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From YouTube: Boston School Committee Retreat Day 2- 1-21-21
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A
So
mark
or
liz
just
let
me
know
when
we're
ready
to
go.
A
A
A
Thank
you,
ms
sullivan.
Today's
retreat
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web,
page,
boston,
bostonpublicschools.org,
forward,
slash
school
committee
and
also
on
youtube.
Today's
agenda
has
been
translated
and
posted
on
the
committee's
web
page.
A
Forward
bostonpublicschools.org
school
committee
under
the
january
21st
link,
the
committee
is
pleased
to
offer
live,
simultaneous
interpretation
throughout
the
meeting
in
spanish,
cantonese,
mandarin,
vietnamese
and
american
sign
language.
After
I
finish,
introducing
the
interpreters,
we'll
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen,
click
the
icon
to
select
your
language
preference.
In
order
to
access
this
feature,
you
must
update
the
latest
version
of
zoom.
F
Thank
you,
madam
sure,
good
evening.
Everyone,
my
name,
is
juan
bernali,
I'm
one
of
the
simultaneous
interpreters
being
assigned
to
this
meeting.
I
will
be
interpreting
for
those
in
need,
in
indeed
of
interpretation
from
english
into
spanish.
I
will
now
explain
how
to
access
the
feature
for
simultaneous
interpretation
for
the
spanish-speaking
populists.
G
A
Yes,
yes,
I'd
now
like
to
ask
our
mandarin
interpreters,
tina,
wang
and
bao
chen.
If
you
could,
please
introduce
yourselves
and
give
zoom
instructions
in
mandarin.
Thank.
H
I
A
A
L
A
You
thank
you.
I
would
also
like
for
our
asl
interpreters
to
introduce
themselves
crystal
chung
and
sarah
kuznetsky.
A
A
For
today's
retreat,
the
public
comment
period
will
be
limited
to
15
minutes
and
will
begin
at
7
45
pm.
If
you
are
scheduled
to
testify,
if
you
could,
please
make
sure
that
you
are
signed
into
zoom
under
the
same
name
that
you
used
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.
A
Mr
crabble
started
working
with
the
boston
school
committee
in
december,
leading
both
a
professional
development
training
and
a
retreat
to
help
us
refocus
on
our
core
mission
of
improving
student
outcomes.
Yesterday
he
facilitated
a
discussion
to
help
the
committee
select
goals
regarding
student
outcomes
and
guard
rails
regarding
adult
inputs.
M
A
Great,
thank
you
so
much
and
thank
you
to
all
my
colleagues.
I
know
it's
another
night
of
a
four-hour
meeting,
so
I
really
appreciate
all
of
your
time
and
now
I'd
like
to
turn
it
over
to
mr
gravel.
N
A
N
And
again,
wonderful
to
be
with
you.
Oh
we'll
actually
start
this
evening
by
diving
directly
back
into
the
work
that
we
began
last
night,
and
so
what
happened
as
committee
school
committee
members,
you
began
by
diving
into
strategic
plan
to
try
to
identify
what
are
some
of
the
key
items
that
describe
the
community's
vision.
What
what
is
the
community
desires
for
students
to
know
and
be
able
to
do?
What
were
some
of
the
most
key?
N
The
high
need
high
leverage
elements
that
exist
within
the
strategic
plan
that
can
be
pulled
out
and
identified
as
a
focus
for
the
board
regarding
the
vision
of
the
community
and
then
after
we
did
that
as
a
school
committee,
you
went
back
into
the
strategic
plan
and
pulled
out
a
set
of
ideas
that
really
represent
the
values
of
the
community
that
you,
as
a
school
committee,
can
then
cause
to
be
the
focus
of
your
work
over
the
life
of
the
strategic
plan.
N
Of
ideas
about
the
vision
of
the
community
and
the
values
of
the
community,
what
we've
done
your
staff
and
I
have
tried
to
take
all
the
feedback
that
you
created
yesterday
and
synthesize
it
as
a
starting
point
so
before
we
dive
into
how
to
use
these
vision
and
value
statements
that
help
drive
the
focus
of
the
school
committee.
First,
I
want
to
complete
the
process
of
creating
some
amount
of
consensus
around
them
by
sharing
the
work
that
was
done
yesterday.
N
The
work
that
was
done
last
night
by
your
tireless
staff,
I'm
fairly
confident,
haven't
slept
since
last
night's
meeting
and
then
once
there's
some
consensus
among
committee
members
that
we
can
move
forward
with
how
to
use
these
to
help
focus
the
work
of
the
committee
going
forward
before
we
dive
in
any
questions
about
that
agenda.
Any
questions
about
that.
N
Excellent
and
the
only
additional
face,
I'm
saying
kymani
great-
to
have
you
with
us
this
evening,
good
to
see
you
again.
N
So
what
I
will
do
again
is,
I
will
start
by
showing
my
screen,
but
it's
the
exact
same
document
that
we
stepped
into
last
night,
and
so,
if
you
still
have
that
or
your
staff
can
provide
access
to
that,
then
you
can
see
it
there,
but
I'll
also
pull
it
up
here.
Are
you
able
to
see
my
screen
at
this
point.
A
N
Excellent,
so
here's
the
work
that
we
began
last
evening
with
you
all
coming
up
with
a
set
of
goals,
ideas,
statements
described:
what
is
the
vision
of
the
community?
What
what
do?
What
do
we
want?
What
does
our
community
want?
Our
students
to
know
and
be
able
to
do,
and
you
generally
hone
those
down
to
five
major
areas,
this
first
area
really
kind
of
focusing
on
what
is
it?
That
is
the
experience
for
students.
N
Is
there
moving
toward
graduation
this
next
area
that
really
focuses
in
on
needs
of
english
learners
and
students
with
disabilities?
This
next
area,
really
looking
at
early
literacy
concern
around,
is
the
school
system,
developing
students,
ability
to
think
critically
and
reason
and
discern
and
then
finally,
a
conversation
around.
Oh.
N
In
addition
to
these
ideas
about
the
goals,
the
vision
of
the
community,
what
what
the
community
most
wants
to
see,
students
know
and
be
able
to
do.
We
also
had
a
conversation
about
guardrails.
These
are
really
the
values
of
community,
as
the
school
system
is
moving
toward
the
vision
toward
the
goals.
N
You
know,
first,
is
really
around
the
relationship
between
the
school
system
and
really
your
community
and
customers.
Then
a
conversation
around
the
curriculum
and
kind
of
the
experience
that
students
have
instructionally,
then
a
segment
that
was
really
focused
on.
How
do
we?
You
know
how
do
we?
How
do
we
close
gaps?
How
do
we
make
sure
that
there
are
inclusive
practices
taking
place
item?
Four?
N
Was
really
about
this
idea
of
ensuring
that
there
is
a
equitable
distribution
of
resources
and
attention
to
inclusivity
and
the
work
of
the
school
system
and
then
item
five
was
really
wanting
to
make
sure
that
there
was
a
holistic
set
of
supports
and
resources
for
students
socially
emotionally
and
physically,
taking
those
here's
what
we
developed
just
open
up
by
describing
a
bit
of
the
process.
N
After
creating
a
strategic
plan
with
extensive
community
engagement,
the
school
committee
adopted
goals
that
describe
the
community's
vision,
what
the
students
will
know
and
be
able
to
do
and
guardrails
that
describe
the
community's
values
must
be
honored
on
the
journey
to
accomplishing
the
goals.
Obviously,
I'm
speaking
in
the
past
tense.
None
of
this
has
been
adopted.
N
So
I
want
to
take
a
moment
and
just
let
you
look
at
this-
the
potential
goals,
the
strategic
plan
vision,
was
really
copy
to
patient
directly
from
the
strategic
plan,
but
to
give
some
more
context
and
then
you'll
also
notice.
In
parentheses,
there
are
numbers
those
refer
back
to
progress
measures
that
are
actually
in
the
strategic
plan
so
to
try
to.
J
N
Clear
that
we're
not
throwing
out
all
of
the
community
engagement
that
was
done
with
the
strategic
planning
process,
but
that
we're
making
sure
that
they
are
interwoven
so
take
a
moment
and
review
these
potential
goals
again,
the
committee
hasn't
adopted
anything.
These
are
just
ideas
based
on
your
ideas,
for
your
consideration.
N
N
Thanks
and.
B
N
That,
let's
just
get
the
conversation,
started,
what
other
questions
questions
comments
modifications
this
is
this
is
your
work,
your
staff
and
I
have
just
tried
to
synthesize
your
work,
but
this
belongs
to
you
all.
So
if
this
is
reflective.
B
N
What
you
intended,
then
wonderful,
but
if
it's
not,
this
is
really
yours
to
own,
and
so
the
conversation
is
yours
on
what
to
add,
delete,
modify
the
floor
is
open.
A
And
since
I
can't
see
all
of
you
please
so
go
ahead,
pardon
dr
coleman.
P
Great,
thank
you.
This
is
a
remarkable,
very
good,
strong
work
and-
and
I
think
it's
it's
coming
together
this
way.
I
have
comments
about
the
third
and
fourth
bullet
I'll
start
with
the
fourth
I
I
put
on
the
table.
The
proficiency
is
too
low
that
if
we
really
are
thinking
about
our
children
being
college
and
and
career
and
life
ready
proficiency
is
too
low
bar
for
us.
I
think
we
have
to
I.
I
would
like
us
to
consider
upping
the
bar.
P
At
least
you
know,
dividing
what
percent
will
be
proficiency
and
then
also
who
will
be
that
step
above?
I
think
that's
going
to
be.
I
feel
more
comfortably.
Did
that
and
as
much
as
I
agree
with
point
number
three
I
before
I
be
comfortably
signing
off
on
that,
I
need
to
know,
because
you
know
the
bps
will
create
the
conditions
for
students
to
arrive
in
grade
three
ready
to
thrive
in
school,
there's
so
much
at
that
early
level.
A
And
I
I
agree
with
dr
coleman
on
that
point
three,
which
is
what
I
think
I
said
yesterday,
is
that
for
the
pieces
that
we
have
control
over.
But
if
we
don't,
if
it's
something,
that's
that
we
participate
in
but
don't
directly
control,
we
I
think
we
need
more
information.
A
I
thought
that
yesterday,
part
of
dr
rivera's
points
were
that
we
were
going
to
work
around
not
just
ell
with
with
disabilities,
but
just
ell
students
in
general
on
language,
development
and
acquisition,
but
I
don't
know
if
I'm
mistaken
about
that.
I,
however,
I
would
like
to
to
see
that
as
well,
not
just
with
yellow
students
with
disability
and
then
my
question
is:
I
wasn't
sure
that
I
understood
the
bps
will
cultivate
with
resilience.
N
N
This
is
your
document,
so
if
there's
anything
that
doesn't
fit
doesn't
make
sense,
this
was
the
attempt
of
myself
and
staff
to
engage
in
meaning
making,
but
there
is
no
pride
of
authorship.
Our
our
job
was
simply
to
set
you
up
for
success.
So
if
something
needs
to
be
deleted,
just
say
the
word
and
we
are
co-created.
You
all
are
co-creating
this
in
real.
N
N
M
System
so
I
I
I
believe
that
we
have
a
responsibility
to
having
students
ready
for
grade
three
and
the
measurement
and
the
outcome
here
is
reading
fluency,
I'm
not
sure
fluency
is
the
best
measure.
I
had
suggested
comprehension,
but
you
know
there's
reading,
there's,
there's
comprehension,
there's
fluency,
but
I'm
there
can
be
a
number
of
other.
You
know,
there's
vocabulary,
there's
a
number
of
things
that
are
measured.
M
So
it's
what
the
school
committee
is
thinking
they
would
like
to
do,
but
I
think
that
there
is
some
level
because
we
do
offer
upk
in
our
schools.
We
have
kindergarten,
we
have
first
and
second
grade,
so
we
may
not
be
able
to
control
zero
to
three
or
zero
to
four,
but
we
do
have
some
control
with
our
k1
k2
classes
and
grades
prior
to
the
grade.
Three,
I
think
michael
had
his
hand
up
as
well.
Q
Thank
you,
superintendent.
I
just
have
a
couple
comments,
one
I
think.
Logically,
we
may
just
want
to
put
it
in
order
as
our
students
progress
so
start
with,
you
know,
ready
for
grade
three
move
to
english
learners.
Q
A
I
would
I
I
agree
with
the
vice
chair
and
also
with
you
jerry.
I
don't
know
the
the
combination
only
because
one
was
about
like
english
proficiency
and
so
for
students
with
disability
that
were
not
seeking
english
proficiency.
O
N
A
I
was
just
saying
that
if
we
took
out
on
number
two
point
a
it
was
just
improved
progress
of
english
learners
and
students
with
disabilities.
Student
growth,
percentiles
just
take
out
the
in
english
and
in
their
home.
N
Language
not
sure
where,
where
are
we
seeing
this.
N
P
So
I
I'll
follow
up
what
I
try
to
say
I
want
I
was
trying
to
say.
I
want
to
thank
superintendent
for
her
explanation
for
how
she
was
thinking
about
the
goal
of
fluency
and
how
that
you
and
her
argument
for
how,
since
we
do,
have
them
kindergarten
to
third,
that
we
have
the
capacity
to
to
achieve
those
goals.
So
I'm
comfortable
with
an
explanation,
so
I'm
I'm
now
I'm
more
comfortable
with
that
being
one
of
our
potential
goals.
So
thank
you.
A
I
think
in
that
second
bullet
is
just
either
we're
going
with
with
one
which
is
ell
and
students
with
disability,
just
a
growth
percentile
and
taking
out
ell
access
or
we're
doing
specific
bullet
for
english
language,
learners,
on
ell
access
tests
and
then.
N
So
what
is
the
what's
the
pleasure.
A
Q
I
know
we're
trying
really
hard
to
limit
the
number
of
bullets,
but
it
would
seem
to
me
it
seems
awkward
that
we're
trying
to
put
english
language
learners
and
students
with
disabilities
in
the
same
way
yeah.
These
are
really
important
populations
for
us
and
I
would
think
that
so
we
add
one
more
bullet,
but
to
have
one
bullet
for
our
students
with
disabilities.
I
think
is
very
important.
M
You
still
have
five
here
and
you
know
that's
a
workable
number
and
these
are
very
closely
aligned
to
what's
in
my
superintendent
evaluation.
Now
we
have
significant
work
to
do
with
our
el
students,
as
well
as
our
students
with
disabilities.
22
percent
of
our
students
have
disabilities
and
about
33
percent
are
el,
and
so
these
are
significant
populations,
and
I
do
think
that
there
is
from
our
conversation
yesterday
the
opportunity
that
you
know
once
you
do
these
types
of
focused
interventions
and
supports
for
these
particular
populations.
M
Q
Agree,
that's
also
con
superintendent.
That's
also
consistent
with
the
policy
vote
that
the
school
committee
took
before
before
you
joining
us,
and
I
think
that
would
be
consistent.
You
know
with
the
with
the
primary
effort.
Obviously
there
are
a
number
of
other
things
about
our
students
with
disabilities
we
could
put
in
there,
but
I
agree
with
you
that
a
default
position,
the
first
thing
should
be
inclusion,
would
be
my
sense.
M
I
might
offer
a
slight
suggestion
on
number
four,
because
we
have
early
childhood
covered.
We
have
two
special
populations
covered
that
are
major
populations
within
our
district
that
we
need
to
do
better,
for
we
have
graduation
covered.
It
would
be
nice
to
see
our
middle
years.
Students
get
more
focus
and
bullet
four
could
be
focused
at
the
middle
school
level
for
mastery
in
science,
math
and
literacy
as
a
way
to
get
at
critical
thinking
and
more
of
a
preparatory
for
the
rigor
that
we
are
hoping
to
have
at
high
school
level.
M
M
Six,
I
would,
I
don't
see
that
here
any
specific
grade
level.
However
intermediate
level
grades,
you
know,
instead
of
being
you
know,.
O
A
We
had
like
the
middle
school
was
intended
under
the
my
cap
and
my
plan
pieces.
L
A
M
Well,
I
wonder,
I
wonder
if
we
want
to
just
use
these
as
benchmarks
more
ms
robinson,
so
that
we
are
looking
at
early
childhood,
really
zero
through
grade
three
in
a
in
a
frame
and
the
measurement.
The
measurement
that
benchmark
is
the
third
grade
comprehension
benchmark.
M
Then
we
are
doing
el
and
special
education,
more
inclusionary
type
of
practices
for
our
el
learners,
as
well
as
our
students
with
disabilities
and
then
getting
at
the
critical
reasoning.
But
the
measures
would
be
then
at
the
eighth
grade
and
then
we
get
into
high
school
and
the
measure
is
a
graduation
measure.
O
My
my
concern
is
yeah.
My
concern
is
because
of
what
happens
for
us
right
now
in
the
district
in
grades
four
to
six,
those
are
either
the
advanced
work
or
excellence
for
all,
where
it
seems
that
you
know
kids
get
divided
and
then
those
who
are
qualified
get
to
show
get
are
prepared
to
take
exams
for
exam
schools
and
others
are
not,
and
if
so,
how
are
we
really
critically?
O
Looking
at
that
experience
either?
Are
we
expanding
excellence
for
all
so
that
it's
given
that
all
fourth
to
sixth
graders
have
this?
But
right
now
we
have
not
done
that,
but
so
that
you
know
we
haven't
really
said
what
should
be
happening
there.
P
Robinson,
my
hope,
I'm
sorry.
My
hope
is
that
if
we
adopt
this
approach,
that
will
allow
us
to
look
more
critically
at
the
ways
in
which
we've
tried
strategies
to
support
advancement
like
the
way
in
which
we
prepare
people
for
the
exam
that
that
may
be
a
more
universal
intervention
and
not
so
segregated
still
early.
So
I
think
this
will
allow
us
to
be
more
critical
of
some
of
our
existing
strategies
that
have
not
produced
the
type
of
equitable
access
that
we
all
want.
M
Yeah,
I
would
suggest
ms
robinson
it
gets
back
to
what
you
were
saying
last
night
around
a
strong
curricular
focus
right
and
you
know,
and
having
rigor
across
the
grade
levels,
whether
it's
an
efa
program
or
some
other
type
of
program,
because
we
do
really
need
to
start
not
well.
We
need
to
stop
picking
winners
and
losers
exactly
and
tracking
our
students.
The
way
that
we
do,
because
you
know
either
they're
in
sub-separate,
there
are
non-diploma-bound
programs
they're
in
advanced
programs
like
awc
or
they're
in
programs.
M
Like
you
know,
exam
schools,
I
mean,
I
think,
that
you
know
this
is
kind
of
the
general
sense
and
the
reckoning.
I
think
that
we
have
to
do
as
a
committee
around
around
just
tracking
and
the
who
does
and
who
does
not
get
a
rigorous
education
or
opportunities.
O
M
That's
kind
of
the
what
we
have
to
answer
to
become
more
of
an
anti-racist
community.
E
Yeah
this
this
is
quark.
I
keep
reading
the
I
keep
seeing
the
reference
to
reading
comprehension
without
any
any
mentioning
of
writing
is
reading
comprehension.
E
Competency
is
that
is
that
part
of
the
literacy
requirement
that
reading
comprehension
also
also
implies
a
writing
competency
or
not.
If,
if
it
is
not,
then
maybe
reading
comprehension
should,
oh
also,
it
does.
M
M
All
of
those
are
parts
of
a
strong
english
language,
arts,
curriculum
and
so
those
pieces
should
all
be
assessed
within
it
within
our
our
ela
assessments,
our
english
language,
arts
assessments.
E
E
Right
see
so
when,
when
like
in
in
item
one,
when
we
refer
to
reading
comprehension
assessment
that
does
include-
or
you
know
implicitly
all
other
aspects
of
literacy
is
it
is
that
is
that
right,
right.
M
Many
of
the
assessments
do
have
writing
components
to
them,
and
so
it
would
just
if
this
was
a
value
of
this
group,
then
we
would
have
to
ensure
that
any
assessment
would
have
a
writing
component
to
it
as
an.
K
E
Oh,
I
I
I
you
know.
This
is
just
my
my
two
cents
when
I
in
in
the
bullet
one
when
I
read
reading
comprehension,
assessment.
E
In
my
mind,
it
does
just
you
know,
refer
to
reading
comprehension,
assessment
alone,
as
literally
so
I
was
hoping
to
see
something
that
would
be
a
little
more.
You
know
that
that
that
clause
there
reading
comprehension
assessment,
something
that
would
be
more
inclusive
in
terms
of
literacy,
so
so
reading
right
reading
and
writing
competency
or
something
I
my
my
experience
with
my
community
is
that
a
lot
of
a
lot
of
us
in
the
bilingual
community
do
read
very
well,
but
when
it
comes
to
writing,
they
struggle
with
it.
E
N
N
N
N
All
right,
then,
hearing
no
additional
comments
on
this
we'll
scroll
down
and
look
at.
A
N
A
Comment-
sorry,
oh
yeah
apologies.
I
I
kind
of
I
struggled
like
like
looking
at
this
because
I
don't
necessarily
want
want
it
to
be.
A
I
don't
know
necessarily
that
it's
like
a
student
outcome.
You
can
measure,
but
maybe
it's
in
the
guardrails.
Just
what
struck
me
is
that
we're
we're
super
focused
as
we
should
be
on
academic
pieces,
and
maybe
it
fits
under
the
holistic
supports.
But
just
I
was
just
thinking
about
that.
There's
really
not
a
lot
of
arts
in
here.
That
was
just
something
that
really
stood
out
to
me.
N
N
N
N
A
P
Alex,
let
me
take
a
shot
of
that
because
I
actually
like
that
work,
because
one
of
the
things
that
as
I've
as
I
as
I
study
the
landscape,
we
often
fail
to
implement
our
strategies
with
fidelity.
P
So
we
talk
like
we're
doing
it,
but
we
don't
really
do
it
in
a
disciplined
manner.
So
that's
how
I
read
that
word
so
so
so
that's
what
it
meant
to
me.
There
may
be
a
better
word,
that's
more
meaningful
to
other
people,
but
that
ability
to
do
that
with
fidelity
across
the
district.
I
think
is
you
know
we
know
we
can
do
a
lot
of
this
really
well
in
different
settings,
but
we
don't
do
it
consistently
across
the
district.
That's
what
discipline
means
to
me.
M
L
M
M
P
I
would
argue,
that's
what
fidelity
means
so,
whatever,
whichever
way,
but
I
think
one
I
think
we're
agreement.
I
think
now
words.
What
the
right
word
is.
I
I
have
two
other
reactions.
One
is,
I
don't
know
I
don't.
I
don't
know
what
the
fourth
bullet
means.
So
I
need
to
kind
of
understand
what
that
means
and
what
it
acts
like.
It
looks
like
and
that's
one
point,
and
the
second
point
is-
and
I
know
I'm
a
human
capital
guy
and
everything
that
I
read
about
school
improvement
and
change
gap.
Closing.
L
P
The
country
involves
highly
effective
teachers
and
so.
B
P
Teachers
and
leaders,
principles
and
their
effectiveness
and
quality
and
and
and
increasing
them
retaining
them
and
making
sure
they're
diverse,
is
a
very
important
guardrail.
For
me,.
P
I
don't
think
it's
in
any
one
of
those
bullets.
I
it
wasn't.
I
thought
it
was
in
the
in
the
statements
we
made
last
night.
P
Unfortunately,
I
threw
out
my
notes,
but
it
was
in
the
there.
It
is.
Retain
group
retain
highly
effective,
racially
in
linguistic,
diverse,
culturally
proficient
workforce
that
can
provide
rigorous,
culturally
and
linguistically
affirming
inclusive
curriculum
and
experiences
that
celebrate
so
it's
they
that
that
piece
is
not
in
the
guard
rails
below.
As
I
as
I
see
it.
I
may
be
wrong
on
this.
O
P
P
P
Well,
don't
I
if,
if
someone
on
the
team
has
a
can
explain
that
restorative
structural
change
system
to
me,
I
would
want
to
hear
that
before
I
took
it
out,
the
fact
that
I
don't
understand
it
doesn't
mean
it's
not.
P
A
A
O
Q
P
A
A
And
the
value
of
partnerships
that
we
can't
do
it
alone,
and
so
we
wanted
to
use
our
our
city,
but
then
also,
you
know,
understand
we're
in
a
global
context
and
that
we
use
the
cultural
linguistic
wealth
of
the
community.
P
N
And
if
there
is
a
more
apt
way
to
communicate
it,
then
this
is
the
time.
So
how
would
you
change
it.
A
I
I
also
felt
like
it
was
two
different
points,
so
I
felt
like
one
was
using
the
city
as
a
classroom
and
creating
also
opportunity
for
students
to
understand
they're
in
a
global
context,
but
then
I
thought
that
part
of
point
one
was
like
valuing
assets
and
value
in
families
was
also
recognizing
leveraging
celebrating
cultural
and
linguistic
wealth,
which
I
thought
was.
A
A
So
I
was
saying
if
you
could
move
that
leveraging
culture
and
linguistic
wealth
and
move
it
up
to
bullet
point,
one
where
it's
bps
will
leverage
the
cultural
and
linguistic
wealth
of
students
and
families
to
create
authentic
partnerships
that
recognize
their
values
and
assets,
and
then
I'm
okay
with
the
needs.
I
I
hear
what
you're
saying
jerry.
I
don't
know
how.
A
A
But
I
do
agree
also
with,
like
the
vice
chairs
point
about
the
student
voice,
because
it's
not
super
called
out.
So
we
should
just
have
a
separate
bullet
around
the
importance
of
student
voice.
A
A
B
N
A
Can
you
add
in
that
first
bullet
bps
will
leverage
the
culture
and
linguistic
wealth
of
students
and
families
to
create
authentic
student
voice
and
authentic.
A
M
A
Q
R
Hi,
everybody
sorry
that
I
had
to
step
off
and
I'm
sorry
I've
missed
a
part
of
this
conversation.
I'm
back
so
I
wondered,
if
maybe
it
could
be
like
incorporate
or
facilitate
something
where
I
agree
with
dr
cassellius
a
little
more,
not
beyond
just
valuing
it.
We
can
value
and
still
not
incorporate
right
or
take
it
into
consideration
or.
R
R
P
B
N
Else:
okay,
so,
while
we're
this
is
not
at
the
final
final
finish
line,
you
probably
take
one
more
swipe
at
this.
We
clean
all
this
up.
Add
some
numbers
in
to
clarify
some
of
these
things
and
then
send
it
back
to
the
subsequent
meeting,
but,
let's
say
we're
going
to
work
with
these
five
guard
rails
and
these
five
goal
goals
just
for
the
sake
of
the
rest
of
tonight's
work.
Let's
imagine
that
these
are
what
the
a
completed
version
of
these
is
what
the
school
committee
is
adopting.
N
What
we'll
do
with
the
rest
of
our
time
is,
we
will
take
this
information
and
then
actually
start
plugging
it
in
and
think
through.
Okay,
given
that
these
are
our
goals
and
guardrails,
how
does
that
inform
the
additional
work
that
we'll
be
doing
before?
We
do
that,
however,.
N
What
I
would
encourage
you
to
do,
if
you
haven't
done
so
already,
is
just
take
a
little
bit
of
time
to
look
through
these
documents
and
and
just
reflect
on
them
a
little
bit
more
identify
if
you
have
any
specific
concerns
or
changes
additions
that
need
to
need
to
be
accomplished
when
we
come
back
from
the
parade.
N
The
first
thing,
we'll
do
is
start
asking
the
question
about.
If
these
are
the
focused,
what
does
the
board's
use
of
time
need
to
look
like
we'll
talk
about
that
in
the
context
of
board
meetings,
but
we'll
also
talk
about
that
in
the
context
of
any
tasks,
forces
subcommittees
things
of
that
that
the
that
the
school
committee
needs
to
spawn
in
order
to
do
its
work
effectively,
I've
got
12
after
the
work.
We
come
back
at
20
after
that.
Give
folks
enough
time
to
take
a
quick
stretch.
N
N
N
N
N
So
now
the
next
step
in
this
process,
now
that
we've
got
some
rough
draft
of
goals
and
guardrails
to
work
with
the
next
step
is
to
use
those
to
start
really
thinking
through.
How
would
we
reorganize
how
we
design
our
time,
and
so
the
first
rule
of
this
that
I
want
to
offer?
You
is
this
idea
that
they're
really
now
three
criteria
that
the
school
committee
would
use
for
determining
whether
or
not
it's
something
that
you're
going
to
invest
a
significant
amount
of
time
in?
N
Is
it
directly
related
to
one
of
our
goals?
Is
it
directly
related
to
one
of
our
guard
rails,
or
is
it
legally
required
of
us
to
do
as
you
reflect
on
those
three
criteria?
Is
it
directly
related
to
one
of
our
goals?
Is
it
directly
related
to
one
of
our
guardrails?
Is
it
legally
required
of
us,
as
a
school
committee,
to
focus
on
if
you
were
to
apply
that
standard?
N
What
might
immediately
change
about
how
time
is
spent
at
school
committee
meetings?
Let's
start
with
just
analyzing
and
thinking
through
school
committee
meetings?
Think
of
a
recent
school
committee
meeting
and
ask
yourself
if
if
these
were
our
goals
and
guardrails,
and
we
set
as
a
rule
that
the
only
things
we're
going
to
put
on
the
agenda
are
things
that
are
directly
related
to
our
goals
and
directly
related
to
our
guardrails
or
that
are
legally
required
of
us
to
do.
What.
B
O
Wouldn't
it
directly
impact
the
agenda
items
that
show
up.
R
Well,
I
think
at
our
first
retreat
I
mentioned.
I
talked
about
this
with
the
issue
of
the
playground
decision
at
the
mccormick
school
to
transfer.
B
R
Property
to
the
boys
and
girls
club
and
the
richard
martin
foundation,
you
know
yeah
that
that
was.
That
was
a
heavy
for
me
and
it's
definitely
also.
How
do
we
think
about
again
the
racial
equity
planning
tool
and
whether
we
actually
apply
that
to
also
you
know
to
to
decisions
that
we're
making
but
yeah?
Sorry,
I
had
to
bring
that
up
again.
N
All
right,
so
if
there
is
a
concern
around
playground
equipment,
whatever
you
say
is
that
that
doesn't
appear
to
be
directly
related
to
one
of
your
goals,
directly
related
to
one
of
your
guard
rails.
So
unless
there
is
a
legal
issue
that
obligates
the
work
of
the
school
committee,
then
it's
possible
that
something
about
playgrounds
might
not
might
not
make
it
on
to
the
school
committee's
agenda.
Am
I
hearing
you
correctly
lorna.
R
Well,
no,
I
don't
know
if
I
interpreted
your
question
appropriately.
Actually
I
guess
it's
really
a
question
of
what.
How
do
we
get
items
on
the
agenda
for
the
school
committee?
It's.
R
N
Toward
it
from
the
opposite
direction,
so
the
question
I'm
asking
as
a
way
of
getting
access
to
that
is
if
we
accepted
the
idea
that
the
only
things
that
the
school
committee
would
put
on
its
agenda,
the
things
that
are
legally
required
to
be
there,
things
that
you
and
only
you
all
can
address
so,
for
example,
hiring
and
firing.
Superintendents,
I
suspect,
is
something
that
only
the
school
committee
can
do.
That's
probably
not
something
that
you
could.
N
N
N
R
R
N
So,
as
a
school
committee,
when
you
say
these
are
our
goals
and
these
are
guard
rails,
what
you're
really
saying
is
superintendent
brenda?
We
are
giving
to
you
the
authority
to
make
whatever
judgment
calls
that
have
us
moving
in
the
trajectory
of
our
goals
as
long
as
those
things
don't
violate
any
of
our
guard
rails.
N
So
your
superintendent
is
not
given
the
authority
to
do
anything
that
would
that
she
would
interpret
as
a
violation
of
the
guard
rails,
and
so
that's
not
something
she
should
ever
bring
to
you
and
if
you,
as
a
school
committee,
say,
wait
a
minute
wait
a
minute.
This
is
inconsistent
with
one
of
our
guard
rails.
Then
it
would
be
appropriate
for
you
to
to
highlight
that
and
have
that
conversation
with
your
employee.
N
But
what
you
are
saying
is
effect
is
weird
anything
that
is
within
the
realm
of
moving
in
the
trajectory
of
our
goals,
while
honoring
our
guard
rails,
moving
in
the
trajectory
of
our
community's
vision,
while
honoring
the
community's
values,
any
decisions
that
are
within
those
parameters.
We
are
delegating
authority
to
our
superintendent
to
make
that
decision
and
only
if
it
directly
relates
to
our
goals,
guard
rails
or
legal
legal
obligation.
Will
we
invest
time
in
it.
N
So
if
you
adopted
that
as
a
practice,
who
else
what
impact
would
that
have
on
your
agendas
for
your
committee
meetings,.
A
I
think
oh
go
ahead,
somebody
was
gonna.
Talk,
no
go
ahead,
go
ahead,
no,
no
go,
go,
go!
Okay!
I
was
gonna
say
that
I
think
you
know
we
have
to
be
super
cognizant
of
this
decision
that
you're
asking,
because
what
I
can
foresee
is
things
like
that
are
interesting
that
that
school
committee
members
want
to
know
so,
I
think
about
like
food
or
the
food
and
nutrition.
Although
that's
a
very
important
part
of
a
child's
life
of
a
student's
life,
it's
not
necessarily
one
of
the
goals.
A
You
could
argue
that
it's
in
the
last
guard
rail
around
social,
emotional,
physical,
but
that
would
be
one
example
or
like
travel.
People
are
interested
in
like
where
are
students?
Well,
maybe
that's
not
a
good
one,
because
we
have
a
goal
about
or
a
guard
rail.
So
I
think
all
I'm
saying
is
that
we
would.
We
would
just
have
to
know
that
not
everything
that
we're
interested
in
would
come
before
us,
so
it
would
impact
it
in
that
way.
N
That's
correct,
so
if
there's
something
that
is
within
the
realm
of
which
you've
delegated
to
your
superintendent,
you
know
so,
for
example,
food.
If
you
have
a
group
of
constituents
and
like
we
want
to
we
want,
you
know
pizzas
on
wednesdays,
you
know
served
at
the
middle
schools,
because
that
is
not
a
legal
requirement.
N
It
is
not
directly
related
to
one
of
your
goals
and
not
directly
related
to
one
of
your
guardrails.
Then
that
is
not
something
that
you
would
then
place
on
the
agenda.
You
would
maintain
the
delegation
of
that
to
your
superintendent.
A
B
A
N
N
What
happens
next
in
the
process
is
you
all
have
developed
a
draft
set
of
goals
and
guard
rails
eventually
you'll
adopt
a
final
set
and
then,
in
response
to
that,
your
superintendent
will
develop
a
set
of
progress
measures
that
give
you
insight
into
how
she
is
interpreting
your
goals
that
interpret
in
your
guard
rails,
progress
measures
that
you
can
use
to
track.
N
Are
we
in
fact
moving
in
the
trajectory
of
our
goals
and
guardrails,
and
so
at
that
point,
if
it's
not
directly
in
the
language
of
the
goals
and
guard
rails,
and
it's
not
directly
being
measured
by
one
of
the
progress
measures,
then
everything
outside
of
that
the
things
that
you've
delegated
to
your
superintendent.
So
I'm
fairly
confident
that
even
with
that
guardrail,
the
superintendent
is
not
going
to
have
a
progress
measure
about
pizza.
B
N
Then
no
that
would
not
wind
up
coming
back
before
you
travel
unless,
under
that
particular
guardrail.
She
has.
She
chooses
a
progress
measure
around
around
field
trips,
then
that
would
not
come
before
you
a
question
that
comes
up
in
the
chat
box.
You
know
kamani
asks
if
it's
not
coming
before
us
who's
it
going
for
it's
going
before
the
superintendent
that
that
is
the
conversation
you're
having
right
now.
What
are
the
things.
J
N
That
are
such
a
absolutely
vital
right,
vital
representation
of
the
community's
vision
of
values
that
we
have
to
that.
We
have
to
focus
on
them
as
a
school
committee
that
these
have
to
become
the
the
absolute
focus
of
our
intentions
is
because
of
how
critical
they
are
that
it
that,
but
in
order
to
maintain
focus
on
these
vital
items
of
the
community's
vision
of
values,
in
order
to
say
yes
to
these,
that
means
you're
going
to
have
to
delegate
other
things,
and
so
that's
the
response
to
you
know.
N
N
That
they
have
to
be
what
you
all
focus
on
versus
what
are
the
things
that,
while
still
very
important
you're
going
to
instead
delegate
to
your
superintendent,
so
that
you
can
preserve
for
yourself
the
focus
on
the
things
that
you
consider
the
prior
community's
priorities.
Okay,.
O
So
I
have
a
question
you
know
this
is
what
I
thought
a
lot
about
last
night,
which
you
know,
I
think,
as
we
move
through
this
process,
focusing
as
you're
talking
about,
then
it
puts
a
very
different
pressure
back
on
the
district
itself
in
terms
of
how
it's
going
about
doing
its
business
and
responding
to
the
customer
needs
because
oftentimes,
what
pushes
us
in
one
direction
or
another
is
what
we
hear
in
public
comment.
O
O
I
feel
that
time
take
us
off
off
focus
because
it
is
something
that's
critical
and
we're
trying
to
be
responsive.
But
the
question
is:
is
now
a
better
response
that
this
is.
You
know
that
the
district
itself
has
to
look
at
how
it,
in
addition
to
school
committee,
is
having
opportunities
to
discuss
issues
with
families,
others
and
get
issues
resolved
so
that
they
don't
end
up
coming
to
us.
O
O
You
know
kind
of
thing
and,
and
that's
you
know,
a
growing
win
within
the
district.
So,
according
to
this
now,
this
would
not
necessarily
be
coming
before
us.
N
Right
so
the
example
would
almost
certainly
not
be
coming
before
you.
If
people
had
grave
concerns
about
food
menus
at
middle
schools,
they
would
be
obligated
to
sort
that
out
with
you
know
their
principal
their
principal
supervisor
or
their
chief
of
schools
or
superintendent,
but
that
that's
not
something
that
would
wind
up
on
the
agenda
of
the
board,
and
this
is-
and
this
is
the
thing
you
have
to
understand
about
this-
there
is
never
going
to
be
a
day.
There
will
never
be
a
single
day.
N
So
there
will
never
be
a
day
where
one
of
your
10
000
employees
doesn't
have
a
concern
that
they
would
really
prefer
to
bring
before
the
board.
You
have
40
000
students,
50
50,
000
students.
There
will
never
be
a
day
where
one
of
the
parents
of
your
50
000
students
doesn't
have
a
concern
that
they
want
to
bring
before
the
board.
That
day
will
never
come
one
365
days
out
of
the
year.
N
That
desire
will
be
there,
and
so
the
challenge
in
this
conversation
is
that
yeah
you're
literally
saying
there
are
some
things
that
are
so
central
to
the
vision
and
value
of
the
community,
that
the
only
way
that
we
can
preserve
time
to
focus
on
them
is
that
we
have
to
delegate
everything
that
is
not
them
elsewhere,
and
that
means
all
these
other
matters
that
people
might
want
to
bring
before
the
school
committee,
that
that
is
not
problematic,
that
they
want
to
do
that.
They
have
every
right
to
have
that
desire.
N
N
Those
are
three
hours
that
you
aren't
going
to
invest
in
are
our
students,
who
are
english
learners,
getting
what
they
need
to
be
successful.
P
P
O
P
And
then
that's
what
drives
so
in
the
multi-tier
support
meetings.
If
we
hear
in
public
comment
a
lot
about
water,
physical
health,
food,
the
superintendent's
going
to
pick
up
that
I
I
need
to
address
this
in
the
next
time.
Multi-Tiered
supports
on
the
agenda
or
two
times
later,
we're
gonna
have
a
report
on
food.
B
B
N
I
don't
know
that
you're
ever
gonna
have
a
report
on
food.
So
if
that
is
the
desire
of
your
hearts,
then
you'll
want
to
make
sure
that
that
is
one
of
your
guard
rails.
But
if
it's
not
there,
then
you'll
probably
literally,
never
have
a
report
we're
in
the
board
meeting
you
you'll.
N
If
that's
one
of
the
progress
measures
yeah,
so
the
progress
measures
will
define
the
universe
of
those,
and
my
suspicion
is
of
all
the
different
social,
emotional
and
physical
indicators
that
could
possibly
be
tracked.
My
guess
is
what
you're
feeding
students
in
the
lunchroom
is
not
going
to
make
the
cut.
N
If
you
only
have
three
progress
measures
per
guard,
rail
and
three
progress
measures
per
goal,
I'm
almost
certain
that's
not
going
to
make
the
cut.
So
what
won't
happen
is
you
almost
certainly
won't
get
a
report
about
which
days
you're
doing
chicken
nuggets
on
at
a
board
meeting
now.
B
N
Not
that
does
not
mean
you
won't
be
getting
that
information.
The
only
thing
we're
talking
about
is
what
do
you
put
on
your
agenda
to
spend
time
on
during
the
during
the
committee
meeting,
and
so
you
may
still
in
fact
get
a
report
about
that
in
your
inbox,
just
as
general
information.
So
you
understand
the
extent
to
which
the
superintendent
is
is
going
about
the
work
of
the
school
system
in
a
way
that
honors
the
community's
vision
of
values,
but
you'd
receive
a
report
about
that
in
your
inbox.
N
It's
not
something
that
you
would
spend
a
lot
of
time.
It's
not
something
that
you'd
spend
time
on
in
a
board
meeting.
So
what
I
want
to
clarify
here
is
we're
not
talking
about
what
information
the
school
committee
gets
you
still
on.
Whatever
information
you
use
to
get
it,
you
still
get
that
and
probably
more
all
we're
talking
about
is
how
you
spend
time
during
school
committee
meetings.
Kamadi,
I
see
your
hands.
S
Up,
thank
you.
I
just
feel
the
need
to
say
that
a
lot
of
people
they're
there
I
feel
like
there
are
two
primary
reasons
as
to
why
people
come
to
public
comment.
One
can
be
because
they
don't
feel
as
though
their
voices
were
translated
and
the
policy
or
project
that's
being
presented
or
the
other
is
that,
even
if
they
did,
they
just
disagree
with
what's
being
presented,
yeah
and
that
those
are
the
sort
of
the
two
primary.
S
Like
forms
of
disagreement
that
I
found,
and
I
think
that
if
we
are
going
to
begin-
and
I
feel
as
though
we
should
have
already
been
doing
this,
but
especially
now,
if
we're,
if
we're
going
to
begin
delegating
some
responsibilities
and
action
items
to
the
superintendent
into
the
district,
there
needs
to
be
a
very
dramatic
increase
in
the
community
and
student
outreach
for
these
projects
and
presentations.
S
Simply
because
you
know
I.
I
think
that
a
lot
of
my
colleagues
here.
Even
though
public
comment
is
a
legal
requirement,
it
can
be
a
lot
and
in
order
for
in
order
for
the
community,
to
you
know,
I'm
not
saying
to
do
this
as
like.
A
a
counter
measure,
so
we
can
get
less
people
to
come
to
public
comment,
but
so
we
can
sort
of
change
the
trajectory
of
what
people
of
what
people
come.
S
Some
ideas
is
going
to
headmasters
and
saying,
like
hey
like,
if
you
can,
if
you're
doing,
if
headmasters
and
schools
do
a
monthly
sort
of,
I'm
not
really
sure
what
the
word
is
auditorium
meeting
assembly
that
that's
the
word
assembly,
then
you
know
sort
of
tell
the
heads
of
schools
like
hey,
bring
this
bring
this
issue
up
in
your
assembly
and
maybe
create
a
survey
about
it
and
ask
students
what
they
think
or
maybe
have
head
masters
delegated
even
further
to
teachers
or
the
working
groups
that
the
superintendent
and
the
district
are
putting
together.
S
Around
issues.
Have
members
of
those
working
groups
go
back
to
community
members
and
ask
hey
I'm
on
this
working
group
doing
x,
y
and
z?
What
do
you
think
and
also
making
sure
that
the
working
group
is
composed
of
not
just
people
who
have
historically
been
on
working
groups
or
like
who
know
about
the
issue
but
like
make
sure
to
like
also
get
some
adults
and
students
on
there
who
are
like
really
like
closest
to
the
pain
closest
to
the?
Where
the
work
is
going
to
impact
them,
so
those
are
just
some
ideas.
S
I
have
floating
around
my
head
about
how
to
really
increase
community
and
student
engagement
so
that
when,
when
we
have
people
coming
to
public
comment
and
expressing
their
frustration,
it's
it's
not
more.
It's
not
a
lot
of
like
what
is
this
like.
What
is
what
is
this
that
you're
laying
before
me
like?
What's
going
on
right
now,
like
I
wasn't
even
invited
to
it
and
invited
to
discuss,
etc,
but
it's
more
so
you
know
it's
more
so
opinionated
on
the
it's
more
so
addressing
the
actual
project
or
presentation
in
itself.
S
N
We
talked
about
this
yeah.
We
talked
about
this
a
little
bit
yesterday
come
on
in
that
and
so
I'd
go.
So
I
double
down
on
that
and
go
so
far
as
to
say
if
there
are
a
significant
amount
of
community
members
using
school
committee
meetings
as
a
way
to
get
access
to
customer
service,
that
that
is
indicative
of
something
somewhere
else
in
the
school
system
missed
the
customer
service
opportunity
and
people
are
flowing
to
the
school
committee.
N
As
a
response
to
me,
the
answer
is,
and
how
do
we
cut
off
public
comment?
Yeah.
N
Said
how
do
we
ensure
that
the
appropriate
avenues
for
customer
service
are
taking
place
elsewhere?
Brenda
I
saw
you
wanting
to
jump
in
there.
M
And
then
you
get
this
broad-based
kind
of
saturation
of
people,
knowing
what
the
things
are
that
we'll
be
discussing,
I
think
that's
important
and
then
just
finally
I'd
mention
and
similar
to
kamani's
comments
is
when
people
come
to
school
committee
oftentimes.
It
is
a
particular
issue
that
matters
to
them
or
their
individual
school,
and
these
things
should
be
handled
at
the
school
level
at
the
equity,
roundtable
and
discussed
and
are
at
the
parent
council
level.
M
R
Yes
well,
thank
you
again.
You
know
really
again
appreciate
this
this
whole
session,
because
we
don't
have
these
opportunities
to
reflect
like
this.
You
know.
I
I'm
wondering,
though
it
makes
me
think
about
what
have
been
the
most
sort
of
heated
and
most
painful
discussions
that
school
committee
have
been
around
the
build
bps
right,
where
we're
merging
schools
closing
some
potentially
closing
some
well,
we've
already
they
closed
the
school
and
you
know
how
how
so
build
pps
school
police
right.
R
These
are
things
we
need
to
vote
on
and
do
out
like
fundamentally
like
the
buildings
right
and
what
we
can
do
in
terms
of
programming.
I
mean
the
seats,
the
the
the
strands
were
able
to
offer.
I
mean
everything
really
is
tied
to
to
our
our
buildings
in
a
way
right
and
and
and
again
you
know,
mr
cravo
like
boston
right.
We
have
like
the
oldest
school
district
right,
the
oldest
buildings
in
the
nation,
so
we
have
very
specific
problems
that
I'm
not
sure
other
school
districts
have
to
deal
with
that.
R
To
the
extent
that
we
do
so,
my
question
to
my
fellow
members
is
you
know
I
I
don't
know
how
comfortable
I
feel
like
just
sort
of
delegating
everything
around
say,
something
like
build
bps
or
the
school
police.
You
know
to
the
superintendent
and
her
executive
and
her
team
yeah.
I
just
I
just
I
I
you
know
because
to
me
those
are
issues
that
are
related
to
our
guard.
Rails
are
related
to
to
our
student
outcomes.
How
do
we,
how
do
we
make
those
those
those
decisions.
N
This
is
true
whether
you're
a
superintendent,
whether
you're
a
school
committee
member,
whether
you're
the
executive
for
a
large
organization
or
corporation,
like
the
one
thing
that
we've
all
been
gifted,
is
us
the
exact
same
number
of
minutes
in
every
single
day
and
as
leaders
trying
to
figure
out
how
to
invest.
Those
minutes
is
critical
because
how
you
invest
those
minutes
determines
what
is
more
likely
to
get
done
and
what
is
less
likely
to
get
done.
N
If
you
all,
as
a
school
committee,
invest
the
limited
time
you
have
into
a
hundred
different
things,
none
of
those
is
any
more
likely
to
bear
fruit.
As
a
result
of
that,
you
will
feel
better
about
it
and
you
will
have
a
warm
fuzzy
feeling
and
people
will
say
nice
things
about
you
on.
You
know
instagram,
but
you
won't
have
actually
accomplished
anything
for
children,
because
your
efforts
would
have
been
so
spread.
N
If
you
really
want
to
get
things
done,
the
one
of
the
hardest
parts
of
the
leaders
journey
is
being
you
know
intentional
about.
How
am
I
investing
the
the
very
finite
number
of
minutes
I've
been
given
it
and
the
more
that
I
focus
so
it
the
the
analogy
we
use
here
in
texas
is:
does
anybody
do
any
of
the
nine
of
you
drive
a
truck
any
trucked
yeah
didn't
think
so.
So
you
asked
that
question
in
a
room
of
three
people
in
texas,
the
answer's
gonna
be
yes
for
somebody.
N
So
so
I'll
ask
you
know
all
right
who
who
here
drives
the
biggest
truck?
That's
the
question
I'll
ask
you
know,
and
you
know
somebody
say.
Oh
definitely
me
it's
usually
like
this
little
bitty
grandma
or
somebody
who's
driving
this
massive
monster
truck.
It's
like
all
right.
So
how
many
miles
per
gallon?
Does
your
truck
get
and
she'll
say?
Oh,
it
gets
about
12
miles
an
hour.
N
N
N
N
Yeah,
and
so
the
thing
to
get
clear
about
is
the
more
priorities
you
have,
the
less
distance
you're
going
to
be
able
to
push
each
of
those
priorities,
but
here's
where
it
gets
really
important
to
be
clear
about.
If
you
divide
that
one
gallon
of
gas
among
20
trucks,
how
far
will
each
of
those
20
trucks
go
not
very
far.
N
But
when
you
choose
to
spread
yourself
among
those
hundred
things,
none
of
them
is
going
anywhere.
There'll
be
a
bunch
of
really
large
trucks
sitting
in
a
very
crowded
parking
lot,
but
they
won't
have
gone
anywhere,
and
you
may
in
fact
feel
very
good
about
having
spent
a
little
bit
of
time
here
and
there
and
right
around
and
done
all
these
things.
N
But
children
will
be
sitting
in
the
parking
lot
of
their
education,
not
having
actually
gone
anywhere,
and
that
will
be
because
you
failed
as
a
leader.
This
is
the
challenge
that
the
leadership
commits
us
to.
How
do
we
get
focused
on
the
vision
and
value
of
the
community
in
a
way
that
actually
increases
the
likelihood
of
getting
them
done?
So?
Yes,
I
want
to
be
incredibly
clear
what
I'm
saying
the
recommendation.
N
N
If,
if
we
were
talking
through
this,
he
said
wait
a
minute
wait
a
minute.
Yeah
facilities
is
just
absolutely
crucial.
We
got
to
spend
time
with
facilities,
then
what
I
would
say
to
you
look
at
that
list
of
five
potential
guard
rails
and
decide
which
one
you
want
to
delete
and
replace
with
facilities,
and
that
is
absolutely
an
appropriate
move
for
you
to
make.
N
So,
for
example,
when
I
went
through
this
nearly
identical
process
with
my
board,
one
of
the
things
that
was
really
important
to
us
was
community
engagement.
You
know
kind
of
what
you
know,
kamani
said,
and
so
one
of
our
guard
rails
was
around
community
engagement
very
similar
to
the
fact
that
you
all
have
one
that's
around
community
engagement,
because
it
was
one
of
the
top
values
of
our
community.
N
R
R
Up
and
they're
very
important
and
related
to
student
outcomes,
so
yeah,
I
you
know
I'll
defer
to
others,
because
I've
talked
a
lot
about
this,
so
yeah.
P
You
know
laura,
I
really
appreciate
you
saying
this,
because
this
is
this
will
be
the
tension
and
there
and
and
the
degree
to
which
we,
if
we're
gonna,
go
the
way
I
think
about
it.
If
we're
moving
to
an
outcome-based
board
and
that's
what
we
are
responsible
for,
there
are
crises
and
organizational
challenges.
P
That's
no
longer
our
job
to
do
something
about.
We
want
to
understand
it
and,
as
the
superintendent
asked
to
meet
with
us
each
each
of
us
all
weekly,
as
we
have
other
opportunities
and
task
force
and
other
ways
that
we
can
communicate
with
the
community.
But
issues
like
what
what
in
our
guard
rails?
P
Where
did
the
police
belong
in
our
regular
reporting
structure
versus
there's
a
concern
and
a
problem
with
the
police?
That's
an
operational
concern
and
that's
the
superintendent's
job.
That's
going
to
be
very
difficult
for
the
boston
community
to
deal
with,
because
they're
going
to
want
us
to
look
like
we're
doing
something
about
it.
P
To
manage
this
crisis
and
that's
when
we
get
sucked
into
operational
stuff,
not
policy
stuff,
and
we
don't
have
the
ability
to
do
the
operations
and
that's
when
it
gets
all
mixed
up
and
we're
not
clear.
So
we
have
an
agenda
item
for
the
superintendent.
We
have
goals
for
her
and
we
give
and
she
has
responsibilities.
P
N
B
Q
Well
that
affects
the
we
were
talking
yesterday
about
the
physical
well-being
of
our
students
right,
and
we
also
talk
about
discipline.
I
mean
there
are
a
number
of
ways
that
you
can
fit
a
number
of
topics
under
if
you
want
to.
So
I
think
mr
krabill
will
probably
tell
us
when
we
talk
with
other
boards
across
the
country.
The
first
reaction
is
they
end
up
doing
a
lot
of
mental
gymnastics
to
take
a
topic
to
fit
it
or
verbal
gymnastics
to
take
a
topic
and
fit
it
into
a
guideline
yeah.
Q
And
then
it's
almost
like
the
five
stages
of
grief
right
then,
then
they
kind
of
adapt
and
and
start
to
get
more
disciplined
in
saying,
no,
that's
something
we're
going
to
delegate
to
the
superintendent.
It's
not
the
effective
use
of
our
time.
We
only
have
so
many
hours
and
then
they
will
also
make
adjustments,
as
mr
crabble
suggested.
Maybe
you
take
out
a
guardrail
and
say
that's
not
working.
I
mean
this
is
a
it's
a
living
breathing
document,
so
we
adjusted
over
time.
Q
I
will
also
share,
though,
that
other
boards
across
the
country
talk
to
our
peers
in
philadelphia,
as
example.
This
is
their
terminology
right
now
that
they
use
as
much
as
we
talk
about
build
bps
and
weighted
student
funding
and
other
buzzwords
that
we're
comfortable
with
all
the
time
they
are
using
goals
and
guardrails
as
part
of
their
regular
verbiage,
because
it
is,
they
have
found
it
uplifting
to
say
no.
This
is
what
we're
focused
on,
and
this
is
what
we're
trying
to
accomplish
and
they
use
it
now
to
say
peel
away.
Q
N
Yeah
so,
for
example,
I
don't
see
anything
in
your
yeah,
I
don't
see
anything
in
your
proposed
guardrails
as
they
currently
exist,
which,
after
this
conversation,
I
fully
expect
they
might
change
and
that's
healthy,
that's
a
healthy
part
of
the
process,
but
I
don't
see
anything
in
there
about
you
know.
Defense
of
you
know
our
democracy
and
so
then,
when
a
insurrectionist
behavior
takes
place
at
our
capital
is,
is
there
a
space
to
describe
that
or
to
speak
into
that?
N
You
know
at
a
school
committee
meeting
and
and
you're
correct
that
that
means
currently
there
is
not,
and
so
you
all
have
to
make
the
decision
do
we
want
to
speak
on
this
kind
of
social
kind
of
emergent
issue,
even
though
it's
not
generally
my
encouragement
to
you
is
don't
you
know
if
there's
a
comment
that
needs
to
be
made
on
behalf
of
the
school
system.
You
know,
superintendent
is
welcome
to
do
so,
but
if
you
all
feel
the
need
to
to
do
so,
then
you
are
the
public
officials.
N
What
I'm
lifting
up
is
the
cost
of
you
doing
so
is
that
in
every
moment
you
choose
to
take
a
little
bit
of
energy
away
from
the
things
that
you
have
said
are
the
most
are
the
most
high
priority
vision
and
value
of
the
community
every
time
you
take
a
moment
away
from
that,
then
you
make
that
a
little
bit
harder
to
achieve,
and
so,
if
you're
going
to
take
time
away
from
that,
my
coaching
would
be
to
you
one
don't,
but
then
second,
if
you
are
going
to
do
so,
be
kind
of
really
discriminating
and
that
we're
only
going
to
take
time
away
from
this
if
it's
actually
like,
if
this
conversation
is
more
important
to
us
than
the
liters,
then
early
literacy
and
the
literacy
of
our
english
learners,
if
this
is
so
crucial
that
we're
comfortable
taking
time
away
from
that,
then
my
coaching
is
take
time
away
from
that
like
make,
that
judgment
call
and
do
it,
but
just
don't
do
it.
N
You
know
haphazardly.
Do
it
with
the
full
cognition
that
we
consider
taking
an
hour
to
spend
on
this
particular
topic
more
important
than
the
pre-determined
priorities
that
we've
already
written
down
and
that's
how
that's
the
rubric?
I
would
encourage
you
to
use
in
your
mind,
and
so,
if
something
meets
that
threshold,
then
absolutely
add
it
to
the
agenda.
N
N
E
Oh,
thank
you
kamani.
I
just
have
sort
of
two
comments
regarding
this
topic,
or
one
comment
and
one
question
relating
back
to
what
we
have
discussed
yesterday.
That
ouro
is
more
of
of
governing
rather
than
managing,
and
I
think
I
take
that
too
hard.
So
the
delineation,
or
the
separation
of
duties
and
responsibilities,
are
very
clear
as
a
board
member
or
as
as
as
board
as
the
whole
board.
We
are
governing
we're
delegating
the
the
the
the
design
and
the
construction
of
policy.
E
We
we
develop
policies,
we
design
policies,
but
then
we
develop.
We
delegate
the
implementation
of
those
policies
to
the
superintendent
and
the
superintendent
is
managing
those
implementation.
Then
we
evaluate
the
the
the
the
superintendent.
What
I
found
in
that
model
was
that,
whether
the
implementation
of
those
policies
so.
E
Those
ideas
from
the
board,
specifically,
let's
just
pick
one
one
example-
the
the
build,
the
the
recent
pro
project
on
on
rebuilding
the
the
school
system.
I
forget
the
term
of
it,
but
anyway
the
the
the
superintendent
is
implementing
the
policies
in
accordance
with
our
wish
and
our
our
out
our
policy
and
at
the
time
of
evaluation,.
E
E
The
the
the
the
core
group
that
we
are
responsible
for
is
the
students,
so
I
usually
focus
my
my
focus,
my
my
my
evaluation,
based
on
that
based
on
the
work
of
the
superintendent
on
the
on
the
effect
of
the
students,
specifically
not
the
politicians,
not
not
even
the
parents,
sometimes
or
not,
even
the
teachers,
the
staff,
so
that
that's
that's
my
my
one
one
point
there.
The
delegation
is
very
important
to
me.
We
are
we
are
we
are
governing.
E
We
are
not
managing,
so
sometimes
we
want
to
run
jump
into
issues
that
that
we
we
hold
there
in
my
mind,
I'm
I'm
I'm
very,
very
interested
in
anything
that
is
equity,
anything
that
is
discrimination.
E
But,
of
course,
I
believe
that
you
know
we
hired
the
the
the
superintendent
we
delegate
and
then
we
and
then
we
we,
we
evaluate
the
person,
the
supreme
based
on
our
own
set
values
and
and
and
belief.
So
that's
one
thing.
The
second
comment
or
the
second
question
regarding
the
guard
rails
and
all
that
and
and
issues
that
affect
the
the
board.
I'll
give
you
an
example
a
couple
of
months
ago,
there's
a
political
issue.
E
One
of
our
the
chair
had
made
something,
and
then
you
know
admit
some
kind
of
remark
and
then
it
became
a
political
issue
and
a
number
of
political
politicians
came
on
and
and
spoke
about
it
and
and
and
it
that
incident
alone
does
not
does
not
have
anything
to
do
with
the
work
of
of
of
the
school
board.
But
just
because
of
the
effect
of
that
incident
we
spoke
out,
and
then
we
we
you
know
as
a
group
and
as
individuals.
E
We
we
spoke
out
my
my
my
two
cents
here
is
this:
do
we
speak
out
as
a
whole,
or
do
we
speak
out
because
of
the
image
of
the
the
board?
Do
we
speak
out
as
in
unity,
or
do
we
speak
out
in
accordance
with
with
with
each
and
everyone's
belief
and
experience
and
and
and
and
life
skill?
E
Does
that
have
anything
to
do
with
guardrails?
Does
that
have
anything
to
do
with
you
know
with
the
the
the
the
goals
and
missions
that
we
set
out?
I
don't
believe
so,
but
we
still
speak
out
because
it
it
does
have
some
some
effect
on
the
image
of
the
the
board.
The
question
I
I
have
right
there
for
you
is
in
in
anticipation
for
lack
of
better
word.
Let's
say
there
are
other
issues
similar
to
that.
You
know
with
with
a
tinge
up
politics
that
can't
be
forest.
E
Let's
say
you
know
like
joe
biden
versus
drums
or
something
like
that.
Like
you
just
mentioned
that
come
before
the
board
and
and
we
speak
out,
do
we
speak
out
us
as
the
in
unity
or
do
we
speak
out
in
each
and
everyone's
belief?
That's
fine!
E
Despite
the
you
know,
that's
why
the
the
the
the
the
image
of
of
the
of
the
board
as
a
whole.
N
Yeah,
you
brought
up
a
few
different
issues.
I
want
to
try
to
answer
kind
of
the
two
big
ones
one,
and
this
has
to
be
super
clear.
Nothing
about
this
conversation
in
any
way
is
speaking
to
the
topics
that
community
members
can
and
can't
speak
about
in
public
comment.
Community
members
can
speak
about
whatever
they
want
and
I
would
not
encourage
you
to
make
any
efforts
to
try
to
limit
or
somehow
harm
what
community
members
can
talk
about.
N
Community
members
can
say
whatever
they
want
to
say
and
that,
and
that
is
pretty
much
a
honored
tradition
all
across
the
country.
M
N
N
Not
you
know
you
should
have
an
obligation
to
listen,
but
if
they're
talking
about
things
that
isn't
your
goals
and
isn't
your
guardrails,
then
they're,
probably
really
in
practical
matter,
communicating
with
the
superintendent,
because
then
it's
gonna
she's
gonna
own
having
to
offer
a
response
only
if
they're
talking
about
something
that's
related
to
your
goals
and
guardrails.
Does
it
really
elevate
to
okay
well
hold
on
this
is
something
we
as
a
school
committee,
need
to
be
paying
attention
to
in
terms
of
what
we're
what
we
might
ultimately
add
to
our
agenda.
N
So
that's
that's
one
thing
I
just
want
to
clarify:
this
is
not
an
attempt
to
legislate.
I
would
not
coach
you
in
that
direction.
N
The,
but
the
other
part
is
kind
of
this
idea
of
speaking
in
one
voice
and
to
that
I'll
only
say
this,
it's
a
matter
of
what
you
want
to
accomplish
if
a
purpose
of
making
a
public
comment
is
to
really
strengthen
a
sense
of
community
resolve
and
to
inspire
community
in
a
direction,
that's
consistent
with
the
vision
values
of
the
community
as
as
implemented
by
the
school
system.
N
N
So
if
you're,
trying
to
kind
of
raise
your
own
stock
price
speak
solo,
if
you're
trying
to
raise
the
stock
of
the
school
system
as
a
whole
speak
in
unity,
and
so
I
think
you
just
have
to
decide
in
each
given
scenario,
which
of
those
am
I
most
trying
to
accomplish,
you
will
you
you
all
can
make
that
assertion
for
yourself
and
then
you
know
behave
accordingly
come
on.
Are
you
still
with
us?
You
were,
I
saw
your
hand
up.
N
Next,
all
right
we'll
come
back
to
him
when
he
hops
back
on,
so
we're
on
this
topic
of
influencing
of
what
is
the
influence
of
a
school
committee.
Saying
here
are
goals
here
at
guard
rails,
so
we're
about
to
transition
away
from
this
and
look
at
another
piece
of
your
operations,
but
before
we
do
any
other,
oh
there
you
are,
did
you
have
a
particular
question
and
then
alex?
I
see
your
hand
as
well.
S
Not
a
particular
question.
I
just
wanted
to
say
that
I
appreciate
the
analogy
you
gave
with
the
trucks
and
sort
of
you
know
expressing
how
we
need
to
be
devoting
our
energy.
You
know
sort
of
like
decreasing
our
agenda
items
list
and
really
devoted
a
lot
of
our
energy
into
that.
I
I
100
agree.
I
I
just
I
love
how
beautifully
you
put
it
and
I
I
just
love.
I
love
that
we're
doing
this.
S
Yeah,
so
I
I
just,
I
just
wanted
to
acknowledge
that
I
think
it's
very
tricky
and
I
think
that
you
know
we
do
have
to
revisit
sort
of
our
our
guard
rails
and
goals
to
sort
of
what
see
what
can
be
admitted
and
what
can't
be
admitted,
and
I
think
it
also
needs
to
be
a
a
stronger
establishment
of
of
trust
between
the
school
committee
and
the
district.
So
that
way,
it's
like
you
know
if
I
am
delegating
this
to
you.
N
Yeah
absolutely
alex
alex
and
then
I
saw
brenda
your
hand.
Q
A
I
just
wanted
to
say
I
know
it's.
I
know
it's
a
tough
conversation
and
it's
hard
to
decide
where
we're
gonna
spend
our
time,
but
I
guess
what
I
would
say
is
that
I
envision
you
know
a
place
where,
for
example,
like
build
bps,
although
we
we
would
have
to
address
that
at
some
point,
but
that
I
would
expect
for
the
superintendent
to
do
all
the
work
that
she
can
all
the
upfronting
all
of
the
engagement
all
of
the
community
meetings
and
then
bringing
it
to
us
when
she
feels
like
the
community.
A
Is
there
now.
Obviously,
if
she
brings
it
the
community's
not
there,
then
we
just
delegate
it
back
to
her.
I
guess
because
I
feel
like
I'm,
I
get
nervous
like
even
looking
at
these
goals.
I
think
there's
just
too
many
I
feel
like
you
know
like.
A
I
want
to
do
like
two
or
three
things
really
well,
rather
than
doing
a
bunch
of
crappy
things
which
I
feel
like
we
constantly
get
stuck,
and
I
know
it's
hard
to
think
about
like
oh
we're
not
going
to
cover
this
we're
not
going
to
cover
that,
but
I
just
feel
like.
If,
if
we
could
do
a
few
things,
you
know
we
can
really
show
some
traction
in
those
areas.
A
I
just
think
it
would
also
make
a
really
huge
difference
in
how
the
community
also
sees
us
and
relates
you
know
to
us
being
part
of
the
school
committee,
because
right
now,
it's
like
we're
trying
to
do
so
many
things.
So
I
just
want
to
say
that
I
can
envision
again
many
things
delegated.
It
doesn't
mean
we're
not
going
to
know
about
it.
A
The
superintendent
can
bring
it
when
it's
like
ready
and
we
deal
with
it,
but
I
I
I
think
buildings
are
really
really
important
and
it's
important
that
our
students
are
in
a
wonderful
facility
because
they
deserve
that
and
at
the
same
time
I
don't
know
that
as
a
as
a
board
as
a
body,
we
need
to
spend
all
that
time
on
that
ground
level.
Looking
at
every
building
and
trying
to
figure
out
like
let
the
superintendent
do
that
and
then
bring
it
to
us.
N
Yeah
for
those
who
you
know
curious,
the
is
a
thing
my
inspiration
on
this.
I
think
it
comes
from
stephen
covey's
work,
the
franklin
covey
organization.
N
They
routinely
do
studies
into
leadership,
effectiveness
that
probably
isn't
surprising
and
in
one
such
study
they
were
looking
to
see
if
any
type
of
correlation
existed
between
the
likelihood
between
the
number
of
goals
that
organization
had
in
the
likelihood
they
would
accomplish
those-
and
if
and
if
I
recall,
essentially
what
they
found
is
if
organization
had
between
one
and
three
goals
they
were
likely
to
accomplish
between
one
and
three
goals.
If
a
organization
had
between
four
and
six
any
guess
how
many
they
were
likely
to
accomplish,
none
one.
O
O
B
N
Accomplish
none
none,
the
reality
is,
is
it's
an
organization.
N
A
relationship
business
and
if
you
burn
those
relationships
trying
to
get
people
to
run
in
20
different
directions
like
you're,
not
setting
teachers
and
principals
and
counselors
and
everybody
else
up
to
do
their
best
work.
N
M
N
That
that's
that's
all
it's
a
it's!
A
group
of
very
intelligent
I've
visited
with
all
of
you,
you're,
very
intelligent,
very
competent.
You
know,
you
know
remarkable
and
you
know
decorated,
group
of
individuals
and
if
you
all
think
something's
important
you're
going
to
focus
on
it
and
my
coaching
to
you
is
do
so
as
long
as
you
think
it's
a
more
valuable
use
of
time
than
the
things
you've
identified
as
priorities.
M
M
N
In
short,
no,
but
but
we'll
come
to
that
in
a
second
we'll
cover
that
in
a
second
we're
going
to
take
a
we're
going
to
take
a
quick
break
and
then
we'll
come
back
and
then
we'll
dive
into
task
force
subcommittee,
work
so
jerry's
hand
and
then
michael's
hand.
O
Public
comment
is
the
time
when
people
come
to
say
you're
not
doing
this
you're
not
doing
that.
Why?
Why
why
everybody
feels
bad
and
you
you
get
distracted
from?
Where
are
we
focused?
Because
you
know
some
something
is
not
going
right
if
there
are
still
all
of
these
very
great
concerns
going
on.
So
how
do
we
set
up
a
structure
whereby
it's
clear
if
I've
got
a
concern
about
x,
y
or
z?
O
You
know
whether
I
start
out
at
my
child's
teacher
or
in
the
school
or
whatever,
so
that
it
really
does
get
dealt
with
within
the
district
and
that
the
issue
of
the
reporting
back
of
how
these
things
have
been
taken.
Care
of
are
actually
in
the
reports
that
get
dealt
with
around
the
the
goals
that
we
have
set,
so
that
it's
sort
of
changing
how
the
communication
and
what
the,
what
the
expectations
are
of
on
all
the
players.
N
And
and
I'd
lean
into
that
even
more
and
say
again,
this
is
a
perfect
area
where
it
that
makes
perfect
sense
for
the
school
committee
to
to
get
that
type
of
information
into
and
to
be
informed
at
that
level
and
to
understand
what's
going
on.
I
I'd
say
if,
if
those
things
are
important,
you
know,
for
example,
if
pizza
is
important,
then
get
that
information.
N
The
only
discussion
we're
having
right
now
is
what
is
done
at
the
school
committee's
meetings,
and
so
if
there
are
these
other
areas
that
you
know
buildings
or
pizza
or
whatever
like,
then
they
still
get
that
information.
You
say:
hey,
you
know
brenda,
you
know
every
other
friday.
Could
you
send
us
an
update
on
this?
N
You
know
and
in
our
email
friday
night
and
then
we've
got
all
week
and
we
can
read
through
it
and
then,
when
we
have
our
regular,
you
know
check
in
with
you,
then
we
can
talk
through
this
and
I
I
never
want
the
information
you
have
access
to
the
school
committee,
members
to
the
to
decline
like
you
are
responsible
for
governance
and
oversight,
and
that
means
any
information
that
you
feel
like
you
need
to
understand
the
operation
of
the
school
system
you
should
get
access
to.
G
N
Pick
the
things
that
you
have
to
spend
time
on
because
they
reflect
the
priority
vision
and
values
of
the
community.
Do
that
in
school
committee
meetings
and
for
everything
else
you
know
get
get
access
to
the
information.
Have
those
conversations
with
your
superintendent
but
generally
honor
the
delegation
and
the
one
other
thing
I'd
say
on.
N
That
is
part
of
the
reason
that
I'd
want
you
to
be
very
cautious
about
how
you
handle
this,
and
this
is
kind
of
going
back
to
you
know:
brenda's
suggestion
that
the
80
20
idea-
I
I
the
part
of
the
thing
that
I'd
want
to
be
really
careful
about-
is
that
you
do
not
become
the
conduit
for
inequity
in
your
school
system
because,
what's
going
to
happen,
is
they're
going
to
be
very
influential.
N
You
know
constituencies
who
want
you
to
focus
on
something,
and
so
then
you
focus
on
that.
You
know
with
your
20,
not
the
80,
but
with
the
20..
Well,
then,
another
group
shows
up
that,
isn't
it
as
influential
and
then
you
don't
spend
time
on
that
now.
We've
got
a
situation
where,
okay,
who
is
it
who
gets
access
to
this?
You
know
this
extra
sliver
of
time
like
how.
How
do
we
determine
that?
N
You
know
what
is
the
process
for
determining
you
know
what
we
deviate
away
from
the
goals
and
guardrails
for
or
who
do
we
deviate
away
from
the
goals
and
gardens
from
like,
like
if
you're
going
to
do
that,
I
think
you
you
would
want
to
determine
that
in
advance,
so
that
you,
so
this
doesn't
become
those
with
privilege,
get
access
to
the
microphone
and
those
with
less
with
less
privilege.
N
Don't
are
less
apt
to
get
it
or
are
less
able
to
insert
additional
things
into
the
school
committee's
agenda
so
that
that's
the
area
that
I'd
want
you
to
be
very
cautious
about
that.
If
you
are
going
to
do
that
kind
of
the
80
20
idea,
then
I
would
just
be
really
intentional
about
building
a
rubric
around.
N
Q
B
Q
N
To
get
there
usually
a
couple:
eight
12
to
18
months
for
a
board
to
actually
get
somewhere
approaching
that
yes
and.
Q
And
by
the
way,
if
we
ask
the
seven
of
us
or
excuse
me,
if
we
ask
the
eight
of
us
of
nine,
including
the
superintendent,
how
much
time
we
thought
we
each
spent
even
looking
at
the
agendas,
we
would
probably
come
up
with
nine
different
estimates
on
how
much
time
we
spent
on
goals
and
guardrails
and
legally
required.
Q
So
that's
my
first
point.
The
second
point
is,
I
think,
this
heightens
the
importance
of
the
superintendence
report.
Part
of
the
agenda,
because
many
things
that
we're
delegating
to
her
can
still
be
brought
out
in
the
superintendent's
report,
where
she
updates
us-
and
we
do
have
a
chance
to
ask
questions
about
that
way.
Q
So
some
items
are
brought
to
the
forefront
on
that
and
the
third
thing
is
and-
and
I
think
this
is
important-
and
mr
gravely
you
could
give
us
some
guidance
on
this-
is
how
policy
or
potential
policy
changes
get
introduced
to
the
equation.
It's
it's
an
age-old
chicken
and
egg
question
right.
It's
just.
As
miss
robinson
said,
we
often
hear
in
public
karma
to
people
who
don't
like
something
or
want
us
to
do
something
that
we're
not
doing.
We
also,
quite
frankly,
often
hear
wow
the
first
I
heard
about
this.
Q
The
superintendent
is
an
exam.
The
ceo
of
chicago
schools,
as
an
example,
was
proposing
the
changes
to
how
they
were
handling
sex
ed
in
their
classrooms.
Put
it
out
for
public
comment.
They
get
30
000
public
comments
on
it,
but
by
the
time
it
actually
came
to
their
board.
Q
The
district
had
had
a
chance
to
get
that
public
comment
and
react
accordingly,
and
so
you
know
it's
so
it's
an
age-old
question.
Does
the
superintendent
start
by
proposing
policy?
Do
we
announce
it
ahead
of
time
on
a
calendar?
Do
we
build
in
a
longer
period
for
community
feedback,
so
people
don't
think
wow?
I
just
heard
about
this
and
now
you're
about
to
vote
on
it.
Q
N
Yeah,
that's
that
is
really
important
and
by
the
way
I
kind
of
the
the
ironclad
recommendation.
I
always
offer
is
learn
about
it
at
one
session,
sleep
and
then
act
on
it
hit
another
session
at
a
bit
of
it.
So
that's
it's
kind
of
my
general
coaching
for
all
things
that
the
school
committee
is
going
to
do.
Is
you
it's
really
some
optimal
to
learn
about
something
and
act
on
it
without
having
a
period
of
rest
in
between
the
two,
but
we
never.
N
Yeah
and
that's
what
I'm
saying,
I
think
that
is
optimal
I
so
for
for
my
you
know
when
I
was
chairing
my
board.
Oh
the
the
rule
that
we
had
in
place
was
that
the
major
decisions,
the
superintendent,
had
an
obligation
to
go
and
meet
with
community.
You
know
in
public
meetings
called
for
that
purpose.
N
At
least
I
think
it
was
30
to
60
days
prior
to
making
a
recommendation
to
us,
and
so
we
aired
on
the
side
of
we
would.
Rather
you
go
talk
to
the
community
first
and
bring
recommendations
to
us
after
it's
already
been.
You
know.
Kind
of
you
know
worked
over.
You
know
through
that,
but
other
other
school
committees
have
had
a
different
approach.
They
said
we
want
to
hear
about
it
first
and
then
after
we
hear
about
it,
you
can
go
to
the
community
and
then
bring
it
back
to
us.
N
M
So
thinking
about
policy,
one
thing
that
we
really
need
is
like
a
policy
book
and
to
have
our
policies
of
trent.
You
know
and
available
publicly
trans
transparent
to
our.
We
don't
have
that
right
now,
and
I
know
that
liz
is
working
on
on
getting
that
together,
so
that
we'll
have
that
and
that
will
be
up.
M
Then
I'm
wondering
your
thoughts
on
like
a
policy
committee
rather
than
them
all,
coming
that
there
is
a
committee
working
with
the
board
that
regularly
reviews
policy
and
there's
dates
for
those
to
be
updated
and
brought
to
the
school
committee
on
a
regular
basis.
Yeah.
That
way,
then
you
know
it's
like
a
constant
review
of
of
the
policies.
M
That's
the
tougher
piece
in
in
emergency
situations
where
you
have
to
bring
it
up,
but
I
generally
I
love
the
idea
of
a
longer
runway
to
work,
but
we
did
that
with
the
exam
school
policy
the
chair
and
I
did
that
with
the
data
privacy
policy.
We
took
a
whole
summer
to
to
to
engage
with
the
community
on
that.
I
think
that
that's
just
the
best
approach,
but
there
are
times
when
you're
in
a
pinch
and
you
need
to
move
it
quicker.
N
B
N
The
idea
of
having
a
manual
that
where
the
school
committee
really
codifies
its
own
operating
procedures
and
how
will
we
function
as
a
team
and
and
how
will
that
delegation
with
the
superintendent
function,
all
that
really
in
a
high
performing
team,
would
be
in
writing,
and
so
that's
one
of
the
things
I'll
definitely
support
you
on
as
we're
talking
through
these
conversations,
I'm
getting
more
and
more
clarity
on
where
you
all
as
a
team,
stand
on
those
things
and
we'll
be
supporting
you
in
putting
those
on
paper
on
the
issue
of
a
policy
committee,
and
then
I
want
to
catch
whatever
other
hand.
N
I
missed.
I
thought
I
thought
I
saw
another
hand
come
up,
but
on
the
issue
of
a
policy
committee,
we'll
talk
about
this
after
the
break,
what
I
would
actually
encourage
contemplation
of
his
policy
dieting
that
really.
I
would
encourage
the
committee
to
focus
in
on
creating
governance
level
policies
where
that
is
legally
required
or
related
to
your
goals
related
to
your
guard
rails
and
any
other
policy
making.
That
is
not
legally
required
of
the
governing
body.
Is
there
a
layer
of
administrative
policy
that
the
superintendent
owns
so
that.
I
N
Administrative
matters,
you
know
simply
don't
ever
actually
come
before
the
school
committee,
that
if
we
need
you,
know
a
pers.
If
we
need
a
procedure,
you
know
for
how
you
know
attendance
is
collected.
N
N
So
the
board
is
focusing
on
policy
level
issues,
not
procedural
level
issues,
and
so
that
bifurcation,
I
don't
know
the
extent
to
which
that
currently
exists.
But
that's
a
conversation
I
would
encourage
you
to
contemplate
so
that
you,
as
a
school
committee,
are
focusing
your
time
on
the
strategic
more
so
than
the
tactical.
N
But
we'll
talk
about
that
a
little
bit
more
after
the
jump,
I've
got
35
after
we
take
another
10
minute
break,
come
back
at
45
after
and
then
finish
out
our
work
that
work
for
folks
all
right.
Thank
you
see
you
45.
N
A
Hey
hardin
you're
you're
on
live
just
fyi.
If
you
want
to
mute
yourself.
P
P
N
We've
got
a
few
more
topics
and
again
as
we're
talking.
What
I'm
doing
is
trying
to
take
notes
and
capture
a
lot
of
what
you
all
are
sharing
in
terms
of
how
you
want
to
see
your
school
committee
operate,
and
this
is
the
beginning
of
what
you're
bringing
to
describe
as
a
potential.
You
know
board
operations
manual
that
can
really
begin
to
codify.
N
What
are
the
things
that
describe
how
you
want
to
operate
as
a
team,
but
also
codify.
What
are
the
things
that
you
want
to
say
to
your
superintendent
in
terms
of
delegation
of
authority
to
her
and
so
I'll,
be
I'll,
be
helping
you
all
put
a
pen
to
paper
on
those
issues
as
we
talk
and
so
another
area.
N
How
do
you
want
to
use
additional
subcommittees
or
task
forces
or
things
of
that
nature,
and
it
probably
won't
surprise
you,
my
coaching
for
you
is
to
for
the
school
committee
to
only
spawn
subcommittee's
task
forces
or
anything
else
of
that
nature
when
it
directly
relates
to
work
about
your
goals,
your
guard
rails,
if
it's
legally
required
and
that,
if
it
is
outside
of
those,
then
my
coaching
to
you
would
be
to
complete
the
work
of
delegation
by
allowing
your
superintendent
to
create
whatever
committee
or
task
force
is
needed
for
that
purpose.
N
But
if
it's
directly
related
to
your
goals,
your
guard
rails
or
a
legal
obligation
of
the
school
committee,
then
I
would
say:
have
a
have
a
subcommittee
or
task
force
about
it.
But
if
you're
going
to
do
that,
then
here's
the
coaching
I
have
for
you
a
few
rules
to
follow
when
forming
task
forces
and
subcommittees
and
the
like
one:
don't
do
it
unless
they
have
a
specific
deliverable
that
has
been
communicated
to
the
leadership
of
the
body
in
advance.
N
N
And
so,
if
you
don't
have
a
specific
deliverable
and
a
specific
date
by
when
the
deliverable
is
due,
then
I
would
say
you
have
no
business
spawning
a
subcommittee
or
a
task
force
that
you
really
wanted
to
be
focused
on
the
work
of
the
school
committee,
not
focused
on
the
superintendent's
work.
N
If
she
needs
a
committee
or
task
force
to
help
her
do
her
work,
she
is
incredibly
capable
of
spawning
said
entity
they
really
when
you're
spawning
committees
and
task
forces
and
the
like
that
it
is
to
help
the
school
committee
do
its
work
or
whether
it's
related
to
your
goals,
your
guard
rails
or
legally
required
duties.
And
so,
if
it's
related
to
supporting
the
school
committee
and
doing
that
then-
and
you
have
identified
a
deliverable
and
you've
identified
a
due
date,
then
I'd
say
spawn
away.
So
that
is
the
coaching
I
offer
what
questions
comments.
R
Again,
I
love
your
categories
because
they're
they
don't
quite
fit
boston
in
many
things
and
I'll
say
because
the
english
I
culture,
the
english
learners
task
force
and
again
I
I
defer
to
my
members
to
talk
about
that
history,
but
my
understanding
is
that
you
know
there's
a
department
of
justice
oversight
right
now.
You
know
we
have
to
monitor
and
and
and
have
data
for
compliance
issues
around
again
serving
english
learners
in
the
district.
So.
R
R
Well,
you
know
again,
I
I
I'm
just
speaking
as
an
as
you
know
my
observations.
You
know
it
was
originally
about
monitoring
and
the
data
and
making
sure
that
the
district
was
in
compliance,
but
there's
also
within
the
district
right.
They
have
there's
an
office
of
english
learners
that
you
know
is
ultimately
responsible
for
the
data
compliance
piece
you
know,
and
so
then
you
know
the
task
force
is
is
sort
of
always.
R
There's
the
you
know,
the
monitoring
piece
that
without
the
task
force,
I'm
not
so
sure
the
district
would
would
be.
Even
you
know,
in
compliance.
N
R
They
do,
but
then
the
report
comes
from
the
school
district
right.
It
doesn't
come
from
the
task
force,
but
you
know
the
task
force
asks
for
the
data
constantly
asking
for
data
to
be
disaggregated
and
it
isn't
always
forthcoming
from
the
district.
R
So
there
in
the
his
there's
been
a
history.
I
think
it's
changing
now
with
you
know,
doctors
casselius
has
been
you
know
great
about
about.
You
know
having
her
staff
there
and
but
there's
a
history
there,
as
well
with
the
task
force,
sort
of
serving
in
an
accountability
mechanism
or
in
a
role
of
like
trying
to
hold
the
school.
C
N
R
Oh
you're
asking
me,
I
don't
know,
I'm
being.
N
Honest
and
when
we
create
that
what
I
believe
you'll
find
is
that
the
task
force
is
vastly
more
valuable
to
children.
Is
that
when
we,
when
you
have
committees
and
task
forces
that
have
a
tangible,
deliverable
and
tangible
date
by
when
it
forces
you
to
think
about
okay,
how
would
we
evidence
this?
You
know
what
what
evidence
would
we
rely
on
to
say?
Yes,
we
have.
N
We
have
either
one
complied
with
this
justice
department.
You
know
mandate
or,
I
think,
more
inspiringly.
N
But,
more
importantly,
the
legal
obligation
is
derived
of
community
values,
and
there
is
a
value
in
the
community
that
we
expect
to
see
the
well-being
of
our
english
learners
honored,
and
there
is
growth
in
that
area,
but
you
know,
but
I
would
never
encourage
your
community
to
just
trust
that
there's
growth,
because
you
say
so.
I
would
expect
you
to
as
a
community
member
I'd,
expect
you
to
produce
evidence
that
allows
me
to
rely
on
okay.
Here's
where
I
can
see
we
started
here.
N
We
went
here
and
your
goals
position
you
to
be
able
to
provide
that
evidence,
and
so
it
sounds
like
if
this
is
something
that
you
need
to
have
for
legal
reasons.
I
would
upgrade
that
with
the
moral
authority
of
your
goals
to
represent
your
community's
values
and
then
make
it
a
norm
that
the
deliverable
we
produce
is
a
monitoring
report
that
speaks
to
here
is
the
extent
to
which
we've
actually
accomplished
the
goal
around
the
needs
of
our
english
learners
and
produce
that
monitoring
report,
maybe
on
a
quarterly
basis.
N
In
that
moment,
you've
made
more.
You
you've
upgraded
the
relevancy
of
this
entity
because
just
my
experience
and
having
served
as
a
statewide
regulator,
compliance
often
not
as
inspiring
to
people
but
but
community
vision
often
is,
and
so,
if
you
can
actually
merge
the
legal
obligation
with
the
community
vision,
inheriting
your
goals
and
then
produce,
you
know
a
regularly
recurring
monitoring
report
that
speaks
to
either
we're
getting
it
done.
B
A
I
have
a
question:
would
it
would
it
be
appropriate?
So
if
we're
adopting
these
goals,
I
agree
that
the
task
forces
should
be
aligned
with
the
goals,
so
would
it
be
appropriate
to
to
do
that
now
so
like
when
I
think
of
the
ell
task
force,
I
feel
like
you
guys,
have
a
lot
of
goals
which
you
know
are
very
important,
but
how
is
it
tied
back
to
the
to
the
school
committee
if
we're
adopting
these.
N
If
it
yeah
and-
and
I
would,
I
would
go
exactly
what
I
heard
you
describe-
if
it
is
going
to
be
an
entity
spawned
by
the
school
committee,
you
know
subcommittee
task
force
whatever
you
call
it.
If
it
is
an
entity
spawned
by
the
school
committee,
the
coaching
that
I'm
offering
you
is
that
its
work
would
be
grounded
in
either
legal
requirement,
goals
or
guardrails,
that
it
would
have
a
clear
deliverable
and
a
clear
deadline
for
that
deliverable.
N
And
so,
if,
if
that's
not
currently
the
case
with
existing
committees
or
task
force
that
belong
to
the
school
committee,
then
I
would
try
to
up
enhance
them,
upgrade
them
the
way
that
lorna
and
I
were
describing.
If,
however,
you
find
things
that
have
nothing
whatsoever
to
do
with
your
goals
and
guardrails,
then
either
one
I'd
recommend
you
rethink
your
goals
and
guardrails
and
maybe
there's
something
that
you
missed
there
or
two
consider
that
maybe
it
is
an
entity
that
needs
to
exist,
but
it's
entity
that
the
superintendent
needs
to
own.
N
Q
What
has
happened,
though,
is
over
time
the
truck
and
and
they're
often
made
up
of
a
variety
of
experts
in
the
community,
and
it
can
all
you
know
it
can
include
students
and
teachers
and
parents
and
school
leaders
outside
experts,
etc,
usually
one
or
two
school
committee
members
at
the
most.
Q
I
think
about
the
opportunity
achievement
gap
task
force
as
an
example,
I
think,
of
the
school
quality
framework
task
force,
I
think
of
ell
task
force,
and,
and
so
that
that
has
you
know,
that
is
how
they
continue
to
be
in
operation,
and
then
they
tend
to
report
back
to
the
school
committee
once
or
twice
a
year
on
what
they
are
seeing:
potential
adjustments
to
the
policy
etc,
but
they
always
start
with
that
mandate.
N
Yeah,
so
the
underlying
question
that
you're
getting
at
is,
does
this
entity
exist
to
support
the
committee
in
doing
its
work
or
to
support
the
superintendent
in
doing
her
work
and
what
it
sounds
like
you're
saying
is
these
entities
actually
exist
to
help
her
do
her
work.
Q
No,
not
necessarily,
I
actually
think
it
it
does
help
the
school
committee
do
our
work
around
particular
topics:
inclusion,
school
quality
framework,
ell
opportunity,
achievement
gap,
task
force.
What
I
am
saying
is
over
time
after
they
reach
the
initial
mandate.
They
have
turned
more
into
monitoring,
right
and
and
tracking,
which
again
is
you
know,
work
doing
that
on
behalf
of
the
school
committee.
No.
N
So
I'd
say:
look
for
fidelity
against
a
policy.
Yes,
I'd
say:
monitoring.
Implementation
is
absolutely.
I
would
describe
as
a
management
function,
not
a
governance
monitoring.
Did
we
get
the
outcomes
we
want
as
a
result
of
the
implementation?
I
think
that
is
definitely
governance,
and
so,
if
they're
monitoring
our
week
is
the
school
system
creating
the
results
that
we
intend.
I'd
say
that
is
school
committee
work.
If
they're
monitoring
did
middle
manager
x
complete
this
checklist,
I
would
say:
that's
management
work.
R
Yeah
I
mean
it's,
so
it's
still
both
of
that.
I
you
know
really
and
again
it's
when
we're
talking
about
monitoring.
It's
also,
and
I
use
the
word
accountability
because
again
there
there's
also
like,
like
you
know,
mr
o'neill
said:
there's
there's
stakeholders
there
that
really,
you
know,
raise
issues
that
I'm
sorry
if
they
hadn't
raised
the
school.
The
previous
superintendents
would
not
even
have
addressed.
R
So
you
know
and
so
that
that
there's
a
ten
you
know
sometimes
there
is
that
tension
there,
then
about
you
know,
are
you
a
part
of
the
school
committee
and
you
just
sort
of
you
know
just
keep
supporting
you
know
all
the
goals,
or
are
you
also
able
to
have
some
critical
feedback
there
and
that's
and
or
even
advocacy
right
I
mean
that's,
come
up
too
that
and
especially
for
the
el
task
force
that
you
know.
R
R
N
Is
not
really
so
based
on
everything?
I
don't
know
the
facts
on
this,
so
I'm
going
on
what
I've
heard
from
you
all,
based
on
what
I'm
hearing
from
you
all
these
don't
sound
like
governance
entities,
these
sound
like
management
entities
and
the
distinction
I
make
is:
are
they
fundamentally
involved
in
progress
monitoring
of
the
outcomes
or
in
project
management
of
the
inputs
and
the
way
that
you
are
describing
it?
N
Maybe
I'm
maybe
we're
just
you
know
having
a
difference
of
understanding
on
this,
but
the
way
I
hear
you
describing
them
these
sound
like
project
management
entities
that
are
monitoring,
implementation
and
inputs,
not
progress,
monitoring
entities
that
are
looking
at
did
the
out,
you
know
come
show
up
and
part
of
one
way
you
can
know
that
is,
is
frequency
of
inspection.
You
can
inspect
a
project,
the
inputs
daily,
you
cannot
inspect
progress
daily
and
so,
generally
speaking,
one
way
to
differentiate
is
if
you
are
inspecting
it.
N
You
know
more
often
than
a
couple
times
a
quarter,
you're,
probably
doing
project
management
of
inputs,
not
not
progress,
monitoring
of
outcomes
just
because
outcomes,
don't
change
frequently
enough
to
be
monitoring
them.
One
so,
for
example,
you
all
aren't
going
to
look
with
the
goals
that
you've
described.
You
know
one
of
them's
around.
You
know
science
performance
you're
not
going
to
look
at
science
performance
every
single
month.
N
At
that
point
you
would
be
project
managing
you
know
the
science
curriculum,
but
the
outcomes
for
students
just
aren't,
aren't
going
to
change
quickly
enough
to
give
you
meaningful
data
about
that.
A
formative
assessment
occurs
on
that
timeline,
but
formative
assessment
is
inherently
about
project
management.
The
management
of
instruction
and
improving
the
nature
of
instruction
formative
assessment
is
never
intended
to
be
about
discerning
progress
toward
outcomes.
That's
what
interim
assessment
is
for,
and
so
the
frequency
of
inspection
gives
you
some
insight
into.
N
Are
we
doing
project
management
which
is
looking
at
inputs
and
interrogating
the
quality
of
implementation,
or
are
we
doing
progress,
monitoring
which
is
looking
at
outcomes
and
really
interrogating?
Did
we
did
the
system
produce
the
results
it
wanted?
But
the
frequency
of
inspection
gives
you
some
insight
into
which
of
those
activities
you're
engaged
in.
P
The
meeting
and
we're
more
in
the
gray
area
here
and
and
so
as
someone
who
thinks
that
the
task
force
really
service.
Well,
I
want
to
take
the
other
side
for
that
and
say
that
they
to
some
degree
exists
for
two
reasons.
P
One
is
the
lack
of
trust
in
the
district's
integrity
to
address
key
and
core
issues,
and
given
the
structure
of
the
way
in
which
we,
the
school
committee,
works,
we've
needed
to
delegate
to
a
group
of
community
combined
community
staff
and
and
and
and
and
committee
people
the
role
of
establishing
what
our
expectations
are
in
these
particular
areas
and
and
it's
not
monthly.
It's
maybe
quarter
yearly,
develop
reports
to
make
sure
to
ensure
fidelity
and
that
that
of
implementation
of
our
expectations
and
that's
how
a
lot
of
them
work.
P
So
the
school
quality
task
force
spends
a
lot
of
time
getting
community
input
on
what
should
be
the
ways
in
which
we
identify
quality
schools
and
then
how
does
that
play
into
our
school
assignment
system?
And
then
we
report
back
to
the
the
school
committee
on
an
annual
basis
that
progress
and
it's
built
to
some
degree
in
that
we
haven't
always
trusted
the
district
to
take
on
those
roles
with
with
integrity.
P
P
N
Yeah
yeah
yeah
let
the
grieving
process
begin,
but
no
I
mean
the
the
reality
is.
If
this
is,
I
you
know
at
the
end
of
all
things
yeah.
We
can
all
be
pragmatist
about
this.
N
If
what
you
are
currently
doing
is
working
to
improve
outcomes
for
students
like
if
it
is
at
cause
for
why
outcomes
for
students
are
improving
at
the
end
of
the
day,
probably
keep
it
no
matter
what.
So,
if
you
look
at
this
english
language,
english
learner
task
force,
and
your
belief
is
that
as
a
result
of
this
task
force
existence,
student
outcomes
are
improving
and
if
the
and,
if
this
task
force
went
away,
student
outcomes
would
decline.
N
If
that
is
what
you
would
swear
on
a
stack
of
bibles,
then
I
would
say:
keep
it
even
if
it
violates
everything
else.
We've
talked
about
here,
because
the
end
game
is
now
always
has
been,
and
only
ever
will
be.
What
are
we
doing
to
better
serve
children?
How
are
we
improving
student
outcomes
so
if
it
is
accomplishing
that,
then
ignore
everything
else
and
just
do
it
anyway?
N
What
I'm
hearing
you
all
describe
in
no
way
sounds
as
if
these
are
actually
producing
that
level
of
result
or
more
accurately.
I
don't
know
that
you
know
what
result
they're
producing
and
so,
given
that
I
would
then
start
to
question
okay,
if
these
are
producing
questionable,
you
know
results
at
best.
N
E
Just
just
a
question
relating
to
what
dr
coleman
just
raised,
the
we
we
are
governing
and
the
office
of
the
superintendent
is
implementation
and
operation.
E
The
the
suggestion
that
I
heard-
maybe
I
I
don't
know
whether
it's
it's
correctly,
what
I
heard
or
not,
but
the
suggestion
that
I
heard
is
that,
in
order
to
you
know
to
to
to
to
to
to
escape
from
our
from
our
direct
involvement
with
the
implementation
of
the
operation,
we
as
a
board
member
could
somehow
form
some
sort
of
a
monitoring
or
or
it's
in
our
inspection
group
to
to
monitor
the
the
outcome
or
the
other
or
the
management
of
of
of
the
operations
is.
Is
that
is
that?
N
Yes,
so
actually
so,
yes,
you
actually
get
to
the
heart
of
it.
I
do
in
fact
recommend
that
you
put
together
a
body
whose
function
whose
central
charge
is
to
monitor
progress
relative
to
your
goals
and
guardrails.
E
I
have
a
question,
though
yeah,
given
the
fact
that
we
are
governing
forming
a
group
that
then
have
some
some
sort
of
a
rule,
as
monitoring
and
and
and
inspection
of
of
the
process
of
the
operation
is
that
a
conflict
it
would
not
be
would
not
rise
to
a
conflict
of
interest
of
our
role
as
governing
of
the
outcome,
rather
than
looking
directly
at
the
implementation.
E
B
N
N
That's
the
group,
you
you
don't
need
an
extraneous
entity
that
is
literally
your
job
is
to
monitor
progress
relative
to
your
goals
and
guardrails.
So
if
it's
monitoring
that
that
should
belong,
that
should
be
a
school
committee
as
a
whole,
not
farmed
out
to
a
sub.
You
want
the
full
committee
in
involved
in
the
conversation
of.
Are
we
seeing
improvements
in
what
students
don't
are
able
to
do?
N
It
sounds
like
you
all
have
some
other
special
obligations
under
law
in
some
other
areas,
and
so
my
coaching
to
you,
you
know,
is
always
follow
the
law
on
those
things.
If
you
have
to
have
another
entity
to
comply
with
some
other
legal
mandate,
then
then
do
so.
But
monitoring
of
your
goals
and
guardrails
is
a
sacred
duty
that
should
be
assigned
to
the
school
committee.
I
would
not
encourage
you
to
sub
assign
that
to
another
group.
I
would
want
you
all
to
be.
N
The
experts
on
is
the
community's
vision
coming
to
pass.
Are
the
community's
values
being
honored
and
and
then,
if
there
are
other
things
outside
of
that
that
are
legally
required
in
nature,
then
yeah?
Maybe
you
do
have
to
spawn
another
entity
for
that.
What
I
would
caution
you
from,
which
is
exactly
what
you
just
said.
N
What
I
would
caution
you
from
is,
as
a
school
committee,
engaging
yourself
in
anything
that
looks
or
feels
like
project
management,
and
I
would
also
caution
you
from
in
paneling
a
group
that
does
project
management
on
your
behalf,
largely
because
the
the
main
reason,
I
don't
think
you
want
to
be
doing,
project
management
is
because
you
want
the
superintendent
to
be
incentivized
to
make
whatever
operational
changes
are
necessary
to
get
the
job
done
and
the
way
that
you
will
unintentionally
nudge,
a
chief
executive
is,
if
you
are
monitoring
their
project
level
implementation,
then
you
are
putting
a
nudge
on
them
to
continue
the
current
projects
that
they're
implementing,
even
if
those
have
for
whatever
reason,
ceased
to
be
fully
aligned
with
creating
the
outcomes
you
want.
N
That's
that's
the
concern
that
I
would
offer
you
the
way
you
worded
it
is
is
kind
of
spot
on
that
it
creates
this
conflict,
but
if
you're
looking
for
you
know,
you
know
how
I
would
word
it
that
that's
the
issue
that
I
would
surface,
but
I
think
fundamentally
we're
saying
the
same
thing
on
that.
N
O
O
Our
mission
was
we
updated
several
years
ago,
the
the
policy-
and
that
was
our
outcome,
but
then
the
goal
was
that
we
would
turn
into
a
monitoring
body
to
make
sure
that
the
that
the
the
policy
was
actually
implemented
because
we
were
coming
back
after
10
years
after
the
original
policy
had
been
written
and
had
been
put
on
a
shelf
and
very
little
had
happened
with
it.
So.
O
Right
so,
and
so
now
we
are,
you
know
we
are
in
the
midst
of
changing
leadership.
Having
seen
the
the
oag
work,
become
a
stronger
department
within
bps
and
at
a
moment
of
changing
leadership,
finding
a
new
leader
but
at
the
same
time
trying
to
make
sure
that
departments
are
actually
implementing.
O
So
we've
gone
through
one
round
of
looking
at
the
goals
and
now
going
back
to
see
well,
do
they
actually
implement
the
goals
or
why
not
or
where
there
was
progress
and
where
there
was
not.
So
we
are,
you
know
we're
sort
of
you
know
somewhere
between
the
progress
monitoring,
and
I
would.
I
would
really
feel
that
the
staff
of
the
the
achievement
gap
office
is
doing
the
project
management.
Q
O
N
If
your
intention
is
to
get
rid
of
brenda
sometime
in
the
next
year,
then
you'll
probably
need
to
keep
the
system
you
have
for
continuity
sake.
N
If
your
intention
is
to
keep
around
for
a
little
bit
longer
than
that,
you
might
consider,
does
it
make
sense
to
because
it
sounds
like
this
was
developed
in
response
to
a
lack
of
trust
in
a
prior
administration,
and
so
you
might
consider,
do
you
want
to
try
giving
responsibility
of
this
to
your
current
administrator?
N
I
guess
operationally
I
worry
about
I.
I
just
worry
about
her
ability
to
lead
something
that
really
is
being
proactively
led
by
by
a
body
of
the
committee.
N
That's
my
that's.
My
questioning
is
that
if
I
was
a
member
of
this
committee,
I'd
be
doing
just
a
little
bit
soul,
search
to
figure
out.
Do
we
want
to
try
to
kind
of
make
whole
the
administrative
function
by
pushing
project
management,
duties
back
to
the
administration
and
retaining
progress
monitoring
duties
with
the
with
the
committee
where
they
belong
or
you
know,
or
do
we
not
do
we
retain
kind
of
that
uncertainty
and
that
unreadiness
to
transition
back?
N
And
if,
if
that's,
if
that
uncertainty
still
exists,
then
I
would,
I
would
probably
keep
the
entities,
but
I
would
just
do
some
soul
searching
kind
of.
Is
there
a
way
to
get
past
that,
because
I
just
worry
what
that
means
for
your
superintendent,
I
saw
michael's
hand
and
then
brenda's
head
or
I.
O
N
N
O
M
M
I
mean,
I
don't
think
I've
ever
been
anywhere
in
any
of
my
three
decades
of
education,
where
there's
been
a
strategic
plan
that
actually
calls
out,
cultivate,
trust
and
amplify
voice
right.
I
mean
it's
there
because
the
community
wanted
it
there,
and
I
mean
I
think
that
that's
the
that's
the
hard
part
of
now
having
these
structures
in
place,
because
I
think
having
these
structures
in
place
do
actually
contribute
to
the
mistrust
and
it
carries
forward
a
history
of
it
and
an
expectation
that
you're
not
getting.
M
An
assumption
that
you're
not
going
to
be
good
on
your
word
that
you're
not
going
to
do
what
you're
told
that
you're
not
going
to
follow
through,
and
that
has
been
the
hardest
thing
for
me
as
the
leader
of
this
organization,
because
that's
something
that
I
I
don't
think
I'm
anything.
M
If
I'm
not
a
person
of
my
word,
I
don't
make
fuzzy
promises
right,
and
so
I
get
back
to
people
right
away
because
everybody's
voice
matters,
but
that's
been
the
hardest
thing
in
in
boston
as
I've
come-
and
I
talked
to
mr
o'neill
about
this
and
he
said,
boston
can
be
a
tough
place.
You
know
and
when
I
was
on
the
interview,
people.
M
People
said
even
the
chair
and
others
have
said,
you
know
when
you
come
here
there
is
this.
This
thing,
this
trust
thing
that
you
have
to
build
and
they
asked
me
questions
about
the
principles
and
I
was
like
I
don't.
I
don't
understand
your
question.
M
Why,
wouldn't
I
have
that,
so
I
think
that
there's
in
it
and
a
lot
of
it
is
also
because
of
our
communication,
both
internally
and
externally,
and
sometimes
we
step
on
our
on
our
feet
with
that,
and
so
we've
been
really
trying
to
be
cognizant
of
that
as
we
involve
people
in
decision
making
and
how
we
communicate
we're
still
not
getting
it
completely
right,
and
I
own
that-
and
so
you
know,
this
is
something
that
is
a
huge
priority
for
us.
N
So
so
my
coaching
to
you
all,
based
on
the
details
that
you've
now
offered
to
bring
me
up
to
speed
on
this
issue.
So
my
first
piece
of
coaching
is,
it
sounds
like
these
entities
have
to
exist.
Even
if
there
was
not
a
legal
mandate,
it
sounds
like
just
for
community.
You
know
rationale.
These
have
to
continue
to
exist,
and
so
my
first
piece
of
coaching
is
I
I
wouldn't
be
thinking
about
the
dismantling
of
them.
N
I
I
would,
however,
stand
by
what
I've
suggested
earlier
is
that
it
sounds
like
either.
These
need
to
be
retooled
to
be
clearly
governance,
not
the
kind
of
gray
that
hardened
describes,
but
clearly
governance,
or
they
need
to
be
retooled
to
be
clearly
management
and
then
create
a
long
runway
for
transitioning
back
to
your
manager.
I
wouldn't
do
that
immediately.
I
wouldn't
do
any
cold
turkey,
I
wouldn't
you
know,
do
any
knee-jerk
stuff.
N
I
I
would
be
intentional
about
engaging
with
the
community,
particularly
the
folks
who've,
been
involved
in
the
work
you
honor.
The
people
who've
been
involved
in
the
work,
but
in
creating
a
runway
and
said
hey,
this
is
really
managerial
work.
We
expect
our
superintendent
to
be
with
us
for
she's,
been
here
two
years,
so
she's
got
13
years
left
on
her
contract.
N
We
really
want
to
set
her
up
for
success
to
the
greatest
extent
possible,
which
means
she
needs
to
really
own
this
work,
but
we
also
recognize
that
there's
you
know
community
unreadiness,
and
so
let's
come
together
and
design.
What
is
our
process
for
transitioning?
This
work
back
and
I'd
create
a
runway.
It
would
be
a
it
would
be
a
long
runway.
It
would
not
be
a
short
runway.
You
know
this.
N
This
is
a
large
plane
you're
trying
to
lift
off
the
ground,
not
a
helicopter,
but
I
feel
strongly
if
you
plan
to
keep
your
superintendent
for
more
than
a
year.
You
probably
want
to
do
some
soul,
searching
about
how
you
design
these
in
such
a
way
that
you
all
stay
focused
on.
Are
the
results
actually
happening
for
students
and
let
her
get
focused
on
quality
of
implementation
issues
alex.
A
A
What
are
those
gaping
holes
that
maybe
we
don't
see,
but
it
has
at
times
become
really
adversarial
and
I
don't
think
that's
the
intention
of
the
task
forces,
so
I
think,
being
really
clear
on
what
is
the
role
of
the
task
force
in
terms
of
like
the
governance
versus
the
project
which
I've
seen
on
some
of
these
task
forces
where
the
task
force
members
are
getting
really
in
deep
with
staff,
and
I
I
don't
think
that
that
is
the
role.
So
I
agree
with
you.
A
A
B
A
Group
then
that's
she
she's.
You
know
about
to
launch
one
right
now.
On
the
recent
policy
we
passed
around
student
sharing
information
and
that
is
under
her
purview,
but
the
task
forces
would
be
school
committee,
but
I
do
think
just
having
better.
You
know,
onboarding
of
of
task
force
members.
A
What
is
the
role
you
know
that
the
task
force
plays
and
just
having
having
it
be
very
transparent
and
because
I
I
was
a
task
force
member
on
a
couple
of
things,
and
I
never
received
anything
that
said
you
know
this
is
what
it
is.
A
This
is
you
know
what
what
it's
all
about,
so
I
feel
like
we
need
to
do
a
better
job
on
that,
so
I
I
could
not
agree
more
and
I
say
that
because
I
think
it
makes
it
really
challenging
you
know
for
the
superintendent
to
to
do
her
job
when
people
are
getting
really
into
the
weeds.
I
don't
think
you
know
my
role
as
a
school
committee.
Member
is
not
to
tell
the
superintendent
who
to
hire
who
to
fire.
You
know
what
is
the
strategy
I
think
she
comes
to
us
with.
A
N
Other
reflections
on
this
have
we
heard
from
you
on
this
one.
I
just
wanna
make
sure
we
haven't
overlooked
anyone
in
this
conversation,
yet.
S
No,
it's
fine!
I
quite
honestly,
I
wasn't
here
yesterday
and
I'm
like
trying
to
soak
up
as
much
information
as
I
can
and
like
kind
of
like
catch
up,
and
I
don't
want
to
like.
I
feel,
like
the
I
feel
like
I
had
so
many
questions,
but
I
feel
like
if
I
asked
it's
like.
Oh,
we
already
talked
about
that
and,
like
I
hate
being
that
type
of
person,
but
I
really
I
just
I
guess
you
know
sort
of
going
back.
S
I
really
like
what
you
said
about
making
sure
that
the
task
forces
that
school
committee
sort
of
implement
are
also
following
the
goals
and
the
guard
rails.
Personally,
I've
only
been
ever
able.
Since
I
started
my
term
back
in
september.
S
I've
only
ever
been
able
to
see
one
task
force
in
action,
and
I
and
I
wasn't
even
there
for
the
very
beginning
of
it,
but
the
exam
schools
task
force
and
I
thought
that
it
brought
forward
forward
an
amazing
policy
and
really
changed
sort
of
the
the
direction
of
where
the
city
was
in
terms
of
just
like
standardized
testing.
I
feel
like
it's
set
a
very
nice
president,
so
I
think
you
know
from
what
I
saw
like
that
was
my
first
impression
of
task
force
so
from
fortnite.
S
So
I
think
that
they're
highly
effective.
I
think
that
the
intention
behind
them
is
effective
and
I
think
that
they
actually
do
really
great
work,
and
I
think
that,
if
we're
to
align
them
with
the
goals
and
the
guard
rails
of
what
school
committee
signs
on
to,
I
think
that
that
could
even
be
more
effective.
A
A
So
I
haven't
been
around
long
enough.
Maybe
the
vice
chair
knows
I
just
know
in
this
round.
We
had
a
working
group
on
the
exam
schools
because
of
coven
and
trying
to
figure
out
what
that
would
look
like
and
from
all
the
public
testimony
that
we
heard
people
asked
for
it
to
be.
The
community
asked
if
it
could
be
a
task
force,
because
then
it's
has
to
be
open
meeting
law
under
open
meeting
laws
so
that
people
felt
that
it
wasn't
transparent
and
all
that.
A
N
You
are
you,
disallowed,
from
having
a
working
group,
operate
consistent
with
the
norms
of
open
meetings
of
open
meetings.
Laws
like
if
you
wanted
to
have
a
working
group
that
you
know
conducted
itself.
A
I'll
let
the
vice
chair
will
know
more
than
I
do
he's
been
around
longer,
but
I
think
I
I
think
the
working
group
can
be
open
and
transparent.
I
don't
think
that's
an
issue.
I
think
that
people
feel
like
because
it
is
under
law.
You
know
a
task
force
has
to
they.
Then
they
feel
like
they're
hearing
everything.
P
P
Then
the
question
became
there's
more.
We
want
to
do.
We
want
to
delegate
this
group
to
do
more
and
we've
given
them
a
task,
but
we've
asked
them
to
operate
and
open
rules.
I
don't
know
if
it's
time
limited
the
other
task
force
we're
talking
about
actually
act
as
if
they
could
last
forever.
There's
no
time
limit,
there's
annual
reporting,
but
no
final
goal.
Final
report,
no.
M
And
I
would
suggest
that
they're
not
really
task
forces,
they're,
really
standing
committees
of
the
committee
right,
so
they're
ongoing
standing.
I
would
suggest
that
a
task
force
is
time
bound
to
a
particular
charge,
whereas
the
committees
that
are
oig
the
oag
committee,
the
ell
committee,
those
aren't
really
task
forces.
Those
are
really
standing
committees
of
the
committee.
R
B
B
R
You
know
oversight,
you
know,
I
I
think
the
the
committee,
I
have
to
say
you
know,
and
thanks,
mr
james,
for
saying
that,
like
the
members
on
these
task
force
at
least
I'll
speak
for
the
el
one
are
outstanding,
like
individuals
with
qualifications
that
are
really
assets
for
our
school
district.
You
know,
but
at
the
same
time
you
know
there's
also
the
lawyers
that
that
attends
you
know
and,
like
you
know,
are
all
you
know,
there's
you
know,
put
class
action
and
things
like
that.
R
R
You
know
we
don't
have
that.
Maybe
that
skill
set
or
that
expertise
that
knowledge,
so
they
really
bring
value
to
to
to
our
work.
N
They
sound
valuable,
and
so
I
just
want
to
clarify
nothing
I
should
have
said
should
be
construed
to
suggest
they're,
not
valuable.
Now
the
only
thing
I'm
trying
to
clarify
is
they're,
adding
managerial
value
or
governance
value.
That's
that's
the
only
that's
the
only
distinction
that
I'm
trying
to
tease
out
from
all
the
conversation,
so
I've
taken
a
number
of
notes
on
this.
I
feel
like
I
have
the
information.
N
I
need
to
try
to
write
this
up
and
offer
some
clarity
as
we're
thinking
through
what
is
a
written
operations
manual
for
you
all
and
and
kamadi.
You
know
my
commitment
to
you
is
I'll
reach
out
and
we
can
find
some
time
to
connect
just
you
and
I
and
catch
you
up
on
what
we
talked
about
yesterday,
so
so
never
hesitate
to
ask
jump
in
and
ask
questions
regardless,
but
I
definitely
heard
heard
that
desire
to
be
up
to
speed
so
I'll
make
sure
we
get
that
done.
N
Oh
so
so
so
so
far,
we've
talked
about
goals
and
guardrails,
and
we
kind
of
tried
to
define
them
a
little
bit,
and
then
we
started
talking
about
how
you
would
actually
use
them
to
change
the
behavior
of
the
school
committee
as
it
relates
to
how
you
spend
time
and
how
you
deploy
and
kind
of
subdelegate
work
to
entities
that
aren't
the
superintendent,
and
this
has
been
very,
very
informative,
very,
very
interesting
conversation,
one
more
slice
of
this.
N
I
want
to
dig
into,
but
we
may
not
have
time
what
time
do
we
need
to
shut
this
thing
down.
Madam
chair.
N
But
one
other
area
worth
nudging
on
this
is
if
the
work
of
the
school
committee
begins
to
orbit
around
the
goals
and
guardrails,
what
impact
does
that
have
on
what
should
that
say
or
what
impacts
you
that
have
on
how
committee
members
interact
with
each
other
or
what
type
of
commitments
you
make
to
each
other,
because
one.
N
Haven't
we
talked
about
the
structures
of
the
system,
but
we
haven't
really
talked
about
the
norms
of
the
committee
itself
and
so,
as
you
think,
hey
our
work
is
to
represent
the
vision
and
values
of
the
of
the
community
and
that
lives
through
the
vision
that
we've
codified
as
goals
and
the
values
that
we
qualify
as
the
guard
rails.
But
what
we
haven't
really
talked
about.
What
are
some
of
the
norms,
then
that
you
all
need
to
have
in
place
to
really
solidify
that
focus
on
the
vision
and
values.
One
second
alex.
N
Okay,
so
we
got
just
a
few
more
minutes,
so
then
I
I
want
to
push
that
out
to
you
all
as
you
think
about
what
are
some
of
the
norms
that
we
need
to
have
as
we
interact
and
engage
with
each
other
as
committee
members.
N
That
would
help
us
stay
focused
on
the
goals
and
guardrails.
So
any
any
thought
the
the
floor
is
open.
What
do
you
think
of
when
you
think
of
norms
that
the
committee
really
needs
to
have
and
honor
whether
they
currently
exist
or
whether
the
new
norms
that
need
to
be
crafted?
That
would
really
help
bend
the
work
of
the
committee
toward
a
focus
on
its
goals
and
guard
guardrails?
What
might
some
of
those
norms
look
like.
A
N
Meeting
go
for
it,
but
if
it's
outside
of
that,
maybe
a
norm
is
email
that
to
the
superintendent,
got
it
okay,
a
great
example:
what
are
other
norms
that
might
emerge
that
would
make
sense
for
you
all
to
honor
as
a
team.
N
O
And
I
think
this
also
goes
back
to
the
district
so
that
originally
we
were
always
told
that
we
would
get
completed
materials
the
friday
before
the
meeting,
so
that
you
would
have
the
weekend
to
review
and
go
back
for
questions
to
the
district,
whether
the
superintendent
or
others
prior
to
the
meeting.
But
sometimes
we
get.
Q
Jerry
I'll
actually
respectfully
point
out
that
it
calls
for
in
our
bylaws
that
materials
will
be
to
be
distributed
the
friday
before,
and
it
is
only
the
chair
who
can
provide
an
exception
to
that
rule.
M
S
I
I
would
argue
that
I
I
actually
as
a
student,
I
actually
think
that
they
should
be
given
at
least
a
week
prior,
because
I
get
them
fridays
and
like
by
fridays,
I'm
sort
of
like
burned
out
and
then
the
weekends
I'm
like
running
errands
with
family
and
then
monday
comes
back
around
and
I'm
like
I'm
thrown
into
bsac,
I'm
thrown
into
back
into
school
and
yada
yada,
and
sometimes
I
don't
end
up
getting
to
the
materials
until
like
I'm
lucky.
If
I
get
to
it
monday
night
but
like
tuesday
night.
S
M
Can
I
can,
I
suggest
one
if
we
know
the
agenda
if
we
are,
if
we
get
the
agenda
in
order,
if
that
becomes
a
norm
and
we
have
all
of
our
agendas
out,
then
we
will
then
the
team
can
prepare.
Sometimes
we
don't
know
the
agenda
soon
enough
for
the
whole
team
to
prepare
and
then
to
get
it
to
translation
and
then
to
get
it.
M
You
know,
so
I
think
the
first
norm
that
we
need
is
we
agenda
sets
for
the
year
and
that
getting
really
tight
on
what
we're
going
to
focus
on
right,
which
is
the
the
business
of
the
past
two
days,
and
so,
if
we
know
we're
going
to
focus
on
those
items,
let's
agenda
them
out
and
we
have
them
and
then
now
the
team
can
work
toward
those.
You
know
if
it's
a
quarterly
report,
we
know
it's
a
quarterly
report.
We
can
have
it
available
and
we
can
get
it
out
earlier.
N
One
thing
that
I
know
several
boards
have
instituted
brenda.
You
may
need
to
just
want
to
close
your
ears
for
this
part,
because
you're
probably
not
going
to
like
it.
You
know.
One
thing
I
know
a
number
of
boards
have
instituted
is
basically
saying
here
is
the
date
by
when
all
materials
have
to
be
to
the
board.
You
know
so
the
board
meeting
is
here
by
this
day.
All
materials
have
to
be
to
the
board
and
anything.
N
That's
not
to
the
board
is
not
happening
at
this
meeting
and
if
there
are
any
changes
that
automatically
moves
it
off
of
this
meeting
into
next
month's
meeting,
and
so
this
is
the
drop
dead
date
by
when
the
board
must
have
all
presentations
contracts,
whatever
they
need
to
make
a
decision
on
the
items
at
this
meeting.
They
need
to
have
it
by
this
day
and
anything
that
isn't
this
gets
bumped
to
the
next
month
and
anything
that
changes
in
this
time
period
automatically
gets.
N
M
N
Know
the
exact,
because
then
what
you,
what
your
chief
of
staff
would
do
is
they
would
say:
okay.
This
is
the
day
by
which
it
has
to
go
to
the
board.
So
the
latest
date
that
it
can
get
that
staff
can
submit
items
is
this
date
and
then
we
do.
You
know
I
mean
if
you
back
it
all
up
and
what
you
wind
up
doing
greninjas
for
your
edification,
your
as
a
practical
matter.
N
Your
chief
of
staff
needs
to
have
everything
you
know
really
the
process
for
you
starts
about
21
days
prior
to
the
board
meeting.
You
know
to
get
things
in
the
pipeline
and
then
the
board
gets
it
x
days
in
advance.
N
In
fact,
I
know
a
number
of
boards
come
out
of
you
like
this
one,
because
I
think
it'll
honor
what
you
were
the
need
you're
describing
a
number
of
boards,
are
going
to
a
system
where
they
get
it
that
far
in
advance,
and
then
they
have
like
two
or
three
days
to
submit
questions
to
the
superintendent.
Everybody
submits
all
the
questions.
They
don't
get
any
answers,
they
just
all
submit
the
questions
and
then,
after
that
period
is
up.
N
Then
the
superintendent
sends
answers
to
all
the
questions
out
to
everybody
and
then
at
that
point
you
have
an
opportunity
to
pull
items
off
of
consent
or
leave
it
on
consent.
And
then
the
meeting
is
posted
and
that's
it.
There
is
no
pulling
stuff
off
of
consent
at
the
meeting
like
the
at
that
point,
the
agenda
isn't
is
chiseled
into
stone
and
the
benefit
of
that
is
it
lets
the
administration
know
exactly
which
issues
are
going
to
be
debated
and
which
issues
aren't
going
to
be
debated.
N
So
that
way
they
can
be
prepared
with
a
deep
dive
on
the
ones
that
won't
be,
but
then
because
they
don't
have
to
spend
their
time
getting
a
deep
dive
prepared
for
the
for
for
the
ones
that
won't
be
and
they
can
and
spend
all
their
time
getting
a
deep
dive
on
the
items
that
will
be
debated
kamadi.
What
are
you
thinking.
S
S
Yeah,
okay,
so
my
only
sort
of
like
suggestion
or
point
is
that
I
feel
as
though
there
are
certain
answers
to
certain
questions
that
need
to
be
made
public.
So
so
so
the
public
sort
of
understands
like
this
is
what's
going
on,
or
this
is
the
answer
to
this
question,
something
I
mean
I'm.
I
can't
figure
out
an
example
right
now,
but
I
I
do
believe
wholeheartedly
that
there
are
certain
questions
with
certain
answers
that
should
be
made
public.
S
So
if
we
were
to
adopt
this
type
of
process,
would
would
those
is
it
possible
to
sort
of
like
give
a
a
summary
to
the
public
like
this
is
what
was
on
this
agenda
item.
This
is
what
was
asked
not
not
but
like.
These
were
like
the
highlight.
S
N
And
the
reason
school
systems
do
this
is
then
there's
less
need
to
pull
things
off
of
the
consent
agenda,
and
so
the
vast
majority
of
things
wind
up
being
resolved
on
the
consent
agenda
and-
and
that
saves
the
school
committee
time
to
really
do
a
deep
dive
in
public
on
the
things
that
require
a
deep
dive
in
public,
because
all
of
the
things
that
just
made
it
a
simple
kind
of
wait,
a
minute,
this
toilet
paper
clown
track.
Does
this
one
blind
or
two-ply?
N
Oh
two-ply,
yeah,
yeah
yeah,
leave
that
on
consent
agenda
we're
good
and
then
you
move
on.
You
don't
have
to
spend
time
during
the
school
committee
meeting
on
it,
but
then
it's
also
more
transparent.
Because
then
all
the
questions
have
been
asked
and
are
made
public
and
all
the
answers
have
been
provided
have
been
made
public
save
time
be
more
transparent,
what's
not
to
love.
N
So
these
are
just
some
ideas
about
norms,
we'll
dig
into
this
much
more.
What
I'll
probably
do
is
I'll
get
with
your
board
officers
and
superintendent
and
just
talk
through
some
of
the
next
steps.
What
I
suspect
the
next
steps
are,
is
that,
based
on
this,
you
all
are
going
to
have
to
have
another
conversation
about
your
goals
in
guardrails.
So
now
that
you
have
an
idea
of
kind
of
what
they
would
mean
to
adopt
them,
that
should
give
you
some
much
stronger
insights
into
okay.
N
Do
we
have
the
right
ones?
If
not,
you
know
what
modifications
do
we
need
to
make?
So
the
next
step
for
you
all
is
that
I
think
the
next
step
for-
and
we
just
need
to
schedule
some
time
for
that,
and
I
can
try
to
be
available
for
that.
N
If
you
want
me,
if
you
all
just
want
to
have
that
conversation
among
yourselves
it'll
work,
a
definite
next
step
for
me
is
now
that
we've
had
some
conversation
about
what
are
some
of
the
changes
changes
in
how
you
agendize
your
work,
changes
in
how
you
delegate
your
work,
whether
to
task
force
committees
so
on
and
so
forth,
or
do
do
it
yourself
or
delegate
to
the
superintendent
and
then
conversations
about
how
you
all
work
together
as
a
team.
N
Now
that
we've
talked
through
some
of
that,
what
I
want
to
do
is
a
follow-up
and
start
to
visit
with
each
of
you
and
get
a
sense
of
some
of
your
ideas
in
these
areas,
so
that
I
can
work
up
some
type
of
draft
of
edits
for
operating
procedures
that
you
all
could
use
at
the
time
that
you
proceed
with
adoption
of
goals
and
guardrails,
so
that
so
that
you
can
adopt
those
at
whatever
point
the
future.
N
You
do
so
and
and
already
have
some
planned
revisions
for
how
you
all
operate,
that
that
match
and
really
work
well
with
those
adopted
goals
and
guardrails.
So
those
are
the
some
of
the
next
steps.
I'm
saying.
In
addition,
another
next
step
is
that
I'll
help
you
all
put
together
a
script
that
you
all
can
use
to.
You
know
start
having
more
conversations
with
your
community.
N
This
is,
you
know
both
corresponds
with,
but
is
also
entirely
separate,
and
apart
from
this
conversation
about
goals
and
guardrails,
and
that
you
should
just
be
having
regular
conversations
with
your
community
anyway,
just
as
a
way
of
staying,
connected,
staying
in
relationship
with
your
community,
and
so
one
of
the
next
steps
I'm
also
working
on
is
I'll
draft
a
script
kind
of
a
community
engagement
script
that
you
might
use
to
help.
N
You
have
conversations
that
lead
in
the
direction
of
governance
rather
than
laying
in
the
direction
of
management,
and
so
I'm
working
on
that.
That's
another
deliverable
for
me
that
I'll
put
together
and
provide
back
to
you
all,
but
it
with
the
idea
that
eventually,
you
all
will
just
make
a
regular
habit
like
it'll,
literally
just
be
on
your
calendar
and
september.
We
go
out
and
have
these
conversations
with
the
community
and
march
we
go
out
and
have
these
conversations
with
community.
N
That's
just
a
normal
part
that
you
don't
leave
your
community
wanting
and
waiting
to
try
to
communicate
with
you.
But
you
are
proactively
going
to
them
to
really
have
these
important
governance
related
conversations.
N
So
those
are
the
next
steps,
any
questions
or
comments
before
hand
the
baton
back
to
your
board,
chair
and
questions.
Your
comments.
N
Well,
as
is
always
the
case.
Yes,
jerry.
N
N
No,
you
all
are
a
very
fun
very
cerebral
group,
a
very
fun
group
to
work
with,
and
so
it
is
my
pleasure
to
be
of
service
in
whatever
way
I
can
be.
Madam
chair
back
to
you,.
A
Thank
you
so
much
we're
now
going
to
move
into
general
public
comment.
Ms.
D
D
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
a
later
response.
D
D
Those
who
require
interpretation
services
will
receive
additional
two
minutes
per
person
to
the
attendees,
who
are
listening
to
simultaneous
interpretation
on
a
different
zoom
channel.
Please
move
over
to
the
english
language
channel
when
the
public
testimony
is
being
translated
from
a
non-english
language.
D
D
D
T
Good
evening
my
name
is
sharon
hinton,
I'm
an
educator
and
a
community
activist
and
I'm
from
hyde
park
or
from
people
the
boston
accent
high
pack,
it's
a
wonderful.
This
is
really
wonderful.
I'm
glad
that
I
watched
and
listened
to
the
amazing
work
that
you
guys
are
doing.
I
think
it
was
a
lot
I
admire
you.
T
I
am
hoping
to
join
you
because
I
have
notified
the
boston
school
committee
nominating
panel
that
I'm
still
in
the
running
to
be
able
to
join
you.
I
I
I'm
just
amazed
and
the
superintendent,
you
guys
have
a
lot
on
your
plate
and
I
have
I
have
expressed
what
I
think
would
be
a
great
addition,
and
one
of
them
was
about
the
meetings
and
actually
magnifying
and
better
utilizing
the
school
committee
meetings.
T
U
L
U
Great,
thank
you
there's
an
awful
lot
to
absorb
from
the
last
eight
hours
of
discussion,
but
you
know
I
think
the
exercise
has
been
extremely
valuable
in
helping
all
of
us
focus
on
outcomes
and
selective
priorities,
but,
as
you
could
predict,
I
think
that
elimination
of
achievement
gaps
would
be
the
most
important
combined
priority
for
you
and
the
district.
I
am
concerned
that,
if
I
understand
what's
happened,
you
removed
the
achievement
gap
from
your
goals
and
you
just
left
it
in
the
guard
rails,
in
other
words,
as
a
process
variable.
U
I
think
that
would
be
a
mistake.
I
don't
think
you
should
highlight
selected
marginalized
groups,
opportunity
and
achievement
gap,
task
force
and
policy
that
superintendent's
vision,
that's
2025
and
then
identified
the
relevant
marginalized
groups,
blacks,
latinos,
english
learners,
special
education
and
now
english
learners
with
disabilities.
U
U
My
major
concern,
however,
is
that
the
committee
has
spent
many
many
hours
focusing
on
a
definition
of
priorities.
I
think
all
of
us
know
that
we've
agreed
for
many
years
that
priorities
are
some
mixture
of
eliminating
achievement,
gaps,
racial
and
linguistic
diversity
of
staff,
culturally,
and
linguistically
sustaining
curriculum,
authentic
engagement
of
families,
students
and
community.
U
That
should
be
the
focus
of
the
committee's
attention
in
the
future,
and
I
was
very
interested
to
see
you
know
the
discussion
of
how
you
organize
yourself
to
get
the
information,
that's
necessary
and
identify
problems
and
hold
people
accountable
on
this.
U
I
would
say
that
if
you
go
to
the
community,
it's
going
to
be
important
to
try
and
figure
out.
How
does
this
work
that
you're
doing
now
relate
to
all
the
other
plans
we
have
seen.
I
mean
I,
I
take
seriously
the
vision
2025,
you
know
which
everybody,
the
superintendent
and
you
put
a
lot
of
work
into.
There
was
a
strategic
operational
plan
which
started
but
never
got
committed.
U
You
know
completed
under
the
superintendent's
evaluation,
there'll
be
plans
for
oel
plans
for
special
education,
and
then
I
think,
there's
something
else
that
I've
read
about.
It
seems
to
be
called
something
like
return
recover
and
reimagine,
so
I
don't
know
how
they
all
interrelate.
U
Finally,
for
two
seconds,
I
am
a
member
of
the
english
learners
task
force
and
I
think
the
one
thing
you
didn't
hear
and
was
part
of
the
original
guidelines
for
that
task
force
was
policy
guidance.
You
know
we
talked
about
currently
access
to
native
language
acts.
We
highlighted
english
learners
with
this.
A
Sorry
to
interrupt
you,
I
just
wanted
to
let
you
know
you
had
to.
I
know
you
always
have
really
insightful
things
to
say
so.
Thank
you.
So
much
again,
thank
you
to
our
thank
you
to
our
speakers.
So
this
concludes
our
best.
A
D
J
C
Yes,
okay,
good,
oh
my
goodness,
all
right,
all
right,
so
my
name
is
rachel
meiselman.
I
am
a
member
of
the
boston
parents
coalition
for
academic
excellence,
and
I
would
like
to
thank
the
boston
school
committee
and
superintendent
casilius
for
this
opportunity
to
speak.
As
I
have
previously
shared,
I'm
a
second
generation
exam
school
alumna.
C
I
hail
from
the
zip
code:
zero
two
one,
three
two
and
zero,
two
one,
two
four,
but
it
is
the
former
zip
code
about
which
I
will
speak
tonight
on
the
boston
public
schools
website,
the
bps
exam
schools,
admissions
slide
show
can
be
found.
On
the
ninth
slide.
It
is
stated
we
expect
that
students
in
the
top
fifty
percent
of
each
zip
code
will
have
access
to
boston
latin
school.
C
C
C
I
will
leave
you
with
this
request
in
science
and
math
classes,
students
often
hear
show
your
work
understanding
the
full
weight
of
these
words.
I
will
ask
the
boston
school
committee
show
us
your
work
on
the
zip
code
quarter
for
the
three
exam
schools,
a
change
to
the
admission
process
of
these
schools
has
far
reaching
consequences
and
implications,
so
it
demands
an
analysis
and
a
discussion
that
are
both
thorough
and
transparent.
C
I
would
also
like
to
throw
in-
and
this
is
something
more
on
a
personal
note,
not
as
a
member
of
this
particular
group.
After
listening
to
the
entirety
of
this
meeting,
I
have
to
say
regarding
the
instruction
for
those
that
do
not
speak
english
as
a
first
language.
I
am
rather
shocked
and
disappointed
that
there
has
not
been
more
emphasis
on
learning
how
to
write
properly.
C
Up,
thank
you,
ma'am,
and
there
are
four
components,
speaking
listening,
writing
and
reading,
and
I
don't
think
it's
appropriate
to
kind
of
shoehorn,
any
kind
of
instruction
on
writing
under
the
umbrella
of
reading
comprehension.
Thank
you
for
your
time
and
attention.
A
Much
this
concludes
our
business
for
this
retreat
and
I
really
want
to
thank
all
of
my
colleagues
tonight,
the
superintendent
and
staff
that
are
here
as
well
as
members
of
the
public
and
thank
mr
crabble
for
spending
two
nights
with
us
and
just
carving
out
this
time
for
us
again.
As
I
said
yesterday,
there's
a
lot
of
great
work
happening
in
our
district
and
I
think
these
conversations
are
going
to
help
us
to
be
a
stronger,
more
effective
governing
board
and
there's
a
lot
of
work
ahead
of
us,
as
we
heard
tonight.
A
Some
tasks
coming
up.
So
we
look
forward
to
receiving
feedback
on
this
we're
going
to
have
some
community
stakeholder
listening
sessions
in
february
and
we
will
post
those
dates
soon.
On
the
school
committee's
web
page,
the
next
school
committee
meeting
is
going
to
take
place
on
wednesday
january
27th
at
5
pm
on
zoom,
and
if
there
is
nothing
further,
I
would
like
to
entertain
a
motion
to
adjourn.
M
Madam
chair,
yes,
I
just
want
to
thank
you
for
your
leadership
and
having
these
retreats.
I
think
they've
been
super
helpful.
The
first
two
were
very
helpful
as
well,
and
they've
just
really
helped
us
to
focus.
M
I
also
want
to
thank
the
vice
chair
for
helping
us,
secure,
aj
and
his
services
from
the
council
of
great
city
schools
and
reminding
the
public
that
these
services
did
come
as
part
of
our
partnership
with
the
council
for
great
city
schools
and
just
very
thankful
to
mr
o'neill
for
his
work
there
and
then
all
the
members
and
the
I
mean
this
is
a
lot
of
time
for
you
all
to
give
so
just
really
thankful
to
all
of
you
and
kamani.
M
M
I
one
of
the
things
I
said
to
you,
madam
chair,
was:
I
wish
more
of
the
public
would
have
seen
that
saturday
meeting
that
we
had
where
we
did
the
visioning
with
the
visual
notetaker
as
well
as
these
two
evenings
that
we've
had
here,
and
I
really
do
thank
our
regular
attenders,
who
commented
tonight
and
who
also
were
there
in
the
audience,
and
I
hope
that
they
will
share
at
the
equity
round
table
tomorrow.
M
A
A
Yeah
and
the
interpreters
yep
so
agree,
agree
on
everything
you
said
people's
time
and
definitely
the
vice
chair
for
all
the
connections.
All
the
years
he's
been
on,
the
school
committee
he's
just
a
wealth
of
knowledge
and
information,
and
I
just
really
appreciate
him
appreciate
all
of
you
and
aj
and
also
kamadi.
I
know
it's
a
school
night,
so
we
appreciate
it.
Okay,
so
and
you
two
superintendents
so
without
further
ado,
if
there's
nothing
else,
I'd
like
to
entertain
a
motion
to
adjourn
so
moved.