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From YouTube: Special Boston School Commitee Meeting 7-26-2023
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.
B
A
D
A
B
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
July
26
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
live
widgets.
Any
translation
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
A
We'll
now
move
right
into
our
report:
the
superintendent
self-evaluation
of
the
school
year,
22-23
I'd
like
to
once
again
briefly,
lay
out
the
process
among
the
primary
responsibilities
of
the
Boston
school
committee
is
the
hiring
supervising
and
evaluation
of
the
superintendent,
while
superintendent
Skipper
hasn't
had
a
full
year
with
us.
That
day
comes
in
October
2023..
Her
contract
calls
for
the
committee
to
do
an
evaluation
before
the
beginning
of
the
next
school
year.
A
There
are
four
steps
of
the
evaluation
number
one
goals
that
we
agreed
to
number:
two:
a
self-evaluation
done
by
the
superintendent
number,
three
individual
member
evaluations
and
number
four
summative
assessment
based
on
those
individual
evaluations
and
then
a
vote
on
the
assessment
tonight.
We
are
beginning
the
process
with
the
presentation
of
the
superintendent's
self-evaluation.
A
We
will
evaluate
her
against
the
sixth
goal.
She
first
presented
to
the
committee
last
October
number
one
prioritizing
and
accelerating
academic
performance
number
two:
strengthening
access
to
social,
emotional
learning,
three
streamlining
operations
and
ensuring
student
safety
for
developing
authentic
family
and
Community
engagement
practices;
five,
improving
internal
and
external
communication
with
families
and
the
staff
in
six
increasing
accountability
for
both
the
central
office
and
our
schools.
A
E
Good
evening
and
thank
you
chair
and
just
thank
you
to
for
giving
me
the
opportunity
to
update
you
as
I
near
the
completion.
As
you
said
of
my
first
year,
superintendent
of
the
Boston
Public
Schools
first
I
just
want
to
say
what
an
honor
and
a
privilege
it
is
to
be
back
here,
leading
the
district
that
actually
developed
and
allowed
me
to
to
be
the
educator
today
that
I
am
I'm,
proud
of
my
team,
exceptionally
proud
of
my
team
and
the
foundation
for
Change
and
success
that
we're
building
together.
E
I
also
want
to
take
a
moment
to
thank
you,
chair,
Robinson
and
vice
chair
O'neill
and
the
members
of
the
committee
for
your
support
over
the
past
10
months
as
a
new
superintendent.
Your
support,
as
my
school
committee,
has
been
essential.
This
is
challenging
work
and
I
value
the
expertise.
The
experience
the
perspective
that
each
of
you
brings
to
the
work
and
I
want
to
thank
you
for
your
continued
partnership,
your
collaboration
and
for
always
thought-provoking
questions
and
suggestions
and
recommendations.
E
As
you
know,
this
is
my
first
self
eval
as
BPS
superintendent
and
I'm
I'm,
really
grateful
for
the
opportunity
that
a
a
self-evaluation
offers
to
really
reflect
on
the
work
we've
done
and
also
it
really
does
frame
the
work
that
we
have
yet
to
do
and
need
to
do
since
becoming
superintendent.
I've
learned
and
relearned
a
great
deal
about
our
district.
B
E
E
E
This
past
year,
I
have
worked
to
do
that
assessment,
while
also
actively
making
improvements
coming
into
BPS
in
the
situation.
We
were
in
required
me
to
do
both
and
required
our
team
to
do
both
a
prioritized
building
back
a
strong
Foundation
while
at
the
same
time
creating
and
strengthening
critical
systems
and
structures
that
the
district
needs
to
run.
E
E
In
order
to
thrive,
students
must
be
offered
a
Continuum
of
services
and
they
have
to
have
access
to
native
language
instruction
in
a
school
building
that
is
welcoming,
safe,
sustainable,
close
to
home
and
offers
21st
century
spaces
and
Technology,
through
my
reorientation
to
BPS
I'm
clear
that
there's
a
great
deal
of
work
to
be
done
both
at
the
district
level
in
our
end
in
our
schools,
so
that
we
can
say
collectively.
We've
met
that
vision.
E
E
All
students
must
have
access
and
again
to
high
quality,
rigorous
instruction
that
is
inclusive
of
students
with
disabilities,
multilingual
Learners,
as
well
as
advanced
learners
through
our
Equitable
literacy
work.
We've
created
uniform
expectations
and
provided
specific
training,
materials
and
components
for
staff
to
make
sure
all
students,
especially
those
who
have
been
underserved
in
our
district,
have
access
to
that
promise
of
high
quality
instruction
every
day
in
every
classroom
in
every
school.
E
We'll
share
that
plan
once
it's
submitted,
we're
asking
all
schools
to
have
their
ipt
or
their
inclusion
planning
teams
up
and
running.
So
we
can
roll
out
inclusion,
buy
gradespan
for
school
year,
24.25
we'll
provide
additional
PD
for
our
educators
and
will
ensure
staff
have
the
training
and
resources
they
need
to
serve
our
students
in
inclusive
settings
where
students
have
access
to
native
language
instruction
and
to
least
restrictive
environment.
E
We've
also
made
great
strides
in
many
other
areas
and
continue
to
work
on,
for
instance,
Early
College,
where
we've
expanded
our
early
college
opportunities
at
multiple
high
schools.
Moving
our
footprint
to
14
programs
in
seven
different
BPS
high
schools
for
23.24
and
increasing
our
number
of
students
served
in
early
college
programs
from
290
to
740.
E
Student
attendance
to
help
address
both
the
daily
and
chronic
attendance
problem.
We've
made
several
key
Investments,
including
additional
supervisors
of
attendance
across
our
regional
Network
model
and
have
developed
strategies,
including
providing
small
grants
that
are
incentives
for
schools
this
past
year
to
help
Focus
resources
and
get
our
students
back
in
school.
E
E
We've
created
cross-functional
teams
which
have
developed
metrics
to
track
implementation
and
we're
using
kpis
or
what
we
call
Key
performance
indicators
that
allow
us
to
understand
did
we
do
what
we
said?
How
well
did
we
do
it?
Did
it
make
a
difference
for
kids
and
how
do
we
know
a
restructured
or
district
and
leadership
team,
with
three
Deputy
superintendents
supporting
specific
areas
of
work,
academics,
operations
and
Equity,
family
and
Community
advancement?
E
We
also
have
an
organizational
chart,
that
is
clear,
is
available
to
the
public,
it's
up
on
our
website
bostonpublicschools.org,
and
we
include
in
that
the
brief
bios
of
our
leadership
team.
But
the
most
important
thing
is
that
it's
clear
and
it's
sustainable
for
the
organization
with
the
input
of
school
leaders
and
Liaisons,
we
organized
our
schools
into
a
regional
Network
model.
E
There's
nine
Regional
teams
that
operate
Like
Satellites
of
the
central
office
working
independently.
You
know
with
their
Ops
leader
and
their
school
soup
and
their
team,
and
in
some
cases
they
work
even
collaboratively
in
Triads
working
across
evaluation
and
addressing
challenges
and
needs
of
schools
in
each
of
the
regions,
while
also
really
maintaining
that
strong
relationship
to
the
central
team
and
support
building.
A
strong,
stable
and
diverse
team
was
a
number
one
priority
coming
in
and
making
sure
that
that
team
has
clear
roles
that
are
sustainable
and
responsibilities
that
they
can
speak
to.
E
E
You
know
we
have
to
keep
our
labor
contracts
and
salaries
competitive
and
current
I'm,
proud
to
say
in
my
first
year
that
we've
brought
all
18
of
our
outstanding
labor
contracts,
with
our
unions.
Up
to
date
and
working
with
the
office
of
Labor
Relations,
we've
developed
an
internal
cross-functional
team
that
negotiates
to
ensure
that
we're
planning
and
we're
prepared
for
future
negotiations
and
that's
very
different
than
how
it's
been
in
the
past.
E
E
By
the
end
of
this
summer,
we
will
have
a
facilities,
condition
assessment
complete,
and
that
is
that
is
going
to
be
so
pivotal
for
us
in
the
work
that
we
need
to
do
going
forward
with
our
committee.
We'll
also,
you
know,
use
this
facilities
condition
assessment
data
in
conjunction
with
what
we
call
the
capital,
predictor
and
asset
Essentials,
to
really
look
at
information
through
multiple
lenses,
and
this
will
help
us
to
develop
a
10-year
infrastructure
plan
which
will
help
the
district
prioritize
capital
projects
and
informed
decisions
on
potential
consolidations
closures.
E
We've
also
started
to
implement
the
school
and
student
safety
recommendations
provided
by
the
Council
of
great
City
Schools.
As
you
remember,
they
were.
They
were
quite
lengthy,
but
all
very
appropriate.
We,
for
instance,
created
and
designed
the
office
for
Emergency
Management.
After
having
done
a
lot
of
intensive
research
in
other
districts,
we
have
filled
all
of
the
safety
specialist
positions
which,
last
year,
when
we
began,
we
were
half
full
we've
developed
new
training
for
our
Specialists,
which
focus
on
de-escalation
and
trauma-informed
practice
so
that
they
can
support
our
students
and
communities
appropriately.
E
Now
we
send
out
anywhere
between
5
and
15
notices
in
a
given
day
in
the
normal
course
of
the
school
year.
Additionally,
providing
safe
and
reliable
and
on-time
transportation
is
critical
for
ensuring
our
students
can
access
their
education
I'm
happy
to
share
that.
We
will
enter
the
upcoming
2023-24
school
year
in
a
very
different
place
than
a
year
ago,
with
our
yellow
bus
transportation
service.
E
E
These
also
include
139
of
the
drivers
who
we
actually
provided
in
transdev
did
provided
paid
CDL
training,
and
that
was
a
new
initiative
that
was
a
way
to
solve
the
shortage
of
bus
drivers.
We
saw
nationally
we
have
a
new
contract
in
place
with
the
vendor,
with
transdev
that
builds
on
the
progress
that
we've
made
and
for
the
first
time,
there's
meaningful
Financial
incentives
and
penalties
that
are
part
of
the
contract.
E
E
We
also
with
our
transportation,
improve
the
on-time
performance
last
year
and
resolved
a
greater
percentage
of
missing
GPS
data.
As
the
year
progressed,
you
can
see
our
data
continually
climbing
in
GPS
data
that
was
missing
declining
on
our
transportation
hotline.
The
district
added
a
dedicated
bus
monitors
hotline,
which
is
a
cue
that
families
of
students
with
disabilities
could
access
specifically
for
those
families
and
in
addition
to
our
existing
multilingual
staff,
we
continue
to
hire
and
expand
our
language
capacity
to
improve
Communications
with
our
families.
E
So
when
I
returned
to
the
BPS,
I
I
found
that
almost
all
groups
of
stakeholders
that
I
met
with
so
families,
students,
Community
Partners
non-profits,
the
business
community,
whoever
the
stakeholder
was
they
they
all
for
the
most
part
expressed
feeling
and
especially
exacerbated
by
the
pandemic.
In
all
the
leadership
change,
just
a
disconnect
from
the
BPS
not
sure
how
to
enter
how
to
get
information,
not
sure
of
the
relationship
and
so
I
really
needed
to.
E
E
E
E
This
came
from
hearing
back
from
our
parents
and
school
leaders
that
this
would
be.
This
would
be
a
good
next
step
and
helpful,
and
so
we
took
that
advice
to
address
the
concerns
around
Communication
in
general
that
parents
and
families
shared
and
to
begin
to
rebuild
the
trust
and
I
say
begin
because
that
will
take
time,
but
to
begin
to
rebuild
the
trust
with
our
families
and
stakeholders,
we've
implemented,
streamline
protocols
and
procedures
to
communicate,
really
critical
information
to
families
and
school
communities
as
quickly
as
possible
in
their
home.
Language.
E
I
want
to
be
clear
that
incidences
that
we
Now
notify
families
about
were
happening
before.
In
fact,
incidences
in
our
district
overall
are
down
from
last
year,
but
what
was
missing
was
a
connection
of
sharing
the
information
with
the
community
and
our
families
in
a
timely
way
and
and
what
happened
in
a
given
incident,
and
we
are
doing
that,
and
we
will
continue
to
work
to
do
that
and
to
build
and
enhance
our
Communications
team
so
that
we
can
mobilize
and
respond
to
any
situation
and
really
keep
family
information
at
the
center.
E
In
addition
to
ensuring
our
families
have
a
place
to
call
and
ask
questions,
we
also
want
to
support
and
increase
their
involvement
in
our
schools,
we're
currently
working
to
identify
a
community
partner
who
can
develop
or
utilize
a
ready-made
parent
mentoring
program.
This
actually
came
out
of
some
strong
recommendations
from
our
work
with
St
Stevens,
and
we
expect
to
award
that
contract
by
the
end
of
the
summer,
and
our
partner
will
begin
that
work
next
year
with
us,
and
we
see
that
as
critically
important
I
also
met
regularly.
E
E
You
know
that's
passion
and
joy
for
for
our
staff,
who
are
just
so
hard
working
and
committed
first
establishing
regular
Cadence
of
communication
has
been
important
and
you
know
I
think
doing
this
through.
You
know
regular
meeting
times
and
focus
of
our
meetings
with
our
team.
It's
helping
to
build
strong
relationships,
the
sense
of
Team,
the
the
kind
of
the
healthy
communication
and
vision
that
comes
from
getting
to
know
one
another
in
the
work.
E
E
E
I
can't
say
enough
about
our
school
superintendents.
They
play
a
critical
role
between
schools
and
central
office
same
with
our
operational
leaders,
but
the
school
superintendent.
You
know,
they're
leading
those
Regional
teams,
I
remember
as
a
school
soup.
How
important
that
sense
of
team
and
that
team
having
the
right
information
was
to
executing
the
work,
and
so
really
the
schools
division
under
Dr
Eccleston
has
done
such
a
great
job.
E
E
It
has
to
be
a
group
of
school
leaders
who
understand
the
academic
work
and
its
priority,
who
know
how
to
support
the
work
operationally,
who
support
the
whole
child
and
who
respect
and
engage
their
staff
and
their
families
and
I
am
proud
of.
The
I
am
proud
of
the
school
principals
and
school
leaders
that
we
have
here.
E
I
meet
monthly
with
a
school
leadership
cabinet
and
the
deputies
attend
that
the
Chiefs,
often
too,
just
so
that
we
can
hear
from
school
leaders
directly.
You
know
their
voice,
their
thinking,
how
the
field
is
experiencing,
changes
that
we're
making
or
proposing
in
that
includes
small
decisions
and
includes
big
decisions.
So
that's
an
important
information
workflow
we
also
I
also
worked,
or
we
worked
collaboratively
with
the
school
leadership
with
the
school
leader
cabinet
to
make
changes
to
the
current
principal
contract.
E
It
had
not
been
done
in
seven
years.
In
fact,
since
I
had
left-
and
we
looked
at
everything,
including
how
to
make
it
respectful
and
of
the
work
the
Deep
work,
that
our
school
leaders
do
and
and
also
competitive,
because
keeping
our
leaders
and
having
them
be
stable
here
is
really
important,
and
so
we
looked
at
everything
from
base
salary,
providing
them
more
educational
and
professional
opportunities.
E
E
Sometimes
this
breakdown
of
ownership
and
execution
was
happening
across
our
schools
and
District
departments,
particularly
like,
for
instance,
in
connection
with
critical
incidents.
That
would
happen,
and
so
developing
a
communication
protocol
and
Cadence
was
enabled
us
to
be
able
to
make
sure
our
schools
in
our
district
were
handling
critical
incidences,
the
same
way
and
making
sure
that
any
kind
of
large-scale
announcement,
whether
it
was
just
an
announcement
or
whether
it
was
something
to
do
with
an
incident,
was
being
done
in
a
in
a
uniform
Universal
way.
E
So
there's
lots
more
I
could
go
into
I'm
sure
everybody
will.
You
know,
have
some
questions,
but
I
just
wanted
to.
Thank
you
again
for
just
the
opportunity
to
be
able
to
share
the
work
when
I
say
our
work,
because
it
really
is
a
team
effort
and
teamwork
in
this.
It
wouldn't
happen
without
the
team's
dedication
and
that's
both
the
team.
That's
at
Central
and
the
team,
that's
in
our
schools,
and
that
includes
our
teachers,
our
Educators,
our
food
service.
You
know
everybody
makes
this
work.
E
I
do
want
to
be
clear,
there's
a
lot
of
work
ahead.
You
know
when,
when
I
came
into
this
role,
I
knew
that
and
everybody
that
walks
to
the
door
for
a
job
we
make
sure
they
know
that
this
is
about.
You
know
making
a
commitment
to
building
this
District
in
a
sustainable
way
that
meets
the
needs
of
our
kids
for
now
and
for
the
future,
and
we
every
day
are
growing
in
that
way.
E
But
you
know
coming
in
I
I,
you
know
I,
just
I,
think
being
able
to
sort
of
relearn.
The
district
has
also
helped
me
to
see
just
how
much
more
we
have
to
do,
but
the
good
news
is,
you
have
a
team,
and
you
have
in
me
folks
that
are
wanting
deeply
to
do
this
work
and
committed
to
it
so
with
that
I
just
want
to
say,
thank
you
again
for
the
opportunity
to
lead
and
and
to
be
part
of
this.
Thank
you
great.
A
Thank
you
for
sharing
those
very
thoughtful
Reflections
on
your
first
year.
Superintendent
really
appreciate
all
the
hard
work
you
have
put
in
as
we
begin
this
next
leg
of
this
journey.
I'll
now
open
it
up
to
questions
for
the
superintendent
and
I
just
want
to
remind
members
that
this
is
the
beginning
of
the
process,
and
each
of
you
will
have
a
more
in-depth
opportunity
to
provide
feedback
through
your
evaluations,
so
with
that
I
just
want
to
open
it
up
for
questions.
F
F
Mean
I'll
probably
set
up
a
call
with
you
after
us
to
talk
more
about
sort
of
like
the
the
inclusion
planning
teams
and
things
like
that
in
more
detail,
because
I
am
curious
about
that
and
the
numbers
of
folks
and
who's
included
in
that
and
things
like
that.
But
then
also
from
a
standpoint
of
you
know
something
that
we've
heard
from
the
public
and
I.
F
Think
it's
something
that
we've
all
thought
about
is
you
know
the
the
level
of
accountability
that
has
to
exist
for
everyone
like
that
is
involved
and
I.
Think
it's
great
that
you
know
you've
laid
out
some
some
some
structural
changes
and
I
think
you
know
some
systemic
changes
that,
if
implemented
correctly,
you
know
you
know
should
like
should
yield
results
and
I
I.
Think
the
the
question
on
my
end
is
like
you
know
what
happens
when
you're
hitting
those
roadblocks?
F
How
do
you
plan
to
sort
of
pivot
and
and
do
those
things
so
that
we're
still
meeting
the
marks-
and
you
know
the
students-
are
the
ones
that
ultimately
suffer
yeah.
You
know
the
you
know
that
so
I'm
just
curious
as
to
you
know
how
you're
thinking
about
contingencies,
how
you're
thinking
about
evaluation
and
yeah
we'll
start
there
yeah.
E
E
The
work
that
was
done
in
the
Strategic
plan
and
yet
still
encompassed
the
work
that,
as
I
was
going
through
the
year
saw
firsthand
that
needed
to
be
done,
and
so
we
will
be
staying
with
those
and
working
through
each
of
those
areas
and
so
I
think
what
you'll
see
in
the
evaluation
is
not
only
is
it
around
the
four
standards,
but
it's
also
really
starting
to
explain
how
we're
approaching
each
of
those
buckets
or
buckets
of
work,
I.
Think
in
the
academic
work.
E
It's
our
enrollment
system.
It's
how
we
write
IEPs,
it's
how
we
transport
it's,
how
we
communicate
and
engage
families
around
the
work.
It's
the
dpd
and
training
of
Universal
Design
in
the
schools.
It's
strong,
mtss
student
support
systems.
It's
literally
touches
all
parts
so
that
that
just
alone,
which
is
just
one
part
of
the
set,
but
that
just
alone
really
is
kind
of
an
umbrella
priority
area,
and
so
that
will
be
a
lot
of
what
I
will
continue
to
put
attention
to
this
coming
year.
E
E
It
had
to
be
developed
based
on
the
context
of
BPS
and
I,
think
that
team,
through
time,
has
had
to
take
it
and
really
put
it
on
and
walked
down
roads
and
then
walk
back
and
walk
back
down
roads
and
I
think
we're.
Finally,
at
a
point
now
with
an
inclusive
education
plan
that
we
can
start
to
actualize,
so
that
both
excites
me
because
of
what
it
will
mean
for
our
students
it.
E
You
know
that
will
give
us
a
deep
look
into
our
financials
in
ways
that
we
haven't,
since
we
started
with
weighted
student
formula,
so
I
think
for
district
R
size.
Those
systems
and
structures
support
in
every
possible
way
how
we
get
our
academics
to
work
and,
if
they're
not
working
and
they're,
not
and
they're,
not
functioning
at
a
high
at
the
highest
level
possible.
Then
the
result
of
that
is
that
our
students,
actually
we
bear
that
they
just
bear
it
through
academics,
so
in
our
staff
Barrett.
E
E
E
E
Then
we
will
get
the
results
that
that
we
need,
but
I
think
sometimes,
when
you
have
a
lot
of
churn
in
leadership
and
a
lot
of
change,
you
know
you
restart
and
start
and
restart
and
start
and
then
the
pandemic.
It
becomes
very
difficult
to
establish
all
that
accountability,
I
think
we're
beyond
that
and
I
think
we.
G
G
D
G
G
D
D
So
it
is
important
and
critical
to
understand
the
different
metrics
that
took
place
before
the
superintendent
then
took
her
position
and
what
happened
after,
for
example,
different
metrics
like
how
many
bilingual
teachers
we
had
before
and
how
many
different
positions
have
been
implemented
after
you
took
the
role
of
superintendent.
Also.
G
G
D
Order
to
be
able
to
help
with
teachers,
we
have
to
be
able
to
understand
how
many
power
professionals
that
are
telling
book
we
had
before
and
how
many
we
had
out.
Therefore,
it
is
critical
to
understand
this
metrics
from
before
and
out
considering
that
the
superintendent
it's
been
in
her
position
for
only
10
months,.
G
D
G
D
D
G
D
D
A
A
G
A
C
C
The
the
first
one
is
the
sip,
the
with
the
recommendation
from
the
account
Council
of
a
great
City
School
that
we
need
to
that
that
somehow
you
will
be
submitting
in
August
as
part
of
our
sip.
That
would
include
the
inclusion,
planning
teams
and,
and
that
will
some
in
some
way
enhanced
and
improve
staff
in
terms
of
special
education
and
ESL.
C
C
The
number
of
students,
the
native
language
speakers
in
those
programs
in
my
own
assessment,
are
not
up
to
the
the
kind
of
expectation
that
we
would
like
to
see
in
relation
to
the
look
Act.
So
how
do
we
do
that?
How
do
we
ensure
that
native
language
instruction
and
learning
will
somehow
be
an
essential
part
of
of
sip?
C
C
Engagement
I
understand
that
apparent
engagement
is
more
important,
but,
right
now
there
are
so
many
so
many
parents
groups,
you
know
from
different
National
Origins
or
from
different
linguistic
background,
who
are
not
even
on
on
the
same
level
of
parent
involvement
as
as
others
or
parents.
So
how
do
first
of
all
in
relation
to
that
expansion
of
parent
mentoring?
C
What
are
you
looking
for?
Are
you
looking
for
some
agencies,
some
organizations,
some
non-profit
organizations
or
or
what
kind
of
entities
are
we
looking
at
in
helping
us
with
increasing
at
the
first
level,
our
parent
involvement
and
then
and
then
you
know
that
the
second
level
would
be
a
parent
engagement.
So
those
are
my
two
basic
questions
for
the
time
being.
Thank
you
great.
E
So
so
I'm
gonna
just
tackle
the
second
one,
first,
so
really
on
the
parent
mentoring.
When
we
looked
at
and
heard
about
what
was
happening
at
St
Stevens,
what
you
see
is
parents
who
are
helping
to
Mentor
other
parents
in
in
many
ways
to
to
be
able
to
figure
out
how
to
support
and
engage
in
the
school
and
in
in
the
students,
education
and
and
how
to
be
more
active
in
the
in
the
children's
like
school
life.
E
E
You
know
we
we
felt
like
this
could
be
something
that
could
be
beneficial
beyond
the
couple
of
schools
that
it
was
happening
in.
So
what
we
did
was
to
put
out
a
requests
for
proposals
for
any
vendor
so
that
that
could
be
anybody
who
has
models
that
they
could
bring
forward
for
us
to
be
able
to
to
work
in
Partnership
to
develop
this
out
on
a
more
systemic
level,
so
that
you
know
in
in
this
particular
case.
E
E
E
The
plan
will
detail
out
everything
from
the
inclusion
planning
teams
to
the
professional
development
that
school
leaders
and
and
teachers
and
educators
will
go
through
to
to
multi-tiered
student
support
systems
for
what
we
will
do
and
be
able
to
provide
in
each
of
the
schools
to
make
sure
that
students
who
are
struggling
are
getting
the
level
of
the
support
they
need.
Prior
to
going
through.
An
evaluation,
so
all
of
that
will
be
in
is
detailed
within
that
inclusive
education
plan.
E
Additionally,
in
our
district,
given
the
large
percentage
of
multilingual
Learners,
we
have,
we
also
are
want
needing
and
wanting
to
make
sure
that
students
have
access
to
native
language.
So
it
can
mean
that,
for
instance,
there
may
be
a
paraprofessional
in
the
classroom
that
speaks
one
of
the
languages
or
the
predominant
language
of
the
students
to
clarify
or
the
teacher.
E
It
can
mean
that
there's
a
specialist
that
the
students
are
encountering
whatever
way
we
can
increase
the
diversity
of
language,
for
our
staff
will
help
ensure
that
students
don't
lose
their
native
language
completely
in
the
process
of
being
in
our
classrooms.
So
the
the
inclusive
education
plan
ties
the
two
together
in
in
talking
about
what
we
will
have
to
do
for
both
sets
of
Learners.
A
C
H
Thank
you,
madam
superintendent.
Thank
you
for
your
presentation
tonight.
First
of
all,
I
I
deeply
understand
this
is
your
self-evaluation.
So
this
is
your
perspective
of
how
you
have
done
in
the
past
year
or
the
edge
of
data.
I
should
say
and
what
have
been
your
strengths
and
also
your
opportunities
to
focus
on
I
appreciate
that
last
page
of
it
as
well.
H
I
will
withhold
my
comments
about
how
I
feel
you
have
done,
because
that
is
for
each
of
us
to
do
our
individual
evaluation
over
the
next
couple
of
weeks,
and
then
that
will
be
the
course
of
our
conversation
at
the
meeting
in
August.
I
did
want
to
make
one
comment
and
then
just
ask
a
couple
of
clarifying
questions
about
material
that
you
presented
mainly
stuff.
That
was
new
to
me.
So
I
want
to
make
sure
I
understand
it.
H
If
that's,
okay
and
the
first
is
in
the
clarifying
comment,
I
appreciate,
believe
it
or
not,
even
though
it
seemed
quite
voluminous
that
you
wrote
this
I
appreciate
the
brevity
of
what
you
presented.
I
say
that
as
a
in
the
past
with
superintendent,
sometimes
we
have
gotten
binders
this
thick
with
artifacts.
You
know
unbelievable,
and
sometimes
it's
almost
like
you
know
just
too
much
information,
so
I
appreciate
how
you
really
tried
to
focus
in
on
the
work
that
you
have
done
and
it
tied
with
the
standards
and
each
of
the
points.
H
One
point
that
I-
and
this
is
just
a
comment-
one
point-
that
I
wish
that
was
expanded
a
bit
more
and
I'll.
Just
leave
that
comment
open
for
how
you
decide
to
handle
that
over
the
next
couple
weeks
as
we
do,
our
evaluations
is
how
you
are
feeling
how
you
feel
you
join
versus
the
Improvement
plan
with
the
state
or
the
agreement
with
the
state
and
the
Council
of
great
City
Schools
recommendations.
H
So
I
think
it's
helpful
for
members
or
me
as
an
individual
member
when
I'm
doing
your
evaluation
to
see
how
you
join
against
that
Benchmark,
not
just
the
state
standards,
so
I
just
want
to
make
that
comment.
If
you
decide
to
do
what
I
think
would
be
helpful
for
each
of
us
as
we're
working
on
our
evaluation.
So,
at
least
for
me,
a
couple
of
clarifying
questions
again
mainly
points
that
this
is
the
first
I
heard
of
it.
So
I
just
want
to
make
sure
you
understood
it
on
The
Franciscan
children's.
H
E
It's
actually
it's
it's,
it's
separate
it
it.
It
came
through
Boston
Health
commission,
so
this
is
actually
in
recognition
that
they're
there
are
a
set
of
schools
who,
when
kind
of
you
look
at
across
incidences
and
those
you
know
that
can
be
trauma
in
the
neighborhood
that
can
be
with
the
population
of
the
students
that
go
there.
It
can
be
trauma
within
the
school.
When
we
look
at
it,
there
were
kind
of
a
clear
five
to
ten
that
we
felt
qualified
for
that.
H
E
E
Without
doubt,
no
without
doubt
no
this
actually
just
this
is
much
more
to
complement
what
we
would
consider
kind
of
when
you
think
of
universal
impact.
Tier
two
impact
act
in
tier
three.
These
are
the
schools
that
are
much
more
tier
three
where
they
have
had
it
could
be.
In
some
cases,
it's
been
a
couple
of
students
that
they've
lost
during
the
course
of
the
year.
E
It
could
be,
you
know,
stuff
going
on
with
staff
with
lots
of
trauma,
so
it's
it's
really
much
more
about
who
are
the
who
are
those
that
require
the
most
and
then
it's
dispatching
in
those
teams,
and
then
there's
also
a
level
of
training
so
that
they
can
do
trauma-informed
practice
training
for
the
staff,
alongside
the
clinicians
actually
working
to
support.
Thank.
H
You
I
just
want
to
move
quickly
through
a
couple
on
standard.
Two,
we
talked
about
Transportation
I
recognize
what
you
laid
out,
the
steps
that
were
taken
this
year.
One
thing
that
you
did
mention
but
I
know
has
been
a
sticking
point
and
I
wonder
what
the
focus
has
been
on
it,
and
that
is
if,
if
buses
have
GPS
systems
that
are
not
working
properly
under
the
state,
we
actually
count
that
as
a
zero
right,
as
opposed
to
removing
it
from
the
data
and
looking
what
the
on
time
is.
H
Buses
that
are
actually
running
with
proper
GPS
monitors.
That
I
know.
That's
been
a
sticking
point
with
the
state.
It
actually
seems
to
me
like
a
fairly
easy
fix
of
how
do
we
make
sure
a
GPS
monitors,
work
on
all
of
our
buses
and
then
we'll
get
an
accurate
data
that
we
can
all
be
following,
and
I
and
I
didn't
see
a
mention
of
that
and.
E
E
Sometimes
you'll
have
a
GPS
malfunction
sometimes,
and
this
is
the
one
that
we're
working
toward
the
the
the
boss
may
have
one
student
assigned
to
it
at
a
last
drop
that
student's
not
there.
The
bus
doesn't
need
to
go
there.
It
never
goes
and
trips
the
tracker,
and
so
they
have
to
report
in
manually.
So
we're
working
on
that
to
try
to
get
that
percentage
up.
E
H
I
know,
there's
a
lot
of
work
and
you
talk
about
it
and
what
is
coming.
This
is
more
common,
I,
really
hope.
When
the
facility's
plan
comes
out,
we
see
equal
emphasis
on
parent
and
school
Community
involvement
and
when
I've
thought
about
the
past
couple
of
years,
we
have
been
top
down
in
some
of
our
decisions.
We
are
saying
to
a
school,
you
are
moving
here.
H
You
are
doing
this
and
then
communities
react
you
emerging
Etc
and
then
I
thought
when
we
have
done
school-based
decision
making
and
the
example
I
think
that
is
best
is
we
have
said,
we
want
high
schools
to
expand
to
seven
to
twelve
versus
nine
to
twelve,
but
not
all
of
them.
You
tell
us
high
schools,
which
one
want
to
expand
and
a
number
School
communities
raise
their
hand
and
said
we'd
like
to
do
it
and
when
I
think
about
you,
know,
potential
upcoming
moves
or
mergers.
I
think
we're
much
better.
H
E
H
Versus
his
school-based
decision
making
versus
talktime
decision
making,
so
that's
a
comment,
as
you
start
to
put
that
together
on
standard
three
I
do
want
to
call
out
as
as
Mr
trended
as
much
as
I
am
being
hard
trying
hard
not
to
express
opinion
about
your
performance.
I
can't
help
but
call
out
the
labor
piece.
18
negotiations,
including
a
school
leader,
one
which
is
long
overdue.
H
I
spoke
to
two
separate
large
Urban
District
superintendents
last
week,
both
of
whom
are
facing
expecting
strikes.
This
fall
and
the
fact
that
we're
not
facing
that
is
is
Kudos
there
and
so
and
also
on
the
bus
monitors.
Thank
you,
Miss
Polanco,
Garcia,
I'm
glad
you
called
that
work
out
and
with
the
Saint
Stephens
quote,
and
that
allowed
us
to
hire
a
number
more
a
last
piece
on
standard
four.
H
When
you
talked
about
the
work
with
the
chamber
and
The
Business
again,
this
is
clarifying
because
I
hadn't
heard
an
update
on
it
recently.
I
hope
we're
really
looking
at
what
Charlotte
is
doing
about
how
they
work
with
the
health
systems
there.
What
Dallas
is
doing,
how
they
work
with
the
local
business
community
on
needed,
certifications
and
what
Long
Beach
is
doing
and
Gathering
indirect
industry
expertise.
So
there
are
great
examples
around
the
country.
H
E
All
of
the
great
points
that
I
I
wrote
down,
particularly
your
your
first
ones,
about
some
reflection
around
sip
in
concert
grade
City,
Schools,
so
relative
to
Equitable
literacy,
again,
I
I
can't
shout
out
enough
Dr,
Chen
and
Dr
echelson
in
this
work,
because
I
think
one
of
one
of
the
things
about
any
kind
of
framework
or
new
initiative
is
Fidelity
and
making
sure
that
it
is
being
communicated.
It's
being
supported.
It's
calibrated
really.
E
They
have
used
the
regional
networks
in
a
powerful
way,
with
professional
learning
communities
where
monthly.
You
know
the
regions
are
getting
together,
they're
going
in
they're,
looking
at
classrooms,
they're
looking
for
evidence
of
Equitable
literacy
in
action,
and
then
they
come
back
and
they
talk
about
it
as
School
leaders.
I
think
this
is
also
helpful
with
the
coaches
that
we
have
to
be
able
to
reinforce
and
and
differentiate
within
the
regions,
what
we
see
and
what
might
need
additional
support.
E
E
And
so
there's
been
a
lot
of
deep
work
on
this
when
we
say
culturally
and
linguistically
affirming,
it
means
that
we're
putting
high
quality
instructional
materials
that
students
can
see
themselves
in
can
hear
themselves
in
and
can
relate
to
in
a
way
that
wasn't
previously
done
and
that's
being
done
again
with
an
expectation
every
day
in
every
school
and
every
class.
And
so
it's
it's
really
that
follow-through
of
execution
and
then
having
the
reinforcement
of
the
regional
networks
with
professional
learning
community.
E
That
is
where
you
sort
of
test
that
out
and
you
make
sure
that
what
you're
doing
conceptually
is
reaching
the
ground
and
where
this
problems
you're
able
to
see
it
you're
able
to
to
change
you're
able
to
address
it.
Add
additional
resources
in
the
high
quality.
Instructional
materials
is
a
good
example
of
that.
That
was
one
of
the
pieces
of
key
pieces
of
feedback
from
the
ground.
There's
been
deep
investment
in
that
now,
where
working
with
school
leaders.
E
E
I
know
we're
in
right
now,
looking
at
math
in
a
very
deep
way
as
well
as
a
system,
and
we
will
likely
follow
in
a
very
similar
fashion,
as
we
did
without
literacy
about
how
we
actually
deliver
it
out,
but
I'm,
proud
of
the
work
of
the
team
I'm
proud
of
what
I've
seen
in
the
plcs
and
in
the
schools
and
as
I
go
around
into
the
schools
and
I
visit
classrooms.
I!
Look
for
it
as
well
asking
students!
What
are
you
reading
what
you
know?
What
in
in
what
you
read?
What
did
you?
E
You
know
what
what
struck
you?
What
did
you
identify
seeing
how
they
work
with
the
text?
You
know
seeing
their
phonics
as
it
develops.
You
know
in
writing
is
the
other
piece
because
oftentimes
with
literacy,
we
don't
consider
writing
enough,
and
yet
that
is
the
output
of
what
students
are
learning.
That
is
how
they
express
themselves
and
so
seeing
all
of
that
come
together
in
the
framework
it's
been
pretty
powerful
this
year.
E
Yes
and
I
think
the
Deep
work,
the
Deep
work
that
we
need
to
do
with
mtss
in
our
schools
and
making
sure
that
the
right
supports
are
given
when
a
student
is
struggling
with
reading
reading
interventions,
you
know,
where
appropriate
inclusion
in
general
and
making
sure
that
our
students
are
in
classrooms,
where
they're,
not
being
you
know,
it's
not
remedial
death.
It's
you
know
that
they're
moving
forward
and
they're
gaining
access,
and
things
are
scaffold
at
the
same
time
that
we
are
also
reteaching
what
needs
to
be
retaught
at
a
skill
level.
E
Yeah,
a
hundred
percent,
one
of
the
best
ways
to
not
you
know
to
close
a
gap,
is
not
to
create
one.
So
this
goes
all
the
way
back
to
Early
Childhood
in
the
mixed
delivery
and
making
sure
you
know
parent
his
first
teachers.
You
know
in
in
the
importance
of
that
three-year-old
four-year-old
you
know
the
calibration
we're
doing
within
the
city
and
within
our
our
classrooms
and
having
that
high
quality
instruction
happening
right
from
the
very
first
experience
of
the
student
setting
foot.
F
No
thank
you
like
Vice,
chair
O'neill,
because
I
was
thinking
some
about
something
that
would
be
particularly
helpful.
I
mean
I
mean
you
know,
and
this
is
just
you
know
to
think
about
in
conversations
as
we
as
we
call
you
or
do
anything
that
we
need
to
do
to
get
more
information
from
you
over
these
next
few
weeks
is
for
me,
thinking
of
sort
of
like
a
matrix
of
connectivity
around
like
your
theory
of
action
right
that
I
can
see
it
sort
of
connecting
to
the
requirements
of
the
Sip.
F
That's
called
out
in
our
values
as
a
school
committee,
and
you
know
knowing
what
progress
we're
making,
how
we're
deciding
to
measure
that
is
it
through
MCAS,
like
assessment
that
we're
that
we're
looking
at
that
or
are
you
intent
on
calling
out
other
ways
that
we're
making
progress
on
closing
those
gaps
because
I
mean
I
I'm
not
for
one
to
MCAS
is
the
measure.
But
it's
kind
of,
like
I,
think
that
there
are
a
number
of
other
different
ways
that
we
could
see.
F
Our
students
improve
and
I
want
to
make
sure
that
you
know
within
your
evaluation
that
you
know
you're
able
to
speak
to
those
things
too
and
that
we're
not
missing
that
in
your
report,
so
I
would
definitely
appreciate
something
that
sort
of
ties
to
each
one
so
that
we
know
all
right.
This
aligns
with
our
goals
as
a
committee.
This
aligns
with
you,
know
the
Sip
and
things
like
that.
So
that
would
be
helpful.
F
You
know
be
curious
around,
like
the
schedule
of
updates,
for
how
we're
going
to
see
the
community
involvement
rather
Community
engagement,
and
so
I've
mentioned
this
before
I
think
we're
on
a
at
a
very
early
part
of
that
Spectrum
I
think
we're
actually
more
in
the
consult
phase
and
how
we
sort
of
deal
with
families
and
not
necessarily
even
involvement,
but
you
know
I,
think
you're.
I
think
your
thinking
is
is
spot
on
about
moving
it
to
a
place
of
empowerment
where,
like
their
voice,
actually
holds
weight
in
the
decision-making
process.
F
So
I
am
curious
about
the
rules.
The
as
you
all,
are
developing
this
this
this
plan
for
the
like
for
the
master
facilities
plan.
How
is
the
community
going
to
be
engaged
authentically?
And
you
know
you
know
this
is
a
a
great
opportunity
for
them
to
to
be
in
that
stage
of
empowerment
and
so
I'm
very
curious
as
to
how
you
you're
going
to
be
intentional
about
doing
that.
Yeah.
E
Yeah
I
think
we
we
have.
We
will
be
coming
before
you
in
the
in
the
Fairly
the
early
fall
to
talk
about
both
a
rubric
that
we
will
be
working
on
that
factors
in
it
kind
of
ties
in
a
number
of
these
reports,
but
also
speaks
to
the
community
process.
Piece
and
that'll
actually
be
a
rubric
that
school
committee
will
vote
on
so
we'll
be
introducing
that
to
you
on
the
early
side.
A
All
right,
I'm,
going
to
jump
in
for
a
moment
and
tell
other
people
come
back
up.
I
want
to
thank
both
Dr
alkins
and
Mr
O'neill
of
bringing
attention
to
the
issues
around
the
opportunity
and
achievement
gaps
because
I
feel
like
there
is
so
much
work
being
done.
The
question
is:
how
do
we
keep
our
eye
on
that
prize?
A
I
guess
part
of
my
question
is
what
has
been
the
reaction
to
schools,
to
the
urgency
of
the
things
that
have
been
raised
in
the
sick
that
have
been
raised
by
the
work
that
you
are
doing
as
you
reorganize
with
your
team
with
the
issue
around
inclusion
going
on
there's
a
lot
that
is
sort
of
pushing
a
new
level
of
urgency
around
the
state
of
education
in
Boston
at
the
school
level?
And
you
know
what
do
you
see
happening
at
the
school
level?
A
How
many
of
our
schools
at
this
point
the
piece
that
you
opened
with,
which
is
sort
of
our
promise
to
students?
How
many
of
our
schools
could
actually
step
up
and
say
we
fulfill
the
work
that
we
are
doing
is
adequately
going
to
make
those
statements
that
are
actually
we
are
providing
those
issues
or
they
you
know,
are
they
improving?
Are
they
just
beginning?
How
could
we,
you
know
analyze?
Where
are
our
schools
and
actually
seeing
that
as
a
promise
fulfilled.
E
Right
so
I
think
I
think
there's
a
couple
things
that
come
to
mind.
I
think
one
is
with
our
transformation
schools.
We
get
that
real,
deep
dive
right
on
on
lots
of
levels
with
those
transformation
schools
and
as
we've
presented
multiple
times,
you
can
see
with
that
intentionality
those
schools
aren't
making
progress.
They
are
working
toward
the
district
goals.
E
I
think
some
of
this
is
calibrating
the
field
right
to
to
where
you,
when
we're
talking
about
apples,
it's
apples
and
that
hasn't
happened
right
in
the
past
and
so
that
I
think
school
leaders
have
been
receptive
to
that.
They
want
that,
and
so
the
work
that's
been
done
with
the
q-sips,
where
you
know
every
single
year.
This
is
the
process.
Schools
get
support
through
their
Regional
model,
with
that
they're
able
to
share
their
goals
and
they're,
getting
the
coaching
support
that
they
need
to
do
that.
E
That's
a
that's
an
example
of
like
a
mechanism
that
helps
us
Point
North
to
like
where
we
need
to
be
the
regional
networks.
I
can't
under
I
just
can't
State
enough
how
critical
they
are
in
a
district
or
size.
You
know
when
I,
when,
when
we
were
at
the
the
Harvard,
the
Harvard
training
together,
you
know
and
and
you
you
know,
you
speak
to
the
other
Urban
soups.
One
of
the
biggest
difficulties
with
large
districts
is.
E
You
can
have
a
vision
and
great
ideas
here,
but
getting
that
out
to
the
field
where
it's
actually
happening
on
a
daily
basis.
That
is
the
challenge
everybody
faces,
and
so
this
idea
of
the
regional
networks
as
I
described
it
and
what
we're
doing
with
them
and
how
we're
doing
and
the
feedback
we've
gotten
from
our
own
leaders
that
I
included
in
there
like
where
they
were
in
terms
of
satisfaction.
You
know
back
in
the
fall
compared
to
where
they
are
in
the
spring.
E
I
think
shows
that
the
system
itself
is
starting
to
stick
right,
like
where
those
systems
and
structures
are
starting
to
stick
as
we're
making
the
changes
to
the
central
office
departments
that
are
going
to
strengthen
those
systems
in
terms
of
I.
Think
that
the
Tipping
Point
issue
here
right
is
that
any
one
of
the
things
we're
talking
about
like
just
take
sip
any
one
of
those
things
would
be
considered
a
large-scale
implementation
in
a
given
year
in
a
district,
any
one
of
them.
E
Because
it's
a
lot
of
change,
that's
going
to
need
to
happen
so
part
of
what
we
part
of
what
my
job
is,
and
our
job
is,
as
a
team
is
to
both
manage
that
change
and
how
it's
happening
and
give
the
relative
support.
That's
needed
for
the
change
as
it's
happening,
and
so
that's
going
to
be
for
next
year
and
the
year
after
and
the
year
after,
as
we
start
to
kind
of
lift
our
system
back
up
again,.
A
How
do
schools
see
themselves
holding
themselves
accountable
for
this,
because
it's
not
been
unknown
for
us
that
we've
got
schools
that
are
failing
and
people
walk
in
those
schools
every
day
and
walk
out,
and
those
schools
still
fail?
How
what
is
that
sort
of
personal
urgency
or
or
change
I
know
we're
investing
more
in
professional
development?
Some
of
it
is
mandatory,
but
what
other
ways
are
schools
themselves
sort
of
taking
their
small
piece
of
this
and
recognizing?
If
we
don't
have
it
at
120
schools
we're
not
going
to
have
it
in
the
district
yeah.
E
So
I
think
I
think
staying
with
the
staying
with
the
init,
the
like
the
change
in
the
transformation
that
we're
pushing
that
for
leaders
is
one
of
the
best
things
we
can
do
to
get
traction
when
we
start
making
all
kinds
of
well.
We
tried
this
for
two
years
and
it
didn't
work.
We're
going
to
switch
to
this
or
a
new
superintendent
comes
in
we're
going
to
abandon
all
this
we're
going
to
switch
to
this.
E
You
know
my
my
a
value
myself
evaluation,
but
we
are
moving
to
a
data
informed
system
data
is
at
all
parts
right,
we're
not
there
yet
and
and
there's
there's.
You
know
we're
often
used
to
saying
Quant
qualitative
things
like
we're
doing
all
these
things,
but
we're
not
used
to
putting
the
actual
data
and
the
evidence
with
it.
That's
a
big
change,
but
that's
something
that
leaders
are
welcoming
wanting
and
they
see
that
that's
the
new
reality.
E
So
they're
working
hard
with
the
network
teams
with
the
data
Specialists
to
be
able
to
see
the
data
that
tells
them
what
they
need
to
improve
on
and
the
data
that
tells
them
they
are
improving
right.
It's
both
and
I
think
as
a
district
with
our
Central
offices.
It's
the
same
thing,
those
you
know
the
key
performance
measure.
You
know
indicators,
you
know,
I,
think
measurements
at
all
levels,
as
you
know,
as
we're
working
on
our
inclusive
is
our
inclusive
plan.
E
A
E
I
mean
90
of
an
organization's
budget
is
their
people
right?
Is
your
talent
I
think
what
we've
been
able
to
do,
both
with
our
lead
with
labor
and
the
contracts
I,
think
the
school
principal
contract
and
stabilizing
the
principal
core
recruiting
the
team?
That's
here
right
now,
hands
down,
I'd
go
and
I
I
would
put
up
against
any
District
right
now,
like
we
have
some
of
the
most
the
some
of
the
smartest
most
dedicated
folks
that
are
thinking
both
in
the
schools
and
at
the
district
level.
E
That's
probably
the
thing
I'm
most
proud
of,
because
it's
the
thing
is
going
to
ultimately
pay
off
I.
Can
it's
hard
for
me
to
answer
that
because
I'm
proud
of
so
much
that
the
team
has
done,
as
as
you
can
see,
from
what
I
wrote,
I
guess,
the
the
thing
that
would
come
in
second
for
me
is
that
we
are
not
in
a
luxury
either
school
committee
or
us
of
saying.
Well,
this
is
the
one
priority.
A
E
Ship
sealed
a
long
time
ago,
like
we
have
to
lift
the
system,
and
that
means
we
have
to
lift
it.
Sometimes
this
goes
like
this
and
this
drags
and
then
other
times.
It
goes
like
this
and
then
this
catches
up,
but
we
have
to
literally
lift
the
system
without
tipping
the
system,
and
that
is
strategic
and
so
I'm,
proud
that
as
a
collective
team
and
I
believe
with
you
as
a
body,
we
are
moving
the
work
in
the
upward
Direction
and
doing
it
a
way
that
is
sustainable,
that
the
system
can
handle.
A
Right
we're
we're
coming
up
on
time.
Are
there
any
more
questions
from
the
members
at
this
point?
I
know
people
need
more
time
and
superintendent.
You
know
I'm
sure
that
members
will
also
reach
out
to
you
individually
for
for
clarification.
So,
okay
I
just
want
to
explain
what
what's
happening
next
over
the
next
few
weeks,
each
member
will
write
their
own
evaluation,
then
Dr,
alkins
and
Mr
O'neill
will
compile
everything
into
one
summative
assessment
that
will
be
presented
at
our
August
30th
meeting.
A
A
You
all
right
so
I'm
gonna
just
go
over
for
the
public.
That
is
watching
just
what
the
timetable
is
over
the
next
couple
of
weeks.
So
tonight
we've
this
tonight,
July
26th
the
superintendent
presented
her
self-evaluation
on
the
27th.
The
electronic
evaluation
forms
will
be
sent
to
each
Committee
Member
to
complete
on
August
16th.
Individual
evaluations
are
due
and
then
August
16th
to
the
18th
Dr
alkins
and
Mr
O'neill
were
reviewing
consolidate
those
themes
in
preparation
for
the
August
30th.
A
So
members
we
have
until
August
16th
to
get
our
individual
evaluations
done
on
the
21st
Stephen
and
Michael
will
meet
with
superintendent
Skipper
to
go
through
the
evaluations
share
their
summary
of
the
results
following
that
meeting,
Dr,
alkins
and
Mr
O'neill
will
make
any
edits
to
the
presentation
based
on
their
meeting
on
August
23rd.
The
presentation
and
evaluation
will
be
complete
and
will
be
sent
out
for
translation
on
the
25th
of
August.
A
The
materials
will
be
sent
to
members
and
on
the
30th
we
will
meet
and
the
presentation
will
be
by
Dr
alkins
and
on
September
13th.
On
this,
we
will
vote
on
the
summative
evaluation
and
perform
professional
performance
ratings.
So
look
tomorrow
for
the
forms
to
be
sent
and
but
that
I
want
to
say
thank
you.
Oh
sorry,
go
ahead.