►
From YouTube: Boston School Committee Meeting 9-22-21
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
We
are
live.
Thank
you
good
evening.
Everyone
committee
has
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union
and
our
school
bus
drivers,
union
united
steelworkers
of
america,
local
8751
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube
for
those
of
you
joining
us
on
zoom
or
at
a
later
date.
A
A
The
committee
is
pleased
to
be
offering
five
live:
simultaneous
interpretation
in
spanish,
haitian
creole,
cabaveriano,
cantonese
mandarin
and
vietnamese
and
american
sign
language.
After
the
interpreters
introduce
themselves
and
provide
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen.
Click,
the
icon,
to
select
your
language
preference.
B
Thank
you
very
much,
madam
chair
good
evening.
Everyone,
distinguished
guests,
my
name
is
juan
bernal.
I
am
this
spanish
interpreter
that
is
assigned
to
interpret
consecutively
for
spanish-speaking
school
committee
member.
This
rafaela
polanco
garcia,
while
the
other
two
simultaneous
interrupters
will
be
provide
interpretation
throughout
the
meeting
simultaneously.
C
D
Yes,
thank
you,
hello.
My
name
is
leslie
martinez.
I
am
also
the
spanish
interpreter
for
this
night.
In
order
for
everybody
to
have
access
to
the
spanish
channel,
they
follow
the
instructions
so
previously,
given
five
one
press
the
glove
at
the
bottom
of
the
screen
and
choose
your
preferred
language,
martinez.
A
E
F
G
A
H
H
A
K
C
M
L
Hi
good
evening,
everyone,
my
name,
is
v.
I
will
be
the
vietnamese
interpreter
for
tonight's
meeting.
L
A
N
Hello,
I'm
sharon,
I'm
also
going
to
be
teamed
with
julia
and
crystal
the
three
of
us
will
be
in
the
main
room:
don't
need
to
touch
the
language
icon
right
now,
we're
fine
and
we're
happy
to
serve.
Thank
you.
A
All
righty,
thank
you.
Thank
you
all
for
assisting
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
both
public
comment
periods
closed
today,
at
4,
30
p.m.
Please
make
sure
you
are
signed
into
zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
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,
we'll
now
move
on
to
the
approval
of
minutes
from
the
september
1st
2021
school
committee
meeting.
At
this
time.
O
Q
R
S
T
T
I'd
like
to
focus
my
report
tonight
and
it's
a
it's
a
long
one
on
various
data
points
from
the
first
couple
of
weeks
of
the
school
year,
I'm
going
to
start
with
attendance,
we're
very
pleased
to
report
our
highest
first
day
attendance
rate
on
record
for
the
first
day
of
school
thursday
september
9th.
Our
attendance
rate
has
continued
to
improve,
as
the
school
year
has
progressed,
reaching
a
high
of
88
percent
on
friday
september
17th.
T
T
So
far,
20
students
have
been
approved
for
traditional
home
and
hospital
services.
23
students
have
requested
the
modified
home
and
hospital
services
available
this
year.
The
district
has
approved
19
of
these
requests.
Three
are
pending
approval
and
one
was
not
approved
because
the
student's
physician
did
not
view
the
accommodation
as
necessary.
T
T
T
T
T
T
T
Last
week,
during
the
full
week
of
the
school
year,
bps
transportation
averaged
82
on
time
performance
with
our
highest
performing
day
last
week,
peaking
on
friday
september
17th
at
90
percent
on
time
rate
for
morning
trips,
although
it
is
not
on
the
slide.
So
far
this
week,
90
percent
of
buses
have
arrived
on
time
each
day.
T
T
T
Bps
currently
has
664
active
bus
drivers
and
105
standby
or
reserve
drivers.
Transdev
has
hired
46
new
drivers
since
july
six
drivers
are
currently
completing
training
and
we
are
processing
an
additional
16
drivers
to
join
the
team.
We
continue
to
process
opt-outs
and
consolidate
routes
where
possible
in
order
to
minimize
the
impact
of
driver
and
monitor
shortages.
T
Bps
does
not
currently
have
vans
in
our
fleet
that
these
members
would
be
qualified
to
drive,
meaning
we
would
have
to
lease
these
vehicles
and
add
additional
costs
to
the
district
and
on
a
short
time
frame.
In
addition,
the
national
gut
guard
drivers
are
not
fully
trained
to
serve
our
student
population,
including
many
of
our
students
who
have
disabilities.
T
The
city
would
also
have
had
to
impact
bargain
with
the
drivers
union,
which
typically
takes
several
weeks
after
carefully
after
careful
review.
The
current
after
carefully
reviewing
the
current
complement
of
backup
bus
drivers
are
projections
for
continued
improvement
in
on-time
performance,
as
well
as
relatively
short
period
of
time
that
national
guard
members
would
be
available
to
support
transportation
efforts.
T
Some
of
those
deeper
issues
include
our
walk
zones,
student
assignment
system
charter,
transportation,
start
times
tiered,
routing,
monitor
and
bus
driver
contracts
and
communications
to
families.
I
am
doing
this
because
I
believe
it
will
take
political
will
and
public
support
to
make
these
necessary
long,
long-standing
changes.
T
T
What
is
needed
are
the
harder
changes,
the
changes
that
will
be
necessary
to
improve
the
whole
system
and
it's
time
that
the
public
understands
the
deeper
complexities
of
our
transportation
system
and
the
reasons
behind
the
yearly
snarls
of
getting
kids
to
school.
On
time,
I
will
provide
you
with
an
update
on
the
working
group
members,
the
charge
and
the
structure
of
the
working
group
on
october
6th
I'm
going
to
share
a
little
bit
now
about
our
dashboard
and
our
testing
covid
testing
this
year.
T
Also
new
this
year
is
the
test
and
stay
program
introduced
by
our
partners
at
deci,
which
allows
individuals
who
are
identified
as
close
contact
of
confirmed
positive
case
to
stay
in
school
with
daily
testing
for
five
days
if
they
do
not
have
symptoms
so
far,
over
18
000
families
have
provided
consent
for
their
students
to
participate
in
weekly
pool
testing,
as
we
did
last
year.
Bps
is
reporting
positive
cases
among
students
and
staff
to
deci,
and
we
are
posting
those
updates
to
a
dashboard
on
the
bps
website.
T
T
T
T
T
T
T
In
grades,
three,
through
eight
students
took
only
one
session
of
the
mcas,
and
students
were
allowed
to
take
the
test
in
person
or
remotely
ninety-one
percent
of
bps
students
in
grades.
Three
through
eight
took
the
mcas
in
english,
language,
arts
and
math,
with
participation
by
grade
level
ranging
from
87
percent
to
94
percent.
T
T
T
Last
school
year
we
launched
new
data
tools,
including
panorama
student
success,
which
enables
school-based
and
district
staff
to
access.
Real-Time
actionable
and
holistic
student
data
work
together
to
log
support,
notes
and
design
and
monitor
individual
student
success
plans
and
starting
this
school
year.
Bps
will
contract
with
an
online
vendor
that
provides
24,
7
tutoring
support,
aligned
with
bps
curriculum
and
instruction,
and
we
are
also
renewing
our
commitment
to
equitable
literacy
by
providing
access
to
new
materials
and
professional
development
for
school
leaders
and
school-based
staff.
T
T
T
T
T
T
T
T
I
want
to
provide
an
update
on
another
important
part
of
our
operations,
food
and
nutrition
services.
Here
you
will
see
some
of
the
delicious
meals
being
served
to
our
students
by
our
food
and
nutrition
service.
Team
fns
has
a
produce
supplier
for
fresh
foods,
fruits
and
vegetables
and
is
delivering
directly
to
our
warehouse.
T
T
Last
meeting
you
asked
me
for
a
hiring
update
during
our
during
our
last
meeting.
I
informed
members
of
our
hiring
needs
and
I
want
to
provide
just
a
quick
update
as
to
where
we
are
in
the
process
for
hiring
some
key
positions
overall,
we're
at
about
90
percent
of
teacher
vacancies
hired
submitted
for
this
year
compared
to
95
percent
at
this
point
last
year.
This
is
due
to
the
higher
than
usual
volume
of
resignations
and
retirements
and
newly
posted
positions
created
from
esser
funding
for
context.
T
Last
year
of
external
educator
hires
this
year,
26
identify
as
black
african-american
versus
23.5
last
year,
17
identify
as
latinx
versus
15
last
year,
11
identify
as
asian
versus
9.8
last
year.
Nearly
47
percent
of
hires
this
year
identify
as
speaking,
one
or
more
of
bps
official
languages
other
than
english.
T
T
Ohc
has
been
working
to
support
these
departments
and
connecting
them
with
colleagues
in
the
retention,
cultivation
and
diversity
departments,
and
we
continue
to
process
hires
as
they
come
through
making
as
many
accommodations
as
possible
to
streamline
the
welcome
sessions
and
processing
of
paperwork
to
move
candidates
through
quickly
for
our
custodial
staff.
The
remaining
vacancies
are
part-time.
T
Our
fantastic
custodial
team
feel
like
they
are
in
good
shape
in
terms
of
full-time
positions,
but
are
always
hiring
for
part-time
roles.
They
would
love
to
have
another
10
to
15
part-time
folks
hired
in
other
news
from
yesterday.
Winship
elementary
school
in
brighton
was
one
of
five
schools
in
massachusetts
named
as
a
national
blue
ribbon.
School
schools
are
recognized
each
year
for
their
overall
academic
performance
or
progress
in
closing
achievement
gaps
among
student
groups.
T
T
Bps
is
proud
to
recognize
the
achievements
and
contributions
of
hispanic,
american
and
latinx
champions
who
have
inspired
others
to
achieve
success
to
all
the
latinx
members
of
our
community.
We
see
you,
we
celebrate
you
and
we
lift
you
up
and
we
lift
all
of
your
heritage
and
culture
that
bring
that
and
wonderful
culture
that
you
bring
to
the
boston
community.
T
T
T
The
virtual
event
will
also
be
will
also
include
discussion
of
the
role
of
bilingual
education
in
the
classroom.
This
event
will
be
on
wednesday
october
6th
from
6
to
7
30
pm
oel
is
celebrating
latinx
and
hispanic
heritage
all
year
long
and
details
on
these
events
and
future
events
are
available
on
the
district
calendar
at
bostonpublicschools.org
forward.
Slash
calendar.
T
This
decision
was
made
following
an
investigation
that
found
credible
evidence
that
the
school
did
not
take
appropriate
action
after
complaints
were
filed
about
the
mistreatment
of
at
least
one
student
between
2014
and
2019.,
due
to
the
sensitive
nature
of
the
investigation's.
Finding
and
additional
allegations
that
have
been
brought
forward.
Bps
is
not
providing
additional
details
at
this
time
to
protect
the
identities
of
students
and
families
involved.
T
T
The
evidence
was
credible
and
substantial
and
included
reports
dating
back
at
least
five
years.
The
findings
also
uncovered
many
more
concerns
that
warrant
a
deeper
look.
I
have
directed
additional
training
support
and
resources
for
members
of
the
school
community
to
ensure
a
safe,
culturally
affirming
and
welcoming
learning
environment
for
all
mission
hill
k-8
students.
T
T
We've
held
two
meetings
with
the
mission
hill
community
and
dr
way
is
meeting
with
the
governance
board
chair
on
a
weekly
basis.
Dr
grace
wade,
the
elementary
school
superintendent
and
assistant
superintendent,
daisy
campbell
have
been
working
to
identify
an
interim
principal
and
continue
to
support
and
monitor
the
school
and
ensure
a
safe
and
respectful
school
climate
mission.
T
However,
the
investigation
points
to
years
of
academic
decline,
as
well
as
apparent
disregard
for
district
and
state
mandates.
Regarding
management
and
governance.
The
school
has
had
district
support
over
the
years,
including
succeed,
boston
as
well
as
the
office
of
equity,
though
these
practices
were
inadequately
implemented.
T
The
district
office
is
deploying
an
inclusion
specialist
to
fill,
ensure
to
fill
and
ensure,
and
the
assistant
director
for
special
education
is
reviewing
all
ieps
to
ensure
student
needs
are
being
met
as
a
result
of
the
administrative
leaves
and
other
leaves.
The
school
is
looking
to
fill
several
positions.
T
T
Now
that
all
of
our
schools
are
open
and
the
school
year
is
full
swing,
we
have
begun
the
process
of
implementing
the
exam
school
policy
that
was
passed
this
summer.
My
team
is
working
diligently
on
the
assessments
and
on
grading
processes
and
on,
and
I
look
forward
to
bringing
an
updated
presentation
at
our
next
meeting
on
october,
6th.
T
Now
we
have
the
pleasure
of
introducing
to
the
committee
our
new
school
leaders
for
the
21-22
school
year.
This
slide
shows
some
stats
about
our
school
leaders.
This
year
we
have
15,
first-time
bps
school
leaders
this
year
of
the
15
new
school
leaders.
12
are
internal
hires
and
7
are
fluent
in
a
language
other
than
english.
T
87
of
the
new
principals
and
heads
of
schools
are
leaders
of
color
and
80
percent
have
prior
experience,
working
in
bps
schools
or
in
an
administrative
role.
In
addition
to
our
bps
graduates
on
the
far
left
bar,
you
will
see
the
race,
ethnicity,
breakdown
for
all
of
our
school
leaders
in
the
middle
you'll,
see
the
breakdown
for
the
new
school
leaders
and
on
the
right
you'll
see
the
race,
ethnicity,
breakdown
of
our
existing
school
leaders.
U
Thanks
dr
casellas
to
school
committee,
chair,
robinson
members
of
the
school
committee
and
to
the
listening
public,
it
is
my
pleasure
to
introduce
to
you
a
very
diverse,
as
dr
cassell
has
just
shared,
both
racially
ethnically
and
linguistically
slate
of
very
talented
school
leaders.
U
Before
I
introduce
school
leaders,
I
just
want
to
publicly
thank
megan,
reed
and
monica
hall
who
lead
the
efforts
to
recruit
and
support
the
hiring
of
this
talented
slate
of
leaders
and
I'd
also
like
to
thank
our
school
superintendents
and
our
human
capital
team,
who
are
also
critical
to
our
effort
to
hire
talent
that
represents
the
racial,
ethnic
and
linguistic
diversity
of
our
student
population.
U
U
She
was
an
ela
teacher
for
over
10
years
in
both
in
in
public
schools,
private
schools,
charter
schools
and
even
international
schools
and
she's
taught
at
the
middle
school,
high
school
and
collegiate
level.
So
she
brings
a
wide
breadth
of
experience
working
with
young
people,
she's
very
committed
to
supporting
educators
to
deliver
grade
level
content
to
our
students.
U
The
next
leader
that
I'd
like
to
introduce
is
none
other
than
candice
whitmore
candace
is
the
proud
principal
of
the
nathan
hale
elementary
school.
She
comes
to
us
from
the
watertown
school
district
where
she
participated
on
the
district's
equity
team
and
she
launched
some
creative
initiatives,
such
as
the
parents
of
color
advisory
council
and
the
parent
diversity.
Council.
U
Candace
is
a
talented,
instructional
leader.
She
places
students
at
the
center.
She
believes
in
applying
her
expertise
in
culturally
relevant
curriculum
design
and
she
believes
that
all
children
can
achieve
and
on
a
side
note
after
candace
was
hired.
She
informed
me
that
I
taught
her
brother
in
memphis
tennessee
11th
grade
english,
so
really
small
world
welcome
candace.
U
Next
I'd
like
to
introduce
dr
sidney
l
brown.
He
is
the
proud
head
of
school
at
madison
park,
technical
vocational
high
school.
Dr
brown
is
a
former
professor.
He
also
worked
with
budding
school
budding
student,
budding
school
leaders
through
the
instructional
leadership
program
at
alabama,
state
university
and
auburn
university.
U
U
Next,
I'd
like
to
introduce
marvin
gutierrez
he's
the
proud
principal
of
the
timothy
middle
school.
He
is
bilingual
speech.
Speaker
speaks
both
english
and
spanish
and
he
is
an
actual
graduate
graduate
of
the
john
d
o'brien
exam
school.
He
was
a
math
department
chair
at
his
previous
school
and
he's
done
lots
of
work
to
develop
curriculum
and
he
completed
the
commonwealth
leadership
academy
and
on
a
side
note,
he
has
a
brand
new
baby
at
home.
U
I
don't
even
think
quite
a
month
old
yet
so,
let's
definitely
keep
him
lifted
up
as
he
leads
a
middle
school
and
also
welcomes
a
brand
new
baby
into
his
family.
U
Next,
I'd
like
to
introduce
you
to
gavin
smith
gavin
is
the
proud
principal
of
boston,
latin
academy,
the
proud
head
of
school
of
boston,
latin
academy.
He
brings
over
10
years
of
experience
as
a
school
leader.
He
most
recently
was
the
assistant
principal
at
fenway
high
school,
and
he
completed
a
principal
fellowship
at
boston,
latin
school,
so
he's
gotten
some
good
training
to
become
a
very
successful
and
effective
head
of
school
he's
also
a
board
member
of
several
non-profit
organizations.
U
U
Next,
I'd
like
to
introduce
sony
felix,
she
is
the
proud
head
of
school
for
community
academy.
She
is
bilingual
speaking,
both
english
and
haitian
creole.
She
is
originally
from
haiti
and
brings
several
years
of
experience
to
the
bps
community.
U
The
next
school
leader
I'd
like
to
introduce
is
michelle
simon.
She
is
the
proud
principal
of
the
gru
elementary.
She
completed
her
principal
fellowship
at
the
josiah
quincy
lower
campus
last
school
year,
and
she
focused
on
addressing
issues
of
access
and
equity,
with
a
focus
on
black
and
latinx
students
and
families
she's
a
lifelong
resident
of
boston.
U
She
attended
bps
schools.
She
has
12
years
of
experience
and
eight
of
those
eight
of
those
years
of
experience
are
in
boston,
public
schools.
She
has
led
grade
level
teams
and
provided
professional
development
and
culturally
linguistically
sustaining
practices.
She
also
completed
the
lynch
leadership
academy
program.
That's
housed
at
the
boston
school
of
education.
U
We're
super
excited
to
have
michelle
at
the
helm
of
the
group
elementary
school.
Next,
I'd
like
to
introduce
andrea
johnston,
she's
the
proud
head
of
school
for
the
newly
merged
bcla,
mccormick
7
through
12
pilot
school.
She
has
facilitated
learning
in
the
area
of
social
justice
and
mathematics
for
many
bps
educators.
U
She
has
over
17
years
of
experience
in
education
and
she
most
recently
served
as
the
assistant
principal
at
the
timothy
middle
school.
She
recently
completed
the
women
educators
of
color
week
program.
She
was
in
cohort
four
and
we're
currently
recruiting
for
week,
and
so
andrea
is
a
is
a
great
example
of
the
outcomes
that
can
that
can
result
from
participating
in
such
a
program.
U
She
is
currently
working
to
support
bps
educators
to
complete
the
pals
process,
which
is
a
part
of
securing
their
school
leader.
Licensure
super
excited
to
have
andrea
at
the
helm
of
the
bcla,
mccormick
and
she's
actually
leading
across
two
buildings
right
now.
So
we
really
appreciate
her
for
that
next
I'd
like
to
introduce
mr
hai
sun.
He
is
the
proud
principal
of
the
mather
elementary
school.
He
is
bilingual
speaking
both
english
and
vietnamese.
U
He
is
a
bps
product.
He
graduated
from
the
used
to
be
holland
elementary
school
and
he
also
graduated
from
boston
latin
school.
He
has
over
10
years
of
experience
in
leadership
roles.
He
was
an
academy
leader
at
the
frederick
pilot
middle
school
and,
most
recently
he
served
as
the
assistant
principal
at
the
frederick
pilot
middle
school
and
also
had
experience
as
an
assistant
principal
at
the
mccormick
middle
school.
U
We're
super
excited
to
have
him
at
the
helm
of
the
mather
elementary
school
next,
I'd
like
to
introduce
lauren,
murdock
she's,
the
proud
interim
principal
of
the
orchard,
gardens
k-8
pilot
school.
She
was
previously
the
elementary
school
director
of
instruction
at
the
orchard
gardens
and
served
as
one
of
the
assistant
principals
last
school
year
at
the
orchard
gardens.
She
is
a
recent
graduate
of
the
harvard
graduate
school
of
education.
U
U
U
He
completed
his
principal
internship
or
residency
at
the
mather
last
school
year
and
he
believes
that
all
students
deserve
to
receive
an
education.
That's
going
to
thoroughly
prepare
them
for
future
success,
both
socially
emotionally
and
academically
and
financially.
U
He
has
led
professional
development
around
anti-racist
practices,
and
it's
all
about
welcoming
and
affirming
learning
environments,
especially
for
black
and
latinx
students,
and
he
too
has
recently
welcomed
a
new
baby
to
his
family.
So
he
has
his
hands
full
as
a
new
school
leader
and
a
very
in
a
young,
a
new
baby
in
the
household
next
I'd
like
to
introduce
emma
fiacca
feldman
she's,
the
proud
principal
of
the
roger
clapp
elementary
emma
is
all
about
inclusivity.
U
She
has
mentored
aspiring
teachers
through
the
boston
teacher
residency
program.
She
has
led
the
design
of
curriculum
in
both
literacy
and
math.
She
served
as
the
interim
principal
at
the
roger
clap,
the
second
half
of
last
school
year,
while
she
was
also
completing
the
lynch
leadership
academy
program,
housed
at
boston
college,
again,
she's
all
about
inclusion,
social
justice,
equity
and
she
has
written
and
presented
nationally
about
the
importance
of
an
inclusive
education.
U
U
U
U
We're
super
excited
to
have
dr
isis
smith,
leading
the
horseman
school
for
the
deaf
and
hard
of
hearing
next
I'd
like
to
introduce
dr
natasha
hafkeny.
She
is
the
proud
interim
principal
of
the
tobin
k8.
She
is
bilingual
speaking,
both
english
and
spanish.
U
She
has
worked
in
the
boston
public
schools
for
18
years
and
she
has
had
several
leadership
roles
during
her
18-year
tenure,
she's
all
about
diversity
and
inclusion
and
literacy,
and
really
strong,
culturally
affirming
classroom
management.
She
believes
in
strong
lesson
planning
social
justice,
diversity
and
equity
and
inclusion.
U
She
most
recently
served
as
the
director
of
instruction
and
as
the
interim
principal
for
for
a
period
of
time
at
the
league
k-8
last
year
and
she's
all
about
helping
people
develop
an
anti-deficit
view
for
our
most
marginalized
students.
Super
excited
to
have
dr
hafkeny
at
the
helm,
at
the
tobin
and
last
but
not
least
among
our
15,
very
talented
school
leaders
is
alexandre
cherry.
He
is
the
proud
interim
principal
at
the
lead
pilot.
The
cat
at
the
leah
academy,
pilot
school
he's
bilingual
speaking,
both
english
and
haitian
creole.
U
He
served
as
a
co-teacher
leader
he's
participated
on
the
instructional
leadership
team
at
the
various
schools
that
he's
worked
at
and
he's
also
participated
in
his
school
site
council.
He
most.
He
too
recently
completed
the
lynch
leadership
fellow
program
where
he
completed
his
fellowship
at
the
phineas
bates
elementary
school
with
rodolfo
morales.
U
So
again,
I
think
this
slate
of
very
talented
school
leaders
speaks
volumes
about
our
commitment
to
racial,
ethnic
and
linguistic
diversity
and
the
the
future
of
boston.
Public
schools
looks
exceptionally
bright
with
these
new
young
leaders
and
the
other
talented
school
leaders
that
we
have
at
the
helm
of
our
schools,
and
with
that
I
will
turn
it
back
to
our
superintendent.
T
Hey
mr
harris
wonder
if
you
might
put
up
the
picture
of
michelle,
we
I
think
we
might
have
missed
that,
and
I
just
want
to
be
able
to
show
her
picture.
T
There
she
is
yes,
okay.
I
think
we
had
just
that
didn't
advance
right
and
I
think
you
might
have
thought
it
would
have
it
advanced,
but
it
didn't
so
just
get
a
great
look
at
her
beautiful
face,
so
an
introducer.
So
thank
you
so
much,
mr
harris
and
thank
the
committee.
A
Thank
you
very
much
superintendent,
and
I
want
to
give
a
warm
welcome
to
our
new
school
leaders.
Thank
you
all
for
taking
this
critical
work.
I
will
now
open
it
up
to
questions
and
discussions
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
take
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
the
bps
staff
to
also
be
brief
in
your
response,
who
have
additional
questions
I'll
come
back
and
do
a
second
round.
A
V
Afternoon,
everyone
sorry
for
being
late,
so
my
first
question
is
about:
is
there
any
updates
on
emk?
So
how
are
their
classes
going?
Is
there
enough
space
for
the
students,
especially
given
that
we're
still
in
the
middle
of
a
pandemic,.
T
Mr
dipina,
are
you
on?
I
know
that
you
went
out
there
and
visited.
W
Sure,
yes,
we
went
over
to
the
school
a
couple
of
times
since
the
beginning
of
school,
and
I
worked
with
dr
walker
gregory
and
her
team
to
make
sure
they
were
able
to
do
some
creative
scheduling
in
rotated
classrooms.
Around
classrooms
are
set
up,
they're
still
working
on
getting
settled
into
the
building,
but
for
the
most
part,
they're
up
they're
running
and
we're
working
as
best
possible
to
make
the
building
work
we'll
be
having
continued
conversations
around
next
steps,
but
for
now
they're
doing
they're
doing
as
best
possible
under
circumstances.
V
You
so
my
it's
more
of
a
it's
like
a
question
comment,
so
does
bps
know
that
a
few
schools,
including
mine,
do
not
have
access
to
wi-fi
all
day
today
and
is
there
going
to
be
any
next
steps
about
the
access
of
wi-fi
city
schools?
It
doesn't
need
to
be
answered
now.
It
could
be
answered
also
later
in
the
email,
but
it's
something
like
that.
You
know.
T
Could
you
share
just
about
what
happened
last
night
with
the
cut
cable
and
what
he's
been
doing
with
his
team
to
resolve
the
issue
all
evening,
and
today.
W
Yeah
there
was
some
construction
issues
with
some
wires
were
cut
that
impacted
about
30
of
our
schools.
Last
night
we
were
able
to
get
down
to
about
a
dozen
or
so
this
morning.
It
will
continue
to
work
through
those
and
put
those
back
online.
So
mr
racine
and
his
team
is
aware
of
the
problem
and
have
been
making
some
progress
along
the
way.
W
So,
unfortunately,
that
was
a
circumstance
out
of
our
control
and
we
had
to
work
as
expeditiously
indigenous
and
quickly
as
possible
to
get
it
resolved
and
we're
working
on
it
since
yesterday
evening,
around
the
clock,
through
this
morning,
so
hopefully
everything's
back
online
and
mr
c
can
get
more
of
an
update
later
on.
V
Thank
you
and
then
my
next
question
is
about
around
the
acs.
So
will
these?
So
how
will
these
acs
be
installed
when
some
schools,
including
mine,
do
have
bars
or
some
kind
of
wires
on
top
of
the
windows
in
some
or
most
of
the
class?
Sorry,
some
are
most
of
the
windows.
W
Sure
so,
when
we
talking
about
bringing
contractors
in
to
install
them,
those
are
the
type
of
things
that
we
have
to
assess
and
navigate
around
so
not
to
oversimplify
it.
But
we'd
have
to
remove
any
obstacles
out
of
the
way
and
then
figure
out
the
best
way
to
secure
them
into
the
window.
So
so
we
will
have
a
plan
for
that,
but
not
to
oversimplify,
but
we'll
just
move
anything
out.
That's
in
the
way
and
make
the
installation.
W
We
can
we
can
continue
to
talk
about
that,
because
those
some
of
those
bars
are
up
for
safety
reasons
and
concerns.
So
we'd
have
to
be
real
careful
on
what
we
remove
and
what
we
keep
in
place.
We're
happy
to
have
for
the
conversations
offline
about
it.
V
W
That's
going
to
be
part
of
the
conversations
we
have
with
the
installers,
so
I
don't
have
a
definitive
answer
yet.
But
my
assumption
is
that
we'll
make
some
modifications
to
windows,
so
they
can
remain
in
place.
But
we'll
confirm
that
once
we
have
more
conversations
with
the
with
the
vendors.
O
Thank
you,
madam
chair,
with
respect
to
busing
a
few
a
few
issues
on
that.
What
is
is
what
is
our
role,
the
school
committee
as
one
of
the
stakeholders
on
this
issue?
I've
been
reflecting
on
on
that
the
past
few
weeks
heard
from
many
of
the
families
for
whom
the
first,
the
lead-up,
in
particular
to
the
first
week
of
school,
was
a
fiasco,
anxiety,
ridden
trying
to
create
all
these
multiple
plans.
O
If
they
weren't
going
to
get
transportation
to
school,
I'm
happy
to
see
that
at
least
the
mornings
have
improved,
but
still
hearing
from
families,
and
you
know
I
obviously
hear
a
subset
of
the
thousands
are
served
they're
having
the
difficulties
and
challenges
in
the
afternoon
afternoons.
O
I
think,
as
a
superintendent
has
noted,
you
know
there
are
multiple
stakeholders
that
work
together
that
have
to
work
together,
some
don't
to
ensure
that
this,
the
the
students
in
boston,
the
kids
in
boston,
can
get
to
their
programs
in
a
in
a
safely
timely
way,
and-
and
you
know,
I'm
new
to
this
committee-
relatively
new-
you
know
joined
in
february,
but
this
this
has
been
an
ongoing
issue,
and
this
is
an
issue
that,
to
be
honest,
as
I
kind
of
see
the
the
landscape
right
now
and
then
now
understanding
the
history
of
this.
O
This
happens
on
a
regular
basis,
even
even
without
the
you
know,
the
labor
issues
of
return
to
cove
and
all
those
pieces
that
this
is
going
to
repeat
itself
next
year.
If
a
family
asked
me
right
now,
is
this
going
to
happen
again?
I'm
going
to
say
yes?
Yes,
this
is
going
to
happen
again.
I
I
would
very
much
bet
on
it.
O
I
think
that
we
should
collaborate
with
the
as
a
school
committee
with
the
superintendent
on
on
ensuring
that
there
is
a
a
committee
or
a
task
force
that
school
committee
can
help.
You
know
shape
the
charge
shape
the
membership
that
we
can
play.
The
role
that
we
play
in
approving
these
agreements
with
you
know
with
the
vendor,
an
agreement
by
the
way
that
when
I
first
voted
on
this,
I
think
it
was
in
the
spring.
I
did
you
know
kind
of.
O
We
tried
to
fix
this
in
the
past
because
you
know
all
these
issues
and-
and
we
are
where
we
are,
but
I'm
not
inclined
to
to
exercise
my
you
know
my
approval
going
forward
on
these
agreements
until
all
the
stakeholders
are
aligned
and
then
by
all
stakeholders.
You
know
we're,
including
you
know,
not
not
just
our
our
partners,
who
are
the
bus
drivers
who
are
working,
but
you
know
our
city.
Q
X
Q
O
All
the
our
you
know,
the
the
mayor
will
be
elected
in
november,
of
course,
is
a
longer-term
issue
to
address
that
we
all
have
to
work
together
and-
and
I
think
that
you
know
we
as
school
committee-
can-
can
convene
this
task
force
to
make
sure
we
map
out
all
of
this
kind
of
intricate
kind
of
interplay
of
stakeholders
and
make
sure
that
this
doesn't
happen
again
and
to
accept
that
you
know
me
a
school
committee
member.
O
I
want
to
play
my
role
for
that,
and
I
hope
I
know
that
my
colleagues
will
do
will
do
the
same
with
with
respect
to
the
exam
school
issue.
I
I
appreciate
the
superintendent,
noting
that
I
do
want
to
say
that
I
am
disappointed
again
our
school
committee
hat.
We
are
responsible
for
this
policy,
it's
in
our
our
purview.
O
You
know
we
we,
you
know,
we
created
it
in
the
sense
of
approving
it
and
and
setting
out
the
process
for
which
it
would
be
created
and
approved,
and
I
can't
do
my
job
if
I
don't
have
the
proper
data.
I
condition
my
vote
in
july
on
receiving
the
data
and
the
update
as
implementation
was
going
to
start.
O
I
understand
the
broader
context,
but
I
I
want
to
make
sure
to
get
on
the
record
that,
as
as
as
we're
all
talking
about
the
role
of
of
you,
know
school
committee
in
education,
bps,
education,
all
these
different
pieces,
then
school
committee
member.
I
need
that
information
that
data
when
I'm
making
policy-
and
I
don't
have
that
to
that
end-
I
am
very
concerned
in
this
interim
period
before
we
apply
the
permanent
policy.
O
You
know
post
post
covent
that
for
folks
that
have
sixth
graders
right
now
that
I
voted
to
approve
ten
points
being
applied
to
certain
certain
schools.
It
was
a
change
from
the
task
force
recommendation,
but
you
know
I
appropriately
relied
on
the
superintendent
and
and
supportive
of
it.
I've
learned
since
then
from
from
families.
O
Who've
shown
me
their
own
analyses
their
own
spreadsheets
that
their
children,
by
going
to
certain
bps
schools,
because
of
applying
these
10
points
to
the
schools
that
they're
going
to
have
essentially
or
actually
a
zero
percent
chance
of
getting
into
any
of
the
exam
school
programs.
I
want
to
be
clear.
I
never
intended
to
support
a
policy
that
would
do
that
if
I
knew
that
it
was
going
to
do
that,
I
would
not
have
supported
that
policy.
O
So,
in
the
october
6th
meeting,
I
do
want
to
see
data
using
the
data
that
we
relied
on
in
july,
using
the
data
that
our
test,
the
task
force
we
charged
relied
on
and
making
all
the
recommendations
and
including
the
ones
that
we've
you
know,
we've
changed
and
in
some
cases
appropriately,
so
that
we
need
to
make
sure
that
families
right
now
who
are
in
this
weird
interim
period,
where
there's
no,
you
know,
there's
no
exam,
of
course
being
being
given.
O
I
don't
know
if
the
you
know
the
election
will
change
that,
but
we
can't
have
a
kid
going
to
a
school
with
bps
school
and
they
have
no
chance
to
get
into
one
of
our
programs.
I
think
that's
fundamentally
unfair
and
I
would
propose
if
that
isn't.
If
that
is
the
case,
if
these
families
are
right,
I
hope
that
they're
wrong,
that
that
we
suspend
at
least
for
this
interim
period,
the
ten
points
to
the
schools
not
to
the
individual
students
that
are
getting
it.
O
You
know
that
subset
that
are
getting
it
because
of
dcf
or
or
bha
status,
but
to
the
schools
themselves
fundamentally
unfair
on
that.
So
I
want
to
put
that
on
there
and
recommend
to
my
colleagues.
I
consider
that
too
you
know
this
is
our
policy
we're
wearing
this,
that
when
we
get
our
this
information
on
october
6
that
we
make
sure
that
for
this
coming
year,
that
it's
fair,
you
know
for
all
of
our
students.
Thank
you.
T
S
Thank
you,
mount
sharon
and,
first
of
all,
my
congratulations
to
the
new
school
leaders
and
appreciate
dr
booker,
mr
booker,
for
going
through
each
of
them
and
glad
to
see
them
on
and,
and
I
wish
them
well.
I
look
forward
to
visiting
with
them
and
encourage
them
to
learn
from
their
peers.
We
have
a
lot
of
school
leaders.
S
Doing
tremendous
work
in
boston,
public
schools
and
building
your
own
network
of
support
is
is
crucial
and
school
leaders
are
always
respectful
of
each
other,
particularly
our
star
school
leaders,
so
they
all
want
to
help
you
but
they're
not
going
to
offer
you
have
to
reach
out
to
them
and
ask
them.
So
that's
my
one
piece
of
advice
to
you
and
they'll
be
glad
to
help.
I
do
know
in
your
entering
with
some
great
resources
coming
your
way,
because
in
talking
to
school
leaders
now
since
school
have
has
opened,
you
know.
S
The
good
news
now
is
with
the
new
social
workers
that
are
in
place.
The
new
family
liaisons
increase
in
nurses,
increase
in
custodians.
It
is
this
is
even
in
arts
programs.
This
has
been
great.
The
resources
that
the
superintendent
and
her
team
and
the
city
has
has
been
able
to
bring
to
beer
is
really
helping
our
school
leaders
so
delighted
to
see
the
new
social
workers
in
schools,
the
family,
liaisons
and
schools,
in
particular,
a
lot
of
work
that
school
leaders
were
doing
themselves.
So
that
is
all
good
news.
S
I
do
want
to
mention
two
things.
I
first
of
all
echo
mr
derujo's
comments
about
the
exam
schools.
Our
vote
in
july
very
specifically
did
ask
for
an
update
on
implementation
in
the
fall.
I,
like
others,
expected
that
we
were
going
to
have
it
today.
I
certainly
understand
the
superintendent
on
the
team,
with
the
pressures
that
have
been
on
their
request
to
present
this
on
october
6th
and
do
support
that.
S
I
do
echo
the
concerns,
as
I
did,
that
evening,
that
we
voted
about
the
potential
negative
consequences
of
the
10
points
on
stem
schools
and
look
forward
to
seeing
the
simulation
around
that,
as
well
as
the
simulation
around
some
of
the
other
potential
ideas
that
we
floated
that
evening
on
ways
to
handle
that.
So
I
think
that's
a
I'm
very
comfortable
with
the
overall
plan
that
we
proposed
and
that
we
approved
that
night
or
that
I
should
say
it
was
proposed
to
us.
S
I
also
expressed
concerns
that
evening
about
unintended
consequences
of
one
particular
item
and
look
forward
to
seeing
that
in
more
detail
when
it
is
when
the
simulations
are
presented
to
us
next
week.
I
want
to
make
most
of
my
comments
so
about
transportation,
and
I
appreciate
the
on-time
percents
that
were
put
on
there.
I
just
I
really
appreciate
superintendent
that,
even
as
you
said,
you
put
those
scores
up
and
they
are
great
scores.
I
call
them
right
on
time
percentages
compared
to
previous
years.
S
But
it
is
really
the
buses
that
aren't
showing
at
all
or
the,
but
that
we
don't
have
enough
bus
drivers
for
or
we're
trying
to
get
standby
drivers
for,
and
we
believe
in
the
morning
they're
not
going
to
be
covered,
and
so
transportation
has
to
put
out
robocalls
to
parents
and
then
that
route
may
get
covered.
But
at
that
point
parents
have
made
alternative
arrangements,
nothing
is
more
frustrating.
There
are
two
things
that
are
extremely
frustrating
for
our
parents
right
now.
S
The
second,
though,
and
we've
heard
from
a
number
of
parents
is,
we
do
have
a
problem
with
afternoon
performance
of
bus
drivers
who
are
not
covering
for
the
full
day
and
that
they
we
then
have
to
make
alternative
arrangements
for
parents
in
the
afternoon
and
for
a
parent
who
has
dropped
their
student
off
at
school
in
the
morning
and
gone
to
work,
and
now
is
getting
a
call
that
you
know
your
student
does
not
have
a
a
ride
home
this
afternoon
is
incredibly
frustrating
and
we
do
have
a
labor
issue.
S
There
is
no
question
about
that
and
I
think
people
are
respectful
and
understanding
of
that.
You
know
we're
all
know
what
it's
like,
that
our
favorite
stores
are
closed
on
a
monday
or
a
tuesday
or
a
weekend,
because
they
can't
get
enough
help,
and
I
recognize
for
doing
that.
This
is
a
communications
challenge
as
well
and
about
how
we
communicate
effectively
and
fairly
with
our
parents
and
make
sure
they
are
heard
and
respected
so
superintendent.
S
I
really
appreciate
that
you're
being
proactive
about
this,
that
you're
proposing
to
do
a
working
group
to
take
these
transportation
recommendations
that
have
been
made
and
really
dig
into
them.
I
strongly
encourage
you
to
have
parental
representation
on
that
from
a
range
of
parents
across
the
city
and
to
have
student
potentially
student,
even
though
our
high
school
students
are
more
on
mbta,
but
have
a
student
representative
or
two
and
some
school
leaders,
because
they
are
the
ones
who
are
closest
to
the
impact
of
this
on
a
daily
basis.
T
Thank
you
for
that,
and
I
look
forward
to
this
working
group
to
get
after
some
of
those
deeper
systemic
issues
around
the
performance
and
I
absolutely
want
to
have
high
school
students
on
because
the
mbta
does
transfer
our
students
and
I
think
their
on-time
performance
was
67
over
the
past
seven
days.
So
you
know
we
want
to
make
sure
we're
addressing
that
too.
T
I
got
a
text
from
dorian
saying
that
there
was
an
issue
with
the
32
bus
and
I
called
up
the
mbta
and
we
started
to
problem
solve
and
resolve
the
crowded
buses
on
that.
So
you
know
I
appreciate
the
student
feedback
and
the
student
voice
and
I
want
to
have
them
at
the
table
as
well.
S
S
Then,
when
they're
making
alternative
arrangements,
they
got
to
call
us
and
your
bus
is
now
covered
and
they've
already
left
the
school
forward
and
left
for
school,
and
I
appreciate
we're
trying
to
be
proactive
and
reaching
out.
But
we
have
to
think
long
and
hard
about
ways
to
improve
the
communication
piece,
even
as
we're
solving
the
other
large
systemic
issues.
T
Yeah
thank
you
for
that.
I
appreciate
that
too.
Sometimes
we
have
driver
absences
and
we
think
that
you
know
we
want
to
give
parents
the
most
amount
of
notice
that
we
possibly
can
and
so
that
they
can
make
plans,
and
so
we're
going
to
work
on
our
communications
around
that
in
the
interim
and
not
wait
for
the
working
group.
But
that
will
be
something
that
we
will
separate
separate
out
in
the
purpose
and
the
charge
of
this
working
group.
C
Y
Lopera,
thank
you.
Chair
robinson.
I
just
want
to
reiterate
the
pieces
around
transportation,
both
member
diarujo
as
well
as
member
o'neal,
have
honed
in
on
as
a
parent.
Y
I
know
that
we
are
seeing
some
perhaps
increased
numbers
on
on-time
performance
in
comparison
to
years
past,
but
the
way
I
look
at
it
is
if
we
had
a
family
who
was
chronically
late
even
by
15
minutes
or
by
30
minutes,
we
would
be
on
top
of
them
trying
to
figure
out
what
is
going
on,
and
so
I
expect
us
to
do
the
same
for
ourselves,
because
that's
instructional
time.
That
is
breakfast
time
for
our
students
and
we
want
to
make
sure
that
they
are
on
time
and
and
in
the
afternoons.
Y
It's
the
same
thing:
there
is
nothing
worse
than
being
at
work
and
getting
a
phone
call
saying
you
have
to
figure
out
how
to
take
care
of
your
child
and
so
that
piece
around
communication
is
vital,
and
that
is
something
that
we
have
complete
control
over
and
that
we
have
to
address
for
our
families,
and
that
is
our
responsibility.
Y
Y
Sometimes
those
high
school
students
are
caregivers
for
our
younger
students,
who
are
also
engaging
with
buses
as
well
as
getting
themselves
to
and
from
school
and
home.
So
I
think
the
student
and
family
voice
is
incredibly
important
moving
forward,
so
just
wanted
to
make
sure
that
those
pieces
were
emphasized
as
much
as
they
possibly
could
be.
Thank
you.
B
AA
B
B
So
we
have
to
consider
as
well-
and
I
do
appreciate
the
the
team-
the
entire
team
in
particular,
we
have
to
consider
the
teachers,
it
has
been
a
difficult
work
for
them.
We
have
to
consider
that
they
are
doing
their
very
best
in
terms
of
enabling
communication.
They
are
becoming
psychologists,
some
of
them
they
are
becoming
consultants,
some
of
them
talking
to
their
families.
We
have
to
value
the
work
that
they're
doing
the
teachers
themselves.
B
B
I
like
to
emphasize
as
well
and
congratulate
the
exceptional
job
that
some
of
the
principals
are
doing
in
some
events
stay
later
at
school.
In
order
to
be
able
to
stay
with
the
kids
that
have
some
type
of
trouble
with
transportation,
they
are
going
the
extra
mile
doing
their
jobs.
I'd
like
to
commend
all
the
principles
for
doing
that.
AA
B
There's
a
lot
of
work
to
have.
That
has
to
be
done,
as
mr
arugio
said,
as
ms
lorena
mentioned,
as
well
communications
and
last
take
place,
we
have
to
hear
each
other.
We
have
to
hear
the
communities
we
have
to
hear
the
entire
community
that
is
embedded
in
this,
and
I
do
appreciate
that
very
much
families,
communities
working
together.
Thank
you
very
much.
AB
Thank
you.
Thank
you.
First
off,
I
want
to
say
that
I'm
looking
forward
to
getting
the
report
on
the
scores
differentiated
by
groups,
I
mean
that
I
mean
I
know,
there's
a
lot
of
numbers
and
you
just
got
them,
but
it,
although
it's
less
scary,
to
know
that
we're
performing
relatively
well
compared
to
the
state
as
a
whole
and
then
the
drop
in
numbers
as
we've
we
anticipated
are
very
scary.
AB
So
the
more
on
the
more
analysis
we
have
that,
where,
where
that's
happening,
if
there's
any
schools
that
are
particularly
subject
to
larger
than
average
drops
and
what
the
learning
plan
is,
I
look
forward
to
getting
that
material.
I
know
that
you're
working
on
that,
but
be
nice
to
for
the
for
us
and
the
community
to
see
that
data
differentiated
by
groups
and
also
what
are
the
particular
schools
to
which
our
concerns
need
to
be
higher
and
then
what?
AB
What's
the
the
intervention
plan
as
we
move
forward
in
this
very
difficult
situation?
No
one's
surprised
by
the
drop
disappointed
scared,
but
we
want
to
hear
the
solutions
and
and
targeted
solutions
because
they
don't
think
it's
going
to
be
the
same
across
the
whole
district,
so
by
group
and
what
what
what
schools
are
are
most
harmed
and
what's
our
plan
around
those
I
know.
That's
me,
part
of
chief
harris's
work
and
others.
That's
that's
one
request.
The
second
I
want
to
you
know.
AB
Obviously
I've
always
wanted
the
data
with
a
couple
years,
so
we
can
see
the
comparisons
but
eyeballing
it.
This
is
a
significant
increase
in
bipop
principles
and
and
bilingual
principles,
and
we
know
that's
the
linchpin
for
our
our
efforts
to
diversify
our
our
workforce,
so
that
we'll
be
more
present
available
to
all
our
students.
AB
So
I
want
to
really
congratulate
you
and
your
team
on
making
that
significant
progress
with
this
hard
work,
but
I
think
hopefully
this
will
be
getting
close
to
the
tipping
point
where
it'll
it'll
improve
our
hiring
processes
and
then
make
us
more
attractive
to
diverse
leaders
from
around
the
country,
and
I
also
appreciate
the
degree
to
which
you
have
reached
around
the
country
for
leadership
and
that
clearly
making
this
an
attractive
place
for
people
to
to
to
move
to,
even
if
they're
coming
so
thanks
for
and
I
want
to-
and
I
do
want
to
share
my
colleagues-
concerns
about
finding
a
way
to
get
a
really
good
analysis
of
our
the
challenge
toward
transportation,
which
is,
is
a
multi-year
problem
and
needs
a
multi-year
solution
includes
and
and
many
factors.
AB
I
don't
think
we
have
figured
out
exactly
what
all
the
drivers
are
and
what
are
our
attempts
to
change
them
in
addition
to
losing
you
know
the
the
the
difficulty
there's
a
lot
of
planning
that
is
very
hard
to
do,
and
we
you
know
all
of
us
have
been
on
the
committee
for
a
period
of
time.
AB
We
share
the
despair
that
we
we
don't
have
an
answer
for
next
year
already
I
mean
we
know
that
and
and
engaging
in
a
process
where
we
can
figure
and
for
resolving
transportation
without
my
solution,
which
would
be
neighborhood
schools.
So
thank
you
very
much
for
your
time.
A
Thank
you.
I
just
want
to
say.
I
agree
with
all
of
the
comments
that
my
fellow
members
have
made
with
regard
to
the
needs
of
our
focus
around
the
exam
school
issues
as
well
as
particularly
transportation.
But
for
me,
I
think
what
I've
come
away
with
this
week
is
just
the
importance
of
improving
our
communication.
A
Overall,
there
have
been
so
many
issues,
there's
so
many
things
that
I
mean
there's
a
lot
of
information
coming
out
of
the
district
to
parents,
but
sometimes
I
feel
like
there's
so
much
of
it
and
it's
not
all
very
clear
that
it
just
feels
like
it's
very
overwhelming
and
knowing
that
we're
trying
to
communicate
around
covet
issues
and
testing
and
what
happens
if
your
child
is
impacted
or
teacher
or
classroom.
A
I'm
hoping
that
there
are
ways
that
we
can
simplify
and
make
available
quickly
the
links
to
where
people
will
find
information
around
those
things
and
again
the
issue
is,
I
said,
it's
wonderful.
It
is
to
have
90
of
our
buses
on
time
if
you're,
one
of
those
parents
whose
child
is
in
that
10
percent,
you
know
it's
not
making
you
very
happy,
and
I
know
that
we
are
doing
a
mammoth
job.
So
I
don't
want
it
all
to
under
underplay
the
importance
of
where
we
are.
A
But
you
know
again,
it's
it's
not
until
every
child,
as
we
say
in
our
creed,
it's
every
child
in
every
school
has
what
they
need,
and
that
includes
an
on-time
bus,
all
of
the
things
that
that
come
with
it.
So
I'm
just
hoping
that
we
can
both
pull
together
as
a
district
and
as
a
city
to
really
support
all
of
our
kids
and
families.
A
As
we
start
this
school
year,
because
we
know,
we've
got
a
large
mountain
decline
in
terms
of
getting
from
where
we
were
with
the
pandemic
and
the
pandemic
is
not
over
yet
getting
through
all
the
changes
that
are
going
on
in
the
city,
but
focusing
and
keeping
our
eyes
on
trying
to
make
this
district
work
for
every
student
that
we
have,
and
I
commend
the
the
new
hires
that
we
have
for
school
leaders.
A
I've
had
the
privilege
of
meeting
two
of
them
so
far,
mr
brown,
and
also
miss
whitmore
and
welcome
them
to
the
district,
and
I'm
looking
forward
to
hearing
more
from
them,
having
a
chance
to
get
out
to
schools
and
meet
them
and
continuing
to
move
forward.
The
best
way
we
possible
in
this
school
year
we
can
in
the
school
year.
So
thank
you.
Superintendent.
A
O
So
a
quick
question
just
on:
if
there
was
an
update
on
kovacova
testing,
the
the
consents
and
both,
I
guess
is
it
started.
I
know
some
schools,
I've
seen
some
email
traffic
around
starting
and
just
want
to
see.
If
there's
any
update
on
that.
T
AC
Just
wanted
to
be
here
to
support
if
need
be
yeah.
We
have
started
testing
last
week
last
thursday,
and
it's
been
going
on
at
schools.
Definitely
some
challenges
as
we
you
know,
get
it
up
and
running,
but
we're
working
very
closely
with
our
partners
at
cic
and
some
of
the
vendors
that
they're
working
with
to
work
through
some
of
those
kinks.
But
we
do
expect
that
every
school
will
have
testing
completed
by
this
thursday,
at
least
the
first
round.
Z
S
And
chair
robinson,
may
I
just
very
quickly
apologize
to
chief
harris
for
having
his
name
wrong
incorrect
earlier.
During
my
comments,
I
realized
mistake,
so
my
apologies
to
chief
harrison.
Thank
you
for
that
excellent
introduction
of
the
school
leaders.
A
Q
S
A
Thank
you
and
before
we
move
on
to
general
public
comment,
I'd
like
to
invite
director
of
labor
relationships,
jeremiah
hassan,
to
present
a
brief
report
on
a
tentative
collective
bargaining
agreement
between
the
boston
school
committee
and
the
boston
teachers
union
regarding
health
and
safety
for
school
year
21-22.
A
T
I
want
to
thank
mr
hassan
and
the
whole
team
that
got
together
and
president
tang
for
this
agreement.
I
think
it's
an
important
agreement
to
move
us
forward
for
the
health
and
safety
measures
that
we
are
have
already
been
taking
in
our
schools
and
have
been
taking
for
the
entire
pandemic,
and
so
I
appreciate
his
leadership
in
getting
this
agreement
with
our
boston
teachers,
union
partners.
AE
I'm
here,
on
behalf
of
the
bps
bargaining
team,
to
present
the
recent
tentative
agreement
with
the
boston
teachers
union
regarding
health
and
safety
for
the
2021-22
school
year,
and
to
request
that
the
school
committee
vote
in
favor
of
the
agreement
before
I
get
into
the
terms
of
the
agreement.
I'd
like
to
highlight
the
district's
priorities
going
into
the
negotiations
at
the
btu.
AE
First
and
foremost,
the
superintendent
and
the
district
and
school
leaders
are
committed
to
promoting
a
safe
and
welcoming
learning
and
working
environment
for
our
students
and
staff,
and
we
sought
an
agreement
that
reflected
that
commitment.
Second,
we
wanted
to
ensure
full
cooperation
from
the
btu
with
the
city
of
boston's,
coven,
19,
vaccination,
verification
or
required
testing
policy.
AE
AE
AE
AE
The
city
and
bps
has
expanded
covert,
related
paid
time
off
opportunities
for
btu
members
to
recover
or
to
care
for
dependents,
who
are
recovering
from
colby
and
finally,
bps
agreed
that,
while
schools
remain
fully
in
person,
teachers
will
not
be
required
to
teach
students
who
are
in
person
and
students
who
are
remote
simultaneously
in
the
event
that
students
are
required
to
quarantine.
Teachers
are
required
to
provide
daily
coursework
that
students
can
access
digitally
while
they
are
remote,
so
the
students
can
work
with
tutors
to
maintain
pace
with
their
classrooms
while
they
are
quarantined.
AE
So
those
are
the
terms
of
the
agreement.
On
behalf
of
the
bargaining
team,
I
want
to
thank
btu
and
its
leadership
for
their
efforts
and
collaboration
in
reaching
this
agreement.
I
also
want
to
extend
a
thank
you
to
our
facilities
team
from
from
our
management
to
our
plan,
administrators
planning
and
engineering
team
and
our
building
custodians
for
all
their
work,
getting
our
buildings
ready
and
ensuring
that
they
are
clean
and
safe
for
all
of
our
students
and
staff.
A
Z
A
A
P
P
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
We
have
24
speakers
for
general
public
comment.
Each
person
will
have
two
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
P
P
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.
Also,
please
make
sure
that
you're
signed
into
zoom
with
the
same
name
you
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify.
You
when
it's
your
turn
to
testify,
please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin,
please
unmute
yourself
and
turn
on
your
camera.
P
P
C
AH
AH
C
AH
AH
AH
C
AH
AH
C
AH
C
C
P
You
carrie
and
albani
are
not
signed
into
the
meeting,
so
our
next
speaker
will
be
maria
mejia.
AI
AI
AI
AI
C
AI
C
AI
C
Very
thankful,
however,
I
am
very
concerned
with
the
safety
of
everybody,
especially
if
there
is
someone
that
is
that
has
called
it.
What
is
the
protocol?
What
would
happen
20
seconds.
C
AJ
AJ
P
AG
AG
AG
AG
C
So
they,
the
school,
calls
me
back
and
they
tell
me
that
the
school
is
not
responsible
for
the
corner
or
the
stock,
where
transportation
dropped.
My
kids
that
it
has
to
be
transportation,
the
one
that
will
be
responsible
for
that.
AG
AG
C
AK
R
R
R
D
D
I
wanted
to
relate
something
very
stressful,
something
very
frustrating
and
terrible
that
happened
with
one
of
my
children
and
diabetes.
D
And
at
the
time
of
returning
home
at
three
o'clock
p.m,
they
were
calling
me
telling
me
that
my
son
did
not
have
transportation.
AL
D
AL
D
AL
D
AL
AL
D
So
I
want
a
response
and
I
want
that
my
son
continues
studying
taking
the
public
transportation,
but
I
want
that
to
happen
in
a
safely
matter.
I
am
a
single
mother,
mother
and
I
do
not
have
help
with
transportation.
For
my
son.
AL
D
So,
knowing
that
east
boston
was
more
one
of
the
more
hitted
one
communities
with
the
pandemic,
they
should
have
take
a
different
measures
when
it
comes
to
transportation,
for
our
children
excuse.
D
Okay
I'll,
thank
you
very
much
because
my
son
is
still
at
home
and
I
need
him
to
continue
with
his
education,
the
education
that
he
deserves
inside
of
the
united
states.
Thank
you.
P
P
AM
AM
Mike
heischmann,
dorchester
basia,
one
build
bps,
a
21st
century
solution
for
generations
of
neglect,
excellent
facilities,
an
essential
component
for
excellence
for
all
monumental
project
has
been
a
bad
soap
opera.
Where
is
the
juice?
Where
is
the
plan?
Too
often,
bps
delivers
nightmares
instead
of
appropriate
facilities.
AM
Broken
promises,
broken
hearts,
betrayal
where's
the
plan.
We
could
stop
blaming
trump
blind
blindness,
the
potuses
in
calling
the
shots
for
covet.
The
number
of
cases
continues
to
rise.
Pediatric
cases
have
skyrocketed
since
august.
The
bps,
under
pressure
from
both
the
national
and
state
governments,
fully
reopened
in
schools
to
all
students,
starting
on
september
9th.
AM
We
had
some
very
good
news
this
week
that
more
more
of
our
younger
children
will
soon
become
vaccinated.
It
will
take
some
time.
Meanwhile,
the
schools
are
fully
open.
We
welcome
our
children
into
unsafe
buildings,
as
they
are
accompanied
by
millions
of
tiny
little
infectious
things
gone.
Is
the
parent
option
to
safely
keep
their
children
home
and
continue
their
education
remotely
gone?
Is
the
hybrid
model
which
provides
provided
safe,
distancing.
AM
AM
Our
new
potus
continues
to
mandate
unsafe
policies.
Capitalism
demands
that
our
schools
be
reopened
so
that
we
could
go
back
to
work.
Profits
are
more
important
than
people
more
important
than
our
children's
health
and
lives.
Thank
you,
cassellius
for
making
weekly
covert
reports
publicly.
Thank
you
very
much.
I
fear
that
some
of
our
schools
will
become
super
spreaders.
AJ
AN
Sorry,
I'm
a
resident
john
mudd,
I'm
a
resident
of
cambridge,
a
member
of
the
boston
network
of
black
student
achievement
and
the
ell
task
force
tonight.
I
want
to
focus
on
the
issue
that
it
is
finally
time
for
the
school
committee
to
take
a
clear
stance
on
the
policy
of
access
to
native
language
for
english
learner
students,
the
education
experts
that
I
talk
to
say
that
access
to
native
language
is
critically
important
as
a
building
block
for
learning,
academic,
english,
the
parents.
AN
I
talk
to
say
it
is
crucial
for
their
children's
access
to
learning
for
their
children's
ability
to
relate
to
family
and
grandparents
and
for
their
children
to
value
their
culture,
their
heritage
and
their
own
self-worth.
You
know
the
large
numbers
of
students
affected
by
this
policy.
This
is
not
a
trivial
issue.
This
is
four
years
after
the
look
act
gave
bps
the
flexibility
to
use
native
language
and
overcome
the
straight
jacket
of
english
immersion
that
was
fostered
on
boston
by
question
two.
AN
In
this
connection,
at
the
last
school
committee
meeting,
I
asked
what
guidance
for
innovative
programming
for
english
learners
and
english
learners
with
disabilities
have
been
sent
to
school
leaders
for
the
use
of
the
50
million
dollars
in
esser
funds
that
have
been
allocated
to
schools
for
english
learners,
students
with
disabilities
and
low-income
students.
I
haven't
seen
anything
have
you.
I
didn't
see
anything
on
the
document
before
you
tonight
that
had
a
category
even
for
english
learners
with
disabilities.
AN
We
are
in
danger
of
losing
a
major
opportunity
to
use
this
supplemental
federal
federal
funding
as
leverage
to
improve
the
educational
programs
that
data
continues
to
show
fail
our
students.
Finally,
there's
also
a
current
search
for
a
new
assistant
superintendent
for
the
office
of
english
learners.
It
would
be
extremely
important
for
the
school
committee
to
send
the
message
that
the
new
leader
of
oel
must
have
the
vision,
the
commitment
and
the
managerial
skill
to
lead
bps
and
the
systemic
changes
necessary
to
provide
access
to
native
language.
AO
Good
afternoon
my
name
is
ruby
reyes
and
I'm.
The
director
of
the
boston,
education,
justice
alliance
and
a
dorchester
resident
bps
leadership
has
continued
a
dangerous
trend
of
being
rhetoric.
Rich
and
implementation.
Poor
central
office
leadership
use
equity,
anti-racism
and
accountability
regularly.
AO
However,
bps
leadership
has
gutted
the
meaning
of
the
terms,
most
especially
in
transportation,
build
bps.
The
updated
code
of
conduct,
plans
for
english
learners,
students
with
disabilities
and
academic
recovery,
liquidity
and
anti-racism
means
that
historically
marginalized
communities,
including
black
latino
students
with
disabilities
and
english
learners,
would
have
what
they
need.
Where
is
this
happening
in
the
ongoing
transportation
issues?
Are
you
able
to
guarantee
students
will
get
home
as
well
to
school
on
time?
Where
is
this
happening
in?
AO
Where
is
this
happening
in
communities
that
have
been
the
hardest
hit
by
covey?
Where
is
this
happening
in
the
updated
code
of
conduct?
It
is
not
enough
to
just
mention
restorative
justice.
Families
were
told
that
there
was
a
bus
driver
shortage
and
a
bus
monitor.
Shortage
missing
from
the
announcements
were
details
about
who
was
going
to
be
most
impacted
or
how
bps
central
office
is
working
with
families
to
problem
solve
a
national
bus
driver
shortage
has
been
cited
as
an
ongoing
struggle.
AO
However,
we
know
the
transportation
has
always
been
a
chronic
problem
before
the
shortage
and
before
the
pandemic.
Cities
like
philadelphia
are
paying
families
a
monthly
stipend
to
drive
their
children
to
and
from
school
in
communities
where
families
are
most
mostly
using
public
transportation
is
paying
families
to
carpool
even
being
considered.
AO
Where
is
the
reimagined
work
to
communicate
and
creatively
problem
solve
with
families?
Esther
funds
are
for
this
type
of
problem
solving.
Why
is
it
not
happening
in
october?
Nate
cooter
will
discuss
the
major
capital
work
of
build
bps.
How
many
more
of
our
school
communities
will
be
destroyed
in
the
name
of
building
bps.
We
know
there
is
no
designated
swing
space.
This
means
you
will
tear
apart
school
communities,
followed
by
duplicitous
terms,
laments
of
being
kept
up
at
night
by
the
decisions
you
are
choosing
to
make
or
ignore.
Thank
you.
AP
Thank
you.
My
name
is
allison
cox
and
I
live
in
jamaica
plain.
I
have
two
kids
at
mission
hill
school
and
I
joined
the
school's
governance
board.
Last
year,
the
district's
recent
actions
have
harmed
our
school.
The
removal
of
the
school's
co-leaders
just
weeks
before
this
school
year
began
was
disruptive.
The
removal
of
two
lead
teachers,
two
days
after
the
school
year
began,
was
destructive.
AP
I
support
adherence
to
policy
and
appreciate
that
a
large
system
can
be
slow
to
react,
but
these
removal
stem
from
actions
occurring
between
2014
and
2019.
A
time
largely
before
co-leaders
were
in
leadership
positions.
The
district
has
admitted
it
was
aware
in
2020,
and
yet
he
waited
until
now
to
act.
If-
and
I
think
this
is
a
big
if,
if
the
recent
investigation
was
unbiased
and
conducted
in
good
faith
to
the
entire
school
community,
the
district
owes
us
an
explanation
as
to
why
it
elected
to
wait
to
make
drastic
changes
until
the
worst
possible
time.
AP
Our
students
and
teachers
are
returning
from
a
pandemic
while
still
in
a
pandemic,
and
they
deserve
stability.
The
district
has
also
acted
with
indifference
to
the
pilot
agreement
and
has
been
undermining
the
school
governance
board's
authority.
The
governance
board
was
not
made
aware
that
a
month-long
investigation
was
occurring.
The
superintendent
superintendent
just
mentioned
weekly
meetings
with
the
board
chair
for
the
record.
The
first
meeting
happened
today
at
4pm.
AP
Until
the
day,
the
district
had
not
communicated
to
the
board
about
teachers
being
removed
the
plans
for
learning
coaches
to
cover
classes,
nor
had
been
updated
or
consulted
in
over
a
month.
The
board
holds
responsibility
for
major
curriculum,
staffing
and
scheduling
decisions,
as
well
as
budget
budget
oversight.
AP
It's
clear
that
the
district
has
not
been
acting
in
accordance
with
the
mou.
The
superintendent
publicly
promised
additional
resources
and
support,
but
so
far
we're
seeing
loss.
We
have
lost
all
before
and
after
school
programming
students
whose
families
can't
make
the
school
day
only
hours
work
alone,
students
whose
families
both
current
and
future,
who
have
been
falsely,
led
to
believe
this
school
is
not
a
safe
place.
AP
Regular
communication
above
the
classroom
level
confidence
that
special
education
students
are
being
appropriately
served
in
which
an
inclusion
model
has
real
consequences
for
everyone.
In
the
building
continuity
on
our
transformation,
team
and
trust
in
the
district's
intentions,
I
ask
this
committee
committee
ensure
that
the
district
provide
written
confirmation
to
honor
the
autonomy
of
the
school,
meet
special
compliance
within
a
week
and
hire
highly
qualified
full-time
teachers
within
a
month.
Thank
you.
AP
P
E
AQ
Good
evening,
members
of
the
committee
and
members
of
the
bps
community
good
evening,
my
name
is
susan,
mays
rothstein,
I'm
here
in
my
capacity
as
a
co-chair
of
the
code
of
conduct
advisory
council,
a
volunteer
group
of
community
members
created
by
the
school
committee
in
2010
tonight
kokak
responds
to
the
fourth
iteration
of
the
code
across
the
decade
this
decade
of
service.
AQ
AQ
Unfortunately,
I'm
here
to
tell
you
that,
for
the
first
time
since
its
inception,
despite
improvements
that
you
will
hear
about
later
and
the
at
that,
and
that
kocax
supports
and
suggested
cocat
cannot
support
the
adoption
of
the
code
of
conduct
proposed
this
evening
for
two
main
reasons.
AQ
Second,
the
code
fails
to
commit
the
district
to
meaningful
community-based
restorative
justice
likely
in
part
because
of
the
racial
equity
planning
tool,
was
not
applied.
This
code
continues
to
reflect
three
competing
paradigms
that
create
internal
contradictions.
The
three
unreconciled
approaches
are,
first,
an
individualistic
legal
rights
approach
that
that
operates
as
a
punitive
adversarial
exclusionary
model.
AQ
Kocak
asks
this
committee
to
reaffirm
its
commitment
to
the
code
to
developing
a
code
that
stands
as
a
model
in
its
attempts
to
support,
educate
and
nurture
all
students
in
a
just
school
environment
to
reject
this
code
or
to
adopt
it
only
as
an
interim
measure
and
instruct
bps
to
submit
a
new
code
by
the
fall
of
2022
that
incorporates
a
whole
school
restorative
justice
approach
to
building
community
and
racial
equity
and
to
assure
the
submission
both
relies
on
and
passes
with
flying
colors.
AQ
And
if
the
committee
desires
the
collaborative
work
to
continue
between
kokak
and
the
boston
public
schools
to
provide
tangible,
tangible
support
in
the
form
of
part-time
community
organizer
who
was
paid.
We
have
dr.
AQ
P
AJ
AR
Okay,
my
name
is
laura
mckeon
poplin,
I'm
a
mission
hill,
school
parent
and
I
live
in
jamaica,
plain.
My
son
emmerich,
a
sixth
grader
was
four
when
he
was
diagnosed
with
a
motor
tick
disorder
which,
when
aggravated
by
stress,
can
become
so
noticeable
that
he
has
been
mocked
in
public
by
total
strangers.
AR
Fortunately,
he
has
spent
the
last
three
years
in
the
classrooms
of
expert
teachers
where
his
differences
did
not
matter
and
he
was
able
to
learn
freely
without
fear
of
mockery.
These
are
the
same
teachers
who
were
removed
on
the
second
day
of
school
without
explanation
or
warning.
In
the
middle
of
an
already
destabilizing
pandemic,
emrick
loves
his
teachers.
He
talks
about
them
all
the
time
when
we
discovered
that
he
had
been
assigned
to
a
different
room.
AR
This
year,
we
begged
for
emmerich
to
be
returned
to
his
original
class,
with
its
nurturing
environment
of
social
acceptance
and
academic
stimulation.
We
were
in
a
laundromat
when
we
found
out
that
mission
hill
had
heard
our
pleas
and
for
once,
emmerich
didn't
care
what
other
people
thought
of
him.
He
started:
jumping
punching
the
air
and
screaming
yes.
Now,
thanks
to
bps
every
night
I
spend
bedtimes
calming
his
anxiety
about
school
will
sixth
grade
be
a
waste
of
time.
Why
would
bps
take
away
his
two
favorite
teachers?
AR
Will
he
ever
get
into
college?
My
grandfather
dropped
out
of
elementary
school.
My
mother
never
went
to
college
and
my
dad
could
only
afford
california
state
school
because
he
enlisted
as
a
17
year
old
marine
in
vietnam,
but
as
a
sixth
grader
emmerich
has
an
opportunity
to
try
for
the
same
school
that
benjamin
franklin
and
wendell
phillips
attended.
AR
AR
But
now
his
teacher
has
been
taken
away
from
him
too
putting
my
son
and
his
classmates
many
who
are
from
diverse
backgrounds
at
a
severe
disadvantage,
thereby
creating
more
inequality
and
proving
bps's
actions
to
be
political
rather
than
in
the
best
interest
of
their
students.
I
join
with
other
mission
hill
parents
to
ask
that
bps
honor
the
autonomy
of
the
mission
hill
school
governing
board's
authority
to
search
and
select
new
leadership,
meet
special
education
compliance
within
one
week
for
all
students
and
hire
two
highly
qualified
full-time
teachers
within
one
month.
Thank
you
for
your
time.
AR
AS
Good
evening,
chair,
robinson
members
of
the
school
committee,
thank
you
for
this
opportunity.
My
name
is
andrew
iliff,
I'm
a
mission
hill,
school
parent
to
a
current
kindergartner
and
to
a
mission
hill
alumnus.
AS
AS
They
helped
our
sensitive
child,
learn
to
be
part
of
a
complex
and
diverse
classroom.
They
recreated
their
classrooms
online
during
a
pandemic.
Words
cannot
describe
how
happy
our
child
was
to
return
to
his
classroom.
The
classroom
of
one
of
these
two
suspended
teachers
when
schools
reopened
last
year.
AS
The
district
has
shared
no
information
about
the
decision
to
spend
to
suspend
these
teachers.
Parents
of
children
in
those
classrooms
receive
misleading
emails,
and
the
broader
community,
like
me,
has
been
told
absolutely
nothing
at
all.
These
are
two
of
the
most
senior
teachers
remaining
at
the
school.
After
the
suspension
of
the
school's
co-lead
teachers.
AS
No
matter
what
the
superintendent's
reasoning
is
concerning
this,
the
district
has
failed
in
its
responsibilities
and
duty
of
care
towards
the
school
and
mission
hill
students.
35
students
are
now
in
classrooms
that
do
not
meet
the
district's
own
requirements
for
special
education.
Thank
you
for
your
attention.
AT
AT
I
put
my
baby
into
the
hands
of
the
teachers
that
you
removed
not
only
to
teach
her
but
to
help
me
raise
her
and
they
did
through
a
series
of
damaging
decisions,
beginning
with
the
move
of
the
school
to
a
building
too
big
and
growing
the
school.
At
the
same
time,
to
the
most
recent
damaging
decisions
to
remove
four
excellent
teachers
who
form
part
of
the
transformation
team.
AT
I
start
to
doubt
evelyn's
belief
in
you.
I
start
to
doubt
her
recommendation,
because
my
11
year
old
daughter
doesn't
quite
understand
how
her
education
every
day
that
she
spends
in
that
school
without
a
leader
and
that
classroom
without
a
teacher
being
shuffled
from
here
to
there
by
a
substitute.
She
doesn't
quite
understand
how
each
day
her
future
is
ever
so
more
slightly
slipping
away
from
her
as
superintendent
and
as
a
committee
of
the
boston
public
schools.
AT
You
need
to
understand
that
I
joined
the
other
parents
in
demanding
that
you
honor
in
writing
our
autonomy
for
the
governing
board
to
begin
the
search
for
a
new
leader.
I
demand
that
you
hire
two
fully
qualified
teachers
to
replace
those
that
you
removed,
and
I
demand
that
special
ed
requirements
be
met
within
one
week.
Thank
you
very
much
for
the
opportunity
to
speak.
P
AU
Good
evening
my
name
is
riyad
labardi
and
I'm
father
of
two
children
living
in
jamaica,
plain,
a
daughter
of
seven
and
a
half
year
old,
being
a
student
at
mission
hill
school
since
k1
and
now
in
second
grade
and
a
son
of
three
and
a
half
year
old,
going
to
a
family
daycare
in
jamaica,
plain,
google,
hopefully
follow
the
same
track
of
his
sister.
AU
I
was
born
and
raised
in
france,
where
my
education
happened
in
a
public
school.
I
always
believe
in
the
public
school
system
and
always
will,
as
I
think
it
is
an
integral
part
in
the
education
of
all
children,
to
teach
them
not
only
the
basics
of
the
learning,
writing
counting,
talking,
etc,
but
also
how
to
interact
between
each
other
in
a
compassionate
and
kind
way
between
different
communities
with
a
mind
open
toward
the
world.
AU
This
is
because
of
these
fundamentals
and
more
that
we
have
picked
mission
hill
school
for
daughter
since
being
in
mission
hill
school.
Our
daughter
has
learned
the
principle
that
are
the
flags
of
the
school
culture,
and
this
culture
was
possible
thanks
to
the
autonomous
direction
of
the
school
for
the
previous
years.
However,
recent
events
and
changes
from
boston
public
school
made
these
pilers
of
the
school
trembling
and
I'm
worried
I'm
worried
as
a
parent
that
it
is
the
beginning
of
a
transformation
for
not
saying
a
destruction.
AU
AV
That
I
was
hoping
the
headset
would
work,
but
apparently
not.
Thank
you
all.
I
appreciate
the
time
to
address
both
the
school
committee
and
the
superintendent.
My
name
is
sherry
kelleher,
I'm
a
charlestown
resident.
I
have
two
wonderful
boys,
one
at
bls
and
one
at
the
warren
prescott,
as
we've
heard
from
many
other
people
today,
I'm
astonished
at
one
level,
but
not
at
another,
at
the
continued
issues
that
bps
has
with
communications,
and
I
really
hope
that
this
becomes
a
true
focal
point
that
you'd
look
to
resolve.
AV
AV
But
my
bigger
concern
is
for
lack
of
a
better
term
the
celebration
of
low
expectations,
the
results
for
the
last
year's
mcas,
while
certainly
not
as
dire
as
they
could
be,
showed
a
marked
decrease
from
a
not
particularly
good
place.
To
begin
with,
30
of
third
to
eighth
graders
got
a
meets
or
higher
on
english
20
on
math.
AV
AV
AV
P
AW
Yes,
hi
good
evening,
I
first
want
to
say
thank
you
for
the
opportunity
of
speaking
it
I'm
a
resident
in
dorchester,
and
I
have
two
children
going
to
the
mission
hill
school
in
jamaica
plain.
I
didn't
hear
anyone
addressing
this
issue,
but
I
noticed
that
it's
been
an
issue
and
it's
crossing
guards.
AW
As
I
said,
I
reside
in
dorchester
and
I
have
a
crossing
guard
at
the
corner
of
my
house
and
I
know
the
the
job
duty
of
a
crossing
guard,
but
I
don't
see
the
job
actually
being
done
at
the
school.
AW
In
mission
hill
and
jamaica
plain,
there
is
no
crossing
bars
where
there's
a
small
street
and
school
buses
are
being
parked
on
the
sidewalk,
there's
no
way
for
families
and
children
to
walk
down
the
street
safely
to
go
to
the
playground
or
in
my
predicament,
I'm
going
from
the
back
of
the
school
for
one
child
to
the
front
of
the
school
to
get
another
child,
and
I
have
no
way
of
walking.
AW
There's
there's
no
type
of
safety
over
there
going
back
to
the
teacher
leaders.
I
actually
knew
both
the
teacher
leaders
from
last
year
didn't
know
them.
AW
Personally,
but
knew
them
from
the
last
few
months
that
both
my
children
actually
was
able
to
attend
in
person
school
and
both
of
them
were
very
welcoming
and
warming,
whereas
the
teacher
leader
that
we
have
now
I've
passed
her
numerous
times
and
not
have
yet
to
be
introduced,
tried
to
stop
to
speak
to
her
to
introduce
myself
and
it
was
very
difficult
being
in
a
pandemic
and
the
situation
that
we're
in
us
as
parents
are
looking
for
not
only
safety
but
also
comfort,
we're
looking
for
a
place
for
our
children
to
feel
safe
to
go
to
and
for
communication
to
be
better
and
there's
no
communication.
AW
If
the
teacher
leader
herself
is
not
communicating
with
parents
at
all,
I
know
I'm
I
ran
out
of
time,
but
I
mean
communication
needs
to
be
better.
Safety
needs
to
be
better.
A
lot
of
work
needs
to
be
done
and
you
guys
have
to
start
with
parents.
You
know
these
are
our
children
and
we're
trusting
the
school
and
the
committee
to
to
help
us
with
the
safety,
and
I
don't
feel
safe
at
all.
AX
Hi,
my
name
is
janice
john
and
I
live
in
jamaica
plain.
I
have
three
bps
students,
all
of
whom
attended
mission
health
as
a
parent
of
a
child
with
significant
special
needs.
I
can
attest
to
the
depth
and
breadth
of
harm
that
happened
to
children,
many
children
of
diverse
racial
and
ethnic
backgrounds,
gender
identities,
socioeconomic
physicians
and
special
education
needs
that
happened
at
the
mission
hill.
I
want
to
make
sure
that
the
committee
here
support
from
within
the
broader
mission
health
community
around
the
actions
of
dr
casilias
and
her
team.
AX
It
is
right
and
necessary
for
bps
to
continue
to
look
into
what
happened
at
mission
hill
and
to
understand
what
failed
in
order
for
such
significant
harm
to
be
perpetuated
and
not
only
perpetuated
but
protected.
An
autonomous
school
that
allowed
for
such
egregious
harm
should
not
be
allowed
to
be
autonomous.
AX
I
would
ask
that
the
school
committee
and
bps
broader
community
support
the
superintendent
in
stepping
into
the
situation
to
protect
some
of
the
most
vulnerable
children
in
bps.
Her
actions
in
holding
responsible
persons
accountable
is
critical
to
rebuilding
the
trust
of
those
harmed.
I
hope
that
everyone
on
the
committee
and
community
will
understand
the
great
cost
it
is
for
victims
and
families
to
come
forward
to
speak
publicly,
given
how
much
they
have
at
stake
from
privacy
to
re-traumatization
to
ostracization
from
the
community.
You
may
not
hear
from
many
of
these
families
in
a
public
forum.
AX
AX
The
superintendent's
office
has
made
it
very
clear
to
the
mission
hill
community
that
these
actions
are
being
taken
because
of
serious
and
long-standing
harm
being
done
to
children.
They
enumerated
a
number
of
very
serious
concerns
at
a
well-attended
community
meeting,
and
in
the
face
of
this,
it
has
been
heartbreaking
to
see
the
number
of
mission
hill
families
come
to
the
aid
of
the
institution,
ignoring
the
concerns
of
the
victims
and
supporting
the
abuser
instead.
AX
My
hope
tonight
is
that
anyone
in
the
mission
health
community,
who
cares
about
these
issues,
align
their
concerns
and
the
voices
with
the
children
but
delink
from
the
institution
of
the
mission
hill
school
fight
for
their
rights,
their
well-being,
their
access
to
education,
but
aligning
with
the
institution
of
the
mission
hill
school,
tends
towards
silencing
many
victims
and
protects
the
abuser
from
accountability.
Tremendous
harm
has
occurred
and
truth
must
come
to
light.
AX
P
AJ
AY
Thank
you
so
much.
My
name
is
edith
brazil.
We
come
here
to
testify
month
after
month,
year
after
year,
because
as
former
black
students
in
bps,
we
escaped
the
belly
of
underachievement.
When
many
of
us
told
many
told
us
that
we
were
not
smart,
we
couldn't
learn
and
school
was
not
for
us.
Then
we
came
back
to
bps
as
black
educators
parents
grandparents
to
find
that
not
much
has
changed.
AY
Now
we
see
a
decline
in
black
students
in
bps
as
a
result
of
the
oppressive
structures
of
anti-black
racism
and
instead
of
addressing
them,
it
is
used
as
an
excuse
to
de-prioritize
and
ignore
black
students.
Policies
continue
to
hoard
resources
and
strong
academic
pathways
for
white
and
asian
students,
while
leaving
black
latinx
and
students
with
disabilities.
Behind
black
students
are
suspended
at
the
highest
rate.
The
newly
proposed
code
of
discipline
will
continue
to
criminalize
and
pathologize
black
students
with
punitive
measures.
Why?
AY
This
code
of
conduct
will
continue
to
gaslight
black
and
brown
students
into
the
school
to
prison
pipeline
as
educators
and
advocates.
We
continue
to
lend
our
time
our
shared
lived
experience
our
professional
expertise
and
proposed
explicit
solution,
yet
nothing
changes.
Well,
I
am
very
excited
and
congratulations
committee
on
the
highly
impressive
new
leaders
and
congratulate
each
of
them
who
have
joined
bps
for
them
to
be
effective,
there
must
be
an
infrastructure
where
racial
equity
centers
black
and
brown
students
who
have
been
historically
marginalized
by
this
system.
AY
Finally,
bps
must
employ
black
policy
makers
empowered
to
apply
consequences
to
those
who
ignore
the
racial
equity
tool.
In
the
case
of
the
code
of
conduct,
bps
must
prioritize
and
honor
the
dignity
of
black
and
brown
students
by
implementing
a
true
system
with
principles
of
restorative
justice
that
eliminates
the
racial
disparities
driven
by
bps's,
racially
harmful
anti-black
student
policies.
AZ
Oh
hi
there
good
evening
my
name
is
nat
adams.
I
live
in
west
roxbury
and
I'm
a
bps
graduate
and
also
a
parent
I'd
like
to
just
briefly
build
on
the
committee's
comments
about
the
exam
school
admissions
policy
status
update.
That
was,
I
think,
originally
supposed
to
happen
tonight.
First,
I
just
wanted
to
note
that
I
think
what
the
committee
requested
in
july
wasn't
just
a
general
update
on
how
the
new
policy
is
being
implemented.
AZ
The
impact
of
those
differences
frankly
should
have
been
known
before
the
new
policy
was
even
adopted,
and
it's
disappointing
that
we've
now
had
to
wait
more
than
two
months
to
get
any
of
the
relevant
information
around
those
differences
and
then
on
a
similar
note.
AZ
So
it's
really
just
baffling
that
we
still
haven't
seen
any
simulations
under
the
policy
that
the
committee
actually
approved,
and
I
think
it
will
be
a
tremendous
source
of
frustration
for
a
lot
of
bps
families.
If
the
october
6th
update
doesn't
include
those
simulations
thanks
very
much
for
your
time,.
P
BA
Good
evening
evening,
good
evening,
my
name
is
elizabeth
pierce.
I
am
a
parent
at
mission
hill
school
and
I
live
in
jamaica
plain.
Thank
you
for
the
opportunity
to
speak
this
evening.
I
am
speaking
with
greek,
with
concern
for
the
lack
of
iep
service
delivery
and
lack
of
notification
regarding
iep
services
following
the
district's
abrupt
staffing
changes
two
days
into
the
school
year.
BA
The
district
staffing
changes
have
affected
our
child
and
other
children
at
the
school
through
not
providing
iep
services
and
simultaneously
not
notifying
families
that
their
children's
iep
services
have
not
been
delivered.
Amid
the
district's
district's
staffing
changes,
the
district's
staffing
changes
included
our
child's
lead
teacher
being
removed
from
the
classroom,
followed
by
her
grade
band
learning
coach
being
placed
as
their
classroom
teacher,
thus
leaving
nobody
in
the
role
to
deliver
the
iep
services.
BA
The
learning
coach
typically
delivers,
including
daily
push
in
and
pull
out
time
as
designated
in
our
child's
iep.
I
am
concerned
for
all
children
in
our
school
impacted
by
the
district's,
abrupt
staffing
changes
through
the
stopping
changes.
The
district
is
denying
their
right
to
a
free
and
appropriate
public
education.
In
the
absence
of
appropriate
delivery
of
iap
services,
our
child
cannot
appropriately
access
the
curriculum
and
the
district
is
out
of
compliance.
BA
The
district
must
rectify
this
by
immediately
making
appropriate
staffing
assignments
to
include
those
designated
and
qualified
to
deliver
iep
services,
as
well
as
addressing
the
missed
services.
I
am
particularly
concerned
for
the
families
unaware
of
the
lack
of
iep
services
presently,
and
I
thank
you
for
your
attention
to
this
important
issue.
P
AW
M
Okay,
I'm
gonna
speak,
but
I
can't
hear
anyone
right
now
because
of
technical
difficulties,
and
so
I'm
just
going
to
introduce
myself.
My
name
is
emily
bauer
and
find
I
live
in
jamaica,
plain
and
I'm
speaking
tonight
as
a
concerned,
parent
of
a
fifth
grader
at
the
mission
hill
school
we've
been
proud
members
of
the
boston
public
school
system
for
six
years
now,
and
that's
because
of
our
experience
with
the
mission
hill
schools
consistently
supportive
learning
environment
but
bps's
recent
actions
have
betrayed
our
family's
trust
in
this
system.
M
So
if
your
goal
is
to
create
a
safe
and
supportive
environment,
as
you've
mentioned
in
your
presentation,
superintendent,
yes
give
the
teachers
the
training
they
need
to
handle,
challenging
disciplinary
situations.
I
holy
support
and
the
opportunities
that
can
help
our
teachers,
better
support,
protect
vulnerable
students
and
my
heart
breaks
for
our
friends
and
families
that
have
suffered
in
the
past.
But
the
actions
right
now
are
undercutting
vulnerable
students
at
the
school
presently.
So
I
join
the
mission
hill
community
and
echo
their
demands
to
support
students
at
the
school
now.
M
So
please,
honor
the
autonomy
of
the
mission
hill
school
governing
board's
authority
to
search
and
select
our
new
leaders
and
help
our
community
grow
and
heal.
My
meet
special
education,
compliance
for
all
students
affected
by
these
decisions
to
remove
classroom
teachers
and
if
the
teachers
cannot
be
reinstated,
hire
two
highly
qualified
full-time
teachers
within
one
month
to
replace
the
ones
bps
decided
to
remove.
M
Thank
you
for
the
opportunity
to
speak.
I'm
sorry
that
I
have
for
my
technical
difficulties,
and
I
know
it's
been
a
long
meeting.
So
I'm
really
grateful
for
your
patience
with
me.
BB
Hello,
can
you
hear
me?
Yes,
we
can
okay.
Thank
you.
My
name
is
elizabeth
cumberbatch.
I
live
in
jamaica,
plain,
I'm
also
a
mission
hill,
parent
and
a
product
of
boston,
public
schools.
In
the
interest
of
time.
I'm
not
going
to
repeat
anything
anyone
else
has
said,
but
you
understand
the
situation
at
mission
hill
right
now
we're
in
a
moment
of
change
and
our
family's
assertion
is.
This
is
an
opportunity
for
to
find
creative
solutions
that
are
efficient
but
also
reflective
of
our
community.
BB
BB
Also,
it's
vital
that
our
students
see
representation
of
themselves
in
their
teachers,
and
we
ask
that
bps
ensure
that
the
abundant
pool
of
qualified
teachers
and
leaders
of
color
are
considered
for
these
roles,
as
they
are
filled
echo
many
others
tonight.
We
also
ask
for
improved
communication
between
bps
families
and
teachers,
and
we
must
be
sure,
we're
meeting
the
iep
needs
of
all
of
the
students
in
our
inclusion
community.
BB
We
need
to
deliver
current
iep
services,
be
sure
we
have
appropriate
appropriate
ratios
within
each
of
our
classrooms
and
write
ieps
for
any
students
in
the
school
who
still
need
them.
Above
all,
it's
our
responsibility
as
the
adults
to
support
students.
That's
that's
what
it
comes
down
to
that's
our
job.
BB
A
You
miss
sullivan,
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
first
action
item
this
evening
is
grants
for
approval
totaling,
one
million
four
hundred.
Ninety
four
thousand.
Seventy
five
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
A
A
A
T
Think
nate
cooter
is
on
the
call
and
can
speak
to
the
grants
and
the
specifics
within
them
other
than
the
details
that
were
given
to
you,
but
most
of
them
are
in
our
secondary
schools
and
they
are
career
pathway,
programs
and
they'll,
be
using
this
funding
for
innovation
pathways,
meaning
more
of
the
career
programs
at
each
of
the
different
schools,
more
vocational
type
of
programs-
and
I
don't
know
if
you
have
anything
more
to
add
mr
cooter.
BC
No,
the
superintendent!
Thank
you.
If
they're
more
specific,
I
can
follow
up
with
the
grant
the
the
different
schools
to
find
out
the
the
plan
is
for
additional
programming
for
students
who
are
currently
at
the
school.
So
in
terms
of
a
magnet
program.
As
you
know,
all
our
schools
are
already
city-wide,
so
it's
it's
not
intended
for
that
purpose.
A
All
right,
thank
you.
My
other
question
is
about
the
homeless
grant
and
at
some
point,
can
we
get
an
update
on
how
the
given
out
of
the
thousand
vouchers
that
were
given
out
during
covet
how
those
families
are
faring.
It
seems
like
this
grant
is
similar
that
it
will
provide
additional
supports
and
would
love
to
understand
what
has
happened
in
the
in
the
previous
grant.
So
that's
not
something
for
tonight,
but
if
you
can
give
us
that
update
in
the
future,
are
there
any
other
questions.
T
One
other
thing,
ms
robinson:
I
know
that
you've
asked
the
committee
has
asked
for
more
of
a
deeper
look
into
grants.
The
the
finance
team
is
still
looking
at
doing
that,
and
so
we
we
are
still
preparing
to
bring
forward
more
around
the
equity
of
the
grants
and
how
they're
going
out
to
schools
and
that
sort
of
thing
so
we'll,
hopefully
have
a
handle
on
that
in
the
future
for
a
future
meeting.
AB
W
A
I'll
entertain
a
motion
to
approve
the
grants
as
presented.
A
A
AB
Q
Q
A
Alrighty.
Thank
you.
Sorry.
Our
next
action
item
this
evening
is
the
collective
bargain
bargaining
agreement
between
the
boston
school
committee
and
the
boston
teachers
union
regarding
health
and
safety
for
the
school
year,
2021-22,
which
the
committee
received
a
presentation
on
earlier
this
evening.
I'll
now
invite
the
superintendent
to
give
any
final
comments.
A
Final
comments
on
the
collective
bargaining
agreement.
A
Q
A
Q
S
A
Is
approved
unanimously?
Thank
you.
Our
next
action
item
is
the
acceptance
of
the
district's
fiscal
22
elementary
and
secondary
school
emergency
relief,
esser
funding
implementation
plan
you'll
recall
that
the
superintendent
and
her
esser
team,
led
by
chief
of
accountability,
eva
mitchell,
have
presented
several
esr
updates
to
the
school
committee
as
recently
as
september,
1st
I'll
now
invite
the
superintendent
to
give
any
final
comments.
A
T
You,
madam
chair,
you
know
with
the
esser
funding
we
are
going
to
be
able
to
respond
to
our
mcas
results.
We
will
be
able
to
respond
to
the
health
and
safety
of
our
students
and
the
social,
emotional
well-being
of
our
entire
community
teachers
and
students
and
everybody,
and
so
these
funds
are
extremely
important.
I'm
I'm
thankful
for
ms
mitchell
and
her
work
to
convene
multiple
groups
of
stakeholders
and
excited
to
be
able
to
move
forward
with
this
funding.
Y
Thank
you,
chair
robinson.
The
only
comment
I
I
really
have
is
appreciate
the
the
enormous
amount
of
work
that's
been
undertaken
to
put
this
plan
together.
I
think
it
would
be
helpful
for
us
and
also
the
public,
to
understand
generally
what
investments
look
like
in
particular
buckets
and
how
they
are
being
enhanced
with
esser
versus
perhaps
moving
general
operative
money
around.
So
I
it
would
just
be
helpful
to
get
like
a
full
understanding
of
what
total
investments
look
like
with
the
addition
of
esther,
in
particular
buckets
of
priorities.
Y
So
that's
just
a
recommendation
that
I
have
and
then
the
other
piece
is,
as
a
committee
member,
it
would
be
helpful
for
me
to
see
progress
reports
with
where
we're,
where
we're
making
investments,
how
we're
seeing
improvement
or
opportunities
enhanced
for
students
throughout
the
year
and
throughout
the
usage
of
these
esser
funds.
So
those
are
the
the
two
pieces
that
I'd
add.
T
Yeah,
thank
you.
Miss
leparrett.
We
plan
on
doing
updates,
regular
updates
to
the
school
committee
on
the
use
of
the
funding
and
also
because
we're
hoping
to
spread
it
out
over
multiple
years.
T
You
know,
recover
and
put
in
place
a
great
start
to
the
work
that
we
want
to
do
in
the
next
fy
22
budget,
which
we're
going
to
be
working
on
pretty
soon
here,
and
I
want
everyone
to
be
able
to
see
how
this
funding
can
help
build
toward
a
more
equitable
opportunity
for
students
with
the
operational
funding
as
well
that
we're
going
to
be
voting
on
here
in
the
next
several
months.
BC
Yeah,
thank
you,
superintendent.
I,
I
would
just
add
a
few
things
I
think
when
we
started
our
fy
22
planning
process
last
january
february
and
started
our
public
conversation.
We
highlighted
some
of
the
areas
where
there
was
a
complement
of
our
fy
22
operating
investments
and
those
investments
that
we
planned
to
move
on
to
sr
funding.
At
that
time,
we
were
just
starting
to
get
a
sense
of
what
the
size
and
scope
of
investments
were
were
going
to
be
in
the
size
and
the
scope
of
esser
parts,
2
and
part
3..
BC
So
these
are
three
different
funding
sources
all
meant
to
pull
in
the
same
direction
and
achieve
our
goal
of
providing
a
high
quality
educational
experience
for
all
students,
you're
going
to
start
hearing
a
lot
more
about
the
superintendent's
foundation,
quality
and
equality
guarantee
those
things
that
she
wants
to
see
present
at
all.
Schools.
BC
We've
started
to
see
conversations
around
expectations
for
math
corps
expectations
for
social
workers
and
school
psychologists
at
every
school
and
in
in
some
of
the
presentations
tonight
and
going
into
the
fall
you're
going
to
hear
about
our
academic
vision
and
how
all
these
things
complement.
So,
ms
lepere,
I
appreciate
you
raising
the
the
request
for
and
sort
of
the
question
about.
BC
How
do
we
play
or
put
all
of
these
different
pieces
in
the
same
picture
for
the
community,
so
they
can
see
our
total
investments
and
how
it
reaches
our
our
goal,
and
I
think
charles
grants
and
dr
granson
and
his
team
are
working
a
lot
on
the
strategic
plan
and
our
measurable
goals.
That's
a
compliment
again
to
the
work
that
ava
mitchell's
team
is
doing
to
make
sure
that
we're
we're
holding
ourselves
highly
accountable
for
all
the
all
the
dollars
spent
and
not
just
saying
what
we
spent
it
on.
BC
But
what
that
accomplished,
for
our
students
and
what
goals
we
were
able
to
meet.
So
it's
a
lot.
It's
a
huge
opportunity.
But
again
we
owe
it
to
the
community
to
be
able
to
really
put
those
pieces
in
place
so
that
we
can
paint
the
full
picture
of
how
our
resources
are
going
to
meet
the
needs
of
our
students.
AH
A
I
have
one
question:
I
don't
I'm
not
sure
if
you
can
pull
up
slide
number
11
from
the
presentation
that
was
on
esther,
that
was
included
with
our
materials.
T
Nate,
are
you
able
to
pull
up
your
screen.
A
It
yeah,
if
you
can
share
that
slide.
I
was
really.
I
was
particularly
struck
by
that
slide
and
the
information
that
it
contained
and
just
wanted
to
raise
an
issue.
T
And
miss
mitchell
wasn't
feeling
this
well
this
evening,
so
I
just
you
know
she
would
have
been
here
as
well.
I
just
want
to
acknowledge
her
work
on
this.
BC
A
Yes,
when
I
looked
at
that
slide,
you
know
I
recognizing
the
esther
money
is
only
here
for
three
years
and
looking
at
that
list
of
investments,
and
I
guess
my
question
is:
how
do
we
build
so
that
we
don't
lose
these
investments
after
the
three
years,
because
this
begins
to
look
like
what
our
schools
should
look
like
all
of
the
time
in
terms
of
the
kinds
of
investments
that
are
all
listed
here,
and
so
that's
my
biggest
question:
how
do
we
not
lose
sight
of
all
of
what
this
slide
is
telling
us
as
we
move
through
esser
and
beyond.
T
T
Those
are
things
that
you
will
see
also
built
in
bilingual
education
and
bilingual
investments
by
literacy
and
our
el
path
forward,
planning
that
we
are
trying
to
finalize
with
our
broader
stakeholder
group
and
then
all
of
the
recovery
work
that
we're
doing
with
tutoring
and
support
systems
or
added
staffing
and
paraprofessionals
that
I
shared
with
you
earlier
in
our
staffing
report
and
then,
of
course
supports
for
our
special
needs.
T
Students,
and
so
those
part
of
this
will
be
early
investments
in
esser
but
will
be
built
into
our
future
operational
budgets
as
we
are
thinking
both
about
you
know
launching,
for
instance,
expanded
athletics
and
buying
equipment
or
buying
new
collections
for
libraries.
But
then
the
funding
that
we
need
to
pay
for
coaches
or
pay
for
librarians
might
come
in
and
later
operational
budget.
So
that's
how
we're
thinking
about
it.
I
don't
know
if
you
want
to
add
anything
to
that
name.
BC
I
think
you
covered
it
really
well.
I
would
just
say
I
think,
for
each
of
these
we're
also
thinking
about
what
are
the:
what
are,
what
are
the
sort
of
deferred
maintenance
or
deferred
investments
that
we've
we
need
to
catch
up
on?
So
when
we
think
about
our
arts
and
athletics,
there's
materials
and
resources
that
are
needed,
those
are
those
are
investments
and
that
outlast
any
single
year's
investments
right.
BC
So
when
we
make
a
curricular
purchase,
the
curricular
materials
that
we're
getting
access
to
are
a
multi-year
use,
but
then
also
the
professional
development
and
the
support
for
teachers
and
changing
their
practice.
Those
are
things
that
outlast
any
investment.
So
it's
it's
both
in
any
given
category.
It
may
seem
like
we're
taking
on
large
sort
of
ongoing
costs
and,
as
the
superintendent
mentioned
at
times,
we're
doing
that
in
anticipation
of
of
our
fy
23
investments.
BC
But
then,
in
other
cases,
the
sr
funding
is
meant
to
be
a
complement
of
the
operating
investments
that
we
will
or
have
already
made
to
make
sure
that
we
have
high
quality
resources,
high
quality
learning
environments
and
the
the
tools
and
sort
of
equipment
that
are
needed
to
support
our
program
and
the
expectation
for
all
students.
T
I
also
just
want
to
add
that
you
know
oh
shoot.
I
just
lost
my
train
of
thought.
I
hate
when
that
happens.
T
T
So
we're
very
thankful
to
our
our
mayors
and
our
city
council
and
all
of
you
for
passing
budgets
and
being
supportive
of
the
operational
budgets
that
we've
been
passing
and
and
all
of
the
investments
we've
been
making
over
the
past
two
years
and
now
this
last
year
of
that
100
million
dollar
commitment.
A
Thank
you.
No.
I
just
felt
that
seeing
this
gave
us
that
north
star
of
remembering
what
it
is
that
we
want
to
make
sure
our
students
have
access
to
all
the
time,
not
just
in
these
next
three
years,
and
I
guess
my
ultimate
question
is
what
do
high-performing
well-resourced
districts
do,
that
we
don't
do,
and
that
should
be
where
we're
heading
as
well
as
I've
said
many
times.
You
know
this
is
what
boston
deserves
all
the
time,
and
we've
got
to
really
work
towards
making
sure
these
things
actually
do
happen
for
all
of
our
students.
Z
S
Yeah
chair
arms
and
I
do
not
have
a
objection
to
the
motion.
I
do
want
to
continue
to
express
the
caution
that
we-
and
I
know-
we've
been
talking
about
this
throughout-
that
we
continue
to
focus
our
spending
on
ways
that
do
not
leave
us
in
a
negative
position.
Three
years
out-
and
I
I
know
that
that
has
been
incorporated
in
these
recommendations.
S
We
have
to
resist
temptation
to
use
it
as
stopgap
funding
that
kicks
the
can
down
the
road.
A
couple
years
later,
I
agree
a
hundred
percent
with
what
the
superintendent
said
that
hundred
year,
100
million
dollar
commitment
from
a
past
mayor
and
current
mayor
and
hopefully
a
future
mail-
will
continue.
It
and
the
city
council,
as
well,
has
been
instrumental
it's
money
like
that.
S
That's
allowing
us
to
do
the
social
workers,
the
family
engagement,
the
guidance
counselors,
the
school
nurses,
all
the
social
emotional
support
separate
from
this
essa
funding,
but
I
just
want
to
make
sure
every
time
we
talk
about
this
as
a
funny
funding.
We
are
careful
to
highlight
that
we
cannot
rely
on
this
for
regular
day-to-day
spending.
A
O
Madam
chair
just
one
question:
just
mr
no
mention
the
recording,
okay,
sorry
and
just
for
going
forward.
I
think
we
had
asked
for
a
school-by-school
breakdown
of
where
the
resources
are
going
so
kind
of
categorize
it
that
way
and
just
hoping
that
we
can
see
that
at
a
at
the
next
future
meeting.
Thank
you.
Q
S
BC
Yeah
the
school
allocation
then
also
going
forward
we'll
be
able
to
report
out.
You
know
part
of
the
accept
and
expand
that
happens.
We
load
each
of
these
grants
into
our
financial
system
and
they
become
part
of
our
monthly
budget
updates
to
the
school
committee,
we'll
be
coming
back
in
december
with
our
first
fy
22
projections.
BC
To
give
you
a
sense
of
where
we're
going,
that'll
be
our
first
chance
to
start
showing
you
what
our
reporting
on
sr
can
look
like
from
an
expenditure
perspective,
not
just
on
this
sort
of
strategy
piece,
but
we
certainly
will
be
able
to
share
with
you
regular
reports
on
sort
of
projected
expended
and
expending
and
current
expenses
on
on
that
grant.
S
Mr
diarrhea,
I
apologize
for
my
uncertainty
on
that
because
I
know
I
had
asked
that
question
at
the
last
meeting,
so
we
got
it
the
other
day,
but
I
have
to
go
back
to
see
if
it
I
assume
it
had
been
sent
to
all
members,
but
you
may
not
have
caught
it.
I
it
may
have
just
been
sent
to
me
and
the
answer
to
that
question:
okay,
okay,.
Y
While
we
did
receive
the
school
allocation,
I
know
that
we
are
also
centralizing
some
costs
and
services,
and
so
I
would
be
interested
in
understanding
how
that
touches
every
single
school
because
it
might
not
necessarily
engage
with
every
single
school
if
it's
opt-in
and
so
as
things
are
being
implemented.
Z
A
Q
A
Q
P
A
T
A
A
Violations
of
this
policy
by
staff
will
be
handled
in
the
same
manner
as
other
violations
of
boston,
public
school
policies.
As
for
testing,
all
students
will
have
access
to
free,
involuntary
covet,
19
pool
testing,
regardless
of
vaccination
status.
We
encourage
everyone
to
participate.
Parents
must
consent
to
this
testing,
so
any
other.
O
I'll
just
say
you
know,
in
support
of
this
and
important
for
us,
I
think,
as
an
institution
to
come
out
in
in
support
of
these
policies.
Even
if
the
city
and
you
know
overlapping
jurisdictions
are
acquiring
it
but
important
to
go
on
record
and
support
these
policies.
S
S
It
was
interesting
what
parent
talking
today
about
you
know
their
child,
having
pain
behind
the
ears-
and
I
admit
that
happens
to
me
too,
when
I
wear
a
mask
for
long
periods,
but
you
know
the
amount
of
support
that
I've
seen
in
the
schools
and
both
from
the
teachers
and
the
staff
was
very
encouraging,
and
this
is
the
best
thing
for
all
of
us.
This
is
what
the
science
says
and
so
fully
supportive.
A
I
hope
for
the
students,
like
the
young
man
that
was
having
problem
with
his
masks.
There
are
little
things
that
you
can
create
with
buttons,
etc
that
pull
it.
So
I'm
hoping
that
the
schools
or
the
school
nurses
will
look
into
some
of
these
small
adaptive
advices
that
can
make
mask
wearing
a
little
bit
more
comfortable
for
some
of
our
students.
A
A
A
Q
Z
S
A
T
Madam
chair,
the
code
of
conduct
is
a
really
important
document
that
guides
our
work
with
students.
There
are
some
important
changes
that
are
being
made.
It
has
been
revised
previously
over
multiple
years
and
we
just
continued
to
take
a
sharp
anti-racist
lens
to
the
code
of
conduct
and
miss
campbell
has
worked
many
months
with
stakeholders
on
this
policy
and
with
our
educators
and
our
school
leaders,
and
so
I'm
happy
that
she's
able
to
present
this
today.
BD
Thank
you.
Thank
you,
superintendent,
cassellius,
chair
robinson,
school
committee,
members
and
members
of
the
public.
Thank
you
for
the
opportunity
to
present
the
2021
code,
I'm
actually
going
to
be
joined
by
jody
lg
senior,
director
of
succeed,
boston
and
former
code
of
conduct
chair
sam
depina
for
q.
A
next
slide.
BD
This
slide
reflects
the
code
of
conduct,
bps
teams
goals
and
our
purpose.
BD
BD
We
thought
it
was
also
important
to
provide
some
background,
as
it
relates
to
previous
revisions
of
the
code
in
2010.
It
was
decided
that
every
couple
years
that
we
would
determine
if
we
would
look
at
the
code
to
see
if
any
revisions
would
be
made
in
2010
kokaka,
the
code
of
conduct
advisory
council
was
formed.
BD
It's
important
due
to
process
additions
as
it
related
to
the
new
law
of
chapter
222
were
added
to
the
code
in
2016,
which
was
the
the
last
version
before
this
one.
We
made
some
adjustments
as
it
related
to
social,
emotional
learning.
BD
So
this
line
we
talk
about
why
we
made
the
the
updates
to
the
code
of
conduct.
Initially
it
was
relating
to
stakeholder
feedback.
More
importantly,
also
too,
that
we
also
wanted
to
align
the
code
with
boston,
public
schools,
strategic
plan
and
also
a
settlement
agreement
that
we
had
signed
in
2017
that
lays
out
some
of
these.
These
terms,
we
found
that
to
be
good
practice
and
although
the
settlement
agreement
was
ending,
we
decided
to
adopt
it
into
the
code
next
slide.
BD
So
during
the
pandemic,
the
code
of
conduct
team
really
took
a
pause
and
re-read
the
code
and
really
did
it
with
an
anti-racist
lens,
and
we
started
to
incorporate
these
these
action
items
here,
the
two
three
four
and
five
and
we
really
started
to
focus
on
what
was
the
adult
work
that
needed
to
happen
in
order
to
welcome
our
students
back
and
to
make
sure
that
we're
not
you
know
revising
a
code
where
it's
about
fixing
students
or
making
students
do
more
and
so
next
line.
BD
So
jody
has
been
just
going
to
speak
a
little
bit
about
the
massachusetts,
multi-tiered
systems
of
support
and
the
adult
work
that
needs
to
occur
to
ensure
safe
and
welcoming
equitable
classrooms.
BE
Tier
two
is
is,
is
the
second
tier
of
the
mtss
structure,
which
targets
about
15
percent
of
students
and
that
those
small
groups
of
students
get
everything,
that's
also
included
in
tier
one
and
more
individualized
support
and
skill
building,
which
is
necessary
for
them
to
continue
to
make
progress.
Some
examples
might
be
lunch
groups,
social
skills
groups,
mentorings
mentoring,
attendance
plans
and
participation
in
succeed,
boston,
voluntary
workshops,
tier
three
of
the
mtss
structure.
BD
Jody
before
I
move
on
to
the
next
slide,
I
just
wanted
to
talk
about
a
little
bit
about
just
quickly
about
on
slide,
seven
about
the
tiered
instruction
during
the
pandemic.
BD
We
jody
and
I
the
code
of
conduct,
operational
leaders,
partnered
with
succeed,
boston
and
focused
a
lot
on
tier
one
in
terms
of
providing
training
on
restorative
practice
for
school
leaders,
because
you
know,
although
the
code
of
conduct
did
apply
virtually,
we
did
not
want
students
to
be
be
affected
in
terms
of
losing
on
time
for
disciplinary
issues
online.
So
we
really
refocused
to
make
sure
that
we
were
fortifying
our
teachers
with
tier
one
supports
and
restorative
practices,
and
what
does
that
look
like?
BD
And
what
does
that
look
like
online?
There
was
pretty
much
training
every
week
coming
from
succeed,
boston
being
offered
by
60
boston
throughout
the
time
that
we
were
in
remote
learning.
BD
Slide
9
this
slide
reflects
the
stakeholders
that
gave
input
and
feedback
into
the
the
revised
code
of
conduct
in
the
spring
of
2019,
mr
depina
held
about
10
feedback
sessions
with
stakeholders,
including
the
folks
that
you
see
here
in
kokat.
It
should
be
noted
that
the
code
of
conduct
advisory
council
I've
met
with
we've
met
with
several
times,
and
we've
had
three
revised
drafts.
BD
You
know
we
did
not
reach
consensus
with
all
stakeholders,
but
where
we
could,
we
did
we,
you
know
places
where
we
differed
really
were
about
philosophical
changes,
not
necessarily
about
the
content
change,
so
I
will
just
talk
about
the
racial
equity
toolkit.
We
we
also
engage
the
end
users
in
the
code
and
then
the
racial
equity
planning
tool
by
using
the
steps
of
the
tool
as
a
guiding
map
through
the
process.
BD
BD
One
of
the
things
that
we
felt
was
very
important
is
in
since
2010
the
statement
of
bullying
has
been
in
the
code
it's
buried
down
just
given
the
landscape,
we
did
call
it
forward
and
bring
it
up,
and
I
just
think
it's
important
to
note
that
you
know
it's
not
just
about
reporting
bullying.
It's
about
also
making
sure
that
we're
partnering
with
succeed,
boston
and
giving
educational
training.
BD
So
the
next
slides
that
I
will
go
into
we'll
talk
a
little
bit
about
the
data,
so
the
next
few
ones
will
relate
to
selected
populations
days
missed
due
to
suspension
and
offenses,
resulting
in
suspension.
BD
As
you
can
see,
boston
is
one
of
the
largest
school
districts
around,
but
our
suspension
rates
are
have
gone
down
and
comparable
to
other
districts
were
lower
a
little
above.
The
state
average
next
slide.
BD
And
this
is
our
seven
year
suspension
rate,
and
you
can
see
it
seems
like
it's
trending
down
next
line.
Jody
concerns
is
that,
although
the
suspension
rates
are
trending
down,
they're
still
high
or
disproportionately
high
for
african-american,
black
latinx
students
and
students
with
disabilities
are
not
represented
here,
but
it's
still
high
for
those
particular
students.
BD
This
is
a
slide
that
reflects
that
so
by
the
selected
populations,
you
will
see
that
students
with
disabilities
believe
that's
male
students
and
economically
disadvantaged
students
are
still
a
little
high,
we're
trending
down
but
they're
higher
than
female
english
learners.
So
that
is
something
that
we're
we're
planning
to
work
on
and
I'll
speak
to
how
we
intend
to
address
that
next
slide.
BD
So
this
was
also
just
an
important
piece
of
data
that
we
wanted
to
include
that
showed
days
missed
due
to
suspension
for
students.
It
seems
that,
according
to
the
chart
that
the
average
student
is
missing
about
two
to
three
days
as
it
relates
to
as
a
suspension.
BD
Next
slide,
jody,
and
so
also
we
just
wanted
to
illustrate
some
of
the
offenses
resulting
in
suspension
by
these
categories.
So
non-drug
nonviolent
on
criminal
offenses
could
be
repeated
bullying,
I
believe,
I'm
sorry
retaliation
to
bullying.
It
could
also
be
disruption,
so
it's
actually
listed
here
now.
Thank
you
so
violations
of
school
rules.
So
that's
what
it's
related
to
might
not
be
clear.
I
just
wanted
to
call
that
out.
BD
So
some
of
the
next
steps
that
are
relating
to
the
code
of
conduct
are
outlined
here,
but
one
of
the
things
that
I
will
want
the
team
to
be
focused
on
all
of
them,
but
specifically
number
two
in
terms
of
training,
to
focus
on
root
causes,
root,
cause
analysis
of
why
black
and
latin
students,
latinx
students
and
students
with
disabilities,
experience
disproportional
discipline.
BD
Some
of
this
work
has
already
started
in
another
committee.
We
started
to
do
looking
at
data.
We
want
this
to
continue
and
I
think
one
of
the
ways
that
we
can
continue
is
during
the
training
that
we
can
hold
some
workshops
to
to
get
to
to
to
get
to
the.
Why
so
that
we
can,
you
know,
figure
out
or
uncover
what
are
some
of
the
underlying
systemic
causes
for
this
disproportionality
and
to
really
put
an
actionable
plan
in
place
to
address
it
as
our
suspensions
trend
down?
BD
Sorry,
okay
and
so
there's,
just
as
I
you
know
conclude
I
do
want
to.
I
do
believe
that
we
submitted
a
copy
of
the
code
of
conduct.
We
intend
to
make
two
amendments
to
the
draft,
one
of
which
is.
It
relates
to
to
6.2.3
after
we
reviewed
it,
while
it
was
never
in
our
intention
to
use
field
trips
for
graded
assignments
as
an
alternative
to
suspensions.
BD
We
now
see
that
it
has
led
to
some
confusion,
so
we
intend
to
revise
the
language,
and
the
language
is
related
to
the
exception.
Language
and
the
new
language
will
read.
A
student
may
not
be
excluded
from
a
field
trip
that
is
required
for
teaching
learning
and
oral
results
in
a
graded
assignment,
and
that
language
is
actually
reflected
earlier
in
the
document
on
page
five
number
five.
BD
But
we
wanted
to
ensure
that
the
reader
understood
the
additional
revision
that
we're
going
to
make
is
that
we
will
be
taking
out
any
references
to
school
police
from
the
document.
W
Thank
you.
Thank
you,
miss
campbell
and
jody
and
the
rest
of
the
team
for
the
support.
W
The
only
thing
I
would
like
to
add
that
I
want
to
make
sure
we
highlight
one
of
the
big
purposes
of
this
revision
was
to
also
make
this
a
shorter,
more
family-friendly
document
to
use
so
you'll
see
that
it's
very
much
abbreviated
from
previous
versions
and
what
we've
also
done
was
removed
a
lot
of
the
procedural
guidance
that
was
in
the
code
and
moved
that
to
a
circle
to
supercenter
circular
5,
which
is
more
of
a
procedural
circular
that
we
created
a
few
years
back.
W
A
Sorry
I
forgot
to
unmute,
I'm
sorry,
thank
you.
Were
there
any
okay
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
V
Hello,
so
thank
you
for
the
presentation
and
my
first
question
is:
who
are
the
team
members
on
the
code
of
conduct
advisory
council.
BD
I
can
supplement
that
information.
I
do
have
it
in
a
slide,
so
I
can
definitely
submit
that
to
ms
sullivan.
So
you
can
see
the
team
members.
V
BD
BF
That's
a
great
question:
miss
mercer,
so
when
students
register
for
school
and
bps,
they
answer
two
questions.
Yes,
no
are
you
hispanic
or
latino
and
then
a
question
where
you
can
check
multiple
boxes
for
different
race
categories
and
the
way
that
deci
the
department
of
elementary
and
secondary
education
reports?
That
information
is,
if
students
have
checked
off
multiple
race
boxes
and
answered
no
to
the
hispanic
latino
question,
they
would
be
captured
as
multi-race.
BF
I
can.
I
can
double
check
the
numbers,
but
I
believe
most
of
the
suspension
data
for
multi-race
students
is
actually
suppressed
because
of
how
few
students
it
is,
but
we
can
certainly
follow
up
on
that.
For
you.
V
Thank
you.
Another
question
I
have
is:
why
are
suspension
rates
high
among
students
with
disabilities
nearly
twice
sorry,
why
are
suspension
rates
twice
as
high
among
students
with
disabilities
compared
to
other
groups.
BD
That
is
something
that
we're
working
to
figure
out.
You
know
in
another
committee,
when
I
looked
at
it,
I
could
only
hypothesize
at
that
particular
time
by
looking
to
see
if
we
were
doing
things
in
terms
of
figuring
out
what
triggers
were
and
not
suspending
students
for
things
that
might
be
related.
So
I
I
at
this
point
I
would
be
hypothesizing
that
that
is
why
I
want
to
do
a
deeper
root
cause
analysis
with
a
team
of
people
so
that
we
can.
We
can
come
to
some
conclusions.
V
Another
question
is:
is
the
code
of
conduct
advisory
council
working
on
trying
to
lower
the
historically
high
suspension
rates
among
people
of
color,
which,
more
specifically,
black
and
latina
x,
latino
ed's
communities,
among
with
students
with
disabilities.
BD
Yes,
that
is
exactly
what
we're
focused
on
and
we'll
be
focused
on.
You
know
we're,
although
we're
happy
that
the
suspension
rates
are
going
down,
can't
celebrate
if
it's
not
really,
you
know
going
down
for
all
for
our
most
marginalized
groups,
so
we
look
forward
to
partnering
with
vsac,
as
we
have
been
on
before,
to
get
your
best
thinking
on
this.
V
So
I
believe
you
guys
had
spoken
about
some
kind
of
training,
along
with
the
code
of
conduct,
so
would
that
training
include
anti-racist
or
bias
training.
BD
Yes,
I
think
that
is.
That
is
thank
you
for
that
question.
That
is
the
plan.
I
don't
think
that
I
can
do
the
work
without
partnering
with
the
office
of
equity.
We
have
been
in
some
preliminary
talks
in
terms
of
some
suggestions
have
been
made
so
but
yes,.
W
And
then
the
only
thing
I
would
add
to
that
is
that
if
you
notice
in
the
code,
we
did
remove
some
civil
rights
violation,
language
and
included
bias-based
conduct
instead.
So
that
was
one
of
the
key
differences
that
we
flagged
on
during
this
analysis.
So
a
lot
more
of
that
working
training
will
be
rolled
out.
V
BD
I
believe
that
might
be
the
option
that
might
be
leading
to
expulsion.
W
And,
depending
on
the
severity
of
the
of
of
the
offense
right,
because
we
have
short-term
suspensions
and
long-term
suspension,
so
the
severity
of
the
offense
may
also
dictate
and
come
into
play
for
that.
But
regardless.
I
just
want
to
remind
everyone
that,
regardless
of
the
length
of
suspension,
the
district
is
obligated
to
provide
students
with
an
opportunity
to
make
academic
progress
and
gains.
We
have
to
come
up
with
an
academic
plan
for
any
student
who's
suspended
for
any
amount
of
time.
BD
Thank
you,
mr
depena.
That
is
one
of
the
the
changes
that
222
chapter
222
made.
BE
BE
Wanted
to
say,
you're
asking
really
great
questions,
and
I
don't
know
what
your
role
is
in
terms
of
be
sack,
but
it
would
be
really
wonderful
to
have
you
participate
in
our
code
of
conduct
committee
because
I
think
you
you've
raised
some
really
important
issues,
and,
and
one
of
them
that
miss
campbell
talked
about
is
thinking
about
how
adults
talk
to
students
and
when
miss
campbell
talked
about
triggers.
BE
That's
one
of
the
things
that
that
we
want
to
hear
from
students
about
is
their
own
experiences
in
the
classroom
and
things
that
have
been
problematic
for
them,
and
I
can
just
tell
you
that
from
succeed,
boston,
where
students
go
not
only
when
they've
been
suspended,
but
if
they've,
if
they've,
had
any
sort
of
an
issue
where
they
need
some
support,
sometimes
kids
will
say
to
me
miss
what
would
you
do?
What
would
you
do
miss
in
a
situation
like
that?
BE
V
A
Z
O
Thank
you,
madam
chair,
a
comment
and
a
question,
a
comment
actually
that
just
to
pick
up
on
mr
depina
said
at
the
end
just
kind
of
going
through
this,
the
I
hope
there's
a
focus
on
being
able
to
wrestle
with
this
with
families
communicated
in
a
way.
That's
understandable.
O
This
is
a
you
know
compact.
This
is
you
know,
part
of
the
fabric
of
being
part
of
the
school
system
and
making
it
as
understandable
to
the
range
of
family.
Some
that
you
know
have
no
experience
with
you
know
a
western
style
school
system
or
anything
sophisticated
and
varying
degrees
of
you
know,
language,
knowledge
and
so
forth.
So
a
really
really
important
point.
O
I
think
at
the
end
on
that,
and
then
this
is
an
area
of
policy
that
I'm
actually
not
very
familiar
with,
but
I
have
picked
up
on
both
on
public
comment,
both
written
and
we're
all
folks,
highlighting
the
restorative
justice
justice
piece,
and
I
saw
you
know
some
focus
on
that
I'll
just
be
interested
as
I
I'll
as
I
dig
in
this
into
this
as
well
that
that
we
are
relying
on
in
our
latest
understanding
of
of
how
to
you
know,
build
a
society
that
we
want
to
build
and
learning
from
past
experiences
of
what
you
know.
O
O
And
and
then
implement
those
policies
that
that
you
know
that
build
a
culture
that
we
want
in
the
school
system.
So
thank
you
for
that.
AB
Thank
you.
This
is
very
exciting
work
and
and
great
to
see
the
progress
going
forward
and
I
just
want
to
lift
up
and
and
and
align
with
what
ms
mercer
has
suggested.
Is
that
having
more
clarity
on
what
the
teacher
training
piece
is
because
a
lot
of
the
escalations
happen
there
and
the
research
in
this
is,
you
know
really
powerful
in
terms
of
of
that
approach
and
what
are
we
doing
with
teachers
to
help
them
with
that
work?
AB
The
other
question
I
had
that
wasn't
completely
transparent
for
me,
so
I
think
the
the
structuring
it
around
the
multi-tier
support
system
is
just
brilliant
and
wonderful,
a
huge
moving
forward
in
the
field
just
so
important
for
us
to
see.
I
wasn't
sure
I
did
pick
up
where
the
where
the
structured
restorative
justice
piece
is
so
there's
one
thing
to
identify.
AB
You
know
a
child
does
something
that
needs
a
response
to
one
two,
two
or
three
I
didn't
see,
and
I
I
if
I,
if
I
missed
it,
just
tell
me
where
I
should
go,
read
again,
where
the
piece
where
they
have
to
spend
time
thinking
about
how
they
rejoin
the
community
of
care.
I
think
that's
going
to
be
very
critical.
AB
I
think
that's
a
critical
part
of
any
system
of
research
justice
that
there'd
be
structured
ways
that
they
they
they
recommit
to
the
community
and
the
community
can
recommit
to
them
and,
in
addition
to
they're
getting
support,
develop
the
skills
that
they
can
be
more
effective.
Where
do
they
kind
of
have
that
moment
where
they
get
to
rejoin
the
community
and
recommit
two
ways.
BE
I
can
answer
that
question
or
attempt
to
anyway,
dr
coleman,
one
of
the
things
that
we
do
is
we
do
reentry
plans
for
students
when
they
do
go
back
to
school,
and
that
is
a
restorative
process,
and
it
is
it's
a
collaborative
process
that
includes
the
student,
the
family,
the
the
school
and
also,
for
instance,
if
they
were
to
serve
a
suspension
that
succeed
boston,
it
would
include
a
a
clinician
from
succeed,
boston
also
and-
and
that
is
part
of
any
sort
of
return
for
a
student
we
are.
BE
We
are
recommending
that
to
student
support
teams
as
well,
so
anytime,
a
student
is
absent
from
school
for
a
long
period
of
time.
It
doesn't
just
have
to
be
a
discipline
issue.
It
may
be
that
they
were
hospitalized.
It's.
AM
BE
Important
that
we
welcome
students
back
and
we
do
that
wholly
to
include
the
family
and
the
student
in
the
return
plan.
So
it
isn't
particularly
spelled
out.
Restorative
justice
in
particular,
is
not
spelled
out,
but
the
restorative,
the
use
of
a
restorative
practice
in
returning
is
used
in
other
parts
of
the
code.
AB
AB
BE
BE
More
than
a
thousand
people
more
than
a
thousand
staff
members
were
trained
and
they
were
very
open
to
to
using
the
model
and
and
and
welcoming
students
in
that
way.
So
so
I
think,
if
you
were
to
go
into
any
of
our
schools,
you
would
see
the
restorative
practice
at
a
tier
one
level
being
used
regularly.
A
S
I
had
questions
before
I
raised
my
hand,
I'll
just
quickly
say
thank
you
for
this
presentation,
and
I
appreciate
that
this
is
always
on
the
table
and
constantly
looking
to
refine.
I
think
it's
been
a
pride
of
the
district.
The
past
few
years,
the
approach
we
have
been
taking
on
code
of
conduct,
the
suspension
rates,
the
the
the
drop
on
that
the
focus
on
restorative
justice.
S
I
will
also
say,
though,
that
part
of
the
pride
in
that
process
has
been
the
work
of
both
kokak
and
the
boston
student
advisory
council,
and
they
have
always
been
instrumental
partners
in
refining
this
proposal
and
presenting
on
the
proposal,
I
think,
of
the
work
that
bisac
did
around
the
app
and
that
they
pushed
it
to
all
students
so
that
students
could
very
quickly
understand
their
rights.
S
I
think
that
was
quite
frankly,
national
work
that
besac
did
on
that
issue
and
it
was
a
little
bit
of
a
surprise
tonight
to
see
both
the
chair
of
or
co-chair
of
kokak
speaking
during
public
comment,
not
speaking
as
part
of
this
presentation
about
concerns
that
they
have
about
the
revisions
and
and
to
hear
as
part
of
the
presentation
that
the
concerns
may
be
more
of
a
philosophical
issue,
as
opposed
to
a
specific
issues.
S
And
so
I
do
know
that
the
co-chair,
miss
ray's,
professor
reyes,
amaze
rusteen,
did
send
a
letter
to
ms
sullivan
and
she
voted
to
all
members.
So
I
look
forward
to
reading
it
in
detail
after
tonight
to
understand
the
concerns
raised
by
kokak
in
in
particular,
because
they
have
been
a
very
valued
partner
in
in
the
origination
of
this
policy
and
the
refinement
of
this
policy.
S
And
I
want
to
do
my
own
thought
process
on.
Were
those
concerns
raised
to
us
this
evening,
philosophical
or
were
they
more
substantive?
And
so
I
look
forward
to
digging
into
that
in
a
in
a
bit
more
detail,
because
the
involvement
of
kokak
and
bisac
and
miss
mercer,
your
questions
tonight,
as
as
lg
pointed
out,
were
outstanding
and
exactly
the
type
of
feedback
that
is
critical,
because
this
impacts
all
of
our
students.
S
And
so
I
I
just
want
to
make
sure
that
we're
not
deviating
from
what
has
been
such
a
successful
formula
in
this
policy,
and
that
is
the
involvement
of
those
two
groups.
BD
Thank
you,
mr
o'neill.
I
want
to
just
just
state
to
you
that
we
are
committed
to
working
with
both
vsac
as
we
have
been
and
with
kokak.
We
met
with
them
recently,
just
in
terms
of
you
know.
Where
do
we
go
from
here
and
making
sure
that
we're
continuing
the
dialogue,
so
we
will
continue
to
do
that.
We're
committed
to
it.
W
And
if
I
can
add
to
that,
mr
o'neill,
as
you
recall
in
the
past,
when
we've
got
to
some
philosophical
differences
or
differences
in
general,
the
school
committee
members
at
the
time
and
in
different
iterations
did
kind
of
step
in
and
help
us
look
at
kind
of
what
the
differences
were
and
reviewed.
What
those
were
and
helped
us
push
to
some
more
consensus
beyond
what
we
were
able
to
do
alone.
W
So
we
welcome
that
opportunity
for
members
to
join
us
in
those
conversations
and
have
a
different
set
of
eyes
on
the
work
and
and
advise
us
going
forward,
and
I
also
would
just
add
that
you
know
above
and
beyond
ko
kak
and
bisac.
We
do
have
the
end
users
in
mind
that
we
frequently
engage
with
as
well,
and
that's
that's
also
a
heavy
part
of
the
feedback
that
we
received.
W
So
it's
a
combination
of
thousands
of
feedback
from
ko
kak
b
sac,
but
also
the
teachers,
administrators
and
staff
of
the
school
level
and
parents
voice
as
well
that
we
try
to
balance
all
so
again.
Appreciate
you
looking
into
it
more
closely
and
welcome
the
opportunity
for
you
and
or
others,
to
help
us
reach
more
consensus
with
some
of
these
stakeholders.
T
Mr
o'neill,
I
just
wanted
to
mention
and
committee
members
that
when
I
read
the
policy
for
the
first
time
and
then
the
revisions,
it
is
the
most
progressive
policy
that
I
have
ever
worked
with
and
have
seen
without
a
lot
of
rancor
from
the
other
side
of
where
people
believe
you
should
be
more
stern.
On
discipline.
T
That
requires
a
lot
of
process
for
students
that
respects
restorative
justice
and
allow
students
to
make
things
right.
If
there
were
some
ways
in
which
you
know
they
got
sideways
with
the
community.
So
I
appreciate
the
the
work
that
the
team
has
done
to
involve
all
parties
but
also
appreciate
the
push
from
our
stakeholders
to
continue
to
look
at
it
and
ensure
that
it's
culturally
relevant
and
that
we
take
this
anti-racist
lens.
T
And
so
that's
why
I
appreciate
that
the
school
committee
looks
at
a
policy,
deliberates
and
listens
more
to
the
community,
and
if
there
are
changes
that
we
need
to
make
over
the
next
couple
of
weeks
to
bring
any
kind
of
amendments,
we'll
do
that.
S
Thank
you,
superintendent
and
appreciation
for
the
whole
team
for
working
on
this.
This
is
an
important
policy
for
us,
for
our
students,
impacts
our
students
and
can
really
change.
You
know
a
mistake
in
a
class
can
make
a
difference
in
a
student's
life
and
the
restorative
justice
practices
have
been
working
well
and
the
more
we
can
focus
on
that
for
our
students.
The
better.
A
BD
It's
used
across
all
grade
levels,
as
you
know,
with
the
adoption
of
this
particular
code
as
it
related
to
the
settlement
agreement
in
terms
of
suspensions.
BD
There
are
no
suspensions
for
kindergarten
through
second
grade
and
for
third,
through
fifth
grade
there's
only
five
particular
reasons
why
the
student
could
be
subject
to
to
suspensions
so,
but
in
terms
of
applying
the
whole
code
in
terms
of
prevention
and
promotion
and
all
of
all
of
those
things
through
intervention.
It's
applied
from
k
through
12.
A
Right,
so
do
we
track
over
time,
particularly
I'm
thinking
about
kids,
who
may
have
some
issues
in
the
younger
grades
of
what
interventions
we're
using
so
that
those
problems
do
not
continue
with
them
throughout
their
their
years,
so
that
they're,
not
a
pr.
You
know
they're
not
having
issues
in
the
third
grade
and
are
still
having
significant
behavioral.
A
You
know
conduct
issues
you
know
at
the
10th
or
11th
grade.
What
kind
of
strategies
are
we
using
to
both
support
teachers,
families
and
the
student
so
that
we
are
eliminating
those
issues
as
kids
grow
older.
BD
Thank
you
for
the
question.
We
use
the
aspen,
the
student
information
systems
to
document
behaviors
and
document
interventions.
One
of
the
things
specifically,
you
know
if
a
school
leader
is
looking
to
do
more,
more
progressive
discipline
or
you
know
something
restrictive.
One
of
the
questions
that
we're
asking
and
we're
looking
for
what
were
the
interventions?
Try
and
so
at
times
we're
asking
for
documentation
from
that
system
relating
to
that
to
those
to
those
behaviors?
BD
So,
yes,
we
are.
I
don't
want
to
use
the
word
tracking,
but
we're
documenting
so
that
we
can
support
students
there's
also
other
things,
other
tools
that
teachers
will
use
in
the
classroom,
a
functional,
behavioral
assessment
that
will
track
behaviors
for
the
for
the
for
the
purpose
of
adjusting
and
tweaking
and
figuring
out
what
the
student's
triggers
are
and
to
to
making
sure
that
you
know
that
we're
helping
the
student
you
know
to
be
in
the
classroom
and
we're
figuring
out
what
the
student
needs
so
there's
different
tools.
Z
BD
I'm
gonna
have
to
think
on
that
to
think
about
how
you
know
we
use
aspen
to
do
that
and
if
we
have
data
to
certainly
say
that
that
is
the
case
so
and
I'd
have
to
think
on
that
and
and
and
report
back
to
the
committee
on
on
that.
A
All
right,
thank
you
so
much
before
we
move
on
any
last
questions
by
any
members.
Yes,
ms
lapera.
Y
Thank
you,
madam
chair,
and
thank
you
team
for
this
presentation.
I
do
have
one
question:
we're
talking
about
documenting,
perhaps
trends
within
specific
students
or
subgroups
to
see
what
additional
support
students
may
need,
and
I
also
heard
mention
around
professional
development
for
teachers.
I'm
wondering
if
we're
doing
the
same
for
the
educators
and
for
the
school
leaders
around
documenting
any
patterns
and
or
challenges,
consistent
challenges
or
increased
number
of
suspensions
by
specific
teachers
to
see
what
additional
supports
those
teachers
may
need
to
be
able
to
support
their
students
adequately.
BD
I
thank
you
for
the
question,
so
one
of
the
ways
that
we
look
at
that
is,
we
have
data
that
comes
out
of
aspen
that
can
be
drilled
down
into
where
the
suspensions
are
coming
from
in
the
school.
BD
You
know
in
terms
of
the
classrooms
how
many
times
a
particular
student
has
been
suspended,
one
of
the
trainings
that
the
operational
leader
provides,
so
the
operational
leaders
have
access
would
have
monthly
suspension
data
dives
to
look
at
whatever
the
schools
that
are
being
flagged
with
high
suspension
rates
and
they
meet
with
the
school
leader
and
the
school
leader
in
turn
is
supposed
to
meet
with
the
staff
so
that
they
can.
BD
They
can
identify
some
of
those
supports
that
maybe
the
classroom
teacher
would
need
this
is,
but
all
of
this
really
feel
like
feels
like
it's
focusing
to
tier
one
right.
So
what
we're
realizing
is
that,
in
order
for
this
to
get
better,
we
have
to
provide
the
classroom
teachers
with
more
tier
one
supports,
and
that's
why
we're
focusing
on
the
mtss
in
tier
one.
So,
yes,
we
do
have
that
data.
Yes,
we
do
look
at
it
to
inform
the
support
that
we're
giving
to
school
leaders
that
they
will
give
to
their
teachers.
W
And
the
only
thing
I
would
add
to
that
mr
faire
is
that
massachusetts-222
requires
us
to
document
any
progressive
discipline
that
we
try
and
we
have
to
try
those
before
any
exclusion
occurs.
So
part
of
the
documentation
of
these
initiatives
and
or
incidents
is
also
tied
to
law,
and
the
law
also
requires
us
monthly
to
review
it
and
share
it
with
school
leaders
and
have
those
discussions.
So
that's
part
of
the
reason
why
we
do
it
as
well,
not
only
because
it's
a
good
practice.
W
It's
because
it's
just
a
good
practice
to
do
in
the
schools
as
well,
and
the
schools
appreciate
that,
because
we
bring
data
to
them
and
they
have
access
to
it
and
we
spend
time
reviewing
it
with
them
and
we
looked
at
how
to
improve
the
school
climate
as
a
result
of
doing
some
of
that
work
as
well.
Y
Yeah,
I
appreciate
that
I
think
the
the
we're
looking
at
data
and
we're
seeing
how
it
impacts
different
subgroups,
and
so
I
think,
at
a
future
date.
It
would
be
interesting
to
see
what
the
correlation
is
between
also
the
educator
demographics
and
how
that
impacts
our
students
so
for
future
discussion,
but
something
that
I'm
thinking
about.
Z
A
A
Our
next
report
is
the
library
services
strategic
plan
at
this
time,
I'd
like
to
invite
deb,
fergut
director
library
services
to
please
present
her
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
opening
remarks
well,
thank.
T
You,
madam
chair,
I'd
just
like
to
thank
miss
froggit
for
her
work
and
work
with
our
state
librarians
and
our
librarians
across
the
district
and
city
to
bring
rich,
enriching
opportunities
and
texts
and
books
does
spark
our
imagination
and
inspire
children
and
educators
alike
in
school
libraries,
and
we
are
excited
about
this
five-year
vision
to
increase
school
libraries
in
every
single
boston,
public
schools
unless
you're
like
right
next
to
a
bpl
library.
T
T
BG
Thank
you,
dr
casellius,
and
thank
you
for
this
opportunity.
My
my
colleague,
christine
landry,
will
be
sharing
this
the
presentation
this
is
the
beginning
of
my
seventh
year
serving
as
director
of
library
services.
BG
next
slide,
please.
This
is
a
story
about
investing
roughly
12
million
dollars
to
ensure
that
all
bps
students
have
access
to
a
school-based
library
or
a
high-quality
library
or
high-quality
library.
Services
across
the
commonwealth,
libraries
are
transforming
lives.
We
know
that
school
libraries
transform
lives.
Like
dr
cassellius
has
said.
We
believe
that
all
students
should
have
consistent
access
to
a
library
and
a
certified
life.
Librarian
state,
federal
and
local
funding
of
roughly
12
million
dollars
over
the
next
four
years
will
make
this
possible.
BG
This
investment
includes
updated
high
quality
library
collections,
the
addition
of
80
licensed
librarians
and
needed
capital
projects
project
projects.
This
investment
is
directly
supporting
the
new
equitable
literacy
district
district-wide
focus
the
strategic
plan
I
will
present
serves
as
a
guidepost
and
a
foundation
for
library
services
to
grow.
I
also
use
the
plan
to
set
my
annual
performance
evaluation
goals,
the
mass
board
of
library,
commissioners
reviews
approves
and
supports
the
plan,
the
strategic
plans
of
all
massachusetts
libraries.
BG
This
includes
awarding
and
managing
library,
services
and
technology
act
grants
in
order
to
receive
lsta
funding.
Oh
in
order
to
receive
lsta
funding,
a
library
or
district
library
program
within
the
commonwealth
must
have
a
strategic
plan
or
in
the
case
of
bps
a
district-wide
plan.
Thank
you
next
slide.
BG
BG
BG
The
plans
consulting
group
includes
a
diverse
set
of
teachers,
principals,
community
partners
and
school
librarians,
along
with
the
librarians
and
using
a
consensus
model
over
the
course
of
five
months.
The
plan's
vision,
mission
and
theory
of
action
and
anchor
goals
were
generated.
The
plan
was
completed
in
june,
and
recent
amendments
to
the
plan
include
esther
3
initiatives.
BG
BG
Eight
teachers
and
paraprofessionals
have
achieved
their
school
library,
certification
and
four
are
currently
pursuing
this
credential
I
serve
as
a
me
as
a
mentor
for
these
new
roles
and
as
a
liaison
with
a
certified
institution
in
partnership
with
a
recruitment,
cultivation
and
diversity
team.
At
ohc
we
are
building
out
university
partnerships
to
recruit
and
onboard
a
diverse
set
of
preliminary
licensed
librarians.
BG
Thank
you.
As
we
expand
library
access,
we
will
build
on
current
programming
and
partnerships.
We
continue
to
have
a
strong
collaboration
with
boston,
public
library
that
includes
the
most
recent
initiative
where
all
students
begin
school
with
a
boston
public
library
card,
we
hosted
two
literacy
summits.
We
work
closely
with
the
youth
services
department
in
order
to
collaboratively
construct
summer
reading
lists
and
shared
programming.
BG
BG
Wonder
more
provides
each
student
who
engages
in
an
author
visit
with
a
featured
book
since
2015
40
bps
schools
have
hosted
110
offer
visits.
Automation
is
technical
and
detailed.
25
libraries
are
members
of
the
metro,
boston
library
network
and
integrate
access
with
collection,
access
with
boston,
public
library.
Interlibrary
loan
is
reserved
for
schools
with
certified
librarians
in
2015,
there
were
14
libraries
that
used
library
world
an
integrated
library
system
in
the
cloud
today
there
are
26.
BG
BG
These
programs
included
library,
aid,
basics
for
paraprofessionals
library,
teacher
performance
evaluation
and
the
new
american
association
of
school
library
standards.
Contemporary
book
discussions
and
bi-weekly
library
team
zooms,
I
highlight
the
guided
inquiry
design
professional
development,
dr
leslie
manniotis,
one
of
the
research
researchers
who
developed
this
inquiry-based
learning
model
has
worked
with
library,
teacher
and
teacher
teams
from
15
schools.
BG
BG
BG
This
section
of
the
plan
outlines
relevant
library
services,
anchor
goals
that
directly
align
to
the
current
bps
strategic
plan,
six
key
commitments
and
anchor
goals.
They
also
align
with
the
office
of
opportunity
gap
goals,
for
example
the
goals
and
key
commitment.
One
eliminate
opportunity
and
achievement
gaps
are
priority
goals
and
they
address
the
and
they
are
addressed
by
the
estro
supports
described
in
the
next
slide.
O
Thank
you,
madam
chair,
and
thank
you,
miss
ferbert
for
the
the
presentation
just
enrolled,
my
daughter
at
the
bradley
school,
where
I
went
to
elementary
school
and
when
I
was
there,
I
had
a
librarian
who
was
who
passed
too
early,
but
she
was
a
very
important
part
of
my
life,
especially
focused
on
literacy.
So
I'm
happy
to
see
many
elements
of
this.
O
I
do
have
some
questions
and
actually
you
know
kind
of
think
about
the
bradley
as
to
I
don't
know
why
exactly
why
they
no
longer
have
a
librarian
or
maybe
staffing,
but
I
think
part
of
it
for
some
schools.
It
might
be
space.
So
I
wanted
to
hear
if
you
could
talk
about
that.
I've.
O
I've
seen
some
schools
focus
on
building
collections
within
their
classrooms
and
and
then
I
think
some
are
using
the
rest
of
funds
to
have
you
know
updated
collections
and
and
also
having
ones
that
are
reflective
of
the
of
our
student
bodies
as
well.
O
So
maybe
just
you
know
that
question
there:
how
how
we
think?
How
are
we
thinking
about
space
and
then
also
in
in
this
plan?
You
know
we're
setting
we're
setting
these
goals.
How
are
we
empowering
the
you
know
the
educators,
the
staff
on
the
ground
to
best
kind
of
meet
the
needs
of
their
particular
kids,
their
particular
population,
so
they'll
pause
there
and
have
one
more
question
after
that.
BG
Okay,
so
I
hope
I
remember
all
these
these
questions
school
leaders
have
to
make
some
pretty
hard
choices
when
it
comes
to
deciding
whether
or
not
they
can
have
a
library,
and
some
of
them
are
space
issues
like
you
referenced
and
such
in
regards
to
classroom
collections.
BG
BG
The
curricular
needs
I've
done
in
my
own
research,
the
longer
a
teacher
is
in
a
school
that
the
larger
his
or
her
classroom
collection
can
be
so,
and
I
I
also
just
want
to
add
that
a
school
library
for
a
child
is
a
tangible
representation
of
knowledge
and
that
students
don't
know
what
they
don't
know,
and
so
he
or
she
may
find
themselves
wandering
the
dinosaur
section
and
then
discover
komodo,
dragons
they're
a
modern
day
dinosaur.
BG
So
we
to
to
to
to
evoke
this
curiosity
within
his
students
and
then
in
regards
to
the
a
plan
for
onboarding
faculties
to
having
a
school
librarian.
BG
I
we
I'm
working
with
a
set
of
of
of
my
seasoned
librarians
to
create
an
onboarding
plan
for
these
for
the
new
librarians
in
order
to
work
with
their
faculties,
so
that
they
become
become
an
active
participant
in
the
faculty
and
decision
making
about
the
curriculum
within
a
school
as
well
as
working
with
the
school
leaders,
so
that
the
the
certified
librarians
are
are
really
in
a
leadership
role.
Within
this
school.
O
Thank
you
on
that.
Just
one
final
question
in
in
the
context
you
know
of
esther,
you
know
part
of
this:
is
you
buy
the
books
once
and
you
kind
of
keep
refreshing
the
population,
but
in
terms
of
the
staffing,
are
we
worried
about
what
what
happens
post?
O
You
know
when
when
the
esser
funds
are
used
up,
are
we
gonna
have
a
commitment
to
to
keep
those
staffing
levels,
or
is
this
kind
of
cycling
in
for
three
to
four
years
and
then
see
where
we
are,
or
I
mean
a
question
for
the
superintendent
or
yes,.
T
So
very
good
question,
so
this
is
like
one
of
the
examples
that
I
use
when
I'm
trying
to
describe
sustainability
with
esser
funding
and
also
describe
how
it
marries
to
the
operational
budget,
and
so
this
is
where
we
can
update
all
the
collections.
Now,
with
esser
funding
and
by
the
collections
that
are
needed.
We
can
update
the
spaces
with
the
sr
funding
and
the
shelving
that's
needed
and
the
printers
and
different
media
technologies,
and
then,
with
the
staffing
we
actually
put
that
in
our
operational
budget
for
fy22.
V
So
I
have
more
of
a
comment
than
a
question.
I
kind
of
wrote
it
out,
so
I'm
just
going
to
read
it
off.
Thank
you
for
the
presentation
I
just
wanted
to
say
to
bps.
Thank
you
for
investing
into
students,
literary
skills,
it's
very
important
for
students
to
start
reading
and
writing
at
young
ages
and
the
resources
and
support
when
going
through
that
rough
journey
of
understanding
the
awareness
of
the
english
language.
V
Without
that,
I
don't
think
that
I
would
have
developed
my
love
for
greek
mythology
and
reading
other
percy
jackson
books
in
the
library
that
I
could
find
my
love
of
how
complex
history
can
be
along
with
being
able
to
even
take
ap
lit
last
year
and
ap
lang
this
year.
So
thank
you
on
behalf
of
all
students
and
the
teachers
and
educators
that
are
also
benefiting
from
this.
V
BD
Y
But
I
will
give
it
a
shot,
so
thank
you
very
much
for
the
presentation.
Y
As
a
parent
in
the
system,
I
really
do
appreciate
just
having
access
to
I
mean
in
boston,
the
libraries
and
for
the
schools
that
do
have
their
own
libraries
or
just
access
to
books.
My
daughter
earlier
today
was
trying
to
convince
me
to
take
her
to
the
boston,
public
library,
she's
three,
I
said,
I'm
sorry,
I
have
to
work,
but
just
the
love
of
reading
is
already
being
cultivated.
Y
I
think
one
of
the
pieces
that
two
points
I'll
keep
it
brief.
One
piece
is:
I'm
raising
my
children
bilingually,
and
we
have
a
significant
number
of
our
students
in
boston,
public
schools
that
speak
more
than
one
language,
and
so
it
is
incredibly
difficult
as
a
parent
who
is
well-resourced
and
who
is
educated
to
find
to
find
literature
in
native
language
that
is
accessible
and
that
is
affordable.
Y
And
so
I
I
just
I
want
to
re-emphasize
the
need
for
continuing
to
find
diverse
books
that
are
available
that
are
reflective
of
our
community,
because
I
think
that
that's
incredibly
important
for
our
children's
identity,
as
well
as
their
academic
development
and
then
the
other
piece
that
I
wanted
to
kind
of
get
more
clarity
around.
Is
mr
derujo
mentioned
it
a
little
bit.
Y
Facilities
are
a
challenge
I
know
even
within
covid
at
my
son's
school,
what
used
to
be
the
library
has
been
transformed
more
permanently
into
a
classroom
because
of
the
need
for
larger
space,
and
so
I
wonder
how
we're
thinking
of
working
with
school
leaders
to
think
about
prioritizing
libraries,
but
knowing
that
that's
also
a
choice,
and
so
I'm
trying
to
reconcile
like
is
this?
Is
this
decision
being
made
in
conjunction
with
school
leaders?
How
are
we
deciding
what
school
communities
to
prioritize,
and
so
I'm
curious
to
understand
what
that
process
looks
like.
T
You
just
heard
ms
mercer
talk
about
her
love
of
learning
and
how
it
inspired
her
to
take
rigorous
coursework
and
not
having
that
at
a
school.
I
don't
think,
is
optional,
and
so
I
think
we
should
really
think
about
what
is
the
quality
guarantee
that
we
want
to
have
at
every
school
regardless
and
then
work
with
school
leaders
on
identifying
space?
Y
I
appreciate
that
superintendent.
Y
I
think
I
think
that
I
would
agree
with
you
that
I
there's
probably
not
a
leader
that
would
would
say
that
they
don't
want
a
library,
but
I
think
right
now
there
are
limited
options
on
how
to
make
all
these
pieces
happen
at
my
own
sun
school
before
covid
before
it
was
being
used
as
a
classroom
because
of
covid,
the
library
was
also
being
used
as
the
science
lab
or
the
science
room,
and
so
I
think
that
there
are
some
real
real
life
restrictions
that
we
do
need
to
think
creatively
about,
and,
as
mr
cooter
had
mentioned
earlier
and
thinking
of,
how
do
we
streamline
our
investments
to
make
sure
that
it's
moving
towards
all
you
know
the
same
area.
Y
We
need
to
be
thinking
about
that
with
our
facilities
because
of
the
choice
is
a
stem
lab
and
a
library
our
children
are
just
missing
out
right.
So.
T
Y
T
Out
how
to
make
more
so
the
bigger
work
is,
you
know,
working
with
our
next
mayor
around
the
capital,
improvements
and
expansions
that
we
need
and
it's
going
to
cost
the
city
billions
of
dollars
if
we're
going
to
give
kids
the
buildings
that
they
deserve,
and
I'm
a
champion
for
that
and
have
been
since
we,
since
I
got
here-
we're
right
now-
fixing
the
basics,
but
now
that
we've
got
we're,
you
know
got
the
funding
for
clean
water.
T
You
know
we
need
to
fix
the
remainder
of
the
windows,
but
we
also
need
to
ensure
that
we
have
gymnasiums
and
cafeterias
that
are
adequate
and
we
have
libraries
and
science
labs.
So
that's
part
of
this
overall
vision
of
a
quality
experience
and
guarantee
for
every
single
student,
and
so
we'll
have
to
bring
that
forward,
then,
with
the
bill
pps.
S
Thank
you.
I
just
want
to
build
on
my
colleagues
comments
about
the
trade-off
and
and
the
list
that
you
had
superintendent.
I'd,
also
add
art
rooms
right
for
art
and
music
etc
in
our
schools,
and
these
are
difficult
choices
that
school
leaders
have
had
to
make
the
past
couple
years.
In
tough
budget
times
I
mean
we
hate
when
we
hear
that
they're
cutting
libraries,
that
they're
cutting
arts
etc
and
now
they've
been
many
of
them
will
be
able
to
build
back,
and
it
has
not
been
the
budget
issues.
S
It
has
been
the
the
physical
restraints
that
they
just
don't
have
the
room.
To
put
it,
so
you
see
schools
where
the
the
music
class
is
now
on
the
auditorium
stage.
As
an
example,
and
as
ms
lavera
pointed
out
as
well
about
you
know,
with
covert
you
see
school
nurses
needing
more
space
because
of
testing
professional
development,
you
name
it
where
schools
are
multi-sourcing
the
rooms,
and
so
this
will
be
a
challenge.
S
I
echo
mister
dear
rousseau's
comments
about
the
as
much
as
I
support
all
of
this,
the
the
potential
for
fiscal
cliff.
So
I
appreciate
you
put
it
into
the
operating
budget.
I
also
think
it
calls
into
question.
I
have
been
a
huge
proponent
of
weighted
student
funding
formula
and
continue
to
be,
but
something
the
chair
has
brought
up
the
past
few
years
of
what
is
foundational
for
a
school
budget
and
if
we
are
deeming
it
foundational
and
it
could
be
a
school
leader
and
a
assistant
principal
and
a
school
secretary,
and
things
like
that.
S
You
know
what
are
we
funding
from
the
central
budget
and
not
putting
our
school
leaders
where
they
have
to
make
very
difficult
decisions
about
an
art
teacher
versus
a
librarian
versus
a
family
liaison
versus
a
social
worker.
As
an
example,
some
of
the
things
that
we've
been
adding
the
past
couple
of
years.
T
AG
S
It
is
about
equity
right,
and
I
also
echo
the
importance
of
this,
particularly
as
you
look
to
put
in
higher
standards
across
the
districts
mass
core
being
an
example
right.
It's
important
for
if
we
talk
about
raising
our
standards
and
want
to
improve
the
opportunities
for
all
of
our
students,
then
doing
steps
like
this
are
critical.
This
is
how
we
walk
the
walk
to
get
to
the
talk
of
higher
standards
and
higher
achievement.
A
I
I
can
only
say
how
thrilled
I
am
with
this
plan.
You
know
I
was
a
bps
student
in
a
school
that
did
not
have
a
library.
I
went
to
the
nathan
hale,
but
what
we
did
have
was
the
bookmobile
no,
and
my
question
is
for
those
schools
that
may
not
have
a
library.
A
Has
there
been
any
consideration
of
recreating
a
bookmobile
type
program
that
could
bring
a
library
or
there
could
be
an
art
mobile
that
could
bring
an
art
classroom
to
supplement
the
places
that
we
don't
have
facilities
years
ago,
the
nathan
hale
turned
what
had
been
the
cold
storage
room.
This
was
a
school
built
in
1909
and
they
got
a
cold
delivery
and
when
we
stopped
having
the
coal
delivered,
they
were
able
to
turn
that
space
into
a
library.
A
A
We
were
able
to
be
at
the
nathan
hale
when
it
dedicated
its
new
library
in
what
had
been
a
third
grade
classroom
I
mean
so
that's
a
community
that
was
dedicated
to
try
to
make
a
library
happen,
and
I
know
given,
as
ms
lapera
and
others
have
said,
the
the
space
issues
that
schools
are
facing,
trying
to
create
an
ad
space
for
social
workers
and
everyone
else
in
a
building
that
can't
expand.
Are
there
some
other
creative
ways?
A
BH
Thank
you
chair
for
that
that
wonderful
question
and
I
think
again,
our
priority
here
is
to
continue
to
build
those
relationships
with
the
bpl
who
have
been
such
an
amazing
partner
to
us
and
sort
of
beyond
library
cards,
which
is
critical,
that
everyone
have
them
and
beyond
checking
out
books
every
week
or
every
other
week,
but
also
really
embedding
the
learning
that's
happening
in
in
classrooms
and
the
equitable
literacy
work
that
we're
doing,
and
the
research
that
dr
froggett
talked
about
through
guided
inquiry
into
the
libraries
too,
and
our
our
youth
and
and
children's
librarians
have
been
fabulous
partners
and
are
going
to
continue
to
be
so.
BH
Our
our
first
sort
of
our
triage
there,
which
I
find
is
that
it's
a
bright
spot
right,
unlike
other
spaces,
where,
like
arts
or
other
places,
where
there's
not
a
an
immediate
corollary
right
here,
there
is
in
our
neighborhoods
that
can
really
be
a
support
and
act
as
that
school
library
in
a
sense
for
for
our
schools.
While
we
do
the
capital
work
necessary
or
make
the
changes
that
are
needed
for
schools
to
have
that
librarian
in
their
building.
X
BH
We
have
talked
about
the
buses,
and
I
know
dr
caselias-
I
I
believe,
experienced
this
in
minnesota.
Something
we've
talked
about
sort
of
bringing
back
that
idea
of
a
bookmobile,
and
it's
it's
certainly
something
we
will
continue
to
explore.
A
O
Madam
chair
and
colleagues,
I'd
like
to
recommend
that
we've
talked
to
the
last
meeting
about
access
to
to
native
language
and
the
policy
kind
of
rationale
behind
that
that
we
that
we
put
that
you
know
for
discussion
that
we
adopt
either
we
can,
you
know,
focus
narrowly
on
that
issue,
but
adopt
that
as
a
policy
for
our
school
system.
I
I
strongly
believe
I
know
some
of
my
colleagues
have
reflected
this
before
that.
You
know
kind
of
the.
O
The
research
is
showing
that
the
importance
of
having
of
having
native
instruction
in
in
increasing
achievement
for
our
kids
that
don't
have
english
as
their
their
their
first
language,
the
benefits
of
preserving
their
their
native
language,
and
also
just
you
know
a
few
years
past
years
notwithstanding,
boston
has
always
been
a
home
welcoming
immigrants.
O
You
know
across
the
world
and
having
a
the
public
education
system
of
boston
being
able
to
integrate
these
kids
into
you
know
america's
fabric
and
and
celebrate
you
know,
celebrate
them.
I
think
that's
really
critical
and
I'd
love
to
see
that
soon
as
soon
as
we
can
to
have
that
discussion
and
get
that
get
that
policy
going
for
us
to
review.
AB
A
A
On
that
date,
we
are
planning
for
a
return
to
an
in-person
hybrid
meeting
that
will
allow
the
public
to
continue
to
participate,
remotely,
we'll
share
more
details
on
the
committee's
web
page
and
I
believe,
we're
going
to
go
back
to
a
6
p.m.
Start
at
that
meeting,
because
now,
with
people
working,
it
gives
our
members
time
to
get
from
their
day
jobs
to
the
bowling
building.
So
we
will
be
moving
that
meeting
until
6..
A
The
committee
will
be
having
a
training
session
this
saturday
with
the
mass
association
of
school
committees,
which
is
the
organization
that
trains
new
school
committee
members,
given
the
fact
that
many
of
us
have
never
met
in
person,
our
whole
committee
will
be
coming
together
for
that
training
and
then
on
in
in
october,
the
evenings
of
october,
12th
and
13th.
The
committee
is
planning
a
retreat
that
will
allow
us
to
regroup
and
thoughtfully
plan
for
the
school
year
ahead
and
more
information
will
be
posted
on
the
committee's
webpage,
as
that
date
gets
closer.
AB
So
that's
one
of
clarification.
So
if
we're
going
to
go
to
a
hybrid
meeting
so
that
people
can
participate
by
zoom
and
starting
six
o'clock,
are
we
going
to
find
a
way
to
manage
the
volume
of
and
get
our
business
done?.
AB
Question
yeah
I
mean
I'm,
I'm
obviously
concerned
that
we
start
at
five.
We
spend
two
hours
or
more
time,
and
then
it's
gonna
be
now.
It's
gonna
be
eight
nine
o'clock.
Before
we
start
some
of
us
have
to
be
going
home.
It
feels
I
worry
about
our
productivity
if
we
don't
find
some
way
to
integrate
that
in
a
way
that
doesn't
become
brutal.
Frankly,.
X
Z
A
Well,
one
of
the
things
that
we
can
have
discussed
in
our
training
on
saturday
with
the
massac
mass
association
of
school
committees
is
how
other
districts
have
managed
public
comment,
and
maybe
there
will
be
a
way
that
we
can
come
up
with
a
plan.
With
regard
to
that,
you
know
that
that
that
has
been
a
concern.
We've
looked
at
past
policies
and
at
one
time
public
comment
was
20
minutes
at
the
beginning,
and
then
it
was
an
hour
and
then
now
for
the.
A
As
far
as
as
long
as
I've
been
on
the
committee,
it's
been
as
long
as
it's
needed
to
be,
so
I'm
not
quite
sure
what
are
what
policies
legally
that
we
can
do
to
manage
the
amount
of
time
that
is
allowed
for
public
comment,
but
it'll
be
good
for
us
to
be
able
to
understand
what
other
school
committees
in
the
commonwealth
are
doing,
and
also
we
can
ask
on
our
weekly
meetings
with
the
council
of
great
city
schools
for
other
ideas
that
others
are
using
and
maybe
be
able
to
bring
it
back
to
our
public
so
that
they
can
help
us
to
manage
this.
A
The
the
idea
that
people
that
we
are
starting
very
early,
you
know,
with
a
full
day
meeting
a
full
meeting
after
many
members
now
have
been
having
done
a
full
day
work
and
getting
our
the
the
meat
of
our
meeting
started.
Eight
or
nine
o'clock
is
really
hard
for
everyone,
so
hopefully
we
can
work
together
with
our
public
to
come
up
with
a
reasonable
set
of
expectations.
Thank
you.
O
A
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion?
No,
thank
you,
miss
sullivan.
Will
you
please
call
the
role
dr
coleman.