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From YouTube: Boston School Committee Meeting 1-12-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
F
A
B
A
You
thank
you,
ms
sullivan
tonight's
session
is
being
shared,
live
on
zoom.
It
will
be
rebroadcast
on
boston
city,
tv
and
posted
on
the
school
committee's
web
page
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage:
dot
bostonpublicschools.org
forward,
slash
school
committee.
Under
the
january
12th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
bps
languages.
A
The
committee
is
pleased
to
be
offering
live:
simultaneous
interpretation
in
spanish,
haitian
crayol,
cabavarianu,
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.
A
G
Thank
you
very
much,
madam
chair
good
evening.
Everyone
school
committee,
members,
distinguished
guests,
happy
new
year
to
everyone.
My
name
is
juan
bernal.
I
am
the
spanish
interpreter
whom
will
be
providing
consecutive
interpretation
for
school
committee
member
spanish-speaking,
miss
rafaela,
polanco,
garcia.
We
both
noticed.
H
Good
evening,
ladies
and
gentlemen,
my
name
is
and
happy
new
year
to
everyone.
A
L
A
A
O
P
Thank
you,
anna
hi,
everyone.
My
name
is
interpreter.
A
Q
Thank
you,
madam
chair
hi,
everyone
good
evening.
My
name
is
wei
tonight
tina
and
I
will
be
your
chinese
interpreters,
chinese
mandarin
interpreters
for
the
meeting.
S
T
A
Thank
you.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
of
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
insist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
this
evening
for
public
comment.
Sign
up
for
both
public
comment
periods
closed
today
at
4
30
pm.
Please
make
sure
that
you
are
signed
into
zoom
under
the
name
you
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you
again.
Thank
you
for
your
cooperation,
I'm
delighted
to
introduce
the
newest
member
of
the
boston
school
committee.
It's
dr
stephen
alkins,
who
was
sworn
in
this
morning.
A
Dr
alkin
serves
as
a
diversity,
equity
and
inclusion
officer
for
turk,
a
cambridge
based
non-profit
focused
on
stem
research,
education,
research,
evaluation
and
professional
development,
he's
also
a
member
of
the
rene
center's
education
policy
fellowship
program.
Dr
alkins
is
a
graduate
of
morehouse
college
and
holds
both
a
master's
degree
and
a
phd
from
brandeis
university.
A
C
It's
it's
been
a
it's
been
a
full
day
and
I'm
thankful
to
mayor
wu
to
everybody
here
on
the
the
committee
for
the
for
the
work
that
you've
done
up
to
this
point
and
the
the
tireless
efforts
that
lie
ahead,
and
I
look
forward
to
collaborating
and
and
really
striving
towards,
educational
equity
from
now
into
the
future.
So,
let's
get
to
work.
E
I'm
sorry
member
lopera,
I
raised
my
hand
after
you,
but
somehow
I
was
called
the
hat,
but
anyway
thank
you.
Welcome
dr
atkins
alkins.
I
I'm
sorry.
I
I
mispronounced
your
last
name,
but
welcome
aboard.
E
Thank
you
for
volunteering
to
share
the
workload
with
us.
I
appreciate
your
like.
I
have
mentioned
bef
last
time
to
the
new,
not
so
new.
Now
committee
members,
I'm
reminding
you
that
this
position
will
require
a
lot
of
courage
and
and
stamina
in
facing
and
confronting
different
kind
of
issues
that
may
or
may
not
be
in
line
with
your.
E
With
your
ideas
or
with
your
commitment,
but
if
it
is
in
line
with
the
community
at
large,
then
we
have
to
go
with
it
that
that's
how
I
define
myself,
given
the
last
time
when
we
fight
the
fight
regarding
boston
schools,
exam
school
admission
as
the
sole
asian
member
on
the
board
on
the
committee,
I
faced
a
lot
of
criticism
from
my
asian
community,
but
you
know
in
the
final
analysis,
if
you
and
I
both
are
trained
and
committed
to
diversity
through
the
you
know
you
are,
you
may
be
from
the
development
side
of
diversity,
I'm
from
the
enforcement
side
of
the
diversity
for
the
last
30
years,
so
I
honor
it
and
sometimes
regardless
of
what
my
heart
is
saying,
but
it
is
a
democratic
process.
E
D
Thank
you,
madam
chair,
welcome,
dr
elkins.
It's
great
to
see
you
again
via
zoom,
it's
great
to
see
you.
I
am
grateful
for
you
for
applying
and
for
engaging
in
this
work
continuing
to
engage
in
this
work
around
educational
equity,
and
I
look
forward
to
working
with
you
and
to
really
have
your
perspectives
as
your
academic
perspective,
your
professional
perspective
and
your
lived
lived
experience
both
as
a
person
of
color
and
also
as
a
father
in
this
community.
So
thank
you
for
for
joining
us.
A
D
U
Thank
you,
madam
chairman,
and
dr
elkins.
Thank
you
for
your
willingness
to
step
up
and
serve.
I'm
looking
forward
to
the
voice.
You're
gonna
be
bringing
to
the
table
from
your
learned
experiences
and
your
career
work,
particularly
in
deib
or
diversity,
equity,
inclusion
and
belonging,
and
your
work
at
the
equity
resource
collaborative
so,
and
also
always
glad
to
you
are
filling
the
shoes
of
reverend
grover.
U
As
I
said
to
you
on
the
phone
of
being
a
proud
morehouse
grad
on
the
committee
and
yes,
I
know
that
is
a
redundant
sentence,
a
proud
morals
grad,
because
every
more
house
groudon
meta
is
very
proud
of
their
university.
Rightfully
so
so
delighted
to
have
you
join
us.
Thank
you
for
your
willingness
to
serve
and
I
look
forward
to
working
with
you
and
learning
from
you.
V
G
J
G
You're
very
welcome
mr
alkins.
I
have
read
a
lot
about
you,
and
particularly
regarding
inclusion.
That
is
a
very
important
topic
for
you,
considering
my
particular
situation
that
I
in
my
spanish
speaking,
I
do
need
an
interpreter
by
my
side
all
the
time
for
the
purpose
of
communicating.
Therefore,
I
do
appreciate
very
much
that
you
are
focusing
in
inclusion,
and
I
have
read
a
lot
about
you.
Thank
you
for
being
here
with
us.
W
Hello,
it's
nice
to
meet
you,
it's
a
pleasure
for
you
to
take
on
this
role
and
to
have
another
adult
that
will
aid
us
young
people
and
amplifying
our
voices
to
make
sure
that
we
are
heard
across
the
district
and
across
the
state.
So
just
thank
you
in
general
for
being
here
taking
the
time
out
of
your
days
to
sit
and
sit
in
on
these
meetings.
A
Welcome
again,
and
we
look
forward
to
working
with
you
and
learning
from
you
in
support
of
our
students
and
families,
we
are
awaiting
one
additional
appointment
to
the
school
committee
to
bring
us
to
our
full
membership.
We
look
forward
to
mayor
wolves,
appointment
in
the
near
future,
we'll
now
move
on
to
the
approval
of
minutes,
but
this
time
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
december
15
2021
meeting
and
the
january
3rd
2022
organizational
meeting
as
presented.
V
C
E
U
A
X
Thank
you,
madam
chair,
and
thank
you
all
for
being
with
us
this
evening,
happy
new
year
and
what
a
new
year
it
has
been.
Who
would
have
thought
you
know?
Two
years
later,
we
would
still
be
living
through
this
uncertainty
and
the
ever-changing
pandemic
and
then
the
very
difficult
nature
of
keeping
schools
in
person.
X
The
past
past
two
weeks
have
been
among
the
most
challenging.
Many
of
us
have
experienced.
Many
of
my
colleagues
near
and
far,
and
all
professionals
in
and
out
of
education
are
feeling
the
brunt
of
this
new
omicron
virus
and
the
spread
of
the
covid
and
how
it
is
impacting
all
of
our
lives,
but
we're
all
in
this
together
and
we'll
get
through
it
together,
and
I
have
said
time
and
time
again
all
hands
on
deck,
and
that
is
what
it
has
been
over
the
past
two
weeks.
X
I
have
been
incredibly
proud
of
my
team
and
will
share
a
little
bit
more
about
our
efforts
at
mitigating
this
latest
surge
in
my
superintendent
report
tonight.
I
have
many
updates
and
some
highlights
to
share
on
our
work,
to
keep
schools
open,
to
monitor
public
health
trends
and
to
continue
planning
for
the
now
and
into
the
future.
X
X
X
X
X
X
She
started
her
own
hair
braiding
business
and
had
a
dream
to
start
her
own
beauty
shop
with
some
family
members.
I
can't
even
can't
even
imagine
how
incredibly
devastated
her
family
and
friends
are.
I
send
sincere
condolences
to
all
who
knew
her
and
I
hope
that
you
are
one
day
comforted
by
the
light
she
brought
into
your
lives.
I
know
she
will
be
sorely
missed:
bps
had
our
counseling
support
services
on
site
at
madison
park
and
other
schools
that
giselana
attended
in
the
days
after
we
learned
of
her
passing
I'll
now
begin.
X
Congratulations
to
at
large
councilors,
flaherty
mejia
louis
june
murphy
and
district
councillors,
edwards
flynn,
baker,
arroyo,
bach,
braden,
warrell,
lara
and
fernandez
and
fernandez
anderson.
I'd
like
to
congratulate
senator
elect
lydia
edwards
on
her
win
last
evening,
we're
so
very
proud
of
all
of
our
city
leaders
and
of
senator
like
lydia
edwards.
X
I
look
forward
to
working
with
each
one
of
the
new
city
councilors
to
move
boston
forward
for
our
students
and
families,
and
I
want
to
thank
mayor
wu
for
her
ongoing
support
and
partnership,
especially
during
these
challenging
times
want
to
quickly
echo
chairwoman
robinson
sentiments
and
those
of
the
school
committee
members
on
welcoming
school
committee
member,
dr
stephen
elkins,
dr
elkins
is
an
accomplished
professional
and
valued
community
member.
But
most
importantly,
dr
elkins
is
an
education
and
equity
champion.
X
I
want
to
wish
each
and
every
one
of
you
the
best
of
luck
in
your
search
for
college
or
university,
that
is
the
perfect
fit
for
you,
your
skills
and
your
passions,
boston,
public
schools
is
made
up
of
many
talented
and
brilliant
students,
and
I
know
that
they're
going
to
continue
to
strive
for
excellence
in
everything
that
they
do
all
of
our
educators
and
staff
in
boston.
Public
schools
continue
to
ensure
that
every
bps
student
is
academically
prepared
to
succeed
after
graduation,
even
in
these
toughest
of
times.
X
X
X
All
of
the
information
for
how
to
register
and
dial
in
details
for
joining
one
of
our
upcoming
info
sessions,
as
well
as
recordings
of
past
sessions,
can
be
found
on
our
website
with
links
and
translations
for
families
to
follow.
Please
visit
bostonpublicschools.org
forward
slash
registration
for
additional
details.
X
I
want
to
acknowledge
the
upcoming
reverend
dart,
dr
martin
luther
king
day,
which
will
be
observed.
This
monday,
dr
king
dedicated
his
life
to
the
pursuit
of
equality,
while
calling
all
of
us
into
servant
leadership
to
create
a
better
world
for
his
family
and
for
ev
for
all
of
us
and
the
generations
to
follow.
X
X
X
X
X
X
I
do
understand
that
the
family
staff,
the
governance
board
and
the
community
are
very
eager
for
information
and
I
remain
committed
to
providing
updates
as
soon
as
I
have
them.
I
have
asked
for
a
preliminary
update
so
that
we
can
make
timely
decisions
and
communicate
transparently
with
our
mission
hill
community.
X
X
They
have
shared
what
they
have
so
far
and
they
continue
to
examine
and
work
together
with
the
group,
we
also
discussed
the
possibility
of
the
prospect
prospectus
offers
authors
presenting
at
a
future
community
equity
roundtable
after
further
discussion
with
dr
granson.
They
did
not
feel
they
had
the
data
needed
to
present
at
that
time
and
our
team
could
not
produce
the
complex
research
and
analysis
that
they
had
requested
in
time
for
the
meeting.
X
X
X
X
We
are
planning
to
provide
each
student
and
staff
member
with
rapid
tests
prior
to
february
vacation,
just
as
we
did
in
winter
vacation.
We
are
learning
and
listening
and
adjusting
as
as
needed
and
planning
ahead
so
that
we
can
be
prepared
for
our
future.
In
case,
we
need
to
have
additional
mitigation
efforts
as
part
of
the
guidance
with
boston
health
commission.
X
X
I've
been
working
closely
with
the
boston
health
commission
to
understand
cdc
guidance
and
mitigation
efforts
to
stem
transmission
during
a
surge
in
our
community
positivity
rates
over
the
past
several
days.
I
have
heard
and
read
all
of
your
messages,
and
I
understand
how
important
these
activities
are
to
our
students,
health
and
well-being.
X
X
X
I
think
many
of
us
were
hopeful.
This
year
would
be
different,
but
it
has
proven
to
be
our
most
challenging
one
yet,
but
we
have
an
amazing
team
at
boston,
public
schools-
and
I
know
we're
going
to
get
through
this,
just
as
we
did
before
one
day
at
a
time,
sometimes
one
hour
at
a
time,
but
we're
gonna
be
okay.
X
Team
bps
has
really
rallied
over
this
past
week
and
I'm
so
proud
of
this
team.
It's
been
an
all
hands
on
deck
situation,
and
I
want
to
thank
chair
robinson
for
even
jumping
in
at
the
hail
last
week
when
we
needed
a
little
extra
help
in
kindergarten,
and
she
just
did
an
amazing
job
with
our
youngest
learners.
X
Y
Hi
good
evening,
everyone
and
thank
you
so
much
for
the
opportunity
to
be
here.
You
know
I'm
going
to
start
off
by
going
through.
You
know,
contextualizing
our
recommendations
to
be
to
boston
public
schools,
as
well
as
just
our
mitigation
protocols
within
within
the
current
surge
and
so
next
slide.
Please.
Y
A
brief
overview
of
our
metrics,
though
I'm
sure
many
of
you
are
familiar.
We
have
seen
them
too
much
over
the
past
few
years,
but
the
ones
that
I
will
really
focus
in
on
today
are
looking
at
our
covet
19
positivity
rates
at
our
emergency
department
visits
and
our
hospitalization
rates
next
slide.
Y
So
this
first
slide
highlights
the
positivity
rate
over
the
city
of
boston,
and
you
know
really
what
has
been
most
astonishing
has
been
over
the
past
week.
So,
as
we
all
know,
we've
seen
our
our
positivity
significantly
increase
to
greater
than
30,
meaning
that
over
a
third
of
our
or
around
a
third
of
our
tests
have
have
been
positive
for
covet
19
here
across
the
city,
and
this
does
not
include
rapid
testing.
This
is
strictly
limited
to
pcr
testing.
Y
Now
you
know
I
I
do
want,
and
so
this
is
one
of
the
markers
that
we
follow
very
closely
when
we
think
about
our
community
transmission
rates
and
when
we
think
about
how
that
impacts,
the
the
strategies
and
recommendations
that
we
offer
to
mitigate
covet
19.
next
slide.
Please
now
importantly,
as
a
city,
we
also
look
to
our
health
care
metrics,
and
so
the
current
slide
highlights
the
emergency
department
visits
and
again
we
note
the
the
significant
increase
since
mid-december
of
emergency
department
visits
due
to
covet
19..
Y
Now,
something
to
note
is
that
oftentimes,
you
know
we
look
to
our
healthcare
partners
to
better
understand
how
this
translates
into
understanding
severity
of
covet
19..
As
an
example,
we
often
know
that
people
can
present
to
an
emergency
department
of
for
testing,
especially
when
testing
resources
are
limited,
as
we
all
know
has
happened
over
the
past
few
weeks,
and
so
you
know
there
is
some
limit
as
to
how
to
interpret
these
metrics.
But,
needless
to
say,
our
health
care
systems
are
feeling
the
strain
next
slide.
Please.
Y
And
finally,
this
last
slide
highlights
our
number
of
adult
hospitalizations
due
to
covet
19
across
the
city,
and
what
we
have
seen
is
a
similar
trend
to
last
winter
surge,
where
our
numbers
have
significantly.
You
know
increased
over
the
past
weeks
now
to
contextualize.
This
is
nowhere
near
the
amount
of
hospitalizations
that
we
saw
with
our
first
search.
You
know
back
in
march
2020
at
that
time
it
was
almost
triple
the
hospitalizations,
but
again
you
know
I
can
only
emphasize
that
our
health
care
systems
are
really
feeling
the
strain.
Y
Now
that
all
of
this
being
said,
you
know
I
do
you
know
we,
we
have
looked
over
the
past
year
to
to
our
boston
wastewater
data,
to
really
think
about
as
a
predictive
source
for
covet
19
transmission
in
coming
weeks
and
reassuringly.
We
have
seen
over
the
past
days
that
the
levels
this
measures,
the
levels
of
covet
19
present
in
wastewater-
and
you
know
those
have
started
to
peak
and
come
down
so
that
does
offer
a
glimmer
of
hope
that
perhaps
we
are
seeing
and
experiencing
a
current
plateau
in
cases.
Y
This
has
also
been
supported
by
our
latest
case
data
that
show
that
the
number
of
cases
per
day
has
started
to
plateau,
and
so
there
is
a
glimmer
of
hope.
You
know
that
being
said,
we
still
do
not
know
how
much
that
peaked
down
we'll
take
in
terms
of
days
or
weeks,
and
so
we
will
keep
to
that,
and
I
can
assure
you
that
we
will
look
at
this
very
closely
as
we
think
again
about
the
context
of
our
recommendations
to
bps
and
other
agencies.
Y
Next
slide,
please,
and
so
again,
the
guidance
that
we
have
offered
at
this
time
is
really
centered
around
surge
recommendations.
Y
You
know
really
highlighting
that
we
want
to
protect
in-person
instruction
and
that,
at
times
of
high
community
transmission,
that
often
involves
you
know,
measures
such
as
cohorting,
such
as
limiting
visitors
and
really
thinking
about
higher
risk
activities,
as
dr
castelius
mentioned,
and
really
taking
measures
around
those,
because
we
because
of
the
risk
that
is
counseled
by
the
cdc
and
what
we
know
from
emerging
data,
and
so
you
know,
as
I
mentioned,
you
know,
we
obviously
look
forward
to
reevaluating
these
recommendations
as
community
transmission
rates
come
down
and
we
have
also
offered
guidance
around.
Y
You
know
how
to
implement
these
activities.
You
know,
with
with
recommendations
around
testing.
You
know
recognizing
that
you
know
recognizing
that
this
is
hard
right
and
that
you
know
all
of
these
recommendations
have
an
impact
on
the
long,
the
health
of
our
students,
and
that
you
know
this
is
really
a
risk
benefit
balance,
as
we
think
about
the
safety
of
our
children
in
schools
and
their
health.
Y
Next
slide,
please
and
so
part
of
what
we
have
been
weighing
very
closely
again
in
alignment
with
the
most
recent
data
is
our
isolation
guidance.
So,
as
the
city,
you
know
when
I
and
others
at
the
city
have
turned
to
the
latest
evidence
that
we
have
on
viral
transmission,
you
know
when
we
think
about
how
this
guidance
also
applies
to
our
schools.
Y
You
know
a
few
thoughts
have
emerged
that
I
would
like
to
share
with
you,
because
you
know
they
really
underlie
the
rationale
for
what
we
recommend
so
cdc
last
week
came
out
with
guidance
around
you
know,
discontinuation
of
isolation
at
the
five-day
mark
and
then
came
then
also
released
optional
guidance
around
testing
part
of
what
this
guidance
around
duration
of
isolation
around
the
shortened
duration
of
isolation
to
five
days
highlights
is
that,
in
order
to
be
able
to
exit
isolation,
individuals
are
strongly
advised
to
you
know
to
avoid
unmasking
around
other
individuals,
meaning
that
they
should,
you
know,
really
interact
with
others
with
their
masks
on
and
often
times.
Y
This
involves,
limiting
their
interactions
at
gyms
involves
limiting
travel,
and
you
know
because,
because
there
is
a
risk
of
residual
transmission
and-
and
that
is
what
we
have
weighed
in
our
recommendation,
you
know
really
highlighting
that.
Y
We
really
should
think
about
negative
testing
when
people
are
leaving
isolation
after
five
days
and
thinking
more
about
seven
days,
as
perhaps
a
you
know,
a
threshold
that
we
believe
has
a
lower
residual
risk
of
transmission,
and
part
of
this
is
because
we
recognize
that
in
our
schools,
especially
when
it
comes
to
students
here
here
is
the
guidance
for
staff,
but
when
we
think
especially
around
students,
we
know
that
they
are
around.
You
know
they
eat
they
eat
around
other
children.
You
know
oftentimes.
Y
We
know
that
there
are
complexities
around
masking
when
it
comes
to
our
children
with
special
needs,
and
so
you
know
a
critical
part
of
what
we,
as
local
public
health
specialists,
are
responsible
for
and
in
alignment
with
school
leadership
is
really
trying
to
figure
out
how
this
guidance
applies
to
our
school,
and
so
that
that
is
some
of
the
rationale
and
some
of
some
of
the
issues
that
we
have
really
carefully
considered.
And
so
that's
we
have
offered
recommendations
around
staff.
Y
The
difference
between
vaccination
status
comes
from
some
again
limited
in
data
to
support
that
there
might
be
reduced
viral
shedding
duration
of
viral
shedding
and
vaccinated
versus
unvaccinated
individuals,
and
so
that
sort
of
underscores
this
guidance
around.
You
know
staff
returning
after
seven
days,
if
they're,
unvaccinated
and
after
five
days,
if
they
are
full,
if
they
are
fully
vaccinated
and
again
the
recommendation
around
a
negative
rapid
test.
Next
slide.
Please,
and
then
you
know
really
thinking
about
the
multi-pronged
approach.
You
know
you
know
doubling
down
on
our
mitigation
strategies.
Y
A
key
part
of
this
has
been
you
know,
significant
preparedness
as
to
our
personal
protective
equipment,
meaning
you
know
we
have
to
give
our
students
and
our
staff
our
best
shot
at
protecting
themselves
in
schools
and
recognizing
that,
with
such
high
rates
of
community
transmission
that
I
outlined,
you
know
we
really
need
to
be
thoughtful
around
providing
high
high
quality,
masks
and
ppe,
and
so
we
at
the
city
have
created
surge
ppe
guidance,
and
I
have
made
parallel
recommendations
up
to
pps,
based
on
to
align
with
our
city
recommendations
and,
first
and
foremost,
really
being
that
at
this
time
of
high
community
transmission.
Y
You
know
we
really
want
to
move
away,
or
you
know,
from
cloth
masks
that
might
offer
that
do
offer
protection,
but
that
has
always
been,
but
that
we
need
additional
protection,
and
so
we
have
recommended
the
use
of
surgical
masks,
ideally
among
students
and
then
thinking
about
other
about
mass
for
staff,
depending
on
their
level
of
contact
with
students.
And
in
addition
to
that
you
know,
we
have
really
advocated
for
increased
availability
of
testing.
Y
You
know
rapid
testing,
as
well
as
around
the
fact
that,
in
order
to
really
keep
our
kids
safely
in
school,
especially
as
we
you
know,
as
we
face
the
staffing
shortages
that
include
oftentimes,
sort
of
contact
tracing.
Y
The
nation
is
our
way
out
of
this,
and
so
we
have
worked
to
strategically
coordinate
vaccine
clinics
across
our
our
neighborhoods
across
our
bps
schools,
and
so
I
thank
everyone
at
uts
leadership
for
their
outstanding
efforts
here
and
finally,
you
know
we
continue
to
collaborate
very
closely
with
your
leadership
and
with
desi
when
it
really
comes
to
evaluating
our
pieces
and
reviewing
you
know
emerging
or
concerning
trends,
and
so
we
really
again,
we
remain
committed
to
keeping
our
kids
safe,
our
children
safely
in
school,
to
protecting
our
staff,
and
I
am
grateful
to
the
bps
leadership
as
well
for
for
really
their
outstanding
commitment
to
this.
Z
Z
The
last
two
weeks
have
been
some
of
the
toughest
of
my
career
and
I
also
come
to
work
each
and
every
day,
inspired
by
the
quality
of
the
team
and
the
work
that
we're
doing
to
move
the
system
forward
under
really
difficult
and
complex
situation.
Z
Z
The
first
is
on
the
left
side
of
the
flow
chart,
which
is
the
public
health
information
that
dr
sanchez
and
her
colleagues
lead,
and
she
was
talking
about
in
her
presentation,
I'll
walk
through
the
decision-making
process
quickly
on
that
side
and
then
on
the
right
side
of
the
chart.
We're
talking
about
both
the
operational
issues
that
we
need
to
resolve,
as
well
as
the
staffing
issues
that
are
part
of
the
constraints
or
the
barriers
that
our
schools
face
every
day.
Z
So
dr
sanchez
and
her
team
are
meeting
multiple
times
a
day
and
have
very
recently
invited
members
of
the
academics
team
into
those
meetings
so
that
one
we
can
support.
What
with
information
about
what's
happening
on
the
ground,
as
well
as
help
double
back
with
communication
to
our
schools,
division,
our
school
superintendents
and,
most
importantly,
to
our
school
leaders
and
educators
at
specific
schools.
Z
If
they
decide
that
there
is
not
a
reason
at
that
specific
moment
to
quarantine,
a
classroom,
a
cluster
of
classrooms
or
a
school,
it
doesn't
mean
that
there
isn't
there
isn't
a
concern.
We
have
to
look
at
some
of
the
other
factors
that
must
be
considered
most
specifically
the
operational
and
staffing
issues.
Z
At
this
point,
there
are
three
data
points
that
we're
looking
at
one.
What
is
the
student
staff
ratio
to?
What
is
the
test
and
stay
capacity
at
the
school
at
some
point?
The
test
and
stay
capacity
might
become
so
large
that
it
almost
becomes
not
feasible
or
impossible
to
accomplish
over
the
course
of
a
short
period
of
time
or
three
that
the
interventions
that
are
required
might
inter
interrupt
learning.
Z
So,
for
example,
in
some
classrooms,
a
teacher
might
be
required
to
wear
full
ppe
regalia,
including
things
like
face
shields,
masks,
aprons,
gloves
and
those
types
of
things
gowns.
Those
things
might
be
impossible
to
to
implement,
particularly
in
a
room
given
the
nature
of
some
students,
disabilities.
Z
Next
slide,
please
our
day
begins
in
each
morning,
if
not
before,
at
7
a.m.
Where
we
meet
each
morning
and
we're
talking
about
the
start
of
school,
we're
looking
to
see
if
any
new
specific
school
needs
emerged
in
the
evening
after
our
last
meeting,
which
ended
at
nine
o'clock
and
we
deploy,
we
continue
to
deploy
resources
and
supports
to
schools.
Based
on
any
new
information
that
emerged
from
the
evening
over
the
over
the
course
of
the
morning.
We
ask
school
leaders
to
report
significant
number
of
of
information
by
midday.
Z
That
tells
us
where,
where
they're,
anticipating
vacancies
and
as
the
course
of
the
day
is
sort
of
the
morning,
is
moving
on
that
data
is
monitored.
As
it's
submitted
at
midday.
We
do
another
check-in
and
we
continue
in
a
systematic
way
to
review
the
data
and
begin
to
prepare
for
our
4
30
meeting,
where
we
we
actually
deploy
central
office
staff
to
schools
in
a
strategic
and
thoughtful
way
to
ensure
that
our
school
leaders
and
our
educators
have
as
much
central
office
support.
Z
In
a
moment,
one
pattern
that
we're
looking
for
is
areas
where
we
might
see
high
levels
of
staff
absences
and
an
increasing
number
of
students
returning.
That
is
something
where
we
know.
We
need
to
ensure
a
significant
number
of
staff
to
support
those
schools
and
those
school
leaders
next
slide.
Please.
Z
This
is
a
screenshot
of
the
google
form
that
our
principals
are
completing
each
day.
It's
giving
us
good
information
about
where
their
anticipated
teacher
vacancies
are.
There
are
opportunities
for
school
principals
to
put
notes
in
there,
we're
tracking,
not
only
absences
for
teachers
and
paraprofessionals,
we're
also
tracking
absences
for
lunch,
monitors
custodians
school
nurses,
so
that
we
can
be
as
strategic
and
thoughtful
as
possible
in
support
of
our
schools.
Z
Z
This
is
an
infographic
that
we
look
at
every
morning
and
throughout
the
day
it
is.
It
represents
every
school
in
the
bps
that
has
reported
information
on
our
tracking
system
and
we're
looking
at
two
factors
here.
What
is
the
absenteeism
rate
at
the
school
level
and
is
that
absentee
rate
absenteeism
rate
getting
better
or
is
it
getting
worse?
Z
You
can
see
on
this
graphic
from
january
10th
to
january
12th.
We
saw
a
slight
improvement
in
terms
of
more
staff
returning
back
to
school,
which
is
a
good
sign
and
consistent
with
what
dr
sanchez
reported
earlier
and
just
for
context.
We
showed
you
one
specific
school
on
here.
You
can
see
the
curly
identified
there
blue
dot
on
january,
10th
and
january
12th.
Z
Next
slide,
please
this
in
order
to
sort
of
dig
in
further
to
really
deeply
understand
the
data
we
have
had
individual
calls
with
about
50
school
principles,
particularly
based
on
the
previous
slide,
where
we
noticed
patterns
and
trends
that
were
concerning
to
us
about
their
staffing
needs.
In
those
calls.
We
went
through
the
entire
roster
of
every
single
of
every
single
school
with
whom
we
spoke,
and
during
that
conversation
we
had
a.
Z
This
gave
us
good
information
for
each
specific
school
for
which
we
had
concern
about
when
staff
were
expected
back,
which
allowed
us
to
be
as
strategic
and
possible
to
be
as
strategic
as
possible
about
assigning
staff
consistent
with
the
needs
of
school
and
then
also
having
a
good
sense
of
when
staff
would
be
returning,
so
that
we
could
potentially
redeploy
staff
to
new
schools
that
were
experiencing
surges.
That
were
of
concern
to
us
next
slide.
Please
here
is
a
graph.
Z
That's
looking
at
coveted
cases
for
both
students
and
staff
here
we're
seeing
a
slight
decrease
in
staff
cases
over
the
last
few
days.
It
should
also
not
be
surprising
that
student
cases
are
highest
on
days.
That
school
is
in
session
likely
given
pool
testing
in
the
test
and
state
program,
and
I
think
it's
very
important
that
we
note
that
we're
very
confident
that
this
data
is
almost
certainly
an
under
report
of
the
actual
numbers
of
cases,
because
many
of
the
at-home
rapid
cases
might
not
be
included
in
this
data
set
next
slide.
Z
Please
we
wanted
to
just
communicate
explicitly
to
our
community
about
ways
that
were
supporting
students
who
might
be
quarantined
because
of
a
covid19
positive
test.
Z
Z
Thus
far,
over
2
000
students
have
participated
in
a
tutoring
session,
with
a
specific
paper
tutor
and
over
500
students
have
leveraged
this
resource
to
get
feedback
on
their
essays,
we've
also
to
be
transparent
with
the
community.
We
began
to
prepare
in
the
event
that
we
need
to
offer
a
remote
option
across
a
classroom
across
a
cluster
of
classrooms
or
school
leveraging.
Z
Finally,
that
play-by-play
includes
stakeholder
communication,
including
pre-written
communications,
for
a
foundation
for
a
school
leader,
but
to
potentially
consider
for
his
her
or
their
community
ways
that
families
can
access
meals
during
the
time
of
quarantine,
an
faq
document
for
our
school
leaders
and
for
our
school
communities,
as
well
as
a
commitment
for
an
information
session
for
families
and
staff
with
members
of
the
boston
public
schools,
as
well
as
members
of
the
boston
public
health
commission,
so
that
they
can
get
their
questions
answered
both
about
public
health
and
also
about
academics
and
instruction
next
slide.
Please.
Z
Finally,
I
just
want
to
thank
the
communications
team
led
by
jonathan
palumbo,
for
the
work
that
they
are
doing
to
keep
our
community
updated.
Particularly
during
this
time
of
the
surge.
It
has
been
exhausting
for
everyone,
but
the
communications
have
been
exemplary
and
I
want
to
thank
them
for
their
work.
X
Thank
you,
dr
eccleston.
Thank
you,
dr
sanchez,
and
the
entire
team
for
pulling
together.
Like
I
said
earlier,
I
have
been
so
proud
of
this
team,
not
only
just
this
past
week
or
two
weeks,
but
really
throughout
this
past
two
years,
we're
working
on
fumes
these
days,
but
they
must
be
the
hydrogen
kind.
I
think,
because
everyone's
got
a
lot
of
energy.
So
I'm
happy
to
take
your
questions.
Chairwoman,
robinson
and
committee
members.
A
Thank
you
superintendent
for
that
report
and
thank
you
to
dr
sanchez
for
joining
us
this
evening,
I'll
now
open
it
up
to
questions
and
discussions
from
the
committee.
I'd
like
to
remind
my
colleagues
about
our
agreed
upon
norm
that
each
member
will
have
about
five
minutes.
That's
one
to
two
questions
and
I
want
to
remind
the
bps
staff
also
to
be
brief
with
your
responses.
If
you
have
any
additional
questions,
I'll
come
back
around
and
I'll
come
back
and
do
a
second
line.
A
Miss
lapera.
Excuse
me,
sorry,
miss
polanco,
garcia
saw
your
hand
first.
G
G
You
have
to
consider
it
well
as
well
that
there
are
many
different
factors
that
are
related
to
the
pandemic
itself,
to
omicron
to
different
varieties
that
are
circulating
in
the
community.
We
have
to
understand
that,
even
though
this
sickness
and
these
absences
are
included
in
this
as
part
of
these
18
absences
are
that
are
considered
as
chronic.
J
G
We
have
to
consider
different
aspects.
We
are
given
a
living
different
and
very
difficult
times.
There
are
no
responses
or
answers
to
everything
we
have
to
be
cognizant
of
that.
So
be
this.
The
time
that
we
have
to
engage
in
a
conversation
perhaps
to
try
to
modify
some
of
the
absentees,
the
absence
policies
that
exist
at
this
moment,
considering
the
fact
that
the
families
are
very
reluctant
to
send
in
the
kids
to
school-
and
this
is
a
structural
problem
where
that
is
causing
a
lot
of
concerns
to
the
family.
J
G
It
is
a
very
difficult
problem,
the
problems
that
that's
we
have
to
understand
that
we're
dealing
with
many
of
the
families
are
undocumented
and
whenever
they
get
a
call
from
school
saying
that
the
kids
have
to
go
to
school,
otherwise
else
confront
court
or
the
possibility
of
court.
They
are
very
fearful
about
this
fear
is
being
instilled
and
they
end
up
sending
the
kids
to
school
for
that
matter.
For
that
fear
that
exists
to
be
undocumented.
G
X
Well,
thank
you,
miss
polanco,
garcia.
You
know
we
have
really
looked
closely
at
our
attendance
policies
over
the
past
couple
of
years.
Fortunately,
this
evening,
we're
joined
by
brian
marks
because
he's
going
to
be
giving
us
an
update
on
our
work
at
homelessness,
but
he
also
has
done
a
lot
of
work
around
attendance.
I'd
like
for
him
to
describe
to
you
the
state's
allowance
around
constructively
present
for
covid,
as
well
as
how
we're,
following
up
now
on
the
18-day
rule,
so
brian,
if
you
might
update
the
school
committee.
AA
Sure,
thank
you,
dr
science,
and
thank
you
miss
polanco,
garcia
for
this
question.
I
I
think,
you're
exactly
right.
It's
so
important
that
we're
being
sensitive
to
the
current
circumstances
around
the
pandemic
when
we're
working
on
our
attendance
challenges
that
we
might
have
across
the
district
and
taking
into
consideration
all
of
the
factors
that
are
impacting
whether
students
are
going
to
school
every
day.
AA
As
dr
casilias
mentioned,
we've
revised
our
attendance
policy
to
really
focus
on
relationship,
building
outreach,
communication
and
support
to
students
and
families
to
help
provide
the
resources
to
overcome
barriers
to
consistent
attendance,
but
also
have
open
lines
of
communication,
as
it
relates
to
any
threat
of
the
case
being
filed
with
truancy.
Court
students
who
are
out
of
school
because
they're,
quarantining
or
they've
been
a
close
contact.
That
would
be
considered
a
an
excused
absence.
So
that
would
never
be
taken
into
account
when
considering
the
need
to
file
with
core.
AA
AA
Juvenile
court
should
be
the
absolute
last
resort,
and
schools
must
demonstrate
that
they
have
conducted
extensive
outreach
and
communication
and
worked
with
the
family
to
try
to
overcome
attendance
challenges,
and
certainly
our
team
and
staff
from
the
central
office
are
working
with
schools
and
providing
additional
support
as
well
and
again,
our
focus
is
on
providing
support,
relationship,
building
engagement
with
students
and
families,
keeping
open
lines
of
communication,
and
we've
really
worked
to
remove
the
punitive
elements
from
our
attendance
policy.
D
Thank
you,
chairwoman,
robinson
first,
I
just
have
an
immense
amount
of
gratitude
for
the
amount
of
work
that's
been
put
into
continuing
to
be
able
to
serve
our
students
and
families.
So
thank
you
to
everyone
from
the
folks
feeding
my
own
children
to
those
teaching
and
keeping
them
smiling
behind
their
masks.
D
I
do
have
a
couple
of
questions
first,
I
also
wanted
to
just
commend
the
district
and
the
city's
action
in
looking
to
provide
additional
and
adequate
resources
in
terms
of
ppe
for
masks
for
not
only
staff
but
also
students
amongst
the
surge.
So
just
to
thank
you
on
that,
I
know
my
son
has
come
home.
Reporting
on
students
are
wearing
the
same
mask
there
is
this
happening
in
my
classroom.
I
have
a
little
inside
informant
on
what's
going
on.
D
One
of
the
things
that
I
have
also
been
hearing,
and
not
just
from
my
child,
but
also
from
other
community
members,
is
that
some
of
the
quarantine
protocols,
particularly
around
test
and
stay
protocols
outlined
by
dusty
and
the
contracted
vendor,
don't
always
include
testing
close
contacts,
be
it
students
or
staff
that
are
considered
fully
vaccinated.
D
And
so
I
know
that
there
was
mention
around
additional
city
and
district
investment
to
expand
testing,
and
I
I
would
like
to
know
if,
for
that
testing,
we
are
looking
to
provide
testing
to
all
students
or
staff
who
are
considered
close
contacts,
regardless
of
their
vaccination
status.
And
so
I
I
wanted
to
get
an
answer
on
that.
X
Well,
thank
you,
ms
lepara.
We
have
a
request
in
with
desi
around
new
policy
I'd
like
for
dr
sanchez
or
doc,
deputy
depena.
I
think
dr
sanchez
is
still
on
with
us.
Yeah
describe
what
we
have
asked
of
desi.
Y
Sure-
and
you
know
I
I
we
have-
we
have
submitted
a
formal
request
to
desi.
I'm
really
highlighting
a
few
key
points,
one
the
increased
transmission
rates
that
we
are
seeing
around
the
omicron
variant
and
the
current
surge,
as
well
as
the
operational
realities
in
schools
on
the
ground.
Y
With
you
know,
our
staffing,
staffing
limitations
that
were
outlined
and
and
a
part
of
that
strategy
has
really
you
know,
based
on
a
transmission
rate,
as
I
outlined
a
positivity
rate
of
31
percent,
meaning
that
at
this
point
you
know
we
are
seeing
a
significant
rates
of
covet
infection
both
in
unvaccinated
and
vaccinated
individuals.
Y
Although
we
know
the
vaccine
offers
significant
protection
against
severe
disease,
we
have
put
forward
a
proposal
to
request
a
twice
weekly
surveillance
testing
for
both
vaccinated
and
unvaccinated
students
and
staff,
really
recognizing
again
sort
of
the
current
circumstances
and
really
hearing
the
concerns
that
you
know
that
you
all
outline
appropriately
in
in
the
setting
of
this
surge,
and
so
that
has
that
has
been
what
we
have
proposed
and
we
are
still
awaiting
a
formal
response.
Y
But
you
know
really
advocating
to
the
need
for
our
protocols
to
to
match
our
current
reality
and
sort
of
the
emerging
nature
of
of
the
current
situation,
and
so
I
I
I
I
think
I'll
pause
there,
dr
castillos,
if
there's
anything
else
that
you
want
to
add,
but
we
hear
you.
D
So
my
follow-up
to
that
sorry,
dr
castillos,
as
a
follow-up
to
that
is,
are
we
bound
to
wait
for
deci
to
engage
in
additional
mitigation
strategies
right
like
because
we've
talked
about
increasing
testing?
Does
that
have
to
go
through
deci
or
are
those
investments
that
we
can
be
making
on
our
own?
Knowing
that
this
is
what
our
community
one
needs
and
two
is
asking
for.
Y
AB
Y
Sir
doctor
gasteli,
I
can
also
you
know
our
our
in
communicating
with
our
with
our
colleagues.
I
think
a
piece
of
the
the
report.
The
portion,
these
portions
of
our
testing
programs
have
been
supported
by
desi,
it's
in
terms
of
staffing
and
resources,
and
so
that
has
been
a
part
of
why
this
request
has
formally
gone
through
desi.
X
So
I
do
think
that
changes
are
on
the
way.
You
know
we're
hoping
to
be
able
to
do
more
frequent
testing
different
types
of
testing.
For
instance,
the
biden
administration
today
announced
the
10
million
tests
that
they
hope
to
get
out
to
families,
and
so
I
anticipate
in
the
next
couple
of
days
getting
some
further
guidance
from
desi.
We
wouldn't
want
to
get
ahead
of
that.
X
X
That
means
we
have
about
18
000,
who
have
never
responded
to
texts
and
to
calls
and
and
emails
to
try
to
get
them
to
opt
into
our
consent
pool,
and
we
have
thought
about
things
like
well:
could
desi
do
the
consent
and
absorb
that
liability?
We
could
absorb
the
liability
for
opt-out
for
the
others
if
we
could
get
the
tests.
As
you
know,
there
is
a
shortage
of
tests
right
now
and
so
changing
any
kind
of
protocol.
X
I
think,
would
have
been
challenging
operationally
and
it
may
have
put
at
risk
the
continuation
of
the
deci
cic
pool
testing
that
we
had
been
really
working
to
perfect.
We
pay
for
stipends
now
at
school
level,
four
coordinators
there
to
help
organize
and
make
sure
that
the
pool
testing
and
the
tests
are
ordered
and
that
they're
in
contact
with
a
cic
health
professional
who
comes
in
to
our
schools
at
every
single
school.
And
so
we
didn't
want
to
interrupt
that
during
the
surge
time
and
change.
X
You
know
kind
of
flip
around
and
and
create
more
challenge
for
our
school
leaders
in
managing
something
that
would
be
brand
new,
for
instance,
and
so
we've
decided
to
stick
out
what
we're
doing
now
seems
to
be
working
much
better
than
it
was,
and
I
think
that
with
deci,
I
anticipate
coming
out
with
some
further
guidance
over
the
next
several
days
around
the
biden
administration
testing
program,
as
well
as
what
the
desi
is
going
to
be
doing
to
ease
up
some
of
the
burden
that
has
been
on
school
districts.
D
X
You
are
right,
ms
lapera,
that
we
have
instructed
our
principals
to
provide
the
medical
surgical
mass
to
our
students.
We
have
about
seven
hundred
thousand
mass
for
grades,
k,
zero
to
grade
two,
the
little
ones
and
then
above
grade
to
the
larger
sized
adult
mass
available.
X
We're
not
requiring
it
mass
are
still
the
choice
of
the
person
wearing
it
because
of
comfortability
for
students
and
they're
able
to
do
that,
or
they
can
also
put
their
mask
over
and
double
mask
if
they'd
like,
or
they
can
wear
just
their
own
mask,
that
they
bring
from
home.
W
Thank
you
for
the
report
and
the
resources
that
bps
is
giving
to
students
and
families
for
when
they
have
to
quarantine,
especially
preparing
for
when
and
if
students
have
to
do
remote
learning.
So
my
question
is:
how
exactly
are
students
able
to
access
food
when
they
are
quarantining.
X
AC
Sure
yeah
so
right
now,
what
we
want
to
do
is
make
sure
that
we
have
information
on
when
a
student
is
anticipated
to
go
out
or
is
going
out
and
students
can
and
families
and
or
family
members
can
come
pick
up
food
at
the
school
and
we'll
make
it
available
to
them.
However,
unfortunately,
we're
not
able
to
do
any
deliveries
to
families
because
of
the
sheer
volume
of
students
and
the
capacity
to
do
so
centrally.
AC
As
folks
recall,
we
were
able
to
stand
up
some
door
delivery
options
for
our
for
our
high
priority
students.
We
would
successfully
do
that,
but
that
stretched
our
limit
out
to
those
particular
students
and
right
now.
We
currently
don't
have
the
capacity
of
bandwidth
to
do
that,
but
students
and
families
can
contact
their
schools
and
we
can
make
food
available
from
the
school
directly.
W
AC
AD
Thank
you
deputy.
I
just
want
to
add
one
thing
here:
I've
been
we've
been
working
also
with
the
city's
office
of
food
access.
They
have
flagged
some
families
that
are
in
quarantine
as
well,
and
we
have
problem
solved.
You
know
not
only
with
our
bps
colleagues
here,
but
really
with
all
the
city
resources
as
well.
So
you
know
if
a
family
reaches
out
and
they're
in
quarantine,
we
will
help
them
get
food
if
need
be.
AC
U
I
just
want
to
say
first
of
all,
echoing
what
ms
lapera
said:
incredible.
Thanks
to
the
superintendent,
oliver
senior
team,
our
school
leaders,
our
teachers,
our
drivers,
custodians
paraprofessionals,
you
name,
you
name
it.
This
surge
has
been
very
difficult
on
everyone
and
superintendent
to
hear
you
say
we're
running
on
fumes.
I
appreciate
that
because
I
know
how
hard
it
has
been.
U
I
was
incredibly
struck
by
the
attention
to
detail
and
I
thank
you,
dr
eccleston,
for
sharing
that
the
spreadsheets
on
how
you're
tracking
this
the
flowcharts
on
the
decision
process,
the
meetings
that
start
at
7
a.m
and
and
go
and
are
also
going
at
9,
00
pm
the
support
being
provided
to
schools
like
many
people.
U
So
I
appreciate
the
work.
The
district
is
doing
superintendent.
What
I'm?
What
I'm
hearing
from
you
is
your
default
position.
Is
you
want
our
schools
open
and
that
you
are
working
towards
that
and
if
we
have
to
make
decisions,
as
I
see
in
that
tree
about
the
district
or
schools
or
individual
classrooms,
you
make
that
decision,
but
it
certainly
appears
you're
doing
all
you
can
to
make
sure
our
schools
remain
open,
and
I
appreciate
how
difficult
it
is.
U
I
do
anticipate
from
hearing
dr
sanchez
explaining
about
the
wastewater
numbers,
which
is
tended
to
be
a
leading
indicator
from
what
we
have
seen
in
other
cities
and
even
in
other
countries.
It
looks
like
the
peak
of
this
surge
is
either
with
us
now
and
hopefully
we're
going
to
start
to
see
a
decline
and
the
attendance
numbers
come
back
both
for
our
staff
and
for
our
students,
superintendent.
The
one
question
I
do
have
is:
are
you
comfortable
and-
and
this
may
be
for
mr
ecclestone
or
mr
depino
or
someone
else?
U
You
know
how
much
of
this
is
bps
getting
the
mass
getting
the
tests,
et
cetera
from
the
state,
or
even
from
the
federal
government
and
or
the
city,
and
how
much
of
it
is
bps
doing
ourselves,
and
are
we
comfortable
that
we
have
the
testing
resources
in
particular
in
place,
as
well
as
the
ppe,
as
as
ms
lapierro
talked
about?
Is
that
a
roadblock
for
us
over
the
next
couple
weeks
or
or
are
we
getting
the
support
we
need
from
the
state,
in
particular
on
this.
X
Well,
thank
you,
mr
o'neal.
As
you
know,
a
few
weeks
ago
I
started
calling
some
of
my
colleagues.
You
know
at
the
federal
level
asking
for
support
with
testing
anticipating
that
testing
was
going
to
be
an
issue
and
really
pressuring
to
provide
more
testing
to
superintendents
across
the
nation.
You
know,
as
they
were,
asking
superintendents.
What
do
you
need?
This
was
the
number
one
ask
that
I
was
pushing
for.
I
was
glad
to
hear
that
the
state
was
going
to
send
us
tests
and
send
us
mass
at
winter
break.
X
U
Thank
you,
superintendent,
and
my
last
comment
is
you've,
probably
seen
a
number
of
parents
have
been
writing
in
with
some
pretty
thoughtful
suggestions
about.
You
know
a
number
of
steps
that
that,
like
bps
to
do,
and
it
has
to
do
with
ventilation
in
buildings,
it
has
to
do
with
testing
protocols
etc.
U
X
Certainly
so
you
know,
as
you
know,
we
have
been
working
on
mitigation
efforts
in
boston,
public
schools,
and
I
think
we
are
doing
a
really
great
job
and
we're
doing
that
because
it's
been
an
all
hands
on
deck,
in
particular
support
from
our
mayors
that
we've
had
and
also
the
state
with
their
test
and
stay
program.
Many
of
my
colleagues
across
the
nation
do
not
have
testing
protocols
already
in
place
and
as
messy
as
they
were
at
the
beginning.
X
X
We
have
air
quality
sensors
now
that
we
have
put
in
every
single
classroom
and
our
amazing
environmental
team
watches
those
numbers
each
and
every
day
in
every
single
classroom
and
when
they
have
a
number
that
doesn't
look
quite
right.
They're
able
to
quickly
mitigate
that
with
checking
with
the
school
that
there
is
an
air
purifier
is
properly
placed.
That
is
on
that
a
window
is
open
and
a
door
is
cracked.
We've
sent
out
communications,
we've
done
trainings,
you
know,
we've
we've
had
the
masking
and
other
other.
X
You
know
superintendents
across
the
nation
have
struggled
with
these
mass
debates
we
just
haven't.
Had
those
here,
we've
been
fortunate,
we
have
had
so
many
vaccine
clinics.
Megan
costello
probably
has
the
exact
number.
I
don't
have
the
exact
number,
because
we
keep
adding
them
every
single
day,
but
I
think
we've
had
over
80
at
least
vaccine
clinics
30,
just
this
month,
more
coming
up
to
get
our
employees
vaccinated
too.
X
So
we
don't
experience
another
shortage,
so
a
lot
of
mitigation
that
we've
done
not
to
mention
all
the
great
work
academically
with
our
teachers
and
cafeteria
staff,
serving
over
eight
million
meals
these
past
two
years
and
our
custodians
who
do
dub
twice
fogging
now
of
our
buildings
to
make
sure
that
we're
sanitizing
our
buildings,
everything
that
we
have.
I
told
our
teachers.
I
will
move
mountains
so
that
they
have
what
they
need.
So
our
children
get
what
they
need.
U
D
Lapera,
thank
you,
chairwoman,
robinson
just
to
follow
up
around
the
cobot
protocols,
especially
with
the
athletics
and
the
update
that
you
mentioned
superintendent
consilius.
D
I
know
you
mentioned
that
for
the
for
resuming
practice
and
potentially
the
games
around
athletics,
one
of
the
pieces
would
be
testing
twice
a
week
for
those
who
participate.
D
When
are
we
going
to
start
talking
about
vaccine
mandates
right
because
at
the
city
level,
we
are
already
seeing
that
for
not
only
staff
but
just
for
for
residents
we're
seeing
that
even
for
children
that
for
some
public
spaces
we
are
talking
about
mandating
vaccine
for
children
to
enter
certain
spaces.
D
We
need
to
also
be
thinking
about
the
schooling
aspect,
and
so
I'm
just
thinking
you
know
as
a
policy-making
body
at
what
point?
Is
this
something
that
we
discuss.
X
X
The
unfortunate
thing
right
now
is
the
fda
has
only
cleared
the
pfizer
vaccine
for
16
and
older,
so
the
state
has
not
come
through
with
any
kind
of
vaccine
mandate
for
our
students,
and
so
until
I
you
know,
I
talked
to
boston
health
commission
about
this,
and
I
think
until
we
have
the
full
authorization
for
the
vaccine,
it's
hard
for
the
state
to
make
it
a
mandatory
requirement
for
compulsory
attendance
in
our
schools,
and
you
know,
obviously
we're
waiting
on
that.
X
D
Got
it
thank
you
for
that,
and
then
I
do
have
a
there's
one
question,
and
this
is
probably
for
dr
eccleston
regarding
one
of
the
slides
talked
about
supports
for
students
k-0
through
second
grade,
and
it
indicated
daily
math
and
I
believe,
english
tutoring
for
periods
of
quarantine,
and
so
I
wanted
clarification.
This
is
different
than
the
paper
tutoring
that
we
had
heard
about
previously,
and
if
it
is,
is
it
one-on-one
tutoring?
Is
it
class
like
I?
I
just
want
to
know
more
of
what
that
really
looks
like.
Z
Yeah,
thank
you
for
that
question,
so
it
is
different
than
the
paper
tutoring.
We
have
hired
a
cadre
of
tutors
who
are
providing
remote
instruction
for
small
groups
of
students
over
a
period
of
time.
They
have
an
am
or
a
pm
session,
where
they're
providing
provided
with
75
minutes
of
english
language,
arts
instruction
and
75
minutes
of
math
instruction.
Z
The
idea
would
be
that
they
have
instruction
that's
closely
aligned
to
the
scope
and
sequence
for
their
specific
grade
level,
so
that,
during
the
period
of
quarantine
that
they're
getting
instruction
and
tutoring,
that's
that's
closely
connected
to
what
should
be
happening
in
the
classroom.
It's
keeping
them
generally
in
the
game
of
what's
happening
during
the
period
of
quarantine.
Z
There's
several
reasons
why
we
decided
to
do
this
most
notably,
we
felt
that
our
youngest
learners
would
have
difficulty
engaging
in
a
chat
based
function
like
paper
and
that
this
would
be
providing
them
the
type
of
support
that
they
needed.
There's
no
reason
that
those
students
can't
also
access
paper.
They
have
access
to
it,
but
we
thought
that
this
was
the
best
move
for
our
youngest
learners.
D
Thank
you.
That's
that's
really
helpful
and
I'm
glad
to
to
see
that
we're
meeting
the
moment
as
as
is
needed.
One
of
my
my
follow-ups
to
that
is
really
appreciative
of
the
decision
tree
which,
if
we
don't
have
on
our
website
around
how
we're
making
decisions
on
a
school
to
school
or
classroom
by
classroom
basis.
If
we
can
get
that
on
there
and
then
the
the
piece
around
how
how
realistically
is
curriculum,
teaching
and
learning
moving
forward
amidst
all
of
the
absences
right?
D
Z
I
don't
know
that
I
have
profound
thoughts
on
this
really
important
and
difficult
question.
I
also
apologize
I
had
my
mask
on.
It
was
so
hot
in
my
office.
I
needed
to
come
out
where
it
was
a
little
cooler,
so
hopefully
everyone
can
hear
me.
Okay,
I
I
mean
I
will
say
that
the
last
two
weeks
have
been
difficult.
I'm
not
you
know,
I'm
gonna
be
super
transparent
about
that.
Like
you
know,
the
superintendent
was
in
classrooms.
I
was
in
classrooms.
I
was
teaching
sixth
grade
math,
I
taught
first
grade.
Z
I
was
swabbing
noses,
so
as
the
superintendent
were
just
doing
the
best
that
we
could
under
really
difficult
circumstances
across
the
system-
and
you
know
we
noticed
a
lot
of
variability
to
be
transparent
around
quality
of
lesson,
plans
that
were
provided
for
substitutes,
that
we
need
to
shore
up
and
provide
some
feedback
to
both
our
school
leaders
and
to
some
of
our
educators
and
we'll
do
that
in
the
coming
days,
and
we
hope
that
that
will
sort
of
help
provide
a
continuity
of
learning
and
consistency
of
learning
across
the
system.
Z
But
I
do
think
it
would
be
irresponsible
for
me
to
say
that,
like
learning
has
continued
over
the
last
two
weeks
in
the
way
that
it
should,
because
that's
just
not
accurate,
given
the
large
numbers
of
student
absences
and
the
large
number,
rightfully
so
faculty
and
staff
who
are
out
well
I'll,
just
add
just
for
context
here
that
a
large
number-
and
I
just
want
to
thank
the
superintendent
for
her
leadership,
and
many
of
us
were
like
at
at
a
warehouse
at
5am
on
monday,
sorting
through
the
tests
that
came
in
from
from
deci,
and
we
got
those
tests
out
to
schools
and
it's
those
tests
that
captured
a
large
number
of
faculty
members
and
staff
members
who
didn't
know
they
were
positive.
Z
But
they
took
those
tests.
And
so
we
see
in
the
data
that
those
those
educators
who
tested
positive
on
that
day
that
the
largest
number
of
people
are
returning
on
the
14th,
which
is
the
period
of
quarantine
from
that
positive
test.
And
so
I
think
that
that
was
really
useful
and
thank
you
to
sam
depina
and
so
many
other
people
final
thought
on
this.
Z
I
know
there's
another
another
set
of
questions,
but
I
just
wanted
to
thank
my
colleagues,
particularly
monica
hogan
and
mark
racine,
who
I
failed
to
know
in
the
presentation
earlier
who
have
just
been
instrumental
in
helping
us
systematize
our
work,
making
our
sort
of
decisions
more
evidence-based
and
more
strategic.
X
X
X
You
know
some
students
are
getting
along
and
there's
there's
not
a
lot
of
disruption,
particularly
at
our
elementary
grade
levels,
but
there
are
some
that
there
is
a
lot
of
disruption
at
the
school
and
we
see
that
beared
out
in
our
data,
so
we're
providing
more
additional
support.
We'll
need
to
huddle
with
the
team
to
look
at
which
schools
had
the
most
amount
of
disruption,
these
past
several
weeks
of
search
and
see
what
additional
supports
in
the
future
we
can
provide
to
the
students
and
and
to
our
to
our
educators
in
those
schools.
C
Yes,
I
had
a
couple
actually
just
sort
of
along
those
same
lines
with
the
chronic
absenteeism.
The
anxiety
around
you
know:
classmates
missing
school,
also,
the
same
with
teachers.
Has
there
been
an
increase
in
the
call
from
mental
health
supports
and
and
if
so,
how?
How
is
the
district
handling
this.
X
So
we
were
really
fortunate,
dr
elkins,
in
that
we
saw
this
coming
and
asked
the
city
for
additional
resources
to
be
able
to
have
social
workers
in
all
of
our
schools
and
also
additional
family
liaisons
to
participate
in
with
our
school
support
teams
and
then
to
be
able
to
communicate
with
our
families
in
languages
that
they
speak,
they're
very
multilingual
group,
and
so
we've
been
able
to
have
that
as
part
of
our
approach
moving
forward.
Of
course,
we
have
our
school
nurses,
who
have
also
been
amazing.
I
don't
want
to
leave
them
out.
X
They
have
bear
a
lot
of
the
brunt,
as
well
as
our
school
leaders
of
this
more
recent
surge
and
really
just
over
the
past
two
years.
So
this
is
top
of
mind.
We
know
that
there's
always
more
that
we
need
to
do.
We
have
the
best
team.
We
have
our
crisis
team.
We
have
our
counseling
team,
they
go
out
where
we
know
that
there
are
students
who
are
dysregulated
or
who
need
additional
support
and
they're
terrific.
A
Are
there
any
other
questions,
if
not
superintendent?
I
have
one.
I
want
to
thank
mr
parent,
others
for
asking
many
of
the
things
that
I
was
concerned
about,
particularly
as
it
comes
to
instruction
and,
as
you
talked
about
you
know,
quietly
doing
some
preparation
in
case
we
do
need
to
go
back
remote.
A
What
kind
of
preparation
are
we
getting
our
families
to
do?
One
of
my
concerns
was
that
for
many
families,
remote
did
not
work
before,
even
though
many
are
clamoring
it
for
it
to
return,
and
so
the
question
is:
how
are
we
helping
them
in
advance?
A
Think
about
you
know
at
home
learning
space
whether
or
not
they've
got
wi-fi
extension
cords
all
of
those
kinds
of
things.
A
So
at
the
point,
if
this
were
to
happen,
we
would
not
be
having
the
scrambling
that
we've
had
to
do
in
the
past
and
that
people
will
be
mentally
and
readily
prepared
to
make
the
the
transition,
and
with
that
also,
what
are
we
doing
in
schools
to
make
sure
that
children
really
are
having
a
better
facility
themselves
in
logging
on
and
utilizing
their
chromebooks
have
chromebooks
become
more
of
an
everyday
tool
versus
as
it
had
been
pre-pandemic
as
more
of
a
cart.
You
know
you
have
a
program,
but
it's
not
a
learning
tool
itself.
A
So
where
are
we
with
our
computer.
X
Well,
thank
you,
ms
robinson,
for
that
question.
I
had
the
same
one
of
mark
racine
a
while
ago.
You
know
I
would
like
to
think
that
we
are
one-to-one
and
that
students
were
getting
and
using
these
computers
as
tools
for
their
learning
on
an
everyday
basis,
but
that
is
again
like
most
things
in
boston,
public
schools
just
yet
varied
from
school
to
school.
X
In
terms
of
their
approach,
you
know,
and
I
think
that
we
have
more
work
to
do
there,
but
I
do
think
that
mr
racine
has
done
a
tremendous
job
with
providing
tech
support
to
our
schools
and
also
we
have
tech
coordinators
at
every
school
who
have
been
ordering
the
cords
and
replacement
computers,
and
I
see
that
mark
has
turned
on
his
screen
so
I'll.
X
Let
him
update
you
on
where
we're
at
with
that
and
how
we've
prepared
for
wi-fi
for
families,
and
then
I
think
that
drew
could
probably
speak
a
little
bit
more
about
how
we've
prepared
families
for
communications
to
families,
so
that
they're
prepared.
If
we
should
have
to
go
to
remote
and
how
we've
prepared
for
teachers
in
the
playbook
that
he
has
designed.
Based
on
our
learning
for
closing
the
curly
mark.
AE
Thank
you.
Yes,
you're
right,
chair,
robinson,
the
the
technology
has
has
changed
in
its
approach.
We
have
gone
from
a
classroom
where
technology
was
a
tool
that
was
brought
in
once
in
a
while.
So
it
is
an
integral
part
of
of
the
lesson.
AE
AE
So
we
do
see
varying
levels
of
technology
still
in
use.
Today
many
classrooms
are
using
technology.
In
every
lesson,
and
as
I
mentioned,
we
are
seeing
a
lot
of
teachers
and
students
going
back
to
the
traditional
way
of
schooling,
because
they've
spent
the
last
year
staring
at
a
screen
in
terms
of
our
readiness
for
remote
learning.
We
are
starting
to
hear
some
requests
from
schools
for
additional
technology
or
more
chromebooks.
Some
of
them
are,
are
well
ready
to
go
and
well
prepared,
and
some
of
them
are
just
looking
for
additional
devices.
AE
AE
The
emergency
connectivity
fund
was
established
to
help
with
the
digital
divide,
moving
forward,
not
just
as
a
coveted
recovery
tool,
and
so
that's
where
our
efforts
are
are
focused
now
on
on
the
digital
divide,
moving
forward
and
not
just
as
a
cobit
recovery
tool.
W
Hello,
everyone
besik,
has
had
their
first
in-person
meeting
and
this
on
december
16th
the
thursday
before
break
and
had
their
first
virtual
meeting
of
the
new
year.
Last
week,
thursday,
the
6th
we
have
a
representation
from
26
schools
on
the
council
and
we
are
continuing
to
recruit
more
students
from
the
schools
that
are
missing
right
now.
We
are
working
on
the
upcoming
protest
this
friday,
the
first
the
14th.
W
The
protest
has
three
options.
The
purpose
of
this
protest
is
so
that
desi
and
the
governor
know
that
we
are
serious
and
that
our
voices
need
to
be
heard
and
go
beyond
the
district.
This
protest
is
not
directly
aimed
at
the
district,
but
at
the
state
and
essay
we
want
to
be
safe
and
receive
our
education.
At
the
same
time,
our
number
one
concern
is
that
we
want
remote
learning
to
be
con
counted
towards
the
180
days
of
learning.
W
The
three
options
that
we
have
is
option:
one,
which
is
students,
will
walk
out
of
school
at
10,
30
a.m
and
head
home
or
place
to
where
they
can
stay
safe
and
warm
to
access
the
webinar
link
option:
2
is
students
will
be
absent
from
school
and
join
the
webinar
link
and
option.
Three
is
that
students
who
cannot
do
either
one
or
two
will
attend
school
and
stay
to
email
phone
text
and
call
state
city,
district
officials
and
jesse
the
webinar
will
start
at
11
30..
Thank
you.
A
AF
B
E
B
You
chair
the
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
of
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
are
referred
to
the
superintendent
for
later
response.
B
B
B
B
Also,
please
make
sure
that
you're
signed
in
to
zoom,
with
the
same
name
that
you
use
to
sign
up
for
a
public
comment
that
will
allow
us
to
identify.
You
when
it's
your
turn
to
testify,
restate
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin,
please
unmute
yourself
and
turn
on
your
camera.
When
it's
your
turn
to
testify.
B
B
AG
Hi
everyone,
my
name
is
tiffany
law,
I'm
a
senior
at
boston,
latin
school
and
I
live
in
the
austin
neighborhoods.
I
am
bringing
attention
to
growing
student
concerns
around
interesting
learning
as
many
of
my
peers
and
I
feel
safe
in
the
classroom.
After
these
couple
of
days
of
school,
we
have
witnessed
the
increasing
absence
of
teachers
and
students,
students
with
crowd
in
the
cafeteria
or
auditorium
due
to
absentee
teachers
violating
social
distancing
rules.
Lunchrooms
are
completely
disregarded
of
all
guidelines,
as
students
are
all
packed
with
one
another.
AG
Many
of
our
communities
have
been
testing
positive
and
none
of
us
feel
safe.
I've
spoken
to
various
teachers
and
staff
in
our
school,
who
have
also
the
voice
to
concerns,
as
many
of
them
do
not
want
to
be
in
the
classroom
at
risk,
while
they're
risking
their
own
family's
house
as
well.
The
district
and
governor
baker
seems
to
have
no
regard
for
the
safety
of
boston
staff
and
students
I'm
pushing
for
an
online
learning
option
during
these
times.
That
would
be
kind
of
at
school
days.
AG
I
know
this
isn't
exactly
something
that
the
district
may
decide
on,
but
I
hope
to
bring
more
attention
and
urge
the
governor
and
dusty
to
consider
these
options
for
the
health
and
well-being
of
students
as
students
and
families
at
bps.
We
should
not
have
to
pick
between
possible
health
hazards
and
an
education.
Thank
you.
AH
B
AF
AI
Sorry
hi,
my
name
is
stacey
tran,
I'm
a
resident
of
dorchester
and
a
current
attendee
of
dearborn
stem
academy.
I'm
testifying
before
you
to
push
for
the
closing
of
schools
and
reinstatement
of
virtual
learning.
Students
should
be
protected,
not
neglected.
Teachers
are
not
expendable.
They
should
be
valued
as
an
ambitious
scholar.
I
long
to
materialize
many
of
my
hopes
and
dreams.
The
foundation
that
drives
me
towards
success.
AI
However,
the
terrifying
resurgence
of
covet
19
variants
is
actively
undermining
the
safety
and
security
of
school
infrastructures.
Many
livelihoods
are
being
threatened.
Many
hopes
and
dreams
are
being
snatched.
Scholars
across
the
district
are
unjustly
subjugated
to
poor
learning
conditions.
Our
instructors
across
the
district
are
suffering
suffocatingly
confined
to
their
classrooms.
School
grounds
shouldn't
be
a
death
sentence.
Entering
school
grounds
should
not
risk
hospitalization.
Hospitalization
communities
are
seeking
the
assistance
of
district
officials
to
alleviate
their
suffering,
we're
seeking
a
sign
of
relief
and
we're
longing
for
emotion
of
liberation
instructors
across
the
district
bear
many
burdens.
AI
It's
evident
that
our
instructors
are
silently
suffering
under
the
major
weight
of
expectations
and
external
obligations.
School
infrastructures
currently
are
not
equipped
to
maintain
safe
and
secure
learning
environments.
Instructors
are
dropping
drastically
in
numbers
with
each
loss
means
a
setback
for
our
community.
We
directly
need
an
environment
where
we
can
maintain
our
customs
and,
at
the
same
time
preserve
our
educational
gain.
There
doesn't
need
to
be
any
kind
of
loss.
AI
Teachers
are
essential
to
our
education
and
to
the
heart
of
our
communities
again,
I'm
testifying,
because
I
want
to
encourage
the
district
to
push
for
the
closing
of
schools
and
the
reinstatement
of
virtual
learning.
Coven
19
is
hurting
our
communities.
Communities
are
losing
faith
and
we
cannot
wait
another
moment.
Thank
you
for
your
time
and
thank
you
for
your
consideration.
AI
AJ
Hi
everyone,
my
name,
is
nizreen
phiham,
I'm
a
freshman
at
the
john
d,
o'brien
school
of
science
and
mathematics
and
I
currently
reside
in
roxbury.
AJ
There
has
been
an
ongoing
issue
within
the
bps
districts
concerning
the
surge
in
covert
cases,
as
it
has
been
reported
that
one
thousand
plus
teachers
and
staff
have
been
out
due
to
directly
being
affected
by
kobit,
or
simply
because
they
are
apprehensive
to
enter
a
petri
dish
of
kobit.
As
a
student
myself,
I
have
noticed
that
the
needs
of
the
school
in
the
district
as
a
whole
have
been
ignored
way
too
long,
especially
when
it
comes
to
the
latest
hot
topic,
which
is
the
ongoing
stretch
of
covid.
AJ
We
are
being
placed
in
schools
where
safety
protocols
are
not
strictly
applied.
There
is
no
sort
of
distance,
given
the
fact
that
many
schools
either
don't
have
the
space
or
overcrowded
places
such
as
the
cafeteria
and
hallways,
have
become
a
playground
of
cobit,
as
it's
almost
impossible
to
avoid
close
contact.
Many
students,
like
myself,
live
with
people
who
are
at
high
risk
and
given
the
fact
that
these
variants
are
highly
transmissible,
our
lives
are
being
put
at
stake.
AJ
There
should
be
no
reason
as
to
why
any
students
have
to
learn
in
such
harsh
conditions
when
they
have
to
constantly
think
about
their
safety
and
help,
instead
of
being
in
a
ground-breathing
environment
of
cobit,
students
should
have
a
hybrid
option.
That'll
contribute
towards
the
mandatory
180
days,
as
well
as
ensuring
that
protesting
is
mandatory
and
tests
are
given
out
constantly.
We
need
the
district,
the
mayor,
the
education
commission
and
the
government
to
do
something.
Now
it
is
the
city
of
boston's
responsibility
to
take
quick
action
to
ensure
its
workers
and
students
are
safe.
AJ
B
AK
George,
thank
you
very
much,
members
of
the
school
committee,
the
chairman
and
superintendent
caselias.
My
name
is
denise
versaiby
george,
I'm
the
mother
of
four
kids,
four
student
athletes
who
play
winter
sports,
including
hockey,
wrestling
and
basketball.
AK
I
am
grateful
for
the
change
in
this
evening's
earlier
presentation
to
move
up
or
to
to
end
the
pause
on
athletics,
starting
with
practice
next
week
and
games
the
week
after
honestly.
I
worry
about
this
further
delay
and
I'm
very
concerned
about
the
rest
of
this
particular
season.
We
all
know
that
athletics
is
certainly
about
competition
and
winning.
We
also
know
that
athletics
and
sports
in
our
schools,
for
our
kids
is
about
physical
activity.
AK
Mental
health
as
well
as
joy,
our
kids
and
our
coaches
and
our
school
communities
have
worked
very
hard
to
follow
all
of
the
safety
protocols
that
are
in
place,
and
I
feel
that
the
the
pause
that
has
occurred
and
the
the
worries
I
have-
and
I
know
so
many
have
about
future
delay-
can
be
very
hurtful
to
our
student
athletes
across
the
district.
I
do
urge
that
we
move
quickly
to
reinstate
sports
in
our
schools,
for
our
kids
and
that
we
do
this
without
further
delay.
Thank
you.
AH
B
AM
Good
evening
my
name
is
ryan
mizarka,
I'm
a
senior
at
boston,
latin
school
and
live
in
the
north
end.
Thank
you
for
letting
me
speak
tonight,
I'm
one
of
the
co-captains
of
the
bls
varsity
hockey
team
and
I'm
happy
to
hear
what
was
in
practice
next
week.
But
I've
prepared
some
comments,
and
here
are
my
remarks.
AM
Athletics
are
happening
in
nearby
towns
throughout
the
state
and
throughout
the
country
in
the
city
of
boston
city,
kids
are
playing
for
private
schools,
catholic
schools
and
even
in
the
mayor's
cup
tournament,
it's
just
boston,
public
schools,
athletics
that
are
on
pause
and
that's
what
hurts
the
most
our
boston
student
athletes
are
playing
all
different
sports
for
all
different
high
schoolers
want
to
play
and
they
want
a
safe
way
to
play.
We
are
vaccinated,
we
still
play
wearing
masks,
we'll
do
full
testing.
We
will
follow
whatever
rules
are
put
in
place,
so
we
can
return.
AM
I've
seen
the
impact
not
having
sports
has
had
on
my
teammates
and
friends,
not
having
the
opportunity
to
play
is
making
kids
sad,
angry
and
depressed
kids
need
to
have
some
fun
during
the
pandemic.
Last
year,
when
classes
were
fully
remote,
pre-vaccine
we
are
able
to
follow
the
rules
and
play
playing
in
a
shortened
season
was
the
highlight
of
my
junior
year,
I'm
a
senior
now
this
is
it
for
me.
It's
my
last
chance
to
play,
and
I
want
to
proudly
represent
my
school
and
my
city
and
league
games.
AM
This
is
my
only
senior
year
of
high
school,
a
time
I
should
be
enjoying
and
a
time
I
will
never
get
back.
I'm
saddened.
We've
already
lost
a
month
of
playing,
but
I'm
still
hopeful
of
another
chance
to
compete
in
games
in
our
school
uniforms.
I'm
concerned
we
need
to
wait
until
the
24th
to
play
games.
We
need
to
return
the
game
sooner
rather
than
later.
In
order
to
be
eligible
to
compete
in
the
state
tournament.
The
winter
season
will
end
before
we
know
it.
AM
AH
AN
AN
I
appreciate
that
these
are
troubling
times
with
rising
covet
rates.
However,
one
consistent
theme
has
emerged
across
the
country
and
within
massachusetts.
We
need
to
learn
how
to
live
with
this
virus.
It's
not
only
reflected
in
words,
but
within
actions
taken
across
the
country,
with
the
recent
cdc
guidance
changes.
Dr
walensky
said
these
updates
ensure
people
can
safely
continue
their
daily
lives.
It's
an
important
point.
We
need
to
safely
continue
our
daily
lives
for
these
kids.
AN
AN
It
is
not
realistic
to
think
that
by
shutting
down
sports
will
contain
what
happens
within
our
schools
with
so
many
other
interactions
happening
outside
of
your
control
further,
rather
than
blanket
approaches
that
shut
down.
All
sports
across
the
district,
more
precision
is
needed
to
contain
specific
outbreaks
of
the
team
or
activity
level.
AN
AN
AH
AO
Firstly,
I
just
wanted
to
say
thank
you
to
the
interpreters,
who
have
been
working
tirelessly
tonight,
helping
us
translate
for
everyone
who
has
joined
the
meeting.
My
name
is
william,
who
I
am
a
senior
at
boston,
latin
school.
Just
like
ryan,
who
spoke
a
couple
of
speakers
before
I
created
a
change.org
petition,
urging
the
baker
administration,
as
well
as
odesi,
to
have
an
option,
and
I
emphasize
option
for
remote
learning.
AO
These
numbers
don't
reflect
all
of
massachusetts,
nor
do
they
reflect
all
of
boston,
but
they
provide
a
resounding
message
that
students
need
the
right
to
be
safe
students,
maybe
if
not
families
loved
ones,
everyone
around
them
that
are
immunocompromised
that
deserve
the
right
to
go.
Virtual,
I,
as
a
senior
and
as
a
crew
captain,
would
love
to
continue
sports
as
much
as
the
next
player.
AO
AO
I've
received
resounding
feedback
that
simply
continuing
sports
or
continuing
in-person
schooling
or
being
forced
to
go
to
in-person
schooling.
It's
just
not
going
to
work.
There
are
countless
countless
individuals,
if
not
students,
their
loved
ones,
who
are
at
risk
every
single
day
when
their
child
comes
into
a
coveted
breeding
ground
and
comes
home,
bring
that
virus
into
their
homes.
So,
therefore,
I
once
again
cannot
help,
but
to
emphasize
that
our
safety,
our
family
safety,
should
not
be
an
option.
It
should
be
a
right.
AO
AH
AP
Good
evening
my
name
is
patrick
harnan
and
I'm
from
south
boston,
I'm
a
junior
at
boston,
land,
school
and
a
member
of
the
boston
latin
hockey
team.
I
was
here
to
speak
on
the
pause
of
winter
athletics
and
I
am
thankful
that
a
startup
date
has
been
put
in
place.
However,
I
would
still
like
to
share
how
I
feel
when
how
I
felt
when
athletics
was
put
on
pause.
AP
I
was
extremely
disappointed
when
finding
out
at
nine
o'clock
on
sunday
night
that
the
pause
on
athletics
would
continue.
It
was
gut
wrenching
to
hear
the
nudes,
as
I
was
packing
my
bag
for
practice
the
following
day
over
the
next
over
the
past
two
years.
I
feel
how
I've
been
stripped
of
my
high
school
athletic
experience,
my
teammates
and
my
teammates
and
I
have
put
in
countless
countless
hours
of
work
in
preparation
along
with
our
parents,
who
have
made
countless
sacrifices
to
put
us
in
positions
to
succeed.
AP
A
majority
of
us
started
playing
hockey
when
we
were
three
and
we
have
been
practicing
our
entire
lives
for
our
turn,
to
shine
for
our
turn
to
shine
at
the
high
school
level.
For
many
of
us,
this
is
the
highest
and
most
rewarding
level
of
hockey
that
we
will
ever
reach.
There
is
no
word
to
describe
it
other
than
heartbreaking
to
think
that
our
opportun
opportunity
is
being
taken
away
from
us
and
that
we
have
to
sit
on
the
sidelines
watching
other
schools
get
the
chance
to
play.
AP
I
did
the
math
and
I
have
spent
almost
5
000
hours
playing
hockey
in
my
life,
including
just
about
80
hours
on
the
ice
on
the
ice
this
summer.
Over
the
past
two
years
I
played
in
nine
games
when
it
should
have
been
30..
21
games
have
already
been
taken
away,
taken
away,
it's
not
all
about
the
game
either
missing
out
on
being
with
our
teammates
and
friends.
Every
day
is
extremely
difficult.
AP
AH
B
AQ
AQ
Let
me
start
by
saying.
I
certainly
understand
that
covid
is
an
issue
that
we're
all
dealing
with,
but
when
it
comes
to
high
school
sports,
I
strongly
feel
that
pausing
all
sports
was
the
wrong
decision.
AQ
There's
a
way
to
manage
this,
just
like
others
are
doing
not
to
shut
it
off,
not
not
to
shut
it
down
completely.
Now,
like
others
that
have
spoken.
I
too
am
appreciative
of
what
I
heard
today
tonight
in
terms
of
the
restarting
of
the
sports
and
allowing
these
kids
to
get
back
to
these
activities,
but
I
do
still
have
some
concerns
that
I'd
like
to
express
first
off,
just
as
it
relates
to
some
of
the
details
of
the
plan
going
forward.
AQ
AQ
I'm
also
concerned
that
it's
taken
over
three
weeks
to
get
to
this
point
three
weeks
of
these
kids
season
and
which
is
concerning
particularly
when,
just
last
sunday,
as
my
son
patrick
mentioned,
we
got
the
news
that
that
we
were
again
late
thursday,
that
we
were
again
continuing
the
pause
on
the
sports
programs,
and
I
too,
I'm
wondering
why
can't
we
just
immediately
get
started
with
these
sports
programs.
These
kids
have
been
out
three
weeks.
The
clock
is
ticking.
AQ
Then
finally,
one
of
my
biggest
disappointment
is
was
that
these
decisions
were
big.
You
can
tell
these
decisions
were
a
big
deal
to
these
kids
and
it
was
certainly
disappointing
that
no
help
or
resources
or
outreach
was
given
to
these
kids
to
help
them
deal
with
what?
What
with
what
was
presented
to
them,
appreciate
your
time
and
thank
you.
AR
I
came
here
today
to
also
talk
about
the
postponement
of
winter
sports
and
also
why
I'm
a
little
confused
why
it's
starting
back
up
on
the
18th
and
games
aren't
starting
back
up
until
the
24th.
AR
I
think,
after
three
weeks
of
having
to
quarantine
or
isolate
and
whatnot,
we
could
really
just
start
tomorrow
and
I
think
also
the
communication
that
they
gave
to
us
about.
This
topic
was
insufficient.
It
was
just
kind
of
a
attacked
on
the
bottom
of
an
email,
two
sentences
saying:
oh,
you
might
not
have
a
season
until
we
tell
you
that
you
have
a
season,
and
I
just
think
that
that's
a
little
as
I
said,
it's
just
an
insufficient
way
of
telling
us
and
letting
us
know.
B
P
B
AS
Hi,
my
name
is
grace
sullivan,
I'm
a
senior
at
boston,
latin
school
and
I
live
in
west
roxbury.
I've
been
in
the
midst
of
the
coveted
outbreak
since
2020
my
sophomore
year
and
now
it's
my
senior
year
and
I'm
almost
18.
now
I've
had
the
privilege
to
have
a
home
with
food
supplies
and
heat
so
coming
on
here
and
today,
and
just
saying
put
online
school
back
would
be
pretty
tone
deaf
in
my
opinion,
but
there's
something
I'm
not
as
privileged
to
have
and
that's
good
health,
I've
known
the
ins
and
outs
of
hospital
building.
AS
Since
I
was
about
16
months
old,
I've
seen
myself
get
more
affected
by
sickness
than
any
of
my
other
friends.
So
I
always
take
precautions
and
that's
not
just
for
the
good
of
all.
That's
because
I'm
terrified,
so
christmas
break
comes
and
goes,
and
I
spend
it
in
my
room
because
I
can't
see
my
friends
and
I
test
negative
before
coming
into
school
by
wednesdays,
I'm
experiencing
stabbing
pains
in
my
stomach
I'm
negative
thursday.
I
have
a
sore
throat
and
I'm
positive.
AS
AS
Now
the
day
I
found
out
I
had
covet,
I
was
sobbing
because
I
didn't
even
know
whether
or
not
I'd
be
going
to
a
hospital
soon,
and
I
know
that
I
can
say
I
didn't
get
covered
from
school,
but
I
didn't
I
went
nowhere
else
and
I
went
on
the
train.
That's
how
I
get
to
school,
because
I
have
two
working
parents
who
can't
drive
me
to
school,
and
I
have
to
sit
next
to
kids,
who
don't
obey,
covet
policies
and
wear
their
masks
under
their
nose.
AS
AS
I
can't
give
it
to
them
and
I
shouldn't
be
getting
it
myself,
because
these
are
not
just
massachusetts.
These
are
not
kids
from
the
united
states,
these
bostonians.
These
are
your
students
and
we
are
dying.
We
are
going
to
the
hospital
and
we
are
scared
for
our
lives,
so
you
have
an
option:
it's
whether
or
not
you
want
to
take
that
decision
and
let
these
kids
keep
being
scared
to
go
into
school
scared
to
get
their
own
education
or
whether
or
not
they
get
to
be
safe.
AS
AH
V
AT
Hi,
my
name
is
anisha
adorno
I
go
to
school
in
boston,
green
academy
in
brighton,
I'm
a
junior
and
boston
academy.
I
feel
like
bps
shouldn't
pause
sports,
because
sports
is
a
serve
of
a
motivation
to
attend
school
and
keep
grades
up
sports
helped
me
keep
my
grade
up
for
me
personally,
because
I
knew
if
I
didn't
have
a
good
grade,
I
wouldn't
be
able
to
attend
cheerleading
track
or
basketball.
AT
We
ourselves
by
wearing
we
keep
ourselves
safe
by
wearing
and
attending.
The
pool
testing
in
my
school
cdc
has
also
just
made
the
recommendation
to
cut
down
the
quarantine
period
from
10
to
5
days
according
to
cdc
director
director,
dr
rochelle
wolfe
scott.
These
updates
ensure
people
can
safely
continue
their
daily
lives.
AT
The
wreck,
court
or
field
is
no
different
than
a
bar
restaurant,
classmate
or
public
transit,
and
me,
in
my
perspective,
I
feel
like
they
shouldn't
pause
sports
also,
because
it
helps
me
a
lot
in
my
school
to
keep
my
grade
up
and
I
really
had
a
bad
attitude
when
I
started
playing
sports.
I
really
it
really
helped
me
to
develop
a
better
positive
attitude
and
it
helped
me
a
lot
as
a
president
and
a
teammate.
Thank
you
for
letting
me
say
my
speech.
AU
Hi,
my
name
is
richard
bova,
I'm
from
the
north
end
and
I'm
a
part
of
the
boston
land
school
hockey
team.
I
appreciate
that
there
has
been
a
date
put
in
place
to
start
athletics
again.
However,
I
prepared
a
statement
tonight
that
I
would
still
like
to
read
when
hearing
the
news
about
the
shutdown
of
sports.
I
was
not
only
disappointed.
I
was
also
enraged
at
the
fact
that
it
seemed
like
bps
is
putting
the
blame
on
athletics
for
the
recent
cases
of
covid.
AU
AU
I
also
thought
that
it
was
very
hypocritical
how
a
third
of
our
school
can
eat
up
eat
at
lunch
mask
list.
Yet
25
of
us
can't
gather
for
an
hour
masked
pool,
tested
and
vaccinated
at
practice
after
school.
This
means
a
lot
to
all
of
us
and
based
on
the
way
that
the
decisions
have
been
made.
It
seems
like
there's
a
lack
of
care
in
7th
and
eighth
grade.
I
watched
my
brother
play
hockey
for
bls
and
it
hurts
now
that
I
don't
have
the
same
opportunity
that
he
had
throughout
my
brother's
career.
AU
B
AV
Am
I
on
yes
good
evening
hi?
My
name
is
lynn
bova,
and
you
just
heard
my
son,
richard
bulba
speak
before
me.
I
had
prepared
something
to
say,
but
with
the
announcement
that
athletics
is
starting
back
next
week,
I
believe
that
you
have
already
considered
the
points
which
I
was
going
to
raise.
I
would,
however,
like
to
say
what
I
plan
to
say
at
the
end
of
the
statement,
which
I
believe
is
still
relevant.
AV
My
son
and
many
other
kids
play
youth
hockey
their
whole
lives
with
the
hopes
and
dreams
of
playing
high
school
sports
for
most
of
these
kids.
This
is
the
last
time
they
will
play
meaningful
sports
in
their
lives,
the
friends
and
relationships
that
they
make
cross
every
color,
race,
religion,
sexual
orientation
and
every
demographic,
every
other
demographic,
the
friends
and
memories.
These
kids
make
are
for
the
for
for
life
and
to
take
this
away
from
them
without
a
good
reason
is
a
shame,
and
it's
very
heartless.
AV
For
some
of
these
kids
sports
are
the
only
reprieve,
the
only
outlet
they
have
in
closing,
I
just
want
to
say
one
more
thing:
when
you're
a
kid
and
a
student
athlete,
you
have
dreams
of
greatness
the
older
we
all
get,
the
more
and
more.
We
realize
that
the
dreams
of
glory
and
stardom
we
have
had,
as
kids
were,
just
that
they
were
only
dreams.
AV
AM
AW
AW
AW
I
appreciate
the
council
for
len
winter
sports
to
resume,
as
I
was
worried
that
I
and
fellow
student
athletes
were
going
to
lose
another
sports
season
in
my
last
last
wrestling
season.
While
I
understand
the
need
for
precautions
and
support
the
measures,
the
city
has
put
into
place
to
limit
the
spread
of
kelvin
19.
I
do
not
believe
that
we
should
completely
lock
down
again.
We
have
already
spent
the
last
two
years
in
lockdown
and
I
believe
it's
time
for
the
city
to
begin
to
move
forward.
AW
AH
AX
I
want
to
see
more
school
grades
because
I
don't
want
to
lose
my
best
friend
and
my
teachers.
They
are
the
they
are
the
best
they
are
the
best.
They
taught
us
a
lot
of
new
things
that
that
that
we
didn't
know
before,
if
it
wasn't
for
the
ph
show
we
wouldn't
throw
things
like
addition,
subtraction,
division
and
multiplication.
AX
AX
It
was
this
way
that
started
it
all,
and
I
don't
want
it
to
end
and
you
have
the
power
to
not
let
it
end,
and
you
also
have
the
power
to
fight
to
fight
for
the
right
at
this
school.
Not
just
this
one
other
ones
too
and
remember
you
have
the
power
to
do
anything
to
do
anything.
If
you
just
believe
in
yourself,
our
friendship
means
everything
to
us
to
us.
So
would
you
want
to
to
break
up
our
friendship?
Thank
you.
AH
B
AB
AB
We
have
good
teachers
and
a
good
principal
and
a
good
principle
in
turn.
People
in
my
school
don't
want
to
leave
their
friends
and
teachers.
The
teachers
at
the
pa
shop
are
special
because
if
we
didn't
have
the
teachers,
we
wouldn't
have
learned
about
number
lines:
division
and
how
to
break
numbers
apart.
AB
The
teachers
have
taught
us
so
much.
I
even
performed
a
frederick
douglass
play
in
the
cafeteria,
and
recently
my
my
class
got
trout
in
our
classroom.
Can
you
imagine
taking
this
away
from
kids
like
me?
Instead
of
having
to
leave
this
school,
I
would
like
a
fourth
grade,
a
fifth
grade
and
a
sixth
grade.
AB
AY
AY
AY
AH
AZ
Can
you
guys
hear
me
yes
good
evening
good
evening?
My
name
is
brenda
ramsey
and
I
am
a
parent
of
a
first
grader
at
the
shaw
and
a
third
grade
alum.
I
also
served
one,
the
parent
council
at
the
shaw-
and
I
am
here
to
do
like
many
of
our
students
and
acts
that
you
guys
seriously
consider
giving
us
a
fourth
or
sixth
grade
additional
grades,
as
well
as
an
inclusion
strand
so
that
our
school
can
grow.
AZ
AZ
AZ
BA
Sorry,
can
you
hear
me
yes,
good
evening
good
evening?
My
name
is
morgan
cohan
and
I
am
the
teacher
librarian
at
the
pa
shaw
elementary
school
in
dorchester.
I
have
been
at
the
shaw
since
its
reopening
in
2014,
through
rigorous
instruction,
inquiry-based
learning
and
family
community
engagement
practices.
BA
We
have
been
working
to
foster
the
relationships
necessary
to
ensure
that
all
shaw
students
are
successful
and
take
ownership
of
who
they
are
where
they
come
from
and
where
they
are
going.
Our
school
is
special
in
so
many
ways,
as
you
saw
our
students
think
meaningfully.
Every
day
they
work
with
teachers
on
project-based
learning
that
enables
them
to
view
concepts
from
the
perspectives
of
diverse
ethnic
and
cultural
groups.
BA
Even
our
youngest
learners
are
making
decisions
on
important
social
issues
and
taking
action
to
solve
them.
As
you
saw
tonight,
we
have
developed
strong
partnerships
with
the
boston,
children's
museum
and
vertex.
We
have
had
award-winning
authors
and
illustrators
come
to
our
school.
We
have
won
numerous
awards
and
grants,
including
being
the
winner
of
the
heart
of
america,
stem
foundation,
transformation
that
will
completely
renovate
our
library
space
in
the
next
few
months.
BA
BA
BB
BB
Her
teacher,
miss
pickup
was
my
daughter's
teacher,
my
daughter
learned
so
much
from
social
skills
and
comprehension,
skills
to
to
learning
how
to
speak
and
be
independent
while
being
a
ph.
Any
concerns
or
worries
were
also
addressed
by
ms
pickup
and
as
well
as
the
principal
herself.
BB
AH
B
B
AH
BC
AF
I
AF
AF
I
So
what
I
would
like
to
offer-
so
you
all
can
consider,
is
that
from,
I
would
say,
january
18th
until
february
vacation,
that
you
would
consider
remote
learning
and
that
would
be
more
appropriate
for
the
students
and
the
schools.
I
So
I
am
sujini
scano
I
live
in
roslindale.
I
have
my
children
in
the
school
and
I
also
I'm
an
active
member
in
my
community
and
I
participate
in
saint
evans.
I
So
I
would
like
to
make
this
intervention
to
let
you
all
know
that
we're
having
many
challenges
right
at
the
beginning
of
the
year,
with
the
covet
situation
that
we're
undergoing
and
we
all
are
very
concerned.
BD
I
I
I
So
my
proposal
is
that
we
should
consider
giving
the
remote
learning
again
bringing
that
remote
learning
like
we
did
before
and
if
we
can
start
this
month
and
perhaps
end
before
the
spring
vacation,
I
think
we
will
mitigate
the
covet
and
the
situation
that
we're
undergoing
with
so
many
problems.
Right
now,.
I
Well,
you
all
know
that
the
omicron
variant
is
very
contagious
and
it
moves
quickly,
and
I
would
also
like
for
the
school
committee
to
cons
to
review
the
attendance
policy.
I
I
think
that
during
this
time,
in
the
families
that
are
undergoing
a
lot
of
pressure
with
the
attendance
you
all
should
consider,
you
know
the
the
suffering
and
the
anxiety
that
the
families
are
going
through.
You
know
and
do
something
about
it.
BD
BE
I
BE
BE
BE
BE
BE
I
Because
you
all
need
to
understand-
and
he
needs
to
understand
our
concerns
about
being
our
staying
healthy
for
our
students,
our
families
and
our.
BE
I
Need
to
make
drastic
decisions
to
control
this
virus
and
stop
it.
BE
I
So,
thank
you
so
much
for
letting
me
speak.
I
hope
you
will
come
up
with
good
solutions
and
thank
you
for
letting
me
speak.
Good
night
have
a
good
night.
BF
BF
H
H
And
I
am
scared
of
sending
her
back
to
school,
because
who
has
been
suffering
for
a
couple
of
weeks
has
been
myself.
BF
H
And
regardless
of
that,
I
got
a
call
from
school
telling
me
that
if
I
did
not,
if
my
daughter
kept
on
missing
school,
they
were
going
to
take
me
to
court.
BF
BF
BF
H
H
Myself
and
other
families
are
requesting
from
you
to
please
help
us
out
with
the
with
the
part
with
these
policies.
B
B
BG
I'm
nancy
lesson:
grandmother
of
four
bps
elementary
school
students,
mother
of
a
bps
high
school
teacher
member
of
mass
kosh
health,
technical
committee
and
of
bps
families
for
coven
safety.
I'm
in
jamaica,
plain
students
go
from
breakfast
to
dinner,
skipping
lunch
afraid
to
remove
masks,
nurses,
struggle
to
care
for
asthmatic
and
diabetic
kids
overwhelmed
with
covered
duties.
BG
They
can't
complete
because
they
have
only
two
hands
and
breaking
hearts:
educators,
home
sick
with
covid,
or
trying
to
manage
lessons
for
those
in
class
and
assistance
for
those
who
aren't
pool
testing
system
too
often
failing
test
and
stay
exploding
for
all
except
the
vaccinated.
Who
can
be
infectious
but
are
barred
from
the
program.
So
they
only
get
tested
by
fears.
They're
infected
and
won't
know
it
masks,
not
always
worn
worn
properly.
Are
not
the
protective
masks
needed
cafeterias
with
unknown
air
changes
per
hour
when
changed
air
is
essential.
BG
Some
classrooms
frigid
from
open
windows,
promoting
ventilation
and
numbness
among
the
coated
and
gloved
auditoriums
filled
with
teacher-less
students
as
educators
are
down
for
the
coven
count.
Everyone
filled
with
fears
of
bringing
disease
home
to
immunocompromised
relatives
or
siblings,
too
young
to
be
vaccinated.
Children's
coveted
cases
now
linked
with
significant
increases
in
types
1
and
two
diabetes.
BG
Parents
broken
by
daily
decisions,
whether
to
send
kids
to
covet
classrooms
or
keep
them
home
with
no
remote
option
or
even
broken.
If
they
have
no
choice,
absences
abound,
including
the
absence
of
equity.
This
trauma
is
not
social
emotional
care
needed
in
this
surge,
nor
valued
education,
young
people
need
and
educators
want
to
deliver.
In-Person
school
is
fueling
transmission,
filling
sick
rooms
and
emergency
rooms.
How
can
those
allowing
this
nightmare
tell
us
this
version
of
in-person
school
is
what's
best
for
our
students
over
the
next
few
weeks
of
the
omicron
surge.
BH
My
eye
on
okay,
great
hi,
my
name
is
samantha
fellaini
and
I
am
a
fifth
grade
teacher
at
the
homes
innovation
school.
Where
I
live
in
dorchester.
I
know
that
not
all
the
issues
that
I
raise
are
directly
controlled
by
the
district,
but
I
raise
them
in
hopes
that
you
will
fight
alongside
us
at
a
state
level.
Right
now
we
are
hurting
educators,
students,
family,
and
we
cannot
continue
to
do
our
jobs
in
these
conditions.
BH
We
need
transparency,
what
is
being
described
to
families
and
potentially
to
you
all,
is
not
what
the
inside
of
a
school
looks
like
right
now.
We
need
significantly
more
access
to
covent
tests
and
we
are
hoping
to
get
more
is
not
sufficient.
My
students
were
pool
tested
monday.
We
were
notified
today,
wednesday,
of
a
positive
result.
We
were
informed
that
they
will
not
be
retested
until
thursday
and
close
contacts
won't
be
identified
and
tested
until
friday.
Sorry,
I
talk
really
fast
won't
be
no.
BH
That
means
an
entire
week
of
active
infection
in
my
classroom
before
families
need
to
be
contacted
via
protocol.
We
need
buildings
with
proper
ventilation,
not
just
mitigation
tactics.
My
students
and
I
wear
winter
coats
all
day
because
we
have
to
keep
our
windows
four
inches
open.
Even
if
schools
were
safe,
the
mantra
in
person
learning
is
best
is
just
false.
BH
Miss
lapera
is
absolutely
correct
that
students
are
either
wasting
their
time
in
schools
repeating
material
because
as
we
catch
kids
up
or
they're
missing
large
chunks
of
instruction,
because
teachers
are
just
done,
we
are
covering
classes
that
are
not
our
own
and
we
are
planning
on
the
weekends
more
than
we
already
do,
and
even
more
to
accommodate
the
massive
shifts
in
learning
because
of
the
insane
levels
of
student
absences
and
we
are
putting
all
hands
on
deck.
It
is
not
sustainable.
BH
Our
students
deserve
teachers
who
aren't
burnt
all
the
way
out,
cancel
all
of
the
tests
cancel
the
evaluations,
cancel
all
of
the
new
new
initiatives,
and
dr
atkins
is
correct.
In
asking
about
mental
health,
one
social
worker
for
school
is
not
even
close
to
sufficient.
We
need
significantly
more
mental
health
supports
for
students
and
staff
because,
frankly,
the
disregard
for
the
health
and
safety
of
our
children
and
staff
is
horrifying
and
mentally
and
emotionally
exhausting.
BH
And
lastly,
we
need
the
flexibility
to
use
the
skills
that
we
have
learned
in
the
last
year,
virtually
or
in
person
and
the
discretion
to
make
those
calls
based
on
our
students,
safety.
We
are
the
ones
on
the
ground
we
take
and
see
the
health
risks
every
day.
If
you
hear
us,
then
listen
if
you're
listening,
then
please
help.
BH
B
BI
My
happy
mike
heischmann
dochester
basia,
my
happy
new
year,
ended
quickly.
On
january
3rd,
I
was
diagnosed
with
coven.
My
partner
prayerfully
will
be
having
her
79th
birthday
next
month.
She
would
like
to
avoid
catching
corona
for
me,
she's
living
in
a
hotel.
While
I
quarantine
alone,
I've
been
testifying
at
every
regular
school
committee
meeting
since
march
2020.
BI
I
have
tested
repeatedly
that
our
number
one
mission
must
be
the
safety
of
our
children
and
the
educational
workers
that
love
and
care
for
them.
In
the
early
months
of
corona,
the
school
buildings
were
shut
down
and
we
shifted
to
remote
learning.
When
the
number
of
covert
cases
went
down,
we
slowly
reopened
the
buildings
with
a
hybrid
model.
BI
The
omicron
most
infectious,
yet
variant
has
recently
exploded.
Never
before
has
there
been
so
many
infections
in
our
community.
Never
before
have
so
many
of
our
children
and
our
educational
work
has
been
infected.
Our
school
buildings
were
fully
reopened.
In
september.
We
have
watched
the
number
of
cases
escalate.
We
have
faulty
and
insufficient
resources.
Safe,
distancing
does
not
exist
in
our
schools.
Some
schools
have
become
super
spreaders.
We
continue
to
send
our
children
into
unsafe
buildings.
The
education
of
our
children
has
suffered
immensely.
BI
Our
national
and
state
government
continues
to
mismanage
the
crisis.
Many
of
us
have
suffered
in
many
lives,
have
been
sacrificed
to
keep
capitalism
moving
forward
may
or
will,
and
the
school
department
are
obstructed
from
making
decisions
that
would
prioritize
the
safety
of
our
children,
our
educational
workers,
to
make
matters
worse.
Many
confused
and
misguided
residents
are
marching
and
demonstrating
against
expert
health
care
advice
and
are
refusing
to
wear
the
mask
and
to
get
vaccinated.
BI
Those
of
us
who've
lost,
not
lost.
Our
sanity
must
protect
the
health
and
lives
of
our
children
and
community
may,
or
will
dr
cacelias
and
you.
The
school
committee
must
immediately
shut
the
school
buildings
down
and
shift
to
remote
learning.
Those
of
us
who
love
our
children
cannot
wait
any
longer
shut
the
buildings
down
now
shift
to
remote
learning,
asap
hurray
for
bisac
hooray
for
our
student
leaders
shut
the
school
down
on
friday.
Thank
you.
BJ
Hi,
my
name
is
matthew
ruggiero.
I
live
in
jamaica,
plain,
I'm
a
teacher
at
charlestown,
high
school
and
a
graduate
of
boston,
public
schools.
BJ
BJ
BJ
Inclusion
done
right
because
the
district
funds
it
not
because
our
staff
sacrifices
to
provide
it.
We
deserve
critically
conscious,
culturally
and
linguistically
relevant
curriculum,
that's
created
by
educators
and
community
with
their
students,
and
we
deserve
all
these
things,
not
as
an
innovation
or
families
that
have
chosen
not
to
attend
a
school
before
we
deserve
it,
because
that's
what's
owed
to
the
students
who
already
attend
charlestown
high.
Thank
you.
AH
B
BK
Good
evening
my
name
is:
go
sasaki
and
I'm
a
teacher
at
the
o'bryant.
The
bpskova
dashboard
last
week
said
that
the
o'brien
had
eight
cases.
I
had
almost
that
number.
Just
in
my
own
classes.
I
hope
bps
updates
the
numbers
to
reflect
the
full
account
of
students
that
have
coveted
soon.
I
also
wanted
to
express
my
concern
about
pool
testing
from
what
I
see
in
articles
and
state
reports.
A
huge
number
of
students
who
are
signed
up
are
not
being
tested.
We
must
do
better.
BK
Today
I
asked
my
students
what
I
should
share
at
school
committee.
The
vast
majority
ask
for
the
option
of
temporary
remote
learning.
Many
students
have
very
mild
symptoms
and
their
learning
is
suffering
because
of
limited
access
to
learning
materials.
They
are
able
and
willing
to
learn
but
struggle
because
we're
not
allowed
to
offer
the
same
online
supports
that
we
did.
Last
year
this
week
some
students
started
returning
and
some
were
overwhelmed.
BK
Several
students
asked
to
temporarily
suspend
penalties
for
late
work
and
make
other
changes
to
reduce
academic
stress,
which
I
urge
bps
to
implement
during
the
search,
particularly
as
we're
approaching
the
end
of
quarter.
Two
many
students
share
that
they
were
worried
about
getting
covered
at
school.
One
worried
about
their
mother
who
had
recent
heart
surgery.
Another
shared
concerns
about
their
new
baby
brother.
Many
asked
for
more
testing
and
better
masks.
Only
a
handful
of
my
students
have
high
filtration
masks.
BK
One
of
my
students
attended
school
with
light
symptoms
last
week,
while
waiting
on
a
test
result
which
came
back
positive
now,
one
of
his
good
friends
is
now
sick.
Access
to
better
mass
may
have
prevented
that
from
happening
when
I
it
to
my
families
that
they
get
high
filtration
mass
for
their
children.
I'd
apparently
respond
that
they
couldn't
afford
the
mass.
I
know
that
that
family
is
not
the
only
one.
BK
I
know
that
bps
is
in
difficult
position
because
of
the
mandates
of
the
state,
but
we
can
do
more
for
our
students
and
families
do
not
stall
and
wait
for
the
surge
to
be
over.
We
can
make
a
difference
now
for
families
for
students
and
not
only
their
physical
health,
but
their
mental
state
as
well.
Please
do
not
hesitate.
Give
out
the
good
mass
make
rapid
tests
available
to
students
mandate
changes
to
support
student
mental
health.
Thank
you.
AH
BL
Good
evening
my
name
is
mary
jabinga.
I
am
a
roslindale
resident
and
I'm
a
teacher
at
boston,
latin
academy,
and
I
am
coming
to
you
this
evening,
exhausted
and
anxious
and
sad
and
angry,
as
all
of
you
must
be
because
this
has
been
a
very
long
ride
for
all
of
us,
and
I
know
that
a
lot
of
effort
is
being
made
in
a
lot
of
directions.
BL
Herculean
efforts,
I'm
just
very
afraid
that
we
are
making
some
efforts
in
the
wrong
direction
and
I'm
asking
that
we
step
up
and
have
the
courage
to
take
the
correct
measures
that
we
know
are
right.
This
committee
has
taken
some
steps
towards
fighting
for
equity
in
exam
school
admissions
and
taken.
Some
really
courageous
stands
in
that,
and
I
need
us
to
take
that
type
of
courage.
Again.
BL
BL
One
of
the
committee
members
raised
their
families
that
are
interpreting
our
policy,
as
as
what
is
on
paper
where
they
can
find
it
easily
and
not
with
the
newest,
updated
one
that
is
harder
to
find
is
right.
Now
we
are
choosing
to
follow
the
guidance
of
deci,
and
we
know
that
that
guidance
is
wrong
and
we
know
that
that
guidance
is
inequitable,
and
you
know
that
that
guidance.
We
all
know
that
that
guidance
is
harming
us.
BL
What
we
need
in
this
moment
is
the
courage
that
we
see
the
students
taking
right
now,
in
speaking
out
against
policies
that
are
not
for
us.
We
were
not
provided
the
ppe
that
we
were
supposed
to
be
provided.
We
were
not
provided
with
with
appropriate
measures
from
cic.
That
has
been
a
disaster
since
its
start,
and
we
were
not
provided
with
the
means
to
give
distancing
to
our
students
and
instead
of
arguing
against
that,
what
we
have
done
instead
is
to
facilitate
it
and
to
tell
our
families
it's
okay.
BL
When
we
tell
our
families
school
is
open,
our
families,
trust
us
and
believe
us,
and
we
are
abusing
that
trust.
That's
why
we
have
so
many
confused
students
saying
why
can't
we
have
athletics,
because
school
is
open.
Why
can't
we
have
athletics,
because
we
go
to
lunch
and
sit
without
distancing.
We
are
confusing
our
families
and
our
students
and
forcing
them
into
unsafe
conditions,
and
we
do
not
have
a
plan
for
all
of
the
teachers
and
students
who
are
coming
back
with
long-covered
or
lingering
symptoms
who
are
going
to
be
living.
BM
BM
I
feel
as
though
it's
unfair
that
the
schools
are
open
right
now
and
there's
people
working
from
home,
and
I
heard
the
governor
and
everyone
talking
about.
Oh
how
we
don't
have.
We
don't
want
all
these
people
in
the
offices
because
they
want
to
sell
coke,
put
down
or
lower
the
cases,
but
yet
and
still
it's
like
6
000
or
more
army
crime
critics.
That's
going
on.
People
are
sick
in
the
hospital.
BM
I
do
have
a
disability.
I
have
grandkids
that
have
asthma.
Some
some
have
covert
some
don't
but
we're
all
stuck
at
home.
Together.
I
have
to
take
care
of
all
of
them.
I
don't
know-
and
it's
like
hard,
because
there's
some
that's
sick-
that
you
can't
be
that
you
have
to
be
around
there's
some.
That's
not
sick
that
you
have
to
work
with
when
you
don't
even
have
you
know
the
ability
to
do
it?
BM
I
do
have
a
little
bit
of
support,
but
the
thing
is:
I'm
still
here
with
these
children,
what
if
they
come
up
with
something
and
they
also
go
back
to
school?
It's
like
rough.
It's
a
really
rough
situation,
and
you
say
180
days
the
kids
supposed
to
be
in
school.
My
grandchildren
have
been
out
of
school
for
a
while
that
this,
my
like
the
18th
day
and
there's
no
school
help.
You
give
them
paperwork
and
a
chromebook,
and
then
you
expect
for
them
to
know
what
to
do.
BM
BM
BM
AH
B
BN
BN
BN
BN
BN
AH
B
BO
Good
evening
I
am
hi,
my
name
is
dossier
morales.
I
am
a
bps
parent.
BP
But
I
came
on
today's
meeting
because
I'm
an
active
parent
and
I
really
care
about
the
education
of
my
child
and
and
everybody's
children,
but
I
do
also
as
a
person
in
the
medical
field
that
is
friends
with
a
whole
bunch
of
doctors.
BP
My
colleagues
are
doctors,
and
I
know
that
we
are
living
a
public
health
emergency
and
the
health
and
well-being
of
us
and
our
children
is
at
stake,
and
I
think
that
the
school
should
be
closed
until
we
get
proper,
proper
guidance
to
deal
with
this
surge,
because
it's
not
funny
and
it's
not
okay.
I
hear
people
complaining
about
sports
and
other
things
that
doesn't
have
to
do
with
with
health
and
well-being,
and
I
care
about
my
daughter
and
I
care
about
everybody
else's
health
and
well-being
every
day.
BP
So
I
think
that
the
school
should
be
closed
until
every
everybody
gets
everything
together
and
people
should
know
how
to
handle
their
children.
They
had
them.
BP
I
know
how
to
teach
my
child,
she
was
doing
good
remotely
and
the
elliott
schools
in
in
an
excellent
school,
and
I
my
hats
off
to
their
teachers,
and
I
hope
the
the
the
superintendent
hears
me,
but
our
our
health
and
well-being
is
at
stake,
and
people
want
to
get
mad
about
being
told
no
about
some
kind
of
meetings
that
doesn't
have
to
do
with
people's
health
and
well-being.
How
about
people
that
get
calls
of
their
relatives
being
dead.
AH
B
AH
BQ
BQ
If
you
saw
the
editorial
in
the
boston
globe
on
monday,
there
was
an
analysis
of
the
data
statewide
about
covid
and
alan
geller
wrote
that
there
were
50
000
cases
statewide,
leading
up
in
the
two
weeks
to
january
5th,
of
covid
in
boston.
There
were
over
two
thousand
student
cases
of
covid
and
the
true
number
is
much
higher.
BQ
On
an
average
week,
most
districts
didn't
participate
in
pool
testing.
In
an
average
week,
only
19
of
students
were
participating
in
pool
testing.
Nor
did
this
number
include
the
home
rapid
antigen
tests,
so
we
know
that
there
are
so
many
families
being
affected
by
covid
right
now
and
we're
learning
that
covet
is
even
worse
than
we
thought.
Not
only
can
there
be
long
covid,
but
children
who
develop
covid
are
at
risk
for
diabetes
and
that
data
just
came
out
this
week
too.
The
efforts
to
protect
our
children,
our
staff
and
families
have
not
been
enough.
BQ
BQ
The
the
expertise
on
masks
and
prevention
has
been
lacking,
so
there
are
a
number
of
things
we
have
to
do.
If
we
want
to
keep
schools
open,
you
have
to
improve
access
to
vaccinations.
BQ
AH
B
B
BR
I'm
sorry
I
for
the
technical
difficulties,
I'm
I'm
jeb
banks
and
I'm
the
dad
of
two
bps
student
athletes,
and
I
too,
I
am
going
to
amend
my
comments
this
evening,
based
on
the
news
that
sports
are
going
to
begin
next
week.
I
want
to
provide
some
brief
perspective
on
why
folks
may
seem
upset
about
the
closure
of
sports
boston.
Public
schools
is
one
of
the
only
organizations
in
the
state
and
in
the
country
to
have
a
uniform
closure
for
as
long
as
it
has
of
sports.
BR
BR
Shutting
down
sports
is
a
mistake
for
too
many
reasons
that
I
have
a
lot
of
time
tonight
to
explain
I'll
close
tonight
by
saying
that
the
communication
during
this
process
was
vague
at
best,
and
this
is
unacceptable.
Parents
have
the
right
to
know.
What's
going
on
any
questions
that
we
asked
about
how
the
athletic
environment
is
different,
with
respect
to
transmissibility
of
covid
than
the
classroom
than
a
school
bus
or
even
a
restaurant
were
met
with
silence,
the
kids
are
ready
to
play.
Stop
the
delays,
let
them
play
now.
Everybody
else
is.
Thank
you.
BS
Good
evening
and
thank
you
for
the
opportunity
to
speak
to
the
committee
this
evening,
catherine
brady,
I'm
a
mom
of
three
and
live
in
charlestown,
one
bps
grad
and
two
current
ninth
graders
at
charlestown
high,
I'm
here
to
talk
to
you
about
the
proposal
that
you
will
consider
next
week
to
close
charlestown
high
and
open
an
innovation
school,
and
I
want
to
strongly
urge
you
to
vote
that
proposal
down
for
a
couple
of
reasons.
BS
As
was
mentioned
earlier,
it
was
developed
with
a
lack
of
transparency
and
input
from
the
community
and,
as
a
result,
it
missed
really
what
I
see
as
the
magic
that
has
happened
at
charlestown
high.
My
younger
sons
went
from
being
discouraged
about
school
to
engage
advocating
for
themselves,
and
really
one
of
them
in
particular,
went
from
saying
that
math
was
his
least
favorite
subject
to
now,
just
in
the
short
time
that
they've
been
in
school
to
saying
that
it
is
again
his
favorite
subject.
BS
Secondly,
the
model
that
they're
proposing
as
a
replacement,
really
alarms
me
and
as
somebody
that
has
parented
a
child
through
an
exam
school
I
and
then
had
to
find
and
advocate
for
an
option
for
my
younger
sons
who
needed
something
different.
I
firmly
believe
that
we
need
better
options
for
all
students
across
boston
public
schools.
The
model
that
they're
proposing
is
not
it
it
will.
BS
What
it
will
create
is
a
high
school
that
will
be
fed
from
three
elementary
schools
in
the
city,
elementary
schools,
that
really
don't
represent
the
majority
of
the
population
in
the
city
and
finally,
it
will
be
supported
or
they're
proposing
that
it
be
supported
by
a
non-profit
that
we've
researched
has
shown
that
non-profits
that
fund
one
school
really
just
elevate
that
school
at
the
expense
of
the
system
as
a
whole.
So
I
encourage
you
to
vote
the
proposal
down.
Thank
you.
BT
Hi,
my
name
is
susie
mclean,
I'm
a
teacher
in
boston,
public
schools,
and
I
am
here
tonight
to
talk
about
something
that
is
continuing
in
boston,
public
schools.
But
I
first
wanted
to
just
give
a
shout
out
to
miss
rafi,
planco
garcia,
who
worked
a
lot
with
me
at
orchard,
gardens
on
a
lot
of
wonderful
family
stuff,
and
this
is
the
first
public
comment
I've
been
to
since
she's
been
on
school
committee.
So
I'm
really
glad
that
she
is
here
working
along
with
the
rest
of
you.
BT
So
what
began-
or
I
guess
continued
this
past
saturday-
was
a
program
called
freedom
dreaming
and
it
is
a
program
that
has
as
its
goal
to
be
a
movement
of
educators,
students,
families
and
communities
using
theory
and
practice
of
really
great
educators
and
people
from
the
community
to
create
better
schools
and
better
systems
for
our
students
and
the
community.
BT
And
so
it
started
last
saturday
10
to
12
on
zoom.
We
kicked
it
off
with
bps
parent
educator
and
alum
alicia
wetterburn
who's.
Also,
a
science
coach
and
evelyn
larose,
a
science
coach
talking
about
high
quality,
stem
education
and
being
culturally
responsive
and
teaching
stem
with
an
equity
lens.
Our
next
one
will
be
on
saturday
february
5th,
also
at
10
a.m,
on
zoom
and
that
one
will
feature
sharon
hinton
from
black
teachers
matter
and
dr
tony
vandermeer
from
umass
boston.
They
will
be
talking
about
resistance,
rebellion,
resilience,
redemption
reparations,
restoration
and
rest.
BT
What
we
are
as
a
people
use
to
survive
and
thrive
despite
the
oppression
and
equality
and
isms
of
life
presented
by
us,
and
so
I
just
wanted
to
put
that
out
there.
There
will
be
more
information
coming.
I
wanted
to
say
thanks
to
dr
eccleston
and
mr
palumbo
and
miss
camillo
for
getting
the
word
out
about
that,
and
we
invite
all
educators
and
families
and
community
members
to
it.
Thank
you.
BU
Okay,
good
evening,
my
name
is
andy:
grow,
I'm
from
charlestown,
I'm
the
father
of
two
students
at
boston,
latin
school,
a
high
school
senior
and
freshman,
and
I'm
here
tonight
to
make
my
case
on
behalf
of
the
student-athletes
of
bps
for
the
immediate
reinstatement
of
team
sport
activities,
and
I
do
this
for
its
impact
on
the
total
health
and
wellness
of
our
kids
for
background.
BU
BU
I've
seen
firsthand
the
positive,
the
measurable
impact
of
competing
in
athletics
and
what
it
has
on
their
development
as
an
important
supplement
to
their
classroom
activities.
Some
things
include:
learning,
commitment
and
hard
work,
teamwork
and
working
with
others,
discipline
time
management
sportsmanship,
as
well
as
the
mental
and
physical
health
benefits
of
being
active.
That
includes,
and
it's
more
appropriate
now
than
ever
maintaining
a
strong
immune
system,
and
it
also
provides
a
face-to-face
social
outlet
in
the
context
of
bps
athletics.
BU
AM
BU
Suggests
this
variant
poses
minimal
risk
for
serious
illness,
and,
while
the
infections
are
rising,
the
number
of
hospitalizations
of
with
covid
not
from
is
being
examined
and
manageable,
as
well
as
the
death
rate.
This
won't
be
the
last
variant
we
have
to
live
with,
and
the
high
immunization
rates
make
this
a
manageable
disease.
BU
Even
such
all,
our
student
athletes
are
already
adhering
to
the
strict
and
regular
protocols
the
teams
the
teams
have
proven
they
can
successfully
navigate
through
these
steps,
as
evidenced
through
the
past
seasons,
leading
up
to
this
time.
Last
year,
as
noted
before,
other
schools,
colleges
and
professional
teams
within
boston
are
competing
through
relaxed
guidelines,
as
well
as
the
miaa
and
other
school
districts
in
the
state
and
across
the
country.
BU
AH
B
BV
Hi,
can
you
hear
me
yes
good
evening
hi,
my
name
is
katie
cursey.
I
am
a
west
roxbury
resident
and
a
parent
of
a
k2
student
at
the
kilmer,
I'm
speaking
tonight,
to
advocate
for
remote
schooling
for
the
students
in
boston.
It's
time
that
we
defy
the
state's
mandate
on
in-person
learning
and
go
remote,
I'm
not
asking
for
a
permanent
return
to
remote
learning.
Instead,
an
emergency
solution
during
this
current
surge
of
cases
to
protect
the
people
of
our
city,
especially
our
children.
BV
Up
until
this
past
summer,
I
taught
special
ed
for
bps
for
12
years
I
had
to
make
the
difficult
decision
to
resign,
because
I
have
a
three-year-old
son
who's
high
risk
for
copic
complications,
and
I
felt
I
couldn't
keep
them
safe.
If
I
was
going
into
a
classroom,
I
know
that
there
are
staff
members
who
have
high
risk
loved
ones
and
they
worry
every
day
about
exposing
them
to
coped.
BV
Please
defy
the
state's
mandate
on
in-person
learning
and
allow
a
remote
option
for
students
and
staff
in
boston,
I'm
so
grateful
for
all
the
staff
supporting
students,
especially
the
amazing
staff,
at
the
kilmer,
where
my
daughter
is
thriving.
My
husband
and
I
decided
not
to
send
her
back
to
school
after
winter
break.
She
hasn't
been
back
since
christmas.
BV
The
risk
of
her
bringing
home
to
covet
her
at-risk
brother
is
too
great
a
risk
for
our
family
to
take
on
right
now
having
to
weigh
the
our
daughter's
social
and
academic
needs
versus
our
son's
potential.
Health
complications
has
been
extremely
difficult
for
our
family.
Please
defy
the
state's
mandate
on
in-person
learning
and
allow
a
remote
option
for
the
students
in
boston.
BV
BV
His
pediatrician
advised
me
to
reject
the
classroom
placement
on
his
iep,
because
the
risk
of
him
catching
covet
and
developing
serious
conditions
is
so
high.
As
a
special
ed
teacher,
I
know
how
important
it
is
for
him
to
get
services
now
as
a
three-year-old,
but
I
also
know
that
the
skills
he
gains
in
the
classroom
will
mean
nothing
if
he
catches
covid
and
ends
up
on
a
ventilator
or
god
forbid.
Worse.
BV
If
the
remote
option
available,
he
could
get
the
services
he
desperately
needs,
and
the
many
special
education,
ell
students
and
other
students
with
high
needs
would
have
a
safe
place
to
learn
while
their
peers
access
instruction
remotely,
please
it's
time
to
divide
the
state
mandate
on
in-person
learning
and
allow
a
remote
option
for
the
students
in
boston.
Thank
you.
BW
Hello
hi,
my
name
is
anna
shapiro.
I
am
a
7th
and
eighth
grade
science
teacher
at
charlestown,
high
school
and
I'm
also
an
advisor
for
our
student
government.
BW
BW
BW
Many
pointed
out
that
they
live
all
over
the
city
in
east
boston
and
roxbury
they're
having
to
wake
up
really
early
to
get
to
school
at
7,
30
and
the
7
a.m.
Start
would
be
worse.
It's
already
pointed
out
to
them
that
this
new
plan
might
not
actually
be
designed
for
with
them
in
mind,
even
though
they
are
technically
guaranteed
a
spot.
If
the,
if
the
proposal
would
go
through,
they
also
pointed
out
that
ending
at
5
pm
would
involve
them
traveling
home
in
the
dark
and
again
these
are
sevens
and
eighth
graders.
BW
They
also
cited
like
that.
Their
mental
health
needs
were
not
going
to
be
met
by
this
proposal
and
that
they
need
to
have
some
time
to
have
lives
after
school.
It
was
not
lost
on
any
of
my
students
that
they
were
their
opinions,
weren't
solicited
by
the
people
who
wrote
the
proposal
and
that
the
people
who
wrote
the
prospectus
were
not
currently
part
of
the
charlestown
high
school
community.
BW
The
other
piece
of
the
proposal
that
students
wanted
me
to
talk
about
is
that
the
proposal
includes
firing
all
current
teachers
to
re-hire
new
ones
or
to
have
invite
everyone
to
reapply
to
the
jobs.
Students
said
that
the
connections
they've
made
with
their
teachers
are
important.
They
really
want
to
be
able
to
visit
and
continue
to
be
connected
to
them.
Throughout
the
712
experience,
our
students
are
brilliant.
Their
voices
should
be
centered
in
decisions
for
our
school.
Thank
you
for
your
time.
AH
BX
BX
BX
Now,
with
the
omicron
surge,
we
are
also
calling
on
bps
to
provide
better
quality
masks
for
all
students,
such
as
kf-94s.
We
appreciate
steps
bps
has
taken
on
some
of
these
pieces,
but
there
are
still
many
problems.
Testing
and
other
systems
are
not
working
to
keep
students
and
families
safe.
For
example,
we
know
of
several
schools
that,
as
of
monday,
have
not
received
results
from
their
pool
testing
from
last
week.
BX
Yeah
and,
in
addition,
bps,
is
drastically
underfunding
the
shift
to
school-based
contact
tracing
and
setting
it
up
for
failure.
Like
all
of
you,
we
recognize
that
pivoting
to
remote
should
be
a
last
resort.
However,
in
light
of
the
omicron
surge
and
the
broken
testing
in
other
systems,
we
call
on
the
mayor
and
bps
to
pause,
in-person
learning
for
a
short
period
of
time,
such
as
two
weeks,
so
that
these
systems
can
be
fixed.
BX
We
know
that
the
state's
rules
are
often
roadblocks,
but
please
know
there
are
families,
public
health
professionals,
state
legislators
and
others
who
are
urging
the
state
to
change
their
policies,
mayor
wu,
superintendent,
caselias
and
the
school
committee.
We
will
support
you
to
stand
up
to
the
state.
Thank
you.
AH
AL
BY
BY
Although
there
may
be
light
at
the
end
of
the
tunnel
and
bps
leaders
may
believe
you
have
been
doing
a
good
job.
Students,
families,
nurses,
educators
and
other
staff
are
now
at
a
time
of
crisis
and,
like
dr
cresselia
said
much
uncertainty
nurses
are
burned
out,
but
it
shouldn't
have
to
be
this
way.
BY
Who
already
have
you
know,
trouble
accessing
a
quality
education
until
better
systems
are
put
in
place?
It
is
time
to
activate
a
circuit
breaker
to
reduce
in-school
transmission
and
put
a
pasta
in
personal
learning
until
we
can
make
these
systems
work
and
we
increase
access
to
vaccines.
BY
We
are
in
crisis
because
of
faculty
planning,
not
because
parents
are
sending
in
their
kids
to
school.
Sick
basia
also
stands
in
solidarity
with
the
pa
shah
community,
like
the
shah
community
on
november
3rd.
I
came
before
this
community
to
speak
about
the
concerns
to
the
before
this
committee
to
speak
about
the
concerns
myself
and
parents
from
mendel
and
sumner
had
about
not
being
part
of
the
sixth
grade
in
expansion.
BY
In
particular,
we
asked
that
you
protect
our
schools
from
financial
consequences
for
enrollment
disruptions
next
year
and
given
the
unique
circumstances
that
we
were
facing,
we
explained
that
had
how
that
would
allow
us
to
engage
in
the
process
from
a
place
of
trust
and
confidence.
Once
again
that
trust
and
confidence
has
been
broken.
There
has
not
been
funds
allocated
for
us
to
support
the
four
additional
classrooms
that
are
going
to
be
added
to
our
school.
This
is
despite
esser
funding.
BY
Despite
soft
landings,
we
are
set
to
lose
about
four
hundred
thousand
dollars
in
our
budget
and
a
paraprofessional.
This
is
a
school
that
is
already
understaffed.
We
are
struggling
and
we
ask
that
you
adopt
a
no
harm
policy
when
it
comes
to
budgets
when
there
is
decline
in
enrollment
in
our
schools.
BY
Baja
requests
that
the
school
committee
commit
to
unnecessary,
commit
to
no
unnecessary
disruptions
to
any
student
or
learning
community
until
there
is
at
least
one
year
of
steady
learning
again,
there
should
also
be
a
pause
to
in-person
learning
until
we
could
get
systems
that
work
in
place.
Thank
you
thank.
B
BZ
Hi,
my
name
is
nancy
manucci,
I'm
a
parent
of
two
kids
at
bls.
B
Would
you
please
I'm
sorry
to
interrupt?
Could
you
please
turn
on
your
camera
for
us
there
you
are
thank.
BZ
I'm
very
confused
as
to
why
we
are
at
a
point.
In
january
with
the
windows
open.
I
haven't
heard
of
any
school
every
person
I've
talked
to
throughout
the
state.
Schools
windows
are
not
open.
We
had
more
money
than
we've
ever
had
to
fix
our
ventilation
systems.
It
is
january,
two
years
later
and
we
haven't
fixed
it.
We
haven't
fixed
the
problems
that
we've
had.
I
I
don't
understand
the
planning
here.
BZ
I
have
videos
of
the
rainy
storm
in
september,
where
the
kids
desks
are
full
of
water.
It's
it's
not
acceptable.
The
wind
was
blowing,
the
windows
are
open,
the
kids
are
gonna
catch,
don't
even
have
to
worry
about
cover
they're
gonna
catch
pneumonia.
It's
freezing!
I
don't
understand
what
the
money
was
spent
on
like.
BZ
AH
BZ
We're
not
we're
we're
sending
a.
We
don't
want
kids
in
boston,
that's
how
I
fail
as
a
parent.
You
don't
want
families
anymore
and
that
bps
isn't
doing
what
it
should
be
doing
to
keep
families.
Thank
you.
B
CA
Hi,
okay,
I
guess
you
can
hear
me
and
see
me
at
this
point.
My
name
is
jennifer
gordon.
I
am
a
resident
of
brighton
and
I
am
a
parent
of
two
boys
who
are
track.
Team
athletes
at
the
o'brien
school
you've
already
heard
a
lot
about
athletics
at
this
point,
and
I
was
very
glad
to
hear
that
the
schools
have
relented
on
their
rather
ills
considered
decision
to
disrupt
sports,
I'm
speaking
very
slowly.
For
the
sake
of
the
the
interpreter,
I
know
she's
getting
very
tired
at
this
point.
CA
I'm
bothered
to
hear
that
there's
going
to
be
a
continued
delay
for
competitions.
Look,
my
kids
are
track,
kids,
they
they
were
very
disappointed.
CA
When
the
announcement
came
out
on
the
23rd
of
december
saying
that
sports
were
going
to
be
suspended,
they
had
worked
hard
to
qualify
for
some
competitions
that
were
happening
over
the
winter
break,
competitions
that
their
peers
in
suburban
schools,
well-resourced,
peers,
were
able
to
compete
in
there's
an
equity
issue.
Here
you
know
the
the
the
kids
need
to
be
able
to
compete
for
the
sake
of
being
able
to
access.
Not
only
that
sort
of
sense
of
satisfaction.
CA
You
get,
but
also
the
ability
to
compare
yourself
against
the
kids,
who
are
extremely
well
resourced.
CA
CA
But
one
thing
I
haven't
heard
is
the
way
that
being
in
competition
gives
you
access
to
be
able
to
be
seen
by
college
coaches-
and
you
know,
yeah,
let's
be
realistic
track
is
not
going
to
be
some
sort
of
full
scholarship
to
schools
by
any
stretch,
but
my
kids
are
both
over
four
o's
and
and
they'd
like
to
be
able
to
have
a
shot
at
it,
and
you
all
know
how
student
works.
CA
You
all
know
how
compound
interest
works,
every
dollar
counts,
but
unless
they
are
competing,
they
can't
they
can't
be
posting
times
that
are
validated.
They
can't
be
running
against
the
urban
kids,
who
are
getting
all
of
the
chances
all
of
the
visibility
and,
frankly,
all
the
resources
excuse.
CA
CB
Hi,
can
you
hear
me
yes
good
evening,
hi
good
evening?
Sorry,
I'm
just
going
to
one
second
was
on
my
phone
as
well.
CB
We
cannot
continue
to
allow
our
children
to
suffer.
Students
need
to
be
in-person
learning
receiving
services,
hot
meals,
social
and
emotional
support
connections
with
other
children,
teachers
and
staff.
Bps
students
cannot
afford
any
more
social,
emotional,
mental
health
and
learning
gaps.
They
simply
cannot
the
majority
of
bps
students
do
not
have
a
parent
or
caregiver
who
can
stay
home
with
them
to
make
sure
they
are
logged
on
safe
and
supervised?
They
don't
you
know
it,
and
I
know
it.
CB
Middle
school
and
high
school
students
are
in
crisis,
not
my
words,
but
the
words
of
bps
administrators
staff
and
teachers.
The
damage
that
has
been
done
to
students
from
over
18
months
of
remote
learning
cannot
be
undone,
do
not
perpetuate
the
damage
by
canceling
sports
clubs,
extracurricular
activities
and,
most
importantly,
by
going
back
remotely.
We
need
to
move
forward.
We
need
to
get
back
to
some
normalcy
and
consistency
for
students.
We
need
to
show
up
for
these
kids.
We
need
to
show
up
for
this
generation
of
bostonians.
CB
AH
V
CC
Good
evening
how
you
doing
thank
you,
everyone
for
this
opportunity.
My
name
is
hugh
coleman.
I
am
currently
the
head
boys,
basketball,
coach
at
charlestown
high
school.
I
am
also
the
culture
and
climate
coordinator
at
charlestown
high
school.
I
am
born
and
raised
here
in
boston.
I
lived
here
my
entire
life
44
years
for
38
of
those
years,
I've
been
a
part
of
the
boston
public
schools.
As
a
student
high
school
graduate
went
on
to
college.
I
started
my
career
20
years
ago.
CC
This
is
my
20th
year
in
the
district
at
charleston
high
school.
I
am
speaking
I'd
like
to
speak
on
a
few
elements
that
were
brought
up
here
tonight,
mainly
this
idea
around
equity
inclusion
and
choice.
I
know
that
superintendent
and
school
committee
and
the
powers
that
be
they
all
have
to
make
very
difficult
situations.
CC
The
theme
that
I
heard
consistently
tonight
from
folks
is
that
they
do
not
feel
like
they
were
included
in
the
decisions
that
were
made
made
the
decisions
that
were
made
for
so
many
don't
feel
equitable
and
it's
not
fair.
Obviously,
one
thing
has
to
do
with
sports,
and
you
know
us
being
in
boston
and
other
folks
around
other
districts
around
us
being
allowed
to
play
and
participate
in
a
safe
manner
and
assuming
that
we're
not
able
to
do
so.
CC
That
has
not
felt
very
fair
to
the
student
athletes
or
the
families
in
person
versus
remote
options.
There
have
been
families
on
one
side
that
like
to
be
remote
and
others
that
like
to
be
in
person
because
of
the
mental,
social
and
well-being
of
of
individuals
on
both
sides.
However,
it
doesn't
feel
like
there's
been
much
inclusion
or
equity
on
either
side.
CC
And,
lastly,
I'd
like
to
quickly
speak
about
the
vaccine
mandate
for
folks
who,
for
whatever
reason,
whether
it's
religious,
medical
or
personal
who
are
not
vaccinated,
are
on
the
verge
coming
this
friday
and
saturday
of
potentially
losing
their
jobs,
such
as
myself,
who
have
been
a
member
of
this
community,
his
entire
life,
and
have
done
everything
in
his
power
to
educate,
mentor,
motivate,
inspire
and
educate
the
youth
and
the
families.
CC
And
you
have
placed
folks
in
a
very
hard
position
between
being
stuck
between
a
rock
and
a
hard
place
of
making
a
choice
between
doing
what's
best
for
their
families
like
having
a
job
and
feeding
them
or
coming
to
work
and
trying
to
support
those
folks.
CC
AH
CD
Hello,
it's
taking
some
time.
It's
I'm
sorry.
It
took
some
time
to
to
connect.
I've
been
listening
to
the
entire
proceedings.
Thank
you
so
much.
My
name
is
patrick
keating.
My
daughter
attends
the
john
d
o'brien
and
we
live
in
dorchester.
CD
Boston
public
school
student
athletes
have
endured
almost-
I
think,
it's
18
months
of
shut
down
prior
to
this
there's
a
lot
of
benefits
to
sports,
and
I
you
know
this
fitness
socialization,
but
I
want
to
talk
about
the
opportunity
to
leverage
athletic
performance
for
college
admission
to
utilize
this
opportunity
with
college
admission,
students
need
documented
metrics,
mild
times,
yard
runs,
completed,
passes,
goals,
scored.
AH
CD
And
was
cited
by
the
boston
public
health
commission.
I
have
three
questions
number
one:
what
are
other
school
districts
doing
to
keep
their
athletes
open?
That
bps
is
not
I'm
going
to
say
that
again
one.
What
is
other
school
districts
doing
to
keep
their
athletics
open?
That
bps
is
not.
I
see
buses
still
dropping
off
students
from
around
the
state.
CD
The
reggie
lewis
track
in
roxbury,
which
is
on
the
same
block
as
the
john
d
o'brien,
where
my
student
attends
and
athletics
is
shut
down
number
two:
why
was
there
zero
effort
to
reduce
risk
before
the
shutdown
as
miss
lopera
and
the
cambridge
school
district
has
issued
con
mandates
for
vaccines
and
the
fda
is
authorized,
mr
keating,
five
plus?
No,
I'm
not
done
yet.
I'm
not
done,
I'm
actually
not
done
and
number
three.
CD
AH
CD
A
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.
Our
first
and
only
action
item
this
evening
is
grants
for
approval
totaling,
one
hundred
four
thousand
one
hundred
and
twenty
dollars
I'll
now
open
it
up
to
the
committee
for
questions
and
comments.
D
Thank
you,
chairman
robinson.
I
believe
one
of
the
pieces
that
is
listed
on
there,
just
in
terms
of
receiving
for
grants,
is
around
esser,
and
so
I
was
wondering
the
last
time
that
esther
information
was
brought
before
the
committee.
There
were
some
outstanding
questions
related
to
where
we
were
with
disbursement
on,
be
it
sr1,
etc,
and
so,
especially
specifically
around
the
schools
and
their
allotment,
and
so
it
would
just
be
helpful
to
just
get
a
little
bit
of
an
update
on
where
we
are
with
esther
pieces.
F
Good
evening
my
name
is
dr
evan
mccree,
I'm
the
director
of
grants
and
external
funds.
The
information
you
are
looking
at
is
only
for
as
a
21s3
for
city
of
boston
to
approve
it,
so
we
will
be
able
to
upload
the
budget
lines.
Someone
is
completed
and
that
was
since
2019-2020
and
that
grant
ended.
The
end
of
december
of
2021.
F
X
I
can
share
miss
leperen.
We
could
get
you
a
a
better
detail
from
what
has
happened
over
christmas
break
for
the
final
schools
that
are
receiving
their
esser
funding,
86
percent
of
schools.
That's
97
schools
have
been
approved
in
the
required
rounds
of
two
and
three
and
all
school
plans
are
shared
in
our
public
report.
Out
of
the
remaining
schools,
one
school
is
not
yet
submitted
and
we're
working
diligently
with
this
school.
E
CC
L
B
E
A
A
A
Thank
you.
Our
first
report
this
evening
is
a
presentation
on
the
homelessness
education
resource
network,
also
known
as
hearn
at
this
time.
I'd
like
to
invite
brian
marks
senior
director
of
opportunity
youth
to
please
present
this
report.
First,
I'd
like
to
invite
the
superintendent
to
provide
opening
remarks.
X
Well,
thank
you
so
much.
Madam
chair.
I
know
that
last
committee
meeting
you
had
said
that
you
wanted
to
have
a
little
bit
more
in-depth
information
about
the
work
that
we
are
doing
with
hearn
and
our
incredible
partners
that
we
have
at
higher
ground
as
well,
and
I'm
certain
that
brian
marks
will
speak
to
that.
He
just
does
such
a
wonderful
job
with
our
families,
as
you
saw
earlier
with
his
update
on
attendance
as
well
so
excited
to
have
him
present
to
you
and
then
we'll
take
questions.
Afterward.
AA
All
right,
thank
you
so
much,
madam
chair,
the
members
of
the
boston
school
committee
and
dr
cecilia's
for
the
opportunity
to
present
this
evening.
As
dr
casilis
mentioned,
I
I'd
like
to
provide
an
update
and
overview
of
the
important
work
that
we're
doing
to
support
our
precariously
housed
students
through
our
homeless
education,
resource
network
or
hearn.
AA
We
have
a
committee
known
as
our
hearn
community
coordination
council.
That's
made
up
of
diverse
stakeholders,
members
of
the
community
experts
in
the
area
of
homelessness
and
housing,
insecurity
that
help
us
put
together
our
strategic
vision
and
strategic
plan.
We
review
this
on
an
annual
basis
to
see
if
we're
meeting
our
objectives
and
intended
outcomes-
and
we
updated
every
three
years
and
a
key
part
of
that
is
also
making
sure
that
it's
aligned
with
the
overall
district
strategic
vision.
AA
So
in
terms
of
our
goal,
we
want
to
ensure
that
we
have
the
human
and
resources
capacity
to
respond.
Meaningly
meaningfully
to
students
experiencing
homelessness,
putting
each
student
on
a
clear
path
to
academic
success
and
key
to
this
is
our
mission
to
connect
schools
and
families
to
the
right
resources
and
training.
So
students
experiencing
homelessness
are
not
defined
by
it,
but
have
the
capacity
and
equitable
opportunity
to
learn
achieve
and
thrive.
AA
We
have
a
range
of
priorities
as
part
of
this
strategic
vision.
Part
of
it
is
a
key
part
of
it
is
building
capacity
at
the
school
level
to
increase
access
to
resources,
services
and
support,
developing
systems
and
strategies
for
greater
communication
and
collaboration,
significantly
increasing
awareness
of
available
available
homeless,
related
services
and
increasing
awareness
of
eligibility
among
students,
their
families,
school
leaders
and
support
staff.
AA
Eliminating
inequities
by
aligning
services
at
the
school
level
that
are
agile
and
responsive
to
the
needs
of
all
students,
as
well
as
closing
opportunity
gaps
by
adopting
an
asset-based
approach
and
approaching
the
work
from
an
understanding
of
how
the
overall
challenges
of
high
high
cost
of
living
in
in
boston
impact
families
and
create
risks
for
homelessness.
Beyond
only
those
who
are
experiencing
extreme
poverty.
So
oftentimes,
we
understand
that
families
experiencing
homelessness
can
find
themselves
in
a
situation
where
general
generational
poverty
might
be
occurring.
AA
AA
This
schematic
right
here
just
shows
how
we
really
want
to
work
to
make
sure
that
we're
connecting
at
a
macro
level,
key
organizations,
resources,
policy,
information
and
strategic
initiatives
at
the
school
level,
but
also
work
with
schools
to
help
them
build
capacity
and
build
local
ecosystems,
so
they're
aligned
with
key
partners.
They
have
relationships
with
key
partners
and
they're,
creating
a
hub
of
support
for
students
experiencing
homelessness
within
their
school.
AA
Some
of
the
work
in
terms
of
how
we
provide
supports
we
work
with
175
school-based,
homeless
liaisons,
so
every
school
across
the
district
has
at
least
one
staff
person
who
is
designated
as
a
school
homeless,
liaison
and
oftentimes.
This
might
be
a
social
worker,
a
family
liaison
many
school
nurses,
guidance,
counselors
school
schools
that
have
directors
of
engagement
and
community
supports
oftentimes
are
in
this
role.
AA
This
person
will
serve
as
our
our
key
contact
to
coordinate
programming,
to
help
connect
resources,
refer,
families
to
be
available
for
students
and
families
to
request
additional
support.
We
provide
training
in
a
similar
way
to
district
homeless
liaisons,
and
I
serve
as
the
the
district
homeless
liaison.
So
we
actually
partner
directly
with
desi
the
department
of
elementary
and
secondary
education
to
provide
that
same
level
of
training.
AA
We
have
a
hearn
tool
kit
for
schools
that
schools
have
available
to
be
able
to
have
resources
readily
available
and
I'll
share.
Some
examples
of
those
there's
been
considerable
investment
around
more
effectively
supporting
students
and
families
experiencing
homelessness.
So
the
city
has
invested
approximately
1.9
million.
That's
allocated
directly
to
school
budgets
using
the
weighted
student
funding.
So
there's
a
per
pupil
allocation
for
each
student,
that's
been
identified
as
experiencing
homelessness
in
that
school
and
then
there's
also
a
concentration
allocation.
AA
So
if
five
percent
or
more
of
the
student
population
in
that
particular
school
are
experiencing
homelessness,
there's
an
additional
per
pupil
allocation,
we
also
are
required
to
ensure
educational
stability
and
access
for
students.
So
this
means
immediate
enrollment
for
students
that
have
been
displaced
due
to
homelessness
without
barriers
providing
transportation
for
students
who
have
been
displaced
out
of
the
district
to
continue
to
attend
their
school
of
origin.
AA
We
support
with
case
management,
consultation
referrals,
particularly
navigating
complexion
cases,
providing
assistance
with
basic
necessities
and
then
coordinating
with
community
partners
and
city
and
state
agencies.
AA
Here
we
just
outline
a
variety
of
the
the
programs
and
support
that
we
help
to
connect
or
that
we
offer
directly.
So
this
includes
partnering
and
providing
access
to
citywide
services
and
resources.
Food
access
is
a
critical
resource.
AA
Mr
depina
earlier
this
evening
mentioned
some
of
the
food
delivery,
and
that
was
actually
a
particular
effort.
Around
students
experiencing
homelessness
families
that
had
been
displaced
outside
of
the
district
and
didn't
have
access
to
the
in-school
meal
program.
During
remote
learning,
we
leveraged
private
transportation
vendors
to
deliver
meals
directly
to
those
students
throughout
remote
learning,
providing
technology
access.
AA
A
good
example
of
this
has
been
ensuring
access
to
hot
spots
for
students
who
might
not
be
able
to
utilize
the
internet
except
essentials,
option
through
comcast
if
they're
experiencing
homelessness,
and
they
don't
have
a
lease
on
an
apartment,
clothing
and
hygiene
items,
housing,
support
resources,
including
housing,
vouchers
and
emergency
assistance
programs,
resources
for
immigrant
families,
in
particular,
so
making
sure
that
we
have
strong
partnerships
with
our
community
organizations
that
have
services
and
support
for
immigrant
families
and
then
medical
and
health
care.
AA
We've
done
significant
work
to
improve
our
identification,
so
you
can
see
that
over
the
past
few
years,
we've
had
between
4
000
and
4
500
students
identified
as
experiencing
homelessness,
but
going
back
to
school
year
1617.
AA
It
was
only
3
200
students
and
it
was
clear
that
community
estimates
and
some
of
the
projections
from
other
organizations
we're
pointing
to
the
fact
that
we
were
identifying
far
fewer
of
our
students
experiencing
homelessness
than
than
that
than
truly
existed.
So
identification
is
critical
because
it's
the
first
step
to
connecting
key
services.
So
some
of
the
work
that
we've
done
is
increased
access
to
data
at
the
school
level,
streamlined
identification
in
as
well
as
streamlined
identification
and
referral
processes.
AA
We
do
see
slightly
higher
rates
of
students
with
ieps
among
those
experiencing
homelessness,
but
significantly
higher
rates
of
students
who
are
in
in
english,
language
development
programs
and
then
also
lower
attendance,
so
across
all
regions
in
the
district.
The
average
attendance
rate
for
students
experiencing
homelessness
is
about
3.5
percent
lower
than
the
district
average,
and
we
also
see
lower
mcas
scores.
AA
Part
of
our
vision
for
trying
how
we're
trying
to
better
support
students
experiencing
homelessness
is
through
stabilization,
so
historically
and
as
expected
across
all
school
districts
in
the
nation.
AA
Educational
stability
is
a
big
part
of
that,
so
ensuring
immediate
access
to
enrollment,
ensuring
transportation
to
continue
to
attend
the
school
of
origin,
equitable
access
to
other
programming
that
ensures
educational
stabilization,
but
we
also
know
that
housing,
stabilization
and
adequate
wraparound
services,
a
two
two-generation
model
to
approach
homelessness
is
equally
as
important
to
truly
stabilize
our
students.
AA
So
a
lot
of
our
work
is
focused
on
partnering
with
housing
organizations
in
boston.
So
one
particular
initiative
that
we
will
be
restarting
in
february
is
our
early
homelessness
intervention
program
and
we've
actually
been
able
to
infuse
a
range
of
private
dollars
through
our
partner
family
aid.
Boston,
along
with
esser
funding,
to
restart
this
initiative
with
an
aim
at
having
sustainability
over
three
year
period,
and
this
partnership
alone
allows
direct
referrals
across
all
bps
schools
through
school
homeless
liaisons.
AA
AA
It
also
includes
landlord
engagement
in
issue.
Resolute
resolution
support
a
crisis
shelter
as
well
as
employment
and
training
support.
So
this
is
a
very
broad
range
of
supports
that
a
school-based
homeless
liaison
can
refer
the
family
into
this
program
and
get
that
customized
case
management.
Support.
AA
Another
really
truly
groundbreaking
initiative,
and
I
think
this
goes.
This
is
a
testament
to
leadership
across
the
city,
including
the
advocacy
of
dr
casilius,
which
is
our
housing
voucher,
partnership
with
boston
housing
authority.
AA
The
city
actually
changed
its
policy
in
in
2020,
which
enabled
eligibility
for
all
bps
families
under
the
mckinney-vento
definition
of
homelessness
to
be
eligible
for
section,
8
vouchers.
AA
So
what
that
means
is
oftentimes
housing
initiatives,
hud-funded
housing
and
urban
development
funded
initiatives
would
not
include
families
who
are
doubled
up
as
part
of
their
prioritization
of
homelessness
families
for
housing
vouchers.
We
know,
historically,
that
we've
had
approximately
nearly
half
of
our
families
experiencing
homelessness
have
been
in
shelter
and
nearly
half
have
been
doubled
up,
so
we
have
a
huge
percentage
in
a
large
number.
AA
Approximately
you
know
2
000
students
in
any
given
year,
who
are
doubled
up
experiencing
homelessness,
their
families
are
unable
to
have
housing
of
their
own,
who
are
not
eligible
for
these
critical
sector
vouchers.
This
policy
shift
has
enabled
us
to
house
over
550
families
since
june
2020,
and
that's
a
very
significant
number.
80
percent
have
been
able
to
secure
housing
within
boston,
so
the
ultimate
goal
here
is.
AA
We
want
to
make
sure
that
we're
stably
housing
families,
but
we
didn't
want
to
inadvertently,
create
a
push-out
mechanism
that
was
going
to
actually
displace
families
from
their
neighborhoods
and
from
the
city
of
boston,
so
that
number
of
having
over
80
percent
able
to
continue
to
reside
in
boston
is
also
you
know
very
encouraging
in
terms
of
our
outcome.
AA
So
this
this
program
includes
an
infusion
of
private
and
public
dollars,
we're
aligning
again
housing
and
urban
development
funding,
with
department
of
education
funding
to
ensure
case
management
services
for
these
families,
so
they're
assisted
with
the
application
process,
they're
assisted
with
housing,
search
to
actually
find
an
apartment,
once
they're
awarded
a
voucher
and
then
they
also
are
enrolled
in
supplementary
wraparound
services
based
on
their
needs,
which
may
include
medical
or
behavioral
health
care,
child
care,
employment
services
and
so
forth,
and
that
case
management
stays
with
them
for
a
considerable
period.
AA
At
least
a
year
after
they're
stably
housed
here's
an
example
of
the
types
of
tools
and
resources
that
we
not
only
provide
to
schools,
but
we
we
train
them
as
well,
and
they
certainly
can
pick
up
the
phone
and
call
a
member
of
our
team
at
any
time
for
questions.
AA
AA
This
is
a
housing
needs
decision
tree
that
we
designed
specifically
for
boston
and
for
the
circumstances
amidst
the
pandemic,
so,
for
instance,
a
school
homeless
liaison
or
a
family
liaison
or
social
worker
can
use
this
decision
tree
to
provide
the
first,
the
the
best
first
referral
for
a
particular
family's
circumstance,
whether
they're
currently
experiencing
homelessness
or
at
risk
of
losing
their
housing.
AA
So
this
is
something
that,
if
you
can
imagine,
you
can
easily
post
it
on
on
the
wall,
and
you
know
the
housing
resources.
The
shelter
and
housing
system
can
be
complex
for
folks
that
are
doing
it
on
a
day-to-day
basis.
For
a
long
period
of
time,
it's
particularly
complex
for
families
to
navigate,
and
you
know
for
our
staff
that
they
have
a
lot
that
they're
that
they're
juggling
at
the
school
level
trying
to
support
all
the
various
needs
of
students
and
families.
AA
This
isn't
something
that
is
is
always
gonna
come
naturally
in
terms
of
the
right
first
point
of
referral,
but
making
that
right.
First,
point
of
referral
helps
to
reduce
frustration
for
families
that
are
already
dealing
with
with
so
much
and
part
of
our
goal
is
to
be
there
to
support
families
and
navigate
them
on
the
path
to
stability.
AA
Some
of
the
strategic
initiatives
that
we
have
include
again
priority
access,
so
we
provide
priority
access
to
all
bps
summer
programming,
so
this
includes
nearly
900
students
who
are
experiencing
homelessness,
participated
in
school
year,
2021
admission
to
exam
schools.
So
I
know
all
of
the
members
of
the
school
committee
are
very
familiar
with
some
of
these
changes,
but
we
saw
that
enrollment
increased
by
34
among
students
experiencing
homelessness
from
school
year,
2021
to
21
22..
AA
We
also
have,
as
dr
casilius
knows,
expanded
our
academic
mentoring
program
with
an
opportunity.
Youth
focus
and
part
of
it
part
of
this
approach
is
this
is
in
partnership
with
the
academics
division
as
well
as
equity
strategy
and
opportunity
gaps,
and
it's
designed
to
meet
the
needs
of
high
priority
students
across
bps,
including
students
experiencing
homelessness,
so
we're
using
a
no
wrong
door
approach
to
the
student
interest
in
recruitment
process
and
student
agency
and
voice
guide
the
matching
process.
AA
So,
as
they're
comfortable,
they
have
the
opportunity
to
share
their
own
unique
lived
experiences,
preferences
and
interests,
and
those
responses
are
matched
with
the
responses
of
the
mentors
and,
of
course,
we
have
an
interview,
process
and
training
and
it's
not
a
matter
of
just
creating
a
formula,
but
our
goal
is
to
try
to
align
those
student
preferences
to
find
a
good
match
with
a
mentor.
AA
You
know,
of
course,
we
provide
basic
necessities
like
backpacks,
winter
coats
and
other
items,
hygiene
items
sneakers
we
partner
with
oit
to
provide
chromebooks
and
hot
spots
and
they're
always
looking
for
unique
situations
where
we
need
to
remove
barriers.
I
think
a
good
example
of
this
is
the
pandemic
ebt
cards.
AA
We
created
a
workaround
in
partnership
with
oit
to
ensure
that
students
who
are
experiencing
homelessness,
who
often
have
frequent
address
changes
so,
thereby
the
addresses
that
we're
going
to
send
from
our
system
to
the
state
might
not
always
be
accurate.
We
created
a
workaround
and
over
90
percent
of
students
experiencing
homelessness,
ultimately
activated
their
p
ebt
card.
To
get
you
know,
critical
food
access
resources,
I'll
just
wrap
up
by
sharing
a
little
bit
about
our
youth,
focused
initiatives,
so
unaccompanied
youth
is
a
critical
population
of
bps.
AA
These
are
students
who
are
not
only
experiencing
homelessness
but
they're,
also
without
their
parent
or
guardian,
and
the
the
services
that
are
available
and
the
the
services
and
resources
that
meet
their
their
needs
are
very
different
oftentimes
than
those
for
a
family
experiencing
homelessness.
AA
So
in
partnership
with
the
city's
department
of
neighborhood
development,
as
well
as
in
consultation
with
desi
and
dcf,
the
department
of
children
and
families,
we
developed
a
youth
triage
tool.
This
is
designed
to
help
school
staff
who
may
have
a
young
person,
perhaps
a
17
or
18
year
old
student,
who
indicates
that
they
come
and
share
that
they
don't
have
a
place
to
sleep
that
night.
This.
AA
AA
AA
We
may
have
a
senior
who's
18
and
they
may
be
in
need
of
housing,
and
they
may
need
a
roommate
and
perhaps
some
connections
for
a
job
that
will
that
they
can
work
around
their
school
schedule
and
also
some
support
guidance
and
mentorship
on
the
path
to
post-secondary
education
that
that's
an
example
of
the
type
of
service
that
the
housing
peer
navigator
program
will
provide,
along
with
financial
assistance.
Within
that
case,
management
support.
AA
And
we're
we're
always
here
to
help.
I
have
our
assistant
director's
information
here,
because
he
really
is
the
the
go-to
person
on
our
team
when
it
comes
up
to
all
things
supporting
students
and
families
experiencing
homelessness.
Again,
I
appreciate
the
opportunity
to
present
this
evening.
X
X
I
understand
those
kind
of
supports
that
children
need-
and
this
is
near
and
dear
to
my
heart-
and
you
know
my
love
for
this.
Work
is
triply
matched
by
brian's
and
he
is
just
an
amazing
champion
for
our
kids
and
their
families,
and
I
thank
him
and
his
entire
team
for
the
work
that
they
do
and
the
care
that
they
take
with
our
youth
and
with
our
families.
So
open
up
to
questions
that
you
have.
A
Yeah
I
want
to
personally
also
thank
you,
mr
marks.
I'm
a
long-term
member
of
the
project,
hope
board
and
so
have
worked
around
family
homelessness
for
any
number
of
years
and
in
the
early
years
also
worked
with
her
and
families
during
the
summer
and.
AM
A
I
am
just
astounded
by
the
growth,
the
deepness,
of
the
work
that
you
all
are
doing
and
and
how
well
it
has
served
our
families.
We
even
had
a
testimony
tonight
by
a
family
during
public
comment
who
mentioned
that
she
had
become.
She
had
received
housing
because
of
the
work
of
the
district.
So
I
joined
the
superintendent
and
thanking
you
greatly
for
this
amazing
work
and
now
open
it
up
to
the
committee
for
questions
and
comments.
A
E
Yes,
thank
you
for
an
opportunity
to
to
speak
about
this
issue.
First
of
all,
thank
you,
dr
castillos.
Thank
you,
mr
marcus.
E
Commitment
marks,
my
pronunciation
is
always
problematic,
but
anyway
thank
you
for
for
your
commitment
and
and
and
your
work
in
in
this
area
very
similar
to
dr
casillas.
E
My
youth,
prior
to
coming
to
america
was
marked
with
a
period
sometimes
long,
sometimes
short,
of
homelessness
because
of
the
war,
and
you
know
my
family
lost
houses
moving
here
and
there.
You
know
you
know,
in
addition
to
losing
houses,
I
also
lost
educational
opportunities
throughout
my
my
youth,
so
this
issue
is
very
dear
to
me
because,
as
a
you
know,
as
a
victim
of
circumstances
that
led
to
homelessness,
I
identify
myself
with
these
individuals
very
much
just
one
short
question.
E
The
legal
definition
of
under
company
minors,
as
as
I
know,
is
akin
to
the
kind
of
law
that
I
that
I
I
was
aware
of
and
I
was
exposed
to
which
is
in
the
the
immigration
law.
But
in
this
case
what
is
under
company
minor
in
in.
I
know
that
the
number
is
very
small.
AA
About
eighty
yeah
yeah,
no,
that's
a
great
question
and
oftentimes
that
is
conflated
it.
It's
not
related
to
immigration,
status
or
citizenship
at
all.
In
terms
of
this
terminology,
it's
a
young
person
who
is
not
only
experiencing
homelessness,
but
also
without
a
parent
or
guardian.
So
you
know
part
of
our
work
was
to
establish.
AA
Is
this
an
automatic
automatic
for
a
51a
with
dcf?
If,
if
a
young
person
is
on
their
own,
not
always
is
is
the
answer?
Obviously
the
younger
the
student
and
depending
on
the
circumstances
of
where
they're
residing
that
might
be
necessary,
but
you
could
have
a
young
person
who's
staying
with
other
members
of
the
extended
family,
but
not
directly
with
their
parent
or
guardian.
AA
We
do
know
that,
while
it's
not
something
that
we
track
or
report
on
in
bps
in
our
student
information
system,
we
know
that
statewide
there
are
higher
numbers
of
disproportionately
higher
numbers
of
young
people
who
are
undocumented
might
actually
be
unaccompanied.
AA
E
AA
No
and
that
that
that's
actually
part
of
what
the
triage
tool
is
is
designed
to
do
now
again,
the
younger,
the
student
and,
depending
on
what
their
circumstances
are,
if
they're,
not
in
a
safe
environment.
Obviously
we're
mandated
reporters.
We
understand
that,
but
the
true
part
of
what
the
triage
tool
does
is.
AA
It
enables
the
immediate
safety
of
that
student,
a
plan
for
the
path
to
develop
a
plan
to
stabilize
that
student
longer
term,
as
well
as
provides
the
educator
or
staff
person
with
a
much
more
informed
decision
about
whether
filing
a
51a
with
with
dcf
would
be
necessary
or,
if
there's
an
alternative
path
through
some
of
the
district
and
city
resources.
X
Do
you
have
laws
in
massachusetts?
Honestly,
I
just
haven't
had
a
chance
to
look
around
emancipation
at
what
age
is
that
allowable
in
in
massachusetts.
AA
I
believe
it's
17,
but
don't
quote
me
on
that:
I'm
not
100
sure.
Actually,
our
partner,
jri
youth
harbors,
helps
and
provides
a
lot
of
expertise
with
with
that
particular
need.
C
Hi,
thank
you
for
the
presentation
and
again
the
the
wonderful
work
around
this.
You
know
can't
be
praised
enough.
So
I
guess
my
question
is
more
just
a
sim,
simpler
question
regarding
the
the
ehip
and
how
simply
simply
put
like
how
are
you
getting?
How
do
you
plan
to
get
that
that
number
from
80
up
to
100?
So
what
about
the
the
other,
roughly
20
percent
that
are
not
able
to
access
that?
C
AA
Yeah
sure,
so
I
think
your
question
were
you
referring
to
the
80
or
so
that
have
been
able
to
stay
in
the
city
of
boston
with
with
the
housing?
Yes,
yes,
I'm
sorry,
yes
yeah!
So
I
mean
our
goal
is
if
the
families
are
desiring
to
find
an
apartment
in
the
city
of
boston,
we're
providing
them
the
casement
support
and
the
housing
search
assistance
to
be
able
to
do
that,
it's
a
transferable
voucher
and
ultimately,
we
want
to
be
able
to
stabilize
the
families
we're
striving
to
provide
every
family
with
that
opportunity.
AA
AA
We
are
not
going
to
require
that
student
to
immediately
enroll
in
quincy
they're,
going
to
be
able
to
stay
enrolled
in
bps,
at
least
through
the
end
of
this
school
year,
so
they
don't
have
any
disruption.
During
the
current
school
year.
D
Thank
you.
I
first
just
want
to
thank
superintendent,
xilius
and
also
mr
marks
for
this
incredible
work
and
just
to
fellow
members
who
have
shared
their
personal
experience
with
this
one
of
the
things
that
it
got
me
thinking
about
around
the
experience
of
homelessness
is
depending
on
the
age
of
the
child.
D
They
may
not
necessarily
understand
that
they're
necessarily
experiencing
homelessness,
and
so,
when
you
talked
about
the
identification
pieces,
I
I
want
to
understand
how
what
additional
strategies
are
being
implemented
to
ensure
that
we
are
identifying
all
of
the
students
and
families
that
are
experiencing
this,
like
you
saw
an
increase.
What
were
some
of
the
different
strategies
that
you
all
have
employed.
AA
Yeah
that
that's
a
great
question,
so
one
of
the
most
important
strategies
has
been
the
establishment
of
really
there's
two
parts
of
this:
the
establishment
of
the
school-based
homeless
liaison
role,
because
then
we
have
someone
who's
particularly
focused
on
making
sure
that
they're
connecting
the
resources
with
families
they're
engaging
with
families
having
this
conversation,
but
then
providing
that
person
with
access
to
the
data
of
the
students
experiencing
homelessness
in
their
school.
So
you
know
going
back
a
few
years
before
we
really
broadened
the
network
and
approach
with
with
the
school
homeless.
AA
AA
Now
part
of
that
is
because
of
the
confidentiality
protections
we
need
to
be
more
than
sensitive
and
protective
of
our
students
experiencing
homelessness,
who
are
among
our
most
vulnerable,
because
that
you
know,
can
be
a
very
difficult
stigma
to
shake,
particularly
as
students
become
aware
of
their
peers
and
if
something
gets
said,
even
if
it's
with
the
the
best
of
intentions
among
staff
in
in
the
hallway
and
then
another
student
has
to
overhear
that
again,
that
could
be
very
difficult
stigma
to
shape,
but
by
providing
access
to
the
school
leader
and
the
school
homeless
liaison
and
then
give
allowing
them
to
have
the
discretion
to
share
that
with
other
bps
educators
in
the
building
when
it's
in
the
best
interest
of
the
child.
AA
That
has
created
a
two-way
information
sharing
process
where
they
are
able
to.
Let
us
know
if
a
student
who
was
experiencing
homelessness
is
now
stably
housed,
so
that
we
can
take
them
off
that
list,
but
then
we're
also
sharing
the
information
of
families
that
maybe
were
referred
directly
to
our
office
or
during
enrollment
at
a
welcome
center
were
identified
as
experiencing
homelessness.
AA
So
those
are
really
the
main
mechanisms,
but
because
we've
opened
up
a
level
of
transparency
while
still
very
much
protecting
students,
confidentiality
that
has
allowed
us
to
have
much
more
accurate
knowledge
and
awareness
of
students
experiencing
homelessness,
and
we
also
provide
training
on
some
of
the
look
fors.
We
never
want
to
make
assumptions
about
any
given
circumstance
without
knowing
confidently
that.
Yes,
this
student
is
experiencing
homelessness,
but
there
are
look
fors
that
can
help
to
engage
in
certain
conversations
with
the
idea
being,
let's
connect
the
resources
that
might
better
support.
AA
D
I
appreciate
that
just
for
for
reference,
I
grew
up
as
an
undocumented
child
and
as
an
adult
I
can
think
back
on,
like
the
experiences
of
homelessness
that
I
encountered,
but
as
a
child,
I
would
have
never
been
able
to
identify
that,
and
I
know
that
my
family
probably
also
wouldn't
have
contextualized
it,
and
so
therefore,
wouldn't
have
sought
out
specific
resources
because
they
didn't
necessarily
see
themselves
in
that
category.
D
We
didn't
necessarily
see
ourselves
in
that
category,
although
we
very
much
were,
and
so
I
I'm
I'm
glad
to
hear
that,
there's
a
liaison
and
we
are
leveraging
relationships.
D
I
also
just
wonder
what
we
can
be
doing
to
more
broadly
communicate
with
with
families
just
resources
that
exist
more
blankedly
as
a
as
just
a
communication
strategy,
but
really
appreciate
the
work
on
this.
I
think
many
of
our
students
and
families
are
obviously
being
impacted
in
positive
ways,
with
leveraging
resources
and
now
more
than
ever.
This
is
a
necessity.
So
thank
you.
AG
G
Mr
president,
I
do
appreciate
very
much
for
this.
What
you
were
saying
it
is
something
that
is
very
dear
to
my
heart
as
well,
because
I
was
a
homeless
myself
as
well.
G
J
G
G
So
at
this
particular
shelter
when
I
was
living
where
I
was
living
with
my
son
junior,
he
was
frequently
asking
these
questions.
Why
my
teammates
or
my
little
friends
are
not
able
to
come
here
and
play
with
me.
Nobody
was
allowed
to
go
to
that
particular
place
or
refuge
or
shelter.
Only
perhaps
a
social
worker
could
enter
those
places,
not
everybody
else.
J
G
J
J
G
I
do
very
much
appreciate
what
the
president
is
doing
on
this
particular
program
itself.
However,
we
do
have
to
bring
awareness
particularly
to
the
leadership
in
schools
and
the
principles,
for
example,
that
sometimes
they
do
not
have
this
information,
and
they
are
not
aware
of
this
information.
Therefore,
they
cannot
share
this
critical
information
to
the
parent
council.
Sometimes
there
is
no
awareness,
so
it
is
critical
that
this
information
becomes
available
to
the
leadership
at
schools
and
principles
as
well.
AA
Yeah
yeah,
thank
you,
ms
polanco,
garcia.
Actually,
we
we
do
have
it
just
that.
Maybe
I
didn't
touch
on
that
point
with
the
partnership
with
the
boston
housing
authority,
but
that's
exactly
what
we're
doing
is
prioritizing
housing
vouchers
for
bps
families.
W
Hello,
I
would
first
like
to
say
thank
you
so
much
for
your
report.
Thank
you
on
the
behalf
of
the
youth
and
families
that
are
experiencing
homelessness.
AA
Well,
I
I.
What
I
try
to
do
is
cover
an
array
of
programs
and
services
that
we
have.
We
went
from
housing
very
few
families
to
over
550
and
it'll,
be
in
the
sixth
to
700
range
by
the
end
of
this
school
year.
Just
give
a
scope
in
terms
of
the
impact
we've
been
able
to
go
from
identifying
less
than
10
students
who
are
unaccompanied
to
nearly
90
and
that's
a
very
significant.
AA
It
sounds
like
a
small
number,
but
those
students
are
extremely
vulnerable
and
absolutely
need
our
support,
and
that's
because
we're
providing
relevant
resources
to
support
them.
They
have
a
reason
to
come
forward
and
with
our
new
the
relaunch
of
the
emergency
housing
intervention
program
ehip,
we
will
be
able
to
support
in
the
neighborhood
of
100
to
150
families
for
the
remainder
of
this
year
and
then
100
to
200
families
for
the
next
following
two
school
years,
at
least
through
the
funding
that
we
have
right
now.
W
AA
Yeah,
that's
not
that
that's
an
excellent
point,
so
we
know
in
general,
the
st
among
our
students
experiencing
homelessness
they're
disproportionately
represented
by
students
of
color
when
we
look
at
the
percentage
across
the
district
overall.
AA
AA
We
know
that
among
our
english
learners,
not
all
but
some
are
undocumented
and
therefore
again,
this
is
not
something
that
we
track
within
our
system,
but
we
know
that
some
are
and
therefore
actually
they
are
not
eligible
for
the
section
8
housing
vouchers.
In
the
same
way,
that's
not
a
district
or
city
of
boston
policy
by
any
means
that
is
a
federal
housing
and
urban
development
policy.
So
it's
actually
prorated
based
on
the
number
of
members
of
the
household
who
have
citizenship
set
status.
AA
So
if
there's
five
members
of
the
household
and
only
one
has
citizenship
status,
that
proration
for
the
housing
voucher
might
actually
make
it
cost
prohibitive
or
there
might
be
no
one
in
in
the
household
that
has
citizenship
status.
So
the
city
has
actually
put
forward
city
housing
vouchers
to
supplement
to
ensure
that
we
can
meet
the
needs
of
our
families,
who
are
undocumented
or
have
some
members
who
are
undocumented.
AA
So
certainly
that
is
front
of
mind
for
us,
and
you
know,
innovative
programming
and
partnership
with
the
city
has
enabled
that
the
other
thing
I'll
say
is.
We
have
translation
through
our
partnership
with
family
aid
boston.
We
utilize
interpretation
and
translation
services
for
all
of
our
bps
languages
to
ensure
that
there
are
no
restrictions
in
terms
of
no
barriers
to
access
in
terms
of
language
and
then
directly
in
our
office.
AA
Some
of
the
services
that
the
district
has
implemented,
including
lion
bridge
and
talking
points,
have,
you
know,
dramatically
increased
the
speed
with
which
we
are
able
to
respond
to
families
that
speak
a
language
other
than
one
of
those
spoken
by
the
members
of
our
case
management
team.
U
Thank
you,
madame
sheriff.
My
questions
have
been
answered
by
my
fellow
members
questions,
so
I
will
strictly
say
mr
marks.
Thank
you.
The
care
and
compassion
you
are
showing
on
this
topic
and
with
this
population,
and
the
work
that
you
and
your
team
is
doing
is
incredible.
So
thank
you
for
that.
I
actually
find
it
very
motivating
to
learn
of
the
work.
That's
going
on
the
actual
work,
that's
going
on
not
a
proposed
program,
but
actual
implementation.
That
is
happening
and
and
superintendent.
I
am
in
honor
of
your
leadership
on
this
topic.
U
U
You
told
us,
you
were
going
to
do
it
and
then
you
went
and
have
done
it,
and
I
can't
begin
to
thank
you
enough
for
what
you've
done
for
one
of
our
most
vulnerable
populations
in
the
city.
U
X
Well,
all
that
credit
goes
to
kate
bennett
and
sheila
dillon
and
brian
marks
and
monica
roberts,
who
set
up
a
really
awesome
program
to
support
our
families
when
they're
looking
for
the
housing
and
the
entire
team-
and
you
know
I
didn't-
have
much
to
do
with
it
at
all
other
than
to
convene
and
to
push
well.
U
It
takes
a
village
and
there's
no
doubt
about
that,
and
it
takes.
This
is
not
boston.
Public
schools
cannot
be
the
solution
to
it,
but
they
can
help
drive
the
solution
to
it.
This
is
many
departments
of
the
city
working
together,
but
you
have
to
form
relationships
to
make
that
happen,
and
it
has
to
be
leadership.
It
could
happen.
I
also
noticed
with
interest
the
term
mr
marx,
that
you
used
about
our
unaccompanied
youth
called
the
navigator,
and
I
love
that
I
would
actually
love
to
see
that
expanded
to
many
more
of
our
students.
U
I
have
seen
the
example.
Nashville
is
actually
using
that
term
how
they're
doing
a
navigator
for
every
stu,
almost
allowing
every
student
to
have
their
own
individualized
education
plan
and
they're
actually
using
that
term,
because
it
does
make
sense
right.
Our
students
need
someone
who
see
them,
who
understand
them
who
can
relate
to
them
and
and
help
them
navigate
so
to
speak.
So
thank
you
for
the
work
that
you're
doing
this
was
a
wonderful
presentation.
A
Thank
you,
mr
o'neal.
I
have
just
a
couple
of
quick
questions.
One
is
internal.
What
kind
of
work
is
being
done
within
the
district
to
help
develop
teacher
awareness
and
empathy
for
these
issues,
as
well
as
curriculum
for
young
children?
I
know
there
are
a
number
of
wonderful
children's
books
now
written
about
homelessness
and
as
a
way
of
developing
children's
empathy
around
the
situation
that
families
find
themselves
in,
and
I'm
just
wondering
how
we
are
talking
about
this
within
the
district.
AA
Yeah
that
that
I
think
you
just
spurred
some
food
for
thought
around
a
potential
additional
collaboration.
AA
AA
You
know
material,
whether
it's
books
and
you
know,
learning
materials
and
content
that
can
better
highlight
this
issue
without
sharing
directly
what
a
particular
student
is
going
through
but
shedding
you
know
spreading
awareness
about
it.
I
do
know
that
the
teachers
union
is
been
doing
some
considerable
work
to
train
some
of
their
staff
and
leverage
some
of
the
experts
among
their
membership,
and
then
we
have
actually
jessica
tang
herself
as
well
as
some
other
members
of
the
teachers
union
actually
sit
on
our
hearn
community
coordination
council.
AA
So
we
always
use
the
number
from
the
previous
school
year
because
it's
really
a
point
in
time
that
if
a
student
was
experiencing
homelessness
for
for
one
night
in
that
school
year,
that
they're
they're
part
of
the
count
so
4
000
students
were
identified
during
the
previous
school
year.
Typically,
we
see
it's
between
seven
to
eight
percent
of
our
total
student
population.
AA
It's
actually
it's
gone
down
slightly.
The
the
challenging
part
is
with
these
major
housing
initiatives
and
then
the
backdrop
of
the
pandemic.
It
makes
it
that
much
harder
to
see.
Is
this
going
down
because
of
enrollment?
Is
it
going
down
because
of
these
housing
initiatives?
Is
it
going
down
because
we
had
a
period
of
remote
learning
where
educators
and
support
staff
didn't
have
as
much
direct
contact
with
students
and
families?
AA
It's
really
hard
to
flesh
that
out,
but
we
still
feel
like
our
processes
are
on
really
solid
footing
in
terms
of
identification
and
as
we,
you
know,
go
into
next
school
year
in
the
following
school
year.
We'll
get
a
better
sense
of
the
extent
to
what
some
of
those
root
cause
factors
were.
It
wasn't
a
huge
decrease,
but
it
was
decreased
during
the
pandemic,
which
was
interesting.
AA
Yeah,
that's
a
good
point.
I
mean
what
we
try
to
do
is
balance
a
very
discreet
approach
and
and
that
that
network
of
school,
homeless,
liaisons
and
other
staff
at
the
school
level
help
to
engage
families
in
a
discreet
way
in
a
sensitive
way,
but
we
also
have
a
no
wrong
door
approach.
So
if
a
family
calls
us
directly
we're
going
to
help
them
directly,
if
a
school
staff
person
calls
us
great
if
they
email
us,
if
they
text
us,
we
have
the
referral
form
online
in
the
aspen
student
information
system.
AA
So
any-
and
I
didn't
actually
even
touch
on
that
this
evening.
Anyone
with
student
level,
access
across
the
district
can
refer
a
student
for
services
and
it's
it's
point
and
click.
So
that
was
another
way
that
we
actually
boosted
identification
and
made
it
really
easy
to
to
connect
families
and
students.
But
we
do
need
to
continue
to
increase
awareness
and
part
of
part
of
that
is
partnerships
and
forums
like
this
to
you
know,
spread
the
word.
A
X
Thank
you,
madam
chair.
This
is
another
area
in
which
I
am
really
proud
of
the
work
of
the
team
and
what
they
have
accomplished,
and
that
has
gotten
little
attention.
You
know
our
chief,
our
chief
of
police,
who
has
now
become
chief
of
safety
school
officers,
was
hired
back
in
2020.
X
I
believe
of
my
memory
is
not
so
foggy
and
you
know
she
went
ahead
and
just
started
implementing
more
of
a
community
policing
model
with
our
police
officers,
our
school
police
officers
and
then
worked
with
me
directly
in
order
to
get
data.
Privacy
laws
shifted
within
our
school
community
and
also
work
alongside
superintendent
bastin
and
the
boston
bpd.
X
You
know
noted
it
was
a
little
bumpy.
This
fall
she'll
talk
about
that,
but
I
think
you
know.
X
Overall,
it's
been
a
really
great
way
for
us
to
work
with
our
student
body
work
with
our
parents
work
with
our
advocates
around
student
safety
and
around
the
transition
from
our
school
police
to
school
safety
officers
and
she'll
go
through
some
of
that
and
all
the
incredible
steps
that
she
took
to
navigate
that
in
a
way
that
didn't
make
headlines
but
still
provided
a
significant
surface
to
our
our
students
and
our
teachers
and
educators
in
this
really
difficult
time
that
we're
in
so
I'm
going
to
turn
it
over
to
deputy
depena
and
chief
coakley
grace.
AC
Thank
you,
superintendent,
good
evening,
chief
cook,
all
day.
CE
That's
okay,
good
evening:
everyone,
madam
chair
school
committee,
members,
dr
casilius
superintendent,
superintendent,
sam
depina,
my
executive
team
and
my
safety
team.
That's
also
here
on
the
panel
with
me.
I
just
want
to
start
it
up
start
out
by
first
just
telling
you
that
I
would
like
to
express
how
proud
I
am
of
our
young
people
this
evening.
Listening
to
them
testify
any
opinions
that
say
that
bps
students
aren't
some
of
the
best
and
brightest
minds
is
truly
false.
CE
Our
kids
are
articulate
they've,
expressed
intelligence
and
very
brave.
These
attributes
inspire
me
and
it
sustains
my
commitment
to
do
better
and
to
be
the
best
it
takes
for
all
of
our
students,
staff
and
families.
I'm
neva
coakley,
I'm
the
interim
chief
of
student
support
and
I'd
like
to
show
my
support
for
sam
depena.
CE
CE
CE
The
school
to
prison
pipeline
was
created
by
the
implementation
of
federal,
zero
tolerance,
school
discipline,
practices
that
began
as
a
result
of
the
gun
free
school
act
in
1994.,
the
gun,
school
free
school
act
of
1994
mandated
all
school
districts
who
received
federal
funding
to
expel
or
suspend
for
at
least
one
year.
Any
student
who
brought
a
weapon
to
school.
CE
CE
I
am
going
to
go
through
just
a
snippet
of
some
of
the
points
that
impacted
safety
service
directly,
but
I
did
attach
the
complete
bill.
On
the
left
hand,
side,
the
law
included
a
grandfather
provision
to
retain
police
power,
specifically
for
law
enforcement
officers
who
have
completed
a
municipal
police
training
committee,
approved
full-time
police
academy
or
training
program.
CE
CE
CE
Once
we
found
out
that
that
information
and
it
even
started
prior
to
the
actual
timeline
within
july,
we
started
engaging
the
community
really
thinking
on
an
equity,
impactful,
amplifying
of
voices.
CE
We
met
with
the
district,
I'm
sorry
district,
english
learners,
advisory
committee,
the
city-wide
parent
council,
boston
student
advisory
council,
a
bps
student
focus
group
that
I
compiled
myself,
which
consisted
of
retired
judge,
students,
educators
and
community
members.
CE
CE
Through
those
discussions
and
sessions
and
information
sharing
policy
discussions,
we
came
up
with
a
re-imagination.
CE
BG
CE
Our
team
is
comprised
of
for
first
our
safety
and
diversity
and
con
inclusion,
our
fy
2021
budget
for
bps
safety
services,
5.3
million
dollars
we
represent
53
of
safety
service
specialists
represent
as
black
african-american
27,
represent
as
latin
latin
x
latino
20
of
safety
specialists
represent
as
white
72,
represent
as
male
and
we're
going
to
be
adding
eight
new
hires,
as
of
hopefully
in
the
next
month
by
the
next
month
by
february.
1St
28
are
female
and
we
add
an
additional
six
new
hires
as
of
hopefully
february
as
well.
CE
CE
We
got
an
astounding
25
candidates
for
those
positions,
and
so
the
superintendent
gave
us
an
additional
10
positions
to
backfill,
so
we're
still
in
the
process
of
interviewing
very
prospective
candidates.
We've
had
a
wealth
of
experience,
knowledge
and
community
as
a
representation
of
the
candidates
applying
for
the
positions.
CE
What
we
also
looked
at
next
slide-
please
is
our
report.
Writing
so
incidences
in
which
we
would
write
reports
as
of
july
1st,
in
losing
our
police
powers,
we
also
lost
the
access
to
boston,
police
reports
or
even
to
write
those
reports.
So
now
we
do
not
write
boston,
police
reports
and
we
don't
have
access
to
boston,
police
reports,
either
past
or
present.
CE
So
safety
services
must
adhere
to
the
provisions
of
massachusetts
general
law
7137,
which
is
all
felony
crimes.
We
have
to
write
ssr1
reports,
internal
reports
on
non-felony
crimes
of
assault
and
battery
hazing,
those
involving
stalking
behavior,
a
sexual
behavior
threats
that
could
have
caused
a
person
to
whom
they
were
convened,
to
fear
that
the
speaker
had
both
their
intent
and
ability
to
carry
them
out.
CE
Possession
of
a
possession
with
intent
to
distribute
controlled
substances,
as
divine
as
as
defined
by
mass
general
law,
94c
other
than
possession
of
two
ounces
of
less
of
marijuana,
because
those
laws
have
changed
and
so
anything
less
than
two
ounces.
We
won't
report
on
other
than
felony
crimes
where
a
victim
or
victim's
parent
or
guardian
request,
a
report,
a
missing
child,
which
will
also
include
a
bpd
report,
sick
injury,
assist
and
medical
evaluations
or
other
medical
emergencies.
CE
CE
Our
commitment
to
engagement
moving
forward
what
I
wanted
to
express
is
that
we
have
been
very
intentional
about
not
just
our
inside
within
bps
district
stakeholders,
but
also
our
community
stakeholders.
CE
I
came
from
an
extensive
background
of
community
engagement
and
that
was
my
original
intent
to
bring
that
engagement
platform
to
safety
services
and
through
the
bandwidth
and
foresight
of
superintendent,
casilius
she's,
still
allowing
us
to
work
with
our
external
partners
as
well
as
promoting
that.
As
a
result,
we're
still
committed
to
working
with
the
bu
women's
basketball
athletic
program.
CE
We
had
set
up
a
some
police
dialogues
and
which
talked
about
relationships
and
community.
CE
We
are
we're
in
the
process
of
planning
the
medicine.
Will
youth
dialogue
healing
hands
and
photo
shoot,
but
unfortunately,
the
covet
violations
put
that
on
hold.
So
we're
looking
at
doing
that
after
the
spring
women's
safety
initiatives,
girls
leaps,
big
sisters,
possibilities
here,
inc,
building
our
lives
together
as
one
promoting
conflict
resolutions
inc.
All
of
these
partners
have
joined
in
with
us
and
they're
going
to
be
our
referral
base.
CE
As
we
look
at
more
of
a
holistic
discipline
approach,
a
city
council
hearing
on
safety
and
facilities,
these
are
some
of
the
engagements
that
we
will
continue
to
do.
Bsac
restorative
justice,
partnership
training.
We
have
several
specialists
that
are
in
the
process
of
completing
that
training
and
we're
elevating
that
training
to
train
the
trainers.
So
we
can
assist
the
district
in
their
capacity
as
trainers,
our
safety
care
train,
the
trainer
we
have
trained
for
safety
specialists
at
this
point
during
the
february
break
we're
scheduled
to
train
20
more.
CE
That
will
also
be
able
to
support
the
district
in
that
capacity,
and
I've
also
been
in
in-depth
conversations
with.
Can
we
talk
community
conversations
on
trauma
and
healing
so
that
we
can
now
begin
to
refer
some
of
our
families
that
are
experiencing
that
to
that
to
that
to
those
conversations
and
those
conversations
are
led
by
reverend
liz?
Walker
and
colleen
and
colleen
so
we're
also
working
on
that.
We're
hoping
that
that
is
set
up
by
mid
february.
CE
The
next,
a
director
of
student
support
and
opportunities
is
an
contributing
asset
to
our
holistic
approach
of
discipline
as
well.
We
have
an
assistant
director
that
works
with
us.
CE
Currently,
41
students
are
supported
by
the
department
of
youth
services,
consistent
in
collaborative
communication
between
bps
and
dyst
department
of
youth
services
through
the
director
of
student
support
and
opportunities,
along
for
a
streamlined
process
of
re-entry
for
the
purpose
of
ensuring
that
bps
creates
academic
environments
that
are
nurturing
and
promote
forward.
Academic
progress
also
allows
for
academic
monitoring,
while
students
are
in
dys
facilities.
CE
We
closely
case,
manage
and
identify
youth
and
create
supportive
plans
that
provide
wrap-around
services,
both
in
schools
and
in
community-based
settings.
The
purpose
of
these
meetings
is
to
ensure
that
students
and
families
have
access
to
proper
resources,
and
collaboration
is
never
a
barrier
for
the
purpose
of
supporting
our
youngest,
our
youngest
risk
youth.
CE
Our
next
portion
is
going
to
be
by
super
deputy
superintendent,
sam
depina.
AC
Thank
you,
chief
coakley,
and
thank
you
and
the
team
for
getting
us
to
where
we
are
today
with
the
office
of
safety
services.
So
I
just
want
to
just
say
again
thank
you
to
you,
the
entire
office
of
safety
services,
team
and
all
the
union
leadership
for
our
collaboration
and
all
the
stakeholders
and
partners
to
date.
AC
One
of
the
key
changes
that
we
also
worked
on
with
both
reforms
to
office
of
safety
services,
as
well
as
the
code
of
conduct,
is
really
drawing
a
clear
delineation
of
roles
regarding
the
code
of
conduct
and
eliminating
the
role
of
officers,
safety,
service
officers
and
participating
in
the
code
of
conduct
and
shifting
that
responsibility
to
the
school
administration
in
school
student
support
teams.
So,
as
you
know,
the
last
10
years
we've
continued
to
update
the
code
of
conduct.
AC
Highlights
of
those
include
eliminating
a
lot
of
the
zero
tolerance
policies
that
were
in
the
code
previously
that
chief
copley
mentioned,
and
for
this
year's
version
of
the
code.
We're
happy
to
include
the
elimination
of
suspensions
for
students
to
grades
k
to
2
reducing
the
violations
in
which
a
student
could
be
suspended
in
race.
Three
to
five
and
work
to
ensure
that
suspensions
are
last
resort
whenever
possible
in
pivoting
and
using
restorative
practices.
Next
slide.
AC
Just
to
summarize
real
briefly,
given
the
time,
the
new
code
addresses
disproportionality
of
suspensions
for
black
and
latino
students
compared
to
other
students
by
identifying
the
root
causes
of
some
of
the
dynamics
that
are
happening
in
schools,
with
a
focus
on
you
know,
supporting
our
adults
and
giving
them
the
training
that
they
need
and
working
on,
addressing
and
preventing
disproportionality
of
suspensions
and
really
strengthening
home
and
family
partnerships
with
regards
to
incidents
that
occur
in
schools.
AC
And
lastly,
just
looking
at
and
implementing
the
revised
multi-tier
systems
support
framework
next
slide.
AC
AC
Again,
the
focus
of
the
trainings
would
be
on
root
causes.
You
know
really
looking
at
dynamics
broken
down
by
race,
we'll
be
updating
the
superintendent
circular
on
the
implementation
of
the
code.
So,
as
you
notice,
the
code
is
a
lot
smaller.
It
just
contains
information
definitions
and
then
all
the
procedures
are
laid
out
to
attend
the
circle
of
five,
we'll
need
to
update
all
the
code,
iconic
attachments
and
translate.
AC
They
translate
them
into
the
various
languages
and
again,
we'll
continue
the
quarterly
reviews
of
the
data
both
for
school
leaders
and
central
office
staff
and
the
rethinking
discipline
committee
and
obviously
we'll
really
pay
attention
to
review
of
the
code
of
conduct
ongoingly,
as
we've
done
over
the
years
and
really
utilize
the
racial
equity
planning
tool
and
work
with
our
office
of
strategy
to
do
that
with
our
stakeholders
next
slide
again.
AC
This
is
the
new
vision
for
safety
services
team
and
the
new
code
of
conduct
represents
the
district
commitment
partnering
with
students
in
their
learning
and
creating
the
types
of
environments
in
schools
where
everyone's
welcome,
respected
and
supported
to
succeed.
AC
And
again
I
just
want
to
close
by
saying
I
just
want
to
thank
dr
facelius
and
her
leadership
and
support
for
this
work,
where
districts
across
the
country
and
state
were
closing
and
shutting
down
and
eliminating
safety
service
officers.
We
really
pivoted
and
co-created
a
model
with
the
community
and
she
fully
funded
and
resourced
it
for
us
and
just
want
to
thank
her
and
her
leadership
for
that
as
well.
So
I'll
turn
it
back
over
to
you.
A
E
Yes,
I
know
it's
late
for
the
day,
but
through
the
well.
First
of
all,
thank
you
for
your
your
presentation
and
the
report
is
pretty
thorough,
but
I
have-
and
I
know
that
we
we've
been
dealing
with
this
issue
for
the
last
couple
of
years.
E
I've
been
on
on
the
committee
for
three
years
and
this
has
been
on
with
us
for
the
last
couple
of
years.
I
still
have
concerns,
though,
in
order
of
of
priority,
given
that
I
have
only
five
minutes,
let
let's
just
get
to
the
js
and
I'll
get
raise
some
some
serious
questions.
First
of
all,
regarding
the
report,
the
ssr
report,
I
understand
that
at
some
point
after
the
after
you,
you
wrote
the
report
you
referred
to
bpd.
E
The
first
question
is
before
writing
the
report.
E
E
Investigate
the
incident
two
try
to
resolve
the
incident,
if
possible,
by
mediation
or
by
other
kind
of
restorative
justice,
is
that
the
restorative
justice
that
that
had
always
been
talked
about
for
the
last
10
years
or
so
before.
Writing
the
report.
E
Three.
In
writing
the
report.
I
know
that
you
know
all
the
information
submitted
by
the
report
going
to
be
objective,
not
subjective,
but
is
there
a
recommendation
to
the
bpd
of
the
kind
of
action
to
take
or
just
leave
it
to
to
the
bpd
to
to
start
its
own
investigation?
So
three
questions
compounded
into
one
first
is
an
investigation
before
the
report
and
how
thorough
is
that
investigation?
E
Prior
to
submitting
the
report-
or
you
know,
any
kind
of
resolution
attempted
before
writing
the
report
and
third,
is
there
a
recommendation
in
report
to
the
bpd
to
the
next
step?
Thank
you.
CE
Thank
you
so
very
much
for
your
questions,
mr
tran,
very
good
questions.
Yes
to
your
first
question.
As
far
as
investigation,
I
think
what
I
did
and,
and
my
team
did
in
really
trying
to
calculate
safety
service.
We
tried
to
take
out
the
best
parts.
One
of
the
best
parts
of
safety
service
has
been
really
our
familiarization
in
relationship
with
the
school
committee
with
the
school
community,
and
so
our
specialists
are
in
the
buildings
and
interact
with
students
and
staff.
CE
CE
Now,
just
the
documentation
of
the
incident
just
in
case
say
if
there's
a
victim
say
if
this
has
to
you
know,
have
to
move
forward
with
an
investigation.
We
have
documentation
of
that.
So,
yes,
it's
really
detailed
investigated
and
only
specific
incidences
related
to
that
incident
are
documented
as
a
result
of
that,
if.
AC
I
could
I
cannot
I'm
sorry
if
I
could
add
too
far
as
the
decision
making
on
how
to
proceed.
The
safety
service,
specialist,
consult
with
the
school
administration,
and
if
it's
an,
if
it's
a
matter
that
can
be
resolved
with
the
code
of
conduct
the
school
administration
will
then
let
the
safety
service
specialists
know
that
they'll
proceed
in
that
manner.
AC
However,
when
it
rises
to
a
certain
level
of
crime,
we
do
need
to
follow
that
along
to
boston
police
and
provide
them
information
and
how
to
proceed,
especially
if
there's
a
victim
involved.
Sorry,
chief
guy.
CE
Nope
you're
right
absolutely
in
restorative
justice
practices
we're
in
the
process
of
training
as
well
with
the
rest
of
the
district,
and
that's
going
to
be
our
first
line
of
defense
with
any
type
of
communion.
Sorry
with
any
type
of
discipline
that
has
to
go,
go
in
line
with
the
code
of
conduct
and
for
bpd.
CE
We
are
a
work
in
progress
with
our
partnership,
but
I
was
on
a
meeting
earlier
with
superintendent
bastian
from
the
bureau
of
community
engagement,
who
also
heads
up
our
school
police
division
and
she
is
very
open
and
willing
and
supportive
of
what
we're
doing
here
at
safety
services.
And
we
always
look
at
if
there
has
to
be
any
kind
of
punitive
discipline
or
reports
from
bpd
that
that's
our
last
resort.
E
Okay,
I
I
know
that
my
time
is
up,
but
I'll
I'll
just
add
two
more
recommendations,
as
a
matter
of
fact,
not
not
questions,
because
I
I'm
telling
you
right
now
ahead
of
time.
The
answer
that
you
have
given
me
is
insufficient
in
my
mind.
I
have
to
deal
with
student
issue,
especially
in
dealing
with
students,
a
minority,
asians
or
black
students
who
have
who
have
different
kind
of
issues
that
yours,
you
know
your
your,
your
security
specialist
need
to
be
trained.
E
I
don't
see
a
train,
a
basic
training
recommended
in
the
type
of
courses
that
you
provided
to
the
specialist,
such
as
basic
diversity,
training
such
as
how
to
understand
other
cultures,
other
basic
cultural
issues,
things
of
that
danger.
And
lastly,
I
hope
that,
given
the
fact
that
you
have
only
a
number
of
a
very
limited
number
of
translation
and
interpretation
services
up
to
this
point,
please
make
sure
that
other
community,
particularly
asians,
are
also
included
in
there.
Thank
you.
AC
C
C
So
I
guess
one
question
is
about:
do
you
all
feel
that
you
will
be
developing
if
you
haven't
already
a
a
tool
kit
that
will
be
able
to
go
out
to
schools
so
that
they
can
maybe
create
policies
or
just
guidance
on
creating
policies
that
they
may
not
have
have
thought
of,
but
that's
guided
by
your
office
and
then
the
second
is
along
the
lines
of
the
cultural
competency
training
that
the
safety
specialists
have
received
along
like
along
with
black
latinx
students
with
disabilities,
there's
also
a
high
intersection
for
lgbtq
plus
populations.
C
So
I
am
curious
as
to
how
much
of
the
cultural
competency
training
also
has
that
element
in
terms
of
support
there.
CE
No
thank
you
very
good
points
and
you're
right
with
the
true
kit.
I
think
that
we
started
out
with
the
information
sharing
policy
and
also
the
report
writing
policy,
which
is
a
part
of
us
really
being
intentional
about
creating
systemic
platforms
for
particularly
students
of
black
and
brown
and
latino
descent.
CE
As
far
as
the
training
is
concerned,
we
have
done
an
extensive
amount
of
training
throughout
the
years
now
we
just
want
to
be
really
intentional.
How
we
look
at
one,
the
restorative
justice
training,
the
safety
care
training,
which
really
focuses
on
de-escalation
communication
training
and,
to
be
honest,
a
lot
of
my
staff
represents
the
demographics
that
they
serve.
CE
I
think
I
showed
that
within
my
presentation,
so
we
even
work
we're
even
working
harder
to
go
back
to
mr
tran's
concern
to
have
a
representation
of
the
asian
background
and
also
we
already
have
representation
of
lgbtq
representation.
I
didn't
put
that
on
there.
I
didn't.
I
wanted
to
talk
to
my
younger
officers
before
I
I
represented
them
like
that,
so,
but
we
we
do
have
that,
but
I
think
our
specialty
training
title
is
going
to
go
with
extensive
training,
particularly
in
trends
and
transformation.
AC
And
I
would
just
add
that,
based
on
the
feedback
that
we
heard
from
the
community,
other
areas
of
training
that
we're
developing
is
around
how
to
interact
with
students
with
disabilities.
More
so
especially
nonverbal
students
and
then
possibly
understanding
some
signing
as
well.
So
the
the
training
is
going
to
be
continuously
improved
upon,
based
on
the
feedback
that
we
received
and
also
we'll
continue
to
work
with
school
leaders
on
how
the
interaction
and
the
model
is
being
rolled
out
and
make
adjustments
as
we
need
to.
CE
And
those
are
some
of
the
first
two
groups
that
we
met
with
when
we
realized
we
had
to
make
this
transition.
A
Mr
o'neill,
no
miss
polanco,
see
you
yeah
only
question,
I
know
given
the
likeness
of
the
hour.
I
know
people
there's
a
lot
here
to
digest
and
I
hope
to
have
a
chance
to
take
a
closer
look
at
the
report.
I'm
sorry,
our
miss
miss
mersa
is
unable
to
be
here
with
the
lateness
of
the
hour,
but
she-
and
I
did
have
a
brief
conversation
about
this
yesterday,
I'm
in
preparation
for
this
evening-
and
we
were
talking
about.
A
I
asked
her
what
she
thought
of
the
changes
over
the
years
around
the
difference
between
school,
police
and
now
school
safety
officers
and
then,
given
the
issues
that
have
gone
on
in
the
henderson
in
this
past
year,
you
know
how
did
she
feel
that
that
had
been
handled
before
and
now
after
and
she
was
very
positive
with
a
lot
of
her
conversation,
except
for
the
fact
that
felt
that
some
of
the
officers
present
in
a
more
gruff
and
a
disinterested
manner
towards
some
students
and
others
are
much
more.
A
You
know
playful
collegal,
you
know
you
know
very
much
engaging
and
the
question
is
around
around
the
training
and
around
the
thoughts
of
officers,
particularly
given
the
change
in
their
job
description
and
role
over
the
last
year.
How
do
they
see
themselves
now,
interacting
in
schools
with
students.
CE
A
very
good
question,
madam
chair,
thank
you
for
that,
and-
and
we
can
definitely
follow
up
anytime,
you
want
to
you
know,
have
a
consult
discussion.
We
can
just
definitely
sit
down
and
talk
about
that,
but
I
think
one
of
the
adverse
consequences
of
the
transition
from
police
policing
label
to
safety
model.
CE
We
did
lose
a
number
of
different
police
officers.
You
know
some
of
them
came
in
after
30
years
of
being
police
officers
and
that
was
their
career.
They
elected
to
to
move
on
to
other
positions
which
we
totally
respected.
But,
as
a
result,
as
I
mentioned,
we
put
the
specialist
description
out
on
the
current
job
description
and
24
people
applied
for
the
position.
So
this,
I
think
that's
going
to
give
us
an
opportunity
to
to
bring
in
individuals
with
a
new
imagined
approach
and
and
concept
into
what
we're
doing.
CE
Presently,
I
can't
you
know,
speak
on
individuals
personality,
but
I
can
guarantee
you
that
every
one
of
my
specialists
have
a
a
great
deal
of
respect
and
commitment
for
boston,
public
schools
and
had
it
for,
as
I
mentioned
earlier,
for
a
dec
40
decades.
You
know
what
I
mean
so
I'm
four
decades.
Sorry
so
and
that's
what
we're
going
to
promote
moving
forward.
A
Thank
you
one
last
question:
I'm
very
happy
over
the
years
of
seeing
the
kinds
of
changes
that
have
been
made
around,
you
know
not
disciplining
very
young
children,
you
know
with
suspensions
etc,
and
I
guess
I'm
I'm
looking
for
where,
within
the
curriculum
are
we
helping
students
to
learn
what
appropriate
school
behavior
is
because
often
they
are
punished
for
discretions
when
in
many
homes
and
also
in
schools,
particular
kinds
of
behavior
is
not
taught
so.
CE
I
think
that
would
be
a
problem
very
a
great
point
as
well.
I
think
my
next
part
of
the
phase
would
be
to
get
back
into
the
presentations
that
we
used
to
do
my
formal
life
bpd.
I
did
a
number
of
presentations
for
school
on
social
media.
I
did
on
the
sexual
assault
stuff
on
and
some
of
the
partners
that
we're
looking
at
during
my
presentation,
they're
going
to
help
me
with
that,
because
you
know
I
always
tell
everyone.
CE
CE
We
also
have
the
girls
leap
projects
with
deals
with
self-defense,
not
just
the
physical
self-defense,
but
a
mental
self-defense,
we're
going
to
use
them
with
that
and
then
to
be
out
not
to
be
too
long-winded,
but
even
the
number
of
individuals
that
we
coming
that
that
are
hired.
We
have
some
of
the
females
that
are
have
run.
Programs
specifically
dedicated
to
young
females
younger
children,
we
like
to
bring
back
our
reading
circles.
CE
X
Miss
robinson,
I
think
it's
also
through
our
selwell
office
as
well,
and
the
health
and
wellness
plans
that
we
have
through
our
schools.
The
responsive
classroom.
Second
step
curriculum,
the
different
programs
that
we
do
with
positive,
behavior
and
anti-bullying.
As
you
know,
we
do
our
24
7
training
that
has
won
a
national
award.
That
will
be
coming
shortly
here
over
the
next
couple
of
weeks.
X
So
you
know
it's
in
multiple
departments
and
I
really
love
the
work
that
chief
coakley
is
doing
with
her
team
around
community
activities
and
prevention
activities
with
the
students.
But
there
is
a
social
emotional
wellness
curriculum
that
we
put
out
throughout
the
district,
and
I'm
sure
dr
eccleston
would
be
glad
to
do
a
presentation
to
the
school
committee
in
the
future.
Regarding
our
activities
around
social,
emotional,
wellness.
X
And
the
people
that
and
the
bc
has
a
code
of
conduct
right.
You
said
yes,
application.
Our
app
is
the
app-
and
I
think
you
know
once
we
get
this
approved
and
voted
on.
We'll
have
them
put
a
new
app
out
for
the
rights
and
responsibilities
for
students
right.
CE
A
Again,
thank
you.
So
if
there
are
no
further
questions,
the
committee
looks
forward
to
taking
action
on
the
revised
code
of
conduct
at
our
next
meeting.
We'll
now
move
on
to
public
comment
on
reports,
ms
sullivan.