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From YouTube: Exam School Task Force Meeting 2-24-21
Description
Exam School Task Force Meeting 2-24-21
A
B
A
C
B
B
E
E
As
a
person
who
has
sat
in
working
groups
and
task
forces,
I
realize
how
much
work
you
have
already
put
forth
and
how
much
more
work
you're
going
to
put
forth-
and
I
know
you
have
your
own-
you
know
day
jobs
and
your
own
families
and
responsibilities,
and
it
is
additional
time
for
you.
So
I
just
really
thank
you
on
behalf
of
the
school
committee,
my
school
committee
colleagues,
and
on
behalf
of
the
boston
public
school
community,
all
of
our
families
and
all
of
our
students.
E
We're
also
asking
that
you
consider
the
use
of
the
new
nwea
assessment
and
other
factors,
and
also
to
use
the
learnings
from
a
full
review
of
the
implementation
for
school
year,
21
and
22,
so
that
we
can
see
what
are
the
lessons
learned
and
also
asking
for
there
to
be
some
public
sessions
so
that
we
can
hear
back
from
the
community,
and
I
know
that
you
all
will
be
undertaking
that.
So
again,
I
just
want
to
welcome
you.
E
F
Thank
you,
madam
chair,
and
just
building
your
comments.
I
just
want
to
echo
what
you
said.
The
use
of
working
groups
and
task
forces
is
how
the
school
committee
tackles
some
of
the
most
important
issues
that
we
do
to
bring
together
representatives
from
across
our
community,
and
here
we
have
school
leaders,
parents,
students,
community
activists,
researchers.
F
This
is
really
important
for
us
for
you
to
be
able
to
dig
in
on
this
critical
issue
for
us
to
look
at
it
in
depth.
I
thank
the
working
group,
but
we
thank
the
working
group
for
the
work
that
you
did
initially
to
get
us
to
this
point
and
now
move
it
to
a
task
force
which
means
that
all
the
work
you
do
with
subject
open
meeting
law
that
folks
can
watch
and
listen
and
have
an
opportunity
to
give
you
feedback
at
each
year
meetings.
F
It
does
change
the
complexity
of
the
meetings,
but
it
it
adds
a
richness
to
the
work
that
you
can
do
so
folks
can
see
and
understand
and
give
you
feedback
at
each
step
along
the
way.
The
school
committee.
All
of
us
appreciate
your
willingness
to
do
this
hard
work
and
the
commitment
it's
going
to
take
for
you
over
the
next
couple
of
months,
but
this
will
affect
hopefully
generations
of
students
in
boston,
public
schools.
F
F
F
So
we're
going
to
be
reaching
out
to
other
districts
that
have
faced
issues
such
as
this
and
try
to
bring
those
resources
to
bear
for
you
to
consider
we'll
make
available
resources
from
the
experts
in
assessments
and
and
how
that
may
impact
the
work
that
you're
doing
legal
experts,
communication
experts
and
other
don't
be
afraid
to
ask
if
you
need
support
as
you
do
your
work.
But
thank
you
very
much
for
what
you're
all
undertaking.
B
B
So
with
that,
I
do
think
we
do
have
some
slides
we're
going
to
project
for
folks
as
well.
If
we
can
share
those,
but
before
we
do
just
so
that
the
public
has
an
opportunity
to
heard
the
names.
But
we
do
want
to
give
the
public
an
opportunity
to
know
a
little
bit
more
about
each
of
the
members
of
the
task
force.
So
we're
going
to
ask
everyone
to
just
introduce
themselves
by
name
and
the
connection
to
boston,
public
schools
and
we're
going
to
begin
with
mr
craiger.
H
I
K
B
K
B
Wonderful,
I'm
tanisha
sullivan,
I'm
president
of
the
naacp
boston
branch,
I'm
the
former
chief
equity
officer
for
the
boston,
public
schools
and
I'm
a
high
park
resident
in
addition
to
when
you
heard
this
in
the
introduction.
In
addition
to
the
members
of
the
task
force,
we're
very
fortunate
to
have
support
from
members
of
the
bps
central
office,
leadership,
team,
and
so
ms
roberts.
L
B
Wonderful,
and
as
mr
o'neil
mentioned,
as
we
move
through
this
process,
we
will
look
for
opportunities
to
add
additional
supports
from
really
just
the
wealth
of
of
experts
and
thought,
leaders
and
those
who
are
experiencing
selective
school
exam
school
admissions
to
our
work,
as
as
we
deem
appropriate
as
we
move
through
this
process.
So
with
that
we
do
want
to
if
we
can
put
up
slide.
I
think
it's
three.
B
A
C
B
B
B
We
are
we're
in
our
organizational
phase
right
now,
as
we
move
into
march.
We're
going
to
be
very
intentional
about
scheduling,
not
only
our
task
force
meetings,
but
also
community
listening
sessions,
and
so
that
we
have
an
opportunity
to
hear
from
our
community
stakeholders,
students,
parents,
families
and
other
community
stakeholders
on
this
topic.
B
We'll
also
spend
some
time
getting
an
understanding
of
how
the
roll
out
and
implementation
of
the
emergency
exam
school
admission
policy
is
going
and
we'll
also
review
kind
of
what's
happening
in
other
districts
around
the
country
that
are
also
wrestling
with
this
issue
in
april.
We're
gonna,
that's
when
we
really
start
to
formulate
our
do
some
ideation,
I
would
say
around
what
the
criteria
and
mechanisms
may
be
for
a
permanent
solution.
B
If
we
could
go
to
the
next
slide,
please,
as
it
relates
to
meetings.
It
is
our
intention
for
to
meet
once
per
week
through
april
and
then
toward
the
end
of
april,
moving
into
may
to
transition
into
twice
weekly
meeting
twice
weekly
each
session.
Each
meeting
of
the
task
force
will
be.
I'm
going
forward
will
be
a
minute
minimum
of
90
minutes.
Each
of
the
scheduled
meetings
will
be
a
minimum
of
90
minutes
and,
of
course,
each
session
will
in
each
meeting
will
include
time
for
public
comment.
B
It
is
our
intention
to
allocate
30
minutes
of
each
meeting
to
for
public
comment
and
again
for
to
hold
a
minimum
of
two
community
listening
sessions,
in
addition
to
other
stakeholder
outreach
and
engagement
for
today,
because
we
have
an
hour
meeting
scheduled
public
comment
will
be
for
15
minutes,
but
again
going
forward,
we
will
have.
We
will
allocate
30
minutes
for
public
comment
in
addition
to
the
listening
sessions
that
we
will
have
scheduled
and
other
stakeholder
engagement
opportunities
with
that,
I'm
going
to
turn
it
over
to
mr
contemposis.
A
Okay,
thank
you.
I
want
to
stress
the
fact
that
the
90-minute
session
minimum
is
a
minimum.
You
know
we
in
the
past,
with
the
work
group
schedule
90
minutes
and
it
usually
ran
into
two
hours.
So
I
would
upfront
suggest
that
on
meeting
days
that
you
block
out
at
least
two
hours
and
if
we're
done
in
90
minutes,
then
we'll
you
know
break
for
the
evening.
A
When
we
talk
about
listening
sessions,
those
will
also
be
part
of
our
meetings,
as
tanisha
mentioned
over
the
30
minutes,
but
we
also
would
like
to
schedule
listening
sessions
outside
of
our
normal
meeting
schedule,
and
so
we
have
discussed
the
idea
of
leaving
at
least
this
evening
with
a
tentative
timeline
date
day
of
the
week
would
like
to
schedule
it.
So
it
is
a
standard
meeting
on
a
certain
date
of
the
week
and
as
I've
suggested
for
90
to
90
minutes
to
two
hours.
A
I
think
everyone
in
the
group
understands
that
perhaps
friday
may
not
be
the
ideal
time
to
meet.
I
think
we
established
friday
in
the
past
because
everybody
was
so
busy.
We
didn't
have
any
other
time
except
fridays,
but
since
this
has
become
a
pretty
important
piece
of
the
school
committee's
agenda
and
the
districts
agenda,
we
would
like
to
at
least
offer
the
following.
A
A
A
B
Just
just
one
note
with
our
first
meeting-
and
this
is
I'm
getting
a
ping
on
this.
Just
a
quick
note
is
that
I
do
believe
there
may
be
that
first
week
in
march,
because
of
budget
season
a
bit
of
a
conflict
with
tuesday.
So
just
for
just
as
a
heads
up,
we
will
confirm
whether
indeed
there
is
a
conflict,
if
there
isn't
with
the
school
committee
and
if
there
is
indeed
a
conflict,
we
will
actually
look
to
meet
on
wednesday
of
that
week.
G
A
A
B
B
No,
it's
perfect
the
we
do
want
to
for
the
task
force
we
realize
this
is
a
lot
of
information
again.
This
is
an
organizational
meeting.
So
this
is
a
lot
of
information.
You
will
receive
something
you
know
in
writings
that
you
can
and
calendar
holds
and
all
of
that
good
stuff,
so
that
you
can
manage
manage
your
time
accordingly.
The
expectation
is
that
you're,
not
you
know
that
you
don't
have
to
capture
all
this
in
the
moment,
but
I
think
yes,
that
covers
it.
L
J
N
J
B
A
Is
that
once
a
month
gang
it's
once
a
month,
it
is
okay,
probably
you're,
not
all
synced,
though,
for
the
same
tuesday
I
would
have.
I
would
suspect,
knowing
you
all
as
well
as
I
do,
but
we
tried
to
stay
away.
We
thought
about
monday,
but
monday
seems
to
be
problematic
as
well,
and
you
know
if
it
I'm
trying
to
be.
B
B
What's
most
important
is
that
you
know
we
to
the
to
the
extent
possible
we
do
want
to
avoid
conflicts,
which
is
one
of
the
reasons
why
we're
meeting
in
the
evenings
right
and
we
don't
have
the
mornings
or
daytime
scheduled
as
well
so
we'll
we
will
take
another
look
to
see
what's
possible,
I
mean,
certainly
if
there
is,
if
we're
not
able
to
achieve
a
quorum
on
a
particular
day.
We
that
means
that
we
need
to
make
adjustments.
So
we
can
loop
back
around
miss.
B
All
of
our
communications
relative
to
this
matter
are
subject
to
open
meeting
law,
so
the
recordings
are
available
not
only
to
task
force
members
but
to
any
individual
who
would
like
to
have
access
to
it
and
we
there
is
no
list
serve
primarily
because
again,
our
our
meeting
is
is
subject
to
open
meeting
law
and
so
any
conversation
that
we
have
any
discussion
of
the
issues.
Any
debates
on
the
issues
as
a
collective
must
be
done
in
the
public,
and
so
a
lister
would
not
provide
for
that.
D
B
A
C
Thank
you
so
for
today's
meeting
we
will
follow
the
standard
rules
for
the
school
committee
for
public
comment,
which
means
each
person
gets
three
minutes
per
person
and
please
take
your
name
affiliation
and
what
neighborhood
you
are
from
where
you
before
beginning
and
when
I
call
your
name.
Please
raise
your
hand
virtually
and
zoom
and
please
make
sure
you're
signed
into
zoom
with
the
same
name.
You
used
to
the
comments,
so
I
can
identify
our
first
speaker
is
cheryl
robinson,
so
sharon
robinson,
if
you're
here,
I
can't,
I
don't
see
miss
robinson.
C
N
N
In
2021,
there
are
only
one
percent
of
sped
students
and
0.2
ell
in
all
of
the
three
exam
schools
combined
and
that's
based
on
the
deci
number,
as
the
exam
school
issue
looms
over
the
current
election
cycle
and
gets
bandied
about
with
discussions
about
elected
versus
appointed
school
committee,
the
vote
and
compensation
for
the
student
rep,
reopening
bps
school
closings
and
the
budget
I'd
like
everyone
to
keep
this
in
focus.
This
goal
in
mind:
bps
must
provide
a
quality
education
for
all
students
and
not
just
an
elite
that
meets
certain
standards.
N
Over
the
last
few
months,
I've
heard
statements
and
comments
around
the
lack
of
the
exam
school
access
for
black
and
brown
students,
and
that
an
indication
of
intelligence
is
the
reason
why,
but
it
isn't.
Exam
schools
and
exams
have
further
served
to
reinforce
white
supremacy,
racism
and
oppression
in
our
educational
system,
and
even
if
you
or
your
child,
makes
it
into
an
exam
school
and
gets
to
take
advantage
of
the
disproportionately
allocated
resources,
especially
for
bls
and
bla.
It
doesn't
mean
that
it's
okay
and
it's
definitely
not
okay
for
everyone.
N
The
statements
made
by
certain
parents
regarding
the
zip
code,
usage
to
increase
access
and
admission
rates
highlights
the
ignorance
of
the
history
of
the
boston
school
department
and
the
miseducation
of
black
and
brown
students.
Yes,
providing
a
quality
education
for
your
child
is
important.
However,
if
anyone
thinks
the
black
and
brown
parents
don't
want
the
same
for
their
children,
I
respond.
You
are
woefully
ignorant
and
it
may
not
be
all
your
fault
because
you
weren't
properly
educated
and
it's
not
just
bps.
N
It's
a
nationwide
problem
and
it's
another
reason
why
black
teachers
matter,
I'm
the
president
of
black
teachers
matter.
I
know
the
importance
of
representation
and
having
black
and
brown
teachers.
I
encourage
this
group
to
actually
have
interpretation
in
various
interpretations
in
different
languages.
When
you
do
the
public
comment
sessions,
because
that's
one
of
the
reasons
that
parents
have
felt
marginalized
because
they
don't
understand
what
is
being
said,
that's
actually
determining
their
education
and
the
futures
for
their
children.
N
A
N
A
C
H
What
thank
you,
ms
sullivan,
what
is
the
process
for
ensuring
that
listening
sessions
community
sessions
are
communicated
as
broadly
as
possible
to
the
community?
I
notice
we
have
a
little
over
50
total
participants.
I
don't
know
if
that
includes
the
panelists
or
not,
but
that's
obviously,
a
very
small
drop
in
the
water
of
the
overall
bps
community.
So
I'm
just
curious
to
know
how
we
encourage
more
engagement.
B
Wonderful,
so
I
actually
I'm
going
to
hand
that
over
to
miss
roberts,
to
respond
to.
I
think
it's
twofold.
I
think
one
question
is:
how
do
we
ensure
that
the
community
is
aware
of
these
meetings
and
is
able
to
participate
and
then
just
as
a
note
of
comparison,
it
would
be
helpful
to
know
you
know
what
community
participation
is
for
other
task
forces.
L
L
L
D
A
Does
the
communications
team
have
access
to
all
of
the
community
groups
that
might
be
represented
as
part
of
the
bps
family
so
that
we
have
a
way
of
communicating
the
meeting
times
and
dates
of
this
task
force
to
the
citywide
parents?
Council,
the
sped
pacts,
the
english
language
learner
folk
across
the
board,
particularly
on
those
saturday
sessions?
A
L
All
right
we
noted,
I
also
have
someone
on
retainer
in
my
office
to
support
my
communication.
So
between
our
two
offices,
we
should
be
able
to
get
some
support
to
make
sure
we're
reaching
a
broader
audience.
We
know
we
also
need
to
be
reaching
out
to
our
our
community
based
organizations
and
our
partners
who
are
serving
our
diverse
communities
as
well
as
our
our
media
outlets
that
are
also
doing
so
so
we'll
put
a
plan
together
and
make
sure
we
advertise
the
full
schedule
once
we
have
it.
B
B
Happy
birthday,
I
know
exactly
right
so,
and
that
gets
to
my
point.
I
know
this
feels
a
little.
You
know
we're
all.
This
is
new
terrain
for
many
of
us,
but
what's
most
important,
we've
gotta,
you
know
this
work
requires
that
we
roll
up
our
our
sleeves
and
we
get
into
it,
and
so
I
want
us
to
feel
comfortable
engaging
in
dialogue
and
until
we
get
there
fully
we'll
be
intentional
about
trying
to
pull.