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From YouTube: Boston School Committee Meeting 5-12-21
Description
Boston School Committee Meeting 5-12-21
B
A
C
D
E
F
A
Noted,
thank
you.
Thank
you.
Miss
sullivan,
miss
mercer
will
not
be
joining
us
this
evening,
she's
not
feeling
too
well.
So
we
we
wish
her
speedy
recovery,
so
tonight's
session
is
being
shared,
live
on
zoom
and
it
will
be
rebroadcast
on
boston,
city,
tv
and
post
it
on
the
school
committee's
webpage
and
also
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
A
A
After
our
interpreters
finish
introducing
themselves,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference,
I'd
like
to
ask
our
spanish
interpreters,
mr
juan
bernal
and
mr
dominguez.
If
you
could,
please
introduce
yourselves
and
give
zoom
instructions
in
spanish.
A
G
Good
evening,
everyone
school
committee,
members
and
distinguished
guests,
my
name
is
juan
bernaly,
I'm
one
of
the
simultaneous
spanish
interpreters
assigned
for
this
meeting
for
those
in
need
of
interpretation
services.
I
will
now
proceed
to
explain
how
to
access
the
interpretation
feature
in
spanish.
H
A
Our
haitian
creole
interpreters
this
evening
are
sergio
santiler
and
nadezh
silly.
If
you
could,
please
introduce
yourselves
and
give
zoom
instructions
in
haitian
yo.
A
This
evening
is
mr
jose
correa,
and
he
will
be
joining
us
a
little
bit
later,
so
we
will
skip
that
introduction
and
our
cantonese
interpreters
are
miss
anna
c
and
mr
terry
yin.
If
you
could
also
please
introduce
yourselves
and
provide
zoom
instructions
in.
K
A
L
A
M
M
A
A
We
know
the
importance
of
the
service
to
our
deaf
and
hard
of
hearing
community,
and
we
will
continue
to
work
closely
with
our
vendors
and
partners
to
secure
asl
interpreters
for
future
meetings.
The
closed
caption
feature
is
enabled
for
tonight's
meeting.
I
just
want
to
thank
all
of
the
interpreters
and
all
of
the
staff
behind
the
scenes
for
assisting
us
this
evening.
A
A
A
A
C
O
P
D
P
O
A
Q
Thank
you,
madam
chair,
and
thank
you
members
for
being
here
this
evening
and
all
of
our
listening
public.
I'm
going
to
start
today
with
a
few
district
highlights.
First,
I
want
to
touch
on
a
couple
of
studies
that
were
recently
published.
Q
We
had
partnered
with
edvestors
and
texas,
a
m
to
examine
the
impact
of
arts
programming
and
the
study
found
that
students
who
enroll
in
arts
courses
of
any
kind
have
better
attendance,
no
surprise
to
any
of
us.
Positive
results
were
also
doubled
for
students
with
an
iep
and
for
students
with
a
his
history
of
chronic
absenteeism.
Q
Q
The
researchers
suggest
that
pre-k
impacts
social
emotional
development
more
clearly
than
short-term
achievements
such
as
mcas,
which
I
believe
supports
what
I've
been
saying
all
along
that
statewide
tests
used
for
accountability
have
very
limited
use
for
instructional
purposes
or
decisions
for
individual
students.
Again.
Multiple
measures
given
over
time
are
the
best
way
to
measure
student
achievement
and
there's
no
better
equity
move
than
giving
every
child
a
great
start
with
preschool.
Q
I
want
to
move
to
shift
gears
just
a
bit.
As
you
know,
back
in
october,
the
school
committee
accepted
the
exam
school
admission
criteria,
working
group
recommendation
for
changing
the
admissions
process
to
the
exam
schools
for
the
21
22
school
year.
In
light
of
the
complications
presented
by
the
kovid
19
pandemic
and
its
impact
on
our
students
learning,
the
working
group
recommended
assigning
the
first
20
percent
of
exam
school
seats
in
each
school
to
the
highest
scoring
students
city-wide
and
the
remaining
80
percent
of
seats
by
highest
gpa
within
zip
codes.
Q
B
Thank
you.
Thank
you,
dr
caselias,
and
good
evening
school
committee,
members
and
members
of
the
public.
I
want
to
just
share
with
you,
and
I
know
my
colleague
is
going
to
put
up
my
slides
a
little
overview
of
what
we've
done
in
regards
to
exam
school
invitations.
B
So
with
this
first
live
just
want
to
talk
a
little
bit
about
the
applicant
pool.
You'll
first
note
that
there
was
a
decline
in
the
applicant
pool
overall
from
last
year
to
this
year,
both
for
grades
seven
and
grades
nine.
So
the
total
applicant
pool
for
grade
seven
for
this
year
was
1666
if
we
were
to
add
up
the
1,
1287
and
379
as
compared
to
a
total
of
2833
applicants
for
last
school
year
and
for
grades
not
grade
nine.
B
There
are
760
applicants
across
non-public
schools
and
bps
schools,
as
opposed
to
as
compared
to
1177
students
for
ninth
grade
last
year.
I
just
want
to
talk
a
little
bit
about
the
application
decrease
any
for
last
school
year.
Anyone
who
took
the
exam
school
interest
exam
would
have
been
considered
an
applicant
and
for
and
as
you
recall,
bps
students
were
able
to
take
that
at
the
school
level.
So
we
had
all
of
our
students
participate
in
school-based
testing.
B
Additionally,
in
prior
years,
if
our
bps
students
did
not
rank
an
exam
school,
then
the
district
did
assign
a
default
ranking
so
ranking
the
schools.
On
behalf
of
the
student,
we
did
not
do
that
this
year
as
part
of
the
working
group's
recommendation,
the
one
we
didn't
notify
families
of
the
eligibility,
but
families
had
to
rank
the
schools
to
to
indicate
their
interests,
and
we'll
talk
a
little
bit
about
later
about
why
we
believe
that
will
lead
to
higher
take-up
rates,
because
families
have
actively
made
a
choice.
B
So
as
it
relates
to
invitations-
and
this
really
means
how
many
students
were
invited
were
offered
a
seat
this
year,
974
students
were
offered
a
seat.
So
that's
almost
59
of
those
who
applied
for
the
grade
7
and
then
for
grade
9
340
students
received
an
invitation
which
is
almost
45
of
those
who
applied,
as
I
just
alluded
to.
As
I
talked
about
the
last
slide,
we
sent
fewer
invitations
this
year
than
we
have
in
prior
years,
because
we
expect
the
temporary
admissions
process
to
lead
to
higher
acceptance
rates.
B
We
haven't
changed
the
target
enrollment
of
the
exam
schools,
but
really
adjusted
the
number
of
invitations
in
terms
of
the
rate
at
which
we
expect
families
to
accept
their
seats
next
slide.
Please
we
want
to
now
shift
to
some
of
the
outcomes
as
it
relates
to
the
types
of
diversity
shifts
we've
seen
as
a
result
of
this
one-year
policy.
B
First,
I
want
to
talk
about
social
economic
status.
The
percentage
of
invitations
sent
to
economically
disadvantaged
students
increased
from
33
percent
to
48
overall
and
then
for
our
students
experiencing
homelessness
as
students
in
the
care
of
dcf.
We
see
more
invitations
increasing
from
29
invitations
last
year
to
73
this
year.
B
It's
a
little
bit
about
geographic
distribution
and
some
of
the
zip
codes.
B
There
were
little
change
in
terms
of
the
number
of
invitations
from
last
year
to
this
year
and
this
slide
does
not
have
the
comparison
from
last
year
this
year,
it's
really
focusing
on
the
overall
distribution
of
the
invitations
for
this
school
year,
but
we
did
note
that
zip
code
was
the
lowest
median
family
income,
so
those
with
children
under
the
age
of
18
received
more
invitations
than
than
last
year
and
in
particular,
as
we
look
at
dorchester,
roxbury
and
matapan,
so
we
will
see
greater
geographic
distribution
in
terms
of
our
student
body
across
the
exam
schools.
B
Next
slide,
please
next
we'll
turn
to
invitation
by
race.
We
will
see
that
overall,
the
percentage
of
black
and
latinx
students
receiving
an
invitation
increased
between
last
school
year
and
this
school
year,
so
between
2021
and
the
school
year
by
six
and
four
percentage
points
respectively.
So
this
is
an
aggregate.
I
don't
have
school
by
school
data
for
you
tonight,
but
we
will
be
able
to
share
that
with
you
shortly
next
slide.
Please.
B
As
we
think
about
sending
school
type,
we'll
also
note
that
there
is
an
increase
of
bps
student
students
receiving
invitation
this
year,
it's
75,
which
is
up
from
65
last
year,
and
then
students
from
charter,
private,
baroque
and
metco
comprised
25
percent
of
the
invitation.
So
the
balance,
as
we
note
here
that
are
we
do
know
that
our
bps
students
take
exam
school
seats
at
a
higher
rate.
B
So
when
I
talked
about
the
expectation
that
the
take
up
rate
will
be
higher,
it
is
in
part
also
due
to
the
fact
that
bps
students
represent
more
of
the
invitations
and
bps
students
do
tend
to
step
seats
at
a
higher
rate.
B
So
as
it
relates
to
english
learners
and
students
with
disabilities,
students
who
are
english
learners
and
students
with
special
in
special
education
programs,
received
more
invitations
than
in
previous
previous
years.
Students
who
are
english
learners
received
109
invitations
up
from
41
last
school
year,
and
students
in
special
education
programs
received
66
invitations
this
year
up
from
34
last
school
year.
B
So
this
particular
site
looks
at
the
distribution
of
the
twenty
percent
and
eighty
percent
by
race.
B
You
will
note
that
for
the
seventh
grade
about
forty
percent,
forty
six
percent
of
the
students
invited
under
the
20
were
white,
seven
percent
identified
as
other
23
percent
latin
next,
oh
sorry,
18,
latinx,
14,
black
and
15
asian
and
for
the
80
you
can
see
that
there
is
a
slight
difference
with
there
being
more
even
distribution,
approximation
groups
differently
for
ninth
grade.
B
You
can
see
that
the
20
of
invitations
46
went
to
students
who
identify
as
latin
next
and
33
went
to
students
who
identify
as
black
18
asian
and
then
the
ballots
are
students
who
identify
as
white
the
eighty
percent.
In
the
case
of
our
ninth
grade,
students
is
still
majority
black
and
latin
next,
so
I'll
pause
for
a
second.
So
you
all
have
time
to
look
at
that
slide.
A
little
bit
more
before
I
move
to
the
next
one.
A
B
As
you
look
at
this
slide
overall,
you
do
see
that
the
there's
more
even
distribution
across
the
the
racial
groups,
when
you
look
at
all
invitations
for
seventh
grade,
the
distributions
for
ninth
grade
are
a
little
bit
different,
tending
to
have
more
black
and
latin
next
students.
B
As
you
look
at
the
seventh
grade,
invitations
overall
74
for
bps
students,
eight
percent
were
chartered
and
their
balance
were
private,
parochial
and
medical,
as
you
think
about
the
twenty
percent
of
invitations
that
number
it
really
holds
almost
solidly
across
those
for
seventh
grade,
with
73
of
the
seats
distributed
on
a
20
basis
being
extended
to
bps
students,
7
to
charter
and
then
21
to
private,
parochial
and
metco
and
within
the
80
distribution.
B
As
we
look
at
the
ninth
grade,
those
percentages
are
a
little
bit
higher
as
it
relates
to
bps
student
sending
school.
So
77
of
the
ninth
grade
invitees
are
from
bps
schools,
10
from
charter
and
13
from
private
parochial
medco.
You
can
see,
as
you
look
at
the
20
percent
distribution
81
of
those
are
bps
students
and
then,
as
you
look
at
the
eighty
percent,
seventy
percent
of
those
students
are
bps
students
that
are
coming
from
bps
schools.
B
I
am
gonna
stop
there,
but
I
have
to
take
questions.
I
know
that
we
usually
wait
to
the
end
depending
on
how
you
want
to
do
it
I'll
turn
it
back
over
to
the
superintendent
and
thank
you
for
your
time.
Q
Q
It
was
a
beautiful
spring
morning.
It
was
so
wonderful
to
be
at
person
in
a
person
event
at
one
of
our
schools
and
we
were
treated
to
a
dance
performance
by
miss
soto
and
her
middle
grade
students
to
kick
off
the
event.
Q
Q
Bps
is
opening
and
operating
many
summer
learning
academies
plus
boston
after
school
and
beyond
is
providing
all
sorts
of
opportunities
and
44
bps
schools
are
hosting
their
very
own
summer.
Learning
programs,
mildred
avenue,
for
example,
will
be
a
site
for
their
own
summer
program,
the
extended
school
year
program
for
our
students
with
disabilities
and
the
harlem
lacrosse
summer
program.
Q
Q
Be
sure
to
sign
up
as
soon
as
possible
we're
also
recruiting
educators
and
nurses
and
social
workers
for
our
summer
programs.
If
you're
interested
or
know
someone
interested
who
could
be
a
fit.
Please
visit
our
website
bostonpublicschools.org
forward,
slash
o
h
c,
then
click
on
find
a
job
and
search
for
summer.
Q
Last
friday
we
also
celebrated
our
fantastic
food
and
nutrition
services
staff
or
our
school
lunch
heroes.
We're
all.
We
all
know
how
essential
these
staff
members
have
been
to
our
school
communities
and
to
our
families,
but
it
has
been
particularly
true.
Over
the
past
year,
they
have
nearly
provided
6
million
meals
to
students
across
the
entire
city
of
boston
and
with
more
than
1.6
of
them,
delivered
directly
to
our
family
homes.
They
truly
are
our
heroes,
and
today
we
are
celebrating
school
nurse
day.
Q
Q
Q
Q
For
11
years,
she
and
her
team
of
educators
have
worked
together
to
cultivate
a
strong
culture
of
inclusion,
reflective
in
their
vision,
values,
structures
and,
ultimately,
their
collective
identity.
Julia
is
in
her
20th
year,
working
for
boston,
public
schools
and
previously
worked
as
an
early
childhood
educator
program
director
and
an
assistant
principal
at
the
gardner
pilot
academy.
Q
Q
Q
We
hope
our
families
and
broader
community
will
tune
in
the
commission
will
help
us
create
coherence
and
alignment
between
the
district
vision,
the
priorities
collectively
identified
and
affirmed
through
our
pr
perp
through
our
prior
community
engagement
processes
and
gather
stakeholder
feedback
around
the
investments
needed
to
return
and
recover.
Well,
the
commission's
work
will
be
deeply
guided
by
feedback
from
district
stakeholders
that
will
be
gathered
through
the
community
engagement
processes.
Q
Q
But
this
is
just
the
beginning.
We
have
already
connected
with
other
community
youth
and
parent
leadership
groups
and
partners,
including
the
community
engagement
advisory
council
and
the
superintendent's
student
executive
cabinet,
boston,
student
advisory
council
and
some
of
our
school
committee
task
forces
and
many
more.
Q
Q
Lastly,
as
part
of
the
public
engagement
process,
we're
planning
to
try
some
new
things
and
leverage
new
strategies
that
have
worked
in
the
past
so,
for
example,
we're
going
to
be
planning
a
pilot
at
an
ethnic
radio.
Road
show
where
our
bilingual
staff
across
the
district
would
be
able
to
present
on
air
and
collect
feedback
on
a
set
of
guiding
questions.
Q
They
would
be
supported
and
trained
by
chief
mitchell
and
chief
roberts
team,
similar
to
what
we
did
with
the
strategic
plan.
We
also
plan
to
collect
online
feedback
and
we're
reaching
out
to
partners
like
our
faith-based
community
and
our
community-based
organizations
and
long-standing
partners,
we're
asking
them
to
sign
up
and
to
host
and
facilitate
meetings
with
their
their
constituent
base.
Q
Q
Q
We
understand
this
uncertainty
surrounding
these
changes
may
produce
some
anxiety
for
our
staff
and
community
we'll
continue
to
provide
regular
updates
to
the
committee
as
soon
as
these
conversations
are
continue,
as
as
our
conversations
continue
and
as
well
as
to
our
students
and
to
school
leaders
who
are
imp
and
any
impacted
staff
and
the
larger
community.
Q
We
will
also
bring
an
update
to
the
school
committee
on
june
9th
and,
as
I
wrap
up
these
comments,
I
want
to
emphasize
again
that
this
work
is
rooted
in
our
long-term
vision
of
building
supportive
relationships
with
students
that
promote
positive
learning,
environments
and
safety
within
our
schools,
our
neighborhoods
and
communities
throughout
all
of
boston
work
that
has
been
ongoing
since
I
started
in
july
of
2019.,
and
with
that
that's
my
superintendent's
report
for
this
evening.
Thank
you.
A
Thank
you
so
much
superintendent.
I
will
now
open
it
to
questions
from
the
committee.
Just
want
to
remind
my
colleagues
about
our
agreed
upon
norms,
and
that
is
that
we
each
have
five
minutes
and
that's
one
to
two
questions.
I
also
want
to
remind
bps
staff.
If
you
could
be
brief
in
your
responses.
If
there
are
additional
questions,
I
will
come
back
and
do
a
second
round.
So
if
you
have
questions,
if
you
could
please
either
raise
your
hand
virtually
or
put
it
in
the
chat,
I
will
open
it
up
to
questions.
P
Thank
you
very
much
for
your
report
and
I
have
a
question,
and
maybe
this
will
come
later.
Will
you
be
giving
us
an
update
on
the
back-to-school
attendance
of
who's
coming
back,
you
know,
because
I
know
the
last
meeting.
We
were
only
into
it
two
days
and
I
was
wondering
if
you'd
be
giving
an
update
about
the
return
to
school.
P
Q
P
All
righty,
thank
you.
I
have
two
questions
about
the
exam
schools
and
trying
to
understand
a
little
bit.
So
did
the
number
of
invitations
that
went
out
did
that
equal?
The
number
of
seats
that
are
available.
B
I,
and
so
first
I'm
also
going
to
acknowledge
my
colleague
monica
hogan,
who
also
is
working
with
me
on
this
and
who's
on
and
invite
her
to
help
with
the
exam
school
questions.
I
don't
have
the
exact
numbers
when
we
do
send
out
the
invitations
we
over
invite.
I
will
come
back
to
you
with
that
specific
number.
My
apologies,
okay
I'll,
have
that
number
for
you.
P
I
guess
because
my
my
question
is
once
the
seats
have
been
taken
that
have
invitations
have
been
accepted.
If
there
are
still
vacant
seats,
will
that
will
those
seats
be
filled
by
students
who
are
on
the
waitlist?
The
next
students
in
line,
perhaps.
B
Yes,
so
we
yeah,
we
don't
actually
have
wait,
lists
for
the
exam
schools
and
as
part
of
the
process
for
this
year.
That
was
not
included
as
one
of
the
actions
that
we
would
take.
B
We
we
don't
anticipate
having
any
enthusiasm
school
seats
because
we
believe
the
ticket
rate
would
be
high.
P
Okay,
thank
you
and
then
I
guess
the
other
one
is
just
a
data
analysis.
As
you've
looked
at
the
geography,
you
know
the
the
the
implications
of
the
zip
code
use
in
this.
Has
there
been
any
analysis
now
around
taking
a
look
at
each
individual
school
to
see
whether
or
not
you
know
all
schools
having
sixth
graders
etc
actually
had
students
who
were
now
eligible
for
exam
schools
or
if
there
were
still
schools
that
there
were
no
students
who
were
invited.
B
R
Thanks
miss
roberts-
I
I
don't
have
that
answer
readily
available
in
front
of
me,
but
it
is
analysis
that
we're
preparing
for
the
task
force
and
are
happy
to
share
that
once
we
do
have
it
ready.
But
it's
not
something.
I
have
in
front
of
me
right
now.
S
Thank
you,
madam
chair.
Thank
you
superintendent
for
that
update.
I
apologize
my
face
faces
in
the
sun
lots
of
great
news
to
share
in
the
update,
so
that
was.
H
S
Very
good
and
upbeat,
I
also
want
to
say
thank
you
for
the
detailed
update
on
the
processes
with
respect
to
the
esser
funds,
especially
discussing
the
parent
engagement
and
and
also
trying
new
strategies.
I
know
in
in
my
hometown,
in
east
boston,
spanish
language,
radio
is,
is
really
key
to
connecting
with
with
latino
families,
and
and
so
it's
great
to
hear
that
that
there's
gonna
be
some
some
experimentation.
There.
S
You
mentioned
putting
these
resources
together
on
the
bps
website,
families
that
wanna
be
engaged.
They
can,
they
can
start
there,
they
can
start
with
their
their
head
of
school
like
what's
what's
the
best
way,
and
I
I
guess
that
on
that
website,
they'll
see
the
list
of
the
different
engagement
meetings
based
in
their
area
and
their
school
or
by
their
their,
whether
it
be
families
or
educators
and
so
forth.
What's
what's
the
best
kind
of
approach
on
that.
Q
Yeah
thanks
for
that
question,
so
we
will
have
on
our
website
the
dates
for
community
engagement
meetings.
They'll
hear
about
that
also,
hopefully
through
the
radio
and
other
ethnic
media,
because
we'll
be
we'll
be
broadcasting
that
out
through
that
way,
as
well
as
one
of
the
experimental
things
to
do
to
encourage
we'll.
S
That's
great
and
then.
Q
S
Final
question
on
this:
I
know
we
have
a
short
window
to
to
put
this
this
plan
together
and
the
state's
required
to
send
it
in
you
know
by
the
fall.
I
understand
also
that
there's
an
amendment
process
and
a
question
I
got
from
families
is:
if,
if
you
know
as
we
as
we
kind
of
come
back
to
school,
and
these
reveal
themselves,
you
know
in
the
fall
or
later
what
would
the
process?
S
Maybe
you
probably
don't
know
yet,
but
a
process
to
if
we
need
to
shift
gears
in
some
ways,
if
things
reveal
themselves
and
they're,
you
know
they're
bigger
gaps,
there'll
be
a
process
for
amendment
later
on.
If
you
can
speak
to
that.
Q
Well,
we're
still
waiting
on
state
guidance,
of
course,
on
any
of
the
particulars
and
what
their
requirements
will
be.
But
I
would
say
that
if
something
comes
up
that
we
would
need
to
make
an
investment
in
or
pivot,
that's
something
I
would
bring
forward
to
the
school
committee
and
let
the
school
committee
know
that
we
are
needing
to
make
an
adjustment,
especially
if
it's
a
major
expense.
If
it's
not
a
major
expense,
then
we
will
probably
make
the
adjustment
within
our
budget
office
and
then
I'd
probably
talk
speak
to
it
in
the
superintendent's
report.
A
Thank
you,
mr
dear
rousseau,
dr
rivera.
T
Yes,
thank
you,
dr
casellas,
for
the
great
pictures
and
your
report
too
I'd
love
to
see
that
I
had
a
question
well
first,
when
my
son
got
into
the
car
today
when
I
picked
him
up
for
school,
the
first
thing
he
said
was
mcas
next
week
and
so
he's
nervous,
and
so
that's
my
question
is
what
you
know:
how
is
mcas
going
to
work
in
terms
of
those
you
know,
students
that
are
in
person
those
that
are
going
to
be
still
remote,
so
yeah,
just
what
are
the
procedures
for
administering
the
mcas
and
then
two
more
little
sub
questions
related
to
mcas?
T
Is
you
know?
I've
also
heard
that
some
a
lot
of
parents
are
are
going
to
opt
out,
but
I
don't
know
if
that's
a
viable,
if
that's,
if
that's
true,
that
they
can
opt
out
like
if
you
could
speak
to
whether
there's
any
you
know,
sort
of
consequences
for
parents,
not
you
know
having
their
children
participate
in
the
mcas
and-
and
there
was
a
a
report
I
heard
on
npr
today
about
desi
having
a
policy
around
mcas
and
not
having
mcas
sort
of
you
know
be
held
against
school
districts.
T
So
yeah
big
mcas
question
for
you.
Thank
you.
Q
So
no
doubt
provide
doing
the
mcas
this
year
was
not
advisable
by
me,
but
it
was
done
anyway.
I
think
that
it
is
posing
quite
a
difficult
challenge
for
us,
especially
in
the
remote
environment.
I
don't
think
that
the
data
is
going
to
be
useful.
Q
I
have
been
on
public
record
for
that,
but
we
do
have
to
do
it
and
I
think
it's
also
causing
stress,
like
you've,
said
with
your
son,
and
that
makes
me
sad,
but
we
do
still
have
to
give
it.
You
know
it
is
tied
to
federal
funds.
There
is
flexibility
within
the
the
federal
law
for
states
to
provide
opt-out
to
parents
and
to
put
an
opt-out
form
on
their
website.
Q
We
did
that
in
minnesota,
when
I
was
a
commissioner,
but
massachusetts
doesn't
have
that
same
provision,
because
it's
a
state
decision
to
do
that.
So
I'll
ask
miss
monica
hogan
to
talk
about
any
administration
issues
that
she's
seeing
or
how
that's
going
so
far
in
the
schools
as
they've,
prepared
and.
R
So
for
grades,
three
through
eight
jesse
moved
forward
with
both
in-person
administration
for
students
attending
in
person
and
remote
administration
for
students
attending
remotely,
which
we
weren't
sure
if
they
were
going
to
make
that
decision
or
not
so
the
students
testing
remotely
are
able
to
go
to
a
website
and
be
proctored
through
zoom
and
take
the
assessment
that
way
and
students
in
person
take
the
mcas
in
the
same
way
that
they
would
normally
mostly
on
a
chromebook
unless
in
their
iep
they
have
a
paper-based
testing
accommodation.
R
So
this
this
week
started
with
grades
three
through
five,
and
we
have
a
couple
of
schools
who
have
done
testing
and
have
had
have
had
differing
challenges
that
we've
been
able
to
support
through
in
partnership
with
rit
department
and
making
sure
that
schools
have
what
they
need
to
be
able
to
do.
That.
One
note
is
that
desi
did
make
the
decision
to
shorten
the
mcas
for
grades
three
through
eight
this
year.
So
it's
about
half
the
length
that
it
normally
is.
R
So
it
is
less
testing
time,
but
it
is
still
taking
time
away
from
instruction
so
and
in
grades
for
grade
10,
the
mcas
is
still
a
graduation
requirement
for
the
class
of
that
would
be
the
class
of
2023.
R
And
so
they
are
taking
that
the
10th
grade
mcas
does
have
to
be
done
in
person.
So
if
remote
students
choose
not
to
take
the
10th
grade
mcas,
they
will
have
an
opportunity
in
the
fall
to
take
the
mcas
for
graduation
purposes.
Q
R
Desi
has
received
a
waiver
from
the
federal
government
around
accountability
and
so
we'll
not
be
calculating
new
accountability
levels
this
year,
and
then
your
other
question
was
around
parent
opt-out,
and
so
the
the
guidance
from
desi
is
that
there
is
no
technical
opt-out
option.
However,
if
a
parent
does
communicate
to
the
school
that
they
do
not
want
their
parent
their
child
to
participate,
they
are
not.
They
do
not
have
to
participate.
R
The
one
exception
to
that
is
for
high
school
students,
where
it
is
a
graduation
requirement,
we're
not
able
we
don't
have
flexibility
there,
but
on
the
individual
student
level.
If
the
individual
student
does
not
take
the
mcas
in
grades
three
through
eight,
there
is
no
penalty
for
them.
A
Thank
you
so
much
vice
chair,
o'neil,.
F
Thank
you
so
two
comments
and
two
questions.
First,
thank
you.
Superintendent
for
calling
out
principal
bought,
that's
a
great
achievement
and
a
reflection
of
her
work
and
the
work
at
the
mendel
so
always
great.
When
massachusetts
recognizes
one
of
our
school
leaders
as
they
have
our
educators
as
well.
F
Now
that
mr
silver
and
miss
baloo
do-
and
I
I
just
want
to
shout
out-
you
know
over
the
years-
it's
a
great
opportunity
to
see
what's
on
the
mind
of
our
high
school
students-
and
you
know
when
they
were
in
class,
it
was
often
things
like
a
need
for
a
soccer
program
at
banker
improvement
in
food,
how
students
get
aligned
with
each
other
and
this
year
the
topics
of
the
speeches
were
around
which
the
students
choose
were
around
homeless
issues
and
how
covert
has
affected
our
students
there
about
rent
issues
about
social,
emotional
support
and
the
need
for
that
about
the
need
for
mental
health
services
and
the
impact
and
depression
among
our
students
because
of
covid.
F
And
then
a
number
of
students
talked
about
need
the
need
for
career
advice
and
and
wanting
to
have
voc
tech
available
at
all
of
our
high
schools
and
how
to
prep
for
college
and
how
to
prepare
for
college,
which
I
thought
fit
in
quite
well
with
what
we're
going
to
be
discussing
later
on
tonight.
F
So
I
was,
I
was
really
struck,
as
always
by
the
students,
and
I
just
want
to
give
a
shout
out
to
the
students
in
mr
silvers
and
mrs
ballou's
class
at
banker
this
year,
because
they
were
really
really
thoughtful
and
and
what
the
leaders
did
to
do
this
in
the
remote
setting.
But
still
mr
silver
and
miss
blue
are
out
here
delivering
trophies
to
the
winners
on
over
the
weekend.
So
congrats
and
thank
you
again
for
inviting
me
and
with
regards
to
the
exam
school
invitations
I
just
want
to
ask
miss
roberts.
F
I
I
appreciate
the
data
she
shared
with
us
about
the
students
that
are
being
invited
and
I'm
curious
what
I
was
struck
by
your
comment
that
you
thought
would
be
always
subscribed
or
that
there'd
be
a
higher
number
of
acceptance,
and
I'm
nervous
about
that
for
two
reasons:
one
because
we
were
late
and
applying
a
number
of
students
who
also
have
options.
For
example,
scholarships
to
private
schools
have
to
move
forward
and
accept
them,
and
so
I'm
nervous
about
that.
I'm
also
nervous
that.
F
We
have
struggled
in
the
past
in
getting
students
to
feel
comfortable
at
some
of
our
exam
schools,
and
I
want
to
make
sure
we
are
doing
outreach
to
our
invitees
that
were
actively
reaching
out
to
the
invitees
and
and
wanted
to
ask
about
that.
What
are
we
doing
to
reach
out
to
all
the
invitees
to,
let
them
know
would
love
for
them
to
attend
the
schools
that
we've
invited
them
to
number
one
and
number
two.
F
So
would
love
to
hear
ms
roberts,
your
thoughts
on
that
about
an
active
outreach
to
the
attendees
to
encourage
them
to
attend
and
then
about
the
academic
of
support?
Okay,.
B
Thank
you
for
those
questions.
I
am
I'm
actually
gonna.
If
I
just
start
with
your
first
question
about
oversubscription,
I
do
manage
to
look
through
my
notes
to
get
the
data
on
the
number
of
actual
seats
available
which
might
help
with
that
question.
So
for
grade
7,
we
have
869
seats
available
with
974
invitations,
so
we've
over
invited
105
students,
I'm
happy
to
provide
the
school
by
school
breakdown.
If
you'd
like
that
for
grade
9,
we
have
282
seats
available
for
new
9th
graders.
B
As
you
know,
they're
already
transitioning
students
in
those
schools
and
we
have
extended
340
invitations,
so
that
is
a
little
more
than
58
over
the
number
of
seats.
We
expect
so
I'll.
Stop
there
with
that,
but
also
take
your
feedback
around
the
over
subscription
in
terms
of
outreach.
The
the
exam
school
leaders
have
been
meeting
with
my
office
as
well
as
the
office
of
equity
and
strategy,
both
on
outreach
and
preparing
for
our
academic
support
programs.
B
Let
them
know
that,
through
the
office
of
equity
strategy,
we're
going
to
be
able
to
offer
a
strategy
for
success
program,
which
is
what
we're
going
to
call
the
program
that
is
scheduled
to
start
in
june,
where
students
will
be
able
to
have
access
to
tutoring
thinking
about
working
in
an
exam
school
environment,
get
some
orientation
and
connection
from
other
students
and
families
really
kind
of
that
initial
welcome
and
then
going
into
the
summer
the
exam
school
leaders
are
working
with
us
as
well
on
the
their
own
orientation
and
onboarding
of
students,
which
will
be
longer
than
it
usually
is
they're
planning
for
three
weeks.
B
At
this
time,
all
students
will
have
access
to
those
programs.
Those
will
focus
on
both
some
of
the
academic
pieces,
but
also
habits
of
mind
and
ways
of
working
and
thinking
about
social,
emotional
care
in
those
settings.
So
the
school
leaves
working
really
closely
alongside
chief
branson,
dr
granson,
as
well
as
my
office
in
terms
of
those
two
pizzas,
so
you'll
be
hearing
more
about
those.
We're
really
excited
to
be
able
to
offer
those
opportunities.
E
Good
evening
I
don't
have
a
question,
I
don't
have
a
comment.
It's
just
a
respectful
request.
As
a
matter
of
fact,
I
believe
that
all
board
members-
I
mean
committee
members
like
me-
have
received
a
number
of
emails
from
parents
whose
children
are
doing
very
well,
above
average,
a
a
minus,
whatever
the
did
not
receive
the
invitation.
E
Many
of
them
are
from
west
roxbury
areas.
I
understand
that
I
understand
and
I
did
fully
support
the
zip
code
distribution.
E
I'm
only
respectfully
request
that
requesting
that
there
will
be
responses,
add
with
responses
transparent
responses
made
to
those
parents,
at
least
so
that
they
they
can
live
with
it.
Thank
you.
A
T
Yeah
so
muscle
you
know
wanted
to
I.
I
know
I
always
ask
about
covid,
but
I
you
know
I'm
on
the
city's
task
force
on
covet
health
inequities
and
again
we're
now
getting
the
high
schoolers
back,
and
so
I
don't
know
dr
cassellius
and
your
team.
If,
if
there's
any
sort
of
extra
precautions
or
if
there's
any
changes
that
are
going
to,
I
don't
know,
be
be
implemented
for
the
the
high
schools
that
might
be
different
from
what's
being
done
in
in
the
other
schools
regarding
safety
protocols
around
cobit.
Q
You,
dr
rivera,
the
real
good
news
is
that,
right
now
in
boston,
the
positivity
rate
is
2.4
percent
with
all
neighborhoods,
I
think,
below
four
percent
now,
and
so
that's
the
good
news,
the
we
will
continue
to
do
our
coven
student
testing,
a
pool
testing
continuing
to
test
our
faculty
and
staff
at
our
school
buildings.
You
know
students
are
going
to
have
to
mask
there's
hand
sanitizer
everywhere
for
students
to
do
hand
washing
and
sanitizing
we're
still
sanitizing
our
our
and
cleaning
our
facilities
as
well.
Q
So
those
are
the
things
that
were,
we
have
in
place
and,
as
you
know
just
recently,
I
think
today
or
yesterday
12
year
olds,
up
to
age
all
the
way
up
are
now
eligible
for
the
vaccine.
So
we
have
an
information
session
this
saturday
for
families
and
we're
going
to
start
working
with
making
sure
our
families
have
the
information
about
how
they
can
get
their
children
vaccinated.
A
Okay.
I
just
have
also
a
little
bit
of
follow-up
for
comments.
That's
great
to
hear
about
the
exam
school
supports.
I
would
just
also
encourage
those
supports
be
beyond
summer
and
that
we
look
at
what
are
the
supports
for
those
students
going
to
exam
schools,
and
hopefully
all
the
exam
schools
are
working
together.
A
It'd
be
great
to
have
a
community
feel,
and
we
also
said
in
our
policy
that
we
were
going
to
start
working
with
fourth
graders
as
well
to
get
our
bps
fourth
grade
and
up
ready.
A
So
I
don't
want
to
forget
about
that,
and
then
I
also
want
to
encourage
whatever
the
process
is
within
the
exam
schools
that
there
is
some
conversation
around
the
culture,
because
unfortunately,
I'm
it's
a
painful
thing
to
say
that
there's
there's
a
narrative
that
some
students
are
not
equipped
to
be
in
exam
schools
and
that
we've
somehow
lessened
the
rigor
of
getting
in,
and
so
I
I
think
it's
also
a
culture
shift
within
the
school
body
and
so
encouraging
those
conversations
within
the
school
communities
and
making
sure
that
the
new
families
also
feel
engaged.
A
So
it's
not
just
working
with
the
students,
but
also
working
with
the
families,
and
then
I
I
wanted
to
also
just
say:
congratulations
to
miss
bot
and
also
yes,
you're
you're,
still
right,
dr
cacelia,
that
that's
such
a
wonderful,
honor
and
and
so
cool.
So
congratulations
to
her
and
the
whole
mental
community,
and
also
your
recognition
of
all
the
teachers
that
we
want
to
thank
all
the
teachers.
A
I
am
so
grateful
to
all
the
teachers
who
have
been
in
the
life
of
my
daughter
and
have
just
made
such
a
difference,
but
then
all
the
other
staff,
too,
you
know
everybody
from
a
to
z,
so
I
really
want
to
appreciate
everybody.
A
The
other
thing
I
just
wanted
to
say
is:
I
know
that
our
partner
children's
hospital
will
be
working
on
vaccination
for
12
to
15
year
olds.
So
I
think
it
would
be
great
if
we
could
figure
out
how
to
work
with
them
to
make
sure
we're
also
providing
opportunities
for
the
12
to
15
year
olds.
Now
that
are
that
we're
able
to
vaccinate
so
that
is
it.
So
if
there
are
no
further
questions
or
discussion,
I
would
like
to
entertain
a
motion
to
receive
the
superintendent's
report.
A
O
E
O
A
Miss
sullivan
before
we
move
on
to
public
comment.
This
evening,
we
are
going
to
receive
an
update
on
the
superintendent's
mass
core
graduation
requirements
recommendation
so
that
the
committee
can
take
action
later
on
this
evening
on
this
proposal,
and
so
I'd
like
to
invite
the
superintendent
to
present
the
team
and
to
provide
us
with
any
last
words
or
updates
on
this
policy.
Q
Q
We've
had
multiple
studies,
experts
and
experts
who
have
shown
shown
us
the
way
there's
been
multiple
proposals
and
attempts
to
create
a
higher
standard
so
that
the
diploma
means
something
when
our
students
graduate
one
consistent
recommendation
from
all
of
the
studies
and
experts
and
superintendents
has
been
to
set
common
graduation
requirements
across
our
high
schools.
Q
This
provides
the
foundation,
for
course,
planning.
It
sets
expectations
about
what
our
students
should
know
and
be
able
to
do,
and
it
ensures,
when
students
leave
boston,
public
schools,
that
their
diploma
represents
the
achievement
that
they've
earned
and
sets
them
up
for
success
for
their
future
path.
Q
Q
This
is
for
a
variety
of
reasons,
but
mostly
because
school
leaders
did
not
trust
the
district
to
support
them
in
the
implementation
of
the
new
requirements,
and
it
would
become
an
unfunded
mandate
that
they
were
left
to
implement
with
very
little
support
either.
The
proposals
were
just
too
fast
to
scale
up
just
to
put
this
support
in
that's
needed
to
build
courses
or
the
funding
that
they
need
for
staffing
were
not
available
or
promised,
or
there
is
a
legitimate
fear
on
the
school
leader's
part
that
enrollment
would
drop
and
graduation
rates
would
then
decline.
Q
Q
We
have
a
phased
and
phased
in
approach
for
our
students
and
we've
built
in
flexibility
for
students
with
disabilities
and
their
iep
teams
and
students
who
are
over
age
and
under
accredited
and
alternative
schools,
so
they
can
earn
their
diploma
through
competency.
Determinations
passing
the
mass
core
policy
would
impact
the
class
of
2026.
Q
Q
This
work
will
launch
our
promise
of
excellent
and
equitable
schools
in
every
neighborhood
and
will
solidify
our
commitment
to
pre-k
to
grade
12
pathways.
That
will
build
trust
in
our
community
so
that
our
families
believe
in
all
of
our
schools,
not
just
some
of
them.
That
is
our
goal,
and
I'm
asking
for
your
support.
Q
Q
We
have
the
support
and
you
have
our
commitment
from
from
our
entire
team
here.
The
longer
we
wait,
the
more
likely
it
is
that
our
kids
would
not
get
what
they
needed.
So
I'm
asking
you
for
your
support
and
I
hope
you
will
see
that
we've
addressed
every
one
of
the
school
leaders
concerns.
Thank
you.
W
W
We're
grateful
to
be
here
again
tonight
to
share
our
responses
to
your
questions
and
the
questions
of
our
school
leaders
that
arose
after
our
last
presentation
and
to
respond
to
any
additional
questions
that
you
might
have.
We
were
last
here.
We
have
surveyed
all
schools
in
order
to
develop
an
initial
budget
for
mass
core
implementation.
W
X
X
By
engaging
these
pathways,
we
believe
we
will
serve
our
students
and
they
will
be
credited
adequately
for
mass
core.
These
commitments
have
been
articulated
in
a
policy
proposal
in
an
effort
to
not
only
maintain
accountability
to
meeting
their
needs,
but,
more
importantly,
to
building
an
innovative
and
robust
opportunity
for
our
students
to
experience
mass
core
completion.
X
Through
these
multiple
pathways,
the
policy
once
again
will
include
the
five-year
implementation
timeline
with
a
fiscal
responsibility
of
the
district.
The
policy
will
speak
to
school
budgets
and
probable
organization
processes
to
enact
mass
corps.
We
will
also
look
at
key
milestones
towards
implementation.
X
Finally,
we
will
maintain
processes
for
ensuring
all
students
have
the
opportunity
to
demonstrate
mastery
of
content
in
order
to
become
mass
core
ready.
So
if
you
were
to
look
at
this
slide,
some
of
those
opportunities
would
include
school
to
work,
credit
recovery,
competency-based
opportunities,
mastery
of
content,
not
seat
time,
project-based
learning,
virtual
opportunities.
X
X
Everything
will
be
driven
by
the
iep
all
schools
and
students
will
be
garnished,
the
supports
they
need
for
successful
implementation
of
the
iep
and
the
mass
core.
We
agreed
to
work
through
any
operational
issues
during
each
child's
individual
school
review
meeting
and
once
again,
the
policy
is
designed
to
provision
for
the
supports
the
differentiation
of
supports
multiple
pathways
for
completion
of
the
mass
core
competencies.
X
Students
will
also
be
allowed
to
demonstrate
their
mastery
without
the
use
of
seat
time,
but
through
their
presentation,
whether
they
are
in
the
whether
they're
portfolio,
presentations
or
just
assessments
that
prove
that
they
know
the
curriculum
and
the
content
every
student,
regardless
of
who
they
are
and
where
they
sit
in
our
schools,
deserve
this
opportunity
for
relevant
education
to
help
them
to
achieve
their
full
potential
next
slide.
Please.
Y
Y
Y
We
are,
we
are
planning
on
hiring
an
international
counselor
and
also
work
with
the
consulates
that
we
have
in
boston
to
do
training
about
international
transcripts,
multilingual
english
learner
students
can
be
credited
for
their
previously
acquired
linguistic
assets
through
a
standard,
equitable
process.
We
know
that
this
will
satisfy
the
world
language
requirements.
Y
English
learners
already
come
with
a
skill
that
they
have
with
their
first
language,
and
it
will
be
imperative
for
us
to
provide
also
some
support
in
areas
such
as
written
in
their
first
language,
syntax,
etc.
So
they
are
equipped
for
the
process
to
satisfy
the
masculine
requirement
in
world
language,
increase
access
to
ap
and
dual
language
enrollment
courses
earlier
in
the
high
school
career.
As
an
example
speak
students
who
speak
another
language
should
have
the
access
to
have
aps:
spanish,
ap,
french
or
a
dual
enrollment
course
offered
by
a
college
for
college
credit.
Y
Y
We
need
to
make
sure
that
the
access
is
there
for
our
english
language
learners,
ensure
students
can
be
awarded
credit
for
demonstrated
mastery
of
content,
despite
not
having
acquired
sea
time
in
a
retired
course.
I
live
in
east
boston
and
I
do
visit
a
program
here
in
east
boston
by
veronica
robles,
where
I
see
many
students
in
the
evenings
on
the
weekends
doing
folklore
dancing
playing
guitar.
Those
are
assets
that
students
do
bring
where
we
could
certainly
provide
credit
for
the
acquire
skill.
Y
We
need
to
also
make
sure
that
we
increase
access
to
native
language
heritage.
As
I
mentioned
before,
ethnic
studies
courses
for
students,
including
class
campus
registration.
We
want
to
make
sure
that
in
the
press,
campus
registration,
the
access
is
there
for
them
to
access
classes
that
might
not
be
available
to
them.
Perhaps
an
alternative
education,
multilingual
learners
and
english
learners
bring
tremendous
assets
to
our
schools
and
communities
to
our
stay
into
our
country,
and
they
are
global
competence.
W
W
Our
current
work
includes
cross-collaboration
between
all
central
offices
who
have
governance
over
courses
in
the
course
catalog
to
better
align
the
course
catalog
to
mass
core
expectations
as
an
example
through
consistent
process
of
review
this
year,
seven
percent
more
or
about
170
courses,
are
now
mass
core
aligned
that
weren't
previously
as
well.
This
spring
and
summer,
we
will
institute
a
working
group
that
includes
heads
of
school
and
central
office
leaders
to
develop
a
framework
for
diagnosing
bps
high
school
readiness
to
implement
math
core.
W
And
finally,
we
would
launch
mascor
with
our
9th
graders
in
the
fall
of
2022
contingent
on
successful
implementation
of
this.
These
planning
steps
that
we've
outlined
this
would
also
launch
a
continuous
cycle
of
annual
course
review
and
readiness
assessment,
as
the
first
cohort
rises
in
grade
level
each
year.
W
A
Thank
you
so
much
to
the
team
for
all
your
work
on
this
and
I
know,
there's
been
lots
of
meetings
and
I
appreciate
also
all
of
the
school
leaders
who've
given
feedback
and
that
we've
had
numerous
conversations
with.
So
thank
you
in
advance.
So
now
I
would
like
to
open
it
up
for
questions
to
my
colleagues
with
a
reminder
about
our
norms.
Five
minutes
we'll
come
back
to
you.
If
you
have
more
questions
so
if
you
could
either
raise
your
hand
virtually
or
in
the
chat
that
would
be
great.
T
Yes,
I
I'm
also
just
like
a
process
question.
When
we
come
to
the
vote
later.
Will
we
also
have
an
opportunity
to
speak
then,
or
should
we
sort
of
speak
now
about
our
what
our
potential
vote
might
be?
I
do
have
a
question
too
for
the
group,
but
just
curious
about
the
process
here.
A
Yes,
so
you
know
what
dr
rivera
thank
you
so
much.
I
apologize.
I
had
a
little
emergency
in
my
house,
but
everything
is
okay.
Okay
now,
so
let
me
just
take
a
step
back
if
I
could
ask
somebody
from
the
team
to
put
up
the
slide
here,
we
go.
Thank
you.
So
I
want
to
make
sure
everybody
sees
this,
I'm
going
to
to
read
it
and
walk
you
through
what
we
are
voting
on,
and
maybe
that
will
also
help
to
answer
questions.
A
So
I
apologize
because
this
is
what
I
should
have
done
right
when
the
team
ended.
So
the
beginning
of
this
document
talks
about
what
the
superintendent
introduced
and
what
staff
introduced
just
on,
why
you
know
the
need
for
mass
core
and
the
statistics
etc,
and
talking
about
eliminating
opportunity
and
achievement
gaps.
I
know
you
all
have
seen
this.
I
don't
want
to
read
this
whole
thing.
I
think
we've
heard
it
many
many
times
about
again
just
needing
to
take
some
like
old
steps
around
closing
opportunity,
achievement
gaps.
A
What
I
do
want
to
read
is
the
meat
of
this
policy.
So
if
you
go,
can
you
go
up
just
a
tiny
little
bit
perfect?
So
I'm
gonna,
I'm
gonna,
read
this
so
that
hopefully
some
questions
will
be
answered,
but
also
you
know
to
elicit
other
other
questions.
Maybe
that
are
missing,
but
we
would
be
in
our
policy.
This
is
what
we're
voting
on
and
we
as
long
as
I've
been
on
the
school
committee.
We've
never
been.
You
know
this
detailed,
but
I
think
it's
really
important
so
that
everybody
feels
comfortable.
A
The
district
must
develop
a
year-to-year
strategic
plan
that
incorporates
both
district
supports
and
school-based
plans,
and
that
includes
the
following,
and
so
we
bulleted
I'll
read
the
bullets.
So
you
know
exactly
what
we're
voting
on
number
one
school
budgets
for
full
implementation,
so
commitment
to
fully
funding
what
the
work
that
we
say
that
we're
committed
to
here
number
two
sign
off
on
the
probable
organizational
processes
by
the
budget
office
and
school
leaders
for
the
fy
23
budget.
A
Again,
we
will
be
working
alongside
school
leaders
to
develop
the
plans
and
look
at
this
year
to
year
number
three
identification
of
impacts
from
pandemic
learning
loss
to
vulnerable
populations
that
would
be
inclusive
of
over
age
and
under-credited
students,
students
with
disabilities
and
english
language.
Learners
number
four
evidence
that
schools
have
met
key
milestones
toward
implementation;
number,
five,
a
transparent
process
for
accountability
to
the
school
committee
and
the
community.
A
This
would
include
quarterly
reports
to
the
school
committee
number
six,
a
process
to
ensure
all
students
with
disabilities
have
access
to
math
score
with
modifications,
as
determined
by
the
student's
iep
team
number.
Seven,
a
process
for
multilingual
and
english
language
learner
students
to
be
credited
for
their
previously
acquired
linguistic
assets;
number
eight
transcripting
processes
that
credit
students
for
previously
completed
courses,
including
internationally.
A
Number
11
process
for
identifying
middle
grade
courses
that
are
aligned
to
mask
for
rigor
and
ensure
students
are
appropriately
credited
for
successful
completion
of
those
courses,
number
12
process
and
criteria
for
aligning
course
approval
with
jesse
standards
and
requirements.
Number
13
processes
for
ensuring
all
students
have
the
opportunity
to
demonstrate
mastery
of
content
in
order
number
14
process
to
designate
students
with
demonstrated
fluency
and
literacy
in
languages
other
than
english.
As
meeting
the
mask
for
recommendations,
number
15
process
to
ensure
students
can
be
awarded
credit
for
demonstrated
mastery
of
content.
A
Despite
not
having
acquired
seat
time
in
a
required
course,
number
16
process
for
students
enrolled
in
a
state
approved
career
and
technical
education
program
of
studies
to
have
the
option
of
opting
out
of
world
language
and
arts
and
still
fulfill
mass
core
number
17,
a
parallel
but
separate
process
for
students
enrolled
in
alternative
education,
schools
and
programs
that
aligns
with
the
district's
stated
five-year
phase
and
timeline
for
mass
core
implementation
for
alternative
education.
So
these
these
are
the
bullets
that
we
are
voting
on.
A
So
we
will
move
to
questions
now
and
then,
when
we
have
the
vote,
if
you
want
to
make
a
statement,
that
would
be
the
time.
But
now
would
be
the
time
to
ask
any
questions
on
the
presentation
and
on
this
document
that
we're
voting
on.
So
dr
rivera
turn
it
over
to
you.
T
So
my
question
is:
is
that
we're
all?
Well,
ultimately,
we
are
voting
on
changing
the
graduation
requirements,
and
so
what
happens
if
the
implementation
plan
is
that
deadline
of
july
2022
is
not
met?
T
Does
that
mean
that
the
graduation
requirement
still
is
held
to
those
those
students
the?
How
does?
In
other
words,
what
I'm
struggling
with
is,
while
I
agree
with
all
17
of
those
points,
they're
all
contingent
on
a
lot
of
other
things
and
it's
a
lot
of
process
and
criteria
will
be
in
the
future,
and
so
it's
really
hard
to
understand.
T
You
know
what
are
what
are
we
actually
voting
on
because
there's
no
plan
yet
and
we're
voting
on
a
policy
to
create
a
plan.
So
that's
where
my
confusion
is.
Are
we
ultimately
voting
on
changing
graduation
requirements,
which
is
a
very
serious
matter,
and
I-
and
I
think
you
know
I-
I
just
yeah-
I'm
curious:
what
happens
if,
if
this
implementation
deadline
is
not
met,
does
this
void
this
this
policy?
Q
Dr
rivera,
I
appreciate
the
question.
There
is
a
plan
and
the
plan
is
to
implement
the
standards
to
provide
the
school
leaders
with
the
resources
that
they
need.
We
know
where
there
are
shortcomings
in
each
of
the
schools
like
which
schools
don't
have
art
or
science
or
ap
courses.
Q
There
are
multiple
schools
across
the
district
who
do
have
these
courses,
so
it's
not
that
there
will
be
a
lot
of
course,
development.
That's
needed.
They
really
need
the
staffing
in
order
to
build
their
master
schedule
so
that
students
have
the
the
resources
to
be
able
to
their
school
leaders,
have
the
resources
to
be
able
to
build
their
master
schedules.
Q
Secondarily,
what
we
need,
where
we
do
need
to
develop
this
system
that
we
will
develop
this
year.
That
dr
bergerman
and
dr
mcintyre
already
are
doing
is
a
common
course
catalog
across
the
district,
that's
aligned
to
the
massachusetts
standards
and
has
all
of
the
courses
in
it
and
the
course
planning
forms
that
we
need
our
school
leaders
to
do
and
the
early
warning
indicator
systems.
We
have
an
early
warning
indicator
system,
but
we're
not
using
it
throughout
the
school
district.
Q
If,
in
fact,
we
don't
have
that
done,
which
is
slim
to
none.
We
would
then
push
out
the
graduating
class
one
more
year
and
it
would
be
2027
graduates,
then
to
get
it
finished,
but
we
will.
We
will
continue
to
push
forward
with
this.
This
implementation,
so
that
it's
done
within
the
next
year
is.
T
There
a
reason
why
we're
pushing
forward
at
this
moment
in
time
when
there
is
such
a
you
know
a
crisis
in
terms
of
the
pandemic
and
yeah.
We,
you
know,
I
understand,
there's
going
to
be
these
resources
coming
in
and
we
want
to
take
opportunity
there,
but
I'm
also
wondering
you
know:
can
we
ask
for
a
waiver
from
deci
for
the
mou
requirements
so
that
we
can
get
these
the
framework
and
the
plan
you
know
before
we
launch
you
know?
So
we
have
the
readiness
assessments
of
the
individual
school
reviews.
T
Q
Dr
rivera,
I
do
want
to
just
say
that,
yes,
we
do
have
a
plan.
I
just
don't
want
people
thinking,
we
don't
have
a
plan
and
that
the
schools
don't
have
a
plan.
Certainly
the
schools
have
to
build
their
master
schedule
that
will
take
time.
They
do
it
every
year.
They
just
need.
For
instance,
you
know
we
have
a
high
school
that
needs
an
art
teacher,
a
science
teacher,
an
elective
teacher.
Q
But
I
can't
stress
enough
that
we
are
working
now
with
our
current
seventh
graders,
so
they're,
the
first
class
that
will
be
responsible
for
these
standards.
That's
five
years
out
from
now,
and
so
I
don't,
I
can't
imagine,
continuing
to
push
it
out
and
push
it
out
and
push
it
out.
We
need
to
start
building
this
support
system
and
now
raising
the
bar
for
our
students,
because
the
mcas
that
they
are
going
to
have
to
take
once
they
start
giving.
C
Well,
two,
I
mean
yeah,
there's
certain
comments
in
terms
of
talking
about
why
one
would
support
this
by
some
clarifying
questions,
which
I
think
we're
doing
now.
So
one
is
my
big
question:
is
it
in
the
process
is
conversation
about
doing
school
inspections
which
I'm
100
supportive
of
in
finding
better
ways,
understanding
what's
happening
in
our
schools
representing
knowing
what's
working?
Well,
it's
not
working
well,
what's
the
gap
between
where
we
are
now
where
we
need
to
be.
My
question
is
a
little
bit
one.
C
C
I'm
very
excited
about
the
idea
that
we're
going
to
have
many
more
high
schools
in
the
district
that
will
give
useful
choices
for
our
students
beyond
the
theory
that
the
exam
schools
is
the
best
in
any
place
to
be
very
excited
about
that.
But
we
need
to
find
a
way
to
represent
that,
and
so
I'm
in
the
process
of
developing
and
implementing
the
plan.
How
are
we
going
to
work
with
the
school
quality
task
force
and
what
are
the
things
about?
What
that
inspectorate
model
is
going
to
look
like.
Q
Yeah
well,
thank
you
for
those
questions,
I'm
not
as
familiar.
Maybe
ms
landry
is
for
what
the
other
schools
around
the
commonwealth
are
doing
in
terms
of
their
adoption
of
the
mass
core
and
what
they've
done
historically
to
implement
it.
It's
been
around
for
quite
a
while
and,
as
you
know,
I'm
new
to
to
to
massachusetts.
Q
So
if
she
has
something
to
add
there
and
there's
a
secondarily,
I
completely
welcome
the
idea
of
working
with
the
school
quality
task
force
around
measures.
I
think
this
is
a
way
to
really
promote
and
market
all
of
our
high
schools
and
get
the
word
out
about
what
they
are
doing
and
what
they
offer
to
our
schools.
Q
Many
of
our
schools
already
offer
a
very
well-rounded
program
for
students,
but
many
parents
don't
believe
that
they
do,
and
so
I
think,
working
with
the
school
quality
task
force
could
be
one
way
of
us
really
helping
to
share
with
parents
what
what
the
new
requirements
are
and
what
the
new
opportunities
are
for.
Closing
the
the
access
gaps
that
too
many
of
our
kids
have.
W
Yeah,
thank
you
and
thank
you
for
that
question.
It's
a
great
question
and-
and
we
have,
we
have
several
things-
several
processes
that
are
both
internal
and
external-
that
we
can
draw
from
in
this
process
of
developing
sort
of
a
review,
and
one
reason
why
we
chose
to
work
with
mass
insight
in
this
process
is
that
they
do
have
experience
working
with
other
districts
who
have
gone
through
mass
core
adoption
and
have
gained
a
lot
of
insight
within
that
we
also
have
internal.
W
You
know:
school
quality,
walkthroughs
and
instructional
focus
reviews
that
we've
done
that
we
can
also
pull
from,
and
the
cryopt
tool
will
also
be
an
important
part
of
sort
of
evaluating
quality
of
instruction.
The
one
piece
that
we
haven't
done
yet
as
a
district
is,
we
is
to
include
a
syllabi
review
too
so
sort
of
that
document.
Review
of
what
we're
saying
a
course
is
about,
and
what
the
enduring
understandings
are
that
students
should
have
from
the
course
as
part
of
that
process.
W
So
that's
something
that
we
envision
as
a
part
of
this
process
too,
is
really
pulling
out
everything
from
the
closet
around
how
student
schools
currently
define
high
quality
courses
and
comparing
that
and
triangulating
that,
with
the
way
that
desti
defines
a
high
quality
course
and
getting
into
classrooms
and
seeing
the
instruction
happening
to
help
schools
think
about
how
do
we
improve
where
there
are
gaps?
You
know
an
important
part
of
this,
and
we
talked
about,
is
what
staffing
do.
W
We
need
and
sort
of
the
structural
pieces
that
we
need,
but
but
it
would
be
a
missed
opportunity
if
we
also
didn't
utilize
this
opportunity
to
look
at
quality
of
instruction
and
rigor,
because
that's
really
what
this
is
about.
C
Great
thank
you
and
I'm
hoping
that
the
assessment
that
quality
of
instruction
and
the
rigor
becomes
built
into
the
way
we
assess
and
represent
schools
that
become
it's
not
just
how
students
are
performing
it's.
What
we
have
to
have
that
fidelity
to
rigor
measure
as
part
of
sport
quality,
so
that'd
be
very
exciting.
So
thank
you.
P
Yes,
thank
you
very
much
for
the
presentation,
so
my
questions
really
are
more
about
the
students
and
student
experience,
and
particularly
I'm
interested
in
the
the
current
seventh
graders,
who
will
become
the
first
math
core
graduates
who
are
also
the
students.
Who've
had
this
last
year
of
disruption,
so
they
are
coming
into
seventh
grade.
Not
having
had
you
know
of
a
strong
sixth
grade
experience.
P
Are
there
going
to
be
additional
resources
provided
for
them
during
this
seventh
and
eighth
grade
year,
so
that
whatever
we
decide,
is
the
the
standard
for
being
strong
to
enter
into
the
ninth
grade?
They
will
actually
be
equipped
to
do
that
because
my
feeling
about
all
of
this
is
mass
core
doesn't
begin
in
the
ninth
grade.
The
preparation
for
mass
corps
begins
in
the
kindergarten
and
there
used
to
be
and
come
down
to
kindergarten
used
to
have
a
sign.
P
That
said,
you
know,
preparation
for
college
begins
in
kindergarten,
so
that
this
is
not
just
a
high
school
issue.
For
me,
it's
a
pre-k
to
eighth
preparation
for
nine
to
twelve,
and
so,
where
are
we
going
to
put
some
supports
in
place
for
these?
For
the
first
two
classes
and
then
going
back
into
the
elementaries
but
critically
for
the
seventh
graders,
who
we
know
need
that
extra
level
of
support
as
they
become
the
you
know.
Q
Yeah,
ms
robinson,
you
brought
that
up
last
time
as
well
when
we
were
meeting
on
mass
core,
and
you
talked
about
additional
counselors
and
counseling
academic
counseling
support
as
well.
During
this
time.
As
we
know,
the
pandemic
has
been
quite
traumatic
to
all
of
our
students,
particularly
middle
school.
Students
have
have
had
a
challenge
in
our
older
students
as
well,
and
so,
as
you
know,
we
are
going
to
be
working
with
everyone
on
the
essa
recovery.
Q
20
of
the
funding
in
the
next
three
years
is
around
recovery
and
helping
to
get
our
students
back
up
to
speed.
We
have
also
planned
a
strong
summer
school,
as
I
shared
you
know,
so
that
we
can
give
them
a
boost
there
and
then
there'll
be
support
systems
throughout
all
of
next
year
for
all
of
our
students,
not
just
the
seventh
and
eighth
grade,
but
I
will
take
it
back
to
the
team
for
particular
supports
to
this
cohort.
Q
You
know
similarly
like
we're
doing
for
the
exam
school
it
is
in
the
policy
for
these
seventh
graders
coming
in
for
exam
schools
to
support
them
maybe
supports
for
all
students
in
this
grade.
In
this
cohort
so
I'll
bring
that
back
to
the
team.
That's
a
good
suggestion.
P
Yeah
my
other
question
is:
I
know
that
school
schedules
will
change
with
the
addition
of
the
courses
that
will
need
to
come
online.
So
assuming
that
all
students
right
now
have
full
schedules,
how
will
their
schedules
change?
What
will
they
be
trading
off
from
their
current
schedules
to
be
able
to
have
more
of
a
math
core
line
up
of
classes.
Q
Well,
ms
robinson:
we're
going
to
do
that
with
each
school,
so
it
just
depends.
It
could
be
that
some
students
have
a
vocational
class
that
they're
taking,
and
we
would
then
look
at
that
vocational
class
and
see
would
that
work
for
one
of
the
other
credits.
Let's
say
it's
a
vocational
class
in
bioscience.
Q
Z
I
AA
AB
P
P
P
Q
You
know
every
student
should
have
art
they
should
have
pe
for
their
own
health
and
wellness
athletic
programs
that
they
should
have.
You
know,
I
think
that
there's
just
a
number
of
equitable
provisions
that
give
additional
access
to
students
by
doing
this,
and
yes
indeed,
there
will
be.
I
think
I
don't
know
if
it's
more
counseling,
but
it's
certainly
going
to
be
better
counseling,
because
the.
Q
Counselors
will
feel
more
supported
from
central
office.
They'll
have
a
common
transcript
that
they'll
be
able
to
use
and
we'll
have
early
warning
indicator
systems
that
will
be
throughout
all
of
this,
the
high
school,
so
that
then
they
can
pull
down
the
information
and
you
it's
more
useful
in
the
counseling
that
they
do.
Okay.
Thank
you
very.
A
Much
thank
you.
Miss
robinson
vice
chair
o'neill,.
F
No,
no
questions,
I'm
gonna
just
make
comments
later,
but
my
questions
what
you
answered.
Thank
you.
A
Okay,
so
thank
you,
everybody.
We
will
be
voting
on
this
later
this
evening
and
I
really
want
to
thank
the
high
school
leadership
team
for
all
of
your
work
on
this
and
now
we're
going
to
move
on
to
general
public
comment.
Ms
sullivan.
D
D
D
D
D
D
D
She's
not
with
us
yet
so
we'll
move
on
to
john
burroughs.
AC
Good
evening,
thank
thank
you
liz
for
the
amazing
work
that
you
continue
to
do.
I
want
to
thank
our
madam
chairperson
members
of
the
school
committee,
superintendent,
brenda
brenda
casilius
and
all
the
members
of
your
team
for
the
ability
to
test
to
testify
tonight,
but
also
for
bringing
us
to
this
point
where
we
are
taking
this
question
on.
My
name
is
john
barrows
and
I'm
candidate
for
mayor
of
boston.
AC
However,
I
have
previously
served
seven
years
as
chief
of
economic
development
under
mayor
martin,
j
walsh
and
prior
to
that
was
honored
to
be
appointed
by
mayor
tom
menino
as
a
member
of
the
boston
school
committee
for
three
years.
AC
Most
importantly,
I
am
a
father
of
four
children
living
in
dorchester,
I'm
writing
in
support
and
I'm
testifying
in
support
of
the
boston
public
schools,
adopting
the
mass
core
recommendation,
a
recommended
course
of
studies
as
its
graduation
requirement
for
all
students
in
the
district.
In
my
time
as
chief
of
economic
development,
I
thought
I
saw
firsthand
how
critically
important
it
is
to
begin
preparing
our
students
early
for
career
opportunities
of
the
future
and
the
positive
impacts
that
result
in
decades
down
the
line.
A
person's
education
can
be
a
deciding
factor
in
life.
AC
I
know
it
was
for
me.
Every
student
in
every
neighborhood
deserves
access
to
a
world-class
education
that
meets
their
need
from
birth,
and
we
heard
you
know
jerry
talk
about
that
and
she
always
does
to
college
and
to
career,
along
with
the
support
that
is
needed
for
them
to
succeed.
AC
We
must
close
the
opportunity
gaps
for
students
from
low-income
families,
students
of
color,
english
language,
learners
and
students
with
disabilities
who
require
special
education
in
order
to
cheat
to
to
close
the
achievement
gaps.
Mass
core
as
a
base
level
standard
is
a
big
step
in
investing
in
our
young
students
futures.
AC
Therefore,
I
appreciate
and
strongly
encourage
the
need
for
robust,
rigorous
planning
in
the
coming
years.
I
know
dr
lorna
talked
about
that,
and
it's
really
encouraging
to
hear
dr
casilius
reassure
us
in
fact
that
we
will
do
everything
we
need
to
collaborate
with
our
school
leaders
and
get
them
the
support
that
they
need.
It
is
critically
important
for
implementation
to
be
collaborative
iterative
and
strategic
to
make
sure
no
students
fall
through
the
cracks.
AC
I
encourage
the
committee
to
be
consistent
in
your
follow-up
in
the
following
years
to
ensure
that
collaboration,
planning
and
implementation
is
on
track.
I
believe
adopting
the
mass
core
requirements
will
increase
all
of
boston,
public
school
students,
yes
and
evaluate
and
elevate
and
ensure
students
need
needs,
are
met.
Thank
you
for
voting
this
up
tonight
and
encourage
you
to
vote
to
vote
this
up
tonight.
Thank
you
very
much.
Z
Z
My
camera,
what?
Okay?
Sorry
about
that
anyways
yeah
looks
to
the
manner
by
which
minority
group
neighborhoods
are
burned
with
a
disproportionate
amount
of
hard
sides.
All
over
the
world.
Individuals
from
minority
groups
bear
a
greater
burden
of
health
problems
that
result
from
higher
exposure
to
waste
and
contamination.
Z
This
can
occur
due
to
unsafe
or
healthy
work
conditions
or
from
neighborhood.
They
are
dangerously
close
to
toxic
waste.
The
statistics
on
environmental
racism
are
shocking.
Research
shows
that
it
invades
all
parts
of
african-americans
lives,
environmentally
unsound
housing,
schools
with
asbestos
issues,
facilities
and
playgrounds
with
lead
paint.
A
20
year
old
study
determined
that
race
race
to
be
more
important
than
socioeconomic
status,
in
predicting
the
location
of
the
nation's
commercial
and
sardis
waste
facilities.
Z
African-American
children
are
five
times
more
likely
to
have
lead
poisoning
than
their
white
counterparts
and
that
an
imbalanced
number
of
acne
minorities
live
in
regions
with
dangerous
waste
facilities.
The
water
crisis
in
flint
michigan
is
a
textbook
case
of
environmental
racism.
This
catastrophe
started
in
2014
and,
as
fleeing
city
authorities,
made
the
choice
to
switch
the
open
water
supply
from
lake
huron
to
plain
river,
causing
lead
contaminated
drinking
water.
Z
The
fundamentals
of
our
government
system
need
to
change,
but
since
that's
realistic,
working
on
adopting
laws
and
policies
is
the
most
proper
proposable
solution
right
now.
Community,
mindfulness
and
community
mobility
are
also
important
aspects
to
help
solve
transition
power
to
the
inhabitants
of
cities
like
flint,
who
don't
get
the
government
support
issue.
So
I
like
to
ask
the
district
to
prioritize
environmental
racism
as
a
public
health
crisis
and
to
work
digitally
to
develop
systems
and
practices
to
ensure
the
safety
of
their
most
vulnerable
students
population.
M
AD
Mike
heischmann
dorchester
boston,
education,
justice
alliance,
the
best
way
for
the
superintendent
and
school
committee
to
welcome
miss
mercer
and
support
student
voices
would
be
to
do
the
following,
which
b
sack
has
been
asking
you
to
do.
One
pass
a
resolution
in
support
of
their
representative
becoming
a
voting
member
of
the
school
committee
with
a
7
500
stipend
two.
AD
Despite
their
re,
repeated
requests,
you
have
failed
to
pass
a
resolution
in
support
of
their
request
that
you
inform
desi
that
they
should
cancel
mcas
this
year.
This
is
despite
everything
the
superintendent
has
said
about,
mcas,
which
I
agree
with.
This
is
despite
what
other
people
on
the
school
committee
have
done,
but
the
school
committee
never
took
its
own
stance
and
it's
in
in
in
in
terms
of
transparency,
I
just
want
to
say
I
don't
understand.
AD
AD
AD
AD
AD
AD
D
V
Thank
you.
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston,
education,
justice
alliance
and
a
dorchester
resident
when
the
build
bps
plan
was
first
released
in
2017
the
build
bps
stakeholders
coalition,
of
which
bayesia
is
a
part
of
asked
for
a
moratorium
on
school
closures
and
major
facility
decisions
until
an
equity
analysis
of
the
impact
on
black
and
latino
communities
was
completed
nearly
four
years
later,
the
equity
analysis
looks
like
more
pr.
V
The
administration
is
trying
to
show
that
they
spend
as
much
money
on
undeserved
groups
as
those
that
are
well
connected,
but
that
misses
the
point.
If
a
school
in
a
black
neighborhood
is
demolished,
the
demolition
costs
can't
be
counted
as
a
benefit.
If
white
schools
are
untouched,
that
doesn't
mean
they
lost
out.
An
equity
analysis
must
show
who
benefits
and
who
is
hurt.
The
piece
of
build
bps
that
seems
to
be
moving
forward
quickly
is
school
closures.
V
V
Creating
instability
at
the
hands
of
central
office,
most
recently
bps
announced
they
are
going
to
close
the
irving
and
timothy
the
jackson.
Man
was
supposed
to
close
and
has
had
little
communication
from
central
office.
The
horace
mann
was
promised
the
edwards,
then
bps
promised
the
space
to
others.
The
blackstone
was
promised
walls
and
doors
and
still
have
none.
The
west
roxbury
educational
complex,
began
its
school
closure.
With
a
letter
and
backpacks
the
mccormick
was
slated
to
close
and
restructured.
V
J
V
Last
four
years,
bayesia
asks
the
school
committee
to
start
demanding
an
equity
analysis
every
time
a
proposal
is
on
your
agenda.
If
it
is
developed
enough
for
a
presentation,
it
is
developed
enough
for
a
completed
analysis.
Equity
can
no
longer
be
an
afterthought
in
terms
of
your
impending
mass
core
decision.
It
is
wrong
to
pass
this
additional
graduation
requirement
right
now.
Families
are
returning
to
school,
bps
is
proposing
unsupported
school
closures
and
families
are
having
to
beg
for
compensatory
services.
V
AE
Good
evening,
and
thank
you
very
much-
my
name
is
edith.
Brazil
special
education
serves
students
with
disabilities,
who
require
specialized
instruction
and
accommodations
to
reduce
the
impact
of
their
disability
on
academic
and
social
emotional
learning.
In
order
to
make
effective
progress
in
the
general
education
curriculum.
AE
In
addition
to
these
services,
english
learners
with
disabilities
must
also
receive
sei
esl
and
native
instruction,
as
deemed
necessary
for
academic
success.
Bilingual
special
education
services
that
shift
to
instruction
in
english
only
ignores
research
demonstrates
a
lack
of
knowledge
about
a
student's
native
language
and
sets
students
up
for
instructional
failure,
especially
when
a
one-size-fits-all
model
is
adopted.
AE
Research
shows
that
developing
the
native
language
of
students
in
bilingual
special
education
can
help
english
learners
with
disabilities.
Make
progress
in
the
second
language,
english
learners
with
disabilities
underperformed,
because
bps
fails
to
use
the
critical
bilingual
and
special
education
pedagogies
to
appropriately
serve
english
learners
with
disabilities
who
require
bilingual
special
education.
AE
Black
students
in
special
education
are
the
most
chronically
underserved
segregated
miseducated
population
who
are
restricted
from
accessing
resources,
then
blamed
for
not
achieving
an
ineffective
special
ed
programming
that
denies
social
education
on
economic
justice.
The
special
education
department
is
overwhelmingly
white,
blatant
bias
against
black
and
brown
parents
represents
the
institutional
racial
inequity
in
this
broken
system.
Bps
must
prioritize
culturally,
responsive
special
education,
higher
highly
qualified
black
educators,
demographically
representative
bilingual
staff,
including
those
who
speak
haitian
creole
and
cape
verdean
creole
hire
sufficient
bcbas
and
reading
specialists
to
close
learning
and
literacy
gaps.
AE
Inclusion
is
not
effective
when
programs
are
staff,
unless
programs
are
staffed
with
knowledgeable
and
highly
skilled
educators,
supported
with
ongoing,
evidence-based
professional
development,
leading
to
communities
of
collaborative
practice
with
class
size
configurations
that
make
individualization
and
personalized
learning
possible
data
driven
progress,
monitoring
that
demonstrates
growth
in
students,
academic,
linguistic,
social
and
other
educational
needs
are
critical
abruptly.
Closing
schools
and
programs
in
the
middle
of
a
pandemic
is
extremely
disruptive
to
students
who
require
predictability,
continuity
and
consistency.
AE
This
creates
chaos,
finally
to
reimagine
special
education
policy
procedures
and
practices
that
re,
restrict
and
disadvantage.
Students
with
disabilities
in
a
cookie-cutter
one-size-fits-all
model
must
end.
Schools
must
acknowledge
students,
strengths,
address
their
individual
needs
and
create
high-quality,
evidence-based,
ieps,
fiber,
fours
and
programs
that
provide
access
to
full
participation
in
school
and
academic
success.
Thank
you
very
much.
M
AF
AF
However,
it
does
not
matter
what
neighborhood
I
am
from
to
speak
to
this,
because
all
bps
kids
spent
a
year
and
a
half
out
of
school,
I'm
here
to
speak
on
the
lack
of
transparency,
urgency
and
genuine
effort
to
involve
families
and
children
in
the
process
that
will
affect
us.
The
most
the
commission,
the
superintendent,
has
put
together
to
decide
where
the
400
million
in
federal
relief
money
should
go
absolutely
does
not
represent
bps
students
and
families
during
covid.
AF
AF
It
seems
to
me
this
commission
should
be
constructed
of
parents,
teachers,
students
and
school
leaders
who
would
know
better
where
the
money
is
best
spent
than
those
who
beared
the
brunt
of
the
burden.
Aren't
these
commission
members
the
same
members
used
for
other
committees
as
well,
and
I'd
like
to
ask
the
school
committee
of
the
32
members
on
this
commission
how
many
of
these
members
have
children
in
the
boston
public
school
system?
AF
How
many
live
in
the
city
of
boston?
I'd
like
to
ask
the
committee:
why
is
there
only
three
parents,
two
school
principals,
no
classroom
teachers
and
no
mental
health
professionals
assigned
to
this
commission?
I
understand
some
may
be
within
the
subcommittees.
However,
I
believe
the
stakeholders
being
the
parents
teachers,
you
know
boots
on
the
grounds
hold
more
clout
when
it
comes
to
what
is
needed
for
recovery
for
those
appointed
to
the
comm
than
those
appointed
to
the
commission.
AF
I
would
also
like
to
point
out
the
committee
is
very
heavily
weighted
in
secondary
middle
school
or
higher
education
consultants,
and
only
a
few
or
no
elementary
school
consultants
from
what
I
could
see.
I've
been
involved
with
bps
since
my
son
started
seven
years
ago,
and
the
lack
of
communication
and
lack
of
transparency
is
par
for
the
course
and
sadly
has
become
what
most
families
expect
from
bps.
AF
You
will
see
when
the
fall
enrollment
numbers
are
in
many
many
families
that
have
spent
years
building
up
school
communities
are
sadly
leaving
bps
for
new
districts
are
private.
You
cannot
continue
to
manage
this
very
diverse
school
community
from
the
top
down.
You
must
not
continue
to
look
at
all
situations
from
a
bird's
eye
view.
We
do
not
need
another
32-member
commission
to
decide
what
is
best
for
our
children.
AF
We
need
more
input
from
people
with
actual
feet
on
the
ground,
in
our
schools,
families
and
students,
those
working
with
our
children
and
less
input
from
people
who
are
serving
political
or
social
agendas.
I'm
hopeful
this
money
will
be
used
to
address
social
barriers,
mental
health
issues,
loss
of
educational,
social
and
emotional
learning.
AF
Please
do
not
allow
this
money
to
be
spent
without
input
from
actual
stakeholders
that
would
be
inequitable
school
committee
members.
Ask
yourselves
how
many
more
consulting
groups
and
non-profits
do.
We
need
to
figure
out
what
bps
families
need.
I
urge
you
to
do
the
right
thing
and
take
into
consideration
what
individual
schools
and
students
needs
last
week
because
of
concerns
of
transparency
and
lack
of
information
about
subcommittees.
AF
Citywide
parent
council
is
currently
circulating
a
survey.
I
ask
you
and
urge
you
to
take
a
strong
look
at
this,
and
I
urge
you
to
spend
time
with
schools,
coffee
with
the
principal
or
attend
a
pta
meeting,
and
I
want
to
thank
member,
mr
dia
rojo,
for
actually
asking
some
of
these
same
very
questions
last
week,
because
I
believe
you
are
on
the
right
track
with
this,
and
thank
you
for
your
time.
AG
Good
evening,
can
you
hear
me?
Yes,
I
can.
My
name
is
amanda
chen
and
I
am
a
brighton
resident.
I
have
a
moderately
autistic
child
who
attends
the
jackson,
man
aba
strand
program.
AG
My
son
has
a
hard
time
with
transitions,
so
the
fact
that
he
wakes
up
every
morning
with
a
smile
on
his
face
and
looks
forward
to
going
to
this
program
speaks
volumes
about
the
excellence
of
it.
As
you
can
imagine,
I'm
very
upset
to
hear
that
this
that
the
school
will
be
closed
and
the
aba
strand
will
be
dissolved
and
not
relocated
after
the
closing
of
the
building
next
year,
school
is
more
than
just
a
building
to
my
son.
It's
where
he
learns
to
speak.
AG
AG
It's
also
the
only
aba
strand
program
in
the
austin
brighton
area
and
it's
one
of
the
few
aba
programs
that
goes
from
preschool
to
eighth
grade.
If
you
know
anything
about
autism,
you
know
that
consistency
is
the
key
to
success.
The
other
thing
that
should
be
noticed
is
that
for
seven
months
because
of
covid,
my
son
went
without
any
services
at
all.
AG
His
peers,
who
have
a
greater
degree
of
autism
with
him,
went
without
any
school
for
almost
18
months,
because
they
could
not
learn
online
and
now
with
all
that,
given
into
consideration
I'm
baffled
at
the
fact
that
they
would
choose
to
close
a
program
like
this.
At
a
time
where
the
city's
most
vulnerable
youth
are
just
returning
to
learning,
they
didn't
even
get
the
online
learning,
they
couldn't
do
it.
AG
It
makes
little
sense
to
me
that
a
program
serving
children
with
special
needs
who
recently
were
put
on
the
back
burner,
because
the
covid
would
now
have
their
aba
program
closed
a
standout
program,
a
program
of
excellence,
that's
just
being
closed
because
the
building
is
deteriorating.
How
much
more
disruption
do
these
kids
have
to
take?
Is
there
anything
that
can
be
done
to
keep
the
jackson
man
strand
intact
and
just
relocate
it?
I
thank
you
for
your
time
and
I
thank
ruby,
reyes
and
edith
for
what
they
said
earlier.
Thank
you.
AB
AB
Sorry
about
that
good
evening,
my
name
is
andrea
howard
and
I'm,
the
ceo
of
the
west
end
house,
boys
and
girls,
clubs,
which
is
located
in
austin,
and
I
am
a
resident
of
brighton
here.
At
the
west
end
house,
we
have
a
long
history
of
partnership
with
the
jackson
man
school
dating
back
to
the
days
of
dr
russell.
AB
Our
partnership
has
grown
and
flourished
and
particularly
under
the
leadership
of
andy
tuitt
and
anita
moore,
and
at
our
peak
in
2016
855
students
from
jackson,
man
were
coming
to
the
west
end
house
twice
a
week
during
the
school
day,
participating
in
a
broad
range
of
night
enrichment
activities
led
by
our
full-time
youth
development
professionals.
This
included
art,
music,
swim
instruction,
dance,
fitness,
nutrition
and
stem
programs.
AB
Currently
we
are
hosting
85
boston,
public
school
students
each
day
for
in-person,
remote
learning,
30
of
whom
are
jackson,
man,
students
and
more
than
80
jackson.
Man,
families
are
participating
in
our
bi-weekly
family
food
program
when
it
was
announced
in
the
spring
of
2019
that
the
school
would
be
closed
and
demolished.
There
was
a
sigh
of
relief.
The
children
would
no
longer
be
subjected
to
learning
in
that
safe
unloved
and
neglected
space.
There
were
families
and
community
partners
that
stood
ready
to
support
and
serve
during
that
transition.
AB
AB
Of
deep
concern
was
the
correlation
between
the
number
of
unaware
parents
and
the
number
of
parents
for
whom
english
wasn't
their
first
language
fast
forward
to
today,
and
our
concern
for
these
same
families
has
grown
since
that
announcement
in
the
spring
of
2019
enrollment
amongst
black
and
white
students
has
dropped
40
percent,
while
enrollment
amongst
latin
next
family
has
dropped
18
percent.
It
appears
that
the
writing
may
have
been
on
the
wall.
AB
For
some
parents
we
respectfully
request
consideration
for
the
following:
close
the
school
effective
at
the
end
of
this
year
engage
the
principals
from
the
exceptional
schools
in
the
austin
brighton
community
to
reconfigure
and
accept
jackson,
man,
students
in
the
last
two
years.
There
is
minimal
evidence
or
examples
that
you
can
point
to.
That
speaks
to
a
thoughtful,
informed
and
inclusive
process.
There
is
little
confidence
or
trust
that
if
given
another
year,
the
outcome
would
be
any
different.
AB
In
closing,
I
realized
both
of
these
options
will
evoke
the
immediate
response
that
it
can't
be
done.
It's
too
hard,
there's
not
enough
time.
I
would
argue
that
this
last
year
has
proven
to
many
of
us
that
we
are
extraordinarily
capable.
It
has
also
shown
us
that
equity
and
justice
can't
wait.
Thank
you.
AB
AH
Good
evening
school
committee,
members
and
superintendent
casellius,
my
name
is
anissa
isabe
george,
I'm
an
at-large,
boston,
city,
councilor
and
chair
of
the
council's
committee
on
education,
as
well
as
a
mother
of
four
bps
students.
First,
I'd
like
to
take
a
moment
to
recognize
all
of
our
bps
teachers,
nurses
and
mental
health
practitioners.
AH
Last
week
the
city
council
passed
a
resolution
celebrating
teacher
appreciation
week.
Today
we
passed
a
resolution
celebrating
national
nurses
week,
in
addition
to
celebrating
may
as
aapi
heritage
month
and
haitian
heritage
month.
We
have
also
declared
it
mental
health
awareness
month.
I
want
to
extend
my
appreciation
to
every
member
of
the
bps
staff.
I
know
that
this
has
been
a
uniquely
hard
year.
I
hope
you
all
feel
appreciated
and
supported
in
your
professional
and
personal
lives.
AH
The
city
council
is
currently
reviewing
the
city's
fy
22
budget,
including
the
budget
for
the
boston
public
schools.
I
encourage
everyone
to
participate
in
our
hearings.
We
take
public
testimony
at
every
hearing.
The
next
hearing
on
the
bps
budget
will
be
on
tuesday
may
18th.
You
can
find
out
more
and
see
the
hearing
calendar
at
boston.gov
forward.
Slash
city
dash
council
dash
dash
budget.
I
am
pleased
to
see
that
the
ethnic
studies
will
be
a
part
of
the
mass
core
graduation
requirements
alignment.
AH
I
am
hopeful
that
one
day
we
will
make
sure
all
of
our
students
graduate
with
basic
life
skills
as
well
as
learning
how
to
swim,
learn
financial
literacy
and
give
cpr
the
heat
map
shows
yet
again
that
we
must
do
more
to
ensure
that
our
students
are
getting
well-rounded
education,
a
well-rounded
education
that
includes
art
and
athletics
and
improved
school
facilities.
I
know
adopting
the
mass
core
standards.
District-Wide
will
take
time,
but
I
am
optimistic
that
doing
so
will
yield
improvements
in
our
graduation
rates
and
student
success
after
bps.
D
Thank
you.
We
now
have
a
cabo
verdiano
speaker
and
a
chinese
speaker
who
will
be
using
interpretation
services,
yan,
ming,
lao
and
maria
mara.
I
will
now
turn
off
the
interpretation,
icon,
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony.
J
J
So
I'm
very
disappointed
the
school
will
be
closing
and
then
there's
not
much
information
given
to
the
parents.
We're
just
told
that
the
school
will
be
closed
and
we
have
to
find
accommodation
for
our
children.
J
Okay,
so
so
my
child
has
autism
and
then
he's
back
to
school
in
about
two
weeks,
he
my
child
loved
the
school,
and
we
were
so.
He
was
in
school
less
than
a
year.
If
I
know
the
school
will
be
closing,
I
wouldn't
pick
that
score
and
I'm
very
disappointed
that
there's
no
information
given
and
it's
very
concerning.
U
J
So
we're
given
no
choice,
no
guidance
and
no
help
in
the
situation
we're
in.
I
hope
I
I
wish
that
they
would
give
us
information
and
help
us
with
the
placement.
So
at
least
we
know
what
we
can
do.
U
J
Okay,
well,
we
need
a
place.
We
wish
that
the
school
would
give
us
a
place
for
temporary
for
the
for
our
kids
to
go
because
our
kids
is,
you
know,
special
ed
and
they
need
extra
help
and
we're
not
given
any
of
that
and
no
information
about
the
school
closing
and-
and
this
is
really
concerning-
because
these
kids
just
get
you
to
the
school
and
in
the
environment
and
loved
it
so
right
now
we
just
we-
we
have
we're
just
being
in
that
situation.
It's
very
concerning,
and
it's
very
bad.
J
U
Q
Q
Okay,
he's
able
to
get
in
touch
with
her
directly
because
we
shared
information
okay
at
this
point
meeting,
but
I
want
to
make
sure
that
she
gets
the
information
directly
well,
both
parents,
please.
M
D
AI
AI
AJ
AI
AA
AA
AJ
It
has
been
two
years
since
I've
been
in
raleigh
to
improve
the
school
blackstone.
AJ
At
the
moment,
I
thought
we
are
celebrating,
because
it
is
a
fund
about
five
million
dollars
to
make
sure
like
the
school
is
going
to
be
improved.
AJ
I
would
like
to
ask
if,
if
there
is
somebody
in
charge
of
this
fund
to
proceed
with
this
case,.
AJ
AA
AJ
D
D
D
D
The
future
of
my
peers
is
at
stake
due
to
a
lack
of
access
to
opportunities.
My
peers
have
not
been
exposed
to
opportunities
that
will
help
them
develop,
work,
experience
or
develop
an
interest
in
a
particular
field
because
of
this
it's
been
a
hard
and
challenging
for
them
to
find
a
job
that
fits
their
interests.
D
D
Some
programs
need
asl
interpreters
for
deaf
students
in
order
for
us
to
engage
in
normal
events
and
activities
because
of
the
lack
of
interpreters.
A
lot
of
deaf
students
stay
home
and
do
nothing.
Deaf.
Students
should
have
wraparound
designated
programs
and
initiatives
to
connect
to
in
efforts
to
expose
them
to
opportunities
and
prepare
them
for
the
future.
D
D
There
are
a
few
programs
and
fun
activities
for
deaf
students
to
engage
in
that
they
may
not
know
about.
I
believe
that
we
should
not
only
develop
more
social
programs
and
opportunities
for
deaf
students,
but
we
should
also
improve
our
practices
for
scaling
these
opportunities
and
building
awareness
around
them.
Thank
you
for
your
time.
A
Thank
you
and
again
we
apologize
that
we
weren't
able
to
get
interpreters
for
asl.
We
will
continue
to
work
on
that.
Thank
you
so
much,
ms
sullivan,
and
thank
you
to
everybody
who
spoke
this
evening
and
shared
your
perspective.
We
really
value
your
testimony.
A
It
really
informs
us
so
our
first
action
item
this
evening
is
grants
for
approval
totaling,
two
million
seven
hundred
ninety
thousand
dollars
six
hundred
and
four
dollars,
and
I
would
like
to
now
open
it
up
to
the
committee
for
any
questions
or
comments
and
again
reminding
everybody
of
our
agreed
upon
norms
of
five
minutes.
A
Question:
okay,
so
if
there
are
no
questions,
I
would
like
to
entertain
a
motion
to
approve
the
grants,
as
presented
so
moved.
Thank
you.
Miss
robinson.
Is
there
a
second.
C
A
A
O
P
D
O
O
A
Great.
Thank
you,
ms
sullivan.
Our
next
action
item
is
the
bps
graduation
requirements
policy,
which
the
superintendent's
team
presented
to
the
committee
earlier
this
evening
before
I
open
it
up
to
the
committee
for
any
final
comments.
Superintendent
is
there
anything
that
you
would
like
to
add.
Q
I
would
just
like
to
thank
the
committee
and
the
entire
team
for
the
presentation
to
see
this
afternoon.
I
especially
want
to
thank
you,
madam
chair,
for
your
leadership
and
vice
chair,
o'neal,
and
really
many
of
the
members
who
spoke
to
our
school
leaders
and
took
their
comments
and
made
this
policy
better
because
of
it.
So
I
want
to
thank
our
heads
of
schools
and
all
of
the
input
that's
been
given
into
this
policy.
It's
a
stronger
policy
because
of
it.
So
thank
you
very
much.
A
T
Yes,
thank
you.
So
I
just
again
a
comment
about
why
I'm
gonna
vote
the
way
I
vote.
You
know
I
I'm
an
educator.
I
have
a
seventh
grader,
a
parent,
and
you
know,
as
I
mentioned
earlier,
I
I
do
have
some
concerns.
I
do
support
the
district's
commitment
to
providing
a
rigorous
and
equitable
learning
environment
for
all
students,
regardless
of
the
school
in
which
they're
enrolled.
T
However,
this
vote
tonight
is
very
important
because
it
really
is
about
we're
voting
to
change
the
graduation
requirements
during
what
I
believe
is
the
worst
time
imaginable.
T
T
I
was
shocked
that
zero
percent
of
graduates
in
some
schools
have
completed
math
core
compared
to
78
at
the
o'brien
68
at
bls
49
of
white
students
who
graduated
in
2020
completed
math
score
compared
to
only
22
of
black
students
who
graduated
14
of
english
learners,
graduated
with
in
2020
completing
math
core.
These
are
significant
gaps
that
are
just
growing
wider
unless
there
is
this
deep,
deep
investment
in
the
specific
schools,
accountability
and
abundant
resources
to
implement
these
curriculum
changes.
Just
two
more
two
more
points
from
what
I've
also
heard.
T
I
know
there's
been
engagement,
but
there
doesn't
seem
to
be
consensus
among
school
leaders
still
that
the
necessary
resources
will
be
in
place
to
ensure
that
the
schools
can
deliver
mass
core.
I
am
also
concerned
that
this
past
year
there
has
been
significant
restructuring
in
central
office,
particularly
in
the
academics
unit,
so
really
moving
fast
forward.
At
this
time,
until
those
57
positions
are
there,
I
just
again-
I
I
don't
think
we're
we're
ready
for
this.
T
Yet
I
also
know
that
families
are
not
hearing
that
this
is
about
changing
the
graduation
requirements,
and
you
know
so
people.
You
know
families
need
to
understand,
on
a
school-by-school
analysis,
how
this
individual
school
reviews
those
need
to
be
completed
before
I.
I
would
support
us
moving
forward
with
this
as
a
graduation
requirement.
T
I
do
understand
that
the
school
committee
has
a
responsibility
to
create
policies
and
practices
that
support
the
preparation
of
every
student
to
be
college
career
and
life
ready.
I
support
that
of
removing
barriers
that
interfere
with
our
students,
and
I
agree
strongly
that
we
must
create
consistent,
graduation
requirements
so
that
families
and
students
have
a
clear
understanding
of
what
courses
need
to
be
completed
in
order
for
a
student
to
receive
a
bps
diploma.
T
But
we
don't
have
that
clear
understanding,
yet
there's
a
lot
of
contingencies,
and
I
cannot
justify
voting
for
a
policy
that
is
not
fully
developed
yet
in
terms
of
the
framework
development,
the
readiness
assessment,
I
think
we
could
spend
more
time
planning
this
before
launching
this
as
a
requirement.
So
for
these
reasons
at
this
time
I
do
not
support
adopting
the
mass
core
recommended
course
of
study
as
its
graduation
requirement
for
all
students
in
the
district.
A
Thank
you.
Thank
you,
dr
rivera,
mr
deorjan.
S
Sorry,
thank
you.
I
think
that's
fine.
So
thank
you,
madam
chair,
and
I
do
want
to
speak
in
favor
of
this
policy
being
one
of
the
newest
members.
I've
had
the
opportunity,
the
past
several
months,
to
really
dig
in
do
my
diligence
in
a
lot
of
these
issues
and
I
think
folks
can
speak
better
to
the
the
educational
issues
around
the
pros
and
cons.
I
do
want
to
speak,
though.
S
I
think
that
the
efforts
that
the
superintendent
has
has
taken
and
built
upon
to
get
us
to
this
point,
to
plan,
to
listen
to
stakeholders
and
really
to
get
put
us
into
this
this
this
next
phase
with
a
period
of
planning,
and
then
you
know
a
period
of
reflection
so
that,
as
we
come
out
of
the
pandemic,
we
will
have
a
period
of
time
to
you
know
to
review
and
ensure
that
every
school
does
have
the
elements.
S
S
As
I
talked
to
school
leaders
that
the
individuals
raised
around
having
you
know
a
standard
and
a
foundation
of
what
a
bps
graduate
is
and
but
not
having
the
resources-
and
I
think
the
superintendent
has
made
that
commitment
and
we're
going
to
make
that
commitment
and
then
also
just
an
observation
on
reflecting
on
the
conversation
earlier
about
the
the
diversity
and
the
most
multiplicity
of
programs
that
we
have
in
high
school
in
our
high
schools
over
you
know
over
30
high
schools.
S
You
know
it's
it's
it's
it's
a
very
high
number
and
I
understand
that
the
history
of
the
philanthropic
influence
that
helped
us
to
get
to
that
point,
but
it's
very
difficult
to
spread
resources
so
thinly
over
over.
So
many
students-
and
I
think
that
you
know
looking
deeply
into
that
is-
is
important
by
comparison.
I
have
a
good
friend
from
from
college,
who
is
on
the
school
committee
over
in
arlington
texas,
which
has
around
60
000
students,
similar
demographic,
predominantly
latino
and
low
socioeconomic
background
for
the
kids.
S
They
they
have
six
regular
high
schools
and
seven
alternative
programs.
Many
are
co-located
in
inside
buildings,
and
I
just
excuse
me
sweetie,
so
how
important
it
is
that
that
we
look
at
making
sure
that
we
have.
AA
S
Yes
hold
on,
I
mean
that
we
have
resources
for
all
of
our
programs
there,
so
I'll
pause
there.
Thank
you.
A
Oh,
what
a
cutie
mr
tran.
E
I
thought
dr
coleman
and
miss
robinson
raised
their
hand
before
me,
but.
A
E
I'm
speaking
in
support
of
of
the
the
my
score
policy
at
this
point,
I'm
not
looking
at
the
policy
as
the
policy
itself,
I'm
not
talking
about
the
policy
because
we
put
the
policy
together
and
then
you
know
we
put
the
meat
on
it
and
then
we're
saying
that
okay,
this
is
what
we
are
going
to
do,
I'm
talking
from
a
personal
point
of
view,
as
well
as
as
my
experience
and
my
student
experience
when
I
was
first
come
to
america
1975.
I
came
to
america
with
three
words
with
three
words
in
english.
E
Yes,
no,
okay!
Those
are
the
three
words
that
I,
however,
during
the
time
that
I
attended
school
there,
I
found
out
that
high
school
students
graduated
high
school
back
in
the
80s
back
in
back
in
the
70s.
E
Couldn't
even
write
a
proper
sentence
that
astounded
me
really
astounded
me
then,
in
the
early
80s,
when
I
became
a
bilingual
teacher,
I
found
also.
I
also
found
out
that
bilingual
students
were
given
english
courses
that
are
even
more
rigorous
and
the
english
courses
that
are
given
in
the
mainstream
in
the
mainstream
program
of
study.
E
E
E
A
Thank
you,
mr
tran,
ms
robinson.
Yes,.
P
Thank
you.
I
am
in
strong
support
of
mass
core
at
this
point,
given
the
long
term,
the
long,
the
long-term
strategy
of
getting
ready
and
for
part
of
my
comments,
I
would
like
to
read
a
statement
from
on
behalf
of
the
co-chairs
of
the
opportunity
and
achievement
gaps
task
force.
P
P
It's
an
undeniable
and
inescapable
fact
that
the
achievement
gaps
between
black
and
latin
next
students
when
compared
to
their
white
and
asian
peers
and,
more
importantly,
when
compared
to
a
benchmark
a
proficiency
in
reading
and
math,
is
tied
to
a
lack
of
opportunity
for
going
to
close
achievement
gaps.
We
must
first
close
the
opportunity
gaps.
P
P
Why
should
a
student
at
charlestown
high
have
a
different
set
of
graduation
requirements
from
a
student
at
edward
m
kennedy
academy
for
health
careers
or
fenway
high?
That
disparity
is
inequitable
and
unjust
because
it
sets
a
different
bar
for
different
students
simply
based
on
the
school
to
which
that
student
is
assigned.
P
Adopting
mass
core
will
not
solve
all
the
problems
in
our
high
schools,
but
it's
an
important
step.
First,
the
district
must
set
the
bar
and
then
the
district
must
work
to
ensure
that
all
students
receive
the
supports.
They
need
to
be
able
to
meet
that
high
bar.
The
district
must
ensure
that
all
schools
receive
equitable
resources
to
help
students
meet
the
mass
core
requirement.
P
P
You
know
this
is
what
we've
been
pushing
for
for
many
many
years
ever
since
I
came
on
school
committee,
we've
been
talking
about
mass
core,
that's
eight
years,
two
groups
of
kids
have
come
completely
through
high
school
and
we
are
still
where
we
were.
So
if
we
don't
start
at
some
point,
we'll
never
get
there.
P
So
you
know,
I
know
that
we
are
starting
at
a
time
when
there
are
a
lot
of
challenges,
but
everybody
is
focused
on
change's
improvement,
so
I'm
hoping
that
this
time
will
give
people
that
extra
set
of
urgencies
that
we
all
need
to
make
sure
that
we
get
this
program
off
to
the
right
start.
Thank
you.
C
I
actually
brought
my
hand
down
because
I
think
dr
rivera
did
a
great
job
of
articulating
the
data
and
I
just
had
to
be
clear.
I
feel
that
dr
ms
robinson's
report
really
captured
the
reasons
why
I
hear
that
data
and
I
agree
those
are
issues
we
have
to
address,
but
I
do
think
the
mass
core,
for
the
reasons
that
mr
robinson
is
articulated.
C
It's
going
to
be
a
good
way
to
creating
a
standard
that
we
can
organize
a
system
to
meet,
and
unless
we
have
that
expectations,
I'm
afraid
that
the
system
will
remain
incoherent
and
organized.
So
I'm
in
support
of
the
policy-
and
I
thank
the
opportunity-
achievement
gap
for
articulating,
says
clarity.
Some
of
the
rationale
to
move
forward.
F
Thank
you
chair,
and
I
I
really
appreciate
what
ms
robinson
and
and
dr
coleman
just
articulated
to
me.
This
is
one
of
the
most
important
policy
decisions
this
body
will
have
made
in
years
and
it's
one
that
actually
impacts
ultimately
all
of
our
students,
and
that
is
what
is
so
critical
about
it.
You
know
we
have
also
known
for
years.
We
are
not
properly
preparing
all
of
our
students
for
success
after
they
graduate.
F
I
think
research
has
shown
us,
and
I
particularly
hearken
back
to
that
presentation
in
our
chambers
several
years
ago,
from
a
professor,
I
believe
was
from
rutgers
that
talked
about
that
clearly
showed
us
implementing
mass
core
is
one
of
the
one
of
the
clearest
steps
we
can
take
to
correct
that
imbalance
that
we
have
achieved,
and
I
thank
dr
rivera
for
calling
out
the
data
that
she
did
to
me.
That
said,
we
have
to
ensure
that
all
of
our
students
have
the
opportunities.
F
I
do
want
to
particularly
highlight
because
we
we
were
all
talking
to
school
leaders,
and
I
want
to
make
sure
to
give
voice
to
some
of
the
concerns
over
this,
that
some
members
have
raised
and
that
we
heard
from
school
leaders
are
going
to
be
asked
to
implement
this,
and
first
clearly
is
concerns
over
the
impact
on
graduation
dropout
rates.
F
Second,
is
the
financial
burden
to
the
district,
and
is
that
going
to
continue
and
be
funded
to
each
of
the
individual
schools?
Third,
is
the
impact
to
our
ell
ell
students,
our
students,
disability
and
our
off
track
students,
and
I
appreciate
the
district
talking
about
that
more
specifically.
Tonight.
F
Fourth
is
the
question
of
of
timing.
We
are
in
the
middle
of
a
pandemic
and
you
know
is
this
the
right
time
to
be
thinking
about
new
requirements
and-
and
I
certainly
want
to
give
voice
to
that
concern,
and
the
last
is-
and
I
really
want
to
make
sure
that
you
know
we
talk
about
this
and
it's
the
increased
burden
to
our
school
leaders
in
particular.
F
My
primary
focus
is:
is
our
students
who
are
not
in
school
and
getting
them
back
in
school,
even
as
she
acknowledged
that
this
is
a
long-term
process
and
but
you
know,
there's
an
immediacy
of
the
issues
that
they're
facing,
and
I
and
I
acknowledge
that
and
we
were
able
to
talk
it
through
and
she
made
a
number
of
helpful
suggestions
and
comments
on
this.
But
I
want
to
make
sure
we
give
voice
to
that,
because
we
are
asking
an
awful
lot
to
our
school.
F
It
is
right
now-
and
I
know
some
people
are
going
to
view
this
as
we
are
just
making
it
harder
for
our
students
to
graduate.
We
are
raising
standards
on
them
and
and
to
me
I
view
it
as
we
are
better
preparing
our
students
to
succeed
when
they
leave
us
and
move
on,
and
it's
a
hard
decision
to
make
and
but
to
me
it's
the
right
one
that
we
have
to
do.
We
know
what
they
need.
F
We
know
that
we're
falling
short
and
so
to
me,
if
you
know,
if
not
now,
then
when,
when
is
the
right
time
for
us
to
address
this,
and-
and
I
think
now
is
the
time-
I
appreciate
that
it's
a
five-year
plan-
I
appreciate
very
much
the
work
that
the
superintendent
and
the
chair
did
to
adjust
this
policy
and
take
the
input
we
heard.
You
know
we
looked
at
this
roughly
a
year
ago
and
at
the
time
we
decided
hold
on,
we
want
to
understand
what
the
financial
impact
is.
F
What
the
we
asked
for
a
heat
map
to
see
where
all
the
schools
stood
in
the
in
the
need
for
it
and
a
lot
of
work
was
done
in
that
regard
and
like
many
people,
I
particularly
understand
the
concerns
of
school
leaders,
who
you
know
it's
like
ronald
reagan,
said
about
the
russians,
trust
but
verify
right,
and
is
the
funding
really
going
to
be
there?
F
Next
year,
the
year
after
the
year
after
that,
and
and
I
know,
I'm
that
cynical
when
I
actually
took
out
my
phone
and
added
up
the
column
that
the
district
had
provided
of
the
expense
estimates
from
all
of
our
school
leaders,
that
I
want
to
double
check
that,
and
so
I
think
it
is
incumbent
upon
us
to
make
sure
that
that
support
is
there
year
after
year.
F
I
appreciate
the
chariot
and
quarterly
reports
back
to
the
school
committee,
so
we
can
ensure
that
the
input
from
the
secondary
school
leaders
and
their
group
about
how
this
is
how
this
is
done,
what
the
impact
can
be
and
that
the
changes
that
we
put
in
this
policy
are
actually
followed
through
and
funded.
So
thank
you,
superintendent
and
chair
for
your
work
on
this,
and
I
will
support
it
and
look
forward
to
this
moving
forward.
Moving
our
district
forward
in
very
positive
ways
for
our
students.
A
Thank
you
vice
chair.
I
I
want
to
thank
all
of
the
school
leaders
that
I
spoke
to,
who
billy
shared
all
their
concerns,
which
I
don't
want
to
repeat
everything
what
everybody
has
shared
and
especially
the
vice
chair,
captured
all
of
the
concerns.
So
I
appreciate
them
and
I
appreciate
all
the
work
they've
done
to
date,
and
I
know
it's
we're
adding
more
and
we're
asking
more.
I
think
I
was
you
know
similar
to
dr
vera.
A
A
You
know
it's
two
things
one
is
you
know,
looking
at
other
districts,
who've
adopted
this
and
seeing
the
rates
of
college
going
for
students
and
being
able
to
have
students
ready
is
really
important,
and
I
do
think
that
every
student
deserves
to
have
languages
deserves
to
have
phys
ed
deserves
to
have
electives
deserves
to
have
everything
that
we
can
give
them,
and
I
feel
more
comfortable
with
this
policy,
because
in
my
previously
my
concerns
were
around
the
resources.
A
So
I
felt
strongly
that
couldn't
possibly
ask
schools
to
take
this
on
if
there
weren't
resources
and
so
that's
directly
written
into
the
policy.
A
The
other
piece
were
around
this,
the
more
vulnerable
students
and
the
fact
that
there
is
all
these
flexibilities
in
here
and
there's
waivers
and
that
we've
called
out
things
around
seat
time
being
able
to
have
language.
You
know
credited
all
the
pieces
that
we
talked
about
with
flexibilities
just
make
me
feel
better
and
also
the
planning.
A
So
we
also
heard
from
school
leaders
that
it
would
be
hard,
as
vice
chair
said,
a
school
leader
who
told
us
you
know
they
were
drowning
like
we
don't
want
our
school
leaders
to
be
drowning,
and
so
that
is
one
of
the
reasons
why
we
even
put
it
out
later
at
a
later
time
and
also
to
give
time
to
have
this
plan
with
school
leaders
around.
A
You
know
the
rollout
and
the
implementation,
because
we
need
to
do
this
with
them
and
then
the
other
thing
is
that
we
did
adopt
a
fifth
goal
of
college
career
and
life
readiness,
and
for
me
this
is
directly
related
to
that
goal,
and
I
feel
that
you
know
my.
My
worries
are
are
similar
in
terms
of
I
don't
want
to
leave
anybody
behind.
You
know.
A
I
don't
want
to
leave
anybody
behind
and
I
think
that
being
able
to
have
the
accountability
of
quarterly
reports
and
also
the
annual
metrics
that
we're
taught
that
we're
looking
at
in
the
college
and
career
life
readiness
I
feel
like
that
is
what
we,
as
a
school
committee,
are
responsible
to
make
sure
we're
looking
at
those,
and
if
we
see
things
those
early
warning
signs
that
we
actually
move
resources
redirect
them
to
the
students
who
really
need
them
and
figure
out
like
where,
where
what
are
we,
where
are
we
going
wrong?
What
needs
to
change?
A
How
to
again,
we
redirect
those
resources,
but
I
do
feel
that
it
is
time
and
we've
been
having
this
discussion
for
a
number
of
years,
and
I
am
also
in
support
of
this
policy.
So
with
that
I
am
going
to
there's
no
further
questions.
I
would
like
to
entertain
a
motion
to
approve
the
bps
graduation
requirement
policy
as
presented
moved.
A
Thank
you,
dr
coleman.
Second,
I
think
thank
you,
miss
robinson.
C
O
O
P
D
E
O
D
A
Thank
you,
miss
sullivan,
and
thank
you
again
to
the
team
that
worked
on
the
presentation
over
time
and
again
school
leaders
for
all
your
input.
Our
next
action
item.
Sorry,
I'm
on
the
wrong
page.
I
apologize
our
main
report
this
evening
is
an
fy
22
capital
budget
presentation
and
at
this
time
I
would
like
to
invite
the
superintendent
to
present
the
team
and
make
any
comments.
Q
Thank
you,
madam
chair
and
members
in
the
listening
public
again.
I
am
very
excited
tonight
to
have
chief
cooter
and
his
team
present
to
you
our
capital
budget
and
plan,
as
we
enter
into
a
new
phase
and
build
pps
to
begin
the
work
of
pivoting
from
this
pandemic
into
what
we
believe
is
a
hopeful
future
to
be
able
to
get
to
high
quality
schools
across
all
neighborhoods
in
boston.
Q
The
the
top
headline
of
this
capital
proposal
is
that
we
are
proposing
five
new
builds
and
four
major
renovations
that
is
going
to
spawn
a
community
conversation
over
the
next
year
on
the
uses
of
those
buildings,
as
we
move
to
solidify
our
pathways
pre-k
through
grade
8
and
lead
from
an
academic
agenda
of
equity
and
excellence
across
all
our
schools.
Q
AK
AK
We
haven't
had
this
honest
conversation
before
and
we
haven't
told
the
whole
story.
We
all
want
the
same
thing
for
our
kids.
Every
child
in
every
classroom
in
every
school
of
the
boston
public
school
system
has
the
same
opportunity
to
achieve
greatness
within
them
as
anybody
else.
This
is
collectively
what
we
should
be
striving
for.
This
is
what
everyone
wants,
and
we
hear
from
families
from
neighborhoods
from
students
and
staff
every
single
day.
AK
This
is
not,
of
course,
something
that
the
district
can
decide
to
do
on
our
own.
We
must
collaborate
with
each
other,
some
of
how
we're
going
to
get
there
might
not
be
liked
by
everyone,
and
some
of
it
is
disruptive
like
school
closures.
We
have
to
be
honest
and
take
a
look
at.
What's
working
and
what's
not
working
will
never
be
possible
for
us
to
all
agree
on
each
individual
decision.
What
is
possible
is
that
we
agree
on
the
vision
for
what
all
of
our
kids
deserve:
high
quality
schools
and
education.
AK
Our
vision
for
schools
has
three
organizing
themes:
equitable
access.
We
must
break
the
structural
barriers,
keeping
our
students
from
excellent
schools,
excellent
buildings,
ensuring
every
student
attends
school
in
a
modern
building
that
promotes
learning
and
conveys
respect
and
predictability
and
transparency.
AK
We
need
to
restore
trust
by
being
honest
about
how
we
work
and
what
we
plan
to
do
to
borrow
from
lee
bolman.
A
vision
without
strategy
remains
an
illusion,
so,
throughout
tonight's
presentation,
I'll
be
sharing
with
you,
how
we
are
going
to
bring
our
vision
into
sharper
focus
and
what
actions
we
are
taking
to
make
substantial
progress
to
achieving
this
vision.
AK
AK
AK
AK
Today's
presentation
will
focus
on
active
project
updates
and
our
proposed
strategies
to
continue
the
work
plan
for
redesigning
our
school
district.
This
graph
shows
our
budget
and
total
cumulative
spending
through
each
year.
It
answers
the
simple
question:
how
much
of
the
original
commitment
have
we
spent?
AK
I
want
to
highlight
some
of
the
big
announcements
for
tonight
and
how
this
year's
163
million
dollar
capital
budget
will
improve
our
district
for
those
communities
not
impacted
by
major
projects.
Our
capital
plan
includes
78
million
in
capital,
investments
and
district-wide
initiatives,
improving
all
school
buildings
and
learning
environments.
AK
As
a
district,
we've
made
the
difficult
decision
to
take
us
our
standalone
middle
schools,
those
schools
serving
only
grades
six
three
offline
tonight
we're
going
to
provide
the
timeline
for
two
additional
middle
school
closures
to
go
along
with
the
two.
This
committee
voted
to
close
last
october,
but
these
decisions
are
being
made
so
that
we
can
better
serve
our
students.
These
changes
allow
us
to
launch
four
major
building
renovations,
one
of
the
mccormick
edwards
timulty
and
irving
middle
schools.
AK
Final
major
announcement
in
this
year's
capital
budget
proposal
is
the
launch
of
five
new
school
buildings
across
the
city.
Because
of
this
proposal
by
2027,
we
will
be
on
a
path
to
launch
two
to
three
new
school
projects
every
year.
This
will
provide
significant
upgrades
to
our
current
school
communities.
AK
With
that,
I'm
going
to
provide
more
information
about
the
first
organizing
theme,
how
we
want
how
we
plan
to
provide
equitable
access
to
educational
opportunities
and
programs
for
each
part
of
our
vision,
we're
presenting
the
focus
areas.
The
key
levers,
we
believe,
will
ultimately
lead
to
more
equitable
access
for
students.
AK
The
final
action
for
us
is
to
graduate
students
ready
for
college
career
and
life
by
redesigning
our
secondary
schools
and
setting
students
up
for
post-secondary
attainment
in
education
industry.
The
mass
core
policy
that
you
just
voted
on
was
a
critical
step.
We
want
to
make
sure
we
have
a
portfolio
of
high
quality
secondary
school
programs
to
achieve
this,
we'll
reimagine
the
secondary
school
experience
through
a
partnership
with
our
heads
of
school
and
to
establish
a
new
foundation
for
high
school
quality.
AK
The
first
is
that
we
are
planning
to
close
the
irving
and
timothy
middle
schools
at
the
end
of
school
year,
2122,
that
is
for
next
june,
that
is,
to
renovate
and
work
with
a
community
to
reimagine
the
school
for
either
pre-k
through
6
or
7
through
12
school,
we'll
also
engage
with
k-8
school
leaders
to
reconfigure
pre-k
through
6,
with
expanded,
k-0
and
k-1
classes
at
the
start
of
school
year.
22-23.
AK
That
means
that
next
year
will
be
a
conversation
with
k-8
communities
about
the
future
of
their
school.
We're
not
going
to
be
telling
any
of
our
communities
what
to
do
we're
instead
going
to
be
partnering
with
them
and
let
them
know
what
their
options
are,
as
we
expand
seven
through
twelve
and
the
final
piece
is
that
seven,
through
twelve
expansion
by
partnering
with
the
heads
of
school,
as
I
mentioned,
to
establish
a
foundation,
we
plan
to
come
back
to
the
school
committee
in
the
fall
with
our
heads
of
school
to
present
on
what
we
believe.
AK
We
announced
several
years
ago
the
transition
of
all
of
our
standalone
middle
schools
and
at
the
time
we
had
six
standalone
middle
schools,
and
I
wanted
to
just
highlight
where
we
are
at
in
the
process
of
reconfiguring
all
of
our
standalone
middle
schools.
The.
A
AK
Apologies,
the
first
two,
the
edwards
middle
school
and
the
mccormick
middle
school
were
votes
taken
by
the
school
committee
in
october,
the
edwards
middle
school
will
close
as
of
june
of
2021,
and
the
mccormack
is
reconfigured
as
a
partnership
with
bcla
and
is
part
of
the
major
reconfigure
reconstruction
project
renovation
project.
Excuse
me,
beginning
this
summer.
AK
We
do
not
have
a
proposed
closure
timeline
for
those
two
schools,
but
we
are
planning
in
the
fall
to
begin
the
communications
and
engagement
process
with
those
school
communities,
to
figure
out
the
best
plan
for
bringing
clarity
and
transparency
to
what
the
timeline
is
for
their
reconfiguration
for
the
edwards.
We
also
will
be
engaging
with
that
community
about
the
future
use
of
their
school
building.
AK
B
Thank
you,
chief
cooter,
so
just
chief
cooter
has
really
laid
out
well,
some
of
our
reasons
and
the
work
that
the
district
has
done
since
2018
to
think
about
reconfiguring
and
as
we
think
about
this
work,
we
talk
about
boston
streets
and
how
difficult
they
are
to
navigate.
But
some
may
say
that
it
appeals
in
comparison
to
how
difficult
it
is
to
navigate
bps
from
pre-k
to
high
school.
B
Graduation
families
are
navigating
both
from
getting
from
elementary
to
high
school,
but
within
that
they're
also
navigating
quality
and
school
fit,
and
so,
as
we
are
raising
rigor
across
all
of
our
schools,
we
all
to
ensure
that
we
have
a
quality
guarantee.
We
are
also
looking
to
reduce
the
number
of
transitions
for
our
students.
There's
a
sizeable
body
of
research
that
talks
about
student
mobility
and
suggests
the
impact
harmful
impact
at
times
on
academic
achievement.
B
We
started
with
22
grade
configurations
and
are
trying
to
get
too
much
fewer.
We
think
about
the
parent
who
starts
off
in
the
eec
and
has
to
navigate
into
elementary
school
and
sometimes
middle
and
then
high
school,
and
so,
as
we
think
about
creating
these
predictable
pathways.
B
So
that's
just
a
little
more
about
our
our
reasoning
around
creating
these
pathways.
We've
started
our
work
with
the
irving
and
timothy
middle
school,
as
chief
kuder
has
suggested
they
will.
They
are
being
proposed
to
close
in
june
of
22
at
the
end
of
next
school
year,
but
they
are
going
to
continue
enrolling
schools,
students
in
grades.
B
As
we
begin
the
community
engagement
process,
we
will
be
looking
to
get
input
on
a
future
use
of
these
buildings.
We
anticipate
that
both
schools
will
be
converted
to
a
k-6,
but
again
this
will
be
part
of
our
process
of
engaging
our
broader
community
around
around
the
use
of
these
buildings.
So
we
will
return
to
this
body
in
october
of
this
this
calendar
year
with
some
recommendations
on
that
informed
by
our
community.
B
I'm
going
to
go
to
the
next
slide,
please
so,
as
we
think
about
the
engagement
of
both
the
school
communities
and
the
broader
communities.
We
have
already
had
meetings
with
staff
and
families
to
talk
about
this
initial
proposal
to
share
our
thinking
about
how
we
will
support
transitioning
in
an
effective
way.
B
We
will
continue
to
do
that
work
from
now
through
october
and
when
we
will
bring
forth
a
proposal
to
this
body
again
around
closure
and
if
it
is
approved,
we
will
begin
the
student
assignment
support
process.
In
january.
Our
team
is
will
be
looking
at
providing
families
with
opportunities
to
really
understand
their
school
options.
B
So
some
days
of
support
that
are
focused
on
the
schools
that
are
closing,
but
also
thinking
about
how
our
7,
12
and
6
12
schools
can
support
in
terms
of
making
sure
families
have
an
opportunity
to
learn
more
about
them
to
look
at
fit
for
their
child,
so
really
to
provide
some
more
support
around
that
in
the
process.
B
We
anticipate
giving
families
priority
so
that
they
are
more
likely
to
get
a
school
of
their
choice,
and
so
that
is
the
work
that
we
would
be
doing,
starting
in
january,
with
our
families
and
at
the
end
of
june,
the
schools
would
close
and
the
students
will
move
into
their
new
school
in
the
following
september.
So
september
2020..
B
We
alongside
this
we'll
be
having
conversations
about
the
future
use
of
buildings
with
within
the
communities
in
which
they
reside,
as
well
as
the
broader
boston
community,
and
so
we
look
forward
to
having
those
conversations
as
well
and
with
that
I
will
turn
it
back
to
g
cuda.
AK
AK
The
first
is
to
balance
capacity
to
boost
the
student
experience
by
matching
enrollment
and
physical
space
in
some
of
our
neighborhoods.
We
continuously
hear
about
how
they
want
and
do
not
have
enough
space
in
the
schools
close
to
home
in
other
neighborhoods.
We
have
too
many
schools
for
the
number
of
students
living
there
in
order
to
better
balance
available
space
and
enrollment.
We
may
also
leverage
new
school
projects
for
more
than
one
school
community
when
feasible.
AK
The
state
agency
tasked
with
overseeing
the
state's
facilities
and
funding
program,
lists
50
years
as
the
usable
life
of
a
school
building
in
boston,
50
years
old
counts
as
one
of
our
newer
buildings,
and
the
stark
reality
is
that
we
need
to
launch
two
to
three
new
school
buildings
to
meet
the
goal
in
50
years.
It's
time
to
get
to
work,
to
meet
this
necessary
goal,
we
will
leverage
the
state
funding
the
msba
to
support
our
facilities,
master
plan
and
we'll
launch
new
building
projects
and
renovate
middle
school
buildings
to
meet
the
21st
century
needs.
AK
AK
AK
Timothy,
we
are
proposing
the
closure
of
the
jackson
man,
because
the
building
is
no
longer
a
safe
learning
environment
for
our
students.
The
city
of
boston,
conducted
an
engineering
review
of
the
facility
in
2019
and
recommended
the
building
come
offline
as
soon
as
possible
to
ensure
our
students
are
in
the
building
best
fit
for
their
educational
needs.
AK
The
building's
major
operating
systems,
including
heating
and
electrical
units,
have
been
used
beyond
their
recommended
life
cycle.
In
order
to
properly
renovate
these
major
systems,
the
school
would
need
to
come
offline
completely
for
at
least
two
years
in
partnership
with
the
jackson,
man,
school
leader
in
the
school
community.
We
surveyed
students
and
families
and
the
results
indicated
that
families
would
prefer
bps
to
remove
all
students
to
one
building
together
and
that
we
don't
separate
the
students
into
swing
space
to
rightfully
maintain
the
community
at
that
school.
AK
We
knew
that
there
would
be
available
seats
closer
to
home
throughout
the
city
to
accommodate
those
students
and
whether
families
choose
to
stay
close
to
home
or
explore
additional
school
options
within
the
district.
We
plan
to
fully
commit
to
supporting
those
students
to
find
new
school
communities
to
meet
their
needs
and
later
in
this
presentation,
we'll
highlight
some
of
the
upcoming
community
meeting
dates
for
the
jackson,
man,
school
and
hope
these
students.
These
sessions
will
help
families
prepare
for
the
next
steps
and
to
review
the
timeline
I'll
hand
it
back
over
to
monica.
B
Thank
you,
chief
cooter,
the
similar
to
the
timothy
and
irving
middle
schools,
again
we're
proposing
the
soldier
for
the
end
of
next
school
year.
So
the
three
schools
will
follow
a
similar
timeline
as
to
how
we
plan
to
implement
closure
and
support
for
our
school
communities,
and
so
we
have
started
meeting
with
the
jackson,
man
community
and
actually
have
been
meeting
with
them
for
quite
some
time
prior
prior
to
our
coming
to
the
decision
of
closure.
B
We
did
share
with
families
similar
to
the
other.
Schools.
Are
our
plans
for
supporting
them
through
the
school
choice
process,
which
again
will
include
the
priority
for
for
them
in
the
school
choice
process,
as
well
as
having
opportunities
for
them
and
their
children
to
really
assess
and
vet
the
options
that
they
have
available
to
them?
B
Again,
we
will
be
returning
to
this
body
in
october,
with
a
request
on
a
vote
on
this
particular
school
closure.
But
before
that
point
we
do
have,
as
chief
cooter
has
said,
community
engagement
meetings
planned.
B
AK
We
know
that
in
the
past
several
years,
a
lot
of
the
work
and
discussion
of
bill
bps
has
been
focused
on
school
closures
and
we're
not
proud
of
that.
The
build
in
bill
bps
is
what
we
need
to
focus
on
and
make
our
efforts
a
better
and
make
efforts
to
have
a
better
strategy
for
we're
excited
to
propose
five
new
school
buildings
across
the
district.
These
projects
will
take
time
to
complete,
but
they
are
the
right
new
building
projects
for
us
to
focus
on
for
dorchester
and
roxbury
new
builds.
AK
AK
in
east
boston.
The
building
located
at
189
para
street
is
being
rented,
is
being
knocked
down
currently
and
will
be
the
future
use
of
the
building
the
process
for
determining
which
school
is
going
to
be
a
public
process.
But
given
its
close
proximity
to
the
otis
elementary
school,
it
will
most
likely
be
used
to
expand
that
school.
However,
I
would
emphasize
that
more
community
engagement
is
necessary
for
the
horace
mann
community.
AK
We
have
committed
to
serving
their
individualized
school
program
as
a
certified
day
school,
which
will
be
better
served
in
a
standalone
building,
we're
currently
working
with
the
school
leaders
and
the
community
to
provide
them
with
a
temporary
swing
space.
While
we
apply
for
the
mass
school
building
authority
for
their
new
building,
where
the
current
building
stands,
the
location
of
the
and
sorry
to
correct
myself,
the
location
of
the
new
horseman
school
is
not
represented
on
this
map,
as
we
have
not
yet
identified
the
location
for
their
permanent
home.
AK
And,
finally,
the
red
dot
represents
that
we
plan
to
eventually
build
a
new
pre-k
through
six
building
on
the
current
jackson
mann
site
to
serve
one
or
more
of
the
other
elementary
schools.
In
that
neighborhood,
and
for
those
of
you
who
have
been
following
along
with
bill
bps,
you
will
note
that
this
map
is
consistent
with
the
map
we
produced
in
build
bps
phase,
two
showing
that
we
are
returning
back
to
the
plan
to
meet
the
needs
of
different
school
communities
based
on
the
fact
base
that
we
presented
at
that
time.
AK
We
wanted
to
paint
the
picture
of
what
the
facilities
master
plan
looked
like
before
tonight's
announcement
and
then
what
it
looks
like
now
that
we've
made
these
major
announcements
around
projects.
What
this
chart
represents
is
a
timeline
for
when
all
of
the
existing
and
cur
and
proposed
projects
will
are
anticipated
to
be
completed
and
opened.
So
in
each
column,
you'll
see
the
fall
of
the
year
that
students
will
move
into
the
new
or
renovated
building.
AK
AK
The
mccormick
bcla,
which
is
the
school
that
we
began
conversations
with
several
years
ago,
is
about
to
begin
the
construction
of
their
first
phase.
That
will
be
a
multi-year
multi-phase
project
to
renovate,
while
the
students
move
in
this
fall
and
then,
as
we
lay
it
out,
you'll
note
that
there
are
only
three
blue
boxes.
Those
were
the
plans
for
new
buildings
prior
to
tonight's
announcement.
AK
AK
Many
of
our
schools,
even
if
we're
building
two
to
three
per
year,
will
not
be
touched
by
new
construction
project
for
many
years
and
even
those
schools
that
will
get
new
construction
projects.
The
students
that
are
enrolled
there
now
are
unlikely
to
benefit
from
them.
What
we
need
are
solutions
to
some
of
the
broader
issues
and
challenges
that
are
facing
our
schools.
AK
We
have
been
talking
about
access
to
clean
drinking
water
as
a
solution
to
the
lack
of
of
access
to
that.
In
many
of
our
old
buildings,
we've
talked
about
cafeteria
upgrades.
We
feel
that
our
food
service
program
is
a
critical
solution
to
the
food
insecurity
that
has
only
gotten
worse
during
the
pandemic,
and
access
to
healthy,
fresh
foods
is
a
critical
thing
for
all
of
our
students.
AK
AK
AK
AK
The
we've
talked
before
about
our
how
our
office
of
information
and
instructional
technology
has
every
school
on
an
infrastructure
refresh
schedule,
so
I
can
tell
you
when
a
school
was
last
upgraded
in
their
network
and
when
they
are
scheduled
to
be
upgraded
within
the
next
four
or
five
years.
Our
goal
is
across
all
of
these
categories,
from
electrical
to
windows,
to
make
sure
that
we
have
a
planned
and
thoughtful
refresh
schedule
that
continues
to
upgrade
and
keep
our
buildings
in
shape.
AK
Once
we
have
decided
to
maintain
and
keep
a
building
online,
it
is
incumbent
on
us
to
make
sure
that
we
are
making
the
critical
repairs
so
that
we
don't
get
ourselves
in
the
situation
that
we
were
with
the
horace
mann
and
the
jackson,
man,
making
quick
decisions
and
difficult
decisions
about
school
communities.
That
is,
is
in
reaction
to
failing
buildings,
not
in
service
of
our
broader
school
community.
AK
We
talked
a
little
bit
already
about
leveraging
state
funding
for
our
capital
projects,
and
I
wanted
to
just
highlight
the
mass
school
building
authority
is
a
critical
program
for
us
to
leverage
and
counting
core
programs,
which
is
the
main
school
buildings.
We've
had
over
182
million
in
reimbursement
from
the
msba
through
2015..
AK
We
will
continue
to
leverage
the
msba's
accelerated
repairs
program,
which
is
a
program
for
repairing
outdated
roofs,
boilers
and
windows,
and
we
are
submitting
to
you
five
schools
for
projects
for
the
msba
arp
project
and
asking
you
for
a
vote
in
two
weeks
in
support
of
that
project,
so
that
we
can
apply
for
reimbursement
from
from
the
state.
AK
We're
also
going
to
continue
to
leverage
the
msba's
core
building
program,
which
is
the
program
for
new
school
builds
and
we're
currently
msba
program
and
call
involves
the
josiah
quincy
pro
project,
as
well
as
the
carter
project.
We
will
be
submitting
this
year
the
core
building
project
for
the
horace
mann
school,
for
the
deaf
and
hard
of
hearing,
and
then
next
year
we
will
submit
the
k-6
elementary
school
in
austin
brighton.
AK
AK
Our
planning
in
this
bucket,
I
should
note,
has
benefited
greatly
from
the
feedback
from
the
community
equity
roundtable.
We've
had
two
conversations
with
them
in
the
past
six
months
and
I'm
guessing.
They
don't
think
this
is
true,
but
I
love
how
critical
they
have
been
of
our
work,
and
I
always
look
forward
to
these
conversations.
AK
The
passion
and
historical
knowledge
and
unrelentingly
high
expectations
are
exactly
what
we're
looking
for
and
when
we
say
we
want
to
partner
with
our
community
in
response
to
these
communica.
In
response
to
these
conversations,
our
first
action
is
to
develop
an
equity,
centered
strategic
planning
process
that
embeds
the
district's
overall
equity
goals.
This
must
include
completing
racial
equity
planning
tools
and
developing
a
standard
equity
analysis
to
be
published
with
the
capital
budget.
AK
The
second
action
is
to
authentic
engagement
and
partnership
and
decision
making
in
at
least
the
last
five
years.
We've
not
done
a
comprehensive
budget
presentation
like
this.
This
demonstrates
the
need
for
us
to
rapidly
and
significantly
change
our
process,
knowing
how
to
get
in
the
new
school
building
queue
and
when
your
school
will
receive
critical
upgrades
should
be
a
baseline
expectation
and
to
ensure
that
we
meet
this
expectation,
we'll
be
creating
neighborhood
and
school-based
conversations
and
creating
an
annual
bps
capital
hearing
schedule.
AK
Since
that
time,
the
data
has
not
been
consistently
updated
and
we
have
not
been
transparent
in
our
facilities
data
to
make
sure
that
changes.
We
are
committing
to
updating
the
billbps
dashboard,
so
community
communities
can
access
school
data
and
update
and
explain
the
strategy
behind
all
of
our
decisions.
AK
The
first
is
that
we're
sharing
the
results
from
our
first
capital
budget
equity
analysis
and
using
our
results
to
shape
future
capital
planning,
we're
also
committing
to
early
announcement
of
plans
to
provide
time
to
gather
feedback
from
affected
communities.
We
are
announcing
to
you
these
three
schools
that
were
proposing
closure
and
not
asking
for
your
votes
until
october.
AK
AK
So
we
have
now
stated
the
outcomes
that
we
are
hoping
for
and
we
will
now
engage
with
those
communities
and
figure
out
mitigating
strategies
to
to
support
those
students,
and
so
you
can
expect
that
over
the
next
few
months
and
into
the
fall,
we
will
be
developing
those
supports
with
those
communities
and
then
finally,
finally,
we
have
a
commitment
to
publish
more
information,
including
the
prioritized
list
of
schools.
This
fall.
AK
I
want
to
dive
quickly
into
the
equity
analysis
and
the
methodology.
When
I
started
working
on
this
capital
budget,
I
wanted
to
try
and
replicate
the
methodology
that
we
have
applied
to
our
operating
budget,
which
attaches
specific
spending
to
students
and
allows
us
to
do
a
comparison
across
selected
demographics.
AK
What
we
found
is
that
we
were
able
to
hundred
allocate
about
nine
dollars
per
pupil
from
the
capital
budget
directly
out
to
specific
school
communities.
Other
items
in
the
capital
budget
represent
district-wide
spending,
our
investment
in
systems
and
structures
like,
for
instance,
a
point-of-sale
system
for
our
food
nutrition
services
team.
AK
We
compared
these
demographics.
We
compared
these
projects
across
four
selected,
non-racial
demographics
and
found
that
students
with
disabilities
and
non-low-income
students
receive
higher
than
average
investments,
and
we
also
compared
it
based
on
race
and
ethnicity
and
found
the
asian
students
received
the
highest
per
pupil
amount,
while
white
students
were
receiving
the
lowest
one
of
the
biggest
drivers,
for
that
is
the
new
school
building
projects,
and
this
is
an
area
where
I
was
talking
about.
We
need
to
really
dive
in
and
understand.
AK
Exactly
what
the
costs
are.
It's
difficult
for
us
to
actually
estimate
the
equity
impact
of
that
when
we
looked
at
the
non-core
building
projects.
When
we
look
at
all
of
those
that
are
not
just
brand
new
buildings,
we
did
find
basic
parity
across
all
of
the
projects,
with
a
slight
increase
in
students
with
disabilities
likely
due
to
ada
compliance
upgrades
and.
AK
I
lost
my
train
of
thought
on
that,
so
I'm
just
going
to
move
to
the
next
slide,
which
is
to
talk
about
the
where
we're
going
from
here
for
the
equity
analysis.
AK
So,
as
I
mentioned,
this
was
the
first
attempt
to
really
think
about
capital
planning,
equity
analysis
and
we've
not
found
good
examples
from
other
districts
having
done
this
work,
so
what
we
found
is
the
first.
We
really
need
to
develop
a
better
baseline
analysis
of
access
to
educational
facilities
and
overall
building
conditions.
AK
So
an
equity
analysis
have
said
who
has
access
to
gymnasiums
who
has
access
to
libraries?
What
is
the
baseline
condition
from
which
we're
building
it
could
show
that
it
needs
greater
investment
in
specific
communities
to
get
them
up
to
what
the
superintendent
has
referred
to
as
her
foundation
for
quality
or
our
foundation
for
quality.
AK
The
other
thing
we
need
to
do
is
incorporate
multiple
years
of
planned
capital
projects.
We
can't
just
look
at
a
single
year
of
data,
including
adding
the
historical
spending,
because
projects
that
were
done
last
year
are
still
benefiting
those
students.
The
best
example
of
that
is,
we
are
in
the
fourth
year
of
the
cafeteria
project
rollout.
AK
We
prioritize
the
projects
based
on
opportunity
index
scores,
meaning
we
went
to
the
neighborhoods
that
had
the
highest
needs,
students
and
upgraded
cafeterias
in
those
schools.
First
phase
four
of
the
cafeteria
projects
are
now
at
our
lowest
needs
neighborhoods
because
they
were
specifically
de-prioritized
in
the
order
that
doesn't
show
that
we
are
being
inequitable
in
this
single
year.
AK
The
last
thing
I'll
comment
is
on
transparency
and
predictability.
We
wanted
to
make
some
key
statements
on
what
every
family
needs
and
deserves
to
know.
They
deserve
to
know
what
projects
will
be
happening
and
how
to
get
into
the
queue
they
deserve
to
know
the
process
for
how
decisions
will
be
made,
and
that's
why
it's
important
for
us
to
come
back
with
a
more
robust
and
transparent
process.
It's
important
to
us
to
present
the
capital
budget
to
you
this
evening
and
to
announce
school
closures
early.
AK
What
we
want
to
do
is
come
back
to
you
with
even
more
information
in
october,
well
in
advance
of
the
capital
budget
proposal
to
launch
the
next
phase
of
of
strategy
and
engagement,
so
that
families
know
how
and
when
to
join.
In
this
conversation
with
that,
I
want
to
talk
a
little
bit
about
our
next
steps
and
timeline
for
the
fy
22
capital
budget.
AK
First
thing
is:
we
did
we
are
coming
to
you
and
asking
for
specific
votes
from
the
school
committee.
The
first
three
votes,
we're
asking
for
in
two
weeks
at
the
next
meeting,
they're
all
related
to
the
mass
school
building
authority.
The
first
is
the
vote
to
submit
the
schools
for
the
accelerated
repairs
program.
AK
The
second
is
an
official
vote
on
the
carter
school,
which
is
reconfiguring
to
expand
access
for
early
childhood
grades.
The
carter
school
in
its
new
building
will
serve
grades
k-0
through
12th
grade
when
they
go
into
those
new
buildings,
and
the
final
is
that
we're
asking
a
vote
for
support
for
the
horace
mann
in
the
core
building
project.
Those
are
all
part
of
the
process
we
have
in
order
to
apply
for
all
these
funds.
We
need
these
votes
to
be
taking
place
before
june.
1St.
AK
This
presentation,
as
well
as
a
copy
of
the
capital
budget
and
a
memo
explaining
how
this
our
strategy
overall,
is
available
on
our
website
and
translated.
You
can
go
to
either
bostonpublicschools.org
budget
or
bostonpublicschools.org
bps
to
find
out
information,
more
information
and
I'll
turn
it
over
to
chief
roberts
to
be
able
to
talk
about
the
calendar
of
events.
B
B
So
we
hope
the
community
will
join
us
for
these
sessions.
Give
us
feedback
we're
looking
forward
to
participation.
There
will
be
more
coming
so
this
would
be.
This
will
not
be
the
comprehensive
list.
This
is
a
start
and
we're
looking
forward
to
that
process.
I
think
chief
cooter
is
going
to
close
us
out.
AK
I
want
to
close
the
presentation
tonight
in
a
way
that
I
typically
open,
which
is
to
return
to
this
statement
from
the
opportunity
and
achievement
gap
policy.
Tonight
we've
talked
about
enrollment
changes
and
bathroom
projects,
new
build
timelines
and
school
closures,
the
need
for
high
school
planning
and
our
ideas
for
expanding
early
childhood
seats.
It's
unlikely
that
you
agree
with
all
of
our
strategies
and
all
of
our
proposals,
but
we
hope
you
agree
that
this
is
the
start
of
a
new,
more
honest
conversation
and
that
you
know
the
whole
story.
AK
These
are
the
steps
we
are
taking
to
create
equitable
access,
excellent
school
buildings
and
in
a
predictable
and
transparent
process
for
our
students,
families
and
staff,
because
we
all
want
the
same
thing
for
our
kids.
Every
child
in
every
classroom
in
every
school
of
the
boston
public
school
system
has
the
same
opportunity
to
achieve
greatness
with
them,
as
anybody
else
with
that.
I
thank
you
for
the
opportunity
to
present
the
capital
budget
on
behalf
of
the
superintendent
and
I'll
turn
it
back
over
to
the
chairwoman
for
your
questions
and
comments.
A
Thank
you,
mr
cooter.
Thank
you.
Miss
roberts
for
that
presentation
and
I'll
now
open
it
up
to
the
committee
for
any
questions
or
comments
with
a
reminder
of
our
norms
for
five
minutes,
each
one
to
two
questions,
and
we
will
come
back
to
you
if
you
have
additional
questions.
So
if
you
could
raise
your
hand
either
in
the
box
or
in
the
chat,
mr
diaruso.
S
Thank
you,
madam
chair,
and
I
say
thank
you
to
mr
cruder,
miss
roberts
for,
for
that
presentation,
a
lot
a
lot
of
good
news
in
there
and
a
lot
lots
on
pack.
I
really
appreciate
especially
that
any
comment
of
of
having
these
having
these
these
transparent,
straightforward
conversations.
S
These
are
real
issues
that
that
need
to
be
resolved,
and
I
know
some
haven't
been
addressed
in
the
past
and
it's
good
that
we're
facing
all
these
challenges
around
ensuring
that
all
kids
have
great
buildings
head-on.
So
I
think
that
that's
that's
fantastic
and
I
want
to
be
as
supportive
of
that
as
as
I
can
be
a
few
well
one
question,
then
just
another
comment:
how
I
think
you
touched
on
this
a
little
bit,
but
how
does
enrollment
the
enrollment
projections
impact?
S
How
you're
doing
this
analysis
of
of
of
you
know
the
the
different
transfer
transformations
and
new
buildings
and
and
the
timing
and
so
forth?
Just
I've
seen
and
I
actually,
just
personally
I
had
a
baby
during
the
pandemics.
I've
been
very
keen
reading.
S
All
these
articles
on
on
demographic
changes
and-
and
those
you
know,
I'm
hoping
this
year
is-
is
an
outlier,
but
you
know
it's
pretty
pretty
significant
and
I
just
want
to
see
how
how
that's
going
into
the
thinking
and
and
then
just
on
a
comment
I
had
heard
from
families
around
the
edwards
so
great
to
see
that
the
engagement
date
is
is
set
to
make
sure
that
families
can
be
in
a
structured
process
to
you
know
to
find
the
use
for
that
building
both
for
the
renovation
and
also
as
that
building
stays
in
an
unused
state
to
make
sure
that,
hopefully
it
can
have
some
some
use
coming
out
of
that
engagement
process.
AK
Yeah,
thank
you
for
that
that
question.
I
think,
there's
a
couple
of
of
long
versions
of
that
answer.
I
would
say
we
continue
to
partner
with
the
boston,
pub
boston,
public
development,
the
bpda.
What
I'm
drawing
a
blank
on
the
the
planning
and
development
agency
of
the
city?
Excuse
me
they.
They
helped
us,
get
access
to
and
understand
the
housing
development
proposal
process
so
that
we
can
really
understand
how
the
city
is
changing
and
to
work
with
their
demographers.
AK
We
have
we
published
in
two
or
three
years
ago,
a
fact
based
for
build
bps
that
drove
the
sites,
the
sort
of
areas
of
the
city
where
we
have
prioritized
new
buildings
and
the
updated
data
still
points
to
those
same
neighborhoods
as
the
priority,
but
the
reality
is,
and
just
when
I
think
about
this
big
picture,
the
district
has
gone
through
a
number
of
significant
periods
of
enrollment
decline
and
during
those
periods,
the
city
closed
schools,
but
did
not
keep
a
plan
for
building
new
ones,
and
so
what
we
know
is
that
we
need
to
build
50
100
new
schools.
AK
AK
They
can
be
and
more
modern
and
meet
them.
The
needs
of
our
buildings,
like
I
said,
I'm
running
the
risk
of
really
going
on,
but
I
just
want
to
make
one
last
point
about
the
new
buildings.
AK
But
one
of
the
factors
that
they
used
for
choosing
a
model
school
building
was
the
building
itself's
ability
to
adapt
to
enrollment
fluctuations,
and
so
they
wanted
buildings
that
had
spaces.
You
could
convert
to
more
classrooms
if
you
had
a
bubble
of
enrollment
or
they
wanted
buildings
where
you
could
close
down
a
portion
of
the
building
and
reuse
it
for
something
like
a
community
center.
AK
If
you
saw
a
decrease
in
enrollment,
what
we
have
in
boston
is
buildings
that
were
built
in
1925,
that
if
we
have
a
blip
in
enrollment,
we
don't
have
any
space
to
put
more
kids,
and
if
we
have
a
decrease
in
enrollment
in
the
neighborhood.
Unfortunately,
we
have
to
start
talking
about
school
closures
or
necessary
cuts
to
school
programs.
What
we
want
is
schools
that
can
be
flexible
and
meet
the
needs
of
our
kids,
regardless
of
enrollment.
I
think
new
school
buildings
is
an
exciting
way
to
do
that.
A
Thank
you,
dr
rivera.
T
Yes,
I
had
two
questions
and
thank
you
nate
for
all
your
hard
work
and
your
team,
I
just
one
question
was
about
whether
you
know
so
these
buildings
will
remain
bps
property.
If
you
could
speak
to
that
a
little
bit,
because
you
know
there's
some
concerns
around
that
whether
these
buildings
will,
you
know
again
remain
within
bps
and
then
second
question
is
again
a
you
know.
The
unfortunate,
in
my
opinion,
unfortunate
situation
with
the
mccormick
schools
playground,
and
so
as
we're
looking
at
the
bcla
mccormick
design.
T
AK
Yeah,
thank
you
for
that
question.
The
the
commitment
around
our
buildings
being
used
for
bps
facilities
is
again.
We
need
to
have
a
proactive
strategy
for
upgrading
all
of
our
school
communities
and
so
the
in
the
ideal
sort
of
plan
we
wouldn't
have
to
be
constantly
trying
to
find
swing,
space
to
swing
kids
out
of
their
building
and
then
knock
down
their
building
and
build
a
new
one
on
site
and
then
swing
them
back
in.
AK
When
a
building
is
closed,
we
have
not
had
the
next
use
of
it
planned
out,
and
so
we
have
missed
an
opportunity
to
use
that
school,
that
building
for
schools
and
or
we
have
not
had
the
commitment
from
the
city
as
we
did
with
build
bps
to
to
be
able
to
lay
out
a
multi-year
plan.
You
know,
prior
to
the
10-year
1
billion
announcement,
we
had
an
annual
capital
budget
where
we
couldn't
go
out
and
say
we're
going
to
build
three
new
schools
over
the
next
sequence:
the
city
hadn't.
AK
Really
given
us
that
sort
of
authority-
and
so
it's
this
is
the
first
time
we
get
to
see
us
putting
that
vision
into
place
into
practice
for
the
bcla
mccormack
school,
which
will
be
opening
next
fall
on
the
site.
We
do
have
a
major
renovation
project
planned.
As
I
mentioned,
it's
a
multi-phased
plan,
because
the
students
will
be
staying,
that's
not
a
school
that
we're
closing
and
emptying
and
then
doing
the
renovation
and
moving
them
back
in
as
we
originally
proposed,
or
sort
of
doing,
while
they're
in
place.
AK
There
also
includes
that
a
site
study
of
the
area
around
both
the
denver
and
the
mccormick
schools
so
that
we
can
address
the
outdoor
space
that
the
that
is
being
taken
up
by
the
boys
and
girls
club,
and
so
there
is
still
an
opportunity
to
do
upgrades
for
the
site
to
make
sure
they
have
adequate
outdoor
space
whatever
and
envision
that
as
part
of
the
bcla
mccormick
team.
AK
I
would
also
be
remiss
if
I
didn't
say
the
the
facility
that
is
going
in
is
also
meant
to
be
a
resource
for
our
students
in
an
athletic
facility
that
our
students
will
be
able
to
take
advantage
of
and
use,
and
so
it
was
seen
as
a
project,
and
I
know
that
there
has
been
a
lot
of
disagreement
around
that
project.
AK
But
it
was
seen
as
a
project
as
a
way
for
us
to
get
a
field
house
and
access
modern
facilities
for
our
students
and
as
part
of
the
rfp
and
as
part
of
the
project.
There
is
more
engagement
that
will
happen
about
that
site
and
how
it
will
serve
our
students
and
that,
as
a
matter
of
fact,
the
bcla
mccormick
design
team
has
already
started
to
work
with
the
boys
and
girls
club
about
the
design
and
use
of
that
parcel.
As
well.
T
But
will
we
know
about
what
this
public
process
is
going
to
be?
I
believe
there
was
some
city
dollars
to
do
an
assessment
right
of
of
the
property
too.
You
know.
So
how
are
we
gonna
also
work
with
the
city
on
on
that
piece
of
the
development.
AK
Yeah,
in
all
cases,
in
the
capital,
it's
interesting
as
I've
gotten
more
involved
in
the
capital
budget
process
formally
and
the
capital
budget
hasn't
been
part
of
the
finance
team.
Until
the
superintendent
asked
me
to
do
this
in
last
spring,
the
operating
budget
in
a
lot
of
ways,
we
get
an
allocation
from
the
city,
we
plan
our
budget
and
we
are
fully
in
charge
of
implementing
it.
It's
a
very
different
and
sort
of
separate
process
from
the
city
budget
process
for
the
capital
projects
process.
AK
It
is
much
more
embedded
and
ingrained
with
the
city,
and
so
the
public
facilities
department
and
the
city
office
of
budget
management
work
much
more
closely
with
all
of
us
on
these
projects,
and
so
the
distinction
between
a
city
project
and
a
bps
project
is
is
much
more
blurred,
and
so,
as
the
city
has
worked
with
the
boys
and
girls
club
and
as
we've
started
to
think
about
that
that
parcel
we
have.
We
have
been
involved
in
and
have
the
opportunity
to
advocate
for
more
voice
for
our
community.
In
that.
P
Robinson,
thank
you.
That
was
quite
a
presentation.
I
I
thank
you
for
all
of
the
information,
and
so
I
only
have
a
few
questions
now,
but
I'm
sure
we'll
have
more.
I
guess
one
of
my
first
questions
is
at
what
point
will
we
be
better?
Have
better
definitions
of
what
high
schools
will
become
seven
to
twelves
versus
nine
to
twelves
so
that
as
families
are
choosing
where
they
send
their
kids
to
school
again
to
eliminate
so
many
transitions?
AK
AK
S
AK
Sort
of
city-wide
programs
we
need
to
have
to
offer
the
other
thing
that
we're
doing
differently
this
time
than
we
did.
Last
time
we
proposed
a
middle
school
closure.
You
may
recall
that
when
we
proposed
the
closure
of
the
mccormick
middle
school,
we
had
announced
that
the
middle
school
students
would
move
into
excel
and
excel
would
become
a
712.
AK
and
then
we
said,
but
we're
going
to
ask
the
community
what
they
think
that
didn't
go
well
for
us
and
it
ultimately
didn't
lead
to
what
this.
What
the
solution.
The
partnership
was
so
this
time
we're
trying
to
learn
from
what
we
learned,
what
mistakes
we
made
and
learn
from
the
mccormack
community
and
start
with
the
announcement
of
the
closure
and
say
to
the
schools.
We
want
to
talk
to
the
families
and
say
what
7
through
12
options.
Do
you
want
to
see
in
the
in
the
neighborhoods?
AK
We
already
have
some
ideas
about
high
schools
that
we
want
to
go
7-12.
Obviously,
there
are
school
leaders
who
have
been
raising
their
hand
for
multiple
years,
so
it's
not
going
to
be
disingenuous,
we're
going
to
go
to
them
and
say
these
are
the
things
that
we're
thinking,
but
we're
not
going
to
do
it
as
part
of
the
proposal,
because
we
really
want
that
authentic
engagement,
and
so
what
you
can
expect
in
october
is
the
next
slate
of
saying
these
are
the
712
expansions
we're
going
to
do?
AK
These?
Are
the
k
to
six
expansions
that
we're
going
to
do
in
order
to
meet
the
needs
of
students
who
would
have
enrolled
in
the
middle
schools
and
then
for
those
as
that,
we
are
not
talking
about
an
expansion,
here's
where
they
are
in
the
queue
for
a
new
build.
So
if
there
is
a
high
quality
high
school,
that
does
not
currently
have
the
space
to
add
seventh
and
eighth
grade,
but
we
all
know
we
want
it
to
be
seventh
and
eighth
grade.
Here's
when
we
plan
to
do
a
new
project
for
them.
AK
Here's
our
approach
to
making
sure
they
have
the
space
they
need
to
expand
their
program
at
it
by
the
way
saying
that
out
loud
today
makes
me
incredibly
nervous
because
it
is
a
big
commitment,
but
it
is
exactly
what
everyone
has
been
asking
us
for,
and
we
can't
continue
to
wait
year
after
year
for
next
year
to
have
it
different.
It's
got
to
be,
and
it's
it's,
it's
not
going
to
be
as
comprehensive
as
everybody
wants.
P
Okay,
this
is
something
I've
asked
for
before
and
now,
as
I
look
at
what
we're
doing,
I'm
I'm
even
more
concerned
that
this
would
be
information
that
would
be
helpful
to
many
of
us.
We
don't
have
anywhere
the
quotes,
ideal
size
of
a
k-6
school
pre-k
to
sixth
school,
in
terms
of
the
number
of
strands,
etc,
as
well
as
the
components
of
that
school
to
use
as
an
example
to
say
to
families.
Here's
where
we're
moving
towards,
because
you
know
every
year
we
go
through
this.
P
You
know
declining
enrollments
can't
afford
the
teachers
can't
afford
the
extras,
and
it's
a
major
frustration,
so
I'm
hoping
with
these
rebuilds,
etc.
We're
also
moving
towards
a
time
when
we're
not
going
to
be
our
schools
will
be
fully
furnished
fully
equipped
and
we're
not
going
to
be
checking
off.
You
know
moving
things
around
so
much,
but
we
don't
know
you
know
what
what
makes
it
affordable.
Is
it
a
three
grand
school?
Is
it
a
five
strand
school?
How
do
you
figure
out
where
special
needs
groups
of
strands
need
to
be?
P
You
know
across
the
city?
So
how
do
you
begin
to
understand?
You
know
listening
to
the
parents
talking
about
the
loss
of
their
strand.
Well,
where
is
that
strand
going?
The
kids
will
still
be
there?
Will
it
be
in
austin
brighton?
You
know,
how
are
we
answering
questions
that
these
issues
are
going
to
begin
to?
AK
Yeah,
absolutely
I
think,
what's
interesting
is,
if
you
look
back
to
when
the
last
time
we
had
launched
a
number
of
major
projects
in
early
2000s,
they
built
orchard
gardens
the
lila,
frederick
and
mildred
avenue
all
at
the
same
time
and
having
been
in
those
each
of
those
buildings
for
budget
hearings,
the
auditoriums
kind
of
blur
together,
because
they
look
the
same
and
the
layouts
are
very
similar,
though
tailored
to
the
specific
parcel
they're
on
that
was
because
the
district
came
up
with
a
school
building
program
said
we're
going
to
build
this
school.
AK
We
need
to
do
that
as
well,
and
part
of
this
consistent
building
program
is
coming
to
communities
and
saying
we're
going
to
build
this
kind
of
k-6
in
your
neighborhood,
and
here
are
the
trade-offs
around.
Why
we've
chosen
what
we've
chosen-
and
I
do
point
them
out
as
trade-offs
right.
We
can
afford
small
schools.
AK
AK
It's
most
explicit
at
the
high
school
level,
but
there
are
so
there's
a
lot
of
it
at
the
elementary
school
level
that
we
need
to
do,
and
so
as
part
of
these
school
builds
that
we're
doing
in
dorchester
and
roxbury
we're
going
to
be
asking
those
questions
and
then
turning
that
into
a
consistent
building
program
so
that
it
will
cut
down
on
design
time
it'll
cut
down
on
planning
time,
because
we'll
have
have
have
done
that
and
I'm
I'm
trying
to
be
short
as
the
night
gets
longer.
AK
We
need
to
set
a
standard,
be
be
transparent,
be
bold
about
what
that
standard
is,
and
then
let
the
community
rally
around
us
and
and
and
and
help
us
get
those
resources,
and
I
think
that's
part
of
what
we're
doing
and
and
need
to
do,
and
it's
you
know
part
of
our
our
transparency
and
aspirational
nature
of
this.
This
work.
P
F
Thank
you,
madam
chairman,
thank
you,
mr
cuda,
for
a
very
thoughtful
and
wide-ranging
presentation,
and
I
appreciate
both
the
historical
aspect
of
it
and
the
forward-looking
approach
and
the
focus
on
transparency.
To
start
conversations,
I
do
want
to
call
out
and
clarify
one
thing
that
dr
rivera
asked,
because
I
want
to
make
sure
it
is
abundantly
clear
to
anyone
hearing
the
closing
of
the
timothy,
the
closing
of
the
edwards,
the
closing
of
the
irving
and
even
the
closing
of
the
jackson.
Man.
F
F
I
think
you
were
leaving
a
little
bit
of
wiggle
room
in
your
comments
or
or-
and
I
don't
mean
that
in
a
bad
way,
I
think
you
were
trying
to
explain
that
you
are.
If
I
hear
it
correctly,
that
you
have
more
of
a
staged
approach
now,
because
by
doing
this,
we
will
now
have
some
buildings
that
we
can
move
a
community
to.
While
we
do
a
renovation
and
then
as
we
do,
a
renovation
and
a
and
a
school
community
moves
into
that,
we
can
now
do
a
renovation
at
that
building.
F
AK
F
Want
to
make
sure
that
I
I
thank
dr
rivera
for
bringing
that
out
because
right
boston
is,
people
are
cynical
and
they
and
they,
in
the
absence
of
being
abundantly
clear
folks,
could
be
confused.
So
thank
you
for
that.
The
other
point
is
mr
cooter.
F
You
know
we
now
have
the
essa
funds,
some
of
which
can
be
spent
on
infrastructure
and,
in
particular,
congress
talked
about
spending
on
safety
and
water,
water
systems
and
technology,
as
some
examples
that
congress,
you
know,
suggested
essa
funding
could
be
spent
on,
and
I
know
you
know
we
have
a
commission
looking
at
it.
We're
going
to
get
input
from
a
lot
of
other
groups
on
that.
Ultimately
superintendent
and
you
will
be
making
recommendations.
F
The
school
committee
will
be
voting
on
it,
but
I'm
wondering
if
you
think
there
is
an
opportunity
to
use
some
of
this
approximately
close
to
400
million.
I
believe
people
come
into
the
district
to
speed
up
the
some
of
the
capital
improvement
projects
you
mentioned
specifically
for
all
of
our
district
right,
so
you
talked
about
water.
You
talked
about
technology,
you
talked
about
arts
programs.
You
talked
about
21st
century
classrooms.
F
Do
you
see
an
opportunity
to
use
some
of
the
essa
fundings
to
speed
that
up
for
all
of
our
district,
and
then
my
last
and
and
as
you
get
ready
to
ask
that,
I
also
point
out
that
there
is
a
strong
potential
that
we
will
or
a
medium
destroying
potential,
that
there
will
be
a
federal
infrastructure
bill
passed
whether
it
is
done
on
a
bipartisan
basis
or
whether
it
is
unilaterally
done
by
the
democrats.
It
would
be
a
larger
dollar
amount.
F
I
think,
if
it's
done
by
strictly
by
the
democrats,
we
do
appear
to
have
strong
cooperation
on
both
the
house
and
senate
and
the
administration
side
to
include
school
buildings
in
that.
So,
if
an
infrastructure
bill
passes,
we
have
the
opportunity
for
federal
infrastructure
support
which
we've
never
had
before,
and
we
could
potentially
speed
up
the
process.
I
I
want
to
know
your
philosophy
on
how
you
would
approach
that
is
it
speeding
up.
F
You
know
getting
more
buildings
in
the
queue
to
build
new
or
or
what
I
did
approach
it
so
I'll
hand
it
back
to
you,
mr
kudo,.
Q
Being
talked
about
and
has
a
lot
of
support,
bipartisan
support,
actually
you
know-
and
so
you
know
when
you
start
talking
about
early
childhood-
and
we
are
part
of
what
we're
trying
to
do
is
create
greater
access
on
early
childhood.
Q
The
planning
now
is
getting
us
ready
for
if
those
bills
actually
come
to
fruition,
and
if
the
funding
comes
boston,
public
schools
will
be
ready
with
a
plan
in
place
to
say,
look
and
then
we
can
time
it
out,
and
you
know
if
we
can
accelerate
it,
we
will
accelerate
it
if
the
federal
dollars
allow
for
the
spending
on
this
kind
of
standing
up
of
early
childhood
classrooms
or
infrastructure
around
different
projects
that
were
we're
promoting
within
the
plan.
AK
Yeah
we
just
I,
I
would
just
add-
I
think
it.
It
definitely
presents
an
opportunity
to
look
forward
to
seeing
with
the
esther
commission
what
recommendations
they
make
part
of
our
need
to
start
laying
out
what
schools
would
be
next
in
the
queue
is
to
be
very
transparent
with
us,
so
that
when,
if
and
when
we
get
another
infrastructure
bill,
we
are
not
wasting
time
coming
up
with
the
next
projects
that
we
we
know
what's
going
to
happen
next,
and
we
can
be
ready
to
go.
AK
I'm
also
thinking
about
you
know
we
I
I
started
in
finance
working
with
john
mcdonough,
and
I
have
for
a
long
time
felt
that
a
lean
operation
is
the
best
way
to
go,
really
sort
of
have
a
visceral
reaction
to
adding
more
central
office.
But
for
us
to
be
successful
in
launching
these
major
initiatives,
we
need
to
be
really
thoughtful
about
capacity
and
oversight,
and
so
I
think
part
of
that
also
is
how
do
we
build
capacity
to
move
on
these
projects
so
that
man,
you
know
person,
power
workers?
AK
Power
is
not
going
to
limit
us
to
build
these
projects
and
manage
the
projects
and
make
sure
they're
done
all
really
really
well,
because
we
don't
want
to
launch
a
whole
bunch
of
projects
that
are
half
finished
when
the
funding
is
gone,
and
the
last
thing
I'll
just
say
that
I
think,
is
a
great
use
of
the
funds,
as
we
start
to
think
about
all
this
reconfiguration
work
and
the
7-12
expansion
work
is
making
the
decision
to
add
seventh
and
eighth
grade
in
a
lot
of
ways
is
the
easiest
part
of
it.
AK
The
work,
then,
is
on
the
schools
to
develop
a
program
to
train
the
teachers,
to
do
something
they've
never
done
before,
and
so
they
need
a
lot
of
support,
and
so
what
we're
looking
at
is:
how
do
we
create
transition
supports
for
schools
and
provide?
You
know
the
the
way
to
launch
these
seven
to
twelves,
add
sixth
grade
with
support,
so
that
they're
done
well.
AK
That
kind
of
professional
development
is
also
a
use
of
one-time
funds,
because
we
can
bring
on
the
support
train
them
for
the
transition
years
of
the
next
two
to
three
years
and
then,
when
the
funding
is
gone,
they're
set
up
for
success
to
operate
in
their
new
condition
at
the
end
of
it,
and
I
do
think
that's
part
of
like
reimagining.
What
is
possible
for
our
students.
That's
kind
of
sort
of
system
change,
work
that
we're
looking
to
do.
AK
F
A
Thank
you
vice
chair,
miss
robinson.
P
Yes,
I
just
have
a
couple
of
quick
things
so
where,
for
example,
does
the
blackstone
fit
into
this
I
mean?
Are
they
I
mean?
We've
been
talking
about
the
blackstone
for
now,
probably
three
years
we've
heard
back
from
those
families,
supposedly
money
had
been
allocated.
P
Where
does
their
renovations
fit
as
we're?
Looking
at
this
next
set
of
updates
upgrades.
AK
Yeah-
and
thank
you
for
asking
about
that-
there
is
a
five
million
dollar
project
that
was
in
the
capital
budget
that
started
as
part
of
a
securities
security
upgrade
to
when
we
did
the
doors
and
locks.
AK
The
blackstone
was
built
through
an
open
concept,
not
a
great
decision,
and
so
what
they
found
is
when
they
went
to
do
the
drawings
to
put
in
more
doors
and
walls
in
order
to
improve
security,
that
it
would
trigger
the
need
to
do
electrical
systems,
upgrades
and
change
the
hvac
systems,
and
I
saw
sam
and
turned
on
his
camera.
At
one
point,
I
want
to
give
him
the
opportunity
to
jump
in
as
well.
AK
The
what
is
the
plan
for
really
doing
a
major
project
in
it?
I
think
that
will
involve
swing
space
and
putting
them
in
the
queue
for
a
major
project
as
well.
So
that's
that's
part
of
what
we're.
AL
P
Okay,
just
two
other
quickie
things
as
we're:
redoing
schools,
etc.
Are
you
also
going
to
be
dealing
with
things
like
outdoor
spaces,
outdoor
classrooms
and
also
thinking
about
the
parking
implications?
Again,
many
of
our
schools
are
built
into
neighborhoods
before
people
had
cars,
and
now
you
can't
get
anywhere
so
you
know,
how
are
we
going
to
be
able
to
mitigate
some
of
those
big
concerns
if
you
were
parking
tickets
for
teachers.
AK
Yeah,
so
my
son
and
daughter
attend
the
second
oldest
building
still
in
use
in
bps.
That
was
built
in
the
late
1890s
and
this
morning,
at
drop-off
of
a
friend
of
fellow
dad
stopped
and
said
to
me.
It
never
ceases
to
amaze
me
that
people
try
and
cut
through
on
wachusett
street
it's
the
btu
school
in
jp
at
8
30
in
the
morning
when
we're
all
trying
to
do
drop
off.
Basically,
all
of
our
families
drop
off
all
the
same
time.
AK
So
parking
is
a
is
a
huge
issue
in
the
city.
I
think
we
that
that
goes
to
some
of
the.
What
is
the
standard
part
of
our
building
program?
It's
you
know
some
of
the
the
less
exciting
stuff,
but
really
important.
First
for
teachers
and
staff
and
after
school
programs
and
all
that
on
the
district-wide
initiative
slide,
there
was
a
line
for
21st
century
exterior
upgrades.
AK
That
was
meant
to
be
a
signal
of.
We
want
to
have
a
program
where
we
go
in
and
make
a
significant
upgrade
to
the
space
around
the
school
entryways
fences.
AK
We
have
done
one-off
programs
before
we've
upgraded.
We
have
a
schoolyard
initiative,
we're
going
to
continue
to
invest
in
schoolyards,
we've
done
an
outdoor
classroom.
Here,
we've
never
gone
in
and
said.
Okay,
let's
do
all
of
these
projects
at
a
single
school
in
a
single
year,
so
that
when
students
show
up
the
next
year,
there
is
a
a
significant
change.
AK
The
superintendent
is
also
pushing
us
to
think
the
same
way
about
21st
century
upgrades
for
a
intern,
internal
and
interior
refurbishment.
So
we
go
in
and
we
upgrade
lighting
and
whiteboards
and
take
out
some
of
those
tvs
that
we
used
for
channel
one
back
in
the
day.
All
of
those
things
go
in
and
just
modernize
it.
AK
We
can
do
a
lot
to
make
the
school
experience
much
better,
and
it's
about
coordinating
some
of
the
programs
that
we
already
have
and
being
willing
to
go
in
and
do
one
or
two
or
three
or
four
schools.
AK
In
a
big
way
to
really
change
it
for
the
students,
so
that
there
is
a
there's,
a
signal
to
them
about
the
value
that
we
have
in
their
community
and
what
we
value
as
them
as
students,
and
that's
really
what's
important
to
me
and
and
to
the
to
the
district
around
making
sure
that
we
have
buildings
that
value
our
students
and
the
signal
we
take
their
education
seriously.
We
take
them
very
seriously.
P
Okay,
my
last
question
for
tonight
is
I:
I
listened
in
a
little
bit
last
night
to
one
of
the
community
conversations
and
what
I
was
struck
by
was
that
there
were
parents
listening
in
that.
Don't
currently
have
students
in
the
schools
being
impacted
and
and
probably
won't
for
three
or
four
years,
but
as
we're
moving,
particularly
as
you're
rethinking
about
schools
and
communities.
How
will
you
engage
the
neighbors?
P
P
AK
It's
really
interesting
that
for
the
new,
the
new
k-6
school
in
austin
brighton
that
we're
just
talking
about
the
k-0
students
for
that
school
will
be
born
in
two
years
right.
So
we
do
need
to
engage
with
families
early
megan,
costello-
and
I
were
talking
about.
How
do
we
reach
out
to
the
families
of
bmc,
maybe
getting
them
bps
onesies
and
a
map
to
their
local
school?
Because.
O
K
AK
Them
know
in
some
ways
I
think,
that's
because
you
know
it
it's
part
of
the
motivation
why
we
have
done
so
many
high
schools
recently,
because
with
high
school
projects,
everyone
in
the
system
sort
of
sees
how
they
will
benefit
from
it,
but
with
our
elementary
projects
in
a
lot
of
ways.
Unfortunately,
for
the
next
generation
of
students
still
really
critical,
and
you
know
we
need
to
start
planting
these
seeds
now,
so
that
that
the
next
generation
of
students
is
not
dealing
with
the
same
infrastructure.
A
Thank
you
any
other
second
round
questions.
A
Okay,
I
I
just
have
a
comment
and
a
question.
Thank
you
for
the
presentation.
My
comment
is
so
we
heard
from
the
west
end
house
tonight,
which
is
in
austin
brighton.
So
I
think
that's
a
perfect
example
of
how
we
can
team
up
with
what
ms
robinson
was
referring
to
some
of
the
external
community.
A
You
know
it
would
be
great
for
the
schools,
like
the
timothy
to
work
with
the
partners
that
are
in
the
school
already
to
be
part
of
the
conversations
and-
and
you
know
especially
those
that
have
like
linguistic
capacity
to
help
to
bring
families
and
engage
them
in
this.
These
conversations-
and
I
know
the
west
end
house-
has
said
that
they'd
be
happy
to
host
things
in
their
building
and
bring
the
families
they
already
work
with.
A
So
I
think
it's
also
just
making
sure
that
we
don't
see
ourselves
as
alone,
because
it's
not
this
is
a
larger
issue
that
affects
our
communities.
So
it's
not
just
about
bps,
but
how
we
engage.
You
know
the
organizations
that
are
in
the
building
and
outside
and
you
know,
obviously
the
rest
of
the
community.
So
that
would
be
my
suggestion
and
then
I
just
have
a
question
for
a
school
like
the
munis
who
already
was
was
already
given
the
green
light
for
a
7-12.
A
AK
Well,
I
mean
any
ideas
are
welcome,
so
that
we
can
make
sure
that
we
incorporate
them
throughout
the
design
process.
You
know
there's
a
lot
about
the
moonies
going
712
that
works
for
us
as
a
district.
In
that
k
to
6
7
to
12.,
I've
sort
of
I've
said
to
donnie
vazquez
the
head
of
school
there
for
a
long
time
in
a
lot
of
ways.
AK
It's
the
perfect
example
of
creating
a
k-6
7-12
pathway
that
would
work
with
the
hernandez
hurley
s
green
with
dual
language
schools,
the
that
sort
of
struggle
in
the
upper
grade
enrollment.
We
have
not
talked
about
doing
a
priority
for
schools
that
were
promised
to
go
to
7
12.
AK
So,
in
the
case
of
the
muniz
they're
going
to
be
a
712
dual
language,
school
they're
operating
out
of
an
old
elementary
school
building,
we
could
that
they're
sharing
right.
There's
a
lot
of
criteria.
O
A
A
AK
The
first
thing
is
to
do
a
study
of
the
mckinley
site
so
that
we
can
put
them
in
the
queue
so
that
we're
not
in
another
situation
in
two
years
where
people
feel
like
they
have
to
fight
for
the
mckinley
to
get
their
their
facility,
and
so
that's
part
of
our
transparency
and
openness
is
trying
to
go
out
and
and
and
queue
up
schools
and
put
them
in
similar
boxes
so
that
we
can
say
here's
how
we're
prioritizing
within
our
overall
categories.
A
Yeah
great,
I
think,
definitely
looking
at
strategies
so
what
you
described
like
in
that
neighborhood
with
the
muniz
and
the
schools
that
are
already
around
and
the
feeder
so
yeah,
okay.
That
was
my
only
question.
So
if
there
are
no
more
questions,
I'm
gonna
move
us.
Thank
you
so
much
again,
chief
cooter
and
miss
roberts
for
your
presentation.
A
I'm
gonna
move
this
along
now
to
public
comment
on
reports.
Is
there
anybody
testifying
with
sullivan.
D
Yes,
madam
chair,
we
have
one
speaker
for
public
comment
on
reports.
Charlie.
D
AM
Good
evening
my
name
is
charlie,
kim
a
resident
of
the
north
end
and
a
proud
parent
at
the
horse,
man
school
for
the
deaf
and
hard
of
hearing.
First,
I
want
to
express
my
deepest
disappointment
from
my
school
community
and
the
deaf
community
at
large,
as
we
do
not
have
access
tonight,
because
there
are
no
asl
interpreters.
AM
AM
The
most
represented
word
tonight
were
equity
access,
engagement
and
trust.
These
words
are
not
being
demonstrated
to
the
horseman
school
community.
These
words
are
being
used
for
compliance
and
political
purposes.
If
these
words
were
true
to
bps
culture,
then
the
parent
school
choice,
policies
to
the
horseman
and
the
new
building
planning
would
be
conducted
very
differently.
AM
AM
Courage
is
defined
as
the
choice
and
willingness
to
confront
uncertainty
and
intimidation.
Courage
is
required
to
call
out
something
that
is
blatantly
not
okay.
It
is
not
okay
for
a
bps
special
education
leader
to
publicly
testify
to
city
councillors
that
the
decline
in
student
enrollment
at
the
horace
mann
is
a
result
of
technology
and
societal
progress.
AM
AM
A
Thank
you
so
much
any
new
business.
Okay.
So
this
concludes
our
business
for
this
evening,
and
our
next
school
committee
meeting
will
take
place
on
wednesday
may
26th
at
5
pm
on
zoom,
and
if
there
is
nothing
further
I'd
like
to
entertain
a
motion
to
adjourn
so
moved.
Thank
you.
Miss
robinson.
Is
there
a
second.