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From YouTube: Boston School Committee Community Listening Session: Goal and Guardrails (2-10-21 PM Session)
Description
The Boston School Committee is holding a series of community listening sessions to receive feedback on a draft set of goals and guardrails that will strengthen the Committee's focus on student outcomes. Each session will be co-facilitated by two Committee members. Interpretation will be provided.
B
Great
great
good
evening,
and
thank
you
for
the
opportunity
for
us
to
listen
to
you
today.
My
name
is
hardin
coleman
and
my
colleague
quacktron
and
are
here.
We
are
both
members
of
the
boston
school
committee.
You
can
find
documents
for
today's
sessions
posted
on
the
committee's
web,
page
bostonpublicschools.org,
backslash
school
committee.
Under
the
february
10th
meeting
link,
we
also
post
a
link
to
the
documents
in
the
chat.
The
meeting
documents
have
been
translated
in
all
the
major
bps
languages.
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
somali
arabic
and
french.
After
I
finish,
do
introducing
the
interpreters.
We
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
In
order
to
access
this
feature,
you
must
be
updated
to
the
latest
version
of
zoom.
B
C
B
D
B
B
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist,
assist
our
interpreters,
we're
here
today,
because
our
duty
of
the
school
committee
is
to
represent
the
vision
and
values
of
our
community.
Today's
community
engagement
session
is
one
of
the
many
ways
we
go
about
doing
that.
What
we're?
What
we
aren't
here
to
do
is
address
current
issues
such
as
school,
reopening,
policing
and
other
matters.
If
you
want
to
discuss
these
issues
in
the
context
of
our
five-year
goals
and
guard
rails,
this
is
the
conversation
for
that.
B
B
Future,
so
we
have
as
we
go
through
this
meeting.
We
have
some
guard
rules
ground
rules
that
we
we
really
appreciate.
If
we
all
follow
you
know,
in
terms
of
time,
we
have.
We
like
people,
talk
one
at
a
time
and
fill
it,
but
feel
free
to
add
ideas
into
the
chat
which
will
be
collected
as
an
faq
and
also
we'll
have
a
google
form
to
collect
feedback.
B
B
Since
the
completion
of
that
plan,
the
school
committee
has
selected
two
sets
of
measures
from
the
strategic
plan
that
we
will
monitor
closely
each
month
from
the
strategic
plan.
We
have
selected
a
series
of
priorities
that
represent
the
community's
visions
for
what
students
should
know
and
be
able
to
do.
We
call
these
our
goals.
B
Also
from
the
strategic
plan.
We
selected
a
set
of
non-negotiable
community
values
that
must
be
honored.
While
we
pursue
the
goals
we
call
these
guard
rails.
We
do
not
use
these
to
replace
the
strategic
plan,
but
to
heighten
our
focus
on
it,
increase
transparency
and
share
accountability
for
student
outcomes.
B
Guard
rails
represent
the
community's
values
and
our
non-negotiable
expectations
that
must
be
honored
in
all
the
school
systems
work.
The
school
committee
selected
guardrails
that
focus
on
one
student
voice
and
family
engagement,
two
community
partnerships,
three
equity
and
opportunity
gaps,
four
diverse
and
effective
staffing
and
five
social,
emotional
and
physical
supports.
B
B
B
We
will
focus
a
greater
percentage
of
our
time
each
month
on
monitoring
student
growth
to
ensure
we
are
moving
the
right
direction.
We
will
evaluate
the
budget
on
its
alignment
with
the
goals
and
guard
rails.
We
will
evaluate
the
superintendent
based
on
a
constant
of
goals
and
adherence
to
guard
rails.
The
community's
priority
vision,
our
goal
and
the
communities
prioritize
our
goals
and
the
community's
prioritized
values.
Our
guard
rails
will
be
the
center
of
everything
we
do.
B
B
E
Could
we
have
the
oh
good?
Okay,
so
I
I
was
hoping
to
see
this
screen
right
here
to
all
of
you
which
of
the
you
have
now
seen
and
heard
from
dr
coleman
about
the
five
goals,
and
you
have,
I
believe,
reviewed
it
to
some
extent
and
the
first
question
we
have
for
you
is
which
of
the
five
roles
is
most
important
to
you
and
how
can
boston
public
school
best
partner
with
families
and
communities
to
accomplish.
E
B
F
But
one
of
the
most
important
ones
to
me
is
the
achievements
of
students
with
disabilities,
but
it
seems
a
bit
unclear
to
me
and
that's
why
I
was
given
space
for
anyone
else
to
speak
first,
because
when
I
hear
about
achievement
for
students
with
disability,
and
then
I
look
at
it
talking
about
demonstrating
growth
on
english
student
growth
percentiles,
that
language
is
vague
to
me.
So
I
guess
my
first
part
of
my
question
would
be
what
english
student
growth
percentile
is
that
referring
to?
How
is
that
measured?
Are
we
talking
about
the
english
language?
F
F
Let's
make
sure
we
recommend
this
inclusion
setting
versus
what
the
child
really
needs
is
make
potentially
yourself
separate,
and
then,
if
that
goal
becomes
something
that's
watered
down,
so
that
people
are
just
placing
students
and
there
are
not
measures
in
place
to
support
students
transitioning
from
sub-separates,
whether
it's
social,
emotional,
a
learning,
reading,
challenge
or
behavioral
or
autism.
If
the
supports
aren't
there
in
inclusion,
it
can't
be
successful,
but
the
goal
would
be
faulty
because
the
numbers
would
make
it
look
successful,
but
that
our
students
would
not
have
progress.
F
G
G
I
think
one
of
the
questions
that
I
have
for
clarification
is
number
five,
not
that
I'm
focusing
on
college
readiness
and
career
but
kind
of
wondering.
Can
you
give
some
clarification
as
to
why
career
and
college
readiness
were
placed
into
one
specific
goal?
When
and
maybe
I'm
thinking
or
interpreting
this
incorrectly
to
me,
there
would
potentially
be
two
different
strands
from
as
you
move
from
early
learner,
then
getting
to
middle
school
and
then
high
school.
G
B
But
for
others
it
will
be
going
on
to
other
parts
of
the
world
that
engage
their
talents
and
interests
and
by
keeping
them
together.
We
don't
privilege
one
over
the
other
and
allows
us
to
evaluate
our
work
by
how
we
serve
all
our
students,
not
just
one
group
that
may
be
going
into
more
of
a
vocational
track
or
another
group
which
historically
think
we've
done
it's
going
into
a
pre-college
track
and
I
think
par.
B
B
One
student
voice
and
family
engagement,
two
community
partnerships,
three
equity
opportunity,
gaps
for
diverse
and
effective
staffing
and
five
social
emotional
physical
supports,
which
one
resonates
most
with
you.
And
why
and
how
can
bps
do
a
better
job
of
partnering
with
families
and
communities
to
honor
this
guardrail,
who
would
like
to.
B
B
B
B
Great
great,
so
the
thank
you.
So
the
question
is
of
the
five
guard
rails,
student
voice
and
family
engagement,
community
partnerships,
three
equity
and
opportunity,
gaps
for
diverse
and
effective
staffing
and
five
social,
emotional
and
fiscal
supports
which
one
resumes
resonates,
which
one
most
resonates
for
you.
And
why
and
how
can
bps
do
a
better
job
of
partnering
with
families
and
communities
to
honor
this
guardrail.
B
F
So
when
you
have
a
multi-tiered
system,
that's
addressing
the
various
needs,
whether
they're
social,
emotional
and
physical
well-being,
within
that
it
then
leaves
an
opportunity
to
capture
those
variations
of,
but
there
may
be
a
learning
gap
or
something
that
has
been
bypassed
or
hasn't
been
caught
early.
So
a
well
a
stabilized
child
can
learn
better
and
and
be
a
successful
student.
So
that's
why
that
one
captures
the
most
for
me,
but
within
that
one
I
think
in
order
to
accomplish
that,
you
need
that
diverse
and
effective
staffing.
So
maybe.
F
Combination
because,
once
you
have
people
that
look
like
you
speak
some
languages,
you
speak
and
are
highly
qualified
to
teach.
You
have
the
skill
sets.
They
value
your
culture
and
you
treat
you
with
respect
and
your
social
emotional
is
addressed
and
your
needs
are
addressed
in
the
military
system.
Then
there's
the
opportunity
where
family
voice
will
be
honored
because,
for
example,
right
now
a
lot
of
times
at
our
ccs
meetings
or
iep
meetings.
Family
voices
are
not
currently
honored.
A
B
B
G
I
I
think,
well
community
partnerships.
I
think
that
just
because
seeing
what
happened
during
the
pandemic,
when
some
of
the
planning
was
to
call
for
partnering
with
the
community
for
safe
spaces
and
then
also
seeing
where
some
community
centers
supported
specific
schools
within
certain
neighborhoods
etc,
I
think,
if
bps
is
able
to
take
that
model
of
community
support
within
into
every
neighborhood,
so
that
there
are
opportunities
for
all
students
and
families.
G
I
think
it
would.
There
would
be
an
incredible
way
for
students
not
only
to
see
what
opportunities
there
are
during
school,
but
then
also
you
know
into
their
if
they're
looking
into
careers
or
into
the
future,
because
we
do
see-
and
I
and
and
I
see
that
with
specific
schools-
they
they
do
have
more
community
engagement
from
partners.
B
G
Stories
that
I
hear
from
other
communities
where
there
isn't
that
much
corporate
participation
or
community
engagement
coming
from
a
city
that
has
so
many
opportunities,
and
so
many
successful,
non-profit
and
for-profit
organizations-
I
I
think-
and
I
don't
know
if
bps
does
have
a
dedicated
office
or
an
individual-
that
does
solely
focus
on
engagement
and
community
partnerships.
But
if
that
does
grow
and
actually
successfully
goes
through.
As
as
a
non-negotiable
guard
rail,
I
think
the
equity
and
opportunity
gaps
will
deep.
G
B
B
F
I
just
wanted
to
add
that
what
charlie
said
I
actually,
as
as
I
look
at
the
guard
rails,
you
know
because
to
me
the
equity
opportunity
gap
for
many
many
many
years.
Our
district
has
talked
about
trying
to
close
it
and
obviously
improve
the
situation
and
with
these
guardrails
combined
it.
It
kind
of.
F
But
when
you
combine
all
these
things
with
different
with
the
effective
and
diverse
staffing
and
those
social
and
multi-tiered
supports,
then
that
in
itself
helps
in
those
community
partners
that
support
the
families,
the
schools
and
are
able
to
do
things
more
creatively
and
value
impaired
voice.
When
you
combine
them
all,
it
actually
leads
back
to
that
gap
of
those
opportunities.
Where
the
populations
who
have
not
traditionally
been
listened
to
or
heard
of
family
voices
and
a
lot
of
those
children
are
in
that
group
that
the
gap
is
so
wide
for
it
then
helps
close
it.
B
E
E
F
Thank
you,
mr
friend.
I
I
think
a
lot
of
families
already
do
this,
but
the
one
thing
I
would
say
that
I'm
willing
to
commit
to
support
success.
Our
students
is
making
sure
that
you
know,
I
think,
from
the
at
least
from
a
family
perspective,
it's
like
doing
everything
and
committing
to
work
collaboratively.
F
You
know
working
to
support
our
district
in
the
city.
We
live
in
in
the
towns
to
make
sure
our
students
have
access
to
what
they
need,
so
that
would
that
includes
coming.
You
know,
sometimes
using
our
time
to
come
into
these
meetings
and
voicing
concerns
and
reading
the
communications
that
come
out,
because
one
of
the
things
we're
still
really
working
on
is
ensuring
that
families
can
get
communications.
F
But
what
is
really
going
on?
Who
are
the
family
partners?
What
is
done
for
our
struggling
readers?
What
is
really
the?
What
goals
are
really
held
to
a
high
standard
for
students
with
disabilities
a
lot
of
times?
We
don't
get
this
information,
but
I
think
families
are
willing
to
commit
to
making
it
a
successful
district
and
make
students
successful,
but
they
need
information
to
do
that.
F
B
G
Yes,
so
I
guess
me
personally,
our
commitment
is
that
we're
keeping
our
children
within
bps,
even
through
what
we've
seen
as
the
challenges,
but
the
volunteer
work
that
that
I
placed
in
and
roxy
that's
placed
in
by
leading
the
special
education
parent
advisory
council
and
also
engaging
a
lot
with
school
committee
and
other
task
force.
I
think
that
is
something
that
we
will
continue
and
I
will
continue
to
commit
to.
B
Great
well,
I
want
to
thank
you
so
much
for
taking
time
to
share
today
by
april,
we
plan
to
use
this
feedback
to
update
the
school
committee's
work
plan
that
will
be
used
to
modern
progress
over
the
next
five
years.
The
entire
goal
and
guard
rail
monitoring
process
will
take
place
during
public
meetings
of
the
school
committee.
B
Here
is
what
you
can
expect
next
in
the
process.
We
will
continue
listening
and
will
then
adopt
the
work
plan
of
the
school
committee.
This
spring
we'll
also
post
a
summary
of
this
community
input
on
our
website,
so
you
can
see
the
feedback
that
you
provided
and
how
we
use
that
feedback
on
our
decision
making.
If
you,
if
you
have
more
to
add,
please
complete
the
feedback
feedback
form,
that's
posted
on
our
website,
bostonpublicschools.org
backslash
school
committee.
Your
input
is
greatly
appreciated.
B
I
want
to
say
I
want
to
say
on
behalf
of
this
is
incredibly
important
work.
We
appreciate
the
time
that
you've
spent
with
us
tonight
and
also
the
other
times
that
you
spend
helping
us
better
understand
the
needs
of
the
children
in
our
city
and
the
ways
we
can
serve
them
and
on
behalf
of
superintendent
cosilius,
the
school
committee
and
the
entire
bps
family.
We
thank
you
for
your
time.