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From YouTube: Boston School Committee Meeting 4-7-21 - Virtual
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.
A
C
D
A
A
F
G
G
B
A
Thank
you,
mr
tran
did.
Let
me
know
he
was
not
going
to
be
able
to
join
us
this
evening.
At
this
time.
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
an
executive
session
for
the
purposes
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union.
To
have
this
discussion
in
an
open
meeting
could
have
a
detrimental
effect
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
session
at
5
00
pm.
Is
there
a
motion?
A
H
A
A
Good
evening,
everyone,
the
committee,
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union
tonight's
session
is
being
shared,
live
via
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
also
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
A
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish
haitian
creole
cabo,
radiano,
cantonese
mandarin
and
vietnamese
after
I
asked
the
interpreters
to
introduce
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
bernal
and
mr
dominguez.
If
you
could,
please
introduce
yourselves
and
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel
into
spanish.
I
Certainly,
thank
you,
madam
chair
good
evening.
Everyone,
my
name,
is
juan
bernal.
I
am
the
spanish
interpreter,
one
of
the
interpreters
assigned
to
interpret
simultaneously
in
spanish
tonight.
I
will
now
proceed
to
explain
how
to
access
the
interpretation
icon
in
spanish
for
all
the
spanish
speakers.
A
P
P
A
Q
A
A
B
A
A
A
A
You
can
use
the
zoom
tools
to
rename
yourself
so
that
the
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you
and
thank
you
in
advance
for
your
cooperation
before
we
move
into
our
regular
business
this
evening.
I
just
wanted
to
say
a
few
words
about
something
that
is
on
a
lot
of
our
minds
lately,
which
is
mcas.
A
The
school
committee
shares
the
concerns
we
have
heard
from
students,
families
and
teachers
about
the
implications
of
mcas
testing
this
year.
The
vice
chair
and
I
have
been
in
communication
with
commissioner
riley
and
we
have
shared
with
him
that
we
support
the
superintendent's
position
on
mcas.
That
position
is
that
this
pandemic
year,
mcas
should
be
cancelled.
A
A
Students
in
boston
will
be
better
served
with
information
from
formative,
school
and
district
specific
assessments,
in
addition
to
other
local
data,
if
mcas
is
not
cancelled,
we
believe
strongly
that
the
test
should
only
be
used
as
an
assessment
and
not
as
a
high
stakes,
accountability
tool.
We
urge
the
commissioner
to
further
reduce
the
stakes
of
assessments
this
year
by
excluding
their
use
from
students,
final
grades
grade
promotion,
decisions,
educator
evaluations
and
local
school
ratings.
A
We
also
shared
this
message
with
secretary
of
education,
miguel
cardona,
who
visited
us
who
visited
us
last
week.
We
are
also
in
regular
communication
with
the
massachusetts
association
of
school
committees
and
the
council
of
great
city
schools,
a
national
advocacy
organization
for
large
urban
school
districts
on
which
vice
chair
o'neill,
serves
as
the
chair
of
the
board.
A
We
are
pleased
with
the
commissioner's
recent
recommendation
to
exempt
this
year's
11th
graders
from
passing
mcas
in
order
to
graduate
from
high
school.
We
urge
the
commissioner
to
go
further
by
canceling
mcas
or
reducing
the
stakes
of
assessments.
This
year
our
students
and
families
are
reeling
from
a
year
of
unprecedented
learning
interruption
and
now
is
the
time
to
come
together
to
support
our
students
and
begin
our
recovery,
so
that
can
we
can
emerge
stronger
than
before.
A
On
another
note,
I
am
happy
to
announce
that
the
boston
student
advisory
council
has
selected
a
member
to
be
their
student
representative
on
the
school
committee.
This
will
be
formalized
by
our
mayor
kim
janey
and
once
that
is
formalized,
we
look
forward
to
having
this
young
person
join
us
at
our
next
meeting
on
april
28th.
A
F
H
C
C
As
you
know,
I
started
my
education
career
as
a
paraprofessional
for
special
education
students.
I'm
never
going
to
forget
that
experience.
It
was
quite
valuable
and
I
think
every
member
of
our
team
is
valued
and
important,
and
I
just
want
to
make
sure
that
I
acknowledge
our
paraprofessionals
and
appreciate
all
that
they
do
every
day
for
educators
for
the
staff
and,
most
importantly,
for
our
students
and
families.
C
So
part
of
that
work,
and
what
I
was
trying
to
share
is
one.
We
have
emergent
emergent
work
right
in
front
of
us,
which
is
a
very
strong
return
coming
april,
26th
with
our
five-day,
expanded
learning
in
person,
learning
for
our
students,
then
launching
a
summer
program
in
partnership
with
our
boston
after
school
and
beyond
partners
and
we'll
work
throughout
the
school
year.
Then
to
work
with
our
educators,
our
school
leaders,
our
students,
our
parents
in
joint
task
forces,
so
that
we
can
have
a
strong
return.
C
C
There's
been
a
lot
of
interest
in
this
federal
relief
funding
for
k-12
education
and,
although
we
haven't
yet
received
our
allocation
or
guidance
from
the
state,
we
have
begun
to
think
through
how
that
funding
could
be
used,
which
we
anticipate
is
probably
going
to
be
around
275
million
dollars
back
of
the
napkin,
and
we
have
currently
in
cares.
2
funding
about
123
million,
so
over
three
years
we
have
the
opportunity,
with
about
400
million
dollars,
to
really
support
our
core
strategic
direction
that
I
just
spoke
about.
C
We
want
to
do
that
in
collaboration
with
our
community.
I
know
that
you
all
have
been
getting
a
lot
of
calls
saying.
How
are
you
going
to
spend
the
money?
How
are
you
going
to
hold
the
superintendent
accountable?
I
want
to
assure
the
community
that
we
will
have
a
community
process
for
this
funding.
We
will
invest
this
funding
in
children's
success.
C
We
will
put
a
sharp
focus
on
equity
and
make
sure
it
goes
through
our
equity
tools
and
make
sure
that
the
we
are
holding
ourselves
accountable
and
that,
at
the
end
of
three
years
we
can
deliver
on
what
it
is.
We
intend
and
say
that
we
want
to
do
for
children,
we're
currently
planning
to
use
the
funding
in
four
different
areas.
The
first
is
to
continue
to
provide
and
ensure
for
the
health
and
safety
of
our
students.
C
So
we've
got
to
be
really
cautious
about
the
funding
investments
that
they
don't
lead
to
funding
cliffs,
where
you've
hired
a
bunch
of
staff.
We
saw
this
with
the
funding
ara
funding
that
was
available
during
the
obama
years
and
that
stimulus
funding
people
rushed
and
hired
staff,
and
then
just
a
few
years
later
were
finding
that
they
had
to
do
a
lot
of
layoffs.
We
do
not
want
to
get
in
that
situation
so
where
we
think
that
we
need
to
make
investments
for
the
long
term.
C
We
will
use
that
100
million
dollars
in
our
operating
funds,
or
we
will
need
to
go
to
the
city
and
ask
for
some
additional
revenue
in
order
to
continue
those
promising
practices
for
beyond
the
three
years
that
this
this
money
is
available
for.
As
you
know,
this
pandemic
has
revealed
deep
inequities
in
our
system.
C
I
was
pleased
to
hear
you
speak,
madam
chair,
a
little
bit
about
the
secretary's
visit.
It
was
a
wonderful
visit.
Miguel,
cordov
cordona
was
able
to
visit
boston,
and
it
was
his
first
stop
on
his
help.
Is
here
tour
which
is
focused
on
learning
from
school
districts
across
the
country
about
their
successful
strategies
for
reopening
together?
C
I
can't
thank
principal
gand
enough
and
her
staff
and
all
of
the
tynan
students
for
being
so
welcoming
to
our
special
guest
tainan
staff.
Members
provided
important
perspective
and
insights
about
the
challenges
they
encountered
this
past
year
and
how
their
individual
roles
were
crucial
to
the
entire
school
community.
C
I
believe
secretary
cardona
was
incredibly
impressed
by
the
resolve
and
intentionality
and
compassion
that
boston
public
schools
has
used
to
approach
our
multifaceted
solutions
during
this
incredible
time,
difficult
time
in
our
school
district
and
our
nation,
and
it's
a
testament
to
the
incredible
work
of
all
of
our
educators,
school
leaders
and
staff.
That
boston
was
held
up
as
a
national
example
for
reopening
schools.
C
Although
we've
had
troubles
along
the
way,
it's
been
difficult
and
challenging.
I've
always
said
that
I
am
incredibly
proud
of
the
work
that
we've
been
able
to
accomplish
together,
that
we
will
look
back
in
this
moment
and
we
will.
We
will
see
how
resilient
and
how
strong
and
creative
and
nimble
we
were
and
that
anything
is
possible,
and
indeed,
as
boston,
is
a
city
on
a
hill
and
will
continue
to
lead
as
a
shining
example
of
excellence
and
resiliency
as
we
have
throughout
history.
C
C
She
has
also
served
in
senior
leadership
roles
at
the
inspectional
services
department
and
has
a
strong
social
work
background.
So
I'm
very
excited
to
welcome
her
to
the
team,
also
as
of
monday.
Sam
depena,
with
his
vast
knowledge
of
the
district
and
operations,
will
be
serving
as
interim
deputy
superintendent.
While
we
search
for
a
permanent
deputy
superintendent
who
we
aim
to
have
in
place
by
july
1.
C
once
that
role
is
filled,
mr
depina
will
transition
back
to
being
the
chief
of
student
support
and
aligning
the
teams
and
departments
that
provide
non-academic
support
to
our
students.
This
will
focus
our
student
recovery
work
and
increase
the
alignment
of
our
partnerships
with
students
allowing
us
to
be
very
intentional
about
supporting
the
whole
child
and
supporting
the
work
of
of
our
families
and
our
hub
community
school
model.
C
The
organizational
chart
on
your
screen
is
effective
april
26
2021,
some
key
highlights.
I've
asked
andrea
zias
to
work
with
principals
and
she
will
serve
as
school
superintendent.
Her
experience
as
school
superintendent
at
this
time
for
our
students
is
critical.
She
has
been
critical
in
focusing
on
the
science
of
reading
and
aligning
the
academics
team
to
support,
rigorous
and
culturally
and
linguistically
sustaining
coursework
to
prepare
our
students
for
life
and
career.
C
Dr
sylvia
romero
johnson
will
serve
as
interim
chief
academic
officer,
dr
romero
johnson
joined
us
earlier
this
school
year
as
our
assistant
superintendent
for
the
office
of
english
language
learners.
After
extensive
national
search,
she
has
a
lot
of
experience
in
leading
curriculum,
bilingual
education
and
team
development.
C
Dr
romero
johnson
will
will
oversee
the
oel
division
in
this
new
role
and
will
bring
a
broad
and
integrated
lens
to
the
role.
While
we
conduct
a
national
search
for
the
permanent
chief
academic
officer,
daphne
germain
will
serve
as
acting
assistant
superintendent
of
the
office
of
english
language
learners.
She
has
more
than
15
years
of
experience
focused
on
strategic
planning
and
development
project
management
and
human
capital
development
in
bps.
C
C
And
finally,
dr
regine
filippo,
currently
deputy
chief
academic
officer,
will
move
into
the
role
of
interim
deputy
chief
of
equity
and
strategy
and
we'll
post
that
position.
Regine
has
over
20
years
of
experience
in
education
and
is
committed
to
fighting
for
our
most
vulnerable
students.
As
a
haitian
immigrant
who
has
experienced
the
oppressive
forces
of
racism,
she
is
a
stark
advocate
for
equity,
has
led
our
efa
program
and
will
be
a
critical
leader
in
our
office
of
opportunity
gaps
and
achievement
gaps.
C
I
want
to
highlight
some
of
the
wonderful
achievements
of
our
incredible
staff.
It's
my
favorite
part
of
the
report,
one
of
our
bps
partners,
mass
insight,
education
research
has
named
eight
teachers
from
the
boston
public
schools
as
the
winners
of
their
inaugural
partners
in
excellence
program,
innovation,
ward.
These
awards
recognize
outstanding
contributions
to
their
science
from
home
program.
C
The
science
from
home
program
would
not
have
been
successful
without
the
significant
commitment
to
their
students
demonstrated
by
these
eight
dedicated
teachers
and
we're
grateful
for
their
leadership
and
contributions
to
this
innovative
effort
in
ap
science.
Education.
I
want
to
say
congratulations
to
the
educators.
C
C
Mrs
copeland
received
an
award
and
one
thousand
dollars
in
honor
of
her
teaching
excellence
and
commitment
to
environmental
and
conversation
conservation,
education,
the
mass
audubon
society
awards,
educators,
who
exemplify
both
high
quality
teaching
and
creativity
in
environmental
education.
I
want
to
say
congratulations
to
miss
copeland.
C
It
is
a
collaboration
between
bps,
the
boston's
teachers
union
and
the
city
of
boston.
The
educator
of
the
year
awards
annually
recognize
the
exemplary
educators
who
go
above
and
beyond
to
impact
the
lives
of
boston,
public
school
students.
Here
you
can
see
our
2019
educator
of
the
year
award
winners.
C
Educators
can
be
teachers,
paraprofessionals
nurses,
librarians
or
guidance
counselors.
Last
year
we
opened
the
nominations
period
for
educator
of
the
year
in
february
2020,
but
were
unable
to
award
winners
as
all
of
our
work
shifted.
In
response
to
covet
19
pandemic,
this
has
been
an
incredibly
challenging
year
for
our
educators,
as
they
completely
revamped
and
reinvented
their
practice
in
support
of
our
students.
So
we're
thrilled
to
be
able
to
bring
this
tradition
back
to
shine
a
light
on
our
amazing
staff
last
year
received
over
400
nominations.
C
All
educators
nominated
last
year,
who
are
currently
working
in
the
same
role,
will
be
considered
for
the
award
this
year.
The
nomination
period
opens
monday
april
12th
and
closes
friday
april
30th.
So
please
be
sure
to
show
some
love
and
appreciation
for
your
favorite
educators
to
nominate
an
educator
and
for
all
the
details
about
educator
of
the
year.
Please
visit
bostonpublicschools.org
forward.
Slash
e
o
y
it'll
be
available
on
monday
morning,
we'll
push
out
the
information
in
our
newsletters,
our
staff,
correspondence,
social
media
and
robocalls
the
families
starting
this
monday.
C
A
Thank
you,
superintendent.
I
don't
know
if
anyone
noticed
that
I
was
kicked
off
the
zoom,
so
I
might
have
to
go
back
and
forth
turn
off
my
camera
and
my
internet
is
very
unstable
this
evening.
So
thank
you
for
your
report
and
I
will
now
open
it
up
to
questions
from
the
committee.
If
you
could
either
raise
your
hand
in
the
in
your
box
or
right
in
the
chat.
Okay,
dr
rivera,
please
go
ahead.
D
I
don't
know
if
dr
coleman
was
before
me,
but
yeah,
so
my
my
question
is
about.
Thank
you,
dr
castellius.
My
question
is
about
the
reorganization
of
the
chart.
You
know
as
the
co-chair
of
the
english
language
learners
task
force.
You
know
we
were
thrilled
to
have
dr
romero
johnson
with
us.
So
you
know
we're
just
worried
about
you
know.
When
is
there
going
to
be
a
like
a
permanent
search?
D
C
Yes,
so
the
chief
of
student
support
is
a
new
position
in
order
to
coordinate
all
of
the
support
and
recovery
to
students.
So
that's
going
to
be
an
alignment
and
bring
coherence
to
all
of
the
support
around
our
hub
school
model
and
also
to
work
on
attendance
and
social,
emotional
well-being
for
our
students.
T
Great,
thank
you.
Thank
you
for,
following
up
on
our
request
for
the
the
the
org
chart
is
very
helpful.
I
would
love
in
addition
to
the
org
chart,
if
you
could
send
us
the
job
descriptions
of
of
the
chiefs
and
and
and
then
that
be
superintendent
just
so,
they
have
a
sense
of
a
better
sense
of
how
all
the
work
flows
and
who's
responsible
for
what
and
if
you've,
articulated
particular
goals
for
them
already
love
to
get
a
sense
of
what
those
are.
T
C
F
Yes,
thank
you,
superintendent.
Can
I
ask
if
you
can
elaborate
on
how
these
staff
changes
fit
in
with
the
the
strong
return
and
recovery?
You
know
in
terms
of
the
timing
and
then
how
do
all
the
stakeholders
working
with
bps
know
who
the
new
team
is
during
this?
You
know
during
this
this
recovery
time.
C
Now
that
we've
made
it
public
this
way,
we
can
make
sure
that
our
partners
all
are
aware,
especially
the
ones
who
are
going
to
be
working
with
our,
for
instance,
our
student
support
position.
That
will
begin
on
july
1st,
when
mr
depena
goes
into
the
role.
So
that's
one
that
will
come
then,
and
so
we'll
do
that
we'll
do
that
handshake
and
introduction.
F
F
C
Yes,
so
the
timing
needed
to
happen
now
we're
in
the
budget
collab
process
for
all
of
our
central
office
positions,
so
they're
working
on
all
of
their
positions
and
the
funding
for
those
and
then
getting
them
in
place.
Right
now
is
necessary
as
we
shift
so
that
we
could
get
good
candidates
in
those
positions
and
because
everybody's
looking
for
work,
if
they're
going
to
be
moving
from
district
to
district
right
now,
we
didn't
want
to
lose
good
candidates.
C
F
C
I
don't
have
that
number
for
you,
but
I
will
get
it
for
you
they.
It
may
be
in
the
slides
later
when
when
we
are
reviewing
the
reopening,
so
if,
if
it's
not
there,
then
we'll
make
sure
we
get
that
number
for
you.
I
don't
have
the
exact
response
rate.
I
know
that
earlier
last
week
our
response
rate
wasn't
that
good
on
the
survey,
but
we
do
have
some
sense
of
the
numbers
that
have
been
vaccinated.
C
G
G
C
G
C
Yes,
so
last
year
we
just
had
it
be
no
school
and
had
it
listed
on
there
that
way,
so
that
we
didn't
have
the
controversy
with
it.
It
was
just
you
know,
taken
off.
I
think
that
it's
a
question
for
the
chair,
but
I
do
think
you
know
this
gives
us
an
opportunity
to
speak
to
it,
maybe
in
the
fall
and
maybe
enlist
some
of
our
students
again
if
they
want
to
bring
that
forward.
As
a
recommendation
to
the
school
committee.
A
Okay,
I
also
wanted
to
congratulate
all
of
the
staff
who
received
awards.
That
was
really
great.
Thank
you,
for
I
love
the
reports
with
all
the
pictures.
It
just
brings
everything
to
life
and
to
be
able
to
see
the
faces
of
the
educators,
so
congratulate
them.
I
also
want
to
say
I
was
really
excited
to
attend
and
meet
the
secretary.
A
It
was
a
very
powerful
moment
for
me
as
a
latina
being
able
to
see
the
first
latino
secretary
of
education
in
our
history
and
then
also
having
mayor
kim
janey
there.
You
know
with
the
history
of
the
first
black
woman
mayor
and
then
having
the
superintendent,
a
black
woman
leading
our
district.
It
was
very
moving,
so
I
just
want
to
say
it
was
good.
It
was
great
and
miss
gant.
The
principal
introduced
us
to
one
of
the
staff
in
the
picture,
the
young
woman
with
the
jean
dress.
A
I
cannot
remember
her
name,
I'm
so
sorry,
but
she
was
a
student
of
miss
gant
in
middle
school
and
now
she
works
there
and
it
was
just
really
cool
to
hear
you
know
their
relationship
lasted
all
that
time
and
you
know
she's.
There
teaching-
and
this
and
just
it
was
it-
was
a
really
wonderful
visit
and
it
was
great
to
have
him
sit
down
and
hear
you
know
from
just
the
staff
in
the
school.
It
wasn't
just
the
teachers,
but
also
just
regular
staff.
A
A
H
Thank
you.
I
wasn't
going
to
speak,
but
since
you
mentioned
about
secretary
cardonas,
I
really
have
to
congratulate
the
superintendent
and
the
district
and
chief
martinez
from
health
and
human
services
who
join
me
and
the
superintendent
in
greeting
secretary
cardona
when
he
toured
the
vaccination
site
that
we
have
set
up
for
our
educators.
He
particularly
noted
he
wanted
to
see
it
because
he
felt
it's
a
national
model
right.
H
A
Thank
you
vice
chair,
and
I
think
if
we
can
give
an
award
to
chief
martinez,
I
think
he's
the
most
tired
man.
Besides
the
superintendent,
the
two
of
them
everywhere.
He
has
done
such
amazing
work
to
keep
our
city
safe,
so
yeah,
and
I
I
agree
with
you-
I
think
we
always
are
beating
ourselves
up,
so
we
should
also
recognize
when
we
have
these
moments,
where
others
are
looking
at
the
work
that
we're
doing
and
recognize
the
good
work.
So
thank
you,
superintendent
to
you
and
your
team.
A
F
H
A
C
V
V
V
V
V
X
I
sorry
I
was
on
mute
the
whole
time.
Okay,
thanks
darlene,
all
right,
I'm
sorry,
I've
been
talking
away
I'll
start
again,
my
apologies
good
evening.
My
name
is
arlene
swann
mahoney,
I'm
the
assistant
director
of
health
services,
I'd
like
to
provide
you
with
a
brief
update
this
evening
for
the
boston,
public
schools,
health
services,
department,
bps
and
health
services.
X
We
continue
to
participate
in
the
massachusetts
department
and
of
elementary
and
secondary
education
student
pool
testing
program
using
the
binax
now
antigen,
reflex,
testing
and
follow-up
testing
as
needed
students
who
have
consented
to
participate
in
the
pool
testing
programs
are
tested
weekly
in
school.
Today
we
have
6260
consents.
X
We
also
have
a
nursing
work
group
in
bps,
that's
in
place
to
review,
evaluate
and
revise
as
needed
our
student
pool
testing
program.
So
in
review
our
consensus
obtained
to
date,
we
have
6260,
which
is
nearly
22
our
pool
testing.
To
date,
we've
conducted
3326
tests
from
march
to
date.
Today,
we've
had
33
positive
pools
out
of
those
333
positive
pools.
X
X
So
this
is
the
dashboard
that
you
have
all
probably
seen
before,
and
this
is
found
on
the
boston
public
schools
website.
We
continue
to
report
weekly
updates
to
the
public
regarding
confirmed
positive,
coveted
cases
for
in-person
students
and
staff,
so
year-to-date,
which
is
from
october
2020.
To
now,
we've
had
336
conf,
confirmed
positive
cases
for
bps
out
of
those
336
cases.
103
are
students
and
233
are
confirmed
cases
for
staff
next
slide,
please.
X
This
is
quite
a
little
busy
slide
and
what
we
wanted
to
do
was
add
the
dates
of
when
students
have
returned
over
the
course
of
this
year.
To
date,
with
student
pool
testing
in
place,
asymptomatic
or
pre-symptomatic
students
are
now
being
identified
and
the
increase
of
in-person
attendance
can
be
correlated
with
the
number
of
confirmed
cases.
X
X
It's
important
to
remember
that
the
increase
in
attendance
for
in-person
students
and
staff,
while
we're
reviewing
all
of
these
numbers
student
pool
testing,
began
on
march
8th
and
with
the
increase
in
student
consents.
We
do
see
an
increase
of
student
pool
tests
and
then
obviously
increase
student
positivity
rates
because
of
this
testing
other
than
a
brief
pilot
program
in
december
of
2020.
Students
have
not
been
tested
in
schools.
X
X
W
W
So
we
had
a
four-pronged
approach
where
employees
could
receive
a
vaccine
through
existing
state
clinics,
so
they
could
go
to
any
one
of
the
state
clinics
that
are
operating.
They
could
go
to
community-based
clinics,
so
those
are
local
pharmacies
or
local
health
centers,
and
then
there
were
two
ways
that
bps
was
going
to
specifically
support
our
employees,
so
they
could
either
go
to
the
state
and
community-based
clinics
on
their
own
or
they
could
work
with
bps
to
get
a
priority
slot
at
some
existing
clinical
partners.
W
And
then
we,
as
as
you've
heard
about
we,
have
our
bps
clinic
at
the
bcyf
center
galvin
community
center
in
matapan.
It
was
a
priority
for
the
superintendent
to
lift
up
that
clinic.
It
was
a
lot
of
work
and
I
really
do
want
to
thank
the
boston,
public,
health,
commission
and
and
chief
martinez
and
his
team.
They
they
do
incredible
work
and
you
know
we
knew
we
had
to
be
intentional
to
create
a
space
for
our
employees
to
get
a
vaccine.
W
So
the
other
thing
that
we
did
was
we
created
a
website,
and
I
want
to
thank
mark
racine
and
his
team
where
all
of
this
information
was
centralized.
I
think
one
of
the
things
that
we've
seen
is
you
know
you
have
to
go
to
a
lot
of
different
websites
to
figure
out
where
you
can
get
an
appointment
so
mark
and
his
team
built
a
website
that
had
a
place
for
frequently
asked
questions.
W
W
We
offered
just
over
3000
shots
and
right
now
that
clinic
is
still
operating
and
it's
doing
second
doses
and
the
city
of
boston
has
actually
expanded
it
for
all
essential
workers
now
and
so
they're
doing
the
johnson
johnson
vaccine
so
they're
still
doing
the
second
doses
for
our
employees
and
they're
also
vaccinating
other
city
workforce,
and
you
know
I
think,
the
other
piece
about
this
and-
and
you
know
some
members
were
asking
about
this-
is
you
know
we
have
to
reach
all
of
our
employees?
We
have
done
a
survey.
W
You
know
that's
voluntary,
for
people
to
respond
to
we've
received
about
1300
responses
of
that.
97.2
percent
have
said
that
they've
either
received
a
vaccine
or
have
at
least
an
appointment
to
get
a
vaccine,
but
we
know
that
that's
not
the
entire
workforce
and
we
know
that
that's
a
bias
sample
because
of
the
people
that
are
responding
to
us.
So
we've
been
very
intentional
about
doing
work
to
reach
employees
who
might
not
have
access
to
computers
or
the
internet.
W
All
day
we
had
a
phone
number
for
employees
to
call
to
book
an
appointment.
We
also
visited
our
bus
yard
several
times
to
schedule,
appointments
at
the
bc
at
the
bcyf
center
to
get
a
vaccine,
and
we
actually
this
past
week
this
last
couple
days,
we
we
went
to
the
bus
yards
with
some
of
the
mobile
clinics,
so
really
trying
to
make
sure
that
everybody
in
our
workforce
and
our
contractors,
not
just
our
employees.
So
it's
about
nearly
13
000
folks
that
we're
trying
to
ensure
have
access
to
vaccines
for
our
clinic.
W
We
do
have
some
data
on
the
number
of
employees
and
it
broken
down
by
race,
so
it's
proportional
to
our
workforce.
So
54
of
our
our
white
employees
were
vaccinated
there,
21
black
12,
latinx
and
9
asian,
and
you
know
we
continue
to
be
committed
to
helping
any
employee
that
needs
a
vaccine
with
getting
a
vaccine.
So
you
know
we
have
an
email
where
people
can
can
email
and
ask
us
questions.
We
have
seen
that
die
down
quite
a
bit.
W
Y
Good
evening
my
name
is
theresa:
neff
webster
and
I'm
the
deputy
chief
of
operations,
and
I
will
be
reporting
about
our
facilities
work
in
regards
to
windows.
There
are
27
000
windows
in
the
district
all
were
audited.
The
result
was
that
five
thousand
windows
were
in
need
of
cleaning
to
be
operable
and
a
further
seven
thousand
were
in
need
of
repair
to
be
operable.
Y
Y
The
district
has
purchased
7500
units
of
the
meta
540
air
purifiers.
These
units
have
been
distributed
to
schools
and
there
is
a
system
in
place
for
school
leaders
to
request
additional
units
based
on
space
needs.
Information
regarding
this
unit
can
be
found
on
our
website,
including
a
video
regarding
installation.
I'm.
A
Y
Y
Y
Z
Good
evening,
everyone,
my
name,
is
delavon
stanislaws
and
I'm
the
director
of
transportation
bps
in
terms
of
transportation,
reopening
for
april
26,
the
transportation
team.
After
the
survey
closed
at
the
end
of
march,
the
team
pivoted
and
started
routing
students
for
reopening
on
the
26th.
The
team
has
completed
all
of
our
routing.
Z
So
far,
all
of
our
students,
all
of
our
families,
who
responded
to
five-day
in-person
learning
have
been
routed
and
it
is
scheduled
for
the
26th
all
of
our
communications
have
been
drafted
and
is
set
to
roll
out
we're
communicating
our
expectation
and
faq
to
bus
eligible
students,
so
we're
giving
families
information
on
what
to
expect
when
riding
a
bus,
we're
also
sending
out
bus
assignments
on
april
19th
to
all
of
our
families,
we're
still
in
the
process
of
hiring
bus
monitors
to
support
some
of
our
work.
This
is
an
ongoing
process.
Z
Z
Slide
transportation
team
has
done
critical
work
to
improve
services
for
students,
and
this
the
on-time
performance
on
this
slide
has
reflected
that
throughout
the
school
year.
The
work
that
we're
we've
done
throughout
this
school
year.
It's
not
we're
not
done
yet
and
we'll
still.
We
still
have
a
long
way
to
go,
providing
safe,
on-time,
equitable
transportation
for
our
students
in
the
city
of
boston.
Z
AA
A
AA
Over
1.3
million
of
those
meals
were
delivered
to
our
students
at
their
homes,
almost
500
bps
food
and
nutrition
services.
Staff
have
been
available
at
the
ready
to
prepare
and
serve
meals,
which
resulted
about
3
000,
daily
hours
put
towards
serving
our
students
in
and
out
of
school
coordinating
with
our
city
partners
and
a
partnership
with
the
ymca
and
greater
boston
food
bank
provided
over
50
000
grocery
bags
at
22
locations
across
the
city
over
fifteen
thousand
thirty
pound
grocery
boxes
to
families.
In
particular.
AA
These
groceries
were
delivered
to
our
families
receiving
the
door-to-door
meals,
as
we
knew
they
had
limited
access
to
getting
groceries.
Our
pebt
program
continues
to
provide
services
to
our
families.
As
of
today,
almost
70
million
in
funds
have
been
distributed
to
bps
students
for
children
attending
school
remotely.
The
funds
are
136
dollars
per
month
and
for
children
attending
hybrid
learning.
It
is
68
through
the
stimulus
package
this
increased
by
15
starting
in
march.
AA
The
next
slide,
as
we
continue
to
prepare,
prepare
for
more
students
returning
to
schools,
we're
working
with
our
school
administrators
to
ensure
we
create
safe
eating
places
for
students.
This
includes
locations
inside
our
cafeterias,
the
classrooms
and
outdoor
spaces
as
miss
neff
webster,
and
stated
that
we
are
working
with
administration
through
the
tents
that
they're
ordering.
So
we
can
make
sure
that
we
are
able
to
provide
that
safe
distance
for
children,
while
they're
eating
we're
also
excited
to
return
to
our
normal
meal
practices
in
the
in
our
kitchens.
AA
AA
These
are
the
locations
that
were
constructed
over
the
summer
last
year.
We
want
to
continue
our
progress
and
options
provided
to
students
for
our
9th
through
12th
grade
students.
We
will
continue
to
offer
meal
packs
to
take
home
on
their
last
cohort
day
for
our
families
that
choose
remote
learning.
We
will
continue
to
have
super
sites
available.
AA
We
recognize
more
students
will
be
in
school,
so
we
will
be
reducing
the
number
of
supersites
from
32
to
13
key
locations
that
represent
the
most
popular
areas
where
over
72
percent
of
participation
of
families
were
picking
up
at
these
sites.
We
will
also
reduce
the
operating
hours
from
10,
am
to
6
pm,
2
2
pm
to
6
pm
to
minimize
the
impact
of
schools,
but
also
allow
the
for
families
to
pick
up
meals.
AA
N
AA
Slow
down
sorry,
the
reduction,
the
reduction
in
supersites
will
begin
the
week
of
april.
26Th
groceries
will
be
continued
to
be
available
at
the
supersites
weekly.
Lastly,
I'd
like
to
provide
updates
on
how
we
will
continue
to
provide
services
that
have
a
positive
impact
on
our
students
and
community.
AA
As
we
have
seen
and
heard
from
our
current
administration.
Food
insecurity
is
a
reality
across
the
country
and
certainly
exists
in
our
community.
We're
working
with
our
partners
in
child
nutrition,
on
creating
structural
change
in
our
food
systems
to
confront
hunger,
strengthen
equity
and
increase
access
to
meals.
Specifically,
the
usda
announced
the
expansion
of
the
current
meal
waivers
that
will
allow
us
to
offer
meals
at
no
cost
to
children
under
the
ages
of
18.
Until
september,
30.
AA
These
again,
these
options
are
available
until
september
30th,
we're
going
to
continue
to
advocate
and
request
for
the
continuation
of
the
waivers
until
the
end
of
the
2022
school
year
and
the
opportunity
to
to
revisit
the
waivers.
If
we
continue
to
have
children
that
remain
on
remote
learning
status,
as
we
as
it
is
our
mission
to
continue
to
advocate
for
all
of
our
students
and
their
families,
for
their
health
and
access
to
meals
and
with
that
is
the
conclusion
of
our
presentation.
I
turn
it
back
to
the
superintendent.
C
A
G
Wow,
thank
you
for
that
report
and
the
amazing
work
that
you
all
have
continued
to
do
to
throughout
the
pandemic,
but
also
as
we're
getting
ready
to
reopen
one
question
I
have
I
I
was
concerned
when
I
saw
the
small
percentage
of
asian
students
that
are
planning
to
return
in
per
in
person
and
was
wondering
is
that
related
to
the
concerns
asian
families
have
about
safety?
Giving
what's
been
going
on
around
our
country
recently.
C
Well,
I
don't
you
know,
I
can't
speak
to
each
and
every
family,
but
certainly
we
are
dismayed
by
what's
happening
publicly
to
our
asian
community
and
we
have
condemned
that
and
we
have
provided
resources
to
our
teachers
and
statements
in
support
of
our
asian
community.
I
can
only
imagine
that
some
may
feel
that
we
do
not
tolerate
any
acts
of
hate
or
violence
in
our
schools,
so
I
would
hope
not
and-
and
you
know
we
try
as
best
we
can
to
make
sure
that
we
have
welcoming
and
accepting
and
environments
for
our
children.
G
I
know
in
speaking
with
the
school
leader
earlier
this
month.
One
of
the
concerns
was
around
families
that
walk
their
children
to
school,
not
feeling
safe
about
walking,
and
we
talked
about
whether
or
not
putting
in
place
the
walking
school
bus
or
working
with
the
school
safety
officers
to
figure
out
how
to
make
sure
communities
that
have
large
numbers
of
families
walking
feel
safe,
particularly
in
the
chinatown
area.
So
I'm
hoping
yeah.
C
V
I
don't
have
the
exact
number
in
front
of
me,
but
this
is
the
same
pattern
that
we
were
seeing
where
our
asian
families
in
the
fall
were
choosing
a
higher
percentage,
we're
choosing
remote
learning
over
hybrid
learning.
So
we
can
definitely
pull
up
the
responses
from
august,
but
this
is
a
consistent
pattern.
G
Okay,
yeah.
I
would
just
urge
us
to
reach
out
to
schools
that
have
large
asian
communities
to
make
sure
that
there
isn't
something
that
we're
missing.
In
addition,
another
question
when
we
say
the
windows
are
operable
in
quotation
marks.
That
means
that
they
they
are
fully
openable
or
open
to
whatever
the
bare
minimum
of
recommendation
is.
G
Okay,
wonderful,
wonderful
and
then
in
terms
of
facilities,
are
we
removing
and
replacing
furniture
that
may
be
the
wrong
size,
given
what
is
needed
moving
forward?
I
know
lots
of
schools
had
shared
tables,
but
now
can't
use
those
and
they
need
desks
etc.
Is
there
a
way
that
that
is
happening
to
help
schools
have
adequate?
You
know.
Y
Yes,
it
is,
we
had
school
leaders,
fill
out
a
survey
and
determine
what
furniture
needed
to
be
moved,
whether
they
wanted
it
to
be
moved
internal
like
somewhere
in
their
school
building
or
if
they
needed
to
be
moved
off
their
site
and
stored
centrally
and
we're
working
with
each
individual
school
leader.
That's
defined
that
they
need
furniture
to
be
moved
and
those
moves
started
a
week
ago
and
they'll
be
moving.
We
hope
to
have
them
done.
We
will
have
them
done
by
the
26th
for.
C
C
In
terms
of
I
know
our
classroom
set
up,
and
so
we
are
trying
to
avoid
as
much
as
possible
returning
back
to
rows
of
desks,
because
we
know
that
that
just
doesn't
make
much
sense
in
how
we
educate
our
kids
today.
So
we
have
also
purchased
cushions
and
other
types
of
you
know
lab
desks
and
things
that
kids
can
use.
While
we're
in
this
situation.
Right
now,.
G
Yeah,
I
know
I
know
I've
been
as
I've
watched
on
television.
It
looks
like
1960
all
over
again,
so
I
can
only
imagine
I
mean
I
know
I'm
hoping
at
our
next
time
once
schools
are
open,
we'll
have
more
opportunity
to
talk
about
what
the
actual
experience
is.
You
know
I
know
kids
are
excited
to
get
back
physically
into
school,
but
what
is
the
program?
How
much
of
a
quotes
normal
school
day
are
we
experiencing
or
are
we
having
kids
on?
G
D
D
I
you
know
again,
it
was,
I
have
to
say
just
I
know
it's
because
there's
more
testing
that
we're
identifying
more
cases
and
seeing
that
increased
attendance
and
increasing
cases
is
is
disturbing,
but
that's
yeah.
So
I'm
wondering
about
the
pool,
testing
and
the
consents
and
how
you
mentioned
that
your
there's
efforts
to
increase
the
pull
testing
consents
and
I
I
just
wondered:
if
maybe
you
could
give
an
example
of
that
you
know
as
a
parent,
I
I
haven't
received
anything.
That's
like
a
second
round
reminder
or
anything
like
that.
X
So
we
have
just
recently
met
with
the
family
engagement
department,
and
we
are
planning
three
sessions
in
the
first
week
of
may
to
have
a
presentation
for
all
of
our
families,
with
access
to
interpreters,
to
show
what
pool
testing
is.
Why
do
we
do
it
and
breaking
it
down
to
to
make
families
understand
the
importance
of
doing
it
in
terms
of
getting
our
students
back
to
school?
X
So
that's
one
thing
where,
where
those
dates
will
be
coming
out
soon
and
we'll
be
reaching
out
to
families
in
many
different
ways
to
get
that
word
out,
we'll
also
tape
one
of
the
sessions,
and
so
it
will
be
available
on
the
bps
website.
After
for
families
to
access
the
other
way
we're
doing
it
is
we
mentioned
that
we
have
a
nurse
work
group
and
the
nurses
have
worked
very
hard
at
getting
out
different
ways
to
message.
X
Our
families
they've
done
it
individually
through
their
schools,
but
we'd
like
to
have
that
operationalized
throughout
the
system
and
so
reviewing
different
different
power
points.
Different
handouts,
different
information,
we're
talking
about,
including
including
a
a
frequently
asked
questions
for
the
consents.
We
can't
truly
change
the
consent,
because
it's
part
of
mass
desi
but
breaking
down
the
consent,
so
families
can
understand
what
they're
actually
consenting
to.
D
D
The
other
question
I
had
was
about:
when
are
we
going
to
be
able
to
have
after
school
programs
in
in
the
facilities?
Is
that
something
that
we're
just
not
going
to
deal
with
right
away
and
just
wait
until
the
fall?
I'm
just
curious.
What
are
the
planning
around
having
some
of
the
after-school
programs
back
in
the
buildings.
Q
I
can
answer
that
we
are
currently
working
with
our
health
services
and
facilities
teams.
We
did
a
survey
of
our
of
our
schools
to
see
sorry,
you
hear
my
little
one
reading
in
the
background
to
do
before
to
see
how
many
you
want
to
do
before
and
after
school
program.
One
of
the
things
we
have
to
do
is
assess
both
the
additional
cost
of
cleaning,
as
well
as
the
potential
additional
staff.
So
we
did
a
survey
this
week
with
our
school
leaders.
X
May
I
offer
also
that
there
is
a
video
that
is
already
on
our
website
for
pool
testing
and
so
I'd.
I
have
you
look
at
that.
It
was
for
a
couple
schools
that
we've
done
our
pool
testing
for
it's
a
really
wonderful
video,
and
I
believe
that
they
also
did
some
additional
videos
at
another
school
at
the
edison
school.
That
will
be
ready
to
share
as
well.
D
F
C
C
AA
Thank
you,
superintendent,
but
it's
exactly
right,
we're
still
in
the
middle
of
planning
and
having
conversations
with
all
of
our
administrators
to
make
sure
that
they
are
comfortable
with
what
what's
going
to
work.
We,
it
will
be
a
continuation
of
what
we're
currently
doing
now,
which
is
well
obviously
right.
Now,
it's
either
either
cafeteria
service
or
in
the
classroom,
but
because
there's
a
smaller
amount
of
students,
it's
it's.
AA
It
varies,
but
now
that
we're
having
more
students
every
day,
it
will
be
a
combination
of
those
services
and
we
are
working
with
them
now
to
determine
what
they're
going
to
feel
comfortable
with
as
well
as
you
know,
to
make
sure
we
have
adequate
staffing
and
support
as
well.
As
you
know,
with
with
chance,
we
have
to
have
an
inclement
weather
plan
to
making
sure
that
again
it
doesn't
impact
students
and
that
we
have
just
a
plan
in
place
to
make
sure
that
we
continue
with
meal
services.
F
Thank
you
just
a
few
more
questions.
I
think
you
may
have
touched
on
this,
but
just
could
you
elaborate
on
the
protocol
if,
if,
through
the
pool
testing
is
a
student,
does
test
positive
or
a
staff
member
test
positive?
What
what
is
the
protocol
after
that
with
contact
tracing
and
notification
so
forth.
X
Our
our
team
in
health
services,
when
we
have
a
student
identified
through
the
pool,
testing
who's
positive.
We
then
reach
back
to
the
school
leader,
the
school
nurse
and
wherever
classroom.
The
student
is
to
look
at
who
may
in
fact
be
close
contacts
and
we
go
by
the
definition
of
cdc
within
six
feet
from
more
than
a
15-minute
period
after
we
identify
those
contacts,
we
review
the
information
with
our
partner
at
boston,
public
health,
commission
and,
if,
if
agreed
upon,
we
then
contact
individually.
X
All
of
the
close
contacts
there's
a
lot
of
contacts
in
there
all
of
the
close
contacts
and
share
the
quarantine
information
following
that,
we
then
reach
back
to
the
school
leader
with
a
letter
for
the
school
community
that
without
identifying
whether
it's
a
student
or
a
staff.
Member
that
there
has
been
an
exposure
within
the
school
and
the
letter
addresses
the
mitigation
factors
that
we
take
into
consideration.
For
that.
C
So,
in
terms
of
a
standard
approach,
you
know
all
the
schools
have
their
own
approaches
to
how
they
do
their
classroom
instruction
at
the
school
level
and
there's
there's
not
a
standardized
approach
right
now
in
boston,
public
schools,
schools
have
their
own
curriculum,
they
have
their
own
frameworks
for
how
they're
doing
their
courses,
and
so
there's
there's
no
one
standardized
approach
to
the
academic
program
in
boston,
public
schools.
Right
now.
C
As
for
the
tools,
every
teacher
has
gotten
a
video
monitor
with
a
speaker.
In
order
to
do
the
work
they
have
laptops
to
be
able
to
do
remote
learning,
they're,
sharing
best
practices
from
school
to
school.
Our
school
superintendents
are
helping
to
share
those
regionally
with
school
leaders,
so
they're
getting
that
professional
development.
We've
had
a
lot
of
professional
development
about
how
to
teach
in
this
type
of
environment
and
how
to
do
simultaneous
teaching,
and
you
are
absolutely
right.
There
is
a
different
level
of
quality
that
is
not
the
same
at
every
single
school.
C
You
know
this
would
be
the
same
if
you
weren't
in
this
type
of
environment,
that
you
have
some
teachers
who
use
different
types
of
strategies
and
pedagogies
and
they're
highly
effective
and
some
other
teachers
who
you
know
are
still
teaching
in
the
rows,
for
instance.
So
there's
not
that
court
there's
not
a
there's,
not
a
one
standard
way,
but
there
is
a
best
sharing
of
practices
across
the
district.
F
I
think
it's
good
to
hear
on
the
best
practices
piece,
because
I,
but
the
concerns
at
least
that
were
expressed
to
me,
were
specific
to
the
medium
to
to
the
virtual
and
not
so
much
to
the
way
the
class
was
when
it
was.
You
know,
pre-pre-covered
and
all
in
person,
but
just
how,
even
even
within
a
school.
You
know
different
different
uses
of
the
virtual
technology
and
not
just
from
earlier
in
the
year
when
everyone's
just
experimenting.
C
They
have
access
to
similar
tools
like
sisa
and
zoom
in
the
classroom.
We
have
learning
management
software
where
they
can
share
their
best
practices,
so
they
do
have
those
tools
in
order
to
do
that,
and
there
shouldn't
be
any
students
getting
no
instruction.
There
is
a
requirement
that
students
have
a
full
day
of
instruction,
whether
it's
remote
or
whether
it's
in
person.
H
I
was
also
struck
by
the
numbers,
in
particular
among
our
high
schoolers.
You
know
you
really
saw
it
as
kind
of
a
sideways
bell
curve
right
and
then
it
was
you
know:
seventh,
eighth,
nine,
tenth
and,
and
particularly
twelfth
12th.
Now
part
of
it
was
folks
who
didn't
respond.
They
were
very
large
percentages,
didn't
respond
and
therefore
were
defaulted
into
what
they
had
picked
before,
but
between
the
did
not
respond
or
chose
remote.
H
It
was
a
little
bit
of
a
surprise
to
me,
and
you
know,
I'm
superintendent,
I'm
just
not
sure
your
thoughts
on
making
sure
our
high
school
students
in
particular
are
engaged.
But
you
know
I
was
a
little
bit
surprised,
mostly
by
high
school
seniors
thinking
that
they
really
wanted
to
get
back
into
the
classroom
for
their
final
year
in
the
school.
So
I'm
not
sure
your
thoughts
on
that
superintendent.
C
Well,
I
think
yeah,
that's
a
really
good
question.
Mr
o'neill,
you
know
I
it's
been
so
frustrating
for
our
high
school
students
all
year,
because
school
just
doesn't
feel
like
school.
You
know,
we've
been
cohorting
them
so
they're
in
the
same
group,
so
they
don't
go
from
class
to
class,
to
class
to
class
that
hasn't
felt
normal
to
them.
C
Some
of
our
schools
have
had
what's
called
a
call
center
model
where
they
go
and
they
get
the
social
emotional
supports,
but
maybe
they're
taking
their
classes
still
on
zoom,
and
so
that
has
been
a
challenge
for
some
students
who
are
like.
Well,
I'm
just
going
to
go
up
there
and
get
out
of
bed
to
go
and
be
on
the
computer.
When
I
can
do
that
for
my
room
and
then
I
think
the
the
social
emotional
challenges
that
our
students
have
had
to
their
mental
health
has
been
real.
C
You
know
we
have
had
challenges
with
having
students
attend,
not
just
in
person
but
tend
remotely
too
it's
just.
It's
been
a
challenge
for
our
high
school
students.
You
know
we
were
at
the
tynan
and
the
secretary
was
asking
you
know:
how
are
the
children
and
the
tynan
staff
was
saying?
Oh
they're,
doing
good
they're
doing
well,
but
they're,
the
younger
ones.
You
know
this
intermediate
grade
age
group,
but
the
high
school
ones
the
high
school
students
have
struggled.
They
really
have.
H
This
is
obviously
you
know
that
the
chair
and
I
and
other
members
have
been
involved
in
conversations
with
psac,
and
you
know
they
have
been
continuously
raising
that
issue
of
concerns
over
the
social
emotional
toll
that
this
has
taken
on
our
students
and
the
mental
health
toll
it
has
taken
on
them.
So
hopefully
we're
on
really
heightened
awareness
of
that,
particularly
as.
C
H
Yep
great
point
now.
The
last
point
I
wanted
to
make
was
a
little
bit
of
what
mr
diarruga
was
saying
as
well.
When
I
visited
some
schools,
I've
really
seen
the
two
models,
one
where
the
teachers
are
teaching
to
the
students
in
front
of
them,
but
also
have
the
camera
there
and
the
and
the
widescreen
tv
and
it's
great
to
see
that
in
use-
and
sometimes
it's
very
seamless
with
the
students
at
home,
sometimes
not,
but
I've
also
seen
some
of
the
schools
where
the
school
leader
has
decided.
H
H
C
X
C
And
even
this
summer
completely
in
person,
so
not
doing
hybrid
and
simultaneous
at
all
this,
but
right
now
we
will
have
to
still
have
simultaneous,
because
so
many
of
our
students
are
choosing
to
still
be
remote,
and
so
they
will
be
teaching.
Students
in
the
cloud
and
they'll
also
be
teaching
students
in
person
there
have.
There
are
some
schools
that
have
figured
this
out
with
co-teaching
models,
it's
easier
to
do
when
you
have
multiple
classrooms
of
the
same
grade,
because
you
can
do
the
way
that
you
schedule
your
students
like
one.
C
If
you
have
two
classrooms
of
third
grade,
you
can
have
one
teacher
teaching
in
person,
one
teacher
teaching,
the
kids
remote
and
they
compare,
and
so
there's
a
number
of
schools
that
are
doing
that
as
well.
And
I
think
that's
where
we
get
to
mr
de
rujo's
point
of
you
know
some
students,
some
schools
have
been
able
to
do
it
and
other
schools
haven't
been
able
to
do
it
because
they
just
have
one
third
grade.
Teacher,
for
instance,.
H
C
A
D
Yes,
thank
you
for
allowing
me
another
question.
I
I
did
have
now
that
this
came
up
with
the
summer.
This
comment
about
summer
learning
you
just
because
I
remember
assistant
superintendent
zayas,
mentioning
that
that
summer
learning
that
there
were
still
some
requests
for
it
to
be
also
remote,
at
least
through
the
fifth
quarter
programs.
I
know
some
of
them
plans
to
also
be
remote
and
there's
a
desire
for
that.
D
So
the
question
is,
you
know:
is
that
going
to
be
allowed
that
some
of
the
summer
programming
continued
to
be
remote
and
also
a
question
about
the
school
safety
measures
and
this
in
the
summer?
Programming
too?
If
it,
you
know,
if
their
school
partners
offering
in
person,
how
is
the
school
district
going
to
ensure
that
their
safety
protocols
are
being,
you
know,
addressed
in
off
off
campus,
so
to
say
off
off
the
school
sites.
C
So
if
we
craft
a
split
a
schedule
for
a
remote
class
or
a
remote
opportunity,
parents
will
know
that
that's
a
remote
opportunity
and
then
you
wouldn't
be
expecting
teachers
to
do
both
at
the
same
time
for
say,
health
and
safety,
we're
working
with
our
boston
after
school
and
beyond
partners,
as
well
as
our
boston,
public
schools,
school
buildings
and
they'll
have
the
same
safety
requirements.
You'll
have
to
mask.
You'll
have
to
be
three
feet
apart.
A
Okay,
I
want
to
thank
all
of
the
presenters
tonight.
I
think
we
saw
in
our
in
the
presentation
some
innovations
that
have
been
happening
and
just
want
to
thank
not
just
the
presenters,
but
again
all
the
staff
who
have
been
doing
double
duty
and
doing
additional
things
beyond
the
scope
of
their
normal
job,
which
has
not
been
a
normal
year.
So
I
just
want
to
say
thank
you
and
I
am
my
two
questions
were
stolen
the
after
school.
A
So
I'm
glad
you
asked
that
dr
rivera
and
then
vice
chair
o'deal
his
comments
around
the
high
school
students,
which
is
very
worth
to
me.
I
predominantly
work
with
middle
and
high
school
students
and
have
really
been
able
to
see
the
social
isolation,
the
effects,
particularly
for
some
of
our
most
vulnerable
families
in
terms
of
covet
rates
and
unemployment,
and
all
of
that.
A
So
as
we
look
forward
to
talking
about
the
esser
monies,
I
definitely
want
to
learn
a
little
bit
more
about
how
we're
going
to
really
help
our
high
school
students.
You
know
with
all
the
the
trauma
they've
had
this
year
and
the
post-traumatic
stress
that
you
know
everybody,
but
particularly,
I
think
that
population
we
all
have
as
older
adults.
We
all
have
our
circle,
our
network
of
friends
and
long
time,
friends
in
high
school.
A
A
E
E
E
E
AB
Can
you
hear
me
yes
good
evening?
Oh
okay,
I
thought
it
was
three
minutes.
Oh
good,
mike
heisman's
rochester
boston,
education,
justice
alliance.
I'm
grateful
to
share
that
the
comments
of
the
chair
at
the
start
of
the
meeting
messed
up
my
prepared
statement
at
your
last
meeting.
The
school
committee
unanimously
voted
in
favor
of
the
budget.
AB
AB
AB
I'm
very
pleased
that
a
bisac
rep
will
soon
be
rejoining
the
school
committee.
You
have
been
investigating
what
has
happened.
What
had
happened
with
the
students,
with
b
sack
and
youth
on
board?
You
are
complicit
in
what
had
happened.
The
community
needs
an
independent
investigation,
two
examples
of
your
disregard
for
student
voices.
AB
AB
AB
E
AC
I
can
assure
you
that
mcas
is
only
widened.
Educational
inequity,
not
remediated
at
this
test,
has
only
been
good
for
showing
what
is
already
well
known
that
students
in
well-funded
high
wealth
districts
possess
unfair
advantages
over
students
in
underfunded,
high
poverty
districts
due
to
profound
economic,
linguistic
and
racial
injustice.
AC
The
test
shows
nothing
about
the
accomplishments
of
our
students
in
boston,
public
or
the
quality
of
our
teachers.
Having
worked
in
both
boston
and
in
one
of
massachusetts,
wealthy
suburbs,
I
can
tell
you
the
root
problem
facing
bps-
is
a
rigged
economic
system
that
denies
our
students
and
their
families
good
jobs,
safe,
neighborhoods
and
well-resourced
schools.
AC
AD
Thank
you
for
allowing
me
to
speak
this
evening,
so
this
this
past
january,
the
college
board
announced
that
they
were
eliminating
the
sat
subject
tests
and
the
optional
essay
section
in
more
colleges
than
ever
before
have
declared
standardized
testing
as
optional
for
admission.
I
bring
this
up.
This
is
not
an
isolated
situation.
AD
What
it
is
is
a
necessary
movement
away
from
standardized
testing
across
the
country.
We
are
seeing
this
process
play
out
and
it's
not
just
because
of
the
pandemic.
People
are
waking
up
to
the
fact
that
these
massive
tests,
such
as
the
mcas,
only
illustrate
and
preserve
the
deepest
social,
economic
and
racial
divides
in
our
society.
AD
AD
As
the
movement
from
more
learning
and
less
testing
continues
to
grow,
the
mcas
will
go
away
along
with
the
rest
of
big
testing.
So
I
love
the
way
the
meeting
started.
I
appreciate
that
we
all
want
to
cancel
the
mcas,
at
least
for
now
right
baby
steps.
You
got
to
start
somewhere,
it's
a
great
step.
I
really
do
appreciate
it.
Thank
you,
superintendent.
Thank
you
school
committee
members,
but
a
school
committee
member
said
it
earlier
in
the
meeting.
AD
AF
I'm
a
current
teacher
in
matacan.
I've
worked
in
these
marginalized
communities
for
over
10
years
and
they
keep
mine
short
and
sweet,
because
I
think
everybody
hit
the
main
key
topics.
First,
I
would
like
to
say
thank
you
for
allowing
us
to
speak,
also
pointing
out
that
thank
you,
superintendent
for
point
bringing
to
light
a
huge
need
for
our
students
when
they
return
within
their
social
emotional
needs.
AF
Unfortunately,
I
personally
am
a
survivor
of
familial
suicide,
which
has
led
to
being
a
huge
mental
health
advocate,
and
this
is
an
issue
that
is
still
stigmatized
within
all
communities
and,
more
importantly,
within
these
marginalized
communities.
So
thank
you
for
taking
that
time
to
really
bring
that
to
light,
and
these
social
emotional
needs
that
these
students
need
to
be
addressed.
AF
Also,
I
think
when
we
have
these
conversations,
people
see
it
as
teachers
not
want
it,
not
believing
that
students
need
to
be
assessed
and
see
where
they
are.
Obviously
they
do,
because
how
can
we
know
where
they
are
and
how
to
get
them
to
where
they
need
to
be?
That
being
said,
these
standardized
tests
take
up
significant
amount
of
instructional
time,
especially
within
so
the
school
that
I
work
in
is
completely
marginalized,
and
the
information
being
provided
is
nothing
that
is
new
you're
having
students
that
are
already
significantly
behind
and
losing
time
to
run.
AF
These
tests
that
are
just
providing
the
same
information
over
and
over
and
over
again,
is
for
me
not
an
efficient
use
of
our
time
as
educators.
I'm
not
saying
you
know,
burn
down
the
bridges
and
all
you
know
have
anarchy
no,
but
I
do
commend
also
the
collaboration
that's
happening
within
the
pandemic,
and
people
really
expanding
together
and
trying
to
create
change,
also
piggyback
off
the
last
speaker.
I
definitely
also
agree
as
boston
as
a
city.
We
are
leaders
in
educational
reform
and
I
think
about
myself.
AF
E
AG
Hi
I'm
avon
mcducando.
I
live
in
dorchester.
Thank
you,
madam
chair,
and
vice
chairman
for
letting
us
speak
tonight,
I'm
afraid
with
school
facts
boss,
I'm
on
the
family
of
five
z
board,
and
I
believe
that
schools
systems
are
stronger
and
students
and
families
voices
are
heard
and
are
made
they're
part
of
the
decision,
making
that's
happening
at
schools
and
within
school
systems,
and
one
major
concern
I
have
worked
with
students
currently
is
once
they
get
back
in
school.
B
AE
Good
evening
my
name
is
nicole
elliott
and
I'm
an
elementary
sheltered
english
immersion
teacher
in
roxbury,
I'm
speaking
tonight,
to
urge
you
to
pass
a
resolution
calling
on
the
desi
commissioner
to
cancel
mcas
both
for
this
year
and
into
the
future.
I
would
like
to
thank
the
superintendent,
the
chair
and
the
vice
chair
for
their
comments
and
their
advocacy
on
behalf
of
our
students.
AE
I
wanted
to
touch
on
a
few
points
regarding
standardized
testing.
First,
just
about
the
data,
we
hear
a
lot
of
arguments
that
we
need
mcas
to
tell
us
how
much
learning
loss
there
is,
but
this
isn't
what
mcas
is
designed
to
do?
It's
designed
to
see
if
students
are
meeting
those
standard
benchmarks,
it's
not
like
a
test
like
the
map,
growth
assessment,
which
is
going
to
measure
progress
and
show
us
where
students
are
following
along
a
learning
continuum
and
also
this
data
that
we're
going
to
get
from
the
mcas.
AE
AE
Second,
I'd
like
to
speak
personally
about
my
students,
so
my
students
are
english
language
learners
and
I
see
the
effects
that
these
standardized
tests
have
on
them.
I
see
my
students
in
tears
because
they're
sitting
in
front
of
tests
that
are
in
english,
I
constantly
encourage
them
to
not
worry
to
try
their
hardest.
They
know
my
motto
by
heart:
do
your
best
and
don't
stress,
but
the
reality
is
that
they're
going
to
stress
the
reality
is
they
want
to
succeed?
AE
They
want
to
be
successful,
but
these
tests
and
we
are
not
putting
them
in
a
position
where
they
are
demonstrating
their
success
where
they
are
demonstrating
what
they
can
do
and
what
they
know.
I
see
my
students
every
day.
I
see
what
they
know.
I
see
what
they
can
do
and
how
much
growth
they
have
made
and
these
test
scores
don't
measure
this
as
an
example,
my
students
have
taken
two
ela
interim
exams.
AE
If
you
just
look
at
the
data,
you
will
see
that
on
the
open
response,
both
times
they
scored
zeros.
What
you
don't
see
is
the
difference
in
their
responses.
You
don't
see
that
the
first
time
only
50
of
my
students
attempted
to
answer
it.
100
attempted
to
answer
that
open
response.
The
second
time
you
don't
see
that
only
27
the
first
time
answered
in
english
but
100
answered
in
english.
On
the
second
interim,
you
don't
see
that
on
the
first
one,
only
18
of
responses
were
relevant,
but
that
number
jumped
to
56
the
second
time.
AE
Those
two
zero
scores.
Don't
tell
the
full
story
of
the
growth
that
my
students
have
made
in
the
success
that
they
have
had
this
year.
Mcas
is
not
the
full
story.
It
doesn't
show
what
my
students
can
do.
It
doesn't
show
how
they
have
grown.
It
does
not
affirm
or
celebrate
my
students,
so
please
think
about
my
students
sitting
in
their
chairs
with
tears,
running
down
their
faces.
AE
AH
AH
Many
of
us
desperately
want
to
join
with
you
in
rallying
around
some
targeted
goals
for
improving
the
education
of
all
students
in
boston.
The
proposed
document
did
not
do
that.
With
this
delay,
we
now
have
the
opportunity
to
jointly
develop
goals
and
measures
that
can
engage
our
energies
in
working
together.
That
is
our
challenge.
In
the
next
weeks,
three
weeks
or,
however
long
it
takes
I've
submitted
tonight
to
the
committee
essentially
two
testimonies
and
this
introduction,
the
first
outlines
problems
that
many
of
us
had
with
the
original
document.
AH
I
would
hope
that
all
members
could
read
it
so
that
each
of
you
hear
the
kinds
of
concerns
that
were
expressed
in
the
meetings
that
some
members
of
the
committee
had
with
the
various
task
forces
and
stakeholder
groups.
The
second
is
a
preliminary
list
of
key
issues
identified
in
the
documents
submitted
to
the
committee
by
those
groups,
including
the
ell
task
force,
the
sped
pac,
the
boston
network
for
black
student
achievement
and
beam
and
the
opportunity
and
achievement
gap
task
force.
AH
AH
Finally,
in
the
last
page
I
listed
as
a
number
of
issues
that
I
think
need
attention,
I'm
not
going
to
list
those
here.
They
talk
about
access
to
native
language
or
ells.
You
need
to
deal
with
english
learners
with
disabilities
and
so
forth.
It
would
help
us
to
know
what
process
you
would
have
to
establish
so
that
we
can
participate
jointly
with
you.
Thank
you
for
hearing
me.
E
AI
AI
AI
I
love
having
bob
in
my
class
he's
funny
and
sharp.
He
calls
out
bs
when
he
sees
it.
Why
this?
Why
that
when
he
came
to
our
school
in
third
grade,
he
was
identified
as
a
slave
student
had
no
familiarity
with
numbers
or
letters,
and
now
two
years
and
a
pandemic
later
he's
discussing
fractions
with
the
rest
of
the
class
and
then
he'll
groan
at
me
for
it
about
it.
AI
He'll
sit
and
read
along
to
a
recording
of
the
lion,
the
witch
in
the
wardrobe
and
gasp
he's
a
kidnapper
when
he
finds
out
that
mr
tumnus's
promise
is
about
mr
thomas's
promise
to
the
white
witch
today.
During
our
remote
day,
I
saw
him
sharing
his
screen
to
his
small
literature
circle
group,
as
he
wrote
out
his
ideas
for
why
mr
tumnus
was
crying
during
the
chapter.
AI
It
will
never
show
the
incredible
learners
they
are,
nor
will
it
ever
show
the
dedication
of
their
educators
to
their
growth
as
learners,
and
it's
so
painful
as
a
teacher
to
sit
down
with
our
students
all
with
their
own
stories
and
waste
their
precious
learning
time
with
days
of
testing
that
make
them
feel
stupid
and
powerless
and
bored
and,
as
you
know,
annually,
our
students
are
encouraged
to
do
their
best
and
take
all
day
on
these
tests.
20
seconds.
AI
Last
summer
I
worked
in
the
bps
summer
program,
it's
a
six
week
program
and
we
had
standardized
testing
that
I'm
sure
was
expensive
to
us
to
give
during
the
first
week
and
the
last
week,
and
one
horrible
example
of
our
reliance
on
testing
is
that
I
was
contacted
a
week
in
by
a
colleague
that
his
second
grader
had
accidentally
taken
one
of
my
seventh
graders
tests
because
of
the
number
that
she'd
been
given.
She'd
spent
three
days
testing
as
a
pre-programmed
test.
AI
AJ
Perfect
hi
everyone,
my
name,
is
roberto
jimenez.
I
live
in
chelsea,
I'm
the
political
organizer
with
the
boston
teachers
union
and
I'm
also
an
elected
member
of
the
chelsea
school
committee.
I
want
to
thank
dr
caselias
for
her
recent
comments
against
the
use
of
mpass
and
other
standardized
tests,
and
I
want
to
thank
the
chairwoman
for
the
for
supporting
that
position
and
for
standing
against
this
form
of
systemic
racism.
AJ
I
believe
that
it
would
still
be
helpful
for
the
movement
against
mcas
for
the
school
committee
to
pass
a
resolution
against
this
use.
Its
use
this
academic
year
and
further.
I
want
to
highlight
the
recent
measure
that
new
york
city
schools
have
taken
to
turn
testing
into
an
opt-in
process.
If
that
is
something
that
can
be
done,
it
would
probably
be
the
best
way
for
us
to
move
forward
with
reducing
the
harm
of
this
test
this
year
and
potentially
something
that
can
be
done
without
needing
a
federal
waiver.
AJ
Before
I
work
for
the
btu,
I
spent
almost
a
decade
working
in
college
admissions
at
the
university
of
michigan
at
harvard
at
tufts.
It
was
doing
that
work
that
I
first
learned
about
the
disparate
impact
of
standardized
testing
on
students,
especially
students
of
color,
as
I
would
have
to
sit
through
reading
applications
from
amazing
students
of
color,
who
would
then
not
be
admitted
because
their
sat
scores
were
low.
On
the
other
hand,
sometimes
we
would
admit
some
of
them
and
years
later
we
would
see
how
they
thrived
in
college.
AJ
To
then
prepare
them
to
take
this
test
and
then
administer
it,
let's
focus
instead
on
supporting
our
kids
through
the
trauma
that
they
live
through
this
year
or
getting
them
engaged
with
academic
content
in
ways
that
are
only
possible
now
that
they're
in
person.
If
we
only
have
a
limited
amount
of
instructional
time
left,
let's
spend
it
on
the
things
that
are
actually
valuable
to
students.
AJ
As
a
fellow
school
committee
member,
I
push
for
a
resolution
in
chelsea
that
calls
for
cancelling
mcas
and
for
the
legislature
to
reimagine
how
we
do
assessments
and
accountability
in
a
way
that
is
student,
centered
and
not
reliant
on
standardized
testing.
I
hope
boston
would
support
this
as
well,
and
I'd
be
happy
to
provide
any
help
in
crafting
a
resolution
if
you'd
like.
Thank
you.
AK
AK
Thank
you.
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston
education,
justice
alliance
and
a
dorchester
resident
at
the
last
school
committee.
A
school
budget
was
passed
absent
of
student
voice.
The
voice
of
bisex
students
in
their
work
has
been
stifled
by
adult
leadership
working
to
reshape
their
experiences
rather
than
embracing
their
unique
perspectives.
AK
The
absence
of
this
perspective
is
purely
at
the
fault
of
poor
adult
leadership.
Will
the
internal
bps
investigation
be
looking
into
the
adults
who
told
students
not
to
say
things
that
they
should
have?
The
shameful
act
is
a
historical
pattern
of
poor
leadership
and
a
continued
practice
of
not
listening
to
students,
parents
or
educators.
AK
Families
continue
to
experience
the
gaslighting
behavior
that
bsac
students
have
spoken
out
against
through
their
school
budget
process
through
the
gray
haze
of
build
bps
wondering
if
their
school
will
close
without
warning
and
now
through
struggling
with
compensatory
and
additional
support
services
that
they
should
be
offered
through
the
additional
federal
funding.
Families
should
not
have
to
ask
for
these
services.
They
should
be
offered
additional
services,
especially
with
summer
quickly
approaching.
These
funds
should
not
be
used
to
make
up
for
school
budget
loss
or
given
out
with
stinginess.
AK
This
goes
hand
in
hand
with
the
need
to
push
for
the
cancellation
of
mcas.
Thank
you,
dr
cacelias,
for
providing
feedback
to
commissioner
riley
to
recommend
cancelling
the
mcas
beija
agrees
that
mcas
is
racist
and
stands
behind
a
boycott
of
the
mcas
bayesia
asks
that
you
back
your
statements
and
feedback
with
action.
We
ask
that
this
school
committee
joined
the
over
35
other
school
committees
across
the
state
who
have
signed
resolutions
to
recommend
canceling.
The
mcas
signing
a
resolution
draws
an
important
line
on
the
sand.
AK
AK
Most
families
do
not
realize
that
even
before
the
pandemic,
this
has
always
been
an
option
and
they
can
write
a
one
sentence
letter
to
their
school
leader
say
saying
that
they
are
choosing
to
opt
out
of
mcas.
In
addition
to
the
mcas,
we
don't
need
additional
graduation
requirements
like
the
mass
core.
Without
additional
resources,
school
budgets
need
to
ensure
that
students
have
what
they
need
to
meet
graduation
requirements
rather
than
more
lip
service
or
creative
excuses
for
why
schools
are
missing
basic
necessities.
Thank
you.
E
AL
Good
evening
school
committee,
members
and
superintendent
cassellius,
I'm
sharon,
hinson,
mother,
parent
of
a
bps
and
university
of
maine
graduate,
who
is
now
a
graduate
student
at
northeastern
university.
I'm
also
an
educator
and
doctor
of
education,
candidate
at
northeastern
university
community
advocate
and
president
of
black
teachers
matter
incorporated
and
homeowner
in
hyde
park.
I
come
before
you
this
evening
thanking
you
for
your
continued
efforts
to
reopen
the
bps
schools
while
addressing
the
pandemic
and
cancelling
the
mcas
exam.
My
concerns
this
evening
are
several
some
old
and
some
new
number
one.
AL
I've
asked
this
question
several
times
before
and
we'll
ask
it
again
tonight,
while
I'm
happy
to
hear
that
april,
28th
vsac
will
appoint
the
student
rep.
Will
that
rep
receive
a
vote
in
compensation?
If
not,
is
the
boston
school
committee
going
to
move
forward
to
make
that
happen?
At
one
point,
I
received
a
response
that
it
is
not
legal
to
compensate
the
student
rep
at
this
time.
I
want
to
remind
the
committee
that
at
one
point
in
time,
slavery
was
also
legal
and
working
without
pay
is
akin
to
slavery,
and
laws
can
also
change
again.
AL
AL
I'm
very
engaged
in
this
process
for
various
reasons,
and
as
much
as
I
try
to
stay
current
keeping
up
with
all
the
meetings
and
information
it
can
be
daunting.
I
encourage
the
superintendent
and
boston
school
committee
to
hold
a
few
community
community
listening
sessions
to
keep
parents
and
students
informed
and
engaged.
Regarding
this
process
question
three:
there
is
a
reported
460
million
dollars
coming
to
the
boston
public
schools.
AL
AL
AL
Finally,
my
non-profit
organization,
black
teachers
matter
incorporated,
is
a
501c3
actively
engaged
in
providing
professional
development
instruction,
educational
resources
and
academic
recovery,
support
and
academic
services,
using
an
equity
lens
and
culturally
competent
and
socially
conscious
and
responsible
teachers
and
curriculums,
and
we
would
like
to
join
with
the
superintendent
school
committee
mayor,
janie
and
other
stakeholders
as
a
community
asset
and
partner
towards
this
effort.
We
remain
your
partners
in
achieving
education
equity
for
all.
Thank
you
for
your
time
and
attention.
AM
AM
My
concern
is
more
about
the
social
emotional,
about
our
children
coming
into
this
school
year
and
going
into
the
next
school
year
for
the
fall.
I
think
it's
important
that
our
social
emotional
be
addressed
for
our
students
when
returning
to
school,
especially
as
we
reference
towards
our
high
schoolers
that
are
not
engaged.
AM
AN
AN
AN
We
witness
we
witnessed
not
only
changes
in
the
leadership
of
our
country,
but
we
have
and
continue
to
be
impacted
by
coven
19
and
its
trail
of
devastation,
along
with
alterations
in
the
lives
of
all
students,
families
and
educators,
as
it
pertains
to
learning
albert
einstein
reminds
us
that
education
is
not
the
learning
of
facts,
but
the
training
of
the
mind
to
think
schools
are
an
essential
foundation
for
learning
and
as
a
result
of
coven
19.
The
norm
of
learning
has
and
will
be
forever
altered.
AN
I
too
missed
a
sense
of
community
in
person,
support
and
the
ability
to
foster
relationships
in
person.
However,
I
do
not
miss
being
sick.
I
do
not
miss
laying
still
wondering
if
today
will
be
my
last
breath.
I
say
this
to
emphasize.
The
importance
of
safety,
students
and
staff
are
expected
to
return
in
person
five
days
on
april
26th.
AN
However,
the
week
prior
april
vacation
offers
a
week
of
risks,
uncertainty
and
safety
protocol
being
followed
and
further
increases
the
fair
level
of
uncertainty
and
possible
transmission
of
cloven
19.
school
committee
superintendent.
Please
assess
safety
protocols
being
implemented
in
school
in
schools.
AN
AN
Please
reconsider
reopening
full
time
five
days
on
the
26th
and
given
an
extra
two
weeks
following
april
vacation
for
quarantine
to
hopefully
lessen
the
risks
of
endangering
students,
staff
and
families,
as
I
shared
before
education
is
vital
to
teaching
the
minds
of
the
students
to
think.
However,
safety
will
give
those
minds
the
opportunity
to
think
for
shut
down
due
to
fear
of
infection.
E
A
Thank
you,
ms
sullivan,
and
thank
you
to
those
of
you
who
spoke
to
us
this
evening
and
shared
your
perspective.
Your
testimony
is
very,
very
important
to
us.
Our
first
action
item
this
evening
is
a
grant
for
approval
in
the
amount
of
thirty
four
thousand
four
hundred
and
twenty
five
dollars,
and
I
will
now
open
it
up
to
the
committee
for
any
questions
or
comments.
A
A
F
H
A
You
so
much
ms
sullivan.
The
committee
is
not
going
to
be
taking
a
vote
this
evening
on
the
superintendent's
policy
recommendation
regarding
the
requirements
for
graduation
from
the
boston,
public
schools
and
the
committee
is
going
to
revisit
this
proposal
at
a
future
meeting.
Additionally,
the
community,
the
community.
Sorry,
the
committee
is
not
going
to
take
a
vote
on
the
goals
and
guard
rails
values
this
evening.
A
Instead,
we're
going
to
just
take
a
little
bit
more
time
to
reflect
on
the
feedback
that
we've
received
from
several
stakeholders,
and
we
also
want
to
thank
the
ell
and
the
oag
task
forces,
sped
pack,
basia,
b,
mac
btu
and
the
boston
network
for
black
student
achievement
and
others
who
attended
our
seven
community
sessions
and
shared
their
thoughtful
input
to
the
committee
and
for
pushing
our
thinking.
The
committee
really
wants
this
document
to
be
a
community
document
that
brings
us
closer
to
our
shared
goals
of
improving
student
outcomes.
A
So
we
look
forward
to
taking
a
vote
on
the
goals
and
guard
rails
at
our
april
28th
meeting
our
first
report
this
evening
is
interim
salary
and
non-personnel
payments
on
external
funds.
The
superintendent
brings
this
request
to
the
school
committee
annually
seeking
approval
for
the
interim
salary
payment
order
for
personnel
paid
with
external
funds.
AO
A
AP
Thank
you,
madam
chair,
and
the
members
of
the
school
committee.
I
appreciate
the
opportunity
to
present
our
vision
for
our
revised
attendance
policy
going
into
school
year
2122,
so
our
attendance
policy
is
fundamental
to
ensuring
equity
and
how
we
support,
motivate
and
engage
our
most
vulnerable
students
to
fully
participate
and
benefit
in
their
education.
AP
Historically,
the
district
attendance
policy
has
relied
on
the
threat
of
punishment
to
dissuade
poor
attendance.
However,
contemporary
research
shows
that
punishment
is
not
an
effective
response
to
poor
attendance.
Reducing
chronic
absenteeism
requires
problem
solving
and
support,
not
blame
and
punishment.
However,
elements
of
punishment
remain
embedded
in
the
district's
attendance.
AP
AP
So,
throughout
over
a
two-year
period,
we
with
the
support
of
our
district
attendant
attendance
advisory
committee.
We
use
the
racial
equity
planning
to
engage
a
wide
range
of
stakeholder
feedback
and
some
of
the
the
key
rationale
in
terms
of
the
revisions
to
the
attendance
and
policy
are
outlined
here.
AP
AP
So
this
means
that
it
really
from
from
the
perspective
of
learning
in
instructional
time,
all
absenteeism
can
have
a
detrimental
impact
on
student
outcomes,
so
the
policy
has
really
been
revised
to
focus
on
chronic
absenteeism.
We
know
that
we've
had
historical
trends
where
student
demographic
groups
have
had
higher
chronic
absenteeism
rates
perpetually
over
time.
AP
We're
also
detailing
how
school
staff
and
staff
across
the
district
should
be
using
the
systems
to
monitor
attendance
and
report
attendance.
So
it
outlines,
for
instance,
the
use
of
reporting
attendance
through
the
aspen
student
information
system,
as
well
as
the
planning
of
student
success
interventions
using
the
panorama
platform,
intervention,
monitoring
and
goal
setting
with
students
using
panorama.
AP
And
we
also
looked
at
some
historical
data
as
well,
so
going
back
to
last
year.
We
saw
that,
for
example,
students
with
disabilities
and
our
english
learners
had
disproportionately
higher
issuance
of
no
credit
grade.
So
what's
important
to
keep
in
mind
is
with
the
no
credit
grade.
Ultimately,
this
can
be
converted
to
a
failing
grade
and
it
is
exclusively
tied
to
a
student's
attendance.
AP
We
are,
we
do
not
have
a
no
credit
policy
in
place,
it's
suspended
for
the
current
school
year,
so
what
we're
proposing
is
to
discontinue
the
no
credit
policy
permanently
and
part
of
the
rationale
for
that
is
the
the
no
credit
policy.
If
you
look
at
the
way
it
has
been
written
historically,
a
student
could
get
four
absences
in
a
marking
period
and
based
on
the
processes
in
that
school
or
based
on
the
whims
of
a
particular
educator
or
school
leader.
AP
So
what
we're
proposing
with
the
revised
policy
is
actually
that
schools,
staff
and
school
leaders
should
be
using
a
grade
of
incomplete,
so
absences
may
still
impact
student
grades
if
they
miss
assignments
or
they
miss
a
test.
They
miss
instructional
time.
But
we
don't
want
to
see
that
it's
exclusively
tied
to
attendance,
regardless
of
whether
the
student
demonstrated
the
competency
to
pass
the
course.
So
the
use
of
the
incomplete
will
still.
You
could
see
in
the
language.
AP
It
still
offers
the
directive
that
all
students
should
be
given
the
opportunity
to
equitably
recover
any
lost,
learning
time
or
missed
instructional
time
during
a
marking
period.
So
it's
not
as
though
we're
taking
away
a
backstop
that
affords
students
the
opportunity
to
make
up
work
and
pass
a
course,
but
we
want
to
eliminate
inequities
as
it
relates
to
the
application
exclu
of
the
no
credit
policy
exclusively
tied
to
attendance
and
one
other
thing
I
I
failed
to
mention
previously.
AP
We
also
looked
at
the
application
of
the
no
credit
policy
across
schools
and
there
were
considerable
inequities
there,
where,
for
instance,
with
the
first
marking
period
for
the
current
school
year,
less
than
half
or
half
about
half
of
the
high
schools
had
actually
issued
grades
of
no
credit
and
then
among
the
the
high
schools
that
had
issued
grades
of
no
no
credit.
The
number
of
students
who
had
received
a
at
least
one
no
credit
grade
ranged
from
one
to
284.
AP
So
a
really
wide
disparity
in
terms
of
the
application
of
the
policy,
and
this
is
also
viewed
as
something
that's
part
of
bps,
really
becoming
an
anti-racist
institution
where
we're
really
scrutinizing
our
policies
and
making
sure
that
we
have
an
equity
lens
in
all
facets
of
the
policy
and
conducting
widespread
stakeholder
engagement,
to
get
feedback
and
revise
policies
in
a
way
that
makes
sense
for
our
students
to
best
support
our
students
and
families.
And
with
that
I
will
turn
it
back
over
to
madam
chair.
A
Thank
you
so
much,
mr
marx,
for
your
presentation.
I
will
now
open
it
up
to
committee
members.
If
you
have
questions,
please
remember
our
five
minute.
Oh
sorry,
superintendent
I'll!
Let
you
go.
Please
remember
the
five
minute
rule.
We
all
have
to
ask
questions.
I
can
go
around
a
second
time
if
you
have
more
questions
and
also
for
the
staff
side.
That's
just
you,
mr
mark
marks
and
the
superintendent,
but
also
to
be
brief.
So
we
can
ask
our
questions,
but
please
go
ahead.
Sorry
doctor.
C
C
It
had
nothing
to
do
with
their
academics
at
all
and,
as
you
know,
you
know
I
wanted
to
take
on
a
number
of
policies
that
I
reviewed
when
I
first
came
and
so
we'll
be
bringing
you
several
policies
that
are
older
and
haven't
been
revised
in
a
very
long
time
and
taking
a
real
equity
lens
toward
toward
those
policies,
and
this
is
the
first
that
we're
bringing
to
you
permanently.
You
know
to
change
the
policy
we
suspended.
It
last
may
suspended
it
again
this
year,
but
we
need
to
make
this
a
permanent
change.
G
Yes,
thank
you.
I
have
two
questions,
one,
I'm
I'm
just
wanting
to
make
sure
I
understand
the
definition
of
circulars,
which
I
guess
are
actually
our
policy
papers,
it's
one
of
those
words
that
we
use
in
the
district,
but
I'm
not
always
sure
how
that
would
translate
into
the
other
languages
that
we
use.
So
our
circle
is
our
particular
policies.
AP
G
C
G
Yes,
and
then
I
guess
the
other
issue
is,
you
know,
as
I
think
about
this
overall,
the
policy
to
me
seems
like
it
has
different.
You
know
the
reasons
behind
the
absences
may
differ
when
it's
elementary
school
versus
high
school
issues
and
the
question
is
you
know
where?
How
do
we
look
into
why
people
are
absent
and
what
kind
of
connection
with
helping
parents
understand?
G
You
know
absentee
policies
and
the
ramifications
for
taking
children
out
of
school,
to
travel
for
the
holidays,
etc,
and
how
that
impacts
their
grades
at
the
lower
ends
versus
high
school
students,
who
personally
may
decide
to
show
up
or
not
show
up?
So
how
do
we
help
both
the
students,
but
also
the
families,
understand
the
ramifications
of
those
choices
or
actions.
AP
Sure
so,
yeah,
that's
a
great
question.
So
really
I
referenced
the
the
panorama
student
success
platform
and
that
really
offers
a
district-wide
opportunity
to
capture
the
the
reasons
behind
absences
to
document
the
communication
with
families
to
really
provide
the
imperative
to
be
a
platform
really
to
ensure
accountability
that
we're
reaching
out
to
all
students
who
have
struggled
with
absenteeism
to
better
understand
what
the
family
challenges
are
to
document
any
referrals
to
support
services
and
so
forth.
AP
So
that's
a
critical
piece
of
of
gaining
consistency
around
a
tiered
attendance
and
we
have
some
other
systems
that
were
that
we've
implemented
and
we're
working
with
schools
to
better
support
their
approach
to
attendance
across
tiers.
One
is
our
tiered
attendance
system
where
we
provide
direct
consultation
to
schools
and
it's
really
customized
according
to
what
that
particular
school
is
doing
well,
where
they're
having
challenges
and
we're
able
to
differentiate
the
approach
based
on
the
grade
levels
within
a
particular
school.
AP
R
T
T
But
the
action
we
know
happens
at
a
more
local
level
and
I'm
wondering
if
there's
a
way
we
can
figure
out
like
tracking
this
data,
this
particular
problem.
How
do
we
track
that?
So
so
we
can
see
both
where
it's
happening
and
then,
where
the
the
responses,
the
interventions
are
occurring
that
work,
so
we
can
spread
it
more
systematically
across
the
school
and
so
that
that
I
I
don't
need
an
answer
now
you,
if
you
have
the
system
and
you
have
the
flow
chart
for
me
already.
T
AP
Yeah,
so
I
think
I
I
can
respond
to
you
know
some
of
some
of
that
question
and
recommendation
again.
I
think
panorama
is
a
platform.
That's
enabling
us
to
look
at
school
level,
data
regional
data,
that's
being
communicated
out
on
a
consistent
basis,
so
that
school
superintendents
are
armed
with
that
information.
AP
We've
really
shifted
their
approach
from
just
purely
being
focused
on
it
as
a
truancy
officer
in
the
court
process
to
really
be
focused
on
the
school
level.
Support
and
working
with
school
success
teams
and
working
with
attendance
teams
and
they've
also
actually
been
involved
with
the
community
equity
roundtables
at
the
school
level.
AP
But
part
of
what
we're
trying
to
do,
at
least
within
our
department,
I
know
within
other
departments
as
well
is
to
be
just
like
you
mentioned,
be
able
to
identify
the
practices
that
are
really
strong
and
then
share
those
practices
with
other
schools
that
have
similar
grade
range-
demographic
makeup.
You
know
student
population
and
so
forth.
T
Great,
and-
and-
and
this
is
this-
is
part
of
our
complicated
challenge-
I
don't
want
to
be
part
of
a
district
that
that's
playing
gotcha
with
principals
in
schools
and
psych
councils.
I
I
don't
want
to
be
part
of
that,
but
I
do
want
to
be
part
of
a
district
that
is
holding
the
sites
accountable,
and
so
how
do
we
manage
this?
T
You
know
high
expectations
high
support
to
each
school
because,
as
we
know,
their
kids
with
chronic
absenteeism,
I'm
sure
we
have
schools
that
have
chronic
absenteeism
and
they
don't
need
more
finger
pointing,
but
do
they
need
more
support?
How
do
we
track?
How
well
we're
doing
it?
So
I'm
glad
that
you're,
using
that
reporting
system
and
looking
forward
to
finding
a
way
that
we
can
see
how
that
is
that
it's
occurring
across
the
district
and
regions
to
to
make
this
change
that
we
all
desire.
C
Yeah,
dr
coleman,
I
just
want
to
share
that
during
this
year
in
particular,
we
have
really
been
running
down
these
no
credits,
our
school
superintendents,
dr
bergeron
and
dr
mcintyre
have
been
working
with
the
heads
of
schools
because
we
wanted
to
clear
up
the
incompletes
clear
up.
The
no
credits.
Kids
need
to
be
credit
ready
for
earning
their
diploma.
They've
been
working
with
mr
marks
on
the
attendance
data
and
this
the
student
out.
What
are
they
called?
Soas?
AP
H
C
V
V
I
think
different
schools
are
at
different
points
in
their
implementation,
and
so
as
we're
moving
into
year,
two
of
implementing
panorama
district
wide
we're
thinking
about
how
do
we
differentiate
training
and
supports
for
schools
who
may
not
have
used
it
much
this
year
versus
some
of
our
other
schools
who
have
had
support
from
brian
and
his
team
and
other
central
office
staff
to
sort
of
take
them
to
the
next
level
of
what
do
you
do?
What
can
the
system
do
beyond
sort
of
that?
First,
logging
in
and
making
an
initial
plan
so.
H
H
You
know,
there's
systems
are
so
important
and
you
have
garbage
in
garbage
out,
but
you
also
have
good
systems
that
there
are
benefits
to
using.
So
you
know
how
do
we
get
do
we
believe
that
piano
random
panorama
excuse
me
is
an
effective
system
and
if
so,
what?
How
do
we
get
that
message
across?
How
do
we
get
that
usage
up.
V
You
know
there's
colors
and
graphs,
and
it
triangulates
assessment
data
with
course
grades
and
attendance
in
a
way
that
aspen
is
just
not
designed
to
do
in
a
visual
manner.
So
I
think
it's
it's
the
first
step
to
helping
schools
get
quicker
access,
so
they're
not
spending
their
time,
building
spreadsheets
to
try
and
understand
this
on
their
own.
So
I
think
it's
it's
a
multi-year
process
and
it's
just
one
piece
of
sort
of
our
ecosystem
of
data
that
we're
using
to
help
support
schools.
Yeah.
H
Great
thank
you
and
it.
It
brings
me
to
the
second
one,
which
was,
which
is
more
of
a
point.
I
I
applaud
the
efforts
to
look
at
all
of
our
policies
through
an
equity
lens
and
to
take
away
the
you
know,
you
talk
about
carrot
and
stick
right,
so
we're
taking
away
this
stick
so
to
speak
on
attendance,
which
particularly,
we
see
that
there's
unequal,
unequal
results
here,
and
so
I
I
appreciate
what
the
superintendent's
doing
to
support
it.
A
I
do
have
a
couple
of
questions.
Thank
you
again,
mr
marx,
for
the
report.
I
have
to
say,
like
the
the
inequity
that
was
shown
is
just
it's
unacceptable.
It's
just
unacceptable.
I
have
no
words
and
my
questions
are
around.
You
talked
about
the
competency
base,
which
I
think
is
great
and
I'm
just
wondering
how
how
we're
gonna
be
doing.
A
A
We
don't
get
to
that
place
of
you
know
and
she's
only
in
you
know
elementary
school,
so
it's
not
as
dire,
but
when
I
think
of
like
a
high
school
student
falling
really
behind
and
what
that
means.
Who
who
is
on
the
school
level
like
who's
in
charge
of
that?
Because
I
it's
also,
I
don't
want
to
say,
like
every
teacher.
A
C
So
I
mean,
and
monica
can
speak
to
the
particulars
of
what
we
can
house
in
panorama
and
the
kind
of
reporting
that
can
be
available
to
our
school
teams
and
our
student
support
teams.
Not
every
school
has
a
student
support
team.
We
don't
have
common
grading
protocols
and
standards
across.
So
mr
de
rujo,
that's
another
piece,
you
know
we
don't
have
common
grading
practices
across
our
schools.
C
We
don't
have
common
graduation
requirements
across
our
schools,
and
so
when
you
don't
have
these
comments,
standards
that
are
set,
you
know
and
expectations
it's
hard
to
hold
your
school
leaders
or
your
teachers
accountable,
and
then
you
have
to
have
a
place
for
that
information
to
be
stored
and
then
whole
processes
around
the
expectation
for
how
they
communicate
to
families
when
they
communicate
to
families
what
they
communicate
to
families,
how
frequently
they
do,
and
so
you
know
all
just
kind.
It's
a
whole
system.
That's
in
place.
C
B
AQ
M
B
AQ
We
are
really
focused
on
supporting
you
know,
really
bringing
clarity
to
the
role
of
ssts
and
helping
our
schools
bill
out
there
multi-tiered
system
of
supports,
so
that's
something
we're
currently
organizing
around
and
hopefully
hoping
to
be
able
to
support
in
a
more
targeted
way
across
all
schools.
Next
school
year.
A
A
A
I
think
automatically
of
a
young
man
who's
a
bps
graduate
that
was
in
my
program
and
came
to
the
organization
and
was
failing
out
of
school
and
really
was
it
was
about
relationships,
so
the
relationship
we
had
with
him
and
then
with
the
school
and
how
we
worked
together
to
kind
of
wrap
our
arms
around
that
student
and
he
became
engaged
in
our
music
program
and
he
got
really
interested
in
like
the
engineering
side
of
it
and
he's
now.
He
we
worked
with
him.
A
He
got
accepted
to
college,
he
went
to
a
community
college
and
then
transferred
and
just
got
into
wentworth
and
he's
studying,
engineering
and
he's
about
to
graduate,
and
so
I
think
there's
you
know
so
much
that
I'm
excited
about
that
college
and
career
goal.
Because
not
you
know,
every
student
is
different,
not
everybody.
I
know
that
I
have
a
hard
time
sitting
here.
A
All
these
hours
and
focusing
you
know
and
being
in
school
sitting
like
you
know,
I'm
really
excited
about
the
reimagine
piece
and
how
we
can
reimagine
school,
and
you
know
using
internships
and
using
things
as
the
vice
chair
said,
to
kind
of
like
get
students
excited
that
it's
not
just
like
sitting.
You
know
at
a
desk
so
anyway,
preaching
to
the
choir.
I
know
so
any
other
questions
before
we
wrap
up.
C
No,
I
just
again
want
to
thank
the
team.
This
is
really
exciting
to
me.
You
know
I
am
so
ready
to
bring
forward
these
policies
that
I
believe,
are
barriers
to
our
students
and
their
learning,
and
I
really
want
to
thank
the
team
for
stepping
into
this
and
getting
these
across
the
finish
line,
because
they
are
so
important
to
setting
the
standard
and
the
expectation.
So
we
can
get
the
work
done.
Moving.
A
And
I-
and
I
want
to
thank
you,
superintendent,
for
bringing
this
forth
because
you
know,
as
a
school
committee,
we're
definitely
working
on
all
of
the
policies
and
we're
going
to
document
them.
We're
going
to
have
them
online.
We're
working
on
that,
so
the
public
has
them.
The
school
committee
has
them,
but
we
don't
know.
Many
of
us
have
only
been
on
the
school
committee
for
less
than
a
year
or
a
couple
years,
eight
years,
but
we
still
don't
know
all
the
policies.
A
So
we
thank
you
for
bringing
that
you
know
these
inequitable
policies
that
we
need
to
look
at.
So
thank
you
so
much.
Thank
you
again,
mr
mark.
So
the
committee
looks
forward
to
taking
action
on
this
recommendation
at
our
next
meeting
on
april
28th
and
so
we're
now
going
to
move
on
to
public
comment
on
reports.
Ms
sullivan.
T
T
What
about
mass
core
and
the
other
is
about
the
issues
with
our
goals
and
our
values,
and
so
I
just
think
it's
an
opportunity
and
to
be
clear
about
what
I'm
hoping
as
a
superintendent
comes
forward
next
week,
really
about
mass
core
is,
as
you
work
with
your
your
principals
and
your
staff,
thinking
about
what's
best
for
all
our
kids.
You
know
I
just
need
to
be
clear
as
a
committee
member
the
variations
of
what
we
expect
out
of
our
children.
T
She
even
talked
about
tonight
in
terms
of
attendance,
is
just
not
healthy
for
the
district
as
a
whole.
I
think
there's
some
schools
that
may
serve
some
people
may
serve,
but
the
district
as
a
whole.
So
I
just
want
to
emphasize
from
my
perspective
as
a
committee
member,
that
finding
coherence,
common
standards,
common
expectations
to
me
is
part
of
driving
whole
district
quality
and
I'm-
and
I
and
I
believe
in
the
in
in
the
power
of
individual
principles
and
the
power
of
individual
teachers.
Those
are
incredibly
important.
T
I
don't
want
to
squash
that,
but
it
has
to
be
fitting
within
a
coherent
system.
So,
as
you
come
forward
now
those
conversations
I
just
want
to
be
publicly
clear
that
one
of
the
things
that
I
need
to
be
clear
about.
If
we
don't
go
forward
with
the
math
score,
what's
the
head
and
shoulders
above
or
alternative,
not
just
that
that's
bad,
that's
not
working
for
me
as
well.
What's
a
better
term,
it's
gonna
be
coherence.
Try
to
take
some
more
kids!
That's
one
thing!
T
I
want
to
share
with
you
as
a
committee
member
in
terms
of
expectations,
and
then
the
other,
I
think,
is
a
more
problematic
issue
in
many
ways
that
you
know,
we,
as
a
committee
have
made
a
pretty
clear
commitment
that
we
feel
getting
to
one
of
one
it's
dangerous
and
get
too
far
away.
Try
to
do
too
many
things
at
once
and
that
we
have
felt
that
we
are
better
served.
Getting
a
more
laser-like
focus
on
a
few
things.
T
We
want
to
move
about
what
children
know
aren't
able
to
do,
and
we
came
to
that
consensus
now.
What
that
should
be,
I
think,
no
one's
perfect.
We
can't
look
at
that,
but
I
want
to
communicate.
I
guess
to
my
peers
that
for
me,
that
is
a
valuable
step
forward
for
the
district
to
know,
to
really
focus
on
a
few
areas
that
we
want
kids
to
know
and
be
able
to
do
and
what
are
the
values
or
the
tactics
or
or
lead
indicators
for
that,
and
how
do
we
go
for
the
fidelity?
T
Getting
that
clear
for
us
right
now
is
our
only
way
to
support
you,
dr
cassellius.
We
have
to
be
clear
about
what
we're
looking
for
and
not
have
all
the
ambiguity
where,
oh
you
said,
you're
gonna
do
this,
but
you
didn't
do
that.
So
therefore
something's
going
wrong,
and
I
really
you
know
everyone
knows
I'm
concerned
and-
and
vice
chair
neil
brought
this
up.
There's
this
negative
narrative
in
this
community
about
what
boston
school
are
trying
to
do.
It's
the
best
place
to
be
a
black
boy
in
the
country
as
a
school
district.
T
We,
our
improvement
on
graduation
rates,
is
phenomenal.
Slow,
not
not
good
enough,
but
I
think
we,
I
really
want
to
use
this
goals
and
values,
to
change
the
narrative,
to
really
focus
on
what
we're
trying
to
do
measure
where
we're
not
going
to
be
good
enough
and
make
change
and
not
be
swallowed
up
by
a
theory
of
ill
content.
So
that's
not
so
much
for
you,
dr
cosalia.
Certainly
the
the
high
school
expectations
is
very
much
something
that
we're
looking
forward
to
you
for.
T
Do
you
bring
forward
and
then,
for
I
want
to
share
with
my
committee
members
the
real
strong
feeling
that
I
have
that
we
will
make
a
big
jump
forward
if
we
get
if
we
can
come
to
an
agreement-
and
I
don't
think
we're
gonna
get
consensus
right
away,
but
disagreement
what
those
goals
are
and
what
are
the
four
or
five
major
values
we
want
to
represent,
get
it
going
and
then
change
waiting
to
get
it
going.
I
think,
doesn't
serve
our
children.
That's
my
rant
for
the
evening,
I'm
sorry
but
we're
ending
so
early.
H
Dr
coleman,
thank
you
for
your
comments.
I'm
often
struck
by
the
line
that
the
pursuit
of
perfection
often
impedes
improvement,
and
so
this
is
a
continuous
process
of
improvement
that
we're
trying
to
make
whether
it's
mass
core,
whether
it's
our
goals
and
values-
and
you
know
compromise-
is-
is
not
a
four-letter
word.
H
They
are
in
fact
reaching
out
and
giving
us
our
feedback,
giving
us
their
feedback
and
have
engaged
in
the
process,
and
they
have
been
wonderful,
rich
conversations
that
I
hope
turn
into
regular
opportunities
and
and
that
other
members
can
join
in
as
well,
because
it
allows
us
to
have
conversations
that
we
have
that
we
can't
do
in
this
forum.
We
sit
at
this
forum,
we
get
public
comment
and
by
robert's
rules
of
order,
we
can't
respond
back
right
and
so
the
opportunity
to
having
engagement
and
conversations.
H
T
Yeah
I
agree,
and-
and
so
madam
chair,
the
the
the
point
of
business-
an
idea
that
I
would
like
us
to
address
that
we
came
up
in
our
consulting
process
is
the
structure
of
our
task
force
versus
committee
work
and
that
that
is
something
that
I
would
like
us
to
follow.
Up
on
on
the
consultant's
suggestion
that
we
identify
be
clear
about
tasks
he
suggested
task
force
are
time
limited
activities
to
provide
solve
particular
problems.
T
The
exam
exam
for
the
exam
schools
would
be
an
example
of
that,
whereas
a
committee
would
be
a
school,
a
committee
would
be
kind
of
a
joint
working
group
with
the
district,
the
school
committee
and
the
community.
That
would
raise
a
level
of
expertise
and
understanding
and
depth
and
opportunity
to
communicate
about
these
complex
issues.
So
you
know
it
is.
T
I
am
it's
one
of
the
great
honors
of
my
public
service
to
be
on
the
opportunity,
achievement
task
force
because
of
the
work
that
jerry
aiella
and
the
arrest
of
committee
do
to
really
raise
up
these
issues
and
have
really
driven
real
system
change.
A
change
across
the
system
about
how
we
think
about
equity
and
opportunity.
T
The
work
coming
out
of
the
yellow
task
force
is
very
similar,
but
I'm
wondering
whether
we
need
to
reconfigure
and
use
them
differently.
So,
for
example,
the
one
that
I
am
most
concerned
with
is,
I
don't
think
we,
the
school
quality
task
force
is
appropriately
assigned,
particularly
as
we
think
through
what
the
outcomes
of
not
having
mcas
data
for
two
years.
You
know
where
is
the
existing
community
group
that
is
involved
in
that?
T
That
can
then
provide
a
a
good
feedback
loop
for
the
committee,
so
that
is
something
that
I
would
like
to
not
not
not
next
month.
Not
right
away,
but
I
want
to
lift
up
is
something
I
think
we
need
to
bring
on
our
agenda
as
one
way
to
improve
the
improve
the
quality,
the
process
and
quality
of
our
work.
A
After
we
vote
on
our
goals
and
guard
rails
is
looking
at
how
we
are
evaluating
that.
What
are
the
you
know
beyond
the
metrics,
how
we
talk
about
it,
how
we
line
up
our
agendas
to
those
goals
and
the
next
piece
of
work
is
the
task
force
and
looking
at
that,
so
I
agree.
So
thank
you
both
for
your
comments
and
so
this
concludes
our
business.