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From YouTube: Boston School Committee Meeting 4-12-23
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
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Thank
you.
Everyone
who
signed
up
for
public
comment
sign
up
for
public
comment
closed
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation
before
we
begin
this
evening.
A
I
want
to
take
a
moment
to
honor
The,
Life
and
Legacy
of
long
time
civil
rights
leader,
Mel
King,
who
passed
away
last
month
and
whose
funeral
was
celebrated
yesterday,
Mel's
work
and
spirit
made
an
immeasurable
impact
on
the
careers
and
lives
of
countless
Educators
and
new
Advocates
across
Boston
and
Beyond.
He
taught
us
about
the
meaning
of
working
together
and
serving
our
community
and
the
power
of
raising
our
voices
in
unity
to
transform
our
city.
A
We
know
that
the
BPS
Community
includes
numerous
schools
and
District
leaders.
Parents
and
grandparents
who
marched
alongside
Mel,
were
moved
by
his
big
heart
and
fell
called
to
be
their
best
selves.
Inspired
by
his
presence,
Mr
King
dedicated
his
life
to
supporting
our
young
people,
including
teaching
at
the
Massachusetts
Institute
of
Technology,
serving
as
director
of
the
South
End
Technology
Center,
in
mentoring,
upcoming
leaders
to
tackle
our
toughest
challenges.
His
mayoral
campaigned
in
the
early
80s
broke
barriers
Paving.
The
way
for
generational
change.
A
Mel
was
a
tired
champion
of
our
youth
in
our
Collective
quest
for
Quality
education
in
schools.
We
are
proud
that
Mel's
memory
and
Legacy
will
live
on
with
the
committee's
formal
renaming
of
the
William
McKinley
South
Bend
Academy
to
the
Melbourne
age,
10
King,
South,
Bend
Academy,
on
behalf
of
the
entire
BPS
Community
we'd
like
to
send
our
deepest
condolences
to
The
King
Family.
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B
E
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F
Good
evening,
Madam,
chair
and
school
committee
members
before
I
begin,
I
also
wanted
to
share
my
heartfelt
condolences
to
the
family
of
Mel
King,
on
behalf
of
everyone
at
the
Boston
Public
Schools.
For
many
years,
milking's
work
and
presence
left
an
indelible
mark
on
the
careers
and
lives
of
countless
Educators
across
Boston,
the
Commonwealth
and
our
nation.
F
He
taught
us
about
the
meaning
of
coming
together
and
serving
our
community.
The
collective
impact
and
the
importance
of
the
village
of
Boston
I
had
the
honor
of
working
with
Mel
in
my
early
years
in
BPS
on
several
technology
projects,
with
the
district
and
in
the
community
in
the
South
End.
His
passion,
love
for
young
people
and
Brilliance
was
part
of
every
encounter.
F
F
F
Although
we
work
with
an
external
auditor
to
ensure
the
accuracy
of
our
calculations,
neither
the
external
auditor
nor
our
BPS
office
of
data
and
accountability
caught
the
error
before
eligibility
notices
went
out
since
catching
the
error.
The
office
of
data
and
accountability
and
the
independent
external
auditor
have
recalculated
and
validated
the
gpas
and
double
checked
all
grading
data.
To
ensure
accuracy.
F
We
are
fully
confident
in
the
accuracy
of
the
GPA
calculations
for
Rising,
9th
and
10th
graders.
We
understand
how
important
it
is
to
get
accurate
information
quickly
and
how
frustrating
this
has
been
for
those
families
who
have
been
impacted
of
the
rising
7th
graders
we're
working
to
fix
the
problem
as
quickly
as
possible.
F
Few
things
that
we
have
done
and
are
doing,
we've
recalculated
all
students
gpas
with
correct
methodology.
An
internal
team
has
reviewed
the
recalculations
for
accuracy.
The
city
auditing
department
is
now
reviewing
the
data
as
a
separate
check.
The
external
auditor
is
not
reviewing
any
of
the
updated
calculations.
Instead,
the
CD
auditor
will
do
that.
Auditing
department
will
do
that
and
we're
preparing
to
send
a
new
eligibility
notices
to
the
rising
7th
graders
within
the
next
24
to
48
hours.
For
our
Rising
7th
graders,
the
overwhelming
majority
will
not
see
any
impact
on
their
eligibility.
F
Some
students
may
see
a
site
increase
in
the
GPA
While.
Others
may
see
a
slight
decrease
and
others
may
experience
no
change
at
all
of
the
1723
7th
Grade
Student
Records
reviewed
41.
Students
are
now
eligible,
who
are
originally
told.
They
were
not
and
26
students
who
are
told
they
were
eligible
do
not
meet
eligibility
requirements
based
on
the
recalculations.
F
We
expect
to
send
eligibility
notices
by
the
end
of
the
week
and
the
exam
School
invitations
themselves
are
still
scheduled
to
be
sent
out
in
early
may
as
intended.
We're
offering
those
families
who
are
impacted
the
option
to
resubmit
their
school
choice,
forms
and
learn
more
about
the
special
admissions
process
for
other
high
schools.
F
We
recognize
that
this
mistake
impacts
not
just
the
students
most
directly
affected,
but
it
also
impacts
the
trust
our
families
have
in
BPS
I'm
committed
to
rebuilding
that
trust
and
addressing
challenges
transparently,
as
they
come
up.
Part
of
this
will
be
us
looking
going
forward
and
having
multiple
layers
of
internal
check.
Not
just
one
and
multiple
external
I
would
also
like
to
update
school
committee
on
the
Henderson
School.
F
If
you
recall
at
the
last
school
committee,
we
had
several
parents
testify
with
concern
both
past
parents
and
current
this
led
to
the
school
leadership
team
and
the
instructional
leadership
team
meeting
to
develop
this
90-day
plan
under
leadership
from
Dr
ackelson.
They
worked
with
the
school
parent
Council
the
governing
board
as
Henderson
is
a
pilot
school
and
the
School
site
Council
to
get
input
and
they've
identified
three
strategic
priorities
and
plans
for
those
priorities.
F
We
will
be
sharing
this
plan
with
all
families
later
this
week,
but
we
appreciate
the
families
who
have
come
to
the
public
sessions
that
we've
hosted
to
share
their
feedback
and
provide
their
input
as
it's
essential.
As
part
of
this
plan.
We've
also
made
a
number
of
Investments,
including
an
increase
in
a
school
psychology.
F
There's
been
an
inclusion
team.
That's
been
part
of
the
process
as
well
and
has
been
going
into
the
school
to
work
with
staff
and
with
leadership
we've
also
established
or
in
the
process
of
establishing
A
literacy
room
and
the
purchase
of
a
new
collection
at
the
lower
campus
and
at
the
upper
campus
there'll
be
an
addition
of
a
librarian,
along
with
new
furniture
and
collection
for
the
library.
So
there's
been
quite
a
bit
of
work
done
with
the
Henderson.
F
It
had
a
very
turbulent
year
last
year
and
this
year
we're
doing
everything
we
can
to
help
to
stabilize
so
that
they
can,
you
know,
carry
out
and
execute
the
vision
of
inclusion
and
promise
that
the
school's
always
held.
Most
importantly,
we've
heard
the
concerns
of
the
families,
and
we
know
that
you
know
these
areas
are
the
areas
of
focus
that
the
families
have
shared
concerns
about,
and
we
do
believe
that
the
additional
resources
will
help
to
support
the
needs
of
the
Henderson
Community
going
forward.
F
F
These
are
new
positions
that
are
designed
to
focus
on
proactively
engaging
students
by
increasing
access
to
resources,
including
addressing
things
like
food
insecurities,
providing
resources
for
stable
housing,
mental
health,
supports
economic
opportunities
and
really
offering
supports
to
you
know
tailored
to
really
student
need.
F
You
know
we
conducted
seven
sessions
with
over
162
Partners
made
up
of
parents,
students,
Community
Partners,
School
leaders,
City
agencies
and
colleagues,
central
office
and
school-based
student
support
staff,
safety
service
and
faith-based
community
members,
and
we've
shared
these
roles
with
the
community
Equity
Roundtable
as
well,
both
in
the
first
session
we
did
and
then,
as
recent
as
earlier
in
the
week,
students
were
especially
appreciative
of
having
the
chance
to
provide
feedback
having
a
place
at
the
table
in
a
form
that
was
really
just
students,
and
that,
of
course,
is
something
we
take
really
seriously,
because
these
positions
are
designed
to
support
our
students.
F
When
we
talk
about
address
addressing
safety,
it's
really
important
that
we're
carrying
forward
with
preventative
measures,
not
just
reactive
and
a
lot
of
our
students,
are
grappling
with
a
lot
of
challenges,
be
it
mental
health
or
they
have
a
need
for
conflict
resolution
support,
and
we
do
believe
that
these
new
roles
will
be
dedicated
roles
that
will
really
have
a
significant
impact
on
our
students.
F
F
What's
new
about
the
roles
is
that
they're
going
to
be
embedded
within
the
regional
model,
which
is
how
myself
and
my
team
intentionally
structured
our
school
support
systems?
The
positions
will
cultivate
learning
environments
that
are
safe,
secure,
supportive
and
affirmative.
F
In
developing
the
job
descriptions
for
these
roles,
we
utilize
the
racial
Equity
planning
tool
which,
as
many
of
you
know,
helps
us
to
ensure
that
we
are
achieving
racial
Equity
with
you
know,
whenever
we're
developing
policy
for
for
any
and
all
of
our
work,
there
were
some
concerns
raised
by
the
community
about
the
positions
that
I
I
really
do
want
to
address
and
clarify.
I
want
to
be
clear
that
these
roles
are
not
funded
by
BPS.
F
F
F
I
think
this
is
the
kind
of
input
that
really
helps
us
to
improve
how
we
work
with
students
and
make
sure
that
we
keep
our
students
first
and
foremost,
and
I
also
want
to
thank
our
team
who's,
just
put
in
so
much
energy
to
make
sure
that
we
get
this
right:
Dr,
depina,
Dr,
Tavares,
Chief,
Kobe,
Grace
and
Chief
Branson
and
chief
Kelton.
All
of
them
worked
collaboratively
on
this.
In
order
to
make
this
happen,
I
want
to
share
a
few
bright
spots.
F
First,
a
a
big
thank
you
to
school,
Committee
Member,
Rafa
Palanka.
We
had
an
amazing
bus,
monitor
Fair
that
was,
you
know,
held
for
prospective
employees
interested
in
supporting
our
special
education
students
as
bus
monitors
can't
thank
Rafa
enough
and
the
team.
F
They
really
worked
hard
to
get
the
word
out
door,
knocking
postering
spreading
the
word,
and
it
was
very
clear
that
they
were
successful
because
we,
you
know,
during
the
fair
over
100
people
submitted
or
submitted
for
hire
through
the
office
of
human
capital
and
we're
now
working
to
get
them
onboarded
and
hired
to
as
they
begin
that
role
of
a
critical
role
of
bus
monitor.
F
We
will
continue
to
recruit
aggressively
because
we
we
do
need
more
bus
monitors,
but
I
think
this
was
an
example
of
partnership
and
work
together
and
was
really
truly
successful.
So
we're
looking
forward
to
welcoming
those
new
100
bus
monitors
and
then
we
will
continue
our
recruitment
activities
throughout
the
spring
and
summer
I
had
a
chance
to
attend.
Last
week
the
edvestors
showcase
at
the
district
Hall.
F
This
was
the
opportunity
for
our
community
of
Educators,
non-profit
Partners,
Civic
leaders,
supporters
in
general,
to
come
together
to
you
know,
discuss
creative
on
the
ground
strategies
and
solutions
that
are
happening
in
schools
and
to
really
explore
some
of
the
key
issues
in
education.
Secretary
Todd,
Weiler
who's,
a
former
bpser.
F
The
panel
represented
a
range
of
roles,
many
DPS
staff
were
part
of
it
and
it
really
just
gave
a
very
powerful
perspective
in
the
district
from
a
school
leader
lens
from
an
educator
lens
from
a
family
liaison
lens
from
a
central
office
lens
and
a
partner
lens.
What
it's
been
like
post
pandemic?
What
are
the
areas
that
we
see
as
Challenge
and
then
what
are
some
of
the
Brilliant
Solutions
that
are
happening
to
be
able
to
meet
our
students,
needs
and
see
them
succeed.
F
So
I
just
wanted
to
thank
first
of
all
marinel
rusmari,
who
is
the
head
of
investors,
but
also
secretary
Todd
Wiley
who's
such
so
real,
as
he
always
is
in
his
comments
in
connection
and
then
the
Jeremiah
Burke
Dance
Team,
provided
you
know
some
some
wonderful
example
of
Arts
in
action.
You
know
for
us,
and
also
you
know
all
the
BPS
staff
that
participated
as
part
of
the
panel.
F
Were
you
going
to
be
joining
the
city
of
Boston
on
one
Boston
day,
this
will
be
April
15th
2023,
and
this
is
a
day
of
recognizing
the
strength,
resilience
and
generosity
demonstrated
by
Boston
residents
following
the
2013
Boston
Marathon,
which
we
all
remember
this
year,
Boston's
working
BPS
is
working
alongside
its
Partners
in
hosting
community
events,
for
our
families
to
join
and
I
really
just
want
to
encourage
everyone
to
try
to
check
out
one
Boston
day.
Look
at
the
activities
it's
www.austin.gov.
F
F
Chair
that
concludes
my
report.
I'm
happy
to
take
questions
and,
as
always,
thanks
to
the
committee
for
your
ongoing
support.
Thank.
A
G
H
G
H
And
I
just
want
to
say
that
the
parents
who
never
had
the
opportunity
to
participate
in
one
of
the
district's
event
and
they
felt
very
welcome.
G
H
And
not
only
this
was
an
opportunity
to
explain
the
problems
so
that
there
are
problems
that
exist,
but
also
it
was
an
opportunity
to
say
that
we
can
help
and
to
open
doors
to
other
Solutions.
G
G
H
G
H
In
that
sense,
my
question
is
what
kind
of
population
was
affected
by
this
I
I?
Believe
you
said
there
were
23
students
who
were
affected,
but
what
kind
of
population
in
that
number
were
affected
by
the
sad
news,
yeah.
F
So
through
a
chair
there
were
there
were
26
students,
four
of
whom
I
believe
were
coming
from
Charters.
So
I
don't
have
the
demographic
information
of
the
22.
It
really
mirrors
the
district
from
a
demographic
gender
perspective
and
they
were
pretty
distributed
from
different
schools.
F
F
C
Yes,
thank
you
for
the
report,
specifically
in
relation
to
the
sort
of
the
drive
for
for
bus
monitors.
So
where
are
we
now
in
terms
of
vacancies
and
just
what's
the
what's
the
Gap
left
that
we
still
have
to
fulfill.
F
So
if
Diane
Rosengard
is
on
I
will
ask
him
to
come
on
with
the
specific
numbers.
My
recollection,
when
we
last
spoke,
we
still
have
several
hundred
to
make
us
complete
like
full,
but
we're
we're
doing
different
strategies
like,
for
instance,
we're
going
to
distribute
so
that
all
buses
have
a
monitor.
F
F
So
it
may
be
that
some
of
these
numbers
come
down,
but
if
we
were
to
look
at
just
this
year
and
what
we
calculated
based
on
need,
I
believe
our
Delta
is
still
a
couple
of
hundred,
but
Dan
is
on
so
I
know.
You
can
answer
more
specific.
J
All
right,
yep,
thank
you,
superintendent
and,
yes,
that
that's
correct
to
to
meet
every
student
need.
You
know
fully
to
be
compliant
with
IEPs
we're
still
a
little
over
200
Short,
but
I
think
this
is.
This
is
really
a
step
that
will
help
us
in
particular,
operationally
you
know,
be
able
to
do
a
much
better
job
to
to
get
to
a
point
where
we
can
put
a
monitor
on
every
bus
and
and
kind
of
make
sure
that
we're
able
to
transport
every
single
student
to
in-prem
school.
C
Hey,
thank
you
for
that,
and
so
yeah
I
was
going
to
ask.
Is
the
intention
to
do
something
like
the
affair
again
or
have
you
been
considering
other
modes
of
Engagement
too.
J
Yes,
the
the
intention
is
to
to
do
additional
hiring
fairs
and
also
continue
looking
at
other
strategies,
where
you
know
we're
looking
at
potentially,
hopefully
getting
a
billboard
up
soon.
You
know
in
Boston
to
advertise
the
you
know
the
the
position
with
the
new
rates
and
the
the
new
monitors
contract
and
figuring
out
better
ways
to
to
engage
the
schools
and
commute
different
Community
groups
to
to
really
do
it
all
hands
on
deck
approach.
C
And
so
the
in
the
decision
to
actually
create
a
fair
was
that
a
Community
Driven
recommendation
to
to
do
a
fair
that
they
identify
that
they
would
probably
most
likely
attend
a
fair,
so
I'm
just
curious
of
of
that
piece,
because
I
might
I'm
pretty
sure
that
would
give
you
insight
into
probably
what's
the
best
mode
of
Engagement
sort
of
moving
forward.
It.
J
It
was
actually
yes,
it
was
an
idea
that
came
out
of
one
of
the
one
of
the
city
council
hearings
in
the
fall
where,
where
a
number
of
families
of
special
education
students
spoke
at
the
hearing
and
and
shared
some
of
their
ideas
to
to
better
reach
the
community,
and-
and
this
was
one
of
them,
so
we
appreciated
that
and
hope
to
build
on
it.
F
I
think
we'll
consult
with
School
Committee
Member
Garcia
Garcia
to
to
give
us
Polanco
Garcia
to
give
us.
F
E
Thank
you,
madam
chair,
first
of
all
by
profound
thanks
to
fellow
member
Miss,
Polanco
Garcia
for
the
work
that
she
did
in
helping
to
organize
that
fear
showing
the
power
of
community
organizing,
but
also
you
know
we
talk
about
walk
the
walk,
not
just
talk
the
talk
and
Miss
Polanco
Garcia
really
walked
the
walk
there
and
organizing
with
the
community
and
and
raising
interest
in
the
bus,
Moana
position.
So
thank
you
for
that.
Mucho,
gracias,
missia,.
E
This
body
has
spent
a
lot
of
time
on
the
exam
School
issue
over
the
past
few
years,
disproportionate
to
the
number
of
seats
in
the
exam
schools
relative
to
our
overall
District.
It's
fair
to
say
the
chair
has
pointed
out
many
times.
She
wished
that
we
spent
the
amount
of
time
on
the
other
seats
that
we
had
spent
on
exam
School.
E
Nevertheless,
it
it
was
the
cause
of
a
lot
of
work
over
the
past
couple
years
on
a
lot
of
public
attention.
It
was
a
specific,
not
only
request
of
this
body,
but
a
requirement
of
this
body
when
we
passed
the
exam
school
policy
that
we
actually
have
an
external
party.
Look
at
the
admissions
because
we
were
that
concerned
and
we
expressed
it
publicly.
We
were
that
concerned
about
with
the
changes
that
we
were
putting
in
place
and
the
multi-year
changes
of
now
it
was
going
to
be
averages.
E
Now
we
were
adding
a
science
requirement
now
we're
adding
the
map
assessment
tool
back
in
how
we
were
going
to
coordinate
that
across
the
entire
network
of
not
just
our
schools,
40
percent
of
which
have
some
degree
of
autonomy,
and
we
have
all
different
levels
of
what's
considered
a
course
description
that
type
of
thing,
but
also
our
Charter
Schools
private
schools,
parochial
schools,
because
all
residents
of
Boston
are
eligible
to
apply
for
our
exam
schools.
E
We
were
deeply
concerned
about
problems
arising
in
that
process,
and
so
we
specifically
put
in
the
requirement
that
we
have
an
outside
auditing
process
on
it
and
to
hear
that,
in
fact
that
that
secondary
source
of
verification
has
not
worked
is
deeply
disappointing,
because
folks
never
used
to
get
a
letter
that
they
were
eligible
to
apply
for
schools.
But
for
many
of
our
families
in
this
city
across
our
entire
city.
E
How
will
we
not
expressing
dissatisfaction
with
that
to
me?
It
raises
the
question
of
this
body
also
passed
a
policy
several
years
ago,
a
risk
management
policy
that
we
specifically
called
out,
and
we
wanted
an
internal
audit
position
within
BPS
and
then
the
pandemic
hit
and
there
was
I
hesitate
to
worry
use.
The
word
excuse
because
that
may
seem
difficult
to
use,
but
there
was
reason
after
reason
why
that
position
has
not
been
filled.
E
I
believe
there
may
just
be
a
little
bit
extra
effort
to
begin
with,
to
make
sure
that
it
is
right
and
superintendent
I
am
sensitive
to
the
fact
that
we
put
in
place
a
challenging
and
comprehensive
change
to
the
system
and
that
change
takes
time
and
that
mistakes
happen.
And
you
know
my
wife
has
always
trained
me
to
assume
good
intent
and
I
absolutely
do
here.
E
But
this
impacts
families
and
this
impacts
our
students
and
their
hope
and
belief
and
faith
in
our
system.
And
we
have
to
do
better
plain
and
simple
yeah.
F
So
I
am
agree
fully
with
everything
you
said:
Community
member,
O'neill
I.
You
know
I
think
the
the
risk
management
office
is
operational.
F
We
have
filled
the
lead
position
for
it,
but
I
think
one
of
the
things
we've
seen
is
that
there's
multiple
areas
of
the
organization
that
really
need
to
have
the
our
own
internal
ability
to
to
man
to
to
monitor,
and
so
this
type
of
particular
monitoring
which
has
to
do
with
calculations
and
formula
and
policy
interpretation.
F
You
know
that
that
will
be
something
that
we
need
to
build
out
as
part
of
the
risk
management
office.
That
was
not
necessarily
envisioned
in
the
original.
That
said,
I
think
when
we
have
things
that
are
extremely
high
stakes.
F
We've
seen
in
this
example,
where
One
internal
check
and
One
external
check,
just
simply
isn't
enough,
and
so
I
think
you
know.
This
is
certainly
for
me,
causing
me
to
coming
into
this.
You
know
with
a
policy,
that's
been
created
that
we
need
to
look
at.
Where
are
there
other
gray
areas
that
we
may
need
to
look
at
to
make
very
clear
how
we're
interpreting
things?
How
we're
measuring
things?
What
those
calculations
are
going
to
be
so
it's
fully
transparent
additionally,
given
the
high
stakes
nature
of
it.
F
This
is
the
type
of
thing
where
you
have
multiple
internal
layers
and
multiple
external
layers
that
are
that
are
also
checking
it
so
going
forward.
That
will
be
the
case
and
that
will
be
put
in
place.
F
You
know
right
now
we're
you
know
working
on
this
particular
issue
and
I
think
we,
you
know
we
worked
with
the
city
auditor's
office
because
we
wanted
to
have
it
validated
external
to
the
BPS,
and
so
we
do
feel
confident
in
the
work
that's
being
done
now
in
in
the
calculations
that
will
be
released
again
in
the
ninth
and
10th
grade.
F
It
was
a
it's
more
just
a
delay
of
time,
as
opposed
nothing
had
been
released
on
them,
but
again
it
it's
causing
us
to
delay
a
few
days,
getting
them
that
information
in
order
to
make
sure
we
double
check
and
triple
check
everything,
but
going
forward,
we
will
communicate
and
I
believe
we
have
in
May
and
update
to
the
body
on
exam
School
in
general,
and
so
we
will
fold
into
that
going
forward.
F
What
our
recommendation
is
for,
given
the
high
stakes,
nature
of
it,
the
additional
the
additional
safeguards
that
we
intend
to
put
in
place
for
this,
but
I
agree
with
you.
There's
no
excuses
there
are.
There
is
accountability
to
this,
both
internal
and
external.
F
A
You
thank
you
Michael
for
your
eloquent
way
of
putting
this
because,
as
you
know,
and
I've
I've
been
having
conversations
with
superintendent
and
others
throughout
the
week,
as
this
information
has
become
available,
and
my
only
reaction
personally
was
hard
sick.
A
It's
not
fair
and
I
said
you
know
had
I
had
had
the
opportunity.
I
would
have
loved
to
have
joined
public
comment
this
evening
to
express
my
concerns
and
dismay
with
this.
I
mean
I
know
we
you
know
in
in
moving
towards
an
effort
of
more
equity
and
opportunity.
We
have
created
a
very
complicated
process.
A
A
You
know
the
grades
need
to
be
the
grades,
be
no
grades,
are
subjective
and
I
know
our
Equity.
You
know,
grading
policy
is
something
that
we're
hoping
will
help
us
to
be
able
to
be
more
consistent
with
grading
but
making
sure
we
have.
We
are
utilizing.
You
know
similar
course
structure
across
the
district.
A
You
know
quarters
versus
trimesters,
whatever
that
I
really
believe,
even
though,
with
all
the
autonomy,
so
many
of
our
schools
have
I
feel
like
the
district
has
to
step
up
and
say
this
is
what
we
need
when
we
need
it,
how
we
need
it
and
if
we
don't
get
it,
then
we
need
to
allow
families
to
know
that
their
school
is
out
of
compliance
or
that
you
know
we
don't
have
what
we
need,
but
we've
all
got
to
own
this
together
and
so
I
I
know
getting
the
data
piece.
A
F
That
that
has
an
implementation
plan
with
it,
it's
very
important
to
look
at
any
gray
areas
of
that
implementation
and
work
it
out
and
so
I
think
that
is
work
to
be
done,
that
we
will
be
looking
to
make
some
recommendations
when
we
come
before
you,
you
know
in
May,
but
that
way
there
is
a
consistency,
and
you
know
to
your
point:
I
think
you
know
one
of
the
difficulties
with
like
a
lot
of
change
of
leadership.
F
F
So
there's
certainly
some
work
to
be
done
here
on
this,
but
there
also
needs
to
be
safeguards
multiple
safeguards
because,
anytime,
you
know,
computers
make
mistakes,
humans
make
mistakes,
and
so
what
you
have
to
do
when
you
have
something
that's
very
high
stakes,
is
you
have
to
insulate
it
with
multiple
layers
to
catch
those
mistakes
and
so
I?
F
You
know
I
I,
think
in
a
perfect
world,
The
One
internal
and
the
One
external
should
have
been
enough,
but
clearly
we
have
proven
it
wasn't,
and
so
we
will
insulate
it
further
to
make
sure
that
going
forward.
There's
multiple
sets
of
eyes
on
both
internal
and
external
to
be
able
to
catch
anything.
That's
a
human
error,
as
well
as
clarify
areas
that
are
gray
relative
to
calculation.
A
A
B
D
Hi,
could
we
okay
yeah
hi,
so
thank
you,
chair
Robinson.
D
D
D
Thank
you,
we'd
like
to
send
a
thank
you
to
Dearborn
for
hosting
us
and
to
the
youth
organizations
who
came
out
to
support
our
effort
in
small
groups.
We
focused
on
the
effects
of
social
media,
peer
pressure,
home
environment
and
relationships
and
their
effects
on
violence
and
safety.
We
are
working
to
take
what
we
heard
in
town
hall
and
provide
District
leadership
with
formal
recommendation
of
solutions
from
the
town
hall.
D
So
our
subcommittees
are
continuing
to
meet
weekly.
Each
group
will
have
an
end-of-year
product,
as
you
can
see,
with
Adultism
the
subcommittees
currently
interviewing
students
and
adults,
to
understand
that
and
try
and
make
a
workshop,
and
the
code
of
conduct
is
hopefully
at
the
end
of
the
year.
I'm
gonna
make
a
workshop.
That's
going
to
be
held
throughout
School
communities.
D
The
participalities
budget
meeting
is
gonna.
Do
a
block
party
at
the
end
of
this
lawyer,
and
the
mental
health
and
social
media
subcommittee
will
be
planning
on
incorporating
mental
health
stations
in
our
schools.
Wow.
D
So
can
we
go
to
the
next
slide
Okay?
So
some
of
the
upcoming
events
we
have
are
right
now
we're
partnering
on
with
the
com
with
the
community
Ramadan
to
make
a
community
Ramadan
iftar
event
on
Friday
April
14th,
from
seven
to
nine
and
from
eight
to
nine
bsac
students
will
host
Au
space
for
Muslim
young
people,
also
on
Tuesday
May,
2nd
bsac
is
partnering
with
other
BPS
departments
to
host
Bite
Night,
a
computer
science
and
system
that
opened
all
BPS
students
in
grades
6
through
12.
D
D
Additionally
the
student,
the
division
of
student
services,
student
Support
Services
will
also
have
a
menu
of
Summer
programming
being
offered
to
keep
bpsc
young
people
engaged
throughout
the
summer
and
hopefully
at
the
next
update.
I'll
have
more
details
about
this
anyway.
That
is
my
report,
so
yeah
any
questions.
Thank.
A
C
Yes,
thank
you
and
just
thank
you
for
the
great
work
that
you're
that
you're
leading
Diego
and
if
you
could,
could
you
just
speak
a
little
bit
more
about
the
the
leadership
sort
of
Academy
and
sort
of?
Is
it
to
help
sort
of
funnel
more
people
within
bsac
to
look
for
positions
of
leadership
just
a
little
bit
more
context.
D
Sorry
guys
I
yeah
I'm,
pretty
sure,
that's
what
it
is.
I
didn't
do
it
last
year,
but
I
have
sort
of
an
idea
of
what
it
is.
D
So
it's
kind
of
like
a
continuation
but
a
little
bit
different
because
it's
gonna
be
in
the
summer
there's
going
to
be
more
time,
and
so
we
can
get
more.
Hopefully
more
work
done
so,
but
I'm
I
think
we
yeah.
We
should
ask
Denise
to
elaborate
better
than
I
can
so.
D
Okay,
so
we're
gonna
apparently
also
do
some
community
service
during
the
summer
as
well.
K
Good
evening,
everyone
Hi
Diego.
Thank
you.
K
Yes,
so,
just
to
kind
of
elaborate
a
little
bit
last
summer,
we
were
able
to
host
a
six-week
summer
Leadership
program
for
about
25
BPS
students
that
was
focused
on
restorative
justice
and
healing.
We
also
focused
on
community
building
and
various
aspects
of
leadership,
as
well
as
working
with
Community
or
other
youth
serving
Community
organizations.
K
So
we're
hoping
to
replicate
some
of
that
work
again
this
summer
it
might
be
a
little
bit
smaller
than
it
has
been
in
in
years
past,
because
space
is
just
an
issue
throughout
the
city,
for
you
serving
programs,
but
our
hope
is
to
serve
at
least
15
to
20
young
people.
K
E
Thank
you,
madam
chair
Mr,
made
a
thank
you
for
your
presentation.
I'm,
always
delighted
to
hear
an
update
on.
What's
going
on,
bsac
and
I
was
struck
as
Dr
Elkins
was
about
the
leadership
piece
I'm
so
glad
we
talked
about
that
in
more
detail.
I
was
also
struck
by
the
committee.
Work
and
I'm
intrigued
by
I'll,
be
sack
decided
on
those
four
subjects
and
I
bring
it
up
for
two
reasons.
E
One
student
input
is
critical
right
and
student
input
has
been
invaluable
in
a
number
of
ways
and
policy
that
the
district
has
made,
and
this
board
is
made,
for
example,
around
code
of
conduct,
bsac's
involvement
over
the
years
in
the
revised
code
of
conduct
and
then
the
app
that
besac
put
together
for
students
to
understand
their
rights
and
responsibilities
from
the
code
was
critical
in
that,
and
so
I
applaud
you
for
continuing
to
look
at
it
and
I.
I
stress
how
important
the
value
of
student
voice
is.
E
We
really
need
your
guidance
and
input
through
through
bsac
on
these
issues
and
the
district
does
and
I
know.
We
are
awaiting
any
day
now
the
Nationals
Center
for
communicate.
What
is
it?
Cdc
Center
for
Disease
Control.
L
E
The
national
survey,
that
is,
is
the
two-year
lag
time
so
they're
going
to
be
coming
out
this
spring
with
the
survey
in
20
from
2021.
That
really
focuses
in
on
students,
emotional
health
and
mental,
well,
mental
health
and
mental
well-being.
But
we
know
there
were
troubling
signs
right
and
so
there's
a
real
opportunity
for
bsac
to
play
a
leadership
role
on
this
to
this
committee,
meaning
the
school
committee
and
to
the
district
overall
and
so
I
I'm.
E
Applauding
you
for
doing
that
as
one
of
the
four
subcommittees
or
committees,
and
when
you
talk
about
having
mental
health
stations
in
each
school
I'm
intrigued
by
what
you
mean
by
that,
and
just
want
to
encourage
bsac,
to
really
focus
in
on
this
and
understand
the
value
of
your
student
voice,
how
it
is
taken
seriously
and
how
you
can
help
us
on
this
critical
issue.
Right
now,.
D
So
I'm
actually
gonna
pass
this
one
off
to
Denise,
because
I
am
not
in
that
subcommittee.
So
I
think
Denise
might
have
more
info
than
I
would
have
on
what
it
is
sure.
K
So
the
the
subcommittees-
some
of
them,
have
come
kind
of
organically
from
student.
You
know
student
voice
and
student
perspective,
so
the
Adultism
group,
specifically
the
mental
health
group,
specifically
the
participatory
budgeting
group,
was
kind
of
an
opportunity
that
came
to
us
and
we
had
this
additional
money
to
spend,
and
so
the
participatory
budgeting
team
and
the
mental
health
Team
have
been
working
closely
together
on
really
just
ways
for
young
people
to
have
fun
and
really
enjoy
themselves.
K
And
so,
as
a
part
of
this
bsac
block
party
that
we
are
hoping
to
to
have
and
the
young
people
have
been
working
really
hard
on,
is
to
have
mental
health
kind
of
stations
throughout
the
event
so
spaces.
Where
folks
can
write
positive
affirmations
spaces
where
people
can
do
art,
people
space
is
where
people
can
connect
with
each
other,
and
so
that
has
been
an
important
part
of
the
mental
health
subcommittee
work,
as
well
as
working
on
professional
development,
ways
that
our
social
workers
and
our
counselors
can
build.
K
You
know
those
really
strong
and
authentic
and
real
relationships
with
our
young
people,
and
so
the
mental
health
group
has,
you
know,
thrown
a
bunch
of
different
ideas
out
there
and
so
I
think
they're
still
trying
to
figure
out
what
sticks,
but
the
idea
around
mental
health
stations
in
each
school
I
think
our
young
people
are
still
trying
to
figure
out
exactly
what
it
is
that
they
need
as
well
right
when
we
talk
about
mental
health,
supports
it's
not
always
just
having
that
go-to
person,
but
there
are
other
aspects
of
it,
and
so
the
group
is
really
working
to
figure
out.
K
You
know
what
are
the
important
levers
that
young
people
really
need
in
school
spaces.
Beyond
people
to
talk
to
that
can
really
make
a
difference
in
their
in
their
mental
health,
and
that
might
include
social
media
campaigns
that
might
include
apps,
where
young
people
can
connect
with
each
other
positive
way.
I
think
they're
still
exploring
what
that
means
for
them.
E
Thank
you
well.
I
just
want
to
affirm
the
value
of
the
voice
and
the
desire
to
hear
from
those
folks
who
are
involved
in
our
classrooms
every
single
day
on
what
their
advice
is
so
I
I
hope
you
share
that
back
to
the
committee
working
on
it.
K
Some
of
the
subcommittee
leaders
would
be
happy
to
come
and
talk
for
a
little
bit
more
in
depth
about
the
work
that
they've
been
doing.
So
these
committees
are
headed
by
young
people
on
bsac
and
they
would
be
happy
to
share
a
little
bit
more
in
depth
because,
as
Diego
says,
you
know
he
does
sit
here.
He
does
it
on
our
code
of
conduct
committee
as
well.
K
Please
slow
down
Denise
slow
down
a
bit,
oh
yeah,
so
he
does
sit
on
kind
of
multiple
committees,
so
those
young
people
are
happy
to
come
and
share
a
little
bit
more
in
depth
about
what
they've
been
exploring
in
their
subcommittees.
C
Oh
no
thank
you
for
that.
Clarification.
I'm
also
wondering
how
bsac
is
able
to
also
bring
in
on
not
ex
not
exclusively
or
to
sort
of
take
over
the
conversation
or
anything,
but
really
to
help
frame
some
of
their
ideas
in
a
facilitative
way.
C
So,
for
example,
thinking
about
sort
of
the
mental
health
stations
that
you
were
talking
about
to
bring
in
you
know
an
expert
or
two
who
can
actually
probably
speak
to
some
of
the
practices
that
either
have
been
done
in
different
contexts
to
help
really
help
push
the
conversation
from
a
space
of
idea
of
building
to
action
and
activism
even
to
some
extent,
if
that's
what
the
students
feel.
That
is
the
best
direction
for
it,
but
but
I'm
also
thinking
that.
C
Sometimes
it's
you
know
you
don't
necessarily
have
to
replicate
the
wheel
if,
if
it
already
exists-
and
so
sometimes
so,
I'm
wondering
just
how
much
of
that
crosstalk
that
B-side
gets
to
gets
to
do.
K
So
we
definitely
have
folks
like
come
in
and
workshop
with
the
young
people
we're
working
with
the
some
folks
from
the
shaw
Foundation
right
now,
they've
been
supporting
our
Mental
Health
Group,
specifically,
and
that's
kind
of
where
the
idea
of
the
the
app
and
social
media
aspects
have
come
in,
but
I
think
that
work
has
somewhat
morphed
right.
Perhaps
the
young
people
were
like?
Oh
that's,
not
quite
it
and
so
over
time,
they've
kind
of
moved,
Direction
towards
some
workshopping
in
some
other
ways.
K
But
you
know
we
are
completely
open
to
having
folks
come
in
and
work
with
our
young
people.
They
love
having
folks,
come
in
and
do
engaging
workshops
with
the
young
people,
and
so,
if
you
have
any
ideas
or
any
Community
connections,
I
welcome
that
that
information
and
that
support-
and
you
know,
would
love
to
explore
that
with
the
committee
and
and
Beyond.
A
Thank
you.
I
just
have
a
quick
question.
What
percentage
of
the
schools
are
now
represented
on
bsac.
K
I,
don't
have
a
percentage,
but
we
have
20
of
our
of
our
high
schools
or
secondary
schools
represented.
You
know.
It
is
difficult
to
onboard
young
people
at
different
parts
of
the
year
and
because
many
of
our
all
of
our
young
people
are
paid
through
the
city
of
Boston.
There
are
certain
deadlines
right
and
certain
things
that
we
have
to
meet,
and
so
it
can
kind
of
create
a
space
where
some
folks
are
paid
and
some
folks
are
not
paid,
and
so
we
haven't
really
taken
on
new
young
people.
K
Since
we
started
you
know
and
and
as
I've
shared
with
you
chair,
you
know
I'm
I'm,
the
full-time
staff
person
that
supports
bsac
we're
happy
to
be
bringing
on
a
coordinator
very
soon,
so
we
will
have
additional
capacity.
K
So
right
now
we're
at
40
young
people
from
20
different
Boston,
Public
schools
and
so
of
course,
looking
to
recruit
strategically
for
the
summer
from
our
schools
that
we
haven't
had
representation
from,
and
that's
some
of
the
work
that
I'm
doing
right
now
and
then
also
working
as
soon
as
the
school
year
starts
to
do
that
recruitment
in
schools
as
well.
To
make
sure
we
have
full
representation
on
the
council
for
next
school
year.
A
That's
great
and
something
else
and
I
know
again.
This
is
an
issue
around
Staffing,
as
many
of
our
high
schools
become
seven
to
twelves.
A
How
are
we
beginning
to
work
with
our
seventh
and
eighth
graders
in
terms
of
you
know,
I,
don't
want
to
call
it
bsac
Jr,
but
that
introductory
stages
so
that
they
get
the
full
benefit
of
being
engaged,
and
you
know
hopefully
gaining
more
opportunity
and
commitment
to
taking
on
some
of
these
roles
as
they
move
into
High
School.
K
Yeah,
it's
definitely
on
my
mind
and
on
my
radar.
I
know
that
some
of
my
colleagues
have,
you
know,
been
doing
work
around
transformative,
mentoring
and
academic
mentoring
in
the
Middle
School
space
in
our
middle
grade
space,
many
of
our
Middle
grades
or
seven
to
twelves
do
have
student
government
representatives
from
the
lower
grades
that
sit
on
their
student
governments
as
well,
but
I
think
it's
really.
K
You
know,
building
our
out
our
capacity
and
building
out
our
programming
so
that
it
fits
what
middle
graders
need
in
terms
of
leadership
and
then
that
there's
that
continuity
and
that
continuation
of
moving
on
to
represent
your
school
as
you
move
into
those
upper
grades.
So
it's
definitely
on
my
mind
and
on
my
radar
and
I,
you
know
I
think
it's
a
great
opportunity.
I
mean!
Last
summer
we
took
Rising
9th
graders,
so
we
had
14
year
olds
that
were
going
into
their
freshman
year
of
high
high
school.
K
So
we
were
able
to
do
that
with
the
flexibility
that
success
link
also
gave
us
with
hiring
younger
people
last
year.
So
you
know
so
now
we
can
hire
14
to
18
year
olds
and
pay
them
for
their
time,
which
wasn't
the
case
in
the
past.
So
I
just
see
opportunities.
K
You
know
just
coming
along
as
we
go
and
again
as
we
build
out
our
staff,
and
you
know,
build
out
our
model
that
we
will
be
able
to
incorporate
working
with
our
younger
grades,
whether
that
is,
as
you
said,
some
sort
of
like
junior
bsac,
or
you
know
some
way
that
we
can
bring
that
leadership.
Conversation
to
our
Middle
grades,
which
I
I
know,
is
happening
in
those
spaces.
But
how
can
we
support
it
on
the
central
office
side
as
well.
A
Right
great,
thank
you
so
much
and
again,
Mr
Mader.
Thank
you
for
all
of
your
work
and
particularly
as
be
sack
is
in
this
rebuilding
phase
of
its
existing.
Thank
you
again
for
all
of
the
work
that
you
and
the
other
bsac
students
do,
and
we
look
forward
to
your
updates
in
the
future.
Thanks
we'll
now
move
on
to
General
Public
comment:
Ms
Sullivan.
B
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
late
discussion
by
the
committee.
Excuse
me,
but
may
this
may
be
refer
to
the
superintendent
for
a
later
response.
B
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
14
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
B
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.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
B
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you're
signed
into
Zoom,
with
the
same
name
that
you
use
to
sign
up
for
public
comments
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
B
M
You
ready
I'm
ready
all
right,
Mike,
Heisman,
Dorchester,
wonderful
things
are
happening
in
some
of
our
schools
on
March
25th,
the
Boston
Teachers
Union
Boston
education,
Justice
Alliance
and
many
other
organizations
created
a
wonderful
family
to
Family
Conference,
attended
by
students,
parents
and
caregivers,
Educators
and
community
members.
I
attended
the
Community
Schools
workshop
and
was
very
impressed.
The
school
department
and
the
YMCA
has
a
grants
which
has
brought
more
resources
into
about
12
schools.
You
are
once
again
coming
up
with
a
facility
Improvement
plan.
M
Every
school
should
become
a
community
school
I
was
blown
away
by
the
restorative
justice
Workshop.
Everyone
sat
in
a
circle
and
spoke
well.
Everyone
listens
instead
of
investing
more
in
metal,
detectors,
more
policing
and
using
punishment
and
fear
to
control
our
children.
Invest
in
this
powerful
tool
in
the
words
of
our
ancestor
Mel
King
love
is
the
question
and
love
is
the
answer.
Restorative
justice
is
part
of
our
answer.
M
It
has
increasingly
becoming
clear
to
me
that
our
superintendent
and
mayor's
Woo's
appointed
school
committee
are
complicit
in
the
retreat
from
the
BPS
becoming
an
anti-racist
institution
before
taking
office.
Ms
Skipper
on
August
24th
have
received
a
letter
from
15
high-ranking
retired
BPS,
educators
of
color
protesting
against
the
targeting
harassment
and
firing
of
anti-racist
black
and
brown
central
office
leaders.
M
The
public
did
not
know
about
this,
and
so
three
whistleblowers,
including
myself,
notified
the
community
in
October
during
public
testimony,
Ms
Skipper,
is
in
charge
of
the
investigation
she's
selected
in
the
investigator
and
to
find
the
parameters
of
the
investigation.
Normally
speaking,
this
would
be.
Seening
would
be
seen
as
an
outrageous
conflict
of
interest
for
a
mayor,
Wu's
appointees.
This
is
acceptable.
It
is
now
April
12th.
Nothing
new
was
reported
today
on
the
so-called
investigation
mayor
was
appointed
school
committee
continues
to
enable
Ms
Skipper's
cover-up,
as
I
testified
at
our
last
meeting.
M
The
comparison
of
Dr
casellius's
organizational
child
with
Miss
Skippers
is
another
example
of
the
retreat
from
equity
under
the
leadership
of
Dr
grandson,
the
chief
of
equity
and
strategy
with
the
active
support
of
Dr
casellius,
the
community
Equity
Round
Table,
had
held
39
meetings
since
mskipper
took
office.
There
has
only
been
four
meetings.
Why?
Why
why
Dr
Cranston
is
still
the
leader
of
the
equity
office?
M
N
All
right
good
evening,
superintendent,
Skipper
and
members
of
the
school
board.
My
name
is
Carmen
Ortiz
I'm,
better
known
as
criminarias
by
my
Boston
Arts
Academy
family
I'm,
part
of
the
third
graduating
class
of
Boston
Arts
Academy
I
do
not
currently
live
in
Boston
I
married
in
26
2016
and
moved
to
Cary
North
Carolina.
However,
I
did
grow
up
in
South,
Boston
and
I'm
a
product
of
Boston
Public
Schools,
my
entire
family
admitted
my
closest
friends,
is
still
called
Boston
home.
N
While
discussing
the
naming
of
a
Boston
Arts
Academy
Theater
is
not
part
of
today's
agenda.
This
issue
is
too
important
for
a
one
for
a
one
day
discussion.
It
is
Twin
Point
to
me
in
many
other
of
my
Boston
Arts
Academy
classmates,
to
not
start
the
conversation
now.
N
We
all
know
that
it's
human
nature
to
desire
honor
and
recognition.
However,
we
must
remember
to
give
honor
to
whom
honor
is
due,
as
many
of
you
are
in
a
position
of
power
when
you
are
in
a
position
of
power,
you're
tasked
with
making
important
decisions,
and
we
have
a
responsibility
to
be
objective
and
thoughtful
in
the
decisions
that
we
make.
Not
only
because
it
is
the
right
thing
to
do,
but
also
because
it
speaks
of
who
we
are
and,
more
importantly,
it
models
Integrity
to
the
Boston
Public
School
students
and
Families
I.
N
I
do
understand
that
this.
This
is
not
always
easy
or
comfortable,
as
sometimes
the
right
decision
differs
from
that
that
is
popular
or
expected.
N
Today,
I
want
to
challenge
you,
members
of
the
school
board,
to
commit
to
honoring
those
women
whom
honor
is
due
to
honoring
two
women
who
work
sacrificially
sacrificiously
for
many
years,
for
a
vision
that
many
could
yet
to
see
for
the
vision
of
an
Arts,
High
School
in
Boston
for
making
Boston
Arts
Academy
a
reality.
Without
the
vision
and
the
hard
work
of
Linda
Nathan
and
Carmen
Torres,
there
would
be
no
Boston
Arts
Academy
today,
so
I.
N
Ask
that
we
please
put
politics
aside
and
do
the
right
thing
not
just
because
Carmen
and
Nathan
are
the
only
two
people
who
deserve
to
be
recognized
for
what
Boston
Arts
Academy
is
today,
but
also
because
I
personally
can
attest
that
it
was
truly
a
privilege
to
attend
high
school
while
they
were
there.
Their
love
and
commitment
for
their
students
was
genuine
and
their
leadership
was
Second
To
None
again.
N
O
Hi,
my
name
is
Catherine
Vitale
I
live
in
Dorchester
and
I'd
like
every
parent
listening
to
this
to
ask
themselves
when
and
why
we
as
Americans,
allowed
it
to
become
normal
to
drop
kids
to
drop
our
kids
off
to
strangers
for
30
to
50
hours
a
week.
It
has
been
become
more
and
more
evident
over
the
past
three
years
that
by
sending
our
kids
to
these
government
indoctrination,
centers
we're
making
them
vulnerable
to
a
world
of
abuse.
We've
allowed
these
strangers
to
force
muscles
on
their
faces
and
restrict
their
breathing.
O
We've
allowed
them
to
isolate
our
children,
causing
a
massive
wave
of
mental
health
issues
from
vaccine
clinics
to
mental
health
screenings.
We've
turned
schools
into
Health
Centers
schools
are
supposed
to
teach
academics,
not
screen,
diagnose
and
treat
mental
illness.
Parents
I
implore
you
to
remove
your
children
from
these
schools
and
find
alternative
ways
to
educate,
because
the
direction
they're
going
is
real.
Bad
real,
fast
I
could
go
on
forever
about
why
and
how
to
homeschool
your
children
and
if
you'd,
like
more
information,
please
sign
up
at
wethepeopleofma.org.
O
As
far
as
the
school
committee
goes,
what
extra
rights
and
privileges
have
you
been
awarded
that
you
are
not
required
to
have
these
meetings
in
person?
A
virtual
meeting
is
in
no
way
comparable
to
a
real
meeting.
You
have
the
ability
to
lock
us
out,
mute
us
and
kick
us
out
of
a
virtual
meeting,
which
you
wouldn't
be
able
to
do.
If
we
were
in
person,
you
also
have
the
chat
disabled.
O
If
we
were
here
in
person,
we
wouldn't
you
wouldn't
be
able
to
stop
us
from
communicating
with
each
other
we're
unless
we're
on
the
panel
like
I,
am
right
now
we're
not
able
to
see
who
else
is
here
if
the
whole
school
committee's
here?
How
many
members
of
the
public
are
here
and
we're
not
able
to
communicate
with
each
other,
because
you
have
the
chat
disabled.
O
These
virtual
meetings
are
discussing
violation
of
parental
rights
in
our
U.S
and
Massachusetts
constitutions.
You're,
not
special,
and
you
all
should
be
required
to
meet
in
person
and
come
face
to
face
with
parents
who
you're
supposed
to
be
accountable
to
stop
being
cowards
and
return
to
in-person
meetings.
O
I
also
want
to
ask
for
the
record
what
the
youth
Health
survey
is,
why
kids
are
taking
it,
why
you
are
asking
children
about
their
genders
and
their
sexual
orientations
and
proposing
ideas
to
them
about
killing
themselves.
I
think
that
every
parent
should
be
aware
of
this,
and
these
surveys
should
not
be
given
in
schools.
It's
unacceptable,
what's
happening
in
schools
is
discussing
and
you
all
should
be
ashamed
of
yourselves.
P
A
little
dark,
but
it's
okay
as
long
as
you
guys
could
hear
me.
Yes,
we
can
okay
good
evening.
My
name
is
suleka
Soto
and
I
am
a
BPS
graduate.
The
parent
of
two
BPS
students
and
a
resident
of
the
South
End
words
are
good
and
tension
is
important.
Thoughts
are
important,
but
what
are
we
actually
doing
to
repair
the
harm
done,
while
the
racial
Equity
planning
tool
is
intended
to
address
the
persistent
inequities
that
impact
our
students
with
the
highest
needs
and
who
has
good
words,
intentions
and
thoughts?
P
The
desired
outcomes
are
never
explicitly
framed
to
address
the
root
causes,
particularly
for
students
in
communities
with
the
greatest
needs,
such
as
black
latinx,
Asian,
special
education,
students
and
multilingual
learners,
for
example.
Comparing
the
racial
Equity
planning
tools
rubric
to
the
community
connections
coordinators
memo
presented
at
yesterday's
Community
Equity
Roundtable,
fails
to
actually
answer
the
questions.
There
is
no
racial
Equity
analysis
with
this
aggregated
data
included
and
fails
to
mention
the
terms
black
latinx,
Asian,
special
education
and
multilingual
Learners
in
any
of
its
answers.
P
A
solution
would
be
to
actually
answer
the
questions
and
follow
the
rubric
and
for
this
committee
to
carefully
look
at
these
proposals
before
pushing
a
yes
vote
in
the
name
of
equity.
In
my
opinion,
parent
engagement
has
also
been
utterly
disrespectful
and
at
times
intimidating
at
both
the
school
and
District
level.
P
This
year,
this
year
in
too
many
district
meetings
supposedly
intended
to
be
conversations
and
actually
engage
parents
and
Community,
the
meetings
have
in
fact
consisted
of
parents
being
talked
at
addressed
with
pre-written
scripts
by
a
large
team
of
District
employees
that
are
texting
each
other
and
where
many
answers
provided
to
important
questions,
lack
substance
and
data
to
back
them
up,
as
in
the
this
case
with
this
committee.
Furthermore,
it
is
disrespectful
for
the
administration
and
BPS
to
utilize,
Vice,
principals
and
District
level
employees
to
call
Latino
parents
before
testifying
about
their
experience
before
this
committee.
P
P
Is
this
is
the
district
trying
to
hold
Administration
accountable
for
what
parents
say
at
the
district
level,
when
there
is
a
lack
of
accountability
for
parent
engagement?
At
the
school
level,
there
are
still
many
schools
lacking
interpretation
during
school
site
and
parent
Council
meetings,
or
let
alone
that
submit
required
paperwork
for
title,
one
which
all
the
schools
of
BPS
are
Title
1
schools
to
actually
start
to
repair.
P
The
harm
BPS
should
transform
how
it
goes
about
parent
engagement
by
first
starting
to
implement
shared
decision
making
and
School
site
Council
manuals,
follow
Title
1
requirements
for
engagement
and
do
the
paperwork
look
at
school
climate
data
to
fix
and
start
actually
holding
principles
accountable
for
engaging
parents
and
hold
yourself
accountable
as
well.
We
need
an
elected
school
committee.
Thank
you.
B
Q
Hi,
thank
you,
chair,
Robinson,
superintendent,
Skipper
and
members
of
the
school
committee
I.
Q
Thank
you
again
for
making
time
and
I
I
don't
want
to
waste
too
much
time
on
this,
but
I
do
want
to
sort
of
give
sort
of
a
response
to
one
of
the
prior
commenters
I,
for
one
fully
appreciate
the
opportunities
that
online
remote
meetings
have
as
an
accessibility
feature
through
remote
attendance
as
well
as
interpretation
channels
and
other
things.
Q
I
also
wanted
to
adjust
a
nod
to
the
prior
commoner
suleika
and
all
of
the
things
that
she
just
said
around
a
lot
of
the
needs
that
we
are
all
feeling
and
I'm
here
to
talk
tonight
about
our
community,
our
school
but
I
do
think
a
lot
of
the
the
systemic
comments
she
made
are
applicable
and
in
our
instance
as
well
as
is
broader
and
I
and
I
do
want
to
amplify
her
important
thoughts
and
comments.
Q
You
know
I
think
it
comes
as
no
surprise
and
I
understand.
I
was
late
logging
in
a
little
incident
with
dinner
that
had
to
be
remade
but
I
understand.
There
was
some
mention
of
a
plan
for
the
Henderson,
so
I
apologize.
If
there
was
some
conversation
that
I'm
not
yet
aware
of,
but
we're
here
tonight,
I
think
it's
probably
of
no
surprise,
because,
really
frankly,
you
know
we
continue
to
see.
No
response
from
the
administration
in
our
school
in
fact
needs
to
be
trending
in
the
wrong
direction.
Q
Q
Sorry,
job
listing
post
is
remove
a
sub
separate
listing,
but
we
we
have
not
seen
that
happen.
We
have
also
seen
that
there
have
been
postings
added
for
things
like
resource
rooms
which,
for
anyone
who's
in
the
special
education
world
knows.
That
is
the
first
step
in
the
wrong
direction.
When
you
are
doing
inclusion
for
real
and
not
in
name
only,
and
so
the
signs
are
there
and
I
think
it's
important
to
remember
that
our
leadership
is
an
interim
appointment.
Q
The
School
parent
Council
and
this
the
school
community
did
not
have
a
say
in
this
appointment.
We
do
not
have
any
knowledge
yet
how
long
this
appointment
will
last.
H
Q
Are
unique
circumstances
around
this
particular
leadership
role,
but
we
feel
that
it
is
important
and
to
Echo
some
of
the
comments
earlier
from
the
bsac
community
and
the
importance
of
of
leadership
work
and
we're
sort
of
justice
that
there
Harms
in
our
community
that
need
to
be
repaired
and
if
it
is
the
decision
of
the
superintendent
to
continue
with
the
leadership
at
our
school
that
we
would
ask
that
specific
interventions
be
done
in
a
restorative
way
to
come.
Help
us
prepare
the
Harms,
and
we
are
you
know.
B
Q
Billy
cop
21-
and
we
were
here
again
because
we
are
looking
for
more
direct
intervention
before
the
school
year-
is
out
why
these
important
hirings
are
taking
place
and
shaping
the
future
of
our
school.
Thank.
R
Good
evening
and
thank
you
so
much
Madam
chair
black
families
in
the
Greater
Boston
area
are
increasing
but
flee
BPS
at
the
highest
rate
why
black
students
are
concentrated
in
underperforming,
schools
denied
access
to
high
performing
Schools
exam
schools
and
AP
courses.
Black
students
are
disproportionately
placed
in
segregated
special
education
classes
and
alternative
education
programs
and
denied
Equitable
access
to
vocational
programming.
R
Black
students
are
disproportionately
assigned
to
underfunded,
understaffed
under-resourced
schools
that
are
disproportionately
closed.
Parents,
students
and
leaders
who
speak
out
about
the
closures
are
ignored,
like
the
Beloved
PA
Shaw,
black
and
brown
lead
is
a
sideline
censored,
silenced
and
pushed
out.
Bps
currently
employs
around
78
safety
offices
and
invested
30
million
dollars
in
metal
detectors
and
cameras.
R
Violence
prevention,
specialist
positions
were
rebranded
as
community
connected
positions
which,
despite
what
is
said,
are
still
safety
positions
which
will
surveil
and
Target
black
and
brown
students.
That's
more
than
100
approximately
safety
positions
in
only
an
increase
of
11
to
11
restorative
justice
positions.
R
R
This
is
not
the
vision
of
The
Honorable
male
king
that
he
had
for
Boston
students
which
he
loved.
It
is
also
not
the
vision
he
had
when
he
said
quote
for
all.
They've
talked
about
improving
City
Schools
we've
had
a
system
of
low
expectations,
end
of
quote
that
continues
to
be
the
problem.
Superintendent
Skipper
said
the
district
is
working
tirelessly
to
improve
work
worthy
of
Mel
King
tonight
I
asked:
where
is
the
evidence?
R
Every
school
does
not
have
literacy,
coaches
and
reading
Specialists
BPS
has
a
homegrown
Early
Childhood
curriculum
Focus
that
is
not
evidence-based
with
more
than
a
decade
of
failing
results
for
black
latino
El
and
students
with
disabilities,
when
black
students
struggle
with
literacy
they're
more
likely
to
be
placed
in
a
segregated,
special
ed
placement,
where
they
really
receive
reading
interventions.
There
are
far
too
many
non-certified
teachers
and
hundreds
of
teacher
vacancies,
yet
BPS
hires,
more
central
office
positions
that
are
completely
disconnected
from
what
school,
leaders
and
teachers
need
to
support
students.
R
Why
is
omme
been
without
a
leader?
Where
is
the
black,
where
the
black
and
bilingual
teachers
that
BPS
needs
the
Essa
funds
are
just
about
gone?
Which
states
funding
is
not
the
problem?
Vision
and
commitment
are
what
is
the
focus
on
College
and
Vocational
opportunity
for
black
and
brown
students?
Thank
you.
S
Good
afternoon
my
name
is
Ruby
Reyes
and
I'm,
a
Dorchester
resident
and
the
executive
director
of
the
Boston
education,
Justice
Alliance,
as
we
approach
superintendent
Skipper's
eighth
month
on
the
job
just
three
short
months
from
the
end
of
the
school
year.
Bps
families
have
continued
to
wait
for
action-oriented
leadership,
transparency,
Community
engagement
and
Equity
superintendent
Skipper
is
failing
to
implement
the
changes
that
BPS
families
continue
to
desperately
need.
Bps
parent
groups
have
been
asking
for
better
communication
and
authentic
Community
engagement.
S
That
thoughtfully
incorporates
the
voices
of
parents,
students
and
Educators
claiming
a
commitment
to
family
engagement.
Bps
parents
found
a
calendar
listing
for
conversations
with
Mary
notifications
had
been
sent
to
District
Parent
groups.
Notifications
had
not
been
sent
out
to
District
Parent
groups
or
through
the
BPS
weekly
update,
which
has
gone,
which
has
not
gone
out
since
December
2022.
S
parent
groups
shared
it
with
their
school
networks.
Only
for
the
meeting
to
be
abruptly
canceled
minutes
before
it's
flopped
launch
in
terms
of
community
connections
positions.
The
main
concern
is
the
student
information
sharing
will
not
be
taking
place
in
2018,
a
child
was
deported
because
BPS
information
was
being
shared
with
the
Boston
Police
Department.
We
know
that
there
are
a
few
controls,
internal
and
external
as
evident
with
the
most
recent
exam
School
issue.
Clearly,
BPS
central
office
cannot
guarantee
the
protocols
are,
are
insulated.
S
Superintendent,
Skippers
excuses
and
deflections
cannot
justify
the
possibility
of
deporting
yet
another
student
in
the
budget
process.
Beija
urged
for
more
detail
and
transparency.
The
BPS
budget
should
not
be
about
covering
up
superintendent
Skipper's
failures,
such
as
an
executive
staff,
too
lazy
to
create
detailed
budgets
or
be
able
to
provide
answers
to
critical
questions.
The
budget
process
is
a
place
where
resources
can
be
distributed
to
areas,
schools
and
students,
with
the
most
need
as
a
real
commitment
to
equity.
The
budget
needs
to
be
about
meeting
the
needs
of
students
and
families.
S
Even
more
disturbing,
though,
is
that
when
parents
signed
up
to
give
public
testimony
at
the
school
committee
meeting
on
March
22nd,
some
of
those
parents
receive
calls
from
BPS
administrators,
including
Deputy
superintendent
of
equity
and
community
and
family
advancement,
Anna
Tavares.
These
administrators
were
asking
what
these
parents
were
going
to
give
testimony
about.
Bps
should
not
be
seeking
Intel
from
impacted
families
or
intimidating
parents
into
not
sharing
their
voices.
Bps
needs
to
be
meeting
their
needs
on
a
system,
systemic
wide
level
and
individual
basis,
not
seeking
a
heads
up
from
families.
S
The
implication
is
that
principals
and
administrators
are
being
held
responsible
for
what
parents
say
in
their
testimony,
which
further
feeds
the
already
decaying
Culture
of
Fear,
rather
than
the
supported
team
superintendent.
Skipper
claims
to
be
fostering.
We
are
only
three
short
months
away
from
the
end
of
the
school
year.
The
few
accomplishments
we
have
seen
are
those
that
have
been
fought
for
by
parents
and
Advocates.
Where
are
the
results?
Superintendent
Skipper
has
coasted
through
a
school
year
with
families
go
for
it.
Thank
you.
T
Hi,
thank
you
very
much
for
having
me
here
to
speak
in
the
public
comment,
section
I'm
glad
for
the
opportunity
to
do
it.
I
was
here
last
month,
testifying
about
the
Henderson
inclusion.
School
I
told
you
about
classrooms
in
our
school
that
don't
have
properly
credentialed
special
educators.
T
T
I
know
the
power
of
inclusion
done
well
and
I
believe
that
my
child
deserves
to
graduate
from
this
school.
The
parents
who
testified
alongside
me
last
month
are
the
same
parents
who
are
constantly
volunteering
our
time
to
build
community
and
support
the
school
in
any
way.
We
can
I
want
to
be
really
clear
that
we
are
not
trying
to
tear
down
our
school
we're
trying
to
bring
its
problems
to
light,
to
get
real
support
from
the
district
and
the
mayor's
office
to
build
it
back
to
its
former
State.
T
Our
current
students
deserve
that
and
our
Educators
deserve
that
both
before
and
since
the
last
school
committee
meeting,
our
school
has
struggled
with
both
internal
and
external
dysfunction,
for
example,
for
the
last
43
days
since
the
first
of
March,
the
Henderson
inclusion
school
has
posted
misleading
job
listings
for
teachers
in
substantially
separate
settings.
This
is
where
students
with
disabilities
are
sequestered
outside
of
the
general
classroom
setting,
which
is
the
polar
opposite
of
inclusion.
T
I
alerted
the
school
administration
19
days
ago
about
the
misleading
listings.
After
five
emails,
a
zoom
call
and
phone
call
the
misleading
postings
persist.
The
problem
is
being
blamed
on
communication
issues
with
and
delays
within
the
office
of
human
capital,
but
it
also
speaks
to
the
disarray
in
our
building.
That's
happening
right
now.
It
shouldn't
have
been
me,
a
parent
who
noticed
the
problem
weeks
after
the
problem,
had
originated
and
started
the
initiative
to
get
this
to
get
this
fixed
right
now.
T
At
this
moment,
the
incorrect
listings
are
still
posted
advertising
for
teachers
in
a
substantially
separate
setting
in
our
inclusion
School,
it's
imperative
that
we
correct
these
to
ensure
that
the
Henderson
attracts
qualified
inclusion,
oriented
candidates
to
interview
for
these
positions.
It's
Prime
hiring
time
now
it
has
been
Prime
hiring
time
since
the
first
of
March
and
we're
losing
time
here.
T
I
implore
you
as
members
of
the
school
committee
and
representatives
of
the
mayor's
office,
to
identify
the
person
who
has
the
power
to
help
the
Henderson
and
remind
them
of
their
responsibility,
because
the
Henderson
needs
real,
concrete
support.
We
don't
need
a
plan
for
the
23-24
school
year.
We
need
help
now
with
concrete
issues
in
our
school.
I
also
want
to
mention
that
members
of
our
board
I'm
here
as
an
individual
I'm,
not
here
representing.
B
B
U
Everybody
can
hear
me
yes
good
evening
great.
Thank
you.
Thank
you
to
the
superintendent
and
the
school
committee
members
for
the
opportunity
to
speak
before
you.
I
was
one
of
five
parents
who
spoke
before
the
school
committee
last
month
about
concerns
impacting
the
Henderson
Community,
most
notably
for
families
with
children
with
atypical
abilities.
U
I
appreciate
the
recent
announcement
that
I
heard
at
the
beginning
of
the
meeting
that
the
central
office
is
making
an
effort
to
address
some
of
the
concerns
raised
in
the
last
meeting
and
recently
published
in
the
Boston
Globe.
I
would
like
to
say
that
this
effort
needs
to
include
families
and
initiatives
to
reach
them
must
be
expansive.
U
Just
to
give
you
an
example
of
why
I
believe
this
is
important
before
the
last
meeting
I
reached
out
to
a
family
who
I
knew
their
son
was
not
receiving
the
type
of
services
that
he's
supposed
to
and
I
asked
them
if
they
would
be
able
to
speak
before
the
school
committee
during
the
public
comment
period.
Unfortunately,
the
mom
had
to
work,
and
the
sun
requires
a
very
long
series
of
interventions
every
evening
and
the
father
needed
to
do
those.
U
So
this
family
and
many
others
who
are
faced
with
challenges
with
children
who
have
health
concerns
and
intellectual
challenges,
I
can't
participate
in
a
way
that
others
can
I
feel
it's
important
that
the
school
committee
and
the
superintendent
understand
that
we
need
to
stand
up
and
do
things
for
these
families.
Their
lives
are
so
challenging,
as
it
is
subsequently
a
meeting
with
the
superintendent
for
the
PPS
community
at
large,
where
Henderson
parents
had
hoped
to
be
heard,
was
not
held
without
notice
of
its
cancellation.
U
I
did
hear
the
superintendent
I
believe
say
earlier
today,
with
this
90-day
plan
that
she
had
reached
out
to
the
Henderson
parent
Council
to
sort
of
get
some
information.
I,
don't
know
how
quickly
this
plan
came
together,
but
I
can
say:
I
used
to
be
involved
with
the
parent
Council
for
five
years
in
general.
They
don't
have
very
many
families
who
do
participate
and
I
think
it's
gotten
even
worse
with
the
interim
leader,
because
there's
no
collaboration
with
the
parent
Council.
There's
their
concerns
are
dismissed
and
their
initiatives
are
not
elevated.
U
I
would
recommend,
as
part
of
this
plan,
that
I
was
grateful
to
hear
the
superintendent
has
initiated
include
a
community-wide
notification
so
that
at
least
the
families
who
have
been
speaking
before
the
school
committee
could
be
involved,
as
well
as
many
other
parents
who
have
concerns,
but
have
either
felt
frustrated
or
not
heard.
I
also
strongly
recommend
that
a
retired
independent
leader
be
hired
to
lead
the
Henderson
out
of
this
mess
a
year
and
a
half
ago,
I
advocated
for
an
interim
and
leader
who
is
independent
after
our
principal
was
assaulted
and
knocked
unconscious
Unfortunately.
U
They
picked
a
very
young
person
who
didn't
have
any
experience
as
an
administrator
and
that
person
left
for
a
family
opportunity
in
another
state.
The
new
internment
leader
is
a
principal
who
was
hired
to
cover
for
leaves
a
medical
leave
or
maternity
leave
Etc,
and
this
person
does
not
necessarily
have
a
vested
interest
in
inclusion
or
what
we're
doing
at
the
Henderson.
The
Henderson
needs
a
leader
independent
of
the
central
office
chain
of
command,
who
is
solely
dedicated
to
bringing
the
Henderson
out
of
this
crisis.
I
just
want
to
close.
U
Give
me
just
a
few
more
seconds.
Society
should
be
judged
on
how
its
most
vulnerable
members
are
treated
VPS,
especially
its
leaders
are
failing
the
children,
family
staff
and
teachers
at
the
Henderson,
please
step
up,
and
please
get
a
truly
independent
person
who
can
help
us
repair
our
school
to
the
really
wonderful
place
that
it
was
previously
and
I
forgot
to
mention
I'm,
a
Dorchester
resident
and
a
parent
of
a
Henderson
student.
Thank
you
very
much.
V
Okay,
my
name
is
Sean
Nelson
Boston
resident
born
and
raised
taxpayer.
I
have
come
on
to
this
meeting
to
address
my
concerns
to
the
council.
My
also
issue
is
that
you
are
all
appointed
Not
Elected
by
the
people,
so
you
baby
must
do
the
bidding
of
Michelle
Wu,
who
typically
does
not
listen
to
the
people
that
elected
her
into
office.
V
Secondly,
it's
another
concern.
I
have
is
these
virtual
meetings
that
you
have
that
they
work
for
you
and
not
for
the
people,
as
stated
before,
you
guys
have
the
ability
to
kick
off
people
who
don't
agree
with.
You
may
say
things
that
you're
uncomfortable
with
and
boot
them
off
very
easily
I've
seen
that
many
times
in
other
City
Council
meetings
and
board
school
meetings
across
this
country,
where
you
don't
want
to
hear
from
the
parents
or
the
taxpayers
that
you
are
accounted
for,
that
pay
your
paychecks,
so
you
can
boot
them
off.
V
While
sitting
on
this
on
this
meeting,
listening
to
talk,
I
want
to
enter
your
section
and
I
saw
that
the
chat
has
been
disabled.
So
why
are
you
disabling
the
chat
not
allowing
the
community
and
other
parents
and
other
people
who
may
share
some
thoughts
and
some
ideas
to
meet
and
talk?
Because
you
wish
this
silence,
people
that
disagree
with
you
or
the
agenda
of
Michelle
Wu,
so
I
believe
that
should
be
taken
off.
The
only
people
that
should
be
on
Virtual
is
the
public
who
are
not
able
to
actually
come
meet.
V
You
you
all,
should
be
in
a
one
room
all
together
facing
the
people
that
you
who
who
do
pay
you
like
their
tax
dollars
and
confront
them
just
like
before
it's
very
cowardly
that
you're
all
Behind,
These
virtual
screens
and
not
able
to
know
who
and
how
many
people
are
on
here
watching
this
I've
been
on
here
since
five
o'clock
and
I
can
see
that
it's
very
restrictive
for
us
to
see
who
else
is
on
here.
V
Unless
you
are
talking
right
now,
that's
very
disturbing,
as
it
shows
you,
you
guys
will
talk
about
equity
and
conclusion
only
what
makes
you
look
good,
but
when
it
comes
to
the
public,
well
we're
elected,
we're
appointed.
We
don't
really
have
to
listen
to
you,
we'll
see
all
these
little
good
little
works
and
make
us
look
like
we
actually
care,
but
you
really
don't
I
can
tell
by
your
you
know,
background
screenshots
you're,
all
at
home,
where
you
should
be
dressed
in
business.
V
Casual
in
suits
at
it
and
facing
the
people
and
she'll
be
also
be
able
to
answer
simple
questions.
Second,
is
school
to
me:
safety.
Just
the
other
week,
you
had
a
radio
disturbing
information
where
a
teacher
walked
out
police
when
a
suspect
who
stabbed
another
student
outside
blocked
them
from
coming
in
to
do
their
jobs,
endangering
all
the
other
students
in
that
school.
V
You
should
have
police
officers
armed
security
in
there,
helping
you
with
these
tools
and
make
sure
they're
safe.
These
teachers
do
not
get
paid
enough
to
deal
with
some
of
these.
Unfortunately
misbehaved
children
I've
seen
too
many
fights
where
teachers
are
getting
knocked
in
the
head
being
slammed
to
the
ground,
because
some
of
these
students
have
not
been
taught
disciplined
at
home
and
they
bring
their
troubles
into
the
school.
V
V
W
Sorry
that
was
on
mute
good
evening.
Everyone
I
am
my
name-
is
Jasmina
I'm,
a
Roslindale
resident
and
Sumner
parent
first
I'd
like
to
thank
the
school
committee
for
their
virtual
meetings
as
a
single
parent
I
would
never
be
able
to
attend
if
the
meetings
were
in
person
having
virtual
meetings
increases
access
and
is
a
more
Equitable
way
to
hold
meetings
that
impact
such
a
large
community
I
have
never
seen
the
speaker
be
kicked
off
at
the
many
virtual
Boston
School
committees.
I
have
attended,
as
usual.
W
I
am
here
tonight,
to
discuss
the
Sumner
in
philbrick
merger.
First,
you
know.
As
we
have
been
discussing
in
the
past,
the
community
engagement
has
continued
to
be
inauthentic.
The
recent
community
meeting
for
the
summer
and
filter
merger
was
great,
but
it
fell
short
of
authentic
Community
engagement.
It
was
not
advertised
very
far
in
advance.
It
was
just
advertised
a
few
business
days
in
advance
because
VPS
refused
to
confirm
the
date,
even
though
the
date
had
been
chosen
weeks
before,
and
because
of
that,
the
meeting
participants
were
not
representative
of
our
community.
W
60
of
our
community
is
Spanish-speaking,
and
there
were
only
two
people
on
the
meeting
that
required
interpretation
Services
during
the
meeting
we
kind
of
dove
into
the
details
without
zooming
out
and
giving
newcomers
a
proper
overview
of
what
decisions
have
already
been
made
and
what
is
being
asked
of
the
community.
The
meeting
was
also
cut
off
fairly
quickly
and
no
follow-up
has
been
sent
and
the
meeting
was
was
cut
off,
just
as
groups
were
getting
into
our
productive
discussion,
and
even
though
the
groups
asked
for
more
time
that
was
not
allowed.
W
W
Our
Spanish-speaking
Community
deserves
a
meeting
in
Spanish,
which
we
have
been
promised
multiple
times
and
that
date
has
still
not
been
set
and
meeting
minutes
for
the
design
team
and
the
community
meeting
have
not
been
distributed,
which
was
also
promised
to
us
at
this
point,
it
doesn't
feel
like
BPS
is
invested
in
anything
more
than
performative
engagement
with
our
community,
which
actually
seems
like
more
work
than
authentic
engagement,
but
okay,
and
so
all
we
can
do
is
hope
that
BPS
has
learned
from
this
process
and
we'll
do
better
for
the
murders
that
come
after
ours.
W
We
have
several
requests
not
related
to
community
engagement,
but
given
that
our
voices
have
not
been
heard
on
community
engagement,
we
have
to
assume
they
will
not
be
heard.
Regarding
the
resources
we
feel
our
community
needs
after
the
merger.
So
we
are
here
tonight
asking
the
school
committee
to
ask
BPS
to
commit
to
some
harm
mitigation
tactics
prior
to
voting
on
The,
Sumner
and
Filbert
merger.
We
are
not
asking
no
vote
on
the
merger.
We
are
asking
for
a
commitment
of
quantifiable
actions.
W
Bps
will
take
to
ensure
our
communities
have
the
support
we
need.
Such
as
three
to
four
social
workers,
at
least
two
nurses,
at
least
two
family
Liaisons,
an
expanded
Administration
to
help
with
the
transition,
such
as
two
principles
for
the
first
year,
and
the
possibility
of
becoming
a
dual
Language
School.
W
As
we
have
said
from
the
beginning,
we
are
in
this
for
equity,
for
all,
so
I
would
be
negligent
in
that
commitment.
If
I
did
not
mention
what
is
happening
to
the
Sean
Taylor
communities,
they
are
being
silenced
with
the
threat.
Thank
you,
MSA
funding.
If
they
don't
quietly
agree
to
the
merger.
B
To
the
thank
you,
Miss
Mana,
our
next
speaker
is
Bethany
moffy.
X
Hello,
hello,
chair
Robinson
and
Miss
Skipper
and
the
school
council
school
committee.
Thank
you
again
for
the
opportunity
to
hear
us
out
Madam,
chair
I'm
here
today.
I
testified
one
of
the
families
who
testified
last
month
from
the
Henderson
and
I'm
here
again
today
to
just
to
amplify
the
situation.
That's
going
on
at
the
Henderson
I
want
to
amplify
suleika's
comments
specifically
about
intentionality
by
the
district
and
engaging
families.
X
Michelle
carmel's
comments
about
I
I,
believe
my
daughter
should
be
graduating
from
the
Henderson
and
I
I
hope
that
you
know.
I
I
hope
that
school
committee
in
the
district
can
hear
us.
I
didn't
clearly
write
out
a
whole
bunch
of
my
thoughts.
I
really
just
wanted
to
be
in
the
moment
and
say
we
don't
want
to
be
here
testifying
every
single
month
we
are
at
our
Wit's
End.
We
don't
know
what
to
do
or
who
to
turn
to
we
come
here.
X
No
one
from
school
committee
has
reached
out
to
any
of
the
five
families
that
testified.
Last
month,
one
of
the
families
said
that
earlier
I'm,
so
sorry,
I
logged
on
late
and
I
didn't
get
to
hear
it,
but
we
heard
that
Miss
Skipper
had
reached
out
to
the
parent,
Council
I
might
be
mistaken.
You
did
not
say
that
okay,
then
I,
won't
even
I,
won't
even
address
that,
but
we're
waiting
for
we're
waiting
for
someone
to
address
US
intentionally.
X
So
since
we
testified
last
month
about
the
state
of
inclusion
at
our
school,
we
are
hearing
stronger
rumors
about
resource
rooms,
we're
seeing
job
postings
for
sub
separate
positions
and
resource
room
positions.
We
continue
to
ask
leadership
for
Clarity
on
what
it's
about
and
we
brought
it
to
the
district's
attention
several
times
we're
getting
no
satisfactory
response.
X
We
even
heard
that
the
district
visited
the
school
after
we
testified
last
month,
but
families
didn't
hear
anything
about
this
families
were
not
engaged.
If
that
is
the
case,
we
don't
even
know
if
it's
case
we
requested
a
plan
for
how
the
Henderson
will
be
handled.
No
family
has
heard
about
that.
X
We
we
would
love
for
school
committee
to
intentionally
reach
out
and
specifically
engage
with
the
Henderson
families.
Have
conversations
with
the
community
rather
than
hear
it
hear
his
testimony
again,
none
of
us
want
to
be
here
every
single
month,
testifying
this.
We
are
desperate.
That's
why
we're
here
over
and
over
again
I
do
hope.
You
can
hear
us
this
time.
I
hope
that
you
reach
out
to
the
community
I
hope
that
you
share
plans
with
the
community
with
with
parent
counsel
with
parents.
X
Send
us
surveys,
have
meetings
specifically
for
us,
we'll
all
show
up.
Thank
you
for
for
allowing
us
to
testify
again.
B
Our
next
speaker,
Shannon,
is
not
signed
into
the
meeting
so
chair
Robinson.
That
concludes
our
speakers.
For
general
public
comment.
F
Robinson,
yes,
not
typical,
but
I
think
because
several
of
the
parents
from
the
Henderson
had
not
had
the
opportunity
to
hear
the
update
I'm
just
going
to
ask
Dr
eccleson
to
come
on.
Since
he's
been
the
person.
That's
been
helping
to
support
this
piece
and
just
actually
be
able
to
provide
an
update
on
several
of
the
concerns
that
they
expressed
because
I
don't
want
them
to
go
home
tonight.
Without
hearing
that.
Y
Yeah,
thank
you,
superintendo
and
thank
you.
Members
of
the
public
for
visiting
really
important
concern.
A
few
things.
I
just
want
to
say
sort
of
immediately,
just
to
say
at
the
top
the
Henderson
is
committing
to
ensuring
the
legacy
of
inclusion
continues
at
the
school.
There
are
no
plans.
I
want
to
be
exceptionally
clear
on
this.
There
are
no
plans
for
any
type
of
substantially
extensive
classrooms,
any
sort
of
resource
rooms.
Y
These
are
errors
in
the
postings
of
things
relative
to
things
that
came
out
of
the
office
of
Community,
Capital
and
I
am
going
to
work
with
the
school
superintendent,
with
the
school
principle
and
members
of
LHC
first
thing
tomorrow
morning
at
7
30
to
resolve
these
issues,
to
make
sure
that
this
is
very
clear.
Y
I
did
go
out
to
the
Henderson
app
and
last
meeting
I
did
have
an
opportunity
to
meet
with
faculty.
I
didn't
have
an
opportunity,
a
school
leader,
to
ensure
that
the
the
commitment
to
improving
those
variables
and
strategy
and
Investments
both
now
and
into
the
future
for
the
school
that
will
resolve
these
issues,
and
we
will
continue
obviously
to
ensure
that
we
are
doing
right
now.
I
will
also
ensure,
in
partnership
with
regional
superintendent,
Gene
Roundtree,
that
we
need
with
the
site
Council
and
the
larger
Community
to
talk
through
these
issues.
Y
I
think
that's
some
good
suggestions
that
were
proper
this
evening
from
the
local
community
to
move
us
forward.
But
we
will
be
interested
in
doing
this
into
Google
dialogue
with
the
community
to
tackle
the
issues
that
will
be
arranged
to
make
sure
that
we're
making
an
effort
of
continuous
Improvement
making
progress
in
those
areas
allowed
to
personal
responsibility.
Working
with
members
of
the
DPS
team.
F
And
Dr
Eccleston
I
did
share
in
my
report
the
additional
resources
that
we
are
allocating
to
be
able
to
address
some
of
the
gaps
that
we're
seeing
at
the
Henderson.
So
I
don't
know
if
you
want
to
just
quickly
share
a
few
of
those,
since
some
of
the
parents
didn't
get
to
hear
that.
Y
Yeah
I
apologize
I
don't
have
that.
I
was
just
coming
along
our
community
top
of
mind,
but
there
are
a
number
of
significant
Investments
that
I
made
in
the
FY
24
budget
and
support
inclusion
I'd
be
happy
to
ensure
that
I'm
prepared
to
have
that.
That
conversation.
F
Yeah
I
think,
if
I,
if
I,
remember,
right,
School,
psychologists,
I,
think
you
know,
we
spoke
about
special
special
education
administrator
relative
to
inclusion,
family
liaison,
given
the
lower
in
the
upper
campus
from
a
material
standpoint,
a
librarian
and
Library
I
believe
at
the
upper
with
materials
and
at
the
lower
campus
additional
materials
for
liter
for
a
literacy,
room,
I
believe
an
adjustment
counselor
and
then
the
couple
of
positions
which
sound
like
they
were
posted
incorrectly,
which
would
support
inclusion
but
were
posted
as
resource
room.
F
So
there's
there's
also
along
with
the
plan
of
support
and
training.
There
is
I
can
also
say
that
the
Henderson
is
one
of
the
schools
that
we
will
be
working
in
partnership
with
the
city
with
air
dollars
to
provide
additional
clinical
support
and
Trauma
informed
training.
F
F
I
think
that
the
Hendersons
had
a
long
journey
for
the
last
couple
of
years,
and
you
know
it's
it's
on
us
as
the
district
to
help
support
and
bring
some
stability
to
it,
with
Dr
eccleson,
with
Gene
Roundtree
in
support
and
so
I
I.
You
know
we'll
work
to
get
that
communication
out
to
parents
now
that
the
plan
has
been
finalized
and
then
offered
an
opportunity
to
be
able
to
meet
with
parents
as
well.
A
A
Three
collective
bargaining
agreements
with
the
Boston
school
police,
Superior
officers,
Federation
and
lunch
hour
monitors
and
two
fiscal
year.
23
supplemental
appropriation,
requests
to
support
the
cost
of
those
agreements.
You'll
recall
that
last
meeting,
Labor
Relations
director
Jeremiah
Hassan,
presented
highlights
of
these
agreements
to
the
school
committee.
I'll
now
turn
it
over
to
the
superintendent
for
final
comments.
F
F
This
is
a
further
step
toward
bringing
the
14
units
that
were
out
back
into
compliant.
You
know
compliance
of
timeline,
but
also
I,
think
going
forward
so
that
we're
now
staggering
and
actually
really
work
across
the
table
with
labor
in
a
creative
way
for
how
to
be
able
to
best
support
our
schools
and
our
students.
So
I
want
to
thank
Jeremiah
and
his
team
for
that
that
support
and
that
that
hard
work
and
with
that
I'll
turn
it
back
over
to
to
Jeremiah.
L
Thank
you
for
the
and
works.
We
appreciate
your
support,
as
always,
committee
members.
We
also
appreciate
your
support
and
I
just
publicly
want
to
thank
the
bargaining
teams
for
both
the
superior
officers
and
the
lunch
hour.
Monitors
on
working
together
and
getting
these
deals
done,
we're
optimistic
both
about
these
agreements
and
our
relationship
moving
forward
with
these
groups.
I'll
turn
it
to
the
committee.
L
If
you
have
any
questions,
if
not
I,
just
reiterate
our
recommendation
to
vote
in
favor
of
these
agreements
in
the
supplemental
appropriation
requests
needed
to
fund
them
in
the
fiscal
year
of
2023.
A
The
moments
no
one.
C
Yeah
I
just
want
to
Echo
the
sentiments
that
this
is
great
progress,
I
would
say
like
along
along
these
lines
is
to
make
our
contracts
current
and
in
some
ways
it's
all.
It's
almost
not
even
almost
it's
disconcerting
to
say
that,
like
we,
we
have
to
keep
things
current
in
in
this
way,
but
I'm
happy
that
we're
that
we
are
able
to
do
this.
C
That
said,
I
think
it'd
be
important
for
me
to
say
that
it
shouldn't
stop
here
as
we're
looking
at
the
the
number
of
contracts
in
terms
of
being
able
to
make
sure
that
the
people
that
are
working
in
BPS
are
being
paid
adequately
and
commensurate
with
the
cost
of
living
that
it
takes
to
to
be
in
a
city
like
Boston.
C
So
I
think
this
is
also
a
charge
for
us
just
to
continue
advocacy
at
the
level
of
the
city
to
invest
more
for
the
for
for
the
staff
of
BPS,
and
you
know
as
such,
that
translates
into
a
better
educational
experience.
So
thank
you
all
for
the
work
that
y'all
doing.
A
There's
nothing
further.
I'll
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
for
successor,
collective
bargaining
agreement
between
the
Boston
school
police,
Superior
offices,
Federation
and
the
school
committee
for
the
period
July
1
2020
through
June
30
2021
as
presented.
Is
there
a
motion.
A
B
C
E
A
You
on
that'll,
entertain
a
motion
to
approve
the
memorandum
of
agreement
for
the
success
to
collective
bargaining
agreement
between
the
Boston
school
police,
Superior
officers
and
Federation,
and
the
Boston
school
committee
for
the
period
July
1
2021
through
June
30
2024
as
presented.
Is
there
a
motion.
A
I
I
A
You
I'll
now
entertain
a
motion
to
approve
the
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
68
769
to
support
the
memorandum
agreement
for
successor,
collective
bargaining
agreement
with
a
period
July
1
2021
through
June
30
2024
between
the
Boston
school
police,
Superior
officers,
Federation
in
the
Boston
school
committee
as
presented.
Is
there
a
motion.
A
C
B
A
Thank
you.
I
will
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
for
success
of
collective
bargaining
agreement
between
the
lunch
hour
monitors
from
American
Federation
of
state
county
and
Municipal
Employees,
afscme
93
and
the
Boston
school
committee
for
the
period
September
1
2020
through
August
31
2023
as
presented.
Is
there
a
motion.
C
A
C
B
A
You
and
finally,
I
will
now
entertain
a
motion
to
approve
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
206
000
six
dollars
to
support
the
memorandum
of
agreement
for
successor,
collective
bargaining
agreement
between
the
lunch
hour
monitors,
afscme
93
and
the
Boston
school
committee
for
the
period
September
1
2020
through
August
31
2023
as
presented.
Is
there
a
motion.
A
B
C
B
A
You
our
first
and
only
report
this
evening
is
a
transformation
school's
update
before
I
turn
it
over
to
Mike
Saban
executive
director
of
school
transformation.
I
will
invite
the
superintendent
to
give
introductory
remarks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
insist
our
interpreters.
Thank
you.
F
Thank
you,
chair,
I
I,
just
I
I'll
keep
you
brief,
but
this
is
critical
work
when
we
think
about
the
transformation
schools,
it's
almost
like
a
small
part
of
the
district,
and
so
really
the
team
under
Mike's
leadership
in
under
the
school's
Division
I
think
has
done
an
incredible
job
this
year,
leveraging
the
regional
Network
model,
bringing
resources
into
the
transformation,
schools
and
I.
Think
as
you'll
see
from
the
presentation
tonight,
there's
certain
data
markers
that
are
showing
progress.
F
Those
markers
will
obviously
expand
as
time
goes
on
and
we
get
you
know,
MCAS
results
and
and
other
kinds
of
Assessments
but
I
think
in
general.
What
we're
seeing
is
concentrating
resource
and
really
focusing
on
tier
one
instruction
practices
in
those
transformation.
Schools
with
the
appropriate
resources
is,
is
in
you
know,
and
intentionality
around
chronic
absenteeism.
Z
Z
Z
Targets
and
Improvement
strategies
are
set
in
three
priority
areas:
Equitable
literacy,
climate
and
culture
and
attendance.
Progress,
monitoring
and
strategic
adjustments
continue
throughout
the
year,
just
as
each
School
leader
presents
and
shares
their
quality.
School
Plan
update
with
their
community
I'm
happy
to
share
a
quarterly
update
for
the
whole
network
of
transformation
schools
in
these
three
areas.
Z
Z
That
percentile
is
calculated
for
each
School
through
a
formula
that
includes
MCAS
scores,
MCAS
growth,
access
scores
and
attendance,
and
for
high
school's
Mass,
core
completion
and
graduation
rate
transformation.
Schools
may
be
added
annually
and
four
new
schools
are
actually
being
added
now,
based
on
their
2022
percentile,
with
the
addition
of
Perkins
Tobin
Snowden
and
bcla
McCormick
schools.
There
are
now
32
BPS
transformation,
schools
and
the
full
list
is
provided
in
the
appendix.
Z
Z
Z
Our
classroom
observation
data
from
our
instructional
rounds
says
that
we
are
during
our
quarterly
rounds:
teams
of
school
and
District
staff
visit
classrooms
together,
observing
teaching
and
learning
in
action.
We
observe
students,
reading
student
writing,
student
discourse,
looking
for
evidence
of
Engagement
with
grade
level
standards
and
with
complex
and
enabling
text.
Z
So
far
this
year,
teams
of
observers
have
visited
over
1
100
classrooms
in
transformation.
Schools,
1
100
classrooms
is
a
lot
we're
very
proud
that
our
Improvement
efforts
in
the
Transformation
Network
and
the
whole
District
are
rooted
in
the
actual
classroom.
Excuse
me
this
graph
in
front
of
you
shows
steady
progress
over
the
course
of
the
year
in
most
areas
of
Equitable
literacy.
Z
Z
Z
Z
AA
Can
you
see
me
good
evening,
everyone
and
members
of
the
school
committee?
Thank
you
for
the
opportunity
to
be
here
in
this
space
to
share
a
little
bit
about
the
work
that
we're
doing
here.
Excuse
me,
I
decided
Greenwood,
my
name
is
Anthony
Mayer
and
I
am
the
first
principal
before
that
I
am
also
a
student.
A
former
BPS
student
and
I
have
served
families
and
students
in
many
capacities.
AA
As
a
teacher
as
a
community
field
coordinator,
a
counselor
and
an
assistant
principal
at
the
Mario
manesco
as
a
community,
we
at
the
Greenwood
understand
that
transformation
takes
time
and
yet
the
work
that
needs
to
be
done.
It
is
very
urgent,
so
we
have
a
lot
of
opportunities,
but
also
a
lot
of
risk
as
we
navigate.
What
is
the
right
thing
to
do
for
our
students,
these
believe
Center
our
work
since
the
very
beginning
of
the
year
when
we
adopted
the
culture
of
achievement,
research
from
Dr,
Teresa
Perry.
AA
This
work
really
pushes
us
to
build
a
culture
where
all
the
students,
especially
students
of
color,
who
have
been
historically
marginalized,
and
have
access
to
high
quality
learning
opportunities
every
day
we
can
go
to
the
next
in
order
to
Embark
in
this
journey,
we
knew
that
there
was
a
lot
of
capacity
built
in
that
we,
the
adults,
had
to
do
this.
Work
pushes
us
to
adjust
our
practices
and
on
learn
traditional
pedagogy
that
may
not
have
been
conducive
to
meeting
the
diverse
needs
of
our
students.
AA
AA
Additionally,
we
were
able
to
meet,
and
in
some
grades
exceed
our
Target
around
classroom,
rigorous
expectations
and
the
sense
of
belonging
for
our
students.
Well,
they
continue
to
be
priority
areas
in
our
school.
We
are
proud
of
the
work
that
is
happening
and
the
small
wins
that
we
can
celebrate
today.
AA
AA
While
this
data
shows
that
students
are
performing
below
grade
level
expectations
and,
first
and
second
grade,
it
is
important
to
know
that
this
is
the
first
year
that
this
cohort
of
first
graders
is
learning
English
literacy
explicitly
and
that
this
year's
second
graders
did
not
receive
English
explicitly
last
year.
This
was
due
because
of
a
previous
language
model
this
year,
which
shifted
some
aspect
of
our
language
model
to
ensure
that
students
were
receiving
explicit
language
in
both
languages,
and
we
are
starting
to
see
some
progress
between
the
beginning
and
the
year.
AA
AA
Consistency
in
our
school
practices
has
led
to
academic
success
in
our
middle
school
as
well.
As
you
can
see,
all
of
our
students
in
Middle
School
exceeded
the
assessment
Target
in
English
in
the
mid-year
and
the
students
in
third
fifth
and
eighth
grade
exceeded
those
expectations
in
the
Spanish
as
well.
This
is
a
result
of
other
hard
work,
all
the
effort
extra
hours
that
our
teachers
are
putting
into
planning
and
improving
their
tier
one
instruction,
but
also
the
collaboration
of
families
in
all
the
way
that
students
are
also
demonstrated.
AA
We
are
proud
of
the
progress
that
we're
seeing
and
we
remain
hopeful
that
we
will
continue
to
transform
and
counter
The
Narrative
that
Society
has
put
in
our
students.
We
believe
that
our
students
are
so
much
more
than
these
scores
and
we
will
continue
to
find
ways
to
highlight
a
different
aspect.
Our
community
is
transforming
in
addition
to
the
Improvement
in
test
performance
first
year
principle.
AA
I
also
want
to
tell
you
this
opportunity
to
thank
our
academic,
superintendent,
Natalie
ache
and
the
folks
of
the
district
transformation
division,
because
they
have
provided
us
with
a
lot
of
support
this
year.
Personally,
I
think
that
the
shift
that
they
made
into
the
original
supports
model
has
made
a
huge
difference
and
it
will
continue
to
support
our
district
in
moving
towards
a
more
inclusive
and
more
cohesive
District
among
all
the
schools.
AA
Z
Z
Z
Z
Z
We
can
see,
however,
in
the
right
hand
bars
that
the
Improvement
in
chronic
absenteeism
in
transformation
schools
from
last
year
to
this
year,
has
been
five
percentage
points
dropping
from
50
to
45
percent
of
students.
In
comparison
to
a
two-point
drop
in
non-transformation
schools,
this
is
an
early
sign
of
progress,
but
both
rates
are
too
high
and,
of
course,
we
need
to
keep
improving.
I
Z
Lee
K
to
eight
Ellis,
higginson,
Lewis
and
Blackstone
have
all
shown
a
decrease
in
absenteeism
over
the
past
year
of
more
than
10
percentage
points.
That
is
a
lot
seven
of
our
transformation.
Schools
have
chronic
absenteeism
rates
lower
than
the
average
of
non-transformation
schools,
philbrick
Orchard,
Gardens,
Yumana,
Frederick,
chittick,
grew
and
Mason.
That's
the
result
of
a
lot
of
hard
work
at
those
schools.
Z
Z
Z
So
how's
it
going,
ohc
has
developed
an
outstanding
tracking
dashboard,
so
we
can
track
hiring
in
real
time
on
a
daily
basis.
Progress
is
slow
but
steady
as
of
April
3rd.
As
shown
on
this
slide,
approximately
17
percent
of
transformation
School
vacancies
had
a
name
submitted
for
hire
district-wide.
The
percentage
was
18
percent.
Z
Nothing
is
more
important
than
getting
the
best
possible
Educators
into
our
high
needs
schools,
and
we
look
forward
to
continuing
this
partnership
with
ohc
around
Recruitment
and
hiring.
So
there
is
so
much
more
information.
I
would
love
to
share,
but
that
is
enough
for
tonight
there's
an
appendix
to
your
slide
Deck
with
some
additional
details.
A
Thank
you,
Mr,
Sabin
and
also
Mr
Mejia.
Thank
you
very
much
for
your
presentation.
I'd
like
to
open
it
up
now
to
committee
for
questions.
A
E
Sure
I'll
go
a
little
out
of
turn
if
that's
okay,
with
Dr
just
wait
for
Dr
Elkins
and
Miss
Polanco
Garcia.
But
thank
you
both
for
the
presentation
and
I'm,
particularly
interested
in
The
Chronic
absenteeism
data
and
the
work.
That's
been
done
and
we
did
discuss
it
a
bit
at
the
last
meeting
when
we
were
looking
at
it
overall.
But
you
know
when
I
have
a
school
principal
here,
Mr
Mejia
and
thank
you
and
by
the
way,
what
school
did
you
attend
as
a
BPS
student
I
love
to
hear
that
whole
history.
E
Oh
Brighton,
High,
School,
excellent,
great,
so
I
love
that
and
you
know
all
the
different
roles
that
you
had.
So
thank
you
for
sharing
that
so
I'm
interested
to
hear
I
didn't
notice
the
Sarah
Greenwood
on
the
list
of
attendance.
You
know
what
the
attendance
there
but
I'm
interested
in
in
hearing
from
you
as
a
school
leader.
E
What
is
working
now?
What
would
the
you
know?
What
was
the
low-hanging
fruit
that
you
were
able
to
do
to
help
move
the
needle
and
then
what
are
the
real
challenges
to
really
make
a
substantial
difference
in
chronic
absenteeism
even
to
get
to
the
level
of
the
non-transomational
schools?
As
Mr
Saban
said,
we
still
have
a
long
way
to
go.
E
Those
numbers
are
way
too
high
because,
let's
face
it,
that
is
such
a
if
the
students
aren't
in
the
classroom,
if
we
haven't
transported
them
this
safely,
if
it's
not
a
clean,
safe
school,
if
they're
not
fed
the
social,
emotional
health,
you
know
all
all
the
all
of
those
could
contribute
to
a
student
learning
being
in
the
best
place
to
learn
right
and
issue
number
one
is
having
them
go
to
school.
So
help
me
out,
please
Mr
Mejia
what
principal
Mahia
what
has
worked
right?
AA
Thank
you.
Thank
you.
Mr
O'neill
and
I
apologize
for
my
voice,
I'm
losing
my
voice,
so
I
think
in
terms
of
the
work
that
we've
done
here
around
attendance.
The
implementation
of
clear
systems
and
routines
that
have
led
to
partnership
with
families
was
something
that
has
been
very
consistent.
We
created
an
attendance
team
that
is
a
now
conducting
more
consistent
meetings
with
families.
We
are
thinking
about
what
are
some
of
those
additional
challenges,
but
also
having
even
a
parent
meetings
that
are
just
targeted
for
for
those
attendance.
AA
I
think
that
the
main
challenge
is
that,
unfortunately,
the
students,
at
least
in
our
school,
that
remained
on,
like
absent
or
the
students
that
already
have
a
history
right.
So
we
continue
to
collaborate
with
the
district
support
as
well,
because
we
are
able
to
collaborate
with
the
families
to
make
some
accommodations
or
provide
additional
supports,
such
as,
like
you
know,
a
lot
of
our
students
experiencing
homelessness
and
they
do
have
to
go
to
a
shelter
that
is
or
a
way,
and
that
is
a
challenge
and
oftentimes.
AA
They
do
need
to
be
have
said
for
a
few
days
and
that
adds
add-ups
to
The,
Chronic,
smts
and
data,
and
in
that
piece
right.
But
I
think
that
the
attendance
team
has
created
additional
resources
for
those
families.
And
what
we've
done
is
that
we've
sort
of
created
a
system
so
that
our
family
liaison
also
sits
in
that
attendance
meeting.
So
the
vacant
collaborate
with
families
myself,
the
assistant
principal,
even
the
nurse,
so
that
we
have
more
information
around.
AA
What
are
the
motives
for
those
absences
to
make
sure
that
we
know
how
to
support
the
families.
I
think
that
is
one
of
the
areas
that
we
continue
to
to
prioritize,
because
we
see
that
from
last
year
to
now
our
numbers
I
think
have
increa
to
have
decrees,
but
not
to
the
extent
that
we
wanted
to
see
as
well.
Z
I'd
love
to
just
add
on
a
little
bit
just
looking
at
the
data
itself.
Greenwood
has
gone
from
39
down
to
35.,
so
they
have
shown
a
significant
improvement
from
that
February
to
February
and
the
non-transformation
school
average
is
33.,
so
they're
getting
close
and
I
I
think
what
Antonelli
described
to
you
is
the
strategy
we
want
schools
to
be
using.
They
have
a
team
in
place.
Z
That's
monitoring
attendance
on
a
daily
basis,
they're
creating
excuse
me
strong
relationships
with
students
and
families
to
emphasize
the
importance
of
attendance,
they're,
creating
incentives
for
students
to
come
they're
doing
Outreach
when
students
don't
come
and
then
they're
continually
monitoring
how
it's
going
and
implementing
new
new
experiments
and
new
strategies
we
all
across
the
country.
We
know
this
is
a
really
tough
problem
to
take
on.
In
the
in
the
K-8
schools.
Z
We've
seen
that
18
of
the
19
schools
you
may
have
seen
in
the
appendix
of
the
transformation
schools
have
improved
so
I
think
the
strategies
are
working
well
in
the
lower
grades.
It
appears
to
be
harder
in
the
secondary
schools.
Only
five
of
the
nine
are
ahead
of
last
year,
so
it
seems
that
the
younger
students
are
bouncing
back
better
from
this
change
in
attendance
habit.
It's
more
of
a
challenge
with
the
older
students
Mr.
E
Statement,
that's
exactly
what
I
was
going
to
ask
as
a
follow-up.
How
do
that
number
of
effectively
a
third
of
our
students
district-wide
be
chronically
absent?
How
does
that
compare
number
one
to
pre-pandemic
and
number
two?
How
is
that
compared
to
other
Lodge
districts
across
the
country?
Are
they
see
in
higher
numbers,
lower
numbers
you
know
and
and
what
are
some
and
I'm
sorry,
madam
chair
I
ran
out
of
my
five
minutes
so
I'm
glad
to
hold
that
to
a
follow-up
round.
Z
The
the
excuse
me
I
can't
speak
specifically
to
the
National
numbers,
though
I
know
they're
much
lower,
but
compared
to
Boston
pre-covid,
it's
significantly
higher,
so
the
the
the
averages
were
around
15
to
20
percent,
chronically
absent
and
now
we're
seeing
numbers
in
the
30s.
So
it's
not
double,
but
it's
a
good
fifty
percent
higher
and
it's
gonna
I
think
we
all
know
that
it's
gonna
take
a
lot
of
work
to
work
that
back
down,
but
we
are
seeing
movement
in
the
direction
we
want
to
go.
F
F
F
You
know,
expresses
itself
with
the
disengagement
working
is
another
for
many
of
our
secondary
students,
so
there's
there's
lots
of
layers
to
it,
but
every
every
District
was
struggling
with
this,
as
we
had
that
conversation
all
trying
very
unique
things,
as
are
we
to
incentivize
to
address
the
mental
health
needs,
most
importantly
to
to
keep
track
and
to
recognize.
When
students
aren't
there
to
do
that,
Outreach
to
families
home
visits,
it
really
is
a
layer
layered
menu.
F
You
know
of
of
how
we're
going
to
continue
to
bring
the
numbers
down
my
recollection
and
and
I'll
get
this
I'll
get
the
exact
figure.
But
my
recollection
is
here
in
Boston,
we
ranged
like
between
20
and
26
in
given
years
for
The
Chronic
absenteeism,
which
you
know
again
is
still
really
high.
F
You
know,
particularly
because
some
schools
go
well
above
that
I
think
the
other
complicating
Factor
on
the
attendance
piece
is
that
with
covid
post
pandemic,
you
know
we
do
ask
parents
to
keep
kids
home
when
they're
sick
or
when
they're
having
symptoms,
and
so
it's
you
know
to
to
direct
our
savings
Point.
F
You
know,
I
think
it's
really
trying
to
differentiate
between
students
who
might
be
staying
home
for
those
reasons
or
because
of
exposures
or
things
like
that
versus
students
who
are
disengaged
and
that's
what's
driving
The
Chronic
absenteeism,
and
that's
really
where
we
have
to
come
up
with
the
broad
menu
of
how
to
best
engage
our
young
people
and
Families.
G
H
So
now
my
question
is:
what
did
you
do
or
what
did
you
offer
these
schools
so
that
parents
and
Community
knows
that
what
the
district
is
doing
so
these
schools
that
are
almost
out
of
the
the
level
of
transformation
schools.
Z
Thank
you
for
that
question
and
for
noticing
those
four
schools
on
the
the
right
hand,
side
of
slide.
Three.
Z
Those
schools
have
risen
above
the
10th
percentile.
The
achievement
has
gone
up
there,
we're
studying
each
school
that
is
increasing
their
performance
and
each
one
is
of
course
different,
but
some
of
the
common
elements
that
schools
have
when
they
improve.
Z
Obviously
they
have
strong
instruction,
is
the
most
important
thing
in
in
every
classroom
and
they
arrive
at
that
through
a
lot
of
teamwork
among
teachers,
a
lot
of
teacher
leadership
and
a
lot
of
professional
learning
by
the
staff,
usually
over
a
number
of
years,
and
also
the
implementation
of
grade
level
curriculum
that
challenges.
Z
H
Thank
you.
Thank
you
for
bringing
this
up,
because
that
that's
my
my
other
question
is
about
the
follow-up.
H
G
H
C
C
One
sort
of
dovetailing
off
of
Miss
Polanco
Garcia's
comments,
I'm
curious
as
to
the
network
of
transformation
schools
and
just
what
sort
of
communities
of
practice
they've
they've
created
among
themselves
to
make
sure
that
they're
sharing
their
strategies
with
each
other,
because
it's
it'd
be
good
to
see
something.
C
So
I'll
stop
there.
That's
my
first
question.
Z
So
that
that's
it!
Thank
you
for
your
question.
It's
a
great
question
and
because
it's
something
we're
thinking
about
a
lot,
the
most
important
Network
for
our
schools
is
the
regional
Network
and
so,
for
example,
Greenwood
is
part
of
Region
Three,
with
Natalie
ache
as
the
wonderful
school
superintendent
and
the
most
important
Network
for
that
school
is
that
Regional
Network
and
in
all
nine
of
the
networks
there
are
transformation.
Schools
I
think
it
ranges
from
two
to
six.
Z
It's
not
an
on
off
switch
you're
within
the
region,
and
you
get
as
much
support
within
that
region
as
you
need,
and
the
transformation
office
works
with
all
nine
regions
to
ensure
that
the
schools
are
getting
the
support
they
need.
So
Antonelli
and
I
communicate
periodically
and
he's
an
example
of
a
school,
that's
getting
excellent
support
from
Region
Three
and
the
Liaisons
and
the
school
superintendent.
And
if
that
weren't
the
case,
if
he
expressed
that
he
needed
something
more,
we
would
advocate
for
him.
Z
There
are
other
practices
across
the
district
by
which
best
practice
is
shared,
and
the
biggest
way
that
happens
is
that
the
monthly
principal
trainings
meetings
take
place
in
schools
and
we
prioritize
doing
them
in
transformation,
schools
and
all
of
the
principals
actually
visit
classrooms
together
in
those
schools,
talk
about
what
they
see,
share,
ideas
and
so
there's
an
ongoing
dialogue
within
the
regions,
among
both
the
transformation
schools
and
the
non-transformation
schools
and
the
transformation
office
then
has
some
staff
and
some
dialogue
with
specific
schools
and
connecting
them
with
others.
Z
So
we
do
try
to
connect
them
as
needed.
They
all
have
coaches
and
their
coaches
all
have
professional
development
together
and
so
they're
they're,
a
network
of
instructional
coaches
that
goes
beyond
the
region,
so
but
I
think
the
key
takeaway
is
that
the
regional
structure
is
what
we're
most
invested
in
and
it
seems
to
be
providing
them
with
a
high
level
of
support
and
I'm
sure.
C
Thank
you,
my
my
second
question
is
actually
related
to
particularly
the
the
surveys
that
were
administered
between
around
belonging
engagement
and
safety
and
I'm
curious
if
we
have
access
to
the
data,
because
I'd
love
to
see
some
of
more
of
the
qualitative
responses
that
were
garnered
from
students,
particularly
around
safety,
which
can
give
us
I
think
more
insight
as
to
how
we're
developing
our
safety
policies,
because
it's
a
direct,
readout
I'm
in
line
with
what
bsac
is
doing
our
Focus
but
I
think
having
a
sense,
particularly
for
the
transformation
data,
can
get
a
sense
of
particularly
what
our
black
and
brown
students
are
thinking
and
what
our
students,
our
multilingual,
Learners,
would
and
multilingual.
C
Learners
students
with
disabilities
as
well
are
really
thinking
about.
As
to
you
know
why
like
like
why
they
worry
about
violence
like
within
their
school?
What
are
the
underpinning
factors
that
are
there
so
yeah
just
wondering
if
we,
if
we
have
anything,
that's
like
that?
Within
These
surveys.
Z
There
are
some
comment,
functions
on
the
surveys
and
there's
both
quantitative
and
qualitative
data
produced
by
those
and
I.
I
really
think
this
just
begs
more
study,
because
every
student
obviously
deserves
to
feel
safe
in
school,
and
so,
while
it's
a
really
big
positive
that
the
engagement
and
the
belonging
is
equivalent
in
the
transformation,
schools
and
non-transformation
schools,
we
can't
have
schools
where
students
feel
more
unsafe
and
the
in
focus
groups
and
in
in
Reading.
A
AA
Thank
you.
It
was
just
too
never.
It
should
appoint
them.
Mr
savings
was
mentioning
in
terms
of
the
network
laughs
within
that
plcs
for
principles.
There's
also
some
consultancies,
which
I
found
really
helpful.
So
when
I
think
about
the
network,
I
get
access
to
the
principles
who
are
also
in
transformation
schools,
but
also
when
I
get
to
hear
the
challenges
or
the
initiative
that
other
principles
that
might
not
be
in
transformation
I
also
benefit
from
that
as
well.
I
just
wanted
to
share
that
example.
Specifically.
AA
F
Yes,
through
your
chair,
so
to
Mr
O'neill's
question
just
quickly,
looking
at
the
reported
out
through
deci,
so
the
two
years
prior
to
the
pandemic
that
were
just
pure
years,
so
2017,
18
and
then
1819
so
no
impact
by
pandemic
in
2017-18,
we
were
at
25.5
chronic
absence
and
then
very
similarly
2018
19
25.5.2.
So
again
that
25
to
26
range
20,
000,
2019
20
was
compromised,
the
second
half
of
the
Year
march
on
so
it's
not
great
data,
nor
is
2000
2021
because
it
was
predominantly
remote.
F
That's
going
to
be
a
very
similar
pattern
to
most
of
the
National
Data
for
for
a
district,
our
size
in
that
somewhere
around
that
you
know
20
to
25,
and
then
you
know,
shooting
up
and
showing
that
incredible.
You
know:
40
low
40s.
E
Yes,
superintendent,
Madam,
chair,
said:
okay,
if
I
respond
to
that
I
I
tied
that
data
with
the
other
data
Mr
Saban
showed,
which
was
engagement
in
school,
do
you
feel
engaged?
Do
you
feel
safe
and
you
know
there's
a
variety
of
ways
that
students
feel
engaged
in
school.
Sometimes
it
is
the
academics,
we
hope
it's
the
academics,
sometimes
it's
the
Arts.
Sometimes
it's
clubs,
sometimes
it's
sports
right
and-
and
that
shows
the
value
of
you
know
having
a
full
enriching
experience
for
our
students
that
they
want
to
go
to
school.
E
I
I
recognize
this
as
a
national
Challenge
and
thank
you
for
sharing
the
data
superintendent
from
before
the
pandemic
and
and
what
it
shot
up
to
and
what
it's
working
down.
I.
Think!
That's!
Why
I'm
getting
at
you
know
what
are
the
core
issues?
What
was
the
low
hanging
food
and
then
what
are
the
core
issues
and
I?
Think
homelessness,
as
Mr
Mejia
pointed
out,
is
a
challenge
for
us
when
students
have
to
be
transported
to
a
shelter,
a
ways
away.
E
You
know
family's
response
to
covet,
as
you
pointed
out,
superintendent,
where
we're
sending
the
message.
If
you
see
even
symptoms
stay
home
for
seven
days
or
that
type
of
thing
is
clearly
impacting
it,
it's
also
doing
it's,
but
it's
tying
those
two
pieces
of
data
together
of
how
engaged
they
feel
in
the
school
and
those
numbers
were
pretty
low.
I
mean
43
percent,
even
for
our
younger
students.
E
That
to
me
is
really
low
and
thinking
in
terms
of
you
know,
superintendent.
You
mentioned
about
hearing
ideas
from
other
districts
and
I
remembered
hearing.
Cleveland
took
Essa
funds
to
make
a
bigot
investment
in
Esports,
because
that
is
a
growing
Trend
and
a
lot
of
the
students
who
are
interested
in
these
reports
on
interested
in
traditional
Athletics.
E
So
you
know
every
idea
we
can
I
I
to
me
a
lot
of
it
is
the
core
about
engagement,
yeah
and
you
know,
students
go
particularly
when
they
feel
they
have
the
choice
which
is
more
in
the
high
school
years,
as
you
pointed
out,
do
they
want
to
be
there?
And
yes,
there
were
job
issues
and
there
were
family
issues
and
there
were
Transportation
issues
and
there
are
housing
issues
and
a
whole
range
of
issues,
but
that
engagement
piece
is
critical.
F
Yeah,
the
engagement
and
the
relationship
and
I
think
you
know
this
is
this
is
like,
frankly,
like
Community
Connector
positions,
really
working
to
connect
students
and
families
with
agency
resources
that
frankly,
schools
may
or
may
not
traditionally
be
able
to
like
housing.
You
know
the
food
security
stuff
I
mean
it's
a
lot
of
societal
stuff,
but
really
being
able
to
to
do
that.
I
think
the
mental
health,
the
role
of
social
workers,
our
bam
and
our
wow
programming
and
then
at
the
high
school
level.
F
I
think
you
know
the
you
know,
certainly
the
the
College
and
Career
you
know
the
you
know,
making
learning
applicable
and
like
what
do
we
do?
You
know
why
are
we
doing
it?
You
know
and
giving
students
like
something
that
they're
interested
in
certainly
our
Arts
and
Music.
We
know
a
lot
of
our
students,
you
know
connect
to
Arts
and
Music
and
that's
a
strong
reason
why
they
come
so
I.
You
know
a
lot
of
these.
It's
it's
really
a
multi-approach
as
we
get
to
it.
But
I
think
is
this.
F
You
know
the
survey
points
out.
Part
of
this
is
really
talking
to
the
student.
You
know
to
identify
for
them.
What
is
it
that
that's
going
to
draw
them
to
school
and
to
stay
in
school?
So
this
is.
This
is
the
work
you
know
and
that
that
is
that
we're
in
and
will
continue
to
do
and
to
continue
in
the
you
know
this
budget
to
put
additional
resource
to.
D
Bro
I'm
getting
worse
than
my
grandma
at
this
anyway,
so
I'm
just
gonna
ask
my
question:
then:
I'll
share
my
thoughts
on
this,
but
so
with
the
climate
and
culture
I
see
your
you're
getting
social
workers
and
family
Liaisons
to
try
and
and
to
try
and
Implement
services.
To
improve
that
my
question:
what
are
your
strategies
and
exactly
yeah?
How
are
you
trying
to
do
that.
Z
So
it's
good
to
remember
we're
talking
about
30
different
schools
here
and
they
range
very
widely
from
a
small
Elementary
School
to
large
high
schools.
So
the
strategy
in
each
School
may
be
very
different,
but
some
of
the
elements
are
the
same
so
making
sure
there
are
strong
relationships
between
adults
and
students
and
students
and
students
and
constantly
working
on
strengthening
those
relationships.
So
everyone's
well
known,
they
have
trusted
friends
and
trusted
adults.
Those
things
are
essential.
Z
We
also
want
to
make
sure
schools
are
well
organized,
not
confusing
chaotic
places,
but
they're,
well,
organized
and
so
different
schools
in
the
Improvement
planning
process
reflect
on
their
school
culture.
They
look
at
their
surveys
and
other
information
and
they
each
make
plans
about
how
they're
going
to
improve.
So
my
reports
on
30
schools.
So
it's
very
general.
But
if
you
were
to
look
at
the
plan
of
an
individual
school,
it
might
look
very
different
from
other
schools.
Z
The
last
thing
I
would
just
mention
is
that
it's
very
important
to
ask
the
students
and
I
just
participated
recently
in
focus
groups
at
Excel
and
at
English,
and
at
Dearborn,
and
students
are
very
perceptive
about
what
they
love
about
their
school
and
about
ideas
about
how
it
could
be
better
and
so
making
sure
we're
having
opportunities
to
discuss
with
students.
This
information
is
also
something
very
important
and
have
that
contribute
to
our
planning.
D
This
is
I
agree
with
you
on
a
lot
of
this
stuff.
I
think
another
thing
we
need
to
keep
in
mind.
This
is
from
my
experience,
especially.
D
A
Yes,
thank
you.
Mr
Meda
I
have
a
couple
of
certain
questions
and
comment,
and
one
I
saw
that
within
some
of
your
strategies,
you
talked
about
providing
incentives
for
school
leaders
or
new
school
leaders.
My
question
is,
you
know,
and
again
this
may
be
a
union
issue.
I
don't
know,
but
the
question
is:
has
there
been
any
attempt
to
use
any
kind
of
incentives
to
encourage
teachers
who
are
working
in
high
performing
schools
to
actually
take
on
coming
to
work
in
in
transformational,
schools.
Z
That
is
a
great
question
and
there
were
some
small
ins.
I
was
the
principal
at
Deborah
McCormick
from
2010
to
2015.
At
that
time,
turnaround
had
some
small
incentives
designed
to
help
recognize
teachers,
but
I
think
it
was
pretty
widely
concluded
that
it
didn't
have
a
good
impact.
The
size
of
the
incentive
that
might
be
needed
is
something
that
I
I,
don't
think
too
many
districts
have
tried.
Z
I
will
say
that
I
think
the
most
important
thing
for
teachers,
the
work
conditions,
the
feeling
that
they're
supported
that
they
have
a
voice,
that
they
have
a
leadership
opportunity
that
they're
being
successful
and
that
they're
doing
important
work.
So
I
I
think
that
the
work
conditions
for
teachers
are
the
most
important
thing
that
people
are
looking
for
when
they're
searching
for
a
job.
But
it
would
be
interesting
to
know
what
level
of
incentive
would
also
attract
our
strongest
teachers.
Z
The
teach
plus
program
I,
remember,
was
also
it
wasn't
at
my
school
Orchard,
Gardens
and
and
Blackstone,
and
a
few
others
had
that
that
was
an
initiative
back
in
the
2010
to
2015.
That
did
have
a
somewhat
larger
incentive
to
lure
teacher
leaders
to
to
turn
around
schools
and
I
do
I
do
think
that
was
somewhat
successful
as
I
as
I
recall.
Z
A
Yeah
I
share
concerns
of
others
of
taking
away
funding
from
schools,
as
they
are
exiting
turn
around,
because
obviously
it
was
the
the
use
of
additional
resources
that
allowed
them
to
achieve
and
I
think
we
need
a
different
kind
of
attitude
of
maybe
trying
to
look
at
what
does
it
really
take
to
fund
adequately
a
school
with
students
that
have
high
needs
and
to
make
it
not
something
you
get
be
in
in
taken
away
when
you
improve,
but
something
to
build
on,
because
we
don't
want
anybody
slipping
back
and
in
a
lot
of
ways.
A
If
we
looked
at
some
of
that
funding,
we
might
be
able
to
prevent
others
from
slipping
into
it.
It
shouldn't
you,
you
shouldn't
only
get
resources
or
the
kind
of
resources
you
need
when
you
are
thinking
that
that
sense
to
me
the
wrong
message.
Thank
you,
superintendent!
I'll!
Let
you
answer
on
that
too.
Before.
F
Yeah
I
mean
through
each
year,
like
100
I,
think
this
is
just
the
age-old
thing
right
now
like
where
schools
get
labeled,
they
get
extra
things,
then
they
get
unlabeled
and
then
we
take
it
away
and
it's
that
yo-yo
effect.
That
is
just
really
detrimental
to
the
students
and
the
staff.
So
this
is
exactly
what
we're
trying
to
figure
out
here
and
I've
actually
raised
it
to
deci
to
sort
of
say
like
what
is
the
best
thinking
in
practice
around
this.
O
F
You
know
we
kept
resources
in
place
for
this
very
reason,
because
it
is
counter-intuitive
to
think
that
exactly
what
got
them
to
be
able
to
to
exit,
if
you,
if
you
remove
that
you're
gonna,
have
a
different
outcome,
so
we
agree
we
agree
fully.
This
is
an
area
we'll
continue
to
to
look
at
and
take
a
look
at
the
research
as
well
to
come
up
with
recommendation
in
this.
In
this
part,.
A
Yeah,
my
other
questions
are
about
teachers.
So
one
thing
when
we
look
at
turn
around
schools,
many
of
them
have
been
in
turn
around
for
a
number
of
years.
A
You
know
and
an
investment
going
up
so
that
by
the
time
the
next
cohort
comes
in
we've
improved
those
things
and
it
seems
like
we're.
Perpetu
waiting,
I'm,
not
quite
sure
what
to
call
it
that
that
allows
schools
to
remain
in
turn
around,
and
so
what
are
we
doing
as
we're
looking
at
that,
particularly
for
The
Faculty?
You
know,
where
is
the
training
and
the
support
for
them
to
improve
and
how?
How
is
that
turnaround
status
in
their
participation
in
whatever
you
know,
helping
that
whole
unit
rethink
itself?
A
I
Z
That
I
think
what
the
district's
trying
to
do
right
now
is
to
organize
itself
into
very
supportive
regions.
So
everyone
has
support
with
a
limited
number
of
priorities.
This
focus
on
Equitable
literacy
over
a
long
period
of
time
and
then
root
everything
in
what's
going
on
in
the
actual
classroom
and
so
slow
steady
progress,
focusing
on
students
being
challenged,
engaged
and
supported
within
the
classroom
and
teachers.
Getting
the
professional
development,
the
coaching
and
then
the
collaborative
environment
that
they
need,
and
the
superintendent
just
mentioned,
grew
in
English
as
two
examples
that
have
exited
underperforming
status.
Z
Very
specific
things.
Wonderful
things
happened
over
years
at
those
two
schools,
very
collaborative
extra
learning,
time
for
adults,
lots
of
hard
work
to
get
to
know
every
student
and
support
them
and
just
day-to-day
problem.
Solving
looking
at
learning
and
looking
at
engagement
and
belonging
and
just
consistently
making
small
adjustments
to
make
things
better
and
those
two
schools
are
a
lot
different
than
they
used
to
be,
and
they
should
be
very
proud
of
the
work
that
they've
done,
and
those
are
two
of
many
examples
that
exist
of
what's
needed.
Z
A
I
have
one
final
question:
I
know
also
that
as
I
as
we
look
at
kids
coming
in
in
the
early
childhood
years-
and
it
seems
like
we
can
get
our
kids
to
kindergarten
and
be
sort
of
On
Target,
then
then
something
happens
in
grades,
one
and
two,
and
then
we
look
at
them
again
in
grade
three
and
they
have
lost
their
gains.
What
are
we
doing
to
really
make
sure
that
we
are
linking
the
learning
and
the
the
needs
from
one
grade
to
the
next?
Z
I
think
you've
captured
the
thing
we're
all
thinking
about
the
most
and
we
we
see
some
of
that
in
the
data
and
I
think
it's
around
professional
learning,
implementing
the
science
of
reading
in
K
to
2
and
implementing
high
quality
curriculum
with
with
inclusion
and
tiered
supports
in
grades
three
and
up
and
I
I
believe
that,
while
we're
not
seeing
that
progress
to
the
extent
we
want
to
yet
if
we
stay
the
course,
we
will
see
that
where
we
know
that
high
quality
curriculum
delivered
with
with
coaching
for
teachers
over
time
and
not
switching
around
all
the
time
but
steadily
supporting
the
growth
of
teachers
is
critical
and
you
can
put
together
looking
at
the
high
vacancy
numbers
at
transformation.
Z
A
Okay
is
it
we
can
do
you
that
you
know
that
says
you
know
you
know
and
I'm
sure
if
you
can
get
someone
to
commit
or
whatever
for
a
period
of
time,
because
it
seems
like
our
children
are
struggling
as
a
result
of
the
turn
and
turn
of
the
Staffing
and
not
necessarily
because
of
their
own
abilities.
They
won't
even
know
their
own
abilities
because
they're
not
getting
the
kind
of
teaching
that
they
deserve,
so
so
what
what
else
can
be
done.
Z
Well,
that's
probably
beyond
my
ability
to
really
answer,
but
the
one
thing
that
that
I
would
say
just
having
come
back
to
BPS
for
a
year
is
that
we
I
think
there's
a
very
promising
strategy
and
staying
the
course
and
strengthening
our
implementation
of
this
approach
with
Equitable
literacy
in
the
regional
structure,
deepening
its
implementation
and
not
just
reversing
Direction,
that's
probably
what's
needed
most
and
then
we'll
have
slow
and
steady
growth
over
time
instead
of
it
feeling
too
chaotic
and
I
believe
that's
what's
been
happening,
so
I
feel
very
optimistic
personally
great.
F
I
was
just
going
to
I
was
just
going
to
add
I.
Think
Mike
did
a
great
job
with
that
I
I
was
just
going
to
add
that
I
think
it's
stability
of
leadership
at
the
school
level
and
then
for
the
for
the
staff.
I
think
it's
it's.
The
working
conditions
like
to
know
that
they're
going
to
get
the
supports
and
so
I
think
the
regional
model
is
one
of
the
ways
of
stabilizing
and
making
sure
that
those
supports
happen.
F
I
also
think
when
we
see
issues
in
a
school,
it's
as
a
district
being
responsive
to
that.
So,
if
whether
it's
you
know
the
Henderson
or
to
whatever
the
school
is
that's
struggling
because
schools
can
struggle
I
think
it's
our
commitment
to
respond
to
that
to
respond
to
the
leader
to
respond
to
the
community.
Those
are
the
the
kinds
of
things
that,
even
in
a
difficult
in
a
school
where
the
conditions
have
previously
been
difficult.
F
If
you
can
reassure
and
provide
that
stability,
then
you
know
staff
staff
will
stay
and
make
that
commitment,
because
ultimately,
teachers
want
to
make
a
difference
to
students
right.
That's
that's
why
we
teach
that's
why
we
lead
so
creating
those
conditions,
no
matter
what
it
takes,
that's
going
to
keep
staff
in
place.
F
I
think
you
know
right
now
in
the
teaching
profession.
Given
everything
that's
happened
with
the
pandemic,
we're
working
really
hard
to
stabilize
our
teaching
profession
nationally
and
locally,
and
so
that
that
is
that's
going
to
be.
The
piece
I
also
think,
there's
a
lot
of
teachers
on
emergency
license,
so
we're
working
really
hard
right
now
to
help
them
as
professionals
be
able
to
do
the
steps
they
need
to
get
their
permanent
license.
So
it's
it's
complex
in
in
the
sense
there's
a
lot
of
moving
Parts
but
I.
F
Think
what
we
have
in
the
district
is
a
strong
commitment
in
recognize.
You
know
recognition
that
this
is
some
of
the
most
important
work
we
can
do
to
have
those
teachers
stay
in
place
to
get
the
continued
year
after
year,
PD
in
development,
and
make
that
commitment
commitment
as
as
professionals
to
our
teachers
core
into
our
leader
core,
because
there's
nothing
more
destabilizing
for
teachers
than
when
the
leader
leaves
so
these
are.
These
are
all
the
different
components.
F
C
Yeah-
and
you
know
this
feeds
into
this-
this
idea
I
mean
radical
ideas
of
incentivizing.
In
my
you
know
in
my
head,
you
know
it's
and
it's
not
as
simple
as
hey
teachers
more
to
be
in
transformation
schools.
You
know-
or
you
know
getting
your
and
thinking
about
how
you're
getting
your
more
experienced
teachers
per
se
like
within
those
transformation
schools.
C
So
yeah
I,
look
forward
to
this
discussion.
I
I
have
a
question
related
to
sort
of
the
resources
that
are
at
each
of
the
transformation
schools
and
are
some
of
these
schools
as
we're
thinking
about
things
like
School
consolidation.
C
C
Mean
even
a
certified
teacher
or
making
sure
that
students
are
able
to
pursue
if
it's
like
are
able
to
sit
in
a
class,
that's
a
a
language
class
but
making
sure
that
they
have
the
proper
teacher,
that's
standing
in
front
of
them.
That's
that's
doing
that,
and
so
does
consolidation
in
some
way
as
we're
talking
about
it,
help
to
solve
some
of
those
issues
and
or
just
thinking
superintendent,
just
where
some
of
your
thinking
is
around
that.
F
Yeah
so
I
mean
I
think
this
is
there's
like
a
lot
of
different
kinds
of
I.
Think
data
on
the
impact
of
performance,
I,
don't
say,
performance
bonus,
but
like
in
incentivizing
in
different
ways,
I
think
what
we've
sort
of
tied
things
to
that
has
been
successful
is
like
so,
for
instance,
like
in
in
the
turnarounder
and
transfer
in
transformation,
where
there's
additional
time
that's
being
allocated
to
professional
development
or
I
won't
even
say
it's
not
even
just
professional
development.
F
It's
professional
time
together
for
teachers
to
meet
like
I,
think
there's
particular
things
that
where
we
should
be
looking
at
as
a
district
strategy
for
what
that
could
yield
or
what
that
could
look
like
there's.
Also,
though,
the
kind
of
the
realism
of
burnout
and
I
think
one
of
the
things
right
now,
that's
like
just
very
real
for
staff
is
they're,
giving
everything
they
have
during
the
hours
of
school
and
they're,
finding
it
really
difficult
between
family
and
themselves
and
in
the
the
time
they're
giving
in
school.
To
give
more
so
it's.
F
This
is
a
bit
of
a
a
puzzle
that
we're
trying
to
kind
of
piece
together.
Here
we
see
it
whether
it's
in
this,
we
see
it
in
the
acceleration
academies,
we
see
it
in
summer
and
summer
opportunities
to
match
staff
with
students.
We
see
it
in
a
lot
of
different
places
and
there
is
some
tension
wire
here
between
the
Health
and
Welfare
of
our
staff
in
burning
out.
F
So
I,
don't
really
have
a
clean
answer
other
than
that
we're
we're
looking
at
it
and
we're
trying
to
figure
out
how
to
best
support
so
that
during
the
school
hours
teachers
and
our
our
general
education
staff
can
be
the
most
impactful
to
our
young
people
and
then,
over
and
above
that,
what
are
the
other
resources
we
can
bring
to
the
table
as
fresh
that
are
able
to
again
have
that
impact,
but
in
a
different
way
being
in
the
out
of
school
time
being
in
the
evenings,
be
it
you
know
in
the
so
I
think.
F
F
F
This
was
a
conversation
on
Esther
in
general
and
the
amount
of
how
difficult
it
was
for
districts
everywhere
to
spend
the
Ester
dollars
if
it
involved
people,
because
people
just
could
not
make
that
emotional
and
physical
commitment
so
we're
hoping
that
as
we're
kind
of
coming
down
from
the
pandemic
as
we're
becoming
as
a
district,
more
strategic,
more
dependable
and
reliable
through
the
regional
model
and
we're
putting
all
of
those
kinds
of
resources
in
place.
F
That
will
be
able
to
gain
a
bit
more
regularity
and
semblance
than
certainly
what
our
students
have
experienced
and
our
staff
have
experienced
over
the
last
couple
of
years
and
I
know
I.
Think
Dr
eccleson
actually
wants
to
jump
in
chair
I.
Don't
he's
someplace
on
the
screen,
but
I
can't
find
it
he's
there.
Okay,
in.
Y
Here,
thank
you.
Excuse
me
if
I
could
just
say,
a
few
things
I
think
are
important.
I
want
to
particularly
like
build
off
of
some
of
the
questions
that
Terry
Robinson
really
dug
in
and
important
I
wanted
to
just
Begin
by
thanking
principal
idea
for
his
leadership.
Y
I
had
a
chance
to
be
at
the
Sarah
Greenwood
a
few
times
in
the
last
full
year
during
his
leadership
and
also
previously
supervised
the
school
and
I
I.
Think
what
his
leadership
demonstrates
to
me
is
that
when
a
community
has
a
high
level
of
trust
in
their
leader,
when
that
leader
demonstrates
high
levels
of
confidence
and
Clarity,
and
then
when
we're
focused
on
the
right
things
at
the
right
time
and
we're
managing
change
in
a
way,
that's
at
the
rate
that
adults
the
community
can
move
forward.
Y
We
see
things
moving
and
I.
Think
I
can
start
to
see
not
only
evidence
from
my
observations
of
the
school,
but
also
in
the
quantitative
data
of
things
moving
at
his
school
and
others
or
processes,
and
so
I
want
to
thank
him
for
his
leadership,
as
well
as
the
support
of
the
region
and
the
Regional
School
Superintendent.
Y
I
wanted
to
just
make
this
comment,
though,
because
I
think
in
in
response
to
Tara
Robin's
expressions
and
I
think
I
think
we
nailed
some
of
the
important
points.
I
think
some
things
I
just
want
to
double
down
on
and
one
other
idea
that
I
want
to
introduce
to
the
equation
is
really
important
and
so
I
think
for
too
long
in
the
BPS.
Y
It's
been,
then
let
a
thousand
flowers,
that's
in
true
relative
to
curriculum
and
to
other
choices
that
we've
made
and,
from
my
perspective,
that's
kind
of
the
detrimental
impact
at
the
academic
opportunities
and
outcomes
at
our
schools
and
I
want
to
thank
the
senior
Deputy
super
of
superintendent,
Dr
Chen
for
her
leadership
and
the
leadership
of
the
entire
curriculum
intercepting
team
we
couldn't
achieve
as
Uriah
Miller
for
just
being
super
clear.
Y
Y
We
allow
for
some
flexibility
for
schools
to
select
other
options,
but
two
things
need
to
be
true.
Those
materials
need
to
be
highly
rated
and
two.
You
need
to
complete
in
racial
Equity
planning
tool
if
you're
going
to
implement
them,
and
the
level
of
support
that
can
be
provided
from
the
district
can't
match
the
things
that
we
can
do
relevant
to
the
district
supported
foreign.
Y
Of
our
principal
respond
positively
to
the
comments
that
the
district
central
office
supports
you
in
my
work,
two
in
our
most
recent
submission
of
almost
70
or
in
excess
of
70,
of
principles,
reporting
at
the
central
offices
supporting
them,
I'm
I'm
I'm
clear-eyed
about
this-
that
we
have
significant
work
to
do
to
better
support
our
principle,
but
I,
don't
think
they're
fully
evolved,
but
to
support
that
president
on
the
regional
support
model
model
matter.
Y
What's
equally
important,
though-
and
this
is
the
other
part
of
the
equation
that
I
went
on
to
name-
is
that
this
isn't
and
can't
be
all
about
support
A
system
that
isn't
counterbalanced
by
an
equal
unit
of
accountability.
We
will
not
get
the
results
that
we
need.
We
need
a
universal
set
of
mattress
that
need
to
be
true
across
all
schools.
I,
don't
care
if
you're
autonomous,
I
don't
care
what
type
of
school
you
are.
All
schools
need
to
be
demonstrating
continuous
Improvement
and.
D
Y
Y
Apologize,
we
need
to
ensure
that
our
system
is
built
around
a
Performance
Management
framework
that
articulates
a
universal
set
of
targets
for
all
schools
and
metrics
for
all
schools,
and
that
we
are
holding
schools
accountable
for
outcomes
and
ensuring
that
they
have
those
equal
units
of
support,
keeping
that
one
and
that,
from
my
perspective,
is
going
to
be
game
changing
as
we
go
to
implement
this
work
around
Performance
Management
we're
working
on
the
feature
and
I.
Y
You
know
all
of
my
time
in
BPS
have
not
seen
a
system
built
around
a
set
of
academic
outcomes
that
are
Universal
for
all
schools,
so
I
just
wanted
to
make
sure
that
I.
Add
that
point
to
the
question
view
things
because
I
think
it's
going
to
be
a
really
important
part
of
the
equation.
Thank
you.
Savannah.