►
Description
The Boston School Committee is holding a series of community listening sessions to receive feedback on a draft set of goals and guardrails that will strengthen the Committee's focus on student outcomes. Each session will be co-facilitated by two Committee members. Interpretation will be provided.
C
C
We
are
both
members
of
the
boston
school
committee
and
we
just
want
to
say
thank
you
to
the
boston
student
advisory
council
bsac
for
co-hosting
this
student-centered
listening
session
with
us.
Today.
You
can
find
the
documents
for
today's
session
posted
on
the
school
committee's
web
page
at
bostonpublicschools.org
school
committee.
Again,
that
would
be
boston,
bostonpublicschools.org
school
committee,
and
it
was
just
posted
in
the
chat
it
will
be
under
the
february
9th
meeting
link
and
we'll
also
post
a
link,
yes
in
the
chat
as
well,
so
that
was
just
posted
in
the
chat.
C
The
committee
is
pleased
to
be
offering
live.
Simultaneous
interpretation
in
arabic,
cabo,
verdian,
cantonese
mandarin,
haitian
creole,
portuguese,
somali
spanish,
vietnamese
and
american
sign
language.
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon.
It's
going
to
look
like
a
globe
at
the
bottom
of
your
screen,
and
all
you
have
to
do
is
click
on
the
icon
to
select
your
language
preference
in
order
to
access
and
in
order
to
access
the
feature
you
have
to
be
updated
to
the
latest
version
of
zoom.
C
So
if
you're
not
updated
to
the
latest
version
of
zoom,
I
would
do
that.
You
know
very
quickly
moving
moving
forward.
A
lot
of
meetings
are
going
to
be
having
that
globe
icon.
So
we
can
increase
our
our
just
information,
access
and
break
down
those
language
barriers,
and
I
will
also
be
reminding
myself
to
speak
a
little
bit
slower,
sometimes
for
the
asl
interpreters
and
interpreters
in
general.
C
C
C
F
C
G
C
G
C
H
C
C
J
Good
afternoon
good
evening,
everyone,
this
is
juan
bernalli
of
the
spanish
interpreter.
Thank
you,
mr
james,
so
I
will
be
interpreting
simultaneously
for
those
in
need
of
interpretation.
I
will
not
proceed
to
explain
how
to
access
the
interpretation
I
could
in
spanish
for
those
in
need
of
interpretation.
C
C
C
C
We're
here
today,
because
our
duty
as
school
committee
members
and
as
a
school
committee,
is
to
represent
the
vision
and
values
of
our
community
and
really
strive
to
ensure
that
our
students
have
the
utmost
effective
education
experience
possible.
Today's
community
engagement
session
is
one
of
many
ways
we
go
about
doing
that.
C
C
I
hope
all
of
that
made
sense,
and
I'm
very
excited
to
have
you
all
here
today
to
hear
the
brilliant
comments
and
just
conversation
that's
going
to
be
in
this
room,
as
you
see
presented
on
the
slide.
The
definition
of
goals
is
really
the
community's
vision
for
what
students
should
know
and
be
able
to
do
so
again,
going
back
to
the
purpose
of
what
is
the
school
committee
tasked
with?
What
is
the
district
tasked
with?
C
We
are
tasked
with
ensuring
that
our
students
have
the
utmost
educational
experience
that
they
can
both
inside
bps
and
making
sure
that
when
they
go
beyond
bps
that
they're
able
to
really
hone
in
those
skills
and
applied
in
a
way
where
they're
making
change
in
their
communities.
So
that's
really
what
gold
is
speaking
to.
How
are
we?
How
are
we
ensuring
that
we're
achieving
that
and
then
guard
rails
are
non-negotiable
community
values
that
must
be
honored
while
we
pursue
the
goals
so
in
knowing
sort
of
what
we
want
to
accomplish.
C
What
do
we
need
to
make
sure
that
we're
doing
and
how
we're
holding
ourselves
accountable
and
each
other
accountable
to
really
achieve
those
goals,
so
I
do
want
to
just
lay
out
some
quick
ground
rules.
You
know
where
we
have
to
stay
on
on
agenda
time,
of
course,
and
you
know
a
reminder
for
people
to
speak
one
at
a
time.
We
really
want
to
make
sure
that
everyone's
being
heard
vsac.
You
know
our
rules
step
up
step
back.
C
C
Since
the
since
the
completion
of
that
plan,
the
school
committee
has
selected
two
sets
of
measures
from
the
strategic
plan
that
we
will
monitor
closely
each
month
from
the
strategic
plan.
We
selected
a
set
of
priorities
that
represent
the
community's
vision
for
what
students
should
know
and
be
able
to
do.
We
call
these
our
goals
and
from
the
strategic
plan
we
selected
a
set
of
non-negotiable
community
values
that
must
be
honored.
While
we
pursue
those
goals
and
we
call
these
our
guard
rails.
C
Each
of
those
sort
of
objectives
are
are
really
fulfilled,
so
we
want
to
make
sure
that
we
are
really
narrowing
our
our
lens
and
our
objectives
so
that
we're
really
focusing
on
a
specific
set
of
things
that
we
want
to
see
happen.
So
we
can
do
that
as
effectively
as
we
can
we're
very
excited
to
share
these
goals
and
guardrails
with
you
all
and
hear
feedback,
and
with
that
being
said,
as
you,
as
liz
has
already
done.
Thank
you
so
much.
C
C
A
Thanks,
mr
james
and
great
job,
introducing
the
work
to
date
and
looking
forward
to
conversation
to
get
feedback
from
all
involved
and
how
they
feel
about
these
goals,
and
but
I
do
just
want
to
say
when
you
look
at
them,
you
can
almost
think
of
it
as
three
different
stages
of
a
student's
progression
through
bps
right.
When
we
talk
about
early
literacy.
A
We
talk
about
the
early
years
when
we
talk
about
the
critical
thinking
for
math
science
and
literacy,
we're
really
thinking
about
the
middle
years
and
when
we're
talking
career
in
college
readiness,
it's
not
about
graduating
from
bps.
But
it's
graduating
from
bps
to
take
the
next
stage
in
your
life.
It
may
be
college
for
you,
it
may
be
career,
but
have
we
set
you
up
to
succeed
in
those
steps?
Just
as
you
are
moving
on
to
college
next
year?
Mr
james?
A
It's
not
about
you
graduating
from
bps,
but
it's
about
you
being
set
up
for
success
in
the
next
step
and
all
your
fellow
students.
So
we
kind
of
thought
of
these
in
three
different
blocks
and
then
obviously,
we
focused
on
achievement
for
some
particular
blocks
of
students
that
we
really
wanted
to
make
sure
were
included
and
were
an
important
part
of
beps
overall.
A
So
thank
you
for
laying
that
out,
as
as
you
talked
about,
we
also
talked
about
our
potential
got
and
we're
going
to
have
time
for
everyone
to
give
us
feedback
on
goals,
and
then
we're
also
going
to
ask
for
feedback
from
you
on
our
guard
wheels.
So,
just
as
mr
james
laid
out
the
potential
goals,
I
would
like
to
lay
out
the
potential
guard
wheels
to
us.
The
guard
wheels
represent
the
community
valuables
of
their
values
that
are
valuable,
right
and
they're
non-negotiable.
A
A
So
what
we're
trying
to
do
is
make
sure
the
school
committee
is
always
focused
either
on
goals,
which
is
student
outcomes
or
they're
focused
on
the
guard,
rails
and
I'll
step
through
them
in
a
minute,
or
occasionally
we
have
to
talk
about
some
things
at
a
school
committee
level
that
you
know
are
required
by
law.
We
have
to
approve
an
innovation
plan,
etc,
but
we
should
really
be
making
sure
that
the
school
committee
is
focused
on
these
three
buckets
of
work.
A
That's
how
we
can
be
most
effective,
but
we
can
only
do
that
if
we
believe
we
are
focused
on
the
right
goals
in
guardrails
and
that's
where
the
input
from
everyone
really
makes
a
difference
for
us,
and
I
also
want
to
point
out
that
you'll
notice
on
these.
We
do
not
have
specific
metrics
against
them,
because
we
first
wanted
to
touch
base
with
the
whole
range
of
community,
including
all
the
folks
on
the
line
today
about.
Were
these
the
right
guard
reels
and
we
didn't
want
people
to
focus
on
the
metrics.
A
Yet
about
you
know,
achievement
should
go
from
early
literacy
should
go
from
a
to
b.
We
wanted
to
have
a
conversation,
should
we
be
focused
on
early
literacy,
then,
once
we
get
that
touch
base,
we,
you
know
the
members
of
the
school
committee
and
by
the
way,
several
others
are
on
the
line
listening
today
as
well,
including
jerry,
robinson
and
anani
diago,
and
alex
oliver
davila
archer,
so
they're
on
the
line
listening.
A
But
it
is
mr
james
and
I
who
are
co-hosting
this
today
and
engaging
with
you
and
the
feedback,
and
so
once
we
get
the
feedback
we'll
touch
base
again
about.
Are
these
goals
and
guide
rails
right
and
then
we'll
put
a
set
of
potential
metrics
against
them
and
have
conversations
about
that
as
well.
So,
just
in
case
folks
are
wondering
you
know
why
don't
you
have
metrics?
A
A
That
bps
will
leverage
the
cultural
and
linguistic
wealth
of
students
and
families.
We
want
to
make
sure
to
increase
student
voice
and
we
want
to
create
partnerships
that
recognize
the
value
of
student
and
family
that
value
their
assets
and
their
needs.
Second
of
all,
is
community
partnerships.
What
are
we
doing
to
work
with
community
partners
to
help
prepare
students
for
unlimited,
global
and
local
opportunities?
A
And
so
that's
talking
about
the
city
as
a
classroom.
The
region
is
a
classroom
and
then
actually
international
travel
the
when
it
comes
back
the
opportunity
for
students
to
travel
and
make
sure
that
that
is
equitably
offered
across
the
entire
district
and
that
students
can
learn
and
be
prepared
to
grow
for
the
global
economy
that
we're
all
a
part
of
now.
A
A
A
diverse
and
effective
staffing,
so
bps
will
recruit
and
retain
a
highly
effective,
racially
and
linguistically
diverse,
culturally
proficient
workforce
that
provides
rigorous,
culturally
and
linguistically
affirming
inclusive
curriculum
and
experience.
Does
that
celebrate
the
assets
of
our
students
and
provide
a
joyous
and
positive
school
experience?
A
And,
lastly,
social,
emotional
and
physical
supports
eps
will
deliver
a
universal
multi-tiered
system
of
support
that
addresses
the
social,
emotional
and
physical
well-being
of
our
students.
You
may
have
noticed
the
past
couple
years,
we're
investing
more
in
school
nurses
and
school
psychologists
in
guidance,
counselors
and
social
workers.
A
We
recognize
the
enormous
toll,
in
particular
the
twin
pandemics
of
the
health
crisis
and
the
racial
injustice
that
has
been
exposed
for
all
to
see.
We
recognize
the
toll
that
it
has
taken
many
on
many
of
our
students
and
we
want
to
make
sure
that
we
can
continue
to
deliver
a
universal
system
of
support
across
the
board
in
that,
so
those
are
the
potential
guard
rails
would
like
to
put
out
for
later
conversation
as
well.
A
C
C
C
C
So
you
know
to
be
more
specific.
How
can
we,
as
a
school
committee
and
the
district,
do
a
better
job
of
really
making
sure
that
we
establish
those
relationships
with
families
and
communities
and
those
partnerships
with
them,
and
that
trust
and
transparency
to
accomplish
the
potential
goals
that
we've
outlined
so
who
who
would
like
to
share
first
and-
and
I
I
I
believe,
I'm
not
wrong
when
this
is
oh,
this
is
open
to
anyone
and
everyone
here.
So
anyone
who'd
like
to.
C
C
Mr
o'neal,
do
they
raise
their
hand?
Okay,
that's
that's
what
I
thought
yes,
so
raise
your
hand
virtually
everyone,
because
I
know
I
know
my
visa
colleagues
got
got
a
question.
Okay,
we
have
one
hand
raised,
and
I
can
be
shy
right,
mr
james.
No,
not
not
might
be
not
by
these
colleagues,
not
by
these
snack
colleagues,
we
have
dory,
dory,
go
ahead.
Do
I
have
the
power
to
like
unmute
him
or
something.
P
Hello,
my
name
is
durian,
and
I
was
on
this
topic
last
night
with
some
counselors
and
I
feel
like
a
best
way
for
bps
to
connect
with
families
and
communities
and
not
using
them
as
chair
use
them
as
advertisement
within,
like
the
poor
community.
I
feel
like
you
should
definitely
take
a
more
deeper
look
in
the
communities
than
what
you
see
from
look
at
the
background
of
these
families
and
yeah.
C
Thank
you
am
I
oh
thank
you
dorian.
I
do
I
do
just
want.
I
feel
as
though
that
was
a
comment
on
a
possible
a
potential
guard
rail,
which
is
amazing.
I
do
just.
I
do
just
want
to
sort
of
re-establish
that
right
now
we
are
giving
feedback
on
the
potential
goals,
so
early
literacy,
achievement
for
english
learners,
achievement
for
students
with
disabilities,
critical
thinking
with
math
science
and
literacy
and
career
and
college
readiness
are.
These.
Are
these
potential
goals
that
you
see
on
the
slide?
A
P
A
Great
question
so
yeah
it's
not
a
priority
other
than
the
fact
that
I
think
collectively
as
a
committee,
we
try
to
think
of
the
progression
of
students.
So
early
literacy
is
obviously
when
you
start
critical
thinking
with
math
science
and
literacy.
We
were
thinking
that's
kind
of
your
middle
school
years
and
then
obviously
career
and
college
readiness,
as
you
finish
up
with
bps,
and
then
we
put
achievement
for
english
learners
and
achievement
for
students
with
disabilities
right
after
early
literacy,
because
that
carries
for
those
students
throughout
their
entirety
of
bpf.
A
C
N
So
I
guess
this
I
feel
like
all
these
are
important
in
their
own
way,
but
the
I'd
say
I
could
speak
on
the
last
real
quick.
So
as
far
as
number
three,
I
think
that
this
one
is
important,
especially
due
to
the
pandemic,
from
what
I've
heard
and
what
I've
seen
in
the
community
is
that
a
lot
of
students
with
disabilities
kind
of
got
more
affected
by
at
home
learning,
because
you
know
they're
more
high,
needs
students
and
need
that
in-person
learning.
So
I
think
that
that's
definitely
the
priority
to
prioritize
the
next
year.
N
Due
to
like
I
forget,
someone
said
about
the
pandemic,
has
impacted
a
lot
of
the
goals
and
what
what
bps
should
be
focusing
on
number
four,
with
critical
thinking
with
math
science
and
literacy.
So
my
thought
about
this
is
that
this
kind
of
a
bra,
it's
kind
of
a
broad
thing.
I
understand
that
these
are
all
kind
of
broad,
but
thinking
about
the
the
get
rails,
the
the
guard,
the
guardrails
right,
that's
what
it's
called.
N
I
think
that
it
might
be
important
to
recognize
like
in
thinking
about
critically
thinking
with
math
science
and
literacy,
to
talk
about
like
anti-racism
work
or
environmental
justice,
like
adding
like
more
specific
curriculum,
like
vocabulary
to
the
idea
of
critical
thinking
with
math
science
and
literacy,
because
I
mean
in
some
ways
we
already
are
doing.
You
know
it's
kind
of
just
really
like
a
broad
way
of
talking
about
that
and
then
for
the
fifth
one.
N
I
just
think
we
need
to
kind
of
I
go
to
exam
school,
that's
supposed
to
be
a
college
ready
school
and
I
have
gotten
zero
help.
So
that
kind
of
tells
you
that
you
need
to
know
about
that.
So
I
know
that
schools
who
aren't
considered
a
college
prep
school
probably
are
getting
even
less
so
yeah.
That's
all
I
have
to
say
thank
you.
C
N
I
feel
like
I've
received
the
about
the
bare
minimum
like
well
throughout
my
high
school
career.
I've
never
got
taught
how
to
write
in
the
I
statement,
so
I
never
got
to
how
to
write
a
college.
That's
like
a
personal
personal
statement.
I
wrote
my
own
guidance
recommendation
letter.
I
talked
I
had
one
college
counselor,
but
I
reached
out
to
her
multiple
times,
but
I'm
not
even
blaming
her
because
she
has
a
whole
bunch
of
students,
but
I
had
problems
with.
N
A
C
You
for
sharing
that
simon.
Thank
you.
So
much
simon
can't
wait
to
hear
more
from
you
today
up
next.
We
have
katie
phenomenal
b-side
representative
and
then
natalia
aka
psycho.
I
know
she
she
does
not
like
being
called
nataya
in
our
b
sex,
but
she
loves
being
called
psycho,
so
we'll
have
katie
psycho
and
then
our
b
sac
president
cat.
Q
Hi
guys,
can
you
see
me
you
can
hear
me
now
right,
yes,
okay,
good.
I
just
want
to
make
sure
I
just
wanted
to
echo
what
simon
had
shared
about
the
college
and
career
readiness
I
feel
like
I
missed
the
pandemic.
It
has
been
remote
learning.
It
has
been
really
hard
to
get
in
touch
with
our
college
counselors,
I'm
a
senior
at
baa
and
I'm
part
of
a
smaller
school
environment.
Q
So
I
think
that's
a
big
goal
on
going
to
goal.
Number
four:
with
the
critical
thinking
with
math
science
and
literacy.
I
think
what
we
also
need
to
think
about
is
the
curriculum
that
we're
teaching
our
students
and
how
we
can
critically
think
about
that
and
move
it
towards
being
more
anti-racist
and
teaching
our
student
more
ethnic-driven
studies
and
making
sure
that
we're
highlighting
you
know
black
historical
figures
in
every
single
in
every
single.
Q
We
need
to
make
sure
that
we're
highlighting
that
and
we're
being
reflective
of
our
student
body
and
what
we're
teaching
them,
and
so
I
feel
like
that
also
comes
in
with
critical
thinking
and
the
early
literacy.
I
feel
like
it's
really.
It
really
starts
early
on
and
so
making
sure
we're
implementing
that
for
all
the
way
from
our
elementary
schools
to
our
high
schools
and
yeah.
C
Thank
you
so
much
katie
and
katie,
and
I
actually
we
you
know
we,
we
discussed
sort
of
these
goals
and
guardrails
prior
to
the
meeting,
and
you
know
it's
it's
so
incred.
Just
thank
you
for
everything.
You
said,
especially
on
the
matter
of
early
literacy.
That's
something
that
really
matters
to
me.
My
mom,
always
you
know
sat
me
down
and
had
to
be
read,
read,
read
and
also,
I
would
say,
making
sure
that
early
literacy
is
reflective
of
what
societies.
C
What
society
looks
like
that's
something
katie
and
I
were
talking
about
before
this
meeting.
So
you
know
it's
the
little
things
that
matter
are
we
are
we
giving
our
books?
Are
we
giving
you
know
our
children
books
to
read
that
has
two
fathers
as
parents.
I
think
that
in
the
long
run
makes
a
really
sort
of
big
impact
on
you
know,
making
sure
that
we're
teaching
our
kids
that
you
know
this
is
what
society
looks
like
today.
So
thank
you
so
much
katie.
A
Yeah
and
and
if
I
would
just
say
katie,
thank
you
for
your
comments
and
I'm
particularly
thinking
I
mean
you
talked
about
career
readiness
and
thank
you
for
that
feedback.
It's
really
important
for
us
to
hear
that,
and
so,
and
there
were
folks
from
the
district
that
are
involved
today,
as
well,
so
by
informing
school
committee.
You
make
us
better
informed
to
ask
questions
and
and
to
push
on
that,
so
it's
important
for
us
to
have
the
feedback.
Thank
you
for
putting
that
out.
You
overlap
with
simon
on
that
issue.
A
You
also
overlap
with
simon
talking
about
not
just
critical
thinking
but
think
about
the
curriculum
that
goes
along
with
that,
and
you
both
talked
about
ethnic
studies.
You
talk
about
anti-racist,
making
it
culturally
appropriate
and
and
so
that
that's
really
important
to
hear
as
well
as
well
as
your
thoughts
on
early
literacy.
So
thank
you.
C
C
C
R
R
I
feel
like
students
should
have
like
somebody
that
they
should
be
able
to
talk
to
like
it
doesn't
have
to
be
like
a
therapist,
but
there's
a
lot,
a
lot
of,
like
stress,
being
a
high
school
student.
It's
really
difficult
being
a
high
school
student
because,
like
a
high
school
like
me
like
not
only
do
I
have
school,
but
I
also
have
vsac
and
I
also
have
another
job
on
top
of
that.
So
this
is
just
a
lot
piled
up
plus.
R
It's
a
lot,
so
I
feel,
like
you
know,
in
school,
some
kids
feel
more
comfortable
with
talking
to
somebody
whether
it's
in
school,
outside
of
school
or
like
one
of
their
closest
friends.
I
just
feel
like
there
should
be
a
better
relationship
between
teacher
and
students
where
we
don't
feel
as
though,
like
I
don't
like
this
teacher,
you
know
she
gives
me
much
work
like,
but
they've
been
like
more
connection
based.
C
A
A
I
think
that
the
district
has
recognized
that
and
is
trying
to
do
a
lot
of
supports,
but
we
can
always
try
to
do
better,
particularly
when
we
hear
the
voices
about
how
important
it
is,
and
I
think
it
is
kind
of
reflected
in
the
guardrails
where
we
talk
about
the
social,
emotional
and
and
physical
well-being
of
our
students.
We
are
trying
to
acknowledge
how
important
that
is,
but
thank
you
for
calling
that
out.
A
I
do
also
want
to
point
out
when
I
mentioned
that
we
had
some
school
committee
members
listening
today,
we're
also
joined
by
our
superintendent,
dr
brenda
casilius,
who,
as
you
know,
is
a
big
friend
of
bisac
and
loves
her
time
in
talking
with
bisac
and
make
sure
the
school
committee
knows
that
mess
actually
often
tells
us.
She
enjoys
her
b
sac
meetings,
many
times
more
than
the
school
committee
meetings.
A
A
A
A
But
what
we're
trying
to
say
here
is
what
are
the
base
goals
and
to
say
that
all
of
our
high
school
students
should
graduate
career
or
college
ready.
It
could
be.
You
know
some
of
our
autonomous
high
schools
can
think
about
how
to
make
that
happen.
But
saying
that's.
A
baseline
goal
for
all
of
our
students
is
important
same
thing
for
our
middle
schools.
Saying
critical
thinking
for
math
science
and
literacy
is
an
important
baseline
goal.
A
C
S
S
So
yeah,
what's
up
everybody,
it's
kat.
So
for
me,
in
terms
of
the
potential
goals,
I
was
mainly
thinking
about
two
three
and
five
two
is
for
for
me
like
it
hits
home,
because
I
have
a
lot
of
family
members
who
are
coming
from
k.
Bird
and
they're,
like
english,
is
not
their
first
language
and
they
don't
understand.
What's
going
on,
and
I
know
some
of
them
who
were
just
getting
adjusted
to
the
language
and
then
the
pandemic
hit
so
and
just
from
their
experience.
S
I
don't
think
it
was
the
best.
I
definitely
think
it
could
have
been
handled
a
lot
better,
but
again
the
pandemic.
No
one
knew
the
panic
pandemic
was
coming,
so
it
wasn't
really
something
that
we
could
prepare
for.
But
I
do
think
that
it's
great
seeing
that
up
here
and
just
accommodating
to
those
people,
because
sometimes
they
may
not
understand
the
technology
or
they
may
not
unders,
especially
their
their
parents
or
their
family.
S
If
they're,
no
one
in
their
family
is
an
english
speaker,
then
that
kind
of
becomes
a
struggle
and
you
and
it
becomes
a
thing
where
you
lose
that
family
and
that's
not
something
you
want
losing
families
during
a
pandemic,
because
then
that
sets
a
lot
of
people
back
in
their
education
and
as
a
district.
I
know
that's
not
something
we
want
in
terms
of
number
three.
S
I
simon
pretty
much
said
it
all
was
hitting
all
the
points
students
with
disabilities,
it's
just
important
to
have
them
in
in
the
space
and
it's
harder
for
them
to
learn
remotely.
I
do
like
at
my
school.
I
I
heard
that
it
was
going
well,
but
I
don't
know
if
that's
the
same
thing
across
the
district,
and
I
don't
want
to
assume
that
that's
the
same
thing
across
the
district.
But
regardless,
though
I
do
think
that
these
individuals
should
be
prioritized
and
should
be
given
as
much
aid
as
they
need.
S
S
Earlier,
like
I
know
that
a
lot
of
students
could
have
started
this
process
what
junior
year,
but
here
we
are
starting
senior
year
so
yeah
and
in
terms
of
career
readiness.
No
not
at
all.
I
I
dislike
this
a
lot
because
I
feel
like
there's
so
much
more
out
there
in
the
world
and
the
fact
that
we
we
focus
so
much
on
college.
S
So
I
think
just
exploring
that
career
readiness
field
more
and
just
giving
more
opportunities
and
bringing
more
of
these
opportunities
to
students
plates
gives
just
gives
them
more
yeah.
It
just
gives
them
way
more
leeway
to
do
whatever
they
want
with
their
life
and
just
say
that
they
live
the
fulfilled
life.
So
yeah,
that's
my
take
on
the
goals.
Those
are
the
three
that
I
think
definitely
should
be
prioritizing.
I'm
really
happy
seeing
them
up
here.
A
This
is
tough
to
say
to
some
people
who
think
you
know
college
for
all,
but
college
isn't
for
all
there
are.
There
are
a
number
really
worthwhile
careers
that
may
require
a
certificate
program.
You
know
some
type
of
certification
may
require
vocational
training
that
you
can.
You
can
be
doing
really
well
in
your
career,
and
you
have
decided
college
is
not
the
next
step
for
you.
A
We
want
our
students
to
be
ready
for
college
if
that's
the
path
that
they
choose,
but
we
also
want
to
acknowledge
that
in
today's
economy
they
have
a
different
path
for
for
students
and
they
should
they
should
feel
validated
in
that
choice.
If
that's
the
path
they
decide
to
go
and
I'll
stop
there.
Mr
james,
I
see
we
have
five
people
with
their
hands
up
about
this
topic,
so
we
should
probably
announce
them
and
then
move
on
to
the
guardrail
section.
If
that
makes
sense,.
C
R
C
T
Everyone
I
wanted
to
speak
upon
goal
number
one
and
four.
I
think
there
could
be
some
intersections
between
the
goals
and
early
literacy.
It's
really
important
for
us
to
establish
you,
know
proper
education
and
like
equal
level
of
education,
for
every
single,
elementary
school
kid
and
middle
school
kid
in
the
district,
because
you
know
going
through
bps
since
elementary
school.
I
see
a
lot
of
emphasis
being
put
on
the
exam
schools
and
I
don't
think
that
should
be
it.
T
I
think
you
know
every
single
school
in
the
district
deserves
to
have
the
same
level
of
education
to
have
all
the
students
be
prepared.
So
I
think
it's
really
important
for
us
to
put
emphasis
on
like
critical
thinking.
Math,
you
know
literacy,
language,
every
single
one
of
these
subjects
should
be
touched
on
equally
in
different
schools,
no
matter
if
their
exam
school
pilot
school
or
you
know
any
type
of
special
school
within
our
district,
everyone
should
have
that
same
level
of
education,
and
I
think
this
is
very
difficult.
T
On
zoom,
you
know
I
personally
have
a
younger
sister
who's
in
elementary
school
and
since
resume
school
have
started.
It's
been
really
difficult
for
these
teachers
to
continue
teaching
these
little
kids,
keeping
them
engaged
in
the
classrooms
and
still
ensuring
that
they're
getting
the
education
they
need
to.
You
know
continue
moving
on
in
their
education,
so
I
think
we
really
need
to
put
emphasis
on
these
and
combine
the
two.
You
know
early
literacy
is
really
important,
but
it's
also
teaching
the
kids
in
different
subjects
like
your
math
and
sciences.
T
For
the
you
know
our
future
generations
to
really
explore
all
their
options,
not
just
in
you
know,
one
field
for
them
to
really
explore
all
their
different
options
and
I'm
a
current
senior
in
high
school,
and
I
also
want
to
talk
about
goal
number
five
career
and
college
readiness.
I
totally
agree
with
what
kat
said.
You
know
there's
so
many
options
that
we
could
explore
in
our
days.
You
know
not.
T
Everyone
wants
to
go
to
college
and
I
think
we,
our
districts,
have
so
many
partnerships
with
you
know
community
organizations,
but
I
think
some
schools,
don't
not
all
schools
in
our
district-
have
access
to
this.
I
think
it's
really
important
to
make
sure
that
every
single
school
have
access
to
these
wonderful
opportunities
and
it's
not
being
put
in
those.
You
know
two
or
three
special
schools
that
we
have
in
the
district.
Every
single
student
in
our
district
deserves
equal
treatment
and
equal
access
to
education,
and
you
know
post
high
school
opportunities.
C
Thank
you
so
much
vice
president
zhao
that
you
know
that
that
was
beautiful
and
you
know
to
echo
what
you
were
saying
and
what
simon
said
in
the
chat.
You
know
it's
really
about.
What's
what
is
the
what's
the
end
goal?
Are
we
are
we
telling
our
students?
Well,
you
need
to
learn
x,
y
and
z,
so
you
can
get
to
this
exam
school
or
you
can
get
to
this
ivy
league
college,
or
are
we
telling
them?
C
You
need
to
let
x,
y
and
z,
because
it's
going
to
help
you
with
high
level
thinking
that
you
can
then
be
used
to
apply
to
your
community
and
your
into
society
to
help
develop
it.
So
it's
really
about
what
what's
the
end
goal,
what
are
we
trying
to
which?
What
are
we
trying
to
get
out
of
our
students
and
that's
something
that
we
talk
about
all
the
time
in
b
stack.
So
thank
you.
Thank
you.
Thank
you
for
bringing
that
to
the
table.
A
Whatever
you
choose
to
do
it's
not
about
saying
this
is
the
right
thing
you
should
be
at
that
school.
You
should
be
doing
this
so
on
and
so
forth,
and
so
what
are
these
minimum
standards
that
we
want
for
all
of
our
students
to
be
achieved?
That's
what
we're
trying
to
get
at!
So
that's
why
we
talk
about
early
literacy
as
an
example.
C
U
I
feel
like
that's
very
important,
as
I'm
a
first-gen
immigrant
and
the
program
when
I
was
younger,
helped
a
lot
with
english
and
learning
and
kind
of
getting
more
involved
in
my
community,
and
I
hope
that,
like
continues
on
for
younger
kids,
but
I
feel
like
there
should
also
be
an
emphasis
on
english
learners
for
older
kids,
who
may
not
know
how
to
speak
english,
because
I
don't
really
care
about
that.
Or
people.
Don't
really
get
information
about
older
kids
and
how
they
can
access
these
programs.
U
That's
definitely
important
and
I
really
hope
that
over
the
years,
teachers
in
other
schools
may
respect
students
with
disabilities
and
their
needs
more
because
in
my
school
I
feel
like
there
are
there's
a
lot
of
respect
to
like
their
needs
and
requirements,
but
then
like
in
other
schools.
I've
heard
from
friends
and
family.
C
Thank
you
so
much
tiffany
and
your
comments
were
being
echoed
in
the
chat
as
well.
You
know
specifically
regarding
the
potential
goal,
number
four
you
know
and
in
a
society
where
we
are
where
the
the
issue
of
racism,
not
not
race,
not
just
race,
but
racism
as
well,
and
you
know
just
ethnic
understanding
is
always
coming
up
and
I
think
that
we
do
need
to
to
be
able
to
put
that
into
the
classroom.
C
So
our
students
are
culturally
competent
of
what
they're,
seeing
outside
of
their
classrooms
and
being
able
to
engage
in
authentic
and
non-ignorant
discussions
and
conversations
about
that.
So,
as
always
as
I
keep
on
saying
this
for
everyone
who
goes,
but
I'm
just,
I
love
everything
that
you
guys
are
saying
and
thank
you.
A
A
C
A
V
Okay,
great
hi,
my
name
is
sarah
parker,
I'm
actually
I'm
a
parent
of
three
bps
kids
and
I
was
just
listening
and
I
wasn't
actually
even
planning
on
commenting.
But
after
listening
to
all
the
comments,
I
wanted
to
comment
and
just
say
that
first
off,
I'm
impressed
by
all
the
students
who
made
their
comments
and
they're
all
very,
very
thoughtful
and
everything
that
they
said.
I
completely
agree
with,
and
it
seems
like.
V
Maybe
one
of
the
goals
that
you're
missing
here
is
social
and
emotional
health,
and
I
think
one
of
the
things
you
know
all
each
one
of
the
students
kind
of
touched
on
their
perspective.
Of
that
you
know
whether
it
be
for
career
and
college
readiness,
that's
social
and
emotional.
I
view
that,
as
you
know,
having
a
guidance
counselor
that
you
can
go
to
that,
can
help
you
get
what
you
need
to
get
your
transcripts
ready
to
send
them
off
to
school
or,
if
you're,
not
going
the
college
path,
having
programs
or
guidance
counselor.
V
That
can
point
you
in
the
right
direction
for
potential
careers,
early
literacy.
You
know
there's
social
and
emotional
stuff
with
kids
there.
The
achievement
for
english
learners,
the
same
thing
I
think
someone
was
commenting
how
their
family
are.
First,
you
know
english
language
learners
and
how
they
needed
more
support.
So
that's
social
and
emotional
as
well
achievement
for
students
with
disabilities,
the
same
thing
and
also
critical
thinking
with
math
science
and
literacy.
V
I
think
I
believe
the
same
thing,
so
I
just
wanted
to
say
that
I
agree
with
everything
that
the
students
said
and
I
think
they
actually
are
on
the
hit
the
nail
on
the
head
with
the
fact
that
there's
no,
you
know,
I
think
you
need
to
add
the
social
and
emotional
piece
to
each
one
of
these
goals,
to
make
it
well-rounded
and
to
complete
the
circle
of
the
goals,
and
that
was
my
comment.
Thank
you.
A
Yeah,
thank
you
as
well,
when
you're,
right
and
and
you've
almost
led
us
perfectly
right
into
the
next
section,
which
is
about
guardrails,
because
actually
in
guardrails,
we
do
talk
about
the
social,
emotional
and
fiscal
health
of
our
students.
So
if
we
could
take
a
moment
and
flip
to
the
side
where
we
talk
about
the
five
god
wheels
and
then
then
we're
going
to
ask
some
questions,
so
I
just
need
to
move
my
screen
a
little
bit.
A
So
I
get
the
chat
out
of
the
way,
because
I
had
it
open
to
make
sure
to
hear
comments.
So
the
guardrails,
as
we
talked
about
before,
are
student
voice
and
family
engagement,
community
partnerships,
equity
and
opportunity,
gaps,
diverse
and
effective
staffing
and
as
miss
parker
was
just
pointing
out
to
us
social,
emotional
and
physical
supports
and,
as
we
heard
from
a
number
of
students
before
as
well,
and
so
social,
emotional
and
physical
supports,
and
so
these
guard
rails
are
the
non-negotiables.
Q
R
Q
Q
The
action
steps,
the
goals
that
we
have
are
beautiful
and
I
feel
like
we'll
make
the
most
progress
by
not
only
just
including
student
voice
in
on
parent
engagement,
but
really
student
involvement
in
parent
involvement,
making
sure
that
they're
not
just
present
at
the
tables
but
able
to
make
decisions
as
well,
and
one
way
that
we
can
do
that
is
by
you
know,
be
sack's
biggest
stance.
Kimani.
His
legacy
that
he
wants
to
leave
is
really
on
having
everybody
actively
advocating
for
the
student
rep
type
receivable
by
next
year.
Q
We
need
to
ensure
that
you
know
all
of
these
goals
are
set
for
students
and
we
need
to
make
sure
that
our
students
have
decision
making
powers
within
there,
and
I
feel
like
us,
as
students,
would
feel
really
supported
in
that
and
know
that
we're
being
served
by
seeing
our
representative
actually
representing
us
by
voting,
and
so
I
feel
like
that,
would
be
a
really
good
action
step.
I
mean,
as
I'm
sure
you
guys
are
aware.
Q
City
council
filed
the
home
rule
petition
we're
making
the
movement,
but
we
need
to
make
sure
that
we're
not
quite
yet
because
we
haven't
achieved
it
yet.
So
I
feel
like
that's
a
really
good
action
step.
Yeah.
That's
my
non-negotiable
community
value.
I'm
really
excited,
especially
where
you
know
like
we
see
mr
james
out
here,
having
his
community
education
conversations,
bringing
those
comments
and
what
the
community
is
saying
back
to
school
committee,
like
it's
really
beautiful.
Q
A
A
I
think
mr
ulamu,
you
are
hopefully
is
going
to
be
speaking
in
a
couple
of
minutes
and
so
there's
a
long
legacy
of
student
involvement
on
the
school
committee.
What
is
required
is
state
law
to
be
changed
which
is
not
in
our
power.
So
what
we're
trying
to
talk
about
today
is
the
guardrails
that
we
have
and
what
we
can
impact,
and
I
do
want
to
point
out
two
things,
one.
Even
beyond
the
student
rep
on
school
committee,
who
is
a
value
fellow
member,
mr
james,
will
tell
you.
A
I
tell
him
all
the
time
you
are
my
fellow
member,
I'm
a
fellow
member
of
yours,
and
but
we're
also
trying
to
step
up
the
student
voice
in
a
number
of
different
ways,
and
so
our
chair
has
committed
to
have
more
students
involved
in
all
the
task
forces
that
we
have.
The
recent
working
group
on
the
exam
schools
now
has
a
couple
of
students
involved
and,
as
you
talk
as
well
about
family
engagement,
the
superintendent
is
part
of
her
budget
has
stepped
up
and
committed
to
having
family
liaisons
at
all
of
our
schools.
A
Now
so
we
can.
It
had
been
a
difficult
choice
that
some
school
leaders
had
made
for
budget
reasons
the
past
couple
years
to
move
away
from
that.
But
the
superintendent
is
now
funding
or
has
proposed
a
fund
in
her
budget
family
liaisons
in
all
of
our
schools
and
recognizing
how
important
it
is
for
family
engagement.
A
So
these
are
the
type
of
things
that
we
have
the
power
to
act
on
and
that
we
have
the
power
to
change
and
improve,
and
so
thank
you
for
validating
how
important-
and
I
hear
you
loud
and
clear-
of
student
voice
as
priority
number
one
and
issue
number
one,
and
I
think
I
I
just
want
to
close
by
saying
the
power
of
student
voice
has
been
proven
nationwide
and
I
think,
as
mr
james
may
have
mentioned,
I
serve
on
a
national
organization.
I
talk
to
school
board.
A
Members
across
the
country
and
people
have
rethought
this.
The
past
couple
of
years
I
had
mr
james
speak.
His
part
of
a
national
town
hall,
with
student
representatives
from
around
the
country
to
school
board
members
and
superintendents
from
around
the
country
last
fall.
I
think
people
are
listening
and
including
student
voice
more
and
more
and
that's
critical
and
that's
why
we
have
that
as
a
guardrail.
To
begin
with,
mr
james,
I'm
not
sure
if
you
want
to
say
anything
further.
C
Oh
no,
I
I
think
that
I
think
that
everyone
here
knows
my
my
opinions
and
I
and
I
you
know,
I
want
to
respect
the
space
that
we've
created
today
for
what
and
what
not
to
discuss.
Everyone
knows
my
opinion:
katie
sent
it
up
beautifully
it's
non-negotiable
and
it's
it's
a
movement
that
shall
not
be
stopped
so
yeah.
W
W
I
want
to
talk
about
the
la
the
last
three
guardrails
that
we
have.
I
feel
like
what
I
want
to
say
encompasses
all
three,
and
it
was
a
little
bit
mentioned
before
previously,
but
I
just
want
to
double
down
on
the
idea
that
we
are
hiring
and
employing
people
who
are
reflective
of
our
rich
and
diverse
population
of
students,
boston,
public
schools.
W
At
the
time
when
I
was
student
on
the
school
committee
was
about
14
000
students
strong
and
it
comes
from
all
over
the
world-
we're
melting
pot,
and
that
should
be
reflected
in
our
educators
and
our
counselors
and
honestly
in
all
staff
going
to
higher
education.
That's
not
the
case,
that's
something
we
can't
control
in
every
single
university
and
stuff
like
that,
but
we
can't
control
that
in
bps,
and
I
feel
like
for
me
personally
at
the
time
that
I
did
go
to
school.
There
was
a
time
where
I
was
struggling.
W
You
know
socially
emotionally,
and
it
was
hard
for
me
to
come
out
to
people
who
didn't
look
like
me,
who
wouldn't
understand
the
same
things
that
I
would
be
going
through.
So
doubling
down
the
idea
that
we
are
having
educators
and
people
who
hiring
those
people
who
do
look
reflective
of
the
core,
you
know
the
core
population,
the
stakeholders.
A
That
that's
great
feedback,
you're
right.
I
think
the
district
has
made
strong
strides
the
past
couple
of
years
in
that
topic,
particularly
around
the
hiring,
but
they
have
a
ways
to
go,
and
the
superintendent
recognizes
that
and
her
senior
team
recognizes
that
the
school
committee
does
as
well,
which
is
why
it
was
so
important
to
put
it
here
as
a
guardrail,
and
I
do
have
to
shout
out
if
folks
ever
wonder
about
the
effectiveness
of
the
vsac
record
rock
on
student
committee
on
school
committee.
A
If
you
have
an
m7
pass
in
your
wallet
right
now,
thank
ayo
who
made
that
his
passion
when
he
was
a
school
committee.
Rep
am,
I
am
I
correct,
and,
and
you
made
it
happen
now
with
a
very
you-
worked
on
that
for
quite
a
while,
and
I
thank
you
for
that,
and
many
of
our
students
have
benefited
from
your
advocacy
on
that.
C
C
N
All
right
cool,
so
hello,
everybody
again,
so
I
think
I'm
gonna
speak
on
the
first
two
I'll
start
with
the
second
one
and
go
to
the
first
one
last.
So
the
first
one
is
about
community
partnerships.
So
I
think
this
one
is
interesting
because
we
kind
of
talked
about
community
partnerships
in
the
goals.
At
the
beginning
we
talked
about
how
some
schools
have
more
community
partnerships.
N
Some
schools
have
less
and
I
think
community
partnerships
are
really
important,
but
I
want
to
emphasize
the
fact
that
I
think
bps
should
not
be
relying
on
community
partnerships
for
an
entire
sector
of
something
that
that
that
bps
should
also
be
able
to
fulfill.
So,
for
example,
we
were
talking
about
college
readiness.
I
was
relying
on
a
lot
of
my
college
readiness
on
the
side.
P
P
N
To
actually
give
me
supports,
and
I'm
talking
about
scholar
athletes,
specifically.
Oh
I'm
going
to
do
that.
I'm
talking
about
scholar,
athletes
specifically
they're
an
example
of
a
program
that
was
in
my
school.
Then
they
weren't
in
my
school,
and
I
had
a
really
good
relationship
with
the
person
in
my
school
who
was
in
fact
more
of
a
guidance
counselor
than
I
had
a
guidance
counselor
and
then
they
were
gone
and
like
bps
can't
do
anything
about
that
if
they
decide
to
leave
because
they're
a
private
partnership.
N
Then,
to
speak
to
the
first
one
about
student
voice
kind
of
echoing
what
katie
was
saying.
I
think
that
you
know
this
kind
of
relates
back
to
the
school
committee.
Their
power
is
not
always
in
legislation,
but
the
voice
of
the
school
committee
to
uplift
student
voice
and
to
uplift
parent
and
family
voice
is
extremely
extremely
pivotal,
and
I
think
that
one
way
of
doing
like
we've
been
mentioning
before
is
for
how
do
I
say
this
like
a
statement
that
may
not
hold
any
weight.
N
Like
saying
I
support
the
student
vote
from
every
school
committee
from
every
school
committee.
Member
actually
holds
a
lot
more
weight,
even
though
it
needs
to
be
passed
by
legislation.
It
uplifts
students,
it's
it
goes
hand
in
hand
with
student
voice.
If
every
student,
if
every
school
community
member
says
I
support
the
student
vote,
I
think
that
it's
going
to
make
students
feel
a
lot
more
confident
and
a
lot
more
feel
comfortable,
testifying
at
school
committee
or
working
with
bps,
and
the
same
goes
with
parents
or
families.
N
So
I
think
that
although
no
one
in
school
committee
actually
has
a
voice
in
signing
legislation
or
anything
like
that,
the
the
power
of
your
voice
and
I'm
talking
to
every
single
one
of
every
single
school
committee
member
is,
is
really
important,
and
I
urge
and
challenge
you
guys
to.
You
know
be
accountable
when
talking
about
student
voice
and
family
engagement,
in
your
own
words
and
the
things
that
you
say
as
yourself
on
your
own
school
committee,
because
I
think
that
may
hold
more
weight
than
you
know.
N
C
C
Yeah,
I
don't
believe
so,
so
no
one
else
currently
has
their
hands
up.
You
know
we
yeah
it's
we're
nearing
that
time,
but
if
anyone
has
any
questions
or
comments
feel
free
to
raise
your
hand
or
type
in
the
chat,
I
know
the
chat
is
being
utilized
has
been
being
utilized
greatly
during
this
meeting
and
it
will
be
taken
a
reminder
that
it
will
be
taken
as
an
faq
and
to
sort
of
refer
to.
A
And
I
do
want
to
give
voice
to
a
comment
earlier
in
the
chat
that
I
saw,
and
that
was
someone
who
said:
how
can
we
help
have
teachers
and
students
working
better
together
remotely
and
they
put
on
the
comment
that
some
high
school
teachers
are
telling
students
don't
bother
to
come
back
into
the
class
when
when
hybrid
starts-
and
I
was
surprised
by
that-
and
I
was
saddened
by
that-
I
hope
it
is
not
widespread
and
I
hope
some
of
our
bsac
colleagues
can
enlighten
the
superintendent
about
that.
In
particular.
A
C
No
definitely,
it
definitely
will
be.
I
think
that,
yes,
our
be
our
be
sac
president
and
vice
president
will
be
will
be
on
it
with
staff.
I
will
say
that
I
do
echo
those
comments
and
it's
and
you
know,
since,
since
we're
nearing
the
end
of
the
time,
I
want
to
say
a
huge
thank
you
to
bsac
members
for
coming
and
sharing
your
opinions.
I
know
it's
hard,
it's
hard
to
just
be
a
student
during
this
time.
C
It
really
really
is-
and
you
know
just
just
today
and
over
the
past
several
days
to
sort
of
echo
the
the
comment
you
addressed.
Mr
o'neal,
I
personally
have
been
told
by
you
know
a
teacher.
You
know
like
don't
bother
speaking
to
me
unless
you
did
your
homework
and
you
know
like
it's,
it's
really
tough
times.
It's
really
tough
times.
You
know
dude.
Do
I
go
to
this
listening
session,
where
I'm,
where
I
feel
like?
C
I
have
an
impact
on
my
community
or
do
I
sort
of
have
to
buckle
down
and
do
homework,
so
my
teacher
doesn't
feel
like
ostracizing
me
in
class.
So
you
know
I
just
I
do
want
to
be
mindful
that
this
is
not
a
regular
b
sac
day.
Yet
almost
a
majority
of
b
sac,
a
majority
of
b
sac
made
time
to
come
to
this
listening
session,
to
offer
their
comments
and
their
questions
on
our
potential
goals
and
guardrails.
C
A
I
echo
what
you're
saying
mr
james
and
you
know
I've.
Always
I've
always
enjoyed
it
when
I
meet
with
bisak,
because
you
learn
as
much
as
you
give,
and
I
know
our
fellow
members
who
are
on
the
call
today
of
listening
and
learning
as
well
we're
going
to
ask
this
final
question,
but
I
also
want
to
make
sure
to
give
space
for
the
superintendent
and
it
can
be
now
or
it
could
be
in
a
couple
of
minutes
if
she
wants
to
think
about
it.
A
I
want
to
make
sure
the
superintendent
has
a
chance
to
give
some
thoughts
and
reflections
on
what
she's
heard
today.
I
know
she
speaks
with
visak
on
a
regular
basis,
but
she's
listening
to
these
sessions,
because
this
is
a
joint
effort.
This
is
the
eight
of
us
on
the
school
committee
plus
the
superintendent,
doing
this
work
around
our
goals
and
guardrails
and
then
ultimately
asking
people.
What's
the
one
thing
you're
willing
to
commit
to
that
will
support
the
success
of
our
students
in
boston,
public
schools
and
that's
you
know,
that's
nice.
A
As
you
are
as
you're
thinking,
my
god,
I'm
not
having
my
senior
year.
You
know
I've
been
12
12
years
in
bps
and
now
my
senior
year,
I
don't
get
to
be
in
the
classroom
and
should
I
be
applying
to
college,
you
know
the
feedback
we
were
getting
from.
All
of
you
about
counselors
was
so
important
to
hear-
and
rest
assured,
mr
james
has
been
talking
to
us
about
that
publicly,
but
also
privately,
to
make
sure
we
get
that
feedback.
A
O
Well,
thank
you,
mr
james
and
mr
o'neal,
for
hosting
this
meeting
today.
I've
been
to,
I
think
this
is
the
third
one
that
we've
held,
and
we
have
several
more
to
look
at
these
five
goals.
They
come
out
from
our
larger
strategic
plan,
and
so
I
wanted
to
make
sure
that
all
of
you
had
a
copy
of
that.
I
put
it
in
the
chat.
O
O
Take
up
and
to
listen
to
like
social,
emotional
learning
and
making
sure
that
you
know
you
all
are
getting
the
resources
you
need
for
mental
health
services
and
for
arts,
programming
and
athletic
programming,
and
all
the
other
things
that
you've
told
me
are
really
important
to
you
and
so
just
know
that
that's
part
of
a
broader
strategic
plan.
So
I
just
want
to
thank
you
all
for
being
here
today.
Continuing
to
take
this
work,
really
serious
about
our
direction
and
the
vision
of
our
district
and
providing
really
substantive
and
good
feedback
to
us.
O
As
we
begin
to
think
about
the
direction
and
how
we
align
that
to
the
budget
into
the
goals
we
hold
ourselves
accountable.
For.
So
you
know
I
meet
with
you
once
a
month
soon
to
be
twice
a
month
and
thank
all
of
you
for
your
incredible
feedback
that
you
give
me
a
superintendent
and
just
the
operational
matters
of
the
school
district
and
not
just
the
vision.
So
very
appreciative
to
all
of
you
for
taking
your
time
tonight
or
this
afternoon.
A
Thank
you,
superintendent,
and
I
have
to
call
out
you
know.
I
said
to
folks,
if
you
want
to
put
something
in
the
chat
about,
what's
the
one
thing
you're
willing
to
commit
to
and
katie,
I
have
to
call
you
out,
I
think
it's
beautiful
what
you
wrote.
You
said
I
commit
to
continuing
to
engage
students
in
our
district's
work.
I
hope
to
keep
telling
my
fellow
peers
that
they
can
be
heard
and
explain
to
them.
C
Yeah,
I've
gotten
a
little
bit
emotional
during
this
meeting
and
I've
been
quite
emotional
lately.
You
know,
as
my
term
comes
to
a
close,
and
you
know
just
working
on
this
very
emotional
and
this
really
important
work.
I
just
want
to
again
echo
my
thank
you
to
my
bsac
colleagues
for
being
here
and
for
showing
up
in
this
space
and
just
really
just
bringing
your
voices
to
the
table
and
and
not
just
your
voices,
but
using
your
voices
to
push
for
impact
and
translation
of
your
ideas
into
actual
action
steps.
C
So
thank
you.
Thank
you
for
that.
I
know
the
tireless
work
that
we
all
put
in,
and
it's
just
it's
amazing.
You
guys
made
me
feel
safe
and
loved,
as
I
put
in
the
chat-
and
I
really
appreciate
you
all
and
then
to
the
panelists
as
well.
You
know
to
everyone
here
for
just
putting
pulling
this
together
and
making
sure
that
we
can,
you
know,
really
go
out
into
our
communities
and
ask
them.
C
What
do
you
think
about
this
and
you
know
really
be
able
to
have
that,
build
that
you
know
that
sort
of
personal
relationship
and
really
hear
what
communities
have
to
say
and
then
to
our
phenomenal
interpreters
for
being
here
today.
Thank
you.
Thank
you.
Thank
you.
You
know
julia
city,
counselor
julia
mejia.
You
know
everyone
knows
that
I've
been
working
with
her
these
past
two
months
and
you
know
when
she
says
and
when
I
say
and
when
we
say
all
means
all
we're
really.
C
You
know
we're
really
talking
about
being
inclusive
and
that
means
breaking
down
language
barriers.
So
I
just
do
want
to
say
thank
you
so
much
to
the
interpreters
into
the
district
for
getting
these
interpreters.
I
think
you
know
just
to
see
so
much.
Language
access
is
absolutely
phenomenal
and,
with
that
being
said,
I'd
like
to
just
end
by
saying
that
if
anyone
has
anything
else
to
share,
there
is
a
feedback
form
that
I
believe
someone
will
be
putting
in
the
chat.
C
A
Great,
and
and
thank
you,
mr
james,
as
always,
it
was
a
pleasure
to
do
this
with
you
to
co-host
this
with
you,
and
these
have
been
valuable,
getting
the
feedback.
So
thank
you
all,
and
we
look
forward
to
your
continued
participation
as
the
school
committee
moves
forward
and
thinking
through
our
goals
and
guardrails
and
now
starting
to
add
metrics
to
it
thanks.
Everyone
have
a
great
day.