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From YouTube: Boston School Committee Meeting 4-28-21 - Virtual
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
E
A
G
I
J
A
You
so
much
miss
sullivan.
I
want
to
remind
everybody
that
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
also
on
youtube
for
those
of
us.
For
those
of
you
excuse
me
joining
us
on
zoom
or
at
a
later
date.
You
can
find
tonight's
meeting
documents
posted
on
the
committee's
webpage,
austinpublicschools.org
forward,
slash
school
committee.
Under
the
april
28th
meeting
link
the
agenda,
presentations
and
equity
impact
statements
have
been
translated
in
all
of
the
major
eps
languages.
A
A
At
the
bottom
of
your
screen,
click
the
icon
to
select
your
language
preference.
Our
spanish
interpreters
this
evening
are
mr
juan
bernal
and
mr
randolph
dominguez,
and
I'm
going
to
ask
mr
bernal
to
please
introduce
himself
and
give
zoom
instructions
in
spanish,
and
mr
dominguez
will
be
joining
us
a
little
bit
later
in
the
meeting.
L
Thank
you
very
much
just
stay
with
us
to
members
and
audience.
My
name
is
juan
bernali,
I'm
the
spanish
interpreter.
I
will
be
providing
simultaneous
interpretation
for
those
who
speak
spanish
and
I
will
now
proceed
to
explain
how
to
access
the
interpretation.
I
consider
they
can't
hear
my
simultaneous
interpretation.
We
will
be
taking
turns
of
30
minutes
with
my
colleague,
mr
randall
dominguez,
juan
bernal.
C
A
Interpreters
are
miss
maria
combs
and
mr
gershom
tavares.
If
you
could,
please
give
zoom
instructions
in
cabaretiano
and
introduce
yourselves
please.
J
A
O
A
A
Our
vietnamese
interpreters
are
miss
v,
fung,
lei
and
miss
duane.
True,
if
miss
leia
is
coming
from
another
meeting
and
will
join
us,
so
she'll
be
able
to
introduce
herself
later.
Ms
true,
if
you
could
please
introduce
yourself
and
provide
zoom
instructions
in
vietnamese.
D
C
A
Sorry
I
was
on
mute
there.
Thank
you.
Thank
you,
everybody
for
assisting
us
this
evening.
I
also
want
to
say
thank
you
to
all
the
boston
public
school
staff
who
are
not
introducing
themselves
behind
the
scenes
who
are
making
it
all
possible
for
our.
A
Your
do
yet
there
you
go
mute
yourself.
Thank
you.
So
thank
you
to
the
staff
behind
the
scenes,
helping
us
to
make
this
happen,
as
well
as
all
the
technology
we
are
using
this
evening.
So
we
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen,
and
I
just
want
to
remind
everyone
if
you
could,
please
speak
at
a
slower
pace
to
assist
all
of
our
interpreters.
A
A
A
Our
new
student
representative,
zyra
mercer
zyra,
was
elected
by
her
peers
on
the
boston
student
advisory
council
and
was
officially
welcomed
by
mayor
janie
yesterday,
and
I
want
to
thank
the
superintendent
and
also
my
colleague
mr
diarruzo,
for
attending
miss
mercer's
swearing-in
yesterday.
She
is
a
junior
at
the
henderson
k-12
inclusion
school,
where
she
is
captain
of
the
debate:
team
she's,
also
a
member
of
student
government,
a
leader
of
vanguards
and
that's
the
hendersons
women's
empowerment
group.
She
is
a
member
of
the
black
student
union
and
a
member
of
the
henderson
governing
board.
A
She
also
has
a
lot
of
of
great
plans
for
the
future
she's
interested
in
politics
and
she's,
also
interested
in
education,
and
she
also
loves
to
cook
she's.
Wonderful,
very
smart
asks
a
lot
of
great
questions.
I'm
really
excited
to
be
working
with
her
and
we're
thrilled
to
have
you
with
us
saira
and
I'd
like
to
ask.
If
you
could.
Please
say
a
few
words
about
yourself.
Q
A
R
Yes,
no
jewish
we're
thrilled
to
have
you.
I
saw
that
you
also
want
to
get
a
phd,
so
you
know
looking
forward
to
learning
more
with
you
and
yeah
really
proud
to
have
you
and
honored
to
work
with
you.
So
welcome
bienvenida.
S
Miss
marcel
welcome
we're
delighted
to
have
you
as
a
fellow
member
now
and,
as
I
said
to
you
privately,
but
I
also
want
to
say
publicly
it's
especially
important
that
you've
been
a
student
at
the
henderson,
which
is
a
full
inclusion
school
and
as
we
look
to
your
voice,
is
going
to
be
so
important
as
you
as
you
share
with
us
a
student
perspective
on
so
many
matters,
but
particularly
as
we
look
to
expand
inclusion,
do
it
the
right
way
across
our
district
and
have
more
inclusive
opportunities
for
our
students?
S
Having
your
perspective
of
having
been
at
school
at
the
henderson
is
going
to
be
invaluable,
so
look
forward
to
working
with
you.
I've
already
enjoyed
our
conversations.
Thank
you
for
the
tips
about
gray
seasoning
for
jamaican
cooking
I've
already
taken
you
up
on
that
advice.
You
gave
me
so
look
forward
to
working
closely
with
you
and
welcome.
T
T
A
Thank
you.
Welcome
welcome,
zira
we're
really
really
really
psyched
that
you're
here.
So
we
will
now
move
on
to
the
approval
of
minutes
from
our
april
7th
2021
school
committee
meeting
and
at
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
as
presented
so
moved.
Thank
you,
miss
robinson.
Is
there
a
second.
G
U
L
K
T
T
This
represents
a
10
increase
in
the
number
of
daily
trips
and
a
65
increase
in
the
number
of
daily
bps
riders
compared
to
the
week
prior
before
april.
Break
our
primary
metric
for
success
in
bus
on
time
performance,
which
is
a
measure
of
our
success,
is
the
percent
of
buses
that
arrive
on
time
to
their
schools.
T
So
far
this
week
since
reopening
for
five
days
per
week
of
in-person
learning
for
k-0-8
students
on
monday,
we
were
averaging
about
92
percent
bus
on
time
performance
and
our
on-time
performance
has
gone
up
each
day
from
88
on
monday
to
93
percent.
Yesterday
at
94
today
we
continue
to
work
to
improve
our
customer
service
also
and
support
to
our
families.
T
T
I
just
want
to
remind
folks
that
the
new
recommendations
include
up
to
three
elementary
students,
who
may
be
seated
per
bench
on
our
buses
up
to
two
middle
or
high
school
students
who
may
be
seated
per
bench
on
our
buses
and
students
and
staff
continue
to
be
required
to
wear
a
mask
that
covers
their
nose
and
mouth
the
entire
time
they
are
on.
The
bus
windows
on
buses
are
to
be
kept
open
for
ventilation.
T
T
Today's
decision
again
affirms
our
temporary
admissions
process
to
welcome
new
students
to
our
three
exam
schools.
Our
goal
has
been
to
create
the
most
equitable
process
for
admitting
a
new
class
of
students
into
our
three
exam
schools.
Amidst
the
disruption
of
the
covit
19
pandemic,
the
admissions
process
affirmed
by
the
court
was
designed
with
the
community,
including
students,
school
leaders,
educators
and
civil
rights
advocates,
and
will
ensure
that
every
student
is
equitably
considered
for
admissions
to
our
exam
schools.
T
I'm
so
appreciative
of
the
entire
team
that
designed
the
admissions
process
and
who
have
helped
to
describe
and
support
the
process
throughout
the
court
proceedings.
Invitations
and
non-acceptance
letters
for
all
three
exam
schools
were
just
sent
out
to
all
students
in
the
applicant
pool,
including
both
bps
students
and
non-bps
students.
T
T
T
The
exam
school
admissions
task
force
continues
to
work
on
a
proposal
for
long
term
exam
school
admissions
policy
which
will
then
be
voted
on
by
the
school
committee.
This
saturday
may
1st,
from
1
to
2
30
pm
the
exam
school
admissions
task
force
is
hosting
a
student
listening
session
and
all
youth
are
welcome.
T
Virtual
meeting
information
is
available
at
bostonpublicschools.org
forward.
Slash
calendar
as
a
reminder.
The
exam
school's
admissions
task
force
meets
regularly
every
tuesday
from
5
to
7
pm
the
meeting
agenda.
The
zoom
link
and
public
comment
sign
up
form
are
posted
on
the
bps
website,
48
hours
prior
to
each
meeting.
T
T
T
T
At
our
last
meeting,
we
outlined
the
health
and
safety
protocols
in
place
across
all
of
our
schools
and
the
facility
modifications
we
have
had
to
make
to
ensure
safe
physical
distancing
of
three
feet
in
classrooms
and
six
feet
during
lunch,
including
erecting
outdoor
tents
at
78
schools.
We
put
up
about
110
tents.
T
I
once
again
have
to
thank
our
incredible
school
leaders,
the
hard-working
educators
and
school-based
staff
and
all
of
our
colleagues
at
central
office
for
their
combined
efforts
to
make
five
days
of
in-person
learning
a
reality
for
our
students.
This
year
yesterday,
commissioner
riley
released
guidance
to
school
districts
across
the
commonwealth
to
implement
five
days
of
in-person
learning
for
high
school
students.
T
T
Speaking
of
our
high
schoolers,
another
wonderful
thing
we
announced
today
was
that
the
boston
red
sox
will
host
over
a
dozen
graduation
ceremonies
at
fenway
park
later
this
spring,
while
the
red
sox
extended
the
offer
to
all
of
our
schools.
Many
of
our
schools,
particularly
our
smaller
schools,
are
opting
to
host
celebrations
at
other
locations
across
the
city
for
a
smaller
venue,
we're
so
excited
to
celebrate
the
class
of
2021
with
in-person
graduations
this
year.
T
I'd
like
to
again
thank
the
boston
red
sox
and
fenway
park
for
their
partnership
to
make
these
in-person
ceremonies
a
reality
soon
we'll
announce
additional
outdoor
locations
that
will
safely
host
our
students
and
their
families
on
what
I
hope
will
be
one
of
the
most
memorable
days
of
their
lives.
Congratulations
in
advance
to
our
class
of
2021..
T
T
T
However,
much
of
our
planning
will
also
be
done
internally
with
our
educators,
our
school
leaders,
our
parents
and
students,
as
we
co-design
the
funding
opportunities,
we'll
have
a
full
plan
from
our
community
engagement
office
on
our
new
website.
Once
the
state
has
finalized
their
guidance
to
us,
and
those
meetings
will
be
updated
to
reflect
the
broader
engagement
we
plan
to
tend
to
do
with
our
keys
key
stakeholders
who
are
closest
to
the
classroom,
our
educators,
our
parents,
our
students
and
our
school
leaders.
T
These
commission
members,
who
are
external
to
the
organization,
were
selected
based
on
their
work
with
bps
students
and
schools,
their
relationship
with
key
bps
stakeholders
and
their
knowledge
of
our
district's
strategic
priorities.
Members
will
are
listed
on
the
return
recover.
Reimagine
commission
webpage
available
at
bostonpublicschools.org
forward,
slash
federal
relief
funds21.
T
We
need
to
change
minds
and
change
our
policies
and
then
resource
our
work.
We
cannot
simply
add
resources
and
expect
different
results
as
we
reimagine
our
district
and
our
community.
We
are
taking
with
us
the
lessons
that
we
have
learned
over
the
past
year
to
become
a
school
district
where
every
school
in
every
neighborhood
and
every
part
of
the
city
is
equipped
to
help
every
student
unlock
their
unlimited
potential
couple
of
highlights
of
some
upcoming
events
this
friday
april
30th,
is
our
annual
lgbtq
plus
student
summit.
T
T
In
addition,
all
next
week,
we're
celebrating
virtual
immigrant
pride
week
with
a
day
of
act
week
of
action
from
may
3rd
to
may
7th
a
week
of
online
activities
held
to
support
immigrant
and
undocumented
students
and
their
families.
This
is
coordinated
by
our
bps
office
of
english.
Language
learners
and
immigrant
pride
week
is
an
opportunity
to
bring
attention
to
our
bps
educators
and
send
a
message
to
students,
staff
and
families
that
are
immigrant
and
undocumented
students
and
families
are
welcomed,
supported
and
loved
in
our
schools.
T
Events
include
a
workshop
on
boston's
immigration
history,
a
panel
discussion
of
the
immigrant
experience
and
much
more,
please
visit
boston,
public
schools
forward.
Slash
bps
dash
immigrant
dash
pride
for
more
information
and
resources
and
throughout
may
we'll
also
be
celebrating
haitian
heritage
month,
with
multiple
events
hosted
by
our
office
of
english
learners.
T
T
T
We
invite
all
members
of
the
bps
community
teachers,
administrators
students,
families
and
community
members
and
partners
to
nominate
exceptional
educators
to
honor
their
work
and
dedication
to
their
school
communities
to
nominate
an
educator,
and
it
will
be
hard
this
year
because
there
are
so
many
go
to
bostonpublicschools.org
forward.
Slash
e-o-y
can't
wait
to
see
all
of
the
wonderful
educators
that
we
nominate
this
year
and
hear
all
of
the
great
stories
that
are
going
on
in
our
schools
and
with
that,
it's
my
superintendent's
report
for
this
evening.
A
Thank
you,
superintendent,
wow.
That
is
a
lot
of
really
great
stuff.
Thank
you
for
sharing.
I
will
now
open
it
up
to
the
committee
for
questions
and
discussion
and
I'd
like
to
remind
everyone
of
our
norms
of
please
keep
your
questions
to
five
minutes
and
staff
response
as
well,
and
if
you
have
more
questions,
we
can
do
a
second
round.
Usually
we
would
start
with
our
student,
but
we're
gonna
give
her
a
little
break
tonight
as
she
gets
used
to
how
this
all
rolls.
U
Thank
you,
madam
chair
superintendent.
I
have
a
lot
of
questions
and
concerns
about
this
commission
that
you
announced
with
respect
to
the
the
federal
funds
coming
into
the
district
and,
first
just
just
a
constructive
communication
here
that,
as
a
school
committee
member,
I
raised
the
specificity
of
this
issue
at
one
of
our
hearings.
U
I
then
learned
about
the
commission
and
through
the
press
release
I
actually
had
I
was
I
had
a
communication
with
some
families
that
are
connected
or
doing
advocacy
for
the
school
and
one
of
them
pointed
out
the
commission-
and
I
says,
oh
no,
I
don't
think
there's
a
commission,
I
haven't
heard
anything
about
it.
U
We
haven't
discussed
it
at
all
at
school
committee
other
than
raising
the
concerns,
so
so
please,
if
going
forward,
you
know
if
I
raise
an
issue
as
a
school
committee
member
in
you
know
in
this
forum
and
also
raise
it
with
you
privately
as
well
that
something
so
this
is
so
significant.
This
is
really
you
know.
As
we
know,
this
is
the
biggest
investment
in
bps
since,
since
the
new
deal,
I
don't
know
what
was
it
compared
to,
but
this
is
significant.
U
We
need
to
get
off
on
the
right
foot,
so
that's
the
first
kind
of
just
constructive
comment.
The
other
piece
is
just.
I
don't
think
we
got
on
on
the
right
foot
with
respect
to
announcing
this
commission.
U
You
know
so
some
real
concerns
of
mine
one
is
that
and
this
you
know
again
trying
to
be
constructive
here,
that
we
have
a
commission
here
that
we're
you
know
we're
we're
leading
with
an
elite
group
of
folks,
and
a
lot
of
these
folks
are
my
friends,
people
that
I
either
you
know,
work
with
or
have
relationships
with,
but
it's
it's
heavy
on
professional
advocates,
it's
heavy
on
on
theorists.
U
Why
don't
we
lead
with
families?
Why
do
we
leave
with
children?
Why
don't
we
leave
with
educators?
You
know
we
can
we've
done
these
processes
before
we
have.
We
have
experience
here
in
the
city
of
boston
10
years
ago,
with
or
more
with
the
era
funding.
U
We
have
direct
experience
and
we
know
that
every
single
neighborhood,
if
I,
if
I
go
to
families
in
jamaica
plain
if
I
go
to
families
in
east
boston,
they
know
every
inch
of
every
building
of
their
schools
and
they
believe
that
they
are
their
schools
and
I
believe
that
they
are
their
schools.
They
can
tell
you
how
how
this
money
should
be
spent,
how
it
should
be
invested.
They
can
tell
you
what
their
kids
need.
The
educators
can
tell
you,
you
know
with
great
specificity
what
the
needs
are.
U
Why
don't
we
lead
with
that,
and
I
don't
think
it's
enough
to
say
that
the
state
has
to
make
their
guidelines.
You
know
we're
the
city
of
boston,
we're
the
largest
district
in
this
in
the
commonwealth
in
new
england.
We
should
come
forward
and
say
this
is
how
we're
starting
our
process
where
we
talk
about
equity,
but
we
need
we're
going
to
start
with
families,
we're
going
to
start
with
children,
we're
going
to
start
with
educators,
we're
not
going
to
start
with
a
professional
commission
which
I
I
honestly
don't.
U
I
still
don't
understand
what
the
role
of
that
commission
is.
So
a
lot
there
but
I'll
leave
that
there.
T
We'll
be
sure
to
get
the
communications
to
you
sooner
next
time.
U
Thank
you.
Do
you
have
any
response,
respect
to
the
process,
so
a
big
thing
here
is
that
we
need
details
right.
Can
you
explain
why
you
started
with
this
process?
Why
you
selected
folks
that
are
are
directly
connected
to
us?
Can
you
explain
that.
T
Yeah,
so
monica
roberts
and
her
team
will
put
together
the
parent
and
community
process
as
well
as
school
leaders.
As
soon
as
we
have
more
details
for
the
engagement
process
there,
as
well
as
our
students
and
vsac,
it
will
run
a
lot
like.
I
did
the
strategic
plan
process
as
well
as
the
process
that
we
used
for
our
reopening.
T
I
think
that
we
had
to
announce
our
external
partners
to
get
on
their
calendars
and
we
have
already
structures
in
place
for
involving
our
parents.
We
have
our
sped
pac
meetings.
We
have
our
dlac
meetings,
our
ell
task
force
our
oag
task
force.
We
have
our
equity
roundtables
at
schools,
where
school
leaders
will
be
working
with
their
communities
around
the
funding.
T
We
just
don't
yet
know
how
much
that
is,
or
the
guard
rails
around
how
we
will
put
together
the
options,
and
so
we
would
like
to
have
some
more
guidance
from
the
state
before
we
release
the
guard
rails
and
specifics
to
parents
and
school
leaders
so
that
they
know
what
they're
working
with
when
they
actually
have
their
meetings.
T
One
thing
that
is
good
for
everyone
to
know
in
terms
of
this
external
stakeholder
group
to
get
on
their
calendars
and
have
them
place
holds
right
away
at
each
of
the
meetings.
We
will
have
those
viewable
by
the
public
as
well
as
have
time
for
public
comment
after
each
meeting,
so
that
the
public
will
also
be
able
to
provide
additional
comment
into
it.
V
U
I
I
don't
understand
why
why
we're
able
to
lead
with
that
and
not
with
a
community-run
process,
but
you
know.
U
Ask
just
going
forward,
though,
if
you
can
just
have
clear
you
know
each
meeting
you
know:
when
are
you
gonna
deliver
this
plan,
we're
never
gonna?
I
think
we
should
have
this
as
a
standing
item.
It's
the
biggest
thing
we're
gonna
deal
with.
I
think
so
I'll
leave
it
there.
I
know
my
time
is
up
sorry.
I.
T
T
125
schools
in
100
days
had
over
120
102
meetings
with
two
over
2
000
people,
giving
input
into
the
strategic
plan
and
we'll
be
using
a
lot
of
that
information
as
well
in
terms
of
the
guidance
and
that
we
give
to
school
leaders
and-
and
we
as
we
develop
this
plan
and
every
time
we
did
the
same
thing
with
our
our
reopening
plans.
We
had
so
many
meetings
with
our
public
and
our
communities,
so
I
just
want
you
to
know
that
it
is
a
strong
value
of
mine.
T
It
may
not
be
clear
yet
to
the
public
what
our
community-based
plan
is,
but
it
will
be
clear
and
it
could
have
led
with
that,
but
we
do
have
structures
in
place
for
getting
feedback
from
our
parents,
our
students
and
our
community
and
we'll
be
deploying
those
with
our
department
of
family
community
engagement
and
we'll
have
that
information
out
shortly.
A
Great
thank
you,
mr
diarruzo
and
yeah.
I
think
great
points
and
it's
both
and
right.
So
we
will
also
bring
forth
on
the
superintendent
we'll
bring
the
plan
for
families,
students,
parents,
stakeholders,
etc
and
with
a
timeline.
So
thank
you,
dr
rivera.
R
Yes,
so
I
just
want
to
again
thank
all
the
incredible
hard
work
of
the
teachers
and
the
staff,
the
bus
drivers
that
have
gotten
our
kids
back
into
for
some
of
our
kids
right
back
five
days
a
week.
My
son
is
already
a
changed
boy,
just
being
back
so
he's
just
smiling,
and
so
I'm
really
really
grateful
that
also.
I
know
this
is
happening
in
all
the
schools,
where
there's
extra
social,
emotional
learning
happening
and
just
you
know,
playing
games.
R
You
know
just
really,
you
know
activities
for
the
young
people
to
get
to
know
each
other
and
relationship
building
is
truly
special,
so
just
one
again
acknowledge
that
that
hard
work
and
I'm
very
grateful
as
a
parent.
R
If
you
could
give
a
little
or
one
of
your
staff
a
report
on
how
we're
doing
with
the
pool
testing,
this
has
been
a
consistent
concern
and
question
as
well
that
I've
raised
around
the
low
participation
levels
there
so
wondering
how
we're
doing
with
increasing
that
part,
student
participation
and
pool
testing
and
second,
if,
if
you
could
give
an
update
on
summer
learning
and
and
what
are
are
some
of
the
plans
there
with
in
terms
of
again,
you
know
school-based
partners
and
and
again
some
of
the
safety
protocols
around
that
work.
T
Thank
you,
dr
rivera,
so
with
pool
testing,
we
still
continue
to
struggle
with
families
choosing
to
do
consent.
I
don't
have
the
exact
numbers,
but
we
can
get
that
for
you
on
if
there
have
been
increases
and
by
which
schools
and
so
we'll
continue
to
work
on
the
pool
testing.
T
As
for
summer
learning,
we
plan
on
doing
an
announcement
next
week
on
summer
learning,
so
that
families
know
what
we
are
proposing
for
the
summer
school
again
it'll
be
about
50
schools
that
will
do
extended
year
opportunities
for
our
students.
We
will
be
partnering
again
with
boston
after
school
and
beyond
on
enrichment
activities.
T
We
also
will
have
credit
recovery
for
any
high
school
students
that
need
to
do
additional
credit
recovery
for
graduation
or
to
make
up
an
incomplete,
and
so
those
are
the
major
pieces
that
we'll
be
doing
during
the
school
year.
We
anticipate
somewhere
around
27
000
30
000
students
will
be
participating
in
one
of
those
programs
that
I've
listed.
T
We
have
a
website
as
well
called
summer
stuff
that
you
can
go
to
as
well
on
our
boston,
public
schools
website
and
you
can
get
information
there
about
all
of
the
programs
that
are
available
this
summer
and
we
plan
on
doing
a
big
launch
next
week.
R
Thank
you
just
real
quick
if
I
could
go
back
to-
and
I
don't
have
another
question
after
this,
but
when
the
schools
are
also
keeping
the
data
dashboard
around
the
covid,
you
know
the
kovid
dashboard
are
you?
Is
that
going
to
include
the
testing
too?
The
excuse
me
the
the
pool
testing
as
well.
I'm
just
curious
how
like
whether
that
dashboard
will
also
show,
if
there's
been
an
increase
in
a
particular
school
with
regards
to
the
pool
testing.
T
T
A
D
O
I
Yes,
thank
you
for
your
updates.
I
have
a
couple
of
questions
in
terms
of
the
number
of
students
that
have
returned
today.
How
is
that
run
against
what
you
were
expecting
to
come
back,
given
what
parents
had
said
before
the
vacation
week.
T
So
we're
at
about
55
of
what
we
were
expecting
of
students
coming
back,
so
we
still
are
seeing
some
attendance
issues
with
our
students,
of
course
they're
attending
in
the
remote
environment.
So
we
still
see
our
students
attending
in
the
remote
environment.
T
We
have
been
running
to
ground,
though
this
week
some
teachers
are
still
marking
their
children
in
the
in
in
remote
present,
but
they're,
actually
in
person
and
they're
taking
their
attendance
at
the
end
of
the
day,
and
so
we're
we're
trying
to
reconcile
with
teachers
because
there's
different
ways
to
mark
the
students
present,
either
in
present
and
remote
or
present
in
person
or
absent
in
remote
or
absent
in
person.
T
I
Great
with
regard
to
summer,
will
there
be
more
directed
communication
between
teachers
and
parents
with
regard
to
helping
families
make
the
best
selection
for
their
child's
needs
over
the
summer,
given
some
of
the
academic
concerns
or
other
concerns
that
teachers
may
have
also
been
witnessing.
T
T
Software
system
is,
if
you
just
are
going
to
be
at
grandma's
house
this
summer
and
you're
not
going
to
engage
in
our
programs
at
all.
So
we're
trying
to
get
an
accounting
from
all
of
our
students
and
there
will
be
outreach
from
the
teachers
and
from
from
our
school
leaders.
I
Great
thirdly,
a
little
bit
in
in
what
mr
diarruga
was
talking
about.
With
regard
to
the
commission.
I
I've
also
heard
from
some
families
concerned
about
just
utilizing
the
city-wide
parent
council,
for
example,
as
the
you
know,
the
parent
member
to
come
to
the
commission
or
just
using
bsac
when
there
are
wider
varieties
of
students
groups
as
well
as
parent
groups,
and
so
if
not
the
commission
is
there
an
opportunity
for
expanded
activity
that
will
engage
families
and
how
will
particularly
newer
parent
groups
or
other
student
groups
become
aware
of
how
they
interact?
I
T
Yes,
so
I'm
just
trying
to
be
really
clear
with
the
public
that
you
know
we
have
to
know
from
the
state
how
they
are
going
to
restrict
or
give
us
guidance
about
what
that
application
process
needs
to
be
so
that
we
are
when
we
go
out
we're
not
backtracking
right
and
so
with
our
parents
and
our
community
members.
We
will
definitely
have
multiple
community
meetings.
There
will
be
equity,
roundtable
meetings
at
the
school
level
and
parent
council
meetings.
T
G
Yes,
once
again,
thank
you
superintendent.
You
have
a
your
report,
captures
the
breadth
of
issues
that
we
have
to
deal
with,
and
the
complexity
and
the
fact
that
you're
able
to
summarize
it
in
such
an
effective
way.
It
speaks
well
to
the
growing
coherence
of
the
work
done
by
the
district.
So
I
really
appreciate
how
that
represents
the
your
ability
to
kind
of
capture
information,
bring
it
forward
and
and
it's
encouraging.
G
I
do
share
my
colleagues
questions
about
the
commission
and
so
I'm
very
happy
to
hear
you
talk
about
a
broader
community
based
approach
that
follows
the
values
where
we're
talking
about
in
terms
of
amplifying
family
and
student
voice
and
looking
forward
to
the
reports
of
the
process
that
really
demonstrate
how
we've
done
that
and
that
we're
not
just
turning
that
the
commission
may
have
a
function
in
the
process,
but
there
are
other
ways
we
also
can
collect
information
before
a
final
decision
is
made,
and
then
I
just
want
to-
and
I
think
this
is
both
a
question
both
to
you,
dr
caselias
and
and
chairperson
alabad.
G
My
assumption
is
that,
because
this
is
a
budgetary
item
and
that,
as
a
school
committee,
that
our
two
biggest
responsibilities
is
approval
of
investments,
financial
investments
and
also
the
selection
and
supervision
of
the
superintendent.
I'm
assuming
that
there's
going
to
be
a
report-
that's
come
to
us
that
will
be.
That
would
be
something
we
will
vote
on
prior
to
its
implementation
and
that,
if
that
is,
if
that
assumption
is
correct,
which
I
hope
it
is.
If
it's
not,
I
think,
that's
an
area
of
discussion.
G
If
it
is
correct,
then
I
would
want
to
have
as
part
of
that
report,
the
kind
of
a
fidelity
check
on
amp
on
our
values
of
amplifying
student
voices
engaged
parents,
and
also
the
role
and
and
some
explicit
conversation
about
how
the
commission
operates
in
relationship
to
those
voices
but
again,
a
incredible
wide
breadth
of
work.
G
A
Q
So
my
question
is:
do
you
have
an
example
of
the
model
that's
going
to
be
used
for
the
high
school
full
in
person
and
also
give
a
timeline
on
that.
T
T
Thank
you.
The
return
is
may
17th
for
five
days
and,
of
course,
students
and
families
will
still
be
able
to
opt
up
to
full
remote.
A
Thank
you
vice
chair,
o'neal,.
S
Thank
you,
madam
chair
and
and
superintendent.
Thank
you
for
your
presentation.
Two
comments,
one
about
high
school
and
following
up
on
on
miss
mercer's
comment.
You
know
I've
had
folks
say
to
me.
Well,
schools
have
reopened.
Can
we
reopen
high
schools
sooner
than
may
18th?
Could
you
just
talk
for
a
minute
about
some
of
the
challenges
that
are
a
bit
more
unique
to
high
schools
versus
you
know
our
elementary
schools
or
our
k-8
schools
and
and
some
of
the
work
that's
being
done
to
get
ready
for
the
high
schools
to
reopen.
T
Yeah,
so
our
high
school
heads
of
schools
need
to
reschedule
students.
T
It
also
can
be
quite
challenging
that
in
our
schools
that
have
6
through
12
or
7
through
12,
where
they're
on
a
different
schedule
now,
because
they're
already
coming
five
days
a
week
so
and
then
this
the
high
school
students
will
be
coming
later
and
are
currently
on
two
days
a
week.
So
they
have
to
again
do
all
of
that
rescheduling
of
students.
T
Another
challenge
for
them
is
the
lunch
and
figuring
out
how
to
do
lunch
for
such
large
amounts
of
students.
At
one
time
when
teachers
get
a
duty-free
lunch,
you
know
typically
in
a
high
school,
you
might
have
upwards
of
100
students
having
lunch
at
one
time
and
some
of
our
much
larger
high
schools.
T
They
might
be
serving
300
students
at
lunch
at
one
time,
so
they've
got
to
figure
out
how
they'll
fit
in
the
time
for
them
to
do
that
safely,
because
the
requirement
is
three
feet
within
the
classroom,
but
six
feet
outside
the
classroom
and
then
the
other
real
challenge
for
us
is
just
flat
out
capacity
with
high
schools
having
a
larger
class
size
than
many
of
our
elementary
schools
and
trying
to
fit
them
in,
and
so
just
taking
that
survey
deity
that
we
got
realizing
how
many
students
we
will
actually
have
that
want
to
come
to
five
day
and
then
fitting
them
into
their
different
classroom
spaces
within
the
school.
T
T
You
know.
Is
it
worth
it?
You
know
to
come
back
to
school
at
the
later
date.
We
think
so
because
they
have
to
take
their
ap
tests.
You
know
they
still
have
the
sat
in
school
tests
that
they
need
to
take
their
mcas
test.
So
there's
a
number
of
exams
that
our
students
have
to
sit
for
and
so
coming
to
school
will
also
allow
for
that
to
happen.
S
And
I
think
some
students
are
clearly
anxious
to
get
back
and
and
miss
it
right.
D
S
If
you're
a
senior
you
know,
if
this
is
your
last
time
in
the
school
we'll
be
interested
to
see,
hopefully
they
will
attend.
Is
there
any
anecdotal
evidence?
I
know
we're
only
back
three
days,
but
obviously,
we've
been
concerned
about
the
sense
of
isolation
of
our
students,
the
social
emotional
health
of
our
students
are
our
teachers
and
our
behavioral
health
specialists
being
on
extra
alert,
as
our
students
adapt
to
being
back
in
the
classroom.
T
Yeah,
mr
o'neil:
we've
been
on
extra
alert
all
year
with
our
students,
mental
health
and
support
this.
The
team
has
been
checking
in
with
our
high
school
students
regularly.
This
is
another
piece
of
checking
in
with
them
when
they
come
to
make
sure
everybody's
feeling,
reconnected
and
a
part
of
the
community.
T
T
This
is
especially
true
of
our
elementary
students,
because
they,
their
friends,
are
not
in
the
zoo
any
longer
but
in
person,
and
that
takes
an
adjustment
period
as
well,
and
so
we're
wanting
to
make
sure
we
still
connect
with
our
friends
like
I'll
go
visit
the
classrooms-
and
I
make
sure
I
say
hello
to
the
friends
who
are
still
on
zoom
and
and
at
home
and
and
making
sure
they
still
feel
connected
to
the
community.
S
That's
great,
and
I
appreciate
that
sensitivity
to
that
group
because
right,
you
can
feel
left
out
right
if
you're
used
to
seeing
students
in
zoom
now
all
sudden
they're
in
the
classroom
and
you're
not
it
can
even
add
to
the
sense
of
isolation
so,
and-
and
lastly,
with
regards
you,
you
call
it
a
commission,
I
think
of
it
in
terms
of
working
group,
because
it's
a
superintendent's
group
and
you
know
my
understanding
of
their
charge-
is
they
are
not
deciding
how
we
are
spending
this
money
as
as
dean.
S
Dr
coleman
points
out,
that's
the
school
committee's
purview.
We
make
the
ultimate
decision
on
spending,
so
this
is
an
advisory
group
to
advise
you
on
priorities,
a
way
to
think
about
spending,
particularly
as,
as
you
had
on
the
screen
about
return,
recover
and
reimagine
advice
and
and
broad
thinking
about
how
to
reimagine
from
what
we've
learned
from
this
pandemic
and
how
to
reimagine
our
education
going
forward
could
be
very
helpful.
S
I
do
appreciate
that
when
I
saw
the
list
it
looked
like
you
had
multiple
parents
on
there,
you
have
multiple
students,
you
have
multiple
teachers,
including
representatives
from
the
btu
and
multiple
school
leaders,
along
with
external
partners,
but
I
just
want
to
make
sure
the
charge
is
very
clear
that
they
are
advising
you
not
that
they
are
the
decision
makers
on
how
we're
going
to
spend
that
money
and-
and
I
do
know
you
know
there
is
no.
I
appreciate
you
putting
this
together
because
there
is
no
blueprint
on
this
we've.
S
Never
we've
never
had
this
level
of
funding
this
fast,
even
in
previous
spending
by
the
federal
government.
You
know
on
recovery,
that
type
of
thing
we
never
had
a
sense
of
extra
money
and
and
how
should
we
approach
the
spending?
So
there
is
no
blueprint
for
this,
and
I
and
I
do
know
nationally.
Districts
are
looking
at
combinations
of
these
working
groups
that
you
have
of
holding
town
halls,
which
it
sounds
like
you're
going
to
have.
S
A
number
of
those
and
even
surveys
of
districts
are
kind
of
surveys
of
families,
and
it
sounds
like
you're
going
to
be
incorporating
all
three.
So
obviously,
there
were
some
bumps
rolling
this
out,
but
there
always
is
particularly
when
you're
trying
to
create
a
new
blueprint
and
look
forward
to
working
with
you
on
this,
but
I'll,
be
interested
and
see
how
you
set
up
the
charge
for
this
group.
T
Yeah
the
the
charge
for
the
group
is
going
to
be
responding
to
the
drafts
that
we
put
together
at
in
the
district
level
and
then
providing
input,
but
everybody
is
a
valued
voice
in
the
community.
T
You
know
we're
going
to
have
to
sustain
the
effort,
so
it's
going
to
be
important
for
our
external
partners
and
stakeholders
to
also
have
a
voice
at
the
table,
and
so
this
is.
This
is
their
opportunity
and
I
wanted
to
get
the
dates
on
their
calendars
and
so
because
we
have
such
a
close
relationship
already
with
our
parents
and
our
students
and
ways
to
access
them
much
much
easier.
A
Okay,
I
also
just
wanted
to
thank
all
of
the
staff
who
are
back
with
our
students
and
just
echo
dr
rivera
sentiments,
seeing
happy
happy
students
in
my
own
home
and
just
the
change
within
my
own
daughter
and
just
she's
so
excited
to
go
to
school,
she's,
just
she's
up
can't
wait.
A
I
used
to
have
to
drag
her
out
of
bed
she's,
so
excited
and
students
in
her
class
have
are
are
back
together
again
they
have
a
group
called
sasso,
which
is
the
stuffed
animal
socialization
organization
and
they're
very
excited
to
all,
be
back
and
doing
that
and
they're
also
doing
it
via
zoom,
with
their
zoom,
pier
so
creating
that
connection
as
the
vice
chair
was
talking
about.
So
I
just
want
to
thank
everybody.
Thank
you,
superintendent
and
all
the
staff,
because
I
know
it's.
A
It's
been
a
lot
of
stops
and
starts
things
beyond
our
control,
and
so
it's
just
great
that
we're
you
know
making
that
happen,
and
I
really
just
want
to
say
I'm
glad
to
hear
about
the
plan
for
every
student
for
the
summer.
That
will
be
really
important.
You
know
it's
already
may
so.
A
People
really
need
to
have
their
plans,
so
I
think
if
teachers
are
talking
to
families
right
now
to
let
them
know
what
are
the
opportunities
and
that
they're,
both
virtual
opportunities
and
in-person
opportunities,
because
every
student
should
have
a
plan,
as
you
said,
and
I
really
loved
seeing
all
of
the
diverse
celebrations,
I
have
to
say
I'm
proud
to
be
in
a
district
where
we
just
have
such
an
array
of
things
that
we're
talking
about
and
honoring
people's.
You
know:
ethnicity,
race,
cultural
heritage,
their
their
linguistic
assets
just
really
great.
A
So
thank
you
for
that
and
the
gl
lgbtq
piece
too
super
important
and
the
the
last
thing
I
just
wanted
to
say
in
terms
of
the
commission
piece
is
that
I
I
just
want
to
apologize
to
all
of
my
colleagues,
because
I
you
know
the
fact
that
you've
heard
about
this
through
press
release.
A
I
apologize
for
that
in
terms
of
being
the
chair
of
the
school
committee
and
just
will
do
a
better
job
to
communicate
some
of
the
larger
things
I
think
we've
been
in
so
many
meetings
where
it's
been
discussed,
and
so
I
apologize
if
it
wasn't
clear
what
was
happening
with
that
working
group.
Slash,
commission
and
please
do
know
that
you
know
I
do
take
really
seriously.
The
vice
chair
does
and
so
does
the
superintendent,
the
community
engagement
aspect,
and
that
is
not
something
that
is
forgotten.
A
It's
the
both
and
and
so
to
the
best
of
my
ability
I'll
make
sure
that
everybody
is
aware
ahead
of
time.
So
thank
you
again.
So
if
there
is
no
further
discussion,
I
would
like
to
entertain
a
motion
to
receive
the
superintendent's
report.
U
W
U
Yes,
it
was
very
specific,
as
I
raised
it
in
specificity
in
one
of
these
hearings,
so
that's
why
I
expected
that
response
before
I
saw
it
in
a
press
release.
So
thank
you.
Yes,.
A
No,
and
thank
you
for
that-
I
just
want
to
play
take
my
part.
You
know
for
the
future
to
make
sure
for
whenever
I
can
to
make
sure
to
let
all
of
you
know
you
know
as
the
person
that
that
is
directly
speaking
with
the
superintendent
on
a
consistent
basis,
but
thank
you
and
thank
you,
everybody
for
your
comments
and
we
all
are
learning
as
we
go
right.
So,
thank
you
very
much.
A
So
if
there's
no
further
discussion,
I
would
like
to
entertain
a
motion
to
receive
the
superintendent's
report.
A
G
U
S
A
Thank
you
so
much
ms
sullivan,
and
before
we
move
on
to
public
comment
this
evening,
we're
going
to
be
receiving
two
reports
so
that
the
committee
can
actually
take
action
on
these
matters
later
this
evening.
First,
I
would
like
to
invite
jeremiah
hassan,
the
director
of
labor
relations
to
present
a
tentative
memorandum
of
agreement
between
the
boston
school
committee
and
the
boston
teachers
union,
so
I
will
turn
it
over
to
you,
mr.
A
X
I
apologize
for
that
good
evening,
jeff
harrison,
superintendent
and
committee
members.
I'm
happy
to
be
here
tonight
to
give
you
a
brief
overview
and
request
your
support
on
a
recent
tentative
agreement
between
the
boston,
public
schools
and
the
boston
teachers
union.
That
would
bring
the
family
liaison
position
into
the
paraprofessionals
unit
of
the
btu.
X
X
We
are
confident
that
this
agreement
is
a
fair
and
equitable
deal
and
it
serves
the
interest
of
all
parties
involved.
Specifically,
the
district
maintains
the
hiring
autonomy
and
scheduling
flexibility,
so
we
can
hire
the
best
candidates
to
meet
our
school's
needs
and
that
they
can
work
schedules
to
best
serve
our
family's
needs.
X
Family
liaisons
gain
union
protections
and
collective
bargaining
rights
which
make
these
positions
more
attractive
and
should
help
the
district
retain
good
employees
and
the
boston
teachers
union
increases
its
membership
again.
We
think
that
this
is
a
fair
and
equitable
agreement
and
we
request
that
the
committee
vote
in
favor
of
it
with
that.
I'm
happy
to
answer
any
questions
you
may
have,
and
mr
o'neill
thank
you
for
pointing
out
my
my
new
button
was
still
on.
I
appreciate
it.
A
A
Okay,
so
thank
you
again,
mr
hassan.
The
committee
looks
forward
to
taking
action
on
this
request
later
this
evening.
A
Our
next
report
is
an
update
on
the
school
committee's
goals
and
values
in
an
effort
to
strengthen
our
focus
on
student
outcomes,
the
committee
has
been
working
since
last
december
to
identify
a
set
of
five
goals
and
five
values
to
guide
our
work.
The
goals
represent
what
students
should
know
and
be
able
to
do.
A
They
are
student
outcomes.
The
values
represent
the
non-negotiable
community
values
that
must
be
honored.
While
we
pursue
the
goals,
they
are
adult
inputs,
it's
worth
repeating
that
the
goals
and
values
are
taken
directly
from
the
strategic
plan.
They
do
not
replace
the
strategic
plan.
The
district
will
continue
to
track
the
55
measures
in
the
strategic
plan.
A
A
A
We
added
language,
reaffirming
that
closing
opportunity
and
achievement
gaps
is
our
top
priority.
We
also
added
information
about
student
demographics
to
show
clearly
who
we
serve.
When
we
talk
about
the
boston
public
schools,
we
heard
that
language
of
guardrails
could
potentially
be
inaccessible
to
some
communities.
A
A
We
modified
it
as
follows:
students
with
disabilities
will
thrive
and
grow
in
appropriate
settings
which
include,
but
are
not
limited
to
inclusive
settings.
We
also
changed
the
measure
for
that
goal
to
include
the
student
growth
percentile
on
the
mcas,
ela
and
mathematics,
assessment
of
50
or
higher.
A
A
We
also
heard
feedback
from
the
chairs
of
the
oag
task
force,
suggesting
that
we
add
a
line
for
each
goal,
clearly
measuring
the
gaps.
This
is
important
feedback
and
we
want
to
get
it
right,
so
we're
going
to
ask
the
oag
task
force
to
discuss
this
further
and
make
recommendations
on
how
best
to
capture
that
data.
A
I
want
to
thank
dr
granson
chief
equity
and
strategy
officer
and
also
ms
hogan
senior
executive
director
for
the
office
of
data
and
accountability,
as
well
as
the
vice
chair
o'neill,
for
the
many
meetings
that
we
all
attended
together.
We've
had
we
had
several
multiple
meetings
with
task
forces
and
external
groups,
and
I
want
to
thank
all
of
the
school
committee
members
for
the
sessions
that
they
did
as
well,
and
so
I
will
now
turn
it
over
to
dr
branson
and
miss
hogan,
we'll
review
the
goals
and
metrics
in
more
detail.
Y
Great
thank
you,
chair
and
good
evening.
Everyone.
We
have
been
intentional
in
partnering
with
the
school
committee
to
ensure
that
the
goals
and
values
document
is
aligned
with
the
commitments
priorities
and
the
line
progress
measures
outlined
in
the
strategic
vision.
Imagine
bps
2025.
Y
Y
Slide
the
non-negotiable
community
values
that
we
believe
are
critical
to
achieving
the
goals
are
outlined
on
this
slide,
while
the
school
committee
proposed
goals
have
a
laser
focus
on
student
outcomes
of
the
many
inputs
and
activities
outlined
in
the
bps
strategic
plan,
many
are
emphasized
in
these
values
and
again
using
the
icons.
You
can
see
the
alignment
with
the
strategic
plan.
Y
Z
Monica
thank
you,
dr
granson,
so
this
slide
adjusts
outlines
the
adjustments
made
to
the
goals
themselves.
As
the
chair
mentioned,
each
of
the
five
goals
now
has
a
target
set
for
each
major
student
group.
In
addition
to
all
students,
targets
will
be
set
for
the
four
major
race
groups:
asian
black
latinx
and
white
students,
as
well
as
english
learners,
students
with
disabilities,
english
learners
with
disabilities
and
economically
disadvantaged
students.
Z
The
highlighted
language
below
in
the
table
shows
the
specific
language
that
has
changed
so
for
goal.
3
the
language
of
inclusive
environments
was
changed
to
appropriate
settings
which
include,
but
are
not
limited
to
inclusive
settings,
as
well
as
adding
a
measure
for
growth
on
the
math
mcas
assessment
goal.
4
was
also
adjusted
to
include
students
in
grades
3
through
8,
instead
of
just
grade
eight.
Z
Z
For
goal
1
around
early
literacy,
we
do
not
yet
have
baseline
data
to
inform
target
setting
due
to
assessment
changes
in
profit
19..
We
will
revisit
these
goals
for
goal
1
in
particular
following
assessment
administration.
This
year
and
you'll,
see
in
the
table
that
there
is
a
row
for
each
student
group
where
we
will
fill
in
the
targets.
Z
The
following
slides,
all
look
very
similar,
so
I
will
give
a
brief
overview
on
each
slide.
Then
pause
for
a
moment
for
you
to
view
the
data
for
goal.
Two.
This
goal
is
focused
on
english
learners.
You
again
see
the
table
with
the
major
student
groups
listed
because
this
goal
is
focused
on
english
learners.
Z
The
groups
within
the
table
are
a
further
disaggregation
of
the
english
learner
group.
So,
for
instance,
the
english
learners
who
are
identified
as
economically
disadvantaged
have
a
higher
percentage
of
students
achieving
a
growth
percentile
of
50
or
higher
on
the
access
assessment
than
all
of
our
english
learners.
Z
Z
Z
Z
Z
Z
A
Thank
you
so
much
miss
so
in
terms
of
looking
at
the
next
steps.
If
the
committee
approves
the
final
goals
and
values
this
evening,
we
will
then
work
with
our
facilitator
from
the
council
of
great
city
schools,
a.j
crabill,
which
I'll
remind
everyone.
The
vice
chair
is
the
chair
of
the
board
of
the
council
of
great
city
schools
and
therefore
we
are
able
to
receive
aj's
services
in
kind
which
is
huge.
A
A
A
The
parents,
stakeholders,
students,
family
members.
I
want
to
thank
all
of
the
task
forces
sped
packed
because
of
you.
Our
document
is
stronger.
They
were
really
great
conversations,
one
again
thank
the
vice
chair
and
thank
dr
branson
and
ms
hogan
for
their
tireless
work,
and
that
is
the
update.
So
I
will
now
open
it
up
to
the
committee
for
questions
or
comments
feedback,
and
I
just
would
like
to
remind
everyone
again
of
the
five
minute
rule.
A
If
you
have
more
than
five
minutes
worth
of
questions,
we
can
come
back
to
you.
So
if
you
could,
please
either
raise
your
hand
in
your
zoom
box
or
write
it
in
the
chat
that
will
be.
A
Great
dr
coleman.
G
I
wasn't
eager
to
go
first,
but
I
will
one
thank
you.
I
appreciate
all
the
work
that
we've
done,
but
also,
as
the
district
has
worked
very
hard
to
incorporate
feedback
and
and
for
the
wide
variety
of
community
support
to
give
in
terms
of
attention
to
this.
The
development
of
what
I
think
is
a
very
powerful
way
to
think
about
the
district
in
terms
of
becoming
really
focused
on
outcomes
and
using
that
to
drive
our
behavior
and
and
changes.
I
wanted.
G
I'm
I'm
prepared
completely
to
vote
for
this
proposal
as
it
stands,
but
I
have
a
couple
comments,
maybe
moving
forward.
As
many
of
you
know,
I
I've
been
I've,
been
having
a
lot
of
ambivalence
about
this
statement
about
closing
achievement
and
opportunity
gaps
as
as
as
the
guiding
principle
to
the
district,
mostly
because
from
where
I
sit
in
this
ecology.
G
There's
so
many
things
that
our
children
come
to
us
with.
That
are
part
of
the
barriers
until
the
city
council
eliminate
helps
us
eliminate
childhood
poverty
in
all
our
homelessness
in
our
school
reduce
the
childhood
poverty
rate
about
five
percent
increase
family
incomes
substantively
across
all
ethnic
groups.
I
think
that
we
have
challenges
that
I
I'm
ambivalent,
about
creating
a
standard
that
we
may
not
have
the
power
and
ability
to
achieve
so
I've
been
very
ambivalent
about
that.
I
want
to
say
that
our
conversation
in
the
opportunity
achievement
gap
task
force.
G
The
other
day
was
incredibly
enlightening
for
me
and
encouraging
for
me,
and
I
want
to
share
just
briefly
a
couple
of
the
comments
that
were
made
there-
that
I
think
give
us
a
great
way
forward.
G
How
do
we
define
these
gaps
and
what
are
what
are
we
really
saying?
Is
it
realistic
that
all
kids
are
going
to
reform
at
the
same
level?
I
will
never
do
math
as
well
as
my
wife
or
my
children.
I
just
never
will
that
gap
will
always
be
there.
It
doesn't
mean
I
can't
acquire
level
competency
in
math
that
has
been
able
to
be
successful
in
a
quantitative
oriented
field.
G
So
I
think
I
think
we
have
to
think
about
language
that
helps
us
incorporate
those
real
human
differences
and
motivation,
etc,
while
still
holding
us
to
a
high
bar.
So
the
question
that
was
raised
in
the
meeting
yesterday
that
I
want
to
lift
up
for
us
to
consider
and
and
yes
monica,
this
means
more
difficult
work,
for
you
is
starting
to
think
of
what
is
our
criterion
reference?
G
What
is
the
standard
at
which
we
think,
unless
all
our
kids
get
over
we're
not
doing
well
enough
and
that
measuring
the
gaps
by
the
difference
between
that
criterion
and
performance
by
the
subgroups
we've
identified
may
be
a
healthier,
more
healthier
and
more
useful
set
of
data
for
us
to
work
work
with,
rather
than
constantly
comparing
the
performance
of
one
ethnic
group
or
one
learning
group
against
another
versus
the
standard,
and
we
have
that
standard
already
existing.
G
In
our
expectation
for
career
college
career
and
life
readiness,
we
it's
a
city-wide
standard,
that's
been
articulated
and
lots
of
people
both
in
the
district
outside
the
district
organized
to
it,
and
so
if
we
can
start
thinking
about
that
that
as
our
standard,
what
are
the
leading
indicators
for
children
who
are
reaching
that
standard
and
then
identify
our
gaps
around?
That
data
will
allow
me
to
feel
that
we're
much
more
focused
on
making
the
changes
work.
We
have
the
capacity
to
make
and
to
be
articulate
about.
G
So
I
just
want
to
add
that,
as
as
and
and
and
and
and
chairperson
oliver.
Thank
you
so
much
for
talking
reminding
us.
This
is
an
iterative
process.
This
is
not
set
in
stone,
we're
not
carving
this
into
any
granite
anywhere
near.
This
is
a
this
is
a
policy
proposal
and
we
will
use
data
to
change
as
we
see
fit.
So
once
again,
I
want
to
thank
everyone
for
their
great
hard
work
and
and
and
miss
hogan
and
dr
grantson
been
remarkable.
G
The
amount
of
time
and
energy
you
put
to
this
and
we're
deeply
appreciative
of
this
and
and
the
variety
of
groups,
and
specifically,
I
want
to
thank
the
opportunity
and
achieving
task
force
led
by
our
remarkable
miss
robinson
for
the
work
they're
doing
to
help
us
be
clear.
So
thank
you
very
much.
A
Thank
you,
dr
coleman.
I
think
you
you
hit
the
nail
on
the
head,
which
is
the
discussion
that
we
were
having
around
adding
that
additional
column
of
gaps,
because
we
felt
exactly
what
you
said
that
we
want
to
be
sensitive.
You
know
we
don't
want
to
compare.
A
Q
So
my
question
right.
Q
So
my
question
was
so:
how
long
would
it
take
for
the
goals
and
values
to
be
circulated
throughout
the
district
like?
Is
it
some
kind
of
like,
like
after
you
put
it
in
place?
You
have
a
timeline
for.
A
That
so
right
now
the
the
goals
and
values
we
have
targets
for
one
three
and
five
years,
so
we're
going
to
be
looking
at.
Even
though
we
have
those
we're
going
to
look
at
these
every
single
year,
like
as
a
school
committee
and
be
tracking
that.
Q
A
What
a
great
question,
so
this
is
exactly
the
next
piece
of
the
work.
The
next
steps,
which
are
we
want
to
create
a
reporting,
a
template
for
our
reports.
A
Z
I
think
that's
right
and
we'll
be
able
to
do
deeper
analysis
to
try
and
understand
if
we
can
pinpoint
where
a
certain
strategy
might
be
having
more
or
less
impact
than
we
anticipated
and
work
with
the
the
departments
who
are
implementing
those
strategies
to
help
understand
and
evaluate
what
they're
doing
and
if
it's
not
helping
us
reach
the
target.
What
are
adjustments
that
we
can
make.
Q
And
then
to
follow
up
that,
so
if
that
doesn't
happen,
would
you
also
be
getting
community
input,
such
as
parents
and
like
educators
and
students,
along
with
that,
to
see
to
figure
out
what's
going
wrong.
A
Or
I
I
think
yes
in
terms
of
one
is
we'll
see
the
data,
but
we
hope
that
this
document
is
part
of
like
ongoing
conversations
with
the
community,
where
you
know
through
avenues
such
as
public
comment
or
we
could
see
ourselves.
You
know
taking
this
back
on
the
road
again
and
asking
families
like
is
this,
you
know:
does
this
still
work?
Does
this
still
resonate
in
the
community?
So,
like
dr
coleman
said,
I
think
we
see
this
like
as
an
iterative
process
that
can
we're
all
in
a
journey
together.
A
This
is
new
for
us,
so
we'll
we'll
be,
you
know
making
changes
as
we
go
along
and
we
always
welcome
feedback
from
the
community.
Dr
grantson,
I
think
once
to
add
something.
Y
Yeah,
no,
I
was
going
to
say
just
to
reiterate
great
question
and
I
think
a
part
of
what
we've
been
talking
about
that
we're
going
to
make
sure
we
do
is
connect
this
to
our
strategic
plan,
implementation
work
and
a
lot
of
that
we've
been
working
towards
the
public
dashboard.
Y
The
superintendent
has
committed
to
the
quarterly
reports
to
the
school
committee,
and
so
we
should
be
able
to
see
our
progress
as
we
go
along
and
not
before
it's
too
late,
not
before
it's.
You
know
we're
at
a
point
of
not
not
meeting
a
goal.
Q
And
then
another
quick
question
is:
do
you
have
like
an
exact
date
or
a
month
in
which
you're
gonna
start
implementing
your
goals
and
values,
or
are
you
still
thinking
about
that.
A
So
once
we
adopt
these,
the
next
steps
will
be
around
creating
the
reporting
template,
aligning
our
agenda,
so
we're
going
to
start.
You
know
these
will
be
adopted,
so
we
will
begin
our
work
and
then
we'll
figure
out
at
what
points
that
the
data
will
be
presented
to
the
school
committee
along
the
way.
R
I
do
appreciate
that
you
know
again,
being
the
co-chair
of
the
english
language
learners
task
force
that
you
know
there
were
significant
updates
in
terms
of
the
recommendations
from
our
our
task
force,
and
you
know
I
will
be
supporting
the
goals
and
values,
but
I
I
do
want
to
express
you
know
that
I
still
have
strong
concerns
and
reservations
around
the
measures
for
english
learner
student
outcomes
are
still
really
like
english
proficiency
standards.
R
You
know
in
terms
of
the
mcas
you
know
is
only
administered
in
in
english,
and
so
this
piece
of,
maybe
you
know
again,
how
do
we
really
assess
how
students
have
mastered
their
content
beyond
standardized
testing
and
how
is
the
school
district
thinking
about?
R
You
know
alternative
methods
for
for
measuring
right
having
different
data
that
that
could
drive
these
strategies
beyond
just
standardized
tests.
R
You
know
there's
competency-based
education,
there's
portfolios,
I'm
just
curious
again
how
the
school
district
is
thinking
about
some
more
accurate
measures
for
english
learner
students
and
also
the
last
thing
is
that
you
know
I
do
agree
that
we
have
to
keep
disaggregating
that
data
and
just
seeing,
for
example,
the
english
learners
data
broken
up
by
the
cultural
and
ethnic
backgrounds
of
you
know
the
the
students-
that's
super
important,
so
we
can
again
have
that
deeper
analysis.
R
So
I
appreciate
that,
but
I
don't
know
if
you
could
say
something
dr
grantson
or
miss
hogan,
about
where
the
district
is
thinking
in
the
future.
About
these
you
know
really
addressing
english
learners
outcomes
beyond
just
english.
Only
standards.
Y
Yeah,
I
know
that
there's
been
ongoing
conversations
over
the
past
few
years
and
especially
as
the
superintendent
has
brought
about
this
vision
of
whole
child
liberal
arts,
education,
joyful
learning
environments,
we've
been
talking
about
measures
and
assessments
that
don't
currently
exist
that
we
need
to
look
at
and
develop.
That
really
captures
at
the
end
of
the
day.
What
we
want
our
children
to
be
able
to
do
and
and
to
know
above
and
beyond,
what's
required
in
the
state
standards.
Y
And
so
I
know
that
there
are
conversations
about
the
portrait
of
a
learner
or
a
bps
graduate,
and
I
think,
as
we
continue
those
conversations,
my
colleagues
and
academics
in
other
parts
of
the
district.
It's
very
much
connected
to
this
work,
and
I
think
it's
pushing
us
all
and
across
the
task
forces
and
across
our
different
central
office
departments,
to
really
like
think
through
and
wrestle
with
this
idea
of
what
those
other
measures
are
and
that's
going
to
take
a
lot
of
work
with
the
larger
community
and
and
school
leaders.
Y
Because
of
course,
as
we
start
to
measure
those
things,
we
want
to
make
sure
that
students
and
families
and
school
leaders
and
educators
feel
set
up
for
success
to
be
able
to
to
write
to
meet,
to
meet
the
standards
of
the
new
measures.
And
so
I
think
that
that
is
a
a
work
stream
that
is
going
to
come
out
of
this
conversation.
We've
been
having
over
the
last
few
months.
T
Then
there's
the
dual
language
programming
that
we're
doing
as
well,
where
we're
working
on
students
being
able
to
use
their
language
in
a
dual
language
setting
and
then
the
seal
of
bi-literacy,
which
we
are
also
doing
at
the
district
level
as
part
of
our
ell
work.
Those
are
very
key
pieces
and
then
on
the
cultural
side
of
celebrating
culture
and
heritage,
is
our
ethnic
studies
work
in
the
development
of
the
ethnic
studies,
work
and
collaboration?
T
So
those
are
all
very
asset-based
programming
that
we
are
going
to
continue
to
move
forward.
Dr
romero
johnson
will
be
speaking
to
this
soon
next
month
in
her
presentation
to
the
school
committee,
and
so
we're
really
excited
about
that
work.
Although
it's
not
measured
here
directly,
it
is
part
of
our
overall
academic
vision
for
the
district.
Z
And
I'll
just
add
two
things
about
assessment
tools,
and
we
are
currently
reviewing
our
assessment
strategy
and
trying
to
identify
different
ways
of
assessing
students
and
one
of
those
is
we
received
a
grant
from
the
massachusetts
consortium
for
innovative
education
assessment
mciea
to
develop
performance-based
assessments,
so
we're
stipending
teams
of
teachers
to
think
through.
How
might
we
develop
performance-based
assessments
and
implement
them
at
a
district
level,
so
that
work
is
ongoing
right
now
and
we're
excited
to
see
what
might
come
of
that?
The
state
is
also
piloting.
Z
U
Thank
you,
madam
chair,
so
also,
I
want
to
say
thank
you
to
everyone
for
all
the
work.
I
know
this
has
been
a
long
process.
I
do
have
two
questions
and
I
I've
seen
some
of
this
kind
of
addressing
some
fashion
in
some
of
the
some
of
the
community
sessions,
but
with
respect
to
the
targets,
I
understand
we're
allocating
these
percentages
and
I'd
like
to
hear
just
a
more
discussion
of
what
you
know
why
why
not
a
higher
percentage?
U
Why
not
because
at
some
point
we're
kind
of
implicitly
saying
you
know
we're
going
to
meet
this
part,
you
know
this
year,
but
then,
in
that
year
you
know,
you
know
some
of
our.
Our
students
are
not
going
to
meet
that
part.
We're
not
going
to
meet
that
part
for
those
students.
U
So
if
we
can
speak
to
that
respect
to
how
we
arrive
at
those
percentages-
and
then
you
know
in
terms
of
the
timing,
you
know
we're
doing
all
this
work
right
now
to
you
know,
come
back
from
cover
and
come
back
and
recover.
Should
this
be
a
document
that
kind
of
reaches
out-
and
I
I
kind
of
appreciate
also
talking
about
this-
is
an
iterative
process,
but
you
know
the
next.
You
know
12
to
18
months.
U
Z
And
so
I
can
respond
to
your
questions
about
how
we
thought
about
targets
and
there's
certainly
an
art
to
target
setting
where
you
want
to
balance.
What
is
aspirational
versus
what
is
realistic
and
what?
Z
Where
is
the
the
right
balance
to
make
sure
we're
pushing
hard
enough,
but
not
so
hard
that
we
never
meet
the
targets?
And
so
we
looked
at
a
combination
of
historical
data
as
well
as
how
the
department
of
elementary
and
secondary
education
sets
targets
through
the
accountability
system
to
inform
increments
that
we
set.
Z
We
do
know
it
is
a
hard
time
to
set
targets,
because
our
baseline
may
be
very
different
than
it
was
from
2019
on
a
lot
of
these
measures
because
of
the
pandemic.
Z
But
we
wanted
to
go
ahead
and
set
out
a
first
first
draft,
almost
of
incremental
targets
and
then
revisit
once
we
have
an
updated
baseline
of
data
to
determine
what
is
most.
What
are
the
increments
that
we
believe
to
be
most
achievable,
particularly
as
decisions
are
made
around
where
the
investments
of
the
esser
funding
will
go.
That
will
drive
where
we
think
we'll
make
the
most
progress
in
different
measures
and
can
set
differentiated
targets
in
that
way.
I
don't
know
if
there's
anything
to
add
dr
grenson
or
madam
chair.
A
U
Yeah
question
appreciate
that
I
think,
though
I
guess
I'll
just
put
in
layman's
terms
with
that,
does
it
mean
that
we're
not
identifying
the
the
cause
the
causes
for
the
effects
that
we
want
in
some
sense
that
I
think
dr
coleman,
I
think,
articulated
this
in
a
much
kind
of
you
know
more
eloquent
way,
but
you
know
we
we're
trying
to
find
a
measure
right
of
what
you
know.
What
is
a
bps
graduate?
U
What
do
you
get
from
13
years
of
our
services
or
or
four
years
or
five
years,
and
and
then
here
we
are
we're
trying
to
measure
you
know,
are
we
are
we
giving?
Are
we
giving
our
our
clients,
our
families?
You
know
the
services
that
that
we
think
that
they
that
they
think
that
they
deserve
and
that
they
should
get
from
from
a
schooling
system.
U
A
Yeah,
I
would
I
I
think
that
this
process
is
going
to
help
us
to
dig
deeper
on
some
of
these
questions
that
we
haven't
had
time
as
a
school
committee
to
go
deep
on,
because
we
have
always
have
so
much.
So
I
believe
that
this
process
will
help
us
to
to
again
begin
to
like
unpack
and
figure
out.
You
know
what's
working,
what's
not
working
and
then
I
think
some
of
the
questions
like
dr
rivera
raised
there.
A
There
are
conversations
that
we
need
to
continue
to
have
and
that
dr
coleman
raised
as
well.
I
Sorry,
I
just
want
to
say
most
of
my
questions
have
been
asked,
but
I
just
wanted
to
thank
you
as
well
as
dr
branson
and
monica
for
all
of
your
hard
work,
continuing
hard
work,
as
we
have
come
back
again
and
again
to
continue
to
listen.
I
feel
like
we
are
at
the
very
tip
of
beginning
something
new.
I
We
don't
know
yet
how
it's
going,
and
we
hope
that
the
community
will
bear
with
us
and
continue
to
push
with
us
and
help
support
us
as
we're
trying
to
become
a
more
focused
school
committee
and
to
dig
deeper
into
these
issues
and,
just
like
the
conversation,
change
guard
reels
to
values,
to
make
it
more
simple,
simply
understandable
that,
as
we
look
at
things,
measures
and
other
things
that
we
also
are
able
to
find
more
clearly
understandable
and
accessible
language,
so
that
our
partners,
be
they
parents,
students,
others
also
understand
what
it
is
that
we're
looking
for
and
striving
for
together
and
to
sort
of
demystify.
I
All
of
what
has
gone
on.
I
mean
there
are
so
many
goals
that
we
have,
because
we
really
want
the
best
for
our
students,
no
matter
which,
no
matter
who
they
are
no
matter.
I
What
grade
level-
and
you
know
I
know
as
much
as
what
we
have
focused
on
you
know,
so
many
people
feel
there's
so
many
things
we
haven't
focused
on
at
all,
but
we
can't
focus
on
everything,
so
I
hope
that
we
will
give
ourselves
some
grace,
as
will
the
community
to
work
with
us
as
we
begin
this
process,
which
I
feel
will
be
very
exciting
and
and
hopefully
will
make
all
of
us
better
and
more
focused
as
we
as
we
move
forward.
So
thank
you.
A
Thank
you
so
much
miss
robinson,
any
other
questions
or
comments.
Yes,
vice
chair.
J
S
And
I
particularly
want
to
thank
those
organizations
that
met
with
the
chair
and
myself
and
other
members
of
the
committee
multiple
times
to
have
the
leadership
of
sped
pack
of
beam
of
the
opportunity
achievement
gap
task
force
the
ell
task
force.
We
delayed
this
process
because,
even
after
our
community
meetings,
they
spoke
up
and
wanted
to
give
us
feedback,
and
I
really
appreciate
each
of
these
groups
opening
the
door
and
holding
really
really
thoughtful
conversations
where
we
had
a
chance
to
kind
of
dig
in
on
these
issues
and
understand
viewpoints.
S
I
think
the
document
is
a
lot
stronger
because
of
it
a
simple
point
being
the
feedback
from
some
folks
about
the
word
guardrails
versus
values.
S
It
was
hugely
valuable
and
you
know
words
do
matter,
and
I
appreciate
the
cheers,
openness
and
the
work
of
dr
grandson
and
miss
hogan
to
really
and
miss
sullivan,
by
the
way
who
was
extraordinarily
helpful
and
attended.
All
these
have
facilitated
and
attended
all
these
meetings
as
well.
I
think
it
is
a
much
stronger
document
because
we
took
the
time
to
get
that
feedback
to
hold
those
conversations.
S
None
of
those
groups
wanted
to
imply
an
endorsement
of
this.
They
were
careful
on
that,
but
they
did
want
to
give
feedback
and
appreciate
it
the
willingness
to
adjust.
I
also
want
to
say
that
I
do
share
mr
diarujo's
comments
about
particularly
the
five-year,
and
when
I
heard
ms
hogan
say
you
know,
a
certain
level
like
500
is
proficient
is
perceived
as
proficient
to
me
for
our
five-year
goals
we
should
be.
S
We
should
be
aiming
for
that
for
all
of
our
students
and
and
not
just
settle
on
averages,
but
that's
the
type
of
thing
we
can
fine
tune.
Let's
get
this
up
and
running,
let's
start
to
track
against
it.
You
know
the
superintendent
of
a
year
ago
presented
some
data
for
the
to
us
for
the
first
time
that
we
were
surprised
right
and,
and
we
reacted
to
and
said
boy
we
weren't
used
to
seeing
it
this
way
and
think
about
how
far
we
have
come.
S
Where
you
inspect
what
you
expect
right-
and
this
is
us,
putting
our
foot
down
and
saying
what
we
expect
for
our
students
and
by
inspecting
that,
on
a
regular
and
consistent
basis,
we
are
sending
a
huge
message
to
the
superintendent
and
the
district
that
will
percolate
down
miss
mercy.
You
asked:
how
does
this
get
to
schools
I'll?
Give
you
one
correct
example:
for
several
years
the
school
committee
asked
every
high
school
principal
who
came
before
them.
Do
you
have
a
b
sac
representative
on
your
school
committee
by
asking
that,
on
on
on
your?
S
A
Thank
you
so
much
vice
chair.
Thank
you
for
thanking
ms
sullivan.
I
always
forgot
to
thank
you,
miss
sullivan.
Thank
you.
Thank
you.
So
I
also
just
wanted
to
get
some
comments
from
the
superintendent
because
she
was
part
of
all
of
our
public
sessions.
She
she
also
was
part
of
our
retreats
and
so
I'd
love
to
get
your
your
feedback
as
well.
Dr
sully's.
T
So
I'm
just
super
excited,
madam
chair
and
all
of
the
members
for
you
all
leaning
into
this
process
to
becoming
a
high-performing
board.
One
of
the
first
things
of
that
that
we
learned
from
aj
crabill
is
that
our
consultant
and
thanks
to
the
council
of
great
city
schools,
giving
us
that
pro
bono
support
which
they
give
us
a
ton
of
support,
is
the
fact
that
you
have
to
set
expectations
and
you
have
to
be
focused
on
student
outcomes.
T
And
so
this
is
the
first
way
for
the
board
to
hold
itself
accountable
to
a
subset
of
the
overall
strategic
direction
and
to
hold
myself
and
my
team
accountable,
as
well
as
we
have
shifted
our
practice
within
these
meetings,
to
be
more
student-focused,
to
present
more
data
to
the
public,
to
be
more
transparent
and
to
use
this
as
a
tool
to
drive
improvement.
And
so
I
just
want
to
commend
you.
A
Thank
you,
so
much
superintendent,
miss
robinson,
you
have
your
hand
up
just
wanted
to
check
is
that
from
before.
Okay,
I
just
want
to
double
check
so
again.
Thank
you,
everybody
for
all
your
input,
external
internal,
the
school
committee,
et
cetera.
A
A
So
I
just
want
to
make
sure
everybody
knows
that,
as
dr
coleman
said,
it's
not
set
in
stone,
but
you
know
that's
saying:
don't
let
perfect
be
the
enemy
of
the
good
we
start
somewhere
and
then
we
we
change
it
as
we
see
that
it's
working
and
not
working,
etc.
So
again,
thank
you,
everybody.
A
The
committee
looks
forward
to
taking
action
on
the
goals
and
values
later
this
evening.
Thank
you
again,
dr
grant
and
miss
miss
hogan,
we're
now
going
to
move
on
to
general
public
comment.
So
I
will
ask
ms
sullivan
to
come
on.
Thank
you.
F
F
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
21
speakers
this
evening.
Each
person
will
have
two
minutes
to
speak
and
I'll
remind
you
when
you
have
30
seconds
remaining
speakers
may
not
reassign
their
time
to
others.
F
F
F
F
H
Thank
you.
My
name
is
jennifer
roberts
ketty
and
I'm
a
parent
and
teacher
at
the
phineas
fates
elementary
school
in
roslindale,
I'm
speaking
about
inclusion,
my
son
is
in
third
grade
and
I
am
the
fifth
grade:
inclusion
specialist.
I
work
with
two
classroom
teachers
and
alternate
time
in
each
room
with
one
paraprofessional.
H
H
H
AA
AA
Also
wanting
to
know
how
are
the
schools
going
to
support
our
children
who
have
made,
who
may
have
experienced
a
significant
education
slide
or
loss
this
year,
as
I
continue
on,
my
concern
is
regarding
high
school
students
regarding
their
pathway
for
college
and
what
career
supports
are
there
for
them
to
build
a
positive
future?
If
strategic
support
is
not
given
to
our
students,
they
can
easily
get
lost
in
the
shuffle
of
covert
recovery
planning.
We
don't
want
them
to
be
forgotten
or
left
behind.
AA
AA
AB
Hi
good
evening,
good
evening,
madam
chair,
dr
coselius
members
of
the
committee,
my
name
is
travis
marshall,
I'm,
the
parent
of
two
boston,
public
school
students
and
I'm
a
member
of
quality
education
for
every
student
quest.
AB
AB
In
other
words,
schools
with
more
wealthy
families
who
have
more
connections
to
business
and
philanthropy
can
supplement
resources
for
their
students.
In
a
major
way,
a
companion
analysis
found
that
disparities
also
fell
along
racial
lines,
with
every
one
percent
increase
in
students
categorized
as
african-american
and
hispanic
schools
had
35
less
in
private
funds
per
student
quest,
believes
in
public
funding
for
public
schools
and
that
unchecked
private
fundraising
creates
both
and
both
creates
and
exacerbates
inequities
between
schools.
AB
In
a
district
that
devotes
an
entire
department
to
promoting
equity,
it
should
not
fall
to
grassroots
parent
organization
of
volunteers
to
track
this
activity
quest
asks
that
bps
examine
privately
raised
funds
through
an
equity
analysis
in
order
to
determine
what
measures
might
be
taken
to
ensure
student
opportunities
aren't
contingent
on
the
wealth
of
parents.
Thank
you.
F
AC
Good
evening
dr
casilius
and
school
committee
members,
I
am
a
boston
public
schools
graduate
and
an
occupational
therapist
and
bps
for
10
years,
and
I
want
to
express
my
deep
concern
about
the
direction
that
bps
is
taking
with
special
education
inclusion.
AC
My
issues
are
mainly
what
are
we
doing
regarding
inclusion?
Why
are
we
doing
it?
How
are
we
doing
this
and
who
is
creating
the
policies
back
in
about
2013-14?
We
didn't
have
a
clear
vision
of
what
inclusion
meant
then,
and
I
feel
like
we
still
don't
have
a
very
clear
position.
In
my
opinion,
inclusion
isn't
simply
a
staffing
model
for
a
classroom
placement
or
a
lie
on
ip
inclusion
is
a
way
of
thinking
and
a
way
of
viewing
an
educational
experience,
and,
as
my
14
year
old
niece
would
say,
inclusion
is
a
vibe.
AC
Inclusion
is
a
mood
and
if
we
believe
that
what
work
are
we
doing
to
build
the
culture
of
inclusion
across
boston
prior
to
closing
certain
programs
and
opening
new
programs,
I
don't
know
if
we
ever
really
did
an
analysis
of
the
previous
inclusion
rollout
and
what
did
we
find?
What
was
effective,
what
was
not
effective?
AC
Are
we
doing
this
just
so,
we
can
say
that
we're
an
inclusive
school
district,
or
will
we
really
be
giving
our
students
what
they
need
and
and
across
the
district,
regardless
of
zip
code,
I'm
not
sure
how
the
seven
schools
were
chosen
for
the
inclusion
expansion
plan
or
how
we
were
deciding
about
the
early
childhood
inclusion
rollout,
but
some
of
these
changes
are
destined
to
take
place
next
week
in
may,
and
I
don't
know
where
the
feedback
was
for
families.
AC
They
need
to
be
the
priority,
the
driving
force
behind
any
changes
that
we
make
in
policy.
Where
was
the
seat
at
the
table
for
your
related
services
providers
and
students,
support
staff
and
educators,
I
feel
like
this
plan
needs
to
be
built
from
the
ground
up
to
bowling
and
not
imposed
from
bowling
down
to
the
classroom,
and
so
I'm
just
asking
for
a
clear
vision
of
what
our
inclusion
plan
will
be
an
opportunity
for
all
of
us
to
really
be
involved,
or
else
we'll
be
here
in
10
years,
trying
to
reimagine
inclusion
again.
AD
Good
evening,
I'm
a
long
time
advocate
around
the
boston
public
schools
live
in
cambridge
massachusetts
and
also
want
to
welcome
her
if
she's
still
here,
sarah
mercer
to
the
school
committee.
I
wanted
to
thank
you
for
listening
on
some
key
issues
around
the
development
of
the
goals
and
the
value
statement.
You
strengthen
the
language
and
commitment
to
eliminate
opportunity
and
achievement
gaps
is
a
primary
goal.
You
clarify
the
inclusion
will
not
mean
dumping
for
special
education
students.
AD
You
added
a
note
that
access
to
native
language
is
critical
for
english
learner
success
and
you
explicitly
recognize
the
importance
of
professional
learning.
You
add
measures
that
will
demonstrate
progress
in
keeping
your
commitment
to
the
community
values
like
teacher
diversity,
and
you
listed
the
various
marginalized
groups,
including
english
learners
with
disabilities,
for
which
you
will
provide
mcas
data
for
grades
three
to
eight
all
of
that's
good.
AD
We
then
had
the
controversy-
I
guess
in
the
last
couple
of
days,
over
inclusion
of
whites
in
in
the
in
the
data,
and
I
assume
that,
given
the
powerpoint
that
is
now
something
that
will
be
included,
I
would
say:
if
one
wants
a
criterion
reference,
you
can
talk
about
proficiency
gaps.
You
know
that's
something
that
jesse
used
and,
in
addition
to
the
through
the
achievement
gaps,
I
believe
the
reason
I
fight
for
this
is,
I
believe
all
students
can
achieve.
AD
I'm
almost
there.
I
think
that
we
can
do
better
on
the
process
that
got
us
here.
We
all
know-
and
you
know,
that
working
with
stakeholder
groups
to
organize
the
listening
sessions
was
the
most
constructive
and,
I
think,
led
to
a
much
better
document
and
I
hope
we
can
build
on
that
in
the
future.
Thank
you
for
listening.
AE
My
name's
amanda,
I'm
a
parent.
I
have
a
six-year-old
son
at
the
lee
school
and
I
live
in
dorchester.
My
issues
tonight
are
related
to
communication
and
delivery
of
iep
services.
I
have
a
son,
he
has
down
syndrome.
High
needs,
visual
challenges,
comprehension,
challenges,
physical
challenges,
the
whole
remote
schooling
was
just
a
big
empty
space
in
his
history
that
we'll
look
back
on
10
years
from
now.
So
now
that
we're
back
in
in-person,
school
and
compensatory
services
are
being
discussed
everywhere,
except
I
feel
like
at
your
school.
AE
I've
requested
a
meeting
to
discuss
compensatory
services
more
than
once,
and
I'm
going
to
say
this
a
qualifier,
I
love
the
lee.
I
love
the
team
and
I
love
my
son's
teacher,
and
I
haven't
heard
anything
back.
My
feelings
are:
is
that
the
school
doesn't
have
any
guidance
on
how
to
deliver
these
services
to
kids
with
high
needs
that
they
are
100
entitled
to.
My
son
lost
a
lot
of
ground
as
a
result
of
the
pandemic
because
of
his
learning
challenges.
AE
Remote
instruction
didn't
work,
I'm
realistic
about
who
he
is
as
a
person.
It's
not
like
he's
in
competition
to
catch
up
with
other
kindergartners
he's
just
in
a
competition
with
himself
but
he's
in
a
window
of
time
where
he
really
needs
the
support.
While
we
raise
the
issue
of
inclusion
and
like
redefining
inclusion
for
the
boston
public
schools,
we
have
a
whole
population
of
really
high
needs.
AE
Kids
that
are
so
lost
that
how
can
we
push
more
inclusion
when
they
need
so
much
help
and
support
just
to
get
back
into
routine
and
to
be
part
of
the
school
community?
And
I
mean
they
really
are
kind
of
a
group?
That's
not,
and
they
don't
follow
the
same
guidelines,
so
they
just
need
a
lot
of
help
and
I
feel
like
from
the
top
down
there
if
I
can
read
the
emails
from
jesse
and
look
them
up
online.
How
come
the
boston
public
schools
can't?
Thank
you
for
my
two
minutes
have
a
good
night.
AE
W
O'halloran
hi
good
evening,
I'm
michael
o'halleran,
I
live
in
dorchester
and
I
work
at
the
everett
school
in
dorchester
and
I
just
want
to
speak
briefly
about
our
experience
with
inclusion.
We've
rolled
out
a
k-6
inclusion
over
the
past
seven
years
and
on
the
whole
we
absolutely
love
it.
We
think
it
builds
confidence
in
the
kids
and
strength
and
empathy
in
both
students
and
teachers.
We
think
it
can
really
work
and
we're
100
a
better
school
for
it.
We
would
never
want
to
go
back
to
the
old
way.
W
However,
two
years
ago
I
gave
up
my
job
as
a
third
grade
inclusion
teacher
and
I
accepted
another
job
in
the
school.
I
still
loved
my
job,
but
I
didn't
feel
like
I
could
do
it
even
with
20
years
of
classroom
experience
even
with
given
the
best
ever
effort
that
I
had
ever
given
in
my
career,
I
did
suddenly
feel
like
I
was
failing
some
of
my
students.
W
AF
My
name
is
ruby
reyes
and
I'm
the
director
of
the
boston,
education,
justice
alliance
and
a
dorchester
resident.
I
want
to
congratulate
the
families
educators
in
school
communities
who
have
worked
tirelessly
to
get
schools
ready
to
be
open
for
five
days
a
week.
I
also
want
to
welcome
and
congratulate
our
new
vsac
school
committee
student
representative.
AF
AF
Existing
bps
should
prioritize
outreach
and
support
to
families.
There
are
so
many
things
that
parents,
students
and
educators
have
had
to
deal
with
over
the
past
year.
We
don't
need
more
of
the
wrong
thing.
Basia
volunteers
essentially
did
what
bps
should
have
done
and
should
be
doing.
Families
should
not
have
to
ask
they
should
be
offered
every
service
possible.
There
should
also
be
learning
recuperation
service
plans
for
families
and
children
in
general
education.
AF
This
process
of
doing
things
wrong
has
resulted
in
1500,
extended
summer
learning
slots
or
compensatory
services
being
left
unused.
When
central
office
does
not
communicate
to
school
communities,
students,
parents
and
teachers
bear
the
brunt
of
having
to
figure
it
out.
This
cycle
of
how
you
widen
this
cycle
is
how
you
widen
the
opportunity
and
achievement
gap.
Those
who
know
are
those
that
get
to
make
choices
and
that
in
itself
is
privilege,
not
equity.
AF
It
is
much
more
expensive
to
do
things
wrong.
Baja
once
again
asks
school
committee
to
join
the
35
other
school
committees
across
the
state
who
have
signed
resolutions
to
recommend
canceling
the
mcas,
a
simple
act
that
costs
you
nothing
and
shows
your
support
for
the
needs
of
families
through
this
critical
time.
Thank
you.
F
AG
Thank
you
so
much.
I
first
want
to
congratulate
miss
mercer,
we're
so
excited
to
have
you
here
representing
students,
and
I
also
want
to
congratulate
dr
casilius
and
her
team
on
the
school
reopening,
as
well
as
the
exam
schools
case.
My
name
is
edith
bazil
bps
graduate
long-term
bps
educator
and
grandmother
lilly
assigned
to
the
manning
school,
to
paraphrase
hl
manikin
for
every
complex
problem.
There
is
a
simple
answer
and
it
is
wrong.
The
mckinley
schools
bps's
therapeutic
day.
Schools
are
the
lowest
performing
schools
in
the
district,
but
it
would
be
wrong
to
close
them.
AG
AG
Police
do
not
educate
students,
teachers
do
police,
do
not
foster
healing
from
trauma
therapists,
social
workers
and
restorative
justice.
Does
research
shows
closing
schools
attended
by
black
and
latinx
students
lead
to
permanent
dropout
students
need
now
more
than
ever,
to
stay
in
school.
They
need
strong
leadership
that
believes
in
them
and
cultural
insiders
who
understand
them.
We
are
at
an
inflection
point
with
the
failures
of
special
education,
but
the
district
must
maintain
educational
options
for
all
students.
These
options
must
yield
high
quality
academic
outcomes.
AG
The
district
talks
about
quote
reimagining
schools
and
quote
creating
joyful
learning.
You
cannot
have
joyful
learning
if
you
do
not
spread
joy
to
teachers.
Research
shows
high
performing
schools
have
taught
have
strong
teacher
leadership
and
black
teachers
matter.
Success
is
rooted
in
high
expectations,
evidence-based
interventions
and
supports
restorative
justice
and
aspirational
curriculum
with
multiple
literacies
that
lead
to
college
and
vocational
access.
Educating
students
to
become
globally
responsible
citizens
with
honor
and
integrity,
socially
conscious,
committed
to
dismantling
oppression,
injustices
and
inequities
to
create
a
more
just
world
begins
with
adults
who
model
these
beliefs
and
practices.
AG
Finally,
schools
are
more
than
just
brick
and
mortar.
It's
the
adults
who
bring
them
alive
with
high
quality
education
that
is
personalized
and
culturally
responsive,
safe,
respectful,
accessible
and
inclusive
environments
that
build
a
foundation
for
lifelong
learning
and
civic
action.
Please
do
not
close
the
mckinley
schools
reimagine
them
to
become
a
vision
of
accountability
to
the
mckinley
students,
whom
bps
has
failed
for
far
too
long.
Thank
you
so
much.
AH
AH
AH
Hi
good
evening,
my
name
is
ava
moultrie
I
live
in
mission
hill.
My
child
is
a
student,
a
k2
student
at
an
inclusion
school
class,
an
inclusion
classroom
at
the
baldwin
early
learning
center
and
has
been
for
the
past
three
years
tonight,
I'm
speaking
because
I
believe
there
needs
to
be
more
staffing
support
in
inclusion
classrooms
to
meet
the
needs
of
all
students.
AH
AH
AH
AH
AH
My
child's
social
emotional
skills
have
decreased
a
lot,
and
only-
and
I
haven't
I'm
sorry
20
seconds-
excuse
me-
oh
I'm
sorry
thank
you
and
I
haven't
heard
much
much
about
how
they
will
support
my
child
during
this
time.
Thank
you.
AI
Hello
good
evening,
I'm
vernae
wilkinson,
I'm
with
school
facts,
boston.
I
am
a
boston,
resident
and
parent.
After
reviewing
the
press
release
about
the
commission
that
is
being
formed
to
give
input
into
how
fourth
hundred
thousand
plus
or
four
hundred
million
plus
dollars
will
be
spent
by
bps.
AI
We
have
some
notes
to
share
the
framing
of
return.
Recovery.
Reimagine
is
a
thoughtful
and
inspiring
goal
for
us
all.
We
respectfully
challenge
district
leaders
to
reimagine
what
parent
and
student
engagement
looks
like
now
and
going
forward.
We
propose
that
three
additional
parents
and
three
additional
students
be
added
to
the
commission.
AI
AI
It
seems
that
there
are
currently
31
people
on
the
commission
which
works
out
to
about
0.7
percent
student
representation
and
point
seven
percent
parent
representation,
two
parents,
two
students.
If
it
were
to
increase
to
five
parents
and
five
students,
it
would
be
about
16
percent
parent
and
stupid
student
representation.
AI
AI
Nomination
process
can
run
4
30
through
5
6
phone
interviews
can
take
place
on
five
seven,
five,
eight
five,
nine
five
ten
invitations
for
folks
to
join,
can
go
out
on
5
11
and
they
can
attend
meetings
starting
on
5
13.
if
they
need
to
be
brought
up
to
speed,
there's
creative
ways
to
do
this
and
we're
asking
that
you
can
will
reimagine
parent
and
student
engagement
during
this
historic
and
important
time.
Thank
you.
AJ
AJ
You
should
establish
a
respectful
relationship
with
bisac.
Your
student
representative
in
support.
All
of
bsac's
demands,
specifically
bsac,
wants
to
do,
wants
and
deserves
full
control
of
their
program.
They
want
to,
in
their
words,
work
with
the
district,
not
under
it.
Bsac
wants
you
to
pass
a
resolution
calling
for
desi
to
cancel
mass
mcas
this
year.
This
should
have
been
done
months
ago.
Additionally,
you
should
inform
the
parents
and
students
that
they
could
opt
out
of
mcas
this
school
year
without
any
penalty.
AJ
AJ
AJ
AJ
These
schools
should
be
open
to
all
who
wish
to
attend
at
a
lottery
should
be
designed.
That
will
promote
diversity.
I
recommend
that
boston
land
be
renamed
boston,
social
justice,
high
school
and
latin
academy,
renamed
social
justice
academy.
I
was
very
impressed
with
campus
without
walls
meeting
that
I
recently
attended.
AJ
F
AK
Good
evening
my
name
is
sharon
hinson,
I'm
an
educator
parent
of
a
young
maine
graduate
who
graduated
with
honors
who's.
Now
a
graduate
student
at
northeast
university,
I'm
also
a
doctoral
candidate,
a
homeowner
in
hyde
park
and
the
president
of
black
teachers
matter.
I
want
to
express
my
support
for
the
boston
school
committee
members
regarding
their
communication
about
better
communication
about
appointments
and
task
force.
I
think
that's
important.
AK
I
myself,
unfortunately
experienced
while
I
was
trying
to
join
the
boston
school
committee,
a
process
that
mirrored
that
I
found
out
about
the
process
and
who
was
actually
appointed
through
the
news
media
and
not
through
a
professional
email
saying
that
you
were
selected
or
you
weren't
selected,
and
so
it's
disparaging
to
hear
that
this
is
still
going
on.
AK
Finally,
I
want
to
say
that
in
this
really
wanting
to
reimagine
and
do
something
different,
we
have
to
and
get
something
different.
We
have
to
do
something
different
than
what
we've
been
doing
and
so
the
process
for
allocating
the
funds
through
the
federal
grant.
I
acknowledge
that
the
superintendent
is
the
final
decision-making,
but
I'm
wondering
where
the
checks
and
the
balances
are
on
the
final
decision
making.
Are
we
in
the
position
where
we're
just
advising
and
there's
no
stop
gap
way
of
really
disagreeing
in
a
significant
way?
Moving
things
forward?
I
love
this
superintendent.
AK
I
think
she's
great,
the
school
committee
has
been
doing
a
daunting
and
herculean
task
in
in
an
unprecedented
pandemic.
However,
if
we're
going
to
have
things
done
differently,
then
we've
got
to
do
something
differently
or
not.
It's
just
the
definition
of
insanity.
So
where
are
the
checks
and
balances?
What
is
the
timeline
line
and,
let's
be
a
little
bit
more
transparent
those
people
who
really
want
to
be
engaged
in
the
p
in
the
process,
especially
parents
and
teachers
and
community
members?
Thank
you
so
much.
F
AL
Hello,
can
you
hear
me
yes
good
evening?
My
name
is
kathy
liebman.
I
am
a
second
grade
inclusion
teacher
at
the
conley
school
and
a
parent
of
a
child
with
a
disability
in
an
inclusion
setting
in
the
boston
public
schools.
I
am
deeply
concerned
with
our
district's
inclusion
model,
specifically
as
it
relates
to
equity.
This
is
my
16th
year
of
teaching.
In
my
fourth
year
of
teaching
inclusion
at
my
school,
I
have
20
students,
five
of
them
deemed
inclusion
based
on
number
of
minutes
in
their
iep
and
15,
typically
developing
students.
AL
However,
there
have
been
several
years
where
I
have
had
students
with
ieps
in
my
room
that
were
not
occupying
inclusion
seats
but
still
received
services
in
the
area
of
reading
and
math.
During
these
years,
my
classroom
at
its
max
had
10
students
on
ieps
and
10
that
were
not.
These
numbers
also
do
not
include
the
students
in
my
room
that
may
have
esl
services
and
undiagnosed
disabilities,
which
can
often
become
more
apparent
by
the
time
those
students
reach
second
grade
at
the
conley
school.
Like
most
other
schools
in
bps.
AL
Even
though
I
am
a
veteran
teacher,
I
am
truly
perplexed
at
how
it
is
humanly
possible,
given
the
current
standard
inclusion
model
in
the
boston
public
schools,
to
deliver
these
iep
minutes
in
a
small
group
or
supportive
way
that
targets
each
of
my
students,
individual
iep
goals,
while
also
ensuring
that
I
am
meeting
the
needs
of
all
my
other
students
for
those
outside
of
bps.
Here
is
what
my
classroom
actually
looks
like
my
para.
AL
Prayer
professional
often
ends
up
supporting
students
that
are
struggling
to
a
degree
where
they
need
one-on-one
support
due
to
functioning
so
far
behind
academically
these
students,
often
performing
on
a
kindergarten
level.
I
then
have
a
group
of
students,
some
inclusion,
some
that
are
not
at
my
with
me
at
my
small
table.
This
can
be
upward
to
seven
or
eight
students.
The
rest
of
my
students
that
are
performing
closer
to
grade
level
are
working
at
their
desks
independently.
AL
I
worry
that
this
way
of
teaching
children
with
disabilities,
along
with
typically
developing
students,
is
inequitable.
Everyone
loses.
The
teacher
loses
and
feels
like
a
failure.
The
students
with
disabilities
lose
the
typically
developing
students
lose
I'm
speaking
to
you
today,
because
it
is
my
belief
that
parents
and
communities
are
unaware
of
the
realities
of
what
an
inclusion
classroom
looks
like
in
bps.
We
need
to
understand
that,
in
order
to
fix
the
inequities
that
have
been
made
apparent
by
the
pandemic,
it
is
time
for
us
to
do
better.
AL
I
urge
you
here
to
make
a
commitment
to
our
students,
families,
teachers
that
makes
a
two-teacher
model
the
standard
for
inclusion
classroom
in
the
boston
public
schools.
A
two-teacher
model
would
be
a
big
first
step
to
putting
equity
at
the
forefront
and
making
the
boston
public
schools
a
district
where
all
students
are
provided
with
a
staffing
model
that
supports
our
needs,
regardless
of
race
and
income.
Thank
you.
Thank.
F
AN
Hi,
sorry
about
that,
I
disconnected
I'm
anna
shapiro.
I
teach
science
at
charlestown
high
school,
soon
to
be
charlestown,
7,
12.
and
the
teachers
I
work
with,
like
the
educators,
I've
had
the
pleasure
to
work
with,
and
the
inclusion
denright
committee
believe
in
inclusion.
We
know
inclusive
classrooms
are
best
for
our
students
and
that
including
students
with
different
types
of
abilities
helps
all
students
on
the
room
grow
when
inclusion
is
truly
supported.
My
co-workers
and
I
also
share
a
clear
definition
of
what
inclusion
generally
looks
right.
AN
AN
This
is
a
model
that
educators
I
work
with
believe
in.
We
want
to
be
a
part
of
it.
What
we
don't
believe
in
is
using
the
word
inclusion
to
encourage
teachers
to
get
multiple
licenses,
but
not
adequately
staff
inclusion
models
and
all
too
often
this
is
what
educators
in
our
district
are
being
pushed
to.
Do.
I've
had
the
privilege
of
co-teaching,
with
both
the
second
teacher
and
with
apera.
AN
My
students
with
ips
have
consistently
learned
more
and
been
better
served
in
the
two-teacher
model,
where
we've
had
the
time
and
expertise
to
co-plan,
while
our
school
has
many
strong,
paras
they're,
not
typically
trained
in
inclusion
or
given
any
additional
planning
time
to
modify
or
co-plan.
So
it's
not
true
co-teaching
and
the
student
results
are
often
less
strong.
Our
district
knows
the
ohern
model
works.
We
see
it
at
the
henderson.
AN
AN
Bps's
comparison
of
desi
demographics
and
the
research
of
inclusion
models
done
by
our
committee
group
shows
that,
as
the
percentage
of
white
students
increases
the
better
staff,
the
inclusion
models
are.
So
if
we
really
are
concerned
with
being
an
anti-racist
district
and
serving
all
learners,
we
need
to
prioritize
two
teacher
models
across
our
district.
Thank
you.
F
V
Thank
you
first,
I'd
like
to
congratulate
and
thank
miss
mercer
for
being
willing
to
serve
on
this
committee.
Know
that
you
have
the
support
of
mass
advocates
for
children
and
many
in
the
community
behind
what
you're
trying
to
do
on
this
committee.
So
thank
you.
V
V
I
think
one
of
the
good
things
about
speaking
later
in
the
evening
is
that
I
can
really
summarize
what
I
was
going
to
say
because
many
of
the
points
I
was
going
to
make
have
been
made.
We
we,
like
many
of
the
people
that
have
spoken
tonight,
really
see
the
importance
of
the
quality
of
relationships
between
schools
and
their
students
and
families
as
we
go
through
this
process
of
returning
to
school.
V
V
The
number
of
families
ed
special
education
families
that
have
actually
received
hearings
is
for
us
disturbingly
low,
and
we
don't
believe
that
there's
been
an
an
active
effort
on
the
part
of
the
district
to
reach
those
families.
This
summer
would
be
a
wonderful
time
to
to
provide
those
compensatory
services
to
families
who
want
to
take
that
route
and
in
many
cases
that
opportunity
is
going
to
be
lost
because
those
families
haven't
had
that
opportunity
for
a
discussion
about
the
services
they
require,
my
time's
up
I'll,
let
it
go
there.
Thank
you
very
much.
AO
Hi
everyone
I'm
anna
rosenblatt
from
austin.
I
am
my
parents.
I
want
to
speak
about
the
situation
in
baldwin
early
pilot
academy
in
brighton
olsen,
five
teachers
have
been
accessed
from
the
school.
My
daughters
were
taught
by
four
of
these
teachers
and
I
can
testify
that
all
of
them
have
excellent
educators
that
were
absolutely
indispensable.
In
my
kids
education.
AO
They
made
positive
impact
on
my
daughters
and
went
above
and
beyond
to
teach
them
effectively,
especially
during
the
pandemics.
Once
we
found
out
about
the
accessing
of
teachers
me
and
my
husband
were
shocked
and
saddened.
We
attended
the
school
governing
board
meeting
in
february.
AO
On
that
meeting,
we
heard
a
lot
of
parents
speaking
on
behalf
of
the
teachers
and
also
they
heard
staff
members
being
distressed
about
the
situation
in
the
school.
Apparently,
the
new
principles
has
a
very
dictatorial
approach
to
running
the
school.
What
used
to
be
a
warm
collaborative
environment
turned
into
a
place
where
teachers
are
afraid
to
speak
up
or
contradict
any
of
principal's
ideas.
AO
We
were
given
absolutely
no
answers
at
that
meeting
after
the
meeting.
We
were
certain
that
the
boards
would
take
action
to
look
into
the
situation
and
will
reverse
this
unfair
decision,
but
absolutely
nothing
seemed
to
have
happened
in
the
last
two
months.
Because
of
this
I
started
the
petition
to
rescind
the
decision
of
accessing
teachers
from
baldwin.
This
petition
has
circulated
around
current
and
past
baldwin
parents
and
gained
support
of
120
signers,
which
is
a
lot
especially
considering
baldwin
is
a
small
school.
AO
I
shared
the
petition
with
the
superintendent,
the
members
of
school
committee
and
the
city
council.
So
far
I
got
no
replies.
I
urge
you
to
look
into
the
situation.
AO
To
conclude,
I
just
want
to
say
that
it's
extremely
upsetting
that
voices
of
so
many
parents
are
not
being
hurt
and
that
our
best
teachers
are
being
to
out
of
school.
The
parents
and
the
teachers
of
baldwin
want
answers,
and
finally,
I
just
want
to
express
my
gratitude
to
all
the
teachers
that
taught
my
kids.
You
guys
are
amazing
and
we
really
appreciate
your
hard
work.
Thank
you.
AP
Good
evening,
superintendent,
cass
elias
and
members
of
the
boston
school
committee
and
welcome
to
our
new
vsac
rep
we're
excited
you're
here
my
name
is
harneen
chernow.
I
live
in
jamaica,
plain
and
have
two
kids
in
bps,
and
I'm
speaking
here
as
a
member
of
the
parent
group
quest,
I
am
here
to
talk
about
quest's
recent
report:
analyzing
private,
fundraising,
inequities
between
schools,
as
you
heard
earlier,
quest
reviewed
the
2018
ernst
young
audit
of
school-specific
fundraising
to
try
and
unpack
the
role
and
impact
of
private,
fundraising
across
boston,
public
schools.
AP
What
we
found
was
extremely
troubling.
The
data
show
stark
disparities
in
the
amount
of
funds
that
different
schools
raise.
Not
surprisingly,
those
schools
with
a
wider
and
more
affluent
population
who
have
access
to
outside
resources
also
reach
the
largest
amount
of
private
funds,
meaning
those
with
the
least
privilege
and
opportunity
are
left
further
behind
many
families
and
advocates
were
surprised
at
the
data
shared
in
our
report.
Most
of
us
didn't
know
that
bls
has
a
60-plus
million
dollar
endowment
or
that
some
schools,
like
the
elliot,
raise
over
400
000
a
year.
AP
Well,
as
public
school
families,
we
all
live
and
pay
taxes
in
the
same
city.
We
clearly
don't
have
access
to
the
same
riches
and
opportunities
when
it
comes
to
our
school.
My
own
situation
is
a
good
example
of
the
two
elementary
schools.
My
kids
attended.
One
raised
nine
dollars
of
private
funds
per
student,
while
the
other
raised
66
both
far
below
the
three
hundred
dollars
per
student
raised
by
many
k-8s
and
at
my
kids
high
school.
AP
The
amount
raised
per
student
is
one
thousand
two
hundred
and
thirty
six
dollars,
which
is
much
more
than
the
fifty
or
two
hundred
dollars
raised
per
student
at
many
high
schools
in
boston.
The
data
raises
a
number
of
troubling
questions.
While
this
audit
was
done
in
2018,
why
has
there
been
no
public
presentation
or
discussion
of
the
results
today
to
date,
what
guard
rails
or
remedies
will
bps
introduced
to
address
these
massive
disparities?
AP
What
does
it
mean
that
schools
need
to
rely
on
private,
fundraising
and
resourced
parents
to
ensure
their
students
get
the
needed
programs
that
are
critical
for
a
quality
education,
and
where
is
the
transparency
in
the
budgeting
process
documenting
what
these
private
dollars
are
paying
for?
We
look
to
bps
and
the
school
committee
to
move
forward
with
urgency
in
resolving
these
questions
with
equitable
solutions.
Thank
you.
B
B
During
the
time
of
my
of
the
pandemic,
I
appreciated
how
the
teachers
recognize
the
efforts
of
each
student,
because
I'm
going
to
include
my
daughters
to
my
daughter
as
well,
each
student
by
sending
a
special
basket
of
gifts,
showing
all
the
effort
and
work
that
they
was
doing
by
classes
on
zoom
the
teachers
and
the
administrator
at
young
achievers
worked
really
hard.
B
B
I
am
here
tonight
asking
you
leaders,
because
leader
the
world
leader
to
me
is
valuable
for
changes
in
how
inclusion
programs
is
implanted
in
our
schools,
it's
very
important
and
to
me
to
meet
all
childs
as
an
educator
to
meet
all
the
children
needs,
and
I'm
here
in
boston
public
school.
At
this
time,
I'm
asking
you
as
leaders
to
recognize
this
the
need
of
the
student
and
education
young
achievers.
Mrs.
B
AQ
AQ
AQ
I'm
also
here
to
ask
about
the
general
future
of
the
jackson,
man,
dr
xelias,
and
her
team
met
with
us
earlier
this
year
and
we
received
few
concrete
answers
at
that
time.
We
continue,
as
we
have
for
the
past
few
years,
to
request
honesty
and
transparency
from
the
district
regarding
the
future
of
the
jackson,
man.
We
also
continue
to
request
that
you
include
students,
families,
teachers
and
community
partners
in
your
planning.
AQ
I
am
asking
again
what
progress
has
been
made
regarding
the
plan
for
the
jackson
man
school
community.
Will
we
be
moved
to
a
swing
space?
If
so,
what
actions
have
been
taken
toward
finding
such
a
space?
If
not,
what
is
the
plan
for
jackson,
man,
students
and
what
is
the
timeline
for
this
process?
Tonight?
AQ
I've
heard
an
overarching
theme
of
people
requesting
more
parent
and
student
involvement
and
more
transparency
just
overall
in
boston,
public
school
dealings
with
staff
students,
the
community,
and
I
really
hope
that
you
all
are
kind
of
hearing
that
and
listening
to
that,
that
people
really
want
to
be
involved
and
people
want
to
know
what
is
going
on.
So
thank
you.
A
Thank
you
so
much
ms
sullivan,
and
thank
you
to
everybody
who
spoke
this
evening
and
shared
your
perspectives.
Your
testimony
is
very
important
to
us,
so
we're
going
to
move
to
our
first
action
item
this
evening,
which
is
grants
for
approval
totaling,
one
million
one
hundred
and
seven
thousand
five
hundred
and
fifty
four
dollars,
and
I
would
like
to
now
open
it
up
to
the
committee
for
any
questions
or
comments
again.
Please
raise
your
hand
in
the
box
or
put
in
the
chat
room,
and
please
remember
our
five
minute
reminder.
Rule.
A
A
U
W
W
A
Sullivan.
Our
next
action
item
is
a
memorandum
of
agreement
between
the
boston
school
committee
and
the
boston
teachers
union
regarding
family
liaison
classification,
which
mr
hassan
presented
to
the
committee
earlier
this
evening,
and
I
will
now
open
it
up
to
the
committee
for
any
final
questions
or
comments.
A
Okay,
if
there's
no
questions,
I
would
like
to
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
the
boston
school
committee
and
the
boston
teachers
union
regarding
family
liaison
classification,
as
presented
so
sounds
like
a
first
and
a
second.
Is
there
any
discussion
or
objection
to
the
motion?
U
AF
S
A
Thank
you,
ms
sullivan.
Our
next
action
item
is
interim
salary
and
non-personnel
payments
on
external
funds.
You
will
recall
that
deputy
chief
finance
officer
david
bloom
brought
this
annual
request
to
the
committee
at
our
last
meeting,
and
now
I
will
open
it
up
to
the
committee
for
any
final
questions
or
comments.
A
Hey,
there
are
no
further
questions.
I
would
like
to
entertain
a
motion
to
approve
the
interim
salary
and
non-personnel
payment
order,
as
presented
so
moved.
First
and
second,
is
there
any
discussion
or
objection
to
the
motion.
A
U
F
A
Okay,
if
there
are
no
further
questions,
I
would
like
to
entertain
a
motion
to
approve
the
revised
attendance
policy
as
presented.
G
A
D
U
A
L
A
A
AP
U
S
A
Thank
you,
ms
sullivan,
and
thank
you
again
to
ms
hogan
and
dr
grantson,
and
all
the
stakeholders
who
participated
in
this
process
and
also
again,
the
vice
chair
for
all
his
support.
Our
main
report
this
evening
is
an
equitable
policy
review
at
this
time.
I
would
like
to
invite
dr
charles
granson
chief
equity
and
strategy
officer
to
please
present
this
report.
Y
Sorry
I
had
to
find
a
mute
button.
Thanks
share
and
good
evening
again,
committee
and
superintendent,
I'm
going
to
attempt
to
share
my
screen.
Y
Y
Okay,
let's
see,
are
you
all
able
to
see
the
presentation?
Okay?
Great?
Yes,
sorry.
I
can't
tell
all
right
so
I'm
very
much
looking
forward
to
sharing
with
the
committee
today
and
having
this
conversation
about
and
highlighting
the
policies
that
are
under
the
superintendent's
leadership,
since
her
first
arrival
into
the
district
she's
been
committed
to
reviewing
bps
policies
to
ensure
that
an
equity
lens
and
to
ensure
that
we're
promoting
equitable
learning
environments
for
all
students,
especially
those
who
have
been
historically
marginalized,
to
close
opportunity
and
achievement
gaps.
K
A
A
Sorry
I
I
apologize
dr
branson,
dr
cassellius.
Is
there
anything
I'm
so
sorry?
I
should
have
asked
you
if
you
wanted
to
say
anything
before
we
started
this
presentation.
T
Oh
yeah,
I
can
say
it
at
the
end,
but
I
just
okay
to
introduce
and
just
speak
a
little
bit
about
the
the
policies
and
the
reason
we're
bringing
all
of
the
policies
now,
as
we
begin
to
think
about
the
overarching
goal
of
the
school
committee
to
be
high,
performing
and
setting
expectations
and,
of
course,
that
in
having
very
transparent
and
clear
policies
that
have
all
been
reviewed
with
an
anti-racist
lens,
as
well
as
a
frequency
on
when
we
update
them
regularly.
T
There
are
some
policies
that
I
noticed
when
I
first
came
that
as
superintendent
that
needed
to
be
addressed
critically
and
then
also
we've
suspended
some
policies.
Recently,
you've
just
passed
the
attendance
policy
as
permanent.
There
are
a
number
of
other
policies
that
dr
granson
is
going
to
introduce
and
the
process
for
review
of
policy
as
we
bring
them
forward
and
update
all
of
our
policies,
get
them
on
the
web
so
that
the
public
can
see
them
and
they're
easily
accessible.
T
Y
So,
as
the
superintendent
mentioned
during
this
presentation,
we
hope
to
provide
you
with
our
thinking
around
our
charge
for
equitable
policy
review,
the
policies
in
question
and
the
next
steps
around
the
work,
including
how
the
public
can
continue
to
engage
with
us
moving
forward
and
as
we
move
towards
more
equitable
policy.
Y
We
know
that
it's
important
to
provide
professional
learning
and
support
to
drive
educator
practice
and
improve
the
student
experience
and
student.
Y
Goal
five
of
the
oag
policy
specifically
addresses
identifying
and
dismantling
cultural,
structural,
racial
and
social
barriers
that
could
hinder
their
access
to
high
quality
learning
and
environments.
Our
strategic
vision,
imagine
bps
2025
commitment.
1.1
says
that
we
will
ensure
that
bps
policies,
plans
and
budgets
advance
the
oag
policy
and
one
of
the
ways
we
self-check
for
anti-racist
policy
planning
and
practice
is
to
use
the
racial
equity
planning
resource,
as
outlined
on
the
right
side
of
this
slide,
to
ensure
that
we
are
planning
for
racial
equity
at
every
stage
and
every
level.
Y
As
a
part
of
the
policy
revision
efforts,
we'll
also
work
with
ms
sullivan
executive
secretary
of
the
boston
school
committee,
in
partnership
with
the
mass
association
of
school
committees
to
put
all
of
the
policies
online,
the
newly
revised
policies,
accompanied
by
will
be
accompanied
by
a
district
equity
analysis.
As
we
thrive
toward
greater
strive
toward
greater
transparency
for
district
policy,
we
will
leverage
the
technology
for
school
boards
that
exist
for
a
more
interactive
experience
for
the
public
to
interface
with
the
school
committee.
Y
As
the
committee
will
remember,
and
as
the
superintendent
mentioned
at
the
height
of
the
pandemic,
the
superintendent
raised
the
need
to
suspend
certain
policies
that
wouldn't
what
that
that
would
inhibit
student
success
during
remote
and
hybrid
learning
or
that
were
not
operationally
feasible.
Given
our
covet
limitations,
the
promotion
retention
policy,
graduation
policy
and
advanced
work
class
policies
are
some
examples
of
the
policies
currently
under
revision,
as
we
take
this
opportunity
to
ensure
that
our
policies
meet
the
new
pandemic
context,
as
well
as
meeting
our
expectations
for
being
an
anti-racist,
an
anti-racist
district.
Y
There
are
working
groups
or
committees
or
teams
of
individuals
working
on
revising
the
the
policies,
notably
our
graduation
policy
is
being
tackled
by
a
team
looking
at
mass
core
and
getting
to
greater
equity
consistency
and
high
standards
across
our
high
schools
is
a
goal
there
for
our
proposed
policies.
Y
You'll
note
the
opportunity
achievement
gaps
policy
as
the
policy
itself
within
the
language
calls
for
that
policy
to
be
updated
every
six
years-
and
I
know
this
has
been
on
the
agenda
of
the
opportunity-
achievement
gaps
task
force
in
recent
months
and
something
that
the
task
force
is
going
to
work
with
our
opportunity,
gaps,
office
and
district
leadership
and
superintendent
to
revise
to
propose
a
new
policy
area.
Y
Y
And
then,
finally,
we
wanted
to
share
with
you
a
tentative
timeline
for
when
the
committee
might
receive
the
proposed
revised
policies
with
massport
policy
coming
up
in
june
and
exam
schools
and
advanced
work
class
in
july
and
we'll
continue
to
engage
and
develop
over
time
and
have
a
rolling
revision
of
the
policies
that
you
saw
listed
in
this
presentation
in
the
upcoming
school
year.
Y
And
with
that
I
will
pause
for
questions.
A
Thank
you
so
much
dr
branson.
Before
we
move
into
questions.
I
just
want
to
provide
the
committee
with
a
quick
update
on
the
creation
of
the
committee's
policy
manual.
The
legal
advisor
just
finished,
a
first
review
of
the
draft
manual
making
edits,
including
looking
at
the
actual
city
charter
and
other
statutory
language,
were
applicable.
A
The
next
step
is
to
separate
policy
from
circulars
and
identify
any
gaps.
I
want
to
especially
thank
ms
parvex
for
scanning,
a
year's
worth
of
boston,
school
committee
policies,
no
small
job
there.
We
look
forward
to
wrapping
up
this
project
soon
and
the
vice
chair,
and
I
are
also
doing
demos,
and
we
did
also-
I
should
mention
with
the
superintendent
as
well
looking
at
demos
with
online
board
management
systems,
and
we
will
keep
you
all
updated
in
terms
of
the
final
selection.
G
I
just
want
to
affirm
the
importance
of
this
work
and
how
delighted
I
am
to
doing
it
as
we
as
we
move
for
more
coherence
and
consistency
across
our
application.
This
is
the
deep
work
that
needs
to
occur,
so
I
thank
you
for
the
time
and
energy
you're
putting
into
it.
On
top
of
all
the
other
multiple
tasks
you
have
on
your
desk,
that
are
more
time
urgent.
I
I
just
want
to
echo
dr
coleman's
remarks.
This
is
something
we've
been
talking
about
ever
since
I
came
on
to
the
committee
about
really
you
know,
under
both
trying
to
figure
out
where
all
the
policies
are
and
why
they
haven't
been
updated
over
the
years
I
mean
I
can
only
imagine
some
of
the
things
we're
not
discussing
right
now
that
have
been
long-standing
in
the
committee,
and
I
have
often
felt
that
sometimes
we
create
our
own
problems
with
outdated
policies.
I
So
I'm
very
happy
that
we
are
beginning
this
process
and
look
forward
to
participating
in
it.
A
Thank
you,
ms
robinson,
any
other
questions
or
comments.
Okay,
and
I
I
would
say,
agreed
with
you
miss
robinson
and
dr
fullman.
As
long
as
I've
been
on,
we've
been
talking
about
this,
so
we're
very
excited,
and
I
would
say
you
know
that
we
it's
great,
that
we
have
a
superintendent,
that's
aligned
with
us
on
this
work.
I
just
want
to
appreciate
her
as
we
look
at
all
of
the
coverage
in
some
of
our
recent
news
articles
about
many
superintendents
leaving
their
post.
A
I
want
to
really
appreciate
her
for
this
alignment
and
for
sticking
with
us
and
it's
been
a
really
tough
year,
and
I
think
this
is
just
I
use
this
as
an
example
of
the
alignment
we
started
to
talk
about.
You
know
before
my
time,
so
I
can't
take
credit
because
it's
been
going
on,
but
that
she
came
in
and
actually
agreed
that
this
was
really
important
for
not
just
the
school
committee,
for
the
district
and
for
the
public,
so
the
public
will
be
able
to
access
all
of
our
policies.
A
They'll
be
able
to
look
at
it
and
thank
you,
mr
tran,
for
all
your
work,
because
I
know
you
also
did
a
lot
of
work
behind
the
scenes.
Thank
you
very
much
so
with
that
we
are
going
to
now
move
on
to
a
public
comment
on
reports
of
sullivan.
A
Okay,
so
this
concludes
our
business.
For
this
evening.
The
next
school
committee
meeting
will
take
place
on
wednesday
may
12th
at
5
00
pm
on
zoom,
and
if
there
is
nothing
further
I'd
like
to
entertain
a
motion
to
adjourn
our
meeting
so
moved.
Thank
you.
Miss
robinson.
Is
there
a
second.