►
Description
The Boston School Committee is holding a series of community listening sessions to receive feedback on a draft set of goals and guardrails that will strengthen the Committee's focus on student outcomes. Each session will be co-facilitated by two Committee members. Interpretation will be provided.
B
A
C
A
Good
morning,
everyone
good
morning
and
thank
you
for
the
opportunity
to
listen
to
you
today.
My
name
is
jerry
robinson,
and
this
is
alex
oliver
davila
our
chair,
and
we
are
both
members
of
the
boston
school
committee.
You
can
find
the
documents
for
today's
session
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
Under
the
february
8
link
we'll
also
post
a
link
to
the
documents
in
the
chat.
A
The
meeting
documents
have
been
translated
in
all
of
the
major
boston
public
school
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
today's
session
will
be
posted
as
soon
as
they're
finished.
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
cantonese
mandarin
and
vietnamese.
A
After
I
finish
introducing
the
interpreters,
we
will
activate
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference
in
order
to
access
this
feature,
you
must
update
to
the
latest
version
of
zoom.
Please
visit
support.zoom.us,
our
cantonese
interpreter
is
anna,
say
anna.
Will
you
please
invite
our
speaking
audience
to
switch
their
zoom
channel
in
cantonese.
A
A
C
If
you
do
want
to
discuss
those
issues
in
the
context
of
our
five-year
goals
and
guard
rails,
then
absolutely
please
bring
that
to
the
conversation
for
today.
If
you
want
to
discuss
any
of
those
issues
in
the
context
of
getting
a
resolution
to
a
current
issue,
there's
other
avenues
that
you
can
do
that,
including
our
regular
committee
meetings.
C
C
So,
while
bps
is
making
great
strides,
there
are
always
areas
that
we
can
improve
upon
and
this
spring
we
engaged
in
very
extensive
community
outreach
efforts
to
develop
our
current
strategic
plan
and
since
the
completion
of
that
plan,
the
school
committee
has
selected
two
sets
of
measures
from
the
strategic
plan
that
we
will
monitor
closely
each
month
from
the
strategic
plan.
We
selected
a
set
of
priorities
that
represent
the
community's
vision
for
what
students
should
know
and
be
able
to
do.
C
We
call
these
our
goals
and
again
these
goals
are
directly
from
the
strategic
plan
and
then
also
from
the
strategic
plan.
We
selected
a
set
of
non-negotiable
community
values
that
we
feel
have
to
be
honored
while
we
pursue
these
goals
and
we
call
these
our
guard
rails
again.
We
do
this
not
to
replace
the
strategic
plan,
but
really
to
heighten
our
focus
on
it,
to
increase
transparency,
to
share
accountability
for
student
outcomes,
and
today
we're
excited
to
share
these
goals
and
guard
rails
with
you
and
to
hear
your
feedback
jerry.
C
A
Guardrails
represent
the
community's
values
and
are
non-negotiable
expectations
that
must
be
honored
in
all
of
the
school
system's
work.
The
school
committee
selected
guardrails
that
focus
on
number
one
student
voice
and
family
engagement,
number
two
community
partnerships,
number
three
equity
in
opportunity,
gaps,
number
four
diverse
and
effective
staffing
and
number
five
social,
emotional
and
physical
supports.
A
When
these
guardrails
are
honored,
they
help
create
the
conditions
for
student
success
system-wide.
Once
the
goals
and
guardrails
are
fully
adopted.
As
a
school
committee,
we
will
redesign
everything
we
do
to
monitor
these
priorities
and
focus
our
work
around
them.
We
will
redesign
what
our
meetings
look
like
to
focus
more
time
on
ensuring
that
the
goals
are
met
and
the
guardrails
are
honored.
A
A
C
Please
remember
that
our
intention
is
just
to
create
a
space
to
hear
from
as
many
people
as
possible
today
and
for
this
reason,
we'll
ask
people
to
keep
their
responses
and
comments
to
under
two
minutes
to
make
space
for
other
voices.
And
so
we
have
divided
the
conversation
into
three
parts
which
are
20
minutes
each.
C
So
here
is
the
first
question
which
is
which
of
the
five
goal.
Areas
is
most
important
to
you
and
how
can
bps
partner
with
families
and
communities
to
accomplish
it
so
of
the
five
goal
areas
which
are
early
literacy,
achievement
for
english
learners,
achievement
for
students
with
disabilities,
critical
thinking
with
math
science
and
literacy
and
career
and
college
readiness,
which
one
most
resonates
for
you?
And
why?
C
C
C
F
Yourself,
can
you
hear
me?
Yes,
thank
you,
yeah,
look.
I
I've
a
couple
of
times.
People
have
asked
this.
I'm
trying
to
listen
and
learn
like
you
are
from
the
community
and
save
my
fuller
comments,
till
I've
assimilated
everything.
I've
heard
and
you
know
it's
no
disrespect
for
the
meetings,
I'm
just
going
to
learn
as
you
are
and
I
have
as
you
would
expect
quite
a
bit
to
say,
but
but
I
want
to
hear
first
and
then
it's
you
know,
make
a
thoughtful
comment,
not
just
off
the
spur
of
the
moment.
Okay,.
A
F
A
No,
absolutely
absolutely
you
know:
we've
just
we've.
Just
only
had
a
very
few
people
willing
to
speak
so
are
just
trying
to
make
sure
that
anybody
who
is
listening
and
is
respectfully
waiting
to
hear
others
also
doesn't
hold
back
if
they
have
things
that
they
want
to
share
with
us,
but
I
do
respect
your
desire
to
listen
with
us
as
well.
Thank
you.
C
So
I
think
one
of
the
things
just
to
to
give
some
context
for
how
we
came
to
these
goals.
If
you
were
not
at
our
retreats,
I
think
the
biggest
thing
is
that
we
have
a
strategic
plan
which
had
a
ton
of
community
feedback
which
is
really
important.
We
can't
do
this
work
without
hearing
back
from
our
families,
our
students,
stakeholders
and
from
that
strategic
plan.
C
C
We
present
it.
We
are
presenting
these
goals
without
the
metrics
for
right
now,
because
we
wanted
to
hear
back
from
the
community
about
these
schools
thoughts
and
then
what
the
next
piece
of
that
will
be
working
with
the
superintendent
and
the
office
of
data
and
accountability
to
develop
a
set
of
measures.
But
I
think
we
we
really
felt
and
I'll
let
you
know
jerry
is
much-
has
much
more
expertise
on
the
early
literacy,
but
we
felt
like
that
was
a
game
changer.
C
We
know
from
so
much
research
that
students
that
come
into
school
that
just
have
different
socioeconomic
levels
and
experiences
just
have
many
more
words
are
able
to.
You
know,
have
a
higher
vocabulary
and
we
want.
We
want
to
change
that.
We
think,
like
all
all
children
should
be
able
to
come
into
school,
ready
so
I'll.
Let
jerry
talk
about
that.
I
can
talk
more
about
the
college
and
career
because
I
that's
more.
My
focus.
A
Yeah,
I
I
think
one
of
the
issues
is
we.
We
all
had
lots
of
things
that
we
were
passionate
about,
that
related
to
the
development
of
and
the
success
rate
for
students
keeping
at
the
topmost
of
what
we're
thinking
about
is
the
the
major
issue
of
closing
opportunities
in
human
gaps,
especially
for
our
students
of
color,
but
for
all
of
our
students.
And
when
we
look
at
our
demographics,
we
realize
that
our
students
of
color
black
and
latino
make
up
over
78
of
our
our
students.
A
So,
as
you
look
at
all
of
these
things,
if
we
are
closing
the
gaps
and
looking
at
the
student
outcomes
in
all
of
these
areas,
then
we
should
have
better
outcomes
for
all.
But,
as
we
thought
about
early
literacy,
if
you
know
the
issue
for
me,
particularly
in
this,
was
the
fact
that
we
we
see
that
a
majority
of
our
children
come
into
kindergarten
on
task
and
ready
to
be
successful.
A
But
by
third
grade
we
have
begun
to
see
that
issue
erode.
And
so
our
issue
is
to
look
at
early
literacy,
literally
from
infancy
straight
through
to
grade
three
to
countdown
to
kindergarten
and
our
number
of
our
community
partners,
including
the
basics,
etc.
There's
a
lot
of
purpose
and
a
lot
of
focus
already
on
the
earliest
pieces
of
literacy,
as
our
children
are
getting
ready
for
kindergarten,
and
we
want
to
make
sure
that
you
know
once
children
come
into
kindergarten.
A
You
know
first
and
second
grade
are
critical
years
in
programs
that
we
often
haven't
taken
a
look
at,
and
so
we
go
from
readiness
to
third
grade
and
boom
kids
already
failing
by
third
grade.
We
know
that
we
need
to
look
continuously
from
one
grade
to
next
to
look
at
what
are
the
programs?
What
are
the
opportunities
what's
happening
and
what's
not
happening?
That's
making
sure
that
our
kids
are
strong
in
early
literacy,
because
that's
really
the
foundation
for
all
of
the
learning
that
they
are
going
to
need
to
do.
A
The
same
goes
for
as
we
look
at
our
achievement
for
english
learners,
whether
they
are
our
youngest
learners
who
start
off
with
us
in
the
in
kindergarten
in
preschool
at
ages,
or
whether
they
are
the
students
that
come
to
us
all
along
the
continuum
coming
into
the
district,
with
no
english
at
various
ages.
To
make
sure
again,
all
of
the
programs
that
we
have
are
meeting
the
needs
of
those
students
alex
talk
a
little
bit
more
about
english
learners,
because
I
know
you've
had
much
more
experience
in
that
area.
A
A
No,
not
really,
but
I
you
know
again
absolutely
I
think
again.
This
is
sort
of
the
meat
of
what
we
do
and
wanting
to
make
sure
that
that
students
really
are
gaining
all
of
the
skills
and
are
being
taught
by
people
who
are
helping
them
to
really
finesse
these
skills
and
actualize
them
and
are
rethinking
the
curriculum
so
that
the
curriculum
resonates
with
students
we
heard
you
know
we
heard
from
students
yesterday
and
I
think
our
students
are
wonderful
because
they're
clear
about
what
works
and
wasn't
and
what
doesn't
work
for
them.
A
They
are
eager
to
learn.
You
know,
I,
I
don't
think
I've
heard
from
any
student
on
any
on
any
call
that
aren't
eager
to
learn,
but
are
also
often
frustrated
that
what
they're
learning
doesn't
resonate
with
them
doesn't
help
them
to
grow.
So
I
think
that
it's
important
that
we
work
hard
in
these
areas,
but
we
think
about
not
just
what
you
know,
but
but
we
need
to
think
more
about
what
we
are
giving
students.
A
What
are
the
role
models?
What
are
the
opportunities
so
that
they
get
to
excel
in
these
areas
which
would
bring
them?
You
know
to
number
five
career
and
college
ready.
All
of
our
students
need
to
be
ready
for
their
next
steps.
Whatever
they
choose
to
do,
everybody
doesn't
choose
to
go
to
college,
but
they
need
to
be
career
ready.
A
They
need
to
be
able
to
know
what
they
want
to
do
and
to
feel
they
are
leaving
high
school
with
the
skills
that
are
going
to
help
them
be
ready
to
take
whatever
that
next
step
is
for
them.
You
know
you
work.
This
is
your
the
baby
for
you
alex
you
work
with
these
kids.
What
are
your
thoughts,
particularly
around
career
and
college
readiness,.
C
C
You
know
for
the
last
30
years
coming
into
the
organization
that,
where
I
work
associated
latina,
one
of
the
the
things
that
you
know
hit
me
right
away
was
at
that
time
you
know,
latinos
had
the
highest
dropout
rates
and
then
african
american
students
and
that's
the
population
that
my
organization
works
with.
So
we
really
worked
on
providing
supports
for
students
to
be
able
to
graduate
high
school,
and
so
when
we
started
to
really
see
that
move.
I
was
very
excited
about
high
school
graduation
and
we
focused
so
much
on
that.
C
The
next
step
was
we
started
seeing
students
come
back
without
having
any
plans,
you
know.
So
then
that
was
like
the
next
piece
of
the
work
was
okay.
You
can't
just
graduate
from
high
school.
You
have
to
know
what
your
next
steps
are
and
you
have
to
have
a
plan,
and
so
we
started
to
plan
for
that.
And
so
then
students
started,
you
know
getting
into
college
going
to
college
and
then
the
next
piece
was
we
were
seeing.
Students
come
back,
who
had
failed
out
of
college
or
who
were
not
able
to
afford
it.
C
And
so
then
the
next
piece
of
the
work
became
okay.
We
need
to
to
coach
for
completion
and
we
need
to
coach
and
make
sure
families
understand
the
kind
of
debt
that
they're
taking
on.
So
I
felt
like
the
students
yesterday
talked
about
that
talked
about
all
of
those
pieces
and
they
they
talked
about
the
disparity
from
school
to
school,
of
having
guidance.
C
Or
having
a
very
you
know,
having
like
the
expectation
of
going
to
college
as
soon
as
you
get
into
high
school,
and
they
talked
about
having
that
you
know
be
front
and
center
and
be
available
to
all
students,
so
I
thoroughly
agree
with
them.
This
is
a
huge
goal
for
our
young
people,
whether
they
are
going
to
college
or
not.
They
should
they
should
have
next
steps,
and
they
should
they.
E
C
They
should
feel
like
they
have
that
option
which
right
now
not
every
student
feels
and
that's
okay.
College
is
not
for
everyone.
There's
a
lot
of
different.
You
know
avenues,
entrepreneurship
is
huge,
there's,
you
know
different
type
types
of
pathways
that
students
can
take,
but
we
want
them
to
feel
like
they.
They
have
a
plan,
they
know
what
they're
doing
and
they
will
be
able
to
carry
that.
You
know
to
become
successful
adults,
so
I'm
I'm
excited.
C
You
know
not
just
the
graduation,
but
also
the
next
steps
and
looking
at
ways
to
do
this
using
you
know
my
cap
having
internships
having
dual
enrollment
and
having
ap
accessibility.
So
I
think
that
this
this
goal,
you
know,
is
personally
really
exciting
and
it
was
great
to
hear
from
young
people
that
they
felt
very
aligned
with
this
goal.
Yes,.
A
Yes,
I
mean
I've
always
felt
that
you
know
we
we
are.
We
live
in
boston.
Boston
is
the
cradle
of
education.
There
are
called
schools
of
higher
learning.
There
are
all
kinds
of
opportunities
right
here
in
boston
and
it's
a
crime
that
any
one
of
our
children
would
graduate
from
high
school
and
not
have
a
plan
not
see
themselves
either
going
to
one
of
our
schools,
of
pile
learning
or
or
finding
a
pathway
into
one
of
the
many
different
opportunities
they're.
Here
we've
got
an
airport.
There's
aeronautics,
we're
seaport.
A
We
have
lots
of
hospitality.
You
know
anything
that
you
could.
Think
of
that
you
would
want
to
be.
There
should
be
an
opportunity
here
in
boston
for
that
and
with
between
our
the
community
partners
that
we
have
and
those
that
we
may
need
to
create
it.
You
know
it
needs
to
be
our
goal
that
every
single
student
you
know
we
won't.
A
D
A
A
C
In
terms
of
that,
I
think,
looking
at
like
student
voice
and
family
engagement,
I
just
want
to
say
that
some
of
the
things
that
we
have
in
our
budget
this
year
is
the
superintendent
has
put
forth
having
a
family
engagement
liaison
in
every
school.
She
takes
that
really
really
to
heart,
and
that
is
a
priority
for
her.
C
As
many
of
you
know,
she
also
has
a
group
of
students
that
she
meets
with
that
are
outside
of
b
sack,
so
she
really
again
wants
to
hear
from
the
community
and
from
students.
I
I
spoke
with
a
few
city-wide
parent
council
members,
and
I
remember
one
of
them
telling
me
that
he
had
met
the
superintendent
five
times
and
how
he
thought.
That
was
just
unbelievable
and
it's
just
a
reflection.
C
You
know
where
we
can
just
raise
taxes
and
just
bring
in
more
dollars.
That's
not
a
reality
for
us,
and
so
how
do
we
make
sure
that
we
leverage
all
those
partnerships
for
schools,
especially
schools,
that
don't
have
you
know
the
resources
of
other
schools?
I
just
wanted
to
add
some
of
those
things
jerry.
If
you
want
to
yes,.
A
A
It's
going
to
be
the
school,
the
family
and
the
student
that
are
all
working
together
with
the
community
and
others
so
that
all
of
our
students
achieve.
So
we
don't
want
to
lose
any
of
this
as
we
move
back
to
a
more
traditional
setting
and
then
also
the
issue
around
diverse
and
effective
staffing,
and
I
know
they've
been
working
hard
to
hire
more
diverse
staff.
But
you
know
I
like
this:
the
term
diverse
and
effective
staffing,
all
of
our
all
of
our
student,
all
of
our
staff
have
to
be
effective.
A
C
C
So
again,
the
one
thing
you're
willing
to
commit
to
that
would
support
the
success
of
our
students
in
boston,
public
schools.
If
anybody
would
like
to
share,
you
can
raise
your
hand
virtually
or
put
in
the
chat
and
also
like
jerry
mentioned.
We
also
have
a
feedback
form
and
the
link
is
in
the
chat,
so
you
can
directly
connect
to
that
and
provide
feedback,
we're
collecting
all
the
feedback
from
the
sessions.
C
C
Okay,
so
we
just
want
to
thank
those
of
you
who
have
been
with
us
this
morning
for
taking
time
out
of
your
busy
schedule
this
morning
to
be
with
us.
We
we
made
sessions
at
various
times,
just
trying
to
get
as
many
people
and
schedules
as
possible,
so
we've
had
some
evening
sessions.
We
have
two
saturday
sessions
and
a
couple
of
morning
sessions
and
an
afternoon
session,
so
really
try
to
just
have
many
different
times,
so
we
could
capture
as
many
different
voices
as
possible.
C
C
We
will
also
post
a
summary
of
the
community
input
we've
heard
on
our
website,
so
you
can
see
the
feedback
you
provided
and
then
how
we
use
that
feedback
in
our
decision
making.
Again,
if
you
had
more,
if
you
have
more
to
add
you
can
complete
the
feedback
form,
that's
posted
on
our
webpage
and
also
here
in
our
chat.
We
really
really
appreciate
your
input
and
jerry.
I
don't
know
if
you
have
any
other
closing
words
before
we
close
out.
C
D
C
The
school
committee,
because
we
have
open,
meeting
laws-
and
you
know
we're
not
really
we
don't
get
to
have
this
banter,
so
it's
just
great
to
be
able
to
share
things
with
you
and
see.
You
know
your
thoughts
on
things
and
have
this
forum.
I
want
to
thank
all
the
staff
who
helped
us
with
the
session
today
and
have
been
helping
us
with
all
the
sessions
and
also
all
the
interpreters.