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From YouTube: Boston School Committee Meeting 11-17-21
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
B
E
F
C
B
You
thank
you,
miss
sullivan
at
this
time.
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining,
with
the
administrative
guild
sdiu
local
888
and
the
united
steel
workers
of
america.
Local
evans,
8751.
B
G
D
C
D
E
B
B
We're
live
good
evening.
Everyone.
The
committee,
has
just
returned
from
an
executive
session
for
the
purpose
of
conducting
a
strategy
session
related
to
collective
bargaining.
Tonight's
session
is
being
shared,
live
on
zoom,
it
will
be
re-broadcast
on
the
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
B
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
november
17th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
new
major
bps
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
B
The
committee
is
pleased
to
be
offering
live:
simultaneous
interpretation
in
spanish
haitian
creole,
cabo,
verdiano,
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
the
interpreters
finish
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference
for
our
spanish
interpreters.
Please
introduce
yourselves
and
give
students
instructions
in
espanol.
H
Thank
you
very
much,
madam
chair
good
evening,
everyone
distinguished
audience
and
the
school
committee
members.
My
name
is
juan
bernal.
I
am
the
simultaneous
interpreter
for
status
that
will
be
assigned
for
this
meeting
along
with
mr
randolph
to
interpret
for
this
very
simultaneously.
We
will
be
taking
terms
every
30
minutes.
Accordingly,
I
will
proceed
to
explain
how
to
access
the
interpretation
icon
in
spanish.
We
want
to
notice
my
number.
B
J
J
O
Thank
you,
madam
chair
good
evening.
Everyone,
my
name
is
anna
terry
and
I
will
be
providing
simultaneous
cantonese
interpretation
for
the
meeting
tonight.
P
B
Q
Q
T
B
B
B
J
B
B
As
you
can
see,
we
are
missing
two
members
this
evening.
The
terms
of
lorena,
lepera
and
rafaela
polanco
garcia
were
co-terminus
with
acting
mayor,
janie
and
therefore
officially
ended
yesterday.
There
is
a
public
process
underway,
that's
being
led
by
the
school
committee
nominating
panel,
and
we
look
forward
to
learning
the
outcome
of
that
process.
B
Personally,
I
know
I've
learned
a
lot
from
our
newest
members.
They
brought
such
a
value,
valuable
perspective
to
the
committee
as
parents
and
thought
partners
and
really
pushed
our
thinking.
I
want
to
thank
ms
lapera
and
ms
polanco
garcia
for
their
commitment
to
our
students
and
and
families,
and
we
look
forward
to
seeing
what
the
future
holds
we'll
now
move
on
to
the
approval
of
the
minutes.
B
E
B
X
C
X
E
B
Y
Y
Before
I
get
to
these
topics,
I
want
to
recognize
the
historic
day
we
all
witnessed
yesterday
as
the
city
of
boston
welcomed
our
new
mayor,
michelle
wu
and
her
cutie
sons
there
holding
the
book
when
I
was
in
there
watching
at
the
cabinet
in
the
eagle
with
the
cabinet
in
the
eagle
room.
I
said
those
are
our
bps
kids
and
they
absolutely
know
how
to
hold
a
book.
So
I'm
very
proud
of
mayor
wu.
Y
Y
Two
weeks
ago
today,
as
we
began
our
last
school
committee
meeting,
I
received
a
call
just
before
we
went
into
that
meeting,
that
principal
at
the
henderson
school
had
been
assaulted
by
a
student.
Obviously
that
was
extremely
troubling
and
and
really
caused
for
a
lot
of
concern
within
the
principal
core
and
within
our
entire
community.
Y
I'm
incredibly
grateful
for
our
teams
and
really
quick
actions
as
they've
worked
together
over
the
following
week
to
restore
a
sense
of
security
and
peace
the
next
day
and
over
many
days
since
I've
had
pers.
I've
personally
met
with
teachers
and
staff
and
students
to
hear
their
concerns
and
implement
shared
solutions,
not
just
at
the
henderson,
but
at
multiple
schools
and
meeting
with
principals
heads
of
schools
and
trying
to
problem
solve
some
of
the
issues
within
our
schools,
either
small
number
or
larger
number.
Y
I've
also
continued
to
monitor
the
implementation
of
the
safety
plans
that
we
put
in
place
and
the
learning
environment
both
at
the
henderson
and
at
several
other
schools.
With
our
operational
leaders,
our
school
superintendents
and
our
chief
of
schools
and
our
chief
academic
officer
drew
eccleston
as
we've
returned
from
school.
From
this
pandemic,
we
have
seen
many
challenges
to
in-person
learning.
Y
I
think
the
biggest
one
is
probably
our
supply
issues
and
labor
shortages.
That
has
put
a
huge
stress
on
our
community
and
on
our
principles,
who
are
often
the
front
lines
of
these
difficult
operational
challenges,
and
I
thank
them
immensely
and
thank
them
greatly.
Our
educators
and
our
incredible
nurses
who
have
been
managing
covid.
We
have
been
short
staffed
and
we
have
really
had
to
rally
together
as
a
team
to
try
to
fill
those
gaps
and
ensure
the
smooth
operations
at
our
schools.
Y
But
it
is
really
hard-
and
I
just
want
to
let
you
know
that
it
is
hard
and
each
day
is
hard,
but
our
teams
put
children
first
and
they
continue
with
the
in-person
learning,
even
through
this
global
pandemic
and
the
traumatic
the
traumatic
effects
of
it.
Y
We've
had
some
incidents
of
students
and
parents
who
are
dysregulated,
regardless
of
the
support
that
we've
been
giving,
and
they
also
are
in
need
of
significant
support
in
counseling
and
redirection,
and
we
have
tapped
into
some
of
our
city
partners
and
our
operational
team
and
our
counseling
team
and
our
our
psychologists
to
engage
in
supporting
practices
and
supporting
our
school
leaders
across
our
system
to
problem
solve
to
apply
our
code
of
conduct
and
to
intervene
with
the
additional
supports
as
necessary,
and
even
though,
overall,
since
the
beginning
of
the
year,
we've
seen
a
decrease
in
incidence
compared
from
our
normal
first
term
of
in
person
learning
in
2019.
Y
We
still
had
some
incidents
at
several
schools
across
the
district.
To
give
it
a
sense
of
you,
know,
angst
and
anxiety
and
incidents
that
have
flared
up
in
schools
as
we
try
to
continue
to
support
and
provide
this
needed
additional
trauma,
informed
practices
to
restabilize
the
community
and
provide
the
supports.
That's
needed
to
restore
the
learning
environment,
whether
those
are
external
partners
or
internal
central
office
supports
to
the
school
for
wraparound
services
to
the
school.
Y
Y
As
you
know,
boston
public
schools
is
in
the
final
stages
of
updating
our
code
of
conduct,
and
I
look
forward
to
working
with
all
of
you
on
getting
that
policy
passed
and
implemented.
So
we
can
be
clear
on
our
expectations
and
establish
clear
roles
and
responsibilities
for
all
the
staff
that
are
working
in
our
schools.
Y
I
just
want
to
speak
a
little
bit
about
the
curly
k8
closure
last
wednesday.
As
you
know,
bps,
in
collaboration
with
the
boston
public
health
commission,
made
the
really
difficult
decision
to
temporarily
pause
in
person
learning
at
the
curly
k-8
in
jamaica,
plain
due
to
a
rapid
increase
in
positive
covid
19
cases.
Y
Y
The
district
academic
team,
in
collaboration
with
curly
teachers
and
staff,
quickly
enacted
a
plan
for
remote
learning
that
has
allowed
for
the
continuation
of
their
learning.
I've
heard
from
parents
that
it
is
excellent
and
we
are
so
proud
of
our
teachers,
curly
school
students
and
all
bps
students
have
access
to
our
vendor
paper.
It's
an
online
tutoring
platform.
Y
In
addition
to
the
wonderful
teaching
that
is
going
on
every
day.
This
will
allow
students
and
teachers
to
access
academic
resources
and
support
and
also
provide
additional
support
to
parents
who
are
supporting
their
children
at
home.
This
program
is
available
for
all
bps
students
across
the
district.
Y
It
is
also
important
to
note
that,
while
there
has
been
an
extreme
focus
on
outbreaks
in
a
few
of
our
schools,
the
overall
number
of
reported
cases
in
our
district
is
very
low,
which
means
our
prevention
and
mitigation
systems
are
working
on
average.
Since
the
beginning
of
school
we've
seen
about
12
cases,
a
day
reported
reminding
you
that
we
have
50
000
students
and
we
have
10
000
employees,
and
so
this
is.
This
is
a
very
low
number.
Y
One
of
the
lessons
that
we've
learned
throughout
the
past
weeks
is
around
communication,
and
so
one
of
the
things
that
we
are
looking
at
is
how
often
we
communicate
and
how
transparently
we
communicate,
and
we
want
to
make
sure
that
we
are
doing
that
in
a
way
that
helps
parents
be
informed
about
the
decisions
they
make
about
their
students
and
our
staff
has
the
correct
information
so
that
they
then
can
properly
communicate.
Y
Y
Y
Bps
is
dedicated
to
prioritizing
our
family's
awareness
when
a
positive
case
is
identified
as
much
as
it
is
leading
and
implementing
covid19
prevention
and
mitigation
strategies.
For
example.
This
past
monday
november
15th,
we
hosted
an
ask
the
ask
a
doctor,
covid19
vaccine
info
session
for
children,
ages,
5
plus
in
partnership
with
boston,
public
health,
commission
and
the
boston
medical
center.
Z
Good
evening
and
thank
you
so
much
for
the
introduction
just
want
to
make
sure
everyone
can
hear
me.
It
has
been
truly
a
pleasure
to
continue
to
work
with
our
boston,
public
schools.
Colleagues,
in
recent
weeks,
you
know
in
recent
weeks,
with
rising
cases
across
the
city
that
have
been
affecting
our
schools.
Z
And,
importantly,
lessons
learned
from
our
recent
work
with
the
curly
school
that
will
help
us
more
effectively
implement
these
mitigation
measures
and
in
a
rapid
way,
and
so
these
strategies
which
I'll
go
through
are
specifically
geared
towards
strengthening
protocols
to
prevent
covet
19
transmission
in
schools,
as
well
as
to
rapidly
identify
and
isolate,
covet
19
cases
among
school
staff.
School
students
to
prevent
ongoing
transmission
and
importantly
contain
outbreaks
and
prevent
the
type
of
widespread
transmission
that
precludes
the
implementation
of
tests
and
stays,
particularly
in
the
larger
schools.
Z
And
so
going
through
some
of
the
different
strategies
that
we've
put
forward.
I'm
importantly,
we
are
working
very
closely
to
increase
and
support
sort
of
rates
of
covet
19
flu,
vaccination
of
both
covet
19
vaccination
and
flu
vaccination
among
school
students
and
staff.
We
know
that
vaccination
continues
to
be
one
of
the
most
important,
the
critical
strategy
to
end
this
pandemic,
and
so
we're
working
with
schools
in
terms
of
offering
on-site
boosters
for
school
staff
and
offering
on-site
vaccines
for
all
eligible
youth
ages.
Z
Five
and
above
now
that
pediatric
vaccines
have
finally
been
approved.
In
addition
to
that,
masking
universal
masking
has
always
been
one
of
the
more
important
evidence-based
measures,
and
so
we're
working
with
our
with
our
schools
to
ensure
that
our
protocols
not
only
ensure
mass
use
but
also
correct
mass
queues
and
sort
of
incorporating
health
and
safety
checks
around
that
and
reviewing
compliance.
Z
Physical
distancing
continues
to
also
be
a
very
important
strategy
that
we
can
rely
upon
to
prevent,
covet
19
transmission
and
so
we're
working
on
a
few
strategies
around
limiting
visitors
in
in
schools
to
minimize
potential
exposures
and
contact
tracing
burden,
as
well
as
strategies
like
cohorting,
where
we
try
to
you
know
really
sort
of
group
teachers
and
students,
together
in
similar
groups,
to
really
again
minimize
potential
exposures
and
reduce
contact
tracing
burden.
AA
Z
Important
part
of
the
lessons
that
we've
learned
is
really
around
ensuring
the
availability
of
testing
and
the
ability
to
implement
testing
in
a
rapid
way
in
our
schools,
and
so
we
are
working
around
strategies
to
expand
our
covet
19
testing
infrastructure
and
resources
in
schools,
as
well
as
trying
to
guide
increase
in
consent
rates
for
test
and
stay
programs
amongst
our
school
families,
so
that
these
programs
can
be
rapidly
implemented
in
the
event
of
covet,
19
cases
being
identified
and
again
part
of
a
larger
strategy
to
really
avoid
sort
of
the
type
of
widespread
transmission.
Z
That
makes
it
hard.
You
know
to
really
move
forward.
Z
In
addition
to
that,
symptom
screening
continues
to
be
an
important
strategy
that
that,
again,
you
know
staying
home
when
individuals
are
sick,
it's
really
important
that
they
stay
home,
and
so
we've
put
forth
measures
around
ensuring
that
parents
are
able
to
know
the
symptoms
to
look
out
for
know,
sort
of
the
guidance
around
keeping
children
home
when
they're
feeling
sick,
as
well
as
resources
around
how
their
schooling
can
be
supported
in
the
event
that
they
have
to
stay
home
through
home
and
implementing
home-based
symptom.
Z
Screening,
in
addition
to
that,
implementing
symptom
attestation
for
our
school
staff,
our
school
teachers
and
putting
forth
policies
that
will
ensure
that
they're
able
to
you
know
to
admit
to
sort
of
the
presence
of
symptoms
and
stay
home
and
not
fear
any
additional
repercussions
around
that.
Z
Z
And
you
know
thinking
about
advancing.
You
know,
measures
to
ensure
that
information
around
testing
consent,
information
around
symptom,
screening
information,
around
cobot,
19
vaccination
and
all
of
these
different
measures
really
can
is
available
in
multiple
languages
is
available
in
sort
of
you
know
in
different
literacy
levels,
so
that
we
can
so
that
our
whole
school
community
can
benefit
from
this
information
and
be
aware
of
the
importance
of
the
mitigation
strategies
to
prevent
covet
19
outbreaks
in
our
schools
and
so
I'll
pause
there,
and
thank
you
very
much
for
your
attention.
Z
Y
You,
dr
sanchez,
and
again
for
your
partnership,
we're
so
excited
to
have
you
join
the
team?
That's
a
perfect
segue
for
me
to
talk
a
little
bit
more
about
vaccines
and
getting
our
students
vaccine.
It's
been
really
exciting
to
see
our
our
students
get
vaccinated.
Five
plus
over
the
past
couple
of
weeks,
we're
continuing
to
work
with
our
partners
at
the
boston
health
commission
to
ensure
that
our
students
and
families
feel
safe,
informed
and
have
easy
access
to
the
vaccines.
Y
We've
had
a
wonderful
partnership
with
boston
women's
hospital,
brigham,
brigham
and
brigham
women's
hospital
boston,
medical
center,
mass
general
hospital
who
are
hosting
several
vaccine
clinics
in
november
and
december
you're,
going
to
be
able
to
find
all
of
that
information
and
dates
and
locations
on
our
bps
website
and
in
our
newsletters
at
bostonpublicschools.org
forward.
Slash
vaccines
and
we'll
continue
to
add
more
to
the
list
of
available
clinics
to
ensure
all
of
our
students
and
families
have
the
opportunity
to
get
vaccinated
and
that
will
help
us
all
stay
safe.
Y
We're
working
a
plan
to
have
bps
family
fun
days
in
the
new
year
and
include
vaccine
distribution
for
those
who
are
interested
in
have
in
receiving
one.
Please
keep
your
eyes
peeled
for
various
district
communications,
providing
details
on
info
sessions
and
vaccine
clinics
to
promote
upcoming
events.
Y
The
article
speaks
to
our
immigrant
and
other
students,
learning
english
and
shares
that
they
have
not
been
assigned
the
right
classes
or
placed
with
certified
teachers
for
enough
time
at
the
highest
rate.
In
many
years,
the
article
also
references
remote
learning
shifts
during
the
pandemic
and
recurrent
changes
in
leadership
within
our
office
of
english
learners
as
symptoms
of
delayed
services.
Y
I'd
like
to
illuminate
some
of
the
challenges
the
district
has
faced
in
reporting
the
services
rendered
to
our
english
language
learners,
not
as
an
excuse,
but
to
provide
context
in
part
due
to
staff
shortages.
There
has
been
a
gap
in
data
entry
to
reflect
the
services.
Our
students
are
indeed
receiving.
Y
The
office
of
english
learners
is
actively
working
with
each
school
to
assist
with
data
gathering
and
updating
our
student
information
systems.
With
this
critical
information,
the
office
of
human
capital
is
continuing
to
address
ongoing
staffing
shortages
by
working
to
fill
our
vacancies
based
on
initial
updates
and
reporting.
The
data
is
trending
in
the
right
direction
and
trending
significantly
upwards
to
show
that
our
english
learner
students
are
in
fact
receiving
the
services
critical
to
their
educational
success.
Y
As
this
data
entry
becomes
up
to
date
and
before
our
next
submission
in
december
to
our
doj,
we
will
share
the
results
in
our
upcoming
public
english
language,
learners,
task
force
meetings,
and
I
will
continue
to
provide
you,
the
school
committee,
an
update
at
our
next
meeting
on
where
we're
at
with
the
data
entry
and
the
services
that
our
el
students
are
receiving.
Y
Y
As
you
will
all
recall,
our
goals
when
we
adopted
our
new
exam
school
admissions
policy
in
july
was
to
significantly
increase
access
to
our
three
exam
schools.
Such
that
rigor
is
maintained
and
the
student
body
better
reflects
the
racial,
social,
economic
and
geographic
diversity
of
all
of
our
students
in
the
city
of
boston.
Y
Y
Y
As
I've
shared
and
as
was
the
charge
of
the
task
force,
equity
was
at
the
center
of
the
adopted
changes
that
we've
adopted.
As
you
can
see
here,
under
the
old
policy,
a
total
of
seven
schools
received
47
percent
of
the
invitations
to
bps
students,
while
representing
just
19
of
the
6th
grade
bps
student
enrollment.
Y
This
is
also
a
slide
we've
seen
before.
That
shows
students
who
attend
a
school
with
less
than
40
percent
poverty,
who
account
for
17
percent
of
the
city-wide
sixth
grade
enrollment
and
20
percent
of
the
simulated
inve
invitations
students
who
attend
a
school
with
40
or
greater
poverty
account
for
83
percent
of
the
sixth
grade
enrollment
and
80
percent
of
invitations.
Y
Y
Y
It's
because
either
a
student
didn't
apply
to
an
exam
school
or
they
did
not
have
the
grades
and
or
test
scores
to
qualify.
The
simulation
is
run
with
both
grades
and
exams
and
grades.
Only
the
school
by
school
grade
analysis
shows
that,
under
the
approved
policy,
exam
school
invitations
are
distributed
more
equitably
across
bps
schools
and
more
proportional
to
student
enrollment
at
each
school.
Y
Even
with
simulated
changes
in
admissions
patterns,
every
school
still
has
an
opportunity
for
invitations.
We
have
posted
all
of
this
information
on
our
website
so
that
everybody
can
clearly
and
transparently
see
it.
Finally,
we
also
posted
an
interactive
map
on
our
website,
where
you
can
input
your
home
address,
find
your
tier,
your
social,
economic
tier
based
on
the
new
admissions
system.
Y
Y
Y
Y
B
Thank
you,
superintendent
for
that
report,
I'll
now
open
it
up
to
questions
from
our
and
discussion
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
we
each
have
five
minutes.
That's
one
to
two
questions
and
I'd
like
to
remind
vps
staff.
To
also
be
brief
in
your
responses.
B
D
Thank
you,
madam
chair.
Thank
you.
Superintendent.
Lots
lots
of
stuff
going
on
so
lots
lots
to
cover.
I
just
wanted
to
first
say
briefly
on
the
henderson.
I
appreciate
the
update
on
that
and
and
really
the
emphasis
on
on
resources
going
in
around
trauma
and,
of
course
you
know,
security
and
keeping
our
children
and
our
staff
and
families
you
know
safe
in
those
spaces.
I
just
remember
my
own
personal
experience
witnessing
some.
You
know
pretty
serious.
D
You
know
gang
fights
at
the
umana
when
I
was
you
know,
12
or
11,
and
and
it
really
sticks
with
you
and
it
took
a
while-
I
think,
for
to
kind
of
you
know
get
through.
Then
you
know
obviously
got
got
past
it,
but
I
can
have
a
real
visceral.
D
You
know
significant
impact
on
on
young
people
to
witness
and
to
hear
about
it,
and
it
just
kind
of
you
know,
good
things
build
and
bad
things
you
know
can
build
too.
So
it's
important
for
us
as
adults
to
step
in
and
and
break
break
that
cycle.
So
thank
you
for
that,
and
please
do
keep
us
posted
on
that.
I
do
want
to
talk
about.
I
thank
you,
superintendent
for
referencing
the
the
news,
the
news
article
around
english
language
learners.
D
As
my
colleagues
know,
I'm
the
co-chair
of
the
task
force
we
are
going
to
do.
We
are
doing
we'll
continue
to
do
more,
in-depth
and
detailed
work
on
that.
I
do
just
want
to
say
generally
a
few
things,
and
one
is
that
I
think
you
know
the
superintendent
highlighted
this.
D
I
don't
want
to
use.
We
use
all
these
words
like
that.
I
have
a
lot
of
crisis
and
you
know
all
these
things
and
but
really
there's
a
lot
of
work
that
we
can
do
there.
It's
a
substantial
part
of
the
population
that
we
serve
boston
has
always
been
a
home
to
immigrants.
You
know
the
demographics
have
changed
over
time.
D
When
I
was
younger,
it
was
vietnamese
and
cambodian
immigrants
were,
and
an
irish
and
italian
were
mostly
my
grades
and
now
it's
you
know
a
different
different
demographic
for
our
city
and
but
really
you
know,
we
need
to
get
this
right
and
then
you
know
the
legal
issues
aside.
That's
kind
of
like
the
floor
like
please
don't
go
below
the
floor
if
you're
in
the
united
states,
but
really
we
want
to
be
welcoming
to
all
families
that
want
to
call
boston
home.
D
We
want
to
make
sure
that,
and
we
know
that
we
can't
you
know
we
can
educate
kids
that
come
in
not
having
facility
with
english,
not
having.
You
know,
maybe
even
a
background
in
kind
of
a
western
style
education.
It's
it's
possible,
it's
doable.
We
do
it
in
some
parts
of
our
district.
Well,
we
don't
do
it
other
parts
of
our
district.
Well,
we
need
to
learn.
What's
going
going
well
and
really,
I
hope
that
especially
you
know
now
we
have
you
know
we
have
a
new
mayor,
who's
been.
D
D
I
know
that
we
distributed
a
number
of
those
funds
in
a
flexible
way,
in
a
flexible
way,
giving
more
resources
to
schools
based
on
that
that
identification
of
english
language
learner
and
also
english
language
learner
with
with
disabilities,
and
I
really
want
to
see
those
plans.
I
want
to
make
sure
that
that
that
that
you
know
investment
of
resources
is
where
is
it
taking?
You
know,
kids
that
started
in
september.
Where
are
they
going
to
be
in
january?
You
know
grades,
I
think,
are
coming
out
soon.
AC
D
It's
it's
as
bad
as
what
it
looks
like,
but
how
do
we?
You
know
what?
How
do
we
kind
of
track
those
interventions
and
making
sure
that
you
know
we're
shaping
the
policy
for
going
forward
all
critical
pieces
where
we're
going?
But
there
are
kids
there
today,
the
kids
in
our
school
today
we
want
to
make
sure
that
you
know
we're
taking
care
of
them
and
that
boston
can
always
be
welcoming
to
to
all
children,
regardless
of
their.
You
know
their
immigration
status
or
english
speaking
status.
D
So
I
want
to
put
a
finer
point
on
that
and
we
hope
to
you
know
as
a
as
a
a
committee,
a
subcommittee,
a
task
force
to
to
bring
you
know
more
detailed
reporting
and
work
together
with
dr
eccleston
and
and
and
team
and
the
superintendent,
but
did
want
to
put
a
finer
point
on
that
that
critical
that
we
do
focus
on
you
know
these.
These
are
a
big
part
of
our
students.
So
just
my
comment
on
there
and
I
can
I
can
pause.
AD
G
Thank
you.
Thank
you.
Thank
you
for
the
report
and
I
it
is
extensive
and
deep
and
and
very
useful.
I
just
want
to
lift
up
two
parts
of
it
that
I
think
are
critical
for
us
going
forward
and
as
we
think
about
the
directions
of
the
city,
the
first
is
superintendent.
I'm.
I
deeply
want
to
affirm
and
support
your
decision
to
listen
to
the
health
commissioner's
thinking
around
what
was
needed
to
curly.
G
G
So
I
really
want
to
affirm
and
appreciate
as
a
member
of
the
school
committee-
and
I
know
that's
going
to
create
issues
in
terms
of
number
of
hours
of
learning
that
our
kids
may
be
losing
or
not
having,
but
their
health
and
our
public
health.
I
think
we
need
to
respect
that
and
I
appreciate
the
reports
of
how
relatively
well
we're
doing
across
the
city,
so
I
want
to
affirm
that
and
then
related.
You
know
and
I
think
the
issues
of
resources
as
we
look
forward.
G
You
know
the
the
demand
on
creating
a
high
quality
and
effective
multiple
tier
system
of
support
for
our
children
is
not
only
critical
in
this
crisis
in
this
trauma
moment,
because
clearly
we
see
that
you
know.
As
you
know,
I
I'm
engaged
at
train
school
counselors
and
the
stories
of
violence
that
my
my
school
counselors
are
seeing
on
a
regular
basis
across
the
region
is
just
it's
disheartening
in
there
they
the
impact
on
them
and
me
of
their
adults
and
the
stories
they
tell
and
the
stress
in
the
schools.
G
Actually,
I
have
a
student
who
is
working
in
the
curly
and
just
kind
of
they.
The
emotional
challenges
that
are
our
adults
are
facing
is
significant,
and
we
have
to
think
about
this
as
an
emergency
and
address
that,
but,
even
more
importantly,
over
the
next
five
years,
if
we're
going
to
make
any
real
gains
in
our
children's
access
to
high
quality
learning,
we
have
to
provide
them
the
social
emotional
support
they.
G
They
do,
and
I
know
you're
increasing
school
counselors,
increasing
school
adjustment
councils,
increasing
social
workers
and
working
with
across
the
city,
and
I
am
not
saying
that
you're
not
trying
or
that
you're
ignoring
it.
I
know
that
you're
working
very
hard.
I
just
want
to
publicly
affirm
that,
for
my
from
where
I
sit
as
maybe
one
of
the
most
important
focus
of
investment
and
strategies
to
support
our
recovery
and
and
rebuilding
the
type
of
high
quality
learning
experience
we
want
for
our
children.
G
So
once
again,
I
want
to
affirm
your
the
tough
decisions
you've
made
around
the
public
health
and
the
social
emotional
needs
of
our
children
and
and
encourage
us
to
continue
to
support
that.
Thank
you
very
much.
AE
AF
Thank
you,
madam
chair
and
others
have
said
superintendent.
You
covered
an
awful
lot
because
there
was
so
much
going
on
in
our
schools
right
now,
so
I'll
try
to
move
very
quickly.
I
just
have
a
couple
of
comments
for
you.
The
first
is
obviously
the
prince
of
principal
lampron
at
the
henderson
school
and
other
staff
members,
members
of
the
bps
family,
who
have
also
faced
challenges
and
threats
or
have
intervened
at
risk
for
themselves.
AF
There's
a
lot
going
on
dr
coleman,
just
I
I
I
wish
them
all
the
best.
I
thanked
them
from
the
bottom
of
my
heart
and
they
are
in
my
prayers
and
I
know
that
they
feel
the
support
of
the
full
bps
community
as
they
recover,
but
dean
coleman
just
mentioned
the
emotional
challenges
for
adults
and
meeting
our
staff.
I
believe
it
is
also
for
our
students
and
their
families
and
the
general
public.
This
is
this
is
not
a
boston
issue.
This
is
not
a
massachusetts
issue.
AF
This
is
happening
in
districts
across
the
country
and
every
every
just
district
is
wrestling
with
us.
How
to
deal
with
the
mental
challenge.
The
mental
stress
that
and
and
the
mental
health
challenges
that
result
from
it
and
people
have
come
back
into
contact
with
general
public
having
been
away
from
it
for
a
while,
etc.
AF
These
are
real
serious
issues,
superintendent.
I
thought
you
and
your
team
took
a
very
thoughtful
approach,
particularly
at
the
henderson,
but
at
some
other
schools
as
well,
and
I-
and
I
hope
you
continue
to
be
very
proactive
about
that
and
have
helped
help
our
school
leaders
be
watching
for
the
warning
signs
before
another
situation
escalates
with
regards
to
our
ell
luna
learners.
AF
I
thought
mr
diarruga
spoke
about
it
quite
well,
as
did
you
superintendent
and
in
fact
I
want
to
thank
the
members
of
the
ell
task
force
and
the
co-chairs
the
letter
they
wrote
to
the
superintendent
and
the
chair
was
very
thoughtful
and
that's
exactly
what
a
task
force
is
supposed
to
be
doing
for
the
school
committee
in
looking
in
at
a
particular
issue,
giving
advice,
giving
feedback
pushing
prodding
holding
accountable,
and
we
thank
we
thank
mr
diarruzo
and
your
co-chair,
ms
lee.
AF
I
think
it
was
very
helpful
with
regards
to
the
rapidly
adjusting
covet
situation.
Thank
you,
dr
sanchez,
and
the
boston
public
health
commission.
You
know
we
have
to
adjust
so
rapidly
on
this
and
it
reminds
me
of
the
patriots
defense.
You
know
switching
things
up
after
giving
up
a
touchdown
immediately
to
cleveland,
but
then
nothing
happened,
the
rest
of
the
game
right,
it's
because
they
adjust
and
they
learn
on
the
fly
and
sorry
to
use
the
sports
analogy.
But
let's
face
it,
this
whole
region
of
patriots
fans.
AF
So
I
think
I
can
get
away
with
it.
But
that's
exactly
what
we're
facing
now
and
I
was
very
struck.
I
joined
a
saturday
morning
zoom
call
a
week
ago
with
about
a
hundred
parents
at
the
manning
school
along
with
our
two
past
members
passed
and
we
will
see
if
they
rejoin
us,
miss
polanco,
garcia
and
miss
lorenzo
and
the
feedback
from
the
parent
manning
parents
was
fascinating
because
two
messages
came
through
loud
and
clear,
and
this
will
be
a
situation
that
plays
out
in
all
of
our
schools.
AF
First,
the
parents
were
saying
to
us.
We
want
to
be
part
of
the
solution
that
came
too
loud
and
clear.
The
second
thing
that
came
too
loud
and
clear
is
something
that
I
have
said
repeatedly,
so
I'm
using
my
words.
To
paraphrase
the
message
that
was
saying:
the
parents
were
saying
to
us
in
the
absence
of
information,
misinformation
flourishes
and
they
were
saying.
I
know
you
were
waiting
to
do.
AF
So
I
really
appreciate
tonight's
superintendent
that
you
particularly
talked
about
how
you
adjusted
on
communications.
So
now
we're
not
waiting
till
the
end
of
contract,
a
contact
tracing,
but
now
the
school
leader
has
the
ability
to
reach
out
to
their
community
and
say
that
a
case
has
been
found,
etc.
AF
So
I'm
glad
we
we
are
that
we're
listening
to
parents
who
can
be
our
best
teachers
in
many
cases
and
that
we
are
adjusting
and,
lastly,
superintendent.
Thank
you
for
showing
the
simulation
data
tonight
or
the
additional
simulation
data.
I
look
forward
to
going
through
it
in
detail.
I
know
it
just
got
to
us
and
I
did
not
get
a
chance
to
dig
through
it.
You
said
it's
being
posted
publicly.
I
do
want
to
look
at
it
on
school
by
school
basis,
to
understand
the
comments
that
you
made
tonight.
AF
I
think,
and
I'm
sure
many
members
of
the
public
will
be
as
well
and
we'll
be
looking
at
it,
and
I
will
be
very
clear.
I
was
one
who
have
talked
about
concern
over
unintended
out
of
unintended
consequences.
Did
we
unintend
in
an
unintentional
basis,
hurt
some
particular
schools
and
give
them
zero
chance
of
getting
in,
and
it's
easy
to
see
at
a
high
level
how
that
could
potentially
be
thought
of,
because
it's
one
that
I
thought
of
as
well,
so
I
look
forward
to
going
through
the
data
you.
AF
You
said
tonight's
superintendent,
that
that
is
not
the
case,
and
so
thank
you
for
that
clarification,
I'm
going
to
be
going
through
the
data
and
I'm
sure
others
will
as
well
and
I'm
sure
this
will
be
a
a
subject
of
conversation
in
the
future
as
well.
But
thank
you
for
providing
the
additional
simulations
and
that's
all.
Y
Thank
you,
mr
o'neill.
I
just
want
to
comment
that,
even
though
we're
adjusting
the
communication,
sometimes
that
still
might
be
as
not
as
fast
as
the
word
of
mouth,
so
we'll
get
it
out
and
have
school
leaders
get
it
out,
but
sometimes
word
of
mouth,
with
the
way
that
we
have
social
media
and
other
means
of
communicating
could
be
could
be
before
we
get
it
out,
but
we're
attempting
to
adjust
so
that
we
can
get
it
out
faster.
AF
And
I
agree,
but
I'm
also
glad
that
it
appeared-
and
maybe
I'm
just
implying
this
or
assuming
this-
that
you
were
involving
school
leaders
more
in
the
decision
about
how
to
communicate
with
their
particular
community,
this
school
community-
and
I
think,
that's
great
because
they
know
their
community
best.
You
know
how
to
get
word
out,
so
I
know
you
balance
the
protocol
of
a
district-wide
approach,
but
even
by
allowing
those
communications
to
come
from
school
meters,
school
leaders
sends
a
message
as
well.
Y
I
don't
know
if
dr
lowe
wants
to
speak
to
this
as
briefly,
but
yes,
we
are
having
school
leaders
communicate,
but
we're
still
really
trying
to
hold
that.
It
should
be
a
health
professional
who
is
providing
the
contact
tracing
and
who
is
providing
the
health
advice
to
families,
because
you
know
they
can
think
that
they're
close
contact
and
in
fact
they
just
aren't-
and
I
don't
know
if
you
wanted
to
speak
briefly
again,
dr
lowe-
about
the
conditions
for
being
a
close
contact.
Just
briefly
sure.
AG
It
is,
it
is
complicated.
I
mean
the
definition
in
the
community
is
spending
within
six
feet
in
more
than
15
minutes
over
a
period
of
time,
and
that
is
master
unmasked
and
that
does
not
include
vaccinations
within
schools.
AG
If
you
are
more
than
three
feet
away
with
max
masks,
you
are
not
considered
a
close
contact,
and
so
that
is
a
difference
based
on
evidence
that
was
was
was
over
reviewed
within
our
massachusetts
schools
that
cases
did
not
increase
if
they
were,
students
were
to
maintain
three
feet
of
distance
from
each
other
with
masks
on
so
I
mean,
I
think
there
really
is
a
balance
between
communicating
rapidly
about
active
infections
and
contact
tracing
and
protecting
confidentiality,
and
so
I
I
appreciate
superintendent,
casilius
and
her
clinical
team
for
striking
that
balance.
AG
It
is,
it
is
not
an
easy
one.
So
I
appreciate
I
appreciate
you
for
doing
that.
Y
It's
sobering
to
thank
you,
dr
lo.
It's
sobering
to
listen
to
dr
lobo
lopes,
talk
about
her
late
nights,
calling
and
getting
calls
that
come
back
because
she
calls
numbers
and
the
numbers
are
not
answered,
or
she
has
the
wrong
number
and
she's
got
to
leave
a
message
and
wait
for
the
call
to
come
back,
and
I
mean
just
the
incredible
persistence
that
she
has
and
patience
and
grace.
Y
B
E
Yes,
I'd
like
to
take
this
opportunity.
First
of
all,
thank
you,
superintendent,
cassellius
for
a
very
thorough
report
on
a
multitude
of
issues
that
are
affecting
us
so
far
with
all
due
respect
to
members
who
raised
concern
about.
E
And
and
polarized
views
on
on
on
the
policies
on
those
policies.
E
I
first
of
all,
I
apologize
to
all
members
that
I
like
to
take
this
opportunity
to
express
my
view
on
that.
E
E
E
The
kind
of
ancestral
entities
that
I
associate
with
that
I
associate
myself
with
have
suffered
certain
impacts,
which
is
very
clearly
which
is
very
clear
so
far,
but
I
think
a
broader
view.
E
E
And
more
diverse,
which
would
contribute
to
our
you
know
to
the
the
health
of
our
boston
public
school
system
anyway.
So
I
stand
with
the
group
that
has
always
been
advocating
for
that
and
while
I
unders
I
appreciate.
E
The
concern
about
unintended
consequences,
but
please
as
a
civil
rights
lawyer
and
as
a
civil
rights
enforcer
for
the
last
30
years,
or
so
I've
seen
that
many
times.
I
share
that,
but
at
the
same
time
I
don't
believe
that
is
the
core
issue
that
should
affect
the
larger
view
of
the
program.
AH
Let's
have
a
quick
comment,
I
want
to
say
thank
you
to
dr
cassellius
for
and
miss
robertson
for
allowing
my
school's
bsu
to
come
together
and
just
talk
about
some
of
the
issues
that
are
on
our
minds
as
both
high
schoolers
and
young
adults
and
teens.
And
I
appreciate
it
a
lot
because
I
feel
like
we
made
a
breakthrough
and
we
got
a
lot
accomplished
and
done.
B
Thank
you,
miss
mercer
superintendent.
Before
we
go
back
around,
I
have
a
question
you
alluded
to
it
in
your
report,
but
didn't
really
go
into
much
detail
about
the
staffing
challenges
that
you've
been
facing
in
both
on
a
daily
day
basis
in
schools,
but
also
as
some
of
the
work
around
ells
and
special
ed
gets
pushed
back,
because
we
don't
have
all
of
the
staff
we
need.
Could
you
talk
to
that
a
bit?
Please.
Y
I
think,
second
to
kovid.
I
think
this
is
the
hardest
thing
right
now
on
our
school
leaders
and
on
our
community.
Overall,
we
are
seeing
incredible
staffing
shortages
across
the
district
either
because
we
are,
we
didn't
fill
that
vacancy
before
school
started
or
because
they're
having
to
quarantine
for
their
own
illness
or
the
illness
of
a
family
member,
and
so
that's
causing
absences
or
just
pure
exhaustion
or
maternity
leave
or
other
reasons,
and
being
unable
to
fill
that,
as
well
as
having
a
shortage
of
substitutes,
even
paraprofessional
substitutes.
Y
We
have
shortages
for
our
food
nutrition
workers,
those
have
been
short
all
year,
our
bus
drivers.
Still
we
had
a
couple
weeks
there
where
we
were
whole,
but
because
there's
been
additional
absences
there
as
well
bus
monitors,
it
is
causing
quite
a
strain
on
the
operations
of
our
schools.
I
talked
to
my
colleagues
across
the
nation.
Y
It's
also
in
other
sectors
that
are
affecting
our
supply
chains,
so
we're
having
difficulty
with
getting
paper
we're
having
difficulty
with
trucking
in
supplies
and
food
and
food
supplies,
because
there's
no
truckers,
and
so
it
is
really.
Y
It
is
really
it's
the
it's
the
most
challenging
year,
I've
ever
experienced
in
my
career,
in
particular
the
staffing
piece
and
then
just
the
ongoing
challenges
and
mitigation
of
opera
operations
and
around
covid.
Y
It
adds
a
whole
nother
level
of
work
and
then
the
extreme
exhaustion
of
the
staff
and
trauma,
because
teachers
are
covering
each
other's
classrooms
and
there's
not
enough
substitutes.
There's
not
enough.
Paraprofessionals
and
teachers
are
used
to
having
paraprofessionals
help
them
with
students
who
maybe
need
help
with
their
behavior
and
redirection.
Y
So
then,
if
they
don't
get
the
redirection,
then
they
act
out
and
so
really
really
trying
to
figure
out
what
we
can
do.
So
a
couple
of
things
is
recently
the
state
allowed
for
retirees
to
have
additional
hours
that
they
can
work
in
schools.
So
our
office
of
human
capital
has
been
on
the
phone
calling
our
retirees
to
see
if
they'd
come
back
and
work
in
our
schools.
Y
We
also
have
a
faith-based
interfaith-based
initiative
that
we
are
doing
with
our
interfaith
based
community.
We
are
hoping
to
have
a
hundred
commun
faith-based
communities
who
can
commit
to
finding
us
for
individuals
to
fill
some
of
our
vacancies.
They
they
have
retired
teachers
in
their
faith,
communities
and
paraprofessionals
and
folks
who
need
work,
and
so
we're
hoping
to
be
able
to
do
that.
I'm
hoping
to
work
with
the
new
mayor
around
and
there's
a
hiring
fair
on
saturday
at
bowling.
Y
I
can
put
some
of
that
in
get
some
of
that
information
out
too.
I
don't
have
it
right
here
and
then
work
with
the
new
mayor
around
residency,
as
I
think
I
shared
in
the
last
meeting
that
residency
is
a
barrier
for
many
of
our
recruitment
efforts,
because
you
have
to
live
in
the
city
of
boston
and
when
you
have
hourly
employees
who
make
less
than
the
cost
of
living
in
boston,
it
makes
it
very
challenging
for
us
to
recruit
hourly
employees
to
our
to
our
workforce
is
particularly
in
this
kind
of
environment.
Y
So
that
has
also
been
an
extreme
challenge.
So
I'm
hoping
that
we
can
get
some
sort
of
temporary
waiver
on
residency
so
that
we
can
recruit
workers.
B
Thank
you
yeah.
I
know
it
is
quite
a
challenge.
I
see
it
so
thank
you
very
much
for
all
the
efforts
you
and
everyone
else
has
been
making
to
keep
things
to
moving
as
smoothly
as
you
possibly
can
thanks.
I
want
to
double
check
to
see
if
anyone
else
would
like
another
opportunity.
Another
question,
mr
dayarusha.
D
Thank
you,
madam
chair,
so
superintendent.
I
also
wanted
to
follow
up
on
the
exam
school
update
that
you
gave
us.
I
I
do
appreciate
the
update
and,
as
vice
chair
o'neill
said,
I
very
much
look
forward.
The
coming.
AI
D
And
so
forth,
to
review
what
you've
submitted,
and
I
will
I
will
do
so-
a
few
points,
first
on
the
kind
of
the
policy
process
and
then
just
on
the
on
the
substance
as
well
on
the
policy
process,
I'm
not
going
to
retread
kind
of
what
I've
said
before,
but
just
kind
of
constructive
feedback.
As
you
know,
as
one
of
the
policy
makers,
one
of
the
five
that
that
you
know
created
this
policy,
I
need
to
have
information
in
order
to
make
the
decisions
and
to
understand
you
know
what
what's
before
me.
D
D
So
at
that
time,
when
I,
when
I
voted
on
the
policy,
but
I
have
been
asking
for
this
data
for
for
since
july
and
and
for
going
forward
to
make
sure
that
we
work
together
so
that,
ultimately,
you
know,
I'm
I'm
just
one
of
one
of
five
one
one
eventually,
hopefully
one
of
seven
that
that
we
do
need
to
work
closely
together
to
ensure
that
we
get
the
information
that
we
need
in
a
timely
way.
I
know
we're
going
to
explore
in
the
new
year.
AC
D
Resources
in
terms
of
you
know
getting
maybe
some
external
resources
for
getting
data
simulations
doing
all
these
things
that
are
really
difficult
to
do
in
the
context
of
the
you
know,
as
you
mentioned
on,
you
know,
other
fronts
on
the
pandemic
and
staff
shortages
and
so
forth,
but
but
essential
for
me
is
that
policymaker
to
to
have
that
information
and
work
work
closely
with
you
on
that
on
on
the
substance.
Also,
don't
want
to
retread
too
much.
I
I've
been
so
just
focusing
on
the
on
the
10-point
piece.
D
You
know
since
july,
I've
been
very
public
about
my
skepticism
of
that
particular
tool
in
the
formula
that
we
approved.
I
know
that
you
know
we
all
kind
of
raised
the
the
parts
of
it
that
we
like
we
all.
I
think
we
all.
Obviously
we
all
agree.
The
five
of
us
agree
on
the
bigger
picture
of
the
dancing
equity
of
retaining
and
retaining
rigor
at
the
schools,
and
we
all
have
different
perspectives
on.
I
really
care
about
this
piece.
I
don't
care
so
much
about
that
piece,
and
I
I
get
that.
D
I
am
concerned
to
be
honest,
that
some
of
these
I
did
care
about
most,
including
the
investments
in
grades,
four
to
six
to
make
sure
that
that
our
kids
are
ready,
that
if
they
want
to
do
apply
to
a
college
preparatory
program
that
they're
ready
to
do
so
and
that
they
and
then
if
they
do
get
an
invitation
that
they're
ready
to
succeed
there,
and
I'm
really
concerned
about
that,
and-
and
I
again
I
know
the
context
from
staff
shortages
and
pandemic
and
so
forth.
D
With
respect
to
the
ten
points,
as
as
I
think
many
of
us
here,
we've
heard
from
families
from
different
schools,
including
I've
heard
from
folks
from
the
elliott
from
the
kilmer,
I
think
I've
heard
from
every
single
person
at
the
allegheny
in
the
past
few
days
and
of
course
I
live
in
east
boston
and
I
I
do
very
much
admire
the
advocacy
and
the
work
that
our
families
have
done.
D
This
is
the
first
time
I've
actually
heard
you
know
from
the
alleghery
families
calling
in
languages
other
than
english
and
writing
in
language,
southern
english,
and
I
think
that's
that
was
really
special
and
something
I
did
not
see
actually
when
we
had
the
bigger
bigger
policy
discussion
leading
up
to
july.
So
I
appreciated
that
my
concern
around
that
10
points
continues
to
be
that
it
is.
It
is
a
tool
that
I
don't
think
is
first
in
this
year,
not
necessary,
given
that
we're
not
giving
an
exam.
D
I
am
concerned
about
the
discrete
nature
of
it,
and
I've
explained
this
before
that:
it's
either
zero
or
ten.
I
think
a
number
of
us
had
considered
did
want
to
consider
kind
of
a
more
you
know,
graduated
application
of
it,
which
may
be
fair.
D
I
look
at
a
school
like
the
alleghery
which,
even
though
it's
it's
it's
small
but
mighty,
and
it
illustrates
I
think,
the
on
the
unfairness
of
giving
a
school
10
points
versus
the
the
tier
structure
which
we
created,
which
you
know,
revolves
around
census,
tracts
and
kind
of
much
much
more
factors
where
you
have
a
school
like
the
algeria
that
is
within
a
half
mile
of
of
the
atoms.
D
They
get
10
points
of
the
mckay,
they
get
10
points
the
amount
and
they
get
10
points
they're
within
a
mile
of
the
of
the
o'donnell,
the
otis,
the
bradley,
the
guild,
all
of
those
all
those
programs,
all
those
schools.
If
your
kid
goes
there
they
get
ten
points.
The
alleghery
itself
is
within
a
distressed
census
tract
at
least
it
was
up
until
I
don't
know
how
things
are
going
to
change
in
east
boston
going
forward,
but
it's
across
the
street
from
affordable
housing.
It's
down
the
street
from
affordable
housing.
D
It's
two
blocks
over
from
from
from
bha
one
of
the
largest
bha
housing
developments.
I
I
think
in
the
state.
So
so
it's
hot.
I
think
it's
hard
to
tell
folks
like
hey.
D
If
you
know,
if
your
kid
was
in
this
program,
you
know
within
walking
distance
you're
going
to
get
this
this
bump
in
your
application,
but
because
you
know
you
either
lotteried
in
or
maybe
chose
to
be
in
this
other
program,
you're
not,
and
that
there's
a
real
concern
there
and
there's
also
just
that
it.
You
know
not
just
the
the
discrete
nature
of
it
of
zero
or
ten
and
then
how
it's
applied.
D
But
just
you
know,
the
algae
is
a
great
example
of
like
what
we're
trying
to
do
in
the
district.
What
we're
trying
to
build,
having
families
come
together
in
a
multilingual,
multi-racial
group
of
folks
that
that
organized
with
each
other
took
a
building
that
I
remember
when
I
was
when
I
worked
at
city
hall,
that
building
was
empty.
We
were
using
it
for
other
purposes,
for
storage
and
things
like
that
and
they've
created
a
thriving.
You
know
community
there
and
part
of
the
pathway
for
some
of
their
kids.
D
Not
all
because
not
every
kid
you
know
either
needs
to
or
wants
to
go
to
a
college
preparatory
program,
but
part
of
that
pathway
was.
We
will
prepare
you
for
whatever
path
you
want
to
take,
and
if
you
want
to
take
that
college
prep
path,
then
then
we're
going
to
get
you
ready
and
they're
getting
kids
ready
and
they're
small,
but
they're,
but
they're
getting
kids
ready.
So
I
do
want
to
honor
that
and
loud
you
know
their
efforts.
D
I
I
do
ask
madam
chair,
and
maybe
this
is
more
appropriate
under
new
business,
but
once
we
have
an
opportunity
to
adjust
this
or
the
next
week
that
at
a
subsequent
meeting
I
I
would
like
to
raise
the
issue
of
maybe
well,
not
maybe
considering
whether
to
modify
that
10
points
at
a
future
meeting.
So
I
would
ask
that
that
would
be
put
on
on
on
the
next
agenda.
I
can
raise
that
as
appropriate
and
during
new
business,
but
I
would
like
to
make
that
case.
D
You
know
to
my
colleagues
here
on
the
five
of
us
that
have
that
put
this
policy
into
place
that
we
can
maybe
make
a
better
approach,
given
the
facts
and
circumstances
today
versus
what
we
knew
back
in
you
know,
back
in
july,
so
respectfully
put
that
out
there.
I
know
this
is
a
topic
that
sucks
up
the
oxygen
in
our
our
meetings,
and
that,
in
of
itself,
I
know
is,
is
problematic
and
I've.
D
I
think
I've
said
that
we've
all
said
that,
but
for
me
I
feel
at
this
particular
piece
that
I
voted
on.
My
name
is
on
that
policy.
All
of
our
names
are
on
it.
I
do
want
to
make
sure
it's
redressed
in
the
in
the
in
the
right
way.
So
thank
you.
B
B
All
right
hearing-
none
thank
you,
so
we
will
now
vote.
I
will
now
want
to
entertain
a
motion
to
receive
the
superintendent's
report.
D
C
AF
B
Y
I
don't
know
if
he's
with
us
or
is
he
but
I'm
I'm
sure
I
you
know
it's
nothing
additional
than
what
we
shared
in
our
executive
session
and
you
know
I
recommend.
B
C
C
C
C
C
C
AC
AI
My
name
is
benny
balderston.
As
a
sixth
grade
student
at
the
dante
alleghery
montessori
school
in
east
boston,
I
asked
the
school
committee
to
reconsider
the
10-point
exam
school
admissions
policy.
These
10
points
are
more
of
a
penalty
to
my
entire
graduating
class,
which
is
only
six
kids
who
will
not
be
able
to
get
into
any
exam
schools.
AI
AI
AI
X
Hi,
thank
you,
madam
chair
person.
My
name
is
megan
balderston.
I
live
in
east
boston.
I
am
a
parent
at
the
dante
alleghery
montessori
school.
X
X
As
dr
cosselius
mentioned,
schools
that
received
less
than
505
invitations
were
not
included
in
those
new
numbers
that
she
presented
tonight.
So
I
I
ask
you
guys
to
reconsider,
maybe
giving
10
points
on
a
individual
family
basis
to
those
families
that
need
it
and
not
on
a
school
basis.
Thank
you.
AJ
Hello,
my
name
is
michelle:
I'm
a
student
at
the
dante
gary
in
east
boston,
I'm
a
sixth
grader
at
the
dante
algario
montessori
school.
I've
been
at
this
school
since
the
doors
first
opened
eight
years
ago.
I
am
disappointed
to
hear
how
the
ten
point
policy
is
affecting
my
me
and
five
other
sixth
graders
at
my
school.
The
dante
allegaria
is
one
of
five
public
schools
that
does
not
meet
the
40
economic
disadvantage
threshold
and
the
only
one
in
east
boston.
AJ
This
new
policy
will
not
function
as
a
10-point
bonus
for
students
at
120
schools.
Instead,
it
will
be
a
10-point
penalty
for
for
students
just
attending
five
boston,
public
schools.
It
will
only
take
the
change
of
two
of
our
family's
economic
status
to
put
us
above
our
or
below
that
they're
the
40
threshold
each
year.
This
is
a
small
nice,
loving
school
that
deserves
enough.
AJ
AK
Good
evening,
madame
chair
and
the
rest
of
the
school
committee,
my
name
is
brooke
machado
and
I
live
in
east
boston
and
I'm
representing
dante,
alighieri
montessori
school.
AK
AK
AK
AK
AK
AK
I
don't
believe
it's
possible
that
he
will
get
an
invitation
without
receiving
these
ten
points.
It's
gonna
shut
our
kids
out
and
we
love
our
school.
We
were
attracted
to
it
because
of
its
great
community
and
it's
unique
curriculum.
AK
C
O
M
M
H
H
M
I
Hello
good
evening,
members
that
are
present
and
everyone,
my
name
is
maria
mejia.
I
have
a
child
that
is
at
blackstone
school.
I
That
school,
some
schools
were
getting
expansion,
especially
to
the
sixth
grade.
I
And
I
was
very
happy
because
I
knew
that
my
son
was
going
to
stay
there
up
to
sixth
grade.
I
M
AL
AL
AL
I
AL
I
I
am
asking-
and
I
am
asking
and
begging
for
you
to
take
into
consideration-
to
extend
the
sixth
grade
at
the
blackstone
school.
AL
I
Thank
you
for
allowing
me
say
these
words
in
the
name
of
my
daughter
and
all
her
fellow
students
at
the
blackstone
school.
My
name
is
danisa
martinez.
I
I
AM
I
My
son,
that,
before
used
to
cry
for
to
go
to
school,
now,
is
crying
for
not
going.
AM
I
AM
I
So
right
now
he
is
doing
the
sixth
grade,
which
has
been
very
hard
for
him,
especially
going
to
a
new
school
and
not
having
a
recess.
AM
I
AM
AD
AD
AD
AD
AN
AD
AN
AO
C
We'll
now
move
on
to
our
next
portion.
C
C
AA
Good
evening
and
thank
you,
what
are
the
lessons
learned
from
the
pandemic
data
shows
black
students
face
more
frequent
and
harsher
disciplinary
practices
which
lead
to
oppressive
district
and
school
cultures
of
anti-blackness
leaning
into
anti-racist
work
requires
intentionality
to
reverse
this
research.
Concludes.
Black
educators
cultivate
positive,
welcoming
school
environments
that
result
in
high
expectations
and
strong
academic
outcomes
for
all
students
sheriff
l
makai,
said
quote:
a
huge
intervention
needs
to
be
more
white
teachers,
learning
to
be
anti-racists.
AA
That
would
impact
black
teacher
retention
numbers
and
change
the
experience
of
black
children
in
school,
so
they
would
consider
becoming
teachers.
End
of
quote
to
become
anti-racist.
Bps
must
move
away
from
blaming
and
fear
rooted
in
anti-blackness
research
advises
developing
an
equity
infrastructure
in
which
black
educators
are
empowered
to
lead
equity
work
instead
of
being
left
in
the
shadows.
AA
Bps
must
throw
out
the
idea
that
schools
empower
parents-
parents
already
have
power,
they
are
their
children's
first
teacher
and
schools
must
respect
parents,
as
their
child's
advocates,
also
throw
out
the
idea
of
student
learning
laws
instead.
Focus
on
district
learning
laws
have
some
courage,
dismantle
the
gridlock
of
failed
policies
that
pathologize
and
criminalize
and
deny
black
students
high
quality
education
such
as
anti-black,
racialized,
tracking
and
equitable
funding,
uneating
staffing
patterns,
biased
school
policing,
discriminatory
discipline,
racial
profiling
in
surveillance
and
information.
Sharing
that
harms
black
students.
AA
Social
workers
in
every
school
is
critical,
but
not
sufficient.
Building
a
district-wide
equity
infrastructure
requires
data
driven
professional
development,
job
embedded,
coaching
and
using
culturally
linguistically
sustaining
practices.
Social
emotional
learning
trauma
informed
instruction
and
restorative
justice
in
all
schools.
Metrics
for
success
should
include
rebuilding
relationships
of
trust
with
black
students,
families
and
communities
who
have
been
shut
out
and
leveraging
community
partners
to
restore
and
vitalize,
revitalize
school
cultures
and
causes
to
hold
itself
accountable.
AA
AB
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston,
education,
justice
alliance
and
dorchester
resident
time
and
time
again.
We
continue
to
see
a
pattern
of
top-down
mandates
that
fail:
parents,
students
and
educators.
School
communities
are
not
included
in
creating
the
decisions
and
often
apologetically
consulted
as
an
afterthought.
AB
Your
top-down
decision-making
mirrors
desti's
top-down
decision-making,
which
hurts
and
endangers
school
communities
with
a
complete
lack
of
stakeholder
input.
Dusty
has
failed
at
implementing
pool
testing
and
appropriate
safety
protocols.
This
has
trickled
down
to
the
closure
of
the
curly
and
rising
cova
cases
at
orchard
gardens
and
the
manning
bps
leadership
should
not
mirror
this
failure.
AB
Ups
leadership
needs
to
do
its
part
by
ensuring
contact
tracing
is
taking
place
in
every
bps
school,
communicating
cases
on
a
daily
basis
to
parents
and
caregivers,
ensuring
that
schools
have
outside
spaces
for
unmasked
meal
times
on
days
where
weather
permits
and
improving
safe
ventilation
practices
and
monitoring
the
top-down
decision-making
model.
The
bps
leadership
is
currently
using
has
also
led
to
district
levels,
foreclosures
that
put
families
and
learning
communities
into
unnecessary
crisis
mode,
because
parents,
students
and
educators
have
not
been
treated
as
full
decision-making
partners.
AB
This
is
most
evident
in
the
impact
of
the
irving
and
timothy
closures.
Bps
leadership
leadership
needs
to
meet
regularly
with
mendel
sumner
and
blackstone
families
and
educators.
Until
plans
for
sixth
grades
at
each
of
the
schools
is
figured
out.
The
special
education
programs
at
the
irving
and
timulty
need
to
be
treated
respectfully
rather
than
creating
more
broken
promises
similar
the
mistakes
made
to
the
special
education
programs
at
the
west
roxbury
education
complex
before
it
was
closed.
AB
AP
The
governing
board
struggled
to
to
form
quorum,
partly
due
to
the
district's
decision
to
leave
the
governing
board
without
a
co-chair,
as
provided
by
the
bylaws
requiring
a
staff.
Member
currently
on
to
step
in
it
was
so
great
to
have
students
be
part
of
the
board.
We
heard
about
their
challenges,
classmates,
who
don't
always
want
to
be
in
school
and
school
lunches
that
they
condemned
in
very
vivid
terms.
AP
This
has
been
much
harder
this
year
than
in
the
past,
I'm
only
just
beginning
to
get
acquainted
with
a
few
of
the
families
in
my
child's
classroom,
but
without
engaged
leadership
in
the
building.
We
have
no
effective
and
reliable
ways
to
communicate
with
all
our
fellow
parents,
particularly
those
who
are
unable
to
stay
in
the
playground
after
school,
making
it
particularly
difficult
to
meet
and
collaborate
with
members
of
our
community
who
don't
live
in
jamaica,
plain
those
who
work,
multiple
jobs
or
care
for
multiple
family
members.
AP
AP
Mission
hill
school
for
many
years
has
been
led
by
teachers
and
community
members
of
color,
but
with
the
abrupt
suspension
of
three
senior
staff
of
color,
the
exclusion
of
families
from
the
building
due
to
covert
and
the
district
casting
doubt
on
the
future
of
the
school.
It
tends
to
be
those
of
us
with
the
privilege
to
devote
hours
to
meetings
and
money
to
the
necessary
child
care
who
participate
in
trying
to
safeguard
and
rebuild
our
school
before
covert.
AP
I
ask
that
the
school
committee
committee
support
the
governing
board
in
the
exercise
of
the
autonomies
granted
to
us
by
the
agreement
with
the
district,
including
the
selection
of
a
new
principle,
so
that
we
can
continue
the
urgent
work
of
rebuilding
our
school
community
and
its
leadership.
Thank
you
for
this
opportunity.
AQ
Thank
you,
madam
chairperson.
My
name
is
lauren
and
I'm
a
board
certified
licensed
nurse
practitioner,
a
licensed
registered
nurse
in
massachusetts.
I'm
a
desi
licensed
school-based
nurse
for
bps
and
I'm
also
be
a
ps
parent.
I
want
to
thank
health
services
for
their
tireless
work.
They're
phenomenal
people
who've
exhibited
grace
through
a
time
when
way
too
much
has
been
placed
on
their
shoulders.
I
thank
them
and
hope
they
receive
more
support
from
the
city
and
the
district.
AQ
I
also
want
to
acknowledge
the
mental
and
emotional
toll
testifying
takes
on
many
of
us
speaking
tonight,
and
I
want
to
recognize
that
my
job
as
a
nurse
and
furthermore,
a
school-based
nurse
has
never
received
so
much
national
attention
and
credence
as
it
does
at
this
very
moment.
Paradoxically,
nurses
and
furthermore,
school
nurses
are
leaving
their
careers
before
the
pandemic.
Public
health
care
providers
were
already
rationing
care
to
the
most
vulnerable.
AQ
We
struggled
before
the
pandemic
to
bridge
these
gaps
between
our
professional
ideals
and
the
realities
of
business.
The
pandemic
has
pushed
us
past
the
limits
of
that
compromise.
I'm
happy
to
hear
the
goals
of
dr
lowe
and
dr
sanchez,
who
shared
on
behalf
of
the
district
tonight.
However,
I
did
not
hear
any
measurable
goals.
AQ
I
did
not
hear
measurable
timelines
and
I
did
not
hear
solid,
measurable
logistics
of
how
these
goals
will
come
to
fruition
and
when
it's
november-
and
it's
almost
december,
we
clinicians
at
bps-
are
having
a
very
difficult
time,
with
the
vagaries
around
a
fairly
concrete
subject.
What
we're
witnessing
on
the
ground
in
schools
is
negligence
at
best.
Here
is
what
us
nurses
are
seeing
on
the
ground
home
health
checklist.
AQ
Bps
does
not
offer
guidance
to
families
beyond
a
home
health
symptom
checklist,
which
leaves
an
inordinate
amount
of
burden
on
a
family
to
obtain
clearance
from
a
physician
to
return
to
school.
The
document
does
not
offer
guidance
on
what
to
do
if
you
are
a
physician
or
if
you
don't
have
insurance,
which
many
of
our
families
are
experiencing.
AQ
AQ
My
school
is
able
to
offer
a
covid
clinic
every
three
weeks
and
other
high
schools
have
none
pooled
testing.
We
have
inaccurate
pooled
testing
lists
through
our
cic
and
medics
contracted
agencies
who
are
receiving
millions
of
dollars
to
do
this
work,
if
not
more.
These
discrepancies
have
report
resulted
in
students
being
tested
who
shouldn't
have
been
tested,
students
who
should
be
tested
who
are
not
being
tested
both
of
these
are
violations
of
patient
rights.
We
using
sure
we
have
inconsistent
testing
kits.
We
don't
have
isolation
rooms
for
our
students.
AQ
C
AR
Mike
heischmann
dorchester
basia,
the
number
of
corona
cases
are
on
the
rise
in
our
city
and
no
surprise
in
a
few
of
our
schools.
Last
year,
when
we
reopened
the
schools
with
a
hybrid
model,
we
prioritized
our
children's
safety.
This
september,
we
welcomed
our
children
into
crowded
buildings
without
even
a
remote
option.
AR
No
surprise
coroner
has
entered
our
school
buildings.
There
is
no
good
reason
to
expect
that
this
crisis
will
not
become
worse.
This
is
what
happens
when
desi
is
in
charge.
Deci
has
ordered
all
school
systems
to
fully
reopen
no
hybrid
allowed.
No
remote
option
allowed
jesse
has
placed
the
welcome
corona
sign
in
all
of
our
school
buildings.
This
is
the
outside
group,
who
threatens
to
put
our
system
into
further
receivership.
AR
Dr
cassellius
needs
to
come
up
with
a
plan
that
prioritizes
the
health
and
safety
of
our
children,
our
educators
and
our
community.
Remote
learning
must
quickly
become
an
acceptable
option
for
parents
who
prioritize
the
health
and
safety
of
their
children.
Let
us
concede
that
the
critics
of
the
new
exam
school
policy
are
right.
This
new
policy
will
benefit
black
brown
and
low-income
children
at
the
expense
of
some
of
our
white
privileged
children.
AR
Thank
you,
dr
cassellius,
and
school
committee
members
for
your
wise
and
courageous
decision.
White
privileged
parents
now
have
an
incentive
to
join
our
excellent
schools
for
all
movements.
I
appreciate
dr
casullius's
equity
roundtable
discussions.
The
october
29th
meeting
was
about
the
development
of
central
office's
academic
vision.
I
was
disappointed
that
most
of
the
academic
leaders
from
the
potential
project
were
white.
I
request
that
there
be
a
diversity
audit
of
central
office.
The
bps
cannot
be
an
anti-racist
institution
without
the
active
participation
of
educators
of
color,
especially
at
the
top
of
the
hierarchy.
AR
C
AS
Good
evening,
everyone,
my
name,
is
marcela
medina
as
a
parent
at
the
alleghery
school
and
as
a
lifelong
resident
of
east
boston,
also
an
alumna
from
an
excellent
exam
school
boston,
latin
academy.
I
asked
the
school
committee
to
recognize
the
problematic
consequences
of
this
10
point:
exam
admission
policy
and
to
remove
this
penalty
as
an
added
obstacle
for
admissions
to
the
exam
schools.
AS
I
was
first
generation
to
assist
school
beyond
an
elementary
level,
and
I
was
an
english
language
learner
myself
and
regardless
of
this,
the
bps
system
provided
equal
possibility
to
all
of
us
to
all
these
students
taking
these
tests,
regardless
of
the
social
obstacles
that
each
individual
student
and
family
was
going
through
and
to
be
able
to
take
that
sam
and
that
exam
and
be
scored
equally,
I
urge
that
this
10
point
bonus
exception,
be
removed
for
the
allegary,
so
that
the
district
continues
to
provide
equal
opportunity
to
all
and
remove
any
more
obstacles
for
future
generations,
as
there
are
in
our
school
63
of
our
students,
english
is
not
their
family's.
AS
First
language
and
53
of
our
students
are
english.
Language,
learners
and
many
immigrant
families
are
hesitant
to
apply
for
these
benefits
or
they're
prohibited
from
receiving
the
public
benefits.
AS
So
you
know
the
allegheny
is
the
only
school
in
east
boston
to
be
negatively
impacted
the
dancy
school,
the
dante
lagari
school.
Just
you
know,
reopened
thanks
to
the
partnership
of
dedicated
families
of
the
bps
administrators
and
the
the
boston
school
committee
itself,
and
we
have
worked
diligently
and
to
try
to
make
this
a
high
achievement
neighborhood
school.
AS
AT
If
you
would
just
indulge
me
one
second,
before
the
timer
starts,
my
seven-year-old
just
wanted
to
wave
hello,
because
she
just
read
a
book
about
jerry
robinson
and
she
just
said.
Who
is
that
on
my
screen
and
she
just
wanted
to
wave
hi
and
now
she's
being
shy.
AT
AT
I
am
a
parent
at
the
henderson
inclusion
school
and
I
am
here
today,
as
you
may
all
have
discussed
earlier
in
part
because
of
the
incident,
but
really
more
broadly,
about
sort
of
some
of
the
systemic
issues
that
that
the
the
incident
our
school
has
sort
of,
I
think
brought
out-
and
I
think,
is
correlated
to
the
earlier
apart
from
the
superintendent
regarding
the
changes
in
policy
with
respect
to
covid
testing
and
information,
particularly
as
it
will
be
related
to
parents
and
I'm
not
trying
to
go
backwards
or
monday
morning
quarterback.
AT
I
think
we
all
knew
the
transition
in
person
learning
this
year
was
going
to
be
difficult
on
a
host
of
friends,
physical
health,
with
respect
to
infections
and
mental
health,
with
respect
to
re-entry-
and
I
think
we're
you
know
throughout
the
commonwealth
throughout
the
country.
Frankly,
but
particularly
without
the
commonwealth,
we
are
seeing
evidence
of
the
social
emotional
toll
on
our
students
and
and
their
family
members
as
a
result
of
the
trauma
of
the
pandemic
and
really
at
this
stage.
AT
I
think
it's
fair
to
say
that
most
schools
as
prepared
or
what
vision
they
might
have
had
it's
it's
not
enough
and
that
we
need
more
and
we
not
only
need
more
support
and
services
for
our
kids.
I
think
we've
needed
a
better
understanding
of
what's
going
on
in
the
school,
since
we
as
parents
are
not
allowed
in
schools
to
kind
of
have
that
better
sense
and
community
connection
that
we
would
normally
have.
AT
And
there
should
be
a
clear
and
transparent
understanding
of
how
those
services
would
be
allocated.
Our
school
has
been
without
a
school
psychologist
since
the
start
of
the
year
she
has
a
new
school
psychologist
has
recently
been
hired,
has
been
tasked
with
doing
a
backlog
of
evals
rather
than
building
community
with
the
student
body
that
the
psychologist
will
be
serving.
AT
AT
The
superintendent
needs
to
be
reporting
that
to
this
body
that
that's
where
the
problem
lies,
but
I
think
that
we
really
need
to
revisit
the
mental
health
and
support
services
that
are
being
provided
in
our
schools,
because
the
sooner
we
can
build
community
the
sooner
that
these
incidences
will
go
down
and
the
sooner
we
have
more
productive
classrooms
for
all.
Thank
you
for
the
time
and
speaking
this
afternoon.
AT
AU
AU
I
am
asking
the
school
committee
tonight
to
recognize
the
problematic
consequences
of
the
10-point,
exam
school
admission
policy
and
to
remove
this
penalty
as
an
added
obstacle
for
admission
to
the
exam
schools.
Currently,
the
alleghery
is
the
only
boston
school
that
does
not
meet
the
40
economic
at
disadvantage
threshold.
AU
If
this
policy
stays
in
place,
it
will
make
it
mathematically
impossible
for
our
graduating
sixth
graders
to
gain
entrance
to
any
of
the
exam
schools.
Our
students
may
be
perfect
candidates
academically,
but
because
of
the
neighborhood
school
that
they
attend,
they
are
no
longer
a
candidate.
This
is
completely
unfair
and
disparaging.
AU
Not
only
does
this
10-point
policy
negatively
impact
the
students,
it
will
negatively
impact
our
school.
The
alleghiri
has
struggled
with
student
retention
because
there
was
no
direct
path
from
elementary
to
middle
to
high
school.
We
are
constantly
losing
students
to
the
charter,
schools
that
do
offer
a
clear
path
realizing.
This
was
going
to
be
a
constant
battle
for
our
school.
AU
AU
AV
Hi
good
evening,
my
name
is
rachel
young,
I'm
a
roslindale
resident
and
a
sumner
parent,
and
I
realized
that
the
superintendent
and
the
school
committee
has
been
dealing
with
multiple
crises
this
evening.
So
I'm
going
to
try
to
be
brief.
AV
I
want
to
thank
the
school
committee
and
the
superintendent
for
some
real
progress
that
the
sumner
community
has
made
this
week
in
conjunction
in
collaboration
with
bps,
concerning
the
search
for
our
sixth
grade
classroom
space.
We
believe-
and
I
believe
that
bps
has
made
so
much
progress
in
the
last
few
weeks,
that
our
goal
is
in
sight
and
I
think
bps
can
say
with
confidence
that
we'll
have
a
sixth
grade
next
year.
AV
In
addition,
we'd
also
like
to
make
sure,
as
mr
o'neal
said,
that
we
are
part
of
the
solution
as
bps
begins,
to
have
more
challenging
and
technical
conversations
about
finding
physical
space.
Please
include
sumner
families,
just
a
fun
fact:
roslindale
has
the
most
architects
per
capita
of
any
neighborhood
in
boston,
I'm
joking
here,
but
you
might
believe
that
if
you
looked
up
looked
at
the
makeup
of
our
family
council,
so
my
point
is
we're
a
group
of
really
technically
savvy
professional
parents
that
can
contribute
to
this
problem
solving.
AV
Lastly,
I
just
want
to
make
sure
that
I
speak
in
solidarity
with
the
mendel
and
the
black
stone,
as
well
as
the
irving
and
the
timothy
who,
I
think,
have
been
completely
underrepresented
in
this
entire
conversation.
I
don't
think
in
all
the
committee
meetings
I've
attended.
I've
heard
a
single
irving
family
talk
about
how
this
impacts
them,
and
I
want
to
make
sure
that
their
voices
are
heard.
They're
not
forgotten.
AV
V
My
name
is
sheri
kelleher,
I'm
from
charlestown.
I
have
two
children
who
attend:
bps
schools,
bls
and
the
warren
prescott,
and
I
have
to
say
guys
after
listening
to
months
and
months
of
testimony
at
various
different
committee
meetings.
I
do
absolutely
appreciate
everything
that
all
of
you
do.
I
find
this
incredibly
depressing
and
incredibly
demoralizing
the
curly
school
was
cut
down.
V
V
How
many
other
schools
are
going
to
be
shut
down
in
the
next
three
months,
because
we
don't
have
adequate
procedures
in
place
and
then
there's
the
question
of
quality
in
our
schools.
Yes,
we
have
three
amazing
exam
schools.
One
of
my
sons
is
blessed
to
be
able
to
be
there
what
about
all
the
other
high
schools?
What
about
all
the
other
schools
that
offer
seventh
grade?
V
C
F
AF
AW
I
feel
very
strongly
that
the
the
any
solution
for
the
sixth
grade
for
the
summoner
needs
to
also
be
found
for
the
blackstone
and
the
mendel.
We
we
all
three
communities,
have
the
same
issues
that
our
our
fifth
grade.
Students
need
something
need
assurances
for
the
next
year
that
they've
gone
through
a
lot
in
the
past
two
years,
and
they
really
don't
need
to
be
going
to
three
schools
in
two
years
and
having
all
these
transitions,
and
we
feel
very
strongly
about
that.
AW
I've
also
feel
very
strongly
that
the
students
at
the
urban
and
the
community
need
to
have
some
pretty
strong
assurances
about
where
they're
going
to
end
up,
because
you
know
there's
some
seventh
graders
there.
Sixth
and
seventh
graders
there
that
don't
know
where
they're
going
and
and
they
they
need
assurances.
So
thank
you
very
much
for
the
progress
that's
been
made
and
we
look
forward
to
further
progress.
Thank
you.
C
Thank
you,
ms
peter,
and
please
send
us
your
comments
in
writing.
So
we
can
read
your
full
testimony.
Our
next
speaker
is
alan
tien.
AX
Yeah
so
respect
for
superintendent
and
the
committee
number.
This
is
my
first
time
at
a
you
know
you
next
meeting
too
common.
So
I'm
I
live
in
master
observatory.
I
have
two
kids,
one:
ninth
grader
and
sixth
grader.
AX
So
superintendent
just
said
that
in
the
in
her
presentation
said
that
this
exam
school
admission
policy
is
well
well-defined
because
it
went
through
a
couple
months
of
discussion.
Thus
it's
true.
It
went
through
a
lot
of
discussion,
but
the
10
point,
but
the
the
10
point
actual
point
was
added
in
the
last
meeting.
Also
the
20
percent
citywide
the
murder
base.
The
seas
was
removed
at
at
the
last
minute.
So
it's
it!
AX
It's
not
it's
in
a
rush
everything
in
a
rush
in
the
last
minute,
everything
changed
and
also
I
just
look
at
the
thank
you
for
superintendent
to
give
out
the
the
school
school
wise
number
for
for
for
the
number
of
applicants
and
kind
of
made
it
into
school
for
for
each
individual
schools.
AX
But
if
you
look
at
the
table,
that's
provided
by
the
bps
school
committee
member,
the
the
the
number
for
for
for
next
year,
with
the
exam
only
with
a
gpa,
only
still
missing.
AX
If
you
can
see
the
last
table,
if
you
can
see
the
table
at
the
further
right,
the
the
the
the
student
that
get
accepted
into
the
exam
school
is
the
same.
The
number
is
the
same
as
the
student
applicants,
so
we're
still
missing
data
for
that.
So
I'm
still
come
here
asking
for
superintendent.
Please
provide
the
simulation
data
for
for
year
for
next
year,
with
gpa
only
we're
still
missing
that
data.
AX
K
AE
AE
AY
Hello
good
evening,
my
name
is
suleika
soto,
I'm
a
bps
parent
and
advocate
a
member
of
basia
and
bps
families
for
covet
safety,
and
I
live
in
the
south
end.
We
at
the
blackstone
stand
in
solidarity
with
the
mendel
and
the
sumner
school
communities.
AY
Thank
you
for
delaying
the
vote
on
school
closures
and
doing
additional
walk,
throughs
and
meetings
with
our
school
communities,
as
well
as
agreeing
to
work
with
us
to
find
creative
solutions
and
space.
In
order
to
add
a
sixth
grade
to
these
three
schools,
though
each
of
our
schools
is
different.
All
of
us
know
that
our
facilities
could
support
a
sixth
grade.
AY
If
we
do
not
get
a
sixth
grade
for
our
blackstone
mandela
and
sumner
students,
this
means
they
will
have
two
transitions
to
two
schools
in
two
years.
After
coming
out
of
nearly
two
years
of
the
pandemic,
in
order
to
treat
this
issue
with
the
urgency
it
deserves,
we
ask
that
before
you
move
forward
with
these
middle
school
closures.
On
december
1st,
the
build
bps
and
facilities
team
continue
to
meet
with
parents
and
educators
on
a
weekly
basis.
AY
AY
We
see
covet
safety
as
a
racial,
racial
and
economic
equity
issue
and
partial
concerns,
and
are
particularly
concerned
about
the
mitigation
strategies
and,
being
you
know,
the
mitigation
strategies
that
bps
has
implemented
being
undone
while
lunch
during
lunch.
We
just
urge
bps
to
prioritize
safety
at
meal
times
when
students
are
unmasked
by
holding
meals.
AY
AZ
Great
hi
everyone,
my
name,
is
lon
drucker.
My
son
goes
to
mission
hill
school
and
my
family
and
I
live
in
jamaica
plain.
Thank
you
for
the
opportunity
to
speak.
I
will
use
my
time
to
discuss
vaccines,
one
of
the
most
powerful
tools
at
our
collective
disposal
to
fight
the
ongoing
coven
19
pandemic,
especially
as
we
enter
the
winter
months
and
a
period
of
increased
risk.
AZ
AZ
AZ
AZ
AZ
On
november
8th,
the
associated
press
reported
that,
and
I
quote,
the
biden
administration
is
encouraging
local
school
districts
to
host
clinics,
to
provide
covenant,
19
vaccinations
to
kids
and
information
to
parents
on
the
benefits
of
the
shots.
As
the
white
house
looks
to
speedily
provide
vaccines
to
those
ages,
5
to
11.
AC
AZ
BA
Good
evening,
do
you
hear
me?
Yes,
we
can
hear
you
hi
hey
hold
on
one
second,
okay,.
BA
I
guess
I
get
it
good.
Thank
you.
You're
welcome
well
good
evening.
Everyone.
My
name
is
minerva
castillas
and
I
am
a
resident
of
the
roxbury
community
for
the
past
44
years
and
I'm
a
parent
mentor
at
the
j
hurley
school
in
the
state
in
the
south
end.
I
love
and
support
my
community
and
I'm
here
to
be
in
solidarity
with
the
blackstone
school,
the
sumner
and
the
mandel
for
the
expansion
of
the
sixth
grade.
BA
I
believe
that
it
will
be
a
great
benefit
for
these
schools
to
have
the
sixth
grade
and
have
the
children
to
less
transitions,
and
that
will
that
way
that
they
could
keep
improving
the
stability
and
comfort
that
they
feel
in
their
own
classrooms
and
also
it
will
be
a
great
help
for
the
parents
not
to
be
looking
elsewhere
for
just
having
the
children
in
one
year
in
one
school
and
then
change
them
again.
BA
So
I
played
I,
I
beg
you
guys
to
reconsider
and
and
to
give
the
opportunity
this
schools
to
have
a
sixth
grade
and
that
give
the
kids
the
opportunity
to
be
successful
later
on.
Thank
you
so
much
for
the
opportunity.
Happy
good
night
thank.
C
AK
BB
I
would
request
that
the
school
committee
commit
to
adding
a
sixth
grade
for
next
school
year
at
the
sumner
in
writing
and
do
that
publicly,
and
the
reason
for
that
is
that
timing
here
is
everything
lottery
season
is
upon
us.
Open
houses
are
upon
us.
We
had
our
first
open
house
on
at
the
summer
on
monday,
I
think
about
six
families
attended.
Now
it's
been
publicly
announced
that
sumner
lost
their
sixth
grade.
So
that's
what
parents
going
into
the
lottery
are
talking
about.
BB
BB
That's
the
decision
that
parents
are
making
so
every
day
that
we
don't
commit
to
doing
this
doing
this
publicly
parents
are
not
considering
the
summoner
they're,
leaving
us
off
their
list,
which
is
a
problem
that
the
parents
and
the
administration
at
sumner
have
been
working
really
hard
the
last
year
on
recruitment
and
retention
to
reverse
to
keep
our
enrollment
numbers
up.
So
I
thank
you
very
much
for
the
work
that's
gone
on
recently.
I
know,
there's
been
some
meetings
recently
this
week,
there's
been
a
lot
of
progress
made.
Thank
you.
BB
We
feel
like
we're
going
in
the
right
direction,
we're
thrilled
about
that.
Please
announce
it
publicly
so
that
we
stop
undoing
the
good
work.
That's
been
done
over
the
last
couple
years
to
raise
the
profile
of
the
sumner
help
people
understand
what
a
great
school
it
is
and
get
higher
up
people's
lists
every
day
you
don't
announce
it
publicly.
You're
hurting
the
school
please
commit
to
this
tonight,
put
it
in
writing
and
announce
it
publicly.
Thank
you
very
much.
BC
Good
evening,
can
you
hear
me
yesterday?
My
name
is
haven
jones,
I'm
a
jp
resident
and
school
social
worker
at
the
bcla
mccormack
upper
campus
as
a
social
worker.
I
see
it
as
my
role
to
make
sure
that
everyone
in
our
school
community
has
access
to
the
resources
they
need
to
maintain
their
emotional
well-being
and
to
advocate
on
behalf
of
our
community
when
those
needs
are
not
being
met,
and
that's
why
I'm
here
to
speak
to
you
tonight.
BC
Our
school
has
been
existing
in
a
stressful
state
of
limbo,
due
to
a
lack
of
clarity
around
our
geographical
location.
For
the
upcoming
school
year,
we've
been
told
by
district
officials
that
our
upper
campus
in
hyde
park
and
our
lower
campus
in
dorchester
would
be
combined
in
the
fall
of
2022
to
occupy
a
new
or
highly
renovated,
building
on
columbia.
Point
where
our
lower
campus
presently
sits.
As
of
today.
BC
No
construction
work
has
begun
on
the
columbia
point
site
and
we
have
not
been
given
any
further
updates
about
what
this
lack
of
progress
may
mean
for
our
future.
The
lack
of
information
is
creating
undue
stress
for
our
school
community.
In
the
midst
of
an
already
stressful
global
pandemic,
our
current
students
did
not
know
where
they
will
be
spending
the
rest
of
their
high
school
careers.
Prospective
families
do
not
have
clarity
as
to
where
they
will
be
sending
their
students
if
they
choose
to
enroll
at
bcla,
mccormick
and
as
a
staff.
BC
We
have
no
sense
of
what
to
plan
for
moving
forward.
We
don't
know
if
our
current
split
campus
experience
will
continue
beyond
this
year,
which
is
complicating
the
already
complex
process
of
merging
two
distinct
schools
into
a
single
unified
community.
The
radio
silence
from
central
office
in
response
to
our
questions
has
been
actively
harmful
to
the
overall
mental
health
and
social
emotional
functioning
of
everyone
within
our
buildings.
We
need
and
deserve
answers
and
information
regarding
the
future
of
our
school.
BC
My
specific
requests
to
address
this
issue
are
as
follows:
number
one:
I
would
like
family
students
and
staff
members
to
be
informed
before
round
one
of
school
registration.
If
we
will
remain
in
two
campuses
or
be
combining
at
columbia
point
for
the
2022-23
school
year
and
number
two,
I
would
like
central
office
and
or
the
superintendent
to
agree
to
meet
with
staff
students,
families
and
community
partners
at
both
campuses
on
a
monthly
basis
from
january
through
june
2022,
to
share,
updates
and
answer
questions
about
the
process
of
consolidating
our
school
into
a
single
building.
BC
BD
Good
evening
everybody,
my
name
is
monique
simes
and
I'm
a
dorchester
resident
and
english
teacher
at
the
bcla
mccormick
upper
campus
in
hyde
park.
I'm
here
to
speak
to
you
today
about
the
lack
of
communication
between
our
central
office
and
our
school
communities
in
regards
to
combining
the
former
bcla
pilot
school
and
the
john
w
mccormack
middle
school
into
one
building
on
the
columbia
point
site.
Our
two
communities
have
officially
been
merged
on
paper
and
we
now
have
one
principle.
BD
BD
Our
students
deserve
to
know
where
they
will
spend
their
remaining
high
school
years
and
what
it's
going
to
look
like
our
families
deserve
to
know
how
the
district
plans
to
strengthen
the
education
of
our
students
and
what
neighborhood
they
are
sending
their
children
to
our
staff
deserve
to
know
our
working
conditions.
What
it
will
look
like
before
we
are
asked
to
make
decisions
about
our
livelihoods
next
year.
My
requests
for
you
today
are
as
follows:
number
one.
BD
I
would
like
the
budget
for
the
renovations
to
be
shared
with
our
community,
how
much
money
is
being
put
aside
to
create
the
space
our
students
were
promised,
such
as
high
school
level,
science
labs
and
a
life
skills
classroom
for
our
students
in
the
autism
strand
number
two.
I
would
like
the
scope
of
this
renovations
to
be
shared
with
our
community.
What
are
the
other
plans
for
renovations,
and
can
our
community
be
involved
in
providing
feedback
to
renovation
plans
along
the
way?
BE
Hi,
my
name
is
michael
diong
and
I'm
the
father
of
a
four-year-old
and
a
seven-year-old
at
the
allegheny
school,
and
I
live
here
in
east
boston,
I'm
here
to
speak
out
against
the
10-point
bonus
system
for
the
exam
school
admission,
because
for
us
it
looks
like
a
penalty.
We
would
be
among
the
only
schools
that
are
that
that
don't
don't
get
the
ten
points
and
to
me
this,
this
penalizing
the
children
at
allegary
just
doesn't
promote
equity,
because
you
know
these
this.
BE
BE
You
know
if,
if
the
data
you're
looking
at,
tell
you
otherwise,
then
it
seems
like
there's
something
wrong
when
you
visit
east
boston,
it's
pretty
clear:
it's
not
back
bay
or
beacon
hill.
You
know
this
is
a
working-class
neighborhood
and
you
know
we.
We
we're
we're
immigrants
and
we're
where
we're
immigrants
and
we're
working
class
people,
and
if,
if
this,
this
ten
point
system
goes
ahead,
you
know
we're
going
to
have
to
really
rethink
sending
our
students
our
schools
to
to
allegary,
because
it
sets
them
back.
BE
BE
And
it
feels
like
you
know
many
other
parents
will
be
making
the
same
the
same
calculation.
So
what
what
will
that
mean
for
for
us
and
for
them
and
really
for
the
school
itself?
You
know
that
everybody
will
be
thinking.
Well,
maybe
I
shouldn't
be
sending
my
my
my
kids
to
this
school,
so
I
feel
like
it's
really
gonna
hurt
the
the
school
and
the
community
a
lot,
so
I
hope
you'll
really
reconsider.
A
AO
Losing
my
teacher
this
year
was
a
huge
challenge
because
he
was
one
of
my
favorite
teachers
in
the
whole
school.
Why
was
he
one
of
my
favorites
because
he
cared,
he
simply
cared.
He
thought
most
of
the
last
year
through
zoom
and
it
was
hard
for
teachers
and
students,
but
my
teacher
made
the
zoom
environment
as
if
we
were
in
the
classroom.
AO
He
made
it
as
if
the
pandemic
never
happened
in
the
mornings.
I
remembered
he
used
to
play
old
school
songs
with
the
music
video.
Until
everyone
was
on
zoom,
then
he
would
do
a
feelings
wheel
with
us
where
he
would
pull
up
a
wheel
that
showed
different
emotions
and
then
he
would
ask
us
all.
How
are
you
feeling
after
this?
He
would
stop
sharing
screen
and
look
up
on
his
phone
knock
knock
jokes
and
they
were
so
corny,
but
they
made
us
laugh.
I
remember
one
of
them
went
like
this
knock
knock.
AO
We
would
answer
who's
there.
He
would
say
europe
we
would
say
we
would
ask
europe
who
he
would
say.
No,
I'm
not
you
are.
This
would
make
everyone
laugh.
My
teacher
had
a
funny
talent
of
making
us
all
forget
about
the
pandemic.
When
we
were
online
and
making
horrible
jokes,
when
it
was
time
for
sixth
graders
to
go
to
math,
he
would
tell
them
all
the
time
you
don't
gotta
go
home,
but
you
gotta
get
out
of
here
and
the
sixth
graders
would
say
we
are
home.
AO
AO
So
without
him
in
this
classroom.
It
feels
like
we
are
missing.
Someone
like
when
you
have
a
puzzle,
you're
almost
finished,
and
then
you
realize
that
the
last
piece
is
missing
and
that's
what
it's
like
with
our
teacher
gone.
So
it's
going
to
be
a
hard
year
without
him
here,
always
giving
helpful
feedback
and
saying:
oh,
hey,
knock,
knock
and
then
the
whole
class
goes
not
again
or
but
we
listen
to
the
joke
anyway.
So
it's
definitely
going
to
be
hard
without
him
in
the
classroom.
A
A
C
BF
Great,
my
name
is
sarah
barnett,
I'm
a
parent
of
the
algari
school.
I
joined
this
call
this
committee
meeting
about
three
weeks
ago
when
we
found
out
about
the
ten
point
penalty
affecting
our
school,
and
I
just
have
to
say
I've
been
struck
by
how
cyclical
all
of
this
sounds
from
just
hearing
all
of
the
different
schools
come
to
this
come
to
school
committee.
With
the
same
issues,
the
allegary
was
where
the
timothy
and
the
irving
is
about
in
the
early
2000s.
BF
When
it
was
closed,
despite
strong
oppositions
from
parents
and
community,
we
were
able
to
reopen
with
the
support
of
just
the
school
committee,
not
as
a
charter
school,
not
even
as
an
innovation.
School
we've
worked
within
the
bps
system
to
become
a
high,
achieving
neighborhood
school.
We
are
with
the
blackstone
and
the
crowley.
BF
We
actually
led
the
charge
to
add
the
first
sixth
grade
in
east
boston
in
years
to
be
able
to
provide
a
pathway
for
our
students
and
now
that
we've
prepared
our
students
for
exam
schools,
which
is
being
shown
by
our
fourth
fifth
and
sixth
graders
map
assessment
and
mcas
improvements.
We
are
being
penalized.
BF
So
let
us
be
a
cautionary
tale
that,
even
if
we
get
to
where
we
need
to
be-
and
we
are
all
working
new
obstacles
will
continue
to
face
our
children,
our
parents
and
our
staff,
and
I
thank
the
group
of
al
gary
parents
who
really
came
together
to
mobilize
to
understand
how
unjust
this
policy
is
and
how
much
we
really
need
to
step
up
and
to
explain
the
unintended
consequences
that
really
are
going
to
be
coming
with
this
policy.
BF
BG
Hello,
can
you
hear
me
yes
good
evening
good
evening?
My
name
is
erin
mcmanus
and
I
am
from
jamaica
plain.
I
am
the
school
nurse
at
the
edison
school
in
brighton
and
a
parent
of
two
boston
public
school
students,
one
at
the
curly
k-8
and
one
at
boston,
latin
academy
as
both
the
school
nurse
in
the
system
and
a
parent.
BG
The
nurses
administrate
in
administration
had
no
choice
but
to
contact
the
boston
public
health
commission
in
close,
but
what
a
lot
of
you
don't
realize
is
that
the
situation
was
entirely
preventable.
Our
pool
testing
program
is
simply
not
sufficient.
Despite
what
you
may
hear,
all
consenting
students
are
not
being
consistently
tested.
District-Wide
and
families
are
not
receiving
timely
notification
when
needed.
My
own
son
at
boston,
latin
academy,
has
been
consented
all
year
and
has
not
even
been
tested
once
think
about
that.
For
a
minute.
BG
Moreover,
when
a
coveted
positive
student
is
identified,
the
delaying
contact
tracing
has
been
upwards
of
days.
We
know
that
when
context
tracing
is
delayed,
our
test
and
stay
program
is
also
delayed.
Testing
stay
is
often
not
being
implemented
until
days,
four
five
or
even
six.
This
means
that
any
close
contacts
who
could
have
covered
are
sitting
in
bps
classrooms
in
bps
cafeterias
and
on
bps
school
buses
on
days,
one
two
and
three
one,
two
and
three
and
potentially
infecting
other
students
and
staff.
This
is
inexcusable
and,
frankly
embarrassing.
BG
Your
bps
nurses
have
been
advocating
non-stop
throughout
the
pandemic.
We
have
been
begging
for
help,
elevating
our
concerns
and
letting
our
leaders
know
that
the
testing
program
has
been
a
complete
nightmare
on
the
ground.
I
am
tired
of
going
to
the
same
weekly
meetings
with
the
same
broken
promises
and
nothing
changes.
I
appreciate
superintendent
casalia's
comments
tonight
about
these
mistakes
and
changes
that
will
be
made
because
it
is
mid-november.
BG
The
program
needs
to
be
given
resources
and
fixed
immediately,
and
if
we
cannot
manage
to
fix
it
now,
it
must
be
pulled
all
together,
because
if
we
cannot,
we
cannot
sit
here
and
tell
parents
their
children
are
safe.
If
we
cannot,
if
we
continue
to
run
a
program
that
we
know
is
failing,
the
one
thing
we
learned
during
the
pandemic
is
that
we
cannot
close
stool
schools,
it
is
inequitable
and
the
social
emotional
impact
is
simply
too
high.
We
know
better,
we
need
to
start
doing
better.
Thank
you.
BH
Hi,
my
name
is
colleen
wiggins.
My
career
as
a
nurse
has
always
been
in
public
health.
First,
with
the
city's
homeless
population
of
the
past
six
years
as
a
school
nurse
in
boston,
public
schools,
I'm
also
adjunct
faculty
at
a
university
teaching,
public
health
and
community
nursing
in
march
of
2020,
a
nurse
work
group
was
formed
by
health
services
and
the
union
to
look
at
pool
testing
in
the
district.
BH
Specifically,
this
group
created
an
89-page,
evidence-based
document,
titled,
comprehensive
review
and
analysis
of
covid19
pool
testing,
with
a
focus
on
family
engagement
and
equity
recommendations
for
future
school-based
initiatives.
It
was
provided
to
the
district
in
june
of
last
school
year
and
nothing
has
come
of
it.
It
has
been
not
been
used
by
the
district
to
inform
any
changes
to
protocol
or
procedure
in
my
years
of
providing
nursing
care
to
our
communities
most
vulnerable
people.
I
truthfully
have
never
been
more
disheartened
or
angry.
BH
There
is
no
equity
in
current
covett
pool
testing
practices,
for
example,
a
school
in
the
district
has
over
400,
students
consented
to
test,
and
they
have
two
to
five
members
of
the
vendor
team
assigned
to
perform
pool
testing.
With
that
inadequate
staffing.
Last
week
alone,
39
pools,
roughly
150.
Students
were
not
tested
because
the
testing
team
ran
out
of
time
because
the
district
operates
on
a
no
news
is
good
news
policy.
Families
are
thinking,
their
student
doesn't
have
covet
when
in
reality
they
weren't
tested
at
all.
BH
There's
no
communication
from
the
district
contact
tracing
is
a
farce.
There
are
so
many
issues
with
it.
I
don't
even
know
where
to
start.
Do
I
start
with
the
amount
of
money
that's
being
spent
on
a
company
that
cannot
provide
the
promise
and
contracted
services
with
those
failures,
having
possibly
devastating
life-altering
consequences
on
our
students
and
families
and
staff,
or
with
nurses
and
their
unreturned
emails
and
phone
calls
asking
about
the
status
of
their
positive
cases.
BH
We're
being
told
to
give
this
a
chance
to
work
and
we've,
given
it
a
chance,
and
it's
not
working
so
I'm
here.
This
is
the
first
time
I've
been
compelled
to
speak
at
any
school
committee
meeting
that
I
can't
sit
back
and
say
that
I'm
doing
all
that
I
can
mr
coleman
said
earlier
that
we
need
to
listen
to
those
on
the
ground,
and
so
I
urge
you
to
hear
us.
BH
BI
Hi
thanks
for
taking
my
comment,
I'm
sorry,
I'm
gonna
be
reading
off
a
piece
of
paper.
I'd
stop
some
notes
here.
I
just
wanted
to
speak
pretty
briefly
to
the
exam
school
admissions
presentation
from
tonight.
It's
nice
to
see
the
data
that
people
have
been
asking
for
for
a
few
months.
Now,
I'm
confused.
Why
took
so
long?
BI
There's
a
lot
of
information
on
the
new
spreadsheet
that
was
posted
tonight,
I
think
only
some
of
it
is
useful.
One
thing
that
I
just
wanted
to
highlight
is
that
it
continues
to
show
that
schools
that
have
a
higher
proportion
of
qualified
applicants
continue
to
be
underrepresented
in
the
invitation
pool
and
I'm
from
west
roxbury.
So
by
way
of
illustration,
I
would
just
observe
that
the
kilmer
has,
I
think,
about
five
percent
of
the
qualified
applicants
out
of
bps,
but
only
two
percent
of
the
invitations.
BI
The
linden
has
almost
six
percent
of
the
qualified
applicants,
but
only
two
percent
of
the
invitations,
and
the
other
thing
I
just
want
to
say
is
that
I
think
there
are
still
some
open
questions
that
parents
are
really
interested
in
getting
answers
to
one
is.
BI
I
think
that's
really
important
to
families,
so
they
can
start
to
sort
of
understand
what
the
landscape
looks
like
for
their
for
their
children,
and
the
other
thing
I
wanted
to
observe
is
that
we
still
haven't
seen
any
sort
of
simulation
of
what
invitations
will
look
like
at
each
exam
school
based
on
historical
preferences,
and
I
think
that
is
going
to
be
really
illuminating
for
families.
When
you
take
into
account
the
sort
of
new
distribution
system,
that's
going
to
be
used
for
invitations.
S
BJ
Hi
good
evening,
good
evening,
I'm
just
trying
with
this
good
evening
committee
members
and
dr
casillas,
my
name
is
shaniel
park
and
I
currently
work
at
the
henderson
upper
school.
Many
of
you
are
aware
of
the
incident
that
took
place
at
the
henderson
leaving
the
principal
unconscious
and
another
staff
member
heard.
I
was
that
other
staff
member
I'm
here
to
not
to
talk
about
what
happened
on
that
horrific
afternoon
in
front
of
students,
teachers
and
parents.
BJ
Instead,
I
would
like
to
focus
on
solutions
and
suggestions
for
how
we
can
avoid
and
curtail
anything
like
this
from
happening
again.
Last
year
at
the
henderson
we
work
hard
to
focus
on
diversity
and
inclusion.
The
beginning
of
this
year
was
no
different.
We
continue
to
have
conversations,
work
on
building
strong
relationships
and
provide
quality
and
equitable
education
to
all
students.
However,
this
came
with
the
additional
challenge
of
dealing
with
the
pandemic
and
the
lack
of
resources
caused
by
the
pandemic.
BJ
This
deficiency
was
felt
by
the
administrative
team
teachers
and
support
staff.
We
do
not
have
the
resources
and
manpower
to
properly
manage
the
social
emotional
support
of
students
needed
on
top
of
dealing
with
challenging
behaviors.
We
cannot
blame
any.
We
can't
not
blame
any
entity
for
what
is
incurring
in
the
henderson,
the
district
and
nationally.
BJ
Finally,
the
support
and
actions
taken
by
the
district
after
this
incident
have
been
great.
I
think
everyone
involved
in
problem
solving
and
coming
up
plan
with
plans
of
action.
This
type
of
action
is
will
be
required
to
prevent
any
other
schools
from
having
to
have.
In
this
experience.
We
should
remain
field
diligent
and
our
focus
on
identifying
and
taking
actions
to
prevent
any
forms
of
violence
on
our
campus.
Thank
you
for
allowing
me
to
speak
this
evening.
BJ
U
U
I
and
our
family
council
treasurer
from
last
year,
were
emailed
meeting
details
on
a
sunday
afternoon
for
a
tuesday
midday
focus.
Group
meetings
were
scheduled
at
times
when
families
and
community
members
were
at
work
and
when
staff
and
student
members
were
in
class,
many
members
weren't
able
to
make
it.
Then
after
the
reviewers
were
late
and
did
we
did
introductions?
We
had
roughly
20
minutes
left
to
answer
questions.
This
hardly
feels
adequate.
U
U
We
have
an
obligation
to
ensure
that
the
voices
heard
fully
represent
the
diversity
of
our
school
last
minute,
personal
outreach
by
one
or
two
white
jp
based
parents
makes
that
impossible,
but
we
are
given
no
choice.
I
want
to
ask
that
this
committee
make
a
request
that
the
governance
board,
not
just
our
interim
leadership,
be
given
the
opportunity
to
be
involved
in
the
corrections
process
before
the
re
report
is
finalized.
U
This
committee
deserves
to
receive
an
accurate
report,
I'm
skeptical
that
can
happen
in
our
absence
foundation.
Hill
families
share
covert
communication
concerns.
The
only
reason
I
know
that
my
six-year-old
was
a
close
client
contact
is
because
she
asked
me
why
she
and
her
classmates
were
tested
a
couple
of
days
in
a
row
rather
than
just
the
regular
pool
when
closed
contacts
are
not
notified.
We
go
to
community
programs,
we
go
to
museums
and
health
clinics
and
other
institutions,
unknowingly
violating
their
policies
and
increasing
the
risk
of
our
entire
city.
U
BK
BK
Also
speaking
about
the
10-point
penalty,
that's
been
discussed,
so
one
thing
that
I
wanted
to
note
for
the
committee
and
the
chair
was
that
we
are
the
only
montessori
school
in
the
bps
system
and
as
such,
we
have
a
lot
to
offer
to
the
whole
system
about
the
the
positive
the
positives
of
this,
of
this
model
and
of
montessori
in
general.
BK
We
should
really
be
encouraging
families
to
try
this
model
out
and
maybe
expand
it
throughout
the
system
and
instead,
what
we're
creating
is
a
situation
where
families
are
being
discouraged
to
from
enrolling
in
the
montessori
because
of
the
issue
discussed
around
the
exam
school.
So
in
our
case,
the
school
is
so
small
that,
as
others
have
mentioned,
enrollment
or
disenrollment
for
of
one
or
two
families
can
put
us
over
or
under
the
threshold
that's
been
established
for
the
10-point,
bonus
or
penalty.
However,
you
want
to
see
it
in
our
case.
BK
It's
also
in
my
in
my
mind,
not
clear
what
data
exactly
is
being
used.
Are
we
using
2019
numbers?
Are
we
going
to
update
that
number
every
year
and
therefore
creating
lots
of
uncertainty
for
families
again,
triggering
that
that
issue
that
I
just
shared
around
people
not
wanting
to
join
a
school?
That
again
should
be
something
to
be
a
model
to
be
expanding
and
not
shying
away
from.
BK
I
want
to
make
super
clear
that
I
and
I
think
the
the
lots
of
people
in
the
alleghery
community
believe
strongly
in
equity,
but
that
the
problem
is
that
assigning
the
points
at
the
school
level
does
not
do
justice
to
our
equity
purposes.
I
agree
with
the
people
who
said
that
we
should
be
trying
to
assign
these
points
on
an
individual
family
basis
instead
of
at
the
school
level.
BK
I
also
agree
with
the
people
who
are
saying
this
topic
sucks
up
a
lot
of
the
oxygen
in
the
room.
I
too
want
to
talk
about
how
we
make
all
schools
in
the
system
better
all
schools
in
this
in
the
system
providing
a
quality
education,
but
at
this
point
for
our
individual
school,
I
feel
like
we're
doing
at
the
service
with
this
10
point
penalty.
So
again,
what
I
want
to
say
to
you
tonight
is:
let's
promote
equity,
we
agree,
but
let's
do
it
the
right
way
and
ideally
at
the
individual
family
level.
BL
Hi,
thank
you.
Everyone,
I'm
danielle
former
co-chair
of
the
ssc
at
dante,
alligator,
montessori,
mother
of
two
rascals,
small
business
owner
co-founder
of
the
non-profit,
east
village,
family
association,
I'm
a
little
more
awake
this
week,
but
not
much.
I
want
to
first
say
that
we
love
the
intent
of
the
10-point
measure
and
it's
my
greatest
hope
that
every
student
in
boston
will
receive
the
opportunities
that
my
kids
have
as
cis
white
middle-income
citizens
given
unintended
consequences.
I
will
outline
next.
BL
I
ask
that
the
policy
be
paused
and
revised
until
the
kinks
are
worked
out
or
that
the
allegary
be
granted
this
year.
Students
be
grandfathered
in,
as
you
heard
ourselves,
one
in
five
public
schools
in
the
district
does
not
meet
the
40
economic
disadvantage,
stress
sold
by
a
painfully
narrow
margin
and
the
only
one
in
east
boston,
students
from
charter
schools
in
the
catholic
school
in
our
neighborhood
are,
and
we
are
not.
We
have
the
largest
immigrant
latinx
and
el
population
in
the
city
of
boston.
BL
BL
We
have
the
same
diverse
makeup
as
any
other
east
boston
school,
but
because
of
our
size,
if
one
or
two
of
the
families
do
not
apply,
possibly
because
of
their
status,
we
fall
below
the
datum
line.
The
nuance
needs
to
be
further
explored.
I
know
this
is
not
the
intent
of
this
policy
to
wipe
out
63
of
the
families
in
our
school,
where
english
is
not
their
first
language.
BL
These
are
the
families
we
are
working
to
bolster
and
protect,
as
michelle
suggested,
we
support
individual
tiers
or
sliding
scale
that
would
seemingly
better
enhance
equity
than
this
system,
and
also
like
tanya
just
mentioned
retention.
Families
often
perceive
our
alternative
curriculum
as
a
barrier
to
the
exam
school
path.
We
work
hard
to
combat
this
presumption
and
the
new
policy
will
undoubtedly
exasperate
this
problem.
Retention
for
our
small
school
will
be
almost
impossible
under
the
system
which
will
likely
result
in
our
closure,
particularly
since
the
data
is
unavailable
and
then
just
quickly.
BL
AI
B
That
thank
you,
miss
sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
and
shared
your
perspective.
Your
testimony
is
very
important
to
us,
so
I
want
to
circle
back
to
our
action
item
that
unfortunately,
I
had
the
wrong
name
of
the
presenter.
So
please
excuse
me
for
that.
BM
Good
evening,
everyone
ray
catchings
here.
Thank
you,
madam
chair,
for
having
me
tonight.
What
will
we
be
presenting
on
behalf
of
the
district
is
an
amendment
to
the
guild
contract
that
focuses
on
the
team
of
guild
employees
that
are
in
the
office
of
human
capital.
BM
Only
it
is
not
a
widespread
amendment
to
the
collective
bargaining
agreement
is
a
an
agreement
that
is
specifically
for
the
staff
that
is
in
the
human
capital
office,
and
the
amendment
that
you
have
been
briefed
on
ahead
of
time
is
just
to
call
out
some
provisions
that
have
been
adjusted
in
the
ratified
contract
and
those
provisions
are
changing
of
the
actual
working
hours
so
going
from
about
six
and
a
half
actual
desk
time
to
about
seven
hours
of
desk
time,
which
includes,
obviously
a
paid
meal
break.
BM
There
are
some
additional
early
release
days
that
are
in
the
ratified
contract
that
we
have
since
waived
in
this
new
agreement
and
then,
of
course,
generally
speaking,
there
are
no
budget
appropriations
needed
because
we've
been
able
to
find
the
funding
to
supplement
the
change
in
pay
for
the
nine
impacted
employees
through
our
already
existing
budget,
and
this
is
all
in
the
name
of
trying
to
support
an
hr
transformation
that
the
city
of
boston
is
going
through
and
subsequently
bps
is
going
through,
which
is
a
change
in
our
service
model
to
enhance
how
we
serve
the
folks
who
serve
children
of
our
district.
B
B
No
questions;
okay,
if
there
is
no,
if
there
are
no
further
questions.
I'd
like
to
entertain
a
motion
to
approve
the
collective
bargaining
agreement
between
the
boston
school
committee
and
the
administrative
guild
sciu
local
888,
as
presented.
E
BB
D
C
E
E
AC
B
Thank
you.
Thank
you,
okay,
thank
you.
The
motion
passed.
Thank
you.
Our
main
report
this
evening
is
the
mass
core
policy
implementation
update
at
this
time.
I'd
like
to
invite
christine
landry
assistant,
superintendent,
office
of
academics
and
professional
learning
to
please
present
a
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
opening
comments.
Y
Thank
you,
madam
chair,
and
thanks
to
all
of
our
commenters
this
evening.
There
is
a
lot
to
learn.
It
is
a
challenge
and
we
will
continue
to
work
with
our
community
and
build
trust.
So
thanks
to
all
of
them,
I
do
want
to
commend
our
academics
team
working
with
our
schools,
superintendent
team,
our
school
leaders
on
the
mass
core
implementation,
I'm
really
happy
with
how
far
they've
come
given
all
of
the
pandemic
response
that
we
are
having
to
take
on
operationally.
Y
Our
ninth
graders
will
be
the
first
class
that
will
be
responsible
for
the
mass
core,
and
so
I'm
really
excited
about
miss
landry
and
the
work
that
she's
leading
in
collaboration
with
her
colleagues,
so
that
we
can
be
sure
that
this
is
very
smooth,
that
parents
are
informed
and
that
we
have
everything
in
place
for
this
ninth
grade
class
so
that
they
can
be
successful
in
the
next
four
years.
Well,
a
little
bit
more
than
four
years
now
as
they
graduate,
and
we
did
have
a
commenter
say
that
we
didn't
have
the
funding
for
it.
Y
But,
as
you
know,
we
have
set
aside
funding
for
this
implementation,
so
I'm
gonna
turn
it
over
to
you,
ms
landry.
Thank
you.
BN
BN
Okay,
great
so
I
am
grateful
to
be
here
tonight
and
to
share
updates
with
you
on
the
critical
work
of
implementing
rigorous
and
common
graduation
requirements
across
all
of
our
high
schools,
eliminating
opportunity
gaps
and
affirming
our
students
infinite
capacity
to
realize
their
hopes
and
dreams
is
central
to
the
district's
mission
of
ensuring
that
every
child
in
every
classroom
and
every
school
gets
what
they
need.
AO
BN
BN
Okay,
I
can
see
now
correct
it's
loading,
yes,
yeah,
okay,
great
okay!
Let's
apologize
for
that!
So
again,
mass
core
is
an
avenue
to
advance
access
to
rigorous
coursework
in
college
career
and
life
preparation
across
the
board,
including,
but
not
limited
to
the
opportunity
for
all
students
to
access
enrollment
in
the
state
university
in
massachusetts.
BN
So,
as
you
are
all
very
well
aware,
this
body
adopted
mass
core
as
our
graduation
requirements
for
the
class
of
2026
and
beyond
this
past
may,
as
this
is
my
first
time
returning
to
speak
on
this
topic,
I
just
wanted
to
state
that
we
are
grateful
for
the
courage
that
this
body
showed
in
committing
to
bold
change
and
high
expectations
for
all
students,
along
with
the
efforts
of
the
superintendent
on
the
finance
and
high
school
offices
and
heads
of
school,
for
their
partnership
with
all
of
their
constructive
feedback
and
commitment
to
getting
this
policy
right
at
its
core.
BN
BN
The
structure
provides
an
important
guide
post
for
our
broader
high
school
redesign
strategy
as
well,
but
also
within
the
structure.
We're
able
to
continue
to
provide
schools
with
flexibility
to
maintain
many,
but
not
all
of
the
course
offerings
that
they
feel
make
their
school
distinctive,
but
it
also
provides
schools
an
opportunity
for
critical
reflection
on
the
complete
experience
that's
currently
provided
to
their
students.
BN
Now
we
also
know
that
our
current
mass
core
data
is
sobering.
It
speaks
to
both
the
ways
in
which
we
need
to
improve
how
our
internal
systems
speak
to
each
other,
as
well
as
deeper
work.
That's
needed
to
raise
the
bar
for
instruction
and
increase
access,
so
this
slide
here
shows
the
completion
of
math
core
requirements
into
four
buckets
for
our
schools.
BN
This
is
from
the
1920
school
year,
we'll
be
able
to
provide
in
our
next
update
data
on
the
2021
school
year,
and
I'm
going
to
show
you
one
other
slide
with
some
data
about
mass
core
status
and
then
talk
a
bit
about
what
these
findings
mean
and
what
the
data
means.
BN
BN
But
it's
also
important
to
note,
however,
that
access
to
mass
core
aligned
core
instruction
is
in
better
alignment
with
our
current
graduation
rates
and
by
core
instruction
I
mean
the
core
courses
that
are
expected
of
of
all
students,
ela
math
history
and
science,
so
83
percent
of
our
students
met
mass
core
requirements
and
science
80
percent
in
history,
78
in
ela
and
74
in
math.
BN
The
most
common
areas
for
schools
to
not
meet
mass
core
requirements
are
in
the
arts.
There
is
an
expectation
of
one
course
over
the
course
of
four
years
of
five
quality.
High
quality
electives
was
another
area
of
struggle
and,
although
not
included
in
this
data,
because
it
is
a
specific
addition
to
mass
core
requirements
that
we've
added
as
a
district,
but
also
the
expectation
of
one
quarter
of
physical
education
each
year
was
another
area
of
challenge.
BN
So,
in
this
planning
year,
we've
divided
it
into
three
phases
of
work
that
I'll
share
with
you.
Next,
this
first
phase
has
been
focused
on
finalizing
the
policy
framework,
specifically
digging
into
common
answers
to
three
questions
that
have
persisted
with
every
iteration
of
mass
core
conversations
over
the
past
years.
BN
BN
BN
BN
So
preparing
for
maths,
core
implementation
also
includes
continuing
to
improve
upon
our
own
system
centrally,
to
ensure
that
we
are
facilitating
students.
Paths
to
graduation-
I
shared
with
you
in
may
that
a
full
review
of
the
course
catalog
by
the
academics
team
led
to
a
net
increase
of
over
300
courses
now
meeting
mass
core
requirements
that
didn't
previously
as
part
of
implementation.
BN
And
then
this
chart
shows
some
key
next
steps,
including
the
two
phases
that
I've
just
outlined
along
with
the
third,
which
is
the
ninth
grade
launch.
BN
BN
Individual
school
reviews
will
occur
between
december
1st
and
january
7th
to
pinpoint
the
gaps
in
mass
score
implementation
at
each
school,
with
a
focus
on
ensuring
that
all
of
our
9th
graders
have
the
courses
and
the
resources
that
they
need.
They
need
so
before
the
probable
organization
meetings
that
start
in
mid-january
schools
will
submit
requests
for
additional
funding
to
meet
mass
core
requirements
for
school
year,
22-23,
which
we
echo
equitably,
distributed
to
schools.
BN
BN
And
then
again,
I
just
wanted
to
say
and
underscore
what
the
superintendent
started
with.
We
are
fortunate
to
have
her
commitment
to
funding
up
to
10
million
dollars
to
support
this
implementation
along
with
additional
esser
funding.
BN
We
anticipate
that
the
greatest
needs
I
will
be
in
regard
to
capital
projects
to
support
both
physical
education
opportunities
and
science
labs.
To
a
lesser
extent,
there
will
be
a
need
for
additional
staffing
to
meet
requirements,
specifically
in
p.e,
in
arts
and
in
world
languages
at
certain
schools.
BN
So,
while
you
know
sustainability
over
time
is
going
to
be
critical
for
this
work,
the
additional
influx
of
funding
at
the
outset
will
support
us
with
a
successful
launch,
and
with
that
I
just
want
to
thank
you
again
for
your
time
and
commitment,
and
we
welcome
your
comments
and
your
questions.
B
Thanks
mr
landry
for
your
report
and
many
thanks
to
your
team
for
all
of
their
hard
work,
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
arm
that
we'll
have
five
minutes
one
or
two
questions,
so
please
raise
your
hand.
Oh
thank
you,
dr
coleman.
You
ready.
G
Great,
thank
you
very
much
for
this
presentation.
It's
very
helpful,
exciting
to
see
and
to
put
it
in
context.
This
is
the
conversation
that
I
think
will
er
in
in
in
future
years,
we'll
reduce
the
anxiety
around
the
exam
schools
when
we
have
high
quality
opportunities
across
our
district
for
people
to
to
have
different
choices
about
what
type
of
education
they're
looking
for.
So
this
is
great
important
work
that
will
extend
resources
to
also
very
excited
to
hear
this.
G
So
I
just
have
one
one
area
of
confusion
and,
and
if
I'm
right
then
it's
a
concern,
so
my
confusion
is
we,
in
my
perspective,
are
one
of
our
biggest
problems.
Is
the
failure
to
have
eighth
graders
prepared
to
be
successful
in
our
high
schools?
You
know
our.
G
Our
numbers
are
horrific
and
even
and
and
so
much
the
focus
here,
even
though
you
talk
about
the
seventh
through
ninth
twelfth
grade,
so
much
of
the
resources
is
going
into
getting
capturing
kids
at
that
ninth
grade
level,
which-
and
so
I
didn't
hear
what
was
being
said
about
how
you're
going
to
we're
going
to
prepare
by
seventh
and
eighth
graders
to
take
advantage
of
the
mass
core,
and
so
I
may
have
missed
it.
G
But
if
I
didn't,
then
I
would
like
to
know
more
about
the
how
we're
going
to
use
these
resources
to
go
deeper.
So
we
we
all
know
so
much
of
high
school
success
is
who's
in
what
seventh
grade
math
class
right
I
mean
it
organizes
so
much
of
what
happens
afterwards.
It's
who
you're
with
it's
the
cohort
you're
around
so
being
prepared
to
be
in
that
you
know,
take
that
early
algebra
in
seventh
grade
just
defines
success
in
schools,
and
so
I
didn't
hear
that.
G
So,
if
I
missed
it,
tell
me
to
go,
do
my
homework
better
and
where
I
should
go,
but
if
I
didn't
miss
it,
I
would
like
to
understand
better.
That
makes
sense
that
question
makes
sense.
Y
Thanks
dr
coleman,
for
that
question,
it's
a
really
good
one,
and
I
know
that
ms
landry-
and
I
know
that
dr
eccleston
is
also,
I
think,
still
on
the
call,
as
well
as
we
begin
to
craft
out
her
pathways
and
throughout
the
district
and
formalize
those
as
well
as
formalize
our
academic
agenda.
Y
This
was
a
huge
piece
to
that,
starting
it
was
getting
the
north
star
right,
you
know
and
defining
what
our
graduation
requirements
are.
Then
you
work
backwards
from
that
in
each
of
the
core
areas.
We
want
to
have
a
really
strong
pre-k
to
grade
three
focus
so
that
kids
are
well
prepared
and
learning
and
have
learned
how
to
read
well
by
third
grade
and
that
they're
ready
for
kindergarten.
All
of
these
things
are
very,
very
important
in
that
pre-k
to
grade
three
framework.
Y
Getting
them
ready,
then,
for
what's
really
launching
into
high
school
early
college
vocational
opportunities
at
the
10th
and
11th
and
12th
grade,
and
so
that's
kind
of
how
I've
been
thinking
about
it
with
the
academic
team
and
talking
with
them
about
these
four
phases
of
learning
for
our
students
as
they
progress
through
and
then
you
develop
the
curriculum
you
develop
the
pedagogical
frameworks,
the
instructional
frameworks
that
you
need
throughout,
so
that
you
are
using
culturally
linguistically
sustaining
practices
and
that
you
are
embedding
all
of
the
different
learning
that
needs
to
happen
at
each
and
every
level
so
that
you
master,
and
then
you
can
take
on
the
next
level.
Y
BN
Think
that's
exactly
right
and
and
clearly
our
712
schools
provide.
You
know
an
additional
pathway
there
and
connectedness
that's
in
some
way,
much
easier
for
it.
For
that
on-ramp
and
some
specific
things
that
I
would
mention
there
and
first
I
want
to
say
thank
you
for
the
question.
That's
a
wonderful,
a
great
question.
BN
I
apologize
for
not
being
more
clear
about
that
in
the
presentation,
but
when
I
talked
about
early
warning
indicator
systems
that
that's
a
middle
school
piece,
that's
a
critical
middle
school
piece
and,
although
you
know
we're
thinking
about
our
ninth
graders
in
terms
of
providing
that
individualized
plan
with
new
guidance,
counselor
positions,
seventh
and
eighth
grade
will
also
benefit
from
that
absolutely.
BN
I
would
also
just
speak
to
some
other
work
that
we've
presented
to
you
all
around
equitable
literacy,
where
we've
had
a
specific
focus
on
our
middle
schools,
with
a
change
in
curriculum
and
pedagogy
right,
aligned
to
that
sort
of
emerging
framework
that
we
spoke
to
you
about
last
time
as
well.
We
have
we've
made
a
shift
in
math
instruction
this
year
in
12
of
our
our
high
schools
and
middle
schools.
BN
That's
utilizing
that
traditional
math
pathway
that
better
provides
access
to
algebra
in
eighth
grade,
so
it's
sort
of
a
backwards
planning
approach.
I
think,
as
we're
thinking
about
ela.
BN
You
know,
as
the
superintendent
said,
we're
kind
of
building
up
in
in
in
math
we're
building
down
so
that
where
we
can
provide
better
access
in
seventh
grade
to
pre-algebra
and
eighth
grade
algebra,
so
that
students
can
get
ahead
and
another,
I
think
critical
piece
here,
aligned
to
middle
school
is
that
maths
core
also
provides
us
the
opportunity
to
credit
students
in
seventh
and
eighth
grade
for
high
school
level
courses,
and
there
is
a
great
opportunity
there
that
opens
up
access
for
students
later
on.
BN
If
we
can
provide
9th
grade
level,
arts
classes
right
in
middle
school
courses
in
in
elective
areas.
That
may
not
need
the
same
prerequisites,
but
that
we
can
provide
access
to
for
students.
There
are
several
schools
already
providing
those
courses
and
where
you
know
we're
shifting
the
way
that
they're
being
credited
so
that
they
can
get
some
of
those
credits
out
of
the
way
earlier
on
in
their
in
their
career
in
seventh
and
eighth
grade.
BN
Again,
it's
it's
a
clearer
path
in
seven
through
12,
but
I
think
we
have
to
be
especially
conscientious
of
students
in
our
k-8
settings,
where
we
can
do
that
as
well
right.
We
can
send
them
to
ninth
grade
with
high
school
credits
already
in
their
pocket
and-
and
I
think
that
in
itself
really
speaks
to
a
student's
sense
of
efficacy
and
their
ability
to
to
do
this
right
if
they
enter
into
ninth
grade
with
credits
in
hand
with
the
academic
year.
G
AI
AC
G
Advantage
for
the
district-
and
I
just
want
to
re-
lift
that
up
and
hold
that
be
be
loud
about
that,
because
I
think
I
think
people
need
to
understand
it
and
why
that
works
for
us,
but
thank
you
very
much.
Thank
you.
Thank
you.
D
Thank
you,
madam
chair.
I
have
a
question.
Thank
you
for
the
presentation
about
the
deliverables
for
for
december,
can
you
walk
through
that
and
kind
of
be
more
specificity
like
to
understand?
If
you
give
example
of
a
school,
how
is
the
planning
in
particular,
going
and
and
who
who's
having
the
conversations
you're
having
it
with
the
superintendent
for
the
area
the
head
of
school?
Like?
Can
you
can
you
go
into
more
detail?
What
what's
going
to
be
delivered
in
december.
BN
Sure
sure
so
these
individual
to
school
meetings,
but
we
we
have
to
come
up
with
a
clearer
name
for
them,
but
what
I've
been
calling
them
internally
is
something
an
academic,
a
collaborative
meeting.
We
have
budget
collaborative
meetings
in
our
system
as
a
part
of
the
budget
planning
process,
but
we
really
need
to
have
an
academic
collaborative
meeting
first
to
discuss
the
vision
for
the
school
where
they're
headed,
so
that
they
can
best
use
funds
in
people
to
meet
those
those
goals.
BN
AC
BN
What
is
their
plan
for
nine
through
12
for
their
students
to
have
access
to
what
are
the
different
paths
that
are
available
to
students
to
meet
those
23
credits?
BN
Where
are
they
having
trouble
seeing
that
right
and
helping
them
sort
of
do
that
initials,
really
big
picture
mapping
and
and
taking
into
account
where
we
are
to
right,
hopefully,
post
pandemic
or
closer
to
the
end
of
a
pandemic?
BN
Thinking
about
what
the
needs
are
that
have
changed
for
students
as
well,
so
that
will
be
a
part
of
it.
We'll
also
talk
through
their
scheduling
on
the
ground.
What
staffing
might
need
to
look
like
to
meet
those
needs
where
they
can
meet
them?
Currently,
you
know
especially
again
focusing
on
ninth
grade
just
mapping
out
who
are
all
the
people
in
the
building
who
teach
ninth
graders?
BN
What
classes
do
they
teach?
What
are
you
thinking
about
for
next
year,
based
on
what
you're
seeing
this
year
and
what
the
needs
are,
so
those
meetings
will
again
have
mass
insight,
support
with
facilitation
the
academics
team,
including
special
education,
the
office
of
english
learners,
to
talk
about
the
special
needs
of
students
in
those
groups.
BN
As
well
as
people
from
the
finance
team
to
think
about
the
budget
components
also
the
scheduling
components
which
is
part
of
their
wheelhouse
and
then
human
resources,
as
well
or
human
capital,
to
think
about
the
people
piece.
So
it's
sort
of
a
it's
a
it's
a
longer
on-ramp
for
our
high
schools
to
do
their
planning
process
this
year
and
will
likely
be
into
the
future.
So
next
year's
process
would
be
focused
on
10th
grade
right,
the
whole
picture,
but
specifically
on
10th
grade
and
then
11th
and
12th,
so
that
we
can
support
schools.
BN
You
know
and
hand
hold
a
bit
more
while
we
are.
You
know,
ramping
up
towards
that.
First
group
of
graduating
seniors.
D
BN
BN
We've
done
initial
analyses,
so
we
have
a
very
good
sense,
and
so
we'll
start
with
those
schools
where
that
have
the
hardest
challenges
either
because
of
building
constraints
or
because
of
programming
constraints
in
the
building
that
make
them
a
bit
more
complex
to
solve,
but
then
also
help
us
think
about
schools
that
are
similar
right
so
that,
where
there's
also
a
generalizing
that
happens
in
different
types
of
schools,
that
will
help
us
with
preceding
meetings.
D
Right
and
we
expect
kind
of
just
periodic
updates,
so
we
know
you
know
where
we
are
where
we
stand
and
so
forth.
So
absolutely
great.
Thank
you.
BN
AF
No,
I
I
simply
want
to
say
I
I
appreciate
the
update
about
the
work
that's
going
forward.
I
agree
with
dr
coleman.
This
is
critical
work
to
help
all
of
our
high
school
students
ultimately
succeed,
and
this
this
is
a
thoughtful
approach
and
I
appreciate
the
consistent
updates
on
it.
Yes,.
B
Thank
you.
Thank
you.
I
too
want
to
say
thank
you
to
you
for
the
presentation
and
the
update.
I
just
have
a
couple
of
logistical
questions,
so
how
are
we
beginning
to
help
our
families
understand
what
is
about
to
happen?
I
mean
you.
We've
got
so
many
different
types
of
communication
about
all
kinds
of
things
that
we're
trying
to
speak
to
are
both
our
students
and
our
families
about.
This
is
a
big
one
in
terms
of
everyone
wanting
more
a
clearer,
more
rigorous
education,
there's
a
lot
of
new
coursework
coming.
B
BN
Absolutely
it's
a
wonderful
question
and
it's
such
an
important
part
of
this,
and
so
I
think
you
know
a
first
step
for
us.
Is
this
all
the
work
that's
already
happened
and
that
we
continue
to
do
around
the
course
catalog
and
at
this
district
level,
first
right
in
making
that
it's
a
very
internal
document
right
now
making
that
an.
AC
BN
Pacing
document,
so
that
there's
no
mystery
around
what
are
the
courses
that
are
available
in
the
system,
the
description
of
what
what
they
do,
what
they
expect
of
students,
the
number
of
credits
you
receive
right
and
then
moving
into
the
school
by
school
work
around.
That
will
be
a
huge
component
of
the
spring
to
make
sure
that
every
school
has
a
course
catalog
that
is
easily
searchable
on
websites
so
that
families
can
can
go
through
them
and
really
talk
with
their
their
children,
about
the
courses
that
they're
going
to
take
and
why.
BN
I
think,
there's
historically,
been
a
lot
of
mystery
around
credits
in
the
district
and
it
hasn't
been
as
accessible
for
kids
to
know
where
they
stand
at
any
given
point,
but
we
find
out
at
the
end
or
when
it's
too
late
right.
So
we
want
to
take
away
that
mystery,
that
students
have
a
right
to
know
and
families
have
the
right
to
know
where
their
kids
are
and
and
what
we
can
do
about
it
right
so
clarifying
that
piece
and
then
I
think
these
specific
meetings
and
will
hold
many
of
them.
BN
Four
eighth
grade
families
that
will
will
be
about
graduation
requirements
talking
through
some
of
this
language
of
credits
and
credit
recovery
and
the
things
that
you
need
to
know
in
high
schools,
and
we
know
that
many
of
our
high
schools
already
do
some
wonderful
onboarding
of
their
students
that
we
can
utilize
in
a
centrally
presented
way
and
it
doesn't
take
away
from
the
school
specific
meetings.
But
we
have
to
get
out
of
it
so
that
families
and
kids
start
thinking
about
these
pieces
earlier
on.
BN
And
then
I
think
the
the
third
piece
is
really
around
the
summer
programming,
which
the
superintendent
has
been
a
huge
advocate
for
to
make
sure
that
each
of
our
ninth
graders
has
as
the
first
step
in
their
individualized
plan
the
plan
for
the
summer
that
they
are
both
you
having
opportunities
to
accelerate,
maybe
get
some
credits
under
their
belt,
but
also
to
really
wrap
their
minds
around
what
the
high
school
experience
is
going
to
be
like.
BN
So
we're
we're
also
starting
to
plan
those
processes
out
with
other
departments
in
the
central
office,
so
that
students
will
have
them
available
as
early
as
possible.
So
families
can
plan
for
the
summer.
Y
Yeah,
I
think
dr
eckleson
will
speak
a
little
bit
about
the
four-year
planning
guide
and
then
also
the
individual
learning
plans.
I
think
we
already
have
naviance
as
a
tool
for
our
counselors
and
we're
looking
in
the
next
budget,
as
I've
shared
to
request
from
the
mayor
and
the
city
council
additional
funding
around
counselors.
BO
Talking
about
the
different
courses
that
you
will
need
to
meet,
ensuring
that
you're
meeting
all
of
the
requirements
of
mass
core
and
as
part
of
that
sort
of
template
and
tool.
I
think
that
that
would
be
a
probably
a
a
super
concrete
one
that
we
might
want
to
do:
training
and
communication
with
families
about
so
that
they
deeply
understand
the
different
choices
that
students
might
have
are
on
the
path
toward
mass
sport.
Completion.
Y
I
also
want
to
talk
to
you
know
just
about
special
education.
You
know
that
there
may
be
students
who,
in
their
iep,
have
accommodations
so
there's
flexibility
built
into
mass
core
for
that
as
well
as
there
are,
you
know
flexibilities
for
our
el
learners
and
I'm
really
excited
about
the
ethnic
studies.
Investments
that
we
have
been
making
around
our
ethnic
studies
course
work.
Y
Y
It
could
be
that
we
now
say
you
have
to
take
an
ethnic
studies
course
or
two
courses,
two
classes
behind
we
may
say,
but
we
want
to
make
sure
that
you
take
a
vocational
ed
course,
or
you
might
have
to
take
an
advanced
placement
course
or
something
like
that
and
you
put
in
those
requirements,
but
this
cohort
this
class
would
not
be
responsible
for
any
additional
type
of
graduation
requirements.
Y
B
Yeah
my
time
is
up.
I
do
have
another
question,
but
I
want
to
double
check
with
other
members
to
see.
If
anyone
else
has
another
question,
no
mine
is
a
little
bit.
I
guess
logistical,
I'm
trying
to
understand.
Can
you
talk
a
little
bit
about
either
the
difference
or
the
relatedness
between
the
international
baccalaureate
and
the
mass
core?
B
BN
Yeah,
yes,
and
that's
such
a
wonderful
question,
thank
you
for
that,
and
one
of
the
the
first
schools
that
we
actually
met
with
last
year
and
and
sort
of
digging
into
the
complexities
of
mascara
was
with
the
the
quincy
and
and
similarly
met
with
snowden,
to
talk
through
their
course
catalog
and
in
their
some
of
the
the
challenges
that
were
that
they're,
seeing
with
mass
core
completion,
even
though
they
have
a
clearly
rigorous
program.
BN
So
a
lot
of
it
was
about
alignment
of
courses,
and
you
know
I
would
say,
with
both
situations,
we
were
able
to
sit
down
talk
through
their
course
of
study,
use
the
the
course
catalog
to
match
each
of
the
classes
that
they
were
they're
offering,
and
it
actually
helped
us.
BN
It
helped
us
to
realize
some
deficiencies
in
our
our
centralized
process
in
the
way
that
we
were
coding,
some
of
our
courses
and
some
of
them
changed
because
of
the
insights
of
the
ib
schools,
as
I
would
say
that
I
think
another
another
piece
of
sort
of
complexity
with
with
ib
schools
that
they,
they
offer
more
of
a
humanities
model
where
english
and
history
are
combined.
So
that
was
another
place
where
they
were
there.
They
were
teaching
rigorous
courses,
but
that
weren't
credited
properly.
BN
So
we
had
to
add
additional
time
to
make
sure
that
there
was
enough
sort
of
seat
time
and
expectations
met
for
both
english
and
history,
so
they
they
can
certainly
live
together
very
very
nicely
and
and
still
have
the
same
expectation
for
the
ib
schools
that
they'll
meet
mass
core
requirements
and
in
many
ways
they'll
go
beyond
them,
particularly
with
the
world
languages,
but
and-
and
I
think
they
also
provide
some
really
wonderful
opportunities
for
us
in
the
middle
school
crediting.
BN
The
quincy
obviously
has
a
clear
pathway
there
for
their
middle
school
students
to
earn
some
credits
early
on
to
more
easily
access.
All
of
the
different
you
know
course
requirements
for
ib
and
we'll
we'll
have
to
be
really
careful
about.
Snowden
too
snowden
has
kids
come
from
all
over
the
city
to
snowden.
I
think
it's,
the
most
diverse
group
of
kids
from
different
middle
schools,
so
we'll
have
to
be
really
thoughtful
in
helping
those
students
prepare
to
go
on
to
that
school.
While
it's
a
9
12,
I
think.
BO
I
just
wanted
to
comment
that
I
don't
see
it
as
an
either
or
but
at
both
and
which
is
about
that.
We
expect
that
all
of
our
students,
irrespective
of
the
type
of
programming
that
they're
in,
are
graduating
college
and
career
writing,
are
meeting
the
elements
of
math
core.
That's
true
at
our
ib
schools.
It's
true
at
our
program,
our
schools
that
are
offering
rich
and
robust
ap
programs.
BO
It's
true
at
our
schools,
where
students
are
sort
of
focusing
on
career
technical
education
that
all
of
those
students
need
to
meet
the
elements
of
math
core
and
we
think,
there's
a
path
forward.
There
is
a
path
forward
for
each
one
of
those
schools
and
it's
just
around
working
with
each
individual
school
to
develop
the
catalog.
B
Great-
and
I
and
I
know
this
year,
we've
been
doing
some
experiment
experimenting
with
the
campus
without
walls,
the
online
programs,
and
so
will
those
also
get
aligned.
So
again
I
mean
I'm
I'm
looking
at
that,
no
wrong
door,
no
matter
what
course
I
take
if
I
have
to
transfer
somewhere
it's
going
to
still
count,
and
you
know
all
of
those
kinds
of
things.
So
all
of
our
stuff
will
be
seamless.
Y
S
Y
One
school
and
they
can't
get
it
in
their
home
based
school,
then
they
maybe
get
it
virtually
another
school
or
they
may
be
able
to
enroll
half
a
program
at
madison
park
and
have
a
program
at
snowden.
For
instance,
you
know
so
you
know
it
just
really
depends
on.
You
know,
building
it
in
in
the
future.