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From YouTube: Boston School Committee Meeting 8-30-23
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
A
C
A
Thank
you,
Miss
Sullivan.
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
to
discuss
strategy
with
respect
to
the
Tidwell
report
as
it
relates
to
pending
or
threatened
litigation
to
have
this
discussion
in
an
open
meeting
could
have
a
detrimental
effect
on
the
committee's
litigating
position.
The
committee
will
return
to
public
section
at
6
PM.
Is
there
a
motion.
A
A
Good
evening,
everyone
welcome
to
the
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
to
discuss
strategy
with
respect
to
the
Tidwell
report
as
it
relates
to
pending
or
threatening
litigation.
To
have
this
discussion
in
an
open
meeting
could
have
a
detrimental
effect
on
the
committee's
litigating
position.
Attorney
Tidwell
will
publicly
present
her
findings
in
just
a
few
minutes.
Tonight's
session
is
being
shared,
live
on
Zoom.
It
will
be
rebroadcast
on
Boston,
City,
TV
and
post
it
on
the
school
committee's
webpage
and
on
YouTube.
A
The
recording
will
be
available
in
all
of
the
BPS
languages.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
August
30,
meaning
link.
The
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cavavariano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen.
To
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you.
Everyone
who
signed
up
for
public
comment
sign
up
for
public
comment
close
today
at
4,
30
PM.
Please
make
sure
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
A
modest,
extend
a
warm
welcome
to
our
new
school
Committee
Member
Chantel
Lima
Barosa
Miss
Lima
Barosa
is
the
daughter
of
pebblevarian
immigrants.
She
was
born
in
Boston
and
raised
in
Cape
Verde
in
2010
Mima
peroza
returned
to
Boston
attending
the
Jeremiah
Ebert
High
School,
where
she
graduated
as
valedictorian
in
2012..
She
went
on
to
graduate
with
a
graduate
with
a
Bachelor
of
Science
in
political
science
in
2016
and
a
masters
of
higher
education
and
administration
in
2018
from
the
University
of
Massachusetts
Amherst.
A
Formerly
served
as
liaison
to
the
door
to
the
Dorchester
and
Cape
Verdean
communities
in
the
city's
office
of
Neighborhood
Services.
She
was
a
crucial
resource
for
residents
learning
to
navigate
city
services
throughout
the
covid-19
pandemic.
She
also
served
as
liaison
to
the
city
council
and
the
office
of
intergovernmental
relations.
She
currently
serves
as
director
of
recruitment
for
duet,
a
higher
education,
coaching,
non-profit,
Miss,
Lima
peroza
was
sworn
in
by
mayor
Wu
last
Friday,
and
we're
delighted
to
welcome
her
to
her
first
school
committee
meeting.
Would
you
like
to
say
a
few
words
missing.
E
Thank
you,
chair
Robinson
and
my
colleagues
committee
members
and,
of
course,
families
Community
Advocates
that
are
here
I'm
super
excited
to
serve
on
this
honorable
board,
I'm
looking
forward
to
meet
the
other
committee
members
individually.
Of
course,
Community
Advocates
are
always
here
cheering
on
and
holding
the
the
district
accountable.
Please
count
on
me
as
a
partner
has
a
listener
and
I'm
happy
that
we're
returning
for
an
in-person
meeting,
so
we
can
actually
see
each
other
in
person.
So
thank
you
so
much
chair
and
the
rest
of.
A
Y'all
again,
thank
you
and
we
are
very
excited
to
have.
You
join
us
as
we
work
to
increase
opportunities
and
improve
outcomes
for
our
students,
we'll
move
on
to
the
approval
of
minutes.
At
this
time,
I
would
like
to
entertain
a
motion
to
approve
the
minutes
of
the
June
21st
2023
and
July
26
2023
school
committee
meeting
as
presented.
Is
there
a
motion.
A
C
G
C
I
I'm
joined
tonight
by
my
colleague,
Jackie
varroja,
and
she
will
share
her
screen,
hopefully
so
that
we
can
just
walk
through
quickly
a
summary
of
our
report,
and
we
do
note
that
the
report
and
the
slides
that
we're
using
will
be
released
publicly.
So
we
won't
spend
too
much
time
going
through
each
because
we
understand
that
everyone
will
have
access
to
them
shortly.
Okay,
so
you
can
go
to
the
next
slide
chalky,
so
the
I'm
Natasha
Tidwell.
I
This
is
Jackie
barrosia,
we're
both
at
the
law
firm
mints
in
Boston,
and
thank
you
for
making
time
for
us
tonight.
Madam
chair
school
committee
and
superintendent
Skipper.
You
can
go
to
the
next
Slide
John.
I
So
back
in
August
of
2022
BPS
received
an
internal
memorandum
from
an
employee
addressed
to
Acting
Superintendent
eccleson,
an
incoming
superintendent,
Skipper,
notifying
them
of
concerns
related
to
an
increase
in
the
number
of
BPS
senior
administrators
of
color
being
investigated
and
or
placed
on
paid
administrative
leave.
The
school
department
identified
an
external
investigator
and
I
was
tasked
with
conducting
this
review
beginning
in
the
fall
of
2022.
We
started
to
compile
the
data
that
we
needed
for
this
review.
I
This
entire
process
took
longer
than
anyone
anticipated
at
the
beginning
for
a
number
of
reasons,
one
being
that
the
the
data
that
we
needed
to
conduct
the
review
was
not
readily
available.
It
wasn't
all
in.
There
was
no
Central
repository
for
all
of
this
information.
We
had
to
go
for
to
different
sources
within
BPS,
to
get
the
information
and
to
keep
sort
of
fine
tuning
and
revising
our
request
and
expanding
our
requests
in
some
instances
to
get
to
the
heart
of
the
concerns
raised
by
the
employee.
I
The
result
there
were
also
scheduling
concerns
both
mine
and
and
others,
but
eventually
we
did
get
all
of
the
data
that
we
needed
and
we
began
in
the
spring
of
2023
to
conduct
interviews
with
internal
and
external
stakeholders,
including
former
and
current
BPS
employees
and
and
other
members
of
the
community,
including
some
members
of
the
school
committee
and
superintendent
Skipper
and
then
finally,
towards
the
end
of
the
school
year.
I
We
had
a
final
report
done,
but
obviously
that
required
additional
time
to
make
sure
that
we
didn't
have
any
factual
misstatements
within
the
report
that
it
was
our
recommendations
and
our
observation
observations
were
clear
to
the
reader
and
anything
that
we
needed
to
expand
upon
or
explain
further,
and
so
we've
done
that
now
and
now
the
report
is
ready
for
release
next
slide.
Please
Jackie.
I
So
to
summarize,
the
internal
complaint
that
was
received
a
BPS
employee
notif
noticed
that
within
the
previous
10
months,
which
essentially
were
the
school
year
2021
through
2022
that
there
that
BPS
had
placed
a
significant
number
of
senior
administrators
of
color,
mainly
black
men
and
women,
on
on
paid
administrative
leave
and
I've
gotten.
The
note
in
the
chat
to
slow
down
so
I
will
do
that
for
the
interpreters.
I
So
there
were
a
significant
number
of
senior
administrators
of
color,
mainly
black
men
and
women
were
put
on
paid
administrative
leave.
The
internal
complaint,
the
employee
requested
that
BPS
retain
an
external
investigator
to
conduct
a
review
to
determine
whether
there
were
historical
patterns
of
implicit
bias
or
racial
discrimination
in
bps's
investigation
and
disciplinary
processes.
So
the
request
was
that
BPS
conduct
a
review
of
its
data
to
determine
over
a
period
to
determine
whether
or
not
such
disparities
existed.
I
Although
the
the
internal
complaint
identified
or
was
spurred,
it
appears
by
what
had
occurred
within
the
2021-2022
school
year
in
consultation
with
BPS
and
based
on
the
request
for
a
review
of
practices.
Over
a
period
of
time,
we
determined
that
it
was
appropriate
both
to
have
a
data
set.
That
might
be
sizable
enough
to
conduct
an
analysis
to
expand
the
period
of
review
to
include
the
2020
to
2021
school
year,
as
well
as
the
2019
to
2020
school
year.
I
So
we
would
have
three
years
of
data
to
work
with
which
essentially
those
years
are
the
entirety
of
the
casillius
administration
and
the.
Although
the
complaint
identified
senior
administrators
of
color
as
the
the
population
of
employees
that
were
most
impacted
by
BPS
decision
making
around
paid
Administration
of
leave
and
investigations,
there
is
no
senior
administrator
position
within
BPS.
I
So
one
of
our
tasks
was
to
try
to
from
the
available
employees
and
descriptions
and
roles
within
BPS
identify
who
could
fairly
be
characterized
within
the
senior
administrator
role,
and
so
we
excluded
most,
if
not
all,
of
the
collectively
bargained
employees,
such
as
teachers
and
custodians
across
BPS,
and
really
concentrated
upon
people
who
were
in
policy
and
decision-making
roles,
both
at
the
school
level
or
within
the
bowling
municipal
building,
so
central
office,
managerial
employees
and
school
leaders,
which
included
principals
as
well
as
school
leaders.
I
Next
slide,
please,
before
we
get
into
what
the
data
revealed.
I
thought
it
would
be
helpful
just
to
take
a
step
back
and
talk
about
and
provide
an
overview
of
the
investigation
and
disciplinary
process
generally,
which
is
helpful
to
in
understanding
sort
of
how
we
broke
up
the
numbers
and
what
we
were
able
to
glean
from
the
data
that
we
received
so
misconduct.
I
Complaints
are
generally
referred
to
one
of
two
BPS
departments:
either
the
office
of
equity
or
the
office
of
Labor
Relations
Equity
handles
allegations
of
bias
based
and
discriminatory
conduct
along
with
sexual
harassment
and
similar
misconduct.
The
office
of
Labor
Relations
handles
all
other
allegations
if
a
preliminary
investigation
after
a
complaint
is
received,
suggests
that
the
conduct
alleged
would
constitute
a
violation
of
BPS
policy,
the
district
normally
proceeds
with
an
investigation
at
that
time.
I
I
The
paid
administrative
lead
determination
whether
the
complaint
is
referred
to
equity
or
to
the
office
of
Labor
Relations
usually
involves
the
weighing
of
several
criteria,
and
one
of
the
things
that
we
observed
is
that
these
criteria
are
not
reduced
to
writing.
They
are
not
contained
in
any
of
the
superintendent
circulars,
but
both
olr
and
Equity
appear
to
be
operating
for
main,
pretty
similar
criteria,
although
there
are
some
modest
variations
and
these
criteria
include
safety
concerns.
I
So
if
a
complaint
or
the
allegation
involves
danger
to
a
child
or
some
safety
concern
around
a
student
or
employee,
then
the
employee
will
be
placed
on
paid
administrative
leave.
I
If
the
conduct
alleged
involves
a
pattern
of
behavior,
you
know,
in
other
words,
if
the
employee
has
alleged,
is
alleged
to
have
engaged
in
these
kinds
of
Co
in
this
kind
of
conduct
previously
or
if
maintaining
the
employee
in
their
position
would
jeopardize
the
Integrity
of
the
investigation
than
a
paid
administrative
leave,
recommendation
or
determination
is
made,
and,
lastly,
the
decision
maker
or
the
administrator
who's
handling,
the
initial
complaint
will
assess
the
egregiousness
of
the
conduct
alleged.
So
we
you
know
just
depending
on
the
face
of
it.
I
There
is
for
employees,
there's
real
concern
and
stress
around
being
placed
on
paid
administrative
leave,
particularly
even
though
they
are
being
paid
while
they're
gone
the
stigma
associated
with
it
or
sort
of
the
associated
suspicion
associated
with
it.
It's
hard
to
to
get
out
from
under
that
cloud,
especially
when
you
return
to
work.
I
People
always
sort
of
recall
that
you
were
placed
out
for
this
period
of
time,
and
if
the
investigation
is
extends
over
over
a
protracted
period,
then
you
can
be
the
the
employee
can
be
out
for
a
significant
period
of
time,
which
only
adds
to
the
the
stress
that
they
might
be
experiencing
next
slide.
Please
chunky!
I
So,
oh
the
office
of
human
capital
is
the
ultimate
decision
maker
in
terms
of
paid
administrative
leave
determinations.
Although
ohc
the
office
of
human
capital
gets
the
recommendation
from
olr
and
from
equity
and
usually
accepts
the
recommendation,
depending
on
the
nature
of
the
allegation,
the
district
may
elect
to
conduct
the
investigation
internally
internally
or
retain
an
external
investigator.
If
the
allegations
are
substantiated,
the
district
will
then
determine
what,
if
any
discipline
is
necessary,
discipline
can
range
from
an
oral
warning
up
to
termination
where
the
severity
of
the
misconduct
warrants
a
suspension
or
termination.
I
Next
slide,
please
chunky.
So
now
we'll
go
into
to
the
findings
themselves.
I
do
want
to
say
before
we
do
that
that,
in
in
sometime
in
the
fall
of
2022,
we
learned
of
a
separate
yet
somewhat
similar
in
some
respects,
concern
that
was
raised
by
community
members,
external
non-dps
employees,
some
former,
but
people
who
are
community
members
who
are
involved
and
concerned
about
what
was
happening
at
BPS.
I
Their
concerns
may
or
may
not
have
been
prompted
by
the
same
pattern
or
series
of
personnel
decisions
that
prompted
the
internal
complaint,
but
it
was
a
separate
complaint
that
was
received
and
it
concerned-
and
it
was
a
little
broader
than
the
one
that
led
to
the
retention
of
my
firm
to
conduct
the
review
that
I'm
explaining
here
that
external
complaint
concerned.
The
investigatory
meeting
process
and
I
think
the
allegation
was
that
it
was
being
used
disproportionately
and
weaponized
against
employees
of
color.
I
It
included
termination
decisions,
the
role
of
hearing
officers
and
individual
investigations
and
the
merits
of
some
recent
investigations.
I
The
exclusion
of
the
concerns
raised
in
that
complaint
should
not
be
interpreted
to
to
mean
that
they
were
deemed
insignificant
or
that
they
they
somehow
did
not
player
were
not
sort
of
woven
in
or
sort
of
thought
about
or
thought
through.
As
we
conducted
this
review,
we
understand
that
superintendent
Skipper
has
engaged
these
external
community
members
to
try
and
provide
Clarity
And
to
clarify
some
of
the
misperceptions
and
the
misunderstanding
about
the
scope
of
our
review.
I
I
So
going
into
the
summary
of
the
findings
here,
based
on
the
data
we
received,
if
you
average
across
a
three-year
period,
there
are
246
BPS
employees
identified
as
central
office
managers
or
School
leaders,
so
that
was
our
Target
population
of
these.
According
to
the
available
data,
slightly
more
than
half
or
53.6
percent
identified
as
people
of
color.
I
Within
the
report,
we
break
out
how
the
the
demographics,
across
each
of
the
school
years,
we
reviewed
so
how
many?
What
what
percentage
of
the
the
target
population
were
people
of
color
in
each
of
the
school
years
under
this
review,
what
we
will
provide
and
what
we
didn't
provide
initially,
but
we
will
is
a
breakdown
of
the
investigations
within
those
three-year
periods.
So
what
we
have
is
the
collection
of
the
entirety
of
the
investigations
conducted
in
that
three-year
period.
I
We
will
supplement
with
a
breakdown
of
Investigations
by
school
year
for
each
of
the
school
years
that
we
reviewed
and
we'll
provide
that
to
the
committee
So
within
the
three-year
period.
The
three
years
under
review
DPS
investigated
37
members
of
the
target
population
during
the
review
period
of
those
30
in
those
37
investigations,
15
employees
replaced
on
paid
administrative
leave
pending
the
investigation's
outcome.
I
I
I
One
of
these
eight
investigations
involved
an
employee
who
have
been
placed
on
paid
administrative
leave
pending
the
outcome
of
the
investigation,
so
of
the
the
number
of
employees
paced
placed
on
paid
administrative
leave,
only
one
was
placed
on
paid
administrative
leave
and
had
their
investigation
result
in
a
finding
and
an
unsubstantiated
finding
in
the
remaining
27
investigations,
where
the
the
misconduct
was
sustained
or
the
findings
were
sustained.
I
The
discipline
ranged
from
remedial
training
up
through
termination,
and
the
report
itself
contains
a
breakdown
by
race
and
by
type
of
misconduct,
alleged
of
the
disciplinary
outcome
for
each
of
those
investigations
of
those
27
investigations
where
there
was
a
finding.
I
We
were
unable
to
draw
a
reliable
conclusion
as
to
whether
and
to
what
extent
race
factored
into
the
paid
administrative
leave,
determinations
or
the
disciplinary
outcomes,
but
we
were
still
able
to
make
some
observations
and
recommendation
recommendations
based
on
the
data
that
we
did
review
next
slide.
Please
jockey.
I
The
table
here
breaks
down
the
37
misconduct
investigations
involving
the
target
population
of
employees,
so
the
total
number
is
37
to
the
far
left.
You
have
the
race
of
the
employee,
who
was
involved,
who
is
the
subject
of
the
investigation,
along
with
to
the
right
whether
leave
was
determined,
appropriate
or
leave,
was
determined
inappropriate
so
of
the
37
investigations.
I
15
resulted
in
a
paid
administrative
leave,
determination
within
that
of
the
of
that
15
eight
involved
employees
of
color
and
seven
involved
white
employees
move
it
next
slide.
Please
chunky,
as
I
mentioned
before,
complaints
and
investigations
are
referred
to
one
of
two
BPS
departments,
either
Equity
or
the
office
of
Labor
Relations
for
the
10
investigations
that
were
referred
to
equity.
I
This
table
provides
the
misconduct
type
that
was
alleged
the
race
of
the
employee
or
employees,
who
were
the
subject
of
a
complaint
of
that
an
investigation
of
that
type,
along
with
the
leave
determination
that
was
made
in
those
particular
instances.
So,
as
you
will
see,
as
you
see
here,
Equity
investigated
10
complaints
within
the
review
period
and
place
two
employees
on
paid
administrative
leave.
Both
of
those
employees
were
right.
I
The
remaining
27
investigations
were
handled
by
olr,
and
this
table
reflects
the
type
of
misconduct
that
was
alleged
along
with
the
race
of
the
the
subject,
employee
or
employees,
and
the
leave
determination,
and
so
for
the
27
investigations
handled
by
olr,
14
and
14
investigations.
The
employee
was
not
placed
on
paid
administrative
leave
and
in
13
of
the
investigations
the
employee
was
placed
on
a
term
on
paid
administrative
leave
within
that
13.
I
I
We
requested
data
as
to
some
information
as
to
the
subject
matter
or
the
the
gist
of
the
concern
raised,
that
the
failure
to
follow
protocols,
procedures
or
policies
addressed,
and
so
this
table
breaks
out
or
attempts
to
provide
some
context
or
some
additional
information
about
the
the
conduct
alleged
in
the
failure
to
follow
policies
finding
or
investigation
that
was
conducted.
I
But
one
of
the
recommendations
that
we
make
in
based
on
this
observation
and
others
is
that
the
district
create
or
Implement
a
process
for
robust
auditing
and
inspection
of
clusters
or
or
of
its
complaint
investigation
and
disciplinary
data,
so
that
clusters
like
this
can
be
identified
and
the
district
can
work
to
identify
any
potentially
problematic
practices
or
trends
that
lead
to
something
where
you
have
this.
This
percentage
or
this
chunk
of
employee
this
cluster
of
employees,
it
only
being
people
of
color
who
haven't
been
investigated
for
this
type
of
misconduct.
I
I
So
of
the
the
key
observations,
some
of
which
I
discussed
previously
BPS
employs
informal,
varied
and
Unwritten
criteria
for
paid
administrative
leave,
determinations
the
office
of
Labor,
Relations
Place,
more
employees
of
color
on
paid
administrative
leave
than
the
office
of
equity,
but
olr
handled
nearly
three
times
more
three
times
as
many
investigations
as
the
office
of
equity
and
the
types
of
misconduct,
as
we
saw
in
the
previous
table,
that
olr
investigates
is
broader
than
the
types
of
misconduct
that
the
office
of
equity
investigates.
I
As
we
just
noted,
all
five
of
olr's
Investigations
of
alleged
procurement
policy
violations
are
other
Financial
improprieties
involve
people
of
color.
And
finally,
while
the
outcomes
varied
across
BPS,
the
office
of
equity
was
more
likely
to
impose
remedial
training
as
a
disciplinary
measure
than
olr,
but
again
we're
it's.
It's
not
Apples
to
Apples,
because
olr
is
handling
a
different
category
or
or
subset
of
misconduct
allegations.
I
So
we
identified
that
there
were
37
investigations
within
the
involving
senior
administrators
of
color
within
our
three-year
review
period.
We
initially
asked
for
who
did
the
the
the
population
of
people
placed
on
paid
administrative
leave
from
within
the
senior
administrators
of
color
or
the
senior
administrators
across
BPS.
I
We
observed
that
there
were
four
employees
who
were
placed
on
paid
administrative
leave
pending
dismissal
for
performance
related
concerns
for
poor
performance.
Essentially,
these
were
not
investigations.
The
performance
evaluation
process
is
not
connected
to
the
investigations
process,
however,
because
these
employees
were
paid
put
on
paid
administrative
leave,
their
those
leave.
I
Decisions
were
contained
within
our
data
set,
and
what
we
observed
in
these
four
employees
who
were
placed
on
paid
administrative
leave
pending
dismissal
for
performance
is
that
they
were
all
people
of
color
and,
as
you
can
see
from
the
chart,
two
of
these
employees
were
dismissed.
One
resigned
in
lieu
of
termination
and
the
other
was
reinstated
to
a
a
different
position
within
BPS,
but
again
as
part
of
one
of
our
recommendations
and
we'll
get
to
that
on.
I
The
next
slide
is
around
auditing
and
review
of
complaint
and
investigations
and
disciplinary
data
periodically,
so
that
if
there
are
Trends
or
clusters
of
employees,
seemingly
similarly
situated,
who
are
the
only
ones
who
are
who
appear
to
be
to
fall
within
or
to
be
investigated
or
dismissed
for
a
category
of
misconduct,
then
that
would
warrant
further
examination
by
the
district
to
determine
whether
or
not
there
is
some
prob
some
potential
bias
or
other
impropriety
that
might
be
involved
in
the
decision
making
next
slide.
I
Junkie
and
finally,
as
I've
said,
the
recommendations
are
also
contained
in
the
report.
We
recommend
that
the
district
establish
and
Implement
Implement
and
publish
the
criteria
it
relies
upon
for
paid
administrative
leave
determinations
and
that
the
district
incorporate
those
criteria
into
its
notification
to
employees.
That
they've
been
placed
on
paid
administrative
leave
and
within
that
notification
identify
the
factor
or
factors
that
were
relied
upon
in
determining
that
paid
administrative
leave
was
appropriate.
I
As
I
said
at
the
beginning,
the
getting
the
data
for
this
review
required
BPS
to
look
into
multiple
data
streams
and
within
different
departments
it.
I
You
know,
we
recommend
that
it
be
collected
in
one
place
for
for
ease
of
historical
review
and,
most
importantly,
leading
to
the
final
recommendation
so
that
there
can
be
some
protocol
for
robust
auditing
of
BPS
investigation
and
disciplinary
processes
to
identify
and
respond
to
Trends
and
potentially
problematic
patterns
in
real
time
and
not
in
a
historical
sort
of
backwards
or
backward
looking
process,
as
was
conducted
here.
I
That
concludes
the
summary
of
our
review,
as
I
mentioned
before,
we
will
be
supplementing
it
with
a
breakdown
of
the
complaint
data
by
school
year,
instead
of
where
in
the
report
is
broken.
It's
all
three
years
collected
together,
I
want
to
thank
BPS,
the
in
internal,
the
employees
who
met
with
us
the
people
who
helped
us
to
gather
the
data
we
needed
for
this
review.
I
The
office
of
the
legal
advisor
the
superintendent
school
school
committee
members,
who
we
met
with,
who
helped
us
to
not
only
fine-tune
our
work
but
to
to
identify
additional
people
that
we
should
talk
to
as
part
of
this
review
and
I
want
to
thank
the
community
members
who
share
their
their
concerns,
their
opinions,
their
views
as
to
our
work.
They
you
know
it
was
their
input,
was
beneficial
in
helping
us
to
fine-tune
and
craft
our
our
data
recommendation
or
our
data
requests
and
and
the
questions
that
we
ask.
I
So
we
appreciate
their
concern,
their
input
and
and
and
and
their
participation
in
this
process,
and
with
that
we
will
conclude.
Thank
you
very
much.
Thank.
A
K
The
district
has
started
the
process
of
revising
the
current
superintendent
circular
and
discipline
to
clearly
Define
the
factors
considered
when
the
determination
is
made
on
when
to
place
an
employee
on
paid
administrative
leave.
The
district
will
issue
the
revised
circular
upon
completion
of
all
to
all
employees,
including
the
district
Union
unionized
Workforce.
J
K
A
A
To
have
this
discussion
in
public
could
have
a
detrimental
effect
on
the
committee's
litigation
position.
For
that
reason,
I
will
not
be
opening
it
up
to
members
questions.
At
this
time.
Members
had
the
opportunity
to
ask
questions
and
discuss
the
report
in
the
executive
session.
The
full
report
not
redacted,
along
with
tonight's
presentations,
is
available
on
the
VPS
website.
A
Thank
you
again
to
attorney
Tidwell
and
to
miss
Canty
and
Mr
Hassan
for
their
presentations.
We'll
now
move
on
to
the
superintendent's
report.
The
superintendent's
report
is
going
to
be
a
long
one
tonight
because
it
covers
a
lot
of
information
on
back
to
school.
I'm
only
going
to
do
one
round
of
questions
from
Members.
As
a
reminder,
the
superintendent
did
offer
briefings
in
advance
of
tonight's
meeting
to
go
over
more
in
depth
on
these
topics.
Many
members
took
advantage
of
that
time.
L
Thank
you.
Thank
you,
chair,
Robinson
and
good
evening
to
everyone.
It
is
a
lengthy
report
and
I
will
try
to
speak
slowly
for
our
interpreters.
I
want
to
begin
by
thanking
attorney,
Tidwell
and
and
her
firm
for
her
work
over
the
past
year.
Well,
I
understand
that
this
investigation
longer
than
we
had
initially
anticipated.
It
was
critical
that
attorney
Tidwell
had
a
comprehensive
and
accurate
data
set
to
conduct
her
analysis.
L
Collecting
the
correct
data
took
longer
than
expected
because
it
was
not
always
stored
in
the
same
place.
This
is
something
that
the
district
has
already
begun
to
improve
so
going
forward.
All
investigatory
and
disciplinary
data
can
be
easily
called
for
review.
It
was
also
important
that
we
had
an
outside
attorney.
L
L
Attorney
Tidwell
did,
however,
identify
areas
within
our
Personnel
processes
that
warrant
additional
scrutiny,
including
the
ratios
of
diverse
and
non-diverse
employees,
or
dismissed
for
performance
investigated
for
violations
of
our
financial
and
procurement
policies.
During
this
time,
frame
attorney
Tidwell
also
identified
areas
for
our
district
to
increase
transparency,
ensure
consistency
and
begin
self-auditing
for
bias,
which
included
her
recommendations
to
one
develop
a
clear
written
criteria
for
a
paid
administrative
leave
to
to
improve
our
personal
action.
Data
Tracking
and
three
to
conduct
periodic
self-audits
for
bias
as
superintendent
I.
L
The
district
has
also
heard
and
I
have
also
heard
similar
concerns
brought
by
a
group
of
former
BPS
leaders
of
color
regarding
the
use
of
investigatory
meetings
in
response
to
these
concerns,
the
district
will
do
a
few
things.
One
improve
tracking
systems
for
investigatory
meetings,
two
provide
all
employees
who
are
subject
to
disciplinary
action
with
information
and
a
link
to
the
BPS
disciplinary
circular,
so
that
they
can
familiarize
themselves
with
the
disciplinary
process
and
be
available
to
answer
questions
and
three
notify
any
managerial
employee.
L
L
So
I'm
going
to
begin
a
bit
on
on
safety,
as
you
may
have
seen
in
the
meteor,
there
have
been
many
incidents
involving
young
people
in
violence
in
the
community.
As
a
district,
we
understand
that
our
young
people
need
to
be
seen
heard
and
most
important
supported
in
response
to
the
things
we
are
seeing.
We
are
making
Investments
as
a
district
that
will
help
us
to
better
respond
and
support
what
we
are
seeing
with
our
young
people.
L
L
That's
why
I'm
happy
to
say
that
we're
fully
staffed
with
our
school
safety
specialists-
and
we
have
our
Community
Connection
coordinators
that
are
also
fully
staffed
and
this
year
will
help
to
really
build
relationships
with
our
young
people
and
help
connect
them
to
resources
both
inside
and
outside
of
the
school.
We
have
restorative
justice.
Specialists
in
our
networks
will
help
to
build
a
culture
and
a
climate
that
is
accepting
and
loving
when
something
happens
that
causes
harm
or
has
consequences.
L
L
You
know
the
power
of
building
relationships
with
our
students
and
how
important
it
is
for
our
students
to
know
that
they
have
a
trusted
adult
in
the
building
that
they
can
go
to.
Who
will
help
them?
L
L
We
need
to
see
our
young
people
in
school
every
day
and
are
committed
to
working
with
our
families
and
our
students
to
remove
any
barriers
to
them
coming
to
school,
regularly,
I'm
going
to
switch
to
our
facilities
and
what
we're
calling
our
facilities
condition
assessment.
This
is
a
much
anticipated
body
of
work.
That's
going
to
be
rolled
out.
This
fall
for
the
past
two
years.
The
BPS
Operations
Division
has
been
working
on
the
FCA
or
what
we
call
the
facilities
condition
assessment.
L
L
L
The
first
of
these
will
be
an
open
house
at
the
bowling
building
on
September
16th
from
10
to
2..
Following
those
Community
meetings,
we
will
ask
this
body
to
vote
on
the
decision-making
rubric.
Having
a
clear
policy
adopted
by
our
governing
body
will
have
a
huge
step
toward
predictability,
consistency
and
accelerating
are
a
much
needed
facilities
projects.
L
L
I
also
wanted
to
share
a
quick
update,
while
on
facilities
on
the
proposal
to
build
the
new
stem
campus
for
the
O'brien
at
the
West
Roxbury
educational
complex.
Over
the
summer
we
launched
the
O'brien
and
Boston
Tech
alumni
steering
committee
to
help
guide
planning
around
expanding
programming,
Partnerships
and
Community
engagement.
L
This
group
will
serve
as
a
means
of
accountability
to
make
sure
this
project
truly
takes
advantage
of
the
opportunity
to
finally
deliver
on
the
long
delayed
promise
for
the
O'brien
to
have
its
own
campus,
and
it
will
also
connect
our
students
with
every
opportunity
that
Boston
has
to
offer
in
July
and
August.
We
LED
several
tours
of
the
West
Roxbury
educational,
complex
for
O'brien's
alumni
and
staff
in
her
thoughtful
feedback
and
ideas
for
envisioning.
The
potential
of
that
renovated
space
at
our
next
school
committee.
L
I've
also
shared
online
responses
to
some
of
the
FAQs
and
an
analysis
of
alternative
sites
and
the
limitations
those
sites
may
have
those
are
available
at
boston.gov
forward.
Slash
gnd,
Dash
BPS
we're
looking
forward
to
an
open
house
at
the
rack
later
this
fall
to
continue
the
conversation
with
O'brien
students,
families,
staff,
alumni
and
partners.
L
I
know
there
was
a
lot
of
information
there.
I
tried
to
go
slowly
and
we'll.
We'll
will
have
much
of
that
published
on
our
website
for
anyone
to
go
and
look
at
before
we
dive
into
the
School
Readiness
portion.
I
just
want
to
lift
a
few
bright
spots.
From
the
summer
we
had
a
wonderful
Fifth
Quarter.
We
served
9573
students.
L
This
was
this
was
a
considerable
amount
more
about
2500,
more
students
than
we
did.
Last
year,
our
students
were
able
to
really
use
Boston
as
a
classroom,
whether
it
was
focusing
on
stem
activities
or
getting
their
hands
dirty
with
planting
gardens.
L
You
know,
learning
about
animals
or
making
films
and
music.
Our
fifth
quarter
did
a
wonderful
job,
engaging
our
students
and
connecting
them
to
the
city.
L
We
had
the
August
Leadership
Institute,
which
we
call
Ali,
and
this
was
held
this
year
at
Madison,
Park,
I,
really
I,
love,
Ali
I
always
did
as
a
principal,
because
it's
really
when
our
school
leaders
gather
for
the
first
time
coming
back
and
do
some
really
deep
planning
for
the
upcoming
year.
It's
also
an
opportunity
to
align
our
work
and
learn
from
each
other.
This
year
we
had
wonderful
speakers.
Mayor
Wu
kicked
it
off.
We
also
had
chair
Robinson.
L
We
had
BTU
president
Jessica
tang
and
Secretary
of
Education
Dr
patwyler,
all
of
whom
were
just
terrific
speakers.
L
School
leaders
are
really
excited
and
they're
ready
for
the
school
year
and
you
could
feel
that
tangible
excitement
during
that
Ali.
Lastly,
yesterday
it
was
a
joy
to
be
at
the
countdown
to
kindergarten
at
the
Boston's
children.
Museum
I
missed
it
last
year,
because
I
had
govid
and
as
a
high
school
person,
I
had
never
gone
to
it.
I
kept
hearing,
so
many
amazing
things
and
it
did
not
disappoint.
It
was
just
a
fun
event.
L
You
know
chair,
Robinson
has
done
so
much
to
work
to
make
all
of
this
happen
with
the
museum
and
and
really
just
celebrating
our
young
people
and
families,
our
youngest
Learners
and
families.
We
went
into
many
of
the
children's
activities.
There
was
dancing,
you
know
we
we
passed
out
backpacks
and
the
kids
were
thrilled
to
pick
their
backpack,
all
kinds
of
goodies
and
information.
All
the
teams
were
there
to
provide
important
information
for
families
or
answer
questions.
We
did
Vision
screenings
on-site.
L
It
was
just
a
wonderful
wonderful
evening
and
just
a
big
thank
you
to
chair
Robinson
to
our
early
childhood
office,
both
in
the
city
and
in
the
district
to
Boston
Children's
Hospital
to
the
Boston
Children's
Museum
of
all
cradles
to
crayons
helped
with
all
the
backpack
distribution
in
the
mayor's
office
of
Early.
Childhood
really
helped
to
pull
it
all
together,
so
that
that
was
just
a
lot
of
fun
and
a
wonderful
way
to
celebrate
our
youngest
learners.
L
So
now
to
the
Back
to
School,
Readiness
really
excited
for
the
upcoming
school
year.
I
did
share
a
memo
with
school
committee
members
and
covered
the
topics
more
in
depth,
but
I
did
want
to
just
lift
a
few
key
points.
Up
on
Monday
night
we
hosted
our
back
to
school,
Zoom
community
meeting
Chia
Robinson
was
there
Vice,
chair
O'neill
was
there
and
our
new
school
Committee
Member
Lima
Barbosa
was
there.
Thank
you
for
joining
us.
L
We
had
over
800
families
joined
and
had
just
wonderful
questions
that
I'm
sure
other
people
on
the
zoom
wanted
to
hear.
We
took
we
used
both
the
chat
function
and
we
also
used
our
channels
of
question
and
answer
and
we
were
able
to
do
it
in
so
many
different
languages
that
it
really
the
interpretation,
Services
I
can't
say
enough.
I
was
just
proud
of
the
whole
team
and
how
we
really
worked
to
support
our
families
and
to
give
them
the
most.
L
You
know
the
the
access
to
the
the
information
they
felt
they
most
needed.
At
that
point
it
was
also
having
done
last
year's.
It
was
about
double
the
amount
of
families
so
again
kudos
to
the
also
to
family
and
Community
engagement
team.
They
did
a
great
job
publicizing
and
supporting
it,
just
amazing,
so
I'm
going
to
start
with
Staffing
our
hiring
has
been
strong.
L
This
year
we
have
97
percent
of
our
teachers
hired
or
on
track
to
be
hired
right
now
we
have
about
134
educator
positions
that
were
still
working
to
fill,
but
the
team
is
working
every
day
and
we're
determined
to
fill
them.
Our
safety
service
specialists
are
fully
hired.
As
I
said
earlier.
L
L
We've
also
had
a
very
successful
Food
Service
Fair
522
Food
Service
workers
have
been
hired,
and
this
is
almost
100
more
than
we
had
hired
at
this
time.
Last
year,
Transportation
really
bright
spot
675
bus
monitors,
hired
57
more
in
the
process,
that's
about
200
more
than
we
had
at
this
time.
Last
year,
we're
fully
staffed
with
our
bus
drivers
with
743
active
drivers
ready
to
report,
and
you
know
that's
that's
different
than
last
year
by
almost
100
drivers.
We
also
have
another
group
that
are
in
queue
for
training.
L
I
I
celebrate
this,
particularly
because
of
the
struggles
that
many
of
the
communities
around
us
and
nationally
are
having
with
the
bus,
drivers
and
and
hiring
and
I
think.
This
was
an
example
where
we
saw
a
problem.
There
wasn't
a
ready
solution
and
we
created
our
own
CDL
training
to
create
our
own
core
bus
drivers,
there's
still
a
handful
of
positions
that
we
need
to
fill,
but
we're
just
in
a
much
different
place
at
the
start
of
this
school
year,
and
we
feel
really
good
about
that.
L
L
Sorry,
the
hotline
they're
ready
to
support
families.
They
have
a
team
of
over
25,
multilingual
transportation,
customer
service
reps
for
any
family.
They
were
at
the
event
last
night,
they're
eager
to
help
just
a
wonderful,
wonderful
team
and
families
and
students
can
again
this
year
track
their
bus
with
the.
Where
is
my
school
bus
app,
we've
also
and
I'm
I'm
thrilled
about
this?
L
L
We
have
an
additional
20
that
will
of
kitchens
that
will
come
on
board
by
November
and
We've,
we're
we're
diversifying
the
menu
we'll
be
including
Halal
and
kosher
meals
this
school
year
as
well,
and
the
scratch
kitchens
will
just
open
up
lots
of
opportunity
for
us
this
summer
the
buildings
have
been
cleaned.
They're
gleaming,
given
giving
some
updates
that
I
think
will
make
a
big
difference.
There's
new
paint
in
many
shiny,
buff
floors,
masonry
work
playgrounds.
L
L
This
year
we
have
78
schools
and
More
Than
3
800
units,
so
just
a
lot
of
work
by
our
facilities
department
to
get
this
to
get
the
work
complete
and
they'll
be
working
through
the
weekend
and
all
of
next
week
to
make
sure
that
we're
fully
ready
in
terms
of
the
health
services.
You
know,
even
though
we've
come
a
long
way
over
the
past
few
years,
we're
we're
still
working
closely
with
the
Boston
Public
Health
commission,
who
have
advised
us
once
again
on
coveted
protocols
for
this
coming
year.
L
The
protocols
are
same
as
the
summer
they're
different
than
last
school
year.
We're
not
going
to
be
giving
out
the
bi-weekly
tests
or
doing
symptomatic
tests
in
schools,
but
we
will
have
tests
at
the
ready
should
we
need
them
all.
Schools
also
have
child
size
and
adult
size
masks
for
anyone
who
wishes
to
have
them
vaccination.
You
know.
L
Last
year
we
vaccinated
over
5
000
members
of
the
BPS
Community
for
flu
and
covid
and
we're
working
once
again
with
our
Health
Partners
across
the
city,
to
offer
additional
clinics
this
year
again
to
protect
everyone
from
covid
and
and
other
respiratory
illnesses.
Viruses
we
ask
that
people
stay
home
if
they're
sick
and
have
symptoms
and
practice
good
hand,
hygiene
that
will
be
that
will
be
reinforced
at
the
schools
last
year.
L
Flew
an
RSV,
actually
drove
our
numbers,
and
so
you
know
this
year
we'll
be
keeping
an
eye
on
all
of
that
and
working
hand
in
hand
with
the
Health
commission.
In
addition
to
all
the
operational
work
that
goes
into
getting
the
schools
ready,
you
know
what
we
do
is
all
about.
Academics
and
our
academics
team
has
been
working
hard
to
align
the
work
across
our
schools.
L
You
know:
they've
had
a
very
particular
focus
on
strong
instruction,
creating
welcoming
and
supporting
environments
engaging
students
to
strengthen
their
attendance
and
I
will
keep
saying
that
and
expanding
inclusive
education
opportunities
for
a
multilingual,
Learners
and
students
with
disabilities
across
the
district
we
different
from
last
year
to
this
year
we
have
a
fully
staffed
leadership
team
relative
to
the
office
of
specialized
services
and
the
office
of
multilingual
Multicultural
Learners.
We're
welcoming
several
new
team
members
who
will
help
lead
our
inclusive
education
work,
leading
the
office
of
specialized
Services.
L
We've
probably
announced
chief
of
specialized
Services
K
seal
Deputy
Chief
of
services
and
support
Olga
carriga
Deputy
Chief
of
specialized
programming,
Lauren,
viviani
and
I
also
want
to
thank
publicly
Lauren
for
serving
as
our
interim
assistant
superintendent
for
special
ed
last
year.
He
did
a
wonderful
job
and
we
really
really
thank
you
leading
the
office
of
multilingual
and
Multicultural
education.
Deputy
Chief
of
instructional
supports
Carolina,
Armstrong
and
Deputy
Chief
of
operations
and
accountability.
Brittany
Baggett,
it
is
just
wonderful
to
have
the
new
staff
in
place.
L
I
think
that
you
know
this
is
going
to
be
a
year
that
we
really
with
our
schools,
begin
to
move
this
work
and
having
all
of
these
talented
seasoned
veteran
leaders
in
these
two
offices
is
incredible.
For
us,
I
also
want
to
give
a
welcome
to
Francis
Canty,
who
is
our
new
chief
of
human
capital
and
magaly
Sanchez,
who
is
our
new
Chief
family
advancement
officer
having
this
team
in
place.
As
we
start,
this
New
Year
means
so
much.
L
It
gives
us
much
much
needed
capacity
to
really
Implement
all
of
the
work
ahead
and
I'm
thrilled
to
have
them
on
the
team.
And
finally,
if
families
have
questions
before
the
start
of
school,
we're
listing
all
of
the
places
that
they
can
go
to
get
more
information
or
support.
L
L
You
know
they'll
always
be
adjustments.
You
know
in
the
first
few
weeks
takes
time
for,
for
all
of
us
parents,
students
all
all
of
our
staff
to
just
get
used
to
the
new
routines,
but
having
the
staff
and
the
systems
in
place
to
manage
them
means
everything
and
I.
Just
I
know
it's
going
to
be
a
great
school
year.
So,
lastly,
a
closed
here.
I
just
want
to
Echo
my
welcome
to
Chantal
Lima
Barbosa.
You
know,
I
was
at
her
swearing
in
last
week.
I
really
look
forward
to
working
with
you.
L
A
A
Do
you
have
a
question?
No
I
have
one
question.
Then
question
I
was
very
excited
to
see.
All
of
the
pictures
of
your
new
heads
of
programming.
Etc
are
all
of
your
critical
leadership
positions
now
filled
or
do
you
have
others
that
still
are
waiting.
L
I
believe
that
we
are
I
believe
we're
full
at
this
time.
I
think
we
have
one
Higher
in
process
chair,
but
I
I'm
I
think
we're
we're
full
it
is.
It
is
I
will
say
this.
It
is
not
just
about
being
full.
It
is
about
the
amazing
talent
and
years
of
experience
that
this
team
has
I
mean
these
are
tried
and
true
who
have
done
this
work
and
that
I
mean
I.
L
Think
for
me
and
I
know
for
Dr
Chen
in
omme
and
in
in
specialized
services
that
that
team
I
put
that
team
up
against
anybody.
L
A
Great
my
my
second
question
is
about
the
impact
of
the
fifth
quarter.
I
was
very
excited
to
see
the
variety
of
opportunities
that
kids
had
as
well
as
the
numbers
that
have
increased.
My
question
is:
how
will
the
fifth
quarter
impact
what
we
do
for
our
students
in
the
regular
school
year?
Are
we
learning
things
exciting
ways
that
kids
are
learning
that
would
have
an
opportunity
to
be
continued
or
incorporated
into
the
way
we
do
schooling
year
round.
L
You
know
this
is
a
great
question
chair,
so
we
will
report
out
more
fully
on
the
summer
programming
itself.
You
know
results
oriented
you
know
and
so
forth,
but
I
think
you
know
what
what
we're,
what
we're
doing
is
gaining
strong
Partnerships
that
happen
during
that
summer
and
we're
really
letting
the
students
Drive
in
terms
of
telling
us
what
what
they
enjoy
doing
and
what
they
did.
It
and
I
think
that's
really
key
to
getting
to
having
our
students
come
to
the
summer.
L
Programming
I
also
think
we're
working
in
conjunction
with
the
city
in
this
way
in
terms
of
the
we're
looking
now
at
the
school
year
and
what
would
be
the
things
that
we
could
continue
for
our
students,
for
instance,
we
know
in
particular
that
our
12
to
14
year
old
students,
they're
struggling
social
emotionally.
We
also
know
that's
often
where
the
lease
programming
exists.
L
So
that's
a
perfect
example
of
us
going
back
through
the
data
and
the
students
experiences
and
what
they
say
about
them
and
deciding
which
of
those
Partners
we're
going
to
continue
with
for
the
school
year
itself,
and
that's
something
we've
not
done
before.
We
haven't
had
the
same
intentionality
during
the
school
year
as
we
have
the
summer
for
activities,
so
we
will
be
using
the
data
and
the
surveying
of
the
students
to
drive
that
great.
A
A
E
L
N
Thank
you
so
much
for
the
report.
I'm
gonna
power
through,
given
that
we
have
five
minutes
for
discussion
tonight,
which
is
like
a
whole
different
conversation,
inclusion,
planning
teams.
You
mentioned
the
rollout
of
additional
ones.
Can
you
give
us
any
numbers
there?
How
many
and
then
what
are
the
next
steps
in
that
process?
Sure.
O
On
this
one
sure
good
evening,
everyone
and
thank
you
for
the
question
we
this
year,
every
school
will
have
an
ipt
or
an
inclusion
planning
team.
So
that
is
slated
to
start
once
school
starts,
so
we
can
give
you
an
update
as
to
which
ones
have
met
and
so
on.
If
you
want
that,
once
this
school
year
has
begun,
but
our
school
leaders
and
our
Union
Partners
were
informed
at
the
end
of
last
year
and
they
began
building
out
the.
O
So
every
school,
with
the
grades,
k0
K1,
K2,
seventh
grade
ninth
grade
sorry
I'm
just
trying
to
make
it
will
be
having
an
inclusion
plan
for
those
specific
grades.
But
I
would
also
want
to
make
sure
folks
know
that
we
are.
We
have
instructional
expectations
for
all
grades,
but
that
we
will
make
the
structural
changes
for
inclusive
classrooms
in
those
grades
for
the
following
school
year.
N
Exciting,
thank
you.
So
much
I
look
forward
to
hearing
more
as
the
year
progresses
on
where
we
are
and
any
sort
of
structural
things
that
we're
noting
will
be
happening
as
a
result
of
this
planning
process.
The
second
question
I
have
is
just
around
enrollment.
Do
we
have
an
update
on
enrollment?
Are
we
up?
Are
we
down.
L
Right
now
we
have
we
have
between.
We
have
a
little
over
50
000
enrolled
I
I
say
that
with
caution,
because
we
go
through
a
DNR
process
and
it's
hard
to
say
what
we
do
know
is
our
multilingual
learner
numbers
are
up
about
20
from
where
they
were
last
year
and
they
were
up
last
year
a
great
deal
from
the
year
before.
So
we
are
definitely
seeing
High
numbers
in
mle.
L
We
also
I
I,
believe
if
I
recall
it's
about
350
additional
special
education
students
have
registered,
and
so
it's
hard
to
say
on
the
do
not
report
what
percentage
we
will.
We
will
kind
of
see
at
the
day's
end,
but
I
can
say
that
the
the
enrollment
center
is
a
happening
place
every
day
and,
as
is
our
testing
centers.
N
Perfect,
thank
you
so
much
for
that
and
then
I
guess.
My
last
question
here
and
I
think
it's
two
part
one
is
just
around
the
sort
of
facilities
assessment
that's
happening
now
and
the
timeline
do
we
have
any
greater
Clarity
on
the
timeline
for
the
development
of
a
master's
facility
plan
this
year.
L
I
mean
I
think
what
we
had
in
and
dell
I
will
Del
stanislash.
She
saw
this
loss
I'll
ask
her
to
come
on,
but
our
commitment
has
been
before
the
end
of
this
year
calendar
year.
So
I
think
that
is
the
the
timeline
that
we're
still
working
toward
and
she
stands
up.
P
Yep
thanks
superintendent.
P
We
are
still
working
within
that
timeline,
so
we're
currently
working
with
the
DLR
team
and
PFD
on
the
school
design,
study
and
pieces
of
the
school
design
study
will
roll
into
the
long-term
the
district-wide
facilities
plan,
the
FCA
our
facilities
team
has
wrapped
up
the
FCA
and
they're
working
on
communicating
it
out
publicly
pieces
of
that
data
pieces
from
the
SC
will
also
inform
the
district
life
facilities
plan.
So
we
are
currently
still
on
track
for
that.
Thank.
N
You
so
much
final
I'm
hearing
an
echo
oh,
but
it
was
from
yours,
okay,
the
sort
of
follow-up
question
to
that,
and
thank
you
so
much
for
the
answer
with
the
finalizing
of
the
of
the
FCA
analysis
and
the
implications
for
facilities
planning.
When
will
folks
see
that
publicly
and
will
it's
I
guess,
will
it
specifically
name
Capital
challenges
or,
and
will
it
name
investment
priorities,
or
will
it
just
be
summary
like
how
are
you
thinking
of
the
presentation
for
the
public.
Q
Hi
there
thanks
Dell
so
for
the
facilities
condition.
Assessment
will
be
publicly
releasing
the
reports
and
a
dashboard
for
the
public
to
use
at
the
in
the
in
the
middle
of
the
Fall.
So
we
have
all
the
information
we're
working
on
editing.
The
dashboards
it'll
become
a
public
dashboard
in
the
fall.
N
But
without
any
sort
of
implications
for
future
getting
just
information
based
on
what
we
saw
yeah.
N
Copy
and
my
last
question
exciting
news
on
hiring
this
year
and
superintendent.
You
know
that
was
sort
of
my
greatest
concern
last
year,
as
you
were
coming
in
and
throughout
the
year
so
Bravo
to
you
and
the
team
on
on
just
like
reducing
that
that
Gap
that
we
saw
previously
I
will
ask
the
same
question
that
I
will
probably
ask
every
year,
which
is:
when
will
families
get
information
that
their
child?
It
does
not
have
a
certified
teacher,
and
what
can
they
do
with
that
information?.
L
Yeah,
so
we're
we're
pulling
that
data
I,
don't
have
that
yet
in
terms
of
the
classrooms,
that'll
probably
be
mid-september
that
will
kind
of
have
everything
shake
out
and
at
that
point
I'll
come
back
to
school
committee
and
let
you
know
what
our
plan
is
going
to
be
with
that.
F
Hi,
thank
you
for
the
report.
First
and
foremost,
I
want
to
welcome
our
newest
member
I
didn't
get
a
chance
to
necessarily
do
that
been
busy,
but
certainly
welcome
to
the
successes,
as
well
as
the
muddiness
like
of
school
committee.
So
we
appreciate
your
perspective
and
the
the
commitment
to
the
work.
F
That
said,
my
question
to
the
superintendent
is
actually
sort
of
dovetailing
off
of
what
member
cardet
Hernandez
brought
up
with
respect
to
the
the
new
teacher
hires.
Do
we
have
a
breakdown
of
that?
Maybe
I
missed
it?
A
breakdown
of
those
new
teachers
with
respect
to
ESL,
certifications.
L
Three
chairs:
we-
we
don't
have
that
prepared
for
tonight,
but
we
can
certainly
get
that
too
yeah
I
mean
right
now.
Ohc
is
really
focused
on
hiring
and
onboarding
and
I'm
trying
to
keep
their
focus
on
onboarding
and
hiring.
So
we
get
the
vacancies,
but
we'll
we'll
do
our
best
to
get
data
pulled.
Once
we
start
to
kind
of
clear
the
deck
of
folks
for
onboarding
we
can.
We
can
get
that
to
you
in
a
reasonable
time.
Dr
Hawkins.
F
Warren,
thank
you
and
then
just
another
question.
I
know
you
know
rounding
out,
August
the
the
Leadership
Institute
just
wondering
if
you
have
any
updates
on
the
the
pro
the
progress
of
that
and
just
how
staff
morale,
how
like
how
everyone
is
feeling
coming
into
the
new
year.
L
Yeah
I
I
think
it
was
I,
think
everybody's
in
a
really
good
place.
I
think
that
for
I
think.
Finally,
we
have
some
stability
and
we're
not
changing
up
everything
for
the
field.
We're
we're
asking
people
to
go
deeper
and
I.
Think
I.
Think
for
leaders
that
that
you
know
obviously
there's
some
things
for
leaders
that
you
know
are
going
to
going
to
be
a
lot.
L
You
know
we're
going
into
reimagining
funding,
certainly
coming
down
off
faster,
there's
things
on
everyone's
mind,
but
I
think
the
things
that
right
now
are
within
our
control.
They
see
good
planning,
for
they
see
lots
of
support.
The
regional
Network
model
is
clearly
resonating
with
leaders
and
their
needs.
There
was
you
know:
I
I
went
into
many
of
the
sessions.
L
There
was
deep
deep
data
work
happening
that
I
can
say
back
when
I
was
a
principal,
we
didn't
have
the
tools
for
and
so
to
really
see
our
leaders
going
deep
with
their
data
and
talking
about
practice
and
Equitable
literacy,
inclusive
environment
and
what
that
would
be
like
in
their
school
I.
There
was
a
lot
of
I
think,
engagement
and
just
positivity,
so
we
also
you
know.
L
L
Just
a
huge
shout
out
to
the
team
that
prepared
for
Ali
on
Dr
Chen's
team
and
on
the
schools
team,
they
just
did
a
great
job,
setting
up
the
leaders
for
having
everything
they
needed,
and
this
year
we
had
teachers
attend
as
part
of
the
team
for
the
leader
and
I.
Think
that
made
a
difference
for
the
leader
to
know
their
team
was
there
to
do
the
work
with
them.
L
F
Yes
thank
well
I.
Thank
you
and
I
think
my
my
last
question
is
actually
with
respect
to
just
where
we
are
in
terms
of
our
full
complement
of
safety
Specialists
and
those
people
who
are
trained
with
a
trauma-informed
practices
and
restorative
justice,
like
within
our
schools,.
L
Sure
so
so
actually
Chief
Coakley,
I'm
gonna.
Let
you
guys
you
should
come
on
and
share
that
good
news.
R
Gone
day
good
evening,
everyone-
and
thank
you
guys
for
having
us
again
and
and
welcome
back
everyone
I'm
happy
to
say
that
we
have
done
a
robust
hiring
for
our
safety
specialist
and
we
went
out-
and
you
know
just
through
relationships
and
through
Community
engagement,
put
out
some
posts
for
those
positions
and
we
had
an
excess
of
over
a
hundred
people
apply
for
positions.
So
we
are
close
to
onboarding
back
to
our
original
numbers.
R
When
I
first
came,
we
had
78
so
we're
back
up
to
those
numbers
again
for
our
new
year
coming
in
and
as
the
superintendent
mentioned
a
couple
of
times
this
evening,
Our
Community
Connection
positions.
We
had
the
positions
the
former
soil
workers
from
the
city
of
Boston
come
over
and
they
have
successfully
been
successfully
been
on,
boarded
as
well.
That's
19
of
those
with
a
new
Deputy
to
lead
them.
R
L
You
and
chief,
can
you
just
speak
to
the
training
I
think
Dr
Hawkins
was
just
asking
about
them.
The
de-escalation
training
trauma
informed
practice
matter.
R
Of
fact
we're
doing
some
training
tomorrow,
everyone
has
had
our
safety
care
training,
which
is
the
BPS
de-escalation
training,
our
Steward
of
Justice
training.
We've
also
had
Roca,
who
is
one
of
our
Community
Partners,
come
in
and
do
some
training
on
trauma-informed
and
Youthful
brain
and
have
a
whole
curriculum
of
communicating
with
young
people
to
the
best
practices.
C
Madam,
chair
and
and
some
of
the
topics
already
discussed,
particularly
about
inclusion,
so
I'm
not
going
to
carry
on
that.
I
do
have
a
question
about
Transportation
question
about
food
service
and
then
a
question
about
Hub
schools.
So
on
Transportation
I
know
some
of
the
charter.
Schools
have
already
started
and
I've
certainly
already
seen
some
of
the
Boston
public
school
buses
out.
C
Where
do
we
stand
on
the
drivers
doing
their
bids
and
actually
doing
the
practice
runs
and
how
we're
feeling
about
you
know,
there's
always
some
challenges
on
those
first
couple
of
days
so
superintendent,
how
we
feeling
about
that
actual
startup.
The
first
few
days,
I'm
really
glad
to
hear
the
Staffing
numbers
and
having
the
backups,
but
how
we
feeling
about
doing
the
practice
routes,
Etc
yep,.
L
So
so
I
think
Dan
if
Dan
Rosengard
can
give
the
the
field
perspective,
but
everything
that
I've
heard
has
been
very
positive.
The
bids
have
happening,
as
you
know,
one
of
the
you
know,
statistically
one
of
the
challenges
for
us
has
been
the
charters
that
start
the
earliest,
but
so
far
this
year,
being
fully
staffed,
really
has
helped
that
Dan.
D
Yeah
thanks
for
that
question,
so
both
our
driver
and
monitor
bids
happen
successfully.
Last
week,
Wednesday
Thursday
Friday
of
last
week
and
our
big
Focus
between
now
and
the
start
of
the
year
is
making
doing
those
final
checks
and
making
sure
that
drivers
are
doing
those
practice
runs.
So
we've
been
working
closely
with
transdev
on
that
and
getting
daily
updates
there.
D
As
of
earlier
today,
I
believe
we
had
just
crossed
the
50
Mark
of
drivers,
completing
their
practice
runs
and
we're
going
to
keep
pushing
that
until
the
first
day
of
school.
So
I
think
you
know
I
think
we're
we're
doing
what
we
can.
Certainly
we
anticipate
there
will
be
some
hiccups.
D
On
the
first
day
there
we
continue
to
see
student
assignments
change
as
well,
and
so
even
from
what
the
drivers
bid
on
there
will
be
some
route
changes,
as
we
do
those
last
minute
bus
assignments
to
make
sure
we're
getting
students
transportation
for
the
first
day,
but
we're
gonna
keep
doing
everything
we
can
to
get.
Those
dry
runs
as
close
to
100
as
possible.
C
One
do
we
feel
with
the
drivers
that
we
have
we're
going
to
be
able
to
cover
all
the
sports
and
field
trips
needs
as
well,
because
that
was
a
huge
issue,
last
fall
and
then
two
I
think
the
red
line
is
planning
some
closings
in
October
I,
don't
think
the
green
line
closings
out
in
Somerville
effect
affect
us,
but
maybe
for
some
staff
getting
to
work,
but
the
red
line
in
particular
I
think,
is
going
to
be
because
that's
going
to
be
a
two-week
closing.
So
how
are
we
planning
around
that.
D
Yeah
we
actually
just
kicked
off
earlier.
Today
we
had
our
first
meeting
with
Partners
from
the
city
in
the
MBTA
about
that
to
start
to
put
in
place
contingency
plans
there
and
make
sure
we
have
supports
for
students
so
we're
you
know
we're
jumping
into
that
and
and
hope
to
have
more
information
to
share
soon
and
for
athletics.
We're
we're
working
closely
with
the
with
the
Athletics
team
to
make
sure
that
we
have
sufficient
capacity
and
also
to
do
everything
we
can
to.
D
You
know
schedule
in
such
a
way
to
maximize
our
ability
to
cover
those.
Definitely
last
fall
you're
right.
We,
we
were
still
seeing
significant
challenges
there.
We
made
some
really
big
strides
from
Fall
to
Spring
last
year
and
what
we
saw
it
for
spring
last
year
actually
is
we
had
a
97
on-time
performance
for
athletics
trips
specifically,
and
so
we
hope
to
continue
to
see
that
momentum.
This
fall
great.
C
Thank
you.
It's
so
important
not
to
let
out
student
athletes
down
and
other
students
that
are
going
on
field
trips
and
those
types
of
things
critical
on
foot.
Thank
you.
Mr
Rosengard
on
food
service
and
good
luck.
Next
week
on
Food
Service
superintendent,
I
was
intrigued
by
the
numbers
that
I'm
very
encouraged
by
the
amount
that
are
going
to
be
doing
fresh
preparation
after
schools.
Is
that
also
through
City
fresh?
So
are
they
supplying
for
that
or
is
City
Fish
only
do
the
vented
meals
so.
L
Actually,
just
evented
meals,
so
we
hired
annalize
Tanner,
who
I
I
know
you
guys
will
remember
from
the
now
announcement
who
is
a
rock
star
food
service
director.
She
she
is
one
of
the
people
when
I
talk
about
kind
of
the
experience
and
Innovative
thinking
she's
there.
She
really
has
worked
hard
with
our
current
food
staff
to
be
able
to
operationalize
and
hire
so
the
86
scratch
are
just
that
they're
scratch
they're
fresh
from
food
that
we
order
in
bulk
that
are
then
served
up
in
the
kitchens.
L
It
is
all
it
had
always
been
the
plan
to
phase
off
of
the
city
fresh
packaged
food,
although
very
nutritious
and
fresh,
but
to
be
able
to
operationalize
the
scratch
kitchens
so
as
the
hiring
has
kicked
in
and
they
had
about
a
hundred
at
the
hiring
fair,
so
they've
done
a
great
job
publicizing.
It
they've
also
made
some
changes
to
make
sure
that
those
whose
English
language
is
not
English
is
not
their
primary
language
are
able
to
apply
and
secure
the
jobs
with
particular
safety
terminology
and
vocabulary.
L
I
think
it
has
kind
of
opened
things
up
for
us
and
Annalee
says
really
worked
hard
in
in
the
operations
side.
With
this
she
has
great
ideas.
Salad
bars
are
going
to
be
back,
and
this
will
enable
us
to
really
get
our
kids
a
protein.
Another
protein
in
those
salad
bars,
so
just
lots
of
things
to
come.
There
we'll
do
a
special
presentation
just
on
the
on
the
food
and
nutrition
side.
Okay,.
C
I
am
out
of
time,
so
thank
you.
I
do
look
forward
to
hearing
that
I'm
thrilled,
we're
doing
hello
and
kosher
meals,
I,
look
forward
to
hearing
what
we're
doing
about
vegetarian
gluten-free
as
well
and
that
the
meals
are
actually
healthy.
You
know
it
can
be
made
by
scratch,
but
that
they're,
healthy
I
know
we
had
started
down
that
direction
in
a
wonderful
way,
with
the
my
way,
cafes
and
I'd
love
to
see
a
thank
you
vegetarian,
available
every
day,
excellent!
C
So
look
forward
to
that
presentation
and
and
I'll
send
in
like
other
questions
separately,
because
I'm
out
of
time.
Thank
you.
A
A
F
B
B
B
B
B
Large
groups
addressing
the
same
topic
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand.
Virtually
and
zoom
and
please
make
sure
you're
signed
in
to
zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
S
My
name
is
Kim
Emery
I'm,
a
BPS
grad,
a
mom
of
a
BPS
grad
and
a
mom
to
a
current
student
with
the
months
of
public
testimony
from
concerned
students,
families,
educators.
S
S
Here
are
just
a
few
words
to
describe
the
experience
admonishing
abusing
Authority,
blaming
live,
standing,
centering
policies
and
practices
benefiting
adults
rather
than
students,
best
interests,
compromising
civil
rights,
defaming
disenfranchising,
eroding
trust,
excluding
fabricating
falsifying
gaslighting
harassing
insulting
intimidating,
just
plain
making
things
up,
languishing
lacking
urgency,
misleading,
manipulating,
neglecting
obfuscating,
othering
retaliating,
ridiculing
spin,
doctoring
stonewalling
and
sadly
the
list
could
go
on.
I
want
to
reassure
other
families
that
if
this
too
describes
your
experience
fighting
for
the
rights
of
your
loved
ones
in
the
district,
please
speak
your
truth.
S
We
believe
you,
you
should
never
have
had
to
seek
a
fair
outcome
for
the
legally
protected
rights
of
a
student
with
disabilities,
Outside
The
District
in
the
first
place,
BPS
and
school
committee
with
a
new
school
year.
This
is
an
opportunity
to
do
better
for
All
Families,
but
especially
for
those
with
loved
ones
who
are
historically
and
intentionally
marginalized.
Thank
you.
S
H
Thank
you
so
much
good
evening.
Despite
the
report
we
just
heard.
We
all
know
that
BPS
is
a
true
two-track
system
for
black
Educators,
just
as
it
is
for
students,
everyone
is
aware
of
it,
but
BPS
does
not
confront
it.
Why?
Because
dismantling
the
status
quo
of
political,
economic,
social
power
and
privilege
requires
a
commitment
to
racial
equity.
H
Is
racial
Equity,
a
priority
of
this
Administration.
Let's
look.
At
the
past
year
we
witnessed
the
office
of
equity,
moved
out
of
the
superintendent's
office
to
the
back
of
the
building
and
buried
under
family
and
Community
engagement
with
no
family
and
Community
engagement.
The
racial
Equity
planning
tool
has
become
a
thing
of
the
past.
H
Community
Equity
roundtables
were
suspended
with
no
explanation.
Racial
Equity
work
that
is
performative
is
racial.
Equity
denial,
an
example
of
racial
Equity
denial
is
the
McKinley
schools.
The
head
of
McKinley
schools
pushed
out
22
black
Educators
over
the
past
three
years
and
chronic
absenteeism
of
black
students
skyrocketed
last
year,
less
than
15
students
showed
up
daily
at
the
McKinley
prep.
Due
to
administrative
chaos.
H
This
is
an
abdication
of
the
racial
Equity
work
to
which
Mel
King
of
visionary
transformational,
educational
leader,
was
committed.
Research
affirms,
systemic
Improvement
cannot
be
achieved
without
black
Educators,
but
black
leaders
and
BPS
have
a
title
with
no
power
or
influence
unless
they
uphold
the
status
quo
and
go
along
to
get
along
those
committed
to
authentic
racial
Equity.
Work
are
demonized,
isolated
and
pushed
out,
leaving
others
wondering
what
happened.
This
sends
a
clear
message:
that
BPS
is
a
hostile,
unsafe
workplace
for
educators
committed
to
racial
equities.
H
Questions
around
why
central
office
staff
is
so
heavy
while
every
school
is
not
staffed
with
reading
Specialists
and
restorative
justice
workers,
how
are
School
leaders
and
classroom
teachers
expected
to
close
gaps
without
these
supports?
We've
heard
no
data
on
academic
outcomes
for
the
past
year,
which
is
the
data
that
really
counts.
We
are
not
here
to
be
cheerleaders
for
ineffective
leadership.
We
must
have
honest
conversations
and
dismantle
systems
and
structures
of
anti-blackness
that
Target
black
Educators
and
harm
students
and
families
high
quality
education
is
not
only
a
civil
right,
it
is
a
human
right.
M
My
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice
Alliance
and
a
Dorchester
resident
superintendent
Skipper's
evaluation
process
does
not
incorporate
the
voices
and
feedback
of
those
most
directly
impacted
by
her
poor
leadership,
which
is
BPS
parents,
students
and
Educators.
As
this
committee
considers
the
superintendent's
evaluation,
please
think
about
the
testimony
you
have
heard
over
the
past
year.
School
communities
continue
to
testify
and
organize
around
the
many
broken
promises
of
communication.
M
M
In
the
coming
year,
school
communities
will
have
to
bear
the
brunt
of
major
Staffing
loss.
Over
610
positions
are
covered
by
Esther
funds,
which
will
run
out
the
budget
Skipper
created,
and
you
all
passed
with.
Only
two
votes
against
it
did
not
and
has
not
presented
a
plan
for
how
School
communities
will
not
be
heard.
This
is
irresponsible
and
will
hurt
schools,
educational
outcomes
and
students.
The
nine
restorative
justice
positions
that
superintendent
Skipper
highlighted
as
one
of
her
accomplishments
is
not
hers
and
they
have
not
been
fully
hired
family
and
Community.
M
Advocates
pushed
uphill
for
more
money
to
be
invested
in
restorative
justice.
Instead
of
school,
hardening
approaches,
the
parent,
Mentor
programming,
highlighting
parent
leadership
was
not
funded
and
the
equity
tool
continues
to
be
haphazardly
completed
after
decisions
are
made.
The
O'brien
School
Community
was
receiving
email
notifications,
while
a
press
conference
announcing
their
school
would
be
moving
was
take
in
place
in
front
of
their
school
English
learner
students
receiving
entitled
Services
is
not
an
accomplishment.
It's
an
educational
right,
the
bare
minimum
and
doing
the
less
less
than
that
is
not
an
accomplishment.
M
Black
Educators
protested
outside
the
bowling
building
about
the
ongoing
year-long
investigation
into
the
targeting
of
black
Educators
and
administrators,
which
has
resulted
in
nothing
but
silence
and
secrets.
Superintendent
Skippers
verbal
commitments
are
performative.
There
is
no
substance
or
strategic
commitment.
When
will
this
school
committee
hold
a
superintendent
accountable
that
at
bare
minimum
does
not
actively
harm
parents,
students
and
Educators,
and
the
schools
they
are
maintaining
the
time
is
now.
Thank
you.
T
Racism
came
to
the
Americas
in
1492
and
the
resistance
Against
Racism
was
born
racism
and
its
resistance
has
always
been
part
of
the
story
of
our
country
and
if,
of
course,
an
essential
part
of
bps's
story
under
Dr
caselia's
leadership.
At
times,
the
forces
opposing
racism
and
promoting
Justice
and
Equity
were
stronger.
Three
brief
examples:
the
exam
schools
became
a
more
inclusive
under
the
leadership
of
Dr
Charles
Branson
Equity
became
a
major
part
of
Dr
casellius's
mission.
The
ratio
Equity
tool
was
used
often
in
making
important
policy
decisions.
T
Since
the
new
misleadership
team
took
office
over
a
year
ago,
the
forces
promoting
racism
and
white
supremacy
have
become
stronger.
A
few
examples.
One
black
and
brown
anti-racist
leaders
at
central
office
have
been
harassed,
bullied
or
demoted
and
fired.
A
year
ago,
this
month,
15
high-ranking
retired
black
Educators
to
send
a
letter
to
the
superintendents
Miss
Skipper
has
taken
control
of
the
investigation
against
herself,
which
is
a
major
conflict
of
interest.
Finally,
today
we
have
the
report,
which
is
a
diversion.
What
Miss
Skipper
did
once
she
was
appointed,
was
not
included.
T
The
report
is
a
bad
joke
and
the
racist
cover-up
continues.
The
cover
at
this
cover-up
has
been
enabled
by
you.
The
mayor's
appointed
board
I
recently
heard
that
Ms
Skipper's
fire
at
Dr
Charles,
grandson,
Dr
granston,
is
an
outstanding
leader
and
educator
I'm
heartbroken.
The
Skipper's
definition
of
affirmative
action
is
to
harass
and
fire
anti-racist
black
and
brown
central
office
Educators
and
replace
them
with
her
some
level
cronies.
Who
will
be
loyal
to
her
too
at
the
start
of
this
school
year,
Dr
kranson's
office
and
the
commitment
to
equity
was
smooth
metaphorically
into
the
basement.
T
The
community
Equity
Roundtable
only
met
four
times
this
past
year
and
the
skipper
only
attended
once
three
I
have
attended.
Almost
every
school
committee
meeting
I
have
seen
no
evidence
that
these
meetings
that
their
racial
Equity
2
has
been
used
30
seconds
well,
there's
still
no
long-range
plants
who
modernize
our
school
facilities.
They
are
willing.
The
skipper
recently
announced
their
plan
to
take
care
of
privileged
white
children.
T
Your
brain
will
be
moved
from
West
Rocka
to
Roxbury
into
the
edge
of
the
community
in
white
West
Roxbury
renewal
Brian
will
be
much
less
diverse
and
the
few
black
and
brown
children
who
attend
will
be
burdened
by
spending
more
of
their
precious
time
and
public
transportation.
You
will
be
an
additional
500
seats
for
our
most
privileged
students.
Meanwhile,
most
of
our
black
I'll
hopefully
have
time
to
continue
with
my
testimony
later
this
evening,
I'm
not
sure
if
I
will
be.
Thank
you
very
much.
B
U
Good
evening
my
name
is
John
Mudd
I'm
a
long
time
education
advocate
in
Boston
and
a
resident
of
Cambridge
first
I
want
to
reiterate
and
outline
the
major
concerns
I
expressed
in
the
written
memo.
I
sent
you
at
your
last
meeting
on
the
evaluation
of
the
superintendent
I
would
hope
these
long-term
critical
issues
will
receive
attention
in
your
evaluation
discussion
tonight,
leading
to
priorities
for
the
new
year.
U
U
I
still
hear
the
lack
of
commitment
to
a
Master
facilities
plan
that
includes
specific
recommendations
on
school
closures,
mergers,
Renovations
and
construction
with
authentic
Equity
analysis
and
Community
engagement
before
it
is
finalized.
I,
don't
think
that
Ed,
specks
and
arubrick
are
a
master
facilities
plan.
U
Second
overall
I'm
very
concerned
that
a
major
policy
plan
for
multilingual,
Learners
and
inclusive
education
has
apparently
been
sent
to
the
state
without
a
full
public
discussion
and
approval
by
the
full
school
committee.
I
and
others
on.
The
ell
task
force
have
recommended
that
the
single
most
important
priority
for
multilingual,
Learners
and
multilingual
Learners
with
disabilities
is
if
they
receive
access
to
native
language
instruction
as
the
most
effective,
evidence-based
method
for
students
to
learn
academic,
English
and
grade
level.
U
Academic
content,
Maria,
Serpa
and
I
have
developed
a
one-page
statement
of
principles
for
Effective
inclusion
for
these
students,
I
trust
it's
been
distributed
to
you.
There
are
clearly
major
differences
between
these
principles
and
the
BPS
plan.
We
appreciate
the
deputy
superintendent,
Linda,
Chen
and
other
senior
staff
met
with
some
of
us
to
review
the
draft.
We
had
many
issues
with
the
plan,
as
presented.
U
We
have
offered
repeatedly
to
join
with
BPS
in
going
to
Desi
to
explain
the
rationale
for
expanded
access
to
native
language
instruction,
as
provided
in
the
look
Act.
What
I
once
most
want
to
emphasize
is
my
deep
concern
that
that,
without
asserting
and
insisting
on
its
role
in
setting
District
policy
for
these
multilingual,
Learners
and
multilingual
Learners
with
disabilities,
the
school
committee
is
allowing
itself
and
the
public
to
be
sidelined
and
marginalized.
That
shouldn't
be
allowed
to
happen.
Thank
you.
V
Good
evening,
I
am
Lisa,
guys
Bond
executive
director
of
citizens
for
public
schools,
a
Statewide
public
education,
advocacy
organization,
I
live
in
Brookline.
Thank
you
for
the
opportunity
to
speak
for
more
than
40
years,
CPS
has
stood
for
Equity
racial
Justice
and
quality
education
for
all
Massachusetts
Public
School
students
I
speak
today
to
support
the
multiple
groups
and
individuals
who
have
spoken
out
about
bps's
failure
to
follow
through
on
promises
to
investigate
report
back
and
address
allegations
at
black
and
brown
central
office
leaders
have
been
targeted
and
pushed
out.
V
A
full
year
has
passed
since
these
allegations
were
presented
to
District
leadership.
Yet
there
has
been
little
to
no
transparency
or
evidence
that
any
significant
action
has
been
taken.
We
recognize
these
issues
existed
before
superintendent
Skipper's
arrival.
However,
the
superintendent
was
alerted
to
these
problems
at
the
beginning
of
her
tenure.
She
quickly
promised
to
investigate
the
charges
and
report
back
on
steps
to
end.
Excuse
me
any
and
all
practices
that
Target
or
show
bias
toward
any
staff.
V
Yet
there
has
been
no
reporting
until
tonight
and
by
many
accounts
the
same
racist
practices
and
problems
continue.
According
to
the
signatories
of
the
August
letter
to
superintendent
Skipper,
only
one
signer
has
been
interviewed
in
the
investigation
that
was
underway
for
a
year.
The
school
committee
and
District
leaders
claim
to
embrace
the
principles
of
anti-racism
BPS,
even
invited
author
Ibrahim
Kennedy
to
speak
to
principals
and
Headmasters
at
an
August
leadership
orientation
about
putting
anti-racist
racial
Justice
principles
into
practice.
But
the
school
committee
has
remained
virtually
silent
regarding
the
elephant
in
the
room.
V
The
sub
substantive
allegations
of
continuing
racist
practices
in
the
district,
a
climate
of
fear,
pervades
a
district
with
former
and
current
administrators
of
colors.
Writing
that
concerns
about
retaliation
inhibit
them
from
signing
their
names
to
a
report
about
racist
practices.
The
report
was
authored
by
a
black
and
brown
affinity
group
at
the
bowling
building
back
in
August
2020..
V
Not
only
does
this
ongoing
climate
Affair
keep
problems
from
being
fully
aired
and
addressed,
It,
ultimately
degrades
the
teaching
and
learning
climate
and
opportunities
for
students
of
color
and
all
students.
In
closing,
we
support
demands
by
Educators
administrators
and
others
that
BPS
provide
a
thorough
response
to
the
allegations
and
expand
its
investigation
to
include
interviews
with
a
greater
number
of
signers
of
the
original
letter
from
the
concerned.
Educators
of
color,
then
BPS
must
share
the
results
of
the
investigation
and
next
steps
to
address
ongoing
problems
of
District
inequities.
V
W
Thank
you
good
evening:
I'm
Sharon
Hinton
Hyde,
Park
homeowner,
former
BPS
student
parent
of
a
BPS
graduate
educator
and
executive
director
of
black
teachers
matter.
I
haven't
testified
in
a
long
time
and
there's
so
much
to
cover.
Where
do
we
start?
First,
congratulations
to
the
recent
mayoral
appointee
to
the
Boston
school
committee.
Chantal
Lima
Barbosa,
welcome
back
to
all
BPS
parents
and
students
and
good
luck
and
God
bless.
You
all
need
it.
W
You
know,
there's
a
saying:
clowns
will
always
be
clowns
and
eventually
you
have
to
ask
yourself
why
you
keep
going
to
the
circus
and
speaking
of
the
political
circus,
while
I
appreciate
attorney
tidwell's
report
and
superintendent
Skipper's
response
a
year
later,
we
are
still
no
closer
to
finding
out.
Why
experienced
black
teachers
and
administrators
feel
they
are
being
pushed
out
and
marginalized
in
BPS,
45
of
BPS
parents
want
other
high
schools.
W
Mayor
Wu
continues
to
ignore
the
99
000
Boston
residents,
who
voted
for
an
elected
school
committee,
school
safety,
more
AP
courses,
special
ed
and
coven.
Learning
losses
are
still
issues
school
bus
times,
teacher
shortages,
exam
school
admissions
and
the
Desi
sort
of
Damocles,
and
then
there
are
the
many
times
when
the
superintendent
and
mayor
make
announcements
take
photo
ops,
claiming
parents,
teachers
in
the
community
were
consulted,
and
yet
the
community,
along
with
some
school
committee
members,
go
what
you
know.
W
W
X
X
last
year,
my
older
daughter
left
the
Henderson
school
because
of
near
daily
violence
in
her
classroom
by
boys,
who
were
transferred
into
a
school
in
crisis
after
the
principal
was
not
unconscious
after
an
assault
by
a
16
year
old
girl,
since
leaving
the
Henderson
to
attend
a
public
charter
school
in
Boston,
my
daughter
has
lost
bonus
points.
The
poverty
rate
for
her
charter
school
is
just
below
the
40
rate
that
gives
students
10
bonus
points.
X
Without
points
received
an
invitation
in
tier
7
and
8.
However,
the
difference
between
students
can
only
be
described
as
a
chasm
in
tier
VII
27
of
the
students
without
points
received
an
invitation
of
admission,
while
59
of
the
students
with
points
received
one
in
tier
8.
Only
32
percent
of
students
without
points
received
an
invitation,
while
75
percent
of
students
with
points
received.
An
invitation.
X
I
spoke
to
one
of
the
exam
task
force
members
whose
daughters
are
friends
with
my
daughters,
I
told
them
that
if
circumstances
next
year
were
the
same
as
those
for
this
past
year,
that
my
daughter
was
mathematically
eliminated
from
an
opportunity
to
be
admitted
to
Boston,
admitted
to
Boston
Latin
school
and
was
virtually
eliminated
from
an
opportunity
to
receive
an
invitation
to
Boston
Latin
Academy
or
the
O'brien.
His
response
was
that
he
did
not
think
the
policy
would
be
changed
as
it
was
having
its
intended
effect
and
that
we
should
consider
under
other
schools.
I.
X
Do
not
understand
why
my
daughter
and
others
like
her
would
be
excluded
from
opportunities
as
residents
of
the
city.
I
would
ask
that
someone
from
Boston
Public
Schools
or
the
school
committee
contact
me
to
listen
to
my
concerns
in
more
detail.
I,
don't
know
how
anyone
would
allow
a
policy
like
this
to
continue
where
it
deliberately
exclude
children
from
opportunities
for
admission
to
the
three
exam
schools.
X
This
past
summer,
I
looked
at
an
apartment
in
the
neighborhood
I'm
almost
done
I
looked
at
an
apartment
in
a
neighborhood
that
is
a
seven
minute
walk
from
where
we
live.
The
rent
was
three
thousand
dollars
per
month.
I
cannot
afford
to
move
to
a
different
part
of
the
city,
to
give
my
daughter
an
opportunity
to
be
considered
for
admission
to
an
exam
school.
It's
absurd
that
this
is
the
only
path
open
to
us.
X
Y
Well,
hello,
can
you
all
hear
me?
Yes,
we
can
hi.
My
name
is
Kalani
James
I
am
a
former
BPS
graduate
currently
in
my
junior
year,
at
Columbia,
University
and
I
am
a
resident
of
Dorchester
family
members
currently
attending
Boston
line.
Academy
who've
communicated
to
me
that
bla's
new
tardy
and
attendance
rules
are
absolute
and
repressive.
Y
Students
that
come
in
after
7
20
am
are
considered,
tardy
and
will
receive
quote
tardy
detention
with
limited
conditions
for
an
excused
tardy,
so
section
3C
of
ble's
new
attendance
policy
states
that
unexcused
absences
may
include
quote
babysitting
and
goes
on
to
read
that
quote.
Illness
of
members
of
an
extended
family
or
conflicts
with
parents's
work
schedule
should
be
viewed
as
unacceptable.
Excuses
for
absences
end
quote
now.
Whether
or
not
this
is
a
city
of
Boston
policy
that
allows
bla
to
implement
this
or
exclusively
a
daily
rule
is
irrelevant.
This
is
disturbing.
Y
Y
We
are
stuck
in
a
pattern
of
implementing
punitive
reactionary
rules
against
students
rather
than
being
proactive
and
actually
giving
them
the
support
and
resources
they
need
to
enjoy
school
and
learning
in
any
good
educator
knows
that
numerous
Studies
have
proven
that
punitive
School
discipline
does
not
improve
student,
Behavior
or
academic
achievement.
It
actually
does
the
opposite.
Y
Life
is
messy,
and
it's
imperfect.
When
are
we
going
to
stop
adhering
to
white
supremacist
Notions
of
perfection?
Not
everyone
is
going
to
show
up
on
time
all
the
time.
That's
not
how
the
world
works,
and
it's
not
how
College
works
either.
These
new
policies
are
deplorable
and
egregious
and
I
urge
the
school
committee
and
the
superintendent
to
weigh
in
and
work
to,
abolish
them,
because
the
way
these
schools
are
allowed
to
treat
their
students
is
extremely
concerning
and
BPS
should
not
allow
it
if
it
really
does
care
about
young
people.
Y
The
trend
of
making
decisions
for
students
without
students
needs
to
die,
worry
less
about
kids,
showing
up
on
time
and
more
about
providing
them
with
a
good
education
to
begin
with,
I
hope
you
all
will
look
into
this,
and
I
also
want
to
take
the
time
to
uplift.
The
previous
testimonies
that
have
been
made
tonight
about
bps's
history
of
racism.
Thank
you.
A
A
Our
first
action
item
is
the
payment
of
membership
dues
to
the
Council
of
great
City
schools
for
school
year,
2023
2024
in
the
amount
of
forty
six
thousand
seven
hundred
and
forty
six
dollars.
The
Council
of
great
City
Schools
brings
together
78
of
the
nation's
largest
urban
Public
School
Systems
in
a
coalition
dedicated
to
improving
student
outcomes.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
A
A
C
D
C
A
F
F
So
thinking
about
that
they're
not
necessarily
beginning
all
with
preliminary
data
for
us
to
really
look
at.
But
what
I
would
expect
is
that
in
the
next
year,
which
most
of
them
I
think
are
for
about
a
year
that
we
would
be
hearing
a
report
on
all
of
our
grants
packages
we
received.
The
reports
will
be
available
on
such
and
such
a
date.
F
What
it's
probably
more
beneficial
to
us
as
a
as
a
committee,
is
to
actually
have
presentation
updates
on
each
of
these
programs
so
that
we
can
see
where
progress
is
where
it
isn't.
And
if
there
isn't
progress,
we
can
at
least
understand
why
certain
things.
What
were
the
roadblocks?
What
were
the
challenges
and
even
as
a
committee,
we
can
strategically
think
together
around
what?
F
Where
do
we
go
from
here
or
what
you
all
are
thinking
of
in
terms
of
rationale?
That's
the
first
thing
and
then
just
a
question,
particularly
on
one
Grant,
which
is
the
emergency
management.
F
I
was
just
very
curious
as
to
the
first
goal
where
it
says
that,
if
you're
able
to
better
support
students,
you're
expecting
to
see
an
increase
in
classroom
performance
by
about
25
and
40
percent,
more
in
family
participation,
I'm
just
curious
as
to
how
you're
measuring
that
in
terms
of
what
what
one
constitutes
classroom
performance.
And
you
know
what
are
we,
what
are
we
using
as
a
metric
for
participation.
L
I
did
so
so
Dr
Elkins,
absolutely
what
we
will
be
doing
is,
as
we
structure
the
presentations
where
there's
a
grant.
That's
part
of
that.
So
I'll
give
you,
for
instance,
if
we're.
If
we're
doing
student
support
and
we're
doing
a
presentation
on
attendance
and
other
kinds
of
student
Support
Services,
we
can
include
something
on
the
mckinney-vento
just
as
a
way
to
be
able
to
integrate
the
grants
into
the
appropriate
area.
L
That
probably
will
make
a
lot
more
sense
than
just
kind
of
rapid
fire
going
down
the
grants.
So
I
just
wanted
to
check
that
approach
with
you
to
make
sure,
because
that's
what
that's,
what
we're
we
were
intending
to
do
and
then
I
think
either
Chief,
Cooter
or
I
see
that
richterini
is
on
this
and
I
believe
he
is.
He
is
on,
would
have
some
additional
details
to
Dr
Elkins
question,
specifically
about
that.
The
grant.
G
I
apologize
superintendent,
actually
Chief,
Coakley
grice
is
on
to
talk
about
that
and
I
just
saw
her
camera,
so
I'm
gonna
go
ahead
and
turn
it
over
to
her.
Okay,.
L
R
Good
evening
again,
I
said,
but
that
particular
grant
that
was
made
available
to
us
last
year
to
apply,
but
unfortunately,
because
of
our
capacity
we
weren't
able
to
apply
for
that
Grant.
So
if
that
Grant
comes
up
again
this
year,
we'll
be
able
to
with
our
new
increase
in
our
emergency
management
team
will
be
to
be
able
to
better
evaluate
that
they
will
be
able
to
report
out
on
those
specificalities
of
that
Grant.
L
Okay,
this
is
in
the
grant
package
chief
for
the
school
committee
to
vote
on.
This
is
the
emergency
planning
management
planning
grant
that
currently
has
director
duraney
listed
as
the
point
of
contact.
That's
the
one
they're
looking
at.
R
Okay:
okay,
let
me
review
with
him
again
real,
quick
and
I'll
I'll
check
back
in
one
second,
okay,
great!
Thank
you.
Z
And
this
is
Stephen
McRae
director
of
Grants
may
I.
We
will
thank
you
for
pretending.
We
will
be
having
outcomes
reports
for
all
of
the
grants.
We're
closing
the
grants
now
by
the
end
of
September
and
each
program
manager
will
be
able
to
complete
outcomes
reports
for
the
grants,
so
you
will
be
getting
outcomes
reports.
Eventually,
it
is
before
the
close
of
this
year.
A
T
A
N
X
C
A
You
our
first
report
this
evening
is
a
revised
Madison
Park
admissions
policy
proposal.
You'll
recall
that
on
May
24th,
the
superintendent's
team
presented
a
proposal
for
a
new
admissions
policy
for
Madison
Park
that
meets
the
state's
requirement
for
vocational
technical
schools.
Committee
members
raised
concerns
that
the
proposed
policy
had
the
potential
to
create
unintentional
barriers
for
our
students
and
families.
We
asked
the
admissions
team
to
revise
the
policy
and
make
adjustments
to
simplify
the
application
process,
while
still
ensuring
that
students
know
what
Madison
Park
offers
and
that
they
want
to
attend.
A
Vocational
Technical,
High,
School
team
engaged
with
stakeholders
over
the
summer,
and
tonight
they
are
here
to
present
a
revised
policy
back
to
the
school
committee
before
I
turn
it
over
to
the
team.
I
want
to
invite
the
superintendent
to
give
introductory
remarks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpretation.
Thank
you.
Okay,.
L
Thank
you
chair,
so
just
thank
you
to
the
committee
for
I
think
giving
the
commit.
You
know
the
application
committee
just
more
thought
about
what
could
potentially
be
a
barrier
for
a
student
I
think
what
they've
you
know
been
able
to
kind
of
synthesize
will
be
something
that
will
a
lot.
L
You
know
meet
the
Desi
requirement
for
us
having
an
application
process,
which
is
what
we
do
need
to
have
for
a
vocational
tech
school
and,
at
the
same
time,
be
something
very
reasonable
for
a
student
to
accomplish
so
I
with
that.
I
will
turn
it
over
for
the
presentation
by
the
committee.
AA
AA
This
policy
is
in
alignment
with
the
Mass
state
regulations
that
all
Career
Technical
vocational
education
schools
have
an
admissions
policy
as
well
as
recommendations
from
the
school's
intervention
team.
During
the
presentation,
the
team
will
highlight
revisions
based
on
the
feedback
given
after
May
24th
school
committee
meeting.
At
this
time,
I
will
turn
this
presentation
over
to
Mr
Jason
Samaha,
accompanied
by
his
colleagues
Mr
Perino
Watson
Miss
Lorinda
Briggs,
Miss,
Priscilla
almanaz
and
miss
satina
Wright
Jason.
Take
it
on.
AB
All
right,
thank
you
so
much
good
evening.
Just
as
a
reminder,
my
name
is
Jason
small
I'm,
an
English
teacher
at
Madison,
Park
and
I'm
part
of
the
committee
that
came
up
with
this
admissions
policy.
AB
So
but
whoops,
as
you
recall,
you
know,
as
people
have
said
before,
the
basic
two
reasons
for
the
policy
is
one
as
it
fulfills
the
deci
regulations
and
then
the
second
part
is
that
we
want
to
make
sure
that
every
student
who
enrolls
at
Madison
Park
is
making
an
informed
decision
before
they
attend
the
school
I.
Think
it's
important
to
note
that
students
in
9th
and
10th
grade
spend
a
quarter
of
their
time
in
vocational
programming.
AB
An
11th
and
12th
graders
spend
half
of
their
time
in
vocational
programming
and
I.
Think
it's
really
important
and
really
really
feel
it's
significant
enough
difference
in
education.
That
kids
come
in
here
need
to
know
what's
happening.
AB
The
original
proposal
is
part
of
the
original
proposal.
We
had
an
artifact
so
part
of
I'm.
Sorry,
let
me
start
again,
so
students
were
asked
to
complete
an
artifact
that
demonstrated
their
interests
in
vocational
education
as
well
as
get
two
letters
of
support.
We
also
included
a
lottery
system
that
will
be
implemented.
If
more
students
wanted
to
attend
Madison
Park,
then
we
had
seats.
AB
It's
also
I
think
important
to
notice
that
we
didn't
create
this
policy
in
you
know,
in
a
vacuum,
as
people
have
said
before,
we
engage
with
family
students,
staff,
community
BPS,
central
office
deci
and
creating
this
policy
on
at
the
May
24th
school
committee
meeting.
We
heard
three
I
think
different,
but
sort
of
related
issues
with
the
policy
that
we
presented,
namely
with,
namely
that
there
would
have
a
dis.
AB
So
you
know
thinking
about
that
advice.
You
know
which
I
think
when
we
started
when
we
when
we
originally
began
the
the
creation
of
this
policy,
we
were
looking
to
create
the
most
like
inclusive
Equitable
policy
that
we
could
and
I.
Think
having
that
conversation,
that
feedback
really
helped
us
sort
of
I
think
narrow
in
on
on.
How
do
we
make?
AB
How
do
we
still
meet
our
goals
of
deci
regulations
and
informed
decision
making,
but
also
you
know,
have
his
you
know
remove
as
many
barriers
as
possible,
so
we
decided
that
it
would
make
sense
to
remove
the
artifact
and
the
two
letters
of
support
and
we're
proposing
to
replace
that
with
a
single
statement
of
interest
that
describes
the
student's
interest
in
cvte,
which
is
career,
Vocational,
Technical
education
and
then
how
they
believe,
Madison
Park
will
help
the
student
achieve
those
goals.
AB
Students
can
submit
their
their
SOI,
which
we're
calling
the
statement
of
interest
in
multiple
formats.
They
could
write
it,
they
could
create
a
video
they
could
put
in
a
slideshow
or
they
could
schedule
an
interview.
AB
In
addition,
what
we
decided
was
that,
in
order
to
address
the
idea
of
not
enough
supports,
is
to
create
informational,
drop-in
sessions,
both
virtual
and
in
person
where
there'll
be
translation,
interpretation
they'll,
be
people
from
our
special
ed
office
from
our
multilingual
Learners,
and
you
know
we're
gonna.
AB
You
know
make
sure
that
students
can
complete
this
in
their
home
language
and
then
you
know
have
as
many
exemplars
and
and
facts
as
we
can
for
that,
and
so
we
feel
by
adding
these
by
making
these
two
sort
of
revisions
to
the
policy
we
have.
We've
met
our
goals
of
the
deci
requirements
and
it's
showing
that
kids
are
making
an
informed
decision
before
they
before
they
enroll
at
Madison
Park
and
that's
the
end
of
the
presentation.
So
thank
you
again
for
your
time.
A
E
Thank
you.
Thank
you
for
the
presentation.
It
was
really
exciting
to
see
that
you
all
heard
the
feedback
that
the
committee
my
committee
members,
had
shared
at
the
last
meeting.
That
I
wasn't
here,
especially
when
it
comes
to
the
different
formats.
That
is
that
a
student
can
actually
submit
their
application.
E
As
you
know,
not
many
students,
writing
is
not
their
their
strength,
but
they
are
able
to
create
a
video
they're
able
to
create
presentations
and
even
perform
better
when
they're
actually
being
interviewed
on
a
101
or
with
a
group
of
like
a
panel
in
front
of
them.
So
I
really
appreciate
that
you
all
are
emphasizing
that
there
are
different
ways
and
and
manners
that
students
can
show
their
potential
can
show
their
interests.
So
I
just
want
to
comment
on
that.
E
One
thing
that
I'm
really
excited
is
that
they're
able
to
do
it
in
their
native
language
and
that's
something
that
will
also
amplify
that
they
are
great
students
and
they
will
contribute
to
the
Madison
our
community
as
a
whole.
I
remember
when
I
came
from
Cape
Verde
Madison
was
not
presented,
necessarily
has
an
option
if
it
was.
E
It
was
mostly
because
oh
there's
a
lot
of
Cape
Verdean
students
there,
but
I
don't
think
at
the
time
the
team
at
BPS
informed
my
parents
or
myself
about
the
vocational
vocational,
the
technical,
all
the
different
classes.
That
I
could
actually
learn
how
to
do
hair
and
my
mom
is
in
Madison
Park
alone,
but
even
her
herself
just
assumed
that
the
Welcome
Center
would
inform
me
of
these
information.
E
So
knowing
that
the
submission
policy
is
actually
going
to
really
amplify
what
Madison,
how
unique
Madison
is
as
a
school
in
the
district
I
would
definitely
allow
students
to
make
a
more
informed
decision
and
really
see
what
are
their
options
here.
So
I
just
want
to
make
a
comment
on
that,
and
then
my
only
question
it
relates
to
how
is
the
district
amplifying
or
making
you
know,
outreaching
to
families,
about
the
the
policy
right
and
also
doing
a
better
marketing
of
what
Madison
Park
has
to
offer?
Are
we
doing
community
meetings?
E
Are
we
going
to
the
neighborhoods
I?
Don't
know
if
work
has
been
done
already,
but
would
love
to
hear
a
little
bit
more
about
that
in
terms
of
the
community
engagement
to
inform
folks
about
this
change
and
the
school
foreign.
L
I
don't
know
if
director
silvario
Sylvia
would
like
to
comment
on
it,
but
I
can
say
that
one
of
the
things
that
we
are
going
to
work
to
do
is
to
really
like
introduce
for
our
sixth
graders
and
our
seventh
graders
and
our
eighth
graders.
A
sense
of
what
vocational
education
is.
L
What
the
different
offerings
are
really
just
try
to
do
a
lot
more
with
our
middle
schoolers
than
has
been
done
in
the
past,
we'll
work
with
Madison
on
particular
Outreach
for
how
we
can
get
students
in
to
actually
see
the
campus
and
actually
like
get
excited
about
it,
I
think
in
Madison's
proposal
there
you
know
they
would
like
to
go
to
a
7
to
12
as
part
of
their
design
and
I.
L
Think,
while
the
seventh
and
eighth
grade
wouldn't
be
formal,
CTE
grades,
the
idea
there
is
that
there'd
be
more
opportunity
to
integrate
The
Vocational
and
the
technical
aspects
into
the
everyday
curriculum
as
a
way
to
help
students
get
excited
about
what's
possible.
So
this
will
be
something
that
will
be
turning
a
lot
of
attention
to
both
working
with
Madison
and
staff,
but
also
I,
think
across
the
secondary
office.
In
the
other
high
schools.
E
Thank
you,
stupid
Santa,
I
have
a
just
a
follow-up.
Real,
quick
I
know
you
mentioning
engaging
the
current
students
that
are
at
BPS.
Are
there
any
efforts
in
terms
of
newcomers
and
I'm?
Not
just
speaking
about
you,
know:
Cape
Verdean
families,
but
of
course,
any
of
our
immigrant
families
that
might
be
sending
their
kids
here
for
a
better
education.
So
just
wanted
to
hear
a
little
bit
about
that.
If
there's
like
a
more
intentional
way
of
how
we
are
informing
them
about
this
opportunity
as
well,
absolutely.
L
I
think
this
is
one
of
the
things
that
the
secondary
level
in
general,
but
certainly
with
CT
work
at
Madison,
is
to
make
sure
that
the
Welcome
Center
as
students
are
registering,
has
lots
of
information
so
that
students
know
what
options
are.
L
L
You
know
here
I
think
really
inviting
the
student
and
the
parent
into
understanding
what
they
have
to
do
relative
to
admissions
for
Madison
that'll
be
a
key
piece
of
training.
Our
welcoming
staff
as
well.
AD
If
I
could
speak
a
little
bit
on
it
we've,
my
name
is
Purina
Watson,
a
vocational
one
of
the
vocational
directors
at
Madison
Park,
one
of
the
things
that
we
have
been
doing
in
the
past.
Even
up
till
current
we
have
Road
shows
where
we
go
to
the
different
schools
and
we
let
our
students
go
and
speak
about
the
programs
and
the
things
that
they
build,
and
we
also
invite
students
to
the
school
for
tours
and
we
give
them.
AD
You
know
all
the
information
and
videos
anything
that
we
can
do
to
get
them
to
really
see
that
they're
looking
to
get
into
a
vocational
school
and
I.
AD
Think
that's
one
of
the
challenges
that
we've
always
had
and
I
think
we're
kind
of
getting
over
that
that
obstacle
now
is
that
a
lot
of
the
parents
are
starting
to
realize
that
we're
a
vocational
school
not
just
a
regular,
high
school
and
I
think
if
we
can
get
as
as
much
assistance
as
we
can,
especially
from
the
district,
getting
it
out
there
and
that's
a
great
question:
how
do
we
do
it?
We
from
the
inside?
AD
We
do
a
lot,
but
getting
the
district
to
help
as
superintendent
Skipper
said,
that
secondary
would
make
a
huge
difference
on
the
students
picking
a
school
because
they
want
to
be
in
a
vocational
program.
N
Juan,
thank
you
for
coming
back
to
us
and
I
know.
I
raised
a
lot
of
the
concerns.
Last
time
we
were
together
and
I
I
appreciate
you
for
hearing
it
and
recognizing
the
sort
of
unintended
consequences
of
the
former
proposal,
and
this
one
seems
to
really
solve
some
of
those
problems,
while
also
making
sure
that
students
who
want
to
be
there
are
there
and
feel
like
they're
part
of
something
really
special.
So
thank
you.
N
A
question
I
think
probably
more
appropriate
for
the
superintendent
I
have
three
one
is:
does
this
now
mean
that
students
will
not
be
administratively
placed
at
Madison
and
I
know?
We
had
talked
about
I
think
it
was
30
percent
of
the
population
right
now
is
administratively
placed.
L
Those
are
the
things
that
we
have
to
work
out
once
this
pilot,
once
the
admissions
policy
is
passed,
I
think
we're
looking
district-wide
at
administrative
assignment
and
what
that
looks
like
and
what
might
be
some
alternatives
to
that
in
terms
of
Outreach
to
families
and
students
who
aren't
selecting
or
knowing
how
to
select
a
school.
So
it
will
need
to
be
in
companionship
with
the
policy,
some
kind
of
moratorium
or
streamlining
of
this,
but
it
has
to
be
done
in
a
coordinated
fashion.
N
Yeah,
thank
you
for
that.
It
seems
like
a
a
big
connection.
Obviously
at
least
as
an
observer
right
like
there
either
is
an
application
or
there
isn't,
and
if
so
it
begs,
it
seems
counter-intuitive
to
then
administratively
place
students
there
and
so
then
I
guess
at
the
same
time
are
we
doing
any
analysis
around
the
enrollment
implications
for
Madison
I
guess
in
two
pieces?
N
One
is
we
talk
about
an
expansion
with
a
recognition
that
30
percent
of
those
students
at
currently
wouldn't
qualify
for
that
type
of
experience,
and
there
may
be
students
there
who
who
were
not
administratively
placed,
who
also
would
not
have
qualified
I'm
just
sort
of
curious?
How
your
what
sort
of
projections
the
team
is
doing
and
thinking
about
the
expansion,
but
also
thinking
about
sort
of
high
school
options
for
the
ay
dios?
What
year
is
it
now
the
24-25
year?
But
what
will
be
a
process?
Students
are
engaging
with
in
the
next
few
months.
L
Right
so
I
think
I
think
as
we've
kind
of
spoken
about
during
the
course
of
the
year,
I
think
helping
students
to
understand
what
the
options
are
is
kind
of
our
first
step
across
the
secondary
field.
L
We
used
to
do
a
great
deal
of
promotion
around
this
with
the
High
School,
showcases
and
so
forth.
We
need
to
kind
of
get
back
into
that,
because
it's
such
a
critical
transition
I
think
specific
to
Madison.
You
know
we've
and
I
don't
want
to
go
too
deep
into
this,
because
it's
it's
tied
into
more
of
like
the
overall
kind
of
secondary
design,
but
in
the
specific
case
of
Madison
I,
think
you
know
even
like
the
numbers
that
were
put
out
there.
L
It
all
really
depends
on
the
number
of
programs
that
are
being
offered
I.
Think
one
of
the
things
that
Madison
is
really
excited
to
do
in
the
design
phase
is
to
think
about
what
are
the
other
kinds
of
CTE
programs
or
vote
programs
that
they
currently
don't
offer
that
they
could.
Every
time
you
offer
more
programming
that
takes
space
up
so
I
think
the
2200
number
that
got
floated
out
there
I
think
you
know
that's
going
to
depend
at
day's
end
on
what
happens
with
the
programming.
L
I
also
think
think
it
takes
into
effect
this
seventh
and
8th
grade
cohorting,
which
right
now
for
Madison,
doesn't
exist
so
determining
what
numbers
those
would
be
in
seventh
and
eighth
grade
what
you
know
and
then
understanding
that
even
in
ninth,
there
might
be
some
transitioning
out
and
some
transitioning
in
there's
a
lot
of
this.
That
has
to
be
figured
out
around
the
enrollment
and
we'll
start
looking
at
those
numbers
looking
at
who's.
Choosing.
Who
isn't
it's
exciting?
L
N
So
I
and
I
hear
that
I've
just
like
wave
the
flag
again
I
have
a
sneaking
suspicion,
while
a
great
policy
that
it
will
have
major
implications
on
High
School
enrollment
at
the
school,
and
you
know
as
we're
having
conversations
about
carryover
money
and
schools
being
held
harmless
and
all
of
those
things
like
this
could
deeply
reduce
the
number
of
students
there
and
then
the
scale
and
size
of
the
school
while
we're
simultaneously
having
a
conversation
about
future
expansion
and
I.
N
L
Right
well,
I
mean
I,
think
the
admissions
policy
is
kind
of
the
first
step
and
the
implications
that
that
will
have
in
terms
of
the
current
pool
and
enrollment.
Then
I
think
there's
this
larger
question
around
the
design
and
what's
the
Comfort
Madison
and
then
that's
kind
of
a
second
phase.
So
I
mean
to
your
point:
it's
you
know
the
stuff
that
we're
looking
at
and
need
to
look
at,
but
it
really
I
think
for
them.
The
admissions
policy
is,
is
kind
of
the
you
know
one.
L
We
need
to
do
it
to
you
know
from
a
Desi
standpoint,
but
secondly,
I
think
that
you
know
I
really
do
commend
this.
This
group,
because
they've
really
been
extremely
thoughtful
in
this
and
are
very
committed
to
having
quality,
CTE
invoke
offerings
and
helping
students
make
healthy
choices
and
inform
choices
and
parents
in
that
process.
So
I
think
this
is
step
one
and
then
once
it's
passed,
then
we
kind
of
start
with
looking
at
enrollment
and
other
kinds
of
unintended
consequence
how
to
mitigate
that.
N
Yeah
I
I
know
I'm
out
of
time.
I
I
hear
you
I
think
it
might
just
be
a
both
and
I
think
it's
step
one
and
at
the
same
time
we
should
probably
be
taking
on
a
step
1.5,
because
I
think
they're
major
budget
implications
for
the
school,
with
a
30
loss
in
enrollment.
That
I
don't
think.
N
We
probably
need
to
wait
for
the
data
to
come
in
to
know
that
there
will
be
a
major
hit
to
enrollment
if
you
are
not
administratively
placing
kids
there
so
like
we
don't
need
to
be
surprised
by
the
news
like
we
can
project,
probably
somewhat
concretely
a
window
of
what
that
would
be,
and
then
the
the
sort
of
future
planning
that's
necessary.
So
there's
not
some
major
shock
to
the
community.
N
This
policy
means
potentially
means
X,
Y
and
Z,
and
that
is
different
than
a
school
who's
experiencing
enrollment
decline.
That
may
be
a
surprise,
and
so
that
they're
planning
out
of
in
a
time
that
is
uncertain
but
coming
from
a
place
of
of
surprise
where,
in
this
situation,
we're
sort
of
building
or
building
what
will
be
that
that
probable
truth.
L
Definitely
it's
a
both
and
I
also
do
think
that
if
we
can
do
a
much
better
job
of
helping
parents
understand
what's
possible
and
students
what's
possible,
you
know
which
I
think
in
general
is
the
one
of
the
issues
behind
administrative
assignment
district-wide
then
I
think
we
may
not
see
those
30
percentiles
so
I
mean
I.
Think
those
are
the
things
that
we
need
to
work
toward.
L
AC
C
We
had
a
lot
of
feedback
when
this
was
first
presented
about
putting
more
obstacles
in
front
of
our
students
and
clearly
this
this
new
proposal
threads,
the
needle
between
the
state,
saying
CTE,
schools
have
to
have
an
admission
policy,
and,
quite
frankly,
you
know
what
I
hear
when
I'm
out
at
Madison
Park
talking
with
the
administrators
and
the
teachers
who
very
much
and
and
the
alumni,
who
are
obviously
very
vocal
and
and
love
the
school
dearly
that
they
want.
C
Students
who
want
to
be
there
and
so
having
students
express
interest
one
way
or
another
and
as
Miss
Lima
Barbosa
pointed
out,
and
it's
so
great
to
hear
your
voice
being
represented.
Thank
you
for
that.
Already
of
you
know
the
language
considerations.
This
points
out
the
need
for
having
great
Communications
to
our
students,
of
what
their
opportunities
are
and
understand
the
differences
between
our
schools.
We
have
so
many
pockets
of
Excellence
all
around
the
district
that
we
just
have
to
get
better
at
communicating
it
at
an
earlier
basis
to
our
students.
C
So
they
understand
what
their
possibilities
are
so
I
just
but
I
appreciate
the
district
listening
to
our
feedback
from
before
and
coming
back
with
a
very
substantially
revised
proposal.
AC
A
My
only
comment
is
again:
I
I
thank
school
for
going
back
and
looking
at
this,
but
I
think
the
issue
is
really
on
us
and
our
education
of
our
middle
school
kids
right
now,
since
it's
a
night
High
School
of
making
sure
that
more
students
have
actual
opportunities
of
going
to
Madison
and
seeing
what
it's
like,
so
that
we
have
a
much
better
informed
group
of
families.
Seeing
this
as
another
opportunity,
I,
don't
know
whether
we
have
some
of
one
of
our
fifth
quarter.
A
Programs
has
anything
to
do
with
Madison,
but
hearing
how
excited
kids
got
from
a
wide
variety
of
opportunities.
We
need
to
be
selling
our
own
opportunities.
Also,
so
I
think
the
more
that
we
can
make
sure
people
have
an
opportunity
than
they
can
make
a
decision.
But
again
thank
you
for
what
you've
all
done
to
make
this
a
better
possibility
for
more
of
our
students
to
make
a
choice.
A
I
want
to
thank
you
again
all
for
your
work
on
this
and
the
committee
looks
forward
to
taking
action
on
the
proposal
at
our
next
meeting
prior
to
the
states
October
1st
deadline.
Thank
you
all.
A
A
A
Since
that
time
members
have
completed
their
individual
evaluations
in
Dr,
alkins
and
Mr
O'neill
have
compiled
the
results
into
one
summative
evaluation
that
they
will
share
with
us
this
evening.
I'm
grateful
to
them
for
leading
the
this
important
process
before
turning
it
over
to
Dr,
alkins
I
think
it's
important
to
put
the
superintendent's
evaluation
in
context.
A
Superintendent
Skipper
has
been
with
the
district
for
11
months
and
was
very
honest
with
us
from
the
beginning
about
all
the
work
the
district
would
require
to
get
back
on
track
and
that
this
work
wouldn't
happen
overnight
and
can't
be
done
by
one
person
alone.
Well
tonight
we're
evaluating
the
superintendent
I
want
to
ask
each
Committee
Member
members
of
the
superintendent's
leadership
team
members
of
the
public
and
Community
activists
to
do
all
to
do
their
own
self-reflecting
too
I
believe
our
superintendent
can
do
incredible
things
for
our
students,
but
she
cannot
do
it
alone.
A
We
all
play
a
role
in
the
success
or
failure
of
our
district
I
thank
superintendent
skipper
for
her
willingness
to
jump
in
roller
sleeves
up
and
get
right
to
work.
We're
in
this
with
you.
Your
success
is
our
children's
success
and
I
know.
If
we're
all
working
together,
we
can
give
our
students
everything
they
deserve
on
the
I'll
turn
it
over
to
Dr
alkins.
C
F
You
and
good
evening
fellow
committee
members
good
evening,
BPS
staff
folks
who
are
still
joining
us
from
the
district.
F
F
But
I
do
want
to
acknowledge
a
couple
of
things.
First,
I
want
to
just
say
for,
for
those
people
who
are
listening,
who
might
be
visually
impaired.
I
am
a
brown
colored
man
who
was
wearing
a
gray
shirt
so
just
to
acknowledge
on
those
people
who
might
be
on
the
call.
Listening
also
I'd
like
to
thank
Vice
chair
O'neal
for
his
support
and
really
just
his
insight
and
thinking
about
how
to
make
this
process
a
lot
easier.
F
I'd
also
like
to
thank
Liz,
Sullivan
and
Megan
Costello
for
supporting
the
amalgamation
of
all
of
the
information
from
our
fellow
committee
members
evaluations
and
really
pulling
out
a
lot
of
the
major
themes,
and
last
I
would
like
to
thank
superintendent
Skipper
for
her
commitment
jumping
into
the
work
and
also
be
just
the
nature
of
having
an
evaluation
that
is
public
and
I
know
that
that's
not
the
norm
of
many
positions,
and
so
certainly
the
commitment
to
our
district.
F
The
commitment
to
our
students
and
our
staff
is
something
that
certainly
I
want
to
recognize.
So
I
will
share
my
screen
and.
F
And
I
just
want
to
make
sure
that
can
everyone
see
my
screen
I
just
want
to
make
sure
okay,
Mike
so.
F
Before
we
jump
into
the
evaluation
itself,
it's
important
to
put
things
into
context
in
terms
of
what
our
committee
responsibilities
are,
and
so
really
we
Define
the
the
vision,
mission
and
goals
of
the
Boston
public
school
and
so
for
those
people
who
may
not
be
unaware.
We
can
break
this
out
into
five
major
goals,
one
being
having
foundational
reading
skills
by
grade
three.
We
also
have
a
goal
that
states
that
multilingual
Learners
will
demonstrate
growth
in
English
language
proficiency.
F
Third,
we
commit
that
students
with
disabilities
will
thrive
in
appropriate
settings.
Fourth,
our
goal
is
that
students
will
be
able
to
critically
think
and
master
math
science
and
literacy,
and
our
fifth
goal
is
that
students
will
graduate
high
school
prepared
to
direct
their
future
and
so,
by
extension,
when
we
really
think
about
this,
these
goals
necessitate
really
deep
strategic
work
around
eliminating
opportunity
and
achievement
gaps,
identifying
and
addressing
historic,
racist
practices
and
inequities.
F
Promoting
and
enacting
authentic
student
and
family
engagement,
building,
Community
Partnerships,
based
on
reciprocity
and
accountability,
fostering
diverse
and
effective
Staffing
policies
and
practices
and
providing
trauma-informed,
student-centered
social,
emotional
and
physical
supports,
and
so
these
priorities
are
also
supported
through
the
establishment
and
the
monitoring
of
the
annual
operating
budget.
So
when
we
think
about
The
Narrative
of
our
goals,
we're
also
implying
that
there
is
the
numerical
narrative,
which
is
reflected
in
our
budget.
As
a
committee,
we
are
also
charged
with
hiring
and
managing
the
and
evaluating
the
superintendent
based
upon
this
individual.
A
C
C
C
C
C
From
Madam
chair,
Dr
Elkins
is
zooming
in
via
his
cell
phone
because
he
lost
his
internet
and
so
you'll
see
him
here.
Hopefully
you
can
hear
us
Dr,
Elkins
and
Ms
Costello
will
put
the
presentation
up
on
the
screen
and
forward
it
on
Dr
Elkins
asked
her
too.
F
Like
yes,
this
will
warrant
many
conversations
with
Verizon
at
this
point,
but
yes,
we
were
in
the
middle.
Yes,
so
this
this
bullet
point
here:
I
apologize,
everybody
for
the
interruption,
but
our
last,
so
our
last
responsibility
is
also
setting
and
reviewing
District
policies
and
practices
that
support
student
achievement.
F
So
again,
I
think
it's
worth
reiterating
to
my
fellow
colleagues
that
in
many
ways
the
superintendent
is
an
extension
of
us
and
and
we
should
consider
the
evaluation
also
to
some
degree,
an
evaluation
of
ourselves.
F
F
Over
a
couple
of
weeks,
each
of
us
had,
as
committee
members
had
the
opportunity
to
review
District
data
have
conversations
with
the
superintendent,
if
necessary,
but
make
our
own
individual
assessments
of
how
the
superintendent
performed
over
the
past
11
months
and
then
Vice,
chair,
O'neill
myself,
with
the
support
of
Liz
Sullivan
and
Megan
Costello
were
able
to
pull
together.
All
of
those
assessments
to
create
a
summative
assessment,
and
following
this
report
we
will
vote
on
this
summative
assessment
and
the
final
performance
rating
next
slide.
F
Please
so
to
give
a
sense
of
that
timeline
from
the
previous
slide,
the
presentation
of
the
self-evaluation
in
July
and
then
the
couple
of
weeks
for
our
evaluations
and
then
the
summative
synthesis
and
then
on
tonight
we
are
presenting
the
summit
of
evaluation
and
then
on
the
13th.
We
will
vote
on
this
Summit
of
evaluation,
please
advance
foreign,
and
so
before
we
get
into
the
different
categories.
F
We
want
to
acknowledge
a
couple
of
different
things.
Please
click
the
first
that
our
our
different
standards
that
we
that
we
look
at
when
we're
analyzing
the
superintendents
progress
ranges
in
four
bins
or
four
categories:
the
first
one
being
instructional
leadership,
the
second
being
management
and
operations,
the
third
being
family
and
Community
engagement
and
the
fourth
being
professional
culture,
and
just
to
speak
a
little
bit
about
each
one.
You'll
see
them
posted
later.
F
But
it
is
important
to
note
that
we
Define
instructional
leadership
as
the
ability
for
our
educational
leader
to
promote
learning
and
growth
of
all
students
and
the
success
of
all
staff
through
a
a
shared
Vision
that
makes
powerful
teaching
and
learning
the
central
focus
of
all
schooling
in
our
management
and
operations.
We
are
defining
that
as
the
ability
for
our
superintendent
to
promote
the
learning
and
growth
of
all
students
and
the
success
of
all
staff
by
ensuring
a
safe,
efficient
and
effective
learning
environment
and
using
resources
to
implement
appropriate
curriculum,
Staffing
and
scheduling.
F
In
our
third
standard,
we
Define
family
and
Community
engagement
by
the
ability
for
our
superintendent
to
promote
the
learning
and
growth
of
all
of
all
students
and
success
of
all
staff
through
effective
partnership
building
with
families,
Community
organizations
and
other
stakeholders
that
support
the
mission
of
the
school
and
district
and
last
a
professional
culture.
Standard
is
defined
by
our
superintendent's
ability
to
promote
success
of
all
students
by
nurturing
and
sustaining
a
school
culture
of
reflective
practice,
high
expectations
and
continuous
learning
for
staff.
F
Thank
you
thanks
foreign
and
so
to
give
more
insight
into
how
the
type
of
the
the
rubric
that
we
used.
What
you
all
are
looking
at
now
is
the
committee's
four
category:
superintendent
evaluation
rubric,
which
we
broke
out
as
you
will
see
in
Orange.
F
The
categories
are
only
on
four
categories
based
upon
deci
standards,
but
for
our
district
we
adapted
this
standard
to
include
a
fifth
category,
as
you
can
see
in
the
green
text,
noting
different
categories
as
highly
effective,
effective
or
developing
a
category
of
needs,
Improvement
and
a
category
rating
of
unsatisfactory
below
that.
F
You
will
also
notice
that
there
are
numbers
corresponding-
and
this
is
to
this
is
to
provide
somewhat
of
a
numerical
translation,
as
we
thought
about
ways
to
really
showcase
or
illustrate
the
the
the
assessment
of
like
of
the
superintendent,
and
so
each
meeting
member
is
required
to
bend
each
of
the
standards
and
been
each
of
the
standards
and
rate
the
superintendent
based
upon
the
BPS
unlike
rubric
and
then
at
the
end.
We
also
included
our
rating
as
it
would
fit
back
into
the
deci
standard
rubric.
F
So
next
slide
and
so
first
of
course,
we
acknowledge
that
the
the
superintendent
came
in
with
an
alignment
to
the
goals
that
we
had
laid
out
and
also
aligning
goals
very
much
thinking
about
the
systemic
Improvement
plan.
And
so
some
of
those
tenants
include
prioritizing
and
accelerating
the
academic
performance.
Strengthening
the
access
to
social,
emotional
learning,
supports
streamlining
operations
and
ensuring
student
safety,
developing
authentic
family
and
Community
engagement
practices,
improving
internal
and
external
communication,
with
families
and
staff,
increasing
accountability
for
both
the
central
office
and
for
our
schools.
F
So
next
slide,
please,
and
so
now
we're
going
to
take
a
a
deeper
dive
into
each
standard
and
look
at
how
and
look
at
how
we
evaluated
the
superintendent
on
each
on
in
each
area.
So
within
the
area
of
instructional
leadership,
which
the
text
there
or
simply
the
descriptions
as
I
outlined
earlier,
and
if
you
click
the
next
button,
some
of
the
the
feedback
that
we
pulled
out
in
certain
in
terms
of
common
themes
that
we
noted
included
a
strong
instructional
alignment.
F
We
noted
that
the
superintendent
did
well
to
build
a
strong
team
around
her.
There
were
Investments
that
were
made
in
Equitable
literacy,
particularly
surrounding
multilingual
Learners
and
multilingual
Learners
with
disabilities,
and
the
number
and
and
the
numbers
for
attendance
are
encouraging
this.
Despite
chronic
absenteeism,
we
found
a
theme
of
of
that.
There
is
a
a
focus
on
the
inclusion,
rollout
and
also
multilingual
Learners
and
multilingual
Learners
with
disability
strategic
plans
like
with
specificity.
F
These
are
and
I'll
I'm
sorry
I'll
take
a
step
back.
That
was
also
a
theme
that
we
pulled
out
as
needing
much
as
needing
work
so
focusing
on
rolling
out
these
plans
with
more
specificity
and
also
turning
the
attention
to
staff
diversity
is
very
critical
and
Still
Remains.
A
a
a
an
area
of
growth
and
Improvement.
F
Also
thinking
about
an
area
for
growth
and
Improvement,
also
includes
the
use
of
the
Equitable
literacy
observational
tool
and
also
racial
Equity
planning
tools,
utilize
with
more
Fidelity
and
used
more
efficiently
with
data
revealing
historic
and
Equitable
practices.
That
must
be
shared,
such
that
racist
practices
and
systemic
biases
within
the
district
can
be
named
and
utilizing
that
that
conversion
to
a
numerical
score
together.
F
The
committee
rated
the
superintendent
in
this
particular
area
an
average
score
of
3.71
out
of
five
next
slide,
and
one
of
the
things
that
we
wanted
to
be
transparent
about
is
so
that
you
could
see
the
distribution
of
each
response
from
each
member
of
the
committee.
So
looking
at
this
figure
on
the
left
on
the
y-axis
which
we're
looking
at
is
the
number
of
responses
and
then
on
the
x-axis
you're,
looking
at
the
areas
of
how
each
individual
Committee
Member
rated
the
superintendent
within
the
category
of
instructional
leadership.
F
So
three
members
gave
the
superintendent
a
rating
of
developing
or
and
or
proficient
and
also
three
members
gave
the
superintendent
and
a
a
rating
of
effective
and
one-membered
rated
the
superintendent
as
highly
effective
in
the
area
of
instructional
leadership.
So
this
should
set
the
tone
for
the
other
distribution
charts
that
you'll
see
for
the
other
standards.
F
F
We
also
noted
the
improvements
with
Staffing
safety
and
labor
agreements,
bringing
all
of
those
contracts
to
date
and
thinking
about
the
facility
conditions
assessment,
which
is
currently
ongoing,
will
be
a
great
opportunity
to
showcase
a
new
commitment
to
process
like
Improvement,
focusing
on
cross-collaboration
and
progress
monitoring.
Additionally,
I'd
like
to
also
highlight
some
other
themes
that
came
out
thinking
about
speaking
specifically
to
success
on
the
transdev
contract
reforms.
F
Looking
at
ways
of
measuring
staff
in
progress
that
we
were
certainly
proud
of
and
then,
as
we
think,
about
areas
of
growth
and
Improvement
in
this
particular
area,
the
committee
as
a
whole
noted
certain
things
specifically
thinking
about
the
need
to
hire
more
SEL
staff.
F
Increasing
the
access
to
native
language
instruction,
increasing
the
focus
on
facilities
and
transportation,
increasing
a
focus
on
on
safety,
improving
problem
solving
when
systems
break
down,
reducing,
reducing
and
eliminating
delays
and
employee
employee
payments
and
increasing
our
sense
of
urgency,
specifically
around
our
staffing
gaps
and
increasing
Clarity.
Around
changes
to
building
utilization.
F
Next
slide,
please,
and
so
to
look
at
the
distribution,
as
you
can
see,
one
member
rated,
the
the
superintendent
in
the
area
of
needs,
Improvement,
one
rated,
the
superintendent
in
the
area
of
developing
for
this.
For
this
standard,
four
members,
rated
of
the
superintendent
with
a
value
of
effective
and
one
rated,
the
superintendent,
with
a
value
of
highly
effective
next
slide.
F
As
we
look
at
family
and
Community
engagement,
we
noted
very
much
praised
BPS
and
superintendent
Skippers
work
for
the
development
of
the
BPS
helpline
and
really
strengthening
the
communication
that
goes
out
to
families
and
the
strengthening
of
specific
School
site
councils.
We
also
noted
that
there
are
some
missed
opportunities
throughout
the
year
for
authentic
engagement,
around
communication,
our
timelines,
School
mergers,
decision
making
and
really
thinking
about
the
power
and
authority
that
families
really
have
within
the
process
in
engagement
and
so,
as
a
committee.
F
F
And
some
of
the
other
things
that
I
will
pull
out
for.
My
notes
include
I'm,
just
making
sure
I
got.
F
No
yeah
I
think
I
got
everything
for
for
this
particular
slide
and
as
we
just
look
at
the
distribution,
we
can
see
that
the
majority
of
school
members
rated
the
superintendent
in
terms
of
family
and
Community
engagement
as
effective,
while
two
members
rated
the
superintendent
in
the
areas
of
developing
and
needs
Improvement,
and
so
the
last
standard.
If
we
move
to
the
last
slide,
is
one
of
fostering
a
professional
culture
and
so
as
a
strength.
F
We,
we
celebrated
the
the
superintendent's
strong
commitment
to
cultural
proficiency,
high
standards
and
continuous
learning.
We
praise
the
superintendent's
ability
for
stabilizing
the
the
principal
core
and
continuing
to
build
relationships
and
measure
impact,
and
we
encourage
as
an
area
of
growth,
the
assessment
of
all
changes,
their
efficacy,
more
specifically
their
accountability
and
how
these
ideas
must
be
brought
to
the
Forefront
and
other
areas
of
growth
and
Improvement
include
the
need
to
deepen
relationships
with
an
evolving
school
committee.
F
F
And
as
we
see
the
distribution
about
one
member
rated,
the
superintendent
as
highly
effective
and
the
remainder
of
the
committee,
rated,
the
superintendent
in
the
area
of
professional
culture
split
evenly
between
developing
and
also
effective
or
proficient
please
next,
and
so
the
overall
rating,
as
we
as
we
collectively
synthesize
data,
is,
is
that
we
really
believe
that
the
superintendent
and
in
her
first
year
achieves
a
a
rating
of
proficient
and
noting
also
the
the
many
areas
of
necessary
growth
and
development.
F
F
We
understand
also
the
limitations
with
regard
to
being
able
to
modify
the
budget
from
last
year
and
understanding
that
some
of
those
changes
were
some
of
the
the
the
changes
that
superintendent
Skipper
may
have
wanted
to
implement
may
not
have
been
able
to
be
done
with
the
limitations
to
the
budget.
F
However,
we
provided
a
wealth,
I
think
of
feedback
to
the
superintendent,
as
well
as
our
continued
commitment
to
support
like
her
and
support
the
the
outcomes
that
need
to
come
forth
within
the
district
next
slide,
and
so
this
is
a
a
summary
slide
that
that
showcases,
the
distributions
across
each
standard
in
a
very
different
way.
F
So
just
looking
at
the
the
raw
data
like
here
in
a
different
way,
yeah
you
might
and
next
slide,
and
so
the
summit
of
evaluation
as
it's
placed
back
into
the
as
it's
placed
back
into
the
the
deci
rubric,
but
also
thinking
about
our
own
rubric
here
is
also
the
distribution
for
the
overall
rating.
F
And
so,
as
we
think
about
where
what
are
the
areas
of
development,
we
understand
that
that
areas
of
strength
would
include
taking
the
steps
to
understand
the
challenges
that
are
faced
by
the
district
through
its
external
reports
and
working
in
very
different
areas
to
affect
change
and
as
an
example
of
this
sort
of
taking
a
little
bit
of
Liberty
here,
of
thinking
about
how
we're,
using
our
our
Equity
centered
tools
to
actually
name
systemic
biases,
contributing
to
the
challenges
of
eliminating
academic
achievement,
gaps
and
opportunity,
gaps
and
really
thinking
about
the
ways
that
we're
assessing
this
and
really
thinking
about
how
we're
doing
this.
F
For
our
most
vulnerable
student
populations
as
an
area.
Also,
an
area
of
strength.
I'm,
really
thinking
about
developing
that
Regional
Network
model
and
the
systems
for
improvement,
really
supports
a
variety
of
different
areas,
including
curriculum
and
instruction,
and
understanding
that
we
need
a
lot
more
detail.
As
we
move
forward
throughout
the
year
in
this,
but
again
celebrating
the
huge
wins
in
labor
relations
and
the
transportation
infrastructure
that
we've
seen
in
the
past
year.
F
And
while
we
we
think
about
these
things
again,
there
is
much
needed
like
air
there's
much
needed
growth
and
Improvement
across
a
range
of
areas,
really
speaking
about
authentic
family
and
Community
involvement
and
moving
that
to
a
place
of
authentic
Community
engagement
that
again
interrogates
power
dynamics
and
really
thinks
about
shifting
Power
Within
decision
making
within
the
district
two.
F
We
really
hope
that
that
that
the
superintendent
continues
to
develop
buy-in
on
and
on
a
shared
Mission
and
commitment
to
high
standards
from
all
staff,
with
a
shared
focus
on
improving
student
outcomes
and
closing
those
achievement
gaps,
particularly
for
our
most
vulnerable
populations
and
using
data
to
drive
that
impact
and
and
really
transparency
within
that
data.
F
More
specifically,
we
as
we
share
it
with
the
public
and
among
each
other
and
fostering
that
customer
service,
like
mentality
and,
of
course,
last
developing
a
coherent
master
plan
that
is
shared
with
the
public.
That
is
fair,
that
is
Equitable
and
is
understandable,
particularly
by
those
who
are
most
impacted,
and
so
for
discussion
in
we
wonder
you
know
are:
are
these
the
right
goals
that
we
should
be
moving
toward
and
another
thing
I
guess
worthy
of
note
and
Vice
chair
O'neill?
F
Please
correct
me
if
I
am
wrong,
but
we
will
be
able,
we
do
encourage
people
to
access
our
individual
evaluations
so
that
there
is
a
sense
of
people
can
understand
how
we
each
saw
like
the
evaluation
through
over
the
the
course
of
the
last
11
months,
and
so,
as
stated
before,
on
September
13th,
we
vote
on
the
final
performance
rating
and
during
the
fall
together,
the
school
committee
and
the
superintendent
will
co-construct
goals
for
this
Academic
Year
and
with
that
I
apologize
for
the
technical
difficulties,
but
I'm
willing
to
take
any
questions
and
comments
on
or
or
just
Foster
discussion
around.
A
Thank
you,
Dr
alkins
and
Mr
O'neill
for
the
report
and
for
leading
this
important
process.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
C
First
of
all,
I
want
to
thank
Dr
Elkins
for
that
incredibly
thorough
presentation
in
thoughtful
presentation
in
stepping
all
of
us
through
that
I
do
note
for
members
of
the
public
who
may
Wonder
Miss
Lima
Barbosa
was
not
a
member
of
the
committee
during
this
process.
So
this
is.
This
is
new
work
for
her,
but
Mr
meta
was
a
part
of
this
process
and
his
evaluation
was
included
as
well,
so
I.
C
Thank
you
for
the
thoughtful
approach
that
all
members
took
on
this
and
also
the
superintendent
both
for
her
self-evaluation
and
being
available
for
members
to
call
as
we
thought,
through
what
we
read
what
we
saw
in
the
Desi
standards.
C
You
know
feedback
we
all
individually
were
getting
from
members
of
the
of
the
community
and
public
over
the
past
a
couple
of
months
and
tying
that,
together
with
our
own
observations
over
the
year
from
school
committee,
meetings,
visiting
schools
talking
with
staff
parents
Etc
so
as
as
Dr
Elkins
mentioned
every
single
piece
of
this
public
documents
and
so
including
the
individual
member
evaluation.
So
they
will
all
be
posted
along
with.
C
N
That's
a
really
profound
things
that
I
will
not
repeat,
but
thank
you
both
for
leading
the
process.
Is
it
possible
to
pull
up
the
slide?
That's
for
discussion
during
the
discussion.
A
A
N
A
N
N
I
guess
three
things
I
think
I
think
these
are
probably
right,
but
I'm
just
adding
to
the
the
chaos
of
it
all,
as
we
figure
out
what's
next
I.
Think
for
me,
there's
a
few
standout
places.
One
is
just
around
like
the
intentional
use
of
data
and
I
think
this
will
matter
in
a
few
places,
it'll
matter
in
decision
making
I
think
if
I'm
sort
of
channeling
Dr
Elkins
as
we
think
about
even
financial
decisions.
N
We
were
talking
about
earlier
this
evening,
right
like
how
are
we
using
data
to
make
decisions
I'm
even
going
back
to
the
Madison
Park
enrollment
policy
conversation
to
like
how
are
we
doing
that
and
sort
of
where?
Where
is
data
in
lockstep,
with
policy
decisions
and
as
well
as
in
our
own
goal?
N
Setting
and
I
think
this
will
matter
as
we
build
out
in
collaboration
with
the
superintendent,
her
goals
for
the
year
so
that
they
are
data
driven
and
that
we're
creating
that
expectation
universally,
but
also
that,
like
these,
our
conversations,
our
policy
decisions
continue
to
be
rooted
in
data
and
so
I.
Don't
know.
N
I
would
like
to
somehow
see
that
as
a
place
of
of
growth
and
opportunity
for
us,
I
think
the
second
bullet
or
the
first
bullet
rather
around
move
from
a
place
of
family
and
Community
involvement
to
authentic
and
family
community
engagement.
N
I
would
want
us
to
get
a
little
bit
tighter
here,
because
I
think
this
is
one
of
those
moments
where
I
think
we
think
we're
saying
the
same
thing
and
it
can
quickly
become
jargon.
N
It's
like
what
do.
We
really
want
to
see
process
wise
I'm,
making
things
up,
but
I
think
this
is
the
sort
of
the
place
for
actual
growth
or
we're
going
to
still
be
in
this
Purgatory
of
of
Community
engagement
and
family
engagement.
Is
it
around
I,
don't
know
a
boilerplate
timelines
around
major
policy
decisions?
Is
it
a
commitment
to
a
certain
amount
of
Engagement
and
communication
around
policy
decisions?
Is
it?
N
Is
it
Town
Halls?
Is
it
I,
don't
know,
but
I
think
it's
too
vague
for
it
to
become
actionable
and
I
think
you
can
even
see
in
our
own
ratings
like
we're
in
the
same
domain
as
a
board.
N
You
know
some
of
us
are
seeing
it
as
a
needs
Improvement,
and
some
of
us
think
it's
highly
effective
and
I
think
narrowing
the
focus
of
where
we
think
continued
growth
is
in
a
much
cleaner,
actionable
measurable
way
might
actually
help
us,
I,
don't
know,
engage
in
in
a
in
conversations
a
little
bit
more
deeply
and
be
able
to
track
progress
in
a
way
that
feels
right
for
all
of
us
and
then
I
guess.
N
The
the
last
comment
that
I
have
here
is
just
around
the
master
plan
and
I
was
just
taking
notes
like
I.
Think
it's
about
it's
this
and
there's
a
sort
of
plus
it's
like
it's
a
master
plan
that
aligns
to
existing
and
future
enrollment
and
increases
availability
of
high
quality
options
across
the
district
and
I.
Think
that
that
becomes
more
like
I
won't
be
satisfied.
N
Will
then
I
think
tie
back
to
other
problems
of
practice
that
we
experience
in
the
school
choice
system,
whether
that's
families
having
Choice
when
they
are
in
a
school,
without
a
certified
teacher
or
families
having
clearer
Choice
when
their
school
is
identified,
as
failing
just
like
making
sure
that
that
high
quality
piece
and
the
choice
within
it
is
part
of
the
way
that
we're
thinking
about
master
planning,
as
well
as
the
sort
of
enrollment
implications
of
it.
All
any
questions.
F
All
right,
no,
no,
no
I
would
say
no
questions
in
terms
of
what
you've
laid
out.
What
I
would
say
is
yes,
and
particularly
on
the
the
first
one
with
regard
to
family
and
Community
involvement.
I
think
it's
a
all
of
the
above,
which
again
makes
it
makes
it
very
hard
to
to
put
in
a
report,
because
the
truth
of
the
matter
is:
is
that
there's
a
lot
of
work
to
do
with
one
sharing
information
around
timelines
sharing
information?
F
For
me,
Community,
authentic,
Community
engagement
is
a
necessitates,
a
conversation
around
power
dynamics
of
who
gets
to
choose
and
how?
Much
and
again
it's
like.
How
much
are
we
sharing
with
the
district?
F
You
know
in
order
to
make
certain
decisions
when
do
those
decisions
like
happen,
who's
included
in
those
conversations
in
terms
of
who's
invited
to
them,
so
I
think
it's
all
of
the
above
which
again
yeah.
It
makes
it
so
vague
of
of
of
a
mission
or
of
a
goal,
but
I
certainly
agree
that,
on
a
case-by-case
basis,
there
needs
to
be
more
specificity
with
regard
to
how
we
are
defining.
What
engagement
is
within
that
context?
I
completely
agree.
There.
N
I
appreciate
that-
and
it
will
tie
back
to
me
for
me
too,
the
the
real
authentic
piece
of
it,
then,
is
that
it's
like
that.
We're
sharing
the
reasons
behind
decision
making
or
proposals
I
think
we
felt
this
with
the
O'brien
and
Madison
announcement
where
it's
like.
Well,
what's
the
data
that
got
is
gonna
that
is
informing
this
decision,
but
like
oftentimes,
it's
like
announcement
without
Precision
around.
Why
and
so,
then,
in
turn,
it's
like
you
know,
I
have
a
six-year-old
and
it's
like
I'm,
always
answering.
N
Why
and
and
they're
fair
questions
more
often
than
not
like
help
me
understand
the
rationale
behind
this
thinking
and
that's
part
of
it
it's
like,
and
maybe
that's
I'm
making,
meaning
in
the
moment
with
everyone
like.
Maybe
that
is
part
of
it
where
it's
like
part
of
really
engaging
people
authentically
is
helping
them
understand
the
rationale
behind
the
decision
and
it's
not
just
a
big
presser
right
like
it's.
It's
absolutely
data
behind
decision
making
or.
C
Talk
or
out
Dr
Elkins
is
it
okay
if
I
give
a
kind
of
a
yes
and
to
your
answer
to
Mr
cardet
Hernandez
as
well?
It's
a
discussion.
Sure,
okay,
great
I,
I,
just
want
to
point
out.
So
thank
you.
C
Mr
cartel
Hernandez
for
adding
flavor
to
each
of
those
and
very
important,
and
in
fact
Dr,
Elkins
and
I
did
discuss
this
and
we
discussed
it
with
the
superintendent
the
need
for
for
evaluation
for
next
year,
which
kind
of
kicks
off
as
soon
as
we
finish
this
one
having
goals
that
are
more
smart
goals,
right,
measurable,
attainable,
and
so
like
some
of
the
things
you
were
just
talking
about
about
our
authentic
family
engagement
about
you
know,
is
it
Town
Halls
that
this
and
that
so
I
think
the
process
that
the
chair
plans
upon
starting
I
I?
C
Think
Dr
Elkins
had
in
the
slide
of
it
said
in
the
fall
I
think
the
chair
has
scheduled
a
public
Retreat
for
all
of
us
in
early
October,
and
that
will
be.
You
know,
we've
finished
the
evaluation.
So
then
it's
like
okay.
So
what
are
the
goals
for
the
next
year
that
we're
agreeing
to
and
how
are
they
smart
goals?
C
And
so
how
do
we
dig
deeper
on
each
of
these
I
think
this
slide
in
front
of
us
was
more
summative
of
what
people
had
done
in
each
of
their
engagements,
so
try
to
put
it
together,
but
agreeing
completely
that
if
we
use
this
as
a
starting
point
for
the
conversations
in
the
fall
about
next
year's
goals,
we
need
to
get
much
more
specific
in
each
of
these
or
others
that
we
add
that
are
much
more
smart
goals.
If
that
makes
sense.
N
Articles
is
something
that's
also
really
student
specific,
and
this
goes
back
to
even
during
my
own
evaluation
like
and
I,
don't
know,
I
guess,
I,
don't
keep
going
back
to
data
like
what
do
we
really
want
to
see
change
in
terms
of
outcomes
and
I
think
we
have
to
say
it,
and
it
can't
just
be
platitudes
around
like
closing
the
achievement
Gap,
it's
like
we
can
actually
measure
tangible
things
and,
like
both
things
can
be
real.
N
AC
N
What
is
the
assessment
that
we
are
tying
that
back
to
and
and
I
think
that
goes
to
what
you
said:
Mr
O'neill.
F
F
Yeah,
if
I,
if,
if
anybody
speaks
I
mean
I,
can
only
speak.
You
know
like
for
my
like
for
myself.
I
know
that
was
something
I
know,
I
think
in
particularly
in
standard
one.
You
know
that
I
thought
about
in
terms
of
the
elimination
or
the
monitoring
of
the
achievement
and
the
opportunity
gaps
and
just
really
thinking
about
not
just
the
map
assessments.
F
But
what
else
are
we
using
that's
going
to
show
progress
because
we
have
not
seen
it
improve
over
I,
don't
know
x
amount
of
years,
and
so
really
what
are
the
things
that
are
inhibiting
that,
and
that
also
really
for
me,
dovetails
also
how
we're
effectively
utilizing
things
like
the
Equitable
literacy
observational
tool.
How
is
that
going
to
sort
of
help
us
identify
where
those
gaps
might
be
in
instructional
practice
specifically
and
then
thinking
about
the
racial
Equity
planning
tool?
F
I'm,
certainly
a
fan
of
that,
but
using
it
to
truly
identify
where
the
historic
and
systemic
biases
have
prevented
those
gaps
from
being
closed
and
just
what
are
the
findings
from
that?
Because
if
we're
unable
to
really
name
what
those
biases
are,
then
we're
not
going
to
address
it
at
all
and
I
know
I'm,
hoping
that
we
that
we
summarize
that
data
that
we're
getting
and
then
we
can
start
to
make
progress.
F
I
think
also
like
to
the
classroom
like
as
well
yeah,
so
I
I
think
that's
just
and
that's
just
one
part
of
it.
You
know,
but
I
think
I
mean
even
in
all
of
this.
F
You
know
I
certainly
again
want
to
Echo
the
that
that
all
of
this
is
a
reflection
of
of
us
too
and
again.
This
is
us
also
this.
This
discussion
is
also
a
showing
support
for
the
superintendent
and
just
that
you
know
we're
we're
behind
it.
F
I
think
we
all
agree
with
the
the
notion
of
the
stability
in
the
district
and
the
need
for
it
and
that
we're
going
to
continue
pushing
ourselves,
and
you
know
beyond
the
scope
of
platitudes,
as
you
know,
as
you're,
you
know
as
you're
talking
about
you
know,
member
cardet,
Hernandez.
A
A
I,
too,
saw
this
really
very
much
as
a
foundational
year
and
I
think
sometimes
my
own
thoughts
about
this
can
be
a
little
bit
different,
because
I
probably
speak
to
the
superintendent
every
day,
multiple
times
a
day,
or
at
least
during
the
week,
and
have
a
and
sometimes
have
a
very
different
sense
about
what
the
the
work
of
the
district
is,
what
we
may
think
and
want
it
to
be,
and
then
what
it
actually
ends
up
being
and,
to
be
honest,
sometimes
I'm
amazed
at
how
much
does
get
done,
because
of
how
many
distractions
also
get
in
way
of
the
very
methodical
things
we
would
like
to
accomplish
and
I
know
that
there
are
lots
and
lots
of
questions
about
things
that
we
need
to
do,
can
do
and
must
do
and
at
the
same
time
be
realistic
about
what
is
accomplishable
and
how
we
can
together,
identify
the
most
critical
things
that
we
really
want
us
all
to
be.
A
Laser
focused
on
and
get
the
whole
District
to
be.
Laser
focused
on
because
moving
our
kids
forward
is
most
critical,
but
I
want
to
thank
you
all
for
all
you've
done
thus
far
and
to
know
that
we
have
a
lot
of
work
to
do.
Moving
forward.
I
want
to
turn
it
over
to
the
superintendent
for
someone
as
well.
L
Wonderful
well,
first
of
all,
thank
you
all
for
just
lots
of
insights
suggestions,
thoughts,
I,
think
you
have
my
full
commitments.
L
As
I
took
this
position
and
as
long
as
I'm
in
it,
you
will
always
have
it,
but
for
my
team
as
well
that
we
are
very
much
about
continuous
Improvement
in
providing
our
district
with
the
stability
and
a
moving
forward
that
it
hasn't
had
the
opportunity
to
have
in
a
while,
I
would
appreciate
and
welcome
always
the
opportunity
to
work
with
each
of
you
as
much
as
possible
to
help
you
learn
the
district
with
us
as
well.
L
You
know
I
think
it
is
a
different
District.
You
know,
certainly
from
the
time
I
was
here
prior
and
so
I
think
it's
it's
relearning
things.
It's
learning
things
Anew
would
love
to
do
that
with
you,
because
I
do
think
it's
important
to
do
that
together,
so
that
the
goals
that
we
create
to
the
chairs
Point
are
realistic
and
they
are
appointed
in
the
north
direction
that
we
want
them
to
be
for
our
students.
L
L
It
was
actually,
it
became
very
starkly
unique
as
I
as
I
get
into
this
to
realize
the
boundaries
in
which
the
district
finds
itself
relative
to
the
SIP
plan
relative
to
what
is
pretty
extensive
recommendations
by
the
Council
of
great
City
schools
that,
for
the
most
part,
we
are
taking
on
to
strategic
plans
to
the
work
of
task
force
and
what
the
task
force
would
like,
and
so
I
think
that
there
is
there's
a
lot
of
good
thinking
in
a
lot
of
different
directions
and
the
only
way
that
we'll
make
the
progress
we
need
to
is
to
find
ways
to
align
that
and
not
overwhelm
the
field
and
really
focus
on
the
things
that
are
going
to
be
the
greatest
levers
of
change
for
us.
L
It
is
not
a
small
district
and
most
of
its
systems,
as
I
shared
with
you
during
last
year,
really
need
to
be
rebuilt,
and
so
we
got
through
some
of
them,
certainly
not
all
of
them,
and
that
will
be
the
work
to
continue
this
year,
while
at
the
same
time
we're
forging
ahead
with
the
things
that
you
know.
We've
talked
about
of
importance
here,
relative
to
the
work
with
family
and
Community.
L
You
know
relative
to
the
the
Deep
work
that
we
owe
our
multilingual
Learners
with
and
without
disabilities,
and
our
special
education
students
in
our
black
and
brown
students,
for
whom
the
district
hasn't
been
able
to
serve.
L
So
in
many
ways
when
I
say
this
is
a
once
in
a
lifetime
opportunity,
though
some
people
see
it
as
challenge
which
it
is,
but
it
is
also
opportunity
and
that
opportunity
extends
to
you
as
a
body
as
well
to
work
with
us
as
a
team,
and
it
also
extends
to
the
community
and
that
you
know
that
is
Broad
I
mean
this
is
not
this.
Is
you
know,
given
that,
a
year
ago
this
there
were
conversations
of
Takeover
in
this
District
I?
L
Think
we're
at
a
different
place
of
having
provided
foundation
and
stability
that
we
can
actually
build
on
and
I
think
that's
amazingly
hopeful
and
wonderful
and
I
am
extremely
results
oriented,
as
my
team
knows,
and
so
we
will
take
to
heart
every
recommendation
that
you
have
and
we
will
work
toward
that
into
each
of
them.
So
I
just
look
forward
to
the
partnership
and
to
the
continued
feedback
and,
most
importantly,
for
our
district
to
grow
in
the
right
direction.
A
C
Yes,
Madam,
chair,
I
think
it's
also
worth
pointing
out
that
just
for
members
information
and
for
The
public's
information,
what
are
the
implications
of
obviously
Dr
Elkins
presented
the
summit
of
assessment
equals
efficient
and
and
would
be
voting
on
that
to
finalize
it.
I
just
want
to
point
out.
C
It
does
call
under
the
superintendent's
contract,
which
is
a
public
document
and
I
believe,
is
posted
on
the
school
committee
site
under
Section
4.1
B,
which
discusses
her
salary,
that
if
the
superintendent
is
rated
proficient
or
exemplary
of
this
year,
then
she
is
eligible
for
a
2.5
percent
salary
increase.
C
It
also
calls
for
after
gen
for
this
contract
the
year.
It's
it's
very
specific.
C
It
also
calls
for,
after
January
1st
for
the
chair
and
the
superintendent
to
enter
into
good
faith
negotiations
about
salary
and
potential
salary
increases
for
year,
three
and
four,
which
would
you
know
be
after
after
the
next
evaluation,
including
getting
a
market
rate
survey
of
superintendents,
which
the.
P
C
Has
asked
for
for
are
broken
out
by
like
size
districts
in
various
regions
across
the
country,
so
that
she
has
that
information
available
when
she
and
the
superintendent
start
negotiations,
which
would
then
be
brought
to
the
full
committee.
Obviously
so
I
just
want
to
make
sure
it's.
This
is
all
public.
It
is
all
on
the
superintendent's
contract,
but
I
just
wanted
to
highlight
that
in
case
members
are
wondering
well,
you
know
what
do
we
do
about
salary
and
that
type
of
thing?
C
B
B
S
Hear
you
thank
you
again:
Kim
Emery
BPS
mom
resident
of
West
Roxbury
regarding
the
Council
of
great
City
Schools
membership.
S
S
T
I'm
back
again,
so
when
I
spoke
last
time,
I
was
talking
about
racism
and
I
was
talking
about
the
O'brien.
As
an
example
of
that
it's
it's
gonna
be
moved
to
the
edge
of
the
community
where
white
people
live,
it's
going
to
be
less
diverse
and
those
black
and
brown
children
who
will
choose
to
attend
will
be
spending
too
much
of
their
precious
time
and
transportation,
500
extra
seats
for
our
most
privileged
students.
T
T
T
The
most
recent
example
was
this
meeting
I
went
to
the
website
at
4,
45
pm
and
then
at
6
50,
6,
15
P.M
to
Peak
at
attorney
tidwell's
report.
It
wasn't
there.
I
I
was
hoping
to
see
it,
so
I
would
be
able
to
have
an
opportunity
to
to
see
it
before
creating
my
testimony.
However,
something
interesting
happens
in
in
the
in
the
report.
T
I've
been
testifying
about
the
letters
sent
by
black
and
brown
Educators
since
last
August
I
I
started
testifying
in
October.
It
seems
that
she
did
not
get
that
letter
when
she
began
her
investigation.
So
I've
been
asking
this
question
for
a
while.
Okay
one
is:
when
did
you
members
of
the
school
committee
first
know?
Was
it
in
August
September
or
was
when
I
and
two
other
whistleblowers?
T
Let
you
know
in
October
the
second
in
terms
of
the
whole
report,
it
doesn't
even
mention
the
skipper,
so
I
want
to
ask
the
question
what
happens
to
those
black
and
brown
Educators
at
central
office
that
lost
their
jobs
to
be
replaced
by
Mr
Somerville
cronies?
It's
like
that's,
not
even
part
of
the
investigation
that
we've
heard
in
the
report.
This
is
a
racist
whitewash,
racist
cover-up,
health
and
safety
20
seconds
covet
is
I'm
going
to
skip.
That's
I
only
have
a
few
seconds
when
division
when
Dr
casellius
took
office.
T
She
visited
every
school
conducted.
A
listening
campaign
in
the
school
committee
approved
a
long-range
plan.
This
Skipper
does
not
have
a
vision
or,
if
she
does,
it
hasn't
been
communicated.
She
was
not
hired
to
be
a
Visionary
mechanic.
I
was,
in
my
whole
testimony
to
you
it's
interesting
that
the
school
committee
and
the
superintendent
live
in
a
different
world
than
the
public.
Thank
you
very
much
good
evening.
B
A
Okay.
That
concludes
this
is
for
this
evening.
N
Go
ahead
just
two
new
business
items
that
I
hope
we
can
get
make
sure
is
on
an
agenda
for
the
future.
I
thought
Miss
Manning
shared
with
us
some
data
this
evening
around
the
exam
schools
and
the
10-point
implications.
We've
talked
about
it.
We
are
about
to
enter
an
enrollment,
then
we'll
be
entering
the
process
for
admissions
for
next
year.
N
Within
you
know,
the
next
few
months
and
I
want
to
make
sure
that
we
are
revisiting
that
policy,
the
unintended
consequences
and
the
possibility
of
doing
what
I've
we've
heard.
A
lot
of
folks
come
to
the
table
asking
for
which
is
to
direct
the
10
points
to
income
eligible
families
and
not
cluster
by
neighborhood,
and
so
I.
Just
hope
that,
like
I
fear
that
we're
going
to
get
to
a
place
where
it's
now,
it's
too
late
to
make
a
decision
and
we're
hap,
we
have
time
to
talk
about
it.
N
I
so
I,
just
wanna
I,
hope
I
get
to
see
that
on
an
agenda
soon,
and
then
I
would
also
just
like
to
see
as
we're
talking
about
admissions
going
into
the
next
school
year,
sort
of
any
plans
for
reducing
the
number
of
students
who
are
administratively
placed
because
they're
not
completing
applications
for
school
choice
and
sort
of
what
is
the
current
data
around
that,
and
also
what
are
the
interventions
we're
putting
in
place
to
narrow
that
number
with
a
real
specificity
around
like
what
is
our
actual
goal?
N
A
A
So
that
concludes
our
business.
For
this
evening,
however,
the
next
school
committee
meeting
will
take
place
in
person
on
Wednesday
September
13th
at
6
00
pm.
At
the
bowling
building
in
Nubian
Square,
we
will
be
holding
hybrid
meetings
and
folks
can
tune
in
through
Boston
City
TV
or
on
Zoom,
because
we're
going
back
in
person,
there
will
be
a
few
changes.
First,
we
will
be
starting
at
6
pm
to
allow
members
for
travel
time
during
the
evening
commute.
A
Secondly,
we
want
to
continue
to
offer
virtual
testimony,
so
the
committee
will
continue
to
offer
two
public
comment
periods
with
the
first
common
period
period
kept
at
one
hour.
Priority
will
be
given
to
those
testifying
in
person
time
permitting.
The
committee
will
then
open
it
up
to
remote
testimony
after
one
hour,
the
committee
will
move
on
its
regular
business,
and
anyone
who
did
not
have
the
opportunity
to
share
testimony
will
have
the
opportunity
to
do
so
at
the
end
of
the
meeting.
Of
course,
written
testimony
is
always
welcome.