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From YouTube: Boston School Committee Meeting 2-15-2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
B
B
A
Thank
you,
Miss
Sullivan,
tonight's
section
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
posted
on
the
school
committee's
webpage
and
on
YouTube
the
recording
will
be
available
in
all
of
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschool.org
school
committee.
Under
the
February
15th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
Spanish,
Haitian,
Creole,
Cabo,
veriano,
Cantonese,
Mandarin,
Vietnamese
and
American
signed
language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
tonight.
We
are
proud
to
honor
31,
very
talented
and
dedicated
teachers
who
have
earned
or
renewed
national
board
certification
national
board.
A
Certified
teachers
are
highly
accomplished.
Educators,
who
meet
high
and
rigorous
standards
before
I
turn
it
over
to
assistant
superintendent,
for
Teacher
leadership
and
development
to
Carol
Ford
Walker.
To
tell
us
more
about
the
national
board
program,
I'd
like
to
invite
the
superintendent
to
say
a
few
words
superintendent.
G
G
G
H
Good
evening,
all
thank
you.
Superintendent,
Skipper
and
Madam
chair
I
am
so
excited
to
recognize
and
celebrate
our
national
board
certified
teachers
today.
It
is
a
great
accomplishment,
as
you
mentioned,
and
an
important
statement
about
the
high
quality
of
their
classroom
practice.
Our
students,
for
sure,
are
the
real
beneficiaries.
I
want
to
share
just
a
little
bit
about
the
program
and
the
collaborative
work
BPS
and
the
Boston
Teachers
Union
are
engaged
in
to
recruit,
support
and
increase
the
number
of
national
board
certified
teachers
in
the
Boston
Public
Schools.
H
H
Our
program
is
centered
on
elevating
teaching
and
empowering
teachers.
We
provide
a
variety
of
learning
opportunities
and
individualized
support
to
candidates
pursuing
their
certification
at
no
cost.
These
supports
include
informational
meetings,
foundational
workshops,
technical
support
with
uploading
components
and
the
opportunity
to
collaborate
with
other
mbcts
who
are
pursuing
their
certification.
H
As
you
can
see
on
the
slide
in
order
to
advance
our
goal
of
increasing
the
number
of
mbcts
and
BPS
and
provide
accomplished
teachers
with
a
leadership
role,
we've
redesigned
the
candidate
support
model.
This
newly
redesigned
model
has
expanded
our
capacity
to
support
candidates
through
a
more
distributed.
Leadership
Model
that
engages
more
current
mbcts
in
the
effort
to
grow
our
ranks
within
BPS.
H
H
We
all
know
that
no
one
person
can
do
this
alone.
We
are
incredibly
fortunate
and
grateful
to
have
an
amazing
and
dedicated
team
of
teacher
leaders
who
provide
tremendous
support
to
our
prospective
candidates
on
their
board
certification,
Journey
yeah,
please
slow
down
sure
we
currently
have
over
50
candidates
pursuing
in
this
round
and
are
actively
seeking
more
candidates
for
the
2022-23
and
2023-24
school
year.
H
G
I
I
We
know
that
national
board
certified
teachers
are
critical
members
of
their
school
communities,
not
only
for
the
great
work
they
do
in
the
classroom
each
day,
but
for
the
impact
they
make
across
the
school
and
District
nbcts.
Take
on
too
many
leadership
roles
to
name
here,
but
both
formal
and
informal
roles
from
leading
teams
serving
on
ilts,
designing
curriculum,
applying
for
Grants
and
more
slow
down.
Yes,.
I
Thank
you
also
to
assistant
superintendent,
Shakira
Walker
Ford,
as
well
as
BTU
director
of
professional
learning,
Paul
Trader.
We
are
grateful
for
the
partnership
with
Boston
public
schools
and
our
shared
commitment
to
increasing
and
diversifying
the
ranks
of
board
certified
teachers
in
Boston.
Of
course,
this
kind
of
leadership
is
not
exclusive
to
national
board
certified
teachers,
and
there
are
so
many
ways
that
all
of
our
Educators
show
leadership
to
make
a
positive
impact
for
students,
schools
and
communities
each
day.
A
Thank
you.
I
will
now
introduce
our
teachers
when
I
call
your
name.
Please
turn
on
your
camera.
Congratulations
to
the
following
teachers
who
recently
earned
or
renewed
national
bird
award
certification
and
I'm
going
to
do
my
very
best
to
pronounce
your
names
correctly
and
if
I,
don't
please
correct
it.
Thank
you.
A
A
Thank
you
we'll
now
move
on
to
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
February
1st
2023
school
committee
meeting
has
pres
as
presented.
Is
there
a
motion
so
moved?
Thank
you.
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion?
E
J
A
G
G
Pps
Transportation
staff
continues
to
work
to
finalize
a
contract
for
school
bus
transportation.
For
the
upcoming
fiscal
year.
With
the
informed
guidance
of
the
inspecting
General's
office,
we
have
identified
opportunities
to
clarify
and
improve
contract
Administration.
That
will
be
beneficial
throughout
the
term
of
the
contract.
G
Also,
as
you
may
recall,
retro
pay
for
BTU
members
is
scheduled
to
be
paid
out
this
week.
Friday
February
17th,
the
retropay
is
for
all
BTU
members,
with
the
exception
of
the
family
liaison
positions,
Hobb
School
coordinators
in
adult
education
instructors,
members
do
have
access
to
view
their
paycheck
beginning.
Today.
G
Each
payment
is
unique
to
the
employee,
depending
on
a
variety
of
factors
like
education
level,
type
of
school
job,
title
Etc,
because
each
payment
is
specific
to
the
individual
and
there's
so
much
retro
to
pay
out.
We
anticipate
there
may
be
additional
adjustments
needed
and
we
are
going
to
work
diligently
to
correct
them
as
quickly
as
possible.
G
G
Issues
may
arise
for
a
variety
of
reasons
with
some
examples
may
include
an
educator
who
received
a
graduate
degree
halfway
through
the
school
year
or
an
educator
who
moved
from
one
type
of
school
to
another
school
from
year
to
year,
both
of
which
would
result
in
different
payment
of
the
over
9
200
employees.
Both
active
and
inactive,
who
have
received
their
retropay
less
than
two
percent
have
submitted
an
inquiry
into
the
Google
form.
G
The
overwhelming
majority
of
our
employees
have
received
the
correct
retro
pay,
we're
grateful
to
the
human
capital
team
for
working
as
hard
and
as
quickly
as
possible
and
to
keep
their
commitment
to
transparency.
Better
communication
and
continuous
Improvement
I
also
want
to
thank
the
Union
and
just
hang
their
continued
patience
and
partnership
as
we
try
to
get
this
work
right
and
done
as
quickly
as
possible
in
terms
of
our
transformation
schools,
which
is
on
our
license
report
tonight
for
an
update.
G
G
G
G
From
this
year
to
last
year,
we
see
that
25
of
28
transformation
schools
have
decreased
their
chronic
absenteeism
rates,
the
rate
of
absenteeism,
a
transformation
schools
in
the
aggregate
remains
higher
than
the
rate
at
the
non-transformation
schools,
but
the
gap
between
transformation
and
non-transformation
schools
has
narrowed
15
percentage
points
to
11
this
year.
That's
substantial.
G
G
G
G
Looking
ahead
for
quarter
three,
our
transformation
schools
will
do
a
full
report
again
similar
to
quarter
one
report
back
in
the
fall
I'd
also
like
to
update
on
the
what
we
saw
was
a
very
exciting
movement
of
the
creation
of
a
transportation
advisory
Council.
This
Council
had
its
first
meeting
last
week.
It
was
it
was
great
to
meet
all
of
the
members
and
to
hear
each
of
their
unique
experiences
and
perspectives
around
transportation
as
we
know,
and
they
have
talked
about
him
here.
G
G
The
team
continues
to
work
hard
to
implement
improvements
across
the
transportation
system
and
we
are
eager
to
continue
to
engage
with
our
many
stakeholders
for
feedback
and
accountability
on
this
work.
The
advantage
of
the
advisory
Council
will
continue
to
meet
monthly
and
I
will
keep
you
updated
on
their
work
through
our
school
committee
meetings.
G
I
want
to
call
out
a
few
really
bright
spots
in
celebration.
From
the
past
week,
we
received
two
electric
buses
that
were
unveiled
last
week.
An
additional
18
buses
will
arrive
in
the
coming
weeks
and
are
expected
to
be
in
use
shortly.
Following
the
February
school
vacation,
I
had
the
chance
to
join
mayor,
Wu
our
transportation
department
members
a
chance
to
have
our
bus
drivers
and
others
to
talk
about
what
it
means
to
have
these
buses
in
our
Fleet
for
our
students
and
we
actually
got
to
ride
on
the
school
bus
as
well.
G
We
hope
that
you
know
to
be
able
to
grow
a
partnership
with
girls
with
impact
here
in
BPS,
and
two
of
our
schools
have
already
expressed
interest
and
are
going
to
be
included
in
that.
What
network,
East,
Boston
high
school
in
Boston,
Latin
School,
also
I
had
the
pleasure
of
attending
which
air
Robinson
and
Dr
Anna
Tavares
at
the
in
the
office
of
English
for
new
bostonians
when
they
held
their
immigrant
parent
voices
event
on
this
past
Thursday.
G
The
event
was
the
final
one
in
a
series
marking
their
20th
anniversary,
and
this
was
an
organization
that
I
had
the
pleasure
of
working
with
back
when
I
was
a
network
soup.
When
I
went
to
Somerville
and
now
back
here
in
Boston,
I
was
really
truly
inspired
and
in
awe
of
the
parents
who
are
who
gave
testimony
is
participating
in
the
program
where
they
were
learning
English.
G
As
a
second
language
and
the
program
took
place
at
The
Winship,
it
was
very
clear
hearing
the
stories
of
the
parents
how
important
it
was
for
them
to
have
that
opportunity
that
it
helped
them
to
be
able
to
engage
with
their
students,
their
children
and
to
discuss
what
was
happening
in
school,
to
be
able
to
engage
with
other
parents
and
to
be
able
to
participate
in
the
school
in
the
form
of
School
site,
Council
and
parent
advocacy
groups,
and
so
forth.
Big,
thank
you.
G
You
know
certainly
to
the
leader
our
school
leader,
Brian
Radley,
who
hosted
the
event.
There
was
also
our
Quincy
School
leader,
Cynthia
Soho,
who
was
there
as
well,
and
it
just
was
very
I,
just
want
to
applaud
the
efforts
of
the
school
leaders
and
the
family
liaison
in
bringing
the
program
into
the
schools.
G
There
were
also
some
students
there,
whose
parents
were
in
the
classes
and
at
one
point,
I
asked
the
students
what
that
meant
to
them,
and
the
students
articulated
how
important
it
was
for
their
parent
to
feel
and
find
a
way
to
be
included
in
the
community
and
that
they
were
very
proud
of
that
and
they
applauded
their
parents
hard
work.
So
it
was.
It
was
just
an
amazing
event
all
around
finally
tonight
you
know
you're
going
to
hear
a
update
on
our
grading
policy.
G
I'd
like
to
say
you
know,
first
of
all,
big
thank
you
and
shout
out
to
our
team.
They
have
been
working
incredibly
hard
over
the
past
two
years,
certainly
well
before
my
time
on
this
policy,
I'm
grateful
to
their
work,
especially
to
to
Dr
Jean
Roundtree
and
also
to
Dr
Christine
Landry
for
their
leadership.
With
the
work
we'll
provide
an
update
tonight
through
the
lens
of
students
and
after
further
engagement,
we
will
bring
a
final
proposal
to
you
later
this
spring.
G
Some
of
the
new
practices
will
require
a
real
culture
shift
to
our
current
thinking
and
way
of
doing
business,
and
certainly
a
shift
to
some
of
our
practices
in
grading.
Community
engagement
and
education,
as
well
as
staff
training,
will
be
critical
for
implementation
with
the
policy
when
it
is
eventually
put
forward
to
you.
A
Superintendent
I'll
now
open
it
up
to
questions
and
discussion
from
the
committee
like
to
remind
my
colleagues
about
our
agreed
upon
Norm
that
we
each
have
five
minutes,
one
to
two
questions
and
I'd
like
to
remind
BPS
staff,
to
also
be
brief
on
your
responses.
If
you
have
additional
questions,
I'll
come
back
and
do
a
second
round.
Please
raise
your
hand
if
you
have
a
question
would
like
to
start.
K
Thank
you,
madam
chair
good
evening.
Everyone
first
of
all,
I
just
want
to
congratulate
our
teachers.
My
children
were
so
excited.
They
made
it
a
dinner
and
a
show,
and
so
they
were
cheering
for
the
teachers
who
were
being
celebrated.
So
congratulations.
It
was
also
fun
to
see
some
other
families
pop
into
the
video
superintendent.
K
We
know
that,
as
you
mentioned,
with
the
transportation
advisory
Council,
there
are
a
lot
of
factors
and
variables
that
impact.
What
that
really
looks
like
for
our
students
and
so
I'm
curious
to
understand
two
things:
one:
how
are
we
going
to
gather?
How
are
we
going
to
leverage
any
of
the
feedback
or
information
that
we're
receiving
through
the
transportation
advisory
council
with
the
prospective
new
contract
that
will
be
up
for
discussion
in
the
next
couple
weeks?
I
think
that's
question.
K
G
That's
great
so
I'm
gonna
actually
asked
director
Rosengard
to
come
on
because
I,
first
of
all,
just
for
the
congratulations
to
him
on
on
the
directorship-
and
you
know,
I
know
that
part
of
the
work
of
the
advisory
Council
to
your
point
is
both
short
term
and
long
term.
So
we
want
to
glean
as
much
as
we
can
between
now
and
you
know
the
end
of
sort
of
the
first
negotiation
with
the
contract.
G
You
know
we'll
clearly
see
overlap.
There,
we've
also
gotten
a
lot
of
feedback
from
the
hotlines
as
well.
So
we've
already
have
a
lot
of
data
there
to
be
able
to
process
and
factor
into
the
contract.
So
Dan
do
you
want
to
just
speak?
At
least
you
know
about
the
the
first
council
meeting
and
any
kind
of
themes
that
emerged
in
there.
Yeah.
L
Thank
you,
superintendent.
The
the
first
advisory
council
meeting
was
was
really
exciting
and
I
think
really
demonstrated
how
you
know
how
helpful
it
is
to
just
get
a
diverse
range
of
perspectives,
and
we
just
we
spent
so
much
time.
Just
hearing
from
you
know
the
parents,
the
the
school
leaders,
the
community
members
on
that
Council
about
their
perspectives
and
their
experience
with
transportation
and
I
think
that
you
know
that
is
really
going
to
inform
the
work
that
we're
doing
and
over
the
the
next
couple
meetings.
L
You
know
to
implement
those
recommendations
both
to
to
make
sure
that
we're
getting
the
advisory
council's
feedback
on
you
know
the
the
work
and
the
plans
that
we
have
in
place,
and
also
you
know
as
a
another
Avenue
for
accountability
for
us
in
the
work
that
we're
doing
so.
One
of
the
you
know
one
of
the
councils,
the
cgcs
recommendations
was
about
the
implementation
of
the
ifb,
and
so
that
is
you
know.
That
is
one
area
where
you
know
as
as
we're
looking
at.
How
are
we
actually
administering
this
new
contract?
L
L
So
this
is
an
area
where
we're
one
of
their
recommendations
was
to
update
the
business
plan,
the
transportation
five-year
business
plan
from
FY
21,
and
so
one
of
the
the
kind
of
first
things
we're
doing
is
taking
that
piece
and
saying:
let's
look
at
all
the
different
recommendations
that
came
out
of
cgcs,
as
well
as
the
Strategic
projects
that
have
already
been
ongoing.
You
know
under
under
Dell
stanislaus's
leadership
before
and
and
all
the
progress
that's
been
made
and
come
up
with
okay.
L
This
work
is
one
is
around
the
cross-department
collaboration
and
looking
at
you
know
how
how
student
data
is
flowing
into
Transportation
as
we're
preparing
for
the
summer
in
the
fall
and
and
really
kind
of,
defining
and
hitting
those
timelines
and
another
one
is
around
the
the
technology
pieces
in
terms
of
you
know,
figuring
out.
How
are
we
monitoring
ridership
on
buses,
getting
tablets
on
buses
that
piece
and
that's
an
area
where
our
team
has
already
started
kind
of
pushing
that
work
forward?.
K
K
At
what
point
are
we
going
to
interrogate
how
we're
doing
assignments
and
right
now
there's
a
disproportionate
number
of
there's,
a
high
concentration
of
students
that
have
special
needs
or
who
require
additional
resources,
and
they
tend
to
be
really
clustered
in
a
lot
of
our
transformation
schools.
And
so
when
are
we
thinking
about
really
interrogating
our
assignment
process
as
we're
moving
forward
and
again
I'm
separating
it
from
the
Transportation
pieces?
But
I
also
think
that
it's
very
much
combined.
G
To
each
year,
so
that's
exactly
right
and
Dan
I
know
you
can
speak
a
little
bit
to
the
ongoing
work
of
the
internal
committee,
which
has
our
stakeholders,
including
enrollment,
at
the
table,
but
I.
Think
to
your
point.
You
know
this
is
as
we're
moving
on
inclusion,
for
instance,
with
special
education.
Initially,
it
will
take
a
a
bit
of
time
before
you
start
to
see
tipping
points
of
having
more
options
closer
to
where
students
live.
G
But
once
that
starts
to
happen,
then
we
will
have
less
of
needing
to
transport
students
across
the
city
to
be
able
to
access
an
appropriate,
their
appropriate
special
education
services.
That's
one
thing
that
was
called
out
in
both
the
special
education
report,
but
it
was
also
called
out
in
the
transportation
report,
so
we're
really
trying
to
kind
of
highlight
where
we're
seeing
commonality
between
the
reports
and
then
tackling
those
areas.
G
However,
some
of
this
is
also
that
we
have
to
operationalize
the
program
similar
with
green
New,
Deal
and
merging,
or
inversions
or
closures,
but
when
Once
those
start
to
happen
that
will
again
put
more
opportunity,
closer
for
and
meaning
less
bus
time.
In
theory
for
students,
so
in
addition
to
kind
of
the
the
what
I
would
say,
operational
efficiencies
that
Dan
and
his
team
are
already
working
on
of
where
not
to
kind
of
duplicate
routes
and
create
shorter
amounts
of
time
on
the
bus
for
students.
G
Additionally,
we
are
also
trying
to
build
the
programming
up
through
our
priorities
as
a
district
with
the
same
intent,
which
is
to
provide
better
quality
and
options
for
parents
closer
so
that
they
don't.
We
don't
have
to
transport
students.
As
far
there's
also
some
recommendations
in
the
report
around
looking
at
how
how
far
in
practice,
for
instance,
a
mile
versus
a
mile
and
a
half,
and
so
we're
looking
at
that
as
well
like
as
we
run
simulations
to
say
what
would
that
save
us?
What
would
that
clean
us
in
providing
Transportation?
G
K
I,
don't
I
think
I
think
I
think
what
you've
shared
in
terms
of
the
transportation
piece
is
fine.
I.
Think,
aside
from
that,
like
we
don't
think
about,
for
example,
high
schools
right
like
we
don't
think
about
Transportation
high
schools
in
the
same
way,
but
we
know
that
there
are
high
schools
that
will
generate
a
large
number
of
students
who
just
get
assigned
to
them
right.
K
So
some
folks,
just
get
assigned
to
a
school
wasn't
really
their
top
anything,
and
we
also
know
that
there
is
a
large
concentration
of
students
who
require
just
additional
resources
at
a
number
of
our
high
schools
and
so
I'm,
just
I'm
thinking
more
of
the
academic
components
that
you
were
just
mentioning
so
appreciate.
You
walking
me
through
some
of
that.
It
just
reminds
me
that
there's
just
a
lot
of
work
in
a
lot
of
different
areas
that
need
to
speed
up
yeah.
G
However,
there
are
door-to-door
and
there
are
corner
to
corner
at
the
high
school
level
and
similarly
for
SEI
students
so
or
mle
students,
so
I
think
as
well
as
we
build
out
inclusion
at
the
high
school
level
and
start
to
build
that
forward.
That
opens
up
more
opportunities
for
students
that
requires
less
of
the
transportation
pieces
for
them
as
more
and
more
students
that
is
more
and
more
high.
Schools
build
Out
programs
that
are
accessible
to
all.
E
E
G
I
think
I
think
there's
at
the
school
levels,
I
think
the
focus
on
strong
mtss
processes
and
training
of
Staff,
along
with
the
structure
of
students,
support
teams
are
going
to
be
critical
to
catching
students
at
the
beginning
when
they're
struggling
and
then
having
an
appropriate
intervention
menu
to
support.
So
that's
kind
of
that
is
the
the
goal
and
for
next
year,
sort
of
as
we
look
to
it.
G
We've
been
working
on
that
this
year
and
laying
the
foundations
for
those
but
I
think
using
the
summer
to
be
able
to
train
and
then
certainly
for
next
year,
making
sure
those
structures
are
up.
Functional
running
and
the
menu
of
interventions
is
robust.
I
think
there's
students
that
fall
into
the
need
intervention
now
because
they're,
either
over
aged
or
unaccredited
they're,
expressing
already
with
chronic
absenteeism,
which
then
eventually
can
also
turn
into
some
behaviors
for
those
students.
G
G
That
know
that
student
well
to
look
at
where
the
student
is
to
look
at
what's
been
tried
and
then
to
be
able
to
offer
a
menu
of
options
for
that
student,
which
could
be
alternative
or
add
options
within
that
high
school,
which
we
would
call
like
a
tier
three
or
it
could
be
outside
of
that
for
some
students.
If
they're
looking
for
change
of
placement
or
to
be
able,
if
they
say
overage
needing
to
accelerate
the
process
for
that
to
all
work
and
I.
G
But
it's
also
just
an
organization
structure-
is
building
the
menu
out
of
opportunities
for
the
students.
You
know
right
now
we
have
with
because
we've
had
such
intentionality
of
bringing
kids
back,
we're
now
running
up
against
a
shortage
of
seats
in
at
options,
because
we've
brought
students
back.
So,
on
the
one
hand,
that's
a
good
thing.
Best
thing
is
that
they
don't
ever
need
that.
But
right
now,
that's
that's
a
good
thing.
However,
we
need
to
develop
additional
seats
and,
more
importantly,
we
need
to
develop
seats
in
areas
that
we
don't
currently
have
capacity.
G
So,
for
instance,
in
the
Middle
grades,
where
we
definitely
see
from
the
pandemic,
students
who
might
be
14
in
the
seventh
grade-
or
you
know,
15
in
the
eighth
grade,
who
are
already
overaged
going
into
high
school,
probably
have
skill.
Gap
already
have
attendance
crisis
going
on.
We
need
to
be
able
to
intervene
in
the
Middle
grades,
so
building
out
Middle
School
seats
that
are
different
than
code
of
conduct.
G
So
now
we're
really
kind
of
getting
into
act
the
access
of
what
we
have,
what
we
need
based
on
the
students.
This
all
has
to
be
from
what
the
kids
need,
and
so
looking
at
profile
of
the
student
talking
with
the
adults
that
service
them
and
work
with
them
talking
with
their
parents
and
then
building
that
menu.
So
we're
in
a
very
active
cycle
between
now
and
June.
To
get
that
to
happen.
G
M
Thank
you,
madam
chair,
and,
first
of
all,
my
profound
congratulations
and
thanks
to
the
teachers
that
we
honored
tonight
for
becoming
board
certified
the
amount
of
work
on
their
behalf
and
the
support
by
their
school
leaders,
and
the
union
is
incredible.
This
is
you
know
we
I
was
thinking
we
honored
teachers
at
three
different
times.
During
the
year
we
honor
those
that
win
teacher
of
the
year
or
educators
of
the
year.
M
We
honor
the
everyone
within
BPS
who
works
to
reach
the
highest
level
of
their
at
their
educational
level
and
in
receiving
their
Doctorate
in
Education,
and
then
we
also
honor
the
board
certified
and
it's
very
appropriate.
We
do
each
because
it
the
amount
of
hard
work
and
dedication
and
and
I
forget
whether
it
was
president
Tang
or
superintendent
Skipper,
who
said
at
the
beginning.
You
know,
as
we
have
challenges
with
creating
and
and
retaining
teachers.
Here
we
have
folks
working
hard
to
reach
the
next
level
on
their
chosen
profession.
M
So
I
just
wanna,
you
know,
add,
add
to
the
core.
It's
a
profound
thanks
and
appreciation
for
those
that
we
honored
tonight
and
I
love
the
wide
range
of
schools.
I
honestly
think
this
may
have
been
the
biggest
group
we
have
seen
in
years
and
I
love
the
wide
range
of
schools
that
we
saw
both
the
grade
level,
the
specialty
and
we
had
several
District
staff
in
there
as
well.
So
congratulations
to
all
them
superintendent.
M
Regarding
your
report
on
transformation,
schools
I
was
wondering
if
you
could
dig
in
for
me
a
little
bit
more
I
was
struck
by
the
work,
that's
being
done
on
chronic
absenteeism,
and
you
mentioned
that
the
rate
had
dropped
from
15
to
11
in
the
transformation
schools.
But
that
is
still
you
know
not
at
the
level
of
the
non-transformational
schools
and
knowing
how
important
an
issue
chronic
absenteeism
is.
M
Could
you
just
dig
in
a
little
bit
more
please
on
the
work?
That's
being
done
around
that
sure,
and
you
know
what
else
needs
to
be
done?
I
know
this
is
an
important
issue
to
you
as
well.
You
know
it
very
well
from
your
time
as
a
school
leader
and
as
heading
high
school.
So
if
you
could
just
dig
in
a
little
bit
more
on
that
particular
topic,
please
sure.
G
G
So
that,
though,
particularly
for
the
transformation
schools
that
the
supervisor
of
attendance
can
work
in
partnership
with
those
schools
around
when
students
are
first
expressing
absence
before
it
gets
to
even
the
point
of
chronic,
the
interventions
start,
they
begin
they're
brought
up
at
student
support.
There's
data.
It's
we're
monitoring
to
make
sure
that
it's
going
in
the
right
direction.
G
G
You
know,
I
think
when
we
see
a
drop
like
15
to
11,
that's
significant,
because
it's
on
average
right,
so
it's
across
that
group,
so
that
that's
a
significant
amount,
and
especially
this
year,
where
no
matter
what
district
you
hear.
Speaking
even
at
the
state
level,
everybody
is
acknowledging
that
The,
Chronic
absenteeism
is
as
bad,
if
not
even
worse
than
it's
been
from
the
pandemic.
G
With
those
attendance
officers
incentivize,
we
have
an
attendance
campaign,
that's
been
going
on
and
really
incentivize
and
use
the
data
to
inform
and
have
that
conversation
and
the
communication
ongoing
with
parents
to
get
students
in
those
are
kind
of
all
of
the
key
pieces
that
kind
of
help
a
student
from
not
reaching
chronic
level
and
if
they
do
reach
chronic.
So
not
having
it
go
into
the
30
40
50
days
out.
G
N
Thank
you,
superintendent,
Skipper,
I
think
there
are
many
schools
doing
great
work
on
attendance.
I
think
the
thing
I
would
like
to
emphasize
about
attendance
is
that
the
best
attendance
work
happens
not
on
the
systems
level,
with
the
28
transformation
schools,
it
happens
within
each
school
and
the
strategy
that
we're
taking
is
that
Within
These
Quality
school
plans
that
every
school
develops.
N
M
So,
director,
Saban
and
superintendo
Skipper,
thank
you
for
that.
I
agree,
particularly
direct
disable.
What
you
were
pointing
out
at
the
end,
which
is
the
communication
with
families,
is
critical
so
that
you
know
you
can
get
involvement
and
engagement
and
buy-in
I
want
to
point
out.
You
know
many
of
us
get
get
lettuce
once
a
month
or
once
a
quarter
from
your
energy
provider.
It
could
be
gas,
it
could
be
oil,
it
could
be
Electric
where
you
know
you
open
it
up.
M
You
think
it's
a
bill
and
instead
it's
comparing
how
you're
doing
versus
your
neighbors
and
saying
well,
40
40
44
of
your
neighbors,
you
know
or
more
energy
efficient
than
you
or
that
type
of
thing.
I
know
that
sounds
crazy,
but
there
are
actually
districts
in
the
country
that
are
using
that
exact,
same
philosophy
and
they
identifying
students
that
are
chronically
absent
or
at
risk
of
being
chronically
absent
and
sending
messages
to
the
home
where
the
students
attendance
is
being
compared
to
their
peers
and,
while
I
recognize
that
everyone's
circumstance
is
different.
M
I
point
this
out,
because
in
fact
they
have
seen
measurable,
lift
in
attendance.
When
that
happens,
parents
gets
it's
another
piece
of
information
for
parents,
because
it's
very
easy
to
think
of
a
one-off
excuse.
My
child
was
sick.
That
day,
you
know,
I
had
a
work
emergency
so
on
and
so
forth
and
I
fully
understand
that,
but
when
they
start
to
see
the
impact
relative
to
the
other
students
in
the
classroom,
it
helps
bring
it
home
and
so
I'm
wondering
if
you've
explored
anything
like
that
in
in
how
we're
messaging.
N
G
You
know.
Sometimes
parents,
understandably
you
know,
will
lose
track
of
how
much
a
student
is
out
because
of
sickness,
or
you
know,
sickness
in
the
house
or
whatever.
But
when
you
say
to
a
parent
like
the
student's
been
out
10
days
10
days
times,
you
know
six
hours
of
instruction
a
day
and
you
start
breaking
it
down
into
the
minutes,
and
then
you
show
the
parent,
the
impact
it's
having
on
the
academic
performance
of
the
student.
G
The
parent
is
important,
but
at
that
point
it's
also
starting
to
really
talk
with
the
student
in
a
real
talk
with
about
what
they're
missing
understand.
Why
they're
missing
it?
What
is
the
root
cause?
You
know?
Sometimes
something
is
simple
as
a
text
to
a
student
or
a
phone
call
to
a
student
that
you
miss
them
that
they
weren't
there
that
day
and
you
noticed
I've
had
kids,
say,
I
didn't
think
anybody
noticed,
but
to
know
that
somebody
did
all
of
a
sudden
can
change
that
student's
perspective
of
why
it's
important
to
come.
G
I've
also
seen
we
used
to
do
this
in
Tech
Boston,
where
kids
would
do
campaigns
with
each
other.
So
if
a
kid
was
out,
they'd
all
call
their
friend.
Where
are
you
come
here?
You
need
to
be
in,
and
that
can
also
help
a
student
to
motivate
a
student
to
be
able
to
come
in
so
getting
to
the
root
cause
of
kind
of
why
the
student
is
out
is
also
important.
M
Superintendent
I
also
and
I
want
to
be
respectful
at
times
so
I'll
just
make
this
comment
very
quickly,
particularly
about
the
high
school
students.
You
know,
I've
also
heard
about
students
who
are
going
and
spending
the
day
in
Boston
Public
Library,
because
they
don't
want
to
be
in
the
school,
but
they're
not
going
to
be
at
home
or
wherever,
and
you
know
I'm
wondering.
M
Are
we
like
engaging
the
re-engagement
center
because
we
have
Specialists
there
who
are
really
good
at
talking
with
students
about
is
the
root
cause
because
you
don't
like
school
or
because
you
don't
like
this
school
or
is
there
an
issue
with
a
teacher
or
another
student
or
a
family
member
or
a
friend
that
has
you?
You
know
not
going
back
into
the
school
and
how
do
we
help
you
with
Alternatives?
M
G
So
three
chairs,
so
one
big
change
we
made
at
the
beginning
of
this
year,
was
instead
of
expecting
the
student
to
come
to
the
re-engagement
center.
We
have
the
engagement
Center
going
out
and
doing
doing
mobile
meetings
where
they
work
with
the
school.
They
develop
a
list
of
students
of
concern
because
of
attendance,
and
then
they
work
with
the
family.
They
contact
the
family
and
the
power
of
getting
the
family.
The
student
and
kind
of
the
person
that
they,
the
student,
is
close
to
at
the
school
together
to
talk
about.
G
What's
really
going
on,
how
do
we
solve
that?
If
it
is
a
situation
where
they
need
a
change
of
placement
because
of
schedule,
because
they're
behind,
because
they're
over
age,
whatever
it
might
be,
that
can
happen,
then,
in
that
meeting
it
doesn't
require
them
having
to
go
to
the
re-engagement
center,
and
so
we've
found
you
know
anywhere
between
15
20
students.
At
the
you
know,
the
high
schools,
the
re-engagement
center
can
get
through
talk
with
the
parent
and
then
that's
resulted
in
a
change
of
placement.
G
You
know,
whichever
so
that
that
is,
but
that
that
conversation
is
so
important
to
have
and
I
think
wreck
going
out
to
the
schools.
To
have
that.
Conversation
has
been
a
big
step
this
year.
That's
impacted
several
hundred
students,
otherwise
those
students.
We
would
be
waiting
for
them
to
drop
out
and
then
go
and
re-engage,
which
is
not
a
good,
not
a
good
process.
Right.
G
N
E
The
issue
is
also
what's
the
purpose
of
Education.
If
you
know,
if
I'm
also
thinking
about
to
some
extent
like
putting
food
on
my
family's
table
and
having
to
work
too.
So
what
are
the
career
options
and
Pathways
that
we're
pairing
or
getting
getting
them
into
the
school
system
so
that
students
actually
can
see
that
direct
connection
yeah.
G
So
so
this
is
I
could
go
on
and
on
in
this
one,
but
so
three
chairs,
so
so,
first
of
all,
I
think
the
Early
College
and
Career,
as
as
a
kind
of
twin
Powers,
is
something
we're
enacting
for
all
the
schools.
But
it
is.
It
is
true
that
in
the
alt
Ed
setting
or
the
adoption
setting
that
sometimes
we
forget-
that's
actually
one
of
the
more
important
things
we
can
do
in
actualizing
those
settings.
So
that's
exactly
what
we're
doing.
There's
no
reason
a
student
can't
take
early
college
classes.
G
Out
of
that
setting,
there's
no
reason
a
student
can't.
We
can't
launch
particular
career
paths
so
that,
where
students
look
across
some
of
the
ad
options,
if
there's
something
that
interests
them,
they
have
that
opportunity
as
well.
Some
of
our
external
Partners,
like
ABCD
youth,
build,
which
is,
is
going
going
to
be
an
active
one
for
us.
They
have
it
built
in
actually
to
kind
of
like
the
the
core
way
that
they
do
the
business.
G
So
they
have
internships
and
career
skill
as
credible
as
something
that
that
students
can
get
their
credit
for.
We
are
at
the
point
now
where
we
need
to
build
that
back
into
the
Ed
options
that
we
develop
or
have
developed.
So
a
good
example
is
and
I'll
just
use
the
Brighton
one.
You
know
there's
x
amount
of
ctet
Brighton,
which
is
like
at
the
point
for
better
terms.
It's
like
a
diploma
plus
kind
of
program
format,
but
there's
also
an
early
college.
G
So
there
are
some
students
that
are
in
that
and
then
they're
also
actualizing
early
college
classes.
That's
what
we
want
right
like
we,
we
want
to
be
able
to
have
students
have
the
most
opportunities
as
possible,
regardless
of
whether
they're
in
a
traditional
high
school
or
they're
in
a
high
school
that
has
a
tier
three
program
or,
if
they're,
in
one
of
our
external
placement
programs.
G
So
I
think
this
is
going
to
be
actually
some
of
the
most
exciting
work.
This
is
certainly
impactful
work
that
I
have
seen
over
my
career
with
high
school
students
and
I
would
say
all
the
way
back
to
sixth
and
seventh
graders
Because
by
the
time,
a
student's
in
sixth
grade
seventh
grade
they're
telling
you
a
lot
they're
telling
you
a
lot.
It's
just
a
question
of
if
we're
listening.
A
Thank
you,
superintendent
I
have
a
just
a
couple
of
questions.
One
I
heard
you
say
briefly,
as
you
were
talking
a
little
bit
about
the
busing
transportation
issues
you're
beginning
to
think
about.
Maybe
you
would
move
from.
You
know
a
mile
to
a
mile
and
a
half
distance,
but
you
know
I
just
know
from
having
spoken
to
parents.
A
Parents
are
already
fearful
of
a
move
like
that,
just
because
of
the
logistics
for
some
of
them
who
are
trying
to
get
several
children
off
to
different
schools,
Etc,
but
also
some
of
their
own
needs
in
terms
of
their
physical
ability
to
get
a
child
from
that
kind
of
distance,
so
I'm
hoping
that
would
we'll
do
some.
You
know
cautionary
thinking
around.
C
G
Flagged
it
in
the
report,
that's
based
on
how
other
districts
are
size,
nationally
approach
it.
We
actually
have
a
little
bit
of
data
where
we've
and
Dan
I,
don't
I,
don't
know
if
this
is
easily
accessible
to
you,
but
we
had
some
data
where,
when
we
cut
down
on
the
length
of
the
route
and
I
I,
don't
actually
think
it.
It
showed
us
that
we
saved
a
considerable
amount
of
time.
If
my
recollection
serves
me
correctly,.
L
You
are
absolutely
correct:
superintendent
yeah,
the
the
the
limiting
factor
in
most
cases
on
on
Roots
at
a
very
high
level,
is
the
first
stop
on
the
route
and
the
total
length
of
the
route,
and
that's
the
students
who
are
farther
away
and
so
yeah
our
our
analysis,
which
is
a
year
or
so
outdated
at
this
point,
but
I
think
still
generally
holds.
Is
that
those
you
know
the
students
within
the
mile
to
a
mile
and
a
half
are
not
the
ones
are
not?
L
What
is
you
know
the
operationally
challenging
point
for
transportation
and
then
I
think
just
just
more
generally,
you
would
note
that
any
of
these
kind
of
policy
points
that
were
brought
up
in
the
cgcs
report.
You
know
it's
incredibly
important
for
us
to
make
sure
that
any
conversations
there
are.
You
know
Community
Driven
and
include
significant
Community
engagement,
and
so
these
are
things
that,
as
the
superintendent
said,
the
cgcs
team
flagged
yeah
yeah
I.
B
G
Some
are
generic,
and
then
there
are
some
that,
like
looking
at
us
our
data
where
we
are
in
landscape
they're
like
no.
You
really
should
consider
that,
because
we've
seen
in
other
districts
that
fit
your
size
with
this
kind
of
issue
going
on
where
that's
where
that
you
know
has
made
a
difference
but
I
think
in
the
case
of
the
mileage-
and
this
is
true
on
several
of
their
transportation-
they
were
just
very
generic.
A
A
topic
that
I
know
is
very
hard
for
us
to
bring
up
in
Boston,
but
it
you
know,
but
as
we're
looking
at
new
schools,
transportation
Etc.
My
question
always
goes
back
to
at
what
point
will
we
be
willing
to
have
a
conversation
with
our
neighborhoods
about
whether
or
not
busing
still
is
something
that
people
are
interested
in?
We
are
not
the
city
we
were
50
years
ago,
when
this
was
necessary.
A
We're
spending
a
lot
of
money,
moving
a
lot
of
kids
around
very
crowded
City
and
not
really
being
happy
at
the
end
of
the
ride,
and
so
you
know
we're
we're
fixing
a
problem
without
looking
at
the
root
of
it,
and
so
you
know,
as
we
are
having
the
green
New
Deal
conversations.
Hub
School
conversations.
A
Where
are
the
neighborhood
conversations
with
the
families
that
now
live
in
neighborhoods
I
know:
I
have
several
friends
who
have
moved
into
Boston
from
other
places,
see
a
school
and
a
shop
when
they
find
out
their
child.
Can't
enroll
in
the
school
begin
to
explore
our
very
convoluted
system
of
in
moments
and
make
a
choice
of
Medco
private
school
parochial
because
they
feel,
like
I,
just
can't
deal
with
the
uncertainty.
A
G
In
the
programming
that
it's
more
comprehensive
of
what
we're
running
and
then
you
layer
into
an
inclusion
where
then
it
becomes,
you
don't
have
to
go
to
a
particular
school
to
get
access
as
a
parent
of
a
special
education
student.
But
that
can
happen
in
any
of
the
schools
that
are
near.
You.
So
I
think
it's
one
of
these
things
that
we
have
to
keep
our
focus
on.
G
Improving
the
quality
of
making
sure
that
green
new
deal
holds
to
the
promise
now
under
the
directorship
of
Dell,
to
make
sure
that
that
is,
grounded
in
in
an
important
Community,
open
trend,
transparent
conversation
and
as
inclusions
rolling
out
as
the
strengthening
of
the
academic
programming
is
happening
in
our
schools
and
we're
lifting
the
system
and
as
green
New
Deal
is
taking
shape.
I
think
those
are
the
things
that
then
strengthen
regions
and
give
parents
confidence
that
in
their
local
schools
that
are
close
to
them,
they
will
find
what
they
need
for
their
children.
G
A
My
other
question,
and
maybe
when
we
see
the
report
on
transformation
schools,
we
might
have
a
little
bit
more
of
this
conversation
get
some
looking
at
who
goes
to
our
transformation
schools.
What
are
the
demographics
of
our
transformation
schools
versus
our
non-transformation
schools?
We
know
we
are
a
district
of
children
with
great
needs
and
my
question
are:
are
more
children
with
greater
needs
concentrated
in
our
transformation
schools
than
across
our
district
as
a
whole?.
G
N
G
N
No
I
I
think
it's
easy
to
say
that,
overall,
as
a
network,
there
is
a
concentration
of
higher
need
in
the
transformation
schools.
There
are
a
very
wide
variety
of
schools,
though,
from
small
Elementary
and
high
schools
to
quite
large
schools
and
they're
in
all
neighborhoods
and
very
different
from
each
other,
but
in
general
they
can
be
characterized
as
having
a
high
concentration
of
multilingual,
Learners
and
or
students
with
disabilities.
N
A
A
E
M
F
F
F
F
F
F
O
O
O
This
fy24
budget,
when
the
biggest
growth
in
funding
for
multilingual
Learners,
is
adding
38
new
ESL
teachers
is
BPS
planning
to
continue
the
practice
of
increasing
the
placement
of
multilingual
students
in
general
education
classes
next
year.
That
would
seem
to
be
exactly
the
opposite
of
what
a
commitment
to
expand
access
to
native
language
would
lead
to.
There
is
also
a
6.3
million
Strategic
investment
for
multilingual
education.
A
O
There
is
also
a
6.3
million
dollar
Strategic
investment
for
multilingual
education
in
the
proposed
budget.
There
are
no
details
in
the
budget
presentation
given
to
the
school
committee,
but
at
the
ell
task
force
meeting
we
were
told
verbally
that
about
one-third
of
this
will
go
to
fund
social
workers.
First
life
students.
O
None
of
this
sounds
as
though
there
is
a
major
commitment
to
the
expansion
of
access
to
native
language
for
multilingual
students
in
the
FY
24
budget,
as
implied
by
the
BPS
policy,
the
school
committee,
or
strongly
recommended
by
the
ell
task
force.
It
invites
three
questions
one:
how
does
the
fy24
budget
support
expanded
access
to
native
language?
Two?
Why
is
BPS
adding
38
ESL
positions
and
three?
O
What
exactly
is
the
6.3
million
targeted
investment
for
multilingual
education
being
used
for
and
why
there
are
many
other
questions
and
there
may
be
good
answers
for
all
of
them
and
I
would
hope
you
could
ask
these
questions
and
get
the
answers
to
them
for
all
of
us
in
the
public.
Thank
you
for
hearing
me.
P
Mike
Heisman
beijer
Dorchester
on
August
24th
15,
high-ranking
retired
BPS,
educators
of
color
had
sent
a
letter
to
the
new
superintendent's
protesting
against
the
targeting
harassment
and
firing
of
anti-racist
black
and
brown
central
office
leaders.
Ray
harm
has
been,
and
continues
to
be
done.
The
superintendent
had
engaged
in
the
cover-up
because
she
did
not
inform
us
for
months.
Ms
Skipper
still
has
no
intention
of
informing
us
of
the
truth
of
what
she
has
done
to
the
leadership
at
central
office.
P
The
public
only
became
informed
on
October
27th
when
three
of
Boston
citizens,
including
myself,
blew
the
whistle
during
testimony
at
your
meeting.
It
was
only
after
that
meeting
that
Miss
Skipper
told
us
about
the
letter
and
that
she
had
quickly
engaged
an
outside
lawyer
to
conduct
an
investigation
to
investigate
herself.
That
was
a
conflict
of
interest.
The
school
committee
should
have
awarded
and
been
in
charge
of
this
investigation.
P
P
My
repeated
requests
have
been
met
with
silence
on
February
12th
I
filed
the
Freedom
of
Information
requests
to
the
BPS
asking
for
three
demographic
organizational
charts
of
central
office.
The
last
chart
once
Dr
casilius
was
the
superintendent.
The
skipper
is
first
taught
after
she
became
superintendent
and
the
most
recent
child.
P
At
your
February
first
meeting
chair,
Robinson
asked
Ms
skipper
for
an
update
of
the
investigation.
The
superintendent
responded
that
the
initial
meeting
had
happened
the
previous
week,
the
first
meeting
the
previous
week.
She
also
said
that
she
was
in
control
of
what
the
attorney
would
cover
and
would
not
be
investigated.
P
The
conflict
of
interest
in
cover-up
continues:
Ms
Skipper
had
Dropped
a
Bomb
and
once
again
the
school
committee
pretended
not
to
hear
the
explosion.
The
whitewash
continues.
The
cover-up
of
the
race
and
attack
on
black
and
brown
anti-racist
staff,
central
office
staff
continues.
The
Silence
of
the
school
committee
continues.
The
BPS
must
have
the
top
to
bottom,
become
an
anti-resistance
institution
having
black
and
brown
leadership
at
central
office
is
a
necessity,
20
seconds
to
continue
to
protect
the
superintendent
and
continue
to
betray
your
responsibility
to
our
community.
P
F
Q
My
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice,
Alliance,
central
office
leaders
and
school
committee
members
keep
talking
about
fiscal
cliffs
and
having
to
make
difficult
decisions.
Where
are
conversations
around
detailed
responsible
financial
planning?
Where
are
the
comprehensive
plans
developed
by
central
office
leadership
to
ensure
that
fiscal,
cliffs
and
difficult
decisions
don't
continue
to
fall
on
school
communities?
Families
and
educators
will
be
forced
to
have
to
figure
out
how
to
deal
with
the
difficult
decisions
they
didn't
make.
How
is
negligent
recklessness
an
acceptable
standard
for
central
office
leadership?
Q
We
are
moving
into
our
final
year
of
Esser.
The
human
capital
staff
are
unable
to
keep
up
with
the
demand
of
spending
us
or
funding,
and
now
central
office
and
school
committee
leadership
expect
School
communities
to
prepare
for
difficult
decisions
and
hard
choices.
Why
are
difficult
decisions
and
careful
planning
at
the
central
office
level
not
have
happening?
Q
Where
is
the
Council
of
great
City
Schools,
identifying
ways
evident
of
addressing
central
office
malfeasance
and
dysfunction
with
the
end
of
the
school
year
in
a
few
short
months,
our
BPS
families,
to
believe
that
the
human
capital
office
will
suddenly
be
able
to
hire
and
purchase
materials
and
supplies
so
that
Esser
funds
can
make
it
to
the
school
level?
The
budget
presentation
at
the
last
school
committee
meeting
was
vague
at
best
central
office
leadership,
shared
General
topics
as
Investments,
sharing
that
soft
Landing
funds
move
to
Esser
funding.
Q
What
was
not
shared
was
any
kind
of
planning
to
bridge
the
fiscal
cliff.
Rather
central
office
leadership
has
decided
to
drive
off
the
cliff
and
leave
school
communities
to
figure
out
how
to
make
the
difficult
decisions
of
cleaning
up
the
mess.
The
soft
Landing
funds
oftentimes
serve
as
a
bridge
for
school
communities.
Yet
there
are
no
plans
shared
as
to
what
those
Bridge
supports
will
be
for
school
communities
when,
where
and
who
whole
central
office
leadership
accountable
when
it
is
okay
to
talk
about
fiscal,
cliffs
and
difficult
decisions,
rather
than
careful
and
thoughtful
planning
ahead.
Q
R
R
R
If
we
are
going
to
Envision
BPS
going
into
the
21st
century
and
beyond,
these
schools
need
to
be
adaptable,
not
just
for
students
but
those
students
with
disabilities,
for
example.
My
son's
school
does
not
have
a
safe
play
area
for
students
to
enjoy
and
when
it
rains
it's
flooded
for
days.
The
classrooms
are
outdated
for
teaching
and
students
to
learn.
We
need
to
make
buildings
Universal
and
comfortable
adequate
for
teaching
Institute
for
students
to
give
proper
learning.
R
Another
problem
is
the
lack
of
proper
ventilation.
We
know
that
three-fourths
of
BPS
buildings
don't
have
adequate
ventilations
and
they
lack
of
the
the
good
ventilation
that
is
associated
with
many
airborne
viruses,
toxic
chemicals
and
agents
that
are
left
in
the
air
and
can
trigger
asthma
plus
make
it
hard
to
learn
in
this
type
of
condition.
Boston
faces
significant
challenges
due
to
the
climate
changing
and
the
precedent
sea
level
rise
by
the
year
2070..
R
S
Good
evening
my
name
is
Jonathan
Haynes
I'm,
a
resident
of
Belmont,
a
school
nurse
in
the
Boston
public
schools
and
an
elected
number
of
the
nurse
faculty.
Senate
School
nurses
in
Boston,
including
our
nurse
leaders
at
Health
Services,
like
our
colleagues
everywhere,
are
suffering
the
ongoing
effects
of
the
trauma
of
working
as
a
nurse
in
the
covid
pandemic.
S
As
a
BTU
rep
for
nurses,
I
often
hear
about
how
covet
has
taken
an
emotional
and
physical
toll
on
my
college,
I
hear
about
nurses,
who
can't
sleep
at
night
worrying
about
what
they
have
to
do.
The
next
day,
I
hear
about
nurses,
who've
had
to
start
blood
pressure,
medication
or
who
have
gi
problems
as
a
result
of
the
stress
they've
been
put
under
in
their
work.
S
It's
always
true.
The
nurses
feel
deeply
that
our
students,
their
families
and
our
work
colleagues
rely
on
us
to
help
them
to
be
safe
and
healthy.
This
is
the
lived
experiences
of
our
nurses.
When
nurses
say,
the
workload
in
their
school
is
too
high
to
meet
the
needs
of
all
their
students.
We
must
listen
to
them
and
be
willing
to
take
action,
otherwise
we're
continuing
the
trauma.
S
S
For
example,
a
student
newly
diagnosed
with
diabetes
needs
extra
support.
Extra
support
means
time
not
just
with
the
student,
but
also
time
with
staff,
time
with
family
time
with
medical
providers,
all
of
which
needs
to
be
documented
in
the
students
chart
by
the
nurse,
which
also
takes
time.
All
of
this
adds
to
nurse
workload.
S
The
National
Association
of
School
nurses,
States
school
nurse
workloads
should
be
evaluated
on
at
least
an
annual
basis
to
meet
the
health
and
safety
needs
of
school
communities.
This
meeting
is
not
the
time
to
name
certain
schools,
nor
is
the
school
committee
the
place
to
work
out
the
details
of
the
next
steps.
S
However,
it
is
imperative
that
the
school
committee
understand
that
budgetary
action
must
be
taken
now,
so
that
we
as
a
district,
can
truly
meet
the
health
care
needs
of
all
of
our
students
this
year.
There's
nothing
better.
You
could
do
to
begin
to
support
the
emotional
needs
of
our
nurses
as
well.
Thank
you.
F
T
U
Hi,
okay,
so
good
evening
my
name
is
Arielle
Lenhart
I'm,
a
resident
of
Brighton
I
am
a
full-time
grade.
Six
teacher
at
Up,
Academy,
Dorchester
I'm,
also
the
wife
of
Mr
Michael
Lenhart,
who
works
at
Mary,
Lyon,
High,
School
and
mother
to
do
Lynn
Lenhart,
who
is
10
months
old.
The
delay
in
our
appropriate
back
pay
is
simply
unacceptable.
U
This
delay
is,
after
we
patiently
waited
for
the
contract
to
finally
be
settled
and
with
multiple
delays
in
receiving
retro
pay.
To
see
that
I
will
be
getting
a
portion
of
what
is
owed
to
me
is
yet
another
slap
in
the
face.
Uad
is
an
extended
year,
extended
day
school
and
we
fought
hard
for
equal
pay
for
equal
work.
Additionally,
cost
of
living
in
Boston
is
continuously
rising
and
as
city
employees,
it
is
egregious
that
it
is
growing
more
and
more
difficult
to
live
in
the
city
that
my
husband
and
I.
U
Both
work
for
Doolin
is
also
in
daycare,
which,
even
at
a
discount
costs
almost
as
much
as
our
rent
foreign
the
delay.
In
our
schedule.
A
back
pay
is
a
degradation
of
our
profession,
particularly
during
a
nationwide
teacher
shortage.
One
would
think
that
the
school
committee
and
BPS
would
want
to
take
all
the
steps
possible
to
show
teachers
how
appreciated
their
hard
work
is,
but
instead
it
has
been
the
complete
opposite.
I
cannot
think
of
many
other
fields.
U
That
would
be
expected
to
continue
to
work
with
joy
and
authenticity,
while
also
not
being
paid
appropriately,
while
the
financial
strain
on
my
family
is
very
real.
It
should
not
matter
that
I
have
a
husband
or
a
child.
The
money
belongs
to
me.
It
belongs
to
my
colleagues,
we've
already
earned
it.
Lots
of
lip
service
has
been
paid
to
how
strong
we
are
and
how
valued
we
are
as
teachers.
But
if
this
is
true,
the
Boston
Public
Schools
will
put
their
money
where
their
mouth
is.
Thank
you.
F
V
I
know
that
a
lot
of
Educators
in
my
school
were
very
appreciative
and
thankful
to
see
that
that
is
finally
coming
through,
but
I'm
here
testifying
tonight,
because
I
want
to
make
sure
that
you,
as
the
school
committee
and
the
superintendent,
are
aware
that
there
are
many
Educators
out
in
the
district,
myself
included,
who
are
still
waiting
on
unpaid
stipends
for
work.
We
have
done.
That
is
a
totally
separate
issue
from
the
retropay
issue.
V
So
to
give
you
some
context
at
the
Dearborn
we're
a
turnaround
in
transformation
school,
so
in
each
paycheck
we
typically
receive
two
stipends
one
for
our
extended
school
day
and
one
for
the
additional
professional
development
hours
we
do
throughout
the
year
together.
They
they
total
just
under
300
dollars.
At
the
beginning
of
this
year,
the
first
pay
period,
not
a
single
staff.
Member
received
those
stipends
to
be
fair,
I'm,
pretty
sure
this
was
an
accident
and
payroll
responded
very
quickly
to
resolve
it.
V
V
I
really
do
appreciate
it
and
I
hope
that
you,
as
the
school
committee,
will
continue
to
advocate
for
those
tickets
on
Beacon
to
get
resolved
and
for
more
transparent
payroll
practices
in
the
future,
because
I
think
that
if
this
district
is
going
to
continue
to
attract
and
retain
high
quality
Educators,
we
really
need
to
make
sure
that
these
basic
issues
like
getting
paid
for
the
work
you've
done
are
resolved.
Thank
you.
W
Hi,
my
name
is
Rachel
Peto
and
I'm.
A
teacher
at
the
David,
a
Ella
School
in
Roxbury
I've,
been
a
proud
BPS
teacher
for
more
than
10
years.
I
am
very
frustrated
with
the
way
we've
been
treated
in
terms
of
being
paid,
I'm
pleased
that
the
retroactive
pay
issue
has
been
resolved.
However,
we're
still
far
from
resolving
all
of
the
payroll
issues.
W
The
Ellis
school
was
given
transformation
status
about
four
years
ago
and
as
a
result
of
our
hard
work,
we
were
given
a
grant
from
the
state
with
that
Grant
and
the
resulting
MOA
between
the
union
and
the
district.
We
agreed
to
do,
among
other
things,
three
full
days
of
additional
hours
of
professional
development.
During
the
summer
the
contract
said
that
we
would
be
paid
for
those
hours
and
the
rate
of
payment
would
increase
with
wage
increases.
The
contract
expired
at
the
end
of
the
school
year.
W
W
W
The
district,
the
district
insisted
that
our
contract
was
still
active,
argued
with
us
all
summer
and
held
us
responsible
for
our
end,
and
yet
they
continued
to
ignore
their
responsibilities.
When
will
they
be
held
accountable?
Where
is
our
money?
Additionally,
none
of
our
new
staff
members
this
year
have
received
their
badges
to
enter
the
building.
This
means
that
not
only
are
they
not
identified
identifiable
as
staff,
although
by
now
we
know
who
they
all
are,
but
more
concerning
is
that
they
still
cannot
enter
the
building
when
they
arrive
to
prepare
for
the
day.
W
C
F
T
Firstly,
I
would
like
to
express
my
gratitude
to
the
entire
committee
for
their
advocacy
and
support
when
it
comes
to
retropay
for
BPS
employees,
but
a
special
thank
you
to
chair
Robinson
for
taking
the
time
to
come,
speak
to
union
members
at
our
meeting
last
Wednesday.
Your
effort
does
not
go
unnoticed
and
I
appreciate
you.
T
One
week
ago,
President
Joe
Biden
posted
on
his
Instagram
feed.
Let's
give
Public
School
teachers
a
raise,
a
radical
concept,
though
one
of
the
few
ideas
in
this
country
that
most
folks
can
agree
on
teachers
do
deserve
to
be
paid
more
and
knowing
that
the
majority
of
our
nation
feels
this
way.
It
makes
me
wonder
what
the
reaction
from
the
country
would
be
if
they
knew
that
Boston
Public
School
teachers
were
not
only
not
being
paid
what
they
deserve,
but
also
not
being
paid.
T
What
they
are
owed
have
earned
and
were
promised
by
BPS,
while
the
small
amount
of
retropay
we
are
receiving
on
Friday
is
a
step
in
the
right
direction.
Teachers
at
non-traditional
schools
such
as
mine
up,
Academy
Dorchester,
will
not
be
receiving
the
schedule,
a
pay
we
are
contractually
obligated
to.
T
We
have
gone
18
months
without
receiving
money
that
we
have
already
worked
for,
and
it
is
unacceptable
and,
quite
frankly,
egregious
for
many
months.
Bps
has
acted
as
if
they
didn't
know,
Horace,
Mann,
Charters
and
other
non-traditional
schools
were
even
supposed
to
receive
schedule
a
back
pay.
We
have
consistently
gotten
the
runaround.
T
Just
recently,
some
of
our
union
members
have
received
confirmation
from
BPS
that
they
know
we
are
owed
this
money
and
that
they
expect
it
to
come
and
I
quote
in
the
coming
time.
My
question
is
this:
what
does
that
mean?
We
have
already
waited
18
months.
We
have
already
waited
through
38,
paychecks
and
Counting.
We
aren't
even
asking
for
a
raise
we're
simply
asking
for
money.
We
have
already
worked
hard
to
earn
and
we're
asking
for
our
schedule.
A
retropay
now
teachers
in
my
building
need
this
money.
T
Desperately
teachers
have
families
to
feed
mortgages
to
pay
inflation.
To
account,
for
this
is
money
that
we
have
already
earned.
Why
has
it
not
been
given
to
us?
We
want
answers
the
question
being.
When,
specifically,
can
teachers
and
staff
at
non-traditional
schools
expect
to
receive
the
schedule
a
back
pay
BPS
has
promised
us.
Thank
you.
F
A
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
extremely
important
to
us.
Our
first
and
only
action
item
this
evening
is
grants
for
approval
totaling,
163,
801
dollars.
I
will
now
open
it
up
to
the
committee
for
questions
and
comments.
E
Yes,
particularly
just
about
how
we're
receiving
updates
on
sort
of
the
the
progress
in
the
Milestones
that
are
reached,
I
I.
Think,
for
example,
the
one
grant
that
I
think
is:
what's
it
the
tag
Grant
where
they're
looking
at
Improvement
in
map
scores
as
a
measure
for
Improvement,
you
know,
are
we
as
a
school
committee?
Are
we
indicating
or
stipulating
a
progress
report
that
we're
going
to
be
receiving
at
some
point,
so
that
we
know
did
you
know
are?
E
Are
we
in
fact
seeing
an
improvement
in
in
literacy
scores
or
are
we
not
and
so
that
just
sort
of
helps
us
as
we're
thinking
about
continuous
Improvement
or
what
changes
need
to
be
made
with
within
it?
So
I
think
my
question
is
more
along
the
lines
of
how
are
we
receiving
updates
on
you
know
following
this,
you
know.
G
So
I
think
you
know
we
can.
We
will
take
we'll
take
that
offline
and
we'll,
as
we
present
the
grants.
What
probably
makes
sense
is
to
provide,
as
part
of
the
template
that
we
give
to
you
when,
when
and
under
what
circumstance,
we
would
report
that
out
so,
for
instance,
on
the
targeted
assistance
of
the
tag,
rent,
I'm
sure,
director
Saban
would
be
able
to
very
easily
you
know,
let
you
know
we're
going
to
be
using
map.
G
G
D
A
E
M
K
P
A
You
our
main
report
this
evening
is
an
equitable
grading
policy
update
before
I
turn
it
over
to
our
presenters,
Elementary
School
Superintendent,
Christine,
Landry
and
secondary
school
superintendent.
Gene
Roundtree
I
want
to
invite
superintendent
Skipper
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
G
Thank
you
very
much
chair,
so
I.
You
know,
as
I
said
at
the
beginning
of
my
report,
in
in
the
remarks
you
know
around
this
particular
policy.
The
intent
today
is
to
give
an
update.
I
do
want
to
acknowledge
the
hard
work
over
multiple
years
now
toward
this,
and
you
know
we're
titling
the
student-centered
and
Equitable
grading
policy,
because
it
really
is
tackling
kind
of
two
things.
G
G
We
see
disparate
outcome,
particularly
for
our
black
and
brown
students,
with
what
we
see
as
kind
of
confusion
of
academic,
Behavior
versus
actual
academic,
Mastery
and
I.
Think.
The
attempt
here
is
to
really
tried
to
get
out
to
the
grading
system
what
students
know
and
to
use
that
as
the
basis
as
opposed
to
how
students
behave
in
their
work,
such
as
passing,
work
in
a
completion
of
work.
Things
that
often
get
confused
and
are
are
judged
as
Behavior
but
are
attached
to
the
grade.
X
As
a
superintendent
said,
this
work
has
been
well
underway
before
my
time
at
the
BPS,
but
it
is
incredibly
important
for
our
students
and
I'm
excited
for
the
team
to
share
the
latest
updates
with
you
before
bringing
forward
a
final
policy
for
your
consideration
this
spring.
The
goal
of
this
policy
is
to
bring
consistency
across
the
district,
ensure
our
students
have
every
opportunity
to
demonstrate
Mastery
of
content
and
grade
level
standards
and
Beyond
to
be
prepared
for
their
futures.
X
A
key
update
in
this
presentation
this
evening
is
sharing
what
this
policy
looks
like
through
the
experiences
of
our
student
as
a
superintendent
always
asks
us
to
do.
For
the
past
two
years.
My
colleagues,
Gene
Roundtree
and
Dr
Christine
Landry
have
been
leading
this
work,
since
this
work
has
begun.
X
Gene
and
Christine
have
moved
into
new
rules
as
school
superintendents
doing
that
job.
On
top
of
this
work
too,
it
has
been
great
to
have
their
perspective
as
people
who
are
supervising
our
schools.
They
see
the
impacts
of
our
current
system
every
day
and
their
in-depth
knowledge
will
serve
us
well
when
we
are
able
to
implement
this
important
work
as
we
move
forward.
X
Christine
and
Jean
will
still
play
a
critical
role
in
getting
this
to
the
finish
line,
but
I
want
to
introduce
to
the
committee
Dr
Leslie
Miller,
who
is
our
new
chief
of
teaching
and
learning
Dr
Miller,
brings
an
incredible
wealth
of
knowledge
into
this
role
and
will
work
with
Gene
and
Christine
on
the
final
policy.
I
can't
thank
Gene
and
Christine
enough
for
all
their
work.
They
are
both
such
great
examples
of
public
servants
who
show
up
for
our
students
in
big
and
small
ways
every
single
day.
Thank
you.
Y
Thank
you,
Dr
Chen,
good
evening,
everyone,
my
name
is
Gene
Roundtree
and
I'm
excited
to
share
our
update
with
you
tonight
before
getting
into
our
policy.
We
wanted
to
share
some
of
the
background
around
reading
nationally
the
purpose
of
grades
and
the
practices
associated
with
greeting
have
varied.
In
some
cases,
grades
are
strict
reflection
of
performance
on
exams.
Y
Y
We
see
some
of
the
same
inconsistent
messaging
regarding
grades
in
Boston,
Public
Schools,
like
many
districts
data,
indicates
that
grading
practices
are
variable
both
within
schools
and
across
schools.
This
can
have
a
negative
impact
on
students.
Variability
of
grading
practices
can
create
room
for
individual
and
institutional
biases
that
disproportionately
impact
historically
disadvantaged
students.
Y
Y
Y
When
grades
reflect
student,
behaviors
and
habits
such
as
participation,
homework
and
extra
credit
completion
grades,
often
conflate
academic
and
non-academic
behaviors
with
student
understanding
of
content,
thus
creating
inequity
and
Grading
while
productive
habits
are
important
and
should
continually
be
addressed
and
supported.
Grades
must
represent
student
mastery
of
content
and
standards.
Y
Z
Z
We
want
our
schools
to
capture
what
our
students
know
and
to
make
it
clear
that
grading
is
about
giving
fair
and
quality
feedback
to
students
and
their
families,
so
that
they
all
know
where
they
stand
academically
and
what
their
next
steps
need
to
be.
Our
students
would
benefit
from
greater
consistency
and
how
they
are
graded
and
how
often
they
receive
feedback
on
their
progress.
Y
I'm
very
excited
to
be
able
to
tell
everyone
about
our
community
engagement
process.
Over
the
last
two
years,
we
have
had
the
opportunity
to
spend
considerable
amount
of
time
over
the
last
two
years:
soliciting
feedback
on
current
practices,
reviewing
And
discussing
best
practices
and
revising
our
draft
proposal.
Y
Y
Y
We
will
continue
with
Community
engagement
between
now
and
when
we
present
the
final
policy
and
throughout
our
implementation.
As
we
develop
the
accompanying
superintendent
circulars,
implementation
will
require
school-based
staff
to
learn
new
practices
through
professional
development
and
collaborative
work.
Y
Our
students
and
families
will
also
have
to
learn
new
ways
of
engaging
in
the
learning
and
feedback
process
in
their
classrooms.
Continuing
this
at
this
engagement
is
critical
to
a
successful
implementation
of
the
policy
and
in
the
next
few
slides.
We'll
now
walk
you
through
what
this
will
look
like
for
some
of
our
students.
Thank.
C
C
Y
In
classrooms
that
use
the
zero
to
100
scale
and
reduced
grades
for
late
work
or
use
zeros
to
reflect
missing
assignments,
where
we
use
participation
grades
that
reflect
student
Behavior
students
often
end
up
with
lower
grades,
despite
having
similar
levels
of
mastery.
So
we
believe
that
grades
should
reflect
performance
on
summative
tasks
that
demonstrate
student
mastery.
Y
Z
So
in
this
second
example,
we
have
two
students
that
have
achieved
average
Mastery,
but
have
very
different
academic
and
non-academic
behaviors
that
are
factored
into
their
grades.
In
this
instance,
one
student
achieved
an
average
level
of
mastery
of
content
despite
inconsistent
attendance
and
work
completion
and
would
be
issued
in
F
under
traditional
grading.
Z
The
grading
system
in
this
instance
placed
heavy
emphasis
on
participation
which
benefited
the
second
student,
but
led
to
a
grade
that
was
higher
than
the
student's
actual
Proficiency
in
the
content.
This
can
also
be
detrimental
to
students
when
future
decisions
are
made
based
on
inflated
grades
that
do
not
reflect
the
student's
mastery
next
slide.
Z
We
owe
it
to
our
students
and
their
families
to
give
them
high
quality
and
meaningful
feedback
about
what
students
know
and
are
able
to
do
for
students
that
best
gauge
their
progress
and
understand
the
decisions
made
regarding
grades
that
they
are
issued.
It
is
critical
that
we
prioritize
feedback
and
Mastery
in
grading
practices
across
the
district
in
a
few
ways.
Z
Z
Third,
through
implementing
school-based
practices
to
audit
grades
after
each
term
to
ensure
that
all
students
receive
grades
and
support
systems
are
responsive
to
student
progress
and
finally,
through
addressing
behavioral
concerns
through
the
correct
channels
and
at
the
root
level.
So,
for
example,
attendance
concerns
should
be
addressed
through
the
policies
outlined
in
the
BPS
attendance
policy.
Z
Z
Y
Y
Now
there
are
a
number
of
reasons
that
a
student
might
not
get
off
to
the
right
start
in
a
class.
Some
of
our
students
have
to
balance
jobs
and
school.
Some
of
our
students
have
faced
personal
illnesses
or
a
change
in
the
health
of
a
family
member
and
students
can
find
themselves
far
behind
academically
and
at
times
student
performance
in
the
first
two
terms
can
put
students
in
a
situation
where
they
are
massively
mathematically
eliminated
from
achieving
a
passing
grade
over
four
terms,
using
the
traditional
zero
to
100
grading
scale.
Y
Now,
in
my
six
years
as
a
school
leader,
these
were
often
some
of
the
most
difficult
and
discouraging
conversations,
because,
obviously
our
goal
is
to
always
engage
students
and
continue
to
tell
them
about
all
the
things
that
are
possible
through
learning,
but
sometimes
students
who
wanted
a
second
chance
to
engage,
often
lost
motivation
and
made
rational
decisions
about
whether
or
not
to
continue
working
in
the
class.
Because
of
how
far
they
were
from
passing.
Y
Y
In
addition,
many
of
our
current
practices
do
not
consistently
reflect
alignment
with
our
district
opportunity.
Gap
policy
specifically
goal
five,
which
states
dismantling
structural
barriers
and
providing
greater
access
to
opportunities
to
create
a
district
that
prioritizes
its
capacity
to
give
each
child
Equitable
access
to
opportunity
and
achievement,
while
vigil
vigilantly
identifying
and
dismantling
cultural,
structural,
racial
and
social
barriers
that
could
hinder
their
access
to
high
quality
learning
environments.
Y
Z
Thanks
Gene
so
as
you've
heard,
the
policy
or
the
draft
policy
places
emphasis
on
regular
feedback
for
students
and
families
to
support
their
growth.
The
policy
also
prioritizes
consistency
with
how
students
receive
formative
feedback
in
Elementary
grades
and
ensures
that
all
students
receive
term
grades
for
each
class
for
secondary
students.
The
expectation
will
be
that
students
receive
regular
feedback
on
their
progress,
including
weekly
assignment
feedback.
That
is
visible
through
the
student
information
system.
Z
Z
It
is
important
that
students
follow
due
dates
for
assignments.
Our
vision
is
that
grades
reflect
student
mastery
of
content,
so
students
who
submit
late
assignments
will
not
be
penalized
by
lowering
their
grade.
Instead,
students
can
be
referred
for
additional
academic
support
or
intervention
to
improve
the
timeliness
of
their
work.
Submission
next
slide.
Z
In
the
strap
policy,
we'll
also
expect
that
schools
will
use
grading
scales
that
are
mathematically,
accurate
and
consistent.
Best
practices
include
the
use
of
numerical
grading
scales
such
as
0
through
4
or
50
to
100
that
do
not
disproportionately
penalize
students
for
low
performance
grades
should
consist
of
both
formative
assignments
for
students
to
practice.
New
skills
and
summative
assignments
that
measure
student
mastery
students
should
also
have
opportunities
to
retake
assessments
where
appropriate,
so
that
grades
reflect
students.
Z
So
students
may
only
receive
a
composite
grade
for
humanities
or
stem
or
equivalent
courses
if
the
course
is
offered
at
the
equivalent
of
a
double
block.
The
reason
for
this
is
to
ensure
that
students
get
substantive
opportunities
to
learn
the
content
of
both
disciplines
being
taught
in
within
the
course.
Y
So
we
wanted
to
end
where
we
started
with
our
vision,
and
our
vision
is
that
every
child
must
have
the
same
unfettered
access
to
every
conceivable
tool
to
unlock
the
greatness
within
them.
To
ensure
this
is
possible,
we
must
change
some
of
our
grading
practices,
so
our
students
have
a
deep
understanding
of
content,
receive
consistent
feedback
on
their
progress,
and
so
they
see
grades
as
motivational
motivational
and
not
punitive.
Y
A
A
K
K
I
have
one
question
given
that
you
were
able
to
engage
with
so
many
different
Folks
at
various
levels
that
are
impacted
in
different
ways
by
this
by
the
inconsistency
across
the
district.
What
do
you
based
on
those
conversations?
What
are
you
learning
would
be
some
of
the
larger
obstacles
to
overcome
in
actually
fully
implementing
this
for
for
everyone
across
the
district
foreign.
X
Respond
because
they
had
a
lot
of
direct
contact
with
the
various
stakeholders,
but
I
would
also
say
that
this
grading
this
proposed
draft
policy,
also
aligns
with
a
lot
of
the
work
that
we're
doing
around
our
instructional
focus
on
Equitable
literacy
and
grade
level
work.
So
you'll
see
that
there
are
some
changes
that
were
hap
were
taking
on
now
in
doubling
down
on
grade
level,
texts
and
tasks
that
also
prepare
for
this
consistency.
Around
Mastery,
but
I'll
have
Gian
Christine,
give
some
more
specific
examples
of
what
we've
learned.
Y
So
I
guess
I'll
begin.
We
did
meet
with
a
lot
of
a
lot
of
distinct
groups
and
I.
Think
it's
really
important
that
we
maybe
start
with
the
feedback
that
we
got
from
students.
It
was
really
interesting.
We
met
with
bsac
on
three
different
occasions.
It
was
really
interesting
to
get
the
students
perspectives
on
their
experience
with
grading.
Y
You
know,
students
talked
a
little
bit
about.
You
know
the
the
length
of
their
day
and
the
number
of
periods
they
have
and
how
you
know
at
times
that
you
know
the
different
expectations.
You
know
that
different
teachers
have,
you
know,
you
know,
sometimes
has
specific
impacts.
You
know
they
talked
about
teachers
who
have
grading
practices
that
really
really
work
for
them
and
we're
able
to
kind
of
give
us
some
insight
into
what
are
the
ways
that
the
the
grading
practices-
and
you
know,
policies
around.
Y
Y
Students
that
we
spoke
to
were
certainly
not
in
favor
of
the
zero
to
100
scale,
and
they
talked
about
how
if
they
did
get
a
zero
for
one
reason
or
another
that
like
how
hard
it
was
for
them
to
get
their
average
back
up
to
where
they
felt
like
it
should
be,
and-
and
that
was
something
that
came
through
very
very
clearly
right
and
also
you
know,
students
indicated
that
they
felt
it
wasn't
always
fair
if
they
turned
in
something
late.
That
was
really
good,
but
because
it
was
late.
Z
Yeah
I
think
that's
a
great
point,
and
just
speaking
also
to
the
feedback
that
we
see
from
from
teachers
and
school
leaders.
Also,
you
know
as
as
much
as
teachers
are
generally
very
excited
about
many
of
these
practices
coming
into
play.
They
also
are
ready
to
admit
that
grading
is
a
very
personal
thing
for
teachers.
It's
not
something
that
you're
taught
typically
in
an
education
program
and
so
you're
kind
of
on
your
own,
and
it
becomes
a
very
personal
thing
right
and
in
some
ways
you
know.
Z
K
Appreciate
that
I
do
have
one
more
question.
You
know,
as
as
with
everything
I
think
in
BPS
I
think
that
we
know
that
there
are
bright
spots
where,
like
for
this
particular
piece,
we
know
that
there
are
schools
that
already
have
this
in
practice,
and
so
I
see
this
more
as
a
creating
a
standard
across
the
district
right
working
towards
that
standardization.
And
so
do
you
have
a
sense
of
number
of
schools
or
percentages
across
the
district
that
are
already
really
implementing.
K
Z
Yeah,
like
I,
can
start.
There
talked
through
what
our
engagement
looked
like
he'd
mentioned
how
62
School
leaders
had
been
involved
and
that
involvement
was
not
sort
of
a
one-time
Meeting.
Those
were
people
who
were
involved
in
a
deep
level
in
ongoing
work
and
practice
with
us
in
some
capacity,
and
the
majority
of
those
schools
were
either
in
a
very
small
way.
You
know,
maybe
through
one
grade
band
or
even
in
one
classroom,
trying
things
out
but
I
know.
Z
Gene
can
speak
more
to
the
secondary
world
where
this
really
started,
and
it
was
really
it
was
Gene
and
and
other
heads
of
school
who
were
doing
this
work
several
years
ago,
who
came
to
the
central
office
engaged
with
me
when
I
was
in
academics
to
to
figure
out
how
we
could
grow
the
work
and
support
each
other
in
it.
So
Gene.
If
you
want
to
talk
a
little
bit
about
what
that
work
looked
like
and
and
how
many
of
our
heads
of
school
are
involved.
Y
You
know
who
had
been
doing
some
of
these
things
for
for
multiple
years
already,
right
and
I.
Won't
I
won't
put
any
of
the
leaders
on
the
spot
by
by
mentioning
their
schools,
but
we've
also
gotten
a
chance
to
talk.
You
know
with
the
teams
who
have
who
have
gone
through
implementation
and
kind
of
learned.
You
know
what,
if
you
know,
what
has
their
Journey
been?
What
are
the
things
that
work
right
away?
Y
Y
You
know
we
did
well
in
school
and
so
the
things,
the
ways
that
we
were
graded
work
for
us,
and
so
you
know
we
applied
them
as
teachers
right
and
I.
Think
that
you
know
part
of
it
is,
is
kind
of
creating
space
for
people
to
learn
and
to
you
know
you
know,
try
things
out
right
and
and
measure
the
impact
and
that's
what
we
hope
to
support
more
schools
into
it.
X
I
would
say
this
is
about
upholding
High
academic
standards
in
a
universal
way,
and,
what's
really
important
are
some
of
the
things
that
Gene
and
Christine
talked
about,
where
schools
at
the
local
level
make
sense
of
this
within
their
context.
But
yet
they're
still
consistency
so
that
a
parent
who
has
children
at
different
schools
is
not
navigating
different
ways
and
approaches
and
determinations
for
grading.
But
it
really
is
based
on
academic
Mastery
and
consistently
across
and
I.
K
Yeah,
just
a
lot
of
appreciation
for
the
work
as
a
parent
who
sees
right
the
report
card
or
sees
the
the
assignments.
I
really
appreciate
it
when
I'm
in
in
my
in
the
school
or
my
kids
are
at,
they
do
separate
out
the
academic
pieces
versus
what
they're
calling
leadership
or
really
it's
like
executive,
functioning,
right
and,
and
it
I
think
it's
really
helpful
to
be
able
to
have
those
conversations
with
my
kids
and
that
wasn't
that
wasn't
how
I
was
graded.
K
W
K
E
You
know
the
the
work
of
Joe,
Feldman
and
really
thinking
about
at
the
very
least,
I
think
we'll
have
a
better
sense
of
the
accuracy
and
particularly
like
correlation
with
our
assessments
and
just
sort
of
seeing
where
those
achievement
or
opportunity
gaps,
sort
of
lie,
so
I
think
it's
a
better.
It's
a
better
sense
of
where
we
are.
There.
E
I
agree
that
it.
It
hits
on,
like
the
bias
resistance
aspects
by
removing
those
barriers.
So
I'm,
very
appreciative
of
that
I.
Think
where
and
and
granted
like
these
past
three
years
because
of
the
pandemic
has
really
soured
the
ability
to
to
gather
data
more
or
less
on
the
the
last
pillar,
which
is
like
the
intrinsic
motivation
part
and
what
it
does
in
students
and
I
think
what
also
educators
are
also
afraid
of
is
losing
all
of
the
other.
E
If
you
want
to
call
them
soft
skills
that
go
into
I,
won't,
say
and
I
agree,
it
shouldn't
be
included
in
academic
performance,
but
what
makes
somebody
successful
in
a
career
path.
So
if
we
talk
about
even
something
simple
as
deadlines,
meeting
deadlines
and
knowing
that
there's
a
sense
of
accountability,
there
still
needs
to
be
a
vital
part
of
our
education
system
and
so
I
yeah
I,
agree.
I,
don't
think
it
should
shake
out
in
our
grading
policy,
but
I
think
teachers
and
educators
are
probably
thinking
about.
Well.
Where
do
we
hold
students
accountable?
E
Then?
How
do
we
continue
to
do
that
and
that's
what
the
intrinsic
motivation
part
hopefully
takes
care
of,
but
we
don't
know
and
I'm
I'm
really
looking
forward
to
the
next
few
years
of
being
able
just
to
see
the
data
shake
out
along
along.
So
we
can
really
figure
hear
that,
oh
in,
in
that
sense,
I
mean
what
are
you
all
thinking
for?
E
X
X
What's
the
training
and
what's
the
implementation
that
this
will
take
and
I
would
love
for
her
to
share
a
few
top
lines
around
that
because
it
is
about
I,
do
think,
building
upon
the
work
on
Equitable
literacy
and
really
universally
and
consistently
understanding
what
grade
level
is
and
what
Mastery
is
that's
really
critically
important,
but
there's
also
aspects
of
feedback
and
how
to
give
that
feedback
in
ways
that
are
productive,
that
support
students
and
that
are
precise
and
descriptive.
So
I'll
ask
Dr
Miller
to
share
some
of
her
Insight
here.
Thank.
AA
You
hello
good
evening,
everybody
thank
you
for
the
opportunity
and
it's
good
to
meet.
Everyone
look
forward
to
meeting
folks
in
person
at
some
point.
You
know:
we've
really.
The
the
implementation
is
really
where
it's
at,
and
so
we've
been
thinking
critically
about
what
that
looks
like
we
want
to
do
this
right,
and
so
we're
really
thinking
about
taking
this
slow
and
so
thinking
about
implementation
over
a
three-year
period,
with
steps
along
the
way.
AA
One
really
critical
piece
to
the
work
is
holding
information
sessions
for
both
students
and
families
to
let
them
know
what
this
change
will
mean
over
time
and
so
I
see
those
things
happening
in
that
first
year.
Also
in
that
first
year
would
be
the
development
of
new
circulars
that
really
provide
clear
guidelines
for
educators
around
again.
What
the
shifts
in
the
grading
policy
will
mean
and
I'd
like
to
do
that
with
a
lot
of
feedback
from
our
Educators
because
they're
the
ones
who
will
be
implementing
this.
AA
So
as
Mr
Roundtree
said
at
the
start
of
the
presentation,
that's
going
to
be
critical
and
I
have
been
really
impressed
at
the
amount
of
community
engagement.
That's
happened
in
the
last
two
years
and
so
I
want
to
continue
that
momentum
and
make
sure
that
there's
a
lot
of
community
involvement
going
forward
and
then
again
in
years,
two
and
three
after
we
hear
from
Educators
about
the
The
Professional
development
that
they
need
making
sure
that
they
get
that
and
looking
to
a
lot
of
the
national
leaders,
the
local
leaders
to
support
that
work.
AA
Y
Y
We
met
with
one
school
over
the
last
two
weeks
to
kind
of
hear
about
about
their
journey,
and
so
there's
a
lot
of
teacher
leadership
already
in
the
district
that
we
would
plan
to
tap
into
as
Dr
Chen
said,
I
mean
this
aligns
with
our
work
around
Equitable
grading
right.
It
aligns
with
our
work
around
inclusion,
and
we
see
these
things
really
working
in
concert
to
provide
better
opportunities
to
develop
student.
Mastering.
Z
A
J
J
The
subjective,
the
subjectivity
in
making
in
in
grading
and
in
dispensing
what
are
the
criteria
for
grading
from
teachers
varies
from
teacher
to
teacher
I'm,
not
saying
that
that
they
don't
understand
the
criteria
for
equity,
and
we
all
know
each
each
one
of
us
has
a
different
take
on
what
Equity
is.
The
policy
sounds
good.
The
policy
sounds,
you
know
the
the
the
the
implementation
with
a
three-year
training
that
are
you,
you
are
aiming
for
a
grade.
J
The
concern
is:
is
it
going
to
work
I
doubt
it
I,
really
doubt
it.
It
has
always
been
the
individual
teachers
practice,
regardless
of
how
they
understand
the
the
the
differences
between
ranging
from
family
to
family,
from
students
to
students
from
you
know
these
different
social,
economic
starters
to
different
source
of
economic
economic
status.
That
has
always
been
the
case.
J
So
I
wish
you
luck,
but
I
I
applaud
the
work,
but
I
wish
you
luck.
The
only
recommendation
that
I
would
make
I
hope
it.
It
is
something
that
would
be
considered
is
the
whole
teacher's
accountability
in
in
in
ensuring
that
Equity
is
in
fact,
whether
they
range
from
one
teacher
to
another.
There
are
criteria
that
they
should
adhere
to.
Let
me
give
you
an
example.
J
Well,
I'll
give
you
an
example,
my
own
experience
example
when
I
was
in
college
I,
don't
speak
English
as
I
do
now,
because
I'm,
a
I
was
originally
trained
as
a
science
person,
not
as
a
not
as
as
a
lawyer,
and
my
English
was
not
that
great.
It
took
me
while
now
what
45
years
and
it's
still
not
great,
but
when
I
was
in
college
I,
don't
participate
in
classroom.
Even
though
I
I
asked
all
my
my
my
science
test,
but
the
fact
that
I
don't
participate.
J
J
X
X
Think
a
couple
of
things
I
would
offer
and
and
invite
the
team
to
to
share
as
well
one
I
think
this
is
the
reason
why
Christine
and
Gene
have
have
spent
so
much
effort
in
the
last
couple
of
years
engaging
stakeholders
to
really
understand,
and
you
heard
that
there
were
teachers
and
and
students
and
principals,
and
just
having
two
School
superintendents
lead
this
work.
Well,
I
know
it's
been
extra
work
for
them.
They
supervise
the
schools
and
principals
are
involved
in
these
discussions.
X
I
think
also
there's
some
very
thoughtful
three-year
implementation
that
Dr
Miller
mentioned
as
well,
where
these
issues
are
very
complex
and
to
get
just
right,
and
so
we
want
to
make
sure
we
spend
largely
the
first
year
ensuring
that
there's
a
way
for
teachers
to
fully
understand
I
I.
Think
all
of
us
believe
that
accountability
is
needed,
but
we
have
the
responsibility
to
provide
the
support
for
teachers
to
be
able
to
be
successful
at
this
I.
X
Think
in
terms
of
a
technical
detail,
we
mentioned
that
we're
looking
for
regular
feedback
so
that
parents
and
students
have
the
same
expectations.
Part
of
this
will
be
feedback
that
will
be
uploaded
in
the
system,
so
there's
a
way
that
we
can
see
if
the
frequency
of
the
feedback
is
given
again,
not
as
sort
of
this
big
brother,
if
you
will
but
more
of
being
able
to
provide
supports
for
teachers
in
how
to
best
help
them
provide
that
meaningful
feedback
on
a
regular
basis.
X
M
What's
the
research
back
in
this
approach,
and
that
has
been
addressed
and
it
will
be
interesting
to
see
the
data
out
of
this
I
want
to
push
a
little
bit
more
I
think
where
Dr
Elkins
was
going
as
well
of
saying.
I
also
agree
with
taking
out
the
subjectivity
and
that
aware
of
the
impact
that
subjectivity
can
have,
particularly
from
inherit
or
implicit
bias,
Viewpoint
and
so
appreciate
that
work
and
and
the
fact
that
the
team
tied
it
to
our
opportunity,
achievement.
M
Gap
policy
very
specifically
and
I
appreciate
that,
but
I
am
interested
in
and
I'm,
not
sure
who
could
address.
This
probably
Mr
Roundtree
is
you've
offered
heard
me
in
the
pack
past
when
we
talk
about
policies
where
I
focus
in
on
unintended
consequences
and
I
am
a
little
bit
concerned
about
the
unintended
consequences
of
you
know:
attendance
not
not
being
as
strong
a
part
of
it
handing
in
homework
not
being
as
strong
a
part
of
it.
M
Y
Well,
thank
you,
Mr
O'neill,
for
that
question.
So
I
think
that
I
think
that's
a
very
important
question.
It's
one
of
the
things
that
we've
spoken
to
in
one
of
the
areas
where
we've
gotten
a
lot
of
feedback
from
school
leaders,
because
they're
as
I
said
there
are
School
leaders
who
have
been
doing
a
lot
of
this.
A
lot
of
this
work
for
years
and
a
lot
of
the
feedback
about
unintended
consequences
is
about.
Y
Y
Is
you
know
you
do
work
to
drive
your
learning
and
you
get
feedback
to
further
drive
your
learning,
and
so
one
of
the
things
that
and
one
of
the
reasons
that
we
have
a
three-year
implementation
plan
is
because
we
think
that
there
are
some
things
that
you
know
are
adjustments
that
can
be
made
I.
Think
in
the
in
the
shorter
term
and
there's
some
things
that
before
we,
you
know
we
feel
like
they
should
be
implemented.
Y
We
know
that
people
will
need
time
to
kind
of
you
know:
reframe
reframe
their
understanding
right
like,
for
instance,
you
know
you
mentioned
homework.
I.
Think
that
one
thing
that
you
know
a
lot
of
people
feel
in
common
is
that
homework
is
a
really
effective
way
to
practice,
skills
that
are
learned
in
class.
Y
Y
People
will
just
kind
of
move
on
well,
we
would
encourage
schools
to
do
is
to
if
a
student
hasn't
submitted
an
assignment
you
can
you
can
you
can
write
the
word
missing
or
write
the
word
m
in
the
sis
subsystem.
So
it's
a
communication
that
you
know
that
we
have
not
collected
information
about
that
assignment
right,
so
that
we're
encouraging
students
to
complete
all
the
assignments
that
they're
that
they're
given,
rather
than
getting
a
zero
and
then
moving
to
the
next
assignment.
Y
Really
factoring
heavily
into
their
grades,
their
grades
will
be
now
more
closely
associated
with
Mastery,
so
it
will
require
them.
I
think
you
know
to
attend
to
feedback
that
they
receive
to
really
make
sure
that
their
that
their
Mastery
matches
and
aligns
you
know
with
their
with
compliance
Believers
and
with
soft
skills.
So.
Y
You
know
we
so
Mastery
is
demonstrate
in
a
lot
of
different
ways:
I
mean
we.
What
we
would
do
is
we
would
encourage.
You
know,
teachers
to
continue
doing,
and
teachers,
particularly
teachers
in
this
District
I'm,
always
inspired
at
the
different
ways.
You
know
that
they
engage
students
to
show
their
Mastery.
It
can
be
a
test,
it
can
be
a
quiz,
it
can
be
a
debate.
It
can
be
an
interpretive
dance
right.
It
could
be.
It
could
be
a
play
that
you
write.
Y
We
would
encourage
our
our
Educators
to
base
the
grades.
The
students
receive
on
the
distinct
opportunities
that
students
have
had
to
display
their
Mastery
and
also
to
give
feedback,
and
if
students
want
to
try
an
assessment
again,
if
they've
learned
more,
if
they're
better
at
it
to
offer
them
that
opportunity
and
not
average
the
two
grades
together,
but
to
replace
you
know
with
with
the
grade
that
most
the
most
completely
reflects
their
current
level
of
mastery.
M
Y
M
Y
We're
certainly
emphasizing
attendance
right
because
we
feel
like
if
a
student
is
not
in
school.
That
means
they're
not
learning
and
they're,
also
not
getting
feedback.
So
in
no
way
do
we
feel,
like
you
know,
we
are
saying
that
students
should
be
able
to
attend
less
right
like
we
will
continue
to
support
effective
attendance,
because
students
aren't
there
they're,
not
gaining
Mastery
and
they're,
not
getting
feedback
on
their
work.
A
A
Okay,
so
one
of
the
groups
we
haven't
talked
a
lot
about
in
this.
That
I
think
will
certainly
have
a
lot
to
say
and
think
about
our
parents
and
I
know
you
talked
about.
You
know
very
rigorous.
You
know
over
time,
training
for
teachers.
My
question
is:
how
are
you
going
to
have
a
similar
kind
of
trainings
etc?
For
parents
thinking
about
parents
now
who
can
push
to
get
student
grades
changed,
or
you
know,
students
giving
more
time
on
tests
Etc,
so
some
inequitable
process
is
there,
so
that's
part
of
it.
A
The
other
is
I
know.
We've
spoken
a
lot
around
high
school
students.
Where
does
this
begin
at
the
elementary
level
so
that
we
are
shifting
student
Behavior,
teacher,
behavior
and
parent
Behavior
regarding
grades
as
we
are
moving
forward?
So
by
the
time
the
our
elementary
kids
are
in
high
school,
they
will
have
a
different
sense
about
what
it
takes
to
earn
the
grade.
Z
I
can
start
with
the
for
the
second
question.
First,
if
that's
okay,
about
Elementary
grades,
thank
you
for
the
question.
One
technical
piece
in
a
way
that
will
be
part
of
this
implementation
is
an
update
to
the
report
card
for
elementary
schools,
and
the
report
card
that
we
currently
use
in
the
district
is
outdated.
Z
It
doesn't
reflect
current
common
core
standards
and
the
way
I
like
to
think
about
it
is
that
our
teachers
end
up
doing
mental
gymnastics
to
have
to
translate
what
they're
doing
in
the
classroom
to
the
report
card
that
goes
home
to
families
and
I'm
sure
you
know
for
families
too
it
may
not.
The
language
of
the
report
card
may
not
necessarily
reflect
the
way
that
they're
hearing
about
their
child's
learning
in
other
ways.
So
it's
it
ends
up
being
not
as
useful
a
tool
as
it
could
be
to
for
families
and
for
students.
Z
The
other
part
at
the
elementary
level
is
know
why
we,
we
don't
think
it's
necessarily
appropriate
to
put
the
same
type
of
weekly
expectation
for
for
Marks
for
younger
children.
It
is
incredibly
important
and
equally
important,
as
you
said,
to
have
feedback
become
more
of
a
normalized
thing
for
our
elementary
kids
right,
so
that
family,
our
teachers
are
reaching
out
to
families.
Z
But
if
we
have
consistency
and
and
sort
of
normalize
talking
about
the
report
card
and
talking
about
ongoing
feedback,
we
can
have
better
systems
into
your
first
question
about
working
with
families.
Yeah,
that's
a
fabulous
question
and
a
really
really
important
one.
And
so
we've
been
thinking
about
with
the
with
the
implementation
that
it
would
include
work
with
our
engagement
team,
that
it
would
include
modules
that
we
can
provide
to
schools
that
they
can.
D
Z
A
J
J
J
My
recommendation
is
that
if
there
is
a
an
equity
criteria
to
be
implemented
into
schools,
it
should
take
into
consideration
the
level
the
grades.
I.
Suppose
the
equity
I
applicable
to
elementary
school
is
going
to
be
different
from
the
equity
criteria
that
is
applicable
to
a
senior
in
high
school
who
are
going
to
be
going
to
college.
J
The
reason
I'm
raising
this
is
is
also
from
my
experience.
Okay,
unintended
consequences.
I
didn't
want
to
cut
my
class
when
I
was
in
a
in
college,
but
being
a
a
refugee
student
with
nobody
around
I
I
had
to
make
sure
that
I
work
in
in
Chinatown
as
a
dishwasher
to
put
food
in
my
on
my
table,
while
my
well,
you
know,
while
I'm
trying
to
survive
School.
J
J
J
So
my
recommendation.
Well,
it's
not
recommendation,
but
my
thought
is
is
that
it
should
be.
You
know
it
it.
You
know.
Criteria
on
on
equity
should
take
into
consideration
all
these
and
and
and
and
and
and
and
should
be,
the
design
in
a
way
that
Elementary
School
is
is
going
to
be
somehow
different
from
high
school.
J
So
my
my
last
statement
is
that
the
work
is
right
ahead
of
you
guys
it's
going
to
be
very
tough
I,
don't
know
how
you're
going
to
come
up
with
something
that
is
100
completely
Equitable
to
everybody.
That
is
one
thing.
The
other
thing
is:
how
are
you
going
to
make
sure
that
the
teachers
are
going
to
follow
with?
It
is
another
thing,
so
the
uniformity
of
equity
remains
something
that
I
will
always
question.
Y
Can
I
can
I
just
respond
to
a
a
couple
of
points,
so
first
off
I
want
to
thank
you
for
that
for
sharing
your
story
again.
I
think
that
we
are
thinking
about
the
students
that
are
balancing
you
know,
responsibilities
outside
of
outside
of
school
and
I.
Think
when
we
talk
about
you
know
the
idea
of
having
an
equitable
policy
right,
you
know,
having
a
heavy
weight
on
homework
assumes
that
all
students
have
the
same.
Y
You
know
equal
opportunity
right
to
to
do
their
homework
and
they
have
the
same
resources
outside
of
class
to
do
homework,
and
that
is
certainly
something
that
we're
thinking
about.
In
terms
of
your
question
about
how
we
support
and
how
we
support,
you
know
all
schools
and
all
teachers
and
making
adjustments.
You
know
you
reminded
me
of
something
I
learned
from
you
know
one
of
my
favorite
teachers.
You
know
Richard
Elmore.
He
said
for
every
increment,
additional
increment
of
performance
you
require.
Y
Y
E
Yes,
this
a
lot
of
things.
A
lot
of
things
have
been
said.
You
know
regarding
unintended
consequences,
I
think
anything
under
the
sun.
Really
you
can.
There
could
be
anything
that
could
happen.
You
could
find
people
that
could
game
the
system
figure
out
a
way
like
hey
I,
don't
have
to
go
to
class
if
I
gotta
turn
something
in
that
shows
Mastery
and
I
get
it,
but
on
the
back
end
it's
in
many
cases.
You
know
you're
only
hurting
yourself
by
by.
D
E
E
The
other
thing
that
this
will
require
to
Mr
trans
point
is,
which
I
think
is
already
being
done,
is
the
multiple
forms
of
assessment
and
really
just
how
we
are
looking
at
Mastery
proficiency
at
all
levels,
and
that
just
has
to
be
the
case
where
it
becomes.
You
know,
like
you,
said,
the
heavy
lift
is
that's
a
lot
of
work
on
our
teachers.
It's
a
lot
more
work
to
create,
because
what
we're
talking
about
is
essentially
customized
educational
Pathways.
That
is
what
we
are
talking
about,
I'm
actually
curious
to
see.
E
If,
philosophically,
as
a
district,
are
we
moving
towards
a
space
of
even
that
there
are
we're
not
talking
about
grades
anymore?
Are
we
talking
about
just
reaching
levels
of
Mastery
and
allowing
and
we're
allowing
folks
to
move
at
their
own
pace?
That's
more
of
my
question,
and
you
know
that
very
vague
and
nebulous
question,
but
you
know
I'd
be
curious
to
get
your
your
thoughts
just
because
you
all
have
been
engaged
in
this
for
the
past
three
years.
Z
Often
in
our
you
know,
the
superintendent
talked
about
being
out
some
of
our
alternative,
ed
schools
today
in
in
some
of
those
spaces
in
particular,
where
you
know
students
are,
are
facing
many
obstacles
to
being
in
school
right,
there's
different
ways
that
that
schools
are
thinking
about
grading
and
some
really
really
promising
work
and
I.
Think
you're,
you're,
absolutely
right
that
you
know
the
work
we're
talking
about
today
is
is
incredibly
difficult
work
to
really
them.
Z
You
know
allow
students
to
demonstrate
Mastery
and
create
those
opportunities
for
them
to
do
so
in
in
authentic
ways
and
then
sort
of
competency-based
grading
is
even
another
level
Beyond.
So
I
think
that
is
something
that
will
continue
to
explore
through
this
process
and
you
know
sort
of
celebrate
those
those
opportunities
and
and
grow
them.
You
know,
as
as
people
are
ready
to
do
that,
but
I
think
it
definitely
is
a
next
step
for
us.
Y
I
could
just
you
know
briefly
add
to
to
respond
to
what
you
said
about.
You
know
the
future
of
grades.
I
think
one
of
the
reasons
that
grades
are
so
important
is
because
of
the
you
know
the
the
different
audiences
for
grades
right,
and
so
we
know
that
you
know
that
the
audience
of
grades
or
parents,
you
know
scholarship
committees,
you
know
colleges
and
universities,
right
and
so
I
think
that
you
know
I
think
we
will
always.
You
know,
probably
continue
to
stay
within
the
the
framework
of
utilizing.
G
On
through
each
year,
so
you
know,
I
think
I
think
that
there
are
a
number
of
districts
that
have
explored
cns-based
report
cards,
particularly
like
at
the
Elementary
grades.
I
think
that's
sort
of
like
the
entree
point
in
and
then
I
think
when
you
start
getting
into
the
middle
and
high
school,
where
you
sort
of
have
the
breakdown
of
content
that
work
and
that
leap
to
go
to
competency
is
a
pretty
extensive
one.
G
G
So
you
know
I
think
these
are
all
things
that
you
know
that,
as
we
continue
to
evolve
in
our
district,
we
will
look
at
but
I
think
for
right
now
to
the
committee's
point.
It's
getting
this
piece
right
and
getting
the
implementation
of
this
right
and
beginning
to
work
with
our
teachers
as
partners
in
thinking
about
looking
at
assessment
differently.
So
it
isn't
just
grading
and
testing
I'm,
just
testing
and
quizzes,
but
it
is
portfolio
it
is
Project
based.
G
It
is,
you
know,
experiential,
like
there's
lots
of
other
parts
of
the
menu
that
I
think
we
will
have
our
hands
full
of
kind
of
evolving
the
system.
But
certainly
we
have
some
neat
work.
That's
going
on
in
BPS
already
to
sort
of
look
to
eventually
for
for
those
schools
that
would
want
to
explore
and
actually
go
much
deeper
in
the
form
of
Mastery
by
by
looking
at
things
like
competency
or
standard
space
reporting.
G
G
This
is
an
interesting
area
for
us
to
explore
and
develop
out,
which
are
what
are
the
different
ways
that
we
can
assess.
That
gives
us
better
Insight,
rather
than
just
a
test
or
a
quiz
as
to
whether
students
know
something.
Can
they
show
it?
You
know
when
we
talk
about
career
Pathways,
that's
all
about
demonstration
that
isn't
just
about
you
know
a
test.
So
I
think
this
is
an
area
that
you
know
it
will
be
good
and
I.
G
Think
Pierre
is,
you
know,
there's
schools
that
use
and
find
lots
of
ways
for
peers
to
give
feedback
on
something
that
they
read
that
appears
done
or
even
on.
You
know
if
they're
doing
lab
work
and
experiment.
So
there's
lots
of
value
in
that
and
I
think
these
will
be
the
areas
that
will
just
be
very
enriching,
I
think
to
do
both
PD
around
and
to
actually
ask
our
teacher
partners
and
Educators
to
think
about
and
show
best
practice
in
these
areas,
so
lots
more
to
come
on
it.
B
Hi
yeah
so
I
think
this
all,
as,
as
you
guys
were
saying,
I
think
this
well
there's
bound
to
be
unintended
consequences,
as
there
is
with
everything
right
like
I
mean
the
current
grading
system.
Also,
as
we
talked
about,
we've
talked
about
the
consequences
of
that
right,
but
I
think
that
this.
This
also
so
has
an
added
benefit
kind
of
curbing
I'm,
not
saying
there's
lots
of
it
has
the
thing
of.
B
If
you
miss
a
few
days,
you
can
get
back
on
track
easily,
whereas
you're
not
it
has
that
as
a
benefit
of
when
you're
scrambling
to
make
up
assignments,
and
you
end
up
falling
even
farther
behind,
because
of
that,
it's
kind
of
gives
a
that's
like
buffer
room
and
like,
of
course,
you're
not
supposed
to
you're
not
supposed
to
intentionally
Miss
assignments,
because,
like
even
with
this,
if
you
miss
an
assignment
your
grade's
gonna
go
down
period.
So
but
like
it
sort
of
de-emphasizes
it
I,
don't
know
what
I'm
saying.
G
A
A
How
does
it
work,
at
the
other
end,
I
think
about
the
our
exam
schools
and
the
pressure
students
are
under
and
the
competitiveness
that
are
that's
happening
in
those
schools,
and
the
number
of
you
know
accelerated
courses
and
the
pacing
and
other
things
that
are
different,
and
then
you
think
what
does
an
a
mean
in
DPS
is
as
an
a
at
exam
School,
a
equal
and
a
at
other
school.
You
know
how.
How
are
we
looking
at
all
of
these
different
assessment
plans
and
rigor
and
those
things
as
we
look
at
this
policy.
X
I
think
Cher
Robinson
you're
really
bringing
up
a
good
reason
why
we
are
putting
forward
this
draft
policy.
Is
that
an
a
shouldn't
be
different
from
one
side
of
the
town
to
the
other
or
from
one
type
of
school
to
the
other?
Rather,
we
have
state
standards
that
all
students
must
achieve.
We
need
to
do
the
hard
we
work
of
making
sure
every
student
has
every
opportunity
to
achieve
that,
and
that's
why
that
Mastery
piece
is
so
important
and
it
would
apply
to
every
school,
absolutely
and
I.
Think
that's
also.
X
Why
and
part
of
what
we're
proposing
in
this
draft
is
that
80
of
the
entire
sort
of
composite
is
on
summative
tasks
and
it's
not
always
going
to
be
say
a
test
if
you
will
but
multiple
forms
of
summative
assessment,
and
some
of
it
will
be
Performance
Based
right,
but
it
will
will
definitely
be
I.
Think
that
Clarity
still
allows
schools
to
decide
which
assignments
which
tasks,
but
the
standards
that
we
have
before
us
that
come
from
the
state
are
applied
to
every
student.
A
So
in
lots
of
ways
we're
going
to
have
to
hold
ourselves
accountable
in
order
to
be
able
to
hold
our
students
accountable,
you
know
because
I
think
a
question
I
ask
often
is
what
is
the
value
of
a
BPS?
You
know
diploma
when
we
know
that,
even
when
we
sit
at
the
the
valedictorians
luncheon
that
we
know
that,
even
though
they
are
the
top
of
their
school,
it
doesn't
mean
that
grade
wise,
they're
all
ready
to
go
and
be
successful
at
College,
because
what
those
grades
have
meant
are
very
different.
A
So
my
hope
is
that
in
several
years
that
won't
be
the
case.
If
this
is
done
correctly,
is
that
in
a
earned
really
will
equal,
an
A
and
school
and
and
and
skills
achieved
will
really
be
the
skills
that
in
the
Mastery
that
will
allow
our
students
irregardless
of
school,
to
be
able
to
graduate
and
go
on
to
whatever
next
college
career
and
be
successful
in
a
more
generic
way
than
than
it's
true
today.
A
A
E
A
I'll
ask
Ms
Sullivan
I
know.
One
of
the
things
we
were
waiting
to
hear
back
from
is
what,
whether
the
state
we
have.
We
are
able
to
remain
virtual
until
March
or
so
in
which
time
we
would
all
supposed
to
be
going
back
in
person.
So
we
wanted
to
be
able
to
announce
that
that
would
be
our
plan.
Ms
Sullivan,
I'm
gonna,
give.
F
D
C
A
AB
There,
she
is
sorry,
couldn't
find
my
buttons
good
evening.
Everybody
Megan
Costello,
the
superintendent's
team.
We
have
been
in
touch
with
the
state
legislature
to
try
to
figure
out
what
they're
planning
on
doing
you
know
I
think
they're,
not
necessarily
interested
in
letting
it
expire
right.
It's
either
a
continuation,
a
temporary
extension
or
passing
a
new
law.
That
might
you
know,
bring
some
sort
of
combination
of
the
the
world
that
we're
currently
in
right
now,
with
both
doing
virtual
and
in
person.
A
J
A
All
right,
if
not
that
in
concludes
our
business
for
this
evening
and
the
school
committee
will
hold
the
first
in
a
series
of
virtual
physical
20
24
budget
hearings.
Tomorrow,
Thursday
February
16th
at
5
pm
sign
up
to
testify.
Please
visit
bostonpublicschools.org
school
committee
and
the
committee
will
hold
the
budget
hearing
focused
on
the
central
Budget
on
Wednesday
March
1st
on
Wednesday
March
15th
at
5
PM.
The
committee
will
hold
the
third
and
final
budget
hearing
immediately
followed
by
a
regular
school
committee
meeting.
There's
nothing
further
I'll
entertain
a
motion
to
adjourn
the
meeting.