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From YouTube: Boston School Committee Meeting 05-09-18
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
A
A
D
A
Tonight's
meeting
is
being
broadcast,
live
by
Boston
City
TV
on
YouTube,
as
well
as
Comcast
channel
24
RC
on
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date.
If
you
would
also
like
to
speak
this
evening,
but
have
not
yet
signed
up,
please
see
our
staff
person.
Miss
Lina
part
of
X
out
in
the
hallway
sign
up
for
public
comment
will
end
promptly
at
6:30
p.m.
this
evening
will
begin
first,
with
the
approval
of
minutes
from
the
April
25th
School
Committee
meeting.
A
If
the
minister
approves
is
presented,
hard,
copies
will
be
made
of
a
made
of
excuse
me
made
available
immediately
in
the
hallway
with
the
other
handouts.
If
changes
are
made,
you
can
access
the
minutes
to
Morrow
on
the
bps
website.
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
meeting
minutes
from
April
25th
as
presented.
A
Thank
you,
miss
Olivet
dabble.
Is
there
a
second?
Thank
you,
mr.
O'neill,
is
there
any
discussion
or
objection
to
the
motion?
Is
there
any
objection
to
approving
the
minutes
by
unanimous
consent?
Hearing
none
the
minutes
are
approved,
we'll
move
on
now
to
the
superintendent's
report.
I
present
you,
our
superintendent,
dr.
Tommy,
Chang,
Thank,.
E
You
chairman
Wakonda
good
evening,
School
Committee
evening
to
everyone
that
is
you're
in
the
audience
and
those
who
are
watching
on
TV.
First
of
all,
happy
teacher
appreciation
week.
It's
always
a
great
time
the
year
to
celebrate
the
work
of
teachers,
not
only
in
Boston
Public
Schools,
but
across
our
country
I.
It's
also
a
moment
to
thank
not
only
teachers
but
administrators,
school
nurses,
school
psychologists,
all
those
who
support
young
people
in
Boston,
Public,
Schools
I,
know
there's
a
lot
of
celebrations
going
on
across
the
school
district.
E
I
just
want
to
take
a
moment
to
all
share
our
celebrations
with
teachers
and
paraprofessionals,
and
you
see
some
pictures
up
there
of
the
great
educators
who
work
with
our
young
people.
There
were
pictures
of
the
educators
at
the
Baldwin
early
learning
pilot
Academy
in
Brighton,
as
well
as
Margaret,
a
movie
Singh
JP,
and
so
just
a
special
thank
you
to
all
the
teachers
for
making
lasting
impact
on
youth
of
the
City
of
Boston
I.
Also,
just
wanna
make
a
special
note.
E
This
year
there
are
conversations
that
are
going
on
around
the
country
that
are
being
led
by
teachers
and
I
want
to
thank
teachers
across
the
country
for
really
pushing
on
issues
of
equity
that
we
are
all
facing,
especially
in
communities
who
are
most
underserved
so
just
want
to
take
a
moment
and
thank
all
the
teachers
across
the
country.
Learning
Network
I
think
that's
a
good
transition
to
something
I
want
to
share
with
the
school
committee
in
Boston,
Public
Schools.
E
It
is
a
program
focused
on
BPS
students
who
are
considering
becoming
educators,
and
a
teacher
pathway
program
provides
a
clear
path
to
BPS
students
who
are
enrolled
in
the
BPS
high
school
to
teacher
pipeline.
Sorry
they
currently
enrolled
in
the
BPS
high
school
to
teacher
program,
which
is
a
program
that
exposes
our
high
school
students
to
the
field
of
education,
gives
them
experience
as
tutors
in
their
high
school
years
upon
graduation
from
high
school,
the
students
will
spend
a
year
as
a
city
year
corps
member
before
attending
college.
E
This
pathway
will
provide
our
students
access
to
low-cost
undergrad
degree
and
a
debt-free
graduate
education.
This
also
allows
VPS
to
recruit
locally,
regionally
and
nationally
for
recent
college
graduates
who
are
interested
in
teaching
in
the
sea
of
Boston
and
becoming
a
city
year
corps.
Member
in
the
city
of
Boston,
the
pathway
members
who
complete
a
program
will
be
duly
certified.
E
They
will
have
experience
teaching
in
bps
schools
in
partnership
with
a
highly
qualified
mentor
teacher
and
will
also
earn
a
master's
degree
from
UMass
Boston
once
again,
free
of
cost
for
their
graduate
degree
component
and
as
we
continue
to
ensure
we
are
filling
this
pipeline.
This
teacher
pipeline
with
bps
students
and
other
young
people
who
reflect
the
racial,
cultural
and
linguistic
identity
of
the
students
in
Boston.
E
We
continue
to
do
this
work.
We
will
have
again
of
our
goal
of
making
sure
that
educators
in
bps
reflect
the
diversity
of
the
students
bps
yesterday
in
this
kickoff
event,
and
thank
you
Michael
Neal,
for
attending
the
event.
We
talked
about
issues
of
the
teacher
pipeline
currently
in
Massachusetts
bps.
E
E
Currently,
BPS
does
have
38%
teacher
educators
of
color,
that's
not
where
we
need
to
get
to,
but
that
does
compare
it
to
only
7%
statewide
and
we
will
continue
working
diligently
to
make
sure
we
have
a
more
diverse
workforce
there.
This
is
not
the
Silver
Bullet.
This
is
a
multi
prong
approach,
but
we
will
continue
trying
to
figure
out
more
and
more
innovative
programming
and,
most
importantly,
inspiring
young
people
would
go
to
bps
to
consider
education
as
a
career.
E
E
E
A
number
of
bright
spots
to
share
with
folks,
first
just
freshly
off
the
presses,
US
News
and
World
Report
released
its
annual
list
of
top
ranked
schools
and
Boston
Latin
School
is
ranked
as
the
number
one
public
school
in
Massachusetts
for
the
second
straight
year.
Boston
Latin
School
is
number
six,
so
brian
is
number
it's
ten.
E
We
a
Boston,
sorry
Boston,
Latin
Academy
is
number
six
and
John
D
O'bryant
school
of
math
and
science
is
number
ten.
We
also
have
a
number
of
other
bps
high
schools
on
the
top
100,
including
vcli
and
number
60
new
mission,
77
emk
of
Health,
Careers,
emk,
Academy
of
of
careers
and
the
marine
90,
and
then
ACC
number
99
and
be
a
number
one.
E
It's
great
to
see
the
diversity
of
schools
in
Boston,
Public
Schools
on
this
list
next
thing,
the
next
bright
spot,
Boston
Public
Schools,
has
received
an
award
for
being
one
of
the
most
proactive
districts
of
the
state
when
it
comes
to
testing
drinking
water
in
schools,
and
yesterday
the
Department
of
Environmental
Protection
awarded
bps
and
the
Boston
Water
and
Sewer
Commission.
This
quote
systems
taking
action
to
reduce
lead
award
for
their
work
in
our
schools.
E
Back
in
2016,
mayor
Walsh
and
I
announced
that
all
bps
schools
and
mayor
Walsh
and
I
announced
that
all
BPS
schools
which
working
water
fountains
would
be
tested
for
lead
at
least
once
per
year,
which
is
above
and
beyond
the
state
requirements.
This
was
adopted
into
a
formal
policy
by
the
school
committee
in
June
2016.
E
Now
only
are
we
able
to
spot
issues
and
respond
to
them
more
quickly,
but
through
our
enhanced
monitoring
and
infrastructure,
we
have
been
able
to
turn
more
water
fountains
back
online
as
well.
We
have
reactivated
water
fountains
at
11
schools
over
at
last
several
months,
and
this
is
all
due
to
the
work
of
our
facilities,
management
team
and
our
health
and
wellness
departments.
Thank
you
for
being
a
leader
on
this.
Thank
you
for
making
sure
the
safety
and
well-being
of
our
students,
our
staff,
are
our
number
one
priority.
E
E
Yesterday
it
was
a
very
moving
experience,
cheering
about
the
young
people
really
coming
together
to
help
advocate
for
one
of
their
peers,
so
just
just
a
shout
out
to
the
young
people
at
be
COI
for
their
leadership
for
their
caring
of
their
peers
and
then
for
the
incredible
artwork
that
they
did
on
that
wall
and
that
mural
is
actually
in
the
cafeteria
next
bright
spot.
Earlier.
E
This
week,
I
had
an
honor
of
participating
in
the
seventh
annual
Japanese
cherry
tree
planting
ceremony
at
bps
this
year
and
the
ceremony
took
place
at
the
early
Middle
School
in
Rosendale,
and
we
were
joined
by
members
of
the
fish
family
foundation.
The
foundation
began
this
tradition
in
2012
celebration,
the
centennial
city,
centennial
of
the
city
of
tokyo's,
gift
of
more
than
three
thousand
trees
to
Washington
DC
and
Irving.
Students
performed
a
song
in
Japanese
during
a
ceremony.
E
Our
next
bright
spot
is
on
May
1st
the
bps
office
as
safe
and
welcoming
schools
hosted
the
2nd
annual
LGBTQ
student
summit
at
the
Boston
teachers
union
hall.
We
had
more
than
double
the
attendance
from
last
year
with
about
175
students
attending
from
25
high
schools,
I'm
proud
to
say
that
nearly
all
of
our
34
high
schools
now
have
a
Gay
Straight,
Alliance
Group
GSA's
are
safe
and
welcoming
places
for
all
students,
and
they
help
affirm
our
students
identities.
This
is
something
we
have
been
really
pushing
and
really
supporting.
It
is
really
student-led.
E
I
want
to
thank
Danielle,
Marie,
a
safe
and
welcoming
school
specialist
who
organized
the
summit
summit.
I
want
also
want
to
thank
Alex,
hello,
cool
cool,
Amara,
I.
Think
calamaro
he's
a
he's.
The
outreach
director
at
Charlestown
high
school
helped
awesome,
who
also
helped
plan
this
event
and,
of
course,
I
want
to
thank
all
the
students
participated
and,
of
course,
we
all
support
the
identities
of
our
young
people,
and
we
wanna
make
sure
every
single.
E
E
Know
many
of
you
have
attended
the
school
Craig
became
the
leaders
of
Perkins
five
years
ago
and
under
his
leadership
and
the
work
of
the
staff,
their
suspensions
and
chronic
absenteeism
rates
have
decreased.
Family
engagement
is
up
and
test
scores
are
students
who
are
Latino.
English
learners
are
outperforming
their
subgroups
on
em
caste
wide.
These
embrace
SEL
practices
he's
networked
with
Boston
Children's
Hospital.
E
E
F
Hello
and
thank
you
for
inviting
me
to
join
you
at
the
second
annual
conference
on
preventing
and
addressing
biased,
based
incidents
at
school.
This
is
important
work
and
I
wish
I
could
be
there
in
person,
but
the
Senate
is
in
session
today.
So
I'm
working
down
here
in
Washington
I
wanted
to
start
by
thanking
superintendent,
Chang
and
Boston
Public
Schools
for
organizing
this
event
to
strengthen
our
schools
and
to
support
our
students.
We've
got
to
work
together
as
teachers,
administrators
policymakers,
parents
advocates.
F
That's
what
gatherings
like
this
one
are
all
about
back
before
I
was
a
senator
I
was
a
teacher,
and
my
very
first
job
coming
out
of
college
was
teaching
special
needs.
Kids
in
a
public
elementary
school
I
got
to
see
firsthand
the
power
of
public
schools
to
build
opportunity
for
all
our
kids,
but
this
can
only
happen
if
our
schools
remain
safe
and
welcoming
places
for
all
students
to
learn
and
to
grow.
Today,
more
than
ever,
we
must
do
everything
we
can
to
present
hate
to
end
discrimination
and
to
stop
bullying
in
all
its
forms.
F
All
students
deserve
to
be
treated
with
respect
and
to
receive
the
support
they
need,
regardless
of
their
race,
ethnicity,
sex,
disability,
religion,
sexual
orientation
or
gender
identity
and
I
know.
We
have
work
to
do
to
make
sure
this
is
a
reality
for
kids
in
Massachusetts,
a
reality
for
kids
across
New
England,
a
reality
for
kids
around
the
country,
and
that's
why
I
am
so
glad
that
you
are
gathering
this.
We
in
Dedham
to
focus
on
finding
solutions.
F
E
Thank
You
senator
Warren,
it's
great
to
have
her
advocating
down
in
Washington,
DC
and
I
want
to
thank
again
at
the
office
of
equity
for
hosting
this
two-day
convening.
I
had
a
chance
to
speak
to
many
of
the
attendees
many
folks
who
joined
us
from
across
the
state,
and
this
is
important
work
and
it's
just
a
another
example
of
bps
leading
on
these
sort
of
issues.
So
with
that.
That
concludes
my
remarks
for
this
evening.
Thank
you.
B
I
just
wanted
to
say
how
wonderful
it
is
to
hear
both
the
high
school
teacher
pipeline.
I.
Think
we've
talked
about
that
at
many
many
school
committee
meetings.
You
know
it's
small,
but
I,
think
it's
it's
fantastic.
We
already
have
young
people
interested.
We
have
a
pipeline
and
I
think
it's
a
great
investment
for
young
people
to
become
teachers
in
our
district
and
to
stay
here
in
Boston.
They
are
the
future
of
our
city,
so
I
just
want
to
say
thank
you
and
thank
you,
mr.
B
G
Thank
you
for
the
remarks
as
well.
I
just
want
to
point
out
one
thing
that
we
actually
have
the
reverb
effect
members
mentioned
in
three
different
bright
spots,
including
Nicholas,
to
head
to
be
SEC
president
for
this
year.
Virgil
een
at
be
CLA
part
of
the
mural
committee,
as
well
as
elect
as
part
of
the
LGBT
summit.
So
I'm
glad
to
see
that
some
of
our
these
items
are
representing
across
the
city
and
other
opportunities
that
they
can
leadership
and.
I
J
K
E
Recover
for
that,
you
can
get
basically
a
tuition.
Please
graduate
school
education
through
this
profit
and
we're
now
in
the
process
of
having
conversations
with
colleges
in
University
will
be
willing
to
figure
out
debt
free,
also
pathway
for
their
students,
so
that
for
each
of
four
years
on
your
graph
for
plus
years
out
of
that
tuition
freeze
for
their
masters,
and
they
will
then
become
bps
interest.
E
A
L
Thank
you
for
the
report.
I
have
another
question
about
the
other
side
of
this
issue.
It's
great.
If
we
can
get
them
here
and
get
them
recruited,
but
what's
our
commitment
once
they're?
Actually
in
the
system
I
mean
I
worry
about
each
year
when
we
have
teachers
accessed
or
laid
off.
Are
we
laying
off
the
very
people
that
we've
just
tried
hard
to
recruit?
L
E
Phinney
groups
that
support
bps
teachers
of
color
during
their
early
years
and
I
actually
worked
very
closely
with
them.
I
meet
with
them
regularly
and
me
with
the
coaches
regularly.
It
is
one
Avenue,
but
there
are
others
as
well
Ilana,
which
is
a
support
group
critical
fan
group,
the
color,
the
Boston
teachers
use
as
well,
and
so
again
it's
a
multi-pronged
strategy.
You.
E
That
all
right,
but
in
particular
in
regards
to
this
program,
we
are
still
in
the
mists
of
developing
how
we're
going
to
support
these
young
people
throughout
their
transition
into
or
in
through
college
as
well.
One
of
the
emerging
ideas
is
to
bring
them
back
every
single
summer
to
work
in
bps,
so
they
remain
committed
to
Boston
so
when
they
do
finish
their
undergrad
experience
and
and
as
they
begin
under
graduates
who
attend
as
they
begin
their
graduate
school
experience,
they
have
had
multiple
touch
points
to
out
their
journey
with.
M
L
Don't
know
I,
don't
think:
we've
looked
at
the
data
but
of
the
teachers
that
get
access
to
go
into
the
XS
pool.
What
percentage
of
those
teachers
are
black
and
Latino
or
Asian
teachers,
and
particularly
teachers
who
may
only
have
been
in
the
district
one
or
two
years,
because
I'm
thinking?
That
also
is
a
message.
L
E
Can
bring
that
data
I
can
provide
that
data
to
the
school
committee.
I
know
that
what
we
are
doing
is
we're
intently
focused
on
a
number
of
schools
that
do
you
have
a
huge
disparity
between
the
demographics
of
their
teachers
and
their
student
body
and
providing
some
pre
intense
coaching
technical
assistance
for
those
schools,
and
that
is
now
around
only
recruiting.
But
it's
also
around
mentoring
is
and
I'll
keep
making
sure
that
teachers
feel
also
affirmed.
C
You
mr.
chips,
Oh
tendon
I,
have
to
say
I
did
appreciate
going
to
that
briefing
yesterday
with
City
UMass
Boston
and
the
district
did
as
I
said
at
the
time.
You
know
the
most
innovative
ideas
are
the
ones
that
people
stop
and
say.
This
answer
was
right
in
front
of
us.
Why
didn't
I?
Think
of
it?
So
uber
redefined
transportation,
air
B&B
redefined
how
to
stay
when
you
visit
and
we
had
this
pressing
need
of
how
do
we
get
more
young
people,
particularly
of
color
who
wanna
be
in
the
teaching
force?
C
And
yet
we
had
this
pool
of
folks.
These
young
energetic,
smart,
driven,
focused
people
who
were
spending
a
year
in
our
schools.
I
mean
talk
about
the
perfect
training
pool,
and
yet
we
all
sit
here
with
School,
Committee
and
say
to
you.
Well,
you
have
to
do
better
on
this
number.
You
have
to
do
better
than
this
number
you
and
your
team
and
yes,
miss
D
le.
Thank
you
for
your
work
on
this
I.
Actually
thought
of
a
really
innovated
solution
that
as
soon
as
you
hear
it,
everyone
stops
and
says
why
didn't
I?
C
Think
of
that,
so
I
want
to
give
you
a
real
kudos
for
this,
because
and
not
only
did
you
stop?
Not
only
did
you
think
of
it
and
making
it
happen
with
City
Year
who's
very
excited
about
it
and
with
UMass,
Boston
and
God
bless
and
the
wonderful
partners
to
work
with,
as
they
do
with
them
a
number
of
other
things
with
us.
C
So
I
just
want
to
give
you
an
enormous
credit
for
focusing
on
a
problem
that
we
asked
you
to
look
at
and
coming
up
with
the
solution
that
everyone
stops
and
says
what
a
brilliant
idea.
Why
didn't
I?
Think
of
that
so
I
give
you
enormous
credit
for
that,
and
I
particularly
want
to
do
it.
In
light
of
two
other
things
that
you
also
mentioned
just
as
party
of
bright
spots,
you
know
you
came
to
us
three
years
ago
and
you've
been
here
three
years
now,
and
this
is
a
city.
C
That's
pretty
tough,
as
you
well
know,
and
I
say
it
all.
The
time
and
I
say
it,
because
I
can
be
pretty
tough
and
I
can
be
pretty
cynical,
and
you
had
a
number
of
things
hit
you
that
we
never
anticipated
in
the
whole
time
we're
talking
to
you
about,
coming
to
join
us,
I
mean
did
real.
Did
we
really
think
we're
gonna
have
water
and
lead
in
the
water
and
a
bunch
of
our
schools?
C
C
N
I
also
wanted
to
just,
but
also,
if
we
think
creatively
about
some
of
the
organizations
like
a
thumb
which
is
the
Association
of
Independent
Colleges.
You
know
in
the
state
and
connecting
with
organizations
like
bears,
who
have
a
finger
on
the
pulse
of
those
colleges
and
universities
just
to
get
a
sense
from
the
deans
of
school,
of
education
from
the
piece
of
enrollment
management
from
alumni
affairs,
where
our
bps
alums
have
gone
on
to
school
and
I
know.
K
A
O
A
O
A
Dean
Coleman,
thank
you
Gene
Robinson.
Is
there
any
discussion
or
objection
to
the
motion?
Any
objection,
improving
the
superintendence
report
by
unanimous
consent,
hearing
none.
The
motion
carries
okay
before
we
move
on
now
to
general
public
comment,
I'd
like
to
first
invite
our
student
representative
mr.
macclay,
to
present
his
monthly
update
on
behalf
of
the
boston
student
advisory
council.
Mr.
macclay.
G
G
And
also
we
just
want
to
say
that,
like
in
the
last
month,
has
been
very
busy
both
locally
and
nationally
for
the
Boston
Advisory
Council.
All
of
our
seniors
have
made
choices
on
in
school
that
they
would
like
to
go
to
well
that
they
have
been
accepted
to
and
that
they
are
going
to
sorry
about
that,
but
one
of
our
major
accomplishments.
G
Recently
it's
been
recognized
by
Facebook
and
recently
we
had
one
of
our
beset
core
days
and
several
students
got
to
go
to
mellow
California,
where
they
got
to
present
the
Boston
Advisory
app
the
ball
student
rights
app
to
some
of
the
app
developers
4face
recently
just
last
month.
So
that
was
an
amazing
opportunity
and
I
don't
have
any
pictures
of
that
yet.
But
hopefully
we
could
share
that
with
you
all.
G
Also.
We
had
students
who
attend
the
National
Dickey
and
schools
conference,
which
is
focused
on
dismantling
school
to
put
in
the
pipeline
through
restorative
justice
practices.
So
we
get
to
meetings
of
the
youth
councils
from
Provident,
California
and
Minnesota
this
year,
where
it
was
hosted
and
they
also
had
an
opportunity.
Honor
prints.
G
In
their
spirit,
also
Boston
bisetta
coordinators
have
the
opportunity,
well
be
sax
students,
along
with
dr.
chein,
at
the
emerging
best
practices
conference,
the
second
annual
one
for
Ag
department
equity,
and
we
thank
you,
Becky
Schuster,
for
inviting
us
to
participate.
I
sat
on
the
panel
with
students
from
Boston
Latin
Academy
black
eye
BLS,
also
YWCA,
and
also
surprisingly
enough,
some
middle
school
students
from
Wister
walk
down
from
Walt
down
a
Watertown.
Sorry,
so
I
got
that
one
I
got
feeling
an
amazing
panel
of
middle
school
students
from
walk
down.
M
G
The
project
that
they're
doing
in
their
school
to
bring
awareness
around
race
and
equity,
one
of
the
project
that
they
shared,
was
a
mirror
that
they
made,
showing
that
everyone's
welcome
and
also
encouraging
messages
for
some
of
the
students
who
have
been
affected
through
bullying
and
some
students
who
don't
necessarily
understand
the
impact
of
race.
And
that
was
an
amazing
experience.
And
thank
you
again.
Back
and.
G
At
the
Boston
Boston
area,
education
for
social
justice
conference
be
saxman,
presented
our
work
and
facilitate
action.
Organized
sessions
around
our
three
committees,
which
are
student
voice,
climate
curriculum,
as
well
as
youth,
empowered
learning,
which
is
myself
than
anybody
else.
Each
session
was
well
attained
by
Biesecker
members,
educated
conference
participants,
participants
made
up
of
teachers,
community
members
and
parents
on
activities
and
how
to
become
more
engaged
in
the
design
practices
around
student
engagement
and
protecting
your
rights.
As
a
student,
we
also
got
to
provide
feedback
for
the
ESS.
G
A
toolkit
which
is
the
every
student,
succeeds
act
that
was
developed
national
under
Obama
administration
in
regards
to
best
practices
for
students,
and
we
launched,
and
then
b-side
played
a
huge
role
in
shaping
the
student
engagement
portion
of
the
toolkit,
and
it
was
publicly
honest
at
the
end
of
April.
We
thought
we
are
cited
for
thousands
of
students
across
the
nation
who
will
be
better
equipped
and
implementing
the
change
that
they
want
to
see
in
their
schools
and
particularly
school
safety.
G
Their
impact
on
Climate
curriculum
I
mean
on
curriculum
development,
as
well
as
professional
development
for
parents
and
teachers.
Also,
we
wanted
to
mention
that
through
the
work
of
Annisa
sabe
Joris,
be
sec
has
played
a
major
role
in
students
being
engaged
at
the
city
level,
with
the
budget
hearings
and
providing
testimonies
at
the
beginning
of
the
hearings.
G
Just
last
night
I
had
the
opportunity
to
present
on
school
safety
and
sharing
my
experiences
in
public
education,
not
only
in
bed
with
Louisiana,
where
I'm
from,
but
here
in
Boston,
is
seeing
some
some
of
the
trends
in
regards
to
school
safety
and
the
accomplishment
that
have
the
main
abhi.
That
I
mean
that
councilman
that
have
the
main
in
Boston
Public
Schools,
but
also
the
work
that
we
need
to
continue
working
on,
and
we
look
forward
to
being
participating
in
that
process
up
until
June
when
this
isn't
finalized
on
the
budget.
L
K
D
You
mr.
canto,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations
with
school
committee.
Pertinent
school
issues,
questions
on
specific
school
matters,
an
audience
at
at
this
time,
better
referred
to
the
soup
superintendent
for
a
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak
and
I
remind
you
when
you
have
one
minute
remaining
and
then
30
seconds.
D
Those
who
require
interpretation
services
will
be
alive
in
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
We
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
were
only
the
court
speakers
who
faced
the
committee.
We
have
four
speakers
this
evening
and
we'll
begin
with
Layne
banks
and
she'll
be
followed
by
Tiffany.
The
self
and
John
budge.
P
P
Our
fragrance
proposal
included
support
of
more
than
380
parents
and
neighbors,
alongside
with
support
letter
from
the
garrison
Trotter
Neighborhood
Association,
an
organization
with
more
than
40
years
of
service
in
the
Roxbury
area.
We
are
very
excited
for
this
opportunity.
Our
architect
and
contractor
are
ready
to
start
work
as
soon
as
we
hear
about
the
grant.
We
are
very
pleased
to
be
able
to
include
in
our
proposal
a
strong
support
letter
from
superintendent
Chang,
for
which
we
are
very
thankful.
P
We
also
appreciate
the
continuing
work
by
the
entire
BPS
team,
especially
CEO
john
halen
and
legal
adviser
alyssa
of
calcium.
Thanks
to
the
efforts
we
expect
to
have
a
final
agreement
soon
for
higher
ground
and
our
school
community
to
continue
our
efforts
on
behalf
of
our
children.
Thanks
to
BPS
support.
We
believe
we
have
a
good
chance
of
secure
and
community
preservation
grant
and
build
a
playground,
so
it
is
ready.
P
P
Q
My
name
is
Tiffany
vassal
I'm
a
registered
nurse
and
the
mother
of
Amelia
Edmund,
who
attends
the
PA
Shaw
elementary
school.
My
daughter
is
currently
in
k2
at
the
shop
I'm
here
to
talk
to
you
about
the
cafeteria
and
our
need
for
the
my
way
cafe.
Over
the
winter
break,
our
oven
stopped
working,
and
when
the
children
returned
to
school,
they
were
receiving
what
was
termed
as
a
sustainable
lunch,
which
includes
raisins,
crackers
and
hummus.
Q
This
was
totally
unacceptable.
Breakfast
and
lunch
is
often
the
only
meals
these
children
receive
for
the
day.
I
began
to
tweet
about
it
to
superintendent,
Chang
and
city
councilor
Pressley,
and
fortunately
they
were
able
to
rectify
the
situation.
We
received
temporary
ovens
while
ours
were
being
fixed,
so
the
children
were
able
to
receive
the
warm
breakfast
and
lunch
now
fast-forward
to
today.
We
were
recently
overlooked
for
the
new
highway
cafe
program,
which
we
are
in
desperate
need
of,
due
to
be
due
to
being
located
in
Dorchester
and
not
Mattapan.
Q
We
are
on
the
borderline
of
Mattapan
and
Dorchester.
One
side
of
our
school
is
on
Morton
Street
and
which
separates
the
Mattapan
and
George
which
separates
Mattapan
from
Dorchester,
and
the
other
side
is
on
Norfolk
Street.
Our
school
has
a
Dorchester
address.
Our
school
building
is
a
hundred
years
old
and
is
in
dire
need
of
this
caffeine.
Our
children
need
fresh
foods.
A
R
So
John
Mudd
unaffiliated
advocate
and
before
I,
get
to
my
topic
on
the
achievement
gap.
I
just
wanted
to
also
have
my
voice
to
congratulate
serán,
Daley
and
superintendent
Chang
on
the
development
of
a
new
innovative
program
to
promote
diversity
of
teachers.
I
think
Boston
clearly
is
an
innovator
in
these
programs.
The
issue
is:
how
do
we
bring
them
to
scale
so
that
it
changes
the
actual
proportion
of
black
and
Latino
and
other
teachers
and
moves
the
needle?
R
Last
week,
at
last,
meeting
I
testified
about
the
results
of
the
nape
and
I'd
suggested
that
it
would
be
important
to
get
a
response
from
the
academic
departments
and
the
schools
division
of
what
they're
gonna
do
about
these
results
and
since
that's
not
on
the
agenda,
and
since
there
were
seven
number
of
the
school
committee
members
weren't
here,
I
thought
I
would
bring
the
issue
back
to
the
forefront.
I
did
do
in
the
interim
a
one-page
summary
of
the
achievement
gap
and
which
I
do
the
arithmetic
I.
R
You
know
you
see
the
charts
little
bars
that
go
across
and
in
the
beginning,
what's
the
number
and
what's
the
end,
what's
the
number
and
then
what
is
the
difference?
Is
the
achievement
gap
increased
or
decreased?
And
unfortunately
these
results
are
very
troubling.
You
can
see
it
in
every
one
of
the
four
measures
or
eight
choose
me:
eight
measures
of
the
black
or
Latino
fourth
versus
whites
and
fourth
and
grade
reading
and
math
and
eighth-grade
reading
and
math.
R
R
So
you
can
see
that
from
2015
to
2017
black
students
scores
in
4th
grade
reading
decreased
by
5
points
and
in
throw
those
blacks
for
the
for
longer
years,
for
like
six
years
in
math
and
then
a
fourth
grade,
math
an
eighth
grade,
math
the
scores
decreased
again.
I
would
just
say
that
this
these
figures
it
seems
to
me
the
goal
is
not
this
data.
The
goal
is
to
understand
why
and
what
we
can
do
about
it.
R
So
I
would
urge
you
again
to
try
and
get
a
presentation
from
the
superintendent
and
the
academic
and
schools
divisions.
What
do
we
read
from
this,
and
what
are
we
going
to
do
about
it
and
how
are
we
going
to
adapt
it
to
the
culturally
cultural
and
linguistically
sustaining
practices
that
we
all
believe
it?
Thank
you
for
letting
me
go.
G
S
Pirela-
and
this
is
a
Miguel
Lopez-
we
are
members
of
the
community
task
force
and
truly.
The
reason
we're
here
right
now
is
because
of
what
B&B
came
before
you
on
April
11,
to
request
through
a
boat
to
be
given
the
come
back
to
you.
So
I
want
to
tell
you
that
the
Harbor
Point
community
task
force
is
a
volunteer
resident
elected
501c3,
nonprofit
organization
that
has
represented
annually
approximately
3200
Harbor
Point
residents
since
1988
as
Co
general
partner
in
ownership
of
Harbor
Point
Apartments.
S
Furthermore,
winces
that
the
McCormick
athletic
fields
must
continue
under
the
complete
oversight
of
the
Boston
school
Boston,
Public
School
System
on
8
April,
11,
D
and
B
as
bps
committee,
by
a
vote
to
transfer
the
McCormick
athletic
field
to
VND.
Please
note
these
requests
came
to
VPS
committee
with
DnB,
neither
contacting
the
McCormick
principal
mr.
Enriquez,
the
school's
I
counsel,
nor
the
Columbia
Point
and
insula
community.
S
We
have
had
a
loan
30
year.
Partnership
with
the
McCormick
school
sign
up,
Hussein
mentioned
to
you
on
the
last
meeting
how
successful
Harbor
Point
has
been.
Obviously
when
they
redevelop
Harbor
Point
Columbia
wanting
to
have
a
point.
There
was
a
loss
of
fields
for
the
youth
and
the
families
to
enjoy
and
to
develop
so
to
address
the
loss
of
their
form,
Boston
Housing,
Authority
of
30
fields.
S
At
the
time
the
redevelop
the
Ridge
Weldon
team
from
Harbor
Point
Apartments
company,
reached
an
understanding
with
the
Boston
Police
called
for
use
of
the
McCormack
school
athletic
fields
and
exchange
for
our
funding
and
comprehensive
renovation
of
the
facility.
Harbor
Point
youth,
who
will
have
the
priority
to
use
the
affiliate
fields,
were
not
committed
to
school
activities,
are
currently
the
redevelopment
team
engaged
its
land
architect
Carol
our
johnson
&
associates
to
redesign
and
implement
the
agreed-upon
renovations.
The
original
plan
dated
july
27
1988
is
available
for
your
review.
S
S
Four
times
a
year,
we
ensure
you
know
that
the
grass
is
has
all
the
requirements
to
maintain
green.
We
carried
same
with
the
playground
that
we
have
right
there.
We
eradicated
at
some
point
as
some
drug
activity.
If
I
may
speak,
you
know
openly
that's
not
the
case
anymore
and,
as
you
can
read
under
later,
you
know
this
is
we
have
you
know
periodic
public
safety
patrols
of
the
area.
Yeah
I
can
tell
you
from
my
part.
S
I
have
been
in
the
United
States
Air
Force
for
about
26
years
about
to
retiring
couple
years,
but
I
have
had
the
opportunity
to
travel
the
world
and
see
you
know
the
advantage
and
the
opportunities
that
youth
and
families
have
when
you
have
an
open
space,
and
that
is
key
for
the
development,
and
we
know
that
as
I
speak
to
you
and
tell
you,
you
know
what
other
countries
are
doing:
Germany
Japan,
Korea
Belgium,
it's
just
amazing.
You
know
how
open
spaces
really
is
key
to
the
development
of
an
individual.
S
Not
everything
that
discussions
are
underway
with
and
disclose
parties
interests
on
the
macro,
not
which
missus,
McCreary
and
Dylan
described
bps
Committee
on
April,
11
2010
as
dilapidated
and
under
your
lies.
Clearly,
this
is
not
the
case
quite
discouraging
to
hear
this
characterization
of
an
athletic
field
that,
under
the
best
of
circumstances,
has
propelled
our
youth
to
be
successful
contiguous
of
our
society.
Given
the
long
history
of
collaboration
between
halfway
point
and
the
McCormack
school,
if
I
can
interrupt.
S
Thank
you
so
much.
Thank
you.
Mr.
chairman,
you
Jules,
you
know
basically
say
that
we
want
to.
We
want
to
be
part
of
this.
You
know
we
have
not
been
knowing
that
we
have
been
such
great
contributors,
you
know
to
the
well-being
of
the
residents
and
they
want
the
live,
work
and
study
in
Columbia,
for
and
also
when
I
mentioned,
that
the
fish
Family
Foundation
and
the
Japan,
the
Japan
General
Council.
They
planted
trees
in
the
McCormack
school
as
well,
and
we
take
care
of
that
very
much.
So
I
really
appreciate.
S
S
A
C
You
mr.
Jimmy
I
just
strictly
congratulate
the
district.
We
keep
talking
about
foreign
travel,
I
love
to
see
on
both
of
these
trips
that
we
have
in
front
of
us
tonight
in
one
of
them,
they're
staying
with
host
students,
host
families
and
they're
actually
spending
time
in
a
host
school
going
to
class
in
the
whole
school,
and
they
planned
the
trip
in
reciprocity
for
students
to
come
down
here
and
then
the
other
one
they're
also
spending
time
in
a
host
school.
C
A
Thank
you.
Mr.
Newland
I
should
note
as
well
that
the
superintendent
and
I
were
speaking
just
earlier
about
a
tentative
agenda
item
that
we
have
coming
up
for
a
full
report
from
the
international
travel
office
on
the
success
and
expansion
of
these
programs
over
time,
and
so
we'll
be
looking
forward
to
that
in
one
of
the
next
three
meetings.
Any
other
questions
or
discussion
from
the
committee
well
hearing
none
I'll
entertain
a
motion
to
approve
the
consent
calendar
as
presented
Thank
You.
Mr.
A
A
We're
hearing
none
the
count,
the
consent
calendar
is
approved,
and
our
next
action
item
is
the
Massachusetts
School
Choice
plan,
for
which
we
just
held
a
hearing.
The
superintendent
is
recommended
that
the
district
hereby
withdraw
the
from
the
Massachusetts
School
Choice
Program
for
school
year,
2018
2019
to
the
lack
of
available
space
to
accommodate
non-residents.
Now,
just
to
be
clear,
as
we've
done
this
in
previous
years.
A
A
yes
vote
means
that
the
district
hereby
agrees
not
to
participate
in
the
choice
plan,
which
has
been
the
decision
of
the
district
as
well
for
a
number
of
years.
This
is
the
process
we
have
been
using
I
believe
since
the
plans
inception,
unless
there
are
any
further
questions
or
discussion,
I'll
entertain
a
motion
to
approve
the
superintendent's
recommendation.
A
A
Thank
you,
miss
Sullivan.
Our
final
action
item
this
this
evening
is
the
closure
of
Dorchester
Academy.
Now
we
recall
at
the
last
meeting
deputy
superintendent
strategy,
dr.
Donna
Muncie
and
the
executive
director
of
strategy,
Dan
Anderson,
presented
to
the
superintendent's
recommendation
to
close
Dorchester
Academy.
At
the
end
of
this
school
year,
remaining
students
will
be
placed
at
excelled
high
school,
which
is
expanding
its
alternative
education
program
I'll
now
turn
it
over
to
superintendent,
dr.
Tommy
Chang.
For
any
final
comments.
Thank.
E
You
Sherman
with
canto
I,
want
to
thank
the
school
committee
for
having
a
thoughtful
conversation
committee
meeting
about
this
difficult
decision.
Closing
a
school
is
never
easy.
Just
as
a
reminder.
Dorchester
Academy
was
a
comprehensive
high
school
and
Boston
Public
Schools
and
moved
into
level
four
status
in
2014,
because
the
school's
serving
primarily
students
were
off
track.
Dorchester
Academy
in
essence
became
alternative
program
operated
by
ABCD,
but
it
was
still
bound
to
stay
accountability,
measures
for
traditional
high
schools,
so
it
was
cool
that
unfortunately,
could
never
come
out
level.
E
Four
in
its
current
makeup,
the
sizes
do
embody
was
just
too
small.
Currently
it
was
too
small
and
that
made
it
impossible
for
the
school
to
test
enough
students
to
exit
level.
Four
currently
Dorchester
can
me
has
15
students.
Nearly
all
of
them
are
on
track
for
graduation.
By
the
end
of
the
year,
the
school
has
had
a
amazing
year.
I've
been
very
involved
in
meeting
with
the
young
people
watching
their
progress,
there's
a
incredible
staff.
They
want
to
stay
together.
E
We
want
to
take
their
equities
in
their
the
programming
to
excel
high
school
to
support
the
turnaround
at
Friday.
Xl
high
school,
they
will
not
be
a
standing.
The
program
will
not
be
a
standalone
school
next
year.
It
will
be
par
that
Excel
High
School
Programming.
This
supports
that
turnaround
plan
Excel.
E
We
know
in
Boston
Public
Schools.
We
need
to
have
strong
programming
for
off-track
youth,
both
in
the
traditional
school
environment
and
also,
as
many
of
you
pointed
out
in
alternative
school
settings
as
well.
There
is
a
need
for
both,
and
so
we
we
remain
as
a
team
committed
to
that
effort
as
a
school
community
expressed
in
the
last
meeting.
C
C
You
and
I
appreciate
in
your
comments
in
your
recommendation
for
this
vote,
how
you
reflected
the
fact
that
you
heard
those
of
us
who
really
spoke
quite
a
bit
about
importance
of
having
a
strong
alternative,
Eddie
and
a
strong
program
for
our.
So
thank
you
for
reflecting
that.
It
pains
me
obviously
to
vote,
but
I
understand
what
you're
doing
with
this
and
the
work
that
you
and
your
team
are
doing
with
the
other
schools
that
you
mentioned
so.
B
Presentation
the
question
that
kept
lingering,
so
in
the
last
presentation
there
was
a
comment
around
having
more
staff
and
students
when
we
came
back
this
year,
and
so
I
was
curious
about
why,
in
that
instance,
we
didn't
actually
bring
in
more
students
if
we
knew
that
the
staff
ratio
was
more
than
that
could
actually
take
on
more
students.
Given
that
we
constantly
hear
about
the
reengagement,
Center
and
others,
students
not
having
a
place
to
go
and
I
was
just
curious.
E
So
what
one
of
the
things
that
we've
been
doing
this
year
is
making
sure
our
reengagement
Center
is
providing
pro
options
for
students
and
set
them
up
for
success
and
the
school
Dorchester
Academy
they
focus
on.
You
know,
keep
young
people
who
might
be
over
age
and
under
credited
not
really
between
the
work,
and
that
will
continue
to
be
a
hallmark
of
the
work.
A
nice
to
students
were
provided
opportunity
to
attend
the
Dorchester
Academy
if
they
were
in
eleventh
and
twelfth
graders.
E
E
O
This
year
at
Dorchester
we
had
the
continuation
of
students.
There
were
some
disengaged
students
that
had
been
at
Dorchester
that
came
back,
and
that
was
it.
We
did
not
expand
because
we
ended
up
with
the
staffing
of
five
core
teachers
that
were
working
with
them
and
working
on
the
individual
needs
that
the
students
had.
O
The
students
that
remained
had
a
variety
of
needs-
some
of
them,
were
extremely
acute
needs.
We
had
students
that
actually
we
had
never
imagined
the
level
of
fragility
that
were
there,
so
there
was
a
focus
on
their
needs.
There
was
also
a
shift
to
really
thinking
about
how
to
get
students
to
accelerate,
so
staff
changed
a
lot
of
their
roles
to
do
more
engagement,
mentoring,
almost
direct
counseling
and
support
with
students,
as
they
were
doing
the
academic
and
then
the
other
piece.
O
It
was
a
key
focus
on
helping
students,
try
to
complete
work
in
areas
where
they
had
major
challenges,
and
that
was
I
think
the
end.
The
impetus
of
the
work
that
was
being
done-
and
we
didn't
add
any
major
number
of
students.
We
were
also
focused
a
lot
on
old
and
close,
and
that
population
across
the
district
is
not
one
that
is
bountiful.
It's
the
group
that
is
less
bountiful.
So
that
was
the
two
pieces
that
we
were
working
with.
O
We
I
think
we
started
the
conversation
somewhere
I'm
thinking
somewhere
in
between
October
November
when
the
when
the
faculty
focused,
and
we
did
an
in-depth
analysis
of
all
the
needs
of
the
30-something.
Forty
kids.
We
figured
out
that
this
is
what
would
be
our
focus
and
then
we
we
kept
it
at
its.
It's
gonna
be
the
old
and
they
have
to
be
close,
and
that
meant
that
everybody
deep
he
could
do
that
call
the
Boston
collaborative,
could
do
that.
Eda
could
do
that.
O
B
Okay,
I
just
wanted
to
understand,
because
I
think
I
was
listening.
You
know
watching
this
at
home
with
my
wine
I'm
drinking.
My
wine
I
would
want
to
know
what
you
know.
If
you
there
were
more
stuff,
I
think
it's
good
for
people
to
know
what
you
know.
What
does
it
take
and
I
think
that
was
a
good
explanation.
So
thank
you.
Thank.
O
Been
working
with
students
from
the
beginning
of
October
to
now
on
interfaces
with
all
students
and
home
visits
faculty
and
teachers
miss
Reese,
they
are
constantly
out.
Actually,
as
of
yesterday,
we
looked
at
every
student
in
their
progress
to
graduation
we've
reached
out
to
the
families
we
did.
This
is
a
constant
of
the
school.
It's
the
culture
of
the
school
at
the
last
couple
of
meetings
that
we've
been
we've
had
families
come
in
and
speak
to
that
and
because
they've
seen
the
difference
in
the
engagement
with
them,
so
we're
pretty
engaged.
O
O
We've
done
that
in
first
iteration,
dr.
Chan
was
actually
a
part
of
our
first
group
of
folks
that
actually
completed
all
their
work.
Our
graduation
is
basically
at
the
very
end
of
school
year.
We
pushed
it
back
so
that
students
that
are
with
more
courses
can
complete
as
much
as
they
can
and
then
we're
gonna
do
a
major
celebration
with
that.
Graduation,
really
recognizing
that
it's
been
it's
a
very
trying
experience
and
it's
been
a
very
unique
experience
and
a
rich
experience.
A
L
O
We
have
on
the
on
the
average
right
now
there's
about
thirteen
students,
there's
some
that
are
actually
in
a
satellite
working
out
of
with
the
DP.
We
have
three
students
at
the
DP
site,
working
at
that
in
Dorchester
and
then
the
other
core.
Here
we
have
some
students
that
we
that
DIF
just
finished
that
are
extremely
fragile.
It
completed
all
their
work
and
just
got
their
MCAT
scores
and
they
were
fine,
so
we're
working
with
the
ones.
We
have
a
couple
of
right
now,
portfolios
that
are
going
forward.
O
We've
got
some
more
weighting
from
the
state
to
hear
from
them
and
working
with
some
of
the
distinct
dynamics
that
we're
facing
for
those
students
that
we
don't
seek
can
complete
immediately
we're
taking
them
on
with
the
group
at
excel
and
in
addition
to
that,
we're
also
planning
some
intervention
work
over
the
course
of
June
July
to
give
them
a
three
week
four
week
to
work
window
so
that
if
they
can't
finish
by
August
June
they'll
be
finished
by
August.
We
really
move
the
group
of
students
of
graduation
so.
O
That's
that's
our
that's
our
goal.
It's
it's
been
hard
pushing,
there's
one
or
two
students
that
are
having
challenges
because
they
have
you
know
we
we
took
one
student
that
had
came
in
with
less
than
10
a
10th
grade
credit
and
actually
he's
moved
within
four
courses
of
graduation.
Whether
or
not
that
Stu
will
be
able
to
finish
by
August
is
really
going
to
be
trying,
but
that's
what
we're
pushing
for.
L
L
E
K
E
L
A
O
It's
it's
a
place
where
we
have
a
large
number
of
students
who
would
benefit
from
alternative,
ed
and
I.
Think
the
super-intense
a
correctly
we're
really
looking
at
how
we're
gonna,
invest,
how
we're
gonna
expand,
not
just
what
we're
doing
with
Excel,
but
how
we're
doing
across
the
board
in
the
redesign
and
that's
what
we've
been
doing
in
the
last
few
months
in
terms
of
gathering
your
altar
directors,
our
schools
to
provide
us
some
framework
about
where's,
the
direction
of
growth.
And
what
does
that
mean
in
a
long-term
plan?
O
H
U
I
was
not
here
when
the
decision
was
made
to
take
in
an
open,
enrollment
high
school
and
reinvented
as
an
alternative
school
as
a
turnaround
plan,
but
the
reality
is.
If
you
look
at
the
enrollment
numbers,
they
plummeted
after
that
transition,
and
so
we
had
an
accountability
issue
from
your
one
of
Dorchester
of
ABCD
running
the
inventing
their
new
program.
We
had
an
accountability
issue,
which
is
most
students
who
are
entering
an
alternative
education
program,
have
already
had
an
M
cast
test,
at
least
once
and
sometimes
many
times.
U
In
order
to
produce
a
an
actionable
test
score,
which
we
really
don't
even
know
how
many
students
we
would
have
had
to
enroll
according
to
the
criteria
for
enrollment,
in
that
particular
authored
program,
to
get
enough
first-time
test
takers
to
actually
make
a
difference.
So
the
school
was
being
evaluated
and
I,
don't
say
evaluated,
but
it
was
being
observed
and
and
and
visited
not
just
by
our
team,
but
also
by
the
state
team
which
could
not
compile
any
information.
U
So
when
we
made
that
decision
to
end
the
relationship,
it
was
immediately
after
that
that
we
began
trying
to
work
with
the
five
teachers
who
remained
to
figure
out
how
best
to
serve
students
in
that
that
we're
still
at
the
site,
knowing
full
well
that
if
we
didn't
have
a
testing
pool,
we
were
probably
going
to
be
at
risk
of
going
to
level
five.
So
a
lot
of
things
we've
done
in
at
we're
going
to
do
a
more
substantial
after-action
review.
U
Most
of
those
students
will
have
already
taken
them
cast
there.
None
of
this
will
be
actionable
against
the
progress
Excel
is
going
to
be
making
towards
towards
exiting
level
4
it's
a
it's.
Is
it
perfect?
Probably
not,
but
we'll
learn
the
new
lessons
from
this,
but
it's
a
much
better
opportunity
to
provide
a
strong.
What
we
believe
is
beginning
to
be
and
is,
will
continue
to
grow,
to
be
a
strong
alternative
education
program
to
students
who
need
that
environment,
but
not
in
a
high-stakes
environment
that
that
that's
at
odds
with
the
goals
of
the
program.
H
U
H
H
U
Is
a
support
opportunity
for
the
school
they're
going
to
restate
they're,
going
to
be
identified
entity
up
to
40
students
from
the
school
to
receive
these
services?
That
will
actually
do
something
that
the
program
was
struggling
with
this
year.
Are
the
students
at
Excel
when
it's
one
attend
school
at
Excel,
most
of
the
other
programming
that
we
were
making
available
to
them
through
the
first
attempt
to
figure
out
how
to
look
at
the
alt
ed
program
was
going
to
require
them
to
go
off-site,
so
we
actually
believe
this
is
a
really
good
positive
step.
U
Again,
you
always
learn
both.
What
was
right
about
your
assumption
and
what
turns
out
to
be
the
absolute
best
thing
you
could
have
done
are
not
always
completely
aligned,
but
we
think
this
is
a
real
positive
step
in
providing
more
support
for
the
off-track
youth
that
Excel
and
giving
a
very
promising
program
an
attempt,
an
opportunity
to
continue
to
do
its
work
and
grow.
H
U
We're
actually,
tomorrow,
I
believe
this
is
right
tomorrow
the
state
is
actually
doing
a
walkthrough
of
Excel
and
as
they
do
with
all
of
our
level
4
schools
about
this
time
of
the
year.
But
we've
seen
a
lot
of
very
encouraging
things
happening
at
Excel
and
up
writing
this
year.
That
we
feel
are
laying
a
strong
foundation
for
the
improvement
of
those
two
schools.
So
I
I
think
that
we
can
bring
you
data
and
we
can
bring
you
information
about
what's
gone
on
this
year
at
both
of
those
schools
before
the
before
the
July
recess.
U
If
that
would
be
helpful,
and
then
we
will
keep
you
informed
of
how
the
conversations
and
the
the
merging
of
the
program
into
the
school
happens
that
it's,
it
will
be
done
with
the
taking
all
the
lessons
that
we've
learned
into
account
and
being
open
to
continued
learning.
I,
don't
think
it
will
be
as
a
disruptive
force.
I
think
it
will
actually
be
a
welcome
addition
to
a
school
that
wants
to
keep
its
students
rather
than
send
them
elsewhere.
For
off-track
youth
supports.
H
K
A
Me
majoring
in
July,
so
I'll
get
the
exact
date
after
the
meeting
and
respond
to
you.
Okay.
Thank
you
doctor.
There
were
further
questions
or
discussion.
Well,
I
want
to
thank
mr.
Fuentes
and
dr.
Muncie
and
mr.
Anderson
for
joining
us
to
have
this
conversation.
I
know
this
is
a
bit
disjointed
and
different
from
what
we
usually
do
in
these
situations.
A
But
given
the
attendance
of
members
at
this
meeting
in
the
last
meeting,
we
appreciate
you,
bearing
with
us
I,
also
appreciate
you
know
just
giving
us
the
background,
particularly
with
respect
to
let
Dean
Robinson
asked
about
the
the
painstaking
lengths
if
the
district
went
through
with
respect
to
family
outreach,
home
visits,
multiple
calls
and
guidance
for
the
students
that
remained
at
the
school
over
this
last
year
on
an
exit
strategy
at
the
graduation,
but
also
two
alternatives
for
enrollment
in
the
future
year.
If,
if
that
comes
to
pass,
you
know,
these
are
tough.
A
I
think
I'll
go
back
to
where
mr.
O'neill
started
us
off
with
comments
this
evening.
It's
never
easy
to
take
a
vote
on
closing
a
school
and,
as
we
know,
Dorchester
Academy,
as
dr.
Muncie
pointed
out
here,
just
a
bit
earlier
has
been
through
a
number
of
years
of
challenges,
particularly
with
respect
to
the
way
in
which
we
hold
up
a
yardstick
to
the
school
and
how
it
performs,
and
that's
the
state
measures
that
that
we
utilize
to
to
measure
all
of
our
schools.
A
So
we
have
we're
faced
with
tough
decisions,
and
you
know
I
think
that
the
saving
grace
that
we
have
here
is
that
we
do
have,
on
the
horizon
a
conversation
to
be
had
around
off-track
youth
at-risk
youth
in
our
system
and
how
we
can
service
those
students.
It's
great
to
know
that
this
model
that
has
been
incubated
for
a
number
of
years
will
still
live
on
and
that
we
likely
have
a
population
that
they
can
immediately
serve
next
year.
And
so,
if
that
happens
as
a
part
of
the
Excel
community
going
forward.
A
I
think
that's
a
great
thing,
because
we'll
still
be
using
a
program
that
you
know.
We
have
put
the
time
and
effort
in
on
and
we'll
be
servicing
a
population
that
needs
it.
So
if
there's
nothing
further
I'll
annotation
on
an
entertain,
a
motion
to
approve
the
superintendent's
recommendation
to
close
Dorchester
Academy
at
the
end
of
the
2017-2018
school
year,
as
presented
so
moved.
Thank
you
vice
chairman
Coleman.
Is
there
a
second
Thank
You?
Mr.
O'neill
there
any
discussion
or
objection
to
the
motion?
Yeah.
C
So
I
just
want
to
let
you
know.
In
fact,
we
did
dig
into
that
last
week
and
I
think
we
as
a
committee
who
way
here,
got
comfortable
with
the
fact
that
it's
literally
only
just
a
couple
of
students
who
are
moving,
and
it
is
a
faculty
from
Dorchester
who
have
become
quite
experienced
in
working
with
at-risk
youth,
so
they're
actually
now
bringing
something
to
Excel.
That
Excel
is
pleased
with
they're
gonna,
take
some
of
the
Excel
students
ed
and
have
them
work
with
these
faculty.
C
A
B
You
so
I
just
wanted
to
say
I
think
that
we
should
absolutely
take
some
lessons
from
this
experience.
I
think
again,
I
don't
work
at
ABCD,
so
I
and
I'm,
not
in
this
partnership,
but
just
from
an
outside
perspective
that
we
were
the
ones
that
asked
them
to
come
in
and
take
over
the
school
and
I
think
it's
very
challenging
when
they
went
in
students
were
reassigned.
There
were
about
374
students
that
were
on
the
books,
they
will
be
assigned.
They
only
had
53
when
they
started.
None
of
them
were
ninth
graders
and
I.
B
Think
we
just
need
to
be
really
clear
and
our
memorandum,
and
we
have
to
take
responsibility
that
I
think
we
were
trying
to
put
traditional
measures
on
a
school
that
is
not
a
traditional
school
and
so
I
did.
This
decision
does
not
feel
very
good
to
me.
I,
don't
take
it
lightly.
It's
you
know
it
just
does
not
feel
right
to
me
and
I
really
think
that
I
take
I.
Take
your
words
very
seriously,
dr.
King
in
terms
of
making
sure
that
we
do
not
that
this
is
not
the
only
model.
B
A
J
P
A
Thank
You
mr.
Sullivan,
and
thank
you
once
again
mr.
Fuentes
mr.
Anderson
and
dr.
Muncie
for
stepping
up
this
evening,
we'll
move
on
now
to
our
first
report:
the
bps
performance
meter
at
this
time,
I'd
like
to
invite
Jacob
Stern
the
director
of
performance
management
for
the
Office
of
data
and
accountability,
to
please
step
forward
with
this
presentation.
E
You
so
much
tonight
we
will
provide
you
and
up
an
update
on
the
Boston
Public
Schools
performance
meter.
The
performance
meter
is
a
set
of
four
metrics
designed
to
monitor
the
student
performance
district,
while
widened
so
around
common
goals,
with
a
focus
on
human
gaps,
the
performance
meter
is
meant
to
be
first
phase
of
looking
at
bright
spots
and
issues
within
the
system.
It
is
not
meant
to
be
the
only
data
we
should
be
looking
at.
It
should
give
us
some
emerging
impressions
about
where
we
are
doing
well
as
a
system
where
we
are
not.
E
V
V
Really.
We
have
to
start
with
our
end
goal
in
mind
and
I.
Think.
If
we
had
only
one
metric
on
the
performance
meter,
it
would
be
having
our
students
graduate
college,
career
and
life
ready.
Members
of
this
committee
and
the
public
at
large
are
familiar
with
this
work.
This
is
important
work
led
by
the
Boston
opportunity
and
lost
opportunity,
agenda
and
Kristen
McSwain
and
really
is
our
North
Star
for
our
work
with
the
performance
meter.
V
As
you
can
see
on
the
slide
really
the
subtext
to
prepare
our
students,
we
guarantee
that
they
are
reading
by
third
grade
participating
in
rigorous,
enriching
and
inclusive
programming
during
their
elementary
years
and
focusing
their
high
school
years
on
rigorous
academics
that
meet
college
ready
standards,
as
well
as
high-quality
career,
technical
education
that
prepare
them
for
lives
after
graduation.
So
this
really
has
guided
our
work
as
we
think
about
the
metrics
that
we
assess
throughout
a
student's
K
to
12
trajectory
at
bps
and
has
kind
of
been
our
North
Star,
pointing
us
along
the
way.
V
So
the
performance
meter
really
helps
us
identify
the
big
goals
for
students
at
bps
we
and
we
want
to.
But
we
want
to
closely
focus
on
opportunity
and
achievement
gaps.
We
must
use
authentic
and
accurate
evidence
to
keep
us
laser
focused
on
achievement
gaps,
and
so
this
will
really
complement
some
of
the
existing
tools
and
kind
of
give
us
a
shared
scoreboard
to
all
kind
of
build,
build
coherence,
make
sure
we're
speaking
the
same
language
and
be
focused
on
the
same
result.
V
It
provides
measurable,
ambitious
goals
for
external
as
well
as
internal
stakeholders,
and
will
to
help
us
track
our
progress
towards
our
goals.
As
you
may
be
aware,
high
reliability
organizations
throughout
all
sectors
have
key
performance
indicators,
but
they're
able
to
really
measure
the
things
that
are
important
to
them
and
that
have
specific
actions
as
a
result
of
those
indicators.
It's
it's
a
really
important
tool
in
building
a
performance
management
culture
to
help
us
engage
in
a
cycle
of
continuous
improvement.
V
In
order
to
reach
our
goals
again,
the
performance
meter
is
meant
to
be
a
district
scorecard.
It
is
aligned
with
the
state
accountability
framework,
as
well
as
our
school
quality
framework,
but
it
is
meant
to
give
us
a
quick
indication
of
where
we're
at
as
a
system
and
really
be
transparent
in
that
work.
The
the
intent
and
the
direction
we've
gotten
from
dr.
Chang
along
the
way
is
to
have
a
concise
set
of
metrics,
so
really
be
able
to
focus
our
work.
V
So
over
the
last
couple
months,
we've
had
about
17
meetings
with
bps
community
groups,
as
well
as
internal
teams
that
represent
diverse
stakeholders,
including
some
of
the
members
on
the
school
committee
tonight.
While
there
certainly
is
not
unanimity
on
what
should
go
on
the
performance
meter
or
or
it's
its
best
use,
we've
heard
all
of
the
feedback
and,
and
it
brought
it
back
to
the
the
team
working
on
this
and
I'm
sure
as
folks
are
seeing
it
tonight.
V
They're
probably
aware
aware
of
some
of
the
changes
we've
been
very
transparent
about
the
metrics
with
all
of
the
stakeholder
groups
and
we've
taken
into
we've
taken
their
feedback
into
account.
So
we've
picked
that
we've
picked
a
couple
quotes
here
that
we
felt
like
exemplified
some
of
the
feedback
and
one
at
one
of
some
of
the
many
themes
that
we
heard
along
the
way.
Obviously,
the
the
focus
on
the
achievement
gap
was
one
of
the
kind
of
critical
topics
throughout
all
of
our
meetings
and
and
one
of
the
real
takeaways
for
me
and
I.
V
Think
for
the
team
was
that
you
know
there
is
no
one
the
achievement
gap
right
so
they're.
There,
the
achievement
gap
means
something
different
to
different
stakeholders
and
a
real,
important,
takeaway
and
saying
we're
incorporating
in
the
performance
meter
is
to
be
flexible
and
show
the
performance
of
different
groups
and
different
gaps
and
make
them
very
visible
and
transparent.
For
for
stakeholders
that
are
interested,
and
so
we
and
it
will
allow
us
to
be
both
focused
on
the
achievement
gap
as
well
as
flexible,
to
make
sure
that
were
measuring
the
progress
of
all
students.
V
Other
feedback
that
we
heard
really
from
many
groups
and
I
think
this
was
underscored
by
the
diversity
of
groups
that
we
went
to
was
not
only
to
focus
on
innovative
measures
like
college
and
career
readiness,
for
example.
But
so
we
really
do
have
work
to
do
around
the
transparency
around
some
of
our
performance
data
that
that
is.
Is
you
know
it
is
pretty
basic
and
and
really
gets
it.
The
core
measures
that
we
have
is
district.
V
Also
again,
you
know
these
act
as
well
as
other
organizations,
but
it
really
really
brought
home
for
us
how
we
display
the
data
and
how
we,
the
context
that
we
put
it
in,
is
really
important,
making
sure
that
it's
clear
and
transparent
that
again,
that
underscores
the
the
point
around
the
concise
set
of
metrics,
so
we're
not
losing
the
forest
for
the
trees.
If
you
will
that
were
we're
able
to
focus
and
and
make
it
readily
available
for
all
audiences,
so
without
further
ado
or
get
into
the
metrics.
V
So
this
is
our
concise
set
of
14
metrics
that
assess
some
critical
junctures.
You
know
in
a
bps
students,
K
to
12
and
even
to
post-secondary
trajectory.
These
are,
as
I
said,
this
has
been
a
collaborative
effort.
We've
worked
with.
You
know
many
bps
departments
who
work
every
day
on
this
work
and
and
have
made
sure
to
incorporate
kind
of
research
back
measures
that
are
correlated
with
student
success,
both
secondary
and
post-secondary
success
and,
as
I
said,
it
does
not
measure
everything
that
we
care
about
in
four
bps,
but
it
does.
V
It
does
get
at
some
critical
junctures.
We
feel
give
a
good
indication
of
the
the
health
and
the
progress
of
the
system
overall,
and
we
hope
that
gives
you
the
high
level
information
that
will
help
kind
of
monitor
the
progress
of
the
district
you'll.
So
you'll
see
in
the
the
vertical
lists.
There
are
the
kind
of
Kate
to
post-secondary
trajectory,
starting
with
kindergarten
going
through
third
grade
ela.
Fifth
grade
science:
eighth
grade
math,
10th
grade:
that's
the
meeting,
the
CompTIA
termination.
V
So
that's
the
students
passing
the
English
math
and
science
MCAT,
which
is
a
requirement
for
graduation
because
giving
us
an
indication
of
our
on
track
for
graduation.
Obviously,
some
of
the
summative
measures,
as
well
like
four-year
cohort
graduation,
the
college
career
and
life
readiness
definition
and
then,
ultimately,
that
lagging
measure
of
whether
our
students
are
actually
graduating
from
their
post-secondary
programs.
V
That
includes
bachelor's
degrees
as
well
as
two-year
degrees
and
other
industry
recognized
certificate
programs
below
that
you'll
see
a
number
of
kind
of
critical
supporting
measures
that
that
really
get
it
throughout
a
student's
trajectory
at
bps.
They
get
at
some
key
indicators
of
how
we're
doing
supporting
students
in
DPS
on
this
trajectory.
So
some
of
these
are
a
little
bit
more
innovative.
Not
all
this
data
has
been
released
publicly
before
and
I
think
it
really
is
a
measure
of
how
dr.
V
V
Family
engagement
is
a
new
measure,
we've
kind
of
an
innovative
measure
using
some
items
from
the
parent
Climate
Survey
that
get
at
both
parents
perception
of
engagement.
How
engaged
they
feel
as
well
as
measures
of
their
actual
engagement,
whether
they're
actually
coming
to
school
and
being
engaged
in
events?
We
also
target
specific
populations,
such
as
English
language,
learners
and
students
with
disabilities,
to
give
indications
of
some
of
our
work
with
those
groups.
Another
metric
I'd
like
to
highlight
is
our
students
with
90
percent
or
better
attendance.
V
This
is
a
this
is
kind
of
a
new
metric
that
we're
really
proud
of
because
we
feel
like
it
really
differentiates
a
lot
better
between
where
we're
at
it's
not
just
the
kind
of
overall
attendance
rate.
There
kind
of
draws
a
line
in
the
sand
of
all
right
and
aligned
with
the
with
the
work
around
college
career
readiness,
a
student
with
94%
attendance,
we
were
kind
of
drawn
the
line
with
that
is
where
we
consider
good
attendance
and
how
are
we
doing
with
with
overall
and
on
that.
V
It
gives
a
lot
better
sense
of
how
we're
doing
on
attendance,
which
we
know
is
a
very
critical
measure,
an
obviously
suspension
rate
again.
Another
indication
of
you
know
social
emotional
support,
as
well
as
our
culturally
linguistically
sustaining
practices,
and
all
of
these
measures
will
be
disaggregated
and
we
will
look
at
achievement
gaps
for
each
of
these
measures.
V
So
in
thinking
about
these
measures,
we
really
did
a
pretty
deep
dive.
Analyzing
our
own
data
and
we're
kind
of
gonna
give
a
little
taste
of
that
today.
We
did
a
lot
more
than
it
is
kind
of
represented
in
these
slides.
So
one
way
to
think
about
our
performance
on
these
measures
that
think
about
how
we
compare
to
other
districts
in
the
state,
particularly
some
of
the
larger,
more
urban
districts.
So
these
are
the
six
other
largest
other
districts
in
Massachusetts
and
how
they
perform
on
a
selection
of
measures.
V
Not
all
of
these,
as
I
said,
some
of
these
are
more
innovative
measures
where
we
don't
actually
have
data
across
the
state
on
those,
but
this
is
a
selection
of
kind
of
where
we're
at
compared
to
some
of
our
peers.
You
can
see
especially
some
of
the
newer
measures
the
the
next
generation
MCAS
tests
is,
since
we
don't
have
a
lot
of
historic
data
there.
V
So
another
way
that
we
look
at
these
metrics
is
obviously
analyzing
our
own
historic
data.
So
some
some
of
these
metrics,
as
I
mentioned
with
the
next-generation
end
cast,
we
didn't
necessarily
have
historic
data,
but
for
the
measures
that
we
did
have
historic
data,
we
did
look
at
the
bps
trajectory.
V
This
is
just
this
is
just
four
metrics.
We
did
this
for
obviously
all
of
our
metrics
for
multiple
years.
This
is
looking
at
the
kind
of
distribution
of
performance
each
of
one
of
those
blue
lines
on
these
four
charts
that
are
on
this
slide
represent
actual
bps
school
in
2017,
and
you
can
kind
of
see
some
of
the
difference.
V
Examples
of
distribution
for
these
metrics,
so
not
all
of
them,
are
normally
distributed,
and
obviously,
with
the
different
programs
we
have
in
different
schools,
as
well
as
the
different
size
schools
that
we
have.
They
desperately
impact
the
overall
district
performance,
so
when
we
think
about
moving
this
data
and
really
hitting
our
goals,
we
have
to
really
you
know,
break
it
down
to
an
individual
school
level
to
understand
that.
V
V
We
can't
just
be
pie
in
the
sky
and
say
we
want
to
have
a
hundred
percent
achievement
in
every
one
of
these
districts
in
the
next
three
years,
wow.
That
is
a
kind
of
aspirational
goal
that
we
all
share.
It's
it's
really
important
to
lay
out
measurable
goals
where
we
can
hold
ourselves
accountable
and
kind
of
be
driving
towards
the
same
thing.
So
we've
laid
out
some
targets
so
annual
targets
on
a
five-year
goal.
There's
a
graduated
improvement
here
and
there
really
are
ambitious
goals
that
that
really
bend
the
curve
of
our
historic
performance.
V
So
I'm
sure
you
know
we
can.
We
can
walk
through
each
of
these
individually,
but
you'll
see
substantial
improvement
kind
of
in
line
with
with
where
we
saw
with
the
graduation
rate
improvement
over
the
past
five
years.
So
if
you
saw
the
it
was
about
a
one
point,
four
percentage
point:
graduation,
4-year,
graduation
cohort
improvement
over
the
last
five
years.
V
We're
expecting
to
continue
that
trajectory
of
upon
the
great
work
we've
already
done
and
then
kind
of
we've
looked
at
how
that
fares
across
these
other
districts,
as
well
as
how
we
compare
with
the
previous,
with
with
the
other
districts
that
we
showed
as
well
as
nationally
for
places
where
we
have
it
to
try
to
make
pretty
consistent
goals
across
there.
You
can
see,
for
example,
in
fifth
grade
science.
V
We
have
more
than
a
50%
improvement
is
what
we're,
what
we're
expecting
over
five
years,
the
supporting
measures,
the
the
other
kind
of
critical
measures
that
we
that
we
track,
along
with
along
with
our
student
outcomes,
are
equally
ambitious,
the
top
line
there
suspension
rate
you.
You
may
know
that
we've
had
a
kind
of
consistent
improvement,
so
a
decline
in
our
suspension
rate
for
all
students
over
the
past
few
years,
and
that
includes
all
subgroups
of
students
so
we're
down
to
about
3.7
percent.
V
We
put
round
numbers
here
and
we're
our
ambitious
goal
is
to
continue
to
have
that
so
be
at
2%
in
five
years.
So
this
is,
we
are
laying
out
very
ambitious
targets
as
well
for
suspension
rate
as
well
as
attendance,
English,
language,
learner,
progression,
etc.
We
know
these
are
key
measures
that
really
underlie
our
our
progress
towards
our
ultimate
goals
of
closing
achievement
gaps
and
ensuring
that
our
graduates
are
graduating
college
and
career
ready.
So
we
think
it's
ambitious
to
set
ambitious
targets
here.
V
V
So
this
is
how
it
will
look
for
each
metric,
so
we
intend
to
have
a
kind
of
landing
page
that
a
community
member
as
well
as
internal
folks,
go
to
go
to
and
see
a
quick
and
kind
of
readily
available
sense
of
where
we're
at
what
explicitly,
including
where
we're
at
in
terms
of
achievement
gaps
and
allowing
them
to
define
that
themselves
and
then
also
they'll
be
able
to
drill
down
into
individual
metrics.
So
what
I'm,
showing
now
is
the
kind
of
drill
down.
V
So,
as
you
see
here,
they'll
be
able
to
click
and
see
individual
metrics
they'll
be
able
to
dive
down
deeper
to
see
how
we're
defining
those
metrics
up
at
the
top.
Here
you
can
see
these
are
the
our
actual
last
four
years
of
graduate
four-year
graduation
rate
data
as
well
as
this
is
our
mock-up
of
our
goals.
Moving
forwards
below
that
you'll
see
this
aggregations.
So
not
only
will
we.
V
Measure
the
achievement
gap
on
the
landing
page,
we'll
also
be
able
to
see
the
history
of
our
progress
or
lack
thereof
for
each
subgroup.
So
this
is
looking
at
different
racial
groups
and
their
actual
four-year
graduation
rate
history.
For
the
last
four
years,
they'll
be
able
to
use
a
drop-down
here
and,
for
example,
look
at
it
by
gender.
We
want
to
see
how
our
male
students
are
compared
to
our
female
students.
They'll
be
a
the
user
will
be
all
those
see
that.
V
V
How
our
students
with
disabilities
are
being
suspended,
or
or
so
we'll
do,
that
for
all
of
our
metrics
it'll,
be
a
public
platform
that
will
be
available
on
the
website,
we're
still
it's
still
currently
in
progress.
So
we're
definitely
interested
in
hearing
feedback
about
this,
as
well
as
the
the
content
of
the
metrics
themselves.
V
V
So
the
the
intent
is
to
have
this
published
with
both
that
landing
page
that
that
we
don't
quite
have
ready
for
primetime
yet
with
with
all
metrics,
as
well
as
our
progress
and
and
achievement
gaps,
as
well
as
the
drill
downs
with
historical
data
disaggregated
data,
as
well
as
targets
published
and
on
the
website
in
June.
So
obviously
this
is
something
working
on
for
a
long
time
and
and
though
it's
not
it's
not
something
that
we
don't
anticipate
working
on
in
the
future.
So
we
will
sorry
for
the
double
negative,
but
we
will.
V
We
will
continue
to
you
know.
Work
to
you
know,
measure
use,
incorporate
new
measurements
as
they
become
available,
there's,
obviously
a
lot
of
the
feedback
we've
gotten
and
a
lot
of
the
things
that
we
feel
internally
are
too
to
measure
many
many
many
different
things
that
that
we'd
like
to
include,
but
we
want
to
continue
to
update
this,
make
this
more
available
and
make
it
and
hold
ourselves
to
it.
So,
thank
you
very
much.
H
V
That
is
our
kind
of
most
traditional
graduation
rate
metric
that
that
is,
you
know
the
expectation
that
and
majority
of
our
students
do
graduate
within
four
years
so
and
that
it's
aligned
with
our
accountability
for
the
state
as
well
and
to
you
know,
obviously,
we
care
about
five-year
graduation
rate
as
well
as
a
new
metric.
The
state
is
looking
at,
is
extended
engagement,
so
that's
the
students
that
we
continue
to
educate
even
after
five
years,
though
kind
of
keeping
with
our
thinking
about
performance
meter.
H
H
V
The
expectation
is
that
a
student
once
they
enter
massachusetts,
becomes
fully
english
proficient
within
five
to
seven
years.
So
you
wouldn't
expect
to
see
a
hundred
percent
here,
because
it's
it's
approximately
1
LD
level
per
year,
not
exactly
one
eld
level
per
year,
but
but
it
is
looking
at
all
LD
levels,
including
from
going
from
you'll,
be
five
to
tough
web.
H
V
M
H
H
V
And
similar
to
the
EM
cast
performance,
where
we
don't,
you
know
it's
a
little
hard
to
predict
how
we
expect
reform,
but
we
I
think
really
did
didn't
want
to
shy
away
from
from
putting
aggressive
targets,
despite
this
being
a
new
test
and
I
would
say
both
for
the
e
ll
access
metric,
as
well
as
for
the
hadn't
cast
metrics,
despite
not
having
all
the
data
we
would
like
to
have,
because
it
is
a
new
test.
You
know,
I
think
we
really
did
lay
out
some
aggressive
targets.
Considering.
H
V
This
is
using
this
is
using
actually
LD
level,
which
is,
as
you
know,
is
primarily
defined
by
access
performance,
but
also
takes
into
account
the
the
greater
information
that
we
have
as
a
district.
So,
while
the
state
only
looks
at
access
performance,
we
were
able
to
look
at
the
eld
level
performance,
so
we
actually
add
a
little
more
information
and
think
it's
a
better
metric.
H
H
V
What's
happening,
yes,
we
absolutely
do
need
a
better
measure
of
early
literacy.
So
dibbles
is
a
measure
and
mary
could
speak
to
it,
but
of
kind
of
early
literacy
skills,
but
we've
actually
released
an
rfp
and
and
are
currently
reviewing
proposals
for
other
assessments
of
actual
reading
comprehension
below
the
third
grade
level.
So
we
have
a
better
sense
of
our
students,
actual
reading
comprehension
and.
L
I
guess
my
other
question
was:
do
we
need,
particularly
in
kindergarten
and
first
grade?
Do
we
need
a
more
comprehensive
set
of
assessments,
particularly
about
when
we're
looking
at
math
and
science?
You
know
later
on
about
what
are
we
putting
into
our
kids
in
the
beginning
to
give
them
a
strong
foundation
so
that
they
will
perform
later
cuz?
It
just
feels
like
I,
mean
just
leave
something
drop
off
by
half.
L
W
That
is
part
of
the
RFP
is
to
have
a
more
comprehensive
set
of
assessments
for
kindergarten
through
second
grade.
We
do
now
have
a
fairly
robust
set
of
interims
in
a
platform
that
is,
the
items
come
from
measured
progress,
so
it's
very
aligned
with
the
state
assessments
that
goes
from
second
grade
through
eighth
grade.
Another
thing
for
consideration
in
looking
at
the
drop-off
is
that
we
currently
the
the
curriculum
for
our
early
childhood,
is
our
in-house
curriculum,
which
has
been
nationally
recognized,
focus
which
we've
been
gradually
rolling
up
so
this
year.
L
Another
question
is
usually
when
we
see
this
data,
you
know
the
third
graders
different
than
whoever,
so
that
you
know
to
me.
The
numbers
reflect
who's
in
the
pool
in
that
year.
So,
whether
it's
you
know,
it's
not
really
telling
us
the
truth,
whether
we're
really
making
progress
or
not
at
the
demographics
of
that
third
grade
group
is
different
from
the
third
grade
the
year
before.
So
is
there
a
way
that
we're
going
to
be
looking
at
this
data
say
for
the
class
of
2030
for
the
kindergarteners
now
so
then?
L
L
V
There
has
been
studies
with
that
as
well
and
I
think
that
was
actually
one
of
things.
I
was
thinking
when
you
mentioned
the
difference
between
dibbles
and
our
third
grade
performance,
because
that
is
one
of
the
factors
there
as
well.
We
know
that
students
who
are
enrolled
in
our
K
k1
and
k2
classes,
as
well
as
even
a
kindergarten
K
to
do
perform
better
than
our
their
peers,
who
would
not
enrolled.
C
C
As
well,
but
so
anyway,
mr.
stern,
thank
you
for
your
presentation.
I'm
really
heartened
by
this
I
think
all
the
data
shows
the
districts
have
performed
well
in
boards
that
perform
well,
do
it
when
they
pick
a
couple
of
key
indicators
and
we
legislate
okis
in
on
them
too
often
boards
and
we're
very
guilty
of
it.
Here
we
jump
all
over
the
place.
C
We
all
spit
data
on
this
data
on
that
data
on
this
data,
on
that,
whatever
the
latest
hot
trend
is
and
I
think
the
more
we
boil
this
down
to
a
couple
of
key
indicators
that
everyone
agrees
on
I'm
gonna
tell
you
how
the
district
is
doing
or
not,
and
we
then
relentlessly
focus
on
it.
So
those
should
be
what
we
then
use
to
make
policy
decisions
and
the
district
uses
to
make
implementation
decisions
and,
quite
frankly,
what
we
evaluate
the
superintendent
on.
So
these
goals
should
tie
to
your
evaluation,
superintendent
and
mr.
C
Everything
we
should
align
all
this
together
and
as
school
committee
members,
we
should
be
able
to
recycle
five
six
things
off
the
top
of
our
head
as
individual
members
right
and
say
what
are
we
tracking
and
every
presentation
should
be
around
that
and
I
come
from
the
school
of
thought
that
third
grade
literacy
is
the
cornerstone
of
so
many
other
things
and
so
and
I
see
almost
smile
a
little
bit
my
sister
and
I
guess
this
has
been
a
conversation
within
the
group
that
worked
on
this
and
so
I
get
back
to
mr.
iskele.
H
C
D
E
We
won't
see
you
looking
at
a
number
of
different
factors
and
m
Cassidy
faced
on
the
state
standard.
So
that's
what
we're
teaching
to
and
we
should
be
aligned
to
that
now.
I
think
one
of
our
challenges
and
opportunities
is
the
alignment
of
focus
curriculum
to
expeditionary
learning
in
their
grants.
That's
been
work
over
last
couple
of
years
as
well
to
make
sure
the
focus
curriculum
as
is
moving
towards
second,
and
then
third
grade
will
be
aligned
to
the
e.l
curriculum
that
is
being
offered
and
80
percent
of
our
elementary
school
yeah.
C
I,
just
this
is
a
really
hard
question
right.
Do
we
just
pick
a
state
measure
because
well
that's
what
the
state
does,
but
by
the
way
you
know
you
just
referenced
M
Casa
than
this
Park
and
the
Vice
Park,
and
what's
the
state
test
gonna
be
next
year
and
we
don't
know
but
I
think
we
need
to
think
hard
about
what
are
the
absolute
right
things
to
measure
and
what's
the
best
way
to
get
a
measurement
on
it.
That's
fair
run
across
the
board
and
I'm
not
talking
about
adding
new
assessments.
C
W
C
C
I
think
we
have
to
be
very
careful,
I
love
the
idea.
We
keep
this
simple
and
you
have
two
different
pages
of
things.
They
are
the
supporting
measures
as
well
and
pick
the
five
or
six
key
things,
and
then
we
went
Lissa.
We
report
on
it
and
tie
it
to
everything
we
do
as
I
said
superintendent
evaluation
and
make
sure
all
of
us
know
it
and
can
recite
it
and
hold
the
district
accountable
for
it,
but
it
should
be
measures
that
make
sense
and
that
you
can
make
instructional
decisions
off
of
it.
One.
W
The
third
grade,
ela
MCATs,
is
that
it
not
only
assesses
reading
comprehension
but
also
writing,
and
you
know.
Writing
of
course,
is
another
foundational
skill
that
students
need
to.
You
know
at
3rd
grade
really
be
ready
to
not
just
comprehend
what
they
are
taking
in,
but
be
able
to
express
that
understanding.
In
writing.
Just.
E
The
state
actually
will
be
using
em
Cass
2.0,
we're
time
being.
Unless
there's
some
major
major
shift
in
policy,
we
don't
have
to
say
anything,
there's
no
signals
of
that
last
school
can
be
mean.
We
also
gave
up
D
on
our
last
assessments
in
2017
on
the
Nate
and
show
the
correlation
between
cast
result
and
nape.
So
we
do
believe
that
M
casts
2.0,
is
improvement
and
has
better
align
with
nape
and
also
other
internationally
benchmarked
measures.
C
C
C
P
B
So,
for
example,
when
I
look
at
on-time
grade
promotion,
that's
gonna
tell
me
like
where
a
student
is
faring
when
I
look
at
students
being
kept
back
when
I
look
at
where
I'm
not
sure
where
this
fits
in,
because
this
is
so
academic
heavy
for
me,
I
have
a
hard
time
digesting
all
that,
because
I
think
there's
a
lot
of
other
pieces
like
if
I
look
at
who
is
homeless.
If
I
look
at
what
students
were
taken
out
of
their
home,
and
so
how
do
those
pieces
affect
some
of
this
and
I?
B
Don't
know
if
that
is
drilled
down
within
those
and
I'm,
not
sure
if
the
college
and
career
readiness
piece
that
is
there
going
to
be
places
that
measure
how
many
internship
students
have
how
much
dual
and
they
have
how
much
college
guidance.
Because
if
we're
really
talking
about
college
and
career-ready
yeah.
V
So
I
could
speak
to
that.
One
specifically
and
and
Kristin
could
also
come
up
here
to
kind
of
give
more
of
explanation,
but
that
is,
as
I
think,
you've
been
involved
with
that
work
and
I
those
those
measures
that
have
been
kind
of
approved
and
are
what
make
up.
This
measure.
Students
graduating
high
school
career
college.
V
B
V
B
That's
just
too
big
of
a
lump
and
like
to
figure
out
exactly
what
we're
talking
about
what
that
means
and
then
for
family
engagement.
I
would
hope
that
we
would
not
look
at
the
traditional
measures
that
we're
looking
at
now.
I
would
be
a
terrible
person
to
use
a
family
engagement.
I
have
not
gone
to
any
meetings
at
my
daughter's
school,
but
I
text
with
teachers
all
the
time
I'm.
The
first
parent
in
the
morning
I
go
on
every
single
field.
B
Trip
I
just
can't
make
those
meetings
at
night,
so
I
really
hope
that
it
would
be
more
than
that.
It
would
be
really
looking
at
how
how
our
teachers,
communicating
with
families-
that's
not
just
like,
come
to
the
school
and
and
meet
with
us
or
come
to
like
a
open
house
or
whatever
that
we're
talking
about
home
visits
that
we're
talking
about
some
other
non-traditional
measures.
V
It
does
include
those
so
in
both
they're,
both
the
perception
piece
around
whether
the
family
feels
engaged.
What
I
think
we
get
at
that
communication
piece
you're
talking
about
and
then
in
terms
of
the
actual
engagement.
It
does
measure
the
meetings,
but
also
the
field
trips,
for
example,
that
that
it
would
count
that
type
of
activity
as
well.
V
B
Going
to
meet
you
somewhere
for
coffee
I
mean
I.
Just
I
just
want
to
push
this
a
little
bit
more,
because
I
think
that
that
if
we
look
at
like
the
number
of
meetings
res
enough
I'm
lucky
that
I
have
you
know
a
fairly
flexible
job,
I
can
go
on
all
the
that's,
not
every
family,
and
so
so
just
to
I.
Think
about
there's
a
lot
of
there's
a
lot
of
new
research
around
family
engagement.
That
I
think
you
can
just
look
at
and
just
that's
all,
that's
all
I'm
is
just
increasing.
Thank.
V
I
Just
just
quickly,
this
is
very
exciting.
Everyone
knows
I'm
excited
about
side
all
go
in
and
good
detail
the
issue
of
independent
variables,
dependent
variables,
there's
lots
we
can
talk
about,
but
the
thing
I
want
to
comment.
I
want
to
thank
the
superintendent
for
putting
together
a
team,
its
able
to
do
this
work
five
years
ago.
I
I,
don't
think
the
district
could
have
done
this,
and
this
is
a
capacity
and
a
skill
set
that
if
you
do
believe
in
perform
units
as
a
driver
of
overall
capacity
to
present
the
data,
listen
to
the
flexible
questions
that
people
are
asking
and
figure
out
how
to
do
it
together.
There's
a
huge
accomplishment
and
it's
very
exciting
and
the
call
we're
gonna
deeply
miss
you.
You've
done
a
wonderful
job
of
portlets
again.
So
thank
you.
Thank
you.
Thank
you.
A
Thank
You
dr.
Coleman,
and
are
there
further
questions
or
comments?
Well,
thanks.
I'll,
just
simply
echo
the
comments
of
my
fellow
board
members.
You
know
it's
really
great
to
have
simple
KPIs
that
as
mr.
O'neil
point
out,
especially
we
can
utilize
in
a
number
of
ways
and
certainly,
as
we
go
through
the
meetings
that
we
hold
on
a
regular
basis,
the
presentations
we
received
from
the
district
being
able
to
drill
drill
down
into
specific
data
that
you
know
is
easily
recognizable
and
relatable
between
the
factors
that
you're
giving
to
us
is
I.
A
Think
really
going
to
be
important
for
us.
The
one
thing
I
wanted
to
follow
up
on.
This
is
a
question
that
miss
Olivet
Avila
began
was
the
definition
of
college
career
life
ready
I,
know
that's
still
under
under
review
and
development.
The
important
thing
that
I
want
to
note
here,
as
you
continue
to
develop,
that
is
the
underpinnings
I
heard
dr.
A
Chang
mentioned
GPA
a
number
of
other
factors
that
you
can
you
can
benchmark
against
other
districts
I
think
it's
important
as
we
look
through
all
of
the
key
metrics
that
will
go
into
the
performance
meter.
They
are
objectively
able
to
be
benchmarked
against
other
districts
again
against
other
jurisdictions
across
the
country.
I
think
when
we,
if
we
want
to
take
this
and
I,
think
it's
a
very
valid
measure
for
us
to
take
forward,
because
it
is
key
to
what
our
mission
is
here
in
the
district.
A
E
A
Excellent
Thank
You
superintendent.
Thank
you
again.
Mr.
stern,
we
again
deeply
appreciate
the
work.
That's
been
done
by
the
Boston
opportunity
agenda,
the
office
of
data
accountability,
the
supe
district
over
over
time
here-
and
you
know,
certainly
echoing
the
comments
of
dr.
Coleman.
This
is
not
work
that
we
could
have
done
a
number
of
years
ago,
and
so
certainly
we
encourage
you
for
the
the
long,
hard
work
and
all
the
help.
A
C
A
We
will
move
on
now
to
our
final
report
this
evening,
and
this
is
an
update
on
the
Columbia
Point
school
properties.
Now
for
members
and
members
of
the
public
that
recall,
we
last
discussed
the
district
and
the
city's
proposal
to
entertain
a
public-private
partnership
for
development
of
the
parcel
on
Mount
Vernon
Street
in
Columbia
Point
at
the
April
11th
meeting,
and
we
had
dr.
McKeever
McCreery,
our
managing
director
of
External
Affairs
present
that
proposal,
along
with
the
chief
of
the
Department
of
Neighborhood
Development
Sheila
Dillon.
A
As
you
recall,
we
intended
to
explore
how
some
public-private
partnership,
which
is
something
that
we
haven't
endeavored
to
explore
in
the
past
and
the
district,
might
make
use
of
under
underutilized
land
within
our
district.
And
there
were
a
number
of
discussion
points
that
dr.
McCreary
and
chief
Dillon
highlighted
for
us.
A
That
would
benefit
the
district
and
chiefly
the
Dever
and
McCormick
schools
that
are
adjacent
to
this
underutilized
parcel,
as
well
as
the
surrounding
community,
and
we
heard
from
Harbor
point
tenants
earlier
this
evening,
as
well
as
at
the
last
meeting,
their
keen
interest
in
this
parcel,
which,
as
the
gentleman
pointed
out
earlier
this
evening,
that
tenants
association
has
been
taken
care
of
for
a
number
of
uses
and
has
made
active
use.
My
understanding
is
our
chief
of
staff.
Mr.
A
Ken
salvo
had
an
opportunity
to
speak
to
the
tenants
association
after
their
comments
this
evening
have
been
able
to
explain
to
them
a
little
bit
about
what
I'm
about
to
talk
about
this
evening.
Something
else
that
dr.
McCurry
excuse
me,
dr.,
McCreary
and
chief
Dylan
were
able
to
include
in
their
presentation,
was
the
idea
that
development
this
process
parcel
if
it
comes
to
pass,
would
not
negatively
impact
the
build
VPS
possibilities
for
either
of
the
existing
schools
that
are
adjacent
to
the
parcel.
The
devran
McCormick
are
both
parcels.
A
Excuse
me,
schools
that
have
been
reviewed
through
our
facilities,
master
planning
process
and
both
buildings
have
been
judged
to
be
expandable
for
future
grade
reconfiguration
considerations.
So
through
that,
by
way
of
all
that
background,
through
our
discussion
that
evening,
a
couple
questions
arose
from
committee
members.
A
What
has
been
the
community
process
to
date
in
reaching
out
specifically
to
our
schools
that
exists
within
this
community
to
devaron
the
Cormack,
and
so
shortly
after
the
April
11th
meeting
the
superintendent
delivered
a
letter
to
the
leaders
of
both
schools
outlining
our
plan.
Excuse
me
outlining
presentation
that
the
district
and
DMV
is
made
and
providing
that
presentation
to
the
school
leaders
for
distribution
within
their
communities.
So
in
essence,
at
this
point
they
know
what
we
know
and
so
I.
A
Acting
on
behalf
of
the
district
to
the
city
before
an
hour
of
peak
of
the
issue,
but
we
received
an
opinion
that
we
do
not
need
to
surplus
the
land
prior
to
issuing
an
RFP
which
is
a
helpful
development
in
understanding
how
we
can
process
this
proposal
and
retain
some
control
over
the
management
of
the
RFP.
The
terms
that
go
into
it
and,
more
importantly,
managed
control
over
what
the
responses
are,
that
the
district
in
DND
receives
to
that.
A
Contributions
that
any
proposal
that
would
come
as
a
result
of
that
RFP
process
would
make
to
the
mission
of
the
district
at
large
and
the
school
intervene
impacted
specifically.
So
that's
a
hopeful
development
and
given
that
development
I
am
now
proposing
that
the
committee
will
vote
on
a
resolution
at
the
next
meeting
that
would
direct
than
the
district
to
work
with
the
Department
of
Neighborhood
Development
on
an
RFP
and
develop
that
request
for
proposal
on
the
parcel
jointly
and
use
as
part
of
that
process.
A
A
What
restrictions
the
district
intends
to
place
on
the
conveyance
to
the
prop
that
property,
and
you
know
specific
to
that,
the
restrictions
would
be
essentially
a
benefit
to
the
schools
that
are
adjacent
to
to
the
property,
and
the
resolution
would
then,
of
course,
authorize
the
entity
to
issue
the
RFP
during
that
time.
The
district
and
DMV
again
as
I
mentioned
earlier,
will
be
able
to
reach.
A
Do
some
outreach
to
the
community
Harbor
point
the
Dever
and
McCormick
communities,
as
well
as
gather
input
from
the
committee
on
in
the
development
of
the
RFP
prior
to
its
distribution
and
if
their
RFP
results,
the
proposals
that
we
received
back
after
that
RFP
is
issued
meet
our
requirements.
The
committee
would
then
take
a
second
vote
to
authorize
the
transfer
of
the
land.
Again,
if
it's
satisfactory
to
us.
K
A
With
respect
to
the
legal
opinion
that
we've
received,
what
we've
learned
about
the
the
community
efforts
to
date,
and
so
I
want
to
offer
that
out
to
the
committee
for
comment
and
discussion
and
if
they're,
if
the
committee
would
be
in
favor
of
moving
forward
in
this
regard,
we
can
then
schedule
vote
on
that
resolution
for
the
next
meeting
and
we'll
distribute
that
resolution
for
you
to
review
in
advance.
I
also
want
to
note
dr.
mercury
could
not
join
us
this
evening,
but
Michigan
salvo
is
available.
B
And
I'm
trying
to
have
an
understanding
when
sorry
I
don't
know
if
I
missed.
You
might
have
said
this
and
everything
that
you
said,
but
in
terms
of
the
question
of
the
why
it
has
to
go
to
DMV
Arab
there
I
was
just
wondering
what
the
community
I
don't
know
if
we
can
find
out
what
is
the
community
concern
around
that
I'm
very
curious
tonight
in
testimony
that.
B
B
A
B
A
Thank
You
superintendent.
So
a
couple
items
on
that
note,
so
you
know
the
thought
process
is
this
and
I
agree
with
everything
you're
saying
and-
and
this
is
all
with
an
eye
towards
trying
to
do
service
to
that
idea,
which
is
DN.
T's
got
a
an
established
practice
here
and
it's
much
much
like
what
our
practice
is
with
respect
to
our
family
engagement
efforts
in
our
individual
schools.
A
But
this
is
a
property
that
would
impact
not
only
the
adjacent
schools
but
the
neighborhood
as
it
has
as
a
whole
through
the
RFP
process,
which
we
would
develop
in
partnership
with
our
impacted
communities
and
impacted
schools.
The
development
of
the
RFP
is
done
through
a
community
process,
so
the
community
is.
B
A
Community's
not
reacting
to
the
RFP,
it's
creating
it's
co-creating,
the
RFP,
and
so
the
idea
of
a
vote
for
next
week
would
be
to
authorize
the
district
to
enter
into
a
partnership
with
DMD
to
develop
that
RFP
and
then
issue,
and
that
process
would
include
this.
This
extended
community
outreach
and
and
mystery
salvo.
You
know
you
you've
worked
at
DMV
previously
and
you're
you're
well
aware
of
this
out
outreach,
and
so
you
know,
if
there's
specific
questions
that
we
might
have
about.
You
know
what
that
process
looks
like
I'm
sure
Bob
would
be
happy.
B
Thank
you
for
clarifying
that
I
just
want
to
make
sure
that
you
know
the
neighborhood,
because
I
think
you
know
I
do
think.
We
also
have
to
be
careful
what
we
say
because
I
supported
in
this
letter
when
we
said
it
was
underutilized,
etc,
maybe
just
after
so
so
if
the
community
is
included
than
I
am
okay.
N
N
A
A
So
the
presentation
that
we
had
at
the
April
11th
meeting
in
Michigan
Salva-
you
might
be
helpful
here
and
in
helping
me
to
recall
all
the
attributes
of
attachment
theory
in
chief
Dylan's
presentation,
there's
an
opportunity
to
again
make
use
of
an
underutilized
piece
of
land.
It's
not
a
piece
of
land,
that's
not
it!
That's
gonna
be
relevant
to
build
BPS
plans
around
those
existing
properties
and
it's
an
opportunity,
first
and
foremost,
to
enter
into
a
public-private
partnership,
the
likes
of
which
we
haven't
had
an
opportunity
to
do.
A
H
H
H
E
Of
Boston,
under
the
stewardship
of
EPs,
there
is
well
whose
stands
again,
hopefully
young
people
and
the
community,
because
there,
the
opportunity
here
is
a
enter
into
a
private
public
partnership
to
do
to
build
something
on
that
piece
of
property
continues
to
be
city-owned
and
is
done
with
a
community
to
develop
whatever
that
communes
I
have
surface
like
you,
love
for,
like
a
renovated
athletics
facilities.
There
is
some
athletic
components
on
that
field,
but
it's
it
needs
to
be
further
developed.
E
J
And
I
would
only
add
dr.
chein
that
you
know
we
did
a
study
of
how
many
schools
are
around
McCormick
ever
on
a
one
three
and
five
mile
radius.
So
the
idea
that
any
kind
of
a
public
use
there
could
be
enjoyed
by
both
McCormick
Dever
but
other
school
children
within
those
boundaries
or
really
anybody,
but
also
folks
from
the
community
Harbor
point
the
individuals
that
testified
before
and
we
so
appreciate
their
testimony
because
they're
passionate
and
really
concerned
about
what's
happening
here.
J
They
also
have
an
idea
and
a
vision
for
what
should
go
on
that
site.
So
they,
as
a
group
at
Harbor
point,
are
thinking
about
and
actually
have
a
proposal
that
way.
I
think
we're
eager
to
see
as
part
of
this
process
of
what
they
would
like
to
see.
Those
athletic
fields
look
like
and
what
can
be
done
with
that
and
what
I
assured
them
outside
is
that
any
process
we
undertake
to
renovate
any
process.
J
We
take
that's
going
to
allow
renovation
of
those
fields,
they
would
be
a
part
of,
and
they
have
a
right
to
show
that
proposal
as
part
of
that
process,
and
maybe
that's
incorporated,
but
they
were
really
critically
wanted
to
make
sure
that
the
community
at
Harbor
point
had
a
voice
in
the
process.
I
assured
them
that
they
will
just
be
backing
on
the
DMV
process.
I
know,
chief
joy
and
her
team
do
amazing
work
and
they
work
on
disposing
parcels
all
the
time.
J
They
have
a
really
strong,
a
proven
track
record
about
how
they
run
a
community
process.
And
in
this
case
the
chair
was
right,
that
there
isn't
an
RFP
that
movie
that
we
have
yet.
The
RFP
will
be
determined
by
this
engagement
and
community
process
that
our
Engagement
Team,
our
communications
team
and
DMD,
who
will
run
that
process
will
work
towards
to
determine
what
that
RFP
will
look
like
so
Harbor
point
will
be
able
to
participate
and
say
what
they
would
like
to
see.
J
The
School
Committee
will
be
able
to
participate
this
City
Council
and
our
legislative
delegation
and,
of
course,
all
the
residents
in
the
community
will
all
have
input
on
what
an
RFP
could
look
like
only
after
everyone
has
come
to
agreement.
Well,
an
RFP
actually
then
get
issued,
and
then
at
that
point
was
where
again,
the
School
Committee,
if
the
chair
said,
would
have
another
vote
in
a
voice
as
to
what
moves
forward
at
the
end
of
the
day.
J
If
the
community
can't
agree
on
what
the
you
should
be,
and
we
throw
a
really
exhaustive
process
in
an
engagement
process
can't
decide
on
what
we
want,
then
we
still
retain
custody
of
it.
It
stays
just
like
it
is,
but
you
know
we
would
be
remiss
if
we
didn't
try
this
sort
of
creative
opportunity
to
see.
Is
there
a
non-profit
or
some
other
person
who
wants
come
out
pot
would
partner
with
the
city
and
provide
something
on
that
site
that
benefits
our
kids,
the
neighborhood,
kids
and
kids
all
across
the
city.
K
A
Put
a
fine
point
on
that.
You
know
us
a
million
dollar,
probably
15
million
dollar
question.
You
know,
given
the
neighborhood,
you
know,
the
intent
here
is
not
to
sell
out
to
a
housing
developer,
not
to
sell
out
to
you
know
what
a
mall
developer
or
some
other
sort
of
commercial
development.
Our
intent
here
is
develop
a
RFP
that
is
restricted
on
its
use
to
specific
activities
that
would
benefit
our
schools
in
our
community.
H
J
L
L
Will
be
a
very
strong
community,
try
to
find
out
how
to
be
sure
that
all
most
residents
actually
get
some
kind
of
notification.
I
mean
in
my
own
community
I've
been
part
of
some
of
those
and
I'll
find
out
that
my
next-door
neighbor
didn't
even
know,
and
so
I
mean
I'm,
hoping
that
we'll
figure
out
some
way
of
making
sure
there
is
adequate.
J
I
think
that's
a
huge,
a
critical
point.
I
thank
you
for
bringing
that
up.
I
think
DND
does
an
amazing
job
on
their
communication
processes
and
they
run
a
really
effective
engagement
process.
We
can
help
with
that.
I
think
our
team
would
be
committed
to
doubling
that
effort
to
make
sure
that
the
communities
we
serve
and
we
work
with
are
notified
the
communities
that
they
serve
and
work
with.
L
C
You
mr.
chair,
so
this
has
been
a
hugely
important
update
tonight.
I
missed
the
meeting
two
weeks
ago,
four
weeks
ago,
always
home
in
bed
with
pneumonia,
but
I
watched
great
fun.
Don't
do
that
by
the
way
I've
ever
done
it
committee
meeting
at
all
my
I
have
patient.
I
have
a
lot
of
respect
for
the
folks
that
have
the
patients
at
home
watching
right
now,
but
I
did
watch
that
presentation
and
I
did
have
some
concerns,
and
so
mr.
chair
you've,
given
us
a
really
important
update
tonight
and
I.
C
Thank
you
in
particular
for
two
things.
One-
and
you
almost
mention
this
in
passing,
but
it
was
important
to
me
that
and
so
I
want
to
make
sure
I
heard
you
correctly
that
you
said
there
is
no
impact
on
any
potential
renovation
or
expansion
of
either
the
devil,
so
they
sit
right
next
to
each
other,
and
then
we
have
this
field
next
to
it.
Mm-Hmm
and
the
McCormick's
is
currently
a
middle
school.
C
C
C
C
cherub,
that
we
don't
need
to
do
that
and
that
we
can
authorize
them
to
start
the
process
and
involve
the
community
and
still
put
some
restrictions
on
upfront,
but
still
withhold
the
power
that
if
we
get
an
hour
feedback
that
we
don't
like,
we
can
say
sorry,
it's
not
what
we
thought
about
for
this
process.
That
saves
the
important
boat
for
down
the
line,
and
so
I
am
so
much
more
comfortable
with
this
now
than
I
was
before
ticularly.
If
and
with
all
due
respect
to
the
community
around
it.
And
you
know
mr.
C
C
So,
if
we
can
it's
a
long
way
of
saying,
if
we
can
think
of
a
way
to
really
make
it
clear
that
we
have
three
priorities
here,
the
school
committee's
gonna
say
that
Deborah
McCormick's
number
one
the
children
and
the
surrounding
schools.
You
know
one
three
five
mile
radius,
if
they
have
a
place
that
they
can
use
for
athletics
or
whatever
it's
going
to
be,
and
in
a
nod
to
that
community.
C
C
Lab
on
a
neighborhood
of
it,
so
the
indeed
and
indeed
just
out
an
hour,
P
prostatic
community
process,
but
that
the
School
Committee
wants
the
following
priorities:
to
be
included
that
it,
you
know,
be
focused
on
the
Deborah,
McCormick's
populations,
the
school
populations
within
one
three
or
five
miles,
whatever
number
and
neighborhood
communities
and
then
a
ste.
Indeed,
a
war
in
that
regard,
I,
don't
know
if
that's
possible,
yeah.
A
And
I
think
it's
an
important
question
and
I.
You
know
I
hadn't
gotten
as
far
as
thinking
about
specific
wording
of
the
resolution,
but
nevertheless
you
know
that
I
I
think
you
framed
the
intent.
Well,
and
you
know
my
my
picture
and
my
summary
earlier
is
simply
of
you
know:
creating
a
or
creating
a
use
for
that
property
that
that
benefits
our
school
population
and
so
I
think
you
know
make
it.
That's
that's
the
broad
statement.
A
C
A
C
Is
there?
Is
it
something
secret
going
on
here
that
were
mentally?
So
you
know
my
wife
always
says
assume
good
intent
right,
but
we're
talking
lead
in
the
City
of
Austin
here.
So
it's
a
pretty
important
that
we
be
transparent
on
this
and
make
sure
that
we're
making
it
very
clear
that
this
is
something
that
potentially
could
positively
impact
our
youth
of
the
devil
and
the
McCormack
and
the
other
schools
around
and
the
community
you
and
if
not.
This
doesn't
go
forward.
I
thought.
A
N
A
Yes
and
I
think
you
know,
this
is
a
little
bit
different
of
a
way
in
which,
this
evening
that
we
would
addressed
follow-up
to
a
previous
presentation
that
we
received
from
from
the
district.
But
given
that,
if
we
are
to
take
up
a
vote
to
approve
next
week,
an
authorization
for
the
district
to
work
with
the
Department
on
an
RFP
that
is
going
to
have
a
as
we've
heard
this
evening
and
in
the
last
meeting
as
well.
A
A
robust
community
process,
I
think
at
some
point
it
might
be
beneficial
for
us
to
come
back
and
have
a
presentation
from
the
district
on
just
what
that
feedback
was
prior
to
the
issuance
of
the
RFP.
We
really
have.
We
don't
have
a
defined
time
line.
There
wasn't
a
time
line
in
that
previous
presentation
that
we
received
from
the
district
and
so
I
think
it's
perfectly
appropriate
for
us
to
say
once
you've
taken
your
time
to
do
the
appropriate
community
process
that
you
come
back
at
one
of
our
future
meetings.
N
N
A
Thank
You
Dean
Robinson
any
other
questions
or
comments.
Well,
thank
you
again.
Once
again,
I've
asked,
as
I
mentioned
earlier,
miss
Sullivan
to
work
with
the
district's
legal
adviser,
miss
Ocasio
on
developing
the
rule,
the
resolution
that
we've
discussed
this
evening
and
will
afford
the
taking
action
on
this
item
at
our
next
meeting.
R
Good
evening,
again,
sorry
to
hit
you
twice
on
one
evening,
I
had
a
few
comments
that
I
wanted
to
share
on
the
performance
index.
You
have
the
performance,
meter,
I,
guess
and
obviously
on
most
of
these
measures,
this
aggregation
is
key.
You
know-
and
you
know
that
that
means,
if
you
were
looking
at
teacher
diversity,
it's
not
just
a
total,
but
how
are
we
doing
on
black
or
Latino
teachers
or
Asian
teachers
when,
when
the
the
biggest
gap
we
all
know
is
in
Latino
teachers?
You
know
I
think
with
42%
and
Latino
students
and
11%.
R
That's
a
lot.
A
one
number
which
is
simple
to
follow
covers
up
that
clearly
on
the
student
performance.
A
similar
comment,
we're
interested
in
the
achievement,
capitated
and
I
Nicole
clarified
that
it's
not
yet
that
the
backup
computer
is
gonna,
show
not
just
those
bars,
but
it
will
actually
enable
you
to
calculate
the
achievement
gap.
You
know
without
me
doing
the
arithmetic
anymore,
which
is
great,
but
that
comes
with
a
question
about
targets
and
a
couple
of
questions.
There
are
the
targets
that
that
will
be
set
here.
R
Are
those
going
to
be
reviewed
by
the
school
committee
and
maybe
a
public
comment
on
them
or
not?
Is
this
going
to
be
something
that
it
just
by
the
district
I
mean
one
thing
that
you
know
I've
followed
for
years?
Is
the
teacher
diversity
question
a
1%
increase
every
year
and
maybe
six
points
over
the
full
time
of
this
proposal
is,
is
not
as
ambitious
as
I
would
like
to
see
it
I
know
it's
difficult.
R
I
don't
mean
to
minimize,
but
I'm,
saying
that
some
kind
of
public
comment
might
be
helpful
on
these
and
I
I
would
say.
Are
there
gonna
be
achievement
gap
reduction
targets?
I
said
we
can
see.
You
know
the
achievement
gap
on
the
data,
but
will
there
be
targets
it's
since
this
is
a
priority?
Will
there
be
targets?
You
know
for
achievement
gaps
and
a
final
sort
of
well
Jerry.
R
Robinson
can
correct
me,
but
my
memory
is
that
the
opportunity
achievement
gap
task
force
asked
if
there
could
be
some
investigation
about
the
disaggregation
of
terms
like
black
and
Latino,
and
I
wondered
whether
there
had
been
any
investigation
of
that.
Clearly,
you
know
african-americans
West,
Indians,
Asians
and
Africans,
or
you
know,
al
Salvadorans,
Dominicans
Fredo,
Ricans
Cubans,
you
know,
are
have
different
cultural
histories
and
whether
we
can
begin
to
push
ahead
on
that.
It's
not
simple,
probably
nobody's
done
it,
but
Boston's
an
innovator,
so
I
would
like
to
see
it
push.
Then.
R
A
X
X
Find
it
troubling
for
you
to
move
forward
without
involving
the
schools
and
the
the
McCormick
has
no
parent
Council
right
now,
I
called
the
family
engagement
all
right
emailed
with
them,
and
they
said:
there's
no
school
parent
Council
there.
There
is
one
at
the
Dever,
but
the
people
at
the
schools
have
no
idea
about
this.
X
The
public
has
no
idea,
superintendent
and
committee.
What
those
schools
are
gonna
be
Youth,
said
tonight.
I
think
mr.
O'neal
confirmed
that
these
might
be
reconfigured,
that
people
don't
know
if
the
middle
school
will
be
moved
to
Excel
or
someplace
else.
There's
no
transparency,
there's
no
bill
to
Boston.
X
There's
no
plan
put
out,
but
at
least,
if
you're
talking
about
this,
these
two
schools
can't
you
tell
us
what
the
plan
is
for
these
two
schools,
sure
there's.
You
know
ten
pages
of
assessment
by
the
SMM,
a
group
saying
the
site's
expandable,
but
what
are
going
to
be
in
these
buildings
also,
it
seems
a
little
odd,
just
picking
this
site,
it's
with
all
due
respect
to
the
harbor
point
task,
force
and
community.
X
This
is
a
pretty
remote
area
of
the
city.
So
if
you're
talking
about
building
a
or
having
a
public-private
partnership
to
build
a
community
facility,
why
isn't
it
more
in
the
corridor
where
Roxbury
Dorchester
Matapan,
where
a
lot
of
our
students
and
the
growth
is
going
to
be
so
I
I,
would
just
ask
that
you
postpone
this
eye
and
give
us
an
assessment?
Do
we
have
properties
across
the
city
that
are
underutilized?
X
What
makes
something
underutilized
nobody's
explained
that
at
any
of
these
meetings
and
also
as
a
lawyer,
I
have
to
say.
Of
course
you
have
a
right
to
get
a
legal
opinion
and
claim
attorney-client
privilege,
but
if
you're
relying
on
this
as
a
public
body
to
move
forward
with
the
decision
that
could
set
precedent
for
the
district,
you
should
make
that
public
and
you
have
the
authority
to
do
that.
As
you
know,.
D
A
C
Point
superintendent
I
as
much
as
we
hate
to
lose
good
people
on
your
team
to
other
areas.
I
also
think
it's
a
mark
of
respect
for
the
folks
that
you've
recruited
when
they
move
up
into
positions
of
leadership
in
other
districts
and
I
believe
there
was
a
announcement
last
night
that
I
saw
team
members
has
been
hired
as
a
superintendent
of
another
district,
so
yep
I
couldn't
share
that
it.
E
K
C
You
know
I'm
torn
when
I
hear
it
and
we
hate
losing
good
people
to
other
districts
and
yet
I
do
view
it.
As
a
measure
respect
there
were
a
number
of
superintendents
right
around
us
now
or
Brookline
and
Waltham
and
somerville,
and
now
Medford
senior
people
in
our
district
and
we
hated
to
lose
each
of
them.
But
you
know
that's
a
pretty
good
thing
too,
that
people
view
our
folks
is
strong
and
solid
and
that
you've
recruited
good
folks
over
the
years.
So
that's.