►
From YouTube: Exam School Admissions Task Force Meeting 4-13-21
Description
Exam School Admissions Task Force Meeting 4-13-21
B
Okay,
good
evening,
everyone
I'm
mike
conombassis
the
co-chair
of
the
task
force
on
the
exam
school
question.
If
you
will,
this
is
our
weekly
meeting
and
I
would
begin
by
simply
suggesting
that
we
call
a
role.
A
B
B
Okay
good
evening
and
welcome
to
the
meeting
of
the
exam
school
admissions
task
force,
we've
already
called
the
role
we
are
pleased
this
evening
to
be
offering
live:
simultaneous
interpretation
in
spanish,
haitian
creole,
cape
verdean,
portuguese,
cantonese,
mandarin,
vietnamese,
somali,
arabic
and
american
sign
language.
B
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference
this
evening.
Our
spanish
interpreter
is
randolph
dominguez.
Will
you
please
invite
our
spanish
speaking
audience
to
switch
their
zoom
channel
in
spanish,
mr
dominguez,.
D
D
B
B
K
Hi
good
afternoon,
how
are
you
doing
my
name.
K
B
I
remind
everyone:
please
recognize
that
our
interpreters
need
some
time,
so
speak
a
bit
slowly,
so
that
they
are
able
to
communicate
to
the
best
extent
possible.
B
B
L
M
B
Thank
you.
How
are
you
I'm
just
peachy
I'd
like
to
move
on
now,
if
you're
willing
to
go
through
your
slides,
monica
has
very
graciously
done
some
additional
work
with
both
chicago
and
charlotte
mecklenburg
and
would
like
to
at
least
give
you
the
benefit
of
what
she
has
found.
B
It
goes
a
little
bit
deeper
into
our
conversa,
our
prior
conversations,
so
without
further
ado,
and
by
the
way.
Folks,
if
you
do
have
any
questions
now
is
the
time
after
monica
has
presented
to
ask
specifically,
and
she
will
answer
to
the
best
of
her
ability.
K
L
Okay,
so,
as
mr
contemposia
shared
little
follow-up
from
some
of
the
questions
that
were
asked
about
the
chicago
model
a
couple
of
weeks
ago,
this
is
a
repeat
slide,
so
I
won't
go
into
too
much
depth
about
it.
L
But
as
a
reminder,
chicago
uses,
applications
that
are
a
combination
of
gpa,
standardized,
test
scores
and
an
admissions
exam,
and
then
they
they
use
a
tier
process
using
census
data
to
put
census
tracts
into
a
specific
tier,
and
some
of
the
questions
that
you
all
asked
were
about
how
the
criteria
is
weighted
within
that
application
process,
and
so
the
three
criteria
are
weighted
equally.
The
way
they
do.
It
is
actually
a
900
point
application
process.
L
L
Those
are
each
a
percentile
is
on
a
scale
of
between
1
and
99,
and
those
are
multiplied
by
1.515
to
get
a
maximum
150
points
and
because
there's
two,
then
that's
300
and
then
similarly,
they
use
the
entrance
exam
percentiles
and
multiply
those
by
3.03
to
get
a
maximum
score
of
300
points.
So
those
are
all
sort
of
put
together.
I
did
want
to
share
see
if
I
can
get
this
link
to
work
on
their
website.
L
They
actually
provide
a
point
calculator,
so
you
can.
Families
can
go
in
and
put
in
different
scores
and
then
see
the
previous
year's
minimum
and
maximum
points.
They
have
multiple
selective,
enrollment
schools,
so
this
is
on
their
public
website
which
the
link
is
in
the
in
the
slides
that
will
get
posted
following
this
meeting.
So
you're
welcome
to
go
in
and
look
a
little
more
closely
on
that
and
then
the
other
question
was
how
invitations
within
the
tiers
are
distributed.
L
L
L
Each
of
the
I
don't
know
the
exact
answer,
because
they
think
your
question
is
getting
at
how
they
take
into
account
student
preference
if
right,
there's
not
enough
seats
at
a
single
school
which
sort
of
student
gets
their
preference,
and
I
don't
know
the
answer
to
that.
But
we
can
try
and
find
out
it's
a
good.
C
Monica
I
the
question
I
have
may
not
be.
You
may
not
be
the
person
to
feel
this
question.
I
I
but
it
is
a
follow-up
I
think,
to
to
the
question
I
I
had
the
last
time
we
met
I'd,
love
to
hear
more
about
the
the
the
community
process
that
that
preceded
chicago's,
introduction
of
this
of
this
new
system.
C
L
Yeah
and
that's
a
good
question
that
I
don't
have
an
answer
to
tonight,
but
we
can
see
what
we're
able
to
discern.
O
So,
just
to
follow
up
on
that,
so,
mr
acevedo,
is
there
something
specific
you're
looking
for?
Are
you
looking
for
guidance
on
how
we
may
proceed,
or
is
it
just
a
curiosity.
C
I
am
indeed
curious
as
to
how
the
how
the
chicago
school
system
elicited
feedback
from
the
community
what
what,
if
any,
how
how
their
system
evolved
as
a
consequence
of
that
feedback.
C
Anything
that
would
illuminate
us
in
our
own
process
and
it
could
be
that
chicago
system
or
their
process,
wouldn't
serve
as
an
adequate
model
for
us
to
follow
in
boston
in
our
own
process,
for
all
sorts
of
reasons.
Chicago
chicago's,
boss,
boston's
boston.
But
I
am
you
know,
I'm
just
very
curious
to
see
not
just
how
they
landed,
but
how
they
got
there.
O
Yeah,
I
mean,
I
think
it
would,
I
think,
probably
serve
us
all
well
as
we
are
exposed
to,
or
we
deepen
our
understanding
on
these
various
districts
to
to
do
to
do
some.
You
know
just
searching
news
articles.
You
know
to
get
a
better
understanding
of
sentiment
within
the
respective
cities.
That's
something
that
I
encourage
everybody
to
do.
You
know,
I
think
it
and
I
do
think
it
will
be
interesting
to
see
you
know
they.
They
say
we're
a
unique
breed
here
in
boston,
so
it
will
be.
O
It
will
indeed
be
interesting
to
see
what
other
cities
do,
but
but
surely
you
know
whether
miss
hogan,
if
you're
able
to
find
that
information-
that's
great,
but
I
would
encourage
all
of
us
to
you
know
to
do
our
to
do
some
exploration
as
well
independently.
O
B
Might
also
be
helpful,
maybe
dr
callenbach
callenberg.
I'm
sorry
has
some
background
in
how
this
came
to
pass,
because
it
is
a.
It
is
an
interesting
question
and
it
is
one
that
I'm
sure
we
will
need
to
make
sure
that
whatever
the
process
is
that
we
recommend
that
it
is
as
transparent
as
possible
and
it
doesn't.
O
Yeah
well,
mr
condom
passes.
It
is
it
I
mean
that
is.
I
want
to
make
sure
that
we're
clear,
that's
not
a
new
idea.
We
certainly,
I
think,
we've
communicated
very
publicly
that
our
intention
is
to
have
another
listening
session
in
may
after
we
come
up
with
our
a
recommendation,
a
listening
session
in
may
in
order
to
receive
feedback
and
then
surely
we
should
take
that
feedback
and
make
whatever
revisions
we
deem
appropriate
prior
to
presenting
it
to
the
school
committee.
O
But
I
want
to
just
make
sure
that
we're
clear
that
we've
consistently
held
that
that
is
what
we
are
going
to
do
and
there's
not
never
been
any
conversation
that
that
would
be
that
we
were
not
going
to
do.
P
Yeah,
this
is
not
a
question
but
a
comment.
There's
a
researcher
who
spent
a
significant
amount
of
time,
analyzing
chicago,
who
I'm
sure
would
be
a
good
resource
for
our
group
as
well.
Her
name
is
kate
filippo
and
if,
at
any
point,
the
task
force
would
like
to
hear
from
her
I'd
be
happy
to
reach
out
in
the
hopes
of
of
connecting
her
with
us.
B
From
my
perspective,
matt,
she
has,
I
think,
indicated
an
interest
in
looking
at
what
we've
done
in
the
work
group
and
also
to
try
to
be
as
helpful
as
possible.
B
It
might
be
interesting
to
sort
of
reach
out
to
her
and
see
if
she
has
any
response
to
some
of
the
concerns
that
or
questions
that
pastor
acevedo
has
brought
up,
and
maybe
we
can
have
her
attend.
One
of
our
meetings.
B
Any
other
questions
I
think,
monica
one
of
the
things
that
I
would
like
a
little
bit
more
information
on
and
perhaps
after
I
look
at
the
points
calculator,
it's
it's
really
getting
into
the
weeds
and
figuring
out
the
whys
that
they
use
1.5
and
3.0,
and
I'm
sure
they
have
specific
a
specific
rationale
for
doing
so.
B
But
it's
really
getting
into
what
led
them
to
hone
in
on
that
process.
But
I
let
me
let
me
have
a
chance
to
take
a
look
at
the
point:
calculator
material.
L
Yep,
I
would
guess
that
the
preciseness
of
3.03
allows
for
a
student
with
the
highest
percentile
percentile
of
99
to
earn
that
full
300
points,
which
is
why
it's
that
weird
decimal
and
not
an
around
three.
So
one
more
slide
tonight,
which
is
about
a
district
that
we
haven't
talked
about
yet
charlotte
mecklenburg
down
in
north
carolina.
L
I
was
gonna,
say
down
in
charlotte
that
it's
the
same
city,
so
they
use
socioeconomic
status
information
in
their
lottery
process
for
their
magnet
programs,
and
they
have,
I
believe,
67
magnet
programs
across
over
150
schools.
I
believe
it
is
so
it's
slightly
different.
There's
no
exam
in
this
piece,
but
it
is
two
two
sources
of
information
about
socioeconomic
status,
so
they
use
both
information
from
the
census
and
the
american
community
survey
to
create
they
call
them
low,
medium
and
high
ses
statuses
for
each
census
block
in
the
county.
L
L
They
also
collect
self-reported
information
through
the
lottery
which
includes
household
income,
educational
attainment
and
the
number
of
minors
in
the
household.
This
is
used
to
give
each
student
a
second
ses
status
for
use
in
the
lottery,
and
so
then
a
student
sort
of
has
two.
You
could
be
like
low
low
high
high
low
high
et
cetera.
So,
for
example,
one
of
the
examples
listed
was
an
affluent
college
educated
couple
living
in
a
low
ses
block
might
have
a
lottery
priority
of
low
high.
L
These
questions
are
all
optional,
not
required,
so
you
end
up
with
12
total
designations,
with
no
response
as
that
that
leads
to
the
the
last
four
options,
and
so
these
designations
are
used
as
priorities
differently
within
the
lottery
I
linked
in
at
the
bottom
of
the
slide,
a
slide
deck
that
they
presented
back
in
2016..
L
So
this
is
just
a
map
of
sort
of
how
the
the
ses
block
groups
look
across
the
city
of
charlotte,
where
there
are
548
census,
block
groups
and
then
just
some
more
detail
on
these
12
potential
designations.
L
I
talked
about
of
like
low
low
low
medium
low
high
and
then
it
they
have
some
pretty
detailed
priorities
within
their
lottery,
also
looking
at
siblings
and
continuity
of
the
pathway
that
a
student
was
in,
and
so
these
are
all
combined
together
through
their
lottery
process,
so
that
is
linked
in
the
slide
deck
for
your
your
reading,
leisure,
when
you
would,
when
you
have
some
free
time.
L
O
Yeah,
so
my
question
has
to
do
with
seat
allocation,
so
if
I'm
understanding
this
correctly,
they
use
a
lottery
system
for
seat
allocation
or
for
people
to
be
able.
You
know
to
be
able
to
select
which
school
they're
interested
in
is.
That
is
that
right.
L
That
talks
about
like,
if
it's
a
partial,
magnet
or
a
full
magnet
how
many
seats
are
open
and
then
get
down
to
the
bottom.
It
shows
like
the
different
seat
priorities
based
off
of
the
students
who
are
already
enrolled
that
determines
like
what
priority
different
groups
get
in
the
lottery.
B
L
That
I
don't
know,
but
I
can
definitely
look
into
and
get.
B
L
That
is
a
good
question.
I
am
not
sure
I
was
the
conversation
that
I
had
was
mainly
focused
on
their
use
of
socioeconomic
status,
not
their
overarching.
They
have
a
pretty
lengthy
student
assignment
policy
and
we
didn't
go
into
all
of
the
details,
but.
B
O
See
matt
roseanne
for
miss
tong
and
then
mr
acevedo.
Q
Oops,
my
my
question
is,
I
see,
there's
67
programs.
Do
you
have
a
a
percentage
of
the
total
enrollment?
Those
magnet
programs
are
just
so.
I
have
a
comparison
with
boston.
L
I
don't
off
the
top
of
my
head,
but
it's
again
something
we
can
look
into
and
make
sure
that
we
follow
up
their
their
magnet
programs
do
go
across
grade
levels.
I
believe
some
start
as
early
as
kindergarten.
So
it
is
a
little
bit
of
a
different
program
than
how
we
think
about
our
exam
schools.
With
grades
7
to
12.
C
Yes,
monica,
I
guess
my
my
question
is
like
I'm
I'm
just
if
there's
no
set.
I
I
appreciate
your
your
your
response
to
mike's
inquiry.
I
mean
there's
no
assessment,
really
no
exam
no
grades
and
unapologetically
fully
a
lottery.
C
C
What
the
exam
schools
represent
to
boston
in
the
same
way,
you
know
are:
are
these
the
ideas
that
they're
they're
they're
selective
they're,
I'm
just
wondering
if
we're
even
talking
about
the
same
species
because
yeah
it
it's
kind
of
you
know
hard
to
imagine
them
being
really
the
same
type
of
schools.
L
That's
a
good
question.
I
I
don't
know
how
the
magnet
programs
in
charlotte
are
necessarily
regarded
and
how
that
compares
to
our
schools
in
boston,
but
was
really
focused
on
the
different
ways
that
different
districts
are
using
socioec
socioeconomic
status
in
their
enrollment
processes.
So
that's
really
what
we
were
focused
on
in
the
conversation
with
charlotte.
R
Could
I
jump
in
real,
quick
yeah?
This
is
simon
speaking
again,
first
time,
member
here
so
again
feel
free
to
call
me
off
if
I'm
sounding
crazy,
but
how
we
came
to
the
consensus
that
we're
trying
to
push
the
same
exam
school
initiative
that
they
were
previously,
because
I
was
under
the
understanding
that
we're
you
know
trying
to
create
a
more
equitable
process,
and
do
we
all
like?
R
O
Great
question
and
we
haven't
had
a
conversation
as
a
task
force,
yet
about
kind
of
where,
where
we
all
are
great
question
and
I'm
hopeful
that
you
know
as
we
get
toward
the
end
of
this
meeting,
we
can
really
start
to
lay
the
building
blocks
for
us
to
get
into.
O
In
into
that
dialogue,
we
have
looking
at
the
timeline
we
have
ahead
of
us.
We
probably
have
you
know
a
couple
of
more,
maybe
two
to
three
more
meetings
before
we
really
do
need
to
start
putting
pen
to
paper.
So
your
question
is
timely
and
no
you,
you
didn't
miss
the
conversation.
A
B
L
They
there
are
some
transportation
zones
and
things
like
that:
a
neighborhood
proximity
that
are
used
in
their
process,
but
I
believe
there
is
still
for
all
schools,
an
overall
lottery
where
these
priorities
come
into
play.
So
I
don't
know
all
of
the
specifics,
but
I'm
happy
to
to
get
the
links
to
their
more
detailed
assignment
policies
to
share.
B
And
I
think
ms
tong
raised
this.
What
do
we
know
what
the
data
shows
in
terms
of
the
distribution
of
students
in
their
magnet
schools.
L
I
I
think
the
the
goal
with
introducing
socioeconomic
status
into
their
lottery
process
was
try
to
try
and
diversify
so
socioeconomic
status
within
schools.
I
did
see
a
few
articles
on
some
initial
results.
This
has
not
been
in
place
for
a
super
long
time
that
was
from
2016.
L
I
I
can't
speak
to
sort
of
the
impact
of
all
of
these
changes,
but
there
is,
they
have
posted
on
their
website
the
distribution
of
ses
tiers
by
school
year
over
year,
and
it
looks
like
they've
started
doing
some
of
that
impact
analysis.
So.
B
E
N
Hi,
so
I
seem
to
recall
from
both
the
presentation
and
reading
the
minutes
that
the
reason
a
second
tier
of
self-reported
information
was
provided
was
to
demonstrate
something
along
the
lines
of
overcoming
barriers.
N
Students
who
have
more
barriers
to
overcome
are
considered-
I
don't
know,
perhaps
there's
there's
a
there,
seems
to
be
a
merit
and
or
academic
corollary
to
that
consideration,
and
I
was
wondering
how
that
plays
into
this
lottery
system.
If
it's
really
just
based
on
ses
in
general,
and
not
really
grades
and
and
tests.
L
That's
a
good
question.
I
think
the
way
my
understanding
is
that's
the
goal
of
some
of
the
self-reported
information,
but
again
doesn't
speak
to
sort
of
an
individual's
grades
or
test
scores,
or
anything
like
that.
So
I
don't
know
what
I
don't
know
what
their
system
was
before.
They
implemented
socioeconomic
status,
and
so
I'm
not
sure
what
they
if
they
removed
any
of
that
or
it
was
just
a
you-
know,
a
lottery
without
any
sort
of
priority
before
that's
something
we
would
have
to
look
into.
P
B
Okay,
thanks
monica,
we
would
like
to
I
believe,
move
on
to
a
discussion
around
as
tanisha
touched
upon
it
and
I
know
she's
off
the
screen
for
a
little
while.
B
There
probably
are
a
whole
host
of
other
concerns
that
I
haven't
put
down,
but
I
thought
I'd
take
the
opportunity
to
raise
the
issue
and
to
get
feedback
from
all
of
you
as
to
what
else
you
would
like
to
add
to
the
list,
and
so,
if
you
will
indulge
me
first
of
all,
we
do
not
have
a
meeting
scheduled
for
next
week.
It
is
school
vacation
week
on
the
27th.
O
My
apologies-
and
I
know
that
we've
been
talking
about
this
for
quite
some
time.
I
just
wonder
if
it's
possible
to
have
nwea
actually
come
sooner
because
may
4th
we're
we're
we're
getting
real
tight
on
the
timeline.
B
Well,
I
can
simply
suggest
that
monica
roberts
has
been
doing
a
lot
of
this
if
they
can
get
here.
I
don't
have
a
problem
with
it,
but
it
would
require
monica
to
go
back
and
see
if
they
are
available
week
after
next,
because
you
raised
a
good
point.
B
L
Yes,
miss
roberts
and
I
will
connect
with
miss
parvax
around
scheduling
and
logistics
of
that.
Thank
you.
B
B
The
impact
that
the
pandemic
has
had
in
having
every
student
have
the
type
of
access
that's
needed
to
remote
learning,
and
I
mentioned
that
primarily
because
it
may
consi
may
be
considered
a
problem,
and
I've
asked
dr
harris
to
join
us
this
evening,
primarily
because
I
have
concerns
over
whether
the
district
is
uniformly
submitting
grades,
utilizing
the
tool
that
the
district
has
adopted
and
whether
there
is
the
kind
of
fidelity
to
that
process,
as
there
should
be
now
mindful
I'm
not
being
critical.
O
O
Are
you
seeking
to
understand
how
the
district
is,
ensuring
that
all
students
actually
have
grades
that
are
being
reported
into
the
system
so
that
you
know
if
we
choose
to
recommend
a
process
that
does
include
grades,
we
can
have
an
understanding
of
either
the
work
that
needs
to
be
done
to
ensure
that
all
kids
have
grades
in
the
system
or
to
confirm
that
indeed,
you
know
the
system
is
working
as
intended.
I'm
just
trying
to
make
sure
that
I'm
clear
on
your
intention
in
its
relation
to
the
work.
That's
before
us.
O
Well,
I'm
not
sure
that
mr
harris's
presentation
can
provide
us
with
that
comfort
level.
I
think
I
mean
I
look
forward
to
hearing
what
he's
saying.
I
only
say
that,
because
we
have
to
be
mindful
remember
that
we're
talking
about
boston,
public
schools,
all
three
of
these
exam
schools
are
boston.
Public
schools
and
any
young
person
who
resides
in
the
city
is
eligible
for
consideration,
regardless
of
what
school
they
currently
attend.
So
from
a
consistency
standpoint,
we
can
only
get
a
snapshot
of
what's
happening
within
the
bps.
O
We
don't
have
any
insight
into
what's
happening
at
charter
schools,
parochial
schools,
private
schools,
home
schools
and
whatever
other
types
of
learning
environments.
Young
people
are
in.
So
I
do
want
to
make
sure
that
we
put
it
in
in
context
and
understand
that
you
know
similar
to
when
we
do
simulations
we're
only
getting
a
snapshot.
These
are
not
perfect
pictures
because
there
are
students
who
are
eligible,
who
are
not
in
bps.
O
Again
my
my
comments
still
stand.
I
don't
know
that
we'll
be
able
to
get
those
assurances
but
again
look
forward
to
hearing
from
from
mr
harris
on
kind
of
where
the
district
stands.
I
see
miss
lum's
hand
is
raised.
O
N
Would
like
to
add-
and
I
I
realize
this
is
going
to
be
affected
by
what
you
just
shared
as
well,
ms
sullivan,
in
terms
of
your
concern
about
citywide
and
not
just
district
focus.
But
there
is
the
opportunity
index
data
that
might
be
useful
as
well
in
some
way
shape
or
form.
N
I
don't
know
if
it's
a
way
to
perhaps
if
there's
a
way
to
use
that
information
to
provide
some
sort
of
weighted
system
with
regards
to
grades
from
schools,
not
necessarily
from
students
per
se,
but
that
that
may
also
take
into
account
scs
data
in
a
way.
That's
more
nuanced
than
just
the
zip
code
cut
that
we
used
before.
O
Yeah
did
we
receive
just
out
of
curiosity,
miss
parvex.
There
was
a
testimony
last
week
from,
I
believe,
a
parent,
and
it
was
the
first
she
was.
I
think
she
was
might
have
been
the
first
person
to
speak
and
she
had
some
recommendations
for
us
and
I'd
asked.
If
she
could
please
send
those
to
us
in
writing.
Did
she
ever
send
those.
A
B
O
B
O
So,
mr
contemposis,
I
I
I
wasn't
sure
that
we
were
going
to
get
into
discussion
today.
I
know
that
I
need
to
leave
the
meeting
early,
but
I
do
think
I
certainly
appreciate
you
sharing
kind
of
what's
top
of
mind
for
you.
I
want
to
make
sure
that
we
create
the
space
for
everybody
on.
N
S
O
Force
to
do
the
same,
and
so
perhaps
you
know
we
should
look
at
starting
to
have
that
conversation
as
a
as
a
team
here
for
next
week.
That
will
give
everyone
an
opportunity
to
kind
of
reflect
on
what
we've
heard
thus
far
start
to
raise.
Some
of
these
you.
H
O
Think
the
thoughts
that
you're
now
raising
it
will
also
give
mr
chernow,
and
I
hope
that
I
pronounced
your
last
name
correctly-
an
opportunity
to
ramp
up
as
well
so
that
he
can
fully
participate.
So
I
just
want
to
make
sure
that
we
that
we
time
this
so
that
it
can
be
an
inclusive
conversation.
B
I'm
I'm
not
intending
to
get
into
any
discussion
this
evening
about
any
of
these
factors
other
than
to
raise
a
list.
B
That
is
by
no
means
finite
for
the
group
to
begin
thinking
and
then
discussing
each
of
these
criteria.
Remember
if
you
look
at
chicago,
there
are
six
criteria
that
they
have
built
in.
In
addition
to
grades
and
an
assessment,
do
we
want
to
look
at
every
one
of
those
criteria
in
terms
of
our
discussion?
I
would
say:
probably
yes,
but
I'm
simply
raising
those
areas
that
I
want
the
task
force
to
begin
thinking
about,
and
so,
when
I
said,
census
tract
and
geocodes.
B
O
Indeed,
I'm
just
what
I'm
saying
is
the
contemposis
is
we
need
to
make
sure
that
we
are
preparing
the
task
force
to
be
able
to
engage
in
the
conversation.
So
it's
not
just
me
or
you
kind
of
putting
you
know,
kind
of
setting
the
table
of
issues,
but
rather
you
know
creating
the
space
for
everyone
to
be
able
to
contribute
kind
of
going
around
the
horn.
If
you
will.
B
O
B
But
again,
what
are
the
factors?
I
want
folks
to
begin
to
think
about
what
you've
heard,
what
you've
seen
what
you've
read,
what
we've
talked
about
and
begin
to
think
about
how
you
would
structure
a
conversation
around
what
are
the
givens?
What
do
you
want
to
talk
about?
What
are
the
criteria
that
you
want
to
put
into
a
plan?
Much
like
we
did
on
the
work
group,
and
so
I
want
to
move
us
to
a
certain
extent
off
of
listening
to
what
other
districts
are
doing
and
beginning
to
think
about.
B
So
I've
mentioned
grades,
I've
mentioned
assessments,
I've
rented
census
track.
Family
income
is
still
on
on
the
table,
other
social
economic
factors
that
you
may
think
about.
Do
we
want
to
assign
weights
to
all
of
these
things?
Those
are
the
topics
that
I'm
throwing
out
there.
B
B
P
R
M
I
think
that
sounds
very
good.
It's
not
it's
good
to
have
to
start
working
on.
What
actually
is
our
task,
and
I
think
that
it
will
be
good
if
we
can
reflect
on
all
the
things
we
have
been
learning
so
far
and
and
then
kind
of
be
able
to
work
together
and
analyze.
What
we
think
that,
as
a
group
is
more
important
and
how
one
how
we
want
to
use
different
parameters.
B
B
I
would
like
to
be
able
to
get
consensus
from
the
group
as
to
what
are
the
factors
that
people
would
like
to
discuss
so
that
you
know
if
it
means
going
to
the
city
and
asking
their
folks
to
run
the
data
for
us.
We
can
do
so.
Monica
hogan
has
run
a
great
deal
of
data.
She
may
be
able
to
deal
with
some
of
this,
so
that's
my
intent.
B
B
As
if
it's
the
next
step
here,
I
mean
there
may
be
other
pieces
of
literature
that
you
all
may
want
to
access.
I
understand
that
we
can
certainly
get
a
hold
of
that
for
you,
but
you
know:
we've
got
two
months
left
here
and
we've
got
to
put
some
rubber
to
the
road.
T
Mr
contemposis,
I
believe,
miss
garrett
and
miss
tong
have
their
hands
faced.
Q
I
didn't
know,
mr
contemposis,
if
you
were
asking
for
other
things,
for
the
list
now
or
for
us
to
think
about
over
vacation
week
or
if
you
want
us
to
hold
those.
B
Q
Q
But
actually
can
I
just
add
a
little
note
for
people,
as
they
think
over
the
next
couple
weeks
and
make
their
list
yup.
Just
just
a
little
layer
of
complexity
is
when
you
think
about
your
factors
or
your
criteria,
to
think
about
them
as
eligibility
versus
selection
criteria,
because
there's
actually
two
steps
in
most
of
the
examples
that
we've
seen.
T
I
think
most
of
my
comments
should
probably
wait
for
two
weeks,
because
I
was
going
to
name
some
factors,
so
it
looks
like
we
were
on
hold
from
there,
but
I
would
just
really
emphasize
that
I
think
I'm
very
eager
to
hear
from
the
district
about
the
process.
I
know
we
can't
hear
about
it
yet,
but
the
process
of
the
temporary
policy,
as
I
think
it
would
very
much
inform
some
of
our
recommendations
going
forward
and
absent
of
that.
I
think
it's
a
little
bit
challenging
and
then
I
also
just
remain.
T
I
would
also
love
to
hear
any
updates,
whether
it's
today
or
in
a
future
a
future
meeting
about
what
we're
seeing
with
the
grades
that
we
do
have
some
knowledge
of
within
our
own
district
in
terms
of
what
we're
finding
this
year.
I
just
remain
concerned
that
we
are
still
in
a
pandemic
situation
and
so,
at
the
same
time
that
we
may
have
criteria
that,
on
a
long-term
basis,
might
make
a
lot
of
sense
for
a
permanent
provision.
T
I
don't
I'm
still
really
interested
to
discuss
what
that
means
during
a
year
that
was
still
compromised
due
to
covid.
So
hoping
we
can
have
some
opportunity
to
discuss
that
as
well,
and
I
very
much
look
forward
to
hearing
from
nwea,
as
that
is
definitely
on
my
list
of
things
that
I'm
interested
in
as
an
eligibility
or
selection
tool.
B
Q
Yep,
thank
you
just
one
more
request,
just
as
we're
inviting
the
nwea
the
creators
of
the
map
growth
test
to
one
of
our
sessions.
I
know
how
long
it
takes
to
get
speakers
to
us,
but
I
would
also
be
interested
in
talking
to
the
test
developers
for
the
mcas,
because
there
would
be
a
parallel
set
of
questions
for.
Q
B
Q
Well,
just
like
we
don't
know
very
much
about
the
map
growth
test
in
terms
of
it's
what
it
was
created
for
and
what
it's
being
used
for,
and
the
reliability
and
validity
I'd
ask
the
same
questions
about
the
mcas
for
the
purpose
of.
B
We
can
we
can
reach
out
to
them.
I
wonder
whether,
indeed,
that
would
involve
a
request
from
the
state
from
desi
in
order
to
get
the
developers
to
come.
B
B
Why
don't
we
see
if
we
can
at
least
make
the
ask
my
hesitancy
on
the
mcats?
Is
that.
B
B
From
my
perspective,
left
a
lot
to
be
desired,
so
we'll
see
if
we
can
reach
the
developers,
particularly
around
the
reliability
issue.
But
again
I
guess
I
may
be
thinking
ahead
I'll
leave
it
for
the
discussion
around
once
we
see
this.
How
would
we
then
take
advantage
of
the
mcas
given
what
has
been
happening
over
the
last
couple
of
years?
B
So
I'll
leave
that
as
an
open
question,
let
me
see
what
we
can
at
least
see
what
we
can
do
with
mcas
with
the
developers.
B
Thoughts,
okay
feel
free
when
you're
creating
your
list
to
be
as
transparent,
open
as
you
can
be,
and
again
I
want
to
make
it
clear
that
my
list
is
simply
to
get
the
conversation
started
this
evening.
B
There
are
other
things
that,
obviously
I'm
sure
you
will
come
up
with,
and
the
goal
here
is
to
find
the
folks
who
can
give
us
the
data
in
a
timely
fashion
when
it
is
requested.
B
So
if
there
are
no
other
questions,
miss
parvac,
I
think
we're
ready
to
go
into
public
comment.
A
Thank
you,
mr
condom
passes.
We
have
four
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
would
let
you
know
when
you
have
20
seconds
left.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
in
the
zoom.
Also,
please
make
your
signed
in
to
zoom,
with
the
same
name,
you're
used
you
use
to
sign
in
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
time
to
testify.
F
U
Thank
you.
Shall
I
start?
Yes,
please.
You
can
start.
Thank
you.
I'm
marta
bergamaski
mother
of
four
boston,
school
students
and
I
live
in
back
bay.
I'm
extremely
grateful
to
be,
alas,
for
the
rigorous
academic
education
and
for
instilling
in
my
children
the
values
of
hard
work,
sacrifice
and
resilience.
U
I
urge
you
to
provide
a
school
committee
with
both
a
strategic
advice
and
a
tactical
advice.
The
strategic
advice
should
be
to
structurally
reform
the
failing
schools
from
curricula
to
teacher
compensation
to
tenure,
to
shut
down
and
consolidate
the
underperforming
schools.
The
focus
should
be
on
the
feeding
schools
into
the
exam
schools.
Build
a
new
elliot
school
in
matapan,
build
a
new
elliot
school
in
roxbury.
U
Don't
waste
your
precious
time
in
designing
very
convoluted
admission
criteria.
You
know
this
could
be
an
easy
cosmetic
bandage
to
more
serious
pitfalls.
You
know
academic
prep
is
not
improvised,
is
built
one
block
at
a
time
step
by
step.
This
pandemic
is
providing
the
district
with
extraordinary
funding.
U
The
tactical
advice,
post
pandemic
crisis
should
be
to
continue
to
use
an
objective
assessment
admission
criteria
like
the
map
test,
unbiased
bilingual
and
timed
jointly
with
elementary
grades,
for
let's
say,
80
percent
of
the
seeds,
the
remaining
20
of
the
seeds.
For
the
remaining
twenty
percent
of
the
seats,
you
can
try
to
utilize
a
more
subjective
set
of
criteria
like
essays
interviews,
mentoring,
teacher
recommendations,
particularly
for
those
disadvantaged
students.
V
V
The
challenge
is
to
achieve
successful
outcomes
for
more
students
without
compromising
what
is
already
working.
Boston
and
the
state
of
massachusetts
are
proud
of
our
three
exam
schools
and
the
incredible
education
and
opportunities
they
offer.
Our
students
in
this
city,
as
public
education
in
cities,
continues
to
decline.
The
boston
exam
schools
are
nationally
admired
as
examples
of
many
things
that
actually
work
in
public
education.
V
Boston
needs
to
hang
on
to
these
jewels
that
are
working
and
make
more
schools
work
in
our
system.
There
are
many
many
ways
to
address
equitable
access
as
you've
been
talking
about
over
the
past
months,
but
this
can
be
done
without
dismantling
or
dramatically
altering
our
exceptional
exam
schools.
We
need
to
make
all
the
boats
rise.
We
need
to
raise
the
bar
across
the
whole
school
district.
V
The
root
of
of
some
of
the
inequity
in
the
system
appears
to
be
in
some
of
the
schools
that
are
not
performing
academically,
as
marta
pointed
out.
Maybe
they
lack
additional
support
for
students,
and
maybe
families
also
lack
awareness
of
and
access
to,
the
exam
school
process.
Addressing
the
weaknesses
of
this
pipeline
would
broadly
improve
boston,
public
schools,
giving
more
students
a
chance
to
acquire
the
academic
baseline
to
be
successful
in
their
next
school,
whether
it
is
an
exam
school
or
not.
V
I
actually
come
from
chicago
and
chicago's.
Four-Tiered
admissions
model
offers
an
incredible
insight
to
a
district
like
ours
to
to
find
ways
to
create
equity,
where
there
is
not
right
now,
but
it
doesn't
take
away
the
need
to
be
able
to
perform
academically
in
different
schools
and
different
levels
to
be
successful.
V
V
V
A
A
B
B
Second,
thank
you.
Any
discussion
or
objection
to
the
motion
before
I
asked
miss
parvick
to
call
for
the
role
don't
forget,
beginning
with
the
meeting
on
the
27th
that
we
will
start
looking
at
some
of
the
thoughts
that
come
forward.
Much
like
we've
had
the
discussion
this
evening.
Miss
parvac.
Will
you
please
call
the
roll.