
and
meet
the
state
and
federal
requirements
within
compliance
as
well
as
doj
reporting.
We
know
that
the
quality
instruction
is
at
the
core
and
is
center
of
student
success,
and
so
with
that
it
is
increase.
BN
BO
See
you
am
I
here
here
we
go
nice
to
see
you
all
this
evening.
Again,
my
name
is
ethan
delmar
burns
assistant
superintendent
for
special
education.
Thank
you.
Farah
inclusion
is
going
to
be
key
for
all
our
students
with
disabilities.
It
doesn't
just
benefit
our
students
with
disabilities,
but
all
our
students
and
that's
going
to
be
at
the
center
of
our
work
in
the
office
of
special
education.
BO
Also.
We
need
to
make
sure
that
equitable
literacy
is
at
the
center
of
our
work
in
the
office
of
special
education
as
well
as
it
will
be
for
all
our
students
moving
forward.
We
need
to
make
sure
that
our
students
of
with
disabilities
are
achieving
at
high
levels.
BO
BO
C
BO
Happens
and,
lastly,
we're
really
we
need
to
focus
on
one
of
our
lowest
performing
subgroups,
which
is
our
elves
with
disabilities,
which
is
really
critical
that
they
take
advantage
of
all
the
things
I
just
talked
about,
so
that
they
can
achieve
at
high
levels
as
well
and
really
look
forward
to
diving
deeply
into
this
work
and
developing
this
vision
with
this
team,
and
I'm
going
to
turn
it
over
to
my
colleague,
christine
landry
from
academics
and
professional
learning.
BP
BP
Our
mission
is
to
ensure
that
all
educators
have
access
to
the
knowledge,
the
skills
and
the
resources
that
they
need
to
provide
every
bps
student
with
a
high
quality,
culturally
and
linguistically,
sustaining
and
well-rounded
education
in
some
of
our
areas
of
focus
this
year,
which
you'll
note
overlap
with
many
of
those
that
my
colleagues
have
shared
and
efforts
to
break
down.
The
silos
between
our
departments
that
have
existed
in
the
past
include
expansion
of
access
and
in
the
celebration
of
native
language
fluency
through
this
deal
of
by
literacy,
in
collaboration
with
oel.
BQ
Thank
you
christine
good
evening.
Everyone.
My
name
is
jill
carter.
I'm
the
senior
executive
director
for
the
office
of
health
and
wellness
our
office
supports
the
district's
mission
to
promote
the
social,
emotional
and
physical
well-being
of
students.
We
lead
the
district's
effort
to
implement
a
whole
school
whole
community,
whole
child
approach.
By
coordinating
and
evaluating
the
wellness
policy
implementation
and
through
wellness
promotion
efforts.
We
collaborate
across
academic
student
supports
equity
and
operations,
divisions
to
build
the
capacity
of
schools
to
create
learning
environments
that
promote
student
well-being,
belonging
and
empowerment.
BQ
We
also
lead
the
district's
effort
on
whole
child
instruction
in
tier
one,
social,
emotional
learning,
physical
education
and
physical
activity
and
health
education,
as
we
emerge
from
the
global
pandemic,
it's
more
obvious
than
ever
that
health
matters,
that
means
health,
literacy,
physical
literacy
and
emotional
literacy
matter
and,
most
importantly,
a
commitment
to
collective
care
matters.
We
want
students
to
have
the
skills
and
the
opportunity
to
be
well.
BR
Thank
you
jill
good
evening.
Everyone
so
excited
to
be
here
this
evening.
My
name
is
shakira
ford,
walker
representing
the
office
of
teacher
leadership
or
otl.
As
we
are
fondly
known,
our
office
supports
the
development
of
teachers
as
leaders,
we
enable
them
to
exercise
that
leadership
to
support
student
learning
and
well-being
and
drive
school
improvement.
BR
If
you
know
me-
and
you
know
my
team,
you
know
that
we
believe
teacher
leadership
must
be
a
key
component
of
bps's
strategy
for
attracting,
supporting
and
retaining
educators,
particularly
our
educators
of
color.
We
also
believe
it
must
be
a
driver
of
many
other
strategies
across
the
system,
especially
those
aimed
at
improving
our
schools.
BR
BN
Thank
you,
shakaren
everyone
for
outlining
the
focus
areas
to
your
departments
in
particular.
BN
Our
goal
is
to
make
sure
that
we
are
moving
away
from
the
silos,
and
so
you
will
see
this
recurrence
of
our
collaboration
and
cross-departmental
focus
areas
that
needs
to
happen
in
order
to
make
the
improvements
now
tonight's
vision
that
dr
eccleston
will
clearly
outline
and
has
shared
it
is
outlined
also
in
connection
to
our
bps
strategic
vision,
and
it
is
centered
in
an
opportunity
and
office
of
opportunity
and
achievement
gap
in
the
policy,
so
in
bps,
and
at
bps,
every
child
in
every
classroom
is
entitled
to
an
equitable,
world-class
high
quality
education.
BN
That
is
our
commitment
as
a
district
that
is
part
of
our
mission
and
vision,
and
each
child
should
have
the
same
unfettered
access
to
every
conceivable
resource
to
unlock
the
greatness
within
them.
So
as
we
move
forward
with
this
vision,
it's
really
important
that
we
center
this
data,
as
well
as
the
vision
and
what
we'll
see
that
might
really
sort
of
shake
us
to
the
core
and
for
some.
BN
We
know
that
the
past
year
in
the
middle
of
covid,
that
students
either
returned
to
school
for
the
first
time
after
months
of
learning,
remotely
and
participated
very
soon,
thereafter,
with
mcas
and
or
students
who
we
also
had
another
body
of
students
who
took
the
mcas
remotely
for
the
very
first
time.
In
addition
to
that
change,
within
this
construct
of
the
pandemic,
the
sessions
in
the
mcas
were
limited
to
one
session,
as
opposed
to
two
sessions.
BN
BN
This
is
our
math
data
and
you
will
see
similar
and
even
more
glaring
results,
as
the
math
outcomes
are
even
lower
in
comparison
to
the
ela,
and
we
should
make
note
that
this
was
not
a
our
district's
performance
in
comparison
to
other
districts
or
the
state
is
not
unique
and
some
will
argue,
obviously
in
terms
of
the
pandemic
and
the
performance
as
well
as
remote
learning
that
is
unique
to
this
year.
BN
However,
we
really
want
to
take
a
snapshot
of
this
time
period
and
this
fall
to
look
at
the
map
data
which
we'll
show
in
the
next
two
slides.
So
that
we
have
a
grounding
of
where
students
are
at
the
beginning
of
the
year,
based
on
our
formative,
assessment
and
data,
so
while
mcas
is
a
one
indicator
and
those
measures
from
last
year
may
not
be
a
true
comparison
previous
years,
the
story
and
the
data
that
you
see
is
unfortunately
not
new
to
to
many
of
you.
BN
So
in
this
next
slide,
we
will
show
you
that
the
map
growing
a
growth
reading
achievement
data
which
students
in
grades
3
to
11
per
took
in
this
is
a
newer
formative
assessment.
The
district
adopted
in
addition
to
adopting
it,
has
become
a
requirement
for
schools
across
the
district
to
participate
for
students
to
participate
in
both
the
map.
Reading,
as
well
as
map
math
achievement
testing.
BN
BN
So
what
we
see
here
is
a
quintile
distribution
and
then
this
distribution
across
our
student
population,
so
students
without
disabilities,
students
with
disabilities
as
as
well
as
english
learners,
who
are
also
students
with
disabilities
and
again,
when
you
see
this
data,
I
I
really
also
want
us
to
sort
of
you
know
feel
what
we
feel
and
make
sure
that
we
sort
of
have
that
resonate
with
us,
because
it
is
that
level
of
response
that
we
need
and
the
emotion
that
is
going
to
move
us
with
the
urgency
to
make
the
changes
that
we
need
to
see
in
our
classrooms
and
instruction,
as
well
as
across
the
district
and
supporting
our
educators
to
get
there
when
we
move
into
this
next
slide.
BN
This
is
our
math
achievement
data
again,
this
is
the
distribution
and
those
high
average
to
high
scores
that
you
see
there
in
the
green.
Those
are
predictive
scores
and
those
are
normed
across
all
students
in
this
grade
level
across
the
nation
who
took
this
test.
So
that
is
true
for
both
math
and
reading,
and
that
is
the
predictive
score
and
percentiles
that
we
see
are
predictors
for
mcas,
as
well
as
other
achievement
outcomes.
So
you
might
pay
attention
to
the
m.
BN
The
mcas
math
data
here
in
comparison
to
the
map,
growth,
achievement,
data
and
you'll
see
that
the
correlation
there
is
somewhat
an
indicator
of
where
we
need
to
make
shifts
growth
as
well
as
identifying
that
this
is
a
beginning
of
year
assessment,
and
so
the
hope
is
that
we
are
moving
towards
the
green,
that
we
are
seeing
more
of
a
high
average
and
high
and
that
there
is
an
increase
in
performance
when
the
students
take
the
test
again
in
january
in
february,
so
that
we
have
some
comparative
and
growth
analysis
for
students,
as
well
as
for
schools
and
their
action
planning.
BN
So
as
a
district,
we
should
be
asking
the
questions
of
what
do
we
need
to
do
differently?
What
are
our
action
steps?
Those
are
the
questions
that
we
are
working
with:
our
school
leaders
and
educators
to
unpack
the
map
data
to
be
able
to
understand
what
are
my
immediate
action,
steps
that
are
going
to
change
their
narrative
and
to
move
us
in
the
direction
of
increasing
student
performance.
BN
One
of
our
key
indicators
that
you'll
hear
tonight
as
well,
that
is
aligned
to
this
vision,
is
grade
level
standards
grade
level
access
to
content.
The
assessments,
whether
it's
mcas
or
a
map
are
both,
especially
with
mcas
as
an
indicator.
It
is
assessing
our
grade
level,
standards
and
performance,
and
that
has
shifted
as
we
shifted
to
common
core
standards
and
it
has
shifted
over
the
the
years,
and
we
have
some
work
to
do
ahead
of
us
to
ensure
that
our
core
instruction
and
our
tier
one
instruction
is
at
a
quality
of
rigor.
BN
It
meets
the
standards.
It
also
incorporates
all
of
the
areas
in
which
you'll
hear
about
tonight,
but
again
this
data,
really,
I
think,
pushes
on
us
to
to
also
confront
the
reality
of
students
and
what
is
our
action
at
whether
it's
a
school
level,
a
classroom
level
at
the
office,
a
central
office
level?
We
have
to
act
with
urgency
and
we
must
make
some
changes
to
shift
this
narrative
for
all
of
our
students.
BN
We
are
going
to
move
into
the
next
slide
in
which
my
colleague,
ethan
dabamond
will
sort
of
walk
through
what
and
or
pause
here
before.
We
move
into
the
next
slide
to
walk
through
what
we
need
to
shift
in
order
to
ensure
that
all
of
our
students
are
meeting
and
exceeding
expectations
and
performance.
BM
B
Yes,
I've
seen
dr
coleman
has
his
hand
raised
start
there.
E
Great,
thank
you
very
much.
This
is
a
very
helpful
presentation,
very
exciting.
The
growing
level
precision
the
interaction
between
the
different
groups.
I
think
the
growing
coherence
is
wonderful
to
to
to
look
at
so
my
question:
it's
a
it's
a
it's
a
data
question,
so
you
gave
one
slide
that
represented
the
difference
between
among
groups
between
current
performance
and
meeting
expectations.
That
was
a
very
stunning
painful,
but
a
very
clear
slide.
E
E
Look
the
same
so
instead
of
trying
to
figure
out
what
are
all
the
graphs
mean,
break
it
down
by
the
the
groups
and
show
the
percent
in
relationship
to
what
expectations
are,
and
so
because-
and
you
know,
I
know
that
dr
granson
is
working
on
this
as
we
work
to
having
a
clear
definition
of
what
is
the
gap,
and
it
really
is
not
the
gap
in
comparison
to
different
groups.
E
It's
the
gap
to
our
expectations,
and
so,
if
you
I,
I
think,
would
be
helpful
for
us
and
the
community
to
represent
our
data
consistently
in
by
group.
How
do
we
stand
in
relationship
to
what
is
our?
What
what's
our
expected
outcome,
the
necessary
outcome
and
and
be
consistent,
so
we
all
get
used
to
looking
at
that,
but
it's
very
useful,
but
a
bit
I
love
to
see
that
last
slide
reoriented,
so
that
I
could
really
see
by
group
how
they
were
how
they
were
performing
relationship
to
our
ex.
E
What
meeting
expectations
would
look
like
on
the
map
data
as
well
as
you
had
for
the
mcat
status?
Thank
you.
BM
BM
BM
BO
Absolutely
thank
you
so
much
drew
for
the
opportunity
to
talk
on
this
and
just
think.
It's
really
critical.
We
see
we've
seen
difficult
data
over
time.
What
are
the
key
changes?
We
can
actually
do
that
we
can
execute
on
to
actually
make
a
difference.
Number
one
clearly
is
robust
recovery
strategies.
BO
We
are
hearing
too
many
stories
of
the
challenges
our
students
are
coming
back
with
both
social
emotionally
and
academically,
and
we
need
to
make
sure
that
those
robust
recovery
strategies
are
in
place.
We
believe
that
inclusion
in
every
classroom
is
going
to
be
a
key
lever
as
well.
We
have
seen
time
over
time
and
state
and
national
research
backs
it
up
that
both
general
education
and
students
with
disabilities
do
better
in
inclusionary
settings
and
we
are
going
to
build
that
across
the
system
as
farah
discussed
earlier.
BO
If
we
really
have
quality
guarantees
for
every
classroom
in
school,
there
are
too
many
gaps
too
many
discrepancies,
too
many
differences
in
quality
across
schools
and
classrooms,
and
we
need
to
be
able
to
guarantee
quality
to
our
families
and
to
our
students
across
the
city,
and
with
that
I
think
I
turn
it
back
over
to
dr
eckelson.
BP
No
that's
great,
so
the
first
lever
for
change
that
we'll
we'll
dive
into
is
our
ongoing
recovery
work.
BP
So
this
summer
our
goals
were
to
provide
a
breadth
of
opportunities
to
our
students
for
honing
academic
skills
and
for
rebuilding
social
connections,
and
we
did
that
through
expanded
summer
learning,
learning
opportunities,
as
well
as
various
ways
of
supporting
our
students
with
disabilities
and
students,
who
are
english
learners
through
enrichment
programs
and
partnerships.
BP
At
the
start
of
this
school
year,
we
launched
our
district
instructional
focus
to
build
cohesion
around
research-based
practices
to
support
our
improvement
efforts.
We've
also
made
24
7
tutoring
available
to
all
of
our
students
and
our
families
and
we're
supporting
schools
in
making
individual
esser
decisions
that
align
with
our
district
goals,
as
well
as
individual
student
needs.
BP
So
as
well
as
tutoring
opportunities
for
all
students.
The
academics
division
is
also
providing
compliance
recovery
to
meet
students
required
minutes
of
individualized
individualized
services
in
ways
that
are
flexible
to
students,
as
ethan
mentioned
before
then.
Finally,
we've
launched
the
application
process
for
acceleration
academies
in
february
and
in
april,
that
will
focus
on
a
narrow
set
of
critical
standards
that
students
need
as
building
blocks
for
the
following
year
to
support
their
understanding
of
grade
level
standards
and
will
prioritize
75
of
those
seats
for
students
with
disabilities
and
or
students
who
are
multilingual.
BP
And
looking
ahead,
those
acceleration
academies
I
just
mentioned,
along
with
other
enrichment
opportunities,
will
be
available
during
those
breaks,
as
I
mentioned,
and
we're
also
committed
to
realizing
that
goal
of
developing
and
implementing
a
summer
learning
plan
for
each
of
our
students
in
the
district,
in
collaboration
with
families,
with
students
and
with
partners.
BP
And
then
for
the
next
three
years
and
likely
beyond
the
academics,
division
will
guide
and
coordinate
our
vision
for
equitable
literacy
across
the
district.
BP
So
all
of
our
school
leaders
and
over
1500
teachers
at
this
point
have
begun
their
journey
in
understanding
and
learning
the
deep
work
around
equitable
literacy
this
year
and
that
work
is
being
led
by
a
cross-functional
team
of
central
office
leaders,
school
leaders
and
teacher
leaders
and
I'll
turn.
It
back
to
dr
eccleston
who'll
share
more
about
our
emerging
vision
for
ambitious
instruction.
BM
BM
I
also
while
we
do
that,
I
just
wanted
to
thank
the
committee.
I
know
this
is
an
unorthodox
way
of
presenting,
but
it
really
is
a
team
approach
and
me
up
here,
as
the
single
person
leading
the
academics
department
is
not
an
accurate
display
of
how
this
work
is
going.
So
I
appreciate
you
entertaining
and
engaging
all
of
us
in
this
conversation.
AC
B
E
I'm
sorry
this
is
way
too
exciting.
I'm
I'm
I'm
wide
awake.
This
is
great
work.
I
want
to
go
back
to
slide
number
11
because
and
you'll
get.
My
themes
here
is
in
slide
number
11.
You
kept
mixing
the
levels
of
abstraction.
E
So
it's
one
point.
I
could
really
tell
exactly
what
what
you
meant
and
then
there
are
others
that
was
you
know,
education
speak.
If
maybe
I
know
you
so
that
you
may
know
what
you're
saying,
but
for
us
in
terms
of
saying
it,
how
do
we
know
this
is
happening
so,
for
example,
when
you
say
inclusionary
classroom,
we
know
how
to
measure
that.
But
how
do
you
measure
robust
recovery
strategies,
so
those
are
just
different
levels
of
abstraction,
which
I
think
is
we're
going
to
really
push
forward.
E
More
coherence,
if
we're
going
to
say
here
are
the
levers
they
should
all
be,
I
think,
identified
the
same
level
of
abstraction,
so
inclusion
increasing
language.
Those
are
all
this.
Those
are
all
very
clear.
We
know
what
they
mean.
What
does
really
ambitious,
teaching
and
learning?
Look
like.
We
don't
know
that,
and
I
think
we
need
to
know
that
better
now
in
slide
number
14.
E
E
We
need
to
be
able
to
be
able
to
say
you're
not
doing
enough
work
with
complex
tax
text
and
that's
showing
up
in
your
data,
so
keeping
each
thing
at
the
right
level,
abstraction
with
clear,
measurable
outcomes.
I
think,
will
be
very
helpful
for
us
in
terms
of
understanding
how
you're
progressing
and
feed
into
our
goal
to
be
more
of
the
data-driven
district.
But
this.
C
BM
BB
AE
Miss
lapera,
thank
you
so
much.
Madam
chair,
you
can
actually
go
back
to
a
slide
11
that
lists
out
some
of
the
pieces.
Apologies
for
my
ignorance
here,
so
the
things
that
I
don't
know
what
they
mean.
AE
So
when
we
talk
about
inclusion
in
every
classroom
and
we
talk
about
increase
and
access
native
language
instruction,
my
understanding
of
this
is
this
would
require
a
reconfiguration
of
staffing
models,
and
so
I'm
trying
to
understand.
Why
is
my
assumption
correct
that
we're
thinking
of
different
staffing
models
increase
in
staffing
and
two?
AE
If
that
is
correct,
or
even
if
it's
not?
How
are
we
really
supporting
teachers?
I
know
we
talked
a
little
bit
about
the
literacy
supports
and
the
training
that's
happening.
But
how
are
we
thinking
about
supporting
teachers
in
ensuring
that
there's,
culturally
responsive
instruction
happening
in
every
single
classroom?
So
sorry
joint
question
there.
BM
Yeah,
both
fantastic
questions
and
so
I'll
just
comment
that,
yes,
your
assumption
is
absolutely
correct
that
this
will
take
a
reconfiguration
and
a
rethinking
of
the
way
that
sort
of
staffing
happens
for
both
a
commitment
toward
in
delivery
on
a
promise
of
inclusion,
as
well
as
native
language
instruction.
BM
What's
the
implementation
execution
plan,
that's
going
to
help
us
get
there.
What's
the
project
management
plan,
what
are
the
deliverables?
What
is
the
professional
development
going
to
look
like
we'll
introduce
a
framework?
That's
sort
of
guiding
our
thinking
about
this
at
this
moment
in
time
later
in
the
presentation,
but
we
know
we're
going
to
have
significant
work
to
do
around
building
out
the
infrastructure.
To
your
specific
question
and
point-
and
we
look
forward
to
engaging
in
that
in
the
weeks
and
months
to
come.
AE
Got
it
and
then
I
guess
my
other
question
on
that-
is
one
exciting
to
hear
that
this
is
a
vision,
it's
an
ambitious
one,
which
is
not
to
say
that
we
shouldn't
do
it,
but
I'm
wondering
have
we
already
started
to
do
an
analysis
on
which
of
our
schools
are
already
in
some
phase
of
implementing
some
of
this
even
outside
of
this
vision,
I
guess
what
I
want
to
understand
is
is
where
are
we
where,
before
we
even
start
with
this
vision?
AE
Where
are
we
as
a
district,
like
what
schools
already
have
really
good
pieces
of
this?
Where
are
the
bright
spots
that
we
can
be
learning
from
from
school
leaders
and
educators
in
the
classroom?
And
then
perhaps
what
are
the
the
schools
that
are
being
most
challenged
and
would
need
additional
resources
to
get
that
moving?
BM
Yep,
thank
you
for
that
question
again,
a
really
important
one.
We
have
done
some
of
that
work,
and
so
we
have
reports
so,
for
example,
on
the
native
language
instruction,
the
gaston
institute
has
done
reports
on
where
are
their
promising
practices
that
are
happening
around
the
district
around
native
language
instruction?
We
know
where
those
sort
of
expertise
and
talent
and
teacher
leadership
that
we
need
to
leverage.
We
know
where
that
is
for
inclusion.
We
know
where
that
is
around
our
implementation
of
equitable
literacy.
BM
I've
probably
been
at
this
point
of
about
40
42,
43
schools,
since
the
start
of
school
and
in
every
every
classroom,
every
school
I'm
visiting,
I'm
looking
for
implementation
and
movement
toward
the
key
principles
that
christine
just
talked
about
relative
to
equitable
literacy,
really
trying
to
identify.
I
saw
an
amazing
kindergarten
classroom
today
at
the
condon,
where
the
the
implementation
of
in
the
the
academic
vocabulary
in
the
sort
of
pedagogy
around
equitable
literacy
is
exactly
what
we
want
for
every
classroom
so
like.
AE
B
I
have
a
question
again.
I
think
one
of
our
other
colleagues
said:
there's
a
lot
of
edu
speak
in
this,
and
so
I
guess
I'm
looking
for
similar
a
little
bit
to
dr
repair
around.
How
are
we
getting
the
buy-in
from
teachers,
school
leaders
around
each
of
these
issues
and
guarantee
that
they
agree
and
then,
on
the
other
hand,
I
haven't
heard
anything
at
all
about
parents.
BM
Yeah
we
we
recognize,
as
we've
heard
this
feedback.
We
agree.
We
are
obviously
steeped
in
this
work
and
we
know
we
have
significant
work
to
do
to
make
this
in
plain,
clear
language.
I
think
in
a
slide
or
two
we'll
try
to
operationalize
this.
Hopefully
that
will
sort
of
respond
to
some
of
what
you're
saying
chair
robinson,
but
I,
but
I
understand
that
we
have
more
work
to
do.
BM
I
I
don't
know
christine
if
you
wouldn't
mind,
just
sharing
a
little
bit
about
to
the
the
first
part
of
the
question
that
chair
robinson
just
asked
around
how
we've
worked
to
build
principal
sort
of
buy-in
to
the
work
around
equitable
literacy.
I
think
I
think
that
there
is
significant
buy-in
in
interest
in
this,
and
I
think
the
way
that
christine
and
others
have
framed,
that
has
been
a
real
learning
opportunity
for
us
about
how
we
could
be
much
stronger.
BP
Yeah
thanks
so
much
drew.
Thank
you
for
that.
That
question
couldn't
agree
more
and
really
appreciate
the
feedback
and
we'll
appreciate
ongoing
feedback
around
the
language.
I
I
think
that
you
know
this
has
been
a
very
intentionally
collaborative
process
with
our
school
leaders
and
to
our
teachers.
BP
To
some
extent,
we
need
to
do
more
with
our
teachers
but
thankful
to
have
shakira
and
her
her
human
wisdom
and
focus
on
our
teacher
leaders
at
all
times
in
this
process,
and
she
has
been
key
in
helping
us
define
what
equitable
literacy
is
and
what
it
looks
like
in
our
classroom.
BP
So
from
the
beginning,
the
the
team,
which
is
that
plans,
our
professional
learning
for
our
principals,
has
really
been
a
sounding
board
and
a
space
that
has
helped
to
map
out
the
definition
to
create
the
image
that
you
see
on
on
slide,
14
that
defines
the
components
of
equitable
literacy
and
to
ms
lapera's
0.2
to
start
thinking
about
where
those
bright
spots
exist
from
the
outset.
BP
So
it
was
not
done
too,
but
in
collaboration
with
our
school
leaders
from
the
beginning
and
their
professional
learning
this
year
for
all
of
our
school
leaders
is
focused
in
on
each
of
these
components.
A
day-long
deep
dive
into
each
that
again
is
is
built
in
collaboration
with
our
school
leaders
and
more
of
the
teacher
leaders
too.
BP
We're
really
trying
to
focus
on
our
instructional
leadership
teams
this
year,
as
as
the
the
key
lover
for
this
change
and
you'll,
see
them
presenting,
alongside
and
even
presenting
to
central
office
leaders
in
in
some
cases
right,
because
I
think,
as
a
as
a
learning
year,
we've
had
to
be
humble
and
and
honest
about
the
fact
that
we're
all
learning
new
ways
to
to
teach
reading
and
writing
right.
BP
I
you
know
I
was
a
literacy,
specialist
myself
and
a
principal
for
a
long
time,
and
I
felt
like
I
really
knew
this
stuff,
but
I
would
I
was
trained
in
a
different
way
as
well.
You
know
so
I
even
feel
that
I'm
I'm
relearning
a
lot
of
it
and
doing
that
in
collaboration
with
our
educators
on
the
ground.
BP
T
BM
Sorry,
it
takes
me
a
second
to
set
up
sorry,
so
I'm
going
to
take
the
next
two
or
three
slides.
So
we
want
to
introduce
you
when
we're
talking
about
teaching
ambitiously
across
the
bps,
and
this
is
an
ambitious
vision
and
it
is
going
to
take
a
significant
investment
in
infrastructure
to
make
happen,
including
the
quality
guarantees
that
we'll
talk
about
toward
the
end
of
the
presentation.
BM
But
we
think
that
we
need
to
center
a
really
clear
and
specific
idea
that
that
our
educators
and
our
central
office
leaders
and
our
school
leaders
and
our
community
need
to
believe
that
the
bps
students
are
brilliant.
That
needs
to
be
at
the
center
of
what
we
do,
the
way
that
we
think
the
way
that
we
act.
The
way
that
we
plan
for
our
lessons,
the
way
that
we
think
about
the
materials
that
are
in
front
of
students.
It
has
to
come
from
this
assumption
that
our
students
are
brilliant.
BM
In
order
to
do
that,
you
have
to
know
ourselves
as
educators.
You
have
to
deeply
know
yourself.
You
have
to
be
aware
of
your
own
bias
and
you
have
to
deeply
study
and
understand
our
students.
That
is
the
first
step
in
the
process
of
how
we're
thinking
about
what
it
means
to
teach
ambitiously
across
the
bps.
BM
BM
It
is
also
true.
The
research
is
also
very,
very
clear
that
access
to
native
language
helps
improve
outcomes
for
our
multilingual
learners
for
our
multilingual
learners
with
disabilities
and
is
also
a
win-win
for
students
across
the
system,
because
we
can
think
about
innovative
teaching
and
learning
models
across
the
bp
across
the
bps
that
highlight
and
prioritize
native
language
instruction.
BM
We
need
to
make
sure
that
our
environments
are
culturally
affirming
that
our
schools
and
our
classrooms
are
are
safe
and
healthy.
A
special
thank
you
to
our
colleagues
from
operations
from
the
earlier
presentation
and
that
there's
exemplary
instruction
happening
across
the
bps
and
the
next
slide,
I'm
going
to
define
what
I
hope
is
in
a
very
operationalized
way,
what
that
means
and
what
that
looks
like
and
what
it
should
look
like
across
every
bps
classroom
and
the
core
instruction
needs
to
be
matched
with
enriching
learning
opportunities,
both
in
and
out
of
classroom.
BM
That
means
access
to
things
like
athletics.
It
means
access
to
things
like
clubs
and
stem
opportunities
that
our
students
may
not
always
have
opportunities
for
that
means,
libraries
and
schools.
It
means
high
quality
field
trips
that
extend
and
provide
expeditions
for
our
students
that
are
tied
and
aligned
to
the
core
curriculum
in
order
to
get
here
right
to
have
all
of
these
things
be
true
across
the
bps.
BM
We
need
to
make
sure
that
these
sort
of
key
levers
are
supported
or
undergirded
by
a
robust
recovery
strategy
that
christine
talked
about
earlier,
that
our
practices
are
not
only
culturally
affirming
in
in
maintaining
and
supporting
healthy
learning
environments
for
our
students,
but
that
they're
also
culturally
and
linguistically
sustaining
practices
across
the
system.
BM
We're
talking
a
lot
about
tier
one
instruction,
that's
the
core
instruction
that
happens
for
every
student
in
every
classroom
across
the
bps,
but
we
also
need
to
think
about
the
multi-tier
systems
of
support,
including
tier
2
and
tier
3,
supports
that
need
to
be
in
place
for
students
in
all
academic
areas
in
in
our
partnership
with
shakira
ford,
walker's
division
and
the
schools
division.
BM
We
need
to
make
sure
that
there's
innovative
professional
learning
and
coaching
that's
happening
an
investment
in
coaching
that
is
really
about
figuring
out
how
to
ensure
that
practices
are
improving
relative
to
the
things
that
we
are
hoping
to
see
across
every
classroom.
BM
So
it's
going
to
do
two
quick,
slides
and
then
we'll
spend
some
time
sort
of
talking
about
this
to
get
some
feedback,
and
so,
when
we're
talking
about
the
specific
aspect
of
exemplary
instruction
across
the
bps,
there
are
things
over
the
next
two
or
three
years
that
we
want
to
be
true
in
every
classroom
that
at
the
base,
every
classroom
has
at
its
core
appropriate
grade
level.
BM
Work
that
grade
level
standards
are
driving
the
work
that's
happening
in
every
classroom
that
students
have
in
front
of
them
and
are
engaging
in
real
time
with
complex
text
grade
level
text
in
every
class
every
day
that
they're
reading
from
that
text.
They're.
Writing
from
that
text
that
they're
discussing
that
text
across
all
content
areas
and
a
text
could
be
a
book.
It
could
be
a
poem.
It
could
be
a
graph
in
math
class.
BM
It
could
be
a
report
in
science
class,
but
the
students
are
getting
these
opportunities
across
all
content
areas
that
there
are
the
completing,
challenging
lessons
and
tasks
in
every
class
every
day
they
have
opportunities
as
part
of
their
learning,
to
engage
in
problem
and
project-based
learning
that
allows
the
students
to
to
apply
their
own
learning
from
content
previously
learned
to
real
world
or
real
local
problems.
That
students
see
that
they
want
to
to
work
on
that.
BM
They're
asked
questions
every
day
that
deepen
learning
and
include
students
in
academic
conversation
and
that
the
practices
around
equitable
literacy
are
happening
across
all
disciplines
and
that
students
frequently
are
having
opportunities
and
just
really
quick
ways
to
be
assessed
around
how
they're
progressing
that
educators
and
school
leaders
and
central
office
leaders
are
monitoring
student
learning
in
really
authentic
and
clear
ways
and
providing
real-time
feedback
I'll
just
share
one
more
slide.
I'm
not
going
to
get
into
the
details
of
this
slide,
and
I
know
that
it
probably
needs
to
be
revised.
BM
But
I
think
the
key
underpinnings
behind
this
slide
are
very
important.
This
is
borrowed
from
a
researcher
at
the
university
of
washington,
meredith
honig
who's
written
a
lot
about
what
it
means
to
develop
a
theory
of
action.
That's
focused
on
the
needs
of
students
first
and
ensures
that
all
actors
across
the
school
system
have
a
role
to
play,
to
improve
outcomes.
BM
We
too
must
hold
this
idea
that
central
office
has
a
role
in
helping
principals
improve
their
practice.
They
have
the
knowledge
and
skills
that
they
need
to
be
the
best
support
systems
for
their
educators,
so
that
the
educators
can
be
the
best
support
system
for
their
students
and
get
to
improved
outcomes.
BM
So
that's
the
sort
of
framework
that
we're
thinking
about,
and
it's
really,
I
think
what
this
slide
is
trying
to
it
to
communicate
is
that
there
are.
There
are
real
in
infrastructure
commitments
that
need
to
be
made,
particularly
around
high
quality,
professional
learning
and
coaching
across
the
system
at
the
central
office
level
to
help
principals
to
help
teachers
to
get
to
the
get
to
get
to
the
outcomes
that
we
know
our
brilliant
bps
students
are
capable
of
achieving
if
the
the
system
and
structure
is
designed
to
support
them.
BJ
AE
Thank
you.
Chairwoman
robinson.
I
appreciate
all
the
information
that's
being
shared.
I
think
one
of
the
pieces
that
I'm
thinking
about
when
we're
talking
about
strengthening
instruction
and
the
practice
of
it.
I'm
wondering
I
know
that
our
schools
use
different
curriculum
and
I'm
not
necessarily
advocating
for
everybody
to
use
the
same
curriculum,
but
I'm
wondering
how
we're
thinking
about
supporting
school
leaders
and
teachers
in
ensuring
that
there
is
quality,
research-based
culturally
affirming
curriculum
and
instructional
materials
and
every
one
of
our
classrooms.
BM
Before
I
answer
that
I
just
want,
I
wasn't
sure
if
the
superintendent
maybe
just
wanted
to
make
a
comment
around
anything
relative
to
the
desi
mou
on
this.
I'm
happy
to
answer
the
question
too,
but
I
just
wanted
to
give
the
superintendent
a
space
to
answer
that
if
she
wanted.
BM
Great
so
I
mean,
I
think,
as
part
of
our
agreement
with
with
deci
as
part
of
the
mou.
One
of
the
things
we
need
to
resolve
is
what
is
what
is
going
to
be
the
role
of
autonomy
in
in
in
the
bps,
and
so
that's
going
to
be
a
conversation
that
we
need
to
have
as
a
community
and
there's
a
process.
We
need
to
go
through
to
get
there.
BM
But,
as
I
understand
the
sort
of
language
in
this
agreement
is
that
it's
going
to
be
something
built
around
this
concept
of
earned
autonomy,
and
so
we'll
have
to
sort
of
continue
to
sort
of
have
these
conversations
to
get
to
what
is
going
to
be
the
sort
of
choices
that
schools
might
have
relative
to
things
like
curriculum.
And
so
that's
the
sort
of
conversation
that
I
think
will
be
happening
in
the
months
to
come.
BM
And
my
colleague
ava
mitchell,
chief
of
accountability,
is
leading
those
discussions
and
and
what
we
found
is-
and
I
think
that
this
is
particularly
true.
And
if
you
look
at
the
rollout
of
equitable
literacy
and
literacy.
More
broadly,
particularly
in
the
k
to
five
or
k
to
eight
space
in
some
of
our
elementary
schools
is
that
when
schools
are
forwarded
and
provided
high
quality,
culturally
relevant
materials,
they
take
them
and
use
them,
and
I
think
that
that
is
true
in
our
implementation
of
expeditionary,
learning
and
true
in
our
implementation
of
excellence.
For
all.
BM
And
so
those
are,
I
think,
some
practices
that
we're
looking
to
sort
of
leverage
as
we
think
about
what
this
might
need
to
look
like
in
other
content
areas
where
maybe
some
of
the
materials
don't
match
the
standards
and
the
expectations
that
we
might
hold
for
our
students
moving
forward.
AE
And
just
thank
you
for
that.
Just
as
a
follow-up
to
that
piece
did
I
understand
correctly
that
those
conversations
have
already
begun
with
school
leaders,
or
is
that,
like
a
next
step
as
we're
thinking
about
this.
BM
Those
conversations
have
happened
relative
to
equitable
literacy
in
the
beginning
stages
and
have
not
happened
in
other
content
areas.
Okay,.
F
Thank
you,
madam
chair.
I
wanted
to
ask
questions
about
the
the
the
wedge
that
you
had
on
on
sliding
camera,
which
number
slide
here,
but
just
basically
how
how
we
get
to
know
our
students
and
and
where
they
are
and
are
we
giving?
F
Are
we
giving
our
our
educators
and
heads
of
school
the
tools,
the
training,
to
really
understand
all
the
all
the
pieces
that
the
kid
comes
to
the
school
with
the
cultural
background,
the
home
life,
so
that
so
that
you
know
how
I
think
it's
essential,
especially
with
the
population
that
we
serve,
which
is
such
a
complex
population.
F
That's
the
super
majority
of
our
of
the
kids
that
we
serve
having
each
educator
having
those
tools
to
understand
how
we
get
that'll
be
critical
to
getting
the
kid
to
the
standard
that
we
want
to
get
them
to
and
and
I've
from
what
I've
experienced
at
schools.
Seeing
some
some
doing
really.
Well,
I
think
part
of
it
is.
It
could
be.
F
You
know
the
empathy
of
the
of
the
educator
and
the
teacher
wanting
to
understand,
and
then
longevity
and
seeing
you
know
really
being
rooted
in
the
in
the
community
that
they're
that
they're
working
in
and
knowing
you
know
these
kids
are
all
coming
from
this
village
in
colombia,
and
this
is
their
background.
This
is,
and
I
know
all
of
them-
and
I
know
they're-
you
know
their
cousins
and
this
and
that
and
have
a
real
understanding.
F
But
then
I've
seen
some
comments.
You
know
especially
like
a
discussion
about
attendance
and
and
schools
that
I
thought
had
similar
populations,
and
you
know
one
kind
of
wondering:
why
is
our
attendance
so
low?
It's
because
of
you
know
whatever
factors
and
reasons
and
then
the
other,
the
other
having
a
higher
attendance
and
I
think,
having
similar
similar
populations
and
it's
it's
hard
to
kind
of
judge
that,
but
it
just
struck
me
as,
as
you
know,
maybe
not
understanding
that
the
population
in
the
same
way
like
why.
F
Why
is
one
you
know
one
school
or
program
or
whatever
doing
better
than
another,
and
I
think
that
knowledge
is
important.
So
could
you
help
me
understand
what
how
do
you,
how
are
you
going
to
train
or
how
do
you
train
teachers
and
and
heads
of
school
to
understand,
kids
and
the
tools
and,
and
what
goes
what
goes
into
that.
BM
BM
We
need
to
take
back
to
the
team,
but
we
know
we've
invested
in
some
resources
to
help
us
there
right,
like
we
have
family
liaisons
in
schools.
Now
I
don't
expect
that
family
liaisons
are
doing
all
of
this
work
right,
but
they
can
help
create
conditions
at
schools,
for
people
to
talk
to
each
other
and
to
learn
from
each
other.
So
there
needs
to
be.
I
think,
both
when
we're
talking
about
sort
of
knowing
yourself
and
your
students.
BM
The
vast
majority
of
what
we're
talking
about
is
exactly
what
you've
described
right
and
what
the
professional
learning
needs
to
look
like
for
educators,
we're
going
to
need
to
develop
that
in
collaboration
with
you,
know
the
school
committee
and
members
of
of
our
team,
but
we
also
need
to
understand
who
our
students
are
academically
and
where
they
are
and
that's
why.
BM
I
think
this
investment
in
things
like
paced
interims
and
this
growth
data
that
farrah
had
a
chance
to
sort
of
share
earlier,
are
going
to
be
really
in
instrumental
tools
and
us
understanding
what
the
starting
point
is
for
our
students
and
where,
where
we
need
to
go
and
the
superintendent
continues
to
sort
of
lobby
and
push
and
we're
going
to
implement
on
this,
is
that
as
part
of
that
process
right,
we
need
to
develop
individualized
plans
for
our
students
that
are
setting
ambitious
goals
for
their
for
their
development
in
their
progress,
using
the
data
tools
that
we
have
and
helping
develop,
individualized
sort
of
action
plans
to
help
them
get
there,
and
those
are
things
that
can
happen
at
common
planning,
time
meetings
in
collaboration
between
and
among
teachers
at
different
grade
levels
or
in
different
content
areas.
BM
Yeah.
Okay.
I
appreciate
that
I'll
turn
over
to
my
colleagues
too,
if
they
have
any
other
thoughts
on
this.
But
it's
an
important
question
that
we
obviously
have
to
do
more
thinking
about.
F
Yeah
and
I'll
just
oh-
I
don't
know
if
anyone
wanted
to
add
to
that,
but
I'll
pause
for
a
second
but
yeah.
I
just
just
to
I
appreciate
that
and
I
just
think
it
it
is
really
critical.
You
know,
seeing
you
know,
seeing
families
that
that
you
know
literally,
you
know,
arrive
at
south
station
right
in
a
bus
from
honduras
or
wherever
and
and
not
having.
You
know
not
having
a
background
in
a
western
style
education,
even
if
they're
in
a
rural
area
or
have
very
limited.
F
You
know
literacy
and
education
so
forth,
and-
and
that's
that's
a
lot
of
our
our
customers,
and
I
think
it's
having
that.
It's
it's
it's
beyond
like
cultural
competence
right,
although
that's
a
critical
kind
of
mindset
but
but
yeah
giving
giving
those
tools.
Also,
I
can
see
this
tied
to
it
and
you've
addressed
this
before
the
the
diversity
and
the
superintendent.
F
Of
course,
diversity
of
the
workforce,
and
not
just
you
know
you
know
racial
which
is
critical
or
under
the
the
the
mandates
but
broadly,
and
I'm
not
saying
that
you
know
I
have
to
be
the
same:
gender
or
race
or
kind
of
background
of
a
student
to
understand
and
so
forth.
But
but
there's
there's
a
lot
to
that
right.
If
someone
comes
from
your
community
at
least
having
a
base
foundation
in
that
doesn't.
C
F
Going
to
be
you'll
be
effective
at
using
that
knowledge,
but
but
yeah
all
those
things
I
think
are
tied
together
and
and
critical
for
us
to
getting
it
right
for
the
students
that
are
there
today.
Y
Y
But
is
there
a
way
to
be
like
simplify
all
of
this
for
the
students
since,
like
I
feel
like
a
lot
of
the
integration
of
these
programs
is
great,
but
to
have
it
all
like
suddenly
like
integrated,
like
a
lot
of
kids,
may
not
understand
that
process
and
a
way
to
kind
of
like
pay
attention
to
that
health.
The
mental
health
and
the
emotional
wellness
of
them.
BM
Yeah
we,
we
would
love
an
opportunity
to
the
extent
that
you
and
your
colleague
would
have
some
time
to
give
us
some
feedback,
particularly
as
we
meet
with
some
of
the
student
groups.
You'll
see
in
a
later
slide
our
intention
to
meet
with
some
of
the
student
leadership
groups
and
other
students
across
the
system,
and
we
would
love
feedback
to
help
us
be
able
to
communicate
this
in
a
way
that
speaks
to
students
in
powerful
and
exciting
ways
that
get
them
excited
about
opportunities.
BM
I
think
you'll
see
in
a
moment
we're
going
to
talk
a
little
bit
about
quality
assurances
that
need
to
be
true
or
quality
guarantees
that
need
to
be
true
across
the
vps,
and
I
think
these
things
are
very
concrete
and,
and
those
are
things
that
my
students
might
find
very
exciting,
and
so
maybe
that
might
be
a
good
starting
point,
but
we'll
certainly
welcome
your
feedback
and
your
colleagues
feedback,
ms
mercer's
feedback,
to
help
us
to
help
us
inform
the
way
we
talk
to
student
groups
about
this.
B
Thank
you,
as
I
listen
to
you
sort
of
give
the
vision
for
all
of
this.
It
really
struck
me
that
you
are
almost
re-educating
educators
as
much
as
you
are
going
to
be
educating
students,
and
you
know
that
they're
that
you're
asking
a
lot
and
I'm
thinking
of
you
know
we're
asking
a
lot
of
teachers
every
day
school
leaders
every
day
in
terms
of
managing
the
issues
of
the
pandemic
and
the
other
realities
of
day-to-day
school
administration.
B
And
then
an
extraordinary
amount
of
commitment
to
a
wide
variety
of
new
or
shifting
professional
development
attitude
will
change
any
number
of
things
to
move
into
being
able
to
manage
this
process
and
get
the
outcomes
that
you're
looking
for
for
students.
So
how
you
know.
So
how?
What
is
the
the
action
steps
that
move
this
from
a
vision
into
action?.
BM
Yeah,
when
we
have
our
retreat,
that's
why
I'm
hoping
we
can
sort
of
have
the
majority
of
our
conversation
that
we'll
have
gone
through
this
sort
of
feedback
loop
with
the
community.
We'll
have
this
refined?
We
don't
have
to
spend
as
much
time
on
sort
of
the
vision
portion
of
it,
because
we've
responded
to
the
feedback,
and
we
can.
We
spend
the
vast
majority
of
our
time
on
the
implementation
and
execution.
BM
I
just
want
to
double
triple
click,
a
point
you
just
made,
which
is
that
we
have
to
acknowledge
the
realities
of
what's
going
on
for
our
schools.
You
all
are
hearing
about
it.
Our
communities
are
hearing
about.
There
are
challenges
right,
and
those
are
things
that
we
have
to
be
honest
about,
and
the
data
is
is
is
right
in
our
face
that
we
have
to
do
significantly
more
and
the
only
way
to
do
that.
BM
E
I
want
to
affirm
your
question
jared
robinson,
because
you
know
professional
development.
The
teachers
is,
is
the
linchpin,
that's
that's
where
the
rubber
meets
the
road,
and
so
I
know
that
miss
ford
walker
is
very
focused
on
that,
and
so
I'm
not
tonight,
but
in
the
retreat
it'd,
be
very
important,
because
professional
development
is
an
area
across
our
industry
that
no
one
really
tracks.
E
Well,
I
mean
it
is
one
of
the
things
that
we
all
do
and
we
don't
some
it's
it's
mystical
when
it
works,
so
it
would
be
helpful
if
we,
if
we
get
a
clear
understanding
of
how
professional
development
will
be
done
differently
in
bps,
to
achieve
this,
these
consistent
improvements
in
instruction
and
how
we're
going
to
track
that
know
what's
happening,
it's
going
to
be
very
important
understanding.
It's
not
happening
overnight
right.
This
is
a
5-10
year
plan
right,
so
I
think
as
a
community,
we
need
to
be
very
honest.
E
BM
C
BM
B
BM
See
I'm
getting
a
little
faster
at
this.
I
am
going
to
turn
it
over
to
my
colleague,
shakira
ford
walker,
who's,
going
to
talk
a
little
bit
about
the
quality
guarantees
across
the
bps.
BR
BR
My
grandmother,
who's
83
years
old,
often
tells
me
that
I'm
speaking
in
edgy
speak
and
that
came
up
a
lot
tonight
and
she
says
to
me
at
times
make
it
plain
and
so
on
this
slide,
we
hope
it
reflects
concretely
what
we've
heard
from
students,
families
and
educators
about
what
should
be
true
for
every
bps
student,
not
some
not
most,
not
a
few,
not
many,
but
every
student.
BR
This
includes
access
to
a
rigorous
curriculum
in
high
quality
instruction.
We
all
know
that
what
students
learn
in
school
is
crucial
to
their
future.
Every
student
deserves
a
rich,
well-rounded
and
rigorous
curriculum
in
order
to
be
prepared
for
a
college
or
career
of
their
choice.
This
includes
native
language
instruction,
a
library
with
a
licensed
librarian
arts,
education,
physical
and
health,
education
and
learning
materials
for
project-based
and
center-based
learning.
BR
We
also
solicited
feedback
by
grade
band
and
our
stakeholders
elevated
their
voices
about
the
elementary
and
secondary
experiences
our
students
should
have
access
to,
as
you
can
see
on
the
slide.
This
includes
rigorous
academic
preparation,
stem
education,
dual
language
learning
for
our
scholars,
outdoor
play
spaces
as
well
as
swimming
lessons
in
the
elementary
years
and
for
our
secondary
scholars.
BR
Our
goal
this
evening,
and
as
we
continue,
our
collaboration
moving
forward
is
to
get
feedback
from
all
of
you,
as
well
as
our
various
stakeholders
on
these
quality
assurances,
so
that
we
can
finalize
a
list
of
those
bps
guarantees
or
quality
guarantees
and
build
out
a
plan
such
that
we
can
make
it
happen.
BQ
BQ
We
will
build
an
implementation
plan
and
an
execution
plan
and
an
infrastructure
plan
to
support
implementation.
In
december
and
january,
we
will
work
with
the
school
committee
to
finalize
the
vision
and
the
plan,
the
infrastructure
and
other
plans.
The
superintendent
will
present
this
to
mayor-elect
wu
and
discuss
needed
investments
in
a
funding
plan.
We
will
present
on
the
revised
vision,
implementation
and
multi-year
financial
plan
to
fund
and
sustain
the
core
work
next
slide.
BQ
In
february,
we
will
propose
an
academics
division
organization
to
provide
real-time
academic
supports
to
schools.
We
will
also
fully
staff
the
academic
division
to
ensure
level
level
of
support
needed
for
school
and
finally
publish
a
2022-2023
professional
learning,
modules
for
school
leaders,
instructional,
coaches
and
educators.
BM
Way
too
many
things
to
click
all
at
once.
Sorry,
so
now
at
this
point,
we
just
wanted
to
continue
to
open
it
up
for
feedback
and
comments,
particularly
on
the
quality,
assurances
or
quality
guarantees
that
shakira
presented
or
the
next
steps
that
jill
presented.
E
I
just
want
to
reiterate:
this
is
really
exciting
work
and
it's
been
it's
been
a
long
time
coming
and
and
the
breadth
that
you're
taking
on
is
remarkable
and
the
coordination
that
you're
demonstrating
is
remarkable,
and
so
I
just
want
to
say
how
encouraging
that
is
to
hear
and
have
it
come
together
and
the
way
you
you
shared
it
like
a
team
reflects,
I
think,
the
type
of
things
that
will
happen
that
are
gonna,
be
good
for
all
our
children.
AE
AE
So
I
think
that
that's
a
that's
something,
that's
really
exciting
for
me
to
see,
and
I
I
just
whether
it's
in
this
role
or
another
role,
I'm
looking
forward
to
rolling
up
my
sleeves
with
you
all
to
make
this
work
happen.
AE
B
B
Yeah,
I'm
also
very
excited
about
all
this,
and
I
I
can
deceive
all
of
the
hard
work
that's
gone
into
the
preparation
and
the
thought
very
lofty
goals.
My
caveat
is
when
we
did
build
bps,
we
didn't
include
everyone,
and
so
some
schools
did.
Some
schools
were
involved
and
had
a
plan
in
others
did
not.
How
do
we
make
sure
that,
for
this
there
is
a
plan
for
each
and
every
school
where
they
get
to
assess?
B
Where
are
they
now,
particularly
looking
at
those
last
sides
that
had
that?
All
of
those
things
that
the
quality
assurances
are
how?
How
do
we
actually
acknowledge
what
is
in
place,
what
isn't
in
place
and
what
the
priority
becomes
school
by
school
or
district,
so
that
those
issues
of
equity
begin
to
become
better
in
alignment
with
one
another.
BM
Yeah
I
hadn't
thought
of
that
question.
I
think
it's
a
really
important
one,
so
I'm
like
I'm
envisioning
some
sort
of
system
and
structure
that
would
allow
us
to
do
that
right
in
collaboration
with
the
you
know,
the
the
racial
equity
planning
tool
at
the
specific
level,
having
round
tables
at
specific
schools,
equity
round
tables
at
specific
schools
to
actually
analyze
all
right.
BM
If
these
are
the
guarantees,
let's
have
conversation
now
around
which
things
are
like
strongly
being
implemented
already,
which
things
are
in
progress
which
things
haven't,
started
right
and
then
developing
action
steps
within
partnership
with
each
school
superintendent
in
each
school
community
to
determine
what
the
priorities
are
going
to
be.
So
there's
a
there's,
a
path
forward
on
that.
BM
AC
Just
want
to
note,
madam
chair,
that
chief
cooter
is
working
on
this
for
our
fy
23
budget
and
as
we
build
out
our
budget
and
our
ask
of
the
city
around
these
quality
guarantees
and
as
we
also
align
to
esser
funding
and
then
any
additional
title
funding
federal
funding
that
may
be
coming
as
part
of
the
president's
budget.
As
we
think
ahead
as
well.
B
And
something
I
noticed
that
was
missing
from
both
the
elementary
and
the
high
school
asked
was
anything
about
arts
education
and
I
know
how
important
that
is
from
many
different
aspects.
So
I'm
hoping
that
we
will
continue
to
look
at
and
grow
the
hard
work
that
investors
and
others
have
been
doing
in
the
arts
as
we
move
forward
as
well.
AC
That
is
absolutely
a
big
piece
of
the
vision
moving
forward:
arts,
athletics,
pe
health,
libraries.
You
know
these
are
the
things
that
you
know.
Parents
have
been
asking
us
for
and
in
it
you
know.
I
like
also
that
we
have
things
that
parents
ask
for
like
before
and
after
school
care,
you
know
transportation
that
works
and
is
on
time
I
mean.
So
these
are
the
things
that
will
be
part
of
our
quality
guarantee
and
and
budget
we'll
be
looking
at
keeping
track
of
that
as
well
as
our
hopefully,
our
new
risk
management
office.
BM
B
We
want
to
thank
you
also
for
all
for
you,
your
team's
hard
work
and
this,
and
we
look
forward
to
moving
forward
on
this
soon.
Thank
you.
U
F
Yes,
thank
you,
madam
tierra
just
noted
again
in
public
comment
earlier
requesting
the
the
data
simulation
on
the
10
points
and
no
10
points
on
the
exam
school
policy
and
just
hoping
that
I
know
if
it's
the
next
meeting,
but
that
we
get
that
in
time
to
evaluate
before
the
the
final
implementation
for
the
for
the
kids
this
year.
E
You
know,
I
I
say,
there's
some
hesitancy
because
I
don't
have
a
clear.
I
don't
know
how
well
I
can
articulate
or
a
clear
response,
but.
E
E
We
engaged
in
this
problem
at
one
time
in
one
way
and
the
world's
changed,
and
we
may
have
to
maybe
pause
and
reconsider
deeply
our
strategy
about
going
that,
because
it's
clear
to
me
that
there
are
a
lot
of
unintended
consequences
that
we,
the
people
they
think
it's
intentional,
but
I
think
it's
unattended,
and
so
I
know
in
my
world
we
talk
about
doing
a
master
campus
plan
and
it's
a
it's
a
10-year
plan
and
you
go
to
every
building
and
there
are
people
who
do
that
consciously
for
a
living,
and
I
don't
think
we've
ever
engaged
in
it
that
way.
E
Bill
bps
has
been
some
immediate
problems
and
some
ideas
are
different
between
the
mayor's
office
and
our
and
our
you
know.
So
I
don't
think
we've
ever
sat
down
and
said
we
need
a
master
campus
plan
and
we
need
someone
who
has
the
skills
to
develop.
That
and
create
it
and
do
all
the
deep
dives
and
do
all
the
interviews
and
come
up
with
a
proposal.
E
You
know
it's
a
mixture
of
professionals
and
people
engaged,
and
so
I
I
I
don't
have
a
good
solution,
but
I'm
I'm
I
I
worry
that
we
have
so
much
sunk
cost
in
the
current
perspective
that
we're
unable
to
back
off.
So
I
would
maybe
entry
I
don't
know
when,
but
I
want
to
put
on
the
table
that
I'm
not
convinced
that
the
way
we're
doing
build.
Bps
is
working
for
us
or
our
constituents,
and
we
may
want
to
stop
and
reconsider
the
approach.
E
The
the
way
we're
doing
it,
knowing
that
the
problems
go
away.
So,
for
example,
we
all
agr,
I
think
many
of
us
agree.
We
want
to
reduce
transitions,
and
so
going
to
sixth
grade
is
you
know,
k
six
makes
sense
and
we
have
a
lot
of
externals,
but
we
didn't.
I
don't
think,
we've
systematically
in
the
long
term
thought
that
through
and
so
we
get
these
pinch
points
and
we
have
these
devastated
families
which
hurts
us
all.
It's
not,
and
I
know
it's
not
intentional.
AC
Yeah,
I
appreciate
that
dr
coleman,
as
you
know,
when
I
came
to
boston,
this
was
one
of
the
questions
I
was
asked
about,
committing
to
the
bill.
Pps
pathways
and
we've
been
attempting
to
do
that.
We
do
currently
have
an
rfp
out
where
we
are
going
to
ask
for
external
help
to
do
exactly
what
you
said.
AC
AC
As
you
know,
and
I
mentioned
it
in
my
last
school
committee
meeting-
I
think
we
need
a
billion
dollars
for
the
next
10
years
in
order
to
revamp
our
school
buildings
from
the
people
of
austin.
We
send
our
children
to
school
buildings,
60
percent
of
them
built
before
1940,
many
of
them
without
clean
water
and
there's
a
lot
of
there's
a
lot
of
work
to
be
done
to
get
to
this
quality
guarantee,
and
then
I'm
hoping
that
we'll
have
a
bold
vision
as
a
city
for
our
children
in
the
future.
AE
Lapera,
thank
you
sure,
robinson.
I
can't
leave
the
space
without
double
clicking
on
a
couple
pieces.
What
member
derujo
brought
up
regarding
the
impacts
on
unintended
impacts
on
some
of
our
school
or
potential
unintended
impacts
of
some
of
our
schools
related
to
the
new
exam
school
policy?
So
I
encourage
you
all
to
continue
to
revisit
that
the
other
piece
around
the
master
plan.
Yes,
I
actually
last
week
walked
away
from
the
presentation
thinking
really
in
when
I
was
in
college.
AE
There
was
this
whole
roll
out
around
the
10-year
master
plan,
and
so
you
know
how
can
we,
how
can
we
take
some
of
those
best
practices
and
some
of
that
external
support
to
really
rethink
some
of
that
work,
and
I
think
the
last
piece
that
I
just
want
to
introduce
as
new
business,
knowing
that
my
future
is
unknown?
AE
Is
that
my
my
predecessor,
member
former
member,
alex
oliver
davila?
AE
I
know
joined
this
school
committee
many
years
ago
because
of
youth
voice
and
the
importance
around
youth
voice
and
I've
had
the
opportunity
to
learn
so
much
from
miss
mercer
and
from
miss
lau,
and
I
just
really
encourage
the
committee
to
rethink
or
really
think
about
the
role
of
the
student
representative
on
the
committee
and
creative
ways
of
truly
amplifying
and
giving
that
voice
the
weight
that
it
deserves.