►
From YouTube: Exam School Task Force Meeting 4-27-21
Description
Exam School Task Force Meeting 4-27-21
A
A
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference
beginning
with
our
stat,
our
spanish
interpreter,
mr
randolph
domicus.
Will
you
please
invite
our
spanish
speaking
audience
to
join
us.
G
I
I
I
I
K
M
N
A
A
A
A
O
A
A
P
A
P
J
I
P
P
F
P
P
P
We
have
about
a
fifth
of
our
district,
that
is
considered
selective
admissions,
and
so
that
ranges
from
exam
k-8
schools
to
high
schools
that
have
specialized
programming,
such
as
fine
arts,
stem
and
other
areas,
but
only
six
of
our
high
schools
are
considered
exam
high
schools.
They
are
the
only
ones
that.
R
P
F
P
P
I
F
P
F
P
P
P
M
P
We
moved
from
paper
applications
to
an
online
application
that
could
be
centrally
tracked
and
managed,
and
we
moved
from
the
appeal
process
that
I
mentioned
to
having
a
very
strict
main
process
and
then
a
formal
petition
process
for
students
who
did
not
gain
admission
through
the
main
process
and
through
the
petition
process,
schools
would
have
some
discretion
about
which
students
they
admitted
again.
I.
P
A
lack
of
transparency,
we
have
moved
to
a
fully
transparent
process
and
we've
also
moved
to
a
process
that
prioritizes
our
own
district,
8th,
graders,
taking
the
exam
and
having
the
opportunity
to
apply
in
the
past.
I've
heard
of
instances
where
certain
schools
just
didn't
even
tell
their
students
the
application
was
available
or
an
option
to
them.
We've
removed
that
potential
for
bias
by
making
this
a
test
that
every
eighth
grader
takes.
P
P
Was
actually
during
covid
when
coped
was
really
ramping
up,
and
so
we
see
the
impact
of
some
of
that
softening
the
number
of
applications
that
we
saw.
But
we
were
on
a
pretty
good
trajectory
for
increasing
the
number
of
applications
year
over
year
then
covet
hit.
And
of
course
we
saw
the
number
of
applications
fall.
Pretty
significant
fall
off
from
fall,
2019
to
fall,
2020.
P
And
so,
if
you
see
the
chart
on
your
left,
you
can
see
that
we
are
looking
at.
We
have
roughly
95
percent
average
in
the
rest
of
our
districts
that
not
in
our
rest
of
our
district
pardon
me
that
number
is
significantly
lower.
We
do
tend
to
attract
non-detroit
students
to
or
flagship
particularly
exam
high
schools.
P
P
P
So
the
score
breakdown
for
our
application
process
is
that
the
examination
is
weighted
at
45
percent.
It
previously
was
a
hundred
percent,
and
so
we
have
changed
the
process
now,
so
that
there
is
a
little
bit
more
room
for
students
to
have
different
ways
of
being
considered
for
admission
grade.
Point
average
is
the
next
heaviest
weighted
item.
P
D
P
F
P
Have
continued
to
do
or
testing
or
admissions
testing
during
covid.
This
slide
just
shows
a
little
bit
of
the
adjustments
that
we've
made
to
accommodate
that.
To
our
knowledge,
we
have
not
had
any
exposures
tied
just
to
students
coming
to
take
the
exam
and
we've
tested
several
hundred
students
at
this
point.
P
D
P
S
P
P
P
P
And
so
we
use
the
gpa
calculation
tool
that
you
can
see
on
the
left
of
our
screen,
which
allows
us
to
be
pretty
confident
that
we
are
evenly
calculating
across
all
students
and
we
only
recognize
core
academic
subjects.
So
math,
ela
science
and
social
studies
are
the
only
subjects
that
are
considered
for
or
gpa.
Look
up.
P
N
P
Comprised
of
the
university
of
michigan,
the
kresge
foundation
and
several
other
community
partners,
the
additional
bonus
points
that
I
mentioned
earlier
were
developed
because
that
school
was
developed
with
a
desire.
It
is
a
social
justice
and
engineering
program
and
the
desire
was
to
make
sure
that
students
who
live
close
to
the
school
are
able
to
attend.
P
P
P
We
took
our
assistance
also
online,
and
so
we
offer
a
variety
of
support
mechanisms.
We
do
phone
and
video
support
appointments.
Families
can
either
call
or
go
on
our
website
and
make
an
appointment
to
speak
one-on-one
with
someone
for
30
minutes
who
can
assist
them
with
their
application.
If
they
do.
A
video
conference
call
on
teams,
microsoft,
teams,
someone.
H
P
P
P
F
P
P
We
also
offer
tutoring
for
or
district
students,
so
students
who
attend
our
schools.
Currently
many
of
them
had
been
disadvantaged
because
the
high
school
placement
test,
as
I
mentioned
earlier,
is
also
offered
by
many
of
our
private
schools,
and
many
of
those
schools
offer
their
students,
tutoring
and
so
last
fall.
Our
district
began
a
tutoring
program
for
students
who
would
like
it
in
order
to
take
the
exam
and
do
well.
F
P
Apply
to
our
exam
schools,
as
mentioned
earlier
or
district
students,
do
take
the
exam
during
the
school
day.
Previously
they
had
to
leave
and
go
to
another
location
that,
with
the
pandemic,
it
has
become
an
opt-in
because
we
couldn't
force
students
to
come
to
our
school
building,
but
we
have
created
options
for
them
to
both
go
to
the
school
during
regular
school
hours
if
they
desire
or
to
come
to
a
weekend
testing
session
again,
we've
offered
free
tutoring
families
can
take
advantage
of
me
as
many
sessions
as
they
would
like,
or
district
counselors.
D
P
Sure
so
we
have.
We
also
talk
with
our
school
counselors.
We
train
them
before
every
scoring
session
on
how
to
complete
the
reviews
and
where
applicable,
we
will
pull
the
information.
So
we
require
the
reviewers
to
look
at
only
core
subject
areas:
it
doesn't
matter.
If
a
student
is
coming
from
a
school
where
they
take
three
math
courses,
we
will
average
all
three.
P
D
If
I
could
ask
one
quick
follow-up,
do
you
have
any
schools
in
your
district
that
that
the
district
has
ever
been
concerned
about
or
the
public
has
been
concerned
about
for
having
much
higher
gpas
on
average
than
the
rest
of
the
district,
whether
it's
public,
school
or
private,
or
brokerage
or
charter?
And
if
so,
do
you
anything
to
weight
grades
coming
from
different
schools
or
different
types
of
schools?.
P
P
P
T
T
P
U
Thank
you.
I'm
really
appreciative
of
this
information
about
admissions
in
your
district,
and
I
just
wanted
to
piggyback
on
mr
cracker's
questions
around
the
variance
in
grading
that
you
would
see
across
schools
as
well
as
I
imagine
that
the
grades
may
represent,
may
not
be
able
to
be
indicative
of
the
specific
curriculum
that
you
know.
There's
always
also
a
variance
in
that.
U
U
I
U
P
Sure
it
is
a
multiple
choice
test.
It
is
timed:
the
there
are
six
tests
that
cover
math
verbal
quantitative
science,
I'm
sure
I'm
missing
some
of
them.
I
can
get
the
full
list
to
you
after
this
meeting,
but
students
are
tested
on
several
subjects.
Each
subject
has
has
a
different
duration
and
it
is
timed
and
proctored
and
it
is
a
different
test.
Every
year
it's
not
the
same
cycle
and
it's
also
not
the
same
one,
that's
being
used
by
other
schools
in
our
market.
At
the
same
time,
thank.
O
Hi,
thank
you
again.
This
is
a
great
presentation,
really
appreciated
how
detailed
it
was.
My
question
was
about
so
I
forget
the
name
of
the
school.
One
of
them
had
like
the
neighborhood
breakdown,
where
they
prioritized
prioritized
students
a
mile
apart
and
then
two
miles
apart.
So
I
was
wondering
for
the
rest
of
this.
The
five
other
exam
schools.
What
does
it
look
like
for,
like
the
neighborhood
breakdown,
do
you
see
a
lot
of
students
coming
from
one
neighborhood
or
is
it
pretty
spread
around
the
city
like?
P
I
think
that's
an
area
that
we
are
as
a
district
still
working
to
improve,
because
the
access
to
those
schools
for
students-
or,
let
me
say,
access
to
any
school
for
a
student
who
is
accepted
to
that
school
is
an
area
that
we
still
need
to
do
work.
The
city
is
a
very
large
city
geographically,
and
so
for
many
students
there
is
a
challenge
with
getting,
for
instance,
or
flagship
as
cass
tech.
P
O
Wait,
you
can,
I
won't
follow
up
question
with
that
real
quick
and
then
I'm
done
is
there
like
when
you
apply,
do
you
apply
for
like
a
specific
school
or
do
you
apply?
Can
you
apply
to
all
six
or
like
how
does
the
application,
or
can
you
get
into
multiple
schools
and
then
choose
like
how
does
that
work.
P
A
P
P
P
F
A
A
P
That
was
a
change
that
we
actually
made
midstream.
After
going
through
a
few
years
of
seeing
the
essays,
we
changed
the
rubric,
because
students
who
maybe
weren't
answering
the
questions
with
substance
were
getting
the
same
kinds
of
scores
as
students
who
said
nothing
but
had
a
perfectly
formatted
essay.
A
A
P
So
we
have,
we
are.
The
admissions
team
is
housed
within
the
office
of
enrollment,
which
supports
general
enrollment,
as
well
as
selective
admissions
in
the
district.
That
group
is
now
about
10
people
and
within
that
group
I
would
say
a
solid
six
to
seven
directly
support
or
admissions
process
in
some
way.
P
P
We
work
with
or
office
of
research
which
develops
our
gpa
calculation
tool,
so
we
are
dependent
on
other
bodies.
If
you
will
guidance
and
counseling,
as
I
mentioned,
or
guidance,
counselors,
service
or
or
team
of
recruiter
of
scorers,
they
also
serve
as
our
proctors
for
the
exam
and
so
it
it
does
take
a
lot
of
people,
but
my
small
team
coordinates
across
all
of
those
various
stakeholders.
J
J
J
R
Thank
you
for
your
presentation
and
for
taking
our
questions.
Mr
dusko,
I
have
like
two
two
buckets
of
questions
about.
I
think
they're,
quick
one
is
about
how
representative
of
the
detroit
k-8
diversity
are
the
selective
high
schools
and
related
to
that
question
is:
do
you
find
some
feeder
schools
with
higher
rates
of
being
selected
into
the
exam
schools
and
has
your
district
grappled
with
that
question?.
P
P
That
school
has
a
very
large
african-american
population
which
reflects
the
population
of
the
neighborhood
around
that
school
pass
tech,
which
is
you
know,
the
one
that
is
the
largest
of
the
schools.
It's
also
the
most
diverse,
but
it
also
sits
in
very
close
proximity
to
southwest
detroit,
which
has
a
very
large
hispanic
american
population.
P
R
P
The
reason
why
we
selected
it
as
a
district
was
because
it
it
took
us
into
a
place
that
was
more
aligned
with
where
we
wanted
to
make
sure
what
we
wanted
to
make
sure
students
were
able
to
do
when
they
enter
or
high
school.
So
our
previous
test
was
not
as
predictive
of
of
how
students
would
perform.
P
P
But
when
you
look
at
how
students
perform,
we
are
still
in
the
early
stages
of
an
educational
reform
in
the
city
of
detroit
and
so
honestly,
test
scores
across
the
board
are
not
where
we
ultimately
know
they
can
be,
and
so
that
is
an
area
that
is
a
growth
area
for
us
as
we
try
to.
As
we
wait
to
see
the
impact
of
the
academic
reforms
that
we're
implementing
be
evident
in
the
test
scores
that
we're
seeing
on
the
test.
P
R
Yes,
thank
you
well
mike.
The
question
was
more
about
the
predictive
validity
of
the
test,
so
understanding
whether
it
predicts
how
well
kids
do
and
if
that's
the
same
across
kids
of
different
ses
and
ethnic
backgrounds,
but
and
also
the
third
question
was
around.
Is
there
test
prep
tutoring
for
kids
in
middle
school
to
do
better
on
the
test.
C
P
V
Lum,
thank
you
and
echoing
everybody
else's.
Compliments
of
the
presentation
miss
for
disc
view.
I
have
sort
of
a
two-part
question.
It's
with
regards
to
the
essay
portion
of
the
application
process,
just
wondering
if
you
could
tell
a
little
bit
about
the
reasoning
behind
containing
or
or
including
a
qualitative
aspect
to
the
application
process
and
then
two
with
regards
to
bias
and
the
conflict
of
interest.
V
Hurdles
you
mentioned:
is
there
an
opportunity
to
perhaps
rather
than
having
student
names
associated
with
the
qualitative
aspects
of
the
application
process?
Can
you
use
a
unique
number
like
student
id
numbers
or
some
other
electronic
number
so
that
you
can
eliminate
some
bias
but
still
tie
it
back
to
the
rest
of
the
application
process?.
P
That
is
something
that
we
definitely
can
do
it's
not
something
that
we've
done
to
date,
so
it's
possible
yes
and
the
tool
does
that
we
use
does
allow
us
to
do
that.
It's
just
not
something
that
we've
elected
to
do
yet.
With
regard
to
the
reasoning
behind
the
the
adding
the
qualitative
portion,
I
I
can
only
see
that
it
was
something
that
our
superintendent
was
pretty
insistent
on.
P
F
P
Make
available
to
schools
the
entire
application,
and
that
does
have
an
impact,
often
on
the
decisions
that
schools
make.
Students
will
talk
about
hardships
that
they've
dealt
with.
They
will
talk
about
all
manner
of
of
things
why
they're
excellent,
why
they
may
be
struggling,
and
that
does
have
a
place
in
our
admissions
process.
J
Also
miss
fradisco.
I
also
would
like
to
thank
you
for
sharing
with
us
today,
as
I'm
sure
you
can
imagine,
this
has
been
a
pretty
long
process
and
it's
critically
important
that,
as
we
examine
potential
admissions
processes
for
our
schools
here
that
we
do
have
a
sense
of
what's
happening
in
other
parts
of
the
country,
because
indeed
there's
something
to
be
learned.
So
thank
you
for
sharing
with
us.
Thank
you
for
being
so
generous
with
your
time
and
we
look
forward
to
staying
in
touch.
P
X
X
X
So
the
map
test
was
selected
by
a
committee
and
the
some
of
the
things
that
the
committee
appreciated
about
the
test
is
computer
adaptive
tests,
so
it
allows
assess
students
from
where
they
are
so
students.
One
question
then
indicates
the
level
of
difficulty
that
then
the
next
question
would
have
so
it's
really
individualized
to
the
student
is
untimed,
so
students
have
sufficient
time
to
really
take
the
test.
X
It
is
multiple
choice
and
there
are
a
lot
of
features
that
are
particularly
useful
for
students
with
disabilities,
as
well
as
english.
Learners
will
talk
a
little
bit
more
about
that
and
it
had
the
components
that
we
needed
for
english
and
math
and
our
bps
students
are
familiar
with
it
because
we
do
use
it
for
formative
assessments.
Ms
hogan
can
talk
about
how
far
we've
rolled
that
out.
If
you
have
questions
about
that
next
slide,
please.
X
That's
particularly
important,
as
we
think
about
wanting
to
assess
our
students,
based
on
the
material
that
they
should
have
learned
at
a
point
in
time,
so
that
that
is
a
key
feature.
They
have
a
very
strong
item
bank.
They
are
used
by
other
districts,
I
believe
in
the
commonwealth,
and
they
have
a
process
for
making
sure
that
their
questions
are
aligned.
X
X
Talked
a
little
bit
earlier
about
the
the
map
test
being
useful
with
a
broad
range
of
students,
for
there
are
diverse
learners.
In
particular,
there
is
a
bias
review
process
which
looks
at
both
sensitivity
and
fairness
and
just
quickly.
Sensitivity
in
this
context
means
an
awareness
of
the
different
things
that
can
distract
the
student
doing
assessment
and
fairness
in
this
context
relates
to
each
to
giving
each
student
equal
opportunity
to
answer
the
item
correctly,
based
solely
on
their
knowledge
of
the
item
content.
X
X
A
question
is
flagged
if
it
requires
prior
knowledge
again
other
than
a
skill
and
concept
being
accept,
assessed,
requires
construct
or
irrelevant
or
specialized
knowledge
as
cultural
bias
or
linguistic
bias,
social,
economic
bias,
religious
bias,
geographic
bias,
colorblind
bias
or
gender
bias
or
favor
students
who
have
no
visual
impairments
as
well
or
students
who
have
no
disabilities.
So
there's
a
lot
of
work
built
into
eliminating
biases
in
this
process.
X
X
Lastly,
there
are
accommodations
built
in
to
the
process.
The
test
is
available
in
spanish
and
we
have
a
large
number
of
spanish
speakers
in
our
district.
They
also
have
other
useful
tools,
such
as
a
highlighter
built
in
and
digital
notepads
calculators,
text-to-speech
items
that
support
some
of
our
students
who
have
test
support
built
into
their
iep.
W
W
W
W
W
H
W
W
W
W
To
further
contextualize,
there
has
been
a
research
study
linking
the
mcas
with
nwa's
map
growth
assessment
to
help
help.
You
understand
the
relationship
sort
of
to
ms
tong's
question
about
the
predictiveness
of
the
high
school
placement
test
in
detroit.
This
is
connecting
a
familiar
assessment
to
us
in
massachusetts
of
the
mcas
with
map
growth.
W
J
R
W
J
Okay,
I
have
several
so
I
actually
want
to
just
probably
start
with
one
of
the
easiest
ones.
There
was
in
there
primarily
miss
roberts
for
you
when
you,
there
was
a
reference
on
the
slide
to
language
accessibility,
given
certainly
the
rich
linguistic
diversity
within
our
district.
This
is
of
particular
interest.
You
noted
that
the
nwea
map
growth
assessment
is
available
in
both
english
and
spanish
language.
X
J
X
X
My
office
as
well
as
I
believe,
one
of
the
academic
superintendents
at
the
time
part
of
what
they
did
is
they
looked
at
it
using
the
rfp
using
the
racial
equity
planning
tool
to
build
that
lens
and
upfront
in
their
process,
and
then
there
was
some
overlap.
I
believe,
with
two
people
from
that
committee
to
the
actual
review
process
to
ensure
that
lens
was
in
place
there
as
well.
J
X
Your
assessment,
no
so
as
part
of
the
assessment
process,
I
don't
believe
there
were.
There
were
not
meetings,
but
folks
were
asked
to
submit
a
set
of
materials,
an
application
information
that
helped
evidence
of
bias
their
process
for
ensuring
that
something
was
bias
free.
So
there
were,
I
believe,
just
a
set
of
things
submitted.
J
J
And
if
we
have
questions
we
just
get
them
or
the
district,
I
should
say
not
us.
The
district
just
receives
them
in
writing.
So
there's
not
like
again
there's
no
opportunity
for
follow-up
questions
to
go
deeper
into
analysis.
It's
it's
all
just
exchange
in
writing
between
the
district
and
the
vendor,
or
in
this
case
nwea.
X
Yeah,
I
think
all
of
it
actually
really
needs
to
be
in
your
rfp
process,
so
that
that
there's
a
lot
of
front
loading
of
time
into
the
rfp
process.
To
make
sure
all
the
questions
that
you
might
potentially
have
answers,
questions
for
are
are
in
there
because
there
are
limits
as
to
the
sort
of
communication
that
can
be
had
once
the
process
starts.
J
Okay,
great,
that's
super
helpful,
and
so
there
was
never
a
public
process
for
this.
This
was
simply
there
was
an
rfp
in
within
bps
bps
made
a
decision
about
the
vendor.
It
would
use
an
announcement
was
made
and
so
families
other
stakeholders
never
had
an
opportunity
to
kind
of
engage
in
any
of
these
conversations,
I
suppose
until
now.
X
Yeah,
so
there
was,
as
with
any
of
our
rfp
processes
there.
There
is
a
public
process,
however,
prior
conversations,
I
think,
with
with
families
in
public,
about
some
of
the
concerns
for
around
testing
from
various
community
meetings,
both
helped
by
other
folks,
as
well
as
the
school
district,
helped
inform
the
development
of
the
rfp.
X
J
Great,
I
also
have
some
questions
about
the
bias
review
so
as
as
I
understood
as
you
walk
through
it,
there's
this
fairness
and
then
there's
sensitivity.
The
fairness
is
about.
If
I
understood
this
correctly,
essentially,
equal
equal
opportunity
to
take
the
test
in
a
sense
is
what
it
sounds
like,
and
the
sensitivity
has
to
do
with
the
elimination,
as
you
described
it,
of
barriers
that
might
that
might
present
themselves
for
a
student,
I'm
not
really
clear.
I'm
not
sure
I
understand
really
what
that
means.
J
X
X
Fairness
in
this
context
is
really
about
making
sure
that
we're
assessing
students
on
the
solely,
I
believe,
the
knowledge
that
they
should
have
been
able
to
gain
in
the
classroom,
so
we're
not
introducing
things
that
are
more
culturally
contextualized
when
you
talk
about
either
american
culture
or
certain
language
or
other
cultural
biases
that
might
be
built
in.
So
it's
really
assessing
for
those
things
to
make
sure
that
students
able
to
access
it
based
solely
on
that
knowledge
of
the
the
classroom.
X
Sensitivity
is
really
about
things
on
a
test
that
might
distract
the
tubes,
the
student
during
the
course
of
the
test,
I
would
have
to
go
look
at
their
application
and
give
you
examples
of
what
that
might
look
like
in
terms
of
their
their
bias
process.
I
believe
I
I
can
that's
when
I
want
to
get
a
little
more
information
on
from
the
application
just
to
make
sure
I'm
giving
you
all
the
steps,
but
my
understanding
is
that
they
have
both
internal
staff
working
with
external
expert
experts
they're.
X
Looking
at
each
of
the
questions
within
the
item
bank
they're
first
looking,
are
they
aligned
to
the
to
the
curriculum
frameworks
and
then,
when,
after
you
start
looking
at
alignment,
then
what
is
the
accuracy
and
the
validity
of
these
of
these
tests?
In
addition
to
all
the
pieces,
around
sensitivity
and
fairness?
So
it's
a
multi-step
process
happy
to
bring
that
back
for
our
next
conversation
in
terms
of
outlining
that
a
little
bit
more
and
perhaps
having
a
visual
football.
J
Yeah,
so
I
that
that's,
that
would
be
good,
because
I'm
still
not
clear
it
sounds
like
based
on
it
sounds.
It
looks
like
based
on
the
slides
that
were
presented,
and
it
sounds
like
based
on
the
on
the
response
that
there
is
no
review
bias
review
for
gender
bias,
socioeconomic
bias,
racial
or
ethnic
bias
that
it's
conducted.
J
X
J
R
J
W
So
when
we
think
about
above
the
60th
percentile
or
below
the
60th
percentile,
it's
sort
of
like
a
yes,
no
binary,
cutoff
thinking
about
like
a
single
threshold.
But
when
we
think
about
the
additional
information
that
that
ritz
score
provides
a
teacher
and
ms
grosso,
I
would
love
for
you
to
chime
in
at
any
point
in
terms
of
how
you
use
map
in
the
classroom
at
your
school,
but
that
red
score
gives
a
more
there's
an
alignment
with.
Oh,
what
is
it
called?
W
Have
it
right
in
front
of
me
the
learning
continuum
to
help
in
educators
pinpoint
sort
of
the
next
level
of
skills
that
a
student
is
ready
to
learn.
So
when
we're
thinking
about
map
growth
scores
as
an
instructional
tool
using
those
grade
level,
norms
with
the
learning
continuum
and
the
risk
score
really
makes
that
more
powerful.
Then
the
mcas
assessment
is
simply
going
to
give
you
whether
or
not
a
student
got
an
individual
item
correct
and
all
of
those
items.
W
J
X
I
I
can,
I
don't
know,
I
think,
that's
probably
the
primary
reason
that
I
think
this,
the
second
piece
as
you're
thinking
about
non-vps
to
bps
kids,
if
we're
using
the
map,
whatever
assessment
beyond
the
mcas
that
we
would
use,
we
then
have
to
figure
out
how
to
demonstrate
alignment
between
the
two.
So
I
I
do
think,
obviously
that
work
has
been
done
here,
but
that
that
is
the
I
think,
one
of
the
primary
reasons
I've
seen
this.
J
Can
I
add
to
that
monica,
I
think,
tanisha.
I
also
think
that,
like
we
don't
get
to
control
vmcas,
whereas,
like
the
map,
we
could
offer
the
map
to
to
anyone,
whereas
that
we
don't
have
the
opportunity
to
offer
the
mcas
to
anyone,
because
our
exam
schools
are
available
to
any
students
who
live
in
the
city
of
boston.
They
don't
have
to
attend
public
schools
right.
So
I
think,
with
having
a
different
assessment.
J
Is
we
can
have
a
level
of
like
control
over
that
and
be
like?
Everyone
could
take
the
same
assessment
versus
saying
well.
These
kids
can
get
in
from
this
assessment,
and
these
kids
can
get
in
from
that
assessment
right.
But
that
is
a
conclusion,
and
certainly
up
for
debate
right.
If
we're
going
to
include
and
assess.
If
we're
going
to
include
an
assessment,
then
I
do.
J
J
I
don't
think
we
have
never
used
the
map
with
the
mcas
because
we
haven't
given
the
mcas
since
we
started
doing
map.
I
don't
know
that
we
have
any
evidence
of
it
being
there
being
an
equivalency.
No
that's
a
great
point
and
I'm
gonna
I'll
get
to
that
in
my
closing
comments
on
this
segment.
That's
that's
a
very
good
point.
We
haven't
heard
from
nwea
mr
contemposis.
A
A
J
J
I
think,
is
an
affront
to
the
city
of
boston,
to
the
bps
community
and
to
bps
residents.
It's
a
problem
for
me,
and
so
I
do
hope
that
nwea
will
rethink
its
position
and
decide
to
share
with
this
body
and,
as
this
is
an
open
public
meeting,
be
willing
to
share
very
transparently
and
openly
again
with
the
bps
community
parents
and
families
and
other
other
stakeholders
around
the
city.
That's
that
is
again
that
that
is
my
hope,
and
that
will
continue
to
be
my
hope,
as
it
relates
to
nwea.
A
A
Disagreeing
with
your
statement,
I
think
your
statement
should
be
communicated
to
nwea
through
the
appropriate
channels
so
that
they
understand
that
we're
not
happy
with
the
steps
that
they've
taken.
But
I
do
think
that,
along
with
that,
it
might
be
feasible
to
list
some
of
the
concerns
which
may
have
an
influence
on
their
making.
A
decision
to
join
us.
O
All
right,
okay,
so
I
guess
I'm
learning
about
where,
with
nwea
and
I'll
guess
I'll
come
on
record
in
two
and
say
I
feel
disrespected
as
a
bps
student,
but
they
haven't
came
out
to
reach
to
us.
Oh
they
haven't
come,
came,
they
haven't
come
talk
to
us,
it
seems
ridiculous.
We
have
these
questions,
but
my
question
was:
I
don't
know
if
either
of
the
monikers
are
able
to
answer
this,
I'm
still
really
confused
on
what
bias
and
testing
even
looks
like
or
what
stopping
bias
like.
O
Are
we
talking
about
pertaining
to
like
the
actual,
multiple
choice,
questions?
Are
we
talking
about
the
responses
and
how
it's
graded?
I
really
have
no
idea
what
it
looks
like
and
how
they
plan
on
doing
that
again,
I'm
assuming
you
guys
don't
have
any
answers,
since
they
don't
want
to
meet
with
us
and
no,
no,
no
other
questions.
J
O
J
W
So
an
example
that
might
help
put
into
context
a
couple
of
years
ago.
There
was
a
question
on
the
mcas
where
students
were
asked
to
take
the
perspective
of
a
white
racist
woman
from
a
passage
and
write
a
written
response,
and
there
was
a
lot
of
oh,
you
might
have
participated,
because
I
think
it
was
the
year
that
you
were
taking
the
mcas.
U
U
Is
there
enough
score
distinction
as
that's
not
the
intended
use
of
the
mcas?
Whereas
I
know
map
has
some
history
with
selective
schools
admission.
So
I
would
just
add
those
as
additional
things
for
us
to
look
at
if
we're
possibly
exploring
the
idea
of
taking
two
different
tests
for
two
different
populations
in
the
city
of
austin.
J
B
Very
much
we
have
three
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
would
let
you
know
when
you
have
20
seconds
left,
please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
zoom.
Also,
please
make
sure
you're
signed
into
zoom
with
the
same
name.
S
Hi
good
afternoon,
can
you
guys
hear
me
we
can
hear
you.
Thank
you
okay,
good
afternoon,
everyone,
my
name
is
tiffany
law
and
I'm
a
junior
at
boston,
latin
school
and
I
live
in
the
austin
brighton
area.
I'm
here
today
to
discuss
my
experience
as
a
student
who
went
through
the
exam
school
system
for
years.
Since
I
was
a
child
inside
quincy
elementary
school,
a
well-known
theater
school
for
the
exam
schools,
it
was
drilled
in
my
head
to
be
the
best
and
make
it
to
bls.
S
The
terra
nova
test
has
set
us
apart
from
the
others
in
my
grade,
to
show
the
superiority
difference
in
children
that
has
caused
the
eventual
hatred
between
the
two
groups
of
children,
as
we
were
praised
as
the
gifted
and
others
simply
too
dumb.
There
are
many
many
research
papers
done
on
the
negative
impacts
of
the
gifted
children
concept,
especially
later
on
in
life.
It
can
even
be
shown
in
many
exam
school
students
today,
especially
with
the
mental
health
issues
and
burnout,
and
now
pushing
a
ridiculous
concept
of
putting
children
on
a
pedestal
aside.
S
Let's
discuss
the
horrible
environment
of
the
exam
schools
that
make
it
difficult
for
young
people
of
color.
When
I
went
into
that
majority
white
school,
it
was
like
a
change
that
occurred
in
the
people
I
loved
the
most,
the
friends
who
suddenly
stripped
their
cultures
to
fit
in
with
the
white
children
and
despised
the
roots.
S
I
remember
wanting
to
love
my
culture
and
who
I
am
by
attending
the
well-known
asian
culture
nights,
but
having
to
reject
it,
as
it
was
too
asian
for
us
now,
according
to
our
peers,
as
we
have
to
now
become
white
on
the
surface,
the
microaggression
and
lack
of
acceptance
of
culture
deters
many
plc.
From
approaching
these
schools,
we
hear
the
stories
of
racism
and
hurt
from
our
predecessors,
as
we
also
soon
experience
it.
The
casual
bullying
and
judgment
by
the
white
population
towards
the
poc
is
prevalent
yet
never
addressed.
S
It
is
simply
not
just
a
test
that
needs
to
change,
but
also
the
schools.
Poc
would
never
want
to
apply
to
such
schools
where
they
would
have
to
constantly
change
themselves
to
become
white,
to
become
the
token
poc
friend
to
be
on
the
butt
of
racist
jokes.
They
want
to
go
to
a
school
that
welcomes
them
and
makes
them
feel
comfortable.
S
Y
Perfect
good
evening,
I'm
federico
rollo
bls
class
of
2019
and
I
currently
live
in
alston.
During
my
junior
and
senior
year
at
bls,
I
worked
for
the
boston
public
school
office
of
external
affairs
I
tested
and
provided
feedback
on
various
bps
efforts
to
advance
equal
and
equitable
education
in
boston.
Throughout
my
experience
as
a
student
and
as
an
observer,
I
came
to
believe
that
an
impartial
and
objective
admission
criteria
is
essential
to
evaluate
the
academic
preparation
of
the
students
and
to
allow
the
students
to
thrive
in
a
rigorous
exam
school
environment.
Y
Y
The
tutoring
can
be
focused
not
only
on
math
and
english,
but
also
on
the
ethics
and
really
the
four
momentous
you
need
to
have
to
learn
and
succeed
in
an
exam
school.
The
academic
preparation
for
the
rigorous
education
of
the
exam
school
starts
early.
If
properly
implemented,
it
can
advance
the
lives
of
so
many
children,
social
mobility
and
life
betterment
is
achieved
through
education.
Y
Z
Good
evening
and
thank
you
so
much
for
giving
me
the
opportunity
of
speaking
today,
my
name
is
rosal
bosquino
and
I'm
a
proud
parent
of
a
seventh
grade
student
in
the
boston,
london
school.
I've
been
following
the
debate
about
potential
changes
of
the
admission
criteria
to
the
exam
schools,
and
it
is
my
opinion
that
a
change
to
any
subjective,
non-merit-based
system
of
admission
will
only
exacerbate
the
disadvantage
of
minority
students.
In
the
long
run.
Z
Many
families
are
raising
the
concern
that
if
a
married
enrollment
criteria
cease
to
exist,
the
quality
of
the
exam
school
might
be
compromised
in
the
future
family
who
can
afford
to
do
so
may
decide
to
either
enroll
their
children
in
private
schools
or
move
out
of
boston.
If
that
happens,
all
the
efforts
to
create
a
diverse
student
body
and
achieve
social
integration
will
vanish
mainly
at
the
expense
of
disadvantaged
minority
students.
I
believe
social
justice
in
school
is
achieved
by
giving
access
to
good
quality
education
to
all
children
from
the
moment
they
are
born.
Z
This
is
especially
important
for
disadvantage
in
minority
families,
who
should
be
able
to
rely
on
support
and
funding
to
access
quality.
Child
care
and
education
programs
exam
schools
should
not
be
the
starting
point
to
achieve
educational
excellence,
but
a
continuum
of
social
justice
project
project
that
begins
in
preschool.
Z
Let's
use
our
resources
to
build
an
equitable
system
for
all
children
to
be
able
to
enter
the
exam
schools
based
on
merit
criteria.
The
public
education
system
should
shape
the
trajectory
of
success
for
all
children,
regardless
of
their
socioeconomic
and
ethic
background,
and
give
the
chance
to
advance
all
students
on
merit
base.
Z
B
J
Bex
I
do
before
we
kind
of
just
go
around
prior
to
closing.
I
do
want
to
just
remind
us
as
a
task
force
that
we
are
starting
to
transition.
Now.
That
may
is
right
around
the
corner.
We
are
starting
to
transition
to
really
you
know,
designing
co-designing
our
proposed
solution
for
the
school
committee,
and
so
as
we
prepare
for
that.
J
If
there
are
any,
if
there's
any
information,
that
would
be
helpful
to
you
personally,
as
you
start
to
think
about
and
and
formulate
your
thinking
on
this
issue
and
or
any
information
that
you
think
would
be
helpful
for
us
as
a
task
force
to
have
as
we're
thinking
about
and
begin
to
formulate
our
collective
recommendation
now
this.
This
is
the
time
to
start
asking
for
it.
If
you
haven't
done
so
already-
and
you
can
do
that-
certainly
in
this
forum-
or
you
can
request
it
after
the
meeting.
J
But
we
are,
I
just
want
to
flag
that
we
are
moving
into
an
another
phase,
and
that
is
also
evidenced
by
the
fact
that,
starting
next
month
we
will
start
seeing
each
other
twice
a
week.
It's
going
to
be
wonderful
twice
a
week.
Yes,
indeed,
look
at
miss
carrot,
but
the,
but
the
wonderful,
wonderful
news
is
that
our
goal
is
to
provide
the
school
committee
with
a
recommendation,
at
least
an
initial
recommendation
by
the
end
of
may.
So
it's
it's
it's
short
term,
very
short
term,
so
miss
tongue.
J
X
J
J
X
A
Who
did
that
in
any
case?
Just
for
the
record
there
is
an
injunction
being
asked
for,
and
I
think
the
district
is
waiting
patiently
to
hear
what
the
what
may
come
out
of
it.
We
all
are
frustrated
at
the
fact
that
the
invitations
haven't
gone
and
that
they're
holding
up
the
entire
seventh
grade
in
bps,
but
as
soon
as
we
get
the
okay,
we
will
have
that
information.
A
A
C
Oh
great,
I
have
one
quick
question
before,
and
that
means
that
we
could
talk
about
that.
If
I
remember
correct,
then
the
last
meeting
mr
punt
and
pastas
had
asked
us
to
come
up
with
some
factors
that
we
thought
were
important
as
we
were
entering
this
like
this
next
chapter.
So
I
was
wondering
if
we
were
supposed
to
like
submit
those
somewhere
or
email
them
or
I'm
not
sure.
A
Q
Sure,
I'm
not
sure
what
else
there
is
to
add,
but
yes,
we
are
hosting
a
student
listening
session
this
saturday,
starting
at
1
p.m.
With
an
estimated
end
time
of
2
30.,
it
is
open
to
all
youth
in
boston
and
we
are.
We
are
hoping
to
get
as
diverse
opinions
as
possible,
so
yeah,
all
all
youth
are
definitely
welcome
to
that,
and
I
would
encourage
task
force
members
and
possible
audience
members
to
spread
the
word
to
any
youth
in
boston
that
they
may
know.
J
J
At
this
point,
I
do
want
to
share
with
the
task
force
that,
unfortunately,
I
have
a
prior
commitment
on
saturday,
and
so
it
is
unlikely
that
I'm
going
to
be
able
to
attend.
However,
I
will
do
my
best
to
even
if
I
can
just
step
in
for
a
few
minutes.
I
will
do
so
because
I
think
this
conversation
is
critically
important
and
I
look
forward
to
if
I'm
not
able
to
join.
J
A
X
I
am,
we
actually
sent
letters
to
parents
and
on
our
website
indicating
that,
given
the
court
process,
that
was
already
in
the
way
that
we
expected
to
send
invitations
anywhere
between
mid
to
end
of
april.
So
we
are
still
at
end
of
april
and
if
there
are
any
shifts
to
that
timeline,
we'll
certainly
be
letting
families
know.
Okay,.
J
So
on
that
I
am
going,
I
do
have
something
else
to
say:
I
you
know
for
the
record.
You
know
the
districts
certainly
can
make
whatever
decisions
the
district
wants
to
as
it
relates
to
this
process.
I
think
it
is
important
to
be
mindful
that
there
are
families
there
are
students
who
are
anxiously
awaiting
these
decisions
and
this
process
there
is
certainly
we
understand
there
was
a
a
complaint
filed
a
lawsuit
filed,
but
we
also
need
to
acknowledge
that
the
district
court
has
spoken.