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From YouTube: Boston Public School Committee Meeting 9-13-17
Description
Boston Public School Committee Meeting 9-13-17
A
A
A
A
A
Regular
watcher
of
us
in
Florida,
so
we
have
at
least
one
person
authorities
have
had
better.
That
means,
since
dr.
would
delighted
with
you
today
and
thank
you
for
sharing
your
great
job
with
Boston
public
service
attacks,
open
I'm,
so
delighted
detail.
Also.
We
would
like
to
announce
of
that,
but
folks
at
Celia
temple
that
we
posted
at
the
consultation
of
the
superintendent
vice
chairman,
Coleman
and
I
have
decided
to
table
the
vote
on
leaks
on
the
change
to
the
exam
school
residency
verification
date
until
the
October
4th
meeting.
A
That
was
done
to
get
the
district
additional
time
to
provide
David
supporting
the
requested
change.
Folks
over
here
last
week
notice
that
a
number
of
members
asked
a
number
of
questions
in
the
district
did
work
to
get
some
deal
if
I
would
like
to
clarify
a
few
things.
So
we
have
time
on
this
recommendation
the
superintendent,
because
if
the
change
takes
effect
that
wouldn't
happen
until
November,
so
we
can
handle
the
same
and
one
of
our
October
meeting.
A
So
we've
taken
that
off
the
posted
of
an
agenda
for
this
evening,
we'll
move
on
now
to
approval
of
minutes
of
the
minutes.
Worker
gets
presented.
Hard
copies
will
be
available
all
the
way
with
other
handouts
changes
the
baby
may
access
that
minutes
me
excuse
me,
you
may
access
the
minutes
tomorrow
on
the
BAS
website.
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
September
6
2017
meeting
is
presented
Thank
You
mr.
country
within
a
second
thank
you,
dr.
URI
I'll.
Take
any
discussion,
objection
to
the
motion.
A
B
You
Germany
of
the
deity
School
Committee
a
good
lead
to
those
in
the
audience,
I'm
happy
to
see
everyone.
Tonight
we
are
riding
a
wave
of
enthusiasm
to
begin
the
2016-2017
school
year
and
it's
buildings
already
exhilarating
in
last
few
days.
Welcome
students
back
to
DPS
and
just
some
of
our
families
wanna
be
dead
bps
for
the
very
first
time
and
it's
always
great
to
see
the
smiles
and
excitement
of
young
people
on
the
first
day
of
school.
B
Hopefully,
all
of
you
have
been
reviewing
and
sharing
our
back-to-school
was
on
social
media,
with
using
a
hashtag
bps
back
to
school
and
over
the
last
week
several
eps
and
city
leaders
have
joined.
The
US
will
visit
Sutan
mayor
Walsh,
Sherman
O'neill
each
message:
essica
change,
chief
of
education,
while
endorsing
we
do
our
traditional,
a
handing
out
of
pencils
and,
of
course,
that
I
love
possible
stickers,
just
so
many
students,
so
we're
just
a
quick
little
video
and
I'm
going
to
talk
over
the
video
as
a
video
is
playing.
D
B
Thank
you
watch
share.
Some
highlights
from
the
first
we've
got
to
start
off
with
a
visit
to
Blackstone,
where
the
CEO
and
co-founder
about
boots
Kristen
Richmond
joined,
Cheryl,
O'neill,
a
mare
and
myself,
as
we
had
lunch
on
the
very
first
day
of
school,
and
we
tried
that
spaghetti
meatballs.
It
was
a
dish
specifically
designed
for
Boston,
and
we
know
our
toughest
critics,
which
which
are
young
people,
gave
those
spaghetti,
meatballs
rave
reviews,
and
we
even
have
some
students,
tell
us
it's
the
best
meal
they're
ever
had
in
school.
B
So
some
pictures
of
that
first
day.
We
also
tried
a
salad
as
well,
but
it's
just
great
to
be
able
to
see
the
kind
of
almost
immediate
improvement
of
our
school
lunches.
I
remember
the
first
year,
I
was
a
superintendent.
I
also
joined
some
siliconate
members
and
some
senior
team
members
to
have
lunch
at
be
collection.
I
was
two
years
ago
and
I
think
we've
done
and
we
continue
to
do
better
and
that
will
continue
to
do
better.
B
So
that's
one
I,
like
a
second
I'd
like
I,
want
to
share
is
that
this
Monday
I'd
welcome
students
back
to
school.
At
the
pneumatic
hammer
early
elementary
school,
which
is
the
corner
which
was
the
former
mad
at
med
school,
and
it
was
a
first
day
of
3k
and
kindergarten
at
the
school
and
a
lot
of
positivity
at
the
school
lot
of
smiling
faces
from
parents
as
dude.
B
This
day,
any
environment,
including
new
furniture
for
every
classroom
at
that
school
lighting,
new
ceiling,
repainted,
hallways
and
classrooms,
reaching
to
the
cafeteria
we've
brought
in
new
refrigeration
equipment,
and
we
reconfigure
the
main
offer
office
to
promote
a
more
customer
service
feel
and
just
exciting.
And
on
top
of
that,
we've
brought
in
six
educators
to
the
school
who
speak
Asian
Creole,
along
with
several
other
multilingual
teachers
and
I'm,
happy
to
say
that
they're
in
now
wait
for
students
who
would
like
to
be
enrolled
into
the
program.
B
There
are
three
Asian
speakers
start
on
the
waiting
list
and
thirteen
English
speakers
who
are
with
us
for
our
program.
So
I
want
to
thank
principal
Henderson
and
bps
team.
That's
been
helping
to
publicize
the
benefits
of
that
program
to
the
community
and
it
was
an
amazing
first
aid,
kindergarten
on
my
day,
so
the
lot.
B
Some
data
points
this
year
about
the
beginning
of
the
school
year.
That
I
want
to
make
sure
you
are
aware
of
I'm
gonna
start
with
some
attendance
numbers.
Our
schools
are
nearly
staff
with
principles,
I
should
say
off.
All
our
schools
are
staffed
with
our
leadership
teams
and
nearly
all
our
teaching
positions
are
filled
about
Negi
ninth
position
at
the
99%
we
had
32
open
positions
are
all
covered
for
day
one
we
have
some.
We
always
have
some
unanticipated
opens
the
beginning
year,
but
we
were
pretty
much
fully
staff
at
the
beginning
a
year.
B
Our
attendance
rates
for
the
first
day
of
school
was
78
percent
attendance.
That's
in
line
with
previous
years.
What's
very
exciting,
as
of
today,
the
attendance
rates
have
increased
to
88
percent.
Actually,
as
a
yesterday
88%
that
compares
to
85%
from
day
four
of
last
year,
so
we've
shown
a
three
percent
increase
in
attendance
rates.
Over
the
last
year,
we've
also
had
a
number
of
schools
in
bps
that
got
to
that
goal.
B
95
percent
attendance
on
day
one
and
I
included
up
Academy
Dorchester
Baldwin
Early
Learning
pilot
Academy,
the
lakh
East
Boston
Early
Education
Center,
with
the
elementary
Boston
Day
evening,
Boston
Land
Academy
in
Boston,
Latin
School,
so
special.
Congratulations.
Those
schools
for
hitting
the
95
percent
mark
even
from
day
one
I
know.
Transportation
has
been
in
the
news
quite
a
bit.
I
want
to
take
a
moment
to
provide
an
update
of
our
transportation
system.
B
There's
a
lot
of
touch
on
on
transportation
this
year,
due
to
the
bps
transportation
challenge,
which
is
our
innovative
solution
to
more
efficient
routing
that
was
created
by
MIT
I.
Think,
first
of
all,
I
want
to
stress
that
bps
is
committed
to
ensuring
all
our
students,
a
righteous,
will
safely
count
on
one
single
day.
That's
our
goal
doesn't
commitment
when
it
comes
to
transportation.
How
that
how
we
make
that
happen,
I
would
reach
at
home.
We
have
to
work
in
collaboration
with
our
vendor
Tran
staff.
B
There
are
third
party
transportation
service
provider,
VPS
is
responsible
for
the
creation,
the
routes
and
the
customer
service
aspect.
Our
third-party
vendor
Transdev
is
responsible
for
operating
in
bus
buses
and
managing
the
bus
drivers,
and
we
work
together
in
partnership
to
make
sure
our
kids
are
getting
to
school
safely
and
on-time,
and
so
I
do
want
to
give
special
thanks
to
all
the
hard-working
members
of
the
staff
and
VPS
transportation
department.
B
B
And
I
want
to
share
some
data
about
transportation
system,
as
people
are
I
know
that
are
very
curious
and
concerned.
On
the
first
day
of
school,
we
did
experience
a
decline
in
performance
rates
on
on-time
performance.
The
morning
buses
were
on
time
44%
of
the
time
on
day,
one
which
is
down
to
51
percent
of
the
previous
year.
Thankfully,
our
on-time
performance
in
the
morning
is
now
71
percent
and
we
still
have
much
more
to
do
this
year.
B
We
started
doing
deep
dive
on
the
performance
data
and
one
of
the
interesting
data
points
that
we've
uncovered
is
but
percentage
of
possible.
Our
on-time
be
consistently
low.
So
in
the
morning
on
day,
one
just
under
30%
of
the
buses
left
to
yards
on
time
and
if
the
buses
are
not
leaving
that
yard
on
time,
they're
not
going
to
they
potentially
will
not
get
to
school
on
time.
There's
a
strong
correlation
between
on-time
leaving
and
on-time,
giving
you
all.
This
is
obviously
logical.
So
we've
been
working
very
closely
your
Transdev
to
push
for
that
percentage.
B
B
Another
interesting
data
point
that
talks
about
this
correlation
is
that
for
buses
that
did
leave
the
bus
yard
on
time
they
got
to
school
on
time.
Eighty
one
percent
over
the
last
four
school
days,
so
this
data
point
leads
us
to
believe
that
on
low
on
time,
performance
rates
are
not
attributed
to
the
new
brownie
system,
the
little
white
MIT,
but
more
as
a
more
there's
more
of
a
correlation
with
buses
leaving
the
bus
charts.
B
B
I
mean
we're
not
seeing
any
increases
in
the
length
of
our
tricks
for
our
students
that
remains
at
23
minutes
on
average
district-wide
and
that
percent
of
our
students
have
the
same
bus
stops
as
they
had
actually
little
movement
on
where
kids
are
getting
on
buses
as
well,
so
to
all
our
parents
to
our
students.
Thank
you
for
being
patient
with
us.
I
know.
Many
of
you
are
still
experiencing
difficulties.
We
are
committed
to
making
sure
every
single
young
person
experiences
a
positive
has
a
positive
experience
on
our
transportation
system.
B
It's
obviously
very
heartbreaking
on
watch
images
coming
out
of
their
creative
and
Gloria
as
they
begin
to
recover
from
Hurricane
Emma
and
it's
I
mean
obviously
only
is
made
worse
because
of
what
happened
with
hurricane
Harvey
in
Texas
and
when
hurricane
Harvey
struck
two
weeks
ago,
I
issued
a
call
for
action
to
our
school
leaders.
I'll
talk
about
that
last
week,
I'm
happy
to
report
now
that
we
have
over
70
schools
that
are
now
paired
up
with
schools
in
Houston,
and
there
is
a
little
video
I
actually
want
to
share.
B
Houston
with
your
you
have
our
we
have
our
thoughts
and
you
have
our
commitment
to
only
support
us
with
your
recovery
and
obviously
we
are
also
many
of
our
BBS.
Families
are
also
affected
and
and
snap
are
affected
by
what
is
happening
in
Florida,
because
Erno
we
have
43
over
4300.
Students
were
born
in
Caribbean
countries
and
territories
like
the
US
Virgin
Islands
she
Turks
and
Caicos,
Haiti
or
ricodr.
B
Again,
I
just
want
to
just
send
my
regards
to
the
communities
in
Florida
and
to
the
many
many
large
large
County
districts,
school
districts
started.
There
I've
been
contacted
a
few
superintendence
there
and
they
are
slowly
coming
out
of
it
and
the
schools
would
be
stacked.
The
school
opening
reopens
will
be
kind
of
staggered
over
the
next
month.
So
a
couple
more
updates
for
you
I
want
to
give
you
an
update
on.
B
Related
Dorchester
Academy
to
school
have
been
designee
level
for
in
by
the
state
in
2014,
and
ABCD
took
an
active
role
during
the
2015-2016
school
year,
with
the
leadership
in
programming
at
the
school
and
since
then,
Dorchester
Academy
has
been
a
turnaround
school,
which
previously
was
a
traditional
high
school,
but
basically
R
an
alternative
education
program
and,
unfortunately,
the
statutory
expectations
for
turnaround.
Schools,
specifically
a
requirement
for
reporting
data
from
testing
cohorts
of
apples
size
are
not
with
a
format
of
a
small
alternative
program.
B
Dorchester
Academy
teachers
are
teaching,
students
are
learning
the
parts
tools
for
their
engagement
center
and
alternative
education.
Department
supported
by
our
high
school
office,
have
been
working
hard
to
engage
each
student
individually.
Individual
meeting
is
what
each
attorney
students
have
happened,
and
we've
completely
reviewed
their
programs
and
created
a
plan
for
each
individual
student,
and
some
of
those
plans
did
have
a
recommendation
to
make
you
move
to
another
program
that
well
better,
get
them
ready
to
graduate
as
quickly
as
possible.
B
We
have
several
students
again
to
propose
these
reassignments
and
because
we
believe,
and
in
in
in
concert
with
the
families,
we
believe
that
will
meet
their
educational
needs
as
anticipated.
This
is
Lauren
the
enrollment
of
the
school,
which
is
why
we
offer
teachers
who
have
been
there
last
year.
Doll
14
transfer
to
other
schools
in
BPM.
Several
did
make
those
transitions.
At
the
same
time,
many
teachers
remain
to
that
program
because
they
have
relationships
with
students
in
that
school
and
they're.
B
Committed
submission
is
one
so
the
school
has
opened
successfully
this
year
and
we
will
continue
to
academic
and
support
work
for
these
young
people
at
Dorchester
Academy.
So
that's
really
good
news
stories.
I
want
to
make
sure
I
share
that
with
you
as
a
fall
semester.
Moves
on
I
will
provide
the
school
committee
with
additional
updates
about
the
school
in
conclusion,
I
just
again
thanks
students,
unless
their
families
on
the
stake
parents
I
want
stain
staff
of
EPs
for
our
strong
beginning
the
school
year
at
the
core.
E
A
discussion,
that's
all
that
ever
done,
I
just
wanted
to
get
a
little
clarity
on
the
buses,
leaving
the
live
there
about
what
that
means,
that
they're
not
leaving
on
time
and
what
is
the
hold
of?
What
is
the
strategy
and
I
wonder
if
also
you
have
any
statistics
on
the
charter
school
buses
to
because
they
know
we
had.
Parents
has
defined
that
also
had
parents
come
and
talk
to
me
so
be
curious
to
see
how
that
is
going
as
well.
B
That's
John
and
them
to
come
to
answers.
Many
questions.
I
will
start
off
by
saying
that
we
have
heard
from
charter
school
parents
and
charters
the
leaders
at
the
beginning
of
year
that
a
good
number
of
issues
that
we've
had
to
address
in
partnership
with
Transdev
and
John
Kincaid
to
some
more
details,
I
acknowledge
that
there
have
been
issues
and
we've
been
working
very
closely.
B
With
charter
leaders,
we've
actually
created
a
tiger
team
that
meets
every
single
day
with
your
target
readers
to
help
address
some
of
the
issues
it
regards
how
on
fine
buses
leaving
the
guard
on
time.
That
is
the
issue
that
we're
still
currently
investigating
because
we
are
not
completely
broke.
Why
that
fatigue,
that
disease
be
an
issue,
but
we
like
showing
the
library
it.
A
So
as
far
as
the
yard
arches
are
concerned,
and
dr.
Chinese
right
work
will
continue
to
explore
that
we
should
be
concluding
a
pretty
full
analysis
about
over
the
next
couple
days
as
a
host
of
different
issues
that
go
into
that.
Clearly,
we
are
we're
very
unhappy
with
50%
on
time.
You
are
departure
raised
in
the
morning.
A
A
In
some
cases
there
are
just
simple
systems:
issues
that
we're
trying
to
work
through
with
Transdev
right
now
to
tighten
up
some
of
the
operations
there
to
make
sure
that
we
can
support
as
much
as
we
can
through
our
vendor
to
manage
the
system
letter
and
most
of
the
chance
they
have
been
willing
partner
in
that
so
far,
what
we
do
need
to
improve
some
of
those
systems.
In
some
cases
the
inspections
of
the
buses
that
the
drivers
need
to
do
are
taking
longer
than
they
should.
A
As
I
said,
it's
really
a
host
of
different
issues
that
we're
really
trying
to
dig
deep
into
right
now
to
really
figure
out
what
the
primary
factors
are
of
this
I'm
just
way
back.
They
caught
us
by
surprise
there,
l
suppose
it
was
because
certainly
we
want
time.
Departure
rate
for
muscles
in
the
first
day
is
just
absolutely
inexcusable.
In
addition
to
answer
a
couple
of
the
other
questions,
we
don't
slice
our
on-time
percentages,
data
by
charter,
schools,
private
special
education
facilities,
DPS
schools,
so
on
and
so
forth.
I
mean
this.
A
A
A
Charter
sector
that
came
up
simply
because
many
of
our
drivers
we're
not
coming
back
to
work
until
the
last
Thursday
with
the
start
of
the
school
year
for
Boston,
Public,
Schools
and
I
should
not
have
been
the
case
that
should
have
been
coming
back
when
the
routes
were
ready
to
go
for
those
schools
that
were
starting
prior
to
September.
So
there
was
also
a
systems
issue
between
DPS
and
Transdev
earlier
on
that
led
to
a
problem
of
overlapping
group
groups
over
the
last
week
of
August,
which
led
to
some
coverage
concerns.
A
Fortunately
they
were
a
small
number
of
Route
problems
during
those
days.
It's
just
that
those
problems
were
as
I
understand
it.
Pretty
serious
we're
not
dealing
with
those
problems
anymore.
Now,
that's
the
school
year
has
started
a
driver
forces.
Is
you
know
fully?
In
effect,
there
are
some
other,
you
know
start
up
school
year,
challenges
that
work
until
right.
Now
that
we
deal
with
every
year
and
I'm
happy,
you
said
we're
making
improvements
every
single
day
school
by
school,
bus
by
bus
family
by.
E
Family
make
me
say
that
for
how
hard
the
team
is
working
on
there.
Thank
you
I
recently
asked
about
charter
schools.
Is
they
do
start
earlier?
So
I
would
assume.
Leave
data
and
and
I
asked
that,
because
it's
it
would
give
us
a
sense
also,
since
not
all
the
buses
we're
on
the
road,
we
can
have
a
better
idea
of
what
happened
since
it
was
many
of
them
started
before
Sunday,
which
traffic
is
out
of
control.
E
At
this
point,
as
we
know,
and
I
won't
jump
to
any
conclusion
that
I
learned
at
the
last
school
committee
I
jumped
to
conclusion
so
I'm
gonna
wait
for
the
investigation
and
I'd
love
to
hear
more
about
what
is
happening
and
then
also
what
is
the
strategy?
What
is
our
recourse?
You
know,
because
these
are
people
that
are
working
for
the
district,
and
you
know:
I
have
the
luxury
of
driving
my
daughter
to
school,
I'm
very
lucky
that
I
can
do
that.
E
G
A
G
A
And,
as
we
all
know,
clearly,
within
each
sector
there
are
certain
schools
that
are
more
negatively
impacted
or
more
positively
impacted
than
others.
It
really
varies
not
across
sectors
but
within
sectors.
In
this
to
him
that
had
lied
with
that
and
this
ducky
reality
said
about
unpacking
a
little
bit.
We
have
three
school
yards,
crease
yeah,
it's
speciality.
A
A
You
might
see
one
that
has
a
you
know
a
forty
five
percent
rate,
another
one
has
a
60
percent
rate
and
we're
trying
to
work
very
closely
with
trans
debt
to
against
sort
of
tighten
the
operations
within
those
yards
and
also
look
at
what
our
roots
say:
to
make
sure
that
we're
not
providing
our
roots
with
too
much
what
they
call
deadhead
time,
which
then
gives
drivers
either
sort
of
the
ability
to
leave
the
art
on
late
and
still
catch
up.
That
shouldn't
be
happening
either
right.
A
They
should
be
leaving
me
are
when
you're
supposed
to
be
leaving
now.
So
we
are
trying
to
work
very
closely
with
this
and
where
we
are
disaggregating,
this
data
across
lost
yards
across
different
geographies
to
figure
out
what's
really
happening
it
I'm
stumped,
though,
why?
A
week
into
the
school
year
we
ran
about
a
50
percent
buses,
leaving
the
are
a
long
time.
I
can
see
the
first
day
getting
used
to
a
group
that
type
of
thing.
How
is
this
still
happening
a
week
into
it?
A
You
know,
if
my
boss
says
be
at
work
at
a
certain
time,
you're
at
work
at
a
certain
time,
so
if
you
told
you're
driving
a
bus
and
it's
to
pull
out
of
the
yard
at
six,
thirty,
six,
thirty
five,
what
about
how
I
was
that
about
happening?
I'm,
really
confused
by
this
I
wish
I
could
give
you
a
better
answer.
Quite
frankly,
it
is
frustrating
we're
trying
to
look
into
a
very,
very
deep,
because
we
know
it's
a
it's
a
cosmic
beginning
impact.
Does
it
do
equal
the
es
resources
they're
working
with
Transdev?
A
Is
it
me
with
the
is
it
is
to
be
with
the
into
the
union
the
bus
drivers
union
understand.
This
is
an
issue
as
far
as
you
know,
the
bus
drivers
union
does
understand.
This
is
an
issue.
It's
come
up
in
the
past.
We
are
deploying
some
of
our
own
BPS
resources
to
bus
yards
each
and
every
morning
that
we
achieve
cooperation
strands
grants.
Somebody
could
be
for
quest.
They
are
this
morning
before
6
a.m.
A
our
customer
service
manager,
delaware
in
Stanislaus,
has
been
at
the
rebuild
our
three
guards
in
several
mornings
so
far
this
year.
So
we
are
trying
with
one
of
our
eyes
on
the
ground,
so
to
speak
out
those
West
yards
to
assist
with
managing
operations
there,
where
we
need
to
and
again
it
I
wish.
I
could
give
a
better
answer
to
this.
We're
really
trying
to
technical
it
head
on
right
now
on.
A
Unfortunately,
the
the
improvement
has
been
slower
than
what
we
would
like
it
should
Transdev
have
more
resources
them
at
the
potentially
and
we're
having
conversations
with
Transdev
on
those
operations
now
I'm
meeting
actually
with
their
regional
general
manager
tomorrow
to
discuss
this.
In
other
works,
what
would
you
consider
to
be
an
acceptable
one-time
rated
leave
in
the
yard?
100%
100%?
Did
we
reach
that
last
year?
No,
okay,
what
was
our
average
last
year?
I,
don't
know
what
it
be
honest
with
you
I,
don't
remember
the
data,
but
it
was
below
under
percent.
A
Okay,
do
we
have
to
have
drivers
come
in
earlier?
Is
this?
Is
that
something
that's
been
negotiated
with
the
Union
boy?
Do
we
need
to
change
the
sieges
or
versus
getting
people
to
follow
the
procedures?
Is
it
they're
not
following
the
procedures
properly
or
the
procedures
done
correct?
It's
as
I
said,
I
apologize
for
not
being
able
to
give
very
complete
answers
because
we
don't
want
to
be
unsatisfactory
and
how
I
respond,
but
I
think
fair's
generalized
and
to
insist
sort
of
speculate
right
now
on
exactly
what
the
primary
causes
our
bite.
I.
A
Do
that's
a
host
of
different
causes
that
have
even
less
to
happen.
I'm
sure
that
probably
are
some
drivers
who
are
following
procedures
are
probably
arson.
Drivers
were
absolutely
fine
procedures,
but
other
things
are
tripping
up
the
process
there
live
in
the
arc
later
than
what
we
would
like
and
again
later
yeah
it's
it's
unacceptable
trying
to
take
seriously
and,
quite
frankly,
it's
a
very
complicated
system
that
we're
trying
to
analyze
right
now,
it's
not
as
easy
as
just
looking
at
it
for
one
day's
worth
of
observation
is
coming
up
with
conclusion.
A
Well,
I
do
know
how
hard
you
own
you
team
will
working
on
this
and
I
do
recognize.
Today
is
only
the
fifth
day
of
school.
So
that's
why
we
originally
intended
a
happen
at
juegue
and
I
have
a
September
20th
me.
We
were
gonna,
have
an
update
on
the
open
school
statistics.
We
recognize
it
was
too
soon
to
do
for
this
meeting,
with
this
literally
being
on
the
fifth
day
of
school,
so
we're
like
total
fourth
meeting.
H
Thank
you
for
the
updates
and
I
am
on
the
receiving
end
of
it.
So
I
know
how
are
you
all
working
so
chairman
I'm
also
wondering
we're
talking
about
a
week
out,
but
because
last
week
they
started
with
older
this
week,
adding
kindergartners
as
that
maybe
created
more
of
some
of
the
chatbox
with
the
roots,
because
now
there
are
more
children
and
more
roots.
I
wanted
to
make
sure
we're
cognizant
of
you
know
just
all
all
the
complexities.
A
Yes-
and
that
happens
every
year,
so
it's
not
to
say
that
we
weren't
expecting
now,
as
we
do
see
that
every
year
that
from
day
one
to
day,
two
there's
a
jump
in
on
time
percentage
and
then
from
day
2
to
day
three.
When
kindergarten
starts,
it
drops
back
a
little
bit
because
I
have
so
many
three
four
and
five-year-olds
that
are
now
boarding
buses
and,
quite
frankly,
you
know
we
need
to
be
extremely
attentive
to
the
little
children
as
they're,
getting
on
the
bus
assignment
for
the
first
time
ever
in
their
lives.
A
H
There
I
saw
it
all
week
long
and
so
the
challenges
of
three
four
five
year
olds
crying
parents
trying
to
get
them
where
they
need
to
go
the
bus
drivers
still
trying
to
smile
while
they're
waiting
for
that
child
to
get
on
the
bus,
so
I
know
everyone's.
You
know
questions
and
I'm,
confident
that
you'll
be
able
to
report
back
the
details
in
the
data,
but
I
just
wanted
to
highlight
how
challenging
the
week
has
been
for
the
students,
the
first
time,
students
and
I'd
like
if
possible.
H
But
I
also
want
to
highlight
a
teacher
who
had
to
help
navigate
the
buses
and,
most
importantly,
the
office
secretary.
Maybe
you
can
relay
a
message
to
the
office
secretaries
who
everyday
have
had
to
help
the
route
have
had
to
change
the
labels
on
the
kids
backpacks
so
that
it
could
reflect
the
route
that
would
work.
You
know
the
school
dog,
the
secretary,
the
schools.
H
H
Car
drivers
now
that
are
increasing,
because
parents
are
taking
their
children
to
schools,
so
the
routes
are
looking
a
little
different.
So
if
you
could
just
relay
the
message
to
your
team,
this
is
this
is
a
bear
to
manage
and
you
all
have
been
doing
your
due
diligence
and
getting
kids
safely
to
school
and
still
do
it
with
somewhat
of
a
smile
on
your
face
and
going
to
sleep
at
night.
H
A
A
the
team's
really
working
hard
on
this,
and
we
are
hearing
some
feedback
on
some
issues
that
we
have
to
address,
as
happens
for
being
this
clear
every
year
and
I'm
proud
to
say
that
taking
the
bus
by
bus
family
by
family
school
by
school
approach
is
working
and
we're
getting
there
we'll
continue
to
get
there.
I
just
want
people
to
know
that
we're
hearing
that
concerns
that
went
into
us
and
we're
working
very
hard
to
fix
them
beaching
every
day
and
I'm
also
going
to
mention
the
school
secretary.
A
They
really
are
the
unsung
heroes
and
so
operations,
that's
great
about
them.
My
editorial
comment:
Adeem
violence.
It
was
not
disrespect
to
a
school,
is
it
was
respectable
I
wore
this
little
secretary
so
and
thank
you
for
you
and
your
entire
team
and
happy
Buckley
bulu
by
that
I
believe
this
all
would
never
go.
You
got
another
question
for
the
superintendent
on
its
report:
yeah.
E
E
Dorchester
Academy
had
its
audits
on
track
students
transferred
to
other
schools
and
was
left
with
a
rage
and
under
credited
young
people,
and
we
know
that
that
takes
a
lot
more
work
and
that
we
can't
see
you
know
things
and
changes
happen
in
the
year
and
really
looking
at
alternative
schools
differently
and
not
using
standardized
metrics
in
a
traditional
way.
I
know
they
did
a
lot
of
work
around
creating
portfolios.
A
hundred
percent
of
their
2016
seniors
graduated
in
our
College
86%,
going
towards
graduation
in
2017,
so
I
just
want
to
say.
G
G
B
G
B
Yeah,
but
that
was
a
joint
decision.
We
felt
that
it
we
best
rating
the
school
into
just
the
bps
Bowl
and
for
our
support
for
this
state.
So
and
if
there's
other
opportunities
I
mean
both
organizations
are
open
to
fatigue,
understate
weight,
work
with
us
in
other
contexts
as
well,
just
in
that
context
of
Dorchester
Academy
they
no
longer
are
going
to
be
operating
the
school,
but
I.
Think
ABCD
is
a
strong
partner
with
the
district.
Today.
J
A
Respectfully
suggest
that
we're
about
to
have
a
discussion
now
about
our
at-risk
low
level,
threes
and
as
opposed
to
one
of
our
resources
to
one
school,
that's
a
perfectly
appropriate
question,
but
it's
also
appropriate
to
say
when
we
have
the
presentation
on
our
after
school,
one
of
our
one
of
our
resources
that
we
give
in
to
our
level
fours
and
our
average
level
threes.
So
in
the
interest
of
moving
this
quo
is
with
commission
of
fellow
members.
I
would
like
to
just
kind
of
pick
up
the
book,
the
close
of
that
conversation
during
a
German.
A
Fire
three
years,
so,
let's
I,
think
the
superintendent's
heard
the
concerns
raised.
Let's
move
forward
and
then
we
will
be
talking
about
our
at-risk
schools.
Let's
make
sure
that
that
conversation
dr.
months,
if
you
could
probably
joined
on
that,
of
course,
the
conversation
as
well
and
address
the
concerns
race
and
the
VP
will
allow
the
superintendent
some
time
to
come
back
to
a
similar
detail
on
that
as
well.
So
I
think
that
the
bestest
any
other
questions
or
comments
we
have
a
subpoena
to
put
here.
A
We
now
allege
attained
a
motion
to
receive
the
superintendent's
report
is
presented,
someone
Thank
You
mr.
Locarno,
or
something
a
second
teen
violence
in
a
discussion.
Objection
to
the
motion,
the
objection
to
receiving
suit
contends
to
be
boy
claims,
unanimous
consent.
Hearing
that
is
a
motion
carries
we'll
move
on
now
to
general
public
comment:
miss
Sullivan,
Thank.
I
You
mr.
Mia,
the
public
comment
area
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
three
presentations
to
the
School
Committee
and
school
issues.
Questions
on
specific.
What
matters
are
not
answered
at
this
time:
better
refer
to
the
superintendent
for
later
response,
questions
on
specific
policy
matters
and
not
answered
at
this
time,
but
may
be
the
subject
of
later
discussion
by
the
committee.
Each
speaker
will
have
three
minutes
to
speak
and
our
mind
even
going
up
one
minute
remaining
and
then
30
seconds.
I
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
resign
their
time
to
others.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
are
old
record
speakers
who
face
the
committee.
We
have
seven
speakers
with
me
mate,
beginning
with
bold
Mary
Connors
she'll,
be
followed
by
Judith,
Flynn
and
Julia.
K
K
On
I
mean
okay,
great,
thank
you.
So
my
name
is
rosemary
Connors
and
I'm,
the
school
nurse
and
dr.
Chang.
It
was
wonderful
having
you
at
the
Ellison
parks,
early
education,
so
where
I
work,
I
was
disappointed.
I
didn't
see
you
and
our
school
on
the
video,
but
I'm
sure
you
come
and
visit
us
some
other
time
so
I
live
in
Dorchester.
My
two
grown
children
have
attended.
Bps
school
would
be
youngest
one
graduating
in
2006
from
Boston
Latin
School
I'm
employed
by
bps
as
a
school
nurse
for
the
last
20
years.
K
I'm
speaking
to
you
tonight
as
a
school
nurse
and
a
concerned,
citizen
of
Boston
BPF
list,
the
number
one
essential
contigency
for
instructional
equity
as
create
and
maintain
a
safe,
healthy
and
sustaining
learning
environment
and
notes.
Healthy
learning
environments
are
essential
because
poor
health
makes
it
challenging
for
students
to
focus
on
learning
and
leads
to
miss
school.
Today.
K
Health
inequities
in
nutrition,
physical
activity,
vision,
teen,
pregnancy,
behavioral
and
mental
health
and
asthma
plot
interfere
with
learning
and
disproportionately
impact
low
incomes,
youth
of
color
in
2010,
dr.
Chavez,
coining,
the
term
educational
need
rebel,
relevant
health
disparities
and
his
work
healthy
of
students
of
better
learnings.
As
we
know,
poverty
adds
to
the
burden
of
health
disparities.
K
K
K
I
K
Okay,
so
in
conclusion
I'd
like
to
say
how
can
we
be
good
citizens
and
being
negligent
in
providing
the
most
basic
level
of
health
care
to
our
most
vulnerable
chattering
hi,
we
know
what
children
need
to
grow
and
learn.
We
must
give
our
children
the
resources
they
need.
It
is
our
civic
duty
to
close
the
opportunity
and
the
achievement
gap
and
eliminate
educationally
relevant
health
disparity.
A
full-time
school
nurse
must
become
part
of
the
foundation
budget
that
is
catered
for.
K
Every
school
and
a
closed
thing,
I'd
like
to
say,
Boston,
it's
very
proud
of
its
history
as
being
the
oldest
public
school
system,
the
oldest
public
school
1647,
that's
a
wonderful
year,
but
what
I'm
saying
is
that
three
hundred
and
seventy-five
years
later
can't
we
do
better
for
all
of
our
children,
a
school
nurse
in
every
school.
Please.
Thank
you.
Thank.
L
L
Dorchester
Academy
is
only
serving
about
30
of
its
former
students
and
so
I'm
here,
along
with
plenty,
my
former
DEA
students
to
discuss
how
the
district's
communication
about
unenroll
instant's
from
Dorchester
Academy,
created
chaos
in
their
lives,
cause
them
to
blame
themselves
and
did
not
give
them
adequate
time
or
resources
to
find
a
new
school.
This
experience
was
too
Matic
for
many
students,
especially
given
that
Dorchester
Academy
has
an
alternative
school
serving
at-risk
students,
many
of
whom
face
serious
obstacles
to
graduating
and
have
already
had
a
transfer
school
as
multiple
times.
L
First,
the
district
didn't
tell
students
that
they
were
no
longer
enrolled
at
DEA
until
mid-august.
Therefore,
many
were
forced
to
begin
the
process
of
finding
a
new
school
literally
days
before
classes
started
her
students
who
look
to
school
as
a
source
of
stability
and
opportunity
for
success.
This
was
a
shock
to
the
system.
I
called
each
of
my
students
to
check
in
about
the
news,
and
one
of
them
cried
over.
L
The
phone
explained
that
she
had
mentally
prepared
to
finish
her
classes
at
da
this
year,
and
the
thought
of
transferring
again
was
too
much
to
bear.
Second,
the
letter
the
district
sent
home
made
many
students
the
fisherman
sent
home
was
deceptive.
It
didn't
once
mention
that
Dorchester
Academy
was
getting
restructured
and
instead
pointed
to
students,
attendants
and
academics
that
look
reason
for
their
unenroll
ment,
causing
many
students
to
feel
blamed.
L
The
letter
also
made
it
seem
that
re-enrolling
in
a
new
school
was
optional
and,
as
such,
a
number
of
students
thought
they
could
stay
at
da
and
did
not
contact
the
reengagement
office.
A
few
showed
up
to
DA
on
September
7
and
upon
learning
that
day
that
they
were
no
longer
enrolled
at
school
became.
L
To
be
escorted
out
of
the
building,
third,
the
communication
was
minimal
and
put
the
burden
on
the
students
to
navigate
finding
a
new
school
with
little
guidance.
The
only
contact
students
received
in
the
district
was
a
letter
in
the
mail
and
a
number
of
my
students
overlooked
it
or
never
received
it.
Additionally,
the
letter
put
the
onus
on
the
student
to
contact
the
reengagement
office
and
apply
to
a
new
school
I
know
from
at
least
one
of
my
students
that
contacting
the
reengagement
office
was
difficult.
L
She
called
multiple
times
and
left
voicemails,
forcing
her
to
wait
and
become
more
anxious
as
the
days
pass
before.
September
7th
I
want
to
reiterate
that,
because
Dorchester
Academy
is
an
alternative
school
serving
at-risk
students
most
this
was
an
extremely
traumatic
experience.
Georgia
Sherman
County
was
supposed
to
be
the
opportunity
these
just
never
got
to
graduate,
and
instead
the
district
betrayed
many
of
them
by
unrolling
them
at
the
absolute
last
minute
and
then
leaving
the
students
to
fend
for
themselves
I'm
about
to
pass
the
microphones.
L
A
A
P
P
They
didn't
tell
her
all
that
he
was
not
wrong
in
doing
just
that.
Academy
and
so
one
of
my
other
friends
Russell.
He
didn't
get
a
letter
evening,
so
we
have
to
call
him,
as
are
his
good
friends.
We
called
it
and
we
told
it
like
you
know.
Some
of
us
didn't
make
it
to
the
school
of
how
much
you
call
and
he
called
it
and
then
it's
all
denied.
He
wasn't
in
school
either,
but
he
was
a
senior
and
the
information
that
I
thought
was.
A
Want
to
have
any
in
truculent
I
had
a
quality
on
tickets.
You
could
say
the
last
name:
I
didn't
catch
a
cloud
in
okay.
Well,
thank
you,
sir
and
I.
Thank
you
for
coming
and
speak
to
us
today.
I'm
gonna
ask
dr.
no
Vienna
Murphy,
who
is
the
overall
that
of
our
high
schools,
just
stand
up
first
of
all
and
just
and
to
meet
with
you
directly
now
one-on-one
and
let's
get
this
solved
via
this
evening,
if
at
all
possible
and
I
look
forward
to
mr.
A
Vega
Markey,
giving
details
back
to
the
superintendent
that
he
can
shield
with
the
fellow
members
of
this
committee,
both
about
yourself
and
some
of
you
fell
upon
the
facts,
manses
father.
Thank
you
for
coming
and
sharing
his
story
with
us
this
evening
and
she's
going
to
talk
to
you
right
in
the
back
of
the
room.
Thank
you
hey!
Thank
you.
There's
nothing
more
frustrating
to
us
as
students
who
want
to
continue
their
education
and
get
by
knew
that.
So
thank
you
for
coming
this
evening.
Thank
you.
Okay,.
I
Q
Q
To
learn
from
children,
especially
languages,
it's
very
important
to
speak
more
and
listen
more
with
children
without
disabilities.
These
are
pretty
students.
Usually
study
at
102
has
room
for
more
than
80
percent
of
their
time
and
accounting
students.
They
do
not
have
enough
sort
of
reputation,
they
are
all
disability
students.
They
have
no
chance
to
learn
positive
behaviors
from
students
without
these
places
every
day,
and
also
because
teachers
work
good
to
them
and
without
behavior
support,
they
think
is
a
previous
Olivia
and
right
for
them
to
do
so.
They
call
it
all.
Q
Even
camel
is
a
blitz
behavior,
each
other.
When
they
go
up
and
go
up
to
the
wall,
how
they
can
face
the
wall,
how
they
can
do
well
in
the
world,
they
will
have
the
behavior,
they
will
bring
all
different
kinds
of
discipline
Olivia,
they
call
it
to
the
wall.
General
education.
Students
cannot
understand
them
and
they
cannot
understand
general
education,
so
we
inclusion
is
absolutely
the
pet
is
a
right
for
all
students
to
see
whether
positive
atomic
Bolivia,
a
shooter
participation.
Q
My
son,
like
everything,
a
lot
and
Henderson
untied
okay,
he
needs
to
put
anything
good
and
then
he
to
state
he
did
very
well
in
each
transaction
and
in
a
logical
card
before
he
left
handed
the
last
five
days
when
I
commit.
So
when
I
told
him
that
he
could
not
continue
to
study
in
Henderson,
he
cried.
This
is
the
only
institution
he
had
fatty.
He
didn't
want
to
meet
and
fight.
He
used
every
crash
to
school
director
that
you
want
to
stay
in
Henderson.
Q
My
son
has
been
through
full
inclusion
program
and
modern
enforcement,
general
education
and
Boston
subspecialist
every
classroom
and
Quincy
enforcement
I
fully,
and
he
can
see
who
inclusion
is
a
test
and
the
only
way
for
students
without
which,
with
disabilities.
Like
myself,
we
were
positive
dean
for
academic
behaviors
and
shows
no
participation.
My
son
tonight
to
study
and
Henderson
a
lot.
Henderson
has
one
general
education
teacher
and
one
special
education
teacher,
each
class
30
students,
business,
which
15
regular
students
and
my
students
with
disabilities.
Q
Co-Teaching
is
the
best
model
for
inclusion
who
meet
all
in
degrees.
I
disagree.
Each
end
we
still
presence
would
be
good
model
for
inclusion,
even
though,
with
all
the
professional
development
and
Carol
support
there
are,
many
students
will
be
to
meet.
The
teacher
will
feel
overwhelmed
if
the
she
wants
to
do
it
right
to.
L
Q
You
the
interview,
inclusion
issues
to
it
in
the
best
way,
instead
of
30
corner
successfully
separate
Russell,
should
not
be
continued.
It
should
be
closed
psychologist
at
children.
What
reporting
such
days
reach
every
classroom
is
not
for
my
son.
Actually
it's
deep
that
we
included
good
for
the
children
for
the
people
for
the
country
and
good
for
my
son.
We
inclusive
means
that
all
students
will
be
guided
or
handy
whatever
within
our
own.
Hoo-Hah
also
is
marketing
to
the
child
index.
Getting
disability
students
need.
R
Q
Intervening
and
buggy
and
market
wrap-up.
It's
a
pity,
also
need
to
understand
students
with
disabilities.
Inclusive
education
happen
when
children
with
Amitabh
is
a
baby
participate
and
learn
together
in
the
same
high
church,
so
that
when
a
child
is
a
pretty
yes
not
alone
by
pubic,
could
do
not
have
disability.
Good
things
happen
when
children
are
educated
together.
Positive
economic
and
social
outcomes
occur,
but
for
all
that
you,
the
children
in
water
or
shouldn't,
belong
or
children,
learn
it
differently.
It
is
every
child
right
to
be
included.
Q
Q
Occupation
research
shows
that
typical
children
and
children
with
these
are
pretty
learn
as
much
or
more
in
inclusive
practice.
So
we
inclusion
is
effective
and
the
right
program
for
my
son
and
all
students,
not
just
important
Massachusetts,
also
in
all
America
general
education,
Kartik
and
substantially
separate
classrooms
should
go
together,
could
be
country
inclusions,
he's
in
writing.
I
hate
them
and
many
rely
on
inclusion
is
meant
using
a
very
advanced.
I
O
Budgets
received
this
year
and
next
year
years
about
the
importance
of
the
program,
budgets
and
I
think
that
this
has
been
a
crucial,
an
extremely
beginning
and
I.
Don't
testimony
to
to
be
taken
to
the
criticism
of
this
effort
because
I
think
if
they
lays
the
groundwork
over
very
important
work,
be
in
the
future,
but
I
have
to
say
that
as
I
read,
the
document
and
I
think
each
of
you
got
a
copy
in
July
as
I
did
for
to
me.
The
achievement
gap
issues
and
plans
are
not
given
sufficient
attention
in
this
document.
O
O
O
O
Frankly,
I
myself
watch
do
not
see
that
we
reduced
the
funding,
but
it
is
here
professional
learning,
office
of
English,
language,
learners,
special
education,
the
school's
division
and
schools
and
I.
Think
that
have
sections
look
at
these
cards,
having
issues
like
professional
development
and,
for
example,
staff
diversity
and
hire
me
again.
Thank.
A
N
I
am
a
parent
to
three
I
just
actually
worked
at
gala
stated
this
year,
because,
as
a
shoe
since
the
minute
that
I
decided
my
kids
to
Boston
Public
School,
it
was
a
nightmare.
I
felt
like
I
was
mistreated
and
a
rocking
Center
miss
miss
placement
of
paperwork
all
over
the
place.
You
guys
updated
systems
and
all
of
my
children's
paperwork,
basically
just
throw
it
all
around
and
not
up
data
at
all
and
I
was
very
displeased
with
that.
N
N
That
I
don't
even
know
I.
Basically,
you
know,
threw
out
and
say:
okay
just
pick,
those
like
Jackson
man,
because
that's
what
they
said.
There
was
a
top
art.
It's
a
autistic
school
born
from
the
moment
of
not
getting
any
people
worked
at
finding
out.
They
will
go
to
that
school
because
I
was
still
getting
papers
from
from
up
Academy
from
the
choice
school
that
they
will
take
to
to
last-minute
bus
routes.
It
was
very
disorganized.
Let
me
just
say
this:
I've
never
experienced
this
type
of
its
pleasures.
N
Paper
tearing
and
schools
from
the
principal
I
attended
a
meeting
as
well
I'm,
not
just
not
showing
up
the
principal
saying
that
lunch
is
not
the
P&L,
so
I
need
answers
because
I'm
not
getting
I'm
very
displeased
about
transportation,
specialized
department
versions
of
the
IEP
a
month
later,
throw
them
into
a
different
classroom.
I
mean.
I
A
H
Guess
and
I
do
very
much
approve
of
the
great
resource
that
the
National
School
Boards
Association,
provides
for
our
professional
development
for
our
sense
of
sanity,
knowing
that
their
other
said
feel
with
large
districts
grappling
with
complex
issues.
So
I
encourage
my
fellow
members
of
you're
able
to
attend
in
San
Antonio.
A
Thank
you
any
other
questions
or
comments
from
the
committee
on
the
side.
Then
I'll
entertain
a
motion
to
approve
the
payment
of
the
National
School
Board
Association
membership
dues,
as
presented
that
dr.
yang.
Thank
you.
It's
like
a
routine
filming
and
discussion
objection
except
you
go
through
the
diversion
by
Unanimous
Consent
hearing
down
the
motion
carries
my
next
action.
A
I've
ever
said:
collective
bargaining
in
the
Boston
School
Committee
of
the
hosta
Teachers
Union
you'll
recall
in
our
last
many
assistant,
superintendent,
the
office
of
human
capital
and
equality
console
in
the
ng
directed
to
launch
on
winning
America
Jim
Jim
Pietro
presents
the
committee
for
review
the
agreement.
They
will
approaching
now
I'd
love
to
answer
any
additional
questions.
I
do
want
to
also
say
to
my
fellow
members
that
this
evening,
as
we've
been
meeting,
the
Boston
Teachers
Union
didn't
ratify
the
contract
from
their
viewpoint
by
a
podium
membership.
A
B
Yes,
Thank
You
chairman,
so
tonight
we
are
asking
the
school
committee
for
their
boat,
so
support
I
can
show
your
collective
bargaining
agreement
with
the
Boston
Teachers
Union.
We
believe
disagreements
important
step
towards
a
more
long-term
contract,
adjusting
many
of
the
issues
that
we
have
consistently
prioritize
that
have
not
yet
resolved
that
allows
teachers
on
those
shares
in
the
Scalia,
with
our
collective
focus
and
interview
concentrated
on
the
needs
of
our
kids.
So
if
you
have
any
questions,
our
team
is
here
to
answer
those
questions
before
you
take.
A
A
vote
and
I
will
say
that
this
is
in
fact
two
separate
discussions
entity.
It
can
be
one
discussion,
but
it
is
actually
two
separate
votes.
The
first
is
on
essentially
ratifying
the
agreement
itself
and
then
the
second
as
if
we
do
ratify
the
agreement,
then
the
second
would
be
on
a
supplemental
supplemental
appropriation
request
to
the
city
to
finance
this.
He
is
cost
for
the
contract.
This
city
will
directly
a
last
year's
contract
clause.
S
A
T
Yes,
as
we
begin
our
employee
19
planning,
which
we've
actually
begun
to
do
already
believe
it
or
not,
even
though
we're
in
the
first
leg
of
school,
this
will
increase
the
base
off,
of
which
we
begin
thinking
about
how
much
our
costs
are
going
up
for
next
year.
So
that
is
a
significant
increase
in
our
cost
basis
for
a
2019
okay
and
do.
T
T
T
T
Share
of
taxes
we
think
from
a
multi-year
perspective.
At
this
point,
we
are
reasonably
confident
as
confident
as
we
can
be
with
the
limited
information
that
we
have
at
our
fingertips
that
well
at
some
pressure.
It
doesn't
give
us
overly
deep
concerns
from
what
FY
19
will
look
like.
We
continue
to
enjoy
the
mayor's
support
and
commitment
and,
as
we've
said
many
times,
he
has
continued,
so
he
has
continued
to
fill
the
hold
for
stagnant
state
and
local
funding.
A
S
S
S
T
M
Negotiations
been
engaged
on
both
sides,
thinking
about
how
we
can
continue
to
attract
and
retain
a
high-quality
teaching
force.
But
as
far
as
we
see
right
now
is
a
critical
to
our
need
to
serve
our
children
and
children,
focus
outcome
and,
although
expensive
I
think
it's
absolutely
necessary
for
us
to
be
able
to
continue
to
be
an
important
district.
So
thank
you
for
what
are
you
doing
to
make
sure
this
is
going
for
another
four
through
as
positive
reports
for
negotiation
of
the
Union
as
a
great
start
and
I
think.
A
A
A
I
I
T
A
Yes,
thank
you.
Why
final
action
item
is
a
fiscal
year
18
supplemental,
a
request
to
cover
the
costs
of
the
b-team
agreement
in
the
amount
of
31
million
one
hundred
twenty,
two
thousand
seven
hundred
forty
three
dollars
a
cost
of
the
financial
is
funded
tonight's
package
and
that's
what
we
just
discussed
at
this
time
to
pretend
to
have
any
I'd.
You
know
any
questions
or
discussion.
A
1818:
supplemental
appropriation
for
the
Boston
City
Council
in
the
amount
of
31
million
one
hundred
twenty,
two
thousand
seven
and
forty
three
dollars
to
cover
the
cost
of
the
2060
1820.
Bargain
agreement
made
the
Boston
School
Committee
and
the
Boston
teaches
you
in
local.
Sixty
six
American
Federation
afl-cio
as
presented
serve
a
second
second
Thank
You.
Mr.
Ricardo.
Any
discussion
objection
mr.
whizzy,
the
second
debate.
Yes,
okay!
Thank
you!
The
Selwyn,
a
discussion,
objection.
I
A
You
and
I
would
just
like
to
say
at
the
end
of
this
first
well,
thank
you
to
the
superintendent
and
his
the
1978
in
front
of
us
for
your
hard
work
and
very
very,
very
long
hours
over
the
last
18
months,
two
years
right,
you
put
on
a
lot
of
time
that
happen
into
this.
So
thank
you
for
doing
that.
It
is
nice
to
be
at
a
nice
place
with
the
Boston
teachers
you
might
have.
It
is
somewhat
ironic.
We
were
actually
and
I'm
retiring,
the
retired
president
of
Boston
Teachers
Union
mr.
A
Richard
statment,
along
with
mr.
Conte
and
other
members
of
his
senior
team,
were
retired
last
year.
We
it
was
our
they
tended
to
do
it
tonight.
They
actually
wanted
to
attend
the
BTU
both,
so
they
were
able
to
attend
tonight
that
we
are
scheduled
minute
mark
Dillingham.
This
is
great
way
to
honor
right
the.
What
would
the
contract
as
well
as
of
the
doing
coming
of
the
now
president
to
the
BTU
I?
A
Miss
Jessica
tang
with
the
superinten,
is
working
very
hard
at
having
a
close
working
relationship
with
serving
a
number
of
pictures
with
the
superintendent
on
opening
day.
So
we
still
have
a
lot
of
work
to
go
as
we
start
to
go.
She
ate
right
away
for
contract
expires
next
summer,
but
thank
you
very
much
for
the
team.
I
also
want
to
particularly
thank
the
silicon
tote
will
represented
all
of
us
in
all
of
these
negotiations
and
sessions
and
working
with
the
team
of
the
negotiating
team
in
interacting
with
City
Hall
as
well.
A
M
A
For
the
people
Ria's,
so
thank
you
to
each
of
you
who
worked
on
this.
We
know
the
long
hours
that
you
put
in
on
behalf
of
the
district
and
take
the
weekend
off
and
let's
stop
negotiating
next
week,
not
till
Friday
afternoon
by
the
right.
So
thank
you
very
much.
We'll
move
on
to
our
first
presentation.
A
B
Like
I
got
the
request
of
the
School
Committee
game
Anderson
from
our
office,
the
strategy
to
share
from
our
office
around
the
transformations
bless
you
we'll
provide
a
full
review
on
how
we
are
supporting
our
lowest-performing
schools.
What
thank
to
school
committee
for
making
an
investment
in
these
schools
beyond
the
budget
allocation
or
the
specifically
trying
to
share
with
and
tonight
where
they
share
with
you
work
a
miracle
we
do.
We
did
engage
with
those
rules
Despoiler.
We
are
now
only
looking
at
over
four
five
schools.
U
U
V
U
This
is
the
presentation,
following
a
presentation
that
you
received
last
year
on
our
little
course
clothes,
and
so,
as
we
think
about
some
of
our
schools
that
are
designated
or
viewed
as
low-performing
by
the
state
been
designated
that
you've
heard
about
previously
and
in
the
level
three
schools
that
we're
looking
at
in
the
bottom
of
the
10th
percentile
statewide,
accountability,
metrics.
This
is
using
the
2015-16
school
year,
Cambodia
data,
which
is
the
most
recent
accountability
data
that
we
have
for
the
state
department,
education.
V
To
briefly
review
the
current
accountability
system
that
we
kind
of
place
since
2010,
of
the
graphic
that
you're
seeing
is
from
Department
of
elementary
and
secondary
education,
the
top
80
percent
of
schools
statewide
receive
levels
one
and
two
and
the
bottom
20%
were
receive
a
level
three
four
and
five
level
course.
Schools
are
identified
as
about
three
schools
by
the
commissioner
and
schools
that
are
not
able
to
make
progress
while
there
before
schools
can
also
be
designated
level.
V
So
level
three
schools
cannot
just
be
designated
based
on
overall
performance
compared
to
other
schools
in
their
state.
They
can
also
be
designated
level
three
if
certain
subgroups
in
the
school
are
among
the
20
most.
The
20
percent
was
performing
in
this
date,
and
this
is
compared
to
other
schools
that
serve
similar
grades
of
students,
so
comparing
all
elementary
schools,
statewide
and
all
high
schools,
statewide
schools
will
also
be
designated
level
3
if
they
have
persistently
low
graduation
rates
so
below
70%
or
if
they
score
high
enough
to
be
level.
2.
U
We
also
know
that
the
state
accountability
system
is
anticipating
some
change.
So
again
we
are
basing
these
on
2015-2016
accountability.
Measure
BPS
currently
has
several
level
three
schools
and
the
bottom
1st
through
5th
percentile,
which
we
listed
here.
One
of
them
is
a
former
level
4
school,
the
Blackstone
elementary
and
then.
U
One
thing
we
want
to
be
very
sure
we
are
looking
at
is
the
demographic
breakdown
of
our
schools
that
are
delos
performing
in,
particularly
as
we
think
about
our
DPS
strategic
problem
practice,
which
is
focused
on
our
how
we
serve
our
most
marginalized
students.
So
here
we
have
information
on
the
scores
from
the
1st
through
5th
percentile,
compared
to
the
Boston
Public
Schools
average,
so
you'll
notice
that
the
bottom
column
is
a
percentage
point
difference
between
these
1st
and
5th
percentile
level,
three
schools
and
the
bps
district
average.
U
So,
for
example,
you'll
see
that
black
students
make
up
9.3%
points,
a
larger
proportion
of
students
in
the
first
percentile
level,
three
schools
than
they
do
in
Boston,
Public,
Schools
as
a
whole,
and
similarly
Asian
and
white
students
are
over
seven
percentage
points,
a
smaller
proportion
in
these
schools.
These
burglars
first
through
fifth
percentile
level,
three
schools
than
they
are
in
BTS.
Overall,
we
similarly
have
a
7
plus
724
percentage
point
higher
participation
of
students
with
disabilities
in
these
schools.
U
One
of
the
data
sources
that
we
have
to
look
at
both
of
the
four
schools
in
this
subset
of
Level.
Three
schools
in
the
1st
through
5th
percentile,
are
monitoring
site
visits
for
Ms
fees,
and
this
is
a
specific,
the
level
for
schools
each
receive
a
monitoring
site
visit
annually
as
a
result
of
their
designation
in
level
4
by
the
Department
of
elementary
and
secondary
education.
So
this
is
mandatory
for
them.
U
It's
required
it's
conducted
by
the
American
institutes
of
research,
AI
R
on
behalf
of
PSE,
sorry
about
all
the
aggregates
and
for
the
level
three
schools
in
the
1st
through
5th
percentile.
These
are
not
mandated
by
ESC
the
bps
use
grant
funds
in
order
to
undertake
these
MSBs
as
a
formative
measure
for
us
to
be
able
to
make
some
comparative
comparisons
and
for
us
to
be
able
to
plan
effectively
giving
schools
in
this
we're
really
relevant
information
that
gives
it
from
the
same
lens.
U
U
Few
key
takeaways
we're
going
to
delve
into
the
data
in
more
detail.
That
gives
you
information
on
what
these
embassies
discovered,
but
we
want
to
give
a
couple
of
key
points
that
you
can
see
you've
woven
in
throughout,
so
some
of
the
most
significant
needs
are
in
core
instruction
and
intervention.
Yes,
struggling
schools
tend
to
struggle
with
the
same
challenges.
We
didn't
necessarily
see
a
wide
variation
in
which
here
is
were
showing
the
most
need
for
growth
across
schools
that
were
actually
similarities
across
the
schools
because
lower
for
schools
showing
overall
performance
over
time.
U
So
we
actually
see
that
from
the
first
year
of
MSPs,
which
is
from
the
designation
year
so
the
year
that
the
school
is
designated
level
four
before
they've,
written
and
engaged
in
a
turn
on
plan
from
that
benchmark.
Now
they
actually
do
improve
in
what
we're
seeing
in
general,
over
the
MSBs
and
this
level.
Three
school
is
selected
in
this.
V
You're
currently
looking
at
a
summary
of
results
from
all
nineteen
MSC's
organized
by
each
schools,
strengths
in
the
for
Massachusetts
turn
practice
areas.
So
these
are
areas
of
practice
identified
by
the
state
as
common
strengths
for
schools
that
are
able
to
make
rapid
gains
in
student
performance
over
a
short
period
of
time.
I'll
walk
you
through
what
you're,
seeing
on
this
graphic
and
then
share
some
of
the
initial
takeaways
that
we've
had
for
looking
at
this
data
at
the
district,
so
the
four
columns
represent
the
four
turn
around
practice
areas.
V
The
first
is
leadership,
shared
responsibility
and
professional
collaboration,
and
the
general
unifying
theme
for
practices
in
this
area
are
how
adults
and
the
building
are
collaborating
together
and
how
leadership
and
responsibility
is
distributed
among
staff,
not
just
of
the
pros
of
the
level.
The
second
area
is
intentional
practices
for
improving
instruction,
so
these
involve
strategies
that
the
school
is
using
to
constantly
improve
teacher
practice
and
help
teachers
improve
the
quality
of
their
instruction
as
a
group.
The
third
practice
area
that
third
column
is
student,
specific
supports
and
instruction
to
all
students.
V
There
are
five
ratings
that
AR
uses
to
overall
assess
practice
in
each
of
these
four
areas,
the
lowest
one
would
be
limited
evidence
and
I'll
just
say.
We
have
no
schools
that
received
this
rating
on
any
turnaround
practice
area
this
year.
Now
we
indicate
that
the
school
had
little
or
no
planning
or
strategies
in
place
related
to
that
practice
area.
V
So
some
of
the
things
that
we
noted
when
we
started
reflecting
on
this
data,
the
first
is
that
student
specific
supports
and
instruction
to
all
students
is
the
clearest
growth
area
for
the
district
overall
and
for
the
schools
that
were
assessed
and
the
next
to
a
significant
growth
area
would
be
school
culture
and
climate.
But
we
also
noted
that
all
of
the
schools
that
are
still
developing
in
this
area
are
also
developing
in
student
specific
supports,
so
that
for
us
screen
of
courses
how
much
the
key
area
those
two
are.
V
We
also
noted
that
the
fewest
schools
were
given
the
top
two
ratings
of
sustaining
and
coherent
implementation
for
intentional
practices
for
improving
instruction,
and
that's
at
least
partially,
due
to
schools
performance
on
the
instructional
observation
portion
of
the
monitoring
site
visit.
So
as
part
of
this
two-day
visit
to
the
school,
the
researchers
conduct
a
number
of
classroom
observations
and
those
observations
will
influence
the
school's
overall
rating
in
this
turn
practice
area.
V
So
we
do
not
yet
have
all
of
our
schools
performing,
as
we
would
hope
on
see
on
the
areas
assessed
by
the
that
classroom
observation
and
that's
in
part
why
we
don't
see
as
much
strength
there.
Yet.
One
positive
thing
to
note
is
that
the
the
three
schools
that
have
the
top
two
ratings
in
multiple
turnaround
practice
areas
that
the
Channing,
the
crew
and
the
English
high
school
all
three
of
those
schools
are
actually
current
level.
Four
schools
that
have
been
working
very
hard
to
implement
a
turnaround
plan
for
multiple
years.
V
So
in
each
of
these
turnaround
practice
areas,
there
are
a
number
of
specific
practices
that
the
MSP
assesses.
We've
highlighted
strengths
and
growth
areas
here
that
were
common
to
many,
if
not
all,
of
the
19
schools
receiving
an
MSP
and
rather
than
go
into
each
one
I'm
just
going
to
share
a
few
highlights
that
we've
noticed
so
in
the
first
turnaround
practice
area,
a
leadership,
shared
responsibility
and
professional
collaboration.
We
noted
that
many
many
schools
showed
strength
in
the
use
of
time
for
professional
collaboration,
so
how
teachers
and
administrators.
V
Do
lesson
planning
or
peer
observation,
for
example,
and
also
in
that
same
category
schools
that
did
have
autonomy
as
whether
they
were
turnaround
schools
or
for
extended
learning
time.
Schools
were
found
to
be
deploying
that
autonomy
to
improve
student
outcomes,
one
other
great
spot
that
I
wanted
to
highlight
is
under
that
third
turnaround
practice
area
student
specific
supports.
We
saw
many
schools,
including
those
that
were
still
overall
treated
as
developing
in
this
practice
area
higher,
had
higher
specific
performance
on
their
ability
to
deploy
interventions
to
English
language
learners.
V
So
we
were
pleased
to
see
that
considering
the
attention
that
the
district
has
placed
in
that
area
on
one
growth
area
that
was
common
to
almost
all,
schools
was
also
known
as
a
turnaround
practice
area,
and
that
is
right
below
their
multi-tiered
system
of
supports
and
that
refers
to
how
school
is
systematically
identifying
student
needs
and
then
deploying
differentiated,
supports
and
monitoring
their
progress
and
closely
related.
We
also
see
that
teacher
training
to
identify
those
is
a
growth
area.
D
W
V
Classroom
practice
in
poor
areas
and
what
you're
looking
at
right
now
is
a
heat
map
which
indicates
to
us
where
there
were
common
areas
of
strength.
This
particular
graphic
is
called
the
elementary
schools
that
received
monitoring,
site
visit
and
also
where
there
are
common
challenges
among
new
schools.
To
give
a
very
brief
overview,
we
can
go
into
more
detail
if
you'd,
like
of
the
four
domains
here.
Classroom
organization
refers
to
the
productivity
in
the
behavior
management
in
the
classroom.
You
thought
Carman
strengths
among
schools.
V
Here,
the
emotional
support
domain
refers
to
how
students
and
teachers
are
interacting
with
each
other.
Are
the
positive
planet
in
the
classroom?
The
instructional
support
domain
deals
with
core
instructional
practices
like
the
quality
of
feedback
that
teachers
using,
for
example,
and
this
was
a
growth
area
for
both
grade
levels
in
the
elementary
and
student
engagement,
which
is
only
assessed
in
upper
elementary
grades,
also
had
some
mixed
performance
with
some
stronger
areas.
There.
V
We
observed
a
similar
pattern
of
strengths
and
challenges
on
the
middle
and
high
schools
with
the
highest
scores
in
that
classroom
organization
domain,
the
most
room
for
growth
again
in
those
core
instructional
practices
and
somewhat
more
mixed
levels
of
student
engagement
than
we
were
finding
in
elementary
schools.
Overall.
U
We
also
wanted
to
share
about
some
of
the
supports
that
the
district
has
been
providing
to
schools
in
these
groups
and,
in
this
case,
we're
looking
at
both
level
for
squares
and
at
level
three
schools
in
the
bottom
first
year,
10th
percentile.
Now,
for
example,
we
can
be
technical
assistance
teams.
This
is
a
strategy
to
begin
and
is
primarily
served
by
level
4
schools
that
there
can
be
that
of
the
opposite
turn
around
for
transfer
transformation.
U
That's
getting
in
the
way
of
being
able
to
focus
on
instruction
to
focus
on
student
support
and
to
make
sure
that
it's
as
easy
as
possible
for
the
staff
in
that
building
to
focus
on
what
they
need
to
be
doing.
The
other
side
is
also
bringing
together
kind
of
a
brain
trust
of
really
effective
and
knowledgeable
staff
members
from
central
office
to
be
about
five
years
with
the
school
on
some
of
the
less
technical
and
more
adaptive
challenges
that
the
school
needs
200
take
on
reconstruction.
U
So
the
idea
of
a
night
art
is
work
for
the
teachers
on
their
teaching
and
work
with
them
and
how
they
continue
to
work
themselves
on
their
teaching
so
that,
even
when
art
isn't
around,
the
teachers
continue
doing
work
themselves
under
contract.
Listen.
Similarly,
the
office
of
data
and
accountability
is
data.
Entry
team
has
conducted
support
for
many
schools
in
the
screwed
five
over
four
schools
in
eight
level.
Three
schools
in
this
category
to
work
with
them
on
not
just
how
do
you
look
at
data?
U
But
how
do
you
do
it
to
really
think
and
adjust
instructional
practice
in
teams
within
the
School
of
construction,
leadership,
teams,
leadership
teams
and
individual
content
under
grade-level
teams
at
the
school?
The
district
also
works
to
provide
strategic
support
grades
for
some
reason
through
schools.
These
are
not
large
grants
akin
to
the
larger
school
redesign
grants
that
level
schools
receive
to
fund
a
turnaround
plan.
These
are
smaller
targeted
grants
there.
U
This
year
we
anticipate
continuing
these
supports,
all
those
that
were
listed
and
thinking
about
other
central
office
interventions
as
needed.
We
also
are
working
on
three
together,
our
district
leadership
team
members
and
central
office
staff
members
from
all
levels
to
try
to
working
across
functional
group
on
a
few
goals.
The
scope
of
work
includes
establishing
a
consistent
diagnostic
process
for
assessing
need
in
low
performing
schools
and
then
coordinating
central
offices,
of
course,
for
those
schools
to
directly
address
the
diagnosed
needs.
U
So
just
as
we
talked
about
multi-tiered
systems
of
supports
for
students,
we
can
think
of
this
sort
of
as
multi-tiered
system
of
support
for
schools
to
make
sure
that
we're
not
treating
exclusive
where
it
says
one-size-fits-all
any
more
than
we
would
want
to
for
students
but
really
identify.
What
are
the
specific
supports,
an
individual
school
needs
and
then
channeling
the
right
resources
or
centralized
expertise
to
those
schools.
U
We
also
want
to
establish
a
little
bit
to
get
a
viable
and
effective
school
models,
one
of
the
things
that
are
really
working
and
that
gets
it
intervening
in
these
schools
before
there's
an
opportunity
for
a
designation.
So,
just
as
we
started
to
look
at
this
data,
and
just
as
the
visits
help
us
think
about
what
are
the
criteria
and
that
the
state
looks
at
and
what
can
we
learn
from
that
in
terms
of
making
sure
that
all
of
our
schools
are
level
3?
U
A
H
You
so
much
for
the
presentation
and
I've
enjoyed
working
closely
with
your
team
on
some
of
the
different
turnaround
team
and
so
I
seen
up
close
and
personal
the
hard
work
that
you
all
are
doing.
So
thank
you
so
I.
My
question
is
I.
Guess
one
would
question,
but
I
typically
ask
a
lot
of
Nexon
regarding
their
engagement.
H
H
How
can
I,
as
a
parent
impact,
my
school
in
one
of
these
areas,
the
most
I
know
climate
culture
and
culture
underneath
it
you
have
family
and
air
engagement,
but
if
I'm
an
engaged
parent
at
one
of
these
schools
and
I
want
to
help
increase
the
status
of
my
school
I
want
to
do
whatever
I
can,
but
not
just
my
child,
but
my
child's
classroom
I
want
to
support
the
teacher
I
want
to
support
the
principles.
I
want
to
show
up,
I
want
to
be
educated,
it
is
there.
H
Are
there
some
thoughts
just
around
how
how
parents
can
be
one
of
these
critical
stakeholders,
because
I
know
I
see
the
work
that
has
to
get
done
by
the
teachers,
the
teachers
mostly?
But
if
you
have
a
set
of
engaged
parents
at
every
school
who
say
we
want
to,
we
want
to
you,
want
to
help
fix
this
problem.
B
You
and
your
adding
our
in
addition,
superintendents,
who
are
here
to
also
contribute
as
well
in
your
question,
right
I,
think
there's
an
implication
that
parents
can
be
involved
beyond
just
that
one
category
right
right,
and
so
whether
it
is
about
a
healthy
to
the
leadership
of
the
school,
which
is
a
big
construction
on
our
health,
is
support.
Intentional
practice
on
put
the
instruction.
It's
just
parents,
be
part
of
instructional
rounds
at
schools.
There
are
roles
for
parents
like
the
deliberateness
of
parent
engagement
in
a
turnaround.
U
U
Of
the
things
we've
been
working
to
do
over
the
last
couple
of
years
is
build
stronger
relationships
within
central
office,
so
that
these
supports
are
coming
together
on
behalf
of
schools.
So,
for
example,
the
opposite
turn
around
the
transformation
yeah
and
the
August
engagement,
school
support,
team
and
I.
Think
the
day
is
lead
partner.
Three,
in
this
instance,
for
example,
came
together
in
one
of
our
little
four
schools
and
work
together
to
host
a
walkthrough
for
parents,
the
parents
walking
through
classes,
but
not
necessarily
in
in
a
traditional
kind
of
walkthrough.
U
We
actually
worked
with
parents
so
that
they
got
to
learn
the
same
rubrics
that
the
instructional
coaches,
who
are
using
with
the
schools
and
so
I
believe,
actually
they
use.
For
example,
we
were
looking
at
student
discourse,
which
is
another
way
of
saying
the
instructional
dialogue
element
on
the
classroom,
brick.
So
if
we
think
about
how
we're
really
building.
U
Conceptual
understanding
for
students,
and
not
just
procedural
fluency.
We
really
want
to
have
students
talking
about
what
they're
learning
and
not
just
answering
questions,
but
really
talking
about
the
underlying
concepts
of
what
they're
learning
and
so
the
walk
through
had
parents
using
this
same
kind
of
book
that
the
instructional
coaches
would
use,
and
so
that
was
a
great
opportunity
that
was
really
excited
to
see
these
teens
take
to
parents
really
to
kind
of
get
them
all
the
way
behind
the
curtain.
A
H
Is
and
I
know
that
I'm
not
a
lung
and
wearing
the
engaged
parent
had
at
schools,
and
so
that's
why
I'm
asking
if
the
scope
can
be
broadened
took
more
than
just
the
school
climate
and
culture
that
parents
are
engaged.
I
would
love
to
know.
If
there
is
a
superintendent
I
know,
you
said:
there's
a
turnaround.
H
So
that's
why
I'm
just
I
don't
know
if
it's
district-wide
and
if
there's
a
cohesive
plan
or
if
it's
just
school
by
school,
but
I'd
love
to
just
dig
down
deeper,
because
I
think
that
parents
are
a
really
critical
stakeholder
and
turning
around
schools.
I,
just
I,
believe
it
in
my
bones.
I
just
do
so.
I
would
I
want
to
know
that
we
are
thinking
creatively
innovatively,
broadly
deeply,
and
parents
voices
are
at
that
table
at
the
schools
to
say
we
want
to
help
turn
around
and
we
have
some
ideas.
B
You
have
work
to
do
there.
I
will
say
there
is
a
foundational
work
that
we
did
this
summer
last
week
brought
to
you
the
essentials
for
instructional
equity.
There
is
a
parent
guide
to
those
essentials
and
discuss
how
parents
and
support
those
the
teaching
and
learning
that's
tied
to
those
competencies.
So.
J
E
You
know
we've
often
families
it
just
is
it's
an
it's
more
steps,
it's
more
resources,
but
in
my
experience,
involving
families,
that
is
the
key
to
the
work
that
we
need
to
do,
which
leads
me
to
my
question
on
slide.
11.
Thank
you
for
all
this
information.
This
is
what
we
asked
for
last
year,
so
appreciate
the
thoroughness
of
your
explanations
and
the
time
that
you
took
to
put
it
together.
So
thank
you.
My
question
is
I
have
two
questions.
E
But
yet
the
growth
areas
are
adult
student
relationships
in
school,
I,
behavior
plan
and
I'm
just
trying
to
understand,
because
usually
when
you
talk
good
family
engagement
and
community
engagement,
then
usually
that
translates
it
to
the
school
day
in
terms
of
what's
happening
with
students
and
behavior,
so
I'm
just
trying
to
understand
how
it
could
be
in
the
strength
and
in
the
growth,
because
they
would
see
that,
in
my
experience,
those
things
kind
of
go
together.
So
I'll
just
try
to
understand
a
little
bit
more
yeah.
V
Thank
you
for
your
question.
I
would
share
your
your
question.
Looking
at
this
data,
part
of
it
has
to
do
with
the
way
the
monitoring
site
visit
its
structured.
It
really
is
looking
at
what
the
practices
of
the
teachers
and
administrators
are,
to
some
extent
with
students
in
the
building
are
doing
it's
not
as
robust
a
tool
for
assessing
family
engagement
from
the
family's
perspective.
So
one
thing
I
just
want
to
call.
V
I'll
also
say
that
there
are
some
differences
between
the
way
these
indicators
look
at
the
elementary
level
and
look
at
the
high
school
level,
which
might
explain
some
of
those
differences
as
well,
but
they
are
relative
differences
so,
overall,
the
turnaround
practice
rating
for
that
particular
school
might
contain
somewhat
higher
ratings
in
family
engagement
and
somewhat
lower
ratings
in
adults
relationships.
But
overall,
the
fact
that
it
hasn't
impacted
their
don't
have
relationships
is
one
of
the
things
that
keeps
the
overall
rating
somewhat
lower.
E
So
it's
it's
not
from
a
parent
perspective,
parent
grandparent,
whatever,
which
it
think
leads
back
to
your
comment.
Dr.
Jane
list
a
lot
of
work
to
do
around
really
shifting
the
paradigm
and
how
we
actually
work
with
our
families,
and
we
need
to
continue
to
put
our
families
front
and
center.
Thank
you
for
clarifying
that.
My
other
question
is
I,
wanted
to
know
how
the
reports
from
from
MSB
are
being
used
to
accelerate
instruction
and
then
how
our
leaders
being
held
accountable.
B
We
in
the
relaxed
school
year
started
making
sure
that
I
must
seek
visit.
Group
reports
were
made
available
to
school
to
babies.
What
was
then,
what
I
think
you
learned
in?
Sometimes
these
reports
get
done
and
they
are
not
necessarily
then
brought
back
to
school
communities
for
reflection
and
important
improvement.
So
it's
yes!
B
So
if
that
means
principal
teachers,
parents,
everyone-
and
so
this
is
a
practice
and
we
are
now
instituting
so
these
MS
to
the
visits
and
the
reports
that
come
out
of
it
are
now
should
being
shared
back
with
schools
and
our
instructions
for
three
tenants
are
working
with
school
leaders
to
figure
out
to
determine
how
that
data
is,
then
how
does
that
feel?
How
does
that
idea
share
and
facilitated?
Because
that's
super
critical
and
I'll
wait
to
married
your
school?
One
of
our
superintendence
may
be
able
to
provide
some
more
detail.
W
You
know
just
to
give
some
specific
examples
of
how
we're
using
the
data.
In
most
cases,
the
visits
happen
in
the
spring,
and
so
the
data
for
some
schools
might
have
been
available
in
middle
of
May
for
some
schools.
They
didn't
actually
receive
that
data
until
very
close
to
the
end
of
the
year,
so
in
at
least
one
school
where
they
had.
W
The
data
in
May
I
worked
with
the
instructional
leadership
team
at
the
school
to
unpack
it
and
to
begin
to
think
about
the
kind
of
professional
development
that
teachers
might
be
able
to
engage
in
over
the
summer
and
then
also
the
kind
of
profession
with
the
Batman
Arkham
wearing
that
would
happen
for
this
year.
We
also
were
able
to
partner
with
the
new
teacher
project
and
bring
a
group
of.
E
E
W
So
again,
this
year
we
haven't
yet
you
know,
put
into
place
the
practice
plan
for
sharing
with
families
what
we
did
do
last
year
in
our
level
for
schools
or
was
to
hold
sort
of
like
a
data
family
meeting
to
really
unpack
that
and
this
video
for
the
level
more
schools,
as
well
as
the
state
accountability
data.
Any
interim
assessment
data
that
the
school
had
either
from
the
district's
interim
assessments,
are
from
a
partner
like
a
net
and
to
really
help
the
currents
develop.
Some
data
literacy
sets.
W
They
knew
the
right
questions
to
ask
and
I
have
to
say
I
participated
in
those
meetings
at
the
Channing
and
that
they
grew
and
at
both
of
those
schools.
Parents
were
already
very
data
savvy
before
this
meeting,
so
it
was
clear
that
in
those
two
schools
that's
been
a
regular
private
practice.
They,
you
know
they're,
not
hiding
their
their
challenges
or
they're,
really
sharing
with
parents
and
and
being
very
clear
about
here's,
what
we're
working
on
here's,
what
we're
doing
and
why
we're
doing
it.
W
E
And
I
hope
that
that
practice
is
shared
in
the
school
model,
because
I
wonder
some
of
the
schools
that
have
not
fared
so
well.
If
we
have
this
kind
of
process,
what
families
are
part
of
understanding,
the
monitoring
and
it's
part
of
our
structure
and
where
we
are
and
that
families
can
actually
participate.
A
Thank
you
and
just
to
build
on
that
comment.
I
would
think
if
the
high
schools
involving
the
students
as
well
and
I,
think
back
to
last
year
when
we
had
the
creative
students
from
Brighton
and
Excel
saying
we
had
no
idea.
We
were
about
to
hit
level
4.
What
does
this
be,
and
we
have
folks
from
that
on
saying
we
have
no
idea
we
about
to
go
for
4
to
5,
which
is
the
speed
and
that's
what
caused
this
committee
to
really
say
to
use
superintending
a
team.
A
We
want
to
see
exactly
this
support
super
body,
not
only
the
core
of
it
to
the
level
3
and
what
type
of
communications
going
out.
So
thank
you
as
all
pushing
that
question
of
it's.
One
thing
for
the
superintendent
ii
am
busy
getting
the
monitor
in
site
visits,
but
we
get
confused
by
the
jargon.
I
can
imagine
how
how
parents
do
who
are
not
paying
as
much
attention.
A
This
is
as
we
are,
and
so
I
fully
understand
the
parents,
the
chanting
in
the
group
of
experienced
it,
and
they
are
very
engaged
and
good
things
going
on
at
both
of
those
schools.
But
we
have
a
number
here
on
the
list
and
would
love
to
see
that
level
of
engagement
across
the
board
and
the
district,
pushing
the
engagement
and
understanding
that
they
have
to
make
it
happen,
because
it's
just
but
when
you
said
you
know,
teaching
parents,
the
right
question
say
I'm
expensive.
What
might
help
you
then
do
understand?
Ii
want
to
keep.
F
Going
to
questions
on
the
school
project,
you
miss
Cheerilee
about
few,
be
without
that.
Okay,
thank
you.
Mr.
vice
chair
and
thank
you.
Mister.
The
government
can
mr.
Anderson
mister
some
presentations
right,
sorry,
a
couple
comments
and
then
I'll
call
questions,
and
so
first
you
know
I
really
appreciated
slide
15
that
spoke
about
diversity,
efforts
that
you
take
to
address
the
needs
in
individual
schools
and
I
appreciate
it.
Also
that
you
highlight
the
fact
that
this
isn't
necessarily
a
one-size-fits-all
type
of
approach.
F
I
think
it's
also
important
that
you
take
my
step
back
and
gone
out
and
start
recused
from
air
for
level
three
world
or
not
otherwise,
obligated
to
do
so.
That's
something
that
we
I
think
been
highlighting
for
a
couple
of
years
that
you
know
we're
very
wary:
these
schools
that
that
sit
at
a
little
level,
three,
where
we
know
were
steering
on
the
edge
and
we're
worried
about
them
following
work
with
the
other
four
or
five
at
some
point,
and
so
I
want
to
ask
the
question
it.
F
Was
it
really
addressed
in
that's
all
the
good
stuff,
but
I
asked
a
question
about
what
what
was
it
really
wasn't
addressing
the
presentation
and
isn't
it
necessarily
simply
this
germane
to
what
we
do
with
school?
Isn't?
And
that's
is
any
of
the
data
that
we're
pulling
out
through
these
reports
and
through
the
work
that
you
do
when
we
go
in
intervening
into
the
schools
in
various
ways.
F
Is
it
giving
us
usable
data
that
we
can
take
to
external
partners
and
I
don't
mean
I,
don't
mean
community
groups
necessarily
mean
funders
or
any
other
groups
like
that,
but
specifically
to
other
government
agencies
that
provide
the
services
that
can
support
our
students.
So
you
know
when
I
say
that
I
think
we
all
in
it
go
to.
We
understand
that
a
lot
of
the
issues
that
can
drag
a
school
down
our
societal
issues,
better
socio-economic
in
leadership
and
I-
think
that
we
can
work
to
address
in
meaningful
ways
and
work.
F
U
U
We
need
help,
as
we
said,
and
so
sometimes
that
involves
looking
at
what
kind
of
student
supports
is
it
that
we
really
need
and
are
those
student
supports
that
were
already
providing,
and
that
puts
us
in
a
position
to
figure
out
the
array
of
partnerships
that
we
have
in
that
individual
school?
Are
those
the
right
partnerships
and
well
and
are
those
sufficient
partnerships
or
are
there
other
partnerships
that
we
need?
Do
we
need
more
mental
health,
do
many
more
in
physical
health?
F
Yeah
we
shoot
that
as
well.
So
you
know
just
a
couple
of
those
thoughts
here:
I,
don't
think
we
really
how
long
each
one
of
these
schools
sat
in
various
levels
like
that.
So
you
know,
irrespective
of
being
kind
of
this
three
four
five,
just
certainly
being
in
the
ten
percent
well
below
in
the
state
rankings.
F
What's
a
reasonable
or
how
should?
How
should
we
take
a
look
at
the
approaches
that
we
were
taking
school
by
school?
And
how
should
we
take
a
look
at
each
one
of
these
schools
and
make
a
clear
assessment
to
say
you
know
what
we
spent
a
lot
of
time
here
and
we
need
to
be
trying
something
different
or
this
school
has
been
making
an
effort.
They've
been
making
meaningful
effort
and
they
need
a
little
bit
more
time.
I
I
think
that's
a
that's
something
that
you
know.
F
X
X
So
isn't
that
your
question
is,
though,
apt
is
because
we
have
close
close,
who
might
go
out
of
the
gate
really
fast,
because
there
are
some
early
limbs
that
you
can
get
when
you
start
to
put
this
in
a
different
way
after
you've
written
that
land
seam
and
looked
at
some
of
the
options
that
are
available
to
you
and
they
and
they
may
sprint
along
and
make
significant
progress.
Some
of
our
schools,
as
you
can
see
from
the
list,
have
exited
and
I'm.
X
Now
back
in
the
worrisome
stage,
those
schools
probably
went
through
a
very,
very,
very
authentic
effort
to
do
that,
because
that's
the
task
you
end
up
with
when
you
have
a
three-year
timeline
for
rapid
improvement,
but
it
doesn't
necessarily
mean
to
the
culture,
change
and
a
commitment
to
and
again
it's
not
about
any
individual
sport.
Please
please
understand
that,
but
you
know
you
don't
end
up
with
the
kind
of
underlying
underpinnings
that
we
genuine
turnarounds
in
under
context.
X
So
that's
why,
from
my
perspective,
it's
not
a
big
surprise
that
at
least
in
our
case,
the
the
state
doesn't
normally
moves
to
take
a
spool
out
of
the
turnaround
after
three
years,
which
is
the
first
time
Leawood,
I,
think
the
way
I
understand.
This
is
simple
way.
I
would
understand
that
they
would
consider
that,
but
weights
just
is
waiting
to
see
if
that's
a
little
bit
more
sustainable.
X
It's
the
same
reason
why,
when
we
we
began
our
work
here,
finance
work
with
us
and
turn
around
and
agreed
to
help,
try
to
figure
out
a
way
for
there
to
be
a
step
down
in
resources,
because
the
other
thing
that
kind
of
is
necessary
for
turnaround,
but
not
sufficient.
Is
that
infusion
of
cash
that
comes
along
with
this,
but
what
here's
public
srg.
But
what
nationally
is
known?
This
is
going
to
prove
my
grant
also.
X
Researchers
really
is
exactly
what
that
has
to
look
like
because
a
lot
of
school-
it's
not
it's
not
just
in
Boston
but
nationally,
do
come
out
of
the
game,
a
lot,
much
rapid-fire
change
and
incremental
improvement
of
heading
in
the
right
direction.
That
kind
of
approach
is
extremely
hard
thing
once
the
supports
that
were
put
in
place
to
make
it
happen,
and
you
all
actually
have
raised
this
question
to
me.
This
blanket
in
budgeting
and
our
last
conversation
about
the
love
for
school
I
mean
it's.
It's
both
anyway,
that's
exactly
when
I
third
and.
F
And
it
takes
certainly,
you
know
the
key
phrase
that
came
involved
with
your
specially
meet
your
documents.
Is
sustainability,
be
about
how
take
that
that
initial
improvement,
or
you
know,
approvement,
occurs
at
some
point
and
making
sure
that
it
sticks
very
helpful.
Thank
you
for
making
this
little
cocktail
that.
X
They
identify
different
starting
points,
but
but
honestly,
any
starting
point
that
the
school
feels
is
the
problem
area
is
likely
a
problem
area
and
the
commitment
from
my
perspective
is
that
you
know
just
make
sure
that
you
don't
say
this
is
our
problem
and
we'll
fix
it
and
then
we'll
be
fine.
The
starting
point
is
the
starting
point
to
get
into
a
comprehensive
set
of
analysis
and
assessment
of,
what's
going
on
and
and
really
if
the
next
step.
X
This
year
we
tried
me,
we
brought
the
process
of
having
a
are
commending
these
ten
schools,
because
we
thought
that
information
would
help
with
the
diagnosis
and
I
think
it
both
does
and
it
will
continue
to.
It
was
in
the
same
way
that
Mary
was
talking
about
these
reports.
The
levels
of
the
funding
levels
reads,
came
back
and
made
April
made
you,
so
schools
are
using
them
now
to
start
thinking,
but
but
there's
there's
almost
no
I,
don't
think.
X
There's
and
so
I
did
I
worked
for
1518
years,
studying
on
high
school
reforms
and
we're
getting
out
to
the
high
schools
that
were
struggling
and
approaches
they
took
to
reform.
There's.
Never
one
thing
that
has
to
be
fixed
and
this
goal
will
be
on
its
way
to
being
better,
but
whenever
one
part
you
enter,
Minh
has
to
be
the
basis
of
a
comprehensive
entity.
So
those
that
point
is
I
think
my
big
point
that
I
would
make
that
I
didn't
want
to
do.
G
X
Do
so,
if
any
so,
the
I'm
still
learning
that's
what
she's
different
systems,
if
I
say
something
wrong
something.
So
that's
the
best
percentage
of
80
80
percentage
points
that
means
you're,
fine
and
20.
Suddenly
that
means
that
your
average
is
it's
an
unusual.
It
made
mirrors
the
federal
law,
but
it's
not
the
way
that
other
things
that
I've
worked.
G
B
Any
accident
we
will
also
need.
We
need
to
also
understand
the
confluence
between
choice
and
its
impact
on
these
laws
as
well,
because
we
do
have
a
choice
system
and
so
are
the
budget
that
budget
affects
on
our
schools
are
all
of
Duty
enrollment.
Not
just
it's
not
that
they're
busy
us.
It
said
with
decreasing
enrollment.
There
is
decreasing
resources
available
to
the
school,
so
we
need
to
understand
convoys
between
the
choice
and
also
resources.
G
A
A
So
what
I
like
what
I'm
pleased
did
see
in
this
and
I
think
we're
all
very
pleased
at
this
before
it's.
This
is
the
concrete
data
of
exact
what
the
district
is
doing,
and
none
of
this
is
based
on
enrollment.
Definitely,
if
you
know
at
least
as
I
interpret
it
all
the
additional
supports
that
are
provided,
though
it
says.
Well,
they
get
X
amount
of
this
because
they
of
this
size.
A
It's
the
district,
ok
they're,
just
taking
a
separate
full
rally
that
they
put
in
into
technical
assistance,
needs
an
academic
response
team
to
data
entry
team
and
so
on.
It's
important
that
is
separate
from
the
enrollment
issue
that
we
all
highlighted
a
concern,
as
so
I'm.
Actually
courage
by
seeing
this
not
a
9%
direct
result
of
we
approached
it
last
year
and,
quite
frankly,
I
think
the
issue
had
come
up
the
year
before,
with
this
year
in
particular,
we.
X
X
G
X
Also,
like
you
just
Alan
things
but
having
the
misperception,
you
exiting
live
report
so
title.
It's
been
my
understanding
from
the
conversations
you've
had
over
the
past
two
years
with
representatives
from
the
Department
of
elementary
and
secondary
education
attacked
not
exiting
at
the
end
of
three
years.
Is
it's
fun
being
big
making
progress
so
that
you're
not
at
risk
of
being
identified
to
go
into
level?
Five
is
a
perfectly
acceptable
place
to
do?
Okay,
because
you
aren't
you're
not
making
that
sky-high
improvements
that
will
set
all
of
that,
but
you're
making
steady
incremental
progress.
X
So
we
do
for
schools
and
we
will
get
with
all
that
information,
who's
bidding
and
letting
for
Britt
significant
late
time
gradually
increasing,
but
that
gradual
improvement
over
the
long
haul
generally.
Does
this
again
different
types
of
research
on
school
Park
does
generally
mean
that
a
genuine
change
in
school
culture
is
taking
place.
Culture
doesn't
shift
in
a
day,
and
so
that's
that
model
is
ending
up
going
to
do
two
or
three
cycles
in
three
years
to
three
years
already
connects.
X
H
H
Thank
you
doctor
RIT,
because
II
you
were
highlighting
some
of
the
key
challenges
that
I
think
I'm
still
stuck
on.
We
don't
have
a
one-size-fits-all
model.
I
know
that
we
know
that
there's
more
to
do
to
engage
parents
at
stakeholders,
but
when
I
see
slide
9
that
says,
bps
struggling
schools
tend
to
struggle
with
the
same
challenges.
H
Those
same
challenges
have
the
same
stakeholders
at
every
school
and
I'm,
trying
to
understand
how
we
close
the
opportunity
and
achievement
gap
if
at
the
struggling
schools
with
the
same
challenges
and
we're
trying
to
be
proactive
in
looking
at
level
three
schools,
how
what
I
guess
is
dr.
Aaron,
T's
questions?
What
is
that
something
different
that
we
need
to
try,
and
this
might
not
be
an
answer
now,
but
we
we
need
to
think
about
some
innovative
practices,
because
I'm
I
really
wrestled
with
that.
H
H
What
can
we
do
more
of
in
my
mind,
there's
just
something:
I,
just
think
parents
have
a
critical
piece
and
helping
to
solve
some
of
these
challenges
and
I
rather
keep
asking
the
question
of.
How
can
we
engage
parents
differently
more
because
those
parents
are
still
at
the
school
was
beyond
three
years
and
many
times,
I
think
that
they
want
to
be
a
part
of
the
solution
and
that
I
think.
B
That
is
generous,
I
think
that
is
the
question.
We
ask
those
who
are
going
good
turnaround
process.
What
would
you
radically
different
at
the
schools
and
look
at
the
data?
It
also
says
the
most
significant
lead
is
the
important
structure
and
intervention,
so,
for
example,
in
our
work
with
Brian
Excel,
it
wasn't
just
about
more
resources
to
do
the
same
thing.
That
is
more
resources
to
do
something.
That's
right
for
him,
so
very
we're.
B
Their
curricular
offerings
was
very
traditional,
but
with
leaked
learning
we
are
going
to
be
free
and
very
different,
but
the
poaches
pedagogy
and
so
having
buck
Institute,
which
focuses
on
project-based
learning
and
professional
development
of
professional
development
for
each
school
during
this
summer.
What's
already,
biggie
inspires
the
staff
of
local
schools
to
really
rethink
the
type
of
delivery
of
curriculum
and
delivery
of
content
to
students,
and
so
from
you
and
I.
B
Don't
just
reinforce
what
the
team
here
is
that,
let's
continue
pushing
on
this
idea
of,
we
do
need
to
do
something
very
different,
because
we
don't
do
something
very
different.
That
impacts
core
instruction,
you're
right,
pretty
much
get
the
same
results
and
when
I
meet
will
dries
up,
then
there's
not
really
any
sort
of
sustainable
change.
Cell
and.
H
I
agree
with
you,
but
if
the
core
instruction
changes,
then
it
becomes
creative.
Are
we
also
reconsidering
how
we
partner
with
parents
and
that
or
instruction
so
as
we're
thinking?
Oh
a
G
work?
Is
it
being
implemented
and
some
of
these
creative
strategies
to
close
those
those
opportunities
yeah?
So
that's
what
I
want
to
push
on
that
in
the
classroom?
There's
always
innovation
taking
place.
We
hear
it.
We
have
great
partners
who
want
to
shift
the
classroom
learning,
but
are
we
also
creatively
thinking
about?
Can
parents
be
oriented.
B
M
M
B
Think
quickly,
comment
I,
look
for
to
have
a
conversation
with
this
School
Committee
in
upcoming
months
I'm,
looking
at
Eleanor
on
this
one
about
how
do
we
further
differentiate
funding
for
schools
based
on
local
factors
of
such
as
parent
education,
poverty
rate
experiences
with
trauma
and
if
there
are
ways
to
even
further
differentiate
how
we
should
find
in
schools
based
on
those
factors?
We
are
there
just
interest
in
this
school
conveyed.
You
have
that
discussion.
We
would
be
glad
to
help
guide
that
conversation
and.
H
G
B
H
I
just
underscore
that
it
is
happening.
The
tapping
on
the
ground
level
and
I
just
put
the
plug
in
for
the
health
and
wellness
Council
I'm.
Looking
at
Ron
Dorsey,
because
I
know
that
he
has
been
building
partnerships
with
community
health
center
meters
executive
director
CEOs
can't
let
pediatricians
themselves
who
are
talking
at
the
bit
to
connect
with
boss
about
the
schools
under
the
blacks,
Southland,
Community,
Health
Center.
There's
some
work
that's
taking
place,
but
it
would
be
great
to
see
it
rising
to
the
level
of
data
and
school
committee
recommendations
and
support.
H
A
Know
just
to
build
the
next
level
where
the
folks
working
to
build
VPS,
actually
ask
for
food
costs
and
Health
Commission
each
other.
Today,
question
was
never
asked
for
we
know
they're
gonna
be
kindergarteners
with
us
at
just
a
couple
of
years
right.
So
this
was
starting
to
across
those
barriers
and
ask
those
questions
in
the
past.
You
weren't
able
to
do
I.
Think
Chico.
Is
he
and
his
team
for
doing
that
as
well
as
superintendents
I,
just
I
I
did
have
a
question,
but
I
have
more
of
an
editorial
comment
on
this.
A
This
is
an
area
of
task
interest
to
the
district.
To
this
to
this
committee,
our
we
have
traditionally
focused
on
the
level
who
was-
and
we
have
asked
our
repeatedly
about
the
lower
performing
level
threes
and
what
supports
can
we
provide,
for
my
talked
a
few
minutes
bill
about
what
we
did
to
the
budget
process
with
the
superintendent's
health
and
I'm
very
encouraged
by
seeing
this,
but
I
also
have
to
freely
visit
policymaking
board,
and
this
is
a
little
unusual
for
me
to
say.
A
I
have
learned
this
much
tonight
for
my
fellow
members,
questions
and
I
hope.
The
superintendent
is
done,
listen
intently
to
the
questions
and
comments
as
well,
because
I
think
they
have
been
fascinating
as
much
as
I
have
on
the
answers
of
the
team
and,
like
my
fellow
members
say,
thank
you
for
the
work
that's
being
done
on
this.
I
do
have
a
couple
of
quick
questions
to
contain,
first
of
all
for
the
readout
habits
of
the
technical
assistance
teams
and
those
because
nowhere,
you
know,
attend
those.
The
instructional
superintendents
are
part
of
that.
A
I
wanted
barbecue
too
I
do
encourage
think
about
attending
because
they
remind
me
miss
Davis.
It
was
described
to
them
up
the
bottle
that
my
anyhow,
when
they
send
in
technical
teams,
to
look
at
what
kind
of
like
it
quad,
where
it's
out
of
the
way
get
the
on
the
brush
out
of
the
way
to
allow
schools
to
be
successful
and
as
much
as
I
appreciate
the
instructional
superintendents
attending
I
think
the
power
the
superintendent
sitting
there
saying.
Let's
solve
this
problem
right
now,
and
food
service
or
transportation
or
whatever
it
is.
A
What
can
we
do?
Right
now
to
solve
this
problem
would
be
powerful,
so
I
would
encourage
you
to
think
about
what
they
tell
you
that
you
and
I
both
heard
that
example
in
Miami
how
they
do
that.
So
it's
just
going
to
the
Berkeley
and
I
was
wondering
if
you
folks
could
help
me
out
with
the
instructional
support.
Jemaine.
A
Mister
quote:
if
you
did
doubt
that
that
was,
as
you
politely
said,
an
area
for
improvement,
I
think
it's
how
you
phrased
it
on
slide
12,
particularly
in
their
early
application.
Is
that
that's
weak
point
eight,
but
it
seems
across
the
board,
see
every
single
school
struggle
with
that.
So
help
me
out
with
what
makes
that
up
in
what
we're
doing
the
public.
V
So
the
specific
domain,
the
specific
indicators
that
are
assessed
by
that
domain,
I'm
very
a
little
bit
between
the
early
elementary
grades,
which
include
things
that
are
specific
to
language
acquisition
like
language
development,
but
all
of
them.
You
know
the
quality
of
feedback
from
teachers,
the
depth
of
the
content,
development,
the
depth
of
analysis
and
inquiry
and
the
level
of
student-centered
dialogue.
V
Not
let
dancing
more
this
as
well,
but
these
are
yet
and
rigor
as
well,
and
else
to
make
very
specific.
When
looking
at
the
at
the
depth
of
rigor,
these
represent
levels
of
its
approach
to
instruction
that
are
quite
advanced
in
some
ways:
they're
more
they're,
not
the
foundational
lesson,
planning
lessons,
structure
or
sage
on
the
stage,
and
it's
certainly
the
direction
that
we
as
a
district
are
going
and
one
of
the
things
that
we
have
done
when
we've
developed
turnaround
plans,
including
those
for
Brighton
and
Excel,
is
looked
at.
S
V
The
some
of
the
supports
that
are
provided
that
we
looked
at
on
earlier
slide
the
technical
assistance
teams,
the
academic
response
teams,
data
inquiry
teams.
All
of
those
that
touch
on
instruction
are
looking
very
closely
at
particularly
for
level
four
schools
at
the
schools
results
over
time
in
that
area,
and
there
are
some
schools
that,
with
the
help
of
their
instructional
superintendent,
actually
use
the
results
of
what's
gone
well
and
what's
the
greatest
area
of
need
and
the
instructional
support
domain
to
select
their
instructional
focus
for
the
next
year.
V
A
B
Are
just
like
the
center
of
our
districts
or
disruption,
rewarding
homier
I
wanted
this?
That's
that's.
That's
the
issue
not
only
in
bps,
but
just
nationally
young
people
we're
not
engaged
cognitively
in
class.
It's
just
the
Ricker
of
the
truck
where
they're
learning
just
needs
to
elevate,
especially
as
we're
in
Common
Core
world
is
where
the
generation
science
standards
world.
H
I
want
to
say
thank
you
for
acknowledging,
because
no
matter
the
advantages
with
disadvantages,
we
seen
our
students.
They
are
capable
of
engaging
and
cognitively
demanding
taxes.
So
I
think
you
for
just
continue
to
set
that
bar
high
and
that
expectation
among
our
teachers
that
our
students
can
do
this,
and
you
know
your
exemplifying
that
your
leadership
so.
A
D
A
B
Assistant
superintendent,
Becky
Schuster
will
provide
the
school
community.
Its
annual
presentation
of
the
work
of
the
office
of
equity,
Becky
is
gorgina,
highlight
how
she
and
her
team
have
done
what
they
have
done
in
the
areas
of
expanding
language
capacity.
Streamlining
reporting
systems
by
which
includes
better
tracking
and
trends,
how
they
do
protocols
to
both
investigate
claims
of
bias,
based
incidents,
but
also
conduct
proactive
work
and
training.
Y
Thank
you
very
much
superintendent
and
Thank
You,
chairman
and
beyond
the
rest
of
the
School
Committee
I'm,
very
pleased
to
be
here
tonight
to
report
out
the
previous
school
year,
which
was
the
first
full
school
year
that
I
have
been
to
the
district
and
that
this
team
that
I,
probably
introducing
to
as
another
district
so
I
am
here
tonight,
is
senior
equity
managers
even
Chen.
Next,
our
director
of
compliance
Jean
Pierre,
our
staff
assistant,
Grace,
Jones,
former
co-op
students
and
part-time
employee
at
the
plumber.
V
Y
Lastly,
our
current
co-op
student
paulina
moon,
so
these
are
the
folks
that
are
working
hard
every
day
in
the
office
of
equity.
To
do
everything
we
can
to
address
bias
incidents
that
are
brought
to
our
attention
and
to
do
everything
we
can
to
prevent
those
incidents
from
happening
and
by
addressing
program
the
students
policy
issues
training,
but
providing
training
everything
that
we
can
figure
out
for
ourselves
at
creating
a
district
that
provides
equity
for
every
student.
Y
Every
employee
I'd
like
to
tell
you
that
I'm
proud
that
this
team
has
language
capacity
in
Spanish,
Haitian,
Creole,
Korean
and
Chinese.
So
we
are
able
to
even
use
the
overwhelming
majority
of
the
families
that
contact
us
as
well
as
employees.
Some
of
our
employees
also
need
translation
assistance
when
they
contact
us,
so
we
have
that
ability
within
our
staff.
I
am
excited
to
update
you
on
the
work
that
we've
done
in
the
past
year.
Y
I
was
in
front
of
you,
I
emphasized
that
we
had
done
a
lot
of
work
to
update
our
equity
circulars,
yet
the
internal
policies
regarding
equity
even
made
a
lot
of
changes.
Last
year
we
made
changes
last
year
in
terms
of
how
we
approach
our
work
around
investigating
BioSpace
incidents
and
I.
Think
in
particular,
we
made
strides
in
ensuring
that
every
student
I
am
family.
Y
Member
and
employee
knows
that
we
exist
and
knows
to
come
to
us
when
something
concerns
them
that
school
leaders
know
to
come
to
us
when
they
become
aware
of
that,
may
benefit
from
our
attention
and
we've
seen
a
big
growth
in
terms
of
awareness
that
we
are
here
and
folks
taking
full
advantage
of
what
we
have
to
offer.
So
this
year,
I'll
be
highlighting
the
next
stage
in
our
development
as
an
office
I'll
be
talking
about
what
we've
done
to
ensure
that
people
are
aware
of
our
availability.
Y
How
we've
created
written
protocols
this
year,
I'll
tell
you
more
about
how
important
that
has
been
and
how
we
build.
What
I
would
call
our
internal
consultancy
that
the
office
of
equity
is
available
to
be
at
the
table
to
bring
a
lens
of
equity,
to
decision
making
and
to
help
those
capacity
in
the
district,
so
that
others
become
more
able
to
bring
that
lense
organ?
And
when
I
talk
about
in
the
lens
of
equity
and
I
would
say,
our
top
emphasis
is
on
racial
equity.
Y
But
we
also
are
frequently
raising
issues
around
our
students
with
disabilities
as
well
as
English
language
learners
that
see
those
the
top
three
issues
of
equity
that
we
address
on
a
daily
basis
and
the
other
change
we'll
see
in
a
report
this
year
that
the
superintendent
reference
is
that
for
the
first
time
this
is
the
first
school
year
where
we've
been
using
a
data
tracking
system
but
later
soft
to
track.
All
of
the
formal
responses
that
we
provide
those
to
concerns
that
are
brought
to
us.
Y
So
for
the
first
time
we're
going
to
be
able
to
provide
the
very
concrete
data
on
the
calls
and
emails
and
factors
and
walkins
that
we
have
received
this
year
and
going
forward.
This
means
we'll
be
able
to
tell
you
about
trends,
so
we're
excited
and
before
I
just
jumped
in
an
awesome,
splenic
knowledge
we
work
every
day
with
people
and
all
different
roles
and
resistant
with
the
instructional
superintendents,
with
the
operational
superintendents
and
leaders
with
the
leads
of
the
various
departments
in
the
central
office
opportunity.
Y
J
Y
Y
Basis
working
in
close
cooperation-
and
we
greatly
appreciate
their
support
and
I,
also
would
like
to
acknowledge
the
support
of
the
superintendent,
who
was
just
unwavering
in
his
commitment
to
equity
and
puts
equity
first
on
a
daily
basis
down
in
Muncie,
who
works
very
closely
with
us
on
day
to
day
and
I'd.
Also
like
to
thank
this
full
committee,
because
I
have
been
watching.
You
raise
issues
of
equity
on
a
repeated
basis
over
and
over
again
and
I.
Appreciate.
Y
So,
first
in
terms
of
equity
policies
and
protocol,
as
I
mentioned
earlier,
we
this
year
for
the
first
time,
have
written
protocols
for
how
the
district
approaches
conducting
investigations
of
bias
related
concerns,
and
we
have
these
protocols
in
three
areas.
First,
how
the
improvement
protocols
for
how
the
office
of
equity
approaches
our
investigations
and
that's
to
help
us
with
consistency
and
also
just
to
make
it
accessible
so
that
people
can
read
and
understand
how
our
procedures?
Y
Second,
we
have
written
protocol
when
we
designate
a
school
leader
or
department
leader
and
central
office
to
conduct
an
investigation.
What
procedures
they
should
follow
is
now
in
and
I
think.
This
is
particularly
important
because
we
are
setting
people
up
to
be
effective
when
they
are
designated
by
us
to
conduct
an
investigation
and
third,
the
biggest
change
in
the
equity
circulars.
This
year
was
that
we
moved
responsibility
for
sexual
misconduct,
investigations
to
the
office
of
equity.
Y
We
are
partnering
with
operational
superintendents
and
operational
leaders
as
appropriate
to
conduct
those
investigations,
but
we
now
have
overall
responsibilities
in
the
office
of
equity
for
sexual
misconduct.
Investigations
in
the
district,
and
so
our
third
written
protocol
is
around
how
you
address
investigations.
Y
Previously
often,
these
investigations
were
left
in
the
hands
of
school
leaders
and
we
felt
that
that
really
wasn't
fair
to
them.
That
many
of
these
investigations
are
quite
complex,
sometimes
involve
interaction
with
police
police.
We
wanted
to
make
sure
that
we
had
a
smaller
14
with
people
who
are
taking
out
those
investigations
for
the
district
and,
lastly,
we
developed,
along
with
the
opportunity,
akima
gun
axis,
a
set
of
guidelines
around
how
teachers
in
the
classroom
can
approach
conversations
that
may
include
offensive
language.
D
Y
Those
requests
come
please
from
students
from
family
members
and
we
respond
in
a
variety
of
ways,
including
investigations,
including
providing
coaching,
sometimes
referrals.
Some.
We
have
students
certified
mediators
up
among
our
staff.
We
provided
climate
audits,
where
it's
seeing
that
issue
were
broader
than
a
single
incident.
We
also
have
one
member
of
our
team
who
is
certified
in
restorative
justice
practices
and
we've
applied
that
approach
as
well.
So
those
that
are
only
at
368
is
only
the
formal
incidents
that
we've
responded
to.
Y
We
responded
to
144
accommodation
requests,
as
primarily
employees
requesting
disability
accommodation
for
the
workplace.
We
have
partnered
with
Boston
Latin
School
to
ensure
that
we
implement
the
resolution
agreement
with
the
US
Attorney's
Office
and
and
we're
proud
that,
in
partnership
with
the
leadership
of
Boston
Latin
beyond
good
progress
at
Boston
Latin
this
year
and
lastly,
we
helped
to
establish
a
over
six
million
dollar
capital
budget
allocation
for
to
achieve
gender
equity
in
Melaka
rooms.
Y
I'm
gonna,
diagnose
that
I
mentioned
is
now
available.
First
in
terms
of
those
concerns
where
we
conducted
investigations,
you
can
see
on
this
chart
that
about
a
third
of
the
concerns
brought
to
us,
have
been
employee
to
employee
some
employee,
saying
that
another
for
a
designation
by
excuse,
comment
and
just
over
quarter.
Y
27
percent
of
the
incidents
brought
to
us
where
students
reporting
being
mistreated
or
some
kind
of
bias
by
another
student,
and
you
can
see
a
number
of
other
categories
where
that
we
have
received
whether
its
employee,
a
student
or
students
who
apparently
sever
all
these
other
combinations
of
reporters
and
subjects,
but
those
they're
our
largest
to
employee,
to
employee
in
students
in
terms
of
protected
category.
You
can
see
that
by
far
the
most
frequent
form
of
bias
that
is
reported
to
us
raishin
lies
the
second
largest
category
is
national
origin,
which
comes
in
at
17%.
Y
I
want
to
note
that
this
chart
does
not
include
our
sexual
misconduct
pieces
also
that
we
did
count
twice
and
sometimes
even
more
than
two
times
any
case
where
someone
was
alleging,
multiple
forms
of
bias.
So
if
someone
came
to
our
office
and
said
I'm
being
discriminated
against
based
on
my
age
and
my.
Y
In
terms
of
our
findings,
when
the
office
of
equity
led
investigation,
62%
of
our
cases
resulted
in
some
kind
of
finding
of
a
violation
of
an
equity
circular,
whereas
38%
of
the
cases
we
did
not
find
sufficient
evidence
to
show
that
a
circular
was
violated.
We
always
try
when
an
incident
comes
to
our
attention
or
an
allegation
comes
to
our
attention
to
leak
things
better
than
we
find
them.
Sometimes
that
means
providing
training
to
individuals
to
groups
to
entire
teams.
Y
Y
In
terms
of
training
in
our
prevention
work,
the
office
of
equity
conducted
a
total
of
98
training
sessions
during
this
past
school
year,
37
of
those
for
equity
protocol
sessions.
So
we've
now
training
that
every
principal
and
at
least
one
other
designee
in
every
filling,
so
there's
at
least
two
people
in
every
training.
You
know
how
to
respond
when
an
incident
occurs,
we've
also
trained
all
central
office
facilities,
food
service,
transportation,
supervisors.
Y
We
are
lucky
that
Steven
Chen
never
seen
her.
Equity
managers
was
among
the
first
cohort
of
a
group
of
folks
who,
nationally
who
were
trained
in
curriculum,
called
welcoming
schools.
This
was
sponsored
by
the
Human
Rights
Campaign
and
Steven
has
been
delivering
these
sessions
for
the
last
few
years
in
the
district.
This
is
year
37
of
those
sessions
for
ten
schools
and
also
for
all
of
the
folks
who
are
trained
as
bullying.
Y
Sessions-
this
is
most
often
for
schools,
where
there's
just
one
or
more
students
who
identifies
transgender
or
gender
and
the
teachers,
and
then
strangers
would
like
to
make
sure
that
they
know
how
to
effectively
support
those
students.
We
also
added
this
year
that
based
training
that's
now
available
on
our
website.
That's
particularly
aimed
at
parents
who
want
to
understand
more
about
that
from
approach.
Y
In
addition,
around
training
I
think
we
talked
about
this
a
little
when
I
was
here
last
year.
This
was
the
first
full
school
year
where
every
employee
who
was
found
to
violate
an
equity
circular
and
every
student
who
was
found
to
be
circular,
was
provided
with
training.
So
we
are
now
making
sure
that
we
don't
just
discipline
employees
or
students,
but
that
we
again
leave
things
better
than
we
found
them.
Y
Provide
educational
programming
and
I'm
especially
pleased
that
the
student
training
is
now
being
held
on
Saturdays
at
16
Boston,
so
that
we
are
not
removing
students
from
classrooms
in
order
to
receive
this
training,
but
we
are
providing
it
on
Saturdays
and,
depending
on
the
nature
of
the
incident,
the
students
will
always
get
an
overview
of
their
rights
and
responsibilities
in
terms
of
civil
rights
at
school,
but
they
also
get
specific
information.
So
we
have
a
student
who,
for
example,
made
a
comment
that
was
derogatory
towards
Muslims.
Y
Y
R
Y
Website
is
much
more
comprehensive
than
it
was
a
year
ago,
I'm
proud
that
on
May
10th,
the
Boston
Public
Schools
officers
equity
in
the
partnership
with
the
Boston
Educational
Development
Foundation
hosted
a
statewide
conference
on
emerging
best
practices
for
preventing
and
addressing
BioSpace
incidents
in
schools.
So
we
had
over
well,
we
had
nearly
200
superintendents
assistant,
superintendents
student
support
services.
Directors.
Y
Why
did
you
see
a
Boston
which
provides
balance
and
reefs
for
schools?
A
number
of
partners
came
to
share
as
well.
Steven
this
year
delivered
some
of
the
second
cohort
of
well.
Maybe
third
cohort
of
welcoming
schools
trainers.
He
was
Human.
Rights
Campaign
flew
him
to
Washington
DC.
To
help
prepare.
Y
Supporting
that
presentation,
you
will
find
office
of
equity
staff
and
a
wide
variety
of
Department
attest
for
some
things,
playing
the
role
of
bringing
them
under
victim
to
everything
that
we
do
in
the
district,
and
you
know
this
year
that
couldn't
possibly
list
all
the
three
times
that
we
were
fortunate
to
have
the
opportunity
to
consult
internally
to
folks.
But
a
few
examples
would
be.
We
added
some
questions
about
equity,
to
the
students,
teacher
and
parent
climate
surveys
for
all
schools.
We
helped
the
enrollment
folks
around
how
to
apply
equity
to
weightless
policies.
Y
We
supported
the
expansion
of
restorative
justice
practices
in
our
schools.
We
are
always
looking
for
ways
small
and
large,
that
cumulative
cumulative
Lea
well
shift
the
district
in
the
direction
of
that
and
I
think
perhaps
the
most
important
part
of
that
is
building
capacity.
So
we've
been
working
closely
with
the
office
of
the
opportunity.
Shima
got
to
provide
training
to
the
district
leadership
team,
to
school
leaders
to
folks
who
are
in
decision-making
roles
in
the
central
office
to
train
them.
How
to.
Y
So,
the
more
that
we
have
people
raising
these
questions,
keeping
that
funds
keeping
that
perspective
as
they
approach
decisions
and
I've
also
been
partnering
with
folks
in
other
parts
of
the
city
to
continue
to
move
our
needle
and
equity
more
broadly
than
the
Boston
Public
Schools.
Through
my
work
with
Alliance
for
racial
equity,
the
city's
resilience
collaborative
design
team
and
the
city
center
relational
equity
framework
continue
to
cooperate
with
City
Hall.
We
were
doing
similar
work
to
what
we're
doing
here
at
the
Classical
School
in
terms
of
our
goals
for
the
coming
year.
Y
Y
Our
goal
is
to
every
school
administrator
and
mentioned
earlier:
we've
already
trained
to
every
principal
and
pit
master
and
one
additional
busy
week
for
building
that
some
of
our
buildings
have
larger
than
mission
teams,
and
we
want
to
make
sure-
and
we
will
continue
to
roll
out
the
use
of
racial
equity
tool
that
Tom
and
I
have
worked
on
developing
in
partnership
with
the
Center
for
social
innovation.
To
make
sure
that
as
many
people
as
possible
understand
how
they
use
that
tool.
How
to
apply
it
and
become
increasingly
able
to
do
so
without.
Y
And
I
want
to
mention
that
the
21st
century
building
fund
that
is
providing
some
very
exciting
new
furniture
and
technology
to
our
schools
in
partnership
with
some
Welch
and
others.
We
make
sure
that
every
school
leaders
required
to
use
a
streamlined
form
of
the
racial
equity
tool
to
consider
how
those
expenditures.
Y
J
E
You
so
much
for
your
presentation
and
I
wonder
when
you
guys
all
sleep
but
leave
that
on
this
time,
just
brilliant
I,
don't
I'm
trying
to
understand,
make
that
all
that
work
doesn't
so.
Thank
you,
everybody
for
all
your
work
and
I
wonder
I,
really
I.
Just
it's
a
comment.
Other
question
I
really
like
how
you
presented.
You
know
that
this
is
a
district-wide,
but
this
is
that
you're
seeping
into
everything
and
really
trying
to
get
everybody
to
really
look
at
this.
But
it's
everybody's
responsibility
and
I.
E
Just
I
just
want
to
really
point
that
out.
That's
just
so
wonderful
to
hear
and
I
wonder
how
we
do
similarly
around
the
parents
and
family
engagement
that
we're
talking
about
that.
It's
it's
not
just
the
office
of
equity.
It's
every
single
person's
responsibility
to
make
sure
that
we
have
a
district,
that's
equitable
and
fair
for
everyone.
Similarly,
using
family
and
parent
engagement
that
all
families
should
be
engaged
in
to
apartment.
So
it's
just
a
comment.
H
Awesome
thank
you,
but
specifically
because
he
we
had
some
negative
experiences
that
took
place
in
the
district
and
the
response
to
those
experiences
was
the
work
that
you
just
present
tonight:
I'm
thinking
of
specific
negative
experiences
that
have
now
created
a
comprehensive
structure
for
the
district.
So
for
that
I
want
to
say
thank
you,
and
that
is
that
is
work
that
is
worth
not
sleeping
over.
You.
H
Keeps
you
up
at
night
because
it
kept
us
up,
but
when
we
were
faced
with
some
of
those
real
real
challenges
that
you
know
put
Boston
on
the
map
nationally
once
again
and
not
in
a
great
way,
so
I
wanted
to
say
thank
you
specifically
for
your
leadership
and
addressing
key
issues
that
were
negative
and
you
created
not
only
a
positive
structure
but
a
successful
structure
that
is
really
benefiting
everyone.
So
thank
you
for
that.
One
question
update
on
being
a
less
student
parent
feedback
on
some
of
the
system
that
you
can
limited.
Y
Y
Z
That's
so
good
good
evening,
everyone
I
just
had
a
couple
of
things
to
share
about
Boston
lively,
in
particular
with
the
DOJ
complaint
report,
as
well
as
what
we're
hearing
feedback
lies
from
students
and
from
the
broader
BLS
community,
and
so
just
with
regards
to
our
DOJ
compliance.
We've
just
finished
the
first
year
of
the
compliance
agreement
that
we
made
with
DOJ
and
among
that,
among
the
things
that
we
are
required
to
do
is
redo
a
annual
school
climate
audit
at
the
school,
and
so
we
initially
did
a
school
climate
Lobby.
Z
That
is
a
response
to
what
we
had
two
years
ago.
Excuse
me
to
look
at
the
school
climate
as
part
of
our
broader
efforts
to
look
at
the
during
the
investigation
in
investigatory
phase
two
years
ago,
and
then
this
past
year,
just
to
come
out.
A
month
ago,
we
finished
our
first
climate
on
it,
which
we
hired
sangani
law
office,
which
is
there
remember,
attorneys
there
with
expensive
civil
rights
experience.
Now
what
we
found
was
that
they
made
a
couple
of
key
recommendations
out
of
that
report.
Z
So
what
they
have
found
was
that
in
those
recommendations
they
found
that
they
would
wish
to
continue
to
provide
high-level
engagement,
to
continue
to
expand
our
efforts
to
support
effective
outreach
to
expand
student
participation
in
the
exams
and
no
trainings,
and
a
new
program
for
staff
and
students
on
the
bias
and
racism.
The
other
key
piece
that
I
wanted
to
share
was
in
the
Thank
You
magic
was
we
did
it,
put
some
questions
into
our
annual
school
climate
surveys
and
amongst
those
we
still
are
collecting
a
lot
of
this
data.
Z
So
in
the
2015-2016
school
year
on
the
question
of
whether
or
not
their
teachers
explore
to
discuss
issues
of
race,
60%
of
students
responded
to
that,
but
you
with
agree
or
strongly
agree
this
past
year,
when
we
looked
at
that
same
data
and
the
questions
a
little
bit
different
that
it
states.
My
teacher
supports
me
to
play
in
my
cultural
identity.
They
went
from
sixty
percent
to
eighty
six
percent
this
year,
who
agree
or
strongly
agree.
Z
Another
measure
that
we
looked
at
was
on
the
question
of
whether
or
not
staff
reduce
and
prevent
racial
discrimination
in
the
school
for
the
2015-2016
school
year.
Only
forty
five
percent
of
the
students
that
reported
that
they
agreed
or
strongly
agreed
with
that
statement
this
past
year.
When
we
have
the
same
question
or
it
wasn't
exactly,
it
was
my
teachers
back
to
being
addressed,
bias
based
behavior.
Z
With
kind
of
these
numbers
that
are
coming
up,
but
we
also
know
that
there's
more
work
to
do
so
during
the
same
Gavi
climate,
by
which
to
be
clear,
there
focus
groups
so
for
getting
student
feedback,
we're
getting
parent
feedback.
Reading
a
lot
of
different
comments.
The
students
who
participated
in
the
focus
groups
overall
expressed
a
positive
sense
of
their
belonging
at
BLS
across
race.
Z
Y
Anyone
who
chose
to
attend
and
mandatory
participation
and
training
for
all
faculty
and
the
faculty
had
options
they
could
choose
between
participating
the
YW
Boston
dialogues
on
race
or
in
courageous
conversations
or
in
applying
the
seven
forms
of
bias
to
the
Boston,
Latin,
School
and
being
part
of
a
team
to
make
changes
in
their
curriculums
so
that
it's
more
culturally
responsive.
So
every
member
of
the
bus,
London
School
faculty
participated
one
of
those
three
options
again,
not
only
meeting
the
requirements
of
the
Department
of
Justice
agreements,
but
when
we
beyond
this
require
and.
Z
Then
the
last
piece
of
the
DOJ
compliance
was
one
things
that
we
agreed
to
was
that
there
wasn't
really
a
comprehensive
tracking
system
and
so
we're
very
similar
to
how
we
can
now
track
all
of
our
cases.
Equity
and
identify
trends
on
BLS
now
has
a
very
comprehensive
dissapoint
tracking
system,
and
we
track
both
BioSpace
instance,
as
well
as
all
like
student
incidents
from
tardies
to,
and
all
of
that
is
actually
tracked
in
a
way
that's
done
in
real
time.
Z
So
when
it
occurs,
they
get
sent
to
a
Chris
process
to
Becky
Burano,
the
assistant
headmaster,
and
with
that
we
can
get
a
real
good
sense
of
what
is
happening
across
the
school.
We
can
cut
it
across
race
and
cut
across
a
number
of
different
demographics.
Just
so
we
can
identify
trends
not
only
through
the
course
of
the
school
year,
but
also
across
time.
Z
H
R
H
Want
to
just
I
just
want
to
say
that
this
is
huge
to
highlight
that
you
all
responded.
You
began
the
school
year
with
no
backlog,
and
you
responded.
Responses
means
there's
a
conversation,
there's
a
follow-up,
there's
more
conversations,
there's
possibly
an
investigation,
there's
questions
to
ask
in
in-person
meetings.
So
that
means
you
have
to
travel
to
schools
that
so
I
just
want
to
like
this
piece
here,
because
this
is
the
work
I
do
with
higher
ed,
and
this
is
no
small
feat
at
all.
H
AA
Honey
thinking
that
could
be
from
folks
who
may
send
in
the
numbers
nothing
I
mean
they
are
concerning.
It
could
be
someone
walking
in
saying
I'm
upset,
but
I
don't
want
to
give
you
more
details.
This
is
one
we
don't
have
enough
data,
despite
our
efforts
to
find
out.
Who
are
you?
What
are
your
concerns
and
how
can
further
support
you.
H
AA
Parents
are
thoroughly
supported
by
the
policy,
so
if
every
part
of
allegation,
the
world
of
your
parents
concerned
similar
to
our
student
or
a
employee,
I
think
the
different
appearances,
though,
if
there
is
with
conduct
alleged
towards
a
parent,
the
parent
easily
being
infused.
Typically,
we
take
an
approach
of
a
conversation
between
us,
the
parents
and
the
school
leader
to
share
our
expectations
of
the
school
community,
but
different
from
a
student
or
employee,
we're
not
able
to
take
any
disciplinary
action.
AA
Y
Only
exception
to
that
is
if
a
parent
has
behaved
in
a
way
that
is
so
egregiously
biased
or
may
involve
violence
or
threats.
Obviously,
at
that
point,
because
the
safety
issue-
and
we
will
very
rarely
very
very
rarely
but
on
occasion
we
will
need
to
ban
a
teacher
for
me
a
parent
from
a
building,
but
that's
extremely
rare.
Most
fossum
Obispo
parents
are
eager
to
engage
in
very
positive
ways
and
if
they
say
something,
perhaps
that
was
not
entire
rip.
They
usually
welcome
the
coaching
and
do
not
repeat
that.
E
H
Y
F
So
it's
just
too
quick
clash
of
it
and
I
don't
want
to
believe
our
all.
The
good
great
line
of
questioning
for
my
colleagues
I
just
want
to
get
a
little
bit
more
data
from
you.
So
you
mentioned
earlier
that
some
of
your
complaints
coming
through
that
student,
Rights,
Act
and
I
recall.
You
know
we
get
that
you
know
yearly
basis
from
be
sack
they're
up
to
something
like
5,000
downloads.
So
I
wonder,
do
you
have
data
on?
You
know
precisely
how
many
reports
are
coming
in
through
the
end,
yeah.
Y
So
that
can
be
used
not
just
to
report
eyespace
incidence,
but
also
concerns
related
to,
for
example,
disciplinary
practices
that
students
may
find
unfair
or
other
in
some
schools
that
have
nothing
to
do
with
bias
but
concern
those
students.
So
I
not
come
wherever
the
overall
statistics.
But
what
I
can
say
about
in
terms
of
bias
basis
is
that
we
received
very
few
through
yeah.
F
The
other
question
I
had
respectable
schools
and
it's
great
to
hear
that
you
know
we're
going
through
the
training
and
taking
that
back
to
our
individual
school
communities.
The
question
I
had
it
was
around
the
certification
that
HRC
does
around
the
program.
I
recall
what
you
use,
you
know
JFK
and
complain.
Wasn't
first,
have
we
extended
certification
or
other
school
song
certification.
F
Z
It's
a
certified
yeah,
so
certification
is
not
a
simple
process,
but
just
getting
through
PBS
or
just
to
being
like
lessons
or
anything
like
that.
We're
really
talking
about
a
process
where
we're
going
from
the
ground
up
to
really
affect
school
culture,
from
the
level
of
policy,
to
relationship
building
with
students
to
visual
indicators
of
your
school
being
a
welcoming
school
to
a
curriculum
piece
to
to
the
PD
piece,
and
so
ultimately
there's
a
series
of
nine
different
categories
that
schools
are
working
towards
to
develop
their
proficiency
in
a
number
of
domains.
Z
It's
because
of
altering
school
by
the
time
they're
done.
The
goal
is
for
someone
from
the
Human
Rights
Campaign
to
come
out
to
the
school
and
basically
do
what
they
belong
on
it,
where
they
will
spend
time
in
classrooms,
all
talk
with
students
and
they
will
kind
of
get
to
see
what
the
Praxis
the
schools
are
and,
if
all
goes
well,
then
they
will
certify
the
school
as
a
welcoming
school.
Z
Z
Process,
but
it's
also
a
process
that,
before
I,
go
to
event
in
school,
I
will
meet
with
the
school
pear
council
I
believe
at
the
school
site.
Committee
I
believe
is
for
administrators
teachers,
because
I
do
require
a
significant
amount
of
buy-in,
because
it
is
a
lot
of
PE
time
before
our
schools,
but
once
we
get
this.
Y
G
Y
X
Y
That
have
nothing
to
do
with
bias,
but
they
may
bring
upsets
that
they're
attributing
to
bias,
but
we
don't
see
evidence
identification,
sometimes
they're,
bringing
incidents
that
aren't
related
to
buy
it.
So
if
I
was
to
look
in
that
second
category
of
when
they
are
having
a
challenge
and
they're
attributing
it
to
bias,
but
we
don't
find
sufficient
evidence
to
show
that
I
think
this,
usually
as
a
result
of
communication
breakdowns
breakdowns
in
terms
of
you
know
the
most,
the
classic
one
is
its
evaluation
season
and
a
teacher
or
other
employee
of
paraprofessionals.
Y
Why
does
it
say
this
on
my
evaluation?
Nobody
told
me
before-
and
this
is
the
first
I'm
hearing
that
they're
not
happy
with
this
area
of
microclimates.
It
must
be
because
I'm,
a
member
of
this
particular
protected
category
right.
So
so
that's
an
incident
where
we
want
to
do
our
best
to
provide
coaching
to
the
persons
in
the
evaluator
role
about
how
to
make
sure
that
that
communication
is
constant.
That
doesn't
just
happen
once
a
year,
how
to
make
sure
that
examples
are
provided
and
explanations
given,
so
that
person
is
wondering
why
it
was
happen.
J
I
Q
Y
L
A
Y
Really
wonderful,
the
difficult
question
I
guess:
I
have
to
pick
two
one
is
I'm,
just
deeply
proud
of
thinking
things
that
I
work
with
every
day.
This
is
just
an
extraordinary
team
of
people
that
I
would
want
beside
me
for
any
challenge,
no
matter
what
it
was,
but
in
particular
this
challenge
where
the
quantity
of
work
that
comes
in
our
door
is
extreme.
Y
The
meaningful
nature
of
the
work
is
is
significant
and
I
know
that
every
single
person
sitting
behind
me
will
do
everything
they
can
to
truly
assist
the
people
who
come
to
us
to
gain
health
and,
in
a
way,
that's
fair
in
a
way
that
has
depth
in
a
way
that
has
profound
human
caring
behind
it.
So
I
think
that's
one
and
then
the
other
I'd
say
is
the
expansion
in
the
work
ground,
breathing
the
lens
of
equity,
to
everything
you
do
in
the
district
and
I
and
I
see
that
growing
geometrically.
Y
You
know
wherever
I
am
I,
hear
people
raising
questions
gee.
You
know.
Why
is
it
that
this
group
of
people
is
at
the
table?
Aren't
you
missing
some
of
the
people
most
impacted
by
this
decision
or
nationally?
We
look
at
these
know,
leaders
in
our
budget.
How
can
we
analyze
whether
we're
impacting
the
most
marginalized
students?
Y
Y
If
I
was
gonna
people,
one
thing
that
frustrates
me,
the
greatest
issue
of
equity
is
not
within
the
Boston
Public
Schools.
The
greatest
issue
of
equity
is
between
the
Boston
Public
Schools
and
the
larger
picture
across
the
state
in
the
country.
We
do
not
have
the
resources
we
need
for
our
students.
We
do
incredible
work
with
the
resources
we
have,
but
ultimately
and
I
would
like
to
see
the
pie
get
larger
instead
of
just
equity.
Y
Emerging
best
practices
for
preventing
and
addressing
by
his
face
and
feelings
on
schools.
So
we
opted
very
deliberately
this
year
not
to
invite
press
or
do
request
release
about
the
conference,
because
we
felt
that
the
important
thing
was
the
quality
of
the
conversation
that
was
happening
there,
and
it
was
our
first
time
out,
but
we
had
support
from
the
Nellie
Mae
Foundation
and
a
few
other
generous
sponsors
to
make
that
conference
happen
and
it
looks
like
Nellie
May
is
gonna
support
us
to
expand
that
conference
this
year
to
Connecticut
Rhode,
Island
and
Massachusetts.
Y
A
A
Y
A
I
A
I
W
A
W
Just
wanted
to
say
a
few
things
about
the
reporting
here.
I
will
speak
personally
about
my
experience
in
reviewing
the
data
for
my
own
students,
so
that
it's
seeing
the
microcosm
you
might
get
a
better
idea
of
how
it
fans
out
across
the
district
student
growth.
Percentile
doesn't
count
the
records
I'm
attaching
here,
and
there
are
many
many
more
in
our
school-
imagine
moving
mountains
to
help
an
ESL
one
student
past
the
impacts
at
the
ESL
one.
It
is
shocking.
They
didn't
take
the
test
at
all
that
he
does.
He
passes
with
no
sgp.
W
W
The
other
thing
is
that
yes,
I
wanted
to
have
to
take
the
test
at
all.
It's
an
ESL
5
test,
so
you're
asking
the
students
at
that
level
to
achieve
something
that
is
so
far
out
of
reach.
You
know
we
can
work
with
them
and
we
do
get
them
to
pass
it,
but
it's
not
even
optimum
for
their
education.
You
know
it.
It
doesn't
really
further
their
capacities
in
it
gets
there
like
they're
clinging
to
the
survival
rate
at
that
they're,
not
really
benefitting
as
much
as
they
should
and
I.
W
W
Also
I
was
very
pleased
to
hear
you
ask
about
how
the
students
were
assigned,
because
we
do
have
more
ESL
one
of
two
students
that
have
to
take
that
mess
and
I.
Think
that
makes
a
difference
in
the
school
for
our
measurements
that
nobody
even
tries
to
find
out
what
level
the
elo
students
are
and
take
that
into
account
in
whether
they
become
a
turnaround.
School.
A
A
The
headmaster
was
awaiting
that
student.
Miss
Noriega
mark
be
who
you
this
transcript
with
hope,
the
headmaster
and
the
student,
and
which
is
glad
to
talk
one-on-one
with
any
committee
member
would
one
for
the
details,
but
the
Headmaster's
waited
let's
do
tomorrow,
as
well
as
additional
seats
for
available
for
the
other
students
that
the
student
uses.
Even
so.
This
is
no
be
a
doctor.
Noriega
Murphy
worked
on
this
personally
tonight
and
is
available
to
talk
once
additional
details.
B
We
will
go
back
and
see
we
missed
any
single
student.
We
didn't
reach
out
to
every
single
student
on
record
at
school
there.
There
were
only
13
students
at
Dorchester
Academy,
with
fewer
than
50
absences
last
year.
So
there
was
a
lot
of
outreach
at
need
to
be
done
to
make
sure
we
brought
these
school
students
back
into
BBS,
and
we
will
assure
you
that
a
hundred
percent
of
those
students
that
were
on
that
roster
last
year
will
have.
A
An
average
we're
gonna
ask
the
superintendent
as
well
to
get
us
copies
of
the
communications
in
students
that
were
referenced
and
to
report
to
us
in
more
detail
at
our
next
meeting,
but
I
want
to
specifically
reference
what
was
brought
was
this
evening
in
the
work
that
had
been
done
and
again
I
want
to
give
them.
This
destined
is
too
much
by
any
members
encouraged
to
see
this
movie.