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From YouTube: Boston School Committee Meeting 6-7-23
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
B
C
A
You
we
have
a
quorum.
Thank
you,
Miss
Sullivan.
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
Association
of
school
administrators
and
supervisors.
Also
known
as
basis
to
have
this
discussion
in
an
open
meeting
would
have
could
have
a
negative
impact
on
the
committee's
bargaining
position.
The
committee
will
return
to
public
sessions
at
5,
30
PM.
Is
there
a
motion.
E
A
A
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
Association
of
school
administrators
and
supervisors.
Also
known
as
basis
to
have
this
discussion
in
an
open
meeting
could
have
a
negative
impact
on
the
committee's
bargaining
position.
A
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
June
7th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
Simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cabovariano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4,
30
PM.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
name
you
signed
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
A
A
E
A
F
G
H
A
I
Thank
you,
chair,
Robinson
and
good
evening
to
the
members
and
to
our
audience
a
few
things
to
start
during
public
comment
tonight,
we're
going
to
hear
testimony
from
a
variety
of
stakeholders
about
the
leadership
at
Boston,
Latin
Academy
we've
been
working
with
the
school,
specifically
the
school
leader,
Gavin
Smith,
and
the
president
of
the
btu
Jessica
tang
in
an
attempt
to
find
common
ground
and
frankly
de-escalate
things,
but
always
with
a
focus
of
what
is
best
for
a
healthy
school
culture
and
climate
in
support
of
our
students.
I
The
past
two
years
of
the
pandemic
recovery
have
been
difficult
for
school
leaders
and
Educators
everywhere.
What
is
abundantly
clear
is
that
everyone
cares
deeply
about
the
future
of
this
school
community.
We
will
continue
to
work
with
the
head
of
school
Gavin,
who
has
certainly
LED
through
challenging
times,
and
our
teachers
union
to
find
resolutions.
I
There
were
a
lot
of
exciting
announcements
yesterday
that
support
these
four
pillars.
Some
of
the
highlights
is,
or
among
them
expanding
the
margarita
nice
Academy,
which
is
a
Spanish
dual
Language
School
by
adding
a
7th
and
eighth
grade
making
it
the
latest
high
school
to
go
7
through
12.,
a
Charleston
High
announcing
that
it
will
become
the
first
open,
enrollment
High
School,
offering
early
college
and
dual
enrollment
to
every
student
to
a
deep
partnership
with
Bunker
Hill
Community
College.
I
I
In
an
early
commitment
from
the
business
Community,
the
city
announced
that
JetBlue
has
pledged
to
support
a
new
Aviation
Technology
pathway
at
Madison
Park,
utilizing
the
entire
campus
for
Madison
Park
to
be
the
world-class
CTE
school
we
know
means
we
have
to
find
a
new
home
for
O'brien
School.
The
O'brien
family
has
been
incredibly
supportive
and
excited
about
the
possibility
of
moving
the
O'brien
to
the
current
wreck.
I
I
The
possibilities
are
exciting,
as
we
could
build
out
the
kinds
of
science
labs,
athletic
facilities,
stem
programming,
Arts
programming,
music
programming
and
so
much
more
that
students
deserve.
We
look
forward
to
engaging
with
both
the
Madison
Park
School
community
and
the
O'brien
community
on
all
of
this
exciting
work.
I
This
work
will
help
inform
our
long-term
facilities
plan
that
will
be
designed
to
build
spaces
that
support
our
Student
Success
right
now.
I
truly
believe
we're
in
a
once
in
a
lifetime
moment
too
often
in
K-12
education.
We
settle
for
incremental
change.
Incremental
changes
are
no
longer
enough
for
our
young
people
in
our
city.
I
We
will
have
our
share
of
exciting
New,
Opportunities
and
difficult
decisions
to
make
in
the
months
and
years
to
come.
We
must
keep
our
focus
on
making
decisions
that
can
have
the
greatest
positive
impact
and
outcome
for
our
students
who
attend
now.
In
the
VPS
and
who
will
attend
in
the
future,
I
also
want
to
shout
out
and
in
June.
This
is
such
a
wonderful
month
for
celebrations
and
graduations
and
moving
on
ceremonies,
and
importantly,
June
is
also
a
pride
month.
I
Every
aspect
of
each
person's
identity,
experiences
and
culture
enriches
our
schools
collectively.
Our
goal
is
to
welcome
and
respect
each
individual,
particularly
members
of
groups
that
have
historically
been
marginalized,
our
school's
gender
and
sexualities
alliances,
or
we
call
gsas,
are
a
vital,
safe
and
affirming
place
for
our
lgbtq
plus
students.
I
We
recently
held
our
district-wide
annual
gathering
for
GSA
participants
and
supported
the
Amplified
GSA
Leadership
Summit,
which
was
held
at
Boston
Arts
Academy,
a
shout
out
for
The
Winship,
a
particular
student
tanoshi
inomata
from
The
Winship
school
who
competed
in
the
National
Scripps
spelling
bee.
He
was
one
of
200
students
from
around
the
country
competing
to
win
that
honor
mayor
Wu,
Boston
school
committee,
chair
Robinson
and
vice
chair,
O'neill
and
I.
We
all
had
the
honor
of
celebrating
the
outstanding
accomplishments
of
the
2023
Boston
Public
Schools
valedictorians
yesterday
at
Fenway
Park
I'm.
Sorry.
I
Last
week
the
ceremony
brought
together
a
diverse
group
of
high
achieving
students,
their
families
and
esteemed
members
of
the
community,
the
Boston
school
committee
and
I
honored
33
seniors,
who
are
graduating
at
the
top
of
their
class.
The
students
were
accompanied
by
their
school
leaders
and
two
loved
ones.
I
Each
valedictorian
received
a
hundred
dollar
amazon
e-gift
card,
a
citation
from
the
Boston
School
community
and
superintendent,
and
four
free
tickets,
which
was
a
surprise
to
see
the
Boston
Red
Sox,
which
were
presented
by
Red
Sox
president
Sam
Kennedy
and
many
of
our
school
committee
members
also
attended.
It
was
a
wonderful,
wonderful
event.
I
This
is
the
time
when
Sports
Seasons
come
to
an
end
and
we
celebrate
those
that
have
risen
to
the
occasion
and
and
of
Victory.
So
just
a
shout
out
to
those
who
have
won
the
city
championships
for
the
voice.
For
the
boys
volleyball,
it
was
the
O'brien
tigers
for
the
outdoor
track
and
field
for
girls.
It
was
the
Latin
Academy
dragons
and
for
the
boys
it
was
the
Latin
Academy
dragons
for
baseball.
It
was
English
high
schools
Eagles
for
softball.
I
It
was
Boston
Latin,
Academy's
dragons,
and
for
a
middle
school
volleyball
it
was
the
Roosevelt
so
much
to
celebrate.
Over
the
next
few
weeks,
we
will
see
our
seniors
off
as
they
graduate
and
I'm
sure
at
the
next
school
committee
meeting
I'll
report
out
on
all
of
the
many
graduations
I
and
all
of
you
will
attend
really
a
Wonderful
class
of
seniors
coming
up,
who
certainly
have
been
through
a
very
different
type
of
high
school
experience.
I
Having
begun,
you
know,
and
through
the
pandemic,
and
have
still
shown
resilience
and
gone
on
to
do
some
amazing
things
already
and
we
know
we'll
continue
to
so
we'll
keep
them
in
our
thoughts
and
their
families
and
our
thought
in
our
thoughts
as
they
kind
of
go
into
these
last
couple
of
weeks
of
Celebration
with
that
chair.
That
concludes
my
report.
A
Thank
you,
and
that
will
be
up
to
questions
and
discussion
from
the
committee.
I
want
to
remind
everyone
about
the
agreed
upon
Norm
that
we
each
have
five
minutes.
That's
one
to
two
questions.
We've
got
a
really
packed
agenda
tonight,
so
I'm
gonna
hold
folks
around
and
if
you
have
other
questions,
hopefully
that
you
will
be
able
to
write
them
and
get
them
into
the
superintendent,
I
want
to
also
remind
BPS
staff.
To
be
brief,
with
your
response.
J
E
I
was
deferring
to
my
fellow
members,
but
I
might
as
well
jump
in
superintendent.
Thank
you
for
the
announcements.
I
was
wondering
if
you
could
add
a
bit
more
detail
about
the
high
school
process.
In
particular,
you
know.
Obviously
the
question
will
come
up
about
the
number
of
seats
that
we
have
and
so
and
I
know.
This
is
just
the
beginning
of
a
process.
Community
engagement
that
type
of
thing
it
was.
E
It
was
great
to
hear
the
mayor's
commitment
to
this
and
not
contingent
upon
getting
msba
funding.
I
I
did
note
that
so
clearly,
this
is
going
to
be
a
city
for
both
of
these
projects
as
well
as
others
that
we'll
have
to
do
so.
Just
just
help
me
out
a
little
bit
more
about
the
thinking
on
the
timing
of
this
I
know.
We
have
you
know
Green
New
Deal,
bigger
picture
coming
up,
so
why
is
that
not
included
in
this
now
just
just
kind
of
help,
help
frame
this
a
little
bit
better?
I
Sure
so
thank
you
for
the
question
I.
So
I
think
you
know,
as
we've
said,
all
along
we're
waiting
for
the
facilities
conditions
report
with
the
intended
in
the
fall,
we'll
have
a
lot
more
formal
information
and
that
is
going
to
inform
the
master
plan.
I
I
think
in
the
case
of
these
two
big
projects,
I
think
in
the
case
of
Madison,
that's
something
that
has
begun
in
the
in
the
form
of
feedback
in
the
design
design
survey
in
in
the
case
of
the
O'brien
and
Iraq
and
any
potential.
I
You
know
relocation
there
again
we're
talking
26
at
the
earliest
you're
talking
sort
of
many
several
years
away
and
so
I
think
the
first
is
we
wanted
to
just
put
it
out
there,
having
done
some
feasibility
on
the
wreck
site
to
know
that
it
has
good
bones,
but
obviously
it
would
need
a
gut
renovation.
We
just
wanted
to
sort
of
put
it
out
there
to
start
to
get
feedback
on
this
it
because
it
will
be
several
several
years
in
the
making.
I
So
really
I.
Think
that's.
Why
now
for
for
those
two
similar,
you
know
with
Madison.
You
know
the
idea
of
being
able
to
use
the
whole
facility
opens
up
lots
of
opportunities
there.
Even
around
dreaming
about
programming
in
terms
of
the
enrollment
piece.
I.
Think
that
there's
a
couple
of
things
I
think
one
is.
I
We
were
talking
very
much
about
seventh
and
eighth
grade
seats
for
sure
as
part
of
the
increase
in
enrollment
potential
enrollment
in
both
sites
for
the
O'brien
they're
due
to
space
constraint,
they
take
in
a
much
smaller
seventh
grade,
which
then
yields
a
much
smaller
eighth
grade.
So
really
the
additional
seats
would
be
mostly
concentrated
in
those
seventh
and
eighth
grade
seeds.
In
the
case
of
Madison,
it
was
with
the
idea
that
it
could
go
up
to
2200
again
I.
I
Think
there's
you
know,
depending
on
how
many
programs
get
placed
in
there
and
what
the
community
and
the
ultimately
the
design
calls
for
that.
I
Could
you
know,
keep
that
number
or
could
lower
that
number
I
think
we're
way
too
early
to
really
know
that
all
of
this
is
you
know
what
we've
said
all
along,
which
is
that
in
thinking
about
all
of
our
schools
that
you
know
there
are
buildings
right
now
that
will,
in
the
facilities
conditions,
come
out
that
don't
yield
support
for
the
kind
of
programming
we're
talking
about
and
I
think
at
the
high
school
level.
I
In
particular,
you
know
when
you're
talking
about
athletic
facilities
and
Arts
and
Music
showcasing-
and
you
know
in
auditoriums-
and
things
like
that-
there's
you
know
frankly
like
for
some
of
our
facilities.
They
just
don't
have
that
and
for
some
of
our
smaller
Schools
they're
at
such
an
economy
of
scale
that
they
really
can't
afford
to
do
that
kind
of
programming.
I
So
I
think
this
is
what
we're
deeply
looking
at
and
we'll
be
also
through
the
design,
the
Pre-K
to
six
design
and
the
Seven
to
twelve
design
that
that
will
come
out
so
come
fall
next
year.
I
These
will
be
the
the
hard
decisions
that
we're
going
to
have
to
Grapple
with
around
the
schools
that
we
currently
have
the
buildings
we
currently
have
and
what
proposed
changes
we'll
make
to
be
able
to
deal
with
the
enrollment
shrinkage
and
the
lack
of
you
know
ability
of
some
of
the
facilities
to
do
the
kind
of
level
quality
programming
that
we're
looking
to
have.
So
really.
That
is
conversations
that
are
being
thought
about,
but
really
need
to
be
informed
by
the
reports
that
are
coming,
I.
Think
in
the
case
of
O'brien
to
Madison.
E
And
I
I
struggled
when
I
first
heard
of
you
know
the
potential
Riot
movie
to
West
Roxbury.
What
was
enlightening
for
me
was
talking
with
Dr
O'brien
yesterday
and
his
three
brothers
and
I
guess
they
went
and
toured
the
campus,
along
with
the
mayor
and
hearing
their
feedback
and
thoughts
of
it.
One
of
the
brothers
actually
attended
the
West
Roxbury
campus
on
this
I
think
Urban
Science
Academy
that
we
had
out
there
and
hearing
their
feedback
about
it.
One
thing
we
started
talking
about
was
the
commuter
rail
runs
right
there.
It.
K
E
And
we
should
be
starting
conversations
with
the
state
about
adding
not
just
transporting
students
from
the
station-
that's
a
mile
away,
but
actually
adding
a
stop
there
that
stops
during
school
hours.
You
know
the
globe
is
an
article
today
that
the
commuter
wheel,
quite
frankly,
more
people
are
taking
it
than
the
regular
tea
and
because
it's
seen
as
more
reliable
and
the
community
wheel
comes
from
South,
Station
and
Back
Bay
and
would
literally
stop
yards
from
the
school
I
think
that
could
make
a
big
difference
for
our
students
and
Transportation
accessibility.
E
L
Thank
you,
madam
chair,
and
thank
you
superintendent
for
the
report.
Appreciate
you
hearing.
You
say
that
there's
more.
That
needs
to
be
done
in
terms
of
understanding
what
programs,
or
perhaps
what
schools
are
really
underutilized
and
how
we
can
perhaps
divert
resources
to
areas
that
could
be
better
utilized,
I'm
wondering
if,
as
we're
doing
the
facilities
condition
as
well
as
seeing
where
we
are
with
capacity.
L
How
are
we
taking
into
account
I
feel
like
I've
talked
about
this
for
elementary
school,
but
obviously
the
supplies
for
high
school
as
well?
How
are
we
taking
into
account
where
majority
of
families
live
within
our
city,
who
are
already
engaging
with
BPS
as
we're
making
decisions
for
where
high
schools
are
being
located,
because
I
imagine
that
we
can't
just
say
this
is
a
great
piece
of
land:
let's
put
a
school
there.
I
So,
thank
you
so
I
think
you
know
our
our
high
schools
are
all
city-wide,
so
we
really
kind
of
draw
very
few
draw
from
immediately,
though,
like
the
walk
Zone,
where
you
have
more
concentrations
of
high
school,
that
might
happen
a
little
bit
more,
but
you
know
when
we
sort
of
look
at
the
high
schools,
particularly
like
on
the
perimeter
they
kind
of
draw
from
all
over.
This
is
all
data
that
will
it
will
and
is
getting
looked
at
through
the
panda
team.
I
Just
even
in
terms
of
like
projections
of
the
grades
that
will
come
up
and
where
those
students
live
as
well
to
sort
of
see
where
the
needs
are
so
it
it's,
it
won't
be
just
choosing
random
locations
like
we.
We
really
will
need
to
think
about
where
particular
student,
where
particular
schools
are
serving
a
concentration
of
students
and
how
to
make
that
the
easiest
possible
for
students
to
get
to
a
local
school
I
mean
that's.
M
I
That's
it
I
think
you
know
the
value
of
the
of
programming
across
the
high
schools
is
to
also
give
choice
and
opportunity,
recognizing
that
no
schools
are
going
to
be
able
to
give
students
everything
they're
looking
for
so,
particularly
as
we
look
at
Early
College,
particularly
as
we
look
at
career
there's
going
to
be
by
the
high
school
students
gravitation
that,
for
instance,
if
they
want
Aviation,
these
three
schools
may
have
Aviation.
I
If
they
want
business,
those
four
schools
may
have
business
Pathways
and,
if
they're
looking
for
say
they
want
to
go
to
UMass,
they
may
look
at
the
high
schools
that
have
Pathways
directly
to
UMass.
So
I
also
think
layered
into
the
choice
of
how
of
proximity
will
also
be
how
we
build
up
the
programming
for
the
high
schoolers.
L
So
that
makes
sense
to
me
when
you're
thinking
about
entry
points
at
ninth
grade,
but
considering
that
we
are
moving
to
7
through
12
grade
configurations,
then
I
think
that
it's
really
important
for
us
to
still
think
about
proximity
and
also
just
Universal
experience,
because
we
also
can't
expect
our
seventh
graders
on
you
know
to
have
a
career
path
beside
it.
At
that
point,
I
haven't
figured
out
what
my
career
is
at
this
stage
in
my
life
right
and
so
to
expect
that
from
our
our
middle
schoolers
I'm
just
thinking.
L
I
That's
right
and,
and
so
I
the
the
seventh
we
are
currently
looking
at,
where
the
Pre-K
to
sixes
sort
of
end,
where
they're
located
where
natural,
even
for
the
k-8s
that
would
be
kind
of
phasing
down
if
they,
if
they're,
if
it
warrants
it
to
seventh
and
eighth
grade
feeder,
where
those
High
School
opportunities
are
for
them
and
where
we
might
need
to
generate
additional.
I
If
you
have
a
concentration
of
pre-K
to
six
or
k
to
eights
in
a
given
area.
What's
been
interesting
is
I
go
out
to
the
schools,
the
leaders
actually
talk
to
me
about
it.
You
know
they're,
already
kind
of
thinking
those
that
have
a
seventh
eighth
grade,
they're
already
thinking
about
where
a
feeder
could
be
or
where
most
of
their
students
go
so
so
I
think
what's
also
happening.
I
Is
the
high
schools
are
coming
down
to
the
seventh
grade
or
proposing
to
some
of
that
is
starting
to
already
generate
in
conversation
with
the
communities
which
is
great
to
have
that
kind
of
happen
organically?
But
that
is
all
part
of
you
know
when
we're
looking
at.
You
know
when
Panda
sort
of
is
looking
at
prediction
across
the
district.
Those
will
be
factored
into
the
recommendations.
I
If
there
aren't
enough
High
School
seats
in
a
particular
area,
we
still
always
obviously
want
choice
and
for
high
schoolers
entering
in
seventh
grade
to
have
some
Choice
with
that.
Sometimes
you
know
my
experiences.
Students
will
pick
because
their
siblings
went
there
and
their
family
went
there
or
because
there's
a
particular
thematic
that
they
know
they're
interested
in
that
they.
I
But
you
know
we
need
to
have
choice
and
entree
points
in
for
the
students
both
at
the
seventh
grade,
but
also
at
the
ninth
grade
and
to
be
able
to
change
if
they
want
to
so
there's
lots
that
we
have
to
think
about
in
the
high
school
Design
This
is
Where.
I.
Think
talking
to
our
leaders
is
really
important
because
they
better
than
anyone
sort
of
understand
the
map
of
where
their
families
are
interested
in
going
where
their
families
are
going
and
their
students
are
going.
I
N
N
Going
to
go
fast
and
thank
you
for
the
update
and
I
think
two
one
thing:
first,
you
know
the
only
I've
heard
about
this
year
tonight
and
obviously
from
the
press
release
and
the
Globe
article,
but
I
am
excited
to
see
if
there's
any
sort
of
collateral,
that's
being
developed
around
the
plan
that
we
can
look
at
or
browse
through,
because
this
is
super
new
news
at
least
to
me
and
so
I
just
don't
know
if
there's
something
we
can
expect
and
how
we
can
learn
more
about
the
moves.
Yeah.
I
N
P
No
problem
in
terms
of
the
project
starting
the
projects
are
slated
to
start
in
school
year
at
the
beginning,
sorry
of
2025.,
when
they're
slated
to
complete
we're
not
sure.
Yet
as
these
projects
go
into
design,
we'll
have
a
clearer,
like
timeline
on
completion,
we're
starting
the
community
engagement
process
for
Madison
Park,
our
first
well
Madison
Park
has
been
an
ongoing
process,
but
our
next
community
meeting
will
be
on
June
16th
at
5,
30
and
O'brien.
N
Then
so
I
guess
in
time
we
will
hear
more
I.
Just
there's
we've
seen
there's
nothing
in
it
was
such
a
big
meaty
announcement
with
like
a
a
lovely
press
release,
but
like
is
there
any
there
there
for
us
to
understand
I
think
maybe
it's
existing
in
a
lot
of
people's
heads
and
then
at
like
Deus
or
a
Podium,
but
I
haven't
seen
anything
to
understand
that
maybe
I'm
just
a
visual
learner,
yeah.
P
And,
and
also
we
have
a
draft
of
the
Madison
part
Park
educational
plan
as
well
on
on
the
O'brien.
This
is
new
and
and
we're
starting
the
me.
The
community
focus
meetings
and
also
that's
gonna
lead
into
sort
of
like
the
the
designs,
the
vision
and
design
study,
Madison,
we've
already
completed
The
Vision
in
sessions
and
there's
already
a
draft
of
the
Ed
planned.
N
Copy
I'm
gonna
move
this
along
just
because
I
have
other
questions,
but
this
is
probably
the
biggest
sort
of
high
school
move.
We've
made
in
a
very
long
time
as
a
city,
so
I
just
hope
that
the
school
committee
can
stay
connected
to
this
and
the
information
as
it
comes.
I'm
gonna
have
just
moved
into
another
set
of
questions.
The
I
guess
I'm
curious
about
how
we're
thinking
about
seat
expansion
here,
if
I
remember
sort
of
from
our
last
time.
N
Together
we
were
talking
about
the
Madison
Park
admission
missions
process
and
the
change
to
admissions.
We
were
told
in
that
meeting,
I
think
33
or
35
of
kids
currently
at
the
school
were
being
administratively
placed
and
we're
building
an
admissions
policy
that
would
screen
out
those
students
which
would
require
us
to
do
major
recruitment
to
backfill
the
seats
with
kids,
who
wanted
to
make
that
choice.
I,
guess
I'm
just
curious
as
we
think
about
expanding.
I
Sure
so,
I
think
kind
of
succinctly.
First
of
all,
seventh
and
eighth
grade
are
part
of
those
numbers
right
which
currently
they're
not
Additionally.
You
know
we're
talking
about
not
only
the
so
so
the
building
itself
would
enable
us
to
expand
the
number
of
CTE
programs,
and
the
belief
is
the
the
more
quality
programs
and
the
the
world-class
state-of-the-art
building
is
going
to
be
attractive
in
a
way
that
currently,
it's
not
additionally
I.
Think
to
your
point,
which
I
thought
was
an
excellent
one.
I
In
the
last
meeting
you
know
we
need
to
do
a
better
job
in
the
younger
grades
of
letting
our
students
and
families
see
what
Madison
has
to
offer,
and
that
means
literally
going
to
Madison.
You
know
doing
summer
program
like
actually
having
them
set
foot
so
that
they
can
actually
get
excited
about
what
career
looks
like
careertech
looks
like.
Additionally,
we
send
students
out
of
district
for
programs,
we
don't
offer,
and
so,
by
being
able
to
expand
programs,
we
can
keep
more
of
our
students
in
and
potentially
in
The
District
in
general.
N
That
makes
I
love
you
too.
That
makes
it
a
lot.
I
love
you
too
superintendent,
but
I
was
talking
to
my
guy,
who
just
brought
me
a
snack.
Thank
you
so
much
one
more
question
here:
I
guess
and
maybe
it's
building
off
of
Lorena's
question
or
Miss
Lopez
question.
N
Apologies
is,
you
know,
I
think
it's
like
20
of
black
and
Latino
students
in
seventh
grade
read
on
grade
level
in
Boston,
which
is
up
like
a
proper
state
of
emergency
I
just
want
to
say,
and
at
the
same
time
we
are
asking
those
students
to
make
choices
about
careers
that
many
of
them
are
not
even
reading
on
grade
level
to
fully
comprehend
the
impact
of
that
and
I
fear
anytime.
We
move
and
I
think
like
two
things
can
be
true
right.
N
Like
you
know,
I
was
an
assistant
principal
at
a
p-tech
like
a
great
technical
education.
Can
change
lives
and
change
cycles
of
poverty
and
at
the
same
time,
we
can
create
paths
that
ghettoize
young
people
who
have
less
access
and
less
skills
and
so
I'm
just
sort
of
curious.
How
we
reconcile
this
ass
to
make
sharper
career
choices
without
the
same
sort
of
pressure,
I
guess
to
perform
at
grade
level
and
be
able
to
compete
nationally
with
their
peers
right.
I
So
I
think
so
again,
excellent
question,
I,
think
Madison's,
intent
and
desire
to
go.
Seventh
is
not
around
students,
picking
career
and
vocation
earlier.
It's
actually
the
opposite.
It's
it's
about
youth!
The
focus
is
really
on
the
academic
programming
and
being
able
to
close
the
gaps
that
you're
you're.
Actually
talking
about
so
really,
seventh
and
eighth
grade
is
about
core
rigor.
Academics.
There's
also
the
opportunity
for
actually
them
to
go
through
more
exploration,
so
it
doesn't
change.
I
You
know
in
vocational
Ed.
Ninth
grade
is
exploratory,
so
everybody
rotates
through
seventh
and
eighth
grade
would
actually
enable
them
to
rotate
through
more
so
they
could
actually
see
far
more
shops
over
the
course
of
their
three
years,
as
opposed
to
right
now
where
they
can
only
see
what
they
see
in
the
ninth
grade
and
then
have
to
make
a
choice.
G
You
Jerry
thank
you,
superintendent
report.
Q
Thank
you,
superintendents
for
your
report.
I
just
have
a
couple
of
questions
with
respect
to
the
announcement
that
I
was
made
yesterday
regarding
the
Madison
Park
in
the
O'brien.
G
Q
In
this,
through
this
process,
the
ones
who
are
being
benefited
and
the
ones
who
are
affected
are
the
students
and
the
families.
This.
G
G
Q
So
it
is
important
to
keep
in
mind
in
the
the
measurement
of
the
the
impact
that
these
transfer
will
create.
Q
So
now
what
is
the
plan?
Is
there
a
plan
at
the
sign
plan
to
involve
families,
and
also
is
there
a
plan
to
measure
the
impact
that
this
will
create,
given
that
the
location
will
be
changed
from
one
Community
to
another?
So
is
there
what's
the
the
timeline
for
this,
the
impact
that
we're
creating
the
families
yeah.
Q
And
also
the
the
transportation,
the
difficulty
that
families
will
have
with
Transportation
I,
don't
know
if
you
will
measure
the
the
impact
that
we
will
cost
to,
who
are
the
families
that
will
be
impacted.
I
Yes,
so
so
thank
you,
so
the
first
question
in
Odell
will
will
chime
in
on
this,
but
first
of
all
it's
a
proposal,
so
the
goal
is
to
get
feedback
and
Dell
is
going
to
set
a
series
of
dates
to
start
to
get
information
back
from
family
students
staff
community.
I
If
the
project
moves
forward,
if
the
proposal
moves
forward,
the
earliest
that
construction
at
West
Roxbury
would
sort
of
happen
would
be
around
25.,
so
it's
really
the
following
year.
That
would
be
the
earliest
for
any
student
movement.
I
P
Sorry
about
that,
so,
just
to
add
on
to
what
superintendent
Skipper
just
shared,
we
are
ensuring
that
families
alumni
School
staffs
are
a
part
of
this
process.
P
So
as
we
as
we
move
as
we
move
from
where
we
are
right
now
into
if
this
moves
forward
and
we
move
into
design,
you
know:
staff
members,
staff,
students,
students
and
families
are
gonna,
be
a
part
of
the
design
process
and
RPF
this,
the
city
team,
PFD,
that's
going
to
be
leading
a
lot
of
this
work
is
prepared
to
pull
a
committee
that
involves
our
family
and
staff
and
alumni
to
be
a
part
of
the
conversation,
a
part
of
the
design
like
selection
and
all
that
good
stuff.
P
So
we
are
making
sure
and
that
there
are
the
larger
Community
meetings
which
we're
starting
on
June
20th
with
the
broader
community.
So
we
want
to
make
sure
I
think
it's
key
to
have
the
community
apart,
like
of
this
process
and
on
the
transportation
piece
we
we
started
the
conversation
with
the
transportation
team
already
on
one
sort
of
like
what
shuttle
Services
would
look
like
for
students.
P
P
Right
now
we
have
10
of
our
students
pulling
from
the
East
Boston
area,
so
thinking
through
how
we
design
shuttle
services
for
students
in
that
area
is
like
key
to
this
work,
not
just
to
and
from
school,
but
also
thinking
through
some
of
our
after-school
programming
and
Partnerships
and
I
also
know
that
the
the
Mayors
the
mayor
and
her
team
is
also
committed
to
having
conversation
with
the
the
state
surrounding
commute
accessibility
on
the
community
commuter
rail
for
students
as
well.
M
A
I
have
a
question
before
I
go
back
to
Mr,
cardet
Hernandez
and
in
talking
to
people
in
the
community
and
also
to
some
of
our
members,
it
would
be
helpful
to
understand
the
process
because
we're
going
to
be
going
through
this
process
many
times
in
which
we
will
get
to
a
point
where
we
are
ready
to
make
an
announcement
and
I
guess.
A
The
issue
is
to
Mr
cardet
Hernandez's
point:
will
we
get
a
Playbook
or
a
listing
or
something
that
helps
us
in
a
couple
of
ways,
a
understand
what
goes
on
before
the
day
that
we
get
to
making
even
the
kind
of
announcement
we
want
that
we
made
yesterday
Who's
involved?
What's
involved,
that
gets
us
to
just
that
point,
and
then
how
do
we,
you
know?
A
Come
everyone's
fears,
Community
parents,
students
to
understand
you
know
what
are
those
things
that
need
to
happen
next,
you
know
the
question
is
you
know,
I
mean
I'm,
not
saying
you
need
to
tell
us
every
increment
detail,
but
what
is
the
pro?
What
is
the
process
so
like?
What
are
the
kinds
of
things
that
had
to
happen
in
order
to
get
us
to
this
I
mean
we
were
talking
to
someone
we've
been
looking
at
issues.
A
I
So
Dell
I
think
you
can
you
can
just
sort
of
explain
going
forward
with
green
New
Deal,
how
you
know
we'll
be
briefing
school
committee
on
Capital
planning
components,
but
I
would
say
in
this
it
it
sort
of
started
with
seeing
you
know
that
property
has
been
abandoned
right
for
the
last
five
years
or
seven
years
actually,
and
so
I
think
the
first
piece
was
whether
it
was
even
viable,
so
that
sort
of
had
to
be
teased
out
I
think
then
it
was
also
getting
enough
deep
enough
into
the
to
the
design
study
of
Madison
to
sort
of
see
what
was
going
to
be
needed
and
what
was
possible.
I
O'brien
is
one
of
our
largest
schools.
It's
also
one
of
our
most
complex
in
the
sense
of
stem.
It
has
a
very
deliberate
Focus,
so
there's
only
so
many
scenarios
of
where
it
could
go
to
actually
fit
it.
That's
available,
so
I
think
that
was
sort
of
kind
of
the
initial
and
I
think
this
is
an
example
where
it's
a
proposal
right.
It's
not
everything's
been
worked
up
and
there's
like
a
design,
and
it's
just
it's
the
proposal
piece.
So
I
think
in
the
other
cases,
I
think
with
Charlestown.
I
That's
an
example
where
we've
been
working
on
the
programming
with
Bunker
Hill
in
a
number
of
our
our
high
schools
and,
as
you
know,
we
did
the
13th
year
at
Fenway
with
UMass,
and
we
have
really
want
to
figure
out
what
that
wall
to
wall
looks
like
in
an
open,
enrollment
school,
because
that's
going
to
impact
the
rest
of
our
open
enrollments.
I
So
that's
been
work,
that's
being
being
done
with
Bunker
Hill
and
it
worked
really
beautifully
with
the
location
of
Charlestown,
High
I
think
in
mma's
case
they
had
actually
put
forward
a
seventh
grade
before
actually
when
I
was
here
and
it's
always
been
a
vision
of
MMA
to
expand,
and
it
fits
very
well
with
our
bilingual.
You
know
dual
dual
language:
schooling
that
we
want
to
expand
and
the
building
was
also
half
empty.
So
these
I
think
are
you
know
as
they
come
together
as
we
get
like
the
rest
of
the
facilities
conditions.
I
Reports
there'll,
be
other
puzzle
pieces
that
we
will
start
to
sort
of
look
at.
Sometimes
they
fit.
Sometimes
they
don't
fit.
But
that's
where,
like
kind
of
Origins
it's
always
it's
always
kind
of
done.
Trying
to
initially
think
is
this
something
the
community
Embraces?
Is
it
something
the
school
leader
Embraces
in
the
case
of
O'brien,
we
out
of
ultimate
respect,
wanted
to
consult
the
O'brien
family,
but
again
it's
a
proposal
and
then
Dell
I,
don't
know
if
you
just
want
to
add
for
Capital
planning
what
might
be
like
a
good
Cadence.
P
Thank
you,
superintendent,
so,
just
to
add
on
to
the
superintendent's
point
for
future
decision
making
surrounding
like
these
big
announcements,
So.
Currently,
the
the
capital
planning
team,
in
collaboration
with
PFD,
the
city's
team
and
a
whole
whole
stuff.
Different
partners
are
working
on
the
school
design
study.
P
There's
a
couple
of
pieces
that
will
come
out
of
this
cool
design
study.
There
are
there's
the
design
specifications,
the
education,
the
ad
specs
and
also
coming
out
of
that
study
would
be
a
rubric.
The
capital
planning
team
has
started
designing.
What
that
rubric
process
would
look
like,
so
that
rubric
will
inform
in
the
future
all
of
our
renovation,
how
we
look
at
school
mergers
and
school
closures
across
the
district
that
is
about.
That
involves
a
lot
of
community
process
right.
P
So,
for
example,
today
we
spent
a
lot
of
time
thinking
through
how
we
pull
the
community
into
a
discussion
by
looking
at
work
that
has
done
across
the
country
when
looking
at
like
how
to
design
a
rubric
rubrics
that
were
designed
and
so
very
like
within
the
next
couple
of
weeks,
we
will
be
pulling
in
the
community
to
start
having
the
discussion
of
surrounding
like
the
rubric
design.
So
we
are
going
to
work
in
collaboration
with
the
community
to
design
what
that
rubric
looks
like.
P
That,
would
help
in
the
future
inform
those
decision
making.
So
we'll
have
like
a
foundation
that
everyone,
like
the
school
committee,
the
broader
Community
Schools
Etc,
would
have
access
to
and
would
be
able
to
share
feedback.
N
I
have
so
many
questions,
but
two
rounds,
alas,
so
I'm
gonna
ask
one
I
guess
particularly
and
I've
actually
talked
to
the
chair
about
this
separately.
You
know,
I.
Think
part
of
the
issue
here
often
is
just
around
like
the
sort
of
information
sharing
around
school
and
I.
N
Don't
know,
I
think
we're
probably
one
of
the
few
Choice
systems
in
the
country
that
doesn't
print
a
clear
directory
and
have
a
very
clear,
centralized
way
for
families
to
make
informed
choices
about
schools
and
to
be
able
to
really
publicly
hold
schools
accountable
in
sharing
program,
details
that
are
fresh
and
and
current
and
then
letting
folks
make
choices.
It's
a
you
know,
I
find
that
conversations.
N
You
know
we're
Boston,
so
we
love
our
history,
but
conversations
feel
so
historical.
It's
like
the
school
used
to
do
this
or
it
did
this
or,
and
it's
much
harder
to
get
clarity
on
what
is
happening
at
a
school
today.
Right
now
and
I
just
hope.
You
know
it's
also
an
interesting
budget
process
for
us
as
a
school
committee.
We're
like
we
just
vote
up
and
down,
but
we're
not
part
of
helping
to
like
Lobby.
For
a
particular
budget
piece,
but
I
do
hope.
N
So
this
is
my
Lobby
now
because
I
like
to
flip
the
script
here.
My
my
plea
is
that
we
build
into
future
planning
real
effort
to
be
able
to
produce
collateral
that
will
help
families
make
informed
choices.
A
uniformed
structure
that
tells
you
if
a
school
has
a
uniform.
What
AP
classes
are
offered?
Are
there
special
career
Pathways?
N
Is
there
a
partnership
with
the
college
or
not
because
right
now,
it's
just
oral
history
and
if,
like
you're
in
the
right
room
at
the
right
party,
you
get
the
information
and
if
you're
not
best
of
luck
to
you,
you
know,
and
so
that's
it's
less
of
a
question
and
it's
just
like
we
can't
we
can
redesign
schools
till
the
sun
comes
up,
but
if
you
don't
read
the
globe
or
watch
school
committee
or
have
a
neighbor
who
tells
you
you're
really
fresh
out
of
luck.
I
Yeah
no
I
I
agree
with
you,
I
think
at
the
I
can
say
at
the
high
school
level,
when
there
were
a
lot
of
choice
around
Career,
Tech
and
pathway
programming.
There
was
actually
publication
to
share
with
families
clearly
like
we
need
to
use
multimedia
right
so
that
it
isn't
just
one
format,
and
it
would
be
very
nice
like
in
my
dream
world
where
parents
could
or
a
student
could
go
on
and
say,
answer
a
series
of
questions
and
then
actually
get
a
list
of
schools
that
have
those
particular
things.
I
I
think
that's
the
level
of
direct
connection
to
the
families
that
we
want
to
strive
for,
so
that
that
is
something
we
will
work
toward.
You
have
my
commitment
on
that
and
it
has
to
be
in
a
in
a
way
that
it
can
easily
update,
because,
frankly,
the
school
hand
like
the
handbook
piece,
doesn't
work
so
well
because
things
change
and
then
it's
the
same
handbook
three
years
in
a
row.
I
I
N
N
We
spend
money
on
really
bizarre
things,
and
so,
like
printing
things,
for
a
kid
to
take
home
and
be
like
this
is
the
book
that
I
go
through
when
I
have
to
choose
what
high
school
I'm
going
to
next
year
and
has
all
the
information
I
need,
so
that
I
can
sit
with
my
guidance
counselor
and
say
these
are
the
12
that
I
think
I
like
let's
talk
through
it,
I
think
I
left
last
week
or
two
weeks
ago,
sort
of
in
shock
right
about
36
percent
of
kids
being
administratively
placed
at
one
particular
school,
and
that
you
have
that
we
have
young
people
who
don't
rank
any
option
and
are
placed,
and
that
is
no
longer
a
choice
system
that
is
like.
N
We
have
like
failed
to.
Actually
let
people
make
informed
choices.
I
like
I
on
I,
really
I
left
our
meeting
last
week.
I
talked
to
the
chair
about
it.
This
week,
like
I,
couldn't
move
past
the
idea
that
we
don't
mandate
a
number
of
of
schools
that
you
have
to
place
that
you
shouldn't
even
be
able
to
move
past
the
system.
If
there's
only
one
option
on
that
piece
of
paper,
that's
not
how
it
works,
and
so
I
don't
know.
We
have
a
lot.
We
can
redesign
again
I'll
say
it
like.
N
We
can
redesign
all
the
schools
but
like
if
we
are
not
helping
people
make
informed
choices
and
then
holding
our
Workforce
also
accountable
to
partnering
with
kids
to
do
that
in
a
way
where
we
are
supporting
them
and
making
them
those
informed
decisions,
it's
more
than
a
compliance
exercise
like
let's
just
get
this
piece
of
paper
in
it
like
these
are
major
choices
or
it's
not
worth
it.
Having
a
choice
system
then,
like
there
shouldn't,
be
a
choice
system.
N
S
S
A
A
Okay,
all
right
we're
gonna
move
on
because,
as
I
said,
we
have
a
full
agenda
tonight.
So
this
time
I
want
to
approve.
A
A
T
B
B
B
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
referred
to
the
superintendent
for
a
later
response.
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
61
speakers
this
evening.
Each
person
will
have
two
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
B
If
your
remarks
are
longer
than
two
minutes,
please
email
your
written
testimony
for
distribution
to
the
committee.
The
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
a
speaker's
allotted
time.
We
will
pause
the
timer
while
the
testimony
is
interpreted
into
English.
B
B
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
school
committee
members
or
District
staff
when
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom.
Also,
please
make
sure
you're
signed
in
to
zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comments
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
U
Hi
yes,
good
evening,
good
evening,
chair
Robinson,
superintendent,
Skipper
and
members
of
the
school
committee.
My
name
is
Jessica
tang
and
I'm,
proud
to
serve
as
the
president
of
the
11
000
members
of
the
Boston
Teachers
Union,
and
this
evening,
I'm
here
as
part
of
the
national
teach
truth
day
of
action
and
to
share
the
btu
support
of
the
btu
ethnic
studies
committee's
petition,
which
reaffirms
our
commitment
to
teaching
critical
thinking,
real
history
and
challenging
conversations
about
Society
race
and
racial
oppression,
gender
sexuality,
identity
and
more
and
while
Boston
has
embraced
culturally
relevant
curriculum.
U
Because
we
know
all
students
benefit
from
curriculum.
That
is
reflective
of
the
diversity
of
our
cultures
and
experiences
of
our
students.
Unfortunately,
many
of
our
fellow
Educators
and
students
in
far
too
many
districts
across
the
country
are
facing
unprecedented
legislation
that
is
being
debated
or
is
passed
in
42
states
that
aims
to
prohibit
teachers
from
teaching
rural
history
or
address
real
issues.
U
Our
students
grapple
and
grapple
with
and
face,
and
you
may
have
heard,
of
the
book
bands
or
in
Florida,
where
students
were
blocked
from
enrolling
in
AP
African-American
history
courses,
and
so
the
many
supporters
of
the
petition
tonight
will
be
testifying
tonight
in
solidarity
with
other
Educators
and
students,
and
we
hope
that
the
school
committee
and
District
as
well
as
City,
will
continue
to
reaffirm
Boston's
commitment
to
teaching
truth
on
a
completely
separate
note.
I'm
also
here
to
clarify
developments
regarding
about
Boston,
Latin
Academy
and
what
is
happening
there.
U
It's
been
accurately
reported
that
a
growing
number
of
Educators
have
been
raising
concerns
regarding
teaching
learning
and
working
conditions
at
Boston
Latin
Academy.
For
more
than
a
year.
We've
also
heard
from
many
parents
and
students
who've
reached
out
to
share
similar
and
related
concerns.
There
are
also
some
who
feel
the
conditions
are
fine
and
those
who
see
it
both
ways.
U
The
concerns
expressed
have
been
organic
and
ongoing,
despite
efforts
to
reconcile
them,
and
they
resulted
in
both
standard
surveys
and
an
ongoing
internal
process
by
Educators
among
their
peers
and
parts
of
that
process
has
been
to
attempt
to
communicate.
These
concerns
to
bla
leadership
and
central
office
leaders
in
hopes
that
they
can
be
successfully
addressed,
and
we
continue
to
hear
and
listen
and
to
gather
feedback
stakeholders
and
hope
that
resolutions
can
be
found
soon.
Thank
you.
Thank.
V
Hi,
my
name
is
Grace
I
am
a
former
student
of
Gavin
Smith
when
he
taught
ninth
grade
biology
at
John,
D
O'bryant
during
my
freshman
year
of
high
school
I
was
a
lazy
student
who
didn't
like
to
do
homework
or
study
and
I
thought
spending
six
hours
a
day
for
five
days
a
week.
What
in
school
was
enough,
so
I
didn't
like
to
do
like
outside
work
and
because
of
this
my
grades
were
not
the
best
two
conversations
that
have
stuck
with
me
from
Mr
Smith.
V
That
has
also
shaped
the
person
I
am
today
was
one
I.
Remember
him
yelling
at
our
whole
class,
because
we
weren't
prepared
for
a
quick,
a
quiz.
He
gave
us
a
lecture
about
how
we
care
how
if
we
cared
about
our
future,
we
needed
to
start
here
and
now
and
that,
although
his
class
is
a
lot
of
busy
work,
he
was
just
preparing
us
for
the
future
in
college.
V
Another
another
conversation
was
him
talking
to
me,
one-on-one,
where
he
said
to
me:
Grace
you're,
smart,
but
you
throw
it
away
because
you're
lazy,
you
don't
want
to
do
the
work,
but
you
know
what
to
do
so
that
you
don't
feel
these
conversations
have
stuck
with
me
to
this
day
because
it
was
true.
I
knew
what
I
wanted
to
do
in
the
future,
and
I
wanted
to
have
a
good
future
and
I
knew
exactly
what
I
needed
to
do
to
achieve
this.
V
So
after
freshman
year,
my
grades
started
to
improve
I'm
now
about
to
enter
my
senior
year
of
college
at
UMass
Amherst
and
have
been
on
the
Dean's
List
for
multiple
semesters.
Gavin
Smith
hasn't
only
encouraged
me
and
helped
me,
but
he
does
this
to
every
student
that
he's
encounters.
He
has
made
personal
connections
with
every
student,
which
makes
it
easier
for
his
students
to
trust
him
and
feel
safe.
He
takes
the
time
out
of
his
day,
36.
V
six
days
a
week
just
to
help.
Students
he's
also
made
a
whole
program
at
Boston
Latin
School,
which
made
a
very
huge
impact
to
minority
students
that
were
failing
with
his
new
plan
of
Blade.
He
doesn't
want
to
just
better
the
community.
He
wants
his
students
to
graduate
and
thrive
in
college
and,
with
this
being
said,
I
think
we
as
a
community,
should
give
Gavin
Smith
a
chance
just
like
how
he
gives
his
students
a
chance
to
pursue
new
opportunities.
W
W
W
I
understand
tonight
that
Gavin
Smith's
role
as
the
Headmaster
of
bla
is
at
risk.
I
can
only
assess
his
work
as
a
parent,
but
I've
found
him
to
be
a
fantastic
listener
who
helped
our
son
a
lot.
A
great
judge
of
talent,
as
we
can
see
from
the
excellent
teachers
he's
brought
in
and
a
really
serious
and
ambitious
leader
I
respect
very
much.
The
position
of
Any
teacher
who's
expressed
dissatisfaction
with
his
work.
W
However,
turnover
in
this
role
when
the
work
to
me
has
just
begun,
will
really
undermine
bla.
The
district
needs
to
support
him
now
help
the
school
build
on
what
he
started
and
mediate
relations
with
the
faculty.
There
should
be
a
collective
effort
to
strengthen
the
school,
removing
him
would
be
counterproductive
and
an
unserious
way
to
manage
Talent.
W
Furthermore,
I
only
heard
this
was
in
the
works
through
the
veteran
parents,
Grapevine
the
possibility
that
bla
families
could
enter
the
summer,
not
knowing
who
the
Headmaster
would
be
with
very
little
notice.
After
four
people
in
this
role,
since
2017
seems
like
a
terrible
way
to
support
teachers
and
Families
and
a
deterrent
to
prospective
applicants
going
forward.
W
X
Good
evening,
everyone,
my
name,
is
felito
Diaz
and
I
represent
Dorchester,
my
daughter,
it's
a
former
student
at
the
PA
Shaw
School.
My
name
is
Frito
Diaz
I
am
a
BPS
graduate
and
my
daughter
Bridget
has
attended
the
PA
shop
for
the
last
two
years.
We
have
loved
the
school
because
it
is
a
community
where
the
students
and
families
feel
welcome
and
respected.
X
Bridget
is
an
English
language
learner
and
she
is
thriving
at
the
shop.
I
am
angry
and
upset
about
the
vote
to
merge
the
shot
with
the
tailor
the
other
schools
you
are
merging
in
Roslindale
are
not
being
put
together
until
they
are
in
a
brand
new
building.
We
know
that
there
won't
be
a
new
building
for
the
shot
in
Taylor
schools
for
another
10
years.
X
If
we
merged
the
year
after
next,
we
will
lose
the
small
community
feeling
our
school
has
where
every
student
and
family
member
is
known
in
where
teachers
reach
out
to
us
and
include
us.
What
will
we
gain?
Even
now
that
the
school
committee
has
voted
to
merge?
The
Shah
families
have
not
been
assured
of
any
improvements
that
will
impact
our
children.
X
It
isn't
fair
that
in
Roslindale
you
are
waiting
to
merge
until
you
can
give
the
students
and
families
and
you'll
build
them,
while
in
Dorchester
Mattapan,
where
there's
a
there
are
more
black
and
brown
students
and
families.
We
get
nothing
for
our
kids
tonight.
I.
Ask
you
to
reconsider
your
vote.
Don't
disrupt
our
driving
school
until
you
can
move
us
into
a
facility
that
will
truly
bring
Improvement
for
our
children.
Thank
you.
B
Y
Several
parents
and
staff
members
from
the
shaw
have
participated
in
weekly
meetings
with
BPS
and
City
officials.
For
nearly
a
year
there
has
been
no
compensation
and
overwhelming
experience
has
been
in
our
boat.
We
are
not
listened
to.
There
have
been
several
larger
Community
meetings
over
this
past
year
that
have
consisted
of
a
parade
of
BPS
staff
telling
us
why
the
merger
is
in
the
best
interest
of
students
and
families
with
little
time
allocated
to
listen
to
representatives
from
the
community's
impacted.
Y
We
all
know
know
that
in
Roslindale,
where
there
are
more
white
students
and
families,
BPS
made
the
decision
to
postpone
the
actual
merger
of
the
Sumner
philbrick
until
the
students
can
move
into
a
completely
renovated
School
building.
We
are
pleased
for
these
schools,
but
ask
where
is
the
racial
Equity?
The
parents
of
one
of
my
students
said
to
me
last
week
when
she
joined
us
for
a
field
trip
with
baby
in
tow
I
love.
The
Shaw
and
I'm
not
a
fan
of
this
merger,
not
only
won't
my
son
experience
any
benefits
from
the
merger.
Y
Even
his
six-month-old
baby
sister
will
be
nearly
ready
to
graduate
elementary
school
before
there
is
a
new
building
Equity.
Over
and
over.
Our
parents
and
staff
have
asked
at
school
committee
meetings,
design,
team
meetings
and
so-called
Community
meetings.
What
will
be
the
benefit
for
our
students
and
families?
At
a
combined,
Shaw
Taylor
school
over
and
over,
we
have
been
met
with
silence
or
told
we
must
wait
and
say
in
Roslindale,
students
and
families
knew
exactly
the
building
they
would
move
into
from
the
start.
Y
Y
Yes,
does
BPS
in
the
city
want
to
operate
one
way
for
school
communities,
with
a
significant
slice
of
white
families
and
another
way
when
the
school
communities
are
black
and
brown,
or
do
you
want
to
fix
this
and
ensure
your
actions
don't
add
to
the
deeply
entrenched
racism
in
the
school
system?
How
you
proceed?
Thank
you.
Thank.
Z
Okay,
sorry
about
that,
okay,
my
name
is
Teresa.
My
name
is
Teresa
pregnant
of
rockberry
I
have
a
rising
7th
and
ninth
grader
at
boa.
My
younger
child
is
currently
at
the
hail
where
I'm
on
the
School
site
Council.
For
the
two
years,
my
son
has
been
at
bla.
My
experience
and
impression.
Mr
Smith
has
been
very
positive.
I've
attended
the
majority
of
the
FSC
and
SPC
meetings.
Z
He
has
also
attended
most
of
the
SEC
meetings
at
the
parents
request
to
give
a
thorough
principal's
report
and
a
sent
out
through
all
weekly
emails
I've
been
impressed
that
his
professionalism
at
every
meeting
I've
attended,
including
ones
where
certain
parents
have
been
very
disrespectful
towards
him.
Speaking
as
an
SSC
parent
who
has
had
disagreements
with
different
administrators
I,
found
the
actions
of
some
of
the
parents
who
have
this,
who
have
who
had
disciplines
to
be
very
out
of
line,
but
you
still
remained
respectful
and
professional
several
times.
Z
I've
come
into
the
office
to
pick
up
my
child
for
appointments
and
the
atmosphere
in
the
office
is
always
calm
and
pleasant.
My
observations
in
Mr
Smith
with
office
staff
seem
very
positive.
I
have
also
met
with
Mr
Smith
one-on-one
and
have
encountered
him
at
sports
events,
which
he
makes
a
point
to
attend
in
all
my
interactions
with
Mr
Smith
I
have
found
him
to
be
thought.
Thoughtful
and
competent.
Leaving
me
with
confidence
in
his
leadership.
I've
read
the
letter
of
a
group
of
parents
that
represents
about
three
percent
of
the
LA
community
and
I.
Z
Don't
support
their
letter.
I'm
not
saying
Mr.
Smith
has
not
made
mistakes,
but
I
think
he's
actively
making
changes
to
rectify
his
mistakes
and,
as
it
pertains
to
the
alleged
vote
by
the
btu
of
no
confidence
that
I
heard
was
taking
place.
I,
don't
know
the
reasons
for
the
vote
and
I'm
not
asking
you
to
dismiss
their
issues,
but
I
am
asking
you
to
look
for
out,
for
the
interests
of
the
students
to
leave
the
school
without
a
leader
in
June
does
not
serve
the
student's
interests
I'm
asking.
Z
Instead,
that
you
address
the
issues
the
students
have
and
work
with
Mr
Smith
to
come
to
resolution.
Major
changes
have
been
placed
upon
bla
without
taking
into
consideration
the
impact
it
has
on
teachers,
both
with
the
pandemic
and
exam
School
changes
as
a
new
leader
within
BPS,
who
is
training
and
guiding
Mr
Smith.
Where
is
he
getting
his
leadership
on
how
to
lead?
Is
it
possible
he's
following
directives
that
are
coming
above
him?
Have
you
looked
at
the
things
that
are
being
asked
that
Mr
Smith?
Thank
you.
AA
AA
Good
evening,
sorry
about
that
visually
impaired
and
still
working
out
these
Kinks,
but
my
name
is
Kyle
robodoma,
proud,
parent
of
ninth
grader
at
the
Boston
Latin
Academy
and
I'm
gonna.
Keep
it
brief
out
of
respect
of
everyone
else.
AA
Not
out
of
you
know
kind
of
brevity
what
I
have
to
say
for
Gavin
Smith,
but
I
just
want
to
share
my
thoughts
and
Reflections
and
in
support
of
Mr
Smith,
appreciate
all
the
support
that
he's
shown
the
students,
his
active
participation
in
the
school
site,
committees,
the
parent
site
committee
and
bla
sporting
events
and
cultural
events
and
parent-teacher
nights
and
he's
been
present-
he's
listens.
AA
Well,
he
actively
participates
in
dialogue
with
the
students
and
my
ninth
grader,
although
I
will
never
speak
for
her
I
did
ask
her
recently
what
her
thoughts
were
on
on
Mr
Smith
in
this
kind
of
decision
with
the
btu
and
her
words
were.
She
felt
that
it
was
incredibly
important
to
have
a
Headmaster
and
a
principle
that
reflects
the
overall
diversity
of
this
school
and
her
hope
was
as
a
student
council
member.
AA
Her
hope
was
that
the
administration
students
teachers
will
be
able
to
continue
to
work
together
and
work
out
a
compromise
in
hopes
that
Mr
Smith
remains
at
the
bla
and
I
appreciate
everyone
else's
comments
and
the
school
committee's
work
on
this
issue,
as
well
as
the
leadership
of
BPS.
Thank
you,
foreign.
B
S
Yes,
hi.
Thank
you
so
much
I,
don't
know
why
my
camera
keeps
shifting.
My
name
is
Elsa
Auerbach
and
I
live
in
JP
I
was
a
Boston
Public
School
parent
in
the
1980s
I'm,
a
professor
emerita
from
UMass
Boston,
where
I
taught
hundreds
of
bilingual
ESL
and
literacy
teachers
I'm.
Also
the
daughter
of
German
Jewish
refugees
who
fled
the
Holocaust
and
the
Mantra
of
my
childhood
was
never
again
for
anyone.
S
That's
why
I'm
here
today
to
speak
in
support
of
the
petition
before
you
to
protect
teachers
from
outside
political
interference,
I'm
deeply
afraid
that
our
educational
system
is
being
captured
by
right-wing
forces
that
want
to
silence
critical
race,
Theory,
ethnic
studies,
lgbtq
identities
and
more
one
example.
That's
particularly
important
to
me
concerns
how
to
teach
about
anti-Semitism.
This
is
a
crucial
topic,
but
sadly,
teaching
about
anti-Semitism
is
now
being
weaponized.
As
you
may
know,
and
this
is
kind
of
a
heads
up.
S
There
are
several
major
Jewish
Zionist
news
outlets
that
have
published
articles
specifically
targeting
ethnic
studies
in
Massachusetts
and
in
Boston
on
the
trumped-up
notion
that
it
is
somehow
dangerous
to
Jews
to
teach
about
ethnic
studies.
They
are
invoking
and
I'm
happy
to
send
you
these
articles.
They
are
invoking
a
contested
definition
of
anti-semitism
that
asserts
that
criticizing
Israel
is
anti-Semitic.
This
definition
is
being
used
to
silence
Palestinians
and
anyone
who
supports
their
rights
to
me.
This
view
violates
the
Bedrock
Prince
principle
of
never
again
for
anyone.
S
The
ADL
specifically
supports
this
definition
and
has
been
working
to
meet
with
public
officials
in
Boston
to
influence
what
gets
taught
in
in
the
Boston
public
schools
in
relationship
to
ethnic
studies.
Please
don't
be
fooled
when
the
ADL
claims
it
represents
the
Jewish
Community.
It
does
not
speak
for
Progressive
Jews
in
Boston,
and
it
certainly
does
not
speak
for
me.
Avoiding
discussion
of
Hot
Topics
does
not
prepare
our
students
for
the
world.
They
live
in
I'm,
inspired
by
the
courage
of
the
teachers
who
teach
truth.
J
Good
afternoon
good
evening,
my
name
is
I
want
to
say
hello
to
superintendent,
Skipper
and
school
committee
members
school
committee,
chair
Jerry
Robertson.
J
AB
My
learning
up
until
that
point
was
out
of
necessity
to
move
on
to
the
next
phase.
In
my
life,
I
was
very
much
aimless.
I
wish
I
had
the
opportunity
to
take
an
ethnic
studies
course.
Ethnic
studies
is
founded
on
the
principles
of
self-determination,
community
and
solidarity
rooted
in
the
study
of
history,
from
the
perspectives
of
black
indigenous
Asian,
American
and
latinx
people.
AB
Learning
about
the
truths
of
our
country
isn't
simply
morally
right.
It's
imperative
it's
critical
for
a
developing
person
to
be
able
to
Grapple
with
the
world
around
them,
so
they
can
see
themselves
in
it.
Ethnic
studies
provides
this
framework
I'm
here
today
to
urge
you
all
to
take
a
stand
against
the
violent
and
repressive
attacks
on
the
education
of
our
most
vulnerable.
AB
Our
young
people,
we've
already
witnessed
the
effects
of
these
attacks
across
the
country,
such
as
the
firing
of
teachers,
the
Banning
of
books
and
the
censorship
of
curriculum,
I
implore
you
all
to
support
the
BPS
Educators,
whose
job
it
is
to
provide
the
truth
and
the
tools
to
understand
how
our
our
history
plays
a
vital
role
in
their
present
and
their
future.
Take
a
stand
for
them
by
voicing
your
support.
Thank
you.
AC
Good
evening
my
name
is
karee
Peterson
Smith
I
live
in
Fields,
Corner,
Dorchester
and
I'm
speaking
to
you
as
a
proud
parent
of
a
BPS
Middle
School
student
I
came
here
tonight
to
speak
in
support
of
the
ethnic
studies
petition,
though
I
must
briefly
say
a
word
first
in
support
of
those
advocating
on
behalf
of
the
PA
Shaw
as
the
parent
of
a
child
who
has
served
incredibly
well
by
the
shaw.
So
I
really
hope
that
you
all
do
the
right
thing
and
listen
to
what
what
teachers
and
and
families
are
saying.
AC
Moreover,
looking
beyond
the
present
and
into
the
future,
which
I
feel
very
hopeful
for
and
I
think
that
as
people
invest
in
public
education,
we
have
to
be
hopeful
for
the
future.
It
is
simply
impossible
to
address
the
injustices
of
our
country's
history
to
prepare
the
Harms
in
short,
to
move
forward
as
a
society.
If
we
are
not
talking
about
ethnic
studies,
if
we
don't
have
public
education
that
supports
curious
young
people
who
are
informed
about
the
fullness
of
this
country's
history
and
that
of
the
world.
AC
Turning
to
Boston,
while
at
the
moment
the
center
of
gravity
to
the
hostility
to
things
like
anti-racist
education
and
ethnic
studies
is
not
here,
though,
of
course,
we
have
our
own
history
of
racist
Injustice
that
we
must
own.
It's
simply
not
acceptable
for
us
to
take
comfort
in
that
fact
that
this
is
something
happening
elsewhere.
AC
Nor
is
it
sufficient
to
allow
for
The
Quiet
teaching
of
ethnic
studies
in
anti-racist
curriculum
here.
The
time
calls
on
us
and
calls
on
you,
as
a
school
committee,
to
be
bold
and
take
an
affirmative
stand
in
support
of
these
curricula.
AC
So
I
urge
the
the
school
committee
to
to
do
so
and
it's
critical
not
only
for
students
to
learn
their
own
histories,
their
own
stories
and
be
engaged
participants
in
the
society.
But.
AC
AC
Thank
you,
please
support
this
petition.
Thank.
B
You
I
appreciate
it.
Our
next
speaker
is
Sharon
Hinton.
Please
raise
your
hand
virtually
if
you're
with
us,
followed
by
Cheryl
Buckman,
Jocelyn,
Santiago,
Jack,
Elliott,
Higgins
and
Maria
Andrea
Mejia.
AD
AD
The
community,
at
the
devil,
has
been
nothing
but
welcoming
and
gracious
not
just
to
me,
but
to
my
son
as
well.
I
have
to
say
that
the
learning
style
is
amazing
for
a
child
that
learns
at
such
a
slow
pace.
It
needs
extra
help.
Landon
got
along
very
quickly
with
the
staff
and
other
peers
at
that
school.
AD
Then,
a
few,
a
few
years
later
into
a
school
year
covet
had
hit,
and
everybody
was
remote.
Landon's
first
few
years
at
the
Devil
had
surely
been
different,
but
truly
special.
This
year,
I
have
to
give
my
thanks
to
his
fourth
grade
teacher
Mr
Hill
and
his
PR
in
the
principal
Miss
Reardon.
They
have
truly
and
surely
gone
above
and
beyond.
For
my
son.
This
year,
Lenin
had
gone
through
some
very
serious
bumps
in
the
road,
but
they
was.
AD
Also,
you
have
to
look
at
this
school
as
a
whole
and
what
it
in
and
it
should
be
for
a
model
in
the
occlusion
setting.
The
Devil
is
a
gem
of
a
school
I
should
know
from
being
a
former
member
at
the
Devil.
The
teachers
and
staff
are
always
welcome
and
helpful.
The
students
are
always
smiling
and
respectful.
I
must
say,
as
a
proud
parent
to
see
my
son
learning
and
making
friends
at
this
school.
He
said
to
me
yesterday,
mom
I,
truly
found
my
place
in
this
school
I.
Finally
have
a
few
friends.
AD
AE
Hi
all
okay,
I
came
to
Boston
10
years
ago.
For
my
undergraduate
education,
I
am
a
Puerto
Rican
first
generation
college
graduate
I
did
not
grow
up
with
an
ethnic
studies
program
in
my
high
school
I
didn't
come
to
truly
know
and
understand
the
racist
history
and
Colonial
relationship
between
the
United,
States
and
Puerto
Rico
until
I
was
in
my
20s
learning
that
history
has
completely
changed
my
understanding
of
the
character
of
America,
both
globally
and
nationally.
It
has
given
me
a
lens
with
which
to
make
sense
of
the
observable
reality.
AE
I
am
confronted
with
in
this
country.
It
has
also
given
me
a
sense
of
my
own
power.
The
history
of
the
colonization
of
Puerto
Rico
is
also
a
history
of
militant
resistance.
It
is
critical
that
these
histories
be
taught
as
they
occurred.
It
is
critical
that
the
hit
the
teaching
of
Truth
is
protected
so
that
this
generation
is
able
to
see
the
ways
that
history
repeats
itself
and
are
equipped
to
fight
back.
AE
AF
Good
evening
everybody,
my
name
is
Jack
Elliott,
Higgins
and
I
am
a
Jamaica
Plain
resident
and
high
school
science
teacher
at
Boston
green
Academy,
an
in-district
Horus
man,
Charter
I'm,
testifying
in
support
of
the
ethnic
studies
petition,
asking
the
school
Community
Committee
to
release
a
statement,
signaling
its
trust
in
Educators,
to
teach
real
history
and
engage
in
conversations
about
identity
and
depression
in
Boston,
Public
Schools
Nationwide.
We
are
witnessing
a
coordinated
attack
on
Educators
and
Librarians.
Right-Wing
provocateurs
are
trying
to
stop
us
from
teaching
truth
in
our
classrooms.
Ensuring
truth
is
on
our
bookshelves.
AF
B
AF
Now,
more
than
ever,
it
is
critical
for
the
city
of
Boston
to
voice
its
loud
support
of
Truth
and
of
the
Educators
and
Librarians
who
teach
it.
It
is
imperative
for
the
city
to
support
the
young
people
who
seek
to
learn
this
truth.
Silence
will
only
allow
these
attacks
to
grow
stronger
and
spread
farther
I
encourage
all
members
of
the
Boston
school
committee
to
vote
to
release
the
statement.
Thank
you.
B
AG
Hi
good
evening,
my
name
is
Andrea
Mejia
and
I'm.
One
of
the
six
teachers
piloting
the
ethnic
studies
curriculum
this
year.
I
am
testifying
in
support
of
the
ethnic
studies
petition,
asking
the
school
committee
to
release
a
statement,
signaling
its
its
trust
in
Educators,
to
teach
real
history
and
engaging
critically
engage
critically
in
conversation
about
identity
and
oppression
with
students
I'm
here
in
front
of
you
as
a
teacher
fighting
for
my
protection,
but,
more
importantly,
fighting
for
the
rights
of
our
students
to
have
a
just
education,
The
Narrative
around
education.
AG
Right
now
is
punitive
and
limiting
content
and
curriculum
are
being
cut
or
debated
by
non-educators
in
many
States,
including
ours.
It's
2023
and
we
should
be
having
conversations
about
what
more
we
can
include
in
our
curriculums.
How
do
we
support
and
engage
our
growing
diverse
population
of
students?
AG
How
do
we
help
help
them
make
sense
of
the
world
right
now
we're
picking
ourselves
up
from
a
global
pandemic.
Climate
change
is
a
real
threat
to
our
students.
Future
our
country
is
extremely
polarized.
Hateful
crimes
towards
marginalized
communities
are
increasing
and
mass
shootings
are
happening
almost
daily,
which
have
been
linked
to
mental
health
issues
and
Prejudice.
We
need
Progressive
education.
More
than
ever,
we
need
an
education
that
is
honest
and
allows
for
critical
thinking
of
the
issues
of
Oppression
that
are
affecting
us
and
how
we
all
unite
to
overcome
those
oppressions.
AG
AG
AH
Hello,
everyone,
my
name,
is
indita
Alves
I
live
in
Dorchester
and
I'm,
a
former
BPS
student
and
my
son
is
a
student
at
the
Joseph
Lee
school.
He
is
a
young
boy
of
color
of
Irish
and
Cape
Verdean
ancestry
and
curious
about
the
world
that
he
lives
in
he's
curious
about
race,
racism,
world
history,
his
history
and
how
to
make
the
world
a
better,
more
compassionate
understanding
place.
AH
I'm
I'm,
testifying
in
support
of
the
ethnic
studies
petition
asking
the
school
committee
to
release
a
statement
by
signaling
its
trust
in
Educators,
to
teach
real
history
and
engage
in
conversations
about
identity
and
oppression
and
BPS.
It
was
just
only
a
few
years
ago
when
the
city
declared
racism
is
a
Public
Health
crisis
or
issue
long
recognizing
what
black
people
and
other
historically
oppressed
people
have
been
saying.
I've
seen
the
city
pay,
pay
lip
service,
time
and
time
again
on
being
committed
to
Justice
equality
and
even
anti-racism.
AH
AH
AI
Hello,
my
name
is
Chelsea
russio
I
use
they
them
pronouns
I,
currently
teach
multilingual
and
special
education
students
in
BPS
I
am
testifying
in
support
of
the
ethnic
studies
petition
asking
the
school
committee
to
release
a
statement
signaling
its
trust
in
Educators
to
teach
Real
History,
engage
in
conversations
about
identity
and
oppression
and
BPS
as
a
non-binary
educator
with
students
who
are
members
of
the
lgbtq
community.
It
is
imperative
to
me
that
my
students
feel
both
safe
and
represented
in
our
schools.
AI
Recently,
a
student
told
our
class
that
we
were
part
that
they
were
a
part
of
the
lgbtq
community
and
while
they
were
mostly
met
with
support,
they
were
also
met
with
laughter
and
confusion
from
their
peers.
In
the
moment,
we
were
able
to
have
a
restorative
conversation
and
share
books
about
the
lgbtq
community,
and
that
was
necessary
for
that
student
to
feel
safe
and
for
all
students
to
know
that
our
classroom
is
a
space
where
their
identities
are
Affirmed.
AI
This
is
a
life
or
death
situation
for
our
students,
a
2022
student
by
the
Trevor
Project,
which
is
a
suicide
prevention
organization
focusing
on
lgbtq
youth
revealed
that
86
percent
of
queer
and
trans
youth
sampled
reported
negative
effects
on
their
mental
health
as
a
direct
result
of
the
increasingly
hostile
campaign
being
waged
against
lgbtq
people.
Nationwide,
nearly
half
of
the
youth
sampled
from
the
Trevor
Project
survey
seriously
considered
suicide
in
the
past
year.
Our
students
deserve
to
live
in
a
city
that
supports
the
truth
of
their
identities
and
the
truth
of
their
history.
Our.
AK
Hello
good
evening,
can
you
hear
me
great
yes
good
evening?
My
name
is
Becky
Silverstein
I'm,
a
Jamaica
Plain
residence,
a
local
Rabbi
and
a
one-day
BPS
parents.
My
oldest
kiddo,
will
be
eligible
for
K1
in
2024
and
is
currently
in
the
bath
to
my
left,
I'm
here
tonight,
to
testify,
in
support
of
the
ethnic
studies
petition,
asking
the
school
committee
to
release
a
statement
signaling
its
trust
in
Educators,
to
teach
real
history
and
engaging
conversations
about
identity
and
oppression
in
DPS
schools.
AK
As
a
rabbi,
an
educator
I
understand
what
it
means
to
be
entrusted
with
the
sacred
obligations
to
teach
to
support
young
people
generally
and
to
support
their
development.
It's
a
thoughtful,
compassionate
and
engaged
members
of
society.
I
also
understand
what
it
means
to
speak
in
support
of
those
who
are
doing
this
work.
AK
Educators
are
being
challenged
and
undermined
in
a
nationwide
effort
to
obscure
the
truth
of
our
nation
and
world's
history.
Teachers
are
leaving
teaching
curricula
are
being
censored
and
our
students
are
being
denied
powerful
educational
experiences
that
can
help
them
and
US
create
a
more
vibrant,
just
Society.
AK
We
have
a
shared
obligation
to
do
what
we
can
to
support
our
students
and
to
support
our
Educators
in
supporting
them,
as
I
consider
this
moment
in
our
Human
Experience
I'm,
driven
by
the
universal
values
of
wholeness
and
Justice,
by
wanting
to
participate
in
building
a
world
that
allows
individuals
to
achieve
a
sense
of
wholeness
and
in
doing
so
to
build
a
more
just
world.
These
values
inform
my
support
of
ethnic
studies.
AK
AK
That
will
help
us
build
a
world
in
which
I
a
queer
trans
Rabbi
am
free,
in
which
all
of
you,
my
neighbors,
are
free
I'm
here,
voicing
my
support
and
to
humbly
ask
the
school
committee
to
join
me
and
release
a
statement
in
support
of
the
ethnic
cyber
Source,
these
Educators
and
our
students
that
confidence
in
their
efforts
and
stand
with
them
in
the
face
of
any
opposition.
Thank.
AL
AL
The
way
I
see
it
we're
at
a
Crossroads
in
our
country
facing
a
choice
between
living
in
a
multi-racial
democracy
that
allows
everyone
to
see
themselves
as
part
of
the
big
we
of
our
society
or
living
in
a
society
with
growing
intolerance
of
difference
and
authoritarian
Tendencies.
We
can't
build
that
real
democracy
without
strong
public
education
that
allows
everyone
to
see
themselves
and
that
we
and
helps
us
grapple
with
our
country's
Legacy
of
racism
and
Injustice,
as
the
grandchild
of
Holocaust,
Survivors,
I
I,
know
deeply.
What's
at
stake
in
this
choice.
AL
Opponents
of
ethnic
studies
are
often
directly
connected
to
those
who
would
seek
to
shrink
our
democracy.
They
are
often
funded
by
those
connected
to
a
national
agenda
of
attacking
public
education,
weakening
teachers,
unions
and
undermining
the
basic
rights
of
people
of
color
and
people
within
the
lgbtq
community.
AL
The
implications
of
the
school
committee
showing
its
support
for
teachers
teaching
Real
History,
of
course,
will
impact
students
and
Educators
in
Boston
directly
and
as
a
community
member
I,
see
the
ways
in
which
that
choice
will
Echo
beyond
the
walls
of
the
classroom
and
into
our
broader
society
and
into
our
community.
Thank.
B
AM
How
you
doing
so
my
name
is
Ajani
Boyd
I
am
a
BPS
graduate
and
I
have
a
younger
brother
who
is
currently
attending
bla
and
I
want
to
testify
on
behalf
of
Gavin
Smith
as
head
of
school
over
at
bla,
when
I
was
at
Boston
Latin
School
Gavin
Smith
was
the
principal
fellow.
He
was
a
principal
fellow.
AM
When
I
was
at
a
Boston
high
school,
when
I
was
a
junior
and
in
only
one
year
he
had
an
incredible
impact
on
me
on
the
community
of
look
in
the
entire
School
community
at
Baltimore,
High
School
honestly,
but
especially
for
the
young
black
males
at
BLS.
AM
He
started
the
young
men
of
color
program
which
helped
out
me
and
plenty
of
others
and
I
think
he's
very,
very
incredibly
capable
and
I'm
getting
a
little
bit.
You
know
trying
to
figure
out
how
to
say
this,
but
I.
AM
Just
he
was
one
of
the
greatest
people
that
I
interacted
with
and
that
I
got
to
work
with,
and
that
got
to
support
me
and
look
out
for
me
while
I
was
there
I
think
that
representation
of
seeing
a
black
male,
who
really
cares
and
looks
out
for
the
other
black
students
for
all
the
students?
Honestly,
not
just
the
black
students,
but
everybody
who
goes
the
extra
mile
to
take
care
of
take
care
of
those
students.
AM
Yeah
he's
pretty
incredible,
I'm
really
kind
of
losing
the
words
that
I'm
trying
to
say
because
there's
a
lot,
some
kind
of
make
sure
to
be
brief,
but
I
think
it's
really
important
that
he
stays
at
city,
school,
I.
Think
again,
I
only
I
had
him
as
a
principal
fellow
at
my
school
for
simply
a
year,
and
he
made
a
lot
of
changes
and
I.
AM
Think
if
you're
aware
of
the
environment
at
some
of
these
exam
schools,
I
think
somebody
who
has
the
courage,
the
willingness
and
kind
of
the
knowledge
to
be
able
to
make
these
changes
that
are
necessary
over
at
these
schools.
AM
I
think
he
has
it
all
so
I
kind
of
did
a
really
bad
job,
explaining
what
I
was
trying
to
say,
but
Gavin
Smith
is
incredible:
I
love
him
very
dearly,
he's
taking
great
care
of
me
and
everybody
else
that
I
know
that's
interacting
with
him
feels
the
exact
same.
So
as
a
student
who
had
him
as
a
mentor,
he
continues
to
Mentor
me
to
this
day.
B
C
Yeah
hi
I'm,
my
name
is
Emmanuel
Gardner
and
I'm.
A
teacher
at
Boston
doll,
Technical,
Academy,
I,
teach
history
and
Humanities
and
I'm
here.
I
live
in
Roslindale
and
I'm,
also
an
alumnus
of
Boston
Latin
School
class
of
1985.
I'm.
Here
to
ask
you
to
support
the
ethnic
studies
petition.
C
It's
very
personal
I'm,
a
first
generation
first
generation
immigrant
from
Liberia
I,
moved
to
Boston
in
1980,
and
the
city
was
really
not
a
welcoming
place
for
a
young
West
African
boy
in
1980,
1981
I
started
at
Boston
Latin
School
as
a
4B
and
throughout
my
whole
time
at
Boston,
school
I
took
AP
American,
History
AP
European
History
and
had
some
great
teachers
I
had
only
one
black
teacher,
my
entire
time
there
and
despite
the
Sterling
reputation
of
the
school
and
the
history
Department,
there
I
never
ever
learned
anything
about
black
or
Latino
or
any
other
history
outside
of
the
mainstream
or
what
is
constructed
as
the
mainstream
until
I
went
to
college,
and
it
was
embarrassing
and
I
taught
ethnic
studies
for
two
years
and
I
really
feel
that
in
a
pluralistic
society
in
a
city
such
as
ours,
that
is
a
multi-ethnic
one
and
has
come
a
long
way.
C
We
can
lead
from
the
front
and
send
a
resounding
rejection
of
the
Rhonda
sentences
around
the
country.
And
quite
honestly,
this
has
happened
before
and
it
can
quite
easily
happen
again
and
I.
Think
it's
important
that
again
in
Boston
we
lead
from
the
front
and
and
and
I
really
hope
you
support
this
petition.
I
I
think
you
will
I
hope
you
will
and
thank
you
for
your
time.
Thank.
AN
Rena
Buchanan
I'm
here
and
I
have
seen
different
comments
to
the
Boston
school
committee
and
I
want
to
add
my
testimony
about
the
school
and
issues
that
are
going
on
at
the
school,
particularly
the
elevator.
It's
in
it's
been
broken.
AN
The
building
is
in
disrepair,
it's
the
elevators
in
need
of
repair
and
that's
caused
lots
of
problems
for
students
who
have
physical
disabilities.
They
have
not
been
able
to
go
to
the
upper
floors,
so
we
need
a
new
school
building
to
support
our
students
and
I
know
that
the
Horace
Mann
school
has
been
considering
and
moved
to
Charlestown.
AN
We
need
a
safer
school
for
our
students.
They
there
need
to
be
cameras
installed
because
there
are
some
issues
with
danger
in
the
community.
Shootings
in
the
community
and
student
safety
is
of
primary
concern,
so
I
feel
it's
very
important.
We
protect
our
deaf
students.
I'm,
a
deaf
parent
of
a
deaf
child
and
I
have
a
lot
of
concerns
and
I
am
very
much
wanting
to
protect
the
deaf
and
hard
of
hearing
students
in
Boston.
Thank
you
very
much
for
your
time.
K
Foreign
hello,
my
name
is
Emmy
Knight,
bairstow
I
live
on
the
dividing
line
of
back
pain,
south
end
and
I
am
12
years
old
and
in
sixth
grade
at
the
Elliott
school
last
month,
I
found
out
that
I
was
not
accepted
into
a
Boston
exam
School.
My
composite
score
was
over
95,
but
my
family
lives
in
a
tier
VII
and
because
I
go
to
the
Eliot
I'm
not
eligible
for
bonus
points.
It
is
hard
to
put
into
words
how
much
I
wanted
to
go
to
an
example.
K
K
It
sat
on
a
lot
of
qualified
kids
who
deserved
an
opportunity
to
to
an
attend
an
exam
school,
but
this
new
system
is
doing
the
same
thing,
shutting
out
a
lot
of
qualified
kids,
so
there's
still
a
problem,
there's
still
inequity,
there's
still
unfairness
I
was
rejected
because,
where
my
parents
chisel
it
I,
was
rejected
because
of
the
school
my
family
got
assigned.
When
we
entered
the
lottery
for
K1
I
have
two
questions
for
the
school
committee.
Why
does
it
make
sense
to
shut
out
any
qualified
students
for
an
exam
school?
K
Have
you
ever
considered
expanding
the
number
of
seas
at
exam
schools
to
meet
all
the
needs
of
qualified
students?
I
work
hard
in
school
I
also
play
soccer
and
Lacrosse
I
run
track
for
the
Elliott
and
I
also
do
debate.
I
really
want
to
get
I
really
want
to
go.
I
really
want
to
get
the
opportunity
to
do
all
these
things
in
middle
school
and
in
high
school
I
want
to
do
all
these
things
in
a
city
and
I
want
to
do
all
these
things
in
a
school
in
my
city
home.
K
That
can
prepare
me
to
go
one
day
to
college.
I
know
that
it
is
hard
to
change
the
rules,
but
there
are
a
lot
of
smart
kids
who
want
to
go
to
these
schools,
but
they
can't
go
because
there
aren't
enough
spots.
Adding
one
adding
more
seats
would
be
easy.
You
could
just
build
a
few,
a
few
new
classrooms
or
find
a
space
in
another
school
that
has
room
for
more
kids.
It
is
a
good
idea
and
has
a
lot
of
benefits
more.
AO
AP
Hi,
my
name
is
Rebecca
Knight
and
I
am
the
parent
of
two
BPS
students,
I'm
Emmy's,
mom
and
I'm
speaking
about
the
exam
school
policy
and
its
effect
on
my
family.
As
you
just
heard,
my
12
year
old
is
a
sixth
grader
at
the
Elliott.
She
had
a
composite
score
of
95.45
and
she
didn't
get
a
spot
at
the
exam
schools
we
live
in
a
tier
VII
and
the
Elliott
is
ineligible
for
bonus
points
and
Emmy
is
crushed.
AP
Here's
a
little
bit
more
about
my
family.
So
you
can
understand
the
effect
of
this
policy.
We
enrolled
our
older
daughter,
Eliza
in
kindergarten
at
the
Elliott
in
2013..
It
was
a
terrific
learning
environment,
joyful,
challenging
and
diverse
in
2014
BPS
rezoned,
the
schools
which
made
it
impossible
for
other
South
End
families
like
ours
to
get
in,
and
we
were
saddened
by
this.
AP
The
school
lost
a
lot
of
racial
and
economic
diversity,
but
Eliza
was
thriving
there,
and
so,
when
it
came
time
to
enroll
Emmy
in
K1,
we
sent
her
to
her
sister's
school,
like
a
lot
of
families
would
but
little
did.
We
know
that
that
Emmy
would
pay
a
really
steep
price
for
bps's.
Shipped
Eliza
was
accepted
at
Boston
Latin
in
2020,
and
she
was
the
last
class
to
have
its
acceptance
based
solely
on
grades
and
test
scores.
Meanwhile,
Emmy
who
has
Straight
A's
and
a
similar
historic
testing
record,
never
had
a
shot.
AP
So
at
this
point
my
husband
and
I
are
reviewing
our
options.
When
we
look
at
other
BPS
schools
where
we
can
enroll
or
we're
we're
discouraged,
and
meanwhile,
the
average
price
of
private
school
tuition
hovers
around
sixty
thousand
dollars.
We
feel
like
we're
being
kicked
out
of
the
city.
Bps
needs
an
immediate
plan
to
remedy
this
situation
and
I
understand
that
changing
this
policy
again
is
politically
difficult,
but
expanding
the
number
of
seats
at
the
exam
schools
to
meet
the
needs
of
all
qualified
kids
seems
reasonable
and
achievable.
AP
B
AQ
Hello
can,
can
everyone
hear
me
yes,.
AQ
AQ
AQ
Not
only
did
he
come
in
and
establish
an
unprecedented
mentorship
program
for
boys
of
color
as
a
Johnny
hinted
to
earlier,
but
he
showed
us
through
actions
and
not
the
attempted
pedagogical
semantics
BPS
spits
out
every
year
with
fruitless
promises.
He
empowered
us
as
a
group
to
realize
we
weren't
little
fish
in
a
big
pond
and
that
we
were
much
more
than
percentages.
He
made
it
his
goal
that
we
weren't
lost
through
the
cracks
of
the
system
and
he
succeeded.
AQ
I
write
this
today
as
a
firm
endorsement
for
Gavin
Smith
and
as
a
product
of
BPS
an
absolute
disappointment
that
the
superintendent
and
administration
would
choose
to
handle
this
situation
in
such
a
way
as
to
almost
try
and
avoid
public
comment.
Frankly,
it's
heaters
a
line
of
censorship
and
for
a
school
system
that
belongs
to
us,
the
students,
the
people
and
not
a
select
few
teachers
who
are
intimidated
by
a
powerful
and
Progressive
black
man
in
a
position
of
power
telling
them
to
do
their
job
better.
AQ
To
me,
it's
blasphemous
that
educators
are
now
willing
to
educate,
Our
Youth
and
instead
would
rather
exacerbate
the
generational
gap
between
students
and
teachers
by
sticking
to
their
traditionalist
perceptions
and
manner
of
Education
there's
something
as
evolving
as
youth
education.
We
need
people
who
are
willing
to
evolve
alongside
us
and
not
stuck
in
their
ways,
and
it
is
necessary
that
someone
like
Gavin
Smith
is
behind
the
helm.
Thank
you.
Thank.
AR
Good
evening,
everyone
thank
you,
superintendent,
Skipper,
the
school
committee
for
having
us
speak.
AR
I
am
a
teacher
at
John,
D,
O'bryant
and
I
am
here
testifying
about
the
news
that
shocked
everyone
in
our
community
regarding
the
mayor
and
the
superintendent
making
a
decision
to
relocate
the
O'brien
I
was
reading
about
the
racial
Equity
tool
that
BPS
claims
that
they
use
in
order
to
make
these
really
big
decisions,
and
while
I
was
listening
to
members
of
the
committee,
I
was
also
struck
by
some
of
the
members
about
the
information
sharing
and,
in
my
mind,
the
transparency
of
information
and
I,
wonder
who
is
who
is
at
the
meetings
that
are
making
these
decisions
that
affect
so
many
people,
because
immediately,
when
I
heard
about
a
move
from
from
the
O'brien
from
Roxbury
to
West,
Roxbury
I
thought.
AR
How
could
someone
just
think
about
this?
Is
there
not
another
way?
46
million
dollars
coming
into
revamp
Madison,
which
great
job
underfunded
and
ignored
for
decades
for
Madison
Park?
But
how
can
we
think
about
a
design
that
does
not
uproot
O'brien
but
still
gives
Madison
their
their
due
their
building
that
they
deserve,
and
who
is
at
these
meetings?
Who
is
saying?
Look
at
this
tool
who
is
saying
who's
coming
from
East
Boston?
AR
We
have
folks
in
matape
and
Dorchester
Roxbury
that
go
to
the
O'brien,
so
who's
thinking
about
this
and
who's
thinking
about
the
people
who
are
actually
impacted
by
these
things.
Thank
you.
I!
Don't
want
to
leave
I
just
want
to
so
I
just
stop
I'm.
AS
Foreign,
thank
you
hi
everyone.
My
name
is
Gabby
Ballard
and
I'm.
A
proud
Boston
resident
in
Fields
Corner
I'm,
also
an
educator,
a
black
queer
woman
working
in
stem
I'm,
the
child
roommate
friend
and
colleague
of
many
more
Educators,
particularly
in
Boston
Public
Schools
I,
am
testifying
in
support
of
the
ethnic
studies
petition,
asking
the
school
committee
to
release
a
statement,
signaling
its
trust
in
Educators,
to
teach
real
history
and
engage
in
conversations
about
identity
and
oppression
in
BPS.
AS
This
new
wave
of
attacks
on
Educators
and
Librarians
marks
a
historic
moment
where
we
have
to
decide.
Will
we
cave
to
the
right
wing
attacks
like
the
College
Board
did
when
they
removed
the
names
and
works
of
many
black
Scholars,
or
will
we
make
a
clear
and
principled
stance
that
says
yes
to
protecting
our
Educators
and
our
most
vulnerable
population?
AS
Our
young
people,
just
as
I
believe
in
our
teachers
who,
alongside
families,
continue
to
raise
the
Next
Generation
I,
also
believe
in
our
school
committee
and
implore
you
to
stand
with
our
community
and
with
our
families,
by
expressing
strong
support
of
our
teachers,
teaching,
truth
and
opposition
to
the
right-wing
efforts
to
censor
the
content
study,
the
content
that
students
can
access
in
classrooms
and
libraries.
Thank
you.
V
AO
But
I
am
heartbroken
at
the
idea
that
O'brien
is
going
to
be
uprooted
from
Rock
from
the
Roxbury
Community
I'm
terrified
about
the
impact
that
we'll
have
on
my
students.
Students
have
already
shared
their
concerns
with
me,
telling
me
about
how
the
commute
will
be
so
long
from
East
Boston
to
West
Roxbury,
an
impact
that
we'll
have
on
their
younger
siblings.
Students
have
already
expressed
their
concerns
about
how
far
it
is
to
travel
to
West.
Roxbury
I
know
that
the
city
has
promised
shuttles.
AO
But
what
happens
when
someone
is
running
late
in
midst
of
shuttle
to
school?
Do
they
need
to
spend
an
hour
more
on
public
transportation?
Will
the
student
be
able
to
stay
after
school
for
extra
help
or
or
clubs
or
Sports
I
often
have
numerous
students
after
school
getting
help
working
together
on
projects
or
using
my
room
as
a
space
to
get
homework
done?
I'm
a
club
advisor
and
clubs
can
have
as
many
as
30
people
at
a
meeting.
Will
that
be
possible?
AO
Will
students
have
the
autonomy
to
choose
when
to
leave
school
so
that
they
can
stay
for
the
clubs
and
leave
when
it's
over
without
worrying
about
getting
home
before
it
gets
dark?
In
meetings
with
the
superintendent
and
the
mayor,
students
said
cultural
clubs
are
are
one
of
the
most
important
aspects
of
the
O'brien
experience.
I've
watched
students
grow
so
much
from
the
through
clubs.
AO
When
I
talked
to
the
teachers
who
taught
at
West,
they
describe
students
needing
to
leave
immediately
after
school
to
catch
the
bus
home
I'm
worried
about
how
this
move
will
impact
the
culture
of
our
school
I'm
also
worried
about
what
happens
when
the
resources,
when
there
are
budget
cuts
and
promised
shuttles,
are
cut
or
cut
down
or
or
cut
altogether.
What
assurances
do
we
have?
Thank
you
very
much.
Thank.
AU
Hello
good
evening
tonight,
schoolfax
Boston
would
like
to
restate
its
requests
for
a
comprehensive
communication
plan
outlining
family
engagement
as
it
relates
to
the
green
noon.
Deal
in
all
facilities,
planning,
mayor,
Wu
shared
that
the
upcoming
High
School
changes
will
be
a
generational
change.
Yes,
they
will,
and
many
positive
changes
seem
to
be
on
the
horizon.
AU
Over
the
past
year
of
the
green
New
Deal
rosalindale
recently
voted
on
upcoming
School
mergers.
Madison
Park
has
a
building
redesign
committee.
The
O'brien
was
informed,
was
informed
during
public
announcements
this
week
that
in
years
ahead,
the
school
will
be
moved
from
Roxbury
to
West
Roxbury,
with
the
green
New
Deal
and
all
generational
scale
changes
things
need
to
be
happening
with
the
community
and
not
to
the
community.
AU
Working
in
this
way
does
not
center
student
voice.
It
was
like
saying
yesterday
to
O'brien's
students.
Oh
we
know
you're
in
class
right
now,
but
we're
outside
talking
about
your
future
and
by
the
way
in
a
few
years
your
school
is
going
to
be
moving
from
Malcolm,
X,
Boulevard
and
Roxbury
to
VFW
Parkway
in
West
Roxbury.
This
needs
to
be
addressed
with
urgency
in
order
to
make
generational
change
towards
Equitable
Community
engagement
that
BPS
students
and
families
deserve
the
school
design
study
that
is
due
at
the
end
of
2023
needs
to
have
a
clear
communication.
AU
Community
Communications
plan,
if
it
does
not
already
like
the
chair,
was
referring
to
Yesterday
When
earlier.
We
need
a
Playbook.
It
is
inequitable
for
some
communities
to
vote
and
some
communities
to
have
a
committee
and
for
others
to
get
updated
alongside
the
media.
A
comprehensive
Communications
plan
should
include
things
like
giving
timely
updates
receiving
Community
feedback
showing
ongoing
implementation
of
community
feedback
contact
persons
that
will
be
responsive
and
supportive
and
a
clear
Communications
chain
for
major
updates
that
will
start
with
the
school
community
and
later
update
the
media
to
most
folks.
It
seems
that
this.
AU
B
AV
AW
AV
AV
AV
AV
AV
AV
M
AX
AT
AX
AT
AX
AT
AT
AT
AT
AT
AW
H
AY
AY
AX
AY
AX
B
AW
B
T
T
T
She
knows
what
she
wants
and
how
to
get
it.
A
BPS
student
since
K1
sees
proof
that
public
education
can
work
scoring
better
than
almost
90
percent
of
your
peers.
Nationwide
on
the
map
assessment,
her
straight
A's
and
athletic
achievements,
evidence
of
her
hard
work
on
Friday
May
5th
at
4,
45
PM,
you
told
her.
This
is
not
good
enough
for
her
first
choice
of
exam
School
by
6,
PM
that
same
Friday.
T
She
had
solid
proof
that
you,
through
your
policy,
valued
her
less
than
at
least
two
of
her
friends,
both
friends,
the
same
race
as
her,
both
friends,
the
same
economic
situation
as
her,
both
friends
with
lower
map
scores
and
grades
than
her
respectfully.
When
it
comes
to
this
policy,
even
though
the
intentions
were
good,
you
failed
miserably
a
12
year
old
unintendent
consequence
can
prove
it
to
you
if
you're
okay
with
this,
that's
fine,
but
please
own
it
and
do
not
hide
behind
and
tarnish
important
Concepts
like
equity.
AZ
We
must
unite
to
oppose
the
cultural
laws
on
public
education
teaching.
The
truth
of
our
history
is
under
attack.
Teaching
about
race,
ethnicity,
gender
and
lgbtq,
plus
issues
have
been
restricted
or
eliminated.
Boston
Educators
must
be
supported
in
their
efforts
to
encourage
our
children.
To
think
question
imagine
and
become
active
ethical
citizens.
We
must
do
much
more
than
resist
right-wing
attacks
in
public
education.
We
must
also
oppose
neoliberal
assaults.
AZ
Three
examples:
one
discriminatory
and
racist
standardized
tests
like
MCAS
the
Massachusetts
child
abuse
system,
which
turns
our
schools
into
test
prep
centers
and
punishes
our
disadvantaged
children
in
schools
with
low
test
scores,
two
increase
support
for
metal
detectors,
surveillance
and
other
punitive
public
policy,
policing
measures
and
minimal
investments
in
restorative
justice
and
ethnic
studies.
Three
an
unelected
Boston
school
committee
that
usually
rubber
stamps
decisions,
favoring
wealthier
and
wider
children
in
their
communities.
A
recent
example.
AZ
A
decision
was
just
made
by
the
mayor
and
superintendent
for
the
Madison
Bryan
schools.
Important
decisions
once
again
were
made
behind
closed
doors
without
meaningful
input
from
the
schools
in
the
community
who
knew
about
their
decisions.
These
two
School
communities
were
not
consulted.
Instead,
they
just
received
the
press
release.
What
role,
if
any,
did
you
are
unelected
school
committee
play
in
this
decision?
An
exam
school
would
be
a
move
from
the
heart
of
the
African-American
Community
to
the
edge
of
the
city
where
wider
and
wealthier
people
live,
who
benefits?
Who
pays
the
price?
B
BA
Thank
you
so
much.
My
name
is
Lena
papayanis
I
teach
history
at
the
John
D
O'brien
school
I'm
going
to
be
speaking
quickly
because
I
have
a
lot
to
say
and
I
apologize.
If
my
words
are
all
over
the
place,
I'm
it's
difficult
for
me
to
put
my
words
together,
the
future
of
my
school
Community
matters.
Excuse
me
to.
BA
Understand
I
know
so
many
of
us
here
are
members
of
school
communities,
so
we
know
how
truly
schools
are
like
second
homes
and
truly,
what
makes
this
really
difficult
is
that
we
are
still
in
shock.
We
had
no
idea
that
this
proposal
was
coming.
It
was
announced
to
us
in
a
very
brief
Zoom
call
on
Monday
24
hours
before
it
became
public
and
students
and
their
families
were
notified
in
the
middle
of
the
school
day
on
Tuesday.
BA
So
you
can
imagine
the
chaos
that
is
that
unfolded
in
classrooms,
as
students
read
the
email
that
their
school
was
being
uprooted
and
students
were
confused,
and
so
are
we
asking
questions
not
just
about
what
this
means
for
us,
but
also
about
process?
Why
are
they
telling
us
like
this?
How
long
has
this
been
going
on?
BA
The
lack
of
care
exhibited
in
this
announcement
is
really
only
the
surface
of
the
profound
disregard
that
I
feel
and
hearing
the
comments
from
Miss
Stanislaus
and
superintendent
Skipper
at
the
start
of
this
meeting
truly
feel
like
a
slap
in
the
face.
I
heard
phrases
like
Community
process,
and
this
is
a
proposal
and
not
a
plan,
but
it
really
Smacks
of
being
disingenuous.
BA
It
is
very
clear
that
there
is
a
plan
to
move
the
O'brien
and
the
location
has
been
decided
as
Restaurant
West
Roxbury,
and
that
was
made
without
us
there's
a
promise
that
will
be
included
in
the
design
process
but,
of
course,
I.
Don't
feel
very
confident
in
that,
and
so
it
seems
that
perhaps
we'll
be
included
in
the.
How,
but
not
the
if
I
want
to
make
very,
very
clear
that
I
personally
firmly
believe
and
I
know.
Many
of
my
colleagues
and
students
feel
the
same
that
Madison
Park
deserves
the
best
and
that
that.
AS
BA
B
Could
you
speak
up
a
little
bit
louder?
Please.
F
Let
me
try
without
I'm
sorry
much
better.
Is
that
better?
Yes,
thank
you.
Okay!
I'm!
Sorry!
Thank
you.
So
it's
been
an
alarm:
oh
I'm,
Kim
I'm
from
West
Roxbury,
BPS
mom.
It's
been
alarming.
How
the
school
committee
and
BPS
disregard
504
plan
related
disparities.
Our
students
were
intentionally
excluded
from
deci
in
great
City
School
Improvement
plans
and
concerns
around
fape
related
to
504s
are
not
prioritized
positive
outcomes
for
the
1700
plus
students
are
jeopardized
and
that's
about
15
of
all
students
with
disabilities.
F
Would
we
tell
the
populations
of
another
course
to
College
Boston,
Arts,
Academy,
Brighton,
High,
Burke
and
Horace
Mann,
combined
that
they
do
not
need
to
be
prioritized?
I
hope
all
of
us
can
agree
that
the
answer
is
no.
When
the
district
does
not
really
care
about.
504
related
plans
concerns
they
trickle
down
to
the
schools
and
into
classrooms,
and
this
cannot
be
how
we
treat
students
with
disabilities.
F
Please
commit
to
address
the
inequities
with
urgency,
cultivate
well-trained
School
staff
who
take
concerns
about
services
and
accommodations
seriously
and
can
resolve
them
in-house
before
Desi
is
needed,
ensure
Equity
roundtables
are
analyzing,
Equity
concerns
for
all
marginalized
groups,
including
students
on
504
plans,
Empower
BPS
staff
and
others
who
see
questionable
practices
or
biospace
behaviors
to
be
upstanders
without
fear
of
retaliation,
and
please
stop
protecting
anyone
or
any
practice
that
further
marginalizes
and
compromises
Vape
for
our
students
with
disabilities.
Thanks.
F
B
B
BB
My
name
is
Leah
Barkin
and
I
am
a
parent
of
a
senior
at
Boston,
Latin,
Academy
and
I
live
in
Roslindale.
I
am
here
to
speak
in
support
of
Gavin
Smith
remaining
Headmaster
of
Boston
Latin
Academy
I
have
a
respect
for
the
experience
of
the
teachers
at
bla,
but
have
been
disturbed
by
the
actions
of
a
small
group
of
parents
and
teachers
and
the
lack
of
transparency.
BB
Mr
Smith
has
worked
with
teachers
and
parents
to
make
impactful
changes,
such
as
expanding
access
to
AP
classes,
improving
grading
and
assessment
and
hiring
excellent
teachers
and
department.
Heads
change
is
hard
and
is
sometimes
going
to
be
resisted
by
those
who
most
need
to
change.
The
district
needs
to
support
Mr
Smith's
growth
as
a
leader
and
help
him
make
important
and
sometimes
difficult
improvements.
BB
O
You
go
okay,
great,
thank
you!
So
much
okay,
so
fellow
members
of
the
BSC
and
super
10
Skipper,
my
name
is
Christian
De,
Bon,
Solis
and
I
am
an
alumnus
from
the
John
D
O'brien
School
of
mathematics
and
science.
I
am
speaking
as
not
only
in
an
alumnus,
but
also
as
an
older
sibling
of
students
currently
going
to
and
who
will
be
going
to.
The
O'brien
and
I
have
concerns
about
moving
the
O'brien
to
West.
O
Roxbury
I
understand
from
this
meeting
that
this
is
a
proposal
and
I
use
that
term
lightly,
because
it
seems
some
of
the
logistics
have
already
been
thought
through,
which
will
involve
a
long
process
filled
with
discussions
and
feedback
from
families
and
community
members.
But
immediate
concerns
arise
me
about
the
rationale
of
this
proposal
and
some
of
the
logistics
and,
most
importantly,
how
will
this
process
be
made
clear
and
transparent
to
community
members
and
families?
O
It's
a
big
historic
idea
and
it's
going
to
require
tons
of
feedback
and
input
before
we
decide
on
the
fate
of
an
entire
School
Community.
For
example,
I
live
in
East
and
when
I
talk
about
communing
when
I
went
to
OB
I
spent
around
an
hour,
getting
there
I
was
waking
up
around
5
30
to
6,
hitting
the
snooze
button
a
couple
times.
You
know
just
to
get
the
next
20
minutes
in
just
to
get
to
school
on
time.
O
From
the
conversations
I've
heard,
it
seems
like
there
may
be
plans
to
get
shuttle
buses
to
make
the
community
tolerable
and
figuring
out
how
to
make
travel
more
accessible
to
students
across
Boston,
but
it
isn't
enough,
as
the
process
goes
forward,
there's
a
clear
and
transparent
process
outlined
so
that
people
who
have
concerns
like
I,
have
like
the
students,
like
the
teachers
like
the
Educators,
have
a
clear
who
are
directly
impacted,
can
have
their
questions
and
concerns
answered
and
heard.
O
Lastly,
although
I
was
not
here
specifically
testifying
on
behalf
of
on
behalf
of
the
support
of
Gavin,
Smith
I
did
have
him
as
a
teacher
around
seven
years
ago
and
I
stand
in
support
of
him
as
an
educator.
A
leader
and
I
remember
some
of
the
conversations
on
life
he
gave
me
in
my
class
so
many
years
ago.
BB
BC
And
the
executive
director
of
the
Boston
education,
Justice
Alliance
in
2018,
our
current
school
committee,
chair
Jerry,
Robinson
and
vice
chair
Michael
O'neill,
voted
to
close
the
West
Roxbury
educational
complex.
You
claimed
you
were
concerned
about
the
building
and
the
safety
Cube
students,
but
you
were
making
the
decision
based
on
what
former
mayor
Walsh
told
you
you
do.
We
know
this
is
because
there
has
not
been
an
equity
analysis
to
determine
the
impact
of
what
happened
to
the
students.
BC
We
know
that
the
students
that
were
in
the
autism
program
at
the
rec
were
sent
to
schools
that
did
not
have
an
Autism
program.
We
know
that
the
promise
to
send
the
teachers
of
the
autism
program
together
with
the
students
was
also
a
lie,
and
we
know
that
central
office
leadership
has
no
idea
what
happened
to
those
students
at
the
December
19
2018
school
committee
meeting
Mr
O'neill,
the
vote
to
close
West
Roxbury
said
our
heart
is
with
the
Youth
of
the
city.
That's
where
my
individual
loyalty
is.
BC
It
is
not
the
city
of
Boston
it
it's
not
on
anything
else.
To
do
that
may
be
insinuated.
O'neill
then
went
on
to
say
this
is
the
most
detailed
planning
and
response
the
district
has
done
when
they
have
faced
this
issue,
so
just
to
clarify
the
detailed
response
that
Mr
O'neill
praised
was
to
completely
forget
that
those
Rec
students
ever
existed
not
find
out
what
happened
to
them.
Renovate
their
building
then
give
it
to
an
exam
School
in
a
predominantly
white
Community.
BC
Racism
is
about
what
school
communities
get
targeted
for
declining
enrollment
closure
merger
who
gets
a
school
building
first
and
where
those
new
school
buildings
will
be.
Your
loyalty
is
to
whatever
mayor
is
in
office
at
the
time,
and
that
is
not
leadership.
It
gives
central
office
staff
the
green
light
to
continue
to
carry
out
racist
practices
and
not
be
accountable
to
BPS
communities,
because
you
are
leading
by
terrible
example
that
is
not
loyalty,
racism.
It's
not
insinuated
it's
perpetuated,
Advanced
through
your
decisions.
Thank
you.
B
BD
Yeah,
my
apologies.
It's
it's
venkat
chalisani
I
have
the
wrong
name
there
by
mistake.
I
think
I
kicked
on
a
wrong
link.
BD
Ahead,
thank
you.
I'm
a
I
just
wanted
to
kind
of
to
start
with
I'm
a
I'm,
a
I'm,
a
student
I'm,
a
parent
of
two
students
who
go
to
Boston,
Public
Schools,
both
of
them
and
I,
live
in
Charlestown,
neighborhood
and
I
want
to
talk
about
the
exam
school
policy
and
how
how
the
new
scoring
system
has
affected
us.
BD
My
son
is
in
the
sixth
grade,
in
spite
of
getting
I-90
score,
he's
not
able
to
get
into
any
one
of
the
exam
schools,
because
the
school
we
go
to
does
not
get
the
extra
10
points.
I've
seen
the
numbers
that
Miss
Skipper
has
published
in
terms
of
who
gotten
into
the
exam
schools,
and
you
can
clearly
see
that
if
you're
in
zone
7
or
Zone
8,
the
acceptance
rates
are
significantly
lower
and
especially
if
you
go
to
the
five
or
six
schools
that
are
not
that,
don't
get
the
extra
10
points.
BD
The
acceptance
levels
are
even
lower
and,
and
you
know
we
are
trying
to
understand
how
this
is
Equitable
to
everybody.
When
you
know
a
section
of
the
of
the
of
the
of
the
Boston
residents
are
not
able
to
get
their
children
into
the
exam
schools,
where
that
we
do
not
have
any
other
schools
that
have
the
same
level
of
economic
rigor
as
the
exam
schools
are
have
today
and
then
and
then,
and
the
announcement
that
we
have
today
as
residents
who
live
on
the
east
side
of
the
city
for
us
to
be
able
to.
BD
Even
if
there
is
an
expanded
O'brien.
You
know
that
seems
that
we
have
to
travel
all
the
way
across
the
city
to
West
Roxbury,
which
seems
like
a
significant
distance
to
travel,
and
what
some
of
the
things
that
we
would
try
to
understand
is
that
how
can
we
do
a
better
expanded
eligibility
for
for
our
students
so
that
they
can
every
eligible
student
can
get
into
the
exam
School?
And
that
would
that
might
be
a
more
Equitable
policy
that
that
would
help
us
to
all
students
in
the
city.
BE
Great
okay,
can
you
hear
me
yes
great?
Thank
you
so
much.
My
name
is
Cindy
Lewis
and
I'm.
The
proud
parent
of
an
Elliott
sixth
grader,
an
11
year
old
girl
and
I,
live
in
Charlestown,
similar
to
to
mono
and
venkat
and
Rebecca
and
others
that
you've
heard
about
in
our
community.
There's
been
a
lot
of.
BE
There's
been
a
significant
chunk
of
students
who
are
a
plus
students
with
near
perfect
map
scores
who
were
excluded
from
the
exam
School
policy.
Here
there
are
three
things
that
this
group
this
committee,
can
do
to
help
immediately
Rectify
this
number
one
expand
seats.
This
has
been
talked
about,
but
we
can't
wait
until
2025.
BE
There
are
deserving
students
who
have
worked
so
hard,
and
parents
are
out
of
answers
for
these
students
as
to
why
they
should
work
so
hard
when
mathematically.
In
some
cases
they
can't
even
get
a
seat
number
two
expand
or
modify
the
the
the
policies
so
that
you
accept
the
same
percent
of
students
within
each
tier
rather
than
the
same
whole
number
of
seats
for
each
tier.
The
way
the
policy
stands
now
there
are
even
seats
left
over
I'm.
BE
Quite
sure,
in
tiers
one
through
six,
where
almost
everybody
gets
a
seat
and
almost
everybody
gets
their
Top
Choice,
whereas
in
tiers
seven
and
eight,
where
there's
far
greater
demand,
there
aren't
enough
seats
and
number
three.
The
bonus
policy
allocate
those
bonus
points
to
those
individuals
who
need
those
points
not
blanketed
across
entire
schools.
BE
I
think
that
that
the
the
bonus
policy
alone
is
not
the
full
problem,
it's
the
percent
of
seats
within
each
tier.
That
would
remove
a
lot
of
stress
for
all
these
families
who
have
no
answers
for
their
children
as
to
why
they
did
not
get
in
and
some
of
their
peers
at
bonus,
schools
did
or
other
tiers
when
they
have
near
perfect
scores.
Thank
you.
Cynthia
thank.
BF
It
is
extremely
important
for
me
that
the
school
committee
commit
to
releasing
a
statement
affirming
your
support
for
funding
ethnic
studies
and,
more
broadly,
to
defend
our
rate
for
an
education
that
teaches
real
history
and
speaks
to
the
lived
experiences
of
students
living
in
Boston,
rather
than
allow
right-wing
attacks
to
silence,
Educators
and
students,
as
they
struggle
to
teach
and
learn
from
each
other.
Having
read
through
the
website
of
the
national
org
parents,
defending
education
and
seeing
them
list,
the
ethnic
studies
curriculum
and
BPS
as
a
threat
is
sobering.
BF
These
National
forces
aren't
content
with
watering
down
education
in
States
like
Florida
and
Arizona,
and
they
already
have
and
will
continue
to
attack
our
students
and
Educators
in
Massachusetts
as
well
Blue,
State
or
not.
It
is
in
this
context
that
I
asked
the
school
committee
to
act.
I
am
a
shop
floor,
leader
of
my
union
of
restaurant
workers
at
Logan,
Airport
and
work
with
many
current
students
and
recent
graduates
of
BPS.
They
enter
a
working
world
where
our
employers
exhibit
racist
hiring
practices.
BF
Sexual
harassment
is
all
too
common
for
managers
and
customers
and
anti-lgbtq
speech
is
endured
with
regularity.
Ethnic
studies
is
crucial
in
arming
students
to
understand
ourselves
and
each
other.
While
there
are
some
powerful
interests
in
this
country
who
do
not
want
young
people
empowered
to
think
and
act
critically
and
fight
for
justice
in
this
world,
I
certainly
do
and
I
hope
you
do
as
well.
Please
support
the
petition
and
release
a
statement.
Thank
you.
BG
Hi
Hilary
Bickley
I'm,
a
parent
of
a
sixth
grader
and
a
third
grader
currently
enrolled
at
the
Elliott
I've,
been
a
Boston
resident
for
over
20
years
and
I've
lived
in
Charlestown.
We
moved
here
when
I
had
my
first
baby
who's
now
12..
BG
We
were
so
excited
that
he
did
get
into
the
Boston
Latin
School.
That
was
his
first
choice.
For
the
last
two
years.
We've
been
super
dreading
opening
that
email,
because
we
didn't
think
he
would
get
in
as
parents
of
Elliott
kids.
We
were
told
the
10
bonus
points
that
we
weren't
gonna
get.
BG
Even
though
he
got
a
perfect
score
on
his
test
and
he's
been
getting
straight
A's,
we
were
still
thinking
it
wasn't
going
to
be
an
option
for
us
so
just
to
let
you
guys
know
that
we
have
been
under
a
lot
of
stress
and
the
last
few
weeks
have
been
super
heartbreaking.
BG
Seeing
my
friends
who
I've
known
the
reason
we
chose
Charleston
is
because
it's
just
a
lovely
community
and
I
really
can
count
on
all
of
my
the
families
in
the
neighborhood
for
support
and
for
help,
and
it
breaks
my
heart
that
they're
really
suffering
right
now
without
a
clear
high
school
for
a
pathway
for
a
really
good
quality
call
it
for
college
applications.
BG
We
we
feel
very
shut
out
by
the
Charlestown
High
School,
which
is
lovely.
We
go
there
for
sports.
We
there's
a
theater
program
there,
but
when
we,
if
you
look
at
the
numbers
of
why
we're
not
choosing
to
go
there,
I,
don't
know
how
many
people
would
choose
that
as
their
first
choice
with
their
attendance
rates,
their
graduation
rates,
their
a
b
classes
and
I
would
love
it.
BG
If
we
had
a
local
school
that
we
could
walk
to
I
love
being
able
to
walk
to
school,
and
it
would
be
wonderful
if
we
had
more
options
than
just
three
exam
schools
I
understand
that
we
need
to
change
it
and
thank
you
for
your
work,
but
please
just
make
sure
it
is
fair
and
help
the
parents
help
our
schools
all
get
better
instead
of
having
to
flee
to
private
schools
or
thanks.
So.
AJ
Hi
good
evening,
I'm
Kathleen
Sherwood
I'm,
a
parent
of
two
BPS
students
who
attend
the
Elliott.
My
older
child's
a
sixth
grader,
was
predictably
rejected
from
the
exam
schools.
Despite
earning
a
composite
score
in
the
high
90s,
my
child
was
not
the
exception,
but
the
rule
in
tier
seven
and
eight,
where
the
majority
of
excluded
applicants
reside.
The
data
shared
tonight
shows
that
280
of
the
355
children
rejected
from
the
exam
schools
reside
into
seven
and
eight
you'll
hear
hopefully
hear
testimony
about
applicants
who
earned
a
perfect
100.
AJ
AJ
The
reason
this
continues
to
happen
is
because
each
tier
is
allocated
the
same
number
of
seats,
regardless
of
the
number
of
applicants.
Tier
VII,
with
262
applicants
gets
127
seats,
tier
five
with
exactly
half
that
number
131
gets
128
seats.
I,
ask
you:
is
there
really
a
discernible
difference
between
families
in
tiers,
five
and
seven
that
warrants
such
drastically
different
outcomes
for
applicants,
the
math
exams,
the
bonus
points?
They
don't
change.
AJ
B
H
Good
evening
my
name
is
suleika
soton
I'm,
a
BPS
parent
member
of
beija
in
a
South
Bend
resident
Boston's,
mayor
superintendent,
and
this
unelected
committee
gives
good
lip
service
about.
Establishing
and
sustaining
a
community
that
achieves
Equity
is
transparent,
trustworthy
and
is
anti-racist,
but
it
continuously
is,
is
gaslighting
families
about
how
decisions
are
made
BPS
and
the
mayor
continuously
fail
to
use
their
own.
H
Racial
Equity
planning
tool
continue
to
make
decisions
behind
closed
doors
without
families
and
school
communities,
and
even
without
this
unelected
committee
being
informed
as
the
O'brien
before
changing
to
become
the
sexy
word
anti-racist.
There
needs
to
be
a
deep
reflection
about
the
history,
culture,
ideology
and
interactions
of
Institutions
like
this
one
and
policies
that
have
and
can
continue
to
perpetuate
a
system
of
inequity
that
is
detrimental
to
communities
of
color.
H
Bps's
own
data
shows
the
disparity
in
referrals
made
to
law
enforcement
for
black
and
latinx
students
compared
to
their
white
counterparts
from
2014
to
2018
the
Boston
Regional
Intelligence,
Center
or
brick,
which
is
affiliated
with
the
police
department
and
partially
funded
by
Homeland
Security
obtained
over
a
hundred
incident
reports
regarding
students.
Only
due
to
legal
action
taken
by
civil
rights
attorneys
against
the
Boston
Public
Schools.
It
was
revealed
that
in
two
of
those
cases
those
reports
shared
were
used
to
deport
students.
H
An
alarming
example
of
gaslighting
there's,
a
stark
contrast
between
discipline
and
delinquency
and
beija
is
troubled
by
the
fact
that
the
memorandum
of
understanding
is
being
crafted
in
secret
with
lawyers
and
the
BPD
and
without
the
family
and
Community
voice.
What
legal
rights
of
students
and
parental
awareness
with
the
stipulated
will
be
stipulated
in
the
memorandum
of
understanding
with
the
BPD.
H
B
D
Good
evening
I'm,
a
former
BPS
teacher
and
current
core
member
of
the
Massachusetts
Asian
American
Educators
Association
for
the
last
two
years,
I
worked
on
a
project
called
truth
from
youth.
Looking
at
school
climate
data
for
BPF
high
schools,
as
you
may
have
heard,
Asian
students
did
not
do
well
compared
to
other
students
at
high
Asian
population
schools,
Asian
students
felt
more
invisible,
less
safe
and
less
like
they
belonged
in
my
eight
years.
Working
in
BPS
I
found
too
many
people
from
students
all
the
way
to
high
District
leadership.
D
That
is
why
I
and
the
Massachusetts
Asian
American
Educators
Association,
urged
BPS
to
make
sure
to
hire
staff
that
reflect
the
student
body
of
the
school,
including
Asians.
We
also
urge
the
school
committee
to
proactively
release
the
BPF
ethnic
studies.
Now
permittee
statement.
Take
a
stand
against
right-wing
talks
on
education.
It
is
important
that
students
receive
an
education
that
reflects
and
honors
the
histories
of
resilience
and
resistance.
Learning
about
the
U.S
is
not
complete
without
learning
that
is
informed
by
ethnic
studies,
including
black
studies,
indigenous
studies,
latinx
diet
and
yeah
Asian
American
studies.
D
BH
BH
You
go
how's
it
going
good,
so
I'm
here
in
support
of
Gavin
Smith.
If
BPS
is
to
be
committed
to
its
anti-racist
agenda
and
all
the
the
the
words
it's
kind
of
plastered
over
the
website
in
terms
of
retention
of
Highly
qualified
candidates
of
color,
then
I
think
we
need
to
support
leaders
that
continue
to
be
agents,
changing
agents
and
voices
of
disruption,
especially
in
Boston,
which
has
been
shown
or
known
to
be
historically
racist
excuse
the
frustration.
My
voice
is
it's
that
you
know.
BH
We
begin
to
get
tired
of
looking
at
districts
and
schools
that
have
changed
their
websites,
their
mission
statements
to
be
more
inclusive,
to
pledging
solidarity
to
Black
candidates
and
only
to
turn
their
backs
when
times
get
tough,
all
right,
so
I'm
asking
you
to
feel
the
sense
of
urgency
and
and
that
communities
of
color
might
feel
every
day
and
realize
that
talking
is
enough,
actualize
those
statements
and
begin
to
support
black
leadership.
R
Thank
you.
Thank
you,
superintendent
Skipper,
the
school
committee
for
hearing
my
testimony
tonight
with
regards
to
the
exam
school
policy
and
its
implementation
in
our
city.
My
name
is
Carrie.
Hawkins
I
am
proud,
mother
of
three
BPS
students,
the
sixth
grader,
a
fourth
grader,
and
a
first
grader
and
a
23-year
resident
of
Charlestown
I'm
here,
representing
the
unintended
consequences
to
use
the
school
committee's
awards
from
last
year.
R
In
regards
to
last
year,
268
students
shut
out
and
fully
excluded
from
the
exam
schools
by
the
newly
instituted
policy.
I
am
the
mother
of
a
sixth
grader
I,
who
was
very
fortunate
to
receive
a
seat
at
his
first
choice:
School
the
Boston
Latin
School
for
this
upcoming
fall,
which
we
are
gladly
accepting
and
I
am
devastated
for
those
in
our
community
who
have
been
clearly
shut
out
from
the
system
due
to
a
new
policy.
R
Equity
means
opportunity
for
all
of
our
city
students
not
just
select
neighborhoods
in
tiers
one
through
five,
almost
every
student
that
applied
received
deceit
regardless
of
high
scores
children
in
these
communities.
We
are
expecting
from
them
Perfection
at
the
age
of
11.,
for
a
child
to
receive
a
seat
in
our
most
competitive
schools.
The
cut
off
last
year,
I
believe,
was
a
97.
I,
know.
Families
who
had
full
100
scores
this
year
that
were
not
invited
to
their
first
choice.
Schools.
R
R
R
The
fact
that
we
are
the
most
Innovative
City
on
the
planet
leading
the
charge
with
our
knowledge
economy,
and
we
only
have
three
schools
present.
A
college
preparatory
path
is
shameful.
Fix
the
math
allocate
the
school
the
seeds
for
these
schools
based
on
the
number
of
applicants.
Thank
you.
Thank
you.
BI
BI
You
hi,
my
name
is
Jamie
Dutton
I'm
with
my
husband,
Juan
galley,
and
we
just
wanted
to
testify
today
also
in
the
exam
schools.
So
we
have
two
girls
in
the
BPS
School
community.
BI
One
is
an
eighth
grader
at
Boston
Latin,
and
we
also
have
a
sixth
grader,
who
was
recently
rejected
and
she
did
not
get
a
seat
at
any
of
the
exam
schools.
BI
This
leaves
us
with
a
very
uncertain
path
for
our
children's
education
and
our
lifestyle
choices
that
we
have
here
in
Boston,
forcing
us
to
contemplate
whether
we
should
stay
in
the
city
or
move
somewhere
else
where
we
can
have
access
to
high
achieving
schools
like
the
Boston,
like
Boston
Latin
and
the
other
exam
schools
that
we
have
the
opportunity
to
have
in
this
in
the
city.
BI
BI
it's
important
to
plan
for
the
future,
but
I
think.
At
the
same
time,
we
have
to
take
care
of
our
kids
and
our
kids
that
are
in
school
now,
so
I
think
it's
important
to
considering
to
considering
to
eliminate
the
bonus
point
system.
BI
We
also
need
to
fix
the
math
and
figure
out
how
to
assign
the
number
of
seats
per
tier
based
on
the
number
of
applicants
per
tier,
and
then
we
also
would
love
to
be
able
to
do
something
creative
to
think
outside
of
what's
been
proposed
to
accommodate
the
kids
that
have
been
excluded
this
year
and
next
year.
BJ
B
B
BK
Greetings,
my
name
is
Erica
Steves
I'm,
a
parent
former
employee
and
board
member
for
one
of
our
high
schools.
My
statement
as
actually
it
covers
a
little
bit
of
everything.
So
it's
a
big
week
clearly
I'm
in
support
of
the
ethnic
study
statement.
BK
I
think
that
idea
should
be
considered
but
I'll
say
the
majority
of
my
comments
in
support
of
keeping
Mr
Gavin
Smith
as
the
head
of
school
at
Boston,
Latin
Academy,
Mr
Smith
is
a
dedicated
teacher,
a
creative
educator
and
a
lifelong
learner
known
for
his
professionalism,
thoughtfulness,
competence
and
accessibility
and
I.
Don't
think
he's
been
properly
resourcing
equipped
with
the
support
necessary
in
order
for
him
to
fully
lead
bla,
it's
clear
that
he
is
directly
responsible
for
dramatic
increase
in
Blas
alumni
engagement
and
a
expansion
of
AP
course.
BK
Taking
by
a
broader
representation
of
their
student
body,
and
just
like
myself
and
frankly,
all
of
us,
Mrs
Smith,
probably
has
blind
spots
as
well,
but
I'm,
not
a
fan
of
individuals
and
passion,
passionate
Educators
being
set
up
to
fail
in
a
wider
context
of
systemic
dysfunctions,
and
not
everyone
is
good
at
it.
But
it
takes
intensive
effort
and
a
comprehensive
willingness
to
dissect
and
analyze
root
causes
BPS
has
long
suffered
from
a
revolving
door
of
leadership.
Instability
and
dla
will
be
in
its
students
will
be
done
a
disservice
with
a
continued
change
in
leadership.
BK
BL
AA
BL
Utmost
pleasure
and
and.
BL
The
impact
that
Gavin
has
made
on
not
just
my
academic
and
personal
life
has
been
immeasurable
to
my
success,
not
just
as
a
student
but
as
a
person
have
the
privilege
of
meeting
Gavin
and
high
school
as
a
student
where
he
pushed
for
academic
Excellence,
personal
growth
and
passion
and
all
his
students,
through
all
Endeavors
of
life
and
I,
know
from
experience.
That
Gavin
is
an
amazing
educator,
mentor
and
leader
and
has
the
skills
to
be
an
amazing
and
productive
leader,
not
just
in
the
future.
BL
BL
Gavin
has
proven
time
and
time
again
that
he
can
lead
through
example,
and
that
he
has
the
skills
and
experience
to
be
an
impactful
leader
not
just
to
students
but
to
the
faculty
and
all
those
who
need
it.
One
of
the
most
important
skills
that
I
find
with
a
person
in
a
leadership
position
is
not
just
desire
and
Care.
Everybody
that
holds
a
leadership
position
must
care
to
a
certain
degree
and
Gavin
doesn't
just
care,
he
loves
and
inspires
and
elevates
all
those
around
him.
BL
AL
BM
All
right
hi,
my
name
is
Kelsey
Vazquez
and
I
am
a
previous
student
of
Boston
Public
Schools
I'm,
a
parent
of
an
8th
grader
at
Boston,
Latin,
Academy
and
I
live
in
Jamaica
Plain
I
am
here
to
testify
for
my
support
of
Mr
Gavin
Smith,
aside
from
the
letter
that
was
written
from
a
small
percentage
of
parents
and
a
shady
private
manner,
I
am
saddened
by
the
no
confidence
role
from
the
teachers.
I
grew
up
in
the
foster
care
system.
An
experienced,
a
plethora
of
traumas
that
no
child
should
endure
endure.
BM
A
few
to
point
out
is
abandonment
and
lack
of
long-term
connection
with
people
due
to
constantly
being
displaced.
My
son,
who
was
adopted,
has
also
experienced
many
of
these
traumas.
Growing
up
and
I
am
making
it
my
duty
to
help
avoid
and
deter
any
negative
impacts.
That
I
can
my
son's
last
few
years
at
bla
have
been
quite
a
ride.
He
went
from
being
a
straight
A
student
in
elementary
school
to
get
a
csds
and
F's
I
have
been
in
constant
communication
with
teachers,
emailing
texting
talking
points
and
was
hitting
walls
for
weeks,
sometimes
months.
BM
At
a
time,
however,
once
I
brought
these
matters
to
Mrs
Smith's
attention,
I
was
immediately
contacted
back
within
24
hours
from
all
teachers
and
counselors.
He
has
made
himself
directly
available
to
me
in
multiple
ways,
as
he
has
with
other
parents,
that
I
have
personally
witnessed
in
just
the
SPC
meetings
alone.
On
one
occasion,
my
son
was
hanging
out
at
the
park
next
to
the
school,
with
a
group
of
kids
that
were
misbehaving
and
play
fighting.
BM
I
have
felt
so
alone
after
being
failed
by
BPS
myself
and
many
other
systems,
and
he
has
made
me
and
my
child
feel
included,
seen
heard
and
loved
and
the
letter
bullets
after
school
were
mentioned
and
I
myself
have
attended,
Boston,
Public
Schools,
where
guns
and
knives
were
found,
and
never
once
did
the
Headmaster
take
the
fall.
I
hope
you
can
get
further
training
and
support
to
remain
at
the
school
and
not
be
nailed
to
a
cross
by
a
flawed
and
corrupt
voting
system.
Thank
you.
BN
BN
Good
evening
my
name
is
Deepa
Sony,
and
this
is
my
daughter,
so
late
Desai,
who
is
a
sixth
grader
at
the
Elliott
School,
would
like
to
thank
superintendent
Kelly,
as
well
as
the
school
board
for
opportunity
to
speak
today.
BN
So
I
am
a
firm
believer
of
equity,
inclusion
and
diversity.
I'm
also
someone
who's
very
active
in
that
space
and
I
congratulate
the
school
board
and
BPS
for
their
efforts
to
put
Equity
as
a
priority
in
giving
students
seats
at
schools
and
a
great
education,
my
sixth
grader,
as
well
as
her
sister,
her
second
grader
work
very
hard.
Like
many
other
students
in
the
school
district,
so
lay
has
achieved
Straight
A's
and
has
a
composite
score
of
99.2
percent.
She
was
one
of
first
place
winner
in
the
city-wide
science.
BN
Fair
fifth
place
winner
in
Citywide
debate
in
the
junior
varsity
league
and
is
involved
in
numerous
other
activities.
We
don't
understand
why
students
with
Merit
are
being
penalized.
The
numbers
have
been
communicated
well
by
my
fellow
parents,
and
we
are
asking
you
to
address
this
urgently
so
that
our
students
who
are
deserving
have
Merit
should
not
be
robbed
of
their
seats
to
go
to
the
exam
schools.
Thank
you.
BN
A
Thank
you,
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
extremely
important
to
us.
Our
first
action
items
this
evening
are
two
memorandum
of
agreement
between
SEIU
Local,
888,
professional
employees,
chapter
Department
of
planning
and
Engineering.
You
will
recall
that
Labor
Relations
director
Jeremiah
Hassan,
presented
these
tentative
agreements
to
the
committee
at
our
May
24th
meeting.
I
You
chair,
just
as
just
as
a
point
the
our
planning
in
Engineers.
They
play
such
a
vital
role
for
us
in
the
school
district.
They
keep
our
school
facility
safe.
They
keep
them
updated.
I
M
A
Right
carry
on
thank
you.
The
committee
will
take
three
votes,
one
on
each
agreement
and
one
on
a
supplemental
appropriation
request
to
support
the
cost
of
the
agreements.
I
will
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
SEIU
Local
888,
professional
employees,
chapter
Department
of
planning
and
Engineering
PNE,
and
the
Boston
school
committee
for
the
period
September
1
2020
through
August
31st
2023
as
presented.
Is
there
a
motion.
BI
A
E
A
Thank
you.
I
will
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
SEIU
Local
888,
professional
employees,
chapter
Department
of
planning
and
Engineering
peony
and
the
Boston
school
committee
for
the
period
September
1
2023
through
August
31st
2026
as
presented.
Is
there
a
motion.
K
A
AO
A
B
A
You
I
will
now
entertain
a
motion
to
approve
a
fiscal
year:
23
supplemental
appropriation,
request
to
the
Boston
City
Council
in
the
amount
of
186
862
dollars
to
support
the
memorandum
of
agreements
for
a
successor,
collective
bargaining
agreements
between
the
planning
and
Engineering
Union
and
the
Boston
school
committee
as
presented.
Is
there
a
motion?
A
E
B
A
I
And
I
thank
you,
chair
I,
I,
actually
I'm
just
going
to
go
directly
to
to
Mr
Cooter,
because
I
think
we've
was
discussed
it
before
in.
BO
Culture
I
pray
members,
David
Bloom
here
today
in
this
vote,
grants
BPS
the
authority
to
begin
appropriating
resources
and
paying
salaries
for
grants
that
are
not
formally
given
to
us
until
typically
October
of
the
school
year.
So
this
allows
us
to
start
the
work
in
advance
of
the
official
appropriation
of
those
grants.
We
will
come
back
to
you
for
a
formal
vote
on
each
Grant
when
they're
awarded
in
the
fall.
N
A
B
A
You
I
will
first
report
this
evening.
Is
memorandum
of
agreement
between
the
Boston
school
committee
and
the
Boston
Association
of
school
administrators
and
supervisors,
also
known
as
basis
before
I
turn
it
over
to
Labor
Relations
director
Jeremiah
Hassan
I
want
to
invite
superintendent
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
base
to
assist
our
interpreters.
Thank
you.
I
Oh
thank
you
chair.
Just
to
you
know
to
the
committee
and
the
public
we
continue
to.
We
continue
to
work
to
close
out
all
of
our
Union
contracts.
Tonight,
the
director
Hassan
will
share
the
latest
agreement
that
we
have
reached
with
the
Boston
Association
of
school
administrators,
administrators
and
supervisors.
I
They
serve
schools
as
an
assist
as
assistant
principals
as
director
of
operations,
some
sort
of
centrally
as
the
regional
Ops
leaders,
assistant
directors
of
special
education,
I
mean
they're,
really
literally
throughout
our
system
as
leaders
they
really
they
contribute
so
much
to
supporting
the
health,
the
safety,
the
academic
success
of
our
students
and
I'm
grateful
for
all
that
they
do
and
I
want
to
thank
the
union
and
the
union
leadership
for
their
collaboration
throughout
the
process
and
for
the
work
of
their
members
every
single
day
in
our
schools
and
District.
BP
Thank
you,
superintendent,
Skipper
and
Madam
chair
committee
members,
I
appreciate
you.
You
give
me
the
opportunity
to
present
this
tentative
agreement
that
we
have
with
basis
and
I
recommend
that
you
vote
in
favor
of
it
so
walking
you
through
the
agreement.
It
covers
four
years.
It's
actually
two
agreements,
the
first
being
two
years
covering
fiscal
year
21
in
fiscal
year,
22.,
it's
a
wages
only
agreement
and
it
covers
the
wage
pattern
that
is
similar
to
what
was
offered
to
the
Boston
Teachers
Union.
BP
So
it's
two
percent
General
increases
in
FY
21
in
a
three
percent
General
wage
increase
in
FY
22..
Looking
at
the
second
of
the
agreements,
it
also
covers
two
years
for
fiscal
year,
23
and
24
in
fiscal
year.
23.
Is
it
3.5
increase
in
fiscal
year?
24
is
a
three
percent
increase
again
this
mirrors
the
wage
increases
that
were
given
to
the
Boston
Teachers
Union,
and
it
is
in
Rec
recognition
of
the
significant
changes
in
the
inclusive
education
model.
BP
That's
being
delivered
and
being
revived
and
improved
throughout
the
district
you'll
notice
that
it
is
a
little
bit
of
a
bigger
increase
in
recognition
of
all
the
work.
That's
going
to
be
needed
to
bring
our
inclusive
education
up
to
the
standard
that
we
believe
is
necessary
to
best
serve
our
students.
BP
In
addition
to
the
wage
increases,
we
have
revised
the
leave
language
to
be
more
consistent
with
the
city
of
Boston's
paid
parental
leave,
and
we
have
expanded
the
current
language
for
religious
holidays
to
make
it
more
inclusive
and
allow
for
religious
observance
days
that
are
not
the
standard
or
maybe
some
of
the
more
traditional
ones,
so
that
again,
you've
seen
in
some
of
our
other
contracts
with
our
unions.
Those
are
the
major
changes
in
this
agreement.
It's
fairly
straightforward.
BP
We
believe
it's
a
fair
deal
in
recognition
of
the
hard
work
of
these
real
District
leaders.
As
superintendent
Skipper
pointed
out.
These
are
our
administrators
and
supervisors
in
the
district,
really
a
group
that
drives
a
lot
of
the
work
that
we
need
to
appropriately
serve
us
to.
So
I
just
want
to
reiterate
that
I
I
believe
this
is
a
good
fair
deal
for
the
district
and
for
this,
for
this
unit
and
I
recommend
voting
in
favor
of
it
happy
to
answer
any
questions
you
may
have.
A
A
A
A
I
may
report
this
evening
is
an
exam
school's
admission
policy.
Implementation
update
before
I
turn
it
over
to
the
deputy
superintendent
of
equity,
family
and
Community
advancement,
Dr
Ana,
Tavares
and
chief
of
family
advancement,
Denise
Snyder
I'd
like
to
invite
the
superintendent
to
give
some
opening
remarks.
I
I
You
know
the
school
committee's
exam
school
admissions
task
force
developed
this
policy
in
2021
in
an
incorporated
Community
feedback
and
input
along
the
way.
This
is
the
first
full
year
of
implementation.
I
You
know
we
know
that
we
need
several
years
of
data
to
understand
the
full
impact
of
the
policy.
You'll
hear
a
little
more
about
how
our
team
is
beginning
to
think
about
policy
evaluation
and
some
of
the
work
that
is
already
underway.
I
While
it's
difficult
to
make
conclusions
without
multiple
years
of
data,
my
team
and
I
are
looking
closely
at
initial
results
from
this
year
and
last
year's
implementation
to
identify.
If
there
are
any
patterns
of
concern
about
implementation,
we
understand
that
admissions
to
one
of
our
exam
schools
is
high
stakes
for
our
families.
As
we've
heard,
we
must
continue
to
pursue
rigor
and
more
opportunities
across
the
city
so
that
families
have
high
quality
options
for
their
child
in
every
neighborhood.
I
Yesterday's
announcement
about
our
vision
and
proposals
for
our
high
schools
is
an
important
step
in
potentially
increasing
those
opportunities
across
more
of
our
schools,
including
adding
additional
seats.
Exam
School
seats
at
the
O'brien
I
want
to
acknowledge
some
of
the
challenges
that
we
have
had
with
implementation.
This
year
we
know
as
a
district.
We
must
do
better.
Families
must
trust
our
process
and
I.
You
know
we
have
to
earn
that
trust
back.
I
A
few
of
the
things
we're
looking
at
where
this
work
lives
in
the
organization
and
what
is
the
appropriate
oversight
needed
our
current
timeline,
because
we
must
use
grades
from
two
quarters.
We
often
don't
get
all
of
the
information
we
need
until
February
or
March
and
we're
exploring
what
options
we
have
to
move
the
timeline
of
invitations
to
earlier
in
the
spring
and
what
multiple
internal
checks
must
be
put
in
place
before
we
even
send
anything
out
to
the
external
auditor
right
now,
there's
only
one
internal
check
and
we
need
to
I
feel
insulate.
I
I
BQ
Thank
you,
superintendent
skipper
good
evening,
Madam,
chair
and
members
of
the
Boston
school
committee.
Thank
you
for
the
opportunity
to
share
with
you
an
update
on
the
learnings
from
this
year's
implementation
of
the
exam
school
admissions
policy.
This
report
is
a
reflection
of
work
done
collaboratively
across
several
divisions.
BQ
I
acknowledge
the
work
of
our
colleagues
in
the
office
of
data
and
accountability,
the
office
of
Welcome
Services,
the
office
of
instructional
and
information
technology
and
the
divisions
of
academics,
specifically
the
schools
team.
Thank
you
teams.
We
are
working
hard
in
collaboration
year
round
to
implement
the
exam
school
policy
and
support
schools
as
they
transform
to
support
an
ever-changing
School
population
next
slide.
Please.
BQ
This
evening
we
are
going
to
focus
on
three
critical
questions:
how
is
the
new
policy
change
student,
geographical,
racial
and
socioeconomic
diversity
in
these
schools?
Two?
What
is
the
impact
of
the
points
specifically
for
BPS
schools
and
three?
How
are
the
students
under
the
new
admission
policy,
doing?
We
also
acknowledge
creating
opportunities
for
our
historically
vulnerable
students
includes
our
commitment
to
building
strong
academic
opportunities
for
our
students
across
all
of
our
high
schools
in
Boston,
Public
Schools
next
slide.
Please.
BQ
It
is
important
to
briefly
step
back
and
consider
why
the
policy
change
the
goals
set
by
our
school
committee
in
creating
the
exam
School
admission
policy
task
force
in
2021
was
to
create
an
admissions
process
that
supports
academic
rigor
and
works
toward
ensuring
the
student
body
better
reflects
the
racial
socioeconomic
and
Geographic
diversity
of
all
students
in
the
city
of
Boston
to
bring
this
to
life.
I'd
like
to
reference
two
examples
of
inequity
that
existed
under
the
former
policy.
BR
BR
2020-21
was
the
last
year
of
the
former
policy,
which
involved
The,
Independent
Schools
entrance
exam
or
IC.
As
we
know
it,
an
interim
policy
created
during
the
pandemic
was
implemented
for
2122,
utilizing
grades
and
zip
codes,
and
last
spring
a
year
ago,
last
spring
we
implemented
phase
one
of
the
new
policy
using
grades
years
and
points,
and
this
spring
for
the
first
time
we
invited
students
under
the
guidelines
of
the
ver,
the
full
policy
next
slide.
Please.
BR
Please
I
think
in
light
of
some
of
the
challenges
we
had
this
year,
it's
important.
Given
the
error
we
made
around
calculating
7th
grade
GPA
that
we
share
a
reminder
of
the
correct
methodology
and
and
how
we
addressed
it.
So
in
this
slide,
you
can
see
the
correct
methodology,
the
one
that
we
did
use
in
our
recalculation.
BR
So,
unlike
a
straight
averaging
technique,
BPS
uses
prior
year
grades,
we
average
those.
Then
we
average
current
year
grades
and
then
the
two
data
points
are
averaged
again
to
get
to
a
grade
point
average
or
GPA
that
we
use
for
composite
score.
This
provides
equal
weight
to
a
Year's
worth
of
fifth
grade
classes
and
two
subjects
together
with
initial
grades
in
four
subjects
in
the
current
year.
BR
BR
As
a
reminder,
a
tier
is
composed
of
geographic
areas
in
Boston
that
have
similar
socioeconomic
characteristics
based
on
five
data
points.
As
you
can
see
on
this
slide,
students
are
placed
in
one
of
these
tiers
based
on
home.
Address
invitations
are
allocated
based
on
rank
from
highest
to
lowest
of
the
composite
scores
within
their
tier
invitations
are
awarded
in
rounds
with
the
lowest
tier
going
first
and
the
highest
tier
going
last
in
each
round.
BR
So,
for
example,
if
their
preference
is
Boston,
Latin
Academy,
followed
by
the
O'brien
school
and
bla,
is
full,
but
O'brien
has
seats.
The
student
would
be
assigned
to
the
O'brien
at
this
point
before
we
move
to
the
next
section,
I'd
like
to
take
a
moment
to
introduce
Dr,
Drew,
eckelson
chief
of
schools
and
accountability.
Who
will
do
some
framing
for
us
around
the
next
section
next
slide.
BS
Thank
you
Denise.
My
job
is
to
just
to
kick
off
a
little
bit
about
this
next
section.
That's
going
to
focus
on
data
analysis,
I
think
it's
important
for
us
to
be
clear
on
what
the
data
is
telling
us
both
about
access
to
the
three
exam
schools,
but
also
for
us
to
tell
a
story
about
what
we
know
thus
far
around
the
impact
of
the
additional
points
specifically
for
BPS
schools.
BS
BS
BR
Next
slide,
please
thank
you,
Dr
Eccleston.
We
continue
through
the
analysis.
The
slides
you're
looking
at
now
displays
the
number
of
invitations
that
were
distributed
again.
Looking
across
the
four
years.
As
you
can
see,
the
number
of
invitations
distributed
for
grade
seven
school
year.
2324
was
the
theme
as
for
school
year
2223,
and
it
was
an
increase
of
56
invitations
for
grade
nine
next
slide.
Please
take
a
little
bit
into
the
demographics
of
the
students,
applicants
or
invitations.
BR
This
slide
shows
the
percentage
of
grade
7
invitations
that
were
distributed
to
different
student
groups,
including
students
experiencing
homelessness
and
in
the
care
of
DCF,
as
well
as
English
Learners
students
with
disabilities
and
economically
disadvantaged
student
compared
to
school
year.
2021.
As
you
can
see,
students
in
historically
underrepresented
groups
received
higher
percentages
of
invitations.
This
Year,
and
that
was
similar
to
last
year's
invitations
as
well.
Next
slide.
Please.
BR
This
slide
shows
the
geographic
distribution
of
invitations
for
seventh
grade.
The
percentage
of
invitations
distributed
by
neighborhood
for
the
coming
23-24
year
is
similar
to
distribution
of
invitations
in
2223
and
better
reflects
the
enrollment
in
our
schools
city-wide
than
the
invitations
distributed
in
2021
you'll
see
four
neighborhoods
highlighted
in
Orange,
indicating
where
we
have
seen
increased
invitations
from
previously
underrepresented
neighborhoods.
BR
There
are
more
proportional
to
the
percentage
of
city-wide
school-age
children
in
Boston
next
slide.
Please,
and
this
slide
shows
the
percentage
of
seventh
grade
invitations
distributed
by
race
compared
to
2021.
A
higher
percentage
of
students
of
color
received
invitations
to
exam
schools
for
23.24
you'll
also
see
these
percentages
are
also
similar
to
the
invitations
distributed
last
year
and
next
slide.
Please.
BR
As
you
can
see,
students
in
every
tier
received
invitations
to
each
of
the
three
exam
schools.
The
percentage
of
students
invited
to
an
exam
School
in
each
tier
that
received
additional
points.
Sorry,
let
me
say
that
again,
the
percentage
of
students
invited
to
an
exam
School
in
each
tier
receiving
additional
points,
either
10
or
15
ranged
from
34
percent
in
tier
a
eight
to
ninety
six
percent
in
tier
one.
BR
This
is
a
summary
slide
of
the
analysis
and
basically,
in
some
we're
sharing
the
new
admission
policy,
increased,
the
socioeconomic,
the
geographic
and
the
racial
diversity
of
students
invited
to
attend
the
district's
exam
schools
for
the
coming
year.
23-24
historically
underrepresented
groups
of
students
received
an
increased
percentage
of
invitations
when
compared
to
2021
pre-policy,
and
this
is
consistent
with
patterns
that
we
saw
with
last
year's
invitations
as
well.
BR
BR
55
of
7th
grade
applicants
received
an
additional
10
points
and
approximately
seven
percent
of
seventh
grade
applicants
received
the
additional
15
points
next
slide.
Please,
and
here
we're
going
to
talk
a
little
bit
about
the
impact
of
the
points
and
schools
who
do
not
and
students
who
do
not
receive
them
from
those
schools.
You
can
see
here
examples
of
how
students
in
BPS
schools
without
points
are
impacted
by
the
policy
change
of
the
seven
BPS
schools
that
do
not
qualify
for
the
additional
10
points.
BR
The
percentage
of
students
who
applied
for
grade
7
and
received
an
invitation
ranged
from
24
to
83
percent
next
slide.
Please,
before
I
turn
this
over
to
my
colleagues
to
talk
a
little
bit
about
how
students
are
faring
in
the
exam
schools
under
the
new
policy.
I
want
to
spend
a
moment
on
waitlist,
because
I
know
this
is
a
question
that's
been
asked
before.
BR
BR
BR
One
of
the
things
we
learned
last
year
is
that
we
waited
to
call
wait
lists
until
August
has
a
lot
to
do
with
critical
mass,
but
we
are
responding
to
sort
of
sort
of
I'm.
Sorry
we're
responding
to
Outreach
about
that,
and
we
recognize
that
we
can
build
the
capacity
to
begin
to
do
that
work
earlier,
and
so
we
will
begin
making
calls
as
soon
as
seats
become
available
at
this
time,
I'd
like
to
invite
Dr
Eccleston
back
to
talk
about
how
students
who
are
invited
to
exam
schools
are
faring
next
slide.
BR
BS
Thank
you
Denise.
It
is
obviously
important
for
us
to
interrogate
how
our
students
are
doing
once
they
are
admitted
into
an
exam
School
on
the
next
slide.
It
will
show
you
the
years
of
students
that
we're
talking
about
it's
important
for
us
to
evaluate
using
summative
information,
and
so
we
have
summative
information
particularly
course,
grades
for
students
from
the
2020-21
school
year,
as
well
as
the
2021-2022
school
year.
BS
BS
BS
This
is
a
slide
and
I'll
just
give
everyone
a
moment
to
sort
of
Orient
to
it.
That
is
looking
at
seventh
grade,
math
scores
for
their
for
their
course
grades.
BS
Here's
what
we
know
about
how
students
in
grade
seven
performed
in
the
area
of
mathematics.
BS
BS
You
will
notice
that
grades
at
bla
and
O'brien
appear
very
consistent
in
the
area
of
mathematics
from
the
2021
2022
school
year
and
grades
at
the
ls
are
also
fairly
consistent,
but
with
a
reduction
of
students
with
grades
of
B
and
a
slight
increase
of
students
with
a
final
grade
of
D.
But
these
differences
are
very
small,
a
move
to
a
similar
graph
on
the
next
slide,
outlining
this
same
course
grades
for
ELA.
BS
BS
Very
honored
that
this
evening
several
of
the
exam
School
heads
of
school
are
on
this
call,
and
should
you
have
additional
questions
about
how
the
exam
schools
are
supporting
students
I
know
they
would
be
eager
and
ready
to
answer
any
of
the
questions
that
the
committee
might
have,
but
it
does
take
a
lot
to
ensure
that
we
are.
We
are
providing
the
right
types
of
supports
for
students.
BR
Thank
you.
Both.
We
want
to
dive
into
a
little
bit
about
ongoing
in
future
work
that
helps
to
answer
some
of
the
questions
that
these
couple
of
slides
begin
to
address.
BR
So
what
we've
shared
so
far
really
is
just
the
beginning.
Assessing
impact
of
the
policy
will
require
multiple
years
of
data,
as
superintendent
Skipper
noted
at
the
beginning,
data
from
one
year
of
new
students
in
a
school
isn't
enough,
and
this
year's
invitations
really
do
represent
the
First
full
year
of
implementing
on
the
new
policy
to
do
this
work
well
we're
engaging
with
a
team
of
external
researchers
who
will
focus
on
the
experiences
and
the
outcomes
over
with
students
over
three
years
and
in
relation
to
previous
cohorts.
BR
To
do
this
we're
engaging
as
I
mentioned,
with
a
team
of
external
researchers.
Can
we
move
to
the
next
slide?
Please,
and
the
goal
in
doing
so
is
to
identify
promising
strategies
to
shift
the
culture
in
the
schools
and
support
new
students.
So
how
did
we
get
here
with
regard
to
this
research
project?
The
researchers
approached
Boston
public
schools
during
the
public
process
to
change
the
policy
in
2021.
BR
Having
done
research
about
exam
schools
across
the
country,
they're
interested
in
studying
the
outcomes
of
our
changed
policy,
this
is,
though,
a
district-led
research
process.
We
jointly
crafted
a
research
proposal
and
worked
with
them
on
the
parameters
for
the
research,
questions,
scope
and
timeline,
and
we
want
to
focus
on
social,
emotional
and
academic
support.
Basically,
what's
the
student
experience
as
we
learn
more
about
our
own
analysis?
BR
They
and
we
are
really
open
to
learning
about
additional
questions.
You
know,
if
you
look
through
these
slides.
There
are
deeper
exploration
around
the
slower
expansion
of
invitations
for
students
with
disabilities
in
our
multilingual
Learners.
You
know
in
in
terms
of
being
invited
into
these
cohorts.
BR
Our
goal
here
really
is
to
work
to
identify
the
work
that
we
need
to
do
to
help
our
students
and
our
schools
to
really
build
climate
and
culture
that
supports
learning
and
emotional
needs.
BR
Our
researchers
are
working
closely
with
our
BPS
office
of
data
accountability
and
our
office
of
family
engagement
and
advancement
to
ensure
that
the
research
is
useful
to
the
schools
in
our
district,
while
the
privacy
of
all
of
the
members
of
the
community
is
upheld
at
this
time,
I'd
like
to
turn
it
back
to
Dr
Tavares
to
close
our
report
with
some
final
learnings.
Thank
you.
BQ
Thank
you,
Chief
Snyder,
and
only
two
more
slides
to
go.
We
want
to
shift
from
learning
about
students
to
learning
about
our
practices
and
how
we
can
improve
upon
them
through
key
learnings
and
opportunities.
Next
slide,
please,
each
year
of
policy
implementation
has
brought
change
to
the
process
with
this
year
being
the
first
time
we
implemented
the
full
policy.
BQ
Well,
the
task
force
predicted
that
the
many
involved
pieces
would
require
an
external
reviewer.
There
was
much
they
could
not
have
predicted.
We've
learned
a
lot
about
our
capacities
and,
more
importantly,
our
areas
for
improvement
opportunities.
We
are
researching
for
the
next
round
include
first
systems
improvements,
we're
working
with
the
office
of
instructional
information
technology
to
create
a
notification
portal,
we're
also
exploring
the
idea
of
a
GPA
calculator
similar
to
a
mortgage
calculator
where
students
and
families
can
plug
in
their
own
grades
to
have
a
better
understanding
of
their
academic
standing.
A
N
Guess
I'll
go
first
and
I
was
right
about
the
previous
vote.
We
took
and
I
didn't
ask
my
question
but
I'm
going
to
ask
in
a
new
business,
I
guess:
I,
don't
know
where
to
start
I
think
two
things
one
thank
you
for
the
report
and
for
the
time
and
I
know
it's
late,
so
I'm
just
acknowledging
that,
but
also
an
important
conversation,
so
I
want
to
make
sure
we
have
it
the
I
guess.
The
first
question
I
have
and
I
had
asked
for
this
data.
N
It's
not
in
the
report
tonight
and
I
haven't
seen
it,
but
I
am
curious.
Based
on
the
last
few
weeks.
Sort
of
what
I'm
hearing
is
that
there
are
families
who
are
coming
forward,
who
are
saying
they
have
composite
scores
that
are
near
perfect
and
they
were
not
able
to
get
a
seat
into
an
exam
school
and
we
didn't
share
any
composite
score
data
around
tiers
and
how
it
worked
and
sort
of
the
levels
of
sort
of
what
that
all
means
and
I
I
guess
you
know
real
fact.
N
You
know
how
true
is
it
the
sort
of
narrative
that
we're
hearing
that
overwhelmingly
students
in
tiers
one
through
six,
can
get
in
much
more
difficult
for
kids
in
seven
to
eight,
and
also
like
people
with
perfect
scores
are
not
getting
into
the
school
into
one
of
the
schools.
I
So,
thank
you
for
that
question.
April
I,
think
I.
Think
director
Clarkson
will
be
able
to
answer
some
of
that.
I
know
that
she
was
in
the
process
of
pulling
together
the
composites.
Yes.
BT
Thank
you,
Mr
credit
Hernandez.
For
that
question,
we
are
looking
into
the
composite
scores.
It
is
true
that
the
composite
scores
do
vary
by
tier
and
by
the
exam
schools
that
they're
going
into,
and
so
we're
putting
that
data
together
and
we'll
be
able
to
share
more
after
this
meeting.
N
N
And
I
guess
I'm
only
and
I'm
asking
because
one
this
is
complicated
and
then
there
are
parts
of
me
that
think
it's
not
as
complicated
as
we've
made
it,
but
so,
while
you're
looking
I
guess
in
this
presentation,
we
heard
nothing
about
further
immediate,
like
an
urgency
around
expanding
the
seat,
availability
and
so
I'm
curious
sort
of
where,
while
you're
looking
Mrs
Clarkson
like
I'm
curious
where
that
lives
for
you
superintendent,
it
feels
like
people
are
just
like
give
us
more
seats
and
I.
Think
we'd
solve
a
lot
of
noise.
N
We've
seen
the
applicant
pool
decrease,
it
looks
like
almost
in
half
over
the
last
few
years.
I'm
just
curious
seems
like
we
would.
The
meetings
might
even
be
shorter
if
we
were
just
creating
more
seats
across
the
city,
so.
D
I
So
so
I
think
I
think
part
of
The
Proposal
with
the
O'briens
obviously
is
to
have
a
facility
that
could
expand
some
400
seats
relative
to
the
O'brien
I
I.
You
know
I
believe
in
that
the
in
the
case
of
BLS
in
the
case
of
bla,
the
physical
space
is
maxed
out.
You
know,
I.
We
have
two
leaders
on
the
call
you
know
tonight.
I
think
the
O'brien
is
a
given
we've
already
kind
of
had
that
conversation
about
their
space,
but
I
know
that
school
leader
Gallagher
is
on
from
BLS.
I
We
work
with
the
school
leaders
when
it
comes
to
the
enrollment
time
to
determine
what
they
have
for
space
and
so
I
think
we
can
just
bear.
N
I
So
I
think
I
mean
we
could
spend
a
lot
of
time
on
this
question.
To
be
honest
with
you,
I
think
you
know
one
of
the
things
is
we
have
a
bunch
of
high
schools
that
we're
trying
to
bring
the
quality
up
and
invest
in
for
one
thing,
I
also
think
envisioning
and
building
a
fourth
exam
school,
and
what
that
would
look
like
is
something
that
will
take
time
and
I.
Think
part
of
the
thing
we're
looking
at
is
how
how
are
we
able
to
meet
the
immediate
needs?
I
You
know,
which
is
a
combination
of
increasing
the
quality
we
have
along
with.
You
know
something
that's
a
more
short-term
couple
of
year
kind
of
process
in
some
of
the
proposals
that
we've
made
around
say,
like
the
O'brien,
so
I
think
we're
we're
trying
to
think
out
of
the
box
about
those
things.
I
I
can't
say
their
fourth
exam
school
has
been
proposed.
You
know
in
that
way,
because
I
think
part
of
part
of
what
our
concern
is.
District-Wide
is
also
taking
the
current
High
School
tools
that
we
have
in
bringing
them
to
a
level
where
it
isn't
just
about
a
selection
or
a
selective
body,
but
whether
it's
about
the
equity
of
the
entire
High
School
population,
so
I
think
it's.
It's
certainly
a
conversation
that
could
happen.
It's
certainly
a
conversation.
I
This
body
could
choose
to
happen,
but
right
now,
I
think
with
the
bandwidth
we
have
in
the
resources
we
have.
We
are
trying
to
both
be
Innovative
relative
to
hearing,
expand
seeds
and
that's
behind
the
O'brien
proposal
that
we
have
on
the
table
at
the
same
time
that
we're
also
trying
to
increase
the
quality
of
the
high
school
seats.
We
already
have.
BR
BR
May
I
may
I
just
add
one
more
thing
on
that
and
I.
Don't
have
this
in
front
of
me
the
breakdown
when
we
talk
about
the
15
students
who
didn't,
we
would
also
have
to
go
back
and
look
at
how
many
of
them
ranked
more
than
one
choice,
because
some
only
ranked
one
choices
well
and
I
know
that
people
have
their
hearts
set
on
certain
schools
and
I
think
traditionally
that
has
always
been
the
case
for
generations
and
families.
BR
E
Thank
you
Miss
Snyder,
for
that,
because
that's
exactly
the
question.
I
was
going
to
ask
of
the
15
students
that
had
perfect
scores,
I'd
like
to
know
how
many
were
out
of
school,
so
that
they
received
no
points
and
then
how
many
only
selected
one
school
so
did
they
receive
a
invitation
to
a
school.
That
was
not
their
first
choice,
or
did
they
only
do
one
choice
and
so
and
that
can
be
a
follow-up
piece
of
information.
E
I
am
intrigued
by
what
Mr
eccleson
Dr
eccleson
was
Excuse
me
yes,
Dr
eccleson
was
presenting
about
the
supports
that
are
being
given
at
the
schools
and
I
know.
We
have
you've
mentioned
that
we
have
several
School
leaders
today
here
with
us.
M
E
BU
Hi
good
evening,
everyone
and
thanks
for
calling
on
me
Mr
O'neill,
happy
to
share
what
we're
doing
at
Boston
Latin
School.
You
know
we
have
significantly
increased
our
supports
over
the
last
few
years,
particularly
thinking
about
our
students
in
grades.
Seven
and
eight,
you
know
the
transition
to
Boston
Land
school
from
any
sixth
grade
is
a
challenge
and
always
has
been,
and
over
the
last
couple
years,
we've
put
a
number
of
things
in
place.
BU
You
know,
on
top
of
a
Saturday
success
school
in
our
peer-to-peer
tutoring
that
we
have
on
a
daily
basis,
We've
created
a
wolf
pack
after
school,
where
we
specifically
Target
students
in
grades,
seven
and
eight,
who
might
have
some
struggles
early
in
the
school
year
to
make
sure
they're
getting
the
support
not
just
academically,
but
also
with
their
executive
functioning
skills,
which
really
needed
to
be
successful
in
the
exam
schools
on
how
to
best
use
their
time,
how
to
best
organize
how
to
best
plan
their
days
and
their
evenings.
BU
And
we
also
do
that
with
some
some
recreational
activities
as
well
and,
of
course,
we
feed
the
students
too.
But
you
know
we
also
do
our
traditional
BLS
summer
foundations
program
for
two
weeks,
which
we
invite
all
of
our
new
coming
incoming
grade.
Seven
and
Grade
9
students
to
join
us
for
two
weeks
where
they
really
get
to
not
just
be
comfortable,
become
comfortable
with
a
much
larger
building.
BU
You
know
the
reality
of
it
is
that
you
know
where
we
have
over
2400
students,
which
is
more
than
five
percent
of
the
Boston
Public
Schools
coming
into
BLS
every
day
in
the
in
in
the
building
is
completely
full,
so
for
students
coming
from
really
smaller
schools
with
two
to
three
hundred
kids,
it's
quite
a
shock
so
when
they
were
able
to
come
during
the
summer
for
a
couple
weeks,
we're
able
to
introduce
them
to
the
classrooms,
to
the
hallways,
to
meet
teachers
to
meet
friends
and
give
them
a
jump
start
on
what
the
academic
load
feels
like
as
well
as
the
supports
that
are
available
to
them.
BU
We
also
break
out
seventh
and
8th
grade
down
into
clusters,
so
students
are
clustered
into
three
clusters
in
each
grade
with
a
specific
group
of
teachers
as
well
as
guidance
counselors.
We
support
them
through
their
first
a
couple
of
years
at
Latin
School,
and
then
those
teachers
also
meet
in
a
regular
basis
to
figure
out
if
there
are
any
additional
needs
that
they
or
their
families
need
to
help
them
to
be
successful.
BU
All
that,
on
top
of
you
know,
increasing
number
of
guidance,
counselors
increasing
our
clinical
counseling
team
in
our
peer
mentoring
programs
I
just
you
know,
just
kind
of
an
idea
of
some
of
the
things
that
we
have
in
place
to
help
our
students
transition
from
any
other
school
to
Boston,
Land
school.
So
hopefully,
that's
been
helpful.
Mr
O'neill.
BV
Yes,
so,
in
addition
to
all
the
supports,
similarly
that
they
have
at
Boston
Latin
School
at
the
O'brien,
we
have
several
academic
Partnerships
with
squash
Busters,
Boston
Partners
in
education,
826,
Boston
and
mass
Insight.
BV
So,
in
addition
to
like
at
Latin
School,
we
have
a
summer
Scholars
Academy.
We
just
brought
our
9th
and
10th
graders
in
for
a
test
up
day,
so
that
we
can
gauge
which
level
of
math
and
World
Language
they
would
be
appropriately
placed
in.
BV
Similarly,
we
cohort
our
middle
school
students
into
small
learning
communities,
so
we
have
six
home
rooms
per
grade
and
those
students
are
assigned
to
a
student
Affair
coordinator,
a
guidance
counselor
and
a
head
of
school
and
that
allows
them
to
meet
collaboratively
to
provide
additional
supports.
We
also
have
a
bi-weekly
advisory
which
provide
lessons
to
create
the
a
sense
of
belonging
and
help
students
develop
relationships
with
their
teachers
and
similar
to
Boston
Latin
School.
We've
increased
the
number
of
guidance,
counselors
social
workers
and
psychologists.
E
Excellent.
Thank
you
very
much
thanks
both
of
you
for
sharing
that
and
so
much
of
what
I've
heard
you
saying
is
so
different
in
the
past
couple
years
have
been
great
additions.
So
thank
you
for
that
and
superintendent
I
do
point
out
in
the
conversation
about
expanding
the
schools.
You
know
the
one
that
I
think.
If
you
think,
through
the
physical
plant
issues
you
heard
Mr
Gallagher,
say
Latin
School
is,
is
filled
to
the
brim,
so
to
speak.
E
Boston
Latin
Academy
has
a
building
that
has
some
district
offices
using
part
of
the
building
and
if
we
could
figure
out
a
way
to
consolidate
some
office
space
that
would
potentially
free
up
some
room
for
some
Renovations
for
bla
I
mean
that
that
you've
already
talked
about
right
as
well,
but
there
may
be
room
to
you
know:
do
some
incremental
growth,
particularly
at
bla
I,
would
think
because
of
that
space
that
they
don't
have
in
their
building,
which
I
think
they've
requested
sometimes
over
the
years.
I
That's
definitely
out
there
Vice
chair
in
fact
we're
looking
at
the
basement
area
as
well
to
see
you
know
how
we
might
be
able
to
recoup
that
space
and
what
we
needed
and
how
much
it
would
cost
so
I
think
that's
definitely
something
that's
on
the
table
in
terms
of
it.
BS
AZ
BS
I
think
earlier,
it
may
have
been
shared
that
there
were
15
students
who
had
perfect
composite
scores,
who
are
not
admitted
into
an
exam
school
and
I
just
wanted
to
maybe
have
executive
director
Clarkson.
If
she
would
mind
just
sharing
and
clarifying
that
data
point.
BT
Yes,
sorry
so
there
were
not
15
students
with
perfect
scores
who
did
not
get
an
invite,
but
rather
there
were
15
students
with
perfect
scores
that
did
not
receive
10
points
of
those
15
students.
The
vast
majority
of
them
received
an
invite
and
the
the
there
were
fewer
than
six
students
that
didn't
receive
an
invite.
In
that
case,
there
was
only
one
exam
school
that
was
ranked
and
therefore,
on
that
one
Top
Choice
rank
school
was
not
was
not
given.
In
that
case,.
E
BT
Sorry
I
will
say
it
specifically
I'm
concerned,
because
this
is
the
public
meeting
and
the
numbers
are
so
small
when
we
get
into
these
cases.
So
15
had
a
perfect
score
with
no
additional
points.
14
received
invitations
to
an
exam
school.
One
did
not.
E
N
Thanks
again
for
the
second
round,
I
will
go
back
to
the
previous
sort
of
point
about
I.
Think
a
lot
of
our
problems
would
be
solved
if
we
were
figuring
out
urgently,
like
you
know,
we're
merging
School
in
a
single
year
that
we
voted
on
last
week
like
we
can
be
really.
We
can
move
with
urgency
when
we
want
to
around
expanding
the
expanding
the
seats
building
a
new
school
I
like
I
I,
just
think
we
can
be
creative
and
I.
N
Don't
set
the
agenda
here,
but
I
raise
a
lot
of
concerns,
and
so
you
know
like
that's
my
plea
to
like
keep
the
conversation
alive.
It's
why
I
was
pushing
for
this
to
happen.
N
I,
don't
know
four
or
six
weeks
ago
when
this
first
came
up
because
I'm
like
if
we're
really
gonna,
do
something
the
clock
is
ticking.
It
was
ticking
and
we'll
find
ourselves
in
another
position
where
we're
like.
Well,
we
can't
do
anything
this
year,
but,
like
I,
don't
know,
I,
don't
know
how
long
that
announcement
was
planned
that
we
had
yesterday,
but,
like
you
know,
it
seems
like
we
can
move
fast
when
we
want
to
move
fast.
N
So
I,
just
that's
my
plea
like
we
could
do
something
and
I
don't
think
that
that
takes
away
from
improving
seats
across
the
city.
It's
the
last
thing
I'd
want
to
do
is
to
create
high
concentrations
of
vulnerability
as
a
result
of
EX
expanding
selective
schools.
At
the
same
time,
there's
like
clearly
ways
that
we
know
will
work
like
one
we're
having
a
whole
meeting
about
these
three
schools
tonight
and
talking
about
like
the
tiniest
number
of
kids
and
they
all
matter,
but
it
you
know
it's
it's.
N
It
defies
logic
in
some
ways
and
I
think
like
I
looked
at
like
slide
24
of
the
presentation,
and
it
was
like
look
at
all
these
amazing
things
that
you
know,
kids,
who
are
from
historically
marginalized
communities
are
going
to
get
when
they
go
to
these
like
high
performing
schools
and
I
want
to
live
in
a
universe
where
the
kid
gets
talking
about
that
for
every
school,
and
that's
just
like
the
floor.
You
know
like
there's
nothing
special
about.
N
N
Think
it's
lovely
that
we're
doing
it,
but,
like
I,
don't
know,
I
would
much
more
curious
about
research
around
the
reading
impacts
in
our
system
and
how
only
20
of
students
in
a
particular
grade
level
who
are
black
and
Latino,
are
reading
on
grade
level
versus
like
the
quality
experience
like
if
we're
just
like,
where
we're
investing
and
sharing
data,
and
all
these.
M
N
Like
that
to
me
just
feels
much
more
urgent
than
this,
which
is
almost
like.
Why
I
say
like
let's
just
quiet
the
noise
here
open
up
another
school
and
like
focus
on
the
stuff
that
really
matters
which
is
like
the
high
concentrations
of
vulnerability
and
underperformance
that
exist
throughout
our
system.
N
That's
my
plea,
but
I
have
a
question.
I
promise
and
the
question
is
I.
Guess
it's
for
you,
superintendent,
I'm
hearing
this
sort
of
like
we're
not
going
to
revisit
the
policy
for
five
years
sort
of
like
threaded,
throughout
which
I
also
don't
agree
with,
like
we
revisit
things
all
the
time
and
like
it's
not
like
Bible
like
we
made
up
the
policy
like
it's
not
like
biblical
well,
you
don't
have
to
like
stick
to
it
like
we
get
to
change
it.
N
If
we
don't
think
it's
working,
so
I
ask
you
with
all
the
critique
of
the
10
points
and
an
eight-tier
system
like
how
do
you
feel
about
the
ways
you
know
the
10
point.
I
guess
is
a
major
critique
because
it
sort
of
moves
around
seven
schools,
and
then
there
is
this
critique
that,
like
the
eight
tier
system,
pits
neighbors
against
neighbors,
maybe
eights
too
much
in
a
city
like
ours,
I
think
other
places
do
four
or
six.
I
That
would
not
necessarily
fall
in
the
you
know:
five-year
rear
value
of
the
policy
I
think
if
there
are
things
that
are
popping
out,
then
you
know
we're
sharing
all
the
data
to
you
and
publicly
to
be
able
to
have
conversation
about
that
and
potentially
some
recommendation,
so
I,
don't
I,
don't
think
the
team
feels
that
we
have
to
wait
five
years.
If
we
see
something
that
you
know,
we
could
potentially
make
some
difference
with
that
said,
I
do
think
that
the
difficulty
with
this
policy
is.
I
This
is
the
first
full
year,
so
you
have
kind
of
a
last
year
that
has
partial
to
it.
You
have
two
years
prior
that
aren't
really
good
Trend
data
in
any
way,
shape
or
form.
So
you,
you
know
making
assumptions
when
there
was
a
committee
that
spent
a
whole
lot
of
time
and
had
a
whole
lot
of
input
and
now
you've
got
just
one
full
year
of
data.
There's
a
risk
to
that
to
knee-jerk
and
say
we're
going
to
make
a
bunch
of
assumptions
about
it.
I
So
I
think
we
have
to
look
at
the
data
or
the
trend.
Potentially
even
you
know,
maybe
have
a
external
outfit
take
a
look,
and
you
know
look
at
it
as
well
and
sort
of
see
what
they
see
in
terms
of
any
kind
of
problems
or
bothersome
Trends.
And
then
you
know
if
there
are
we'll
bring
that
back
to
the
body.
Yeah.
N
The
last
piece
here
for
me
is
like
and
I,
don't
know
how
we
got
I
wasn't
here
for
this
vote,
so
I'm
not
sure
how
we
got
to
the
10
plus
points
for
people
attending
schools
with
40,
economically
disadvantaged,
like
I,
read
it
and
it
sort
of
makes
me
cringe
because
I
think
it
like
gives.
N
You
know
it
like
offers
like
a
white
family
like
an
upper
hand
for
like
just
being
around
us
like,
oh
well,
you
went
or
you
got
to
go
school
with
poor
people
so
like
you
deserve
a
sort
of
an
upper
hand
in
this
process
and
so
like
there's
a
part
of
it.
That
feels
like,
and
I've
heard
this
critique
like
it's
not
about
the
person
anymore.
N
It's
about
about
the
community
that
you
were,
that
you
are
and
may
not
even
be
part
of
like
and
I
so
I,
don't
know
it's
the
sort
of
I've
heard
many
people
sort
of
say
like.
Why?
Is
it
not
aligned
to
an
individual?
Why
is
it
aligned
to
a
school
I'd
rather
see
folks
who
are
economically
disadvantaged
at
that
10
points
than
just
someone
who
went
to
school
with
higher
concentrations
of
need,
yeah.
I
And
I
think
executive,
direct
Larson
I
think
that
question
was
brought
up
like
pre
in
previous
time
when
they
were
creating
the
policy.
So
maybe
you
could
sort
of
explain
because
I
had
the
same
question
myself
which
I've
asked,
but
you
know
to
be
able
for
the
public
to
explain
why
that
would
be
very
difficult
to
do.
Yeah.
BT
Yeah
it
is,
it
is
hard
to
do
for
for
several
reasons,
and
so
the
current
policy
kind
of
looks
at,
like
the
average
economic
disadvantage
for
a
group.
If
we
were
to
look
at
individual
people,
we'd
have
to
somehow
collect
that
information
which
we're
not
currently
collecting
our
office
here
at
BPS
deals
with
a
lot
of
data
collection.
BT
One
thing
that
you
all
might
be
familiar
with
is
the
collection
of
lunch
application
forms
to
just
be
able
to
determine
if
students
should
be
eligible
for
free
and
reduced
price
lunch.
That
was
really
difficult
and
we
didn't
get
that
collected
for
all
students,
and
that
was
to
literally
feed
kids,
breakfast
lunch
and
snack
while
they
were
with
us.
BT
We've
moved
to
a
process
where
it's
Universal
lunch
for
all
students
that
they're
able
to
get
bed
while
at
school,
which
is
very
Progressive
compared
to
other
areas.
However,
what
that
means
is
we
see
even
fewer
free
and
reduced
price
lunch
applications
and
that's
kind
of
like
the
standard
or
a
bar
for
being
able
to
collect
individual
income
for
a
family
or
a
student.
BT
We
also
know
that
income
changes
very
much
from
one
year
to
the
next
four
family
until
being
able
to
track
that
for
two
years,
for
the
application
process
becomes
very
meticulous
and
hard
as
well.
It
would
be
hard
really
extremely
hard
to
implement
and
then
to
implement
for
all
the
students
that
we
want
to
provide
opportunity
and
access
to
this
program
for.
N
Probably
I'm
I'm
I
know
I'm
out
of
time,
but
they're
while
hard,
it
would
be
doable
to
use
school
lunch
forms
with
a
either
a
boots
on.
There
are
cities
that
have
high
numbers
of
turn
in
for
free
and
reduced
lunch.
They've
like
figured
out
a
way
before,
in
order
to
qualify
for
Universal
meals,
they
had
to
fight
really
hard
to
meet
a
threshold
in
order
to
get
those
forms
in,
and
so
we
saw
a
valiant
effort
in
parts
of
the
US
to
get
those
forms.
In
that's
at
least
the
historical
memory
I
have
mm-hmm.
I
BW
Apologize
sorry
April
just
to
add
some
more
context
around
the
free
and
reduction
free
reduced
meal
applications.
We
went
away
from
that
a
long
time
ago,
when
a
few
schools
districts
across
the
country
were
pilot
in
the
community
eligibility
provision
to
move
away
from
collecting
meal
applications
because
it
was
so
difficult
to
do
and
daunting
to
do
so.
Many
districts,
larger
districts
like
ours
are
are
in
have
moved
away
from
that
practice.
BW
So
currently
we
directly
certified
the
number
of
people
that
we
have
with
the
state
that
are
on
assistance
in
order
to
determine
our
percentage
of
kids
that
do
qualify
for
assistance
and
that's
how
we
determine
our
free
meals
for
students.
So
we
don't
calculate
and
collect
free
and
reduced
form
to
have
not
done
so
for
a
very
long
time
in
the
district
because
of
the
daunting
paperwork
associated
with
it
and
the
lack
of
response
that
we
tended
to
get
from
families
and
collecting
those
applications.
BW
N
Right
then,
the
last
thing
I'll
offer
for
searching
for
suggestions.
If
you
want
the
10
points
and
you
believe,
you're
income
eligible
I
suspect,
you
would
show
the
I'm
just
like
I'm
right
now,
you're
giving
that
10
points
away
to
folks
who
don't
need
it
and
it's
a
I
think
that
is
a
bigger
issue
than
we
realized.
I,
actually
think
the
Democrat
I
think
the
data
would
look,
would
meet
more
of
our
desires
and
intended
outcomes.
N
The
sort
of
Shifting
who
is
eligible
for
these
schools,
because
all
we're
doing
is
going
to
promote
folks
going
or
moving
into
communities
because
they're
going
to
see
oh,
that
school
had
100
acceptance
rate
in
that
tier
and
people
will
get
smart
they'll
like
do
the
math
in
their
head
and
figure
out
like
okay,
it's
I,
don't
have
to
pay
for
private
school
I
can
go,
he
I
can
do
it.
This
way
versus
again
like
getting
creative
and
getting
aggressive
and
giving
people
who
need
the
points
Who
We
Believe
deserve
the
points.
N
BT
It's
just
two
points.
The
first
is
the
example
of
the
free
and
reduced
price
lunch
application
forms,
which
is
just
an
example
of
how
hard
it
is
to
collect
that
data
for
all
students,
and
so
that's
the
only
reason
why
that
I,
why
I
brought
that
up?
The
second
thing
that
I
would
respond
to
is
the
10
points
in
using
that
Threshold
at
the
school
level
is
more
aligned
to
the
research
that
the
working
group
looked
at.
BT
That
showed
the
the
experiences
and
the
difficulty
of
related
to
under
schools
with
high
levels
of
poverty
concentration.
So
it's
not
necessarily
the
experience
of
an
individual
student,
but
the
experience
of
being
in
a
school
with
high
levels
of
poverty.
AV
A
A
We've
got
hundreds
of
seventh
grade
classrooms,
but
as
a
district,
we're
not
helping
anybody
to
understand
what
they
are
offering.
We're
not
asking
other
seventh
grades
to
re-look
at
the
rigor
that
they
are
offering
and
perhaps
do
some
of
the
same
things
that
the
exam
schools
are
doing
in
terms
of
math
or
as
a
parent
said
today.
Why
couldn't
some
other
seventh
grades
have
a
Latin
teacher
as
well?
A
You
know
it
doesn't
stop
us
from
looking
at
what
the
rest
of
our
schools
are
doing.
You
know
as
a
means
of
giving
people
real
options.
You
know
it's
hard
to
hear
that
people
only
think
we
have
three
worthy
high
schools,
we're
not
promoting
them.
A
You
know-
and
so
yes,
these
are
important,
but
so
is
everything
else.
We've
got
an
Arts
Academy
we've
got
new
Mission.
We
have
other
schools
that
are
doing
extraordinarily
well,
we're
not
looking
at
their
outcomes,
we're
not
helping
people
to
see
these
are
just
as
good
and
are
preparing
our
students
to
do
marvelous
things
and
and
to
go
to
college.
So
I
mean
if
this
is
how
parents
are
feeling
about
us.
A
And
also
providing
the
resources,
if
we
say
that's
right,
it's
a
deaf.
It's
a
deficit
because
you're
going
to
to
a
school
that
has
high
levels
of
poverty,
then
we
know
that
there
are
other
resources
that
those
schools
need
to
balance
the
that's
right
these
here.
You
know
we
should
not
sometimes
I
feel
like
we
get
too
comfortable
making
statements
without
saying,
but
why?
Why
am
I
even
accepting
these
words
instead
of
saying
what
do
I
need
to
do
differently?
A
You
know
we
say
every
child
gets
everything
they
need
in
every
school,
but
then
we
turn
around
and
say
oops,
but
not
here,
so
we're
gonna,
give
you
10
points,
but
not
you
know,
there's
something
wrong
with
our
own
thinking
as
we
do
this
and
in
the
end
you
know
we
say
we're
here
about
improving
student
outcomes.
I
will
say
that
until
I
can't
say
it
anymore,
so
that
every
single
thing
that
we're
doing
we
need
to
look
at.
A
You
know
they're
not
worthy
of
being
there,
but
it.
But
it's.
But
it's
about
putting
that
effort
into
every
single
school
and
to
put
every
single
teacher
on
notice.
You
know:
we've
got
Pre-K
K
and
one.
We
need
to
make
sure
our
kids
by
K2
are
ready,
and
then
we
get
grades
one
to
three
they're
supposed
to
all
be
reading.
On
third
grade
level,
I
mean
every
quarter
of
a
kid's
life.
A
You
know,
and-
and
the
last
thing
I
want
to
say-
I've
got
a
few
seconds-
is
that
I
heard
Mr
Jenkins
tonight
be
excited
about
a
new
Madison
Park
in
2028,
which
would
be
the
50th
anniversary
of
their
school.
A
2028
is
the
150th
anniversary
of
girls,
Latin
School,
slash
bla
and
my
Pope
is
by
2028
we
can
clean
out
and
give
Billy
la
the
whole
building
that
they
are
in
solidly
sitting
in
Roxbury
so
that
they
can
expand
not
only
their
students
but
the
kinds
of
programming
that
that
school
also
deserves.
You
know
we
don't
have
to
rebuild
them
when
we
need
to
clean
it
out
and
renovate,
but
it's
a
different
story,
but
it's
like
we've
got
gems.
We
have
wonderful
things
and
we've
got
to
do
more
than
just
settle
that.
A
You
know,
I
am
too
you
know
in
our
hopes
is
that
we
could
look
at
the
number
of
students
that
want
to
go
to
these
schools
and
to
figure
out
how
we
can
look
at
expanding
over
the
next
several
years.
To
do
that,
you
know
you
know
we
talked
about
last
week,
not
wanting
to
administratively
assign
kids
to
schools
where
they
may
or
may
not
go.
A
We've
got
people
clamoring
to
go
to
schools,
so
we
should
be
looking
at
creating
places
so
that
not
only
to
these
schools,
but
that
we
will
have
other
schools
that
people
will
be
clamoring
to
go
to
too.
So
you
know
we
just
have
to
up
our
game
to
what's
really
needed
and
important
for
our
kids
as
we're
moving
forward
this
through
this
piece.
A
All
right,
I
wanted
I
wanna
thank
Denise,
Dr
Tavares
and
your
whole
teams
I
know
that
there
are
a
whole
lot
of
other
people,
not
here
tonight
that
have
helped
to
get
this
presentation
and
to
do
this
work
I
want
to
thank
you
all,
and
we
do
look
forward
to
moving
on
and
to
hearing.
You
know
hearing
more
about
this
in
future
updates.
A
We
want
to
move
on
now
to
public
comments
on
reports.
Miss
Sullivan
thank.
A
Okay,
so
we
want
to
go
to
new
business.
I
know
Mr
Carter
Hernandez.
She
wanted
to
to
raise
something:
okay,
communication.
N
I
I
So
yes,
so
we
after
that
meeting,
we
literally
went
to
see
where
the
pocket
of
folks
were
because
our
understanding
was
it
had
been
resolved.
There
were
there
were
a
handful
of
folks.
We've
worked
they've
gotten
some
of
that
pay
already.
I
My
understanding
is
on
the
mtel
prep
side.
I
met
today
with
rcd
there's
a
few
on
the
fellowship
side
that
we
are
working
through
right
now
and
then
that
should
complete
it.
You
know:
we've
also
been
working
hard
within
ohc
to
address
going
forward
for
payroll.
How
how
to
prevent
these
kinds
of
things
from
happening
in
in
the
case
of
the
Intel
prep.
I
It's
like
very
much
oriented
in
the
job
has
and
the
length
of
the
job
has
changed,
and
so
we
we
have
some
ideas
about
how
to
be
able
to
work
with
that
unit
in
teachers
union
to
simplify
the
payments,
so
that
it's
easier
for
them
and
it's
easier
for
the
payroll
office
cutting
down
on
the
stipends.
But
you
know
my
understanding
is
we
took
care
of
the
Intel
prep
side
and
we're
working
on
the
last
few.
N
I
And
I,
just
thank
committee
for
I
know
it's
been.
It's
been
a
lot
of
contracts
coming
through
you
and
needing
to
process
and
approve,
but
in
part
that
really
did
create
a
Chokehold
in
the
system
for
payroll
because
they
were
years
in
a
year.
So
they
were
not
only
having
to
correct
the
current
pay,
but
they
had
to
in
the
integrated
contracts
for
all
of
these
units
go
back
and
then
figure
out
who
needed
to
be
paid.
What
at
what
time?
And
that's
employees
who
have
left
employees
who
are
still
here.
I
N
Two
more
things
we
talked
about,
I
told
you
I'd,
ask
you
about
this
this
week
around
the
merger
that
we
discussed
last
that
we
voted
on
last
time
we
were
together.
There
was
supposed
to
be
a
timeline
release.
I
just
want
to
thumbs
up
that
that
happened
in
the
and
that
we
would
hopefully
be
getting
some
clarity
around
a
timeline
update
folks
wanting
leadership,
Transitions
and
notifications.
Sure.
A
P
I
mean
okay,
all
right,
yeah,
thanks
chair,
yes,
the
timeline
was
released
to
the
design
team
and
the
principles
that
the
school
communities
perfect.
N
And
I-
maybe
I,
won't
push
for
this
week,
but
I
think
the
next
question
is
like
when
we'll
have
more
clarity,
around
sort
of
leadership,
identification
so
folks
know
who's
sort
of
leading
them
through
the
process.
My
last
new
business
piece
is
around
this
ethnic
studies,
piece
that
we
heard
a
lot
about
this
evening.
A
That
we've
not
gotten
besides
hearing
the
request
tonight,
I
had
requested
that
we
should
have
received
something
prior
to
read,
to
understand
the
request
and
so
I'm
still
asking
that
we
receive
these,
because
the
number
of
people
that
signed
up
for
public
comment
was
a
surprise
without
a
presentation
or
a
prior
request.
So
we're
trying
to
get
that
Circle
back
to
get
that
so
that
we
will
have
it
before
our
next
meeting
perfect.