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From YouTube: Boston School Committee Meeting 5-25-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
at
bostonpublicschools.org
school
committee.
Under
the
may
25th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish,
haitian
creole,
cabo,
verriano,
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference.
F
Thank
you
very
much,
madam
chair
good
evening.
Everyone
school
committee,
members,
distinguished
guests,
my
name
is
juan
bernal.
I
am
one
of
the
simultaneous
spanish
interpreters
whom,
along
with
interpreter
randall
dominguez,
will
provide
simultaneous
interpretation
tonight
spanish
interpreter
gabriella.
Herrera
will
provide
consecutive
interpretation
for
school
committee.
Member
spanish-speaking,
miss
rafaela,
polanco,
garcia,
muy,
buena,
voces,
para.
F
A
G
H
A
I
I
A
A
A
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
consideration
before
we
move
on
to
into
the
business
of
tonight's
meeting,
I
want
to
say
a
few
words
about
the
recent
gun
violence
in
our
country.
A
I
want
to
thank
the
superintendent
for
immediately
reaching
out
to
bps
families
with
resources
to
support
our
students,
who
so
desperately
need
us
to
wrap
our
arms
around
them
right
now.
I
know
she
will
have
more
to
say
about
school
safety
than
her
superintendent's
report.
Later
this
evening
we
speak
about
these
mass
shootings
being
tragic
and
incomprehensible,
and
yet
we
find
ourselves
in
these
situations.
A
A
Thank
you.
The
committee
will
begin
this
evening
by
holding
a
hearing
on
the
massachusetts
school
choice
program
for
school
year,
2022-2023
under
state
law
each
year.
The
committee
must
vote
by
june
1st
whether
the
boston
public
schools
will
admit
non-residents.
Do
we
have
any
speakers
to
testify
on
the
school
choice
issue?
Ms
sullivan.
B
A
Thank
you,
miss
sullivan.
The
committee
will
receive
the
superintendent's
record
recommendation
on
this
matter,
discuss
the
issue
and
take
a
vote
later
this
evening.
I
will
now
entertain
a
motion
to
adjourn
the
hearing
on
the
massachusetts
school
choice
program
for
school
year
2023..
The
committee
will
then
move
into
our
regular
meeting.
Is
there
a
motion.
D
C
L
B
D
E
A
E
D
E
M
M
M
M
M
M
We're
making
investments
to
upgrade
our
pa
systems,
and
many
schools
have
radios
to
support
communications
if
needed,
for
each
classroom.
We've
just
finished
a
review
of
all
of
our
internal
doors
to
ensure
that
they
can
lock
earlier
this
year.
We
did
a
safety
audit
with
each
of
our
school
leaders
to
understand
what
their
safety
needs
are
and
each
school
has
a
safety
plan
as
a
result
of
that
audit
we've
been
working
this
year
and
will
continue
to
work
throughout
the
summer
to
upgrade
things
like
lighting
and
security
cameras.
M
M
This
has
been
a
long
time
in
the
making.
All
meals
are
going
to
be
freshly
made
in
city
fresh's,
roxbury
production
facility
with
nutritious
ingredients,
including
locally
sourced
food.
This
partnership
will
help
keep
our
students
healthy
and
well
so
that
they
can
continue
to
learn
throughout
this
school
day,
as
we
know
that
our
children
cannot
learn
when
they
are
hungry.
M
M
I'm
also
excited
to
share
the
mayor's
announcement
of
the
green
new
deal
for
bps
on
may
12th.
Mayor
wu
announced
a
2
billion
plan
to
overhaul
bps
facilities,
including
new
construction
and
renovation
projects,
as
well
as
district-wide
upgrades.
I'm
excited
about
what
this
plan
will
mean
for
so
many
of
our
students,
staff
and
families.
M
The
green
new
deal
initiative
will
build
upon
the
quality
guarantee
framework
that
we've
been
advancing
for
the
past
several
years
and
that
was
included
as
part
of
the
bps
fy
23
budget.
The
quality
guarantee
is
bps's
promise
to
our
students
and
families
that
soon
every
school
in
every
neighborhood
will
provide
a
standard
of
excellence
and
high
quality.
M
Part
of
that
is
providing
for
a
fair
contract
for
our
workers
and
a
contract
that
works
for
our
students
and
families.
This
agreement
is
a
victory
for
our
students
and
our
families.
This
contract
achieved
several
operational
changes.
We
needed
to
increase
our
on-time
bus
performance
and
driver
attendance.
M
I
want
to
also
thank
our
transportation
department,
who
has
done
incredible
work
on
the
operations
this
year
to
improve
performance,
and
if
we
were
fully
staffed,
we
would
be
seeing
much
better
numbers
than
what
we
are
and
they
are
just
to
be
commended
for
their
incredible
work
around
the
clock
and
these
operational
changes
that
we've
gotten
this
contract
are
going
to
set
our
transportation
team
up
for
success.
This
fall.
M
M
M
N
N
N
N
sometime
in
the
winter,
they
completed
that
review
and
submitted
a
report
to
the
district
and
based
on
that
report,
the
city
and
the
school
district.
The
bps
agreed
to
enter
into
a
memorandum
of
understanding
with
the
department
of
elementary
and
secondary
education,
and
that
mou,
remember.
Random
understanding
had
very
specific
focus
areas
that
I'll
get
to
in
a
moment
that
that
that
the
the
mou
was
signed
on
march
13th
and
that's
important,
because
just
four
days
later,
the
boston
public
schools
moved
all
of
its
schools
to
remote
learning
in
response
to
cobia
19..
N
N
N
N
On
the
bps
side,
we've
identified
in
the
current
mou,
these
specific
five
specific
things
that
we're
focused
on
teaching
and
learning
in
our
transformation
schools,
equitable
access
to
student
support
through
the
mass
core
graduation
requirements,
which
this
body
passed
in
july
of
2019
2020.
I
believe,
2021.
N
N
N
G
N
N
Updating
a
new
code
of
conduct.
With
this
school
board,
the
school
committee
has
taken
action
on
and
made
significant
progress
toward
new
grading
practices,
which
are
near
ready
for
a
presentation
to
the
boston
school
committee
in
significant
work
to
hire
a
diverse
workforce
all
during
a
global
pandemic.
N
We
think
that
there
is
some
evidence
of
of
improvement
academically
across
the
city
one.
We
think
it's
important
to
note
that
bps,
the
possible
schools
is
outperforming
most
other
urban
school
districts
across
the
commonwealth
and
certainly
far
outpacing
and
outperforming
the
three
school
districts
in
receivership.
N
We've
expected
and
outlined
in
very
clear
terms
that,
to
every
principal
and
to
most
educators
around
the
system.
They
know
that
it
is
important
that
every
day
our
students
have
access
to
complex,
culturally
affirming
texts
and
that
our
students
are
expected
to
read,
write
and
speak
from
grade
level
materials
across
every
class.
Every
content
every
school
in
bps
that
our
students
should
have
opportunities
to
intentionally
build
knowledge
and
language
across
all
academic
disciplines
and
we've
increased
in
desi
sites.
N
The
2020
review
was
commissioned
by
the
commissioner
for
two
reasons,
as
he
communicated
to
us
in
writing:
one
that
the
bessie
the
board
of
elementary
and
secondary
education,
to
whom
the
commissioner
reports
requested
an
update
from
the
commissioner
about
the
status
of
the
boss
of
public
schools
and
the
progress
the
district
had
made
under
the
original.
The
current
and
original
mou,
the
commissioner
felt
he
needed
a
review
to
support
his
team's
preparation
and
analysis
for
that
update.
N
Two.
The
commissioner
believed
that
in
conducting
a
review
two
years
later,
that
this
would
provide
an
instructive
roadmap
for
an
incoming
superintendent
and
provide
an
analysis
of
where
areas
have
improved
where
work
has
either
stalled
or
not
moved
forward
in
the
way
that
both
the
district
and
desi
had
believed.
N
N
N
But
they
do
share
a
number
of
very
positive
findings
in
the
report,
and
we
think
it's
really
important
that
we
obviously
highlight
some
of
these
to
to
be
transparent
and
clear
in
their
report.
They
identify
anything
as
anything.
That's
identified
as
a
strength
is
something
that
could
be
considered
a
model
either
for
the
nation
sort
of
k-12
educational
system
or
for
the
commonwealth
in
leadership
and
governance.
N
Work
to
increase
accessibility
for
families
and
community
members,
particularly
to
things
like
meetings
such
as
the
community
equity,
roundtable,
school-based
equity,
roundtables,
school
committee
meetings
and
other
forums
that
the
bps
hosts
in
the
area
of
curriculum
instruction.
They
make
a
number
of
really
important
findings.
N
Moving
this,
the
system
has
moved
a
greater
number
of
facility
projects,
probably
in
the
last
year
or
two
than
has
been
seen
over
decades.
The
quality
guarantee
framework
is
something
that
they
call
out
as
a
real
area
of
success
and
clear
for
families
that
these
are
the
types
of
things
that
families
want
to
see
in
schools.
N
The
system
went
through
a
very
thoughtful
and
strategic
process
to
engage
community
members
around
how
best
to
leverage
and
to
make
smart
use
of
esser
funds
particularly
focused
on
things
that
are
one-time
costs,
so
that
we
do
not
have
a
funding
cliff
at
the
end
of
esser.
So
those
are
some
of
the
areas
of
strength.
N
I'll
share
some
significant
areas
of
growth
that
I
think
we
all
agree
need
urgent
attention.
I
will
also
say
that
there
isn't
a
really
far
gap.
I
think
in
the
way
that
certainly
we
would
probably
talk
about
this
work
in
different
ways,
but
I
do
think
that
the
key
areas
that
need
dramatic
and
swift
improvement,
I
think,
are
really
consistent
from
bps's
own
analysis
of
our
work,
as
well
as
deci's
analysis
of
where
we
stand
in
leadership.
In
governance,
they
want
to
see
more
targeted
focus
on
two
critical
areas:
special
education
and
transportation.
N
N
N
The
observations
are
pretty
good
they're,
certainly
they're
they're
good
in
the
leading
indicators,
where
deci
has
suggested
that
it's
these
types
of
indicators
that
lead
toward
a
transformation,
positive
transformation
of
a
system.
Those
indicators
are
all
consistent
with
what
deci
says,
moves
systems
and
moves
schools,
which
is
really
good
news
for
us
and
even
in
the
areas
which
were
relatively
relative
weaknesses
compared
to
our
strengths.
N
There's
been
a
backlog
of
complaints,
particularly
during
covid,
that
is
totally
unacceptable
across
bps,
and
that
needs
to
be
addressed
by
our
team
and
we're
developing
systems
to
do
that
in
the
area
of
human
resources
and
professional
development.
The
use
of
the
educator
evaluation
system
does
not
accomplish
its
essential
goals.
N
So,
for
example,
what
this
means
is
if
a
student
withdraws
from
boston
public
schools
and
identifies
I've
moved
back
to
my
home
country.
I'm
no
longer
a
student
in
the
commonwealth
of
massachusetts
that
the
schools
and
bps
needs
to
ensure
that
schools
are
collecting
the
right
type
of
information
to
verify
that
the
student
has
actually
moved
to
their
home
country
and
is
continuing
an
education
there.
N
And
so
that's
work
that
we'll
we'll
need
to
continue
to
do.
We
have
settled
into
a
contract
with
ernst
young
to
help
us
on
the
auditing
process,
so
that
we're
collecting
good
information
on
a
regular
basis
and
can
can
improve
our
internal
controls
on
this
specific
matter
and
then
under
financial
and
asset
management.
N
The
department
identifies
that
the
bps
needs
to
improve
on
time
arrival
rates
and
uncovered
buses
that
remain
unacceptable
and
that
this
has
a
disproportionate
impact
on
students
with
disability
and
another
finding,
which
I
personally
would
would
disagree
with.
But
deci
is
reporting
and
communicating
that
they.
They
believe
that
the
system
does
not
have
a
comprehensive
long-term
facilities
plan
and
needs
to
focus
not
only
on
preventive
deferred
maintenance
across
the
bps.
N
N
O
N
Agree
with
desi
and
where
the
most
dramatic
improvement
is
necessary
in
areas
of
special
education,
multilingual
learners,
transportation
and
facilities,
and
we
stand
ready
to
roll
up
our
sleeves
and
to
significantly
make
progress
in
these
areas.
I
will
also
acknowledge
in
some
points
the
report
I
think,
articulates
that
somehow
bps
has
not
made
progress
in
these
areas.
I
will
say
that
I
fundamentally
disagree
with
that
assessment
and
can
point
to
really
specific
ways
where
all
that
progress
may
not
be
accelerated
enough.
N
I
think
it's
disingenuous
and
not
accurate
to
say
that
progress
has
not
been
made.
We're
certainly
proud
of
that
progress,
and
we
acknowledge
that
it
is
not
nearly
swift
enough
to
meet
the
needs
of
our
students
in
our
community
in
terms
of
next
steps.
The
city
of
boston
and
the
massachusetts
department
of
elementary
and
secondary
education
are
in
serious
discussions
about
next
steps.
I
certainly
won't
share
those
details.
N
It
just
sort
of
captured
a
slide
that
commissioner
riley
had
showed.
So
this
does
not
intend
to
communicate
anything
other
than
these
are
the
specific
areas
that
the
commissioner
is
most
concerned
about
and
would
like
to
see
us
to
to
make
swift
and
urgent
progress
on
and
believes
that
as
any
part
of
settlement
agreement
or
agreement
between
the
district
that
some
or
more
or
all
of
these
areas
need
to
be
included
in
that
work.
M
M
Getting
this
deci
piece
finished
and
in
place
I'm
working
on
the
btu
contract
as
we
speak,
and
a
few
other
things
so
that
we
can
ensure
there's
a
strong
foundation
and
a
strong
transition
for
the
next
superintendent
coming
on
board,
and
we
can
just
hand
it
over
and
he
or
she
can
get
started
on
the
work
right
away
and
so
again.
Thank
you,
dr
eccleston.
Thank
you
to
your
entire
team
and
I'd
be
glad
to
answer
any
of
your
questions.
A
P
P
You
know
like
the
headline
for
me,
continues
to
read
from
the
state
saying
that
bps
I
I
don't
totally
remember
the
language
but
is
entrenched
with
dysfunction
and
we
spent-
and
I
want
to
honor
that,
like
in
all
of
that
there
are,
there
are
folks
bottom
to
the
top,
who
are
working
really
hard
every
single
day
in
service
of
kids
and
then
at
the
same
time,
there's
some
like
real
questions.
We
have
to
ask
like
how
are
we
here
and
how
are
we
still
here?
P
P
We
are
the
governing
body
and
I
feel
like
we
are
an
fyi
like
there
is
a
back
and
forth
happening
with
the
state
and
we
are
being
told
er
sort
of
after
it
happens,
and
I'm
saying
that
on
a
level
of
self-preservation
like
I'm
here,
my
kid
is
running
in
and
out
of
the
room,
I'm
not
seeing
him
tonight.
I
have
made
a
decision
to
be
part
of
this
body.
M
This
is
a
deci
agreement
that
they
are
entering
into
with
the
city
and
bps.
I
am
the
representative
of
the
body,
the
school
committee
body.
I
am
in
constant
contact
with
the
chair
around
these
matters
and
certainly
part
of
the
discussion.
Once
we
do
have,
some
draft
agreement
will
be
brought
forward
to
the
school
committee
for
discussion
and
full
ratification.
P
P
I
think
it
matters
for
us
as
folks
who
move
through
our
day-to-day
lives
in
boston,
so
that
folks,
don't
think
we
have
information
that
we
don't
have
and
we're
governing
when
we're
not
governing,
and
so
I
just
I
like
needed
to
say
that,
because
this
this
part
of
the
process,
it
just
surprises
me
and
I'm,
going
to
ask
some
other
questions.
I'm
I
want
to
be
respectful
of
time
and
they
jotted
some
down.
I
guess
the
the
sort
of
first
question
is.
You
know
I
was
looking
at
slide
three.
P
Where
is
the
misalignment?
And
how
did
that
happen?
And
then
I
I
think
this.
The
second
question
it's
a
piggyback
on
this
one
which
is
like,
where
does
transformation
schools
fit
into
all
of
this?
My
understanding
when
reading
the
report
is
a
sort
of
key
piece
of
the
the
persistent
struggle
was
our
our
our
lack,
our
inability
to
to
implement
progress
in
those
schools,
and
it
didn't
make
its
way
into
the
final
slide
of
priorities.
Though
I
felt
like
that
was
sort
of
a
highlight
in
their
own
review.
M
M
We
started
with
an
adoption
for
new
literacy
materials
for
our
transformation
schools
and
started
on
working
with
our
principals
and
their
development
in
transformation
schools,
and
so
there
was
significant
support
provided
to
our
transformation
schools.
It
wasn't
clearly
discussed
in
the
public,
you
know,
but
it
there
was
work
done
on
the
transformation
schools.
M
We
have
also
spent
considerable
time
around
access
and
our
strategic
plan
which
we
had
adopted
shortly
after
the
mou,
but
it
was
pretty
much
solidified.
It
just
hadn't
gone
to
the
full
committee
for
approval,
which
it
was
approved
in.
May
you
know
around
our
six
priorities
within
within
that
strategic
plan.
P
I'm
out
of
time
all
right,
I
will
raise
my
hand
later.
Thank
you
so
much.
Thank
you
and
the
only
thing
I'll
end
with
is
I'm
also
naming
so
many
of
the
areas
of
strength.
While
there
is
a
lot
of
spaces
for
growth,
and
I
just
like
honoring
that
were
or
initiatives
that
you
brought
to
the
table.
So
thank
you
for
that
leadership.
It's
hard
to
imagine
another.
P
C
C
I'd
be
interested
to
sort
of
hear
from
some
of
our
our
individual
departments
about
sort
of
what
is
the
state
of
in
the
development
of
strategic
plans,
so
I
think
of,
for
example,
maybe
an
extreme
right
who's,
who's
new
into
the
role
for
our
department
of
special
education
and
just
thinking
about
what
has
been
the
process
for
developing
a
strategic
plan
and
then
on
the
back
end.
One
of
the
other
priorities
that
we,
it
wasn't
said
in
the
last
slide.
C
M
Experts
who
could
come
and
look
at
different
priorities
that
I
heard
from
the
community
one
was
around
transportation
and
we
brought
in
an
expert
from
outside
gave
us
immediate
and
good
feedback
on
our
transportation
services
and
accountability
and
performance
that
was
given
to
delaware
and
stanislaus.
She
used
that
information
to
make
operational
improvements.
M
Now
we
have
the
contract,
which
will
take
care
of
some
of
the
more
entrenched
improvements
that
we
needed
to
make.
Second,
I
brought
in
bertrand
weber
to
do
expert
analysis
of
our
food
nutrition
services,
which
needed
significant
intervention
and
operational
improvement,
and
we
made
several
of
those
and
then
third,
I
brought
in
patty
tormina.
M
M
We
have
recently
hired
nadine,
dr
nadine
ekstrom,
who
has
significant
background
in
systems
level
work.
She
went
and
reviewed
those
early
documents
that
ms
dr
termina
had
done
with
mr
devil.
Mount
burns
has
been
working
to
understand.
The
system
had
done
many
interviews
to
find
out
the
current
status
and
has
drafted
a
strategic
plan
for
the
district,
that's
very
thorough
and
looking
forward
to
vetting
that
with
our
sped
pack
and
our
key
stakeholders,
our
educators,
the
btu,
etc.
M
The
school
leaders
as
we
move
forward
with
with
trying
to
develop
that
also
want
to
note
that
with
our
oel
office,
we
also,
as
you
know,
the
state
of
massachusetts
had
english
only
for
many
many
years,
but
then
I
think
it
was
in
2016
past
the
look
act,
and
so,
when
I
stepped
into
this
role,
they
had
not
boston.
Public
schools
had
not
provided
an
application
to
the
state
department
around
that
we
secured
additional
leadership
into
the
office.
Dr
romero
johnson
began
work
with
the
ell
task
force
on
that
document.
C
D
Yes,
well,
this
is
the
first
time
I
I
see
the
document
and,
if
I'm
not
mistaken
in
the
area
that
that
needs
growth.
I
remember
you
know,
there's
some
mentioning
about
the
role
of
the
the
school
committee
and
and
the
lack
of
the
school
committees
in
discussing
or
or
exploring
areas
of
student
with
disability
and
other
areas
that
need
growth.
D
But
somehow
the
school
committee
was
mentioned
was
mentioned
in
in
some
of
that
those
areas
would
you
could
you
or
the
deputy
superintendent
elaborate
on
that
again,
I'm
somehow
at
a
loss?
Why?
We
were
mentioning
that,
regarding
you
know,
the
fact
is
that
this
is
within
your
domain,
the
operational
side
of
the
the
you
know,
the
the
total
operation,
and
we
are
mentioned
as
part
of
growth
assessment.
So
please
elaborate
on
that.
A
little
bit.
M
There
had
been
turnovers
in
mayors,
multiple
years
of
turnovers
and
superintendents,
and
that
the
leadership
instability
was
contributing
to
the
lack
of
accelerated
growth
in
in
the
areas
in
which
they
identified.
I
think
that
was
the
intent.
They
did
commend
the
school
committee
for
taking
a
focus
on
the
student
outcomes
and
this
and
the
work
that
they
had
been
doing
with
you
know,
external
support.
E
Thank
you
for
for
noting
that
superintendent,
yes,
they
did
call
out
in
the
report,
which
was
a
sobering
report
to
read-
and
I
appreciate
I
I
read
every
word
of
it
and
I
do
and
I've
been
reflecting
on
it
a
lot,
and
I
do
appreciate
mr
eccles
and
your
your
work
this
evening
to
lay
out.
I
thought
you,
you
know
you
were
you
were
fair
in
your
assessment.
The
district
has
done
a
lot
of
good
things,
superintendent.
E
I
commend
you
for
a
lot
of
the
work
that
you
led
and,
yes,
we
were
handed
a
pandemic
literally
the
next
working
day.
I
think
after
after
the
mou
was
agreed
to
the
previous
mou
was
agreed
to,
but
we
do
have
a
lot
of
challenges
right.
We
are,
we
are
not
serving
our
students
with
special
needs
appropriately,
we
have
work
to
do
in
ell.
We
have
work
to
do
in
transportation.
E
You
know
I
cringe
a
little
bit
when
they
say
well.
We
only
had
special
ed
on
the
agenda
once
in
several
years.
In
fact,
special
ed
has
talked
about
in
a
number
of,
but
that
doesn't
take
away
from
the
key
issues
here
of
what
this
district
needs
to
focus
on
and-
and
I
think,
as
as
school
committee
members
excuse
me,
and
I
do
appreciate
mr
card
hernandez.
The
first
question
you
let
off
on
because
we
have
a
system.
E
We
have
a
a
time
of
transition
coming
up
right,
we
will
be
having
a
new
superintendent.
We
are
actively
in
a
search
right
now
and
it's
going
to
be
incumbent
upon
us
to
follow
through
on
the
commitments
that
this
superintendent
is
negotiating
on
our
behalf,
and
I
thank
you,
superintendent
for
castilius
for
the
approach
that
you
were
taking
this
and
you
and
your
team
are
being
very
thoughtful
on
one
are
the
main
areas.
What
can
we
commit
to?
E
I'm
deeply
appreciative
that
the
mayor
is
involved
in
this
as
well,
because
it's
going
to
require
a
lot
of
city
support
to
make
a
lot
of
these
things
happen,
particularly
as
we
talk
about
facilities
and
transportation
issues,
etc.
So
it's
going
to
have
to
be
an
all
hands
on
deck
approach
on
this
and
we
as
the
school
committee.
G
E
E
But
I
just
I
wanted
to
particularly
call
out
to
our
teachers,
who
I
know
had
a
very
very
difficult
morning
to
the
conversations
they
had
to
have.
As
for
our
parents,
who
you
know,
I
I
talked
to
one
parent
who
said
you
know,
how
am
I
going
to
put
my
child
on
a
bus
this
morning,
and-
and
so
I
know
how
hard
a
day
it
has
been
for
everyone
involved
in
education
and
and
our
hearts
go
out
to
our
our
friends
in
texas,
for
what
they're
facing
now
as
well.
A
A
I
think
one
of
the
things
that's
been
most
difficult
with
the
receiving
of
this
report,
etc
has
been
the
timing,
remember
that
we
only
can
meet
in
this
forum,
and
so,
unfortunately,
once
the
report
goes
live,
it
goes
public,
and
so
it
wasn't
that
information
was
being
withheld.
It
could
not
be
shared
until
the
moments
in
which
it
has
been
shared.
So
therefore,
you
received
the
report
yesterday
when
it
went
public
and
fortunately
we
had
a
meeting
scheduled
today.
A
A
But
it
is
difficult
when
we
are
subject
to
open
meeting,
particularly
when
we've
got
things
of
this
nature
that
we
do
not
have
the
luxury
of
being
able
to
sit
around
the
table
and
have
a
you
know
strategic
session,
a
conversation
around
it.
So
we
will
continue
to
be
learning
as
this
process
goes
on.
But
I
appreciate
the
question
because
I
can
assure
you
I
have
that
same
urgency,
myself
of
wanting
to
know
and
understand
more
as
we
move
forward.
So
just
thank
you.
P
First,
thank
you
and
I
I'm
speaking
for
myself.
I
have
a
feeling,
I'm
speaking
for
everyone
when
I
thank
you
for
your
leadership,
I
don't
envy
you
as
the
chair
right
now
and
at
the
same
time
I'm
very
thankful
that
you're
there
and
this
is
really
complicated,
and
I
I
just
I'm
naming
this.
This
is
a.
It
is
a
hard
time
to
be
a
bps
parent
as
you're
watching
these
headlines.
P
It's
a
hard
time
to
be
a
bps
educator
as
you're
watching
these
headlines
and
and
while
there
were
areas
of
real
success
that
were
named,
the
review
overwhelmingly
was
negative
and
I
think
that's
like
an
intellectually
honest
take
here.
It
was
a
review
that
highlighted
incredible
dysfunction
and,
as
we
are
preparing
to
respond
or
come
to
an
agreement,
you
know,
and
this
governing
body
continues
to
be
named
as
part
of
that
review.
P
We
have
to
ask
ourselves
questions,
even
if
it
is
in
slowing
down
where
do
we
fit
in,
and
how
are
we
part
of
that
final?
That
those
final
conversations
and-
and
I
am
I'm
incredibly
thankful-
that
you
are
there,
because
your
commitment
to
kids
it's
it's
clear.
It's
evident
so
thank
you,
and-
and
I
hope
you
know
that
even
in
that,
even
in
my
first
question
it
was,
it
was
not
directed
for
you.
P
It's
a
bigger
question
about
governance
right
now
and
as
the
state
is
in
discussion
with
the
mayor's
office
and
with
the
superintendent's
office,
where
do
we
fit
in,
particularly
if
we
are
governing
in
a
time
of
of
crisis,
and
these
are
bigger
questions
that
I
just
want
to
make
sure
are
named
and
are
on
public
records
so
that
we
can
do
right
by
addressing
it.
I
want
to
ask
two
questions
just
around
sort
of
next
steps,
as
well
as
unpacking
some
things.
I'm
sorry,
I'm
looking
down
at
my
notes
really
fast.
P
There
was
a,
I
think
on
slide.
Three,
there
was
a
we
alluded
to
addressing
chronic
absenteeism
as
a
priority.
Among
other
data
points.
I've
asked
about
this
particular
point
of
data,
so
I
am
curious,
like
how
have
we
addressed
chronic
absenteeism
and
where
are
we
seeing
a
reduction
in
the
students
who
are
chronically
absent
and
I'll
start
with
that
question?.
M
M
M
P
M
I
M
M
We've
also
seen
challenges
with
daily
attendance
because
of
kovid,
so
remember,
students
who
got
covid
were
out
for
10
days,
it's
15
days
and
you're
considered
chronically
absent.
So
it's
hard
to
interpret
these
numbers
as
real
numbers
for
students,
because
of
covid,
and
also
because
of
the
instability
and
disruption
to
families
and
students,
either
caring
for
a
family
member
or
having
to
work
during
this
time
or
housing,
instability
or
other
matters
that
have
been
exacerbated
because
of
the
pandemic.
P
Thank
you
thank
you
and
I
yeah.
I
can
imagine
that
challenge,
and
this
is
one
facing
most
urban
school
systems
right
now
and
and
then,
of
course,
you
know
better
than
anyone,
chronic
absenteeism
as
one
of
the
leading
indicators
of
of
dropping
out,
and
so
it's
it's
such
an
important
data
point
that
that
I
you
know
I
saw
from
the
presentation.
It
seems
like
it's
one
that
we're
focused
on
and
I
just
want
to
hear
more.
I
have
one
more
question
about
special
education
and
I
will
ask
in
the
next
round.
C
Thank
you.
So
I'm
I'm
concerned,
I
guess
a
follow-up
question
is:
is
then
what
does
become
the
next
steps
in
terms
of
involving
us
more
in
the
process?
Does
that
mean
that
our
chair
becomes
more
regularly
involved
with
the
superintendent
like
in
these
meetings
moving
forward
or
in
regular
meetings
moving
forward?
How
do
we
become
more
involved?
In
that
sense,.
M
So
I
meet
with
jerry
officially
twice
a
week
on
school
committee
weeks
and
and
michael
as
the
vice
chair,
and
then
I
also
meet
with
her
once
a
week
in
person.
These
are
these
formal
official
meetings
you
know
so
each
week
meet
on
mondays
and
then
on
school
committee
meetings
we
meet
on
mondays
and
then
before
on
wednesdays.
B
A
B
M
I
want
to
make
sure
that
she
is
fully
aware
and
understands
there
are
times
when
I
also
call
members
and
give
you
updates
on
the
week
if
it
has
been
a
particularly
challenging
week
or
if
there's
a
specific
big
piece
of
policy
in
front
of
us,
I
typically
will
call
and
make
sure
that
you
don't
have
any
questions
on
the
policy
that
you're
understanding
it
whenever
that's
coming
forward.
As
this
particular
issue
on
the
mou,
it
is
really
critical.
A
That's
right,
mr
mercer
was
there
as
well.
Yes
thank
you.
That
board
had
received
the
report
the
night
before
and
then
they
were
having
a
presentation,
so
they
were
basically
in
the
same
position
that
we
have
been
in
in
terms
of
hearing
and
trying
to
comprehend
and
understand,
what's
being
said
and
also
what's
being
proposed.
A
So
it's
you
know.
I
said
this
has
been.
You
know
quite
a
week
in
which
all
of
this
has
happened.
You
know-
and
you
know
this-
this
is
not
a
great
way
of
dealing
with
some
of
the
most
significant
information
that
we
will
ever
deal
with.
You
know
sitting
there
I'll
be.
I
will
share
with
you
that
sitting
there
I,
I
went
through
periods
of
feeling,
angry
embarrassed,
frustrated
and
sad
at
both
understanding.
A
You
know
some
of
the
examples
they
gave
of
not
being
not
being
given
the
correct
number
of
bathrooms
that
we
had.
You
know
said
that
had
been
updated
and
when
they
went
out
to
look
they
found
out
that
they
weren't.
I
mean
these
are
small
details
but
they're
critical,
not
giving
adequate
data
about
what
we've,
what
we're
doing
and
how
that
can
throw
off,
not
just
only
our
our
graduation
rates,
but
the
graduation
rates
that
the
state
is
reporting
to
the
federal
government.
A
These
are
not
you
know.
These
are
not
pandemic
related.
Some
of
these
things
have
been
going
on
for
decades
and
decades
and
decades
and
they've
got
to
stop
period.
They
just
have
to
stop
it's
not
fit
or
our
students.
It's
not
fair
to
our
teachers.
It's
not
fair
to
our
families,
it's
not
fair
to
anyone.
A
Yes,
I
mean,
I
know
that
there
are
other
things
that
will
take
much
more
time,
but
just
some
of
the
basic
things
there's
just
no
excuse,
and
so
we've
got
to
figure
out
how
quickly
to
get
those
things
resolved
and
moving
on
the
right
path.
And
then
there
are
those
issues
that
you
know
we
have
been
fighting
with
for
decades.
Around
special
education
around
you
know,
ells,
etc.
A
A
A
A
Q
R
M
M
I
will
get
back
to
you
on
the
engagement
process.
I
will
speak
to
the
commissioner
about
that.
I
also
will
clarify
whether
a
vote
is
actually
needed
or
not.
I'm
not
certain
that
there's
a
vote
of
the
full
school
committee.
I'm
I
just
want
to
make
sure.
I
know
we
discussed
it
in
the
2020
report.
I
thought
we
had
done
a
vote
on
that
one,
but
I
don't
think
that
maybe
we
did
so.
I
just
want
to
clarify
that
piece,
mr
cardet
hernandez
and
ms
robinson
and
the
full,
the
full
body.
M
M
To
reflect
on
the
report
and
provide
input,
and
then
I
will
get
a
clarity
and
whether
or
not
this
body
is
expected
to
a
vote
on
it.
Certainly
I
will
bring
it
forward
for
discussion,
but
if
you
all
have
to
ratify
it
or
vote
on
it,
I
just
want
to
get
clarity
on
that
before
I
over
commit
to
one
way
or
the
other.
P
I
think
this
will
be
my
last
round
too,
but
I
think
I'll
just
say
this:
whether
we
have
to
vote
or
not,
I
think
for
the
public
for
governance
like
it
really
should
come
back
here,
this
just
naming
it.
The
question
that
I
have
is
more
focused
on
some
of
our
most
vulnerable
populations,
specifically
kids
with
disabilities
and
and
students
who
are
not
native
english
speakers.
You
know
the
the
issue
isn't
for
me
is
not
just
about
resources
like
we
are.
P
It's
additive,
and
sometimes
there
are
things
we
need
to
take
away.
So
we
can
start
fresh.
You
know
I
read
in
the
report.
Special
education
continues
to
operate
in
systemic
disarray,
as
students
with
disabilities
still
aren't
receiving
the
services
they
are
legally
owed
and
the
district
lacks
the
necessary
systems
and
internal
controls
of
the
central
office
and
school
levels.
P
That
is
not
just
about,
and
this
is
very
important
for
me
not
just
about
saying
we
have
over
identified
black
and
brown
kids
for
special
education
services,
because
I'm
not
in
full
belief
that
the
tier
one
supports
that
those
kids
would
receive
in
a
general
education
classroom
are
appropriate
but
like
how
are
we
fixing
instruction
from
the
ground
up
and
measuring
progress
throughout
the
way?
And
then
how
are
we
offering
a
diversified
portfolio
of
special
education
services
to
families
so
that
we
are
not
operating
in
what
is
described
through
the
deci
report?
P
To
me,
as
just
a
binary
system
like
you,
are
either
in
a
sub
separate
classroom
or
you're
not,
and
we
know
that
kids
are
much
more
complex
than
that
and
they
have
much
more
complicated
needs
than
just
one
or
the
other,
and
I
haven't
heard
yet
what
that
approach
is.
That
may
not
be
built
yet,
and
so
I
guess
I
want
to
know
what
is
the
strategy
and
if
we
don't
have
it,
how
are
we
building
it
and
what
do
we
want
it
to
look
like.
M
M
You
know
you
know
individualized
kind
of
supports
for
students
on
the
spectrum,
for
instance.
So
I
I
it's
just
not
as
easy
as
as
putting
in
an
equitable
literacy
program
for
everybody,
which
is
also
really
hard
to
do.
Let
me
just
say,
but
then
differentiating
it
making
sure
teachers
have
the
proper
training
around
the
strategies.
M
N
I'll
just
make
a
few
comments
and
just
to
build
off
what
you
said,
superintendent.
So
the
the
question
around
that
of
overall
strategy
point
one
here
right,
is
to
ensure
strong
tier
one
instruction
across
all
bps
schools.
The
bps
has
not
taken
enough
accountability
in
the
past
or
put
the
stake
in
the
ground
around.
What
good
instruction
ought
to
look
like
across
every
bps
school.
That
is
critical.
We've
started
to
do
that
work
and
I
think
the
work
in
literacy
is
some
of
the
most
impressive
work
happening
across
the
commonwealth.
N
If
you
don't
have
that
stuff
typed,
the
rest
of
the
game
is
over
right,
so
you've
got
to
like
focus
there
on
on
it,
as
it
relates
to
sort
of
our
supports
for
students
with
disabilities.
I
agree
with
you
and
I
think
it's
a
really
good
point.
The
sort
of
idea
of
constantly
layering
on
additional
resources
in
terms
of
a
broken
system
is
not
going
to
get
us
anywhere,
and
the
system
is
broken
in
in
many
ways,
and
I
don't
mean
that
in
any
disrespect
to
sort
of
adults
and
others
who
are
leading
that
work.
N
But
this
is
a
system-
that's
been
inherited
over
sort
of
decades.
That
is
very
problematic
and
when
I
say
that
what
I'm
talking
about
is
our
entire
system
for
students
with
disability
is
built
around
a
system
in
which
students
are
assigned
a
code
and
based
on
that
code,
they
get
x
level
of
services,
as
if
every
student
who
has
that
profile,
needs
the
same
levels
of
services
and
that's
fundamentally
wrong
and
typical
to
what
the
point
of
special
education
is
right
that
it's
supposed
to
customize
and
specialized,
and
so
we
have
to.
N
We
have
to
root
and
branch
rip
up
that
system
and
actually
design
it
around.
The
customized
needs
of
students
at
the
iep
table
and
ensure
that
our
educators
have
the
knowledge
and
skills
and
resources
to
both
facilitate
that
discussion,
but
also
listen
to
families
and
their
advocates.
Who
are
asking
for
specific
things
that
we
have
to
take
into
account
in
those
conversations
and
just
because
it
doesn't
fit
the
profile
box.
Whatever
the
code
is,
doesn't
mean
that
it's
either
a
right
or
a
wrong
thing
to
include
in
terms
of
their
services.
N
That
is
the
next
layer
of
our
work
as
part
of
this.
The
this
is
an
issue
across
the
commonwealth
right
and
obviously
sort
of
the
complexities
of
boston
make
it
that
much
more
difficult,
but
desi
started
a
new
pilot
called
the
iep
improvement
process.
That
is
exactly
doing
this
issue
around
helping
school
districts
around
the
commonwealth,
design,
their
ieps
or
on
the
customized
needs
of
students.
N
I
think
it
would
be
a
great
idea,
as
part
of
this
agreement
for
the
bps
to
have
a
customized
support
from
deci
relative
to
this
specific
issue
of
someone
who
can
help
work
out
with
us
at
a
systems
level
to
help
sort
of
root
and
branch
deal
with
those
issues.
And
I'm
not
going
to
say
that
that's
going
to
be
part
of
the
proposal.
But
I
think
that
that
is
something
that
is
going
to
be
really
critical.
As
we
start
as
we
continue
to
tighten
the
tier
one.
Two
and
three
instruction
across
bps.
P
P
Work
is
how
our
systems-
and
this
is
a
bigger
systems-
level
question
it
like
takes
away
the
failure
on
the
adults
who
are
in
front
of
kids
every
day,
but
it's
like
starts
at
the
top
right
like
how
is
our
enrollment
system
speaking
to
our
iep
system?
How
do
we
know
what
classrooms
kids
are
supposed
to
be
in
and
when
we
are
going
through
a
registration
process
year
over
year
for
schools
that
kids
are
placed
in
the
right
classrooms
and
schools
have
those
and
there
may
be
there?
P
Compliance
is
the
floor,
not
the
ceiling
right.
We
continue
to
be
in
a
space
where
we
are
not
moving
past
the
floor
or
even
achieving
the
floor,
because
we're
trying
to
make
too
many
things
fit
in
spaces
where
it
doesn't
fit,
and
so
I
hope,
as
part
of
this
mou
as
part
of
our
our
development
of
a
strategy.
P
Here
we
are
talking
about
a
reimagining
of
our
timeline
for
the
enrollment
process
for
bps
and
that
part
of
that
reimagination
is
that
we're
placing
our
most
vulnerable
kids
first
and
then
placing
folks
who
are
less
vulnerable
on
top.
So
that
we
make
sure
that
those
kids
are
getting
what
they
need
and
we
can
serve,
we
know
that
we
can
serve
the
rest
of
the
kids
in
the
system.
A
A
E
A
P
S
E
A
Before
we
move
on
to
public
comment,
the
committee
will
hear
a
brief
report
on
a
scheduled
amendment,
request
for
up
academy
boston
and
for
up
academy
dorchester,
because
this
is
a
time
sensitive
issue
impacting
the
current
school
year.
The
committee
will
take
action
on
this
request
later
this
evening.
I'd
like
to
invite
mike
bauer
chief
operating
officer
of
up
education
network
to
please
present
his
request.
M
T
T
As
with
any
amendment,
it
is
required
to
be
approved
by
the
boston
teachers
union,
the
charter
board
of
trustees
and
the
boston
school
committee.
This
has
been
approved
by
the
boston
teachers
union
and
our
board
of
trustees
and
we're
asking
for
approval
from
you
tonight
in
order
to
deci
for
final
approval.
A
B
B
B
B
B
U
My
name
is
anka
hollister
carlson.
I
am
a
student
at
boston,
latin
academy,
and
I
live
in
jamaica
plain.
Why
am
I,
and
so
many
students
within
bps
not
receiving
the
valuable
resources,
information,
lessons
and
support
from
sexual
education
classes?
Sexual
education
provides
students
with
the
information
and
insight
to
lead
healthier,
safer
and
more
complete
lives.
U
I
started
at
bps
in
kindergarten
as
a
four-year-old
now
as
an
8th
grader
after
nearly
a
decade
at
bps.
I
have
not
learned
or
talked
about
any
of
these
topics
in
health
class
or
ever
taken
a
sex
education
class
at
14
years
old.
I
and
the
students
around
me
should
be
having
consistent
sex
education
classes.
It
is
ridiculous
that
we
have
not
all
received
information,
particularly
about
the
topic
of
puberty,
a
process
that
many
of
us
have
already
started
to
go
through.
U
According
to
an
article
published
by
the
journal
of
adolescent
health
titled,
three
decades
of
research,
the
case
for
comprehensive
sex
education,
sexuality,
education
is
most
effective
when
begun
early
and
before
sexual
activity
begins
as
well.
Several
studies
provide
ample
support
for
teaching
that
builds
on
previous
lessons
and
or
grades,
and
for
programs
of
longer
duration
building,
an
early
foundation
in
scaffolding,
learning
with
developmentally
appropriate
content
and
teaching
are
key
to
long-term
development
of
knowledge,
attitudes
and
skills
that
support
healthy
sexuality.
U
B
F
F
F
F
F
V
F
F
V
F
F
F
F
W
F
F
W
F
F
W
F
So
we
have
to
consider
we
have
to
consider
what
is
happening
right
now.
These
safety
concerns
the
integrity
of
the
schools
themselves.
It
is,
it
must
be
a
priority,
this
safety
of
schools
with
the
implementation
of
metal
detectors
and
things
of
such
measurements
to
protect
the
safety
and
integrity
of
every
student.
Thank
you
very
much
for
allowing
me
to
participate.
S
Hi,
can
you
hear
me
yes
good
evening
good
evening?
Thank
you
so
much
to
the
committee
for
inviting
parent
voice
and
comment
and
valuing
it
as
you
have
and
continue
to
do.
I
am,
as
usual,
end
up
throwing
my
notes
to
the
wayside,
because
I
learned
so
much
more
hearing
the
speakers
before
me
and
it
inspires.
S
Why
you
don't
see
us,
which
is
often
an
accident,
but
after
reading
the
report,
sometimes
it's
it's
also
just
an
oversight
that
frankly,
at
this
point,
we
can't
afford
to
make
and
watch
anymore
these
families
special
ed
families.
One
of
the
reasons
you
don't
see
them
a
whole
lot
is
that
nobody
really
does.
We
are
hard-pressed
to
come
to
meetings
like
this.
S
These
are
students
with
disabilities,
both
severe
and
profound
and
mild,
but
all
for
all
of
the
same
reasons
that
parents
in
this
room
and
families
you
know
with
every
well-intentioned,
show
up
at
grocery
stores
and
libraries
and
everywhere
else
with
their
kids.
These
are
the
families
that
good
parents
and
all
of
us
are
those
say
you
know
let
that
person
go
first
or
be
sure
that
you
look
them
in
the
eye,
our
kids
with
disabilities.
S
I've
said
many
times
are
experts
in
being
unseen.
We
mastered
the
gifts
of
isolation
well
before
anyone
had
to
do
it
during
the
pandemic,
and
I
want
to
remind
this
group
what
those
students
look
like,
because,
frankly,
after
reading
the
desi
report,
it
should
bring
to
light
why
this
is
no
longer
about
areas
for
growth
or
what
are
positive
findings.
These
are
not
challenges,
they
are
emergencies
and
they
have
remained
emergencies
for
a
very
very
long
time
and
with
again
all
the
good
intentions
in
the
world
do
not
change
that.
S
This
is
not
about
who
has
control
receivership.
It's
about
responsibility,
and,
frankly,
we
have
used
those
terms
and
that
proposal
and
all
of
those
topics
on
the
table
as
distractions.
They
are
distractions,
just
like
other
words
we
have
used
frequently
and
for
three
years,
have
also
been
distractions.
S
S
This
is
the
amount
of
time
that
goes
by
between
being
a
three-year-old
and
a
six-year-old
think
of
that
amount
of
time
that
these
kids
have
not
been
put
first.
They
are
not
priorities
and,
frankly,
it's
dehumanizing,
and
it's
certainly
not
for
lack
of
effort,
but
as
a
point
of
just
clarification
about
tonight
and
this
month
and
the
timeliness
of
the
report,
the
office
of
special
education
was
meant.
S
You
know
to
meet
and
present
with
families
tonight,
and
I
must
remind
all
of
you
to
have
been
told
again
that
that
would
not
happen
in
favor
of
what
was
convenient
for
them
to
happen.
Sometime
in
the
fall
is
again
dehumanizing
and
it
is
exactly
the
point
we
talk
about
a
memo
of
understanding,
but
we
need
to
start
referring
to
a
memo
of
understanding
urgency.
We
talked
about
it
three
years
ago.
The
word
has
been
used
several
times
and
we
must
know
yes,
thank
you
so
much.
S
B
X
X
X
We
need
more
bilingual
teachers
at
bps.
Remember
our
kids
are
the
future
and
a
major
future
full
of
advantage
and
opportunities
to
have
wonderful
professional
careers.
Also,
as
I
heard,
the
english
language
learners
task
force
was
not
allowed
to
give
the
report,
as
they
done
have
done
it
before
in
years
before
at
the
end
of
this
year.
X
I
think
it
should
be
a
priority
to
have
suggestions
and
keep
it
in
mind
that
we
will
start
the
22
23rd
with
the
new
superintendent,
english
learners
and
the
english
learner,
with
special
needs,
and
especially
students
have
the
same
rights
as
everyone
else.
Please
make
the
time
in
space
to
hear
this
report.
It
should
be
helpful
for
all
english
learners.
Thank
you
very
much.
Y
Y
Governor
baker
and
commissioner
riley
two
white
males
are
now
attempting
to
white-mail
mayor
will
into
accepting
more
state
control
over
our
public
schools.
I
am
very
appreciative
for
all
the
people,
including
our
allies
outside
of
our
city,
who
have
stood
up
against
this
most
recent
racist
hostile
takeover.
Thank
you,
miss
mercer,
for
your
testimony
and
your
leadership.
Y
Y
The
school
committee
gave
dr
cassellius
a
positive
evaluation
and
extended
her
contract
mayor
wu,
with
no
transparency
or
public
reasons,
fired
our
superintendent
and
initiated
a
rapid
emergency
search
for
a
replacement.
I
have
zero
confidence
that
we
will
find
a
suitable
new
leader
learning
organizations
need
to
constantly
evaluate
their
work.
Dr
casellius,
I
respectfully
request
that
you
submit
a
final
report
evaluation
of
your
three
years
as
a
school
leader.
Y
Y
When
will
all
of
our
children
attend
healthy,
safe
and
modern
school
facilities?
If
you
feel
the
plan
you're
planning
to
fail,
the
bill
bps
plan
initiated
in
2017
never
had
a
clear
public
timeline,
specific
budget
or
focus
on
equity.
It
has
been
a
disaster
for
many
of
our
children,
their
families
and
their
school
communities.
Y
As
we
transition
to
mayor
wu's
green
new
deal,
the
public
deserves
an
honest
report
from
bill
pbs,
including
successes
and
disasters.
Without
such
an
evaluation,
which
would
demonstrate
that
lessons
have
been
learned,
I'm
concerned
that
the
gnd
will
end
up
being
the
same
old
story.
We
will
need
community
engagement
and
a
clear,
equitable
roma
road
map
in
order
to
be
successful.
Thank
you.
Y
Z
Good
evening,
thank
you.
My
name
is
roxy
harvey
and
I'm
a
dorchester
resident
and
the
current
chair
is
boston's
bedpack.
I
have
two
children.
Special
education
needs
and
also
an
education
surrogate,
I'm
speaking
tonight,
to
urge
this
committee,
the
mayor
and
the
superintendent,
to
urgently
address
the
persistent
issues
in
special
education.
Z
Z
These
problems
existed
before
the
pandemic
and
have
been
exasperated,
as
is
indicated
by
the
many
special
education
family
voices
that
have
repeatedly
said.
The
district
does
not
act
with
urgency
for
our
children,
including
many
of
our
black
and
latinx
special
education,
students
that
are
rubber,
stamped
into
substantially
separate
spec
separate
settings.
As
early
as
age,
three,
this
disportion
placement
of
black
and
latinx
students
is
a
direct
result
of
the
culture
of
racism
that
success
that
is
systemically
embedded
within
bps.
Z
While
I
was
disappointed,
it
was
not
shocking
or
even
new,
which
is
even
more
disappointing
right.
I
have
experienced
this
kind
of
treatment
before
and
in
my
role
as
chair
of
spedpack,
I
frequently
receive
calls
from
families
who
experience
these
forms
of
racially
motivated,
retaliation,
labeling
and
stigmatization,
while
trying
to
get
legally
required
support
for
our
students.
Z
This
is
a
culture
that
hires
a
senior
special
education
official
who
thinks
it's:
okay,
to
racially
stereotype
parents
without
taking
any
responsibility.
This
is
a
culture
that
dehumanizes
families
in
our
students.
This
result
is
a
complete
lack
of
prioritization
for
special
education,
because
inaction
does
speak
volumes.
Z
Three
immediately
require
bps
to
publish
special
education
policy
and
procedure
manuals
that
they
are
using
provide
family
for,
provide
family
quality
service
metrics
following
all
iep
meetings,
where
anonymous
results
go
to
the
office
of
special,
ed
and
fed
back
and,
finally,
five
appoint
qualified
and
culturally
competent
leadership
to
lead
reform
of
special
education
in
bps.
Thank
you
for
your
time
and
for
taking
and
for
asking
some
very
important
questions
tonight
about
the
state
of
special
education.
B
AA
AA
AA
In
my
school
there
are
three
social
workers
for
a
school
community
of
over
1500
students
as
a
social
worker
supporting
grades
10
through
12.
There
are
over
800
students
in
my
cohort
and
on
any
given
week.
I
support
over
30
students
with
individual
counseling
crisis
response,
risk
assessments,
consultation
with
teachers
and
families
and
connecting
them
with
resources
outside
of
school.
AA
AA
We
are
all
well
aware
the
contracts
are
designed
to
protect
the
integrity
of
workers
who,
in
turn,
protect
the
integrity
of
what
they
do
since
the
pandemic
first
hit.
We
have
seen
the
city
make
some
investments
in
mental
health
supports
for
students
such
as
increasing
the
number
of
social
workers
in
the
district.
AA
I
want
to
remind
you
of
some
of
the
demands.
We're
fighting
for
educators
will
reflect
more
of
our
students
and
I'll
be
explicit.
We
need
to
not
just
hire
but
create
systems
that
retain
more
non-white,
educators,
many
who
have
been
systematically
pushed
out
of
the
district
by
oppressive
unsupportive
and
racist
practices
and
behaviors.
AA
The
lib
service
is
infuriating:
fair
and
equitable
pay
for
educators
in
non-traditional
schools
and
last,
but
certainly
not
least,
increasing
the
capacity
of
the
district
to
support
the
mental
health
and
social
emotional
needs
of
students
and
communities.
If
your
child
was
in
one
of
our
schools,
how
would
you
staff
it
if
you
needed
it?
If
you
could
please
help
out.
AB
Thank
you
to
the
chair
and
to
the
committee
I'll
be
really
brief.
I'm
just
here
to
speak
in
favor
of
a
fair
contract
for
the
boston
teachers
union
and
specifically
to
highlight
the
really
important
demands
specifically
demands
two
and
three
in
their
housing
justice
section
where
they're
talking
about
the
scaling
of
a
pilot,
that's
meant
to
house
as
many
as
4
000
children
in
the
bps
system
that
are
experiencing
housing
and
security,
as
well
as
exploring
no
evictions
during
the
school
year.
AB
And
I
think,
during
the
pandemic,
many
of
us
parents
saw
the
great
effort
and
the
great
commitment
that
bps,
especially
staff,
have
in
the
learning
of
our
kids,
and
so
I
think
housing
is
linked
to
school
performance.
I
think
many
of
us
can
see
that
intersection
clearly
and
I
do
think
it
belongs
in
in
the
contract.
So
I
would
urge
you
to
consider
that
and
appreciate
the
time
allotted
to
us
in
this
public
comment.
AB
AC
Reyes,
my
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston
education,
justice
alliance.
Yesterday,
at
the
department
of
elementary
and
secondary
education
board
meeting
mayor
wu,
counselors,
kendra
lotta,
ed
flynn,
gabriela
coletta
v
stack
representatives,
josiana,
colon
and
zyra
mercer,
as
well
as
many
other
boston
leaders,
majority
black
and
latino
gave
testimony
adamantly
against
state
receivership,
bps
parents,
students
and
community
leaders
are
doing
everything
they
possibly
can
to
fight
this
political,
not
academic
or
student-focused
decision.
AC
State
receivership
is
not
about
improving
academics
or
improving
special
ed
services
in
cities
where
the
state
has
taken
over
state
receivership
is
in
fact
hurting
students,
especially
those
with
disabilities,
because
of
the
extreme
focus
on
test
preparation.
The
presentation
about
the
report
from
bps
was
pure
gas.
Lighting
bps
is
nowhere
near
a
national
model
on
anything,
it
is
a
report
that
is
more
than
sobering
and
requires
major
action
from
you
all
as
governance,
not
as
recommendations.
AC
Many
of
us
have
been
saying
some
of
the
things
in
the
report
for
several
years
now
you
can't
say
you
didn't
know.
However,
state
receivership
is
not
the
answer.
You
can
do
that
by
becoming
a
body
that
does
more
than
just
rubber
stamp
presentations
filled
with
sugar-coated
excuses.
Jerry.
You
talked
about
how
you
felt
at
the
dusty
meeting.
Many
of
us
feel
that
way,
every
two
weeks
when
we
come
to
these
school
committee
meetings.
AC
The
reason
many
of
us
are
fighting
receivership,
not
defending
bps,
but
fighting
receivership
is
because
we
know
receivership
will
make
things
worse.
Peter
piazza
is
an
evalue
was
an
evaluator
for
the
springfield
empowerment
zone.
This
is
a
group
of
schools
that
desti
put
under
receivership
in
2014..
AC
Some
of
his
observations
included
the
extreme
focus
on
test
preparation,
citing
an
example
of
one
school,
only
offering
social
studies
in
the
seventh
grade
and
another
doing
away
with
theater
art
in
all
foreign
languages
to
institute
more
test
preparations
to
increase
mcat
scores,
he
wrote,
although
the
focus
on
test
preparation
clearly
affected
all
students,
the
impact
was
most
troubling
on
special
education
students.
The
treatment
of
special
ed
students
in
boston
is
a
focal
point
in
dussey's
current
review.
In
my
time
as
an
evaluator,
I
did
not
see
a
promising
model
for
special
education
support.
AC
Instead,
leaders
created
barriers
to
mis
mainstreaming
or
used
harsh
discipline
in
place
of
more
nuanced
social,
emotional
support,
receivership
in
any
form
from
our
own
endeavor
and
up
holland
to
the
entire
lawrence.
Public
schools
has
shown
through
evidence-based
results
that
the
state
state
has
failed
them
through
the
different
forms
of
receivership.
For
families
who
believe
that
you
will
receive
better
services
and
supports
under
state
receivership,
you
will
not
currently
no
school
or
school
district
has
ever
gotten
out
of
state
control,
and
the
data
shows
receivership
has
failed
students.
AC
This
is
a
critical
time
when
the
families
and
school
communities
of
bps
need
you,
as
a
school
committee,
to
rise
to
the
level
of
leadership
of
our
families
as
basia.
We
ask
that
you
again
do
something
stand
in
solidarity
with
the
rest
of
boston
at
bare
minimum
sign
a
resolution
adamantly
opposing
state
receivership
of
any
kind,
but
more
so
start
doing
more
things
like
even
asking
questions,
because
that
hasn't
happened
as
we
have
seen,
and
the
rubber
stamping
needs
to
stop.
Thank
you.
B
L
Hi
good
afternoon,
thank
you.
Madame
chair
grafton,
distinguished
school
committee
members.
My
name
is
griselda
polanco.
I
am
a
boston
resident,
a
mother,
a
volunteer
activist
and
I
usually
collaborate
with
councilor
mejia
in
different
projects
that
involve
the
latino
community,
I'm
also
an
english
language
learner
who
has
a
daughter
who,
despite
being
born
in
the
united
states,
her
third
language,
is
spanish.
L
Something
that
is
unique
about
the
united
states
is
that
we
don't
have
our
official
language.
This
is
an
immigrant
country,
a
country
that
is
supposed
to
welcome
all
people
from
all
different
languages
background
in
our
school.
However,
english
language
learning
often
fall
behind
because
we
are
not
creating
good
learning
opportunities
for
them.
L
A
lot
of
students
go
to
english
languages
classes
with
teachers
who
cannot
understand
their
students
in
their
native
language
language.
How
do
we
learn
if
we
don't
practice
good
communication
skills
if
we
are
not
communicating
in
each
other
with
each
other?
We
are
not
learning
being
a
native
language.
Speaker
is
a
access
to
our
student
and
we
need
to
creating
pathway
for
a
student
to
celebrate
their
native
language.
L
We
need
to
do
a
better
job
of
hiring
building
bilingual
teachers,
and
we
also
need
to
make
sure
that
we
are
creating
supportive
language
learning
environment
for
english,
english
learning
with
disability.
They
have
already
a
barrier,
let's
not
add
another
one,
as
we
continue
the
search
for
a
new
superintendent.
L
It
is
important
that
we
find
someone
who
is
going
to
see
english
learners
as
a
priority
and
is
going
to
work
alongside
the
english
language,
learnings
tax
form
to
implement
implement
their
recommendation
on
behalf
of
consular
mejia,
I
urge
you
to
please
continue
to
work
alongside
the
english
language
learners
tax
form
and
do
more
to
create
a
space
for
english
learners
in
our
school.
Thank
you.
AD
Good
evening
my
name
is
sharon
dora
and
I
am
a
resident
of
roslindale
and
the
parent
of
a
third
grader
at
manning
elementary.
This
is
the
third
consecutive
meeting
where
I
have
provided
testimony
on
this
topic:
the
bullying
and
mistreatment.
My
son
with
autism
has
endured
and
the
failure
of
manning
and
district
leadership
to
take
effective
action.
AD
So
I'd
like
to
provide
you
with
some
specific
examples
of
those
delays
199
days,
that's
the
amount
of
time
that
it
took
for
someone
in
bps
to
contact
the
families
of
the
boys,
who
were
bullying
and
mistreating
my
son
199
days
from
our
first
written
report
of
bullying,
despite
the
fact
that
the
behavior
continued
from
september
until
mid-april
218
days,
that's
the
amount
of
time
that
it
took
for
the
school
to
complete
a
bullying,
specific
safety
plan.
For
my
son,
the
plan
did
not
include
the
word
bullying
and
it
made
reference
to
alleged
aggressors.
AD
Despite
a
bps
report
substantiating
the
bullying
120.
That's
how
many
days
we've
been
waiting
to
hear
from
the
director
of
succeed,
boston
who
leads
the
district's
work
in
bullying,
prevention
and
intervention
she's
not
followed
through
on
the
actions
she
outlined
to
us
in
january.
Nor
has
she
returned.
Are
eight
attempts
to
contact
her
114
days?
That's
the
amount
of
time
that
has
passed
since
we
began
working
with
the
deputy
superintendent
of
academics
to
address
our
complaints
about
manning's
staff.
He's
failed
to
follow
through
on
his
early
promises
and
to
answer
recent
specific
questions.
AD
Additionally,
the
special
education
office
has
not
addressed
fape
violations
committed
by
manning
staff.
We've
not
received
apologies
from
any
manning
staff
members
82
days
ago.
That's
when
I
provided
bullying
resources
at
the
district's
request,
including
the
name
of
a
program
at
children's
hospital
that
specializes
in
recognizing
and
responding
to
the
bullying
of
children
with
disabilities.
AD
These
resources
have
not
been
used.
I
would
like
to
provide
you
with
one
more
number.
Eight
eight
is
the
number
of
minutes
that
my
son
with
autism
spent
wandering
the
neighborhood
off
of
school
grounds
after
a
paraprofessional
allowed
him
to
walk
out
of
school
and
she
failed
to
report.
It
in
a
timely
manner
she
denied
his
request
to
use
the
bathroom
and
when
he
walked
away
from
her
the
same
boys,
bullying
him
began
waving
and
saying
goodbye.
AD
He
was
found
nearly
10
minutes
later
soaked
in
his
own
urine.
I
have
nightmares
about
that
experience
every
night,
thinking
how
lucky
we
are
that
something
worse
didn't
happen
to
him.
I
said
this
to
you
the
first
time
I
spoke
on
april
27th,
but
it
bears
repeating
my
son's
experience
in
an
inclusion
setting
has
been
the
worst
exclusion
he
has
ever
experienced.
AD
I
am
opposed
to
receivership,
but
it's
clear
that
bps
cannot
police
itself
that
it
will
not
police
itself.
So
I
asked
this
committee
and
the
mayor
to
please
intervene
to
make
immediate
improvements
if
the
basic
safety
and
dignity
of
the
district's
most
vulnerable
students
is
not
a
priority
to
you,
then
I
ask
you
what
is
thank
you.
AD
O
Good
evening,
madam
chair
and
committee
members,
I'm
a
lifelong
dorchester,
a
resident
mother
of
three,
including
my
oldest
son,
who
is
significantly
disabled.
I
would
just
like
to
read
a.
I
would
just
like
to
read.
A
few
quotes
from
the
desi
report
released
earlier
this
week,
since
my
version
seems
to
be
totally
different
than
the
one
drew
is
referring
to
dr
eccleston.
Sorry,
beast:
ps,
not
providing
adequate
services
for
special
education
in
accordance
with
the
law.
End
quote
quote:
most
vulnerable
students
continue
to
suffer
from
lack
of
focused
attention.
O
End
quote:
district
has
failed
to
effectively
serve
most
vulnerable
students.
End
quote
quote
little
to
no
progress.
End
quote
quote
systemic
disarray.
End
quote:
quote:
lack
of
appropriate
internal
controls.
End
quote
since
making
a
commitment
to
address
special
education
in
the
mou
at
jesse,
nearly
40
percent
of
central
office
leaders
have
left
the
district.
Meanwhile,
we
have
not
heard
from
special
education
in
a
profound
way
since
2019
the
indifference
is
offensive.
O
I
feel
negligent
as
a
parent,
sending
my
intellectually
disabled
child
into
an
environment
where
the
leadership
fails
to
prioritize
his
and
a
lot
of
others
needs.
After
repeatedly
being
told
to
do
so,
it's
a
scary
situation
when
the
district
has
a
signed
agreement
with
desi
the
state
and
remains
out
of
compliance.
O
Where
is
the
accountability
from
the
city
council
from
the
mayor?
Our
families
see
the
urgency
in
this.
Do
you
we
feel
like
this
every
day,
not
just
following
a
shooting,
we're
asking
the
school
committee
to
act
with
urgency
and
convene
a
city-wide
task
force
immediately
dedicated
to
addressing
the
severe
deficiencies
in
special
education.
AE
AE
On
friday
may
20th
2022,
dr
ekstrom
senior
advisor
for
special
education,
asked
to
meet
with
me
as
a
direct
response
to
my
advocacy
work.
I
asked
roxy
harvey
chair
of
this
bedpack
to
join
us
in
this
meeting,
dr
ekstrom
stated
she
invited
her
administrative
assistants
to
quote
answer
questions
I
may
not
be
able
to
answer
end
of
quote.
During
this
meeting.
We
expressed
that
it
would
be
unfortunate
if
the
district
did
not
share
a
strategic
plan
for
improvement
for
special
education
due
to
all
of
the
issues
in
the
urgency
that
needed
to
be
addressed.
AE
Prior
to
the
end
of
the
school
year.
The
administrative
assistant
took
notes,
which
I
asked
her
to
share.
The
notes
were
shared
with
us,
but
they
did
not
reflect
our
conversation
rather
included
false
statements
and
racist
tropes
of
us
as
angry
black
women.
The
notes
began,
with
quote
nadine,
asked
edith
to
this
meeting.
To
answer
allegations
end
of
quote:
why
does
asking
for
a
timeline
for
a
strategic
plan
for
special
education
constitute
an
allegation?
AE
AE
AE
A
Thank
you,
ms
sullivan,
and
thank
you
to
all
of
those
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
extremely
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval,
totaling,
nine
hundred
fifty
five
thousand
nine
hundred
and
twenty
six
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
A
D
B
E
AF
D
E
A
A
AG
AG
This
is
a
matter
that
requires
your
vote
annually.
As
you
may
recall,
the
education
reform
act
of
1993
amended
the
mass
school
choice
law,
establishing
a
presumption
that
each
school
committee
will
admit
non-residents
under
the
school
choice
program.
Unless
there
is
a
vote
to
the
contrary
by
june
1st
each
year.
I
want
to
take
just
a
couple
of
minutes
to
outline
our
consideration
of
the
issues
regarding
student
assignment
in
space.
The
reality
is
that
many
of
our
families
register
in
the
months
of
july
august
and
september,
often
through
october.
AG
AG
Since
some
of
our
neighboring
districts
do
not
offer
the
same
level
of
services,
a
failure
to
withdraw
from
the
school
choice
program
could
result
in
an
influx
of
students
from
other
communities
requesting
seats
in
specialized
programs
resulting
in
unbudgeted
costs
and
speaking
of
neighboring
districts.
Last
year,
150
school
districts,
including
boston,
did
not
participate
in
the
school
choice
program.
AG
None
of
the
communities
surrounding
boston
participated
without
their
involvement.
There
would
be
no
reciprocity,
rather
just
a
potential
influx
from
neighboring
communities
into
boston,
public
schools.
So,
with
these
considerations,
we
recommend
that
the
school
committee
vote
to
proactively
withdraw
from
participation
in
the
state
school
choice
program
for
the
coming
school
year
2022-23,
and
we
recommend
that
this
vote
take
place
tonight
in
order
to
meet
that
deadline
of
june
1st
thanks.
A
M
Robinson,
I
just
have
one
thing
to
add:
thank
you,
superintendent,
although
I
don't
differ
in
or
quibble
with
what
ms
snyder
said.
I
do
come
from
minnesota
that
has
open
choice,
laws
for
all
of
our
students
and
allows
them
to
choose
and
pick
their
school
as
long
as
you
can
get
your
child
there
and
then
in
some
cases
of
integration,
transportation
is
provided
and
districts
are
given
the
funds
to
to
transport
students.
M
This
could
be
a
pro-enrollment
strategy
as
boston
becomes
more
competitive
and
attractive
to
communities,
and
it
could
be
something
that
could
be
used
to
pro-integrate
schools
throughout
the
region,
with
first-ring
suburbs
sort
of
like
a
reverse
metco
program.
I
would
encourage
the
district
to
look
into
this
for
the
next
couple
of
years
as
a
potential
strategy
for
enrollment
and
also
improvement.
M
As
we
look
to
seek
to
have
integrated
schools,
I
don't
think
we're
ready
for
that
now.
So
I
I
support
this
now,
but
I
do
think
in
the
future
could
offer
additional
choice
to
families,
which
I
think
is
always
good
and
also
provide
an
opportunity
for
boston
to
show
its
best
side
to
the
region
and
the
greater
boston
area.
P
Dr
gaselius,
you
took
the
words
right
out
of
my
mouth.
I
I
don't
think
we
are
probably
ready
for
this
right
now,
but
I
do
think
this
is
a
strategy
for
us
to
keep
on
the
table,
one
that
can
help
drive
more
integrated
schools
and
also
one
that
can
help
us
address
some
of
our
enrollment
decline
issues.
I
do
hope
as
a
school
committee,
but
also
as
a
system.
A
All
right
so
thank
you,
and
I
will
now
entertain
a
motion
to
approve
the
superintendent's
recommendation
to
withdraw
the
boston
public
schools
from
the
massachusetts
school
choice
program
for
school
year.
22-23
I
want
to
be
clear.
A
yes
vote
means
that
the
district
hereby
agrees
not
to
participate
in
the
choice
program.
P
D
M
M
Yes,
but,
like
denise
said,
there's
not
any
of
our
regional
districts
who
are
also
participating,
which
is
if
this
was
something
that
boston
would
want
to
do.
I
think
it
would
be
something
to
have
as
a
discussion
with
all
the
other
surrounding
school
districts
as
part
of
a
larger
plan
around
desegregation
desegregation.
E
E
A
A
B
F
S
D
C
A
A
C
E
P
A
You
our
first
report
this
evening
is
a
summer
learning
update
at
this
time,
I'd
like
to
invite
denise
snyder,
acting
chief
of
family
and
community
advancement
in
alba
cruz
davis,
executive,
director
of
extended
learning
opportunities
and
partnerships
to
please
present
their
report.
First
I'll
invite
the
superintendent
to
offer
introduce
introductory
comments.
M
I
just
want
to
thank
the
team
for
their
incredible
work,
trying
to
put
together
a
really
strong
and
engaging
program
for
our
students
this
summer,
all
the
way
from
our
extended
school
year,
services
that
go
for
our
special
needs,
students
and
our
partnerships
with
boston
after
school
and
beyond,
as
well
as
our
other
many
partners
that
we
work
with
and
our
our
school
leaders
to
hold
school
right
here
in
bps
was.
We
know-
and
I
spoke
to
just
briefly
earlier-
that
engaged
students
often
do
much
better
and
that
learning
gap
closes
so
summer.
M
Learning
is
just
very
critical
time
for
us
not
only
for
supervision
of
our
our
children
and
to
keep
them
engaged
and
out
of
trouble,
but
also
to
enrich
their
minds
and
to
give
them
new
experiences
that
maybe
they
couldn't
get
in
the
classroom.
So
I
want
to
thank
them
very
much
for
putting
this
together
and
for
partnering
with
our
many
organizations
throughout
the
bus
city
of
boston,
for
what's
going
to
be
a
very
exciting
summer.
AG
Thank
you.
Thank
you,
superintendent.
We
can
bring
up
the
slides.
I
think
carissa's
screen
sharing
fantastic,
okay,
so
good
evening
again,
madam
chair
and
members
of
the
boston
school
committee,
and
thank
you
for
the
opportunity
to
present
tonight
with
an
update
on
our
plans
for
an
exciting
and
productive
and
enriching
summer
for
our
boston,
public
school
students.
AG
Co-Presenting
with
me,
is
alba
cruz
davis,
the
executive
director
for
expanded
learning
opportunities
and
partnerships.
Tonight
we
will
plan
to
share
with
you
the
many
ways
our
students
will
experience
summer
this
year,
we'll
briefly
discuss
the.
Why
in
which
we
invest
in
summer
programs,
what
makes
up
the
menu
of
opportunities
and
how
families
and
students
are
signing
up
next
slide?
Please.
AG
It
also
shows
that
students
who
attend
summer
learning
programs,
at
least
80
percent
of
the
time,
have
a
significant
advantage
over
those
who
do
not
attend
next
slide.
Please,
and
so,
therefore,
our
goals
are
all
about
more
opportunities
for
more
students
with
more
partners
in
more
locations,
and
these
opportunities
are
designed
to
stem
summer
learning
loss
and
promote
equitable
literacy,
promote
health
and
wellness
with
our
students,
and
really
provide
enrichment
that
develops
social
emotional
skills
and,
quite
frankly,
makes
summer
fun
for
our
kids.
AG
These
goals
are
wrapped
up
in
our
overall
mission
to
provide
more
opportunities
for
students
than
ever
before,
so
that
students
have
lots
and
lots
of
options
next
slide.
Please
and
here's
where
we
begin
to
talk
about
the
what
the
bps
summer
learning
portfolio
consists
of
an
array
of
high
quality
academic
and
enrichment
opportunities
for
students
in
every
grade
level
across
the
district
summer
in
bps
also
includes
access
to
summer
jobs
for
our
youth
and
even
some
learn
and
earn
opportunities
and
we'll
share
more
about
both
of
these.
AG
So.
The
bps
summer
learning
portfolio
consists
of
an
array
of
high
quality,
academic
and
enrichment
opportunities
for
student
populations
in
every
grade
level.
Across
the
district
you
can
see
on
this
slide
in
total
we're
able
to
engage
more
than
18
000
students
in
summer
learning
this
year.
We
also
work
with
many
partners
to
extend
earning
opportunities
to
approximately
5
000
youth
ages,
14
to
24..
AG
AG
This
chart
provides
a
few
a
view
of
the
programs
by
neighborhood,
with
a
commitment
to
communities
with
some
of
the
highest
need
for
high
quality
free
free
programming.
That's
both
challenging
and
rewarding.
As
I
said,
I
think
that
just
having
fun
this
summer
is
also
really
important
and
roxbury,
as
you
can
see
here,
has
22
programs,
for
example:
dorchester
has
20
programs
this
summer,
10
programs
in
east,
boston
and
so
on
and
so
forth.
AG
So
we're
really
excited
about
that
dedication
to
serving
in
communities
with
the
highest
demand
for
free
and
high
quality
programming.
Next
slide,
please-
and
here
too,
is
just
an
exciting
list
of
54
schools
who
are
hosting
the
programs
across
the
city.
You
can
see
the
full
list
of
schools
on
this
slide.
Those
with
an
asterisk
are
hosting
multiple
programs
at
their
sites
and
so
a
shout
out
to
the
schools
who
are
collaborating
with
the
summer
programming
folks
to
to
make
all
of
that
happen
and
next
slide.
AG
Please,
and
here
is
a
list
of
program
partner
sites.
I
know
it's
tiny
to
read.
I
think
more
important
than
reading
every
one
of
them
at
this
moment
is
just
the
opportunity
to
acknowledge
the
vastness
of
it
and
to
really
shout
out
our
deep
appreciation
for
the
collaboration
that
we
have
with
boston
after
school
and
beyond.
As
I
said,
they
really
act
as
a
clearing
house
for
high
quality
partnerships
and
trainings
and
support
to
make
all
of
this
happen.
AG
So
at
this
time
I
would
like
to
invite
my
colleague,
alba
cruz
davis,
the
executive
director
for
expanded
learning
opportunities
and
partnerships
to
share
more
about
each
of
the
initiatives
that
we're
offering
this
summer
alba
and
her
team
have
been
tireless,
and,
I
would
even
say,
relentless
in
securing
locations
leading
the
summer
work
group
managing
logistics
so
that
our
students
can
access
free,
productive,
enjoyable,
summer
programs
this
year.
Next
slide,
please
and
I'll
hand
it
over
to
alba.
U
AF
AF
AF
AF
Like
fix
quarter
vps
summer
focus
programs
led
by
our
colleagues
in
early
childhood
are
open
to
boston
public
school
students
in
kindergarten
through
grade
two,
while
bps
hosts
programs,
specifically
in
four
sites.
Our
early
education
curriculum
is
also
being
used
in
hundreds
of
locations
and
classrooms
across
sites
this
summer.
AF
This
includes
extended
school
year
offered
by
the
office
of
special
education,
which
provides
specialized
instruction
or
related
services
during
the
summer
as
part
of
a
student's
iep,
but
will
also
provide
services
and
supports
to
any
child
with
an
iep
who
would
like
summer
services
high
school
credit
recovery
programs
are
run
by
individual
schools
and
provide
a
critical
opportunity
for
students
to
complete
or
recover
course,
credits
with
social,
emotional
supports
and
student-centered
differentiated
instruction
tasks
that
are
consistent
with
each
school's
instructional
focus
next
slide.
Please.
AG
AG
A
AF
So
with
regards
to
oel,
we
will
put
continue
targeted
support
for
2000
students
who
are
either
slice
have
el
levels,
one
two
or
three
are
in
need
of
compensatory
services.
Another
2500
el
students
are
anticipated
to
participate
in
summer
learning
academies.
In
addition
to
these
targeted
el
programs
and
our
exam
school
initiative
is
back
this
summer,
targeting
support
for
roughly
650
black
and
latinx
students
in
grades,
four
five
and
seven
offering
exam
school
prep
programming
next
slide.
Please.
AF
AF
This,
of
course,
includes
meals
that
are
prepared
on
site
and
access
to
nurses.
We
also
aim
to
expand
access
to
extend
a
day
and
to
transportation,
making
programs
more
feasible
for
more
families.
Last
year,
transportation
was
only
offered
to
esy
students.
This
year
we
were
able
to
add
transportation
for
13
sites
and
19
programs.
AF
AF
Before
I
turn
the
presentation
back
to
denise,
I
want
to
walk
through
the
budget
for
this
summer,
which
is
also
more
than
previous
years.
We
are
fortunate
to
be
able
to
allocate
roughly
six
million
dollars
in
esser
funds
to
ensure
more
programs
for
students
this
summer,
as
we
continue
to
work
to
close
the
pandemic
related
learning
loss.
AF
AG
Great,
thank
you
alba,
so
we
also
said
there'd
be
something
for
everyone,
and
so
I
briefly
want
to
talk
about
summer
jobs
and
internships
and
college
credit
earning
opportunities
for
our
high
school
students.
Next
slide,
please,
this
summer,
boston's
youth,
as
I
mentioned
ages,
14
to
24,
will
have
more
than
5
000
opportunities
to
explore
careers
in
private
industry,
community-based
organizations,
local
government
and
more
the
vast
majority
of
wage
earning
opportunities.
AG
So
summer
jobs,
they're
back
and
this
year,
there's
also
a
learn
and
earn
dual
enrollment
program,
which
is
partnering
with
benjamin
franklin
institute
of
technology,
where
students
can
earn
a
wage
for
completing
a
three-credit
college
course
that
can
also
be
used
for
high
school
credit.
Next
slide.
Please.
AG
And
so
I
think
alma
mentioned
you
know.
All
of
this
is
amazing,
but
you
know
it's
only
as
good
as
it
is
accessible.
So
what
are
we
doing
to
help?
Families
and
students
know
about
these
great
options,
as
the
list
above
shows,
we've
been
outreaching
families
in
many
many
ways,
large
and
small,
we're
also
prioritizing
our
homeless
students
through
the
homeless,
education,
resource
network
or
hearn,
also
prioritizing
english
learners
and,
of
course,
working
to
keep
our
siblings
together
so
that
they
can
enjoy
summer
as
a
family.
AG
AG
So,
anyway,
you
can
look
at
this
brief
list
of
ways
that
we're
outreaching
it's
it's
everything
and
every
opportunity
that
we
hear
about
that.
We're
searching.
We
are
having
working
with
the
community
engagement
team
and
hub
schools
to
host
opportunities
at
grove
hall
library,
we're
out
leafleting
and
with
laptops
signing
up
families
at
madison
park
in
a
program
just
over
a
week
ago.
We
are
at
the
kite
and
bike
festival.
AG
We
are
everywhere
and
we
are
we've
trained
folks
to
help
with
registration,
because
we
know
that
it's
a
little
bit
of
a
challenging
process.
So
we're
excited
about
the
work
that's
happening,
and
at
this
point
I
think
I'll
actually
just
turn
it
back
to
aldo
who
will
walk
through.
You
know
what
does
registration
look
like.
AF
So
next
slide
please
next
slide.
Please
thank
you
denise.
So
how
do
families
access
summer
programs?
There
are
so
many
options.
For
example,
the
summer
stuff
link
provides
information
about
programs
offered
outside
the
bps
summer
offerings
these
typically
have
related
or
offerings,
although
and
fees
that
are
related,
but
some
of
them
do
include
scholarships,
particularly
for
bps
students.
AF
So,
though,
that's
something
that
you
can
now
check
out
the
summer
learning
link
will
take
families
to
our
bps
and
partner
programs
where
families
can
explore
their
options
and
then
click
on
the
school
link.
Families
are
invited
to
select
several
options.
Some
student
groups
will
receive
a
priority
for
placement.
AF
AF
AF
So
before
I
close,
I
just
wanted
to
appreciate
all
of
the
individuals
that
have
been
involved.
The
planning
will
continue
over
the
weeks
to
come,
but
without
the
group
of
departments
that
are
listed
here
and
as
well
as
several
others,
because
this
has
been
an
all
hands
on
deck
effort
summer
would
not
be
happening.
So
I
wanted
to
thank
all
the
departments
that
have
been
involved,
and
especially
my
staff
that
have,
as
denise
pointed
out,
done
incredible
work
to
ensure
that
our
students
can
experience
summer
and
it's
going
to
be
a
great
one.
AG
AF
I'd
love
to
you
have
no
idea
so
when
I
was
getting
ready
for
this
earlier
in
the
day
we
weren't
quite
at
3
900
and
now
we're
over
4
000.,
and
I
just
want
to
give
you
a
sense
of
where
we're
at
compared
to
last
year.
So
that's
more
than
twofold,
where
we
were
at
at
this
point
last
year,
so
very
excited
about
that,
and
what's
this
for
fifth
quarter,
where
I
think
it's
3998.
AF
AG
A
C
Thank
you
for
this
presentation.
It's
it's
it's
great
to
know
the
the
investment
that
has
gone
into
this.
It's
great
to
know
that
the
enrollment
is
is
where
it
is
right
now.
I
think
it's
also
a
testament
to
the
the
level
of
need
that
that
exists
like
currently
and
when
I
think
about
like
when
I
think
about
this.
This
is
not
simply
an
engagement
strategy
strategy,
but
it's
a
re-engagement
strategy
for
many
families
as
well,
and
so
in
one
of
your
slides.
You
talked
about
the
staffing
related
to
this.
AF
So,
with
regards
to
to
mental
health
services,
we
don't
necessarily
have
mental
health
providers
on
on
board
per
se.
There
are
some
programs
that
have
requested
social
workers,
so
some
programs
do
have
social
workers
and
we
do
have
a
nurse
on
site
at
every
one
of
our
schools
that
are
running
summer
programs.
So
so
we
do
have
the
facility
to
address
any
issues
as
they
evolve.
C
AG
Point
I'm
sorry.
I
just
wanted
to
toss
in
there
that
a
lot
of
our
family
liaisons
work
throughout
the
summer.
Actually
they
all
do
and
so
they're
often
a
trusted
point
of
contact
in
the
buildings
for
for
families.
But
I
you
make
an
excellent
point
in
terms
of
you
know,
looking
ahead
and
thinking
about
how
do
we
offer
those
direct
services
on
site.
AF
Yes,
and
and
and
thank
you
so
much
denise,
if
I
can
also
add
that
as
part
of
our
training
for
summer
we're,
including
our
social
emotional
well-being
through
our
office
of
health
and
wellness.
So
that's
part
of
the
pd
that
all
of
the
site,
coordinators
and
site
directors
will
be
obtaining
as
well
as
teachers.
AF
P
Two
three
things:
one,
thank
you:
how
lucky
are
our
kids
and
our
families
to
have
these
programs,
and
I
can
imagine
the
level
of
complexity
in
bringing
together
so
many
different
stakeholders
to
be
able
to
drive
this
opportunity.
So
this
is
like
a
complicated
project
and
it's
exciting
that
we're
able
to
offer
so
many
seats
to
families.
Three
questions
just
to
understand
the
denominator
of
what
seats
are
available
is
how
much
to
the
current
level
of
fill.
Just
because
I
don't
have
the
slides
up.
X
D
P
Exciting
and
so
one
good
news
there-
and
I
you
know-
obviously
we
all
hope
to
see
those
numbers
continue
to
drive
in
the
right
direction.
The
second
question
I
have
is,
I
was
going
to
ask
the
same
question
as
dr
elkin,
so
I'm
just
sort
of
naming
that
I
think
for
the
future,
particularly
that,
knowing
that
the
the
mental
health
crisis
we
are
living
in
and
through
is
not
going
anywhere.
AF
AG
AF
And,
and
I
think
I
think
we're
up
to
3000
and
then
beyond
that,
as
you
know,
to
the
extent
that
we
have
students
that
want
to
participate
in
other
programs,
you
know
our
goal
is
to
accommodate
them
and,
and
that's
been
what
we've
done
in
the
past
as
well.
So
we
and
and
then
again,
each
of
those
programs
are
being
run
at
well,
not
each,
but
for
the
most
part,
they're
being
run
with
other
programs
in
schools
like,
for
instance,
that
have
other
so
programs
running
concurrently
with
them.
P
Okay,
I
guess
so
sort
of
unpeel
this
more
because
I
think
this
might
even
just
be
good
as
families
are
registering-
and
you
know-
there's
always
like
ears
listening
here.
If
you
know-
and
I'm
thinking
more
specifically,
I
hate
the
sort
of
the
generalization
of
special
education,
because
the
complexity
of
needs
are
different.
I'm
thinking
about
families
who
have
kids
with
more
complex
needs
like
is
it?
AF
Yes,
so
again,
as
as
denise
pointed
out,
we
have
opportunities
for
up
to
4200
extended
school
year
students.
Those
students
will
receive
whatever
services
they
receive
during
the
school
year.
Our
our
goal
is
to
match
whatever
services
they
they
receive
during
the
school
year.
So
there
will
be
paris
as
well
as
one-on-one
support
and
those
are
being
offered
at
several
at
several
sites
across
the
city.
AF
AG
And
to
answer
the
second
half
of
your
question
I
mean
families
are
certainly
so
that's
by
invitation.
So
office
of
special
education
is
reaching
out
to
families
to
make
that
an
opportunity
and
as
they
said,
they
would
actually,
even
if
someone
wouldn't
normally
get
esy
and
they
wanted
to,
they
will
make
the
space
for
that
to
happen.
AG
A
AG
AF
AG
AF
AF
AF
P
It
sounds
incredibly
thoughtful
and
I
hope,
at
the
end
of
the
summer,
we
can
also
hear
from
you
around
lessons
learned
and
I
think
as
we're
having
conversations
earlier
this
evening,
and
I
know
I'm
out
of
time,
but
around
some
of
those
larger
programmatic
changes.
You
started
with
joy
as
sort
of
the
sort
of
driving
force
of
this
work.
P
That
is
the
same
thing
that
needs
to
be
happening
in
our
classrooms
every
day,
and
so
I
have
a
feeling,
there's
much
more
synergy
here
around
the
way
that
we're
thinking
about
summer
programming,
opportunity
and
access,
as
well
as
partnerships
and
the
work
that
we
do
every
single
day
across
our
school.
So
thank
you
for
your
leadership.
R
R
R
AF
AF
AF
AF
AF
Q
Q
AF
AF
A
A
And
you
know,
can
we
get
something
that
back
that
helps
us
to
understand
by
school
what
portion
of
families
have
created
really
strong
summer
plans
for
their
kids?
You
know
I
mean
I
know
some
will
be
going
to
see
grandma
be
going
away,
but
that
is
there
a
way
that
we
can
push
to
try
to
make
sure
that
every
family
was
aware
whether
they
chose
to
choose
something
or
not.
A
We
can't
always
do,
but
just
that
you
know
it
always
hurts
when
parents
say
oh,
I
didn't
know
anything
about
that
and
you
know-
and
I
know
with
all
the
efforts
that
people
do
make.
You
know
what
what
kind
of
reassurance
can
we
get
that
says
that
we've
really
done
due
diligence
at
every
level
to
make
sure
parents
are
getting
these
messages,
because
that
communication
and
engagement
is
so
important,
particularly
as
we
continue
to
move
forward.
AG
AF
AG
It
might
be
more
helpful
once
people
are
finally
in
the
box
that
they,
you
know,
because
they
can
sign
up
for
multiple
things.
So
once
we
know
where
everyone
lands,
that
might
be
better
data,
but
to
your
point,
chair
robinson,
you
know
everyone's
reason
for
signing
up
is
different,
whether
that's
proximity
or
a
special
enrichment
opportunity
or
longer
hours.
You
know
it's
everyone's
need
or
interest,
you
know
or
or
level
of
you
know
the
hierarchy
of
needs.
If
you
will
you
know
so,
but
I
I
do
think
it's
it.
A
Yeah,
yes,
I'm
particular
I'm
just
particularly
happy
to
hear
that
we're
working
through
both
the
transportation
issues
and
also
the
whole
surround
care
issues
of
creating
more
full
day
with
before
and
after
school
support.
You
know
care
so
that
families
can
actually
take
advantage
of
what
is
offered
so
again.
Thank
you
so
much
for
you,
superintendent
and
leadership
too,
to
really
move
us
towards
a
summer
program
that
will
really
meet
families
needs.
Thank
you.
Thank
you.
M
We
just
need
to
get
the
drivers
now
right,
okay,
so
I'm
just
I'm
just
managing
expectations
of
really
reaching
out
to
families.
This
is
what
we
heard
last
year,
family
said
they
didn't,
have
the
information
they're
going
out
to
the
community,
I'm
so
proud
of
this
team
alba
and
denise
and
the
whole
team,
and
what
they've
been
doing
our
school
leaders
who
have
stepped
up.
You
know,
after
two
years
of
two
three
summers
of
this
pandemic.
You
know
and
just
they're
still
stepping
up
to
say.
M
I'm
gonna
give
more
to
our
kids
and
you
know,
and
our
educators
too.
It's
just
amazing
because
so
many
of
us
just
want
to
like
take
a
break.
You
know
it's
been
a
hard
three
school
years,
but
they
are
still
stepping
up
for
our
kids
and
I
just
commend
the
team
quite
a
bit.
We
got
the
new
bus
driver
contract.
M
Hopefully
that
makes
us
competitive
we're
going
to
get
going
on
hiring
and
there'll,
be
a
big
push
around
that
we
have
the
fresh
foods
coming
in
from
city
fresh,
so
really
excited
about
our
new
partnership
with
our
black
owned
roxbury
business
for
summer
school.
So
maybe
it
will
be
a
perfect
model
for
how
we
do
it
right
this
summer
after
having
you
know
two
and
a
half
years
of
quite
a
struggle
so
really
looking
forward
to
this
summer,.
AG
I
also
just
want
to
give
one
final
shout
out
which
I
I
was
on
the
slide,
but
was
not
said
verbally
album
and
her
team
have
done
massive
work,
but
I
also
want
to
acknowledge
the
head
of
guidance
and
the
high
school
team
who
really
drive
the
work
with
the
city
of
boston
and
our
other
partners
on
the
youth
jobs
opportunities.
And
I
I
just
would
be
remiss
not
to
point
out
that
they're
really
driving
that
work
and
we're
just
the
the
deliverers
of
that
great
information.
M
And
our
many
partners
at
the
pick
and
associated
latina
and
other
non-profit
organizations
who
really
surround
our
kids
and
get
them
into
these
jobs
and
help
them
get
a
pla
applying
to
those
jobs
and
rashad
at
the
city
office.
And
you
know
they
just
they're,
really
really
doing
a
great
job
of
working
and
collaborating
with
us
on
these
opportunities
this
summer,
so
hopefully
a
good
summer.
A
A
A
AH
Thank
you,
chair
robinson.
Can
you
hear
me?
Okay?
Yes,
thank
you.
Okay.
Well,
on
behalf
of
our
search
committee
co-chairs,
lorena,
lopera
and
marcus
mcneil,
I
will
offer
an
update
on
the
search
process.
As
of
today
on
may
18th,
the
committee
met
in
person
in
executive
session
to
review
current
applications.
AH
AH
So
the
trend
really
is
at
this
moment
that
there
are
fewer
applicants
at
large
district
nationally.
So,
with
the
candidate
pool
that
we
we
have,
we
we
are,
we
are
we're
in
good
shape
right.
So
after
this
first
round
of
interview
via
remote,
the
committee
will
further
narrow
the
poll
for
a
second
round
of
interviews
and
those
will
be
in
person,
but
also
an
executive
session,
and
those
dates
are
june.
7
and
june
8th.
AH
The
committee
will
identify
finalists
from
this
round
of
interviews
to
recommend
to
the
school
committee
and
the
charge
of
the
search
committee
will
be
fulfilled
once
the
finalists
are
recommended.
You
can
hear
my
breathing
ease
at
this
point,
so
in
mid-june
the
school
committee
would
then
hold
public
interviews
with
these
finalists
and
in
late
june
the
school
committee
would
vote
on
the
final
selection
and
that
that
is
the.
That
is
the
the
process.
AH
AH
C
C
Gonna,
go
in
this
other
completely
like
different
direction,
that
doesn't
that
hasn't
taken
necessarily
into
account
what
the
community
has
said.
So
I
just
want
to
put
that
out
there
to
the
committee
as
something
to
keep
in
mind
just
for
us
just
I
don't
know
what
pressure
we
we
essentially
can
put,
but
sort
of
really
thinking
about
that
like
yeah
and
mou
should
be
made
public.
If,
if
that's
the
case
that
we're,
if
that's
the
direction,
we're
going
and
thank
you
for
the
report,
dr
edinger,
thank
you.
AH
AH
Round
interviews
we
have,
we
have
not
landed
on
that
number
and
see.
One
of
the
things
that
we
want
to
be
sure
is
that
that,
if
a
brilliant
candidate
shows
up
tomorrow
right,
we
do
not
want
to
say
oop.
You
missed
the
deadline
fight
by
two
by
two
minutes
right:
it's
not
that
kind
of
it's
an
executive
search,
so
we
we've
probably
landed
on
around
20,
which
is
usually
the
first
cut
and
we're
mindful
of
that.
So
we're
hovering
around
that
number.
AH
AH
Well,
as
I
had
said
in
my
report,
if
you
go
back
to
the
job
description,
the
the
these
candidates
have
gone
through
a
round
of
answering
initial
questions,
and
that
is
one
of
the
ways
that
the
committee
used
to
to
to
try
to
see
if
they're
responsive,
initially
to
what
we're
asking
for.
So
that's
a
large
part
of
that
initial
selection
criteria,
and
I
think
mr
o'neill
has
said
it
best
during
the
committee.
AH
He
says
you
know
for
this
round
we're
really
looking
at
folks
who
we
would
like
to
have
a
conversation
with,
because
they
have
met
these
initial
understanding
of
what
the
job
description
is
about
and
they've
responded
to
that,
and
it
is
the
next
round
where
we
get
to
dig
deeper,
all
right
to
to
understand
more
details
and
so
on
and
so
forth.
And
when
I
say
that
the
the
poll
is
balanced
and
diverse,
both
in
gender
and
race
and
ethnicity
is
exactly
that
we
are.
AH
P
P
AH
P
Of
course,
thank
you
for
the
report.
I
this
is
outside
of
your
your
purview,
but
I
am
just
going
to
say
what
and
I
feel
like.
I
sound
like
a
broken
record
in
these
meetings
around
the
show,
but
I
think
it
is
time-
and
maybe
it
is
at
our
next
school
committee
meeting
for
us
to
start
having
the
conversation
about
what
an
interim
superintendent
will
look
like.
Even
if
we
make
an
offer,
we
have
to
have
a
superintendent
and
the
timeline.
P
So
I'm
just
curious
when
that
conversation
will
make
its
way
here
and
and
when
we
start
having
it
so
that
that
person,
particularly
I'm
imagining
an
interim
being
someone
who
is
already
within
the
system,
can
begin
transitioning
into
that
role
and
and
transitioning
their
their
their
current
workload
so
that
they
can
realize
the
job.
Even
it's
in
short
term,.
A
There
has
been
talk
about
it.
We
have
not
moved
on
it
because
we're
really
waiting
for
the
search
process
to
do
their
process
and
basically
once
we
have
indication
from
the
search
committee
as
to
how
they
are
doing
and
if
they
feel
they
are
meeting
their
timeline
and
what
that
might
look
like.
I
think
at
that
point
we
will
have
fuller
discussions
and
we
will
be
doing
that
in
in
collaboration
with
the
district
and
with
the
mayor's
office
to
determine
that.
A
So
it's
still,
you
know,
you
know
we
have
it's
been
in
the
back
of
my
conversations
numerous
times
over
this
past
couple
of
months
and
I've
been
asked
to
hold
on
and
to
allow
the
process
to
do
what
it
is
set
up
to
do
and
that's
what
we're
doing
so.
No,
we,
you
know
it's
not
like
it's
not
on
people's
thoughts.
It's
just
not
the
moment
yet
to
activate
that
next
step.
I.
P
A
G
A
Me
I'm
the
kind
of
person
that
tries
to
work
within
the
systems
and
trying
to
allow
people
to
do
their
jobs
and
not
jump
over
them
with
my
own
anxiety
or
anxiousness
to
get
the
next
step
down.
So
don't
worry.
I
have
pressed
mr
o'neal
many
times
around
the
issue
of
don't
forget.
We
need
an
you
know.
We
we
need
to
work
with
this,
so
it's
happening
so.
P
And
the
only
thing
I
will
add
here
is
two
pieces.
One
is
we've
got
about
a
month
and
two,
the
people,
the
people
on
the
ground
who
work
in
schools
every
single
day
deserve
to
know
who
that
is
not
as
a
sort
of
last-minute
announcement,
but
with
just
a
proper
runway.
So
they
can
wrap
their
heads
around
this.
AH
As
as
a
subcommittee
of
the
parent
committee
and
those
dates
that
I
cited
today,
they
will
be
you
too,
or
there
will
be
a
price
to
pay
and-
and
I
think
in
some
ways-
because
we've
been
so
disciplined
within
this
committee-
and
we
have
such
amazing
committee
members
that
that
you
will
have
time
to
run
the
second
really.
The
second
phase
right
of
the
engagement,
every
executive
search.
AH
I
have
ever
chaired
that
I
have
ever
been
in
once
you've
identified
a
candidate,
then
it's
a
process
of
really
mutual
working,
and
you
would
want
someone
who
is
going
to
be
your
superintendent
to
be
part
of
that
conversation
about
developing
the
interim
process
right.
So
I
I
I
want
to.
I
want
to
reassure
that.
We're
doing
the
very
best
that
we
can
and.
P
I
know
you,
I
hope
you.
I
hope
you
know
that
I
know
you
are,
and
I'm
also
part
of
what
I'm
saying
is
actually
outside
of
your
purview.
It's,
of
course,
you've
got
a
timeline
that
will
require
us
to
have
an
interim,
even
if,
for
the
short
term-
and
we
have
to-
we
have
to
be
intellectually
honest
with
folks
about
that,
and
we
have
to
deliver
that
information
to
school
leaders
and
assistant
superintendents.
P
R
AH
We
selected
a
number
somewhere
around
seven
or
eight,
because
we
are
not
quite
sure
if
there
will
be
more
excellent
candidates.
That
may
come
even
though
it's
slightly
later,
so
I
don't
want
to
say
to
you.
There
will
just
be
eight
or
just
be
seven,
because
that
number
may
change
it
may
go
up
a
little
or
people
may
withdraw,
but
we're
landing
about
20
of
the
of
the
pool
right,
which
is
about
the
right
number.
When
you
go
on
to
a
second
phase.
A
AI
Good
evening,
I'm
I'm
charlie
kim
north
end
resident
and
the
treasurer
of
sped
pack
tonight.
My
comments
will
be
in
the
office
of
special
education.
That
has
me
confused
sad
and
upset
that
families
and
spedpack
leadership
have
been
marginalized
and
stigmatized
recently
and
historically.
The
root
of
this
unacceptable
culture
is
hubris.
AI
AI
This
backdoor
process
is
a
complete
disregard
for
internal
controls,
overseeing
academic
delivery
and
family
engagement
long-term.
You
may
have
approved
a
one-year
grant,
creating
a
long-term
aba
service
delivery
problem
for
33,
kids,
the
deci
and
mission
hill
reports
clearly
state.
The
failure
in
special
education
stems
from
weak
governance,
significant
failures
and
internal
controls
and
an
unacceptable
culture.
AI
AI
Even
commissioner
riley
is
not
immune
to
hubris.
In
my
personal
opinion,
commissioner,
riley's
urgency
is
not
for
special
education,
but
for
the
300
million
dollar
ester
funds
he
says,
is
unclaimed.
Boston
should
do
everything
in
her
power
to
make
sure
commissioner
riley
does
not
gain
control
over
our
300
million
dollars.
The
wall
street
journal
reported
last
week.
93
percent
of
the
122
billion
dollars
of
essers
money
is
unclaimed.
Nationwide.
AI
It's
not
just
bps,
commissioner
riley
is
wrong.
I
want
to
close
by
saying
I
strongly
believe
this
school
committee
and
bps
has
the
ability
to
drive
change,
but
you
may
need
help
removing
the
barriers
in
special
education
to
allow
change
tomorrow.
Sped
spedpac
will
elect
next
year's
board
on
a
public
zoom.
I
will
ask
the
new
board
to
publish
a
list
of
bad
actors
in
the
office
of
special
education
and
the
prs
reports
and
emails
supporting
the
bad
actors
determinations
from
bps,
as
exemplified
in
miss
harvey
and
miss
bazil's
public
comments.
AI
A
C
M
I
can
to
an
extent
I
can
tell
you
that
they
have
been
addressed,
could
and
I
will
consult
with
our
legal
office
on
what
can
and
cannot
be
shared.
Unfortunately,
sometimes
things
are
spoken
to
in
public
comment
that
I'm
not
able
to
speak
to.
I
can
also
say
that
we
are
also
following
up
and
have
been
following
up
at
when
we
re
when
we
were
in
receipt
of
the
concerns
from
miss
bazil
and
miss
harvey.
A
Thank
you
yeah
often,
these
things
are
very
difficult.
I
understand,
but
just
wanting
to
make
sure
that
we
reiterate.
I
know
it's
often
hard
because
we
said,
and
we
listen
a
lot
and
public
is
not
sure
that
we
are
taking
action,
that
we
are
doing
more
than
just
sitting
and
listening.
So
just
want
to
raise
it
up
that
we
often
bring
these
things
directly
to
the
district
and
they
get
feedback
but
need
to
be
transparent
in
allowing
the
public
to
know.
Even
if
we
can
give
details,
but
that
issues
are
being
addressed.
M
All
I
also
just
want
to
state
that
I
too
have
been
extremely
concerned
with
sub
separate
settings.
As
you
know,
it's
been
part
of
my
focus
these
past
three
years.
It
is
highly
complex
in
terms
of
the
iep
meetings,
the
settings
that
children
have
the
undoing
of
those
settings
that
they've
been
in
for
sometimes
multiple
years
and
the
challenges
that
go
with
with
that
and
the
programming
and
the
way
that
it's
assigned
within
this
within
the
boston
public
schools.
M
There
is
an
immense
amount
of
unpacking
that
needs
to
happen
systemically
for
that
to
occur,
and
I'm
eager
to
share
with
the
next
superintendent
who,
let's
hope,
is
not
managing
a
global
health
crisis
next
fall
and
is
able
to
establish
the
right
leadership
team
in
place.
In
order
to
address
these
very
significant
and
complex
issues
throughout
the
organization.
C
No
no-
and
I
just
wanted
to
say
like
also
just
thank
you
to
everybody.
That's
that's!
That's
on
the
call.
The
the
continued
effort
is
not,
and
not
just
for
the
the
issues
that
we
we
just
named,
but
for
everything
that
was
brought
up
in
public
comment
and
and
the
continued
effort
to
to
to
rectify
things,
but
to
also
be
looking
forward
and
proactively
change
the
system
for
the
better.
So
I
appreciate
everyone
on
this
call
for
the
for
the
the
tireless
work
that
y'all
do
so.