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From YouTube: Boston School Committee Meeting 7-14-21 Part 2
Description
Boston School Committee Meeting 7-14-21 Part 2
A
B
A
B
Thank
you,
I'm
sorry
about
that.
Our
next
speaker
is
raul.
Apoot,
followed
by
tanisha
sullivan.
She
had
signed
up,
I'm
not
sure
if
she
still
would
like
to
speak
reverend
kevin
peterson,
latoya,
gail,
sherry,
you
and
eric
estevez
judith
knee.
C
Hello,
I
want
to
thank
the
madam
chair
for
inviting
me
and
I'm
happy
to
be
here.
I
it's
a
great
opportunity
to
present
to
this
group
here
today.
My
name
is
raul
upet
I
live
in
chinatown
and
I
have
a
daughter
who's.
A
rising
sixth
grader
decisions
you
make
today
will
actually
directly
impact
her
and
her
life.
I
am
here
to
request
that
you
delay
the
vote
and
reconsider
retaining
merit
for
admission
as
an
admissions
criteria.
How
can
you
vote
tonight
when
there
is
a
public?
C
This
is
the
first
public
presentation
of
this
proposal
and
not
much
of
the
public
knows
about
it.
I
fully
agree
with
you
that
we
should
address
and
improve
diversity,
but
improving
diversity
through
a
tiered
system
is
incorrect.
I
have
heard
a
lot
about
equity
here
today,
but
it
should
be
equity
of
opportunity,
not
equity
of
outcome.
What
this
committee
is
trying
to
do
here
today
is
to
define
how
many
asians
and
africans
and
latinos
should
get
into
the
school,
and
that
is
not
correct.
C
1700
parents
care,
because
if
you
do
not
listen
to
us,
we
are
afraid
of
two
things.
One
is
that
the
cachet
of
the
coveted
exam
schools
will
decrease
and
you
will
dismantle
the
entire
exam
school
system
and
two,
as
was
stated
before
many
parents
will
leave
boston
as
they
will
see
no
chances
of
getting
great
schooling.
C
When
a
school
committee
decides
where
you
live
and
what
tier
you
belong
to
as
a
school
committee
member.
I
am
outraged
that
you
guys
are
now
going
to
define
what
tier
my
11
year
old
belongs
to
and
that
and
at
the
current
state
she
has
absolutely
no
chance
of
getting
into
an
exam
school
even
before
she
starts
studying
for
a
test.
C
So
what
incentive
is
there
for
other
kids
just
like
her,
who
want
to
work
hard
and
do
well?
I
actually
do
not
believe
in
complaining
without
offering
solutions.
So
what
is
the
solution
here
is
here.
For
the
first
time
we
have
400
million
dollars
that
we
can
use
to
help
fund
disadvantaged
students.
These
students
should
be
given
tutors
educational
tools
to
help
them
level
the
playing
field
and
let
them
compete
in
an
equivalent
fashion.
There's
a
lot
of
talk
about
white
privilege.
C
You
are
seeing
the
face
of
white
privilege,
I'm
a
brown
individual
with
the
name,
raul
upet
who
was
born
in
mexico.
So
I
ask
that
you
delay
the
vote
for
three
specific
reasons.
One
is
that
1700
parents
do
not
believe
in
this.
Two
is
the
current
grade-only
solution
with
no
exams
means
that
the
current
parents
will
force
teachers
to
give
them
good
grades,
and
so
what
will
happen
is
there'll,
be
so
many
students
that
will
be
eligible
and
will
be
competing.
C
So
many
students
this
year
will
have
a's
and
b's
and
we'll
be
competing,
it'll
be
a
mess
trying
to
determine
who
can
get
in
and
who
cannot
get
in
and
then
three.
The
main
reason
is
that
in
reality,
this
is
the
first
public
presentation
of
this
thing
and
and
to
push
it
forward
and
vote
for
it
when
the
public
doesn't
know
about.
It
is
not
fair
and
I
just
want
to
give
one
final
thought
you
know.
C
As
an
indian
american
who
was
born
in
mexico,
I
was
actually
very
happy
that
zalia
vanguard
won
the
spelling
bee
this
year
she
beat
out
two
indian
americans
to
win
the
prize.
Now
she
won
the
competition,
fair
and
square,
and
but
just
imagine
that
if
we
started
instituting
rules
that
we
should
increase
the
diversity
of
the
winners
of
the
spelling
bee
and
we
gave
people
extra
credit
and
extra
points
so
that
they
can
succeed.
I
think
if
that
happened,
it
would
take
away
from
what
the
spelling
bee
winner
zalia
achieved
this
this
year.
C
Certainly,
I
strongly
encourage
you
to
stop
delay
the
vote
and
let
the
public
know
about
it.
Thank
you
very
much.
Thank.
B
D
I've
enjoyed
listening
to
everybody,
so
I
do
understand
the
attempts
to
make
a
level
playing
field
and
to
propel
those
with
no
connections
or
mentors
into
another
level
of
success
in
society.
D
D
D
Our
fight
should
not
be
with
each
other,
based
on
some
measly
differences
in
socioeconomic
scales.
There
should
be
no
fight
at
all.
Instead,
there
should
be
a
recognition
of
how
we
can
help
each
other
achieve
what
schools
have
the
best
music
programs.
Let's
send
buses
there
after
school
for
lessons
what
schools
have
the
best
stem
offerings
for
stead,
kids,
get
a
curriculum
and
send
it
over
if
kova
taught
us
anything.
It
taught
us
that
that
we
can
do
anything
over
zoom
that
if
a
teacher
is
engaging
and
a
student
is
motivated,
all
boats
can
rise.
D
D
D
B
B
E
E
Welcome
this
is
sheri,
you
is
it
my
turn
to
speak
yes
good
evening,
okay,
good
evening,
thank
you.
F
My
name
is
sherry
yu,
I'm
a
parent
of
a
boston
latin
student
in
fenway,
I'm
here
to
urge
the
committee
to
vote
against
the
proposed
approach
and
consider
a
100
member-based
admission
policy
with
a
more
holistic
review.
Some
people
may
vote
for
the
proposed
approach
in
the
name
of
equality
and
equality.
F
However,
such
votes
may
actually
lead
to
educational
malpractice,
bearing
the
risk
of
damaging
the
reputation
of
our
prestigious
schools.
In
fact,
equality
and
equality
do
not
mean
having
an
advantage
by
going
to
a
certain
school
and
receiving
extra
points,
but
rather
accessing
to
high
quality
education
from
k-12
by
everybody.
F
F
First,
with
the
advantage
point
system,
it's
possible
that
some
students
who
got
admitted
into
the
current
exam
schools
will
lag
behind
the
teachers
expectations
and
the
rigorous
curriculum.
When
this
happens,
those
students
will
suffer
from
low
self-esteem
and
have
their
confidence
debilitated.
This
will
increase
mental
health
crisis
in
the
student
body.
F
F
Third
people
may
start
to
rent
in
the
current
low
income
neighborhoods
in
order
to
go
to
schools
that
offer
advantage
points
which
will
drive
the
housing
price
up
and
make
those
neighborhoods
unaffordable.
This
is
not
a
simple
exam
school
entrance
policy
vote.
This
also
affects
other
aspects
of
our
community.
I
respectfully
ask
you
to
consider
these
points
and
the
police
vote
against
the
proposed
approach
today
and
consider
a
100
merit-based
admission
policy
with
them
with
a
more
holistic
review.
Thank
you
very.
G
G
Oh
I'm
on
my
phone,
so
I
actually
have
to
read
so
I
can't
I
guess
I
can
just
freestyle,
so
my
name
is
erica
stevis.
I
live
in
roxbury,
I'm
a
former
bps
parent
of
eight
years
for
the
mason
school
and
a
current
board
member
of
emk,
the
kennedy
academy,
which
is
one
of
the
other
high
schools.
G
One
of
many
there
are
120
schools
in
the
district
and
the
three
exam
schools
represent
about
12
percent
of
the
population
and
in
fact,
almost
nearly
50
percent
of
the
regular
or
general
education
students
among
the
high
schools.
Yet
I
am
in
favor
of
the
100
socio-economic,
tiered
recommendation
by
the
task
force,
the
original
recommendation-
and
I
actually
am
a
graduate
of
a
school
very
similar
to
the
exam
schools
and
frankly,
I
think
we
should
go
a
step
further.
I
think
the
city
of
boston
should
be
bold,
because
there
is
a
structural
flaw.
G
G
Many
of
our
past
superintendents
have
gone
through
a
lot
of
contortions
and
twisting
and
turning
to
figure
out
the
grade
structure
which
they
inherited
a
mess
and
many
have
tried
to
make
sense
of
that
mess.
But
it's
an
inherent
flaw
and
structurally
flawed
that
so
many
talented
students
go
to
just
those
three
schools
out
of
120.
G
G
So
I
know
right
now:
it's
a
intermediate
step
about
accepting
or
not
a
task
force
recommendation,
but
I
think
we
should
think
very
creatively,
because
a
large
school
district
like
boston
and
like
many
others,
will
always
have
issues
unless
it
chooses
to
be
very
bold
and
very
disruptive,
and,
frankly,
I
think
focusing
on
either
large,
comprehensive,
high
schools
or
small
learning
communities
like
we
used
to
have
is
the
way
to
go
and
getting
rid
of
the
exam
school
structure
as
a
whole.
Thank
you.
I
Miss
sullivan
thank
to
all
of
you
who
spoke
this
evening
and
share
your
perspectives.
Your
testimonies
are
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval,
totaling,
209
thousand
two
hundred
seventy
one
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
J
I
K
B
K
L
I
I
H
I
Our
next
section
item
this
evening
is
a
five-year
charter,
renewal,
application
for
the
dudley
street
neighborhood
charter
school.
You
will
recall
that
at
our
last
meeting,
principal
elijah
hextell
board
chair
hakeem,
harris
and
executive
director
of
the
boston
plan
for
excellence.
Jesse
solomon
presented
the
proposal
which
has
been
recommended
by
the
superintendent.
M
I
think
the
delhi
school
project
represents
the
best
of
what
a
working
graduate
with
charter
schools
could
do
for
a
city
like
boston
in
terms
of
providing
opportunities
for
teacher,
learn
examples
of
what
happens
when
you
focus
deeply
on
building
community
around
learning
and
and
position
yourself
in
neighborhoods,
which
attract
a
diverse
set,
an
economically
diverse
set
of
people,
and
it's
a
great
model
that
we
can
use.
M
And
I
deeply
appreciate
that
organization's
commitment
to
working
with
us
and
being
available
to
us
over
time
and
and
so
I'm
very,
very
much
in
favor
of
their
continuation
of
their
organization.
I
L
Madam
chair,
if
I
may
just
echo
the
comments
of
dr
coleman,
I
remember
when
the
deadly
school
started,
because
another
school
had
failed
there
and
we
were
all
deeply
concerned
about
that.
Neighborhood
and
a
number
of
folks
led
by
a
former
school
committee.
Member
helped
start
that
school
and
then
the
fetus
system
now
into
the
dearborn,
to
hear
the
success
of
the
dearborn
last
week
of
how
many
people
are
choosing
it.
What
they're
doing
with
partnerships
etc
was
extraordinarily
encouraging
to
see.
So
I'm
glad
to
support
this.
L
M
M
B
N
L
I
I
O
I
want
to
thank
you
for
your
commitment
to
our
strategic
direction
in
the
district
to
be
more
equitable
and
to
create
greater
opportunity
and
access,
as
stated
in
our
oag
task
force,
as
a
commenter
tonight
reminded
us
of
our
vision
and
our
policies
that
we
hold
ourselves
around
our
commitments,
also
our
commitment
to
cultivate
trust
with
our
community
and
restoring
the
trust
of
our
process
and
restoring
the
competence
of
our
public,
and
I
also
want
to
assure
the
public
and
the
school
committee
that,
in
fact,
we
would
not
be
watering
down
standards
or
rigor,
because
we
are
still
continuing
to
keep
a
b
average
or
better,
and
I
believe
that
the
recommendations
brought
forward
this
evening
were
steeped
in
deep
data
analysis,
they're,
backed
by
evidence.
O
They
are
also
very
well
vetted
by
a
very
transparent
and
public
process.
Unlike
I,
I
can't
imagine
any
other
process,
certainly
the
most
transparent
process
of
public
comment
and
discourse
that
I've
ever
experienced
in
making
policy
outside
of
the
state
house,
and
I
just
really
appreciate
all
of
you,
leaning
into
this
historic
vote,
and
I
urge
you
to
vote
in
favor
of
the
task
force's
recommendation
and
the
recommendation
that
I
brought
forward
this
evening.
I
Thank
you
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
Please
raise
your
hand
and
zoom,
I
mean
sorry
virtually
okay,
I'm
gonna
start
with
dr
coleman.
M
Thank
you,
since
this
is
important.
I
spent
some
time
and
I
wrote
out
so
I
apologize
I'm
going
to
read
this,
so
they
don't
forget
from
the
issues
that
I
want
to
share
so
chair,
robinson
and
superintendent
concelius.
M
M
For
lots
of
reasons.
Many
out
of
our
control
is
unreasonable
to
think
we
can
make
major
changes
with
which
everyone
in
our
community
is
in
agreement
or
pleased
with
the
impact
of
those
decisions.
In
fact,
in
this
community
there's
reasonable
expectation
that
talented
and
committed
people
will
disagree,
just
think
back
the
diversity
of
opinion
around
opening
or
closing
schools
during
the
pandemic.
M
As
a
function
of
our
strategic
plan,
which
was
created
and
then
reimagined
with
significant
community
input,
we
have
been
asked
to
prioritize
the
closing
of
opportunity
and
achievement
gaps
within
our
student
population
and
to
significantly
increase
equal
access
to
high
quality
learning
experiences
for
all
of
our
students.
Given
the
limits
to
quality
seats
in
our
city,
getting
to
all
remains
a
challenge,
a
challenge
that
we
are
working
to
address
through
improved
academic
programming,
improve
resource
allocation
and
the
recruitment
and
retention
of
educators
who
are
highly
effective
in
the
application
of
culturally
and
linguistically
relevant
pedagogy.
M
M
It
is
my
assessment
that
the
district
has
developed
a
policy
in
alignment
with
our
strategic
plan.
There
was
a
substantive
community
input
that
was
carefully
considered
by
the
task
force
to
whom
we
are
deeply
indebted
for
the
hours
of
quality
time
they
gave
to
this
process
and
their
willingness
to
consider.
Multiple
possible
solutions
prior
to
this
final
proposal
change
is
hard
and
it
is
clear
that
the
impact
of
this
policy
creates
concern
for
many
members
in
our
community.
M
It's
also
clear,
however,
from
the
modeling
that
was
used
to
examine
the
efficacy
of
this
proposal
that
determining
eligibility
by
grades
and
performance
that
demonstrates
that
a
student
has
the
academic
competence
to
undertake
the
demands
of
a
cosmoparatory
curriculum
and
then
assigning
those
seats
by
census.
Tract
with
a
consideration
to
those
who
are
overcoming
the
stress
of
poverty,
meets
our
expectations
that
policies
increase
apple
access
to
high
quality
learning
experience.
M
If
our
community
wants
us
to
change
the
guiding
principles
of
our
current
studio
plan,
then
I
ask
that
they,
let
us
know
they
want
us
to
develop
a
sigil
plan
that
is
not
focused
on
closing
opportunity,
achievement
gaps
or
increasing
ethel
access
to
high
quality
learning
experiences
for
all.
I
invite
anyone
who
who
has
what
they
think
is
a
reasonable
alternative
approach
to
the
sustainable
creation
of
a
high
performing
public
school
district
to
get
on
the
agenda.
The
opportunity,
achievement
gap,
task
force
and
or
the
school
quality
task
force
to
initiate.
M
M
I
want
to
take
this
opportunity
to
point
out
the
value
of
having
a
task
force
to
develop
solutions
within
a
time
limit
framework.
I
am
hoping
that
we
can
replicate
this
process
to
address
other
high-level
concerns
in
the
district.
My
first
choice
would
be
on
developing
an
articulate
plan
to
address
the
findings
of
the
parthenon
report,
which
demonstrated
that
30
of
our
students
entering
ninth
grade
have
an
academic
record
that
suggests
they
are
like
not
likely
to
graduate
from
our
schools.
M
So
thank
you,
madam
chair,
for
the
time,
and
I
look
forward
to
moving
hearing
my
colleagues,
perspectives
and
moving
towards
vote
on
this
issue
tonight.
M
N
So
I
don't
want
to
say
much.
I
don't
have
really
much
to
say.
I
just
wanted
to
say
that
I
do
support
this
plan
of
the
100,
because
it
just
makes
sense
in
terms
of
just
equity
and
just
making
sure
that
everyone
has
a
fair
fighting
chance,
especially
when
students
like
me,
coming
from
low
income,
single
family
household,
do
not
have
necessarily
the
money
or
the
tools
to
go
out
and
afford
to
have
tutors
or
ford
to
have
opportunities
that
other
students
were
able
to
afford
and
able
to
have
so.
N
Yeah
also
have
a
question
about
regarding
the
assessments
and
the
tests.
So
the
question
is:
why
is
bps
getting
their
tests
from
a
vendor?
Is
it
a
state
requirement
to
use
one
of
these
vendors
mentioned
earlier
to
make
it
fair
to
everyone
within
mass,
or
is
it
a
choice
that
bps
decided
on
their
own.
N
Thank
you
for
my
time,
with
episode
mentioned
really
quickly
that
if
a
lot
of
the
community
members,
students,
parents,
teachers,
educators,
are
in
support
of
this,
then
we
should
do
what
the
community
wants.
Because
again
this
is
affecting
students,
my
friends,
my
friends,
siblings,
it's
affecting
everyone
within
the
community,
so
the
community
is
saying
one
thing
then
do
what
the
community
wants.
Thank
you.
J
J
J
J
I
appreciate
your
positions
and
I
take
those
positions
too
hard
before
I
make
any
kind
of
before
I
did.
While
I
deliberate
this
issue
and
make
my
own
decision,
I
know
that
my
decision
will
please
some
and
displease
some,
but
it
is
a
position
that
I
must
take,
given
the
fact
that
I
sit
on
this
committee
or
the
entire
community
or
the
entire
city.
J
Well,
let's
all
agree
with
one
very.
J
J
J
J
K
Thank
you,
madam
chair.
I
will
vote
in
favor
of
the
superintendent's
recommendation
for
revision
to
the
admissions
policy
for
our
exam
schools.
K
As
I
started
to
mention
earlier,
I
think
that
the
intention
of
this
plan
is
to
ensure
that
applicants
with
the
best
grades
best
test
score,
will
have
the
best
shot
at
choosing
one
of
these
schools.
The
tier
system,
along
with
the
policies
around
revising
grading,
expanding
the
exam
school
initiative
and
the
other
recommendations,
I
think,
could
ensure
that
applicants
can
be
successful
regardless
of
their
socioeconomic
backgrounds.
As
I
mentioned
earlier,
a
big
part
of
that
is,
you
know,
getting
folks
to
apply
getting
folks
to
be
engaged
and
understanding.
K
K
Important
innovations
and
that
revise
the
admissions
formula,
a
formula
that
I
believe,
a
big,
a
better
part
of
the
durability
of
the
the
post
kind
of
court
case
formula-
was
that
it
was
operationally
straightforward
and
easy,
and
I
think
that
was
a
big
part
of
the
durability,
but
I
think
a
lot
of
the
innovations
here.
The
supportive
of
I
think
best
serve
where
boston's
all
the
boston
students
are
are
today.
That's,
as
I
touched
on
earlier,
you
know
with
any
innovation.
K
You
know
there
is
the
risk
of
unintended
consequences.
I
think
we
raised
a
few
of
the
potential
ones
earlier.
I
think
that
we
heard
you
know
through
the
this
public
comment
and
the
previous
public
comments
and
also.
A
K
Written
the
written
comments,
the
the
potential
unintended
consequences
that
you
know
that
that
could
arise
from
this
formula.
I
do
ask-
and
I
I
put
this
on
the
table
earlier-
that
we
do
consider
I'm
voting
for
this
policy.
I
think
that
the
broad
architecture
of
it,
as
I
think
you
know,
dr
coleman
and
team
have
have
discussed-
has
has
gone
through
a
process.
K
It's
been
a
very
long
process,
exhaustive
process,
and
I
think
that
there
is,
you
know,
data
and
evidence
to
back
up
that
that
framework,
the
the
the
pieces
that
that
you
know
I've
advocated
for
and
others
to
make
some
changes
that,
were
you
know
that
we're
seeing
tonight.
I
do
ask
that
you
know
maybe,
before
the
our
september
board
meeting,
that
we
get.
K
Sure
that
we
understand
that
the
changes
that
we've
made
tonight,
what
you
know
what
those
impacts
are
gonna,
be,
I
think
the
district
has
done
a
great
job
up
to
this
point,
with
the
simulations
and
even
actually
just
you
know,
just
for
me
as
a
committee
member
understanding,
not
just
the
quantitative
pieces
but
qualitatively
what
you
know,
what
certain
programs
are,
what
they
mean
who's
in
charge
of
what-
and
I
think
that
it's
important
as
the
superintendent
also
noted
earlier,
to
have
that
transparency
and
make
sure
that
you
know
the
kids.
K
That
are
going
to
be
impacted
by
this
in
the
fall
that
that
we
have
that
that
we
have
that
in
place
and
that
understanding
in
place
of
what
we're
voting
on
tonight
before
before
that
that
policy's
put
into
place
I'll
also
say
just
as
a
general
matter
and
just
reflecting
some
of
the
comments
here.
I
I
very
strongly
believe
in
the
importance
of
of
these
exam
schools.
I
think
I
do
share
my
my
colleagues
and
others
other
comments
that
you
know
as
a
district.
K
You
know
focusing
our
efforts
on
on.
You
know
the
areas
that
really
need
really
need
our
support,
and
you
know
dr
coleman
talked
about.
You
know
what
our
next
kind
of
deep
dive
should
be.
K
I've
been
focusing
a
lot
on
special
education
and
that's
that's
been
raised
a
number
of
times
and
I'm
really
looking
into
that,
and
I
I
hope
that
we
can,
you
know,
do
a
deep
dive
to
make
sure
we
have
the
best
models
across
the
city
for
that,
but
I
will
stay
on
the
exam
skills
you
know
for
for
me
personally
and
just
as
a
point
of
personal
privilege
here
they
you
know
they
were
fundamental
for
me
to
get
to
where
I
am
today
like.
K
Like
many,
I
think
who
described
their
experiences.
I
was
raised
by
a
single
mom.
I
came
to
this
country
from
colombia
to
make
a
better
life.
I
went
to
head
start
my
mom
entrusted
me
to
bps.
K
She
had
to
work
three
jobs
to
make
ends
meet
and
you
know
she
would
leave
at
six
in
the
morning.
She'd
come
home
at
10
at
night
and
really
just
hoped
that
at
the
bradley
at
the
umana
and
then
at
the
boston,
latin
school
that
I
was,
I
was
getting
a
you
know,
a
good
training,
good
education
and-
and
you
know,
certainly
on
all
those
all
those
programs
and
certainly
at
my
exams
for
the
latin
school.
K
I
certainly
got
all
of
that
and,
more
importantly,
I
think
I
got
a
network
of
folks
that
mentored
me
supported
me
paid
for
me
to
to
have
internships
at
the
city
of
boston
to
be
a
white
house
intern
under
two
presidents,
which
they
they
helped
me
to
get.
They
get
helped
me
get
those
internships
and
so
for
an
immigrant
kid
from
poverty
to
you
know
it.
K
American
dream
right:
it's
it's
to
have
people
give
their
time
their
resources,
the
great
teachers,
great
administrators
and
and.
K
Into
me,
the
values
of
of
you
know:
hey
now
now
I'm
privileged,
and
you
know
my
my
kids
generation
is,
you
know
very
fortunate
to
have
to
you
know.
M
K
Through
the
financial
turmoil
and
the
you
know,
you're
legal
you're,
not
legal,
all
the
challenges
that
my
family
faced,
you
know
up
until
you
know
up
until
you
know
now
we're
very.
K
Fortunate
and
and
and.
K
You're,
blessed
and
you're
fortunate,
you
know
to
give
back
and
I've
been
very
proud
to
you
know,
to
volunteer
at
you
know
different
schools
at
bps,
but
also
at
the
boston
latin
school
for
over
20
years
to
be
able
to
give
back
so
so
these
programs
are
really
important.
They've
been
engines
of
social
mobility
for
the
city
of
boston.
Thousands
of
of
graduates
have
come
through
these
these
programs.
K
I
know
we
focus
a
lot
on
the
you
know
on
the
gold
medals,
the
the
kind
of
the
individuals
that
become
you
know
the
big
politician
or
the
the
big
lawyer
or
the
big.
You
know
college
president
or
whatever.
But
you
know
these
schools
are
basically
the
backbone
for
boston's
middle
class.
K
A
number
of
the
graduates
remain
in
boston,
they
are
police
officers
or
firefighters,
our
nurse
practitioners,
our
postal
workers,
and,
and
that
I
think,
that's
critically
important
too,
and
that's
why
I
think
those
programs
continue
to
be
so
important.
I
think
that
getting
this
policy
right
getting
the
implementation
right
will
reinforce
the
importance
of
these
of
having
you
know
a
city-wide
exam
school
where
you
can
have
everyone
from
every
different
background
come
in,
come
together
and
and
of
course,
you
know
the
goal.
K
That's
not
for
everyone.
You
know.
A
K
It
wasn't
for
me
in
certain
cases,
but
but
that's
what
these
programs
are,
and
I
think
we've
been
very
proud
of
them
and
although,
throughout
all
this,
as
I
said,
I
want
to
focus
on
others,
but
I
do
want
to
say
you
know
how
important
these
programs
are,
how
important
this
work
is,
and
I'm
grateful
to
the
superintendent
and
our
team,
for
you
know
where
we
are
to
this
point
and
I'm
gonna
look
forward
to
to
where
we're
gonna
go
from
here.
So
thank
you.
L
I
want
to
thank
all
the
members
of
the
public
who
have
written
us
and
emailed
us
and
left
messages
and
signed
petitions
and
importantly,
spoke
at
we've,
been
looking
at
this
issue
for
almost
a
year
since
the
superintendent
told
us
you
know,
the
contract
was
ending
with
the
previous
exam
provider
and
putting
out
an
rfp,
and
then
you
know
the
pandemic,
hits
and
and
so
having
to
make
adjustments-
and
you
know
just
tonight
alone,
even
thinking
about
the
last
several
weeks
of
public
karma
that
have
been
so
valuable
and
you
can
see
impacted
in
the
superintendent's
recommendations
tonight.
L
Just
tonight
we
heard
from
folks
who
who
were
asking
us
passionately
to
keep
it
100,
keep
our
exam
schools,
100
percent,
merit-based
and
folks
also
saying,
let's
make
it
a
lottery
or
let's
get
rid
of
the
exam
schools
and
spread
the
equity
across
all
our
districts.
And
so
you
know,
when
you
have
two
divergent
viewpoints
like
that,
and
then
we
heard
from
many
people
that
understood
what
the
superintendent
was
put
on
the
table
is
in
effect
a
compromise
and
compromise
that
they
were
willing
to
support.
L
So
when
you
have
that
divergent
set
opinions,
we
had
13
very
brave
people,
step
up
and
agree
to
look
at
this
in
real
detail
and
we,
as
a
school
committee,
you
know
last
year
approved
a
very
specific
charge
for
that
task
force
and
we
ask
them
to
do
a
number
of
things.
We
ask
them
to
make
a
process
easier
to
understand.
We
ask
them
to
have
emphasis
on
equity,
but
also
maintain
rigor.
L
We
asked
them
to
do
it
under
as
a
task
versus
the
school
committee,
which
meant
open
meeting
law
that
every
meeting
as
in
ours
had
to
be
public
had
to
have
public
comment
and
they
went
through
a
very
thoughtful
deliberative
process
over
five
months
that,
as
an
observer,
I
was
extremely
impressed
to
see-
and
there
is
precedent
for
this
on
our
school
committee
on
this
school
committee,
because
we've
done
this
around
student
assignment,
we
have
done
this
around
school
quality.
We've
done
this
around
english
language
learners.
We've
done
this
around.
L
As
we
heard
tonight,
the
opportunity
achievement
gap.
We
even
did
a
version
of
it
for
code
of
conduct
with
the
koch
committee
that
was
put
together
in
each
case.
This
committee
asked
people
to
come
from
across
the
city
step
aside,
look
at
an
important
topic
in
depth
and
come
up
with
the
solution
for
us,
and
the
precedence
is
in
almost
every
case.
We
we
appreciate
the
work
done.
L
We
think
thoughtfully
about
what
their
proposal
is,
and
in
almost
every
case
we
have
accepted
their
proposal,
maybe
with
some
slight
changes,
and
I
think
what
the
superintendent
has
put
on
the
table
tonight
is
reflective
both
of
the
work
of
that
task
force
and
of
an
acknowledgement
of
some
of
the
feedback
that
we've
heard
in
in
the
public
listening
sessions
that
we
held
as
well
as
what
the
task
force
members
were
saying.
So
it
is
a
compromise
position
in
many
respects.
L
We
have
heard
that
tonight
and
as
someone
who
is
always
in
my
time
in
school
committee,
strove
for
consensus,
strove
to
move
us
forward
or
work
to
move
us
forward,
but
while
still
doing
it
in
a
way
that
allows
people
to
understand
why
we're
doing
it.
This
is
a
a
plan
that
I'm
comfortable
a
recommendation
from
the
superintendent
that
I
am
comfortable
supporting.
L
We
ask
them
to
do
a
number
of
things
and
in
my
mind,
they
have
checked
every
single
one
of
the
boxes
in
a
very
thoughtful
deliberative
manner,
in
a
way
that
moves
forward
in
equity
and
maintains
rigor,
and
so
I
am
deeply
appreciative
to
the
task
force
co-chairs,
ms
sullivan
and
mr
conopacis,
all
the
members
of
the
task
force
and
to
the
superintendent
and
her
team
that
staffed
this
effort.
L
I
Thank
you.
I
want
to
join
all
of
you
again
in
thanking
the
superintendent
and
and
everyone
in
the
district,
and
particularly
the
task
force
members
who
have
gotten
us
here.
I
don't
want
to
repeat
what
my
members
have
said,
but
I
do
absolutely
agree
that
we
have
come
to
a
place
where
we
are
ready
to
move
this
district
forward.
I
It's
interesting
that
a
lot
of
this
happens
around
sixth
grade
sixth
grade
is
sort
of
the
midpoint
of
children's
education,
and
I
think
what
we've
heard
that
as
much
as
we
are
trying
to
launch
them
into
their
second
half
into
their
high
school
middle
and
high
school
years
with
programs
of
rigor,
we've
got
to
go
back
and
look
at
what's
going
on
in
all
of
our
schools
for
all
of
our
children
from
grades
pre-k
to
grade
six
to
make
sure
that
we
are
giving
every
single
child
a
quality
of
an
education.
I
We
have
30
high
schools,
there's
no
reason
that
we
only
have
three
that
people
feel
that
they
want
to
be
able
to
go
to
so
for
me
tonight.
This
vote
is
a
step
just
a
step,
but
the
work
is
yet
to
be
done
to
be
done
in
every
department
in
every
school
in
every
home.
To
say:
if
this
is
what
we
want
for
our
students,
then
we
all
have
to
turn
our
sights
and
work
towards
it.
I
So
I
thank
you
for
the
vote.
I
thank
you
for
bringing
us
to
this
place
as
a
lifelong
bostonian,
myself,
a
graduate
of
girls
latin
school.
As
I
said,
I
went
in
the
years
where
there
was
no
test.
I
know
the
three
of
us
who
are
all
latin
school
graduates,
had
different
entry
experiences
and
also
dr
coleman's
mother,
who
was
a
student
at
girls,
latin
school
and
came
in
under
a
different
set
of
circumstances.
We've
all
had
our
own
admission
stories.
I
We've
all
had
our
latin
school
experiences
and
for
each
of
us,
even
though
different
it
did
play
a
critical
piece
in
our
lives.
We
want.
We
want
a
high
school,
whether
it's
an
exam
school
or
any
kind
of
school
experience
for
each
and
every
one
of
our
students
to
be
the
same,
and
we
have
spent
a
lot
of
time
dealing
with
a
small
fraction
of
our
students
and
superintendent.
I
hope
that
we
will
be
able
to
have
task
forces
to
deal
with
madison
park
with
the
mckinley
schools
with
all
of
our
schools.
I
So
this,
for
me
again,
is
just
the
beginning,
and
I
guess
with
this
we
will
now
get
ready
to
take
the
vote.
Thank
you
all
so.
I
K
Yeah
sorry
there
is
that
piece
that
I
want
to
add
that
and
maybe
I'll
articulate
this
and
I
don't
know
if
the
superintendent
can
comment
on.
That's
the
extent
that
what
we're
voting
on
is
different
from
the
task
force's
policy,
and
I
know
there's
some
changes
that
we're
supportive
of
that.
The
superintendent
and
team
can
report
back
to
us.
H
K
M
K
O
Yes,
I
would
be
glad
to
provide
that
I'll
work
with
you
afterward
on
what
specifics,
you're
you're
looking
for.
I
Great
do
do
we
need
to
change
the
vote
to
include
that,
or
can
we
just
say
that
that
will
be
performer?
My
my
assumption
would
be.
L
I
just
just
give
a
a
piece
of
advice
on
that
as
the
okay.
H
L
Chair
sets
the
agenda,
and
this
is
quite
frankly,
very
routine
from
past
task,
force,
recommendations
and
implementation
as
the
superintendent
works
through
implementation,
and
sometimes
things
need
policy,
and
so
I
think
mr
diarruzo
has
a
suggestion
that
the
superintendent
just
said
should
be
glad
to
so
it.
It
simply
means
you
just
put
it
on
the
agenda
with
him.
We.
L
Was
at
a
certain
point
in
the
future,
as
the
superintendent
is
working
through
implementation
that
she,
just
you
know
you
just
we
put
on
an
agenda
item
that
calls
for
an
update
on
the
implementation
plans.
I
think
that's
what
you
were
getting
that
right.
Mr
diorzo.
K
Yes
and
if
it
may
suggest
the
september
meeting
so
right
before
you
know
this
is
going
to
be.
You
know
fully
implemented
for
the
coming
for
the
coming
year.
K
Difference
between
the
task
force
recommendation
and
then
the
plan
that
we're
voting
on
tonight.
I
K
Sure,
I
think
you
know
vice
chairman
neil
highlighted
it
earlier,
the
the
the
change
on
the
fifty
percent
of
the
forty.
K
Yeah
and
then
I
I
can
say
I
can
submit
for
the
record
kind
of
those
pieces.
I
I
I
just
think
that
you
know,
especially
given
public
comment.
We've
heard
that
some
some
of
those
changes
we
just
want
to
make
sure
that
they're
going
to
have
the
impact
that
we're
that
we're
intending,
and
so
you
I
assume
that
you
know
post
tonight,
the
district
and
us
will
probably
hear
as
families
react
more.
You
know
more
clearly
on
those
on
those
changes,
so.
K
K
B
K
J
I
I
Our
first
and
only
report
this
evening
is
charter
amendments
for
up
academy,
boston
and
up
academy
dorchester.
At
this
time,
I'd
like
to
invite
michael
bauer,
chief
operating
officer
up
education
network
and
caroline
burke,
director
of
enrollment
and
governance
of
education
network
to
present
their
report.
P
Hello,
everybody.
Can
you
hear
me?
Okay,
yes,
great!
Thank
you
so
much
the
school
committee
for
the
opportunity
to
present
tonight.
My
name
is
mike
bauer,
I'm
the
chief
operating
officer
for
up
education
network
tonight,
I'm
here
to
present
two
amendments
to
the
committee
as
part
of
our
horace
mann
charter
governance
model.
You
could
go
to
the
next
slide.
Caroline
thanks
before
I
get
into
the
details.
A
little
reminder
about
who
up
is:
we've
been
proud
partners
of
the
district.
P
P
You
can
go
to
the
next
slide
tonight
as
part
of
our
horace
mann,
schools,
up
academy,
boston
and
up
academy
dorchester.
We
are
presenting
two
amendments
to
our
charter,
the
mou
between
up
academy,
boston
and
bps,
and
the
management
contract
between
uppercut
up
education
network
and
up
academy,
boston
and
up
academy
dorchester.
P
As
a
reminder.
As
a
horace
mann
school,
we
are
required
to
get
approval
for
certain
governance
documents
from
the
from
the
board
of
up
academy,
boston
and
up
academy,
dorchester,
the
bps
school
committee,
the
boston
teachers
union
and
deci
to
note
an
update
to
this
slide.
We
have
now
received
approval
from
the
from
our
from
the
board
from
deci
and,
as
of
earlier
this
week,
approval
for
the
boston
from
the
boston
teachers
union
on
both
of
these
events.
P
P
We
are
simply
updating
this,
because
our
charter
term
starts
on
july
1st
of
this
year
and
we
are
updating
some
of
the
language
around
equity.
That
accurately
reflects
our
valued
partnership
with
the
bps's
office
of
equity
for
the
management
contract.
We
are
simply
updating
the
contract
as
it
expired,
and
we
are
looking
to
renew
it.
We
are
only
updating
the
management
fee
cap
to
reflect
changes
for
inflation
again.
These
amendments
have
been
approved
by
our
board:
the
board
of
academy,
boston
and
dorchester
deci
and
the
boston
teachers
union.
K
Make
a
comment,
michael
good,
to
see
you
again.
I
had
the
pleasure
of
visiting
the
up
academy
at
their
dorchester
location.
It
was
great
to
see
the
work
that
your
team
and
educators
they
were
doing.
I.
K
K
You
know
with
the
work
and
the
progress
there,
so
thank
you
for
that
invitation
and
I
look
forward
to
voting
on
this
piece
for
you.
Thank
you.
P
Thank
you
so
much
appreciate
appreciate
you
coming
and
we
welcome
anyone
at
any
time
to
come
and
visit.
Our
schools
excited
to
have
anyone.
So
thanks
so
much.
L
Thank
you.
I
thank
you,
mr
bauer,
for
your
presentation.
It's
been
a
few
years.
Actually,
since
I've
been
out
at
holland,
I
think
was
the
last
one
I
visited.
So
thank
you
for
the
work
that
you're
doing.
I
just
have
a
quick
question
for
you.
I
deeply
respect.
L
You
know
that
we
have
a
system
of
autonomy
here
in
the
system
and
that
we
have
a
history
of
autonomy
in
many
respects
for
good
reasons,
and
it
ranges
from
pilot
schools
to
innovation,
schools
to
full
horace
mann
charter
schools.
L
Having
said
that,
we
also
have
certain
occasions
where
it
makes
sense
to
have
more
of
a
centralized
approach
and
in
education.
Obviously
the
pendulum
flips
back
and
forth
over
time
and,
as
you
well
know,
a
regular
topic,
this
committee
would
bring
up
when
innovative
innovation,
schools,
pilot
schools
or
industrial
charter
schools
would
be
before
us
as
we
would
ask
about
code
of
conduct,
because
that
was
an
example
with
this
committee
felt
that
was
important
for
a
a
approach
that
all
of
our
students
could
understand,
because
to
students
it's
and
families.
L
There
may
be
less
of
a
focus
if
they're
at
a
pilot
or
an
innovation
or
a
in
district
child.
It's
kind
of
interest
inside
baseball,
sometimes
right,
but
there
have
been
a
couple
more
examples
coming
up
where
a
centralized
approach
can
be
worthwhile
and
and
an
openness
to
a
centralized
approach
from
schools
that
do
have
autonomy
and
I'm
thinking
of
tonight's
discussion
alone,
so
that
we
are
now
going
to
have
grades
in
the
future
on
science
and
social
studies.
L
As
an
example-
and
you
know
you
heard
ms
hogan
very
carefully
answer-
that
all
of
our
schools
have
the
availability
to
have
the
map
assessment,
which
is
a
polite
way
of
saying
that
not
all
the
schools
decide
to
use
the
map
assessment,
they
may
use
their
own
assessment
tool.
You
know
a
school
with
more
autonomy,
so
as
we're
making
some
decisions
on
trying
to
make
sure
that
all
of
our
students
across
the
district
have
opportunities.
L
For
you
know
these
four
classes
that
are,
you
know
we're
trying
to
get
to
a
centralized
grading
approach
and
the
curriculum
then
becomes
important
because
it's
going
to
be
on
the
map
assessment,
and
that
is
opportunity
for
students
to
get
into
the
exam
schools
etc.
So
help
me
out
with
your
thought,
about
autonomy
versus.
L
When
the
superintendent
says
it's
important
to
have
a
bit
more
of
a
centralized
approach,
you
know
with
the
high
school
level
it's
obviously
common
core,
but
you
know
for
the
for
your
schools.
It
would
be
more
some
of
the
issues
I
just
raised.
P
Yeah
I
first
I
I
really
appreciate
the
question
and
I
I
really
appreciated
you
know.
Listening
to
you
know
the
the
discussion
that
the
the
committee
had
particularly
around
you
know
like
high
school
and
exam
schools.
P
In
particular,
you
know
as
part
of
our
vision
as
a
school
like
you
know,
something
that
we
we
pride
ourselves
on
is
for
our
students
to
to
cultivate
their
sharp
minds,
share
their
kind
hearts
and
explore
their
path
and
potential,
and
you
know
their
path
and
potential
is
certainly
you
know
what
we
you
know
where
we
are
we're
doing
a
lot
of
more
thinking
around
right
now,
and
you
know
any
any.
You
know
any
when
we,
when
we
talk
about
exam
schools
and
and
the
way
to
get
into
exam
schools.
P
I
heard
you
talk
about
map,
certainly,
and
and
we
we
we
do
like
administer
map
at
our
schools
as
well,
which
I
was
you
know
happy
to
hear,
but
anything
that
is
going
to
you
know
set
students
up
and
given
them
an
opportunity
to.
You
know
whether
it's
you
know
attend
an
exam
school
or
just
be
successful.
In
general,
we
would
be
more
than
open
to
discussions
around.
P
You
know
centralization
of
certain
things
where,
where
we
think
it
at
the
end
of
the
day
is
going
to
be
good
for
students,
I
think
there's
a
a
lot
more
opportunity
to
to
to
partner
more.
I
think
we
could
do
a
better
job
of
that
with
this,
with
with
the
district
to
understand
more
about
what
you
know
you
are
doing
in
terms
of
curriculum
and-
and
I
think,
we're
working
more
we're
trying
to
work
more
closely
with
you
on
that.
P
But
you
know
in
general,
at
the
end
of
the
day,
I
think
it
comes
back
to
what
is
going
to
be
best
for
our
students
and
if
there
are,
if
there
are
ways
to
to
you,
know
centralize
things
and
partner
with
the
district
more
closely
on
on
anything.
P
P
You
know
have
served
us
well
and
so,
where
it
makes
sense,
I
mean
I
would
you
know
I'd
not
just
welcome,
but
you
know,
I'd
be
we'd,
be
excited
to
partner
with
you
more
on
things
like
that.
P
The
mou
like
the
mou
and
our
our
policy
is
like
complete
alignment.
We
didn't
adopt
it
officially
because
of
you
know,
there's
there
are
some
operational
components
of
decision
making
in
there
that
were
a
little
different
with
our
board,
but
you
know
we
worked
very
closely
with
sam
that,
like
all
the
components
are
like,
it's
almost
a
mirror
document.
P
Now
with
just
a
few
examples
of
of
deviation-
and
I
know
I
heard
the
superintendent
talk
about-
you
know
a
change
to
the
to
the
to
the
code
of
conduct
and
where
we
want
to
be
part
of
that
conversation
so
that
we
can
align
even
further
great.
Thank
you,
mr
powell,.
I
I
B
I
Thank
you.
Any
new
business.