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From YouTube: Boston School Committee Meeting 4/26/2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
B
B
C
B
A
quorum
thank
you,
Miss
Sullivan.
At
this
time,
I
would
like
to
entertain
a
motion
of
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO
Council
93
local
2814,
also
known
as
our
shop
storekeepers
to
have
this
discussion
in
an
open
meeting
could
have
a
negative
impact
on
the
committee's
bargaining
strategy.
The
committee
will
return
to
public
session
at
6
PM.
Is
there
a
motion.
F
B
A
B
Started
good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO
Council
93
local
2814,
also
known
as
our
storekeepers
to
have
this
discussion
in
an
open
meeting
would
have
had
could
have
a
negative
impact
on
the
committee's
bargaining
strategy.
B
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
the
recording
will
be
available
in
all
of
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
April
26
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
B
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
Spanish,
Haitian,
Creole,
Cabo,
verdiano,
whoops,
sorry,
papuary,
Anu,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assess
to
assist
our
interpreters.
B
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation,
we'll
begin
with
the
approval
of
the
minutes.
B
B
C
G
C
B
H
Good
evening,
Madam,
chair
and
school
committee
members
I'd,
like
to
begin
I,
have
a
little
bit
of
a
lengthy
Report
with
some
updates,
but
I'd
like
to
begin
with
just
a
brief
update
on
the
exam
schools.
Following
the
update
from
the
last
meeting,
we
have
now
sent
out
the
exam
School
eligibility
notices
to
the
7th,
9th
and
10th
grade
families
with
the
corrected
gpas.
H
The
team
is
meeting
daily
to
ensure
accuracy
for
the
remaining
processes
so
that
we
can
get
the
invitations
out
in
early
may
as
scheduled
and
without
any
further
delay.
We've
also
worked,
which
I'm
very
excited
about
to
bring
back
Ernestine
young,
which
we
refer
to
as
ey
or
our
external
validation
for
the
invitation
data.
We
have
great
confidence
in
ey,
given
our
past
experience
and
working
relationship
with
them,
and
we
look
forward
to
working
with
them
again
on
something.
That's
so
important.
H
I
want
to
thank
our
families
for
their
patience,
as
we
finalize
the
process
for
this
year
and
to
share
that
we've
already
begun
to
work
on
the
plan
for
next
year.
We
realized
how
high
stakes
this
is,
and
we
want
to
make
sure
that
we
get
everything
right,
And,
Timely,
some
wonderful
news
that
I
shared
publicly
just
before
school
committee,
I'm
happy
to
share
with
the
committee
as
well
and
to
the
public
here.
H
But
it's
been
my
privilege
to
to
share
that
Dr
Mario
novas
has
joined
our
team
as
the
new
senior
advisor
of
organizational
development
and
equity.
H
Dr
novas
is
an
educator
and
a
Justice
Advocate
she's
promoted
healing
Equity
Community
empowerment
through
Coalition
building
and
organizing
throughout
our
career
she's,
an
immigrant
from
the
Dominican
Republic
and
a
former
BPS
student
and
teacher
Dr
novas
has
served
as
the
chief
of
learning
and
Community
engagement
most
recently
at
the
Museum
of
Fine
Arts.
She
also
served
as
the
transition
director
for
mayor
Michelle,
Wu's
mayoral
campaign,
and
she
was
also
the
director
of
Partnerships
in
engagement
for
Massachusetts
at
the
education
trust,
and
at
that,
in
that
role
she
convened
the
Massachusetts
education
Equity
partnership.
H
She
will
work
closely
in
her
role
with
me
and
with
the
leadership
team
to
ensure
that
Equity
is
a
through
line
for
our
organization
and
for
our
work
through
that
Equity
lens.
She
will
also
help
us
with
our
organizational
development.
Looking
at
you
know
how
our
systems
and
teams
can
work
together
to
really
maximize
our
resources
and
solve
the
biggest
challenges
we
face.
H
I
know
she's
ready
to
roll
up
her
sleeves
and
dive
into
this
important
work,
and
so
I
I
hope
that
you
can
join
me
in
welcoming
her
with
with
our
big
DPS
welcome
and
I.
Think
you
I
think
you
can
see
her
on
the
screen.
I
H
Really
really
happy
with
how
talented
and
just
incredibly
you
know,
there's
there's
no
Sky.
You
know
limit
no
limit
to
the
sky
right
now
for
our
team,
it's
just
it
keeps
getting
stronger
and
stronger,
so
welcome.
Aboard
Mario
I
also
wanted
to
update
the
committee
on
the
April
acceleration
academies,
as
I
know.
You
had
asked
about
this
the
last
time
so
this
past
week
we
held
during
the
school
vacation
week.
The
April
acceleration
Academy
is
at
33
schools.
H
Again,
our
Focus
was
in
the
transformation
schools
across
the
district
and
and
in
this
particular
April
Academy.
It
served
more
than
1700
students.
To
give
you
a
perspective
in
February,
we
we
had
the
acceleration
academies
in
32
schools
and
we
had
1450
students,
so
we
saw
our
significant
upticks
we're
still
calculating
and
pulling
together
all
the
attendance.
The
data
and
we'll
give
a
more
full
report
out
on
that,
but
I
wanted
to
at
least
give
you
the
update
that
we
had
seen
a
nice
uptick
of
students
in
school
sites.
H
Students
in
during
the
April
accelerations
were
engaged
in
really
looking
at
English
language,
arts
and
depth.
They
had
a
focus
on
Project
based
learning
and
enrichment
that
were
aligned
back
to
the
district
curriculum.
They
also
participated
in
experiential
learning
format,
with
students,
with
math
skills,
learning
through
flower
arranging
designing
airplanes
building
monuments.
H
You
know
based
on
historical
figures
for
their
country
of
origin
and
others
who
looked
at
World
entrepreneurship,
so
it
really
was
Applied
Mathematics
in
you
know
in
a
deep
way
and
that's
what
we
aim
for
in
those
acceleration
academies
to
connect,
experience,
learning
fun
all
together,
and
so
really
thank
you
to
the
staff
who
also
made
those
acceleration
academies
possible
and
to
our
parents
for
making
sure
that
that
students
were
able
to
to
register
for
them,
get
there
and
participate
actively.
H
We
we
will
report
out
at
a
future
SC
just
a
little
bit
more
about.
You
know
what
we
saw
in
terms
of
overall
participation
in
baselining,
but
just
to
you
know,
really
give
you
a
sense.
It's
it's
that
connection
in
the
acceleration
academies
of
you
know,
teacher
dedicated
teachers
and
paraprofessionals,
along
with
experience,
and
you
know,
within
the
schools
and
Hands-On
projects,
so
I
think
that
overall
was
a
big
success
and
we
were
very
pleased
that
so
many
students
participated
in
it
along
the
same
lines
as
we
shift
thinking
about
the
summer.
H
You
know
we're
working
to
you
know,
bring
the
school
year
to
a
close
in
a
strong
way,
but
to
also
go
into
the
summer
and
see
that
as
an
extended
period
of
learning
and
enrichment
as
if
she
had
before
you
know
we're
investing
the
largest
number
in
range
of
opportunities
yet
for
our
students,
we've
added
capacity
to
serve
upwards
of
17
000
students,
and
that
includes
a
range
of
programs,
Fifth
Quarter,
which
we
do
with
Boston
after
school
and
Beyond
early
focused
for
our
youngest
students,
High
School,
Credit
Recovery,
the
expanded
school
year
for
students
in
special
education
and
the
exam
School
initiative.
H
Just
among
a
few
of
those,
we
launched
the
registration
earlier
this
year.
This.
This
came
up
upon
parent
request
to
try
to
understand
what
was
available
and
to
get
students
registered,
and
so
we
actually
launched
it
March
22nd,
and
that
was
that
was
almost
a
month
early
and
then
here
we
are,
you
know
now
you
know
in
late
April
and
we've
already
registered
about
4
500
students,
so
we're
thrilled
about
that.
H
We
we
want
to
get
the
message
out,
that
these
opportunities
are
available
they're
on
our
website,
we're
working
through
the
schools
through
our
teachers
through
our
social
workers
and
and
counselors,
and
guidance
counselors
and
family
engagement.
So
you
know
lots
of
information
there,
lots
of
people
to
support
and
helping
you
to
get
registered,
but
we
really
want
to
fill
and
exceed
those
17
000
seats,
if
possible
in
the
same
way,
I
think
what's
unique
about
this
coming
summer.
Is
that
we're
deeply
committed
to
expanding
inclusive
practice?
H
Just
as
we
are
during
the
school
year,
we
want
to
make
sure
that
summer
opportunities
are
there
for
our
students
with
disabilities
as
well,
and
so
we're
expanding
those
inclusive
opportunities
this
summer,
we're
offering
more
inclusive
opportunities
in
Fifth
Quarter
with
programming,
we're
also
allowing
for
more
choice
for
our
students
between
the
traditional
extended
school
year,
programming
in
the
Fifth
Quarter
offerings,
so
we
hope
to
you,
know
meet
you
know
what
parents
have
been
asking
us
for.
H
Our
special
education
parents
have
been
asking
us
for
and
we're
modeling
a
lot
of
it
off
of
success
that
we
had
last
summer
in
integrating
our
English
Learners
into
the
fifth
quarter.
You
know
we
had
last
year,
65
of
our
multilingual
Learners
attend
the
fifth
quarter
summer
programming
and
35
percent
attended
Standalone.
So
we
were
able
to
sort
of
use
that
model
and
extend
that
now
to
our
students
with
disabilities.
We're
excited
about
it.
You
know
we
recognize.
H
You
know
we're
not
going
to
be
able
in
this
first
summer
to
support
students.
You
know
in
all
programs
with
students
with
IEPs.
We
will
learn
from
this
summer,
but
we
hope
that
this
is
a
beginning,
a
foundation
for
which
we
can
build
so
that
we
truly
have
inclusive
summer
experience
in
terms
of
the
Outreach
piece.
Our
teams
have
been
really
you
know,
hitting
the
ground
at
the
community
events
spreading
the
word
to
our
families,
about
registering
both
in
schools
and
at
those
community
events.
H
Families
can
find
us
at
several
of
the
upcoming
events:
Saturday
May
6th,
we'll
be
at
the
parent
University's
steam
at
The,
Dudley,
Street,
neighborhood,
school
and,
in
fact,
I'll
be
at
that
and
the
wake
up,
the
Earth
Day
Festival
in
Jamaica
Plain.
So
those
are
you
know:
we've
found
that
to
be
successful
to
to
go
to
where
parents
are
to
make
them
aware
of
the
opportunities
and
then
to
be
able
to
support
registration
right
at
those
those
events
that
are
happening.
H
All
of
our
family,
Liaisons
The,
Welcome,
Center
staff,
The
Hub
coordinators,
the
office
of
multilingual
learner,
parent
Specialists
they've,
been
trained
to
support
summer
registration
and
we're
really
seeing
that
training
such
a
broad
staff
is
paying
off
by
because
it's
reaching
so
many
more
parents
and
we'll
continue
to
provide
updates,
as
we
become
you
know,
get
closer
into
the
summer.
But
right
now,
4
500
students
at
the
end
of
April
is
fantastic
and,
and
we
hope
to
keep
that
going
for
I
wanted
to.
H
Also
some
of
you
may
have
seen
in
the
news
in
the
media
yesterday
about
white
stadium
and
I
I
just
wanted
to
take
a
brief
moment
to
address
the
city's
efforts
to
reimagine
White
Stadium
as
a
hub
for
BPS
Athletics
owned
by
the
city.
White
stadium
in
Franklin.
H
Park
was
built
in
1945
and
it's
been
a
place
for
BPS
students
and
families
and
members
of
the
community
to
gather
for
sporting
and
cultural
celebrations
and
much
much
more
for
decades,
but
it's
also
been
in
in
desperate
need
of
repair
for
many
years
and
to
that
end,
the
city
released
yesterday
a
request
for
proposals
or
what
we
call
an
RFP
seeking
submissions
from
entries
to
send
in
their
proposals
and
ideas
about
how
to
you
know,
to
lease
the
space
and
then
how
to
help
to
be
able
to
renovate
it.
H
H
There
was
a
fire
decades
ago
that
destroyed
the
inside
of
the
East
grandstands
and
that
space
has
not
been
usable
for
some
time.
The
results
would,
you
know,
bring
our
students
access
to
state-of-the-art,
athletic
facilities
equipment.
H
You
know
there'd
be
there's
a
proposed
eight
Lane
new
track
where
we
could
host
track,
meets
and
new
high
quality
grass
field
for
competition,
and
it
would
really
give
has
the
potential
to
give
our
student
athletes
an
opportunity
to
further
improve
their
leadership
skills
on
and
off
the
field.
Is
we
explore
what
what
seems
to
be
an
incredible
opportunity?
I
think
it's
important
that
we
keep
our
our
students
and
our
student
athletes
at
the
center
of
the
decisions.
H
Discussions
are
ongoing
and
they'll
continue
with
any
private
entity
about
the
access
and
the
use
of
the
space
for
our
students.
Our
understanding
is
the
city
will
host
Community
listening
sessions
over
the
next
several
months
for
residents
and
families
to
learn
more
and
we
look
forward
to
seeing
what
comes
of
it,
of
the
RFP
and
and
the
next
steps
and
we'll
certainly
provide
updates
to
the
committee
as
they
become
available
many
many
bright
spots
over
the
course
of
the
the
last
time
we
met.
H
This
was
an
opportunity
to
celebrate
one
Boston
day,
a
day
of
service
and
togetherness,
which
was
the
the
marathon
Monday
with
this
year's
annual
Red
Sox
hat
day,
and
we
celebrated
it
at
the
Condon
just
want
to
appreciate
the
Red
Sox
organization,
the
mayor
mayor,
Wu,
Pedro
Martinez,
who
was
there
Sam
Kennedy
in
especially
School
School
leader
Camillo,
who
really
did
a
wonderful
job
with
the
Condon
students
and
staff
to
have
a
wonderful
celebration.
H
There,
Pedro
Martinez
and
his
wife
shared
information
about
the
Pedro
Martinez
Foundation
mentoring
program,
which
provides
Sports
training
opportunities
with
professional
athletes
and
sports
industry
professionals
and
access
to
educational
events
throughout
the
year.
He
shared
the
program
you
know
with
students
at
you
know
as
the
program.
It's
predominantly
for
young
people,
13
to
18.
the
Conan
school
students
actually
read
the
book
growing
up
Pedro,
which
was
written
by
matchavirus,
which
talks
about
Pedro's
life
and
career.
H
So
it
was
Full
Circle
to
have
the
Red
Sox
and
Pedro
there
to
speak
to
the
classes
that
were
reading
his
book
and
to
learn
about
the
mentoring
program.
You
know
it
was
just
a
great
reminder:
I
think
that
day,
the
the
one
Boston
day
of
the
importance
of
service,
the
importance
of
community
and
I
think
the
con
in
the
continent.
H
School
students
and
staff
made
us
proud,
and
they
made
me
proud
to
see
how
they
they
gave
such
a
welcome
and
were
so
receptive
of
the
the
work
of
Boston
one
another
big
celebration
was
and,
and
it's
a
this
is
a
big
announcement-
was
that
the
Boston
public
schools
has
been
selected
for
the
2023
U.S
Department
of
Education
Green
Ribbon
School
District
sustainability
award.
H
Pps
has
been
a
leader
in
sustainability
for
a
while
now
and
it's
been
recognized
nationally
and
globally,
and
so
this
was
just
really
kind
of
topping
things
off
with
the
award.
I
want
to
really
thank
Dr
depina
and
the
entire
facilities
team,
because
they're
the
ones
that
earned
this
award
in
their
thoughtfulness
their
intentionality
their
practice.
As
we
work,
you
know
in
facilities
both
in
our
maintenance
and
upgrading
of
facilities
in
sustainable
practice,
so
they
they
made
BPS
proud,
and
we
should
all
celebrate
it
because
it
is
a
very
distinguished
award.
H
I
would
like
to
give
a
shout
out
to
administrative
assistants
and
to
our
Librarians
last
weekend
was
the
national
librarian
day,
and
today
is
Administrative.
Professionals,
Day
and
I
just
want
to
take
the
opportunity
to
acknowledge
how
integral
our
Librarians
are,
and
our
administrative
assistants
are
to
our
school
communities
across
BPS.
H
You
know
our
Librarians
do
so
many
things
with
our
students
and
our
families
really
working
on
reading
and
helping
students
to
find
the
perfect
book
or
the
perfect
resource
for
their
reports,
and
then
certainly
our
administrative
assistants
really
help
our
school
leadership
to
stay,
organized
and
efficient
and
able
to
really
focus
on
our
students
and
our
and
our
families.
They
are
all
a
valuable
resource
to
our
school
communities
at
large
and
their
commitment,
both
throughout
the
pandemic
and
in
these
last
two
years
to
really
reach
out
work
with
our
families.
H
Finally,
this
morning
I
saw
several
of
our
school
committee
members,
chair,
Robinson
and
vice
chair
O'neill
in
particular
as
well
as
so
many
of
our
elected
kids
as
we
attended
the
ceremony
to
rename
the
McKinley
schools
as
the
Melvin
H
King
South,
End
Academy.
It
was
an
honor
to
be
a
part
of
the
renaming
ceremony
and
to
stand
with
Dr
King's
wife,
Mrs,
Joyce,
King,
mayor
Wu,
Cindy
Nielsen,
all
of
our
electeds
special
guests
that
were
there
and
friends
at
that
renaming
ceremony.
H
You
know
Mel
King
was
you
know
for
me
as
I
shared
this
morning.
A
true
inspiration,
as
a
young
teacher
as
I
met
him
for
the
first
time
when
I
was
doing
work
in
technology
at
the
Fab
Lab
in
the
South
End,
and
he
made
such
an
impression
on
me
and
he
he
really
inspired
me
to
want
to
make
sure
that
I
worked
as
hard
as
I
could
for
our
young
people
for
our
community
and
to
to
give
equity
and
education.
H
You
know
a
reality,
and
so
it
was
just
an
honor
to
be
there
among
everyone
and
Dr
King's
wife
did
such
a
great
job,
just
capturing
Mel's
persistence
in
the
work
that
was
important
and
really
asking
our
young
people
at
you
know
the
new
Melvin
H
King
South
End
Academy,
to
keep
that
persistence
at
heart
and
to
work
for
the
community
in
everything
they
do.
H
One
of
the
the
highlights,
in
addition
to
hearing
Mrs
King
speak,
was
to
hear
one
of
our
very
own
students,
Jalen
Rodriguez,
who
I
had
the
opportunity
to
meet
on
stage
who
is
a
student
at
the
the
now
the
Melvin
H
King
South
End
Academy
read
a
poem
that
Mel
had
written
called
struggle
and
I
was
my
highlight
of
the
day
after
that
was
to
find
out
that
Jalen
would
be
here
tonight
so
that
he
could
share
with
the
committee
and
the
public
a
reading
of
that
poem.
G
Good
afternoon
everybody
there
we
go
a
long
very
long
day,
but
you
know
we're
here,
I'm
glad
to
see
all
your
beautiful
faces
and
yeah.
This
is
this
is
the
poem
that
I
rehearsed
earlier
today
called
struggle
by
Mel,
King
and
yeah?
G
It's
a
struggle,
developing
solidarity.
It's
a
struggle
being
positive.
It's
a
struggle
making
common
Unity,
it's
a
struggle
living,
it's
a
struggle
because
it's
slow,
but
if
we
still
go
out
developer,
solidarity
being
positive
escaping
reality,
making
common
Unity
we
will
grow
because
the
struggle
is
to
work
for
Change
and
change
is
to
the
basis
of
knowledge.
I
mean
sorry
guys.
The
basis
of
education.
Education
is
the
basis
of
knowledge,
and
knowledge
is
the
basis
for
growth
and
growth
is
the
basis
for
being
positive
and
being
positive
as
a
basis
for
building
solidarity.
H
Great,
so
just
thank
you
to
Jalen
and
and
to
Lita
Nielsen
for
the
event.
Today,
really
really
was
such
a
special
thing
to
participate
in
you
know,
Mel's
Legacy
will
live
on.
Certainly
at
you
know
our
new
Academy
and
in
VPS-
and
you
know,
his
focus
and
equity
in
education
is
a
torch.
We
all
need
to
carry
on
now.
So
with
that
Madam
chair.
That
concludes
my
report
and
I'm
happy
to
entertain
questions.
B
D
D
What
have
you
all
been
doing,
or
even
thinking
about
as
far
as
I
would
I
would
guess
for
the
for
the
older
students
in
thinking
about
support
for
summer
job
opportunities
and
just
ways
in
which
you
know
our
students
can
get
money
in
their
pockets
during
the
summer.
Perhaps
supporting
some
of
these
programs
or
doing
other
things
yeah.
H
This
is
particularly
important,
so
I
think
a
couple
of
things
I
think
one.
The
major
summer
jobs
were
working
very
closely
with
the
city
both
to
publicize
and
give
access
for
registering
for
the
jobs
through
our
through
our
pick
work
and
through
our
counseling
work,
but
also
we're
bringing
it
to
the
schools.
You
know
so
we're
trying
to
do
sort
of
Mobile.
H
H
Many
of
those
are
non-profits
that
are
running
those
and
so
we're
really
trying
to
make
the
connection
with
the
non-profits
with
our
students
so
that
our
students,
our
older
students,
are
helping
to
support
our
youngest
students
and
so
that
that's
been
a
real,
intentional
push
particularly
this
summer.
So
we
had
tried
to
get
an
update
of
the
numbers,
but
the
city,
it's
you
know.
The
city
is
still
kind
of
processing
that
right
now,
I
do
think
for
May
10th.
H
We
can
give
you
a
concrete
update
of
where
we
are
with
the
with
the
jobs
piece,
but
I
can
say
at
the
high
school
level.
It's
the
same
kind
of
intentionality
that
we're
doing
at
the
younger
grades,
where
it's
bringing
the
resource
to
the
student
and
to
the
family.
It's
the
same
thing
bringing
that
to
to
our
younger
people,
you're.
J
Thank
you
so
much
for
the
update.
I
have
a
few
questions.
I'll
start
with
ones
that
were
in
the
update
and
then
I
will.
Maybe
in
the
second
round,
ask
you
some
things
that
weren't
in
I
guess
I
have
a
question
about
acceleration
academies
and
I
had
asked
this
to
the
previous
superintendent,
so
I'm
going
to
ask
it
to
you,
and
maybe
this
is
part
of
a
long-term
Vision
or
maybe
it
currently
exists,
and
you
can
help
unpack
it
for
us.
J
You
know
the
like
name,
acceleration
Academy
is
super
Punchy
and
we
like
that,
like
the
idea
is
that
it
is
accelerating
a
in
some
area,
but
we've
never.
We've
only
talked
about
here,
enrollment
and
participation.
As
like
the
goal
and
I'm
curious.
Have
we
done
an
analysis
of
how
students
who
attend
the
acceleration
academies
have
accelerated
growth
in
any
given
domain
sort
of
question
one?
If
so,
you
know
what
is
that?
What
are
those
outcomes?
Is
it
different
for
students
who
attend
one
versus
two
versus
three
I?
H
H
You
know
it's
a
lot
of
resource
for
a
concentrated
period
of
time
in
a
concentrated
group,
I
think
the
data
of
the
transformation
schools
that
we
showed
last
week
or
the
last
school
committee
you
know
clearly
shows
that
there's
growth,
what
we
haven't
done
is
the
crosswalk
of
who's
participated
in
the
acceleration
academies,
as
we
separate
that
out
as
we
get
the
MCAS
data
that'll
be
another
data
point
that
we
can
kind
of
throw
into
that
and
the
last
you
know
as
we
look
at
map
going
into
into
into
June,
but
that
crosswalk
definitely
needs
to
be
done.
H
I
think
there's
a
couple
of
things
on
the
acceleration,
Academy
I
think
one
is
obviously
the
idea
is
to
accelerate
learning
but
I
think
it's
also
around
SEL.
It's
around
engagement,
it's
around
connection
to
school,
I.
Think
that
there's
there's
lots
of
different
goals
for
the
acceleration
Academy
in
there.
H
We
went
with
kind
of
the
straightforward
transformation
recognizing
these
are
the
schools
that
tend
to
have
clusters
of
students
who
could
most
benefit.
However,
I
think
one
of
the
things
we're
actively
talking
about
with
leaders
is
what
that
could
look
like
going
forward
after
we
look
at
the
results.
We
look
at
the
value
added
for
which
students
was
the
value
of
the
greatest
and
then
make
some
decisions
around.
Do
we
open
it
up
more
broadly
or
do
we
do
something?
J
I
I'm
curious,
I
I
appreciate
that
answer,
because
I've
wondered
this
even
in
particularly
with
acceleration
academies
different
than
our
summer
programming,
because
I
have
understood
those
to
be
much
more
camp
like
and
we
talk.
You
know,
I'll
say
it
again,
like
the
word.
Acceleration
for
me
means
something
really
specific
and
I
wonder
too,
as
a
selling
point,
I
think
sort
of
two
things
as
a
design
point
I
can
imagine
a
universe
where
we
are
focused
on
the
skills
that
we
are
looking
to
accelerate.
J
We
have
the
data
around
student
performance
and
the
growth
zones,
and
you
can't
do
it
all
in
a
week,
but
you
could
do
a
really
concentrated
program
around
literacy
development
or
a
concentrated
program
around
pre-algebraic
skills,
because
we
know
students
are
struggling
to
access,
ninth
grade
algebra
or
MCAS
prep,
because
we
know
xmcas
have
become
a
barrier.
I
love
the
idea
of
like
gardening
projects
and
all
this
really
cool
stuff.
J
That,
for
me,
feels
like
maybe
right
in
the
summer,
but
as
a
selling
point
for,
like
oh
the
word,
acceleration
I'm,
not
I'm,
just
not
seeing
it
and
I.
You
know.
I've
said
this
before,
like
sometimes
I
almost
feel
like
we,
we
struggle
to
talk
about
rigor
in
this
space
and
so
like.
This
is
one
of
those
moments
that
feels
like
really
clear
to
like
Punchy
name
Punchy
on
rigor,
but
that
would
require
us
to
have
focus
and
then
a
selling
point
to
families
that
indicates
like
this
is
worth
your
time.
J
It's
more
than
just
week-long
babysitting.
Right
like
we
are
gonna,
we've
been
able
to
prove
that
a
student
attending
it's
BPS,
calling
a
student
attending
my
after
school
program,
students
attending
the
acceleration
Academy
like
improved
by
X
and
I,
don't
know
I.
Just
re.
I
would
really
really
like
to
see
that
type
of
focus
here,
given
the
investment
yeah.
H
No
I
think
I
think
I
think
that
when
the
acceleration
academies
were
first
rolled
out
years
ago,
they've
always
had
a
literacy
focus
in
one
and
a
math
focus
in
the
other
right.
They
were
aligned
in
many
ways
stationed
to
the
MCAS
right
and
I
would
say
that
they
were
meant
to
deliver
and
reinforce
particular
skills
in
Lu.
H
You
know,
knowing
that
come
MCAS,
you
would
be
applying
those
I
think
that
we
are
certainly
on
the
academic
side
of
that
following
that
model
in
terms
of
literacy
and
math,
and
then
making
sure
that
you
know
the
connection
is
applied
but
tangible
skill
building
at
the
high
school
level,
you
you
know
you
can
actually
even
what
what
we
would
do
is
kind
of
break
them
down
by
this
particular
strands,
assess
the
student.
H
What's
the
student
missing
and
then
you
kind
of
allow
them
to
go
into
the
particular
area
of
strand
that
they
needed
the
support,
so
I
think
we
can
get
very
kind
of
calculated
and
Technical
with
it.
There's
also
the
piece
that
we
need
students
to
come
to
them
yeah.
So
this
is
the.
H
This
is
I,
think
post
pandemic
right,
the
the
piece
about
making
the
learning
connecting
fun,
enriching,
but
still
learning
and
that's
I-
think
the
attempt
has
been
you
know
last
year
and
this
year,
I
think
we
will
look
deeply
at
the
data
this
year
right
to
make
some
decisions
about
from
a
design
standpoint.
H
J
It
will
be
good,
you
know
I'm
always
too
like
sometimes
it's
about
we're
so
focused
on
big
attendance
numbers
and
impact
and
I
would
rather
run
a
small
program
that
Nets
results
for
the
young
folks
who
are
showing
up
then
running
a
huge
expensive
program
that
it
sort
of
Nets
us
neutral,
or
at
least
we
don't
have
data
to
prove
that
it's
worth
that
there's
a
return
on
investment,
so
I
will
keep
asking
about
this
I
think
it
matters
I'm
just
saying
this
for
for
the
body,
as
we
think
about
the
budget
in
the
future,
to
feel
like
where
we
understand
this
investment,
because
you
know
it's,
as
we
saw
from
the
transformation
schools
report,
there's
so
much
work
to
do
there.
J
That,
like
you
know
just
like
attendance
as
the
goal
for
this
type
of
programming,
doesn't
get
us
to
outcomes
like
we
have
to
see.
That's.
H
Right
and
I
know,
like
Dr
Eccleston
I
know,
can
add
on
the
curriculum
side.
If
you
want
more
detail
right
now
and
how
that's
linked
to
transfer
the
transformation
schools,
yeah.
J
It
would
be
good,
maybe
just
in
a
future
presentation
as
we
gear
up
for
the
next
acceleration
Academy
like
either
a
sober
conversation
around.
You
know
we
weren't
tracking
the
data
in
this
way,
or
we
haven't
seen
the
growth
that
we
wanted
to
see
in
this
way.
So
here
are
the
substantive
changes
that
we're
making,
but
as
we
move
into
it,
that
it's
like
a
data-driven
conversation
around
outcomes
around
more
specifically
acceleration
in
a
particular
area,
all
right,
I'm
super
out
of
time.
D
Yeah
so
sort
of
piggybacking
off
that
I
mean
there
would
be
a
lot
of
things
to
that.
You
would
need
to
put
in
place
and
thinking
about
alignment
with
where
teachers
are
in
their
curriculum,
but
it
actually
begs
the
question
of
what
data
is
recorded
already
with
through
these
I
mean
even
beyond
the
scope
of
attendance.
K
H
So
I
think
we
we
use
map
right
as
the
the
general
assessment
tool
and
we
look
at
map
growth
right.
That
is
kind
of
the
consistent
you
know
within
that
week.
So
I
mean
it
is,
you
know
different
than
other
kinds
of
initiatives
of
the
summer
it's
a
week.
So
it's
you
know
when
I'm
thinking
like
the
calculus
project
is
like
a
great
example
where
you
can
actually
see
by
exposing
students.
You
know
to
higher
level
math
concepts
through
Project
based
they
come
to
be
far
more
comfortable
in
math.
H
H
B
L
L
M
And
it
is
very,
it
gives
us
a
light,
and
it
gives
us
a
lot
of
hope
and
knowing
that
she's
going
to
be
working
in
the
equity
side.
L
M
So
my
question
I
have
a
question
and
it's
regarding
the
multilingual
program.
We
we
know
that
we
have
some
staff,
some
positions
that
we
need
to
fill
and
I
would
like
to
know.
What
are
we
doing
and
what
step
are
we
regarding
these,
the
new
hires
that
we
need
to
have
to
complete
the
program.
L
M
So
to
be
specific
about
the
program
to
be
specific
about
the
program
of
the
multilingual
program,
and
we
want
to
know
where
are
we
with
hiring
for
these
programs.
L
H
Now,
okay,
so
the
we've
done
a
national
search
for
the
director.
We
are
now
getting
the
names.
They've
done
the
screening
and
we're
getting
the
names
to
so.
To
kind
of
go
to
this,
the
step
of
interview
for
that
position.
That's
the
big
position.
Dr
Chen!
Do
you
can?
Can
you
provide
any
update
on
some
of
the
other
positions
that
I
know
you
have
posted
for
omme.
N
N
N
L
M
So
I
know
that
we're
getting
together
some
forums
for
people
to
know
and
I
would
like
to
know
if,
if
we're
going
to
have
this
open
to
the
public
for
people
to
know,
what's
going
on.
H
I
I
missed
the
first
part
going
on
about
which,
which
thing.
H
For
the
fight,
the
hiring
so
Linda
Dr
Chen
I
think
that
that's
something
that's
probably
been
announced
through,
mme,
so.
N
We
do
have
so
for
the
chief
position.
There
is
a
member
of
the
El
task
force
that
is
involved
in
the
hiring
process
and
we
we
have
our
usual
hiring
processes
within
BPS
for
other
positions,
as
we
normally
do.
N
N
But
I'm
not
sure,
maybe
of
the
question
around
I,
think
of
just
how
how
we
want
to
publicize
Staffing,
because
we
don't
I
think
so
I
want
to
make
sure
we
are
able
to
follow
up
on
the
request.
Is
it
to
update
the
El
task
force,
because
that
is
a
public
space?
L
H
So
Linda
I
think
Dr
Chen
I
think
that
what
Miss
Polanco
Garcia
is
asking
is
what
is
the
community
involvement
in
the
process
for
selecting
the
chief.
N
Sure
and
I
think
that
perhaps
Monica
Hogan
can
also
share
because
it
it's
the
same
process
for
all
of
the
chief
positions.
There
is
a
process
where
there
is
a
el
Task,
Force
member
who
has
been
identified
and
is
part
of
the
process,
so
we
have
training
as
the
interviewers
with
the
consulting
company.
For
this.
This
semi,
like
the
first
round
of
interviews,
will
be
with
the
El
Task
Force
member
and
then
there's
another
committee
after
the
first
round
of
interviewers
give
feedback
those
candidates
advance
to
the
second
and
final
round.
N
So
I
think
Monica
can
be
more
specific,
but
there
is
a
applicant's
submit
an
application.
Then
they
also
submit
a
video
and
they
also
get
a
phone
interview
and
a
screen
from
the
search
consultant
and
then
it's
the
first
round
of
interviews
with
the
El,
Task,
Force
member
and
then
there's
a
final
round,
and
then
we
will
make
a
decision
and
then
that
will
be
shared
publicly
generally
similar
to
an
announcement
that
the
superintendent
made
regarding
Dr
novas
this
evening.
N
There
would
be
a
Communications
Cascade
to
inform
our
collaborators
and
stakeholders,
as
well
as
the
public.
L
N
Deadline,
yes,
the
right
now
we
are
getting
dates
on
the
calendar
for
I,
believe
they're
already
scheduled
and
that
we
have
holds
in
the
next
couple
of
weeks
to
do
the
interviews.
L
H
You
all
right,
also
I
I,
just
wanted
to
say
that
we
we
were
working
with
the
firm
to
make
sure
that
the
pool
was
robust
and
big,
and
so
that
meant
their
suggestion
was
to
leave
it
up
longer
to
be
able
to
get
a
bigger
pool.
So
that's
why
it's
a
little
bit
later
than
we
thought,
but
the
idea
is
to
get
the
most
talent
in
the
pool.
I
J
I
figured
I.
My
second
question
is
just
around
the
summer
programming
and
the
inclusive
opportunities
I'm
curious.
You
know
right
now
and
I
believe
in
you,
superintendent
Skipper,
because
I
think
you're
gonna
help
change
this
right.
Now
we
talk
about
our
students
in
a
binary
you're,
either
without
a
disability
or
with
a
disability,
and
so
every
conversation
we
have
about
special
education
is
just
sort
of
like
in
this
totality.
J
It's
a
big
piece
of
our
system
to
talk
about
as
a
sort
of
monolith,
and
so
I
am
curious
and
I.
Think
this
as
we.
If
we're
really
committed
to
special
education
reform.
I
think
this
will
actually
be
part,
and
we
can
set
up
some
of
that
here
in
really
thinking
differently
about
how
we
talk
about
students
with
disabilities
and
I.
Think
some
of
this
is
historical
here.
J
It's
why
we've
been
able
to
otherize
the
community
for
so
long,
and
we
have
schools
that
in
many
ways
have
refused
to
work
with
young
folks
with
complex
needs
and
so
I'm
just
actually
curious.
As
we
talk
about
summer
programming-
and
this
may
be
for
the
next
school
committee
meeting,
because
I
suspect
you're
going
to
give
us
another
summer-
programming
update
so
in
future
summer,
programming
updates
when
we're
talking
about
additional
supports
and
services
for
students
with
disabilities.
Is
there
a
way
actually
to
allow
that
conversation
to
become
a
little
bit
more
complex?
J
And
what
I'm
thinking
about
is,
if
we're
building
new
opportunities,
how
many
of
those
opportunities
are
for
students
outside
of
a
12-month
IEP?
How
many
of
those
opportunities
are
for
students
who
require
one-to-one
support?
How
many
of
those
new
supports
are
for
students
who
have
emotional
disabilities,
behavioral
health
challenges,
experience
high
levels
of
dysregulation,
which
requires
a
different
skill
set
for
a
provider
and
a
site
to
have
versus
how
many
of
those
are
students
with
complex
neurological
profiles
or
more
traditional
learning?
J
Disabilities
like
dyslexia,
or
something
right,
because
I
I
I'm
happy
we're
opening
up,
but
it's
like
we're
opening
it
up
for
who
and
a
parent
of
a
young
person
with
a
disability
isn't
experiencing
the
their
child.
The
way
that
we
have
often
talked
about
their
child
is
like
disabled
or
not
disabled,
like
they're
thinking
about
the
the
sort
of
specific
profile
within
the
community
that
their
child
has,
and
so
hopefully,
I.
Don't
know
if
it's
possible,
but
hopefully
we
can
think
about
that,
because
it
will
also
really
think
about
the
sort
of
dynamic
programming.
H
Yeah,
no,
no,
absolutely
and
I
think
you
know,
obviously
with
inclusion.
You
know
the
same.
The
same
concept
holds
true
right,
which
is
that
you're
designing
the
environment
for
the
student
for
all
for
the
student,
not
you
know
not
the
specific
disability,
Strand,
and
so
so
that
that
is
I
think
you
know
the
goal.
Is
you
know
this
is
our
entree
into
as
we
did
with
sort
of
our
mle
students
last
year.
H
This
is
the
entree
into
doing
that
now,
with
the
providers
for
this
summer,
so
in
terms
of
the
granularity
of
the
data,
I
think
it's
important
to
ask
the
question
because
then
that
for
us
you
know,
says
this
is
something
that
we're
going
to
want
to
make
sure
we
track
and
measure
right.
So
we
see
this
as
a
baseline
year
and
then
moving
forward.
Where
do
we
add
additional
resources
to
be
able
to
expand
those
opportunities?
The
other
thing
will
be
to
be
creative
in
Partnership
with
particular.
H
You
know
like
we
just
had
you
know
celebrating
autism,
you
know
a
week
and
day,
and
so
we
just
had
that
event
and
at
it
where
all
the
partners
who
are
geared
to
supporting
students
with
autism,
the
power
of
connecting
with
them
connecting
with,
say,
Special
Olympics.
We
could
actually
design
some
opportunities
right.
So
we
see
this
as
just
sort
of
the
Baseline
year
to
kind
of
see
what
we're
able
to
do
with
the
partners.
J
And
if
there's
any
programs
that
are
being
designed
for
targeted
communities
because
of
sort
of
specialized
supports,
or
even
the
belief
that
young
folks
with
similar
profiles
deserve
Affinity
spaces,
those
same
way,
we
think
about
racial
Affinity
spaces
or
Affinity
spaces
for
LGBT
people
that,
like
there
is
real
power
in
sort
of
creating
Community
for
young
folks
who
have
been
authorized
so
like
both
things,
can
be
true
right,
like
that
sort
of
Community
Driven
space,
but
also
that
support
given
space
around
a
sort
of
more
complex
need.
J
So
hopefully,
maybe
in
the
I
I
respect
that
their
sort
of
work
to
do
and
so
like.
This
is
a
step
in
that
direction
and
then,
at
the
same
time
as
we're
thinking
about
it.
If
there
are
programs
that
are
currently
being
developed
that
are
really
focused,
it
would
be
really
amazing
to
just
know
about
that
and
how.
H
No
100
and
I
think
for
the
you
know,
for
our
12-month
students
with
esy
I
think
the
other
thing
that
parents
have
asked
about
is
like:
how
can
we
marry
programming
for
them
so
the
day
which
is
relatively
shorter
could
be
a
fuller
day
but
with
different
kinds
of
activities.
Yeah,
so
I
think
it's
looking
at
all
the
different
profiles,
but
also
the
partners
to
see
where
capacity
exists.
Where
do
we
need
to
add
capacity?
Where
can
we
recruit
and
design
capacity.
H
H
B
You,
okay
thanks
I,
just
have
one
question
in
terms
of
collecting
data.
I
was
thinking
about
the
fact
that
if
you
have
students
that
attend
the
two
acceleration
academies
and
then
attend
the
five-week
summer
program,
we've
added
an
additional
35
days
to
their
school
year
and
I
was
wondering
if
we
are
collecting
any
data
about
who
is
actually
taking
advantage
of
those
35
days
in
terms
of
where
they
go
to
school.
B
H
Right
and
I
think
you
know
that
goes
back
to
Dr
Elkins
Point
too
right,
like
I,
I,
think
being
able
to
study
groups
of
students
that
participate
in
the
back
to
backs
or
who
participate
in
the
back-to-back
plus
the
summer.
Much
like
we
know
that
Stu
students
that
complete
right
and
actually
attend
the
four
weeks
of
Summer
that
those
students
have
stronger
outcome.
When
it
comes
to
the
beginning
of
school
and
starting
school,
you
know
we
can
make
some
projection
there
right.
H
It's
not
going
to
be
fail
proof,
but
we
can
make
some
Trend
projection
to
say
to
parents
like
if
you
can
help
with
making
sure
that
students
are
attending.
You
know
in
this
way.
You
know
we're
pretty
confident
that
that's
going
to
mean
this
for
the
student,
so
I
think
that's
the
language
that
we
have
to
start
to
kind
of
develop
and
that's
the
data
that
we
have
to
look
at.
J
As
I
eat
I
promise,
this
is
my
last
question,
but
it
just
didn't
come
up
and
I
wasn't.
At
the
last
meeting
there
were
two
things
that
happened
during
the
last
meeting
that
I'm
just
worried.
J
If
you
had
any
sort
of
new
updates
for
us
on,
one
is
just
the
sort
of
state
of
play
at
the
Henderson
I
watched,
and
you
gave
an
update
for
us
but
I'm
just
given
the
importance
I'm,
actually
a
continuation
of
my
earlier
just
sort
of
what's
Happening
and
any
progress
that
we
that
you
can
report
for
us
there
and
then
I'll.
Ask
a
second
question:
around
chronic
absenteeism.
H
Sure
so
on
the
Henderson
I'll
I'll
tag
in
Dr
eccleson,
because
I
know
that
he
just
actually
had
a
parent
meeting
last
night.
But
the
short
answer
is
yes:
we
have
a
plan.
The
plan
is
being
communicated
to
the
school
Community
there's
been
additional
resources
put
into
the
school
and
I
know
that
Dr
Eccleston
was
communicating
all
this
to
the
parents
last
night,
so
Drew.
O
Yeah
I
had
the
chance
a
few
days
ago.
Maybe
it
was
Monday
I'm,
not
sure
it's
all
a
little
blurry,
but
sometime
this
week
to
meet
and
I
had
a
very
collaborative
and
thoughtful
discussion
with
a
group
of
families
from
the
Henderson
for
background
when
I
was
previously
in
the
district
as
a
Regional
School
Superintendent
I
helped
write
the
Innovation
plan
to
move
the
school
from
a
K-5
school
to
K-12.
O
So
it's
a
very
important
School
Community
to
me
personally
and
had
a
chance
to
sort
of
hear
from
them
specifically
about
their
some
of
the
challenges
that
they've
been
experiencing
in
some
of
their
sort
of
requests
and
asks
to
help,
support
and
accelerate
Improvement.
O
Some
things
that
we've
committed
to
in
terms
of
support
from
the
district
is
providing
Clarity
and
high
quality
communication
around
long-range
leadership
for
the
school,
ensuring
sort
of
a
more
robust
before
and
after
school
program
at
the
school
to
support
families
and
children
and
to
ensure
that
things
like
the
Arts
are
integrated
into
that.
O
Before
and
after
school
program,
the
families
brought
up
that,
because
there's
been
some
changes
in
in
faculty
and
Staffing
at
the
school
that
there
really
could
be
dedicated
time
toward
professional
development
around
the
principles
of
inclusion,
as
well
as
what
inclusion,
inclusion,
inclusionary
practices
look
like
in
the
context
of
of
the
of
the
Henderson.
There
was
just
some
concerns
about
the
the
postings
was
able
to
clarify
some
of
those
things
and
some
commitments
of
specific
postings.
O
They
wanted
me
to
continue
to
look
into
and
I
have
made
a
personal
commitment
and
obviously,
on
behalf
of
the
district,
that
there
would
be
no
substantially
separate
programming
at
the
Henderson,
not
consistent
with
the
values
of
the
school
and
so
I
think
there
was
some
confusion
about
that,
but
made
that
that
point
very
clear
and
they're
looking
for
improved
communication
to
families
around
things
regularly
about
Improvement
in
the
ways
that
family
members
can
contribute
and
support,
I'm,
finally,
committing
to
ensuring
that
there's
an
inclusion
planning
team
that
represents
the
diversity
of
the
community
and
that
decisions
that
are
are
really
important.
O
Either
policy
decisions
and
or
practice
decisions
are
being
considered
by
a
diverse
great
people
at
the
school
and
to
poorly
Center
their
identity
as
an
inclusive
community.
In
evaluating
whether
or
not
those
decisions
are
the
right
ones,
so
I
think
it
was
a
pretty
productive
conversation
and
look
forward
to
following
through
on
these
things
and
have
committed
to
meeting
with
the
families
again
in
about
two
weeks
and
have
followed
up
on
a
few
of
the
things
already
in
collaboration
with
the
superintendent
and
others.
J
B
B
D
F
C
C
Questions
on
specific
policy
matters
unought
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
18
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
remind
you
when
you
have
30
seconds
remaining
new
tonight.
The
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
a
speaker's
allotted
time.
All
speakers
will
have
three
minutes.
We
will
pause
the
timer
when
the
testimony
is
interpreted
into
English.
C
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
C
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you're
signed
into
Zoom
with
the
same
name.
You
used
to
sign
up
for
public
comments
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
C
P
P
A
tank
Faison
parent
or
Pre-K
student
at
Western
ELC,
my
daughter,
is
four
years
old
and
she
has
selective
mutism
Roxbury
Crossing
good
evening.
The
Boston
school
committee,
as
a
parent
of
multilingual
learner
with
disability
I'm
here
tonight,
to
share
my
horrific
experience
similar
to
those
left
by
families
from
the
former
Mission
Hills
School
before
I
continue
with
my
testimony,
I
want
to
emphasize
that
I
am
commenting
on
BPS
as
a
district,
in
fact
I'm
extremely
grateful
for
the
individual
Educators
who
care
deeply
about
my
child.
P
P
Since
June
of
last
year,
I've
gone
to
six
IEP
meetings
advocate
for
additional
support
to
meet
my
daughters.
Individual
lives
needs,
however,
BPS
continually
deny
parents
suggested
evidence-based
accommodations
and
recommendations
from
independent
education
evaluation.
The
coast
denied
the
suggested
accommodations
based
on
the
rationale
that
other
students
on
a
caseload
with
the
same
disability
did
not
receive
those
accommodations.
The
newly
hired
School
psychologists
violated
the
state
and
federal
laws
by
not
showing
up
to
two
IEP
meetings:
the
school
leader
and
region
forces
per
intended
to
not
respond
to
emails.
P
When
I
met
the
school
principal
and
person
she
declared
in
the
condescending
tomb,
listen
I've
been
doing
this
for
30
years,
I'm
gonna.
Do
it
my
way
the
ad
of
special
education
said
it
was
not
her
job
to
look
at
data
out
of
three
annual
IEP
goals.
None
of
them
will
be
fully
matched.
My
child
used
oral
language,
zero
percent
of
the
time
in
the
general
classroom
and
had
multiple
regressions.
Such
outcomes
could
have
been
prevented
with
a
comprehensive
mtss
framework
and
database
decision
making.
P
The
school
did
not
have
sufficient
resources
to
monitor
student
safety,
because
I
reported
multiple
incidents
on
my
child
being
physically
pushed
in
the
best
room
outside
the
school
building
and
on
the
school
bus.
In
addition,
the
school
bus
monitor
told
students
to
shut
up
on
the
school
bus
and
did
not
help
my
child
put
on
the
seat
belt.
That
is
critical
for
her
safety
chair,
despite
the
superintendent's,
unwavering
commitment
to
support,
multilingual
Learners
with
disabilities
and
their
families.
P
C
Q
The
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
Beijing
is
member
of
the
bill.
Bps
Green
New
Deal
stakeholders
Coalition,
and
we
continue
to
demand
a
moratorium
on
school
closures
and
major
facility
decisions
until
BPS
creates
a
comprehensive
facilities
plan
that
includes
a
completed
Equity
analysis
of
the
impact
on
black
and
Latino
communities,
students
with
disabilities,
English
Learners
and
low-income
families.
We
request
missing
information,
including
swing
space,
Financial
reports,
estimated
costs
for
rebuilds
relocation,
maintenance
program,
expansions
and
educational
plans
for
proposed
School
reconfigurations.
Q
The
current
plan,
regardless
of
name
or
mayor,
does
not
include
any
of
these
specifics.
Clearly,
decisions
are
being
made
behind
closed
doors
and
with
a
community
engagement
process
that
is
performative
rather
than
authentically
incorporating
the
feedback
of
BPS
families
or
School
communities.
Decisions
continue
to
be
made
without
an
analysis
of
who
is
harmed,
Community
input
or
even
Common,
Sense
thinking
about
the
impact
or
timeline
of
repairs
and
closures.
Q
All
of
this
has
created
broader
instability
and
mistrust
so
that
families
in
school
communities
don't
know
if
they're
going
to
be
closing
school
committee
members
feel
like
they
can
casually
mention.
Closing
schools
haphazardly
the
shock
Community
does
not
want
to
merger.
Sumner
families
have
been
vocal
about
how
bad
their
Community
engagement
process
has
been.
Vps
families
shouldn't
have
to
gamble.
This
process
is
inequitable
and
creating
more
inequity
in
the
words
of
Mark
Martin
Luther
King
Jr,
Dr,
Martin,
Luther,
King
Jr.
Nothing
in
the
world
is
more
dangerous
than
sincere
ignorance
and
conscientious
stupidity.
Q
R
C
R
R
I
went
through
the
Boston
Public
Schools
graduated
from
this
system,
and
then
I
became
part
of
the
founding
staff
of
the
Boston
Arts
Academy,
and
today,
I
am
speaking
to
you
guys,
because
I'm
proposing
that
the
Boston
Arts
Academy
Theater
will
be
named
after
Linda,
Nathan
and
Carmen
Torres.
Why?
Because
they
are
the
founders
of
the
B
of
baa.
R
That
gave
the
students
the
tools
to
be
successful
in
the
Arts
and
the
and
the
academics.
These
two
women
from
different
backgrounds
came
together
with
one
goal
to
a
vital
instruments
to
the
Youth
of
Boston.
They
helped
thousands
of
students
to
dream
big
and
to
be
responsible
citizens
in
their
communities.
Their
dedication,
their
commitment
and
guidance
need
to
be
recognized.
R
So
I
feel
very,
very
strongly
about.
This.
I
saw
how
they
they
pick
a
group
of
people
that
were
diverse,
that
represented
the
community
and
that
they
built
both
of
them
build
this
school,
and
that's
why
we
have
such
a
successful
school
and
our
students
and
students
right
now
need
to
recognize
these
two
women
came
together
to
do
something
spectacular
and
to
build
baa.
R
S
Evening,
good
evening
my
name
is
Hannah
Keane
and
I
have
spent
many
years
in
Boston,
but
I
don't
currently
live
in
Boston
right
now,
I
actually
live
in
Brooklyn,
New
York
and
what
I
have
to
offer
is
a
bit
of
an
expansion
of
what
the
last
person
spoke
about.
I
am
here
to
advocate
for
the
theater
at
Boston
Arts
Academy
be
named
in
honor
of
Dr,
Linda
Nathan
and
Carmen
Torres.
S
But
my
my
what
I
would
like
to
offer
is
the
perspective
that
I
have
now
as
a
school
leader
in
New
York
City
in
Queens,
New
York
I
had
the
privilege
of
working
with
Linda
in
a
few
different
capacities.
I
spent
time
at
Boston,
Arts
Academy
at
different
points.
In
my
career
and
six
years
ago,
I
started
a
Charter
High
School
in
New,
York
City
and
much
of
what
I
did
was
study.
S
What
was
happening
at
Boston
Arts
Academy
when
I
was
envisioning
a
school
design
that
challenged
the
status
quo,
that
put
Arts
at
the
center
in
a
way
to
provoke
change.
You
know
this
idea
of
artism.
S
S
The
senior
Grand
project
at
Boston,
Arts
Academy
shifted
a
little
bit
to
my
school.
We
call
it
our
senior
Capstone
project.
It
has
allowed
us
to
empower
our
students
to
Envision
change
and
not
just
Envision
it
but
actually
experience
it
experience
it,
and
because
of
that,
we
were
selected
to
be
one
of
50
high
schools
in
the
state
of
New
York
to
offer
a
seal
of
civics
on
our
diplomas.
S
I've
had
the
honor
of
presenting
about
the
senior
Grant
concept,
students
learning
how
to
write
Grant
proposals
forming
committees
and
really
experiencing
Civics
in
action,
so
that
students
graduate
actually
knowing
how
to
analyze,
root
cause
and
identify
a
tactic
and
implement
it.
I
mean
that's
what
we
need
in
society.
That's!
S
What's
going
to
change
societies,
our
high
school
students
graduating
having
some
experience
with
that
and
so
I
think
that
the
theater
should
be
named
after
them
in
part
because
of
the
impact
Beyond
Boston,
quite
frankly
that
that
both
these
women
had
who
designed
this
in
the
first
place,
you
know
with
their
founding
team
and
and
I,
really
think
that's
tremendous
I
mean
there
are
now
schools
all
over
the
country
that
are
trying
to
implement
this
idea
and
that's
a
powerful
thing.
That's
rare!
Thank
you
so
much.
C
T
Hello,
hi
Carmen
hi.
Can
you
hear
me
I?
Can't
oh
I
can't
even
I'm
lost
now
yep.
We
can
hear
you
go
ahead.
Please,
okay,
you
don't
have
to
see
me.
Then.
Okay,
I'm
done
testimony
on
a
transportation
issue
that
I
have
I
have
a
granddaughter
that
is
attended.
That
was
accepted
to
the
king
schools.
I
live
in
West
Roxbury
and
my
issue
is
the
transportation
not
coming
on
time
in
the
morning
and
sometimes
they
show
up
late
and
I
cannot
track
the
bus
when
it
comes
and
get
to
the
school.
T
T
T
C
K
Mike
Heisman
Dorchester,
not
part
of
my
prepared,
my
remarks,
but
my
daughter
went
to
the
Boston
Arts
Academy.
It
was
a
great
school
and
I
endorsed
The
Proposal.
If
you're
not
outraged,
why
not?
Every
member
of
maywood's
appointed
school
board
has
been
very
generous,
supportive
and
appreciative
of
our
new
superintendents.
K
Many
years
ago
my
daughter
was
accepted
into
the
exam
schools.
We
were
very
happy
after
acceptance.
If
she
had
received
a
whoops
were
sorry
message,
we
would
have
been
hurt
and
outraged.
A
mistake
was
made,
however,
I
see
no
problem
with
the
policies
and
procedures
that
were
in
place.
Mistakes
happen,
of
course,
the
superintendent
because
of
her
position
is
responsible.
However,
in
this
case,
I
believe
that
Miss
Skipper
performed
correctly
and
is
not
to
be
blamed.
K
Sometimes
mayor,
Wu's
appointed
board
is
upset
and
angry.
If
you
were
an
elected
school
committee,
you
would
Express
more
anger
and
outrage
why
you
often
sow
silence
you
and
the
superintendent
have
been
complicit
in
the
retreat
from
BPS
becoming
an
anti-racist
institution
before
taking
office.
Miss
Skipper
on
August,
the
24th
had
received
the
letter
from
15
high-ranking
retired
BPS,
educators
of
color
protesting
against
the
targeting
harassment,
firing
of
anti-racist
black
and
brown
central
office
leaders.
K
The
public
did
not
know
about
this.
Until
three
whistleblowers,
including
myself,
notify
the
community
in
October
during
public
testimony,
you've
allowed
mskipper
to
be
in
charge
of
the
investigation
against
herself.
It
is
now
April
26th,
nothing
new
was
reported
again
today.
You
will
allow
this
cover-up
to
continue
so
I
know.
Trump
would
love
to
have
this
deal.
The
comparison
of
Dr
casellius's
organizational
chat
with
Miss
Skipper
demonstrates
a
retreat
from
Equity
when
Dr
casellius
was
our
leader.
The
community
Equity
Roundtable
had
held
39
meetings
since
Ms
Skipper
took
office.
There
has
only
been
four
meetings.
K
Another
example
of
a
retreat
from
Equity
mayor
was
appointed.
School
Board
should
be
outraged.
An
elected
school
committee
would
be
outraged.
Instead,
you
choose
to
be
silent
and
complicit
racism
I
acknowledge
you
didn't
have
time
to
put
it
in
my
prepared
testimony
that
Miss
Skipper
did
emphasize
Equity
at
today's
meeting
and
I'm
very
pleased
on
the
emphasis.
Thank
you
very
much.
U
Good
evening,
members
of
the
Boston
school
committee,
my
name
is
Tracy
Curtin
and
I'm,
one
of
the
current
fourth
grade
teachers
at
the
pie,
Shaw
Elementary
School.
We
are
back
before
you
tonight
to
share
a
perspective
on
the
proposal
to
merge
our
school
Community
with
Taylor
I,
attended
the
April
4th
community
meeting
in
which
updates
were
given
about
months
of
work.
The
design
team
had
done
in
service
of
the
merger.
U
At
this
meeting
we
discussed
the
core
values
the
team
had
written
for
the
new
merch
school,
which
discussed
the
core
values
the
team
had
written,
which
mirrored
the
values
of
the
fasha
embodies.
My
first
concern,
which
is
shared
by
the
members
of
the
design
team,
is
that
we're
going
to
be
voting
on
this
merger
with
a
plan
that
consists
of
only
four
values.
U
Other
school
communities
previously
slated
to
merge
have
had
their
mergers
stopped
or
postponed
due
to
similar
concerns,
a
lack
of
sufficient
facilities,
a
lack
of
authentic
listening
to
family
voice,
a
lack
of
a
clear
plan
for
the
merger
and
more
it's
concerning
to
us
that
the
shaw
Taylor
merger,
the
merger.
That's
going
to
affect
the
most
black
and
brown
families
is
the
only
School
merger
in
the
city
of
Boston
that
is
forging
forging
forward
at
full
speed,
regardless
of
what
family
voices
are
saying,
loud
and
clear.
U
Why
is
it
that
our
two
School
communities,
the
Shaw
and
the
tailor
are
again
being
asked
to
do
more
with
less
the
ceiling
in
my
classroom
has
been
leaking
when
it
rains
for
three
years
now.
This
has
yet
to
be
fixed,
telling
our
school
communities
about
a
vague
idea
to
upgrade
our
facilities
should
not
be
enough
to
approve
this
merger
when
both
the
Shaw
and
the
tailor
are
located
in
buildings
that
are
woefully
inadequate
before
we
Forge
ahead
and
approve
of
this
merger.
U
We
must
honestly
look
at
the
plan
and
ask:
does
this
merger
truly
fulfill
any
promise
of
racial
equity
for
our
black
and
brown
students
in
Mattapan
and
Dorchester?
Is
this
really
what
our
quality
guarantee
looks
like
if
we
are
honestly
asking
ourselves
these
questions,
it
seems
clear
that
we
are
not
ready
to
approve
this
merger
yet.
Thank
you.
U
V
M
So
my
name
is.
M
And
thanks
to
the
meeting
to
give
us
to
the
people
that
only
speak
one
language
or
that
only
speak
another
language,
to
give
us
more
time
like
me
that
I
only
speak
Spanish.
M
So
the
president
would
like
to
say:
I
would
like
to
say
that
we
have
the
privilege
of
being
one
of
the
most
diverse
school
school
districts
in
in
the
state.
We
I
think
that
we
have
over
21
languages
that
are
spoken
on
our
district,
and
that
is
a
great
privilege.
M
M
V
M
Also,
students
that
are
there
are
immigrants
and
students
that
are
learning
the
English
language
or
English
language.
Learners
are
more
vulnerable
to
bullying.
V
V
M
Personally,
when
my
niece
came
to
this
country,
her
her
peers
used
to
treat
her
like
if
she
was
stumped
or
that
she
did
not,
she
was
stumped.
V
M
V
V
M
T
M
V
M
For
that
she
fights
for
other
children,
and
she
also
fights
for
that.
That
will
not
happen
to
other
children.
V
M
So
that
is
the
importance
that
school
Community
parents,
students,
schools,
all
work
together,
because
that's
the
way
that
we
could
get
through
equity
and
I
think
that
that
is
what
all
of
us
are
pushing
for.
C
C
W
X
C
X
Yes,
good
evening,
good
evening,
thanks
so
much
my
name
is
Kim
I'm
a
resident
of
Boston
and
I
have
a
a
junior,
BPS
and
I'm
a
mom
of
a
graduate
as
well
I'm
motivated
tonight
to
give
public
testimony
at
school
committee
regarding
family
engagement
after
Citywide
parent
council
meeting
last
night.
X
It's
well
organized
and
hard-working
family
engagement
subcommittee,
explain
the
process
they've
been
experiencing
and
collecting
data
from
central
office
to
help
inform
their
efforts
to
highlight
strengths
and
gaps
in
authentic
Partnerships
throughout
the
district
and
that
our
schools
have
with
families
and
students.
Some
concerning
stats
on
family
engagement
were
shared,
presumably
from
the
office
of
family
engagement.
X
X
X
What
was
perhaps
the
most
astonishing
part
of
the
info
from
central
office
was
that
no
data
was
presented
for
schools,
meeting
the
expectation
of
submitting
a
quality,
School
Improvement
plan,
which
is
the
title
1
school-wide
Project
plan
that
also
must
meet
the
title
1
requirements,
since
the
quality
School
plan
was
not
included.
It
also
left
out
reference
to
the
wellness
action
plan,
so
no
data
was
available
for
those
the
process
of
developing
a
quality.
School
Improvement
plan
rests
with
a
diverse
group
of
collaborators
teachers,
staff,
families,
students
and
admin.
X
This
is
explained
through
the
SSD
manual,
the
superintendent
circular,
and
the
school-based
management
share
decision-making
model
that
BPS
touts
but
sadly
does
not
comply
with
the
CPC
family
engagement
report
cited
a
lack
of
assistance
from
BPS
when
asking
for
resources,
BPS
had
no
other
guidelines
to
measure
or
monitor
engagement.
They
were
told
they've
asked
for
indicators,
but
they
haven't
gotten
any
so
they
had
to
make
their
own,
but
actually
VPS
does
have
other
indicators
of
family
engagement.
X
Just
see
the
school
quality
framework
on
the
BPS
website,
which
lists
family
and
student
engagement
indicators
and
school
leader,
effective
communication
and
engagement
with
families,
the
framework
results
in
schools
id'd
as
Tier
1
to
tier
4,
and
these
are
important
designations
used
by
prospective
families
in
school
selection.
What
are
we
to
make
of
reference
to?
Only
some
collaborative
efforts?
There's
no
reference
to
the
Quality
School
Improvement
plan.
The
wellness
could.
C
Y
My
name
is
Deb
Shea
I
live
in
Dorchester
I'm,
the
parent
of
a
third
grade
student
at
the
PA
Shaw
school,
where
she's
been
since
2018
when
she
entered
as
a
K1
student
and
I
am
a
member
of
the
shaw
parent
Council
and
the
School
site,
Council
and
I'm.
Also
a
member
of
the
design
team
for
the
shaw.
Taylor
merger
I
appreciate
the
time
and
effort
that
went
into
the
proposal
that
you'll
be
hearing
tonight.
Y
Y
Get
details
about
the
budget.
We
will
get
details
about
class
number
of
classrooms
and
programming
extracurriculars
later
it's
always
later,
and
that
is
a
very
uncomfortable
position
to
be
in
as
a
parent.
The
uncertainty
and
the
disruption
that
it's
already
caused
in
our
school
communities
is
going
to
have
Ripple
effects
and
honestly,
this
proposal
doesn't
feel
like
a
plan.
It
feels
like
a
promise
and
the
shock
Community
has
experienced
so
many
broken
promises
already
that
it's
hard
to
expect
anything
else
than
that
I
part
of
the
issue.
Y
For
this
you
know.
Part
of
the
reason
for
this
merger
is
that
the
schools
are
under
enrolled.
My
question
to
you
is:
why
have
these
schools
not
been
serving
the
students
that
are
there
to
this
point?
Why
are
the
Investments
not
being
made
for
the
students
who
are
currently
at
the
schools
to
make
these
schools
destination
schools
that
people
want
to
be
at,
and
why
is
this
merger
being
presented
as
a
cure-all
that
will
magically
fix
the
issues
that
these
schools
are
experiencing?
Y
Thank
you
that
is
I
would
just
like
to
for
you
to
really
deeply
consider
whether
the
merger
is
the
only
solution
and
whether
it
would
be
better
to
invest
in
these
School
communities
and
really
build
them
up
and
support
them,
and
what
they're
trying
to
do.
Thank
you
so
much
thank.
W
W
My
name
is
analanas,
I
am
a
school-based
social
worker
at
the
effort,
Elementary
I
am
an
immigrant
from
Quito
Ecuador
I
am
a
Spanish
speaker
and
I
am
here
only
because
of
my
parents,
Valor
and
unwavering
faith
in
The
American
Dream,
which
I
believed
in
until
this
year.
Thank
you.
W
So
overnight
we
got
new
Administration
I
thought
thought
the
new
Administration
was
going
to
be
phenomenal,
because
she
too
is
a
person
of
color
I,
looked
more
forward
to
Mondays
more
than
I
did
Fridays
because
of
how
much
I
love
my
kids.
Because
of
how
much
I
give
to
my
kids
and
because
of
how
much
they
give
to
me,
they
are
literally
my
identity.
W
They
are
who
I
identify
with
and
I
love,
what
I
do
so
we
were
faced
and
we
still
are
faced
by
severe
Staffing
shortage
and
I
was
asked
to
step
out
of
my
role
into
a
substitute
role.
I
spoke
up,
I
said
I
can't
do
this
to
these
kids
they've
known
way
too
much
instability
throughout
their
lives.
W
However,
what
is
most
detrimental
is
the
fact
that
some
school
leaders
don't
grasp
the
weight
of
perpetuating
an
abandonment
cycle,
and
what
is
even
more
worrisome
is
that
they
don't
even
want
to
I
pray
for
and
dream
of
a
systemic
Revolution,
where
the
well-being
of
these
tiny
humans
is
at
the
Forefront
of
every
decision
and
that
decisions
aren't
made
on
a
coupling
spaces
or
on
a
personal
basis.
But
on
the
basis
of
what
is
best
for
these
children,
what
is
best
for
not
only
their
academic
well-being
but
their
social
and
emotional
well-being.
Z
Good
evening
school
committee,
my
name
is
Elizabeth
herens
I'm,
a
rosalindale
resident
parent
to
a
second
grader
at
the
Sumner
Elementary
School
you'll
see
us
at
Sumner
bash
with
our
beautiful
playground
behind
me
and
I'm.
Also
the
co-chair
of
our
Sumner
family
Council
I'm,
the
first
of
five
Sumner
community
members
testifying
tonight
ever
since
the
merger
between
the
philbrick
and
Sumner
was
proposed
at
a
meeting
on
May
26
2022,
we
have
been
asking
for
authentic
Community
engagement.
Z
Z
In
the
past
11
months,
there
have
been
only
three
Community
meetings
regarding
the
philbrick
and
Sumner
merger,
May
26,
then
Zoom
November
17th
in
person
for
all
Roslindale,
Community,
Schools
and
April
4th
on
Zoom
for
the
philbricken
seminar
together.
Another
meeting
is
planned
for
next
week
on
May
1st.
Z
As
a
community,
we
have
repeatedly
told
BPS
that
we
need
at
least
three
weeks
notice
for
Community
meetings
to
ensure
we
can
effectively
advertise
the
meetings.
However,
only
one
week's
notice
has
been
provided
we
do
our
best
to
advertise
these
last
minute
meetings,
but
to
stress
on
our
already
busy
family,
Liaisons
and
family
volunteers
for
future
Community
meetings.
Z
Z
We
want
to
really
appreciate
the
dedicated
efforts
of
the
design
team
for
our
merger
and
ask
for
more
transparency
about
that
process
and
those
discussions
when
the
meetings
began.
In
early
February
we
were
told
the
minutes
would
be
shared
with
the
wider
Community.
After
a
couple
of
weeks
passed
with
no
minutes,
we
were
told
there
was
a
delay
in
the
translation
to
date.
We
have
never
received
any
meeting
minutes
for
the
design
team.
We
have
not
received
meeting
minutes
for
the
April
4th
community
meeting.
This
lack
of
transparency
is
harmful
to
the
trust.
Z
Bps
needs
to
rebuild
after
the
many
missteps
in
this
process.
If
the
school
committee
votes
to
move
forward
with
this
merger,
we
ask
that
you
make
clear
to
BPS
leadership
that
they
need
to
demonstrate
respect
for
our
communities
by
authentically
engaging
Us
in
the
process
of
coming
together
as
a
merch
school.
Please
also
learn
from
the
many
failings
in
our
experience
as
you
design
the
merger
process
for
other
school
communities.
Thank
you
for
your
time
and
good
evening.
AA
AA
Concerning
our
community
meeting
on
April
4th
I'll
be
honest,
I
did
not
attend
it.
I
have
grown
extremely
exhausted
of
listening
to
BPS,
and
it's
regrettable
that
you
ask
a
question
and
you
don't
get
a
straightforward
answer
and
that's
assuming.
C
Ms
young
you're,
muted,
oh
okay,
seems
like
we've
lost
Rachel,
so
let's
try
Lauren
Peter.
C
Have
all
right
where's
that
Rachel
can
I
start
over
again?
Yes,
could
you
turn
your
camera
on
for
us?
Please.
AA
C
C
Rachel
I'm,
afraid
I'm
afraid
you're
disconnected
again.
Please
try
to
log
back
in
Lauren
Peter.
AA
If
you
want
I'll
just
do
a
minute,
to
recap
some
of
the
things
that
Elizabeth
had
said
and
I
think
Bear's
repeating.
Community
engagement
has
not
been
the
robust
effort
that
we
had
expected
the
April's
meeting
that
we
had
it
was
in
English
in
Spanish,
which
meeting
for
close
to
a
year.
Now
our
community
is
60
Latino
and
they
deserve
to
have
that
meeting.
C
Foreign,
we
can't
hear
you,
could
you
please
send
in
your
written
comments
and
we'll
share
those
with
the
committee
Lauren
Peter.
AB
Hello,
my
name
is
Lauren
Peter
I'm,
a
Roslindale
resident,
the
parent
of
a
third
grader
at
the
Sumner
family
council
member
and
a
design
team
member
I
have
endeavored
throughout
the
design
team
process
to
remain
positive
and
a
good
partner
to
the
two
School
communities.
We
are
proposing
to
merge
what
has
become
transparently
clear
in
these
meetings
by
looking
at
BPS,
provided
data
is
that
we
are
bringing
together
two
schools
with
populations
of
high
needs
families
in
order
create
to
create
a
new
school
that
can
Thrive.
AB
That
said,
the
level
and
quality
of
Engagement
needs
to
be
built
beyond
what
we
are
seeing
now
and
now.
My
voice
is
not
fully
representative
of
the
Summoner
and
I
want
other
voices
uplifted
as
we
look
to
academics,
School
culture
and
what
inclusion
really
means
planning
is
only
worthwhile
if
it's
done
in
the
structure
of
what
is
possible
and
what
is
right.
AB
We
are
asking
the
school
committee
to
have
BPS
commit
to
some
harm
mitigation
tactics
prior
to
voting
on
The
merger.
I
want
to
be
clear.
We
are
not
asking
for
a
no
vote.
We
are
asking
for
a
commitment
of
quantifiable
actions.
Bps
will
take
to
ensure
our
communities
have
the
support
we
need
during
and
in
the
years
after
the
merger.
Remember,
you
are
proposing
not
only
a
new
school
of
700
plus
students.
We
are
a
community
that
has
many
students
with
complex
medical
needs,
housing
and
security,
or
homelessness,
English
language
Learners.
AB
With
many
who
are
very
new
to
our
country
and
a
bypoc
majority,
we
have
requested
extra
resources
as
a
way
as
a
way
to
mitigate
the
harm
caused.
By
combining
these
two
schools,
we
would
like
three
to
four
social
workers
for
at
least
the
first
two
years
after
we
move
into
the
Irving
building,
at
least
two
nurses
and
at
least
two
family
Liaisons.
AB
This
also
brings
me
to
the
point
of
leadership.
The
district
needs
to
be
transparent.
Now,
regarding
the
process
for
making
decisions
about
the
leadership
team
of
the
new
school
community,
that
leadership
team
will
be
setting
the
tone
for
the
school
and
will
need
to
plan
with
intention
and
data
to
set
the
school
up
for
success
when
and
how
will
the
leadership
team
for
the
school
be
hired?
AB
AC
Good
evening
my
name
is
just
Mana
I'm,
a
Roslindale
resident
and
a
parent
of
a
K1
student
at
Charles,
Sumner
I'm
here
tonight,
to
ask
the
school
committee
to
ensure
BPS
commits
to
harm
mitigation
strategies
before
you
vote
on
the
Sumner
filbert
merger
proposal.
As
you
know,
combining
these
two
School
communities
means
the
new
school
will
have
the
highest
concentration
of
bipoc
English
language,
Learners,
homeless,
students
and
students
in
the
care
of
DCF
of
any
school
in
Rosendale.
AC
The
statistics
that
you
will
see
in
The
Proposal
are
misleading.
They
do
not
show
how
our
communities
would
be
different
if
we
merged
with
other
Roslindale
schools.
The
concentration
of
high
need
Learners
would
have
been
much
lower
if
Sumner
or
philbrick
were
merging
with
any
other
Roslindale
School.
For
this
reason,
we're
asking
for
a
commitment
of
our
mitigation
tactics,
at
least
some
of
which
are
agreed
upon
before
you
vote.
Based
on
the
current
statistics,
the
schools
do,
a
language
population
will
be
at
least
30
percent.
AC
AC
The
ratio
of
high
needs
students
to
family
liaison
at
another
Roslindale
School,
the
Mozart
is
60
to
1..
The
ratio
of
high
need
students
to
family
Liaisons
for
the
Sumner
and
philbrick
will
be
380
to
one.
This
speaks
to
the
need
for
more
family
liaison
social
workers
and
support
staff
burning
School.
What
will
it
take
for
VPS
to
commit
to
fund
the
need
that
they
are
creating
with
this
merger?
AC
Given
the
already
high
level
of
need
in
the
school,
it
is
even
more
important
that
inclusion
is
done
well,
this
means
having
two
trained
teachers
and
each
inclusion.
Inclusion
classroom
a
model
that
we
know
works
at
the
Haley,
the
Roosevelt
and
the
Henderson,
which
is
now
falling
apart,
because
that
modern
model
is
no
longer
being
followed.
Will
VPS
commit
to
Staffing
each
classroom
appropriately
and
funding
any
training
needed
for
teachers
to
become
special
education
certified.
AC
According
to
the
proposal
document,
BPS
knows
a
high
quality
inclusive
community
at
a
school
with
four
strands
needs
substantially
separate
spaces,
seven
to
eight
specialty
classrooms
and
four
to
five
pull
out
or
therapeutic
spaces.
This
means
an
ideal
four-strand
school
will
have
around
50
educational
spaces.
Where
are
these
spaces
and
the
newly
renovated
Irving
building?
We
only
have
36
educational
spaces,
and
the
current
plan
will
BPS
commit
to
working
with
the
current
design
to
ensure
our
high
needs.
Learners
have
the
spaces
that
they
need
and
deserve.
AC
AD
Good
evening,
I
come
before
you
as
a
BPS
teacher
I'm,
serving
since
the
fall
of
2006
and
also
as
a
BPS
parent
I
have
a
first
grader
at
the
Sumner
and
a
student
who
will
be
starting
K1
at
the
Sumner
in
the
fall
and
my
family
resides
in
both
Roslindale
and
Mattapan.
AD
In
my
teacher
capacity,
I
have
actually
been
through
a
school
merger
and,
as
a
parent
I
have
been
concerned
with
how
little
transparency
there
has
been
around
how
the
Sumner
philbrick
merger
is
going
to
Impact
Staff.
My
experience
with
a
merger,
as
a
teacher,
has
taught
me
that
intentional
planning
around
how
to
merge
two
staffs
is
crucial.
You
cannot
simply
throw
together
two
groups
of
people
who
do
not
know
each
other
and
who
come
from
their
own,
distinctive
and
unique
communities
and
expect
a
healthy
school
culture
to
just
magically
emerge.
AD
There
needs
to
be
planning
for
helping
these
two
groups
of
people
come
together.
Furthermore,
there
has
been
a
complete
lack
of
transparency
to
families
around
the
fact
that
this
merger
will
result
in
some
staff
members
losing
their
positions
in
conversations
with
other
parents
at
the
Sumner.
Many
have
expressed
dismay
and
also
shock
when
I
touched
upon
the
fact
that
there
will
not
be
positions
for
all
members
of
both
staffs
at
the
new
merge
School.
The
numbers
clearly
show
that
there
will
just
not
be
enough
positions.
Yet
there
has
been
no
transparency
around
this
fact.
AD
Families
have
relationships
with
staff
and
when
they
send
a
second
or
third
or
fourth
child
to
the
Sumner.
It
is
with
the
expectation
that
hopefully,
those
children
will
be
able
to
have
many
of
the
same
teachers
as
their
older
children,
so
it
could
be
very
distressing
or
shocking
to
find
out
that
not
just
one
or
two
of
those
beloved
teachers
is
not
there
anymore,
but
several
are
not
there
and
I'm
worried
that
the
way
this
merger
is
playing
out,
that
that
could
definitely
happen
to
many
families
without
them.
Realizing
that
it's
going
to
happen.
AD
In
addition,
the
district
has
been
not
very
willing
to
discuss
how
decisions
will
be
made
around
which
staff
members
are
cut.
Would
the
decisions
be
made
based
on
seniority?
Are
there
other
metrics
that
could
be
used,
I?
Think
whatever
metrics
are
used?
It's
really
critical
that
staff
losses
are
equitably
spread
across
the
two
schools
and
I
really
want
to
emphasize
that
point.
As
a
teacher
who's
been
through,
a
merger
I
think
it
is
critical
that
staff
losses
are
equitably
spread
across
the
two
schools.
AD
If
one
of
the
schools
is
taking
most
or
all
of
the
losses,
it
can
really
create
animosity
among
those
two
groups
of
staff
and
that
set
the
school
up
for
a
difficult
beginning,
30
seconds.
The
teachers
at
the
Sumner
have
been
absolutely
amazing.
Every
single
one
and
so
I
want
to
make
sure
that
whatever
happens,
that
they
are
all
taken
care
of.
They
are
incredible
Educators
that
the
district
does
not
want
to
lose
so
I
wanna
assurances
that
the
district
will
help
support
staff
whose
positions
cut
so
they
can
have
a
landing
at
another
school.
C
A
Good
evening
my
name
is
Bonnie
McBride
I
am
the
teacher
librarian
at
Fenway,
High
School
and
a
co-chair
of
the
btu
Library
team
faculty
Senate
and
I
also
reside
in
Jamaica
Plain
April
is
National
School
library,
month
and
I'm
here
tonight
to
celebrate
and
promote
the
historic
investment
by
Boston
public
schools
in
school
libraries
and
in
certified
school
librarians
and
I
also
just
want
to
throw
in
an
extended
invitation
to
superintendent
Skipper.
To
please
come
visit.
A
This
just
happened
a
few
weeks
ago
at
the
end
of
March
in
my
library,
I
had
just
wrapped
up
a
research
lesson
with
a
class
of
Juniors
when
a
freshman
came
into
the
library
from
her
Ela
class
to
get
a
book,
I
greeted
her,
and
in
reply
she
sighed
and
she
told
me
I,
haven't
watched
a
whole
book
well
year.
Long
I
thanked
her
for
sharing
that
with
me
and
I
told
her.
It
just
meant
that
she
hadn't
found
the
right
book
yet
and
we're
gonna
keep
trying.
A
We
talked
about
how
she
was
choosing
the
books,
what
she's
tried
specific
genres
and
then
I
ended
up
walking
her
over
to
our
poetry
section
and
pulled
out
a
few
popular
books
of
poems.
She
chose
one
checked
it
out.
Two
days
later.
She
runs
before
memory
and
excitedly
tells
me
she
finished
the
book
she
loved
it
so
much.
She
asked
where
I
got
it
because
she
wants
to
have
her
own
copy.
This
is
the
magic
of
a
staffed,
School
library.
A
Small
interactions
like
this
are
happening
daily
in
school
libraries
across
our
city,
because,
instead
of
only
having
22
certified
school
librarians
like
we
did
last
year,
we
now
have
54
with
even
more
being
added
next
year,
as
we
continue
this
investment
in
from
school
libraries
and
certified
school
librarians.
We
also
need
to
remove
our
library
paraprofessionals
play
a
significant
role
in
school
items.
A
We
need
to
make
sure
that
a
fully
staffed,
School
library
has
a
certified
School,
librarian
and
a
library
power
professional
if
the
school
has
over
500
students
in
it,
because
this
means
that
while
a
librarian
is
teaching
the
library,
para
can
be
having
those
magical
interactions
with
students
and
multiple
forms
happening
in
the
very
topics.
A
So
I
would
like
to
just
end
by
saying
thank
you
again
to
Boston
public
schools
for
having
this
investment
and
getting
closer
to
that
quality
guarantee
for
all
of
our
schools.
I
look
forward
to
the
day
when
every
student
in
BPS
attends
a
school
with
a
fully
staffed,
culturally
relevant,
up-to-date
School
library
and
I
also
just
want
to
wish
happy
National
School
library,
months
to
all
my
amazing
colleagues
who
change
lives.
Every
day,
thank
you.
B
Thank
you,
Ms
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
A
first
action
item
this
evening
is
an
in-kind
donation
of
musical
instruments,
with
the
total
estimated
value
of
forty
seven
thousand
one
hundred
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Q
E
B
Yes,
yes,
so
again,
is
there
anyone
here
that
could
talk
about
it
for
a
second
just
to
give
the
public
and
information
about
the
the
donation.
H
Yes,
we
have,
we
have
actually
I'm
going
to
ask
CFO
Cooter
I
know
on
the
grants.
He
has
our
content
folks
lined
up.
H
E
AE
H
AE
Evening
so
this
is
a
donation
from
the
Mr
Holland's
Opus
Foundation
to
the
Edison
eight
school.
They
are
starting
a
new
Band
program
this
year,
so
the
instruments
are
flutes,
clarinets,
trumpets
and
trombones
to
help
with
that
growing
program.
B
J
D
B
E
C
F
D
Yes,
thank
you
for
the
reports.
I
I
appreciate
some
a
little
bit
more
detail
around
the
indicators
for
Progress.
What
I
am
noticing
is
that
a
few
of
the
grants
have
indicated
when
their
sort
of
reports,
their
data
reports
will
be
available
to
us.
D
I
assume.
That
also
means
us
and
the
public,
because
I
think,
just
in
the
spirit
of
transparency
we
should
be,
we
should
be
telling
our
families
what
we're
doing
sort
of
with
the
grant,
unlike
grants,
dollars
and
I.
Think
for
for
the
committee,
it
would
be
good
if
we
had
if
we
could
develop
some
type
of
schedule
that
is
actually
looking
at
when
we
should
probably
be
seeing.
D
Those
updates,
particularly
I,
know
like
the
the
first
one
for
the
idea,
thinking
about
inclusion,
services
and
thinking
about
their
their
survey.
Comparisons
between
like
school
year,
2022
2023-
and
you
know,
20,
2021
and
2022.
You
know.
Are
we
actually
seeing
the
proposed
reductions
and
special
ad
like
designations
like
across
the
student
populations?
We
just
want
to
make
sure
that
we're
actually
seeing
these,
and,
if
not,
we
are
understanding
why
this
is
not
the
you
know
that
we're
not
seeing
the
progress
that
we're.
D
You
know
that
we
that
we
desire
so
I
think
it's
just
more
of
a
comment
of
a
pre
of
wanting
to
have
a
schedule
so
that
we
can
actually
know
when
we're
checking
in
on
which
of
these
grants.
H
Yes,
I
think
I,
think
Dr,
Falcons
I
think
we've
added
in
kind
of
the
sections
like
the
smart
sections
to
like
sort
of
address
like
how
we're
going
to
be
measuring,
but
the
Cadence
of
like
collecting
the
data
and
then
being
able
to
report
out
that's
something
we
can
work
toward
like
a
master
calendar
for
you
and
what
I
mean
you
I
mean
the
public.
AB
D
B
Is
there
any
discussion
or
objection
to
the
motion
hearing
numbness
Sullivan?
Will
you
please
call
the
roll
Dr.
C
D
C
B
Our
first
year,
fourth,
this
evening
is
the
tentative
collective
bargaining
agreement
between
the
Boston
school
committee
and
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO
Council
93
local
2814
storekeepers
before
I
turn
it
over
to
Labor
Relations
director
Jeremiah
Hassan
I
want
to
invite
the
superintendent
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
our
sister
interpreters.
Thank
you.
H
Great
thank
you
chair.
So
again
you
know
we
continue,
as
we've
we've
shared
with
the
committee
before
to
to
be
focused
and
make
progress
on
all
of
the
on
tracks.
You
know
bringing
them
today.
You
know
up
to
date.
This
is
important
to
us.
You
know,
BPS
is
90
people.
H
That
is
what
our
district
consists
of
in
the
schools
and
in
Central,
and
it's
important
that
we
have
just
contracts
and
that
they're
up
to
date
tonight,
you're
going
to
hear
specifically
from
Jeremiah
around
from
Jeremiah
around.
This
is
an
agreed-upon
collective
bargaining
agreement
for
our
store
keepers.
H
This
is
a
relatively
small
group,
but
they
play
a
pretty
pivotal
role
and
have
been
in
collecting
and
recycling
materials
from
our
schools,
and
they
also
help
to
manage,
for
instance,
the
delivery
and
the
distribution
of
materials
to
schools.
So
we
rely
on
them
heavily
so
they're,
small,
But,
Mighty
and
so
I
just
want
to
thank
the
union
for
their
collaboration
throughout
the
process
and
for
the
work
that
their
members
do
every
day
to
support
our
schools
in
our
district.
So
with
that,
I'll
turn
it
over
to
Jeremiah
Hassan.
AF
Thank
you,
superintendent.
Thank
you,
chair
Robinson
and
committee
members
for
having
me
here
tonight.
I'm
very
excited
to
present
this
tentative
agreement
with
the
store
Keepers
as
superintendent
Skipper
mentioned.
This
is
a
group
that
we
have
a
strong
working
relationship
with.
They
play
a
pivotal
role
in
our
schools
and
we
hope
that
this
agreement
is
is
voted
on
and
we
believe
it
should
be
approved
in
its
fair
and
favorable
agreement.
For
this
group,
it's
very
straightforward.
AF
It's
actually
two
separate
agreements
cut
into
three-year
deals,
which
we
have
seen
with
some
of
our
other
units.
The
first
three
is
just
base
wages
of
two
percent
in
fiscal
year,
21
2.5
in
fiscal
year
22
and
2.5
percent
increases
in
fiscal
year
23..
In
addition
to
the
general
base
wage
increases.
We
have
also
agreed
to
the
covid
related
lump
sum
bone
Earth
in
fiscal
year
22..
AF
So
that's
the
the
full
first
three
years
of
the
agreement
is
strictly
the
wages
in
the
lump
sum
payment
for
the
second
agreement,
which
is
also
a
three-year
agreement.
We
have
agreed
to
wage
increases
which
are
consistent
with
our
other
units
under
the
facilities
Department.
AF
It
is
fiscal
year
24.,
it's
an
increase
of
2.5
percent
fiscal
year.
25
is
an
increase
at
two
percent
in
fiscal
year.
26
is
an
increase
of
2
percent.
In
addition
to
the
general
wage
increases.
We
have
also
agreed
to
update
the
holiday
language
to
be
consistent
with
our
other
collective
bargaining
agreements,
which
is
changing
Columbus
Day
to
indigenous
people's
day
and
adding
Juneteenth.
That's
it
for
this
agreement,
it's
very
straightforward.
Again.
We
have
a
good
relationship
with
this
unit.
AF
AF
And
if
not
I
just
want
to
reiterate
what
superintendent
Skipper
said
and
thank
this,
the
bargaining
unit
and
the
president
is
Devin
Lynch,
who
works
very
well
together
to
get
this
deal
done
quickly
and
again.
We
think
it's
a
strong
deal
for
the
unit
and
for
the
district,
and
we
would
recommend
that
you
vote
to
approve
it.
B
B
Our
main
report
this
evening
is
a
capital
planning
update,
including
long-term
planning
and
merger
proposals
before
I
turn
it
over
to
the
chief
of
capital
planning,
Del,
Vern,
Stanislaus
and
routine
I
want
to
invite
the
superintendent
to
give
introductory
marks
again.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
our
sister
to
assist
our
interpreters.
Thank
you.
H
You
chair,
so
you
know
one
of
the
first
things
that
I
did
when
I
became
superintendent
was
to
ask
the
team
for
a
briefing
on
all
the
capital
projects,
but
specifically
the
merger
proposals,
and
you
know
I
heard
from
the
community
that
they,
you
know
that
they
felt
things
were
moving
too
quickly
and
that
they
didn't
feel
heard.
They
didn't
feel
that
there
was
authentic
engagement.
H
You
know,
after
meeting
with
school
committee,
we
decided
back
in
the
fall
to
slow
things
down
a
bit.
You
know
pushing
the
implementation
date
from
the
initial
proposal
of
next
school
year
to
school
years,
24,
25
and
25
26..
H
We
also
established
design
teams
for
each
School
community
and
have
been
meeting
weekly
with
the
team
since
early
in
the
new
school
in
early
in
the
new
calendar
year,
the
design
teams
are
made
up
of
families,
teachers,
staff
and
the
school
leaders
from
each
Community,
as
well
as
capital
planning
and
other
central
office
staff
to
support
I
think
we've
learned
a
lot.
We
have
certainly
apologized
in
the
process
where
we've
fallen,
short
and
I
think
we're
committed
to
continuously
improve
the
process.
H
These
are
not
the
only
merger
proposals
that
will
come
before
this
body
in
years
to
come.
I
think
we've
spoken
about
a
declining
enrollment
and
we've
spoken
about
the
need
for
Inc.
You
know
to
roll
out
inclusion,
and
so
there
will
be
much
driving
in
the
years
to
come
us
looking
at
how
we
can
through
mergers
and
sometimes
closures,
start
to
right
size,
our
system
combining
and
reconfiguring
schools.
H
It's
an
essential
strategy
to
address
some
of
the
district's
long-standing
challenges
and
to
really
take
advantage
of
great
opportunities
to
strengthen
communities,
as
one
I
do
want
to
recognize
that
in
many
ways,
The
Shaw,
Taylor,
philbrick
and
Sumner.
H
The
way
for
other
communities
that
will
come
behind
them
and
I
am
really
appreciative
and
sincerely
grateful
to
each
of
these
four
schools
for
holding
us
accountable
for
building
a
process
that
really
centers
students
and
families
and
improves
the
school
experience,
and
when
we
get
things
right
to,
let
us
know
that
and
when
we
don't
get
things
right
to
also,
let
us
know
that
any
merger
or
or
school
reconfiguration
is
disruptive
I've
as
a
school
leader
been
through
it
four
times
and
there's
just
no
matter
what
the
planning
it
is
disruptive,
but
disruptions
can
also
be
powerful
forces
for
good,
and
you
know,
as
we
build
out
the
supportive
infrastructure
around
the
design
teams,
to
bring
resources
and
thoughtful
planning.
H
You
know
I'm
I'm,
hopeful
and
I'm,
confident
that
these
disruptions
will
improve.
Ultimately,
the
teaching
and
learning
experience
articulating
and
preserving
the
assets
of
each
of
the
schools
and
building
a
school,
that's
even
greater
than
the
sum
of
its
parts.
H
There's
lots
of
technical
considerations
when
you're
merging
two
School
communities,
but
you
know
we
often
use
the
terms
join
School,
Community
or
combined
School
Community
to
signify
that
we're
not
asking
two
School
communities
to
exist
together,
coexist
in
a
shared
space
instead
we're
actually
providing
and
we'll
Provide
support
and
resources
to
bring
two
separate
communities
together,
intentionally
leveraging
the
assets
of
each
Community
to
build
a
school
community
that
better
serves
its
students,
families
and
Educators.
H
It's
these
core
values
that
will
set
the
foundation
for
all
of
the
technical
planning
that
will
come
after
that.
So
it's
really
an
essential
first
step.
H
We're
bringing
these
proposals
forward
tonight
now,
because
these
School
communities
need
certainty
so
that
we
can
use
all
of
next
year
to
build
community
finalize
the
details
and
give
families
time
to
understand
their
options
so
that
we're
ready
for
a
combined
School
community
in
the
coming
years.
H
You're
going
to
hear
about
some
of
the
benefits
for
these
communities
tonight,
but
I
I
want
us
to
keep
in
mind
that
this
isn't
just
about
one
individual
school.
This
is
about
the
larger
system
and
the
challenge
is
that
larger
system
faces
as
a
whole
and
I
know.
This
committee
is
well
aware
of
those.
H
These
changes
are
never
easy
and,
as
a
committee
and
the
body
that
governs
this
District,
we
need
your
feedback
and
collaboration
on
these
decisions
that
we
must
make
together,
not
just
on
these
two
proposals
tonight,
but
I
think
also
about
the
sequencing
and
the
timelines
for
the
future
decisions
that
are
needed
to
tonight.
You
will
hear
from
the
chief
of
capital
planning
Del
Stanislaus.
Will
you
all
you
all
know,
chief
of
schools,
Dr,
Drew,
eckelson
and
Senior
advisor
to
Mayor
wool
and
youth
in
schools.
H
Rebecca,
Granger
and
I
really
want
to
to
just
really
give
a
shout
out
to
Rebecca,
because
she
has
really
been
working
hand
in
hand
with
us
on
this
again
to
make
sure
that
communities
feel
engaged
communities
feel
heard
and
to
bring
her
strategic
thinking
to
the
plate.
Dell
has
done.
You
know
she
he's
you
know
Dove
right
in
and
tackled.
H
This
issue
did
Transportation,
which
is
always
to
keep
students
and
families
at
the
center
of
her
of
her
thinking,
her
actions,
her
passion
and,
of
course,
Dr
eccleson
always
brings
such
expertise
to
the
plate
when
it
comes
to
the
role
of
academics
in
schools
in
something
like
emerges
situation,
his
seasoning
and
experience
as
a
previous
superintendent.
H
You
know
we've
been
working
closely
with
the
mayor
and
her
team
as
well
on
this
critical
work,
and
it's
just
true
collaboration
that
not
only
speaks
for
this
year,
but
will
speak
for
many
years
to
come,
as
we
have
a
good
deal
of
work
to
do
in
this
area
before
I
turn
it
over
to
Chief.
Stanislaus
I
want
to
thank
the
school
leaders,
the
school
staffs,
the
families
from
the
Philbrook,
the
Sumner,
the
shot
and
the
Taylor
schools
for
their
continued
collaboration.
H
You
know,
as
we
try
to
work,
to
bring
the
communities
together
into
newly
formed
communities
the
work
we're
doing
today.
It's
a
it's
an
important
step
forward
for
their
students
and
for
the
future
students
of
the
district,
and
it
starts
with
those
communities
and
their
willingness
to
join
with
us
to
do
that
deep
thinking
as
difficult
as
it
can
be
at
times.
So
thank
you
to
them
and
with
that
I
will
turn
it
over
to
Dell.
AH
AH
This
morning,
I
had
the
opportunity
to
attend
a
renaming
ceremony
for
one
of
our
BPS
schools
commemorating
Melvin,
H
King
Mel
has
been
a
leader
in
this
city
for
as
long
as
I
can
remember,
one
of
his
famous
sayings
was
don't
do
things
to
the
community,
do
it
with
the
community
as
I
enter
into
month.
Three
of
this
role,
I.
Take
that
spirit
with
me.
AH
AH
AH
AH
AH
AH
O
Thank
you,
Dale
I
am
going
to
take
my
time
on
the
slide,
because
I
think
it's
really
important
and
instructive,
not
only
in
the
context
of
our
discussion
for
this
evening,
but
in
terms
of
future
planning
for
the
Boston
Public
Schools
I
want
to
be
clear
that
this
isn't
meant
to
illustrate
a
specific
School,
but
instead
to
look
at
a
set
of
models
and
a
range
of
options
that
that
might
be
informed.
The
way
that
we're
thinking
about
school
organizations
into
the
future.
O
The
model
on
the
left
reflects
the
minimum
of
what
we
might
expect
for
our
schools.
As
we
move
forward,
you
will
see
that
there
are
two
inclusive
classrooms
that
serve
students
in
the
general
education
setting
using
grade
level
standards
at
each
grade
level
and
that
it
prioritizes
a
range
of
inclusive
opportunities
for
students
with
disabilities.
O
In
addition,
you'll
notice
in
what
I
think
is
pink
and
maybe
green
spaces
that
are
designed
specifically
their
specialty
classrooms
and
spaces
for
therapeutic
and
or
academic
support.
These
spaces
could
be
hubs
to
provide
push-outs,
put
push
in
support
to
students,
as
well
as
pull
out
services
for
students,
as
required
by
their
IEP.
O
I
want
to
take
a
moment
now
to
move
to
the
right
side
of
the
slide,
to
focus
on
the
model
for
strand
score.
I
want
to
be
transparent
that
at
least
from
an
academic
perspective
that,
particularly
as
Boston,
thinks
about
new
construction
projects,
renovation
projects
that
there
is
a
strong
preference
for
the
four
strand
model
whenever
possible.
O
You'll
see
a
much
more
expansive
set
of
options
in
this
model,
and
it
begins
by
having
four
strands
of
general
education,
inclusive
classrooms
at
each
grade
level,
moving
up
from
k0
to
grade
six,
with
the
corresponding
substantially
separate
program
or
space
in
this
model.
That
includes
opportunities
for
partial
to
more
full
inclusion
over
the
course
of
the
academic
day.
AH
AH
AH
AH
AH
AH
AH
Currently,
there
are
few
remaining
opportunities.
There
are
very
few
remaining
opportunities
to
consolidate
classrooms
without
closing,
merging
or
significantly
reconfiguring
our
our
schools,
the
ongoing
pre-k
through
6
and
7
through
12
school
design,
study
led
by
the
DLR
group
and
managed
by
the
city
of
Boston,
public
facilities,
department
and
BPS
office
of
capital
planning
will
develop
updated
capacity
calculation
for
each
School
building,
based
on
full
range
of
flexible
and
inclusive
programming.
AH
AH
AH
AH
In
the
diagram
on
the
screen,
a
hypothetical
25
student
classroom,
that
is
a
hundred
percent
full,
would
receive
a
wsf
allocation
that
not
only
allows
the
school
to
operate.
The
classroom
with
the
BM
minimum
of
Operational
Support
and
Staffing,
but
also
invest
nearly
28
000
in
resources
outside
the
core
classroom.
AH
As
BPS
prepares
for
the
end
of
end
of
federal
Sr
funding,
it
will
no
longer
be
possible
to
continue
to
hold
harmless
policy
without
critically
examining
our
school's
overall
capacity
and
reconfiguring
schools
to
create
Fuller
classrooms
repeated
across
the
district.
This
Dynamic
of
under
enrolled
classrooms
compromises
the
financial
stability
of
many
schools,
particularly
schools
that
serve
a
higher
proportion
of
black
and
latinx
students
in
school
year.
2223.
AH
AH
This
means
that
black
and
latinx
students
are
more
likely
to
attend
a
school
that
cannot
easily
afford
the
specialists,
enrichment,
programming
or
support
staff
that
improve
a
student's
educational
experience,
strengthen
outcomes
and
close
opportunity.
Gaps
combining
or
reconfiguring
schools
in
ways
that
lead
to
Fuller
classrooms
will
stabilize
School
budgets,
enabling
schools
to
invest
in
the
wraparound
supports
that
benefit.
Bps
students,
families
and
communities.
AH
AH
AH
Finally,
consulted
in
classrooms
and
stabilizing
staff
in
levels
will
also
improve
educator
retention
by
reducing
burnout
when
long-term
substitute
leads
classrooms.
Other
Educators
at
the
school
often
end
up
increasing
their
own
workload
since
on
the
enrollment,
Dynamics
particularly
affects
schools
with
more
black
and
latinx
students.
These
Staffing
pressures
may
disproportionately
affect
educators
of
color.
AH
A
well-soft
school
helps
to
maintain
sustainable
workloads
for
educators
and
School
staff.
Supporting
the
long-term
retention
of
BPS,
dedicated
educators,
consolidating
classrooms
would
lead
to
educated
layoffs
when
reconsider
when
reconfigurations
do
eliminate
a
particular
position
at
a
particular
School.
AI
Thank
you,
Joe
hello,
school
committee
and
everyone
who's
joining
throughout
this
proposal.
As
you've
heard
multiple
times
tonight,
you
will
see
joining
School
communities.
Language
is
so
incredibly
important,
and
this
language
is
a
very
intentional
choice.
We
are
not
asking
two
School
communities
to
exist
together
in
a
shared
space,
we
are
providing
support
and
resources
to
bring
two
separate
communities
together,
intentionally
leveraging
the
assets
of
each
Community
to
build
a
school
that
better
serves
students,
families
and
educators.
AI
So
we
need
to
take
the
time
to
intentionally
build
in
reflection.
That
means
identifying
what
worked
well,
what
didn't
and
what
we've
learned.
We
also
need
to
build
in
refining
shift,
shifting
how
we
engage
in
planning
and
design
and
implementation
based
on
our
Reflections,
and
we
also
need
to
record
to
capture
and
codify
the
process
for
bringing
School
communities
together,
because
this
will
provide
a
foundation
for
future
reconfigurations
or
transitions.
AI
We
are
committed
to
providing
concrete
support
to
the
Sumner
philbrick
and
Shaw
Taylor
communities
as
they
engage
in
becoming
joined,
School
communities.
Part
of
this
commitment
was
re-energizing.
The
design
teams,
the
BPS
office
of
capital,
planning,
reconvenes,
collaborative
teams
for
the
shaw,
Taylor
and
philbrick
Sumner
to
guide
planning
efforts
and
Community
engagement.
I
want
to
extend
a
huge
thank
you
to
all
of
the
members
of
the
design
team
to
the
school
leaders,
the
school
superintendents
and
the
families
and
staff
they
have
given
so
much
time.
AI
AI
Currently,
the
design
team
meets
weekly
and
if
the
proposal
is
approved,
we'll
shift
to
the
schedule
we'll
shift
the
schedule
to
bi-weekly
meetings
and
incorporate
regular
Community
meetings.
AI
Okay,
so
think
about
this
in
an
eight-week
cycle
week,
one
week
three
and
week
five
would
be
design
team
meetings
and
week
seven
would
be
a
community
meeting.
So
it's
constantly
on
this
eight-week
two-month
cycle.
We
have
heard
the
need
for
increased
engagement
and
advance
notice.
So
by
building
in
a
routine
process,
it
allows
School
communities
to
know
when
the
next
community
meeting
will
be
far
in
advance.
AI
The
regular
cycle
also
provides
an
opportunity
for
engaging
in
a
different
structure
and
to
invite
the
community
in
as
thought
partners
we're
also
hoping
such
a
routine
might
attract
additional
voices
into
these
spaces,
because
our
community
meetings
have
not
represented
the
full
communities
in
in
both
joined
communities.
AI
During
these
meetings,
it's
a
space
to
share
what
decisions
have
been
made
to
communicate
what's
next
and
to
invite
feedback
and
thought
partnership
and
to
really
build
spaces
that
will
have
an
effect
on
the
joined
School
community.
AI
The
community
engagement
planning
will
be
in
close
partnership
with
the
design
team
and
school
communities
on
Monday
and
Tuesday
of
this
week.
The
design
teams
helped
to
plan
next
week's
meetings
on
May,
1st
and
4th
in
partnership
with
the
capital
planning
team
and
each
team
designed
a
different
format
to
best
fit
how
they
wanted
to
invite
their
communities
in.
AI
We
also
want
to
build
up
engagement
in
other
ways,
so
we'll
seek
out
additional
Avenues
to
reach
a
wider
demographic.
This
includes
increasing
the
number
of
language,
specific
Community
meetings,
for
example
in
Spanish
and
Haitian
Creole
and
partnering
closely
with
school
staff
who
serve
students
and
families
every
day
and
leveraging
methods
of
communication
already
deployed
by
schools,
posting
infrequented
public
places,
communicating
in
school
newsletters
using
social
media,
and
we
also
recognize
the
importance
of
in-person
conversations
and
connections
to
share
information,
learn
from
experiences
and
receive
feedback
and
concerns.
AI
AI
It
takes
a
lot
of
work
to
join
two
School
communities
and
there
are
many
facets
that
go
into
creating
a
successful
school.
So
we
want
to
share
an
overview
of
what
this
journey
will
look
like
in
The
Proposal,
we
described
the
major
buckets
of
work
to
build
a
joined,
School
Community,
as
well
as
the
commitments
to
supporting
the
schools.
AI
AI
You
yep,
these
are
major
buckets,
not
an
exhaustive
list.
There
will
be
topics
of
importance
to
explore
that
will
arise
organically
as
the
school
communities
plan
together
as
new
topics
arise.
The
capital
planning
team
will
partner
with
the
design,
team
and
school
communities
to
identify
the
supports
needed
to
plan
for
a
school
community
that
better
serves
students,
families
and
staff.
AI
AI
We
are
asking
two
communities,
each
with
their
own
guiding
values
to
become
a
single
unified
Community.
They
must
therefore
agree
upon
shared
beliefs
and
values
to
guide
the
new
joined
School
community
as
difficult
decisions
arise,
and
they
will
throughout
this
process
they
already
have
started.
Core
values
will
serve
as
foundation
for
future
decision
making
and
how
we
serve
and
come
together
as
a
Joint
School
community.
AI
One
of
the
key
pieces
of
insight
offered
by
the
design
team
members
was
being
clear
about
the
commitments
being
made
to
support
the
transition,
so,
throughout
with
each
bucket,
I
will
give
a
brief
overview
and
then
also
the
specific
support
as
the
school
communities
engage
in
planning
and
decision
making.
AI
AI
Within
this
bucket
there
are
multiple
strands:
alignment
of
curriculum,
expanding
academic
programming
and
enrichment,
inclusion
and
assets
shifts
and
building
School
culture,
starting
with
alignment
of
curriculum.
The
joining
schools
must
act
as
partner
in
determining
a
shared
academic
Vision.
This
means
choosing
complementary
District
approved
curricula
and
building
an
intentional
alignment
of
learning
from
grades
k0
through
six.
AI
I
want
to
point
out
on
the
slide
that
the
racial
Equity
planning
tool
has
been
used
and
will
continue
to
be
used
throughout
this
entire
process
and
I
just
want
to
give
a
shout
out
to
the
office
of
opportunity
gaps
for
deeply
helping
the
design
team
and
me
think
through
how
much
this
is
a
complex
and
iterative
process,
and
so
the
racial
Equity
planning
tool
will
constantly
be
evolving
and
capturing
thoughts.
AI
R
AI
Enrolled
this
creates
an
opportunity
to
shift
the
way
full-time,
equivalent
or
FTE
positions
are,
and
funds
are
allocated
to
better
align
with
the
academic
vision
of
the
school
shifted.
Ftes
provide
an
opportunity
for
schools
to
explore
how
they
might
expand
the
academic
and
enrichment
programs.
Their
students
experience
our
commitment
to
supporting
this
work.
The
department
of
teaching
and
learning
will
support
emerging
School
communities
to
understand
the
realistic
options
for
expanding
academic
programming
as
informed
by
budget
and
space.
AI
This
includes
helping
School
communities
Envision
what
is
possible
and
building
and
understanding
of
what
a
program
entails,
such
as
the
curriculum
and
materials
needed
again.
The
opportunity,
the
office
of
opportunity
gaps
will
support
the
design
team
and
school
communities
Guided
by
the
rep
in
making
strategic
decisions
that
are
grounded
and
serving
more
equitably.
AI
The
next
piece
is
inclusion.
The
office
of
special
education
is
ensuring
the
implementation
of
inclusive
practices
district-wide
and
is
currently
working
with
schools
to
build
models
for
support
planning
and
implementation.
Core
to
this
mission
is
establishing
school-based
inclusion,
planning
teams
to
engage
in
the
work
of
building
structures
and
practices
to
sustain
and
Foster
a
fully
inclusive
culture.
AI
The
commitment
to
the
work
is
that
the
office
of
special
education
will
support
each
joined,
School,
Community,
informing
and
inclusion
planning
team
The
Joint
School
Community
will
also
receive
new
resources
in
alignment
with
the
city-wide
50
million
multi-year
commitment
to
support
the
successful
implementation
of
inclusion.
The
shaw
Taylor
Community
will
begin
this
work
as
early
as
the
summer
of
2023
and
the
philbrick
Sumner
Community
will
begin
in
the
fall
of
2023..
AI
The
last
piece
under
academics
is
assets
shifts
and
building
School
culture.
Each
School
brings
assets
pieces
of
their
school
climate,
culture
and
programming
that
serve
students,
families
and
staff
well,
and
each
school
also
brings
things
that
aren't
going
well.
So
here
the
communities
need
to
decide
what
to
intentionally
preserve
and
what
to
release,
as
well
as
to
consider
programming
and
practices
in
relation
to
areas
such
as
before
and
after
school,
Services,
building
strategic
Community,
Partnerships
intentionally
inviting
and
family
partners
and
building
a
school
culture
that
is
culturally
affirming
and
intentional
about
accessibility.
AI
The
commitment
is
that
the
capital
planning
team
will
partner
with
the
design,
team
and
school
communities,
with
the
supports
needed,
as
topics
arise,
the
office
of
opportunity
gaps
again
will
continue
to
support
and
making
strategic
decisions
that
are
grounded
in
serving
equitably
after
academics
comes
budget
planning,
resource
advocacy
and
Community
Partnership
number
three
on
the
slide.
This
bucket
is
placed
after
the
academics,
climate
and
culture,
because
it
allows
the
schools
to
be
strategic
and
aligning
their
budget
to
the
mission
and
vision
of
their
joined
community.
AI
Each
school
has
an
allotted
budget
determined
in
large
part
by
the
students
the
schools
serve.
Much
of
the
budget
allocation
is
used
primarily
to
fund
Staffing
positions.
Remaining
funds
are
directed
at
the
discretion
of
school
leadership
in
partnership
with
the
school
site.
Council
resource
allocation
is
most
effective
when
aligned
to
the
implementation
of
a
clear
Mission
designed
to
best
serve
students,
families
and
staff.
AI
The
finance
department
will
support
the
joined
School
communities
in
developing
a
budget
that
that
sustainably
aligns
to
their
use
of
resources
into
their
Strategic
Mission.
That
was
the
commitment
for
that
bucket.
Moving
to
the
right
bucket,
four
is
Staffing.
Like
the
budget,
the
Staffing
of
a
school
should
directly
support
the
mission
of
the
school.
Bringing
two
School
communities
together
requires
an
evaluation
of
Staffing
to
fit
the
structure,
vision
and
needs
of
the
joined
School
community.
AI
AI
AI
AI
Bucket
five
is
operations.
Each
School
Community
is
different
and
we
know
that
different
challenges
and
needs
will
arise.
Each
Community
will
have
additional
support
from
a
capital
planning
manager.
They
will
serve
as
an
important
partner
in
connecting
the
joined
School
communities
to
various
BPS
operations
departments,
as
as
support
is
needed
and
as
different
Pieces
come
up
around
facilities,
food
and
nutrition
services,
transportation
technology,
whatever
comes
up,
they
will
be
partners
in
solving
it.
AI
The
last
bucket
six
is
preparing
for
transition.
Transitions
can
be
difficult
and
disrupt
learning.
Therefore,
in
this
process,
it
will
be
vital
to
give
attention
and
plan
support
for
how
we
transition
students,
families
and
staff
communities
have
different
needs
and
therefore
the
process
may
look
different.
Being
thoughtful.
I
AI
To
give
one
example-
and
this
came
from
a
parent
suggestion-
Capital
planning
in
partnership
with
public
facilities
department,
is
facilitating
the
philbrick
and
Sumner
students
helping
to
plan
the
playground
as
part
of
the
renovated
Irving
building.
This
not
only
elevates
students
voice
but
begins
to
introduce
class
and
Playmates,
and
we're
excited
for
more
opportunities
like
this
to
arise.
AI
O
O
This
table
articulates
about
the
capacity
for
the
pH
law,
Anna
Taylor,
as
well
as
the
enrollment
and
the
open
seats
you'll,
see
that
both
School
communities
have
a
number
of
open
seats,
have
had
a
number
of
open
seats
over
the
last
few
years,
but
the
reduction
in
the
open
seats
for
the
PA
Shaw
as
a
result
of
capping
enrollment
to
ensure
that
grade
levels
could
continue
to
move
up
through
the
pH
law.
AB
O
This
is
a
proposed
configuration
map
for
school
year.
24
25.
I
will
show
several
different
looks
at
this.
That
will
be
important
for
the
design
teams
at
the
respective
schools
to
con
to
consider,
as
we
move
forward
you'll
see
broadly
here,
a
number
of
inclusive
classrooms
as
well
general
education
classrooms
from
k0
to
grade
six,
as
well
as
a
set
of
classrooms
that
support
students
in
the
SEI
setting
in
in
classrooms
for
students
with
interrupted
formal
education
as
well
as
choose
substantially
separate
classrooms.
O
Next
slide,
this
is
another
option.
This
is
including
k0,
K1,
K2
and
grade
1.
of
the
current
PA
Shaw
building
in
grades
two
to
six
at
the
tailor.
O
You
see
the
way
that
this
could
look
in
something
that
the
design
team
would
be
looking
at
as
part
of
their
continued
planning,
as
Rebecca
so
eloquently
proposed
in
the
previous
slide.
O
These
schools
have
different
models
than
the
ones
that
we
just
looked
at
relative
to
the
pH
onto
the
Taylor
on
the
left.
You'll
see
the
classroom
configuration
map
for
school
year,
23
24
for
the
filbert
community,
you'll
notice
that
it's
a
single
strand
School
with
an
inclusion
classroom
k0
to
K1
and
general
education
classrooms
from
K2
to
grade
6..
O
O
This
is
a
similar
table
of
what
we
looked
at
with
the
Shaw
and
Taylor
community.
O
And
this
is
what
a
proposed
Sumner
configuration
map
for
school
year.
24
25
would
look
like
starting
at
k0
on
the
bottom.
The
number
of
inclusion
classrooms
moving
up
through
the
school
to
grade
six
general
education,
classrooms,
bilingual
Spanish
classroom
and
in
LD,
substantially
separate
classroom
for
students
with
that
need.
AB
O
This
is
what
the
percentage
of
students
with
disabilities
in
a
merged,
School
Community,
would
look
like
from
no
IEP
resource
support,
inclusion,
support
and
substantially
separate
support
again.
You'll
see
that
information
for
the
Philbrook
Community,
the
Sumner,
the
combined
Philbrook
Summoner
community,
pose
a
combined
Philbert,
Sumner,
community
and
K5
for
BPS,
and
then
all
of
BPS.
AH
Thank
you
drew
I
want
to
close
this
our
presentation
off
this
evening
by
saying
one.
We
will
continue
to
build
on
this
process
in
collaboration
with
our
school
design
teams
to
ensure
that
students
receive
the
outcome
that
they
need.
I
would
like
to
thank
our
school
design.
Team
I
like
to
thank
the
capital
planning
project
managers
who
have
been
supporting
this
work.
I
would
like
to
thank
our
colleagues
on
at
the
mayor's
office
who
have
been
supporting
this
process.
AH
Our
community
engagement
team
has
was
really
leaned
in
in
support
on
our
oag
team,
who
has
really
leaned
immense
support.
This
process,
in
collaboration
with
our
schools
teams
and
our
school
Community
I,
would
just
like
to
share
those
thank
yous
tonight
as
we
close
off
and
I
pass
it
back
to
superintendent
skipper.
H
It's
great
so
just
thank
you
to
the
team
for
just
I
know.
There
was
a
lot
of
information
there
to
process
and
I
I.
It
was
really
I
found
myself
also
even
having
seen
the
presentation
multiple
times
just
going
through
it.
I've
learned
something
and
see
something
different
each
time
so
I
just
want
to
thank
you
for
all
of
your
preparation
and
share
I
think
the
team
is
prepared
to
answer
questions
from
the
committee.
Great.
D
I
I
mean
before
no
I
mean
I,
think
I'm
still
trying
to
get
them
all
organized
I'm.
Sorry,
you
can
go
first,
I'm
trying
to
get
them
all
organized
well.
E
J
Sure
we
will
so
I
will
just
say:
I'm
naming
this
at
the
top,
for
the
sort
of
teacher
in
me,
parallel
process
is
like
I
needed
some
chunking
here
and
so
for
the
future.
This
is
like
too
big
for,
like
one
presentation,
without
at
least
moments
for
us
to
stop
like
I
felt
like
the
sort
of
first
half
around
process
was
its
own
presentation
and
then
the
school
specific
proposals,
each
as
two
separate
proposals
were
their
own
presentation
and
I.
J
Think
the
conversation
will
just
be
more
meaningful
because
it's
I
just
think
that's
necessary,
so
Food
For,
Thought,
I
hope
in
the
future.
We
can
sort
of
think
about
that
for
the
continuity
of
communication,
because
it
becomes
sort
of
like
a
lecture
that
we're
supposed
to
respond
to
versus
a
dialogue.
J
That's
my
hope
for
the
future.
The
maybe
if
we
can
pull
the
the
it
might
be
easier
to
refresh
my
memory
and
I
have
an
old
one
in
front
of
me.
So
I'm,
not
that's
printed.
So
I
was
trying
to
also
get
the
new
one
during
the
during
the
presentation.
If
we
can
go
I'm,
specifically
sort
of
I
guess
we'll
start
at
slide,
four
I
have
a
question
about.
J
I,
guess:
okay,
so
this
is
perfect
one.
This
was
really
helpful
to
sort
of
understand
how
we're
thinking
about
modeling,
I,
guess
the
part
that's
confusing
me
here
and
then
I.
Eventually,
we
have
to
get
to
this.
The
school
proposal
specifically
but
I'm,
I
guess
this
is
the
first
time
we're
really
talking
about
process
in
this
sort
of
way.
This
is
the
first
time
we're
talking
about
process
in
this
sort
of
way.
So
once
it's
done,
loading.
J
J
While
it's
pulling
Megan,
thank
you
so
much
so
slide
four.
This
is
what
I
guess:
I
don't
understand
in
the
design
element,
and
maybe
someone
can
help
walk
me
through
this.
If
I
understand
our
class
sizes
correctly,
like
young,
our
sort
of
earliest
Learners
sort
of
k0
to
second
grade
cap
at
20
students,
then
you
go
three
to
five
you're
at
25
and
then
60
becomes
28.
J
So
based
on
this
model,
the
classroom
sizes
would
remain
the
same
with
an
understanding
that
there's
attrition
and
then
new
students
come
into
the
school,
but
it
wouldn't
allow
for
sort
of
growth.
Normally,
when
I
think
of
like
schools
strands
like
this,
you
would
have
like
an
additional
k
early
grade.
That
then
would
filter
down.
But
then
the
same
thing
would
happen:
sort
of
three
to
five
I'm,
just
sort
of
curious,
how
we
think
about
student
enrollment
and
class
size
in
this
model,
because
it
doesn't
account
for
it
in
a
way,
that's
visible.
J
So
that
might
just
help
me
in
thinking
about
how
we're
thinking
about
instruction
and
programming
and
then
I
guess
one
more
question
to
add
in
there
and
then
also
how
that
is
also
juxtaposed
with
some
of
the
contractual
dynamics
that
came
up
with
the
btu.
Around
inclusion,
programming
and
Max
class
sizes.
J
Could
you
maybe
like,
in
this
model,
for
example,
and
I'm,
pointing
at
my
screen,
like
you,
can
see
where
I'm
pointing
in
k0
K1
right?
If
I
have
two
classes,
those
would
Max
at
20
students
those
students
would
move
to
20
to
that's
that
K2
model
would
still
be
20.
First
grade
would
still
be
20..
Second
grade
would
still
be
20.,
but
by
third
grade
I
have
25
kids
in
a
class,
so
I
would
either
have
needed.
J
An
additional
I
would
then
need
an
additional
classroom
to
take
the
students
who
are
being
moved
up
through
the
k0
to
2
Band
unless
there's
data
that
tells
us
like,
we
see
I,
don't
know
like
a
dip
in
enrollment
in
third
grade.
But
right
now
you
wouldn't
happen.
Yes,
it
almost
oversimplifies
right.
You
wouldn't
have
enough
seats
to
hold
the
smaller
class
ratio
that
exist
in
the
earlier
grades.
J
While
those
grades
continue
to
grow,
and
then
you
see
that
bump
again,
six
through
eight
and
so
even
in
the
five
to
six
model,
like
our
sixth
grade
classrooms,
based
on
how
I
understand
it,
I
could
be
totally
wrong.
But
the
sixth
grade
classrooms
are
also
bigger
than
the
fifth
grade
classrooms
and
so
like
it
isn't
sort
of
an
even
two
or
an
even
four.
It's
actually
like
a
two
to
a
three
to
a
four
sort
of
it.
O
Yeah,
let
me
take
us
a
shot
at
this.
It's
a
really
thoughtful
question
and
thank
you.
The
clarification
really
helped
me
more
fully.
Understand.
I.
O
Think
the
important
point
that
you're
driving
then
we'll
also
just
defer
to
the
superintendent
in
case
she
has
any
additional
content,
of
course,
but
I
think
the
way
that
I
look
at
this
is
that
this
was
supposed
to
be
a
very
simplistic
sort
of
model
of
what
the
sort
of
strand
structure
could
look
like
in
a
school,
with
the
left
being
the
sort
of
most
minimal
that
we
would
ever
expect
in
a
BPS
school
for
us
to
deliver
and
then
one
that's
a
little
bit
more
sort
of
I
think
preferred,
particularly
as
we
start
to
think
about
this
in
to
the
Future
I.
O
I
do
think
that
there's
a
number
of
sort
of
relevant
things
here.
Obviously,
the
work
of
our
Panda
team,
which
is
our
planning
and
assessment
team,
needs
to
sort
of
really
take
into
account
the
specific
enrollment
of
each
one
of
this
of
the
specific
schools,
not
only
that
we're
talking
about
this
evening,
but
sort
of
more
broadly
across
BPS.
O
H
No
I
was
going
to
suggest
that
I
think
Nate
can
certainly
jump
in
here
on
behalf
of
enrollment
but
I,
but
I
also
think
that
sometimes
I
do
think.
It's
an
interesting
question.
I
think
sometimes.
H
Okay,
so
I
think
naked
I
think
we'll
we'll
have
Nate
just
speak
on
the
pure
enrollment,
but
I
think
sometimes
what
has
happened
in
the
past
when
we
have
like
more
classrooms
at
the
lower
levels,
and
the
theory
is
that,
then
those
collapse
as
they
go
up
is
that
it
doesn't
leave
room
for
students
who
are
moving
in
at
other
class
at
other
grade
levels,
and
it
leaves
these
partially
filled
that
you
can't
collapse
neatly,
and
so
that's
that's
exactly.
H
What
we're
trying
to
eliminate
with
the
enrollment
is:
is
those
kind
of
half
empty
classrooms,
so
I
think
that's
the
reason
why
you're
seeing
kind
of
the
in
a
clean
way,
the
two
strand
it
leaves
room
for
as
IEPs
have
developed
or
a
student
shift
and
move
the
ability
for
students
to
come
in
and
to
come
out,
but
to
never
exceed
the
capacity
of
those
two
classrooms
and
Nate
I.
Don't
know
if
there's
anything
else,
you
want
to
add
to
that.
H
AJ
Activated
we're
having
some
fun
here.
The
the
only
thing
I'll
just
add
is
from
the
class
size
when,
when
we
designed
an
inclusion
program,
and
so
particularly
with
the
new
inclusion
language
and
the
contract,
the
class
sizes
don't
tend
to
fluctuate
as
the
grade
levels
move
up.
So
the
bump
out
that
you're
talking
to
in
third
grade
sixth
grade
are
for
Gen
Ed
programs
in
inclusive
settings.
They
tend
to
move
up
as
cohorts
to
create
the
right
space
and
I.
Think
Drew
mentioned
two
things
about
the
two
versus
four
is.
AJ
It
gives
us
more
flexibility
to
do
groupings
and
cross-classroom
collaboration
and
flexibility
where
we
have
a
lot
of
challenges
with
students.
Moving
in
and
out
of,
programs
are
in
schools
that
have
one
program
next
to
one
gen,
Ed
classroom
or
an
SEI
classroom,
an
English
learner
classroom
with
a
special
ed
classroom,
and
it
creates
such
a
restrictive
environment
that
we
end
up,
holding
empty
space
or
not
being
able
to
accommodate
a
student
in
their
existing
school.
And
so
in
these
models
that
they're
presenting
here.
AJ
It
allows
us
to
have
the
flexibility
to
not
only
provide
more
inclusive
opportunities
from
the
start
of
school
to
the
end
of
school,
but
to
think
about
inclusion
as
a
Continuum
throughout
the
day
and
have
students
move
in
for
the
classes
and
opportunities
that
they're
they're
able
to
be
supported
in
and
then
also
receive
the
intervention,
space
interventions
and
other
resources
in
other
classrooms.
At
different
points.
In
the
day.
J
AJ
Yeah
that
structural
deficit.
Definitely
we
see
that
challenge
exist,
particularly
K
to
sixes
and
K
to
eights,
where
you
don't
see
as
much
movement
in
those
upper
grades,
but
again
with
the
design
of
the
inclusion
programs
and
the
way
that
they're
sort
of
funded
differently.
AJ
It
accounts
for
class
sizes
differently
and
doesn't
create
that
structural
problem,
and
so
these
designs
were
kind
of
proposed
as
sort
of
again
true
mention,
there's
there's
simplified
models,
but
they
take
into
account
the
way
that
students
would
actually
navigate
and
flow
both
as
they
progress
through
grades
and
also
as
they're
navigating
an
IEP,
their
individualized
needs
and
the
programming
that
exists
at
the
school.
Okay.
H
And
for
schools
that
have
have
a
language,
specific
strand,
a
bilingual
strand,
then
what
will
happen
is,
as
students
attain
greater
levels
of
English,
they
then
have
the
movement
to
be
able
to
go
into
the
Gen
Ed
classroom.
J
D
Thank
you,
I
guess,
to
start
off,
how
has
the
community
responded
to
just
the
general
proposal
of
mergers
and
understanding
the
benefits
or
the
pros
and
cons
of
the
K
to
six
seven
to
12
merger,
because
from
what
it
sounds
from
what
I'm
interpreting
from
public
testimony?
And
this
previous
conversations
is
that
it
seems
that
there's
still
some
reticence
around
buy-in
like
to
to
this
so
I'm,
just
wondering
what
what
has
been
the
challenges
just
to
shifting
to
the
K
to
six
seven
to
12
model.
H
AI
Sure
I
can
I
can
start
so
in
the
design
team
meetings.
You
know
the
I,
as
we
have
I
think.
What
has
been
really
helpful
is
that
people
have
given
feedback
of
what
are
the
things
that
feel
really
unclear.
AI
AI
One
of
the
things
that
was
raised
is
that
there
have
to
be
resources
that
stay
in
the
community,
even
after
consolidation
and
so
one
of
the
pieces.
That's
in
the
proposal
is
that
with
the
Consolidated
classrooms
and
again
it
it
could
look
different
ways
and
Drew
showed
how
there
were
different
configurations
and
that
those
need
to
be
figured
out
with
the
school
communities.
AI
But
let's
say,
for
example,
that
two
classrooms
were
consolidated.
That
would
be
a
little
over
three
hundred
thousand
dollars
and
that
money
will
then
stay
with
the
shaw
Taylor.
AI
The
reason
why
I
bring
that
up
here
is
that
this
process
is
is
really
difficult
and
you
know
we
more
and
loss,
and
so
we
need
to
hold
that
and,
at
the
same
time,
I
feel
like
communities
are
hearing
how
we'll
both
meet
their
needs
and
how
we'll
shift
to
make
sure
that
communities
get
what
they
need,
including
things
like
resources,
staying
in
the
building
or
shifted
enrichment,
and
so
there
has
been
change
on
the
design
team
of
how
people
are
engaging.
AI
I
know
we
heard
from
some
design
team
members
tonight,
but
part
of
what
some
of
them
were
saying
also.
Is
that
it's
not
a
no
vote?
It's
that
we
still
have
things
to
work
on
and
I
feel
like
this
proposal
is
very
much
thinking.
AI
How
do
we
continue
to
shift
and
be
nimble
with
communities,
and
so
we're
we're
starting
to
to
feel
you
know,
as
I've
been
out
in
the
communities
feeling
a
shift
in
how
people
are
responding
and
we
still
have
pieces
to
work
on
so
that
people
understand
the
process.
D
And
so
too,
that
I,
Pro
and
I
may
have
missed
this,
but
the
design
team
itself
includes
community
members,
okay,
so
and
like
I'm,
like
okay
and
because
I
guess
my
my
real
question
was
getting
to
the
power
dynamics
that
are
at
play,
whereas
Community
voice
is
just
being
heard
versus
their
actual
representation
and
power
to
make
a
decision
and
that's
sort
of
what
I,
what
I've
been
hearing
in
testimonies
regarding
sort
of
just
feedback,
either
that's
not
being
taken
into
consideration
in
a
very
substantial
way.
AI
There
is
yes
and
the
design
teams
and
school
communities
were
also
asked
to
make
shifts
and
design
team
members
to
make
sure
communities
were
represented,
and
so
we're
working
very
hard
to
make
sure
we
have
a
good
representation
of
voices
and
community
members.
Okay,
all
right.
AH
All
right,
if
I,
can
just
jump
in
and
add
to
what
Rebecca
shared
I
think
that
one
that
going
through
these
Pro
this
process
is
like
just
like
not
easy
for
our
school
communities
like
we
going
through
the
process,
there
is
the
merging
school
when
we're
thinking
about
mergers
and
merging
School
communities
and
also
thinking
about
like
longer
term
outcomes.
AH
There
are
some
students
that
are
that
that,
when
thinking
through
the
process
that
are
we're
merging
School
communities,
so
that
students
can
have
better
outcome
in
the
short
short
term
while
we're
thinking
about
also
like
longer
term
outcomes
for
students,
there
are
some
students,
students
that
are
going
to
benefit
like
in
the
immediate
and
also
thinking
about
things
for
in
the
future,
as
we
continue
to
improve
their
process
and
I
know
that,
like
it
feels
like
for
some
of
our
families
like
it's
morning,
loss
and
we
need
to
sit
with
that,
and
we
need
to
hold
that.
AH
AH
AH
AH
It
feels
like
the
tone,
maybe
shifting,
but
also
I,
think
that
we
also
need
to
recognize
that
one
we're
looking
for
better
outcomes
for
our
students,
but
it
is
a
hard
process
for
our
community
and
it's
important
for
us
to
continue
to
listen
to
our
community,
ensuring
that
they're
at
the
table
and
making
these
shifts
making
making
these
shifts
to
ensure
better
outcomes.
But
in
collaboration
with
with
our
with
our
community,
our
school
community
and
the
broader
community.
D
H
Are
we
able
to
put
up?
Do
you
want
to
just
use
one
as
an
as
an
example?
Talk
to
Hawkins,
like
that's.
D
That's
that's
fine,
I
guess
what
I'm
what
I
I
mean?
Yes,
it's
sort
of
like
this.
This
strategy
definitely
like
stems
the
bleeding
I'm
just
thinking
about
over
over
a
longer
period
of
time
when,
as
enrollment
continues
to
decline,
I
mean
I
I
mean,
obviously
it's
not
a
cure-all
for
for
this.
So
if
I'm
understanding,
the
problem,
like
also
correctly,
will
be
able
to
afford
more
programming,
more
Specialists
being
able
to
fund
those
types
of
positions,
but
still
if
enrollment
continues
to
decline,
you're
you're
still
going
to
have
this
issue.
H
No
I
think
I
mean
I
I,
think
that's
that's
accurate,
I
I
think
it
depends
on
this.
The
school
like
the
area,
the
city
and
the
school
communities
of
like
how
quickly
the
enrollment
declines
but
I
think
the
idea
of
leveraging
the
the
resources
from
the
empty
seats
is
to
better
the
quality
of
the
experience
and
the
education
of
the
students.
Now
and
there's
it.
It
won't
be
felt
like
if
those
classes
aren't
like
they
are
now
like.
If,
if
say
they
through
attrition,
they
become
80,
full
or
75
full.
H
It's
not
like.
It
is
now
where
you
have
in
one.
You
know
in
in
one
school
like
a
third
empty
seats
and
another
school,
almost
half
empty
seeds,
so
I
think
when
you
get
to
that
level
of
attrition
it
just
it
without
putting
in
the
injection
of
dollars
that
we've
put
in
over
the
last.
You
know
three
to
four
years.
You
can't
even
study
the
school
for
basic
needs,
so
the
the
idea
I
think
on
the
enrollment
by
going
either
the
two
of
the
four
is.
H
There
may
still
be
some
flux
in
the
enrollment,
but
it's
not
going
to
be
at
the
capacity
level
where
it
actually
like
impacts
the
basic
needs
and
day-to-day
capacity
of
the
school.
H
And
maybe
it's
best
like
to
look
at
an
example.
So
I
I
don't
know
who,
if
it's
Megan,
that
has
the
presentation
up.
But
if
somebody
can
put
the
presentation
up
and
maybe
go
to
the
slide,
the
capacity
slide,
I
think
Dell.
You
were
walking
through
that
one
I,
don't
remember
the
number,
but
it's
you
know
it
should
I
think
I
think
to
look
at
one
of
the
specific
School
examples
and
the
empty
capacity
and
then
in
the
new
capacity.
O
I
think
just
to
answer
the
question
directly.
O
I
think
as
it
relates
to
the
Shaw
and
Taylor
we're
looking
somewhere
between
36
to
39
classrooms
and
as
it
relates
to
the
philbrick
and
Sumner
we're
looking
at
about
35
classrooms.
My
colleague,
Nate
Cooter,
who's
way
better
at
Matt
than
I
am
could
run
the
numbers
and
tell
you
what
the
sort
of
enrollment
projections
are
for.
That.
H
I
think
I
think
what
you're
you're
asking
is
in
that
new
capacity.
What
happens
when
enrollment
continues
to
shrink
so
that
that
new
capacity,
actually
that
the
the
actual
enrollment
will
fall
underneath
that
right,
I
think
that's
what
you're
sort
of
asking
yeah
so
I
think
I
think
the
question
for
panda
is
in
in
the
calculation
of
the
new
capacity
like
what,
where
do,
we
feel
will
hit
the
mark
in
terms
of
percentage
of
filling
those
seats,
foreign.
AJ
Yeah,
thank
you
and
I
think
so
part
of
the
idea
of
the
consolidation
of
of
the
smaller
schools.
What
we
see
is
that
the
smallest
schools
that
we
have,
which
you
know
some
of
our
single
strand,
schools
like
the
philbrick
or
smaller
schools
like
the
PA
Shaw,
are
much
more
sensitive
to
enrollment,
because
the
it
really
it
functions
as
a
sort
of
percent
of
their
overall
budget
that
would
be
adjusted
on
a
per
pupil
basis.
AJ
So
we
see
these
medium-sized
schools
that
have
four
to
six
strands
per
grade
as
enrollment
declines,
they're
able
to
make
more
adjustments
and
consolidate
classrooms,
much
easier
or
open
new
classrooms,
and
and
as
we
need
to-
and
so
that's
what
you
know
in
in
our
current
scenario,
we
have
a
lot
of
very
these
very
tiny
schools.
AJ
If
enrollment
declines,
you
can't
consolidate
a
third
grade
classroom
into
another
third
classroom
without
closing
a
school.
So
you
have
to
have
these
big
conversations
that
are
very
disruptive
to
a
school
community
and
school
identities.
Whereas
in
the
example
that's
on
the
screen
in
the
PA
Shaw
emerged,
if
we
saw
a
decline
in
gen,
Ed
enrollment
in
the
third
or
fourth
grade,
you
could
start
to
consolidate
more
of
those
classrooms
and
not
disrupt
the
full
School
community
and
adjust
the
Staffing
accordingly.
H
And
then
Nate
was
there
calculation
like
in
in
either
of
these
examples
where
the
combined
classrooms
and
the
new
capacity
like
what
rate
of
fill
that
would
result
in
versus
what
it
previously
existed.
AJ
And
I'm
I'm
in
a
vamp
for
a
moment
to
see
if
I
can
get
that
answer
from
the
team
right
now,
but
I
will
just
say
part
of
it
does
depend
on
the
inclusion
programs
as
designed
by
the
teams
as
they
go
through
this.
So
part
of
the
reason
we're
asking
for
a
vote
so
early
is
so
that
the
teams
can
really
work
through
what
the
programming
at
the
school
is
going
to
be.
AJ
But
overall,
what
we're
going
to
be
able
to
do
is
create
more
full
classrooms
in
this,
and
we
anticipate
reducing
a
lot
of
the
old
harmless
that
are
needed
at
both
of
these
School
communities
and
then
again,
as
the
team
mentioned
earlier,
that
there
will
be
trade-offs
that
will
go
from
maybe
core
classrooms
to
more
Specialists
or
interventionists
in
some
of
the
models
that
we're
talking
about
with
more
inclusive
practices.
AJ
E
B
F
Hi
I
understand
that
at
this
late
hour
everybody
is
stressed,
of
course,
I'm
stressed
as
well,
so
rather
than
I
I
know
that
they
are
going
to
be
many
many
other
questions
going
forward.
You
know
in
finding
a
way
to
implement
these
joint
schools
projects.
F
I
have
a
very,
very
basic
question
right.
Rather
it's
not
a
question,
but
it's
it
is
it's
a
an
appreciative
comment
that
I
would
like
to
extend
to
the
staff
in
coming
up
with
a
very
thorough
plan,
I'm
I'm
sure
that
everybody
have
put
in
a
lot
of
of
hours
and
knowledge
as
well.
F
So
as
well
as
research
in
coming
up
with
with
a
plan,
as
I
said,
it
will
also
be
cumbersome
moving
forward
in
implementing
this
plan
that
there
are
going
to
be
nooks
and
crannies
and
issues
that
come
along
and
I'm
very
sure.
Other
members
on
on
the
committee
will
find
them
out
as
well.
But
my
my
comment
is
pretty
much
just
relating
to
slide
number
10
the
journey
to
a
Joint
School
community.
F
In
in
that
that
slide,
you
presented
to
us
a
racial
Equity
planning
tool
that
has
six
buckets
I,
particularly
like
the
first
three
and
I'm
very
sure
that
the
budget
planning
the
resource
advocacy
and
the
Community
Partnerships
are,
you
know
a
very
crucial
and
it
will
also
be
a
continuation
of
what
we
are
going
to
do
for
moving
forward
anyway.
F
F
You
know
the
the
basic
question
is
there
are
so
many
racial
Equity
planning
tools
out
there
and
I've
I've
learned
a
few
I've
come
up
with
a
few
I
I,
just
I
just
would
like
to
know
who,
and
how
did
you
come
up
with
this
particular
racial
planning
tool
in
applying
to
this
project?
F
How
did
you
come
to
the
decision
of
laying
out
these
six
buckets
rather
than
five,
or
maybe
seven
it?
Just
you
know
a
a
theoretical
question.
I
I
do
appreciate
the
fact
that
that
you
know
in
my
mind
it's
a
it's
a
different
way
of
looking
at
racial
equity.
F
That
I'm
learning
today
so
I'm
just
throwing
out
there
a
very
basic
question
just
for
my
edification.
Thank
you.
H
So
I
think
it's
a
great
question.
I
think
Chief,
granson
I,
think
if
you
want
to
perhaps
take
that
and
talk
about
how
the
rep
in
this
particular
process
is
being
applied.
AI
AI
The
the
six
different
buckets
are
the
buckets
of
work
that
the
schools
would
need
to
engage
in
throughout
this
process
woven
into
each
one
of
those
is
the
racial
Equity
planning
tool
that
has
been
developed
by
Boston
public
schools
and
by
Dr
granson's
department,
and
so
this
is
a
process
and
woven
into
it.
Is
that
Arrow?
AG
AG
AG
We
always
say
that
it's
a
tool
right,
so
it's
it's,
not
law,
but
it's
a
great
guide
and
process
and
we've
been
able
to
develop
a
rubric
around
the
tool
as
well
and
as
a
part
of
our
racial
Equity
impact
planning
committee
have
gotten
some
feedback
from
some
external
stakeholders:
Community
Advocates
parents,
teachers,
School
leaders
to
continue
to
sort
of
refine
the
tool
and
we
have
our
racial
Equity
leadership.
AG
Training
which
we're
doing
with
all
11
000
BPS
employees
that
sort
of
gives
the
foundation
around
the
tool
and
then
Part
B
of
that
training
is
mandatory
for
supervisors,
and
so
they
get
trained
on
a
tool
as
well.
AG
So
those
steps
I
think
the
center
of
the
tool
and
there's
a
whole
sort
of
background
around
the
tool
rests
on
the
idea
that
those
most
impacted
by
decisions
from
organizations
like
the
Boston
Public
Schools
should
be
at
the
table
and
that
they
hold
the
expertise
in
in
terms
of
what's
best
for
their
community
and
their
students.
Talking
about
families
and
caretakers
and
in
some
cases
when
we're
talking
about
decisions
that
not
only
affect
students
but
Impact
Staff,
that
those
individuals
are
also
at
the
table
for
decision
making.
AG
So
we
always
rest
what
we
do
in
data
as
educational
leaders,
we
make
a
very
clear
statement
about
what
we're
trying
to
achieve
that's
step.
One
step:
two
is
the
data
step.
Three
is
the
engagement
and
then
how
do
we
achieve
either
very
clear
or
develop
very
clear
racial
Equity
strategies
or
overall
educational
Equity
strategies?
Our
students
with
disabilities
are
multilingual
Learners
and
then,
when
anything
that
we
say
we're
going
to
do
and
that
we
have
a
goal
for
that.
AG
We
have
a
very
clear
and
public
accountability
plan
action
plan
work
plan
that
we
make
available
to
the
public
to
hold
us
accountable
along
the
way.
J
All
right,
I'm
gonna
try
to
go
fast
and
I
promise.
I'm
gonna
get
to
school.
Specific
questions
in
a
second
I'm.
Just
have
some
questions
on
process.
One.
Thank
you
for
slide.
Nine.
You
know
I've
been
emphasizing
my
concern
around
our
Staffing
shortage
anytime,
I
voted
no
on
this
body.
It's
always
been
in
connection
to
my
fear
that
we
are
further
sort
of
exasperating
a
staffing
problem
across
our
system,
so
I'm,
I,
I
heard
you
superintendent.
J
That,
like
there
will
be
more
of
these
These
are
decisions
that
are
gonna,
we're
gonna
be
facing
as
a
body,
and
this
is
a
big
part
of
it
and
for
me,
as
a
parent
and
also
as
an
educator
like
there
is
nothing
more
important.
J
We
can
talk
about
everything
all
day,
but
there's
like
nothing
more
important
than
having
a
teacher
in
front
of
a
kid
and
will
never
narrow
the
achievement
Gap
if
we
have
Young
Folks
sitting
in
classrooms
without
certified
teachers,
and
so
there's
like
an
urgency
for
me
not
to
just
do
one
or
two
at
a
time
but
like
to
really
do
everything
humanly
possible
to
move
the
workforce
to
the
right
place,
and
that
may
mean
consolidating
classrooms
and
consolidating
schools
so
that
we
can
do
it
and
I'll
say
the
thing
I
always
say
like
you
would
not
hear
the
end
of
it
from
May
if
my
child
was
spending
a
year
or
six
months
or
four
months
without
a
teacher
certified
in
their
classroom
across
any
grade
level,
and
we
have
a
problem
so,
like
you
have
me
there
and
I
just
really
appreciate
honesty.
J
I
feel
like
it's
a
conversation.
We've
avoided
before
your
arrival,
and
so
I
really
just
appreciate
your
you
know
being
sober
about
it
with
all
of
us
as
we
move
into
slide,
10,
there's
the
which
was
referenced
earlier.
J
I
won't
ask
you
to
pull
it
up,
because
we
won't
go
through
that
dance
again,
but
I
I
heard
a
lot
about
sort
of
the
virtues
to
expect
like
the
sort
of
things
we
want
to
do
the
commitments
we
want
to
make
and
all
really
good
and
well-intentioned
I
guess
you
know,
I'm
a
stuffing
things
guy,
like
I
like
to
know
like
hard
numbers
like
what
can
I
see,
show
me
some
receipts
and
so
and
I
get
that
sometimes
that's
a
floor,
but
like
in
each
of
those
categories,
there
were
meetings
that
are
promised
or
sort
of
community
activities
that
are
being
proposed
or
expectations
of
design
teams
to
be
part
of,
and
I
worry,
that
part
of
the
confusion
that
we
haven't
further
clarified
tonight
is
that
even
in
this
presentation,
I
still,
if
you
asked
me
to
join
a
design
team
today,
I
still
don't
really
know
what
I
have
to
show
up
for.
J
Even
if
it's
the
floor,
there's
gonna
be
I
wish
I
could
see
the
slide
right
now,
there's
going
to
be
three
at
least
three
meetings
to
talk
about
academics,
at
least
two
meetings
to
talk
about.
You
know
School
climate,
at
least
for
me:
I,
don't
know
I'm
just
making
something
up
right
but
like
whatever
it
is.
That
is
like
the
stuff
and
things
I
think
people
are
hungry,
not
just
for
our
virtues
and
our
values,
but
like
for
the
literal
what
they
can
expect
in
the
process
and
I.
J
Don't
know
if
that
exists,
and
maybe
we
can
talk
about
it,
a
little
more
sort
of
like
each
step
and
if
it
doesn't,
if
that's
like
something
we
can
commit
to
offering
communities.
Even
knowing
and
I
heard
Rebecca
share
this
earlier.
That,
like
there
has
to
be
some
flexibility
like
some
communities,
may
require
more.
J
H
No
totally
and
I
I,
I
I,
think
I,
think
you're
right,
I
think
like
as
we
get
into
this
work
like
communities
want
to
be
at
the
table
at
each
step
and
so
being
clear.
What
the
commitment
looks
like
is
important.
Dell
and
Rebecca.
I
know
that
in
in
it's
actually
I
think
slide
11
the
journey
to
the
join
School
Community.
H
On
that
one
you
know
I
know
you
were
just
sort
of
looking
at
the
Milestone
pieces
but
like
in
it
as
an
example
in
either
of
the
merger
proposed
mergers.
Have
we
been
able
to
kind
of
set
out
like
how
many
meetings
we
would
be
doing
to
form
the
shared
core
values?
How
many
meetings
we
would
be
focused
on
the
academics
and
climate
I
know
that
you
on
the
date
on
the
calendar
piece
you
sort
of
gave
date
ranges
for
them.
AI
I'll
start
and
then
Dell,
please
jump
in
so
yeah.
So
what
you'll
see
is
the
timelines
are
really
the
buckets
around
the
design
team
so
that
week,
one
that
week
three
and
that
week
five
are
design
team
meetings.
AI
What
we
know
about
joining
School
communities
is
that
there
will
have
to
be
work
also
with
the
school
communities
and
and
thinking
through
I
mean
this
is
talking
about
both
the
school
leaders
and
also
the
teachers.
You
know
as
we're
thinking
about
like
the
academic
programming,
for
example.
Those
will
there
will
need
to
be
working
groups
as
well
as
the
design
team,
so
the
design
team
very
much
helps
with
Community
engagement,
helps
in
keeping
a
pulse
on
what
families
and
community
members
are
thinking
about.
AI
AI
You
know
what
curriculum
looks
like
in
different
core
content
areas,
and
so
they
would
help
guide
the
the
school
communities
to
to
figuring
out
what
the
district
aligned
curriculum
looks
like
for
now.
The
joined
School
Community
for
Sumner
philbrick
they
actually
are
using
much
of
the
same
Shaw
Taylor
also
is
in
certain
grades
and
then
in
other
grades,
they're
going
to
have
to
make
decisions
of
what
that
might
look
like
together
and
so
Brandon.
To
answer
your
question:
it's
it's
kind
of
a
combination.
AI
You
know
you
can
see
the
the
buckets
of
time
if
this
is
a
year-long
process
where,
like,
for
example,
shared
core
values.
The
teams
have
been
working
on
that
right
now
from
March
to
May
and
part
of
that
was
also
building
community
and
getting
to
know
each
other.
When
you
look
at
the
academics
bucket,
it's
May
through
September,
so
that's
two
of
those
eight
week
Cycles,
but
within
there
there
will
there
will
have
to
be
additional
working
groups
and
support
of
those
teams.
AI
P
AI
Actually
is
two:
eight
week:
Cycles
can
I
go
old
school
and
show
the
picture
up
to
my
screen.
F
T
AI
AI
Like,
for
example,
academics,
climate
and
culture,
we
know
that
it
both
the
climate
and
the
academics
are
the
grounding
foundation
for
school
communities,
and
so
that
actually
is
going
to
take
more
time
and
really
that
lays
the
foundation.
So
that
then,
the
school
communities
continue
to
work
on
those
pieces.
J
I
I
wonder
this
is
just
a
wondering
and
then
Dell
I
know
I
cut
you
off,
so
you
should
cut
me
off
in
a
second
but
I.
Wonder
then,
just
based
on
what
we're
hearing
in
community
feedback
is
there
something
sort
of
more
pithy
that
we
can
offer?
Folks
that,
like
really
like
names
like
these
I,
don't
know
like
here
are
our
Cycles.
This
is
how
long
it
takes.
This
is
what
the
design
team
is
working
on.
This
is
what
will
happen
through
town
halls.
J
This
is
what's
being
done
at
a
school
level
through
working
groups
like
with
like
what
is
being
produced
because
I
think
it's
feels
so,
and
this
is
the
hardest
part
about
school
mergers.
School
closures,
consolidations
co-locations,
like
I,
think
people
are
just
left
being
like
I,
don't
know
what
is
next
and
and
I
worry
that
like
and
sometimes
even
here
like
we
talk
about
like
the
values
and
not
the
thing,
that's
getting
produced
and
I
think
sometimes
like
when
it's
your
baby.
AH
Oh,
no,
no!
That's!
Okay,
I!
Just
wanted
to
start
off
by
saying,
like
I,
think,
that's
a
great
point
and
a
point
well
taken
Brandon.
Thank
you
for
that,
as
Rebecca
laid
out,
we're
laying
out
April
schedule
for
Community
meetings
on
a
regular
Cadence
without
families
can
plan
enough
bands,
but
we
also
know
that
we
need
to
broaden
our
engagement,
Beyond,
more
structured
public
meetings.
AH
We
know
from
past
experience
that
public
meetings
don't
generally
bring
in
all
voices,
particularly
those
who
speak
a
language
other
than
English
as
a
as
a
team,
we're
committed
to
holding
language
specific
meetings
in
smaller
formats
and
one-on-one
conversation
and
we're
actually
already
started
doing
some
of
this.
AH
The
capital
planning
team
is
also
really
committed
to
being
creative
in
our
strategies
talking
to
people
in
bcy
of
centers
during
pickup
and
drop-offs
other
places
where
families
gather.
So
we
can
be
sure
to
reach
people
where
they
are
through
this
process.
J
That
makes
sense,
I
I.
Think
too,
like
not
to
just
be
too
like
too
much
of
a
hammer
on
this,
but,
like
you
know,
like
our
school
committee,
meetings
are
scheduled
a
year
in
advance
like
we
know
when
they're
happening
and
so
I
think
we
would
get
a
lot
out
of
that
type
of
structure
where
every
week
we're
here
listening
to
folks
tell
us
that
a
meeting
wasn't
scheduled
or
it
was
rescheduled
or
it's.
They
still
don't
know
when
the
next
one
is,
and
some
of
that
may
be
true.
J
Some
of
that
may
be
confusion,
I
I,
it's
not
even
worth
debating,
but
what
is
definitely
true
is
that
there's
not
a
calendar
with
clear
Milestones
around
like
when
people
are
meeting
around
given
issues
and,
if
needed,
We'll
add
more
but
there's
not
even
the
Baseline
of
like
this
is
what's
happening
when
in
English,
in
Spanish,
in
Haitian
Creole
and
in
any
of
the
languages
right
and
I,
think
that
is
part
of
what
is
driving
some
of
the
the
frustration
and
anxiety
as
well.
It's
like
when
am
I
gonna,
get
to
see
you
next.
J
AI
You
know
having
that
type
of
eight
week
cycle
allows
communities
to
know
each
time,
you're
coming
back
and
I.
Think
it's
important.
You
know
to
just
say
one
more
time
that
it's
not
just
about
the
community
meeting.
It's
also
the
things
that
happen
around
that
and
even
having
you
know,
if
we're
still
thinking
about
that
eight
week
cycle
that
week,
six
through
eight
is
all
different
types
of
Engagement,
so
that
people
can
engage
in
the
way
that
they
most
see
fit
and
want
to
enter
into
the
process.
AI
The
other
piece-
and
this
goes
back
to
what
you
were
talking
about
before
and
having
allocated
amounts
of
time.
One
of
the
things
that
has
been
a
challenge
with
the
design
team
is
that
meeting
weekly
is
strenuous
and
both
on
the
team
supporting
the
families,
the
Educators,
and
so
this
actually
allows
us
to
be
really
thoughtful
about
what
the
design
team
looks
like.
Does
it
look
different
at
different
times?
AI
What
do
the
working
groups
look
like
and
part
of
the
beginning
of
the
proposal
of
this
journey
to
a
joined,
Community
talks
about
the
reflect
and
the
refine
and
the
record
and
part
of
that
is
being
thoughtful
about
having
a
process
that
is
well
documented
and
we're
asking
the
philbrick
and
Sumner
and
Shaw
and
Taylor
to
be
deep
Partners
in
this
work,
so
that,
then,
you
know
the
things
that
you're
talking
about
are:
what
are
the
commitments?
What
are
the
amounts
of
meetings
by
recording
and
reflecting
and
refining
throughout?
E
AI
Communities
so,
while
there's
a
bit
of
still
building
and
need
to
be
flexible
and
nimble,
like
you
said
earlier,
asking
the
communities
to
partner
within
with
us
in
building
this
process
makes
it
so
that
other
communities
benefit
from
a
recorded
process
happening.
J
It
does
also
sort
of
beg
the
question
for
us
in
Boston
like
where,
where
are
we
leveraging
philanthropic
Partners
in
this
work,
like
we
sat
through
public
testimony
tonight,
around
Boston
arts
academy,
and
so
much
of
that
success?
Was
that
sort
of
public
partnership
with
philanthropic
commitments
and
like
in
this
sort
of
heavy
lift?
Is
there
a
way
that
we're
thinking
about
that
leveraging
resources
from
folks
externally,
but
also
really
like
tapping
in
on
the
philanthropic
Community
to
support
this
design
process
stipends
or
whatever?
H
Yeah
no
I'm
glad
you
brought
that
up
because,
for
instance,
Boston
school's
fund
has
been
a
partner
with
us
in
some
of
this
work
previously
and
I.
Think
they've
done.
You
know
a
bunch
of
research
on
you
know,
merger
process
and
what
that
looks
like
in
in
the
support
to
the
communities
so
they're
an
example
of
a
partner
that
we're
having
conversations
with
right
to
be
able
to
help,
because,
as
this
gets
going,
you
know
even
with
this
robust
is
our
team
will
become
we're.
J
Z
H
J
It's
a
you
know,
it's
a
lot
of
free
labor
from
folks
and
so
and
I'm
always
curious
like
if
you
really
want
to
change
who
gets
to
show
up
to
the
meetings
there
is,
you
know,
there's
a
way
to
leverage
some
of
the
sort
of
big
players
in
the
philanthropic
Community,
given
that
this
is
probably
one
of
the
greatest
strategic
problems
facing
our
system
right,
and
we
have
to
be
really
honest
about
that
that,
like
you
know,
this
is
not
just
four
schools
coming
together.
This
is
going
to
be
much.
B
One
of
the
things
I
was
wondering:
are
we
going
to
publish
this
journey
to
a
Joint
School
community,
so
that
others,
who
will
be
going
through
this
process,
will
have
the
benefit
of
this
learning
and
input
before
they
are
actually
in
the
process,
because
I
think
it
was
very
rich?
It
makes
you
know
it
has
a
lot
of
pieces
that
will
help
people
to
understand
the
what
and
the
why,
but
hopefully
that
people
would.
B
You
know
our
two
schools
now
who
are
going
through
this
you
know
are
building
it
for
us,
but
it
would
be
great
to
have
others
who
may
see
themselves
being
able
to
start
asking
some
questions
and
do
some
preliminary
work
before
their
actual.
You
know
time
begins
in
the
process,
so
I
didn't
know
whether
that
was
just
a
slide
or
what?
What
was
the
plan
for
that
particular
piece?.
H
You
know
almost
like
a
training
workbook,
whatever
book
write
that
right
and
so
Rebecca
Dell
I,
don't
know
if
you
want
to
speak
to
I'm
thinking
about
that,
but
I
would
imagine
with
the
quality
of
what
you're
producing
both
in
thinking
and
material,
that
that
would
be
well
worth.
You
know
our
investment
to
do.
AH
I
I
agree,
and
since,
as
stated
through,
these
are
not
just
like
the
only
mergers
that
we're
going
to
be
doing
as
a
district
as
we
get
back
as
we
get
back
like
on
the
K
through
the
K-12
study
and
our
facilities
condition
assessment
plan,
and
we
we
come
up
with
sort
of
like
our
district-wide
facilities
plan
and
we
think-
and
we
continue
this
the
merger
process.
AH
I-
do
think
that
having
that
Playbook
just
like
that,
we
can
continue
to
to
go
back
to
I.
Think
that
we
can
have
things
in
there
like
some
of
our
learned
experiences
and
also
as
different
districts
are
looking
at
the
same
thing
that
there
they
can
have
access
to
this
information
as
well.
So
I
think
that
it's
a
really
good
idea
that
for
us
to
think
through
and
sort
of
build
a
road
map
that
also
the
public
can
access
as
well.
AH
B
B
My
question
is:
how
has
the
the
notion
of
it
being
a
full
inclusion,
School
shifted
or
changed
the
layout,
and
then
you
know,
and
will
we
be
able
to
have
the
classrooms
plus
all
the
extras
in
you
know,
in
the
the
ability
of
the
design,
that's
being
formatted.
AH
Foreign
thanks
for
that
question.
Yes,
the
the
Irving
School
will
have
full-size
gym.
Some
of
the
other
spaces
that
you
saw
in
the
diagram
earlier
will
be
finding
opportunities
to
share
the
full
design
of
the
urban
renovation,
with
the
full
Community
soon
in
partnership
with
PFD.
But
there
are
going
to
be
Extra
Spaces
that
this
that,
currently,
that
these
schools
don't
have
access
to
but
will
have
access
to
in
in
the
new
Urban
buildings.
B
Okay,
so
at
the
end
of
the
design,
the
facilities
planning
process
will
that
come
back
to
us
with
a
plan
that
says
how
many
you
know,
two-strand
or
four
strand
elementary
schools
will
need.
You
know
how
many
you
know:
X
number
I,
don't
know
how
you
figure
out
the
strands
in
high
school,
but
will
it
come
back
to
us
with
something
so
that
we
sort
of
have
a
map
of
where
we're
trying
to
head
The
District
in
total?
That
will
give
us
some
opportunity
to
help
schools.
AH
Foreign,
that's
a
good
question
again.
I
think
it's
important
to
recognize:
it's
not
just
the
facilities,
the
facilities,
condition
assessment
plan
decision
here.
Some
of
this
depends
on
how
we
do
some
of
our
inclusion
planning.
AH
As
we
Implement
inclusion.
It
will
continue
to
be
important
for
our
team
to
work
really
closely
with
the
academics
team,
with
the
special
education,
the
office
of
Malta,
lingual,
education
and
other
departments.
This
is
really
about
reimagining
how
our
schools
serve
students
and
also
like
how
the
capital,
T
Capital
planning
team
can
build
the
physical
footprint
to
support
the
academic
vision.
AH
H
Yeah
I
would
look
at
it
chair
that
the
the
facilities
condition
is
going
to
tell
us
what
buildings
are
capable
of
or
not.
The
enrollment
will
tell
us
some
of
our
needs,
and
then
we
have
to
look
at
inclusion
in
particular
and
bilingual
education
as
sort
of
the
content
inside
of
it.
You
know
to
determine
how
we're
going
to
take
our
capacity,
our
enrollment
and
have
that
make
sense
for
the
communities
in
the
different
areas
in
the
different
regions.
B
Yeah
but
I
guess
what
I'm
still
asking
is
at
what
point
in
this
process
will
be.
Will
we
be
willing
to
say
you
know
and
besides
that
we're
going
to
be
okay
to
six,
seven,
to
twelve,
how
many
two-stranded
schools
or
how
many
Forest
fan
schools
where
they
are?
You
know
all
of
those
things
so
that
we
all
have
sort
of
a
vision,
because
otherwise
it
just
feels
unsettling
every
time
that
we
we
don't
know.
H
Well,
I
mean
I,
think
I
think
what
we've
said
consistently
is
that
the
facilities
condition
that's
going
to
come
out.
You
know
shortly,
along
with
the
Pre-K,
to
six
seven
to
twelve
design,
that'll
come
out
in
the
fall
and
then
the
master,
the
master
facility
plan.
Those
are
the
kind
of
the
three
big
puzzle
pieces
to
putting
together.
You
know
what
you're
sort
of
looking
for,
which
is
the
ultimate
blueprint.
H
It
doesn't
mean
that
we
can't
make,
and
no
will
we
make
some
decisions
ahead
of
that
you
know
where
the
decisions
can
be
made,
but
but
I
think
in
terms
of
what
you're
looking
for,
which
is
sort
of
this,
the
10
000
foot
view
you
know,
I
think
we
need
those
three
puzzle
pieces
in
place
as
with
as
we're
sort
of
evolving
our
inclusion
plan
as
well.
B
H
So
I,
don't
that
would
have
to
be
one
that
I
think
we
would
have
to
think
about
what
we
could
give
you
like
concretely.
I
would
say
that
we
know
from
our
transformation
schools
that
that
they
tend
to
often
be
under
enrolled,
I
think
the
while
it
may
be
that
students
have
a
like
a
rarity
of
how
they're
performing
in
the
classroom.
H
What
we
know
about
the
overall
school
is
that
they
generally
don't
have
the
resource,
because
of
that
under
capacity
to
do
the
things
that
a
school
that
does
have
capacity
can
do
for
students.
You
know
right.
AE
H
Plugging
that
deficit,
we're
plugging
that
hole.
So
it's
hard
to
say
whether
a
student
is
going
without
or
not
right,
because
we're
we're
making
sure
they
don't,
but
as
we
get
into
the
reality
of
Esther
going
away
and
us
not
having
you
know
this
absorbitant
amount
of
money
to
be
able
to
plug
that
Gap.
H
That
kind
of
disparity
is
going
to
show
itself
more
and
more
and
more,
but
we
can
ask
we
can
ask
the
transformation
yeah.
You
know
to
doing
like
a
couple
of
school
kind
of
quick
analysis
to
see.
If
there
is
anything
you
know
relative
to
that,
yeah.
B
Okay,
my
last
question-
and
you
know
again-
is
another
data
request.
I
know
we
hear
often
people
talking
about
these
changes
are
disproportionately
impacting
black
and
brown
students.
Our
district
is
78
black
and
brown
students.
So
do
we
have
data
that
shows
schools
that
have
more
than
80
percent
lack
of
brown
students
in
them
and
where
they're
located
and
what
you
know
as
we
look
at
how
they
will
be
impacted,
can
we
look
at
that
and
get
on
the
other
side?
B
Can
we
look
at
schools
that
are
more
proportionately
I
mean
we
have
Asian
and
white
students
combined?
Are
22
percent?
Do
we
have
you
know?
B
Can
we
identify
the
schools
where
there
is
a
significantly
larger,
wider
Asian
population
than
what
they
exist
in
the
overall
School
population
and
how
those
schools
are
will
or
are
impacted
by
these
changes,
we're
just
being
good
to
just
to
know
for
every
school
sort
of
what
is
going
on
there
because
you
know
as
we're
looking
at
this,
we
can
see
whether
this
is
true
or
whether
you
know
what
or
what
you
could
do
to
mitigate
some
of
those
issues.
Yeah.
H
Yeah,
similar
to
the
slides,
Dell
I
think
similar
to
the
collapse,
slides
yeah,
so
the
individual
schools,
their
demographics,
special
education,
mle
right
and
then
what
happens
when
you
merge
them
I
think
to
be
able
to
kind
of
overlay
performance
on
that.
J
Perfect
two
questions
actually
and
I.
That
might
conclude
me:
Famous
Last
Words,
the
first
one
I
guess,
is
to
a
piggyback
off
of
chair,
Robinson's,
question,
I,
think
and
I'm
sure
you
feel
this
pressure.
Superintendent,
like
everyone,
is
looking
for
the
road
map
of
the
portfolio
of
schools
and
I
think
it
includes
everything
you
said,
plus
new
construction
commitments,
right
and
I
guess
given
and
I
am
trying
to
hold
you
to
something.
I
guess
is
why
I'm
asking
it.
AA
J
Like
given
what
we
know
is
coming
the
data,
we
have
the
various
pieces
to
this
puzzle
like
when
will
that
road
map
exist.
Even
if
you
know
like
this
is
a
ever-changing
system
and
the
needs
of
buildings
change,
and
all
of
that
is
real,
like
we're,
never
going
to
build
the
system,
and
then
it's
done.
That's
also.
E
H
Has
a
lot
of
moving
parts
right
now,
based
on
all
of
the
different
data
sets
this
Pro.
You
know
the
great
the
green,
New,
Deal
work
and
right
sizing
aside.
So
you
know
something
like
inclusion
is
evolving
at
the
same
time
that
it
is
has
to
be
phased
into
this
project.
So
you
know
I
think
next
year
we
can
talk
more
concretely
than
we
can
this
year,
because
we
will
have
more
of
the
information
to
incorporate
I.
H
Don't
I
honestly,
don't
have
an
answer
for
you
as
to
like
when
I
could
hand
something
over
and
say
this
is
the
this
is
the
plan,
but
I
do
think
that,
based
on
you
know
now
through
the
end
of
next
December,
which
is
when
we're
getting
the
three
big
reports,
along
with
having
made
huge
progress
working
on
our
inclusion
and
our
bilingual
plans,
we're
going
to
be
much
further
along
in
this
in
the
fall
to
be
able
to
share
more
detail
with
school
committee.
J
And
I
suspect
too.
It's
like
the
part
I
think
is
sometimes
the
quiet
part
we
haven't
said
here,
I,
believe,
and
so
this
is
me
also
like
best
intentions.
Right
like
this
is
not
about
developing
new
and
like
at
the
new
inclusion
models,
because
there's
like
evidence-based
inclusion
practices
like
we
don't
someone's
done.
The
work
for
us
I
think
what
I
hear
you
saying
is
also
like,
as
we
think
about
disproportion,
and
maybe
I'm
mixing
this
up.
So
tell
me
if
I'm
wrong,
but
are
you
also
saying?
J
Is
it
it's
also
about
mindset,
changes
on
the
ground
that
have
impacted
this?
The
disproportionality
of
students
in
sub
separate
classrooms
that
would
then
lead
to
shifting
numbers
inside
of
inclusion
classrooms?
Is
that
correct,
yeah.
H
I
mean
I,
think
you
know
it's
the
Adaptive
work
that
we're
talking
about,
which
is
all
you
know,
it's
whether
it's
communities
becoming
one,
whether
it's
inclusion
on
the
ground
and
what
that
looks
like,
and
you
know
what
that
means
for
a
family
what
that
means
for
a
student
experience
and
what
that
means
for
an
educator.
H
That's
the
that's
the
thing
with
BPS
right
now
is
we
have
a
ton
of
that
kind
of
work
to
be
done
and
it
has
to
be
done
hand
in
hand
with
each
other.
We
can't
go
too
far
ahead
in
one
area
without
making
sure
we're
accounting
for
what?
What
that?
What
does
that
impact
have
on
inclusion?
What
does
that
impact
have
on
our
bilingual
plan?
H
And
so
it's
really
trying
to
bring
along
these
big
plans
this
you
know
certainly
the
green
New
Deal
and
you
know
the
the
enrollment
adjustment
right
size,
but
it
is
intimately
tied
into
many
of
the
consul,
Gate
City
Schools
recommendations
that
we
will
be
talking
about
and
and
sharing
with
you
guys
at
the
next
school
committee
meeting.
So
there's
it's
it
is.
It
is
one
in
which
I
think
for
the
next
several
years
we
are
going
to
need
to
be
in
that
space
of
evolving
the
plans
together.
J
You
okay,
my
actual
last
two
questions.
As
a
result
of
this,
one
is
just
around
school
choice
and
I
think
this
is
just
as
folks
are
sort
of
figuring
out
what
happens
in
this
process
if
I'm,
a
parent
at
a
school
that
is
now
merging
or
consolidating
what
choices,
if
that
doesn't
feel
like
the
journey,
I
want
to
be
on
as
a
parent
with
my
child.
What
choices
do
I
have
in
other
enrollment
options.
J
J
You
know,
I
was
the
principal
of
a
campus
school
with
five
schools
in
one
building.
I
was
a
teacher
at
two
different
schools
with
six
and
one
had
eight
schools
in
a
building
and
I.
It
just
doesn't
happen
here
and
there's
other
parts
of
the
country
where
that's
definitely
more
common
I,
don't
know
in
this
sort
of
redesigning.
J
H
So
I
you
know,
I
was
a
principal
in
the
small
schools
movement.
You
know
when
we
did
a
lot
of
co-location,
so
we
you
know
at
that
time
we
took
the
big
comprehensives
we
broke
them
down.
We
had
three
three
or
two
small
school
communities
and
that
does
still
exist
in
Pockets
here.
Right,
I,
don't
think
that
we're
eliminating
that
as
an
option,
I
think
that
that
could
be
a
very
viable
option.
H
You
know
particularly
like
when
you're
talking
about
emerging
at
the
high
school
level,
where
you
may
have
two
very,
very
different
schools
with
different
missions
that,
by
its
nature,
you
really
can't
consider
a
merger
per
se,
so
I
don't
think
that
that's
off
of
the
table,
it's
just
that
we
haven't
at
this
point
kind
of
hit
one.
Nor
do
we
have
other
than
at
the
high
school
level
buildings
big
enough
to
fully
really
support
that.
B
B
The
committee
is
scheduled
to
take
action
on
these
recommendations
at
our
next
meeting.
Now
we'll
move
on
to
public
comment
on
reports.
Miss
Sullivan
thank.
D
D
It
has
always
seemed
like
it's
been
a
sort
of
one-way
exchange,
even
though
we've
offered
channels
for
bi-directional
communication,
it
has
always
seemed
like
it's
just
been
BPS
sort
of
feeding.
This
is
what's
going
to
happen.
Here's
where's
your
opportunity
to
make
your
voice
heard,
and
so
that
really
sort
of
undermines
really
the
principle
of
what
it
means
to
truly
collaborate,
and
so
I'd
be
really
interested
to
work
with
some
folks
here
at
a
different
time,
but
working
to
sort
of
develop
principles
because
I.
D
Brandon
earlier
about
how
what's
an
agreed
upon
Baseline
for
how
we
interact
with
folks
and
I
think
understanding.
That
means
that
you
have
to
start
with
bottom
up,
organizing,
first
and
I,
just
know
that
that
that's
not
something
that
I've
witnessed
in
BPS
and
so
I'd
be
willing
to
work
with.
Anyone
who
you
know
wants
to
put
something
like
that
together,
so
that
at
least
communities
as
they
come
into
any
space
know
that
BPS
has
agreed
upon.
This.
D
We've
also
agreed
upon
this
as
a
as
a
baseline
strategy
for
how
we're
going
to
have
Community
discussion
decision,
making
everything
and
I
think
that
it
it
can
start
people
on
the
right
foot
if
we're
talking
about
centering
Equity
at
every
stage
of
the
process,
so
I
just
wanted
to
yeah
and
on
my
heart.
I
just
wanted
to
put
that
out.
There
yeah.
B
Thank
you.
That's
something
that
I
really
do
think
that
we
should
look
into.
Thank
you
a
lot
any
other
new
business.