►
From YouTube: Boston School Committee Meeting 6-21-22
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
A
B
B
C
D
A
B
B
Tonight's
session
is
being
shared,
live
on,
zoom
excuse
me.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
june
21st
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
B
The
committee
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish,
haitian
creole,
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Well,
our
spanish
interpreter.
Please
introduce
yourself
and
give
zoom
instructions
in
your.
F
Thank
you
very
much,
madam
chair
good
afternoon.
Everyone
school
committee,
members,
distinguished
guests.
My
name
is
juan
bernal.
I
am
one
of
the
simultaneous
spanish
interpreters
whom,
along
with
interpreter
mr
randall
dominguez,
will
provide
simultaneous
interpretation
tonight.
Consecutive
spanish
interpreter
ms
luz
barretto
will
provide
consecutive
interpretation
for
school
committee.
Member
spanish-speaking,
miss
rafaela,
polanco,
garcia,
bueno,
noches.
G
B
A
Thank
you,
madam
chair
good
evening.
Everyone
armando
and
I
will
be
your
cape
for
the
interpreters.
H
H
B
B
I
I
Oh,
thank
you
so
much.
Yes,
my
partner
wei
and
I
will
be
the
chinese
mandarin
interpreter
for
tonight.
I
B
You,
our
american
sign
language
interpreters,
are
lisa
gentile
and
kylie
kirkpatrick.
Thank
you
all
for
assisting
us
this
evening.
Thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4
30
p.m.
Please
make
sure
that
you
are
signed
into
zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
We
are
going
to
defer
the
minutes
of
the
june
8
2022
school
meeting
until
our
next
meeting.
B
K
Welcome
back
glad
to
see
you
here
and
then
just
wanted
to
be
able
to
give
a
few
updates
today
before
we
get
started
into
the
regular
meeting
and
the
first
I'm
going
to
do
is
give
a
little
update.
I
know
that
you'll
be
giving
an
update
later
on.
Madam
chair
about
the
updates
regarding
the
superintendent
search
and
some
major
announcements
that
were
made
today
to
the
community
and
dr
drew
eccleston
in
the
role
of
acting
superintendent.
K
Bps
is
a
place
full
of
incredibly
talented
students,
educators
and
committed
community
members
who
are
determined
to
see
all
of
our
students.
Succeed.
I've
come
to
know
dr
eckelson
as
a
highly
capable
and
student-centered
leader,
who
brings
an
unparalleled
work
ethic
that
engenders
trust
of
our
community
and
all
those
that
he
serves
and
he's
done.
K
We've
laid
a
really
strong
foundation
over
the
past
three
years
and,
in
particular,
been
very
intentional,
with
drew
and
with
sam
around
our
transition
and
making
sure
that
the
district
is
in
a
solid
place
for
that
handoff
next
week,
and
until
we
have
the
next
superintendent
in
place
and
we
set
forth
that
smooth
transition
as
well.
I
also
want
to
congratulate
mary
skipper
and
tommy
welch
on
being
named
finalists,
and
I
wish
them
much
success
in
their
interviews
and
the
engagement
that
they'll
have
with
the
community.
K
It
was
my
absolute
favorite
part
of
the
interview
process
when
I
first
came
to
boston
and
our
community
is
eager
to
be
involved
and
connected
to
their
superintendent
and
I'm
certain
that
they're
going
to
enjoy
reconnecting
in
this
new
way
with
the
community
and
so
and
with
this
new
opportunity
and
all
of
you
as
well.
So
I'm
looking
forward
to
that
process
and
you
all
being
able
to
transition
successfully
and
smoothly
next
week.
K
I'm
also
excited
to
share
that
we're
going
to
be
releasing
an
update
this
week
of
the
return
recover
reimagine
three
year
plan
for
greater
equity
and
recovery.
This
also
known
as
our
esser
plan,
the
covid19
pandemic,
you
know,
highlighted
and
exacerbated
long-standing
inequities
within
our
communities
while
posing
new
challenges.
For
us.
One
of
the
tools
we
have
to
address
these
inequities
is
the
esser
funding
from
the
federal
government.
This
one-time
infusion
of
additional
funding
was
designed
to
provide
immediate
relief
to
recover
from
the
pandemic
matter.
K
K
The
state-
and
this
is
a
budget
that
we've
just
passed
recently
and
very
thankful
to
our
city
council
for
passing
our
our
operational
budget
as
well,
10-3,
so
very,
very
fortunate
to
have
this
kind
of
financial
support
in
the
district
to
be
able
to
not
only
launch,
you
know
new
initiatives
and
make
sure
that
we're
fully
staffed
and
and
able
to
handle
any
of
the
enrollment
declines.
K
Also,
there
will
be
a
two-page
summary
that
will
be
available
for
easily
be
easily
digestible.
K
Also,
this
is
translated
and
that's
what
took
a
little
while
for
us
to
get
it
up
is
translated
in
all
of
our
major
languages
within
the
district,
which
is
in
keeping
with
our
commitment
to
our
community
around
interpretation
and
translations.
K
I
really
am
excited.
I
heard
about
this
student
last
week,
giving
a
huge
shout
out
and
congratulations
to
delmas
male
of
boston,
green
academy
on
the
brighton
high
track
team
del
mace
recently
won
the
pera
800
race
with
a
time
of
2
03.
K
K
I
also
want
to
give
a
shout
out
to
some
of
our
schools
and
the
amazing
a
work
that
they've
been
doing
recently.
State
environmental
officials
recognize
students
from
27
of
our
schools
across
the
commonwealth
for
outstanding
environmental
actions
as
members
of
the
green
team,
which
is
a
statewide
environmental
educational
program
sponsored
by
the
executive
office
of
energy,
environmental
affairs
and
the
massachusetts
department
of
environmental
protect,
I'm
proud
to
share
that
the
chitick
school
was
one
of
three
schools
to
win
a
grand
prize
for
recycling
and
composting.
K
Additionally,
last
week
the
human
rights
campaign
foundation
presented
the
mozart
elementary
school
and
the
haley
pilot
school.
With
its
coveted
welcoming
school
seal
of
excellence,
the
seal
of
excellence
is
awarded
to
select
schools
across
the
country
that
meet
hrc's
benchmarks,
demonstrating
a
supportive
school
community
in
which
lgbtq,
plus
students
and
families
feel
included,
respected
and
valued.
K
As
you
all
know,
in
april
we
made
the
decision
to
close
the
mission
hill
k-8
school
and
begin
the
process
of
identifying
new
school
communities
for
all
of
our
students,
families
and
staff
for
the
next
school
year.
I
wanted
to
just
take
a
minute
and
share
with
you
an
update
and
share
that
all
students
have
received
their
assignments
to
one
of
their
top
choices,
with
nearly
80
percent
receiving
their
very
first
choice.
K
K
We've
heard
from
some
families
who
were
really
grateful
to
the
team
for
their
effort
to
meet
their
needs
and
overall
many
families
felt
a
collective
sense
of
togetherness
and
relief.
Despite
the
unfortunate
circumstances,
I'm
thrilled
to
hear
that
so
many
of
your
families
had
a
positive
experience
and
I'm
looking
forward
to
hearing
more
as
they
join
their
new
school
communities
next
year
and
we
continue
to
support
them
and
support
the
healing
of
the
community.
K
K
K
In
my
superintendence
report
presentation,
you
can
see
the
graph
that
shows
a
comparison
of
school
year,
2021
2020
to
2021
to
school
year,
21
to
2022.,
the
blue
bar
represents
the
percentage
of
students
that
are
exceeding
the
recommended.
Speed
of
25
megabytes
per
second
green
demonstrates
students.
Meeting
the
recommended,
speed,
yellow
is
approaching
and
red
is,
does
not
meet
recommendations.
K
K
The
project
is
slated
to
cost
92
million
dollars
and
will
include
upwards
of
26
million
in
reimbursement
from
the
city
of
boston
and
from
the
msba
starting
this
summer.
Public
facilities
in
partnership
with
bps
and
the
msba
will
begin
demolition
of
the
existing
charter
carter
school,
followed
by
construction
of
a
new
80
000
square
foot
school
on
the
same
site.
The
new
building
is
scheduled
to
open
just
in
time
for
the
24
25
school
year,
and
the
temporary
home
of
the
carter
will
be
a
portion
of
the
lilly
frederick
school.
K
I
want
to
thank
that
community
for
being
so
amazing
and
welcoming
our
cars,
our
carter
students.
I
also
want
to
say
how
incredibly
thankful
I
am
that
we
are
finally
taking
these
steps
toward
ensuring
that
all
of
our
students
get
the
school
buildings
that
they
deserve
and
that
match
the
love.
That's
within
our
school
buildings,
from
all
of
our
amazing
educators.
K
K
I
want
to
remind
everyone
that
it's
not
too
late
to
sign
up
for
so
many
of
our
summer
programs
and
those
at
boston
and
after
school
and
beyond.
There
are
internships.
There
are
job
opportunities
for
some
of
our
older
students
as
well,
and
so
you
can
find
all
of
this
on
our
website
at
bostonpublicschools.org
forward.
K
B
Thank
you,
superintendent,
I'll,
now
open
it
up
to
questions
and
discussions
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
each
we
teach
take
five
minutes
one
to
two
questions,
and
I
would
also
like
to
remind
bps
staff
to
also
be
brief
in
your
response.
If
you
have
additional
questions,
I'll
come
around
and
do
a
second
round.
If
you
have
a
question,
please
raise
your
hand
virtually
I'll.
Put
that
request
in
the
chat.
L
Thank
you,
chair
robinson,
and
thank
you
superintendent,
it's
great
to
be
back.
I
appreciate
the
grace
you
all
have
shown
me
for
my
time
away
a
question
related
to
the
summer
opportunities
exciting
to
hear
that
we're
continuing
to
work
with
community
partners
on
providing
summer
programming.
L
I
think
I
heard
the
number
6000-
and
so
I'm
curious
to
understand-
is
that
6
000
for
programs
that
are
happening
within
our
schools.
I
know
some
additional
programs
have
have
been
created
with
some
of
our
schools
for
like
fifth
quarter
or
is
that
just
in
general
overall
example,
I
have
my
son,
who
is
plugged
into
summer
programming
with
like
a
partner
like
hale
right,
hail
day
camp,
but
he's
not
necessarily
doing
that
through
any
bps
partnership.
L
K
Great
good
question,
so
I
think
around
6
000,
plus
our
fifth
quarter,
2000
our
high
school
credit
recovery
and
4
000
are
in
esy,
and
so
I
know
dr
eccleston
is
on
the
call
as
well,
and
he
may
have
a
little
bit
more
detail
about
that.
M
Yeah,
even
the
superintendent
had
that
exactly
right,
we're
we
have
just
just
under
15
000
students
that
are
registered
for
some
type
of
summer
program
across
bps.
We
have
capacity
for
over
18
000,
so
we're
continuing
to
you,
know,
pound
the
pavement
and
ensure
that
we
get
more
students
registered
for
summer
options
across
the
city,
whether
that's
with
us
and
bps,
or
with
a
partner.
We
just
want
our
students
engaged
in
both
enrichment
and
academic
programming
as
quickly
as
possible.
L
Beautiful
that's
great
to
hear
and
apologies
that
my
next
question
is
redundant
with
last
year.
I
know
we
had
some
challenges
around
the
hours
of
some
of
our
summer
programming,
as
well
as
the
transportation
for
our
students
would
love
to
hear
what
we're
doing
differently,
as
it
relates
to
this
year
for
opportunities
and
specifically
for
our
high
school
students.
Also
who
rely
on
like
the
t
pass.
Are
we
what
does
summer
look
like
in
terms
of
transportation,
accessibility
for
those
students.
K
I
don't
know
if
della
verne
is
on
the
call
or
dr
depena
can
answer
where
we're
at
with
that
and
dr
eccleston.
You
might
be
able
to
answer
more
detail
about
the
hours
within
some
of
our
school
programs.
N
N
Yeah,
hello,
everyone.
As
far
as
hours
go,
we
did
hear
feedback
from
the
community
and
we
have
been
able
to
extend
hours
in
certain
locations.
We
targeted,
16
specific
locations
where
we
were
able
to
spend
hours
and
provide
some
additional
services
on
buses,
so
that
is
available.
We
weren't
able
to
scale
it
up
district-wide
only
because
of
our
limited
capacity.
Anyway,
we
were
with
planning
with
our
bus
members
in
negotiations,
but
we
were
able
to
extend
hours
to
16
sites
and
we
were
able
to
expand
some
transportation
beyond.
L
Thank
you
that's
great
to
hear
I'm
helping
our
students
and
families
have
a
healthy
and
productive
summer
with
our
programming.
Thank
you.
O
O
I
guess
a
couple
weeks
ago
was
mentioned
during
the
summer
report
about
what
availability
was,
and
parents
may
have
heard
a
different
message
in
a
meeting
of
sped
pack.
A
couple
of
days
later-
and
I
know
the
district
has
been
trying
to
clarify
that
as
well,
but
I
just
want
to
use
this
as
an
opportunity
to
clarify
what
programs
are
available
for
our
students
with
disabilities.
M
I
can
take
a
shot
at
it,
so
we
are
offering
esy
for
all
students
who
qualify
for
that.
That
means
the
team
has
met
and
convened
and
believes
that
the
student
needs
to
have
additional
summer
programming
to
prevent
progression,
and
so
that's
available
to
all
of
our
students
who
qualify
for
that.
Based
on
the
team
discussion,
I
can
certainly
get
more
numbers,
but
I
think
about
4
000
4500
students
are
currently
registered
for
esy
and
those
numbers
continue
to
increase
as
we
move
forward.
I
O
Great
thanks
and
and
the
more
clarity
we
could
have
in
working
with
spedpack
to
help
get
that
information
out
to
our
parents.
That
would
be
great,
and
also
thank
you
superintendent,
for
pointing
out
about
the
carter
school
groundbreaking
today
and,
as
I
did
at
the
event
today,
I
wanted
to
publicly
call
out
how
supportive
you
have
been
in
making
this
project
happen
for
the
counter
school
community.
O
From
the
very
day
you
first
arrived
in
boston
to
your
visit
to
the
school
before
you
even
officially
started
as
superintendent
and
your
unwavering
passion
and
commitment
to
the
students
to
the
families
and
to
the
teachers
and
faculty
and
staff
at
the
charter
school
and
making
this
project
come
to
fruition.
I
know
it's
important
for
you.
The
school
committee
has
always
been
enormously
supportive
of
this
project
as
well.
O
So,
thank
you
so
much,
and
it
was
a
thing
of
beauty
today
to
see
head
of
school
mark
o'connor
and
how
he
and
the
teachers
there
arrange
for
every
single
student
that
carter
to
take
part
in
you
know,
throwing
a
shovel
full
of
dirt,
so
to
speak.
They've
figured
out
how
to
make
it
work
for
every
single
study
student,
and
it
just
shows
the
passion,
the
commitment
of
the
everyone
involved
with
the
carter
school
community
and
how
important
that
is.
So.
Thank
you,
superintendent,
for
your
work
on
on
behalf
of
that
community.
K
Well,
thank
you
vice
chair
o'neal,
for
your
support
of
the
community
and
always
showing
up
to
their
to
their
events
to
their
garden
parties.
You
know
we
all
can
celebrate
this
incredible
community
and
what
they
do
for
the
students
and
the
families
at
the
carter.
It's
just
really
quite
a
unique
community
and
and
just
full
of
so
much
love,
it's
really
just
quite
a
blessing
to
to
go
and
be
in
the
presence
of
all
of
these
kids.
P
K
So
we
it's
a
really
good
question.
We
are
very,
very
close
to
an
agreement
with
desi
that
we
will
be
providing
for
them.
I
think
the
mayor's
office
is
just
finalizing
those
edits
right
right
now,
actually
and
getting
them
over
to
deci.
Hopefully,
by
this
evening.
P
And
then
I
guess
it
sort
of
leans
into
previous
questions.
I've
had
just
around
the
information
we'll
get
around
that
before
a
final
agreement
is
signed.
You
know
there
are
like
major
governing
implications,
obviously
around
the
mou,
as
well
as
strategy
for
the
next
superintendent.
So
I'm
curious
what
our
commitments
are
as
as
a
school
committee
and
and
where
our
oversight
lies
and
making
sure
that
that's
an
agreement
that
we
also
can.
K
Stand
behind
yeah,
you
know,
madam
chair
has
been
involved
with
the
mayor's
office
and
reviewing
those
drafts
as
they
go
backward
back
and
forth,
and
so
I
I
will
give
a
full
report
next
week
and
let
you
know
where
we're
at
with
that
and
then
that
would
then
be
ready
for
public
consumption.
If
we,
if
we
don't
get
it
sooner,
and
I
I
commit
to
making
sure
that
you
all
get
a
copy
of
the
next
draft
that
we
send
to
them.
P
P
My
only
advocacy
is
that
I
hope
that
from
the
sort
of
initial
drafts
that
we've
seen
that
it
includes
some
more
clarity
around
sort
of
the
data
transparency
work
that
I
know
is
really
important
for
for
the
system,
but
also
for
families
and
and
obviously
that
they're
the
timelines
remain
realistic,
so
that
this
is
an
mou
that
we
can
realize
as
a
system
and
then
last
but
not
least,
of
course,
that
we
are
really
concrete
around
what
progress
looks
like
particularly
for
students
with
with
disabilities.
P
You
know
in
some
of
the
earlier
drafts
that
I've
seen
or
that
the
public
has
seen
also
like
it
just
there.
It
was
mention
of
process
without
very
clear
accountability,
around
outcomes,
and
I
hope
that
we
can
come
to
something
where
both
is
true.
K
So
many
of
the
measures
that
I
think
are
going
to
move
the
district
forward
are
contained
in
our
five-year
strategic
plan
and
I
very
much
encourage
and
have
talked
with
a
chair
robinson
about
committee
having
an
early
retreat
with
the
next
superintendent
to
review
the
strategic
plan
and
the
outcomes
that
are
expected
by
this
body
for
our
students
with
disabilities,
our
el
students
and
students
in
general,
as
well
as
looking
at
the
student
outcomes
document
that
you
all
formed
with
the
council,
great
city,
schools,
aj
crabbo,
who
came
and
did
some
intensive
work
with
with
the
community
and
with
the
school
committee
2021
right
21..
K
P
Maybe
superintendent,
it
would
be
fair
to
say
like
if
I
was
a
reader
of
the
document
that
this
is
more.
This
is
more
about
sort
of
ways
to
realize
the
current
set
of
goals
at
the
current
anticipated
timeline
and
not
around
any
sort
of
acceleration.
K
That's
I
I
think
that
the
it's
much
more
around.
How
are
you
going
to
do
it?
What
are
you
going
to
do?
How
are
you
going
to
do
it,
then?
What
the
what
the
actual
measures
are,
and
so
the
measures
I
think
will
be
contained
within
the
strategic
plan
which
were
fairly
aggressive
measures,
and
so
I
think
that
that's
where
you
get
at
the
accountability.
K
I
also
very
much
want
the
school
committee
to
continue
to
keep
a
good
eye
and
watch
on
the
risk
management
office
and
make
sure
that
that
gets
established
and
set
up
with
the
new
superintendent.
It
is
extremely
important
to
this
organization.
It's
1.5
billion
organization,
thirteen
thousand
employees,
fifty
thousand
students,
125
schools,
a
lot
to
keep
track
of
and
having
controls
in
place
for
the
kind
of
compliance
checks
that
you're
talking
about.
K
K
Yes,
so
right
now
it's
with
the
mayor's
office-
and
you
know
they've
been
doing
most
of
their
negotiation
with
the
city,
and
so
it's
been
city
to
state,
negotiating
and
and
chair
robinson
has
been
at
the
table
as
well
back
and
forth
drafts.
And
so
then,
once
this
draft
is
done,
then
I
will
make
sure
that
you
all
get
a
copy
of
it
as
well.
B
Superintendent?
I
have
a
question
with
regard
to
I
know.
B
Unfortunately,
last
week
during
the
charlestown
graduation,
there
was
a
shooting
incident
gunshots
nearby
and
I
know,
as
a
result
of
that,
there
have
been
some
changes
made
to
some
of
our
safety
procedures
and
then
I
heard
last
week
that
there
was
active,
shooter
drill,
happening
near
schools
and
was
wondering
if
that
was
something
that
had
been
planned
as
part
of
this
looking
into
you
know,
the
safety
issues
was
this,
something
that
was
not
was
or
was
not
coordinated
with
the
district.
K
So,
dr
depena,
could
you
speak
to
the
bpd
actions
that
they
were
doing?
I
didn't
personally
know
about
those
going
on
from
bpd
outside
of
our
schools.
Yes,
we
did
have
an
incident
that
happened
in
the
neighborhood
nearby,
the
charlestown
high
school,
graduation
event
that
was
happening
on
the
field.
I
was
there
on
stage
when
that
event
happened.
It
was
very
scary
and
frightening
for
many
of
our
families
and
students
at
the
time
and
still
is
quite
traumatizing
to
the
community.
K
We
have
rescheduled
that
graduation
for
next
wednesday
this
week
and
as
part
of
the
next
step
of
healing
and
making
sure
that
the
students
do
actually
get
to
go
across
the
stage.
They've
worked
so
hard
for
it,
and
so
we
are
working
with
the
mayor's
office.
K
I
called
a
safety
meeting
the
very
next
day
with
the
mayor's
office
bpd
and
our
and
our
team
to
really
rally
and
provide
additional
reinforcements
for
all
the
remainder
of
our
outdoor
graduations,
including
that
evening's
graduation
at
mckinley
school,
so
that
we
made
sure
that
there
wasn't
any
kind
of
disturbance
at
those
schools
and
deputy.
Do
you
want
to
speak
at
all
to
we
did
also
do
our
own
intruder
drills.
K
If
there
was
an
emergency
at
the
school
deputy,
if
you
could
add
anything,
that'd
be
great.
N
Yeah,
just
briefly,
we
were
not
aware
of
those
trainings
and
drills
that
occurred,
so
there
was
some
kind
of
breakdown
of
communication
between
our
departments,
because
had
we
known,
we
would
have
definitely
given
more
of
a
heads
up
to
families
and
in
our
staff
to
make
sure
they
were
aware
what
was
going
on
just
to
minimize
some
of
the
fear
associated
with
those
kind
of
events,
but
we're
working
with
bpd
to
make
sure
we
over
communicate
on
those
going
forward
in
the
future.
P
I
have
one
more
question
about
the
jessie
review
and
the
mou,
and
it
it
goes
back
to
data.
I
I
hear
what
you
said
about
the
office
of
risk
management.
I
think,
as
many
of
us
read
in
the
globe
today,
there
are
other
folks
who
are
suggesting
a
sort
of
external
way
of
thinking
about
that
sort
of
data
management
as
well.
P
I'm
curious
sort
of
where
the
city's
thoughts
are
and
our
systems
thoughts
are
on
one,
our
own
ability
to
do
that
level
of
data
mining,
but
also
any
additional
support
from
the
state.
In
order
to
to
realize
you
know
that
data
in
real
time
or
some
sort
of
external
partner.
K
Yeah,
I
wonder
actually
if
monica
is
still
on
and
she
could
talk
to
the
projects
that
we're
doing
around
our
own
data
mining
and
dashboarding.
K
I
would
suggest
to
the
school
committee
that,
yes,
the
destiny
report
is
important,
they're
their
partner,
and
that
is
part
of
our
work.
But
it's
a
small
piece
of
the
overall
broader
part
of
really
running
the
entire
district
and
coordinating
all
the
complexities
of
the
district.
And
so
the
strategic
plan
is
really
a
much
thorough,
more
thorough
document
to
use
to
drive
the
performance
of
the
district
forward,
and
so
as
soon
as
you
can,
with
your
new
superintendent,
really
digging
into
what's
the
current
state
of
affairs.
K
Where
are
we
at
with
our
formative
assessments
and
our
end-of-year
assessments
that
we
do
any
other
outside
indicators
that
we
have
like
the
youth
risk?
Behavioral
survey
that
we
do
every
year?
Looking
at
some
of
the
surveys
that
are
done,
exit
surveys
from
seniors,
I
think
there's
just
a
lot
of
other
data
that
you
can
lose
use,
that's
richer
in
nature.
To
give
you
a
better
picture
of
how
our
schools
are
actually
functioning,
so
that
can
be
done
at
the
retreat.
P
K
P
K
We
do
have
some
I'm
not
as
familiar
with
it,
but
we
have
the
early
warning
indicator
system
for
our
high
school
students,
our
middle
school
students
going
into
high
school,
and
I
know
that
mark
marcia
and
cena
has
been
working
on
that
with
our
high
school
teams
as
well
and
with
the
counselors
coming
now.
We
have
a
great
opportunity
right.
K
You
know,
so
that's
going
to
be
a
huge
investment
with
our
counselors,
our
social
workers
and
our
new
psychologists,
all
working
together
as
a
team
to
really
provide
additional
wraparound
supports
to
our
students
that
need
it.
As
we
enter
into
this
time
of
recovery.
K
B
C
S
A
E
T
Thank
you,
chair,
robinson,
I'm.
If
you
would
give
me
a
moment,
I'm
going
to
rearrange
my
screen
here.
So
I
can
see
everyone
here.
We
go
all
right.
Well,
thank
you,
chair
robinson
and
on
behalf
of
our
search
committee
co-chairs,
lorena,
lopero
and
marcus
mcneil,
I'm
now
presenting
our
final
update
on
the
search
process
and
final
recommendations.
T
As
the
search
committee
began,
its
public
engagement
in
may,
and
through
round
one
and
and
round
two
interviews
and
the
recommendation
of
finalists,
we
have
been
very
mindful
in
observing
diversity,
equity
and
inclusion,
best
practices
and
meticulous
and
following
protocol.
We
knew
how
important
this
the
search
is
and
the
integrity
of
the
process
we
believe
it
has
to
has
to
be
strong
in
order
to
really
firm
up
our
recommendations
to
you,
so
you
can
be
comfortable
with
them.
T
I
would
like
to
share
some
of
those
details
with
you
and
and
the
school
committee
members
of
the
school
committee
to
provide
an
understanding
of
what
we
went
through
in
the
process.
If
that's
okay,
to
that
end,
I'm
going
to
ask
liz
sullivan
to
please
pull
up
to.
Please
pull
up
the
the
powerpoint
and-
and
I
I
assure
you,
there's
only
three
slides
in
this
powerpoint,
so
it
will
not.
It
would
not
take
a
great
deal
of
time.
I
know
you
have
a
lot
of
work
to
do
tonight.
T
So
as
as
a
committee
when
we
began
we,
we
thought
about
what
some
of
the
best
practices
are
and
we
try
to
bring
those
into
play.
The
first
of
the
important
practices
is
that
we
knew
that
there
needed
to
be
diversity
of
the
search
committee
itself,
so
that
there
would
be
multiple
perspectives
coming
into
discussion
and
that
was
provided
by
all
you
and
and
and
the
mayor
in
appointing
us.
So
can
you
go
to
slide
two
liz
so
that
we
can
go
through?
T
So
there
were
nine
members
of
the
search
committee
and
you
can
see
from
from
what
I
have
on
the
screen,
how
how
the
dei
stats
laid
out
there
were
five
women
and
four
men
of
the
nine
were
african
americans,
two
latinx
two
api
and
one
white
and
and
more
importantly,
here's
the
spread.
It's
the
spread
of
knowledge
and
geographic
understanding
amongst
the
nine
of
us.
T
T
We
had
three
bps
parents
and
one
bps
student
and
and
what
you're
seeing
in
front
of
you
are
some
of
the
qualities
that
actually
were
reflected
in
our
discussion
of
the
job
description
and
the
careful
on
nature
by
which
we
were
listening
to
the
public
and
we
were
doing
public
engagement.
So
this
was
our
very
basis
for
understanding,
diversity,
inclusion
and
and
and
equity
work.
T
So,
and
we
became,
I
think,
good
colleagues
during
the
process
and
we
were
collaborative
and
we
called
each
other
on
it
when
we
needed
to
and-
and
I
think
it
brought
out
a
real
rigor
in
the
way
that
we
carried
on
the
process
list
me.
I
have
slide
number
one
back
and
the
other
things
that
we
did
were
we,
we
monitored
each
step
of
the
search
process
for
candidate
diversity.
T
More
than
one
member
of
the
committee
have
heard
me
say
you
know,
we
need
to
make
sure
that
the
pull
is
sufficient
and
sufficiently
diverse
in
all
the
manners
that
it
needs
to
be
diverse.
So,
at
each
step
of
the
process,
we
we
did
that
work.
T
We
paid
close
attention
to
the
professional
profiles
in
generating
our
questions,
so
the
questions
we
asked
at
each
round
were
not
random.
They
were
directly
tied
to
the
professional
profile
that
you
approved
as
a
school
committee,
and
it
is
what
we
heard
from
the
from
the
community.
We
had
diverse.
T
We
made
sure
that,
as
we
looked
at
the
sufficiency
of
the
poll
that
there
were
diversity
in
gender,
race,
ethnicity,
linguistic
proficiency,
lived
experiences
and
professional
experience,
expertise
in
addition
to
that,
we
had
a
full
training
session
on
implicit
bias,
so
that
all
of
us
share
the
same
language
in
thinking
about
biases,
and
that
that
we
have
awareness
as
we
serve
on
this
committee.
T
So
these
were
all
very
very,
I
would
say,
some
of
the
best
practices
in
the
field
and
how
academic
search
committees,
as
well
as
non-profit
and
and
foundation
and
philanthropic
search
committees
are
formed
and
conducted,
and-
and
we
were
well
within
those
realms
of
good
practice
and
and
to
give
us
assurance.
The
last
slide
liz.
If
I
may-
and
this
is
how
the
poll
progressed
through
your
search-
we
had,
as
you
see,
on
the
top
35
applications
and
in
round
one
we
had.
We
invited
eight
candidates
to
come
forward.
T
T
There
we
had
four
women
and
two
men
and
two
african
americans,
one
latinx
one
api
and
two
white
and
the
in
the
and
the
range
of
competencies
that
you
see
and
knowledge
that
you
see
followed
really
what
we
had
in
in
round
one
five
with
deep
boston
knowledge,
three
who
are
multilingual
and
five
educators
as
we
moved
into
our
finalists
round.
We
were
really
excited
because
we
had
four
candidates
that
we
were
going
to
wreck.
We
were
going
to
recommend
we
had
three
women
and
one
man,
one
and
one
african-american
one
lot.
T
Next,
one
api
and
one
white,
and
and
as
you
can
see
on
the
bottom,
deep
boston,
knowledge,
multilingual
and
educators,
it
is
regrettable
list.
I
I'm
done
with
the
slide.
Thank
you.
It
is.
It
is
regrettable
that
that
we
had
two
withdrawals,
but
as
we
were
going
in
the
final
into
the
final
rounds,
as
we
were
looking
at
the
interviews
at
the
point
where
we
were
evaluating
the
sufficiency
of
the
field,
we
were
very
confident
that
we
both
had
good
candidates
and
we
had
diversity.
T
So,
in
terms
of
the
questions
that
we
asked
in
round
one
and
round
two,
the
round
one
questions
were
uniform
for
all
candidates.
We
were
very
clear
they
that
we
were
not
going
to
that.
We
were
going
to
be
clean
in
the
way
that
we
asked
the
questions
to
avoid
bias
in
round
two.
The
candidates
were
asked
individualized
questions
based
on
their
responses
in
round
one,
as
well
as
a
standard
set
of
questions
which
address
the
following
topics,
and
these
may
be
very
very
familiar
to
you.
T
We
asked
folks
to
do
a
proposed
100-day
entry
plan,
so
all
of
the
candidates
that
are
in
front
of
you
have
done
a
100-day
entry
plan.
They
knew
what
they
were
going
to
do.
We
asked
questions
on
racial
equity.
T
T
So
I'm
I'm
I
I
can
tell
you
those
are
we
had
an
hour
and
a
half
with
each
one
of
the
candidates
going
into
round
two
and
those
who
are
very
thorough,
vettings.
T
T
But
regrettably,
two
of
the
four
candidates
withdrew
their
candidacy
for
personal
reasons,
but
even
so,
we
remain
very
confident
as
a
committee
in
our
process
and
its
rigor,
and
that
the
two
candidates
who
are
continuing
on
to
the
process
are
qualified
for
this
leadership
post
so
listed
alphabetically
by
last
name-
and
you
know
this
already,
the
two
continuing
finalists
are
mary
skipper
and
tommy
welch
and
now
a
little
bit
about
each
one
of
them.
T
Although
we
are
we're
such
a
knowledgeable
community,
once
these
names
hit
the
streets,
I
know
each
one
of
you
have
been
looking,
but
as
a
an
official
report,
I'm
going
to
read
these
paragraphs
to
you.
Mary
skipper
is
in
her
seventh
year
as
superintendent
of
the
somerville
public
schools.
T
She
joined
somerville
public
schools
in
july
of
2015
following
a
career
at
boston,
public
schools.
She
quickly
made
her
mark
in
somerville
as
an
innovative
and
visionary
thinker,
a
passionate
advocate
for
all
youth
and
a
strategic
systems
builder,
whose
approach
included
leveraging
community
resources
to
support
students
before
somerville
superintendent
skipper
was
network
superintendent
of
high
schools
for
bps,
where
she
oversaw
34
high
schools
serving
approximately
19
500
students.
T
During
her
time
as
network
superintendent,
boston,
high
schools
achieved
the
lowest
dropout
rate
and
the
highest
graduation
rate
and
bps
history
among
her
notable
accomplishments,
while
at
bps
superintendent
skipper
helped
launch
tech,
boston
academy,
as
the
founding
headmaster
in
2002
mary
skipper
holds
a
bachelor's
degree
in
english.
In
latin
from
tufts
university,
she
earned
a
master's
in
education
policy
from
harvard
and
a
master's
in
education,
leadership
from
columbia,
teachers,
college,
mary
skipper
and
her
husband,
peter
reside
in
dorchester
and
have
three
children.
T
T
His
work
prioritizes
the
improvement
of
academic
outcomes
of
students
and
connects
leaders
and
resources
within
the
network
to
provide
a
coherent,
instructional
vision
for
all
schools
prior
to
coming
to
bps
in
2015,
dr
welsh
was
the
founding
principal
of
a
middle
school
and
later
as
high
school
in
the
south
central
neighborhood
of
los
angeles
classroom
teaching.
Experience
focused
on
english
learners
in
special
education
inclusion
in
the
lower
elementary
grades,
as
well
as
english
at
the
high
school
level.
T
T
So
in
anticipation
of
the
finalist
list
being
determined,
the
boston
school
committee
committee
has
already
announced
the
public
interview
schedule.
The
remaining
finalists
will
participate
in
public
interview
process
on
thursday
june
23rd
and
friday
june
24th.
That's
this
thursday.
Coming
up
and
this
friday
coming
up
and
each
day
we'll
have
a
some,
an
identical
itinerary
and
agenda
from
10
30
to
12.
T
T
The
panel
interviews
will
be
conducted
remotely
via
zoom
with
live
interpretation
in
nine
languages,
including
asl,
and
members
of
the
public
are
invited
to
join.
The
interviews
will
also
be
live
stream
on
boston
city
tv,
as
they
usually
are
panel.
Questions
will
remain
the
same
for
all
two
days
and
will
be
provided
to
candidates
in
advance
and
will
be
drawn
from
both
the
panelists
and
the
previous
public
responses
to
the
superintendent
searched
survey.
T
We
said
when
we
do
the
surveys
that
those
those
topics
will
come
back
around
again
and
this
is
when
they're
going
to
come
back
around
again.
Questions
may
also
be
chosen
live
from
the
q,
a
functions
in
each
zoom
webinar,
so
the
public's
input
would
be
live
as
part
of
that.
T
So
that
concludes
the
substantial
portion
of
my
report
back
to
the
chair
in
the
committee.
I
do
want
to
thank
my
fellow
search
committee
members
for
their
time
and
commitment.
T
B
B
I
also
want
to
echo
my
deep
appreciation
to
the
superintendent
search
committee
for
their
thoughtful
work.
They
listened
to
the
community
they
heard
and
then
loud
and
clear,
on
their
concerns
for
having
a
pool
of
candidates
that
are
truly
representative
of
the
diversity
of
boston,
public
schools.
B
B
The
ongoing
discussions
with
destiny
to
address
the
may
2022
district
review
negotiations
with
the
boston
teachers
union
and
in
preparation
for
summer
learning
and
the
2022-2023
school
year
to
ensure
continuity
of
bps's
operations.
During
this
periods
transition
period,
I
have
been
working
together
with
the
bps
senior
leadership
team
and
the
mayor's
office
over
the
last
several
months
to
prepare
for
the
next
superintendent's
first
day.
B
Accordingly,
please
please
accept
my
recommendation
to
the
school
committee
for
the
appointment
of
dr
drew
eccleston
bps
deputy
superintendent
of
academics
as
acting
superintendent,
effective
june
30th.
Two
dr
eccleston
has
served
as
deputy
superintendent
in
bps
since
2020
and
has
served
as
superintendent
of
schools
in
welfare
mass.
In
his
current
role,
dr
eggleston
serves
as
the
chief
academic
officer
overseeing,
among
others,
the
office
of
special
education
and
the
office
of
multilingual
learners,
two
critical
areas
that
require
sustained
thoughtful
reform
to
meet
the
needs
of
bps
students.
B
In
recent
months,
dr
eggleston
has
played
an
integral
role
in
the
ongoing
negotiations
with
jesse,
as
well
as
the
btu.
Dr
edelson
was
not
a
candidate
for
the
superintendent
position
and
he
is
well
positioned
to
assist
the
district's
next
leader
in
their
transition
into
the
job.
Dr
eggleston's
appointment
would
cover
the
time
period
between
dr
cassellius
planned
departure
and
the
start
date
of
the
new
superintendent.
B
I
believe
that
this
acting
appointment
is
necessary
for
a
smooth
transition
and
to
ensure
that
the
critical
work
of
the
district
continues
steadfastly
focused
on
our
students,
cheers
memo
to
boston
school
committee,
ari
recommendation
of
drew
eccleston
as
acting
superintendent
june
21st,
22
page
two.
I
look
forward
to
moving
quickly
with
dr
eggleston's
appointment
to
provide
the
district
with
the
necessary
stability
during
the
period
of
transition,
and
I
am
grateful
for
your
partnership
and
your
dedication
to
boston's
young
people.
I
agree.
B
I
request
that
the
committee
take
action
on
this
recommendation
and
are
now
at
our
next
meeting
on
june
29th
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norms
and
again
remind
bps
staff
to
be
brief
in
our
responses
with
that,
I'm
going
to
call
them,
as
I
see
them,
I'm
not
sure
who
raised
their
hand
first,
but
I'm
going
to
start
with
mr
tran
go
on
to
dr
alkins
and
then
mister
hernandez,
cardia
hernandez.
Excuse
me
so
mr
crime.
U
Thank
you.
I
I
believe
that
I
raised
my
hand
after
the
the
other
two
members,
but
thank
you
for
for
calling
on
me
first
anyway,
and
to
the
interviewing
committee.
Thank
you
for
your
work
and
thank
you
for
all
the
time
that
you
spent
in.
U
U
U
Is
there
any
way
that
we
can
have
that
list
of
questions
that
asked
the
the
the
the
candidates
so
that
I
could
prepare
myself
and
make
yeah
you
know
and
make
sure
that
my
questions
on
on
the
day
that
I'm
charged
with
the
final
interview
will
not
be
redundant
since
I
have
a
number
of
questions
myself,
but
I
I
like
to
have
a
copy
of
those
questions,
if
possible,
that's
something
that
can
can
be
done
or
not.
T
Mr
tran,
I'm
I'm
I'm
laughing
a
little
because
one
of
the
tasks
that
I
I
was
tasked
with
all
during
the
interviews
was
to
remember
to
collect
the
questions
back
from
everybody
at
the
end
of
the
day,
so
nobody
has
a
copy
to
to
to
so
so
so
that
so
that
everything
stays
intact.
I
don't
think
that
applies
to
the
school
committee.
So
I
would
you
know,
refer
you
back
to
your
chair.
T
We,
we
certainly
have
those
available,
so
so
you
know
they
would
be
available
to
the
committee,
but
you
know
I'm
I'm
I'm
laughing
a
little,
because
I
think
if
I
had
put
them
together
and
packaged
them,
they
would
be
worth
money
and
I
would
be
making
I
would
be
making.
I
would
be
making
a
fortune
off
of
those
but
yeah.
I
think
I
think
I
think
they
are
available
and
I
think
liz
sullivan
has
them.
So.
T
However,
you
want
to
handle
them,
they
they
will
be
available
to
you,
but
I
leave
it
to
the
discretion
of
our
chair.
U
Yes,
thank
you
so
just
just
to
confirm
my
my
what
I
I
heard
from
you.
U
T
If
brown
right
in
round
one,
we
had
an
hour
and
a
half
and
we
had
nine
questions,
so
it
was
pretty
tight.
So
it
was
nine
uniform
questions
the
same
for
all
of
the
candidates.
T
In
round
two,
we
had
six
uniform
questions
that
were
longer
because
they
were
more
in
depth
and
then
I
believe
we
had
asked
two
members
of
our
committee
to
do
follow-up
questions
that
would
dig
deeper
on
topics
that
would
have
come
out
or
topics
that
we
would
have
missed.
T
But
ultimately,
when
you
look
at
the
round
two
questions
so
lorena
you
were
with
me,
so
maybe
you
can
you
can
you
can
either
validate
or
or
add
to
the
first
six
question
gave
us
a
very
full
understanding
of
the
topics
that
I
had
read
off
today
and
then
there
were
two
or
three
questions
that
would
delve
deeper
into
that,
or
it
would
go
into
the
area
that
a
particular
member
of
the
search
committee
was
interested
in.
L
I
would
agree
with
that.
I
think
that
the
slight
deviations
on
questions
were
more
follow-up
questions
on
the
particular
topics
that
were
at
hand,
and
there
were
two
individualized
opportunities
to
ask
questions
from
specific
search
committee
members
as
follow-ups
to
just
different
topics.
But
the
majority
of
the
questions
were
uniform
throughout.
U
U
I'm
just
you
know
hoping
that
I
will
get
the
questions
soon
before
before
I'll
turn.
To
do
the
interview.
Thank
you.
Okay,.
R
Again,
I
want
to
echo
just
the
the
sentiments
of
gratitude
for
not
just
conducting
the
process
in
the
time
span,
but
also
being
transparent
about
your
process
or
the
your
education
around
it
too.
So
if
I'm
also
understanding
the
question
for
mr,
mr
tron,
as
I
heard
it,
the
questions
are
not
necessarily
available.
What
I'm
very
curious
about
are
the
responses.
R
R
Second,
this
you
know
the
event
of
the
the
withdrawals
is
certainly
regrettable.
I
think
it
only
makes
it
more
more
of
an
issue
for
us
to
consider
about
the
prospect
of
not
finding
a
candidate
and
I'm
not
trying
to
be
pessimistic
or
anything
like
that,
but
it's
just
a
a
a
more
it's
a
stronger
possibility.
R
You
know
just
because
of
the
sheer
drop
out
like
of
candidates
there,
so
I
think,
as
a
committee,
we
have
to
be
thinking
about
this.
Definitely
more
seriously,
and
I
mean
the
other
piece
that
also
is
that
got
brought
up
in
the
in
the
in
the
sense
of
transparency
about
the
process,
which
I
appreciate
is
also
that
we
need
to
find
time
as
a
committee
to
also
undergo
some
form
of
implicit
bias,
training
ourselves,
because
we
are
part.
We
are
this
body
for.
R
For
that
reason,
and
to
to
be
in
alignment
with
how
the
search
committee
has
done
things,
we
should
be
doing
the
same.
So.
B
I
just
want
to
respond
to
that.
Dr
alkins
is
that
ms
sullivan
did
send
out
to
all
of
us
an
announcement
around
some
training
around
these
issues
that
we
will
need
to
take
advantage
of
over
the
summer,
so
that
training
is
available
to
us
both
individually
and
because
of
open
meeting
law.
We
don't
do
it
collectively
so
that
we
will.
I
will
ask
her
to
resend
that
information
so
that
we
can
look
at
it
again.
T
So
doctor,
I'm
sorry,
dr
elkins,
I
want
to
offer
you
some
observations
about
having
responses
from
these
candidates.
T
We
were,
we
were
so
strict
in
conducting
this
in
conducting
these
these
interviews
that
we
actually
collected
papers
from
notes
from
folks,
so
they
couldn't
take
it
away
outside
of
the
room,
because
we
were
really
worried
about
things
leaking
out
and
folks
were
very
compliant
about
that.
The
good
thing
is
that
you
have
two
members
of
your
school
committee
that
served
on
the
search
committee
right,
so
they
have
listened
to
perspectives
and
they
have
these
responses
they're
available.
T
The
question
that
can
be
asked
without
without
having
sort
of
verbatim
recording
from
the
first
interview
is
that
you
could
ask
your
two
school
committee
members.
T
What
you
just
heard
was
it
different
than
what
you
heard
the
first
time
right,
so
there
can
be
a
validation
of
let's
say
if
somebody
asked
the
question
on
conflict
resolution
and
they
gave
an
answer
to
you.
If
you
asked
that
question,
you
could
very
well
say
to
lorena
or
michael
who
served
on
the
search
committee
and
have
listened
to
their
responses
about
conflict
resolution.
T
T
Those
are
the
kinds
of
checks
and
balances
that
at
least
at
my
college
we
built
into
first
and
second
level
interviews
right,
so
you
always
have
somebody
in
first
level
interviews
who
is
in
the
second
level
interview
so
that
you
can
you
can
you
can
see
if
you're
hearing
the
same
responses
and,
if
they're,
and
how
they're
different,
if
they're
different
and
how
they're
deeper
if
they
are
deeper,
we
did
not
record
any
of
the
interviews
for
the
reasons
that
all
of
you
know,
because
it's
such
a
confidential
risk.
T
So
I
I
I
don't
know
how
to
help
there,
but
the
the.
But
the
fact
that
you
have
resources
right
who's
been
in
who
will
be
in
both
places,
is
a
real
plus
that
that
can
help.
L
Doctor,
I
do
have
another
piece
to
offer
actually
to
remember
tron's
point
around
not
wanting
to
ask
the
same
question
for
for
fear
of
being
repetitive.
L
I
actually
think
there
may
be
value
in
asking
some
of
those
questions
that
perhaps
we
are
prioritizing
whatever
that
particular
topic
may
be,
so
that
all
committee
members,
as
well
as
the
public,
has
access
to
engaging
with
how
the
candidates
are
thinking
about
particular
topics.
P
P
Countless
hours
I
know
it
has
been
countless
hours,
it's
been
a
pleasure,
it's
been
my
honor,
and
so
this
is
less
for
you
guys
and
more
for
us
as
we
move
into
this
next
process.
I
just
want
to
name
that,
but
I
also
feel
like
I
sound
like
a
broken
record.
P
You
know
for
months
I
have
named
three
areas
of
concern:
one
the
need
for
an
interim
or
an
acting
leader,
not
because
we
wouldn't
or
couldn't
meet
the
accelerated
timeline,
but
because
it
felt
like
common
sense,
to
put
it
politely
that
we
would
need
someone
to
oversee
the
system
for
a
few
weeks
or
a
few
months.
P
The
second
thing
I
kept
asking
for
were
some
clear
dates
around
our
timeline,
so
we
could
get
better
clarity
around
the
public
scheduling
and
when
we
would
be
needed
as
a
governing
body,
and
the
third
was
my
flag
around
the
speed
of
the
search
and
our
ability
to
cast
a
wide
net
and
do
due
diligence
and
instead
on
on
the
first
concern
around
the
acting
leader.
You
know
I
was
told
not
yet
I
was
told
we
may
not
even
need
one.
P
I
shared
how
this
ambiguity
ultimately
presented
as
disorganized
and
was
harmful
to
the
workforce
and
subsequently
our
children
on
the
second
around
scheduling
you
know
and
the
clarity
around
timeline.
In
our
broader
plan,
I
was
told
to
wait
and
given
broad
strokes
around
the
middle
or
end
of
june
in
other
searches.
I've
seen
and
been
part
of
those
dates
were
mapped
quite
clearly
and
to
be
fair,
it's
a
parallel
process
with
our
educators,
like
we
ask
people
every
day
in
our
classrooms
to
start
backwards
and
plan.
P
We
ask
them
to
do
those
maps
so
that
they
are
monthly
and
weekly
calendars.
So
I'm
not
sure
how
we
couldn't
do
the
same
and
to
be
fair
that
level
of
opaqueness.
It
led
me
to
believe
that
when
we
did
nail
down
dates,
everyone
was
going
to
be
involved.
P
But
maybe
that
connects
to
the
third
thing
right,
like
my
concern
around
the
speed,
so
I'd
re,
yeah
I'd
be
remiss
if
I
didn't
name
the
elephant
in
the
room
right
with
the
these
are
two
exceptional
candidates.
I
trust
my
colleagues
on
this
on
the
search
committee
to
bring
forward
top
talent.
P
I
understand
that
for
many
members
of
the
public,
particularly
folks
of
color,
particularly
for
myself,
this
sample
this
pool
just
doesn't
feel
linguistically
racially
or
ethnically
diverse
enough
and
for
me
not
diverse
enough
to
be
presented
to
the
school
committee
for
the
final
process,
and
I
also
hear
that
there
were
four
candidates
who
were
finalists.
P
Though
again
we
were
only
told
to
hold
three
days,
so
I'm
not
even
sure
how
we're
going
to
schedule
for,
and
it
appears
that
the
two
folks
who
dropped
out
would
have
added
some
different
experiences:
some
different
perspectives,
more
racial
and
ethnic
and
linguistic
diversity,
amongst
other
things,
skills
and
talents.
And
all
of
that
this
is
not
just
about
our
identities.
P
But
for
me
that,
like
can't
be
our
excuse
for
presenting
a
pool
of
finalists
that
doesn't
showcase
the
diversity
that
we
think
is
central
to
our
work
as
an
anti-racist
organization,
and-
and
I'm
saying
this
and
like
I
fear,
we
are
falling
victim
to
some
of
that-
biased
thinking
that
other
organizations
do
which
places
blame
on
people
of
color
for
not
having
a
seat
at
the
table
and
when
it's
really
about
our
design
and
our
approach
and
our
time
on
task.
P
But
we
set
the
schedule,
and
you
know
why,
because
this
entire
process
is
made
up
and
like
how
lucky
are
we
we
get
to
like
make
up
these
rules,
and
these
rules
should
show
our
values.
I
don't
know.
I
fear,
like,
as
I'm
piggybacking
on
my
concerns
about
scheduling
that
we
are
like
more
concerned
with
getting
the
timeline
right
and
and
that
distorted
north
star
will
be
consequential,
and
I
fear
that
we
have
forgotten
that
we
get
to
make
the
rules.
P
I
have
a
feeling,
I'm
like
over
time
and
I'm
gonna
end
here,
but
I
want
to
be
clear.
I
I
suspect,
based
on
the
little
that
I
know
that
these
are
two
fantastic
leaders
with
incredible
histories
and
outcomes
and
commitments
to
kids
and
families,
and
both
things
can
be
true.
They
can
be
great.
One
of
them
might
even
be
the
leader
we
need,
I'm
pretty
sure.
P
I
don't
think
two
finalists
is
large
enough,
nor
one
that
appropriately
represents-
and
this
is
literally
the
most
important
charge
that
we
take
on
as
a
committee
and
I'm
struggling
as
we
race
to
a
finish
line
that
we
invented,
and
so
I
like,
I,
I
feel
like
I
have
to
say
it
and
chair.
Of
course
you
know
I
want
to
thank
you
for
your
leadership.
I
think
you
have
heard
me
publicly
and
privately
when
I
share
my
frustration.
P
I
hope
you
know
that
it
is
like
rooted
in
a
deep
belief
that
we
can
and
should
do
better
and,
of
course,
that
we
can
move
fast
and
smart
and
with
values,
and
so
those
are
like
my
concerns
as
we
move
through
the
process,
and
I
just
wanted
to
make
sure
I
set
it.
B
I
want
to
thank
you
for
your
comments.
Indeed,
we
have
had
many
conversations
over
the
past
few
weeks
with
regard
to
the
speed,
the
lack
of
clarity
when
you-
and
you
know-
and
I'm
not
using
these
things
as
an
excuse,
but
the
truth
is
when
you've
got
lots
of
people
new
in
positions
all
trying
to
work
together
against
a
particular
set
of
timelines
and
individuals
who
also
bring
their
schedules.
B
You
know
I
felt
that
the
committee
did
the
to
the
best
of
their
ability,
kept
us
informed
at
every
step
of
the
way
in
the
process
and
even
over
the
weekend,
as
they
were
doing.
Their
final
deliberations
I
reached
out,
and
people
were
very
excited
about
the
pool
of
folk
that
they
were
about
to
put
forth
to
us
and,
as
we
know,
that
there
is
danger
in
going
public
and
what
people
choose
to
do
as
a
an
exercise
to
become
part
of
a
pool.
B
Is
one
thing
when
you
get
to
that
final
moment.
When
you
have
to
go
public,
you
know,
uncertainties
happen
and
they
were,
and
this
was
happening
against
our
timeline.
B
B
I
also
want
to
say
that
two
of
our
candidates
stepped
away.
I
understand
how
disappointing
that
has
been.
I
know
how
disappointed
I
was
in
this
as
well,
and
I
had
a
very
restless
night
last
night
about
how
I
thought
about
this.
What
I
wanted
to
say
to
all
of
you,
but
also
what
I
want
to
say,
is
that
we
had
many
criteria
for
our
candidates.
B
No
thanks,
we'll
move
on
signals
to
any
other
candidate
we
would
ever
have
to
bring
from
anywhere
to
apply
for
any
job
in
boston
would
certainly
put
a
bad
mark
against
our
names
that
you
know.
If
we
don't
like
what
it
looks
like
or
how
it
ends,
then
we're
not
we're
not
going
to
fairly
do
the
process.
B
B
I
would
like
us
to
do
the
right
and
the
fair
thing
at
this
moment,
which
is
to
continue
forth
with
the
interviews
of
our
two
candidates
and
to
give
it
all
of
our
thought
in
looking
back
at
the
wide
variety
of
things
that
we
were
looking
for
within
superintendent
candidates
and
to
be
brutally
honest
with
ourselves
to
decide
if
either
of
these
candidates
meet
enough
of
the
criteria
that
we
would
like
to
vote
for
them
to
move
forward.
B
B
B
I'm
sorry,
all
of
these
things
are
happening
at
the
same
time.
You
know
that
we
are
facing
all
the
things
that
we're
facing
you
know
makes
it
skittish
for
candidates
to
even
want
to
come
forth
to
get
into
the
mix
with
us.
B
B
You
know
not
because
of
who
the
candidates
are
because
of
where
we
landed
in
the
process
you
know,
and
so
all
I'm
asking
is
that
you
know
we
be
true
to
complete
this
process
as
we
began
it
and
then
have
a
conversation
next
week
to
talk
about
our
final
choices.
I'm
sorry
that
you're
not
going
to
be
able
to
be
with
us,
but
I
have
said
to
you
that
I
am
very
much
willing
to
ask
your
questions
on
your
behalf.
B
B
I
picked
up
the
phone
and
called
him
and
in
fact
all
of
you
will
be
invited
once
you
get
the
packets
of
the
candidates
to
to
call
people
that
have
worked
with
them
in
other
areas
so
that
you
get
you
get
as
comfortable
and
as
informed
as
you
can
be
about
these
people
that
we
are
bringing
forth
and
to
be
honest
with
you
brandon
it's
the
best.
We
can
do
I'm
sorry.
It
is
not
perfect,
we're
not
perfect.
B
You
know
we
have
lots
to
learn,
but
you
know
we
are
often
overly
juggling
many
conflicting
issues
all
at
the
same
time,
but
we
have
a
lot
of
people
who
are
working
hard
to
do
their
best
and
again.
I
can't
thank
the
search
team
enough
for
working
with
the
diversity
that
was
represented
within
their
group
to
be
able
to
move
us
forward
on.
B
You
know
a
very
fast
timeline,
but
to
come
to
some
conclusions
and
I'm
sure
many
of
them
are,
as
you
know,
frustrated
to
some
ways
as
we
are
that
that
the
final
four
did
not
become
the
final
four.
But
we
have
two
good
candidates
and
we
need
to
give
them
an
honest
opportunity
to
be
known
to
our
community
and
have
their
efforts
acknowledged.
B
R
You
know,
I
share
it
man,
you
know
I
sat
sort
of
thinking
for
a
while,
particularly
today,
particularly
about
like
teemo
coons
work
that
talks
about,
for
example,
white
supremacy,
culture
and
particularly
the
lens
of
sense
of
urgency,
and
how
sometimes
we
are
forced
into
making
difficult
decisions
that
compromise
the
thought
process
behind
it
in
making
democratic
and
equitable
decisions.
R
It
was
reassuring
to
hear
the
presentation
from
from
dr
edinger
to
know
that
the
process
particularly
like
was
was
tight.
I
still
share
that
feeling
that
sentiment,
that
you've
evoked
of
that,
and
I
would
certainly
say
I
think
that
you
know
that's
still
going
to
come
out
in
the
wash
in
terms
of
how
candidates
are
going
to
respond
to
our
questions,
and
you
know
the
way
that
I'm
sort
of
looking
at
it
it's
the
is
it's
the
same
way.
R
If
necessarily
if
candidates
are
answering
a
question
in
a
way
that
I
don't
think
is
befitting
of
again
moving
forward
in
an
you
know
in
a
in
an
anti-racist
way
in
a
a
framework
that
I
think
speaks
to
the
equity
that
we
are
trying
to
instill
in
this
district
and
root
out,
for
example,
systemic
disarray
and
those
things,
then
that
will
come
out
in
how
we
vote
like
with
it.
You
know-
and
I
I
certainly
I
I
share
you,
because
I
also
had
a
conflict.
R
You
know
that,
like
I
had
a
conflict
too
this
week,
and
so
we
can
we're
gonna
have
to
think
about
how
we
rearrange
processes
like
this
in
the
future
for
sure
yeah.
But
I
think
that
the
I
I
think
it's
going
to
come
out
in
terms
of
like
how
how
well
we're
looking
at
the
responses
to
these
questions
and.
R
U
Yes,
I
like
to
add
a
token
of
my
my
thought
here
as
well.
First,
I
do
share
with
members
hernandez,
as
well
as
our
members
elkins,
regarding
the
the
lack
of
regarding
the
the
the
short
list
of
candidates
that
we
are
going
to
interview.
U
When
I
first
heard
that
we
had
four
I
was.
I
was
happy
and
yesterday,
when
chair
robinson
called
me
and
informed
that
there
are
only
two,
of
course,
I
feel
I
felt
frustrated.
I
felt
that
the
process
was
somehow
short
changed,
but
it
remains
a
clear,
clear.
U
Result
what
the
interviewing
panel
or
the
search
panel
had
invested
in
the
values,
the
the
the
work,
the
expertise
and
the
time
that
the
members
of
the
research
committee
put
in
with
all
the
preparedness
is
something
that
we
have
to
you
know
we
we
have.
We
have
to
honor,
that's
one
thing.
U
The
other
thing
is
there's
no,
there's
no
reason
in
my
mind
not
to
there's
no
reason
in
my
mind
to
question
the
two
candidates
that
have
been
placed
in
front
of
us
that
the
work
of
the
committee
was
was
in
any
way
flaw.
I
I
believe
that
it
it's
it's.
You
know
it
was
a
product
of
the
best
effort.
U
While
I
understand
that
the
process
may
be
somewhat
shortchanged
because
of
the
the
time
constraint,
I
I
I
share
that,
but
at
the
same
time,
given
the
uncertainty
of
everything
nowadays,
let's
just
assume
that
I
I
I
you
know
as
a
lawyer,
I
don't
make
assumptions
but
let's
say
just
say
that
we
reopen
the
process
again
and
we
end
up
with
only
having
two
more
just
two
or
you
know,
then
what
then
we
keep
rep
opening
the
process
or
what
I
you
know.
U
I
I
mean
what
we
have
before
us:
we
have
to
honor
it.
We
have
to
go
through
with
it
and
let's
see
where
it
takes
us
and
if,
if,
if,
if
it
doesn't
work
out,
then
then,
then,
at
the
same
time
of
concerning
about
the
well-being
and
and
and
and
the
kind
of
the
kind
of
value
that
we
want
to
provide
to
our
students
to
ensure
that
the
the
best
can
the
candidate
is
there.
U
I
understand
that,
but
at
the
same
yeah
at
the
same
time
of
that,
if
we
somehow
lengthen
the
time
that
also
shortchanges
the
students
as
well,
so
I
would
appeal
to
a
member
of
hernandez
to
I
share
your
concern.
I
value
your
concern
a
lot.
You
know
I
have
heard
a
lot
of
comments
have
you
made,
and
I
know
that
you
are
a
very
committed
member
and
I'm
I'm
just
appealing
to
you
just
go
through
with
the
process
and
see
and
who
knows
it.
U
May
it
may
be
something
that
we
we
agree
together.
It
may
may
not
be,
but
let's
just
give
the
search
committee,
the
kind
of.
U
B
If
not
I'd
like
to
bring
forward,
excuse
me,
doctor
alkins.
R
Sorry
sorry
have
like
had
to
think
think
think
about
this
again,
so
you're
you're
certainly
recommending
that,
for
example,
mr
card
at
hernandez,
and
that
any
of
us
are
like
call
direct
candidates
and
making
sure
that
we
have
that
information
available
in
front
of
us.
You
know,
quite
frankly,
you
know
yeah,
we
one.
We
cannot
be
biased
by
the
by
the
idea
that
we
have
a
reduced
candidate
pool.
That's
one
thing
that
doesn't
even
mean
we're
forced
into
a
decision.
That's
the
other
side
of
it
right
and
then
the
the
other
piece
is.
R
R
However,
they
can
in
the
next
week
or
so,
and
the
space
to
again
timeline,
but
not
just
the
space
to
hear
that
information,
but
the
space
to
evaluate
it
to
you
know
so,
I'm
hoping
that
we
can.
We
can
do
better
with
this
and
so
yeah.
However,
we
need
to
share
information:
let's
make
sure
that
those
channels
are
alive
and
well.
B
Yeah
yeah,
I
believe
that
we
will
be
receiving
packets,
probably
tomorrow.
Obviously
they
couldn't
be
prepared
until
the
finalists
were
known
so
that
I
know
that
they
are
being
prepared
and
translated,
so
that
ms
polanco
garcia
also
has
access
to
the
information,
but
once
you
have
those
packets,
you
are
able
to
to
look
through
them.
You
know,
as
I
say,
make
calls
in
addition
to
what
these
two
you
would
in
turn.
B
In
addition
to
what
the
superintendent
search
group
has
done,
as
well
as
our
own
conversations
on
thursday
and
friday
and
it'll,
be
you
know
and,
as
I
said,
all
of
the
video
tapes
are
available
so
for
all
of
the
panels
with
the
public
as
well,
so
that
level
of
of
information
we
are
all
we
all
have
access
to.
B
So
and
I'm
sure
ms
sullivan
will
be
in
touch
with
each
of
you
tomorrow,
to
make
sure
you
have
the
materials
that
you
need
so
again,
I
look.
We
we're
going
to
look
forward
to
moving
forward
to
taking
final
steps
on
this
process
next
week,
so
I'll
now
ask
staff
to
invite
back
superintendent
to
join
the
meeting,
but
in
the
meantime,
I'd
also
like
drew
to
turn
his
camera
on
and
to
come,
say
hello,
and
so
that
we
can
also
say.
Thank
you
to
you
at
this
time.
M
Thank
you
chair.
I
just
if
it's
okay,
maybe
just
say
a
few
words.
I
just
want
to
begin
by
thanking
and
acknowledging
superintendent
casilius.
M
I've
had
an
opportunity
to
work
under
her
leadership
for
the
last
year,
and
it's
you
know
by
all
accounts
has
been
a
really
challenging
one,
and
there
are
many
many
things
that
I've
learned
from
her
as
a
mentor,
including
you
know,
under
the
most
difficult
circumstances,
that
she's
always
had
an
unwavering
belief
in
the
potential
of
our
students
and
our
families
and
an
unwavering
set
of
core
values
around
equity
and
excellence.
M
And
you
know
there
are
many
really
challenging
moments
during
her
tenure
in
a
really
difficult
time,
but
she
always
showed
up
rolled
up
her
sleeves
and
did
the
hard
work
on
behalf
of
our
students
and
our
families
here
in
the
city
of
boston.
I
will
always
be
forever
grateful
for
her
leadership
and
the
support
that
she
has
provided
to
me,
and
I
just
want
to
personally
acknowledge
and
thank
her.
I
also
want
to
thank
you
chair
for
your
leadership,
also
under
a
really
difficult
time.
M
You
know
it's
been,
there's
been
a
lot
going
on,
and
this
is
just
one
other
sort
of
barrier
for
us
to
continue
to
work
through
as
a
team,
but
you
have
remained
steady
in
your
leadership
in
support
of
the
governance
team
here
in
bps,
and
appreciate
your
confidence
and
support
in
me,
as
well
as
the
confidence
and
support
the
mayor
has
provided
in
terms
of
our
recommendation
and
just
to
the
to
the
folks
internally
in
bps.
I
just
want
to
acknowledge:
it's
been
a
really
hard
year.
M
We've
been
through
a
lot
as
a
team.
I
think
we
have
demonstrated
during
really
difficult
times
when
we
come
together
and
partner
and
work
work
in
a
collaborative
way.
We
can
deliver
for
our
students
and
families.
I
walk
into
this
eyes
wide
open
even
for
a
short
period
of
time
that
we
have
significant
work
ahead
of
us,
that
there
is
significant
mistrust
and
oftentimes
for
good
reason.
We
have
to
deliver
on
a
promise
of
an
excellent
and
equitable
education
for
our
students
and
for
our
families.
M
B
Thank
you
welcome
back
dr
caselias,
and
before
we
move
on
to
public
comments,
I
just
want
to
take
a
moment
to
thank
you
for
your
fearless
leadership.
Over
the
past
three
years,
dr
cassellians
came
to
boston
with
a
compelling
vision
for
bps.
B
She
spent
her
first
few
months
visiting
every
school
in
the
district,
listening
learning
and
seeing
for
herself
the
incredible
opportunities
and
challenges
boston
faced
in
collaboration
with
students,
educators,
families
and
community
members.
She
developed
a
strategic
plan
with
big
and
bold
ideas
and
set
about
implementing
that
plan.
B
B
This
has
been
a
really
challenging
few
years
where
dr
casselia
says
leadership
and
dedication
have
not
wavered.
She
responded
quickly
and
decisively
when
we
had
to
quickly
shift
the
way
we
do
our
work
and
she
continues
to
lead
us
through
ongoing
uncertainty
and
evolving
circumstances,
as
we
continue
assessing
the
impact
of
the
pandemic
on
our
students
and
families.
B
The
district
is
well
on
its
way
to
the
quality
guarantee
parents
and
families
expect
and
deserve
from
every
school
in
boston.
In
addition
to
securing
historic
funding
for
bps
that
provided
hundreds
of
needed
student
support
positions,
dr
casalias
oversaw
a
long
overdue
reforms
that
eluded
other
superintendents
for
years.
A
new
exam
scope,
admissions
policy
that
expends
access
and
opportunity
for
all
students
which
will
increase
racial,
ethnic,
geographic
and
socio-economic
diversity
at
our
exam
schools.
B
Thank
you,
dr
cassellius,
for
your
service
to
our
city
and,
most
importantly,
to
our
students.
Dr
casullius
always
says
that
quote:
we
must
measure
everything
in
student
benefit
and
quote:
there's
no
doubt
that
she
lived
up
to
and
modeled
exactly
what
that
looks
like
and
that
bps
is
better
because
of
the
work
she
has
done.
O
Thank
you,
madam
chair,
that
was
that
was
beautifully
said.
I
did
not
know.
We
were
going
to
be
speaking
a
tribute
to
dr
casilius
right
now,
but
I
cannot
pass
up
the
opportunity
to
say
something
because
it
has
been
a
true
honor
to
work
with
you,
dr
casilius,
you
have
your
dedication
to
the
children
of
boston
has
been
incredible
from
the
moment.
You
first
arrived
in
the
city.
O
I
have
toured
countless
schools
from
you.
I
learned
from
you
every
single
engagement.
I
can't
begin
to
count
the
time
we
have
spent
talking
through
issues
about
issues,
your
commitment,
what
you
have
taught
me
about
equity
and
equality.
O
Your
your
deep
and
abiding
desire
to
improve
opportunities
for
all
of
our
students
has
been
incredible
and
how
I've
learned
from
you-
and
I
am
so
deeply
appreciative
that
you
made
boston
your
home
and
look
forward
to
you
returning
to
that
carter.
School
ribbon,
cutting
I'll,
be
side
by
side
with
you
at
that
boston
has
benefited
from
your
commitment
to
our
students
and
it
has
been
an
honor
and
a
privilege
to
work
with
you.
U
With
the
thinking
that,
oh,
my
god,
this
is
a
woman
who
lived
through
months
of
as
a
matter
of
fact
years
of
hardship
through
her
youth.
You
have
a
lot
of.
U
What
given
intelligence
and
god-given
strength
that
you
apply
to
the
job,
to
everything
that
you
brought
forth
and
I
admire
you
for
that
and
and
and
I
I
you
know,
I
I
keep
supporting
you,
because
I
believe
that.
U
Does
reap
the
benefit
of
having
you
at
the
helm,
so
when
you
know
when
the
news
came
forward
that
you
know
just
three
years
into
your
your
tenure
here
because
of
the
change
in
leadership
at
the
city
hall,
there's
a
change
at
at
the
school
as
well.
I
have
to
you
know
I
I
just
have
to
to
to
I
have
to
concede
to
that.
I
have
to.
U
I
just
have
to
concede
to
that,
but
please
know
that
wherever
you
are,
I
will
continue
to
appreciate
you
and
I
will
keep
praying
for
your
future
and
keep
me
in
mind.
I'm
a
friend
and
I
I
will
support
you
in
whichever
endeavor
that
that
that
that
you
are
planning
for
yourself
and
your
family,
but
you
and
I
have
a
lot
in
common
believe
me,
so
I
I
will
I
will
follow.
I
I
will
keep
my
eyes
out,
for
you
know
for
your
steps
in
the
future.
Your
future
steps.
R
I
want
to
say
in
the
in
the
brief
time
that
I've
gotten
to
know
you,
I
will
say
that
the
one
lesson
that
I've
begun
to
take
away
and
will
take
moving
forward
is
how
in
which
we
support
everyone
in
the
positions
as
school
committee
members
and
how
we're
setting
people
up
for
success
in
in
and
being
consistent
with,
making
sure
that
the
mission
and
values
that
we
set
forth
are
are
are
in
alignment
and
that
we're
not
sort
of
jumping
from
jumping
back
and
forth
with
decisions
that
were
on
a
plan
and
that
were
committed
particularly
to
that
plan.
R
So
I
thank
you
for
those
conversations
that
we've
shared
and
you
know
making
me
frame
a
little
bit
better
about
how
to
do
this
role
efficiently,
and
certainly
I
do
want
to
say
also
congratulations
to
dr
ethelson
as
well,
and-
and
you
know
in
stepping
into
this
this
this
role,
we
will
be
there
to
support
you
as
well,
and
I've
been
able
to
know
that
I've
learned
that,
because
of
the
conversations
that
I've
had
with
dr
costellius
about
how
to
be
supportive
in.
R
K
Mister
mr
o'neill
and
I
can
put
that
on
tape
for
the
archive.
He
knows
all
the
words
as
well.
B
L
Le
pera,
thank
you,
madam
chair,
and
I
will
be
brief
because
I
hear
bedtime
happening
behind
me,
so
I'll
have
a
zoom
bomber.
At
any
point,
I
just
want
to
take
a
moment
to
say
thank
you
again
to
dr
sillius.
I
know
you
and
I
have
had
many
one-on-one
conversations
but
rest
assured
that
the
mantle
round
facilities
has
been
picked
up,
and
I
know
that
that's
something
that
has
kept
you
up
at
night
since
your
arrival
here-
and
I
also
just
want
to
personally
thank
you
for
every
single
time.
L
I
saw
you
out
at
a
random
community
outing.
I
think
that
your
commitment
to
being
a
part
of
the
community
and
engaging
with
folks
at
every
different
type
of
event,
unplanned,
I
would
literally
bump
into
you
at
every
family,
outing
that
I
had
so
thank
you
for
for
being
on
the
ground
truly
on
the.
B
And
I
know
at
our
next
meeting
we
will
also
have
some
opportunities
to
thank
you,
but
as
we
move
forward
at
this
process,
I
just
felt
it
was
important
that
we
acknowledge
where
we
are
and
where
we've
come
because
of
your
leadership.
So
again,
thank
you.
K
K
Ask
good
questions,
be
supportive,
pick
you
up
when
you
make
mistakes,
and
you
know
just
drive
student
outcomes
each
and
every
day
the
kind
of
passion
that's
on
the
school
committee
and
the
caliber
of
the
folks
that
sit
in
these
zoom
window
boxes
is
just
quite
remarkable
and,
I
think
unparalleled
all
my
years.
I've
never
seen
a
school
committee
function
so
well
together.
K
So
I
just
am
so
honored
and
humbled
to
be.
You
know,
have
have
had
the
opportunity
to
serve
and
just
grateful
to
all
of
you
for
your
personal
support
and
the
support
that
you
give
children
each
and
every
day.
C
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
21
speakers
this
evening.
Each
person
will
have
two
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
C
C
C
F
C
C
S
W
Evening
to
the
boston
public
school
committee
and
madam
chairperson,
thank
you
for
this
opportunity
to
show
my
support
in
favor
of
up
academy
dorchester
remaining
in
the
community.
W
W
W
I
have
also
noticed
the
faculty
being
more
engaged
with
the
students
and
being
more
active
by
coming
with
the
students.
Occasionally,
to
my
restaurant
to
assure
each
student's
safety
and
well-being
as
a
business
owner,
these
simple
changes
do
matter
as
we
all
try
to
do
our
part
in
order
to
develop
and
support
a
thriving
community.
X
Good
evening
everybody
school
committee-
members,
superintendent,
casellos,
my
name
is
christopher
fung.
X
I
have
a
fourth
grader
at
the
william
e
russell
elementary
school
and
I
live
and
work
in
dorchester,
I'm
here
with
a
group
of
other
russell
parents
and
we're
responding
to
a
proposed
merger
of
the
william
e
russell
and
roger
clapp
elementary
schools
in
dorchester.
We
were
told
that
the
school
committee
would
be
voting
to
approve
this
merger
at
this
meeting.
So
we're
a
little
taken
aback
that
this
item
does
not
appear
on
the
agenda,
so
our
public
comments
are
addressed
to
this
proposed
merger.
X
We
have
grave
concerns
about
the
process
which
bps
has
used
to
begin
this
process
harking
back
to
an
earlier
comment
this
evening
by
dr
alkins.
The
first
problem
is
that
this
proposed
merger
was
presented
at
the
very
end
of
the
academic
year
with
limited
time
for
parents
and
other
members
of
the
school
communities
to
learn
about
the
issues
and
to
meet
together
and
to
really
get
an
understanding
of
where
we
collectively
stood
around
this
issue.
X
X
This
kind
of
framework
leads
to
very
high
levels
of
anxiety
and
unnecessarily
exacerbates
a
lack
of
trust
between
school
communities
and
the
district
management.
We're
not
blaming
any
individual
folks,
but
we
believe
the
process
needs
to
be
more
inclusive,
as
there
are
important
strengths
in
each
school
community
that
need
to
be
preserved
and
strengthened.
X
In
concluding,
we
attend
this
meeting
to
register
our
firm
opposition
to
the
merger,
as
proposed.
There
are
more
efficient
and
inclusive
ways
to
address
the
issues
that
the
proposed
merger
is
meant
to
resolve.
We
urge
the
school
committee
to
vote
no
on
the
proposed
merger
until
both
the
district
and
we
have
a
chance
to
engage
productively
so
that
we
can
do
all
do
the
best
thing
by
our
students.
Thank
you.
Y
Hello
good
evening,
good
evening
yeah,
so
I'm
here
to
speak
up
today
to
share
my
concern
regarding
the
merger
as
well
as,
as
mr
fong
said,
it
came
out
very
late
in
the
year
and
you
you
know
the
school
committee.
I
thought
that
the
school
already
you
know
we,
we
fought
it
in
2019
and
you
guys
brought
it
back
again.
Y
So
you
know
this
is
a
critical
time
for
russell,
because
this
is
our
first
year.
You
know
and
our
kids
are
go
already
going
through
a
lot
of
changes,
a
lot
of
adaptation.
We
don't
need
another
problem
on
top
of.
What's
what's
going
on
already,
so
we
ask
you
that
you,
you
know
we.
No
parents
wants
this
merger,
we're
not
ready
for
it.
I
don't
know
financially
we're
not
ready
for
it
and
our
kids
are
not
ready
for
it.
Y
We,
you
know
russell
school
should
be
respected,
the
way
it
is
and
it's
you
know
we
just
found
a
flow
back
after
the
pandemic,
and
this
feels
very
intrusive
and
forceful,
and
I
don't
know
what
kind
of
agenda
you
know
the
the
mayor's
office
have.
If
they
have
any
agenda
or
not,
but
you
know
this
should
if
it's
politically
motivated,
but
this
should
be
only
focused
on
our
kids.
Y
You
know
we
instead
of
focusing
on
merging
the
school,
why
don't
we
focus
on
making
the
schools
better
individually,
instead
of
for
you
know
why?
Don't
the
mayor's
office
focus
on?
You
know:
education,
the
quality
of
education
and
not
really
compliance,
because
that's
what
you
know
our
kids
are
being
taught
in
school
about
a
lot
about
compliance
and
not
about
critical
thinking.
So
why
don't
we?
Why
don't
russell
elementary
school
get
a
library?
Y
What
do
we
actually
invest
in
the
education
of
our
students
and
not
about
you
know
the
not
about
merging
the
schools
and
because
it
fits
the
economy
or
it
fits
the?
I
don't
know
boston
public
school.
I
don't
know
what
it
fits,
but
it
doesn't
fit
us
and
we
don't
want
it,
and
you
know
we.
I
I
request
that
you
guys
immediately
put
it
down
the
group,
you
know
we
don't
want
it.
Y
Z
I
am
also
a
russell
parent.
My
son
eric
goes
there.
He
currently
attends
the
fourth
grade
he's
been
there
since
we
moved
here
when
he
turned
four
years
old.
We
love
the
russell
school
and,
as
chris
fung
said
earlier
this
evening,
we
don't
even
have
enough
information
to
feel
like.
We
are
to
even
ask
questions
about
what
is
going
on
in
this
pro.
In
this
process
we
were
presented
with
what
felt
like
a
very
rushed
evening
meeting.
Z
That
said,
basically,
we
are
thinking
about
merging
the
clap
and
russell
schools
and
without
any
real
meat
to
the
bones
asked.
If
we
had
any
questions,
it
felt
very
disingenuous
because
if
we
don't
have
a
plan
in
front
of
us,
what
are
we
to
ask
questions
about?
Z
There
was
talk
about
possibly
duplication
of
services,
but
there
were
no
answers
or
a
plan
in
place,
so
it
is
good
to
me
that
is
not
on
the
agenda
for
this
evening,
but
when
it
comes
up,
please
know
that
the
parents
at
the
russell
are
urging
you
to
vote.
No
because
we
haven't
had
a
chance
to
even
engage
on
the
subject,
much
less,
to
give
our
support
or
feedback
and,
like
the
parent
before
me
said,
you
know,
our
our
kids
have
thrived
at
the
russell
pre-pandemic.
Z
I
think
we
are
just
now
starting
to
get
sort
of
back
on
track
at
the
end
of
the
school
year.
To
have
this
laid
out
is,
is
concerning
and
and
not
enough
answers
to
really
engage
in.
What
I
feel
like
is
a
very
vibrant
parent
community.
Z
D
The
russell
is
a
I'm,
I'm
sorry,
I'm
with
the
russell
elementary
school
like
with
the
other
parents
chris
and
and
dana.
You
know.
The
the
russell
has
a
very
strong,
vibrant
and
culturally
rich
school
community,
and
it's
built
around
a
high
level
of
collaboration
with
the
faculty
and
students
of
different
grades
in
and
out
of
traditional
school
hours,
our
school
community
partners
with
numerous
outside
organizations
that
have
also
had
a
tremendous
impact
on
our
academic
outcomes
and
expanding
the
learning
experience
of
our
students.
D
Now
bps's
model
current
model.
We
focus
on
children,
an
education
standard
that
the
russell
has
met
with
distinction
and
since
2014
we've
been
recognized
as
a
tier
one
school
and
that's
an
accomplishment.
Our
community
takes
pride
in
achieving
this,
takes
a
great
deal
of
effort,
perseverance
to
cultivate
and
implement.
D
AA
Hi
good
evening,
my
name
is
maria
flores
and
I'm
from
dorchester
massachusetts
and
I
have
a
student
at
russell.
Elementary
school
I've
been
involved
with
the
boston
public
schools
for
14
years.
I've
been
a
member
of
elac,
d-lac
and
boston
stage.
AA
They
started
talking
to
me
about
the
hardships
that
they're
they're
gonna
have
having
two
students
in
two
different
schools,
especially
the
el
students,
where
language
barrier
is
a
problem,
and
parents
barely
making
it
to
one
school,
the
additional
stress
of
having
to
run
to
another
school
and
drop
off
another
one,
and
some
of
them
have
to
pay
someone
to
drop
up
one
student.
So
imagine
they
have
to
pay
that
same
person
to
drop
off
another
student.
AA
AA
It
will
impact
our
school
community
and
the
parents
are
just
barely
coming
up
from
here
for
air
from
coveted
situations,
and
at
this
point
we
don't
need
that
additional
stress
and
anxiety.
Thank
you
very
much
and
that's
all.
I
have
to
say.
C
AB
Hear
me
yes,
good
evening:
I'm
sorry,
I'm
dropped,
I'm
picking
up
my
daughter,
as
I
am
here
with
you
guys.
Well,
thank
you
so
much
for
for
having
me
and
I
really
appreciate
the
committee
to
give
the
space
to
parents.
I
think
that
you
know
we
are
the
voice
of
our
children.
We
try
to
advocate
for
our
children,
I'm
a
fairly
new
parent.
In
the
you
know:
public
school
boston,
public
school.
My
daughter
is
a
first
grader
at
the
wrath
law.
AB
They
did
a
great
job
during
kobe
time,
I'm
also
a
school
therapist.
I'm
a
marriage
and
family
therapist
and
I've
been
a
school
therapist,
the
last
three
years
for
boston,
public
school
and
as
other
parents
mentioned,
the
distress
that
you
know
covet
has
caused
and
how
now
the
school
is
coming,
just
starting
to
coming
out
from
covet
is
really
has
been
really
really
big.
AB
It
has
been
a
great
distress
for
families
for
the
children
and
I
feel,
like
the
russell,
is
starting
to
get
the
pieces
together,
but
I
can
tell
you
they
have
had
a
lot
of
children
with
serious
behavioral
issues
this
year
that
they
did
not
see.
Previous
years-
and
this
is
probably
going
to
to
show
even
more
the
following
years-
therefore,
I
think
that
merging
two
different
schools
with
two
different
community
cultures
and
just
different
needs
and
different-
you
know
kind
of
community-
would
be
so
incredibly
stressful.
AB
It
will
add
extra
weight
and
extra
stress
to
a
system
that
is
already
very
fragile
and
vulnerable.
I
experienced
it
myself
seeing
what
my
daughter
had
to
go
through
this
year,
so
I
I
absolutely
would
love
to
see
this
sought
out
planned
out.
As
other
parents
mentioned,
I
did
not
see
a
plan
that
was
clear.
The
motivations
were
not
clear,
and
maybe
in
few
years,
if
this
is
planned
in
a
way
that
is
way
more
comprehensive,
it
would
make
it
would
make
more
sense.
Q
Good
evening,
good
evening,
school
committee
members
good
evening,
dr
cassellius,
I'm
going
to
miss
you,
you
were
a
breath
of
fresh
air
for
a
system
that
was
failing
and
you
came
in
with
some
innovative
ideas.
Q
When
you
said
you
were
going
to
come
in
and
do
all
those
community
meetings
that
you
did,
I
must
have
did
at
least
80.
If
not
more
of
them.
I
got
attached
to
your
staff
because
I
am
part
of
the
community
engagement
advisory
council
and
you
took
that
to
the
next
stage
and
I
hope
whoever
is
the
next
superintendent.
They
continue
that,
but
that
that,
with
that
dynamic
staff,
you
and
I
were
seeing
each
other
so
much
in
the
community.
We
had
a
running
joke.
It
was
like
you
said
to
me,
mr
jenkins.
Q
Are
you
following
me?
I
said
no
doctor
c
you're
following
me,
because
I'm
here
first
and
you
came
after
me,
but
I
want
to
say
a
good
story
comes
from
many.
My
many
schools
that
I
have
had
the
pleasure
of
tutoring
under
literations
used
to
be
generations,
but
oneness,
that's
really
near
and
dear
to
my
heart,
is
the
rafael
hernandez.
Q
Q
I
do
volunteer
work
with
play
works
and
there
was
an
eventually
they
had
at
that
rafael
hernandez
on
a
saturday,
and
it
was
excellent.
There
were
teachers,
parents,
students,
former
students,
and
I
got
to
see
a
lot
of
students
who
have
grown
and
it
just
made
me.
You
know,
like
feel
very
good
that
it
can
happen
in
boston,
especially
school,
especially
school,
at
the
raphael
hernandez,
which
is
over
100
years
old.
They
have
many
programs,
but
I'm
just
saying
that
I
hope
one
day
whoever
comes
in
has
your
job.
Has
that
whole?
Q
How
can
I
say,
pictures
all
of
our
schools
in
the
city
of
boston
being
like
the
rafael
hernandez,
as
I
saw
on
saturday.
So
dr
c?
Good
luck
in
your
endeavors,
I'm
gonna
miss
you
goodbye.
AC
Hear
you,
okay,
my
name
is
lashay
ferguson
ridley.
I
am
an
alumni
for
up
academy
dorchester
and
I
live
in
dorchester.
I
am
here
to
advocate
for
the
renewal
of
up
academy
dorchester.
I
feel
like
up
academy.
I
want
step
academy
when
it
first
opened
when
it
was
previously
john
marshall,
and
then
I
moved
on
to
academy
dorchester.
AC
AC
I,
when
I
first
started
going
to
up
academy
dorchester,
I
didn't
really
have
a
vision
for
how
to
be
a
professional
student.
I
also
wasn't
at
a
third
grade
reading
level
when
I
entered
my
fourth
grade
year,
but
by
the
end
of
my
years
at
up
academy
dorchester.
They
definitely
brought
me
from
below
a
third
grade
reading
level
to
a
high
school
reading
level
in
my
sixth
grade
year.
I
definitely
feel
like.
AC
It
has
also
helped
me
to
build
my
professional
aspect
of
what
it
means
to
be
a
professional
student
and
a
professional
person
in
a
professional
setting,
because
it's
definitely
taught
me
that
at
up
academy,
they
have
a
very
strict,
uniform
policy
which,
at
the
time,
in
fourth
grade,
of
course,
you
hate
having
a
uniform,
but
eventually
I
had
learned
that
it
was
very
important
because
it
teaches
you
how
to
conform
to
the
way
that
you
work
in
an
actual
world.
AC
You
know
wearing
belts,
tucking
in
your
shirt
having
your
shoes
tied
having
a
black
pair
of
sneakers
things
of
that
nature,
and
I
also
have
younger
siblings
that
I've
definitely
seen
a
change
in
they.
I
have
three
of
them
that
go
to
up
academy.
Do
rochester
and
I've
noticed
a
big
change
in
their
education.
AC
My
youngest
sibling
that
actually
goes
there
she's
come
home,
more
creative,
definitely
more
interested
in
learning,
while
going
stop
academy
dorchester
my
older
brother,
I
know
my
older
brother,
my
younger
brother,
but
the
oldest
side
of
the
three
has
definitely
been
more
engaged
in
his
schoolwork
and
his
sports
and
being
more
active
in
the
community
and
the
second
one.
She
also
very
much
enjoys
her
arts
and
things
of
that
nature
and
I
feel
like
up
academy
dorchester
has
helped
them
grow
as
students
and
active
people
in
the
community.
Thank
you.
C
AD
Good
evening
I'm
sharon
hinson
mother
of
a
pps
graduate
educator
community
advocate
and
founder
and
executive
director
of
black
teachers
matter
incorporated
what
in
the
ham
sandwich,
is
going
on
with
bps
the
superintendent
search
mou
and
receivership,
unannounced
bpd
shooter
drills,
the
non-binding
voter
referendum
out
of
35
candidates
for
the
superintendent
position.
This
is
who
a
diverse
search
committee
proposes
as
superintendent
candidates,
three
caucasians
two
proposed
and
one
acting
superintendent
in
a
majority
minority
district.
AD
What
happened
to
the
others
and
why
wasn't
that
selection
process
more
transparent
during
the
screening
of
the
others
before
the
two
finalists
were
released
to
the
press
in
the
final
weeks
of
school?
This
is
not
the
best
we
can
do,
and
we
should
not
accept
this
scenario
in
a
false
sense
of
urgency
and
sacrifice
democracy,
equity
and
fairness
in
the
process.
Where
is
the
deci
receivers?
Your
process,
really
superintendent
caselias,
talked
about
a
proposed
five-year
plan
for
the
mou.
Are
we
all
assuming
the
same?
AD
Newly
hired
superintendent
and
school
committee
will
still
be
here
and
regarding
the
mou,
will
the
same
mayor
and
the
state
be
running
bps
in
five
years?
What
about
the
over
99
000
bostonians,
who
voted
for
an
elected
school
committee,
are
mayor
wu
and
commissioner
riley
going
to
dictate
a
school
governance
structure
that
doesn't
reflect
the
will
of
the
voters.
Why
does
it
seem
that
the
whole
school
committee,
the
whole
school
committee,
is
more
involved
in
the
mou
and
strategic
planning
process?
I'm
concerned
this
rushed.
AD
The
decision
will
lead
to
another
superintendent
turnover
and
we
haven't
given
another
opportunity
to
diversify
the
finalists.
Because
of
this
search
timeline,
this
situation
seems
like
an
old
playbook.
Even
though
some
of
the
players
have
changed,
the
supposed
transparency
seems
like
smoke
and
mirrors
and
key
places,
and
in
the
end
again
it's
the
parents
and
students
will
have
to
survive
and
overcome
a
system
that
doesn't
empower
them
to
be
any
more
than
better
educated
slaves,
puppets
and
rubber
stamps.
I
encourage
implore
the
school
committee
members
to
extend
the
search
broaden
the
poll.
AD
This
is
not
a
precedent.
Setting
situation
has
happened
before
in
the
superintendent
search
and
the
school
committee
selection
process
as
well.
The
school
committee
is
not
elected
now,
but
you
are
supposed
to
represent.
All
of
us
use
your
voices
now
slow
down
the
search,
expand
the
pool
and
utilize
the
acting
superintendent
to
give
us
time.
Thank
you.
AE
My
name
is
ruby
reyes
and
I'm
the
executive
director
of
the
boston
education
justice
lines.
As
we
begin
a
week
of
superintendent
search
panels.
We
hope
that
you
do
not
settle
for
a
superintendent
candidate,
because
this
is
who
you
have
thus
far.
You
have
allowed
for
a
superintendent
search
process
that
has
been
haphazardly
accelerated,
creating
a
process
that
is
neither
accountable
to
bps
communities,
nor
one
that
is
supposedly
transparent.
AE
AE
Picking
someone
because
the
search
committee
did
work
is
also
shortchanging
students,
because
you
are
honoring
the
search
committee's
time
and
a
flawed
process
over
finding
the
best
and
most
qualified
candidate
for
students.
The
search
process
comes
at
one
of
the
most
pivotal
times
in
bps
history.
The
process
itself
has
been
secretive
and
rushed.
Because
of
this,
you
all
will
select
someone
who
does
not
have
superintendent
experience
of
a
district
anywhere
comparable
to
the
entire
boston,
public
schools.
AE
Quality
cannot
be
rushed,
but
somehow
you
keep
thinking.
We
have
to
continue
with
this
charade
of
a
process.
What's
more
disturbing
is
that
this
school
committee
will
set
a
new
precedent
of
making
pivotal
decisions
like
the
hiring
of
a
superintendent
in
a
haphazard,
expedited
way
that
doesn't
allow
for
thorough
vetting.
AF
Hi,
my
name
is
krista
magnuson.
I
live
in
jamaica,
plain
and
I'm
here
on
behalf
of
bostonians
for
an
elected
school
committee.
We
call
on
mayor
michelle
wu
to
fulfill
the
city's
undeniable
demand
for
an
elected
school
committee
in
november.
More
than
99
000
bostonians
voted
for
a
democratically
elected
school
committee,
and
we
asked
the
mayor
to
honor
this
mandate
and
work
the
city
council
to
develop
a
transparent
timeline
for
advancing
boston's
homework
petitions,
so
that
voting
can
begin
in
2023.
AF
AF
We
share
the
mayor's
commitment
to
addressing
the
problems
facing
bps,
but
leaving
this
unresponsive
system
in
place
isn't
helping
either
if
mayoral
control
could
fix
bps's
issues,
boston
has
had
30
years
to
prove
it.
The
succession
of
scandals
and
new
threats
of
state
takeover
show
that
the
current
system,
in
which
the
mayor
is
solely
responsible
for
all
key
decisions,
isn't
working.
AF
This
is
not
the
mayor's
fault.
It's
simply
not
possible
for
any
mayor
to
both
run
a
major
city
and
devote
the
same
level
of
attention
to
our
schools
that
an
elected
committee
solely
focused
on
the
success
of
those
schools
could,
in
boston
and
across
the
country.
The
experiment
with
mayoral
control
has
failed.
Neither
is
state
intervention.
The
answer
like
state
takeovers,
moral
control
has
succeeded
in
one
thing
and
one
thing
only
disenfranchising
voters.
AF
Democracy
is
not
a
panacea,
but
it
is
the
best
system
that
we
have.
A
democratically
elected
school
committee
accountable
to
voters
is
the
best
way
to
address
the
complex
issues.
Bps
faces,
restore
trust
in
our
schools
and
engage
the
community
in
bps's
success
all
while
bringing
the
accountability
and
transparency
that
we
know
the
mayor
supports.
AF
C
AG
Good
evening,
thank
you,
madam
president,
jerry
robinson
and
others.
My
name
is
jonell
johnson.
I
have
been
the
school
nurse
at
the
bcla
mccormick
pilot
school
grade,
7
to
12,
lower
campus
for
the
past
seven
years,
I'm
a
resident
of
randolph
massachusetts,
but
formerly
lived
in
the
city
of
boston
for
40
years.
AG
I
am
speaking
today
in
support
of
settling
the
contract
between
the
boston
teachers,
union
and
the
city
of
boston
by
the
end
of
this
school
year.
I
speak
for
myself,
but
I
am
also
a
voice
for
school
nurses,
guidance,
counselors,
social
workers,
school
psychologists,
coordinators
of
special
education
and
teachers.
We
are
a
team
of
people
who
have
dedicated
our
working
careers
to
the
advancement
of
education
for
the
children
of
the
city
of
boston.
AG
AG
The
students
of
the
city
of
boston
depend
on
coming
to
school
daily.
We
are
their
safe
place,
a
safe
haven
students
come
to
school
sick
with
covert
19
strep
throat,
wheezing
shortness
of
breath,
knowing
that,
if
they
can
just
get
to
the
school
nurse,
we
will
care
for
them.
I
have
a
student
who
came
to
school
one
day
with
a
blood
glucose
of
347
another
day
with
a
blood
glucose
of
22..
AG
AG
How
many
of
my
nursing
colleagues
have
told
me
they
stayed
at
work
until
7,
30
p.m,
to
finish
the
day's
work
or
went
home
and
worked
until
10
30
to
complete
the
day's
work.
I
answered
my
phone
at
3
45
just
the
other
day.
It
was
a
pediatrician
from
dot
house
health
health
house
calling
to
follow
up
on
a
student
whose
family
is
homeless
and
in
crisis
our
workplace.
AG
B
AG
AH
AH
I
was
right:
will
the
new
superintendent
be
your
choice,
or
will
you
be
following
the
mayor's
orders?
Stop
being
the
mayor's
puppets?
Do
your
job?
How
are
the
two
finalists
better
candidates
than
dr
cassellius?
The
doctor
says:
cassellius?
Was
your
choice?
Mayor
wu
had
her
reasons
to
fire
our
superintendent.
AH
Our
community
has
been
denied
the
knowledge
of
her
reasons.
Transparency
and
trust
in
the
bps
remain
an
oxymoron.
I
consulted
my
thesaurus
to
come
up
with
the
best
word
to
describe
this
process.
The
only
choices
that
came
up
were
obscenities.
Our
children's
future
is
at
stake.
I
fear
that
we
are
heading
for
a
terrible
crash
mayor
wu
and
your
silence
are
complicit
for
this
situation.
AH
It
is
your
job,
not
the
mayor,
to
evaluate
hire
and
fire
the
superintendents
stop
being
the
mayor's
puppets.
Do
your
job,
dr
concelius.
We
are
a
learning
organization.
Thank
you
for
your
being
a
superintendent
for
the
last
three
years.
I
request
that
you
make
a
report
of
your
three
years
of
us
as
our
superintendent
at
your
next
meeting.
AH
AH
B
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
action
item
this
evening
is
in-kind
donations
with
a
total
estimated
value
of
four
664
and
sixty
three
dollars.
I
will
now
open
it
up
to
questions
and
discussions
from
the
committee.
U
R
C
Thank
you,
miss
robinson,
yes,
motion
is
approved
with
five
years
and
one
abstention.
B
B
B
P
C
E
O
L
I'm
sure
robinson
for
me,
I'm
abstaining,
given
that
I'm
still
catching
up
on
different
pieces
related
to
mine.
B
R
No
for
for
myself,
I
haven't
been
able
to
pour
into
sort
of
the
statements
behind
the
grant
and
sort
of
just
the
the
the
data
behind
it.
So
that's
it.
B
Thank
you
would
it
be
helpful
in
the
future?
Would
it
be
helpful
in
the
future?
I
know
that
we
try
to
move
through
it
quickly
to
have
somebody
come
on
and
give
a
brief
overview
of
the
grants
before
that
we
move
forward
on
them.
B
AG
I
think
I
can
hear
you
what
you
sentenced.
AB
B
AJ
In
her
particular
case,
she
needed
a
chance
to
see
things
that
more
thoroughly
concerning
the
donations
of
the
grants.
B
K
Concerned
about
the
food
nutrition
grant
and
getting
that
through
just
in
terms
of
timing
and
making
sure
that
we
have
that
contract
in
place
for
our
food
nutrition
program
for
the
22-23
school
year.
I
think
we'll
have
another
opportunity
next
week
to
vote
on
it,
but
I
just
want
to
check
with
dr
dipina
and
see
if
this
is
going
to
interfere
at
all
with
any
of
our
operations
for
getting
our
food
nutrition
program
in
a
timely
way.
N
Thank
you
for
dr
dr
dr
castellis
for
raising
that
and
yes,
madam
chair,
it
does
so.
I
would
also
recommend
that
maybe
we
can
spend
some
time
debriefing
members
in
more
detail
in
providing
any
answers
or
updates
on
the
grant
specifically
and
answer
any
questions.
People
have,
but
it
is
kind
of
timely
that
we
do
get
this
and
maybe
have
it
revisited
at
the
school
committee
meeting
for
a
vote.
O
Madam
chair,
if
I
may,
I
do
believe
and
and
I
know
the
bps
council
lisa
mackey
is
on
so
I
hope
she
could
verify
this,
but
I
believe
under
robert's
rules
of
order
a
we
have
a
quorum
for
this
meeting.
In
fact,
all
seven
numbers
are
here
and
though
we
did
have,
we.
O
O
I
apologize
I'm
going
to
stop.
My
cat
will
help
with
the
internet,
but
I
will
speak
okay.
I
do
believe
under
robertsville's
water,
and
I
appreciate
samachi
could
speak
as
well
that
and
I
apologize
for
my
camera,
but
I'm
getting
an
instable
internet
message
here
at
my
home
charlestown.
I
do
believe
under
robert's
rules
of
order.
As
long
as
we
have
a
quorum,
then
it
is
a
question
of
did
a
majority
of
those
who
voted
pass
it
and
it
did
pass
three
to
one.
O
Excuse
me:
three,
nothing
which
should
be
a
majority
of
those
voting.
That
is
my
belief
on
robert's
rules
of
order
that
would
allow
for
the
four
abstentions.
So
I
do
believe
that
the
motion
actually
passes,
but
if
miss
mackey
is
on
and
could
verify
for
that
or
if
ms
sullivan
could
verify
with
parliamentarian,
we
could
come
back
back
on
that.
That
would
be
great.
C
Chair
robinson,
our
parliamentarian
concurs
that
that
is
correct.
C
B
Thank
you,
okay,
but
all
right,
but
going
forward.
I
would
like
there.
I
think
that
we
need
to
make
sure
that
people
have
enough
time,
obviously
to
look
at
the
grants.
So
if
there
are
concerns,
we
can
get
those
things
answered
because
again
for
some
of
them
the
voting
is
quite
timely
that
they
cannot
move
forward
on
the
grant
if
we
have
not
taken
a
vote.
So
thank
you.
Excuse
me,
dr
alvin,.
R
Yes,
so
I
think
you
know,
I
think
one
thing
that
would
particularly
be
helpful
as
part
of
the
presentation,
so
in
typically
in
the
grants
package,
we
have
the
alignments
with
certain
goals,
measurable
outcomes
that
the
grant
hopes
to
accomplish
for
sure
may
be.
One
thing
that
we
don't
always
have,
particularly
as
these
grants
can
be
renewals
is
sort
of
an
update
as
to
what
has
the
progress
been
for
the
previous
cycle,
and
so
that
gives
us
some
sense
of
you
know
is
this.
You
know
like
are.
R
In
in
achieving
what
they
what
they
set
out
to
do,
I
I
hope
and
trust
that
they
are,
but
just
in
the
spirit
of
holding
ourselves
more
accountable
to
that.
I
think
that
was
sort
of
that's
just
one
piece
of
information
that
I
think
would
be
more
helpful.
Moving
forward.
B
Thank
you.
We
can
look
at
having
the
format
that
they
present
the
information
in
adjusted
to
reflect
that.
So
thank
you
for
that
idea.
B
Okay,
our
next
section
item
are
these
united
steelworkers
local
8751
letters
of
agreement
and
the
fiscal
23
year.
Supplemental
approciation,
request
you'll
recall
at
our
last
meeting,
labor
relations
director
jeremiah
hassan,
presented
these
items
for
the
community.
The
committee's
consideration
at
this
time,
I'd
like
to
invite
the
superintendent
to
offer
final
comments.
K
K
I
don't
see
him
well,
I
offer
it
up
for
vote.
He
did
present
already
to
the
committee.
AG
B
On
the
supplemental
appropriation,
does
anybody
have
that
information
handy
to
review?
I
don't
have
it
in
front
of
me.
Excuse
me,
mr
card
hernandez,
do
you
have
a
question.
P
Yeah,
I'm
just
curious,
and
I
had
asked
a
few
questions
earlier
this
week
too.
I-
and
some
of
this
is
just
the
complexity
of
I
think
the
contract.
I
guess
two
questions,
and
this
may
this
be
a
labor
relations
questions
that
we
can
address
right
now.
So,
but
the
first
question
is
around:
do
we
have
other
contracts,
other
labor
contracts
that
would
force
our
hand
not
being
able
to
offer
employment
to
other
contracted
vendors
who
are
under
a
different
union?
That
is
my
first
question
and
so
like.
P
K
N
But
so
the
idea
is
that
the
vendor,
regardless
of
the
vendor,
that
we
do
select
in
any
open
public
process,
they
would
have
to
bring
on
this
union
as
the
gist
of
this
agreement,
but
essentially
because
this
is
a
unique
dynamic
where
the
company
manages
the
union
and
we
serve
as
the
advisor
role.
This
agreement
allows
for
this
union
to
maintain
the
work
regardless
of
the
vendor.
N
I'm
not
sure
that
answers
the
question,
but
it
would
be
precedent
setting
if
we
didn't
do
this
right.
So
if
we
didn't
do
this,
the
ramifications
are
that
we
would
have
to
go
back
to
the
table
with
the
drivers.
You
need
to
discuss
it
further
and
it
it
would
press
the
position
that
we
would
have
to
figure
out
what
union
would
we
would
be
able
to
bring
on
board
to
the
service
down
the
line.
N
So
this
ensures
that
continuity
of
service
is
the
main
issue
and,
as
we
go
into
the
new
rfp,
it
brings
the
union
with
them
as
well.
Yeah.
P
And
I
guess
I'm
asking
because
there's
other
cities
right
who
have
do
a
similar
contracted
process
who
have
multiple
unions
represented.
Some
would
argue
that
that
competition
also
allows
for
an
improvement
in
the
quality
of
service
too,
because
you're
creating
a
natural
competition
in
the
workforce
with
that
representation.
So
I
didn't
know
if
that
was
like
a
boston
thing
like
it
is
like
a
one
union
per
title,
and
that's
just
like
a
historical
thing
here
that
I'm
there
there's
might
be
a
history.
P
I
don't
know
or
if
that
is
just
like
unique
to
this
contract.
N
It
is
unique
to
this
contract,
but
this
this
has
been
our
past
practice.
But
again,
if
we
wanted
to
move
in
a
different
direction,
it
would
want
more
conversation
in
planning.
K
Why
don't
we
get
that
question?
I
think
delever
and
stanislaus
is
trying
to
connect,
as
well
as
mr
hassan,
trying
to
get
on
to
answer
your
question.
If
there
are
or
other
questions
we
could
answer
until
they
get
on
that'd
be
great.
K
S
P
Yeah,
I
guess
the
other
question
some
of
this
is,
and
maybe
this
is
also
because
I
don't
understand
that
we
weren't
presented
with
the
whole
frame
of
the
contract.
For
other
reasons,
I
guess
I'm
trying
to
also
understand
the.
P
The
employees,
I
guess
that
question-
will
help
me
understand
other
ones,
but
I
think
I'm
confused
like
the
employees.
If
we
ever
went
with
a
different
set
of
employees,
they
would
become
transgov
employees
as
well
like
is
that
part
of
this
contract
as
well
so
like?
Essentially,
we
have
like
boxed
ourselves
in
where
we
can't
have
a
different.
There
is
no
other
representation,
and
equally
there
is
no
other
workforce
or
subcontractor.
K
The
way
I
understand
it
with
the
question
that
you're
asking
is
that
we
can
contract,
but
that
still
has
to
be
our
drivers
who
do
the
con
the
work
with
the
contractor
the
outside
contractor,
but
it's
really
technical,
I'm
not
an
expert
in
that
area.
I'm
going
to
need
to
ask
deleverne
or
jeremiah
to
answer
that
question
they're
trying
to
promote
them.
Now,
I'm
not
sure
if
they're.
AK
Hello
team-
I
am
on
sorry,
I
just
don't
know
an
expert
sorry
yeah
I
just
jumped
on,
but
I
did
not
hear
the
questions.
K
Okay,
so
they're
talking
about
the
still
workers
agenda
item,
that's
up
for
vote,
correct
and.
S
K
Could
you
ask
your
question
again,
mr
cardet
hernandez,
so
that
dellaverne
can
hear
about
it.
P
AK
That
is
correct.
It
would
not
be
allowed
through
this
agreement,
so
any
other
contractor
that
we
use
right
any
different
vendor
who
takes
on
any
of
this
work.
They
would
be
required
to
agree
to
this
union.
These
employees
and
the
current
cba.
P
And-
and
is
that
and
this
I'm
not
sure
if
you
can
answer
this,
though
I
have
a
feeling
you're
going
to
be
able
to.
Is
that
unique
to
this
contract?
Or
do
we
have
precedent
in
other
contracts
across
the
city
where
we?
What
it
reads
like
to
me
is
like
we
sort
of
are
handcuffing
ourselves
to
a
contract
that
doesn't
allow
us
to
create
competition
within
our
own
market.
AK
O
May
I
make
a
comment
that
I
think
may
be
helpful
to
this?
Yes,
yes,
mr
o'brien,
I
I
think
the
this
is
unique,
mr
carder
hernandez,
because
I
believe
this
is
the
only
circumstance
where
the
employees
we
are
talking
about
are
technically,
not
boston,
public
schools,
employees.
So
our
teachers
union,
our
boston,
public
schools,
employees,
are
nurses
of
boston,
public
schools,
employees,
etc.
O
In
this
case,
the
bus
drivers
are
technically
employees
of
transdev,
and
so,
as
private
employees,
they
would
have
the
right
to
strike
public
employees
technically,
do
not,
as
you
know,
in
massachusetts,
and
so
what
they
say
to
us
is
as
long
as
the
district.
You
can
contract
with
whomever
you
want
transdev
or
anybody
else,
but
the
employees
have
to
be
represented
by
the
steel
workers
union
and
in
exchange.
P
AK
Correct
by
the
steel
as
cba.
V
AK
That
is
that's
a
great
qualification,
so
technically
so
technically,
technically,
whichever
vendor.
So
if
we're
contracted
up
with
a
different
vendor
right,
the
employees
of
that
from
that
vendor
would
be
a
part
of
the
steel
workers.
Technically
right,
it
could
be
with
any
other
company
that
bps
chooses
to
contract
with
and
or
even
if
the
operation
was
in-house
right.
We're
stating
that,
like
these
employees,
would
be
a
part
of
like
steel
workers,
whether
they're
in-house
and
transceive
or
any
first
student,
any
other
vendor
that
we
work
with.
AK
No,
so
it's
not
it's
not
trans
that
specific.
It's
then
there
would
be
party
to
the
the
steel
workers
cba
for
the
driver,
cba.
P
AK
Yeah,
so
the
the
con,
so
the
contract,
with
the
I'm
from
the
transportation
lens,
specifically
right,
so
there's
the
driver's
union
contract
that
is
set
up
currently
set
up
this
way
and
the
drivers
union
we
have
the
uaw
and
the
teamsters
union
right,
that's
specific
to
trends
that
the
contractors
that's
set
up
this
way
outside
of
that,
we
don't
have
any
other
union,
as
the
other
unions
are
like,
the
employees
are
city
of
boston
employees.
That's
right.
P
Or
we
just
decided,
you
know
as
part
again
like
we're
trying
to
do
systems
improvements
and
we
think
the
best
way,
maybe
even
to
break
some
of
these
like
seniority.
Route
issues
is
to
have
a
piece
of
the
pie
that
is
in-sourced
labor
and
we
are,
and
they
get
we're,
actually
doing
their
routes
first.
This
would
stop
us
from
doing
that,
because
they
would
still
have
seniority
order
for
route
pickup.
N
If
I
can
answer
your
questions,
I
think
where
you're
going
is,
how
do
we
opt
for
more
competition
and
not
limit
ourselves
to
this
one
particular
union-
and
I
hear
you
where
you're
going
with
that-
I
think
what
we're
trying
to
balance
now
is
getting
through
this
particular
transition
and
as
we
come
into
the
new
vendor
next
year,
and
we
run
into
the
next
set
of
labor
contract
negotiations.
N
These
are
the
things
that
we'll
have
to
consider
as
we
negotiate
the
new
contract
as
we
look
for
more
improvements
with
the
transportation
department,
but
right
now
we're
at
a
weird
period
where
we
have
to
get
this
transition
done.
But
these
are
the
kind
of
things
that
we've
been
exploring
going
forward.
N
What
that
could
look
like,
but
for
this
particular
contract
we
felt
it
was
important
to
offer
the
race
that
we
did
to
the
drivers
receive
the
operational
improvements
that
we
received
with
the
drivers,
which
is
unprecedented
because
it's
the
first
time
in
many
years
we've
been
able
to
secure
these
operational
changes.
Now
that
we've
been
able
to
do
so.
Where
do
we
go
from
here,
but
we
think
right
now.
K
You
know
to
get
you
to
agreement
on
those
other
issues
where
we
couldn't
find
agreement
in
the
major
cba
within
the
time
frame
that
we
were
trying
to
make
the
deal
with
this
current
cba,
and
that's
why
we
have
these
other
kind
of
minor
side
letters
to
get
some
other
provisions
in
that
they
were
asking
for,
but
that
doesn't
mean
we
can't
in
a
month
come
back
to
the
table
and
try
to
negotiate
another
cba
or
another
side
letter
with
them
that
addresses
just
what
you
are
saying
have
a
more
efficient
service
in
the
in
the
fall,
for
instance,.
AK
And
just
just
the
to
what
sam
and
the
superintendent
just
said
and
just
like
to
clarify,
one
piece
is
yes:
how
it's
outlined
in
the
current
cba
is:
if
we
were
to
take
the
operation
in-house
right
like
we,
it
means
that
we're
taking
on
the
the
employees
right,
the
current,
like
employees
and
the
drivers
were
not
all
of
transcend
employees,
but
it's
specific
to
the
the
drivers
union
and
like
the
superintendent
and
sam
just
stated,
and
I
can
add
a
piece
for
myself
just
being
a
director
for
a
few
years.
AK
There
was
a
great
shift
in
this
past
like
union
negotiations
right.
This
is
the
first
time
we've
gotten
any
sort
of
change
in
a
contract
with
this
union,
which
is
pretty
big,
there's
still
a
lot
of
work
to
do
right
to
ensure
that
students
receive
the
service
that
they
they
require
day-to-day
to
get
access
to
an
education.
AK
So
I
won't
say
that
we
work
we're
all
the
way
there,
but
there's
still
a
lot
of
work
right,
and
this
is
something
that
we
we
have
like.
We
have
to
continue
to
work
on
with
this
group.
K
I
think
jeremiah
is
here
as
well,
if,
if
we
might
ask
them
your
question
about,
is
there
any
of
these
provisions
and
any
other
contracts,
I
think,
is
what
your
question
was
where
we
would
have
to
use
union
employees
for
any
other
con
outside
contractor.
AL
Yes,
I'm
here
mr
carter,
hernandez
and
superintendent
thanks
for
having
me
sorry
for
for
not
being
here
when
you
initially
asked
the
question,
could
you
please
repeat
what
it
was.
P
Yes,
are
there
any
other
contracts
that
we
currently
use,
with
ex
with
external
forces
that
that
create
these
types
of
provisions?
In
this
side,
letter.
AL
P
P
Maybe
this
is
like
a
thing:
maybe
it's
a
regional
thing
right,
but,
like
I've,
never
seen
a
side
agreement
that
limits
the
ability
to
shift
labor
in
this
way
and
also
limits
the
city's
ability
to
even
in
source
a
fraction
of
the
system
without
being
held
hostage
to
an
agreement
that
would
force
you
to
hire
the
employees
and
take
on
the
union,
even
if
you
were
taking
on
an
external,
even
if
you
were
taking
on
someone
who
was
already
unionized
with
a
dif
with
different
representation.
P
AL
Yeah-
and
this
is
a
working
relationship-
that's
been
in
place
for
a
lot
of
years
with
this,
this
version
of
a
side
letter
in
place
for
a
lot
of
years.
You
know
to
it
is
certainly
a
unique
situation,
I'm
not
sure
if
you
know
how
it
would
work
if
it's
legally
challenged.
I
don't
have
an
answer
for
you
tonight.
AL
I
know
we
have
kind
of
looked
into
the
issues
of
you
know
if
they
did
go
on
a
engage
in
a
work
stoppage,
what
that
would
mean,
but
it's
a
little
unclear
until
that
until
that
were
to
be
challenged.
So
we
we
don't
have.
This
is
a
certainly
a
unique
work
arrangement
with
this
group
and
with
with
our
vendor.
AL
No,
they
would
have
to
prioritize
or
give
preference
to
these.
These
employees.
P
But
you
couldn't
do
it
as
a
way
to
circumvent
the
current
staffing
struggles.
P
AL
Yeah,
I
think
there
is
a
fair
argument
to
be
made
that
by
committing
to
the
current
employees,
who
have
been
serving
bps
for
a
while,
we
are
in
a
sense,
limiting
the
ability
for
kind
of
fair
market
competition.
For
those
roles,
I
think
that's
a
fair
critique,
I
think,
there's
something
to
be
said
on
the
other
side
of
the
spectrum
for
valuing
the
employees
who
have
who
have
served
our
children
for
a
long
time.
You
know
the
vast
majority
of
of
whom
are
doing
the
work
well
and
our
dedicated
employees.
AL
You
know,
I
think,
there's
probably
a
small
percentage
that
you
know
could
do
better.
But,
yes,
I
suppose
to
answer
your
question
you
could
you
could
look
at
it
like
that
that
we
are
limiting
the
ability
for
a
company
to
come
in
and
say
yeah.
We
have
all
our
own
employees
they're
willing
to
do
it
cheaper
and.
P
P
We
obviously
all
carry
the
same
outcome
concerns
and
so
like.
Are
there
other
ways
through
the
market
to
be
able
to
drive
system
improvement
that
doesn't
just
allow
us
to
rely
on
one
single
contract
and
and
strong
arm
us
that
that
would
be
the
only
contract
that
we
would
have?
I
am
a
hundred
percent
over
time,
so
I'm
going
to
stop.
AK
Yeah
and
mr
credits
hernandez,
I
sent
you
a
detail.
What
I
think
is
my
very
detailed
report,
questions
and
responses
to
your
questions
a
few
minutes
ago.
So,
if
you
have
additional
questions,
you
can
feel
free
to
follow
up
by
email
as
well.
Thank.
AK
AL
Yes,
so
side
letter
a
is
a
commitment
that
if
the
city
or
the
school
committee
were
to
employ
another
vendor,
that
we
would
bring
the
terms
and
conditions
of
the
current
collective
bargaining
agreement
with
the
united
states
workers.
AL
We
would
include
that
those
terms
and
working
conditions
in
any
specs
for
for
a
bid
for
a
new
vendor
side,
letter
b,
is
that
if
we
were
to
bring
the
employees
in-house
as
boston
public
schools,
employees
we
would
retain
the
current
collective
bargaining
agreement
and
both
said
would
give
preference
to
the
current
scale.
Worker
employees
and.
AL
For
that,
the
union
agrees
not
to
engage
in
any
work,
stoppages
or
work
actions
for
one
year,
following
the
extension
or
following
the
expiration
of
the
current
collective
bargaining
agreement,
and
I
think
it's
important
to
note
that
these
are
private
employees
at
the
end
of
the
day,
so
they
do
have
a
legal
right
to
strike.
Unlike
the
majority
of
public
employees
under
statute,
I
think
all
public
employees
under
by
statute
cannot
engage
in
a
strike.
These
are
public
private
employees,
so
they
do
have
a
legal
right
to
strike
when
their
contract
has
expired.
AL
B
Okay,
so
I'm
going
to
do
the
vote
separate,
so
we
are
going
to
take.
O
B
O
Madam
chair,
excuse
me,
excuse
me,
excuse
me
just
for
one
second,
I
I
apologize,
but
I
believe
the
city
of
boston's,
chiefly
I
see
in
the
chat
the
city
of
boston's
chief
labor
negotiator
is
trying
to
get
on
and
it
says
in
the
chat
that
he
has
a
simple
answer
to
the
question.
If
we
can
allow
okay.
O
Mr
manderini
into
the
in
as
a
panelist,
okay
and
and
while
he
is
trying
to
join
superintendent
or
mr
hassan.
If
I
may
ask
one
question:
is
it
safe
to
say
that
the
negotiation
regarding
this
side
letter,
which
has
been
a
part
of
it
and
I
the
record,
is
very
clear.
I
have
never
been
a
fan
of
the
side
letter
because,
quite
frankly,
I
always
question
both
parties,
the
commitment
to
honoring
pieces
of
it.
O
O
The
city
certainly
takes
part
in
it
and
for
the
first
time
this
year,
superintendent,
you
actually
were
able
to
get
some
changes
made
to
the
contract
that
are
beneficial
to
us,
and
so
this
is.
This
is
part
of
the
negotiation
right.
The
union
agreed
to
that
this
letter
has
always
been
an
important
piece
to
them.
This
does
not
stand
by
itself,
but
this
is
part
of
the
negotiation.
So
superintendent,
could
you
please,
while
we're
waiting
for
the
city's
negotiator?
O
Could
you
please
remind
us
what
was
part
of,
or
have
mr
hassan
hassan,
remind
us
hassan.
Excuse
me
what
was
part
of
the
negotiated
solution
so
to
speak.
K
K
That's
right,
and
so
sometimes,
and
not
to
open
up
the
whole
cba
again
or
when
you're
in
negotiations.
You
can
agree
to
some
smaller
things
and
because,
when
you
open
up
the
main
table,
you
open
up
the
main
table
to
the
whole
negotiations
of
the
whole
entire
contract.
But
mr
mandarini
is
with
us.
He
did
the
major
negotiating
on
this
contract
and
just
really
did
an
outstanding
job.
So
I'd
like
him
to
be
able
to
speak
to
it.
If,
if
he
can.
AM
Hello,
can
everybody
hear
me?
Yes,
I
have
a
moody
camera,
so
I
apologize
that
I'm
a
disembodied
voice,
but
I'm
here
to
be
helpful.
If
I
can
be,
I
had
had
some
colleagues
text
me
that
there
were
questions
about
the
sort
of
background
of
the
letters
and
all
of
that,
so
I
I'm
joining
a
little
bit
without
an
understanding
as
to
what
exactly
the
questions
are.
AM
What's
that
issue,
but
I
think
I
can
clarify
a
lot
if
somebody
wanted
to
share
those
questions
or
or
if
you
just
want
the
the
sort
of
summary
of
negotiations
that
mr
o'neil
asked
about.
I
could
do
that
too.
I
can
do
both
of
those
things
whatever,
whatever
folks
want,
I'm
joining
in
progress,
I
guess.
K
Well,
I
think
what
we
can
talk
about.
Mr
mandarini
is
like
you
know
getting
to
this
point
of
getting
a
cba
agreement
and,
what's
just
basically
in
there
and
the
major
reforms
that
we
were
and
then
the
sticking
points
that
then
we
had
to
put
in
you
know
you
know
and
make
agreements
and
why
we
have
side
letters.
AM
Okay,
so
well,
let
me
start
with
the
reforms.
There
were
many
major
and
well.
AM
I
want
to
be
measured,
there's
still
a
lot
of
work
to
do,
but
some
of
the
low-hanging
fruit
and
some
of
the
things
that
really
needed
to
be
cleaned
up
in
this
contract
were
cleaned
up
in
the
in
the
contract
settlement,
and
this
is
the
union
that
proudly
said
that
they've,
never
given
a
concession
and
they're
almost
50
years
of
existence,
so
we
got
about
seven
or
eight
of
them
and
they
were
pretty
good
ones.
AM
That
will
make
a
meaningful
difference,
so
some
of
them
some
of
the
more
noteworthy
ones.
There
was
a
an
ability
in
this
contract
for
a
driver
to
what's
called
no
call
no
show
so,
that
is
to
say,
you're,
absent
from
work.
AM
You
don't
call
to
give
notice
that
you're
not
going
to
be
there
and
you
simply
don't
show,
and
there
was
an
ability
in
this
contract
to
label
or
re-label
retroactively
those
kinds
of
absences
into
paid
time
off,
and
so
you
could
do
that
three
times
before
you
would
face
discipline,
and
I
was
a
union
lawyer
for
a
long
time.
I've
negotiated
a
lot
of
contracts.
I've
had
a
lot
of
grievances
before
joining
mayor
wu.
AM
No
call
no
show
if
you
get
one
is
almost
certainly
a
firing
offense
almost
anywhere
else
in
the
world,
so
cleaning
this
up
was
a
significant
one.
Another
one
another
big
one
involved.
What's
called
the
circle
check,
so
there's
a
circle
check
that
a
driver
performs
each
day
before
they
will
take
the
bus
out
on
the
road,
and
this
is
exactly
the
kind
of
thing
that
you
would
want
a
driver
to
do
to
guarantee
the
safety
of
precious
cargo.
AM
So
the
windshield
wipers
work,
the
stop
sign
works,
the
tail
lights
work,
the
tires
are
properly
inflated.
You
know,
there's
nothing
on
the
bus,
that's
problematic,
so
it's
called.
It's
called
a
circle
check
and
there
was
a
there
was
a
provision
in
or
a
practice.
I
guess
I
should
say
would
be
a
better
way
to
describe
it
where
a
driver,
the
main
driver
of
a
route,
could
be
19
minutes
and
59
seconds
late
for
their
route
and
they
could
quote
unquote.
AM
Reclaim
this
route
and
what's
interesting
is
that
after
they
were
five
minutes
late,
a
standby
driver
would
be
assigned
to
the
to
the
bus
and
would
do
the
circle
check,
and
so
the
circle
check
would
take
about
15
minutes
and
and
if
this
driver
came
before
being
19
minutes
and
59
seconds
late,
they
could
reclaim
the
route
and
do
a
second
circle
check,
despite
the
fact
that
a
standby
driver
had
done
it
in
the
period
between
five
minutes
and
one
second
and
19
minutes
and
59
seconds.
AM
And
so
you
know,
the
circle
check
is
a
very
intense
involved
process
with
a
lot
of
steps.
AM
So
doing
it
a
second
time
when
it's
just
been
done,
as
you
can
imagine,
adding
to
the
tardiness
of
the
route
doing
that
again,
something
that
takes
15
minutes,
you
know
really
delays
buses
getting
out
of
the
yard,
so
that
is
a
practice
that
we
extinguished.
So
those
are
two
big
ones.
I
I
you
know,
there's
there's
a
lot
to
do
with
various
kinds
of
leave
in
this
contract.
There's
a
provision
called
emergency
leave,
which
was
essentially
unlimited
before
we
negotiated
this
successor
agreement.
AM
So
an
employee
could
be
away
for
it's
kind
of
remarkable
to
say
it
remarkable
to
to
contemplate
it,
but
just
a
way
for
an
unlimited
period
of
time
where,
where
they,
where
are
they?
What
are
they
doing?
Emergency
leave
wasn't
particularly
defined.
AM
I
mean
this
is
sort
of
obviously
a
significant,
significant
population
of
drivers
here
from
overseas,
and
you
know,
obviously,
emergency
leave
was
used
for
humanitarian
relief
and
those
kind
of
things,
but
you
know
there
were
egregious
instances
over
the
years
that
folks
have
found
where
people
were
on
emergency
leave
and
continuing
to
accrue
seniority
here
and
they
were
off
working
for
another
employer.
AM
AN
O
O
AM
Yeah
the
side,
letters
so
the
side,
letters
have
long
been
part
of
the
contract
and
they
are
again
so
they
are
part
of
it.
I
mean
I
I
they
are
part
of
the
settlement.
They
are
an
important
piece
of
the
contract
to
the
union.
They
insisted
that
great,
you
know
with
great
emphasis
that
it's
an
important
part
to
them
and-
and
it
definitely
was
an
important
part
of
the
final
settlement.
Yes,
thank
you.
AM
Do
you
mean
you
mean
specifically
at
vps
or
the
city
of
boston,.
P
P
And
I
was,
and
what
you
missed
at
the
beginning
was
I
was
asking
in
context
like
is
this
something
that
is
that
is
historically
boston
or
regional,
and
I
had
shared
that
just
in
previous
experience,
I've
never
seen
this
type
of
agreement.
AM
Well,
I'm
glad
I
I
I'd
be
glad
to
answer
that.
I
don't
want
to
take
too
much
time
from
the
committee
yeah
I
mean
it
is
basically
the
letters.
The
letters
are,
what
are
called
in
private
sector
labor
law,
essentially
a
successorship
clause.
So
basically,
what
it
means
is
that
if
one
with
one
company
buys
another
company,
essentially
what
it
does
is
guarantee
that
the
company
that
comes
along
takes
the
collective
bargaining
agreement
and
the
workers
with
it.
That's
really
what
it
is.
AM
It's
a
common
concept
in
private
in
the
private
sector
I
mean
you
can
imagine
you
know
as
factories
closed
and
that
kind
of
thing
you
know
it's
a
common
thing
to
see.
What's
unusual
about
this,
is
that
you
know
in
the
private
sector.
It's
one
company
buying
another
and
the
successor
you
know,
is
forced
to
take
over
the
agreement.
What's
unusual
about
this
is
that
it
binds
the
school
committee
and
it
binds
the
city,
neither
of
whom
are
the
employer.
AM
This
is
the
three-year
contract
that
that
we
agreed
to
it
will
become
effective
july
one.
So
it's
retroactive
to
july
1
of
2021.
So
then
it
will
go
to
june
30th
of
2024.
AL
The
the
drivers
commit
not
to
engage
in
a
work,
action
or
stoppage
or
strike
one
year
beyond
the
beyond
their
collective
bargaining
agreement
with
transdev
right.
AN
B
Okay,
so
we're
going
to
take
two
votes,
one
on
the
letters
of
agreement
and
another
on
the
supplemental
appropriation.
So
there's
no
further
discussion
I'll
now
entertain
a
motion
to
approve
the
united
steelworkers
local
8751
letters
of
agreement,
a
and
b
as
presented
so
you're
in
motion
so
moved.
Thank
you
is
there?
A
second
welcome.
Thank
you.
Is
there
any
discussion
or
objection
to
the
motion.
O
AM
AM
I
can
tell
you
it's
a
vitally
important
concern
for
the
union.
I
suspect
the
union
would
consider
that
to
be
a
nullification
of
the
agreement
that
they
ratified,
so
they
would,
they
would
consider
it
an
essential
term
and
they
themselves
would
walk
away
from
that
contract
and
all
of
the
things
in
it.
K
Absolutely
I
said
that
when
I
on
the
outside,
there's
just
in
no
way
shape
or
form
that
we
cannot
go
through
with
this
agreement,
it
took
months
to
get
it's
been
years
and
50
years
you
heard
mr
mandarini
say
that
we
haven't
been
able
to
get
these
operational
changes.
We've
been
trying
for
three
years
to
get
them.
You
know
under
my
administration
too,
and
this
is
just
a
huge
huge
huge
win
for
children
and
for
on-time
performance,
not
perfect.
R
K
E
R
D
E
C
B
You
a
final
action
item
this
evening:
are
innovation,
renewal
proposals
on
the
following
schools,
burke,
high
school,
elliot
k
to
8
school
holmes,
elementary
school
munis
academy
and
winthrop
elementary
school.
You
will
recall
that
dr
drew
edelson
deputy
superintendent
of
account.
Academics
presented
these
proposals
to
the
committee
at
our
last
meeting.
I
will
now
invite
the
superintendent
to
offer
final
comments.
B
K
Great,
thank
you.
These
innovation
renewals,
as
you
recall,
we
were
have
them
presented
and
I
fully
support
them.
Our
school
leaders
are
here
to
just
offer
any
last
questions
answer
any
last
questions
that
you
have
of
them
anytime.
We
bring
our
school
leaders
on
the
camera,
they
just
shine
and
they
they
gave
really
great
presentations
last
time
as
well,
so
I'm
fully
supportive
of
their
presentations
and
the
changes
that
they
want
to
make
in
their
innovation
proposals
at
their
schools.
B
N
B
A
V
U
B
R
B
C
R
D
U
D
B
B
S
D
E
U
B
R
B
C
S
P
U
B
R
B
S
U
D
B
B
K
Thank
you,
madam
chair.
As
you
know,
you
know
when
the
pandemic
hit,
we
weren't
able
to
give
our
standardized
tests
the
isce
test,
and
we
had
said
we
were
going
to
use
a
different
type
of
test
right
before
that.
You
know.
Exam
school
issue
happened.
We
put
together
a
committee,
we
had
a
temporary
policy,
we
put
together
another
discussion
around
a
working
group
around
what
to
do
permanently.
K
We've
put
together
a
permanent
policy
in
place
and
from
there
we
have
now
had
a
year
of
implementation,
and
so
we
tonight
want
we
promised
to
bring
back
kind
of
how
that
has
worked.
What
were
some
of
the
pieces
that
you
know
we
felt
were
beneficial?
What
is
the
data
look
like?
How
are
the
students
faring
and
we
wanted
to
be
able
to
bring
that
forward
for
the
public
and
for
the
school
committee
to
use?
K
That
would
be
that
I
would
need
to
make
after
the
first
year
of
implementation,
I'm
happy
to
report
and
our
team
will
get
into
it
in
more
detail
that
the
policy
is
working
as
designed.
You
know,
I
feel
very
proud
of
the
policy,
particularly
the
number
of
diverse
students
and
candidates
who
have
access
now
across
the
city
to
our
exam
schools.
I
also
am
not
bringing
any
recommendations
to
change
it
at
this
time.
K
K
So
I
think
that
we
need
to
see
the
full
implementation
of
the
exam
school
policy
before
we
bring
forward
any
changes,
and
so
we
can
have
a
discussion
about
that
after
you
hear
the
identical
presentation
and
I'm
anxious
to
hear
your
questions
that
you
have
on
the
presentation
and
comments.
Thank
you.
Thank
you,
dr
eccleston,
for
being
here
and
many
many
thanks
to
the
team
and
to
monica
hogan
and
to
our
our
family
engagement
team,
who
have
just
been
absolutely
stellar
and
amazing
in
getting
this.
M
Thank
you.
Thank
you,
superintendent.
I
am,
I
think
it's
always
important
when
we're
talking
about
complex
content
like
this
presentation
to
always
lead
with
the
sort
of
major
themes
of
the
story
that
you'll
hear
tonight.
So
I'll
just
give
you
my
sense
of
sort
of
the
key
themes
and
then
I'll
dig
into
the
presentation
and
walk
you
through
some
of
the
sort
of
key
findings
from
our
early
analysis
of
the
implementation
of
the
plan.
M
The
second
point
that
I
think
is
sort
of
emerges
as
a
theme
of
this
presentation
is
that,
while
it's
too
early
in
implementation
to
conduct
a
full
evaluation
of
either
last
year's
interim
policy
or
the
current
approved
policy,
initial
map
data
from
the
fall
of
2021
suggests
that
students
in
exam
schools
in
grade
7,
which
were
admitted
under
under
the
interim
policy,
are
performing
at
consistent
and
similar
levels.
As
students
in
grades
8
and
9,
which
were
admitted
under
the
previous
policy,
and
that
holds
true
in
both
ela
and
in
the
area
of
mathematics.
M
We
will
talk
more
in
this
presentation
toward
the
end
of
the
presentation
about
our
plans
to
evaluate
both
the
academic
performance
and
student
experience
by
groups
of
students.
We
think
that
this
is
an
important
part
of
the
policy
and
we're
eager
to
conduct
this
evaluation
and
to
share
findings,
which
I
think
will
be
instructive
to
future
policy
amendments,
as
well
as
to
think
more
critically
about
our
implementation
of
the
policy
as
we're
moving
forward.
M
And
then
I
just
wanted
to
acknowledge
two
additional
things
that
one
there's
a
cross-functional
team
that
meets
weekly
every
friday
afternoon
across
multiple
divisions
and
across
multiple
departments,
and
they
have
been
carrying
the
heavier
water
on
the
implementation
of
this
plan.
I
want
to
thank
all
of
them
for
their
work
and
I
think
that
has
kept
us
on
progress
and
sort
of
deep
commitments
to
project
management
of
the
policy
and
in
keeping
in
line
with
the
superintendent's
circular.
M
So
I
want
to
thank
all
of
them
for
their
contributions
and
deep
support.
While
I'm
making
this
presentation
this
evening,
it
is
certainly
a
team
effort
and
there
were
a
number
of
individuals
who
have
been
rolling
up
their
sleeves
working
very
hard
on
this,
in
addition
to
the
other
scopes
of
work
that
they
lead
every
day,
so
the
next
slide,
I
will
sort
of
just
walk
you
through
our
agenda
for
this
evening.
M
One
we'll
do
an
overview
of
the
approved
policy
will
share
our
analysis
of
the
school
year.
2223
policy
we'll
also
share
an
evaluation
of
the
policy
and
the
plans,
the
future
plans
for
evaluation
and
then
tell
you
where
we
are
in
terms
of
implementation
for
school
year,
23
24.
M
So,
let's
begin
with
a
reminder
about
the
policy
and
just
for
clarification.
I
just
want
to
make
sure
we're
clear
on
this
that
we're
talking
about
sort
of
two
different
policies
and
interim
policy
and
then
the
the
policy
as
adopted
by
the
school
committee
for
23
24.,
and
the
reason
that
this
is
different,
as
many
of
you
will
remember,
is
that
we
weren't
able
to
administer
an
assessment
due
to
covid
and
ongoing
pandemic
during
the
22-23
year
school
year.
M
M
for
school
year,
2223
invitations
that
the
invitations
were
sent
this
past
april,
there
was
no
assessment
requirement
for
admission
into
an
exam
school.
Instead,
the
vast
majority
of
a
student's
admission
would
be
connected
to
his
her
or
their
grades
in
four
major
content
areas,
and
those
grades
were
collected
over
two
terms
of
this
school
year.
M
Composite
scores
were
calculated
based
on
students
grades
only
ranging
from
one
a
score
of
one
to
one
hundred
and
students
may
also
receive
additional
points.
Specifically,
students
living
in
housing,
owned
by
the
boston
housing
authority
or
in
the
care
of
a
department
of
children
and
families
or
students
experiencing
homeless,
will
receive
an
additional
15
points
attending
a
school
where
40
or
more
of
the
students
enrolled
in
that
school
come
from
an
economically
disadvantaged
background
would
receive
10
points.
M
M
For
school
year,
23
24
and
after
all,
applicants
sort
of
who
scored
a
b
had
scored
a
b
or
higher
for
their
gpa
using
the
same
academic
subjects
of
ela,
math
history,
social
studies
and
science.
M
M
I
want
to
move
to
an
a
really
important
part
of
the
admissions
process,
which
is
the
socioeconomic
tiers.
M
In
fact,
an
additional
three
percent
of
eighth
graders
and
seven
percent
of
additional
three
percent
of
eighth
graders
and
in
seven
percent
of
eighth
graders
became
eligible
for
invitations
because
of
the
inclusion
of
their
science
and
social
studies
grades.
M
M
M
This
slide
shows
the
percentage
of
invitations
that
were
distributed
to
different
student
groups,
including
students
experiencing
homelessness
and
in
care
of
dcf,
multilingual
learners,
students
with
disabilities
and
economically
disadvantaged
students
compared
to
school
year.
20
2020
2021
students
in
historically
underrepresented
groups,
received
higher
percentages
of
invitations
than
the
past
years.
M
M
M
M
In
summary,
the
new
admissions
policy
increased
the
socioeconomic
geographic
and
racial
diversity
of
students
invited
to
attend
the
district's
exam
schools
for
school
year.
22-23
historically
underrepresented
groups
of
students
received
an
increased
percentage
of
invitations
when
compared
to
previous
years,.
M
M
Wait
lists
are
capped
at
100
students
for
each
school
for
students
who
were
invited
to
their
second
choice.
They
could
be
on
the
wait
list
for
their
first
choice
for
students
who
were
invited
to
their
third
choice.
They
could
be
on
the
waitlist
for
their
first
and
second
choices
for
students
who
did
not
receive
an
invitation.
M
M
We
can
look
at
additional
data
around
some
current
student
performance
at
exam
schools,
specifically
by
looking
at
results
in
both
ela
and
mathematics,
on
the
fall
2021
map
growth,
achievement
test
on
the
map
growth
reading
achievement
quintiles,
for
example,
in
exam
schools
between
80
to
90
of
students,
attending
exam
schools
in
grades,
7,
8
and
9
scored
above
the
60th
percentile
on
map
map
growth.
Reading.
M
M
These
same
patterns
follow
are
true
also
in
the
area
of
mathematics.
Although
the
performance
of
students
at
the
exam
at
all
three
exam
schools
in
mathematics
is
lower
than
it
is
in
ela,
consistent
with
patterns
across
bps
and
other
assessments,
consistent
with
patterns
of
performance
across
the
commonwealth
and
across
the
nation,
this
specific
slide
shows
the
fall.
2021
map
growth,
math
achievement
quintiles
for
students
in
exam
schools,
consistent,
as
I
just
mentioned,
with
patterns
in
mcas
performance
from
the
spring
of
2022.
M
M
I
will
communicate
that
the
three
principles
of
the
exam
schools
have
expressed
some
concerns
about
the
skill
and
knowledge
of
students
in
the
area
of
mathematics.
I've
had
opportunities
to
observe
a
mathematics
instruction
in
each
one
of
the
three
exam
schools
and
have
had
important
robust
conversations
with
those
school
leaders
around
some
of
those
observations.
M
M
M
M
The
higher
of
the
two
scores
will
be
included
in
the
student's
composite
score.
We
have
just
finished
the
spring
testing
for
both
bps
and
non-bps
students.
More
than
5
000
students
participated
in
testing
either
on
the
weekend
or
during
the
school
day,
families
will
receive
score
reports
from
testing
by
early
july
slide.
24
is
going
to
communicate
some
really
important
timeline
in
dates
relative
to
this
implementation
of
the
23-24
admissions
process.
M
M
M
M
K
Also,
as
you
know,
we
have
a
lawsuit
that
is
currently
pending
against
the
new
policy
and
we
don't.
We
do
not
have
any
resolution
to
that
just
at
this
moment,
but
you
know
I
just
wanted
to
make
you
aware
that
that
is
still
also
pending
at
this
time.
R
Thank
you
for
the
the
report.
I
I
saw
the
one
of
the
last
slides,
particularly
around
the
student
outcomes
and
sort
of
the
disaggregated
data
around
that,
so
I'm
I'm
eager
to
pour
into
that.
But
do
you
have
a
sense
of
any
of
that
data
in
terms
of
map
assessments
by
race
or
anything
like
that?.
K
K
I
believe
I
just
don't
know
if
it's
ready
just
for
this
presentation,
ms
hogan,
if
you
could
share
any
kind
of
additional
disaggregated
data
that
we'll
have
available
in
the
future
and
year-to-year
data
and
trend
data,
certainly.
AO
And
we
can
certainly
follow
up
with
some
additional
disaggregated
data.
We
will
have
mcas
scores
released
in
the
fall,
which
is
typically
how
we
sort
of
look
at
school-wide,
appoint
performance
that
can
certainly
be
incorporated
into
the
larger
evaluation.
AO
We'll
also
have
some
climate
survey
data
that
will
be
able
to
be
disaggregated,
so
it's
sort
of
a
timeline
challenge
with
what
data
is
currently
available.
Just
given
how
close
we
are
in
the
that
the
school
year
is
not
even
technically
over
yet.
So
it's
certainly
going
to
be
incorporated,
as
we
think,
through
this
evaluation,
as
we're
having
conversations
with
an
external
researcher
to
help
us
ask
those
questions.
R
Thank
you
for
that,
and
then
a
follow-up
question
is,
is
that
you
know?
Obviously
you
know
the
the
the
report
in
terms
of
the
redistribution
is
showing
that,
like
the
policy,
is
indeed
sort
of
doing
what
it
like
it's
set
out
to.
Do.
I'm
just
also
curious
of
what
next
steps
are
we
undertaking,
or
are
you
all
undertaking
to
to
now?
Look
at
the
the
more
finer
points
of
the
policy
refine
it
make
it.
You
know
as
optimal
as
possible.
AO
Absolutely
we've
done
some
initial
looking
at
that
and
as
dr
eccleston
mentioned,
because
this
past
year
did
not
use
an
assessment.
We
don't
fully
know
the
impact
that
the
additional
10
and
15
points
will
have
until
we
have
a
full
year
of
implementing
both
the
assessment
and
grades
and
the
admissions
policy.
So
we'll
be
able
to
better
answer
that
after
this
first
year's
full
implementation
of
the
policy
just
because
we
haven't
fully
implemented
it
yet.
K
I
do
think
you
know
there
was
also
the
request
to
work
on
the
timelines
and
the
time
frames,
but
again
we're
trying
to
wait
until
we
make
major
adjustments
for
a
full
year
of
implementation
for
the
full
policy.
K
I'm
I
do
want
to
be
fully
transparent,
that
I
am
a
little
bit
worried
about
the
standardized
tests.
I've
I've
not
been
secretive
about
my
feel
about
standardized
tests
and
the
impact
that
that
30
percent
might
have
on
the
progress
that
we
sh.
We
were
showing
this
year
and
then
we're
also
bringing
forward
a
grading
policy.
K
And
so
you
know
at
some
point.
The
school
committee
will
reflect
upon
the
grading
policy
that
has
been
worked
on
by
teachers
and
by
our
school
leaders.
K
And
you
know
it's
been
brought
to
our
sped
pack
and
el
task
force,
as
well
as
our
vsac
students
and
it's
an
equitable
grading
policy,
and
it's
one
that
we
would
ask
all
of
our
schools
to
adhere
to,
and
that
could
also
bring
some
change
in
gpas
and
how
gpas
are
calculated,
and
I
think
that
that
could
have
an
impact
too.
K
So
there
may
be
some
up
and
down
in
the
pool
of
invitations
that
we
see
going
out
over
the
next
two
to
three
years,
as
we
try
to
gauge
a
more
equitable
policy
and
have
greater
adherence
to
similar
standards
of
excellence
across
the
district
and
as
teachers,
you
know,
shift
their
practice
to
match
this
new
policy
and
teaching
more
social
studies,
teaching
more
science.
You
know
ensuring
that
we
have
grades
that
are
common.
K
You
know
looking
at
exemplars
for
work,
all
of
that
kind
of
standard
setting
around
what
excellence
and
high
quality
looks
like
is
work
that
we're
just
embarking
on
right
now
and
so
really
excited
about
the
future
and
the
foundation.
That's
been
laid
here
with
this
policy
because
it
is,
it
is
a
really
good
policy.
K
I'd
also
urge
this
school
committee
to
be
patient
with
this
policy
and
not
be
too
quick
to
take
away
any
10
points
or
15
points,
because
that
is,
I
think,
the
one
piece
that
really
gives
a
hand
up
to
our
kids,
who
have
been
dealt
a
bad
hand
in
some
of
the
life
circumstances
that
they've
had
to
endure,
which
impacts
whether
they
have
deep
relationships
in
schools.
K
You
know
which
matters
and
how
you're
graded
and
how
the
opportunities
that
are
provided
to
you
and
also
whether
they've
lost
time
or
lost
papers
and
records.
You
know
because
they've
been
homeless
or
they
have.
You
know
not
had
that
continuity
of
learning,
with
multiple
transfers
to
schools
and
such
so.
I
would
just
encourage
you
all
to
just
think
really
deeply
about
the
the
reasons
why
we
have
these
equitable
policy
pieces
in
this
policy.
In
order
to
give
these
kids,
you
know
a
handout.
O
Yes,
two
quick
questions.
Thank
you,
dr
eccleston,
for
the
presentation.
O
I
just
want
to
make
sure
I
understood
one
slide
in
particular,
and
that
is
where-
and
I
understand
the
point
the
superintendent
made,
but
I
just
want
to
make
sure
I'm
clear
we
had
dr
eckle
said
in
the
slide
where
you
talked
about
the
10
points
you
talked
about.
You
had
one
line
about
the
schools
that
did
not
where
students
did
not
receive
any
points
because
they
attended
a
school
that
was
less
than
40
poverty.
O
The
line
did
not
say
the
number
of
schools
that
ultimately
ended
up
being
involved.
I
know
that
was
a
moving
target
last
year,
but
you,
I
believe
the
slide
said
students
from
schools
that
attended
a
school
that
received
no
points
received
invitations.
I
believe
it
said
between
38
and
80
percent
was
the
38
the
minimum.
Does
that
mean
every
school
that
received
no
points
still
had?
Students
receive
invitations.
AO
I
believe
that
number
is
six.
Mr
o'neill.
O
AO
It's
six
and
I
can
double
confirm
that
with
you.
But
yes,
so
in
seventh
grade
the
percentage
of
applicants
from
those
schools
who
received
invitations
ranged
from
38
to
80.
O
So
the
minimum
that
a
school
with
no
points
received
was
38
of
their
students
who
applied
received
an
invitation
so
that
there
were
not-
and
I
know
this
may
be
a
double
negative.
There
were
not
any
schools
where
the
students
receive
no
points.
I
guess
it's
going
to
be
a
triple
negative,
where
the
students
also
did
not
receive
an
invitation.
If
that
makes
sense,.
AN
O
Any
of
those
six
schools
were
there
or
in
any
of
the
six,
where
there
did
no
students
receive
an
invitation.
AO
Are
there
any
schools
where
no
okay
in
seventh
grade
correct
the
percentage
of
applicants
from
those
schools
ranged
between
38
to
80
percent.
K
O
K
AO
I
don't
have
that
answer
off
the
top
of
my
head,
but
I
can
double
check
that
as
a
in
order
to
be
considered
in
the
applicant
pool,
students
needed
both
a
b
average
gpa
and
had
to
have
ranked
at
least
one
of
the
three
exam
schools.
So
if
students
did
not
actively
rank
an
exam
school,
we
would
not
consider
them
as
part
of
the
applicant
pool.
So
I
can
double
check
to
see
if
there
were
any
schools
that
actually
had
no
applicants.
I
don't
have
that
answer
in
front
of
me.
O
Thank
you
and
dr
eccleston
you
on
your
last
slide.
You
talked
about
the
timing
for
next
year
and
you
acknowledged
that
people
know,
even,
as
you
said,
late
april
early
may,
for
invitations
to
go
out.
You
acknowledge
that
you
know
folks
know
that's
late
and
you're
working
to
try
to
improve
it,
and
I
know
in
this
past
year
there
would.
It
was
a
brand
new
process
and
there
were
two
real
holdups
right.
O
As
I
understand
it,
one
was
getting
all
school
leaders
to
ensure
that
grades
were
actually
put
into
the
system
and
that
that
ended
up
being
a
bit
of
a
delay.
O
As
I
understand
it
and
then
the
second
was
we
had
a
third-party
source
that
double-checked
all
the
calculations
to
make
sure
you
know,
in
the
spirit
of
transparency
etc,
which
made
sense
to
do,
but
it
also
delayed
the
process
and
what
it
did
was
it
delayed
the
process
past
when
parents
had
to
decide
about
some
other
potential
options
that
they
had
for
their
child,
who
may
have
been
accepted
at
another
school
as
well,
and
so
how
are
we
looking?
So
without
his
background,
dr
eccleston,
two
quick
questions.
O
One
is
adding
in
the
testing
this
year
also
going
to
present
a
new
delay,
or
do
we
think
we
have
the
systems
in
place
to
get
those
grades
and
do
that
calculation
and
two?
Are
we
going
to
be
faster
this
year
in
getting
school
leaders
to
get
all
the
grades
entered
in,
etc
that
we
think
we
can
shave
some
time
out
of
that
to
get
answers
to
parents
and
students
faster.
M
Yeah,
I
would
just
say
that
I
see
it
slightly
differently,
which
is
that
I
don't
think
it
was
about.
There
was
some
follow-up
we
had
to
do
with
individual
schools,
but
bps
and
non-ps
schools
around
grade
input
for
sure,
but
the
real
issue
was
that
we
couldn't
actually
start
the
process
into
the
close
of
the
second
term
right,
because
we
needed
two
terms
of
grades,
and
so
that
really
was
some.
M
I
think
something
we
need
to
think
through
and
I
think
monica
can
speak
a
little
bit
about
the
23
24
process,
but
it
feels
like
that's
the
thing
that
needs
to
be
unlocked
a
little
bit
relative
to
the
process
that
started
earlier.
I've
heard
the
feedback
from
this
community,
the
boss,
public
schools,
community
more
broadly-
and
I've
heard
the
feedback
from
this
governing
team
that
an
earlier
process
that
provides
families
with
good
information
about
what
their
options
are
in
vps
is
important.
M
We're
committed
to
that
for
sure,
and
I
think
that
the
challenge
at
least
last
year,
or
at
least
this
sorry
with
this
year's
implementation,
was
thinking
about
how
to
get
that
process
moving,
while
also
ensuring
that
we
had
closed
out
the
second
term.
Monica.
I
don't
know
if
there's
anything
that
you
wanted
to
add
to
that.
AO
I
just
wanted
to
address
mr
o'neill's
question
about
the
addition
of
an
assessment,
because
the
assessment
will
be
given
in
december.
We
will
actually
know,
and
you
need
to
have
an
a
full
assessment
score
to
be
considered
and
we
will
sort
of
have
the
finite
pool
of
students
who
can
be
considered
by
the
time
assessment
administration
is
done
in
december,
so
we
will
still
need
to
collect
grades
and
school
choices,
but
if
you
don't
have
an
assessment
score
by
the
time,
the
assessment
is
given
in
december
you're
not
able
to
be
considered
moving
forward.
AO
So
I,
in
terms
of
implementation,
I
think
that
actually
helps
us
narrow
the
students
that
we
need
to
ensure
that
we're
following
up
with
to
make
that
make
sure
that
we
have
grades
and
that
they
have
submitted
school
choices.
AO
You
know
I
don't
like
to
over
promise
anything,
but
we
are
doing
everything
that
we
can
to
look
at
our
processes
and
implementing
new
reports
and
structures
to
ensure
that
we
get
grades
in
a
timely
fashion
for
exam
school
purposes
and
that
we
can
move
forward
as
expeditiously
as
possible.
So
hopefully
that
helps
and.
B
I
I
have
one
so
I
also
know
that
another
hold
up
around
calculating
scores
was
that
in
some
cases
schools
were
not
teaching.
I
identifiable
science
or
social
studies
courses
to
meet
the
needs
for
those
grades,
and
my
question
has
to
have
been
anything
done.
Curricularized
curriculum
wise
that
would
ensure
us
that
every
fifth
and
sixth
grade
is
actually
teaching
these
courses
in
a
way
that
makes
getting
the
grades
and
the
score.
You
know
getting
the
grades
to
be
applicable
for
the
exam
school
process.
M
Yeah,
we
are
confident
that
our
students
are
getting
access
to
all
four
content
areas.
There
was
some
work
that
we
needed
to
do
with
independent
schools,
to
look
at
course,
syllabi
to
look
at
its
connections
to
things
like
the
sort
of
common
core
expectations,
as
well
as
a
sort
of
mass
core
implementation
to
ensure
that
content
areas
were
were
were
similar
in
some
ways,
and
there
was
a
lot
of
follow-up
that
had
to
happen,
particularly
with
some
of
the
independent
schools.
M
But
we,
we
have
been
very
clear
with
our
school
leaders
as
soon
as
the
policy
was
adopted,
the
expectations
we
outlined
that
at
the
august
leadership
institute
and
throughout
the
year
we
continue
to
sort
of
monitor
assessments
over
term,
one
to
know
where
we
maybe
potentially
had
issues
of
of
grades
being
inputted
on
a
timely
manner.
To
make
sure
that
that
term
two
didn't
have
that
same
problem
to
to
respond
to
some
of
the
concerns
that
mr
o'neill
raised.
M
K
I
think
also,
madam
chair,
that
it
it's
something
to
continue
to
watch
for
fidelity
of
implementation.
It
will
be
much
easier
to
to
put
to
the
side
social
studies
and
science
when
we
start
to
push
for
recovery,
around
literacy
and
mathematics
in
particular,
because
we're
behind
in
mathematics
in
terms
of
recovery,
so
making
sure
that
our
teachers
understand
the
full
scope
of
how
you
integrate
mathematics,
social
studies,
science,
ela
into
a
really
robust
and
rigorous
opportunity
for
students,
and
so
that
deep
level
curriculum
work,
I
think,
is
going
to
be
work.
K
B
My
my
second
question
is
really
about
the
whole
issue
of
grades.
I
know
prior
to
coming
into
this
work
in
this
this
last
year
we
were
still
dealing
with
the
fact
that
some
schools
were
grading
with
a
pluses
and
other
various
grading
systems
that
didn't
always
have
equivalence
within
bps.
Are
we
moving
forward?
AO
So
we
did
make
an
adjustment
to
the
gpa
scale
for
exam
schools
this
year
in
prior
years,
it
has
been
on
a
12
point
scale,
where
an
a
plus
would
be
12
points
and
a
11,
a
minus
10
and
so
forth.
With
the
approval
of
this
policy.
From
last
summer,
we
made
the
adjustment
to
count
a
pluses
as
a's,
and
so
the
the
gpa
scale
for
exam
schools
is
now
an
11
point
scale.
AO
So
when
a
a
student's
report
card
says
a
plus,
we
now
count
that
as
an
11,
just
as
we
count
an
a
and
so
I
it
doesn't
quite
necessarily
answer
fully
how
those
grades
are
being
assigned
by
different
schools,
and
I
think
that's
something
that
we're
continuing
to
think
about.
How
do
we
better
understand
what
that
means,
but
we're
sort
of
adjusting
we've
adjusted
the
gpa
scale
to
try
and
account
for
that
on
the
admissions
side
of
things.
B
Great,
thank
you,
my
my
last
question
is
more
about
the
students
and
student
experience
at
at
some
point.
Will
there
be
some
survey
of
students,
particularly
kids,
will
be
seventh,
eighth
and
ninth
grade
that
came
into
the
exam
schools
during
the
pandemic
to
get
a
sense
both
on
their
sense
of
preparation
and
experience.
AO
Yeah
so
we've
just
completed
the
annual
climate
survey,
which
all
of
our
schools
participate
in
for
students,
teachers
and
families
and
are
working
on
finalizing
analysis
from
that
survey
window
from
the
spring.
So
we'll
have
some
initial
data
from
there.
But
then,
as
dr
eccleston
mentioned,
the
external
researcher
that
we
are
looking
to
partner
with
we'll
really
be
thinking
about.
How
do
we?
AO
How
do
we
understand
what
that
student
experience
looks
like,
which
may
be
some
more
targeted
surveys
around
sort
of
the
experience
specific
to
exam
schools
and
specific
to
the
admissions
process
than
what's
covered
in
our
sort
of
more
general
district
climate
survey,
so
certainly
more
to
come
on
that,
and
would
certainly
love
to
hear
any
thoughts
that
the
committee
members
have
around
as
they
think
about
evaluation
for
this
policy
and
what
some
of
the
questions
you'd
like
to
see
answered.
Art.
M
If
I
could
also
just
add
that
one
as
part
of
this
process
too,
we
did
call
families
who
qualified
for
to
apply
to
an
exam
school
but
chose
not
to
to
try
to
understand
qualitatively
what
what
was
sort
of
the
thinking
behind
that
decision.
I
think
we've
gotten
some
really
important
data
by
neighborhood
that
the
the
team
from
the
office
of
family
community
advancement
has
sort
of
brought
forward
for
us
to
talk
about
in
our
weekly
meetings.
M
B
Great
anybody
else
have
a
question.
I
have
one
more
question
but
we'll
relinquish
yeah
dr
elkins.
R
So
this
is
a
question
just
more
about
particularly
the
the
map
assessment.
If,
if
we've
done
our
own
sort
of
equity
analysis
of
the
map
assessment
itself-
and
is
that
also
part
of
the
conversation
within
the
equitable
grading
policy-
and
then
probably
a
question
to
be
answered,
just
separately
is
more
along
the
lines
of
how
this
fits
into.
How
you
know,
desi
views
and
equitable
grading
policy
that
we're
that
we're
creating.
AO
So,
just
as
some
background
for
the
map
growth
assessment,
this
is
a
computer
adaptive
assessment.
So
it's
different
from
a
fixed
form
test
that
you
might
be
envisioning
where
you
bubble
in
answers,
and
we
all
have
the
same
question
one
and
we
all
have
the
same
question
too
and
with
a
computer
adaptive
test.
AO
The
test
adapts
with
every
question
that
a
student
answers,
and
so
that
means
that
we
could
all
take
the
test
at
the
same
time,
but
not
be
seeing
the
same
questions.
AO
I
believe
they
have
an
item
bank
of
over
60
000
items,
and
so
what
the
map
growth
assessment
helps
us
understand
is
what
they
consider
a
student's
zone
of
proximal
development
or
what
a
student
is
ready
to
learn
next,
and
so
the
committee
who
chose
the
the
map
growth
assessment
through
an
rfp
process
in
the
summer
of
2020,
really
reviewed
in
depth.
AO
AO
So
I
think
it
they
have
done
some
research
and
we've
seen
that
the
test
is
aligned
to
the
massachusetts
curriculum
frameworks
in
ways
that
the
ise
was
not,
and
we
will
see
sort
of
what
that
we've
just
sort
of
completed
our
first
full
year
of
implementation
of
the
map,
growth
in
dps
for
formative
assessment
purposes,
so
we'll
be
able
to
see
more
as
we
administer
the
test
fully
through
the
exam
schools
process
as
well.
M
Just
to
add
to
the
question
about
how
a
map
fits
into
the
equitable
grading
policy,
I
think
the
equitable
grading
policy
that
we'll
be
bringing
forward
to
the
school
committee
very
soon.
It's
been
to
the
superintendent's
point.
It's
been
vetted
and
provided
feedback
by
cert
and
other
groups,
including
students,
but
it's
really
focused
on
ensuring
that
our
students
that
they're
that
their
work
is
viewed
in
a
really
consistent
and
unbiased
way
as
possible.
M
We
know
that
all
of
us
as
educators
bring
bias
to
the
work
that
we
do
and
we
have
to
make
sure
from
a
policy
perspective
that
we're
doing
everything
to
ensure
that
our
students
are
being
treated
as
fairly
as
possible
during
the
grading
process
and
that's
what
this
is
intended
to
do.
So
it
has
less
to
do
with
the
sort
of
performance
on
map
and
more
to
do
about
the
sort
of
70
of
the
grade,
which
would
be
impacted
by
a
student's
gpa.
B
AO
AI
Yes,
so
we
we're
following
the
wait
list
from
the
bps
for
all
other
students
in
nbps.
That's
the
timeline
that
we
use
this
november
30th.
We
have
we're
calling
august
1st
and
our
welcome
services.
Staff
have
been
calling
families
now
who
have
not
rsvp
to
find
out
whether
they
want
their
seat
or
not.
B
AI
No
sorry,
similar
to
to
what
we
do
with
our
bps
family
students
will
start
choosing
the
one
school,
but
there's
we'll
go
through.
Let's
see,
bls,
right
and
and
a
seat
opens
up
after
we
make
these
phone
calls
we'll
call
the
next
student
who
was
in
line
to
get
that
bls
seat.
The
student
may
be
at
bla
or
maybe
at
o'bryant,
because
it's
whoever
was
that
that
student
and
then
it's
a
domino
effect
managing
that
right.
So
that
student
moves
there
and
we.
AI
This
is
why
we're
trying
to
make
sure
that
we're
calling
families
now
so
that
we
know
our
pool
and
our
seats
available
early
august
so
that
we
can
make
those
you
know
start
calling
families
and
place
those
families
in
the
seats
available.
B
AP
M
Entire
department
that
she
leads
has
just
been
an
extraordinary
asset
to
the
entire
project
and
have
really
carried
the
heavy
heavy
water
and
all
of
this
and
really
work
with
monica
and
meet
others.
So
I
just
want
to
publicly
acknowledge
her
and
her
entire
team
and
denise
slater
who
who
leads
that
division,
because
it's
just
been
extraordinary.
B
Yeah,
I
I
just
want
to
thank
you
all
for
what
I
know
has
been
a
lot
of
tedious
stressful
work
over
the
last
couple
of
years,
as
we've
tried
to
move
forward
to
creating
more
equitable
policies
and
more
opportunity
for
more
of
our
students,
and
thank
you
again
for
all
the
little
nuances
and
all
of
the
the
details
that
you
all
continue
to
monitor,
so
that
we
have
a
better
a
sense
about
what
is
happening
for
students
and
and
improving
the
overall
experience.
So
so,
thank
you.
B
Look
forward
to
being
able
to
delve
more
deeply
into
the
slides,
but
glad
things
are
moving
in
a
way
that
gives
us
hope
for
continued
success
for
more
of
our
students
in
this
opportunity.
So
thank
you
all
for
that.
K
Thank
you,
madam
chair.
As
you
know,
boston
has
six
horace
mann
charter
schools,
which
are
also
referred
to
as
in-district
charter
schools,
they're
innovative
semi-autonomous
schools
that
are
approved
by
the
boston
school
committee
and
the
massachusetts
department
of
elementary
and
secondary
education
and
funded
by
boston,
public
schools.
Tonight
the
school
committee
is
going
to
consider
three
in
district
horsemen
charter,
school
renewals
and
shortly
four
from
the
school
leaders
for
boston
day
and
evening
academy,
edwards
m
kennedy,
academy
for
health
careers
and
up
academy
dorchester.
K
AQ
Thank
you,
dr
casillis.
Can
everybody
hear
me?
Okay,
okay,
great
great
well,
first
good
evening,
madam
chair
superintendent,
casilius
and
members
of
the
school
committee,
I
want
to
first
thank
dr
casillius
for
all
of
her
support
that
you've
provided
boston
students
and
families.
AQ
Thank
you
for
securing
free
m7
passes
for
grades
7
through
12
to
utilize
during
july
and
august.
This
is
just
another
pittable
little
step
in
providing
equitable
access
to
transportation
for
our
students.
Thank
you.
I'm
going
to
have
diane
bassett.
Are
you
still
on
diane?
I
know
I'm
oh
yeah
she's
still
there
diane
has
been
with
us
for
about
30
years,
so
diane.
Why
don't
you
go
ahead
and
take
over
for.
AR
I
know
it's
late
and
there
is
still
more
to
do
so.
I
will
be
quick
with
a
short
four
slide
presentation
that
I
think
will
provide
the
school
committee
with
the
rationale
for
supporting
the
renewal
of
the
charter
of
kennedy
academy.
You
have
also
our
full
narrative
and
charter
application
for
your
review
and.
AS
AD
AR
Gregory
and
I
would
be
happy
to
answer
any
questions
at
any
point
about
that
full
application,
but
the
most
compelling
reason
to
approve
the
renewal
of
the
charter
is
the
clear
evidence
of
success.
Our
school
is
consistently
among
the
highest
performing
high
schools
in
the
boston
public
schools
on
key
measures
in
the
department
of
education's
accountability
system.
AR
We
rank
number
four
in
science,
our
dropout
rate
and
graduation
rate
have
been
number
one
and
number
two
in
the
last
couple
of
years
and
are
always
in
the
top
of
all
high
schools
in
boston.
AR
Importantly,
our
mask
for
completion
rate
ranks
us
number
three
in
boston
and
our
overall
place
in
the
accountability
system,
which
ranks
emk
against
all
of
the
other
9
to
12
high
schools
in
massachusetts.
In
the
district,
it
places
us
number
one
of
all,
boston,
public,
nine
to
twelve
high
schools.
So
if
you
are
looking
for
evidence
that
we
are
reaching
our
academic
goals
as
the
state
department
of
education
defines
them,
I
think
you'll
find
it
here.
AR
AR
I
remind
you
just
for
reference
that
the
population
of
students
we
enroll
at
emk
looks
very
much
like
the
population
for
the
district
overall.
So
the
numbers
that
we
just
talk
about
the
extraordinary
performance
of
our
students
and
our
school
is
not
indicative
of
a
selection
issue.
These
are
students
admitted
by
lottery
from
schools
all
across
the
district.
They
reflect
the
high
needs
low
income
students
with
disabilities,
english
learners,
population
that
you
would
see
across
the
district.
AR
We
have
that
diversity
at
amk
also,
and
we
have
a
waiting
list
of
more
than
400
students
every
year,
go
ahead
to
the
next
slide,
and
maybe
the
final
reason
that
we
believe
it's
the
right
thing
to
do
to
renew
the
charter
of
emk.
It's
because
our
faculty
and
staff
demonstrate
extraordinary
growth
to
their
own
professional
development
and
to
the
development
of
the
district.
AR
Our
choice
to
be
a
horace
mann
charter
school
way
back
in
1998,
was
about
being
part
of
the
solution
to
education
in
boston
not
outside
of
it.
Our
staff
members
show
their
commitment
through
national
board
certification
through
attaining
their
doctoral
degrees
through
holding
dual
licensure
in
special
education
and
esl,
and
we
know
it
also
that
there
are
graduates
of
our
school
who
are
now
among
our
faculty
four
of
them.
AR
So
we
believe
we
are
growing
the
educators
who
have
the
potential
to
lead
and
the
best
evidence
of
that
is
the
number
of
folks
from
emk
who
have
gone
on
to
important
leadership
roles
all
across
the
district,
some
of
them
here
on
the
call
tonight.
So
those
are
the
reasons
we
think
it.
It
makes
sense
for
the
school
committee
and
the
boston
teachers
union
to
support
the
renewal
of
the
emk
charter,
and
we
look
forward
to
answering
any
questions
that
you
might
have
at
the
conclusion
of
the
presentation.
V
AQ
You
thank
you,
miss
bassett.
I
just
wanted
to
say
that
I
can
honestly
say
that
I
I
would
send
my
own
kids
to
my
own
school,
so
I
know
we're
making
progress
at
this
time.
I
would
like
to
introduce
my
colleague
allison
haramik
and
the
head
of
school
of
boston
day
and
evening.
Allison.
Are
you
still
there.
AS
AS
You're
next,
thank
you
thanks
karen
and
so
welcome
good
evening.
Everyone.
My
name
is
allyson
rammick,
head
of
school
at
boston
day
and
evening,
and
I'm
going
to
kind
of
share
a
different
type
of
school
that
the
that
the
district,
a
different
opportunity
for
our
students.
AS
AS
Thank
you
for
this
opportunity
to
share
a
little
bit
about
what
we
have
accomplished
these
past
four
years
and
our
vision
for
the
next
five
years
next
slide,
so
we're
a
similar
age
as
emk,
where
this
is
our
24th
year,
our
fifth
recharter,
and
during
this
time
I
think
it's
important
to
note
that
we've
stayed
true
to
our
mission
to
enroll,
engage
and
meet
the
academic
needs
of
a
group
of
young
adults
who
have
not
found
success
in
traditional
high
schools.
AS
Our
average
student
arrives
at
bda
18
years
old,
with
less
than
five
high
school
credits.
39
special,
ed
and
16
are
english
language
learners.
We
engage
our
students
by
being
innovative
and
responding
to
the
changing
social,
emotional
and
academic
needs
over
the
course
of
our
past
charter.
We
have
implemented
two
unique
programs:
I've
shared
them
with
school
committee
in
the
past,
there's
the
bda
2.0
program,
which
is
a
work-based
project-based
learning
program
designed
for
black
and
latino
males
and
our
blended
learning
program
that
provides
flexible
scheduling
for
students
who
have
health
concerns
or
family
obligations.
AS
AS
AS
Despite
the
impact
of
covid
this
past
year,
we
saw
our
ela
and
math,
and
course
m
test
scores
rise
as
an
anti-racist
school.
We
denounce
incomplete,
poorly
contextualized
data
that
perpetuates
racism
and
biases
that
further
marginalize
our
student
body
and,
as
a
result,
we've
developed
a
robust
data
information
system
on
salesforce
that
streamlines
communication
allows
us
to
track
student
inventions
review
disaggregated
data
so
that
we
can
authentically
assess
our
programming
and
make
changes
in
real
time
to
fulfill
our
mission.
AS
AS
In
the
past
charter,
161
students,
graduated
50,
headed
to
college.
These
are
161
students
who
otherwise
would
not
have
finished
high
school
27
of
them
go
on
to
career,
advancing
pathways,
one
last
slide
being
an
anti-racist
school
in
a
horace
mann
charter
requires
a
high
level
of
accountability
to
our
students,
families,
staff
and
desi
bda
has
historically
had
a
school
culture
and
climate
that
is
respectful
and
supportive.
AS
AS
All
of
our
staff
have
been
trained
in
restorative
justice
practices
and
we
are
committed
to
repairing
harm
through
restorative
justice,
circles,
practices
and
co-constructed
agreements
over
the
course
of
this
charter.
Our
school
programming,
student
outcomes,
special
ed
and
el
programs
have
all
been
assessed
by
visiting
teams
from
deci
with
meaningful
but
minimal
feedback.
C
AT
Leaving
good
evening
boston
school
committee,
I
know
it's
been
a
long
night,
so
we
will.
We
will
definitely
hit
the
points
and
and
try
to
move
this
along.
I'm
the
ceo
of
education
network.
AT
We
are
extremely
excited
tonight
to
and
appreciative
of
the
time
of
the
school
committee
and
and
the
emmett
and
chair
for
for
allowing
us
to
present
tonight.
I've
had
the
privilege
of
presenting
to
you
several
times
before
I've
been
with
the
organization
over
five
years
and
have
20
years
of
experience
in
education
partnering
with
school
districts.
AT
AT
We
are
also
glad
to
hear
have
hearts
from
some
some
of
our
family
members.
During
public
comment,
we've
received
58
letters
of
support
from
family
members.
Community
members.
AT
I
know
we
heard
from
one
of
them
tonight:
united
neighborhood
association,
councilman,
brian
worrell,
and
so
appreciative
of
the
community
partnership
that
we
have
in
dorchester
and
that
kind
of
support.
AT
It
has
been.
I
I'd,
be
remissed
if
I
didn't
say
that
the
partnership
has
been
extremely
powerful
with
the
superintendent,
but
also
with
a
number
of
bps
staff,
especially
during
these
trying
times,
and
I'm
I'm
gonna
name
a
few,
because
I
feel
like
if
I
don't
name
the
shout
outs
and
just
name
how
people
show
up
in
the
time
of
need.
AT
You
know
we're
not
we're
not
paying
that
homage
forward,
so
I
want
to
just
nate
mark
racine
and
david
bloom,
nate
cooter,
dasha
campbell,
sam
dupina,
becky,
schuster,
j
kiel,
henderson
and
jeffrey
rose,
to
name
some
of
the
folks
that
really,
through
day-to-day
operations,
answering
academic
questions
allowing
us
to
compensate
our
teachers
effectively.
AT
We
are
very
fortunate
to
serve
the
students
and
families
we
serve
and
just
to
give
you
a
quick
snapshot
of
demographics.
Here
are
the
students
that
we
serve.
Can
you
move
to
the
slide
of
the
demographics
great,
and
you
know
these
are
just
numbers.
Our
students
are
more
than
that:
their
families,
their
community
members
and
their
leaders
and
a
lot
of
our
work
around
social,
emotional
development
and
around
academics
are
around
developing
those
leadership
skills.
AT
AU
Thank
you
so
much
veronica
and
thank
you
everyone
for
your
time
and
your
attention
tonight.
You
can
go
to
the
next
slide
and
I'll
start
by
introducing
myself.
My
name
is
ariela
silverstein
tap,
I'm
going
into
my
fifth
year
as
the
principal
of
up
academy,
dorchester
and
my
14th
year
as
an
educator
prior
to
leading
at
uad.
I
was
an
instructional
dean
at
up
academy,
holland
and
prior
to
that,
was
a
teacher
and
teacher
coach
here
in
boston
and
in
philly.
AU
I
feel
incredibly
lucky
and
privileged
to
be
able
to
lead
uad
and
I'm
really
excited
to
share
more
with
you
as
we
present
this
charter
renewal
application.
So
you
can
see
on
this
slide.
The
three
orange
headlines
really
highlight.
You
know
what
our
model
relies
on
so
rigorous
academics
and
sel
focus
and
a
framework
that
really
supports
students
in
finding
their
own
path
and
their
own
potential.
AU
You
know
that's
what
that's
what
makes
us
unique.
I
won't
read
over
the
slide,
but
I
just
want
to
share
a
few
brief
snapshots
of
three
uad
scholars
whose
progress
really
exemplifies
these
characteristics
of
our
model,
I'll
use
their
initials
and
so
I'll
start
with
jsm
she's
heading
into
third
grade.
AU
AU
To
mastering
10
out
of
12
at
the
end
of
the
year,
so
she
grew
three
micro
faces
or
levels
in
our
curriculum,
she's
so
proud.
Her
mom
is
so
proud
and
she
really
exemplifies
joyful,
rigorous
learning
and
the
strong
results
we're
seeing
from
our
new
curricula
and
newly
created
roles,
supporting
intervention,
multilingual
learners
and
students
with
disabilities.
So
just
one
small
example
of
you
know
this
tenet
of
our
model.
AU
AU
AU
He
had
undeniably
struggled
with
attendance
grades
meeting
expectations,
but
because
his
teachers,
his
social
workers,
his
school
leaders,
knew
his
whole
story.
We
were
able
to
support
him
through
some
really
tough
moments
and
some
choices
that
could
have
jeopardized
his
future.
So
two
weeks
ago
he
actually
rejoined
us.
AU
So
those
three
students
are
just
three
of
nearly
700
who
really
exemplify
what
up
academy
dorchester
is
all
about.
You
can
pop
to
the
next
slide,
we're
really
really
proud
of
all
of
the
successes
and
the
growth
and
the
progress
that
we've
made.
Our
approach
to
academics
has
shown
tremendous
growth
and
our
trajectory
is
really
strong.
AU
So
this
year
we
saw,
for
example,
our
teachers
engage
in
some
of
the
strongest
intellectual
preparation
for
lesson,
execution
that
we've
ever
seen
in
the
history
of
our
school.
Our
anet
results,
one
of
our
nationally
normed
benchmarks,
show
the
fruits
of
that
labor.
So,
in
every
single
grade
that
took
a
net
students
either
exceeded
the
network,
averages
or
closed
the
gap
to
the
network
averages
from
a
double
digit
gap
to
a
single
digit.
AU
We
saw
major
progress
in
our
approaches
to
culture
and
climate,
with
the
help
of
aligning
to
the
bps
code
of
conduct,
it's
led
to
a
considerable
considerable
decrease
in
student
exclusions
and
our
families,
some
of
who
you
heard
from
tonight
continue
to
just
love
our
school.
More
and
more
we've
expanded
our
mental
health
team.
We've
added
a
behavioral
analyst
more
social
workers
and
we've
created
a
more
robust
curriculum
and
program
for
sel,
and
that
includes
plans
for
next
year
implementing
an
official
restorative
justice
program.
AU
Uad,
students
and
staff
and
families
are
simply
the
best
they're
gritty,
passionate
purposeful,
relentless
in
the
pursuit
of
living
out
their
potential
and
again
we're
so
proud
of
our
school.
I
feel
so
lucky
and
privileged
to
leave
this
school
and
work
in
partnership
with
all
of
these
incredible
humans
that
you
can
see
and
all
of
the
others.
AP
Thank
you
very
much.
I
can't
see
you
good
evening
from
bga
it's
nice
to
see
you
all.
Thank
you
so
much
for
this
opportunity.
My
name
is
matt
holzer,
I'm
proud
to
be
the
head
of
school
at
boston,
green
academy,
as
my
26th
year
as
an
educator,
I'm
really
quite
honored
to
have
been
one
of
the
founders
of
bga
11
years
ago,
and
this
is
my
ninth
year
as
the
head
of
school,
and
so
it's
my
pleasure
to
share
a
little
bit
about
our
school
with
you
this
evening.
AP
I
could
go
to
the
next
slide.
Please
bga,
as
you
know,
serves
over
500
students
in
grades
6
to
12
from
every
neighborhood
in
the
city,
with
a
very
healthy
and
waiting
list
of
several
hundred
here
in
our
beautiful
126
year
old
building
in
brighton.
We
love
it
very
much,
but
we're
also
outgrowing
it
very
fast,
and
so
we
hope
that,
as
the
green
new
deal
sweeps
over
the
bps
that
boston
green
academy
can
be
part
of
that
conversation.
Bga
is
boston's.
AP
AP
I'm
so
sorry
it's
the
new
yorker
in
me
I
apologize
bga
is
a
school
with
a
purpose
and
for
us
that
means
preparing
our
students
and
their
families
for
green
careers,
and
it's
not
just
a
good
idea.
It's
a
moral
imperative.
AP
We
believe
bga
exists
to
create
a
bridge
between
our
students
and
our
families
and
the
innovation
that's
happening
throughout
the
city
and
beyond,
and
we
know
that
without
deliberate
attention
to
those
relationships
that
our
students
will
often
be
bypassed,
and
so
bga
believes
in
equity
very
strongly
as
part
of
our
mission
to
make
sure
our
students
have
every
opportunity
to
do
those
kinds
of
things
with
their
lives.
We
do
those
things
deliberately.
We
are
the
only
school
in
boston
with
a
chapter
74
cte
program
in
environmental
science.
AP
We
are
proud
to
have
been
the
winner
of
the
united
states
and
massachusetts
green
ribbon
schools
award
and
we
have
numerous
green
partnerships.
All
of
our
seniors
just
finished
a
six-week,
green
internship
somewhere
in
the
city
of
boston
or
beyond
many
of
them
with
startups
biotech
labs.
All
sorts
of
great
places
founded
in
2011
as
a
successful
restart
of
a
struggling
bps
high
school
in
south
boston,
bga
has
grown
to
be
one
of
the
most
successful
non-selective
schools
in
the
boston,
public
schools.
AP
We
have
graduation
requirements
that
exceed
those
of
the
boston,
public
schools
and,
I
would
add,
not
just
in
high
school,
where
we
are
very
close
to
mass
core
completion
for
all
of
our
students
going
forward,
but
also
in
our
middle
grades,
where
everyone
takes
science
and
social
studies
every
day
where
our
students
have
arts
and
phys
ed
every
day,
and
we
are
able
to
give
our
students
great
opportunities
all
over
the
city
on
thompson,
island
at
the
boston
nation
center,
doing
all
sorts
of
things
so
that
by
the
time
they
start
with
us
as
11
and
12
year
olds,
they
can
truly
see
the
city
as
their
own.
AP
We
just
finished
project
week
at
bga
just
last
week
where
the
entire
school
was
out
on
20
projects,
grades
six
to
twelve
all
over
the
city,
and
it
was
one
of
the
best
things
that
we
do
and
we're
so
glad
that
post
coveted.
We
were
able
to
get
back
to
doing
the
things
that
we
love
and
so
that
kind
of
project-based
work
defines
bga
and
we're
honored
to
have
been
awarded
a
200
000
grant
by
the
bar
foundation
to
do
that.
AP
Work
over
the
next
several
years,
and
also
to
connect
with
our
colleagues
in
the
boston
public
schools
to
do
that
kind
of
work.
On
the
right
hand,
side,
you
will
see
some
of
our
stats.
Some
that
we're
most
proud
of.
You
can
also
see
that
bga
enrolls,
a
highly
representative
group
that
in
almost
all
cases,
exceeds
the
boston,
public
schools,
averages
and
those
of
the
state
we're
also
very
proud
of
our
academic
progress.
AP
Although,
as
some
of
the
members
know,
we've
been
here
for
several
years,
presenting
on
our
progress,
desi
recently
recognized
bga's
academic
progress
when
we
were
renewed
just
last
year
by
this
committee,
and
we
appreciate
your
continued
support,
but
we're
not
satisfied,
and
we
know
that
we
have
more
work
to
do.
And
so,
even
though
we're
proud
of
a
very
low
dropout
rate
and
a
very
high
graduation
rate,
we
know
that
our
mcat
scores
can
grow.
AP
And
that's
something
that
we're
very
committed
to
if
you
could
go
to
the
next
slide,
please
so
this
late
evening,
late
night
point
in
the
evening,
it's
really
important
to
just
focus
on
what
brings
us
here
and
that's
our
kids
and
so
from
the
upper
left
with
our
youngest
students
who
arrive
when
they're,
11
and
12
all
the
way
to
our
folks
in
the
center
who
are
graduating.
You
can
see
just
the
range
of
experiences
that
our
students
have,
whether
they're
out
in
the
white
mountains.
AP
That's
our
young
men's
group,
whether
they're
out
in
our
brand
new
freight
farm,
which
is
a
fantastic
21st
century
container
farm.
That
grows
a
hundred
heads
of
lettuce
at
a
time,
and
you
can
see
our
kids
learning
how
to
grow
a
business,
how
to
do
really
21st
century
skills
in
a
19th
century.
Building
to
everything
in
between
we
think
bga
is
a
great
experience
for
our
families
and
we're
proud
that
our
families
feel
the
same
way.
AP
Many
of
the
school
committee
members
know
bga
for
a
while,
but
some
are
new
and
we
encourage
you
to
visit
us
we'd
love
to
have
you
out
to
see
our
kids
to
see
the
work
that
we're
doing
and
the
really
innovative
stuff
that
we're
doing.
If
you
could
go
to
our
last
slide,
please
so,
as
you
know,
we
were
recharged
last
year
for
2021
to
2026,
so
we
don't
have
to
present
you
with
the
full
package
of
details.
AP
We
appreciated
sincerely
the
support
of
the
superintendent
and
of
the
school
committee
last
year
during
the
pandemic
to
recharter
us.
I
have
only
two
asks
this
evening
on
behalf
of
our
board
of
trustees
and
myself.
Every
new
charter
requires
some
documents
by
the
department
of
education
that
we
bring
to
you
for
your
approval.
The
first
is
the
memorandum
of
understanding
sometimes
called
the
moua
which
details
the
operational
relationships
between
the
district
and
our
school.
Every
horace
mann
charter
has
one.
AP
After
negotiating
this
successfully
with
the
office
of
legal
advisor,
we
came
upon
an
agreed
upon
mou.
That's
almost
exactly
the
same
as
the
previous
mou,
so
there
are
no
changes
to
our
relationship
with
the
district.
We
are
proud
to
be
an
autonomous
school
within
the
boston
public
schools
and
to
be
part
of
strengthening
the
district's
work.
The
mou
conforms
to
all
deci
regulations
and
again
maintains
our
strong
relationship
with
the
district
in
all
aspects.
The
second
thing
we
would
ask
for
your
approval
is
our
accountability
plan
also
required
by
desi.
AP
As
you
know,
all
schools,
including
horace
mann
charters,
are
held
accountable
under
deci's
accountability
framework
which
looks
at
your
mcas
scores.
Your
dropout
rate,
all
of
those
things
but
horace
mann
charters
are
asked
to
delineate
other
items,
other
metrics
by
which
we
think
we
should
be
held
accountable,
and
they
are
linked
to
the
three
clauses
in
our
mission,
as
well
as
our
commitment
to
equity
and
trauma
sensitivity,
and
so
within.
AP
Our
accountability
plan,
which
is
submitted
for
your
approval,
you'll,
find
a
whole
host
of
measures
that
we
think
are
both
rigorous,
innovative
and
compelling
that
will
keep
our
school
moving
forward
on
an
upward
trajectory
and
also
embrace
the
accountability
that
we
have
as
an
in-district
charter.
And
so
we
would
ask
for
your
approval,
we're
very
grateful
to
the
boston
teachers
union
for
their
continued
support
to
president
jessica
tang,
who
has
given
their
approval
to
both
of
these
documents.
AP
Our
board
of
trustees
has
also
approved
them
and,
as
you
know,
desi
has
given
their
preliminary
approval,
and
so
we
ask
respectfully
for
your
approval
of
these
two
documents
and
we
again,
we
hope,
you'll
come
visit
us
at
pga.
We
look
forward
to
showing
you
all
the
great
work
that
our
students
and
our
incredibly
hard
working
staff
are
doing,
and
so
with
that,
I
will
turn
it
over
to
dr
caselias
for
some
concluding
remarks.
Thank
you.
K
As
you
can
see,
we
are
super
proud
of
these
school
leaders
and
the
work
that
they
are
doing:
schools
and
our
students
and
their
communities,
and
so
I'm
open
for
any
questions
that
you
might
have
and
I'm
sure
they
would
sit
for
them
as
well.
I
realized
the
hour
and
so
you
know
be
judicious.
R
R
What
please
everybody
sort
of
identify
a
particular
challenge
that
you
all
have
faced
as
a
school
community,
particularly
over
the
last
year,
or
so
I
know
everyone's
been
affected
by
covid,
but
something
you
know
that
you
feel
is
unique
and
something
that
you
are
going
to
focus
on
in
in
terms
of
improving.
And
could
you
speak
to
what
specific
actions
you
are
already
undertaking
to
address
that.
AS
I
don't
I
can
start
this
is
allison
over
at
boston
evening.
I
think
you
know
for
our
bda
students,
the
lingering
effects
of
the
pandemic
have
have
been
horrible
on
our
students
and
our
staff.
I
think
our
students
have
chosen
not
to
return.
So
I
think
when
we
look
at
our
alt-ed
schools,
we
are
seeing
low,
enrollment
and
low
attendance
more
so
than
our
traditional
schools.
AS
Based
program
that
we're
using
to
help
students
have
work-based
learning,
be
a
part
of
their
academic
experience
versus
needing
to
quit
school
and
and
finding
a
job
and
we've
put
forth
a
bunch
of
other
creative
attempts
to
try
to
bring
our
students
back
in.
But
that
is
by
far
bda's
challenge
more
so
than
I
think
any
other
school.
AR
Sure
I
I
I
would
echo
what
allison
has
just
said
that
the
rebuilding
of
our
school
community
post
pandemic
has
been
the
challenge
I
think
for
all
of
us.
We
have
done
many
of
the
things
that
you
would
expect
around.
Investment
in
the
kinds
of
social
emotional
supports
that
our
students
are
going
to
need
the
addition
of
social
workers,
psychology,
a
reading
specialist,
some
additional
special
education
and
esl
staffing
to
address
both
the
social,
emotional
and
academic
needs
of
the
students
as
they
return.
AR
We
are
also
building
a
group
of
staff
members
who
we
call
student
support,
interventionists
and
academic
support
interventionists.
They
have
sort
of
a
joint
focus
which
is
around
so
push
in
supports
co-teaching
within
the
classroom.
Kind
of
modeling
different
approaches
to
in
classroom
supports
for
academic
needs,
but
also
some
very
focused
case
management
supports
for
students
outside
the
classroom.
AR
AP
I'll
follow
up
on
my
colleagues
agreeing
very
much
with
what
they've
said.
I
I
think,
there's
sort
of
two
ways
we've
been
framing.
This
bga
has
always
had
a
really
strong
commitment
to
social,
emotional
learning
and
we've
had
an
enormous
student
support
team.
Three
social
workers,
seven
interns,
three
school
counselors.
This
is
a
huge
advisory
program.
This
is
always
our
commitment
and
particularly
given
the
population
we
serve,
and
the
fact
that
33
percent
of
our
students
are
students
with
disabilities,
many
of
which
manifest
in
lots
of
different
ways.
AP
AP
We
added
more
paraprofessionals,
so
there's
two
adults
in
every
classroom
at
bga
this
year,
no
matter
how
we
could
cobble
it
together
and
it
wasn't
enough
through
all
of
our
plans
through
all
of
the
things
that
we
thought
we
were
getting
ready
for
and
and
we
prepared
and
we
put
our
resources
where
we
thought
the
data
and
our
experience
told
us
it
just
wasn't
enough
and
our
students
came
in
with
so
many
needs
and
we
met
them
with
love
and
caring
and
we
had
to
work
it
through,
and
I
can't
tell
you
how
many
I've
never
spent
so
many
hours
in
the
boys
bathroom
in
my
life
and
and
it
it's
not
there
to
be
a
policeman.
AP
It's
there
to
make
relationships
and
peace
and
jokes
and
just
connect
with
folks
who
are
trying
to
wake
their
way
through
a
period
of
disrupted
maturity
and
particularly
as
a
school.
That's
grades,
six
to
twelve
having
11
year
olds
to
22
year
olds
in
the
same
building
has
been
extremely
challenging.
We
are
ending
the
year
much
better
than
we
began
it
due
to
the
tremendous
efforts
of
everyone.
AP
The
home
visits
the
call
home
the
endless
pizza
and
talent
shows
and
any
kind
of
way
we
could
engage
our
kids
just
so
they
would
embrace
learning
again
and
I
think
we're
setting
up
some
really
good
momentum
for
next
year,
but
the
damage
that's
been
done
by
this
is
significant
and
it
will
linger
for
many
years
and
so
we're
adjusting
our
approach
significantly.
AP
For
next
year,
we've
already
got
the
first
three
weeks
of
school,
mapped
out
to
focus
on
social,
emotional
learning
and
connections
and
trust
and
anti-bullying,
and
all
the
things
that
we
need
up
front
that
I
think
we
we
weren't
able
to
get
to
in
every
way
that
we
wanted
to,
and
so
I
think,
we're
going
to
be
the
school
we
want
to
be,
but
a
very
different
version
of
that
going
forward.
AU
I'll
I'll
jump
in,
although
I
do
see
the
chat
that
we're
at
time
so
I'll
be
brief.
I
absolutely
co-sign
all
of
the
challenges
that
were
named
by
my
colleagues.
AU
I
think
you
know
many
of
us
were
so
grateful
and
relieved
to
not
be
doing
another
year
of
zoom
school
that
we
were
like
sweet
this
year
is
going
to
be
great
we're
going
to
go
back
to
what
we
know
how
to
do.
Little
did.
We
know
we
didn't
really
know
how
to
do
school
post,
not
even
really
post
covid.
AU
So
certainly
the
theme
for
us
at
uad
going
into
next
year,
is
all
about
being
proactive
versus
reactive,
and
so
our
our
number
one
priority
is
relationships
rooted
in
consistency
and
that
priority
was
landed
on
through
a
working
group
that
that
I
gathered
for
the
last
month
of
the
school
year.
We
met
a
number
of
times
and
it's
a
number
of
different
staff
members
representative
of
a
lot
of
different
roles,
identity,
markers
and
experience
and
perspective
in
the
school,
and
so
working
with
that
group.
AU
Looking
at
the
data
and
just
having
some
really
honest
discussions
about
our
barriers,
this
year
was
what
helped
us
narrow
into
that
priority,
which
we
then
shared
with
larger
staff
to
get
their
input,
and
so
now
we're
in
the
phases
of
just
kind
of
figuring
out
exactly
what
that
looks
like
what
is
our
professional
development
going
to
be
so
that
we
can
really
build
teacher
skill
in
cultivating
strong
relationships,
because
we
know
that
it's
not
magic
and
it's
not
just
something
that
some
people
are
good
at
and
others
aren't.
AU
There
are
skills
that
go
along
with
creating
therapeutic
consistent.
You
know,
trauma
informed
relationships
with
students
that
also
hold
the
bar
incredibly
high
for
them,
because
to
do
anything
less
would
communicate
that.
We
don't
believe
that
our
students
can,
and
we
certainly
do.
We
also
know
that
things
have
changed
a
lot
for
them
in
the
last
couple
of
years,
and
so
the
addition
of
new
positions.
AU
R
Thank
all
of
you
for
the
the
adaptability
and
the
creativity
in
in
this
and
do
hope
it
continues.
B
I
think,
given
the
lightness
of
the
hour,
people
are
questioned
out,
but
I
I
do
want
to
thank
you
all
for
your
presentations.
We
look
forward
to
taking
action
on
this
at
our
next
meeting
and
hopefully
we'll
be
able
to
come
out
and
actually
visit
your
schools
in
the
fall.
So
thank
you
all
for
this
evening.
R
I
I'm
sorry,
I
would
just
say
an
update.
This
can
be
offline,
but
you
know
certainly
an
update
on
sort
of
the
the
conversations
with
with
the
russell
and
just
obviously
how
that
how
that
went,
but
that
can
be
offline.
K
Yes,
mr
atkins,
I
do
think,
though,
that
we
that
we
I'm
sorry,
I
lost
my
train
of
thought
here,
that
we
acknowledge
that
it
is
18
months
in
the
making.
So
it's
going
to
be
a
while
before
we
have
a
decision
to
bring
forward
to
the
school
committee.
This
is
going
to
be
constant
engagement
with
the
community.
B
Yes,
thank
you,
I'm
gonna.
I
need
to
back
up
I'm
sorry.
I
skipped
over
the
fact
that
we
do
have
one
public
comment
on
reports.
Ms
sullivan
thank.
AV
Good
evening,
thank
you
so
much
for
having
me
here.
My
name
is
dimitra
minisitis
and
I'm
an
eighth
grade
student
at
boston,
school
and
live
in
west
roxbury.
I'm
here
to
talk
to
you
about
my
proposal
for
the
new
exam
school
policy
of
the
2023-2024
school
year.
I
am
aware
that
there
are
many
factors
to
take
into
consideration,
but
all
I'm
asking
is
top
of
my
proposal
will
be
taken
into
consideration
now
or
at
a
later
time.
AV
My
idea
is
to
keep
the
suggested
percentages
of
the
new
policy,
which
is
the
well
actually
to
change
it
to
40,
gpa
and
60
map
test
that
I
also
want
to
change
the
bonus
points
to
2080
policy.
That
was
policy
that
was
dropped
last
minute
from
the
2023
to
2024
2022
to
2023
admission
process.
AV
I
believe
that
the
percentages
should
be
changed,
because
the
signed
curriculum
is
not
being
followed
by
many
schools
if
it's
because
of
the
curriculum
isn't
the
same
compared
to
if
it's
because
of
the
lack
of
supplies
or
other
reasons,
certain
students
are
not
able
to
get
the
same
grades
as
others.
It's
like
harder
to
achieve
better
grades,
because
the
curriculum
isn't
the
same.
This
is
extremely
unfair,
whether
an
advantage
or
disadvantage
all
students
should
have
equal
opportunities
without
dragging
others
down
and
now
for
the
addition
of
the
2080
policy.
So
what
is
it?
AV
AV
B
Fine-
and
that
concludes
our
business
for
this
evening.
The
next
remote
school
committee
meeting
will
take
place
on
wednesday
june
29th
at
5pm,
but
I
look
forward
to
seeing
members
in
person
on
thursday
and
friday
evening
for
our
superintendent
candidate
interviews.
This
will
be
the
first
time
we
will
actually
all
meet
together
in
the
chamber.
So
I'm
looking
forward
to
seeing
you
in
person
and
mr
cardhead
hernandez,
I'm
sorry
you
will
not
be
able
to
join
us,
but
we
do
look
forward
to
having
your
questions
also
represented
in
the
conversation.
B
So
with
that,
I
just
want
to
say
thank
you
good
evening
and
miss
sullivan
I'd
like
to
entertain
a
motion
to
adjourn
this
meeting.
Is
there
a
motion.