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From YouTube: Boston School Committee Meeting 6-30-21 Part 2
Description
Boston School Committee Meeting 6-30-21 Part 2
A
A
A
B
Thank
you,
dr
tong,
and
mr
soon,
to
be
dr
chernow,
simon
and
zoe.
I
actually
just
want
to
take
a
point
of
privilege.
Both
simon
chernow
and
zoe
nagasawa
were
just
outstanding
contributors
to
our
task
force
and
really
represent
the
best
of
bps,
and
we
look
forward
to
all
that.
You
will
continue
to
contribute
to
our
city.
So
thank
you
with
that.
B
C
Thank
you,
president
sullivan
and
mr
conte
passes.
I
wanna
acknowledge
all
of
the
committee
members
and
their
incredible
work,
our
task
force
members.
I
mean
I
also
wanna
apologize
to
katie
for
missing
her
on
the
first
start.
So
thank
you
for
getting
my
back
tanisha
and
just
really
the
momentous
moment
and
the
momentous
work.
C
I
cannot
remember
the
date
of
that
meeting
and
maybe
ms
sullivan
can
help
me
with
it.
I
know
that
we
have
the
vote,
but
we
have
one
meeting
in
between
july.
D
C
July
7th,
where
we
will
have
another
hearing
where
we
can,
the
school
committee
members
are
able
to
hear
about
these
recommendations
and
deliberate
hear
from
the
public
and
then
be
prepared
on
the
14th
to
make
a
decision.
C
D
Yes,
thank
you,
superintendent,
and
I
do
want
to
thank
ms
sullivan
and
mr
contemposis
for
the
presentation
and
to
thank
all
of
the
task
force
members
for
the
many
many
hours
that
they
have
dedicated
to
this
process.
I
know
it's
not
been
easy.
It's
been
tremendous
work
and
we
still
have
a
long
road
ahead
of
us
as
we
move
forward
the
recommendations
at
this
time.
D
I
want
to
open
it
up
to
the
committee
for
their
questions
and
comments,
and
now
I
want
to
remind
folks
that
we've
got
our
agreed
upon
more
and
that
will
each
take
about
five
minutes,
one
or
two
questions
and
remind
folks
to
try
to
be
brief
in
your
responses.
I
know
we've
got
a
lot,
that's
out
there
so
and
if
the
people
have
more
questions,
we'll
do
a
second
round.
So
with
that,
please
raise
your
virtual
hand
would
like
to
begin.
E
Yes,
thank
you,
madam
chair,
just
more
of
a
comment.
I
want
to
echo
the
superintendent's
remarks
to
thank
the
task
force
for
their
great
work.
Also
look
forward
to
listening
further
over
the
next
few
weeks.
I
want
to
be
you
know.
Let
the
task
force
members
know
now
that
deliberation's
over
I'd
appreciate
you
know,
hearing
and
meeting
with
folks
that
are
individually
in
a
group
and
also
just
to
folks
in
the
public
as
well.
I
appreciate
the
emails.
E
I
read
every
email
that
folks
send
I'm
happy
to
meet
with
you
know
anyone
who
has
concern
over
this
and
would
appreciate
learning
further
the
merits
of
the
proposal
and
the
proposal
that
was
contemplated
by
the
task
force
as
well
in
anticipation
of
of
the
14th.
So
thank
you
again
for
all
the
work.
F
F
As
I'm
sure
in
your
hearings
and
your
meeting
and
always
appears
in
mine
and
and
by
also,
I
want
to
echo
two
things
that
you
know,
as
as
president
sullivan
suggested,
we're
spending
a
lot
of
time
on
a
very
small
amount
of
our
students,
which
kind
of
speaks
to
the
narrative
about
the
exam
schools
and
how
it
affects
our
decision
making
process,
and
I
would
agree
with
dr
tong
not
always
in
a
good
way,
and
so
I
think
we
I
think
that
needs
to
be
on
the
table.
F
I
want
to
be
articulated
about
that
that
there's
a
lot
of
time
for
a
small
group
of
people
and
who
we
don't
then
influence
the
rest
of
the
school.
So
but
I
have
a
couple
questions,
so
the
sullivan
you
asked
us
earlier
about
whether
your
charge
was
the
one
that
you
that
that
you,
your
language,
will
be
working
with
the
same
one
that
we
have,
and
I
I
think
in
broad
terms.
F
Yes,
I
would
argue
that
for
me,
I'm
much
more
interested
in
creating
equitable
access
to
excellence
for
all
our
students.
So
the
rigor
word
is
is
an
interesting.
You
know
rigor
or
access,
but
it's
really
equitable
access
to
excellence
is
what
I
think
we
should
be
working
for
across
the
system
and
how
this
to
the
decisions
that
I
think
the
best
part
of
what
you've
presented
to
us.
F
For
that
I
find
the
most
exciting
is
separating
eligibility
from
how
we
get
the
assigned,
and
those
are
two
great
constructs
that
I
hope
we
maintain
as
we
think
about
all
our
schools.
Who's
best
served,
who
would
best
be
served
coming
into
a
community
and
who's
eligible
for
that,
and
then
how
we
get
them
in
is.
Are
those
are
two
different
issues
so
as
we
identify
eligibility,
how
we
assign
can
be
addressed
differently,
and
I
think
that
would
be
very
useful
as
we
go
forward.
F
If
we
accept
that
construct
change
will
be
easier
as
we
go
forward.
I
have,
I
wonder,
on
the
100
peers
versus
the
80
tiers,
where
there
was
any
modeling
of
the
impact
of
that
decision.
F
What
would
be
the
difference
if
we
went
80,
you
know
20
percent
state
city-wide
versus
100
percent,
all
in
the
geographic
tours,
if
we
have
any
modeling
of
that,
that
would
be
helpful
in
terms
of
thinking
about
what
are
the
impacts
and
why
so,
obviously
we
would
all
like
to
dig
in
deeper
as
to
why
the
last
minute
changes.
F
But
you
know
I
don't
have
to
participate
in
every
crazy
thing
that
happens
in
boston,
but
we're
the
curious
want
to
know,
and
so
that
would
be
helpful
if
there's
any
modeling
that
can
be
done.
I
think
that's
a
difficult.
I
know
that's
a
difficult
question
to
ask,
but
if
we
could
model
the
difference
between
if
we
did
100
what
would
the
ethical
access
to
excellent
look
like
and
then
if
we
did
20
and
80,
how
would
that
change?
F
That's
one,
then
I
have
another
question
about
the
tiers
and
and-
and
I
deeply
respect
committee
work
and
I
usually
I
really
don't
think
that
you
know
unless
I'm
going
to
show
up
at
every
meeting,
listen
to
every
word.
It's
it's
not
always
appropriate
for
us
and
here
to
sit
there
and
say
well,
didn't
you
think
of
this
when
we
weren't
there
helping
you.
So
I
want
to
be
respectful
of
that.
F
So,
as
I
hear
the
description
saying
is
that
we're
going
to
give
we
can
look
at
the
high
poverty
indicators
as
rep
as
in
the
school
of
at
school
and
use
that
to
determine
who,
from
that
area
or
the
school
will
be
eligible
by
that
versus
creating
tiers?
That
could
be
district-wide
as
you're
saying
that
are
functions
of
individuals.
So
in
my
house
I'm
a
child.
F
You
know
single
parent,
high
mobility,
I
don't
own
they're
all
these
indicator
high
indicators
of
poverty
by
the
individual
versus
by
the
type
of
school
I
went
to,
and
and
and
I
would
like
to
see
how
that
would
be
molly
different.
One
reason
is:
you
know
that
would
if
we
go
with
the
school
indicators
of
poverty,
school-wide
indicator
of
poverty,
we
really
reward
gentrification,
because
I
can
get.
If
I
go
into
that
poor
neighborhood
in
that
poor
school
and
I've
got,
you
know
all
the
family
wealth
that
I
need
to
help
my
kid.
F
F
For
whatever
reason
for
the
housing,
whatever
they
may
be
in
a
higher
income
area
and
getting
all
the
advantages
that
that
that
stability
of
community
bring
yet
they
themselves
are
coming
from
a
a
family
that
would
score
higher
as
indicators
of
poverty.
So
I'm
interested
into
that
that
distinction
so
one.
How
are
we
going
to
model
80,
20
versus
100
and
then
a
little
more?
And
I
don't.
I
don't
need
your
answer
today
and
if
someone
wants
to
send
it
to
me
later,
that'd
be
fine.
F
Certainly
our
next
conversation
would
like
the
presentation
to
hold.
That
is
why
the
tears
are
being
structured
around
school-wide
indicators
of
poverty
and
not
individual
indicators
of
poverty.
But
thank
you
again
for
your
great
work
and
I
want
to-
and
I
appreciate
dr
tong
and
dr
chanel
bringing
forth
their
their
time
to
share
with
their
perspective.
It
was
very,
very
helpful
and
useful.
B
Madam
chair,
may
I
yes,
please
so
dean
coleman,
so
two
things
so
one
we
do
have
the
modeling
on
that
that
already
done
relative
to
the
hundred
percent
vis-a-vis
the
20-80-
and
you
know
this
task
force-
has
culled
through
so
much
data.
B
We
haven't
run
every
simulation,
but
if
you,
if
there's
something
you
want
to
see
it,
it
is
likely
that
we
have
run
the
simulation
and
we've
looked
at
the
data.
So
we
do
have
that
and
we
can
make
sure
that
you
get
it
so
you
can
see
it
and
review
it.
The
with
respect
to
the
census
tract
the
ses
tracks.
I
actually
want
to
clarify
a
point
here.
B
So
the
senses,
the
ses
tiers,
are
groupings
of
census,
tracts
so
they're
it's
so
the
ses
tiers
are
geographic
based,
they're,
not
school,
based,
and
that
is
by
design
to
meet
the
aspect
of
our
charge,
which
includes
geographic
diversity,
okay,
and
so
so
so
so
they
are
they're,
not
school-based.
They
are
geographic
based.
So
that's
one!
The
second
is:
we
did
explore
the
use
of
personal
socio-economic
factors
versus
kind
of
a
the
socio-economic
factors
within
a
geographic
area.
B
Part
of
the
challenge
with
that
is,
you
know,
gap
getting
that
data
for
each
student,
who
might
be
an
applicant
one
and
then
two
being
mindful
of
privacy
disclosures
that
a
family
may
be
placed
in
a
position
to
have
to
share,
but
it
was
part
of
our
deliberations.
In
fact,
I
actually
believe
it
was
miss
nagasawa
who
consistently
brought
up
that
point
for
us
relative
to
looking
at
the
individual
student
versus
looking
at
the
socioeconomic
factors
within
the
census
tract
the
third
piece
I'll
mention
is
to
your
point.
B
The
gentrification
issue
weighed
heavy
on
us
because
it
came
up
during
this,
the
interim
policy
using
the
zip
codes,
and
so
that's
why
we
we
tried
to
one.
We
went
down
the
census
tracts,
which
gets
you
a
narrower
kind
of
plot
of
geography
and
two
we
try
to
incorporate
some
of
those
whether
it
was
the
high
poverty
school
index
or
the
indices
for
the
additional
points
for
dcf
homeless
or
bha
students
living
in
bha.
So
we
did
try
to
mitigate
as
best
as
possible
for
that
gentrification
factor.
D
G
H
I
know
it's
a
touchy
issue
to
to
touch
upon,
but
I'm
going
to
touch
on
it
anyway.
80
20.
H
H
B
B
G
I
I
30
of
the
applicants
in
chicago
to
their
specialty,
schools
are
invited
strictly
on
the
basis
of
their
grades
and
test
scores,
and
seventy
percent
of
the
others
of
the
applicants
are
put
into
respective
tiers.
I
think
chicago
uses
four
of
them.
I
I
B
Well,
so
I
I
do
want
to
just
add
to
that,
just
to
make
it
just
to
make
sure
that
it's
clear
that.
B
The
proposals,
the
the
the
the
proposals
are
all
based
on
whether
it's
100
or
20
80
straight
rank.
So
in
each
instance
we
are,
you
know,
they're
they're.
B
The
recommendations
speaks
to
those
students
who
have
the
highest
composite
score
based
on
the
grades,
the
assessment
and,
if
they
qualify
for
any
of
the
other
high
poverty
indicators.
So
that's
across
the
board
they're
all
it's
all
straight
rank
as
as
was
presented.
So
that's
one
and
to
mr
contemposis's
point
we
do
have
simulations
specifically
as
it
relates
to
the
mechanism.
B
C
J
Thank
you,
madam
chair.
I
I
want
to
echo
the
thanks
of
my
colleagues,
not
only
to
the
two
co-chairs,
which
I
can't
begin
to
imagine
the
amount
of
hours
and
effort
you
have
spent
on
this,
but
also
to
all
the
task
force
members,
those
here
tonight
and
those
who
are
not
for
your
incredible
work
on
this.
J
I
also
appreciate
the
presentation
tonight
both
the
way
it
was
laid
out,
the
clarity
about
the
different
buckets
so
to
speak,
and
what
the
purpose
was
for
each,
how
it
compared
to
previous
recommendations,
etc
and
then
also
hearing
from
dr
tung.
Do
I
pronounce
that
correctly
and
mr
chair
now?
Congratulations
on
your
graduation
by
the
way
and
the
thoughtfulness
of
what
you
presented
to
us
tonight
as
well,
so
a
couple
pieces
of
this
really
intrigued
me.
J
I
think
I
I
really
like
the
slide,
where
you
talked
about
feedback
that
you
heard
about
the
interim
policy
and
how
you
try
to
address
it
and
so
concerns
over
the
zip
code
allocation
and
the
disparity
in
the
number
of
students.
You
know
we
had
some
zip
codes
that
may
have
only
had
a
couple
of
students
of
school
age
and
then
some
that
were
large
numbers.
J
I
think
it's
thoughtful
for
you
to
follow
the
chicago
model
and
go
to
tears
and
try
to
come
up.
If
I
heard
this
correct,
you
try
to
make
the
tears
have
roughly
the
same
amount
of
students,
true
that
kind
of
evens
the
odds
so
to
speak.
If
you're
a
student
in
that
tier
versus,
if
you
had
been
in
a
zip
code
that
may
have
had
higher
a
number,
you
know
higher
or
lower
numbers
of
school-age
students
in
those.
So
I'm
seeing
some
head-nodding
on
that,
so
I
guess
I'm
reading
that
properly.
J
So
I
appreciate
that
you
did
that.
I
also
appreciate
moving
to
census
tracks.
We
heard
a
lot
of
feedback
on
that
last
year
about
you
know.
We
all
know
neighborhoods
in
this
city,
where
you
see
big
socio
socioeconomic
changes,
literally
in
a
block,
and
so
a
zip
code
may
hide
that,
and
I'm
glad
that
you
have
taken
that
approach.
J
One
clarifying
question
to
move
to
the
question
about
the
poverty
schools.
What
assessment
are
you
not
assessment,
but
what
I
guess,
maybe
assessment
or
indicator,
are
you
using?
Is
that
a
desi
standard
or
is
that
you
know
how
will
someone
know
if
their
school
is
50
poverty
or
more.
I
I
think
it's,
if
I
may,
and
then
sullivan
can
chime
in
jesse
does
have
a
list
of
those
schools.
We,
I
believe,
are
looking
at
roughly,
and
this
is
an
approximation
somewhere
between
55
to
60
schools.
I
That
desi
keeps
track
of,
I
think
they're
limited
to
the
public
and
the
charter
schools,
and
it
would
require
us
to
if,
if
this
is
accepted,
to
determine
from
the
school
which
the
student
is
attending,
that
deci
doesn't
have
a
criteria
on
that
would
have
to
determine
it
and
then
have
to
verify
it.
J
Actually,
superintendent,
it
just
dawned
on
me
isn't
that
the
criteria
that's
used
for
title
one
funding
and
typically
even
desi,
would
have
listing.
I
mean
we
went
through
this
a
year
ago
with
the
last
administration
when
they
were
trying
to
give
title
one
funding
to
private
schools,
so
I
think
they
actually.
I
think
they
do
track
that
right.
The
number
one
of
number
of
title
one
eligible
students
in
a
school
is
that
is
that
the
indicator.
C
J
J
Is
that
my
school
right-
and
so
is
my
child
going
to
be
eligible
for
10
points
so
and
then,
if
you
could
just
give
a
little
bit
more
clarity
about
the
assessment,
and
you
said
that
it's
you
know
could
be
done
twice:
it's
the
highest
score,
it's
more
tied
to
curriculum,
I'm
assuming
you're
talking
about
the
map
assessment
of
the
nwea
map
assessment
that
is
used
in
a
lot
of
bps
right
now,.
I
I
C
And
mr
o'neil,
one
of
the
reasons
to
do
assessment
is
simply
when
we
were
first
going
to
change
the
ise.
We
were
forced
with
having
to
change
the
policy
because
it
named
the
isce
test
right.
So
if
there
were
any
change
in
the
assessment
or
if
assessment
business
you
know
went
out
of
business,
we
would
have
to
then
come
forward
for
a
policy
change.
So
by
keeping
it
open,
we
don't
have
to
come
forward
for
a
policy
change.
That's
just
an
administrative
and
operational
decision.
J
And
and
lastly,
I
just
want
to
say
I
will
be
looking
at
the
appendix
and
going
through
the
modeling
data,
including
of
the
100
percent
in
the
80,
20,
etc,
as
as
folks
suggested
tonight.
Thank
you
for
pointing
out
that
that
is
all
in
the
appendix
I
look
forward
to
going
through
it
and
to
hearing
more
feedback,
but
deeply
deeply
appreciative
of
all
the
work
that
has
been
done
on
this
on
a
really
tough
topic.
J
But
I
also
I
close
by
echoing
what
a
number
of
people
have
said
tonight
about
the
incredible
amount
of
attention
being
paid
to
what
is
eleven
hundred
seats
out
of
fifty
plus
thousand
students
and
and
president
sullivan.
You
started
off
your
comments
about
that
as
well,
and
I
echo
that
completely.
So.
I'm
really
appreciative
of
the
other
recommendations
that
were
made
as
well,
particularly
about
four
to
sixth
grade
across
our
entire
district
and
I'm
sure
under
chair
robinson's
leadership.
J
The
early
education
expert
that
she
is
she'll
want
to
expand
that,
to
you
know,
pre-k
to
three
as
well.
So
I
really
appreciate
the
thoughtfulness
of
the
rest
of
those
recommendations
as
well.
I
J
I
Just
one
one
clarification,
mr
o'neill,
the
the
simulations
are
not
in
the
appendix
but
miss
hogan
has
access
to
all
of
that
and
certainly
we've
seen
it
and
it
is
readily
available
and
then
finally
an
editorial.
I
echo
what
both
you
and
ms
sullivan
have
said
about.
Let's
start
focusing
on
the
rest
of
the
district,
absolutely.
L
I
want
to
click,
thank
you
for
all
the
work
you
guys
put
in
throughout
these
weeks
and
days
and
hours
of
just
sitting
and
talking
about
this
important
topic.
So
I
just
have
a
quick
questions.
So
the
first
one
is:
why
did
you
use
cali
as
an
example
out
of
all
of
like
the
like
school
systems
nationwide?
Why
did
you
choose
california?
L
B
So
a
point
of
clarification:
it
was
the
the
district
that
the
district
model
that
most
closely
aligns
with
what
we
are
presenting
relative
to
the
the
ses
tiers
is
chicago,
although
we
did
look
at
schools
in
california
and
in
michigan
and-
and
I
think
virginia
a
few
other
in
new
york,
where
we
land
it
was
with
a
model
that
more
closely
aligns
with
with
chicago
illinois.
L
My
second
question
was:
what
exactly
do
the
points
represent?
Is
there
like
a
max
total
of
points
that
students
can
receive,
or
just
like,
I'm
going
to
run.
I
The
I'd
have
to
refer
to
miss
hogan
on
that
one.
B
L
B
L
B
Yeah
excellent
question,
and
so
what
would
happen?
Is
you
have
the
grades
in
the
assessment
and
there'd
be
a
score,
a
composite
score
that
a
student
would
receive
and
then,
if
a
student
falls
into
one
of
the
two
categories
I
just
described,
they
would
receive
on
top
of
that
composite
score,
an
additional
10
points
or
an
additional
15
points.
B
The
effect
of
that
is
because
we're
doing
straight,
ranking
right
in
order
to
select
the
seats.
The
effect
of
that
is
to
provide
students,
as
mr
condom
pastas
outlined,
who
might
who
may
have
experienced
significant
mobility,
may
not
have
access
to
significant
resources
to
give
them
an
opportunity
to
to
put
them
in
a
position
where
they
have
an
opportunity
to
access
these
schools,
so
that
is.
That
is
indeed
the
intention
and
specifically
related
to
our
lower
income,
most
vulnerable
students.
I
And
particularly
if
that
student,
via
the
assessment,
has
shown
a
terrific
result,
so
it's
really
to
to,
as
ms
sullivan
has
suggested,
to
increase
the
possibility
that
that
student
would
rise.
L
M
L
D
All
righty,
thank
you.
I
have
a
question
that
sort
of
follows
up
on
what
ms
mercer's
question
is
about
again
understanding
the
points,
and
can
you
just
give
us
a
scenario
of
you
know,
I'm
a
student.
I
did
pretty
well
on
the
test
and
I
have
an
a
minus
average,
but
I
am
indeed
sf
care.
D
B
B
B
All
of
the
students
who
are
if
you're
using
the
2080
all
of
the
students
are
ranked
okay
and
the
first
20
of
seats
in
each
of
the
exam
schools
would
be
allocated
based
on
that
straight
rank
all
of
the
kids.
So
if
you
are
the
top
ranking
student
city-wide,
you
would
have
the
opportunity
to
select
your
seat
first.
B
Okay,
the
impact
of
that
in
the
tears
once
you
get
to
the
socioeconomic
bands,
it's
relatively
for
the
dcf
homeless
and
bha
will
be
relatively
insignificant,
where
it
will
make
a
difference,
would
be
for
the
student
who
attends
a
high
poverty
school
who
finds
themselves
in
a
band
that
has
that
is
of
a
higher
socioeconomic
tier
there
again
within
that
higher
socioeconomic
tier,
the
student
who's
attending
a
high
poverty
school
would
have
the
opportunity
to
have
that
that
bump.
G
D
B
That
is
great,
and
it
reminds
me
that
we
have
another.
Thank
you
and
that
is
to
the
vpda.
B
The
bpda
provided
a
lot
of
support
to
the
team
to
ms
hogan
and
helping
us
do
some
of
the
modeling.
So
I
to
answer
that
question.
I
wanna
turn
it
over
to
miss
hogan,
because
we
have
a
thought
for
that.
N
Thank
you,
so
we've
actually
already
begun
discussions
of
how
we'll
build
out
a
web
tool
where
you
can
come
in
and
enter
your
address
and
it'll
return.
N
E
N
I
believe
it
was
mr
o'neill's
question
of
how
you
know
if
you
attend
one
of
those
schools
or
not
chicago,
actually
has
a
very
nice
web
tool
that
allows
families
to
enter
in
different
information
to
better
understand
the
process,
and
so
we
had.
I
had
a
conversation
with
our
partners
at
bpda
this
morning,
actually
about
what
that
might
look
like
and
how
how
they
can
support
us
and
making
sure
that
that
information
is
accessible
to
families.
D
Again
would
like
to
understand
how
it
actually
plays
out,
so
I
guess
my
last
question
in
this
round
will
go
to
grades.
We
know
grades
of
subjective,
we
know
there's
been
great
inflation.
We
know
that
some
people
grade
harder,
and
so
you
know
one
teacher
is
holding
back
an
a
if
you're,
not
a
full
grade
level
above
grade
level.
Another
school
has
a
pluses.
I
Let
me
let
me
try
to
take
a
stab
at
this
number
one.
The
there
always
will
be,
unfortunately,
that
kind
of
problem
that
exists
in
terms
of
great
inflation
or
whatever.
I
I
Over
time,
if
the
recommendation
around
the
accelerated
program
grades,
four
to
six
takes
place,
we're
hopeful
that,
by
doing
that,
you
will
have
an
even
better
representation
in
the
applicant
pool
the
intent
here
is
you
know
we
recognize,
I
think,
as
a
task
force.
If
we
were
going
to
use
grades
and
we
were
going
to
equate
them
to
70
percent.
I
We're
not
we're
not
going
to
address
the
issue
that
you've
raised,
ms
robinson,
because
it
is
a
real
issue,
and
so
the
only
way
we
can
try
to
deal
with
that,
in
my
opinion,
is
to
ensure
that
a
the
grading
mechanism
is
more
favorable.
If
you
will
to
bbs
students
and
that
we
strive
to
improve
the
number
of
students
that
are
identified,
you
know
early
on
and
to
provide
them
with
the.
I
I
M
D
No
thank
you.
No
I
I
agree.
I
know
that
it's
hard,
but
just
again
wanting
to
make
sure
we're
doing
our
due
diligence
and
making
sure
that
an
a
as
you
say,
really
is
an
a
and
people
who
are
doing
a
work
are
being
acknowledged
for
that.
D
I
want
to
thank
you
all
for
this
amazing
journey
that
you've
been
on
the
60
60-plus
hours,
and
you
know
I've
said
this
to
both
of
you
before
I
hope
at
some
point
we
could
spend
60
hours
talking
about
the
mckinley
schools
60
hours,
talking
about
madison
park,
60
hours,
talking
about
all
the
other
120
plus
schools
and
50
000
kids,
that
we
have
personally,
I
hope,
any
kind
of
extras
that
we
are
going
to
afford
to
students
on
the
track
for
exam
schools
in
grades
four,
five
and
six.
D
We
will
look
hard
in
making
sure
every
single
student
has
those
same
kind
of
options,
and
yes,
as
an
early
childhood
person,
I'm
I'm
looking
back
at
you
know
our
babies
and
particularly
as
we
have
pre-k
coming
in
and
looking
at
language
issues,
and
you
know
our
early
literacy
issues
that
we're
sending
notice
back
to
the
early
childhood
classes
that
you
know
it's
up
to
us
to
really
make
sure
our
kids
have
that
beginning
foundation,
so
that
you
know
no
grade
level.
Can
sleep
on
this
one.
D
I
think
everybody
has
got
to
ask
themselves.
What
are
we
doing
to
make
sure
all
of
our
kids
have
the
best
opportunities
forward
and
that
we
can
be
very
happy
to
see
more
of
our
own
students
actually
taking
place
in
these
classrooms
because
of
the
merit,
because
we
know
they
have
the
ability
it's
up
to
us,
it's
up
to
the
adults
to
really
understand
it's
their
role
to
make
sure
our
kids
have
it.
D
So
what
I
want
to
say
is
that
we
will
be
hosting
another
listening
session
to
receive
feedback
on
the
exam,
school's
admission
recommendations
next
wednesday
july
7th
at
5
pm
on
zoom.
The
meeting
link
will
be
posted
on
the
committee's
webpage
and
on
the
district's
calendar
and
all
are
welcome
and
again.
Thank
you
all
for
this
incredible
hard
work
thanks.
D
Our
final
report
this
evening
is
an
esser
funding
update
at
this
time.
I'd
like
to
invite,
I
don't
know
who's
going
to
present
the
update,
but
I'll
first
invite
the
superintendent
to
give
her
opening
remarks.
I
believe
it's
eva
mitchell
who's
going
to
give
the
update
that
is
correct.
K
C
Thank
you,
madam
chair,
ms
ava
mitchell
is
here
with
us
today
to
present
a
preliminary
look
at
what
we've
been
hearing
from
the
public
over
these
past
couple
of
months.
In
regard
to
the
anticipated
400
million
dollars
that
boston
public
schools
will
be
receiving,
we
have
had
a
very
public
process
that
has
been
quite
iterative
over
the
past.
Well,
eight
weeks
since
the
beginning
of
may,
and
we
have
been
oh,
we
really
actually
began
in
march
with
the
wiki
wisdom
that
we
did.
C
It
was
a
way
to
gauge
employee
input
into
what
they
would
want
to
spend
the
funding
on,
and
we
have
been
using
that
and
we
did
that
in
collaboration
with
our
btu
and
then
we
initiated
our
community
engagement
sessions
and
stakeholder
sessions,
as
well
as
our
commission
of
external
partners,
but
also
it
has
on
it.
Rep
our
chairs
of
the
dlac,
the
sped
pack,
and
also
our
ell
or
our
citywide
parent
council,
and
then
btu
members
and
ms
abba
mitchell,
will
share
that
with
you.
C
O
O
Those
funds
have
been
spent
or
encumbered
to
cover
all
the
costs
associated
with
responding
to
the
covet
19
pandemic,
purchasing
chromebooks
instructional
technologies,
responding
to
health
and
safety
needs,
ventilation,
hvac,
ppe
and
so
on.
We
are
now
planning
for
esser,
2
and
sr3,
which
together
total
400
million
for
this
upcoming
school
year.
We
are
focusing
most
heavily
on
investments
that
will
support
students
returning
better
than
we
could
plan
for
under
prior
budget
limitations
and
recover
in
ways
that
accelerate
progress
not
just
to
pre-pandemic
levels,
but
with
the
north
star
goal
of
closing.
O
Historically
persistent
opportunity
achievement
gaps
school
year,
22
23,
we
remain
focused
on
recovering,
but
lean
in
on
reimagined
bps
efforts.
In
the
last
year
of
escrow
funding
2023-2024,
we
will
focus
on
solidifying
lessons
learned
as
we
work
to
accelerate
learning,
progress
and
reimagine
for
sustainable
and
regenerative
improvements.
Even
after
the
esser
funding
cliff,
the
funding
will
be
spent
by
september
30th
2024.
So
it
brings
us
out
through
the
summer
of
that
final
year
and
at
the
beginning
of
the
next
school
year.
O
O
So
that's
why
I
show
you
on
this
slide
that
the
engagement
timeline
really
began
in
with
the
100
day,
tour
that
led
to
the
bps
strategic
plan.
So
engagements
in
form
of
the
esser
plan
also
included
meetings
hosted
during
the
pandemic.
Our
100
day,
reopening
tour
that
led
to
the
bps
reopening
plan
build.
O
O
O
We
are
using
this
qualitative
and
quantitative
data
to
inform
internal
planning
capacity,
building
and
proposal
development
review
based
on
high
standards
next
stage
on
july
8
begins
our
grant
plan
phase.
That's
when
we'll
be
releasing
our
draft
esther
plan
for
public
comment
and
that
public
comment
will
lead
to
an
iteration
of
the
draft
and
the
plan
and
the
feedback
will
inform
the
initial
grant
submission
to
deci
on
july,
the
30th
and
iterative
amendments
that
will
proceed
after
that.
O
I
have
been
at
most
of
the
meetings
on
presented
at
the
meetings
on
this
list
and
continue
to
engage
in
other
engagements
with
the
community
and
in
addition
to
all
these
stakeholder
meetings
with
families,
educators,
students,
school
leaders,
partners,
bps
task
forces,
faith-based
and
civil
rights
groups
listed
here.
The
superintendent
also
convened
an
esser
commission
consisting
of
stakeholders
from
each
of
the
group
side.
Just.
O
All
of
these
partners
will
be
needed
to
ensure
collective
capacity
to
support
and
sustain
our
accelerated
improvement.
We
thank
school
committee,
chair
robinson
for
also
serving
on
the
esser
commission.
The
body
meets
tomorrow
july,
1
and
concludes
on
july,
8th,
with
the
release
of
the
esser
plan
for
public
comment.
O
Based
on
these
recommendations
for
many
stakeholders,
we
are
planning
to
disperse
right
now:
sr2
funds,
123
million
in
four
categories
50,
or
about
60
million.
We
plan
to
a
lot
directly
to
schools,
so
they
can
make
investments
aligned
to
their
individual
school
plans,
responding
to
the
needs
of
their
unique
school
communities,
10
percent
about
12
million.
O
O
We
are
now
considering
how
to
provide
an
additional
deployment
of
resources
to
school
students
that
provides
additional
funding
for
students
with
each
within
each
identified
categories
that
have
differentiated
needs.
For
example,
some
disabilities
take
more
and
different
resources
to
serve
well.
Another
example
would
be
that
students
experiencing
poverty
who
are
also
homeless
have
even
greater
needs
for
security,
stability
and
support
for
their
families
and
themselves.
O
We
are
formulating
and
triangulating
our
esser
funded
internal
proposals
based
on
a
firm
understanding
of
both
the
context
of
bps
through
looking
carefully
at
local
evaluations
in
data
and
surveys,
and
also
evidence-based
research
practices.
So
this
is
just
among
a
few.
It
includes
such
reports
provide
provided
by
desti
usdoe,
what
works
clearing
house
and
the
council
of
great
city
schools,
which
also
put
out
a
guidance.
O
Thank
you
to
the
efforts
of
school
committee
chair
outgoing
chair
of
cgss
and
school
committee,
member
michael
o'neill.
O
Now
what
we
learned
and
what
we
already
knew
that
was
reconfirmed,
is
that
the
instructional
core
is
at
the
is
pivotal
for,
as
as
I
to
to
move
as
identified
by
the
research
and
that's
what
is
at
the
center
of
central
office
investments
and
also
the
way
that
we
are
guiding
schools
to
submit
their
funding
proposals.
O
O
You'll.
Note
that
the
district
employed
investments
from
central
office
to
schools
will
be
filling
up.
The
buckets
in
the
social,
emotional
and
academics
category
to
a
great
degree,
however,
it
leaves
room
for
schools
to
make
decisions
based
on
the
needs
of
their
individual
students,
as
identified
by
data
and
feedback
from
their
equity.
Roundtables
most
of
the
investments
and
facilities
will
come
in
their
buildings
will
come
straight
from
the
central
office.
O
Next,
we
turn
to
the
investment
areas
that
represent
the
district-wide
focus,
so
this
is
the
36
million
or
approximately
30
percent
of
the
s
or
2
funds
that
we
spoke
of
earlier
from
year,
1
funding,
so
the
district
focused
areas
are
represented
by
the
circle,
to
the
right
and
to
the
left.
You
see
examples
of
proposed
high
leverage
investments
for
each
of
these
categories,
so,
as
a
form
mentioned
based
on
the
research
at
the
center
of
this,
is
the
instructional
core.
O
Multilingual
learners
and
students
with
disabilities
are
addressed
in
the
instructional
core,
but
also
need
additional
supports
that
we
have
identified,
and
to
that
end
we
are
refining
internal
proposals
and
plans.
Even
as
I
speak
here
tonight
or
well,
at
least
in
the
morning
when
the
workday
officially
begins.
O
Second,
our
sustainability
planning
has
already
begun.
Our
proposals
have
identified
any
potential
ongoing
costs,
and
that
is
factored
in
decision
making.
We
will
use
the
evaluations
of
esser
funded
activities
to
revisit,
reassess
and
reimagine
how
we
will
spend
all
of
our
financial
and
other
resources.
This
will
enable
us
to
reimagine
outdated
funding
assumptions
that
have
exacerbated
inequities.
O
D
Just
realized
it
wasn't
unmuted.
I
just
want
to
say
thank
you,
ms
mitchell,
for
that
update
and
thank
you
for
leading
this
important
public
engagement
process.
I've
been
at
many
of
these
meetings
and
weeks
by
week.
It's
just
been
wonderful
to
see
the
progress
to
see
and
hear
where
the
various
voices
and
their
concerns
have
been
addressed
and
how
we
continue
to
move
forward
to
getting
to
a
place
where
we
really
will
be
able
to
support
our
schools
and
in
ways
they've
not
felt
supported
in
the
past.
D
So
thank
you
for
you
and
your
team's
effort
at
this
point.
I
want
to
open
it
up
for
the
committee
for
questions
and
comments
and
again
remembering
if
you
can
limit
it
to
one
or
two
questions
so
that
ava
can
respond
and
we'll
do
a
second
round
if
we
need
be
so,
please
raise
your
hands
virtually,
so
I
can
see
where
we
can
begin
all
right.
Mr
de
arujo.
E
Thank
you,
madam
chair.
Thank
you
miss
mitchell
for
the
presentation.
First,
a
comment.
It
was
great
to
see
the
overview
of
the
risk
management
section
and
also
to
hear
earlier
today
about
the
building
of
that
team.
So
that
was
excellent
and
very
good
to
hear
that
I
I
may
have
missed
this,
I'm
just
looking
through
the
presentation
at
what
point
does
the
school
committee,
so
I
know
I
understand
the
30-day
review
period,
which
is
excellent.
C
I
think
it's
july
21st,
but
then
we
were
working
with
the
dates
a
little
bit
at
the
end
of
the
month,
because
of
is
it
going
to
be
august
4th?
Is
it
august
4th
now
we're
just
getting
financial
approval
from
the
school
committee
members
on
the
dates
that
they're
able
to
attend
this
summer,
as
typically
we
don't
meet
in
the
summer
months,
and
so
we're
just
trying
to
get
that
final
date,
but
we'll
make
sure
we
get
that
out
and
make
it
more
public.
C
It
was
originally
july
21st,
but
I
think
that
that
date
is
changing
because
we
needed
to
change
the
exam
school
vote
date
and
you
know
so
that
we
could
have
the
other
public
meetings
for
that.
So
we
still
haven't
finalized
the
the
meeting
at
the
end
of
the
month.
E
J
D
J
Believe
in
the
planning
july,
14th
we're
having
a
meeting
which
will
be
the
exam
school
vote,
and
I
thought
we
were
going
to
receive
an
updated
presentation
at
that
point
and
then
I
believe
the
chair
was
trying
to
schedule
a
meeting
on
august
4th
to
then
the
final
vote
for
the
vote
on
it.
Yes,.
A
C
D
Thank
you,
dean
coleman.
F
Thank
you.
Thank
you.
You
know
that
the
I
just
want
to
take
this
opportunity
to
you
know.
I
think
one
of
our
challenges,
one
of
the
big
challenges
in
system
change
is
always
letting
people
know
when
you're
listening
and
responding
and
articulating
the
narrative
articulating
clearly
how
how
we
are
engaging
in
and
going
through
what
we
say.
So
I
just
wanted
to
say
a
couple
of
things
about
the
the
chief
mitchell's
report
tonight
is
that
it
started
with
one
of
the
big
complaints
that
we've
been
hearing
for
the
whole
time.
F
I've
been
involved
is
that
we
don't
listen
to
the
community.
We,
the
bps,
goes
into
some
star
chamber,
develops
a
plan
and
then
comes
out
and
imposes
it
in
the
world,
and
quite
evidently,
this
idea,
the
problem.
The
issue
started
with
community
engagement,
broad
number
of
community
organizations
that
were
opportunity
to
speak.
You
know
engagements
now,
reversing
a
theory
of
bps
behavior,
that's
remarkable
and
very
important.
I
just
want
to
call
that
out
and
start
with
the
community
engagement
and
then
that's
remained
as
an
iterative
process.
F
The
second
criticism
is
that
it
tends
to
be
the
leaders,
pet
peeves
or
particular
peculiars,
the
things
that
are
that
drive
it
and,
as
chief
mitchell
pointed
out,
there's
a
real
investment
in
looking
for.
What's
the
evidence-based,
the
research-based
work
that
is
appropriate
for
this
conversation
and
as
she
called
me
out
on
this
thinking
about
how
do
you
implement
that
with
fidelity
in
a
local
context?
F
And
what
is
that
demand
and
using
these
funds
to
rethink
how
we're
going
to
provide
the
support
to
the
district
and
schools
so
that
they
can
experiment
they
can
try
something
out
and
change
their
behavior
relationship
to
and
making
that
okay
part
of
the
culture
that
we
can
we
contempt
if
it
doesn't
work,
we'll,
listen
to
our
dad
and
we'll
change
and
then,
finally,
to
look
at.
You
know
the
building,
and
I
think
that
several
of
us
have
articulated
the
concern.
F
You
know
vice
chair
o'neill
around
the
audit
member,
mr
de
rojo,
about
you
know
how
do
we
track
audit?
Having
listened
and
said,
okay,
we're
going
to
build
this
in
from
the
beginning,
we're
not
just
going
to
say
nice,
nice
nights,
we'll
give
you
an
accountability,
no
we're
going
to
build
in
the
structure.
So
I
just
want
to
articulate
very
clearly
that
this
presentation
demonstrates
the
type
of
things
we've
been
asking
the
district
to
move
to
for
a
long
time
and
they're
clearly
evidence.
F
I
want
to
thank
you,
chief
mitchell
for
representing
the
not
only
the
high
level
of
working
engagement
that
you're
doing,
but
also
how
you
you
represent
listening
to
the
expectations
of
this
committee
and
the
community,
so
that
was
just
I
just
want
to.
I
don't
want
to
miss
this
opportunity
to
say
with
the
gap
between
where
we
want
to
be,
which
is
much
further
along
than
we
are.
We
also
have
to
recognize
that
the
positive
steps
were
taken
to
get
there,
and
this
report
represents
that
to
me.
J
Thank
you,
madam
chair,
and
and
thank
you,
miss
mitchell
for
the
superintendent
for
the
presentation
tonight.
I
like
how
I
see
this
as
forming,
obviously
the
devil's,
always
in
the
details.
You
know
when
we
get
to
specifics
of
what
the
what
the
spending
will
be.
I'm
going
to
be
particularly
intrigued
by
this
spending
at
the
school
level.
I
appreciate
you
hearing
and
and
honoring
the
quest
of
school
leaders.
J
I
think
that's
important,
but
I'll,
be
very
intrigued
in
how
they
spend,
because
my
biggest
fear
on
this
and
and
I
really
appreciate
the
federal
government's
providing
this
money
and
that
we're
aiming
it
for
students
who
are
populations
that
were
disproportionately
impacted
because
of
covert,
and
you
know
we
are
trying
to
recover
learning
loss
for
those
students
and
going
to
be
really
interested.
How
schools
do
that
and
do
not
create
funding
clips.
J
That's
going
to
be
really
hard,
so
they're
going
to
be
putting
it
towards
tutoring
services
or
those
type
of
things
that
are
a
little
bit
different
from
something
that
you
know
not
forgetting
that
this
is
one-time
funding.
Even
though
it's
over
three
years,
it's
in
effect,
one-time
funding
and
I've
been
down
this
road
before
with
the
district,
when
we
received
one-time
bumps
and
then
all
sudden
boom
it's
gone,
and
now
we're
stuck
and
we
have
to
make
severe
cuts
which
just
exasperates
the
learning
loss
and
the
inequities
to
our
students.
J
As
this
school
board
passed,
a
school
committee
passed
a
internal
audit
policy
about
a
year
and
a
half
ago,
including
putting
an
internal
order
in
place,
and
so
I
share
mr
diarruzio's
pleasure
at
seeing
that
some
of
the
initial
steps
have
been
taken
on
this
and
look
forward
to
seeing
that
more
robust
as
well,
because
it
is
very
clear
congress
has
made
it
clear.
The
department
of
ed
has
made
it
clear
and
jesse
has
made
it
clear
that
almost
be
careful
what
you
wish
for.
J
But
if
we
misspend
ten
thousand
dollars
on
this,
it
will
wipe
away
a
lot
of
goodwill
from
spending
400
million
dollars.
So
we
have
to
be.
There
was
a
lot
of
eyes
on
us,
including
congress,
who
wants
to
see
the
results
of
what
the
impact
is
for
our
youth,
and
so
I'm
right
there
with
dr
coleman
of
accountability
and
data,
and
you
know,
inspect
what
we
expect
expect
so
yeah.
J
I'm
encouraged
by
this
first
presentation
to
us
tonight
and
I'm
looking
forward
to
the
details
and
then,
when
we,
you
know,
are
involved
in
the
approval
of
it
as
well.
K
Thank
you,
mr
o'neill.
Just
one
brief.
C
Comment
to
respond
to
the
risk
management
office.
You
know
we
plan
on
that
being
for
individuals.
You
know
this
is
something
that
I've
been
wanting
to
bring
to
the
district
for
quite
a
while.
You
know,
given
my
background
and
monitoring
and
how
important
it
is.
You
know
we
have
a
1.4
billion
dollar
budget
and
just
having
oversight
and
controls
is
really
important,
and
the
school
committee
rightly
was
looking
at
that
auditing
function,
which
will
be
part
of
this
office.
C
Secondly,
as
we
think
about
sustainability,
you
know
we're
in
a
very
fortunate
position
in
boston.
I
want
to
first
thank
the
city
councilors
today
for
their
support
of
the
bps
budget
and
the
second
year,
investment
of
the
100
million
dollars
that
former
mayor
wall
chanel
mayor
janie,
has
put
into
the
bps
budget
in
order
for
us
to
move
our
strategic
plan
forward.
C
That
is
absolutely
critical,
as
we
think
about
sustainability,
because,
unlike
so
many
of
our
other
districts
across
the
nation,
we
didn't
have
to
fill
back
with
these
funds
because
the
city
stepped
in
and
supported
our
kids.
So
I'm
so
grateful
for
that
with
the
emergency
response
and
the
public.
As
well
with
the
philanthropic
and
the
resiliency
fund,
and
so
many
of
our
partners-
and
we
have
the
addition
of
the
fy23
budget,
that
will
be
now
informed
by
this
400
million
in
esser
for
sustainability.
C
Realizing
that
there
will
be
some
staffing
positions
that
are
necessary
for
full
recovery,
but
all
of
those
will
have
to
be
approved
by
their
school
superintendent
or
by
we'll
put
out
a
menu
of
options
that
won't
need
to
be
approved
so
that
they
can
get
the
money
out
the
door
much
quicker,
because
these
are
things
that
we
have
already
reviewed
and
know
are
evidence-based
and
they
can
spend
their
funding
on.
Second.
C
And
how
do
you
think
more
strategically
about
the
title
budget
that
you
have
already
coming
in
to
think
in
terms
of
future
years,
where
you
might
have
to
use
some
of
that
to
continue
some
of
the
effort
that
you've
done
now
so
asking
them
to
think
about
budgeting
in
a
much
more
intentional
and
deliberate
way
with
these
funds,
as
they
braid
and
blend,
and
as
we
move
forward
around
sustainability,
we'll
be
looking
at
that
and
they'll
be
expected
to
explain
how
they
sustain
this
effort.
So
thank
you.
J
Thanks
superintendent,
greg
karmans-
and
I
do
want
to
point
out
since
you
talked
about
the
the
byte
administration,
proposing
a
substantial
increase
in
title.
One.
We're
obviously
deeply
disappointed
that
in
the
potential
infrastructure
deal
the
bipartisan
one
that
schools
were
not
included,
we
were
so
close
in
having
schools
included
in
infrastructure.
J
It's
not
in
the
bipartisan
proposal.
It
would
be
back
in
the
potentially
tandem
proposal
of
larger
spending,
but
it
did
hurt
because
we
were
almost
there
and
having
an
infrastructure
bill
with
schools
included
and
that
obviously
would
have
benefit
our
facilities
quite
a
bit.
C
I
share
your
incredible
disappointment
in
that,
and
I
hope
that
people
will
help
to
get
that
out,
because
our
urban
schools
across
this
nation
are
in
a
world
of
hurt
and
need
hvac
systems.
Climate
change
isn't
going
away,
we
need
to
have
windows
and
gymnasiums
and
our
old
buildings
and
cafeterias
and
science
labs,
and
all
of
these
things
that
are
often
in
our
suburban
schools
and,
I
think,
also
our
rural
schools.
I
know
that's
not
here
in
boston,
but
you
know
we
need
to.
C
We
need
to
be
thinking
about
that,
and
I
certainly
hope
that
they'll
shift
course
on
that
proposal.
D
Thank
you
before
we
move
on.
I
just
wanted
to
check
mr
tron.
Did
you
have
any
comments?
Nope
you're?
Fine!
Thank
you.
Thank
you.
Miss
mitchell.
I
don't
have
any
more
comments
for
tonight.
I
just
want
to
echo
mr
o'neal's
anticipation
on
getting
more
detail
of
what
schools
will
be
spending
on
and
with
that
I
look
forward
to
seeing
you
tomorrow
afternoon
again.
Thank
you
very
much.
We'll
now
move
on
to
public
comment
on
reports.
Ms
sullivan.
M
P
P
P
To
quote
professor
randall
kennedy
of
the
harvard
law.
School
quote:
white
innocent
of
racial
wrongdoing
remained
the
beneficiaries
of
it
to
the
extent
that
they
profit,
albeit
involuntarily,
from
historically
embedded
racial
inheritances
and
the
many
privileges
that
accrue
with
the
mere
status
of
being
white
in
a
society
that
remains
to
a
large
extent,
a
white
oriented
pigmentocracy
kennedy
goes
on
to
demonstrate
that
many
vociferous
whites
who
opposed
redistributive
reform
at
the
university
context
would
not
have
been
admitted
to
selective
schools.
P
Beware
that
the
politics
playing
out
in
the
context
of
boston's
selective
high
schools
is
an
attempt
to
set
boston
backwards,
not
forwards
towards
justice
and
fairness
as
an
access
to
justice.
Fellow,
a
civil
rights
attorney
as
a
former
government
official,
I
appeal
to
you
as
policy
makers
for
our
city
school
system
to
stay
laser
focused
on
the
common
good
and
the
benefits
of
diverse
and
inclusive
schooling
for
all
students,
the
future
of
our
citizenry
and
the
future
of
our
democracy.
P
D
D
You
is
there
any
new
business.
L
So
good
night,
everyone
so
for
the
new
business
that
I
have
is.
I
just
wanted
to
bring
up
this
topic
for
the
student
vote
and
stipend
for
the
student
rep
on
school
committee,
so
hopefully
in
the
near
future,
we
can
go
into
a
more
in-depth
discussion
about
this
concern
and
hear
questions
and
comments
from
the
community.
I
just
wanted
to
stress
the
importance
of
this
issue
and
bring
it
up
to
get
the
conversation,
sorry
and
bringing
up
to
get
the
conversation
going
and
minds
as
well.
Thank
you.