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From YouTube: Boston School Committee Meeting 9-14-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
boston
school
committee.
I'm
chairperson,
jerry
robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining
with
the
boston
teachers
union,
as
well
as
litigation
related
to
mission
hill
k-8
pilot
school
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube.
A
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
Under
the
september
14th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
A
A
A
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you
again.
Thank
you
for
your
cooperation
before
we
move
on.
The
superintendent
has
shared
with
me
that
we
have
not
yet
received
the
last
phase
report.
Therefore,
we
will
be
adjusting
our
agenda
this
evening
with
respect
to
the
mission
hill
report,
dr
eccleston
will
provide
us
with
some
reflections
and
lessons
learned
regarding
the
last
phase
of
the
mission
hill
investigation.
A
B
Thank
you,
chair
robinson,
and
I
just
want
to
acknowledge
that
in
our
last
meeting
I
shared
in
my
superintendent
report
that
we
would
present
on
phase
three
of
the
mission
hill
investigation
this
evening.
Unfortunately,
we
have
not
yet
received
the
final
report,
so
I'm
unable
to
present
formally
on
this
topic
tonight
and
I'm
hopeful.
We
will
have
the
report
soon,
which
will
allow
our
team
to
read
the
report
and
prepare
a
final
presentation,
formal,
formal
and
final
presentation
at
our
next
meeting.
B
I
also
want
to
acknowledge
that
this
might
be
frustrating
to
some
of
the
public
watching
tonight.
I
want
the
public
to
know
that
we
take
this
very
seriously.
It's
important
that
we
have
all
the
information,
so
we
can
properly
inform
and
engage
with
the
public,
even
though
we
do
not
have
the
final
phase
3
report
just
yet.
B
B
B
B
B
B
At
the
conclusion
of
the
phase,
one
report-
investigators
transitioned
into
phase
two
and
three
in
these
phases
of
the
report.
The
investigators
were
looking
at
the
adequacy
of
an
action
or
inaction
about
the
school
phase,
two
and
the
district
phase,
three's
leadership
team
to
comport,
with
applicable
laws,
regulations,
policies
and
circulars,
as
well
as
to
generally
follow
best
practices.
B
B
Before
I
share
my
reflections,
I
want
to
take
a
moment
to
communicate
that
I
take
the
findings
of
the
mission
hill
phase,
one
report
very
seriously.
I've
acted
with
great
integrity
and
great
urgency
at
every
step
of
the
investigatory
process,
working
diligently
to
be
respectful,
responsive
and
communicative
to
a
whole
host
of
different
voices
and
opinions.
On
this
matter,
I'm
committed
to
closing
out
the
investigatory
process
with
as
much
transparency
as
possible
in
a
way
that
positions
bps
to
fundamentally
change
and
respond
to
the
findings
of
the
report.
B
When
I
step
back
and
consider
what
I've
learned
as
a
transition
from
the
acting
superintendent
role
and
welcome
incoming
superintendent
skipper,
there
are
four
areas
that
come
top
of
mind.
That
must
be
immediately
addressed
to
ensure
that
something
like
what
transpired
with
mission
hill
does
not
happen
again.
B
B
In
this
case,
we
ensure
that
the
incoming
superintendent
had
multiple
transition
documents
related
to
core
work
across
the
bps
superintendent
skipper,
and
I
have
met
multiple
multiple
times
each
day
since
the
moment
of
her
appointment.
In
the
moment
of
my
appointment,
I've
operated
under
an
assumption
of
no
surprises,
and
I
think
that's
the
approach
that
we
all
need
to
take
as
we
think
about
leadership
transitions
across
bps
and
we've
ensured
a
briefing
of
ongoing
lawsuits
and
investigations.
So
the
incoming
leader
is
aware.
B
I
think
a
great
example
of
this
is
how
the
system
has
come
together
to
produce
high-quality
cross-functional
work,
as
it
relates
to
the
systemic
improvement
plan.
I
think
there
are
lessons
learned
of
how
that
work
has
worked
effectively
for
us
as
a
system,
and
we
need
to
ensure
that
we
replicate
it
as
we
deal
with
complex
problems
across
bps,
proud
that,
with
the
at
the
direction
and
with
the
partnership
of
incoming
superintendent
skipper,
we've
worked
to
orient
our
system
around
a
network
regional
model
of
support.
B
Finally,
our
work
streams
that
account
for
all
the
work
that
needs
to
happen.
All
the
documentation
that
needs
to
happen
has
to
be
set
up
so
that
we're
tracking
and
documenting
our
work,
most
notably
those
complaints
and
concerns
that
are
coming
directly
from
our
students
and
from
our
families,
and
then,
finally,
we
have
to
address
the
sometimes
unclear
role
that
autonomy
plays
in
our
system
is
my
fourth
reflection.
B
B
A
Thank
you.
Thank
you,
dr
eggleston,
and
I,
although
I
wish
we
could
have
shared
information
from
the
final
report
tonight.
I
appreciate
how
seriously
the
district
has
taken
this
investigation
and
agree.
It's
important
that
that
the
investigation
is
thorough
and
comprehensive
and
not
rushed
when
we
get
the
final
report,
it's
important
that
we
share
with
the
public
what
failures
were
identified
in
the
steps
we
are
taking
to
prevent
them
from
happening
again.
A
C
I
just
I
have
a
question
one.
Thank
you
so
much,
and
I
I
appreciate
the
framing
this
evening,
the
seriousness
in
which
the
district's
taking
in
and
understanding
what
happened
and
not
being
a
path
forward.
While
the
final
report
is
not
ready
for
public
release
there.
I
am
curious
in
its
sort
of
draft
stage
how
long
there
has
been
a
a
third
report.
B
I
saw
a
draft
report
phase
three
report
about
two
or
three
weeks
ago,
but
we
do
not
have
a
redacted
report
yet.
C
While
I
have
not
seen
a
a
draft
report,
there
is
a
report,
that's
done
and
we
I
just
want
to
like
encourage
us
with
urgency
to
move
forward
the
the
barrier
in
releasing
a
final
report
is
getting
the
redactions
done,
and-
and
I
just
I-
I
want
to
be
really
like
sober
about
that,
and
I
I
appreciate
the
urgency-
that's
that's
being
spoken
about
this
evening,
but
we've
now
had
two
or
three
weeks
to
move
forward
with
redactions
and
we're
still
here,
and
so
I
hope
by
our
next
school
committee
meeting.
D
First
of
all,
thank
you,
mr
anton
with
your
recommendations,
your
reflections
on
the
martyr
and
your
recommendations
regarding
how
to
move
forward
and
your
willingness
to
share
the
report
to
the
public.
I
think
that's
the
first
step
that
we
need
to
do.
D
I
wholeheartedly
agree
with
your
recommendations,
and
you
know
your
reflections
on
how
to
deal
with
it.
What
I
find
is
this
that
I'm
also
flabbergasted
that
some
of
your
reflections
were
not,
in
effect
until
now
were
not
in
practice
were
not
somehow
implemented
within
the
school
system.
Until
now,
until
now,
you
are
making
recommendations,
particularly
regarding
the
issue
of
autonomy.
D
D
I'm
now
making
a
request
that
whenever
there
are
legal
issues
affecting
us
affecting
me
as
a
member
of
of
the
school
committee,
I
would
like
to
be
involved
directly
at
the
onset
of
all
those
issues.
Thank
you.
A
C
A
F
C
A
A
G
D
A
B
I'm
happy
to
join
you
this
evening.
I
wanted
to
begin
tonight
by
addressing
a
topic
that
is
likely
on
everyone's
mind
in
light
of
the
incident
at
burke
high
school
on
monday.
B
We
want
to
be
very
clear
that
violence
of
any
kind
has
no
place
in
our
schools.
What
happened
at
the
burke
is
unacceptable
and
we
must,
as
a
whole
city,
work
together
to
prevent
incidents
like
this
at
bps.
We
have
made
significant
investments
to
support
our
young
people
as
we
deal
with
the
trauma
from
the
last
few
years,
we
have
school-based
social
workers
at
every
school
and
nine
district
social
workers
to
support
as
well.
B
The
growth
and
social
work
capacity
has
enabled
us
to
be
more
proactive
and
to
provide
triage
support
in
tandem
with
city-based
agencies,
as
evidenced
by
our
response
to
the
incident
that
occurred
at
the
berk.
We
were
able
to
respond
with
district-wide
social
workers
and
to
collaborate
with
and
support
efforts
with
project
right
and
the
neighborhood
trauma
team.
B
The
safety
and
security
of
our
students
and
staff
remains
our
top
priority,
and
I
am
grateful
to
the
school
staff
who
are
on
the
ground
every
day
supporting
our
young
people.
I
know
it's
not
easy
work,
but
seeing
our
students
thrive
makes
it
all
worth
it
as
it
relates
to
the
superintendent
transition.
As
you
all
know,
this
is
my
last
meeting
as
acting
superintendent.
B
B
B
Prior
to
the
school
year.
We
worked
with
a
re-engagement
center
to
reach
out
to
students
who
had
been
chronically
absent
dozens
of
volunteers
from
our
schools
and
our
central
office
and
our
community
knocked
indoors
and
reached
out
to
students
to
ensure
that
they
would
attend
school.
They
canvassed
dorchester,
roxbury
and
jp
sections
of
the
city.
B
Lastly,
I
was
at
the
mata
hunt
school
along
with
mayor
wu
btu,
president
jessica
tang
chair,
jerry
robinson
and
others
to
pass
up
pencils
and
to
greet
the
students
for
the
first
day
of
school
being
at
the
mata
hunt,
which
is
the
same
school.
I
started
out
off
last
year,
as
I
transitioned
to
the
bps
on
july.
1St
was
a
really
exciting
moment.
For
me,
there
was
so
much
joy,
music,
dancing,
cheering
and
even
a
red
carpet
to
welcome
students
and
their
families.
B
B
B
B
B
During
the
week
of
october
3rd,
there
will
be
a
latinx
high
school
competition,
along
with
events
that
are
planned
on
august
13th
and
sorry
october,
13th
and
october
14th.
B
They
are
promoted,
these
were
promoted
via
robocalls
text
messages,
emails
and
the
weekly
parent
newsletter
close
to
1.
000
parents
attended
the
sessions
and
we
were
able
to
directly
engage
with
members
of
the
bps
leadership
team.
They
were
able
to
directly
engage
with
members
of
the
bps
leadership
team
to
get
answers
to
their
questions
about
coveted
protocols,
transportation,
information,
special
education
and
more.
B
B
Our
bus
arrival
times
before
belt
time
and
after
bell
time
continue
to
improve.
As
we
see
from
the
data
on
the
screen,
we
continue
to
make
improvements
to
our
operations
and
respond
to
the
transportation
needs
of
families
throughout
the
district
attendance
stayed
steady
during
the
first
couple
of
days
of
the
school
year.
We
were
at
78
on
day
one
and
81
approximately
on
days.
Two
and
three.
B
B
We
consistently
are
engaging
with
our
partners
at
deci
and
asking
for
feedback
from
senior
level
desi
staff,
so
they
can
review
our
work
and
that
we
can
make
adjustments
as
we
continue
to
collaborate
on
this
critical
systems.
Work
looking
forward,
we'll
be
receiving
recommendations
from
external
reviews
related
to
special
education,
transportation
and
student
safety.
Later
this
fall
and
presenting
the
strategic
plan
for
multilingual
learners,
we
look
forward
to
engaging
with
a
larger
bps
community
around
these
recommendations,
as
we
plan
for
the
future.
B
And
finally,
this
is
my
last
school
committee
meeting
as
acting
superintendent.
I
want
to
thank
everyone
who
helped
me
during
this
journey.
It's
been
an
honor
to
be
part
of
this
team
bps
and
to
see
all
the
amazing
work
that
is
happening,
I'm
remarkably
proud
to
serve
the
children
and
families
of
boston.
B
B
It
will
take
all
of
us
working
together
to
achieve
the
level
of
quality
excellence
and
opportunity
that
every
single
child
in
bps
deserves.
Thank
you
for
the
opportunity
to
serve
the
students
and
families
of
bps.
In
this
role.
I'm
excited
to
continue
to
serve
in
my
new
role
and
to
welcome
mary
in
just
11
days,
not
that
I'm
counting.
B
A
Thank
you,
dr
eggleston,
for
your
report
and
before
I
open
it
up
for
questions,
I
want
to
express
my
deepest
gratitude
to
you
for
providing
bps
with
valuable
continuity
and
leadership.
During
this
interim
period,
dr
eggleston
has
been
working
tirelessly
to
start
the
school
year,
strong,
implement
the
deficit,
strategic
improvement
plan
and
ensure
a
seamless
transition
for
incoming
superintendent,
mary
skipper.
A
C
That
frantic
moment
of
trying
to
figure
out
how
to
unmute
for
the
you
know
teeth
time.
I
want
to
echo
chair
robinson,
dr
eccleston.
Thank
you
so
much
for
your
service.
I
no!
This
is
not
your
last
school
committee
meeting,
though
so
you're
not
totally
out
of
the
clear
but
really
thank
you
and
thank
you
for
showing
up
during
a
a
complex
time
that
only
became
more
complex
as
we
had
to
manage
even
more
complex
transportation
issues
over
the
summer.
So
really
really.
Thank
you
for
that
leadership.
C
I
have
some
questions
as
we're
talking
about
back
to
school,
which
I
just
have
to
say
has
been
a
incredibly
smooth
experience
for
my
own
child,
with
incredible
communication
from
from
the
system,
and
I
know
that
isn't
always
true
for
every
family,
but
that's
been
my
experience
over
the
last
week,
but
I
am
curious
about
staffing
shortages
sort
of
where
we
are
we
heard
about
some
of
the
vacancies
at
the
last
meeting.
C
I
would
love
to
know
where
we
are
in
filling
those
vacancies
and
if
you
could
share
that
update,
that
would
be
great.
B
I
apologize,
I
don't
have
this
sort
of
up
to
the
minute
data
from
today.
B
It's
been
a
busy
day,
but
last
time
I
checked,
we
were
at
about
180
vacancies
or
teacher
vacancies
across
the
system
and
we
were
working
with
a
specific
number
of
schools,
five
or
six
schools
that
were
carrying
from
my
perspective,
too
many
of
those
vacancies,
and
so
we
redeployed
some
central
office
support
from
the
office
of
human
capital,
the
the
operational
leader
for
the
region
and
the
school
superintendent
to
provide
direct
guidance
and
support
to
those
school
leaders
to
ensure
that
they
had
what
they
needed
to
make
hiring
decisions
in
the
best
interest
of
students
and
families.
B
As
I've
mentioned
in
previous
meetings,
we
tried
to
sort
of
take
a
really
close
look
at
areas
where
we
identified
that
there
were
concerns,
and
so
some
of
those
areas
based
on
our
disaggregated
data
included
particularly
secondary
science
positions,
and
there
were
a
number
of
different
strategies
that
we
took
to
fill
those
positions.
One.
We
didn't
all
call
out
to
retired,
recently
retired
educators,
who
taught
science
in
the
bps
to
ask
if
they
might
be
eligible
or
interested
in
returning
to
fill
any
of
those
positions
in
the
short
or
long
term.
B
And
so
those
are
the
sort
of
sort
of
approaches
that
we
took.
We
also
took
a
look
at
school
secretary
positions.
We
saw
we
thought
that
those
were
really
critical
positions
to
the
sort
of
strong
start
of
school.
We
wanted
to
make
sure
that
our
phones
were
being
answered
and
that
those
resources
were
available.
So
there
were
five
or
six
schools
who
had
a
vacant
secretary
position,
so
we
redeployed
managerial
positions
from
the
central
office
to
the
school
house
to
make
sure
that
those
positions
were
covered
across
bps.
C
Thank
you
for
for
the
update
a
hundred
and
eighty-ish
is
it's
still
a
lot
and
I
think
we
were
at
a
little
just
over
200
at
our
last
school
committee
meeting,
with
the
hope
that
we
would
be
at
zero
for
this
one.
I'm
curious
around
the
communication
that
families
receive
when
they're
not
fully
staffed
and
I'm
so
sort
of
one
and
then
two
I'm
also
curious
with
hearing
the
previous
strategies
around
recruitment,
some
of
which
clearly
have
not
panned
out
to
bring
us
down
to
zero.
C
What
is
the
sort
of
next
step
in
trying
to
fill
those
vacancies?
And
you
know
I
have
been
like
a
proponent
on
using
esser
funds
to
try
to
incentivize
folks
through
hiring
bonuses,
and
I
know
that
we
didn't.
We
didn't
move
in
that
direction,
but
are
there
other
strategies
that
we're
using
to
try
to
do
hires
during
the
current
school
year?.
B
Yeah,
I
certainly
don't
want
to
do
anything
to
divulge
our
sort
of
negotiation
strategy
and
anything,
but
we
certainly
have
not
closed
the
door
to
bonuses
to
increased
retention
across
the
bps
and
or
bonuses
to
think
about
sort
of
hiring
positions,
potentially
in
hard
to
staff
positions,
so
that
door
is
not
closed
and
something
we
certainly
will
consider
in
the
days
and
weeks
to
come
with
with
our
union
partners.
I
do
think
I
mean
just
to
be
clear.
I
don't
think
in
this
context.
B
In
this
labor
market
we
were
ever
going
to
be
at
zero.
I
don't.
I
don't
think
that
that
was
just
so
realistic
if
we
just
look
at
what's
happening
nationally
and
we
have
been
working
doggedly
in
ohc
to
make
sure
that
one
we're
like
processing
the
new
folks
that
are
sort
of
coming
in
as
quickly
as
possible,
ensure
the
requisite
you
know.
Obviously,
quarry
checks
are
done
and
that
we're
getting
people
into
positions
as
quickly
as
possible.
B
We're
going
to
continue
to
make
progress
on
this,
and
I
see
movement
in
many
of
our
schools
through
the
support
of
the
school
superintendent,
the
operational
leader
and
the
ohc
to
help
organize
interview
processes
and
making
sure
that
the
teachers
who
are
on
that
committee
or
have
the
protocol
questions
and
all
the
support
that
they
need
to
try
to
move
those
quicker
at
the
schoolhouse.
And
so
we'll
continue
to
sort
of
work
through
this
through
the
winter
in
the
fall
and
winter.
And
I
believe
that
number
will
continue
to
decrease.
C
Then
my
final
question
on
on
this
issue:
is
there
ever
a
universe
and
again
just
not
having
the
data
in
front
of
me
where
we
see
schools
that
have
higher
concentrations
of
teacher
need?
Is
there
every
universe
where
we
are
redeploying
either
existing
teachers
from
other
schools
to
sort
of
share
the
burden
and
working
with
labor
our
labor
partners?
To
do
that
or
some
of
these
new
positions
that
we
have
expanded,
including
some
of
these
coaching
roles,
so
that
we
have
experienced
folks
in
front
of
our
most
vulnerable
kids.
E
Thank
you,
madam
chair.
First,
I
want
to
start
by
saying
thank
you
to
dr
eccleston
for
the
incredible
work
and
as
a
member
cardet
hernandez
has
already
stated.
This
will
not
be
your
last
meeting.
You
were
stuck
with
us
for
a
while
longer.
E
E
So
I
think
we
may
have
a
future
night
owl
school
committee
member
in
the
making
with
that
one,
so
just
an
incredible
amount
of
gratitude
for
our
teachers
and
our
staff
for
making
such
welcoming
classrooms.
I
do
have
a
question
as
it
relates
to
the
transportation
pieces
that
you
mentioned.
Obviously,
there
are
still
some
challenges
and
added
to
those
challenges.
Just
the
the
operational
challenges
around
the
orange
line
and
the
transportation
system
and
traffic
and
all
the
other,
really
factors
that
come
into
that.
E
I'm
wondering,
as
we
anticipate
the
return
of
the
orange
line
and
the
shifting
of
shuttles,
I
believe
we
did.
We
had
offered
some
bus
transportation
to
some
students
who
would
typically
be
mbta
eligible
or
who
would
be
getting
themselves
to
school
via
the
mbta,
and
so
I'm
curious
to
hear
from
you
all,
with
the
shifts,
with
the
projected
shifts
of
the
orange
line
coming
back
on
how
this
would
impact
our
transportation
both
positively
or
negatively,
and
what
changes
we
anticipate.
That
would
impact
students
and
families.
B
I'll
start
and
then
I'll
pass
it
off
to
my
amazing
colleague
who
I
see
just
came
off
camera.
So
I
think
there
are
multiple
sort
of
questions
here
that
I
think
are
really
important.
Let
me
start
with
what
I
see
in
the
data
that
signals
to
me
that
we
could
really
not
be
in
a
much
stronger
position
than
we
currently
are.
B
I
want
to
acknowledge
that,
while
the
vast
majority
of
students
are
getting
to
school
on
time
that
there
have
been
some
significant
challenges,
particularly
on
the
pm
dismissal
routes
and
those
are
things
that
we're
working
through
at
our
and
are
unacceptable.
B
If
this
continues
as
the
impact
of
the
orange
line
sort
of
moves
beyond
us-
and
we
think
through
that,
we
have
all
of
our
routes
covered
and
we
have
extra
drivers
to
sort
of
deploy
when
something
happens,
we're
just
going
to
be
in
a
much
better
spot
and
we're
going
to
ensure
that
those
numbers
are
really
meeting
the
benchmarks
that
are
closer
to
the
95
percent
and
the
decisive
agreement.
I
see
data
that
suggests
to
me
that
we're
going
to
be
able
to
move
in
that
direction.
I
I
think
I
just
want
to
echo
acting
superintendent
eccleston
here
right
now,
what
we're
seeing
in
the
transportation
data
and
with
are
continuing
to
hire
drivers.
It
looks
like
we're
moving
in
the
direction
that
we
should
be
moving
in.
I
As
you
just
said,
the
last
few
days
we've
been
fully
covered,
all
of
our
buses
had
drivers
and
we
had
a
few
extra
drivers
within
the
operations
to
support
with
like
breakdowns
and
anything
else
that
happens
in
the
operation,
which
is
something
that
we
did
not
have
in
the
operations
for
a
while.
I
think,
with
our
continued
hiring
efforts
with
the
orange
line
coming
back
online.
I
One
of
the
things
that
we're
seeing
in
the
data
is
our
trip
trip
two
and
trip
threes,
like
that:
eight
thirty,
eight
thirty
and
nine
o'clock
time
where's,
like
where's,
we've,
seen
a
significant
drop
in
on
time
performance
in
that
area
which
signals
like
traffic
on
the
roadway.
That's
like
really
affecting
our
buses.
Usually
we
have
a
drop
in
that
8
30
time
and
we
recover
for
our
9
15
8
15
schools
drop,
and
then
we
see
our
on-time
performance
recover
at
our
later
school.
I
9
30
schools,
but
we're
not
seeing
the
recovery
that
we
usually
see
here
over
here.
I
think,
with
the
orange
line
coming
back
online,
it
would
help
with
traffic
and
we'll
see
more
of
our
buses
getting
to
schools
on
time.
Our
routing
team
is
going
to
be
monitoring
this
very
closely
to
see.
If
there's
any
slack,
we
can
add
to
the
system
to
improve
on
time
performance
as
we
go
along.
I
think
the
work
that
the
transportation
team-
I
know
that
drew
said.
I
Thank
you
to
me,
but
I
need
to
say
publicly
say
thank
you
to
my
team.
Like
I
have
I
work
with
the
best
team
and
my
team
works
so
hard.
Every
day
everyone
comes
to
work
committed
to
ensuring
that
all
of
our
students
get
to
school,
safe
and
on
time
our
routing
team
monitor
team
drivers,
the
entire
transportation
team-
and
I
could
not
do
this
work
without
my
team,
so
I
just
publicly
want
to
say
thank
you
to
my
team.
E
I
just
have
a
quick
follow-up
to
that
and
thank
you
both
for
for
that
for
those
answers
as
given
what
our
mou
is
with
deci
and
perhaps
dr
xen
you're
going
to
cover
this
later.
But
I
know
that
transportation
was
one
of
the
areas
that
came
up
on
there.
Currently
we're
not
meeting
those
benchmarks,
and
so
I'm
curious
to
understand
what
conversations
have
been
occurring
with
the
state.
E
B
Yeah,
it's
a
great
question.
I
will
acknowledge
that
I
communicated
very
explicitly
and
clearly
at
the
highest
levels
of
deci
our
intention
of
renegotiating
those
metrics.
Once
we
learned
of
the
orange
line,
I've
always
made
really
clear
that
that
was
not
our
primary
focus.
B
H
Thank
you,
madam
chair,
and
and
doc
dr
eccleston.
First
of
all,
let
me
join
the
chorus
of
my
colleagues
with
profound
thanks
for
your
willingness
to
serve
and
for
the
thoughtfulness
and
care
with
which
you
have
approached
this
role.
It
has
been
a
delight
to
work
with
you.
I
think
what
the
public
sees
in
these
meetings,
the
chair
and
I
and
others
see
every
single
day,
particularly
with
how
you
have
done
this
with
our
incoming
superintendent
or
superintendent
designee
skipper.
H
The
closeness
with
which
you
have
worked
with
her
has
very
clearly
sent
the
message
across
the
ranks
in
the
bowling
building
and
beyond
that.
This
was
a
time
to
work
hard
that
this
was
not
a
time
for
oh
wait
till
the
new
person
is
here,
and
so
I
really
appreciate
how
closely
you
have
coordinated
things
with
superintendent
designee
skipper
and
that
you
have
tackled
hard
issues,
including
your
thoughtful
comments.
H
Earlier
tonight,
I
appreciate
my
colleagues
asking
about
transportation
and
also
thank
ms
stanislaus
and
her
entire
team,
as
she
pointed
out,
because
I
know
I've
been
in
that
in
that
room
with
your
team.
I
know
how
hard
they
are
all
working
right
now.
This
is
incredibly
challenging.
Anyone
of
us
who
are
driving
around
boston
right
now
are
taking
public
transportation,
our
walking
or
even
riding
blue
bikes,
as
I
have
been
taking
to
do
with
the
in
the
past
week
or
so
know
how
challenging
it
is
to
get
around
boston
right
now.
H
H
That
is
a
challenge,
but
even
the
chart
that
you
put
up
dr
eccleston
that
showed
the
improvements
just
in
a
week's
time,
even
with
the
orange
line
still
down,
I
think,
is
a
faster
improvement
than
we
have
seen
from
prior
years.
So
I
thank
the
entire
transportation
team
for
their
work
on
this,
and
I
know
how
important
it
is.
H
Dr
eckelson
one
quick
question,
and
I'm
not
sure
if
you
want
to
address
this
in
the
context
of
another
report
coming
up,
but
if
you
could
talk
a
bit
more
about
school
safety
right
now,
which
is
obviously
another
key
issue
at
the
beginning
of
the
school
year
and
your
thoughts
on
how
it's
going.
I
know
that
you've
engaged
with
the
council
of
great
city
schools
to
come
up
and
do
a
in-depth
dive
in
that
issue,
as
it
is
part
of
the
the
concerns
of
deci
as
well.
H
So
if
you
want
to
hold
off
and
talk
about
it,
then-
or
if
you
just
want
to
talk
about
some
thoughts,
you
have
about
school
safety
right
now,
how
it
is
going,
what
you
were
doing
different
about
it-
and
you
know
message
to
parents
about
that-
would
be
really
helpful.
B
Yeah
I'll
start-
and
I
see
chief
coakley
grice
just
came
off
camera
and
I'm
sure
deputy
superintendent,
sam
depina,
will
also
sort
of
have
some
comments.
So
one
it's
my
personal
belief
and
it's
a
belief
shared
by
incoming
superintendent,
skipper
that
the
most
important
thing
relative
to
student
safety
is
all
built
in
relationships.
If
we
don't
have
relationships
with
students
and
they
don't
have
trusted
adults
to
talk
to
when
there
are
issues
there
are
potentially
going
to
be
problems.
B
B
We
need
to
ensure
that
we
have
our
eyes
and
ears
on
our
students
that
we're
sort
of
listening
to
some
real
concerns,
and
sometimes
we
find
that
some
of
the
challenges
we
face
might
be
with
students
who
are
new
to
bps
or
new
to
a
specific
school,
and
it's
really
important
that
we
are
building
those
relationships
as
quickly
as
possible.
And
so
it's
certainly
a
piece
of
advice
that
I
give
to
to
all
of
our
school
leaders
to
make
sure
that
our
students
are
known
and
they
have
the
types
of
relationships
that
are
required.
B
B
From
my
perspective,
I
feel
that
in
our
classrooms
I
feel
that
in
our
schoolhouses-
and
there
are
moments
where
some
things
happen,
which
have
to
be
unacceptable
in
the
bps,
and
we
have
to
make
sure
that
we're
responding
either
in
a
proactive
way
or
responding
with
urgency
to
make
sure
that
that
something
like
that
doesn't
happen
again
and
I
think
an
example
of
like
that
was
what
happened
at
the
burk
earlier
this
week.
In
this
moment,
our
systems
worked
for.
B
B
And
so
that's
the
work
that
we're
going
to
have
to
do
as
we're
sort
of
continuing
to
move
forward.
At
this
specific
moment
really
deeply
focusing
on
relationships-
and
I
know
that
that's
something
that
is
at
the
core
of
what
mary
skipper
believes
I'll
turn
over
to
deputy
superintendent,
depena
and
chief
coakley
griez.
To
add
any
additional
detail.
L
No,
I
just
want
to
reiterate
what
dr
eckerson
said.
I
think
it's
really
based
on
relationships,
and
I
think
that
that's
what
boston
has
been
known
for
for
decades-
and
you
know
that
was
a
totally
unfortunate
situation.
I've
been
in
law
enforcement
in
the
city
now
for
close
to
30
years,
and
that
is
always
you
know
just
very
unpleasant,
but
I
think
what
we
can
say
is
a
highlight
of
that
is
that
our
partnerships
and
collaborations,
not
just
within
bps
but
without
and
outside
of
bps,
help
to
get
a
resolution
of
that
situation
fairly
quickly.
L
I
don't
want
to
talk
too
much
about
investigation
that
bpd
is
conducted,
but
I
can
just
say
that,
as
a
result
of
our
partnerships
and
relationships
that
we
form
throughout
the
the
decades
in
boston
that
the
suspect
is
in
in
in
custody,
the
victim
is,
is
on
the
mends
to
do
well
in
the
on
appropriate
administrative
practices
in
policies.
One
of
the
schools
worked
very
well
so,
and
we're
going
to
continue
that
on
and
not
just
in
in
the
birth,
but
really
have
that.
That
message
resonate
throughout
the
bps
system.
K
And
the
only
thing
I
would
add
to
that
mr
o'neill
good
evening,
memphis
committee
and
the
public,
is
that
in
the
last
meeting
we
talked
about
starting
our
planning
for
school
opening.
Last
may,
the
beginning
of
may
and
part
of
that
involved
doing
a
lot
of
reflection
on
our
safety
protocols,
our
operations,
our
systems,
our
communication
and
our
work
with
boston,
police
and
other
partners,
and
we
spent
the
majority
of
the
summer
working
really
intentionally
on
looking
at
our
documents.
K
Looking
at
our
procedures,
our
protocols
and
doing
a
lot
of
updating,
streamlining
and
making
very
clear
kind
of
what
those
those
are.
We
also
mapped
out
a
large
training
opportunities
that
we
started
in
the
summer
with
our
school-based
staff
and
we're
going
to
continue
those
trainings
through
middle
of
october
to
make
sure
we
have
plenty
of
opportunities
for
folks
to
understand
what
we
do
understand
why
we
do
them
answer
questions.
K
People
may
have
and
just
constantly
reiterate
some
of
the
things
we
put
in
place
some
of
that
feedback
that
we
all
the
changes
that
we
made
involve
feedback
from
different
stakeholders.
So
we
created
opportunities
this
summer
for
some
of
our
public,
some
of
our
partners
to
kind
of
look
at
some
of
our
documents,
looking
at
some
practices
and
give
us
feedback
on
that
and
a
lot
of
the
documents
that
we've
updated.
Reflect
that
and
we're
going
to
spend
the
rest
of
this
fall,
engaging
in
training,
updating
the
community.
K
What
to
expect
and
that's
kind
of
different
than
what
we've
done
in
the
past
as
well.
So
we're
confident
that
you
know
again
our
school
is
safe,
but
unfortunately,
when
incidents
do
arrive,
we
do
have
the
systems
and
responses
in
place
to
be
able
to
respond
both
during
the
incident
and
then
after
the
incident
as
students
return
back
and
we
support
families
as
best
possible.
H
Thank
you
for
that
superintendent.
Could
you
just
reflect
for
a
minute
about,
and
I
appreciate
the
work
that
was
done
during
the
summer,
and
could
you
reflect
for
a
minute
about
the
concerns
expressed
by
desi
and
again,
if
you
want
to
hold
this
to
later,
that's
fine,
but
also
what
the
council
will
be
looking
at,
and
you
know
what
you
envision
could
be
ways
that
would
help
with
confidence
of
the
safety
of
our
schools.
B
Yeah,
thank
you
and
I
apologize.
I
missed
that
part
of
the
question
that
you
had
asked
earlier
as
part
of
our
systemic
improvement
plan.
We
are
required
to
engage
in
an
audit
in
three
areas.
One
of
those
areas
is
student,
safety
and
so
they'll
be
focusing
on
those
sort
of
protocols,
systems
and
structures,
and
the
student
supports
that
we
have
available
in
the
district
in
advance
of
that.
B
In
advance
of
that
that
visit,
the
bps
is
required
to
submit
different
documents.
Our
emergency
plans,
the
sort
of
some
of
the
structures
that
sam
depina
just
spoke
about
around
sort
of
the
protocols
that
are
supposed
to
be
in
place
and
the
processes
they'll
review.
All
that
information
in
advance
of
coming
to
the
bps
hundreds
and
hundreds
of
pages
of
different
documents
and
they'll
come
out
and
they
will
interview
key
stakeholders.
B
They'll
make
observations
out
at
our
schools
and
their
job
is
a
team
of
people
who
sort
of
are
experts
within
this
area
from
different
other
other
urban
school
districts
around
the
country
will
take
stock
of
everything
that
they
learn
through
this
process.
The
document
review
their
observations,
their
interviews
and
make
a
set
of
recommendations.
B
We
are
required,
as
part
of
the
systemic
improvement
plan
to
re,
to
report
on
that
publicly
to
share
this
sort
of
brought
more
broadly
and
to
engage
in
a
conversation
with
the
school
committee
about
what
actions
and
next
steps
will
happen.
As
a
result
of
that
report,
I
don't
remember
the
exact
dates
I
apologize,
but
it's
somewhere
around
mary's
first
week
or
second
week
here
in
the
bps
that
the
council
of
great
city
schools
will
be
on
site
to
do
the
safety
on
the
student
safety
audit.
H
Okay,
great
thank
you,
so
I
look
forward
to
continue
updates
on
that,
as
we
get
recommendations
and
findings
from
them.
C
Hi
I
want
to
just
go
back
to
some
of
the
the
staffing
questions
I
was
asking
earlier
and
I
think
there's
I
just
have
two
more
one.
I
just
didn't
get
an
answer
to.
I
want
to
see.
If
I
can
I'm
curious
what
communication
is
going
out
to
families
who,
where
their
student
doesn't
have
a
permanent
teacher,
is
that
happening
just
on
a
school
level
or
is
there
some
sort
of
central
communication
and
then
I'll
hold
on.
B
There
is,
there
is
communication,
that's
required
by
state
statute
or
regulations
around
communicating
to
families
around.
If
there
is
a
teacher
vacancy
or
an
unlicensed
teacher,
I
apologize.
I
don't
remember
the
date
by
which
that
needs
to
happen,
but
I
certainly
can
have
superintendent
skipper
follow
up
on
this
at
the
next
school
video.
C
Perfect,
and
maybe
that
leads
into
my
my
second
question-
I'm
hoping
that
for
our
next
meeting,
we
can
have
a
more
robust
staffing
update.
I'm
curious
to
sort
of
know
where
the
concentrations
of
need
are
in
what
grade
bands,
but
also
particularly
what
schools,
what
content
areas,
what
grade
bands,
but
particularly
what
schools
and
then
I'm
also
curious
to
just
get
a
much
sort
of
heartier
update
around
our
plan
b.
C
B
Yeah
I'll
certainly
pass
on
that
feedback
to
superintendent
skipper
and
she'll
work
with
chair
robinson
to
identify
whether
or
not
there's
time
on
this
upcoming
agenda
or
a
future
agenda
to
dig
into
some
of
those
questions.
Copy.
M
Thank
you
for
allowing
me
no
I'm
all
set
chair.
I
just
wanted
to
reassure
member
cadet
hernandez
that
superintendent
skipper
and
I
have
been
in
close
conversation
about
sort
of
a
redeployment
and
re-um
re-energizing
our
efforts
around
continuing
to
staff
and
getting
as
close
to
zero
as
possible.
So
we
have
been
talking
about
it.
It
is
not
lost
on
us
and
we
will
make
sure
you
get
your
robust
update.
J
J
N
N
Thank
you,
I'm
sorry,
but
I
sometimes
I
have
to
be
taking
a
lot
of
notes
for
rafa.
So,
okay,
my
question
is
last
school
year
we
were
talking
about
having
tents
in
the
schools,
for
the
children
to
be
able
to
eat
outdoors
work
of
its
safety,
and
all
that
I
haven't
read
anything
about
that
and
I
would
like
to
know
what's
happening.
N
What's
the
status
of
those
tents
and
also
I
want
to
know
if
we
can,
please
share
a
list
of
schools
that
have
implemented
the
better
filters
for
air
quality
on
the
monitors
I
would
like
to
have
that
list.
Please.
K
Thank
you,
doctor
and
gracias.
Senora.
K
The
quick
answer
is
this:
we
learned
over
the
period
of
covid
that
it
was
necessary
to
make
sure
we
put
in
place
more
permanent
opportunities
for
us
to
be
able
to
lift
up
tents
and
take
down
10
seasonally
as
the
weather
changes
so
and
we
understood
the
need
to
spread
out
and
as
much
as
possible
during
lunch.
So
we
did
differently.
Last
year's
or
the
middle
of
last
year
was
we
put
in
place
a
bid
to
secure
a
contract
to
be
able
to
lift
up
and
stand
up
industrial
tents
seasonally.
K
So
that
way,
during
the
fall
during
the
spring
and
summer
months,
we're
able
to
put
up
tents
where
schools
request
them
that
needed
them,
and
we
we've
been
able
to
do
that
successfully
this
year.
So
if
you
go
around
to
some
schools,
the
schools
that
have
them
are
the
ones
that
ask
for
them
require
them
and
requested
the
use
for
them
so
they're
available
for
schools.
K
We
also
work
with
schools
individually
to
develop
meal
plans
on
how
to
spread
out
so
different
schools
have
different
plans
on
whether
they
eat
both
inside
and
outside
just
inside
inside
the
cafeterias
and
in
the
classrooms.
So
we
work
closely
with
them
to
to
to
figure
that
out
and
we
can
get
you
a
list
of
schools
that
have
the
murph
13
filters,
and
then
we
are
continuing
to
to
have
that
practice
in
place.
A
If
not,
I
just
want
to
again
say
thank
you
for
the
schools
that,
over
the
last
couple
of
days,
that
I've
been
able
to
visit,
who
have
happily
showcase
the
fact
that
they
now
have
air
conditioning
and
that
alone
has
made
a
critical
distance
difference
in
a
number
of
schools.
I
know
that
we
have
many
more
to
do,
but
I
can
just
want
to
report
back
that
those
schools
that
have
received
air
conditioning
are
quite
grateful,
so
thank
you
all
for
getting
that
work
underway.
A
G
E
D
D
F
F
F
F
F
O
O
O
O
O
The
united
states
was
not
prepared
for
covert
19
and
has
done
a
terrible
job
in
managing
the
pandemic.
Corporate
profits
are
more
important
than
human
life
and
public
health.
The
billionaire
class
profits,
while
low-income
people
of
color
suffer
the
most
over,
a
million
have
died
in
our
country
and
400
to
500.
People
continue
to
die
every
day.
O
Many
survive
with
long
covered
and
many
will
have
permanent
disabilities
mandates
are
gone.
The
message
is:
get
back
into
unsafe
workplaces
get
back
into
unsaved
schools
and
good
luck.
On
august
31st,
you
announced
the
bps
covert
policies
for
this
year.
On
september,
8th
over
a
dozen
organizations
demanded
that
you
take
stronger
measures
on
september
9th.
You
welcomed
our
children
and
the
virus
back
into
unsafe
buildings,
insufficient
hvac
systems
for
most
of
our
schools,
safe,
distancing,
long
gone,
mandatory
mass
gone.
O
You
are
not
doing
enough
to
protect
the
health,
safety
and
lives
of
our
children
and
those
workers
who
love
and
educate
them.
You
must
do
better
to
protect
our
children.
That
is
the
number
one.
Priority
is
the
health
and
safety
and
the
lives
of
our
children
and
the
people
who
work,
who
love
and
to
educate
them.
Thank
you
very
much.
P
Did
I
make
it
yes
good
evening?
Okay,
sorry,
maybe
I'll
get
my
technical
technological
proficiency
better
at
some
point,
so
welcome
back,
but
before
we
get
totally
engulfed
in
the
details
of
schools
and
reopen
school
reopenings
and
the
responses
to
the
desi
mou,
I
want
to
take
a
step
back
and
highlight
again
some
of
the
bps's
stated
long-term
priorities,
achievement
gaps
among
blacks,
latinos,
asians,
whites,
english
learners
and
special
education.
Students
were
not
included
in
the
mou,
nor
was
teacher
ethnic
and
language
diversity.
P
P
I
would
suggest
that
you
ask
the
opportunities
and
achievement
gap
task
force
to
review
the
mcas
data
for
2122
when
it
is
available
and
present
you
with
their
analysis
and
recommendations
for
action,
paralleling
that
I
would
urge
you
to
ask
for
a
report
on
mcas
achievement
gaps
from
the
superintendent
and
staff
where,
as
I
earlier
recommended,
reports
should
be
divided.
A
third
on
data,
a
third
on
lessons
learned
and
a
third
on
recommended
actions,
which
you
can
then
discuss
on
a
separate
issue.
P
You
have
made
access
to
native
language,
bps
policy
and
district
staff
has
said
their
number.
One.
Priority
is
access
to
native
language,
but
data.
The
aol
task
force
recently
received
showed
that
over
the
past
four
years
there
has
been
a
decline
of
about
a
thousand
students
in
single
language,
sei
classes,
where
students
and
teachers
are
supposed
to
be
grouped
so
that
they
can
use
native
language
to
improve
learning.
This
represents
a
decline
about
of
about
a
third
of
the
total
students
in
those
classes.
P
At
the
same
time,
there's
been
an
increase
of
almost
as
many
el
students
assigned
to
general
education
classes.
This
reality
is
exactly
the
opposite
of
what
a
policy
promoting
access
to
native
language
would
lead
to.
The
aol
task
force
warned
to
get
stumping
from
el
programs
into
general
education,
but
that
is
exactly
what
has
happened.
Despite
the
rhetoric,
you
have
to
stop
this
as
our
education
leaders
p.
Please
keep
your
and
our
focus
on
the
priorities.
We
say
we
believe
in
including
achievement
gaps,
teacher
diversity
and
access
to
native
language.
F
Q
We
can
hear
you
okay,
my
name
is
lisa
jean
graff,
I'm
a
member
of
boston's
bedpack,
and
I
live
in
the
fenway
neighborhood.
Currently
in
bps
parents
of
disabled
students
are
told
about
many
possible
supports
and
services
that
the
district
can
provide
for
their
child.
However,
not
all
options
are
shared
in
detail
with
all
families.
Equally
also,
the
district
has
some
biases
in
what
information
they
decide
to
share,
promote
and
withhold.
This
often
plays
out
in
what
services
a
child
receives
and
the
class
placement
they
receive.
Q
Q
Second,
caregivers
would
be
given
resources
that
would
allow
them
to
connect
and
learn
from
the
disability
communities
that
their
child
is
a
member
of
third
parents
and
staff
would
be
educated
about
the
neurodiversity
movement,
which
is
an
important
disability
rights
movement.
With
this
framework
in
place,
disabled
students
would
have
access
to
preferred
curriculum,
have
physical
access,
have
sensory
comfort
and
be
respected
for
their
unique
neurotypes?
Q
Fourth,
all
of
these
options,
resources
and
information
would
be
included
in
the
district's
new
special
education
policy
and
procedure
manual.
In
addition,
community
feedback
could
inform
this
manual
and
district
policies
too.
My
hope
for
the
next
year
is
for
disabled
students
to
have
more
options
and
for
caregivers
to
be
given
information
about
the
benefits
and
concerns
of
all
available
options.
Thanks
for
listening.
F
Thank
you,
alicia
hicks
isn't
signed
into
the
meeting,
so
our
next
speaker
will
be
ruby
reyes,
followed
by
elizabeth
ferenz,
allison
friedman,
jess,
manna,
laprima
dunn,
rachel,
young
and
lauren
peter.
If
you
could,
please
raise
your
hands
virtually.
R
S
Yeah,
my
name
is
ruby
reyes
and
I'm.
The
executive
director
of
the
boston
education,
justice
alliance
and
a
dorchester
resident
as
a
new
school
year
has
started.
Bayesia
continues
to
be
concerned
with
a
lack
of
communication
and
transparency
to
families
and
students.
Mass
emails
and
mass
emails
are
not
enough
of
a
communication
source.
S
S
Clearly
there
is
a
discrepancy
between
bps
following
the
boston,
public
health
commission's
data
and
implementing
mask
policies
during
these
crucial
times
of
covid
surges.
In
addition,
famcosa
has
continued
to
push
for
upgraded
ventilation
systems
outside
eating
areas.
When
weather
permits,
like
now
and
consistent
communication
with
families
in
school
communities,
the
need
to
implement
a
mass
policy.
The
first
few
weeks
of
schools
underscores
the
need
for
bps
to
make
data-driven
decisions
that
benefit
student
and
family
health
and
safety,
rather
than
those
based
in
politics.
S
The
incident
at
the
jeremiah
burke
school
on
monday
underscores
the
need
for
more
mental
health
support
and
restorative
justice
practices
across
the
district,
not
just
in
some
schools,
students
and
families
have
long
been
pushing
for
this
before
the
pandemic.
It
also
underscores
the
desperate
need
for
staff
training
and
support
for
ensuring
restorative
justice.
Practices
are
committed
to
system-wide
basia
also,
once
again
asks
that
you
communicate
with
families
and
be
transparent
with
school
communities
about
changes
in
their
schools
and
meeting
their
needs.
T
Hi
good
evening,
my
name
is
elizabeth
ferenz,
I'm
a
roslindale
resident
and
a
co-chair
of
the
family,
subner
family,
council
and
parent
to
a
second
grader.
I'm
coming
to
speak
to
you
again
this
evening
about
the
experiences
at
the
charles
sumner
elementary
school.
I'm
the
first
of
five
parents,
who'll
be
speaking
from
the
sumner
tonight.
T
I
also
want
to
point
out
that
our
sumner
community
has
reached
out
to
a
network
of
parents
at
the
other
schools.
Bps
has
proposed
to
merge
the
clap
and
the
russell
and
the
shaw
and
the
tailor.
While
I
will
focus
my
remarks
on
the
sumner,
I've
heard
the
same
issues
about
a
lack
of
transparency,
lack
of
community
engagement
and
lack
of
responsiveness
from
bps
staff,
since
the
murders
were
proposed
in
may
to
those
six
different
schools.
T
T
As
we've
already
stated
repeatedly,
no
equity
analysis
was
done
before
the
merger
was
proposed.
This
is
a
violation
of
bbs's
own
racial
equity
planning
tool.
You
have
to
include
stakeholders
in
the
process
of
crafting
proposals
as
parents.
We
have
conducted
our
own
independent
analysis,
and
this
suggests
that
the
merger
will
further
segregate
the
roslindale
public
schools.
The
merged
school
will
consolidate
the
vast
majority
of
roslindale's
bipac
children,
english
language,
learners
and
low-income
children
into
a
merged
school.
T
We've
repeatedly
asked
bbs
to
do
its
own
equity
analysis.
We
assisted
meetings
with
district
staff
on
may
26th
and
july
6th.
We
asked
in
emails
on
july,
20
and
june
29th
july,
22nd
august,
4th
august
19th
and
august
21st.
We
have
asked
in
front
of
the
school
committee
three
times
before
tonight.
To
date
we
have
only
received
an
incomplete
rapt
and
there
has
been
no
actual
community
engagement.
T
The
analysis
is
not
valid
without
engaging
stakeholders.
We
talked
about
this
proposed
merger
on
june
15th
and
on
september,
9th
in
family
and
community
meetings.
The
vast
majority
of
families
were
shocked
by
the
news
of
the
merger.
The
one
meeting
that
bps
held
in
may
was
not
substantial
to
let
the
families
even
know
that
this
proposal
was
happening.
T
The
families
had
no
idea.
They
were
highly
concerned
about
a
long-term
two-campus
school
and
they
didn't
understand
why
this
specific
merger
was
being
proposed.
Bps
has
not
done
the
work
to
show
that
this
merger
is
equitable.
I
ask
that
you,
as
a
school
committee
member,
join
us
in
demanding
a
full
equity
analysis
before
you
vote
on
our
merger.
T
U
Okay,
hi,
I'm
alex
I'm
allison
friedman,
a
charles
sumner
mom
and
a
roslindale
resident
bps
needs
to
explore
other
options.
Besides
merging
us
with
the
phil
brick,
this
merger
was
originally
proposed
as
a
solution
to
find
space
for
sumner's
sixth
grade.
We
would
like
to
make
sure
that
this
is
the
best
solution
to
that
problem,
which
means
exploring
other
options
as
well.
U
For
instance,
we
think
that
we
might
be
able
to
fit
in
our
own
building
for
the
23-24
school
year,
based
on
publicly
available
data,
we
calculated
our
average
attrition
at
each
grade
level
over
the
past
five
years,
then
we
did
some
long-term
enrollment
analysis
and
found
that
if
attrition
remains
at
current
rates,
we
might
be
able
to
cut
some
gen
ed
classrooms
by
the
23-24
school
year.
We
have
also
looked
into
cutting
some
specialist
space
temporarily.
U
We
passed
on
all
of
our
analysis
to
bps
in
the
form
of
detailed
spreadsheets
and
asked
them
to
analyze
the
possibility
of
remaining
in
our
building
using
their
much
more
complete
enrollment
data
set.
Bcps's
response
was
that
they
said
we
won't
fit
in
our
building,
based
on
analysis
done
over
three
years
ago.
Before
most
of
much
of
our
attrition,
they
gave
a
link
to
the
analysis.
U
I
have
requested
access
to
that
file
four
times
over
two
weeks
and
have
not
gotten
access,
and
if
it
is
the
analysis
that
I
remember
from
that
time
period,
it
was
just
a
counting
of
classrooms
from
a
map,
not
a
detailed
spreadsheet
sheet
of
enrollment
data
like
what
we
gave
the
district.
This
data
and
analysis
is
essential,
because
if
we
can
fit
in
our
building,
then
there
should
not
be
a
rush
to
merge
us,
especially
because
it
seems
like
the
merger
would
cause
inequities
in
our
neighborhood
schools
and
limit
options
for
changes
in
the
future.
U
We
have
asked
for
numerical
analysis
on
these
pos
two
possible
outcomes
and
for
better
enrollment
data
than
what
is
publicly
available
so
that
we
can
do
our
own
analysis
many
times
in
a
meeting
on
july,
6th
august,
31st
and
september
12th.
We
have
also
asked
for
it
in
emails
on
june
29th
july,
12th
july,
22nd
august,
4th
august
19th
and
august
21st.
U
Bps
has
not
done
the
work
to
show
that
this
merger
is
the
only
option
for
fitting
our
sixth
grade
or
been
transparent
with
the
data
that
we
would
need.
In
order
to
do
that,
analysis
ourselves,
I
am
asking
you,
as
school
committee
members
to
demand
the
bps
analyze
whether
the
sumner
philbrick
merger
is
the
best
option
for
us
and
whether
we
could
actually
fit
in
our
own
building.
Thank
you.
U
G
G
Instead
of
enjoying
my
daughter's
first
week
at
her
new
school,
I've
spent
the
last
several
days
getting
up
to
speed
on
the
merger
talking
to
parents
and
trying
to
grasp
what
the
district
could
possibly
be
thinking.
The
sumner
was
not
only
our
first
choice.
When
we
entered
the
lottery,
it
was
the
only
school
we
chose.
We
chose
the
thunder
for
many
reasons:
the
diverse
school
community,
the
incredible
level
of
parent
engagement,
the
before
and
after
school
program,
and
the
diverse
and
experienced
teaching
staff
and
all
of
the
support
specialists
and
support
offered.
G
G
This
is
a
loss
of
at
minimum
seven
teachers.
This
number
does
not
even
consider
the
redundancies
that
would
be
created
with
other
staff,
pe
music,
theater,
art,
family,
liaisons
and
social
workers.
These
are
the
people
who
touch
the
lives
of
every
child
in
our
communities
and
their
losses
would
be
harmful
to
our
children.
G
We
have
to
wonder:
has
the
btu
been
involved
in
these
merger
discussions
and
has
the
new
btu
contract
and
the
impacts
of
inclusion
done
right?
Adjustments
been
weighed
against
combining
these
particular
communities?
We
value
our
faculty
and
staff.
We
see
this
merger
negatively
affecting
them
and
we
do
not
see
how
the
district
has
planned
to
mitigate
that
harm.
We
ask
that
you,
as
the
school
committee,
demand
that
any
proposal
addresses
these
staffing
impacts.
Thank
you.
V
We
have
also
been
told
that
all
the
buildings
that
schools
will
land
and
long
term
will
need
some
amount
of
renovation
in
the
next
several
years.
Central
our
central
office
has
told
us
that
they
will
begin
neighborhood
wide
conversations
about
where
we
will
end
up
later.
This
fall,
but
no
date
has
been
set.
If
the
fell
brick
and
sumner
merger
goes
through,
then
there
are
less
possible
long-term
configurations.
V
Merger
goes
through
and
our
communities
don't
get
assigned
to
the
urban
building.
We
would
have
to
go
in
three
buildings,
bates
mozart
and
conley
buildings.
We
would
end
up
with
four
moves
into
the
urban
this
year.
Merge
with
the
fabric
next
year,
move
to
the
third
building
scenario
and
then
back
into
our
original
buildings.
Each
move
requires
significant
mental
and
physical
work
by
our
administration
and
teachers.
V
V
L
V
Have
also
asked
for
it
in
the
emails
on
june
26
july,
22nd
august,
4th
august
19th
and
august
21st.
We
have
also
spoken
about
this
before
this
three
times
before
in
the
school
committee
we
were,
we
were
asking
for
a
plan
for
all
the
moves
and
mergers
and
renovations
that
they
planned
out
well
in
advance.
It's
something
that
washington
dc
was
able
to
offer
their
community
before
start
in
their
major
facility
overhaul.
V
V
Basically,
bps
has
done
the
work
to
figure
out
how
this
merger
fits
in
the
largest
scheme
of
merging
moves
and
renovations
for
roslindale
has
not
I'm
sorry.
Let
me
do
that
over
one
more
time.
Bps
has
not
done
the
work
to
figure
out
how
this
merger
fits
in
the
largest
scheme
of
merchant
moves
and
renovations
for
roslindale.
I
asked
you,
as
a
school
committee
member,
to
demand
the
bps.
W
Hi
good
evening,
my
name
is
rachel
young,
I'm
a
mom
to
a
third
grade.
Sumner
student,
I'm
also
an
architect,
and
I
specialize
in
eec,
certified
schools,
I'm
actually
one
of
several
architects
that
have
that
expertise
that
are
also
parents
of
the
seminar
and
we
have
all
attempted
to
collaborate
with
our
peers
at
the
bill
at
the
green
new
deal
team
to
little
avail.
W
This
summer
we
were
told
that
the
entire
green
new
deal
staff
had
covered
and
couldn't
attend
a
zoo
meeting
that
was
three
hours
before
that
meeting
was
to
start
my
fellow
parent
who's,
also
an
architect
put
together
an
analysis
of
trailer
classroom
locations
for
the
sixth
grade
expansion
only
for
bps
to
pass
his
work
off
as
they're
on
at
a
community
meeting.
In
their
slide
presentation
concerning
this
proposed
merger.
Bps
has
similarly,
similarly
not
done
its
homework
and
researched
all
possible
alternatives
to
a
merger.
W
But
at
insult
inquiry,
bps
will
not
share
the
critical
information
that
would
enable
us
sumner
parents
to
do
this
research
ourselves,
even
though
it's
not
our
responsibility
to
do
this
research
we've
taken
on
the
task
we
would
expect
expect.
Since
we
are
actually
helping
bps
staff
do
their
jobs.
They
would
be
forthcoming
with
the
relevant
preliminary
analysis
and
data
we
need,
but
surprisingly,
no
one
after
so
many
disappointing
interactions
with
the
superintendent's
team,
the
sumner
community
has
received
nothing
from
bps.
W
W
W
W
W
W
X
Hi,
thank
you
for
the
opportunity
to
talk
tonight.
I'm
a
roslindale
resident,
sumner
parent
and
a
family
council
advocacy
chair,
I'm
here
to
wrap
up
our
testimony
tonight
and
ask
you
to
consider
what
we've
lost
in
this
process.
We
had
plans
for
this
year
before
the
announcement
was
made
about
the
merger.
X
X
Our
family
council
wanted
to
focus
on
building
community
making
sure
that
our
executive
committee
reflects
our
student
body,
making
welcoming
our
families
back
and
getting
ready
for
our
fall
festival.
Our
administration
should
be
laser
focused
on
the
fact
that
we
have
a
new
sixth
grade
and
we
have
the
complexities
of
two
campuses
right
now
we
have
new
staff,
we
have
new
administrative
staff.
X
X
X
They
should
be
meeting
new
friends
making
connections
not
considering
entering
the
lottery
and
going
to
different
schools,
because
a
two-campus
solution
between
the
sumner
and
the
philbrick
is
really
just
logistically
impossible
for
a
lot
of
families.
It's
already
hard
for
some
of
our
families
to
make
the
transport
between
the
irving
old,
irving
building
and
the
sumner
work.
X
X
H
X
To
you,
so
I
ask
that
the
school
committee
delay
your
vote.
Allow
us
more
time
to
pull
something
together.
We've
been
trying
to
get
your
attention
for
months,
get
bps's
attention
for
months,
and
we
really
don't
feel,
like
we've
been
listened
to
we'd
like
for
this
process
to
be
done
right
and
have
a
whole
roslindale
community
conversation
about
how
all
of
these
mergers
will
happen.
Y
One
of
the
worst
feelings
experienced
as
a
parent
is
waiting
for
your
child
after
school
and
your
student
doesn't
exit
the
bus
and
no
one
knows
where
they
are,
and
you
don't
have
numbers
to
contact
to
find
out
where
your
child
is
equity
at
echoing
another
school
committee
member.
What
are
the
current
numbers
on
teacher
vacancies
in
hiring,
especially
black
and
brown
teachers
and
administrators,
special
ed
bilingual
and
stem
teachers?
What
measures
are
being
taken
in
schools
with
multiple
vacancies?
Y
What
schools
are
we
talking
about?
What
are
the
demographics
of
bps
leadership
in
terms
of
the
racial
equity
lens
and
how
is
recruitment
and
retention
of
bypoc
educators,
administrators
faring
along
the
recruitment
efforts?
190
teacher
vacancies
are
a
lot
and
research
shows
one
teacher
can
make
a
difference
in
the
student's
life,
especially
if
it's
a
black
teacher
by
grade
three.
It
has
a
direct
impact
on
graduation
rates.
What
is
happening
with
the
bps
teacher
training
pipeline
program
and
over
70
participants
currently
in
the
program
are
being
released
by
the
program.
Y
How
are
the
restorative
justice
practices
and
the
evidence
regarding
the
school
of
prison
pipeline
reform,
going
to
move
forward
and
not
revert
to
police
in
schools,
while
balancing
security
concerns
and,
finally,
but
obviously
leaving
out
so
much?
Can
some
type
of
public
dashboard
be
made
accessible
without
a
code,
special
handshake
or
insider
information?
Y
That
will
respond
to
the
many
queries
that
are
presented
to
the
boston
school
committee
on
a
timely
manner
and
bps
that
may
negate
or
augment
the
need
for
waiting
for
sometimes
hours
and
testifying
at
the
school
committee
meetings
and
hoping
to
be
heard
and
answered
while
juggling
helping
with
homework
preparing
dinner
preparing
for
the
next
work
and
school
day.
We
know
what
the
problems
are:
we've
known
for
a
while
the
covert
pandemic,
only
exacerbated
what's
been
happening
happening
for
decades
in
some
situations.
Y
A
Thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
first
and
only
action
item
this
evening
is
grants
for
approval,
totaling,
959
thousand
four
hundred
ninety
eight
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
K
A
E
E
F
D
D
A
Our
first
and
only
report
this
evening
is
a
tentative
collective
bargaining
agreement
between
the
boston
school
committee
and
the
boston
teachers
union.
As
you
know,
over
the
summer
bps
and
the
boston
teachers
union
reached
a
tentative
agreement
that
takes
major
steps
forward
on
key
district
inclusion
policies
and
practices.
A
B
Thank
you
chair
and
thank
you
to
members
of
the
public
for
your
we're,
proud
to
bring
forward
a
tentative
agreement
that
was
earlier
this
evening,
ratified
at
the
boston
teachers
union,
and
we
think
that
there
are
many
different
components
of
this
contract
which
are
good
for
our
students,
good
for
our
families
and
good
for
our
educators.
B
Specifically,
I
think,
as
chair
robinson
noted,
I
think
it
is
about
fundamentally
approaching
our
work
relative
to
inclusion
in
different
ways
and
in
making
really
important
adjustments
from
feedback
from
our
families
and
for
our
students.
I'm
really
proud
to
be
bringing
this
tentative
agreement
forward.
I
want
to
thank
so
many
people
on
the
bps
negotiation
team
and
to
just
acknowledge
that
our
negotiations
with
the
btu
were
always
rooted
in
doing
the
right
things
for
our
students.
B
While
we
didn't
always
agree
on
every
aspect
of
this
work,
I
think
we
came
through
this
process
in
a
much
stronger
place,
really
listening
to
the
feedback
of
our
educators
around
what
needed,
to
be
true
relative
to
assurances
to
ensure
that
we
do
inclusion
right
and
so
I'll
turn
it
over
to
megan
costello.
Who,
in
many
ways,
was
leading
the
district
negotiations
in
partnership
with
our
labor
attorneys
from
the
bps,
as
well
as
from
the
city
of
boston?
Thank
you.
Senior
advisor
costello.
R
You,
dr
eccleston
and
good
evening
to
the
members
of
the
school
committee.
This
negotiation
was
a
real
team
effort
and
I
want
to
begin
by
thanking
that
negotiation
team.
R
We
are
joined
tonight
by
doc
by
I
just
elevated
you,
dr
jeremiah
hassan,
the
director
of
labor
relations,
our
leadership
team
in
the
office
of
special
education,
lauren
viviani
and
ethan
delamont
burns
david
bloom,
our
deputy
chief
financial
officer,
ray
catchings,
our
interim
chief
human
capital
officer,
dr
eccleston,
who
joined
us
in
his
role
when
he
was
the
deputy
superintendent
of
academics,
but
continued
in
his
role
as
acting
superintendent,
and
I
also
want
to
thank
the
numerous
departments
that
contributed
to
the
consultation
of
understanding
different
parts
of
this
contract,
specifically
the
multilingual
and
multicultural
education,
team
department
of
technology
and
human
capital
and
many
more.
R
I
also
want
to
give
a
special
shout
out
to
chair
robinson
who
joined
us
for
nearly
every
meeting,
even
those
late
nights
and
helped
us
really
persist
through
some
challenging
moments,
and
I
also
want
to
thank
mayor
wu
and
her
senior
advisor
lou.
Manderini
lou
joined
us
for
every
meeting
and
it
was
the
mayor's
commitment
to
the
additional
investments
that
was
significant
to
us
reaching
this
agreement.
R
We
always
have
that
common
ground
to
begin
from,
and
that's
where
we
began
with
this
negotiation,
there
may
be
disagreements
on
the
how,
but
there
is
never
disagreements
on
the
why
in
the
first
place,
I
can
pull
up
the
slideshow
now
and
I'll
go
through
some
of
the
details
of
the
contract
for
the
district.
Our
priority
with
this
contract
was
about
how
we
write
language
that
supports
strong
student
outcomes.
R
I'm
excited
to
share
the
details
of
this
contract
with
you
this
evening,
because
I
believe
we
have
a
contract
that
is
truly
transformational
for
all
our
students
and
provides
the
opportunity
for
the
district
to
work
in
collaboration
with
our
union
partners.
So
all
of
our
students
can
thrive
next
slide.
R
Please,
the
tentative
agreement
is
30
pages
long.
I
won't
go
into
every
detail
of
it
tonight,
but
I
did
want
to
highlight
a
couple
of
key
pieces
outside
of
the
inclusion
language
that
we'll
dive
into
in
a
little
bit.
That
really
helps
us,
retain
and
attract
a
diverse
and
talented
workforce
and
I'll
also
go
in,
as
I
said,
to
a
detailed
overview
of
the
new
language
on
inclusion,
which
represents
significant
strides
to
meet
the
needs
of
our
students
and
families.
R
Big
priority
for
us
was
paid
parental
leave.
We
know
that
this
helps
attract
and
retain
our
workforce.
The
new
paid
parental
leave
language
in
the
contract
mirrors
the
city
policy,
but
we
did
take
into
consideration
that
our
workforce
is
different
and
how
it's
different
from
the
city,
for
example,
in
the
city
policy.
You
know
you
must
work
a
minimum
of
1250
hours
to
qualify.
R
We
made
an
adjustment
to
say
1,
250
hours
or
the
proportional
standard
hours,
because
we
know
with
our
work
year
and
the
number
of
hours
some
of
our
lowest
wage
employees
work
they
if
they
take
one
or
two
personal
days,
they
may
not
qualify
for
those
hours,
so
we
felt
it
was
important
to
offer
to
all
of
our
employees.
So
we
made
the
adjustment
to
the
policies
where
needed.
R
We
also
came
to
agreement
on
offering
two
religious
holiday
days.
The
existing
contract
language
is
specific
to
certain
religious
holidays,
and
we
felt
it
was
important
that
no
matter
someone's
faith,
they
have
the
option
to
take
a
day
to
observe
their
religious
holiday
for
our
abas
and
peras.
We
provided
them
with
tuition
reimbursement
to
further
their
education
as
well
as
laptops,
so
they
have
the
technology
in
our
ever
advancing
world
to
support
our
students
and
for
teachers.
R
R
R
I
cannot
stress
enough
how
monumental
it
is
that,
in
partnership
with
the
union,
we
have
a
complete
overhaul
of
the
existing
language
in
the
contract
and
we
really
started
with
a
shared
vision.
An
agreement
you'll
find
a
much
more
in
the
agreement.
You'll
find
a
much
more
detailed
version
of
that
vision.
R
R
R
R
R
R
Another
critical
area
for
the
negotiation
was
how
we
can
provide
the
assurances
that
the
staff
and
the
financial
resources
that
are
needed
will
be
provided.
So
multiple
licenses
came
up
quite
a
bit.
Dual
and
triple
licensure
will
not
be
considered
a
sole
source
delivery
model.
Of
course
we
encourage
and
wants
teachers
to
get
additional
licenses,
but
a
concern
for
the
btu
was
that
everyone
with
a
special
education
license
or
an
esl
license
would
be
asked
to
do
more
without
the
additional
supports.
So
this
was
a
big
priority
for
the
union.
R
The
teacher
of
record
will
be
responsible
for
all
outcomes
of
students
in
their
class,
but
the
district
will
ensure
that
we
have
the
right
accommodations,
whether
that
be
pull
in
or
push
out
services
depending
on
the
student's
ieps
and
what
they
need.
So
this
really
moves
us
from
a
district
that
is
disability
focused
to
a
district
that
is
individual
student
need
focused,
and
that's
really
significant
about
this
new
language.
R
Adding
the
additional
staff
support
will
cost
money
and
implementing
the
plans
at
each
school
will
take
time,
but
a
concern
the
union
had
about
not
having
the
financial
resources
to
do
this
work
well
was
alleviated
when
marawu
committed
significant
funds
to
ensure
we
have
what
we
need
to
be
successful.
R
On
the
next
slide,
another
critical
area
was
ensuring
that
teachers
and
educators
have
time
for
training
and
planning.
This
is
really
critical.
We
can
write
all
the
plans
we
want,
but
if
we
don't
train
our
staff
and
and
plan
implementation
well,
then
it
won't
work,
so
all
staff
will
must
participate
in
professional
development
really
related
to
inclusion
implementation
and
we
added
two
additional
hours
of
professional
development,
specific
to
inclusion
planning
and
we'll
compensate
our
paras
to
participate
in
professional
development.
R
So,
on
class
sizes,
we've
broken
it
down
to
three
columns
that
will
be
in
the
contract
to
be
intentional,
about
creating
smaller
class
sizes
for
our
highest
needs
schools.
Overall,
the
majority
of
class
sizes
will
be
reduced
as
we
implement.
The
inclusion
plans
across
the
district
classes
will
not
have
more
than
40
students
with
ieps.
R
The
federal
limit
is
50
and
classes
that
have
more
than
30
percent
of
students
with
ieps
will
be
provided
with
extra
supports,
as
we,
as
I
have
said,
multiple
times
throughout
this
presentation,
the
needs
of
our
students
are
unique,
so
the
supports
that
will
be
in
those
classrooms
will
also
be
unique
and
specific
to
what
the
student
need
is.
So
it
could
include
extra
paris,
support,
special
education,
teacher
support
or
any
other.
You
know,
resources
or
district
supports
that
they
may
need,
and
caseload
for
our
resource.
Teachers
is
also
something
we're
continuing
to
discuss.
R
We
are
really
having
a
conversation
about
caseload
versus
workload,
and
we
are
asking
the
inclusion
working
group
to
review
this
and
to
make
a
recommendation.
So
we
know
that
you
know
not.
All
cases
are
the
same
and
some
are
more
complex
and
cr
and
you
know
use
up
more
time,
and
so
we
want
to
make
sure
that
we're
measuring
things
in
workload
not
just
case
load.
R
And
next
slide,
please
and
finally,
the
last
point
that
I
want
to
lift
up
about
the
the
new
language
on
inclusion
and
there
is
much
more
detail
and
I
encourage
everybody
to
take
a
look
at
the
tentative
agreement.
But
the
school
committee
is
going
to
form
an
inclusion
working
group.
This
really
gets
back
to
the
assurances
that
our
educators
wanted
to
make
sure
that
they
had
so.
R
The
inclusion
planning
teams
will
make
the
plans
for
our
schools
and
we'll
work
with
the
district
in
collaboration
with
school
leaders
as
well,
but
the
school
working,
the
inclusion
working
group
will
really
be
a
place
where
concerns
can
be
elevated
and
the
group
will
be
50
appointed
by
the
btu
and
50
appointed
by
the
chair
of
the
school
committee.
R
The
working
group's
decisions
will
be
final,
and
if
there
is
a
tie,
it
will
be
broken
by
the
school
committee
chair.
This
is
really
an
important
checks
and
balances.
I
think
I
heard
our
school
committee
chair,
say
during
the
negotiation
to
ensure
that
you
know
there
is
voice
in
making
sure
schools
have
what
they
need,
and
so
that
is
our
last
slide
for
this
evening.
R
R
A
Thank
you.
Miss
excuse
me,
thank
you,
miss
costello,
for
your
report
and
thank
you
to
the
bps
negotiating
team
for
their
hard
work
on
behalf
of
our
families,
and
you
said
that
they
did
ratify
the
contract
this
evening,
so
that
we
will
have
thank
you
to
jessica,
tang
and
all
the
btu
negotiators,
as
well
as
all
the
negotiate
all
the
members
in
terms
of
taking
the
step
forward.
As
we
begin
to
dig
deeper
into
this
work
of
becoming
a
fully
inclusive
district.
E
Thank
you,
madam
chair,
and
thank
you
megan.
I
know
that
you've
been
working
for
a
while
this.
I
have
a
question
that
I
want
to
uplift,
because
I
know
dr
alkins
had
also
brought
it
up,
but
I
know
he
is
not
in
the
room
at
the
at
this
moment
regarding
what
community
engagement
looks
like
as
it
relates
to
the
proposed
working
group.
E
Knowing
that
50
comes
from
btu
and
50
comes
from
the
chair,
I
would
just
love
to
hear
an
overview
of
the
thinking
around
how
we
ensure
that
not
just
school
committee
kind
of
voices
are
represented
or
bt
voices
are
represented,
but
really
that
those
that
are
most
affected.
Students
and
families
are
engaged
in
the
process.
R
Sure,
thank
you
for
that
question.
The
inclusion
working
group
is
just
one
way
that
we
will
have
community
and
family
voice.
You
know
the
the
chair
of
the
school
committee
is
going
to
be
fleshing
out
in
the
coming
weeks
and
days
here.
What
that
exactly
will
look
like
the
number
of
members.
You
know
who
will
be
part
of
it,
but
I
do
want
to
you
know.
R
I
think
I
made
my
last
comments
here
about
the
voice
of
families
and
community,
and
it's
really
at
the
school
level
too,
where
that's
incredibly
important,
and
so
the
school-based
inclusion
planning
teams
will
be
asked
to
work
with
their
school
community
and
we
will
work
with
our
partners
on
spedpack.
We
will
work
with
our
our
partners
in
the
city
of
boston.
This
is
really
you
know.
R
The
inclusion,
language
and
the
contract
is
one
piece
of
the
work
that
we
have
to
do
to
really
transform
our
district
and,
as
I
said,
that
is
really
going
to
take
the
whole
village
of
bps,
probably
the
city
of
boston.
If
I'm
being
honest-
and
you
know,
we
talk
a
lot
about
inclusion
as
it
relates
to
our
students
with
disabilities,
but
it's
beyond
that
too.
It's
it's
really
ensuring
that
every
student
you
know
has
has
voice,
and
so
we'll
be
probably
speaking
to
everybody
about
this.
E
Thank
you
for
that.
I
just
have
one
more
question.
Clearly.
This
was
incumbent,
many
many
many
conversations
with
folks
as
a
part
of
the
boston
teachers
union,
but
I'm
curious
to
understand
what
engagement
we
had
with
school
administrators
just
to
understand
the
alignment
of
where
teachers
were
asking
for
certain
things
and
also
knowing
what
some
of
the
student
and
family
needs
were.
So
what,
if
any
engagement
with
administrators
that
we
have.
R
Yeah
sure
you
know
we
pulled
in
school
leaders
from
time
to
time
at
either
the
negotiation
table,
or
you
know
for
input
and
advice
and
guidance
on
certain
aspects
of
it.
There
were
a
few
of
them
that
I
think
I
had
on
speed,
dial
right
that
really
were
well
versed
in
the
contract
and
and
very
helpful.
So
it
was
an
important
part
of
you
know
the
conversation
throughout.
C
I
have
a
few
questions.
Thank
you
so
much
for
your
work
and
I
think
I
think
this
is
incredibly
exciting.
C
C
For
people
with
disabilities,
so
I'm
excited
to
see
that
that
language
is
going
to
change
and
then
the
the
mindsets
that
we
need.
T
C
Create
in
order
to
realize
real
equity
will
also
be
shaped
by
some
of
these
changes
as
well
and
so
and
before
I
go
into
a
question
you
know
you
said
this
piece
which
I
think
is
really
important
right
like
dis
inclusion.
Is
it's
not
a
place
or
a
program
right?
It's
a
way
that
we
think
about
people
and
learning.
It
goes
beyond
just
like
the
operational
structure
of
classrooms,
right.
C
It's
about
a
celebration
of
disability,
culture,
it's
around
identities
and
histories
culturally,
relevant
curriculum
to
folks
with
disabilities,
and
so
there's
so
much
more
than
this
contract
will
do.
But
this
seems
like
we
are
on
to
something
through
a
real
justice
lens
that
I
think
could
be
transformative
not
about
inclusion,
but
actually
about
belonging
to
a
community,
something
that
so
many
folks
with
disabilities.
Oftentimes
leave
a
traditional
school
experience,
not
feeling
so
I'm
excited
about
that.
C
I
have
a
few
questions
and
I'll
be
mindful
of
my
time,
one
we
you
talked
about-
and
I
had
asked
this
question
previously
too-
around
the
sun
setting
of
the
contract,
the
previous
contract
language
and,
obviously,
in
a
spirit
of
urgency,
curious
from
the
sort
of
bps
lens,
while
it
leaves
sort
of
a
window
of
of
on
some
level
perpetuity
right
like
what
is
whenever
someone's
ready
is
when
it's
sunsets,
I'm
curious
as
a
sis
as
one
of
the
system
leaders
like
when
do
you
think
we
will
every
school
will
have
a
plan
for
their
model
and
yeah
like
what
is
the?
R
Thank
you
for
that
question.
I
think
it's
it's
really
important
right
and
there
is
real
urgency
to
this
work
and
it's
something
our
our
team
at
central,
and
I
think,
certainly
our
our
colleagues
at
the
btu
understands
understands
so.
The
transition
language
does
read
that
you
know
there
is
a
transition
period
and
the
last
sentence
is
until
such
time
as
new
inclusive
class
designs
are
implemented.
So
that
really
speaks
to
the
inclusion
plans
that
each
school
is
creating
and
when
there
is
an
inclusion
plan
that
is
implemented.
R
That
is
when
the
existing
contract
language
is
no
longer
relevant
to
that
school
district.
It
is
my
hope
that
all
of
the
inclusion
plans
will
be
implemented.
You
know,
by
the
time
we're
ready
to
negotiate
our
next
contract,
which
probably
will
begin
in
about
a
year,
and
you
know
we're
really
ambitious
about
you
know
doing
this
work
across
the
district.
R
You
know
it
is
important
to
do
this
work
right
and
to
do
this
work
well,
and
so
that
is
where
you
know
the
financial
resources,
the
investment
kind
of
upfront
in
the
support
staff
and
other
resources
that
we
may
need
as
well.
As
you
know,
really
thinking
about
the
timeline
for
implementation
will
all
really
matter,
but
I
I
think
we're
all
really
committed,
including
our
you
know,
our
colleagues
at
the
btu
to
ensuring
that
this
new
contract
language
is
the
contract
language
going
forward.
C
Thank
you
a
second
question,
and
I'm
just
you
know,
I'm
curious
how
this
connects
in
conversations
with
educators
across
the
system.
I
have
often
heard,
for
example,
like
an
educator
saying
like
I
know
this
young
person
needs
to
be
in
a
class.
That's
collaboratively
team
taught,
and
I
can't
put
that
in
an
iep,
because
my
school
doesn't
have
it.
Ieps
are
an
annualized
process,
and
so
right
now
you're.
This
is
sort
of
where
I'm
I've.
You
know
the
sort
of
planning
to
the
reality
of
a
young
person
who's
in
a
classroom.
C
I'm
working
on
a
young
person's
goal
we're
working
on
building
an
accurate,
an
affirming
iep
am,
I
writing
an
iep
that
is
reflective
of
what
a
student
needs.
So
many
educators
have
shared
that,
like
that's,
not
the
state
of
play
in
the
current
structure,
or
am
I
waiting
for
my
school
to
tell
me
what
we
offer
and
how
does
that?
How
do
you
reconcile
those
two
issues,
given
that
you
know
the
process
doesn't
just
start
on
a
day.
Right
like
this
is
a
continuous
process
that
is,
that
is
annualized.
R
Sure-
and
I
invite
any
of
my
colleagues
that
are
the
academic
experts
to
certainly
weigh
in
here-
I
see
lauren
just
turned
her
camera
on
lauren.
Do
you
want
to
speak
to
this
question.
Z
Z
I
think
that
certainly
going
to
look
different
for
each
school,
at
least
in
the
beginning,
as
the
inclusion
planning
teams
come
on
board
and
we
think
about
how
do
we
provide
a
full
continuum
of
services
across
the
across
bps
in
a
variety
of
schools,
and
I
think
it's
a
really
exciting
time,
because
it
gives
us
some
really
good
opportunities
to
be
creative
about
how
we're
providing
services
and
what
those
look
like
and
then
writing
the
ieps
to
match
the
services
as
we
get
better
and
better
at
this,
and
yet
making
sure
we
maintain
individuality
for
students
and
for
school
communities
across
the
city.
C
Follow-Up
question
there
as
there's
so
much
autonomy,
then
given
to
schools
to
build
programs
and
I'm
sort
of
curious
on
two
levels:
sort
of
the
central
oversight
piece,
but
also
like
how
do
we
stop
and
with
with
often
bad
intent
like,
and
that's
just
the
reality
and
that's
the
experience
of
folks
with
disabilities.
C
So,
like
I'm
going
from
that
sort
of
place
of
harm,
how
do
we
stop
schools
from
saying
we
don't
offer
this
program
and
to
create
when
it's
when,
when
the
central
system
is
not
defining,
what
programs
need
to
be
offered.
AA
So
I
really
appreciate
that
question,
especially
given
the
context
that
acting
superintendent,
dr
eccleston
started
the
evening
with.
We
must
yes,
we
want
to
ensure
that
autonomy
creates
innovation,
innovation
and
results
in
what's
best
for
a
school
community
and
that
needs
to
be
preserved.
But
at
the
same
time
we
cannot
allow
harm
to
be
done
when
ieps
are
not
followed
and
when
we
are
not
ensuring
that
the
continuum
of
services
provided
for
every
student.
AA
That
is
the
goal
of
this,
and
what
is
good
about
this
is
the
system,
the
systems
that
are
involved
in
ensuring
that
we
have
checks
and
balances,
and
those
are
things
that
we've
already
started
to
do
to
ensure
that
no
child
is
turned
away.
There
isn't
a
difference
in
terms
of
the
the
tension
that
you
created
also
what
or
expressed
about
the
what
we
have
available
versus
what
we
know
is
best
that
should
not
be
a
trade-off.
AA
Any
educator
or
any
family
has
to
engage
with,
and
so
as
we
move
forward
with
these
inclusive
plans,
and
that's
also
why
we're
starting
this
first
year
with
20
to
25
schools
and
a
cohort
to
be
able
to
work
together.
W
C
I'm
curious
from
a
central
level:
does
this
change
the
sort
of
enrollment
mechanics
that
happen
once
schools,
design
programs
and
define
the
types
of
classrooms
they
have
a
12
to
one
to
one,
that's
collaboratively
being
taught
or
a
general
education
class,
that's
collaborative
team
taught
or
whatever
the
sort
of
model
that
is
coming
out
from
each
design
is
the
enrollment.
P
C
Then
aware
of
the
classes
and
the
spaces
available
or
as
this
student
gets
to
the
school
and
the
school
is
then
figuring
it
out,
based
on
the
sort
of
the
normal
enrollment
cycles
and
processes.
AA
But
that
is
something
that
is
coming
up
in
terms
of
how
we,
as
a
system,
need
to
confront
how
we've
identified
students
and
the
strands
that
are
currently
occurring
and
also
how
that
plays
out
in
distribution
across
the
school,
as
well
as
autonomous
choices
that
are
being
made.
All
those
things
converge
into
areas
of
reform
that
we
need
to
make
within
the
system
and
this
contract
helps
us
accelerate
this
with
the
partnership
of
the
btu.
A
Mr
cardin
hernandez,
I'm
gonna,
give
you
some
extra
time,
because
you
are
the
member
of
the
committee
who
brings
the
most
knowledge
about
special
education.
So
your
questions
are
helping
all
of
us
understand
more
about
how
this
will
work.
So
tonight
I'm
gonna.
Let
you
know
that
you
should
go
forth
and
continue
to
ask
your
questions
on
our
behalf.
C
Chair,
I'm
sending
you
flowers,
okay,
so
my
next
question
here
is:
does
this
as
we're
thinking
about,
and
maybe
this
is
what
you
are
alluding
to
dr
chen
as
we're
thinking
about
the
sort
of
future
of
the
system.
We
know
there
is
an
unequal
distribution
of
vulnerable
children
across
schools
that
creates
higher
concentrations
of
need,
which
creates
real
complexity
and
how
schools
figure
out,
even
just
operationalizing
supports
to
different
complexities.
C
Right,
I'm
curious
if
this
is,
if
the
plan
is
then
not
just
to
allow
this
school-based
autonomy,
which
is
really
important
in
design
and
and
obviously
getting
buy-in
from
a
round
for
bottom-up,
but
also
to
also
move
the
system
to
a
place
where
we
are
also
creating
thresholds
around
what
constitutes
an
appropriate
number
of
students
with
complex
needs
in
an
individual
school
so
that
we
can
best
serve
those
needs,
and
that
is,
I
think,
connected
to
the
enrollment
question.
I'm
asking
it's
like
they're,
creating
because
the
the
unintended
consequence
is.
C
We
are
creating
unique
programming
across
different
schools,
asking
families
to
unpack
and
discover
all
of
their
options
as
they're
then
going
through
another
complex
process
of
ranking
schools.
They
want
to
go
to
and
sort
of.
Where
does
the
enrollment
system
define
who
goes
where
and
how
much
is
enough.
AA
Yes,
we
have
definitely
been,
and
I
know
dr
viviani
will
want
to
jump
in
a
little
bit
because
she's
been
in
her
in
her
time
here
too
diving
into
where
we
see
high
concentrations
of
students
with
disabilities
and
it
exactly
addresses
what
and
you
know
bolsters
what
you're.
Speaking
of,
I
think
the
other
piece
that
we
are
working
on
is
also
ensuring
that
students
are
getting
high
quality
services
and
programming
close
to
home.
AA
We
are
very
aware
of
and
concerned
about
the
long
travel
time
that
some
of
our
students
with
disabilities
have,
and
that
is
why
it
is
critically
important
that
all
schools
are
able
to
provide
the
full
continuum
of
services,
and-
and
that
is
something
that
we
are
definitely
looking
at
in
a
very
intentional
way,
because
there
are
clearly
inequitable
opportunities
to
access
programs
close
to
home
lauren.
Did
you
want
to
add
anything
else.
Z
The
only
thing
I
would
add,
I
think
is
is
the
distribution
of
kids
with
disabilities
across
greater
schools
is,
is
a
is
like
it
warms
my
heart
to
think
about
how
how
we're
starting
to
to
think
about
it
in
a
different
way
and
what
a
great
value
that's
going
to
be
for
the
school
community
and
thinking
about
really
looking
at
differences
as
a
strength,
and
I
think
that's
just
like
the
hearts
and
minds
kind
of
of
the
of
the
of
the
project
and
the
kind
of
the
redesign
that
we're
doing
in
special
ed,
so
that
that
touched
me.
C
I
because
there's
you
know
like
with
any
good
contract
it.
It
will
allow
us
to
do
like
workforce
changes,
but
there
are
like
it
doesn't
stop
at
the
school
like
there
are
central
improvements
to
how
we
think
about
disability
justice
and
how
we
transform
a
system
accordingly.
C
The
the
last
question
I
have
here
is
just
around
the
inclusion
working
group
and
the
way
that
I
understand
it
is
that
there
it
is
a
body
that
will
allow
for
school
based
issues
that
can't
be
resolved
at
that
level
to
to
be
escalated
and
then
resolved
accordingly,
right
and
particularly
around
I
don't
know,
design
issues.
Is
this
a
fair
assumption.
B
Yeah,
I
would
say
that
that
is
one
function.
I
don't
necessarily
know
that
it's
the
primary
function
of
the
team,
but
certainly
that
is
one
of
the
sort
of
intended
design
decisions
in
collaboration
with
the
btu.
We
really
wanted
to
make
sure
that
there
were
assurances
and
there
were
checks
and
balances
so
that
if,
if
issues
could
not
be
resolved
at
the
local
level
at
the
schoolhouse,
those
questions
could
sort
of
funnel
up
to
the
to
the
working
group.
B
But
more
broadly,
that
group
will
be
setting
inclusion
policy
in
collaboration
with
the
district
and
also
look
for
sort
of
evidence
and
data
around
implementation
and
be
responsible
for
updating
the
school
committee
on
that
work,
similar
to
the
way
that
some
of
our
sort
of
joint
steering
committees
or
task
force
work
that
this
is
a
body.
That's
looking
at
the
sort
of
overall
system
level,
implementation
of
inclusion,
one
small
function
of
this,
which
we
hope
will
be
sort
of
very
rarely
that
they'll
be
bubbling
up.
School-Based
issues
to
be
resolved
and.
R
Yeah
that
was
discussed,
and
you
know
we-
we,
I
think
we
wrote
in
a
little
bit
of
a
blur
now,
but
I
think
a
minimum
of
10
meetings
a
year
right
but
like
there
has
to
be
something
around
like
if
there's
urgency,
to
solving
a
problem.
We
can't
be
like
we'll
talk
about
it
next
month.
You
know
so
so
we're
gonna
have
to
really
be
very
intentional
about.
R
You
know
trying
to
be
as
planned
as
possible
with
this,
and
maybe
there
are
particular
times
like
you
know
during
budget
season,
right
that
we
should
have
more
meetings
or
things
like
that,
but
I
do
think
that
you
know
dr
eccleston
put.
It
really
well
think
about
this
as,
like
the
inclusion
planning
teams
are
school
based
and
that's
the
btu
and
the
and
the
families
and
the
school
leader
and
other
members
as
planning
for
that
specific
community.
R
The
inclusion
working
group
is
planning
for
the
district
and
supporting
those
inclusion,
planning
teams
with
problem
solving
and
any
other
things
that
they
may
need.
We
also-
I
didn't
highlight
it
in
the
presentation
tonight,
but
we
do
have
also
an
inclusive
education
liaison,
which
is
a
a
joint
position
between
the
district
and
and
the
btu,
which
will
really
help
guide
that
inclusion
working
group
and
really
keep
their
ear
to
the
ground
on
on
what
is
happening.
R
So
it
is,
you
know,
I
think
you
said
it
really
well
like
it's
not
just
this
contract
language
that
is
going
to
transform
this.
We
have
to
be
intentional
across
the
district
and
we
have
to
really
think
about
the
places
for
collaboration,
and
so
these
are
some
of
the
systems
that
we've
put
in
place.
For
that
collaboration,
to
be
intentional,.
H
I
I
don't
have
a
question
because
I
agree
this
is
very
much
about
the
inclusion
work
and
I
appreciate
mr
cadet
hernandez's
questions.
He
does
have
deep
expertise
in
this
and
that's
what
we
bring
to
the
table
right.
We
each
bring
different
things
to
it,
so
I
would
ask
the
the
financial
costs
of
the
contract.
R
Sure-
and
I
do
believe
we
have
our
our
chief
financial
officer,
nate
cooter
with
us,
but
I
can
just
quickly
highlight:
we've
agreed
to
a
three-year
contract,
and
each
year
there
will
be
a
2.5
base
wage
increase
in
addition
to
the
2.5
base
wage
increase.
We
have
also
accounted
for
an
additional
2
percent
over
the
three
years.
It'll
be
0.5
in
the
first
year,
1
in
the
second
year
and
0.5
in
the
third
year
of
additional
compensation
on
the
base
wage
for
the
implementation
of
this
inclusion
work.
R
In
terms
of
the
total
numbers,
I
do
believe
in
the
appendix
we
had
the
the
cost
out
so
and
and
nader
david
can
certainly
correct
me
here.
I'm
not
I'm
not
the
money
person,
not
the
person.
You
want
managing
the
money.
H
When
we
do
take
a
vote
on
this
at
the
next
meeting,
we'll
also
be
taking
a
vote
on
the
supplemental
appropriation
necessary
to
then
move
to
the
city
council,
as
is
usually
the
case
when
we
vote
on
a
contract.
Okay,
yeah.
So
we'll
have
more
details
on
that.
So
this
was
more
a
comment
than
a
question
because
mr
cardenas
focused
in
quite
a
bit
on
on
the
key
issues
which
I
appreciated
and
learned
from.
H
H
Chair
robinson
was
incredibly
involved
in
sitting
in
almost
every
single
session
with
with
the
teachers
union
and
I'm
deeply
appreciative
of
her
work
and
her
commitment
and
her
time
and
effort
to
do
that,
to
understand
it
and
explain
it
to
the
rest
of
the
committee
members,
including
myself.
H
So
thank
you,
chair
robinson,
for
your
leadership
on
that,
and
I
think
that
did
directly
help,
in
particular
during
a
time
of
a
lot
of
transition
going
on
with
dr
casilius
leaving
and
she
was
deeply
committed
to
trying
to
get
a
contract
signed
before
her
time
ended
and
then
superintendent
eccleston.
Thank
you
for
your
work
on
this
and
incoming
superintendent
skipper.
I
know
she
was
certainly
consulted,
as
this
was
being
wrapped
up
as
well.
So
thank
you,
chair,
robinson,
for
your
leadership
on
that.
H
I
also
want
to
thank
the
entire
negotiating
team
on
this,
including
city
halls,
lead
labor
negotiator
who
joined
and
was
worked
very
closely
with
the.
There
was
great
cooperation
here
between
the
city
and
the
district,
and
I'm
deeply
appreciative
of
that
and
also
miss
costello.
Your
work
on
this
as
well
was
instrumental
in
getting
this
done.
H
So
I
heard
from
a
number
of
people
who
are
in
the
room
between
ms
robinson
and
yourself
and
members
of
the
team,
the
contact,
the
content,
experts
that
you
brought
to
the
table
every
single
time
and
also
to
our
partners
at
btu
in
helping
to
get
this
done
as
well.
So
thank
you
to
president
tang
and-
and
I
know
she
represents
her
members
extraordinarily
well,
but
is
also
deeply
committed
to
trying
to
improve
conditions
at
boston,
public
schools
for
all
of
our
students
and
it's
a
great
working
relationship.
H
We
have
with
president
tang
who,
by
the
way,
was
on
the
superintendent
research
committee
and
worked
hand
in
hand
with
us
on
that
issue,
even
as
these
negotiations
are
going
on
and
did
a
wonderful
job
in
separating
those
two,
because
she
is
deeply
committed
to
our
youth
as
we
are
as
well.
So
it's
it's
a
nice
situation
to
be
in
where
we're
all
working
in
the
same
direction
for
our
youth.
H
So
thank
you.
Thank
you.
Miss
costello,
on
behalf
of
the
team
from
the
district
who
worked
on
this
and
thank
you
to
our
interim
superintendent
eckelson
for
your
leadership
on
this
as
well.
Thank
you,
madam
chair.
Thank.
H
C
C
Doesn't
I'm
curious
about
the
pro
there's
clear
language
that
says
it
will
not
necessarily
count
as
as
the
sort
of
the
service,
but
it
may,
if
it's
appropriate,
I'm
curious
about
the
process
on
a
school
level
to
to
either
grieve
a
decision
that
doesn't
feel
appropriate
for
a
kid
and
sort
of
what
sort
of
what
avenues
schools
will
have
to
make
sure
particularly
educators
will
have
to
make
sure
that
kids
are
getting
the
right
services
and
if
they
feel
like
the
system,
is
not
working
in
favor
of
kids
that
they
can
create
accountability.
R
Yeah,
I
think,
there's
a
few
places
you
know,
and-
and
we
had
a
lot
of
conversations
about
this-
because
it's
a
question
of
like
compliance
versus
like
providing
students
with
what
they
need
right
and
we
want
to
make
sure
we're
obviously
in
compliance,
but
we
also
want
to
make
sure
we're
providing
students
with
the
services
they
need
and
each
situation
will
be
unique.
This
is
where
the
inclusion
planning
teams
are
not
just
like
formed
for
one
year
and
they
write
the
plan
and
then
they
go
off.
R
R
We've
set
these
formal
systems
up
right,
but
this
is
a
collaboration
and
this
has
to
be
a
conversation
and
a
real
open
dialogue
about
what
our
students
need,
and
we
will
see
that
in
our
student
outcomes,
if
our
students
are
getting
what
they
need
right,
and
that
was
why
our
goal
with
this
contract
language
was
writing
language
that
allowed
us
to
get
to
a
place
of
where
we
continue
to
have
stronger
and
stronger
student
outcomes.
And
so
you
know
there
will
be
lots
of
conversations
on
the
on
the
school-based
level.
C
B
You
know
really
smart
sort
of
service
providers
are
coming
together
to
really
problem
solve
for
the
needs
of
students,
and
we
believe
that
those
decisions
are
best
done
at
the
local
level
and
and
I
I
really
hope
that
we
can-
and
I-
and
I
really
appreciate
that
in
our
first
cohort
of
about
25
schools
I'll
be
going
through.
This
work,
like
those
first
few
sort
of
consulting
and
support
meetings,
are
really
about
building
out
the
inclusion
planning
team
at
the
local
level,
because
that's
where
the
problem
solving
is
going
to
happen.
C
C
It
goes
back
not
to
be
a
broken
record,
dr
eccleston,
but
we
are
experiencing
a
national
staffing
crisis
of
educators
and
what
I
suspect
some
of
the
solutions
will
be,
is
a
need
for
additional
educators
across
our
classrooms,
particularly
in
a
collaborative
teaching
model,
and
I'm
just
furious,
and
maybe
this
is
for
a
later
conversation.
But
as
we
move
towards
that,
the
the
success
we
will
have
will
also
be
in
a
recruitment
and
retention
strategy
that
will
allow
us
to
bring
in
additional
folks
into
the
workforce.
C
And
so
I
don't
know,
if
maybe
at
a
later
date,
we
can
have
conversations
around
how
we
ramp
up
that
strategy
earlier
and
and
what
it
will
look
like
and
what
the
partnerships
will
look
like
with
local
universities,
et
cetera,
to
bring
in
talent
because
we'll
need
it
in
order
to
realize
this.
B
Yeah
and
including,
like
obviously,
retention
bonuses,
but
also
thinking
about
incentives
for
our
pathways
programs
and
other
professional
opportunities,
are
going
to
help
our
educators
grow
and
to
develop
the
knowledge,
skills
and
competencies
that
are
required
for
the
multiple
types
of
roles
that
educators
need
to
play.
R
Yeah-
and
I
I
just
add-
I
think
that's
why
really
you
know
the
two
focus
areas
of
this
contract?
Are
you
know,
components
that
help
us
attract
and
retain
a
diverse
and
talented
workforce?
R
And
you
know
major
reforms
on
how
we're
you
know
providing
that
continuum
of
services
for
students
you
have
to
do
both
and
all
of
our
systems
are
connected
to
each
other
transportation,
hiring
right,
like
all
of
this
stuff
matters,
the
facilities
work,
and
so
we
you
know
this
is
where
we
have
to
work
cross-collaboratively
as
a
district
to
ensure
we're
providing
everything
for
our
students.
A
If
there
are
no
further
questions,
we
will
move
on
and
we
look
forward
to
taking
action
on
this
at
our
next
meeting.
Thank
you
again
so
much
we'll
now
move
on
to
public
comment
on
reports,
ms
sullivan.
B
Chair
might
I
just
say
one
thing:
if
that's
possible,
I
just
want
to
I
meant
to
say
this
in
my
superintendent
report.
I
just
wanted
to
communicate
to
the
community
two
really
important
events
that
are
coming
up.
One.
The
boston
teachers
union
is
hosting
a
back-to-school
book
fair
on
saturday
in
the
afternoon
on
september,
24th,
at
carson
beach
and
with
our
union
partners.
The
boston
public
health
commission
is
hosting
a
vaccination
clinic
and
booster
clinic
at
the
book.
Fair,
so
just
wanted
to.
B
This
weekend
september,
17th
from
11
to
3
at
white
stadium,
there'll,
be
incentives
such
as
gift
cards,
75
gift
cards
for
anyone
who
gets
their
vaccine
or
booster
and
there'll,
be
community
events
and
games
all
outside,
and
so
just
wanted
to
encourage
our
our
our
community
members,
our
educators,
etc
to
attend
one
of
those.
Two
events.
A
That
concludes
our
business
for
tonight,
and
the
next
remote
school
committee
meeting
will
take
place
next
wednesday.
I
mean
sorry
will
take
place
on
wednesday
september
28th
at
5
p.m,
and
we
will
be
welcoming
our
new
superintendent
at
that
time
as
well.
So
if
there's
nothing
further
I'll
entertain
a
motion
to
it
during
the
meeting
is
there
a
motion.