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From YouTube: Boston School Committee Meeting 3-22-23
Description
Due to 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
A
D
E
F
A
Thank
you,
Miss
Sullivan.
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
school
police
supporter
officers
Federation,
and
the
lunch
hour.
Monitors
Association
to
have
this
discussion
in
an
open
meeting
could
have
a
negative
impact
on
the
committee's
bargaining
strategy.
The
committee
will
return
to
public
session
at
6
PM.
Is
there
a
motion.
B
C
H
F
I
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee
I'm
chairperson,
Jerry
Robinson.
The
committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
strategy
with
respect
to
collective
bargaining
with
the
Boston
school
police
supporter
office,
Superior
officers
Federation,
and
the
lunch
hour
monitors
Association
to
have
this
discussion
in
an
open
meeting
could
have
had
could
have
a
negative
impact
on
the
committee's
bargaining
strategy.
A
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
March
22nd
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
Cabo,
veriano,
Cantonese,
Mandarin,
Vietnamese
and
American
signed
language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you.
Everyone
who
signed
up
for
public
comment
sign
up
for
public
comment
closed
today
at
4
30..
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
cooperation.
A
J
A
D
C
A
L
L
The
calendar
will
be
posted
on
our
website
and,
as
we
think
about
ending
this
school
year,
we're
also
preparing
for
our
fifth
quarter,
which
is
our
summer
programming
and
so
I'll,
be
giving
quite
an
update
on
this
tonight.
L
First
of
all,
I'm
thrilled
to
share
with
all
of
you
that
we
officially
opened
registration
for
the
fifth
quarter
summer
programs
today,
as
you
may
know,
the
fifth
quarter
summer,
learning
programs
are
five
weeks
and
their
full
day.
Elected
programs
for
students,
some
of
which
take
place
at
our
schools
and
others
are
run
by
community-based
organizations,
either
at
a
school
or
at
a
community
location.
L
As
always,
our
fifth
quarter
accepts
students
of
all
abilities,
including
students
with
IEPs
registration,
is
open
to
all
students
with
disabilities,
and
these
are
one
of
our
priority
groups,
along
with
our
economically
disadvantaged,
our
multilingual
Learners
and
our
Hearn
homeless.
Students,
we're
also
piloting
more
inclusion
in
the
Fifth
Quarter
programs
building
off
of
last
year's
success,
where
we
integrated
many
ell
Learners
to
these
programs
will
be
expanding
inclusion
to
include
more
program
offerings.
L
Of
course,
these
expanded
opportunities
that
we're
talking
about
for
students
with
disabilities
is
also,
in
addition
to
our
more
traditional,
what
we
call
esy
or
extended
school
year
programming,
and
this
this
is
really
programming
for
our
students
with
disabilities,
who
require
a
specially
designed
instruction
or
related
services.
In
terms
of
learning
time,
we
will
offer
1300
seats
in
the
fifth
quarter
for
inclusive
opportunities
for
students
with
disabilities.
L
Our
projection
currently
is
to
provide
our
multilingual
Learners
with
ELD
levels
of
one
to
five
to
be
approximately
40
percent,
and
so
now
it's
about
6
800
students
who
will
be
from
the
multilingual
learner
population,
and
so
that's
40.
That's
6,
800
of
the
overall
seventeen
thousand
students
that
we
expect
to
enroll
for
summer
programming.
L
We
anticipate
that
the
enrollment
of
multilingual
learners
for
the
fifth
quarter
programming
will
be
proportionate
to
the
overall
number
of
multilingual
Learners
enrolled
in
the
district.
So
these
are
the
ways
in
which
we're
really
trying
to
look
at
summer
and
to
make
sure
year-round
that
all
of
our
students
have
Equitable
access
to
what's
being
offered.
L
Of
course,
we
partner
with
Boston
after
school
and
Beyond
to
strengthen
and
expand
on
our
partnership
portfolio
for
summer
programs,
both
in
and
out
of
BPS
sites,
for
example,
Hill,
reservation
and
courageous
sailing
they've
been
long-standing
partners
and
they
hold
their
programs
off
site
this
summer.
We've
also
added
World
ocean
League,
grow
programs
and
dream
catchers,
and
we
will
continue
to
try
to
expand
our
menu
more
broadly
of
other
Community
Partners
to
join
into
that
menu.
L
L
Others
will
bolster
math
and
reading
skills
through
project-based
learning
and,
of
course,
the
Hallmark
of
good
summer
program
is
doing
lots
of
field
trips
and
getting
the
students
out
into
the
community.
To
do
all
of
this,
we
are
increasing
Fifth
Quarter
by
25
percent
25
percent,
offering
127
programs
in
a
combination
of
schools
and
community-based
settings.
L
L
So
we
really
believe
this
summer
is
important,
it's
important
to
for
our
parents
and
our
families
to
take
note
of
the
offerings.
I'll
talk
in
a
minute
about
how
we're
communicating
it
out,
but
this
is
really
an
opportunity
to
see
the
summer
as
that.
Fifth
quarter
and
to
continue
to
engage
our
young
people
and
to
give
them
supports.
L
Fifth
Quarter
is
joined
by
a
menu
of
other
summer
programming
too,
as
usual,
we'll
be
offering
the
extended
school
year
esy
for
students
whose
IEP
calls
for
additional
time
and
High
School
Credit
Recovery,
among
others
who
have
aligned
schedules.
So
all
programs
will
run
across
the
same
five
weeks
from
July
10th
until
August,
11th,
better
serving
family
needs
and
that's
from
feedback
from
families.
L
In
total,
our
learning
programs
will
be
able
to
serve
again
our
goal
more
than
seventeen
thousand
students
all
summer
learning
programs
will
continue
to
provide
meals
and
in
our
six
larger
School
sites.
Where
there's
multiple
programs
in
those
facilities,
you
will
also
have
Hub
stop
transportation,
so
the
sites
that
these
Hub
sites
are
spread
across
the
city.
We
have
Blackstone
BLS,
Charlestown,
High,
School,
Mata,
hunt,
Mildred
Ave
and
Orchard
Gardens
and
last
year.
L
Actually
one
of
my
first
things
that
I
got
to
do
was
to
actually
go
to
Orchard
Gardens
and
be
able
to
see
all
of
the
summer
programming
in
meet
some
of
the
parents,
and
it
was
and
see
what.
After
school
Boston
after
school
and
Beyond
was
doing,
and
I
can
say,
it
was
such
a
wonderful
entry
into
the
into
the
district
early,
but
wonderful,
of
course,
I
can't
talk
about
summer
opportunities
without
talking
about
summer
jobs
for
youth,
in
partnership
with
the
mayor's
office,
Private,
Industry,
Council,
ABCD
and
other
key
Partners.
L
L
Our
summer
budget
and
programming
presents
a
huge
investment,
roughly
17
million
dollars
in
our
students
for
the
fifth
quarter
and
the
summer
programming,
and
and
this
matters
you
know
we
know,
we
know
that
research
by
by
reincorporation
backs
it
up
that
up
to
two-thirds
of
the
achievement
gap
between
low-income
students
and
their
higher
income.
Peers
is
connected
to
unequal
access
to
high
quality
summer
learning
opportunities.
L
L
You
know
our
kids
really
get
to
kind
of
see.
You
know
get
to
to
feel
what
it's
like
during
this
time
as
they
go
out
and
they
do
field
trips
or
they
participate
in
the
various
aspects
of
the
programs
and
they
get
to
put
on
and
to
feel
what
it
would
be
like
to
be
an
engineer
or
to
be
a
scientist
or
a
writer
or
a
filmmaker
or
a
poet
or
a
dancer.
I
mean
there's
just
so
many
different
opportunities
for
students
to
explore
and
discover
more
about
what
they
enjoy.
L
Building
programs
is
only
half
of
it,
while
the
five-week
learning
programs
will
all
officially
kick
off.
July
10th
families
can
start
registering
for
opportunities
right
now
today,
which
is
the
earliest
we've
ever
opened
registration
and
our
goal
going
forward
is
to
be
able
to
do
this
earlier
and
earlier
understanding
that
families
want
to
know.
Students
are
going
to
be
settled
and
have
a
summer
program
well
in
advance.
L
Families
can
visit
our
BPS
website
bostonpublicschools.org
forward
slash
summer
on
this
page.
Families
can
learn
more
about
all
of
the
programs,
as
well
as
research,
the
external
programs
offered
in
and
around
Boston
we've
made
Regis
we've
made
the
registration
for
Fifth
Quarter
programs
easier
than
ever.
It
has
a
more
user-friendly
platform
available
in
nine
languages,
but
families
don't
have
to
do
this
by
themselves.
L
Over
the
coming
weeks,
you'll
see
our
Billboards
and
you'll
find
our
fifth
quarter.
Teams
at
registration,
pop-ups
at
community
events
such
as
the
Kite
Festival
in
Franklin,
Park,
wake
up
the
Earth
in
Jamaica
Plain
family
stem
day
at
dsni,
Grove,
Hall,
Library,
East,
Boston,
Library,
Harvard,
Kent,
Housing,
Development
and
many
more
are
summer.
Jobs.
L
L
Also,
congratulations
is
in
order
for
Winship
Elementary's
tanoshi
in
omata,
who
won
the
spelling
bee
over
the
weekend.
He
will
move
on
to
compete
in
the
Nationals
and
this
weekend
at
the
Boston
Arts
Academy.
It
was
a
performance
of
Shrek
The
Musical.
They
had
the
whole
audience
on
their
feet,
including
champerson,
Robinson,
mayor
Wu
and
her
two
sons
and
everyone
loved
and
applauded
the
show
and
finally
ESL
students
from
the
Boston
adult
Technical
Academy,
which
we
call
Bata
showcased
their
work
in
an
exhibit
held
at
the
revolution.
Hotel.
L
The
project
is
a
creative
exploration
of
the
themes
of
identity
and
home.
Your
students
hail
from
all
across
the
world
and
what's
important
to
them.
The
I
Am
project
asked
students
to
use
written
and
visual
arts
by
creating
self-portraits
and
poetry
to
explore
and
convey
the
essential
components
that
make
up
their
identity
and
their
sense
of
home
and
belonging.
L
So
I
know
we
have
a
lot
of
votes
ahead
of
us
and
much
discussion,
so
I
will
close
and
I
will
certainly
consider
questions
and
comments.
Thank
you,
chair.
M
N
M
L
Through
each
year,
okay,
okay,
to
go
okay,
yeah,
okay,
to
answer
okay,
so
so
three
chairs,
so
I'm
going
to
actually
Dr
Tavares
is
on
I
want
to
be
able
to
show
you,
the
team
and
I
believe
Jillian
and
Alba
are
here
as
well
in
in
these,
this
is
the
team
that's
been
putting
together
with
Chief
Snyder
a
lot
of
the
work
on
the
fifth
quarter
and
given
some
thought
with
both
the
academic
side
of
the
house
with
Dr
Chen,
but
also
with
family
Equity,
family
and
Community
engagement.
L
We
are
programming
for
our
multilingual
students
and
where
they
can
gain
access
so
I'm
going
to.
If
you
guys
can
turn
the
cameras
on
someone
can
see
and
by
Dr
davaris
I,
don't
know
if
you
want
to
just
be
able
to
clarify
for
our
multilingual
Learners
how,
specifically,
when
they're
registering
will
they
know
where
the
programs
are.
G
Absolutely
for
those
wonderful
comments
and
for
uplifting,
you
know
the
efforts
of
this
incredible
team
and
under
the
guidance
and
Leadership
of
superintendent
skipper
for
us
to
be
able
to
say
with
much
joy
and
pride
that
we
have
open
programs
for
our
students
with
multiple
abilities
is
very
exciting
to
us
too,
and
you
know
more
specifically
for
our
multilingual
Learners.
G
We
have
staff
that
are
absolutely
at
hand
to
also
support
them
and
one
little
you
know
the
superintendent's
report
was
really
large
and
I
wanted
to
share
just
one
small
example,
and
then
I
want
to
ask
our
executive
director,
Cruz,
Davis
and,
of
course,
Jillian
neskos
who's,
also
part
of
the
team
to
share
a
little
bit
more
one
of
the
programs.
That's
really
exciting
is
actually
happening
for
stem
in
in
the
with
one
of
our
partner
and
that
particular
program.
That's
happening
with
stem
and
really
in
collaboration
with
the
academics.
G
Team
is
going
to
have
the
opportunity
for
students,
like
I,
said,
with
multiple
abilities
and
multiple
languages
and
in
particular,
they're
welcoming
students
who
happen
to
also
have
autism
and
that's
very,
very
exciting
to
us,
because
it's
going
to
be
an
opportunity
for
students
of
all
abilities
to
be
together
and
to
be
able
to
really
participate
in
that
five-week
program
and
delve
into
stem
and
some
Arts
as
well.
O
I
wanted
to
share
with
you
how
excited
we
are
to
be
able
to
offer
for
our
extended
school
year
program
different
locations
across
the
city.
It's
actually
13
different
locations
across
the
city
and
we're
thrilled
to
announce
that
we're
collaborating
with
various
community-based
organizations
this
year
to
provide
our
esy
students
with
an
enriching
summer
program
and
some
of
our
partners
and
organizations
include
Joe's,
crazy,
Critters,
the
Community
Music
Center
of
Boston
The,
Boston
Ballet
and
the
youth
enrichment
group.
O
With
their
help,
we
will
offer
a
range
of
activities
such
as
group,
music
therapy
sessions,
adaptive
dance
classes,
art
classes,
Fitness
classes
and
potentially
classes
in
the
performance
arts.
Additionally,
we're
excited
to
plan
field
trips
for
our
students,
enabling
them
to
explore
the
community
and
enjoy
a
fun-filled
summer
outside
the
classroom.
L
That's
great
all,
but
can
you
just?
Can
you
just
give
the
committee
a
sense
in
the
public
when
a
parent
is
registering
and
say
they
have
a
student
with
autism?
How
will
they
know
from
the
programs
in
the
program
selections
what
would
be
appropriate
to
choose.
O
Yes,
so
there
are
the
1300
students
which
you
discussed
earlier:
superintendent
Skipper,
yes,
that
are
eligible
to
be
in
this
pilot
inclusion.
If
you
would
so
those
those
students
will
be
high
priority,
as
well
as
our
economically
disadvantaged
English
language,
Learners
or
multi-language
learners
and
Hearn,
or
our
homeless
education,
research,
Network
students,
so
because
their
ID,
their
BPS
ID,
is
linked.
We
will
be
able
to
identify
what
students
are
eligible
and.
G
Superintendent
Skipper,
if
I,
could
just
add
as
a
parent
who
uses
this
program
because
I'm
a
proud,
BPS
parent
myself
following
the
ID
number
as
director
Cruz
Davis,
has
shared.
It
also
is
an
opportunity
when
you're
registering
in
the
platform
you're
also
able
to
indicate
if
any
special
programs
are
needed,
so
as
a
parent
I'm
able
to
follow
it,
it's
it's.
We
hope
families
feel
like
it's
much
more
user
friendly
this
year
and
we're
using
School
Mentor
we're
using
a
platform.
G
That's
very
public
friendly
and
in
that
way
parents
will
be
able
to
be
very
specific
around
the
specific
supports
that
their
child
needs.
B
K
Thank
you
so
much
for
the
update.
I
want
to
Echo
everything,
Miss
Polanco
Garcia
said
as
well.
I
won't
use
more
time
to
to
say
anything
more,
but
it
is
incredibly
exciting
and
I
love
to
see
disabled
students
getting
a
better
chance
at
having
a
seat
at
the
table
in
the
programming
I'm
glad
to
see
it's
your
priority
too.
I
do
have
a
question.
It
wasn't
in
your
report,
but
hopefully
I
can
ask
about
it
now.
K
K
There
were
a
lot
of
concerns.
It
seems
from
families
around
the
information
that
they
had
out
the
survey
before
it
was
administered
to
students
the
questions
that
were
being
being
asked
specifically
around
sexual
behaviors
and
practices
and
then
also
the
sort
of
like
post-mortem
like
how
was
it
then
discussed.
K
I
left
with
all
of
those
same
questions,
so
I'm
just
sort
of
curious
to
hear
your
framework
were.
Was
there
a
mistake,
did
we
are
we
going
to
do
something
different
in
the
future
and
then
I
guess
also?
This
data
has
never
been
brought
here
and
it
wasn't.
Even
it
hasn't
been
included
in
our
budget
conversations
about
how
we
deploy
resources
so
I'm
just
sort
of
curious.
What
is
the
data
for
and
when
we
issued
this
survey
like?
Would
we
do
anything
different
in
the
future,
given
the
concerns
that
were
raised.
L
L
It
is
it's
a
health
survey
that
tries
to
look
at
youth
activity
on
a
variety
of
levels
and
the
questions
change
to
some
extent
year
to
year,
but
then
there's
lots
of
questions
that
stay
sort
of
stable
in
the
administration.
We
have
participated
in
my
understanding
in
BPS
for
30
years
doing
the
survey
I
know
when
I
was
a
principal
it
was
administered.
You
know
we
gave
it
and
you
know
we
it's
given
at
certain
grade
levels,
it's
given
what
kind
of
a
selection
of
classrooms?
L
So
not
every
student
takes
it
at
every
time,
but
it's
meant
to
try
to
get
kind
of
an
average
feeling
of
what
the
behaviors
are
and
then
to
be
able
to
use
that
data
in
student
support
in
our
health
curriculum
to
sort
of
guide
and
be
able
to
kind
of
shift.
If
we're
seeing
risky
behavior
in
particular
areas
emerge.
L
The
my
understanding
of
this
year's
survey
was
that
it
was
identical
to
last
year's
survey
in
terms
of
the
questions
and
I
think
some
of
the
questions
in
the
sexual
behavior
part
were
actually
pretty
consistent
with
past
years.
Even
beyond
that
the
it
usually
surveys,
students
and
usually
survey
students
in
areas
such
as
alcohol
substance
use
social
media,
behaviors,
physical
violence
and
dating
sexual
activity,
just
to
name
a
few.
L
My
understanding
is
that
there
there
were
some
parents
who
were
concerned
about
the
wording
of
some
of
the
questions,
and
so
that
is
something
that
we're
we're
taking
back
as
feedback.
There's
a
committee
which
consists
of
some
BPS
Health
curriculum
folks,
as
well
as
people
from
the
Health
commission
and
local
hospitals,
doctors
who
serve
on
that
committee
who
screen
the
questions,
so
they
see
the
wording.
They
see
the
content
of
the
questions
and
then
for
every
question
to
be
approved
for
inclusion
in
the
survey
in
the
optional
section.
L
For
us
that
committee
looks
at
it,
so
that
was
no
different
than
it's
been
in
past
years,
but
again,
anytime,
parents
are
giving
us
feedback
we're
going
to
take
that
feedback.
L
You
know
back
to
that
to
that
advisory
committee
and
share
that
with
them,
so
that
we
can
figure
out
what
and
how
we
might
be
able
to
word
the
questions
differently
and
yet
still
get
information
that
could
be
actionable
so
that
process
is
sort
of
underway.
Now
that
we've
gotten
some
feedback,
I
think
the
other
issue
is
that
when
parents
went
when
a
group
of
parents
went
to
look
at
the
survey
link
I
believe
that,
for
a
short
time
the
link
was
broken
and
they
had
to
it
was.
L
But
I
think
there
was
that
delay
in
them
going
kind
of
looking
at
the
questions,
but
nonetheless
they've
given
feedback
since
then,
and
I
do
believe
that
our
there's
a
group
of
our
folks
who
are
meeting
with
some
parents
who
have
expressed
concerns
to
get
that
feedback
and
to
determine
how
we
will
use
that
feedback
with
the
committee
with
the
advisory
committee
for
the
questions
and
then
I
think
they
had
some
other
feedback
around
the
administration
and
how
better
to
communicate
with
parents.
K
L
They
do
they
do
get
a
choice
to
opt
out,
but
I
think
you
know
it's
like
anything
else.
Parents
are
busy
and
they
may
or
may
not
read
things
you
know
or
like
think
about,
like
what
the
survey
actually
is,
and
so
this
was
I
think
the
point
that
some
of
the
parents
were
making
like,
because
it
is
something
important,
particularly
with
you
know,
students
who
might
be
in
younger
grades.
L
It
would
be
really
good
if
we
could
find
additional
ways
to
communicate
to
our
families
what
the
survey
is,
and
you
know
how
in
fact
they
can.
You
know
why
they
might
want
to
opt
out
if
they
do
yeah.
So
those
will
all
be.
You
know
again,
anytime
parents
are
giving
us
feedback,
we're
going
to
take
it,
and
so
that
will
be
an
ongoing
dialogue
as
we
think
about
the
administration
in
terms
of
the
incorporation
of
the
survey
feedback.
L
What
I
will
say
is
that
I
have
always
done
an
explicit
presentation.
The
school
committee
on
the
survey
results,
I
I,
find
them
actually
some
of
the
most
important
results
we
see
as
a
district
and
they're
very.
In
my
mind,
very
actionable
and
I
think
post
pandemic.
L
We
are
definitely
seeing
in
in
the
recent
release
some
different
kinds
of
Trends
with
the
students,
then
I
think
we
have
to
think
about
how
as
a
district
to
adjust
to-
and
this
can
be
everything
from
substance
use,
the
type
of
substance
that
students
have
to
feel
lgbtqia-
and
you
know
in
in
and
most
importantly,
having
just
come
back
from
the
Council
of
great
City
Schools
a
conference
and
had
an
update,
a
national
update
on
the
youth
risk.
L
Just
to
give
you
a
sense,
the
National
Data
spoke
to
almost
one
out
of
three
young
women
18
and
under
18
into
the
middle
school
ages,
having
having
active
thought
of
suicide,
and
so
far
with
you
know
about
13,
actually
acting
on
that
or
attempting
to
and
I
think
we're
just
seeing
upticks
in
the
area
of
mental
health
of
depression
anxiety,
you
know
again
thought
of
suicide
or
acts.
L
You
know
intentional
acts
of
self-harm
cutting
behaviors
all
which
speak
to
the
continued
need
for
us
to
invest
in
mental
health,
for
students
and
I
think
there's
an
important
dialogue
there
to
be
had
with
our
parents
about
what
parents
can
look
for
and
see
and
if
they
do
see
some
of
those
things
to
make
sure
that
they
work
with
the
schools
in
partnership
in
getting
support
for
for
their
students.
L
So
you
will
generally
I
tie
this
to
when
Health
presents
as
part
of
the
curriculum
here
we
may
want
to
do
it.
You
know
early
spring
relative
to
student
support
as
well,
because
I
think
the
action
piece
isn't
just
on
the
curriculum
side.
It's
also
in
the
SEL
that
we
provide
our
students,
that's
embedded
and
then
certainly
on
the
student
support
side.
It's
the
active
support
that
we're
giving
from
our
social
workers
through
to
the
rest
of
our
infrastructure.
K
Perfect,
some
of
the
feedback
that
we
that
at
least
was
emailed
to
me,
was
around
instead
of
an
opt
out
like
giving
families
more
options
to
opt
in
and
so
I'm,
not
sure
where
that's
Landing
now
I
think
particularly
for
some
of
the
younger
families,
because
the
particularly
the
questions
around
sexual
activity
felt
explicit
and
you
know,
I
was
a
middle
school
and
high
school
principal.
K
Like
you
know,
it's
a
fascinating
time
in
a
young
person's
life,
you
have
yes
creators
who
are
having
those
conversations,
and
you
have
sixth
graders
who
are
playing
with
GI
Joes
in
the
bathtub,
and
so
you
know
it's
a
very
the
Young
Folks
are
really
different
and
at
different
places
during
that
time
and
I.
Think
a
lot
of
the
concern
was
families
being
like
my
kid's,
not
ready
for
that
conversation
and
I
know:
they're,
not
ready
and
I
want
to
be
able
to
tell
you
if
they
are.
L
I
think
one
of
the
challenges
that
we
we
always
have
is
that
if
we
do
an
opt,
an
opt-in
that
the
the
labor
of
the
opt-in
and
the
reality
that
many
parents
won't
read
or
respond
to
email
top
10,
even
though
they
have
no
issue
with
the
student
taking
the
survey
that
we
then
get
very
skewed
results,
because
we
have
fewer
and
fewer
students
taking
it
and
again,
I
can't
emphasize
enough
that
this
is
really
critical
information
that
we
get
to
be
able
to
see
the
trends
that
are
sort
of
happening
across
our
youth
and
how
best
to
respond
to
it.
L
This
is
something
that
all
cities,
you
know,
participate
in.
It's
something
that
is
given
nationally.
It
really
is
considered.
I
mean
such
was
at
the
council
via
City
Schools.
They
took
an
entire
session
to
talk
about
it,
so
we
want
to
make
sure
that
our
numbers
are,
you
know
as
robust
as
possible.
That
said,
I
think
we
want
to
take
the
feedback
and
then
certainly
talk
with
the
professionals.
L
L
Be
it
is
optional,
districts
are
allowed
to
add
optional
questions.
Those
questions
are
generated
out
of
the
CDC
and
then
those
questions
are
reviewed
by
that
Health
commission.
L
That
I
spoke
about
that
advisory
commission
and
then
from
that
there's
questions
that
that
are
generally
added,
sometimes
they're
added
in
because
you
see
a
trend,
you
know
in
the
years
before,
and
you
want
to
go
a
little
deeper
or
you
don't
see
anything
and
it's
an
area
that
you
haven't
really
done
much
surveying
on,
and
so
you
want
to
at
least
ask
a
couple
of
questions
on
that
area.
So
I
think
it
varies
what
the
optional
questions
are.
L
In
our
case,
the
couple
questions
that
were
at
in
question
were
part
of
the
last
few
like
the
last
surveys.
So
that
was
not
something
recently
added.
Those
were
something
that
had
been
surveyed
on
prior
in
the
in
the
past
years.
K
P
L
No
I
think
it's
I
think
it's
it's
a
good
point.
One
of
the
things
I've
actually
been
talking
to
Chief
Kelton
about
in
the
student
support
side,
is
organizing
with
our
social
workers
to
have
sort
of
kind
of
monthly
seminar
on
a
variety
of
different
risk
topics.
That
I
think
would
be
helpful
for
parents
to
hear
you
know
what
is
what's
happening.
What
does
data
say
is
happening?
L
L
L
Think
social
media
has
aged
our
children
and
what
I
mean
by
that
is
that
their
access
to
things
that
are
Way
Beyond
their
years
in
many
ways
because
very
unrestricted
on
social
media,
and
so,
if
your
students
are
using
their
phone
unsupervised,
which
most
do
and
if
they
have
a
phone,
if
they're
on
social
media,
if
they
are
using
a
friend's
phone
or
they
have
access
to
a
computer
at
a
friend's
house,
they're
likely
seeing
things-
and
you
know
this-
is
where
it's
important-
that
they're
hearing
accurate
information,
not
you
know
warped
information
or
worse,
yet
you
know
misinformation
so
I.
L
You
know,
I,
think
that
this
is.
This
is
all
I
think
very
much
emerging
from
the
age
of
social
media
and
pandemic.
You
know
clearly,
with
the
pandemic.
L
Students
begin
living
in
a
very
different
virtual
world,
and
so
you
know
we're
just
seeing
behaviors
on
social
media
that
we
would
typically
see
with
middle
schoolers,
say
7th
and
eighth
grade
that
we're
seeing
is
on
its
third
and
fourth
grade
in
you
know,
and
sometimes
parents
aren't
aware,
because
students
are
very
good
right,
as
we
all
were
when
we
were
that
age
of
keeping
what
we
want
to
keep
private,
and
so
it
is,
you
know
it's
just
really,
I
think
critical,
that
the
parents
and
our
Educators
and
District
all
work
together
on
this
to
keep
our
young
people
safe.
K
B
K
L
D
Yes,
I
actually
had
two
questions.
One
related
to
the
previous
conversation
we
were
having
just
about
summer
programming
and
us
actually
seeing
data
around.
What
has
the
access
looked
like
over,
perhaps
a
five-year
period?
Are
we
actually
seeing
more
groups
from
underrepresented
populations
engaging
in
summer
program
effectively
or
is
it
sort
of
just
sort
of
a
leveling
that
we've
that
we've
seen
and
some
of
that
might
just
also
be
related
to
you-
know,
students
leaving
the
district
or
like
whatever,
not
accessing
summer
programs,
because
they're
not
in
the
district?
D
That's
my
first
question
my
my
second
question
is
sort
of
related
to
the
most
recent
conversation
of
at
what
stage
across
the
district
are
students
engaging
in
health
education
because
I
mean
I
understand.
The
purpose
of
the
survey
is
to
help
improve
health
education,
but.
D
L
Yeah,
no,
no,
it's
a
good
question.
So
in
terms
of
the
first
one,
I'm
gonna
actually
ask
Dr
Tavares
and
maybe
Alba
or
Jillian,
or
best
position
to
answer
that
from
the
past
data.
G
You
superintendent
I'm,
actually
going
to
ask
the
team
to
also
show
on
camera,
because
Dr
Elkins
they
have
been
maintaining
some
data
and
I'm
going
to
ask
director
Cruz
Davis
to
please
respond.
G
She
can
give
you
some
of
the
specific
data
of
of
the
populations
that
have
been
accessing
the
summer.
Programming
I
have
a
percentage
points,
but
I
know
Alba
can
go
into
it.
A
little
deeper
38
of
the
students
are
self-identify
family
self-identify
as
black
and
42
I.
Don't
know
if
not
I
as
latinx.
O
O
The
majority
were
latinx
again
at
42
percent,
followed
by
blacks
at
38
percent
and
then
white
and
Asian
and
other
there's
also
been
an
increase
in
our
El
students
and
as
well
as
an
increase
in
students
that
have
transitioned
from
El
to
general
population
and,
as
superintendent
Skipper
pointed
out,
an
increase
in
children
with
students
with
disabilities
and.
O
As
you
know-
and
we
pointed
out
we're
hoping
to
engage
more
now
that
we're
offering
more
inclusive
programs,
we
can
give
you
more
of
a
summary
in
terms
of
the
past
five
years
it.
But
you,
if
you,
if
you
could
give
us
at
least
until
tomorrow,
to
do
that.
That
would
be
yeah.
L
And
I
think
I
think
on
the
other.
One
I
actually
want
Joe
Carter
to
speak
to
it,
but
she's
in
transition
right
now
in
the
car.
So
Dr
Adkins
will
come
back
to
that
question
and
I'll
get
you
the
answer
during
it
because
it
has
to
do
with
scope
and
sequence.
So
it's
different
things
are
offered
at
different
grades.
R
Thank
you,
madam
chair,
and
and
I
really
appreciate
the
conversation
so
far,
so
superintendent
I
echo,
my
fellow
members
comments
about
the
summer
programming
I'm
excited
that
you
appear
to
be
out
earlier
and
wider,
particularly
for
our
students
with
disabilities,
really
appreciate
the
Outreach
on
that
and
the
transportation
that
you
addressed
about
them.
R
My
concern
my
quest.
It's
not
a
concern.
It's
a
question.
You
mentioned,
you
know
you're,
opening
up
the
enrollment
for
it
now.
What
are
we
doing
to
communicate
on
that?
Particularly
Outreach
I
always
get
nervous
when
it's
you
know
kind
of
first
come
first
or
up
so
to
speak.
The
early
bird
gets
the
worm.
R
You
fill
in
any
analogy
that
you
want
I
want
to
make
sure
we're
doing
Outreach
and
particularly
the
communities
that,
maybe
you
know,
don't
even
think
of
it,
because
in
the
past
we
didn't
provide
transportation
or
we
didn't
provide
access
that
type
of
thing.
So
what
are
we
going
to
do
since
we
have
different
program
and
different
access
this
year
for
students
that
have
traditionally
not
been
served
by
these
programs?
What
are
we
going
to
do
to
particularly
reach
out
to
those
communities
right.
L
So
I
think
and
I'll
have
the
team
chime
in,
but
in
general
I
think
you
know
part
of
the
network
structure
and
having
family
engagement
in
each
of
the
schools.
Family
engagement
specialists
in
each
of
the
schools.
We're
definitely
have
worked
with
them
for
a
deeper
understanding
of
what's
being
offered
during
the
summer
and
how
families
can
get
access
and
to
register
so
they're
poised.
You
know
in
a
way
that
last
year,
I
think
that
we
were
just
sort
of
queuing
it
up.
L
They're
poised
this
year
to
be
able
to
support
that.
I
also
think
the
push
out
relative
to
the
website.
Much
more,
you
know
user-friendly
going
with
school
mint.
You
know
we
just
we
were
one
of
the
pieces
of
feedback
we
got
was.
It
was
just
too
complex
for
families
who
are
attempting
to
do
it
on
their
own,
so
really
trying
to
take
that
barrier
away
which
school
meant
and
have
it
be
more
customized
for
the
parent.
L
In
that
experience,
also
all
the
different
languages
that
I
shared
earlier
and
then
I
think
this
idea
of
the
pop-ups
right,
which
we
know
works
with
our
students
wonderfully,
and
that
is
bringing
it
to
them.
So
you
know
whether
it's
at
festivals
that
might
be
happening,
whether
it's
at
the
you
know
in
the
hub
schools,
whether
it's
happening
something
happening
in
the
hub
center
or
the
community
school
Center.
L
We
can
do
a
pop-up
there,
I
think
the
libraries
are
another
area
that
we're
we're
going
to
work
toward
housing
developments.
Another
area
really
try
to
meet
parents
where
they
are,
you
know,
I,
imagine
the
faith-based
community.
We
are
doing
we'll
be
doing
Outreach
with
because
that's
another
source
to
be
able
to
get
information
to
our
parents
who
are
attending
services.
So
we're
really
trying
to
be
as
pushed
out
as
we
can
as
well
as
make
sure
that
the
facing
in
of
the
website
is
as
friendly
as
possible
and.
L
G
Are
the
family
Liaisons,
so
the
family
Liaisons
play
a
critical
role
in
relationship
specifics
around
the
programming
for
students
in
the
fifth
quarter,
and
you
know
Mr
O'neill
I
will
say
that
don't
worry
about
the
the
early
bird
getting
the
worm
because
we
we're
hoping
that
that's
not
the
way
it's
like
you're
in
and
anybody
else
who
registers
after
you
is
not
is
actually
not
the
way
that
the
registration
works
and
I'm
actually
going
to
invite
Miss
neskos
because
she's
the
one
that
really
knows
the
details
about
registration
to
just
say
a
couple
of
words
about
that
as
well
Jillian.
G
Or
maybe
not
maybe
I'll
share
it
happens.
Technology
is
so
funny
when
we're
not
in
the
same
room.
One
of
the
things
that
we
want
to
make
sure
happens
is
this
connection
with
the
regional.
You
know
the
regional
model
that
the
superintendent
emphasizes,
and
also
thinking
about
public
libraries
and
spaces
where
our
families
convene
and
the
pop-ups
that
the
superintendent
mentioned
is,
are
going
to
be
really
critical,
especially
specifically
in
the
languages
of
our
communities.
So
that's
something
that
can't
be
emphasized
enough.
You
know
the
superintendent
mentions
it
often,
but
I
feel
like.
G
Sometimes
we
forget
the
importance
of
being
able
to
make
sure
that
families
can
access.
The
information
in
their
languages
is
really
actually
a
critical
component
to
this
and
then
at
the
school
level,
making
sure
that
all
of
the
staff
at
the
school
level
that
are
public
facing
and
that
are
really
supporting
families
are
really
knowledgeable
about
what
are
the
different
programs?
What
can
I
offer
this
family
that
has
this
particular
need
so
that
they
access
what's
more
important?
G
What
their
student
needs
are
so
so
those
are
the
places
in
which
we're
really
doing
a
lot
of
heavy
Outreach
and
soon
you're
going
to
be
seeing
Billboards
and
soon
you're
going
to
be
hearing
I,
hope
you
hear
it
in
English
too,
but
I
know
that
we're
tapping
into
the
the
media
in
in
the
different
languages
of
the
community,
but
it's
going
to
be
out
on
in
the
different
paper
in
the
local
papers,
so
that
part
of
the
very
important
advertising
and
getting
the
word
out,
as
you
said,
is
actually
a
critical
component
of
this
work
too.
R
R
So
if
you
look
at
the
youth
Behavior
risk
survey
website
which
the
CDC
puts
out
it
looks
like
there's
a
two-year
lag
time,
so
they
say:
they're
coming
out
this
spring
with
2021
data
of
the
only
thing
you
can
see
on
the
site
now
was
2019
data.
So
when
it
does
come
out,
superintendent
really
look
forward
to
you
absolutely.
H
R
Know
presenting
to
us
in
conjunction
with
Wellness,
as
you
said,
I
think
that
would
be
really
helpful
because
it
is
you
know
where
we,
you
hear
all
of
us
talking
about
our
students
and
our
staffs
and
our
families.
Mental
health
in
these
days.
So
look
forward
to
that
data
coming
out,
but
appreciate
the
conversation
and
also
having
done
the
research
about
how
the
questions
are
formed
and
what
say
we
have
on
that.
So
thank
you
for
us.
Thank
you.
A
F
A
I
just
have
a
quick
one.
It
was
interesting
to
hear
about
the
number
of
opportunities
there
will
be
for
the
summer.
So
my
question
is:
are
we
are
there
opportunities
across
the
full
spectrum
of
our
students,
ages
and
grades?
Are
there
any
points
where
there
there
may
be
lags
or
not
enough
programming
at
what
age
can
students
apply
for
jobs
versus
what?
What
is
the
top
age
that
we
are
offering
some
kind
of
focused
programming,
in
addition
to
obviously
summer
school,
if
that's
needed.
L
Yeah
so
through
three
year,
Dr
Tavares
I'm,
not
aware
of
any
Gap
relative
to
the
age
for
the
program.
L
L
One
of
the
things
that
we
are,
we
will
be
attempting
to
do
with
the
job
he's
going
forward
and
we'll
be
able
to
do
a
little
bit
of
this
this
year,
but
in
in
full
in
full
or
next
year,
is
to
really
marry
the
the
career
Pathways
that
students
are
electing
with
their
job
opportunity
in
the
summer
right,
because
this
is
so
important,
it's
relevant
to
what
they're
learning.
So
this
is
a
big
effort
that
we
have
ongoing
with
the
chamber,
but
also
with
pick
that
you
know
this
year.
L
We
won't
be
able
to
hit
it
as
hard
as
we
want
to,
because
some
of
the
career
pathways
are
also
still
forming
in
the
high
schools,
but
going
forward.
That's
going
to
be
a
big,
a
big
piece
for
that
9
to
12
as
they're
engaged
in
their
career
pathway,
piece
so
Anna
any
anything
you're
aware
of
that
should
be
of
concern
or
something
that
we're
working
toward
relative
to
a
lag
with
the
grid.
G
So
as
far
as
the
grades
of
superintendent,
you
hit
it
on
the
Mark,
we
don't
really
see
any
any
any
points
of
age
grouping
that
we're
concerned
that
wouldn't
have
access
to
programming
and
chair
Robinson.
14
is
the
age
where
you
can
apply
for
your
first
jobs.
If
you
will,
in
the
summer,
14
seems
so
young,
but
they're
ready,
and
we
had
children
as
young
as
three
in
the
stem
program
that
I
mentioned
earlier,
which
is
really
exciting
and
really
young.
G
So
so
we
have
quite
a
bit
of
a
range-
and
you
know,
and
for
our
our
high
school
students,
to
the
point
that
superintendent
Skipper
mentioned
like
really
tying
it.
The
the
opportunities
with
internship
is
really
something
that
we're
very
keen
on.
So
definitely
we
have
a
very
wonderful
and
robust
opportunities
for
engagement
for
students
of
all
grades
and
all
ages.
A
Great
one
other
thing,
I
know
that
we
often
are
exam.
Schools
have
some
kind
of
orientation
for
students,
even
at
the
seventh
and
the
ninth
grade
and
I
know
I've
heard
from
other
parents
who
are
wishing
that
other
high
schools
or
transitional
schools
were
also
offering
those
kinds
of
programs
and
orientation
to
high
school
whatever
and
I
was
wondering
if
any
of
those
things
were
being
expanded
for
this
year.
G
That's
a
really
wonderful
question
and
I'm
going
to
actually
ask
Dr
Cruz
Davis
to
to
share
a
little
bit
more.
She
has
more
of
the
details
of
that
particular
question
and
she'll
be
able
to
to
share
that.
O
Thank
you.
Thank
you,
madam
chairperson,
for
the
question.
So,
yes,
we
expanding
our
exam
School
Initiative
for
this
year
and
we're
hoping
to
Target
a
wider
network
if
you
would,
in
addition,
we
have
summer
learning
academies
which
are
being
offered
for
students
in
order
to
prepare
them
for
high
school.
So
there
are
some
learning
academies
that
are
targeting
7th
and
8th
graders
success
and
eighth
graders.
Okay.
A
O
L
I
L
People,
because
one
of
the
things
we're
talking
about
is
what's
the
information
that
we
want
to
have
processing
with
our
seventh
and
ninth
graders
coming
in
for
the
first
time
that
gives
them
the
best
opportunity
to
succeed
and
gives
us
the
most
information
for
them
right.
So
that
is,
that
is
great.
That
is
done
in
like
a
two-week
transition
program
or
it
can
be
a
four
week.
L
So
that
is
something
that,
despite
there
being
maybe
fewer
high
schools
right
now
doing
it,
that
will
be
a
push
that,
as
particularly
we
get
in
the
career
pathway
pieces
move
moving
in
early
college
that
we
will
add
in
right
in
the
in
the
future
Summers
the
other
group
that
I
am
going
to
check
on,
but
I
know.
This
was
a
push
that
we
did
in
Somerville
and
I'd
like
to
see
us
do
it
here.
L
These
four
are
older
students
who
are
in
transition
programming,
who
are
special
education
students
to
do
to
to
make
sure
that
we
have
at
least
a
four-week
program
for
them
going
forward
because
I
think
having
that
year-round
experience
for
them-
and
this
is
like
where
we
can
continue
to
do
travel
training
and
the
other
kinds
of
transitional
skill
building.
That
will
make
a
difference
to
them.
L
So
that's
going
to
be
an
area
I'm
going
to
look
for
and
and
try
to
build
tour,
because
they're
often
forgotten
in
the
sense
that
they're,
older
students
they
might
be
19,
20,
21
years
old
and
yet
Our
obligation
and
responsibility
is
to
make
sure
that
they're
prepared
for
that
next
transition
of
life.
So
that's
the
one
that
came
to
my
mind
in
needing
to
look
at
ready.
L
A
I
D
C
A
And
we'll
now
move
on
to
General
Public
comment.
C
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
C
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
nine
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
C
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
choose
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
C
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
District
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
in
Zoom.
Also,
please
make
sure
that
you're
signed
into
Zoom,
with
the
same
name
that
you
used
to
sign
up
for
public
comments
and
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
C
S
Mike
Heisman
Dorchester
this
evening
the
school
committee
will
vote
in
favor
of
next
year's
budget.
Let
us
pretend
pretend
that
we
will
provide
the
necessary
resources
so
that
many
more
of
our
children
will
attend
safe,
healthy
and
modern
buildings.
Pretend
that
we
will
provide
the
necessary
funding.
So
then
many
more
of
our
children
will
have
a
high
quality
and
Equitable
education.
S
The
research
has
shown
that
small
school
communities
are
superior
to
larger
ones.
Declining
Roman
has
its
advantages.
Smaller
class
sizes
is
a
more
space
to
add
essential
programs.
Closing
of
schools
is
harmful.
The
BPS
does
so
because
it
saves
money
and
it
is
easier
for
central
office
to
control
fewer
schools.
S
The
budget
provides
too
many
resources
for
policing
and
not
enough
to
create
healthy
and
safe
School
communities.
The
budget
provides
too
many
resources
to
prepare
our
children
to
take
racist
standardized
tests.
There
is
insufficient
funding
promoting
The
Genius
of
our
Educators
and
programs
that
attempt
to
provide
all
of
our
children
with
a
well-rounded,
relevant
and
joyful
education.
Ethnic
studies
is
an
excellent
example.
S
This
budget
has
insufficient
funds
and
funds
that
could
be
spent
more
wisely.
You
will
pretend
today
that
things
will
be
better
and
vote
to
continue
to
bring
harm
to
many
of
our
children,
their
families
and
our
community.
At
our
last
meeting,
I
thank
the
skipper
for
publishing
her
organizational
chart.
Miss
Skipper.
You
forgot
to
thank
me
for
giving
you
this
idea.
S
S
The
comparison
of
both
charts
did
not
tell
me
what
I
wanted
to
know
about
the
demographics
of
our
central
office
leadership.
My
belief
is
that
there
are
more
white
and
fewer
black
leaders
at
the
top
of
mskipper's
hierarchy.
However,
the
comparison
of
the
chats
was
revealing
directly
unto
Dr.
Caselia's
chat
was
her
Deputy
superintendent,
Underneath
Him
were
nine
departments
right
in
the
middle
was
chief
of
equity
and
strategy.
S
Dr
Charles
grandson
in
Miss
Skipper's
chart
chief
of
equity
and
strategy.
Dr
Charles
granson
had
been
removed
to
the
far
right,
where
he
is
one
of
three
departments
that
reports
amidst
the
virus.
My
understanding
is
that
this
office
has
been
moved
far
away
from
a
Skipper
and
that
his
budget
has
been
cut.
Is
that
true,
the
comparison
of
the
charts
demonstrates?
What
already
has
been
clear
to
be
Equity
is
much
less
of
a
priority
for
our
new
school
leader.
Thank.
T
My
name
is
Ruby
Reyes
I'm,
the
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
school
committee.
Members
are
parading
questions
and
Cavalier
comments
about
closing
schools
and
budgets
that
do
not
have
details.
The
budget
presentations
have
not
included
enough
details
to
make
informed
decisions,
yet
more
than
likely
you
will
pass
it.
How
can
you
as
a
school
Committee
Member,
think
it
is
okay
to
pass
something
that
you
have
very
little
information
about,
but
have
huge,
lasting
implications
for
hurting
School
communities,
stop
hurting
students
and
families?
Superintendent,
Skipper
and
your
team
are
pretending.
T
Everything
is
okay.
When
things
are
not
progress
is
not
being
made
and
the
district
is
failing:
BPS,
students
and
families.
It
is
your
role
as
school
committee
members
to
not
just
ask
questions
or
but
to
make
decisions
that
are
Equitable
and
anti-racest,
while
the
nine
Regional
restorative
justice
coaches
are
in
a
step
in
the
right
direction.
Progress
cannot
stop
there.
T
If
you
have
the
audacity
to
propose
18
positions
for
Community
connections,
coordinators,
who
would
have
targeted
certain
students,
then
you
can
invest
at
bare
minimum
18
new
positions
into
your
supposed
commitment
to
restorative
justice,
ensure
that
what
you
say
aligns
with
your
actions
and
demonstrate
change
through
action.
Since
2018
the
following
schools
have
been
closed,
including
the
West
Roxbury
educational
complex,
which
included
both
the
urban
Science
Academy
and
West
Roxbury
Academy,
the
Jackson
Man
Edwards
Hamilton,
Mission,
Hill
and
Irving
schools,
mergers
and
proposed
mergers.
T
T
Bps
families
have
experienced
these
closures
and
threats,
but
are
consistently
told
their
supposed
commitment
to
transparency
and
Trust.
Building
the
schools
who
have
been
threatened
and
closed
have
been
schools
with
large
populations,
a
black
latino
students
with
disabilities
and
English
learners.
The
list
of
school
closure
decisions
has
made
it
very
clear
that
when
school
committee
members
talk
about
different
difficult
decisions
and
closing
schools
because
of
enrollment
decline,
it
is
schools
where
the
majority
of
students
are
black
Latino
and
students
with
disabilities
and
English
Learners.
T
These
decisions
are
racist
and
you
are
advancing
racism
and
deepening
disinvestment.
When
you
vote
in
favor
of
them,
you
can
continue
to
pretend
everything
will
be
okay
or
you
can
practice
anti-racism
and
begin
making
motions
voting
on
budgets
and
making
decisions
that
are
at
bare
minimum
have
details
and
do
not
hurt
communities
that
are
majority
black
latino
students
with
disabilities
and
English
Learners.
Thank
you.
C
U
Good
evening,
good
evening,
hi,
my
name
is
and
I'm
a
mother
of
two
in
the
school
that
I'm
family
is
OSHA,
Gardens
and
also
I'm.
A
resident
of
Southern
I
would
like
to
talk
a
little
bit
about
my
experience
in
BPS
as
a
parent
I
have
a
good.
In
my
experience.
As
we
know,
BPS
is
not
a
hundred
percent.
Perfect
are
things
that
could
do
that.
U
I
think
it
could
be
better,
starting
with
the
Welcome
Center,
the
staff,
which
is
not
really
followed
through
with
parents
with
the
list
of
schools
that
can
be
a
property
fit
for
their
families
and
especially
the
needs
they
have
I
think
I
mean
I
believe
which
is
in
half.
It
also
happened
to
me
and
also
been
happening
to
many
other
parents.
U
The
Welcome
Center
should
be
a
place
that
make
you
feel
like
they
want
you
to
be
part
of
it
not
just
come
to
you
and
say:
oh,
this
is
the
list
and
you
have
three
options
to
select
the
school,
but
they
don't
really
go
through
the
list
and
explain
to
you.
Where
are
the
needs
and
what
can
be
a
proper
fit
for
you
and
your
family?
U
So
one
of
the
things
I
suggest
for
BPS
is
to
have
a
better
training
and
staff,
for
we
have
a
more
hospitality
and
made
the
families
welcome
and
show
them
their
care
about
their
kids,
education
and
what
they,
what
are
the
needs
for
them
and
what
can
be
fixed
on
programs
they,
the
child,
might
need
also
one
of
the
things
as
a
as
well
to
be
a
BPS
former
student
I
came
from
this
for
the
school
of
Madison
Park
I
believe
it
should
be
more
Technical
vocational
high
schools
because
no
go
to
college,
but
it's
another
option
for
kids
to
choose
another
follower
career
Madison
Park
should
be
one
of
the
schools
that
can
be
budget
can
be
a
little
higher,
so
the
programs
can
be
more
organized
and
more
appropriate
for
kids,
who
would
like
to
help
them.
U
What
they're
going
to
be
the
next
professional
step
for
them
in
the
future
so
think
about
it?
Maybe
having
more
Technical
vocational
programs
for
the
school
and
as
well,
make
even
Madison
Park
be
a
better
school.
Thank
you.
V
C
You,
our
next
speaker,
Maria
Mejia,
is
not
signed
into
the
meeting,
so
I'll
invite
our
Spanish
interpreter
to
invite
our
next
set
of
speakers.
Next
up
is
Amada
ravello.
N
W
W
W
N
Here
on
behalf
of
one
of
my
friends,
whose
child
gotten,
through
an
IEP
diagnosed
with
hyper
hyperactivity,
and
he
cannot
take
the
transportation.
W
W
N
I
hope
you
keep
my
voice
on
in
mind
to
help
as
many
parents
as
possible.
Thank
you.
N
X
X
X
X
X
X
X
X
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
N
But
never
they
never
organized
a
meeting
with
the
parents.
Y
Y
N
Z
N
Right
now,
the
schools
have
some
kind
of
emotional
support
and,
as
you
were
mentioning
a
little
bit
ago,
also
of
all
the
the
resources
that
you're
using
to
into
that.
Z
Z
N
The
pandemic
has
increased
the
need
of
more
resources
and
programs
that
can
help
to
to
move
on
and
and
separate
a
lot
of
the
traumas.
Z
Z
Z
Z
N
Bps
in
the
major
office
should
also
should
also
reinforce
the
programs
available
after
school.
N
O
C
AA
AA
AB
AC
Same
Stevens.
AC
AC
AB
AC
AC
AB
AC
AB
And
that's
why
I
ask
School
authorities
to
please
take
into
consideration
my
plea
foreign.
AB
AC
A
A
After
further
conversations
with
the
finance
team,
we
need
to
separate
these
grants
out
and
vote
on
a
future
date
on
the
SEL
mental
health
Grant,
because
the
details
needed
to
be
finalized
before
they
are
ready
to
be
brought
forth
to
the
committee.
Therefore,
we
will
take
two
votes
on
the
grants.
First,
a
vote
to
separate
the
grants,
removing
the
sell
mental
health
Grant
in
the
amount
of
thirty
nine
thousand
three
hundred
and
fifty
dollars
and
a
second
vote
to
approve
the
revised
Grant
package,
which
will
total
199
thousand
dollars.
A
Okay,
it's
nothing.
I
will
now
entertain
a
motion
to
divide
agenda
7
Action
items
grants
for
approval
by
separating
sell
mental
health,
Grant
fc311
in
the
amount
of
thirty
nine
thousand
three
hundred
and
fifty
dollars
from
the
grants
for
approval,
as
recommended
by
the
superintendent.
Is
there
a
motion.
A
D
M
C
K
G
A
A
A
Are
there
any
questions
around
the
the
grants
package
as
received
Dr
Alton.
D
Yes,
I,
actually
just
one
in
in
relation
to
the
The
Early
College
support
Grant.
You
know
seeing
that
the
desired
outcomes
are
like
increased
enrollment
into
Pathways,
like
via
at
Charlestown
High
School
Dearborn
stem
just.
Do
we
have
any
particular
updates
on
successes
from
the
previous
round
of
investment
here.
L
Great
great,
so
just
to
be
able
to
speak
to
kind
of
what
the
preliminary
results
of
the
pathways
that
currently
have
Early
College,
as
we
kind
of
go
this
next
Grant
round
to
to
deepen
those
Pathways.
Absolutely.
AD
So
this
grant
update
is
actually
an
increase
in
funding
from
the
pre,
the
last
round
from
Desi
specifically
to
increase
support
services
for
multilingual
Learners
at
Dearborn
and
Charlestown
High
School,
and
so
those
two
schools
applied
for
additional
funds
for
both
summer
programming
ESL
instructors
to
provide
tutoring
for
students
and
to
be
able
to
launch
summer
programs
as
well
in
partnership
with
their
higher
ed
Partners,
both
Bunker
Hill
Community,
College
and
Wentworth
Institute
of
Technology.
AD
Over
this
past
year,
through
previous
investments
from
Desi,
we've
been
able
to
increase
the
number
of
early
college
programs
in
the
district
and
actually
just
received
last
week
at
the
Joint
Committee
new
designations
at
new
mission,
High
School
Fenway
High
School
Boston
Community
Leadership
Academy
in
Brighton,
High
School,
so
those
Investments
have
opened
up
four
new
Pathways
in
our
secondary
schools.
We've
around
270
students
enrolled
in
our
Early
College
Programs
currently
this
year,
and
we
are
on
track
to
double
that
enrollment
for
the
upcoming
year.
Through
these
Investments.
D
Thank
you
all
right,
thank
you
for
that
and
this
so
you're
looking
at
what
about
75,
what
percentage
are
we
at
now.
AD
AD
So
we
will
have
our
final
credit
accumulation
counts
by
the
end
of
the
year,
you're
still,
students
who
are
enrolling
in
their
spring
semester
of
coursework.
AD
But
we're
you
know
can
certainly
provide
an
update
on
that
at
the
end
of
the
school
year.
Q
L
I
think
Dr
grandson.
If
you
want
to
to
speak
to
some
of
the
efforts
on
teacher
retention
that
it
connected
to
the
grant
absolutely.
AE
And
thanks
for
the
question
Mr
meta,
so
we
have
a
number
of
efforts
underway.
One
of
the
things
that
we
do
is
try
to
bring
people
together
to
build
community,
and
so
when
we
look
at
the
research
around
teacher
retention,
a
lot
of
it
speaks
to
not
having
a
sense
of
belonging,
belonging
and
being
connected
to
a
larger
Community,
either
in
their
school
or
their
overall
School
District.
AE
It
also
allows
us
to
have
direct
contact
with
teachers,
and
so
we
have
two
staff,
two
full-time
staff
in
Brazil,
we're
working
on
a
third
one
to
call
and
reach
out
to
about
a
thousand
teachers
who
we
have
who
are
teachers
of
color,
who
many
of
them
are
either
in
different
places
with
their
licensure.
AE
They
maybe
have
were
on
an
emergency
license
during
a
pandemic,
and
now
we
have
to
really
coach
them
through
the
licensure
process,
in
some
cases
get
them
enrolled
in
educator
prep
program.
In
some
cases,
it's
having
them
take
advantage
of
our
internal
educator,
prep
programs,
which
is
the
BPS
teaching
fellowship
for
example,
or
accelerated
Community
teacher
program,
and
in
some
cases
it's
really
just
helping
them
navigate,
which
is
often
a
big
obstacle
which
is
Intel
support,
and
so
we're
offering
I
would
say.
AE
The
next
large
bucket
around
teacher
retention
is
we
have
Intel
Support
classes
that
we
offer
currently
upwards
of
a
thousand
teachers
are
taking
advantage
of
those
courses
and
once
they
complete
the
course,
then
we
work
with
them
to
make
sure
they
get
registered
for
the
exam.
And
then
we
have
a
pretty
high
rate
of
Passage,
but
if
some
don't
pass,
that's
what
makes
them
eligible
for
the
teacher
waiver,
and
so
we
still
stick
with
them
throughout
the
process,
even
if
they
aren't
able
to
pass
the
exam.
The
first
time
around.
A
A
AE
AE
A
R
A
Thank
you.
Our
next
action
item
is
the
superintendent's
final
fiscal
year,
24
general
fund
budget
recommendation
in
the
amount
of
1
billion,
445
million,
seven
hundred
twenty
nine
thousand
four
hundred
and
forty
six
dollars
before
I
open
it
up
to
the
committee
final
comments,
I'd
like
to
invite
the
superintendent
to
offer
some
final
thoughts.
L
L
When
we've
had
to
make
priority
decisions-
and
we
will
certainly
in
the
years
to
come,
we
began
the
conversations
required
for
the
collective
understanding
of
the
priorities
that
we
have
and
for
our
strategy
in
the
in
the
Strategic
thinking
that
goes
along
with
them
that
we're
going
to
be
really
needed
to
provide
our
students
with
the
resources
that
they
need
going
forward.
A
vote
tonight
is
not
the
end
of
the
discussion.
L
It's
actually
the
starting
point
for
our
future
planning
and
one
that
we're
eager
for
you
know
to
to
move
on
and
to
continue
to
do
that
deep
planning
throughout
the
summer,
the
spring
the
summer
and
then
the
fall
with
our
school
communities.
L
We're
building
on
things
that
are
working
and
strengthening
the
areas
that
need
support
so
they're
going
forward.
Bps
will
be
the
stable,
high
functioning
District
that
our
families,
our
staff,
our
students,
need
and
deserve,
and
are
asking
for
so
there's
a
lot
of
work
to
do
and
I've
never
been
more
optimistic
about
the
direction
that
we're
headed.
L
You
know.
We
know
that.
There's
that
there's
a
there's
a
lot
of
work
ahead
of
us,
but
this
is
the
work
that
is
the
meaningful
work
that
we
all
do
while
we,
while
we
what
we
do
and
why
we
do
it
it's
to
be
able
to
make
that
difference
to
our
students,
particularly
our
students,
who
have
been
underserved
in
our
district,
our
black
and
brown,
our
special
education
and
our
mle
students.
So
I
respectfully
ask
for
your
support
tonight
and
vote
on
this
budget.
D
Yes,
there's
been
a
lot
of
sort
of
Just
Thoughts
back
and
forth,
particularly
just
throughout
all
the
the
conversation
so
I
think
I
first
want
to
say
thank
you
to
everyone.
That's
been
a
part
of
these
conversations
and
process
over
the
past
two
months.
D
Lord
knows
it
hasn't
been
easy
and
it
you
know,
I'm
very
thankful
to
the
the
the
late
hours
of
presentation
generation
and
data
Gathering,
so
that
we
could
have
presentations
to
to
think
from
and
ask
questions
so
first
that
there's
a
lot
of
positives
in
this
budget.
There
is
also
you
know
things
that
I'm,
not
quite
sure
of,
and
you
know,
I
entered
the
day
in
that
space.
D
First
I
love
the
idea
that
it
brings
our
Union
contracts
to
be
current.
It
does
signal
priority
areas
of
the
district
by
the
particular
26
million
dollar
strategic
Investments
I.
Think
it
also
is
a
springboard
for
conversations,
particularly
with
the
city
and
also
Private,
Industry
and
I,
mean
I.
Think
that's
just
a
signal
that
we
should
be
sending
as
a
committee
that
private
Industries
in
the
city
need
to
be
investing
in
the
educational
development
or
cultivating
of
a
potential
new
Workforce.
D
Additionally,
I
think
the
city
should
be
investing
more
and
I.
Think
that's
a
conversation
that
we're
going
to
be
faced
with
in
the
next
year,
especially
this
is,
as
I've
said,
before,
a
building
block
budget
still
reticent
about
what
it's
actually
doing
for
our
most
for
our
most
underserved
populations.
D
We've
talked
a
lot
about
the
the
fiscal
cliff
that
we're
we're
heading
toward
and
there's
no
escaping
the
conversation
that
we
need
to
rapidly
consolidate
our
schools
and
that
there
seems
to
be
this
I
think
understanding
across
the
district
that
that
needs
to
happen,
but
that
it
needs
to
be
done
in
a
way
that
is
Equitable
and
that
is
inclusive
of
those
communities
that
are
going
to
be
affected.
D
That
said,
those
communities
that
are
primarily
affected
are
students
that
look
like
me,
students
that
look
like
a
a
number
of
folks
on
on
the
committee
and
definitely
our
multilingual
Learners
and
our
multilingual
Learners
with
disabilities.
And
it
seems
that
by
keeping
schools
open,
we're
sort
of
bleeding
money
and.
D
In
that
sense,
for
me,
the
I've
always
felt
like
the
budget
should
be
a
little
bit
more
radical
in
the
approaches
that
we're
taking
and
that's
sort
of
left
me
and
that's
just
been
my
thought
throughout
the
throughout
the
day
and
just
going
back
and
forth
on
that,
whether
it's
restorative
justice,
whether
it's
our
inclusive
education
strategy,
how
we've
involved
task
forces
along
the
process.
D
So
you
know
that's
but
I
do
want
to,
but
I
just
want
to
name
all
of
the
different
perspectives
and
all
the
the
good
things
that
are
in
there,
but
also
some
of
the
things
that
I'm
still
not
clear
about
where
we're,
where
we're
headed
as
a
district
and
so
I'll
I'll
I'll.
Stop
it
there.
M
N
Thank
you,
madam
chair
I,
want
to
start
by
thanking
the
superintendent's
team
for
all
the
hours
that
I
know
they
have
spent
working
on.
The
budget
is.
M
M
M
N
M
M
M
M
M
N
So
this
is
the
question:
how
can
we
ensure
that
the
schools
that
need
the
money
the
most
will
receive
it
and
second.
M
M
N
N
M
M
N
M
N
In
the
studies
mentioned
that
we
are
expecting
financial
crisis.
M
M
M
N
K
I,
don't
know
where
to
start
superintendent,
I
I
guess
it
makes
sense
just
to
say
how
thankful
I
am
to
you
and
for
your
leadership
through
this
process,
but
also
since
you've
arrived.
The
conversations
here
have
gotten
so
much
better
and
I
think
it's
just
so
clear
how
you're
leading
with
transparency
and
honesty
and
I'm
really
thankful
that
you're
willing
to
say
many
of
The
Quiet
Parts
out
loud,
that
a
lot
of
folks
have
not
been
brave
enough
to
to
discuss
and
and
I
appreciate
you
tonight.
K
You
know
honoring
what
has
been
in
discussion
for
years
here
around
earlier
enrollment
for
summer
programs
and
more
options
for
vulnerable
kids
and
even
sharing
your
thinking
around
how
to
bring
more
access
for
transition
age
students
with
with
pretty
complex
profiles
into
specialized
programming
over
the
summer
and
while
I,
don't
you
know,
transparently,
while
I
don't
support
this
budget.
It's
not
a
reflection
of
not
supporting
you.
You
know,
I'm
optimistic
about
your
leadership
and
I
know
that
this
is
a
healthy
and
loving
disagreement,
because
we
both
care
about
kids
and
so
I
hope.
K
You
know
that
I
will
not
be
voting
in
favor
of
the
budget
tonight,
but
I
am
your
partner
in
this
work.
Whatever
budget
gets
approved
and
I'll
be
here
with
you
and
for
our
students,
but
in
many
ways
some
of
my
concerns
predate
you.
These
are
concerns
I
raised
over
the
last
year
and
I
raised
during
our
last
budget
process
and
I've
raised
through
this
budget
process
and
I.
Just
don't
feel
like
it's
been
appropriately
addressed.
So,
to
put
it
sort
of
bluntly
well,
I
value
the
idea
of
a
transitional
budget.
K
This
budget
for
me
feels-
and
maybe
it's
around-
the
lack
of
clarity
feels
fiscally
irresponsible
and
misaligned
with
some
of
the
fiscal
realities.
We
know
we're
about
to
face
fiscal
realities
that
we
all
know
will
have
very
real
life-altering
consequences
for
families,
for
students,
for
educators,
for
support
staff
in
our
district.
So
going
down
the
road
of
continuing
to
increase
our
budget
and
choosing
not
to
make
decisions
and
or
projecting
around
consolidations
or
cost
reductions
and
programs,
or
in
existing
vacancies
that
we
haven't
filled
and
having
no
sort
of
forward-looking
fiscal
and
enrollment
analysis.
K
It
feels
like
a
dereliction
of
my
duty,
you
know
with
Esser
we
had
an
opportunity
to
to
provide
pandemic
recovery,
support,
I've
said
it
multiple
times.
I
thought
it
was
a
real
opportunity
to
really
shake
things
up
and
get
creative
with
how
we
think
about
school
learning,
staff
retention,
student
access
during
last
year's
budget
process.
I
stress
my
concern
about
hiring
positions
that
we
couldn't
fill
and
building
out
a
bigger
Central
team
that
would
further
cannibalize
a
Workforce,
particularly
teachers.
K
When
we
knew
we
were
experiencing
increased
attrition
and
I
stressed
my
concern
about
those
positions
and
I
was
promised
that
that
wasn't
going
to
be
the
case.
We
were
going
to
fill
all
of
the
vacancies.
I
mean
we
can
go
back
and
look
at
the
videos
like.
K
That
was
the
promise
we
were
told,
and
it's
just
not
true
and
I
have
suggested
other
ways
to
think
about
Esser
funds
that
didn't
include
hiring
people,
I
suggested
incentivizing,
hiring
bonuses
for
hard
to
staff,
schools
and
working
with
the
btu
to
make
that
happen,
or
retention
bonuses
for
Key
Personnel
to
stop
attrition
or
or
help
families.
K
K
We
have
close
to
500
teaching
positions
in
the
current
school
year
that
we
can't
staff
there's
over
100
paraprofessionals
vacancies
in
our
system.
We
have
hundreds
of
central
office
vacancies.
Our
classrooms
on
average
are
like
85
percent
enrolled
or
physical
footprint.
It
like
far
exceeds
our
need,
and
it
means
we're
operating
and
maintaining
what
some
people
are
saying
is
16
or
more
school
buildings
more
than
we
should
be.
K
We've
spent
150
plus
million
dollars
in
the
last
three
years
on
keeping
the
system
afloat
through
soft
Landing
68
million
dollars
this
year
Alone,
and
that
means
we're
keeping
kids
in
classrooms
without
certified
teachers
and
like
I.
That
for
me,
feels-
and
you
know
this
because
I
keep
talking
about
it
every
time,
we're
together,
like
it's,
incomprehensible
and
I,
couldn't
accept
it.
K
If
it
was
my
own
child,
we
have
kids
without
certified
teachers
without
consistent
Paras
without
enough
guidance
support,
and
that's
because
we're
not
consolidating
schools
so
that
kids
have
the
learning
experiences
that
you
and
I
both
agree.
They
deserve.
Revenues
are
predicted
to
decrease
next
year.
Right,
like
we
will
not
have
the
additional
196
million
dollars
in
Esser
funds.
K
We're
spending
this
in
this
year's
budget,
and
we
know
unless
there's
some
sort
of
Act
of
God,
that
enrollment
will
probably
be
down
and
our
costs
are
expected
to
increase
one
just
because
of
inflation
like
everything's
more
expensive,
and
then
we
have
contractual
increases
as
we
do.
The
important
work
that
you're
doing
with
us
and
for
us
to
bring
labor
contracts
up
to
date.
But
for
me,
I
think
with
all
of
those
facts.
K
It's
sort
of
like
it
defies
common
sense
that
we
would
choose
to
make
the
system
more
costly
and
sort
of
more
difficult
to
adjust
downward
in
the
coming
year
and
more
difficult
to
get
certified
Educators
in
front
of
kids.
When
we
see
such
a
big
gap
right
now
when
we
need
it
the
most,
particularly
on
a
path
to
recovery,
like
with
the
current
increases,
I'm,
just
not
even
sure
how
it
aligns
to
our
strategic
priorities
like
I,
don't
really
see
how
we're
like
doubling
down
to
accelerate
special
education
inclusion
or
increased
safety
through
restorative
practices.
K
Just
can't
imagine
that
you
then
add
to
the
budget
without
a
plan
to
backfill
it
like
you,
can't
buy
a
house
or
a
long-term
expense
without
a
strategy
for
how
to
keep
it
and
because,
in
this
case
the
major
expense
we're
talking
about
its
people.
It's
not
a
house
or
car
that
we
can
sell
later
we're
adding
230
new
positions,
mostly
funded
by
Esser.
K
That's
230
people
on
top
of
the
current
vacancies
that
we
will
either
have
to
lay
off
next
year
or
in
subsequent
years,
or
hope
that
the
city
has
the
extra
100
million
dollars
to
cover
their
salaries
and
benefits,
and
sadly
none
of
that
could
be
true.
But
I
keep
saying
it
and
no
one
is
giving
me
Clarity
around
what
it
is
and
so
that
part's
really
hard
for
me,
like
I,
think
in
a
different
type
of
organization.
K
I
K
I
hope
we
can
pause
for
a
second
and
like
get
to
a
place
of
better
Clarity,
so
that
we
can
have
a
real
transitional
budget
that
we
all
feel
clear
about
and
that
helps
us
ensure
that
we
have
the
workforce
to
do.
The
central
part
of
our
work,
which
is
literally
teaching
kids
and
I,
worry
that
this
budget
makes
it
harder
for
us
to
do
that.
I
Q
I'd
just
like
to
say
thank
you
so
much
Mr,
cardet,
Hernandez
I
I
mean
that's,
that's
a
whole.
That's
a
huge
concern
that
we
all
have
and
I'm
just
I'd
just
like
to
say
thank
you
for
putting
it
into
the
correct
words,
because
I
mean
like
we're
driving
off
a
cliff
man.
F
Thank
you
for
all
the
comments
and
concerns
that
are
raised
by
all
the
all
of
the
members,
unlike
one
of
unlike
a
member
who
just
mentioned
that
it's.
F
It
would
be
against
his
conscience
to
vote
for,
for,
if
we
vote
for
this
budget,
let
me
say
this
in
my
own
in
my
own
assessment,
in
the
final
analysis
of
everything
that
are
on
the
table,
given
the
fact
that
if,
if
there
is,
if
there
is
no
thing
coming
out
of
this
tonight,.
F
The
the
subsequent
steps
is
something
that
I,
don't
believe
is
is
good
for
the
students
at
all.
So
contrary
to
what
he
stated,
this
is
my
statement.
R
Thank
you,
madam
chair
and
I,
do
appreciate,
first
of
all,
the
work
that
the
district
has
done
so
the
superintendent,
the
finance
team,
Mr
puto
and
the
rest
of
the
finance
team.
The
work
they've
done
with
schools
to
work
in
this
budget,
starting
back
in
the
fall.
R
We
all
care
about
our
children
that
we
are
serving
I
learned
from
every
member
when
they
talk,
including
Mr
Metter
as
our
student
member,
because
that's
how
we
learn
and
we
think
and
we
reflect-
and
we
may
come
to
different
conclusions
and
that's
okay,
but
you
know
my
wife
always
says
to
me
assume.
Good
intent
and
I
certainly
do
as
a
cynical
Bostonian,
because
I
learned
from
the
viewpoints
and
the
questions
that
the
fellow
members
raise
and
I
I
appreciate
the
the
health
and
the
depth
of
the
conversation
during
this
entire
process.
R
I
think
we
have
raised
legitimate
concerns
about
you
know
what
is
going
to
be
happening
in
your
future
years.
What's
going
on
with
our
infrastructure,
the
choice
that
has
been
made,
the
the
intent
of
the
Essa
funds,
was
to
help
districts
recover
and
help
our
students
recover
learning
loss
so
return
and
recover
in
particular,
and
a
strategic
decision
was
made
that
the
way
this
one
way
that
this
District
was
spending.
It
was
not
forcing
a
lot
of
change
in
schools
and
having
students
return
to
schools
that
they
were
not
in
Prior.
R
That
type
of
thing
we've
also
added
a
lot
of
resources.
The
past
couple
years,
a
school
nurse
in
every
school
mental
health
professionals,
so
on
and
so
forth.
That
really
directly
address
a
lot
of
the
issues
that
students
were
facing
as
they
were
coming
back
from
the
pandemic,
and
so
are
they
decisions.
I
would
have
made
myself
if
I
was
buying
the
budget.
R
No
and
I
certainly
have
expressed
concern
about
infrastructure
and
sustainability,
and
these
are
certainly
issues
that
many
districts
are
grappling
with
across
the
state
and
across
the
country,
and
and
different
districts
have
different
strategies
of
how
they're
going
to
deal
with
next
year.
Some
are
hoping
states
are
going
to
step
up.
I,
certainly
hope.
The
Commonwealth
here
gets
more
aggressive
in
funding
the
obligations
that
they
have
committed
to,
regardless,
if
they
do
or
not,
we
are
going
to
have
some
challenges,
but
I
agreed
with
the
approach
or
I
supported
the
approach.
R
R
R
I
also,
you
know,
we've
had
some
real
interesting
data
and
Analysis
come
on
our
district
in
the
past
several
months,
the
particularly
the
data
study
that
we
just
most
recently
received,
but
the
other
three
studies-
and
we
have
talked
with
the
superintendent
at
these
meetings
about
the
seriousness
of
purpose
around
those,
the
change
that
it
will
require
and
how
she
is
beginning
to
fund
recommendations
from
all
of
those
reports
in
this
budget
and
I
support
that
I
also
support.
R
As
was
brought
up,
we
are
bringing
a
number
of
collective
bargaining
agreements
that
had
expired
up
to
basis,
so
do
I,
certainly
understand
and
respect
the
concerns
that
have
been
raised
today,
absolutely
and
again,
as
I
State
there's
room
for
a
range
of
opinions
on
this
committee
and
that's
how
we
all
learn
from
each
other
to
me
and
I've.
I
have
been
on
this
committee
for
a
while
and
I've
had
some
real
difficult
votes
on
budgets,
and
this
is
not
a
difficult
vote
for
me.
R
I
do
have
concerns,
but
I
am
supportive
in
the
direction,
the
seriousness
of
purpose
that
the
superintendent
sees
the
challenges
in
front
of
us,
the
steps
she
has
already
taken,
and
even
as
I
look
at
at
the
central
office,
for
example,
I
know
how
much
that
has
been
paired
down
in
the
past
few
years,
when
we
have
had
to
make
very
difficult
decisions
of
when
we've
been
making
Cuts
after
Cuts
after
cuts
years
after
years.
R
Our
district
deeply
has
now
put
in
place
an
organizational
structure
with
a
regional
approach
that
is
built
on
success
because
we've
seen
it
work
in
one
region
of
the
city
and
I
trust
and
believe
and
support
the
superintendent
when
she
says
this
is
what
I
believe
I
have
to
do
in
central
office
to
be
able
to
support
the
schools
adequately
and
the
feedback
I'm
getting
from
school
leaders
on
that
is
positive
and
so
I
do
support
this
budget
and
I
think
it
is
important
as
a
matter
of
support
for
our
superintendent
and
a
message
back
to
the
rest
of
the
district.
R
That's
that's.
Why
I
am
why
I'm
proactively
saying
I
support
this
and
and
again
respect
and
appreciation
for
my
fellow
members
and
the
concerns
they've
raised
and
I
think
it
will
be
interesting.
You
know
this
vote
is
not
about
the
trans
Dev
recommendation.
This
vote
is
just
on
the
budget.
We
will
be
having
a
separate
vote
on
that,
so
you
know
we'll
continue
a
conversation
there,
but
respect
for
the
for
the
conversation
and
I
will
be
supporting
this
budget.
A
Thank
you,
I
appreciate
each
and
every
one
of
you
I
know
that
we've
all
thought
about
this
very
deeply,
that
there
are
things
that
we
all
agree
about
and
they're
things
that
we're
all
concerned
about.
A
A
A
This
is
her
first
budget
and
it's
an
opportunity
to
undo
some
things
that
need
to
be
undone
put
in
place.
Others
at
the
same
time
dealing
with
the
reality
that
we're
coming
off
of
pandemic
and
Esther
money,
and
you
just
can't
rip
off
Band-Aids
we're
trying
to
build
a
system
that
can
work
moving
forward.
A
I'd
share
many
of
the
concerns
that
you
do.
You
know
about
whether
you
know
and
how
we
shift.
Schools
combine
schools,
close
schools,
any
number
of
things
there's
a
lot
of
important,
clear
information
that
we've
all
been
asking
for
and
I
feel
as
we
move
forward.
That
is
something
we
can
get.
I
also
have
come
to
understand
that
the
vote
we
make
on
this
budget
today
and
the
budget
that
we
opened
schools
within
September
often
are
very,
very
different.
A
A
We
need
to
start
here
what
I
hope
will
be
different
this
year
than
in
other
years
that
this
will
not
be
the
last
conversation
we
have
about
this
budget.
We've
talked
about
wanting
to
have
a
budget
task
force
moving
forward
so
that,
as
we
approach
fiscal
year,
2425
it
won't.
We
won't
start
these
cons.
We
will
not
be
starting
the
conversations
next
February.
A
We
will
be
looking
at
everything
that
happens
with
this
budget
as
we
move
towards
that,
so
that
the
budget
season
for
schools
that
starts
in
the
in
the
fall
will
be
based
on
information
that
we're
gathering
in
on
the
reality
of
the
problems
that
we
are
facing
inner
concern
now.
So
all
of
those
concerns
we
need
to
put
back
on
the
table
to
make
sure
that
we
are
getting
those
issues
addressed
as
we
look
at
this
budget
to
make
sure
that
we
are
actually
able
to
accomplish
with
this
budget
that
superintendent
has
set
forth.
A
So
for
me
this
evening.
I
also
want
to
support
this
budget
but,
as
I
say,
hold
this
accountable
moving
forward,
not
coming
back
to
this
first
time
in
February,
but
you
know,
but
setting
up
something
that
means
that
each
month
or
every
quarter,
however,
we
decide
to
do
it.
We
will
be
looking
at
and
making
adjustments
as
necessary
as
we
look
at
what
is
happening
so
are
there
any
other
I
think
Mr?
Maybe
you
have
your
hand
raised?
Q
As
Mr
cardet
Hernandez
said
earlier,
is
it
possible,
by
any
stretch
of
the
imagination?
Maybe
this
is
my
Navy
detector
that
we
could
extend
this
a
week
because
I
know
we
have
to
present
it
to
the
city
council
and
it's
not
until
like
a
month
give
or
take
and
I'm
I
know
it's
may
not
be
possible,
but-
and
in
that
case
you
kind
of
have
to
pass
it
if
it's
not
possible
reason
being
what
it
reverts
back
to
is
just
yeah
a
okay
but
like
I'm,
just
asking
like
two.
A
Things,
let
me
explain
first,
we
we
want
to
take
the
vote
number
one
number
two
is
the
charter
says
we
must
take
a
boat
today,
so
we
must
take
a
vote.
Let's
take
the
vote,
let's
see
where
the
vote
lands
and
then
I
can
clarify
that
it
does
not
revert
back
to
the
first
budget
that
we
saw
I
mean
it.
It
reverts
to
the
last
budget
that
was
presented,
which
is
the
budget
that
the
superintendent
actually
presented
last
week.
A
A
So
that's
what
we'll
be
voting
on
and
you
know
if
the
vote
does
not
go
through,
then
that
is
the
budget
that
we
have
this
point.
But
let's
take
the
vote
and
then
we
can
take
the
next
step
after
that
I
know
it
doesn't
quite
make
sense
and
it's
different
than
the
understanding
that
we
had
originally,
but
we
did
go
out
to
clarify
what
that
was
and
if
I
am
speaking
out
of
turn
or
if
I've,
misspoken,
superintendent
or
Mr
O'neill.
K
Can
I
ask
a
clarifying
question
then,
certainly
in
that
definition
of
the
charter,
it
then
essentially
renders
this
vote
somewhat
meaningless,
because,
if
you,
which
is
why
it
doesn't
make
sense
to
me
like
if
you
vote
tonight-
and
it
doesn't
go
through
it
still
goes
through,
then
why
would
we?
Why
are
we
voting?
What
is
our
governing
power
as
a
body
around
the
budget?
My
understanding
of
it
would
then
be
if
it
doesn't
go
through
in
this
vote,
which
I
suspect
it's
going
to
go
through.
I
just
think
we're
not
I
I.
K
A
F
I'm
calling
upon
the
Supreme
super
superintendo
or
the
CFO
to
put
and
put
you
know
the
give
a
a
clear
explanation:
if
we
don't
get
the
vote
today,
is
it
going
to
re,
revert
back
to
the
same
same
budget
that
that
you
proposed
last
week?
So
if
that
is
the
case,
then
what
is
the
vote?
That
is
the
same
thing
that
that
I
have
that
that
I
I
I
hear
Mr
Hernandez
raised.
F
If
that
is
the
case.
So
what's
the
importance
of
the
vote?
I
understand
I'm
a
lawyer
but
I
understand
differently,
but
I
would
like
to
hear
it
a
a
little
more
on
on
on
the
looks
and
crannies
of
this
yeah
I've
read
I've
read
the
Milo
I've
read
the
charter
and
I
understand
it
differently.
Yes,
but
I
want
to
make
sure
that
it.
It
is
coming
out
at
this
point
as
as
clear
as
possible,
maybe
from
Mr
kuder.
Thank
you.
Ms.
AF
Good
evening
here,
members
of
this
committee,
I
I,
can
hopefully
help
clarify
the
question
this
evening.
Regarding
the
school
committee's
vote,
the
school
committee
is
required
under
the
charter
to
take
a
definitive
action
on
the
proposed
budget
recommended
by
the
superintendent.
That
is
a
vote
of
approval.
That
is
a
vote
of
rejection.
AF
There
is
no
there's
nothing
in
the
charter
that
says
that
if
the
school
committee
were
to
reject
the
budget,
it
would
still
go
to
the
city.
Council
I
think
that
that
would
be
at
least
for
me
a
matter
of
first
impression
if
the
school
committee
were
to
reject
the
vote
tonight,
but
it
certainly
would
not
lead
to
the
budget
being
presented
to
the
city
council
as
if
it
was
not
taken
action
on
the
only
way
that
the
budget
goes
to
the
school
goes
to
the
mayor
to
be
presented
to
the
school
committee.
AF
Q
The
original
budget
president,
the
original
budget,
because
all
I'm
hearing
is
what
all
I'm
hearing
is
words
I,
don't
understand
so.
AF
So
the
superintendent
is
required
to
recommend
a
budget
to
the
school
committee
by
a
certain
date
in
February,
after
that
the
superintendent
can
modify,
increase,
reduce
or
amend
the
budget
during
the
budget
hearings
before
the
school
committee
takes
a
vote
at
this
moment
in
time.
The
budget
before
the
school
committee
to
vote
on
is
the
last
budget
presented
by
the
superintendent,
which
was
what
was
presented
last
week.
It
does
not
revert
back
if
it
were
to
be
rejected
to
the
initial
budget
there
is,
there
will
be
no
approved
budget
to
move
forward.
K
AF
I
don't
feel
comfortable
opining
on
that
at
this
very
moment,
if
it
gets
to
that,
I
will
have
to
do
my
best,
but
if
the
school
committee
does
not
take
an
action
either
to
approve
or
to
reject,
it
goes
forward
to
the
mayor
as
if
no
action
was
taken
at
all
is
that
I
I
wish
I
could
be
more
clear.
It
requires
a
lot
of
review
of
special
legislation
to
confirm
what
what
my
general
opinion
would
be.
AF
I
just
want
to
make
sure
that
I'm
absolutely
certain
that
it's
the
right
answer
and
it's
difficult
to
give
hypothetical
answers.
Legal
answers
to
hypothetical
questions.
K
K
I
mean,
and
so
it's
just
I
mean
there's
like
this
part
of
this
is
a
little
bit
embarrassing
right
like
we're
having
this
conversation
about
like
what
our
vote
means
and
we
don't
know-
and
we
won't
know-
and
so
it
moves
to
the
place
of
like
you,
vote
Yes,
because
you
don't
know
what
happens
if
you
vote
no
and
so
and
that's
not
a
you
problem,
Mackie,
that's
probably
an
us
problem.
Well,.
AF
I
can
if
there
is
a
no
vote
tonight,
a
budget
to
be
presented
to
the
mayor
for
a
vote
by
the
city
council.
What
happens
in
between
the
no
vote
and
the
city
council's
required
hearing
to
to
set
a
budget
for
the
school
department
is,
is
probably
a
procedural
question
that
I
just
wanna
spend
a
little
bit
more
time
getting
a
certain
answer
for
you,
but
I
can
tell
you
that
if
the
school
committee
rejects
the
budget
this
evening
by
vote,
it
does
not
go
forward
to
the
mayor
for
presentation
to
the
school
committee.
AF
D
Yeah
I
don't
think
that
that
was
yeah
I.
Don't
think
that
that
was
the
the
concern
I
think
we
just
wanted
to
know.
Well,
particularly
if
there
was
like,
if
there
was
to
be
a
a
rejection,
what
happens
between
now
and
May
1st?
Is
there
a
time
period
where
we
can
actually
meet
and
then
either
amend
or
do
whatever?
We
need
to
the
budget
to
reach
an
agreement?
I
think
that
was.
B
D
Or
less
like
my
question,
and
thank
thank
you
Miss
Matthew,
for
that.
Thank
you.
F
F
I
have
before
me
the
the
language
of
the
Bible
section,
two
of
the
bylaw
regarding
the
budget,
that
the
our
responsibilities
in
under
article
sticks.
F
I'm
going
to
okay
section
three:
the
school
committee
exercise:
okay,
it's
physical
responsibility;
okay,
the
part
regarding
I
I,
just
failed
to
I,
just
failed
to
see
how
the
legal
department
cannot
have
a
definitive
answer
regarding
this.
This
is
a
very
important
important
vote
that
we
have
to
take,
and
this
there
is
no
clear
guideline
here
is
the
guideline
and
I
guess
you
know
we
have
to
take
it
from
from
from
from
from
the
express
language
of
of
the
bylaw
or
the
school
committee.
May
adopt,
reject,
reduce
or
increase
any
item.
F
However,
if
it
fails
to
act
by
the
fourth
Wednesday
of
March
in
March,
the
annual
budget,
as
recommended
by
the
superintendent,
will
be
deemed
approved
by
the
school
committee
and
will
be
submitted
by
the
superintendent
to
the
mayor,
okay
and
then
at
that
point,
the
mayor
May
approve
or
reduce
the
total
recommended
budget.
So
if
my
understanding
is
correct,
if
we
don't
vote
today,
whatever
the
budget
that
was
originally
or
at
this
point,
if
we
don't
vote
today,
the
budget
will
be
submitted
anyway,
but
it
will
rest.
F
AF
F
That's
all
I
need
to
say
what
I'm
trying
to
say
is
you
know
we
we
don't
if
we
don't
vote
or
we
reject,
we
vote
to
reject
it.
The
the
same
much
are
going
to
go
to
the
mayor.
The
mayor
will
have
the
the
sole
authority
to
either
approve
it
or
reduce
it,
according
to
you
know,
to
whatever
she
he
or
she
seems
fit.
F
A
R
Just
real
quick,
Madam
chair
appreciate
the
guidance
from
Council
I
will
say
it
is
slightly
different
than
guidance
that
previous
councils
had
supplied
to
this
committee
as
far
as
the
interpretation
of
what
happens
but
I
understand
and
respect
the
guidance
that
we
have
had.
R
So
it
clearly
says
if
we
are
going
to
take
action,
we
have
to
take
action
by
the
fourth
Wednesday
in
March,
which
is
today
so
if
we
vote
Yes
it
moves
forward.
If
we
don't
take
action,
if
we
just
pass
on
taking
a
vote,
then,
as
Miss
Mackey
has
explained,
it
appears
to
me
that
the
superintendent's
most
recent
recommendation
moves
forward.
R
If
we
vote
no
from
what
I'm
hearing
from
Miss
Mackey,
we
would
working
with
the
district
would
have
to
figure
out
a
new
budget
between
now
and
may
when
it
goes
to
the
mayor
and
then
to
the
city,
council
and
I
just
want
to
think
through
for
a
second
the
implications
of
that,
because,
right
now
we
have
a
budget
presented
to
us
that
has
been
planned
with
school
leaders
and
school
communities
in
effect
since
December,
when
they
first
got
allocations.
So
we
are
not
a
independent
District.
We
are
not
a
taxing
Authority.
R
R
One
issue
we
have
all
raised
is
concern
over
a
pending
fiscal
cliff
but
I
highly
doubt
between
now
and
mid-april.
We
would
suddenly
come
up
with
a
plan
and
announce
a
closing
of
a
bunch
of
schools.
If
that's
what
we
are
concerned
about
Community
input
without
families
being
involved,
you
know
Miss
Polanco
Garcia,
put
on
the
table
separate
from
this.
We
should
have
a
task
force
that
involved
more
people
to
be
thinking
about
these
things.
R
So
I
reiterate
my
viewpoint
that
I
hear
the
concerns
I
think
they're
raised
and,
most
importantly,
I,
think
they've
heard
by
the
superintendent
and
yet
I
support
the
budget
that
she
has
put
on
the
table
that
she
has
told
us
is
a
transition
budget
and
is
moving
us
from
where
we
are
now
setting
us
up
to
continue
to
evolve
in
the
future,
and
so
I
appreciate
the
guidance
we've
seen
from
Council,
and
particularly
in
light
of
the
guidance
that
we
have
heard
from
the
council,
that
we
have
to
take
action.
A
K
C
A
Thank
you.
I
know
this
was
very
difficult,
but
thank
you.
Our
next
action
item
is
the
20
to
2023
Massachusetts
school
building
authority,
core
project
statements
of
Interest.
You
will
recall
that
last
week,
chief
of
capital
planning,
Delaware
and
Stanislaus,
we
presented
a
request
to
submit
statements
of
interest
for
the
msba's
2023
core
program
for
the
PA
Shaw
and
Charles
Taylor
elementary
schools.
I
will
now
turn
it
over
to
the
superintendent
for
final
comments.
L
Thank
you,
madam
chair
I'll.
Be
brief.
It's
important
that
we
maximize
every
resource
at
our
disposal
to
renovate
and
build
our
new
schools.
L
You
know
in
the
vision
that
we
have
for
our
students
and
all
that
they
need.
The
msba
is
a
critical
partner,
as
I
gave
testimony
to
last
week
at
school
committee,
and
we
do
believe
that
you
know
msbas
we've
seen
in
the
past
and
has
been
evidenced
in
funding
that
we've
received
for
various
buildings
and
projects
that
they
really
are
going
to
be
a
key
partner
in
helping
us
to
achieve
our
goals
relative
to
the
green
New
Deal
for
BPS.
L
So
I
asked
the
committee
for
their
vote
to
move
the
application
forward
for
the
chars
and
for
the
Char
and
the
Taylor
and
I.
Thank
you
for
the
feedback
on
the
budget.
We
will
take
that
under
strong
consideration,
as
we
look
at
going
forward
with
it
and
would
ask
for
your
approval
and
support
with
the
vote
for
the
msba
projects.
L
D
Yes,
just
throughout
this
process,
what
would
you
say
are
some
of
the
learn.
The
best
learned
practices
that
we
can
take
forward
as
we're
thinking
about
other
school
mergers.
L
So
I
think
I
I
would
sort
of
separate
that
into
two
pieces.
I
think
one
is
the
actual
msba
project
plan
and
I
think
you
know.
We've
had
three
different
meetings
with
msba
over
the
course
the
last
several
weeks
to
be
able
to
sort
of
talk
about
renew
deal
and
be
able
to
talk
about
for
a
big
picture
of
BPS.
L
You
know
what
that's
going
to
mean
for
our
community
I
think
it
also
gave
us
an
opportunity,
and
particularly
our
newly
formed.
You
know
Capital
planning
department,
which
is
lost
to
be
able
to
hear
about
the
process
and
how
best
we
can
respond
to
the
process
in
a
way
to
represent
fully
the
needs
of
whatever
project
it
is
that
we're
putting
forward.
So
in
this
case
the
Char
and
Taylor
and
so
I
think
that's
been
a
good
learning
process
for
us
and
so
we're
eager.
L
You
know
in
this
particular
one
to
to
be
able
to
meet
the
April
deadline
and
I
think
we
feel
as
a
whole,
between
facilities
and
between
the
capital
planning
office.
We
feel
far
more
prepared
in
the
to
enter
into
the
process.
I
think
on
the
community
side,
you
know
that
one
of
the
things
we've
sort
of
seen
from
at
least
from
the
beginning
of
the
year
was
the
need
to
create
a
department.
L
Not
just
have
this
have
the
whole
idea
of
merges
or
closures
or
consolidations
be
folded
into
facilities,
because
it's
a
much
bigger
you
know,
solution
set.
That
needs
to
happen
a
lot
of
much
broader
stakeholder
group
that
needs
to
come
together
to
support
the
work.
It
cannot
just
fall
as
an
entity
within
facilities,
because
they'll
work
on
a
daily
basis
is
very
different.
I
think
we've
responded
to
that
and
I
think
that
has
been
the
creation
of
capital
planning.
L
It
has
been
taking
someone
in
Dell
who
has
been
very
successful
in
his
work
with
the
community,
around
transportation
and
the
stakeholders
within
BPS,
to
make
some
really
good
progress
over
the
last
several
years
in
moving
a
large
system
in
BPS
forward
and
so
I
think
our
Our
Hope,
and
our
belief
is
that
Dell,
with
her
staff
will
be
able
to
do
the
same
with
green
New.
Deal
work
in
in
the
capital
planning
we'll
be
able
to
work
in
partnership
with
mspa
as
we
put
forward.
L
You
know
these
these
projects
for
consideration
and
hopefully
are
granted
it
and
and
to
be
able
to
do
the
Strategic
work
that
lies
ahead,
namely
with
all
of
the
reports
that
we
will
be
getting
back
between
facilities,
conditions,
the
BPS
Master
facility
plan
and
then
the
the
site
work
of
the
Pre-K
to
six
and
the
Seven
to
twelve
design
work.
So
again,
there's
lots
of
information.
L
That
I
think
you
know,
is
at
the
Crux
and
listening
to
the
last
conversation,
the
idea
that
we
could
somehow
Rush
forward
in
a
very
short
amount
of
time
and
put
a
series
of
mergers
or
consolidations
or
closures
on
the
table
is
in
direct
conflict
with
the
testimony
we've
heard
together
as
a
body
from
all
of
the
families
and
community
members
that
have
come
before
us,
so
I
do
feel
going
forward
that
the
healthy
process
we're
adopting-
and
it's
not
perfect-
we
are
still
learning
in
the
process.
L
K
Thank
you
and
superintendent
thanks
for
sitting
through
that
messy
conversation.
K
My
question
here
is
given
if
I
am
tracking
this
right,
that
the
msba
denied
the
last
three
projects,
if
they're
like
how
serious
are
we
about
this
like
or
is
there
a
commitment
to
put
the
money
for
this
Shaw
Taylor
build
into
the
fiscal
year,
24
25
capital
budget
in
case
msba
denies
Us
in
December
I'm
just
thinking
we
asked
about
Blackstone
and
Otis
and
the
other
school
last
time,
and
we
didn't
talk
about
so
we
were
like
sort
of
what's
next
but
I'm
sort
of
curious,
like
how
serious
are
we
about
this
and
like?
K
If
so,
are
we
willing
to
sort
of
say
we're
we're
so
serious?
And
this
just
helps
our
vote
tonight
like
that
we're
going
to
apply
for
msba
and
this
is
will
eventually
make
its
way
into
our
capital
budget
in
case
we
don't
get
it
because
that's
not
the
certainty.
The
other
communities
had.
You
know
sure.
L
So
I
I
can't
obviously
speak
on
behalf
of
the
the
city
side
with
the
capital
in
the
green
New
Deal
funding.
But
what
I
can
say
is
that
there's
definitely
been
a
commitment
to
go
back
and
revisit
the
projects
now
that
have
not
been
funded
that
have
been
previously
put
in
for
application.
So
I
think
that's
a
very
positive
sign.
I
think
the
other
thing
I
would
say
is
that
we're
sitting
in
a
very
different
position
in
submitting
the
shot
Taylor
than
we
were
when
we
were
submitting
the
Blackstone
in
the
previous
projects.
L
Msba
made
it
very
clear
that
they're
responsible
for
the
Commonwealth
and
as
such,
there's
only
so
many
projects
that
can
be
going
in
a
district,
even
the
size
of
Boston
before
it
starts
to
really
complicate
their
ability
to
serve
the
Commonwealth
I.
Think,
since
that
time,
baa
has
been
completed
and
come
off.
The
table
Dearborn
has
been
completed
and
come
off.
The
table
and
Quincy
has
had
Quincy
upper
has
had
a
raising
of
the
beam
signaling
of
progress
in
that
in
that
project,
so
I
think
we're
in
a
different
spot
than
we
were
before.
L
I
think
we're
very
hopeful
about
the
shawl
Taylor,
but
I
also
think
that
these
are,
you
know,
there's
no
guarantee
anytime
you're
putting
in
one
of
these
projects
what
we
have.
What
I
think
our
goal
in
meeting
with
msba
was
was
to
really
understand
how
applications
are
looked
at
and
what
is
the
technical
support?
L
That's
available,
so
that
we
can
make
sure,
as
we
put
these
projects
in
we're,
putting
our
best
foot
forward
we're
expressing
the
priority
and
the
reason
for
the
priority
of
the
shaw
Taylor
and
the
critical
work
that
we
believe
needs
to
be
done
in
that
building
and
as
to
why
so
I
think
we,
we
feel
good
as
a
team
that
that
application
that
we're
going
in
April
has
you
know
as
good
a
chance
as
any
at
this
point,
which
is
different
than
when
you've
already
got
three
or
four
projects
actively
being
funded
by
msba.
A
W
A
D
C
A
You
our
next
action
item
is
the
transdeb
yellow
bus
transportation
contract
you'll
recall
that
last
week,
executive
director
of
Transportation
Dan
Rosengard,
presented
the
superintendent's
recommendation
to
approve
the
yellow
bus
vendor
contract
between
Boston
public
schools
and
trans
Dev
Services
Incorporated
for
an
initial
five-year
term
commencing
on
July
1st
2023.
I'll,
now
turn
it
over
to
the
superintendent
for
final
comments.
L
Thank
you,
madam
chair
I,
wanted
to
start
off
by
thanking
Dan,
Jackie
Mike
and
the
whole
team
for
all
of
their
hard
work.
For
literally
what
has
been
two
years
worth
of
a
process
to
get
to
this
point
to
what
we
believe
will
better
serve
students.
Bps
Transportation
requires
systemic
change.
I
think
we're
clear
on
that.
The
Council
of
Bay
City
Schools
made
that
crystal
clear
to
us,
but
they
also
made
clear
that
our
complex
system
will
require
years
of
consistent
progress
with
gains
made
every
day.
L
It's
taken
our
system
a
long
time
to
have
it
be
the
way
it
is,
and
it's
going
to
take
some
time
in
order,
even
in
that
systemic
change
to
get
it
to
where
we
want
it
to
be
The
Five-Year
contract
vendor
contract
proposed
tonight.
It's
an
important
part
of
the
consistent
progress,
that's
required
as
we
believe
it.
It
provides
us
the
time
and
the
stability
to
assess
our
needs,
Implement
changes
and
continue
to
build
on
the
improvements
that
we've
been
making.
L
A
A
D
D
C
A
You
our
first
report
this
evening
is
tentative
collective
bargaining
agreements
with
the
Boston
school
police,
Superior
officers
Federation,
and
the
lunch
hour
monitors
Association
before
I
turn
it
over
to
Labor
Relations
director
Jeremiah
Hassan
I
want
to
invite
the
superintendent
to
give
in
to
director
remarks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
pace
for
to
assist
our
interpreters.
Thank
you.
L
Thank
you.
Thank
you,
chair
first
I
just
want
to
thank
our
team
in
Jeremiah
for
all
the
work,
I
think
as
we've
shared
with
the
committee
and
appreciate
their
support,
we're
trying
very
hard
to
get
our
all
of
our
labor
contracts
current
and
into
the
future.
L
I
think
both
of
these
contracts,
I'd,
like
to
to
thank
both
unions,
I
think
they
represent.
You
know
forward
progress
in
both
making
the
current
the
contract.
Current
one
of
the
contracts
brings
us
up
through
the
end
of
this
year,
and
then
we
will
begin
in
early
spring
with
a
continued
negotiation
and
in
the
other
case
it
brings
us
through
2024.
L
E
Thank
you,
superintendent
and
Madam
chair
committee
members.
Thanks
for
having
me
tonight,
I'm
excited
to
present
you
two
agreements.
As
superintendent
Skipper
mentioned
the
first
I'll
start
with
the
superior
offices
which
superintendent
Skipper
mentioned
is
a
four-year
deal.
That'll
cover
us
through
the
2023-24
school
year.
It's
actually
two
separate
agreements.
The
First
Agreement
is
a
one-year
fully
retroactive
agreement
covering
the
fiscal
year
2021
and
it's
wages
only
it's
a
two
percent
increase
for
that
year.
E
So
that's
one
separate
contract
and
then
the
second
MOA
is
a
three-year
contract
from
fiscal
year
22
to
fiscal
year,
24
expiring
on
June
30th
2024,
and
it
follows
the
consistent
pattern
that
we've
seen
with
some
of
our
other
bargaining
units
of
2.5
percent
General
wage
increases
and
they've
One
Time
One,
some
payment
of
one
thousand
dollar
and
for
those
members
who
are
active
during
fiscal
year
22..
The
other
Financial
benefits
include
an
increase
in
the
stipend
for
CPR
certification,
from
600
to
750
on
an
annual
basis.
E
In
addition
to
the
financial
benefits,
the
parties
agree
to
some
language
changes.
They
include
clarification
of
the
uniforms
for
members
of
this
unit,
updating
the
holiday
language,
and
this
is
the
updates
that
you've
seen
in
other
bargaining
units
that
were
presented
slow
down.
Sorry,
madam
chair,
thank.
A
E
Yeah,
so
the
update
to
the
holiday
language
is
consistent
to
other
contracts
that
were
presented
already
and
have
been
approved.
They
include
changing
Columbus
Day
to
indigenous
people's
day
and
expanding
the
options
for
using
time
for
religious
observances
Beyond
those
traditional
holidays
that
previously
identified
by
name
in
the
contract.
So
now,
observers
of
non-traditional
holidays
can
take
time
off
without
losing
pay.
E
In
addition
to
those
benefits,
there's
some
a
change
in
the
minimum
required
time
for
overtime,
so
employees
of
this
unit,
who
are
called
in
to
work
overtime,
will
have
a
minimum
of
three
hours
now
under
this
new
language
that
we've
agreed
upon.
So.
AA
E
Basic
highlights
of
the
agreement:
do
you
have
any
any
questions
superintendent
Skipper
mentioned?
We
think
this
is
a
fair
deal.
We
appreciated
the
partnership
with
the
superior
offices
Federation
to
get
this
done
and
on
behalf
of
the
bargaining
team,
we
recommend
the
vote
to
approve
this
agreement.
A
E
Thank
you,
madam
chair,
and
the
second
contract
tentative
agreement
that
I'm
presenting
to
you
is
with
our
watch
our
monitors
as
superintendent
Skipper
mentioned.
This
deal
runs
through
just
the
end
of
this
school
year.
So
it's
almost
fully
retroactive.
It's
a
three-year
deal
going
back
to
fiscal
year,
21..
Similarly
to
the
superior
offices,
it
calls
for
a
two
percent
General
wage
increase
in
fiscal
year,
21
a
2.5
increase
in
fiscal
year
22
and
a
2.5
increase
in
fiscal
year.
23,
that's
the
current
year.
E
Additionally,
there's
a
one-time
one
thousand
dollar
bonus
for
those
members
who
are
active
during
the
21-22
school
year.
This
is
a
wages
only
straightforward
deal.
A
superintendent
Skipper
mentioned
we'll
be
back
to
the
bargaining
table
with
this
group
almost
immediately
to
look
forward
to
maybe
a
different,
more
substantive
changes,
if
necessary
in
the
next
round
of
bargaining.
A
E
Thank
you,
madam
chair,
and
let
me
just
take
this
out
to
thank
our
bargaining
partners
with
both
groups.
The
negotiations
with
both
groups
on
very
smooth
and
we're
efficient,
and
we
hope
that
that
continues
moving
forward,
especially
with
the
lunch
hour.
Monitors
as
we'll
be
back.
A
All
right,
our
main
report
this
evening
is
chronic
absenteeism
and
this
strategies
before
I
turn
it
over
to
Brian
Mott
senior
director
BPS
Department
of
opportunity,
youth
in
April,
Clarkson
EPS,
director
of
research
I
want
to
invite
superintendent
to
give
introductory
marks.
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
assist
our
interpreters.
Thank
you.
L
Thank
you.
Thank
you,
madam
chair
I
have
to
say
I'm
very
excited
about
this.
Is
this
is
a
great,
a
great
topic
for
us
to
dig
into
tonight,
but
before
we
begin,
the
presentation
I
would
like
to
acknowledge
just
that.
The
graduation
and
Dropout
data
came
out
recently
and
there's
a
deep
connection
to
the
crucial
work
that
we're
doing
to
address
chronic
absenteeism
in
the
Dropout
pipeline.
L
Does
he
publicly
released
the
2022,
graduation
and
Dropout
data
rates
earlier
this
month
due
to
the
cancellation
of
MCAS
testing
in
the
spring
of
2020?
This
was
pandemic.
L
Most
graduates
in
the
2022
cohort
did
not
receive
their
competency
determination
through
MCAS
testing,
in
other
words,
having
a
needs
improvement
with
a
plan
or
a
proficient
to
on
the
tests.
Instead,
they
they
received
a
certificate
for
graduation
through
what
we
call
a
modified
competency,
determination
process,
and
this
has
to
do
with
them,
taking
particular
courses
that,
by
passing
those
courses
they
receive,
we
have
an
understanding
that
they
have
the
competency.
L
Unfortunately,
the
district,
along
with
others
across
the
state
and
Nation,
continue
to
struggle
with
student
engagement
in
the
2021-2012
school
year
and
the
annual
dropout
rate
in
BPS
increased
by
about
1.7
percentage
points.
So
it
went
from
2.0
to
3.7,
and
that
was
a
trend
that
we
saw
Across,
the
Nation
and
the
state.
L
This.
This
Dropout
increase
was
seen
by
all
student
groups
really
with
the
exception
of
students
who
identify
as
multi-race
non-latinx.
That
was
the
only
group
and
it's
a
smaller
cohort.
L
The,
increased
dropout
rate
was
most
greatly
experienced,
and
this
is
something
that
we
have
to
pay
a
lot
of
attention
to
by
our
English
learner
students
who
had
a
dropout
rate
of
7.1
percent,
which
represented
226
students,
so
that
that
is
a
particular
group
that
we
don't
have
to
concentrate
with
strategies
on
so
that
they're
not
dropping
out
going
forward
and
that
we
can
re-engage
them
as
the
district
continues
to
implement
increased
controls
on
withdrawal
documentation
and
to
remind
everybody.
L
So
the
efforts
that
that
this
means
we
have
to
accelerate
our
efforts
because
relative
to
re-engagement
in
support
both
because
our
dropout
rate
is
going
up
and
because
there's
likely
more
effective
at
going
up
as
we
actually
do
the
data
process
correctly.
L
They
are
out
in
the
schools,
they're
visiting
our
larger
Schools
they're
meeting
with
students
at
the
home
school
and
they're,
starting
the
referral
process
there
with
students
and
Families
the
first
round
of
just
that.
One
switch
yielded
41
new
referrals
to
other
kinds
of
educational
options
for
our
students
who
were
in
the
process
of
dropping
out
by
not
coming
to
school
disengaged
low
grades.
But
because
of
that
process,
we
now
have
them
in
an
adoption.
L
That's
going
to
allow
them
to
continue
and
get
back
on
track,
we're
in
the
process
of
doing
another
round
of
that
right
now
and
we're
as
part
of
this
budget,
expanding
educational
options
or
what
we
call
alternative
education
and
creating
seats
and
new
career
training
programs,
all
thinking
about
the
students
where
they
are
who
they
are
and
what
they
need.
L
We're
also
currently
addressing
the
increased
dropout
rate,
with
a
concentrated
effort
in
the
schools,
around
student
support
bringing
in
non-profit
and
Community
Partners
to
work
with
our
most
vulnerable
students
and
lots
of
constant
communication
between
home
school
and
student
I
want
to
thank
Chief,
Kelton,
Ted,
Lombardi
who's,
our
high
school
school
superintendent,
Emmanuel,
Allen
or
Manny,
who
directs
the
re-engagement
center
Carlos
Diaz,
who
oversees
our
alternative
in
a
programming
and
educational
options
and
Brian
mocks,
will
you'll
hear
from
shortly
because
all
of
them
as
a
team
share
the
same
passion
to
make
sure
we
re-engage
our
students
who
have
dropped
out.
L
J
All
right,
thank
you,
so
much
superintendent,
Skipper
Robinson
and
the
members
of
the
school
committee
for
the
opportunity
to
present
this
evening.
J
Okay,
so
tonight
what
I'd
like
to
be
able
to
do
is
provide
an
overview
of
where
we
are
across
the
district
in
terms
of
our
chronic
absenteeism
rate,
including
a
breakdown
across
key
demographic
groups,
but
also
share
some
of
the
district
Improvement
strategies
that
we
have
in
place
and
the
key
initiatives
that
we
view
as
critical
to
success
as
it
comes
to
reducing
chronic
absenteeism.
So,
for
a
little
background
in
context,
chronic
absenteeism
is
defined
as
students
who
Miss
10
or
more
school
days
for
any
given
time
period.
J
Chronic
absenteeism
includes
both
excused
and
unexcused
absences
for
a
full
school
year
in
BPS
that
would
equate
to
18
absences
since
the
pandemic.
The
onset
of
the
pandemic,
we
have
seen
a
spike,
so
chronic
absenteeism
has
really
become
a
district,
State
and
National
crisis.
J
Here,
with
this
line
graph,
you
can
see
that
historically,
the
BPS
chronic
absenteeism
rate,
which
is
represented
in
blue
tracks,
in
a
very
parallel
way,
with
the
Statewide
rate,
albeit
at
a
higher
rate
since
the
pandemic
in
2020,
we've
started
to
see
a
huge
increase
in
The
Chronic
absenteeism
rate.
So
this
is
both
in
BPS
as
of
last
year,
where
we
were
above
42
percent
of
students
were
chronically
absent,
as
well
as
at
the
state
rate,
which
was
Nor
nearly
28
percent
nationally.
J
However,
we
are
really
starting
to
see
some
progress,
we're
starting
to
see
Trends
in
the
right
direction.
So
here
you
can
see
a
bar
graph
where
each
bar
represents
a
school
across
the
district,
with,
with
the
exception
of
the
district-wide
change
represented
in
light
blue
and
then
the
change
for
transformation
schools
that
we
see
in
dark,
blue.
So
the
majority
of
schools,
as
of
this
time
last
year,
compared
with
where
we
are
in
the
current
school
year,
have
seen
a
decrease
in
their
chronic
absenteeism
rate.
So
this
is
very
encouraging.
J
You
can
see
that
transformation.
Schools
in
particular,
which
is
a
major
focus
of
our
efforts,
have
had
a
larger
increase
than
the
larger
decrease
excuse
me
than
we
have
seen
across
the
district
overall.
Of
course,
a
decrease
in
chronic
absenteeism
is
a
good
thing,
so
each
bar
here
represents
an
individual
School.
J
J
Here
we
can
see
a
stacked
bar
graph
where
in
blue,
these
are
the
students
who
are
not
chronically
absent,
so
they
have
an
attendance
rate
above
90
percent.
J
In
yellow
we
see
students
who
are
chronically
absent
in
the
range
of
80
above
80
percent
in
at
or
below
90,
and
then
in
Orange.
We
have
an
attendance
rate
above
60
percent
in
at
or
below
80
percent
in
red.
These
are
students
who
have
an
attendance
rate
below
60
percent,
so
you
can
see.
Overall,
we
have
higher
rates
of
chronic
absenteeism
in
our
transformation
schools
district-wide
year
to
date
we're
seeing
that
35
percent
of
students
are
chronically
absent.
J
That's
in
comparison
to
where
we
ended
up
last
year,
which
was
above
42
so
again
we're
starting
to
see
some
progress
with
the
initiatives
that
we
have
in
place.
The
rates
are
higher
again
for
transformation,
schools
among
racial
and
ethnic
groups.
We
see
that
latinx
and
Native
students
have
the
highest
rates
of
chronic
absenteeism.
J
When
we
look
at
grade
ranges
in
age
ranges,
this
is
also
a
key
metric.
So
when
you
look
at
the
state
law
as
it
relates
to
attendance,
students
are
not
required
to
go
to
school
before
the
first
grade.
However,
the
research
knows-
and
we
all
know
as
Educators
and
and
those
of
us
in
the
community
that
that
early
childhood
education
opportunity
is
so
critical
for
the
long-term
learning
outcomes
and
opportunities
for
a
young
person.
J
We
also
start
to
see
an
increase
in
chronic
absenteeism
at
the
high
school
level,
so
these
are
two
key
Focus
areas
in
terms
of
our
broader
efforts
overall
and
then,
if
you
look
at
the
ages,
specifically,
we
see
similar
Trends,
where
students
who
are
below
the
age
of
six
have
higher
chronic
absenteeism
and
then
students
above
the
age
of
16.
That's
the
age
with
which
legally
students
can
drop
out
of
school.
J
For
those
of
you
who
have
been
on
the
school
committee
for
some
time
know
that
we
actually
have
a
particular
provision
in
our
attendance
policy
that
still
requires
engagement
with
the
parent,
caregiver
or
Guardian.
If
a
student
is
looking
to
make
that
decision-
and
we
also
have
a
process
to
utilize
the
re-engagement
center
to
explore
other
educational
opportunities
for
that
student,
so
that
we
can
prevent
dropouts
to
the
greatest
extent
possible.
J
We
also
see
among
our
economically
disadvantaged
students,
so
this
is
a
particularly
vulnerable
student
group.
They
have
higher
chronic
absenteeism
rates
compared
to
our
non-economically
disadvantaged
students
among
English
Learners.
Current
English
Learners
have
higher
chronic
absenteeism
rates.
Although
former
English
Learners,
we
see
it
is
lower
than
the
district
or
the
not
in
comparison
to
non-english
Learners.
J
We
also
see
that
students
with
an
IEP,
so
students
who
are
in
special
education,
have
higher
chronic
absenteeism
rates
compared
with
students
with
without
an
IEP
I'd
now
like
to
transition
and
share
some
of
the
initiatives
and
Improvement
strategy
strategies
that
we
have
in
place.
So
in
terms
of
our
guiding
principles,
the
School
attendance
structure
is
really
critical
in
terms
of
how
we
deliver
this
work,
so
we
work
directly
with
schools
to
help
them
establish
effective,
School
attendance
teams.
J
Part
of
this
is
building
strong,
school-based
prevention
and
intervention
strategies
by
tier,
so
we're
looking
Beyond
just
your
traditional
attendance
interventions
like
phone
calls
home
home
visits
attendance
meetings.
Those
certainly
are
essential
and
critical
to
our
work,
but
we
also
recognize
that
the
tiered
systems
that
that
impact
attendance,
Beyond
traditional
interventions
include
culture
and
climate,
health
and
well-being
and
general
attendance
awareness
and
how
that
connects
to
educational
outcomes.
J
Another
guiding
principle
is
the
importance
of
consistent
attendance,
Outreach
and
intervention
practices.
Relationship
mapping
is
essential
to
the
work
that
we
are
doing
and
helping
schools
to
build
their
processes
and
procedures
to
better
under
stand
which
students
in
the
school
have
strong
relationships
with
staff
members.
How
can
you
utilize
and
mobilize
those
staff
members
to
have
more
intentional
Outreach
and
deeper
connections
with
families?
J
J
Qual.
The
quality
School
plan
or
the
qsp
is
also
the
fundamental
guiding
document
that
we
work
from
across
our
regional
model
that
we
will
touch
on
in
a
moment.
So
we
are
working
through
a
regional
model
to
better
support
schools.
Each
school
has
a
quality
School
plan
attendance
is
one
of
the
priorities
in
the
school,
the
quality
School
plan,
as
well
as
culture
and
climate,
of
course
instructional
Equity.
J
So
again,
the
regional
model
brings
together
cross-functional
groups
across
a
range
of
areas.
So
this
is
everything
from
social
workers
to
equity,
Specialists,
operational
leaders,
human
capital,
support,
Equitable,
literacy
and
then,
of
course,
supervisors
of
attendance,
which
falls
directly
within
the
department
of
opportunity
Youth
and
is
a
focus
of
our
attendance
work.
We
are
also
increasing
the
capacity
to
support
schools
through
the
regional
model,
so
we
will
have
going
into
the
the
coming
school
year
a
supervisor
of
attendance
assigned
to
each
region
directly.
So
there
is
increased
support.
J
The
Panorama
Student
Success
platform
is
also
a
critical
tool
that
that
students
have
had
in
place
for
a
couple
of
years.
Now.
This
allows
a
collaborative
approach
where
there
can
be
a
champion
who
creates
a
success
plan
for
a
student,
but
then
adds
classroom
teachers,
the
school
nurse,
the
guidance
counselor,
a
social
worker,
a
family
liaison
to
all
participate
and
contribute
and
update.
J
The
plan
with
interventions
to
identify
early
indicators
of
students
that
are
falling
off
track
as
it
relates
to
attendance
attendance
is
one
of
the
most
important
early
indicators,
because
it
can
often
be
a
sign
that
something
else
is
happening
in
a
student's
life
that
is
preventing
them
from
attending
school
every
day.
That
can
be
something
that's
happening
in
the
school
environment.
It
can
be
a
situation
where
students
feel
like
they're
falling
behind
academically
and
don't
feel
hope
that
they
can
get
caught
up.
J
The
tiered
attendance
system
is
something
that
really
complements
the
Panorama
Student
Success
platform
Panorama
in
many
respects.
Well,
it
looks
at
the
the
global
view
across
the
district,
as
well
as
a
school-wide
view
of
the
overall
attendance.
Really,
the
the
value
is
being
able
to
look
at
how
individual
students
are
doing
and
focus
on
interventions,
tiered
interventions
for
individual
students
and
then
tracking
that
progress.
The
tiered
attendance
system
looks
at
the
extent
to
which
schools
are
consistent
and
effective
across
best
practices
organized
within
tiers
for
the
entire
school.
J
So
the
process
really
begins
with
the
schools
taking
a
self-assessment
and
it
gets
very
granular
and
again
we're
looking
at
a
range
of
factors,
so
health
and
wellness
joyful
and
engaging
instruction
in
the
classroom,
the
safe
and
welcoming
School
environment,
the
extent
to
which
Community
Partners
are
at
Place
mentorship
opportunities
that
might
exist
within
the
school,
but
from
there
within
a
week's
time.
We
provide
a
result
summary
to
the
school,
and
then
we
schedule
a
consultation
session
with
their
attendance
team
members
of
our
department
as
well,
including
the
supervisor
of
attendance.
J
We
walk
through
their
results.
We
highlight
where
they
have
strengths
opportunities.
We
also
look
at
some
of
their
historical,
chronic
absenteeism
data.
We
look
at
the
opportunity
index
for
the
school,
their
Panorama
usage,
how
they
can
improve
that,
and
then
we
provide
recommendations
on
the
areas
where
they
have
gaps
and
give
them
a
realistic
and
feasible
plan
that
they
can
work
from
to
implement
improvements
based
on
their
school
capacity
and
needs
and
from
there
there's
a
feedback
loop
opportunity.
J
So
we've
had
about
42
unique
schools
who
have
participated
in
this
process
over
the
past
few
years.
It's
something
that
we
encourage
for
all
schools,
but
we
certainly
proactively
reach
out
to
schools
that
we
see
are
struggling
with
their
attendance
to
engage
them
in
this
process
and
now
we're
starting
to
see
that
schools
are
coming
back
to
take
the
the
needs
assessment
for
a
second
time
and
go
through
the
process
for
a
second
time,
because
they
found
so
much
value
in
the
process
foreign.
J
We
have
also
adjusted
our
attendance
letters,
and
this
reflects
our
in
overall
shift
in
our
mindset
in
terms
of
how
we
are
approaching
attendance
so
again.
Historically,
our
B,
our
attendance
letters
were
rather
punitive
in
nature
and
ineffective
in
reducing
chronic
absenteeism.
J
We
modeled
this
after
National
research
from
everyday
Labs
that
demonstrated
in
a
number
of
large
Urban
school
districts
that
using
nudge,
Theory
or
which
is
rooted
in
Behavioral
Science,
that
this
can
actually
prompt
the
change
in
reduction
in
chronic
absenteeism
more
effectively
than
some
of
the
traditional
punitive
letters
as
it
relates
to
a
tenant.
So
this
is
truly
an
evidence-based
approach.
This
is
something
that
was
a
collaboration
between
the
office
of
data
and
accountability.
J
Opportunity,
youth,
as
well
as
our
office
of
instructional
and
information
technology
oit
so
for
folks,
who
have
seen,
have
received
an
energy
bill,
an
electric
bill
where
they
show
a
comparison
of
your
energy
usage
with
that
of
others.
J
This
is
a
very
similar
concept,
so
it
shows
the
data
in
a
very
transparent
way,
so
other
research
has
shown
that
when
you
show
data
transparently,
it
helps
people
to
understand
the
problem
that
helps
to
mobilize
action
and
and
and
really
align
people
around
a
common
goal
and
have
a
common
understanding
of
the
need
for
change.
J
So
the
language,
in
addition
to
showing
the
data
in
a
very
transparent
way
where
that
particular
student's
attendance
is
shown
in
comparison
to
the
district
or
the
individual
student
goal
of
94
attendance
or
above
it
also
has
language
that
is
family
centered.
It
encourages
a
partnership
with
the
family.
J
It
provides
tips
on
how
parents,
caregivers
and
students
can
improve
their
attendance
so
that
sometimes
that
can
be
habits
and
practices
at
home
waking
up
in
the
morning
having
a
routine
and
so
forth,
and
then
it
also
provides
how
to
get
in
contact
with
the
school
if
they
need
additional
help
or
they're.
Looking
for
resources,
as
well
as
just
transparently
shares
the
district
calendar
as
well
as
well
as
the
report
card
schedule,.
J
Some
of
the
more
intensive
resources
that
we
have,
the
students
have
available:
75-minute
School
consultation
sessions
through
a
panorama,
strategic
advisor
to
improve
their
practices
and
improve
their
integration
of
the
Panorama
Student
Success
platform.
Again
we
talked
about
the
tiered
attendance
system,
the
the
consultative
service
that
we
offer
through
our
department
through
the
regional
model.
Again
we
have
intensive
on-site
support.
J
The
attendance
mini
grants
initiative
is
an
answer
funded
project.
We
viewed
this
as
an
opportunity
to
really
help
return
from
remote
learning
during
the
pandemic
and
reinvigorate
and
re-establish
the
strong
attendance
practices
that
really
shifted
by
necessity
during
the
pandemic.
That
that
looked,
very
different
schools
could
apply
in
September
of
each
of
the
prior
to
school
years,
with
funding
upwards
of
twenty
thousand
dollars
per
School.
J
The
the
guidelines
that
that
schools
had
in
place
were
specific
priority
student
groups,
so
these
are
some
of
the
demographic
groups
that
we've
seen
higher
rates
of
chronic
absenteeism,
so
developing
a
project
plan
or
a
Grant
application
that
would
describe
how
they
would
Implement
strategies
to
reduce
chronic
absenteeism
and
specifically,
focus
on
engagement
with
those
groups,
as
well
as
the
use
of
some
of
the
existing
BPS
tools
and
resources
to
accomplish
their
their
Vision
with
the
current
school
year.
J
We
enhance
this
process
to
implement
Staffing
support
for
implementation
and
budget
management.
We've
had
55,
unique
schools
that
participated
in
this
process.
You
can
see
that
we
had
16
high
schools
the
first
year
and
and
then
15
the
second
year.
K
J
We
have
been
doing
that,
but
it's
been
more
of
an
inorganic
approach
and
not
necessarily
sort
of
like
formal
focus
group
approach.
So
we
before
the
in
2020
the
fall
of
2020
or
excuse
me
the
fall
of
2019
before
the
onset
of
the
pandemic.
We
actually
did
organize
a
student
attendance
Forum
where
we
brought
together
students
across
a
range
of
high
schools
to
gather
their
input
and
insights,
which
helped
to
sort
of
formulate
the
vision
that
we
now
have
in
place.
J
Some
of
our
current
work
has
involved
having
ongoing
dialogues
with
students.
We've
had
a
lot
more
involvement,
for
instance,
with
the
Boston
student
advisory
Council
to
engaging
students
around.
J
You
know
their
thoughts
on
the
overall
School
environment,
the
culture
and
climate,
the
safety
and
well-being
and
their
feelings
about
that.
So
that's
some
of
the
work
that
we've
done
directly
in
our
department.
It's.
K
Exciting
and
superintendent,
this
I'm
sure
you're
thinking
about
this
as
it's
going
right
like
this,
is
interesting,
real
hard
data,
less
the
sort
of
the
anecdotal
sort
of
stories
and
more
like
what
are
the
things
that
are
pulling.
Our
young
people
during
this
crisis
is
IT
jobs.
Is
it
illness?
Is
it
caretaking
for
a
family
member?
Is
it
taking
care
of
a
sibling?
Is
it
disengagement?
K
Just
like
the
school
is
no
bueno
and
I
don't
want
to
be
there
right
like,
but
if
we
have
better
information,
then
we
can
develop
programming
around
it,
like
I
suspect
there
is
like
a
you
know.
You
hear
me
talk
about
this.
All
the
time
like
I
suspect
there
is
a
big
chunk
of
our
young
people
who
are
working
and
picking
up
hours
during
the
school
day
and
so
like.
How
do
we
compete
with
that
market?
How
are
we
creating
work
study,
jobs
at
school
or
like
doing
things
that
are
Innovative
to
be
like?
K
L
So
I
think
one
of
the
one
of
the
really
important
processes
and
structures
that
we've
worked
hard
on
is
the
student
support
teams
and
we
didn't
talk
as
much
about
them
tonight,
but
they're
the
ones
using
panorama
they're
the
ones
like
at
noticing
and
calling
out
like
when
a
student
gets
referred
to
SST
because
of
that
kind
of
flag
of
chronic
absenteeism.
L
Then
there's
like
a
process
in
place
of
who's
talking
to
the
student
to
be
able
to
have
that
conversation
and
find
out
what's
going
on
with
the
young
person
and
then
from
that
it
needs
to
be
kind
of
a
menu
of
options
which
you
know.
We
kind
of
call
the
tier
two
and
the
tier
three
supports
to
figure
that
out.
I
think
what
makes
the
data
really
messy
in
my
mind,
compared
to
like
when
when
I
was
doing
this
seven
years
ago,
is
the
pandemic
has
created
kind
of
a
catch-all
right
now
with
the
kids.
L
So
you've
got
some
kids
in
there
who
are
off
track
because
of
the
pandemic
back
when
they
were
ninth
graders
or
they
were
seventh
graders
and
they
haven't
caught
up
so
they're
lagging
with
skill,
and
so
it's
a
combination
of
things.
That's
really
going
on
for
the
kids
in
that
situation
versus
you
know,
other
kids,
who
might
have
stayed
on
track
or
near
track
during
the
pandemic,
and
then
they
hit
the
11th
grade.
L
And
then
we
see
a
typical
pattern
where
job
might
be
pulling
caretaking
might
be
pulling,
and
you
get
kind
of
a
more
traditional
reason
for
why
a
student
is
in
and
out
of
school
I.
Think
the
English
language
Learners,
like
our
mle
kids.
L
That
is
a
group
that
we
need
to
have,
and
we've
always
needed
to
have
better
solutions
for,
for
a
number
of
reasons.
I
think
the
pandemic
in
particular.
L
You
know
really
really
hit
at
this
group
of
students
and
and
I
also
think
that
the
pattern
we
see
often
with
our
multilingual
Learners,
particularly
our
newcomers
when
they
come
in
over
aged
and
they're,
say
18
as
a
freshman,
and
they
know
that
they've
got
four
years
to
go.
They
will
often
stay
in
school
for
a
year
or
two
they'll
they'll
start
to
learn.
L
If
they're
going
to
choose
to
ultimately
stay
in
a
Traditional
School
setting,
but
have
an
option
where
they
can
go
start
in
Adult
Ed
earlier,
if
they're
say,
20
21
years
old
still
be
able
to
go
for
a
diploma,
but
have
a
more
flexible
schedule.
Have
the
ability
to
be
able
to
work
and
not
have
a
you
know,
blow
up
their
schedule?
L
That's
a
group
that
we
really
need
to
think
out
of
the
box
about
for
Solutions,
so
I
think
you
know
as
we
pull
apart
the
Dropout
data.
You
know
which
we
have
we
started
with
it.
You
know
today
we're
going
to
be
building
up
the
tier
two
and
tier
three
supports
in
our
schools,
so
that
all
of
our
kind
of
bigger,
open,
enrollment
schools
have
some
of
the
credit,
recovery
and
alternative
programming
right
in
the
school.
L
So
the
student
doesn't
need
to
leave
it,
but
then,
if
a
student
is,
you
know,
becomes
over
aged
or
it
you
know,
because
of
absenteeism
starts
to
kind
of
get
into
that
Dropout
cycle.
We
then
have
a
menu
of
options
for
them
that
really
speaks
to
where
they
are
and
what
they
need.
L
So,
whether
that's
more
academic
recovery,
whether
that's
social,
emotional
support,
whether
that
is
you
know
if
they
have
an
IEP-
can
do
continuation
of
services
but
really
develop
a
menu
that
meets
the
young
person
where
they
are
in
that
process
that
and
have
the
ability
that,
if
that
doesn't
work
out,
they
still
can
go
back
into
the
process
and
have
another
opportunity
with
another
choice
so
never
giving
up
on
them.
L
So
I
think
you
know
that's
going
to
be
something
you're
going
to
hear
a
lot
more
about.
This
is
obviously
very
much
about
paying
attention
to
data.
I
was
on
a
call
earlier
today
with
superintendents
from
around
the
state,
and
this
was
like
one
of
the
big
things
that
Jesse
was
talking
about
was
chronic
absenteeism,
you
know
is
part
of
the
accountability
mechanism
right.
L
It's
part
of
the
accountability
system
and
just
really
saying
make
sure
you've
got
your
system
set
up,
so
you
know
who
the
students
are
and
you're
you're
able
to
support
them
and
I.
L
Think
you
know
what
Brian's
been
able
to
show
and
she's
Kelton
you
know
is
is
is
building
out
is
is
really
A
system
that
every
school
participates
in
follows,
but
that
relies
also
on
working
with
the
district
in
building
out
the
levels
it
supports
that
young
people
need
once
they
once
we
discover
what
the
root
or
roots
are
as
to
why
they're
they're
out
why
they
can't
come
to
school
regularly.
L
A
K
I
was
just
saying
it:
there
is
a
sort
of
terrifying
element
of
the
16
plus
number
for
our
our
kids
right,
like
we're.
Almost
at
half
of
those
young
people
are
are
chronically
absent
and
just
like
in
terms
of
skill
development
and
then
obviously
I'm,
just
like
really
curious.
What's
pulling
you
like
what
is
keeping
you
from
school
and
to
have
harder
data
on
that
would
be
interesting.
It
actually
is
like
full
circle
to
the
beginning
of
our
our
conversation
today,
yeah.
B
K
K
Climate
and
I
know
that
there's
the
panorama,
data
I,
don't
think:
we've
seen
the
data
since
after
the
pandemic,
if
I,
if
I'm
understanding
it
correctly,
so
is
there
a
plan
for
that
to
keep
happening,
that
school
climate
data
to
be
released
publicly
and
or
even
to
be
taken?
Maybe
it
is
being
taken
I
just
don't
know,
because
that
I
suspect
will
also
help
us
understand
schools
that
may
be
struggling
around
creating
certain
things
environment.
So.
L
I
believe
April's
on
here,
director
Clarkson
on
here
yeah
great,
is
April.
So
just
a
question
on
the
survey
on
the
climate
data,
because
we
kind
of
capture
this
in
several
ways.
But
the
timeline
like
how
often
we're
surveying
and
then
when
we
would
release
that.
V
Yeah
thanks
for
asking,
so
we
have
last
year's
climate
survey
online.
If
you
go
to
bostonpublicschools.org
survey,
you'll
be
able
to
see
last
year's
results
for
Schools
teachers
and
or
sorry
students,
teachers
and
families
on
their
school,
and
you
can
see
that
broken
down
for
the
district
and
then
for
each
individual
School.
Each
question:
that's
on
the
survey
we
suppress
data
for
the
most
part,
the
student
and
the
teacher
rates
are
far
away
from
me,
so
that
data
is
available.
V
V
We
will
be
launching
our
spring
survey
next
month.
The
launch
date
is
we're
hoping
for
April,
10th
and
that'll
be
open
for
about
six
weeks.
After
that
we
will
analyze
the
data
and
we
we
aim
to
get
the
data
analyzed
and
the
results
posted
to
the
website
before
the
end
of
the
school
year,
so
that
schools
are.
H
Able
to
make
plans
and
families
are
able
to
see
the
results
of
their
surveys
and
I
assume
as
possible,
and
and
so
those
will
be
up
around
once
they
are
available.
A
I
Q
Yeah
so
I
I,
like
I,
like
what
you
guys
are
doing,
but
I
just
like
to
say:
ask
what
steps
are
you
taking
proactively
to
prevent?
Well,
how
do
I
plan
this?
How
do
I
clean
this?
Not
necessarily
that
but
ship
had
what?
How
do
I
explain
this.
L
Sure
so
I
think
I
think
I
think
you're
asking
what
steps
are
we
taking
proactively
when
we
see
a
student
that
has
a
chronic
absenteeism
issue
forming,
but
maybe
not
as
at
that
point,
what's
kind
of
the
intervention
steps
that
we
take
so
I
think
I
think
Brian?
Maybe
we
can
talk
about
the
SST
process
and
you
know,
and
then
the
attendance
plan
and
so
forth.
J
Yeah,
so
there's
a
couple
of
different
levels
to
this.
One
is
that
we
have
historical
attendance
data
of
students
who
have
been
in
the
district
right,
so
part
of
what
we
coach
schools
to
do
is
when
we're
going
into
the
next
school
year.
The
time
to
start
the
Outreach
is
early
and
often
right,
and
if
you
have
capacity
and
opportunities
to
engage
over
the
summer,
that's
critically
important
as
well,
and
who
can
you
really
connect
with
the
student
from
the
school
community
that
that
can
do
some
of
that
consistent
Outreach?
J
Hopefully
it's
based
on
an
existing
relationship,
but
if
not,
is
it
based
on
similar
interests,
background
a
level
of
alignment?
Some
we
have
so
many
Educators
across
schools
that
just
have
those
personalities
to
engage
students
and
really
help
students
find
that
joy
and
coming
to
school
every
day
and
find
that
connection
as
it
relates
to
early
warning
indicators.
J
Part
of
the
process
that
we're
helping
each
School
build
is
that
attendance
team,
that's
keeping
an
eye
on
the
attendance
data
specifically
and
is
doing
some
of
the
early
Outreach,
and
that
has
to
happen
in
collaboration
with
the
classroom
teacher.
That's
part
of
the
reason
why
the
Panorama
platform
is
so
helpful,
because
this,
the
teacher,
as
well
as
folks
from
the
attendance
team,
who
often
overlap
with
the
Student
Success
team,
the
SST
and
are
part
of
the
the
school
student
support
team,
can
work
collaboratively
to
understand
some
of
the
root
causes.
J
What
we
coach
in
guide,
schools
and
help
them
Implement
in
terms
of
a
process,
is
that
the
attendance
Team
Works
closely
and
in
conjunction
with
the
SST,
so
that,
once
that
root
cause
is
identified,
if
it's
not
a
matter
of
a
deeper
level
of
Engagement,
some
of
the
relationship
building,
there
are
maybe
some
more
complex
challenges
that
are.
Referral
to
the
SST
is
made
to
help
better
support
that
student
with
again
tiered
supports
and
a
menu
of
options,
as
superintendent
Skipper
mentioned.
J
L
So
Diego,
are
you
talking
about
like
I'm,
just
I
want
to
understand
so
I
answer
this
right?
Are
you
so
you're
talking
about
like
a
a
student?
That's
at
a
school
they're
approaching.
You
know
they're,
not.
L
Yeah
so
I
I
mean
I,
think
this
gets
into
guidance
actually
right
like
where
it's
it's
working
with
guidance,
so
that
we're
we're
really
looking
and
auditing
student
transcripts
closely
and
having
conversations
with
students
early
so
that
if
they're
struggling
and
have
failed
a
class,
they
know
what
their
options
are
to
be
able
to
make
it
up
before
it
becomes
a
real
problem
where
they
like
face
to.
L
You
know
in
our
schools,
at
the
high
school
level
in
particular
of
running,
you
know,
regularly
running
reports
and
knowing
you
know
where,
where
our
students
are
academically
and
what
they're
missing
for
credit
or
where
they're
falling
behind
right
students
could
would
be
referred
to
SST
and
I
think
the
earlier
intervention,
the
better
right
that
they're
aware
of
it
their
parents,
aware
of
it
so
that
they
know
what
their
options
are,
rather
than
waiting
until
the
end
of
the
year
and
then
discovering
it
and
then
having
fewer
options.
L
So
that's
something
we
can
give
feedback,
particularly
to
Catherine
Chu
and
the
guidance.
The
guidance
team
in
BPS.
A
M
M
M
N
I
think
that
this
this
there's
a
concern
and
that
we
have
been
talking
about
and
and
we
need
to
find
the
root
causes
of
this
chronic
absenteeism.
M
N
The
school
should,
through
the
social
worker
of
the
family
liaison,
should
notify
the
family
when
this
is
happening.
M
N
So
this
is
not
a
question
but
more
of
a
suggestion
to
have
the
family,
Liaisons
or
the
social
workers
in
the
schools
to
really
give
a
follow-up
with
the
families
to
find
out
what's
happening
before
sending
them
to
court.
J
Yeah,
thank
you
so
much
Miss
Polanco
Garcia
without
you
know
knowing
the
particulars
of
this
situation,
and
obviously
we
wouldn't
discuss
that
in
this
forum
we
do
have
a
process
in
place,
but
certainly
that
feedback
is
helpful
because
we
want
our
whole
Vision
around
truancy.
Court
is
that
it
should
be
the
last
resort.
We
require
that
schools
have
a
documented
tier
three
intervention
plan
and
that
all
options
and
strategies
have
been
exhausted
before
we
have
to
get
to
that
point.
J
So,
ultimately,
we
understand
the
balance
of
our
responsibility
to
make
sure
that
students
are
in
school
every
day
and
have
every
opportunity
to
be
in
school
every
day,
but
we
want
to
help
families
overcome
barriers,
and
that
is
our
number
one.
Focus
I
I
particularly
appreciate
your
feedback
and
insight
around
social
workers
and
family
Liaisons,
engaging
that's
something
that
we've
seen
really
Elevate
as
part
of
the
regional
model.
J
We
actually
recently
introduced
a
specific
guide
for
family
Liaisons,
that
we've
been
training
across
regions
that
helps
being
Liaisons
to
have
some
of
those
attendance
conversations,
but
gives
them
a
protocol
in
terms
of
prompts
in
terms
of
how
to
pull
the
data,
but
how
to
approach
the
conversation
in
a
way
that
is
going
to
be
student
and
family
centered
and
again,
sharing
the
data
transparently
and
trying
to
view
to
avoid
that
accusatory.
J
R
Thank
you,
madam
chair,
and
thank
you
for
the
presentation
this
evening
and
it's
nice
to
be
back
talking
about
student
outcomes
or,
more
importantly,
some
of
the
key
determinants
of
student
outcomes.
We
know
I
mean
it's
such
a
direct
correlation
right
on
chronic
absenteeism
and
the
impact
to
our
students.
So
I'm
really
glad
that
we're
talking
this
through
the
data
you
know
is
important
to
see.
We
need
to
see
it
to
understand
the
impact
and
appreciate
the
work
that
is
being
done
and
the
range
of
items
that
are
being
done.
R
It's
it's
interesting
that
Mr
cardet
Hernandez
asked
about
a
survey
because
I
was
going
there
right
away
as
well,
because
it
would
really
be
interesting
to
hear
the
root
causes
from
students
viewpoint,
but
I
also
know
how
difficult
it
is
to
really
dig
down
and
understand
what
someone
may
check.
R
And
then
you
know,
when
you
really
talk
and
I
know
the
work
we're
doing
around
dropouts
and
the
re-engagement
center
was
groundbreaking
when
we
brought
in
folks
such
as
Emmanuel
Allen,
who
was
funding
it
right
now,
Mr,
Allen
and
and
doing
a
great
job,
and
he
was
with
a
few
other
folks
who
really
understood
and
could
relate
to
the
students
because
they
had
been
there
that
had
been
an
issue
to
them
and
they
overcame
it
and
they
could
talk
one-on-one
with
the
students
and
relate
and
I'm
wondering
how
you
know.
R
I
hear
these
titles
of
attendance
officer
or
that
type
of
thing
that
you
referenced
I
think
I
know
a
bit
a
bunch
of
this
comes
down
to
mentoring
and
relating
and
having
students
understand
the
impact
of
you
know
not
being
absent,
but
also
hearing
them.
That
someone
cares
about
them
and
and
wants
them
to
be
there
and
sees
the
value
and
can
help
model
the
behaviors,
but
also
understanding
that
Transportation.
R
Many
of
our
students
are
going
from
one
side
of
the
city
to
another
and
particularly
in
high
school
they're,
on
public
transportation
and
let's
face
it.
I
ride
the
Orange
Line
almost
every
day,
I'm,
pretty
tired
of
it
crawling
along
right
and
I.
Can't
imagine
doing
that
at
you
know:
6
30
in
the
morning
when
you're
a
high
schooler,
because
we
haven't
adjusted
the
start
times
for
high
schools
and
or
maybe
you
are
working
two
or
three
jobs
and
contributing
to
your
family
as
well
or
caring
for
younger
siblings.
R
We
were
doing
that
so
Kudos
on
that
would
love
to
see
if
we
think
that
has
added
impact
as
well,
because
I
do
know
how
that
is
based
in
science.
That
approach
and
so
I
appreciate
that
but
I'm
just
wondering
how
how
mentoring
and
and
peer
counseling
and
peer-to-peer
counseling
or
engagement
Works
in
on
this
as
well.
J
Yeah,
thank
you.
Mr
O'neill.
That's
that's
an
excellent
question,
so
it
it
actually
is
one
of
the
overarching
themes
that,
when
we're
providing
that
on-site
support
to
schools
or
we're
guiding
schools
through
the
tiered
attendance
system
process,
there's
a
whole
section
about
mentoring
and
part
of
what
we
help
schools
to
accomplish
is
to
find
areas
where
they
can
integrate
mentoring
principles
in
their
school,
because
there's
a
lot
of
different
ways
to
go
about
it
and,
depending
on
the
grade,
ranges
in
a
school,
it
might
look
very
different.
J
So
you
know
the
Tobin
is
an
example.
They've
been
doing
a
student
ambassador
program
for
several
years
now,
where
they
pair
older
students
with
younger
students,
particularly
students
that
are
having
attendance
challenges
and
there's
a
level
of
mentorship
in
coaching,
and
it
brings
so
much
life
in
enrichment
and
engagement
and
connection
to
the
school
community.
J
Our
department
is
also
very
much
involved
with
the
ongoing
leadership
and
delivery
of
our
Academic
mentorship
Program,
which
is
a
collaboration
with
the
division
of
academics,
as
well
as
Equity
strategy
and
opportunity
gaps
that
is
available
to
all
students
in
grades
6
through
12.,
it's
grown
each
year.
That
is
a
program
that
students
ultimately
opt
in
and
they
share
what's
important
to
them
and
what
their
needs
are
and
what
they're
looking
for
in
a
mentor.
And
then
we
have
a
really
intensive
matching
process
and
that's
another
area.
J
So
when
we,
when
we're
working
with
schools,
we
help
them
to
think
about
and
explore
what
mentoring,
principles
and
programs
they
already
have.
Sometimes
it
can
be
family
to
family
mentorship
opportunities.
It
can
be
staffed
to
student
mentorship
opportunities
and
then
helping
them
to
build
that
out
and
really
run
with
that
model,
but
also
helping
them
to
see
that
hey.
You
can
lean
on
the
infrastructure
that
we
already
have
in
place.
You
can
connect
students
to
the
existing
mentorship
programs.
J
L
Yeah
I'm
gonna
actually
pull
Chief
Kelton
in
because
I
think
it's
important
I
think
as
Brian's
indicating
there's
a
whole
menu
of
what
we
call
kind
of
healthy,
Youth
Development
that
we're
working
on
you
know
to
build
in
and
so
I
think
Chief
kelton's
Vision
of
the
Department
of
student
support
and
that
being
like
a
key
piece,
is
what
is
taking
a
minute
to
talk
about
so
Chief
Kelton.
P
Yeah,
you
know
I
think
what's
really
important
and
what
we're
trying
to
do
in
the
division
of
student
support
is
recognize.
That
relationship
has
to
be
at
the
core
of
any
initiative,
whether
it's
around
attendance,
whether
it's
around
academics,
students
want
to
come
someplace
that
they
feel
connected
to
and
they
want
to
sit
in
a
classroom
and
learn
from
a
teacher
that
they
feel
connected
to.
P
So,
as
we
begin
to
sort
of
create
more
engagement
opportunities
for
our
young
people
to
offset
this
chronic
absenteeism,
we
are
understanding
that
at
the
core
of
all
of
this
programming
has
to
be.
It
has
to
be
relational.
It
has
to
be
a
program
that
connects
our
young
people
not
only
to
one
another,
but
also
to
the
adults.
I
recently
hired
an
assistant
super
of
a
superintendent
of
student
development
and
advancement
Corey
McCarthy,
and
he
is
helping
to
support
the
department
of
opportunity
Youth
and
he
is
starting
to
roll
out
a
peer
mediation
program.
P
District-Wide.
It's
a
peer
Diplomat
program
and
we're
also
looking
at
expanding
our
anti-bullying
ambassadors
program
and
also
partnering
with
the
mayor's
office
of
blackmail
advancement
to
expand
Beyond
academic
mentorship
into
relational
mentorship.
So
students
have
the
opportunity
to
engage
with
and
create
and
learn
how
to
create
meaningful
relationships
with
adults.
P
So
you
know
I
think.
While
we
do
this,
we
also
can't
lose
sight
of
the
fact
that
it's
imperative
that
we
create
connection
with
families
as
well
that
parents
are
a
part
of
this
because
to
the
exact
point
of
Miss,
Polanco
Garcia,
we
have
to
know
that
we
can
pick
up
the
phone
and
connect
with
an
adult
or
with
a
parent.
R
Thank
you
thank
you
for
that
and
I'll
just
say.
In
conclusion,
after
what
you've
said
and
I
appreciate
that
there
is
a
lot
of
focus
on
mentorship,
it'd
be
interesting.
R
As
we
talked
about
you
know
having
data
from
a
survey
of
students
of
why
they
say
you
know
what
this
is
would
also
be
interesting
to
hear
from
the
mentors
the
ones
who
are
working
directly
with
the
students
of
what
their
interpretation
of
the
root
cause
is
and
see
if
there's
a
disconnect
between
the
two
and
that
may
be
helpful
as
well,
so
to
just
a
thought,
but
I
I
appreciate
the
focus
on
this.
This
is
such
a
important.
A
Thank
you,
I
know,
we've
a
lot
of
questions
have
been
about
the
oldest
old
and
wondering
when
you
were
talking
about
the
statistics
that
we
have
a
number
of
very
young
students
or
families
who
are
you
know
and
who
are
more
responsible
for
getting
kids
to
school
and
not
getting
them
there
and
what
strategies
we're
looking
at
around
parent,
engagement
or
parent
and
actually
in
some
ways.
Parent
learning
about
the
importance
of
consists
starting.
The
habit
of
consistent
School
attendance,
very
young.
L
On
that
yeah
I
will
yeah
thanks
Brian,
so
filmster
is
that
here
is
that
that
is
where
the
social
workers
like
are
so
critical
in
the
schools,
because,
generally
when
a
parent
is
struggling,
getting
a
student
to
school,
it's
a
family
systems
piece
and
we,
you
know
we
have
to
work
across
the
family
and
we
have
to
identify.
You
know
what
what?
How
can
we
help
stabilize
what
agencies
that
we
can
help
connect
the
parent
to
and
so
I
to
me?
L
L
Bilingual
social
workers
are
extremely
important
so
that
communication
isn't
a
further
barrier
in
just
making
that
connection
with
the
family
unit,
leveraging
our
city
agencies
and
knowing
what
they
are
leveraging
our
community-based
agencies
and,
what's
in
the
community
and
making
that
connection,
it's
what
actually
really
excites
me
about
the
Hub
model
with
our
community
schools,
because
we
can
see
a
day
in
BPS
where
all
of
that
is
right
there,
where
the
student's
living
and
with
it,
where
the
family's
living
as
opposed
to
having
to
kind
of
go
across
town
or
the
city
to
get
those
resources.
L
So
you
know
we're
working
really
closely
with
our
social
workers,
with
our
school
psychologists
and
clinicians,
like
everyone
in
that
fabric,
to
make
the
connection
for
our
youngest
students,
where
we
we
see
that
that,
and
sometimes
it
can
be
Transportation,
it
can
be
a
resource
issue
for
them.
It
can
be
a
caretaker
issue
for
them.
L
A
L
This
is
why,
in
the
budget
we've
we
LED
with
mtss
as
a
tier
one
strategy,
because
it
is
through
the
mtss
model
that
we're
really
talking
about
multiple
tiered
supports,
and
the
classroom
teacher
is
a
part
of
that,
so
really
having
strong
academic,
a
strong,
PD
and
training
for
our
teachers,
because
they
see
our
students
every
day
and
they're
meeting
our
families
every
day.
L
So,
as
that
starts
to
strengthen
in
our
district-
and
we
actually
really
have
common
language
and
strategy
through
mtss
with
the
training
that's
going
to
be
run
through
Dr
Chen's
office,
that's
going
to
help
us
to
really
be
able
to
even
to
identify
students
that
we
weren't
previously,
but,
more
importantly,
to
put
a
support
in
place
for
those
students
in
in
a
tier
one
and
kind
of
a
universal.
The
other
work
is,
you
know
in
the
regional
Network
model.
Now
that
we
have
the
in,
we
have
family
Liaisons
in
each
of
the
schools.
L
This
is
the
other
deep
training
that
those
family
engagement,
Specialists
receive
and
will
get,
which
is
how
to
be
able
to
I,
have
those
conversations
and
where
to
tap
resources
when
a
family
unit
is
struggling
and
it
expresses
itself
in
attendance
and
that's
what
I
think
you
know
Brian
was
sort
of
referring
to.
Is
it's
really
using
the
support
system
that
we
have
at
the
school?
L
That's
comprised
of
a
lot
of
these
different
support
staff,
but,
along
with
the
classroom
teacher
to
be
able
to
make
sure
that
our
youngest
students
in
particular,
are
cared
for
in
and
noticed
when
something's
going
awry,
yeah.
A
I
think
early
in
the
presentation
you
were,
you
were
doing
a
correlation
that
was
talking
about
that.
There
were
a
number
of
of
chronic
apps
absenteeism
in
many
of
our
schools.
That
are,
you
know
in
turn
around
or
you
know
that
are
needing
more.
You
know
more
supports
and
I
guess.
A
The
question
is
again
around
family
engagement
and
family
awareness
around
that
you
know,
kids
do
better
when
they're
in
school
and
the
family
routines
and
all
of
those
kinds
of
things
and
wondering
if
you
know,
if
there's
any
other
kinds
of
messaging
that
we
need
to
do
that,
helps
parents
to
see
the
relationship
also
between
student
outcomes
and
student
attendance
and
routines
early
on
to
prevent
you
know
later
School.
L
Issues
yeah:
these
are
the
I
mean
these
are
the
real
conversations
right
when
teachers
you
know
have
that
conversation
at
a
parent
conference
you
know
or
at
a
curriculum
night
and
make
that
connection
for
the
parent,
that
you
know,
here's
what
students
are
learning
and
when
your
students,
not
here
they're,
missing
this,
and
in
fact,
not
only
are
they
missing
this,
but
then,
when
they
come
back,
it's
very
hard
for
them
to
understand.
L
All
we
did
yesterday
right,
and
so
it
really
is
I
mean
I
once
had
a
principle
that
literally
calculated
like
minute
the
instructional
minutes
that
a
student
would
miss,
and
it
was
amazing
that
one
simple
thing
that
then
was
able
to
translate
that
to
our
to
parents
and
the
attendance
went
way
up,
because
parents
weren't
thinking
about
one
day.
They
were
thinking
about
six
and
a
half
hours
of
instruction
times.
L
You
know
300
minutes
of
instruction
right
and
so
all
of
a
sudden,
it
just
took
on
a
very
different
sense
of
importance,
as
opposed
to
well,
if
they
miss
a
day,
they
miss
a
day.
You
know
type
of
thing,
so
I
think
you're,
absolutely
right!
That
dialogue
is
key.
The
education
piece
is
key.
L
You
know
to
miss
Blanca
Garcia's
point:
the
connect,
the
connection
with
our
families
at
the
earliest
possible
moment
you
know,
is-
is
critical
to
engaging
the
parent
to
be
part
of
the
solution.
Yeah
thank.
A
If
not
I
want
to
thank
you,
Mr
Marks,
for
the
report,
and
we
look
forward
to
next
steps
in
hearing
more
about
this.
Thank
you
so
much
thanks,
Brian
sure
all
right.
Well
now,
move
on
to
public
comment
on
reports.
Miss
Sullivan.
A
Not
that
concludes
our
business.
For
this
evening.
The
next
virtual
school
committee
meeting
will
take
place
on
Wednesday
April
12th
at
5
PM.
If
there's
nothing
further
I'll
entertain
a
motion
to
adjourn
the
meeting.