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From YouTube: Boston School Committee Meeting 1-26-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
C
E
A
Thank
you,
miss
sullivan
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
web,
page
boston,
public
schools,
front
slash
school
committee.
Under
the
january
26
meeting
link
the
agendas,
presentations
and
equity
impact.
Statements
have
been
translated
in
all
of
the
major
bps
languages.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish,
haitian
creole,
cabardiano,
cantonese,
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference.
F
H
H
I
I
J
K
Hello
good
evening,
my
name
is
armando.
Montero
me
and
my
friend
rose
was
gonna.
Do
the
kevardian
creole
interpretation.
A
L
M
Hey
everyone,
my
name
is
terry
I'll,
be
the
other
cantonese
interpreter.
M
N
A
O
A
Q
Good
evening
my
name
is
vietnamese
for
the
meeting
tonight.
The
vietnamese
interpreter.
Q
R
T
We
have
three
asl
interpreters,
myself:
sharon
mindy
yo.
We
have
yolanta
and
travis.
We
will
be
interpreting
in
the
main
room,
letting
you
know
when
we
have
slides
we
will
be,
but
if
not,
we
will
be
in
the
general
room
and
folks
can
pin
us
if
they
need
to
look
at
the
interpreter
in
gallery.
Thank
you.
A
Thank
you
all
for
assisting
us
this
evening.
Thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
A
A
A
A
Mr
cardet
fernandez
is
currently
the
executive
director
of
the
ivy
street
school
a
residential
and
day
school
in
brookline
that
helps
neurodiverse
students
transition
into
adulthood.
He
has
devoted
his
career
to
advancing
equity
and
access
for
young
people.
A
lifelong
educator,
career
hernandez
has
worked
as
a
community
organizer
college
and
career
counselor
and
special
education
teacher.
A
V
Thank
you
so
much,
madam
chair,
it's
nice
to
meet
everyone.
I
am
looking
forward
to
the
day
just
like
all
of
you
when
we
are
in
person
and
we
can
see
each
other
in
the
ways
that
we
used
to.
I
am
honored
to
serve
the
school
committee.
I
I'm
excited
to
be
part
of
this
group
to
listen
and
to
learn
and
to
figure
out
the
best
ways
together
that
we
can
continue
to
support
our
students,
our
families
and
our
educators.
V
I
have
been
doing
this
work,
my
whole
life
and
it's
excited
to
get
to
do
it
from
this
seat
in
partnership
with
all
of
you,
in
partnership
with
our
families
and
partnership
with
the
educators,
do
the
hard
work
every
day
and
show
up
for
our
kids.
So
thank
you
so
much
for
welcoming
me.
I'm
excited
to
be
a
learner
tonight,
but
also
a
learner
every
day
moving
forward,
and
I
will
just
caveat
that
I
I
was
rushed
to
tonight's
meeting,
and
so
I'm
gonna
have
to
depart
for
just
a
little
bit.
W
Thank
you,
madam
chair,
just
want
to
say,
genvin
brendan,
really
excited
to
have
you
join
this
group
and
really
excited
to
be
working
with
you
to
learn
from
you
and
to
continue
to
put
equity
and
all
of
our
children
in
our
communities
at
the
forefront
of
this
work.
So
thank
you
for
joining
us.
C
I
just
want
to
to
welcome
you,
as
I
guess,
I'm
no
longer
the
newbie
anymore,
so.
X
C
Now
taken
that
role,
so
I
I
want
to
welcome
you
with
open
arms
and,
of
course,
it's
a
it's
great
to
be
able
to
work
alongside
people
who
are
like-minded
in
the
in
the
the
battle
for
equity
within
education
and
who
have
such
a
passion
for
it
and
in
a
history,
and
certainly
your
commitment
to
it
like
drives
deep
and
it'll,
be
something
that
guides
this
committee's
work
for
a
long
time.
C
So
we
are
excited
to
have
you
and
I'm
excited
to
to
learn
from
you
and
and
to
work
with
you.
Welcome.
F
Z
Hello,
I'm
just
happy
that
we
now
have
a
full
team,
and
that
is
another
adult
ally,
that's
willing
to
fight
alongside
and
for
students
on
our
journey
into
the
education
and
as
we
get
older.
Thank
you.
AA
A
D
Welcome
brendan,
and
I
thank
you
for
standing
shoulder
to
shoulder
with
us
in
facing
the
challenges
ahead,
please
be
prepared.
Thank
you.
Thank
you.
E
Thank
you,
madam
chair,
mr
carnette
hernandez,
welcome
delighted.
You
have
joined
us.
I
I
love
how
mr
elkins,
immediately
dr
alkins
immediately
went
to
he's
no
longer
the
newbie
he's
now
the
grizzly.
E
And
I
don't
even
know
what
that
makes
ms
lopira
and
michael
garcia,
but
welcome
aboard.
I
really
appreciate
your
willingness
to
step
up
and
serve
and
try
to
help
us
all
together,
improve
educational
opportunities
for
all
our
students,
and
you
know,
based
on
your
experience,
you're
going
to
bring
a
lot
of
important
voice
to
us.
E
I
turn
to
our
chair
just
just
one
example
of
all
the
various
backgrounds
that
we
have
to
learn
from
and
get
her
input,
and
particularly
your
emperor
says.
Miss
polanco
garcia
pointed
out
your
emphasis
on
inclusion,
our
students
with
disabilities,
the
work
you're
doing
in
your
day,
job
for
them
will
be
extremely
valuable
voice
to
us
to
hear.
E
I
also
am
thrilled
by
your
past
work
in
our
sister
city,
a
couple
hundred
miles
down
route
95,
because
you
bring
a
deep
understanding
of
the
difference
between
policy,
which
is
what
this
body
body
works
on
and
implementation,
which
is
what
the
superintendent
and
her
team
works
on
and-
and
I
know
you
worked
hand
on
hand,
work
hand
in
hand
not
only
with
the
former
mayor
of
new
york,
who
you
serve
directly,
but
the
chancellor
of
the
new
york
city,
schools,
mutual
good
friend,
mr
richard
codenza,
who
sends
his
best
wishes
and
happiness
that
you
were
selected
for
the
role.
E
A
You
thank
you,
mr
o'neill.
As
we
said
earlier,
mr
carter
hernandez
joins
dr
stephen
alkins,
who
was
appointed
to
the
committee
by
mirwa
earlier
this
month.
We
look
forward
to
working
with
you,
both
in
support
of
our
students
and
family.
So
again
welcome
we'll
now
move
on
to
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
january
12
2022
school
committee
as
presented.
A
Q
B
D
B
M
A
AB
AB
AB
They
have
a
very
good
reputation
of
being
wonderfully
supportive
of
our
students
and
our
families
and
good
listeners,
and
also
I
look
forward
to
you
all,
holding
me
accountable
to
the
work
that
we
all
set
out
in
our
mission,
which
is
to
give
kids
what
they
need
so
we'll
work
with
their
heart
and
their
minds,
and
so
thank
you
so
much.
I
know
that
you've
spent
your
career
as
a
champion
for
kids,
so
I
know
that
you'll
extend
that
here
too,
and
I
extend
my
warmest
welcome
to
you.
AB
Thank
you
again,
madam
chair,
and
thank
everyone
for
joining
us,
both
virtually
here
and
those
online.
I
want
to
first
talk
about
the
past
few
weeks,
which
have
been
incredibly
busy
and
extremely
challenging.
As
you
know,
I
just
want
to
thank
everyone,
as
we
together
do
everything
possible
to
ensure
that
our
kids
are
served
well
during
what
has
been,
I
think,
one
of
the
most
very
difficult
times
of
my
career.
I
also
again
want
to
thank
our
families.
AB
AB
This
evening,
I'm
going
to
share
a
few
district
updates,
but
as
usual
I'll
begin
with
some
district
highlights,
the
first
highlight
will
be
not
accompanied
by
my
usual
slideshow,
so
we
are
able
to
spotlight
our
incredible
teachers
and
educators
on
camera,
and
so
our
interpreters
can
be
seen,
and
so
my
slideshow
will
begin
after
this
section.
AB
I'm
really
pleased
to
be
able
to
share
with
you
that,
after
an
extended
review
and
selection
process,
we've
considered
over
400
unique
nominations.
We're
revealing
that
12
finalists
for
the
2021
bps
educator
of
the
year
award.
The
selection
process
involved
a
stakeholder
committee,
including
representatives
from
boston,
public
schools,
the
teachers
union
and
city
hall.
They
reviewed
400
unique
nominations
across
the
following
categories:
teachers
related
service
providers
are
amazing,
nurses,
paraprofessionals
and
other
support
staff,
because
the
kovid
19
pandemic
emergency
interrupted
this
process
in
2020
there
were
no
2020
winners.
AB
However,
nominations
of
educators,
who
remained
in
the
same
roles
in
2021,
were
included
in
this
year's
review.
Compelling
nominations
substantiated
with
evidence
such
as
student
work,
samples
or
letters
of
support
and
confidential
vetting
process
involving
evaluation
and
conduct.
History
helped
us
reach
this
finalist
group,
which
I'm
happy
to
report
as
a
representative
of
the
incredible
diversity
of
our
community
without
further
ado,
I'm
so
proud
to
present
the
2021
educators
of
the
year
award
to
the
following
bps
staff
representing
the
category
of
related
service
provider.
AB
I
want
to
send
congratulations
to
lucinda
mills,
a
district
social
worker
providing
behavioral
health
services
and
maria
montero
montero
roby,
a
guidance
counselor
at
brighton
high
school
representing
the
category
with
our
nurses
and
boy.
Have
our
nurses
worked
so
hard
this
year
everybody
has
but
in
particular
our
nurses,
nurse
marta
bowser
bowser
from
green
boston,
green
academy
nurse.
Italy's
enriquez
of
the
josiah
quincy
upper
school.
AB
Representing
the
category
of
paraprofessional,
congratulations
to
juan
diaz
of
edison,
k-8
and
a.b.
Excuse
me:
amy,
lucid
amnesia
agnesian.
I
have
to
practice
these
names
oocytonisian
of
the
philbrick
school.
I'm
sorry!
If
I
messed
that
up,
I
did
practice
earlier,
really
really
proud
of
you
all
and
last,
but
certainly
not
least,
representing
the
category
of
teacher.
AB
I
know
that
the
past
two
years
have
been
especially
challenging,
but
your
incredible
will
to
persevere
and
bring
your
best
to
the
district.
Every
day
is
admirable.
Bps
is
much
better
for
all
of
your
service
and
again
I'm
just
so
bps
proud
of
you
and
happy
to
celebrate
all
of
you.
So
could
we
please
give
our
educators
of
the
year
a
virtual
round
of
applause,
I'd
like
to
give
eric
bird
vice
president
of
btu,
an
opportunity
to
say
a
few
words.
AC
AC
It
really
brings
great
pride
and
joy
to
to
me
to
be
able
to
honor
all
of
you
for
the
work
you
do
on
behalf
of
our
students,
and
I
think
boston's
educators
have
always
been
dedicated
to
our
students,
but
the
past
two
years
have
shined
additional
light
on
the
love
and
devotion
that
you
have
for
our
students
and
families,
and
congratulations
and
thank
you
so
much
all
of
you
for
your
hard
work
and
your
unwavering
commitment
to
the
boston
public
schools
and
to
your
students.
Thanks
and
congratulations.
AB
S
AB
It's
also
with
great
pleasure
and
pride
that
we'd
like
to
announce
day
that
deonara
mendez
santana,
a
senior
at
the
jeremiah
e
burke
high
school
in
dorchester,
has
been
selected
as
a
posse
scholar
and
will
be
attending
center
college
in
the
fall
of
on
a
full
ride.
Scholarship
deonara
was
selected
from
over
1
100
high
school
student
leaders.
She
is
one
of
10
students
to
win
a
full
tuition,
four-year
scholarship
to
center
college
worth
over
hundred
thousand
dollars.
AB
We
know
how
expensive
college
is
right
now.
I
have
two
in
college
myself,
and
this
is
an
incredible
opportunity
for
her
and
her
family
day.
Nara
is
a
very
active
and
energetic
student
who
loves
sports,
math
and
science
and
considers
her
faith
to
be
a
big
part
of
her
life.
In
addition
to
being
an
exemplary
student,
she
works
part-time
at
a
pharmacy
after
school
and
she's
interested
in
pursuing
a
career
in
medicine.
AB
AB
AB
AB
AB
Their
concerns
I
shared
with
them,
and
I
was
not
aware
of
why
they
had
come
to
the
school
committee,
but
I
was
able
to
speak
with
them
formally
in
last
night.
They
informed
me
that
their
enrollment
had
declined
in
the
third
grade
and
they
would
be
losing
one
third
grade
class.
AB
AB
When
you
have
to
cut
classrooms
due
to
enrollment
decline,
and
then
the
school
community
also
informed
me
that
when
they
reopened,
they
were
promised
to
extend
their
grades
to
k-5
another
site
council
member
said
that
mildred
avenue
which
they
fed
to
and
was
a
pathway
to,
was
not
supposed
to
expand
from
four
to
eight
to
k08,
which
it
is
now
and
that
ellison
eec
and
the
taylor
k3
were
to
be
their
feeders
because
of
the
pandemic,
and
because
we
have
had
to
pause
much
of
bill
pps
planning.
AB
This
information
was
new
to
me
and
I'm
glad
that
they
were
able
to
share
it
with
me.
I
was
unaware
of
such
promises
and
I
will
follow
up
with
the
team
and
the
school
community
to
sort
out
the
next
steps
for
the
shaw
school.
As
you
know,
the
budget
is
not
final.
Until
we
have
school
committee
approval
and
the
city
sign
off
we're
very
early
in
the
budget
process
and
schools
have
been
given
their
preliminary
budgets
and
are
going
through
the
budget
collaboration
process.
AB
AB
I
appreciate
the
sha
families
love
for
their
school
community
and
their
advocacy.
I
hope
they
will
be
patient
with
us
as
we
work
through
the
budgeting
process,
and
we
weigh
all
125
schools
equity
equitably
against
the
dollars
that
we've
been
allocated
by
the
city.
That
way,
then
we're
able
to
ensure
that
we
treat
all
schools
fairly
and
equitably
during
this
budget
process.
AB
AB
I
know
that
they
are
concerned
about
our
new
exam
schools,
admissions
policy,
in
particular
for
their
students
with
disabilities,
I'm
in
receipt
of
their
concerns,
and
I've
continued
to
as
we've
continued
to
implement
our
new
policy.
I
want
to
assure
our
families
that
we
are
continuing
to
look
at
equity
and
that
we
are
committed
to
a
full
evaluation
after
this
first
implementation.
AB
I
want
to
turn
to
now
giving
some
updates
on
our
first
few
weeks
of
the
year,
which
presented
a
great
challenge
as
the
omicron
variant
took
hold
in
our
city
and
our
neighborhoods
boston's
city-wide
positivity
rate
hit
about
33
percent
at
its
height
and
our
bps
community
logged
growing
absences
amongst
teachers,
staff
and
students.
AB
The
boston
public
schools
community
does
what
it
has
always
done,
which
is
to
rally
the
support
of
the
entire
team
and
then
to
get
the
work
done.
I'm
happy
to
report
that,
while
we
still
have
students
and
staff
who
are
battling
coven
19,
the
covid
19
numbers
are
beginning
to
trend
in
the
right
direction.
AB
This
week
we
reported
886
covid
cases
to
deci,
which
is
approximately
half
the
number
of
cases
that
were
reported
two
weeks
ago.
As
coveted
cases
go
down,
we
are
also
seeing
an
increase
in
student
and
staff.
Attendance
numbers
continue
to
move
in
the
right
direction
as
long
as
they
do.
We
are
hope,
we're
hopeful
that
we
are
going
to
continue
to
progress
and
remove
additional
service
surge
mitigations
we
have
put
in
place
in
order
to
keep
everyone
safe.
AB
As
previously
mentioned,
the
city
of
boston
has
recently
enacted
a
new
covit
19
vaccine
requirement
on
january
15th.
The
mayor's
team
announced
this
past
weekend
that
they
were
delaying
the
full
implementation.
By
one
week,
all
city
employees,
including
bps
staff,
have
to
show
proof
of
at
least
the
first
dose
of
covid19
vaccine,
or
they
could
be
placed
on
unpaid
administrative
leave
on
monday
january
31st.
AB
AB
We've
also
hosted
dozens
of
vaccine
clinics
at
our
bus
yards
and
recently
added
more
vaccine
clinics.
At
some
of
our
administrative
buildings,
our
central
office
team
has
been
meeting
with
school
leadership
at
schools
where
we
anticipate
impacts
on
staffing,
they've
been
developing
target
collaborative
plans
to
cover
any
potential
staff
shortages
in
schools,
and
we
have
been
in
steady
communications
with
our
school
leaders.
AB
We
know
that
this
has
the
potential
to
cause
difficulty
and
we
are
working
around
the
clock
to
identify
solutions.
I'm
grateful
for
our
central
central
office
colleagues,
who
have
stepped
up
and
supported
our
school-based
teams
with
over
11
600
employees,
I'm
thankful
to
the
94
of
our
workforce,
who
have
received
their
vaccine.
AB
We
value
our
workforce
and
recognize
that
for
some
there
are
historical
reasons
for
hesitation
and
for
some
who
have
further
questions.
We
are
available
to
answer
those
questions,
we're
also
working
with
our
school
leaders
to
communicate
any
specific
updates
to
their
families
on
the
potential
impact
of
staffing
challenges
on
their
students,
learning
teams
or
students
who
have
ieps.
AB
AB
AB
AB
AB
We
have
adopted
this
approach
with
staff,
but
bphc
boston,
health,
commission
added
in
the
requirement
to
include
a
negative
antigen
test
as
a
required
part
of
coming
back
after
five
days.
If
symptoms
have
stopped
or
are
improving,
if
symptoms
are
not
improving
and
the
individual
still
has
a
fever
or
the
individual
cannot
mask
properly
or
does
not
achieve
a
negative
test
result,
they
are
still
required
to
observe
the
full
10
days
of
isolation.
AB
As
a
reminder,
sometimes
I
feel
like
the
chief
recruiter
of
boston,
public
schools.
We
are
hiring,
we've
had
extreme
labor
shortages,
especially
during
this
surge,
and
so
I
just
want
to
continue
to
put
out
there
that
we
are
hiring
and
that
we
would
love
for
you
to
be
part
of
our
bps
team.
So
please
visit
our
website
at
bostonpublicschools.org
forward,
slash
jobs
for
a
full
list
of
our
available
roles
and
opportunities
within
the
district.
We're
always
working
to
simplify
the
application
process,
write
more
approachable,
job
descriptions
and
promote
openings
via
our
social
media
channels.
AB
We
certainly
could
use
word
of
mouth
too,
so
if
you
know
family
or
friends
or
neighbors,
who
would
like
to
get
a
job
in
bps,
please
please.
Please
have
them
come
check
out
our
website
and
additionally,
the
bps
office
of
recruitment,
cultivation
and
diversity.
Programs
will
participate
in
the
city
of
boston,
virtual
jobs,
fair
on
saturday
january
29th
this
year,
2022
the
office
will
be
collecting
resumes
and
providing
real-time
application.
Support
to
all
who
attend
that
are
interested
in
joining
bps
as
a
substitute
or
paraprofessional
or
any
other
job.
That's
open.
AB
AB
AB
Our
organization
and
our
partner
organizations
have
produced
many
reports
which
have
confirmed
what
we
have
known
for
a
long
time.
Boston
has
not
delivered
on
a
promise
of
a
high
quality
and
rigorous
education
for
all
students,
most
especially
for
our
black
and
brown
students,
as
well
as
for
our
students
with
disabilities
and
our
multilingual
learners.
AB
Today,
I'm
sharing
foundational
work
we
have
commenced
during
the
past
two
years
and
also
necessary
changes
for
next
year
that
outline
our
immediate
next
steps
at
system-wide
level.
Changes
to
continue
our
work
and
deliver
on
the
promise
and
commitments
we've
made
to
our
community
evidence
reminds
us
that
we
cannot
achieve
the
goals
of
focusing
solely
on
structural
interventions.
AB
AB
The
lack
of
common
graduation
requirements
has
interfered
with
the
work
of
improvement
in
our
high
schools
for
too
many
years.
This
was
a
huge
foundational
achievement
to
our
work.
That
is
to
follow,
and
I
thank
you
greatly
for
it
at
its
core.
This
policy
will
work
to
ensure
that
all
of
our
students
have
a
well-rounded
21st
century
academic
experience
across
all
schools
that
prepares
them
for
the
demands
of
college
and
career.
AB
It
also
requires
that
all
be
pps.
Students
have
access
to
a
sequence
of
courses
that
would
allow
for
admission
into
a
state
university.
As
a
tangible
example.
Next
year,
brighton
high
school
will
offer
additional
stem
electives
at
the
school,
including
a
biotech
pathway
and
an
entrepreneurship
pathway
that
will
begin
in
grade
nine.
In
the
presentation
tonight,
we
will
share
more
details
about
what
this
work
will
look
like
for
our
students,
native
language,
literacy
instruction
and
the
seal
of
by
literacy
is
another
opportunity
for
us
to
set
up
our
students
for
success
in
college
and
career.
AB
Inclusionary
practices
will
provide
opportunities
for
our
students
with
disabilities
to
have
greater
access
to
programming
their
peers
have
had
for
years.
It
will
also
provide
less
concentration
of
special
education
programming
in
any
one
school
and
more
opportunity
across
the
city,
making
schools
more
accessible
and
giving
families
more
choice
in
their
child's
educational
placement.
AB
AB
AB
All
who
want
to
see
bps
be
successful.
The
talent
and
resources
are
already
here
and
they
are
endless.
Boston
is
ready
and
we
are
stronger
together.
I've
said
all
along
that
this
will
be
an
all
hands
on
deck
effort
coming
out
of
this
recovery
and
taking
on
the
challenges
ahead
will
surely
be
worthy
work.
AB
A
Thank
you,
superintendent
for
the
report
and
again
I
want
to
add
my
congratulations
to
all
of
our
educators
of
the
year.
I
will
now
open
it
up
to
questions
and
discussion
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
each
each
member
has
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
bps
staff
to
also
be
brief
in
your
responses.
A
W
Thank
you,
madam
chair.
I
do
have
a
couple
of
questions.
First
of
all,
thank
you
so
much
for
the
report
and
for
sharing
the
information
and
your
continued
iteration
on
the
vision
for
this
work.
I
have
a
couple
of
questions
related
to
the
coveted
pieces.
W
W
I
was
excited
as
a
parent
to
go
in
and
look
to
see
what
things
look
like
across
the
different
school
communities
with
that
said,
I
do
know
that
I've
heard
from
various
community
members,
families
and
caregivers
about
what
this
looks
like
for
spaces
for
communal
spaces
such
as
auditoriums,
cafeterias
or
gyms,
and
so
I
would
like
to
hear
whether
that
we
have
those
in
place
in
those
spaces
and
if
we
don't,
if
there
are
plans
to
to
and
to
put
those,
especially
in
the
areas
where
students
are
taking
their
masks
off
to
eat,.
AB
Thank
you,
miss
lapera.
I
wonder
if
deputy
dipina
is
on
and
can
speak
to
where
they're
all
located.
I
know
we
prioritized
our
classrooms
and
I'm
I
just
don't
have.
AD
X
That's
correct:
we
don't
have
them
in
those
larger
spaces,
but
we
give
you
a
specific
ratio
now,
for
my
understanding
is
that,
because
of
the
wide
range
of
the
area
in
space,
it
was
too
hard
for
the
sensors
to
monitor,
but
we
get
back
to
you
with
more
definitive
rationale
as
to
why.
W
That
would
be
helpful.
I
know
that
that's
something
that's
absolutely
top
of
mind
for
community
members
and
something
that
I
continue
to
hear
from
people.
I
think
the
other
is.
I
also
know
that
in
some
schools
that
even
do
have
those
community
like
communal
cafeterias,
many
are
also
having
their
lunch
in
their
classroom,
and
so
it
would
be
helpful
to
understand
if
there
has
been
guidance
given
to
schools
around
moving
away
from
using
the
cafeteria
spaces,
because
I
think
different
schools
are
doing
different
pieces
and
so
and
how
that's
being
communicated
to
caregivers
and
families.
X
Yes,
early
in
the
years
we
plan
for
opening
schools
because
we're
uncertain
about
the
guidance
we
encourage
schools
to
work
with
our
food
nutritional
services
department
to
spread
out
in
their
buildings
as
much
as
possible
when
it
came
to
lunch
time,
so
some
schools
to
develop
plans
with
our
food
service
department
to
feed
in
classrooms
another
space
in
the
building
outside
as
needed.
So
there
was
a
variety
of
different
approaches
the
schools
were
taking,
so
that
is
in
place
as
well.
W
Thank
you
for
that,
and
I'm
looking
at
the
timer
okay
still
have
time.
So
the
other
piece
that
I
was
thinking
about
is
the
mention
around
really
supporting
students
and
families
that
have
been
historically
underserved
and
when
I
think
about
this,
my
mind
goes
particularly
to
english
language,
learners,
multilingual
learners,
as
well
as
multilingual
learners
with
disabilities.
W
One
of
the
pieces
that
you
mentioned
superintendent
was
around
the
increase
around
native
language
literacy,
and
I
I
think
that
that
that
is
something
that
we
should
absolutely
be
thinking
about.
I
would
like
to
understand
more
about
what
are
the
staffing
needs
in
order
to
bring
that
to
fruition,
and
what
are
we
doing
not
only
in
terms
of
recruitment
and
retention,
but
what
are
the
professional
development
pieces
that
we're
also
engaging
with
this
and
really
what's
the
what?
W
What
could
be
a
realistic
timeline
for
bringing
that
to
fruition
at
scale
for
our
community
with
so
many
english
language,
learners.
AB
Yeah
I'll
let
dr
eccleston
answer
that
question,
because
I
know
that
the
oel
office
is
timing,
that
out
for
how
we
would
actually
get
there
and
how
many
years
it
would
take,
and
then
the
bilingual
staff
that
we
would
need
to
hire
to
be
able
to
do
that.
The
world
language
courses,
the
heritage
courses
that
we
would
put
in
place.
AB
So
there
is
a
strategic
plan
for
that
moving
forward
and
the
oel
office
is
working
with
with
that
part
of
that
is
s
are
funded
to
develop
some
of
the
some
of
the
course
work
for
that
and
some
of
the
effort
around
that
with
the
professional
development,
and
then
some
of
it
will
be
on
the
operational
cost
for
sustaining
and
maintaining
it.
AB
I'm
excited
that
we
will
have,
through
our
budget
hearing
a
special
hearing
on
our
english
language
learners
and
our
special
education
learners
to
be
able
to
talk
about
the
investments
that
we're
making
in
that
area.
But
I
don't
know
dr
eccleston,
if
you
want
to
add
anything
to
that.
AE
Yeah,
thank
you,
superintendent.
Thank
you
for
the
great
question.
We
would
be
happy
to
update
the
school
committee
on
this
specific
topic.
It's
probably
a
lot
longer
conversation
than
a
short
q
a,
but
it
is
the
central
part
of
the
strategic
plan
that,
under
the
leadership
of
deputy
chief
academic
officer,
farah
ajraj,
that
the
team
is
developing,
we've
been
working
closely
with
the
english
learner
task
force.
AE
On
this
specific
issue,
we
have
three
three
academic
priorities
that
will
serve
our
multilingual
learners,
our
multilingual
learners
with
disabilities,
our
site
students,
and
it
really
focuses
around
implementation
of
native
language
instruction
as
a
sort
of
core
strategy
where
we
built
out
strategic
priorities.
Strategic
initiatives
as
well
as
action
steps
and
the
superintendent
has
recently
approved
a
10
million
dollar
investment
to
support
that
work,
and
so
we'll
be
continuing
to
work
with
our
task
force.
AE
The
el
task
force
on
this
and
would
be
super
eager
to
come
to
a
school
committee
meeting
on
this
specific
topic
and
roll
out
of
really
have
a
lengthy
discussion
on
this
specific
issue,
because
it's
a
it's
a
really
important
one,
and
I
acknowledge
that
it
will
take
both
a
significant
central
office
infrastructure
in
order
to
pull
this
off
and
we're
very
committed
to
ensuring
that
that
happens,
and
it
happens
right.
W
Z
Hello,
thank
you
for
your
report.
So
my
first
question
is:
is
the
reported
number
of
cova
cases
taken
from
the
staying
test
that
are
given
inside
of
the
school
buildings?
Are
they
taking
from
the
covid
reports
that
parents
or
families
are
reporting
themselves
or
both.
AB
AB
S
AB
Are
not
capturing
necessarily
the
rapid
home
tests.
Z
Okay,
so
my
other
question
is:
are
b
is
bps
going
to
continue
their
efforts
on
holding
vaccine
clinics
in
schools?
Are
they
gonna
like
open,
more
or
keep
the
same
ones
already
have.
Z
Okay,
so
about
the
being
able
to
test
at
home,
so
those
who
decide
to
test
at
home
are
they
obligated
to
send
proof
of
negative
or
positive
results.
AB
Sam
deputy
dipina
do
you
know
the
answer
to
that
question.
I
know
we're
still
getting
to
the
bottom
of
the
deci
policy
around
how
they
would
operationalize
giving
us
a
positive
or
a
negative
result.
X
Yeah
so
they're
they're,
looking
at
us
for
getting
us
information
how
we
operationalize
that
ourselves
and
leaving
some
of
those
decisions
up
to
local
school
districts.
But
our
team
is
in
the
process
of
doing
a
lot
of
design
thinking
or
a
lot
of
these
logistical
operational
pieces.
I'm
going
to
continue
to
shop
and
get
feedback
on
those
before
we
finalize
it
and
see,
what's
really
possible.
Z
Thank
you
and
then
on
the
topic
of
improving
high
schools.
Does
that
mean
physically
or
systematically
like
both
or
just
meaning,
systematically
meaning
mass
core
and
some
other
stuff.
AB
It
means
both
ms
mercer
so
really
good
question,
so
we
would
be
looking
at
the
facilities
of
schools,
we'll
also
be
looking
at
the
academics
and
the
staffing
and
then
some
of
the
systemic
things
around
how
we
support
students
and
how
they
do
their
planning
for
their
courses
and
making
sure
that
we
track
those
and
have
early
warning
indicators
to
make
sure
they're
on
track
for
graduation.
Z
Thank
you
along
with
that,
but
these
new
pathways
and
or
classes
are
they
taking
away
from
pre-existing
classes
in
order
to
make
room
or
is
it
just
room?
That's
already
there
that's
being
filled
with
the
mass
core.
You
mean
not
with
the
mass
core,
like
you
said,
there
just
mean
you're
partnering
up
with
other
schools,
like
you
talked
about
brighton
high
school,
how
they
can
have
the
stem
program.
Oh
yeah,.
S
AB
I'm
not
sure,
particularly
at
the
brighton,
if
they
have
stopped
any
of
their
programs
that
they
previously
did,
but
these
are
additional
programs.
I
think
that
those
are
school-based
decisions
that
they
would
make
with
their
school
site
council
and
with
their
educators,
and
they
would
decide
which
programs
that
they
would
do,
for
instance,
if
you're
at
a
school-
and
they
have
a
let's
say
they
have
a
program
on
recycling
and
they
decide
they
don't
want
to
have
that
anymore.
Instead,
they
want
to
have
a
high-tech
program
on
robotics.
AB
C
Hi,
thank
you
for
the
report.
This
question
is
simply
related
to
the
attendance
for
for
teachers.
I
know
we've
it's
been
great
to
see
the
reduction
in
absences
of
this
week
now
with
the
institution
of
the
mandate
by
next
monday.
AB
Well,
it
just
depends
on
whether
they
get
the
vaccine
or
not,
and
they
come
into
compliance.
We
do
anticipate
that
many
of
the
educators
and
staff
members
and
team
members
who
have
chosen
not
to
get
the
vaccine
will
most
likely,
probably
not
get
it
now.
I
mean
we're
still
trying
to
encourage
them
and
give
them
any
information
to
bring
them
into
compliance
and
still
every
day
we
still
have
more,
who
do
come
into
compliance,
but
we
do
anticipate
some
some
disruption
and
we're
watching
those
schools
that
really
closely
corey
harris.
AB
We've
tiered
our
schools
tier
one
two
and
three,
where
we're
looking
at
schools-
and
I
don't
know
where
we
are
today-
I
don't
know
if
cory
or
drew
want
to
give
a
quick
update
on
where
we
are
know
that
last
week
we
had
25
schools
that
were
in
tier
3
category
that
we
were
looking
at,
I'm
not
sure
what
we're
down
to
now
of
the
number
of
schools
where
we
think
that
we're
you
know
there
could
be
some
staffing
disruptions
like
more
than
just
normal.
AF
Yeah,
it's
definitely
a
moving
target,
given
that
more
and
more
folks
are
coming
into
compliance.
Each
day
we
have
about
30
schools
that
we're
currently
doing
some
follow-up
conversations
with
to
get
specific
on
who
the
teachers
are,
what
subjects
they
teach,
what
grade
levels
they
teach,
but
it
looks
a
lot
better
than
it
did
just
a
week
ago.
AF
AG
V
Bear
with
me
and
superintendent.
Thank
you
so
much
for
your
presentation.
I
think
I
can
I
speak
for
myself,
but
I
have
a
feeling
I
can
speak
for
the
whole
group.
When
I
say
we
understand
how
complex
the
last
month
has
been
for
you
as
a
system
leader
and
then
on
the
most
local
level,
for
every
single
principle
across
the
system
managing
a
workforce
that
has
obviously
experienced
incredible
struggle
after
multiple
school
years
now
of
of
adapting
and
restructuring
and
and
being
flexible.
V
So
I
can
feel
the
exhaustion
and
at
the
same
time,
like
all
of
us,
our
eyes
are
on
the
prize
and
that
is
about
setting
up
the
conditions
for
kids
to
win.
But
thank
you
so
much
for
the
presentation,
my
first
question
and
I'm
and
I'm
trying
to
understand
sort
of
the
the
looking
forward
piece
in
your
presentation
around
your
instructional
priorities
and
I'm
thinking
specifically
about
the
access
to
rigorous
coursework.
V
And
there
is
what
feels
like
what
I
hear
you
saying,
but
I'm
not
sure
if
it's
true.
So
I
wanted
to
sort
of
get
some
clarity
here
and
then
understand.
Your
thinking
is
you're
talking
about
sort
of
a.
What
I
understand
is
a
universal
access
to
advanced
placement
courses
and
these
sort
of
college
readiness.
V
This
college
readiness
course
work
and
based
on
the
the
sort
of
roll
out
in
the
implementation,
when
can
a
family
in
boston
expect
to
see
that
sort
of
access
to
that
rigorous,
coursework
and
all
of
their
in
any
school
that
they
go
to
and
any
high
school
that
they
go
to
that's
my
first
question
sort
of
what's
the
sort
of
implementation
there
and
what
is
success
for
you
like?
What
is
the
right
amount
of
access
right
like
what
would
be?
Is
it
for?
Is
it
six?
Is
it
ten
like?
V
AB
Great,
so
thank
you,
mr
carter
hernandez.
So
the
first
question
I
think,
you'll
be
happy
with
the
presentation
to
see
that
we've
already
started.
We
started
with
pre-advanced
placement
training
for
many
teachers
and
increasing
advanced
placement
opportunities
across
the
district,
also
increasing
international
baccalaureate
programming.
AB
For
for
our
students,
I
would
like
to
see
more
fidelity
to
the
international
baccalaureate
programming,
so
that
requires
more
additional
professional
development
for
our
teachers.
I'd
like
to
see
more
students
with
the
actual
ib
diplomas-
and
you
know
our
ap
capstone
awardees
at
you-
know,
I'd
like
to
see
more
of
them.
AB
I'd
also
like
to
see
more
of
our
students
earning
an
associate's
degree
before
they
get
out
of
high
school
and
have
more
opportunity.
Success
to
me
means
you
know:
students
have
more
opportunity
to
take
advanced
coursework
and
that's
where
you
get
the
rigor
that
would
be.
You
know
at
least
two
classes
before
leaving
high
school
is
really
a
goal
that
I
personally
have,
and
I
think,
would
be
good
and
beneficial
for
our
students.
AB
Also,
success
is
the
supportive
environment
and
cultures
that
we
build
for
children
in
which
they
can
thrive
and
where
their
cultures
and
their
languages
are
valued,
and
that's
also
a
really
important
piece.
We've
been
able
to
add
family
liaisons
and
social
workers
in
our
schools
and
we'll
going
to
be
proposing
adding
more
counseling
to
our
schools
and
psychologists,
and
I
think
that,
though,
that's
going
to
provide
additional
support
and
wrap
around
services
to
students,
especially
during
this
time
of
recovery.
AB
So
we're
looking
at
that
now
and
you
know
certainly
within
our
graduation
choirs.
You
know,
massachusetts
doesn't
have
graduation
requirements
and
it
actually
leaves
it
up
to
school
districts
to
define
their
graduation
requirements
and
then,
if
a
district
doesn't
have
graduation
requirements
or
baselines,
then
individual
schools
make
them
up.
This
is
the
first
year
that
boston
school
committee
passed
a
policy
for
standards
across
all
schools,
so
we
are
working
now
with
dr
eccleston
and
the
academic
team
to
implement
that
mass
core
policy
with
all
of
those
baseline
standards
in
them.
V
I
think
I
still
have
time
so.
My
final
question
here
is,
you
know
as
you're
thinking
about
I
don't
I
don't
love
the
word
recovery
because
we're
just
we're
in
it
and
the
work
has
to
continue,
but
as
we're
thinking
about
what's
next,
I
hear
you
talking
about
adding
additional
clinicians
to
schools
and
offering
supports
around
mental
health.
I'm
curious
in
this
current
moment.
You
know
we
all
saw
the
surgeon,
general
report
and
we
understand
the
crisis
that
we're
in.
V
How
are
what
are
you
seeing
on
the
ground
and
are
there
things
you
know
that
we
should
be
thinking
about,
particularly
as
we
go
into
budget
season.
AB
Yeah,
so
I
think
that
you're
going
to
see
the
budget
is
very
reflective
of
what
we're
hearing
on
the
ground,
and
so
I've
been
fortunate
to
have
a
good
ear
of
ms
mercer
and
her
fellow
students,
and
they
have
been
sharing
with
us.
You
know
about
the
things
that
really
matter
to
them,
and
that
is
about
their
own
mental
health.
That
is
a
huge
priority
for
them.
AB
AB
So
that
is,
I
think,
what's
what's
coming
from
the
student
body,
and
certainly
ms
mercer
can
speak
also
on
behalf
of
the
students,
and
then
I
think
our
families
have
told
me
what
they
would
like
to
see
is
before
and
after
school
care,
they'd
like
to
see
dependable
transportation,
you
know
and
supportive
environments
for
their
students,
and
then
teachers
have
said
that
they
need
help
and
support
in
the
classroom
with
with
students
who
need
help.
AB
So
they've
asked
for
additional
support
with
students
with
disabilities
and
students
who
speak
languages
other
than
english,
to
provide
the
right
kind
of
support
to
them.
So
we've
had
a
large
effort.
This
past
fall
under
dr
eccleston's
leadership
and
corey
harris's
leadership
to
get
our
schools
into
compliance
around
the
support
for
our
els
and
we're
doing
the
same.
Around
special
education.
AB
AE
Sorry,
I
can
never
find
the
buttons
fast
enough.
I
will,
if
it's
okay,
I'll
reserve,
my
my
time
for
the
presentation
tonight,
we'll
dork
out
and
talk
all
about
this
stuff
in
a
few
hours.
F
So,
just
like,
I
want
to
make
sure
you
mention
about
these
two
different
schools.
My
understanding
is
that
you
mentioned
that,
or
it
is
understood
that
the
schools
had
a
high
population
of
students
of
color.
Is
it
my
understanding
that
it
is
not
contemplated
the
addition
of
the
school
of
the
grades
six
through
eight?
I
just
want
to
make
sure
that
I
do
that.
I
understood
correctly.
Is
that
the
case.
F
Based
on
the
analysis-
and
you
know
the
visitations,
I
would
like
to
know
I'm
very
curious
about
the.
Why
and
the
hell,
based
on
the
analysis
that
has
been
performed
based
on
the
parents,
opinion
based
on
the
community's
opinion,
and
what
is
the
information
that
we
have,
and
how
did
we
come
to
this
conclusion?
Is
it
the
case
that
it
is
not
contemplated
that
the
grade
6
38
will
be
added
in
these
two
particular
schools
that
show
a
high
population
of
students
of
color.
AB
So
with
the
thank
you
madame
polenko
garcia
for
your
question,
tell
me
if
I'm
not
understanding
correctly,
but
we
are
recommending
two
schools,
the
king
school
and
the
charter
school,
to
go
from
a
k-8
configuration
to
a
case.
Six
configuration
a
pre-k
through
grade
six
configuration.
AB
This
is
part
of
the
grove
hall
alliance
request
and
the
burke
high
school
the
grove
hall
alliance
came
to
me.
I
think
this
was
in
2019
and
we
were
talking
about
their
great
configurations
and
how
they
work
together
around
the
innovation
status
of
the
burke
high
school
and
the
burke
high
school,
expanding
to
grade
seven
and
eight
meaning,
then
the
schools
would
move
to
a
case,
six
configuration
and
then
the
sixth
graders
would
go
to
burke
high
school
in
grades,
seven
and
eight,
and
that
school
would
become
seven
through
12..
Y
F
AB
Yes,
we
we
held
a
school
equity
roundtable.
I
think
dr
mcintyre
could
probably
talk
about
it
more
than
me
and
hopefully
she's
on
the
call,
but
they
held
a
school
equity
roundtable
with
the
community
about
this
back
in
december,
and
then
the
plan
came
to
me
and
I
am
giving.
I
have
not
met
with
the
school
communities.
I've
met
with
the
teachers.
I've
met
with
the
principals
about
this
great
configuration
change,
and
then
they
have
the
school
equity
roundtable
through
the
burke
high
school.
AH
And
yes,
dr
casilius,
I
am
on
the
call
and
the
the
burke
high
school
has
been
requesting
to
go
seven
through
eight
for
several
years
now,
working
in
conjunction
with
the
other
schools
in
the
grove
hall
area.
Through
the
grove
hall
alliance,
an
equity
roundtable
took
place.
I
want
to
say
a
roughly,
maybe
four
weeks
ago
in
which
community
members
were
asked
to
share
their
thinking
on
whether
or
not
they
thought
it
was
a
great
idea.
They
did
this
through
the
form
of
a
written
document.
AH
Those
documents
were
then
forwarded
to
the
superintendent's
office
in
support
of
creating
a
reconfiguration
for
the
burke
high
school
to
become
a
seven
through
12..
Now,
having
said
that,
because
all
boston
public
secondary
schools
are
open,
enrollment
parents
have
the
ultimate
authority
to
choose
the
school
for
their
particular
child
that
best
meets
their
familial
needs.
F
It
priority
for
me,
it
is
a
top
priority
for
me
that
those
families
are
not
taking
away
these
grades.
We
have
a
history
in
this
regard.
It
is
a
top
priority
for
our
school
committee
for
to
advocate
for
equity
for
justice,
social
justice
inclusion
when
it
comes
to
language,
so
it
is
critical
that
families
are
incorporated
and
that
privilege
not
be
removed
in
this
case
from
the
families.
It
is
a
top
concern
for
me.
AB
I
appreciate
that
we
did
have
the
school
leaders
meet
with
the
students
and
the
families
they
have
a
process,
they
have
a
transition
coordinator.
All
families
will
be
given
priority
for
their
selection
and
choice
of
school
next
year.
As
we
move
to
this
new
grade,
configuration
and
families
did
receive
a
letter
from
me.
AI
A
I
just
want
to
check
with
mr
tron
or
mr
o'neill
before
I
circle
back
to
miss
lopera,
no
miss
lapera.
Oh
sorry,
excuse
me,
mr
o'neill.
E
I
just
wanted
to
strictly
congratulate
the
educators
and
other
employees
of
bps
that
we
honored
earlier
this
evening
with
the
awards
that
the
superintendent
and
them
all
and
many
have
joined
us
so
appreciate
how
hard
they've
been
working,
and
it's
wonderful
that
they
were
recognized
other
than
that.
My
thoughts
and
comments
have
been
addressed
by
fellow
members.
Thank
you.
W
Thank
you,
madam
chair.
I
just
want
to
get
a
point
of
clarification
and
also
emphasize
the
point
of
member
polanco
garcia
with
the
gray
configuration
that
we're
talking
about
regarding
the
burke
I'm
understanding
that
there's
been
a
community
process
with
the
burke
there's
been
a
community
roundtable
with
the
burke
and
that
that
community
is
requesting
and
excited
about
their
great
expansion.
W
I
feel,
like
I
understood
that
part,
but
I
think
the
part
that
maybe
getting
missed
is
with
the
king
and
the
trotter
schools,
where
we're
talking
about
a
great
configuration
but
a
grade
shift
where
current
students
would
not
continue
their
seventh
and
eighth
grade
there.
But
then
would
transition
into
a
new
configuration
of
the
secondary
is
have
we
actively
engaged
with
the
students
and
the
families
from
the
king
and
the
trotter,
and
are
they
also
asking
for
this
grade
configuration
where
we
would
be
eliminating
the
seventh
and
eighth
eighth
to
add
the
younger
grades?.
AB
I
did
have
the
school
leaders
who
said
that
they
would
be
speaking
with
the
families
about
this
decision,
and
so
they
are
going
to
be
speaking
with
the
families
about
this
decision.
We
sent
a
letter
to
them
as
well
about
this
decision
in
the
grade
configuration.
AB
I
know
that
they've
had
previous
conversations
with
families
about
this
decision
for
many
years.
That's
what
the
both
school
leaders
said
that
they
have
talked
about
this
with
their
communities
for
a
long
time
as
part
of
the
grove
hall
alliance
grade
configuration
within
that
innovation
plan,
and
maybe
lindsay
can
speak
to
previous
conversations,
broader
conversations
with
the
community
about
this,
but
it
was
both
school
leaders
who
said
that
they
had
spoken
with
their
communities
for
a
for
a
long
time
about
this
great
configuration
change.
AB
I
think
what
comes
as
a
surprise
is
not
that
there's
a
change,
but
that
is
this
year
coming
this
year,.
AH
Right
absolutely-
and
I
will
just
add
that,
through
numerous
conversations
with
the
school
leader
at
the
king's
school,
she
and
her
entire
school
community
want
to
focus
on
utilizing
their
resources
to
effectively
engage
the
k-6
model
and
feel
as
though
the
seventh
and
eighth
graders
have
had
the
same
gym
teacher
since
kindergarten
and
have
limited
access
to
opportunities
that
would
guide
them
to
exploratory
career
pathways.
W
AJ
W
Don't
aren't
a
part
of
it
and
if
they
haven't
had
those
conversations,
that's
not
necessarily
how
it
feels
for
folks,
and
so
I'm
not
saying
that
that's
what's
happened,
but
I
want
to
understand
what
processes
have
been
taking
place
at
the
community
level
levels,
especially
for
the
k
through
eights,
where,
like
there's
been
so
much
transition
in
turmoil
in
the
past
couple
years.
I
want
to
hear
from
students
and
families
on
where
they're
feeling
about
this
potential
change.
Thank
you.
AB
So,
just
one
more
just
one
more
note
about
this,
and
is
that
you
know
in
in
our
content
in
our
thinking
about
this
in
the
in
the
programming
that's
available
at
these
seventh
and
eighth
grade
classes,
we
believed
that
there
would
be
greater
opportunity,
through
the
seven
through
12
opportunity,
to
transition
now
for
these
students,
then
to
have
a
point
of
transition
later
in
order
to
get
them
ready
for
the
mass
core
implementation.
AB
A
No
all
right
superintended,
I
too
just
want
to
say
thank
you
for
the
recognition
of
the
teachers
of
the
year.
I'm
glad
that
was
able
to
happen,
and
I
got
a
note
that
says
that
there
will
be
some
extra
special
things
coming
to
them
over
the
next
several
weeks.
So
they
should
be
stay
tuned
for
for
those
things
that
will
they
will
be
receiving.
A
I
share
the
concern
or
the
questions
around
the
shifts
from
the
k
to
six
from
the
k
to
eights,
to
the
k,
to
sixth
and
but
hope
that
the
kind
of
explanations
that
you
were
sharing
about,
the
experiences
that
students
are
having
in
some
of
the
k-8s
the
need
for
shifting
and
refocusing
for
a
better
entry
into
high
school,
that
there
will
be
more
opportunity
for
parent
engagement
and
understanding.
A
So
it's
not
just
feeling
like
a
vote
to
move
from
one
school
to
the
other,
but
understanding
the
academic
and
the
social
emotional
implications,
that
of
of
hybrid.
How
we're
trying
to
provide
another
type
of
stronger
positive
experience
for
students
making
these
transitions,
because
you've,
often
and
others
have
often
spoken
of
the
fact
that
not
having
enough
strands
for
k
for
the
seventh
and
eighth
grades
in
elementary
schools
really
hurts
the
overall
experience
for
the
students.
A
Even
though
parents
may
like
the
convenience
of
having
a
kid
in
a
k
to
eight,
if
the
student's
preparation
is
suffering
because
they
cannot
have
access
to
the
kind
of
rigor
that
they
even
needed.
The
seventh
and
eighth
grade
to
get
ready
for
high
school
we've.
Gotta.
Both
explain
and
you
know,
help
help.
Both
parents
and
students
understand
what
is
needed
and
not
feel
like
we're
just
making
a
decision
based
on
what
is
the
convenience
of
some
without
the
total
understanding
and
explanation
to
others.
A
So
that's
the
only
thing
that
I
would
like
to
make
sure
that
we
are
doing
since
again.
This
is
happening
or
being
proposed
to
happen
sooner
than
what
was
expected
to
really
make
sure
that
everybody.
You
know
when
we
say
community
that
we
also
are
making
sure
that
community
includes
the
actual
parents
and
students
that
are
currently
involved.
Who
will
be
the
persons
you
know
involved
in
this
transition
and
not
just
the
broader
community
surrounding
the
schools.
A
All
righty
and
that's
the
only
comment
I
have
I'll
reserve
the
rest
of
my
comments
for
when
we
actually
get
into
the
presentation
of
the
high
school
redesign.
I
do
have
one
other
question
I
just
we
looked
at
here,
which
is
regarding
the
shift
in
the
the
kovid
testing
regime.
Is
this
a
district
district-wide
decision
to
go
to
one
model
versus
the
other,
or
are
schools
actually
able
to
select
which
of
the
two
options
are
best
for
that
community?.
AB
Operationally,
madam
chair,
we
would
need
to
implement
it
district-wide,
so
it
would
be
really
difficult
to
do
it
school
by
school.
N
A
Because
they
know
I've
seen
some
pushback
from
advocates
around
feeling
that
this
may
be
a
heavy
lift
for
some
families
and
I'm
not
sure
how
again
that's
been
addressed.
You
know,
as
we
say,
one
bps
school
is
one
bps
school.
So
it's
often
difficult
when
we
make
district-wide
decisions
to
understand
the
impact
that
it's
going
to
have
on
the
individual
schools.
So.
Q
AK
B
AB
Tracing
they're
used
to
these
mitigation
efforts
that
we've
had
all
year
and
I
think,
pulling
them
away
too
quickly,
particularly
in
a
surge
I
think,
is
challenging
for
our
families,
but
I
do
think
we
need
to
get
to
the
place
where
we
have
basically
three
different
stages
that
we're
mitigating
one
is
where
we're
we're
in
maintenance,
similar
to
where
we
were.
In
september
october
november,
we
made
out
of
60
000
individuals
within
our
community.
AB
We
were
only
seeing
about
12
cases
a
day
and
we
were
still
doing
all
this
pool
testing,
and
it
was
a
lot
of
effort
that
we
were
doing
so
at
some
point.
We
should
think
about.
You
know
when
do
you
stop
doing
and
and
or
coming
back
a
little
bit
on
or
changing
your
strategy
like
a
at
home
type
of
test,
but
certainly
not
in
surge
when
you're
in
surge?
You
want
to
give
all
your
effort
right,
so
it's
really
coming
at
a
time.
AB
I
think
it's
all
cognitive
dissonance
for
most
of
us
like
we're
just
going
to
send
test
home
now,
rather
than
do
our
our
our
most,
you
know
targeted
methods
before
so
we
don't
have
a
decision
on
that
is.
AB
AB
It's
also
problematic
to
us
that
you
have
to
be
consented
for
the
for
these
at
home
tests,
where
we
have
struggled
to
get
consent
just
for
the
pool
testing
and
to
think
that
you
know
the
30
000
families
who
have
consented
to
pool
testing
now
and
now
we
have
to
go
through
all
that
effort
over
again
and
get
families
consented
again
on
a
new
type
of
testing
protocol
is
really
rather
challenging
for
us
to
just
pivot
that
quickly,
because
it
took
us
quite
a
while
to
get
the
30
000.
Students
consented.
AB
So
we're
just
going
to
take
more
time
to
understand
and
to
listen
to
our
community
before
we
make
that
decision.
X
AB
S
AB
Said
they're
going
to
reevaluate
it
at
the
end
of
april,
and
so
you
know,
I
think
our
parents
want
more
assurance,
so
we're
just
going
to
take
some
more
time
to
look
at
this
policy.
A
Yeah,
it
is
a
lot
to
ask
in
a
very
short
time
when
things
still
are
not
very
subtle.
Yes,
thank
you
very
much.
If
there's
no
further
discussion,
I
will
now
entertain
a
motion
to
receive
the
superintendent's
report.
It's
a
motion
removed.
Thank
you.
Is
there
a
second.
C
A
AD
D
C
B
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
policy
excuse
me:
school
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
a
later
response.
B
B
B
Written
testimony
is
appreciated
and
encouraged.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
district
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoom.
Also,
please
make
sure
that
you're
signed
in
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comments
and
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
B
B
N
N
Oh
please
do
you
know
that
I
can
add
number
strings
that
have
nine
numbers.
I
can
also
make
a
hexagon
with
pattern
blocks
in
six
different
ways.
N
N
N
For
example,
I
learned
how
to
act
in
a
play
about
a
freedom
fighter
named
frederick
douglass.
We
learned
we
learned
that
frederick
douglass
spoke
out
for
what
he
believed
in
and
now
we
are
doing
that
too.
I
think
you
should
put
a
fourth
fifth
and
sixth
grade,
so
students
can
get
the
same
education
as
we
had
before.
N
N
N
N
B
Thank
you
jamai.
I
think
that
emerson
might
be
signed
in
with
brenda
ramsey.
N
Hi,
my
name
is
emerson
and
I'm
a
first
grader
at
the
pa
straw.
I
think
you
should
not
shut
down
one
classroom
at
our
school.
You
should
add
a
fourth
and
5th
and
6th
grade.
So
kids,
like
me,
can
stay
at
the
shop.
My
teachers
have
helped
me
learn
a
lot
this
year.
I'm
doing
I'm
learning
geometry
and
lots
of
other
things
that
I
could
not
do
before
like
and
like
read
and
write.
N
N
Hi,
my
name
is
scala.
I
am
in
the
pressure
dog
way.
I
think
the
psja
needs
to
span
it
all.
I
think
this
because
I've
been
here
since
I
went
to
school.
For
example,
this
school
is
a
great
one
and
who
wants
to
leave
so
I'm
here
to
tell
you
that
this
is
a
pl.
This
is
the
place
to
learn,
and
there
are
amazing
teachers
and
the
subjects
are
amazing
as
well.
N
N
N
B
N
Hi,
my
name
is
andrew.
You
probably
know
me
from
last
school
committee.
What
I
need
at
the
pa
shot
is
a
fourth
grade,
a
fifth
grade
and
a
sixth
grade,
and
remember
yet
I
had
is
when
I
was
playing
with
my
friend
adriana
in
first
grade,
we
played
with
power
pattern
blocks.
The
reason
why
I
picked
that
memory
is
because
I've
known
adrian
since
going
to
abcd
together,
we've
known
each
other
for
a
long
time,
and
that's
why
we're
best
friends.
N
N
Hi,
my
name
is
nahami,
I'm
from
the
pa
sha.
I
love
this
school.
One
reasons
why
I
love
this
school
because
because
the
teachers
and
the
people
are
always
helping
us
all
the
time
and
helping
with
mistakes,
we
don't
want
to
leave.
We
all
have
good
memories
here.
One
memory
that
stands
out
to
me
is
when
jewels
join
our
class
community.
N
Other
memories
that
stand
out
to
me
is
when
we
got
to
do
our
frederick
douglass
play.
How
would
who
would
want
to
leave
this
school?
We
love
our
friends
and
teachers.
We
also
want
fourth
and
fifth
and
sixth
and
seventh
and
eighth
grade
and
on
and
on
please
let
all
of
us
have
all
the
grade
levels.
Also,
the
teachers
and
friends
are
great.
B
N
Hello,
my
name
is
amelia
and
edmund.
I
used
to
be
at
the
shaw
I
graduated
last
year.
The
show
is
a
very
good
school.
I
learned
so
much
while
I
was
a
student
there.
The
teachers
and
principal
are
great.
The
shot
helped
me
to
become
a
good
student,
since
it
only
goes
to
third
grade.
I
had
to
leave
because
of
everything
I
learned
at
this
shop.
I
have
been
a
straight
a
student
at
my
new
school.
The
shaw
needs
to
have
grades
k
through
six.
AL
AL
They
love
and
care
about
the
students
and
families
they
work
hard
with
families
to
ensure
that
students
are
having
the
best
learning
experience.
The
shah
has
been
a
great
school,
the
entire
time.
Amelia
was
there.
They
were
especially
great
at
the
start
of
the
remote
learning
when
the
pandemic
began
as
a
nurse
working
on
the
front
line
during
the
huge
initial
covet
surge.
AL
One
thing
I
was
confident
about
was
that,
although
learning
had
moved
to
online
amelia
was
learning
everything
she
was
supposed
to.
She
was
getting
the
learning
support
she
needed
from
her
teachers,
the
principals,
the
administrative
staff
when
she
graduated
from
the
shah.
Last
year
we
were.
We
were
extremely
sad
that
we
had
to
find
a
new
school.
We
weren't
interested
in
the
mildred
school
and
instead
opted
to
go
elsewhere.
AL
AJ
N
Hi,
I'm
ramona,
I'm
in
second
grade
at
the
pa
chef.
What
I
want
is
for
my
school
to
go
to
sixth
grade.
It
only
goes
up
to
third
grade
right
now.
One
reason
is,
I
have
so
many
great
teachers
and
they
have
taught
me
so
much
and
they
have
inspired
me
so
much
yes,
I
want
to
be
a
teacher
when
I
grow
up.
Also.
I've
had
so
many
great
friends
that
play
with
me
and
I
do
not
want
to
leave
them
either.
N
AN
Hello
good
evening,
thank
you
to
everyone.
Okay,
my
name
is
deb
shea
I
live
in
dorchester
and
I'm
the
proud
parent
of
ramona
who's,
the
second
grader
at
ph
elementary,
I'm
so
so
proud
of
all
of
the
students
that
and
parents
that
have
presented
we've
been
at
the
shaw
since
she
started
in
k1
in
the
fall
of
2018
and
from
the
very
start
it's
been
such
a
warm
welcoming
school
community.
That's
deeply
committed
to
the
success
and
well-being
of
every
student
and
family.
AN
This
broken
promise
is
still
evident
on
the
bpps
school
directory
listing
which
says
that
the
shah
will
continue
its
expansion
to
one
grade
per
year
through
grade
five.
We
now
have
the
opportunity
to
fulfill
this
promise
and
expand
the
pa
sha
to
a
full
inclusion,
k-6
school,
in
line
with
the
bps
vision
for
elementary
schools.
AN
This
expansion
will
minimize
disruptive
transitions
for
students
and
foster
even
stronger
school
community
ties
every
year.
Since
this
broken
promise,
we
face
declining
enrollment
and
budget
shortfalls.
Families
with
multiple
children
move
younger
students
out
of
our
school,
so
they
can
be
in
the
same
school
with
their
older
siblings,
who
are
now
in
a
k
to
8.
AN
Instead
of
the
proposed
plan
to
close
one
of
our
third
grade
classrooms
next
year,
we
should
be
adding
a
fourth
grade
classroom
then
a
fifth
and
sixth
grade
classroom.
After
that
we
held
the
school-wide
parent
meeting
earlier
this
month
with
80
families
in
attendance
to
where
we
developed
and
approved
this
expansion
plan.
AN
We're
asking
that
you
listen
to
the
people
who
are
actually
in
this
community
to
keep
our
school
family
together.
Our
students
have
faced
countless
connections.
S
AN
B
AO
AO
Good
evening,
hello,
thank
you
for
allowing
me
to
speak
on
behalf
of
the
show
this
evening.
My
name
is
oneeda
casado
and
I've
been
working
for
bps
for
21
years.
I
began
my
career
as
a
substitute
teacher
and
I'm
currently
working
as
a
proud
kindergarten
teacher
at
the
shaw
I
have
been
working
at
the
shah
since
it
reopened
in
2014,
at
which
time
we
were
promised
by
bps
that
we
would
go
to
fifth
grade
a
promise
that,
as
you
now
know,
was
not
fulfilled,
leading
to
a
lot
of
frustrated
families
and
staff.
AO
AO
I
am
proud
of
the
educators
and
school
leaders
at
the
shah
because
of
the
loving
commitment
they
demonstrate
towards
the
shaw
community.
Our
community
is
made
up
of
many
families
who
are
underserved
in
areas
such
as
housing,
food
and
health
care.
The
shaw
community
not
only
offers
excellent
quality
education
according
to
bps
standards.
We
also
strive
to
meet
family's
social
and
emotional
needs.
It
is
wonderful
to
have
a
small
community
school
in
matapan,
where
families
can
feel
loved
and
cared
for.
AO
It
is
great
getting
to
know
our
wonderful
shaw
families
on
a
personal
level
and
watching
with
pride
as
their
children
grow
within
our
community.
I
think
it
is
wrong
to
phase
out
our
small
but
precious
neighborhood
school.
Instead,
a
better
solution
would
be
to
grow.
The
school
like
we
were
originally
promised
by
adding
a
fourth
grade.
Classroom
like
our
students
and
families,
are
asking
for,
I
hope,
to
see
bps
work
with
the
shah
to
grow
the
school
so
that
we
may
continue
to
serve
our
wonderful
families
in
matapan
and
the
surrounding
communities.
AO
AP
Five
years
ago
I
was
with
the
huge
number
of
parents
who
stood
in
the
school
library
in
2018
when
the
district
announced
they
would
not
fulfill
their
promise
to
expand
the
shah
to
a
fourth
and
fifth
grade,
and
instead
cap
us
at
third
grade.
Since
this
decision
in
2018,
our
enrollment
has
declined
by
30
percent.
AP
In
fact,
we
have
heard
from
other
school
leaders
from
central
office
staff
and
from
our
most
important
stakeholders
our
families,
that
the
shah
is
a
high
quality
place
to
teach
and
learn.
Dr
coselius,
you
told
us
last
night
at
our
school
site
council
meeting
that
the
district
has
lost
7
000
students
over
the
last
five
years.
AP
We
at
the
shaw
know
that
our
families
often
choose
charters
or
private
schools
when
they
learn.
They
can't
continue
at
the
shaw
past
third
grade
in
our
meeting
with
the
chief
financial
officer
of
boston,
public
schools.
Two
weeks
ago,
we
heard
that
our
vision
to
expand
the
shah
to
a
k-6
school
might
make
us
too
appealing
of
a
school
that
could
cause
too
many
families
to
choose
our
school.
AP
B
AP
B
AQ
My
name
is
alyssa
robinson,
I'm
a
parent
from
matapanas
and
good
evening.
Madam
chair
and
committee
members,
my
name
is
alyssa
robinson
and
I'm
a
grandmother
of
the
hardian
one
small
child
in
the
boston
public
school
system,
he's
five
and
a
half
and
has
been
enrolled
in
the
boss,
public
school
special
education
department,
since
he
was
three
years
old
due
to
an
autism
diagnosis.
AQ
I'm
here
to
speak
on
behalf
of
my
grandson's
former
school,
the
pauline
shock
elementary
school
american
mass,
currently
special
education
class
for
children
at
the
shaw,
starts
at
gay
zero
and
ends
at
the
completion
of
k1
and
many
of
our
most
vulnerable.
Children
are
traumatized
by
the
transition
from
a
tiny
class
at
a
school
which
is
very
small,
with
a
warm
family
atmosphere
to
large
inclusion
classes
at
a
large
new
school.
AQ
The
shaw
elementary
school
and
community
is
proposing
that
the
school
be
changed
to
a
full
inclusion
school
for
all
grades
and
that
the
school
year
2223
one
fourth
grade
class,
be
added
to
the
shaw.
Promises
have
been
made
to
the
shop
in
previous
years,
both
becoming
a
full-clusion
school
and
about
adding
grades
four
through
six,
but
ever
come
to
fruition.
AQ
B
We'll
now
hear
testimony
from
speakers
who
will
be
using
interpretation
services,
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony
school
committee.
Member
ms,
will
receive
spanish
interpretation
by
phone
when
testimony
is
being
presented
in
a
language
other
than
english
or
spanish.
R
R
R
The
another
person
that
I
know
she
have
a
daughter
that
got
accepted
into
the
boston
latin
school
and
that
person
and
michelle
wu
her
daughter,
have
the
10
point.
10
extra
point:
I'm
asking
everyone
here
all
of
you
here,
I'm
a
taxpayer
just
like
you
and
you're.
Treating
me
unfair.
Why
can't?
I
have
because
the
10
extra
point
will
help
my
son,
but
no
one
in
the
men
in
school
have
the
10
extra
points.
R
B
AR
G
AR
G
So,
yes,
my
son
and
my
daughter
are
in
school
because
in
demanding
school
because
of
a
lottery
and
right
now
I
am
very
concerned
and
very
disappointed
that,
because
they
came
into
the
school
and
don't
get
me
wrong,
I
I
do
appreciate
it
a
lot
now.
I
have
learned
that
my
children
and
some
of
their
peers
will
not
be
able
to
get
the
10
points
because
they're
in
this
type
of
school.
AR
G
So
yes,
and
for
me
I
really
do
not
understand,
and
I
really
want
to
wrap
my
hand
around
my
head
around
this,
but
you
know
I
we
sent
our
school,
we
sent
our
children
to
the
school
that
they
were
assigned
by
bps,
and
what
should
I
do
now?
Should
I
play
another
lottery
and
win
it
again.
So
what
I
do
not
understand
is
how
major
wu's
daughters,
the
major
wu,
makes
over
200
000
a
year.
G
Why
did
they
get
the
10
points
and
people
from
the
community
people
like
me
did
not
get
these
10
points.
I
I
greatly
encourage
bps
to
fix
this
and
to
hear
us.
Thank
you.
AJ
AJ
G
AJ
G
AJ
AJ
AJ
G
So
wesley
was
placed
in
the
same
lottery
than
the
that
the
daughters
of
mayor
wu
why
they
did
not
get
the
ten
points.
B
G
G
G
AG
G
AG
G
And
I
would
also
like
you
to
take
into
consideration
the
remote
way
of
giving
classes,
because
most
likely
it's
gonna
happen.
Yes,
as
it
happened
after
the
vacations
in
december.
B
Our
next
speaker,
yanzhou,
was
not
signed
into
the
meeting,
so
at
this
time
I
will
activate
the
not
the
interpretation
icon.
All
interpreters
will
be
sent
to
your
channels
and
you
can
begin
interpreting
again.
Thank
you.
B
B
AK
Hello,
my
name
is
conoco
ito.
I
live
in
west
roxbury.
My
son
goes
to
manny
school.
I
requested
a
japanese
translator,
but
I
was
told
they
were
unable
to
provide
one.
So
please
excuse
my
english.
I
would
do
my
best
to
deliver
my
message.
I'm
a
mother
of
a
man
in
fifth
grader
and
a
special
education
teacher.
AK
My
family
believes
in
the
full
inclusion
model,
the
thoughtfulness
in
a
dish
unthoughtfulness
an
additional
10
points
to
all,
but
seven
boston,
public
school
discrimination
discriminate
against
students
who
are
on
an
iep
for
emotional
impairment
and
who
benefits
from
full
inclusion.
Setting
the
seats
for
full
inclusion
services
for
el
are
extremely
limited.
AK
Only
two
of
boston
public
elementary
schools
provide
a
full
inclusion
option
for
students
with
el
those
are
the
jp
manning
school
and
the
mary
lyon.
However,
if
your
students
attend
the
jp
manning
in
order
to
be
in
lre,
they
are
automatically
disqualified
from
receiving
additional
10
points
to
attend
exam
school
by
virtue
or
receiving
services
for
their
disability.
AK
The
mary
lyon
does
not
have
enough
seats
to
provide
services
to
all
the
students
necessary
and
not
no
other
program
exists
for
the
same
quality.
Boston
has
created
the
program
in
a
school
jd
manning
does
not
get
additional
points
for
admission
to
exam
school,
which
is
in
turn
limits
access
to
students
who
must
be
in
the
program
the
law
requires.
AK
Students
have
access
to
the
general
education
classroom
to
the
fullest
potential,
and
the
bls
bps
has
met
the
legal
requirement
with
the
j.p
manning
school
section
504
for
this
organization
and
employees
from
excluding
or
denying
individuals
from
disability
with
a
disabilities.
An
equal
opportunity
to
receive
program
excuse.
AK
AK
AT
Mike
heischmann
dorchester
basher,
thank
you,
sarah
and
tiffany
for
representing
visak
on
the
school
committee,
hooray
for
beesack
for
your
january
14th
action.
Thank
you
for
acting
to
protect
your
health,
the
health
of
your
classmates,
the
health
of
your
families
and
the
health
of
your
community.
Thank
you
for
your
advocacy
for
your
education.
AT
When
kamani
james
resigned
from
the
school
committee,
and
we
when
he
and
some
student
leaders
resigned
from
b
sac
because
adult
leaders
did
not
listen
and
respect
you,
it
became
difficult
to
hear
students.
Voices
a
strong
student
voice
is
essential
for
the
future
of
our
school
system.
I
am
thrilled
that
bisac
is
back
dr
castellius.
Thank
you
for
listening
and
respecting
our
student
leaders
and
for
supporting
their
recent
action.
Do
you
still
have
a
student
cabinet?
AT
We
need
to
hear
about
your
meetings
with
our
student
leaders,
sarah
and
tiffany.
We
need
to
hear
reports
from
bisac
at
future
school
committee
meetings
hooray
for
families
for
covent
safety
and
their
action
on
monday
january,
24th,
hooray
for
our
boston
parents,
who
took
our
campaign
for
safe
schools
and
quality
education
to
deci.
AT
Once
again,
desi
is
part
of
the
problem,
instead
of
being
part
of
the
solution.
Thank
you
for
rejecting
the
proposal
to
turn
charlestown
high
into
a
neighborhood
school.
This
racist
proposal
would
have
gentrified
that
school
to
benefit
the
white
families
of
charlestown.
This
proposal
should
have
been
addressed
by
the
equity
roundtable
before
a
decision
was
made.
Thank
you,
dr
cassellius,
for
explaining
to
me
that
the
state
required
that
this
decision
be
made
within
30
days.
This
is
another
example
of
a
stupid,
bureaucratic,
desi
requirement.
AT
Once
again,
desi
has
demonstrated
that
as
part
of
the
problems
instead
of
part
of
the
solution
on
january
17th,
there
was
a
debate
in
the
boston
globe
over
whether
the
state
should
put
the
bps
into
receivership.
This
so-called
debate
is
being
orchestrated
by
hidden
forces
outside
of
our
city.
Mr
heisman,
are
there
any
way
that
we
could
place
jesse
into
receivership?
AU
My
name
is
victoria
woodward-moore
and
I'm
a
mom
to
two
maining
school
students
in
grades
four
and
six
we
live
in
brighton.
I
have
concerns
about
the
additional
10
points
policy
for
exam
school
admission.
I
understand
and
support
the
original
intent
of
the
10
points,
but
I
want
to
outline
two
issues:
misinformation
presented
by
the
district
at
the
school
committee
meetings
and
lack
of
communication
to
bps
families
about
these
policy
changes.
The
superintendent's
presentation
at
the
december
first
school
committee
meeting
failed
to
capture
all
affected
schools.
The
manning
and
mozart.
AU
Schools
were
not
included
on
the
slide
listing
bps
schools
with
less
than
40
percent
poverty,
notably
these
slides
were
scrubbed
from
the
exam
school
website
this
week,
but
I
have
the
pdfs.
We
were
only
made
aware
that
our
schools
were
affected
when
the
list
of
disadvantaged
schools
was
posted
on
the
bps
website
weeks
ago.
In
addition,
the
district
simulations
presented
to
prove
that
every
school
will
have
an
opportunity
for
invites
also
excluded
the
manny
and
the
mozart
any
school
with
a
grade.
Five
must
be
included
in
their
simulations
since
they're
they're.
AU
Applying
the
ten
points
based
on
where
kids
attended
grade
five,
were
our
schools
accidentally
or
intentionally
excluded?
How
can
we
trust
their
data
when
entire
schools
are
omitted
alarmingly,
there
was
never
communication
sent
to
bps
families
about
the
10
points.
The
superintendent's
december
21st
email
regarding
updates,
fails
to
mention
the
10
points.
Many
of
the
parents.
AU
I've
spoken
with
had
no
idea
about
the
policy
that
it
impacts
their
kids
or
that
the
district
is
awarding
this
bonus
to
every
student
at
91
percent
of
schools,
except
for
seven,
thereby
penalizing
students
for
attending
the
school
bps
assigned
them
two
years
ago.
How
will
this
policy
provide
equity
for
children
who
need
it
when
the
10
points
are
distributed?
So
broadly,
I
don't
believe
the
impacts
of
this
policy
have
been
carefully
considered.
Nor
have
the
unintended
consequences
been
examined.
Many
fellow
parents
are
testifying
about
these
tonight.
AU
AV
I'm
nancy
lesson:
grandmother
of
four
bps
elementary
school
students,
mother
of
a
bps
high
school
teacher
member
of
mass
kosh
health,
technical
committee
and
of
bps
families
for
covid
safety
famcosa,
I'm
in
jamaica,
plain
famcosa
calls
for
enhanced
school,
coveted
protection
such
as
fixing
a
very
broken
pool,
testing
system,
guaranteeing
good
ventilation
and
filtration
investigating
school
outbreaks,
increasing
access
to
vaccinations
and
providing
high
quality
masks,
n95s
and
kf-94s
for
staff
and
kf-94s
for
students.
This
layered
approach
is
needed
to
reduce
school
transmission,
while
many
officials
peddle
myths
about
low
school
transmission.
AV
Most
studies
show
that
if
the
elements
of
a
layered
approach
are
in
place,
the
risk
of
school
transmission
is
lowered.
During
this
pandemic,
10.6
million
children
have
gotten
coveted
in
the
u.s
2
million
of
them.
In
the
last
2
weeks
in
today's
washington
post
an
opinion
piece
written
by
three
of
deci's
medical
advisors,
said,
schools
can
now
safely
make
masks
optional
for
students
and
staff.
I
won't
go
into
their
convoluted
reasoning:
it's
not
scientific,
but
it's
very
troubling.
Last
fall.
AV
Several
studies
compared
covid
cases
in
schools
that
required
masks
and
those
that
didn't
one
showed
covet
cases
were
three
and
a
half
times
higher
in
schools.
Without
mass
requirements,
another
showed
pediatric
covert
rates,
lower
than
counties
with
school.
Mass
requirements
cdc
concluded
that
school
mass
requirements
in
combination
with
other
prevention
strategies
are
critical
to
reduce
the
spread
of
covid19
in
schools.
Last
week,
cdc
updated
guidance
on
masks
stating
that
n55s
offer
far
better
protection
than
cloth
masks
against
the
omicron
variant
they
recommended
wearing
the
most
protective
mask
that
fits
well.
AV
B
B
AW
AW
Since
the
pandemic,
you've
punted
on
remote
learning
failed
to
address
learning
loss,
not
provided
standardized
curriculums
per
grade
level.
These
meetings
are
a
litany
of
how
you
fail
to
meet
community
needs,
students
and
buses,
safety
pathways,
so
many
aspects
of
covet
and
the
exam
schools
with
no
other
quality
options.
Among
other
things,
your
bungled
policy
left
at
least
75
seventh
grade
seats
at
the
exam
schools
open
this
fall.
This
is
important
because
of
the
30
bps
high
schools.
Only
these
three
schools
rate
a
meets
or
exceeds
by
the
state.
Despite
your
lip
service
to
equity.
AW
By
your
own
dated
measures,
only
six
percent
of
high
school
students
attend
a
tier
one
school
that
is
not
an
exam
school.
You
rate
only
one
third
of
all,
high
schools
as
tier
one
or
two.
How
do
you
sleep
at
night?
We
hope
you
won't
materially
damage
bls
before
our
older
son
graduates.
You've,
given
me,
no
reason
to
trust
that
you
can
or
will
do
anything
to
stop
the
downward
spiral
towards
district-wide
state
receivership.
AW
We've
made
the
wrenching
decision
to
pull
our
younger
son
from
a
school
community
that
he's
known
almost
his
entire
life.
You
failed
him.
You
failed
us.
You
continue
to
fail.
The
families
of
boston
enrollment
will
never
mirror
city
demographics
until
you
provide
quality
options
for
our
students,
it's
not
entitlement
to
pay
taxes
and
feel
forced
to
pay
for
schools
out
of
pocket.
It's
desperation
in
closing.
How
do
you
sleep
at
night?
Thank
you.
AI
AX
Hello,
my
name
is
margaret
day
I
live
in
jamaica
plain.
I
am
the
mother
of
a
fifth
grader
at
the
manning
and
a
social
worker.
The
exam
school
task
force
met
for
a
year
and
thoughtfully
considered
ways
to
increase
accessibility
at
boston's
exam
schools.
After
much
multi-disciplinary
collaboration,
they
proposed
an
eight-tier
system
to
help
increase
the
opportunities
of
all
boston
students
to
enter
the
exam
schools.
I
support
this
at
the
very
last
minute
and
poorly
researched.
AX
AX
These
economic
disadvantage
points
are
calculated
by
looking
at
each
school
as
a
whole.
Therefore,
k
through
five,
which
demanding
was
for
the
majority
of
the
years,
is
being
directly
compared
to
a
k-8
school.
This
is
mathematically
flawed,
a
10th
grade,
math
student
can
tell
you
this
basic
tenet
of
mathematics.
AX
In
order
for
there
to
be
comparison,
there
must
be
normalization
in
this
case
of
comparison,
normalization
means
looking
only
at
k
through
five
at
each
school
when
calculating
the
economic
disadvantage.
All
the
deci
data
going
back
over
a
decade
shows
that
boston
public
elementary
schools
become
incredibly
more
economically
disadvantaged
in
grades.
Six
through
eight
the
comparison.
AX
If
the
comparison
was
normalized,
and
this
percentage
only
reflected
k
through
five
students,
we
would
be
seeing
a
very
different
economic
disadvantage
list
with
many
more
than
seven
schools.
The
manning
is
being
inaccurately
compared
to
its
peers,
using
faulty
math
that
lacks
the
most
basic
thoughtfulness
when
seeking
comparability.
AX
While
I'm
asking
you
to
consider
the
numbers
here,
I
want
to
be
clear
that
damage
is
more
than
numbers.
These
seven
schools
represent
students,
students
who
have
worked
hard
and
are
being
prevented
from
having
equal
access
based
on
bad
math.
I
entered
the
same
lottery
as
for
my
children
as
michelle
wu.
Why
do
her
kids
get
the
10
points?
AX
AY
Good
afternoon
my
name
is
ruby
reyes
and
I'm.
The
executive
director
of
the
boston,
education,
justice
alliance
and
dorchester
resident
bps
needs
to
adopt
a
do.
No
harm
policy,
basia
requests.
The
school
committee
commit
to
no
unnecessary
disruptions
to
any
student
or
learning
community
until
there
is
at
least
one
year
of
steady
learning,
no
administrator,
local
or
at
the
state
level
should
add
to
the
trauma
students
are
experiencing.
AY
This
includes
school
communities
having
to
worry
about
closing
from
enrollment
decline,
school
budget
cuts
because
of
weighted
student
funding
formulas
or
empty
billed.
Bps
promises
as
part
of
this
no
harm
policy.
Bps
should
revisit
revisit
the
attendance
policy
to
ensure
families.
Do
not
experience
unnecessary
stress
from
threats
of
truancy
at
tuesday's
destiny
board
meeting
commissioner
reilly
shared
that
it
was
up
to
school
districts
to
determine
their
attendance
policy.
AY
Basia
would
like
to
encourage
the
school
committee
to
amend
the
attendance
policy
to
increase
the
number
of
absences
due
to
covet-related
issues
as
a
commitment
to
do
no
harm.
Families
need
to
be
included
in
decision-making
around
coveted
safety
so
that
they
are
receiving
answers
to
questions
rather
than
being
blamed
for
sending
sick
kids
to
school.
AY
Bps
needs
to
guarantee
adequate
ventilation
and
filtration
in
every
space
in
which
students
are
eating,
meals,
maintaining
and
providing
portable
air
cleaners
with
herpa
filters
for
schools
without
hvac
systems,
and
evaluate
the
implementation
of
all
covenant
mitigation
efforts
to
ensure
racial
equity
using
the
bps
racial
equity
planning
toolkit
the
managing
dorchester
and
roxbury
neighborhoods
house,
the
most
school-aged
children.
However,
schools
in
these
neighborhoods
specifically
are
experiencing
threats
of
grade
recon
grade
reductions,
budget
cuts
with
still
no
new
building
in
sight.
AY
The
trotter
and
king
schools
just
found
out
their
seventh
and
eighth
grades
will
be
cut.
The
trotter
has
one
percent
white
students
and
the
king
has
2.5.
The
shaw
school
recently
had
a
third
grade
classroom
eliminated.
They
have
1.9
white
students.
The
district
had
originally
promised
to
expand.
The
shadow
include
grades.
Four
and
five
shaw.
Families
and
students
are
once
again
fighting
to
strengthen
their
school
community
rather
than
having
it
close.
AY
We
know
that
closings
this
proportionately
impacts
black
and
latino
families
and
is
no
is
not
a
long-term
solution
to
enrollment
decline
across
the
city,
rather
than
the
current
tear
down
model
of
destroying
places
of
joyful
learning
for
black
and
latino
students
and
families.
The
solution
is
to
stop
closing
schools
and
start
building
the
things
that
you
promised.
Thank
you.
AZ
AZ
AZ
AZ
B
BA
Yes
good
evening,
thank
you.
My
name
is
elise
pechter,
I'm
a
grandmother
of
two
kids
in
the
boston
schools.
I
live
in
jamaica,
plain,
I'm
a
member
of
mass
kosh
health,
technical
committee
and
a
member
of
bps
families
for
perfect
safety,
and
I
want
to
talk
to
you
about
the
importance
of
measuring
and
reporting
our
cova
data.
BA
BA
AS
AS
I
wanted
to
keep
it
in
mind
that
now
other
schools
are
prepared
to
offer
a
safe
place
for
all
children.
It's
something
that
worries
everyone.
The
lack
of
repairs
of
the
buildings
has
been
ignored
for
years,
and
it
is
time
to
take
an
action
every
model,
the
schools
they
need
maintenance
as
soon
as
possible,
or
children's
teachers
and
and
all
the
other.
A
school
staff
should
have
better
ventilations
and
safe
environment.
AS
Something
else
that
I
would
like
to
add.
I
think
it
makes
a
lot
of
sense
if
you
take
into
consideration
the
lack
of
the
personnel
such
as
the
teacher
lunch
monitors,
school
drivers
and
bus
monitors
who
are
asking
do
or
to
be
infected
with
kobe
19,
to
have
an
option
of
remote
learning
for
or
or
children's
to
give
this
option
to
the
parents
who
had
the
remote
learning,
especially
when
the
students
have
been
a
cl,
close
contact,
exposure
and
also
positive
of
cobit.
AS
They
mean
so
much
of
their
classes,
because
what
was
promised
for
the
students
to
have
the
plan
to
continue
their
education
while
they
they
are
quarantine,
has
not
happened.
What?
If
these
essers
funds
are
there
for
the
students
who
need
who
really
need?
The
support
is
not
being
used
to
provide
the
remote
learning
during
parenting?
AS
Can
you
tell
me
what
we
must
do,
so
our
voices
are
here
and
have
the
option
of
remote
learning
for
those
who
are
going
to
need
it?
In
my
opinion,
I
think
it
will
be
a
logical
decision,
because
we
want
what
is
best
for
children,
so
I
want
to
know,
since
you
have
responsibilities
of
making
decisions
about
the
school.
What
is
your
position
as
a
school
community
members
to
enjoy
the
fight
with
us
parents,
so
this
decision
tips
in
our
favor?
AS
It's
not
that
I'm
only
worried
about
my
kids,
but
also
about
all
the
children's
and
teachers
and
also
the
the
and
all
the
stuff
of
the
bps.
Thank
you.
Thank
you,
ms
matias.
U
U
U
U
Hi,
my
name
is
darcia
morales,
my
I'm
a
parent
of
a
bps
student
and
I'm
here
because
of
my
concern
about
the
high
covert
rates
being
a
medical,
professional,
myself
and-
and
I
said
it
before
and
I'll
say
it
again-
that
we're
living
in
a
public
health
and
emergency,
and
I
don't
think
that
you
guys
have
taken
these
seriously
and
it's
very
disrespectful
to
us,
the
parents,
the
teachers
and
the
students,
especially
because
I
think
that
remote
learning
should
have
been
on
back
on
a
long
time
ago.
U
Not
that
I
don't
want
my
child
in
the
environment
with
the
students
so
that
she
could
be
with
her
teachers
and
her
peers.
But
health
comes
first
before
education.
U
You
know,
if
you
don't
have
health,
you
don't
have
anything.
So
I
don't
know
what
and
what
you
guys
are
waiting
for
to
do
remote
learning,
because
in
the
past
couple
of
weeks
I've
heard
different
deaths
like
young
people
passing
away
from
colvin
19,
and
it's
not
funny,
and
it's
not
okay.
U
AM
Good
evening,
we
all
living
with
covet
stress,
fatigue,
black
communities,
experience
racial
stress
fatigue.
On
top
of
that,
build
bps
contributes
to
this
racial
stress
fatigue.
I
worked
at
the
pauline
shaw
school
when
it
was
a
k5
setting.
The
pa
shaw
was
a
stabilizing
core
support
for
families
with
strong
school
community
bond.
AM
We
would
walk
across
the
street
meet
with
families
and
engage
students.
We
created
a
partnership
with
a
local
bank
where
black
bankers
conducted
power
lunches
with
students.
I
recall
how,
when,
on
the
first
day
of
school
students,
eyes
lit
up
with
excitement
as
five
black
males,
dressed
in
meticulously
tailored
suits
presented
to
the
entire
student
body,
these
bankers
tuted
students
in
math,
which
led
to
building
relationships,
character,
independence
and
school
success.
Good
things
happen
when
positive
school,
community
and
business
partners
are
creators
created.
The
pa
shaw
was
later
closed.
AM
There's
a
police
station
nearby
that
has
never
been
at
risk
for
closing
the
phr,
reopen
with
limited
grades
and
now
has
an
uncertain
future.
My
point
is
in
2022
white
policy
makers
unfamiliar
with
this
history,
make
decisions
that
destabilize
and
traumatize
black
neighborhoods,
where
school,
where
community
policing
is
prioritized
over
community
schools,
because
there's
no
curiosity
about
the
schools
importance
to
the
community.
AM
Now,
on
the
heels
of
dr
martin
luther
king
jr's
birthday,
the
king
of
charter
schools
will
suffer
grade
cuts
decisions
made
then
announced
does
not
constitute
parental
input.
Meanwhile,
non-black
communities
get
new,
cutting
edge,
state-of-the-art
buildings
and
expansive
capital
improvement
plans.
Does
this
sound
like
bp
build
bps
centers
racial
equity?
We
all
know
the
answer.
AM
Build
bps
is
failing
black
students.
Bps
cannot
do
this
work
without
cultural
insiders
who
are
empowered
to
build
a
racial
equity
infrastructure
that
has
teeth
using
the
racial
equity
planning
tool,
not
as
a
check
off,
but
as
an
integral
strategy
for
centering
racial
equity
for
black
communities.
In
the
meantime,
madam
chair,
I
suggest
the
moratorium
on
school
closings
and
grade
reconfigurations
to
address
the
ongoing
harm,
build
bps
is
inflicting
on
black
communities.
Thank
you.
So
much.
B
BB
Good
evening,
good
evening,
my
name
is
erin
birmingham
inaudible.
I
have
three
kids
at
manning.
Elementary,
we
live
in
roslindale,
our
oldest
kj
is
in
the
fifth
grade.
He
was
assigned
k-zero
at
the
manning
when
he
was
just
three
for
full
inclusion.
Early
intervention
at
the
manning,
my
son
has
thrived
the
child,
who
didn't
talk
now
loves
public
speaking,
a
neuropsych
evaluation
identified
kj
as
academically
gifted
he
tested
into
the
awc
program.
Yet
we
and
many
other
manning
families
chose
to
stay
at
the
manning
for
our
family.
The
social
emotional
benefits
are
invaluable.
BB
This
fall
kj
was
even
selected
to
participate
in
a
bps
middle
school
science
program
where
they
took
pictures
using
nasa
satellites,
even
though
he
is
just
in
fifth
grade.
Bps
gave
him
the
opportunity
and
he
did
great,
I'm
a
very
proud
mom.
So
imagine
our
surprise.
When
I
find
out
the
same.
Bps
is
now
penalizing
my
son
and
taking
away
opportunities.
BB
We
do
not
live
in
walking
distance
to
the
manning,
our
home,
isn't
in
moss
hill.
My
son
was
assigned
to
the
manning
by
bps,
and
this
is
now
being
used
against
him
at
the
manning.
There
are
kids
who
have
been
kicked
out
of
other
bps
schools
only
to
find
a
fit
at
the
manning
and
now
they're
being
penalized
for
doing
well
at
a
great
school.
BB
I
urge
you
to
reconsider
the
10-point
penalty.
The
goal
is
noble,
but
the
execution
is
faulty.
Why
was
the
manning
left
out
of
simulations?
Why
was
it
added
onto
the
list
after
the
initial
announcement?
It
was
mentioned
in
today's
superintendent
report
that
you
are
aware
of
possible
issues
relating
to
students
with
disabilities
and
equity.
If
you
are
aware
of
disparate
impact,
your
absolute
duty
is
to
address
it
now
not
next
year.
BB
There's
a
really
lovely
family
down
the
street
two
blocks
from
us:
they're,
a
yale
educated
banker
and
a
harvard
educated
lawyer.
Their
two
kids
will
get
the
10
points
that
harvard
educated
lawyer
is
mayor,
michelle
blue.
How
do
I
explain
to
kj?
Why
do
they
get
the
10
point
bonus
and
we
don't?
The
time
is
now
please
reconsider.
BB
BC
BC
Over
the
past
nine
years,
I've
had
a
front
seat
and
witnessing
the
benefits
of
full
inclusion.
At
the
manning
I've
seen
my
children
grow
to
be
empathetic,
patient
understanding
for
giving
and
academically
thoughtful
leaders,
and
much
of
this
comes
from
the
lessons
they
learned
at
the
manning
over
the
years
at
the
manning.
It's
I
I've
heard.
You
know
the
praise
that
it's
had
and
being
recognized
for
its
success
and
narrowing
the
achievement
gap,
and
it
appeared
that
bps
really
looked
at
the
manny
as
a
model
of
inclusion
done
right.
BC
I
believe
that
the
cornerstone
of
this
model
and
why
it
has
gone
right,
is
student
cohorting.
These
students
grow
up
together
from
early
years
and
they
learn
to
have
empathy
for
for
one
another.
They
they
work
together,
they
they
bring
each
other
up
and
it
brings
confidence
and
trust
and
a
great
learning
environment
in
the
classroom.
BC
So
I'm
raising
this
about
the
manning
really
specifically
about
the
ten
point
gap.
As
I
believe
it
will
cause
significant
harm
to
the
community
which
has
taken
years
to
build,
it
would
be
really
specifically
damaging
to
the
many
ei
students
that
you
know
we
heard
already
and
many
of
the
other
speakers
that
were
really
assigned
to
the
manning.
There
was
nowhere
else
to
go.
There's
really
not
enough
inclusion
schools
in
boston
as
there
is
so
all
automatically
they're
going
to
be
limited.
BC
Another
is
that
you
know
students
who
want
to
attend
exam
schools,
I
believe,
will
essentially
elect
to
leave
the
manning,
probably
in
the
fourth
grade,
so
that
they
don't
receive
the
penalty.
If
you
will-
and
I
do
believe,
then
that
breaks
down
the
cohort
model
and
will
damage
the
inclusion
model
that
the
met
that
has
made
the
manning
successful.
BC
BD
Hi
good
evening,
thank
you,
madam
chair
and
members
of
the
school
committee.
My
name
is
jason
maha
oops
good
evening.
Thank
you.
My
name
is
jason
smaha.
I
am
a
teacher
at
madison
park,
technical
vocational
high
school
yesterday,
dr
cassidius,
and
her
team,
along
with
btu
president
jessica
tang
and
her
team
participated
in
a
very
open
and
honest
dialogue
with
the
staff
at
madison
park.
It
was
communicated
to
us
that
an
intervention
team
will
be
formed
with
representatives
from
both
bps
and
madison
park,
btu
staff.
BD
This
team
will
be
reviewing
data
meeting
with
members
of
the
mp
community
and
finally
making
recommendations
to
the
superintendent,
but
how
to
move
our
school
forward.
I'd
like
to
thank
dr
castillos
for
taking
this
bold
and
brave
move
to
ensure
that
madison
park,
our
city's
only
full
career
and
technical
education
school
is
able
to
fulfill
its
potential.
BD
As
you
all
know,
madison
park
has
had
a
very
rough
go
of
it.
Ever-Changing
leadership,
turnaround
and
transformation
status
and
general
inconsistency
has
plagued
us
for
over
10
years.
It
seems
that
madison
just
can't
catch
a
break
plan
after
plan
has
been
drawn
up
over
the
years,
but
no
one
has
taken
a
stand
and
said
that
the
responsibility
of
madison
park
rests
with
me.
Dr
casilia
said
this
to
us
yesterday.
When
I
heard
this,
I
was
elated.
BD
It
seems
that,
finally,
after
all,
we've
been
through
somebody
at
the
highest
level
of
bps
administration
is
saying
we
hear
you
madison
park.
We
care
about
you
madison
park,
we're
going
to
do
whatever
we
can
to
make
madison
park
the
shining
star
it
has
the
potential
to
be
with
this
very
radical
statement
of
love
comes
accountability.
BD
This
process
must
be
public
and
transparent.
There
can
be
no
behind
closed
doors
moves.
There
can
be
no
talk
without
action.
I
come
here
to
this
very
public
forum
to
thank
the
superintendent
and
the
school
committee
for
putting
us
on
their
map
and
acknowledging
the
importance
of
madison
park.
All
the
stakeholders
in
this
central
admin,
teachers,
students,
families,
partners,
neighbors,
must
hold
each
other
accountable.
We
must
succeed
where
others
have
failed.
The
stakes
are
way
too
high.
BD
The
kids
at
madison
are
our
kids
every
day
I
see
I
look
at
the
sea
of
sophomore
faces
in
my
english
class
and
see
the
talent
and
promise
there.
It
is
nice,
finally,
for
the
district
level,
administrative
team
to
see
that
talent
and
promise
too,
and
to
put
real
action
into
making
madison
park
technical
vocational
high
school
the
very
best
it
can
be.
Thank
you
from
the
bottom
of
my
heart.
Now
it's
time
to
get
to
work.
BE
Thank
you
so
much
and
thank
you
all
for
listening
for
three
hours
already
and
still
have
a
meeting
in
front
of
you.
I
don't
know
any
of
the
school
committee
members
these
days,
but
let
me
tell
you
who
I
am.
I
started
teaching
jeremiah
burke
50
years
ago
when
racial
isolation
in
boston
was
such
a
horrible
problem
that
when
I
took
my
students
across
the
mystic
river
bridge,
they
were
terrified.
They'd
never
been
there
before
the
the
the
racial
isolation
from
the
job
market
in
metro.
Boston
is
as
bad
now,
almost
as
bad.
BE
Now
as
it
was,
then
there
has
been
so
little
progress
that
it's
un
unbelievable
to
me,
and
I
talk
to
my
former
students
all
the
time
who
say
to
me
things
like
golly.
You
know
I
didn't
know
I
could
have
been
a
like
fill
in
the
blank.
I
didn't
know
those
things.
Then
we've
got
to
end
that
and
I
I
really
appreciate
jason
speaking
up.
BE
I
hope
you
read
the
report
that
was
done
under
mayor
walsh's
administration,
of
middle
skill,
jobs
forecast
for
the
bechtel
boston
area.
They
are
among
the
very
best
jobs
that
are
going
to
be
available
to
our
students.
This
century
there
are
at
least
75
jobs,
most
of
which
our
students
and
their
families
have
never
seen
don't
know
anything
about,
and
therefore
can't
aspire
to.
BE
Technical
vocational
education
is
not
about
madison
park
high
school
alone.
It's
about
the
feeder
programs,
the
community
awareness
starting
in
fifth
and
sixth
grade
it's
about
having
seventh
grade
and
eighth
grade
programs.
It's
about
having
hands-on
education
at
very
low
grade
levels
so
that
children,
our
children,
can
know
about,
and
aspire
to
and
prepare
for
the
jobs
in
metro,
boston
and
around
the
world.
In
the
21st
century
we
have
to
improve
not
only
madison
park,
but
all
of
our
career,
prep
programs
leading
up
to
it.
BE
B
BF
Hi,
can
you
hear
me?
Yes,
we
can
hi.
I
apologize
for
the
multitasking
here
I
and
I
apologize
at
three
hours
and
still
going
for
all
of
you
and
we're
about
to
have
dinner.
I
signed
up
just
by
tonight
around
some
of
the
coveted
measures
and
lack
thereof,
but
I
did
want
to
take
a
quick
moment
of
my
time
to
really
speak
to
the
folks.
Who've
been
testifying
from
the
manning.
BF
It
is
neither
inclusive
nor
appropriate
to
be
talking
about
that
in
service
of
your
greater
mission,
and
I
hope
those
who
continue
to
suffer
take
that
to
heart.
You
know
those
boys
have
been
through
enough.
We
live
in
roslindale
they've
had
plenty
of
things
going
on.
That's
made
their
lives
difficult,
please,
regardless
of
your
political
obligation,
continue
your
advocacy
without
that
kind
of
unnecessary
add-on,
but
back
to
the
covet.
BF
I
really
spoke
son
of
tonight
to
really
commend
council
member
mercer,
who
goes
to
my
daughter's
school
and
for
her
leadership
and
leadership
of
all
of
her
fellow
peers
in
their
walkout
and
their
advocacy
and
their
day
of
action.
It
was
really
well
done
and
I
really
hope
this
body
takes
their
demand
seriously.
BF
We
are
in
the
process
of
trying
to
transition
our
child
from
the
home
and
hospital
program
into
school,
and
it
is
really
getting
a
handle
on
what
is
being
done
and
what
isn't
a
real
challenge-
and
I
appreciate
and
and
thank
the
superintendent
for
taking
the
time
regarding
desi's,
ill-conceived
approach
to
transition
away
from
test
and
stay.
It's
bad
enough.
BF
We
don't
even
know
what
test
and
stay
does
right
now,
and
I
would
reiterate
that
having
vaccinated
people
stand
out
differently
from
unvaccinated
people
in
these
programs,
when
latest
data
shows
that
we
have
eight
percent
break
out
cases
of
what
is
reported
and
that
we
need
to
have
better
policies
to
provide
parents
with
clear
understanding
of
what
the
situation
is
in
their
schools,
and
I
would
also
just
I
know
my
time's
up,
but
just
to
go
back
to
what
sam
dupin
had
indicated,
that
he
would
be
following
up
with
the
school
committee
regarding
sensors
and
data
in
large
areas
like
the
cafeterias
and
places
where
students
are
aggregating
without
mass,
if
that
could
also
be
made
available
on
the
air
quality
website
for
the
general
public,
that
is
information
as
parents.
BF
B
A
C
You
so
well
first,
I
I
want
to
echo
the
the
sentiments
given
to
miss
mercer
on
co-organizing,
a
a
student-walk-out
and
protests
done
safely
and
done
clearly
clearly
such
that
the
demands
were
were
laid
out
and,
of
course,
the
dialogue
that
it
created
was
one
that
I
believe,
was
constructive
and
certainly
moving
forward.
C
Definitely
under
consideration
and
and
definitely
upholding
the
the
voices
of
the
the
community
and
thank
you,
miss
mercer
for
empowering
the
voices
of
everybody
in
that
sense
and
the
question
that
I
have
actually
is
sort
of
related,
more
or
less
on
some
details
concerning
the
the
kaleidoscope
cohort
to
school
funds.
If,
if
we
have
any
updates
regarding
sort
of
the
progress
of
the
pilot
advisory
teams
where,
where
they
are
in
their
work,
at
this.
AB
Point
yes,
I
know
that
our
school
superintendent,
tommy
welsh,
has
been
working
with
deci
to
implement
that
program.
AB
AB
Don't
think
that
he
is
on,
but
I'd
be
glad
to
get
you
that
dr
elkins
and
for
the
committee
yeah,
where
we
are
on
that
date.
I'm
just
don't
have
my
notes
on
the
project.
The
project
is
in
the
east,
boston
region,
1,
schools,
where
the
focus
is
and
they're
doing,
professional
development
and
deeper
learning
is
project-based
learning,
authentic
assessment
and
it's
mostly
the
first
year,
is
around
training
teams
and
working
with
teacher
teams
around
that
practice
within
the
schools.
BG
Hey
dr
elkins
good,
to
see
you
again:
tommy
welch,
here
region,
one
school
soup
supporting
schools
in
east
boston
north
end
charlestown
elementary
in
high
school.
I
think
the
question
was
about
progress
of
kaleidoscope
right
now.
This
year
was
really
the
first
year
we
kicked
it
off
in
that
grant.
You'll
see
there
was
a
grant
approved
last
week
as
a
last
school
committee,
and
then
there's
one
up
this
week.
The
grant
really
has
two
parts
to
it.
The
first
part
which
dr
kilcellis
started
explaining
was
the
acceleration
academies.
BG
This
grant
is
basically
funding
one
of
the
10
regions
for
the
recovery
strategy
for
a
february
april
academies
during
the
summer.
One
of
the
first
meetings
I
took
with
dr
eckelson.
BG
I
just
want
to
make
sure
that
he
knew
that
this
money
was
coming
and
I
wanted
to
be
as
aligned
as
possible
with
the
district-wide
strategy,
so
think
of
it
as,
like.
You
know,
funding
one-tenth
of
this
initiative.
That's
coming
up
in
february
throughout
the
winter.
I
collaborated
with
his
team
to
make
sure
that
we
were
as
closely
aligned
as
possible
and
all
the
elements
of
the
rollout
of
this
huge
investment
last
night.
BG
As
a
matter
of
fact,
we
had
151
of
our
teachers
in
region,
one
in
the
first
of
two
pds,
getting
ready
for
february,
so
we're
pretty
good
firmed
up
ready
to
go.
The
second
bucket
of
funding,
which
is
the
one
that's
up
for
tonight,
has
to
do
with
professional
development,
professional
learning.
This
is
getting
into
the
deeper
learning
framework
that
dr
casilla
was
mentioning.
Really.
BG
What
we're
doing
is
is
is
taking
the
15
school
leaders
and
140
pilot
advisory
team
members
who
volunteered
to
do
this
initial
work
of
planning
for
the
deeper
learning
rollout
and
really
what
it's
doing
is
tying
our
overall
district
strategy
of
equitable
literacy.
BG
Through
this
framework
elements
of
the
framework
key
tenants
of
the
framework
that
connects
to
their
own
instructional
focus
at
each
of
their
individual
schools.
So,
really
looking
at
the
overall
strategy
of
the
district
and
what's
happening
on
the
ground
in
each
of
their
15,
unique
school
communities
and
kind
of
using
the
elements
of
deeper
learning
as
that
glue.
So
when
you
look
at
someone
like
me,
who's
working
with
the
11th
school
community
or
15
school
communities,
it's
it's
helping
me
see
that
comment
through
line
between
every
single
one
of
our
school
leaders.
BG
As
we
plan
and
move
this
work
forward,
the
the
pd
has
been
going
on
since
august
was
our
first
one.
We
actually
took
a
little
pause
in
february,
I
started
january
and
we're
continuing
to
pause
in
in
february
because
of
everything
that's
happening
in
our
schools,
but
we
are
going
to
be
back
on
actually
mid-february
through
the
end
of
the
year,
with
our
regularly
scheduled
professional
development
sessions.
BG
And
last
thing
I
want
to
point
out
it
like
one
of
the
key
things
is:
I
want
to
align
it
to
our
strategic
plan,
so
in
in
some
of
the
documents
I
have,
I
can
share
with
you.
This
work
is
specifically
lined
with
12
of
our
strategic
commitments,
so
I'd
love
to
share
with
you
at
some
point.
A
D
Yes,
could
someone
speak
about
a
little
bit
about
the
teacher
diversification
pilot
program
and
the
the
boston
bullying
prevention?
I
I
like
to
know
a
little
bit
about
those
two.
You
know
I
understand
it's
within
the
preview
of
of
the
administration,
but
you
know
just
the
the
the
synopsis
of
of
those
two
programs.
AB
If
dr
granson
is
on,
I'm
sure
he
could
speak
to
that,
dr
granson,
are
you
on?
If
not,
I
can
take
a
stab
at
it.
BH
I'm
on,
and
I
was
gonna
actually
ask
serendily
to
speak
to
it.
If
we
can
hurt
you
but
superintendent,
do
you
have
it.
AB
AB
Okay,
well,
I
can
introduce
it,
so
it's
a
grant
that's
to
support
our
mtel
program.
As
you
know,
some
of
our
teachers
need
support
with
their
licensure,
and
so
this
provides
staff
stipends
for
our
mtel
support.
AB
AA
I
think
you
did
a
wonderful
job
in
presenting
the
work
to
to
be
clear.
This
is
a
way
for
us
to
continue
our
support,
especially
as
we
are
considering
the
potential
staffing
shortages
we'll
be
innovating
with
our
current
programming
and
also
collaborating
with
the
office
of
english
learners
to
also
support
the
increase
of
the
esl
and
bilingual
education.
AA
D
The
bullying
program
is
that
is,
that
is
that
money
going
to
support
any
kind
of
work
within
the
you
know
within
the.
AB
AB
I
think
I've
shared
before
that
my
son
was
severely
bullied
in
grade
three
and
it
really
has
impacted
his
entire
life,
and
so
this
is
something
that
I
take
really
seriously
and
having
this
grant
works
with
our
succeed,
boston
under
jody
lg's
leadership,
and
it's
to
increase
awareness
around
safe
space
and
bullying
prevention.
AB
It
also
is
to
evaluate
the
effectiveness
of
their
saturdays
for
success
program
that
they
have,
which
is
about
helping
students
around
bullying
and
helping
with
the
dynamics
of
those
who
are
targets
of
bullying
and
the
impact
that
it
has
on
bystanders
and
then
also
some
specific
support
for
lgbtq
students
and
making
sure
that
there's
awareness
around
around
the
supporting
of
our
students
who
come
from
very
diverse
backgrounds,.
AB
A
C
Yeah
sorry,
it
was
just
a
follow-up
to
the
teacher
diversification
grant
within
the
grant
and
said
that
there
were
45
pre-service
teachers
that
were
that
are
going
to
be
helped
like
through
this
program.
Is
there
a
breakdown
between
like
elementary
high
school
and,
of
course,
that
breakdown
extends
to
the
the
28
committed
higher
new
hires
that
the
grant
proposes?
AA
Yes,
it
is
a
breakdown
dr
against
this
particular
grant.
Is
we
grow
our
own?
So
we
have
developed
individuals
that
are
coming
to
us
either
currently
as
paraprofessionals
or
moving
through
the
system
coming
from
the
outside
in
and
they're
choosing
a
k-12
experience.
C
AJ
AH
AA
AA
AB
And
we're
all
really
excited
about
the
work
we'll
be
doing
with
our
esser
funding
too
in
the
office
of
recruitment
and
cultivation
and
our
our
staffing
initiative
that
we're
doing
right
now
to
try
to
get
more
folks
in
the
front
door.
As
I
said
in
my
opening
remarks
in
the
superintendent's
report,.
AB
A
D
C
U
B
D
A
Thank
you.
Our
next
action
item
is
the
revised
code
of
conduct.
You
will
recall
that
the
superintendent
first
presented
this
revision
to
the
committee
last
september
then
presented
it
at
our
january
12
meeting
as
part
of
her
office
of
safety
service
update
at
this
time.
I'd
like
to
invite
the
superintendent
to
offer
final
comments.
AB
AB
Our
wonderful
staff
had
many
many
meetings
with
many
stakeholders
throughout.
I
think
an
18
month
period
to
revise
the
code
of
conduct
and
we've
presented
it
two
times
now
with
some
revisions,
and
I
look
forward
to
being
able
to
implement
this
and
have
the
clear
expectations
in
all
of
our
schools
so
that
we
can
ensure
that
our
schools
are
safe
and
that
we
are
focusing
on
the
core
values
that
we
have
around
our
code,
which
is
restorative
justice
and
making
sure
that
we
support
our
students
as
they
go
through
their
day.
So
thank
you.
AB
A
D
Tram,
yes,
last
meeting,
I
have
a
couple
of
questions
regarding
the
the
new
code
of
conduct.
I
I
I
would
like
to
reiterate
those
again.
First
of
all,
within
the
the
the
presentation
last
time,
the
just
two
basic
questions.
First
of
all,
how
are
you
now?
Where
are
you
standing
now
regarding
diversification
of
hiring?
D
Last
time,
I
heard
there
was
no
asian
at
all,
that's
even
the
number
of
of
of
students
within
the
the
the
the
school,
the
schools,
how
how
much
progress
have
you
been
making
in
regard
to
that?
The
second
question
is.
D
Which
is
more
important
to
me
is
the
fact
that,
within
the
the
job
functions
that
you
listed
and
the
kind
of
training
the
the
employees
of
that
body
will
receive.
D
AB
Well,
thank
you,
mr
tran.
I
think
were
you
speaking
of
the
diversity
hiring.
AB
If
you
were
speaking
of
the
diversity,
I
would
be
glad
to
have
the
staff
provide
a
more
detailed
response
to
your
questions
that
you've
just
asked.
D
And
and
the
second
question
I
you
know
the
the
regarding
the
lack
of
ancillary
training
aside
from
training
the
the
the
security
specialist
for
lack
of
term.
I
don't
remember.
AB
I
see
I
see
you're
asking
about
the
training
from
our
safety
services
side
right.
Okay,
I
thought
you
were
talking
about
ms
daly's
presentation
and
our
hiring
around
our
recruitment
side.
I
will
have
chief
coakley
grice
respond
to
you.
I
know
that
when
she
was
speaking
last
time
she
said
that
one
of
her
focus
would
be
to
diversify
and
we
had
20
safety
officers
that
we
have
recently
allocated
to
her
division.
She
said
she
was
committed
to
seeking
out
and
and
finding
more
diverse
candidates.
AB
I
will
get
you
an
update
on
where
she's
at
with
that
and
oh
I
see-
I
see
ms
coakley
rice
just
popped
on
and
and
the
recruitment
efforts
that
she's
using
in
order
to
increase
her
diversity
and
then
also
the
cultural
profession
proficiency
training
that
her
officers
are
getting.
AB
That's
that's
a
little
unrelated
to
the
code
of
conduct,
but
we're
happy
to
provide
that
information
to
you.
BI
I
can
just
give
a
quick
update.
Super
we've
hired
about
15
candidates.
Three
candidates
didn't
accept
the
offer,
so
I'm
on
boarding
12
candidates
right
now.
BI
Still,
unfortunately,
I
do
not
have
an
asian
specialist
who
represents
the
ethnicity
of
asian,
but
we
have
been
aggressively
recruiting
I've
reached
out
to
some
of
my
partners,
my
community
partners
throughout
a
number
of
different
community
organizations,
and
when
we
open
up
our
next
opportunity
to
hire
because
I'm
going
to
be
hiring
hopefully
up
to
20,
we
will
hopefully
have
a
representation
to
that.
BI
So
just
understand
that
we're
definitely
I'm
looking
to
make
that
a
priority
for
the
training
we're
in
the
process
of
putting
together
an
extensive
training
modules
for
the
specialists
as
soon
as
the
february
break
will
be
have
at
least
20
specialists
involved
in
the
safety
care
training,
which
is
on
the
de-escalation
trainer
for
boston
public
schools.
We
also
also
have
about
seven
to
eight
more
training
on
the
restorative
justice.
BI
Training
for
the
specialists
will
also
have
about.
I
believe,
three
to
four
train:
the
trainers
for
safety
care
as
well,
so
we're
continuing
to
build
our
platform
for
training.
My
my
officers
are
specialists
when
they
were
officers
they'd
already
had.
All
of
them
are
first
responders.
All
of
them
had
had
defensive,
hands
off
tactics.
All
of
them
had
had
domestic
terrorism
training
which
helps
us
with
our
emergency
response.
BI
All
of
them
have
had
explicit
bias
training.
All
of
them
have
had
longevity
in
law
enforcement,
which
helps
deal
with
mental
health
and
dealing
with
which
also
initiated
our
best
clinician
with
bpd.
BI
All
of
them
have
also
had
responding
to
paramedics
in
similar
emergencies,
and
all
of
them
have
had
legal
updates
to
include
juvenile
juvenile
justice
updates
and
we're
looking
at
partnering
with
the
juvenile
justice
center
to
do
some
in
some
additional
training
on
like
know
your
rights.
When
I
was
with
bpd,
we
used,
we
did
an
extensive
program
with
young
people
out
of
the
ymca,
and
I'm
hoping
on
instilling
that
program
again
that
training.
X
And
if
I
could
just
add
also,
we
are
still
developing
our
training
with
the
safety
specialist
regarding
interacting
with
students
with
disabilities,
our
non-verbal
students,
our
signing
and
we're
developing
that
still
so
that's
under
development
also.
BI
AB
A
V
My
question
superintendent,
I'm
curious
two
things
one:
can
you
walk
us
through
the
engagement
that
you
did
around
this
code
of
conduct?
I
understand
that
there
is
a
history
here
that
predates
me,
but
for
all
of
us
who
are
learning
and
I'm
curious
if
there
were
students
engaged
in
this
and
second,
what
is
your
goal
around
revisions
here?
So
how
often
do
you
want
to
see
this
updated
as
a
tool.
AB
Great
and
mr
depina-
I
don't
know
if
miss
campbell's
on
and
can
speak
to
the
engagement.
I
know
it
was
extensive
or
if
you
want
to
update.
X
I
can
start-
and
I
know
she's
on,
but
we
did
extensive
engagement
yesterday.
Yes,
it
did
include
students,
parents,
stakeholders,
school-based
staff,
school
administrators,
central
office,
folks
and
I'll.
Try.
AD
X
She
may
need
to
be
elevated,
but
to
answer
your
question
briefly,
we
did
do
extensive
gaming
over
in
this
code
of
conduct
just
for
contextual
purposes.
X
We
started
updating
the
code
of
conduct
on
a
cycle
of
every
couple
of
years,
but
because
of
covid,
it
delayed
us
in
implementing
it
sooner
and
that
gave
us
time
to
do
more
engagement
as
well.
So
it's
been
a
period
of
over
maybe
two
and
a
half
years
at
this
point
with
this
particular
code
and
we're
going
to
continue
to
work
with
our
partners
as
we
as
soon
as
we.
X
If
this
gets
passed
this
evening,
the
goal
is
to
immediately
contact
our
partners
and
check
in
with
them
about
our
next
steps,
which
which
are
centered
around
on
developing
the
training,
doing
some
more
translation
of
materials,
preparing
preparing,
pd
materials
and
our
codaconic
advisory
councils,
who
we
rely
on
real
heavily,
is
our
main
external
partners
who's?
A
group
of
representative
of
parents,
students
advocates
attorneys
and
they
help
us
inform
us
on
the
work
that
we
do
like
ahead
on
a
regular
basis,
so
we'll
be
engaging
with
them
throughout
the
process.
AB
I
see
daisya
is
promoted
now
on
the
panel.
BJ
Good
evening,
everyone,
I
think
mr
depena
answered,
I
think
there
was
another
question
I
apologize.
BJ
So
the
goal
in
terms
of
the
cadence
of
review
is
every
couple
years.
I
don't
think
we
have
a
specific
time
period.
Every
year
we
convene
stakeholders
to
engage
to
see
if
we
want
to
review
it's
been
about.
BJ
I
believe
the
last
review
was
2016,
if
I'm
not
mistaken,
and
so
I
know
that
immediately
after
this
proceedings
will
re-engage
kokak
and
start
working
on
the
two
big
chunks
in
terms
of
restorative
justice
and
the
equity,
the
the
planning
tool
and
just
in
terms
of
how
we'll
move
forward
in
the
future
with
those
two
pieces.
I
know
next
after
this
proceedings
we'll
continue
to
look
at
the
the
policy.
Excuse
me,
the
the
circular
and
all
the
companion
pieces
that
go
with
it.
X
And
if
I
could
just
add
two
more
specifically,
the
goal
was
to
also
shorten
the
code
of
conduct,
because
the
code
of
conduct
was
also
very
lengthy
in
terms
of
policy
and
implementation
strategies
as
well,
so
we
simplified
it.
We
also
made
it
updated
enough
aligned
into
a
gbls
agreement
that
we
had
that
required,
minimal,
no
suspensions
for
k-0
to
two
students
restricted
the
number
of
reasons
why
switzer
grades
three
through
five
can
be
suspended
as
well
increased.
X
You
know:
restorative
justice,
information,
updated
our
civil
rights
violations
and
turned
those
to
buy
space
conduct,
so
it
just
basically
updated
the
code
and
shortened
it
and
made
it
more
policy
related
versus
policy
and
implementation
related.
That's
also
helpful.
BJ
And
thank
you
for
that
deputy
dependent.
I
apologize
for
that
and
also
just
made
it
to
more
user-friendly
and
more
reader-friendly
as
well.
We
took
out
a
lot
of
the
legalese
that
was
a
big
part
of
it
and
just
pared
it
down
and
moved
me
again.
Deputy
talked
about
it's
more
of
a
policy
document
and
move
the
implementation
over
to
the
circular.
W
Thank
you,
madam
chair.
I
guess
this
is
a
follow-up
for
miss
campbell.
I
know
that
one
of
the
pieces
that
you
mentioned
just
recently
just
now,
and
also
when
this
was
presented
back
in
october,
is
the
engagement
with
the
code
of
conduct
advisory
council.
W
I
know
that
when
they
they
testified
at
that
meeting,
there
were
some
concerns
and
so
have
any
of
those
concerns
been
addressed.
Or
are
we
looking
to
potentially
address
those
concerns
moving
into
a
potential
reiteration,
as
you
all
continue
your
work
with
them?
I
guess
just
a
status
update
on
what
those
conversations
have
been
since
then.
BJ
Since
that
presentation
in
september,
we
did
re-engage
with
them
a
few
times.
The
two
outstanding
issues
were
restorative
justice
and
our
use
of
it
and
the
other
piece
was
the
implement
the
use
of
the
racial,
the
equity
tool
that
piece
of
it,
and
so
we
do
feel
that
we
have
a
plan
moving
forward.
BJ
We
in
terms
of
working
with
dr
grandson's
office,
so
that
we
could
mutually
agree
on
in
the
future.
How
we're
to
use
that
tool.
I
think
that
was
the
issue
not
so
much.
We
didn't
use
it,
but
we
didn't
have
an
agreement
on
how
to
use
it,
and
so
that
is
the
plan
moving
forward
and
just
a
commitment
to
and
a
plan
to
expand
our
use
of
rj
we've
always
been
committed
to
using
it.
So
I
think
we
really
when
we
spoke
with
that
on
that
body.
BJ
It
was
my
understanding
that
they
did
not
have
an
objection
so
long
as
you
know
that
we
were
committed
to
using
both
of
those.
We
were
committed
to
those
two
actions
and
we're
committed
to
both
of
those
actions.
X
And
if
I
could
have
missed
the
pair
historically,
when
we
engaged
in
this
process
with
kokak
and
other
members
of
the
community,
we
always
made
it
a
point
to
listen
and
hear
the
feedback
from
the
receivers
of
the
code
and
the
uses
of
the
code
and
at
times
we
agree
on
most
most
of
the
changes
philosophically,
but
sometimes
how
we
implement
it.
X
There
are
some
disagreements
so,
for
the
most
part
we
tend
to
agree,
but
we
always
took
the
time
and
care
to
document
where
we
disagreed
and
why
and
continue
those
conversations
based
on
those
notes
going
forward.
So
we
have
always
have
a
starting
place
to
move
forward.
So
we'll
continue
to
do
that
and
I'm
happy
to
report
that
we've
agreed
on
a
lot
of
items
in
this
code.
X
As
you
will
see,
but
there's
obvious
areas
where
you
know
we
can't
have
100
agreement,
but
we
we
have
identified
those
areas
and
we'll
be
working
hard
to
work
with
them
on
them.
Going
forward.
BH
I
could
just
quickly
add
that
I've
had
extensive
conversations
with
members
of
kokec
about
the
implementation
and
use
of
the
race,
regular
planning
tool
for
this
process,
and
I
think
a
lot
of
the
concern
was
around
just
the
timing
and
the
amount
of
time
that
we
are
able
to
invest
in
use
of
the
tool
and
then
creating
an
equity
analysis.
BH
And
so
what
I
assure
them
is
that
as
we
implement
and
moving
forward,
that
analysis
can
continue
to
be
done.
But
I
think
a
part
of
the
concern
is
the
depth
of
the
analysis,
and
so
I
think
that's
a
part
of
our
ongoing
work
with
the
with
the
koket
group.
V
Making
a
comment
here:
I
think
it
will
not
hold
the
you
know.
This
doesn't
stop
anywhere
that
we're
going,
but
I
do
think
for
the
public.
It
is
helpful
to
know
the
cadence
that
this
is
updated
and
I
hear
folks
saying
every
few
years,
but
I
think
you
know,
as
a
parent
like
I
just
want
to
know,
sort
of
the
hard
and
the
short
the
long
and
the
short
so.
AB
I
appreciate
that
mr
carter
hernandez-
that
is
one
of
the
things
that
ms
robinson
and
mr
o'neill
and
I
talk
about
regularly-
is
about
our
policies
and
just
having
our
policies
up
regularly
updated
audited,
go
through
the
racial
equity
planning
to
go
through
our
oag
task
force
so
that
they're
reviewing
them
on
a
regular
review.
It's
in
the
policy
when
it's
going
to
be
reviewed.
This
is
work
just
not
just
with
this
one
policy,
but
with
all
of
our
policies
that
need
to
be
done.
AB
I
was
very
surprised
when
I
first
came
here
that
there's,
I
wasn't
just
handed
a
policy
book.
I
know
that
our
staff
is
working
diligently
in
the
the
school
committee
office
to
index
all
of
the
policies
that
we
have,
along
with
the
superintendent's
circulars,
so
that
they
can
be
transparent
and
accessible
to
our
families
and
to
the
public,
and
that
work
is
ongoing
and
looking
forward
for
that
to
be
completed,
and
maybe
we
could
get
an
update.
Madam
chair,
on,
on,
where
we're
headed
with
that
for
the
future
great.
E
Yeah,
if
I
may
just
say,
first
of
all,
thank
you
miss
lopera
for
asking
the
questions
about
the
code
of
conduct
committee,
because
I
was
going
to
go
there.
I'm
not
going
to
follow
down
that
path,
since
you
did
it,
but
particularly
for
our
newer
members.
E
This
has
been
an
ongoing
issue
for
years
and
where
the
district
has
evolved
on
code
of
conduct
is
light
years
ahead
of
where
it
was,
and
we
have
worked
very
closely
with
the
code
of
conduct
committee
as
we
do
with
our
english
language,
learners,
task
force
on
english,
language
learning
issues
etc
with
the
opportunity
achievement
gap
task
force
on
those
issues.
E
So
when
the
code
of
conduct
committee,
which
is
not
an
official
task
force
of
the
school
committee,
it's
actually
more
of
a
group
of
the
district
and
and
school
committee
outside
experts
really
really
helpful.
Folks,
we
take
very
seriously
when
they
speak
to
this
and
when
they
express
concerns
last
fall
at
some
of
the
changes.
The
school
committee
did
turn
back
to
the
district
and
say
spend
more
time
digging
in
on
this.
E
So
hearing
ms
campbell
talk
about
those
meetings
in
dr
granson
and
mr
depena
and
what
their
thoughts
were
and
what
their
concerns
were
is
important,
and
you
know
in
particular
miss
gimble
how
you
talked
about.
They
want
to
make
sure
there's
a
commitment
to
restorative
justice
that
has
worked
really
well
in
our
schools
and,
and
I'm
sure,
miss
mercer
would
have
some
thoughts
on
that
as
well
and
and
for
the
newer
members.
E
We
do
have
a
number
of
schools
that
have
autonomy
right,
the
pilot
schools,
etc,
the
innovation
schools
and,
and
and
in
particular
our
in-district
charters
when
they
come
to
us
for
their
renewals,
which
they
have
to
do
every
couple
of
years.
This
body
has
made
a
practice
the
past
few
years
of
asking
them
where
they
stand
on
some
of
the
areas
that
they
are
allowed
to
be
autonomous,
and
one
of
them
is
particularly
the
code
of
conduct
and
so
just
to
help
you
with
the
historical
context
on
this.
E
This
was
one
particular
issue
we
felt
we
should
speak
as
one
district
and
students
should
understand.
Bisac
did
so
much
work,
putting
together
an
app,
so
students
could
understand
what
their
rights
were
under
the
code
of
conduct,
and
so
this
this
will
be
a
subject.
You
will
see
come
up
a
number
of
times
over
the
years
it
is
living
and
breathing
it
does
adapt.
E
Kokak
will
come
back
to
us
with
additional
thoughts
we
will
learn,
particularly
as
our
students
are
now
coming
back
much
more
in
person
after
year
remote
and
dealing
with
those
implications,
I
think
we'll
probably
I
would
anticipate,
would
probably
have
another
update
to
this
in
a
year
or
two
years
as
we
have
learned
going
through
this
period,
but
I
just
wanted
to
assure
you
this
is.
E
This
is
a
living
breathing
document
that
is
really
important
to
our
students
and
to
our
teachers
and
school
leaders
by
the
way
as
well-
and
I
I
would
anticipate
this-
would
continue
to
evolve
and
adapt.
AB
Thank
you,
mr
o'neill.
I
would.
I
would
just
add
that
our
school
leaders
really
depend
on
this
as
a
guide
for
equity,
for
how
they
treat
incidents
that
happen
at
the
school
and
how
they
intervene
and
support
students
and
the
tools
that
they
have
for
working
through
really
sometimes
very
difficult
situations.
And
when
you
don't
have
the
expectations,
then
that's
when
you
risk
having
an
equitable
approach
to
how
you
work
through
when
there's
a
violation
of
the
code.
A
Thank
you
everyone,
if,
if
there
are
no
further
questions,
I'd
like
to
entertain
a
motion
to
approve
the
revised
code
of
conflict
as
presented,
is
there
a
motion.
Z
Can
you
make
a
quick
comment?
Real
quick
certainly
go
ahead.
Yes,
I
just
wanted
to
say
thank
you
for
updating
us
on
the
code
of
conduct
and
thank
you
for
listening
for
to
us,
especially
the
students
voices,
because
again
this
is
something
that
is
going
to
impact
us
throughout
our
years
of
being
in
school.
Z
A
X
As
we
let
me
I
got
to
say
this
before
I
answer
your
question
once
the
policy
is
approved
and
voted
on.
The
immediate
steps
that
we
feel
are
necessary
at
this
time
are
to
begin
to
start
educating
people
and
updating
the
rest
of
the
attachments
that
go
with
the
code
and
updating
the
policies,
the
implementation
circle
that
goes
with
the
code
and
do
some
training
for
staff
and
students
and
families
on
the
code,
the
changes,
how
to
utilize
the
code,
etc.
X
Once
we
do
that
simultaneously,
we'll
have
initial
conversation
with
our
partners
to
map
out
a
timeline
and
strategy
of
how
we
will
begin
engaging
them
in
the
revision.
So
once
we
sit
down
with
them
as
we
balance
the
training
and
implementation
we'll
be
able
to
give
you
a
better
update.
Once
we
have
initial
conversation
and
some
follow-up
conversation,
how
we
will
map
out
the
work
of
the
next
set
of
revisions,
if
that
makes
sense,.
AD
A
V
Want
to
say,
I
know
your
team
took
what
sounded
like
a
really
valiant
effort
to
to
sort
of
reduce
the
edge.
You
speak
within
the
document
and
I
think
it's
exemplar
and
I'm
specifically
thinking
about
the
way
that
the
team
is
describing
the
work
with
students
with
disabilities
in
section
12
around
mdrs
and
the
manifestation
of
disabilities
in
suspensions.
I
think
it
is.
It
would
be
easy
for
a
parent
to
understand
and
also
for
a
young
person
with
a
disability
to
know
their
rights
as
well.
AB
Thank
you.
I
know
that
the
team
worked
really
hard
on
it
and
it
is
the
most
progressive.
I
said
this
last
time:
it's
the
most
progressive
policy
code
of
conduct
policy
that
I've
ever
worked
in
within
32
years
of
my
career.
You
know
you
think
back
in
the
late
80s
or
90s
when
they
were
doing
zero
tolerance
policies.
AB
You
know,
and
we've
come
a
long
way
of
working
with
children
and
their
families
in
restorative
justice,
therapeutic
settings
for
students
and
different
ways
to
intervene
earlier
with
students
to
give
them
the
support
they
need,
so
that
they
can
stay
in
school
and
dc.
I'm
wondering
if
you're
still
on,
I
know
zyra
was
talking
about.
You
know
that
discipline
is
follow,
follows
them
and
is
on
their
transcript.
AB
BJ
That
is
correct
superintendent.
We
do
not
release
to
to
colleges
into
military.
AB
Only
have
one
more
go
ahead,
and
that
is
that
I'm
like
super
proud
of
the
work
that
we
did
last
summer,
that
doesn't
get
enough
attention
around
data
privacy
for
for
our
students,
and
that
policy
was
a
huge
achievement
and
it's
related
to
the
code
of
conduct
and
just
what
we
will
and
will
not
share
about
students.
And
so
I
just
want
to
make
note
to
that.
D
Oh
just
a
very
quick,
quick
request
if
I
know
we're
gonna
vote
on
this
today,
but
subsequent
to
today's
vote,
I
like
to
have
some
you
know
some
empirical
data
on.
D
Let's
say
you
know,
within
the
limit
of
about
three
five
years
three
to
five
years
last
year's
about
restaurant,
about
the
the
success
of
restorative
practice
within
the
boston
public
schools.
If
I
can
like
have
that
thanks
a
lot.
A
A
D
M
C
S
B
AJ
B
D
B
E
A
AB
AE
Thank
you,
superintendent.
If
it's
okay
I'll
get
started,
I
think
it's
always
important
to
begin
with
telling
the
audience
what
your
story
is
going
to
be
about,
and
the
story
that
chief
harris-
and
I
will
share
this
evening-
I
think,
has
three
components
to
it.
The
first
is
to
share
historical
and
current
analysis
of
what
we've
done
as
a
system
to
prepare
ourself
for
this
day
around
implementation
of
7
to
12
high
school
redesign.
AE
The
second
thing
that
I
hope
will
be
clear
as
a
result
of
this
presentation
is
how
the
district
plans
to
intervene,
particularly
when
we
identify
that
we
are
not
meeting
the
expectations
that
we
have
communicated
to
our
community
and
that
when
we
intervene,
it's
essential
that
we
do
that
in
partnership
with
community
rather
than
to
community.
AE
AE
There
is
no
question
to
the
superintendent's
earlier
points
in
her
report
that
structural
things
like
facilities
are
essential
to
our
work,
around
redesign
and
improve
and
and
delivering
on
the
promises
we've
made
to
this
community.
But
so
too,
is
it
important
that
we
center
teaching
and
learning
in
that
work.
AE
So
I
want
to
begin
and
team
up.
Ultimately,
chief
harris
will
present
by
sharing
a
little
bit
about
some
of
the
quality
guarantees
that
are
important
to
this
work.
It
undergirds
everything
that
we're
trying
to
do,
and
so
on
the
next
slide
it
will
share
some
of
the
key
principles
on
slide.
Three
that
underpin
the
quality
guarantees.
AE
AE
So
to
be
clear,
this
quality
guaranteed
document.
These
are
the
key
principles
and
the
slides
to
sort
of
go
into
more
detail
about
that
are
in
the
appendix
on
slides.
24
and
25
are
really
at
the
center
of
what
we're
trying
to
accomplish
across
the
bps,
but
particularly
in
this
context,
for
students
across
grades
7
to
12.
AE
AE
Please,
the
other
foundational
sort
of
set
of
of
key
practices
that
were
that
we're
implementing
in
setting
the
context
for
are
two
really
important
set
of
practices
that
we,
the
superintendent
sort
of
stood
up
quite
well
in
her
earlier
report
and
I'll
get
into
more
detail
about
this
in
a
moment,
but
at
its
at
its
core.
AE
AE
We
know
that
we
have
significant
work
to
do
on
both
of
these
fronts,
but
we
have
been
working
to
set
a
foundation
to
move
in
that
direction.
I'll
show
some
data
to
demonstrate
that,
and
also
to
provide
the
infrastructure,
particularly
for
both
inclusion
and
for
native
language
instruction
for
many
years
to
come
and
that,
while
those
those
things
are
the
core
math
core
instructional
inclusionary
practices
and
native
language
instruction.
AE
There
are
also
other
levers
that
school
communities
can
push
to
help
enrich
the
opportunities
that
are
available
to
students
beyond
those
three
things.
This
includes
opportunities
across
the
bps
for
pre-ap
classes.
In
the
in
the
junior
year,
junior
high
school
and
middle
school
year
grades,
as
well
as
advanced
placement
opportunities
for
students
in
high
school,
we're
continuing
to
build
opportunities
for
ib
options,
not
only
in
grades
7
to
12,
but
have
plans
to
build
ib
programs
in
the
younger
years
that
can
feed
into
our
secondary
ib
schools.
AE
AE
What
a
sequence
of
courses
might
look
like
for
specific
content
areas
in
blue,
for
example,
you
see
the
sequence
of
courses
that
a
student
might
take
in
english
language
arts,
beginning
in
grade
seven
all
the
way
up
to
grade
12,
and
when
students
follow
this
sequence,
they
have
an
opportunity
in
grade
12
to
potentially
take
ap
language
or
ap
lit
in
in
potentially
their
senior
year.
AE
AE
I
won't
go
through
all
these
content
areas,
but
you
can
see
the
sort
of
sequence
of
courses
you'll
note
in
our
mass
core
policy
that
requires
access
to
an
ethnic
studies
class
right
now
in
that
sequence
of
courses.
That
would
be
the
11th
grade
offering
in
history
and
social
studies,
and
there
are
opportunities
for
electives
for
students
to
pursue
access
to
different
pathways.
AE
AE
To
be
quite
honest,
we
have
not
been
delivering
on
a
promise
in
the
way
that
we
should
relative
to
inclusive
practices
based
on
our
history,
but,
as
we've
been
doing
work
in
the
primary
years
to
offer
increased
opportunities
for
inclusion
in
decreasing
the
number
of
students
in
substantially
separate
placements,
those
numbers
continue
to
grow.
Next
year's
cohort
will
have
the
largest
numbers
of
grade
9
students
entering
into
inclusion
seats,
and
those
numbers
will
continue
to
increase
based
on
our
projections
over
the
next
few
years.
AE
AE
We
piloted
through
the
work
that
sarah
daley
was
describing
earlier,
we've
piloted
a
new
program
that
leads
to
certification
for
bilingual
education
endorsement
and
we
have
a
pathway
that
is
currently
enrolling.
15
educators.
There
are
opportunities,
as
sarah
and
daley
mentioned
earlier,
for
us
to
increase
and
continue
to
prioritize
that
work.
AE
We
have
recently
continued
a
partnership
with
our
career
vocational
technical
educators
to
ensure
that
those
educators
are
fully
trained
in
the
retail
courses
that
ensure
that
they
have
the
knowledge
and
skills
to
provide
access
for
our
multilingual
learners,
and
we
continue
to
build
capacity
and
have
important
plans
to
build
off
of
the
the
dual
language
programs
that
we're
offering
the
heritage.
Language
programs
that
we're
offering
to
to
prepare
many
of
our
students
to
graduate
from
the
boston
public
schools
with
the
very
competitive
seal
of
bi-literacy.
AE
This,
the
seal
of
by
literacy,
provides
a
sign
to
both
college
admissions,
as
well
as
to
to
employers
that
students
are
coming
with
a
set
of
knowledge
and
skills
that
are
very
value,
valuable,
both
at
the
college
space,
as
well
as
in
the
employment
space,
and
we
want
to
make
sure
that
we
leverage
the
strength
and
assets
that
so
many
of
our
students
bring
and
that
they
have
an
opportunity
to
reach
the
seal
and
to
demonstrate
that
set
of
knowledge
and
skills
next
slide.
AE
So
when
the
superintendent
sort
of
ends
her
ended
her
comments.
She
talked
a
lot
about
in
so
many
ways
we're
operating
from
a
position
of
strength,
and
I
think
that
that's
true,
we
have
really
rich
partnerships
across
the
city
and
it's
very
important
that
we
leverage
those
partnership
to
ensure
that
our
students
are
getting
access
to
high
quality
opportunities.
AE
That
really
can
be
game
game-changing
for
their
academic
in
academic
credentials
and
academic
career
next
slide.
Please-
and
it's
also
important-
and
I
know
that
we
have
work
to
do
in
this
area,
but
we
have
to
make
sure
that
we
respond
to
the
individual
needs
of
all
of
our
students
and
so
within
the
context
of
the
portfolio
which
I
think
will
always
have
space
for
alternative
type
schools.
AE
So
there
are
multiple
pathways
for
students
to
enroll
in
these
types
of
programs,
and
I
think
we
need
to
continue
to
use
the
racial
equity
planning
tool
and
other
resources
available
to
us
to
take
a
take.
A
really
close
look
in
partnership
with
these
communities
about
how
how
we're
best
serving
students
who
need
these
types
of
educational
options.
AE
AF
Thanks
drew
before
I
jump
into
phase
one.
We
have
a
pretty
robust
presentation
so
wanted
to
give
chairperson
robinson
and
the
superintendent
an
opportunity
to
maybe
discuss
if
they
want
to
jump
into
questions
now
or
if
they
want
to
hold
for
or
to
this.
Next,
this
next
piece
of
the
presentation.
A
No,
I
recognize,
too,
that
it's
a
pretty
significant
presentation
and
wanted
to
make
sure
that
if
members
had
any
questions,
we
could
chunk
it
versus
waiting
to
leave
very
end.
So
I
don't
know
if
anybody
has
any
burning
questions,
they
want
to
ask
right
now
or
whether
we
should
just
continue
to
move
on.
W
I
do
the
same
thing
chairwoman.
Thank
you
so
much.
I
think
you've
opened
up
a
can
of
worms.
I
do
have
a
couple
of
questions,
but
I
will
be
mindful
so
I
think
for
me
the
the
one
piece
that
I'm
trying
to
conceptualize
is
we're
talking
about
a
significant
shift,
as
we
get
all
of
our
high
schools
to
be
in
alignment
for
the
mass
core
requirement.
W
AE
Yeah
we
have
we've
done
an
audit
in
partnership
with
mass
insight
across
the
entire
bps,
also
as
part
of
budget
collaboratives.
AE
This
year
we
had
a
pre-academic
collaborative
with
every
secondary
high
school
and
members
of
the
academic
team
to
ensure
that
they
were
ready
for
implementation
of
this
for
incoming
ninth
graders
walk
through
their
different
sort
of
organizational
structure,
walk
through
how
they
were
going
to
design
their
school,
how
they
were
going
to
work
to
ensure
that
we
were
ready
to
implement
for
the
incoming
9th
grade
students,
and
we
feel
very
confident
that
we're
ready
to
do
that.
Based
on
that
audit
and
the
preparation.
AE
So
the
way
that
a
student
might
be
thinking
about
his
her
their
sort
of
pathways
from
in
ninth
grade
in
their
junior
year
may
change
but
being
very
clear
around.
What's
going
to
what
it's
going
to
take
to
ensure
that
they
graduate
meeting
that
meeting
not
planned
now,
I
think
there's
some
work
to
do.
For
example,
I
think
I
had
an
interview
with
a
or
a
set
of
exchanges
with
a
boston
globe
reporter
around
our
readiness
and
ethnic
studies.
AE
I
think
there's
some
still
significant
work
to
do,
but
we
have
time
to
ensure
that
we
do
that,
but
we
appear
quite
primed
and
ready
to
fully
implement
next
school
year.
AB
Also,
I
think
one
of
the
things
that
eluded
the
passage
of
the
mass
core
previously
and
why
there
wasn't
a
lot
of
support
from
the
high
school
school
leaders
was
because
there
was
never
the
funding
behind
it
to
support
and
and
this
audit
that
needed
to
happen.
So
that
was
part
of
the
presentation
prior
to
the
passage
of
the
policy
we
had.
BI
AB
As
as
a
school
committee
that
we
would
have
the
resources
behind
it
in
order
to
implement
the
policy
well,
and
so
we
put
together
this
academic
co-lab
process,
this
academic
process,
with
our
finance
team
to
look
at
every
school
individually
and
what
they
needed
to
be
able
to
implement
the
mass
core
and
then
we've
funded
it
in
next
year's
budget.
AB
W
That's
great
and
I
think
incredibly,
helpful
and
I'll
go
back
and
see
if
I
can
find
the
information
on
look
up
the
information
up
for
that
meeting
when
that
vote
was
taken
and
get
that
to
you.
Thank
you.
The
other
piece
that
is
related
is,
I
think,
that
it's
a
it's
an
ambitious
and
really,
I
think,
a
vision
we
should
be
working
towards
as
you're
talking
about
like
the
core
four
and
the
mass
core.
W
W
Currently
I
I'd
like
to
see
what
what
those
budget
numbers
would
look
like
and
perhaps
in
comparison
do
we
currently
have
a
school
that
is
close
to
already
being
able
to
be,
I
guess
fully
implementing
or
as
close
to
fully
implementing
some
of
these
pieces
that
we're
visioning
for
and
what
what
the
cost
structure
looks
like
there
and
are
there
already
any
gaps
that
we
see,
I'm
not
sure
about
making
myself
clear,
but
I
want
to
understand
what
the
financial
implications
are.
AB
Yeah
and
we
had
that,
we
have
that
presentation
in
the
first
high
school
presentation
for
the
mass
core
shows
where
those
gaps
are
and
how
many,
each,
how
many,
what
percentage
of
students
are
meeting
the
mass
core
requirements
at
each
high
school.
So
we
do
have
that
data
and
we
can
make
sure
we
send
that
around
to
you
so
that
everybody
has
that
available
to
them.
W
All
right,
that
is
what
I
have
for
now.
Oh,
I
will
stop
asking
questions
for
them.
AB
One
more
thing
is
that
you
know
our
recommendation
around
the
counselors
is
one
to
250
for
the
high
school,
but
at
ninth
grade
we
will
be
lowering
that
to
one
to
150
in
our
recommendation,
because
we
think
that
our
ninth
graders
are
going
to
need
a
little
extra
attention.
Given
the
recovery-
and
this
is
a
was
a
request
of
the
chair
several
times
about
our
middle
school
students
are
going
to
be
going
in
and
they're
going
to
be.
AB
Taking
this
harder
course
taking
and
they're
going
to
need
to
have
some
support
along
the
way.
So
this
is
in
response
to
what
the
chair
was
requesting.
E
Thank
you,
madam
chair,
and
I
know
when,
when
we're
with
the
full
screen
like
this,
it
gets
tough
to
see.
I
just
want
to
point
out,
for
my
fellow
members
benefit
that
one
the
move
towards
mass
corps
has
been
going
on
for
several
years
and
it
really
started
actually
started
before
dr
casilius's
time.
E
When
this
committee
looked
at
some
independent
research
that
really
showed
we
were
failing
our
students.
We
were
not
setting
them
up
for
to
succeed,
particularly
in
college,
and
when
we
saw
how
our
students
were
doing
when
they
moved
on
to
college,
particularly
compared
to
other
districts,
and
then
what
the
reasons
were
and
we
found
and
and
how
we
could
set
them
up
for
success.
Mass
core
was
one
of
them.
Dual
enrollment
was
another.
E
Internships
was
the
third
and
those
were
common
areas
of
success
that
we
were
not
doing
as
good
a
job
on
and,
and
this
committee
did
look
at
putting
mass
core
in
as
a
requirement.
But
at
the
time
as
similar
to
the
question
mr
lapera
asked,
there
was
had
not
been
a
full
audit
done
and
and
building
support
among
school
leaders
who
were
hesitant
because
they
were
nervous
about
the
repercussions,
particularly
quite
frankly,
on
their
graduation
rates
and
needed
a
lot
of
encouragement
to
see
why
this
made
sense.
E
So
I
I
just
want
to
again
knowing
that
we
have
some
newer
members
in
there
you're
stepping
on
a
moving
train
a
little
bit
so
to
speak.
But
a
lot
of
work
was
done
by
superintendent
casilius,
who
rightfully
so
from
day
one
in
boston
and
said
we
need
mascara.
We
need
math
score,
but
even
then,
when
she
first
presented
that
this
committee
asked
her
to
step
back
and
spend
more
time
with
school
leaders-
and
she
did-
we
have
looked
at
the
audit.
E
Mrs
lapierre,
I'm
sure
miss
costello
will
be
able
to
dig
out
or
missile
will
be
able
to
dig
out
that
and
get
it
to
you.
So
we
did
look
at
what
the
shortfall
was.
Luckily,
with
many
schools
is
actually
more
around
phys
ed
and
things
like
that,
but
then
also
funding
around
language
and
a
few
others.
So
it
was
a
big.
It
was
a.
It
was
a
long
time
to
get
to
the
point
where
this
committee
agreed
with
putting
mass
core
in
across
the
entire
district,
and
we
really
felt
that
that
was
the
absolute
core.
E
BK
A
Thank
you.
My
one
question
at
this
time
is:
I'm
always
looking
back
to
figure
out.
How
do
we
get
ready?
So
my
question
is:
what
are
we
doing?
What
do
we?
What
are
we
saying
training
our
elementary
school
educators
about
in
terms
of
this
is
a
heavy
lift
for
our
kids.
You
know
we,
we
need
them
reading
on
target
their
grade,
math.
A
Fourth,
the
sixth
grade:
what
are
the
messages
back
to
the
teachers
in
the
earlier
years,
as
we
are
getting
ready
for
mass
core
in
terms
of
their
understanding
of
what
they
need
to
be
doing
differently
now,
as
well?
As
you
know,
the
experiences
and
the
opportunities
that
will
be
coming,
our
kids
way,
how
are
we
making
sure
that
they
are
aware
so
that
they
don't
get
to
seventh
and
eighth
grade,
and
you
know
be
completely
overwhelmed
by
all
the
possibilities
without
appropriate
earlier
preparation.
AB
Well,
I'll,
take
the
just
one
quick
stab
at
it
and
I'll
ask
dr
eccleston
to
talk
about
his
curriculum
frameworks
and
and
the
standards
and
how
he's
thinking
about
progression
of
learning
through
the
grades.
But
from
my
full
experience,
you
have
to
have
very
strong
pre-k
to
grade
three
programs
focused
on
literacy
and
focused
on
equitable
literacy,
which
we
are
doing
this
year
and
our
teachers
are
getting
a
lot
of
professional
development
around
that
and
then
once
they
know
how
to
read.
AB
You
are
then
going
toward
the
content
in
those
intermediate
grades
and
into
your
middle
years
grades
where
there's
a
larger
focus
on
mathematics
and
sciences
and
then
getting
them
prepared
into
the
rigors
of
inquiry
and
applied
learning
as
they
move
through
the
higher
grades
and
then,
as
we
think,
about
10th
11th
grade
12th
grade
we're
thinking
more
about
very
specific
college
preparation.
AB
I
always
say
that
we
need
to
teach
our
children
a
lot
more
about
consuming
a
lot
in
a
short
amount
of
time.
I
remember,
as
a
freshman
in
college
having
to
consume
a
lot
of
literature
and
text
and
then
having
to
have
that
come
out
into
a
discussion
that
I
had
to
have
or
a
paper.
Z
AB
To
write
or
a
project,
I
had
to
do
in
a
very
short
time
and
I
think
that's
the
kind
of
skill
set
that
we
start
working
on
in
the
upper
grades,
as
well
as
work-based
opportunities,
internships
and
other
ways
that
we
can
apply
their
learning,
and
so
I
don't
know
drew
if
you
want
to
add
anything
more
in
that.
AE
Yeah-
and
I
think
chair
robinson,
I
think
we're
gonna
also
explore
a
little
bit
of
that
in
our
in
our
retreat
coming
up.
But
I
think
it's
really
important
to
us
from
an
academic
perspective,
and
I
don't
know
if
it's
possible
for
for
folks
that
are
displaying
the
screen
that
maybe
we
could
just
take
the
slide
deck
down
and
probably
just
be
easier
for
the
interpreters.
AE
I
think
it's
really
important
that
we
ensure
that
we
deliver
on
a
commitment
that
we've
made
to
this
community,
which
is
that
we
need
to
offer
things
like
advanced
work
class
for
all
across
the
bps
right,
and
I
think
I
think,
we've
learned
a
lot
of
lessons
from
the
faa
implementation
and
I
think,
there's
a
lot
of
promise
there
around
ensuring
that
our
students
get
access
to
high
quality
reading
materials
that
are
aligned
to
the
science
of
reading
that
those
things
are
paired
with
stem
opportunities
that
allow
students
to
apply
their
learning
from
content
and
literacy
into
the
stem
areas
that
they're
aligned
to
world
language
opportunities,
either
heritage
languages
or
other
language
programs
across
our
elementary
schools.
AE
That's
that's
the
quality
guarantee
that
I
think
we
have
to
not
only
communicate
put
the
stake
in
the
grind
on,
but
we
have
to
make
sure
that
we
deliver
it
and
when
we
do
that,
I
think
then
we
better
prepare
our
students
as
they're
exiting
k-6
schools
into
7-12
schools.
Having
had
the
opportunities
to
prepare
them
for
the
type
of
pathways
that
we
envision,
our
school
leaders
and
our
educators
will
continue
to
grow.
V
Curious
are
there
any
sort
of
data
tools
that
you
plan
on
rolling
out
with
this,
and
I'm
just
imagining
a
real
shift
on
a
school
level
and
being
able
to
monitor
the
progress
to
graduation,
but
also
from
the
district
level
to
be
able
to
sort
of
zoom
out
and
see
how
schools
are
doing
in
meeting
the
standards?
I'm
curious
if
there's
any
tools
that
are
being
rolled
up
with
this.
AE
Yeah
we
we've
adopted
a
universal
screener
in
the
system,
as
well
as
paste,
interims
and
assessments
to
look
at
growth.
Specifically,
we've
been
using
the
map
nwea,
but
we
are
currently
having
rfp
out
or
working
on
an
rfp.
AE
Sarah
j
is
leading
that
work
under
the
leadership
of
monica
hogan.
It
involves
a
significant
number
of
educators
in
a
joint
committee
of
btu
and
and
management
folks,
who
are
really
thinking
through.
What
do
we
want
assessment
to
look
like
we're
thinking
about
creative
ideas
of
looking
at
performative,
based
assessments
in
in
creative
and
new
ways
for
us
to
actually
assess
the
degree
to
which
the
sort
of
project
based
learning
approaches
that
are
embedded
within
our
efa
curriculum
are.
AE
AB
One
other
thing,
mr
carter,
hernandez
that
we
are
working
on
is
a
common
course
catalog,
so
that
we
understand
what
courses
are
being
offered
at
every
single
school
boston
has
a
lot
of
autonomy
around
course,
taking
a
curriculum
that
happens
within
autonomous
schools.
AB
But
we
want
to
collect
that
as
a
district
and
look
at
how
we
are
equitably
having
offerings
and
access
across
the
district
to
rigorous
courses.
So
we
look
at
those
in
the
number
of
students
who
have
advanced
placement
or
international
baccalaureate
or
honors
courses
or
early
college
courses.
We
look
at
that.
AB
Our
oda
department
has
recently
done
some
rfp
for
data
visualization
tools,
so
we
anticipate
having
dashboards
around
this
as
well
as
early
warning
indicator
systems
that
we
can
use,
particularly
since
we're
moving
to
a
712,
great
configuration
and
many
of
our
comprehensive,
open,
enrollment
high
schools.
That
would
then
give
us
the
opportunity,
with
those
early
warning
indicators,
looking
at
early
intervention
for
students
and
making
sure
that
they
stay
on
track
with
the
counselors
that
we're
putting
in
place.
V
V
AF
All
right,
so
what
have
we
been
up
to
in
the
most
recent
years?
If
you
go
to
the
next
slide
from
looking
at
the
slide,
you
can
see
that,
in
spite
of
the
pandemic
and
the
crisis
response
that
we've
been
engaged
in
over
the
past
three
school
years,
we've
still
been
extremely
busy
advancing
this
work
and
moving
it
forward.
AF
An
important
part
of
high
school
redesign
is
how
and
when
we
can
move
more
schools
to
the
k-6
7-12
grade
configuration
or
either
to
the
k-8
9-12
grade.
Configuration
and
part
of
what
we're
hoping
to
accomplish
through
the
k-6,
7-12
or
k-9-12
is
fewer
transitions
for
our
students,
more
predictable
pathways
for
our
families,
and
we
want
to
create
more
preschool
seats.
AF
So
as
we
move
seventh
and
eighth
grade
students
out
of
our
k-8
schools,
where,
where
we're
doing
that,
it
creates
more
opportunities
to
create
more
pre-k
seats,
which
we
know
the
research
around
pre-k
is,
is
phenomenal
in
terms
of
how
it
impacts
life
outcomes
for
young
people
and
sets
them
up
for
success
across
the
the
k-12
experience
and
beyond.
AF
We
want
to
provide
our
students
with
more
co-curricular
and
athletic
opportunities,
which
you
heard
dr
eccleston
refer
to
earlier,
but
we
want
to
do
that
at
a
much
earlier
age
than
we
currently
do.
As
you
can
see
here,
there
were
a
number
of
moves
we
made
in
phase
one.
We
trans
transformed
over
16
schools
from
either
being
k-5
to
k-6
or
from
k-8
to
k-6
for
the
school
year
2021.
AF
we
made
an
announcement
earlier.
This
fall
about
15,
additional
k-6
expansions
and
we
have
14
more
schools
to
move
to
a
k-6
model.
We
added
seventh
and
eighth
grade
at
two
of
our
high
schools.
We
added
seventh
grade
at
east
boston
last
year
and
they
will
grow
into
eighth
grade
in
the
upcoming
school
year
and
we
added
grades
seven
and
eight
to
charlestown
this
school
year.
AF
We've
also
taken
finally
taken
some
of
our
middle
schools
offline
to
ensure
we
have
one
transition
for
many
of
our
students.
There's
a
lot
more
work
to
be
done
on
great
configuration,
but
we
continue
to
move
the
work
forward
and
we
continue
to
have
this
to
be
a
priority
year
after
year.
So
in
coming
years
or
in
coming
months,
you'll
see
more
proposals
on
grade
reconfiguration
and
you'll
also
see
a
little
more
information
about
that
in
the
upcoming
proposal
in
this
presentation.
AF
Rather,
if
you
go
to
the
next
slide,
you
know
the
one
thing
no
school
committee
members
who
have
been
around
for
a
while,
probably
know,
I'm
pretty
consistent
on
message
and
one
of
my
messages
is
organizations
don't
rise
to
the
level
of
their
goals.
They
rise
to
the
level
of
their
systems.
AF
So
with
this
particular
slide,
I
think
about
three
p's,
one
p
being
purpose,
the
other
being
process
and
the
last
one
being
people,
and
so
we're
really
clear
about
our
purpose.
Our
purpose
is
to
provide
an
equitable,
world-class
high
quality
education
to
every
student,
and
what
that
means
to
me
is
we
educate
our
students
to
the
level
that
they
can
understand
what
systems
do
to
them.
AF
What
systems
are
serving
them
well
and
what
systems
are
not
serving
them
well
and
they
have
the
skills
to
be
able
to
advocate
when
systems
are
not
serving
them.
Well,
so
that's
our
purpose.
Our
process,
going
back
to
the
to
the
quote.
I
just
shared
about
organizations
rising
to
the
level
of
their
systems.
Process
is
about
systems
and
structures
that
support
effective
implementation
with
fidelity.
AF
So
in
terms
of
process,
we
worked
on
several
pieces
of
policy
that
give
us
the
foundation.
We
need
to
be
able
to
advance
this
work
with
fidelity.
So,
as
was
mentioned,
we've
passed
common
core
graduation
requirements
known
as
mass
core.
We
we've
passed,
equitable
exam
school
admissions
policy,
we've
passed,
equitable
attendance
policies,
we've
identified
equitable
grading
practices
and
we're
working
towards
a
more
comprehensive
grading
policy.
We've
revised
the
code
of
conduct,
which
we
just
spent
some
time
on
and
we've
passed
student
data
privacy
policy.
AF
So
these
are
some
of
the
things
that
we've
done
on
the
process
side
to
create
the
systems
and
structures
necessary
to
advance
this
work.
On
the
people
side,
we've
initiated
ib
applications
at
eight
high
schools,
44
teachers
across
our
seven
heights
across
seven
high
schools.
I
have
begun
professional
learning
around
pre-ap
and
ib
we've
provided
in
additional
instructional
facilitators
and
ib
coordinators
and
ibap
directors
to
make
sure
that
our
staff
have
the
support
they
need
in
order
to
advance
this
academic
programming.
AF
With
fidelity,
we've
provided
family
liaisons,
social
workers
and
full-time
nurses
at
every
school
to
support
the
social
emotional
in
general,
health
and
wellness
of
our
students,
so
that
the
conditions
have
been
created
for
them
to
be
successful
in
these
more
rigorous
academic
experiences
that
we're
providing
to
them
and
we've
actually
done
a
good
job
with
collaboration.
We've
collaborated
with
some
of
our
career
focused
partners
such
as
the
pic
career
champions,
network,
mass
insight,
college
college
board,
new
skills,
boston,
junior
achievement
and
others.
AF
So
that's
some
of
the
work
that
we've
been
up
to
over
the
past
two
years
or
so
during
the
pandemic,
and
now
I
will
toss
it
back
to
dr
eckelson
to
talk
about.
What's
on
the
horizon
in
phase
two.
AE
It
would
help
if
I
came
off
me.
Thank
you
chief
harris.
I
think
it's
important,
obviously
to
have
a
sense
of
the
conditions
that
we've
been
trying
to
put
in
place,
so
we
could
get
to
this
day
around
rolling
out
a
sort
of
more
robust,
high
school
redesign
plan,
and
so
I
appreciate
you
taking
that
through
us
taking
us
through
that
information.
AE
AE
AE
The
team
would
conduct
a
full
assessment
of
all
the
programming
academic
programming
at
the
school
staffing,
the
leadership,
the
facilities,
the
enrichment
opportunities
in
student
support
services.
They
would
obviously
look
at
multiple
sources
of
data.
They
would
have
focus
groups
with
students
and
with
families
and
with
educators.
They
would
make
observations
in
classrooms.
AE
They
would
work
over
a
series
of
months
in
the
contract.
It
requires
a
set
of
recommendations
to
the
superintendent
within
four
months
and
that
they're
required
as
part
of
that
contract
to
engage
with
multiple
stakeholders
and
there
should
be
multiple
stakeholders
on
the
intervention
team
that
represent
different
interests
of
the
community.
AE
Those
recommendations
need
to
be
proffered
to
the
superintendent
for
consideration
and
the
superintendent
would
review
those
recommendations
and
provide
any
feedback
that
she
felt
was
warranted,
as
well
as
any
additional
resources
that
might
need
needed
to
implement
those
recommendations
and
report
back
to
the
school
community,
about
which
recommendations
she
has
accepted,
which
one
she
may
have
amended
and
which
ones
she's
rejected
next
slide.
AE
And
so
the
superintendent
has
met-
and
I
think
you
heard
testimony
from
one
or
two
individuals
from
this
evening
on
that
with
the
communities
and
union
representation
from
three
of
our
secondary
schools,
specifically
charles
charlestown,
high
school
madison
park
and
mckinley,
and
communicated
a
partnership
with
the
boston
teachers
union
around
the
assignment
of
intervention
teams
to
work
directly
with
those
school
communities
to
to
work
on
a
set
of
recommendations
to
profit,
the
superintendent
for
consideration.
AE
AE
The
madison
park
team,
as
as
has
been
mentioned
in
testimony
tonight,
has
been
doing
some
really
powerful
work.
They
also
have
some
really
clear
theories
as
to
what
some
of
those
root
causes
are
and
are
interested
in
leveraging,
both
their
strengths
and
the
resources
in
the
city
to
deliver
on
a
promise
of
high
high
quality
academic
programming,
as
well
as
career
technical
education
and
then
the
mckinley
k-12
school.
AF
AF
So
in
terms
of
great
reconfigurations
that
we've
done,
we've
reconfigured
we've
combined
the
mccormick
and
the
bcla
and
we've
reconfigured
that
to
712
across
two
campuses
we
have.
The
upper
campus
is
still
at
the
old
hyde
park,
high
school
campus
with
new
mission,
and
then
we
have
the
lower
grades,
seven,
eight
and
nine
at
the
mccormick
building.
AF
As
indicated
earlier,
we
added
grade
seven
and
eight
to
charlestown
this
year
and
then
at
east
boston
and
we've
added
seventh
grade
this
school
year
and
those
seventh
graders
will
grow
into
eighth
grade
next
school
year
and
then
next
year
the
english
will
be
adding
grades.
AF
Seven
and
eight
brighton
high
school
will
also
be
adding
grades
seven
and
eight
and,
as
we
discussed
earlier,
the
burke
will
be
adding
in
grade
7
8
and
then
the
king
and
the
trotter
will
be
going
from
k-8
to
k-6
and,
as
was
indicated,
there's
there's
more
work
to
be
done
to
engage
both
the
trotter
and
the
king
schools
and
there's
a
plan
for
that.
AE
We
just
want
to
make
clear
to
the
community
and
to
the
school
committee
that
we
understand
that
decisions
we
make
from
a
facility's
perspective
need
to
be
inextricably
linked
to
the
decisions
related
to
academic
opportunities
that
we
expect
for
students
and,
in
fact,
it's
those
academic
opportunities
that
need
to
be
the
driver
of
the
facility
decisions
that
we're
making
across
the
city
and
so
on.
The
next
slide.
AE
AB
AB
I
said
when
I
first
came
here
that
you
know
the
attention
that
gets
spent
on
our
exam
schools
is,
you
know
a
huge
amount
of
attention
and
our
exam
schools
are
great
schools,
and
I
wouldn't
take
away
that
from
them,
but
because
there's
so
much
attention
to
the
three
exam
schools,
there
is
little
attention
paid
to
all
our
other
schools.
AB
I
was
at
fenway
high
school
just
the
other
day
getting
toured
and
it
was
by
students-
and
it
was
an
amazing
school
doing
amazing
things
right
here
in
fenway,
just
outside
roxbury,
not
too
far
from
my
home
and
you're
gonna
hear
from
two
amazing
leaders,
one
who
delivered
us
the
posse
scholar
this
year
at
the
burke
high
school
so
proud
and
then
at
brighton
high
school.
This
december
they
published
their
very
first
student-made
newspaper,
much
of
the
newspaper
written
by
eld
els,
one
and
twos,
and
so
just
so
proud
of
our
students.
AB
They
are
brilliant
and
they
deserve
the
same
level
of
attention
that
our
exam
schools
get
the
same
level
of
effort
in
the
same
level
of
resources
and
the
same
level
of
attention,
and
that's
what
we're
trying
to
do
here
with
rebuilding
all
of
our
high
schools.
So
we
don't
have
testifiers
who
say
you
know,
I
don't
have
any
choices,
there's
a
lot
of
choices
in
boston,
public
schools
and
I'm
very
proud
of
the
work
that
our
school
leaders
are
doing
to
ensure
that
every
kid
is
going
to
get
what
they
need.
BL
In
2019
boston,
public
schools
began
a
high
school
redesign
plan
in
2020.
Initial
plans
were
brought
forward
that
outlined
bps's
priorities,
starting
with
a
few
of
our
large
comprehensive
high
schools
at
brighton.
High
students
are
offered
a
plethora
of
ap
courses
as
well
as
two
career
pathways
and
health
and
business
and
entrepreneurship.
BL
BK
BL
Burke,
high
school
also
offers
career
pathways
to
students
in
design,
visual
communications,
biotechnology
and
junior
rotc
burke
partners
with
community
organizations
such
as
the
826
writers
room
city
year
and
becoming
a
man
also
known
as
bam.
Burke,
also
offers
rigorous
academic
courses,
as
well
as
phenomenal.
Arts
programs
and
athletics
teams.
BK
Relationship
to
staff
and
like
how
cozy
and
how
of
a
home
they
make
the
perk
feel
I
feel
like
whenever
you
need.
The
support
is
like
right.
There.
You
know.
AB
I
also
want
to
before
we
move
to
mr
amakkar,
mr
bhatt
just
give
a
really
big
shout
out
and
thanks
to
our
high
school
superintendents,
in
particular
dr
brugerman
and
dr
mcintyre,
who
worked
the
past
two
years
on
the
high
school
redesign
and
worked
in
collaboration
with
some
of
our
open
enrollment
schools
to
make
sure
that
they
had
the
training
and
advanced
placement,
the
career,
technical,
ed
programming
and
the
pathways.
AB
S
AB
Losing
my
my
brain
right
now
ted
lombardi
and
they
have
just
really
been
a
fantastic
team
working
on
this
stuff,
so
I'll
turn
it
over
to
amakar.
BM
Well,
good
evening,
everyone,
madam
chair
and
members
of
the
school
committee,
dr
cassellius,
I
just
want
to
start
to
just
thank
you
for
acknowledging
the
work
that
has
been
done
at
the
berk
by
the
staff
and
also
the
accomplishment
of
our
students
that
speaks
up
to
our.
BM
You
know
excitement
right
now
in
the
becoming
a
school
seven
to
twelve
for
several
years
we've
been
advocating
for
that
and
knowing
that
our
our
history
right
now
tells
us
how
much
we
could
accomplish
if
we're
able
to
receive
the
kids
at
a
younger
age
and
an
old
grade
from
7
to
12..
So
the
kids
that
you
introduced
today,
the
the
finalists
you
know,
was
what
we
call
homegrown
and
when
kids
are
homegrown.
BM
That
means
that
you
know
there's
some
stability
in
developing
an
environment
of
trust
and
relationship
where
they
can
thrive.
We
know
that
you
know
at
the
berk
right
now.
Our
success
depends
on
wrap-around
services
that
we
already
have
in
place
and
we
focus
on
providing
a
holistic
approach
to
ensure
that
academic
and
social
emotional
success
of
these
students
are
at
the
top
of
our
work.
BM
We
believe
that
you
know
redesigning
these
high
schools
is
certainly
going
to
have
an
impact
we
may
not.
You
know,
see
it
immediately,
but
it's
it's
in
the
immediate
future.
That's
going
to
have
a
great
impact
as
students.
You
know,
go
to
these
schools
at
the
seventh
grade,
develop
this
meaningful
relationships
with
with
adults
and
and
establish
the
trust
and
feeling
that
they're
safe
in
an
environment
that
they
can
thrive.
BM
That's
been
the
history
of
the
burke
high
school,
so
the
7
to
12
reconfiguration
will
provide
us
also
a
longer
runway
and
the
opportunity
to
engage
them
in
rigorous
academic
experience,
career
pathways
and
curricular
activities
that
include
sports,
the
arts,
music,
dance
and
other
clubs.
BM
These
are
very
important
for
students
that
attend
schools
like
the
burke
high
school
in
providing
you
know,
experience
that
will
enhance
the
development
of
their
self-confidence
and
identity.
This
identity,
for
our
students
is
very
important
and
they
start
developing
it
in
the
you
know,
while
they're
transitioning
to
high
school.
If
they
have
that
that
stability,
you
know
they
will
grow
and
thrive
as
we've
seen
with
the
experience
that
we
had
at
work
high
school.
BM
So
we
are,
you
know,
creating
new
pathways
that
will
help
them
begin
thinking
at
an
early
age
about
their
future
and
think
about
their
careers
and
life
after
high
school.
BN
Thank
you,
dr
cassellius,
and
thank
you
to
the
school
committee.
BN
I
just
want
to
share
a
few
thoughts
about
brighton,
high
and-
and
I
want
to
start
with
with
sort
of
putting
down
this
marker,
so
I
started
as
a
principal
in
boston
in
2002,
and
so
I've
been
a
principal
of
several
different
schools
and
and
have
experience
across
a
number
of
different
types
of
schools,
and
what
I
can
tell
you
is
this
bright
high
is
really
it's
truly
a
unique
and
special
place,
and
and
it's
that,
because
teachers
work
incredibly
hard,
the
lessons
are
dynamic.
They
are
engaging.
BN
They
are
rigorous
and
there's
an
expectation
that
all
students
will
achieve
and
all
means
all
right
as
an
open,
enrollment
school.
It's
all
of
our
students,
it's
our
english
learners.
It's
our
students
in
our
new
life
class
that
mr
harris
mentioned
a
few
minutes
ago.
It's
students
in
our
special
education
programs,
and
so
when
students
are,
are
in
a
bioscience
class.
BN
Doing
heart,
dissections
you'll
see
english
learners,
doing
heart,
dissections
you'll,
see
students
in
special
education
programs,
you'll
see
everyone
doing
the
same
work
having
the
same
opportunities
and
while
taking
different
pathways
there
reaching
the
same
outcomes,
the
same
levels,
levels
of
achievement
and
and
part
of
that
is
because
the
school
focuses
on
the
individual
need
of
every
student.
So
we
talk
about
like
the
master
schedule
and
and
sometimes
the
guidance
counselors,
and
I
we
laugh
because
we
say
we
don't
have
you
know
9th
10th,
11th
12th
grade
schedule.
BN
We
have
440
individual
schedules
because
they
really
are
designed
to
meet
that
both
the
the
the
courses
that
students
want
to
take
the
courses
students
need
to
take
and
and
that
push
what's
really
exciting
about
the
seventh
and
eighth
grade
expansion
at
brighton.
Is
it's
going
to
allow
for
us
to
build
pretty
substantially
on
the
work
that
we've
already
done
over
the
last
two
years.
BN
There's
a
lot
of
discussion
about
the
the
mass
core
graduation
requirements:
we've
built
a
master
schedule
and
a
school
schedule
and
a
course
catalog
that
allows
us
to
meet
that
now
for
our
students
and
so
we're
beginning
the
process
of
moving
our
students
now
through
those
requirements
we're
building
two
pathways
mentioned
in
the
video
entrepreneurship
and
biomedical
health
science
pathway.
We
the
school
for
years,
had
one
world
language
in
spanish:
we've
added
arabic
as
a
second
language,
we've
expanded
the
arts,
so
we
had
two
visual
arts
classes
and
we
now
have
visual
arts.
BN
BN
We
can
begin
the
process
of
accelerating
math
instruction
in
seventh
and
eighth
grade
so
that
all
of
our
seniors
are
able
to
take
stats.
Ap
stats,
calculus
ap
calculus,
we're
able
to
start
world
languages
in
the
seventh
and
eighth
grade,
so
we
can
get
to
fourth
year
fifth
year
ap
level
languages.
By
this
time,
students
are
sophomores
and
juniors.
BN
We
also
can
do
as,
as
mr
silva
said,
all
the
things
that
middle
schoolers
are
looking
to
do
the
clubs,
the
sports,
the
the
social
emotional
support,
so
all
those
activities
that
are
really
hard
to
do
at
a
lot
of
k-8
schools
by
that
age,
students
are
really
they're.
BN
Looking
for
that
that
diversity
of
opportunity,
and
so
for
us,
this
is
an
incredibly
exciting
opportunity,
something
that
the
school
has
has
been
working
on
before
I
got
there
and
and
the
community
is
thrilled
to
be
able
to
welcome
seventh
and
eighth
graders
I'll
end
with
this,
our
our
class
president
and
student
rep
on
the
school
site
council
today,
she
was
most
concerned
on
how
where
the
seventh
and
eighth
graders
going
to
be
in
the
building.
How
can
we
make
sure
that
they're
successful?
BN
What
do
the
students
need
to
do?
The
upper
class?
You
know
the
juniors
and
seniors
to
welcome
seventh
and
eighth
graders.
She
was
thinking
about
that
community
and
what
what
jason
talked
about
in
the
video
sort
of
how?
How
do
we
welcome
them
into
our
family,
so
really
an
exciting
place
for
us
to
be
as
a
school
community.
AB
So
we
will
open
up
to
your
questions
now
and
dr
eccleston
corey.
I
think
dr
mcintyre
is
on
the
call
as
well
who
can
talk
a
little
bit
to
the
history
of
the
burke,
as
well
as
the
work
that
she
led
with
dr
bergerman,
as
well
as
ted
lombardi
and
jean
roundtree,
so
we're
the
whole
team's
here
happy
to
take
your
questions.
AB
I
think
you're
on
mute,
madam
chair,
we're
all.
A
Tired
here
god,
sorry
so
sorry,
I
want
to
now
open
it
up
to
the
committee
for
questions
and
comments,
and
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
that
we
each
have
five
minutes
one
to
two
questions.
I
also
want
to
remind
the
bps
staff
to
also
be
brief
in
your
response
and
again,
if
you
have
additional
questions,
I'll
come
back
and
do
a
second
round.
C
C
How
what
are
the
additional
supports
that
are
going
to
exist
for
students
as
you're,
trying
to
support
the
learning
loss,
that's
happening
currently
through
the
pandemic,
and
then
after
that.
So
that's
my
first
question.
AB
BM
Well
I'll
begin
with
with
the
burke
you
know
what
we've
been
doing
as
yes,
we
you
know,
one
of
the
strengths
of
the
work
is
the
partnership
that
we
have
partnerships
that
we
have
created.
We
have
you
know
over
30
partners
and
some
of
them,
those
that
are
you
know
in
in-house,
provide
direct
service
to
the
students.
For
example,
we
have
a
cdeer
city
here
provider,
you
know
they
have
the
bathroom
after
school
they're
open
after
school
and
they
stay
with
students.
BM
You
know
until
four
o'clock
we
have
eight
to
six
that
that
helps
with
the
with
the
writing
of
of
the
students.
We
have,
you
know,
umass
boston,
we
have
freedom
house,
we
have
you
know
it.
It's
a
series
of
you
know,
partners
that
come
in
and
work
with
the
students
directly
and
also
we
have
a
staff,
the
commitment
of
the
staff
and
staying
at
longer
longer
hours
after
school.
One
of
the
things
also
that
we
have
put
in
place
is,
you
know,
there's
no
failure
right
now.
BM
It's
all
the
grading
is
standard-based,
so
students
that
have
missed
some
some
of
their
grades
or
do
not
receive
apps
what
they
receive
is
an
incomplete
and
that
incomplete.
You
know
changes
after
teachers
assigned
a
standard-based
project
that
where
the
students
demonstrate
that
they
have
to
have
met
those
standards
and
complete
that
assignment.
So
all
of
these
things
put
in
place,
you
know
and
our
students
are
staying.
BM
You
know
at
the
burke
we
used
to
say
you
know.
Attendance
is
a
problem.
It's
not
a
problem
anymore.
Tell
us
right
now.
What
was
what
the
culture
of
the
school
created
was?
We
we
decided
that
now
we
have
to
throw
the
students
out,
you
know
they
stay,
they
stay
longer
as
hours,
we
got
to
say
no
we're
going
to
hang
out,
so
we
provide
all
these
services
to
them
and
and
the
projects
that
we
put
in
place
to
make
sure
that
they
meet
in
the
standards,
the
grading
system.
We
changed
it
completely.
BM
You
know
it's
not
about
the
numbers
or
you
know
what
the
students
missed,
but
it's
about
what
they
can
accomplish.
Standards
based
grading.
You
know
with
the
systems
of
support,
can
that
help
every
child
parental
involvement
is
important
on
that
also,
you
know
counseling
all
that
helped
them
achieve
success.
At
this
point.
Thank.
AB
You
andrew.
BN
One
example
of
what
we're
doing
is
credit
recovery
with
teacher
bright
and
high
teachers
running
sessions
and
doing
courses
with
students
after
school
or
on
weekends.
We're
focused.
We
have
32
seniors
right
now,
who
fell
behind
on
credits
during
covid
and
so
they're,
taking
their
full
course
load
and
their
credit
recovery,
and
we
think
that
we
can
get
all
32
of
those
students
to
successfully
complete
their
courses
by
the
end
of
the
year,
so
we're
starting
we're
right.
Now
we
have
those
32
seniors
in
that
and
we
surveyed
the
students.
BN
So
we
set
up
the
time
with
teachers
that
best
serves
the
students
the
summer
right
after
school
summer
evening
summer
weekends
we're
using
the
district's
edmentum
platform
as
the
base
for
the
curriculum,
so
that
we
know
that
we
are
I'm
covering
the
and
teaching
and
gaining
mastery
of
the
standards,
for
that
course
we'll
be
expanding
that
into
our
11th
graders,
who
fell
behind
on
credits
during
covet
starting
in
march,
as
we
start
to
wrap
up
our
seniors.
AB
AB
We
have
strategic
partnerships
as
you've
heard
from
both
of
the
school
leaders
here
with
outside
technology
support
like
with
edmentum
and
online
courses
and
credit
recovery,
as
well
as
supportive
services
through
counseling
mental
health
services,
teachers
staying
late
to
school,
to
help
or
even
shifting
of
grading
practices,
to
give
kids
more
time
if
they've
experienced
covid
or
had
some
interruption
in
their
learning
this
year,
so
that
we
could
be
even
more
supportive,
I
don't
know
drew
if
you
want
to
add
anything
more
there.
AE
AE
AE
We're
really
seeing
skyrocketing
participation
in
the
last
few
weeks
and
months,
we're
also
offering
tutoring
for
our
youngest
learners,
75
minutes
of
ela
and
math
instruction
across
k0
to
grade
2,
using
educators
and
tutors
from
our
system
and,
as
the
superintendent
mentioned
earlier,
implementing
acceleration
academies.
We've
traditionally
done
this
10
15
schools,
but
this
year
we're
I
think
in
excess
of
65
schools
across
the
system.
AE
So
thousands
of
students
in
february
will
focus
on
english
language,
arts,
complex
texts
at
the
core
of
what
we're
doing
culturally
relevant
text
and
the
students
are
making
policy
recommendations
to
to
marawu
they're,
going
through
a
simulation
as
if
they're
on
her
cabinet
in
at
each
grade
level.
Studying
topics
such
as
racial
justice,
housing
and
security
in
the
city
and
will
be
making
policy
recommendations
based
on
their
grade
level
and
sort
of
the
text
that
they
have
available
in
dr
marawu
has
expressed
an
interest
in
being
a
part
of
that
process.
AH
AH
AH
For
quite
some
time,
in
addition,
many
of
the
king
students
have
had
days
where
they've
come
to
the
burke
campus
and
spent
time
in
the
writers,
room,
doing
poetry,
slams
or
playing
an
intramural
sport
in
the
gym,
and
so
the
community
is
ready
and
open
to
receive
the
younger
scholars
and
engage
them
in
opportunities
that
aren't
always
there
for
them
in
their
middle
schools.
Because
what
tends
to
happen
in
the
seventh
and
eighth
grade
at
our
k
through
eights?
AH
Is
they
empty
out
after
sixth
grade
when
the
brightest
kids
take
over,
take
off
and
go
to
our
exam
schools?
And
the
seventh
and
eighth
grades
are
left
somewhat
depleted
in
terms
of
student
numbers,
which
impacts
through
the
student
weighted
formula
resources,
even
when
considering
the
opportunity
index,
and
so
I
would
say
that
the
burke
and
brighton
both
have
leaders
that
are
transformational
servant.
AH
E
It
doesn't
didn't
surprise
me
that
you
did
that,
but
you
also
deserve
a
tremendous
amount
of
credit
for
your
leadership
of
the
burke
for
many
years
and
when
you
talk
about
it
coming
out
of
transformation,
the
first
high
school
in
the
commonwealth.
To
do
so,
I
believe
tremendous
leadership
on
your
part
with
your
full
team
so
anyway,
and
also
mr
bart.
Yes,
welcome
back
to
boston
public
schools.
E
I
I'd
like
to
say
that
to
you,
when
you
rejoined
us
from
your
brief
intermission
outside
of
the
city
of
austin,
but
yes,
the
work
you
did
at
orchard
gardens
before
was
transformational
as
well
too.
I
am
intrigued
both
for
the
burke
and
brighton.
You
know
we
have
had
two
of
our
high
schools
expand.
It's
include
seventh
and
eighth.
E
The
past
year,
as
on
the
chart
and
charlestown,
took
both
seventh
and
eighth
grade
and
part
of
that
was
because
of
the
closing
of
the
edwards,
whereas
east
boston
had
I
careful
how
I
say
this:
the
luxury
of
doing
it
a
year
at
a
time
starting
with
seventh
grade
and
then
building
in
both
did
you
know,
mr
bought.
It
was
interesting
that
you
referenced
a
head
of
school
bought.
Excuse
me,
it
was
interesting.
E
You
referenced
your
student
leader
being
concerned
about
where
they
are
where
the
seventh
and
eighth
graders
are
going
to
be,
because
in
both
charlestown
annie's
boston,
they
are
able
to
carve
out
a
separate
floor
or
an
area
of
a
floor,
so
they
kind
of
have
their
own
academy.
So
to
speak
for
the
for
the
students
I
know,
charlestown
has
a
completely
separate
entrance
for
the
seventh
and
eighth
graders,
I'm
not
sure.
If
east
boston
did,
I
think
they
do
I'm
trying
to
recall
walking
along
there,
but
I'm
just
wondering.
E
Are
you
going
to
have?
Is
it
seventh
and
eighth
together,
or
is
it
just
seventh
and
then
building
in
and
any
thoughts
yet
on?
You
know
the
physical
space.
Are
you
gonna,
be
kind
of
treating
seventh
and
eighth
grade
as
an
academy,
so
to
speak
and
and
slightly
different
physical
approach,
which
I
know
is
something
that
parents
are
always
interested
in
as
well.
BM
Yeah,
so
what
ederberg?
One
of
the
things
that
you
know
we've
been
preparing
for
is
to
because
we
don't
believe
that
being
making
big
small
is
the
way
to
go
with
schools
like
the
berg,
so
we
are
already
divided
into
academies.
You
know
nine,
each
academy
is,
you
know,
headed
by
a
team
leader.
They
have
their
own
counselor,
they
have
their
own,
that
we
call
engagement
counselors
also,
and
they
have
all
the
wraparound
services
tied
to
that
academy.
BM
So
what
we
want
to
do
is
continue
to
do
the
same
thing
and
create
an
account,
a
lower
academy
for
the
seventh
and
eighth
grade
and
that
they
will
have
their
own
space.
Also
because
you
know
that's
that
sense
of
my
identity
is
very
important
for
for
the
students
they
all
know.
You
know
that
creating
that,
oh
I'm
in
the
ninth
grade,
I
know
where
I'm
at
where
I'm
going.
I
know
who
are
the
people
that
I
have
to
search
for?
BM
If
I
I'm,
if
I
have
from
having
difficulties,
you
know
they
know
exactly
who
they
go
to
you
know,
every
child
is
accounted
for.
Every
child
is
hurt,
every
child's
need.
You
know
is
taken
care
of
and
the
support
with
the
counselors.
We
we
have
a
partnership
with
boston
college
where
we
receive
many
interns
for
counseling
every
year,
every
school
school
years.
You
know
we
used
to
have
as
many
as
27.
BM
right
now
it's
less,
but
you
know
students
do
ask
for
that.
They
see
their
their
peers.
You
know
talking
and
doing
well
and
all
of
that
they
come
in
and
they
used
to
say
doctor
mike
where's,
where's
mine
or
miss
wendell.
In
his
mind
the
silver
is
mine.
I
want
to
talk
to
someone,
so
we
do
all
that
and
just
yesterday
you
know
the
friend
we
have
a
new
partnership
now
with
a
franciscana
hospital.
BM
You
know
they
they're
sponsoring
a
room
at
the
burke
high
school
right
now
with
a
an
intern
and
they're
building
it
for
us
and
they
you
know
it
was
like
open,
open,
her
arms
yesterday
saying
what
do
you
want
to
see
in
this
room-
and
I
was
just
having
that
conversation
with
with
some
of
the
team
leaders
about
it.
So
that's
what
makes
the
book.
G
BM
And
we're
gonna
create
that
same
space
that
same
safe
and
welcoming
space
for
the
seven
and
eight
greatest,
because
I'm
gonna
tell
you
something
the
biggest
thing
about
the
perk
right
now
and
I
will
say
it
anywhere
in
front
of
everyone.
We
were
at
one
of
the
safest
school
in
boston,
regardless
of
where
that
school
is
located.
BN
So
we
so
we
have
a
location
right.
Brighton
is
a
sort
of
unique
building,
but
for
you
know,
the
building
we're
gonna
use
a
good
portion
of
the
first
floor
from
the
library
to
saint
elizabeth
and
there's
kind
of
a
there's,
a
great
little
sort
of
second
hallway
off
of
that,
which
I
think
is
perfect
for
seventh
and
eighth
grade.
You
know
I
had
the
benefit
of
coming
into
new
mission.
You
mentioned
when
I
when
I
came
back
to
boston.
BN
So
I
think
that
will
help
certainly
help
us
at
brighton
in
our
process.
I'm
currently,
our
plan
is
to
start
with
seventh
and
eighth
at
the
same
time,
not
to
phase
it
in,
but
to
have
it
as
half
of
the
size
that
it
will
eventually
be
so
to
start
with
both
grades
at
a
smaller
size
and
then
build
it
out
over
the
the
following
year
or
two
to
build
it
up
to
full
size
and
part
of
that
has
to
do
with
the
programming.
BN
E
E
Let's
not
underestimate
the
transformation
that
happened
at
orchard
gardens,
as
I
recall,
did
that
go
from
a
level
five
to
number
one,
the
level
one
and
it
was
the
first
of
the
commonwealth
to
make
that
happen
and
and
by
the
way
we
all
knew
it
well
before
the
state
did
because
we
saw
it
in
choice
by
parents
because
word
spread
and
parents
wanted
their
students
their
children
to
be
at
orchard
gardens
well
before
the
state
rated
it
as
a
level
one.
E
So
congratulations
on
that
and
dr
mcintyre
really
thank
you
for
calling
out
the
hub
school
work
at
at
burke,
and
you
are,
as
you
said,
the
first
high
school
in
the
district
to
be
doing
that,
and
I
know
superintendent.
E
That's
also
a
big
part
of
your
plans
to
expand
and-
and
I
actually
reflect
back
on
the
first
part
of
the
presentation
where
you
were
talking
about
the
quality
guarantee
and
that
really
impacts
kind
of
the
lower
pieces
as
well
right,
because
the
partnerships
kind
of
being
a
model
of
a
full
service
school
is,
is
that
kind
of
built
into
the
guarantee?
And
how
are
you
thinking
of
hub
schools
for
high
schools,
as
you
redesign
high
schools,.
AB
Yeah,
the
burke
is
that's
a
great
question.
The
burke
is,
you
know,
an
exemplar
of
the
hub
school
model
and
we
expanded
in
the
grove
hall
schools
this
year.
So
we
have
14
schools
that
we
are
expanding
as
our
first
cohort
of
hub
schools
this
year,
they're
in
our
the
grove
hall
alliance
of
schools,
as
well
as
our
dual
language
schools.
AB
AH
I
could
just
add
this
one
little
caveat
around
the
hub
schools.
The
burke
was
supported
through
the
lubin
foundation
to
install
the
hub
school
model
at
the
king's
school,
in
collaboration
with
claire
who
is
now
leading
our
hub
school
work
from
the
ymca,
and
so
claire
was
on
the
ground
floor,
working
collectively
with
the
burke
staff
to
install
a
hub
school
model
so
that
the
needs
of
the
entire
family
school
community
could
be
met
and
that
included
food
pantries,
katie's
closet.
AH
We
would
have
vegetable
trucks
come
to
the
community
for
both
the
burke,
the
pilot
and
the
king,
and
just
share
in
nutritional
value,
free
food
with
all
of
our
families,
and
so
that
work
is
still
living
still
ongoing.
And
it's
sometimes
hard
to
see
the
crack,
because
the
through
way
is
really
quite
clear.
AB
BN
So
we
have
the
beginnings
of
it.
We
have
a
health
center,
that's
staffed
by
the
boston,
public
health
commission
and
the
health
center,
and
our
school
nurse
are
working
with
different
partners
to
bring
in
dental
services
vision
screening.
BN
We
have,
I
think,
about
30
students
who
were
screened
right
after
the
december
break
or
waiting
glasses,
so
we're
so
it's
not
the
full
hub
model,
but
we're
we're
well
on
our
way.
E
BN
BN
I
also
mr
o'neal,
you
mentioned
the
enrollment
and
sort
of
the
demand
at
orchard
gardens
it's
worth
noting.
That
brighton
was
projected
to
be
at
343
this
year
and
typically
for
the
last
five
years:
brighton,
underperformed,
enrollment,
approximately
15,
and
so
you
sort
of
look
at
the
decline.
So
we
were
projected
at
343..
BN
We
are
as
of
today
at
443,
so
we
have
100
more
students
than
we
were
projected
for
and
so
incredible
growth
and
incredible
growth
in
austin
brighton,
we're
approaching
50
of
our
students
austin
in
particular
a
lot
of
students
in
our
sdi
program
and
slice
classes,
enrolling
from
austin.
So
beginnings
of
the
same
thing
that
was
happening
at
orchard,
gardens
and.
BN
Was
there
I
was
there
today
and
going
back
soon,
so
great.
W
Thank
you,
madam
chair,
and
thank
you
to
both
of
our
principals
here
today.
I
haven't
had
the
opportunity
to
visit
your
schools
any
any,
not
anytime,
soon
or
recently,
but
I
would
love
to
be
there
and
see
the
the
work
on
the
ground.
W
So
I
I
think
my
question
is:
where
are
we
in
terms
of
a
comprehensive
facilities
plan
that
really
takes
into
the
consideration
are
wanting
to
reconfigure
grades
in
a
more
permanent
basis
versus
the
the
temporary
pieces
that
we're
kind
of
piecing
together
to
make
this
happen?.
AB
Thank
you
for
that.
This
is
the
exciting
question,
and
this
is
the
question
that
the
chair
constantly
pressures
us
on.
As
you
know,
we've
had
three
separate
mayors
in
the
past
two
and
a
half
years
and
three
board
school
committee
chairs,
and
so
with
that
kind
of
transition
it
has
made
it
hard
to
to
get
the
commitments
up
and
going
and
the
and
the
focus,
particularly
at
the
mayoral
level,
because
you
need
to
you,
you
need
the
resources
right
and
you
need
the
commitment
of
resources
and
I've
been
thrilled.
AB
That
mayor
wu
has
been
speaking
to
the
facilities
and
that
that's
a
priority
for
her.
I've
had
several
meetings
already
with
the
mayor
and
with
dion
irish,
who
is
over
the
public
facilities
department
at
the
city,
about
the
capacity
that
they
would
need
and
the
capacity
that
we
have
put
in
place
already
with
some
of
our
esr
funding
to
really
launch
a
comprehensive
study
moving
forward
for
our
school
facilities.
AB
The
wonderful
thing
is
that
we're
basing
it
on
the
academic
needs
of
the
k6
and
the
712s.
You
heard
dr
eccleston
talk
about
this
earlier.
This
is
we
released
an
rfp
to
have
a
vendor,
come
in
an
architect,
come
in
and
walk
us
through
a
community
engagement
process
around
our
quality
guarantee,
our
in
academics
and
what
would
what
are
the
standards
that
would
drive
any
new
facility
upgrades
and
we're
hoping
to
engage
in
that
work,
starting
in
the
next
several
months
and
on
when
we
have
our
retreat
with
the
school
committee?
AB
We
plan
on
talking
about
that.
We're
also
talking
about
the
weighted
student
funding
formula
and
that's
also
a
huge
piece
and
what
we
are
going
to
be
doing
around
reforming
the
way
that
we
equitably
fund
our
schools.
So
those
two
key
initiatives
will
be
happening
and
we
will
be
engaging
with
our
community
to
marry
the
academic
agenda
as
the
driver
of
both
our
budget
and
our
facility
upgrades
at
each
school
and
everybody
will
be
you
know
all
schools
will
be
listed.
AB
You
know
in
terms
of
their
how
they,
how
those
school
buildings
stand
up
to
this
quality
standard,
that
we
want
to
want,
every
kid
to
be
able
to
have
and
and
then
the
city
has
to
see
this
plan
and
decide
how
they
will
fund
it.
W
That
and
that
is
incredibly
exciting
to
hear
that
mayor
wu
is
interested
and
and
committed
to
to
really
providing
the
environments
and
spaces
that
our
students
and
our
educators
deserve
to
be
in
every
day.
I
think
my
follow-up
to
that
is.
W
AB
So
I'm
hoping
that
in
the
short
while
here
with
this
study,
we
will
be
able
to
see
you
know
where
we
can
expand
and
where
facilities
need
addition,
you
know
either
additions
or
to
campus
solutions
to
schools,
or
you
know
full
rebuilds
if
necessary.
For
instance,
the
emk
is
a
school
that
also
would
like
to
have
7
12..
AB
We
need
to
temporarily
move
them
to
a
facility,
but
we're
looking
for
a
permanent
home
for
them,
as
well
as
the
muniz
I
met
with
their
site
council.
This
past
fall
and
talked
with
them,
I'm
eager
for
them
to
be
able
to
have
a
school
building
that
fits
the
needs
so
that
they
can
expand
their
growth.
We
have
more
dual
language
in
the
district,
so
more
kids
want
to
have
this
as
an
up
an
option
to
be
able
to
roll
up
into
their
high
school
and
to
do
that
earlier.
AB
W
Appreciate
that
and
I'm
going
to
ask
the
the
the
parent
hat
question
is
like,
and
when
can
we
actually
see
this
happen
right
like
in
terms
of
timeline.
AB
AB
What
are
what
should
a
high
school
have,
and
then
we
measure
up
every
single
high
school
against
that
we
also
have
recently
done
a
facilities
index
and
looked
at
all
of
the
age
of
our
roofing,
the
age
of
our
you
know
our
windows,
our
buildings,
our
bathrooms
and
the
condition
of
those
that
could
you
know,
do
they
have
a
gymnasium,
a
library?
Do
they
have
science
labs?
AB
You
know
therapeutic
spaces
or
anything.
You
know
spaces
for
counselors
social
workers,
hub
school
clinics,
and
so
you
have
to
stand.
You
have
to
look
at
each
of
the
schools
against
that
standard,
and
then
we
have
to
make
some
decisions
as
a
body
about
prioritization,
based
on
our
racial
equity
planning
tool.
W
And
I
think
so-
and
this
will
be
my
last
question,
but
as
we're
thinking
about
we're
creating
some
temporary
solutions
that
are
we
saying
that
that
goes
beyond
one
or
two
years
example
of
some
of
the
elementary
schools
that
are
expanding
to
include
middle
grade
middle
school
grades
for
next
year.
AB
W
But
with
that
six,
many
of
them
are
doing
it
with
temporary
spaces,
and
so
what
is
the
timeline
to
think
like?
How
long
are
people
going
to
be
in
temporary
spaces?
I
know
you
don't
know
these
pieces,
but
I'm
just
trying
to
think
through.
If
I
were
a
parent.
Is
this
a
a
one-year
timeline
to
to
think
about
a
more
permanent
position
for
schools?
Is
this
two
years
three
years
out?
Are
we
10
years
out,
like
I'm
just
trying
to
conceptualize
what
this
means.
AB
AB
We
literally
would
need
somewhere
around
4
billion
in
order
to
move
our
projects
and
then
there's
the
sure,
logistics
and
operations
of
that
amount
of
construction
projects
to
get
you
know
to
get
going
where
every
school
could
be
could
be
remodeled
or
renovated,
or
an
addition
put
on
and
just
the
sheer
capacity
of
the
city
to
be
able
to
manage
those
projects
is,
is
quite
a
bit
and
then
still
do
libraries
and
fire
houses,
and
you
know
housing
and
all
the
other
things
that
the
city
does.
S
AB
I
and
I
I
want
more
urgency
around
that,
and
have
I
mean
if
I
talk
about
any
topic,
this
is
the
one
I
talk
about
the
most
that
keeps
me
up
at
night
and
the
just
the
sheer
amount
of
125
schools,
and
it's
not
just
some
of
them,
like
almost
all
of
them,
need
major
renovations
and
additions
and
support
like
every
every
single
one
of
them
has
something
that's
needed.
Q
N
C
Yes,
just
shifting
back
to
the
the
the
slideshow
where
you
mentioned,
like
the
guarantee
on
equitable
instruction,
and
so
if,
if
someone
could
just
shed
a
little
bit
of
light
on
just
what
does
the
rigor
of
teacher
evaluation
look
like?
Obviously,
the
burke
and
brighton
have
offered
great
models
by
which
to
follow,
but
I'm
just
kind
of
curious
as
to
what
that
that
that
rigor
of
evaluation
looks
like,
particularly
with
regard
to
implementing
anti-racist
practices,
culturally
relevant
pedagogies,
doing
that
efficiently
and
doing
so
in
a
timely
fashion.
C
I
know
the
work
is
tough
to
to
really
get
a
hold
on
to
implement,
but
it
is
critical
that
we
do
this
pretty
quickly.
AB
Yeah
our
teachers
are
evaluated.
I
wonder
if
dr
eccleston
wants
to
speak
to
that,
but
I
know
that
it.
We
probably
would
need
to
come
back
at
this
hour
for
a
much
more
thorough
presentation
on
teacher
evaluation
and
how
we
conduct
teacher
evaluation
at
our
schools.
AE
On
that,
I
don't
think
I
have
anything
profound
to
offer,
I
think
maybe
chief
chief
harris
might
have
if
he
wants
to
add
just
as
being
sort
of
the
school's
division,
that
they're
a
little
bit
more
responsible
for
implementation
of
evaluations.
AE
But
I
think
we
have
a
lot
more
work
to
do
on
that
front,
particularly
around
pairing
that
of
the
evaluation
tool
with
some
of
the
academic
priorities
and
the
teacher
practice
priorities,
particularly
using
the
cryopt
tool.
That's
one
of
our
academic
priorities,
but
I'll
turn
over
to
corey.
If
he
has
anything
else
to
add.
AF
Yeah
I'd
say
you
know
nothing
meaningful
that
I
was
going
to
talk
about
the
cry
out,
but
I
think
again,
that's
another
one
of
those
areas
where
we
need
to
develop
more
consistency
across
the
district.
I
think
the
approach
to
you
know
how
we
implement
and
how
we
give
feedback
is,
is
definitely
a
little
bit
varied
and
not
consistent
across
the
board.
AB
But
we
could
certainly
provide
further
information
at
another
meeting
on
teacher
evaluation
if
you'd
like.
A
Anyone
else
I
have
two
questions,
one
I
know
is
in
the
earlier
set
of
slides.
We
talked
about
the
seal
of
biliteracy,
and
I
know
that
we've
had
that
in
the
district
for
a
while.
What
what
kind
of
data
do
we
have
about
both
how
many
students
have
actually
earned
it
and
then,
as
they
have
graduated
high
school
and
gone
on?
What
has
how
have
they
utilized
it?
As
we
are,
you
know,
working
to
increase
others
desire
to
take
this
work
on.
AE
Yeah
we're
on
every
any
given
year,
it's
somewhere
between
130
to
150
students
who
are
graduating
with
the
seal
of
biology.
I
may
be
a
little
off
of
my
numbers,
but
that's
generally
the
sort
of
range
that
we're
talking
about,
and
I
want
to
thank
julie,
calderon,
who
leads
our
world
language
team
in
collaboration
with
the
office
of
english
learners,
particularly
fair
as
raj,
has
made
this
a
real
important
part
of
her
priority.
AE
But
I
don't
know
that
we've
had
the
investments
until
superintendent
casilius
has
really
sort
of
made
clear
on
what
the
quality
guarantees
need
to
be,
and
so
I
think
we're
starting
to
now
to
an
earlier
question
from
ms
lepera
really
thinking
through.
What's
the
strategic
plan
for
the
office
of
english
learners
and
we
understand
that
heritage,
language
programs,
world
language
programs
are
things
that
we
need
to
invest
in
in
the
early
years,
so
that
our
students
are
ramped
up
for
opportunities
to
graduate
with
the
sale
of
buy
literacy.
AE
No
multiple
languages,
I
can
get
the
the
breakdown,
okay,
specific
languages.
I
don't
know
all
of
that.
There's
an
assessment
you
have
to
go
through
to
demonstrate
proficiency
in
multiple
languages,
but
we'd
be
happy
to
sort
of
update
the
the
committee
in
in
a
forthcoming
presentation
on
this
matter.
Yeah.
A
That
would
be
wonderful.
Thank
you.
The
the
other
is
more
of
a
philosophical
one.
It's
you
know
we're
hearing
it
as
the
pa
shaw
is
trying
to
increase
its
size,
and
other
schools
are
going
through
that
do
we
have
a
vision
about
what
our
slate
of
our
group
of
high
school
campuses
will
look
like
so
for
city
of
boston,
how
many
full
service
high
school
campuses
do
we
need
in
terms
of
serving,
I
don't
know,
25
to
30
000
students
between
grade
7
to
12.
how
many
distinct
campuses
you
know
what
about
schools?
A
We
have
some.
We
have
a
a
number
of
very
small
high
school
programs
that
are
free-standing
individual
schools.
Now
you
know,
is
there
a
vision
of
their
coming
together
in
sort
of
a
university
model
where
you've
got
multiple
small
programs?
You
know
under
one
comprehensive
place
so
that
you
have
a
great
library
and
gym
and
all
of
those
things
and
not
trying
to
you
know,
support
boutique
high
schools
as
well.
S
AB
We
would
have
enough
anchor
high
schools
in
each
neighborhood
that
are
high
quality,
that
parents
could
choose
that.
We
would
then
have
a
portfolio
of
options
of
other
high
schools
that
are
career
focused
such
as
the
emk
or
the
bga,
or
the
madison
park
vocational
school.
And
then
we
have
a
series
of
day
schools
for
particular
populations
who
need
specialized
services
that
we
would
provide
like
at
the
horseman
school
or
the
henderson
k-12
or
the
mckinley
school.
AB
AB
AB
You
know
from
like
7
a.m,
until
7
pm
and
being
able
to
have
pm
classes
for
students
who
might
need
that
type
of
question
classes
and
because
of
their
work,
schedule
or
other
commitments,
and
then
because
our
students
have
the
mbta
pass,
also
being
able
to
take
a
class
at
your
home
base
school
which
might
be
brighton,
high
school
and
go
right
across
the
street
and
take
an
environmental
class
at
bga
or
you
might
be
able
to
take
a
latin
class
at
boston,
latin
and
you're,
not
an
exam
school
student.
AB
But
you
might
be
able
to
take
a
course
there
online
distance
course.
So
it's
a
way
to
think
about
more
opportunity
of
any
time
anywhere
learning.
But
right
now
we're
trying
to
just
establish
the
rigor
establish
the
foundation,
get
us
our
schools.
All
in
you
know
honest
a
similar
graduation
pathway
and
have
a
portrait
of
the
graduate
get
a
common
course
catalog
across
all
schools
and
then
we'll
start
working
with
piloting
more
of
the.
AB
You
know
scholar
program
where
students
can
go
from
school
to
school,
and
course,
to
course,
either
online
or
physically,
and
that
would
also
extend
a
higher
education
as
well.
So
we
could
partner
with
our
community
colleges
and
students,
could
take
half
a
day
at
rcc
and
go
back
to
madison
park
and
take
their
vocational
apprenticeship
courses.
AB
AB
A
AB
A
AB
Of
our
students
are
one-to-one
now,
so
there's
no
reason.
We
can't
leverage
the
technology
and
all
of
our
teachers
have
the
streaming
capabilities,
so
they
all
have
the
cameras
in
their
classrooms
to
be
able
to
stream
courses
or
to
do
flipped
classrooms
and
offer
courses
online,
and
so
we
just
need
to
get
that
infrastructure
built
and
that's.
Q
A
If
not,
I,
on
behalf
of
the
committee,
I
want
to
thank
dr
eggleston
and
your
team
and
school
leaders
and
school
leaderbot
and
everyone
for
this
amazing
work.
I
mean,
I
know
we're
just
at
the
beginning
and
we
look
forward
to
continued
updates
and
more
conversations
as
this
work
continues
to
develop.
Thank
you.
A
So
we
are
up
to
move
on
to
public
comment
on
reports.
Ms
sullivan.