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From YouTube: Boston School Committee Meeting 5/24/2023 (Part 2 of 2)
Description
Part 1: https://youtu.be/TaAQ91jO5eo
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
SEIU
Local,
888,
professional
employees.
Chapter
Department
of
planning
and
Engineering
to
have
this
discussion
in
an
open
meeting
could
have
a
negative
impact
on
the
committee's
bargaining
position.
A
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
May
24th
meeting
link,
the
meeting
documents
have
been
translated
into
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.
A
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cavavariano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
global
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourselves
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
A
Thank
you
to
school
committee
coordinator,
Lena
parvex
for
assisting
us
this
evening.
We'll
begin
with
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
May
10
2023
school
committee.
Meeting
as
presented.
Is
there
a
motion
still
moved?
Thank
you.
Is
there
a
second.
B
A
B
A
D
D
Our
hearts
are
also
with
the
the
Lee
school
and
the
Lee
students
and
families
and
staff
we
provided
support
to
the
school.
With
our
crisis
response
teams,
we
will
continue
to
do
that
and
to
be
there
for
them.
All
of
our
love
and
strength
is
with
Muhammad's
friends
and
family
as
they
navigate.
What
is
truly
unimaginable
loss?
D
We
also
want
to
acknowledge
that
we
had
the
loss
of
another
student
at
one
of
our
high
schools,
and
this
happened
over
the
last
two
weeks,
but
the
identity,
the
family,
has
asked
that
we
keep
it
confidential,
and
so
obviously
we
honor
that
request.
But
we
are
deeply
saturned
by
these
losses
and
our
hearts
are
with
that
student's,
family
and
friends
as
well
so
in
their
honor,
chair
I
would
ask
if
we
could
do
a
moment
of
silence.
D
D
You
know
they're
they're,
supporting
students
and
families
and,
as
we've
shared
with
the
with
the
committee
they're
continually
working
with
students
who
have
complex
needs
or
really
have
to
work
to
support
themselves
and
their
families
and
thereby
struggle
to
come
to
school.
Our
chronic
absenteeism
rates
are
down
about
seven
percent
for
the
whole
District
and
I.
Think
the
last
time
I
presented
out
it
was.
D
It
was
right
around
that
it
might
have
been
a
little
bit
more
than
that,
actually,
so
that
that's
really
good
that
we're
maintaining
that
and
improving
I
think
you
know
the
ways
in
which
we
are
meeting
our
students,
it's
so
critical.
We
meet
them
where
they
are.
We
respond
to
the
concerns.
You
know
what
concerns
they
have
and
I
think
the
fact
that
our
team
is
doing
that,
both
in
the
schools
and
at
the
district
level.
D
It's
just
really
a
reflection
of
around
our
intentionality
of
keeping
students
at
the
center
we're
seeing
some
some
drops
and
some
Trends
as
well
in
particular
subgroups.
For
instance,
our
English
language,
Learners,
chronic
absenteeism,
is
down
around
eight
percent
for
our
black
students,
it's
down
nine
percent
10
for
our
special
education
Learners
and
about
18
for
our
worldwide
students,
and
so
we
continue
and
will
continue
to
track
using
data
and
disaggregate
it
by
the
subgroups
by
gender
and
certainly
by
the
individual
schools.
D
You
know
we
are
encouraged
by
the
progress,
but
you
know
we
also
are
just
deeply
concerned
about
chronic
absenteeism
when
students
are
not
here,
they
cannot
learn
and
take
advantage
of
what
we
have
to
offer
we're
taking
a
comprehensive
approach
to
to
students
struggling
to
attend
school,
certainly
not
punitive
and
and
really
you
know,
continuing
to
increase
resources
to
support
the
the
many
issues
that
we
know
keep
our
students
from
attending
regularly.
That's
reflected
in
in
this
year's
budget
relative
to
Esser
and
then
in
next
year's
budget.
D
D
Some
of
these
include
Equitable
literacy,
Equitable
grading
policy,
the
regional
Network
structure,
transformation,
School
structure,
just
to
just
to
kind
of
call
out
a
few,
and
this
is
how
we
ensure
that
Equity
is
a
through
line
for
our
district
and
that
we're
partnering,
with
the
with
the
larger
BPS
Community
towards
transparency
and
power
sharing.
So
I'll
look
forward
to
continuing
to
update
and
also
to
to
call
out
you
know
in
in
you
know
in
Praise
Dr
grandson
for
his
leadership
in
this
particular
area.
D
D
May
is
Asian
American
Pacific
Islander
month
and
throughout
the
month
we
hold
space
to
honor
the
Legacy
and
the
accomplishments
of
the
aapi
community,
from
the
Arts
to
education,
to
government.
There's
many
members
of
the
community
who
have
left
an
indelible
Mark
in
our
city
and
in
our
district
this
past
week
the
city
held
a
panel
discussion
on
the
aapi
experience
in
government
at
the
Boston
Public
Library
Athena
aroso,
one
of
the
co-facilitators
from
the
aapi
affinity
group
represented
BPS
at
The
Forum.
D
So
we
will
that
you
know,
for,
for
the
month
of
May,
continue
to
keep
the
API
community
and
celebrate
all
that
they
mean
to
our
district
and
to
our
city.
I
do
want
to
shout
out.
We
had
a
Desi
teacher
of
the
year
finalist
and
shout
out
to
Luis
esparo
as
she
was
named,
and
this
is
a
big
honor,
one
of
the
deci
finalists
she's,
nationally
board
certified
with
17
years
of
teaching
experience
in
the
field
of
special
education.
D
She
is
deeply
committed
as
an
educator
with
passion
for
providing
the
very
best
for
a
neurodiverse
students.
She's
worked
at
the
Perry
for
the
last
six
years
within
the
school's
impairment
program
for
students
with
disabilities
and
she's,
a
member
of
the
instructional
leadership
team
and
a
teacher
leadership
fund,
Grant
grantee,
who
has
led
colleagues
in
creating
inclusive
opportunities
for
all
students
at
the
Perry,
so
we're
very
proud
of
Louisa
and
I
just
want
to
Sharon
share
and
send
out.
You
know
how
proud
We
Are
of
her
for
her
accomplishments
and
recognition.
D
D
You
know,
and
obviously
you
know-
supports
in
every
aspect-
their
health
and
well-being.
The
summit
included
a
keynote
School
staff
panel
in
the
spirit
of
a
true
Summit.
All
the
participants
had
time
to
reflect
on
for
them.
What
a
sense
of
belonging
looks
like
what
ways
they
plan
to
cultivate
belonging
in
the
BPS
community,
be
it
at
the
school
level,
the
district
level
or
as
a
community
member,
and
also
to
commit
to
what
action
will
they
take
to
to
help
to
cultivate
belonging
in
their
particular
work
or
school
setting
and
community?
D
The
event
ended
with
an
award
ceremony
recognizing
the
accomplishments
of
BPS
schools,
who
were
exemplars
in
implementing
components
of
the
wellness
policy
back
in
their
schools.
Nine
schools
received
the
awards.
Three
received
certificates
of
recognition
for
emerging
efforts,
all
in
all
total
over
200
people
attended
the
event
and
from
the
photos
that
you
can
see
in
the
slideshow
the
event
really
cultivated
young
Summit
participants,
which
was
which
was
pretty
amazing.
D
Thank
you
to
the
staff
of
the
office
of
Health
and
Wellness.
They
worked
incredibly
hard
director,
Carter
and
her
staff
to
make
this
happen,
and
thank
you
also
to
all
of
the
schools
who
are
Award
winners
and
those
who
received
recognition
for
all
of
their
efforts
to
promote
student,
health
and
wellness.
We
appreciate
all
of
that
once
again
to
the
committee.
Thank
you
for
your
support.
As
always,
it's
been
nice
to
get
out
into
some
of
the
schools
with
you
over
the
past
week
and
with
that
Madam
chair.
That
concludes
my
report.
D
D
D
Sabrina
tabinga
Robinson,
who
is
a
junior
in
fashion
Tech,
and
she
just
gave
such
a
wonderful.
You
know
talk
about
what
it
means
to
go
to.
You
know,
arts
academy
and
what
it
means
to
have
Dr
Lewis
as
somebody
to
look
up
to
every
day
in
the
work
that
she
does.
So
it
really
was
a
wonderful
event.
Yeah.
E
Thank
you
so
much
for
the
report
and
it's
exciting
to
hear
some
of
the
promising
Trends
in
reducing
chronic
absenteeism.
So
thank
you.
So
much
for
sharing
I
have
two
questions.
One
is
around
contracts,
the
other
one
will
be
around
exam
schools,
but
to
jump
in
on
contracts.
I
think
a
lot
of
people
saw
in
the
news
this
week
or
this
last
week
around
the
recent
investigation
around
some
improper
payment
that
happened
across
the
system
and
I
just
want
to
hear.
E
D
Well,
I,
you
know
I
think.
First
of
all,
we
hold
all
of
our
employees
to
the
highest
standards,
and
so
when
something
falls
short
that
will
obviously
require
investigation,
and
so
I
can't
speak
to
that.
I
think
in
the
area
of
procurement.
I
also
want
to
make
sure
that
our
processes
are
sound
and
certainly
take
recommendation
for
areas
that
we
can
improve
at
some
point
next
year,
we're
building
toward
having
a
lot
of
internal
capacity
to
do
this
type
of
auditing.
E
And
you
know
these
are
one
of
those
complicated
moments,
mistakes
happen
and-
and
we
want
to
sort
of
assume
best
intentions,
but
I
guess
it
makes
me
wonder.
You
know
like
it
feels
like
every
few
months.
There's
a
story
or
a
thing
that
sort
of
starts
to
Bubble
Up,
around
improper
data
or
from
the
sort
of
exam
school
thing.
We
saw
to
other
issues
that
have
been
here
that
have
required
us
to
call
for
external
auditing.
E
At
multiple
times,
I'm
wondering
it's
good
to
hear
that
you're
thinking
about
sort
of
local
controls,
but
then,
at
the
same
time,
is
there
anything
preemptive
that
we're
thinking
around
other
parts
of
the
organization
that
we
want
to
be
doing
auditing.
Given
some
of
the
other
system
failures
that
I
think
you
probably
are
discovering,
as
you
come
into
the
role.
D
Oh
for
sure,
I
think
you
know
again
sometimes
the
odd
you
know
the
audits
that
have
been
performed
or
say
the
reports
that
have
been
performed.
They
look
at
a
particular
sphere,
but
only
tangential
right,
like
just
a
small
amount
of
elements,
and
so
we
then
take
in
and
start
to
go
deeper
internally,
and
so
you
know
whether
it's
like
the
data
audit
that
Ernest
young
provided
around
discharge
and
review
of
student
data
or
IEP
completion
and
compliance.
D
You
know
we
then
take
that,
and
that
applies
to
six
or
seven
other
things
within
special
ed
or
within
the
data
that
we
keep
on
students.
So
we're
already
developing
those
systems
internally
and
saying
what
are
the
other
key
factors
we
need
to
be
looking
at
I
could
say
the
same
with
human
capital.
You
know,
looking
at
our
payroll,
you
know
I
think
we
shared
that
you
know
previously
hiring
practices
it.
D
Really
it's
going
to
run
the
all
aspects
of
BPS
are
being
looked
at
right
because
our
goal
is
to
really
lift
our
system
to
be
an
enterprise
system
that
can
support
the
the
type
of
the
type
of
equity
work.
We're
looking
to
do
for
students
in
schools,
I
think
sometimes
when
things
are
done,
a
certain
way
for
a
while
people,
don't
necessarily
question
it
and
that's
sort
of
the
value
of
what
to
me.
D
What
sort
of
the
internal
auditing
is
is
it
allows
you
to
start
to
question
things,
and
so
that's
really
the
work
that
we're
we're
trying
to
do.
I
think
the
other
thing
is,
as
we
do
some
of
these
external
audits.
Part
of
what
we're
also
asking
them
for
in
some
of
the
Scopes
is
what
are
other
areas
that
you
have
seen
based
on
your
experience
in
that
sphere,
industry
that
you
believe
would
be
good
for
us
to
be
looking
at.
E
D
D
It
speaks
to
the
overall
large
transformation
of
a
district
yeah,
so
there
will
be
some
things
that
we
haven't
yet
gotten
to,
because
we're
still
working
on
the
kind
of
the
continued
work
in
the
those
particular
areas,
and
so
each
year
there'll
be
different
areas.
We
go
deep
on
right.
That's
how
you
that's
the
best
way
to
kind
of
to
do.
It
is
to
sort
of
outline
a
timeline
where
every
year
you're
focusing
on
particular
systems
to
overhaul
to
look
at
to
make
more
efficient
to
audit
we've.
D
E
It'll
be
good
to
hear
from
you
when
that
sort
of
priority
order
is
developed,
and
then
you
know
I
speak
for
myself,
but
you
know.
Obviously
we
want
to
build
local
controls
and
then
the
need
for
external
audits
at
any
Enterprise
is
really
important
work.
So
it's
not
always
a
bad
thing
to
call
in
earn
young.
That's
why
they
exist,
but
it's
just
thinking
proactively
around
doing
that.
So
it's
not
always
a
response
to
a
news
story
and
it's
it
becomes
just
part
of
how
we're
looking
to
self-correct.
That's.
D
Right,
that's
right
and
I
also
think
you
know
there
are
some
departments
for
which,
as
you
know,
as
we've,
you
know
said
in
here
and
publicly
that
we
are
in
the
process
of
doing
our
searches,
our
national
search
for
leadership,
and
so
you
know
we
also
want
to
be
able
to
work
with
that
leadership.
As
it
comes
in
to
be
able
to
say
you
know
what
would
they
like
to
see
and
know
about
that
department,
so
leaving
a
little
bit
of
space
for
that
to
happen
over
the
course
of
the
next
month?
E
Perfect
I,
the
last
question
that
I
have
is
just
run
exam
schools,
I
said
during
our
last
time
together
that
I
would
ask
about
it
this
week
and
I
know
it's
not
an
agenda
item
today,
but
I'm
curious.
If
there's
any
findings
initially
from
the
team
that
you're
seeing
any
patterns
and
trends
that
you
think
we
should
know
about,
and
then
the
sort
of
top-line
question
for
me
is
really
how
many
young
people
who
were
eligible
didn't
get
a
seat
based
on
capacity.
E
Puppy
I
will
also
say
this.
It
feels
I'm
I
know
that
it
is
like
labor
to
do
it,
but
some
of
it
feels
so
Top
Line
that
it
as
a
member
of
the
committee
and
I'm
just
saying
this.
It
feels
a
little
tough
to
be
like
it's
taking
us
a
month
to
have
this
conversation
that,
like
we
have
exp
systems
that
can
produce
some
of
this
data.
E
You
have
people
who
are
asking
for
seats
in
a
particular
place,
and
we
have
capacity
in
such
huge
ways
across
our
district
and
the
more
time
we
were
I
think
we
spend
trying
to
make
the
chart
really
pretty
the
less
time
we
have
talking
about
solutions
for
the
fall
to
build
capacity
elsewhere,
if
it's
possible-
and
so
you
know
that's
my
that's
my
plea
to
have
this
conversation
as
soon
as
possible.
Yeah.
D
No
I
know
I
I.
You
know
I
think
when
we
map
out
the
dates.
You
know
we
we
try
to
kind
of
map
them
out
with
thinking.
You
know,
knowing
that
each
of
the
school
committee
meetings
requires
a
lot
of
preparation
for
it,
and
the
team
works
very
hard
for
it
and
in
this
particular
case
it's
you
know
it's
also
from
the
time
that
the
assignments
are
given.
So
it's
not
like
the
data
existed
in
that
same
way.
Previously.
F
G
G
H
Thank
you,
madam
chair
Super,
Nintendo
I
Echo.
The
comments
in
particular
about
external
audit
and
what
we
all
saw
this
body
three
years
ago
passed
a
internal
audit
policy.
The
district
does
not
have
an
internal
audit
function,
we
fall
under
the
city
of
Boston
and
they
do
have
internal
audit
and
this
body
recognized
that
shortfall
several
years
ago
and
first
of
all,
we
set
up
an
internal
audit
task
force
to
come
up
with
the
right
way
to
have
a
policy
that
worked
with
the
city.
So
we
involved
the
city
auditing
as
well.
H
We
brought
in
experts
from
around
the
city
there's
a
lot
of
financial
experts
in
the
city
we
had.
The
co-chairs
of
the
task
force
were
one
of
the
top
external
Auditors
from
one
of
the
top
accounting
firms
in
the
city
and
the
head
of
internal
audit
for
Liberty
Mutual.
As
an
example,
we
also
had
a
recent
graduate
of
the
district
on
who
was
studying
accounting
at
a
local
College.
H
This
body
worked
hard
on
that
proposal
and
we
had
the
support
of
the
superintendent
at
the
time
at
a
promise
to
implement.
If
we
passed
a
policy
and
we
did-
and
it
has
not
been
implemented
because
covet
happened
right
and
that
put
a
lot
of
plans
on
hold,
I
was
really
disappointed
to
read
that
article
in
the
globe,
because
having
a
robust
internal
audit
function
does
several
things.
H
Some
people
consider
it
to
be
a
guptured
apartment,
right,
they're,
trying
to
solve,
find
situations
and
get
people,
but
when
internal
audit
is
working
properly,
it's
not
that
at
all.
It
actually
is
a
great
thought
partner,
someone
who
has
run
business
lines
in
businesses
where
we
have
internal
audit
I,
always
I
found
out
they
were
going
to
be
auditing.
My
department
and
I
was
delighted
because
they
were
going
to
give
me
suggestions
on
how
to
improve
practices
and
policies
and
procedures.
H
It's
an
opportunity
for
the
district
as
a
billion
plus
organization,
for
our
taxpayers
to
have
faith,
that
we
are
spending
our
money,
their
money,
our
residence
money
and
our
taxpayers
money
properly,
and
it
should
not
be
reactive,
bringing
in
external
Auditors
when
there
were
problems,
but
we
should
have
a
robust
internal
audit
system.
This
is
separate
from
Enterprise
risk
management.
There
are.
There
are
so
many
risks
that
we
need
to
consider
compliance,
risk,
legal
risks,
reputational
risk
and
Financial
Risk.
H
That's
Enterprise
risk
management,
overall,
of
which
a
piece
of
that
is
Financial,
Risk
and
there'll
be
plenty
of
folks
within
the
District
administration.
That
would
welcome
a
robust
internal
audit
system.
There
were
also
folks
that
may
be
nervous
about
it,
and
rightly
so,
and
when
people
expect
you
to
inspect,
they
operate
better
and
it's
simple,
and
so
you
know
Madam,
chair,
I'm,
really
calling
on
this
body
to
help
this
superintendent,
because
I
know
this
is
new
right.
H
You
know
we're
telling
you
you've
been
uncovering
a
lot
of
stuff
in
the
past
year
and
and
we're
very
supportive
of
that.
This
is
one
more
thing
for
you,
but
I
want
to
remind
you
publicly
of
this
internal
audit
policy
that
we
put
in
place
the
best
practices
and
suggestions.
We
encourage
from
folks
who
were
the
top
practitioners
in
this
city
on
internal
audit
and
their
willingness
to
help
to
make
it
happen.
H
So
when
you're
ready
to
hire
and
put
in
place,
not
just
one,
but
it
will
be
several
people
that
they're
willing
to
use
their
networks
to
help
you
find
people,
because
it's
a
tough
economic
environment.
You
know
to
be
high.
These
people
who
are
in
demand
so
I
I,
just
call
on
you
to
that.
This
is
an
important
piece
of
solving
for
the
challenge
that
you're
facing
and
I
I
agree
with
Mr
Claudette
Hernandez
that
I'm
echoing
his
comments.
That
external
is
great,
but
we
really
need
a
robust
internal
system.
H
D
Right
yeah,
so
completely
Synergy.
From
my
perspective
on
this
I
mean
I.
Think
in
many
ways
we
hold
our
schools
accountable
on
so
many
different
lenses
and
levels,
and
so
having
that
with
all
of
our
Central
systems
is
going
to
be
critical
and
I.
Appreciate
that
this
was
the
foresight
of
the
you
know,
the
committee,
you
know
in
the
form
of
a
policy
you
know
we
do
have
the
risk
management
office
that
was
created.
D
So
it
you
know,
it's
helpful
to
me
as
a
superintendent,
that
you
had
the
foresight
to
do
that,
because,
frankly,
it's
something
we
we
would
have
had
to
do,
and
at
least
I
we
have
the
the
policy
and
the
information
from
those
that
participated
in
it
as
a
starting
point,
which
is
which
is
great,
but
I
think
that
you
know
we
have
several
examples
right
now
which
are
still
embargoed.
But
what
I
can
say
is
that
we
have
developed
once
a
problem
was
identified.
D
We've
developed
our
own
internal
capacity
to
to
look
at
that
particular
issue.
Rerun
the
data
have
it
validated
by
an
external
and
and
very
promising
that
it's
clear
that
we're
we've
been
committed
and
have
the
systems
to
fix
it,
but
that
again
is
In
Pockets
that
have
already
been
audited,
so
I'll
be
eager
to
see
what
the
external
auditor
you
know
supplies
to
us
in
terms
of
recommendation
in
terms
of
insight
in
this
particular
area,
as
we
are
with
the
others.
D
I
A
E
Just
one
more
question,
because
some
of
the
in
my
short-ish
tenure
here
I
think
I
get
to
that
will
run
out
soon.
I
think
I
can
start
just
saying
I've
been
here,
but
we
have
been
talking
about
this
risk
management
office
before
you
arrived
and
so
I
guess
I
am
curious.
At
the
same
time,
it
is
always
like
The
elusive,
like
we
are
building
the
risk
management
office.
One.
E
An
office
we'll
be
here
so
I
guess
I'm
curious,
like
how
far
away
are
we
from
launch
and
if
it
is
a
and
what
could
be
true,
two
things
can
be
true
right,
like
that.
This
is
actually
just
it's
too
difficult
to
hire
externally
than
what
is
our
sort
of
thought
process
about
hiring
a
contracted
service
to
do
risk
management
for
our
organization,
yeah.
D
D
E
D
That's
right
so
I
again
can't
kind
of
speak
to
the
Past
timeline
in
the
covet
Interruption
and
now,
but
what
I
can
say
is
we
do
have
the
director
and
so
that
director
is
actively
you
know
and
has
been
working
to
build
out
infrastructure.
So
I
do
feel
confident
that
come
next
Fall
we
will
have
these
pieces
or
many
of
the
pieces
in
place,
so
we
won't
be
doing
Groundhog
Day
with
the
same
conversation
perfect.
A
J
C
H
H
C
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
a
later
response.
Questions
and
specific
policy
matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
a
later
discussion
by
the
committee.
We
have
23
speakers
this
evening.
C
Each
person
will
have
two
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining
the
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
a
speaker's
allotted
time.
We
will
pass
the
timer
when
the
testimony
is
interpreted
into
English.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topics
are
encouraged
to
consolidate
their
remarks
or
choose
a
spoken
person
to
provide
testimony.
C
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
Thank
you
for
your
cooperation.
When
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom.
Also,
please
make
sure
you're
signed
into
Zoom
with
the
same
name
is
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
C
K
K
What's
wrong
with
the
Char
and
Taylor
communities,
nothing,
these
School
communities
know
what's
best
for
their
children.
What's
wrong
with
our
elected
city
council
that
supports
the
Char
and
Taylor
communities.
Nothing
I
urge
you
to
trust
the
shore
and
Taylor
communities
and
vote
against
this
proposal.
That's
on
the
agenda
later
in
the
meeting,
our
state
has
imposed
an
abusive
testing
system
on
our
children
in
their
schools.
Mcas
is
truly
the
Massachusetts
child
abuse
system.
I
only
have
two
minutes
so
I
have
to
skip
some
of
my
testimony.
K
I.
Ask
that
our
superintendent
make
a
public
statement.
Support
of
this
bill
and
for
the
school
committee
to
pass
a
favorable
resolution.
I
will
send
you
a
sample
resolution.
Another
school
year
will
be
coming
soon.
When
will
mayor
Wu's
appointed
board
cut
conduct
an
evaluation
in
the
Skipper's
first
year
and
how
would
the
public
have
an
opportunity
to
participate?
Thank
you.
L
Thank
we
can
hear
you
hi.
Thank
you.
So
a
major
decision
by
BPS
was
cutting
edge
for
its
time
in
1989,
the
school-based
management
and
shared
decision-making
pilot
was
driven
by
the
idea
that
school,
not
the
district,
should
be
the
place
where
decision
making
occurs
by
the
people
closest
to
it.
The
vehicle
for
engagement
is
the
schoolside
council,
and
this
shared
governance
even
far
exceeds
that
envisioned
by
school
councils
established
by
the
93
Edward
form
Act
BPS
is
100.
L
So
thank
you
all
who
supported
it
then,
and
cultivate
and
nurtured
still
we've
come
a
long
way
since
1989
and
2006,
though,
and
not
in
a
good
way.
There
is
heightened
concern
now
with
the
title.
1
Improvement
plans,
where
smart
goals
and
metrics
measure
success
and
improve
positive
outcomes
for
students
that
are
tied
to
the
budget
creation
is
to
be
collaborative
Guided
by
Destiny
requirements.
L
C
C
C
I
Okay,
I
got
it
now.
Thank
you
all
righty!
So
it's
sorry!
It's
actually
me
the
host
has
actually
let
you
start
your
video.
So
should
I
just
exactly.
Please
start,
okay,
all
right
so
good
evening.
Everyone,
my
name,
is
Carolina
and
I'm.
A
resident
of
Dedham
Massachusetts
I'm
here
today
to
speak
in
support
of
having
the
Boston
Arts
Academy
Theater
named
Dr
Linda
Nathan
and
Carmen
Torres
I'm,
very
passionate
about
this
topic.
I
I
felt
a
sense
of
love
and
belonging,
even
as
I
walked
through
like
the
hallways,
I
I
would
see
Carmen,
and
she
would
make
it
a
point
to
give
me
a
hug
and
ask
how
am
I
doing
and
as
for
Linda,
she
would
always
hold
us
accountable
and
encourage
us
to
up
the
school
values
with
a
very
loving
and
caring.
Spirit
Carmen
and
Linda
created
a
perfect
theme
as
principals,
which
made
us
feel
secure
and
ensure
that
we
always
knew
we
had
a
voice
even
as
an
adult
when
I
needed
support.
I
Linda
was
there
and
did
not
hesitate
to
be
there
for
me
as
a
family
member
would.
Despite
of
all
these
hurdles,
I
became
a
registered
nurse
and
I
feel
like
Boston
Arts
Academy
laid
the
groundwork
for
that
I
believe
it's
important
that
we
honor
them
and
I
asked
for
you
to.
Please
consider
my
request
and
thank
you
very
much
for
your
time.
M
M
Statistically,
our
students
are
ESL
Learners,
our
students
are
majority,
black,
some
are
Latino
and
we
have
quite
a
number
of
students
who
are
in
our
inclusion
and
in
our
strand,
students
with
a
lot
of
needs
are
we
are
the
Haitian
magnets.
We
have
a
lot
of
people
that
we
are
welcoming
not
just
into
Boston
but
into
the
country.
Who've
had
a
long
journey
to
get
here.
So,
of
course,
little
people
who've
had
those
big
changes
need
a
lot
and
not
just
wherever
it
falls.
M
I
asked
some
of
my
I
see
everybody.
So
I
asked
some
of
my
fifth
and
sixth
graders
what
is
most
important
to
them
and
also
to
think
of
a
sense
of
urgency
when
we
discuss
these
things,
because
you're
only
in
fifth
grade
once
you're,
only
in
first
grade
once
because
I
did
see
that
all
plans
do
have
quite
a
while,
where
students
would
be
in
the
bigger
classes,
but
in
the
same
dilapidated
facilities.
M
Improved
facilities
is
big
for
kids.
They
notice
they
already
feel
a
little
crowded.
Better
supplies
is
super
important.
They
want
opportunities
for
Accelerated
learning
for
those
of
them
who
are
who
are
meeting
an
exceeding
grade
level.
They
want
opportunities
for
sports,
especially
soccer
and
basketball,
and
just
thought
whatever
happens.
The
Taylor
staff
we're
ready
to
put
our
best
foot
forward,
but
the
kids
deserve
the
best
now
and,
however,
it
shakes
out
merger-wise
what
they
see
the
day
today.
Yep.
Thank
you
very
much.
C
K
N
I
am
the
executive
director
of
the
Boston
education,
Justice
Alliance,
and
a
Dorchester
resident,
as
you
all
make
decisions
tonight
about
school
closures
being
labeled
as
mergers.
The
use
of
the
racial
Equity
planning
tool
is
vital.
It
was
a
highlight
in
the
last
school
committee
presentation,
most
especially
by
City
officials.
The
tools
should
be
used
with
Fidelity,
especially
given
how
important
these
decisions
are,
and
the
generational
impact
they'll
have
on
BPS
families
in
question
five
of
the
the
rept
tool
for
the
Sean
Taylor
School
merger,
which
was
completed
in
April
2023.
N
It
includes
the
following
questions:
how
does
this
proposal
effort
mitigate
disparities,
increase
racial
and
increase
racial
and
other
Equity?
What
are
possible
unintended
consequences?
What
complementary
strategies
will
further
Advance
Equity?
These
questions
are
some
of
the
most
important
questions
in
the
tool.
This
is
how
central
office
and
City
officials
responded
to
these
very
important
series
of
questions
quote
in
order
to
do
this
effectively.
N
The
plan
of
action
includes
working
with
both
central
office
staff,
the
merger
team
and
our
broader
School
communities
to
identify
specific
programming
strategies
and
resources
that
will
result
in
actualizing
the
elevated
core
values.
We
are
currently
in
the
concept
design
phase
of
the
work,
and
this
is
an
iterative
process.
This
first
stage
of
the
work
will
inform
the
proposal
to
the
Boston
school
committee
to
merge
Shaw
and
Taylor
School
communities.
N
End
quote
this
response
does
not
answer
the
questions
or
even
address
racial
disparities,
but
we
don't
think
Equity
is
a
joke.
Clearly,
the
BPS
leadership
that
completed
this
form
thinks
this
is
a
joke
because
they
didn't
even
bother
to
answer
the
questions.
Basia
supports
the
shaw
community
and
asking
to
vote
against
this
merger
and
with
the
tailor,
and
we
support
the
Sumner
demands
for
authentic
Community
engagement.
We
also
support
the
rept
tool
being
completed
with
Fidelity
and
actually
answering
questions.
We
also
support
central
office
staff
learning
to
read
the.
O
C
J
J
J
C
J
P
Yes,
oops
sorry
I
just
hit
the
line.
Thank
you.
There
we
go.
Sorry
I
am
using
several
devices
at
once,
because
I'm
actually
teaching
a
class
as
we
speak
so
good
evening.
My
name
is
Samantha.
Laney
I
am
currently
a
fifth
grade.
Inclusion
teacher
at
the
Holmes
Innovation
school
I
have
also
been
teaching
mtel
preparation
courses
through
the
office
of
recruitment,
cultivation
and
diversity.
Since
summer
2021.,
since
then,
I
have
taught
three
sessions
worth
of
courses
currently
instructing.
P
My
fourth
currently
literally
in
a
class
that
I
just
paused
in
the
last
year,
I
have
been
paid
one
time
a
singular
time,
and
it
was
months
after
the
completion
of
my
work
for
my
first
session
over
the
summer
of
2021
and
was
only
after
months.
Almost
six
months
after
the
spring
people
didn't
get
paid
into
the
fall
and
after
the
instructors
had
to
partner
with
the
Union,
to
take
Collective
action
against
the
district.
P
Since
then,
I
have
spent
hundreds
of
hours
holding
classes
throughout
fall
and
winter
semesters
and
am
currently
owed.
Thousands
of
dollars
by
the
district
I
have
still
not
been
paid
for
work
that
I
have
completed
in
the
fall
semester
in
December,
nor
the
work
that
I've
been
paid
that
I
completed
in
mid-april
for
the
winter
semester.
It
is
wildly
unacceptable
that
I
and
other
instructors
have
to
resort
to
publicly
addressing
the
school
committee
to
be
paid
for
work
that
we
did
over
five
months
ago
for
the
second
time
this
year.
P
Bps
needs
to
rectify
this
issue
with
payment
immediately
and
take
drastic
steps
to
ensure
that
we
instructors
are
not
back
here,
six
months
from
now
again
demanding
our
money,
because,
if
we
are,
we
may
not
have
any
instructors
left
at
that
point
in
the
midst
of
a
mass
teacher
shortage.
If
and
if
the
district
truly
takes
the
Recruitment
and
Retention
of
teachers
seriously,
they
will
also
take
their
attention
of
instructors
working
to
get
teachers
licensed
seriously.
So
thank
you
for
hearing
my
piece
and
hopefully
the
payment
issue
will
be
rectified
quickly.
C
Q
Q
As
a
district,
we
are
uniquely
situated
to
help
all
students
with
this
postcode
world
and
when
we
know
they're
really
struggling
so
I
want
to
ask
if
you
think
we
really
understand
just
how
much
our
kids
need
us
right
now
and
if
we've
done,
if
we've
done
enough
work
to
prepare
our
schools
to
be
kind
and
patient,
because
it
seems
the
messaging
from
the
district
really
lacks
compassion.
I
have
plenty
of
examples.
Q
It
is
apparent
that
we
need
more
tolerance
for
our
students
when
they
are
acting
out
or
when
they're
falling
behind
or
being
bullied
or
are
the
bully,
because
bullies
are
suffering
too.
What
measures
have
we
taken
to
help
the
the
uptick
of
sadness
and
anger?
I
recall,
Sam,
depina,
promising
to
roll
out
an
anti-bullying
campaign
at
every
school,
but
I've
seen
nothing
more.
Where
is
it
I
suspect?
We
all
fear
what
may
come
to
light
with
an
anti-bullying
pain,
that's
executed
in
fidelity.
Q
What
have
we
put
in
place?
Are
we
prepared
to
deal
with
the
kids
who
were
forced
to
be
with
their
abuser
more
hours
of
the
day
during
covet?
They
need
nurturing
and
love,
they
need
kindness.
They
need
to
know
that
they
are
okay,
they
need
to
feel
safe
at
school
to
thrive.
We
know
that
hurt
people
hurt
people
and
there
seems
to
be
a
lot
of
hurt
going
around.
Q
We
are
seeing
so
much
abuse
of
power
and
punishment
from
the
district
and
our
schools
toward
our
students
and
families.
It
really
has
to
stop
suspensions
are
rampant
reporting,
51
A's
on
families,
which
are
a
constant
threat
and
a
fear
tactic
meant
to
hold
over
unruly
families,
so
don't
just
obey
and
the
no
trespass
orders
a
handy
tool
when
you
want
to
silence
individuals
and
stop
them
from
connecting
to
others
who
may
be
experiencing
issues.
In
fact,
I
believe
that
I
myself
am.
G
C
R
I
live
in
Mattapan
teach
history
and
special
education
at
English,
High
School,
like
Samantha
earlier
I'm,
an
mtel
prep
coach
I've
been
coaching
foundations
of
reading
since
2020
and
I'm
speaking
tonight,
because
the
Intel
coaches
have
yet
to
be
paid
for
work
that
we've
been
doing.
For
the
past
nine
months,
we
were
promised
stipends
for
fall,
2022
in
the
April
28th
paycheck,
then
in
the
May
12th
paycheck,
the
May
28
paycheck,
and
as
of
this
week,
there
is
going
to
be
no
stipend
in
our
deck
on
May
28th.
R
Now,
I've
worn
several
hats
in
my
years
in
BPS,
but
there's
no
role
more
special
to
me
than
that
of
Intel
prep
coach.
For
two
reasons.
One
mtel
prep
supports
expanding
the
diversity
of
our
Educators
in
BPS
exams
like
the
mtel,
are
proven
to
have
discrepant
outcomes
for
diverse
racial
groups,
but
our
participants
go
from
seeing
these
exams
as
a
complex,
overwhelming
task
to
having
strategies
and
knowledge
to
clear
this
Milestone
on
their
career
path
and
two
well
before
science
of
reading
and
Equitable
literacy
were
on
the
district's
agenda.
R
My
high
school
students
were
consistently
struggling
to
consume
and
produce
texts,
but
coaching
Foundation
of
reading
brings
me
together
with
parents,
teachers,
student
support
and
admin
staff
from
across
the
district
k0
to
high
school
across
disciplines.
It
might
look
like
we're
practicing
multiple
choice,
questions,
but
really
we're
figuring
out
why
a
student
in
late,
Elementary,
School
is
disfluent
and
how
this
might
impact
their
comprehension
later
on
we're
talking
about
effective
strategies
to
teach
Ells
and
to
assess
students
with
disabilities
and
help
them
make
literacy
progress.
R
R
With
11
mtel
candidates,
who's
gave
me
strong
feedback.
Now
I'm
coaching
17
Educators
I'm
entered
two
new
instructors:
it's
winter
2020
But.
Ultimately,
if
BPS
is
not
paying
me
and
not
show
me
that
they
value
my
work,
they're
showing
me
that
they
don't
value
these
diverse
candidates
who
are
trying
to
demonstrate
their
commitment
to
the
district.
Thank
you
thank.
F
Good
evening
school
committee
and
BPS
staff,
my
name
is
Elizabeth
farantz
I'm,
a
Roslindale
resident
parent
to
a
second
grader
at
Charles,
Sumner,
Elementary
and
co-chair
of
the
Sumner
family
Council
I'm.
The
first
of
three
Sumner
community
members
testifying
tonight
in
advance
of
your
vote
on
the
proposed
fulbrich
Sumner
merger
I'm
intentionally
beginning
my
testimony
with
highlights
from
our
Sumner
School
Community,
because
in
the
past
our
testimony
is
focused
on
challenges.
F
To
begin
to
address
these
issues,
we
are
doing
the
following
number
one:
those
of
us
who
have
been
testifying
are
reviewing
our
comments
for
bias
and
deficit,
thinking
we're
committed
to
addressing
our
biases
and
changing
our
language
number
two
at
our
Sumner
family,
Council
and
School
site
Council
meetings.
Last
week
we
acknowledged
our
mistakes
and
the
harm
we
have
done:
we're
reviewed
asset
thinking
versus
deficit
thinking
and
best
practices.
F
Number
three:
our
school
leadership
is
committed
to
addressing
biases
and
supporting
growth
in
the
family
community
Through
options
such
as
race
dialogues.
We
welcome
PS
support
in
this
process
number
four.
We
recommit
to
a
robust,
Community
Equity
Roundtable
process
at
the
Sumner.
Well,
none
of
these
four
steps
are
sufficient.
We
look
forward
to
addressing
the
harm
we've
caused
in
building
stronger
relationships.
We
appreciate
the
support
the
design
team
has
provided
us
and
look
forward
to
ongoing
partnership
in
this
vital
work.
F
F
S
As
we
have
said
before,
we
are
not
asking
for
a
no
vote
with
the
merger,
but
we
want
BPS
to
acknowledge
that
a
merger
of
any
schools
causes
A
disruption
to
all
students
and
that
all
merged
schools
should
be
given
extra
resources
to
ensure
the
students
and
families
are
supported
during
the
transition.
A
merger
with
high
populations
of
students
that
already
utilize
over
extended
support
staff
such
as
family
Liaisons,
social
workers
and
reading
Specialists,
should
be
given
even
more
resources.
S
You
have
heard
us
ask
for
the
things
that
we
believe
will
make
this
merger
successful.
We
want
four
social
workers
for
at
least
the
first
two
years
after
we
move
into
the
Irving
to
ensure
our
students,
staff
and
families
have
the
support
they
need.
These
social
workers
should
be
required
to
write
a
roadmap
for
supporting
this
community
before
we
transition
to
the
one
social
worker
model.
S
We
want
a
commitment
from
the
district
to
partner
with
our
new
community
and
create
a
roadmap
for
becoming
a
dual
Language
School
completed
by
the
end
of
school
year.
2425.
As
you
know,
the
Sumner
is
60
Spanish
speaking,
so
this
only
makes
sense.
We
want
at
least
two
full-time
permanent
family
Liaisons,
one
focused
on
Family
Support,
IEP
compliance
and
transportation
issues,
and
the
other
focused
on
community
engagement,
supporting
the
sfc.
S
Supporting
their
transition
to
a
dual
Language
School,
we
want
an
authentic
process
of
community
engagement
for
choosing
our
school
leader.
Bps
should
be
asking
both
School
communities
for
a
full
evaluation
of
their
current
principal
and
searching
for
new
candidates
to
ensure
the
two
communities
have
the
best
leadership
possible.
We're
also
asking
for
transparent
communication
about
who
the
staff
will
be
and
how
the
staff
being
transitioned
out
of
the
Sumner
and
Philbrook
will
be
supported.
T
T
T
C
T
And
vote
no
on
the
Taylor
shop,
it's
not
clear
how
the
merger
will
benefit
those
schools.
There
is
no
long-term.
There
is
a
long-term
plan
for
their
Community,
but
it's
so
long-term
that
the
current
students
who
are
disrupted
won't
actually
get
the
benefit.
The
circumstances
of
the
two
mergers
are
really
different,
so
I
think
you
can
actually
vote
differently
on
the
two
mergers.
G
U
No,
yes,
it's
your
turn.
Okay
hi.
My
name
is
Francesca
Bremen,
also
known
as
Mary
Frances,
Bergman
I
work
at
Madison,
Park
and
I'm
here
to
support
the
new
admissions
policy.
I'm
really
excited
I
hope
that
you
all
will
be
excited
and
pass
it,
but
what
I
really
wanted
to
caution
was
and
I'm
not
sure
if
this
is
still
a
practice.
So
it's
a
question
and
a
caution
to
stop
administratively
assigning
students
to
Madison
Park
Technical
vocational
High
School.
U
If
you
walk
into
Madison
Park
and
you
haven't
been
aware
of
what
you're
walking
into
you
more
than
likely
will
walk
out
the
door,
you
have
to
work
twice
as
hard
and
you
get
twice
as
much
at
Madison
and
administratively
assigning
people
is
super
disruptive
if
they're
not
aware
and
they
show
up-
and
they
don't
know
what
they're
walking
into
so
I
just
wanted
to
make
sure
that
that
is
addressed
in
some
kind
of
way
and
thank
you
so
much
for
all
that
you
do
and
have
a
great
night.
So.
V
So
my
name
is
Justin
Norton
I'm,
a
program
specialist
for
the
Boston
Public
Schools
mtel
prep
program
in
the
office
of
retention,
cultivation
and
diversity.
I'm
here
to
address
the
issue
of
unpaid
stipends
for
our
Intel
instructors
in
January
2023
BTU,
president
Jessica
Chang
testified
in
front
of
this
committee
on
the
systemic
problem
of
unpaid,
stipends
and
BPS
days
after
that,
testimony
Intel
instructors,
who
had
been
waiting
for
more
than
six
months
for
stipends,
magically
received
an
email
from
ohc
that
they
were
receiving
their
stipend
to
the
next
paycheck.
V
After
that
meeting,
I
was
hoping
that
the
days
when
I
spent
valuable
work
time
asking
my
supervisors
time
and
time
again
about
mtel
stipends
and
being
asked
about
them.
Time
and
Time
Again
by
mtel
instructors
would
be
over.
I
am
here
to
report
that
sadly,
I
was
mistaken.
Bps
owes
mtel
structures,
unpaid
stipends,
from
Fall
of
2022.
We
also
owe
mtel
instructors
stipends
from
classes
taught
between
January
and
April
of
this
year.
Since
I
submitted
fall,
mtel
instructor
stipends
for
payment
in
January
right
I've
done
everything.
V
I
could
behind
the
scenes
and
leverage
every
connection
I
have
to
get
these
stipends
paid.
I
have
been
assured
multiple
times
that
instructor
stipends
would
be
in
the
next
check,
but,
alas,
I'm
here
to
tell
you
that
BPS
still
has
not
solved
the
most
basic
function
of
the
employer,
employee
relationship,
paying
people
for
their
work
in
a
timely
manner.
The
BPS
mtel
prep
program
cannot
exist
without
our
dedicated
staff
of
B2
Educators.
They
are
fed
up
and
I,
don't
blame
them.
V
I've
put
them
I've
put
up
with
a
stipend
trade,
because,
as
a
male
educator
of
color
I
am
deeply
invested
in
retention
programs
like
mtel
prep.
These
programs
are
vital
in
ensuring
that
BPS
all
it
can
to
support
educators
of
color
and
remaining
in
the
education
profession,
to
put
it
very
charitably
failing
to
pay
instructors
who
are
deeply
invested
in
Workforce
Equity
goals,
the
district
says
it
values
is
a
problem.
V
These
are
the
very
same
instructors
who
will
be
calling
on
and
to
staff
summer
2023
mtel
programming,
which
is
very
likely
to
exceed
the
389
BPS
Employee
Enrollment
this
summer,
I'm
pleading
with
leadership
of
this
District
to
move
as
quickly
as
possible
to
pay
our
mtel
instructors
for
their
fall
winter
stipends.
Please
do
not
jeopardize
the
programs
that
make
BPS
a
more
diverse
and
inclusive
space.
Thank
you.
Thank.
C
W
W
I
must
say
that
today
has
been
quite
difficult
for
me
in
that
I
have
been
thinking
about
this
merger
all
day
and
I've
had
several
conversations
with
persons
regarding
it
and,
as
we've
talked
about
I've
noticed
that
my
blood
pressure
has
gone
up.
So
since
I
only
have
two
minutes.
I
just
want
to
get
to
the
core
of
my
feelings
about
this,
and
that
is
how
can
we
call
ourselves
an
anti-racist
school
district
and
continue
to
perpetuate
racist
policies
and
practices
that
disproportionately
impact
and
harm
black
and
brown
students
and
communities?
W
There
is
no
way
that
one
can
look
at
this
proposal
and
not
use
the
word
that
I
really
don't
like
to
use
and
not
call
it
racist.
We
have
a
racial
equity
planning
tool
that
was
put
in
place
years
ago
to
help
guide
us
to
critique
and
analyze
decisions
that
this
District
was
making
to
ensure
that
it
did
not
disproportionately
or
targeted
our
black
students
and
it's
called
racial
Equity,
because
we
were
focusing
on
the
issue
of
race.
W
If
you
look
at
and
I
think
all
of
you
received
the
analysis,
the
racial
Equity
analysis
that
was
done
by
the
Bill
BPS,
the
green
New
Deal
coalition,
of
which
I
as
a
member
of
being
participate.
You
will
certainly
know
that
this
proposal
does
nothing
to
improve
a
better
the
Improvement,
the
education
for
students
at
the
shaw
School.
In
fact,
if
you
compare
the
procedure,
the
practices
that
we
use
to
determine
that
this
school
would
be
the
only
one
remaining
of
the
three
sets
of
mergers.
W
One
would
ask
the
question
why
the
clap
was
removed
and
nobody
knows
why
that
was
removed.
I
commend
the
parents
of
the
Sumner
and
the
philbrick
because
they
advocated
for
what
they
felt
was
in
the
best
interest
of
their
children,
yeah
just
about
finished
school
committee
and
the
city
listens,
and
they
have
a
proposal,
a
plan
that
works
for
them,
they're
going
to
have
enough
new
renovated
building.
X
X
I
can't
speak
for
the
shaw,
but
I'm
sure
they
will
provide
the
same
type
of
work
and
strive
that
the
Taylor
we
do.
No
one
can
predict
the
future,
but
I
would
like
our
future
to
be
filled
with
our
students,
given
the
same
quality
of
opportunities
as
golden
suburban
neighborhoods,
children
can
feel
their
environment
literally
so
I
want
them
to
be
able
to
feel
this
new
merger
and
see
all
of
its
benefits
that
we
may
reap.
X
X
I
also
hope
that
during
this
whole
process,
we
hear
from
the
school
committee
and
we
are
able
to
provide
feedback
and
questions
just
so
that
we
know
that
every
voice
is
heard.
Thank
you
all
for
this
time,
and
I
would
just
like
to
say
the
Taylor
and
the
shaw
need
the
same
resources
that
schools
and
all
small,
suburban,
predominantly
white,
neighborhoods,
receive
and
I
would
definitely
hope
that
that
is
being
brought
into
consideration,
as
you
guys
make
this
merger.
Thank
you
and
have
a
good
night.
Y
Thank
you
for
giving
me
this
opportunity.
I
am
a
resident
of
Charlestown
and
a
proud
immigrant.
I
lived
in
this
city
for
last
30
years
and
I
have
two
children
in
the
BPS
system,
one
in
sixth
grade
and
the
other
one
is
in
third
grade.
My
sixth
grade
child
has
just
applied
for
the
exam
schools
and
was
rejected.
Y
Y
His
overall
score
was
95
without
any
extra
points
for
the
school,
and
he
got
a
letter
from
the
state
from
the
Desi
saying
that
he
had
his
exceptional
student
on
MCAS,
and
he
is
asking
me
why
his
friends,
one
person
who
lives
in
his
own
sex,
which
is
Stone
straw,
throw
away
from
our
house.
He
got
into
the
into
BLS
and
other
student
who
got
less
score.
Y
C
Z
Good
evening
my
name
is
I
am
a
Boston
Public
Schools
parent
beija
organizer,
and
a
South
End
resident,
who
has
recently
just
today
been
knocking
on
the
doors
at
the
State
House
to
advocate
for
the
Thrive
Act.
This
act
would
create
a
system
for
comprehensive
support
and
Improvement
that
is
informed
by
local
community
input
and
evidence-based
support.
I
support
the
Thrive
act,
because
the
evidence
has
shown
that
top-down
decisions
such
as
receivership
or
unwanted
mergers,
neglect
local
input
and
often
disproportionately
affect
black
and
brown
communities
by
causing
further
instability,
disruption
and
harm.
Z
Today,
to
bps's
credit,
I
mentioned
that
when
implemented
correctly
and
done
with
Fidelity
and
include
an
authentic
engagement,
shared
decision
making
allows
for
students,
families
and
Educators
to
have
an
input
in
the
decisions
that
directly
impact
them.
Many
of
us
can
even
do
it
at
the
city
level,
through
committees
such
as
the
reimagined
school
funding,
which
I
am
a
part
of
and
where
I
feel
like
my
voice
is
heard
golden
submerged.
The
Shaw
and
Taylor
School
Community
disregards
the
opinions
of
those
involved.
It
will
cause
further
inequity,
imbalance
and
disruption.
Z
Instead,
they
should
be
supported
in
their
voices.
Sorry,
that's
my
doorbell
and
their
voices
heard
and
their
voices
heard
in
order
for
the
communities
to
succeed
and
Thrive.
Let
me
just
wrap
that,
however,
they're
being
subjected
to
these
changes
because
of
a
failed
weighted
funding
system
that
many
on
this
committee
voted
for
just
a
few
years
ago,
while
this
team
will
claim
combining
or
reconfiguring
schools,
help
stabilize
School
budgets
and
enable
schools
to
invest
in
resources
that
makes
a
difference
for
students.
Z
The
funding
formula
is
changing
just
for
that
in
order
to
bring
more
stability
and
Equity
to
schools
with
decline
in
enrollment,
when
will
the
racial
Equity
planning
will
be
used
with
the
desk
Fidelity
and
actually
Advanced
Equity
I
just
urge
this
committee
to
please
read
thoroughly
the
the
rept
tools
to
make
sure
that
it
actually
brings
equity
and
not
further
in
Balance
to
the
school
communities.
Thank
you
thank.
C
J
Can
you
hear
me?
Yes,
we
can
I
hear
you.
Thank
you
all
right.
Thank
you.
So
my
name
is
Denisa
dobrin
and
I'm,
a
BPS
parent.
My
child
goes
to
Dudley
Charter
School
neighborhood,
daddy,
Street,
neighborhood
Charter
in
Dorchester,
and
he's
a
K2
that
was
evaluated
at
third
grade
level
and
I'm
here,
because
I
believe
that
addressing
the
needs
of
kids,
who
are
at
the
upper
end
of
the
learning
Spectrum
should
be
similar
to
The.
J
Way
We
address
the
lower
end
of
the
spectrum,
with
a
specific
individual
individual
plan
and
a
proper
structure
Staffing
and
quality
personalized
support,
so
that
they
can
also
try
and
feel
included
in
the
BPS
environment,
and
it
is
a
huge
concern
because
I
have
heard
from
numerous
other
families
that
are
just
like
me,
where
their
kids
are
evaluated
at
higher
levels
and
they
end
up
finding
that
the
only
solution
is
living
BPS
and
homeschooling,
and
I
really
cannot
afford
that.
Nor
do
I
want
to
to
be
doing
that
I.
J
Do
my
share
of
teachings
at
school
at
home
and
I
think,
since
my
kid
is
doing
fairly
well
in
school,
I've
proven
that
I've
done
well
enough.
I
expect
the
BPS
to
actually
provide
the
same
level
of
support
so
I'd,
be
speaking
to
the
teachers
and
the
teacher
teachers
were
the
one
that
initially
supported
the
idea
and
actually
presented
the
idea
to
mean
that
he
would
go
to
from
K2
to
a
second
grade.
However,.
J
As
far
as
emotional
levels-
I'm-
sorry,
if
you
oh
got
you,
he
would
not
be
able
to
to
to
do
well
in
second
grade,
and
even
if
you
went
to
second
grade
skipping,
a
grade
would
not
still
not
intellectually
trying
to
challenge
him
enough.
The
teachers
are
trying
their
best
to
address
his
needs,
but
having
20
other
kids
around
that
they
that
bid
for
their
attention.
Thank
you
it's
it.
Doesn't.
It
doesn't
really
help
him
so.
J
A
Much
thank
you
Miss
pervix,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
testimonies.
Your
perspective
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling,
50
million
617
529
I
will
now
open
it
up
to
the
committee
for
any
final
questions
or
comments
on
the
grant.
AA
AA
The
title:
2A
improving
educator
quality,
Grant,
specifically
I'm
interested
in
how
the
team
arrived
at
the
percentages
of
teachers,
particularly
for
goal
number
four,
which
is
the
diversity
initiative.
Everybody
I
think
knows
that
it's
important
that
we're
have
that
we're
diversifying
our
teacher
Workforce
to
any
means
necessary,
I'm,
just
curious
as
to
how
they
arrived
at
these.
These
beautiful
images
and
goals
for
for
this
particular
initiative.
AB
Yeah
in
terms
of
the
particulars
for
the
grants
on
the
the
teacher
goals,
I
would
defer
to
either
Chief
grandstand
or
to
the
office
of
human
capital.
In
terms
of
the
target
setting
I
know
we
work
with
them
to
identify
what
are
appropriate
targets
given
our
past
performance
and
then
other
objectives
for
the
district
I'd
have
to
get
back
to
in
terms
of
how
that
specific
Target
was
set.
AA
AC
We
also
have
been
using
25
percent
of
that
North
Star,
given
the
Garrity
court
order,
and
given
that
it's
been
in
Prior
years
accomplished,
the
25
and
we've
been
teetering
sort
of
around
that
number.
And
so,
when
we
look
at
our
efforts,
including
expanding
our
accelerated
Community
teacher
programs,
our
teacher
Cadet
programs,
Intel
prep
parapro
exams.
When
we
look
at
sort
of
all
of
the
pathway
programs
we
have
and
the
numbers
we've
increased
over
the
years.
AC
E
G
E
In
it,
there's
a
goal
around
so
this
if
I'm
reading
this
correctly
is
a
is
additional
funds
to
an
existing
Grant
that
were
the
goal
is
to
recruit
15
school
psychology,
trainees,
15,
Social,
Work
trainees,
10,
School,
counseling,
trainees,
I,
guess,
I'm
curious.
If
there's
an
update
here,
we
had
already
previously
voted
on
this
grant
as
I
understand
it,
and
now
we're
trying
to
add
additional
money.
I
think
I'm
just
a
little
bit
confused
on
sort
of
what
we're
looking
at.
AD
AD
This
grant
it
comes
from
the
Department
of
Ed
and
it
allows
us
to
expand
our
Workforce
Development
Pathways
for
social
worker
School
psychologists
and
school
counselors.
So
it
has
several
areas
that
allow
us
to
recruit,
retain
and
support
new
folks
into
the
mental
health
field,
with
an
emphasis
on
attracting
and
supporting
people
of
color
into
mental
health
positions.
AD
A
A
C
AA
AC
C
A
Unanimously.
Thank
you.
Our
next
action
item
is
the
superintendent's
recommendation
to
withdraw
the
Boston
public
schools
from
the
Massachusetts
school
choice
program
for
the
school
year.
2324.
you'll
recall
that
chief
of
family
advancement,
Denise
Snyder,
presented
the
recommendation
to
the
committee
at
our
May
10th
meeting
this
that
same
day
that
the
community
that
excuse
me
that
the
committee
held
the
public
hearing
on
the
Massachusetts
school
choice
program.
I
will
now
invite
the
superintendent
to
offer
any
final
comments.
D
Well,
thank
you,
chair,
similar
to
at
the
last
meeting.
I
would
ask
that
you
vote
in
favor
of
opting
out
of
the
Massachusetts
school
choice
program.
I.
Think,
as
you
heard,
Chief
Snyder
address
pretty
thoroughly
at
the
last
meeting.
There's
many
reasons
why,
for
us,
the
choice
program
doesn't
work.
They
range
from
you
know,
cost
implications
to
the
fact
that
our
neighboring
communities
don't
participate
as
a
block,
and
so
just
our
students
being
able
to
reciprocally
take
advantage.
D
You
know
of
the
choice
program
wouldn't
be
available.
It's
also
around
our
assignment
in
the
timing
of
how
we
receive
students,
especially
late
into
July
and
August,
and
even
through
October,
as
our
enrollment
builds.
It's
just
not
in
the
same
cycle,
and
we
also
you
know.
We
have
particular
schools
and
programs
for
which
we
don't
have
enough
capacity
now
for
residents.
So
for
many
of
the
reasons
that
Chief
Snyder
gave-
and
these
I
would
just
ask
for
a
yes
for
this
evening,.
A
D
So
through
your
chairs,
so
we
don't
because
we
don't
participate.
The
students
that
would
come
to
us
relative
to
special
education
would
be
very
specific
to
a
reciprocal
spit
around
the
school
like
so,
for
instance,
the
Horace
man
School.
The
deaf
has
a
process
by
which
that
is
a
more
Regional,
and
so
we
will
get
students
from
other
districts
that
apply
to
come
into
that
as
a
special
education
program.
D
But
on
the
whole,
because
we
don't
participate
in
school
choice,
we
don't
we
don't
have
applicants,
we
do
for
other
things,
like
you
know,
vocational
and
CTE,
we'll
have
our
students
applying
to
outside
of
the
district
and
there's
particular
regulations
for
that,
but
relative
to
school
choice
itself.
This
would
only
apply
if
we
were
if
we
were
part
of
the
school
choice
program,
but.
AE
We're
inside
of
my
mouth,
we
we
have
not.
We
have
consistently
declined
participation
exactly
for
those
reasons
they
require
that
you
open
seats
or
you
open.
You
allow
non-resident
state
as
of
July
1st
if
we
have
open
seats
and
we
fill
those
seats
right
through
October
I
think
that's
important
and
we
we
keep
those
children
until
they
age
out.
They
are
then
able
to
apply
for
other
schools
once
they're
in
the
district.
It's
just
a
a
cycle,
so
superintendent,
Skipper
I,
think
you
made
those
points
but
wanted
to
reiterate.
Thank
you.
E
This
one
was
tough
for
me
last
year.
It's
tough
for
me
this
year,
I
guess
on
two.
For
a
few
reasons,
the
first
is
I'm
not
seeing
I'm,
not
fully
understanding
the
logic
surrounding
communities
are
not
participating.
It
means
we
wouldn't
see
an
influx
of
students
leave
our
system,
but
there
is
a
possibility
where
we
would
see.
Students
enter
our
system
and
I'm
imagining
parents
who
work
in
Boston
but
live
outside
the
city
having
more
access
and
opportunities
for
their
kids,
I'm
I.
E
Guess:
I'm
curious,
why
that
doesn't
sort
of
Interest
us
more
and
then
at
the
same
time,
even
through
October,
November
and
December
to
today
we
have
open
seats
across
our
system
we're
under
enrolled.
It's.
Why
we're
having
merger
conversations
today
as
well,
so
I,
don't
fully
understand
sort
of
I'm
not
fully
seeing
the
logic.
My
son
just
also
walked
in
so
he's
saying
hello
to
me.
AE
I
I
can
answer
that
the
reality
is,
we
don't
get
to
choose
which
schools
we
accept
students
in.
So
if
there
happens
to
be
an
open
seat
at
the
Elliott
at
third
grade
in
July,
we
have
to
give
it
to
a
non-resident,
no
matter
who
comes
in
after
them
in
the
city,
if
there's
a
second
grade
seat
at
the
Quincy.
AE
If
there's
a
ninth
grade
seat
at
new
Mission
I
mean
it
just
goes
on,
and
on
pick
any
school
that
has
high
demand
at
some
point,
there's
an
open
seat
that
we
end
up,
backfilling
it
September
October,
November,
January,
February
April.
We
wouldn't,
if
we
filled
it
with
a
non-resident,
we
wouldn't
be
able.
We
would
have
capacity
issues,
so
if
we
could
restrict
it
to
only
schools
that
we
selected
I
think
that
what
you're
suggesting
has
a
lot
of
Merit
the
problem
is,
is
that
we
don't
get
to
control
which
schools,
foreign.
Y
D
You
know
it
also
there's
it's
a
student
is
a
student,
so
it
could
also.
We
could
also
have
situations
where
we
have
special
education
students
coming
in
and
there's
a
higher
cost
of
Education,
which
in
in
essence,
would
take
away
from
resources
for
our
residents
for
our
resident
students.
So
it's
one
of
those
ones
that
I
think
because
of
that,
particularly
in
cities.
It's
a
lot
of
the
towns
that
you
see
participate
in
this,
but
I
think
for
the
cities.
That's
why
you've
seen
sort
of
a
pulling
back
and
not
participating.
D
D
With
the
funding
from
the
sending
District
but
you're
there
there's
you
have
this
there's
some
negotiation
there
that
takes
place
it's
the
same
for
when
we
have
when
we
take
in
students
from
out
of
District
into
a
seat
for
us
and
then
there's
additional
services
that
are
needed.
There's
negotiation
between
the
two
entities,
I
think
the
other
thing
is
our
exam
School
process
makes
it
extra
complex,
because
if
you
had
students
coming
in
in
the
lower
grades
as
they
reach
the
grades
for
exams
schools,
they
become
part
of
that
process.
E
I
I
hear
that
I
have
two
more
thoughts.
The
second
is,
it
goes
back
to
the
continuous
the
continued
conversation
we
have,
which
is
like.
If
we
know,
there's
demand
somewhere
and
how
lucky
are
we?
We
don't
live
in
a
city
that
is
that
is
that
doesn't
have
space.
Then
we
just
have
to
like
meet
the
demand,
and
we
have
data
far
enough
back
to
actually
probably
project
like
what
are
fourth
graders
doing
today,
which
will
probably
give
us
some
Intel
into
how
many
seats
we'll
need
in
exam
schools
in
the
future.
E
The
second
piece
here
that
I
think
I'm,
just
struggling
with
is
it
is
about
a
recognition
that
we
don't
think
every
seed
is
equal
in
the
system
and
I
think
as
a
school
committee
member,
we
have
to
Grapple
with
that,
like
the
fact
that
we
think
we're
taking
away
a
high
quality
seat
from
someone
else
in
a
vacant.
School
in
July
is
a
deep
recognition
that,
like
we
don't
think
there
are
high
quality
seats
elsewhere,
they're
winners
and
losers
in
the
system
and
I
think
I,
don't
know,
there's
a
part
of
me.
E
I,
don't
know
I
think
like.
There
are
ways
to
draw
also
people
back
into
the
city
like
if
you
do
this
and
a
family's
working
outside
of
the
city
and
their
kid
is
going
to
school
in
the
city.
Maybe
in
two
years
they're
like
actually
I
want
to
come
back
to
the
city.
I
want
to
live
here,
I
don't
want
to
live
in,
insert
wherever
I'm
living,
but
I
feel
like
we're
building
this
wall
in
a
little
bit
of
it.
E
For
me,
every
time
I've
heard
us
talk
about
this
is
a
little
bit
of
fear
around
kids,
who
are
complex,
whether
that's
kids,
with
special
needs
or
kids
who
are
not
native
English
speakers
or
kids,
who
are
high
performing
like
we're
not
actually
ever
talking
about
the
middle.
We're
talking
about,
like
kids,
who
are
gonna
like
steal,
seats
from
other
high
performers,
because
we're
not
willing
to
build
capacity
at
those
schools
or
kids
who
are
too
complex.
Their
needs
are
too
complexes.
E
D
Yeah,
so
I
I
would
just
I
think
you're
to
your
first
point,
I
think
that's
a
great
piece
of
conversation
to
be
had
at
the
June
7th.
You
know
when
we
talk
about
exam
seats
and
potential
thinking
and
solutions
to
some
of
the
situations
we
find
right
now
so
I
think
that's
going
to
be
a
good
Rich
conversation
for
the
committee
to
have
on
the
seventh
and
I
think
you
know
we're
eager
to
kind
of
hear
what
committee
members
think
I
think
to
the
second
Point
I.
D
Don't
even
think
it's
about
a
quality
seat,
I
think
it's
about
it's
just
parental
Choice,
it's
what
parents
are.
You
know
where
parents
choose
and
they
choose
for
a
variety
of
reasons.
As
we
know,
sometimes
it's
proximity-
sometimes
it's
a
particular
program
that
exists
in
that
school.
So
it
isn't
about
the
fact
that
we
have
particular
seats
that
we
value
as
quality
I.
Think
it's
just
about
what
we
see
as
demand
from
parents
for
a
variety
of
reasons.
So
there's
no
judgment
in
one
seat
versus
another.
E
I
hear
you
and
you
know
we'll
always
have
moments
where
we
agree
and
where
we
disagree
and
for
the
last
two
years,
I
have
disagreed
on
this
as
a
pro
enrollment
strategy
and
a
pro
Boston
strategy,
one
that
brings
people
back
to
our
city,
particularly
given
the
fact
that
nobody
else
around
us
is
doing
it.
So
we
are
not
sending
kids
out.
We
are
only
welcoming
people
in.
A
Superintendent,
I
think
we
had
this
conversation
a
little
bit
earlier,
but
I
thought
it
would
be
important
that
we
do
some
investigation
with
regard.
You
know
around
the
Commonwealth.
You
know
who
is
actually
opting
into
this
program
and
what
are
the
impacts
both
on
the
senders
and
the
receivers,
so
that
we
have
some
actual
context
to
think
about
how
this
might
work?
Or
you
know
what
are
the
the
kinds
of
placement
that
people
are
actually
looking
for.
W
D
G
D
H
I
just
want
to
Echo
that
thought
of
you
know
let's
think
differently.
It
never
hurts
to
think
differently
and
I
like
what
you
just
said,
superintendent
about
that
you
may
have
a
fellow
who
could
look
at
that
and
do
a
deep
dive
on
this
for
us,
because
I
would
like
to
explore.
You
know
understand
better.
What
are
the
unattended
consequences?
H
H
As
a
committee,
you
know,
maybe
sometime
over
the
summer
or
in
the
fall
after
a
fellow,
has
had
a
chance
to
do
a
deep
dive
on
this
and
see
what
what
it
is
that
we're
missing,
but
I
would
be
hesitant
to
support
open
up
right
now
without
that
deep
dive.
But
I
appreciate
the
push
for
Innovative
thinking
on
this.
AA
Yes,
I
I
hear
everything
that's
being
said,
but
we
have
to
have
some
sense
of
where
folks
already
want
to
go
right.
I
mean
I,
understand
the
need
for
the
Deep
dive,
but
I
mean.
Is
there
already
a
sense
of
where
families
are
are
would
clamor
to
go,
particularly
because
yeah
I
think
the
reality
of
it
is?
Is
that
families
know
that
they
or
they
think
that
certain
School
environments
are
better
than
others
and
and
I?
Think
I
guess
my
question
is:
do
we
have
some
sense
of
this
already?
AA
G
D
So
I
mean
I
think
again,
I
think
parental
choice
is
complex
right.
We
know
certain
things
about
why
parents
pick
certain
places,
but
we
don't
necessarily
have
that
data
of
somebody
that
lives
outside
of
the
city
like
they
might
pick
the
school
that's
near
where
they
work
to
remember:
Cadet
Hernandez's
Point
or
they
might.
You
know
if
there's
a
school
that
has
a
particular
career
theme.
They
might
want
their
student
to
go
there
or
if
they
want
access
to
a
vocational
school
like
Madison,
so
I,
don't
think
we
have
that
data.
I.
A
D
Right,
that's
right,
chair
I,
think
some
I
think
for
some
there's
lots
of
reasons.
I
think
why
that
does
happen.
I
think.
Sometimes
you
know
families
move
and
they
have
an
attachment
to
a
school
and
school
Community,
especially
their
child
does,
and
it's
very
hard
to
think
about
going
somewhere
else,
especially
depending
on
age
of
student.
D
You
know
sometimes
the
family
moves
and
the
student
votes
with
their
feet
that
they
would
like
to
stay,
and
so
that's
we
get
into
that
or
sometimes
it's
to
access
a
school,
a
particular
school
that
they
don't
feel
is
in
their
district,
and
it
resides
back
here
in
Boston.
So
I
think
we
find
lots
of
different
reasons
for
that.
D
A
A
AA
C
C
B
C
H
A
W
B
A
No
means
we
would
participate.
Yes
means
we
will
not.
The
other
discussion
would
be
that
we
would
be
doing
a
deep
dive
over
this
next
year
in
order
to
come
to
next
year's
vote,
which
may
or
may
not
be
a
yes
or
no
vote,
but
for
right
now,
because
we
have
not
done
the
Deep
dive,
we
are
moving
forward.
We
are
voting
on
the
superintendent's
current
recommendation
that
we
do
not
participate.
B
Let
me
re-remark
my
my
my
my
concern
here:
I
understand
the
yes
and
no
process
in
relation
to
this
vote,
but
I've
I've
received
I,
don't
know
a
myriad
of
calls
from
different
people.
Different
parents,
especially
Asian
parents,
from
communities
around
Boston
regarding
their
desire,
but
their
desire
to
send
their
children
to
to
Boston
but
were
were
pretty
much
precluded
because
of
this
Boston
city,
residency.
Things
and
I
find
that
a
lot
of
these
students
are
in
effect,
deny
the
equal.
B
In
my
in
my
own
assessment,
equal
opportunity
in
education,
so
I
don't
know,
I,
don't
know
whether
we
should
implement
the
this.
You
know
the
school
this
policy
this
year
or
we
should
do
a
deep
dive
and
and
and
and
and
re
and
take
another
look
at
at
the
policy
again,
but
for
the
sake
of
of
of
Clarity
I
do
vote
no
in
another
word.
I
would
like
to
see
this
process
if
possible
be
implemented
this
year.
C
A
A
Are
the
merger
of
the
Pauline
H
Shaw
Elementary
School
and
Charles
H
Taylor
elementary
school
and
the
merger
of
the
John
D
philbrick
Elementary
School
in
the
Charles
Sumner
Elementary
School?
You
will
recall
that
the
superintendent
presented
these
recommendations
to
the
committee
on
April
26th
I
will
now
invite
the
superintendent
to
offer
any
final
comments.
D
Combining
and
reconfiguring
schools
is
frankly
an
essential
strategy
to
address
some
of
the
district's
long-standing
challenges
and
to
take
advantage
of
some
of
our
greatest
opportunities
of
what
lies
ahead.
I
know
these
challenges
have
been
front.
You
know
in
front
of
mind
for
the
members
of
this
committee,
particularly
as
we
work
through
the
budget
process.
This
year
we
have
8
000
fewer
students,
and
then
we
did
10
years
ago
and
they're
spread
out
right
now
across
too
many
buildings.
D
This
leads
to
classrooms
that
are
partially
full,
sometimes
half
full,
and
it
also
perpetuates
just
a
persistent
teacher
vacancy
that's
hard
to
fill
by
stretching
our
staff
over
the
last
few
years
for
the
shaw,
Taylor,
philbrick
and
Sumner
and
in
other
schools
across
BPS.
You
know
we
fill
these
gaps
through
soft
Landings
and
the
soft
Landings
policy,
which
is
just
not
going
to
be
sustainable
moving
forward.
D
D
D
But
you
know,
as
I
said
at
our
meeting
when
we
made
these
proposals.
Sometimes
disruptions
can
be
a
powerful
force
for
good,
particularly
for
students,
I'm,
confident
that
these
proposals
will
improve
the
teaching
and
learning
experience
it
will.
They
will
certainly
preserve
the
assets
for
each
of
the
schools
and
they
will
build
ultimately
a
school
Community,
that's
even
greater
than
the
sum
of
its
parts
when
these
communities
come
together.
D
I
I
really
believe
that
the
students
will
be
left
better
off.
Both
schools
will
have
budgets
that
are
stable.
You
know
and
they'll
be
sustainable.
Moving
forward
and
they'll
have
additional
resources
in
to
be
able
to
invest
in
new
and
expanded
programming
for
the
Char
and
Taylor.
Specifically,
we've
committed
that
any
budget
savings
from
the
consolidation
of
classrooms
that
that
will
be
reinvested
in
the
community
for
the
Char
and
Taylor
buildings.
D
We'll
also
have
some
of
the
physical
space
that
will
be
freed
up
and
the
communities
can
use
these
for
small
group
instruction
for
one
to
one
for
outside
programming,
but
they're
all
spaces
that
they
don't
currently
have
or
have
access
to
the
Philbrook
and
Sumner
will
be
moving
into.
You
know.
A
new
facility
when
renovations
to
the
urban
building
are
complete
and
the
Sharon
Taylor
will
get
a
new
building
too.
You
know,
though,
it's
it's
a
little
bit
further
down.
D
You
know
as
as
we've
begun
the
msba
process.
You
know
we're
confident
that
the
application
is
strong,
and
you
know
the
the
city's
also
proposed
and
I'm
I'm
grateful
for
this.
That
they've
included
an
initial
50
million
dollar
investment
in
the
in
its
own
capital
budget
for
that
for
the
Sean
Taylor
build,
and
so
that
means
we'll
be
able
to
move
this
construction
project
forward.
Even
if
we
don't
ultimately
get
invited
into
the
msba
program.
D
As
we've
worked
through
what
you
know,
what
has
been
difficult
and
difficult
decisions
to
to
bring
their
Community
together
and
as
we
continue
to
develop
our
long-term
facilities
plan
and
focus
on
universal
standards
and
expectations
for
instruction
and
a
Continuum
of
services
for
all
students
at
every
school,
more
work
will
be
done
to
understand
our
current
landscape
to
inform
additional
proposals
in
the
future
for
the
committee.
If
we
want
to
build
the
district,
you
know
our
students
deserve,
then
you
know
we.
D
We
have
to
take
the
steps
today
and
we
we
have
to
understand
more
Works
needed
for
our
district
to
reach
the
potential
we
keep
talking
vote
in
in
especially
to
provide
every
student
with
the
buildings,
the
learning
opportunities
and
the
experiences
that
they
deserve
before
I
turn
it
back
to
you,
madam
chair
I
would
like
to
ask
the
chief
of
capital
planning
Dallas
Stanislaus,
if
there's
anything
that
she
would
like
to
add.
I
know
that
there's
been
some
questions
about
the
use
of
the
racial
Equity
planning
tool.
D
The
rep,
so
I
also
want
to
invite
somebody.
That's
been
a
wonderful
partner
to
us,
Rebecca
Granger
who's,
the
senior
advisor
for
mayor
Wu,
on
youth
in
schools
and
really
just
has
been
an
incredible
partner
in
the
work
as
as
well
as
Charles
Manson
who's,
the
chief
of
equity
and
strategy
for
our
district
and
whose
team
you
know
leads
this
work
to
speak
about
the
tools.
So
I
will
turn
it
over
to
Dell.
To
begin.
G
AF
AF
AF
AF
It's
what
I
want
for
my
own
child
merging
these
four
schools
will
not
solve
all
of
our
problems,
but
we
must
take
this
step,
so
we
can
take
the
next
step
and
the
next
step
after
that,
I
asked
for
a
yes
vote
on
both
of
these
merger
proposals
tonight,
because
our
students
need
to
start
build.
Our
students
need
to
us
to
start
building
the
district
they
deserve
and
if
we
don't
take
this
step
tonight,
I
would
argue
the
most
important
step
in
this
process.
Then
I
think
we'll.
We
will
continue
to
fail
our
students.
AF
AF
AC
Thank
you,
Chief,
Stanislaus
and
good
evening.
Superintendent
committee
and
a
larger
VPS
community
just
wanted
to
start
by
going
back
to
earlier
this
evening.
Superintendent
shared
information
about
the
work
of
the
racial
Equity
planning
impact
committee
and
this
at
its
core
is
a
a
change
management
strategy
to
shift
adult
Behavior
so
that
every
major
decision
our
district
makes,
has
Equity
at
the
center
and
that
there's
a
there
that
there
is
clear
documentation
on
our
thinking
about
how
we
will
operationalize
equity.
AC
We
are
also
providing
training
and
coaching
support
to
the
team
to
the
design
teams
as
well
and
there's
a
commitment
to
publish
the
results
of
the
equity
analysis.
In
the
coming
weeks.
We
will
be
adding
to
the
mergers
the
mergers
to
our
next
round
of
ripts
to
receive
feedback
from
the
replic
committee
that
was
mentioned
earlier,
and
at
that
time
we
commit
to
making
sure
that
that's
made
public
as
a
part
of
the
RIPT
dashboard
that
we
so
anxiously
wait
to
be
launched.
AG
Thank
you
all
for
having
me
and
BPS
for
continuing
to
invite
me
into
your
team.
I
just
wanted
to
give
a
little
bit
of
the
experience,
because
I
joined
both
design
teams
earlier
this
year,
because
this
process
is
extremely
important
to
the
direction
we're
moving
as
a
district
and
a
city.
This
is
not
just
the
Endeavor
of
Boston
Public
Schools.
This
journey
is
really
going
to
take
joint
ownership
and
partnership.
AG
So
one
of
the
first
meetings
with
the
design
teams
was
receiving
training
on
the
racial
Equity
planning
tool
as
a
grounding
Foundation.
The
equity
strategy
and
opportunity
gaps
team
have
supported
both
design
teams
and
have
guided
the
work
throughout
prior
to
partnering.
In
this
work,
I
had
read
the
rep,
but
this
process
has.
G
AG
Allowed
me
to
more
deeply
learn
the
true
impact
of
what
has
been
designed,
but
rep
is
often
referred
to
as
an
ending
point,
and
it
can
powerfully
serve
in
that
manner,
but
it
also
serves
as
a
living
document
that
guides
the
lens
of
equity
and
moves
to
documenting
that
Equity
work.
So
there's
a
clause
at
the
top
of
the
equity
impact
statement,
and
that
was
one
of
the
documents
that
was
shared
in
the
April
26th
school
committee
documents
I'm
just
going
to
quote
quickly.
AG
AG
When
we
continually
examine
systems
of
inequity
as
a
routine
practice,
we
better
serve
our
kids,
Equity
work
and
an
equity
lens
is
facilitated
through
the
rep
and
the
rep
is
a
foundation,
but
I
also
want
to
elevate
Bean.
Proponents
for
Equity
has
been
foundational
in
the
members
of
the
design
team,
as
well
week
after
week,
parents,
teachers
and
staff
Advocate
and
push
for
their
communities
to
be
better
served
and
week
after
week,
the
school,
superintendents
and
principals
partner
to
best
bring
their
school
communities
together.
AG
The
merger
proposal
has
evolved
because
of
these
tireless
Advocates,
which
are
people
who
are
in
the
schools
that
we're
talking
about
every
day.
Sorry
I
just
heard
the
Slowdown,
and
this
is
shown
by
the
resources
staying
in
the
schools,
facilities,
improvements
and
set
dates
for
Community
meetings,
moving
forward
that
will
be
published
for
the
year
and
they've
also
pushed
on
how
we
engage
as
a
collective.
Just
last
week
in
the
philbrick
Sumner
design
team,
meeting
school
superintendent,
Elena
Luna,
supported
by
esog,
led
us
in
digging
into
deficit,
language
and
the
importance
of
Shifting.
AG
The
way
we
speak
about
our
black
and
brown
children
in
part
facilitated
by
what
came
up
in
community
meetings
and
in
testimony
here
at
the
school
committee.
Members
of
the
design
team
then
took
that
learning
back
to
other
school
leadership
groups,
and
we
heard
the
effect
of
such
learning
during
testimony
tonight.
AG
This
process
is
about
Equity
having
multiple
classrooms
at
each
grade
level.
So
inclusion
can
happen.
Expanding
Early,
Education,
multilingual
learning,
expanded
learning
experiences
and
moving
to
New
and
renovated
buildings.
Each
of
these
communities
will
be
shifted
in
this
process,
but
I
believe
if
we
are
thoughtful
and
the
people
guiding
this
process
are,
each
Community
will
grow
for
the
better.
So
I
look
forward
to
continuing
the
partnership
with
BPS
through
this
process.
D
A
O
D
D
AF
So
we
would
continue
to
have
well
if
the
the
merger,
if
the
committee
was
to
vote
in
favor
of
the
merger.
This
is
also.
This
would
also
be
conversations
at
the
table,
as
we
think
about
programming
and
all
of
that
good
stuff,
with
the
in
collaboration
with
the
design
team
sort
of
like
what
what
a
process
would
look
like.
Superintendent
would
come
up,
come
up
in
that
space
yeah
and
that's
a
part
of
the
next
steps.
O
But
then,
if
we're
going
to
go
back
and
say,
but
we're
gonna
do
it.
This
way
right,
I
think
that
that
erodes
some
of
the
trusts
that
we
know
we're
trying
to
build.
But
I
also
think
it's
just
helpful
for
us
to
understand
what
is
the?
What
is
the
district's
Vision
around?
Creating
some
of
these
models?
O
I
do
have
a
couple
other
questions
if
I
have
another
minute
left
so
I'm
going
to
jump
on
that
I
heard
there
be
men.
I
heard
that
there
was
mention
that,
given
the
work
that
we
want
to
do
to
ensure
that
we're
putting
more
resources
into
classrooms
for
students
and
families,
and
also
to
move
towards
a
more
inclusive
environment,
that
we
recognize
that
single
strand
schools
make
that
really
difficult
or
impossible.
And
so
my
question
as
a
parent
is:
should
families
anticipate
that
single
strand
schools
will
be
phased
out?
O
D
So
I
think
you
know
each
school.
We
will
be
looking
at
right
as
we
get
the
the
con.
The
facilities
conditions
report
back
and
those
that
are
single
strand
tend
to
have
it's
not
just
the
issue
of
inclusion.
It's
also
that
many
times
like
in
that
single
strand
from
you
know
those
are
schools
that
have
large
soft
Landings.
There
are
also
schools
that,
because
they
they
of
the
size
of
the
building,
they
are
single
strand.
D
They
don't
have
the
spaces
for
the
educational
program
we're
talking
about,
so
those
will
be
any
single
strand.
Schools
are
the
ones
that
we'd
be
looking
at,
but
again
in
the
in
the
case
of
what
you
see
so
of
here,
you
have
one
where
it's
going
to
be
a
multi-grade
configuration
versus
another
where
it's
a
combination
in
a
building,
so
it
doesn't
mean
that
the
school
itself
automatically
goes
away
because
it's
a
single
strand.
D
It's
just
a
question
of
you
know
what
it
looks
like
in
a
merger
or
what
it
looks
like
in
a
new
school
or
a
new
entity.
So
I
think
the
phys.
You
know
the
facilities
condition
is
going
to
give
us
one
aspect
of
it.
But
yes,
I
think
the
single
strand
from
an
inclusivity
standpoint
is
harder
to
to
accomplish,
which
is
why
we
really
are
looking
to
the
two
strand
in
the
four
strand
got.
O
It
I
think
that's
really
helpful,
and
actually
this
is
I'm
going
to
jump
in
and
do
my
last
question
you
talked
about
how
we're
looking
at
Mo
in
in
one
scenario,
it's
it's
a
school
building,
another
one.
It's
different
grade
configurations
right,
like
we're,
combining
different
offerings
in
terms
of
grades
and
so
I'm
trying
to
understand
when
we're
looking
at
the
proposal
for
the
Shaw
and
the
tailor
around
the
two
campus
model,
how
does
the
district
distinguish
from
a
two
campus
model
versus
different
schools
with
guaranteed
pathways.
D
Yeah
so
Dell
I'll
have
you
just
speak?
You
know
to
how
we've
approached
it
on
on
the
particular
one.
That's
on
the
table,
I
think
the
pathway.
One
is
one
from
a
region
standpoint
we're
also
looking
at
so
there
may
be
situations
where,
particularly
to
get
the
high
schools
more
involved
in
the
feeder
piece
that
we
can
look
at
Regional
situations.
D
You
know
so
I
think
that
there's
going
to
be
there's
going
to
be
a
combination
of
things,
we're
looking
at
once
we're
once
we're
looking
at
the
facility,
the
conditions
report,
but
also
in
addition
to
what's
available
in
that
area
of
the
city.
One
of
the
things
we
know
with
families
is
they're
kind
of
clearly
saying
to
us.
We
would
like
Solutions
close
to
where
we
live
and
the
range
of
availability
to
that
really
differs
to
where
you
are
within
the
city.
D
We
would
add
to
that
quality
choice
in
that
right,
like
we
want
to
make
sure
that
all
of
our
offerings
are
about
quality.
So
Dale
do
you
want
to
just
talk
a
little
bit
about
as
you
and
the
team
are
sort
of
looking
at
the
various
schools
and
mergers
that
are
being
considered?
How
you,
how
you
kind
of
look
at
it,
the
difference
between
the
feeder
versus
a
two-school
solution?
AF
AF
So
the
so
think
when
thinking
about
combining
the
shaw
with
the
Taylor
school,
it
creates
that
six
through
K
six
through
the
k6
pathway,
that
the
district
is
like
moving
towards
the
k6
and
712
pathway,
so
mergers
the
mer.
This
merger
will
create
the
peak
the
pre-k
through
six
pathway
for
the
shaw
and
Taylor
schools.
A
B
B
B
If
we
look
at
the
whole
project,
you
know
the
whole
policy
maybe
frame
in
terms
of
maybe
there
are
lawyers
out
there,
maybe
frame
in
terms
of
adverse
impact.
But
when
we
look
at
adversity
impact
Theory,
we
need
to
look
at
the
totality
of
everything
facts.
Statistics,
operation,
implementation
of
of
all
the
branches
that
are
necessary
in
in
moving
forward
with
the
project.
What
the
bottom
line
is
for
the
best
in
the
rest
of
the
students,
I
I,
look
at
the
whole
thing.
I've
I've
did.
B
Really,
like
the
model
of
equity
used
in
that
project.
Well,
there
are
questions
regarding
parent
involvement.
I,
don't
know
how
much
we
can
do
about
it.
I
believe
that
the
schools
the
administration
had-
and
there
were
its
best
effort
in
in
implementing
that,
but
the
bottom
line
is
if
we
look
at
the
statistics
and
everything
the
concerns
raised
by
certain
community
members
on
Equity,
especially
relating
to
discrimination
under
the
adverse
impact
Theory,
there's
none.
AA
I've
been
on
before
you,
the
so
just
my
thoughts
about
the
the
merger.
For
me,
it
has
always
lied
in,
and
maybe
this
sort
of
speaks
to
Mr
tron's
comment
is
that
when
it
comes
down
to
equity,
there
are
I.
Don't
think
that
definition
is
the
right
word.
People
are
operating
off
of
many
different
Frameworks
as
to
what
they
consider
equity
and,
that's
always
a
part-
that's
probably
the
first
part
of
the
co-creative
and
the
co-development
process
that
needs
to
be
established.
AA
AA
AA
I
think
it
comes
down
to
how
truly
and
authentically
co-developed
and
co-created
the
processes
for
Community
engagement
for
for
people
at
with,
with
the
Sean
Taylor
and
for
the
Sumner
in
the
philbrick
like
same
as
well.
This
is
something
that
I
think
is
probably
the
the
scaled
approach
and
that's
probably
the
most
important
Jewel.
That
probably
needs
to
be
thought
of
and
dissected.
AA
You
know
before
we,
we
move
forward
I'd
like
to
hear
more
about
the
iterative
process
of
evaluation
for
this
Pro,
like
for
Community
engagement
and
thinking
about
that,
because
it
should
be
present
from
the
beginning
documenting
our
Choice
points
at
all
stages.
Not
necessarily
just
was
what
was
the
impact
of
everything,
because
impact
is
even
that
is
split
up
into
a
number
of
different
lenses,
but
yes,
making
sure
that
we're
documenting
at
every
point
and
that
the
community
is
the
owners
of
this
process.
AA
AA
B
B
B
Anything
that
deals
with
the
law
pretty
much
fluid
well
at
least
the
prior
four
years
and
and
going
out
until
now.
It's
very
fluid
I
understand
that
and
I
I
do
appreciate
your
concern
and
I
I
am
very
mindful.
When
I
make
my
my
comments,
it's
it's
very
much
my
own
to
own,
but
at
the
same
time,
hopefully
some
of
my
remarks
or
some
of
my
analysis
can
be
taken
into
consideration
from
other
people
who
may
have
looked
at
the
issue
differently.
I
I
do
know
that
we
all
analyze
the
lens
of
equity.
B
E
Yes,
thank
you.
So
much
for
the
presentation.
I
have
a
few
follow-ups.
One
I
just
want
to
acknowledge
what
I
heard
Rebecca
Granger
share
earlier
about
the
schedule
for
engagement
and
I'm,
curious
I.
Guess
one
I'm
happy
to
hear
that
and-
and
we
had
talked
about
it
here-
that
year-long
calendar
of
sort
of
what
folks
can
expect
and
what
they
where,
when
they
can
calendar
those
opportunities.
AF
E
E
And
then
a
second
comment
was
made
earlier
this
evening
about
any
re
like
reinvestment
of
any
savings
from
the
shaw
Taylor
merger
would
continue
at
the
school.
I
have
a
question
about
the
length
of
that
reinvestment.
I
just
want
folks
to
go
in
really
sober
about
what
that
means,
and
is
that
savings
that
includes
the
money
that
they've
been
receiving
from
being
held
harmless
for
any
under
enrollment,
as
well
as
the
impact
on
sort
of
assert
funds.
D
E
I'm,
just
asking
I
guess
more
as
like,
we
are
having
a
separate
conversation
during
the
budget
cycle
about
clawing
back
funds
potentially
in
the
next
year.
This
would
then
live
outside
of
the
funding
formula.
So
how
long
does
the
increase?
What
can
they
expect?
How
long
because
it
unless
we're
saying
in
perpetuity
but
like,
if
not
what's
the
length
that
we're
making
this
commitment
to
the
community
for
and
what
can
they
count
on.
AB
Ly,
you
know
part
of
what
the
the
superintendents
mentioned
is
we're
not
looking
to
to
sort
of
use
this
as
a
way
to
save
money.
This
is
an
opportunity
for
us
to
strengthen
the
school,
Community
I.
Think
just
a
quick
reminder
in
terms
of
the
timing
of
this
merger.
We're
not
talking
about
a
merger
for
this
fall,
and
so
this
merger
would
take
place
after
Esser.
Funds
are
have
ended
for
the
school
community,
so
it
will
certainly
strengthen
the
schools
to
have
a
more
sustainable
program
model
as
Chief
Stanislaus
has
mentioned.
AB
The
other
thing,
I'll
just
note,
is
we're
doing
the
reimaginable
funding
project
and
sort
of
thinking
about
what
every
school
needs
to
have.
So
there's
a
lot
of
different
factors
that
are
happening,
but
the
biggest
thing
here
is
for
us
to
think
about
what
is
the
right
model
for
the
school
and
to
support
it
in
the
transition
and
not
use
it
as
an
opportunity
to
sort
of
save
money
in
the
short
run.
D
Yeah
and
I
think
with
the
goal
of
stabilization,
so
I
think
that
this
is
where
the
ongoing
work
with
the
you
know,
with
the
design
team
and
the
community
relative
to
whatever
positions
are
either
duplicated
or
shared.
You
know,
stability
or
you
know,
and
the
the
ability
to
kind
of
go
forward
in
a
sustainable
way
is
going
to
be
the
the
goal
for
that
new
community
copy.
E
I
always
get
in
trouble
for
going
time,
so
I'm
just
being
punchier
with
this
question.
So
what
is
the
money
that
they
can
expect
to
receive
because
I'm
like
hearing
all
the
good
value
stuff
and
we've
been
doing
values
and
I?
Think
part
of
where
I'm
getting
lost
in
the
sauce
is
like?
Let's
get
really
granular
here
like
what
we're
saying,
they're
gonna
receive
what
are
they
receiving
yeah.
D
So
I
think
I
think
that's
in
part
the
work
that
that
happens
after
the
vote.
If
it
is
a
positive
vote,
that's
working
with
that
team,
because
each
of
the
merges
is
going
to
be
different
and
the
value
that
they're,
placing
on
particular
positions
would
be,
as
is
the
combination
of
student
need
from
it.
So
I
don't
think
that
there's
like
a
concrete
they're
going
to
get
this
this
this
this
I
think
right
now.
D
So
I
think
some
of
the
things
that
have
been
discussed
around
what
I
would
call
kind
of
the
family
facing,
like
the
nurses
and
the
social
workers
right.
Those
are
to
me
very
reasonable
kinds
of
requests
and
expectation.
I
also
think
we've
had
some
conversation
about.
You
know,
as
schools
become
the
new
community.
D
E
My
fear
without
guard
rails
is
that
we
actually
further
create
inequities
and
without
Clarity
around
what
you
can
dream
for.
We
also
create
inequities,
like
some
people
feel
really
comfortable
asking
for
a
lot
and
a
lot
of
folks,
don't
because
they
don't
even
know
what
the
system
can
offer
them,
and
so
just
being
like,
come
to
the
table
and
tell
us
what
you
need.
That
is
a
very
inequitable
process
in
itself.
You
know
what
I
mean
and
so
I
guess.
Maybe
it's
like
I'm
asking
for
I'm
asking
for
the
ceiling
I'm
asking
for
the
floor.
D
Work
right
now
that
the
that
our
team's
doing,
as
you
know,
Dell
in
the
capital
planning,
staffs
up
there'll,
be
recommendations,
but
I
do
think
being
able
to
work
with
these
two.
You
know
the
first
kind
of
two
through
and
being
able
to
hear
how
they're
experiencing
it
and
perceiving
it
is
going
to
help
to
inform
a
bit,
but
the
ultimately,
the
capital
planning
team
will
be
making
some
recommendations
along
with
the
academ.
D
You
know,
there'll
be
an
academic,
a
person,
social
emotional,
on
Dell's
team
and
they'll
be
able
to
sort
of
look
at
what
the
configuration
of
those
schools
are.
What
are
the
programs
that
they
have
combined
and
then
they'll
make
some
recommendations
as
to
what
they
think
they've
heard
and
what
they
believe
we
can
support.
Sorry.
E
I
know
I'm
out
of
time,
but
I
will
say
this.
It
unintentionally
sets
precedent
for
every
other
merger
that
we
are
going
into
a
merger
without
Clarity
around
our
financial
commitments,
and
that's
I
mean
and
I'm
thinking.
This
was
not
what
I
was
thinking
going
into.
This
I
actually
thought
it
was
going
to
be
an
easier
question
to
get
an
answer
to,
but
like
that
is
not
a
healthy
precedent
as
we're
talking
about
multiple
mergers
to
be
like
we'll
figure
it
out.
E
E
Z
AF
Superintendent
before
Chief
Kuda
Johnson,
do
you
mind
if
I
take
a
stop?
Is
that
Brandon
shared
so
I
wanted
to
first
just
like
share
sort
of
the
journey
and
the
thinking
towards
the
reinvestment
back
into
the
classroom
for
this
initial
murderer
and
sort
of
like
talk
more
about
like
working
on
for
long
term?
AF
There's
the
school
design
study,
along
with
the
facilities,
condition
assessment
plan
that
will
then
produce
the
district-wide
facilities
plan
going
forward
when
thinking
about
decision
making,
there's
going
to
be
a
process
in
place
and
the
rep
tool,
the
rep
tool
is
being
used
as
part
of
the
the
the
school
design
study
to
ensure
that
Equity
is
at
the
Forefront
of
the
decision.
Making
that
we're
gonna
make
that
we
will
be
making
in
the
future.
E
I,
just
before
Chief
Cooter
goes.
This
is
the
sort
of
clarity
I'm
asking
for,
but
it
is
part
of
the
projection.
We
should
have
right,
like
we
Project
X
in
savings,
and
we
anticipate
offering
those
savings
to
the
merged
schools
for
X
number
of
years,
like
we've
got
to
get
specific
so
that
you
know
what
I
mean
not
what
to
expect
yeah.
AB
No
I
I,
don't
think
I
have
much
more
to
add.
I.
Think,
though
handled
it
well
and
I.
Think
part
of
what
we're
talking
about
with
these
mergers
is
is
solidifying
the
schools
and
being
able
to
offer
robust
programming
for
the
students
so,
as
we
start
to
make
more
Investments
and
inclusive
opportunities
and
start
to
make
more
Investments
through
the
reimagined
school
funding
that
the
schools
are
positioned
to
better
leverage
those
resources
and
do
the
planning
that's
necessary
going
into
the
new
building.
AB
So
you
know
I
think
there's
there
is
the
the
short-term
commitment
around
classroom
consolidations
and
the
short-term
costs,
but
in
the
long
term,
what
we're
talking
about
is
more
robust
experiences
for
the
students
through
multi-graded
or
sort
of
multi-classroom
grades
at
each
multi-classroom
grades
for
throughout
the
school.
Multiple
cohorts.
AA
AG
Sure
I'm
happy
to
jump
in
so
in
the
merger
proposal
report.
There
is
the
the
eight
week
cycle,
where
they're
every
other
week
is
a
design
meeting
and
then
so
it's
week,
one
week
three
and
week,
five
our
design
and
then
week
seven
is
community
right
now
the
calendars
are
set
so
that
Shaw
Taylor
the
design
team
meeting
meets
on
Thursdays.
So
that
would
then
continue
throughout.
AA
Okay,
so
I
I
understand
that
I
understand
that
structure
and
I
would
say
moving
forward,
I
mean
just
from
with
Equity
being
involved
at
every
step
of
the
way,
then
that,
like
the
community,
has
to
set
with
those
meeting
schedules,
look
like
and
oftentimes,
because
what
I,
because
what
I
hear
about
not
just
for
this
process
but
for
other
processes,
is
that
BPS
sort
of
sets
the
the
scale
for
when
meetings
typically
are.
But
then
actually,
as
a
committee.
AA
What
we
hear
mostly
is
a
meeting
gets
canceled
somebody
pulls
out,
or
you
know,
and
doesn't
reschedule
or
and
then
it's
impossible
to
get
BPS
back
on
the
phone
or
for
whatever
reason.
So
this
is
why,
like
when
we
say
Equity
at
every
step
of
the
way,
what
we
mean
is
is
that
they're
involved
in
even
determining
what
that
schedule
looks
like,
so
that
there's
a
sense
of
ownership.
It's
a
minor,
perhaps
a
minor
thing,
but
it
is
essential
to
when
we're
thinking
about
Equity
at
the
core
of
everything
that
we're
trying
to
do.
AA
AG
Yeah,
the
original
design
team
meetings
were
determined
by
the
design
team
that
times
actually
shifted
to
better
fit
the
schedules
of
the
design
team
members
that
said,
I,
I,
think
being
able
to
put
out
a
schedule
far
in
advance.
We
then
can
speak
to
the
communities
and
that
conversation
can
be
guided
by
the
design
team.
AG
If
that
means
a
different
time
or
something
like
that,
there
definitely
can
be
that
type
of
flexity
built
in
as
long
as
it's
long
in
advance,
so
that
the
most
people
Can
can
attend,
but
the
current
times
have
been
set
by
community
and
design.
But
again,
the
whole
goal
of
this
is
to
make
sure,
as
many
voices
are
able
to
like
you,
always
Elevate
co-create
I
love
that
language,
which
means
that
plan
is
there
for
the
communities
to
be
a
part
of.
G
E
E
I
asked
this
for
two
reasons:
I
choose
my
own
child
School,
based
on
the
leadership
of
that
school
like
I,
want
to
know
and
trust
and
believe
in
it,
and
families
are
going
to
be
making
decisions
through
this
process
as
well
and
I'm,
not
I,
don't
I,
don't
know
enough
about
the
leaders
to
have
any
opinion
about
them.
I
just
recognize
as
a
parent
and
as
a
former
principal
myself,
like
people
made
decisions
based
on
you
and
who
your
team
was,
and
so
I
guess
I'm
asking
like.
E
D
E
D
So
I
would
just
what
I
would
add
to
that.
Is
that
I
think
part
of
the
new
community
piece
would
be
to
you
know,
look
at
principal
job
description
so
that
we
make
sure
that
that
reflects
the
values
of
the
merge
communities
and
so
I
think
you
know.
We
obviously
would
want
to
time
it
to
your
point
so
that
parents
would
have
a
sense
of
the
leadership
going
into
it.
D
So
that
that's
why
I
think
this
is
an
area
that
you
know
the
team
is
working
on
actively
and
we're
talking
with
the
schools
team
about
it
to
see.
What's
the
the
best
course
if
it's
to
sort
of
create
the
stabilization
as
we
go
through
the
merger
and
then
be
able
to
work
on
that
new
description
and
then
have
it
be
timely
to
When,
leaders
typically
will
put
their
hat
in
for
things.
G
H
Sorry,
I
apologize,
I
have
a
cold
and
a
cough,
so
I'll
try
to
keep
my
comment.
Short
I've
I've
deeply
appreciate
this
conversation.
The
work
that
the
district
has
done,
I
think
my
fellow
members
have
fleshed
out
a
lot
of
the
issues
and
thoughts
that
I
had
excuse
me.
So
I
do
want
to
say:
I
was
struck
during
public
comment.
Obviously
we'll
listen
to
them
all
and
we
and
we
take
the
input
and
it
helps
inform
our
opinions,
including
going
back
me
listening
to
them.
H
I
will
say
that
I
think
it
is
important
that
we
continue
to
have
the
parent
voice
at
the
Forefront
right
at
the
table
as
we
work
through
this,
and
also
we
think,
long
and
hard
about
the
Lessons
Learned
on
on
these
two
proposals,
as
we
consider
others,
because
we
do
have
singles
three
in
schools
that
are
not
able
to
have
a
lot
of
the
facilities
that
we
know
our
children
need
to
have
to
thrive
in
education.
They're
not
able
to
have
inclusion
to
the
ability
that
we
would
like
them
to
have
our
inclusive
opportunities.
H
H
We
also
have
and
I'm
supportive
of
of
these
proposals
tonight.
I
do
also
point
out.
We
have
a
number
of
schools
that
are
very
successful
as
two
campus
schools
or,
in
one
case,
a
three
campus
school,
both
elementary
schools
and
high
schools
that
have
figured
out
a
model
of
how
to
work,
and
we
should
be
looking
closely
at
them.
I
do
say:
I
can
think
of
one
school.
H
That
was
a
merger
of
two
in
West
Roxbury,
but
I
can
think
of
others
that
at
two
and
three
campuses
that
have
been
organic
growth,
because
the
school
itself
has
that
of
choice
to
parents
and
has
continued
to
grow.
But
we
should
look
closely
at
how
those
schools
handle
leadership,
but
also
handle
staffing
issues
not
only
for
teachers
but
supportive
staff.
You
know
nursing
councils,
that
type
of
thing
and
look
at
what
his
work
and
what
their
challenges
are,
because
those
are
existing
schools
that
are
two
and
three
campuses
right
now.
H
A
A
I
think
that
we
all
know
that
this
is
long
overdue
work
for
our
district
and
we're
just
at
the
beginning,
and
as
we
thank
the
schools
who
have
been
the
guinea
pigs
in
this,
we
know
that
mistakes
have
been
made
and
that
there
is
a
lot
of
work.
We're
going
to
need
to
do
and
a
lot
of
decisions
that
still
are
not
made
with
regard
to
Direction
Etc
will
be
needed
to
be
done
over
the
next
year.
A
So
this
work
is
just
very
much
in
its
infancy
and
so
I
know
we
all
have
to
roll
up
our
sleeves
and
deal
with
many
things
that
are
going
to
be
very
hard
and
difficult
for
us.
But
in
the
end,
if
we
don't
take
action,
the
very
people
that
we're
here
to
serve
are
the
ones
that
will
suffer,
which
are
our
children.
A
We
have
been,
you
know,
kicking
this
can
down
the
road
for
years.
This.
This
committee
often
has
to
face
hard
decisions
and
often
have
backed
away
from
those
decisions,
but
again
the
people
that
suffered
the
most
of
our
kids.
So
we
all
know
this
has
to
be
done
and
we're
doing
it
with
our
eyes
wide
open
and
we'll
work
very
hard
to
hold
the
district
accountable
to
get
the
answers
that
we
meet.
A
I
want
to
thank
Mr,
cardet
Hernandez
about
the
the
questions
about
the
budget,
because
I
think
that's
something
that
we
all
want
to
hear
and
know
and
understand
and
I
understand
that
once
we
make
this
vote
as
we
move
forward,
we'll
have
to
dig
deep
to
get
to
those
things,
but
we
really
do.
We
really
do
need
to
understand
what
kind
of
monies
we're
talking
about
when
they'll
be
available,
so
that
we
can
be
as
clear
with
our
communities
as
we
can.
Our
kids
have
great
needs.
A
A
E
I'm
I
I'm.
Sorry,
because
I
wanted
you
to
have
the
last
word,
but
I
will
just
say:
I
will
ask
every
single
week
what
that
guard
rail
is
that
we're
putting
in
place
because
I
think
it
is
just
now
so
a
superintendent
with
all
love
just
be
ready.
It's
it's
I
previewed
that
I
was
going
to
do
it
around
exam
schools.
This
week,
like
I,
will
ask
every
week
because
we
can't
have
them
moving
through
a
process
without
Clarity
around
what
they
can
spend
and
what
the
budget
is,
that
they
should
dream
with
it.
A
Okay,
thank
you
all
right.
The
committee
will
take
two
votes.
One
on
each
merger
I
will
now
entertain
a
motion
to
approve
the
superintendent's
recommendation
to
merge
the
John
D
philbrick
Elementary
School
in
child
Sumner
Elementary
School
into
one
school
community
located
at
the
urban
building
serving
grades
k0
to
6,
starting
in
the
school
year,
20
25
to
2026
as
presented.
Is
there
a
motion
so.
AH
A
A
You
thank
you.
I
will
now
entertain
a
motion
to
approve
the
superintendent's
recommendation
to
merge
the
Pauline,
a
Shaw
Elementary
School
and
the
charge
H
Charles
H
Taylor
Elementary
School
into
a
single
School
community
that
serves
grades
k0
to
six
beginning
in
school
year,
20
24
to
2025
as
presented.
Is
there
a
motion.
C
AA
AB
A
A
Our
first
report
this
evening
is
a
tentative
collective
bargaining
agreement
between
the
Boston
School
Community
Committee
and
sciu
local
888
professional
employees,
chapter
Department
of
planning
and
Engineering,
also
known
as
PNE
before
I
turn
it
over
to
Labor
Relations
director
Jeremiah
Hassan
I
want
to
invite
the
superintendent
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
Thank.
D
You,
madam
chair,
you
know
we
continue
to
make
progress
on
all
of
the
Union
contracts.
I
think
we're
almost
done
for
the
year
really
to
bring
them
current
and
up
to
date,
tonight,
you'll
hear
from
our
director
of
Labor
Relations
Jeremiah
Hassan
on
a
recently
agreed
upon
collective
bargaining
agreement
for
our
planning
and
Engineering
who
play
you
know
these.
The
the
folks
in
p
e
really
play
a
critical
role
in
keeping
our
school
facilities
safe,
updated.
AI
Thank
you,
superintendent,
chair
Robinson.
Thank
you
committee
members.
Thanks
for
having
me
I'm
excited
tonight
to
present
a
tentative
agreement
that
we
were
able
to
reach
with
the
feiu
p
e
team.
This
agreement
is
is
fairly
consistent
with
what
you've
seen
from
some
of
our
other
units,
especially
those
who
are
housed
under
our
facilities.
Department.
The
agreement
is
actually
broken
up
into
two
separate
agreements:
each
for
three
years,
covering
a
total
period
from
September
1st
2020,
although
to
August
31st
2026.
AI
So
it's
two
agreements.
Three
years
each
The
First
Agreement,
is
strictly
a
wages
only
agreement.
It's
a
the
wage
pattern
that
follows
the
most
of
the
other
contracts
that
have
presented
to
you.
It
is
it
calls
for
two
percent
increases
in
fiscal
year:
21
2.5
percent
wage
increases
in
fiscal
year,
22
and
2.5
increases
in
fiscal
year
23..
In
addition
to
the
general
wage
increases.
There
is
a
thousand
dollar
bonus
for
those
members
who
are
active
there
during
the
fiscal
year,
21
22.,
the
second
agreement
also
fairly
straightforward.
AI
It
comes
with
a
three-year
period,
prospectively,
beginning
at
9-1
2023,
that
wage
increase.
The
pattern
is
2.5
in
FY
24
and
then
two
percent
in
FY,
25
and
2
in
FY
26..
In
addition
to
the
wages,
the
parties
also
agreed
to
change
Columbus
Day
to
indigenous
people's
day
and
also
codified.
Some
of
the
current
practice
regarding
requesting
of
sick
leave
for
these
employees
so
not
a
whole
lot
of
changes,
but
we
have
a
good,
strong
working
relationship
with
this
group
and
we're
encouraged
by
this
agreement.
AI
A
AI
You
chair
and
I,
just
to
reiterate,
superintendent
Skippers
I,
said
I
just
want
to
thank
the
bargaining
team
for
the
SEIU
Local
a
today.
We
were
able
to
work
very
well
together
to
get
again
what
I
think
is
a
fair
deal
for
both
parties,
so
thank
you
to
them
and
for
the
bargaining
team
on
PPS
inside
for
all
the
work
that
they
put
into
this
agreement.
A
AB
Grants
listed
in
the
memo
you
received
are
projected
to
be
awarded
for
fiscal
year
24
and
will
be
submitted
for
a
few
approval
at
a
future
school
committee
meeting
as
they
are
awarded.
However,
due
to
the
timing
associated
with
receiving
external
fund
award
letters
and
finalized
budgets
from
various
funding
sources,
it's
become
necessary
for
us
to
request
this
interim
payment
order
annually
at
this
time.
AB
The
purpose
of
this
order
is
to
authorize
The
Districts
The.
District.
Excuse
me
in
cases
judged
to
be
of
no
risk
to
request
the
city
auditor
to
approve
spending
on
these
specific
grants.
It
is
important
to
note
that,
in
the
unfortunate
event
that
a
grant
is
not
awarded,
any
expenditure
incurred
will
be
covered
from
the
general
fund.
AB
I
would
like
to
emphasize
that
this
is
a
technical
step
that
will
greatly
benefit
our
District's
Financial
operations.
It
will
ensure
smooth
functioning
of
our
payroll
and
payment
systems.
Thank
you
for
your
attention
and
consideration.
Your
support
in
approving
this
interim
salary,
payment
order
and
non-personnel
encompasses
is
greatly
appreciated.
I
invite
any
questions
or
concerns
you
may
have
regarding
this.
A
Well
then,
hearing
on
thank
you
and
the
committee
looks
forward
taking
action
on
this
request
at
our
next
meeting.
Thank
you,
I
finally,
report
this
evening
is
an
admission
policy
recommendation
for
Matt
Technical
vocational
High
School
in
a
moment,
we'll
turn
it
over
to
Dr
Linda
McIntyre,
Deputy
Chief
of
schools
in
Jason,
samaja
and
English
teacher
at
Madison
Park.
First
I
want
to
invite
the
superintendent
to
give
introductory
remarks
and
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
D
D
Just
as
a
reminder,
Desi
requires
that
all
career,
Vocational,
Technical
education
schools,
have
an
admissions
policy.
The
school's
intervention
team
last
year
also
recommended
a
policy
so
for
the
the
last
year
or
so,
the
the
school
and
the
key
stakeholders
have
been
working
together
meeting
to
bring
forward
their
proposed
policy
for
tonight.
For
your
consideration,
although
this
is
a
requirement,
tonight's
presentation
is
more
than
just
checking
a
box.
You
know
we're
making
major
investments
in
Madison
Park
to
provide
really.
You
know
world-class
top
of
the
line.
D
AJ
Tonight
we
will
present
to
you
the
Madison
Park
Technical
vocational
High,
School
admissions
policy,
I'll
reiterate
what
superintendent
Skipper
initially
said
that
this
policy
is
in
alignment
with
the
Massachusetts
state
regulation
that
suggests
all
cvte
schools
in
the
Commonwealth
have
a
policy.
This
policy
is
built
on
and
ensures
equity
for
all
in
unfettered
access
to
programming.
AJ
Educational
opportunities
will
include
at
Madison
Park,
no
limitations,
no
biases,
but
will
admit
students
and
make
available
to
them
all
programs,
Privileges
and
courses
of
study
without
regard
to
race,
color,
sex,
gender
identity,
religion,
national
origin,
sexual
orientation,
disability
or
language.
It
is
committed
to
insurance
equity
for
Access
for
all
of
our
students
and
it
will
not
use
and
does
not
use
grades.
Attendance
conduct
history
in
determining
a
student's
eligibility
for
admissions.
AJ
I
would
like
at
this
point
to
turn
the
presentation
over
to
Mr
Jason
Samaha
and
his
colleagues
who
have
worked
tirelessly
throughout
the
year
to
build
this
policy,
so
he
will
work
in
collaboration
with
Miss
Lorinda
Briggs
Mr,
Perino
Watson.
As
dedicated
members
of
the
Madison
Park
Community,
which
is
led
by
Dr
Sydney
Brown
Jason,
take
it
away.
AK
My
name
is
Jason
samaa
I'm,
an
Ela
teacher
at
Madison
Park,
in
addition
to
my
regular
Ela
duties,
I
also
co-teach
in
our
rocksmap
early
college
program
that
partners
with
Bunker
Hill
Community
College
I'm,
proud
to
say
that
we
have
a
cohort
of
about
20
sophomore
sophomore
students
who
have
now
earned
six
college
credits
going
into
their
junior
year
of
high
school.
So
I'm
really
proud
about
that.
AK
Of
course,
I'm
only
one
of
a
team
I
want
to
introduce
Lauren
to
Briggs
one
of
our
assistant
heads
of
school
she's,
not
only
the
leader
of
our
freshman
class
this
year,
but
she's.
Also
the
administrator
in
charge
of
Madison's,
tremendous
and
amazing
Ela
Department
I'm,
extraordinarily
proud
of
our
Ela
Department,
especially
my
Ela
10
colleagues
with
us,
as
well
as
Perino
Watson
who's,
one
of
the
most
dedicated
Madison
Park
folks.
I
know
he
is
one
of
our
vocational
directors.
AK
He
moved
into
the
role
just
this
year
before
that
he
was
a
long
time.
A
vocational
teacher
in
the
hugely
successful
Facilities
Management
program,
Sabrina,
Linda
and
I-
have
spent
a
lot
of
time
together
over
the
past
year
or
so,
and
we're
incredibly
proud
of
this
policy
present
to
you
tonight.
I
also
want
to
thank
Madison
Park's
head
of
school
Dr
Brown
for
his
initiative.
Leadership
and
guidance
throughout
this
and
I
also
want
to
acknowledge
the
unending
support
and
availability
of
both
Dr
Mcintyre
and
Dr
eccleson.
AK
So
the
sort
of
the
central
question
that
I
think
people
are
asking
and
might
be
asking
themselves.
Why
are
we
doing
this?
As
superintendent
Skipper
said
at
the
beginning
and
Dr
Mcintyre
said
as
well?
Desi
sort
of
requires
that
all
career,
Vocational,
Technical
education,
schools,
cvte
or
CTE
schools
require
this.
AK
The
intervention
team,
as
well
as
countless
other
internal
external
observers,
past
15
or
20
years,
have
have
suggested
that
an
admissions
policy
will
be
one
way
to
improve
Madison
Park,
but
really
this
does
is
get
to
sort
of
our
core
problems.
We
want
to
make
sure
that
Madison
Park,
that
all
students
at
Madison
Park
know
that
this
is
a
cvte
school
and
want
to
pursue
this
type
of
education.
Next
slide,
please,
foreign.
AK
This
sort
of
breaks
it
down
into
sort
of
like
the
two
major
facets,
the
content
of
what's
in
the
application,
and
then
what
is
the
process
that
students
will
go
through
so
on?
The
top
part
of
that
explains
the
content,
there's
the
application,
which
is
going
to
be
either
online
or
paper
translated
into
every
language
that
a
student
would
need
to
apply.
AK
The
second
part
of
the
apple
of
this
application
packet
is
something
called
an
artifact.
This
is
where
students
get
to
choose
a
variety
of
different
means
to
demonstrate
their
desire
for
CTE.
This
could
be
a
video.
It
could
be
an
essay,
it
could
be
an
interview,
there's
a
couple
different
options
there,
and,
in
addition
to
that,
there's
two
letters
of
support.
One
of
those
letters
of
support
should
be
from
their
school
and
another
could
be
from
a
Community
member
somebody
else
that
can
speak
to
them.
AK
One
of
the
things
that
I
want
to
stress,
because
this
question
has
been
asked
a
couple
times
throughout
this
process-
is
a
little
more
information
about
this
artifact
and
just
I
want
to
emphasize
that
it's
not
used
in
any
evaluative
way
that
these
artifacts,
you
know
it's
not.
You
know
we're
basically
trying
to
determine
students
interest
in
CTE
with
it,
as
well
as
sort
of
like
celebrate
the
diverse
interests
of
students.
AK
So
if
you
look
at
the
bottom
part
of
of
this,
where
it
talks
about
the
process,
so
you
see
sort
of
at
the
top
a
student
applies
you
then
the
student
applies.
They
either
have
a
full
and
complete
packet
or
an
incomplete
packet
I'm,
going
to
sort
of
start
on
the
right
side
of
this
where
the
incomplete
packet
is.
So
if
a
student
submits,
if
a
student
submits
an
incomplete
packet,
what
the
school
is
going
to
do
is
reach
out
to
the
family,
to
the
student
to
the
family,
to
the
school
to
find
out.
AK
Well,
why
is
there
an
incomplete
packet?
We'll
do
some
follow-up,
we'll
figure
out?
What
was
the
reason?
Oh,
maybe
they
didn't
understand
that
they
needed
to
include
this
part.
We
get
that
part
from
them.
Now
it's
a
full
and
complete
packet.
If
they're
extenuating
circumstances,
we
sort
of
the
team
with
people
will
make
a
decision
about.
You
know
what
are
the
extenuating
circumstances
and
do
we
think
that
the
students
should
still
be
considered
eligible
for
a
seat
at
Madison
Park,
so
that
are
the
two.
AK
AK
Sort
of
like
at
the
Forefront
of
all
of
this
has
been
you
know
is,
is
equity.
This
is
sort
of
the
thing
that's
been
guiding
us
throughout.
It
and
sort
of
what
we
wanted
to
do
is
just
sort
of
explain
the
sort
of
I
would
say
these
are
the
three
major
parts
where
Equity
really
sort
of
surfaced
in
there
and
really
became
something.
That
is
really
really.
AK
We
think
gonna
differentiate
us
from
many
other
CTE
schools
in
the
state
and
that
the
first
one
is
that
Lottery
system
that
I
was
just
talking
about
most
I-
think
there's
only
one
CTE
school
in
the
state
that
uses
a
lottery
system.
The
the
vast
majority
of
the
other
CTE
schools
use
a
points-based
admissions
policy
where
they
look
at
a
student's
grades
and
they
look
at
a
student's
conduct.
They
look
at
a
student's.
AK
AK
So
that's
the
first
part
of
this.
That
was
one
of
our
Equity
focuses.
The
second
part
is
there's
a
mandate
for
an
including
the
policies,
this
mandate
for
an
annual
review
of
student
demographic
data,
so
that
we
can
take
a
look
at.
We
admit
this,
this
group
of
kids
all
right
well.
Does
this
group
of
kids
demographically
look
the
same
as
the
students
that
we
have
now?
AK
How
does
it
compare
to
the
BPS
averages
in
these
things,
and
if
we
find
that
there's
some
big
discrepancies
there
we'll
do
sort
of
a
root,
cause
analysis
and
take
an
appropriate
action?
The
third
part
of
this
is
we're
going
to
make
sure
that
you
know
everything.
You
know
all
our
materials
everything
the
application.
All
parts
of
this
are
going
to
be
available
in
translation
next
side.
Next
slide.
Please.
AK
We
engage
with
members
of
the
friends
of
Madison
Park,
our
school
family,
parent
Council,
our
School
site
Council,
our
students,
our
staff,
our
partners,
we
sort
of
did
some
surveys,
focus
groups
and
discussions,
we
got
we
we
heard
from
them
and
then
we
drafted
stuff
up,
and
then
we
went
back
to
these
same
groups
and
made
more
revisions
and
got
back.
You
know
a
ton
of
feedback
we
partnered
with
the
central
central
office
staff,
including
welcome
Services
office
of
equity
strategy
and
opportunity
gaps.
AK
AK
So
this
last
slide
here
are
sort
of
the
probably
I
would
say
the
three
most
common
questions
that
get
asked
of
us
here.
You
know,
as
we've
been
making
this,
you
know,
we've
been
creating
and
thinking
about
this
policy.
One
is:
does
this
mean
that
students
from
outside
Boston
are
going
to
be
admitted
to
Madison
Park?
AK
In
other
words,
is
this
going
to
turn
Madison
Park
into
a
Regional
Vocational
Technical
School,
and
the
answer
to
that
is
no
Madison
Park
is
going
to
remain
a
Boston
public
school
for
Boston,
Public,
School
students
or
Boston
resident
students.
I
should
say
the
second
question
that
Austin
often
gets
asked.
Is
there
going
to
be
a
wait
list?
The
only
time
there'll
be
a
wait
list
is
if
we,
if
we
have
to
use
a
lottery,
meaning
there
are
more
students
than
Madison
has
seats,
and
then
we
are
hoping.
AK
H
I'll,
kick
it
off.
Thank
you
for
this
presentation.
I
have
two
questions
for
you,
one.
How
will
you
handle
both
the
existing
programs
within
Madison
Park?
So
you
know
not
just
that
they're
applying
to
the
school
but
they're
interested
in
culinary
or
they're
interested
in
Auto,
Repair,
so
on
and
so
forth
number
one.
So
how
will
you
handle
that
and
program
in
ad
and
how
will
you
handle
students
that
want
to
transfer
between
programs
when,
when
they're
in
there?
H
How
we
make
sure
they
continue
to
be
welcome
and
you
know,
I
get
nervous
when
I
read
applications
where
you
have
to
have
letters
of
support.
You
know,
particularly
from
a
school,
so
just
talk
to
me
a
little
bit
about
students
with
special
needs
and
their
continued
welcome
environment
at
Madison,
Park.
AJ
I
can
start,
and
then
one
of
my
Madison
Park
colleagues
can
finish.
One
of
the
wonderful
things
about
this
program
is
that
we
plan
on
maintaining
all
of
the
current
programs
and
strands
that
are
currently
at
the
school,
and
so
that's
for
the
oscd,
the
ABA.
All
of
the
strands
that
are
currently
there
will
remain
in
place.
AJ
AL
I
would
say
in
regards
to
your
question
about
the
exploratory
we
do
have
a
not
exploratory
vocations
for
the
freshmen,
the
incoming
freshmen.
They
go
through
an
exploratory
phase
where
they
are
visiting
all
of
the
vocations
and
they
go
through
different
phases
up
to
five
phases
and
Mr
Watson,
who
is
our
vocational
director,
can
kind
of
speak
more
to
that.
AL
H
AL
H
AL
No
okay,
because
with
with
the
Freshman
they
you
know
not
not.
Every
freshman
comes
to
freshman
orientation,
for
example.
So
what
we
do
is
we
give
them
an
opportunity
to
learn
more
about
the
other
vocations
in
in
different
phases
and
then
once
they
start
to
kind
of
get
an
interest
we
use.
We
use
a
form
for
them
to
fill
out
like
what
their
interests
are
kind
of
to
guide
them
in
some
possible
votes
that
they
would
like
and
then
from
there.
AL
They
continue
the
instead
of
going
to
one
to
one
class,
then
maybe
they
go
there
three
times
and
then
they
you
know
in
in
different
phases
and
then
then
in
January,
for
example,
they
make
their
decision
for
what
vote
they
want
to
stay
in.
But
then
there
is
a
grace
period
in
April
because
sometimes
when
students
get
in,
they
change
their
mind
or
their
interest
changes
right.
So
just.
AM
Sort
of
follow
up
with
Miss
Briggs,
we
have
a
a
system,
so
it's
called
shadowing
so
in
in
the
beginning,
when
the
students
do
have
the
opportunity
to
go
through
the
20
programs
that
we
have
by
the
end
of
like
she
said
in
December.
They
have
maybe
three
to
four
choices
to
where
they
want
to
go
like
first,
second
and
third
and
fourth
choice.
So
by
the
time
February
comes
on
January.
AM
When
we're
actually
finishing
the
programs,
they
get
a
chance
to
go
into
the
shops
that
they,
you
know
they
would
like
to
go
to
the
way
we
do.
That
is
that
you
know
most
of
the
students
get
the
the
grades
that
they're
supposed
to
get.
They
get
their
points
and
then
sometimes
if
the
program
is
filled
like,
for
instance,
the
limit
is
20
per
students
in
most
of
the
programs,
and
some
of
them
are
16..
AM
So
if
you
have
more
than
25
students
that
want
to
go
into
Auto
and
auto
can
only
take
20.,
then
they'll
have
a
second
choice,
maybe
in
Auto
Collision,
which
is
kind
of
in
the
same
field,
and
because
we
have
at
least
four
or
five
different
construction
programs.
We
try
to
make
sure
that
the
students
are
on
the
same
plane,
whether
it
be
Plumbing
electricity,
carpentry,
so
they're
kind
of
in
the
same
field.
AM
When
you
look
at
their
programs
that
they
choose,
we
try
to
keep
everything
in
the
same
family
and
then
we
have
in
April.
If
the
students
really
didn't
you
know
like
where
they
were,
or
they
weren't
having
a
good
experience.
Then
they
have
an
opportunity
to
maybe
Shadow
another
program
for
a
week
or
two,
and
then
we
make
a
decision
on
how
we
can
support
them
into
the
program
that
they
picked.
AM
E
E
Which
is
a
fully
open,
enrollment
and
now
we're
looking
to
add
a
screen?
Yes
and
the
is
there
fear
in
adding
this
screen
without
it's
sort
of
interesting
right,
because
what
I'm
hearing
is
we're
screening
and
not
measuring
the
quality
of
what
you
do,
which
is
like
it's
like
bureaucracy
at
its
best
right
like
we're.
Just
like
we're
going
to
add
a
few
more
steps
to
see
if
you're,
really
that
interested
and
right
like
it's
like
work,
because
it
doesn't
sound
like
we're
evaluating
the
letters
of
recommendation.
So
it
doesn't
sound
like
we're.
E
AJ
Oh
I
believe
we'll
read
the
recommendations.
I
think
what
ultimately
we're
trying
to
do
is
correct:
a
situation
where
children
are
assigned
to
the
school
without
necessarily
agreeing
to
want
to
have
a
vocational
education.
That
makes
sense
that's
what
we're
doing,
and
so
that
then
we
have
to
either
convince
them
that
this
is
what
they
have
to
have
or
they're
miserable,
and
we
have
to
seek
a
transfer,
and
so
this
is
just
a
way
of
allowing
students
who
are
coming
from
the
eighth
grade
to
know
that
this
is
a
vocational
school.
E
That's
just
where
you
know.
I
always
share
this
in
this
room.
I
was
a
kid
who
grew
up
in
a
foster
home
so
like
there
were
not
a
lot
of
folks
who
were
making
sure
I
got
my
recommendations
in
there
to
make
sure
I
had
an
artifactor
on
some
real
talk
or
even
saving
the
artifacts
that
I
produced
at
school
and
so
like
we'd
create
barriers
when
you
create
red
tape
that
isn't
fully
evaluated.
So
that's
just
where
my
head
goes
and
I'm
just
having
a
Real
Talk
moment.
E
AL
E
AL
I
would
agree
because
someone
mentioned
this
earlier.
The
difference
now
is
that
when
students
come
to
Madison,
Park,
sometimes
they're
not
aware
that
we're
not
a
comprehensive
High
School
right
that
we
are
Technical
vocational
High
School,
which
means
in
order
to
graduate
you
have
to
not
only
pass
your
academics,
but
you
have
to
pass
your
vocation.
So
if
a
student
is
not
interested
in
a
vocation
to
Dr
McIntyre's
point,
it
makes
your
time
a
little
bit
more
difficult
trying
to
convince
students
in
one
of
our
20
programs.
E
Yeah,
it
would
be
awful
I
could,
like
you
know,
yeah.
It
would
be
an
awful
experience
to
end
up
somewhere
with
such
a
focus
that
you're
on
that
you're
completely
uninterested
in
there
is
something
and
I'm
sure
you're
hearing
the
superintendent
like
it
does
speak
to
the
counseling
that
students
receive
during
the
application
process
for
high
school
specifically,
because,
if
like
we
have
data
where
people
are
like
I,
don't
even
know
what
this
school
was
and
that's
the
one
I
got
into
like
there's.
That
is
a
very
broke.
We
have
a
broken
process
around.
D
Right
so
I
think
so
a
couple
things
first
of
all,
I
think
the
team's
doing
a
fantastic
job
in
presenting
and
answering
the
questions,
so
I
think
there's
a
reason
right.
Why
Desi
actually
requires
this
right,
so
this
isn't
unique
to
fix
something
just
specific
in
Boston.
It's
just
much
more
that
in
order
to
make
a
healthy
match,
because
Career
Tech
vocational
education
is
intense.
You
know
it
is
a
very
different
type
of
education.
D
The
you
know
the
commitment
to
do
internship
and
go
out
into
the
field
and
to
gain
your
OSHA
and
your
certification
takes
a
commitment
and
it's
apparent
awareness
and
it's
a
student
awareness,
so
I
think
that's
the
reason
why
in
general
Desi
requires
there
is
some
kind
of
admissions
policy.
If
for
nothing
else,
to
make
sure
that
students
and
parents
are
fully
informed.
I
also
think
that
in
the
case
of
BPS,
we
can
do
a
much
better
job
making
sure
like
down
to
the
seventh
grade.
D
You
know
Rising
sixth
graders
and
then
Rising
8th,
graders,
that
students
understand
the
difference
of
what
vocational
Ed
is
and
actually
can
kind
of
start
to
see.
Some
of
the
fields
they
could
go
into
potentially
from
going
to
you
know,
Madison
Park,
I,
think
there's
an
opportunity
for
Madison
Park
to
reach
down
into
our
seventh
and
eighth
grades,
go
and
visit
the
schools.
This
is
something
we
started
in
Somerville,
where
we
would
actually
have
the
kids
from
you
know.
D
The
CT
programs
go
down
and
actually
present
and
in
kind
of
career
fairs,
to
the
students
and
talk
about
what
their
studies
are.
Why
they
really
like
the
particular
career
that
they
are
studying
or
what
they
thought
when
they
went
in
for
exploratory,
and
then
they
ended
up
choosing
something
entirely
different.
It's
those
kinds
of
connections
that
go
beyond
just
reading,
something
in
an
admissions
policy,
but
it
kind
of
brings
it
to
life.
D
So
I
think
that
what
Madison
Park
has
put
forward
here
is
thoughtful
in
the
sense
that
we
don't
want
the
barriers
that
they
addressed
earlier
of
the
quality
issue
which
is
what's
coming
up
in
the
Regionals
in
that
kind
of
deep
screening
on
the
emissions
policy.
But
what
we
do
want
is
to
have
is
to
inform
our
young
people
and
to
inform
our
parents
and
to
have
them
give
thought
as
to
why
they
want
to
spend
the
next
four
years
in
a
vocational
CTE
setting.
D
And
so
the
combination
of
you
know
adults
that
they
trust
writing
recommendations
that
that
that
seems
like
a
good
fit,
as
well
as
the
student
themselves
being
able
to
articulate
that
that's
just
going
to
better
ensure
that
that
fit
is
there
from
the
start,
as
opposed
to
what
sort
of
happens
now
and
then
I
think
we're
excited
to
work
on
the
guidance
side,
which
is
you
know
in
the
Middle
grades,
and
you
know
with
our
individual
schools
to
figure
out.
How
can
we
create
those
those
comp?
D
D
E
E
D
100
and
I
think
the
you
know,
our
commitment
on
the
early
college
and
the
career
more
broadly
in
the
district
is
really
really
about.
You
know
opening
up
exactly
that
right
of
what
you're
talking
about,
which
is
what
and
we
we
did
used
to
do
this
to
a
much
better
degree,
but
this
is
I
think
one
of
unfortunately
kind
of
the
the
systems
that
fell
to
the
Wayside,
particularly
post
pandemic.
D
AM
One
of
the
positive
things
is
that
the
industry
and
the
Partnerships
are
knocking
at
our
door
daily
waiting
for
our
students
to
graduate
wanting
to
give
our
kids
internships
and
co-ops,
and
we
have
to
keep
up
with
that
number
of
of
of
an
amount
of
students
that
they're
looking
for.
And
we
we
feel
good
about
that
that
we're
having
everyone
from
the
industry
knocking
at
our
door
to
get
our
kids
out
in
the
industry.
AJ
And
lastly,
I'll
just
add
this
to
your
point:
Mr
cardet,
with
the
investments
in
counselors
for
our
ninth
grade
students,
coupled
with
the
idea
of
reconfiguration
of
many
of
our
high
schools
to
Secondary
School
communities.
Our
younger
students,
grades,
seven
and
eight
are
getting
greater
access
to
exploratory
opportunities
to
Early
College
awareness
and
to
those
kinds
of
opportunities
that
don't
loan
themselves
available
in
middle
schools.
And
so
more
and
more
children
will.
G
A
A
So
that
that
goes
back
speaking
to
our
whole
system,
around
guidance,
Etc,
so
I
guess,
question
superintendent.
This
really
goes
back
to
you,
given
the
need
for
this
policy
for
Madison
Park.
How
are
we
dealing
with
guidance
so
that
every
single
we
are
reassured
that
every
single
student
is
making
and
informed
and
informed
Choice
yeah?
You
know
you
know
what
kind
of
programs
are
we
offering
to
make
sure
kids
really
get
a
sense
of
what's
out
there
for
them.
D
Yeah
so
so,
chair,
I,
think
that
this
is
historically
been
an
issue
for
us
where
a
certain
portion
of
students
don't
put
a
choice,
form,
and
so,
as
a
result,
they
then
end
up
getting
administratively
assigned,
or
the
kind
of
you
know
they'll
put
one
choice,
and
then
they
don't
get
that
choice.
So
then
they
get,
you
know
administratively
assigned.
So
this
is
something
as
we
work
backward
with
guidance.
D
You
know
with
director
two
in
the
secondary
office
that
we
can
just
put
a
lot
more
emphasis
on
right,
which
is
what
is
the
process
making
sure
that
you
know
the
the
8th
graders
or
the
sixth
graders,
depending
on
the
level
that
they're
coming
up
at?
You
know
that
we
we
do
the
best
we
can
to
help
make
parents
aware
of
what
the
choices
are
in
students,
but
also
you
know
what
the
differences
are
between
the
schools
and
in
the
case
of
specialized
schools.
D
D
Looking
across
the
system
at
an
administrative
assignment,
I,
don't
I
used
to
be
able
to
tell
you
that
seven
years
ago
what
the
figure
was
I
couldn't
tell
you
right
now
what
it
is
at
our
secondaries,
but
what
I
can
tell
you
is
that
we
can
do
a
much
better
job
with
it,
because
we
used
to
so
I
think
you
know
this.
Will
this
will
be
an
area
that
we
work
systematically
on
during
the
summer?
D
A
A
D
AM
D
D
I
think
one
of
the
things
with
the
stipends
that
in
general
there
was
it,
seemed
to
have
been
a
disconnect,
was
you
know,
filling
out
the
type
of
paperwork
that
shows
the
work
that
was
completed,
and
so,
therefore
you
know
triggers
payment,
and
so
I
think
we've
addressed
that
and
you
know
kind
of
talked
to
folks.
So
everybody
knows
what
they
need
to
do
and
what
we
need
to
do,
but
that
doesn't
you
know
that
doesn't
mean
that
this
wasn't
something
different
than
that
so
I
wanna.
E
And
that
part
is
you
know
it's
not
even
just
like
we
have
a
broken
payroll
system.
It's
like.
We
have
been
the
support
structure.
It's
like.
We
should
go
back
and
look
at
like.
When
did
you
call
what
were
your
ticket
numbers?
Who
did
you
speak
to
like
because
the
the
customer
care
experience
for
employees?
What
seems
really.
D
This
comes
to
the
the
point
that
you
had
asked
about
earlier,
which
is
you
know,
digging
into
systems,
and
so
you
know
clearly,
human
capital
for
it's.
A
huge
Enterprise
for
us
payroll
is
one
component
of
that
in
addition
to
hiring
and
hiring
processes,
but
that
you
know,
as
we
get
the
you
know,
the
new
person
in
and
we
get
that
Chief
appointed.