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From YouTube: Exam School Admissions Task Force Meeting 5-4-21
Description
Exam School Admissions Task Force Meeting 5-4-21
B
C
A
B
President,
thank
you
miss
parvix.
We
are
pleased
to
be
offering
live,
simultaneous
interpretation
this
evening
in
spanish,
haitian
creole,
cape
verdean,
portuguese,
cantonese,
mandarin,
vietnamese,
somali,
arabic
and
american
sign
language.
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
B
E
B
F
Yes,
I'm
right
here
good
afternoon.
My
name
is
interpreter
for.
B
F
B
G
H
B
J
B
Thank
you
for
assisting
us
this
evening
and
welcome
before
I
go
any
further
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
this
evening
to
assist
our
interpreters
in
their
very
important
responsibility,
we'll
move
on
now
to
the
approval
of
minutes
from
the
april
27
2021
meeting
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
as
presented.
B
F
K
L
L
M
B
B
Thank
you
moving
on,
if
I
may,
on
the
agenda.
B
This
is
a
pretty
important
session
in
terms
of
reviewing
some
of
the
concerns
that
have
come
up
in
previous
task
force
meetings,
we're
pleased
to
have
with
us
this
evening,
representatives
from
nwea
to
give
us
an
overview
of
the
map,
growth
assessment,
which
the
district
has
approved
and
without
further
ado.
I
trust
that
all
of
you
receive
the
email
to
have
your
questions
ready,
I
hope
you've
all
complied,
but
in
any
case,
I'd
like
to
move
on
by
introducing
from
nwea
chris
minnick
chris.
If
you
would
please.
N
Great,
thank
you,
mr
compasses.
I
hope
I
got
your
name
right.
I
appreciate
that,
and
I
just
wanted
to
thank
the
committee
for
their
work
on
this
topic.
I
think
it's
some
of
the
most
important
and
obviously
controversial
work
that
we
see,
and
so
I
appreciate
the
committee
caring
enough
and
asking
us
to
to
come
talk.
So
I'm
the
the
ceo
of
nwa
we're
a
non-profit
organization
that
works
in
about
25
percent
of
the
schools
in
the
united
states.
We
have
international
schools
as
well.
N
We
assess
about
12
million
students
every
year
and
we
work
with
teachers
across
the
country
to
use
that
data
to
improve
the
instruction
and
help
students
with
what
they,
what
they're
doing
in
the
classroom
across
the
country.
Most
of
our
work
is
not
related
to
being
a
high
school
entrance
exam.
Most
of
our
work
is
related
to
kindergarten
through
high
school,
giving
assessments
that
help
students
understand
where
they
are
and
then
move
forward
from
that
point.
N
Okay,
one
of
the
things
that
many
districts
use
us
for,
though,
is
to
see
the
amount
of
growth
that
students
are
making
in
order
to
make
sure
that
they
are
placed
in
a
in
programs
that
they
can
be
successful
in,
and
so
we
responded
to
an
rfp
last
year
from
the
boston
public
schools
about
our
map
growth
assessment.
It
is
something
that's
used
in
the
boston
public
schools
already
where
we're
proud
to
be
partnering
with
boston,
and
it
is
an
assessment
that
measures
the
amount
of
growth
a
student
is
making
over
time.
N
So
I
think
the
important
part
for
your
deliberations
is
as
if
you
are
going
to
use
academics
as
part
of
the
criteria
using
an
assessment
like
this
is
one
way
to
ensure
that
students
have
the
ability
to
show
that
they
can
be
successful
in
the
environments
that
they're
going
to
be
placed
in
now
and
understand
that
there
was
a
lot
of
conversation
about
bias
and
things
like
that
in
in
the
assessment.
So
I
want
to
directly
address
that
and
we're
happy
to
take
questions
about
it.
N
I'm
sure
you
you
do
have
questions
the
the
written
response
we
provided
to.
You
has
the
details
about
what
we
do
regarding
bias
and
I
would
say
we
are
at
the
top
of
the
industry
in
terms
of
using
the
information
we
have
to
mitigate
that
bias.
In
our
assessment,
the
system
itself
has
bias
in
it
as
well,
and
so
what
we
would
also
say
is
that
how
you
use
this
information
can
can
create
bias
as
well.
N
I
also
wanted
to
make
sure
you
understood
that
we
bid
on
this,
because
we
wanted
a
different
system.
We
wanted.
We
don't
believe
our
assessment
should
be
used
as
the
only
measure
or
even
the
predominant
measure
in
any
admissions
decision.
However,
we
do
believe
we
could
partner
with
the
school
district
to
create
a
more
fair
system
and
that's
why
we
want
to
be
part
of
this
process,
so,
okay,
slow
down.
Thank
you.
Sorry.
I
will.
I
will
I'll
back
it
off
a
little
bit.
N
Sorry
guys,
if
it's,
if
it
feels
a
bit
choppy
I'll,
try
to
try
to
slow
down
a
little
bit.
I
also
just
want
to
just
level
set
with
you
that
there
is
no
assessment
out
there.
That
will
would
solve
your
entire
problem
right.
There's,
no
assessment!
That
would
give
you
the
academic
justification
for
entrance
into
any
of
these
schools.
N
So
what
we
would
hope
that
you
would
develop
is
a
system
that
includes
academic
assessment
but
does
not
make
it
the
predominant
measure
and
includes
a
lot
of
other
features
as
part
of
that,
because
you
can
mitigate
bias
as
you
sort
of
broaden
the
amount
of
measures
that
are
part
of
the
system,
and
I'm
sure
you
have
lots
of
questions
for
me
about
that.
So
I
will
I
will
pause
for
a
second.
I
do
want
to
introduce
our
team,
because
I
think
our
team
may
be
answering
some
of
your
questions
so
team.
N
If
you
could
come
off
of
turn
on
your.
B
I
N
N
Fred
mcdaniel
is
our
head
of
our
psychometrics
and
in
our
content
solutions.
So
if
there
are
technical
questions,
you
may
respond
to
those
and
finally
beth
tarasawa,
who
is
our
executive
vice
president
over
our
research
division,
when
one
of
the
places
that
we
do
a
lot
of
our,
we
do
a
lot
of
research
for
the
country
on
on
bias
and
on
things
like
that
and
our
assessment.
N
She
may
be
responding
to
some
of
those
questions
so
with
that
I
will
try
to
slow
down
a
little
bit,
but
I
do
want
to
turn
it
over
to
whoever
would
lead
the
question
and
answer
session
here,
because
I'm
we're
primarily
here
to
respond
to
questions
from
you.
So
thank
you
for
your
time.
I
very
much
appreciate
it
and
look
forward
to
the
questions.
B
Mute,
ms
sullivan,
would
you
take
over
this
section
and
I'd
ask
the
panelists
to
simply
who
have
a
question
to
raise
their
hand
and
ms
sullivan
it's
all
yours.
O
Great
thank
you
chris
and
team
for
being
here
with
us.
We're
going
to
begin
with
mr
acevedo.
C
Well,
chris,
thank
you
and
your
team.
I'm
either
going
to
exasperate
you
with
a
very
simple
basic
brush.
C
Or
you
know
or
pitch
you
a
soft
ball,
but
I
appreciate
the
fact
that
we're
on
the
record
and
that
this
meeting
is
specifically
about
where
we
are
going
to
go
in
creating
an
assessment
platform
and
assessment
system
to
judge
admission
to
boston's
elite
schools
for
everyone
listening.
N
Yeah,
thank
you
and
thanks
for
the
question,
I
think
one
of
the
things
that's
important
about
our
assessment
is
that
we
do
we
do
the
best
job
of
measuring
growth
in
the
country.
Any
assessment
you
have
so
I
think
if
you
want
to
talk
about
where
students
have
come
from
and
if
they
and
as
they
go
forward
and
they
grow,
I
think
our
growth
metrics
are
the
best
in
the
industry.
So
I
would
say
that's
a
that's
a
positive
in
your
favor,
because
you
can
consider
growth
as
part
of
the
metrics.
N
You
might
want
to
consider
about
how
students
are
entering
the
high
schools,
and
so
if
they
are
growing
faster,
if
they
are,
if
they
are
excelling
in
certain
areas,
that
might
be
part
of
what
you
would
want
to
see.
I
will
also
say
we're
proud
of
our
assessment,
but
it
doesn't.
It
doesn't
do
some
of
the
things
that
you
know:
it's
not
an
entrance
exam.
For
example,
okay,
there
is
no
high
school
entrance
exam
that
I
know
about
there
honestly,
so
you
have
to
consider
it
as
part
of
a
basket
of
measures.
N
N
C
Yes,
I'm
gonna
actually
take
advantage
of
space
of
silence
and
relive
now
that
you've
brought
up
again,
and
I
appreciate
the
necessity
of
having
a
multi-pronged
assessment
platform,
and
I
I
want
to
recall
a
conversation
that
took
place
this
saturday
with
our
round
table
of
students
and
I'll
pose
the
question
to
them
to
you
that
I
kind
of
posed
to
them
and
this
saturday
they
actually
spoke
in
their
remarks
about
wanting
to
see
their
concerns
about
people.
Students
with
means
gaming
to
use
their
word
a
good.
C
C
N
It's
great-
and
I
think
this
is
thank
you
for
the
question
and
I
I've
been
in
a
lot
of
these
high
school
admissions
conversations
as
you
can
imagine,
because
it's
a
it's
a
hot
topic,
so
I'll
share
my
perspective.
But
again
I
think
map
is
part
of
that,
because
a
map
doesn't
it's
not
the
same
test
for
every
kid,
so
it
does
give
us
some
flexibility
in
terms
of
the
amount
the
items
people
see.
We
in
our
written
response.
N
We
talked
about
why
that's
more
fair,
because,
as
kids
are
doing
better,
we
can
actually
show
you
where
they're
going.
So
that's
part
of
the
fairness
of
the
system
is
that
you
can't
game
the
test
very
easily.
So
that's
that's
part
of
the
deal.
I
would
also
say
I
would
add
things
like.
I
think
grades
have
to
be
a
part
of
it.
I
think
our
teachers
know
best
about
a
student's
success
ability.
N
So
I
think
I
also
would
say
that
we
shouldn't
just
do
it
on
academics,
so
it
needs
to
include
other
factors
that
have
happened
in
a
student's
lives,
and
so
that's
important
and
there's
tough.
It's
tough
to
come
up
with
a
good
metric
on
that
one,
but
I
think
the
committee
could
you
guys
know
the
area
well
better
than
I
do
so.
You
could
figure
out
what
the
right
metrics
are
for
the
opportunity
that
that
students
have
had,
and
so
I
would
say
that
needs
to
be
part
of
the
conversation.
N
I
also
think
you
also.
P
N
To
come
to
grips
with
the
fact
of
whether
you
know
how
elite
do
you
need
the
specialized
schools
to
be
like?
I
just
don't.
You
know
me
as
an
individual,
I'm
not
clear
that
keeping
it
in
the
top
three
percent.
Four
percent
five
percent
is
really
good
for
the
community,
so
you
have
to
wrestle
with
that.
N
I
can't
answer
that
for
you,
as
a
committee,
you're
gonna
have
to
you're,
gonna
have
to
figure
out
what
the
right
level
of
of
screening
is,
because
sometimes
kids,
when
you
go,
you
know
a
kid
in
eighth
grade
you're,
making
such
a
big
decision
for
their
future
based
on
no
matter
how
good
the
criteria
is,
we
sure,
as
heck
got
to
make
sure
we
protect
all
kids,
and
so
I
would
just
encourage
you
to
think
about
that
as
you're
making
this
decision.
O
Thank
you,
ms
tong.
Q
Hi,
I
just
wanted
to
ask
about
what
you
said
around,
that
it's
not
the
same
test
for
every
kid.
I
understand
that
the
difficulty
of
the
question
changes
based
on
the
answer
right
or
wrong,
but
how
does
that
lead
to
the
conclusion
that
you
can't
game
the
test
very
easily
and
the
reason
I
ask
that
is
because
I've
googled
it
and
there
are
already
test
prep
companies
popping
up
around
our
area
for
the
map
growth
test.
So
I
just
want
to
know
what
strategies
nwea
is
using
to
prevent
the
test.
N
Well,
one
of
the
things
that
we
do
is
we
protect
our
ip
pretty
ferociously,
so
we
we
go
after
these
folks,
if
they're
doing
that.
So
that's
one
thing
we
do.
I
would
also
say
because
kid
there's
our
item
bank
is
so
broad:
it's
actually
impossible
to
do
direct
instruction
around
our
items
so
that
you
don't
know
what
what
item
you're
going
to
get.
N
So
it's
not
like
you
can
take
the
30
questions
on
the
test
and
put
that
in
front
of
a
kid
and
say,
learn
these
30
questions,
because
our
item
bank
is
so
broad
fred.
I
would
ask
you
to
talk
to
the
other
stuff.
We
do
on
the
items
so
to
make
sure
that
they,
if
they
are
showing
any
difference
in
performance,
we
pull
them
out
of
the
bank.
So
fred,
could
you
speak
to
that?
Please.
P
You
know,
as
as
we've
alluded
to,
I
think
in
the
memo
those
items
get
removed,
so
that's
kind
of
one
piece.
The
piece
I
want
to
reiterate
with
chris
is:
we
do
have
a
lockdown.
O
Excuse
me
fred,
my
apologies,
we
have
interpretation
happening
and
so
the
interpreters
are
asking,
could
you
just
slow
down
just
a
little
bit.
P
Absolutely
tanisha
I
apologize.
I
was
trying
to
talk
slowly,
I'm
just
a
fast
talker.
So
let
me
let
me
try
it
again.
So
chris
referenced
some
item
work
that
we
do
during
item
development.
P
We
have
a
series
of
trainings
for
bias,
sensitivity
and
fairness
that
our
groups
go
through
a
checklist
of
criteria
that
we
review
to
make
sure
items,
don't
evoke
emotional
responses
that
don't
have
controversial
topics
that
might
interfere
with
the
student's
ability
to
answer
the
item
based
on
anything
other
than
their
command
of
the
content
in
the
item
and
after
items
are
administered,
we
do
a
procedure,
a
statistical
analysis
procedure
called
differential
item
functioning
and
that
basically
compares
the
level
of
the
the
item
level
performance
of
similar
students,
similar
by
achievement
level
from
different
demographic
backgrounds.
P
And
if
an
item
performs
differently
in
one
group
versus
another,
it
could
be
a
minor
difference.
That's
not
statistically
significant
or
it
could
be
something
that's
statistically
significant,
and
that
also
has
a
large
effect
size
if
it's
statistically
significant
and
has
a
large
effect
size.
We
pull
that
item
and
review
it
very
carefully
from
a
variety
of
different
back.
You
know.
Contacts
and
if
the
item
demonstrates
bias,
then
we
pull
it
out
of
our
item
bank,
so
that
was
the
first
thing
that
I
covered
too
quickly.
P
The
second
thing
that
I
wanted
to
jump
into
was
we
also
have
some
technology
and
security
in
place
relative
to
lockdown
browsers,
so
that
when
students
are
taking
the
test,
they're
not
able
to
go
out
and
search
the
web
and
look
for
other
information
that
can
help
them.
That's
a
security
procedure
we
have
in
place.
We,
we
also
hire
a
a
company
to
go
out
and
surf
the
web
and
look
for
instances
of
our
items
showing
up
and
it's
rare,
but
occasionally
a
a
well-intended
and
sometimes
a
not
so
well
intended.
P
A
person
may
take
a
picture
of
our
item
and
put
it
out
on
the
web,
and
we
go,
as
chris
said,
ferociously
protect
our
intellectual
property
because
it
does
speak
to
the
fairness
of
the
assessment
and
we
pursue
that
to
to
ensure
that
that's
that's
not
out
there
and
then.
P
It's
not
going
to
help
you
so
anyway.
Those
are
a
couple
of
other
examples,
kind
of
building
off
a
couple
of
the
comments
that
chris
made.
N
I
would
just
summarize
for
for
because
I
think
roseanne.
This
is
a
really
good
question
just
emphasize
for
the
community.
If
the
this
measure
is
the
prep
for
this
measure
is
not
something
we
would
recommend,
because
we
just
think
if
you
go
into
the
assessment,
it'll
show
you
what
you
know
and
what
you
don't
know,
and
that's
that's
where
that's
how
we
should
be,
including
academics,
not
in
some
preparation
for
a
test
that
anyway,
I
just
think
it
needs
to
be
much
broader
than
an
assessment.
N
O
Q
Okay,
yes,
so
I
I
have
a
set
of
questions
around
the
use
of
this
test
as
a
high-stakes
assessment,
and
it
stems
from
I'm
not
a
psychometrician,
but
I
understand
that
one
of
the
central
principles
of
assessment
is
that
the
assessment
is
used
and
interpreted
for
the
purpose
for
which
it
was
created,
and
we
know
from
your
slides
and
from
what
you
said
that
bps
has
a
contract
with
nwea
to
use
the
map
growth
test
as
a
low
stakes,
formative
assessment.
Q
So
I
guess
you
know
I'm
trying
to
understand.
Are
they
the
same
tests
and
if
so,
how
does
that
fit
the
first
principle
of
test
making
and
if
they
are
different?
How
are
they
different.
N
I
would,
I
would
argue
that
I
think
that
purpose
matters
a
lot
in
in
this
conversation,
but
I
don't
think
an
assessment
cannot
has
to
be
used
only
for
one
purpose.
I
think
there
are.
There
are
other
assessments
you
could.
You
could
choose
for
high
school
admissions
and
that's
something
that
that
bps
and
you
guys
can
can
can
consider.
We
care
a
lot
more
about
students,
ability
to
grow
and
learn
from
the
assessment
and
and
and
do
better
in
their
academics.
N
I
think
it
is
it's
clear
to
me
that
if
you're
going
to
use
an
assessment
to
validate
academics,
I
would
use
the
map
assessment
because
we're
the
we're
the
best
one
out
there.
But
I
understand
what
you're
saying
is
like
hey
this,
be
the
formative
purpose.
Might
conflict
with
this
entrance
exam
purpose.
If
that's
the
case,
that's
a
decision.
You
all
have
to
make
in
terms
of
your
recommendation,
but
I
think
it
is
valid
for
both
purposes
it
make.
N
They
may
conflict
in
certain
points
of
time
and
that's
something
that
the
district
will
have
to
wrestle
with,
but
it
is
valid
for
both
purposes.
But
again,
if
you
use
it
as
the
only
measure,
then
there's
no
assessment
that
that
would
be
valid.
For
that
I
mean
not
there's
just
not,
so
I
think
you
need
to
think
about
how
do
you?
How
do
you
have
a
bucket
of
measures
that
gives
you
what
you
need?
O
Thank
you,
miss
carrick
and
then
mr
craiger.
R
Thank
you,
miss
sullivan.
I
mean
a
question
picks
up
right
where
mr
minnick
just
left
off
around
under
preparation
and
just
our
concern
around
wanting
to
make
sure
that
students
who
are
embarking
on
an
accelerated
course
of
study
are
somewhere
relative
to
grade
level.
And
while
we
certainly
agree
that
teachers
are
the
closest
to
students
and
absolutely
know
them
best.
N
We're
confident
about
that
and
in
our
written
response,
you'll
see
that
it's
aligned
to
the
mcas
standards
and-
and
we
can
produce
that-
that's
that's
the
heart
of
what
we
do
so
yes,.
O
Thank
you,
mr
craiger,
and
then
ms
grassa.
S
All
right,
thank
you,
mr
minutes,
and
and
thanks
to
your
team
for
being
here
with
us
tonight.
I
wanted
to
follow
up
on
your
earlier
comment
that
perhaps
the
map
could
measure
growth
as
a
means
for
one
factor,
perhaps
among
many
in
admitting
students
to
the
exam
school,
and
I
want
to
remind
you
of
our
context
here
in
boston.
S
Where
not
only
do
we
have
a
host
of
boston,
public
schools,
but
a
number
of
our
city's
students
are
served
at
charter
schools,
parochial
schools,
private
schools,
some
of
which,
indeed
employ
map
growth,
some
of
which
do
not,
and
I
want
to.
I
want
to
understand
how
growth
could
be
used.
Instead
of
perhaps
the
static
achievement
level.
S
I
would
assume
that
a
student
would
have
to
take
the
test
twice
to
indeed
demonstrate
growth
right,
and
so
I
I
I'd
like
you
to
just
kind
of
walk
through
a
way
that
we
could
use
growth
as
a
factor,
if
only
some
of
our
students
have
to
take
the
map.
N
About
multiple
assessments-
and
so
I
do-
I
think
the
committee
has
to
wrestle
with
this-
and
I
can't
I
know
in
places
where
they
have
used
map
growth
and
used
growth
as
part
of
the
entrance
criteria.
They
are
requiring
kids
to
take
it
more
than
once,
so
you
would
have
to
wrestle
with
how
to
deal
with
that
if
the
student's
coming
from
a
place,
a
public
or
a
non-public
school
or
something
to
that
effect.
S
I
could
ask
a
follow-up
question:
could
you
either
now
or
hereafter,
provide
us
with
some
of
the
names
of
places
that
have
had
to
wrestle
with
that
question,
because
I'm
sure
that
the
follow-up
questions
that
I
have
have
come
up
for
them
to,
for
example,
is
there
a
perverse
incentive
to
do
poorly?
The
first
time
you
take
the
growth,
if
it's
voluntary,
so
that
you
can
demonstrate
significant
growth
in
a
manner
that
would
impact
your
ability
to
enter
the
exams.
N
Absolutely
it's
an
issue
and
you've
actually
already
talked
to
one
place.
I
think
chicago
wrestled
with
this
already,
but
I
will
we
were
happy
to
follow
up
with
with
that
offline.
So
great,
thank
you.
L
O
L
O
It's
a
it.
Yes,
we
can
hear
you,
but
it's
a
little
shaky.
O
L
A
G
O
Well,
you
are
but
but
but
are
you
so
simon?
Are
you
yes?
Are
you
getting
to
ranking
of
scores?
Is
that.
N
N
We
have
national
norms
that
we
that
we
compare
on
our
assessment
and
they're
refreshed
every
three
to
four
years.
The
most
recent
were
refreshed
in
2020
and
we're
very
confident
about
our
norms.
We
have
12
million
students
that
we
assess
every
year,
so
that
creates
the
system
which,
and
you
know
the
the
problem
being
and
again.
This
is
what
the
committee
has
to
wrestle
with
is.
We
are
a
those
norms
are
a
result
of
the
system.
N
We
have
right
now,
okay,
so
that
means
that
if
we,
if
certain
students
have
been
under
prepared
throughout
their
academic
career,
we
will
reflect
that
on
our
assessment,
and
so
I
think
there
is
some
some
piece
of
this
that
you
want
to
include
that
is
academically
based,
but
there
has
to
be
some
balancing
of
that
system
and
I
think
that's
the
committee's
charge,
and
so
I
would
argue
that
that
some
approach
that
combines
academic
measures
with
these
other
measures
that
would
balance
for
academic
matters
balance
for
the
opportunity
to
be
at
these
levels
is
something
that
that
that
you
would
want
to
step
forward.
N
For
you
know
it's
not.
You
know
we
give
a
lot
of
assessments,
but
what
we
are
about
is
school
improvement
system
improvement
and
getting
better
for
all
students,
and
that's
why
that's
why
this
is
a.
This
is
a
tougher
conversation,
because,
frankly,
you
have
to
decide
how
you
want
assessment
to
be
used
first
and
then
you
can
decide
like
all
right.
You
have
the
best
you
know
in
us.
N
You
have
the
best
assessment
in
terms
of
growth,
so
I
think
you,
you
can
be
comfortable
that
you
will
have
a
good
measure
there,
but
you
have
to
decide
how
much
waiting
you
want
to
place
on
the
academics
versus
other
other
topics.
O
Okay,
so
simon
is
asking
how
so,
how
does
the
grading
work?
If
I,
for
example,
took
the
test,
would
I
get
a
percentage
score,
a
ranking
among
everyone
else,
a
letter
grade?
What
does
that
look
like.
N
Yes,
you'll
get
a
you'll,
get
a
it's
a
scale
from
about
200
to
about
450.,
nobody
nobody's
up
in
the
400s
unless
they
really
blow
it
out,
but
and
they
those
rankings
will
then
be
also
on
percentiles
from
zero
to
one
hundred.
The
hundredth
percentile
would
be
the
highest
performing
fred.
You
can.
I
know
you
through
something
chat,
but
you
can
describe
our
writ
score
and
percentiles
if
you'd
like.
P
Yes,
I
was
just
following
up
in
chat,
basically
at
the
conclusion
of
the
test,
simon,
you
would
be
provided
with
a
writ
score,
which
is
the
name
of
our
scaled
score.
It's
named
after
a
danish
mathematician
named
george
rosh.
It's
actually
ross
unit
of
analysis
is
writ
and
through
our
norm
studies
we
interpret
those
scores
and
provide
a
percentile
rank
for
each
student.
P
We
also
have
you
know,
mean
ritz
by
grade
level,
so
you
can
see
in
fifth
grade
the
average
writ
is
x
across
the
country,
the
average
rate
in
boston
is
why
etc.
So
we
provide
a
variety
of
data,
but
the
the
data
that
chris
has
alluded
that
we're
most
proud
of
that
we
think
is
most
impactful
is
looking
at
the
growth
data,
the
growth
from
one
administration
to
another,
and
we
have
norms
relative
to
growth
data
as
well,
so
that's
kind
of
it
in
a
nutshell,.
O
Thank
you
very
much.
Miss
grasa.
T
Thank
you,
miss
sullivan,
so
you
had
spoken
about.
We
would
have
to
give
multiple
assessments,
obviously,
to
see
growth.
If
we
just
gave
one
assessment,
we
can
still
get
raw
percentile
data
is
that
that
goes.
T
And
then
can
you
talk
to
a
little
bit?
This
kind
of
came
up
in
our
last
meeting
is
sort
of
a
big
question
about
the
map,
growth
assessment
being
a
predictor
of
mcas,
and
what
is
it
a
predictor
of
mcas
at
what
percentage
rate
is
it
accurately
predicting
if
you're
saying
it
does
so,
can
you
just
talk
to
us
a
little
bit
about
that.
N
Yeah,
absolutely
I'll
speak
generically
and
fred.
I
know
you
know
we
put
in
our
memo
back
what
the
actual
correlations
are,
so
we
we
can
share
that
with
you,
but
the
generically
we
do
linking
studies
so
that
we
can
figure
out
how
students
are
doing
in
preparation
for
the
mcast
assessment.
So,
yes,
we
can.
We
can
predict
how
students
will
be
doing
on
those
assessments,
given
that
we're
assessing
the
same
standards
generally
we're
pretty.
N
We
do
a
good
job
of
predicting
that
I
I
think
one
of
the
things
about
our
assessment
is
that
it's
it's
more
timely,
take
mcas.
It
takes
a
while
to
get
the
information
back.
A
student
will
get
their
score
immediately
or
within
24
hours
of
of
when
they
take
one
of
our
assessments.
So
there
are
opportunities
for
multiple
assessments,
those
types
of
things
in
our
system
and
mcas.
It's
a
one-time
thing
at
the
end
of
the
year
generally,
so
those
are
some
of
the
differences
fred.
P
Yeah,
just
at
a
high
level
chris,
I
mean
you
pretty
much
nailed
it,
but
we
we
need
to
have
a
a
score
from
one
student
on
mcas
and
a
score
from
that
same
student
on
map
growth.
And
then
we
compare
the
the
percentile
rankings
and
the
distribution
of
the
scores
from
those
two
to
allow
us
to
predict
where
a
student
would
fall
in
a
proficiency
rating.
And
it
varies
by,
as
you
all
know,
cut
scores
for
accountability
purposes
with
mcas
vary
by
grade
level
and
subject,
as
do
our
predictive
abilities.
P
T
Sorry,
can
I
just
ask
another
clarifying
question.
You
said
you're
in
the
point
eight
to
point
nine
which
is
high.
Is
that
a
scale
out
of
zero
to
one.
T
O
Great
thank
you
very
much,
mr
contemposis.
B
Thank
you.
Can
someone
who's
in
the
know?
Tell
me
when
does
boston,
give
the
map
test
in
what
grade
and
when.
T
We
give
it
k
well
k
to
eight.
I
can
at
least
say
for
my
school
and
the
lower
grades
k
to
two.
We
give
the
fluency,
but
once
they
test
out
a
fluency,
we
move
into
growth,
so
roughly
three
to
eight
is
taking
it
in
the
fall
and
there's
a
winter
option
and
a
spring
option.
N
Yes
and
that's
what
many
of
the
schools
in
boston
use
us
to
do
already
so
and
they
they
work
to
intervene
instructionally
you.
N
In
most
schools-
and
it
sounds
like
ms
grasa
has
experience
with
that-
so
I'm
happy
to
for
you
to
talk
about
that
if
you
would
like,
but
I
I
know
in
most
of
the
schools,
we
work
in
they're
working
with
students
individually
about
how
do
you
get
back
or
how
do
you?
How
do
you
excel
from
where
you
are,
and
that's
why
I
mentioned
growth
earlier-
is
that
we
care
a
lot
about
growth?
N
That's
that's
sort
of
what
we're
built
off
of
and
you
do
have
to
deal
with
some
of
those
unattended
consequences
when
you
put
stakes
on
the
assessment,
so
there
will
be
unintended
constantly,
like
mr
krieger
talked
about
earlier
of,
you
could
possibly
have
somebody
lower
their
score
on
purpose
in
order
to
show
more
growth
later
in
the
assessment
window.
But
if
you
have
data
on
a
student
between
third
grade
and
eighth
grade,
you
do
have
trajectory
on
them
in
math
and
ela,
and
I
think
that's
something
you
should
consider
as
part
of
this
process.
B
And
if
I,
if
I
may,
I
think
my
my
concern
is
recognizing
that
we
have
a
need
for
multiple
determinants
if,
indeed
we're
going
to
come
up
with
a
final
set
of
recommendations
and
as
mr
craga
pointed
out,
I
don't
know
how
many
of
the
non-bps
schools
actually
use
some
sort
of
growth
assessment,
I'm
assuming
they
use
something.
B
But
my
my
question
is:
if
an
exam
like
the
map
test
were
given,
let's
say
as
part
of
that
assessment
in
sixth
grade
across
the
district
across
the
city.
B
N
So
the
answer
to
that
is
yes,
and
I
do
want
to
add,
though,
that
I
would
caution
you
in
thinking
about
grade
level
as
a
fixed
thing
in
sixth
grade,
because
I
know
we
have
students
that
in
bps
that
excel
in
seventh
and
eighth
grade,
and
so
I
I
just
think
this
is
a
really
hard
question.
The
question
you
have
to
answer
first
is:
how
do
you
want
academics
and
assessment
to
factor
into
these
decisions,
and
then
the
second
question
is
then,
okay,
so
then
how?
What
what
part
of
that
is,
the
assessment?
N
I
B
But
on
the
other
hand-
and
I'm
not
in
any
way
suggesting
this-
would
be
a
sole
criterion
for
admission.
O
So,
thank
you
for
that.
So
actually
I
just
want
to
just
follow
up
here.
Just
make
sure
that
I'm
I'm
clear
all
right
so
chris
are.
Are
you
comfortable?
O
Let
me
actually
back
up
even
further
as
part
of
the
admissions
process
for
these
schools
we
have.
Historically,
the
district
has
historically,
as
you
know,
used
both
an
assessment
and
grades
right
and
the
assessment
that
was
previously
used.
O
O
So
I
just
want
to
make
sure
that
that
I'm
clear
in
in
what
I
think
I
hear
you
saying,
are
you
would
you
if
we
were
to
have
an
assessment
as
part
of
the
selection
process?
O
Thank
you,
miss
grosso.
T
Hi,
thank
you.
Sorry.
I
have
a
bunch
of
little
follow-ups.
I
wanna
just
I
give
map
at
my
school,
so
I
certainly
know
a
bit
about
it.
Is
there
like
a
if
we
were
going
to
use
this
as
an
entrance
exam
into
a
selective
school?
Is
there
a
window
when
we
would
want
to
have
it?
I
know
there
are
mapped
windows
of
when
you
give
an
assessment
and
sort
of
if
it
falls
within
a
particular
grade
level.
I'm
going
to
use
quotes
on
that.
N
I
don't
think
we
would
prescribe
that
to
you.
I
think
you
need
to
think
about
your
timing
in
terms
of
admissions
and
things
like
that,
but
if
you're
going
to
use
growth,
you
need
to
make
sure
it's
a
period
of
time
that
we
would
have
our
growth
norms,
so
you
could
see
if
students
are
exceeding
what
average
growth
looks
like
at
that
point.
I.
N
N
O
So
just
so
so
actually
miss
grasa
just
for
the
benefit
of
everyone,
who's
listening
in,
could
you
or
actually
nwea,
chris
or
fred?
Could
one
of
you
kind
of
explain
the
difference
between
what
using
what
miss
gracia
mentioned
about
a
growth
using
it
as
a
growth
measure.
N
Yeah,
I
can't
thank
you
so
you
know
our
primary
objective
is
to
is
to
measure
where
students
started
from
and
that's
why
we
give
multiple
assessments.
Is
they
start
in
a
certain
place
and
they
end
in
a
certain
place
and
that's
the
growth
measure,
but
we
also
in
our
assessment.
N
We
also
give
the,
as
we
talked
about
earlier,
a
scale
score
and
a
percentile,
and
so
that's
the
achievement
measure
is
what
we
call
it,
and
so
in
most
assessments
that
you
would
and
probably
the
previous
assessment
that
you
used,
they
were
using
percentiles
in
the
achievement
measure
to
to
rank
students
and
that's
still
something
you
could
do
with
our
assessment
again.
N
I
would
encourage
you
to
look
at
growth
as
part
of
it,
but
it
does
introduce
complications
because
it
depends
on
where
a
student
starts
from
and
then
where
they
would
end
would
be
part
of
it.
So
so
you
can
use
growth
and
achievement
together
and
that's
actually
what
we
would
recommend
all
right.
N
O
I'm
sorry
miss
grasa.
Can
I
just
since
we're
here?
I
don't
want
to
lose
this
point.
What
would
that
look
like
if
they
were
used
together.
N
Yeah,
so
growth
could
be,
for
example,
from
the
beginning
of
seventh
grade
to
the
end
of
eighth
grade.
A
student
grew
in
the
75th
percentile,
let's
say,
for
example,
that
means
they
beat
three-quarters
of
the
other
students
in
the
amount
they
grew
during
that
period
of
time,
but
they
could
already
be
at
the
98th
percentile
in
overall
performance
for
their
grade
level,
and
so,
if
you
use
those
two
dynamics
together,
you
could
you
could
see
that
if
a
student
was
was
growing
more
than
other
kids,
maybe
they
should
be
given
some.
N
Maybe
that
should
be
part
of
a
an
admissions
criteria,
but
you
would
also
maybe
pair
that
with
overall
performance,
which
is
achievement
and
that
could
be
at
a
different
place.
For
example,
a
you
know,
high
performing
kid,
that's
growing
a
lot
or
a
lower
performing
kid.
That's
growing
a
lot.
Those
are
all
things
you
should
take
into
account
as
part
of
the
admissions
process.
O
Thank
you.
I
appreciate
you
taking
the
moment
to
explain
that.
I'm
mindful
that
we
have
you
know
several
members
of
the
community
watching
who
aren't
able
to
ask
questions,
so
I'm
also
trying
to
think
of
questions
to
make
sure
that
we're
bringing
everybody
along
in
the
conversation
that
others
might
have
out
there.
So
thank
you
for
that
pause,
ms
grossa.
Thank
you.
T
No
ditto
tanisha
tanisha.
I
I
I'm
asking
some
more
of
these
questions
to
clarify
in
that
way.
So
if
we
used
a
growth
measure
as
part
of
our
entrance
into
a
selective
school,
I
understand
we
have
to
give
two
tests.
I
think
we
need
to.
Can
we
give
a
test
at
the
end
of
fifth
grade
and
the
beginning
of
sixth
grade,
or
would
it
have
to
be
like
fall
of
one
year,
then
winter
or
fall
and
spring?
N
Yeah,
I
would
caution
you
at
doing
it
one
season
to
the
next
meaning,
like
fifth
grade
end
of
fifth
grade,
beginning
in
sixth
grade
you're,
just
not
going
to
see
as
much
differential
in
performance.
So
I
would
caution
you
to
make
sure
there
is
enough
time
in
between
the
assessments,
but
other
than
that.
I
don't
think
that
would
be
the
only
recommendation
that
comes
to
mind
for
me.
Okay,.
T
And
I
I
know
with
some
other
assessments,
there
is
sometimes
like
the
fall
test
is
a
little
bit
easier
than
the
winter.
It
gets
that
much
harder
versus
the
spring.
Are
you?
I
know
yours
adjusts
to
students
and
their
responses.
T
Is
there
any
any
sort
of
factoring
into
that
about
where
the
assessment
just
starts
harder
or
no?
Okay,
and
last
but
not
least,
my
question
is:
if
we
chose
this,
we
chose
the
map
assessment
and
we
had
a
group
of
children
in
the
city
of
boston
who
needed
to
take
this
assessment.
We
would
be
able
to
give
this
as
a
one-off
assessment
to
children
who
are
not
in
the
boston
public
schools.
N
C
Yes,
chris
you've
already
you've
alluded
to
the
map
test
being
used
as
part
of
other
assessment
platforms
in
the
country
and
again,
you
know.
C
We're
our
decision
will
be
what
we
do
here.
Obviously,
but
are
you
aware
of
other
jurisdictions,
other
cities,
other
communities
that
attempt
to
that
have
employed
multiple
applications
or
multiple
tests
of
the
map,
growth
to
assess
for
growth
and
a
little
bit
about
their
practices?.
N
Yeah
I'll
have
to
go
back
again.
I
don't
know
exactly
cps's
model,
but
I
know
that
they
are.
They
had
two
assessments
that
they
were
using,
that
that
included
map
and
then
something
else
as
well.
I
think
I
think
the
practice
around
growth
is
an
interesting
one,
and
I
don't
know
that
I
think
most
places
have
used
I'll.
Just
say
this.
N
I
know
most
places
use
achievement
more
than
growth,
meaning
that
they
they
because
of
the
challenges
with
multiple
attempts
at
the
assessment
and
those
types
of
things
generally
districts
opt
for,
let's
just
rank
kids
and
then
maybe
we
throw
other
factors
in
and
then
and
that's
what
we
go
with.
I
would
encourage
boston
to
think
about
to
think
about
growth,
because
I
think
it
can
be
used
effectively,
especially
if
students
are
performing
or
growing
faster
than
other
students.
I
think
that's
something
that
should
be
considered,
but
I
do
I
do
I.
N
I
know
it's
harder
I'll
just
say
that
it's
harder
than
just
doing
the
achievement,
ranking
and
and
the
practices
piece
I
mean.
I
think
you
guys
are
charting
some
new
territory
here
and
I'm
I'm
proud
that
we're
part
of
this
conversation,
because
I
think
this
con
this
last
hour
has
been
a
very
thoughtful
conversation.
It
seems
like
you're
digging
into
the
right
issues.
So
thanks
for
allowing
us
to
be
part
of
it,.
O
Thank
you
star,
saver
you're
all
set
okay,
miss
carrot.
R
R
For
the
first
time
we
were
able
to
administer
the
previous
test
during
the
school
day,
and
that
was
a
positive
move
and
direction,
but
we
still
have
many
students
who
attend
places
like
charter
schools,
etc.
Where
you
know
being
able
to
get
to
an
exam
twice
could
potentially
eliminate
folks.
So
I
guess
one
question
would
be,
and
maybe
this
is
more
for
our
data
team
to
figure
out,
but
could
there
be
a
model
where
there's
an
absolute
and
then
for
for
the
students
for
whom
growth
data
is
available?
R
It
could
factor
in
if
there,
but
you
know
there
could
be
an
alternate
option
for
students
who
don't
have
that
opportunity.
I'm
just
concerned
about
students
who
may
move
into
the
city
after
the
first
time
it's
administered
or
students
recently
arriving
from
another
country
who
don't
have
an
opportunity
to
take
something
twice
but
are
still
eligible.
So
I'm
just
wondering
about
that,
and
then
the
next
question
is
just
for
folks
who
don't
have
familiarity
with
the
exam.
R
Is
there
an
approximate
length
of
time
that
students
are
are
sitting
for
the
or
the
test.
O
So
actually
so,
on
the
first
question,
ms
garrett,
I
actually
think
that
that's
a
question
for
the
task
force
to
kind
of
work
through
and
and
and
determine
whether
you
know
those
types
of
options
are
you
know
we
want
to
explore
those
types
of
options,
so
I
I
want
to
chris.
Take
you
off
the
hook
for
responding
to
that
first
part.
Unless
you
want
to.
R
And
more
mental
from
a
technical
perspective,
ms
sullivan,
like,
would
the
score
be
able
to
factor
in
both
from
a
maybe
more
from
fred's
perspective?
Not
as
should
we,
but
I
totally
understand
we
don't
have
to
I
just
I
didn't
know
if
they
would
even
see
that
as
feasible
from
a
scoring
perspective
to
analyze
two
different
test
types,
a
two
test
versus
one
test:
do
you
know
what
like.
O
Yeah,
no,
I
I
mean,
if
there's
a
technical
answer
to
that,
that's
super
great.
I
I
do
still
think
it's
it's
something
for
us
to
explore.
You
know
with
bps
as
well
in
terms
of
what's
what
they
might
be
able
to
do,
but
it'd
be
great.
N
And
miss
sullivan,
if
you're,
if
you
want
to
take
me
off
the
hook
on
any
question,
I'm
really.
Okay
with
that.
R
N
Okay,
so
yeah,
let
me
let
me
just
I'll:
do
the
easy
one
it's
between
60
and
75
minutes
assessment.
So
about
an
hour
just
just
over
an
hour
for
most
students.
It
is
not
time
it.
N
That
would
be
for
one
of
the
assistants
or
the
other,
thank
you
and-
and
it's
not
timed,
so
students
can
take
as
much
time
as
they
want
on
the
assessment,
so
it
does
tend
to
especially
in
places
where
it's
being
used
for
high
stakes.
It
does
tend
to
lengthen
the
amount
of
the
assessment,
probably
not
surprisingly,
on
the
on
the
technical
issue.
I
think
we
would
be
willing
to
sit
with
you
and
talk
about
that.
N
I
think
it's
hard
without
two
data
points
to
get
growth
in
any
sort
of
way,
so
I'm
not
sure
what
the
proxy
would
be
for
growth
so,
but
we
would
have
to.
We
could
sit
and
talk
about
what
that
might
be.
We
also
can
figure
out
ways
to
make
this
assessment
more
accessible
to
students,
because
I
agree
with
you
that
making
sure
that
all
students
have
an
opportunity
is
something
that's
part
of
who
we
are.
So
we
would
want
to
do
that.
O
Q
So
since,
since
other
districts
have
been
using
the
map
growth
for
selective
school
admissions,
I'm
wondering
what
do
predictive
validity
studies
show
about
how
the
the
test
outcomes
correlate
with
student
outcomes
student
performance
in
those
selective
schools,
including
graduation
rates,
and
we
would
be
interested
in
those
findings
by
race,
socioeconomic
status
and
gender.
Q
So,
basically,
you
know
does
do
you
know
how
the
map
growth
test
adds
to
the
prediction
of
sixth
grade
gpa
after
correcting
for
income,
parent
education,
race,
ethnicity,
etc.
N
Yeah,
I
appreciate
the
question
I
will
have
to
go
back
to
the
districts,
because
the
districts
would
be
the
ones
that
have
looked
at
that
we
did.
We
have
not
looked
at
it
systematically,
so
that
would
be
an
open
question
for
us.
So
we
can.
We
responded
to
that.
I
think
in
our
written
response,
as
well
with
a
similar
response,
and
so
I'm
happy
to
talk
more
about
what
you're
looking
for.
N
N
We
don't
have
predicted
again.
You
talked
about
perfect,
perfect
purpose
of
assessment
earlier
in
most
of
our
places,
we're
being
used
for
improvement
of
instruction,
and
we
also
are-
can
be
used
in
terms
of
a
normative
measure.
N
Q
So,
even
though
chicago
nashville,
I
think,
there's
there's
a
school
in
michigan
that
are
using
have
been
using
the
map
growth
test.
We
don't
know
whether
it
works
for
selective
school
emissions.
I.
N
Didn't
say
that
so
what
I
said
was
we
haven't
studied
that
and
because
we.
N
Proficiency
measures
that
they
are
a
good
indication
of
student
performance,
I
think
you
can
balance
out
some
of
these
other
uncertainties
by
adding
other
measures
to
the
box.
So
the
the
challenge-
that's
ahead
of
you,
is
that
any
assessment
you
pick
for
this
purpose
will
have
the
same
answer
around
this,
which
is
we
can
look
at
that
as
we
go
in
the
future,
but
there
is
no
no
high
school
assessment
that
I
know
of
that
has
done
that
type
of
study.
It's
mostly
done
in
higher
ed.
N
So
yeah
thanks
for
the
question
I'll
I'll
respond
to
the
chat
question.
If
that's
all
right,
miss
solomon.
O
Yes,
and
just
just
so
that
folks
know
typically,
we
do
not
use
the
chat,
but
because
mr
chernow
is
having
just
a
little
bit
of
challenge
with
his
internet
this
evening.
He
is
putting
his
questions
into
the
chat,
and
so
I
will
read
the
question
for
folks
and
then
yes,
mr
minnick,
you
can
respond.
But
before
I
go
to
mr
chernow's
question,
I
want
to
make
sure
that
miss
tong
has
completed
her.
Her
questions.
O
Did
you
have
you?
Don't
have
a
follow-up
on
that?
Okay,
I
do
want
to
just
be
mindful
of
time.
So
don't
hold
your
questions
that
goes
for
everybody
on
the
on
the
task
force,
let's
get
them
on
the
table
so
that
we
can,
because
we
are
going
to
have
to
wrap
up
this
session
within
the
next
few
minutes.
O
N
So
normative
growth
would
be
the
average
amount
of
growth
we
would
expect
based
on
our
sample
size.
So
if
someone
is
making
50
the
50th
percentile
growth,
that
means
they're
growing
on
par
with
whatever
the
other
students
are
doing,
if
they're
making
more
than
50,
then
it
would
be
above
that
proficiency
measures
are
related
to
grade
level
expectations,
and
that's
the
line
of
questions
that
I
got
earlier
about
whether
we
can
identify
students
at
a
sixth
grade,
whether
they're
performing
on
grade
level.
O
Q
Okay,
so
I
wanted
to
go
back
to
your
diff
and
fairness
and
bias
review.
Q
How
do
you
so
you
have
this,
this
huge
test
bank
and
so
part
of
the
item
selection
had
to
do
with
testing
out
items
and
doing
this
differential
item
functioning
statistics
on
them,
and
then
you
kept
some
what
other
item
selection
processes?
Besides
diff
d,
has
you
have
you
used
to
mitigate
disparate
impact
by
race,
socioeconomic
status
and
gender?
Q
You
know
you
mentioned
robust
standards,
aligned
item
bank
in
last
week's
slideshow,
so
just
would
love
to
see
the
evidence
that
you've
selected
items
with
the
smallest
disparities
by.
N
The
various
groups-
great-
I
think,
that's
that's
a
we
will
get-
I
mean,
so
we
have
more
specifics
than
we
can
just
talk
about.
So
we
will
show
you
that
fred.
Do
you
want
to
talk
about?
What's
in
that
memo
in
terms
of
the
amount
of
the
amount
of
work
we
do
on
the
individual
item?
Please
sure.
P
So,
just
to
to
back
up
miss
tongue,
all
of
our
item,
writers,
are,
are
vetted
and
trained
in
in
bias
in
sensitivity
and
in
fairness
prior
to
writing
items
for
us.
They
go
through
our
training
and
our
training
has
been
reviewed
by
external
third-party
agencies
that
specialize
in
those.
So
we
really
grounded
in
training.
We
provide
them
with
checklist
tools
to
intentionally
proactively
check
for
certain
things
relative
to
ensuring
that
an
item
is
fair.
P
Things
like
an
item
should
not
focus
on
contemporary
religious
or
political
issues,
require
prior
knowledge
or
specialized
knowledge,
favor
students
from
a
particular
language
community,
from
a
certain
cultural
background,
etc,
etc.
There's
a
lot
long
list
of
those
things.
So,
just
in
the
item
writing
process,
we
we
conduct
those
elements.
We
then
do
the
statistical
analysis
to
determine.
Are
the
items
actually
performing
differently
for
different
subgroups
and
the
most
recent
statistical
analysis?
P
That's
referenced
in
the
memo
that
that
we
actually
have
completed
the
analysis
and
now
we're
doing
the
the
follow-on
review.
I
think
there
were
2
000
of
the
most
commonly
used
items
per
grade
level
per
subject
and
per
grade
level,
and
so
there's
thousands
and
thousands
of
items
that
have
gone
through
the
statistical
review.
The
statistics
as
you'll
see
in
the
memo
show
a
very,
very,
very
high
percentage
of
items
are
not
demonstrating.
P
Diff
a
few
demonstrate
differential
item
functioning
at
a
level,
that's
a
threshold
below
statistical
significance
and
then
there's
a
much
smaller
percent
that
show
differential
item
functioning.
Sometimes
the
item
functions
in
favor
of
the
focus
group,
which
is
typically
a
minority
group,
and
sometimes
it
focuses
it
shows
favor
into
the
reference
group
or
the
comparison
group,
which
traditionally
would
be
a
majority
group.
P
When
we
have
an
instance
where
items
have
demonstrated
that
differential
item
functioning
in
a
statistically
significant
manner
that
has
a
a
certain
level
of
of
effect
size,
then
we
will
pull
those
items
and
physically
review
them
against
biased
checklist
to
ensure
that
they
are
that
that
whatever
is
causing
that
difference,
isn't
anything
related
to
bias.
And
if
we,
if
we
have
any
question
about
that,
we
pull
the
items
from
our
assessment.
P
Now,
independently
of
that
just
real
quickly,
we
do
have
a
a
a
a
sensitive
and
biased
panel
made
up
of
external
panelists
that
are
brought
in
from
different
backgrounds.
P
You
know
different
different
language,
different
different
specializations,
representing
different
cultures,
that
review
the
passages
that
are
included
in
all
of
our
reading
items,
from
which
we
ask
questions,
and
so
we
have
that
independent
review
in
advance,
and
we
also,
over
the
last
about
eight
years,
we've
made
a
real
big
push
to
make
sure
we
have
passages
that
are
representative
of
of
diverse
authors
across
the
country
as
well,
so
we
also
attend
to
that.
P
So
those
are
a
couple
of
examples
in
a
different,
in
addition
to
the
specific
statistical
analysis
that
that
we
referenced
earlier.
Q
So
what
I
mean
by
that
from
a
lay
person's
perspective
is
that
we
live
in
a
society
where
there
are
many
gaps
in
opportunity
for
different
groups
and
those
are
cemented
by
test
scores
and
what
diff
does
is
say
if
an
item
correct
answers
on
an
item
by
group
don't
match
how
they
do
on
the
test.
Overall,
as
a
group,
then
the
question
is
reviewed.
Q
Mean
group
scores,
you
know
the
the
bell
curve
or
whatever
by
group,
can
you
can
you
share
those
with
us
for
your
test
and
can
you
share
us
share
with
us
like
item
level
data
from
a
representative
sample
of
your
items
so
that
we
can
look
at
disparate
impact.
P
P
In
that
regard,
I
I
would
have
to
check
with
our
our
psychometricians
regarding
availability,
data
and
distributions
and,
and
you
know
really,
I
want
to
really
understand
the
the
question
you're
trying
to
answer
diff
is
the
industry
standard
for
examining
you
know,
bias
in
item
performance
at
the
item
level,
and-
and
so
you
know,
maybe
I
could
better
understand
the
question
you're
trying
to
answer.
We
can
see
what
we
can
do
to
provide
that
information.
Q
I
want
to
know
right.
I
want
to
know
how
kids
do
on
the
map
growth
now
to
see
to
see
what
opportunity
gaps
you
all
have
documented
for
your
test.
Yeah.
N
Beth,
do
you
want
to
do
you
want
to
talk
about
some
of
the
research
we've
done
in
terms
of
the
the
differences
in
performance,
because
I
think
this
is
that
does
drive
into
what
she's
talking
about.
U
Sure
I'm
happy
to
provide
a
couple
resources
to
dr
tong
that
might
be
supportive
here,
so
our
2020
norms
has
some
of
that
information
as
an
appendix.
If
you
want
to
look
at
subgroup
differences,
we
also
have
done
quite
a
bit
of
work
and
collaboration
with
different
entities
to
look
at
achievement
patterns
over
time
and
by
different
racial
groups
and
performance.
K
N
Yeah,
I
I
I
understand
what
you're
asking
is
that
we
don't
want
to
center.
We
don't
want
to
center
the
assessment
around
sort
of
just
comparing
how
kids
do
on
the
individual
items,
but
performance
over
the
whole
assessment,
and
is
there
a
difference
in
biracial
group
and
those
types
of
things?
I
I
understand
that
we
have
that
information
we'll
be
happy
to
share
that
so,
and
I
get
where
you're
going
with
this.
I
do
what
I
do
will
also.
N
I
will
also
just
say
they
get
to
decide
that
there's
in
there
are
flaws
in
all
measures,
including
standardized
assessments
and
so
you're
driving
at
some
of
the
flaws
and
standardized
assessments.
I
I
agree
with
them.
There
are
also
flaws
and
grades.
There
are
also
flaws
and
other
things
too
so
you've
got
to
balance
those
as
part
of
your
debate,
and
so
I
so
appreciate
this
line
of
questioning
I
I
may
not
sound
like
I
do,
but
I
do
appreciate
this
line
of
questioning,
because
I
think
it
will
help
you
make
a
better
decision.
O
And
I
look
I
I
was
saving
my
questions
until
after
everyone
had
the
chance
to
ask
their
questions,
and
I
mean
you
know
miss
tongue.
You
went
right
to
where
I
was
going
to
go
so
actually
making
it
unnecessary
for
me
to
ask
mine.
So
I
appreciate
the
questions
and
I
also
you
know
I.
I
also
appreciate
that
there
is.
O
There
is
bias
in
probably
every
aspect
of
of
an
admissions
process
right.
I
want
to
really
underscore
one
of
the
kind
of
pre-statements
that
miss
tong
made
before
she
started
asking
her
questions,
and
you
know
it's
really
about
how
do
we
ensure
that
we've
done
all
that
we
can?
Whether
we're
talking
about
an
assessment
or
we're
talking
about
essays
or
we're
talking
about
grades
or
whatever?
O
How
do
we
ensure
that
we've
done
all
we
can
to
minimize
minimize
the
bias
and
mitigate
against
the
bias
right,
and
so
that
I
mean
that's
the
goal
for
for
for
for
us
as
part
of
this
process,
and
so
I
do
think
having
the
some
of
this
data
will
be
helpful,
just
as
we
will
delve
into
grade
data
and
other
types
of
data
through
this
evaluation.
O
That
said,
I'm
mindful
that
we
are
working
on
a
tight
timeline,
so
as
we
kind
of
round
as
we
start
to
close
this
session
out,
I
guess
I'd
just
like
to
take
a
few
minutes
just
to
get
a
sense
of
when
we
will
be
able
to
when
chris,
you
and
your
team
will
be
able
to
provide
us
with
some
of
the
the
data
and
the
information
that
has
been
requested
tonight.
N
Great,
so
I
think
if
you
take
a
look
at
the
memo
that
we
circulated,
it
responded
to
a
bunch
of
the
questions
that
were
asked.
So
I
know
you
you
just
got
that
at
the
beginning
of
this
meeting,
so
I
think
that's
the
first
set
of
materials,
I'm
happy
to
work
with
our
colleagues
in
bps
monica
and
others
to
make
sure
we
know
the
specific
requests.
N
I
think
the
data
that
ms
tong
asked
for
will
be
the
one
piece
that
we
want
to
get
clarity
on
in
terms
of
exactly
what
needs
to
be
shared,
and
so
we
will
we're
happy
to
have
those
conversations.
I
don't
know
from
this
meeting
that
I
I
know
we're
I'm
fairly,
confident
we're
not
going
to
share
every
item
level
analysis
of
our
10
000
items,
but
I
do
think
we
can
share
something
that
will
show
you
what
you're
looking
for
so.
O
Yeah,
I
I
want
to
be
clear
on
this
point,
and
you
know
I
don't
know
if
this
was
dr
tong's
question,
but
it's
it's
a
request,
but
it's
mine,
if
not
hers.
I
I
do
want
to
make
sure
that
that
we
do
have
a
sense
of,
especially
as
it
relates
to
the
bias,
the
fairness
and
the
sensitivity
elements
which
I
did
have
the
opportunity.
O
During
the
course
of
this
conversation.
To
look
at
your
memo.
It
didn't
go
as
deep
as
I
would
have
liked,
and
and
or
as
deep
as
I
need
personally,
so
it
would
be
helpful
to
ensure
that
whatever
data
is
provided
specifically
as
it
relates
to
outcomes,
student
outcomes
that
you've
been
tracking
that
we're
getting.
O
Certainly
the
aggregate
but
we're
also
getting
disaggregated
data
so
that
we
can
see
and
have
clarity
of
understanding
of
of
how
this
assessment
has
impacted
or
how
students
from
different
demographic
groups
again,
gender
socioeconomic
status,
socioeconomic
groups,
els
students
with
disabilities,
racial
ethnic,
that's
critically
important
to
us
from
an
access
standpoint.
N
I
think
the
one
just
on
the
record
responding
to
that.
I
just
want
to
make
sure
people
understand
that
our
assessment
shows
the
differences
in
our
society
too.
So
you
aren't
going
to
have
students
performing
at
the
same
level,
because
there
are
differences
in
performance
based
on
resources
based
on
historical
differences.
So
I
I
do.
I
don't
want
people
to
think
we're
going
to
show
you
data
that
shows
that
everybody
performs
the
same
on
our
assessment,
because
that's
not
true.
O
Right,
no,
I
think
in
that
that
I
I
I
can
appreciate
that,
but
having-
and
certainly
you
know
this,
this
esteemed
task
force
will
not
you
know
and
analyze
that
data
in
a
vacuum
or
in
isolation.
We
will
look
at
that
data.
It's
certainly
in
the
context
of
you
know
a
number
of
other
factors,
but
I
think
that
data
coupled
with
you
know
the
information
that
you
shared
tonight
and
and
fred.
I
greatly
appreciate
your
contribution
tonight.
O
The
information
that
you've
shared
relative
to
again
how
you
go
about
your
your
bias,
work
and
and
again
trying
to
mitigate
for
mitigate
for
again
just
you
know
what
we
understand
to
be
a
factor
that
will
be
helpful
for
us.
I
I
don't
I
you
know,
mr
minnick,
I
I
don't
want
you
to
think
that
the
assessment
is
on
trial.
O
It
is
not
not
tonight,
but
truly
trying
to
just
you
know
as
we're
trying
to
make
you
know
the
best
decision
and
come
up
with
the
best
recommendation
we
can
for
our
city.
We
just
want
to
make
sure
that
we've
we've
that
we
understand
and
that,
if
we
you
know,
we
are
making
a
decision
to
if
we
do
make
the
decision
to
use
an
assessment,
and
if
we
do
make
the
decision
to
use
this
assessment,
we
want
to
be
able
to
communicate
to
the
city
of
boston.
O
Why
and
also
help
the
city
understand.
You
know
how
we
have
tried
to
mitigate
for
some
of
these
factors
that
that
that
we're
mindful
of.
N
It's
great
and
just
one
you
know
to
be
on
the
record.
The
most
important
thing
that
we
want
to
do
in
boston
is
help.
Your
kids
k
through
eight
be
ready
to
be
successful
in
high
school
that
that's
the
thing
we
care
more
about
using
this
assessment
as
a
measure
at
the
end.
I'm
here
today
to
talk
about
that.
But
our
partnership
in
boston
is
much
broader
than
that
and
we're
proud
to
be
partnering
to
help
students
do
better
in
in
school
in
boston,
so
excellent.
O
No
thank
you
again.
I
know
mr
contemposis
hand
is
up,
but
before
I
turn
it
over
to
him
and
we
close
out
this
sec,
this
particular
segment
again.
I
I
want
to
thank
the
whole
team.
I
I
know
you
you
we
didn't.
O
I
don't
know
if
we
got
to
meet
everybody
but
appreciate
that
that
we
had
a
strong
team
presence
from
nwea,
that's
critically
important,
and
I
do
want
to
acknowledge
that
you
know
we
had
some
concerns
last
week
that
this
you
know
that,
our
time
that
our
time
together
would
not
be-
and
so
we
are
pleased
again
to
to
have
this
opportunity
for
us
to
be
able
to
ask
questions
and
also
for
the
residents
of
the
city
of
boston,
to
hear
from
the
for
themselves
a
little
bit
more
about
this
assessment,
the
work
that
you
do
in
the
relationship
with
bps,
so
it
is
greatly
appreciated.
N
B
O
B
B
Thank
you
thank
you,
and,
and
just
finally,
I
think
we
need
to
move
on
is
attorney
keating
still
with
us.
O
O
Good
night,
yes,
mr
keating,
is
on
the
line.
I
saw
him.
B
Yup
ms
sullivan
and
I
have
asked
mr
keating
to
give
the
panel
just
a
very
quick
overview
of
the
appeals
court
decision
regarding
the
injunction
that
was
filed
by
the
plaintiffs.
I
thought
it
would
be
best.
We
thought
it
would
be
best
that
everybody
was
on
the
same
wavelength.
I'm
assuming
you
all
haven't
read
the
opinion.
O
O
Give
me
one
second,
I
just
so.
I
want
to
just
make
a
quick
note.
You
know
this
is
we
thought
from
a
timing.
Standpoint
wanted
to
just
take
a
moment
to
just
do
a
quick
briefing.
O
If
the
task
force
is
interested
in
learning
more,
then
we
can
add
this
as
an
agenda
item
and
and
pull
in
some
more
folks
to
actually
do
a
presentation,
but
again,
just
from
a
timing.
Standpoint
wanted
to
we've
gotten
some
questions
so
wanted
to
make
sure
that
we
that
everybody's
hearing
the
same
response
attorney
keating.
V
Great,
thank
you
both
chairs.
Let
me
just
first
by
start
by
introducing
a
colleague
of
mine
from
foley
hoag
is
maddie
rodriguez,
who
is
on
the
line
with
us
and
she's
going
to
be
working
with
me
throughout
the
time
that
we're
working
with
the
committee?
I
will
be
brief.
V
Let
me
just
talk
first
about
the
suit
that
was
filed
by
the
parent
coalition
a
few
months
ago
that
attacked
the
plan
that
this
working
group
put
together
and
sought
an
injunction
from
the
united
states
district
court
judge
william
young,
on
the
grounds
that
the
plan
was
unconstitutional
because
it
impermissively
used
race
as
a
determinant
factor
in
the
exam
school
admission
process,
judge
young
denied
the
injunction.
He
found
that
the
plan
was
race
neutral
in
that
the
use
of
zip
codes
and
other
social
economic
factors.
I'm.
V
Yes,
okay,
sorry,
all
right,
judge
young
found
that
the
plan
was
race
neutral
in
that
the
use
of
zip
codes
and
other
socio-economic
factors
were
not
based
on
racial
criteria.
V
There's
one
technical
issue
here,
which
I
won't
take
the
time
to
get
into
matt,
krieger
and
other
lawyers
on
the
call
would
understand
this,
but
it
really
depended
on
the
standard
of
review
judge
young
applied
to
this
case.
He
applied,
what's
known
as
the
rational
standard
of
review
of
the
plan,
which
meant
that
if
the
plan
was
was
rational,
it
had
achievable
goals.
V
That's
as
deep
as
he
had
to
go
if
it
advanced
to
government
interest,
a
more
serious
review
standard
is
one
which
is
called
strict
scrutiny,
and
that
was
one
that
the
plaintiffs
wanted.
Judge.
Young
to
apply
to
your
plan,
and
that
would
be
a
plan
that
would
be
one
that's
discriminatory
on
its
face
and
would
have
to
be
justified
by
a
compelling
state
interest.
So
that
judge
young
found
that
the
plan
satisfied
a
rational
review,
which
is
the
review
that
he
he
gave
to
it.
V
The
plaintiffs,
the
parents
coalition
appealed,
judge
young's
denial
of
the
plan,
denial
of
the
injunction,
and
that
appeal
goes
to
the
united
states
court
of
appeals
for
the
first
circuit,
which
is
the
appeals,
federal
appeals,
court
in
this
area
and
the
court
of
appeals,
affirmed,
judge,
young's
denial
of
the
injunction
and
a
fairly
lengthy
opinion
which
had
some
language,
which
I
think
is
really
important
for
the
task
force
to
to
focus
on
the
court
carefully.
V
As
did
john
young
reviewed,
the
plan
that
you
had
created
and
looked
deeply
into
all
the
issues
that
you
considered
and
he
and
the
court
concluded
now
quote
that
the
mere
invocation
of
racial
diversity
as
a
goal
is
insufficient
to
demonstrate
that
a
racially
neutral
school
selection
plan
shows
a
discriminatory,
a
discriminatory
intent.
V
V
The
court
noted
that
no
student's
race
was
they
would
be
a
factor
for
the
student
being
either
admitted
or
rejected
by
an
exam
school.
The
court
noted
that
in
judge
young's
opinion
geographic
diversity
through
zip
codes
and
socioeconomic
diversity
by
looking
at
median
family
income,
were
the
anchors
for
the
plan
that
you
developed
there.
If
racial
diversity
was
the
result
of
using
those
new
race
neutral
anchors,
it
was
because
of
the
more
geographic
and
socio-economic
diversity
which,
in
within
the
plan,
not
because
there
was
an
application
of
racial
criteria.
V
I
think
a
couple
of
points
that
are
worth
and
that
was
essentially
the
holding
of
the
court
of
appeals,
and
I
guess
the
what
I
would
say
just
in
summary
on
this
point
to
your
to
the
to
the
task
force.
V
This
was
an
attempt
by
the
plaintiffs
to
stay
judge
young's
order
pending
their
appeal
of
the
case.
I
think
the
way
the
decision
was
written
was
suggested
at
least
to
maddie,
and
to
me
that
it
would
be
very
unlikely
that
the
court
would
take
a
different
view
when
the
case
is
fully
appealed.
Judge
young's
case
is
fully
appealed
to
the
court.
V
Normally
in
a
case
like
this,
the
court
will
not
spend
as
much
time
deciding
these
issues
on
an
injunction
on
appeal
as
this
court
did,
and
I
think
that
the
decision
that
the
court
rendered
is
is
very
very
helpful
to
your
task
force,
not
only
because
of
what
it
decided
with
regard
to
the
2021
plan.
V
V
Last
point
is,
and
that
is
that,
although
this
decision
was
certainly
consistent
with
the
state
of
the
law
on
the
supreme,
even
at
the
supreme
court
today,
it's
not
clear
to
any
of
us
what
the
state
of
the
law
will
be
in
the
supreme
court
six
months
or
or
a
year
from
now.
But
I
I
would
say
that
the
guard
rails
are
up
for
your
consideration,
as
articulated
by
the
first
circuit
and
by
judge
young
in
his
opinion.
V
So
I'm
happy
to
answer
any
questions
or
if
anybody
has
them,
but
I
think
that's
a
fairly
fairly
good
overview
of
what
the
decisions
held.
C
Yes,
thank
you,
ms
sullivan,
not
really
a
question
just
one
of
if
someone
could
load
the
site
to
that
this
to
the
circuit
to
the
appeals
court
opinion
on
the
chat.
I
think
that
would
be
very
helpful.
There
would
be,
if
possible,.
O
So
we
will
not
share
via
the
chat
function,
but
certainly
we
can
ask
bps
to
to
email
it
out
to
the
task
force.
Members.
L
O
The
only
exception
to
that
is
mr
chernow,
who
is
having
internet
issues
and.
L
O
C
Yeah,
I
appreciate
that
and
I
would
agree
it's.
It
is
extraordinary,
particularly
if,
just
if
I
was
to
say
just
a
but
just
an
injunction
appeals
court
would
go
to
the
links
of
writing
a
lengthy
opinion,
which
is
it's
almost
advisory
and
it
sounds
very
instructive.
C
So
yeah
I
I'd
agree,
mr
cheating.
This
is
quite
extraordinary.
If
this
is
indeed
a
lengthy
decision
on
this,
and
would
it
be-
I
mean
we
can't
read
their
minds,
but
it
sounds
as
if
they
were
almost
lecturing
us
as
to
what
our
our
legal
guard
rails
would
be
going
forward.
V
V
It
wasn't
a
plan
for
that
you're
now
developing
for
the
for
the
future
they're
they're,
mindful
I'm
sure
of
that,
and
I
think
they
probably
thought
it
was
incumbent
on
them
to
give
the
task
force
and
the
school
committee
some
guidance
as
to
what
they
felt
were
the
important
criteria
to
keep
the
keep
the
plan
on
a
firm
constitutional.
O
Basis,
thank
you.
I
do
not
see
any
other
hands
raised
at
this
time.
Attorney
heating.
Thank
you.
We
we
will
do
it.
Okay,
I
don't
see
no
okay.
We,
as
I
shared
we
may
add,
actually
a
formal
present.
We
may
add
a
formal
presentation
to
our
agenda
for
friday,
but
we
will
keep
folks
posted
on
that.
O
Okay,
thank
you
with
that.
We
are
going
to
transition
into
public
comment.
Miss
parvax!
Thank
you
very
much.
A
We
have
four
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
would
let
you
know
when
you
have
20
seconds
left.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoom.
Also,
please
make
sure
you're
signing
to
zoom
with
the
same
name.
You
used
to
sign
up
for
a
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
A
W
So
again,
my
name
is
rachel
meisman.
I
would
like
to
thank
the
exam
school
task
force
for
the
opportunity
to
speak.
I
actually
want
to
speak
as.
W
A
native
boston
class
of
89.
concerns
of
the
activities
surrounding
the
admission
process
for
the
city's
three
exam
schools.
Families
have
received
their
school
assignments.
Bps
has
made
some
projections.
Chinatown
was
supposed
to
get
three
merit
seats,
but
this
neighborhood
only
got
one.
The
north
end
got
zero
merit
seats.
This
neighborhood
should
have
received
five.
W
These
are
just
a
couple
of
examples,
so
my
question
is:
are
merit
seats
being
withheld?
I
have
a
couple
of
other
questions.
There's
been
a
lot
of
talk
about
racial
disparities.
W
I
must
therefore
ask,
though,
what
are
your
plans
to
improve
the
feeder
schools?
There's
talk
about
fixing
the
exam
schools.
What
are
your
concrete
plans
to
improve
the
feeder
schools
and
then?
Finally,
this
is
a
question
for
ms
sullivan,
ms
sullivan.
I
see
that
you
do
not
have
an
educational
background,
yet
I
fully
respect
that
you
are
invested
in
the
education
of
boston,
public
schools,
students.
W
Schools
you
for
this
opportunity
to
speak
once
again
and
thank
you
for
the
opportunity
to
ask
point
two
questions
to
which
I
would
like
very
comprehensive,
thorough
answers.
O
Miss
michael
mann,
thank
you
so
very
much
for
your
questions.
This
is
not
a
time
for
the
task
force
to
engage
in
a
back
and
forth
with
the
public.
This
is
public
comment.
However,
I
do
appreciate
your
question
about
relative
to
my
educational
background.
You
are
correct.
I
do
not
have
a
phd
or
a
master's
degree
in
education.
O
I
I
have
merely
a
juris
doctorate,
an
mba
and
a
ba,
and
have
certainly
worked
extensively
within
the
education
space,
both
in
schools
and
also
in
administrative
offices,
but
again
appreciate
the
question,
but
at
the
end
of
the
day,
everyone
on
this
task
force
is
deeply
committed
to
the
city
of
boston,
to
the
children
of
boston,
to
educational
equity,
access
and
opportunity,
and
a
criteria
for
serving
on
this
task
force
has
absolutely
nothing
to
do
with
the
educational
background
of
any
of
the
members
of
the
task
force.
A
A
A
Maybe
we
should
go
get
back
to
her
after
the
next
speaker
is
kath
lee,
and
this
is
a
cantonese
speaker,
so
I
will
turn
off
the
interpretation,
icon
and
interpret
interpreters
and
the
public
will
all
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony.
A
G
Okay,
so
I've
been
listening
for
a
long
time
to
your
meeting,
so
there
are
two
areas
I
want
to
talk
about.
The
first
is
the
math
growth
test
and
then
the
second
is
in
an
exam.
The.
G
You
know,
in
my
opinion,
I
don't
think
it
doesn't
matter
what,
if
you
use
the
math
scrap
math
growth
test
to
determine
the
how
you,
how
you're
going
to
evaluate
but
then
but
the
other
problem
I
think,
is
because
each
school,
the
curriculum,
is
so
different.
X
G
You
know
even
within
a
school,
they
have
different
teaching
plan,
they
have
like
awc,
they
have
like
basic
education.
It's
varies.
G
X
G
G
G
P
G
Because,
let's
say
if
I
go,
if
someone
go
to
private
school,
if
I
tell
my
teacher
my
my
kids
want
to
apply
a
certain
school,
so
the
kids
gpa
can
be
higher
as
to
result
at
the
end.
X
G
G
We
hope
that
moving
forward,
you
guys,
can
figure
out
a
better
plan
for
in
their
mission.
How
for
the
applicants.
G
Not
not
exacerbating
the
problem
in
within
the
society
already.
X
A
O
One
moment
it
sounds
like
sergio,
you
are
not
on
your
channel.
G
Y
All
right,
thank
you.
So
we
live
in
zero
to
109
and
our
zip
code
has
been
impacted
greatly
by
this
new
zip
code
policy.
A
couple
of
things.
A
lot
of
parents
are
not
sure
if
these
letters
that
went
out
last
wednesday
are
it
is
this.
It
is.
Are
these
letters?
Are
there
more
letters
going
out?
Are
there
more
seats
reserved
parents
are
really
confused?
Y
Y
Another
issue
is
the
wait
list
that
there's
no
wait
list.
Y
Y
You
know
I'm
sure
nobody
wants
an
extra
thing
to
do,
but
these
seats
are
so
valuable
to
families
and
a
lot
of
people
aren't
able
to
take
their
seats
now
because
they've
already
made
other
plans,
I
mean
some
have
moved,
some
have
put
down
deposits
for
private
schools
and
some
have
moved
on
with
other
schools,
so
there
100
should
be
a
wait
list
this
year.
There's
no
reason
that
I'm
aware
of
that
there
is
not
one
so,
and
I
guess
I
had
one
other
thing
to
say
well,.
Y
You
know
these
are
students
that
have
been
working
hard
for
their
goals
for
years
and
years
for
everything
to
change
on
them
and
for
sums
of
codes
to
only
have
one
student,
just
it
just
doesn't
seem
right
when
other
zip
codes
have
you
know,
80
90
students,
that's
all
I
have
to
say.
If
you
could
answer
my
questions,
that
would
be
appreciated.
You
know.
I
really
don't
like
these
public
comments,
because
I
feel
like
parents
are
just
talking
into
a
wind
tunnel
right
now
and
we
don't
get
our
answers.
Y
O
Concludes
our
speakers
for
tonight.
Great.
Thank
you
so
very
much
so
with
respect
to.
I
just
want
to
remind
folks
that
this
task
force
has
a
specific
charge
with
respect
to
making
a
recommendation
to
the
school
committee
for
the
exam
school
admissions
process.
That
is
the
charge
and
focus
of
this
particular
task
force.
We
are
not
operational
in
nature.
O
That
said,
I
do
know
that
there
are
members
of
the
bps
central
office
who
are
in
this
meeting,
and
so
we
can
surely
make
a
request
that
bps
central
office
presents
to
the
school
committee
information
about
the
operational
aspects
of
the
most
recent
admissions
process,
and
so
please,
for
those
who
are
on
the
line.
Miss
roberts
miss
hogan.
O
If
you
could
take
that
back
as
a
request
from
this
task
force,
that
bps
does
make
a
formal
presentation
presentation
to
the
school
committee
on
the
on
the
admissions
process.
O
Secondly,
what
certainly
is
within
scope
for
this
committee
looking
forward
to
friday,
I
want
to
make
sure
the
task
force
knows
that
mr
condom
haases
and
I
have
requested
that
this
task
force
receive
information
about
really
the
application.
O
The
offers
of
admission
that
were
extended
to
students
so
that
we
can
better
understand
really
the
impact
of
the
interim
policy
on
students
across
the
city.
O
To
date
we
have
received
none
of
that
information,
and
at
least
you
know
to
our
knowledge.
That
is,
you,
know,
information
that
is
not
available
at
this
time,
so
any
we
are
hopeful
that
any
information
about
again
kind
of
the
distribution
of
the
applications
of
of
the
sorry
of
the
offers,
the
admissions
offers
will
be
ready
by
friday
and
will
be
part
of
our
meeting
on
friday.
Z
Ms
sullivan,
could
I
just
add,
as
a
school
leader,
I
have
had
many
of
those
exact
same
questions
that
just
came
from
our
last
speaker.
So
I'm
guessing
there's
a
lot
of
people
asking
those
similar
questions.
So
I
just
wanted
to
echo
that.
O
And
again
and
mr
compton
posters-
and
I
are
well
aware
of
that-
which
is
why
we
have
already
asked
that
again
once
that
information
is
available,
that
it
be
presented
to
this
task
force,
and
it
is
our
hope
that
it
will
be
available
for
our
friday
meeting.
I
want
to
again
just
emphasize
that
there
is
no
data
available
to
speak
to
the
distribution
of
admissions
offers.
There
can
be
speculation,
but
the
reports
have
not
been
shared
generated.
O
They
are
not
available
at
this
time.
We
are
hopeful
that
they
will
be
available
for
our
friday
meeting
and
mr
contemposis
and
I
have
requested
that
that
be
part
of
our
meeting
miss
eric.
R
Thank
you,
miss
sullivan,
completely,
understand
that
we're
awaiting
the
full
report.
It
wouldn't
be
appropriate
to
discuss
that.
I
was
just
wondering
about
to
miss
gross's
point
the
question
that
is
a
little
more
decided
around.
I
didn't
realize
there
are
families
potentially
confused
around
the
communication
of
last
week's
letter
and
whether
that
was
a
final
letter
and
I
didn't
know
if
there
was
anyone
on
the
call
on
the
bps
side
who
can
answer
that
question
potentially
for
families
who
might
be
listening.
M
I'm
happy
to
answer
that
question,
so
the
the
letters
that
went
out
last
week
are
the
final
letters
that
families
will
receive
either
informing
them
that
their
child
has
been
invited
or
indicating
that
their
child
was
not
placed
in
a
seat.
So
I
think
hopefully
that
answers
the
question
and
I
will
work
with
our
communications
office
as
we
share
additional
communications
with
families
to
make
sure
we
clear
that
up
in
additional
places.
B
I
would
just
like
to
ask:
is
it
possible
miss
roberts,
that
you
make
it
clear
to
everyone
that
you
have
been
diligent
in
responding
to
any
concerns
regarding
the
invitations,
as
folks
have
called
your
office
and
called
the
school
department?
M
So
most
folks
are
calling
me,
maria
vieira.
I
will
need
to
get
that
phone
number
or
emailing
maria
vieira.
I
can
also
put
in
the
chat
for
attendees
and
panelists
the
email
address
which
we've
been
responding
to
as
well,
so
I
will
get
that
those
numbers
and
email
address
and
put
them
in
the
chat
for
everyone.
O
So
again,
we're
not
using
the
chat
for
meetings,
and
so,
if
you
could
state
the
email
address
so
that
it
can
be
interpreted
as
well.
Yeah.
B
O
So
again,
mr
contemposis,
I
appreciate
the
the
question,
but
again
I
I
just
want
to
for
the
record,
be
clear
on
the
scope
of
this
particular
task
force,
and
I
do
I,
the
the
school
committee
meeting,
which
I
believe
is
isn't
next,
I
believe,
is
next
week,
would
be
the
appropriate
place
for
the
public
to
receive
a
full
reporting
from
the
district
on
the
exam
schools,
admissions
process
and
current
status.
O
I
want
I
I
say
that,
because
there
are
well,
there
are
some
one
because
again,
scope
and
purpose
of
this
task
force,
but
two
because
this
task
force
meeting
is
not
inclusive
of
the
entire
bps
community,
and
I
want
to
make
sure
that
we're
sharing
that,
if
bps,
is
sharing
information
on
this
topic,
the
entire
bps
community
has
an
opportunity
to
receive
the
information
and
the
school
committee
which
is
responsible
for
the
policy,
has
the
opportunity
to
ask
appropriate
questions.
B
U
B
B
Clear,
no,
let
me
be
clear,
mr
contemporary,
you
are
clear:
okay,
looking
to
get
that
information
as
a
way
of
determining
the
direction
we
should
go
in.
That's
all
I
want
to
say:
there's
no
reason
in
my
mind
that
that
information
shouldn't
go
to
the
committee
first,
if
it
hasn't
done
so
already,
but
to
expect
us
to
then
turn
around
and
ask
for
data
and
ask
for
simulations.