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From YouTube: Boston Public School Committee Meeting 1-10-18
Description
The Boston School Committee is the governing body of the Boston Public Schools. The School Committee is responsible for: Defining the vision, mission and goals of the Boston Public Schools; Establishing and monitoring the annual operating budget; Hiring, managing and evaluating the Superintendent; and Setting and reviewing district policies and practices to support student achievement.
A
A
Well,
tonight's
meeting
is
being
broadcast,
live
by
Boston
City
TV
Comcast
channel
24,
our
CN
channel
13
and
FiOS
channel
1962
and
You
Tube
live
as
well.
It
will
be
right,
rebroadcast
at
a
later
date.
If
anyone
wishes
to
sign
up
for
public
comment,
please
see
our
school
committee
staff
miss
Lina,
Parr
vyx
out
in
the
hallway
sign
up
for
public
comment,
we'll
be
closing
at
6:30
p.m.
this
evening.
A
A
We
just
wanted
to
take
a
moment
to
honor
our
past
chairperson
and
our
dear
colleague
mr.
Michael
O'neill,
for
his
years
of
service
to
this
committee
and
with
this
committee,
including,
most
importantly,
the
last
five
years
with
the
committee
as
our
chairperson,
the
Boston
School
Committee,
has
been
extremely
fortunate
to
operate
under
the
leadership
of
dr.
mr.
O'neill
for
the
past
five
years.
During
that
time,
mr.
A
O'neill
has
always
stayed
focused
on
what
is
best
for
students
now,
under
his
leadership
committee,
has
established
reauthorized
and
supported
several
school
committee
task
forces
to
dig
deeply
into
critical
areas
facing
bps,
including
opportunity,
achievement
gaps,
English
language
learners,
inclusion
and
school
quality,
and,
most
recently,
an
audit
and
risk
management
subgroup.
That
will
be
getting
started
on
very
very
shortly
and
now
we've
led
the
national
search
as
well
that
brought
superintendent
Chang
to
Boston
and
we're
grateful
to
him
for
that,
and
this
is
notably
the
most
transparent
superintendent
search
in
our
city's
history.
A
Perhaps
most
importantly,
mr.
O'neill
set
a
tone
of
open
communication
and
respect
encouraging
all
members
of
the
community
to
engage
with
the
district
where
their
voice
is
valued
and
respected.
As
you
all
know,
mr.
O'neill
decided
not
to
seek
another
term
as
chair.
We
are
delighted,
however,
that
he
remains
an
active
and
valuable
member
of
this
body
and
tonight
the
school
committee
and
the
superintendent
wish
to
honor
mr.
O'neill's
leadership
with
his
citation,
which
reads.
A
Excuse
me,
the
Boston
School
Committee
extends
his
appreciation
at
Michael,
D,
O'neill,
Boston,
School
Committee,
chairperson
from
2013
to
2017,
in
recognition
of
his
sound
stewardship
and
tireless
efforts
to
improve
educational
opportunities
for
students
and
families
in
the
Boston
Public
Schools.
Be
it
further
known
that
the
chairperson
and
members
of
the
school
committee
of
the
city
of
Boston
joined
with
the
Superintendent
of
Schools
in
thanking
mr.
O'neill
for
his
continued
commitment
to
the
youth
of
Boston
to
January
10
2018
mr.
O'neil.
Thank
you.
A
B
Barely
do
you
actually
see
a
chairperson,
a
superintendent
standing
side-by-side
everywhere
we
go
nationally.
It's
actually.
You
should
would
think
it
would
be
a
lot
more
frequent,
but
unfortunately,
it's
not
and
play
in
Boston.
We
always
stood
side-by-side.
So
I
appreciate
your
stewardship,
your
friendship,
your
mentorship
and
congratulations.
A
And
now
for
those
of
you
that
are
joining
us
this
week,
I
just
wanted
to
briefly
note
that
we
did
have
a
number
of
folks
speak
in
an
extended
way
to
honor
mr.
O'neill
last
week,
I
also
had
the
chance
to
speak
a
little
bit
about
how
fortunate
I
feel
and
how
thankful
I
feel
to
my
fellow
members
for
selecting
me
as
the
new
chair
and
servant
of
this
body.
I
hope
I
can
bring
to
this
role
the
same
dedication
and
efforts
that
mr.
A
This
new
role
with
vigor
and
so
I
look
forward
to
doing
that
and
without
further
ado,
I
want
to
move
on
to
the
approval
of
the
minutes.
If
the
minutes
are
approved
as
presented,
hard,
copies
will
be
made
available
in
the
hallway
with
the
other
handouts.
If
changes
are
made,
you
can
access
the
minutes
tomorrow
and
the
bps
website.
Now,
at
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
December
6,
2017
mini
meeting.
Excuse
me
December
13
2017
meeting
and
the
January
3rd
2018
organizational
meeting
as
presented.
A
A
B
You,
chairperson,
LeConte
Oh,
again,
congratulations
and
thank
you,
Mike
O'neill,
for
your
incredible
leadership
over
the
last
five
years.
As
the
committee's
chair
this
evening,
I
have
several
updates
and
several
bright
spots
in
no
particular
order
and
then
I'm
gonna
end.
My
remarks
today
was
just
some
general
comments
in
light
of
dr.
King's
holidays.
So
let
me
start
off
by
just
give
sharing
with
everybody.
B
The
incredible
effort
over
the
last
week
to
clean
up
after
the
snowstorm
I
want
to
give
a
special
shout
out
to
our
all
our
hard-working
custodians
supervisors,
bus
yard,
crews
and
members
of
our
facilities
department,
who
worked
long
nights
and
long
days
endured
frigid
temperatures
in
order
to
make
sure
our
schools
are
ready.
Our
buses
were
ready
for
Monday's
return.
B
To
give
you
a
little
understanding
of
why
I
took
to
get
our
127
school
buildings
and
more
than
700
buses
back
in
operations,
a
crew
of
about
500,
bps,
custodians
operating
200,
snow
blowers,
130
salt
spreaders,
200
ice
choppers,
450
shovels
and
using
250,000
pounds
cleared
some
700
school
exit,
doorways,
750,
external
staircases
on
and
127
bus
stop
locations,
and
we
also
had
contractors
that
worked
with
us.
They
had.
B
We
had
used
35,
snow
plows
and
remove
snow
from
more
than
five
million
square
feet
of
sidewalks
and
school
parking
lots,
and
so
it
was
definitely
a
challenging
week.
We
had
record
low
temperatures
and,
needless
to
say,
there
are
a
lot
of
top.
There
were
a
lot
of
tired
folks,
so
I
just
want
to
take
a
moment
to
really
thank
them
for
their
efforts.
B
Second,
as
many
of
you
have
heard,
our
president
and
her
United
States
administration
has
decided
to
end
temporary
protective
status
for
Salvadorian
immigrants.
It's
very
similar
to
Haitian
immigrants
several
months
ago
and
for
our
Salvadoran
immigrants.
They've
lived
legally
in
the
United
States
for
nearly
two
decades,
and
many
of
them
are
in
our
workforce.
They're
our
families
they
bought
homes,
they
pay
taxes.
B
Now
more
than
200,000
immigrants
from
El
Salvador
nationwide
who've
left,
El
Salvador,
mainly
because
of
earthquake
and
I
struck
in
2001
could
face
deportation
within
two
years.
I
just
want
to
remind
everyone
and
reinforce
the
message
that
Boston
Public
Schools
stand
strongly
with
students,
families,
staff
of
all
cultural
linguistic
backgrounds.
We
worked
tirelessly
to
create
safe,
welcoming
and
sustaining
environments
for
our
young
people.
The
district
does
have
our
website
bps.
We
dreamed
together,
org,
which
offers
resources.
B
It
provides
information
in
various
languages
to
actual
facts,
about
TPS
immigrant
rise
deferred
action
for
childhood
arrivals
and
family
preparedness
plans.
So
the
information
is
there,
it's
it's
translated
to
nine
different
languages,
so
I
encourage
everyone
to
go
on
to
that
website.
Also,
there's
a
link
to
a
Department
of
Homeland
Security
website
with
the
latest
information.
There
also
there's
also
information
on
the
Boston's,
a
city
of
Boston's
office
at
immigration
advancement
website.
B
You
can
also
call
them
as
six
one,
seven,
six,
three
five,
two
nine
eight
zero
or
three
one
one
and
also
the
Irish
international
immigrant
center.
You
can
get
reach
them
at
six,
one,
seven,
five,
four,
two,
seven,
six,
five
four!
So
in
these
uncertain
times
our
message
remains
the
same:
Boston
Public
Schools,
the
City
of
Boston,
will
continue
so
support
families
and
students
of
all
backgrounds.
We
will
do
everything
we
can
to
help
our
students
remain
focused
on
learning,
which
is
most
important
next
item
last
night,
this
is
a
bright
spot.
B
Last
night,
Dorchester
Academy
held
its
senior
awards
dinner
I'm,
a
jános
restaurant
to
celebrate
the
graduating
seniors.
I
got
the
opportunity
to
join
headmaster,
Freddy
Fuentes
and
on
a
Senior,
Program
Director
Maggie
Reece
in
honoring
ten
graduates
of
Dorchester
Academy,
the
highlighted
night
came
when
Brandon
Xie
who'd
is
a
senior
a
graduating
senior
at
the
school,
delivered
a
student
address
and
shared
his
personal
struggle
struggle
finishing
high
school
I
want
to
give
a
very
special
shout
out
to
the
staff
at
the
school.
B
The
staff
and
the
this
group
of
seniors
are
going
to
be
forever
tied.
They
went
through
much
difficulty
at
the
beginning
of
the
year,
but
really
came
together
as
a
as
a
school
as
a
school
community
to
make
sure
that
those
young
people
got
the
education
they
needed
and
we
have
ten
of
them
who
are
graduating
from
Boston,
Public,
Schools
I
know.
Many
of
the
folks
in
this
room
also
attended
that
graduation
and
I
just
want
to
commend
this
very
special
group
of
students
for
their
resiliency
and
their
determination
in
cheaping.
B
The
goal
of
high
school
graduation,
a
couple
of
other
bright
spots,
to
share
I'm,
proud
to
announce
that
the
Boston
Public
Schools
has
received
two
grants
from
the
Nellie
Mae
Education
Foundation
totaling
over
half
a
million
dollars,
specifically
five
hundred
and
fifty
thousand
dollars.
These
plans
will
go
a
long
way
to
helping
support,
improve
the
quality
of
our
instruction.
Can
we
tell
you
a
little
bit
about
each
grant?
The
first
one
is
a
two
hundred
and
seventy
five
thousand
dollar
grant
that
will
go
towards
building
teacher
leadership.
B
This
is
a
grant
we
co-wrote
with
a
Boston
Teachers
Union.
We
will
use
these
funds
to
improve
and
personalize
professional
learning
for
high
school
teachers.
The
goal
is
to
empower
teacher
voice
in
the
process
of
needs
assessments,
so
professional
learning
is
more
relevant
to
their
individual
needs.
This
effort
will
be
led
by
a
quote:
networker
an
innovative
new
teacher
leadership
role.
B
The
second
grant
that
we
received
that
from
Nellie
May
comes
from
our
bps
office
and
innovation.
The
275
thousand
dollar
grant
will
be
used
to
design
the
bps
innovation
incubator.
It's
a
personalized
process
to
support
school
teams
and
redesigning
teaching
and
learning
environments
to
make
them
more
aligned
to
our
college
career
and
life
definition.
The
incubator
will
be
an
iterative
process
that
develops
screening
tools,
innovation,
competencies,
self
reflection,
rubrics
quantitative
and
qualitative
data,
gathering
methods
and
ways
for
learning
to
give
feedback
to
the
district
as
a
whole
as
part
of
the
process.
B
A
redesigned
organization
with
roots
in
Stanford's,
D,
school
and
ideal
will
provide
a
cohort
in
based
professional
development,
fellowship
that
will
grow
innovation
collaborative
leadership
capacity.
The
incubator
will
support
three
cohorts
of
bps
school
teams
reaching
a
total
of
60
plus
educators.
I
want
to
take
I
want
to
acknowledge
Sujata
Bhatt,
who
is
bps
his
managing
partner
for
innovation,
for
spearheading
this
effort
and
for
both
these
grants
definitely
want
to
thank
Makeba
McCurry,
our
managing
partner
for
External
Affairs
and
her
team
for
also
helping
with
this
effort.
B
So
incredible
that
we
got
two
of
these
major
grants
from
the
Nellie
Mae
foundation
to
really
focus
on
a
work
of
him,
transforming
teaching
and
learning
in
our
schools.
A
few
other
bright
spots
and
updates
GE,
j,
JFK
ge
foundation,
stem
scholarship
program
to
JFK,
Library
Foundation
and
a
GE
foundation
have
established
a
scholarship
program
to
assist
bps
high
school
seniors
plan
to
continue
their
education
college
and
major
in
a
stem
field
of
study.
B
B
B
B
Next
update
on
Monday,
February
12th,
the
bps
office
of
social,
emotional
learning
and
wellness
will
be
hosting
the
3rd
annual
social-emotional
learning
forum
entitled
SEL
matters.
Transforming
learning
experiences
for
all
the
SEL
forum
will
be
taking
place
at
the
north
eastern
university
McCleod
Suites
from
8:00
a.m.
to
3:30
p.m.
the
room
out.
B
Today,
participants
will
have
the
opportunity
to
deepen
their
understanding
and
learning
of
essential
number
one
which
is
focused
on
creating
and
maintaining
safe,
healthy
and
sustaining
learning
environments
for
all
students,
and
we
are
also
pleased
to
announce
that
zareta
Hammond,
who
is
a
best-selling
author
of
culturally
responsive
teaching
and
the
brain
she's,
a
national
expert
on
culturally
relevant
teaching.
She
not
only
will
be
the
keynote
speaker,
but
she
will
also
facilitate
a
panel
series
event
in
the
evening
here
at
the
brucey
bowling
building
and
that
will
be
open
to
the
larger
boston
community.
B
B
I
also
want
to
share
a
opportunity
that
is
forthcoming
for
beat
Boston
Public
Schools
to
recruit
multilingual
and
English
as
second
language
educators,
that
job
fair
will
be
held,
Tuesday
March
20th
from
5
to
7
p.m.
at
English
High
School.
This
event
is
we're.
Looking
we're
looking
for
teachers
who
are
certified
to
teach
ESL
and
teacher
certified
to
teach
any
subject
who
are
also
fluent
in
one
VPSs
official
languages.
We
are
also
currently
developing
advertisements
for
this
event,
in
both
english
and
spanish,
directly
targeting
educators
from
puerto
rico.
B
B
Last
update
in
recent
days,
we
have
discovered
that
there
are
some
concerns.
Issues
would
discover
bps.
We
are
going
to
be
setting
out
more
clarity
and
more
information
in
the
next
24
hours.
I
just
wanted
to
acknowledge
that
publicly
and
to
let
parents
who
are
watching
to
know
to
please
look
out
on
our
website
for
information
that
will
be
forthcoming.
B
Especially
in
in
advance
of
dr.
Martin,
Luther
King's
holidays
this
weekend
this
weekend
annually
is
always
our
opportunity
celebrated
legacy
of
dr.
Martin,
Luther
King.
It's
also
a
time
of
the
year
where
I
do
a
lot
of
personal
reflection,
I
reflected
about
my
role
as
a
citizen
of
this
country
and
my
role
as
a
leader
of
the
school
system,
one
of
his
most
profound
and
seminal
works
that
many
of
you
may
be
from
there
with
is
letters
from
a
Birmingham
jail.
It
was
raining.
It
was
written
April,
16th
1963,
while
dr.
B
King
sat
in
a
jail
in
Birmingham
Alabama,
and
he
was
being
jailed
for
leading
the
protest
against
segregation.
Racism
in
that
city
and
his
letter
was
a
response
to
an
open
letter
written
in
a
local
newspaper
published
by
state
clergymen
criticizing
dr.
King's
actions
and
again
I
often
pick
up
that
reef
piece
of
work
for
reflection,
and
we
share
some
reflections
with
you
I'm.
We
live
in
a
country,
its
diverse,
racially,
culturally,
linguistically
and
given
our
immense
diversity,
we're
relatively
not
as
divided
as
a
country
as
many
other
places
in
this
world.
B
We
relative,
we
mostly
get
along,
as
someone
recently
said,
but
getting
along
should
not
hide
the
serious
inequities
that
exist
in
our
society
and
should
not
make
us
complacent
for
the
need
for
change.
I,
think
this
cool
committee
understands
this
reality
and
as
why
you're
not
satisfied
that
bps
is
a
high
functioning
urban
school
system,
but
you
recognize
serious
opportunity
achievement
gaps
that
exist.
B
This
body
has
made
the
closing
of
those
gaps
it's
driving
priority
and
to
hearken
back
to
the
theory
of
action.
In
order
to
close
those
opportunity
and
achievement
gaps,
we
have
to
transform
learning
so
our
students,
all
our
students,
are
challenged,
engaged
and
honored
as
who
they
are
in
their
learning.
Our
students
must
be
taught
to
communicate
collaborate
and
creatively
and
critically
all
21st
century
skills,
and
this
is
a
premise
of
the
cities,
college,
career
and
life
readiness
definition
as
well
as
BBS's
work
on
the
essentials
for
instructional
equity.
B
B
This
will
require
us
to
shape
the
district,
so
it's
transparent
and
predictable
to
families
so
that
each
school
is
viable
and
has
a
financial
and
operational
ability
to
succeed.
Our
six
priorities:
instructional
coherence,
adult
learning,
district
reconfiguration,
allocating
funds
more
equitably,
supporting
our
laws,
schools,
improving
customer
service,
all
aimed
at
transforming
learning
and
building
a
more
sustainable
system,
and
we
must
not
lose
urgency
for
this
work.
This
is
wearing
hearken
back
to
what
dr.
King
said
in
his
writing.
B
Dr.
King
argues
in
the
letter
of
Birmingham
jail
that
well
for
years
now.
I
have
heard
the
word
wait.
It
rings
in
the
year
of
every
new
girl
with
piercing
familiarity.
This
wait
has
almost
always
meant
never,
but
change
will
not
come
easy
and
never
does
dr.
King
laments.
That
quote.
It
is
a
historical
fact
that
privileged
groups
seldom
give
up
their
privileges
voluntarily.
B
B
A
A
C
Just
wanted
to
take
a
minute
to
say
thank
you
for
sharing
that.
Thank
you
for
once
again
talking
and
speaking
up
about
what's
happening
with
our
Salvadorian
families.
I
think
that's
really
important
that
we
keep
bringing
this
up
and
bringing
it
back
because
it
is
important,
is
very
dramatic,
so
I,
thank
you
for
that
and
I
just
wanted
to
say.
The
last
two
months
were
a
little
rough
for
everybody
as
a
district
and
I
was
able
to
go
to
some
of
the
the
meetings
that
we
had
around
start
time.
C
I
know,
other
members
went
to
other
meetings
as
well,
and
I
I
just
really
wanted
to
thank
all
of
the
families.
Whether
you
were
here
or
not.
Here
we
heard
from
people
via
email,
letters
etc
and
I
just
want
to
say
that
I
hope
that
that
kind
of
engagement
continues.
I
know
that
it
was
a
sore
spot
but
I'm,
hoping
that
we
can
again
come
together,
as
you
said,
and
I
just
want
to.
Thank
you,
dr.
C
D
E
A
Sir,
a
second
second
showing
a
discussion
or
objection
to
the
motion
hearing
none
is
there
any
objection
approving
the
superintendence
report
by
unanimous
consent?
Hearing
on
the
motion
carries
now
before
we
move
on
to
general
public
comment.
We
begun
a
tradition
here
in
the
committee
to
invite
our
student
representative
mr.
macclay,
to
prevent
present
a
monthly
update
on
the
works
and
the
actions
of
the
Boston
student
advisory
councils.
So
without.
F
G
Right
good
evening,
everyone
so
happy
new
year
and
again
welcome
to
chair
moonlit
canto
on
both
on
behalf
of
e
sack
and
myself.
We
look
forward
to
continuing
to
work,
to
provide
youth
perspective
of
pertinent
issues
to
students
for
B
sac
and
continue
the
great
work
that
we
do,
and
we
also
wanted
to
say
thank
you
for
chairman
Hill
for
the
years
of
dedication
to
make
sure
that
we
have
student
representatives
from
all
the
schools
that
come
in
front.
G
G
So
our
our
visa
coordinator,
Maria
Ortiz,
is
moving
to
be
SEC
manager
role
and
we
are
excited
to
have
Abraham
on
board
to
provide
college
and
career-readiness
supports
for
our
students,
as
well
as
social,
emotional,
supports
and
referrals
as
needed.
Since
the
last
update
on
December
6,
we
had
an
amazing
opportunity
to
present
our
major
campaigns
to
some
of
our
youth
partners
in
the
in
throughout
Boston.
We
presented
on
our
climate
curriculum,
just
mentoring.
This
go
to
Prison
Pipeline
and
our
student
rights.
G
G
And
we're
also
thrilled
to
have
our
on
the
banister
and
myself
serve
as
the
student
representative
on
the
Boston
Public
Schools,
just
mentioning
the
school
to
Prison
Pipeline
working
group.
We
also
have
two
students
serving
on
an
exam
school
AWC
working
group
as
well
as
two
students
who'll
be
serving
on
the
bps
wellness
Council.
We
would
like
to
highlight
a
bps
student
I
mean
a
b-side
student
writer
Kendra,
who
wrote
an
amazing
article
on
social,
emotional,
wellness
in
schools
and
the
need
for
more
counselors
and
not
cops
in
our
schools.
G
Her
article
will
be
featuring
the
January
edition
of
teens
and
prints
newspaper,
which
would
be
circulated
throughout
the
city
of
Boston.
We
want
to
thank
being
Vayner
director,
strategic
innovation
in
the
mayor's
educational
cabinet,
Tommy,
Welsh,
associate
superintendent
and
then
Anderson
executive
director
of
strategy
for
coming
to
our
beast-like
meeting
this
Monday
and
engaging
us
in
the
conversation
around
bill,
BPS
implementation
plan,
as
well
as
school
reconfiguration.
G
We
look
forward
to
continuing
the
dialogue
with
them
and
seeing
the
students
economist,
reflected
in
upcoming
updates
from
them
additional
student
engagement
that
we
have
done
was
we
have
all
three
town
halls
last
year
that
were
well
attended
and
in
preparation
for
budget
season,
which
starts
soon.
We
seek
to
engage
more
students
in
the
conversation
we're
planning
to
host
several
student
town
halls
this
year.
G
We
hope
to
focus
on
BC
bps
budget
and
continued
engagement
student
engagement
on
the
bill,
BPS
plan,
as
well
as
great
reconfiguration
process
beside
we're
working
other
groups
throughout
the
city,
such
as
men's
youth,
council,
teen,
empowerment,
hopefully
socialite
Athena
and
looking
for
some
possible
for
facilitators
of
these
meetings.
Also,
a
BTEC
update
for
enrollment.
We
have
resisting
one
students
from
26
high
school,
which
is
75
percent
enrollment
representation
on
be
sac.
A
All
I
have
now.
Thank
you
very
good.
Thank
you.
Mr.
macclay,
and
we
always
I
speak
for
I.
Think
I
speak
for
my
fellow
committee
members.
When
we
say
we
always
love
hearing
all
the
good
work
that
the
students
are
doing
on
behalf
of
their
education
in
the
district,
in
your
education
and
district.
So
thank
you.
Is
there
any
other
questions
or
discussion
for
mr.
macclay
following
his
report?
J
You
mr.
Lu
canto,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
meet
brief
presentations.
The
School
Committee
on
pertinent
school
issues,
questions
on
specific
school
matters,
an
audience
at
this
time.
They
referred
to
the
superintendent
for
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
me
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak
and
I'll
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
J
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
resign
their
time
to
others.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
will
only
record
speakers
who
face
the
committee.
If
you
have
11
speakers
this
evening,
beginning
with
Beverly,
Hilaire
and
she'll
be
followed
by
Steven
Hilaire
and
Harrison
Hilaire.
H
Hello,
my
name
is
Beverly
Hilaire,
mother
of
Steven
and
Harrison
Hilaire.
We
live
in
West
Roxbury.
My
children
used
to
attend
the
groose
school
in
Hyde
Park
and
the
Orang
burger
school
in
West
Roxbury
right
outside
my
house.
I
bought
that
homes
because
you
buy
the
best
house
or
the
opportunity
to
get
the
better
house
and
the
better
neighborhood
to
get
the
better
education.
H
Boston
Public
Schools,
according
to
the
website,
said
that
there,
the
2014
report
has
54,000
children
or
more
and
I'm
sure
that's
grown,
and
that
10%
is
special
ed.
So
that
comes
out
to
about
ten
thousand
eight
hundred.
But
if
the
one
in
five
students
have
dyslexia
and
the
hint
the
special
edie
department
is
also
10%.
H
That
would
make
dyslexia,
in
theory,
similar
to
the
full
size
of
the
special
ed
department
that
we
have
so
with
assistant
director
of
special
ed
Michele
class.
Collins
I
had
visited
three
other
schools
after
rie
P
and
my
independent
education
eval
only
to
find
that
there
were
no
certified
teachers
to
teach
dyslexia
to
my
children.
There
was
no
sub
separate
classroom.
There
was
no
the
paraprofessional
at
the
language
school,
which
is
the
Sumner
school
in
Roslindale
the
paraprofessional,
and
that
in
that
class
was
teaching
the
teacher.
H
If
that's
the
language
special
school
and
there's
no
certified
teachers
there
to
teach,
Who
am
I
supposed
to
go
to
and
where
am
I
supposed
to
go.
So
we
did
find
a
couple
certified
teachers
at
the
matter
school
who
specialized
in
who
specialized
in
but
they're
there
for
a
learning
disability
school
so
because
the
other
children
don't
qualify
for
the
multi-sensor,
sequential
learning
that
might
eat
my
children
need
my
children
can't
get
their
services
every
day.
J
H
Is
all
back
then?
We
are
now
at
Landmark.
School
I
have
two
students
there
I
have.
My
other
daughter
goes
to
Metco
and
I'm,
really
pissed,
that
I
live
in
a
city
paying
more
than
a
million
dollars
in
mortgages
for
schools
that
don't
match
our
services.
I
have
asked
for
reimbursement,
I've
asked
for
an
out
of
district
placement.
We
did
not
get
a
transfer.
We
didn't
get
a
placement,
we
didn't
get
anything
from
bps
and
I
had
to
go
through
the
Senate
office
to
get
a
school
bus
to
take.
H
My
kids
to
school,
I
think
the
same
services
that
you're
putting
up
and
the
same
facade
that
you're
trying
to
put
on
for
ESL
needs
to
happen
for
dyslexia
as
well,
and
I
also
want
services
for
my
children,
I'm
still
paying
taxes
here
and
my
whole
family
is
displaced
and
they
don't
get
home
until
6
7
o'clock
at
night.
They
travel
a
hundred
miles
a
day
so
back
end
of
the
school
year.
When
we
get
to
180
school
days,
my
children
would
have
traveled
18,000
miles
to
go
back
and
forth
to
school.
H
Every
day,
I
spoken
to
everyone.
There
is,
except
for
mr.
Chang,
because
he
doesn't
answer
phone
calls
or
return
emails,
but
there
is
no
one
that
has
been
not
talked
to.
I
talked
to
his
assistant
who's,
the
worst
person
I
spoken
to
the
Chief
of
Education
I've
gone
directly
to
the
mayor
and
everyone
else.
That's
in
the
office
something
I've
gone
through
mediation,
the
mediation
was
not
processed
and
my
kids
still
ended
their
school
year
without
a
placement,
so
I
know
a
terally
placed
them
into
that
school.
I
want
answers
and
I
want
to
know.
H
H
They
kept
asking
me
what
school
do
you
want
to
go
to
and
I
said
it
doesn't
matter
what
school
I
go
to
I
want
the
teacher.
If
you
can
produce
a
teacher,
that's
certified
I'll
go
there
and
if
you
can
produce
a
teacher
that
has
passion,
I'll
take
her
no
one
was
produced,
and
this
has
been
going
on
for
more
than
two
or
three
years
now
my
children
are
in
their
second
year.
A
H
H
H
A
K
Good
evening
my
name
is
Carolyn
Kane
I'm,
the
chair
of
Boston's,
fed
pack,
I,
know
I
have
a
loud
voice,
so
I
don't
need
to
get
too
close
to
the
microphone
so
I'm
here
this
evening.
To
just
make
a
few
brief
comments
and
an
additional
comment
based
on
some
of
the
materials
that
were
outside
this
evening.
K
I
want
to
first
thank
Michael
O'neill
for
being
the
chair
of
the
Boston
School
Committee
for
a
great
number
of
years,
but
more
importantly,
I
want
to
thank
him,
as
the
chair
of
Boston's
fed
pack
and
on
behalf
of
the
entire
sped
pack
community
for
his
commitment
for
his
willingness
to
his
willingness
to
listen
to
us,
to
hear
our
concerns
and
to
take
action
where
appropriate,
to
assist
our
students.
I
think
that
he
has
been
an
incredible
leader,
one
that
we
have
valued
greatly
and
mr.
Lou
canto.
K
You
have
some
pretty
big
shoes
to
fill
I.
Think
you're
up
to
the
task
and
I
look
forward
to
supporting
you
in
that
role.
But
again,
I
cannot
overstate
our
appreciation
for
mr.
O'neill,
and
that
was
one
of
the
reasons
that
I
made
sure
to
come
here
this
evening,
because
I
know
there
is
a
changing
of
the
guard
and
I
also
want
to
congratulate
mr.
Lou
canto
I've
also
had
a
very
good
working
relationship
with
him
on
behalf
of
sped
pack
and
I
know
that
mr.
O'neill's
mentorship
will
be
well
taken
by
mr.
K
K
What
I
would
say
that
communication
on
any
policy
on
the
go
forward
regarding
that
issue
needs
to
happen
early
and
often
and
that
sharing
information
not
just
about
potential
benefits
that
may
occur,
but
the
potential
adverse
impacts
needs
to
be
equally
shared.
I,
don't
think
that
there
was
an
understanding,
certainly
by
myself
and
the
members
that
participated
in
our
meetings,
but
what
we
heard
from
other
parents
as
well.
It
really
bothers
me
how
much
the
whole
issue
itself
adversely
impacted
the
district's
relationships
with
families.
K
We
have
worked
incredibly
hard
in
sped
pack
and
certainly
in
my
tenure
and
before
me,
over
eight
years
to
reappearance,
re-engaged
and
I
think
that
some
harm
has
done
to
those
relationships.
What
relationships
have
ups
and
downs
and
certainly
relationships
can
be
improved
and
strengthened
and
I
think
the
most
important
aspect
of
improving
that
relationship
in
solidifying.
K
That
relationship
is
by
communication
and
I
think
that
we
heard
that
from
parents-
and
you
know,
I
represent
the
students
of
special
education,
11,000
or
just
under
that
and
bps,
and
certainly
we
heard
from
those
parents
but
I
think
the
issue
is,
is
that
we
heard
also
from
a
lot
of
general
ed
parents,
and
we
need
both
sides
to
bring
us
together
as
a
school
community
and
certainly
to
can
continue
inclusion.
I
know
I'm
up
miss
Sullivan,
but
I'm
gonna
take
a
little
leeway
here.
K
The
other
issue
that
I
just
wanted
to
touch
upon
is
that
the
universal
pre-k
is
up
for
presentation
this
evening.
I
will
not
be
staying
for
your
whole
meeting.
Thank
you
very
much,
but
I
did
want
to
mention
that
under
the
law
that
programs
exist
for
children
with
special
education
eligibility
who
are
three
and
four
years
old.
So
those
are
the
children
that
are
first
and
foremost
entitled
to
those
seats
legally
and
I
would
ask
the
district
to
be
mindful
of
that
legal
responsibility
as
we
move
forward
with
a
universal
pre-k
initiative.
K
I
applaud
the
mayor
and
the
administration
for
making
that
a
priority,
because
I
do
think
it
impacts
all
children
and
benefits
all
children,
but
in
moving
forward
with
that,
we
don't
want
to
repeat
the
missed
of
the
past,
which
is
to
not
make
sure
that
we
have
inclusion
seats
for
children
that
are
three
and
four
who
are
entering
the
district
throughout
the
school
year
and
not
going
through
the
regular
assignment
process.
We've
had
an
inclusion
task
force
that
was
instituted
under
mr.
O'neill's
leadership.
K
Thank
you
very
much,
and
that
continues
today
as
a
working
group,
and
what
we
know
is
that
we
have
culturally
and
linguistically
diverse
special
education
population
in
the
city
of
Boston
and
those
students
who
have
three
and
four
years
old
are
entitled
to
those
pre-k
seats
and
to
be
serviced
along
with
their
non-disabled
peers
in
the
least
restrictive
environment.
Thank
you
very
much.
Thank.
A
J
J
L
Tonight,
I'm
speaking
on
behalf
of
the
Ananda
school
community,
the
Sara
Greenwood
school
community
and
the
Hurley
school
community
when
offering
support
toward
the
Moonies
Academy
innovation
school
proposal,
our
dual
language
schools
are
united
in
our
mission
to
offer
English
learners,
a
dual
language
model
that
also
supports
learning
to
all
students
across
our
great
city.
The
approval
of
the
proposal
would
have
a
positive
impact
on
all
of
our
school
communities
for.
L
Opportunity
for
additional
elementary
seats
in
dual
language
schools.
The
proposal
is
also
aligned
to
our
United
commitment
to
culturally
and
linguistically
sustaining
practices
across
our
schools
and
furthering
our
students
access
to
an
exemplary
arts
model.
We
collectively
support
this
proposal
and
look
forward
to
planning
ahead
in
creating
a
strong
and
viable
dual
language
pipeline
for
many
students
across
our
district.
Thank
you
for
your
time.
A
I
John
mud
advocate
I'm,
usually
here
and
my
role
as
a
critic,
but
I
think
it's
important
to
keep
people
guessing
a
little
bit
sometimes
and
to
be
willing
to
show
some
appreciation
where
it's
due
and
I
wanted
to
join
with
others
and
make
some
brief
comments.
Thanking
Michael
O'neill
for
is
really
deep
commitment
and
incredible
service
to
many
many
years
and
really
insisting
on
keeping
students
and
children
in
the
system
at
the
forefront
of
any
discussion.
I
Finally,
your
tenacity
in
trying
to
institutionalize
a
commitment
to
the
values
of
parent
and
student
engagement
by
systematically
asking
school
leaders
about
their
schools,
representation
on
the
citywide
parents,
Council
sped
back
and
be
sack,
of
course.
Despite
all
the
praise,
you
know-
and
we
all
know
the
job
isn't
done,
and
you
would
be
the
first
to
recognize
that
and
I'll
spare
you
the
long
lecture,
but
the
short
course
of
issues
that
I
think
are
crucial.
Now
are
still
the
achievement
gap.
I
We
have
an
equity
statement,
but
I
think
that
there
is
a
need
for
the
committee
to
probe
much
more
deeply
into
how
the
proposals
that
come
before
you
will
in
fact
reduce
the
opportunities
and
achievement
gaps.
Secondly,
connected
to
this
is
the
whole
issue
of
human
capital
and
personnel.
How
can
the
School
Committee
contribute
to
and
insist
on
more
progress
in
the
ethnic,
linguistic
and
cultural
diversity
of
our
teachers
so
that
they
reflect
the
diversity
of
our
students
and,
finally,
in
this
little
list,
professional
development?
I
You
know
this
has
been
under
appreciated
under
invested
I've,
seen
a
recent
list
of
a
course
catalog,
which
is
a
remarkable
in
its
breadth.
The
question
in
my
head
is:
is
it
deep
enough?
Finally,
I
look
forward
to
working
with
you
and
your
successor,
michael--ah
canto,
the
other
members
of
the
committee,
that
superintendent
as
a
critical
and
I
hope,
respectful
friend
and
advocate.
N
Good
evening,
and
thank
you
very
much,
it
is
a
pleasure
to
be
able
to
have
the
opportunity
to
address
dr.
Cheng
and
the
rest
of
the
members
of
the
Boston
Public
School
Committee
I'm,
here,
to
express
my
support
for
the
marguerite.
The
Moonies
academy
expansion,
renewal
I,
have
had
in
my
professional
life
the
very
good
fortune
of
working
in
many
schools
throughout
the
country,
not
only
in
Boston
but
in
Santa,
Monica
California
and
in
Denver.
Colorado
I
have
had
an
opportunity
to
see
a
lot
of
approaches
to
having
engagement
and
achievement
from
students.
N
Intentionality
and
commitment
of
the
leadership
and
the
teachers
to
the
students
needs
is
something
I've
never
seen
before.
To
this
extent,
the
students
feel
acknowledged,
respected,
listened
to
supported
and,
as
a
result,
there
is
a
culture
of
a
desire
for
academic
excellence
and
achievement
in
this
school.
N
N
The
teachers
and
the
administration
work
together
as
a
team
with
the
students
to
be
able
to
understand
what
their
needs
are
and
to
find
the
solutions
to
achieve
to
getting
to
those
needs.
The
students
feel
comfortable
supported.
The
teachers
are
given
an
opportunity
to
learn
leadership
and
there
is
a
modeling
going
around
throughout
the
entire
school.
The
teachers
model
the
administration,
the
students
model
the
teachers.
It
is
a
pleasure
to
be
there
and
I
look
forward
to
having
this
be
accepted
by
the
school
committee.
Thank
you.
O
O
My
son's
been
there
since
K,
including
kind
of
at
the
time
of
relocation,
I,
wanted
to
say
that
the
colocation
policies
of
co-locating
schools,
as
you
know,
the
margarita,
meanies
and
no
score,
are
co-located
at
the
former
Agassiz
building
is
a
challenge
because
the
school,
it's
just
natural,
that
even
schools
with
them.
You
know
good
faith
and
collaborative
efforts.
O
There
they're
wound
up
being
kind
of
overlapping
space
needs,
which
is
unfortunate,
I
think
that
I'm
just
supportive
of
the
Moonies
mission
and
they're
like
proposal
I
I,
also
want
to
state
that
for
Mission
Hill
school
well
this
well.
This
proposal
will
raise
questions
about
the
location
and
facilities
needs
in
the
case
of
Mission
Hills
school
just
want
to
make
it
clear
that
the
you
know
the
relocation
from
kind
of
the
Roxbury
Mission
Hill
area
to
Jamaica
Plain,
was
like
challenging
a
period
of
great
flux.
O
O
It's
just
that
the
time
of
the
relocation
and
since
then
you
know
bps
affirmed
by
then
acting
superintendent,
John
McDonough
in
2015
I'm
happy
to
share
the
letter
that
it
was
envisioned
that
the
school
the
Mission
Hill
school
would
stay
there
and
in
appropriate
facility
for
the
Muniz
alternate
one
would
be
found
starting
in
the
2016-2017
school
year.
You
know
that
didn't
happen.
O
I
don't
believe
there
was
a
facility
that
worked
for
the
Nunis,
and
you
know
the
colocation
continues
so
anyway,
I've
just
like
urged
the
school
committee
to
find
a
solution
that
makes
sense,
but
from
from
my
procedures,
man
wouldn't
make
sense
to
uproot
the
Mission
Hill
School
like
k0
to
8
again
in
order
to
obtain
this
this
laudable
goal,
if
there
should
be
an
alternative
alternative
facility.
You
know,
ideally,
since,
to
my
mind
that
that
works
well
for
me,
knees
and
I
know
that
that
me
knees
also
feels
very
wounded
in
Jamaica
Plain.
P
Hey
my
name
is
Dan
Abramov,
ski
and
I
am
the
assistant
principal
at
margarita,
moon,
East,
Academy.
First
of
all,
I
want
to
thank
dr.
Chang
and
members
of
the
School
Committee
for
their
partnership
over
the
past
six
years,
as
we've
grown.
What
I
think
is
a
really
unique
school
I
want
to
highlight
a
little
bit.
What
makes
us
unique
and
then
ask
for
your
partnership
as
we
continue
to
innovate
and
expand
over
the
next
five
years.
P
So
in
this
time
we
have
become
in
open,
enrollment,
dual
language
district
high
school,
with
a
focus
on
arts
and
expeditionary
learning.
I
think
a
lot
of
that
is
very
unique
in
all
of
that
serves
our
mission
of
preparing
all
students
for
college
and
career,
and
we
are
well
on
our
way
to
realizing
that
mission.
This
year
we
this
year
alone,
we
have
25
students
in
a
medical
interpreting
class
who
will
graduate
as
certifies
metal,
certified
medical
interpreters.
P
We
have
two
students
who
are
receiving
$200,000
each
from
the
posse
foundation
to
it
and
competitive
private
colleges.
We
have
students
who
are
gonna
jump
start
their
career
through
year
up
or
youth
build
students
who
will
enroll
in
UMass
Boston
honors
college
and
students,
who
will
take
advantage
of
Boston
bridge
to
start
a
Bunker
Hill
and
graduate
tuition
free
from
four
years
from
the
u.s.
system.
P
So
we've
come
a
long
way
in
building
a
high
school
that
meets
the
needs
of
a
wide
range
of
students
and
prepares
all
of
them
for
college
and
for
a
career.
We're
asking
to
continue
that
at
this
innovation
and
for
your
support
as
we
expand
not
only
to
seventh
and
eighth
grade
but
beyond
12th
grade.
Our
vision
is
7
through
14
that
we
welcome
any
student
who
comes
to
our
door
in
seventh
grade,
put
them
on
a
path,
the
college
and
career,
but
we
continue
that
support
after
they
graduate.
P
We
are
committed
to
building
a
program
that
provides
alumni
support
in
the
two
years
after
high
school
graduation,
so
that
more
students
can
realize
their
goals
of
college
graduation
and
career
readiness
and
career
opportunities.
I
think
the
opportunity
that
our
innovation
plan
represents
would
really
allow
us
to
deepen
the
work.
We've
already
extorted
and
to
expand
opportunities
for
all
our
students
and
for
all
students
in
bps.
Thank
you.
J
A
You
mr.
Sullivan,
our
first
action
item
this
evening
is
the
consent
calendar,
which
consists
of
first
grants
for
approval
totaling,
eight
hundred
fifty
five
thousand
dollars.
Excuse
me
in
turn,
fifty
five
thousand
three
hundred
sixty
dollars
and
three
international
travel
requests
for
the
Boston
Latin
School.
At
this
time,
I'd
like
to
open
it
up
to
questions
from
the
committee.
A
Thank
you
hearing,
none
I
want
to
move
on
and
I
want
to
note
that
both
dr.
Coleman
and
Miss
Oliver
Davila
have
asked
to
abstain
from
three
of
tonight's
grants
to
avoid
the
appearance
of
a
conflict
of
interest.
So
for
that
reason
we're
going
to
pull
out
those
grants
from
the
consent,
calendar
and
vote
on
them
separately
by
roll
call.
Are
there
any
questions
for
discussion?
A
D
One
question
about
the
culture
and
climate
change
in
Nicaragua
for
English
language
learners
program
that
is
buying
books.
So
my
question
only
is:
were
those
books
be
available
to
students
beyond
this
one
year?
It
says
for
the
for
mostly
for
students
who
earn
and
dual
language
programs,
but
the
question
is:
would
they
be
available
to
other
students
who
are
learning
Spanish
I'm,
not
in
those
programs
beyond
the
first
year
of
this
project,.
B
M
C
For
you
guys,
my
question
is
for
the
college
and
career-ready
grants
I
realized
that
they
are
with
different
partners
and
different
colleges.
But
my
question
is
I.
Just
wonder
it's
a
small
pot
of
money
for
planning,
but
I
wonder
if
if
there
are
opportunities,
maybe
they're
already
happening
but
I'm
just
curious.
Are
there
opportunities
where
the
schools
are
actually
working
together
across
high
schools
around
this
because
it
would
seem
like
so
many
grants
and
really
the
end
game
really
is
to
have
the
dual
enrollment
and
all
that
so
I'm
just
wondering
if
that's
happening
already,.
Q
Let's
speak
to
whether
or
not
schools
are
working
together,
I
know
it
because
it's
a
designation
from
the
state
schools
are
doing
it.
The
grant
applications
individually.
You
know
there
were
other
schools
who
applied.
Who
were
so.
The
planning
grant
moves
you
to.
You
are
automatically
moved
to
the
next
stage
of
the
designation
process,
but
there
was
also
schools.
There
were
also
schools
who
were
not
granted
the
planning
grant
but
are
eligible
to
apply
for
the
larger
grant
and
were
moved
to
the
next
process
as
well.
C
I
mean
I,
just
I
think
it
will
be
great
because
I
think
that's
how
we
got
into
these
silos
of
and
I
realized
as
different
partners
in
different
schools,
but
I
think
also
sharing
across
all
the
high
school.
You
don't
have
the
opportunity
to
also
get
this
grant,
whatever
best
practices
etc.
Thank
you
definitely.
A
Sir,
were
there
other
questions
or
discussion?
Okay?
So,
as
I
mentioned,
we
do
need
to
pull
out
a
few
of
the
grants
for
the
vote
tonight
and
so
I
want
to
entertain.
First,
a
motion
to
approve
the
culture
and
climate
change
in
Nicaragua
for
English
language
learners
grant
with
an
estimated
value
of
$12,500.
Sir
motion.
C
A
R
J
A
A
D
D
A
Thank
you.
Thank
you.
Now,
our
own
attained
a
motion
to
approve
the
title:
three
English
language
acquisition
and
academic
achievement
program
for
English
learners
and
immigrant
children
and
youth
grants
in
the
amount
of
308
thousand
three
hundred
sixty
dollars
is
our
motion
Robinson
in
a
second
from
mr.
O'neill.
Is
there
any
discussion
or
objection
Sullivan?
Will
you
please
call
the
roll.
D
A
A
Right
well,
thank
you,
miss
Sullivan
and
finally,
I
want
to
entertain
a
motion
to
approve
the
consent
calendar,
which
consists
of
the
remaining
grants.
Totaling,
five
hundred
twenty-nine
thousand
five
hundred
dollars
in
three
international
travel
requests
for
the
Boston
Latin
School.
Is
there
a
motion
to
approve?
Thank
you,
Miss
Oliver,
develo,
second,
from
Miss
Robinson.
Is
there
any
discussion
or
objection
there?
Any
objection
to
approving
the
motion
by
unanimous
consent?
A
Hearing
none
the
consent
calendar
is
approved.
Okay,
we'll
move
on
to
our
first
presentation.
Now
the
margarita
Muniz
Academy
innovation
renewal
at
this
time,
I
want
to
ask
headmaster,
Danya
Vasquez,
to
please
step
forward
with
her
presentation
and
but
first
I'd
like
to
invite
the
superintendent
to
give
any
opening
remarks.
Thank.
B
You
so
much
the
margarita
movies
Academy
is
requesting
approval
for
its
full
innovation
proposal.
Earlier
this
school
year,
the
the
school
did
get
approval
for
its
autonomies.
Now,
where
the
school
was
asking
for
full
approval
of
its
entire
plan,
the
innovation
plan
is
required
to
be
approved
by
the
school
committee.
This
is
per
Department
of
elementary
secondary
education
regulations.
This
is
a
school
I
have
visited
several
times
in
my
time.
In
Boston,
it
is
the
only
Dual
Language
High
School
in
New
England
I
am
I've,
been
always
impressed
with
its
innovative
practices.
B
It's
focused
around
the
arts.
Obviously
young
people
who
come
to
the
margarita
movies
are
learning
in
two
languages.
I've
come
to
learn
that
not
all
the
students
do
speak
both
languages
coming
in,
so
the
young
people
are
not
only
learning
to
basically
pick
up
the
social
online
aspects
of
the
language,
but
also
academic
aspects
of
language.
B
Lastly,
what
you
will
hear
tonight
is
the
school's
desire
to
become
a
7:12
high
school.
We
know
that
they
so
desire
do
so
at
this
time,
given
facilities
concerns
and
versus
officials,
restrictions
at
school
can't
go
to
712.
So,
as
part
of
this
bill
bps
process,
our
goal
is
to
hopefully
find
facility
solutions,
so
the
school
can
go
712
in
the
future.
B
At
this
time,
we
can't
find
our
solution
so
we're
asking
for
the
school
community
to
take
to
vote
on
its
plan,
but
fully
understand
that
we
cannot
implement
the
712
model
until
we
have
a
facility
solution,
so
with
that
I'm
gonna
turn
it
over
to
Danya
to
take
us
through
this
presentation.
Thank
you.
Thank.
S
You
dr.
Cheng,
and
thank
you
to
all
of
you
Michael.
You
are
on
school
committee
when
I
did
the
first
presentation
back
in
2011,
and
so
we've
been
through
a
long
journey
and
I
really
want
to
thank
everybody
for
their
support
and
lots
of
conversations
to
think
this
through,
as
we
continue
the
next
five
years.
S
So,
let's
make
sure
I
can
do
this
right.
I'm,
just
gonna
do
an
overview
of
what
our
plan
consists
of
and
then
some
key
key
ideas
for
you
to
take
away
with
and
I'm
sure
you
have
questions
for
me
and
then
dr.
Chang
has
sort
of
already
told
us
what
some
of
the
next
steps
moving
forward
are,
but
I'm
sure
we'll
we'll
get
to
that.
At
the
end
of
the
presentation,
our
our
school
has
been
framed
to
foster
innovation.
S
It
was
designed
as
a
laboratory
for
thinking
about
some
new
ideas
and
the
big
new
idea
was
being
a
dual
language:
high
school.
We
had
and
of
course,
we're
an
outgrowth
of
the
Hernandez
and
and
the
other
dual
language:
schools,
the
Hurley,
this
our
Greenwood
and
they're,
our
sister
schools,
and
so
we
we
took
this
innovation
up
to
the
high
school
level.
S
S
S
You
did
approve
our
autonomies
until
we
were
able
to
get
to
this
point,
so
it
was
like
a
little
bridge
and
I
want
to
be
clear
about
that,
but
we
we
are
at
this
important
moment
to
look
ahead
and
approve
this
plan.
Hopefully,
yes,
the
proposal
has
a
part
of
it
and
a
very
strong
part
of
it
that
thinks
about
adding
a
seventh
and
eighth
grade
and
I'll
speak
to
why
we
think
that's
important
as
part
of
our
next
five
years.
S
We
are
dedicated,
as
you
heard
some
of
our
speakers
earlier,
say,
to
educating
our
students
getting
them
ready
for
career
and
college
in
a
model
that
requires
doing
it
in
both
languages,
and
so
it's
really
a
very
complex
model
that
we've
learned
to
establish
over
all
these
years,
but
we
are
beginning
to
see
the
fruits
of
really
hard
labor
or
hard
thinking
and
collaboration,
because
we
haven't
done
this
by
ourselves.
We've
done
this
with
a
lot
of
support
district,
other
schools.
Other
folks,
it's
been
really
a
very
collaborative
effort.
S
S
Want
to
say
a
little
bit,
though
many
of
you
know
our
school
I
think
it's
important
to
just
so
kind
of
review
at
a
glance
who
we
are
and
what
we're
doing
at
full
enrollment
we're
at
300
students
actually
today
we're
at
310,
where
our
grades
on
college
prep,
dual
language
for
grades
9
through
12
83%
of
our
students,
are
English
language
learners
and
they
represent
12
different
countries.
S
40%
are
over-aged
project-based
learning.
The
arts
technology
are
all
part
of
a
very
integrated
focus
in
our
school.
2016
was
our
first
graduating
class
and
many
of
you
were
there
and
that
was
really
fun
and
exciting
and
I.
Thank
you
for
that,
and
we
had
another
graduating
class.
Amazingly,
we
have
a
third
one.
Coming
up,
I
didn't
know.
I
would
be
saying
that
back
in
2011
Michael,
you
probably
have
this
in
front
of
you
and
folks
behind
me
can
see
some
of
our
statistics,
our
data,
our
progress,
which
is
fairly
strong.
S
We
are
the
only
high
school
I
think
in
the
state
that
offers
a
seal
of
by
literacy
to
our
graduating
seniors
and
students
have
to
earn
this.
It's
not
just
because
they've
been
at
moniece
Academy.
We
have
criteria
they
have
to
meet
and
that
criteria
includes
advanced
or
proficient
on
M
casts
they
have
to
take
AP
Spanish
the
exam
they
have
to
present
a
senior
portfolio
in
both
languages,
and
they
have
to
affirm
in
their
coursework
in
both
languages
that
they
are
have
a
level
of
by
literacy.
S
So
it's
pretty
rigorous
and
actually
not
every
student
earns
the
seal
majority
do
because
it's
that
rigorous,
we
have
project-based
learning,
which
has
produced
a
document
that
you
all
have
from
I
believe
it
was
two
years
ago.
Attendance
would
be
a
hundred
percent
student
proposals
for
high
school
redesign
in
Boston,
I
think
dr.
Chang.
It
was
your
first
year
as
superintendent
and
I
think
people
are
still
looking
at
that
document
for
ideas,
because
it
was
student
voice
that
was
telling
us
what
we
need
to
think
about.
S
We
have
a
very
vibrant
arts
program,
I
like
to
say
we're
a
really
small
school
with
a
really
big
arts
program.
Every
student
is
engaged
in
the
arts,
everyday
hundred
percent
of
our
students
wear
a
grammy
signature,
Schools
Enterprise,
Award
recipient
in
2015.
That
was
at
the
end
of
our
third
year
as
a
school,
and
we
were
amazed
that
we
were,
you
know
recognized
as
as
a
Grammy
signature
school.
S
We
know
that
this
year
we
got
the
happy
email
that
Nabi
ins
has
finally
been
figured
out
for
all
our
bps
schools.
We've
been
engaged
with
Naviance,
and
this
is
our
second
year
and
it
is
been
worthy,
a
worthy
effort,
but
we've
been
piloting
that
a
little
ahead
of
perhaps
the
broader
district
but
I'm
happy
that
our
other
colleagues
are
going
to
be
using
it
as
well.
S
S
You
see
there
on
the
screen
and
I,
don't
know
if
you
see
it
in
front
of
you
school
committee
members,
the
different
colleges
that
we
have
that
our
students
are
currently
at
they're,
many
more
that
they
have
been
accepted
in.
But
these
this
is
just
a
list
of
where
students
are
going.
73%
of
our
seniors
are
still
engaged
in
their
post
graduation
plans,
which
is
pretty
remarkable,
and
that's
because
we've
already
begun
to
roll
out
and
innovate
a
plumb
line,
support
program
that
really
follows
them
for
two
years
post.
S
Graduation,
we
have
kids
coming
almost
every
day
graduates
for
some
reason.
I
think
I
told
the
story
where
we've
had
kids
come
in
when
they
have
their
books,
their
math
books
and
I
say.
What
are
you
doing
here
with
your
math
book
in
your
notebook
and
well
I'm,
going
to
see
such
a
teacher,
because
I
need
some
help
with
math
and
and
they've
graduated,
and
so
they
still
know
they
can
come
back
to
me,
nice
Academy,
for
support.
So
we're
always
happy
to
see
your
kids
come
back.
Our
strategies
for
success
include
really.
S
This
idea
of
innovation
status.
I
am
very
confident
to
say
to
you
that
without
having
had
the
original
approval-
and
hopefully
this
approval,
we
would
not
be
able
to
create
the
kind
of
really
unique
and
different
school
that
we
have.
It
is
because
we
have
innovation
status
that
were
able
to
create
what
we
have.
It
allows
us
the
flexibility,
zhh
working
in
partnership
with
the
district
and
others
to
create
something
unique
so
that
innovation
status
is
really
important.
S
The
dual
language
instructional
model,
our
kids-
are
getting
double
dose
of
language
and
literacy.
I
think
that
has
a
lot
to
do
and
is
reflected
in
the
progress
data,
knowing
students
well
I,
think
I
know
almost
every
the
name
of
every
student
and
a
lot
of
stories
by
the
end
of
this
year.
I'll
know
a
lot
of
their
stories,
if
not
almost
all,
of
their
stories,
and
that's
true
of
me
and
that's
true
of
staff
and
other
administrators.
We
know
our
students
well.
S
Expeditionary
learning
is
continues
to
be
a
commitment.
As
I
said,
the
post
graduate
alumni
support
and
a
very
active
professional
learning
community.
We
we
really
learn
together.
Sometimes
we
struggle
together
in
what
we
what
we
need
to
learn
about,
but
we're
a
very
active
community
as
a
learner.
So
it's
not
just
our
students
are
learning
the
teachers
are
learning
I'm
learning.
S
So
what
do
we
want
to
do
in
the
next
five
years?
If
that's
what
we
sort
of
the
terrain
that
we've
covered
the
next
five
years,
we
want
to
deepen
the
following:
our
dual
language
work:
we're
still
learning
how
to
do
this
well,
expeditionary
learning.
We
still
want
to
learn
how
to
do
that.
Even
better
instructional
strategies,
the
arts
and,
of
course,
to
continue
our
innovation
status.
S
How
do
you
use
that
really
well
to
the
full
advantage
for
every
student
key
areas
of
focus
in
the
next
five
years
will
be
intensive
focus
on
math
and
language
literacy,
and
also
focus
on
executive
functioning
skills
that
Iesus
as
those
are
our
school
values
and
mindset.
We've
already
begun
to
do
some
of
this
work.
The
the
opportunity
of
writing.
S
The
proposal
was
a
really
great
opportunity
hard
to
do
but
a
great
opportunity
because
it
made
us
think
about
well,
you
know
what
do
we
need
to
think
about
the
next
five
years
and
although
you
haven't
approved
the
proposal,
some
of
those
core
ideas
and
those
first,
two
bullet
points
are
things
that
we're
already
working
on,
because
they're
really
important
continue
to
improve
our
graduation
rate
leverage
our
we've
started
evidence-based
argumentation.
This
is
our
second
year
as
a
debate
league
school
and
it's
been
really
powerful.
S
S
I
know
that
the
Hernandez
has
begun
their
writers
room
and
we've
we've
talked
about
with
folks
at
eight
to
six,
wouldn't
it
be
great
to
have
a
writers
room
at
Muniz,
Academy
and
sort
of
link
it
with
the
Hernandez
school
and
do
something
that's
intergenerational
in
terms
of
writing
and
telling
Stelling
our
stories
deep
in
our
college
and
career
work
and
then
finally
expand
to
a
7
12
model.
I
want
to
say
a
little
bit
of
why
a
7
12
model
is
important
and
how
it
meshes
and
where
the
inspiration
came.
S
The
inspiration
came
from
from
all
of
you
and
from
dr.
Chang
to
be
honest
with
you
and
the
work,
the
district
is
doing
around
great
configuration,
and
so
we
took
on
that
challenge.
We
were
willing
to
think
about
that.
We
believe
that
we
want
to
support
and
and
culturally
and
linguistically
sustainable
practices.
We
think
that
we
we
know
and
again.
This
is
all
in
the
planning
that
we
could
increase
dueling,
which
seats
in
bps
at
our
school,
but
across
the
elementary
schools
as
well,
that
that
will
need
the
further
conversations
included
in
bill,
bps,
etc.
S
S
One
thing
that
we
know
and
in
our
expected
outcomes.
One
of
the
other
reasons.
Why
do
this
is
that
we're
trying
to
teach
kids
in
four
years
and
sometimes
less
because
we
do
receive?
We
do
welcome
kids
in
tenth
and
eleventh
grade.
So
sometimes
we
have
fewer
than
four
years
to
really
do
a
full
dual
language
model
and,
as
dr.
S
Chang
noted
yeah,
some
of
our
kids
come,
they
don't
know
any
English,
some
kids
don't
know
any
Spanish
and
we
have
to
work
some
magic
in
there
in
a
really
short
amount
of
time
to
get
them
to
that,
not
just
college
and
career
but
to
a
place
of
by
literacy.
And
so
we
just
need
more
time.
Research
tells
us
that
that
we
need
more
time.
S
You
learn
a
language
in
five
to
seven
years
and
sometimes
we're
trying
to
do
this
in
two,
and
so
that
was
part
of
the
impetus
to
in
thinking
about
how
do
we
do
do
a
language
better
in
our
current
model?
What
do
we
need
to
deepen
in
our
current
model
and
what
would
happen
if
we
had
a
couple
more
years
with
kids
and
what
would
happen
if
we
then
also
on
the
other
end
of
it
became
a
714?
S
Do
the
the
the
additional
years
of
following
students
and
supporting
them
because
most
of
our
kids,
ninety-five
percent
of
our
kids
are
first
generation
to
go
to
college.
So
we
know
we
have
to
do
that.
Alumni
support
peace,
more
time
for
the
Arts,
deeper
focus
on,
as
I
said,
college
and
career
readiness
and
I'm
interested
in
doing
more
collaboration
with
the
district
and
being
a
lab
where
we
can
welcome.
We
get
lots
of
visitors,
but
we
get
visitors
from
outside
the
district
and
I
think
it's
time
for
us
to
think
about.
S
How
do
we
open
our
doors
to
our
district
colleagues
for
more
co-op
collaboration
to
learn
what
we're
doing
and
so
that
we
can
learn
from
others
as
well?
So
you
know
I
really
want
to
thank
you
again
to
hear
our
plan.
Our
proposal
and
a
lot
of
appreciation.
I
know
it.
It
presents
some
complexity
as
always.
An
innovation
is
about
complexity
in
many
ways,
and
it
is
about
taking
risks,
and
so
we've
taken
the
risk
these
first
five
years.
We
want
to
keep
taking
those
risks.
S
A
Right,
thank
you
very
much
headmaster,
Vasquez
Vasquez,
excuse
me
and
before
I
open
it
up
for
questions
and
comments
from
my
fellow
committee
members.
I
do
want
to
just
stress
and
reiterate.
First,
thank
you
for
being
clear
about
your
intentions
with
respect
to
expanding
to
a
seven
to
twelve
model,
and
thank
you
to
superintendent
Chang
for
his
comments
prior
to
the
presentation,
specifically
related
to
how
all
of
that
is
contingent
on
the
build
VPS
facilities.
A
Solutions
I
do
want
to
note
for
folks
that
maybe
didn't
have
the
chance
to
join
us
after
midnight
on
December
15th,
when
we
did
talk
about
great
configurations
that
excuse
me
in
the
committee,
we
did
make
clear
that
any
changes
to
great
configurations
and
individual
schools
would
come
before
this
body
for
a
vote
prior
to
implementation,
and
so
our
vote
on
the
implementation.
Excuse
me,
the
innovation
plan
that
you
are
presenting
for
us
today
is
separate
and
distinct
from
the
vote
to
change
your
school
or
any
other
related
schools.
Great
configurations
enjoy.
S
A
D
S
S
One
of
the
challenges
that
they
face,
which
is
not
unusual
for
k-8,
is
that
they
lose
lots
of
kids
and
their
7th
and
8th
grades
shrink.
And
so
you
know,
and
we've
also
talked
about
their
desire
and
the
districts
need
to
have
more
seats
at
the
elementary
level,
and
so
this
is
kind
of
an
elegant
solution
that
could
really
solve
a
few
of
those
issues,
not
just
from
wienies
Academy
but
for
the
district
in
some
way.
So
we're
thinking
about
it
more
broadly.
S
So
they
would.
They
are
willing
and
interested
to
go
k-6.
So
they
would
need
to
come
before
the
body
too,
because
they
would
have
great
configuration
changes
and
we
would
over
a
process
of
a
couple
of
years.
You
know,
as
we
roll
out
assume
the
7th
and
8th
grade
populations,
and-
and
you
know
there
may
be
other
situations
where
you
know
we
would.
S
We
would
have
to
look
at
the
full
enrollment
and
where
all
of
our
students
would
be
coming
it,
but
there
would
be
classes
of
80
a
seventh
grade
of
80,
and
so
that
that
is
those
have
been
the
conversations
over
three
or
four
years.
Actually,
so
it's
an
opportunity
for
Muniz
Academy
to
have
students
with
us
more
time,
so
we
can
really
complete
the
work
in
a
way
that
we
know.
S
Research
tells
us-
and
we
know
just
from
practice-
tells
us
that
we
need,
but
it
also
gives
those
schools
an
opportunity
to
reconfigure
and
add
seats
where
we
need
them
and
I
think
that's
a
kind
of
a
win-win,
but
we
all
know
that
the
the
facilities
question
bill.
Bps
question
is
really
the
space
where
we
need
to
really
come
together
and
think
hard,
but
that
is
really
the
impetus,
but
it
wasn't.
It's
been
an
impetus
even
before
you
folks
started
talking
about
great
configuration.
It's
been.
It's
been
long,
a
long
conversation.
What.
S
For
example,
on
this
year
from
the
Hernandez
I
think
they
had
less
than
25
kids
that
they
graduated
in
eighth
grade
and
we
captured
about
half
of
their
kids
and
their
Hurley
has
a
really
small
population.
We
capture
me,
you
know
maybe
two
or
three
of
their
students
if
students
have
lots
of
really
great
choices.
Obviously,
and
so
there
are
lots
of
conversations
to
be
had
around,
you
know
what
what
this
would
mean
in
terms
of
an
opportunity
we
become
another
opportunity
at
the
seventh
grade
is
part
of
the
thinking.
Yeah.
D
During
the
time,
while
you're
sort
of
waiting
for
this
to
happen-
and
there
are
still
7th
and
8th
grades,
is
there
opportunity
to
work
differently
with
the
seventh
and
eighth
graders
so
that
as
they
would
make
the
transition
some
of
the
things
that
you're
talking
about
needing
more
time
to
have
accomplished?
Students
are
actually
getting
the
benefit
of
some
of
those
yeah.
S
Right
well,
they
continue
to
have
their
opportunities
in
the
seventh
and
eighth
grade
at
the
dual
language.
Schools
I
also
have
talked
to
a
number
of
our
parents.
Obviously,
and
when
use
Academy
I've
asked
them,
you
know.
Is
this
a
good
idea
and
a
to
a
parent?
They
have
said
to
me
if,
when
use
Academy
had
started
at
seventh
grade,
and
these
are
parents
who
didn't
have
their
kids
at
the
Hernandes
or
the
Hurley
or
the
dual
language
schools?
These
are
parents
were
coming
from
other
schools.
S
They
said
we
definitely
would
have
started
at
seventh
grade
with
you
and
so
I
think,
there's
a
pool
of
parents
and
families
that
that
would
be
attracted
to
our
school
at
that
grade
level
and
what
we
offer
then,
is
a
less
transition
for
some
of
our
kids,
who
might
have
gone
to
a
middle
school
and
then
to
high
school.
So
again,
that's
another
positive
that
we
think
would
potentially
be
an
outcome
of
this
kind
of
of
move.
D
S
So
probably
475
480,
you
know
I
think
that
that
would
be
reasonable.
If
we're
adding
you
know
80
students,
a
hundred
and
sixty
students
to
you
know
our
current
300
310
I
think
somewhere
between
475
480,
would
probably
be
really
reasonable
to
consider.
I
think
it
would
and
I
could
be
made
wrong
at
this
point.
I
think
would
be
harder
to
be
bigger
much
bigger
than
that.
We
don't
conceive
of
ourselves
as
a
thousand
kid
school
that
that
really
be
pushes
you
know
doing
a
dual
language
model,
it's
very
complicated.
S
D
S
Know
that's
a
really
great
question
and
I've
talked
to
other
colleagues
who
have
seven
through
12.
We
do
have
some
of
them
in
the
district
and
seventh
graders
are
really
different
from
12th
graders
and
yeah.
We
have
some
kids,
who
are
you
know,
overage
and
different
great
in
all
different
grades.
I
think
I
think
in
the
end
of
the
day,
it's
really
about
the
kind
of
community
that
you
build.
It's
about
the
culture
that
you
build.
C
S
The
students
who
are
all
sort
of
you
know
pulling
the
4.0
s.
We
have
it's
a
real
mix
of
students,
you
know
on
purpose
real
diverse
group
of
students
and
they
are
peer
leaders
in
the
school
and
they
regularly
go
down
to
the
ninth
grade
and
they
lead
their
crew
or
advisory
times,
and
they
actually
tell
the
teachers
they
have
to
leave
and
they
do
a
really
good
job.
And
so
we've
seen
students
mentor
each
other
I
mean
I've,
seen
10th
grade
students,
mentoring,
you
know,
ninth
grade
students,
math,
so
I
think
it's
possible.
I!
S
Think
that
you
know
we
have
some
learning
to
do
from
our
colleagues
and
7
through
12,
because
they
do
they
do
programming
and
some
of
the
academics
differently
for
their
younger
students,
because
that's
that
should
be
different,
and
so
we
we
would
need
an
hour
plan.
We
do
consider
that,
but
I
think
there's
much
more
for
us
to
learn
and
consider,
as
we
start
with
younger
students,
but
I
think
we
have
some
frontrunners
ahead
of
us
where
we
can
learn.
S
We
do
we
have
eight
students
this
year.
I
have
to
say
our
students
decided
that
they
wanted
to
have
an
egg
egalitarian
student
government
and
they
did
not
want
to
have
a
president
vice
president,
etc.
They
decided-
and
this
was
that
of
a
conversations
from
last
year
that
they
wanted
students
to
be
represented.
So
they
have
two
representatives
for
each
grade
and
those
students
are
co-equal
in
the
school
in
terms
of
their
representation.
S
I,
don't
know
where
they
got,
that
that
idea
from
uh-huh
but
I
think
it's
a
good
idea
and
I
supported
it,
and
so
we
had
the
elections
actually
in.
We
were
delayed
for
a
variety
of
reasons,
and
so
we're
gonna
be
meeting
again
on
Monday,
so
they
can
begin
to
come
to
the
be
sac
meetings
and
there
could
be
a
rotation
of
students
who
can
participate
in
the
B
sac
meetings.
S
I
believe
last
year's
Stephanie
Kazan
Vieira
was
one
of
our
students,
who
was
at
the
B
sac
meetings,
and
she
had
a
great
time
so,
but
you
might
be
seeing
more
than
one
or
two
students
from
we
nice
Academy.
You
might
see
a
rotation
of
our
students
because
they
really
feel
strongly
about
an
egalitarian
model
of
government.
Well,.
S
Actually,
we
have
schools
that
are
712
and
they
probably
could
might
recognize
that
they
have
over
aged
students
in
their
schools
as
well
and
they
work
well.
So
we
have
tech
Boston,
maybe
not
in
the
exam
schools,
but
we
have
other
712
schools,
and
so
we
also
have
k-8
schools,
so
you
have
kids
who
are
14
and
15
with
kids,
who
are
two
and
three
years
old
in
the
same
building.
So
we
have
lots
of
models
where
we
have
a
wide
age
range
of
students,
and
we
do
those
well
and
so
I,
don't
I.
S
Don't
really
think
that
the
age
should
be
as
much
of
a
worry,
I
really
think
it's
about
the
culture
in
the
building
and
the
expectations
and
how
you
set
a
community
that
works
with
each
other,
regardless
of
your
differences,
whether
they
are
linguistic
differences,
age,
race,
class,
culture,
that's
really
what's
more
important
and
so
kids
talk
less
about.
They
really
don't
focus
on
their
ages
in
our
school.
If
you
came
to
our
school
to
tomorrow,
you,
you
wouldn't
really
hear
kids,
saying
oh
he's
18
and
he's
14.
They
don't
really
talk
that
way.
S
There
are
actually
some
14
year
olds
that
are
really
mature
and
15
years
were
really
really
mature.
So
we
we
have
wide
age
ranges
in
schools,
so
I.
Don't
think
that
really
isn't
worry,
I
think
it's
more
about
the
culture
in
the
community
yeah,
but
it's
it's
a
good.
It's
reasonable.
It's
reasonable
to
ask
and
something
that
I
think
our
families
would
reasonably
ask
well
we're
prepared.
Thank.
R
You,
chairman
headmaster,
Vasquez,
thank
you.
Okay,
you
know.
I
have
been
a
huge
supporter
of
your
school
since
day,
one
and
loved
the
fact
that
you
have
the
first
graduating
class
with
the
seal
of
biliteracy,
not
only
in
Massachusetts
but
in
New
England,
and
it's
now
been
enshrined
in
law
in
Massachusetts.
So
that's
wonderful
to
see.
I
do
have
a
couple
questions
and
comments.
The
first
is:
do
you
have
a
full
written
plan
on
the
innovation
because
we
just
have
a
PowerPoint
here?
Yes,.
R
We
have
a
lot
of
parents
and
school
communities
that
have
fought
very
hard
for
K,
2
AIDS
and
we're
very
respectful
of
this
on
this
committee
and
yet
in
front
of
us
two
documents
that
three
times
say:
bps
is
moving
to
a
7
to
12
model
and
never
once
talked
about
9
through
12
and
K
to
8
and
I.
Think
it's
critical
that
these
documents
be
corrected
to
reflect
that
we
actually
that
you
are
proposing,
and
you
focused
in
on
a
variety
of
models.
R
And
yes,
we
don't
want
20
grade
configurations,
but
we
are
not
just
moving
to
a
7
to
12
model.
I.
Think
it's
it
critical
that
these
documents
reflect
that,
because
people
pay
attention
to
these
and
when
we
a
month
ago,
said
that
we
were
going
to
be
K
to
6
a
predominantly
K
to
6
7
to
12
and
K
to
8
9
to
12.
That
has
to
be
reflected
in
every
document
in
front
of
us.
R
R
It
does
affect
you
right
because
I
think
very
highly
of
your
school
and
you
know,
I
do
I
also
think
very
highly
of
the
mission
school
mm-hmm
and
you
are
in
the
same
situation
that
be
CLA
and
and
new
mission
high
school.
Is
that
a
cc
and
green
used
to
be
that
Fenway
and
baa
used
to
be?
And
as
my
parents
said
about
35
years
ago,
cohabitation
doesn't
work
and
unfortunately
we're
in
a
situation.
R
But
we
unfortunately
have
put
school,
we
have
not
intentionally
mmm-hmm
and
not
with
malicious
intent,
but
several
times
across
this
district
we
have
pitted
schools
against
each
other
and
I'm
really
uncomfortable
with
the
situation
where
the
success
of
one
hurts
another
school,
and
so
it
is
alluded
to
in
here
and
and
chimin
la
canto
and
superintendent
Chang.
You
alluded
to
it
verbally,
but
I
actually
am
uncomfortable
with
an
innovation
plan
that
calls
out
for
expansion,
particularly
in
the
numbers
that
you're
talking
about.
R
Where,
let's
be
clear,
you
would
need
a
full
building
to
make
that
happen
and
whether
it's
that
or
whether
it's
another
it
will
impact
mission
and
I
honestly
feel
that
that
problem
needs
to
be
solved
before
I
would
be
comfortable,
supporting
an
innovation
plan
that
specifically
calls
out
for
the
expansion
and
again
this
is
know.
Please
understand
this
is
not.
This
is
speaking
from
experience
of
a
year
ago,
new
mission
came
forward
and
said
we
want
to
grab.
We
want
to
expand
a
seven
and
eight
and
then
BC
la
said,
whoa.
R
What's
going
on
here,
we
hadn't
been
talked
with,
and
we
haven't
even
talked
yet
about
conversations
with
mission
K
to
eight,
and
how
does
that
school
community
feel
about
it
and
is
there
room
in
the
building,
or
would
it
mean
that
one
of
the
two
would
have
to
leave?
These
are
serious
critical
issues
that
I
think
have
to
be
solved.
I
don't
want
to
stop
you
innovation
plan
again
I'm
a
huge
fan
of
the
school
dual
language
is
critical.
We
are
supporting
it.
There
we're
supporting
it
across
the
district.
R
We
want
to
keep
growing
it
I
do
get
concerned
when
I
hear
the
numbers
of
seventh
and
eighth
grade
in
Hernandez
and
others,
but
I'm
deeply
concerned
about
something
that
implicitly
or
unintentionally
and
I've
always
talked
about
unintentional
consequences.
The
unintentional
consequences
of
this
plan
that
says
we're
going
to
move
to
seven
and
eight
eventually,
when
bill
BPS
is
solved.
J
R
Was
pointed
out
to
us
earlier
today,
mr.
McDonough
did
send
a
letter
several
years
ago
saying
we
need
to
solve
this
problem
and
we
got
to
go
back
and
read
that
letter
and
think
hard
about
promises
that
have
been
made
to
communities
and
we
can't
be
pitting
communities
against
each
other
until
we
solve
the
facility
problem.
Can.
R
J
S
Even
a
great
partner
in
helping
us
navigate
the
complexities
which
in
fact
historically
were
not.
You
know
never
in
from
any
negative
intention,
but
sort
of
how
things
got
constructed
over
time.
I
think
the
proposal
was
really
an
impetus
right.
We're
excited
about,
and
we've
been
excited
about
this
opportunity,
and
so
we
we
wanted
to
put
it
together
with
an
innovation
proposal
that
we
have
to
do
every
five
years.
There's
more
in
that
proposal
than
just
you
know,
as
I
described
it
is
yes,
you're
gonna
read
it
and
you're
gonna
say
yes.
S
This
is
very
clearly
in
the
proposal,
but
as
I
described,
there's
there's
three
big
parts
to
that
proposal.
Deep
in
what
we
currently
have
do,
the
alumni
support
program
and
as
dr.
Cheng
had
mentioned,
and
mr.
Lowe
Kanto
Chairman
la
canto,
the
7th
and
8th
grade.
That
is
a
big
part
of
the
proposal.
It
is
a
big
dream,
but
we're
also
very
aware
that
it
has
to
be
in
concert
with
some
deep
planning.
S
I
also
remember
conversations
with
superintendent
McDonough
and
with
others
and
with
you,
then
every
school
should
be
able
to
have
its
vision
and
sort
of
dream,
big
right
and
continue
to
innovate,
and
so
I
feel
strongly
that
that's
what
we
did
you
know
we
don't
want
to
stop
that
process
because
a
question
that
is
very
complicated,
isn't
solved
and
so
I
guess
we
took
the
approach
to
say:
let's
put
this
on
the
table,
let's
really
try
to
think
big
think
out
loud.
What
would
it
mean
right?
S
Because
if
we
don't
go
down
the
road
of
thinking
about
what
might
this
mean,
we
might
never
get
to
that
sort
of
next
next
space
in
innovation?
And
so
you
know
yeah.
It
is
a
challenge.
It
is
a
risk
for
sure
you
know
we're
not
intending
to
cause
harm
to.
You
know
other
communities,
but
at
the
same
time
we
should
all
be
allowed
to
think
big
and
dream
and
innovate,
because
then
we
could
get
to
the
questions
we
might
be
able
to
arrive
to
that
possibility.
S
If
we
don't
put
it
out
on
the
table,
then
we'll
never
gonna.
You
know
it
feels
like
it
can
never
happen
right
because
we're
being
so
overly
cautious,
the
other
thing
that
that
may
lay
you
or
others
on
on
the
committee,
because
these
are
really
important
questions
and
I
take
them
really
seriously.
So
we've
had
a
lot
of
conversations
with
district
folks,
you
know,
as
we
were
building
you
know
the
plan
etc,
and
in
the
last
few
months
this
wouldn't
happen
right
away.
S
S
I
think
with
you
I
know:
I
learned,
you
know
what
it
means
to
cohabitate
with
another
school,
and
you
know
what
are
the
the
great
parts
of
it.
What
are
the
hard
parts
about
that?
So
I
think
that
together
there's
enough
knowledge
in
this
room
and
in
others
in
that
or
maybe
behind
me
or
in
this
building,
that
we
can
actually
figure
this
out,
and
so
the
proposal
before
you
while
I
can
understand
your
discomfort
is
really
one
because,
from
the
state
perspective,
I'm
required
to
put
out
a
proposal.
S
I
remember
when
I
sat
before
you
and
maybe
others
in
the
room
back
in
2011,
it
was
a
pretty
big
risk
to
do
a
high
school
I.
The
question,
then
was:
we
really
need
another
high
school
and
the
second
question,
a
dual
language:
high
school
who's.
Done
that
why
don't
we
need
that?
Where
are
you
gonna
get
the
kids
and
so
I
feel
like
a
little
bit
of
deja
vu
of
you
know
back
then
I
had
the
same
hard
questions,
different
ones
actually,
but
they
were
hard
questions
and
so
you're
asking
new
hard
questions.
S
But
what
happened
back
then
everybody
took
the
risk
and
said:
okay,
we're
gonna.
You
know
give
this
a
shot,
we're
gonna
figure
it
out
and
and
and
give
this
a
shot.
And
so
that's
what
I'm
asking
for
I
know
they're
the
right
heart
questions.
You
should
be
asking
them
and
if
we
don't
ask
them
or
if
we
don't
put,
you
know
at
least
endeavor
and
thinking
out
loud
about
the
possibility
we
might
not
get
to
the
answers
you.
A
B
To
first
recognize
your
comment
around
just
being
very
deliberate
around
language,
and
we
will
correct
language
in
here.
We
did
state
that
the
district
is
prefers
a
k-8
912
k-6
712
system,
so
we
will
go
ahead
and
change
that
language.
There's
two
quick
things:
I
actually
asked
headmaster
Donny
about
just
to
put
the
idea
of
the
712
on
paper
for
the
interest
of
transparency,
it's
important
to
put
it
out
there,
because
I
know
that
they
so
desire
to
go
712.
Instead
of
getting
this
having
a
school
could
be
vote
on
a
planet.
B
Has
that
is
absent
or
is
silent
on
our
desire.
I
thought
was
not
in
the
interest
of
transparency
like
so
I
actually
asked
them
to
put
that
on
paper
and
for
us
to
be
very
clear
that
we're
not
going
to
increase
the
great
configuration
of
that
school
until
the
bill
BPS
process,
and
the
second
thing
is
I
think
in
terms
of
collocations.
A
R
The
tension
arises
when
one
or
both
become
very
successful
and
both
want
to
expand
and
there's
not
the
physical
space
to
do
it
and
we've
seen
it
play
out
in
the
past
year,
at
BC,
LA
and
new
mission
high
school,
both
successful
schools
both
being
chosen
both
would
like
the
opportunity
to
expand,
and
now
there,
but
at
least
their
new
mission
had
some
room
to
expand,
but
it
raised
concerns
by
BC,
LA
and
again.
I
want
to
get
back
to
I'm
a
huge
supporter
of
your
school.
You
know
I
I
am.
R
This
is
a
bigger
issue
about
our
facilities
overall
and
feeling
terrible
that
you
and
the
school
leadership
in
the
school
community
of
mission.
K2
8
has
been
put
in
this
situation,
and
so
it's
a
problem.
We
need
to
solve,
not
that
you
need
to
solve.
However,
words
do
matter
and
to
go
back
to
the
example
that
you
gave
five
years
ago,
you
asked
us
to
take
a
risk
and
try
something
new
and
we
supported
it
unanimously
and
you
have
exceeded
our
wildest
expectations.
S
R
S
S
We're
part
of
the
Boston
Public
Schools
community,
and
so
that
has
to
be
part
of
the
equation
here,
and
we
recognize
that
so
I
want
you
to
have
that
confidence
that
I
am
willing.
My
sleeves
are
rolled
up.
My
community
sleeves
are
rolled
up
to
really
think
out
loud,
but
what
I
don't
want
to
lose
is
a
great
opportunity
to
keep
forwarding
the
innovation
and
you're.
S
C
I'll
keep
applying
until
I
get
into
bps,
so
I
don't
have
questions
for
you,
because
I
I
think
it's
a
great
school
and
full
transparency.
I
was
a
board
member
so
and
I
also
experienced
some
of
the
space
tensions
and
I.
Just
I'll,
be
probably
repeating
everything
mr.
O'neill
has
said,
but
I
just
keep
thinking
about
bcl
a
new
mission
and
taking
that
vote,
which
I
was
on
the
fence
about
I,
just
I,
do
think
words
matter
and
I.
I
definitely
want
to
support
your
innovation.
C
But
if
we
have
said
that
every
school
has
to
come
before
and
do
a
separate
vote,
then
I,
don't
I,
just
I
don't
feel
comfortable
having
the
7
to
12,
reflected
in
this
plan.
I
think
it
should
be
a
separate
document
voted
on.
You
know
with
respect
to
mission
school,
they
were
in
Mission
Hill.
They
were
part
of
the
neighborhood
where
I
work
and
it
was
very
traumatic
to
have
lost
that
school.
C
We
lost
actually
two
schools,
the
Farragut
and
mission
and
mission
having
to
move
to
another
neighborhood,
and
you
know
obviously
like
reinvent
themselves
and
be
in
a
new
community
and
I.
Do
think
words
matter
and
I
personally
do
not
feel
comfortable
and
if
there's
some,
if
there's
a
way
that
we
can
come
to
some
compromise
where
this
is
taken
out
and
it's
a
separate
because
I'm
not
against
it,
as
mr.
O'neill
said,
I
think
I
think
you
should
expanses
of
it
too
trough
I.
C
Think
that's
wonderful,
but
I
don't
feel
comfortable
in
this
moment
until
we
actually
have
done
the
bill
bps
and-
and
we
have
a
plan
for
the
facilities.
I
do
think
putting
it
the
same
way
that
there's
a
letter
from
whenever
dr.
Johnson
or
whoever
people
change,
superintendents
change
and
leadership
changes
and
that's
a
letter
that
said
something
that
didn't
happen
and
so
I
just
would.
S
It
help
if
I
may,
that
in
the
proposal
itself
and
in
whatever
documents
that
it's
I
think
mr.
Lowe
canto
expected
its
breast.
It
really
clearly
that
that
portion
of
the
of
the
proposal
is
contingent
on
the
bill.
Bps,
work
and
I
think
that
may
that
may
bridge
some
of
your.
You
know
your
concerns
of
that
words
matter
so
that
at
least
we
can
move
forward
with
the
body
of
the
proposal.
S
S
C
It's
a
description
of
the
equity.
It
says
that
if
we
don't
vote
on
this,
you
won't
be
able
to
have
your.
You
know
innovation
proposal
and
it
specifically
states
is
not
in
there.
So
if
I
read
this
as
a
person
who
maybe
hasn't
come
to
this
meeting
or
I'm
a
mission
parent-
and
I
see
this,
I
would
automatically
I.
B
B
A
You
and
I
just
want
to
know
before
we
go
to
dr.
Coleman.
Thank
you
again,
mr.
O'neal,
for
raising
the
issue
of
the
innovation
plan.
I
want
to
take
responsibility
for
that
that
it
wasn't
shared
more
broadly
with
the
committee
I.
That's
an
oversight
on
my
part
and
I
want
to
make
sure
that
that
does
get
out
to
the
full
committee
immediately
for
further
consideration.
So
dr.
Coleman
well.
E
E
That
I
think
you
had
the
wisdom
that
we
would
love
to
get
this
opportunity
to
have
you
share
some
of
your
thoughts,
not
that
you're
committed
to
or
have
to
live
with
it
afterwards,
but
there
are
two
issues:
I
think
we
face
is
one
when
we
have
such
a
great
project
going.
How
do
you
plan
about
sustainability
all
right,
so
none
of
us
are
here
forever
and
I
know
you're,
humble
enough
to
know
that
it's
not
just
you.
E
So
what's
your
thinking
about
sustainability,
when
you
look
at
your
school,
what
are
you
plans
for
sustainability
and
then
the
other
question
I.
Think,
though,
that
that
we
face
as
a
district
is
when
we
have
great
successes
bright
spots
as
the
superintendent
would
suggest,
what
would
you
think
about
replication,
not
growth,
necessarily
good
I.
E
Think
the
idea
that
you
want
to
stay
at
the
550
range
is
a
wise
decision,
but
then
we're
gonna
want
more
of
this
in
other
places
in
the
city,
so
one
your
wisdom
on
sustainability
for
a
great
project
like
you're,
like
you've,
been
leading
for
the
past
five
years
and
more
and
then
replication
into
other
such
situations.
Just
any
wisdom.
You
have
to
share
with
us,
as
we
think
through
these
issues,
try.
S
So
this
is
not
about
dhania,
it's
about
all
of
us,
and
so
how
do
different
people
stand
up
step
up
and
what
are
the
role
shifts
that
need
to
happen?
That
can
influence
influenced
us
for
the
good
into
the
future,
not
just
for
a
short
period
of
time,
so
I
think
about
sustainability
in
terms
of
what's
the
community
that
we
together
are
building
and
that
if
any
one
of
us
were
to
step
out,
the
community
would
continue
to
thrive.
So
it
can't
be
person
centric
and
that's
that's
hard
work.
It's
humbling
work.
S
It
requires
that
others
think
about
themselves
as
leaders,
one
of
the
things
that
the
bar
fellowship
has
allowed
us
to
do
because
of
some
of
the
opportunities
they've
given
us
is
to
create
at
what
we're
calling
a
teacher
leader
core
and
so
we're
actually
training
about
11
teachers,
11
of
our
staff,
to
really
think
about
this
question
of
leadership,
and
what
does
it
mean
and,
interestingly
enough
and
if
any
of
them
are
watching
I
think
they're
really
thinking
about
the
sword?
Leadership
and
it's
a
scary
word
like.
S
When
you're
sort
of
building
the
plane
as
you're
flying
it
right,
which
is
what
we've
been
doing-
and
you
don't
get
a
break
necessarily
to
do
some
of
that,
but
I
think
that's
important
replica
replicability
one
of
the
interesting
things
that
we've
learned
over
time
is
that,
as
you
know,
we're
an
open,
enrollment
school
students
do
not
apply
to
our
school,
they
are
assigned,
they
must
go
through
the
regular,
normal
BPS
process,
and
so
we've
really
thought
about.
What
well
could
another
school
do
some
of
the
work
that
we're
doing
in
theory?
S
Yes,
I
think
that
what
we've
learned
is
that
we've
been
fortunate
to
find
really
talented
staff
that
are
willing
to
be
learners
themselves
and
that
are
willing
to
take
the
risk
themselves
around
how
we're
doing
this
work
and
figuring
out.
What
does
it
mean
to
have
a
true
dual
language
model
in
a
high
school,
so
I
think
replicability
has
to
do
again
with
staff
and
leadership
in
another
school
who
would
be
willing
to
experiment
to
take
risks
to
learn
to
grow,
to
make
some
mistakes?
S
You
know
I,
think,
that's
how
you
are
able
to
replicate.
I
think
replicability
also
relies
on,
for
example,
our
school
or
many
of
the
great
schools
that
we
have
in
bps
that
could
be
replicated.
It
means
that
we
have
to
open
our
doors
to
share
our
work
and
to
support
someone
else
who
says
we'd
like
to
do
this
in
our
school,
because
we're
gonna
learn
and
improve
our
own
practice,
so
I
think
that's
a
complicated
mix.
I!
Don't
think
that
we've
created
a
school
that
no
one
else
could
do,
but
it
is
a
complicated
model.
S
It
just
requires
a
complicated
staffing
and,
and
thinking
about
how
you
do
curriculum,
but
I,
don't
think
it's
impossible
that
another
school
community
who
was
really
interested
in
rolling
on
up
its
sleeves
and
thinking
about
it
that
they
could
do
it.
What
I
would
also
say,
finally,
is
that
it
requires
that
we
do
things
a
step
at
a
time
and
not
try
to
roll
something
out
and
say
well
we're
gonna
build
another.
You
know
dual
language
high
school
and
we're
gonna
fill
it
up
in
the
year.
You
know
like
that,
doesn't
work.
S
We
know
that
doesn't
work,
that's
a
recipe
for
disaster,
so
as
Michael
O'neill
was
pointing
out
earlier
around
the
other
question,
it's
about
planning,
it's
really
about
planning,
it's
really
about
thinking
about
what
are
all
the
pitfalls.
What
are
all
the
possible
you
know,
places
where
you're
gonna
bump
and
try
to
plan
as
much
as
possible,
but
go
slow
because
in
the
end
you'll
go
faster
and
so
those
those
are
my
small
points
of
wisdom,
amen.
E
E
A
B
Was
just
a
suggestion:
I
love
to
get
the
school
committee's
feedback
on
this
under
action
proposed
presentation
overreaction
proposed.
If
we
were
to
substitute
that
language
to
say
something
like
the
margarita
Muniz
Academy
is
requesting
approval
for
it's
an
innovation
plan.
The
plan
will
allow
the
school
to
continue
to
deepen
its
current
model
and
develop
its
post-graduation
alumni
support
programs,
the
school
desires
to
expand
to
grades
7-12,
but
expansion
will
be
contingent
on
a
separate
vote
of
the
school
committee.
A
Commentary
specifically
respect
to
the
equity
impact
statement.
We
do
tentatively
have
this
scheduled
for
a
vote
at
our
next
meeting
and
I.
Think
in
the
interim
here.
In
addition
to
sharing
the
innovation
plan,
we
can
also
share
out
the
equity
impact
statement
with
corrected
language
as
well
for
further
consideration
by
the
committee.
R
A
N
R
A
You
know,
I
can
remember
back
the
the
first
time
I
visited
your
school
being
blown
away
and
going
into
a
class
on
social
justice
and
liberation
theology
taught
in
entirely
in
Spanish.
You
know
let
alone
hearing
those
those
issues
discussed
in
a
high
school
classroom,
but
in
another
language
in
Boston,
was
very
telling
about
the
deep
mission
of
your
school
and
thinking
through.
A
S
You
I
want
to
thank
everybody
once
again,
I
appreciate
your
your
willingness
to
engage
in
the
conversation
to
consider
and
actually
for
the
hard
conversations
and
putting
them
on
the
table
transparently,
because
I
think
that
that's
what
will
make
us
all
better
and
maybe
reach
this
goal
together.
So
thank
you.
Thank.
A
You
all
right
we'll
move
on
to
our
neck
or
excuse
me
not
our
necks,
but
our
final
report-
the
universal
pre-k
update
at
this
time,
I'd
like
to
invite
the
mayor's
chief
of
education,
chief,
Ron,
Dorsey
and
bps
Early
Education.
Excuse
me
early
childhood
directors
and
sacks
please
step
their
presentation,
but
first
I'd
like
to
invite
superintendent
Chan
to
give
his
opening
remarks.
Yes,.
B
Just
very
quickly,
today's
presentation
is
not
only
about
the
upk
connector
system
pilot,
but
it's
actually
a
update
about
Boston
the
Boston
universal
pre-k
work,
Jason
M
Ron
have
been
working
on.
We
will
be
talking
specifically
about
a
pilot
connector
system
in
two
communities
in
the
city
of
Boston.
This
will
be
a
connector
between
a
community
program
and
a
bps
school,
and
the
goal
is
to
begin
this
implementation
in
fall
of
2018,
and
this
will
affect
forty
K
one's
children
currently
served
in
two
community
programs.
B
T
Thank
you
very
much.
Superintendent
Chang
we're
playing
around
with
the
AV
here,
so
we'll
figure
that
out
so
bear
with
us
a
little
bit
before
I
begin
with
an
update
on
universal
pre-k,
as
well
as
the
proposal
around
the
connector
pilot.
I.
First
want
to
thank
the
committee
for
this.
This
is
citywide
work
that
certainly
involves
Boston
Public
Schools,
but
it
involves
all
of
our
early
learning
providers
in
the
city,
and
so
BPS
has
been
collaborative
in
thinking
about
how
we
create
a
citywide
system
and
we're
looking
forward
to
the
continuation
of
that
relationship.
T
I
want
to
take
the
opportunity
to
say
congratulations
to
Michael
leconte
Oh,
congratulations
on
being
elected
chair
and
he's
walking
out
of
the
room.
Michael
Neal!
Please
don't
walk
out
of
the
room,
because
I
do
want
to
take
the
opportunity
to
say
publicly
what
I
think
I've
said
to
you
privately
one
very
thankful
for
your
leadership,
but
even
more
so
thankful
for
your
mentorship
and
friendship
over
my
tenure
and
government
and
before
so.
Thank
you.
T
I
want
to
recognize
Jerry
Robinson
as
well,
who
has
served
on
probably
every
iteration
of
an
advisory
committee
related
to
early
learning
in
the
city.
As
long
as
we
can
remember
and
she's
been
critical
in
central
to
universal
pre-k
and
thinking
about
this.
Lastly,
I
am
very
happy
to
introduce
tonight
someone
who
many
of
you
may
already
know,
but
she
is
planning
a
different
role,
tiara
diocese
with
us
tonight,
who
has
been
in
the
the
office
of
early
education
in
bps,
but
she
is
now
been
hired
as
Boston's
first
universal
pre-k
director.
T
So
we're
going
to
do
a
few
things
tonight.
First
of
all,
Jason
and
I
will
tag-team
the
first
couple
of
items,
one
understanding,
Boston's
pre-k
context,
because
we
spend
quite
a
bit
of
time
over
the
last
year,
doing
further
research
to
understand,
supply
and
demand
and
a
number
of
issues
connected
to
pre-k,
so
that
that
would
inform
our
strategy
around
a
citywide
upk
system.
T
Jason
will
give
the
overview
of
the
upk
strategy
and
tiara
will
give
an
overview
of
the
pilot
that
we're
proposing
to
test
our
ability
to
connect
community
providers
to
schools
so
that
we
can
create
a
pre-k
to
school
public
school
feeder
system
in
Boston.
This
will
truly
enable
us
to
create
a
citywide
universal
pre-k
system.
T
So
many
of
you
will
recall
that
in
the
2013
mayoral
race,
mayor
Walsh
highlighted
as
one
of
his
main
priorities,
making
sure
that
we
create
a
citywide
upk
system.
Some
of
the
language
that
is
in
this
statement
actually
didn't
exist
in
his
prioritization
before
we
got
into
the
work
of
understanding
what
pre-k
needs
to
be
in
the
system,
and
so
a
couple
of
things
that
I'll
highlight
for
you.
We
are
now
calling
for
a
mixed
delivery
system.
So
when
you
hear
us
say
this,
this
is
about
both
school-based
pre-k
and
community-based
pre-k
providers.
T
The
high
quality
part
probably
did
not
quite
exist
in
the
mayor's
priority
in
the
2013
campaign.
But
what
we
had
to
learn
is
that
you'll
hear
me
say
this
a
few
times
and
maybe
at
nauseam.
Boston
does
not
have
a
pre-k
access
problem.
Boston
has
pre-k
quality
challenges
that
we're
trying
to
solve
for
and
you'll
see
that
and
some
data
that
I
will
present.
But
following
the
mayor's
2013
election,
he
appointed
a
UPK
Advisory
Committee
35
members
that
was
then
followed
by
a
smaller
multi-stakeholder
planning
team
and
so
the
advisory
committees.
T
Work
is
captured
and
in
April
2016
report
that,
among
other
things,
calls
for
the
mixed
delivery
system.
That
includes
both
community-based
and
school-based
providers
and
highlights
the
need
for
deep
investment
in
pre-k
quality.
The
subsequent
planning
team
has
worked
extensively
with
a
research
team
to
better
understand,
pre-k
supply
and
demand
identify
the
elements
of
pre-k
quality
that
are
needed
to
help
to
assess
pre-k
quality
city
wide
and
to
develop
the
core
of
the
strategy
that
we'll
be
implementing
for
universal
pre-k.
T
T
So
if
we
look
at
this
slide,
there
are
a
couple
of
things
to
take
away
from
this.
You
see
the
total
population
of
children
in
the
city.
Birth
survived.
The
number
of
four-year-olds
in
here
I
want
to
draw
your
attention
to
the
third
bullet
four-year-olds
who
are
enrolled
in
formal
pre-k
in
the
city
90%.
So
when
you
heard
me
say
earlier
that
Boston
really
doesn't
have
an
access
challenge.
Most
of
the
families
who
want
to
find
a
pre-k
C
in
Boston
are
able
to
do
so.
T
The
market
share
split
in
Boston
is
roughly
55%
attending
Boston,
Public,
Schools
and
45%
attending
community-based
settings.
That
number
includes
a
small
proportion
for
charters
and
parochial
zazz
well,
but
the
lion's
share
is
bps.
Our
free-standing
CBO's
and
some
of
that
market
share
being
headstart
as
well.
What
the
graph
on
the
right
tells
you
is
that
our
total
number
of
pre-k
seats
in
the
city,
when
you
account
for
every
provider
type,
is
just
over
7800
seats.
The
number
of
four-year-olds
in
the
city
is
6,000
four-year-olds.
T
We
think
that
that's
what
we
would
call
the
raw
demand.
If
we
just
take
the
number
of
four-year-olds,
the
true
demand,
the
number
that
have
applied
for
k2,
we
think,
is
a
lower
number
at
about
5,300
students
or
so,
but
the
takeaway
for
you
should
be,
and
we'll
say
this
again,
Boston
doesn't
have
an
access
problem.
The
supply
far
exceeds
the
demand
in
terms
of
the
number
of
seats
that
are
available
for
pre-k
and
the
number
of
four-year-olds
that
we
have
in
the
city.
So
seven
thousand
eight
hundred
forty-seven
seats,
six
thousand
four-year-olds.
T
So
we
really
don't
need
to
create
many
more
seats
in
the
city.
We'll
see
this
illustrated
in
another
way
real
quickly
on
the
next
slide
here.
So
this
slide
really
shows
us
the
supply
of
pre-k
seats
by
neighborhood
in
the
city.
If
the
neighborhood
is
green
on
this
map,
the
number
of
seats
exceeds
the
number
of
four-year-olds
in
that
neighborhood,
the
four
neighborhoods
that
are
yellow.
T
F
Okay,
so
I'm
just
gonna,
go
back
a
little
bit
in
history
and
say
that
when
we
opened
up
the
K
ones
in
the
public
schools,
we
also
had
a
pilot
program
at
the
Dorchester
Boys
and
Girls
Club
to
test
out
whether
or
not
we
could
do
a
high
quality
program
in
a
community-based
program.
Then
the
bar
foundation
said
you
can
do
that.
F
Let's
see
if
we
can
expand
it,
so
they
funded
a
program
called
Boston
kids,
in
which
we
tried
to
implement
the
BPS
model
with
coaching
and
curriculum
and
supports
in
community
program,
so
we
expanded,
and
then
we
got
a
federal
grant,
a
preschool
expansion
grant,
which
tiara
was
the
manager
of
in
which
we
expanded
to
even
more
programs
during
community
based
pre-k
programs,
and
so
it
has
been
a
six-year
journey
of
working
with
community-based
partners
to
figure
out
how
to
do
high-quality,
K
one
program.
Simultaneously.
F
So
it
sometimes
parents
have
to
choose
between
getting
into
a
school
or
it's
being
a
working
family
literally,
and
so
we
didn't
want
to
create
a
two-tier
system.
So
there's
always
been
this
interest
of.
How
do
we
create
quality
and
community-based
programs,
knowing
that,
of
course,
they're
doing
everything
they
can
to
have
quality?
But
things
like
compensation
and
supports
were
not
the
same
in
community-based
programs
as
they
are
in
the
public.
F
So
that's
the
space
we've
been
sitting
in
and
so
I'm
just
gonna
walk
you
through
the
elements
that
we
think
need
to
be
in
the
community-based
programs
and
again,
these
are
some
vetted
and
tried
out
in
14
classrooms
across
the
programs
that
we've
been
working
with.
So
one
of
the
requirements
will
be
a
teacher
with
a
bachelor's
degree
and
compensated.
F
So
the
idea
and
the
preschool
expansion
grant
was
that
they
get
the
same
starting
salary
as
a
boston,
public
school
teacher,
so
that
was
roughly
fifty
one
thousand
dollars
a
year,
and
so
that's
one
piece
of
this:
it's
well
compensated
highly
educated.
The
other
thing
is
that
they're
gonna
get
coaching
and
professional
development
the
same
as
the
public
schools
get,
and
so
that
means
a
lot
of
supports,
but
it's
gonna
be
different.
F
It'll
be
supports
for
directors,
instead
of
obviously
principals
a
lot
of
thinking
about
sustainability
when
they
have
turnover
and
really
thinking
about
how
to
make
professional
development
of
sports
work
in
the
community-based
program
and
actually
tiara
can
talk
a
lot
about
that.
If
you
have
questions
in
that
area,
the
other
thing
is
really
thinking
about
supporting
families
and
doing
much
more
around
comprehensive
services,
which
is
something
traditionally.
The
public
schools
have
not
done
as
much
as
community-based
programs,
and
so
it's
really
thinking
about
what
can
we
learn
from
that
model
and
and
keep
expanding?
F
So
in
that
effect,
what
we're
saying
as
a
k1
space
in
a
community-based
program,
and
so
it
would
be
a
free
school
day,
school
year
programming,
but
remember
it's
situated
in
a
12-month
program
that
does
eight
hour
days.
So
this
would
be
a
net
effect
offering
or
more
of
a
wraparound
service.
And
again
it
will
be
a
mixed
delivery
system,
so
it'll
be
in
the
public
schools
and
in
community,
and
the
idea
will
be
that
if
you
are
in
the
Dorchester,
Boys
and
Girls
Club,
you
will
be
connected
to
a
public
school.
F
In
this
case
it
would
be
the
Everett
and
you
would
feed
into
that,
and
so
there'll
be
opportunity
for
transitions.
That
TR
is
going
to
talk
about,
and
the
idea
is
that
this
will
then
elevate
community-based
programs
and
their
parents
there'll
be
no
consequences
for
going
to
that
and
then
the
other.
The
other
thing
that
we
have
to
think
about
is
so
programs,
meaning
community-based
programs
will
now
be
in
in
that
effect,
a
connected
to
a
school
and
so
families
that
got
apply
to
the
Everett,
for
example.
F
Would
then,
if
they
didn't
get
into
the
Everett
k1
will
get
into
the
Dorchester
boys
and
girls
k1,
and
then
they
would
feed
into
it,
and
so
we're
gonna
talk
about
that
system
and
so
I'll
get
to
TR
in
two
second,
but
the
last.
The
last
sort
of
phase
of
our
work
is
where
we're
sitting
right
now,
which
is
hiring
a
UPK
director
and
setting
up
an
advisory
to
which
you
know
go
cherry
well
continue
to
be
on,
and
maybe
others
of
you
will
continue
to
be
on
really
thinking
through
what?
F
How
do
we
ramp
up
a
workforce
and
in
a
space
and
the
community-based
set,
though
they'll
get
credit,
they
can
get
degrees
and
they'll
also
be
using
our
curriculum,
and
so
we've
been
working
with
UMass
Boston
and
then
the
final
thing
is
to
really
think
about
okay.
So
now
we
have
community-based
programs
that
are
offering
year-round
services
eight-hour
days.
F
How
can
we
improve
the
Boston,
Public
Schools,
wraparound
programs
and
Allardice
school
time,
because
we
got
to
match
these
programs
so
that
sort
of
the
work
we've
been
thinking
about
and
we
will
be
doing
going
forward
so
we're
innovating
and
I
will
let
tiara
talk
about
the
feeder
system
or
the
connector
system?
Thank.
U
You
for
having
me
I
appreciate
it
so,
as
Jason
and
Ron
mentioned
in
2015,
Boston
Public
Schools
received
a
federal
grant
to
implement
and
support
our
community-based
four-year-old
classrooms
with
an
end
goal
of
expanding
accessibility
to
our
families.
These
fake
classrooms
had
several
requirements,
one
being
that
they
are
Boston
residents
at
the
time
of
their
enrollment,
that
they
meet
the
k2
age
requirement
and
also
that
these
families
fall
below
the
200%
federal
poverty
level.
U
The
upk
connector
pilot
is
a
partnership
between
these
two
k1
preschool
expansion,
grant
classrooms
currently
being
supported
by
Boston,
Public
Schools
and
our
two
k2
BPS
schools.
The
pilot
establishes
a
pipeline
in
which
40
children
enrolled
in
our
paid
classroom
are
connected
with
our
k2
classroom
and
a
corresponding
BPS
school
for
the
fall
of
2018
and
of
these
40
children.
25
children
plan
25
families
rather
plan
to
move
forward
with
the
connector
option.
U
So
it's
important
that
we
test
the
connector
pilot
with
our
community-based
programs,
because
for
one
it's
aligned
with
our
primary
goal
of
upk
and
to
provide
quality
access
through
a
mixed
delivery
system.
We
strengthen
the
bridge
for
our
families
between
our
community-based
programs
and
Boston
Public
Schools,
when
we
partnered
to
ensure
our
families
can
choose
the
option
that
best
fits
their
needs
and
regardless
of
their
choice,
their
student
will
receive
a
high
quality
educational
experience.
U
The
connector
pilot
is
important
because
families
can
move
as
a
cohort
to
engage
their
in
to
engage
early
in
their
child's
k2
experience.
Minimize
the
number
of
transitions
for
our
four-year-olds
well,
as
Jayson
indicated,
mitigating
the
potential
economic
impacts
on
our
community
providing
partners,
and
we
have
the
opportunity
and
the
right
conditions
to
learn
how
to
do
this
best.
The
pilot
partnership
is
important
as
it
allows
Boston
Public
Schools
to
test
our
ability
to
connect
our
community-based
providers
and
our
Boston
Public
Schools
prior
to
scale.
U
The
connector
pilot
was
based
on
several
guiding
principles
developed
by
Boston
Public
Schools,
core
values,
coherence
as
the
community
K
once
each
should
be
comparable
to
our
BPS
k1
seeds
and
families
should
know
where
their
child
is
going
to
go
for
k2
at
the
start
of
k1,
students
should
have
a
smooth
transition
from
k1
and
k2,
whether
they're
attending
our
bps
schools
or
our
community-based
k1
programs.
The
students
are
eligible
to
attend
these
schools
under
a
home-based
system,
and
this
pilot
is
focused
on
equitably
serving
our
high
needs.
U
U
So
there
were
several
important
considerations
prior
to
proposing
this
pilot
BPS
research,
the
characteristics
of
both
our
Boston
Public,
Schools,
connector
schools
and
the
characteristics
of
our
community-based
programs.
This
included
the
classrooms
configuration
historical
selection
of
the
schools
and
the
ability
to
serve
the
children
with
additional
service
needs
to
evaluate
whether
our
connector
system
was
viable.
U
We
check
to
ensure
that
the
that
there
was
an
elementary
school
that
could
fit
the
key
the
key
criteria,
as
noted
in
the
diagram,
starting
with
the
82
BPS
schools
that
currently
served
k2
plus
and
to
increase
the
likeliness
that
families
would
engage
in
the
elementary
school
experience
early.
We
wanted
to
create
an
opportunity
for
students
to
transition
together
as
a
cohort
which
required
20-plus
spots
and
our
k2
and
the
excess
of
our
k1
spots
to
minimize
the
amount
of
transitions.
U
We
did
not
choose
our
early
learning
centers
as
an
option
and
finally
confirm
the
number
of
schools
in
each
neighborhood,
where
students
in
the
pilot
would
normally
qualify
for
the
k2
schools
and
our
work
continues.
This
information,
as
well
as
the
information
gathered
from
the
pilot,
will
help
us
better
understand
how
to
configure
the
connections
between
our
provider,
schools
and
whether
one-to-one
connection
or
connecting
to
providers
connecting
our
providers
to
several
schools.
U
For
the
purpose
of
this
pilot,
East,
Boston
and
Dorchester
were
selected.
East
Boston
represents
a
closed
system
and
Dorchester
represents
a
high
need
area,
but
not
all
students
have
access
to
the
same
school.
The
pay
grant
community
partners
we
chose
for
the
connector
pilot
is
the
Dorchester
Boys
and
Girls
Club
and
the
East
Boston
YMCA.
They
were
selected
because
these
programs
have
had
ongoing
community-based
programs
that
have
worked
and
been
supported
through
Boston
Public
Schools,
as
Jason
has
indicated,
through
both
our
Boston
kids
and
currently
through
our
PEG
programs.
U
Also,
the
Department
of
early
education
and
care
has
identified
these
high
quality
programs
in
their
respective
neighborhoods.
The
connector
school
in
Dorchester.
An
East
Boston
is
the
Everett
elementary
school
and
the
Mackay
k-8
respectively.
These
schools
were
select
selected
based
on
several
factors,
including
k2
classroom
configuration,
historical
wait
list,
deci
tier
M
cast
level
and
the
percentage
of
students
in
poverty,
as
well
as
the
demographic
information
for
the
pilot
children
from
the
Dorchester
Boys
and
Girls
Club
k1
pay
classroom
will
be
connected
to
the
every
and
for
k2.
In
the
following
year.
U
Finally,
as
the
pilot
continues
in
2018,
we
will
gain
a
better
understanding
of
the
operational
challenges
as
we
create
a
mixed
delivery
system
in
Boston,
and
data
from
the
pilot
will
be
gathered,
as
well
as
the
findings
being
used
to
formal,
apart
to
form
a
partnership
between
the
community-based
program,
as
well
as
our
BPSK
to
schools.
Thank
you.
T
I
A
D
Really
want
to
say
thank
you
to
Jason
in
your
team
and
also
to
the
many
community-based
providers
that
we've
worked
with
over
the
years.
I.
Don't
think
many
of
you
realize,
but
this
is
almost
20
plus
years
of
work,
that's
been
going
on
to
get
us
to
this
point,
come
down
to
kindergarten,
it's
almost
20
years
old
and
we
had
started
several
years
before
that
to
have
this
conversation
around
connection
between
community-based
providers
and
the
public
school.
D
So
it's
the
it's
really
the
beginning
of
a
great
win
small
process
to
get
there,
but
conversations
that
have
been
going
on
for
forever.
So
I
really
applaud
you
in
all
the
work
that
you
all
have
consistently
been
going
through.
To
do
this.
One
of
my
questions,
I
think,
really
comes
from
the
question
that
was
asked
tonight
as
we
think
about
who's
coming
the
issue
of
inclusion.
You
know
what
does
inclusion
look
like
right
now
in
our
k1
Cates
and
do
we
have
the
space
to
also
include
as
they're
children
coming
from
the
centers?
F
The
answer
is,
yes,
I
think
that
we're
gonna
have
to
do
a
lot
of
thinking
about
this.
As
you
know,
students
with
disabilities
require
a
certified
teacher
and
credentialed
teachers,
and
so
in
community-based
programs.
We
don't
necessarily
have
that,
and
so
we're
gonna
have
to
think
about
that
piece
of
it
and
then.
Secondly,
in
the
public
schools,
they
should
not
hurt
spaces
at
all.
For
three
and
four-year-olds.
The
public
schools
just
might
even
create
more
space.
I
mean
I.
F
I
F
D
F
So
that's
one
I
think
the
question
of
three
year
olds
and
what
are
we
doing
around
three-year-olds?
Are
we
really
talking
about
classrooms
separate
for
four-year-olds
versus
three-year-olds
I?
Think
it's
been
a
big
concern
and
then
just
parody,
educational
parody
and
access
to
resources
from
the
community.
I
think
that
those
have
been
the
largest
concerns
from
a
family
standpoint
I
think
it's
always
been
about
quality
and
access
access
to
the
highest
quality
programs
and
the
highest
quality
schools.
C
Thank
you
for
your
presentation
and
all
your
work.
I,
don't
know.
If
you
have
my
questions
can
may
not
be
able
to
be
answered
tonight.
There
are
thoughts
and
things
that
I
worry
about
and,
although
I
think
the
concept
is
great,
I
do
worry
about
the
financial
impact
for
community-based
organizations.
So
the
two
that
you
highlighted
are
very
large
community-based
organizations.
They
have
a.
C
They
have
a
whole
structure
for
fundraising
that
other
smaller
community-based
organizations
don't
have
and
I
just
wonder
about
the
financial
impact
and
how
this
conversation
is
is
being
addressed
in
a
funding
level
with
funders,
because,
if
you're
talking
about
having
you
know,
I
can
think
off.
The
top
of
my
head,
like
college-bound
Dorchester,
has
pre-k
II,
bajas
pre-k
and
then
there's
other
smaller,
like
family
run
and
I.
C
We
want
to
up
everybody
but
I
I'm,
just
thinking
in
the
future,
in
terms
of
being
concerned
about
fundraising
for
community-based
organizations
that
are
not
large,
like
these
other
two
that
that
you
are
pointing
out
in
what
are
again
the
unintended
consequences
for
people
that
are
already
working
you
know,
and
and
what
is
what
is
the
financial
implications
for
families
who
might
not
be
able
to
afford?
As
the
costs
go
up,
you
know
you're
paying
somebody
more
means.
Your
program
is
going
to
cost
more.
So
what
about
families
I
can't
afford?
C
And
you
know
how
does
that
work
and
and
I
would
say
that
there
was
a
lot
of
comments
around
the
quality
of
community
story
and
I
would
just
say
that
there's
there's
a
lot
of
things
that
puny
beasts.
Organizations
have
like
culture
and
language
and
cultural
competency
that
we
don't
always
see,
and
so
I
just
want
to
put
that
on
the
table.
So
I,
don't
I,
don't
know
if
you've
thought
about
those
like
long
term
and
thinking
about
how
how
that's
going
to
affect
community-based
organizations
so.
T
A
few
things
to
share
now
I'll,
let
Jason
also
chime
in
first
of
all
I-
want
to
fully
agree
with
you
on
your
comment
about
the
strengths
of
community-based
providers
as
well.
That
does
need
to
be
recognized.
So
the
mayor's
proposal
on
Beacon
Hill
to
draw
funding
from
the
convention
center
at
about
16
and
a
half
million
dollars
a
year
would
fully
fund
us
for
ubk,
so
that
money
is
intended
to
cover
tuition
cost.
So
when
we
say
free
school
day
school
year,
programming.
T
That
means
that
we
want
to
cover
full
tuition
and
community-based
provider
settings.
We
want
to
make
sure
that
we're
doing
compensation
equalization
between
their
professionals
and
school
professionals,
so
part
of
this
is
also
about
figuring
out.
How
is
this
money
used
to
both
sustain
operations
and
invest
in
quality?
Secondly,
they're-
probably
at
least
two
dimensions
to
the
investment
in
quality.
T
F
C
T
So
you
know,
we've
talked
to
Marie
Saint
Flor,
a
number
of
other
people
who've
actually
tried
to
create
more
cooperative
relationships
between
some
of
these
organizations
so
that
we
can
create
efficiencies
of
scale
and
their
businesses.
This
is
probably
as
critical
in
zero
to
three
in
early
care
as
it
is
in
the
pre-k
business
as
well,
and
so
I
think.
In
compliment
to
this,
we
want
to
figure
out
from
an
economic
development
standpoint.
T
C
So,
just
going
back
to
my
other
question
about
the
the
field
right
now
so
having
people
that
don't
have
bachelor's
degree,
I,
don't
put
a
lot
of
stock
personally
in
bachelors
I'm,
just
gonna
put
it
on
the
table
and
I
wonder
what
does
that
look
like
for
people
that
are
working
now
and
how
do
they
get
there
and
what
stops
them
from
taking
a
job?
If
you're
saying,
if
I
heard
you
correctly,
that
the
salaries
would
be
raised
like
51
vs.
bps,
so
what
would
stop
somebody
who
has
a
Bachelor?
C
U
U
In
fact,
many
of
them
hold
master
degrees
and
by
providing
them
an
opportunity
to
have
both
the
professional
development
with
our
district
teachers,
as
well
as
support
from
the
United
Way,
were
able
to
provide
additional
coursework
and
professional
development
support
for
our
teachers,
that
are
our
bachelor
degree
teachers,
as
well
as
teachers
that
are
working
towards
that
degree
and
we're
also
focusing
not
just
on
the
teacher
but
the
instructional
team,
so
really
thinking
about.
How
well
is
this
teacher
supported
by
both
the
director,
the
coach,
as
well
as
considering
family
engagement?
U
So
you
mentioned,
you
know
one
of
the
strengths
of
our
community-based
programs
and
one
of
the
things
that
I've
noticed
very
quickly
is
their
strong
family
engagement.
So
not
only.
How
do
we
support
our
teachers
with
the
bachelor's
degrees,
but
also,
how
do
we
engage
families
to
understand
what
it
is
that
they
need,
so
that
we
can
continue
to
meet
those
needs
just.
T
Want
to
add
that
compensation
equalization
is
important
as
a
part
of
the
upk
strategy,
because
currently,
where
you've
got
community
based
teachers
who,
when
they
acquired
their
BA
degree
or
master's
degree,
that
yes
job,
is
that
much
more
attractive,
because
the
pay
scale
is
a
lot
different.
If
we
want
to
keep
our
community-based
providers
strong
when
they
get
that
degree,
they
need
to
make
the
same
kind
of
money,
and
so
we
want
to
make
sure
that
professionals
are
able
to
choose
where
they
want
to
work.
C
A
R
First
of
all,
the
three
of
you
thank
you
for
the
presentation.
I
can't
say
strongly
enough
about
how
important
universal
pre-k
is
in
this
city.
The
fact
that
the
mayor
is
leading
the
charge
and
and
having
you
particularly
cheap,
Dorsey
working
on
this
directly.
We
know
the
benefits
right.
I
am
fully
supportive
of
it.
R
I
get
dismayed
when
I
see
leaders
at
the
state
level
question
the
benefits
of
pre-k
and
I'm
delighted
that
mayor
is
leading
the
charge
and
anything
we
can
do
to
help
further
the
effort
to
get
a
funding
stream
particular
for
that,
because
the
fiscal
challenge
is
real
and
difficult
delighted
to
help
two
quick
questions:
one
channeling.
What
we
heard
earlier
there
is
a
difference
between
an
aspirational
goal,
which
is
what
this
is
and
a
legal
requirement.
R
R
F
Don't
I
think
it's
business
as
usual
until
we
resolve
any
legal
challenges,
I
think
it
is
the
public
schools
responsibility
to
serve
children
and
in
just
historically
just
you
know
what
imagine
you
were
probably
part
of
it
was
when
we
went
to
k1
in
the
public
schools
before
they
were
half-day
programs
and
special
education.
Then
we
had
to
moving
them
to
full-day,
and
so
we
opened
up
full-day,
so
I
think
again
this
this
woman.
This
should
not
be
detrimental
in
any
way
to
students
with
disabilities.
F
In
fact,
I
think
what
it's
going
to
do
is
actually
strengthen
community-based
programs
and
provide
more
resources
and
supports
around
transitions
around
supports
in
community-based
programs.
One
of
the
things
we've
experienced
in
the
preschool
expansion
grant
is
the
need
for
access
to
services,
and
we
have
been
working
with
the
Department
of
Special
Education
to
really
think
better
about
how
to
support
students
with
disabilities
that
are
currently
in
community-based
programs.
So
I
think
this
is
actually
going
to
enhance
and
strengthen
those
programs,
but
legally
I,
don't
I,
don't
think
we're
doing
anything
different
and.
F
R
Because
the
parents
of
students
with
disabilities
need
to
be
aware
and
what
the
impact
would
be,
the
second
point
I
wanted
to
raise
and
I
really
applaud
that
yeah
I
love
the
idea
of
working
with
community-based
organizations
and
helping
them
get
to
the
professional
level
that
we
have
I
know
a
number
of
them
and
I
know
how
hard
they
work
and
the
challenges
they
face.
I.
R
Love
the
fact
that
you're
gonna
try
it
as
a
pilot
at
two
schools
and
learn
and
think
it
through,
because
my
one
concern
that
I
want
to
raise
and
it's
using
the
same
language
as
Miss
Oliver
Davila,
which
is
unintended
consequences,
but
in
this
case
thinking
through
and
I'm
sure,
you've
thought
it
through.
So
help
me
out
with
your
thinking.
Are
we
unintentionally
creating
a
way
for
some
parents
to
game
the
system?
Does
this
get
them
into
a
school
by
getting
into
a
community-based
program
to
talk.
T
T
We
share
the
concern
and
and
I
think
the
conditions
are
right
right
now
for
testing
this
at
a
very
small
level
in
part,
because
the
pre
expansion
grant
is
still
in
effect.
This
is
a
federal
program
that
requires
us
to
work
with
students
at
the
200%
or
a
greater
level
of
the
federal
poverty
line.
So
this
means
that
an
equity
focus
is
is
built
into
the
program.
What
we're
going
to
have
to
learn
about
going
forward
is
how
do
we
preserve
that
kind
of
framework
going
forward
now?
This
is
still
governed
by
the
Homebase
rules.
T
You
still
have
to
qualify
for
that
school
because
it's
in
your
it's
close
to
your
address
and
it
meets
all
of
the
priority
requirements,
but
I
think
the
equity
piece
of
this
is
what
we're
going
to
have
to
figure
out
how
to
preserve.
This
gives
us
a
little
time,
while
the
federal
program
is
still
in
effect,
to
make
sure
that
we're
doing
this
for
the
right
students.
The
last
piece
of
this
is
the
the
pilot.
T
Nobody
is
signing
up
to
come
to
either
one
of
these
providers
right
now,
so
we
aren't
getting
new
parents,
and
this
is
for
families
who
are
already
in
these
programs,
and
so
we
didn't
want
to
create
an
immediate
incentive
in
the
pilot
for
somebody
to
say.
Oh,
is
this
what
they're
doing
I'm
going
to
quickly
figure
out
how
to
get
to
East
Boston
I'm,
going
to
quickly
figure
out
how
to
get
to
north
Dorchester?
To
do
this,
we
wanted
to
work
with
the
families
who
are
currently
in
there.
T
This
is
really
going
to
have
to
be
a
learning
opportunity
for
us
over
the
next
year
and
when
we
come
back
in
September
and
certainly
before,
choice
season
starts,
we're
going
to
need
to
report
back
to
you
and
to
the
public
about
what
we've
learned
and
what
we
think
the
implications
are
for
building
the
system
out
at
scale
and
how
we
think
we
can
preserve
the
equity
focus
that
at
least
for
now
the
federal
government
is
helping
us
maintain
in
this.
But.
R
U
F
U
F
So
if
we
were
to
expand
the
system,
the
idea
would
be
that
all
family,
it
would
be
as
if
you
went
to
the
you
would
apply
to
the
Everett
and
you
would
be
offered
the
Boys
and
Girls
Club
program
as
if
it
was
a
k1,
so
going
forward
they'll
be
subjected
to
all
the
policies
of
bps,
so
it's
like
applying
to
a
bps
goal,
so
that
will
pour
the
equity
for
this
year's
pilot.
They
do
get
preference.
Let.
T
Me
also
offer
this
to
you.
Tiara
said
it
real
quickly
in
her
comments.
I
think.
What
we're
going
to
have
to
learn
about
is
the
optimal
configuration
for
this
as
well.
So
we've
sent
the
pilot
up
as
a
one-to-one
relationship
between
a
provider
and
a
school,
but
we've
also
talked
about
to
make
sure
that
we
preserve
choice
and
kind
of
even
out
the
spread
of
access.
T
Should
we
be
connecting
a
provider
to
multiple
schools
so
instead
of
the
Dorchester
Boys
and
Girls
Club
just
being
connected
to
the
Everett
suit,
also
be
connected
to
the
Mather
and
to
the
Murphy
and
a
couple
of
other
schools
so
that
there
are
multiple
choices
in
there
and
we're
preserving
some
of
the
seats
across
a
spread
of
regional
schools.
That's
something
else
that
we're
going
to
have
to
learn
about
so.
R
As
my
fellow
member,
miss
Oliver
Davila
knows
better
than
anyone
parents
applying
to
get
their
children
into
kindergarten
and
not
getting
seats
can
be
very
frustrating
very
frustrating
experience
and
so
I
like
the
fact
that
you're
thinking
through
you
know
not
now
given
another
reason
for
parents
to
be
extremely
frustrated.
But
in
fact
it
sounds
like
you're
trying
to
solve
a
problem,
but
thinking
through
what
are
the
unintended
consequences
of
this
and
are
we
setting
up
a
system
that
may
cause
concern
for
folks?
It's
very
helpful.
So
just.
F
One
final
comment:
I
think.
Another
unintended
consequence,
which
is
on
the
good
side,
is
that
we
might
find
more
families
using
bps
because
of
the
community-based
connector
system.
So
we
might
actually
see
more
people
going
to
k2
and
DPS
because
of
this,
and
so
that's
something
that
thinks
there,
because
we've
already,
for
example,
seeing
that
it
looks
like
six
families
from
the
Dorchester
boys
and
girls
club
and
now
want
to
go
to
the
Everett,
whereas
before
I
think
one
hat
so
I
think
this
is
going
to
be
an
interesting
process
to
learn
about.
Thank.
A
A
K
A
And
and
how
important
it
is
to
parents
and
I
want
to
thank
each
of
you,
as
well
as
dr.
Chang
and
other
members
of
his
team,
for
discussing
these
issues
in
detail
with
me
offline
this
week.
This
is
a
very
important
issue
and
it's
it's
going
to
be
very
interesting
to
see
the
results
of
the
pilot
and
the
information
that
you
will
come
back
to
us
with
prior
to
the
next
school
year.
A
Thank
you
to
miss,
miss
Robinson
for
her
support
and
her
work
in
this
area.
On
behalf
of
the
committee,
I
know
I've
witnesses
for
the
entire
four
years
I've
been
on
the
committee
and
I
am
very
appreciative
of
the
work
that
everyone
has
done
and
welcome
Miss
Dyas
to
your
position,
and
we
look
forward
to
working
with
you
in
further
detail.
So
thank
you.
V
Thank
you,
I
want
to
give
a
shout
out
to
Michael
O'neill
and
to
our
new
chair
and
to
the
ladies
and
to
mr.
Colvin
and
to
the
student
I
want
to
talk
on
the
pre-k
I
am
speaking,
extemporaneously
I
learned
a
lot
from
that
presentation,
but
before
I
get
to
the
pre-k
I
hope
superintendent,
that
when
you
post
information
about
discover
BPS
on
tomorrow's
website
that
you
will
make
transparent
for
everybody
for
the
hundred
and
twenty
seven
twenty
five
schools
that
now
have
a
new
quality
framework
tier.
V
We
know
we
can
go
on
the
deci
website
and
see
the
prior
MCAT
score,
but
thanks
to
harden
Coleman
and
the
committee
that
worked
on
this
there's
everything's,
reracked
and
baskets
are
different.
So
in
the
spirit
of
transparency,
we
should
have
a
list
of
those
hundred
and
twenty-five
schools
and
how
they're
ranked
now
under
that
new
framework
with
the
connector
school.
V
Although
this
is
a
pilot,
I,
do
have
pause
about
the
fact
that
we
haven't
done
the
equity
analysis.
Its
forthcoming
under
agreement
now
of
the
home
based
system,
but
this
is
proposing
a
guarantee,
another
guarantee
for
some
people
to
access
seats
and,
by
implication,
there's
not
I,
think
we
when
it
comes
to
pre-k
and
feeders
and
connectors.
We
need
a
very
broad
community
discussion
across
the
city.
V
V
That's
one
of
the
reasons
I
have
an
issue
with
this,
but
there's
bigger
issues
about
English
language,
learners
and
assessments.
It
is
not
just
an
issue
of
the
students
with
disability
and
who's
going
to
be
guaranteed
seats
and
when
they
get
them
and
I
will
I
know
my
times
up
but
I
do
question
why
the
Murphy
school
wasn't
picked.
It's
904
students
K
to
8.
It
has
a
multi
lingual
sei
program,
20
seats
there
in
k2
and
it
has
37
general
IDI
seats
and
3
vision-impaired
seats
and
the
everett
is
a
tiny
school.
A
A
Well,
that
concludes
our
business.
For
the
evening
hearing
none
our
next
School
Committee
meeting
is
going
to
take
place
on
Wednesday
January
24th
at
6
p.m.
in
this
room.
There's
nothing
further
I'll
entertain.
A
motion
to
adjourn
sounds
like
unanimous
consent,
there's
a
second
good
night.
Thank
you
all.