►
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
For Part 1 of the Virtual Boston Public School Committee Meeting on October 21st, 2020 please visit: https://youtu.be/SOIrMza7Nu8
A
And
all
race
are
equal
before
god,
not
one
risk
is
more
superior
than
others,
but
those
working
hard
should
be
rewarded
with
opportunities.
No
matter
they
are
black
white
brown
or
yellow.
I'm
grateful
for
the
opportunities
given
to
me
when
I
worked
hard,
no
matter
how
difficult
my
family
situations
were.
A
C
E
D
D
Exam
can
make
sure
highly
qualified
students
get
the
opportunity
to
attend
three
exam
schools
result
exam,
there's
no
practical
way
to
compare
students
from
different
schools
with
different
grading
system.
The
three
exam
schools
are,
the
only
good
ones
among
so
many
pps
schools.
Please
don't
destroy
them.
Please
leave
our
kids,
some
hope
to
work
for
instead
of
cancelled
exams
for
the
exam
schools.
I
would
highly
stress
you
guys
to
expand,
expand
the
school
exam
requirement
to
all
boston
public
schools
that
will
dramatically
increase
the
quality
of
the
ppi
system.
D
F
F
The
working
group
charged
to
find
an
equitable
way
to
admit
kids
for
one
year,
has
massively
overstepped
and
altered
the
entire
selection
criteria,
with
little
to
no
input
from
highly
impacted
communities.
The
school
committee
and
superintendent
should
not
push
through
such
a
massive
overhaul,
based
on
information
presented
in
a
single
powerpoint.
F
The
working
group
has
not
been
transparent
and
clear
and
how
they
plan
to
determine
a
student's
gpa
for
ranking
purposes.
There
is
no
great
equity
across
bps
schools,
led
alone
between
bps
and
private
schools
at
recent
working
group
meetings.
Ms
sullivan
responded
to
these
concerns
by
pointing
out
that
these
problems
have
always
existed,
but
now
the
stakes
are
higher,
because
bps
would
not
be
using
a
standardized
test
to
determine
50
of
that
ranking
without
district-wide
normed
process,
grading
and
organizational
norms.
Grading
processes
in
place
b,
ps's
rankin
system,
is
rendered
essentially
meaningless.
F
F
We,
as
parents
have
began
to
analyze
the
data
that
bps
provided
just
yesterday
at
the
final
hour
of
france,
calculations
suggest
that
bps
should
use
their
already
established
zones
and
allocating
these
80
of
seats.
This
would
be
far
more
equitable
for
use
here.
She
had
begun
to
run
those
numbers
over
the
weekend
and
a
few
of
us
posed
similar.
B
Thank
you,
miss
diamond,
and
I'm
sorry.
I
want
to
interrupt
and
just
apologize.
I
had
my
mic
on
earlier.
While
I
was
talking
to
somebody
in
the
room
with
me
and
I'm
sorry.
B
C
C
H
I
mean
matthias
a
perry
mentor
as
a
son,
stephen
and
a
mother
of
the
fifth
grader
at
the
osha
garden,
ka
palace
school,
I'm
here
to
today,
to
give
you
my
opinion,
why
I'm
against
of
the
incas
and
sam
also
my
personal
experience
with
this
exam
as
an
immigrant,
I
know
the
difficulties
I
went
through
when
I
came
to
this
country
with
a
different
culture
and
language
and
education
system
was
a
big
challenge
for
me.
H
H
C
I
Great,
thank
you
all
right.
So,
let's
see
despite
comments
from
the
working
group
and
other
speakers
tonight,
it
remains
my
belief
that
bls,
bla
and
o'brien
remain
exam
schools.
While
I
support
the
recommendations
of
this
working
group
to
admit
rising
fourth
and
fifth
graders
into
the
summer
boston
exam
initiative,
it
was
not
the
purpose
or
task
of
this
working
group.
As
far
as
I
was
made
aware
to
make
this
into
a
historical
moment,
as
that
would
suggest
an
ongoing
change,
but
rather
to
present
a
one-year
plan
due
to
the
current
covet
crisis.
I
I
want
to
start
by
asking
that
the
working
group
released
their
data
in
the
simulations
with
results
that
they
ran
as
they
are
confusing
and
seemingly
questionable
using
basic
math
on
the
chart
referencing
allocation
by
zip
code.
It
is
not
difficult
to
deduct
that,
should
150
tie
with
a
perfect
gpa
and
choose
bls.
I
First,
then,
only
roughly
80
will
get
in
based
off
the
20
allocation
and
for
the
other
70,
depending
on
zip
code
may
not
get
in,
and
some
zip
codes
through
all
10
rounds
receive
as
low
as
two
to
three
total
seats
at
all.
Schools.
Combined
this
is,
you
know,
questionable,
because
the
lady
at
the
beginning,
you
know,
mentioned
how
if
there
was
a
tie
of
100,
they
would
all
get
in
if
that
was
their
first
choice,
and
that
was
the
reason
why
they
didn't
need
a
pool.
I
So
if
you
do
not
know
that
you're
85th
and
you
choose
bls
first,
you
might
miss
out
on
bla
and
o'bryant.
Because
of
that
decision,
that's
unacceptable.
I
would
think
that
the
you
know
the
school
board
would
find
that
unacceptable
as
well.
These
simulations
everything
that
they're
saying
I'd
like
to
see
the
data.
I
I
also
questioned
like
a
few
before
me
why
total
kda
numbers
were
used
to
calculate
the
zip
codes
allocations,
not
just
the
phone
number,
current
sixth
grade
and
eighth
grade
student
numbers
by
zip
code.
Thank
you.
Please
delay
this
vote.
Look
at
this
data
yourself,
please
judge
for
yourself
and
send
the
data
to
us.
Let
us
look
at
this.
I
C
J
Thank
you
for
having
me,
I'm
speaking
as
a
speaker.
Yes,
yes
grade
6
teacher
at
the
little
g,
frederick
pilot
middle
school,
my
son
jude
spoke
earlier
and
as
a
parent,
I
must
elevate
his
voice.
As
stated
at
the
monday
5
pm
meeting
by
the
exam
school
working
force.
Grading
is
not
normed
across
the
district.
J
J
J
J
L
Hi
good
good
evening,
my
name
is
I'm
president
of
asian
american
correlation
for
education
representing
more
than
200
organizations
nationwide.
I
urge
all
of
you
to
reject
the
unlawful
unconstitutional
recommendation
proposed
by
the
working
group,
because
the
proposed
change
to
the
admission
system
of
boston
exam
schools
are
visually
motivated
from
their
documents.
It
is
disclosed.
L
L
They
also
violated
the
14th
amendment
of
the
u.s
constitution
and
the
title
6
of
1964
civil
rights
act
as
a
national
civil
rights
organization.
We
support
the
enhancement
of
the
racial
diversity
in
our
nation's
elite
schools,
but
this
need
to
be
done
lawful
way.
You
need,
you
know,
correct
your
failure.
In
the
many
like
latino
and
black
community.
I
heard
the
last
meeting
you
mentioned
that
you
know
many
four
schools.
Four
grade
students
cannot
read.
So
that
is
a
shame.
L
L
You
know,
friends,
you
know
we
support
your
bad
education,
but
you
need
to
hold
the
public
official
like
the
mayor,
like
your
superintendent,
accountable,
because
it
is
the
same
value
not
as
a
test.
I
also
want
to
give
you
my
you
know
personal
experience.
I
grew
up
from
poverty,
but
I
want
to
tell
you
a
solid
academic
foundation
is
the
very
important
for
your
children
to
get.
You
know
upward
mobility.
You
know
you
need
putting
hold
the
public
officials
accountable,
and
you
know
that
is
the
right
way
to
go.
Thank
you.
B
Ms
sullivan,
as
the
next
speakers
are
joining
us,
we
have
just
about
20
speakers
to
go
for
fellow
members,
awareness
and
for
the
the
viewing
public
please
receive.
Mr
valenzuela.
If
you
joined
us.
B
K
In
addition,
the
exams
have
perpetuated
the
myth
that
only
those
who
have
scored
well
in
the
exam
are
prepared
to
succeed
at
bls
bla
in
o'brien,
which
is
not
supported
by
the
data.
As
a
teacher
of
seventh
graders
at
boston
latin
academy.
For
the
last
five
years,
I
can
tell
you
unequivocally
that
the
exam
is
not
a
valid
measure
of
success
in
an
exam
school.
It
is
my
job
as
an
educator
to
meet
my
students
where
they
are
scaffold,
their
learning
for
them
and
to
prepare
them
for
the
next
grade
level
and
beyond.
K
The
working
group
has
identified
other
metrics,
like
the
g
like
gpa,
that
may
more
closely
align
with
future
success.
We
should
no
longer
stay
tethered
to
the
antiquated
idea
of
sink
or
swim.
No
matter
how
a
student
is
admitted
to
the
exam
schools,
we
should
support
all
students
to
graduate
not
just
those
with
the
most
means.
So
I
urge
you
to
adopt
the
working
group's
proposal
and
I
hope
we
don't
squander
this
opportunity
for
change.
Thank
you.
M
Hi
good
evening,
everybody
I'm
jody
san
I'm
living
in
charlestown.
I
have
two
children
in
jqs
school,
I'm
just
tonight.
I
know
everybody's
very
tired
until
now
yeah,
but
a
lot
of
the
chinese
people,
chinese
parents,
they
already
say
they
don't
support
this,
like
cancel
the
testing
for
this
free
testing
school.
I
I'm
agree
with
them
and
I
just
want
to
say
one
story
about
my
parents,
my
chinese
family,
my
some
of
the
like
my
family.
M
Actually,
we
actually
have
a
chance
to
get
our
own
house
in
somewhere
else
out
of
the
boston,
but
we
want
to
stay
here
because
we
think
this
three
school
a
really
good
school.
I
really
want
my
children
can
go
to
this
three
school
and
we
want
to.
We
want
them
to
go
to
this
school
and
then
we
try
very
hard.
I
know
if
the
children
can
go
to
the
good
school
and
I
believe
they
can
have
a
better
future
than
others.
So
that's
why
we
really
want
to
like
stay
these.
M
I
believe
this
system,
the
current
system,
are
the
best
system
for
the
children.
They
can
have
like
a
fair
chance
to
have
their
chance
to
get
in
the
school.
Thank
you
I
didn't
prepare.
I
just
say
something
real
to
everybody.
N
N
Hi
good
evening,
my
name
is
grace
and
I
am
a
social
worker
from
the
boston
chinatown
neighborhood
center.
I'm
speaking
on
behalf
of
my
organization
tonight,
bcnc
stands
for
racial
and
socio-economic
diversity,
equity
to
access
and
affirmative
action.
N
We
appreciate
the
thoughts
and
efforts
that
the
working
group
has
put
into
the
drafting
of
this
proposal
for
exam
school's
admission
criteria
for
the
school
year,
21
to
22,
as
well
as
bps,
responsive,
sorry,
responsiveness
to
ensuring
the
safety
of
our
students
and
their
families
during
this
pandemic.
N
N
Students
of
low-income
families
live
on
the
same
and
bring
streets
from
their
high
income
neighbors.
Therefore,
the
overall
medium
median
household
income
based
on
the
zip
code
gives
a
false
depiction
of
how
well
all
families
are
doing.
Socioeconomically,
who
live
under
the
same
zip
code
to
adjust
socio-economic
diversity
and
equity
to
access,
as
prioritized
by
the
excm
schools
admission
proposal,
we
should
consider
individual
household
income
over
the
median
household
income
bicycle.
C
O
O
If
we
must
suspend
this
exam
as
a
coded
response,
please
commit
to
only
one
year
with
the
support
needed
for
our
students
as
a
graduate
of
bls
and
the
mother
of
a
new
tiger
at
the
o'brien.
My
family
is
not
rich
or
uniquely
privileged.
My
latino
immigrant
father
had
to
be
convinced
to
let
me
test
then,
and
now
exam
schools,
along
with
the
few
ib
schools
and
the
munici
academy,
are
the
leading
pre-collegiate
choices
for
many
of
us
to
have
a
fighting
chance
because
of
the
same
inequities.
O
We
talk
about
every
day
that
lump
black
with
brown
without
seeing
the
true
needs
in
that
spectrum,
the
selection
formula
will
not
give
more
diverse
students
their
first
choice
compared
to
the
current
process,
nor
solve
the
adversity
issue
on
its
own
long
term.
Further,
the
zip
code
counts
are
flawed,
based
on
boston's,
hidden
poverty
and
developments,
affordable,
set-asides,
further
marginalizing,
our
most
vulnerable
and
yet
talented
students.
More
equity
needs
to
be
done
beyond
the
test.
O
I'm
concerned
about
the
vague
mention
of
supports
needed
for
their
success,
because
a
relaxed
entry
process
must
be
paired
with
tools
to
thrive
at
those
schools
that
will
not
relax
the
academic
rigor
without
the
strong
commitment
to
that
part
of
the
plan,
we're
simply
increasing
the
potential
for
dropouts
or
delayed
graduation,
which
works
against
our
city's
commitment
to
equity,
because
we
know
that
any
educational
delay
affects
the
economic
mobility
of
families.
We
should
return
to
the
test,
but
also
focus
on
the
areas
that
will
make
all
students
more
competitive.
O
Deepening
our
cultural
awareness
and
access
for
all
ell
students
that
will
create
a
scenario
where
the
test
will
not
be
the
problem,
but
picking
the
best
school
will
be
because
we
can
have
equity
even
with
the
exam
schools
in
place,
there
will
be
tests
for
all
life's
path,
all
of
our
students,
let's
pass
for
world
class
learners,
let's
not
place
the
wrong
focus
on
this
testing
standard.
Thank
you.
Thank.
C
C
C
P
P
P
This
has
been
missing
throughout
this
process
and
it
is
overshadowing
the
real
issue
here,
which
is,
in
my
opinion,
a
poorly
funded
and
administered
education
system
that
does
not
meet
the
basic
requirements
of
our
elementary
school
students
and
mr
michael
laconte.
I
would
really
like
to
know
the
name
of
that
book
that
you
were
quoting
earlier.
C
Q
And
I
have
served
in
a
committee
since
march
on
the
closing
and
reopening
of
one
of
our
boston
universities.
I
am
here
on
behalf
of
my
children,
ages,
seven
and
four
on
behalf
of
parents
at
the
baldwin,
edison
and
winship
and
other
concerned
parents
across
the
city
and
the
teachers
whose
views
are
not
represented
by
btu.
I
debated
coming
today
and
staying
on
this
call
since
five,
knowing
full
well,
my
words
would
fall
on
deaf
ears.
Q
I
am
angry
when
I
hear
that
decisions
are
being
made
with
our
children
in
mind
and
guided
by
public
health.
That
is
not
true.
Bad
channel
negotiations,
city
politics
and
union
disputes
are
driving
decision
making.
I'm
here
to
share
my
disappointment
with
btu
this
committee,
the
superintendent
and
with
mayor
walsh.
No
one
is
putting
our
children
first.
So
please
stop
saying
it
is
so
the
decision
today
to
keep
schools
close
is
criminal.
True
intentions
are
hidden
behind
public
health
concerns.
Q
The
positivity
rate
in
the
city
of
boston
is
point
seven
percent,
but
yet
we
are
shutting
down
our
schools.
It
was
misleading
for
chief
martinez
to
reference
a
5.7
percent
rate.
That
is
a
week
to
week
rise.
It
is
not
the
overall
positivity
rate
of
the
city.
If
public
health
is
your
concern,
then
shut
down
the
city,
not
just
the
schools.
This
situation
is
the
creating
the
greatest
inequity
across
boston
parents
that
can
afford
to
do
so
are
pulling
their
kids
out
of
bps
and
enrolling
in
private
schools.
Q
If
they
can
afford
to
do
so,
they
are
hiring
help
in
the
home.
So,
in
the
end,
who
is
suffering
the
vulnerable
children
with
minimal
support
at
home,
families
would
find
little
financial
means
these
families
and
children
need
schools
open.
If
your
desire
is
to
maintain
the
equity
open,
the
schools
look
across
the
country,
new
york,
san,
diego
new
jersey,
they
have
opened
I'm
at
a
loss.
I
cannot
stand
by
and
watch
what
is
happening.
Opening
the
school
should
be
your
number
one
priority.
I
am
here
for
the
sake
of
my
children.
Q
C
R
Hello,
can
you
hear
me?
Yes,
I
can.
I
just
want
to
start
with
saying
thank
you
very
much
for
all
the
wonderful
ideas
tonight.
I
have
there
were
some
profound
observations
and
it
has
truly
been
a
moving
seven
hours.
I
do
not
agree
with
this
proposal,
but
most
of
my
ideas
have
already
been
up.
Most
of
my
issues
have
already
been
passionately
talked
about
the
one
issue
I
do.
The
two
issues
I
do
want
to
bring
up,
though,
is
the
map
test.
We
were
told
by
the
district.
R
The
map
test
was
equitable,
but
I've
been
told
tonight
that
the
map
test
and
no
test
is
equitable.
If
that's
true,
why
have
we
not
been
having
this
conversation
for
our
current
sixth
graders
since
then
that
would
have
given
us
seven
months.
The
other
thing
I
heard
was
this
plan
is
for
one
year,
but
that's
not
true.
Sixth
graders
will
be
in
school
at
bps
for
six
years,
eighth
graders
will
be
in
school
for
four
years.
R
I
thought
I
heard
tonight
that
the
s.a.t
was
implemented
and
was
given
at
the
high
schools,
because
bps
thought
that
was
important
for
them
for
college.
When
is
bps
going
to
think
that
their
current
students,
the
students
that
will
be
in
their
middle
school
and
high
school,
will
be
just
as
important.
Thank
you.
C
B
I'm
sorry,
miss
sullivan
voice
was
a
bit
garbled
was
that
jamie
dutton.
S
Morning,
everyone
good
morning,
my
name
is
eva
phillip.
I
was
born
and
raised
in
boston
and
attended
school
within
the
boston
public
school
system.
My
belief
is
that
the
work
needed
within
bps
should
not
only
center
the
three
exam
schools,
but
all
schools
within
the
district.
As
someone
who
wants
to
raise
a
family
in
the
city
of
boston,
I
hope
that
all
schools
in
the
city
will
be
a
viable
choice
from
kindergarten
to
12th
grade.
S
S
I
suggest
that
this
form
of
academic
data
be
reviewed
by
the
committee
more
often
more
frequently.
It
is
unfortunate
that
that
it
took
a
pandemic
to
get
to
this
place.
A
working
group
similar
to
the
exam
school
admissions
working
group
should
continue
to
exist,
even
after
this
decision
to
push
boston
to
have
a
more
equitable
experience
for
all
children
in
the
city,
from
kindergarten
to
12th
grade
this
proposal.
By
the
working
group
is
the
right
thing
to
do
in
a
step
in
the
right
direction.
Thank
you.
S
T
A
T
Over
seven
hours
to
speak
up
on
behalf
of
high
needs
students,
and
also
to
our
superintendent,
for
committing
to
providing
a
specific
plan
for
in-person
services
to
our
high
needs
students,
so
that
they
will
not
be
left
without
anything.
As
you
know,
there
are
students
that
need
in-person
services
for
their
overall
well-being
and
their
families
chosen
personal
services
for
them,
because
there
were
no
other
options
I
equated
to.
If
a
hospital
closed,
we
wouldn't
stop
providing
necessary
medical
care.
T
It
is
extremely
difficult
to
continue
to
see
parochial
schools,
community,
centers
and
paws
have
access
to
in-person
locations
for
remote
learning
outside
of
school
buildings
in
boston.
Behind
these
students
cannot
get
essential,
in-person
services
effective
tomorrow.
The
boys
and
girls
clubs,
ymcas
and
the
paws
have
a
lot
more
than
the
one
to
ten
students
that
were
in
the
bps
buildings.
Our
1300
students
in
each
cohort
are
back
to
dire
circumstances
and
left
without
services
and
supports
our
students
who
cannot
access.
Remote
learning
are
not
100
remote,
they
are
without
schooling
and
services.
T
Kindergarten
through
12th
grade
students
are
not
the
ones
that
are
raising
the
covet
19
city-wide
rate.
We
must
make
changes
in
our
city
that
allow
the
rate
to
lower
while
providing
the
option
for
safe,
in-person
learning
opportunities
and
services
to
students.
Behind
these,
I
want
to
be
clear
that
there
should
have
already
been
a
plan
behind
these
students
in
the
event
that
all
bps
buildings
had
to
close.
T
Spendpack's
position
on
in-person
learning,
as
stated
in
our
october
13th
letter
to
the
court,
has
not
changed.
We
will
continue
to
advocate
for
the
option
for
in-person
services
for
students
with
the
highest
needs,
as
stated
in
our
letter
without
in-person
services.
Many
of
these
students
become
dysregulated
and
spend
more
time
in
crisis
in
homes
that
are
not
set
up
with
all
the
support
staff
and
wrap
around
care
that
schools
have
been
have
available
to
help
them
stay
out
of
emergencies
rooms
we
knew
the
rates
were
going
to
rise,
especially
as
we
approached
winter.
T
B
Okay,
thank
you,
miss
sullivan,
and
I
first
want
to
say
thank
you
once
again
to
all
of
our
public
commenters
this
evening
we
ended
up
having,
I
believe,
179
a
few
people
dropped
off
over
time,
but
I
think
it
fell
down
to
you
know
somewhere
at
least
above
150.
B
So
you
know
I
just
want
to
take
a
moment,
and
I
think
we
all
do
as
a
committee
to
first
thank
everyone
for
first
showing
up
and
sharing
your
your
thoughts
with
us
and
second,
you
know
being
considerate
of
your
fellow
speakers
and
sticking
to
time,
because
we're
appreciative
that
we
could
get
through
all
of
that
time
and
still
be
able
to
conduct
our
business
this
evening,
and
we
know
this
is
a
tough
issue.
B
We
heard
a
lot
of
people
tonight
on
both
sides
of
the
coin,
and
so
I
think
it's
important
for
folks
to
have
a
forum
and
be
able
to
be
heard.
I
do
want
to
take
a
moment
again
and
just
say:
I'm
sorry.
If
I
was
a
distraction
earlier,
I
wasn't
intending
to
offend
anyone.
B
My
comments
were
taken
out
of
context
and
not
intended
to
reference
anything
in
this
meeting,
and
so
if
anyone
took
offense
to
that,
I'm
I'm
I'm
mortified
and
I'm
terribly
sorry
I've.
I've
received
a
number
of
texts
from
folks
alerting
me
to
what
was
heard,
and
I
again
I'm
I'm
deeply
sorry.
I
I
don't
want
to
be
a
distraction
here
and
that's.
B
So
let's
move
on
now
to
our
action
items
this
evening,
we're
going
to
go
a
little
bit
out
of
order
through
the
action
items
because
I'd
like
to
get
everything
else
out
of
the
way
before
we
return
to
the
discussion
about
the
exam
school
item.
That's
before
us.
So
let's
start
first
with
the
grants
for
approval,
which
are
totaling,
one
million
four
hundred
and
five
thousand
nine
hundred
fifty
three
dollars
open
it
up
now
to
any
questions
or
comments
from
the
committee.
B
We're
seeing
none
I'll
entertain
a
motion
to
approve
those
grants
as
presented.
B
U
B
Thank
you,
ms
sullivan,
we're
going
to
move
to
out,
as
I
mentioned
out
of
order
on
the
agenda
to
briefly
consider
the
action
item
entitled
release
of
executive
session
minutes.
B
B
Any
no
hearing,
none
if
there's
nothing
further
I'll,
entertain
a
motion
to
approve
the
following
executive
session
minutes
as
presented
I'm
going
to
read
briefly
the
dates
of
these
executive
session
minutes
and
then
I'll
ask
for
a
motion
again
september
1
2010
march
2,
2011.
february
1,
2012
march
21,
2012.
B
november
18,
2015
december
17,
2015
january
13,
2016
september
21,
2016
november
2,
2016.
november
16,
2016
january
11th,
2017
march
15,
2017
mark
excuse
me
april
26,
2017
may
10,
2017
september
6,
2017
september
12,
2018
october
10th,
2018
march
27,
2019
june
12,
2019
and
september
16th,
2020.
B
and
again,
as
I
noted
earlier,
this,
these
are
executive
session
minutes
that
have
that
are
no
longer
considered
confidential.
These
are
items
that
primarily
account
excuse
me
reference
collective
bargaining
discussions
among
the
committee.
Although
there
are
a
number
of
other
items
that
we
typically
speak
and
speak
about
in
an
executive
session
and
we
are,
we
will
now
entertain
a
motion
to
approve
the
release
of
these
executive
session
minutes
as
presented.
V
Hi
before
we
do,
will
you
vote
on
that?
Yes,
there
are
several
of
those
minutes
of
those
executive
session
minutes
that
predated
my
time
serving
on
on
the
committee,
with
the
exception
of
the
last
three
2019,
that's
correct.
All
of
the
other
are
way
before
my
time.
Do
I
vote
on
those
without
knowing
the
without
having
actually
participated
in
in
those
meetings.
B
Well,
mr
mr
tran,
that's
a
good
question
and
in
fact
a
number
of
these
minutes
predate
my
time
on
the
committee
and
I've
been
on
the
committee
for
seven
years.
Nevertheless,
it's
our,
I
won't
speak
to
mr
o'neal's
tenure,
but
nevertheless
our
role
as
school
committee
members
are
to
pass
judgment
on
whether
these
executive
session
minutes
shall
be
released
as
a
body.
B
U
U
I
actually
do
think
I
probably
was
involved
in
every
single
one
of
them,
because
I
I
read
them
over,
but
I
can
understand
how
some
newer
members
may
question,
but,
mr
tran,
it
would
be
my
belief
that
you
would
be
able
to
vote
on
these
as
well,
because
you're
voting
about
whether
to
release
them
based
upon
the
advice
of
dps
legal
counsel.
B
Thank
you,
mr
o'neill.
Are
there
other
before
we
proceed
to
the
motion?
Are
there
any
other
further
questions
or
clarifications
from
the
committee?
B
V
W
B
Well,
thank
you
very
much,
miss
sullivan
and
thank
you
members
for
indulging
that
brief
diversion
on
the
agenda.
So
we
have
now
come
to
the
final
action
item,
which
is
the
item.
That's
been
the
topic
of
discussion
for
most
of
the
evening.
B
Excuse
me
superintendent's
recommendation
to
suspend
the
entrance
exam
for
the
exam
school.
I
think
this
might
be
written
wrong
or
either
it's
too
late
for
me
to
read
it.
I'm
sorry,
the
superintendent's
recommendation
is
to
spend
the
entrance
exam
for
our
district
exam
school
admissions
for
one
year
and
to
implement
a
new
exam,
school's
admissions
criteria
for
school
year
2122.
B
Only
now
you
recall
that
earlier
this
evening,
as
well
as
at
our
last
meeting,
the
exam
schools
criteria
working
group
led
by
michael
conopazus
and
tanisha
sullivan,
both
of
whom
are
still
with
us
this
evening,
as
well
as
miss
roberts,
mr
miller
and
miss
hogan.
I
believe
to
answer
additional
questions.
B
If
there
are
any
presented,
their
recommendation
for
a
one
year
exception
to
the
current
exam
school
admissions
criteria
in
light
of
the
current
pandemic
and
the
seven
months
of
interrupted
learning
that
students
have
experienced
across
the
city
during
that
time.
So
at
this
time
we're
going
to
open
it
up
for
final
questions
or
comments
for
the
committee
from
the
committee.
Excuse
me,
and
I
think
this
is,
as
we
all
recognize,
a
pretty
significant
vote.
Perhaps
the
most
significant
vote
that
many
of
us
will
take
serving
this
serving
on
this
committee.
B
Closure
of
schools
or
something
along
those
lines,
but
this
is
something
that
has
been
an
issue
as
all
of
us
recognized
for
decades
in
this
city
and
it's
taken
a
pandemic
to
bring
it
to
the
fore
for
us.
So
I
would
ask
our
members,
I
think
everyone
or
I
will
assume
that
everyone
would
like
to
speak
on
this.
So
what
I'd
ask
is
that
we
go
around
and
I
see
mr
james
already
has
his
hand
up.
B
So
we
can
certainly
start
with
our
student
representative
to
speak,
but
I'll
certainly
ask
that
we
go
around
the
table
to
each
member
that
wishes
to
ask
questions
or
make
a
statement,
and
then
we
can
go
around
again.
If
anyone
missed
out
on
anything
that
they
wanted
to
say,
and
then
we
can
close
it
out
and
move
to
a
vote.
So
I
see
miss
dr
rivera's
got
her
hand
up
as
well
we're
going
to
start
with
mr
james
and
then
go
to
dr
rivera.
X
Thank
you,
I've.
So
I've
been
listening.
The
entire
meeting
I've
been
collecting
my
thoughts
and
those
who
have
spoken
in
public
comment
into
a
sort
of
statement
that
I
hope
will
not
take
more
than
six
minutes,
and
I
really
want
to
speak
from
the
perspective
of
a
black
young
man
in
this
district.
X
I
first
want
to
say
that
I
fully
support
the
working
group's
proposal
and
I'm
thankful
that
this
particular
working
group
was
able
to
take
such
a
holistic
and
equitable
approach
to
the
matter
of
exam
school
admissions
and
specifically
want
to
highlight
the
special
provision
for
homeless
students
and
students
in
dcf
custody
as
a
young
person
who
has
been
both
homeless
and
in
the
custody
of
dcf
in
my
past,
in
dcf
in
my
past
in
bps,
I
greatly
appreciate
the
special
attention
for
that.
So
that
really
meant
a
lot
to
me.
X
I
want
to
begin
with
advocating,
on
behalf
of
the
boston
student
advisory
council,
by
asking
the
working
group
to
be
required
to
have
student
representatives
on
the
working
group
when
speaking
with
vsac.
We
initially
believe
that
asking
for
just
one
to
one
student
to
sit
on
the
working
group
would
suffice.
X
I
know
this
may
seem
bold
or
in
some
ways
too
much
for
some
people
or
not,
but
I
I
always
find
myself
saying
this
quite
a
lot
student
voice
is
extremely
important,
not
just
during
this
crisis.
It's
always
been
important
and
necessary
for
true
systematic
reform
to
leave
out
students
in
this
decision-making
process
will
only
further
create
distrust
in
the
district
and
alienate
them
from
important
decisions
that
directly
impact
them.
X
It's
that
we
won't
it's
unsafe.
It's
inequitable,
it's
discriminatory
when
I
hear
things
like
communities
being
equal
black
activists
supporting
systematic
oppression,
reverse
discrimination,
reverse
racism.
I
get
terrified,
I
get
terrified
and
I
get
really
really
emotional.
This
is
the
perfect
example
of
a
historically
racist
system
creating
entitled
ignorant
superiority
complexes.
X
X
I
was
sitting
with
a
friend
of
mine
and
both
of
us
were
extremely
nervous
sweating.
Almost
we
came
into
contact
with
a
white
student
and
we
began
small
talk.
He
said
and
I'm
paraphrasing
that
he
had
taken
over
five
practice
tests
and
completed
several
classes
in
preparation
for
the
test.
Meanwhile,
my
friend
and
I
had
barely
gotten
any
prep
for
the
test
at
all,
but
instead
had
to
study
everything
and
anything
we
could
by
going
online
and
going
through
siblings,
of
friends
who
attended
exam
schools.
X
This
is
educational
inequality
right
in
front
of
our
faces.
I
hear
many
people
say
the
test
won't
be
fair
this
year
during
covid.
Yes,
but
let's
not
forget
the
test
was
never
fair.
You
heard
dr
kennedy's
statement
earlier.
That
quote:
standardized
tests
have
become
the
most
effective
racist
strategy.
X
We
all
know
this,
we've
seen
it
with
our
own
eyes.
Let
us
repeat
this
to
ourselves
as
we
move
forward
in
this
social
justice
work
while
addressing
the
elephant
in
the
room.
Why
not
get
rid
of
the
test
and
adopt
the
new
system
with
a
few
amendments
permanently
beyond
just
this
one
year?
We
have
to
be
bold,
so
our
policy
can
be
bold.
We
need
to
move
towards
educational
equity
in
our
district
and
truly
provide
our
students
and
families
with
all
the
opportunities
we
offer
with
equal
access
to
all
of
them.
X
It's
heartwarming
to
see
that
this
issue
has
gained
so
much
monumentum
and
support
and
bsac,
and
I
will
not
let
this
go
undiscussed,
especially
without
student
voice
and
more
community
input.
I
look
forward
to
further
discussion
on
this
very,
very
important
matter
as
the
year
progresses
again.
I
strongly
urge
my
fellow
committee
members
to
vote
yes
on
this
proposed
policy
as
a
step
in
the
right
direction
towards
educational
equality
and
narrowing
the
opportunity
and
achievement
gap.
Thank
you.
Y
Okay,
good
evening,
everyone
and
thanks
again
to
all
the
folks
that
testified
and
sticking
around
with
us
at
this
late
hour.
I
actually
I'm
gonna,
read
a
document.
I
prepared
some
remarks,
knowing
that
I
would
not
be
coherent
at
this
hour,
so
I'm
gonna
read
my
my
prepared
remarks
and
I'm
also
going
to
submit
these
to
to
liz
to
put
into
the
public
record.
Y
So
I,
as
some
of
you
know,
I
I'm
a
sociologist,
I'm
a
professor
of
ethnic
studies
at
the
university
of
massachusetts,
boston,
I'm
a
I
direct.
A
research
institute
called
the
gaston
institute,
where
we
focus
on
social
inequalities
and
the
education
of
latinx
and
immigrant
students.
Y
I
also
am
the
parent,
a
single
parent
of
a
seventh
grader
who
attends
the
patrick
linden
school
in
west
roxbury.
I
joined
the
boston
school
committee
in
2019
because
I
was
deeply
and
am
deeply
committed
to
addressing
the
racial
and
ethnic
disparities
in
educational
achievement
and
to
advance
ethnic
studies
and
racial
equity
in
the
school
district.
So
I
strongly
support
the
exam
schools
working
proposal
as
a
step
in
in
the
right
direction.
Y
I
have
to
say
that,
as
bsc
members,
many
of
us
received
hundreds
of
emails
in
opposition
as
well
as
in
favor,
but
those
that
were
in
opposition
really
to
me
were
disturbing
racialized
discourse.
In
many
of
these
letters,
and
I
lost
count
of
how
many
emails
were
addressed
to
us
that
opened
with
dear
city
councillors,
I
am
your
constituent
in
west
roxbury
or
charlestown,
and
I
vote
with
the
stress
on
I
vote
reading
to
me.
Latinx
families,
maybe
african-american
families,
don't
vote,
so
they
don't
matter,
and
that
was
really
to
me.
Y
The
messages
behind
things
like
this
is
reverse
discrimination.
At
its
finest,
a
quote
quote,
you
should
step
down
quote
your
support
on
the
proposal
is
absolutely
discrimination
quote
it's
a
criminal
act
against
taxpayers
will
quote
all
lives
matter,
and
when
I
hear
that
I
read
black
lives,
don't
matter,
and
so
I
think
we
have
to
really
be
careful
as
well.
Y
Y
So
the
writer
is
suggesting
here
that
bps
is
driving
out
the
very
families
that
have
contributed
to
the
vibrancy
and
betterment
of
our
city
whose
city
are
we
talking
about.
Here
are
black
and
brown
families
not
contributing
to
the
betterment
of
the
city
and
don't
they
deserve
the
same
quality
of
life
and
access
to
opportunities
as
a
resident
of
boston
for
30
years
and
a
person
who
teaches
race
and
ethnic
relations.
Y
Y
We
used
to
set
aside
35
percent
of
our
seats
for
underrepresented
minorities,
especially
we
need
to
do
more
with
english
learners.
I
believe
it
doesn't
go
far
enough,
because
white
students
would
continue
to
benefit
from
32
percent
of
the
seats.
According
to
this
plan,
look
at
the
data,
it's
not
a
huge
change
for
asian
and
white
families,
but
it
is
a
big
change
for
the
black
and
latinx
students.
So
I
do
believe
that
as
well.
I've
said
this
publicly
that
students
that
have
attended
bps
should
have
some
weighted
priority.
Y
So
I
think
also
that
I
do
recommend
that
the
task
force
include
alumni
include
students
such
as
mr
james
suggested,
and
I
strongly
approve
and
as
well,
that
we
include
some
external
experts
here
and
some
third-party
vendors
who
can
remain
neutral
in
making
these
decisions.
Y
I
lament
that
there
were
no
academic
researchers
who
are
experts
in
education,
research
and
assessment
that
could
have
been
included
in
this
working
group,
but
nonetheless
there
was
a
lot
of
expertise,
but
I
do
hope
that
the
task
force
that
goes
forward
includes
some
folks
with
expertise
with
data
analysis,
so
they
can
monitor
the
impact
of
these
proposed
changes.
Y
B
Thanks
very
much
for
dr
rivera
and
thank
you
for
organizing
your
thoughts
in
that
way
for
all
of
us
to
hear.
Let's
move
on
now
to
dr
coleman.
If
there
are
other
members
that
want
to
be
heard,
it
looks
like
miss
robinson
would
be
next,
please
virtually
raise
your
hands.
Z
Well,
thank
you,
and
I
appreciate
it
was
a
great
learning
experience
to
hear
the
wide
diversity
of
opinion
in
the
community
about
what
to
do
strong
understanding
that
this
pandemic
is
influencing
this
choice
moment,
and
I
and
I
share
some
of
the
concerns
that
were
raised-
that
we
are
spending
an
inordinate
amount
of
time
on,
maybe
20.
You
know
20
percent
of
our
secondary
students,
when
30
percent
of
our
supposedly
secondary
students
aren't
qualified
to
finish
secondary
school
in
boston,
public
schools.
We
do.
Z
We
have
not
in
my
time
in
this
district
spent
the
equivalent
amount
of
time
on
a
much
larger
percentage
of
our
high
needs
students,
as
we
are
doing
now,
which
really
speaks
to
this.
You
know
interaction
of
power,
privilege
and
and
failed
opportunities
for
too
many
of
our
children.
Z
So,
but
I
want
to
try
to
stay
focused
on
on
this
proposal
because
I
think
there's
a
lot
of
other
complex
issues
that
are
raised
and
in
terms
of
answering
the
question
that
we
asked
I
I
felt
that
this
this
working
group
has
come
up
with
a
very
thoughtful
and
reasonable
solution.
Z
I
believe
that,
as
we
go
forward
with
it,
we're
going
to
have
to
be
responsive
to
the
data
and,
as
things
don't
evolve,
the
way
we've
hypothesized.
We
need
to
be
able
to
change
so
in
terms
of
the
actual
change
for
this
year
in
the
admissions
process
for
the
exam
schools.
I
am
more
than
willing
to
support
that
completely.
Z
I
am
not,
however,
able
to
in
good
conscience,
support
the
additional
recommendations
which
were
beyond
the
scope
of
what
we
were
of
of
them,
and
let
me
explain
a
little
bit
about
my
thinking
there
and
and
in
particular
I
can't
support
a
proposal
that
the
next
step
is
a
working
or
task
force.
That's
focused
on
the
exams,
the
the
process
of
admission
to
the
exam
school.
I
think
that's
way
too
limited
a
question
and
inappropriate
and
inappropriate
for
us
at
this
time.
Z
As
you
all
know,
I
think
these
kind
of
selective
systems
in
a
public
school
environment
is
reflects
a
history
of
systematic
classism
and
racism
that,
by
limiting
our
conversation
to
admissions
into
the
exam
schools,
we
are
we're
perpetuating
the
very
foundations
of
that
system.
So
one
of
the
things
I
want
to
point
out
is
that
in
the
committee
did
this
very
good
job
of
looking
at
the
history
of
the
exam
schools
in
our
system,
but
I
think
they
left
out
a
couple
very
important
issues.
Z
Z
You
know
the
our
our
well-earned,
proud
being
the
birthplace
of
public
education
and
that
that
was
excellent.
Since
then,
however,
the
ways
in
which
we
have
managed
these
exam
schools
have
reflected
growing
issues
of
racism
and
selectivity,
and
I
don't
want
to
have
to
repeat.
I
thought
professor
kennedy
did
her
excellent
job
of
bringing
the
eugenics
argument,
which
is
fundamental
to
anything.
Z
That's
based
on
testing
and
the
resources
that
families
of
wealth
and
if
I
had
stayed
in
boston
and
my
kids
had
gone
here
like
professor
kendy,
I
would
have
no
problem
providing
the
resources
to
be
successful
but
more
important.
It
will
be
bls
was
started
as
a
college
prep
school
and
that's
what
it
was
and
into
the
1950s
60s.
Z
Z
That
would
prepare
you
to
go
into
a
four-year
college
and
most
of
the
other
high
schools
were
not.
They
were
normal
schools.
In
fact,
my
mother
is
a
graduate
of
bla
because
she
she
grew
up
in
new
orleans
graduated
from
the
normal
school,
which
everyone
else
was
doing
in
order
to
start
her
career
at
bu.
She
has
finished
her
time
at
at
bla,
so
it's
common
practice
then,
and
that
issue
becomes
a
problem
for
us,
because
we
have
many
schools
in
our
district
that
offer
cod
preparatory
systems.
Z
But
we
do
that
and
we
have
these
comprehensive,
high
schools.
English
high,
which
we
need
to
remember
english
high
within
memory,
was
the
competitor
with
boston,
latin
school.
It
wasn't
bla,
it
wasn't
the
o'brien,
it
was
english
high,
which
was
not
an
exam
school
or
a
selected
school,
but
kids
would
go,
they
would
select
it
and
they
did
very
well
and
it
was
a
confrontary
school
and
and
and
there-
and
we
have
a
wonderful
history
of
people
graduating
from
that.
Z
Where
doing
what?
What
are
we
doing
for
them?
And
we
need
to
take
that
as
a
coherent
and
complete
conversation
and
not
just
limit
it
to
these
three?
What
become
these
curated
specialized
schools
that
really
don't
reflect
a
district
if
we're,
if
our
primary
responsibilities
become
a
gap
closing
district?
Z
If
we
limit
give
all
our
resources
to
looking
at
these
three
schools,
I
think
we're
failing
too
many
of
our
kids
and
our
children
and
we're
not
taking
advantage
of
this
opportunity
to
re-invent
our
secondary
school
systems.
I'm
not
saying
that
the
latins,
the
boston
latin
curriculum
is
not
a
great
culture
to
have
that
we
that
people
should
be
able
to
choose,
but
it's
set
up
so
that
it
looks
like
it's
the
better
school
and
the
better
curriculum,
because
we
curate
who
gets
in
there.
So
I
don't
go
much
further.
Z
So
therefore
I
would,
I
would
really
prefer
that
we
separate
this
vote
to
vote
on
the
proposed
next
year's
admission
system
and
a
separate
vote
on
the
task
force
recommendations,
and
I
would
actually,
furthermore
like
to
say
we
break
those
three
recommendations
down
to
the
three
recommendations.
One
is
give
support
to
the
the
kids
are
coming
in.
Z
The
other
is
to
start
redoing
our
pre-examination
process.
Again,
I
think
that's
kind
of
sticking
with
the
idea
that
we
have
to
have
exam
schools.
I
don't
know
why
we
have
to,
except
for
some
historical
reasons
that
I
think
are
grounded
in
the
conjoined
twinship
of
racism
and
capitalism
in
our
society.
So
if
we
can't
split
those,
I'm
voting
no.
B
Thank
you,
dr
coleman.
We'll
go
to
miss
robinson
now.
AA
Okay,
you
want
to
say
something
else.
AA
Alrighty,
thank
you.
This
has
been
quite
an
evening
and
I
think,
as
you
know,
over
this
past
week,
receiving
the
hundreds
of
emails
that
went
in
either
direction.
I
was
quite
struck
that,
even
though
we're
talking
about
three
schools,
it
really
felt
like
we
were
talking
about
one
school.
The
majority
of
the
communication
we
had
was
about
boston,
latin
school.
It
really
wasn't
about
the
three
exam
schools
which
you
know
set.
I
feel
for
me
sends
us
in
a
direction
about.
AA
We
are,
as
dr
coleman
is
saying,
we're
failing
significant
numbers
of
our
students.
By
focusing
in
one
place
I
mean
we've
spent
a
lot
of
time
and
probably
the
most
substantive
conversation
that
we've
had
about
schools
in
the
five
years
that
I've
been
on.
The
committee
has
been
what
we've
done
in
this
last
couple
of
weeks,
which
says
yes,
it's
important,
but
shame
on
all
of
us
that
we
have
fifty
thousand
kids
and
what
five
thousand
plus
high
school
students
and
we've
put
a
lot
of
energy.
AA
I
think
what
mr
james
has
said
is
something
that
we
all
need
to
think
about
in
terms
of
what
are
we
trying
to
provide
for
all
of
our
students
moving
forward.
AA
This
needs
to
be
about
the
exam
schools
this
next
year,
but
it
really
is
the
conversation
about,
what's
going
to
happen
with
all
of
our
high
schools,
to
make
sure
that
they
can
all
be
highly
selective,
but
also
I
mean
again
we
keep
saying:
what's
what
is
it
going
to
say
about
a
whole
district
that
it
feels
like
everywhere?
AA
We
look,
we
have
great
work
to
do
so,
we've
you
know,
we've
both
upset
and
supported
a
thousand
folk
in
what
we've
been
talking
about
this
last
couple,
this
last
two
weeks,
but
we've
got
fifty
thousand
plus
kids
that
we
need
to
deal
with.
AA
So
how
can
we
see
this
as
a
beginning
of
a
set
of
very,
very
serious
conversations,
work
groups,
conversations
that
need
to
continue
to
include
the
thousands
of
people
that
have
weighed
in
in
this
last
week
with
opinions
about
what
we
should
do
next
and
how
do
we
turn
that
into
actual
advocacy
and
support
and
watchfulness
over
all
of
what's
going
on
in
our
education
system?
Because
we
cannot
have
this
vote
be
tonight.
AA
People
go
off
in
a
work
group
that,
but
that
we
don't
continue
to
push
back
at
the
many
questions
and
issues
that
have
gotten
raised
about
the
quality
overall
of
our
high
school
education
and
our
opportunities
for
perceived
opportunities
by
families
that,
if
they
don't
get
into
this
one
school,
somehow
their
child's
whole
future
is
gone.
We
know
that's
not
true,
and
we
do
a
disservice
to
all
of
our
students
and
to
our
city.
AA
If
we
allow
that
to
be
the
thought
process
that
we
have
so
yes,
I
am
strongly
in
favor
of
moving
forward
with
the
recommendation
of
the
of
the
work
group,
but
I
feel
like
what
happens
next
needs
to
be
broader
than
just
with
with
what
should
happen
with
the
exam
school
admissions
process,
but
really
needs
to
be
a
serious
look
at
qualitatively.
What
do
we
owe
all
of
our
high
school
students
in
terms
of
a
quality
experience?
AA
B
Thank
you,
miss
robinson,
and
certainly
as
you
and
I
have
spoken
many
times
this
week
and
beyond
about
brenda.
Excuse
me,
dr
cassellius's
plans
for
this
year's
budget.
She
has
spoken
many
times
about
focusing
this
year's
budget
process
on
improving
our
high
schools,
which
is
a
follow-on.
What
was
the
focus
last
in
last
year's
budget
of
improving
our
lowest
performing
schools,
and
so
this
is.
B
Talking
about
our
three
highest
performing
school
high
schools
and
the
seismic
shifts
that
we'll
be
undertaking
through
this
vote
if
it
passes
this
evening,
but
what
that
means
for
all
of
our
other
schools,
many
of
which
are
are
very
high
performing
as
well,
and
I
wish
folks
would
look
beyond
the
three
exam
schools
to
see
some
of
the
great
schools
that
we
have
available
like
snowden.
B
You
heard
in
comments
earlier
and
fenway
and
boston
arts
academy
and
the
muniz
academy,
and
I
always
I
always
worry
that
when
I
start
listing
schools,
I
miss
a
few
new
new
mission.
I
think
new
mission
for
the
last
decade
has
sent
they're
valedictorian
and
salutatory
into
an
ivy
league
school.
B
V
Parents
and
constituents
who
participated
today
during
the
during
the
the
testimonial
period,
like
all
our
like
all
members
on
the
boston
school
committee.
I
did
also
receive
several
emails.
Letters
and
phone
calls
from
from
parents,
but
a
lot
of
them
are
from
asians,
ranging
from
vietnamese
chinese.
V
And
other
other
asians
that
are
somehow
in
some
way
involved
with
the
boston
public
school.
V
V
Through
my
my
time
in
in
my
work
of
course,
I've
learned
something
I've
I've
experienced
something.
Maybe
I
may
have
experienced
many
things
that
you
have
experienced
so
I
went
to
law
school
and
I
have
spent
the
last
30
years
fighting
for
civil
rights,
which
I'm
hoping
that
you
can
hear
me
and
you
can
see
that
I'm
trying
as
sincerely
as
possible
to
address
the
concern.
V
V
A
good
amount
of
time
in
monitoring
and
learning
as
well
as
be
as
as
well
as
becoming
very
familiar
with
the
succession
of
court
cases
or
court
decisions
regarding
school
admission
test.
One
thing
I
can,
I
can
say
this
when
we
have
this
is
the
the
problem
I
have.
This
is
the
problem
I
have
when
an
issue
that
is
seen
as
divisive
between
certain
races.
V
V
V
B
Thank
you
for
those
comments,
mr
tran.
I
believe
mr
o'neal,
you
were
next.
U
Thank
you,
mr
chair,
and
I
first
of
all
want
to
thank
all
the
people
that
spoke
this
evening
and
all
the
people
that
emailed
us
and
left
voicemail
messages
for
us
and
reached
out
and
and
gave
us
their
thoughtful
opinion.
I
will
say
typically
when
the
school
committee
has
a
big
decision
like
this,
we
usually
hear
from
people
that
are
opposed
to
what
is
being
proposed.
U
Traditionally,
people
that
are
in
favor
don't
actually
speak
up
quite
often,
and
yet,
in
this
case
I
would
say,
the
majority
of
the
emails
that
I
received
were
in
favor
of
this
proposal,
and
I
think
that
is
was
emblematic
of
the
comments
tonight
that
they
were
more
in
favor
of
this
proposal
than
again.
So
I
found
that
very
interesting
that
people
wanted
to
speak
up
and-
and
this
was
such
a
powerful
issue
for
them,
and
so
I
thank
everyone.
E
U
Read
reflected
thought
on
on
all
the
comments
I
received.
I
also
want
to
thank
mr
james,
dr
rivera,
miss
robinson,
dr
coleman
and
mr
tron
for
this
conversation
to
date,
because
I
learned
from
each
of
you
and
really
thoughtful
powerful
comments,
and
I
appreciate
all
that
everyone
said
you
know.
I've
been
I've
been
reflecting
on
this
a
lot
and-
and
I
want
to
start
off
by
saying
I
understand
completely
the
superintendent
and
the
working
group's
recommendation
to
not
have
an
assessment
this
year
and
I
pushed
on
it.
As
the
superintendent
knows.
U
I
I
asked
a
lot
of
questions
over
the
past
week.
I
wanted
to
understand
the
thought
process
behind
it,
where
it
was
coming
from
why
it
was
different
some
up
from
other
things,
and-
and
so
I
support
the
the
working
group's
conclusion
on
that
and
more
importantly,
you
know
I
I
do
have
some
concerns
on
on
what
the
working
group
that
came
up
with
I'm
concerned
about
using
zip
codes
over
geo
codes
or
census
tracts.
U
I'm
concerned
in
some
neighborhoods,
where
you
have
you
know
some
poverty
and
and
some
wealth
nearby.
I
think
it
it
gets
masked
by
using
zip
codes.
I
am
concerned
over
great
parity
between
our
grades
and
the
private
parochial
charter
school
grading
system,
I'm
concerned
over
implementation
and
how
this
is
done
with
fidelity,
but
I'm
also
confident
the
working
group
really
looked
closely
at
these
issues
and
talked
it
through
and
most
importantly
reached.
A
compromise
and
compromise
is
a
bad
word
right
now
nationally.
U
It
is.
It
is
seen
as
a
sign
of
weakness
to
compromise,
and
yet
I
believe
it's
a
it's
a
badge
of
honor
and
I
am
so
impressed
by
you
know
abraham
lincoln,
put
together
his
cabinet
and
they
called
it
a
team
arrivals.
U
Well,
I
wouldn't
exactly
say
the
working
group
was
a
team
of
rivals,
but
it
was
definitely
people
that
were
coming
out
this
issue
from
very
different
perspectives
and
they
worked
really
hard.
As
as
the
the
chair
and
the
superintendent
said
before.
These
are
people
that
down
deep
care
about
our
children.
U
You,
you
had
a
little
bit
of
a
history
lesson
for
us,
I'm
only
going
to
go
back
to
july.
You
know
back
in
june,
so
the
superintendent
told
had
to
had
told
us
all
during
the
spring
that
she
was
not
comfortable
with
the
previous
exam
that
she
was
putting
it
out
for
an
rfp
that
that
started
back
in
february
and
then
in
in
june.
I
believe
it
was
told
us
that
she
was
selecting
map
and
then,
in
early
july,
the
opportunity,
achievement
gap,
task
force
said
hey
way.
U
Folks,
I
think
you
should
not
have
we
think
you
should
not
have
an
exam
this
year
and
that
kicked
off
the
conversation
at
this
level
and
we,
as
a
committee,
said,
let's
have
a
separate
group,
get
together,
think
about
it
and
give
us
recommendations
on
what
to
do
this
year
and
that's
exactly
what
they
did.
They
have
come
back
with
recommendations
on
what
to
do
this
year
about
an
exam
policy
for
our
three
schools
that
have
exams
and
and
not
everyone.
We
we
have
different
opinions.
U
We
should
start
to
incorporate
zip
codes
as
a
way
to
have
more
equity
and
equality
across
the
entire
city,
and
we
think
there
should
be
a
working
group
going
forward
to
look
at
how
we
do
it
permanently.
For
these
three
schools-
and
that
was
all-
and
there
were
several
other
requests
as
well.
Most
importantly,
in
my
mind-
support
for
the
students
that
are
entering
the
school
and
in
how
to
finance
it.
U
So
I
believe
it
is
very
important
to
voice
strong
support
for
this
compromise
position
that
was
reached
by
this
group
of
people
that
looked
at
it
really
really
in
depth
and
came
out
with
a
solution
that
I
am
comfortable,
supporting
and
will
support
tonight.
U
I
do
respectfully
ask
you
to
consider
that
the
second
issue
that
you
bring
up
about
how
we
do
with
the
high
schools
overall
and
and
what
do
we
want
to
do
with
that-
may
be
a
separate
issue
and
in
fact
the
the
superintendent
is
already
working
on
it
with
her
high
school
redesign
and
I'd
love
to
get
into
a
conversation
with
her
not
now
at
one
o'clock
in
the
morning.
But
is
it
appropriate
to
have
a
task
force
that
works
on
that?
U
Even
while
I
am
respecting
and
understanding
the
additional
point
that
you
were
bringing
up
and
suggesting
that
we,
you
know,
have
that
conversation
as
well,
but
separate
from
these
recommendations
that
this
group
has
put
in
front
of
us,
and
so
I
will
vote
to
support
it
to
me.
It
comes
down
to
when
I
was
chair.
I
was
very
proud
and
dean
coleman
you
were
vice
chair.
U
We
were
very
proud,
together
to
put
through
put
together
the
opportunity,
achievement
gap
task
force
to
reinvigorate
it,
to
add
the
word
opportunity
to
work
with
the
disc
district
to
start
an
opportunity,
an
achievement
gap
office
to
work
on
funding
it
to
help
them
get
it
across
the
whole
district.
This
to
me
is
an
outgrowth
of
that
task
force
and
I
thank
the
co-chairs
of
that
task
force,
including
miss
robinson
and
pastor,
acevedo
and.
U
U
This
is
where
we
walk
the
walk
in
saying
that
we're
taking
the
action
to
provide
equity
of
opportunity
for
all
of
our
students
and
I'm
proud
to
do
that,
and
so
I
will
vote
to
support
the
recommendations
of
the
working
group
today,
and
I
offer
my
incredible
thanks
to
all
who
worked
on
the
working
group
for
what
you
have
done
and
what
you'll
continue
to
do.
And,
lastly,
I
simply
want
to
say
to
a
jose
valenzuela,
the
bls
grad,
who
was
a
bla
teacher
and
spoke
tonight.
U
I
love
the
fact
that
you
are
teaching
the
future
of
youth
of
our
city,
and
I
want
to
applaud
your
comments
this
evening
and
give
thanks
that
you
are
teaching
and
molding
our
future
youth.
B
Thank
you,
mr
o'neal,
and
thank
you
for
recognizing
the
work
of
the
oag
task
force
in
in
pushing
this
issue
and
calling
the
question
and
thank
you
for
reminding
us
all
of
that.
I
want
to.
G
B
Back
to
mr
james,
before
we
hear
from
the
vice
chair,
mr
james.
X
Hi,
thank
you
chairman.
I
like
to
add
that
the
simple
fact
that
so
many
parents
feel
as
though
their
kids
can
only
succeed
at
exam
schools
speaks
to
the
lack
of
advertisement
and
funding
in
bp
in
other
bps's
amazing
high
schools,
like
the
chairman,
listed
baa,
bcla
bga
new
mission
fenway.
I
have
friends,
I
have
people,
I've,
graduated
middle
school
with
who
go
to
these
schools
and
have
been
participating
in
amazing
opportunities
and
have
been
extremely
successful.
Just
like
myself.
So
I
agree
that
we
need
to
focus
on
other
on
our
other
high
schools.
X
But
let's
start
here
where
we
are
right
now,
we've
already
built
so
much
momentum
around
this
issue
and
finally
have
a
chance
to
combat
systematic
racism
and
educational
inequality.
Let
this
be
the
first
battle
in
a
long
fight
against
these
societal
injustices.
We
don't
need
a
test.
We
simply
don't
need
one
we've
seen
so
many
people
come
to
public
comment
today
and
express
their
support
with
with
the
district's
current
plan.
X
X
B
Well,
thank
you
once
again,
mr
james.
It's
appreciated
for
the
commentary
for
some
from
someone
who
obviously
is
the
closest
to
the
issue.
Out
of
all
of
us.
AA
B
They
had
a
hard
stop
of
1am
and
I
neglected
to
say
thank
you
to
them
before
they
left,
but
for
those
of
you
that
are
maybe
hard
of
hearing
and
are
still
with
us,
the
subtitles
excuse
me
closed.
Captioning
option
is
still
available
to
you
and
we
regret
that
we
couldn't
keep
asl
interpretation
any
longer.
B
Okay,
we
will
hear
from
the
vice
chair
now
miss
oliver
dabila.
W
W
What
else
do
I
have
to
say
he
said
it
all,
but
I'll
try
to
be
short.
I
just
also
want
to
thank
all
of
the
stakeholders,
all
the
community
members,
the
parents,
the
students
and
especially
all
the
exam
school
students
that
came
out
to
testify
or
who
wrote
letters.
W
W
I
know
that
they
worked
furiously
all
summer
long
and
the
fact
that
they
came
to
consensus,
I
think,
is
a
huge
thing,
and
I
also
want
to
thank
all
the
staff
that
worked
on
it
and
also
the
superintendent
because
she's
she
talked
about
this
in
her
interviews
and
how
important
this
was
to
her,
and
I
know
this
is
you
know
dear
to
her
heart.
So
I
thank
her
for
her
leadership.
W
I
you
know.
I
know
this
was
said
before,
but
I'm
going
to
say
it
again.
I
I
really
wish
that
our
community
would
get
as
riled
up
about
the
rest
of
our
schools
as
they
have
about
this.
I
don't
you
know,
I
don't
necessarily
want
to
spend
whatever
amount
of
hours
we
had
tonight.
W
I
realize
it's
important
to
a
lot
of
people
and
I'm
not
saying
it's
not
important,
but
I
think
we
have
a
lot
of
amazing
schools
and
there
are
a
lot
of
schools
that
are
struggling,
and
if
we
spent
this
much
energy
on
those
struggling
schools,
perhaps
they
wouldn't
be
so
struggling,
and
so
I
cannot
wait
for
us
to
have
this
much
energy
to
talk
about
some
of
those
struggling
schools
and
how
we
support
them.
I
also
want
to
thank
ms
sullivan
for
her
comments.
W
They
were
right
on
target
and
dr
kennedy's
letter
was
just
so
emotional,
both
her
comments
and
his
letter.
I
was
really
trying
not
to
cry
because
it
was
just
so
powerful
what
they
both
said
and
I
think
speaking
as
a
person
of
color
and
all
the
experiences
I've
had
growing
up
in
boston
that
have
not
been
positive,
and
that
is
why
I
do
the
work
that
I
do
in
my
day.
W
Job
because
I
don't
want
any
young
person
to
feel
the
things
that
I
felt
of
not
being
good
enough
and
not
being
smart
enough
and
and
feeling
less
than
and
feeling
shame
and
not
valuing
or
having
anybody
tell
me
my
language
or
my
culture
was
an
asset
not
having
any
teachers
that
were
teachers
of
color.
Until
I
was
in
college,
I
mean
that's
ridiculous,
so
I
just
really
want
to
thank
again
her
for
her
comments
and
the
whole
the
whole
working
group.
W
I
think
you
know
that
we
talked
a
lot
about
this
year
and
that
it's
it's
because
of
covet
harm
and
covet
harm
is
real
and
it
has.
It
has
impacted
african-american
black
immigrant,
undocumented
latino
communities
the
hardest,
both
in
terms
of
the
the
actual
virus
and
in
terms
of
you
know
economically.
W
But
for
me
it's
beyond
that,
and
it
is
sad
that
it
takes
a
pandemic
to
get
us
to
have
this
conversation.
It
is
real,
but
it's
beyond
that,
and
I
I
really
want
us
to
continue.
Having
this
conversation,
I
think
some
of
the
electeds
talked
about
really
pushing
this
forth
and
I
also
want
to
push
this
forth.
I
do
not
think
this
should
be
just
a
one-year
piece.
However,
I
do
think
that
then
you
know
the
task
force
will
have.
W
I
know
they'll
have
more
dialogue,
it's
a
different
time,
we're
in
a
different
time
period
and
they'll
be
able
to
elicit
feedback
and
have
different.
You
know
members
as
part
of
that
task
force.
I
mean
we
know
that
black
and
latino
youth
are
under
represented
and
they
have
been
locked
out
of
this
opportunity
and
for
me
you
know
it's
just
criminal,
that
the
percentages
have
not
increased.
You
know
in
like
three
decades
or
more
to
me
that
is
racist.
W
I
there's
no
other
way
for
me
to
look
at
it
and
I
was.
I
was
offended
by
some
of
the
emails
that
I
received
because
there
was
a
lot
of
conversation
about
how
there
would
be
a
decrease
in
rigor,
and
I
really
appreciated
so
many
of
the
speakers
that
talked
about
the
fact
that
it
was
not
about
that,
and
also
that
we
already
had
been
accepting
students
with
a
b
grade.
We're
not
you,
know
dumbing
it
down.
W
As
some
people
would
say,
our
students
of
color
are
just
as
smart
as
anyone
else,
and
it's
really
about
opportunity.
They
don't
start
at
the
same
level
playing
fields,
for
example
students
who
lived,
who
live
in
more
advantaged
homes
by
the
time
they're
three
years
old.
They
have
been
exposed
to
30
million,
more
vocabulary,
words
and
that's
not
because
you
know
black
or
latino.
Undocumented
people
aren't
smart.
It's
it's
a
matter
of
what
we
have
done
as
a
society.
W
If
we
look
at
racism
in
this
country,
if
we
look
at
latin
america
and
being
colonized
and
raped
and
pillaged,
all
of
those
things
are
historical
and
they
have
brought
us
to
this
point
where
we
haven't
had
the
same
access,
we
haven't
had
the
same
wealth
and
we
don't
start
at
a
level
playing
field.
So
I
was
very
deeply
offended
by
those
comments.
W
I
think
that
all
of
our
schools
should
reflect
the
student
body
that
we
have.
We
should
not.
It
should
not
be
acceptable
to
have
schools
that
don't
represent
that
just
not
acceptable,
and
I
do
stand
by
my
statements
from
the
last
meeting
that
I
think
that
bps
students
should
have
a
greater
weight
and
priority
who
have
been
going
to
school
and
bps.
W
You
know
the
task
force
will
have
to
look
at
that,
but
I
do
stand
by
my
statements.
I
think
that
it
was
a
thoughtful
proposal.
It
was
a
it's
a
good
start
again.
I
don't
think
that
it
goes
far
enough.
I
think
we
should
continue
to
seek
feedback.
We
should
have
alumni
on
that
task
force.
We
should
have
some
other
language
languages
as
parents
who
speak
other
languages,
and
I
do
think
I'm
I'm
going
to
vote
for
this.
W
The
one
concern
that
I
have
and
I'm
going
to
vote
on
this
regardless
of
my
concern,
but
I
think
the
task
force
should
take
a
deeper
look.
Is
I
am
concerned
about
the
hidden
poverty
in
zip
codes,
so
I
would
like
to
take
a
deeper
look
because
I
know
there
are
certain
neighborhoods
that
that
have
low-income
families
that
are
living
there,
but
the
neighborhood
itself
is
seen
as
a
wealthy
neighborhood.
W
So
I
just
would
like
to
take
a
a
deeper
look
at
that
and
I
just
want
to
lastly
say
that
I
really
really
appreciated
so
many
parents
that
came
forward
and
who
are
in
my
situation.
I
have
a
sixth
grader.
She
was
part
of
the
exam
school
initiative
this
summer
and
you
know,
I
think,
that
many
of
many
parents
that
came
forward
really
talked
about
the
fact
and
dr
kennedy
too.
I
think
he
he
said
it
better
than
I
can
say
it
is.
W
W
I
can
provide
you
know,
and-
and
so
I'm
okay
with
that,
and
I
just
really
want
to
say
for
those
people
that
came
and
said
that
really
from
the
bottom
of
my
heart,
I
was
very
very
touched,
and
I
thank
you
for
being
able
to
see
the
bigger
picture
of
equity
and
and
that
you
know
sometimes
we
have
to
pass
on
things
for
the
greater
good
of
everybody,
and
I
am
okay
with
that.
So
thank
you
for
letting
me
say
those
words.
B
Thank
you
very
much.
Vice
chair
truly
appreciate
your
additional
comments
before
I
I
close
with
my
comments.
I
want
to
go
first
around
to
the
committee
to
see
if
there
are
any
further
comments
from
the
committee.
B
I
think
everyone
said
their
piece,
but
I
also
thought
we
did
hear
briefly
from
pastor
acevedo
one
of
the
working
group
members
at
the
last
meeting
and
I'd
be
remiss
if
I
didn't
recognize
that
I
think
one
two
three
four
eight
of
our
nine
working
group
members
who
put
in
so
much
time,
including
the
over
eight
hours
of
this
meeting
tonight,
to
stick
with
us
throughout
this
entire
process.
B
D
O
B
Fair
observation,
but
again
you
know
this
is
out
of
recognition
for
again
just
the
yeoman's
work,
yo
woman's
work
that
each
of
you
put
in
here
on
this
process.
You
know,
I
think
this
leads
into
my
comments
fairly
well,
because
I
have
to
say
for
one:
I'm
exhausted
not
tonight.
B
In
a
in
in
what
might
be
the
worst
time
of
our
lives
that
all
of
us
or
would
have
experienced
or
will
experience,
so
I
just
want
to
put
that
out
there,
and
you
know
we're
all
stressed
and
we're
all
tired,
and
I
just
want
to
name
that
and
to
to.
E
B
B
Eight
months,
and
certainly
superintendent-
I
you
know-
I
I've
made
light
of
it
before,
but
I
think
you
know
you
work
36
hours,
36
hour
days
and
10
days
a
week
on
behalf
of
these
students
and
our
families,
but
we
do
it
for
for
the
kids,
every
kid
in
this
district
is
who
we're
serving
with
the
deci
the
critical
decisions
that
we're
making,
particularly
in
this
time,
and
so
with
that.
That's
what
brings
me
to
the
observation
that
you
know:
I've
served
a
long
time
in
public
service.
B
You
know
for
the
most
part,
in
the
background
you
know
I've
spent
about
18
years
in
public
service,
and
I
feel
like
I've
done
some
good
things
and
I'm
just
speaking
personally
for
a
moment
before
I
move
back
to
the
issue
that
it's
that's
at
hand,
but
just
thinking
about
the
the
ingenuity
of
this
working
group,
the
commitment
of
this
committee,
the
commitment
of
our
superintendent
of
our
mayor
and
all
of
our
the
folks
in
the
district
coming
to
do
this
work
amidst
this
pandemic
every
day.
B
This
is
the
proudest
moment
that
I've
had
in
my
18
years
in
public
service.
So
I
just
want
to
name
that,
and
I
say
that,
because
this
is
this:
isn't
the
outcome
that
I
pictured
a
couple
months
ago.
You
know,
I
thought
we
we
could
salvage
a
test.
You
know
that's
when
this
began.
We
we
heard
very
critically
from
the
opportunity
achievement
gap
task
force
that
we
should
suspend
the
test.
B
It
became
a
twitter
hashtag
and
I
think
you
know
I
typically
have
a
reaction.
That
goes
a
little
bit.
Something
like
this.
We
don't
make
policy
by
by
tweet,
we
don't
make
policy
by
hashtag,
and
that
is-
and
I
want
to
make
clear
that
that
is
not
any
commentary
on
the
good
work
of
our
task
force,
but
we
had
work
to
do
and
the
position
that
we
were
in
in
june
and
july
when
the
calls
came
in
to
suspend
the
test.
B
At
that
time,
our
city
was
in
a
different
position
and
many
of
us
were
in
a
different
mindset
with
respect
to
what
might
be
possible
with
this
school
year,
and
I
think
we
got
we.
We
were
at
a
point
over
the
summer
thinking
we
would
all
be
back
in
school
in
september
and
maybe
not
everyone
every
day,
but
we
would
certainly
be
much
closer
to
what
a
normal
school
year
and
school
day
looks
like
than
where
we're
at
right.
Now.
B
And
have
it
be
such
a
radical
departure
from
what
we
are
typically
accustomed
to
in
this
district
for
admissions
in
the
exam
schools?
The
enormity
of
this
decision
is
apparent
from
the
reaction
of
the
community
good
and
bad
positive
and
negative,
and
again
you
know
this.
This
response
isn't
at
its
base.
I
just
want
to
reiterate:
it's
meant
to
be
a
critical,
critical
part
of
our
pandemic
response.
B
You
heard
the
mayor
talk
about
that
about
seven
and
a
half
hours
ago,
and
you
know
I
think
a
lot
of
the
commentary
focuses
on
you
know
the
fact
that
we've
got
a
rising
infection
rate
and
whether
we
can
get
a
test
done
in
the
current
rate
and
the
fact
that
we
have
other
testing
going.
B
Similar
to
this,
I
I
want
to
respectfully
put
that
to
the
side,
because
I
think
the
real
reason
why
we
can't
do
this
test
this
year
is,
in
light
of
the
seven
months
of
interrupted
educational
experiences,
that
all
students
in
this
district
have
experienced
and
specifically.
B
B
In
my
view,
it
would
only
measure
means
an
assessment
that
measures
means,
but
not
ability
is
not
the
type
of
measurement
that
we
need
to
be
using
to
to
determine
the
aptitude
and
the
capacity
of
our
students
to
perform
and
succeed
in
these
exam
schools,
and
I
want
to
note
that
there's
a
number
of
other
excuse
me
districts
that
are
facing
the
same
question.
San
francisco
just
last
night
voted
on
lowell
high
school
to
eliminate
all
entrance
requirements.
Lowell.
Is
there
they're
latin?
B
That's
a
that's
another
radical
step.
I
understand
that
was
not
a
unanimous
vote
and
I
understand
that
one
of
the
school
committee
members
in
san
francisco
was
pointing
to
boston
as
the
reasonable
solution,
and
so
I
wish
he
would
have
come
here
and
spoke
in
public
comment
tonight,
but
nevertheless
we
will
take
it.
B
B
B
You
know
when
I
the
first
time
I'm
not
from
here.
You
know
I
grew
up
in
florida,
my
parent,
my
father,
grew
up
in
massachusetts
and
and
moved
to
florida
in
1964,
I'm
the
first
person
in
my
family
to
move
back
here
and
the
first
time
I
ever
heard
of
nubian
square.
At
the
time
it
was
dudley
called
dudley
square
was
when
I
read
the
autobiography
of
malcolm
x
when
I
was
age
15,
and
you
know
that
opened
me
to
some
of
the
experiences
of
of
the
black
community
in
boston.
B
When
I
got
here
in
1999
the
book
assigned
to
me
for
my
summer
reading
before
I
started
law
school
at
northeastern
was
common
ground
by
j
anthony
lucas.
The
book
chronicling,
the
busing
crisis
in
the
70s.
B
I
would
again
this
is
you
know
playing
up
my
naivete,
but
you
know,
as
you
move
through
your
daily
life
in
boston,
we
like
to
think
that
we're
liberal
and
massachusetts
we
like
to
think
that
we're
liberal
we
like
to
think
that
we're
open
and
accepting,
but
there
really
is
that
divide
that
exists
and
it
sometimes
simmers
right
below
the
surface.
B
I
think
about
some
conversations.
I've
had
over
the
years
with
other
parents
on
playgrounds.
B
You
know
it
was
jarring
to
me
the
fact
that,
40
years
later,
that
people
hang
on
to
the
issues
of
busing,
particularly
when,
for
I
look
at
folks
in
a
similar
background,
as
mine
and
say
you
know,
you've
you've
made
it.
You
know
you
succeeded,
you
you've
been
able
to
you've
been
able
to
succeed
in
spite
of
what
you
perceived
to
be
an
issue
that
negatively
affected
you
40
years
ago.
B
B
B
So
I
think
we're
what's
at
the
core
of
you
know.
My
view
here
is,
is
that
you
know
we
need
to
change
to
get
better.
We
need
to
make
change
to
get
better.
We
need
to
do.
B
We
need
to
take
action
in
an
effort
to
actually
show
our
community
and
our
nation
that
this
city
is
ready
to
heal
and
move
on
from
decades
of
negative
history
in
this
regard,
and
so
nothing
prepares
you
for
the
enormity
of
this
change
and
the
gravity
of
this
change.
B
So
what
I
want
to
close
once
more
on
the
courage
of
each
and
every
one
of
you,
our
superintendent
of
the
working
group
for
bringing
this
forward
to
us
for
the
mayor
for
owning
this
and
for
pushing
us
on
this
I'd
be
remiss
if
I
didn't
take
a
moment
and
just
note,
I
do
feel
for
the
sixth
grade
parents
that
we've
heard
from
both
tonight
and
in
in
writing.
B
As
I
started
my
comments
long
ago
in
this
meeting
earlier
tonight,
this
is
an
anxious
time
for
a
sixth-grade
parent
in
normal
times,
so
to
have
a
pandemic
laid
on
top
of
that
and
then
an
upheaval
in
the
way
that
we
must
do
conduct
our
admissions
as
a
result
that
just
only
that
can
only
add
to
the
anxiety
and
the
uncertainty,
and
I'm
sorry
for
that.
B
This
is
unfortunate
timing,
but
this
is
the
steps
that
we
must
take
forward
to
ensure
equity
of
access
for
all
of
our
residents
across
the
city,
while
maintaining
a
merit-based
approach
to
admissions
to
our
exam
schools.
So
I
wholeheartedly
support
I've.
I've
previously
pledged
my
support
for
this,
but
I
want
to
reiterate
that
I
wholeheartedly
support
this
proposal
and
thank
the
working
group
once
more
and
the
superintendent
once
more
for
bringing
forward
this
recommendation
so
pastor
acevedo.
I
hope
I
didn't
go
on
too
long.
B
But
nevertheless
I
do
want
to
pause.
I
heard
doc
and
go
procedurally
for
a
moment.
I
did
hear
dr
coleman
earlier
expressed
his
concerns.
It
is
my
fervent
hope
that
we
can
achieve
a
unanimous
unanimity
on
the
vote
for
the
admissions
policy,
so
I
will
ask
ms
sullivan
to
connect
conduct
two
votes
once
we
ask
for
a
motion
to
to
vote
first
on
the
amendment
to
the
admissions
policy,
and
then
we
will
take
a
second
vote
on
the
additional
exam
school
recommendations
from
the
working
group.
B
I
hope
the
the
committee
will
indulge
me
on
that.
I'm
I'm
happy
to
discuss
that
briefly.
If
there
are
any
concerns
about
that.
Looking
around.
B
X
I
just
going
back
to
my
point
earlier
about
having
student
representatives
on
the
working
group.
I
would
like
to
know
if
that
is
possible
and
if
so,
I'm
not
really
sure
about
the
the
logistics
around
that,
if
that
would
be
added
into
the
working
groups,
recommendation
that
you're
voting
on
tonight
or
if
that's
something
that
would
be
amended
afterwards.
X
But
I
would
just
want
to
reiterate
that
point.
I
think
student
voice
is
extremely
critical,
especially
on
this
issue
moving
forward,
and
I
just
wanted
to
say
that,
on
behalf
of
bsac
and
myself,.
B
Thank
you,
mr
james,
and,
to
that
point,
we're
voting
on
the
establishment
of
task
force,
but
not
the
membership
of
the
task
force.
This
evening,
mr
o'neill.
U
Yes,
mr
chair
point
of
order
is
just
an
explanation
for
mr
james.
First
of
all,
fully
support
having
student
voice
on
the
task
force.
Thank
you
for
pushing
that.
I
I
know
a
number
of
the
other
members
have
supported
as
well
our
bylaws
state
that,
when
we
form
a
task
force,
the
chair
forms
the
task
force
and
then
comes
to
us
for
approval
on
membership
of
the
task
force.
U
So
we
will
have
a
chance
to
both
give
feedback
now
on
on
what
we
suggest,
such
as
dr
rivera
suggested,
an
academic
person
as
well
as
student
and
a
number
of
us
supporting
your
request
and
suggestion
on
having
student
votes
on
voice
on
it.
So
just
want
to
let
you
know
that,
typically,
when
we
form
a
task
force,
we
get
a
chance
to
actually
vote
on
the
membership.
B
Dr
kiss
elias,
thank
you
for
clarifying
that.
I
I
believe
there
was
some.
B
Misunderstanding
with
respect
to
the
status
of
the
work
working
group
going
backwards,
the
working
group
was
indeed
a
a
group
appointed
under
your
authority.
The
working
group
has
proposed
to
continue
on,
but
they
haven't
proposed
the
context
of
their
continuing
work.
B
What
I
am
taking
forward
as
part
of
this
recommendation
and
putting
forward
for
the
vote
this
evening,
is
that
the
working
group
be
elevated
to
the
level
of
a
task
force
under
the
school
committee
and
the
critical
difference
there
is
to
me
at
least,
is
that
a
task
force
is
a
subcommittee
of
the
school
committee,
which
means
it
it's
subject
to
open
meeting
law
and
the
members
of
the
working
group
would
deliberate
in
public
unless
there
was
some
exception
for
executive
session.
Of
course,
I
think
it's
important
to
have
this
continuing
discussion
in
public.
B
Crisis
response,
if
you
will
over
the
last
couple
of
months,
but
certainly
going
forward
as
we
talk
about
what
we're
learning
here
from
the
working
groups,
work
over
the
last
several
months
as
well
as
if
this
plan
passes
this
evening,
watching
it
being
put
into
play.
We
want
to
have
that
discussion
out
in
the
open.
B
We
want
to
be
able
to
talk
about
things
like
the
other
districts
out
there
that
have
similar
selective
schools
and
what
their
admissions
criteria
are
and
how
we
might
adopt
the
the
best
of
those
programs
to
to
best
suit
our
students
and
our
our
community,
so
that
I'm
sorry
if
I
went
on
a
little
bit
longer,
but
that's
that
would
be
my
rationale
for
elevating
the
work
of
the
working
group
to
the
task
force
level.
B
B
So
I
want
to
that
we're
at
the
point
where
we're
going
to
ask
for
a
motion
for
a
vote.
I
did
read
the
the
motion
into
the
record
earlier
in
the
meeting.
I
want
to
pause
and
ask
whether
the
committee
would
like
me
to
read
the
motion
into
the
meeting.
Excuse
me
the
the
vote
into
the
record
once
again
prior
to
the
vote.
Yes,
yes,
okay,
I
see
a
couple
of
heads
nodding,
miss
robinson
vice
chair,
okay,
we'll
only
take
a
few
more
minutes.
B
The
first
vote,
which
I'll
ask
for
a
motion
for
in
just
a
moment,
is
voted
in
light
of
the
ongoing
coronavirus
pandemic,
affecting
learning
outcomes
for
all
boston
public
school
students
to
suspend
certain
entrance
criteria
in
the
admissions
policy
for
exam
schools
in
the
boston
public
schools
for
entry
during
school
year,
2021
to
2022
only
and
to
replace
those
criteria
with
the
following
measures,
as
recommended
by
the
exam
schools.
Admissions
criteria
working
group
and
adopted
by
the
superintendent.
B
Further
voted
that
entrance
criteria
in
the
admissions
policy
for
the
exam
schools
in
the
boston
public
schools
for
entry
in
school
year.
21
2021
to
2022
only
shall
be
as
follows:
number
one
any
sixth
grade
student
residing
in
boston
or
otherwise
served
by
boston.
Public
schools
is
eligible
for
admission
into
the
seventh
grade
in
boston's
exam
schools
in
the
2021
to
2022
school
year.
B
I'm
sorry,
I'm
just
going
to
toggle
here
to
a
draft
to
make
sure
that
I
have
the
the
correct
wording
and
any
eighth
grade
student
residing
in
boston
or
otherwise
served
by
boston,
public
schools,
who
is
not
already
attending
a
boston.
Exam
school
is
eligible
for
admission
into
the
ninth
grade
in
boston's
exam
schools
in
the
2021-22
school
year
and
any
eighth
grade
student
residing
in
boston
or
otherwise
served
by
boston.
B
Public
schools
is
eligible
for
admission
into
the
john
d
o'brien
school
of
mathematics
and
science
in
the
2021
to
2022
school
year
for
the
10th
grade
and
I'm
sorry
I
said
eighth
grade
earlier.
This
is
ninth
graders
into
tenth
grade.
B
So
I'm
sorry,
if
I'm
it's
late,
my
comprehension
skills
are
off
so
long
as
these
students.
These
eligible
students
meet
the
following:
an
average
gpa
of
b
or
higher
in
ela
and
math
for
the
fall
and
winter
terms
of
school
year,
2019,
2020
or
b
a
school
a
score
of
meets
or
exceeds
expectations
on
the
2019
2019.
Excuse
me
ela
and
math
mcas.
B
I
want
to
pause
and
make
sure
that
everyone
had
that
correctly
and
let
me
know
if
I
need
to
read
any
of
that
back:
okay
number
two:
the
district
shall
assign
20
of
the
seats
at
each
exam
school
based
on
a
straight
gpa,
rank
citywide
number
three.
The
district
shall
assign
80
percent
of
the
seats
proportionately
by
the
percentage
of
school-aged
children
in
boston
living
in
each
zip
code.
B
Further
voted
to
amend
the
admissions
policy
for
exam
schools
in
the
boston
public
schools
by
deleting
the
provision
allowing
entry
in
grades
eight
and
ten
at
the
boston,
latin
and
boston.
Excuse
me,
bonds,
boston,
latin
school
and
boston,
latin
academy
and
grade
eight.
B
B
You
guys
are
used
to
this.
Is
there
any
discussion
or
objection
to
the
motion.
B
And
for
the
record,
that
was
a
motion
by
mr
o'neill
to
move
this.
This
policy
forward
in
a
second
from
miss
robinson,
miss
sullivan.
We
please
call
her
all.
AA
V
B
B
B
U
B
U
AA
C
V
N
C
That's
six
in
favor
and
one
opposed
the
motion
passes.
U
That's
what
mr
chairman,
I
just
make
one
quick
statement
on
that.
I
know
it
is
not
part
of
the
official
vote,
but
I
want
to
reiterate
my
support
for
student
voice
and
the
task
force
that
you
formulate.
Yes,
I
think.
M
B
Well,
I
did
a
big
exhale
there
and
I
think
we
all
can
take
a
a
step
back
and
breathe
and
to
the
families
that
are
affected
by
this
this
year.
Again,
you,
you
might
not
agree
with
this
decision,
but
I
think
you
can
certainly
live
with
it,
and
I
hope
that
this
decision
and
this
quick
decision
brings
you
certainty
and
direction
to
the
process
for
your
children
over
the
next
couple
months.
I
want
to
first
start
with
that.
W
B
AA
So
I
think
that
I
think
it's
both
sides
and
I
hope
that
we
will
come
together
to
understand
that
there
are
ways
of
looking
at
these
these
issues
and-
and
I
may
be
speaking
out
of
turn
now,
but
I
know
that
we
have
talked
in
the
past
about
I
mean
we
are
now
in
a
time
of
virtual
learning
and
as
we
begin
to
look
again
at
other
kinds
of
new
ways
of
expanding
our
opportunities
for
young
people,
I
would
hope
that
at
one
at
some
point
we
might
be
able
to
consider
whether
or
not
that
we
could
create
a
virtual
opportunity
for
students
who
are
not
able
to
physically
attend
schools,
but
could
still
access
the
latin
school
type
of
curriculum
from
any
school.
AA
And
if
there
were
physical
spaces
as
time
passes,
that
kids
could
transfer
from
being
a
virtual
student
to
an
online
to
a
in-person
student.
Maybe
that
would
be
something
we
could
consider
that
we've
never
been
able
to
consider
before.
But
I
feel
like
if
students
want
a
certain
type
of
curriculum,
they
shouldn't
be
denied
by
the
number
of
seats
that
we
can
provide
for
them.
B
Thank
you
so
much
for
pointing
that
out.
Miss
robinson-
and
I
thank
you
for
especially
for
focusing
on
the
families
that
you
know
have
an
opportunity
here
as
part
of
the
action
that
we've
taken
it's
important
to
to
focus
on
the
positive
here
and-
and
I
do
want
to.
I
wanted
to
make
sure
that
we
acknowledge
the
folks
that
feel
like
they.
B
B
So
it
looks
like
a
couple
more
members
want
to
speak
so
we'll
go
to
mr
dr
coleman,
first
and
then
to
mr
o'neill
and
the
vice
chair.
Z
Great,
I
think
this
this
outcome
puts
a
huge
pressure
on
dr
selius
and
her
high
school
redesign
team,
because
you
know,
I
think
we
need
to.
I
want
to
lift
up
that.
There's
80
of
our
secondary
student
body,
who
are
not
going
to
be
in
these
schools
because
of
their
capacity,
and
we
have
a
huge,
I
think,
more
obligation
to
make
sure
that
their
their
secondary
school
experience
is
as
engaged
as
exciting
and
as
fruitful
as
the
we
assume
is
happening
in
these
exam
schools.
And
so
I
want
to.
B
Thank
you,
dr
coleman.
Mr
o'neill.
U
Yes,
mr
chair,
on
on,
what's
a
pretty
important
vote
for
us,
I
want
to
again
thank
the
co-chair
or
the
the
entire
working
group,
ms
sullivan
pastor,
savito,
mr
conopossus,
our
school
leaders,
etc.
Thank
you
for
the
work
that
you
did
on
this,
mr
chair.
I
want
to
thank
you
for
your
leadership
on
this
issue,
which
has
evolved,
as
you
said
over
time.
U
This
was
a
lot
of
work
to
put
together
the
working
group
in
conjunction
with
the
superintendent
and
to
lead
the
the
committee
through
this
process.
So
I
thank
you
and
superintendent.
I
want
to
thank
you.
You
talked
about
issues
like
this
when
you
first
joined
us
when
you
were
first
interviewing
with
us
and
you
and
I
have
had
a
lot
of
quiet
conversations
that
has
allowed
my
viewpoints
to
mature
and
grow
as
well
from
your
quiet,
leaning
in
as
you
call
it.
B
Thank
you,
mr
o'neill.
Mr
james.
X
X
I
I
just
think
it's
extremely
critical
that
we
take
every
opportunity
we
can
to
introduce
craft
and
pass
policy
that
begins
to
chip
away
at
the
systematic
racist
barriers
that
we
see
in
our
communities
and
in
society,
and
I
want
to
also
thank
those
members
of
the
committee
who
have
supported
my
push
in
bsac's
push
for
student
voice
on
the
task
force
and,
yes,
just
say
just
an
overwhelming.
Thank
you.
B
Thank
you,
mr
james,
mr
tran.
V
Yes,
I'd
like
to
reverberate
on
what
my
my
fellow
member,
michael
o'neill
just
mentioned,
and
I
I
would
like
to
express
my
sincere
appreciation
to
the
working
committee
that
come
up
with
this
policy
absent.
You
know
a
perfect
policy.
I
I
do
believe
that
this
policy
does
address
all
the
major
concerns
regarding
the
the
exam
schools.
V
Superintendent,
I
I
I
appreciate
your
your
work.
I
appreciate
the
fact
that
you
put
a
lot
of
hours,
despite
all
these,
all
these
obstacles
that
the
pandemic
had
somehow
and
common
upon
you.
V
I
would
also
like
to
express
my
gratitude
to
my
chairman,
as
I
said,
stay
there
and
stay
and
be
a
be
the
chairman
for
a
couple
of
more
years.
Will
you
I
do
appreciate
your
your
leadership
to
all
members
who
voted
along
with
with
me.
I
appreciate
your
your
vocal
in
addressing
your
concerns
regarding
racism
and.
V
Bias,
I
share
your
your.
I
do
share
your
commitment
and
I
really
glad
I'm
really
glad
and
honored
that
I'd
be
that
I've
been
working
with
you
for
the
past
year
or
so.
V
Lastly,
I'd
like
to
recognize
the
mayor
who
put
the
time
and
and
and
he
showed
his
concern
regarding
the
the
exam,
the
the
inequality
of
of
the
current
admission
under
the
current
pandemic
situation-
and
I
think
he
by
showing
us
his
leadership
as
well
as
his
outspoken
regarding
this
policy,
I
I
I
think,
he's
in
the
right
direction.
Thank
you.
W
Thank
you.
I
know
it's
really
late,
so
I'm
sorry
to
be
speaking,
but
I
just
think
it's
such
an
important
moment
and
I
I
do
want
to
recognize
the
leadership
of
the
mayor,
because
it
it's
he's
worked
extremely
hard
this
year
on
many
fronts,
with
the
coven
and
getting
resources
to
families
that
most
needed
trying
to
make
the
best
decisions.
You
know
for
the
city
to
keep
us
safe
and
to
to
be
here
with
us
tonight
and
to
stand
with
us.
W
I
do
want
to
thank
him
for
his
leadership.
I
also
want
to
thank
the
chair,
because
the
chair
did
push
very
hard
on
making
this
happen.
I
know
that
people
don't
know
that
because
they
don't
get
to
see
all
the
stuff
you
know
behind
the
scenes.
So
I
do
want
to
appreciate
your
chair
and
again
thank
like
the
the
working
group
and
the
staff
because
they
put
in
a
lot
of
time
and
the
superintendent.
I
know
the
superintendent
and
I
had
several
conversations
you
know.
Obviously,
when
we
interviewed
her.
W
She
talked
about
this
and
when
this
you
know,
committee
was
being
formed,
and
you
know
I
remember
speaking
to
her
and
you
know,
and
she
talked
about
her
integrity
and
what
kind
of
the
decision
would
be,
and
I
really
appreciate
that
about
her-
that
you
know
she
has
a
lot
of
integrity
and
really
just
understands
when
we
talk
about
equity.
What
that
means.
So
I
just
again
want
to
appreciate
her
and
I
do
want
to
echo
dr
coleman's
comments.
W
I'm
I'm
looking
forward
to
having
the
conversation
about
all
our
high
schools
and
high
school
redesigns.
So
it
cannot
just
be
you
know
about
the
exam
schools
and
then
I
just
want
to
say
you
know,
I'm
I'm
pretty,
I'm
a
pretty
jaded
person.
People
know
that
and
I'm
always
looking
at
like.
W
What's
your
angle,
all
that
stuff,
so
I
just
want
to
say
that
I
really
it
gave
me
so
much
hope,
like
you
know,
to
see
so
many
people
come
out
and
support,
because
this
is
a
journey
that
we
all
have
to
be
on.
So
the
journey
has
to
be
a
look
at
yourself
and
your
life.
How
are
you
living
your
life?
So
if
you
want
to
go
out
and
protest,
you
know
and
have
signs
about
that.
We
should
have
you
know
racial
justice,
social
justice.
W
That's
a
wonderful
thing!
I
encourage
that.
It's
been
beautiful
to
see
so
many
walks
of
life
coming
together
to
do
that.
But
if
that's
all
you're
doing
then
just
please
don't
come
out
with
your
signs,
because
we
need
more
than
just
protests.
We
need
people
to
take
a
hard
look
at
their
lives.
How
are
you
living
your
life?
Who
are
your
friends?
W
Where
do
your
kids
go
to
school?
Who
are
their
friends
and
until
we
can
really
start
to
make
some
changes,
then
we're
not
going
to
move
forward,
and
so
I
was
really
just
encouraged
and
had
so
much
more
hope
by
seeing
so
many.
So
many
people
come
out
again
from
different
walks
who
were
like,
let's
take
action,
so
I
think
we're
on
this
journey
together
and
I
just
really
want
to
thank
and
recognize
all
those
people
that
came
out-
and
I
know
that
it's
you
know
not.
W
We
didn't
land
where
everybody
wants
us
to
be,
but
I
hope
that
at
some
point
we'll
be
able
to
all
look
back
and
see
how
this
decision
has
positively
impacted,
and
I
do
again
want
to
keep
moving
forward
and
not
just
have
it
be
a
year
conversation
and,
lastly,
and
most
importantly,
I
don't
know
who
cavani's
teachers
are,
but
I
hope
they
give
them
a
pass
tomorrow,
because
it's
two
o'clock
in
the
morning.
I
just
want
to
appreciate
him
because
he
actually
has
school.
W
B
I'll
have
to
send
an
email
to
mr
halland
before
we
go
to
bed,
or
maybe
dr
caselias
can
do
so.
B
Thank
you
vice
chair
and
thank
you
for
just
thank
you
for
the
kind
words
to
my
fellow
members.
This
is
a
team
effort
and
you
know,
speaking
of
team.
I
you
know,
we've
been
thanking
the
working
group
so
much
we're
almost
getting
putting
it
beside
the
point.
The
fact
that
they
have
so
much
more
work
to
do
now
that
they've
figured
out
this
interim
solution.
B
You
guys
get
to
to
fix
the
whole
kit
and
caboodle
going
forward
now.
So
I
think
we've
still
got
at
least
six
of
you
with
us,
the
other
two
or
three
you're
smart
to
go
to
bed.
At
this
point,
I
I
wanna
just
take
one
more
moment
there
she
is
smiling
face,
miss
sullivan.
B
B
I
believe
we
kind
of
went
through
essentially
a
new
business
period
right
now,
but
if
there
is
any
other
new
business
that
this
the
committee
would
like
to
raise
at
this
time,
we
can.
We
can
have
a
brief
discussion.
So
I'll
look
around
for
any
comment
or
questions.
B
Mr
mr
james,
yes,
I
already
told
you
you
get
your
pass
from
school
tomorrow.
X
I
I'm
usually
up
at
this
time
doing
homework
anyways,
not
that
nothing
really
that
new
or
different,
but
I
very
much
appreciate
it.
I
was
just
gonna
say
that
at
the
last
meeting
I
believe
it
was
dr
coleman
who
brought
up
during
the
new
business
period
about
sort
of
the
district's
work
around
getting
adequate
information
about
where
students
live,
and
I
was
just
wondering
if
that
could
be
something
that
we
hear
about,
possibly
at
the
next
school
committee
meeting
and
sort
of
their
work
around
that.
B
I
thank
you,
mr
james.
I
think
we
can
go
back
and
look
at
the
minutes
and
and
try
to
reconstruct
something
and
ask
the
the
superintendent
to
perhaps
incorporate
that
in
her
reopening
report
at
the
next
meeting.
I
believe
the
next
that
was
asked
in
the
context
of
reopening,
because
we
were
having
trouble
reaching
a
number
of
our
student
students
and
their
families,
because
we
didn't
have
accurate
addresses,
is
that
what
your
recollection
is
as
well.
X
Yeah
and
into
the
point
of
m7s
as
well
back
when
I
had
brought
up
the
m7
to
being
mailed.
Of
course,.
B
Well,
thank
you,
mr
james,
for
that
and
superintendent.
If
you
and
your
team
would
please
make
a
note
well.
That
concludes
our
business.
For
this
evening
nine
hours
and
one
minute
after
we
started
that
might
be
a
record,
at
least
in
my
tenure.
I
know
the
speakers
were
this
evening.
B
At
the
very
least,
the
next
school
committee
meeting
is
going
to
take
place
on
wednesday
november
4th
at
5
00
pm
here
on
zoom
in
the
meantime,
between
now
and
then
we
have
an
election,
so
please
go
vote
either
on
november
3rd
or
before
that
by
voting
early
or
voting
by
mail.
Whatever
you
do
just
do
it,
and
if
there's
nothing
further
I'll
entertain
a
motion
to
adjourn.
Z
B
Thank
you,
dr
coleman.
Second,
from
miss
robinson,
I
assume
it's
unanimous
consent,
but,
as
you
know,
we
have
to
roll
out
of
here
on
a
roll
call
vote.
So,
ms
sullivan,
please
take
it
away.
U
V
N
B
Well,
thank
you
once
again,
miss
sullivan
and
thank
you
to
all
all
of
my
colleagues.
This
has
been
an
incredible
night
and
just
another
milestone
on
the
incredible
work
that
we're
all
doing
here
for
our
students
and
our
families
in
our
city.
So
I
thank
you
for
that.
I
wish
you
a
good
night
and
I'll
see
you
in
a
few
weeks.