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From YouTube: Boston School Committee Meeting 6-6-18
Description
The Boston School Committee is the governing body of the Boston Public Schools. The School Committee is responsible for: Defining the vision, mission and goals of the Boston Public Schools; Establishing and monitoring the annual operating budget; Hiring, managing and evaluating the Superintendent; and Setting and reviewing district policies and practices to support student achievement.
A
B
Well,
good
evening,
once
again
and
welcome
tonight's
meeting
is
being
broadcast
live
by
Boston
City
TV
on
YouTube,
as
well
as
Comcast
channel
24,
RCN,
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date.
If
you
would
like
to
speak,
excuse
me
this
evening,
but
have
not
yet
signed
up.
Please
see
our
staff
person
miss
lina
paar
vyx
out
in
the
hallway
sign
up
for
public
comment
this
evening
will
close
at
6:30
p.m.
at
this
time.
B
Okay:
first,
we
want
to
note
that
earlier
this
evening
we
were
joined
by
14
nominees,
including
the
finalists,
the
honorable
mentions
and
the
educator
of
the
year
and
a
col
de
silva
from
vinca
upstairs
for
a
of
the
year
reception.
So
we
were
very
pleased
to
join
our
educators
of
the
year
and
celebrate
all
of
their
accomplishments,
as
well
as
the
accomplishments
of
all
of
our
educators
across
the
district
that
work
so
hard
every
day
to
challenge
our
students
to
to
excellence
and
and
to
the
greatest
success
that
they
have
within
them.
B
Mr.
Martin
come
on
up
now
he's
as
he's
approaching.
Let
me
say
some
kind
words
about
him.
Mr.
Martin
he's
been
leader
of
the
Perkins
for
the
last
five
years
and
since
he
became
principal
of
the
Perkins
suspensions
in
chronic
absenteeism
have
plummeted.
Family
engagement
is
up,
and
so
our
test
scores
students
who
are
Latino
or
English
learners
have
been
outperforming
the
subgroups
on
the
MCAT
statewide
and
mr.
B
Martin
has
really
embraced
the
social-emotional
learning
approach
that
we
so
so
urgently
need,
within
the
district
he's
networked
with
Boston
Children's
Hospital
to
provide
training
for
staff
and
he's
utilized
the
my
brother's
keeper
mentoring
program
and
he's
instituted
the
morning
miles.
So
students
get
physical
activity
at
the
start
of
each
school
day.
Mr.
Martin,
we
have
a
citation
for
you
that
we'd
like
to
present
this
evening.
You
want
to
come
on
over
here,
I'll,
read
it
to
you
and
present
it.
B
The
Boston
School
Committee
extends
his
congratulations
to
Craig
Martin,
the
principal
of
the
Michael
J
Perkins
elementary
school,
the
Massachusetts
Elementary
Principal
of
the
year,
as
noted
by
the
Massachusetts
School
Administrators
Association,
the
chairperson
and
the
members
of
the
School
Committee
of
the
City
of
Austin,
joined
them.
The
superintendent
of
schools
in
commending
mr.
for
his
dynamic
leadership
and
tireless
efforts
to
improve
to
improve
educational
opportunities
for
students
and
families
in
the
Boston
Public
Schools.
Mr.
Martin,
thank
you
and
congratulations.
B
B
C
Good
evening,
family,
alright
y'all,
okay,
today,
alright,
so
I
am
oh
gosh,
I
am
humbled
and
I
will
continue
to
be
humbled.
I
am
a
southerner
from
New
Orleans
Louisiana,
and
it
is
absolutely
yes,
yes,
almost
smoked
most
definitely
both.
Definitely
man
I
am
grateful.
That
I've
had
the
opportunity
to
continue
to
serve
in
Boston
Public
Schools
I,
look
at
it
that
I
am
working
with
our
global
learner,
so,
regardless
of
where
I
am
in
Boston
or
in
New,
Orleans
or
Texas,
or
wherever
I've
been.
C
We
are
elevating
our
kids
across
the
world
as
21st
century
global
citizens
and
I
know
Boston
is
making
it
happen,
and
I
am
absolutely
indebted
to
everyone.
Who's
poured
into
me
and
know
that
this
is
a
reflection
of
the
city
of
Boston,
so
I
feel
like
this
opportunity.
This
acknowledgement
is
really
about
the
city
of
Boston
in
everything
that
we
commit
so
I
actually
stand
and
share
this
with
my
mjp
family.
Who
is
there.
C
I
know
that
I
could
not
do
this
work
without
them
and
also
with
with
the
Boston
Public
Schools
community,
whether
or
not
you
work
in
central
office
or
on
the
field
or
as
a
school
community
school
committee
membership
or
just
the
families
and
community
partners
that
we
serve
across
the
city.
This
is
a
celebration
of
all
the
work
that
we
do.
I
don't
do
this
work
alone.
I'll,
never
do
this
work
alone.
The
work
that
we
do
for
our
young
people
in
this
I
mean
amazingly
inclusive
community.
B
D
You
see
young
people
at
that
school
with
incredible
assets,
and
you
don't
take
a
deficit
view
to
our
young
people.
You
see
all
the
strengths
that
we
bring
to
school
each
and
every
single
day
and
just
pervades
throughout
their
school.
Craig
is
one
of
a
number
125
incredible
school
leaders
that
do
this
just
difficult
worth.
Each
and
every
single
day
of
leading
our
schools,
caring
for
our
families,
lifting
young
people
out
of
poverty
and
I
want
to
thank
you
from
the
bottom
of
my
heart
for
all
your
work
and
just
three
interesting
things.
D
He
is
prolific
on
social
media,
so
follow
Craig
on
social
media.
You
always
something
new.
Every
single
day,
Craig's
school
has
all
also
been
recently
celebrated
by
with
visits
from
codeblock
I
believe
and
this
week
he
will
also
be
visited
by
some
mayor's
from
across
the
country
as
part
of
the
Conference
of
Mayors.
So
and
then
I
was
going
to
say
something:
what's
your
nickname?
What
do
you
say?
You
know.
A
D
B
Begin
the
meeting
with
the
approval
of
minutes
now
from
the
May
23rd
School
Committee
meeting.
If
the
minutes
are
approved,
is
presented,
hard,
copies
will
need
be
made
available
immediate
and
excuse
me
immediately
in
the
hallway,
with
the
other
handouts.
If
changes
are
made,
you
can
access
them
in
us
tomorrow
on
the
bps
website.
This
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
May
23rd
meeting
as
presented
second
Oliver
dollar,
that's
the
second
for
mr.
O'neill.
Is
there
any
discussion
or
objection
to
the
motion?
B
D
You
chairman
Lokhande
good
evening,
everyone
thank
you
all
for
being
here
this
evening
between
proms
graduations
ballot,
touring
luncheons.
This
is
definitely
the
best
time
of
the
year.
This
is
the
time
where
celebrate
the
great
work
of
our
youth
is
wonderful
to
see
the
transformation
of
our
students
into
the
dolt
that
they
are
as
they
embark
on
to
college
career
and
life
and
I
like
to
start
by
getting
into
some
bright
spots.
D
E
D
They
may
not
be
too
familiar
with
this
tradition
of
prom
and
but
many
of
these
organizations
work
to
provide
free,
prom,
attire
or
limo
rides
and
making
prom
truly
a
special
night
to
remember
for
our
students,
our
staff
do
an
amazing
job,
helping
to
chaperone
to
organize
events
and
assist
our
young
people
to
find
the
necessary
resources
to
celebrate
this
incredible
tradition.
That
is
prom.
Thank
you
to
everyone
for
making
prom
culturally
affirming
welcoming
the
most
important.
Most
importantly,
memorable
for
our
students.
D
Next
bright
spot,
another
end-of-the-year
highlight
is,
of
course,
our
value
torian's
luncheon
again
it
was
held
this
year
at
the
Boston
Harbor
Hotel,
and
this
is
the
20th
annual
valor
Torian
luncheon
Mara
walls,
chairperson
Luke
canto
members
of
the
School
Committee
and
I
had
an
honor
of
recognizing
36
top-ranking
students
from
BP
bps,
High,
School's,
Callie
Crossley
from
WGBH
again
was
gracious
enough
to
emcee
the
event.
Just
a
few
interesting
facts:
47%
of
our
students
of
our
ballot
Orient's,
a
tendon
bps
from
kindergarten
to
12th.
D
The
same
percentage
47%
were
the
first
in
their
families
to
attend
college.
Forty-Two
percent
were
born
outside
the
United
States
from
countries
like
Haiti
Somalia,
Albania,
Vietnam,
Dominican,
Republic,
UAE,
Cape,
Verde
Kenya,
and
we
and
our
valedictorian
still
be
attending
schools
like
Harvard
Brown,
Dartmouth,
Wellesley,
Hobbs,
Holy,
Cross,
UMass
number
of
other
schools.
I
did
not
beat
Northwestern.
E
F
D
And
I
believe
John
Hanley
kept
track
of
how
many
are
from
Dorchester
how
many
thirteen
from
Dorchester-
yes,
our
Valley
torn
speaker
was-
is
from
Dorchester
Tyler
young
from
baa,
who
gave
a
thoughtful
speech
about
individuality
and
how
people,
how
everyone
has
a
power
to
G,
there's
an
incredibly
powerful
message
and
one
that
I
always
share
with
young
people.
I
want
to
thank
the
Boston
School
Committee
for
hosting
this
luncheon
again
for
the
20th
straight
year.
D
Graduations
many
of
our
young
people
that
I
just
mentioned
have
overcome
many
obstacles
and
that's
why
I'm
always
proud
to
see
them
walk
the
line
at
graduation.
Our
first
graduation
ceremony
will
take
place
tomorrow
evening.
June
7th
I'll
be
at
excel.
Graduate
that
excels
graduation
on
Friday
I'm
excited
to
meet
those
graduates
as
well
I
know
several
school
committee
members.
Vps
leadership
will
be
as
ceremonies
all
around
the
city
over
the
next
several
week.
If
you're
interested
in
knowing
the
schedule,
you
can
go
to
the
Boston
Public
Schools
website
for
its
last
graduation
2018.
D
And
just
congratulations
to
all
the
young
people
who
will
be
graduating
from
bps
this
year,
I'm
sure
in
a
couple
of
weeks.
That
will
make
a
few
more
comments
about
graduation
next
bright
spot
school
sports
championships,
I'd
like
to
give
a
shout
out
to
school
sports
teams
that
won
the
city
championships
this
past
week.
D
First
of
all,
I
want
to
congratulate
the
Condon
k-8
first-ever
girls
track
team
for
winning
the
citywide
track
and
field
championship
you're,
looking
at
a
photo
right
now
at
8th
grader
Caitlin
Ordonez
from
the
girls
team
and
Mario
Santos,
who
is
on
a
boys
team
who
each
won
first
place
in
the
long
jump.
I
also
like
to
congratulate
the
McCormack
middle
school
boys
track
team.
They
won
the
city
championship
yesterday
at
white
Stadium
I
want
to
congratulate
the
Snowden
baseball
team
for
clinching
the
city
championship.
D
Some
of
those
pictures
on
it
were
on
the
globe.
The
team
scored
three
runs
were
two
outs
at
the
top
of
the
fourth
inning
on
Friday
night,
going
on
to
defeat
South
Boston
with
a
final
score
of
94.
I
also
want
to
give
a
shout
out
to
the
Boston
Latin
Academy
softball
team,
which
received
its
13th
straight
title
with
a
score
of
7
to
2
over
East
Boston.
D
Finally,
I
want
to
wish
the
best
of
luck
to
Talia
drum
a
student
at
community
Academy
of
Science
at
health
who
placed
third
in
girls
shop
hood
at
the
MIAA
Allstate
meet
last
Saturday
she's
the
last
remaining
competitor
from
VPS
and
will
complete
and
will
compete
in
the
New
England
championship.
This
Saturday,
as
I
have
said
before.
Athletics
is
not
only
good
for
physical
fitness,
but
it
helps
her
student
develop
social-emotional
skills
through
around
teamwork,
critical
thinking,
leadership
and
our
student
athletes
are
now
models
of
for
their
peers
at
their
individual
schools.
D
I
want
to
congratulate
all
the
student
athletes
for
their
accomplishments
this
year
next
byte
spot
this
week.
The
artistic
talent
of
bps
students
was
on
full
display
is
on
full
display.
The
sixth
annual
bps
citywide
arts
festival.
More
than
700
students
perform
music,
dance,
theater
and
spoken
work.
A
word
due
to
the
rain.
D
The
festival
was
held
as
cyclorama
building
on
Tremont,
but
it
will
be
held
at
the
Boston
Common
tomorrow.
So
you
have
a
moment
to
show
the
Boston
Common
see
the
talented
artists
of
Boston
Public
Schools.
It
will
be
tomorrow
at
the
Boston
Common
how
much
make
what
take
a
moment
to
do
a
special
shout-out
to
bps,
executive
arts,
executive
director
of
the
arts,
Myron
Parker
brass
and
her
team,
as
well
as
our
community
partners,
including
the
investors
for
hosting
this
incredible
event.
D
If
you
did
not
know,
Maura
is
Tyron
this
year
and
later
on
this
evening,
you
will
be
hearing
an
update
on
the
arts
policy.
This
is
really
her
legacy
and
Myron
I
just
want
to
thank
you
for
your
incredible
work.
You're
so
deeply
respected
by
everyone
in
the
city
and
I
know
you're
not
fully
retiring.
You
will
be
working
closely
with
us
even
after
June
30th,
so
I
won't
say
goodbye
just
now,
but.
D
And
just
one
more
thing
just
to
note
it's
national
pride
month-
and
this
is
a
month
we
celebrate
and
firm
the
identities
of
people
who
are
gay,
lesbian,
bisexual,
transgender,
gender,
fluid
queer
and
questioning
here
in
Boston,
the
Seavey's
annual
Pride
Parade
is
being
held.
This
Saturday
I
know
many
many
people
from
across
the
city
and
the
country
will
be
participating
in
this
major
celebration.
D
I
know
the
mayor
himself
is
gonna,
give
by
other
mayor's
from
across
the
country,
since
they
are
all
in
town
to
join
us
in
the
parade
I'm
proud
to
announce
that
Bob,
with
some
of
public
schools
will
represent
in
the
parade
again.
Second,
for
a
second
straight
year,
we
as
a
community
as
a
city
and
as
a
school
district
support
people
who
are
being
true
to
themselves.
D
The
Pride
Parade
is
family-friendly:
LGBTQ
students,
staff
allies.
We
come
together
to
show
pride
support
and
visibility
in
sentence
and,
most
importantly,
there
to
have
fun
if
you're
interested
marching
with
bps,
please
email,
Danielle,
Marie
of
the
office
of
safe
and
welcoming
schools
for
the
email
address
as
LGBTQ
at
Boston
Public
Schools
org.
D
B
G
Can
feel
championship.
I
was
blown
away
by
not
just
the
speed
but
the
strength
and
the
stamina
of
the
students
downpour
of
rain.
They
waited
and
then
they
ran
and
you
would
have
been
pretty
proud
to
just
see
the
energy
that
was
out
there
and
I
also
want
to
just
thank
the
coaches,
they're
our
school
leaders,
teachers,
parents,
who
also
came
and
participated
and
cheered
the
students
on,
and
we
realize
it
takes
a
village
to
get
our
kids
out
there
and
it's
their
pure
talent.
B
That's
worthy
of
a
round
of
applause:
I,
don't
have
it
so
are
there
any
other
questions
or
discussion?
I
just
want
to
make
a
few
notes.
First
of
all,
I
want
to
welcome
back
our
former
colleague,
Miss
Meg
Campbell
from
Codman
Academy,
and
tell
you
it's
a
pleasure
to
have
you
in
these
chambers
once
again,
I
know
we'll
be
hearing
from
you.
A
little
bit
later.
I
also
want
to
take
a
moment
to
recognize
a
couple
of
our
own.
B
This
noble
event
and,
as
you
all
probably
heard,
from
superintendent
Chang
a
little
bit
earlier.
It's
anybody
that
attends
this
event
recognizes.
It
is
one
of
the
most
heartwarming
events
of
the
year,
and
you
know
we
talked
about
the
fact
that
we
have
students
from
a
number
of
different
countries.
We
had
ten
countries
represented
in
addition
to
the
United
States
this
year
in
our
valedictorian
ranks
spanning
four
continents.
E
E
When
a
principal
O'connell,
O'connor
and
Cardos
school
community
not
only
gave
a
parent
award
for
the
first
time
ever
to
a
couple
named
John
and
Carol
Logan,
whose
child
graduated
from
the
Carter
school
a
few
years
ago,
but
I
now
have
stepped
in
at
a
time
and
need
to
help
a
neighbor
who
is
a
car
to
school
pair.
A
student
who
lost
their
parent
and
Johnny
Carroll
Logan
have
jumped
in
with
open
arms
to
help
and
support
them.
E
Not
only
did
they
give
this
award
for
the
first
time
ever
for
parent
advocacy
award,
but
they
actually
named
it
after
John
and
Carol
Logan.
So
it
was
an
incredibly
moving
moment.
I
think
most
of
the
people
in
the
audience
were
in
tears,
so
I
know
miss
Robinson
and
I.
Just
wanted
to
thank
the
car
to
school.
For
that
and
thank
John
and
Carol
Logan
for
what
they're
doing
for
their
child
and
for
other
children
and
how
the
car
to
school
community
comes
together
to
support
their
own
is
a
thing
of
beauty
and
inspiration.
Thank.
B
You
mr.
Nolan,
thank
you
for
sharing
that
that's
another
great
example
of
the
community
spirit
that
we
see
all
across
the
other
full
or
the
other
person
who's.
Not
president
with
us
tonight,
dr.
URI,
RJ
I
want
to
take
a
moment
just
to
explain
why
she's
not
here
she's
receiving
an
award
this
evening
from
the
cooperative
parent,
Leadership
Action
Network,
see
plan
whose
recognizing
her
for
eight
with
the
diversity
award
for
leadership
in
her
field,
and
so
we
wanted
to
recognize
dr.
URI
arts.
B
B
Thank
you,
dr.
Chang,
for
mentioning
as
well
that
a
number
of
us
will
be
attending
graduations
this
weekend.
Next
I'm
looking
forward
to
kicking
off
my
season
tomorrow
at
the
the
Edward
M
Kennedy,
where
I'll
see
my
colleague
mr.
macclay,
walk
across
the
stage,
as
well
as
the
English
High
School,
and
a
new
Mission
High
School
on
Friday
and
I.
Look
forward
to
this
time
every
year
as
I
know,.
B
Now,
if
there
were
no
other
for
the
questions
or
discussion,
I'll
entertain
a
motion
to
receive
the
superintendent's
report
as
presented
Thank
You.
Mr.
Robinson,
it's
just
second
row:
Dean
Robinson.
Is
there
any
discussion
or
objection
to
the
motion?
Any
objection
to
approving
the
superintendent's
report
by
unanimous
consent?
Hearing
on
the
motion
carries
now
before
we
move
on
to
general
public
comment,
I'd
like
to
invite
our
student
representative
kyandre
McClay
to
present
what
will
be
his
final
update
this
evening
to
be
as
a
student
representative
to
school
committee,
mr.
B
macclay
has
been
with
us
now
for
two
years
and
I
think
that's
been
consistent
record
now,
we've
had
at
each
of
our
previous
representatives
with
us
for
that
long
and
it's
great
to
have
that
longevity
really
building
up
the
practice,
as
well
as
the
familiarity
with
all
of
us,
and
we
appreciate
that
from
mr.
macclay,
as
well
as
his
predecessors
as
I
mentioned
tomorrow.
Mr.
macclay
is
gonna,
be
graduating
from
the
mkb
Edward
I'm
Kennedy
Academy
for
health
careers
and
and
I'm
very
honored
and
humbled
to
join
them.
Mr.
macclay.
H
H
It's
like
I,
said
before
I'm
at
the
last
meeting,
coming
from
where
I'm
from
this
something
that
doesn't
exist.
So
it's
not
that
I'm
sorry!
This
is
something
that
doesn't
exist
one
coming
from.
So
it's
something
that's
hard
to
like
really
grasp
a
hold
up
at
first
and
it's
something
that
you
don't
want
to
take
for
granted,
really
being
that
I've
actually
sat
up
here
for
two
years,
which
is
like
wow
I've,
had
the
opportunity
to
work
with
the
Department
of
opportunity,
chief
him
against
who
adopted
me
as
a
mentor
I
mean
as
a
mentee.
H
H
Also,
thank
you
to
Boston
Public
I
mean
Boston
Advisory,
Council,
Emma,
Maria,
Ortiz,
Estrada
and
Ginny
Chicano,
for
bringing
me
in
to
be
sac,
which
me
prepared
me
to
be
here
after
I
was
selected
by
my
peers
as
president
be
psyched
a
few
years
back
and
then
they
said,
hey
I
want
to
see
more,
and
they
said
we
have
this
position
and
now
I'm
here
and
I
just
want
to
say
thank
you
to
bps,
also
for
welcoming
with
open
arms
and
preparing
me
for
what's
ahead
of
me
in
the
world
and
preparing
me
to
take
more
leadership,
position
and
I
hope
that
this
isn't
something
that
taken
in
vain
and
that
it
doesn't
end
here,
but
that's
an
opportunity
that
could
prevent
our
other
students,
as
they
see
me,
sitting
up
here,
that
they
can
also
see
their
true
potential
as
leaders
in
this
district
to
create
change
and
build
capacity
and
make
the
world
a
better
place.
H
B
Stole
everything
you
you
had
to
say,
then,
my
god,
that's
quite
the
extemporaneous
speech
very
impressed.
Mr.
macclay,
we
again,
you
know
we
really
have
to
truly
benefited
from
your
participation
in
your
comradeship
throughout
your
two
years
on
the
committee
and
a
will
Mishu
and
great
future
endeavors.
Are
there
any
other
questions
or
comments
from
my
fellow
committee
members?
This
Oliver
devil
I.
I
Just
wanna
say:
congratulations
on
your
graduation
and
thank
you
for
laughing
at
all
my
bad
jokes,
but
I
do
want
to
just
say
it's
been
a
pleasure
since
I've
been
on
as
long
as
you
and
I've
learned,
a
lot
from
you
and
I
do
agree
with
you.
It
cannot
be
overstated
that
we
need
to
have
young
people
that
are
speaking
and
not
just
yourself.
You
know
be
back
and
having
even
more
seats
at
the
table
because
we
do
need
to
have
young
people's
voice
and
I
think
that's
very,
very
important.
So
thank
you
for
role.
I
G
J
E
E
You
have
talked
over
the
issues
with
the
rest
of
the
leadership
of
B
sack
and
gotten
the
input
you're,
not
just
speaking
off
the
top
of
your
head.
But
you
have
done
the
work
with
your
peers
to
really
make
sure
you're
representing
everyone's
viewpoint
on
this
and
several
times.
You've
said
to
us.
Some
folks
feel
this.
Some
folks
feel
that
and
you've
done
a
wonderful
job
as
we've
worked
through
two
budgets.
E
As
we've
worked
through
start
time,
potential
changes,
giving
us
feedback
and
making
sure
the
student
voice
is
heard
and,
as
student
voice
is
starting
to
become
listen
to
more
on
a
national
level.
They're
following
what's
happened
in
Boston
for
a
while,
because
you,
your
peers
and
your
predecessors,
we
have
listened
to
and
you've
been
an
important
part
of
our
decision-making
and
I
know.
Everyone
is
applauding
what
a
leader
you've
become
here.
I
just
want
to
warn
you.
E
That's
gonna
continue
now
in
your
life,
because
I
know
where
you're
headed
next
year
and
I've
already
spoken
to
a
senior
official
there
and
they're
looking
forward
to
you
joining
that
school
next
year
and
know
you're
coming
in
as
a
leader
with
a
lot
of
experience
and
I
have
no
doubt
you'll
be
doing
that
in
your
college
career
and
beyond.
So
congratulations
and
it's
been
a
thrill
to
work
with
you.
D
B
Thank
You
superintendent.
Thank
you
again.
Mr.
macclay
I'm
really
gonna
look
forward
to
hearing
a
little
bit
more
about
V
sac
in
the
year-end
report
that
we
have
scheduled
for
a
little
bit
later
this
evening
and
we
can
get
into
some
more
of
your
accomplishments
at
that
time.
So,
thank
you
again.
We'll
move
on
now
to
general
public
comment.
Miss
Sullivan.
K
The
public
comment
period
is
an
opportunity
for
parents
and
other
concern
parties
to
make
brief
presentation
to
the
School
Committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
referred
to
the
superintendent
for
later
response
questions
on
specific
policy
matters
and
not
answered
at
this
time,
but
may
be
the
subjects
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
K
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topics
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
were
only
record
speakers
who
face
the.
We
owe
11
speakers
this
evening
and
we'll
begin
with
Meg
Campbell
she'll
be
followed
by
a
Mary,
smaller
and
Linda
Stern.
L
L
The
idea
to
create
the
Boston
Women's
Heritage
Trail
began
in
1988
I
was
then
working
at
the
Statehouse
and
showing
my
ten-year-old
daughter,
Mariah
around
Mariah
noticed
portrait
after
portrait
of
white
men.
Where
are
the
women?
She
asked
that
question
asked
30
years
ago
was
asked
30
years
ago
and
it's
the
same
question
we
are
here.
We've
come
before
you
today
to
ask
again.
Well
we
look
at
the
names
of
our
schools.
Where
are
the
women
in
1989
concerned
about
gender
bias
in
k-12
curriculum
and
lack
of
gender
equity
in
public
sites?
L
Deanna
lamb
from
the
Boston
Public
Schools
Deanna,
lamb,
Charlotte,
Harris
and
I
sought
and
received
title
9
funding
to
develop
the
Boston
Women's
Heritage
Trail?
We
were
inspired
by
the
african-american
history
trail
developed
earlier.
Our
walking
trail
was
the
first
in
the
United
States
to
honor
women
in
the
first
to
partner
with
university
historians,
teachers
and
children
as
young
as
elementary
school,
to
use
primary
documents
to
identify
women
and
organizations
which
should
be
included
in
the
trail.
L
Creating
the
Boston
woman's
hair
Boston
Women's
Heritage
Trail
has
always
been
based
on
research
and
collaboration
with
Boston
teachers
and
students.
Since
the
first
four
trails
were
unveiled
1990
with
accompanying
curriculum
materials,
a
website
has
been
developed
and
three
more
trails
have
been
researched
and
added.
There
are
now
trails
in
downtown
the
North
End
Chinatown
South
Cove,
Back,
Bay,
East,
Back,
Bay
West,
the
south
end
and
Beacon
Hill.
In
addition,
students
and
teachers
have
developed
10
trails
in
their
school's
neighborhoods,
including
Roxbury
and
North
Dorchester.
L
Our
organization
worked
with
the
Boston
Women's
Commission
and
many
other
groups
to
ensure
a
prominent
memorial,
honoring,
Abigail
Adams
Phyllis
Wheatley
and
Lucy
stone
sculpted
by
Meredith
Bergman.
That
would
have
a
permanent
place
in
common
avenues,
promenade
significantly
and
consistent
with
our
broadly
inclusive
approach.
None
of
these
women
are
perched
on
a
pedestal.
In
sharp
contrast
to
the
many
white
male
statues
around
the
city,
instead,
the
pedestal
is
repurposed
and
our
heroines
are
using
the
pedestals
to
do
their
work,
thus
inviting
the
public,
particularly
children,
to
interact
with
Adams
stone
and
Wheatley.
L
Okay
I,
don't
at
30
seconds.
Oh
God,
okay,
well
I'll
submit
this,
but
let
me
just
get
to
the
point
of
what
we're
here
tonight
and
I'm.
Sorry
I
gave
so
much
background,
but
I'm
not
sure
you
know
about
it.
We
did
an
equity
audit
and
found
that
80
schools
are
named
for
men.
Ten
are
named
for
women
in
40.
Schools
do
not
have
any
one's
name
and
we're
here
tonight
to
ask
that
you
all.
L
We
appreciate
that
you
setup
the
school
naming
process,
but
that's
kind
of
leaving
it
in
their
hands
and
we're
asking
you
that
you
in
the
fall
in
the
spring
of
each
year
make
a
plan
to
close
this
equity
gap
and
particularly
focusing
on
the
40
schools
that
have
no
name
attached
to
them.
We've
actually
been
going
backwards
because
we
lost
Margaret,
Fuller
and
Phyllis
Wheatley.
So
we
would
say,
for
instance,
an
Early
Learning
Center.
L
You
know
the
Phyllis
Wheatley
early
learners,
Learning
Center,
to
invite
schools,
those
40
schools
to
work
with
you
with
an
equity
coordinator,
perhaps
to
give
the
modest
grants
to
pay
for
stationery
and
signage
to
come
forward
with
that.
So
we're
going
to
come
back
in
September
to
see
what
your
plan
is,
the
School
Committee
not
to
put
it
on
the
individual
schools,
but
to
say
we
as
the
Boston
Public,
School
Committee,
will
face
this
incredible
equity
problem
and
do
something
about
it.
Some
done.
M
A
M
Here
too,
as
you
can
to
consider
naming
the
new
stem
school
after
a
woman
and
to
put
phillis
wheatley
x'
name
back
on
her
school.
Let's
start
with
the
stem
school.
The
stem
school
is
presently
named
for
Henry
a
s
dearborn
a
leader
in
Roxbury,
where
he
owned
land
and
was
mayor
for
four
years.
The
original
Dearborn
school
was
built
in
1825,
the
next
one
in
1906
and
then
when
the
building
closed,
the
Dearborn
name
moved
with
the
school
to
the
high
school
of
practical
arts
for
girls.
M
As
you
know
that
school
building
was
demolished
last
year
and
is
now
the
site
of
the
beautiful
new
stem
school.
It
has
happenstance.
The
dearborne's
name
is
attached
to
the
school,
so
I
urge
you
to
take
this
opportunity
as
the
new
school
building
opens
to
name
the
school
after
a
woman,
I
have
two
suggestions:
one
a
19th
century
woman
Ellen
swallow
Richards
was
an
extremely
accomplished
early
woman
scientist,
the
first
woman
to
graduate
from
a
technical
school
in
the
United
States.
When
she
graduated
from
MIT
in
1872.
M
She
was
born
in
rural
Massachusetts
and
lived
all
her
adult
life
in
Boston.
Richard's
pioneered
environmental
science
with
her
training.
As
a
chemical
engineer,
she
studied
food,
water
and
air.
She
established
that
the
air
we
breathe,
the
water
we
drink
and
the
food
we
eat
affect
our
health.
She
even
coined
the
word
ecology.
She
is
also
one
of
the
founders
of
domestic
science.
Richard's
name
would
be
perfect
for
a
stem
school
number.
Two
is
a
20th
century
woman,
Gladys
s,
wood,
who
just
passed
away.
M
Last
year
she
was
the
first
African
American
principal
in
the
Boston
Public
Schools,
born
in
Roxbury
third
of
13
children
would
graduated
in
1937
from
Teachers
College
of
the
city
of
Boston,
which
later
became
Boston
State
after
teaching.
For
many
years,
wood
became
a
vice
principal
in
1957
and
then
a
principal
at
coincidentally,
the
Dearborn
Wood
went
on
to
be
a
principal
in
schools
in
Mattapan,
Hyde
Park,
an
assistant
director
of
teacher
placement.
M
Woods
name
would
also
be
perfect
for
a
stem
school.
The
teachers
and
students
at
the
stem
school
should
be
given
a
chance
to
choose
a
new
person
to
honor.
By
naming
their
school
for
a
woman,
Richards
would,
or
maybe
the
students
would
come
up
with
another
woman
and
finally,
the
Phyllis
Wheatley
school,
the
Wheatley
school
closed
in
2004
and
the
Boston
day
and
evening
Academy
moved
in
I
recommend
that
Wheatley's
name
be
added
back
how
about
the
Phyllis
Wheatley
Boston
day
and
evening
Academy.
M
F
Hi
I'm
Linda
Stern
I
was
a
young
substitute
teacher
in
the
early
60s
and
my
first
assignment
was
to
the
Lucy
stone
school
that
schools
named
after
prominent
Massachusetts
on
the
suffragists.
It
did
not
occur
to
me
to
should
know
who
she
was,
or
even
inquire
or
wonder
about
her
fast
forward
I'm
living
in
Roslindale
and
the
nearby
Charles
Sumner
school
parents.
Do
some
fundraising
in
the
community
and
I
asked
them
if
they
knew
who
Charles
Sumner
was,
and
they
did
not
know
and
I.
Look
at
this
as
an
opportunity.
F
B
Thank
you
so
much
and
I
understand
you
have
some
comments
that
you're
going
to
submit
in
writing.
Miss
Campbell
I
also
just
wanted
to
note
for
folks
that
are
following
this
with
interest.
You
wrote
an
op-ed
recently
in
the
Jamaica
Plain
cuz
that
it
may
have
run
out
a
few
other
places,
but
I
just
tweeted
out
a
link
to
that
article
for
other
folks
who
might
want
to
read
up
a
little
bit
more
about
this
worthy
endeavor.
Thank
you
again
for.
N
Good
evening,
everyone,
dr.
Chang
and
members
of
the
school
committee,
my
name
is
Marion
L,
lumineer
and
I
am
buyed
a
senior
vice
president
at
Wester
zand
by
night
and
the
parent
of
two
bps
students.
My
colleague,
Ruth
McArdle's,
is
oh
and
I
are
heat
delighted
to
be
here
tonight,
as
you
take
up
the
revised
policy
for
arts
education
in
the
Boston
Public
Schools.
This
marks
an
important
moment
in
the
effort
to
increase
access
to
quality
arts
education
that
has
taken
place
over
the
last
decade,
known
as
BPS
arts
expansion.
N
As
you
are
well
aware,
BPS
arts
expansion
has
been
a
partnership
between
the
district
funders,
school
leaders
and
teachers,
arts
organization,
many
others
working
together.
We've
made
tremendous
progress
and
become
a
national
leader
both
in
an
ax
model
for
other
cities
in
arts,
education,
revising
the
policy
to
reflect
that
progress
and
cement
it
for
the
future
is
a
critical
step
in
sustainability,
and
we
thank
you
all
for
considering
it
tonight.
N
Hester's
has
been
privileged
to
be
a
lead
partner
in
this
work.
We
come
to
this
issue,
not
as
an
arts
institution
or
as
an
advocate,
but
as
a
school
improvement
organization,
with
a
laser
focus
on
improving
educational
outcomes
for
our
highest
needs
students.
We
spend
a
lot
of
our
time,
analyzing
performance
and
growth
data
and
thinking
about
employing
strategies
aimed
at
academic
acceleration
for
schools.
However,
we
consistently
hear
from
school
leaders,
teachers,
parents
and
students
about
the
critical
role
arts
do
play
in
school
improvement
and
in
closing
opportunity
gaps.
N
According
to
a
2014
poll,
a
majority
of
public
school
parents
in
Boston
believe
students
who
participate
in
the
arts
do
better
academically
and
are
happier
in
school
compared
to
students
who
do
not
perhaps
for
this
reason
parents
value
the
arts
when
evaluating
the
overall
quality
of
the
school.
Sixty
percent
of
them
said.
O
Much
has
changed
since
the
arts
policy
was
revised
in
2001,
especially
in
the
last
nine
years.
As
a
result
of
this
work,
there
are
now
130
additional
publicly
funded
bps
arts
teachers
supported
by
school
budgets,
working
with
over
60
community
arts
partners
to
deliver
arts
instruction
to
17,000
more
students
annually
as
compared
to
2009
from
2009
to
2018
the
percentage
of
BPS
pre-k
through
eighth
grade
students
receiving
a
minimum
of
once
weekly
year-long
arts
instruction
or
its
equivalent
increased
from
67%
to
96%.
O
With
this
progress,
BPS
arts
expansion
has
collectively
raising
the
bar
to
ensure
all
elementary
and
middle
school
students
receive
twice
weekly
instruction
in
the
arts
and
that
high
school
students
will
meet
the
mass
core
requirement
of
one
course
in
the
arts
by
graduation.
With
adoption
of
this
revised
arts
policy,
you
will
be
affirming
these
goals
in
the
core
work
of
the
district.
This
revised
arts
education
policy
also
provides
bps
the
opportunity
to
inform
an
important
pillar
of
the
city's
cultural
plan.
O
Boston
creates
as
well
as
an
opportunity
to
demonstrate
the
next
level
of
commitment
to
ensure
sustained
quality,
sequential
arts,
education
for
all
pre-k
through
12
students
in
Boston,
Public
Schools.
Building
off
these
successes,
the
revised
policy
shows
us
a
path
forward,
ensuring
continued
building
and
sustaining
of
all
of
our
accomplishments
best
five.
Thank
you
for
your
consideration
and
for
your
ongoing
support
of
the
Arts
in
bps.
O
P
Evening,
Marie
Mullen
principal
of
the
Higginson
school
lying
to
banks
against
some
parent,
so
we're
pleased
to
report
to
the
Community
Preservation
Committee
approved
last
night,
five
hundred
thousand
dollar
grant
for
building
the
playground
at
the
Higginson
k22
school
proposed
by
our
school
community
and
higher
ground.
We
appreciate
very
much
the
strong
support
from
super
engine
superintendent,
Chang
reflected
in
this
letter.
He
provided
that
we
were
included
with
that
proposal
and
support
from
John
Hanlin
Bob
Smith
Rob
can
solve
oh
and
Alisha
Ocasio.
P
Your
support
and
engagement
has
helped
us
secure
the
funds
needed
to
carry
out
this
project.
We
have
issued
an
invitation
to
architects
to
submit
the
proposal.
The
design
of
the
playground
and
the
proposals
are
due
June
15.
We
are
exploring
collaboration
with
a
union
program
that
would
use
the
playground
construction
as
an
opportunity
for
apprenticeship
training
and
substantially
reduce
the
labor
costs
of
the
building
of
the
playground.
P
We
are
meeting
tomorrow
with
the
bps
staff,
along
with
our
respective
attorneys,
to
work
out
the
details
of
the
legal
agreement
that
would
allow
us
to
proceed
with
the
work
consistent
with
applicable
procurement
laws
and
complete
the
construction.
This
fall.
We
are
proposing
to
proceed
with
the
design
and
the
construction
of
the
playground,
coordinated
by
higher
ground,
consistent
with
the
procurement
laws
and
on
a
schedule
that
will
allow
the
children
in
our
school
to
begin
enjoying
the
playground
in
the
later
fall
to
this
accomplishment.
P
Q
Have
sir
we're
ready
to
begin
the
survey
work
and
need
approval
for
them
to
begin
immediately?
We
hope
tomorrow's
meeting
will
result
in
agreement
that
will
always
will
allow
us
to
proceed
with
this
work.
We
have
made
much
progress
on
this
playground
by
close
collaboration
by
parents,
teachers,
principal
Mullen,
bps
staff
and
higher
ground,
but
we
are
concerned
that
unless
bps
in
our
team
can
reach
agreement
tomorrow
on
project
coordination
and
next
steps
in
a
procurement
process,
there
will
be
substantial
delays
and
serious
risk
of
this
project
not
happening
at
all.
Q
Finally,
as
important
as
completing
the
playground,
construction
and
the
benefits
it
will
bring
to
our
children,
the
experience
of
working
on
this
project
has
demonstrated
to
our
school
committee,
parents,
teachers,
administration,
VPS
and
our
community
partners
what
we
can
accomplish
by
working
together
and
advocating
for
our
children.
We
will
continue
to
work
together
and
collaborate
on
other
initiatives
to
make
sure
that
our
children
can
get
the
best
possible
education
and
build
a
strong
foundation
foundation
for
the
future
learning
and
development
as
they
graduated
from
our
school
and
move
on
to
higher
grades.
Q
R
My
name
is
Jessica
Paula's
I
am
an
11th
grade
student
at
another
course
to
college.
Here
with
me
is
my
twin
sister,
Jennifer
peláez
and
my
classmates
Emily
Lau
Justin
Gonzalez
and
George
Ross
cotton
I'm
here
to
initially
thank
everyone
that
made
it
possible
for
intrepid
Academy
program
to
to
start
this
year.
I
started
intrepid
Academy
program,
January,
29th,
2018
and
I
will
say
initially.
I
really
didn't
want
to
go.
R
I
was
like
a
nature,
but
just
to
clarify
this
program
is
all
about
nature,
exercise
and
academics
all
together
to
make
sure
that
the
students
are
successful
at
first
I
was
like
that's
just
a
bunch
of
gibberish,
but
when
I
started
and
I
started
attending
I
realized
that
this
was
like
serious.
This
is
probably
the
best
experience
I
ever
had
in
my
life.
I
even
got
to
climb
a
mountain
which
I
thought
I
would
never
be
able
to
do
so.
R
I
just
wanted
to
continue
to
thank
everyone
and
to
motivate
everyone
to
continue
having
this
program,
because
it's
not
only
affected
my
life
positively,
but
my
peers
as
well
I
also
wanted
to
say
that
I
wanted
to
thank
miss
Pelham,
the
headmaster
in
the
course
college,
for
being
a
pioneer
and
helping
this
start.
To
begin
with,
thank
you.
S
R
T
Dr.
Chang
I'm
here
to
speak
about
a
McCormack
school
athletic
field
located
at
315,
Mont
Vernon
Street
in
Dorchester,
the
committee
member
dr.
chan.
My
name
is
neil
mirage
and
I'm,
a
resident
of
the
Columbia
Point
Peninsula
and
a
parent
of
a
future
bps
studium,
preferably
of
the
school's
right
across
from
the
high
point
residential
complex
I,
am
here
today
representing
many
concerned,
Dorchester
residents
with
bps
administrators
lack
of
community
engagement
and
this
culture
at
some
level
permeates
neighborhood
schools.
Please
beware
of
the
following.
T
We
have
been
falling
very
closely.
The
process
in
which
you,
the
superintendent
and
bps
committee,
came
to
a
vote
to
begin
an
RFP
process,
a
collaboration
between
a
half-point
task
force,
Inc,
bps
and
D
&
D
to
improve
the
McCormick's
athletic
field
on
May
9th.
Mr.
Rob
Cohn
salvo
testified
before
this
body
bps
Committee,
on
the
intentions
of
including
the
Harbor
Point
task
force,
Inc,
our
residents
representatives
and
the
RFP
process.
Two
weeks
has
passed
since
your
last
meeting
on
May
23rd
the
day
of
your
vote.
Please
take
a
note
up
to
this
date.
T
T
Similarly,
there
is
a
concern
of
a
bps
community
engagement
console
which
we
never
heard
of
as
well.
We
actually
spectrally
as
a
batons
of
to
be
peer
schools
to
be
included
and
based
on
this
committee,
community
engagement
initiatives.
We
hope
you
understand
that
we
also
count
and
that
we
work
hard
to
provide
the
best
quality
of
life
to
our
fellow
Bostonians
respectfully
in
emerge.
I
have
copies
if
it's
okay
with
the
committee.
B
A
B
U
Was
very
pleased
that
you
honored
the
principle
of
the
Perkins
school
and
his
whole
team,
you
could
see
that
they
work
as
a
team.
There's
been
a
lot
of
talk
tonight
about
the
importance
of
teamwork,
whether
it's
athletics
or
arts,
or
in
the
school
room
and
I
want
to
echo
the
last
testimony
of
the
Harbor
Point
community
task
force.
They
want
to
be
part
of
the
team
and
they
want
their
kids
to
have
access
to
that
same
athletics.
U
You
know
on
the
fields
near
them
that
miss
Robinson's
kids
have
and
that
other
kids
in
the
city
have
but
to
the
Perkins,
which
is
on
the
other
point
of
Dorchester
Bay,
then
Harbor
Point.
It
came
to
my
attention
this
year
when
I
checked
my
school
choice,
market
basket
that
lo
and
behold
there
were
the
Perkins
and
another
school,
possibly
the
Kenny
and,
of
course
the
Matta
hunt
are
now
considered
regional
schools
by
the
internal
bps
staff
who
work
for
dr.
Cheng.
This
was
a
change
to
these
home-based
assignment
policy
that
this
body
passed.
U
There
was
one
regional
school.
When
you
passed
the
policy,
it
was
the
Jackson
man's
school,
the
as
I
understand
it.
Through
the
matter
hunt
process.
We
learned
that
in
the
baskets
are
created
by
first
making
a
circle
around
the
school
and
then
other
close
to
home
families,
get
it
put
in
their
baskets
to
well.
The
matter
hunt
was
surrounded
by
cemeteries,
so
that
may
have
contributed
to
people
being
at
that
school
who
didn't
choose
it,
who
were
administratively
assigned
to
that
school.
U
U
Perhaps
it
will
be
the
next
meeting
which
I
will
be
out
of
town
for,
but
nonetheless
I
think
it's
important
that
this
committee
and
the
public
get
information
about
all
the
changes
and
the
tweaks
that
have
been
made
to
the
home
based
assignment
plan,
because
there
are
design
faults
that
only
the
Perkins
is
one
example.
I
understand
they're
about
fifty
changes
that
have
been
made
without
coming
to
the
committee.
Thank
you.
Our.
V
A
building
cache
families
and
BAA
families
met
last
night
part
of
an
ongoing
as
a
students,
a
collab
collaboration,
passion
ba
a
families
have
expressed
many
positive
hopes
about
our
sharing
of
space,
but
three
issues
came
up
last
night
that
I'd
like
to
share.
First,
both
schools
are
concerned
about
options
for
lunch
food.
The
food
currently
available
at
cash
is
not
according
to
families
and
students
acceptable.
Previously
cash
had
a
food
truck
on
site
baa
and
cash
families
would
like
to
see
the
food
truck
restored.
V
Bls
students,
for
example,
have
food
truck
food
options,
so
should
cash
in
baa
students,
in
addition
for
better
options
in
the
cafeteria,
we
request
a
full
salad
bar
and
other
options
for
a
healthier
food
that
now
exists.
Second,
both
some
parents
have
expressed
that
both
schools
have
expressed
concern
that
bps
may
see
the
colocation
as
an
opportunity
for
efficiency,
in
other
words,
for
cutting
positions.
It
appears
for
next
year.
V
Funding
is
there,
for
example,
for
both
schools
to
have
both
schools
to
have
school
nurses,
but
we
want
this
to
continue
during
the
whole
period
of
the
colocation.
Each
school
should
have
the
resources
it
needs
and
should
not
be
expected
to
share
nurse's
guidance,
counselors
or
other
critical
staff
positions
in
an
effort
to
save
money.
The
third
issue
I'd
like
to
address
that
came
up
was
over
metal
detectors.
Currently
cache
in
Dorchester
Academy
enter
through
metal,
metal
detectors.
Baa
students
do
not
and
have
never.
V
This
was
also
an
issue
in
the
collocation
of
the
Dearborn
and
Burke
I
believe
many
Dearborn
families
did
not
want
their
students
to
go
through
metal
detectors
and
eventually
those
wishes
were
honored.
Like
those
Dearborn
parents.
I
am
concerned
about
the
impact
of
our
school
community,
of
installing
metal
detectors,
as
the
ACLU
and
others
have
documented.
V
In
fact,
superintendent
Chang,
you
probably
know
in
LA
right
now
the
ACLU
is
trying
to
there's
a
whole
campaign
to
get
to
look
at
metal
detectors
in
LA
schools,
but
metal
detectors
cost
learning
time
their
use
disproportionately
in
schools
with
high
populations
of
low-income
students
and
students
of
color,
and
they
can
be
employed
in
discriminatory
ways.
I
request
that
at
a
minimum
you
can
start
with
family
and
students
about
whether
to
have
metal
detectors
at
the
Cleveland
building
and
more
generally
begin
a
conversation
about
the
use
of
metal
detectors
in
bps
schools.
V
Finally,
today
remembering
the
sad
anniversary
of
Robert,
Kennedy's,
assassination,
I'm,
actually
old
enough
to
remember
that
how
sad
it
was
I
also
am
reminded
of
something
good.
The
building
of
six
RFK
community
schools,
including
the
Los
Angeles
High
School,
for
the
Arts
on
the
site
of
the
Ambassador
Hotel,
where
Bobby
Kennedy
died,
I
look
forward
to
the
day
when
Boston
will
have
a
similarly
beautiful
High
School
for
the
Arts
in
the
shadow
of
Fenway
Park.
Yet
communities
where
tourists
are
not
likely
to
go
from
East
Boston
to
Mattapan
also
deserve
new
buildings
and
equitable
opportunities.
V
K
B
You,
mr.
Sullivan,
we're
gonna
go
a
little
bit
out
of
order
this
evening.
We're
gonna
have
a
report
next
on
our
agenda.
That
will
be
followed
by
an
action
item
shortly
thereafter
and
we
want
to
call
up
miss
Mackay,
our
director
of
Labor
Relations,
along
with
her
colleague
mr.
mato,
to
speak
about
a
tentative
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
lunch
monitors.
Association
superintendent
can
explain
a
little
bit
more
about
the
time.
Constraints
are
in
play
here
in
just
a
moment.
D
W
Evening,
chairman
LeConte
Oh,
dr.
Chang
members
of
the
school
committee,
my
name
is
Lisa
Mackay
and
I'm.
The
director
of
Labor
Relations
for
Boston
Public
Schools
with
me
this
evening,
is
Susan
D
Amato,
who
was
the
lead
negotiator
for
the
lunch.
Our
monitors
contract
I
just
wanted
to
apologize
that
we've
had
some
technical
difficulties.
We
won't
be
able
to
put
the
PowerPoint
on
the
screen,
but
it
is
available
in
paper
copies
out
in
the
hallway.
Just
to
reiterate
a
couple
of
the
points
dr.
Chang
made,
we
reached
a
tentative
agreement
with
the
lunch
hour.
W
We
are
requesting
a
vote
this
evening
for
to
send
a
request
to
the
mayor
for
supplemental
funding
for
the
FY
18.
So
this
is
a
bargaining
unit,
approximately
350
members.
It's
the
four-year
contract,
one-year
contract
plus
another
three-year
contract
going
through
August
31st
2020.
The
wage
increases
are
retroactive
to
December
4,
2
%
increases
and
then
going
forward
each
December
thereafter
for
total
overall
cost
of
636
thousand
two
hundred
and
fifteen
dollars.
W
This
working
group
of
lunch-hour
monitors
has
direct
contact
with
students.
They
monitor
lunch,
they
prepare
tables
and
trays,
supervised
lunch
and
resource
recess
and
perform
routine
clerical
work.
The
overall
contract
is
working
really
well.
There
were
minimal
changes
to
the
contract
language
and
there
is
an
additional
step
that
the
members
will
receive,
which
gives
them
a
2
percent
increase,
which
promotes
longevity
and
recognizes
that
value
of
the
members.
So
there's
no
questions.
I
will
ask
the
school
committee
to
vote
in
favor
of
this.
B
Well,
hearing
not
I
just
want
to
reiterate.
This
is
a
deal
that's
in
line
with
a
number
of
other
recent
collective
bargaining
settlements.
It's
a
four-year
deal
two
percent
per
year
and
I
want
to
thank
you
for
bringing
this
forward
in
an
expedited
manner.
As
folks
familiar
with
the
district
and
familiar
with
the
lunch
monitors
know,
these
are
some
of
the
lower
paid
workers
within
our
district
and
anything
that
we
can
do
to
expedite
the
settlement
of
this
contract
and
the
payment
of
retroactive
wages
is
something
that
we
endeavor
to
do
so.
Thank
you
again.
B
B
There's
I
don't
have
any
questions
for
anyone
any
folks
from
the
district,
but
I
did
want
to
just
reiterate
that
this
is
a
really
encouraging
development
within
the
context
of
the
the
Career
Pathways
that
the
district
is
creating,
and
this
grant
$136,000
from
the
state
will
help
Charlestown
to
grow
its
already
existing
program
of
dual
enrollment
at
Bunker,
Hill,
Community,
College,
I,
believe
there's
about
40
or
so
students
at
at
Charlestown
this
year,
who
are
dual
enrolled
at
Bunker
Hill
and
when
you
take
a
look
at
and
I
see
mr.
Thomas.
B
B
B
No
further
questions
I'll,
entertain
a
motion
then
to
approve
the
grants
as
presented
Miss
Robinson.
That's
a
motion
and
the
second
thing
miss
Oliver
Davila,
a
number
of
other
members.
Is
there
any
discussion
or
objection
any
objection
in
approving
the
grants
by
unanimous
consent,
hearing
none
the
grants
were
approved.
My
next
action
item
is
a
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
lunch
monitors
lunch
hour.
Monitors
association.
Excuse
me
presented
just
a
few
moments
ago
by
labor
Direction
relations,
director
Lisa
Mackie.
B
The
agreement
comes
with
a
request
for
an
FY
18
supplemental
appropriation
in
the
amount
of
one
hundred
and
two
thousand
seven
hundred
and
twenty
nine
dollars
I'm
going
to
ask
the
committee
to
take
up
those
two
issues
separately
tonight
with
two
separate
votes
and
we'll
dudes
will
follow
the
same
practice
with
the
other
two
collective
bargaining
agreements
on
for
approval
this
evening
as
well.
First
I'd
like
to
turn
it
over
once
again
for
superintendent,
dr.
Tommy
Chang.
For
any
final
comments.
No.
B
Thank
You
superintendent
any
further
questions
from
the
Committee
on
these.
On
this
specific
collective
bargaining
agreement
before
us
hearing
none
I'll
entertain
a
motion
then
to
approve
the
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
lunch
hour.
Monitors
association,
effective
2016
through
2020,
as
presented
Thank,
You,
Dean
Robinson.
B
E
B
B
You
miss
Sullivan
I'll,
now
entertain
a
motion
to
approve
an
FY
18
supplemental
appropriation,
request
to
the
Boston
City
Council
in
the
amount
of
one
hundred
and
two
thousand
seven
hundred
and
twenty
nine
dollars
to
support
the
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
lunch
hour.
Monitors
Association
as
presented
so
moved.
Thank.
E
B
K
B
You
miss
Sullivan
and
congratulations
to
lunch,
our
monitors
association.
Our
next
action
item
is
a
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
Boston
Police
superior
oestrus
Federation.
You
recall
that
at
our
last
meeting,
miss
Mackay
presented
this
agreement
along
with
plan
administrators
agreement
at
what
date
was
that
two
weeks
ago,.
A
B
A
B
K
G
B
K
B
You
again
miss
Sullivan
now.
Our
final
action
item
is
a
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
plan
administrators
Association.
Are
there
any
further
questions
or
comments
from
the
committee
hearing,
none
I'll
entertain
a
motion
to
approve
the
collective
bargaining
agreement
between
the
Boston
School
Committee
and
the
plan
administrators
Association
from
2016
through
2020,
as
presented
Thank
You.
Mr.
O'neill.
Is
there
a
second
thank
you
Miss
Robinson?
Is
there
any
discussion
or
objection
to
the
motion?
Hey
Sullivan,
when
you
please
call
the
roll.
K
B
B
You
miss
Sullivan
and
congratulations
once
again
to
the
Boston
School
Superior,
haces
Federation
and
the
plan
administrators
Association
will
move
on
now
to
our
first
report.
Our
annual
update
from
the
Boston
Student
Advisory
Committee,
better
known
as
B
sac
at
this
time,
I'd
like
to
invite
the
following
people
to
please
step
forward
with
their
presentation
and
it's
monica
roberts,
our
assistant
and
superintendent
of
engagement,
Maria
Estrada,
the
B
sac
student,
changement
manager,
mr.
kyandre
McClay,
RB
sack
school
committee
representative.
Are
you
joining
here
our
colleagues
down
on
the
floor?
Thank
you,
sir,
and
mr.
B
D
So
much
today,
you'll
hear
from
our
student
leaders
and
be
sacked
about
the
work
that
they
have
been
doing
this
year
and
Maria
Monica
will
be
joining
them.
Thank
you
so
much
for
your
support.
Our
young
people
and
youth
leadership
in
this
city
and
this
school
district.
For
those
that
don't
know,
B
sack
is
a
student.
An
advocacy
group
that
empowers
students
express
their
opinions
and
policy
decisions,
have
an
impact
on
their
educational
experiences
as
well
as
many
other
experiences
in
their
lives.
Y
So
Student
Advisory
Council,
as
you
know,
is
set
out
in
last
roll
us
chapter
71.
The
purpose
is
to
make
sure
that
school
districts
are
able
to
improve
student
voice
in
their
decision-making
in
their
policy.
In
Boston
posture,
student,
visor
counsel,
our
select
members
are
selected
by
their
student
government
bodies
or
whatever
similar
leadership.
Booth
is
in
a
school.
Y
Those
members
are
sit
under
the
office
of
engagement.
They
are
managed
and
supported
by
Maria
Estrada
who's,
our
V
stock
manager.
You
also
have
a
visa
coordinator,
Miss
Abraham
Rosario
in
our
office.
These
two
individuals
do
a
lot
of
work
individually
with
the
members
to
think
about
how
we're
tracking
them
academically.
We
want
them
to
be
included.
We
put
them
to
work,
as
you
know,
you've
seen
them
in
on
many
of
the
task
force's,
but
we
want
to
make
sure
that
we
tracking
them
academically
providing
social
emotional
support.
Y
So
that
is
the
work
of
Maria
and
Abraham.
We
also
do
the
day-to-day
maintenance
and
management
of
the
partnership,
designing
a
curriculum
to
look
at
how
we're
developing
leadership.
This
work
is
done
in
partnership
with
youth
on
board.
We've
worked
for
over
20
years
and
they
particularly
do
some
great
work
with
in
terms
of
providing
additional
bodies
to
support
the
students
and
also
providing
a
lot
of
national
exposure
and
opportunities
that
we
can't
provide
within
our
office.
This
is
our
theory
of
action.
Y
We
believe
that
when
we
help
facilitate
students
and
their
leadership,
we
are
not
building
leaders.
There
are
already
leaders
but
we're
facilitating
that
work,
that
they
then
are
able
to
take
the
lead
and
to
make
sure
that
student
voice
is
included
at
the
district
level,
so
I'm
gonna
turn
it
over
to
Maria
who's.
Gonna
talk
a
little
bit
about
who
moves
on
the
council
right
now.
Z
Good
evening,
everyone
so
I
wanted
to
share
a
quick
update
on
our
membership
for
this
year.
So
this
year
we
had
54
be
sac
representatives
from
our
high
schools,
representing
23
bps
high
schools.
In
the
district
of
those
students,
we
had
about
a
50-50
split
almost
between
the
gender
representation
between
the
males
and
females
in
our
group,
as
well
as
we
had
predominantly
eleventh
and
twelfth
graders
represented,
and
that
actually
reflects
the
transition
that
happens
over
the
course
of
the
school
year.
Z
So
we
end
up
the
year
in
some
cases
were
more
11
and
12
graders,
but
that
also
reflects
the
fact
that
we
have
students
that
tend
to
serve
two
or
three
years
with
V
sac,
which
actually
is
a
great
opportunity
and
also
really
strengthens
the
work,
because
the
work
carries
over
a
year
a
year
with
our
students
this
year.
In
order
to
engage
more
broader
student
voice,
we
continued
our
townhall
work,
and
so
we
had
two
bps
town
halls
that
was
student-led
and
also
co-facilitated.
With
other
organization.
Z
We
worked
with
teen
empowerment,
mascot,
the
Boston
youth
service
network
and
other
groups,
and
in
those
town
halls
we
actually
engaged
about
100
plus
VPS
students
in
that
process.
Some
of
the
highlights
this
year,
the
budget
Town
Hall,
was
actually
in
February,
where
the
students
learned
about
the
bps
budget
process
and
were
able
to
share
their
priorities,
what
is
important
to
them
and
so
for
students.
Z
Some
of
the
highlights
were
m7
passes
and
making
sure
that
all
students
had
transportation
the
importance
of
African,
American,
Studies
and
AP
Studies
for
all
students
across
all
high
schools,
as
well
as
more
counselors
in
schools.
There
was
a
huge
focus
this
year,
as
you
can
imagine,
on
social,
emotional,
wellness
of
students
and
really
thinking
about
building
the
capacity
in
schools
to
be
able
to
provide
those
services
for
our
students.
Z
In
April,
we
hosted
a
build
VPS
town
hall,
where
we
had
11
VPS
high
schools
reflected
in
that
group,
and
some
of
the
recommendations
that
came
out
of
that
work
in
those
conversations
was
the
importance
of
improving
our
facilities
in
schools.
In
particular,
bathrooms
was
a
theme
that
came
up
cleanliness
in
our
schools,
safety
and
a
lot
of
students
were
actually
also
in
urging
the
school
districts
to
really
think
about
energy-efficient
and
environmental
friendly
investments
in
our
schools,
and
that
was
important
for
them.
Z
We
also
spent
a
little
bit
of
time
talking
about
great
transitions,
and
that
was
a
really
interesting
conversation.
We
had
students
both
share,
how
exciting
great
transitions
are
for
them
to
be
able
to
move
with
a
cohort
to
another
school
and
to
be
able
to
experience
something
new
and
the
sense
of
graduating
right
from
elementary
middle
and
high
school,
and
we
also
heard
from
students
the
trout
that
the
challenges
around
new
transitions
right
in
the
support
once
you're
in
a
new
school
environment,
and
what
does
that
look
like
p-tech,
also
served
on
several
councils.
Z
Z
We
also
had
six
students
earn
a
half
credit
and
a
sorry
elective
credit
and
community
service
and
those
students
actually
served
on
B
sack
additional
hours
over
the
course
of
the
week.
This
year
we
added
extra
meeting
times
to
be
sack.
We
actually
meet
every
single
Monday
so
that
our
students
are
serving
60
Plus
hours
over
the
course
of
the
school
year
in
order
to
be
able
to
work
in
these
different
areas
and
are
these
different
competencies?
Z
Chang,
and
in
this
process
the
students
were
able
to
research
an
issue
discuss
it
with
a
membership,
discuss
it
with
their
peers,
whether
a
school-based
or
in
organizations
that
they
were
involved
in,
and
so
they
develop
skills
around
research,
writing
and
advocacy
and,
as
part
of
the
curriculum
we've
been
developing
as
part
of
this
work,
so
I'm
gonna
hand
it
over
to
the
SEC
students
to
talk
about
their
the
slides
a
little
off,
but
they
can
share.
What's
on
the
slide,.
H
AA
Good
evening
my
name
is
Nicholas
two
heads
from
the
current
peacenik
presidents.
The
student
rights
subcommittee
protects
the
rights
of
all
of
students
and
have
the
gates
for
equality
and
equity,
we're
fighting
for
an
increase
in
public
education
for
the
funding,
dismantling
the
school-to-prison
pipeline
and
improving
access
for
alternative
methods
to
punitive
measures.
One
of
the
ways
we're
combating
the
school-to-prison
pipeline
is
through
our
students,
rights,
app
yeah
has
grown
to
over
13,000
users.
We
know
the
app
is
not
being
used
as
much
to
report.
AA
For
instance,
students
are
currently
using
that
to
find
out
information
on
school
of
school
discipline
policies.
However,
students
are
calling
the
office
of
equity
and
engagements
to
report
their
grievance,
an
addition
to
our
students
rights
app,
who
created
a
trivia
commercial
about
student
rights,
with
the
link
to
our
app,
as
some
of
you
may
know,
be
sac,
had
coordinated
its
annual
listening
project
in
October
of
2017
part
of
a
national
week
of
action
coronated
by
the
dinging
Schools
coalition.
AA
The
theme
this
year
was
education
as
a
human
right,
a
team
of
25
bps
students
and
10
adult
allies,
so
that
three
MBTA
stations,
Ruggles
Dudley
and
Forest
Hills.
Some
of
the
issues
raised
where
students
were
not
aware
of
the
alternatives
to
school
suspensions.
77
percent
of
the
students
stated
that
auto
school
suspensions
are
not
effective
an
addition.
We
also
asked
what
are
what
is
the
silliest
things
you
know
of
that?
Someone
has.
AA
AA
As
some
of
you
are
aware
of
gun,
violence
in
Boston
is
a
concern
in
our
neighborhoods,
and
we
need
to
think
about
how
we
address
safety
in
our
streets,
not
just
in
our
schools.
As
a
result,
we
decided
to
march
in
them
to
participate
in
the
March
for
our
lives
campaign
and
rally
here
in
Boston
on
March
24th.
We
also
met
with
the
Marjory
Stoneman
Douglas
students
at
Harvard
on
March
20th,
while
the
students
across
from
the
state
and
then
again
on
May
29th
at
bowling.
AA
We
know
that
dr.
Yoo,
RI
TA,
is
not
here
today,
but
we
would
also
like
to
thank
her
for
providing
fundings
to
support
our
work
because
of
her
support.
We
were
able
to
create
a
space
to
engage
young
people
in
these
conversations,
provide
food
for
planning
meetings,
advice
on
gun,
reform
efforts
and
legislation,
and
we
also
wrote
properties
position
papers,
as
mentioned
in
the
previous,
slides
and
I,
would
allow
like
to
pass
it
on
to
my
colleague,
keiondre.
H
My
subcommittee,
which
is
student,
empower
learning,
also
known
as
youth
empower
learning.
Our
subcommittees
purpose
is
to
make
sure
that
students
have
the
space
and
the
platform
to
speak
up
and
use
their
voice,
but
not
only
about
using
their
voice
but
having
an
educated
voice
on
the
issues
prevalent
in
Boston
Public
Schools,
looking
at
our
priorities
as
B
sac
and
also
looking
at
some
of
the
bps
priorities.
H
So
the
four
projects,
starting
with
student
vote,
the
student
vote
project
is
the
campaign
looking
at
the
student
representative
role,
specifically
on
the
School
Committee
and
looking
at
all,
those
student
has
a
voice,
and
the
student
is
heard
which
I
appreciate
all
of
you
for
echoing
today
and
passing
on
with
me.
Sometimes
it's
necessary
for
students
to
actually
have
form
of
grit
and
teeth
to
what
they're
saying
make
sure
that
their
voice,
not
only
is
her,
but
it
holds
weight.
H
The
next
project
is
the
funding
for
civics,
which
we
are.
We
just
heard
that
recently
House
bill,
45
45,
was
actually
passed,
which
creates
more
funding
for
civic
engagement
and
we
look
forward
to
also
building
more
capacity
emboss
bubble
schools,
not
only
in
be
sac
or
not
only
in
associate
a
latina
for
students
we
civilly
engaged,
but
for
every
student
have
the
access
to
this
at
the
school
level
in
the
classroom
level.
H
And
last
but
not
least,
we
have
the
increasing
student
voice
campaign,
so
increasing
student
voice
is
basically
again
having
this
place
where
like
be
sac
or
so
said,
latina
for
students
to
actually
come
step
up,
bring
their
issue
share
the
issues
and
create
a
campaign
around
it.
Basically
to
advocate
on
behalf
of
themselves,
their
peers
and
the
future
generation
of
students
and
B
Tech
has
done,
has
done
that
through
one.
The
previous
slides
estimates
or
Estrada.
H
Miss
Estrada
has
mentioned
around
hosting
town
halls
or
encouraging
students
to
come
to
the
town
hall
meetings
that
we
have
here
in
bps
around
bill
BPS
are
around
latest
to
go
start
time
and
we
thank
the
mayor's
Youth
Council
who
have
won
their
annual
events.
Just
Monday
just
Monday
hearing
bone
down
the
sixth
floor
for
honorabie
sac
around
honor,
be
set
with
an
award
around
civic
engagement
and
really
bring
us
in
and
working
with
us
as
a
close
partner.
So
now
we're
gonna
switch
one
of
our
next
subcommittees,
which
is
the
environmental
justice
sustainability
subcommittee.
H
We
also
think
panel
Pelletier
and
the
entire
science
department
for
working
closely
with
our
climate
team
in
developing
this
curriculum-
and
it's
been
a
long
time
coming-
we
are
have
actually
been
presenting
this
to
some
of
our
partners,
such
as
BTU
just
earlier
this
year,
and
some
of
the
health
centers
was
tenacious
convention
later
and
one
in
next
project
is
powered
down.
Fridays
power
down.
Fridays
is
a
true
project,
also
brought
forth
by
students.
H
It's
also
funding
that
could
go
towards
something
more
meaningful,
so
we
encourage
students
in
the
developers
campaign
where
they
spoke
to
the
Headmaster's
or
facility
managers
to
say
hey
if
we
can't
cut
a
fine
funding
anywhere
else,
at
least
let's
not
damage
the
environment
at
the
same
time,
let's
just
turn
lights
off
for
the
weekend
and
minimize
the
impact
that
we
make
in
the
environment
and
I'm
gonna
turn
it
over
to
my
colleague
again
to
finish
up
about
the
supplement.
The
next,
the.
AA
Next
topic
is
zero
waste.
It's
an
initiative
to
reducing
waste
in
our
homes.
Schools
in
our
communities
through
single
streaming
recycling
and
composting
bisa
has
conducted
trainings,
approximately
twenty
trainings
locally
nationally
on
both
climbing
topics
such
as
zero
waste
and
promoting
promoting
our
climate
curriculum
and
our
students
write
SAP
to
highlight
some
of
the
trainings
that
we've
conducted
is
that
the
Devron
middle
school
BC
la
high
school
will
be
spirit
in
Mattapan,
first
church
and
Roxbury,
and
they
Nelly
me
foundation
that
included
people
from
Providence
in
New
Hampshire.
So.
Y
Just
to
wrap
up
I
think
we
are.
This
is
one
of
the
favorite
parts
of
my
job
working
with
the
young
people.
My
goal
for
my
office
as
we
are
looking
at
how
we
or
reorganize
ourselves
is
to
ensure
that
we
have
representation
from
every
school
we've
been
thinking
and
working
with
high
school
options
team
to
think
about.
Y
How
do
we
make
sure
that
there's
programmatic
representation,
particularly
in
thinking
about
our
alternative
education
programs,
having
that
at
the
table,
in
addition
to
what
we
have
already
so
we're
at
one
of
our
goals
for
this
coming
year?
We've-
you
don't
worry,
that's
been
really
great
and
help.
We
have
to
think
about
how
we
provide
additional
incentives
and
amazing
some
funds
for
that.
We
want
to
think
about
other
ways
of
doing
that.
Y
We
know
a
lot
of
our
students
do
need
to
work
and
we
have
significantly
increased
the
amount
of
time
that
they
are
working
with
us.
A
lot
of
them
are
here
two
days
a
week
and
so
we're
trying
to
think
about
what
incentives
and
other
ways
that
we
can
provide
supports
or
to
keep
them
engaged
and
entertain
them,
because
we
do
see
that
sometimes
we
have
a
slight
retention
problem.
We
want
to
continue
piloting
our
badging
and
leadership
works.
We
really
would
like
to
think
about
how
do
we
share
that
with
other
organizations?
Y
Where
does
that
look
like
in
terms
of
training
and
really
spreading
that
work
out
so
that
the
badge
sizing
works
doesn't
stay
with
and
be
fast,
but
it
really
is
able
to
grow
and
be
used
by
other
organizations.
And
lastly,
one
of
the
things
you
might
have
noticed
at
a
presentation
is
that
we
have
pieces
of
the
work
that
is
very
bps
aligned
and
then
pieces
that
we
are
the
students
bring
to
the
table.
Y
H
We
had
a
meeting
earlier
this
year
with
you
and
we
see
a
great
future
to
build
with
you
and
thank
you
to
all
the
members
of
the
council,
both
as
a
collective
and
individually
for
your
support
of
all
of
our
students
and
your
dedication
to
Boston
public
schools,
including
you
miss
Sullivan
for
all
the
support.
You've.
Given
me
with
communication
over
the
last
year,
two
years
and
the
question.
Thank.
B
I
Thank
you!
That's
and
that's
not
because
I
work
with
you
so
I
just
want
to
ask
a
couple
of
things
and
the
first
to
start
off
by
really
commending
you
on
the
climate,
curriculum
and
all
of
those
pieces.
I
know
that's
not
exactly
aligned,
but
if
you
really
think
about
the
direction
that
we're
moving
as
a
country
and
looking
at
steam,
it
really
is
I.
Commend
you
on
that,
because
I
think.
Unfortunately,
in
this
conversation,
the
climate
conversation,
there
are
no
people
of
color
that
are
included
in
this
conversation.
I
So
we
really
need
to
really
have
our
young
people
again,
be
the
change
and
so
just
seeing
that
as
great
I
look
forward
to
seeing
that
grow
and
to
really
start
in
the
younger
grades
and
how
you
know,
how
do
we
really
start
having
this
conversation
that
the
earth
does
matter,
and
this
is
our
planet?
So
I
really
commend
you
on
that.
I
I
wanted
to
ask
if
we
could
get
a
copy
of
your
position
papers
if
you
could
send
them
to
us,
because
I
really
would
love
to
read
all
of
them
and
I
wanted
to
ask.
You
talked
about
the
evaluating
teachers.
I'm.
Sorry,
if
I
missed
that
little
piece
I
was
walking
in
and
my
heels
were
clicking.
So
are
you
evaluating
teachers
and
if
you
are,
what
does
that
look
like
and
what
still
needs
so.
Z
This
work
actually
began
in
2010
and
the
BTech
students
started
this
work
with
what
they
used
to
call
a
friendly
feedback
form,
and
so
it
became
state
legislation
and
a
mandate
that
actually
it'd
be
part
of
teacher
evaluation,
and
so
this
year
the
office
of
human
capital
actually
combined
the
tool
with
some
of
the
questions
that
be
sac.
Had
I
I
don't
know
who
the
vendor
ended
up
being
that
actually
implemented
it,
but
it
was
piloted
in
five
schools
actually
this
month,
and
so
that
is
student
feedback.
That
I
believe
will
inform.
Z
I
I
My
other
question
is
looking
at
young
people
who
represent
their
school.
If
there's
one
only
one
or
two
per
school,
how
can
what
can
we
do
to
support
each
school?
So
I
know
piece
that
comes
together,
but
when
I
think
about
like
a
school
that
school
takeover,
what
what
does
it
take
and
what
kind
of
support
do
you
need
so
that
each
school
could
be
its
own
little
hub,
but
still
come
together
as
as
B
sac?
I
H
I'm,
we
know
that
every
school
should
have
a
student
representative
on
their
school
site
counsel
as
well,
and
also
active
student
government's
in
the
schools,
which
we
know
that
all
the
time
isn't
necessarily
something.
That's
true.
But
we
do
push
for
student
government's
within
schools
also
just
to
build
culture
within
schools
and
to
build
student
voice
within
the
school
environment.
And
so
usually,
we
do
X
for
the
school,
usually
for
the
group
of
students.
H
I
Y
I
also
want
to
add
that
one
of
the
reasons
why
we
added
a
staff
person,
so
we
have
a
coordinator
so
that
we
can
now
have
someone
boots
on
the
ground
to
start
going
at
the
schools
and
saying
we
had
your
student
government
I.
Think
the
other
task
that
we
have
on
our
plate
is
to
think
about
not
just
making
sure
that
they
are
in
place.
But
how
are
we
providing
support
to
student
government
riders?
Y
I
Yeah,
because
I
think
you
know
it
ultimately,
it's
great
to
have
pieces
that
come
together,
but
if
we
have
the
Avenue
School
by
school,
then
we
have
more
students
involved
that
maybe
wouldn't
necessarily
be
as
involved,
and
this
is
a
great
way
you
know
to
engage
young
people
and
I
don't
have
to
tell
you
preaching
to
the
choir.
So
whatever
way
we
can
support.
I
If
you
can
give
us
some
guidance
and
advice
on
how
that
can
really
be
truly
youth
centered
and
have
a
true
like
student
voice,
because
if
you
look
at
the
list
is
very
adult
heavy
and
so
I'm
just
wondering
if
you
want
to
give
us
some
ideas,
a
few,
it
doesn't
have
to
be
right
now,
either,
if
you
can't
think
of
anything
but
really
I.
Think
when
we
say
community
engagement,
I,
consider
students
as
part
of
the
community
and
so
I
would
love
to
hear
more.
H
H
to
hats
over
the
last
two
years
and
just
building
more
capacities
for
students
to
be
at
the
table,
so
maybe
having
more
than
one
student
representative
in
these
subcommittees
to
get
perspective
from
different
levels,
whether
it
be
something
because
we
have
members
of
parents,
nonprofits,
for-profits
and
education
system
at
the
table.
We'll
only
have
one
student
representative
seen
consistently
at
these
tables.
H
How
about
we
bring
in
some,
we
build
a
culture
for
some
of
our
young
students
in
middle
school
transitioning
to
high
school,
to
participate
in
these
conversations
or
to
build
these
to
build
these
tables,
where
there's
more
of
a
ratio
that
is
conducive
for
students
to
actually
feel
like
they're
welcome
to
give
their
opinion
without
any
restrictions.
Our
I'm
having
to
fill
yourself
I.
I
Z
The
one
thing
I
would
add,
too,
is
that
the
participation,
the
success
we've
had
and
all
these
different
councils
of
coal
dishes
in
the
district
has
been
because
of
the
mentorship.
That's
happened,
and
so
our
goal
is
always
to
align
the
young
people
that
are
serving
on
these
councils
or
coalition's
with
someone
an
adult
that
will
be
an
ally
for
them.
Z
We
also
are
very
intentional
about
making
sure
that
the
young
people
have
a
pre-meeting
before
they
start
serving,
so
that
they
understand
and
have
the
historical
context
and
the
information
that
they
need
and
that
they
know
that
they
have
access
to
this
person
if
they
have
any
questions
either
prior
or
post.
These.
I
U
I
B
I'm
sure
your
pride
greatly
exceeds
ours,
but
we're
happy
to
have
you
with
us.
I
did
just
want
to
note
miss
Oliver
Davila,
one
other
item
that
that
you
mentioned
earlier,
which
is
the
representation
across
the
schools,
and
the
efforts
by
the
district
I
also
wanted
to
point
out
the
effort
that
was
begun
under
my
predecessor,
chair
O'neill,
in
calling
out
every
school
leader
that
comes
before
us
to
ensure
that
there's
a
be
sac
representation
across
all
of
our
high
schools.
B
I
appreciate
that
and
in
if
you
take
a
look
at
the
appendix
in
the
report
that
was
given
tonight,
I
believe
we
have
representation
now
in
2/3
of
our
high
schools,
which
we
are
not
at
100%,
obviously,
but
we
are
slowly
steadily
working
towards
that,
and
so
we
appreciate
the
work
in
that
regard
and
we'll
continue
to
advocate.
For
that.
You
know.
Robinson
thank.
G
G
What
is
the
strategic
plan
for
these
12
schools
without
reps
to
know
that
this
is
a
priority
for
the
Fall
and
then
for
the
new
principals
coming?
No,
this
is
the
culture
of
student
voice
from
from
those
schools.
So
that's
one
question
it
may
not
be
for
now
it
could
be
for
later,
but
I
know.
We've
asked
this
question
before
every
time.
B
sac.
We
hear
something
about
the
South.
We
want
to
know
about
these
schools.
I
look
at
the
diversity,
which
is
amazing,
great
job.
G
It
looks
as
though
you
are
really
being
intentional,
with
the
students
who
are
leading
having
voices
in
multiple
areas,
but
I
know
that
with
reps
at
these
other
12
schools,
the
diversity
is
going
to
increase
when
I
look
at
who's
at
these
schools.
So
I
want
to
push
you
all,
but
I
really
I
know
it
has
to
start.
You
know
here
with
really
pushing
all
of
the
school
leaders
to
see
this
as
a
priority,
so
great
job
and
continue
to
build
the
membership.
But
I
know
our
goal
is
a
hundred
percent.
G
We
want
I
think
that
would
be
a
great
legacy
for
you.
You
know
to
know
that
this
was
something
that
you
continued
to
beat
the
drum
on
making
sure
that
every
every
school,
so
here's
a
question,
be
sacked.
2.0
building
into
a
sub
middle
school
leaders
recruiting
the
next
generation
recruiting
a
pipeline
of
leaders.
Is
there
any
strategic
thinking
and
I'll?
Give
you
a
little
bit
of
context?
G
Why
I'm
asking
having
been
to
the
middle
school
championship
yesterday
right
for
outdoors
having
seen
the
indoor
track
and
field
in
the
fall
having
participated
in
a
lot
of
middle
school?
Happenings
you
know
around
the
district
having
been
to
Soul
Train
this
past
Saturday,
the
running
club
in
Boston
and
seeing
so
many
middle
school
students
and
high
school
students
seeing
that
there's
this
strong
pipeline
of
leaders
seeing
that
there
are
high
schools
that
are
now
expanding
into
middle
schools
and
so
they're
building
an
internal
pipeline
of
leaders.
G
Has
there
been
any
thinking
or
any
of
even
the
be
sac
leadership
team
members
of
me
and
I
wish
I
knew
about
this?
All
right,
I
saw
this
in
seventh
and
eighth
grade
and
I
was
better
prepared
by
X
Y
Z
you're
chomping
at
the
bit
so
I'll.
Let
you
go
ahead
and
answer
you're.
Looking
like
you're
ready
to
answer.
Has
there
been
any
thinking
about
middle
school
engagement,
I.
H
Mean
of
course,
everyone
wishes
to
have
this
opportunity
out
of
earlier
age,
because
everyone
has
this
like
fire
to
really
express
their
minds
in
regards
to
what's
going
on
in
their
schools
in
their
community.
But
again,
this
is
an
amazing
opportunity
for
me,
as
I've
mentioned
earlier
in
a
time
and
time
again,
I'm
coming
from
when
from
this
was
not
a
real
thing
for
students,
especially
students
of
color,
so.
A
H
Do
wish
I
had
this,
but
in
another
city,
so
coming
to
Boston
in
ninth
grade
and
having
this
opportunity
was
something
that
was
eye-opening
and
I
found
that
would
have
been
used
by
the
earlier
age,
but
also
we
do
have
to
think
about
building
it.
Like
what
capacity
can
we
do
it,
because
there's
enough
space
enough
things
going
on
as
students
transition
from
these
from
middle
school
to
high
school
or
when
they're
still
trying
to
find
their
voice
and.
H
G
Z
I
would
answer
to
that
is
that
we
know
that
there
are
student
leadership
groups
and
middle
schools
that
does
exist,
so
there
is
an
opportunity
to
build
something
similar
at
the
middle
school
level.
The
challenges
we
have
this
conversation
in
the
department
previous
years
is:
how
do
we
create
the
structure
for
students,
because
right
now,
in
high
school,
centrally,
coming
from
across
the
city
is
manageable
for
high
school
student?
When
we're
talking
about
middle
school
students,
we're
talking
about
transportation,
looks
different.
Z
Their
hours
are
different
right,
we're
able
to
meet
into
the
evening
in
late
hours
here
I'm.
How
are
we
getting
in
people
home
afterwards,
if
they're
in
middle
school
and
coordinating
that
piece?
So
we've
had
conversations
in
the
office
of
engagement,
it
is
something
we
are
interested
in.
It
will
be
exciting
to
explore
and
we
do
have
to
think
about
that.
It
would
look
different
right.
B
G
Is
there
a
way
just
the
kind
of
jump
in
not
to
and
I'm,
not
necessarily
asking
about
membership
opportunities,
because
you're
right,
that's
another
strategic
plan
that
would
take
another
presentation
to
think
about
and
plan,
but
even
a
preview,
just
like
colleges
have
college
for
a
weekend.
They
have
a
college
day
is
their
way
for
middle
school
leader
middle
school
principals.
These
are
the
conversations
I
hear
when
I
go
to
K
to
eight.
G
So
that's
why
I'm
asking
this
question,
because
middle
school
principals
are
concerned
about
that
7th
and
8th
those
seventh
and
eighth
graders
who
are
thinking
ahead,
but
they
may
not
know
what
is
yet
at
head.
So
is
there
a
way
for
B
at
visa
to
serve
as
mentors
for
a
day
and
sharp
and
bright
middle
schoolers
can
attend
the
meeting
or
attend
a
function
or
attend
an
event,
so
they
can
see
what's
ahead,
so
they
can
have
that
preview
of.
Oh,
my
goodness,
this
is
what
happens
in
high
school.
This
is
what
I
can
do.
G
I'm
thinking
about
this
outside
of
the
school
committee,
but
also
even
while
I'm
here
and
seeing
a
young
man
who
is
not
quite
high
school
aged
in
the
audience
and
he's
sitting
beside
an
adult
who
is
I,
saw
him
pointing
to
the
screen
so
there's
some
engagement
going
on
I
have
no
idea
who
you
are
so
I'm.
Not
this
isn't
a
setup
here.
That's
actually.
G
Well
then,
here
welcome
to
yes,
but
this
is
this
is
what
this
is
kind
of
a
future.
This
is
this
is
what
I'm,
envisioning
and
B
sack
2.0,
where
there
are
middle
schoolers
and
elementary
age,
students
who
are
who
are
activated
early.
So
it's
just
the
thought,
may
be
a
one-time
thing.
It's
just
something
to
throw
out
there.
I
have
some
future
ones,
and
he
has
some
future
ones
who
will
probably
be
getting
there
so
I
know
you
were
about
to
say.
Y
Additionally,
I,
don't
think
that
this
just
needs
to
be
MVPs.
One
of
the
things
I've
said
to
Maria's
as
we're
thinking
about
our
leadership
curriculum
is
how
do
we
begin
to
share
that
with
partners,
because
many
of
our
partners
do
have
our
middle
schoolers
and
high
schoolers?
So
beyond
what
we're
doing
here?
How
do
you
provide
those
opportunities
outside
and
make
this
whole
city
the
classroom
around
I.
G
Want
to
pitch
again
Soul
Train
City
or
some
of
these
partners
who
already
have
a
handle
on
students
who
are
really
engaged
and
and
activated
I'm,
just
throwing
them
out
there,
because
I've
seen
them
in
the
schools
and
I
really
want
to
applaud
their
work.
Here's
my
last
question
that
I'll
just
lump
together.
It's
a
round
parent
engagement.
You
mentioned
it
earlier
just
in
regards
to.
If
you
were
to
look
at
younger
students,
you
have
to
look
at.
You
know:
transportation,
engaging
parents.
What
does
parent
engagement
look
like
already?
G
Has
there
ever
been
any
for
the
the
friendly
I
think
you
mentioned
the
friendly
feedback
form
for
the
teachers
correct?
Has
there
been
any
type
of
friendly
feedback
form
for
parents?
How
have
you
been
engaged
in
your
team's
life?
How
do
you
want
to
be
engaged?
How
can
we
help?
Has
there
been
any
forms
for
teams
to
fill
out
to
say
this
is
how
my
parents
are
engaged
at
the
school
level
this?
How
I
want
them
to
be
engaged?
Has
there
been
any
strategy
or
strategic
thinking
around
parents?
The.
Z
The
parent
engagement
piece
around
the
V
sac
program
has
mostly
consisted
opportunities
at
the
beginning
of
the
school
year.
When
we
do
orientation
is
at
the
end
of
the
year.
Occasionally
we'll
have
some
surveying
I
think
it
really
depends
on
the
BTech
priority
and
the
work,
whether
they're
reaching
out
to
their
parents
or
other
adult
allies
in
their
lives.
So
it
varies
year
to
year.
Z
The
consistent
pieces
are
the
pieces
around
orientation,
the
time
commitment
that
students
are
making
and
parents,
understanding
that,
if
they're
serving
on
the
leadership
team
and
definitely
even
our
listening
project,
we
are
students
to
bring
their
parents.
So
when
we
have
events
and
other
iding
outings
the
March
for
our
lives,
the
jobs,
youth
jobs
rally,
then
we'll
ask
students
to
bring
their
parents
along
as
well.
I
mean
those
activities
and
events
to
engage
them.
A.
Y
How
do
we
help
build
your
capacity
and
what
you're
doing
additionally
I
think
in
some
ways
the
the
school
Climate
Survey
as
we're
trying
to
tweak
that
with
OD
AIDS
gives
us
some
information
right?
It
tells
us
what
are
some
of
the
barriers
that
tells
us
some
of
the
ways
that
parents
are
currently
engaging
at
particular
schools.
We
were
working
with
OD
ated
share
with
school
leaders,
a
toolkit
to
help
them
think
about.
How
are
they
impacting
all
of
that
information
and
using
it.
Y
As
part
of
the
vasa
compact
work
that
we're
doing,
we
have
been
piloting
a
set
of
questions
that
parents
have
designed.
We
added
them
to
the
school
Climate
Survey,
and
our
goal
is
to
share
that
information
with
our
school
leaders
and
to
use
that
as
well
to
help
them
think
I.
Think
that
was
critical
because
it
provided
the
parent
voice
and
what
do
parents
need
to
know
what
do
we?
G
It
coming
together
in
a
way
that
is
painting
a
picture,
one,
a
strategic
parent
engagement
process
and
here's.
Why
I
asked
what
if
B
sac
and
school
Climate
Survey
came
together?
B
Sachs
saw
the
results
of
engagement
of
parents,
the
climate
of
parents
in
the
city
and
B
sac,
communicated
to
you
all
or
to
the
School
Committee
best
ways
to
engage
families,
because
they
are
seeing
what
it's
seeing.
G
So
your
your
voices
of
how
your
own
parents,
our
adult
allies,
are
involved
and
then
what's
the
vision
for
adult
allies
in
your
life
being
engaged
and
involved,
because
here
we're
talking
to
two
students
who
are
leaders.
What
about
the
students
who
aren't
leaders,
you
know
in
the
school?
How
are
their
parents
engaged?
We
have
some
schools
or
parents
or
fund
raisers,
and
then
we
have
schools
where
you
know
some
parents
aren't
connected
so
I.
J
You
for
your
presentation,
I
want
to
follow
up
on
something
that
Regina
said:
I
had
the
same
same
interest
in
thinking
about
B
sack
as
something
that
goes
younger
and
when
you
talked
about
the
badging
thinking
you
know
there
are
girls
and
Boy
Scouts.
Is
there
an
aversion
of
B
sack
that
becomes
sort
of
student
voice
in
growing
those
voices
through
the
years,
so
many
kids
get
exposed
to
it?
My
other
question
was
around
the
high
schools
that
don't
have
formal
representation.
J
Z
Definitely
the
town
halls
is
one
a
reflection
of
that,
and
so
the
town
halls
and
those
formal
opportunities
were
sack
actually
hosts.
We
do
outreach
all
the
schools
and
organizations,
so
we
reach
out
to
every
youth
serving
organizations
that
we
have
a
relationship
with
and
have
a
point
of
contact
where
we
can
try
to
get
the
students
out.
In
addition
to
that,
we
also
extend
invitations
to
any
VPS,
hosted
events.
Z
So
when
we
had
Bo
BPS
in
the
lobby,
we
make
sure
we
also
reach
out
to
either
student
government
groups
teachers
any
point
of
contact
we
have
at
a
school.
We
will
send
the
information
and
share
that
with
them,
and
so,
as
a
result,
the
town
halls
have
actually
reflected
more
high
schools.
They
might
even
be
represented
in
be
sack
in
some
cases,
and
that
is
the
intention
right
to
bring
more
voices
in
what.
Z
There's
a
membership
application
that
is
sent
to
schools,
the
students
are
required
to
submit
a
resume
or
an
accomplishments
list.
They
are
also
required
to
have
a
recommendation
letter
from
the
school
as
well,
and
then
we
ask
them
that
they
write
on
one
paragraph
explaining
why
they
would
like
to
join,
and
so
then
the
students
are
invited
to
be
sacked
meeting
and
they
share
that
with
us,
and
we
have
a
conversation
about
the
commitment
we
ask
that
they
have
their
headmaster
also
sign
off
on
it.
Z
I
think
that
this
year
we're
very
excited
to
have
anybody
Mussoorie
on
board
between
Abraham
and
I
anyway,
staff
members
from
youth
on
board.
Our
hope
is
to
be
able
to
get
to
the
schools
and
really
have
those
conversations
and
have
support
the
school
in
the
process
of
identifying
those
students
aligned
with
their
student
government
structures
as
well.
So
supporting
our
lectures.
If
we
can
do
that
as
well
to
support
the
schools.
J
Z
The
information
is
typically
shared
with
a
code
of
conduct,
Advisory
Council.
We
also
presented
this
year
to
the
youth
transition
task
force,
and
so
they
had
a
conversation
about
the
data
looking
at
discipline.
What
does
it
look
like
if
we're
following
the
code
based
on
what
the
results
are
of
the
survey
again?
Z
You
know
this
is
all
student
self-reported
information,
but
we
do
have
conversations
would
be
pysch
about
what
does
it
mean
when
we
hear
from
students
and
then
reviewing
the
code
of
conduct
and
asking
so
what's
working
or
not
working
around
the
code
and
in
particular
we
align
it
with
the
student
right
top
right,
so
we
go
back
to
the
student
rights
app.
We
look
at
that.
We
continue
to
encourage
students
that,
if
they're,
you
know
just
the
thought
of
having
someone
suspended
for
their
hair
right,
you
know
are
using.
A
Z
J
H
So
the
questions
on
the
survey
which
I
believe
is
in
the
appendix
as
well
so
some
question
on
a
survey
every
year
the
students
review
it
and
they
come
up
with
like
what
questions.
Do
you
find
more
relevant
at
this
time
based
upon
what's
going
in
society?
So
like
a
year
and
a
half
ago,
when
there
was
the
question
about
in
the
restrooms,
some
students
brought
up
the
question,
thought
it
was
appropriate
accident
question
and
how
was
it
being
handled
in
the
school
environment?
H
So
every
year
we
look
at
a
new
model
for
that
and
how
do
we
formulate
questions
to
get
like
maximum
response
from
that,
and
also
in
correlation,
like
we
said,
Nicholas
said
in
correlation
with
the
national
campaign
dignity
in
schools,
we
also
have
an
opportunity
to
present
to
them
annually
and
share
like
saying
what's
going
on
nationally,
and
what
can
we
do
to
address
some
of
these
issues
as
a
group
working
within
the
school
system,
also
bringing
those
practices
into
our
school
environment
to
advocate?
On
behalf
of
ourselves
and
peers,.
J
I'm
trying
trying
to
say
is
there
you
know:
do
we
see
change
happening
so
I
mean
if,
if
several
questions
have
happened
here
after
year
is
something
happening
at
the
school
level
or
with
students
and
with
faculty
to
to
see
that
those
things
are
either
changed
or
improved
or
what
I
guess?
How
are
we
making
improvements
that
include
student
voice
so.
Y
Y
So
one
of
the
things
that
we've
been
talking
about
is,
as
we
look
at
this
data
and
other
issues
that
we're
hearing
from
family
from
students
is,
do
we
need
to
launch
a
student
conference
led
by
students
for
students
addressing
some
issues
that
we're
hearing
I?
Think
that's
something
I
would
really
like
to
see
happen
and
is
like
putting
that's
one
of
the
things
I'm
kind
of
putting
a
little
bit
pressure
on,
but
I
do
think
that
that
could
not
just
be
this.
This
office
I
really
would
like
to
think
about.
Y
How
do
we
do
that
across
the
district,
but
also
across
the
city?
What
are
the
other
youth
serving
organizations
that
can
really
support
us
in
that
effort,
because
we
have
students
all
over
Boston
outside
of
these
sac
and,
quite
frankly,
just
lost
the
students
period
who
are
having
some
experiences
or
so?
How
do
we
create
that
space,
where
we
can
begin
to
address
those
issues
and
we're
kind
of
already
doing
it
in
the
parents,
space
and
so
I
want
to
see
us
do
that
as
well
in
the
students
things.
P
E
You
mr.
chair,
so
thanks
for
the
presentation
tonight,
I'd
love
to
see
how
be
SAC
continues
to
evolve
and
improve
and
expand
so
things
seeing
you
working
on
things
like
subcommittees
or
task
forces
and
doing
position
papers
on
key
issues
of
interest
to
the
district,
advocating
up
on
the
hill
on
the
Statehouse
about
issues.
Speaking
as
a
Boston
student
voice
on
issues
important
to
students,
statewide
I
mean
you're
really
evolving
into
an
outstanding
organization,
so
really
really
proud
of
what
I'm
seeing
you've
heard
me
beat
this
drum
for
a
couple
of
years.
E
The
more
you
represent
all
of
our
schools,
the
more
powerful
the
voice
is
so
I
am
thrilled.
This
is
the
first
time
I
ever
seen
a
list
of
schools
that
don't
have
reps.
So
thank
you
for
giving
us
that
and
I
have
immediately
separated
him
into
about
three
groups.
The
first
is
ones
that
I'm,
quite
frankly,
shocked.
Don't
have
a
rep
and
I
wish
headmaster
Thomas
from
Charlestown
high
was
still
sitting
here.
E
He
was
here
earlier
because
one
of
his
educator
was
being
honored
and
then
we
voted
on
a
grant,
but
boy,
I'd,
love
to
say,
headmaster,
Thomas
and
what's
going
on,
how
does
Charlestown
not
have?
How
does
Boston
Arts
Academy,
English,
High,
School,
Dearborn
or
Green
Academy
not
have
a
rep
to
this
program,
and
so
we
as
an
organization,
have
to
keep
pounding
that
Trump
and
support
your
efforts
in
superintendent.
These
Headmaster's
need
to
hear
how
important
it
is.
E
S
E
I,
don't
see
mr.
foreign
T's
here,
but
superintendent
I
hope
you
can
deliver
the
message
to
him
when
I
see
bata
and
be
DEA
and
Greater
Eggleston
and
Boston
Claire
bird
of
here
I'm
wondering
if
they're
getting
the
message
that
those
students
are
valued
in
our
system.
In
the
experience
they
bring
to
the
table
would
be
different
from
the
other
students
that
are
represented
in
be
sac
and
we
need
their
voice
there
so
that
it's
heard
and
I
think
it
may
be
a
message
it
needs
to
be
delivered
to
mr.
mr.
Fuentes
oversees
the
area.
D
E
You
know
they're,
inclusive
schools
or
students
with
disabilities,
again
a
very
important
voice
and
boy
I've
met
with
students
from
each
of
those
schools
over
the
past
couple
of
weeks
that
I'd
love
to
refer
to.
Unfortunately,
once
graduate
in
the
valedictory
you
know
Horace
Mann
boy,
you
would
have
loved
to
have
her,
but
there
were
other
great
students
that
I
met
out
there
in
the
10th
11th
grade.
That
I
think
would
be
very
helpful.
I
met
some
students
at
the
Carter
school
cool
thing,
the
other
day
from
the
Henderson
I.
E
Thinking
of
that
in
terms
of
what
miss
Oliver
devil
are
brought
up
about,
the
superintendence
community
engagement
groups
and
I
think
mr.
Armisen,
what
you
were
getting
at
as
well,
a
certain
student
is
attracted
to
be
sach
right.
The
student
leaders
they're
interested
in
kind
of
the
government,
are
but
policy
piece
that
type
of
thing.
There
are
other
groups
of
students
that
are
in
their
own
way.
Developing
student
leaders
may
be
different
ways.
E
Many
of
them
deal
with
just
Boston
Public
Schools
students,
others
deal
with
the
majority
of
Boston
Public
Schools,
and
maybe
a
coalition
of
some
joint
meeting
sponsored
with
them,
particularly
for
gonna.
Do
a
student
conference
bring
them
in
and
engage
them
and
I'm
thinking
of
Sociedad
latina
and
and
your
community
students.
You
know
your
community
organizes
hide
square
tasks
for
us,
Boston,
sued,
Boston,
scholar,
athletes.
E
You
know
the
bill,
Boston
students,
the
the
debate,
League,
students,
citizen
schools
right
these
these
you
know
students
get
attracted
to
those
programs,
it
well
as
well,
but
maybe,
if
you
jointly
sponsor
some
events
with
them,
you're
kind
of
reaching
across
to
get
more
engaged
students,
but
again
building
that
voice
of
students,
I
think
it's
critical
in
superintendent.
You
may
want
to
think
about
that.
E
I
love
that
you
met
with
the
Marjorie
student
Douglas
start
on
Douglas
students
when
they
were
up
at
Harvard
recently
and
by
the
way
think
about
this.
So
other
districts,
students
wanted
to
walk
out
30
days
after
stone
of
Douglas
in
respect
for
that,
some
of
them
face
suspensions,
some
of
them
out-of-school,
suspensions,
corporal
punishment,
I,
read
about
in
one
district,
and
here
we
have
B
sack
meeting
with
the
superintendent
in
thinking
about
effective
ways
to
communicate
and
plan
around
this
so
talked
about.
E
We
are
different
right
in
how
we
honor
and
value
student
voice,
but
a
student
voice
is
starting
to
grow
nationally.
I'm
wondering
if
V
stock
is
having
the
experience
to
reach
out
to
other
schools
that
you
think
do
a
good
job
with
student
voice
and
think
about
sharing
best
practices.
Do
you
have
any
of
those
opportunities
now.
H
Yes,
we
have
had
those
opportunities,
especially
in
my
time
in
B
SEC
over
the
years,
I've
had
the
opportunity
to
travel
with
dignity
in
schools
coalition
to
speak
with
students
from
around
the
country.
We
got
to
travel
with
an
LMA
foundation,
the
Hines
foundation,
and
to
participate
in
national
conferences,
around
student
engagement,
student
voice,
inclusion,
diversity
and
just
healing
practices
as
well
and
looking
at
alternatives
to
disciplinary
actions
in
school
systems
and
safety,
not
only
in
the
school
system
but
outside
in
the
environment.
In
regards
to
police
brutality,
climate
change
and.
Z
And
so
because
youth
on
board
is
connected
to
national
conversations,
the
young
people
have
an
opportunity
to
think
locally
and
then
be
able
to
work
nationally,
and
so,
like
our
code
of
conduct,
our
student
Rights
Act,
for
example.
It's
something
that
we
were
sharing
with
other
school
districts
and
other
youth
serving
organizations
as
well.
Z
Thinking
about
these
healing
circles
or
listening
skill
sets,
so
young
people
develop
envy,
sack
and
sharing
those
tools
as
well,
and
so
as
a
result
that
young
people
every
year
get
to
travel
and
share
nationally
some
of
that
work
as
well
as
even
through
online
yeah.
We
have
those
opportunities.
Well,
I,
know
that
is
tech-savvy
so,
but
there
are
opportunities
that
we
continue
to
build
on.
Z
H
And
also
just
add
one
more
thing.
We
also
been
engaged
in
like
international
conference
conversations
just
several
years
ago,
like
two
years
ago,
we
have
students
from
Denmark
who
decided
to
come
to
visa
just
to
like
look
at
the
parallels
and
the
differences
going
on
in
their
education
system
in
ours
most
of
recent
a
few
years
ago.
Actually
a
group
of
students
from
BC
who
participated.
B
Thank
You
mr.
O'neill,
well
I
just
want
to
close
by
you
know,
keeping
a
few
things.
First
of
all,
missed
Rada
I
appreciate
you
calling
our
youth
on
board.
I
did
want
to
make
sure
to
thank
mrs.
Amma
and
her
great
work
in
support
of
B
sack,
as
well
as
the
district
and
student
engagement.
I
also
want
to
thank
once
again
we
thank
mr.
macclay
enough
tonight,
but
we'll
give
them
one
more
I
missed
two
heads
as
well.
You
know
we
talked
a
little
bit
about
where
mr.
B
macclay
used
earlier
and
I
saw
it
and
sprinkle
throughout
the
appendix
in
your
report.
That's
dignity.
You
know
a
lot
of
the
work
that
you
do
is
focused
on
dignity.
You
know
personhood
and
how
students
belong
into
school.
Students
belong
in
a
community
and
can
grow
as
civic
agents
in
throughout
their
lives
and
throughout
their
careers,
and
you
know
dignities
of
an
important
concept
today
you
know:
that's
you
know.
It's
all.
A
C
Y
B
Z
B
D
You
so
much
executive
director
of
arts,
Myron
Parker
brass,
will
join
us
for
presentation
on
revisions
that
are
being
made
to
the
bps
arts.
Education
policy,
as
Myron
Parker
brass,
will
explain.
These
proposed
revisions
will
include
continuous
expansion,
arts
learning
from
time
on
learning
expectations
for
specific
grade
levels.
There
will
also
support
more
consistent
pathways
for
arts,
education
and
greater
equity
across
the
district
Myron.
AB
Good
evening
and
thank
you
chairman
LeConte,
oh
and
superintendent,
Chang
and
members
of
the
School
Committee
so
this
evening,
our
presentation
on
the
art
set
policy
will
include
just
a
brief
history
of
the
policy,
an
update
or
a
bit
of
an
update
on
our
progress,
because
you've
had
a
wonderful
update
from
my
colleagues
at
EDD
Bester's
and
then
we'll
highlight
just
a
few
of
the
revisions
to
the
actual
2001
policy.
I,
don't
think
I
need
to
convince
anyone
here
at
this
table
that
the
arts
are
essential
to
a
well-rounded
education.
AB
I
think
you
have
all
somehow
firsthand
seen
the
impact
of
quality
arts
education
and
what
it
does
in
building
culture
and
community
in
our
schools.
Engaging
our
students,
closing
the
opportunity
gap
and
increasing
student
achievement
and
the
art
skills
are
critical
to
building
those
Kyle
career
and
life
readiness
skills,
and
we
want
our
students
to
leave
our
buildings
with
the
arts.
Education
policy
was
developed
and
adopted
in
1994
it
defined
and
identified
the
arts,
music,
visual
arts,
dance
and
theatre
as
part
of
core
curriculum
and
provided
recommendations
for
quality
arts
teaching.
AB
AB
Much
more
dramatic
26
percent
of
our
high
school
students
had
access
to
quality
arts
electives
in
2009
this
year,
2018
it's
63
percent
and,
as
we
begin
to
think
about
increasing
the
dosage.
Moving
from
that,
once
once
weekly
base
to
twice
weekly,
we
have
been
able
to
move
that
needle
significantly
in
2009
only
10
percent
of
our
students
in
that
pre-k
space
pre-k
through
8
space
had
access
to
twice
weekly
arts
education,
and
this
year
it
is
65
percent,
so
dramatic
increases
in
what
is
happening
in
our
buildings.
AB
Around
quality
arts
education,
as
we
have
been
revising
the
policy.
We
certainly
wanted
to
make
sure
that
we
were
highlighting
the
success
that
we've
had
in
the
expansion
work,
but
we
also
wanted
to
make
sure
that
the
policy
is
aligned
to
the
district's
strategic
plan.
So
the
the
five-year
plan
from
the
district
highlights
the
arts,
as
part
of
as
one
of
the
academic
instructional,
focuses
in
in
focus
area
one,
and
we
also
wanted
to
align
to
the
city's
cultural
plan.
AB
Boston
creates
identifies
arts
education
as
an
important
piece
of
what
the
city
should
be
providing
for
its
citizens,
so
will
will
go
very
quickly
through
just
some
of
the
language,
some
of
the
language
for
the
goals,
I.
Think
one
of
the
overarching
focuses,
as
we
were
looking
at
what
needed
to
happen
in
our
policy
as
we
move
forward
was
that
was
the
capacity
to
ensure
access,
equitable
access,
not
only
for
our
students
to
quality
arts
education,
but
equitable
equitable
access
for
our
teachers
to
have
the
capacity
for
rigorous
and
and
deep
teaching
and
learning.
AB
So
starting
with
goal.
One
comprehensive
and
sequential
arts
education.
We'll
go
back
to
those
statistics
about
twice
twice
weekly
instruction
for
our
students.
We
kept
the
language
from
the
2001
policy
because
it
listed
minimum
time
on
learning
as
90
minutes
per
week
for
elementary
120
minutes
per
week
for
middle,
and
that
gets
us
to
that
twice
weekly.
AB
We
know
that
increased
time
on
learning
allows
us
to
support
district
priorities.
It
allows
our
teachers
not
only
to
teach
quality
arts,
but
also
to
be
engaged
with
their
colleagues
in
quality
arts
integration
and
more
arts
also
gives
us
the
opportunity
to
deepen
those
family
and
community
engagements
in
our
schools,
with
our
equity
lens.
AB
What
we
have
added
to
this
to
this
goal
is
the
capacity
to
ensure
that
our
teachers
have
the
space
for
rigorous
teaching
and
learning,
and
what
we
have
included
is
a
minimum
teacher-student
ratio
and
we're
listing
that
now
at
250
to
1.
We
certainly
would
like
it
smaller,
but
we
also
are
still
working
in
some
of
our
buildings,
where
we
have
one
arts,
teacher
and
500
students,
and
so
the
capacity
for
that
teacher
to
give
everyone
deep,
rigorous
arts
teaching
so
that
they
have
they
leave
those
buildings
with
artistic
literacy.
AB
It
is
hampered
by
by
those
ratios.
So
we
want
to
make
sure
that
we
begin
to
push
that
that
ratio
as
well
goal
number
two
district,
supported
curriculum
and
assessment
and
recruiting
and
retaining
excellent
certified
arts
teachers
requires
that
the
district
support
those
teachers,
and
so
we
will
continue
to
provide
our
teachers
with
best
practice,
curriculum
and
instruction
and
assessment
opportunities.
We
will
continue
to
provide
them
with
professional
development
opportunities.
AB
How
do
we
support
a
school's
instructional
focus,
and
so
we
have
added
that
to
the
to
the
revision
for
this
year.
We
are
just
highlighting
for
you,
the
district
and
central
office
capacity.
We've
we've
had
major
success
in
building
the
space
inside
the
district
and
central
office
and
how
we
engage
our
school
leaders,
how
we
engage
our
parents,
our
community,
all
building
this
opportunity
for
everyone
to
understand
the
importance
of
arts,
education
and
then,
finally,
we'll
move
to
goal
for
ensuring
adequate
and
sustainable
funding
for
the
Arts.
AB
There
are
two
important
things:
I
want
to
highlight
around
that
capacity
to
increase
the
number
of
teachers,
the
district's
increased
commitment
to
funding
for
arts
teachers
has
been
a
driver
for
our
local
and
national
philanthropic
community
to
make
commitments
to
the
work
that
we
are
doing
so
the
district's
commitment
certainly
has
shown
that
you
are
committed
to
this
process.
The
other
piece
that
I
think
is
important
to
highlight
is
at
the
beginning
of
our
expansion
work.
AB
We
did
have
additional
dollars
allocated
from
from
the
budget
to
our
schools,
to
higher
arts
teachers,
but
over
the
last
four
to
five
years,
the
continued
increase
in
the
number
of
arts
teachers
in
our
buildings
has
been
decisions
made
by
our
school
leaders.
They
have
decided
that
they
want
to
include
or
increase
the
amount
of
arts
education
in
their
buildings,
and
this
is
the
exact
return
we
want.
We
want
them
to
help.
AB
Let
us
help
them
move
start
the
movement,
and
then
they
become
the
owners
over
of
it
and
the
sustainers
of
it.
Unfortunately,
what
has
not
kept
pace
with
the
funding
of
arts
teachers
has
been
adequate
funding
for
basic
supplies
and
materials
for
the
arts,
and
so
we
have
left
language
that
was
adopted
in
2001
in
the
revised
policy
and
that
language
set
forth
a
percentage
allocation
of
the
schools
per
pupil
supply
budget
to
be
allocated
for
for
supporting
their
arts
programs.
AB
So
we
want
to
be
as
careful
with
this
implementation
of
this
allocation
as
we
were
with
the
hiring
of
teachers
and
so
what
we
are
proposing
to
help
our
school
leaders
begin
to
implement.
This
is
that,
over
the
next
three
years,
working
with
the
budget
office,
we
will
have
conversations
during
budget
planning
time
with
our
school
leaders,
helping
them
understand
the
importance
of
appropriate
funding
for
their
arts
program
so
beginning
with
nineteen
twenty
physical
year
budget
conversations
we
will
have,
we
will
guide,
they
are
the
school
leaders
and
how
to
allocate
for
their
for
theirs.
AB
You
know
I
think
the
most
important
of
these
is
to
ensure
that
the
access
to
quality,
sequential
arts
education
continues
to
be
a
priority
for
the
district
that
we
are
building
a
narrative
that
is
district-wide
about
this
and
about
the
importance
of
arts
education
that
we
will
continue
to
ensure
that
we
are
looking
at
how
to
adequately
and
sustainably
fund
arts
education.
We
are
we're
we're
we're
delighted
that
the
arts
are
included
in
the
district's
long-range
financial
plan
discussions,
and
so
how
do
we
make
sure
that
we
continue
to
build
in
that
space?
AB
We
have
aligned
our
implementation
plan
for
the
policy
with
the
implementation
plan
of
the
strategic
plan,
and
so
we
have
set
benchmarks
and
guides
for
the
implementation
of
the
of
the
plan,
and
so
we
want
to
make
sure
that
the
district
and
the
school
committee
is
is
monitoring
us.
We
want
you
to
ask
us
questions.
AB
We
want
you
to
be
engaged
with
the
policy
as
we
continue
to
move
it
forward,
and
we
also
want
to
make
sure
that
we
are
highlighting
for
the
district
and
the
broader
community
the
success
that
we
are
having
within
with
quality
arts
education,
the
model
that
we
have
become
for
urban
districts.
We
have,
for
the
last
10
years,
done
an
annual
art
survey
which
assesses
our
breasts
and
that
data
is
available.
AB
I
have
just
one
bright
spot
that
I
will
offer
to
you
before
we
open
up
for
questions.
Dr.
Chang
did
talk
about
the
the
wonderful
performances
and
opportunities
that
we're
having
this
week
with
a
citywide
arts
festival
and
so
I
do
encourage
you.
If
you
have
a
little
time
tomorrow,
because
the
Sun
is
going
to
be
shiny
and
we're
going
to
be
on
the
comments
to
join
us
it.
AB
AB
But
what
I
want
to
highlight
is
that,
inside
the
work
that
those
young
people
did
on,
that,
mural
were
all
of
the
are
essentials
for
instruction
and
so
inside
of
that
work.
Our
young
people
had
access
to
safe
and
welcoming
learning
environments.
They
had
the
opportunity
to
own
their
learning,
so
access
and
agency
and
their
learning.
AB
AB
AB
You
know
the
graduates,
because
what
happens
inside
our
buildings
is
that,
unfortunately,
in
buildings
we
may
not
have
all
of
our
k-25
getting
arts,
and
maybe
just
K
through
third
grade,
and
maybe
the
fourth
and
fifth
graders
are
not
getting
it
in
our
schools,
where
we
don't
have
certified
arts
teachers-
and
there
are
a
few
of
those
and
we're
still
working
to
to
close
that
number.
We
they
do
have
arts
programming's,
but
it
might
be
with
a
partner
with
a
teaching
artist
and
so
that
that
does
not
give
the
capacity
to
then
serve.
AB
So
it
is,
it
is
it
is.
We
are
fortunate
that
it
is
in
both
spaces,
and
so
that
you
know
our
excellence,
for
all
schools
do
of
do
use
the
arts
in
that
extended
learning
time.
We
do
our
other
schools
who
have
that
extended
learning,
often
bridge
that
space,
so
that
their
arts
teacher
does
both
in
school
and
what,
where
they
now
consider
that
extended
learning.
So
we
have
a
good
combination
of.
J
As
well,
yes,
we
do
so
that
so
we
have
high
school
kids
doing
significant
arts.
What's
the
pipeline,
that
is
happening
from
our
elementary
schools.
I
know
some
things
are
going
on,
it
I
think,
is
the
McCormick's
middle
school
level.
But
what
what's
that
trajectory
for
kids
who
get
excited
about
arts
to
really
make
sure
that
they
can
if
they
wish
end
up
at
one
of
those?
J
AB
Fortunately,
we
also
have
arts
happening
in
many
more
of
our
high
schools,
and
so
while
we
certainly
are
appreciative
of
our
young
people
who
want
you
to
have
the
arts
as
part
of
their
passion
and
they
move
themselves
into
a
Boston
Arts
Academy,
those
are
not
the
only
two
or
three
places,
and
so
so
that
we
don't
have
direct
feeders.
But
we
do.
We
are
building
strong
programs
across
all
of
our
high
school.
So
no
matter
where
I
go.
If
I
play
an
instrument,
I
can
most
likely
find
myself
in
a
high
school.
AB
That
then
affords
me
an
opportunity
to
continue
that
if
I'm,
a
visual
artist
I
can
continue
that.
So
what
we're
trying
to
do
is
make
sure
that
no
matter
where
I
go
to
high
school
I
can
continue.
My
you
know
my
mastery
skills
and
the
arts
and
for
those
for
those
who
are
very
focused-
and
you
know,
our
goal
is
to
push
them
into.
You
know
a
Boston
Arts
Academy
or
as.
E
Thank
you,
mr.
Chia,
so
thank
you,
Miss
Parker
brass,
for
you
not
only
for
your
presentation
tonight,
but
you
work
on
this
for
years.
It
is
unbelievable
what
you
have
done
for
this
district
and
you
brought
a
unique
skill
set
to
this
role.
I
must
say
right
because
you
aren't
you
kind
of
an
equal
mix
of
both
education
background
and
an
artist
and
the
artist
community
yourself.
Could
you
just
say
that
briefly,
I
guess.
AB
So
understanding
what
the
role
of
a
partner
is,
as
you
build
as
you
build
quality
arts,
education
and
then
being
here
with
with
the
bps
I've.
Had
the
opportunity
to
use
all
of
those
skills
to
you
know
help
us
understand
how
we
move
arts
education,
how
we
engage
our
leaders,
how
we
engage
our
teachers,
how
we
get
those
students
excited
and
our
parents
excited.
So
it
has
been
my
pleasure
to
to
do
this.
Work
well.
E
You've
conducted
this
orchestra
beautifully,
there
have
been
many
moving
pieces
in
it
right
and
and
I
think.
If
we
look
back
at
this
of
how
we
started
in
effect,
2009
to
now
I
mean
dr.
Johnson
was
enormous
ly
supporter
of
this
Reverend
Google
was
enormous
ly
supporter
of
this
help
that
he
had
children
in
Boston,
Arts
Academy,
that
are
professional
musicians
right.
This
has
been
a
long-term
process
and
you
have
an
incredible
partner
behind
you
that
we
have
to
call
out
investors
and
miss
Burrell
and
her
team
for
what
they
have
done.
AB
E
AB
You
mean
we
still
have
you
know
about
three
or
four,
maybe
five
schools
that
don't
have
arts
teachers,
so
that
means
that
they
have
arts
programs,
but
they
don't
have
a
certified
teacher,
and
so
for
us
that
teacher
provides
that
access
to
sequential
opportunities.
So
we
would
want
to
feel
bad,
and
then
we
do
want
to
go
back
and
think
about
how
we
are
offering
opportunities
across
disciplines.
And
so
how
can
we
make
sure
that
person
has
the
opportunity
to
if
music
is
not?
AB
My
passion,
I
want
to
engage
in
visual
arts
I
have
that
at
my
ready
or
I'm,
not
quite
sure
and
I
want
to
do
dance.
I
have
that
at
my
ready.
We
want
them
to
understand
how
all
of
the
disciplines
support
and
work
together
and
so
increasing
those
number
of
teachers
to
make
sure
that
we
can
provide
our
students.
Access
across
disciplines
is
important,
and
then
we
still
have
work
to
do
in
our
high
schools.
AB
So
our
high
schools
are
offering
arts
electives,
but
we
haven't
reached
that
hundred
percent
of
all
of
our
high
school
students
having
the
opportunity
to
take
those
quality
arts
electives,
and
some
of
it
is
about
not
having
enough
teachers.
You
know
some
most
of
it
is
about
the
schedule
and
that's
a
whole
different
School
Committee
discussion,
but
it,
but
we
don't
often
have
enough
teachers
in
that
high
school
setting
to
build
out
the
number
of
electives
that
are
that
our
students
need
to
have
access
to.
So
we
need
to
engage.
AB
E
I
think
you
have
done
an
astonishing
job.
In
an
era
of
tighter
and
tighter
budgets,
you
have
taken
what
many
districts
would
consider
to
be
an
elective
program
and
you
have
not
only
expanded
it.
You
have
shown
the
value
of
how
it
ties
to
academic
performance
and
how
it
meets
our
policy
goals,
a
more
well-rounded
students
and
you
have
brought
in
the
partnership
community.
E
You
know
we're
rich
in
cultural
resources
in
this
city,
and
you
have
done
a
masterful
job
of
working
with
them,
not
only
with
nonprofit
funding
partners,
but
also
you
know
the
symphony
and
the
ballet
etc.
I
love
when
I
visit
schools
and
found
out
this
one
is
in
here
working
with
it.
I
do
think
a
hidden
gem
or
a
challenge
still
to
be
solved
and
and
miss
Roberts
had
mentioned,
is
the
Rolin
Hayes
right
and
I
know
the
O'brien
kind
of
feels
ownership,
and
a
year
ago
there
was
a
little
bit
of
talk
of.
E
You
miss
Park
brass
with
this
story.
Just
to
give
you
a
little
sense
of
how
I
view
the
success
of
this
during
your
tenure.
I
was
out
at
banker
the
other
day
for
speech,
competition
and
the
students
every
year.
Talk
about!
Well
that
you
know
the
food
stinks.
Oh,
we
want
soccer
or
this
or
that
and
the
students
is
here,
we're
very
thoughtful.
Yes,
they
talked
about
sex
ed.
We
need
more
of
it.
Sexual
harassment,
how
to
prevent
at
the
school
and
one
student
spoke
about
dance
class
and
they
didn't
speak
about.
E
G
You
so
much
for
your
presentation.
This
is
just
so
inspiring.
I
was
having
my
own
flashbacks.
Listening
to
you
share
just
the
students
impact,
because
I
was
heavily
impacted
by
the
arts
growing
up,
and
it's
one
of
the
things
I
look
for
when
I
visit,
schools,
I'm,
listening,
I,
remembered
visiting
a
school
a
year
last
year,
and
so
distracted
and
heading
towards
a
classroom,
but
I
saw
the
dance
class.
G
I
was
like
I,
don't
like
going
there
right
now,
I
want
to
go
in
there
and
join
them,
and
so
just
you
don't
just
see
the
arts
you
hear
it.
You
get
to
experience
it
and
so
I'm,
so
grateful
for
your
work
and
I'm
grateful
to
see
the
great
gains
that
have
taken
place
as
well.
I
wanted
to
just
follow
up
one
of
the
things
that
I
wrote
down
earlier
was
around
the
teaching
pipeline
and
the
current
partnerships.
Do
you
have
current
partnerships
with
Berkeley
and
their
educational
program?
G
AB
Yes,
we
actually
have
partnerships
with
Berkeley,
their
music,
ed
math
college
of
art,
visual
or
dead
Emerson
theatre,
Edie,
Bridgewater
State,
which
is
the
only
dance,
Edie
fight
program
close
to
us,
and
then,
of
course,
we
our
span
reaches
UMass
Boston
and
their
music,
ed
department,
UMass,
Lowell,
music,
ed,
so
I
mean
we
have.
We
have
kind
of
wrapped
our
arms
around
anybody,
who's,
training,
arts,
educators.
Our
goal
is
to
have
them
serve
in
our
schools
as
student
teachers,
so
they
can
begin
to
understand
the
district.
AB
What
it's
like
to
work
inside
Boston,
Public,
Schools,
to
work
in
an
urban
district,
and
then
yes,
we
do
make
every
effort
to
when
we
have
openings,
make
sure
that
we
are
bringing
them
in
as
full-time
staff
people,
and
so
we
we
are.
We
are
fairly
successful.
I
would
say
that
you
know
out
of
the
the
staff
that
we
have
for
visual
arts.
There
might
be,
you
know,
maybe
five
or
six
percent
of
them
are
mass
art
graduates.
You
know
the
same
with
Berkeley.
AB
AB
We've
had
the
opportunity
to
work
with
mass
college
of
art
on
developing
curriculum
so
that
when
they
are
training
their
visual
arts
students,
they
are
working
with
them
on
understanding
what
it's
like
to
work
in
an
urban
district,
you
know,
what
do
you
need
to
bring
and
be
prepared
for
when
you
walk
into
our
classroom,
you
know
how
do
we
support
you
as
you
in
that
first
year
of
teaching?
You
know
because
a
lot
goes
on
in
that
first
year.
AB
G
The
other
question
I
was
just
going
to
ask:
was
around
the
trajectory
of
talent
a
little
bit
to
miss
Robinson's
point
as
well,
and
I
hear
that
you
know
you
talked
a
little
bit
about
the
the
arts
program,
so
programs
like
Boston
Ballet
and
some
of
the
schools
versus
schools
that
have
actual
the
teachers
who
can
really
assess
the
talent
and
then
sustain
it
moving
forward.
Is
there?
Is
there
a
process
where
you're
seeing
I
know
you
mentioned
earlier
about
the
feeder
schools
that
you
don't
really
have
a
pathway
from
a
school
perspective?
G
But
is
there
a
way
that
a
student
who
is
interested
in
elementary
school
and
showing
great
talent
and
visual
arts
that
that
student
in
there
I
can
see
a
bps
trajectory
of
while
here
options?
For
me
for
my
child,
who
is
showing
talent
in
the
third
grade?
Is
that
something
that's
already
been
built
out
in
Europe
in
your
department,
and
so.
AB
We
we
are,
we
are
building
that
out.
We
are
trying
to
make
sure
that
we
provide
parents
with
as
much
information
about
what
is
happening
in
the
arts
across
our
buildings,
but
I
think
the
other
piece
that
makes
that
work
even
better
is
that
our
teachers,
our
arts
teachers,
so
our
music
teachers
and
our
visual
arts,
teachers,
etc.
We
bring
them
together
as
cohorts,
you
know
so
that
they
can
begin
to
understand.
AB
I
see
these
kids
I
want
to
make
those
connections
so
that
we
have
conversations
about
where
those
you
know
where
those
students
might
decide
to
go
to
high
school,
so
I
think
it's
more
than
us,
giving
and
making
that
information
available
to
parents
booths,
which
we
certainly
should
and
are
doing,
but
it's
also
having
our
teachers
make
connections
with
one
another
having
them
understand
what's
happening
in
the
buildings,
and
so
they
are
watching
they
are
performing
together.
They
are
collaborating
and
I
think
that
is
an
even
better
space
for
making
a
feeder
pattern
right.
G
Right
so
I
absolutely
agree.
I
just
hope
that
somehow
we
can
provide
almost
a
district
pathway
for
both
parents
and
teachers,
specifically
and
and
I,
say
this
from
the
experiences
that
I've
just
seen
in
the
last
year,
visiting
different
schools
and
they're
in
seeing
their
place,
for
example,
and
seeing
really
talented
kids
and
then
asking
the
question
to
school
leaders.
Tell
me
about
that
student.
Oh,
my
goodness.
She
was
amazing
as
Dorothy.
G
Tell
me
more
about
her
and
wanting
to
hear
if
they
can
project
a
bit
of
a
vision,
she's
talented,
she
could
go
to
X
Y
&
Z.
Her
parents
are
also
informed
because
what
I've
seen
from
experience
is
especially
around
a
lot
of
our
kids
in
urban
and
says.
Sometimes
they
might
not
see
their
talent
themselves,
but
that
tap
on
the
shoulder
that
tap
on
their
parent
shoulder
to
say,
your
child
has
a
special
talent
in
this
area,
and
here
are
some
opportunities
for
them.
G
Try
this
scholarship
for
this
program
and,
let's
see
what
happens,
it
would
be
great
if,
if
that
is
something
that
is
a
bit
more
robust,
that
we
could
hear
is
happening
in
more
often.
So.
That's
kind
of
the
only
thing
I
heard
here
that
if
I
could
just
offer
that
that
feedback
to
see
how
we
can
create
a
robust
process
of
communication.
AB
Absolutely,
and
but
and
I
also
think
that
is
also
another
reason
why,
including
the
data
that
we
do
collect
and
around
what
what
is
happening
in
our
buildings
in
in
in
the
arts
and
that
school
arts
index.
That's
another
reason:
that's
important
to
include
in
the
school
quality
framework
and
the
opportunity
index,
because,
as
a
parent
I
may
go
there
before
I
have
any
conversation
you
know
with
anyone
and,
and
that
will
let
me
know
what
schools
are
providing
strong
arts
programming.
What
school
has
you
know,
quality,
music
and
so
I
think
there
are.
F
I
Wanted
to
ask
a
couple
questions
around
when
I
looked
at
the
progress
to
date,
piece
I'm,
wondering
if
you
know
the
top
of
your
head
by
any
chance,
I'm
wondering
in
terms
of
the
growth
and
percentage,
how
much
of
that
can
be
attributed
to
external
youth
arts
organizations
coming
into
the
school,
providing
alright.
So.
AB
AB
That
program
allows
us
to
work
with
partner
organizations
to
build
courses
inside
their
institutions
that
our
young
people
can
take
for
credit.
But
that's
a
small
program
when
partners
are
in
the
building,
they
are
for
the
most
part
in
the
building
as
a
collaborator,
and
so
they
are
supporting
the
work
that
the
teacher
is
doing,
which
is
the
space
that
a
partner
should
engage
with
in
our
buildings.
And
so,
though,
the
the
increases
that
we
have
are
because
we
have
solid
teachers
in
those
buildings
and
then.
I
So
the
increase
is
because
of
that,
or
can
it
also
be
attributed
to
just
a
general
external
partners,
or
you
would
say
it's
more
based
on
having
more
teachers
in
the
school,
more
teachers
in
the
school
trying
to
figure
that
piece
out
I
would
I
would
say
this
is
great,
my
and-
and
this
goes
beyond
DPS
but
I'm.
Just
gonna
say
it
that
if
we
look
at
what
students
need
it's
not
just
during
the
school
day,
but
it's
also
in
the
out-of-school
time.
And
so,
if
you
look
at
organizations
like
artists
for
Humanity.
I
So,
although
I
I'm
I'm
glad
to
see
some
robust
things
in
the
school
day,
I'm
very
scared
about,
what's
gonna
happen
externally,
with
places
like
the
places
that
I
just
mentioned,
and
we
know
I
mean
you
don't
have
to
sell
any
of
us,
I
mean
I,
see
it
every
single
day,
some
of
the
young
people
that
are
the
most
disengaged
that
walk
into
my
organization
and
they
pick
up
an
instrument
they're
like
a
whole
mother
child-
and
you
know,
they're
good
at
something.
And
it's
it's.
I
You
know
it's
a
wonderful
thing,
so
nobody
needs
to
be
sold
and
I
say
that,
because
I
also
think
when
we
look
at
the
Boston
creates
plan,
there's
a
big
gaping
hole
that
does
not
talk
about
creative
youth
development
and
really
focuses
only
on
the
school
day.
So
I
feel,
like
I,
understand
your
role
as
VPS,
but
I
feel
like
as
bps,
because
we
can't
do
this
alone.
I
We
really
need
to
think
about
what
is
gonna
happen
in
that
out-of-school
time
with
those
youth
arts
organizations
and
how
we
bring
that
front
and
center
I
think
the
other
piece
is
just
from
personal
experience.
I
would
say
that
it's
it's
also
very
challenging
to
work
with
some
of
the
schools,
and
so,
although
I
appreciate
the
policy
I'm
very
interested
in
the
implementation
of
how
schools
work
with
partners.
I
I
think
would
be
so
much
better
and
it
could
be
so
much
easier
for
all
of
us
to
do
our
work
together
and
collaborate.
So,
although
I
I
do
appreciate
this
I'm
I'm
looking
forward
to
more
like
the
implementation
of
when
you
actually
work
with
partners,
how
do
you
do
that?
So,
like
the
credit-bearing
I've
said
this
many
many
times
that
it
really
needs
to
be
a
person
instead
of
whatever
number
of
people
working
with
a
partner?
I
You
know
we
have
one
staff
person
cannot
be
talking
to
ten
different
people,
so
things
like
that
that
you
know
or
if
we're
in
a
school
really
the
school
needs
to
buy
and
say.
If
we're
offering
this,
then
we
need
to
have
those
students
that
you
said
we're
gonna
be
in
this
class
and
it's
not
a
fluffy
kind
of
thing,
because
I
think
so.
I
This
leads
to
my
next
piece
of
comments
last
question,
which
is
that
I
think
we
have
a
lot
of
autonomy,
and
so
when
we
talk
about
some
of
the
things
that
you
talked
about,
I,
just
wonder
how
how
it's
gonna
happen.
We
talked
about
like
the
budgeting
pieces
or
the
planning,
because
if
we
are
experiencing
right
now,
when
some
of
the
examples
I
talked
about
not
not,
every
school
gets
that
arts
is
actually
going
to
lead
to
better
outcomes
and
close
and
gap.
I
So
I
again,
I
think
I'm
looking
forward
to
what's
the
implementation,
because
when
I
look
back
to
I
mean
I.
For
me,
it's
like
what
what
is
gonna
be
different
than
1994
and
2001
and
I.
Don't
personally
want
to
put
my
name
on
a
new
policy
that
some
school
committee
member
eight
years
from
now
is
gonna.
Look
at
and
say
you
know
what
where's
where's,
where's
where's,
the
beef
or
whatever
that
commercial
used
to
be
so
I'm.
I
A
little
bit
more
about
how
do
we
really
like
what
needs
to
happen
so
that
there's
a
better
understanding
of
the
importance
of
Arts
across
every
school?
So
when
I
look
at
a
school
that
only
spends
500
and
then
a
school
that
over
spends
like
how
do
we
bring
that
balance
and
where's
that
alignment
going
to
happen?
I.
D
D
Brights
5a
results
are
pretty
stunning
I,
actually
not
seen
I'm
not
heard
of
school
systems
that
it's
been
able
moved
in
needle
in
this
way,
and
it's
done
because
principals.
D
As
a
result
of
it
you're
seeing
a
needle
move,
I
know
some
irons
team
is
very
involved
in
the
budgeting
process
itself,
and
so,
as
decisions
are
being
made,
these
sort
of
questions
are
asked
like.
Are
you
sure
you
want
to
use
these
resources
in
this
way?
So
this
sort
of
nudging
during
the
process
is
also
really
important
and
I
mean
success,
begets
success
and
I'm
we're
very
optimistic
that
we're
gonna
keep
this
trajectory
going.
D
AB
No
I,
I,
agree,
I.
Think
I.
Think
the
piece
that
we
need
to
make
sure
is
solid
is
the
the
entire
district
having
the
same
narrative,
I,
think
that
helps
any
school
leader
that
helps
you
know
that
helps
anybody.
Who's
engaging
with
our
schools
understand
what
our
priorities
are
and
so
I
think,
if
you,
if
it
is
a
continued
narrative
and
they
understand
that
the
arts
are
important
and
that
they
know
that
our
implementation
plan,
you
know,
is
being
monitored
by
the
school
committee
that
someone
is
caring,
that
they
are.
AB
I
No
I
agree
I
just
again
want
to
say
that
you
do
have
a
lot
of
autonomy
and
I
know
we
want
to
look
at
the
bright
spots,
but
and
I
realize
we've
done
a
lot
of
good
work,
but
also
making
sure
that
people
understand
the
importance
of
arts
and
really
the
impact
that
it
has,
especially
on
English
language,
learners
and
students
that
are
maybe
most
disengaged.
It's
a
beautiful
way
to
really
engage.
I
I
But
I'd
say
more
high
school.
If
we
can
really
think
about
using
the
resources
we
have
in
our
city
to
really
really
have
it
be
a
city
as
a
classroom
where
we
can
look
at
credit-bearing
across
the
entire
city
and
having
young
people.
You
know,
arts
doesn't
have
to
happen
during
the
school
day.
I
mean
how
great
would
it
be
to
be
able
to?
I
E
X
E
That
because
I
think
it's
a
good
good
recommended
policy
changes,
but
when
I
was
talking
earlier
about
people
that
have
been
important
making
this
happen,
I
feel
to
credit
the
superintendent
as
well,
because
he
has
dr.
Johnson
started
this,
and
mr.
McDonough
did
as
well
but
superintendent
Chang.
E
Since
you
have
came
here,
you
will
continue
to
make
this
a
priority
and
it's
you
know
we
we
do
happen
to
have
a
superintendent
who
performed
a
Carnegie
Hall
at
a
very
early
age
and
knows
the
importance
of
Arts
and
I
appreciate
how
you
have
continued,
not
only
to
make
this
a
priority
but
nudge,
as
you
said,
through
the
budget
process,
school
leaders
into
seeing
the
value
of
this.
So
I
wanted
to
make
sure
to
thank
you
for
your
work
on
mrs.
Bowman.
G
A
thank
you
because
it
dawned
on
me
I
wanted
to
mention
this
earlier.
I
have
seen.
I've
visited
the
Boston
ballets
program
for
youth
for
our
youth
this
year
and
I
saw
kids
with
special
needs
and
I
saw
kids
of
all
races
and
backgrounds,
and
I
saw
the
joy
that
they
had,
as
they
were
being
taught
by
some
of
the
premier,
talent
and
I.
Remember
my
daughter
coming
home
and
saying
mommy:
do
you
know
that
the
man
who
taught
me
has
danced
all
around
the
world
and
just
the
way
that
her
eyes
listen
on
another?
G
On
a
separate
note?
So
that's
our
partner,
the
theater
teachers
I,
have
met
adults
in
the
city
as
a
parent.
I've
met
adults
in
the
city
who
were
taught
from
some
of
our
teachers
who
are
still
teaching,
and
they
are
now
adults
who
are
teaching
kids
art
and
they
say
you
know,
miss
so-and-so,
miss
Fredrick's.
She
taught
me
when
I
was
at
Mildred
and
I
hear
these
stories
of
how
the
arts
continue
to
live
on,
and
so
I
just
want
to.
G
A
X
Thank
you
very
much
for
your
time
and
the
great
work
you
do.
I
have
two
disclosures:
what
I'm
on
the
board
of
that
Bester's-
and
this
is
a
great
bright
spot
and
the
other
is
that
both
my
boys
were
part
of
their
college
and
career-readiness
was
a
function
there.
Our
involvement
in
performing
arts
and
everyone
in
the
family
feels
if
I
had
done
more
I'd,
be
a
better
person.
X
This
is
truly
a
mom.
I
think
is
a
model
without
blending.
Capital
works
to
drive
improvement
in
the
system,
and
it's
also,
as
people
suggested,
a
great
model
for
that
that
this
tension
between
central
and
local
control,
collaboration
and
you've
done
a
wonderful
job
with
the
resources
to
to
dry
that
forward,
and
we
hope
that
this
is
something
that
other
parts
of
our
programs
can
could
replicate.
But
I
have
my
question
my
statement
of
my
comment.
X
It's
more
towards
my
committee
members
and
I'm
wondering
whether
we
can
really
afford
the
replication
of
this
policy
in
other
areas.
We
talked
about
this
before
we
have
given
some.
This
policy
gives
some
pretty
clear
guidelines,
some
minimums
that
were
committing
to
and
frankly
I
agree
to
them
and
I'm
happy
to
do
it.
I'll
support
it,
but
I
want
to
be
explicit
that
how
do
we
respond
to
nursing
to
librarians
to
guidance
counselor's,
my
particular
favorite,
as
we
go
forward
if
we're
saying
centrally
here's
an
area
that
we're
providing
this
minimum
and
this
long-term
and.
A
Y
B
A
B
B
B
We've
got
a
number
of
commitments
out
there.
There
is
a
policy
based
or
budget
based
from
year
to
year
that
we
need
to
be
balancing,
and
this
is
not
a
an
environment
which
I
think
was
pointed
out
as
well,
where
we've
been
in
a
in
a
posture
for
expansion,
but
nevertheless
we
see
the
differences
that
that
can
be
made
around
academic
achievement
with
with
increased
arts,
education
and
I.
Think
the
numbers
that
you
put
out
here
today
you
know,
did
the
the
the
return
on
investment.
B
I'd
be
remiss
if
I
didn't
say
thank
you
to
our
partners
once
again,
investors
as
well
as
the
many
other
partners
further
around
that
the
city
that
assists
us
in
reaching
the
the
achievements
that
we
have
to
this
point.
I'd
also
say
I
want
to
thank
you
as
well
once
again,
Miss
Parker,
brass
I,
believe
I
said
miss
Myron,
Parker
brass
earlier,
which
it's
funny
to
me,
because
I
don't
think
I've
ever
heard.
You
refer
to
in
anything
other
than
three
names,
you're
like
Edward,
James
Olmos.
In
that
respect,.
F
B
A
AB
AB
You
know
inside
buildings
we're
not
asking
for
you
at
this
point
to
add
dollars
to
that
schools,
budget,
we're
asking
the
school
to
really
look
at
how
they
allocate
their
budget
resource
and
so
in
making
those
allocations,
making
sure
that
you
are
including
the
Arts
in
those
allocations,
and
so,
if
I
have
a
supply
budget
making
sure
that
inside
that
supply
budget
I
have
done
adequate.
You
know
allocation
for
my
arts
programs,
the
same
thing
with
hiring
teachers.
AB
We
also
want
to
make
sure
that
our
schools
are
using
the
dollars
that
they
currently
have
to
support
the
arts
programs.
Does
that
mean
they
will
have
to
make
some
hard
decisions?
Of
course
you
know
so.
You're
gonna
have
to
sometimes
you
decide
between
having
you
know.
You
know
the
tech
teacher
and
the
arts
teacher
and
so
I
think
that
is
that's
a
conversation
around
advocacy
that
we
continue
to
do
as
part
of
our
work
in
the
arts
department.
But
you
know
I
think
it
is
important
enough
for
us
to
have
those
conversations
ya.
X
B
AB
J
J
Sweet
dr.,
Chang
and
and
Alex
both
presented
on
some
of
the
science
issues,
outed
and
I,
was
hoping
as
a
result
of
that
someone
to
what
we've
heard
tonight
around
the
arts
department.
It
would
be
great
to
have
an
update
on
what
we're
doing
in
science
lots
of
wonderful
things
across
as
if
she
could
also
to
understand
I
mean
sometimes
we
look
at
our
scores.
Our
scores
in
science
are
not
that
great.
So
the
question
is:
what
can
we
be
doing.
J
B
X
Truly,
this
is
a
great
model
and,
as
we
think
of
all
our
cross-cutting
work.
So
if
we
give
economy
to
school,
which
I'm
a
big
believer
and
I
support
completely,
then
there's
the.
How
do
we
provide
an
adequate
and
support
a
support
in
these
other
areas
that
we
think
are
important,
and
how
do
we
think
that,
through
having
point
people
like
we've
had
and
the
arts
come
in
and
present,
this
type
of
thorough
report
would
be
a
great
advantage
for
us,
but
should
well
before
budget
season
right
well
before
budget
season.
X
E
B
One
other
thing
I
will
mention
just
briefly,
given
that
we
have
had
a
bit
of
a
budget
discussion
tonight.
I
thought
it
important
to
note
that
there
is
a
foundation
budget.
New
commission
bill.
That's
passed,
the
the
Senate
recently
is
before
the
house
right
now
again,
it's
it's
admirable
work,
but
that's
been
done
on
chapter
70
reform
up
at
the
Statehouse.
However,
it
still
doesn't
do
a
lot
for
Boston.
B
We've
got
municipal
revenue,
growth
factor
reform
that
we
need
to
engage
in
and
I
I
will
note.
I
think
I
haven't
mentioned
it
in
the
past,
but
we
have
received
word
back
from
rep
Madero,
who
is
the
the
Dean
of
the
Boston
delegation,
who
has
expressed
an
interest
in
meeting
with
a
representative
set
of
the
the
committee
to
discuss
this
issue
going
forward,
so
miss
Sullivan
I
will
be
working
with
chairman
daro
and
his
office
to
to
set
that
up.
There's
no
other
new
business.
That
concludes
our
business.
For
this
evening.