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From YouTube: Boston Public School Committee Meeting 12-6-17
Description
Boston Public School Committee Meeting 12-6-17
A
And
welcome
for
those
of
you
who
are
watching
home
or
for
those
of
you
here
in
the
audience.
The
school
committee
has
just
returned
from
executive
session,
where
we
discussed
collective
bargaining
strategy
pertaining
to
the
Boston
school
police,
patrolman's
Association
and
the
American
Federation
of
State
County
and
Municipal
Employees,
also
known
as
a
p.m.
will.
Now
will
now
continue
with
our
regular
school
committee
meeting
tonight's
meetings
being
broadcast
live
by
Boston
City
TV,
Comcast,
channel
24
RC
on
channel
13
and
files
channel
1962.
A
It
will
be
rebroadcast
at
Alette
a
date
we're
also
being
filmed
by
I,
believe
channel
7
and
several
others
Stowe's
channels
tonight.
So
in
accordance
with
Open
Meeting
Law,
we
always
say
when
folks
are
recording.
If
anyone
was
just
signed
up
for
public
comment,
please
see
our
school
committee
staff
miss
Lina
peva,
who
is
out
in
the
hallway
sign
up
for
public
comment,
will
close
at
6:30
p.m.
I.
Do
want
to
recognize
again
in
welcome
council
like
Kim
Janey,
who
was
with
us
this
evening,
so
Thank
You
council
elect
for
joining
us.
A
We
have
extensive
praise
to
Council
Alec
Janey
at
the
last
meeting,
so
we're
not
going
to
make
it
up,
have
it
every
time,
but
we're
still
delighted
that
you
joined
the
City
Council
you
have
pushed
and
as
I
said
last
time,
you
have
pushed
out
thinking
and
made
us
a
better
district
and
we
look
forward
to
continuing
to
working
with
you
when
you're
on
the
City
Council
I.
We
were
also
expecting
tonight,
I'm,
not
sure
if
he's
here,
mr.
Byron
Emo's,
who
was
a
member
of
the
Atlanta
School
Board
of
Education,
is
mr.
A
Amos
with
us
this
evening.
Okay,
he's
smartly
decided
not
to
attend
a
school
committee
meeting
while
he's
on
vacation,
but
he
did
want
to
come
by
and
see
how
we
work
here
in
Boston.
So
if
he
does
show
up,
we
will
make
sure
to
recognize
him.
We'll
begin
with
approval
of
minutes
that
the
minutes
are
approved
as
presented
hard,
copies
will
be
made
available
immediately
in
the
hallway
with
other
handouts.
If
changes
are
made,
you
may
access
the
minutes
tomorrow
in
the
bps
website.
A
This
time,
we'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
number
of
5th
November
15
2017
school
committee
meeting
as
presented
sounds
like
a
second
from
being
warm.
It's
in
any
discussion.
Objection
to
the
motion,
any
objection
to
approving
the
minutes
by
unanimous
consent.
Hearing
none
the
minutes
were
approved,
we'll
move
on
out
of
the
superintendent's
report.
I
present
you
our
superintendent,
dr.
Tommy,
Chang,
Thank,.
B
You
chairman
O'neill
good
evening,
everyone
evening,
School,
Committee,
I,
hope
everyone
had
a
nice
Thanksgiving
break
and
a
chance
to
relax,
enjoy
spending
time
with
friends
and
family
I
want
to
start
to
I
want
to
start
tonight's
report
by
discussing
recent
IRS
audit
concerning
student
activity
accounts.
First
of
all,
I
want
to
first
reiterate
the
importance
of
public
trust,
the
trust
of
our
families
of
our
staff.
B
The
public
at
large
is
of
utmost
importance
to
me
and
the
Boston
Public
Schools
I
stated
so
last
Friday
in
a
letter
to
the
bps
community
and
I
just
want
to
reiterate
that
tonight
we
are
working
really
hard
to
implement
in
stringent
measures
that
will
hopefully
restore
public
trust
on
how
student
activity
accounts
are
being
used.
I
also
want
to
take
a
moment
to
apologize
again
to
the
school
committee
for
not
informing
you
earlier
about
the
agency's
review
of
our
Student
Activity
accounts.
It
was
oversight
on
my
part,
I'm
sure
you
will
not
happen
again.
B
B
B
Moving
Student
Activity
accounts
into
a
centralized
system
overseen
by
a
bps
financial
office,
which
now
provides
tighter
fiscal
controls
that
will
allow
every
deposit
every
expenditure
to
be
tracked
and
linked
to
specific
activities
online
and
then
last
week
I
stood
by
the
mayor,
as
he
announced.
The
city
will
be
utilizing:
a
global
accounting,
firm,
Ernst,
&
Young
to
conduct
a
comprehensive
and
independent
review
of
student
activity
accounts.
B
We
feel
that,
with
this
review,
we
will
get
the
information
we
need
to
fully
correct
any
outstanding
issues
on
these
accounts
and,
most
importantly,
again
regain
public
trust
on
this.
This
once
again,
we
want
the
general
public.
We
want
our
parents,
we
want
our
students
and
we
want
our
staff
to
understand
that
your
trust
in
how
we
use
these
dollars.
B
It's
important
and
we've
got
to
make
sure
that
we're
doing
what
we
can
to
maintain
that
trust.
So
that's
my
first
update
for
the
School
Committee
second
is
around
bail
times
tonight.
You
will
be
voting
on
a
policy
that
has
been
proposed
to
restructure
school
start
and
end
times
to
better
serve
the
needs
of
young
people
in
this
city.
B
Over
the
last
18
months,
we've
closely
examined
effects
of
star
and
end
times
at
our
schools.
Across
the
district
we
have
heard
from
the
community
at
large
who've
asked
for
these
changes.
We
have
looked
into
research
that
states
that
this
changes
in
start
time
can
improve
academic
performance.
We
have,
we
have
gathered
feedback
from
over
10,000
students,
family
members
and
staff.
We've
got
we've
held
17
community
meetings,
we've
had
an
online
feedback
forum,
we've
did
in
a
district-wide
wide
survey.
B
B
The
proposal
we
are
presenting
tonight
will
not
ask
for
a
vote
on
specific
start
and
end
times
for
individual
schools,
but
rather
a
vote
on
a
policy
that
will
prioritize
certain
factors
and
those
factors,
as
you
are
aware,
is
increase
where
possible.
The
number
of
secondary
schools,
starting
after
8:00
a.m.
which
is
in
line
with
scientific
research
increase
where
possible.
The
number
of
elementary
schools
that
dismiss
before
4
p.m.
B
B
B
If
the
school
committee
does
approve
this
policy,
the
team
of
folks
from
MIT
will
begin
working
alongside
the
bps
team,
and
it
will
work
all
night
long.
You
need
to
be
because
our
goal
is
to
get
these
start
times
in
place
for
tomorrow.
I
know
you
guys
have
heard
this
number
I
can't
believe
that
this
is
possible,
but
they
this
this,
the
MIT
team
does
run
1.8,
octo
decision
scenarios,
that's
1.8
times
10
to
the
57th,
that's
a
lot
of
zeros.
B
B
B
If
everything
gets
approved
by
the
School
Committee
and
the
work
can
be
done
over
the
next
24
hours,
our
goal
is
to
post
all
our
start
times
tomorrow
and
the
website
that
folks
should
visit
to
kind
of
keep
updated
on
the
work
as
Boston
Public
Schools
org
forward
slash
start
times.
Okay,
my
third
update
for
folks
is
I
want
to
provide
a
quick
update.
I'll
be
PS.
This
21st
century
fund,
which
Mayor
Walsh
established
to
make
some
immediate
and
tangible
investments
into
our
school.
The
furniture
bidding
process
has
been
issued.
B
The
bid
will
be
advertised
next
Monday,
December
11th,
and
this
large
furniture
bid
I
believe
it's
thirty
million
dollar
bid
will
be
open
to
January
11th
I,
look
forward
to
sharing
additional
updates,
and
this
is
a
great
initial
investment
into
all
our
schools.
Every
school
will
be
able
to
touch
some
thing.
B
Dana
truly
is
a
model
student
and
inspiration.
Let
me
tell
you
a
little
bit
about
her
accomplishment.
She's,
the
co-captain
of
the
girls
undefeated
soccer
team.
She
scored
41
goals.
This
year
she
has
maintained
an
a-plus
average
for
three
years.
She's
taken
AP
courses
like
ap
physics.
She
is
duly
enrolled
in
Boston
University.
She
is
actively
involved
in
student
government
which
she
was
elected
president
last
year.
She
also
helped
promote
immigrant
avanced
within
her
school
community.
B
She
has
brought
computer
science
to
girls
that
bingo
she
spent
a
summer
at
a
program
called
girls
who
code
and
felt
inspired
to
create
girls
who
code
club
at
her
school
each
week.
She
works
with
her
teachers
to
plan
lessons
and
go
teach
a
group
of
14
immigrant
girls
about
the
basics
of
computer
science.
Her
story
is
her.
B
Personal
story
is
also
impressive:
highly
Moda,
this
highly
motivated
18
year
old,
left
her
parents
in
her
native
Cape
Verde,
two
and
a
half
years
ago
at
the
age
of
16,
to
live
with
three
older
siblings
in
Boston.
So
she
can
get
an
education
here
like
her
siblings
she's
worked
at
a
Cape
Verdean
restaurant
in
Dorchester
to
help
support
herself
in
the
words
of
biggest
Tony
Jackson,
who
nominated
her
for
the
war
award.
I
have
never
met
a
more
gentle
cooperative,
competitive
young
woman.
B
B
A
couple
other
quick
bright
spots
I
want
to
highlight
one
of
our
central
office.
Staffers
Sakura
Walker
was
a
director
of
teacher
development
on
the
instructional
superintendent's
team
for
her
extra
curricular
activities
that
landed
her
on
the
website
of
Boston
partners
in
education.
Shakira
was
a
former
bps
kindergarten
first
grade
teacher
at
the
Elliott
and
Young
Achievers.
She
was
recently
profiled
by
the
organization
in
its
volunteer
spotlight
feature
for
her
role
as
an
academic
mentor
at
the
Winthrop
elementary
school
in
Roxbury.
B
For
a
past
three
years,
Shakira
has
spent
several
hours
each
week
supporting
in
kindergarten
class
by
teaching
small
groups
and
assisting
with
classroom
activities
such
as
read
allows
whole
group
instruction,
as
well
as
mentoring,
young
people.
This
is
a
great
example
of
how
bps
employees
use
volunteerism
to
stay
connected
in
a
classroom
so
way
to
go.
Secure.
B
B
C
Firsters
want
to
say
congratulations
to
Dean
I,
don't
know
if
I'm
saying
your
name
right,
I
apologize,
congratulations
on
your
award
and
obviously
not
to
take
anything
away
from
you,
but
benka
is
a
wonderful
school,
so
I'm
sure
you've
got
a
lot
of
really
great
support
there.
Thank
you
so
much
for
your
apology.
Dr.
Tang
I
just
wanted
to
suggest
in
the
future
as
we
move
forward
with
having
stricter
guidelines
etc.
C
If
there
is
a
way
that
we
can
actually
have,
students
and
parents
be
part
of
some
kind
of
committee
that
designates
the
Student
Activities
fund
so
that
it
just
be
very
transparent
and
students
are
actually
involved
in
that
in
the
funding
of
activities.
If
there,
if
there's
a
way
that
we
can
have
a
student
voice
in
that
I
think
that
would
be
really
great.
Thank
you.
A
Absolutely
thank
you.
Miss
Oliver
I
would
like
any
other
questions
or
comments.
I
would
just
like
to
say
superintendent.
On
behalf
of
my
fellow
members.
Thank
you
for
that
update
that
you
gave
us.
We
got
particularly
a
regarding
the
Student
Activity
accounts.
As
we
all
know,
this
was
a
as
we
all
know
now.
This
was
an
audit
of
activity
of
the
16
Student
Activity
accounts
from
2014
prior
to
you
being
superintendent.
When
you
notified,
when
you
were
notified,
you
did
act
promptly
to
change
the
procedures,
to
work
with
your
team
to
notify
all
school
leaders.
A
A
You
know
at
the
time
accept
your
apology
and
you
hear
it
from
your
fellow,
the
fellow
members
tonight
as
well
on
behalf
of
Dean
Coleman
and
I.
As
the
leadership
we
did
have
a
discussion
with
you
on
behalf
of
the
committee.
We
did
have
a
discussion
with
you
on
this.
The
end
we
all
agree.
This
is
a
learning
opportunity
in
your
communications
with
the
School
Committee,
and
you
saw
it
that
way
as
well,
which
is
the
appropriate
thing
to
do.
A
I
also
appreciate
the
work
that
you
are
doing
to
be
as
transparent,
it's
public
as
public
with
the
as
transparent
as
possible
with
the
public
on
this
issue,
because
it
is
a
matter
of
trust
with
the
district
has
been
pointed
out.
We
know
you
get
that
we
know
you
understand
that
and
again
this
was
a
issue
that
was
brought
to
the
district's
attention
as
a
part
of
a
routine
audit
about
from
2014,
but
you
have
moved
very
promptly
to
correct
and
put
in
place
a
new
process
going
forward.
A
There
will
be
a
transition
period
as
we
go
through
this
and
it
is
great
to
have
an
outside
audit
look
at
this
as
well
in
the
interest
of
folks
being
comfortable,
because
if
you're
given
money
to
a
school
you
want
to
know,
is
it
being
used
appropriately?
And
so
thank
you
for
your
comments
this
evening
and
thank
you
for
addressing
this
so
proactively.
A
Any
other
questions
or
comments.
Every
none
I'll
entertain
a
motion
to
receive
the
superintendent's
report
as
presented,
moved
Thank
You.
Mr.
Lucario
sounds
like
a
second
by
Miss,
Robinson
and
discussion.
Objection
of
the
motion.
Any
objection
due
to
receiving
they're
receiving
the
support
by
unanimous
consent.
Can
we
none.
The
report
has
received
and
we're
about
to
move
on
to
public
comment,
but
just
before
we
do,
I
did
see
that
mr.
Byron
Adams,
so
I'd
mention
am
L.
So
excuse
me
who
I
mentioned
before
has
joined
us.
So
a
welcome
mr.
aimost,
mr.
A
Moses,
a
member
of
the
Atlanta
Board
of
Education
and
I,
also
understand
sir
you're
CEO
of
a
company
called
capacity
builders
or
an
organization
called
capacity
builders
and,
more
importantly,
you're.
A
graduate
of
the
Atlantic
public
school
system
and
I
understand
your
mom
work
for
the
system
for
23
years.
So
you
know
your
system
as
well
as
many
of
us
up
here
know
Boston.
A
So
it
must
be
interesting
for
you
to
sit
in
the
audience
and
hear
about
us,
giving
out
hats
and
not
thinking
it's
for
60
degree
temperature,
but
it
actually
does
get
cold
up
here
in
Boston.
So
welcome
with
delighted
with
with
you
with
we're
delighted.
You
were
with
us
here
today,
sir
well
enjoy
your
time
in
Boston,
we'll
move
on
now
to
public
comment.
Miss
Sullivan!
Oh
I'm!
Sorry
excuse
me
you're,
absolutely
right
we're
still
getting
used
to
our
new
procedure
that
once
a
month
we
do
invite
our
student
representative,
mr.
A
D
Thank
you,
mr.
O'neal,
so
good
evening,
everyone
so
last
school
community
I
wasn't
here!
That's
because
I
was
on
my
way
to
Albuquerque
New
Mexico
to
participate
in
the
youth
power
2017
from
Rue
de
Brazil.
Sorry
begin
to
pass
from
route
of
resiliency
to
rising
powers
conference,
which
held
a
strong
focus
on
the
importance
of
cultural
of
culture.
Listening
healing
and
action
regards
to
youth
empowerment
and
Ally
engagement.
We
also
had
some
several
other
be
psych
students
who
went
along
and
also
a
representative
from
Sochi
that
latina
easier
there.
D
You
go
all
right,
he
was
there
and
it
was
fun.
Also.
We
have
one
of
our
steering
committee
members,
Carolyn
and
staff
member
9
who
participated
in
the
Obama
Foundation's
training
day
with
over
150
other
young
leaders
across
the
City
of
Boston,
to
learn
and
discuss
how
to
make
change
in
their
community.
We
also
have
our
vice
president:
FB
sack
Anthony
Pina,
a
senior
at
the
Mary
Lyon,
who
has
joined
the
nelem,
a
foundation
to
use
the
planning
committee
for
the
2017
2018
year.
We
also
have
our
we
have
6,
plus
seniors
and
Boston
student.
D
D
We
are
pleased
to
hear
that
the
later
school
start
time
conversation
has
been
heard
with
the
Saint
Peter's
Teen
Center
program,
Makeba
Street
workers,
team
street
team
and
such
that
latina
to
hear
the
perspective
on
students
and
some
of
the
feedback,
given
we're
also
honored
for
the
opportunity
index
team
to
come
to
be
SEC
several
times
and
include
our
feedback
and
some
of
our
ideals
and
the
revised
of
their
proposal.
Some
updates
about
B
sack.
Lately
we
did
later
Slater's
drops
on
Thursday
November
30th,
with
14
students.
D
A
climate
curriculum
has
continued
to
grow
as
we
developed
it
with
the
Department
of
Science
here
in
Boston,
Public
Schools
and
also
recently
presented
to
bosses
teachers
union,
where
we
had
great
feedback
from
them
and
we're
still
looking
to
spread
work
and
be
sick.
Has
now
reached
56
students
representing
over
28
schools
through
our
Boston
Public
Schools,
and
we're
still
looking
to
gain
representatives
from
some
of
the
schools
and
that's
my
report
for
this
month.
Thank
you.
Thank.
D
A
E
A
You
mr.
McClaren,
as
you
are
in
your
second
year
as
a
student
representative,
this
is
new
for
you
because
you
were
junior
lasya,
but
this
body
is
traditionally
takes
great
interest
in
the
college
application
process
of
our
student
representative.
So
because
we
always
quiz
you
publicly
and
we
look
forward
to
the
announcement
of
where
you
end
up
going,
but
how
many
applications
do
you
have
in
at
this
point
now,
sir.
D
F
A
D
E
D
A
G
You
mr.
O'neill,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations
the
School
Committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time.
I
referred
to
the
superintendent
for
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak.
In
our
own
mind
you,
when
you
have
one
minute
remaining
and
then
30
seconds.
G
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
select.
Suppose
excuse
me
select
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin
TV
cameras,
her
own
record
speakers
who
faced
the
committee.
We
have
13
speakers
this
evening,
beginning
with
Michelle
scan
sir
Olli
and
followed
by
Jasmine
Talbert
and
Jennifer
Boyd
Herlihy.
H
H
The
third
grade,
special
education
teacher
at
the
Manning
elementary
school
I,
have
taught
in
an
inclusion
classroom
with
my
co
teacher
Maria
Carr
Lutz's.
For
the
past
eleven
years,
I
was
originally
hired
as
the
third
grade
lab
cluster
teacher,
who
was
responsible
for
educating
students
with
emotional
impairments
in
a
sub
separate
classroom,
but
at
the
same
time
as
a
teacher
I
was
responsible
for
meeting
the
needs
of
my
students.
How
could
I
expect
students
with
emotional
impairments
to
learn
social-emotional
skills
while
they
are
separated
from
social-emotional
experiences?
H
The
answer
is
you
can't
my
co
teacher
and
I
decided
to
create
a
model
of
inclusion
that
was
designed
to
meet
the
academic
and
social
emotional
needs
of
our
students
and
that's
what
the
Manning
does.
Rather
than
separating
students
because
of
their
emotional
impairments,
we
work
to
create
learning
environments
that
meet
their
needs
and
I.
Think
it's
important
to
note
here
that
all
students
are
social-emotional
learners.
While
it
can
be
challenging
work,
it
is,
without
a
doubt,
the
right
work.
H
Our
special
education
students
are
designated
as
having
emotional
impairments,
which
historically
has
made
teaching
and
learning
a
challenge,
let
alone
experiencing
success.
But
through
our
inclusive
practices,
we're
changing
that
our
students,
and
by
that
I
mean
all
of
our
Boston
Public.
Students
have
the
right
to
receive
an
education
in
an
appropriate
placement.
They
have
the
right
to
receive
an
education
that
is
able
to
consistently
deliver
the
structures,
supports
and
services
that
allow
them
to
be
successful.
H
Their
right
to
receive
a
continuous
education
that
meets
their
needs
starts
on
the
first
day
they
are
enrolled
in
bps
and
our
responsibility
to
deliver
what
they
need
does
not
end
until
their
educational
time
with
us
is
complete.
That
is
our
responsibility
as
educators
as
school
communities
and
as
a
district
with
appropriate
placements.
Success
for
all
students
is
possible.
I
know
this
because
throughout
my
career,
I
have
seen
it
happen.
H
Over
and
over
again,
the
Manning
has
created
an
environment
and
developed
teaching
practices
that
support
students
in
reaching
their
greatest
potential,
which
to
me,
is
the
definition
of
success
and,
in
my
opinion,
providing
students
with
anything
less
than
what
they
need
is
unacceptable.
We
need
to
create
educational
paths
for
all
of
our
students
to
continue
learning
growing
and
thriving
well
beyond
their
k-25
years.
At
the
Manning,
that
is
the
responsibility
of
the
Boston
Public
Schools.
H
While
our
school
is
not
perfect,
we
have
worked
tirelessly
as
a
community
to
create
learning
experiences
that
meet
the
needs
of
our
students.
I've
come
here
tonight
to
tell
you
that
we're
on
to
something
something
great,
something
that
we
believe
in
something
that
is
changing
the
lives
of
our
students
and
their
families,
but,
most
importantly,
something
that
the
current
and
future
fifth-grade
students
of
the
Manning
elementary
school
are
in
need
of
continued
opportunities
for
success.
Thank
you
for
your
time.
I
Hi
my
name's
jasmine
and
I'm
appearing
of
the
Manning
school
again.
My
name
is
Jasmine
Carver
I'm,
a
pairing
of
Michael
jr.
in
orion's,
my
kids
attend
the
JP
Manning
school.
My
son
is
a
third
grader.
My
daughter
is
my
daughter.
Raya
is
k1.
My
son,
Michael
Hall,
has
been
there
since
2012
foot
before
he
has
before
he
was
our
two
schools
for
only
half
of
the
year,
because
my
son
has
a
JD
and
then
I
have
the
support
I
needed
because
he
has
a
city.
This
school
gives
him
the
support.
He
needs.
Kids.
I
He
has
a
learning
disability.
My
son
has
improved
so
much
because
he
has
a
teacher
that
show
they
care
for
these
kids,
no
matter
where
they
come
from
or
just
needed,
helping
they're
learning
skills.
This
school
has
a
beautiful,
safe,
loving
environment
that
kids
don't
want
to
leave.
My
son
loves
his
teachers
in
this
school.
My
daughter
is
improving
as
well
as
well
as
them
both
to
do
with
the
help
of
the
day,
be
meaning
this
school
had
everything.
I
was
looking
for.
For
my
kids,
a
learning
is
amazing.
J
Hello,
Jennifer
Herlihy,
sadly,
here
again
trust
me,
I
wish
I
wasn't
I'm
here
to
talk
about
the
unexpectable
expected
delay
in
kindergarten
notification,
I'm,
just
a
silly
parent
that
comes
here
to
talk
about
these
poor
people
that
are
trying
to
register
and
get
into
our
programs
and
each
year
the
registration
process,
and
my
humble
opinion
makes
it
more
and
more
difficult
this
year.
The
new
addition
will
be
because
of
a
requirement
for
testing
which
des
iya
said
can't
start
before
March
1st
they're,
taking
the
k2
students
out
of
the
usual
first
round
lottery.
J
This
is
going
to
represent
a
ten
week,
delay
in
notification
from
March
10th
to
May.
31St
I
understand
our
needs
for
English
learners,
but
there's
also
a
requirement
to
this
city
to
parents
who
want
to
know
where
their
child
is
going
to
go
to
school
next
year,
if
any,
where,
certainly,
if
anywhere
in
their
zone
and
the
wait
list,
I
guess
we'll
get
to
that
in
July
and
August
right,
families
will
move,
they
will
pay
for
privates.
J
You
are
losing
so
many
potential
families
that
help
make
these
schools
great
I
understand
there
might
be
some
state
requirements,
but
there
has
to
be
a
better
way.
We've
got
MIT
here,
I
know
we
use
them,
but
can't
we
figure
this
out.
It's
absolutely
and
I.
Don't
have
a
dog
in
the
fight.
My
kids
are
in
school,
I
love
our
schools,
but
when
I
looked
at
parents
and
told
them
about
this,
this
is
unacceptable.
I,
just
don't
understand
how
it
happened.
J
I,
don't
understand
why
there
wasn't
any
more
notification
and
I
already
gave
speeches
and
talks
about
how
to
register
I'm
out
there
I've
as
I,
sell,
sell,
sell
and
I'm
out
a
product.
Certainly,
in
my
home
base
zone,
Charlestown
East
Boston
North
End
Back,
Bay,
South
End.
All
schools
are
oversubscribed.
What
are
we
going
to
do
about
it?
We
have
to
be
thinking
about
facility
contributions.
I've
talked
about
this
to
keep
families
in
that's
what
you
need
to
do.
My
only
thought
is:
is
this
what
you
want?
You
want
families
to
leave.
J
It's
already
such
a
stressful,
nightmarish
process
for
everyone,
and
now
we're
delaying
it.
Ten
weeks
there
has
to
be
a
better
way
so
I'm
here,
I've
begged
I,
got
the
memo.
Thank
you
at
4:30
this
evening,
when
I
was
driving
over
here
and
I
know,
it's
been
a
tough
week,
but
I
want
answers
and
it's
not
too
late.
Let
them
register
in
January
like
they
always
have.
This
is
an
entry
point
year
where
families
make
determinations
based
upon
that
information,
and
it's
just
not
fair.
J
K
Hi
good
evening,
my
name
is
rosemary
Conners
I'm,
the
source
at
dr.
Catherine,
Allison,
Rosa,
Parks
early
education
school.
Please
don't
count
that
against
my
three
minutes.
That's
a
long
name
and
I've
been
a
school
nurse
for
20
years
in
Boston
and
I
live
in
Dorchester.
So
a
group
of
us
are
here
this
evening
to
talk
to
you
about
a
very
serious
potential
public
health
crisis
that
may
be
facing
the
city
of
Boston,
thousands
of
Boston
Public
School
students
do
not
have
their
immunizations
records,
entered
mbps.
K
Electronic
health
system
I'm
concerned
with
the
early
ed
population.
So
I'm
going
to
give
you
the
statistics
for
that.
Out
of
this,
what
4,000,
k2
students,
roughly
half
44%,
do
not
have
their
immunizations
entered
into
our
electronic
health
record.
The
number
is
slightly
larger
for
k1
students.
These
are
our
youngest
kids,
vulnerable,
kids
and
they're
fifty-one
percent
of
those
students.
The
data
was
pulled
today-
do
not
have
immunizations
entered
into
our
health
system,
and
it's
especially
concerning
due
to
the
vulnerable
populations.
We
serve
I'm
in
an
inclusion.
K
School
I
receive
children
right
after
their
third
birthday,
they
turn
3
and,
thank
goodness,
they're.
Coming
straight
from
early
intervention,
but
these
are
fragile
students.
We
have
children
with
asthma
with
sickle
cell
25%
of
our
children
have
some
kind
of
chronic
health
issue
that
needs
the
attention
of
school
nurses.
K
We
also
have
pregnant
staff,
members
and
pregnant
members
of
the
community
who
come
into
our
school,
and
there
are
laws
we're
out
of
compliance
with
the
state
state
laws
require
immunizations
prior
to
school
entry
to
protect
the
students
and
also
to
protect
the
health
of
the
community,
and
unfortunately,
this
has
been
mismanaged
for
perhaps
over
a
decade.
Now
to
the
point
where
this
information
is
not
collected
when
the
family
is
registering
their
children
for
school,
we
do
not
have
this
information
in
the
past.
K
L
M
J
M
We
do
know
that
they
do
go
to
the
parent
centers
to
sign
up
and
I
think
everything
gets
put
into
a
box,
and
it's
not
inputted,
and
it's
up
to
the
school
nurses
to
do
the
chase
and
the
letters
and
the
phone
calls,
which
is
countless
countless
hours
in
our
very
busy
day
as
it
is
it
took
over
three
months
or
so
to
get
our
count
down
to
about
a
hundred
and
twenty
students
that
are
still
immunization
deficients.
These
students
might
be
immunized,
but
the
proper
paperwork
and
data
are
not
at
our
schools.
M
This
could
be
a
severe
potential,
severe
potential
threat
to
our
students,
health
and
well-being
in
a
Koi,
and
also
with
our
students,
staff
and
Families.
We
have
a
good
number
of
students
at
our
school
that
are
medically
fragile.
That's
a
number
of
them
are
in
wheelchairs.
A
to
vet
can't
speak
children
with
cancer
children
with
diabetes,
lots
of
kids
with
asthma,
you
name
it,
we
sort
of
have
it
and
you
know
we're
trying
to
keep
them
all
safe.
M
M
We
have
children
that
must
be
catheterized
two
times
a
day,
so
our
day
just
goes,
it
goes
and
goes,
and
we
have
about
63
medicine
treatments
that
we
do
at
a
blink
of
an
eye.
Even
at
the
start
of
the
day.
We
know
that's
already
facing
us.
We
have
a
large
amount
of
students,
number
students
that
are
socially
and
emotionally
have
difficulties
that
require
a
lot
of
our
time.
We
do
an
average
of
about
a
hundred
to
150
entries
into
our
nursing
medical
record.
It's
called
the
snap
system.
M
We
have
a
fair
number
female
staff
that
are
pregnant
and
a
very
concern
for
their
safety
and
well-being
or
their
children
or
their
unborn
child
because
of
children.
That
aren't
immunized,
these
immunizations
are
required
and
our
state
law
several
years
ago
there
were
text
that
used
to
input
the
data
and
somehow
I
think
due
to
budget
cuts.
M
What
we
do
every
day
is
very
important.
We
love
servicing
our
children,
I
love
being
a
school
nurse,
but
this
part
of
the
job
with
the
time
factor
for
it.
We
never
take
a
lunch
break.
We
don't.
We
don't
take
anything
like
that.
So
I'm
very,
very
concerned
about
the
safety
of
all
that
chasing
parents
down.
It's
not
just
one
phone
call.
It
might
be
ten
phone
calls
that
you
have
to
do
it's
an
incredible
task.
This
could
be
a
potential
public
health
crisis
in
our
Boston
Public
Schools
I'm,
not
sure.
M
M
G
A
K
N
Good
evening
school
committee,
my
name
is
Joan
L
Johnson
I
am
the
school
nurse.
The
proud
school
nurse
at
McCormick,
middle
school
I
think
superintendent
Chang
for
stopping
into
the
nurse's
office.
A
few
weeks
ago
we
were
excited
to
have
him.
There.
I
just
wanted
to
reiterate
what
my
colleagues
are
speaking
about
tonight,
immunization
having
our
students.
Immunized
has
kept
us
from
having
outbreaks
of
polio
measles
mumps
rubella.
N
These
are.
These
are
diseases
that
are
still
very
popular
and
very
current
in
the
population,
but
we
don't
see
them
in
the
United
States,
because
we
have
a
very
large
policy
of
immunizing.
Our
students,
for
example,
today
I
have
a
seventh
grade
student
and
I
inputted
her
immunization
records
and
realized
that
she's
still
out
of
compliance
and
she's
still
out
of
compliance,
because
she's
missing
the
measles,
mumps
and
rubella
vaccine.
N
The
reason
she's
missing
it
is
because
you
cannot
take
that
vaccine
before
four
days
before
your
first
birthday
and
she
had
it
seven
days
before
the
first
birthday,
which
means
that
vaccine
is
ineffective.
So
when
I
did
the
research
to
figure
out
why
she
kept
coming
up
as
non-compliant
for
her
immunizations
I
then
had
to
generate
a
letter
which
will
go
home
to
her
mom
who's
spanish-speaking.
But
the
letters
English
and
Spanish
explained
to
the
mother
why
she
has
to
take
her
daughter
back
to
the
doctors
again
to
be
reunited.
N
She
received
that
immunization
too
early.
Another
example
is
the
fact
that,
because
we
have
so
many
students
coming
in
from
other
countries,
they
may
come
in
and
they
make
it
only
their
very
first
or
second
set
of
immunizations
or
the
doctors
may
decide
to
do.
What's
called
a
titer,
take
blood
test
to
see
if
they've
ever
been
exposed
to
these
different
diseases
before
they
decide
to
give
them
the
immunizations.
And
we
have
to
monitor
that.
We
have
to
watch
for
that,
and
then
we
have
to
input
that
information
into
the
the
minute.
N
It's
not
done
when
we
have
to
go
through
as
public
health
nurses
and
continue
to
talk
to
the
parents
about
getting
this
done.
It's
a
lot
of
work,
but
for
the
stat
that
I
have
that
are
all
set
to
go
into
the
computer.
What
we're
asking
for
is
to
give
us
our
clerks
back
so
that
our
clerks
can
do
the
data
entry
so
that
we
can
continue
to
do
all
the
legwork.
N
That
needs
to
be
done
to
get
parents
to
go
back
to
the
doctors
to
continue
getting
their
kids
immunized,
but
then
not
to
have
to
be
at
work
at
6,
&,
7
o'clock
in
the
evening,
I've
been
there
as
late
as
9
o'clock
on
a
Friday
night
trying
to
get
work
done.
It's
it's
not
fair
to
us.
We
really
have
to
get
more
help
and
get
more
hands
on
board,
and
that,
essentially,
is
what
we're
asking
for
now
is
to
get
help
from
clerks
to
do
the
data
entry.
O
So,
like
my
my
colleagues
said
our
input
technicians,
they
were
laid
off
a
few
years
ago
and
never
rehired.
So
again
we
do
not.
We
do
not
know
if
students
are
immunized
or
not
and
that's
that's
not
safe.
That
really
is
not
safe
for
their
health
and
everybody's
health
and
the
health
of
unborn
children,
so
that
that's
first
of
all
and
our
our
department
really
is
dangerously
understaffed.
O
We
also
had
we
have
health
Paris
who
work
with
us.
They
are
trained
very
well.
They
do
our
vision
and
hearing
for
all
our
kids,
so
when
they
were
fully-staffed
was
only
ten
of
them
and
I
guess
we
have
about
37,000
students
in
our
system.
Ten
Paris
did
most
of
the
vision
and
hearing
which
is
very
important
for
education
and
for
their
lives
of
all
the
students.
We
now
only
have
I
believe
five
or
four
one
of
our
health
care
has
passed
away.
O
So
just
again
as
a
solution,
I
think
at
the
foundation
budget
level
health
needs
health
is
the
foundation
that
we
need
once
again,
a
nurse
in
every
school
I
know
you've
heard
that
before,
especially
in
the
elementary
schools,
nurses
are
going
from
school
to
school
and
not
able
to
really
be
part
of
the
school
and
know.
What's
going
on
with
the
kids
and
and
really
do
the
work,
that's
needed.
Kids.
P
O
Q
Basically,
my
colleagues
pretty
much
have
covered
everything
that
I
would
want
to
say
and
ultimately
that
it
does
come
down
to
the
foundational
budget
and
that
to
assure
essential
school
health
services
and
that
it
is
essential
that
we
continue
to
advocate
for
all
students
in
Boston,
Public,
Schools
and
at
the
core
of
Nursing.
That's
what
we
do.
Q
We
give
voice
to
all
our
students
and
to
assure
health
and
and
tonight's
goal
is
to
make
sure
that
the
systems
are
in
place
to
assure
immunization
and
that
we
will
continue
to
bring
our
voice
to
that
until
we
are
heard
and
that
within
that
foundational
budget,
you
do
see
that
a
school
nurse
is
essential
in
every
school
in
the
city
of
Boston.
Thank
you.
A
To
miss
Connors
and
miss
Winston,
miss
Garland,
miss
Johnson,
miss
Carr,
we
I
hope
I
have
the
names
right
in
public
comment,
we're
not
allowed
to
go
back
and
forth.
However,
I
do
want
to
say
first
of
all,
on
behalf
of
my
fellow
members.
Thank
you
for
your
service
to
our
students.
We
do
recognize
the
importance
of
school
nurses,
which
is
why,
in
the
last
collective
bargaining
agreement,
we're
actually
increasing
the
school
nurses
across
the
district.
However,
typically,
what
we
ask
for
is
a
copy
of
your
written
comments,
but
I'm
not
gonna.
A
B
A
Were
here
before,
I
see
miss
Carter,
so
you
thought
I
was
going
to
send
you
back
to
administration
I'm
not
going
to
do
that.
I'm
actually
going
to
ask
you
to
talk
with
the
two
most
senior
officials
within
the
district,
particularly
around
this
immunization
compliance
issue.
I
want
to
make
sure
they're
fully
briefed
on
you
have
viewpoint,
four
directly
from
the
field
and
so
I'm
going
to
ask
that
both
stand
in
the
back
got
to
meet
with
you
now
so
I'm
going
to
ask
you
to
go
back
and
meet
with
them.
K
A
P
R
There,
since
2001
I've
been
working
in
Boston,
Public
Schools
since
1996,
so
I've
come
today
more
in
the
spirit
of
a
conversation
and
to
engage
in
thinking
or
to
be
helpful
about
an
issue
of
testing
and
coming
to
talking
to
schools
about
their
testing
or
testing
scores.
So
I'm,
just
gonna
give
it
a
little
context.
Recently.
My
principal
informed
me
that
someone
is
going
to
be
coming
to
our
school
next
week
to
talk
to
us
about
a
growth
percentile
for
our
school.
R
Regarding
EM
cast
results,
I've
been
leading
the
team
for
the
ELA
or
our
writing
course
since
2001,
and
we
have
been
very
successful
with
it.
Just
so
happens
with
our
MKS
result,
results
and
so
I
found
it
really
interesting,
because
the
person
wants
to
come
and
talk
to
us
about
our
growth
and
apparently,
according
to
a
conversation,
that's
being
had
Boston
Arts
Academy
seems
to
maybe
a
miss
last
year,
not
have
grown
as
much
so
I
just
thought.
R
R
So
it
started
to
provoke
me
to
remember
that,
year
of
being
in
San,
Antonio
Texas
in
2000,
I'm,
sorry
in
1997,
1998
and
so
I
was
going
back
to
this
feeling
of
like
growth
and
how
people
are
measuring
growth
or
what's
a
successful
school.
So
I
wanted
to
come
today
to
talk,
not
because
we
were
upset
or
were
being
told,
were
failing.
It
wasn't
something
that
I'm
angry
about,
but
I
wanted
to
provoke
a
conversation,
because
my
school
is
actually
very
successful
with
its
ela
scores.
R
That's
the
part
that
I
am
there
and
I
have
been
starting
conversations,
because
I
have
found
success
with
my
co-leader
in
the
team
and
leading
a
team
for
all
these
years,
and
so
we
can
figure
out
how
to
help
the
math
team,
because
our
math
team
needs
and
it
wants
to
grow
to
in
certain
ways.
So
we're
aware
of
those
things.
R
Well,
that's
really
funny,
because
when
I
look
at
our
data,
our
data
says
that
in
2014
and
2015
92%
of
our
students
were
in
proficient
and
advanced
91%
of
our
high
needs.
Students
were
in
proficient
and
advanced
0%
failed
in
2015,
2016
97%
were
proficient
and
advanced
93%
of
high
needs
were
in
proficient
in
advance
and
zero
failure.
R
Last
year
we
maintain
that
same
score
of
97%
proficient
in
advance
and
then
92%
of
our
high
needs
aren't
proficient
in
advance
and
that's
interesting
to
me,
because
I
wanted
to
reframe
and
help
people
refrain,
how
you
come
to
schools
and
talk
to
teachers
or
to
people
that
lead
these
teams,
because
it's
weird
because
what
the
question
the
question
is
awkward,
my
school's
team
is
actually
with
seven
people.
They
are
not
ela
certified,
so
I
lead
a
team
of
people
that
are
I'll,
wrap
up
real
quick
that
are
actually
not
really
certified.
R
So
the
right
question
is:
how
do
you
lead
a
team
of
people
that
actually
gets
proficient
and
advanced
in
your
school?
What
resources
do
you
need
to
help?
You
make
you
more
excellent?
What
kinds
of
resources
could
we
help
you
with
PD
to
make
you
more
exciting
for
these?
How
do
you
do
that
with
a
ll
populations?
R
New
autistic
students
that
are
coming
to
our
school
hi
special
needs,
almost
sometimes
a
third
of
the
school
is
so
I
just
want
to
ask
people
to
start
thinking
about
how
to
reframe,
because
when
teachers
hear
about
that
and
we're
actually
very
successful,
how
do
you
ask
a
different
question
to
a
successful
school
rather
than
coming
to
them
about
growth
percentages?
It's
a
very
awkward
frame.
Thank
you.
Thank.
S
Good
evening
my
name
is
Nicole
Balthazar
I'm,
a
sophomore
at
UMass,
Boston
and
I,
am
here
to
request
that
Miss
Ellie
Mayo
to
land
her
stem
programs
be
returned
to
Brighton
High
School.
When
I
came
to
the
United
States
in
2013,
I
was
assigned
to
go
to
Brighton
high
school.
Like
many
new
immigrants.
I
wasn't
familiar
with
the
American
culture,
especially
with
the
school
system,
although
I
knew
that
by
migrating
to
a
new
country
was
difficult
and
challenging,
I
was
determined
to
and
hopeful
to
live
a
better
life.
S
On
my
first
day
at
Brighton
High
School,
my
first
day
at
an
American
school,
my
guidance
counselor
introduced
me
to
miss
O'toole
I
shook
her
hands
and
and
I
smiled
and
I
said
hello,
mrs.
O'toole,
my
name
is
Nicole
and
I'm
from
the
Philippines
be
excellent
in
mathematics
and
excellent
in
English
were
her
first
words
until
now.
S
I
still
carry
with
those
words,
as
my
inspiration
in
achieving
academic
success
on
the
summer
of
on
the
summer
of
2013,
I
was
able
to
land
on
my
first
job
as
a
junior
designer
at
youth
build
Boston's
the
designer
II
through
Miss
OH
tools.
Recommendation
I
was
given
the
opportunity
to
learn
the
basics
of
architecture
and
present
projects
in
front
of
clients.
On
my
sophomore
year,
mrs.
O'toole
became
a
teacher
and
engineering
where
I
learned
how
to
build
and
operate
mini
robots
and
use.
S
Google,
Sketchup
and
SolidWorks
at
a
very
young
age,
I
became
familiar
with
the
with
architecture
and
engineering
field,
which
helped
me
see
the
world
from
an
intellectual
perspective.
Several
months
passed
by
missile
a
missile
tool
invited
me
to
join
the
report.
Robotics
team
I
immediately
said.
Yes,
as
I
was
eager
to
experience
a
new
adventure,
the
competition
was
tough,
as
we
were
tasked
to
create
a
robot
that
shoots
and
throws
a
ball
with
the
help
of
missile
to
land.
S
My
teammates,
we
were
able
to
program
and
mechanically
assemble
a
robot
that
worked
the
does
the
work
needed
I
often
volunteer
to
operate
the
robot
using
hand
controls
it
was
like
playing
gun.
It
was
like
playing
with
toy
cars,
but
much
more
fun.
Missile
tool
was
always
there
to
guide
us
when
we
felt
discouraged
by
our
competitors.
She
was
always.
She
was
always
there
to
tell
us
never
to
give
up.
S
In
the
end,
our
team
won
the
team
spirit
award.
Although
we
were
competing
for
two
days,
I
didn't
I
didn't
feel
exhausted
because
of
the
wonderful
experience
I
had
with
mrs.
O'toole
and
the
robotics
team.
With
a
short
time,
I
spent
at
Bryant
high
school
I
saw
how
hard
working
missile
tool
was.
She
helped
she
helped
students
with
almost
everything
from
their
homework,
to
getting
a
full
scholarship
to
college
missile
tools,
devotion
to
her
students
and
her
school
programs
are
beyond
remarkable.
They
are.
They
are
her
passion
and
legacy.
S
T
Good
evening,
everyone-
and
thank
you
for
having
me
my
name-
is
oscar
mellow.
I
am
a
junior,
a
family
high
school.
I
am
16
years
old
in
a
youth
community
organizer,
as
joe
said,
are
latina,
and
so
now,
I'm
here
to
talk
to
you
about
school
and
time
on
October
17,
bps,
light
a
focus
group
way
to
you
from
social,
a
Latina.
T
Although
we
agree
that
we
like
more
sleep,
we
also
communicated
many
difficulties
we
will
confront
if
the
school
and
time
change
our
later
time,
for
example,
now
have
any
chance
to
keep
participating
in
the
CBO's.
Like
Joe,
said
a
Latina
in
after-school
programs
in
persistent
vegetative,
fading
in
sports
and
extracurricular
activities.
T
I
was
happy
to
hear
that
in
last
week's
conversations
that
shake
the
chairman
agreed
that
it
will
be
a
great
idea
to
use
this
as
an
opportunity
to
increase
partnerships
between
bps
in
CBO's
and
provide
internship
opportunity
for
youth
who
could
receive
credit
as
part
of
the
school
day
in
participating
and
participating
in
community-based
organizations
like
suicidality
know.
This
is
important
to
me
because
I
go
to
family
high
and
we
get
about
335.
T
If
we
start
later,
students
like
myself,
who
have
not
had
the
same
opportunities
that
I
have
been
presented
with,
like
participating
in
programs
like
they
offer
internships
being
part
of
a
group
like
the
Y
CEOs
or
just
being
able
to
work
out
their
school
to
support
at
home,
students
will
travel
from
there
to
their
homes
with
little
time
to
do
homework
and
then
repeat
the
same
cycles.
The
following
day.
At
least,
we
should
receive
school
credit
while
participating
in
after-school
programs.
T
V
U
Last
year,
thirty,
seven
of
whom
completed
school
and
five
graduated
one
attend
Salem,
State
University
one
is
employed
and
had
and
she's
doing.
Well,
one
is
a
teen
parent
who
resides
at
st.
Mary's.
One
has
stated
intentions
of
going
to
Bunker,
Hill
and
wasn't
is
employed
in
the
foodservice
industry.
U
The
chart
that
I
gave
you
really
normalizes
the
overall
perspective
of
opportunity
use,
because
this
is
something
that
I
think
we
all
need
to
do
rather
than
to
look
at
specific
tracking
data
or
in
conjunction
with
looking
at
tracking
data,
the
lack
of
exposure
to
opportunity
forced
apart
from
school,
risky,
behaviors
and
isolated
child
and
amongst
the
lack
of
exposure
to
opportunity.
I
think
it's
great
that
your
funding
you
know
such
programs
is
build.
Tenacity
pick
to
actually
help
youth
access,
social
capital
skills.
U
The
force
departure
from
school
is
very
important
to
look
at
a
lot
of
our
school
young
people
are
mobile
and
we
need
to
be
sure
to
keep
our
fingers
on
the
young
people
and
continuity
and
education
and
wraparound
services
and
for
risky
behaviors.
Obviously
we
need
to
do
a
lot
more
work
there
and
the
isolated
child
generally
is
the
child
that
gets
the
services
through
trauma,
sensitive
programs,
DBT,
CBT
and
so
on.
But
that's
a
small
group,
so
I
commend
you
for
your
report,
mr.
U
Rose,
but
I
think
we
need
to
do
a
lot
more
work
and
drilling
down
on
who
the
young
people
are
and
what
their
specific
needs
are
and
to
normalize
those
needs.
So
the
teachers
feel
very
comfortable
working
with
the
young
people
and
our
guidance,
counselors
and
staff
exposed
the
young
people
to
academic
opportunities.
I'll
close
with
one
point.
U
This
summer
we
did
a
mass
grad
program
at
Quincy,
College
with
urban
science
academy
and
one
of
the
kids
but
busted
into
the
office
of
the
counselor
last
week
and
said
I'm
going
to
a
college
visitation
program,
and
this
is
the
first
time
in
my
history
that
I've
ever
had
the
opportunity
to
do
so,
because
my
attendance
records
were
so
poor.
I
think
there's
a
point
there,
where
we
need
to
look
holistically
at
our
youth
and
be
sure
that
all
youth
are
exposed
to
those
opportunities
and
to
give
some
youth,
flexible
landings.
Thank
you.
W
W
How
can
you,
as
policy
makers,
adopt
new
goals,
albeit
perhaps
moving
us
forward
without
seeing
the
data
or
the
projected
changes
and
sharing
that
with
the
parents,
the
teachers,
the
public,
we
see
from
the
goals
some
of
your
intended
consequences?
But
what
are
the
unintended
consequences?
You
know
the
public
and
the
teachers
and
the
parents
might
help
bring
some
of
those
forward.
W
W
What's
the
relationship
with
the
equity
analysis
of
the
home
based
assignment
plan,
this
I
believe
at
one
of
the
sessions
I
went
to
the
CEO
o
said
that
well
they'll,
be
you
know,
neighborhood
baskets
that
have
some
late
start
and
some
early
start
whether
you
get
assigned
to
the
later
early
start.
We
don't
know,
but
we
don't
have
neighborhood
schools
and
we
don't
see
the
baskets.
Everything
is
individualized,
but
we
need
to
be
able
to
understand
the
policy
stuff.
W
What's
the
relationship
again
with
the
unintended
consequences
with
our
HR
goals,
see
our
human
resource
goals
of
diversifying
staff
to
reflect
the
students.
If,
as
some
of
these
focus
groups
showed
staff
may
bail,
if
the
hours
are
drastically
changed,
parents
may
bail
I'm
most
troubling?
Why
are
we
freezing
the
policy
for
five
years?
W
I
hope
that
we
will
know
where
any
savings,
if
there
are
savings,
will
go
and
one
of
the
equity
issues
that
students
have
brought
forth
and
I
think
is
very
important,
is
making
m7
passes
a
tribe
transportation,
Charlie
cards
or
whatever
the
new
cards
going
to
be
available
to
every
high
school
student,
so
they
can
take
play
part
in
the
after
school
jobs,
the
internships
on
an
equal
and
fair
footing.
Thank
you.
Thank.
A
X
X
The
mass
grad
promising
I
wonder
about
these
roles
and
relationship
to
our
school
counseling
program.
District-Wide
school
counseling
grow
them
because
part
of
these
issues
seem
to
me
behaviors
and
responsibilities
that
could
fall
into
school
counseling
as
opposed
to
bringing
in
other
outside
agencies
or
just
on
a
grant
basis.
So
that's
wondering
if
not
Natalie
sometime
have
a
conversation
about
what
are
the
type
of
special
programs
were
doing
that
could
be
folded
into
an
ongoing
program.
We
have
personnel
to
to
perform
those
duties
if
we,
if
we
give
them
the
time
and
I.
B
A
V
Agrees,
murder,
the
manager
of
federal
and
state
grants
and
Alex
is
here,
Alex
Clara
from
Charlestown
high,
and
he
can
give
you
a
little
bit
more
insight
into
this.
Their
specific
program,
I
know
I,
believe
mr.
health
hat
is
here
as
well,
and
that's
definitely
something
that
we'd
be
happy
to
look
into
as
well
and
try
to
get
a
more
comprehensive
report
on
sort
of
what
those
roles
are
versus.
What
the
school
counselor
rolls
are.
I
want.
X
X
Y
The
question
was
beyond
the
grant
sustainability
because
it
appears
that
these
kinds
of
services
would
be
continuously
needed.
So
how
does
the
grant
help
either
bolster
the
skills
within
the
district?
Or
how
do
you
know
does
it
did
they
go
away
if
we
don't
get
another
grant,
but
how
do
we
support
the
students
I'm.
Z
This
is
the
for
Charleston
High
School,
specifically
to
the
fifth
year.
We've
received
this
grant
and
the
award
attached
was
actually
increased
so
about
three
years
ago
was
20,000.
Last
year
is
40,000
shares
52,000,
it's
actually
increased
funding
from
the
state
for
alternative
education,
which
is
a
positive
note.
Z
There
is
some
capacity
building
attached
to
the
grant,
but
a
lot
of
the
services
are
supplemental,
so
things
like
doing
home
visits
beyond
regular
staff
time
and
that
kind
of
stuff
Partridge
is
asking
staff
to
do
more,
but
restric
are
with
more
funding.
So
there's
not
always
good
solutions
towards
stability,
but
it
does
provide
more
resource
for
teachers.
There's
a
professional
development
component
and
all
those
kind
of
things
are
in
place.
Z
Y
AA
Sorry,
Benjamin
health
that
I'm
the
headmaster
at
Boston,
adult
Technical
Academy.
We
do
think
about
sustainability,
but
we've
been
fortunate
to
get
this
grant
year
after
year,
similar
to
Alex
I.
Think
one
of
the
big
things
that
we've
been
trying
to
do
is
build
the
capacity.
So
one
of
the
things
you'll
see
on
our
grant
is
working
through
making
more
internships
for
students
as
we
help
to
create
those
connections
with
outside
agencies.
As
we
help
build
that
structure,
we're
gonna
be
able
to
do
it
better
within,
on
the
same
things.
AA
Also
true
about
our
graduation
coach,
really
helping
us
to
do
that.
Individualized
learning
it's
about
creating
a
really
good
processing
system
so
that
we
can
continue
to
do
it
more
and
more.
We've
been
very
we've,
been
very
fortunate
to
keep
getting
this
grant
and
being
able
to
keep
building
that
capacity.
But
that
is
I.
Think
your
your
right
to
worry
about
that
fear.
We
worry
about
that
fear
as
well,
so
we're
trying
to
build
that
capacity
within
our
programs
to
do
that.
A
C
Was
gonna
say
that
I
know
you've
received
these
for
several
years?
What
I
really
appreciate
about
this
particular
type
of
funding
is
the
student-centered
learning
approach
that
we've
been
talking
about
again
and
again,
the
there's
there's
a
lot
of
hand-holding
that
needs
to
happen
it
from
my
experience,
there's
just
not
enough
staff
to
help
students
to
talk
about
college
access
to
talk
about
next
steps.
C
I
mean
this
is
why
we
have
so
many
partners
outside
of
bps
working
on
success,
Boston
as
an
example
and
being
able
to
have
that
individualized
plan
and
some
of
the
things
that
you
see
in
there.
So
I
just
wanted
to
say
that
I
really
I'm
glad
that
you're
getting
this
money
I
know
how
necessary
it
is
and
that
those
services
are
not.
You
know,
that's,
unfortunately,
we
don't
have
enough.
You
know
people
that
we
have
in
the
district
to
actually
work
with
our
students
on
this.
So
thank
you.
A
Thank
you
any
other
questions
or
comments
on
the
grants
and
we
now
I'll
entertain
a
motion
to
approve
the
grants
is
presented.
Thank
You,
Dean
Robinson
is
have
a
second
thank
you,
Miss
Robinson.
Any
discussion
objection
objection
to
approving
the
grants
by
unanimous
consent,
hearing
on
the
grants
approved.
Thank
you
each
for
clarifying
an
excellent
final
action
and
this
evening
is
a
policy
proposal
to
adjust
school
start
times.
Fellow
members
and
members
of
the
public.
This
has
been
a
year-long
process.
A
Now
you
recall
that
the
original
presentation
to
the
district
by
the
district
to
the
School
Committee
was
in
December
2016.
At
the
time
we
asked
the
district
to
step.
I
could
think
about
this
a
little
bit
more
holistically
and
involve
parents,
school
leaders,
community
members,
etc,
teachers
across
the
board.
So
at
the
time
the
district
underwent
us
did
a
survey
that
they
presented
the
results
to
us
in
September.
A
The
superintendent
informed
us
that
they
were
taking
the
results
of
those
survey,
moving
it
into
a
policy
recommendation
and
we're
going
to
then
hold
a
series
of
community
meetings
across
the
district
working
with
student
groups.
Abbey
sack
as
mr.
macclay
has
represented
as
mr.
Moore
Melo
I,
believe
his
name
was
a
student
at
Sociedad
Latino
referenced
earlier,
so
a
number
of
meetings
have
been
held
across
the
district
and
then
a
November
15th
Chief
of
Operations
John
Hill
and
presented
the
superintendent's
recommendation.
A
At
that
time,
the
recommendation
was
fourfold,
one
that
we
increased
the
number
of
secondary
school
students
starting
after
8
a.m.
second,
that
we
increased
the
number
of
elementary
school
students
dismissing
before
4
p.m.
third
that
we
assign,
where
possible,
science
schools
with
higher
concentrations
of
medically
fragile
students
with
students
with
autism
or
emotional
impairment,
to
bell
x,
reflective
of
the
needs
of
the
student
body
and
fourth,
while
possible.
If
there
were
any
savings
to
maximize
reinvestment
in
the
schools,
we
had
a
fairly
exhaustive
conversation
about
it.
A
At
that
time,
members
offered
input
thoughts,
advice
which
they've
continued
to
do
since
then,
and
most
particularly
I
want
to
thank
miss
Oliver
Davila,
who
put
together
a
group
of
community
organizations
that
work
with
the
district
to
talk
with
myself
and
mr.
Locarno,
representing
our
to
a
Dean
Robinson
and
mr.
Lou.
Canto
have
been
our
representatives
to
the
working
group
on
this
issue
for
close
to
a
year
now
and
so
miss
Alva
de
baile
put
together
a
a
collection
or
a
number
of
representatives
at
community-based
organizations
such
as
Sociedad,
latina
and
I.
Think
mr.
A
Melo
referenced
that
meeting
in
his
comments
tonight.
So
thank
you
for
that,
and
as
a
basis
of
that
feedback,
I
believe
the
superintendent
I'm
going
to
ask
for
comments
in
a
minute
is
presenting
a
recommendation
to
us
this
evening
for
our
consideration
and
I
do
want
to
read
before
we
move
on.
I
do
want
to
read
the
draft
motion
aloud,
which
is
school
start
times:
realignment
December
6
2017.
A
second,
where
possible,
increase
the
number
of
elementary
school
students
with
a
specific
goal
of
a
majority
of
elementary
school
students
dismissing
before
4
p.m.
third,
where
possible,
assigned
schools
with
higher
concentrations
of
medically
fragile
students
or
students
with
autism
or
emotional
impairment
to
Bell
times
reflective
of
the
needs
of
the
student
body.
Fourth,
where
possible,
to
all
the
above,
while
maximizing
reinvestment
in
schools,
additionally,
understanding
the
crucial
role
that
our
out-of-school
partners
play
in
providing
services,
programming,
enrichment
and
other
opportunities
to
our
students.
A
The
Boston
Public
Schools
will
work
with
partners
to
think
innovatively
around
school
day
design
to
ensure
that
these
opportunities
are
part
of
the
range
of
options
offered
to
our
students.
This
policy,
the
results
of
which
should
be
annually,
reported
to
the
Boston
School
Committee
and
formally
reviewed
every
five
years,
supersedes
all
prior
Boston
School
Committee
policies
on
school
start
times,
so
that
is
the
policy.
That's
up
for
consideration
this
evening.
I
do
want
to
note
the
last
school
start
time.
A
Vote
of
this
body
was
in
2005
and
at
the
time,
as
a
recommendation,
this
body,
that
the
district
looked
to
move
at
least
half
the
high
schools
to
a
little
bit
later
start
time
than
it
had
been
the
previous
school
start
time.
Policy
of
this
body
was
actually
back
in
1990,
at
which
point
the
districts,
the
school
committee,
simply
said
that
there
would
be
three
start
times:
7:30,
8:30
and
9:30,
and
that
school
should
be
equally
between
those
three
and
located
every
five
years.
A
That
has
been
the
policy
of
this
body
since
1990,
unfortunately,
for
many
years
now,
at
least
since
2005,
if
not
before,
the
rotation
has
not
happened.
It
was
mainly
put
on
hold
as
my
understanding
and
research
and
due
to
budgetary
issues
over
the
years
and
the
complexity
of
moving
around
so
I'm
now
gonna
hand
it
over
to
the
superintendent,
but
I
did
want
to
make
those
comments
about.
A
First,
the
policy
and
the
draft
policy
in
front
of
us
this
evening,
particularly
highlighting
the
changes
from
what
we
had
discussed
before
the
additions
that
were
made
based
upon
feedback
from
the
community
and
feedback
and
concerns
of
members
and
second
of
all,
I'll
now
hand
it
over
to
the
superintendent
I
believe
mr.
Hamlin
is
available
as
well.
If
members
have
additional
questions
or
comments,
superintendent.
B
Yeah,
thank
you
chairman.
You
know
I
want
to
appreciate
the
school
to
me
for
taking
on
this
policy,
as
I
stated
during
their
superintendents
remarks
this
evening.
This
is
a
problem
that
could
not
have
solved
if
it
wasn't
for
our
transportation
challenge
and
the
development
of
this
very
complex
algorithm
from
the
team
from
MIT
this
evening.
If
the
School
Committee
does
approve
this
policy,
we
will
be
immediately
getting
to
work
on
running
our
final
algorithms
and
scenarios.
B
I
just
want
to
thank
that
my
teaching
for
your
efforts
I
want
to
thank
especially
will
eager
and
our
CEO
John
Hamlin
for
your
relentless
work
over
the
last
year.
We
have
a
lot
of
work
to
do
we're
going
to
solve
a
problem
that's
decades
in
the
making,
and
we
hope
that
we
can
get
this
solved
in
the
next
24
hours.
So
a
lot
of
good
work
to
be
done
this
evening
at
this
school
committee
does
pass
this
policy
and
if
you
have
any
other
questions,
I
will
take
them
at
this
moment,
Thank.
A
E
Thank
you,
Jeremy
no
Neil
I
just
want
to
again
reiterate
my
comments
from
our
last
meeting.
Both
you
dr.
Chang,
and
to
your
team
number
one.
The
questions
that
were
posed
at
all
of
our
meetings,
both
publicly
and
in
our
working
group
meetings
well
John
and
his
team
always
provided
research
and
data
to
inform
us
of
the
solutions
and
of
the
answers.
I
appreciated
the
research
that
was
backing
in
informing
our
discussions.
E
I
appreciate,
as
I
stated
in
our
last
meeting,
the
engagement
from
the
families,
the
parents,
the
students,
their
voices
were
loud
and
clear
and
I
really
want
to
just
show
my
appreciation
also
to
the
MIT
team
for
their
presence
and
their
willingness
to
take
on
such
a
large
project.
We've
there's
been
so
much
work
involved.
E
We
heard
from
the
nurses
earlier
that
students
need
to
be
healthy
to
learn
and
they
also
need
you
know,
being
healthy,
also
means
being
awake
and
ready
to
learn
so
I'm,
just
appreciative
of
all
of
the
stakeholders
and
the
critical
thinking
and
the
skills
that
they
brought
to
the
table
so
much
appreciative
of
the
transportation
challenge,
as
you
just
mentioned,
that
really
drove
this
process
in
our
thinking.
So
thank
you
for
a
leadership.
Thank.
AB
You
mr.
chair,
excuse
me
and
I
am
I
really
adopt
many,
if
not
all
the
comments
that
Dean
Robinson
has
made
tonight,
I
think
what
I
would
add
most
urgently
for
me,
is
a
commendation
to
the
superintendent
and
his
senior
staff,
and
particularly
in
the
office
of
operations,
for
being
bold
here
in
willing
to
take
a
step
that
solves
a
decades-old
problem.
AB
That's
vexed
the
district
for
probably
since
1980
the
1970s,
when
the
district
began
to
contract
and
I'd
note
that
specifically,
the
the
boldness
with
which
you've
attacked
this
problem
and
with
which
you've
attacked
the
busing
problem
as
well
extends
to
other
areas
of
operations
as
well.
You
know
we
as
a
body
and
the
people
that
regularly
attend
these
meetings.
I
think
here
on
a
regular
basis,
all
the
great
things
that
the
district's
doing
and
all
the
things
that
we're
working
to
try
to
improve.
AB
But
we
know
as
consumers,
especially
myself
as
a
parent,
miss
Robinson
as
a
parent
Dean.
Roberts,
excuse
me
that
there
are
a
number
of
aspects
of
operations
that
feel
like
they
frequently
trip
up
the
district
and,
quite
frankly,
distract
us
from
what
are
the
great
things
that
are
happening
in
this
district
and
so
I
really
commend
you
in
taking
a
bold
step
forward
and
working
hard,
particularly
with
our
invaluable
partners
for
MIT,
to
come
up
with
a
complex
solution
to
a
complex
problem
that
puts
us
on
the
path
towards
better
operations
in
the
future.
AB
And
you
know
it's
it's
meaningful
change.
What
you're
doing
here,
because,
as
mr.
chairman
O'neill
has
pointed
out
or
responding
to
science
and
I,
know,
there's
a
number
of
parents
here
and
advocates
that
are
that
have
been
with
us
throughout
tonight
that
that
have
spoken
to
us
about
the
meaningful
science
that
demonstrates
they're
a
better
student
outcomes
with
high
school
students.
AB
The
number
goes
even
much
lower
and
so
the
ability,
through
adoption
of
this
new
policy
and
use
of
the
MIT
algorithm,
to
increase
that
number
by
a
very
large
percentage
if
our
hunch
is
correct,
will
greatly
improve
or
at
least
provide
the
opportunity
for
great
improvement
in
student
performance
and,
at
the
same
time,
it
will
bring
by
doing
so.
We're
gonna
bring
a
lot
better
definition
to
the
way
in
which
start
times
are
assigned.
Currently
it's
fairly
arbitrary,
I
think
we'd
all
admit.
AB
Looking
back
to
the
previous
policies
that
the
chairs
noted
and
the
way
in
which
the
policy
has
been
implemented
over
the
years-
and
you
know
within
this
context,
we're
doing
all
this
with
a
real
opportunity
to
to
save
some
money
here
and
take
money,
and
this
is
the
most
important
part
about
these
innovations.
Around
operations,
we're
gonna,
take
money
out
of
operations
to
put
them
back
into
classrooms,
put
them
back
into
the
the
services
that
the
district
provides,
that
that
have
meaningful
effects
on
student
outcomes.
AB
AB
We've
also
had
a
lot
of
conversations
with
the
Athletics
folks
and
the
arts
within
the
district
as
well
to
try
to
make
this
transition
as
seamless
as
possible,
and
that's
going
to
require
the
district
to
continue
to
work
with
all
these
different
constituencies
that
we
have
within
the
district,
the
students,
the
parents,
the
teachers
to
make
sure
that
we
we
all
acknowledge.
The
change
is
hard,
but
we
can
adjust
and
we
can
make
this
work
because
we
know
what
what
it
means.
AB
P
C
P
C
Of
you
know
the
way
that
we
were
not
included
as
part
of
this
conversation,
but
we
want
to
also
say
we
really
appreciated
the
the
rapid
response
of
having
a
meeting
of
talking
to
the
chair
and
talking
to
mr.
la
canto,
and
so
we
take
all
of
that
in
good
faith
that
we
are
working
together
towards
something
I
would
say
that
it's
a
good
opportunity.
We
have
been
working
with
a
very
outdated
model
in
terms
of
positive
youth
development
that
external
programs
brain
that
have
been
doing
that
for
some
time.
C
So
I
really
would
like
to
take
this
as
an
opportunity
to
really
think
about
how
we're
redesigning
specifically
high
school,
and
if
you
know
we
had
some
examples
tonight
about
how
can
we
look
at
the
school
day
much
differently?
There
is
a
lot
of
we
keep
talking
about
the
research
around
waking
up
later,
which
I
don't
disagree
with,
but
there's
also
a
lot
of
research
that
shows
that
out-of-school
time
programs
are
many
of
them.
C
The
work
that
they
do
is
so
critical
to
actually
helping
students
get
to
school
because
they
might
not
want
to
go
to
school.
For
many
many
different
reasons,
but
because
of
the
type
of
support
they
have
the
type
of
programming
that
we
are
part
of
of
making
sure
that
those
students
are
successful
as
well,
so
I
I
look
forward
to
working
and
figuring
out
how
we
can
redesign
the
day
so
that
we
can
to
have
things
like
you
know.
C
If
students,
as
you
said,
a
chairman
having
a
study
hall,
can
they
instead
be
somewhere
else
getting
credit
doing
an
internship,
whether
they're
a
build
or
useful
or
wherever?
That
may
lead,
because
we
do
need
to
look
at
the
entire
community,
not
just
bps,
but
the
entire
city
as
a
classroom,
as
we
always
talked
about
and
making
sure
that
external
partners
are
included.
So
I
guess.
C
My
question
would
be
that
I
I
understand
that
some
external
partners
will
be
included
in
the
working
group,
but
I'm
just
wondering
if
you
could
just
talk
a
little
bit
more.
So
external
partners
who
are
here
or
watching
can
understand
a
little
bit
better
about
how
we
will
be
included
in
the
conversation
as
we
move
forward
with
the
design
and
implementation.
C
So
really
feels
like
we
are
in
this
together,
because
again
there
could
be
many
unintended
consequences
from
this
vote
on
external
programs
that
we
are
not
for
seeing
in
terms
of
young
people
not
being
able
to
participate.
So
I
want
to
make
sure
you
know
that
we
all
understand
we're
taking
this
vote,
that
there
that
we
need
to
take
that
seriously.
There
is
a
whole
ecosystem
out
there
that
is
functioning
and
I
want
to
make
sure
that
we're
working
together.
C
B
First,
thank
you
for
pushing
us
on
this
issue.
I
hope
that
we
shift
the
not-so-good
feelings
about
culture
way
to
very
good
feelings
about
culture
week
and
there's
two
ways:
we're
gonna
do
that
number
one:
we're
gonna
have
external
partners
added
onto
a
working
group,
number
two,
our
office
of
extend
learning
time,
who
have
been
very
innovative
and
they're
thinking
about
how
you
bring
partners
to
the
table
to
be
more
innovative
about
the
school
day.
B
They're
gonna
be
partners,
they're
going
to
be
deployed,
actually
work
with
partners
to
confront
this
issue
head-on,
so
I
think
there's
some
pretty
interesting
opportunities
that
will
be
forthcoming
with
examples,
as
you
just
mentioned,
having
programming
very
strong
and
effective
programming
done
by
partners
that
can
actually
happen
during
the
school
day
where
young
people,
especially
in
high
schools,
are
getting
credit,
so
I
think
that's
really
smart
and
thinking
and
our
ELT
team
has
had
experience
doing
this.
They
they
work
with
dr.
C
A
I
just
want
to
echo
your
comments,
and
you
know
that
that
conversation
that
you
facilitated
with
a
number
of
our
partners,
so
many
good
ideas
just
came
out
of
that
so
superintendent
I,
want
to
make
sure
that
not
only
the
working
group
integration
team
now
has
the
addition
of
folks
who
are
community
based
partners,
but
I'll,
see
you
alt
folks
didn't
have
conversations
with
them
during
the
planning
process,
not
saying
here's.
What
we're
going
to
do,
but
actually
ask
for
ideas
and
and
mrs.
A
A
If
you
have
high
school
students
that
are
in
a
study
hall
at
the
end
of
the
day,
if
that's
the
last
class
of
the
day,
isn't
it
much
better
if
they
are
off
at
you
field
or
if
they
are
off
at
Sociedad
latina
or
at
Hight's
great
task
force
on
one
of
those
events,
one
of
those
organizations
in
a
rolled
program
where
they're,
actually,
you
know
engaged
and
learning,
and
so
how
do
we
think
creatively
around
that?
And
the
second
was
some
of
the
partners
said
boy?
Is
there
way
our
programs
could
be
credit?
A
Could
students
could
be
given
credit
for?
How
can
we
think
creatively
about
this?
If
we're
really
thinking
about
21st
century
learning,
how
can
we
sit
and
be
partners
with
these
organizations
who
and
it
cannot
be
as
Miss
Oliver
Davila
says
it
cannot
be
a
school
by
school
solution,
because
height
scott
height
squared
task
force
will
work
with
students
from
across
15,
high
schools
or
youth.
Build
will
work
with
students
across
20,
high
schools
and
I'm
making
up
the
numbers
here.
A
I'm
sure
each
of
those
organizations
will
correct
me
later,
but
you
you
get
the
point
that
I'm
making,
so
it
cannot
be
a
school
by
school
solution.
But
if
we
really
think
creatively,
we
have
a
truck
once
start
and
end
times
asset.
We
have
a
tremendous
opportunity
to
rethink
how
we
work
with
the
overall
and
I
think
that
is
the
goal
of
having
this
written
in
the
policy,
but
equally
important,
I.
Think
superintendent
for
us
is
the
commitment
from
you
and
your
team
to
dig
deeper
on
this
and
engage
versus
just
absolutely
right.
D
Yes,
so
just
starting
with
again
be
staff
works
with
all
high
school
so
again
will
be.
It
would
be
great
for
you
guys
present
that
ideal.
Looking
at
what
supports,
we
could
provide
students
with
like
the
study
hall
and
they
and
programs
that
they
could
be
engaged
with,
but
also
we
must
look
at
students
beyond
just
students
looking
at
what
they
deal
with
and
responsibilities
that
they
have
in
their
home
life,
because
I
believe
like
would
be
cyclone.
D
We
start
at
four
into
six
and
for
many
people
they
go
to
work
after
that,
so
with
school
starting
later
and
after-school
programs
having
the
shift
looking
at
the
relationship
between
those
plus
what
responsibilities
they
hope
it
opens
a
whole
new
chapter
in
their
life
that
they
have
to
deal
with,
so
it
becomes
outside
of
just
academic
growth,
but
survival.
So
for
students
you
have
to
pick
up
their
siblings
during
the
peak
of
transportation
like
everyone's
getting
off
work
and
everyone's
get
out
of
school.
How
are
we
going
to
balance
that
are.
P
D
A
A
But
the
feedback
has
been
pretty
clear
that,
while
intrigued
by
the
possibility
of
moving
high
schools
later
and
understanding
of
the
academic
research
inherited
in
that
the
B
sack
reps
have
been
pretty
clear
but
make
sure
you
consider
athletics
clubs,
jobs,
internships,
community-based
partnerships
and
students
that
go
home
to
care
for
siblings,
yes,
and
so
the
research
on
this
says,
schools
should
start
at
8:30
or
later
and
I.
Thank
the
superintendent's
presentation
to
us
is
to
aim
for
8:00
a.m.
and
later,
as
kind
of
a
compromise
on
that.
A
So
to
speak,
I
mean
everything
that's
been
presented
to
us
and
certainly
to
me
individually
as
a
member.
The
feedback
that
I've
been
getting
loud
and
clear
from
high
school
parents
has
been
towards
the
830
number,
but
recognizing
all
those
points
that
be
sac
has
said:
I
think
the
superintendent
has
aimed
for
8
a.m.
specifically
to
incorporate
that
and
recognizing.
As
we
pointed
out,
we
need
to
think
through
that.
A
So,
unfortunately,
you
weren't
able
to
be
at
the
last
meeting,
as
you
pointed
out,
but
we
did
have
the
head
of
athletics
talk
to
us
about
what
would
be
the
impact
on
athletics.
A
number
of
other
concerns
that
have
been
raised,
but
I
want
to
thank
you
for
the
work
that
V
sac
has
done
on
this,
because
I
think
specifically
because
of
the
concerns
they
have
pointed
out.
A
B
P
AC
Here,
I
have
no
no
argument
with
that
at
all
and
I'm,
hoping
that
we
can.
You
know
my
questions
really
about
the
implementation
of
this
policy,
because
even
even
good
policy
has
consequences
as
consequences
both
intended
and
unintended
as
Alex
only
word
I
would
have
pointed
out
and
so
I'm.
My
concern
is
about
how
we're
going
to
be
shirring
that
and
how
are
we
gonna
be
following
that
through
the
life
of
the
implementation?
AC
So
I
would
like
to
hear
a
little
bit
more
about
how
you
know
in
what
way
this
is
going
to
be
implemented,
how
the
measurements
will
take
place.
I
mean
I
was
glad
to
see
that
there's
gonna
be
an
annual
report
to
the
School
Committee
and
also
there's
a
review.
I
would
I
would
change
the
word
review
for
evaluate
so
that
then
the
message
is
this
has
to
be
a
serious
exercise
in
really
looking
at
this
policy
and
its
implementation.
AC
Are
we
gonna
start
with
how
many
schools
you
know?
How
are
we
gonna?
You
know
ramp
it
up
if
we
find
after
year,
one
that
there
really
is-
and
you
know
you
know,
especially
among
high
school
students-
that
there's
really
you
know
a
good
set
of
improvements.
How
long
is
it
gonna
take
us
to
affect
all
the
high
schools
in
that
way?
So
if
you
could
talk
a
little
bit
about
your
own
plans
about
you
know
the
implementation
and
evaluation
I
would
really
appreciate
it.
B
How
we
go
about
evaluating
and
studying
this
is
very
important.
We
are
going
to
need
expertise
in
valid
and
we
use
your
words
like
evaluating
how
this
is
how
this
all
successful.
This
policy
is
I'm,
also
hoping
to
work
with
other
school
districts
in
that
country,
who
are
also
doing
this
sort
of
work.
So
we
can
learn
from
other
places
as
well.
I,
don't
know
if
I
mentioned
this
earlier,
but
they're
released.
B
60
different
school
districts
have
already
reached
out
asking
MIT
team
to
help
support
them
and
making
these
sort
of
adjustments
on
to
start
times,
but
we
are
going
to
need
your
support
and
we're
in
need
to
support
of
other
people
who
can
think
very
wisely
on
how
you
actually
evaluate
the
effect
of
this.
Given
that
there's
so
many
other
factors,
we
know
that
contribute
to
academic
success
of
our
young
people,
so
I
think.
A
A
You
may
be
volunteered
for
this,
not
that
you're
not
doing
enough
already
or
you
can
think
of
someone
who
could
that
could
think
through
what
are
the
right
measurements
to
say?
How
is
it
attendance?
Is
it
tardiness?
Is
it
achievement,
which
is
our
ultimate
goal?
What
are
the
and
what
would
be
the
timeframes
that
it's
going
to
take
to
see
measurable
improvements
on
those
that
we
can?
Can
we
attribute
it
to
this?
So
what
we're
gonna
need
to
think
through?
AC
AD
So
as
best
I
I
can
and
summarizing
that
the
questions,
it's
really
two
different
topics
and
thank
you
for
allowing
me
to
come
up
and
speak
to
some
of
it.
One
is
how
are
we
implementing
it
across
high
schools
in
terms
of
phasing
it
in
or
all-in-one
at
one
time
and
second,
how
we're
going
to
evaluate
it?
AD
What's
the
role
at
the
working
group
going
forward
with
that
to
be
really
clear
since
we're
trying
to
optimize
an
incredibly
complex
problem
right
now,
it
actually
does
no
good
for
the
school
district
as
a
whole
to
phase
in
these
changes.
It's
it's
much
more,
both
feasible
and
effective
in
terms
of
our
ability
to
achieve
our
policy
goals
to
do
all
of
this
at
once.
AC
AD
It
actually
doesn't
work
for
us
to
do
twenty
schools
at
a
time
over
four
years,
because
that
optimization
is
so
interconnected
across
all
schools
that,
if
you
were
to
choose
just
a
phased
approach,
you
wouldn't
actually
reap
any
of
the
benefits
of
the
optimization,
in
fact,
you're
likely
to
do
far
worse.
As
for
the
second
question
about
the
evaluation,
the
role
of
the
working
group,
now
we
were
very
clear
in
our
last
working
group
meeting
last
week
that
we
will
now
be
pivoting.
AD
The
role
of
that
working
group
to
assisting
with
implementation,
assisting
with
communications
to
schools,
to
families,
to
staff
assisting
with
thinking
through
partnerships
making
sure
we're
creatively
thinking
through
this
the
school
day,
particularly
the
high
schools,
so
that
our
students
can
continue
to
access
resources
after
school
and
certainly
over
time.
This
this
whole
project
is
so
ripe
for
evaluation
and
I.
Think
we're
really
proud
that
we're
really
taking
a
stand
here
and
and
taking
some
bold
leadership
nationally
to
follow
what
seems
to
be
research.
AD
Y
Want
to
say
to
everyone.
Thank
you
for
the
hard
work
that
all
of
this
has
been
and
I
feel
like.
Having
listened
to,
where
we've
come
out,
where
we
probably
have
made
as
many
can't
choices
and
changes
that
we
can
given
our
realities,
some
of
the
realities.
We
don't
talk
about
that
also
impact
this
our
parents,
choice
about
where
students
go
to
school
and
thinking
about
what
all
of
that
adds
to
getting
kids
back
and
forth
and
community.
This
is
a
city
problem.
Y
I
say
this
almost
every
week
that
this
isn't
just
a
problem
of
the
school
department.
It
really
is
the
city
and
after
50
years
of
busing,
we've
got
to
come
together
to
figure
out
together
how
to
educate
our
students,
and
so
maybe
this
is
one
way
a
beginning,
but
we
really
need
to
begin
to
talk
about.
You
know.
Y
If,
ultimately,
we
want
our
kids
going
to
school
at
a
certain
time,
then
they
can't
have
a
two
and
a
half
hour
commute
to
get
to
school
by
the
time
it
starts
so
I
mean
so
there's
there
are
more
things
we
need
to
look
at,
because
this
is
just
one
set
of
issues,
but
it
doesn't
really
get
to
the
root
of
the
problem
and
I
guess.
The
question
is,
as
we're
beginning,
to
sort
of
tear
away
at
the
banjo.
P
S
A
A
Q
P
A
Volunteer
and
serve
the
time
that
we
do,
because
that
we're
focused
on
that
I
just
want
to
say
that
I'm
sure
my
fellow
members
would
agree
that
particularly
start
time,
though
also
end
times
is
probably
the
number
one
feedback
we
hear
from
parents
and
students
in
particular,
and
a
lot
of
teachers
I
hear
about
it
constantly
and
have
heard
about
it
for
a
number
of
years
now
and
I.
Think,
as
mr.
Locarno
said,
this
policy
is
certainly
based
in
the
science
that
we
have
seen
most
particularly
for
the
secondary
school
students.
A
When
you
have
American
Medical
Society
American,
Medical
Association,
when
you
have
American
pediatric
Association,
you
name
it
saying
the
benefits,
a
clear-cut.
Having
said
that,
there
is
compromise
involved
in
this
solution
for
the
issues
raised
by
community
providers,
as
well
as
students
very
articulately.
A
We
have
also
talked
a
little
bit
less
about
the
elementary
piece,
but
that
isn't
important
as
well
and
the
elementary
piece
the
parents
involvement
is
much
more
critical
because
as
much
as
we
have
school
buses
transporting
a
number
of
students,
many
parents
also
drive
or
walk
their
students
to
work
or
make
arrangements
for
someone
to
drive
and
walk
their
students,
not
to
work.
Excuse
me
to
school
and
their
work
times
are
around
it.
A
So
if
a
school
is
currently
at
9:30
and
moves
forward
to
8:30
or
earlier
you
know,
if
it
moves
a
half
hour,
parents
can
adjust
pretty
easily
I
would
hope
if
it
moves
more
than
that.
It
is
substantial,
particularly
for
parents
who
have
fixed
work
schedules
and
can't
say
at
work.
Oh
I'm
gonna
be
in
a
half-hour
later,
where
I'm
gonna
be
a
half-hour
earlier
and
so
I
think
it
is
incumbent
for
the
district,
particularly
for
schools,
that
we
push
earlier
that
they
think
through.
A
A
This
is
an
opportunity
to
think
differently
about
the
high
school
day
and
I
hope,
superintendent,
you
and
your
team
seize
that
opportunity
and
really
work
with
the
partners
that
we
have
available,
but
also
at
the
elementary
school
level,
the
parents
of
the
partners
that
we
have
that
either
have
before
school
program
or
after
school
program,
and
they
were
involved
in
the
conversation
as
well.
I
do
know
the
feedback
that
I
personally
have
received,
as
we
have
been
evaluating.
This
has
been
extremely
positive
in
folks,
saying,
make
a
change
make
a
change,
make
a
change.
A
Having
said
that,
change
is
difficult
and
when
it
moves
from
the
abstract
policy
level
to
the
district,
implementing
folks
will
have
some
concerns.
I
do
acknowledge
that
as
they
work
through
how
it
will
impact
their
personal
work
and
life,
calendars
and
I
know
the
superintendent
his
team
are
committed
and
mr.
Hanlon
are
committed
to
communicating
quite
a
bit
with
schools.
A
A
We
have
heard
as
members
we
have
heard
about
constantly
both
the
length
of
the
end
of
the
day
for
elementary
school
students
and
the
start
times
for
high
school
students
and
figuring
this
out
working
with
MIT
and
with
our
bus
drivers,
who
will
be
critical
in
the
ultimate
successful
implementation
of
this.
So
I
look
forward
to
you,
mr.
Hanlon,
working
with
them
and
getting
their
feedback
as
you
come
up
with
new
models
on
this
I
think
this
is
a
critical
step
for
the
district
and
I
applaud
the
superintendent
and
mr.
A
AD
A
Point
is
this
is
personal
to
you
and
you
understand
it
is
critical
to
have
the
person
who
is
leading
this
effort.
You
want
to
stand
it
from
a
parent
viewpoint.
You
understand
it
from
a
spouse
viewpoint,
you
understand
what
changes
will
mean
and
you
are
keenly
sensitive
to
that
issue
and
so
I.
Thank
you
for
the
work
that
you
have
done
on
this
any
other
questions
or
comments.
Members.
Can
we
now
entertain
a
motion
to
approve
the
revised
policy
entitled
school
start
times,
realignment
as
presented?
Thank
you.
Do
you
know
I
would
soon?
A
AE
A
A
A
You
I
thank
mr.
Hanlon
and
his
team
for
the
work
that
he
has
done
on
this
I
thank
the
start
times
working
group
and
I
I
strongly
encourage
you
to
move
this
now,
as
you
said
already,
not
only
I
hope.
You
heard
the
message
not
only
about
implementation,
but
also
adding
members
that
can
assist
in
evaluation
and
monitoring
and
how
that
gets
reported
back
to
the
committee.
A
How
we
deem
success
on
this
matter,
not
just
attendance,
not
just
not
just
Hardiness,
but
also
achievement
involvement,
in
other
events,
that
type
of
thing,
let's
think,
really
creatively
about
this
superintendent.
Thank
you
for
your
work
to
date.
On
this,
the
hard
work
obviously
begins.
I.
Think,
mr.
Hanlon,
you
have
a
tough
time.
A
A
We
do
have
three
presentations
this
evening.
The
first
is
a
gonna,
be
a
very
quick
one
on
tentative
collective
bargaining
agreement.
So
let's
do
that
and
then
I'm
going
to
ask
that
we
take
a
very
quick
break
before
we
move
on
to
the
next
two
presentations.
Okay.
So
the
first
presentation
is
a
tentative
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
American
Federation
of
State
County
Municipal
Employees,
which
represent
our
food
service
workers.
A
B
AE
Evening,
mr.
chairman
School
Committee
karen
glasgow
director
of
labor
relations,
what
we're
gonna
be
just
talking.
It
was
a
brief
overview
of
the
tentative
agreement
that
we
reached
with
the
bargaining
unit
after
me,
the
unit
that
represents
our
cafeteria
workers.
We
reach
that
agreement
on
November,
9th
2017
and
the
F
meat
asked
me
unit
ratified
that
agreement
on
November
29th.
So
we
are
looking
to
have
you
ratify
this
agreement
to
at
the
next
school
committee
meeting.
AE
The
basic
information
on
the
actual
tentative
agreement
is
that
it's
a
four
year
contract
running
from
September,
1st
2016
to
August,
31st
2020
and
each
of
the
years
from
December
2016
through
December
2019.
There
will
be
2
percent
increase
in
the
in
the
base
wages
for
each
of
those
years.
So
we
do
have
some
very
great
highlights
that
we
achieved
in
this
collective
bargaining
agreement.
Laura
will
touch
on
a
couple
of
those
thank.
AF
You
it's
been
a
wonderful
opportunity
to
sit
at
the
table
with
miss
Glasgow
and
to
represent
not
only
food
and
nutrition
services
department,
but
also
our
mighty
workforce
of
over
500
employees
that
prepare
and
serve
over
11
million
meals
a
year.
They
are
an
integral
part
to
a
child's
day.
So
I
appreciate
the
support
by
the
school
committee
and
the
superintendent
to
recognize
that,
and
so
some
of
the
highlights
for
the
the
new
AskMe
contract
is
first,
a
meals,
pretty
labor
our
formula
in
school
food
service
programs
having
a
meals,
prayer,
meals,
/
labor.
AF
Our
formula
sets
a
standard
that
can
be
used
to
gauge
the
effectiveness
and
efficiency
of
a
cafeteria.
It
could
help
determine
meal
cost
labor
of
staffing,
air
and
labor
efficiencies
and
benchmarks,
and
with
this
Agreement
food
and
nutrition
services
will
be
able
to
efficiently
determine
the
staffing
needs
for
each
cafeteria
and
make
any
appropriate
adjustments
according
to
participation
and
depending
on
participation.
AF
In
those
adjustments,
we
take
into
consideration
the
type
of
meal
service,
whether
it's
from
prep
or
a
satellite
sight,
the
service
times,
the
type
of
menu
items
with
a
scratch
or
pre
plated
meal
and
a
feedback
from
staff
which
we
have
utilized
before.
But
now
we
can
have
a
standard
productivity
level
that
we
can
use
as
a
benchmark
for
evaluating.
AF
The
second
is
in
hiring
for
vacancies
and
prior
to
this
agreement,
our
process
for
hiring
consisted
of
opening
positions
for
only
substitute
worker
positions
and
then
how
to
had
a
two
times
a
year
bid
process
in
order
to
fill
positions
permanently.
So
as
vague.
So
with
this
process,
as
vacancies
rose
through
the
school
year,
we
would
have
to
move
around
our
employees
to
cover
those
vacancies
and
then
wait
for
the
bid
process
to
fill
them
permanently.
AF
With
this
new
agreement,
we
would
have
now
the
opportunity
to
have
a
rolling
vacancy
process
that
allows
the
department
to
post
positions
that
are
vacant
immediately
and
open
up
these
opportunities,
not
only
for
for
permanent
placement,
but
also
for
internal
and
external
candidates,
and
it
also
includes
and
invites
our
asking
representatives,
our
field
coordinators
and
our
food
services
managers
to
sit
at
the
interview
process.
So
they
have
an
opportunity
to
determine
if
a
person
is
a
good
fit
for
their
location.
AF
There
are
this:
by
being
able
to
implement
this
process.
We
are
able
to
as
filling
out
vacancies
is
creating
stability
in
our
workforce
for
our
cafeterias.
In
addition,
a
couple
of
other
things-
we've
defined
the
probationary
period
to
be
six
months
and
also
gained
some
training
opportunities
for
our
our
lease,
have
to
include
two
days
of
professional
development
during
the
school
year
which
meets
and
also
exceeds
the
USDA's
requirements
for
professional
standards
for
staff,
training
and
school
meal
programs.
So
thank
you
any.
A
A
Do
you
know
I'm,
saying
you're
thinking
about
it?
Okay,
I
am
gonna.
Ask
one
question
in
particular:
miss
Benitez
and
and
I
know
you
kind
of
said
it
in
general,
but
I
want
to
get
very
specific
this
new
agreement.
If
you
have
a
very
successful
pilot
working
right
now
in
the
East
Boston
schools
called
hub-and-spoke
mm-hmm.
P
A
AF
A
AF
Implement
the
model-
yes,
because
it
also
because
it
takes
into
consideration
the
two
biggest
things
that
we
think
about
as
a
department
which
is
food
and
labor,
and
these
are
the
two
core
things
that
this
pilot
is
focusing
on:
the
type
of
food
we're
serving
it
and
how
we're
serving
it
and
making
sure
that
through
training
and
processes
and
efficiencies
that
we're
serving
it
effectively
to
our
students.
So
the.
A
Workers
that
are
covered
by
this
I
have
seen
be
very
excited
by
the
model
when
you're,
actually
in
the
schools
talking
to
them
as
they're
serving
it,
because
it
is
actually
fresh
and
good.
But
I
want
to
make
sure
that
this
gives
you
the
ability.
Does
it
give
you
the
flexibility
you
need
to,
or
as
is
this
contract
a
constraint
or
is
it
hey?
AF
For
especially
through
the
meals
per
labor,
our
formula,
it
does
give
us
that
opportunity
that
flexibility
to
making
sure
that
we're
implementing
the
program
effectively
because
part
of
the
process
behind
the
pilot
is
doing
something
new.
But
taking
into
consideration
the
the
labor
hours
that
are
needed,
because
it
is
different.
It
is
you're
implementing
a
new
process
where
you're
going
to
need
more
hands-on
on
deck,
to
literate,
literally
to
serve
the
meal.
AF
So,
with
this
flexibility,
we're
taking
in
the
consideration
of
how
efficient
the
cafeteria
is
now
implementing
these
this
new
model
and
taking
it
and
by
utilizing
some
of
the
variables
that
we've
included,
such
as
the
type
of
meal
that
they're
serving
it,
how
many
times
or
then
even
up
to
the
level
of
difficulty
of
the
recipe
that
that
would
be,
gives
us
that
flexibility
to
say
that
this
location
may
need
more
hours
or
may
need
less
big
based
on
the
type
of
meals.
That
they're
serving
thank.
A
You
and
knowing
how,
personally
you
take
this
work
and
having
been
in
schools
with
you,
where
you're
talking
observing
you
talking
with
a
number
of
the
members
who
are
covered
by
this
agreement.
I
know
how
much
you
care
about
them
and
for
them,
but
as
the
head
of
the
department.
Does
this
give
you
the
client,
the
flexibility
you
need
to
improve
that
operate
on
the
vision
that
you
have
to
continue
and
improve
foods
for
our
schools,
our
students?
Yes,.
AF
I
believe,
in
reference
by
stick
having
a
standard,
it
gives
me
the
opportunity
to
at
least
say
I'm
being
fair
because
we
have
a
standard.
So
now
it's
our
opportunity
either
to
raise
the
standard
so
that
we
can
be
able
to
be
productive
and
effective,
or
how
can
I
help
you
to
get
to
that
level
if
you're,
not
quite
there
great.
A
AE
AE
AE
A
B
Our
focus
will
be
around
great
configurations:
the
rationale
behind
changing
great
configurations
in
Boston,
Public
Schools,
and
a
vision
for
our
moon
board,
greater
coherence
in
great
configurations
within
Boston
Public,
Schools,
deputy
superintendent,
Donna,
Muncie,
executive
director
of
strategy,
Danny
Anderson,
an
associate
superintendent
of
associate
superintendent
ami
Walsh
will
be
leading
the
conversation
today
and
again,
the
focus
will
be
on
great
configurations
and
in
future
updates
we're
going
to
be
providing
up
potential
re
configurations
that
can
be
done
over
next.
Several.
B
AG
This
guiding
coalition
includes
Ben
Viner
from
the
mayor's
education
cabinet,
Nate
cooter
from
our
budget
team,
Gabrielle
Franco
from
the
superintendent's
office,
Brian
McLaughlin
and
Tricia
Lyons
from
our
city's
public
facilities
department,
as
well
as
sue
McCann
from
the
bps
capital
management
team
and
all
the
folks
are
here
tonight
to
support
us
one.
Other
member
of
this
team
would
be
my
counterpart
here
down
Anderson
who's
going
to
be
presenting
with
us
tonight,
and
he
is
from
the
strategy
team
from
this
evenings
presentation.
AG
What
we
are
seeking
from
the
school
committee
is
the
guidance
moving
forward
with
the
planning
for
how
we
reshape
the
district
into
a
more
predictable
system
for
our
families
and
students.
This
is
our
intent
and
we
look
forward
to
your
reaction
and
feedback.
I
want
to
begin
by
sharing
the
state
of
one
aspect
of
our
school
system.
AG
Coherence
in
terms
of
programming
for
English
language
learners
and
special
education
populations
and
aligned
to
the
district
vision
of
CCL
are
rigorous,
high
school
programming
that
prepares
our
students
for
college
careers
and
life
experiences
in
our
district.
There
are
wonderful
options
for
many
of
our
bps
students.
Many
families
have
a
very
clear
sense
of
the
pathway
their
children
will
take
as
they
begin.
Their
kindergarten
is
a
beginning.
Kindergarten
progressed
through
our
system
towards
graduation.
AG
However,
in
some
cases
our
students
begin
school
in
elementary
and
do
not
have
a
clear
understanding
of
how
they
will
navigate
their
way
toward
12th
grade.
This
is
not
to
say
that
our
five-year-olds
have
anxiety
about
the
next
13
years
of
their
lives,
but
rather
these
families
quickly
realize
that
they
may
face
multiple
transitions
and
there
are
numerous
examples
of
students
who
do
not
have
access
to
certain
grade
levels
in
their
neighborhood
or
nearby,
because
there
are
a
limited
number
of
seats
or
programs
that
are
simply
not
available.
AG
During
this
presentation,
we
will
look
at
how
the
work
of
bill
BPS
is
connected
to
our
districts.
Theory
of
action
will
examine
how
the
bill
bps
initiative
connects
to
our
North
Star
of
ensuring
that
all
students
are
college
and
career
college
career
and
life
ready.
We
will
introduce
the
four
categories
of
work
that
projects
within
bill
BPS.
The
bill,
bps
initiative
will
fall.
We'll
have
the
opportunity
to
discuss
current
challenge.
AG
The
current
challenging
state
of
the
great
configurations
within
our
portfolio
of
schools
will
focus
on
the
desired
state
of
a
preferred
grade
configurations
to
serve
our
students.
A
family
will
share
research
behind
the
importance
of
minimizing
transitions
for
our
students
and
will
describe
how,
in
the
context
of
Boston
a
shift
to
a
more
predictable
system
of
schools,
will
benefit
students
and
families
on
multiple
levels,
as
presented
on
October
25th
at
the
school
committee
meeting.
This
is
our
districts.
Theory
of
action
I
wanted
a
cause
specifically
how
bill
BPS
is
aligned
with
our
district's
priorities.
AG
Reconfiguration
is
driven
by
our
core
values
of
equity,
coherence
and
innovation.
Through
bill
BPS,
we
will
increase
equitable
distribution
of
resources
by
maximizing
enrollment
and
programming,
which
will
concentrate
allocations
to
ensure
fully
funded
classrooms
and
schools
through
bill
BPS.
We
will
improve
the
instructional
coherence
of
the
district
and
minimize
the
number
of
transitions
for
our
students
and
through
bill
PBS,
we
will
create
the
conditions
for
schools
to
be
innovative
in
their
teaching
and
learning
models
and
reimagine
classrooms
to
support
21st
century
learning
environments.
AG
The
theory
of
action
also
calls
out
our
North
Star,
which
is
just
to
ensure
that
bps
graduates
are
college
and
career
and
life
ready.
How
will
bill
BPS
help
us
achieve
these
objectives?
Bill
BPS
has
a
focus
on
updating
our
facilities
with
21st
century
learning,
spaces
and
building
new
state-of-the-art
schools,
emphasis
on
reducing
transitions
and
therefore
increasing
predictability
for
students
and
families.
AG
Ensuring
robust
programming
by
leading
the
planning
a
bill
be
based
with
the
needs
of
the
and
for
special
education
and
English
Learner
programming
as
a
priority
and
increasing
the
fiscal
viability
of
our
schools
by
ensuring
that
classrooms
are
full
and
the
demand
of
seats
across
the
cities
match
the
what
match.
What
is
available
in
our
schools
within
bill
PPS,
the
projects
we
are
planning
fall
into
four
major
categories
and
we
are
looking
at
these
first
three.
We
will
discuss
these
at
a
future
school
committee
meeting.
AG
The
first
is
introducing
new
buildings
and
acquiring
property
to
add
to
the
bill.
Pbs
per
the
bill,
be
the
BPS
portfolio.
Sorry,
the
second
one
is
accelerating
the
acceleration
of
major
capital
repairs
such
as
windows,
boilers
and
roofs.
There
were
seven
major
window
projects
that
occurred
over
the
summer.
AG
Three
system-wide
upgrades
initiatives
such
as
the
introduction
of
21st
century
furniture,
which
was
mentioned
in
the
superintendent's
comments
as
this
earlier
this
evening,
and
another
example
would
be
the
hub-and-spoke
pilot,
which
has
been
rolled
out
at
four
schools
this
year
in
East,
Boston
Chairman
I
know
my
comments
about
that
earlier
as
well.
The
fourth
category
of
bill,
BPS,
is
what
we're
going
to
be
discussing
in
depth
today.
It's
the
renovations
and
reconfigurations,
and
it
specifically
looks
at
the
renovations
and
improvements
that
we
can
do
in
our
existing
buildings.
AG
AG
In
five
to
ten
years,
we
envision
a
district
where
our
standard
grade
configurations
consists
of
K
6
k,
8
7,
12,
9
12,
as
well
as
recognizing
that
there
will
continue
to
be
easy
options
for
families
that
families
may
select,
which
will
result
in
additional
transitions
for
their
students
by
choice.
This
does
not
mean
that
all
schools
will
fall
under
these
four
primary
configurations
immediately,
but
it
is,
it
will
be
the
goal
when
it
is
feasible
and
appropriate.
AG
L
So
my
my
contribution
this
evening
is
to
talk
about
why
reconfigure
and
why
decrease
transitions
for
students?
So
there's
pretty
much.
There's
some
pretty
significant
research.
That's
shown
that
transitions
can
be
very
detrimental
to
student
achievement
and,
in
particular,
the
research
that
has
focused
on
the
transition
to
standalone
middle
school.
Six,
seven
eight
can
have
a
negative
effect
on
student
achievement
and
we
were
very
fortunate.
This
we
did
some
research
last
year
and
we
were
also
very
fortunate.
L
This
fall
that
during
the
open
house,
we
had
two
people
who
nationally
known
researchers,
who've
done
research
on
this
topic,
come
here
to
speak,
to
a
group
of
about
55
or
60
members
of
the
community
graduate
students
and
others
who
were
interested
in
hearing
more
a
little
bit
more
about
this
particular
issue,
the
six
seven
eight.
So
the
people
that
were
here
were
dr.
Professor,
Jacob
Victor
from
the
Evans
school
at
the
University
of
Washington
Professor,
Martin
West
from
Harvard
University
and
who
also
serves
on
the
State
Board
of
Education.
L
They
spoke
about
the
fact
that
their
research
looked
at
largely
looked
at
achievement
outcomes
and,
in
particular
the
finding.
That's
probably
the
most
compelling
is
that
students
who
move
into
a
6,
6
7
8
in
general
experience
a
sharp
decline
in
their
performance,
their
performance
on
state
standardized
tests
which
for
them,
for
which
many
of
them
do
not
recuperate
from
until
the
10th
grade,
and
so
they
they
had
a
lot
of
conversation
from
the
audience
lots
of
questions
and-
and
we
all
acknowledge
that
this
research
is
about
10
years
old.
L
L
That's
examined
this
question,
but
there
have
been
a
lot
of
districts
who
have
made
to
try
to
minimize
transitions
in
just
the
way
that
we
are
that
we
are
going
to
be
striving
to
do
so
in
large
part,
because
that
group
of
early
adolescents
needs
a
lot
of
additional
social
emotional
support
and
isolating
them
from
their
younger
peers
or
their
older
peers,
or
in
some
of
our
cases.
All
of
those
people
is,
it's
not
has
not
been
shown
to
be
a
tremendously
effective
way
to
to
focus
them
on
their
academics
and
their
performance.
L
AH
They
generate
enough
funds
to
pay
for
more
than
the
teacher
to
really
produce
more
resources
for
that
classroom
and
the
students
in
it
classes
that
are
below
87
percent
enrollment,
don't
generate
enough
funds
to
cover
their
cost,
and
if
we
reconfigure,
we
can
make
sure
the
classes
are
more
full
that
students
that
we
have
a
critical
mass
of
students
so
that
all
students
can
realize
the
full
benefits
of
weight.
The
weighted
student
funding
system,
it's
a
more
financially
sustainable
model
that
concentrates
more
resources
more
equitably
for
students.
AH
It's
for
groups
of
students
that
allows
for
desirable
programming
in
academics,
as
well
as
in
other
subjects,
enrichment
and
teacher
collaboration
time
as
well,
which
is
something
that
we
really
want
to
make
sure
it's
built
into
all
schedules
with
our
current
enrollment
patterns
and
our
mix
of
grade
configurations,
it's
challenging
to
maintain
that
concentration
in
middle
and
k-8
schools
with
so
many
schools
and
configurations
specifically
of
BPS
schools.
One
current
k-8
school
of
all
of
them
has
four
sections
of
eighth
graders,
which
is
what
we
would
want
to
have
as
being
the
minimum.
AH
AH
Additionally,
we
would
like
to
increase
predictability
for
families.
That's
a
primary
motivation
for
reconfiguration
students
often
have
widely
varied
paths
through
bps
that
are
not
always
transparent
at
the
beginning,
and
even
after
the
beginning,
many
families
are
opting
out
of
bps
and
fourth
through
sixth
grade,
and
we
believe
reconfiguration
for
coherence
could
make
the
district
a
more
attractive
option
for
families.
As
they
can
understand
and
see
the
past
that
they
would
be
able
to
traverse
and
enjoy
throughout
their
bps
experience,
capacity
is
also
a
challenge
for
us.
AH
Currently,
there's
not
enough
schools
to
serve
current
bps
elementary
students
close
to
home
in
Hyde
Park
in
Mattapan
in
the
southern
part
of
Dorchester,
in
Roslindale
and
in
West
Roxbury
and
demand,
is
projected
to
increase
in
many
of
these
neighborhoods
with
projected
demographic
trends
through
the
city
of
increasing
need
for
enrollment.
At
the
same
time,
we
have
over
1200
excess
seats
in
grades
6
through
8
and
we're
in
the
second
year
of
a
forecasted,
four-year
decline
in
high
school
enrollment
so
taken
together.
AH
That
means
we
have
a
mismatch
of
current
school
building
use
and
student
geographic
distribution
need
reconfiguration
can
help
us
alleviate
that
challenge
by
adjusting
schools
to
meet
the
specific
needs
that
we
already
have
within
the
district,
as
we
consider
all
of
these
variables,
and
we
think
about
different
ways
to
to
address
the
challenge
that
dr.
Muncie
outlined
earlier.
We
want
to
find
a
way
to
take
those
middle
grades
and
attach
them
to
other
grades
so
that
they
students
in
those
minimized
transitions
and
feel
the
full
benefit
of
their
programming.
AH
There's
a
few
considerations
that
help
us
think
about
how
we
would
do
that.
So
thinking
about
moving
towards
some
k-6
7:12
improves
our
access
to
high-quality
middle
school
program
programming
by
enabling
us
to
run
full
grade
level
programs
with
critical
masses
of
students
that
requires
four
sections.
AH
We
also
need
more
space
at
the
elementary
level
right
now
and
we
have
more
excess
space
at
the
secondary
level.
So
it's
easier
to
move
to
k-6,
712
or
in
many
more
of
our
schools
than
it
would
be
to
move
to
another
configuration
and,
finally,
as
we
invest
and
make
long-term
changes,
we
want
to
establish
21st
century
learning,
environments
which
require
a
lot
more
space,
and
so
that
means
we
wouldn't
be
further
crunched
in
space
and
these
buildings
that
are
relatively
smaller.
AG
So
that
this
concludes
our
presentation,
we
would
love
for
the
school
committee
to
consider
a
policy
that
is
aligned
with
the
goals
of
build
bps
and
reconfiguration
on
the
screen.
You
see
a
policy
proposal
over
which
states
Boston
Public
Schools
become
a
primarily
k67
12
and
k-8
912
system,
offering
BPS
students,
educational
experiences
that
require
only
one
transition
for
most
students,
while
still
offering
them
the
school
choice,
portfolio
of
various
options.
We
thank
you
for
your
time
and
consideration
and
we
look
forward
to
your
feedback
and
questions.
Thank.
A
AB
This
again,
as
an
extension
of
the
creative,
bold
innovative
work
that
the
districts
doing
on
the
whole
around
the
idea
of
operations-
and
you
know,
we've
said
it
a
million
times
before
I've
said
it
earlier
tonight.
Operations
are
typically
what
trip
us
up.
They
typically
get
in
the
way
of
us
doing
the
best
work
that
we
can
and
I
think.
The
presentation
that
you've
laid
out
tonight
really
emphasizes
how,
by
rationalizing
the
way
in
which
we
do
great
configurations
within
the
district,
supported
by
research.
AB
Of
course,
that
demonstrates
the
thought
process
behind
what
you're
proposing
gives
opens
up
opportunities
for
us
to
better
serve
our
students
and
improve
student
outcomes
and
I
want
to
focus
on
a
couple
things.
First
of
all,
I
really
appreciate
the
minimization.
The
focus
on
minimizing
transitions,
I
think
the
thing
that
I
probably
speak
to
parents
most
about
is
the
lack
of
predictability
that
they
have
throughout
their
career
in
bps,
not
just
that
the
entry
but
throughout
their
career
and
I
think
you've
emphasized
it.
Mr.
AB
Anderson
around
that
that
period
around
grades
four
to
six,
where
we
start
to
lose
folks
and
getting
to
a
system
that
provides
a
predictability
so
that,
when
a
parent
enters
the
system
that,
with
a
child
at
age,
four,
they
have
a
reasonable,
reasonable
understanding
of
where
that
child
will
be
over
the
next
14
years.
Absent
some
sort
of
skill,
interest
or
need
is
such
an
important
thing
to
build
confidence
in
our
system
and
retain
students
throughout
that
period.
AB
So
I
think
it's
really
great
that
you're
thinking
about
how
K,
6,
7
or
12
or
K
8
9
to
12
provides
a
much
clearer
roadmap
than
for
students
that
enter
in
a
k1
class
and
think
about
you
know
where
parents
enter
with
a
child
and
k1
class.
Think
about
you
know,
where's
my
child
going
to
be
over
this
time.
AB
I
also
think
that
you
know
the
the
organs
behind
K
to
6
and
7,
or
12
in
particular,
makes
sense
for
a
number
of
reasons
that
are
underlying
I,
think
the
rationale
you've
put
here,
but
they're
they're
operational,
and
they
further
support
this
approach.
One
would
be
the
busing
idea.
You
know
we've
talked
about
what
our
current
busing
policy
is
and
we
end
yellow
bus.
AB
So
that
helps
us
immensely
with
the
way
in
which
we
were
able
to
deploy
our
teaching
ranks
across
the
system
and
I
think
you
know
in
in
a
couple
of
the
slides
that
you
showed
there
earlier
doing.
This
allows
us
to
fully
deploy
way
to
student
funding
in
a
way
that
providing
the
dollars
that
follow
the
students
ensures
that
the
dollars
are
going
into
the
places
where
we
can
make
best
use
of
them.
AB
So
that's
why
this
all
makes
sense
to
me.
I
want
to
ask
a
couple
questions
just
to
clarify
what
I
think
I
heard
in
the
presentation.
One
is
I.
Think
I
heard
you
right
that
studies
show
that
there's
really
no
discernible
difference
between
K
to
6
and
7
or
12
or
K
to
8
and
9
to
12.
Is
that
right
that
a
fair
understanding,
I.
L
Probably
didn't
say
it
that
clearly,
but
the
the
conversation
on
the
day
of
the
meeting
was
really
about
thinking
about
it.
This
way,
it
really
doesn't
matter
which
side
of
the
equation
you
put
the
middle
school
students
on
it.
It
works
better
for
them
in
either
the
k-8
or
the
612
than
in
the
stand
alone,
and.
L
AB
We've
given
any
thought
yet
anything
that
you
might
be
able
to
share
with
us
to
date
about
how
will
engage
individual
school
communities
about
what
their
preferred
grade
spans
are
and
how
they
might
link
up
with
other
schools
in
their
area.
Or
is
that
what
this
presentation
that
were
that
dr.
Chang
mentioned
will
occur
in
January
cover.
AG
We're
gonna
get
into
more
detail
with
that
in
the
in
the
following
presentation,
looking
at
the
general
timeline
of
where
we
were
in
the
spring
in
our
community
gauging
and
collecting
several
or
several
hundred
proposals
from
the
community,
as
well
as
principals
teachers,
center
office.
Folks
and
we're
gonna,
explain
in
our
next
presentation
how
we
were
vetting
all
these
proposals
through
a
rubric
that
was
developed
or
by
our
team
and
how
the
proposal
is
rising
to
the
top.
We'll
get
a
second
look
as
we
move
into
the
January
through
through
April
this
upcoming
year.
Great.
AB
B
AB
I
have
one
somewhat
related
question,
and
this
is
just
something
to
flag
for
the
future.
I
was
reading
some
of
the
materials
that
we
received
from
Council
great
City,
Schools
related
to
the
tax
bill.
That's
in
conference
committee
between
the
House
and
the
Senate
in
Washington.
Right
now,
and
one
of
the
points
that
was
mentioned
there
were
referred
to
the
tax
benefits
of
bond
financing
for
public
school
buildings.
P
A
That
tax
legislation
is
such
an
attack
on
education
overall
and
particularly
public
education,
so
from
teachers
who
will
no
longer
be
able
to
deduct
some
supplies
that
they
buy
for
classes
to
graduate
students
being
taxed
differently
to
endowments
on
every
institution
of
higher
instance
in
except
for
one
associated
with
secretary
DeVos
I
mean
the
list
goes
on
and
on,
and
that
is
an
interest
in
piece.
So
obviously,
mr.
A
Locke
on
to
it
depends
upon
how
it
affects
MSBA,
which
would
be
doing
the
predominate
fund
on
this,
as
well
as
the
overall
city
financing
bonds,
because,
as
you
well
know,
we
don't
do
bonds
in
particularly
for
us.
I
do
want
to
go
back
and
reframe
a
little
bit.
The
first
question
that
you
were
asked
in
particular
dr.
Muncie,
to
make
sure
I
hear
it
correctly,
because
mr.
Licata
was
kind
of
saying
he
heard
you
were
saying
it
doesn't
make
any
difference
which
way
but
I
like
to
reframe
that
a
little
bit.
A
A
So
the
research
you
are
fine
is
specifically
around
middle
schools
and
that,
and
that
it
is
it
is,
the
extra
transition
is
troubling
and
the
clear
the
only
clear
research
correct
me
if
I'm
wrong.
The
only
clear
research
you
have
found
on
this
is
around
middle
schools
in
that
extra
transition.
You
have
not
been
able
to
find
compelling
research
and
again
correct
me
if
I'm
wrong,
that
would
lean
you,
either
towards
a
K
to
6
7,
to
12
or
over
K,
to
8
9
to
12.
In
fact,
there's
conflicting
research
on
both
sides.
Right,
yes,.
L
A
What
you're
saying
is
what's
clear
is
the
middle
school
is
the
challenge,
and
so
what
I'm
hearing?
What
I'm
reading
is
you're
saying
be
on
either
side
of
that,
because
what
we
also
have
to
be
very
respectful
and
aware
of
is
a
number
of
our
hockey
armies,
who
advocated
so
hardly
to
become
a
K
to
8
and
you
know,
are
still
advocating.
Some
are
also
advocating
to
become
K
to
8
and
I.
Think
that
has
to
be
part
of
our
consideration
said.
A
You
know
we
always
talk
about
having
a
portfolio
approach
here
in
this
district
and
button
parents
choose
have
a
range
of
options
for
parents
to
choose
and
for
every
parent,
I
talked
to
who
says:
I
don't
want
my
8th,
grader
I.
Don't
want
an
8th
grader
in
the
building
where
my
child
is
a
first
grader
I.
Also
talk
to
parents
who
say
I,
don't
want
my
seventh
grader
in
a
high
school
building
exactly
but.
L
L
AB
Yeah-
and
you
know-
perhaps
it's
the
way
that
I
phrased
it,
but
you
know
my
my
comments
aren't
intended
to
express
a
desire
for
the
district
to
go
a
hundred
percent
in
one
direction
or
the
other
and
I.
You
know
I've
asked
some
other
questions
here
tonight
about
you
know
what
that
those
local
school
rules
will
be
and
having
a
voice
as
to
what
will
and
what
will
be
the
the
resulting
grade
span
configuration
for
their
individual
schools,
so
I
think
you're.
Absolutely
right
that
you
know
schools
need
to
feed
their
individual
opinions
in
on.
AB
You
know
what
they
feel
is
best
for
their
community
and
by
doing
so,
I
think
we'll
have
the
opportunity
to
get
ourselves
down
to
this
manageable
operation.
We
won't
be
at
the
20
great
configurations,
anymore,
we'll
be
at
the
four
or
five
or
six
great
configurations
that
will
allow
us
to
better
then,
plan
for
and
and
direct
resources.
AG
No
one
of
the
slides
mentioned
here
that
you
know
we're
considering
still
keeping
the
the
early
childhood
centers
and
the
EECS
as
part
of
of
our
portfolio
schools,
but
that
would
be
a
choice
that
a
family
knowingly
jumps
into
I.
Think
there's
our
5ee
caesars,
maybe
four
different
configurations.
So
if
you
know
you
want
that
environment,
you
know
you
will
be
experienced
a
transition
after
first
grade
or
after
second
grade
after
third
grade,
but
that
is
a
choice
by
the
family.
Yeah.
Y
But
that
becomes
part
of
the
problem
because
it's
almost
like
the
same
issue
for
the
six
to
eight,
because
if
I
want
a
K
to
eight
school,
but
if
you
say
that
you
recommend
that
there
be
four
strands,
but
the
building
can't
have
four
strands
and
you've
got
kids
in
a
program
that
can't
have
all
the
resources
they
need.
So
I
think
you
know
what
I
loved
about
this
is
that
you
gave
us
some
real
reasoning
about
what
makes
sense.
Y
So
the
question
is:
how
do
we
all
become
educated
so
that
when
we
we
go
to
you,
you
know
we
didn't
ask
schools,
I,
guess
over
time
that
wanted
to
become
K
dates.
We
didn't
give
them
this
information.
That
said
this
was
what
makes
it
affordable
or
you
need
more
kids
for
the
kids
to
interact
with,
because
it's
a
harder
transition
in
the
ninth
grade.
Y
So,
even
if
we
love
certain
configurations,
if
it's
really
not
in
the
best
interest
of
students,
how
do
we
move
away
from
continuing
to
try
to
begin
to
support
them,
but
educating
everyone
and
saying
if
we
really
want
highly
resourced
schools
with
the
best
outcomes
for
kids,
we
have
to
go
here
or
there.
We
can't
still
go
from
two
to
four
to
eight
to
ten
to
twenty
again
I.
AG
Yeah,
just
this
through
this
budget
cycle,
there's
been
a
couple
of
mentions
from
our
school
leaders
that
are
saying.
Like
look
I
look
at
the
enrollment
projections.
The
numbers
in
my
seventh
and
eighth
grade
class
are
getting
so
low
that
it's
it's
it's
causing
me
to
fall
in
that
category.
That
Dan
presented
were
they
may
have
just
one
or
one
and
a
half
classes
worth
the
students
in
seventh
and
eighth
grade.
Essentially,
you
can't
run
that
program.
We
mentioned
the
preferred
model
of
for
seventh.
AG
They
make
the
grade
classes,
so
the
kids
could
kind
of
get
ready
for
that.
High
school
experience
there's
several
models
out
there,
like
maybe
sixth
grade
you're,
doing
to
transitions,
but
seventh
grade
you
do
for
transition
to
eighth
grade
you
get
closer
to
that
high
school
model,
but
in
that
case,
where
there's
only
one
school
that
technically
has
four
classes
in
eighth
grade.
That
may
be
the
one
school
that's
getting
our
students
most
prepared
to
that
high
school
kind
of
rotation
of
classes.
AG
There's
there's
been
one
school
out
there
for
a
last
couple
years
through
budget
season.
They
said.
Look,
my
seventh
and
eighth
grade
classes
are
they're
draining
the
the
discretionary
funds
at
my
kindergarten
first
grade.
Second
grade
classes
are
earning,
meaning
87%
is
our
goal
for
enrollment
in
the
class
and
if
our
lower
elementary
classroom
is
at
a
particular
school,
our
ninety
five
hundred
percent
funded
within
our
seventh
and
eighth
grade
classes
at
this
in
a
maybe
a
single
strainer,
a
double-strand
k-8
school
are
only
40
percent
or
50
percent
funded.
P
P
AC
When
I'm,
what
I'm
wondering
is
how
our
parents
gonna
make
these
these
choices?
You
see
we
had
it
on
the
basis
of
what
and
and
I'm
thinking,
for
example,
are
we
keeping
K
through
six?
Because
of
you
know,
the
number
of
the
importance
of
the
K
of
the
7
to
12
schools
in
the
district
is
that
is
that
the
reason
so
there's
a
flaw
in
that
in
that
direction,
or
are
there
other
reasons
why
we're
keeping
K
through
six
seven
to
twelve,
so.
AH
There
are
a
few
we
could
get
into
I
think
a
little
bit
more
detail.
Also.
It
there's
a
few
other
advantages
to
7
to
12
that
allow
for
things
like
vertical
alignment
with
high
school
grades
and
also
with
as
we
build
in
exciting
opportunities
in
high
schools
like
pathways
earlier
exposure
and
a
chance
to
opt
in
to
those
things
more.
AH
Oh
sorry,
earlier
for
students
who
are
in
seventh
and
eighth
grade
if
it's
a
7
to
12
experience
and
then
in
terms
of
K
to
6,
we
find
that
we
have
potentially
the
opportunity
to
expand
a
lot
of
the
elementary
schools
to
K
to
6
it's
manageable.
To
do.
I,
don't
think
I've
completely
answered
your
question.
AC
AC
AC
L
612
and
what
what
kinds
of
arrangements
they've
made
at
their
school
so
their
sixth
and
seventh
grade
students
are
in
a
separate
building
but
they're
all
connected
and
so
I
I
think
actually
and
that
you're
right.
If
there's
going
to
be
new
building,
there
has
to
be
a
lot
of
consideration
about
what
the
model
is
that
selected.
L
But
given
our
existing
building
stocke,
for
example,
another
one
of
the
speaker's
was
mayor,
Wilson
talking
about
the
decision
they
made
and
that
you
all
proved
last
year
to
move
to
712
and
the
reasons
why
they
felt
that
that
was
the
right
decision,
not
a
612
as
opposed
to
a
712
and
then
Danya
Vasquez
I'm,
not
sure
I
said
that
properly.
But.
P
L
Some
of
the
kids
go
off
to
an
exam
school
or
some
of
the
kids
move
in
a
you
know
in
a
different
direction
and
create
larger
streams,
cohorts
to
move
into
the
schools,
so
I
feel,
and
actually
last
year
we
had
several
conversations
with
our
high
school
Headmaster's.
Over
the
last
probably
18
months,
we've
had
conversations
with
individual
ones.
We
had
a
couple
of
group
meetings
and
they
are
all
thinking
and,
and
so
I
wouldn't
want
to
say
that
we
have
a
solution.
L
I
think
what
we
need
to
do
is
really
listen
to
all
the
ways
they're
thinking
about
how
moving
in
this
direction.
In
every
case,
a
612
or
a
712
provides
a
longer
runway
for
students
to
feel
and
experience
the
pieces
that
are
moving
them
most
rapidly
and
hopefully
successfully
to
college
career
and
life
readiness
and
some
of
the
ways
in
which
we're
working
on
trying
to
strengthen
our
high
school.
L
Our
high
school
offerings
are
to
include
more
career
technical,
technical
pathways
that
are
aligned
through
thematic
instruction
across
more
schools
than
and
more
schools
and
provide
opportunities
for
work
based
learning
opportunities,
a
purpose.
The
business
is
associated
with
a
thematic
pathway
coming
into
a
school
and
talking
with
kids
in
the
earlier
grades,
but
then
one
day
or
to
day
or
summer
long
paid
internships.
All
of
those
things
are
phenomenally
successful.
L
In
helping
kids
stay
connected
to
school,
see
the
reality
of
how
school
is
helping,
prepare
them
for
life
and
and
also
give
them
a
chance
to
try
out
a
profession
that
they
might
have
an
interest
in
or
might
even
just
be
exploring
the
sort
of
the
strengths
and
weaknesses
of
without
losing
the
strong
academic
focus
as
well.
So
I
think
our
we
have
an
amazing
group
of
Headmaster's
and
I
think
that
they
are
all
doing
a
lot
of
thinking
about
this
right
now.
L
L
Not
not
that
way.
What
we're
actually
doing
right
now
is
looking
at
sixth
grade
seventh
grade
in
eighth
grade
we're
pulling
the
data
together
to
be
able
to
look
at
see,
but
we
don't
I
mean
we.
We
have
a
discrepancy
right
now.
A
22%
of
our
high
school
students
attend
one
of
the
exam
schools
and
those
are
712.
So
the
looking.
AC
AC
AC
P
AC
AC
The
issue
the
issue
here
is:
which
direction?
Do
you
want
to
go
as
you
grow
as
you
get
bigger,
so
I
would
encourage
you
to
try
to
try
to
document
whether,
in
fact,
there
is
a
difference
in
outcomes
for
eighth
graders.
You
know
because
eighth
grade
is,
there
is
a
critical
piece
here,
a
critical
grade
here.
L
Yes
and
part
of
the
problem
with
not
having
the
four
four
sets
of
eighth
grades
or
four
sets
of
seventh
grades,
is
that
it's
very
hard
to
have
the
full
range
of
required
coursework
represented
in
this
school
without
being
a
huge
hit
to
the
rest
of
the
schools
budget
as
well.
So
we
have
to
take
all
those
pieces
into
consideration
as
we
were
looking
at
your
data.
But
it's
a
very
good
question.
We'll
start
with.
AC
AC
Y
One
question
I
know
that
there
are
some
schools
that
have
multiple
grades,
but
they
are
in
different
buildings
under
one
school
name.
You
know,
so
they
could
be
a
k23
afford
or
something
and
then
has
there
been
any
looking
at
what
those
great
configurations
mean
or
do
or
is
it
the
issue
that
it's
all
under
one
administration
that
it
doesn't
make
a
difference
that
those
kids
are
in
different
buildings?
Y
L
Y
C
I'm
curious,
why
there's
not
more
research,
as
you
mentioned,
in
your
literature,
review,
etc,
I
wonder
if
people
just
gave
up,
because
there's
really
no
answer,
I
think
I'm
having
flashbacks
to
the
days
when
we
were
talking
about
K
to
eight
and
why
we
needed
to
have
K
to
8.
Now
we're
talking
about
7
a
child,
but
anyway,
I
would
like
to
understand
better
one
of
the
slides
that
you
had
said
that
we
know
that
families
opt
out
and
grades
4
to
6,
because
the
transitions
is
that
actual
data
is.
C
AG
AI
I
think
we've
we've
got
gathered
the
information
from
a
couple
different
sources,
what
we've
seen
with
our
cohort
growth
rates
across
grades
and
what
I
mean
by
cohort
growth
rates,
is
the
number
of
first
graders
this
year
that
end
up
being
coming?
Second
graders
the
following
year.
Well,
we
see,
is
we
a
number
of
transitions
where
students
we
lose
students
in
grades,
four,
five
in
our
K
to
fives
at
a
higher
rate
than
we
do
in
our
K
to
eight.
So
what
we
see
is
that
families
are
opting
out
anecdotally.
AI
The
the
the
numbers
show
that
the
families
are
leaving
in
the
different
grade
configurations
the
then
the
qualitative
or
anecdotal.
The
conversations
we've
had
with
families
are
telling
us
that
it's
about
the
predictable
patterns
for
them
beyond
that
they
don't
want
to
pull
their
kid
out
to
go
6th
grade
one
year,
7th
grade
the
next
year
or
sixth
grade
one
year,
and
then
you
know
two
years
and
then
transition
again
that
they
want
to
find
that
that
predictable
pattern
for
them
within
the
city
and.
AI
P
AI
P
AI
Yeah,
so
that
so
that,
if
you
think
of
it
from
the
options
that
families
have
for
not
attending
non
bps
schools,
they're
already
starting
to
align
and
even
some
of
the
private
and
parochial
schools
that
serve
high
school
grades,
have
shifted
to
the
7
12
model.
Recognizing
the
families
of
Boston
are
opting
out
at
that
point
and.
D
AG
Was
my
my
experience
with
working
in
East,
Boston
and
I?
See
it
most
dramatically
out
of
the
neighborhood's
I
covered
in
East
Boston
and
the
numbers
show
I
mean
just
roundabout
terms
and
he's
and
there's
about
500
kids
in
first
grade
second
grade
third
grade
in
a
fourth
grader
drops
down
in
the
400s
and
fifth
grade,
it
drops
down
there
to
the
300s,
six,
seventh
and
eighth
grade
in
that
neighborhood.
There's
only
about
200,
kids,
anecdotally.
AG
You
hear
parents
saying
look
at
I'm
weighing
the
options
of
going
to
an
excellence
for
all
or
AWC
seat
or
jumping
out
early,
because
both
of
my
daughter's
got
into
the
charter
school
that
goes
k-8
so
to
have
that
security,
I'm
jumping
both
of
them
out.
Oddly
enough,
you
see
the
numbers
go
right
back
up
in
ninth
grade.
AI
C
AI
Right
so
he
was
giving
the
example
because
he
knows
Boston
really
really
well,
but
we
do
see
this
pattern
across
and
so
part
of
the
reason
that
we're
talking
about
the
K
6
7
12
and
the
K
8
9
12
is
a
recognition
that
we
are
looking
at.
The
interactive
effects
between
schools
in
different
neighborhoods
that
there
are
some
neighborhoods,
where
the
effect
that
we
see
in
K
to
8
is
much
stronger
than
we
do
in
other
neighborhoods.
And
so
we
don't
want
to
go
in
and
just
sort
of
impose
a
solution
on
the
neighborhood.
AI
We
want
to
talk
to
families
and
understand
what
they're
looking
for
both
in
their
sort
of
stated
preferences
for
K
1
when
they're
making
choices
and
also
they're
sort
of
revealed
preferences
when
you
get
to
7th
and
8th
grade-
and
you
see
that
they're
not
actually
staying
in
the
school
that
they
told
you
or
told
us
that
they
wanted
to
be
in
and
that's
the
reason
they
chose
the
school.
So
we're
trying
to
really
understand
and
that's
part
of
the
reason
we're
talking
about
a
thorough
and
neighborhood
specific
school
specific
engagement
process.
P
C
It's
so
just
going
back
to
the
to
the
same
question:
do
you
have
demographic
information
on
the
families?
I
mean
I'm
just
carrying
I'm
just
trying
to
get
a
sense
of
you
know
at
living
in
Boston.
In
all
these
years
we
always
hear
certain
families
opt
out,
mostly
people
that
have
higher
incomes,
etc
and
so
I'm
just
trying
to
get
a
sense.
If
you
have
demographics
on
the
opt-outs,
yeah.
AI
Well,
we
could
it's
not
something.
I
have
readily
available.
We
could
dive
into
it
and
see
what
the
different
breakdowns
are
in
terms
of
the
attrition
rates
for
for
kids
at
different
grades
and
what
sort
of
patterns
we
see
I,
think
sort
of
intuitively.
It
makes
sense
that
families
with
different
options,
either
families
that
can
move
families
that
can
afford
other
school
opportunities
or
families
that
are
sort
of
aware
of
how
to
navigate
the
charter
process
are
the
ones
that
can
opt.
P
C
Yeah
exactly
and
I,
you
know
I
understand
the
reality
that
we
live
in,
so
some
of
our
buildings
are
old,
etc.
But
I
guess
I
would
say
that
what
I
would
like
to
see
is
is
what
do
students
need
versus
what
is
the
space
that
we
have
when
we
we
base
our
conversations
on
configuration,
but
it
shouldn't
be
because
we
have
this
many
buildings
that
it's
easy
to
do,
K
to
6,
and
then
you
know
we'll
build
something.
You
know
whatever
7
to
12
that
that
I
just
would
want
that
to
to
be
the
focus.
E
You
all
for
this
presentation.
This
really
does
speak
of
collaboration
of
partnership
of
better
pathways,
so
I
first
just
want
to
say
thank
you
from
many
many
years
of
talking
to
parents
and
this
being
one
of
their
number
one
challenges:
I
want
fewer
transitions
for
my
child
parents
of
typical
children,
but
specifically
parents
of
children
with
special
needs
working
on
the
inclusion
working
and
seeing
the
great
work
that
we're
wanting
to
provide
more
access
to
families
knowing
where
to
go
for
theirs
for
their
children.
E
What
you
all
are
are
embarking
on
and
you're
kind
of
just
scratching
the
surface,
because
my
questions
before
my
colleagues
began
asking
my
questions
were
starting
to
go
down
the
road
of
implementation
and
strategy,
and
you
know
I
want
to
know.
When
are
you
meeting
with
parents?
And
you
know
what
is?
Are
you
gonna
have
10,000
responses
like
transportation?
Did
you
know
I'm
ready
to
go
down
that
road,
so
I'm
glad
we're
just
kind
of
scratching
the
surface
tonight,
because
families
have
been
wanting
longer
term
relationships
with
their
schools.
E
We
see
the
benefit
of
having
that
ten-year
relationship
with
the
school
I'm
glad.
The
question
was
asked
about
the
the
different
buildings
I
think
you
know,
having
been
a
recipient
of
you
know,
being
in
a
school
with
different
but
with
different
buildings,
but
it's
still
the
same
school,
it's
community
and
what
I
sense
from
this
presentation
and
what
we
are
moving
in
the
direction
of
is
building
a
stronger
community
for
our
students
with
less
transition
and
allowing
those
school
leaders
to
talk
about
what's
working.
E
What's
not
working
I
do
want
to
echo
the
questions
around
eighth
grade,
actually
just
middle
school
in
general,
because
I
am
already
in
implementation
mode
and
in
strategy
mode.
I
would
love
to
hear
more
from
our
middle
school
students,
our
middle
school
teachers
and
our
middle
school
parents.
I
would
love
to
see
what
the
plans
going
to
be
for
that
group
of
people.
I've
visited
schools,
I
have
spoken
to
principals.
I've
walked
the
halls
and
I've
seen
how
decisions
have
been
made
in
schools
without
those
important
stakeholders
and
I've
seen
the
fallout
of
it.
E
E
You
know
at
the
end
of
this
process
that
people
wish
they
would
have
heard
learned
more
when
we're
asking
a
lot
of
critical
questions
now
and
I
really
want
to
hear
from
our
middle
school
I
know
the
research
you've
given
us
is
it's
great,
but
I
want
to
hear
from
our
students,
parents
and
teachers
who
are
already
in
the
trenches
and
then
those
school
leaders
who
are
saying
this
is
what
works
well
in
middle
school.
This
is
what
we've
learned
and
those
high
schools
who
are
going
to
add
classes
add
on
more
grades.
E
I
want
it.
I
want
to
know
that
those
high
school
leaders
have
connected
with
middle
school
leaders
to
really
hear
this
is
what's
going
to
work
well,
because
this
is
how
middle
schoolers
learn
and
this
almost
waving
the
flags
I'm.
Looking
forward
to
hearing
that
process
unfold,
so
echo
what
my
members
are
asking.
We
really
want
to
do
this
well
for
our
students
and
providing
greater
access
and
pathways
for
the
parents
too.
So
I'm
excited
about
it
job.
You
know
well
done
job
well
doing.
E
A
AB
Did
thank
you
mr.
chair
I,
just
want
to
add
the
the
requested
doctor.
Uri
RIT
made
a
little
earlier
on
the
data
regarding
grades
6
to
8.
Is
it
possible
to
disaggregate
that
around
cohorts?
So
if
you're,
looking
at
students
that
were
remained
together
for
1
2
3
years
and
how
that
makes
a
difference
as
well,
I
think
that's
that's
an
important
piece
of
what
we're
talking
about
here,
the
minimization
of
transitions
and
the
sustainability
of
cohorts.
Thank
you.
X
There's,
not
a
linear
solution
here
and
so
I
get
more
anxious
when
we
start
pushing
towards
a
policy
that
looks
like
there's
a
linear
solution,
so
I
the
question
I
want
to
clarify
and
then
I
want
to
talk
a
little
bit
about
the
idea
about
this
policy.
The
first
is
I
think
other
people
were
brought
it
up.
We
took
the
we're
talking
about
k-6
pathways
or
Kasich
configuration
I
mean
I'm,
trying
to
get
the
language
correct.
X
So
it
sounds
to
me
that
we
can
do
pk-12
pathways
of
pk8
pathways,
which
may
not
be
the
same
building
but
they're
organized.
So
when
a
parent
makes
a
choice,
they're,
making
two
choices
or
a
system,
we're
gonna
go
in
there,
peek
a
12-6
pathway
and
where
they're
gonna
go
in
there,
seven
twelve
pathways.
That
is
that
is
that
what
we're
aiming
for
is
that?
What
we're
saying,
yeah.
AG
We're
I
mean
there's
no
real
playbook
here
and
you're.
Looking
at
I.
Think
the
example
was
in
a
multi
campus
school
like
a
lower
upper,
the
parents,
think
of
it
as
one
school
transitioning
to
high
school.
So
they
see
that
even
though
there's
maybe
three
buildings
involved,
that
community
creates
the
feel
of
one
school
in
some
of
our
smaller
schools
and
in
neighborhoods.
Where
there's
you
know
Dan
mentioned
k5,
maybe
could
only
expand
a
k-6
and
some
buildings.
They
may
need
to
expand
with
a
lower
and
upper
camp
in
partnership
with
other
schools
in
area.
X
Encourage
us
to
get
a
language
make
that
really
clear
that
that
we're
talking
about
a
pathway,
single
choice
at
the
beginning
and
then
midway
through
a
second
choice
and
there's
only
one
transition
among
an
organization,
because
because
when
you
start
about
building
new
buildings,
the
fantasy
is
that
we're
gonna
have
a
bunch
of
buildings
that
are
k-6
and
they'll
take
k-6,
because
we
have
the
buildings
that
can
do
712.
So
I
think
that
that
would
be
a
language
would
be
helpful,
and
we
could
think
about
that.
X
That's
helpful,
so
I
want
to
ask
a
question.
This
may
be
more
toward
dr.
Chang.
Is
the
policy
is
written,
I'm
essentially
uncomfortable
with,
because
that's
implementing
an
operational
commitment
which
may
not
have
which
we
don't
know
what
it
asked
me
the
effective
way
to
drive
learning.
So
you
know
our
policies,
I,
think
our
policies
should
be
about
what's
driving
improvement
in
numeracy,
literacy
and
graduation,
and
what
we're
saying
is
that
reducing
transitions
in
the
system
will
improve
performance
and
our
children.
How
we
reduce
those
transitions?
X
May
we
need
to
may
need
to
be
more
open
than
this
policy
would
allow
us
to
do
so.
We
may
end
up
with
a
single
pathway
of
a
k-6
or
or
could
be
a
k-8,
and
that
this
policy
would
allow
for
that
flexibility
depending
on
housing,
stock,
pray
or
parental
preference
quality
of
the
school.
So
I
guess
I
would
argue
to
move
away
from
committing
to
a
grade
of
configuration
and
more
focused
on
committing
to
reducing
transitions
and
creating
pathways
that
are
meaningful
news
for
parents
that
that's
that's
a
little
bit
where
I
am.
A
It's
interesting,
it's
a
fascinating
thought
when
both
of
them
actually,
first
the
one
about
pathway
versus
schools,
which
I
think
is
a
huge
catch
and
critical,
particularly
as
we
think
of
how
we
involve
EECS
and
some
multi
building
schools,
huge
catch
and
the
second
one
in
rethinking
about
it.
I'm.
Thinking
of
the
context,
we
just
voted
on
a
policy
and
we
voted
on
a
policy
unanimously,
because
we
all
strongly
believe
that
we
are
doing
the
right
thing
for
the
academic
outcomes
of
our
youth.
It's
gonna
cause
challenges.
A
It's
gonna
cause
bumpiness,
but
every
single
one
of
us
believed
that
moving
elementary
schools
earlier
and
moving
high
schools
later
with
the
right
academic
thing,
I
was
not
an
operational
decision.
That
was
an
academic
decision
that
we
made
as
a
policymaking
board
that
will
be
backed
up
by
an
operational
implementation
and
what
I'm
hearing
from
I.
A
I
think
it's
exactly
right
this,
as
opposed
to
what
the
district
has
put
in
front
of
us
is
purely
an
operational
thing
and
what
you're
saying
is
be
aspirational.
We
should
be
thinking
as
a
policymaking
board.
What
is
right
from
the
academic
viewpoint
of
our
students
and
so
I'm
loving
the
feedback
that
has
been
given
today,
which
is
yes,
there's
not
and
talk
to
your
ear
to
you.
Look
confused.
A
AC
I
was
uncomfortable
with
the
lack
of
precision
in
the
last
because,
as
a
policy
statement,
you
know
aspiration
is
great,
but
you
need
to
have
that
aspiration.
You
know
how
you're
going
to
do
it
and
because
that
guy's
an
integral
part
of
the
policy
process
as
well.
So
maybe
something
in
the
middle
that
that
provides
that
aspiration,
but
also
grounded
in
it.
So
we
have
something
to
measure,
see
I'm.
You
know
something
to
judge
whether
this
policy
I
mean.
B
B
AB
AC
O
AB
Really
coming
out
on
the
side
of
of
retaining
the
idea
that
we
have
to
have
some
sort
of
organizing
principle
around
a
specific
set
of
grievant
configurations
if
we
are
to
make
that
our
our
goal
of
reducing
great
configurations,
I'll
tell
you
why?
Because
I
think
it's
I
think
it's
absolutely
the
goal
of
this
initiative
to
do
what's
best
for
students
around
what
is
academically
the
in
the
best
interest
of
our
students
and
I.
Think
by
doing
that,
some
of
that
is
bound
up
within
the
idea
that,
having
lesser
great
configurations
creates
lesser
transitions.
AB
But
it
also
has
those
other
ancillary
benefits
that
then
feed
into
the
way
that
we
can
fund
the
programs
that
increase
benefits
and
increase
the
likelihood
of
better
outcomes
for
our
students,
and
so
for.
You
know,
from
my
perspective,
organizing
ourselves
as
a
district
around
this
limited
number
of
great
configurations.
That
will
then
provide
us
with
the
ability
to
take
recapture
the
savings
recapture.
AB
AB
Dr.,
Coleman
and
and
I
I
want
to
figure
out
a
way
to
honor
that
but
I
I'm
reluctant
to
let
go
of
having
some
sort
of
great
configuration
for
us
to
look
to
as
a
way
to
keep
us
moving
down,
because
otherwise
we
can
come
up
with
any
other.
Any
number
of
reasons
to
say
you
know
X,
Y
or
Z.
Great
configuration
might
be
in
the
best
interest
of
the
students
that
we
have
in
front
of
us.
So.
A
We
have
a
couple
things
going
on
here.
One
is
this
is
an
important
discussion
for
us
to
have
as
a
committee,
but
also
to
get
a
lot
of
input
from
from
parents
from
teachers
etc,
because
this
discussion
is
designed
to
then
inform
build
bps
build
bps
should
not
drive
the
policy
decisions
of
this
district,
particularly
from
an
academic
viewpoint.
A
This
body
should
drive
the
policy
decisions,
inform
build
bps,
which
will
work
with
us
to
configure
buildings
so
efficient
for
us
to
allow
that
process
to
happen,
to
reach
the
goals
that
we
set
and
so
having
guidance
from
this
committee,
not
only
for
mr.
Welch
and
dr.
Muncie
and
others,
but
also
for
the
bill.
Bps
folks
who
are
working
with
us
on
our
building
configuration
is
important
and
I
think
collectively.
A
What
we're
hearing
today
is
fairly
strong
interest
from
this
committee
in
the
portfolio
approach
of
K
to
6,
7
to
12
or
K,
to
8
9,
to
12,
really
saying
more,
that
our
middle
schools
are
struggling
and
that
dr.,
you
had
say,
was
fairly
succinct
in
the
comment
about
that.
But
but
you
know
there
will
be
options
for
them,
and
you
know
if
some
become
K
to
8
or
others
become
7
to
12.
You
know
those
middle
school
teachers
are
still
critical.
Z
A
Presentations,
we
heard
quite
a
bit
of
during
the
budget
presentation
last
year
from
the
McCormack
school
teachers
who
really
brought
that
home
to
us.
So
there
were
ways
that
we
can
adapt
that
in
our
planning
and
bring
their
expertise
to
bear.
So
this
should
not
be
a
if
you're,
a
seventh
or
eighth
grade
teacher
in
the
Boston
Public
School
System.
This
should
not
be
a
threat
to
you.
It
should
be.
A
We
recognize
the
uniqueness
of
your
skills
and
we're
trying
to
configure
the
schools
that,
in
a
way
that
that
allows
you
to
maximize
your
ability
separately,
I
think
it's
also
important
as
much
as
we
talk
from
an
abstract
and
from
a
policy
viewpoint.
We
have
to
recognize
the
voice
of
parents
here
who
have
very
specific
opinions
about
the
schools
they
want.
Their
children,
end
and
I
think
it's
important
that
we
do
have
if
there
is
not
absence,
clear
research
that
says
one
of
these
is
absolutely
the
way
to
go
absent.
A
And
when
you
talk
to
high
school
leaders,
they're
saying
they
would
like
to
move
down
to
seven
and
eight
because
they
want
the
students
earlier
to
catch
up
academically.
When
you
talk
to
some
K
to
eight
leaders,
they're
saying
aye,
I
like
being
K
to
eight
but
I
recognize
the
difficulties
of
filling
those
classes
and
making
the
financial
decisions
and
I
think
some
would
opt
to
go
back
to
k2
six
others
will
say
no.
We
want
to
be
K
to
8
and
we
have
to
respect
that.
A
School
communities
have
fought
hard
for
that
and
let
parents
choose
give
them
a
range
of
options
and
let
them
choose
and
I
think
pathways
will
become
clearer
over
that
time.
I
think
it
is
critical,
Dean
Coleman,
you
know
your
comment
about
pathways
for
us
as
schools
is
so
dead-on
I
think
that
would
because
we
do
also
have
to
recognize
a
number
of
our
parents
choose
the
EC's,
no
matter
how
they're
configured
and
maybe
we
can
smooth
out
the
configurations
of
EECS,
and
maybe
we
can
make
them
tie
directly
into
a
school
now.
A
Also,
it's
a
pathway
and
that
alleviates
that
concern,
but
in
the
last
points
I
want
to
make
is
I
do
believe.
We
need
more
research,
not
just
the
academic
research
that
dr.
Hirata
has
pointed
out,
but
also
what
Dean
Robinson
has
pointed
out
of
involving
how
does
school
leaders
feel
about
this?
How
to
teachers
feel
about
this,
and
how
do
parents
feel
about
this?
And
yes,
mr.
macclay?
How
does
B
sack
feel
about
this?
Because
your
high
school
is
and
you've
moved
on,
but
you've
been
through
these?
A
So
let's
get
B
sac
involved
and
get
their
thoughts
about.
Did
they
prefer
K
to
6
or
K
to
5
in
middle
school?
You
know
what
give
us
some
real-life
examples
to
the
team
working
on
this,
so
that
we
make
sure
student
voice
is
involved
in
this
as
well,
and
just
as
the
transportation
team
took
our
advice
and
then
went
back
and
really
surveyed.
A
I
think
this
is
a
critical
enough
issue
that
doing
some
more
academic
research
on
our
own
body
and
thinking
through
how
to
get
community
voice
on
this
would
be
critical
to
allow
us
to
finalize
a
recommendation
that
would
inform
build
bps
and
then
the
bill
BPS
team
can
think
about
how
to
configure
buildings
to
meet
the
goals
that
we've
laid
out
so
I
believe
superintendent.
Your
goal
was
to
foster
a
conversation
tonight
that
would
allow
the
committee
to
think
about
this
and
inform
you
right
back
and
I.
A
Think
you
should
I
would
encourage
you
to
think
hard
about
the
recommendations
that
were
received
today
and
how
to
maybe
recalculate
a
policy
presentation
for
us
that
incorporates
some
of
the
viewpoints
that
were
represented
tonight
and
how
we
can
move
this
forward.
Also
in
an
in
a
matter
that
this
is
we're
not
talking
about
a
year-long
process
here,
because
bill
DPS
is
working
hard,
there
they're
chomping
at
the
bit
right
people
are
waiting.
How
are
you
going
to
improve
our
buildings?
A
AC
Also
I
think
we
we
need
to
make
sure
that
we
don't
have
20
at
the
end
of
this
process.
We
don't
again
have
20
different
configurations
so
that
we
need
that
I
think
the
thrust
of
our
opinion
here
is
also.
Yes,
we
need
to
fine-tune
and
and
make
this
a
much
smaller,
because
the
system
cannot
the
district
and
not
sustain
this,
and-
and
we
need
to
recognize
that
as
well,
I
think.
A
There's
very
strong
support
from
this
committee.
You
have
heard
it
today
for
the
need
to
narrow
it
down
to
focus
in
on
the
portfolio
approach
pathways
versus
schools.
Our
suggestions
are:
there's
some
academic
research.
We
can
do
on
our
own
body
of
students.
There's
some
surveying.
We
can
do
to
build
community
input
on
this,
and
that
would
allow
us
to
finalize
a
recommendation
that
builds
that
fiets
bill.
Bps
superintendent,
I.
B
Just
want
to
double
down
on
a
comment
you
made.
I
don't
want
to
underestimate
the
sense
of
urgency.
We
have
around
this
because
there
are
many
school
communities
that
have
reached
out
asking
to
begin.
This
process
even
began
having
conversations
like
different
staffs
coming
together
to
have
these
conversations,
and
so
as
quickly
as
we
can.
We
want
to
be
able
to
bring
forth
something
for
your
final
blessing,
so
we
can
really
move
forward
aggressively
to
engage
school
communities
in
these.
You
know
these
conversations
understood.
L
A
Thank
you
went
to
mr.
Rappaport
in
particular,
who
was
here
that
day
right
and
has
great
interest
in
big
policy
issues
for
the
city,
so
we
thank
him
for
support.
Thank
you.
The
whole
team
that
presented
this
evening
will
move
on
now.
Do
I
finally
put
this
evening:
internal
auditor
in
Boston,
Public
Schools-
and
this
is
a
bit
unusual,
but
I'll
actually
be
presenting,
which
is
why
there
is.
P
Y
A
P
A
You
so
to
move
into
the
next
presentation
and
I
do
apologize.
There
were
all
sorts
of
nice,
not
nice,
colors
and
everything
too
many
years
in
banking
and
two
important
topic
that
I
just
wanted
to
get
to
the
issue.
So
we're
gonna
go
through
seven
slides
the
rest
of
availables
appendix
for
you.
This
is
actually
an
issue
that
I
have
been
working
with
the
superintendent
and
with
the
district
and
with
the
city
since
literally
last
March.
A
So
at
last
March,
the
council,
great
city
schools,
presented
a
draft
report
called
internal
audit
II
in
the
council,
great
city
schools,
which
was
the
first
that
I
saw
that
they
put
together
the
best
thinking
across
the
country
on
how
districts
handle
internal
auditing
I
met
with
the
superintendent
and
his
financial
team
in
May
and
MS.
Lawrence
is
here
and
is
available
to
speak
at
the
end
of
this.
On
on
her
thoughts
on
this
I
have
met
with
the
external
auditor
for
the
city
of
Boston,
because,
as
you
know,
we
are
a
dependent
district.
A
So
we
fall
under
the
city
of
boss
and
I
have
met
with
some
of
the
city.
Financial
folks
who
have
spoken
to
the
city
auditor
on
this
I
want
a
precaution
right
up
front.
I
have
not
spoken
directly
with
the
city
auditor
on
this,
but
I've
spoken
with
some
of
the
city
financial
folks
who
we
have
so
it's
probably
surprising
for
people
to
realize,
but
in
fact,
as
a
dependent
district
that
falls
under
the
city
of
Boston,
we
do
not
have
an
internal
audit
function
within
Boston
Public
Schools
we
fall.
A
We
receive
all
our
funding
from
the
Boston
Public
Schools
we're
subject
to
regular
review
of
the
finances
of
the
city
of
Boston
auditor.
But
there
was
not
an
internal
audit
function
within
the
Boston
Public
Schools,
and
yet
we
number
one,
obviously
a
billion
dollar
budget
and
miss
Lauren's.
You
might
as
well
come
right
out
up
because
I'm
gonna
ask
you
to
comment
in
a
few
seconds.
A
Second
of
all,
we
as
a
independent
school
committee
actually
have
a
fiduciary
responsibility
and,
as
many
of
you
who
heard
me
say
many
times,
we
have
four
key
responsibilities
that
are
laid
out
under
the
statue
that
set
us
up
and
down
to
our
bylaws.
The
first
is
to
oversee
the
policy
of
the
Boston
Public
Schools.
The
second
is
to
hire
a
superintendent
that
can
implement
the
policy.
The
third
is
to
approve
a
budget
that
allows
him
or
her
to
implement
the
policy,
and
the
fourth
is
to
evaluate
the
superintendent.
A
Those
are
our
four
key
responsibilities
incumbent
in
that,
though,
as
in
every
School
Committee,
we
have
a
fiduciary
responsibility
and
a
fiduciary
responsibility
actually
means
a
duty
of
loyalty
and
a
duty
of
care
and
to
really
faithfully
execute
those
duties.
We
need
to
take
steps
to
make
sure
the
accuracy
integrity
of
the
expenditures
of
taxpayer
dollars
done
accurately.
A
Is
the
council
preliminary
presented
it
in
March,
but
the
final
version
was
presented
in
October
and
so
after
October
have,
you
know
been
talking
with
the
superintendent
talking
with
the
city
team,
about
financing
that
type
of
thing
talking
with
the
city's
external
auditor
KPMG,
and
so
what
we
would
like
to
recommend
is
that
we
follow
the
best
practices
laid
out.
So
what
does
that
mean?
A
First
of
all,
we
should
have
a
Audit
Committee
task
force,
similar
to
the
other
task
force
that
we
have,
but
that
task
force
should
be
from
about
five
to
seven
people
and
should
be
solely
focused
on
internal
audit
experts
that
we
have
in
this
city
right.
Every
large
accounting
firm
in
this
city
has
an
internal
audit.
Specialty
independent
audit
is
some
are
very
good
at
that,
so
just
as
4ll
we
bring
a
ll
experts
in
to
advise
us
and
for
opportunity
and
achievement
gap,
task
force
and
inclusion.
We
bring
in
experts
to
advise
us.
A
We
should
bring
experts
in
as
a
task
force
of
the
subcommittee
task
force
of
this
school
committee.
That
would
be
on
internal
audit,
and
it's
recommended
that
we
have
between
five
and
seven
people.
It
should
be
a
mixture
of
folks
some
from
a
qualified
auditing
professionals
from
the
accounting
community.
We
should
probably
have
a
professor
of
accounting
or
a
professor
of
internal
audit
from
a
institution
of
higher
ed
located
right
in
the
city.
A
We
should
probably
have
at
least
one
independent
CPA
from
one
of
Austin
neighborhood,
so
not
someone
in
one
of
the
huge
firms,
but
someone
that
brings
a
different
perspective
and
potentially
one
college
level,
accounting
or
internal
audit
student,
preferably
one
who
was
a
graduate
of
Boston,
Public
Schools
and
a
school
committee
member.
This
task
force
should
report
to
the
chair
of
the
school
committee
or
their
designee
and
I.
P
A
A
They
should
establish
a
recommendation
for
us
not
only
about
what
the
charge
is
and
the
typical
things
that
an
internal
audit
executive
would
look
at,
but
also
would
be
a
job
description
for
how
would
we
staff
internal
audit
within
bps
and
then
what's
a
job
description
for
an
internal
audit
executive,
working,
obviously
with
the
office
of
human
capital?
To
make
that
happen
and
then
come
up
with
finalists?
You
know
candidates
and
then
finalists
for
the
internal
executive.
Ultimately,
they
were
approved
by
the
Boston
School
Committee
on
an
ongoing
basis.
A
This
internal
task
force
should
approve
annual
audit
plans.
They
should
review
audits
and
recommendations
that
come
out
of
it
and,
as
we've
talked
about
on
other
things
today,
they
should
monitor
the
work
of
the
internal
audit,
executive
and
report
back
to
us
every
year
that
we
put
back
to
the
school
committee
on
the
activities
in
a
reporting
line.
The
best
practice
is
is
that
the
internal
audit
executive
should
report
directly
to
the
chair
of
the
school
committee
or
a
designee
that
is
with
dotted
line,
reporting
responsibilities,
the
superintendent
or
superintendents
immediately
port
designee.
A
Following
this
presentation,
from
page
eight
on
is
literally
Ward
forward
the
entire
internal
auditing
in
great
city
schools.
We
pull
it
dated
from
fall
of
2017,
and
it
is.
It
is
quite
detailed
with
regards
to
best
practices.
What
values
should
be,
what
standard
should
be?
What
kpi's
should
be
looked
at
etcetera?
It's
an
extremely
detailed
report
that
for
someone
who
spent
25
years
in
financial
services,
I
loved
reading
it
at
this
hour,
I'm
not
gonna,
go
through
it
line
by
line.
A
Done
right
and
I
say
this
respectfully
to
my
members
is
again
as
someone
who
has
spent
25
years
inside
of
financial
service
firms.
If
internal
audit
is
done
right,
they
are
a
very
effective
business
partner
with
Department
leaders,
because
they
are
seen
as
a
risk
management
partner
who
helps
you
avoid
issues
down
the
line.
If
internal
auditing
is
done
wrong,
it
is
seen
as
a
gotcha
role
and
it
becomes
the
enemy,
and
you
want
to
hide
things
from
internal
and.
P
A
Is
critical
here
and
that's
why
the
charge
is
so
important?
That's
why
the
reporting
structure
is
so
important
to
make
sure
that
it's
not
political
interference
or
people
that
have
a
grudge
to
beer
or
people
that
you
know.
Why
aiming
for
one
particular
thing,
that's
why
the
membership
of
the
internal
audit
task
force
is
critical,
that
these
are
auditing
professionals,
not
people
particularly
focused
on
one
department
or
one
practice
or
one
school,
but
are
coming
out
of
from
the
integrity
process
and
if
risk,
if
our
internal
audit
is
done
correctly.
A
A
In
the
integrity
of
the
audit
committee,
what's
its
makeup
is
how
seriously
we
take
their
recommendations
that
we
provide
in
the
budget
adequately
financed
to
do
the
effort
right
and
that
we
foster
an
environment
that
the
internal
audit
executive
is
a
team
member
that
is
focused
on
risk
management,
and
so
with
that
I'd
like
to
turn
it
over
to
miss
Lauren's.
For
your
thoughts
and
comments.
A
F
You
I
just
wanted
to
start
by
saying
that
I
unequivocally
support
this
I
think
it's
an
excellent
idea.
I
want
to
thank
chairperson
O'neill
for
his
leadership
and
thought
partnership
on
this.
We've
been
talking
about
it
for
a
number
of
months,
and
when
we
come
to
you
in
February,
I
can
promise
you
now
you'll
see
a
proposed
investment
to
support
this
work
in
FY,
19
and
I
think
the
work
and
start
now.
If
the
committee
so
chooses
to
bring
the
audit
committee
together
and
we'll
have
the
resources
ready
to
back
it
up
with
action.
F
I
am
a
member
of
a
network
of
CFOs
of
large
urban
districts
and
I've,
been
consulting
with
some
of
my
peers
in
other
districts.
I
was
telling
chairperson
O'neill
I
was
just
on
the
phone
with
a
few
of
them
today
getting
their
input
on
how
this
function
works,
and
they
echoed
many
of
the
themes
and
ideas
that
chairperson
O'neill
was
just
saying
about
the
benefits
when
this
is
done
right.
So
I
am
again
just
want
to
thank
you
for
your
leadership
on
this
strongly
support.
F
A
You
I
will
also
say
before
I
open
up
the
members
of
questions.
I
have
I've
been
speaking
to
members
of
the
professional
accounting
and
auditing
community
in
the
city,
and
these
are
folks
who
do
it
for
a
living
and
strong
offices.
Support
of
having
folks,
you
know,
they'd
be
interested
in
working
with
us
in
developing
what
a
right
charge
would
be
for
us
to
consider
ongoing
monitoring,
work
that
type
of
thing
so
I.
A
You
know,
as
the
superintendent
said,
early
trust
in
the
work
that
we
do
is
critical
to
be
able
to
do
the
work
that
we
do
and
our
finances
that
were
key
piece
in
that,
and
this
has
been
something
that
I
personally
have
been
working
on
for
a
while
was
waiting
for
the
report
to
be
finalized
and
everything.
It
is
serendipitous
that
you
know
there
has
been
reasons
to
question
some
of
our
finances
and
so
I
as
much
as
working
on
this
for
quite
a
while
and
was
planned
to
bring
it
in.
C
AC
AC
A
The
chair
will
bring
forward
a
recommendation
on
a
set
up
of
the
task
force
and
move
forward.
Get
them
started.
Come
back
to
us
with
the
chair.
Come
back
to
us
with
the
charge
that
type
of
thing
okay.
So
the
next
step
would
be
this
body
agreeing
to
set
up
a
internal
audit
task
force
as
a
subcommittee
of
the
school
committee,
with
the
mission
of
developing
a
charge
and
coming
back
to
us
with
recommendation.
Y
AB
Thank
you
and
dr.
URI
RIT
for
asking
that
question
sotae
and
look
at
this
I.
Imagine
that
there's
a
lot
of
additional
material
that
the
the
Council
of
great
city
schools
provided
around.
You
know
what
what
this
internal
audit
executive
function
might
look
like.
Is
it
a
full-time
or
part-time
position
internally,
or
is
it
a
consultant
that
comes
in
and
does
this
work
actually.
A
I
will
get
all
members
a
copy
of
the
full
report
from
the
Council
of
great
city.
Schools
I
had
to
take
it
off
at
the
end
here,
mm-hmm
because
it
didn't
translate
properly.
But
in
fact,
in
in
a
lot
of
these
larger
districts
now
don't
forget
they
are
typically
independent
and
we
are
dependent
so
we're
we're
doing
some
we're
not
quite
coming
as
far
Miami.
They
actually
contract
with
the
county
auditing
department
and
they
pay
for
I.
Think
about
ten
positions
at
the
county.
Auditing
Department
I
mean
it's.
It
is
beyond
full-time.
A
AB
So-
and
you
know,
reading
through
this
I
think
this
is
you
know,
I
I
want
to
preface
this
by
I.
Think
it's
a
great
idea
and
I
also
want
to
vouch
for
you,
because
I
know
you
have
been
talking
about
this
for
a
number
of
months,
and
and
so
you
know,
it's
appreciated
that
you're
bringing
this
forward
and
in
a
expeditious
manner
following
the
the
council's
report.
I
think
I
might
be
getting
ahead
of
myself
in
looking
at
this
and
thinking
about
okay.
Well,
you
know
what
are
the?
AB
What
are
the
ways
in
which
we
fund
this?
What
were
the
ways
in
which
we
staff
this
I
think
a
lot
of
that
is,
frankly
the
work
of
the
task
force
once
they
are
set
up.
One
other
thing,
I
might
note,
is
you
know
the
task
force
I
think
would
be,
would
would
be
well-advised
to
pay
attention
specifically
to
how
dependent
districts,
to
the
extent
that
there
are
many
others
out
there
that
are
similar
to
us.
Do
this
work
and
also
districts
that
have
different
flavors
of
independent
schools
within
the
district.
AB
You
know
we
have
forced
me
in
charters.
We
have
other
types
of
innovation,
pilot
schools
that
have
independent
boards,
how
this
audit
function
function,
interfaces
with
them
as
well
as
independent,
501,
C
3,
is
that
you
find
within
our
individual
schools
in
the
district
at
large.
Typically,
a
non-profit
will
have
its
own
audit
function
and
anything
with
an
independent
board
would
be
empowered
to
do
that
as
well,
but
certainly
we
have
just
so.
We
have
a
fiduciary
duty
to
our
traditional
districts.
A
F
Agree
with
everything
mr.
la
canto
said
we
interface
with
a
number
of
independent
organizations
and,
for
instance,
some
of
our
autonomous
schools,
as
you
reference,
particularly
those
that
are
their
own
le
a
we
need
to
approve
submissions
that
go
to
the
state,
so
there's
a
lot
of
complicated
back-and-forth
with
us
as
a
dependent,
School,
District
and
them
as
independent
le
A's
and
I.
Think
this
edition
can
only
be
helpful
in
navigating
those
in
the
tightest
possible
manner
and.
X
Very
supportive
of
the
idea
and
I
have
a
couple
clarifying
questions
because
I,
don't
I
know
one
of
those
danger.
I
know
a
little
bit
not
enough
to
be
an
expert
at
all,
and
so
my
question
is
in
healthcare.
This
is
sometimes
compliance
and
regulatory
affairs
versus
the
straight
financial
auditing
piece
of
it
and
then
in
high
red.
The
auditor
often
does
financial
and
operational
audits,
so
my
me
and
there's
something
I
may
not
understand
in
the
titling
of
it.
So.
F
F
You
would
typically
think
of
as
part
of
a
financial
audit.
They
look
at
our
queue
steps
our
quality
school
improvement
plans
and
make
sure
that
these
are
both
things
that
are
touched
on
by
federal
regulations.
So
just
two
examples
of
things
that
come
under
the
auspice
of
a
financial
audit
for
a
school
district.
So
does
that
answer
your
question?
Yes,.
X
F
And
there
are
certain
compliance
areas
that
don't
necessarily
fall
into
our
financial
audits,
so
it's
not
comprehensive.
So
some
of
our
special
education
and
English
language,
for
instance,
compliance
doesn't
fall
under
our
financial
audit.
I
don't
want
to
give
you
the
impression
it's
comprehensive,
but
it
does
touch
on
many
of
the
state
and
federal
regulations
that
we
are
required
to
comply
with
I
guess.
X
A
thought
would
be:
would
we,
since
we
do
have
issues
around
a
broader
issues
of
compliance?
Would
this
be
the
opportunity
to
kind
of
include
those
conversation
to
have
it
have
that
internal
review
process
be
maybe
more
comprehensive
than
we
are
currently
because,
as
you
know,
we
are
in
trouble
with
our
behaviors.
A
I
think
that's
critical
to
one
page,
20,
22
and
23.
You
see
some
best
practices
of
things
that
internal
audit
can
be
looking
at
and
it
can
range
from
technology
audits
to
health
care
to
compliance
to
Finance.
What
is
critical
is
the
charge
that
is
developed
by
the
committee
by
the
task
force
and
then
approved
by
this
committee
of
and
part
of,
that
would
be
a
reflection
of
staffing
investment.
What
is
practical
to
do?
What
is
the
city
also
looking
at?
A
What
are
other
parts
of
the
department
looking
at
with
regards
to
e
ll
special
needs
things
like
that
requirements
of
you
know
our
federal
partners,
a
true
internal
auditor
is
going
to
a
true
internal
audit
executive.
It's
gonna
work
with
the
committee
to
say
yeah,
you
know
many
of
them
will
develop
a
heat
map
and
say
here's
what
your
biggest
risk
is.
Here's
where
we
should
be
looking
at
this
is
a
monitor
at
risk.
This
is
a
minor
risk.
I
would
like
to
propose
a
plan
that
we're
looking
at
the
major
risk.
A
Is
the
committee
comfortable
with
that
that
type
of
thing,
so
this
would
be
a
iterative
process
as
first
the
task
force
gets
going,
thinks
about
what
are
the
potentials
where
the
rests?
What
is
the
appropriate
charge?
What
are
the
resources
available?
What
is
the
city
already
looking
at?
What
are
some?
What
are
the
external
auditor
is
looking
at
what
the
federal
government
looking
at
that
type
of
thing,
and
now
rain
down
recommendations
for
us.
A
Z
P
P
A
B
We've
been
talking
about
this
I'll
reiterate
that
we've
been
talking
about
this
for
several
months
and
given
most
recent
events.
This
would
be
a
huge
support
for
the
school
system,
and
so
I
see
this
as
a
support
for
the
work
that
Eleanor's
team
does
and
working
with
the
city
and,
most
importantly,
a
supports
Disko
committee
to
do
its
function
of
ensuring
that
we
are
using
the
funds
in
the
most
transparent
and
most
responsible
way
to
ensure
public
trust.
Thank.
B
Do
I
bring
a
one
item
for
the
school
committee,
I
think,
as
evidenced
by
tonight's
reports
on
bill
bps
and
start
and
end
time.
We
have
a
very
complex
enrollment
assignment
system
in
bps.
As
you
also
know,
the
Boston
Public
Schools
is
currently
contracting,
with
a
Boston
Air
research
initiative
to
conduct
an
equity
analysis
of
our
home
base.
B
The
office
of
engagement
is
leading
that
work,
but
working
very
closely
with
opportunity,
even
gap
office
and
the
task
force.
A
special
education
office
office,
English,
language
learner
or
taskforce
around
Yoel,
the
finance
departments
just
a
lot,
a
deep
work
that
needs
to
happen
in
order
to
understand
all
the
anchors
just
intricacies
to
our
enrollment
assignment
system.
B
What
I
am
asking
for
the
school
committee's
consideration
is
a
small
change
to
us
to
the
Simon
system
in
order
to
facilitate
the
assignment
process
for
next
year.
We're
having
some
difficulties
in
the
Matapan
area
and
I
will
write
you
guys
officially,
but
what
we
would
like
to
I
would
like
to
recommend
is
adding
the
mana
them
or
currently
the
Matapan
early
elementary
school,
which
currently
ends
at
first
grade,
adding
that
second
grade.
We.
B
We
have
studied
the
academic
program.
We
have
been
there
a
present
there
all
year,
long
to
make
sure
that
the
academic
programming
and
teaching
learning
is
solid.
We're
very
confident
and
I'm.
Gonna
have
these
conversation
of
state.
We
should
add
a
grade
level
to
providing
consistency
for
that
first
grade
class.
That's
occurring
there
to
go
second
grade.
We
need
those
seats
in
that
area.
We
can't
fill
these
fill
the
seats
anywhere
else,
and
so
we
want
to
act
and
there's
the
space.
Obviously
we
want
to
add
the
second
grade.
B
Also
the
PA
Shaw
currently
ends
at
grade
3.
They
don't
have
any
more
space
to
go
into
graded
for
pre.
This
is
kind
of
previous
to
my
time
here,
but
the
PA
Shaw
was
authorized
to
keep
adding
grade
levels,
but
there's
no
more
space
after
grade
3,
and
so
we're
asking
for
a
small
change
for
the
PA
Shaw
students
to
feed
directly
to
Mildred
Avenue,
as
they
transition
to
grade
for
this
has
been
vetted
with
the
schools.
I
will
write
to
you
officially,
and
so
you
have
it
in
writing
and
it's
something.
A
A
AB
AC
AC
A
So
I
will
work
with
our
legal
counsel
to
make
sure
that
this
is
properly
posted
presented
to
us
an
opportunity
for
conversation.
The
superintendent
literally
at
the
break
said
you
know.
His
team
has
really
noticed
this
shortfall,
and
could
he
possibly
at
least
bring
it
up
to
new
business
to
make
sure
we
aware
of
it.
AC
X
B
X
They
anticipate
doing
the
analysis
and
what
we,
what
will
the
structure
of
the
report
they're
gonna
give
us
will
be
and
with
the
timing
and
the
timing,
so
that
we
can
understand
that.
So,
if
there's
something
that's
not
there
week
that
we
think
oh
I
really
need
to
know
this.
We
get
to
ask
analysis
and
say
well
why
don't
you
ask.