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From YouTube: Boston School Committee Meeting 8-4-21 Part 2
Description
Boston School Committee Meeting 8-4-21 Part 2
A
Building,
you
know
those
kinds
of
things
so
that
all
schools
are
part
of
this
vps
build
bps
moving
forward.
B
Yeah,
the
one
thing
we
know,
ms
robinson,
is
that
we
have
a
lot
of
buildings
that
need
repair
and
everybody
basically
should
be
on
that
list.
Just
about
other
than
a
good
handful
of
schools
that
are
new
within
the
last
several
years
or
renovated.
B
B
A
Thank
you.
Are
there
any
other
questions
before
we
move
on?
A
If
not
again,
thanks
to
the
whole
team
for
your
report
and
we
look
forward
to
the
next
update,
which
I'm
sure
we'll
have
next
meeting.
Thank
you
so
much.
Our
next
report
is
our
annual
wellness
policy
update
at
this
time,
I'd
like
to
invite
jill
carter,
bps
assistant,
superintendent
of
health
and
wellness,
marika
lear,
director
of
wellness
policy
and
promotions,
bps
office
of
health
and
wellness,
and
dr
jennifer
lowe
medical
director
of
boston,
public
health
commission.
To
please
present
the
report.
B
I
am
so
proud
of
ms
carter
and
the
work
that
they
are
doing
around
health
and
wellness,
and
I'm
excited
to
see
her
report.
The
team
has
really
rallied,
especially
during
this
year
of
pandemic,
and
so
I'm
going
to
turn
it
over
to
ms
carter
and
just
give
her
big
kudos
and
thanks
for
all
that,
they
do
and
thank
you,
ms
lowe
again,
dr
lowe
again
for
always
just
putting
us
first
and
and
being
such
a
great
partner.
C
Thank
you
so
much
and
good
evening,
everyone,
I'm
jill
carter,
I'm
assistant
superintendent,
for
the
office
of
health
and
wellness,
and
I'm
here
in
my
role
as
the
co-chair
of
the
district
wellness
council,
the
superintendent
appointed
advisory
committee
that
develops,
recommends,
reviews
and
advises
on
health-related
district
policies.
C
The
district
wellness
council
is
also
tasked
with
evaluating
and
reporting
on
the
implementation
of
the
wellness
policy.
Tonight
we
are
happy
to
welcome
the
new
school
committee
members
and
excited
to
present
the
school
year.
1920
district,
wellness
policy,
annual
report
and
I
apologize
if
I'm
speaking
a
little
bit
too
fast.
I
will
try
to
slow
down
but
marika
if
you
would
like
to
share
the
screens
shortly
and
get
our
presentation
up.
C
I'm
joined
by
my
co-chair,
dr
jennifer
lowe,
medical
director
of
the
boston,
public
health,
commission
and
marika
lear,
our
director
of
wellness
policy
and
promotions
from
the
health
and
wellness
office.
C
D
D
D
D
What
the
report
allows
us
to
do
is
to
look
at
the
metrics
in
tandem
and
discuss
their
connection
to,
and
impact
on,
student
health
outcomes
due
to
the
comprehensive
nature
of
the
metrics
and
the
reports
and
the
need
for
cross-departmental
and
state
polar
engagement.
It
requires
a
full
year
to
compile
and
synthesize
all
the
information.
D
We
alternate
between
qualitative
and
quantitative
annual
assessments.
This
year's
report
is
quantitative.
After
a
brief
introduction
to
the
wellness
policy
and
overview
of
the
evaluation
plan.
Logic
model
we'll
review
the
key
student
health
impacts
that
drive
the
policy,
touch
on
some
key
outcomes
for
each
policy
area
and
then
present.
Our
overall
assessment
of
our
policy
implementation,
progress
and,
lastly,
we'll
present
the
to
the
council,
the
recommendations
to
the
I'm
sorry
to
the
superintendent
and
the
school
company
will
present
the
council's
recommendations
based
on
the
policy,
joe.
C
C
C
C
This
report
illustrates
how
the
health
of
bps
students
and
schools
drives
the
work
of
various
departments
and
offices
to
coordinate
across
all
policy
areas
to
provide
support
to
schools
and
direct
support
to
students.
This
work
is
informed
by
and
engages
community
partners
and
families.
We
are
using
a
collective
impact
approach.
C
C
C
C
So
we
will
hit
on
some
of
the
key
takeaways
in
each
policy
area
share
our
estimates
of
where
we
are
in
implementing
the
policy
and
discuss
some
recommendations
on
the
slides.
We
will
be
showing
you
school
year,
1920
data
and
we
will
share
updated
information
where
we
have
it
next
slide
return
to
marika.
E
E
E
E
Only
25
percent
of
high
school
students
ate
breakfast
daily,
significantly
less
than
students,
both
statewide
and
nationally.
Lastly,
recommended
fruit
and
vegetable
consumption
is
low
among
high
school
students
in
regards
to
sexual
health.
Yrbs
data
shows
that
the
percentage
of
high
school
students
who
have
ever
had
sexual
intercourse
or
are
currently
sexually
active
are
statistically
significantly
decreased
since
1993
and
current
prevalence
is
similar
to
state
and
national
data.
E
There
is
a
high
prevalence
of
persistent
sadness,
both
among
high
schools
and
middle
school
students,
and
just
over
half
of
high
school
and
middle
school
students
expressed
a
connection
to
people
at
their
schools
among
high
school
students.
Female
students
are
statistically
more
likely
to
report
persistent
sadness
compared
to
their
male
peers,
which
is
45
versus
25
and
students
that
identify
as
lesbian,
gay
or
bisexual
are
more
likely
than
their
straight
peers
to
report
persistent
sadness
which
is
59
versus
31
percent.
E
E
Approach
so
the
next
four
slides
contain
key
takeaways
from
the
1920
report
by
policy
area
and
organized
by
whole
child
elements
first
for
whole
child
culture
and
climate.
We
look
at
cultural
proficiency,
staff,
wellness
and
social
emotional
climate.
We
saw
some
improvements
in
these
policy
areas,
but
they
still
remain
partially
implemented.
E
So
we
know
there
was
a
large
percentage
of
students
who
are
not
feeling
the
impact
of
these
efforts
or
seeing
a
change
in
staff
teaching
practices
yet
related
to
the
engagement
in
wellness
councils.
Only
16
schools
reported
families
participating
in
school
wellness
councils,
four
schools
with
students.
This
is
a
big
opportunity
for
growth
in
school
wellness.
Council
student
and
family
engagement
for
staff
wellness.
E
E
E
Moving
on
to
whole
child
support
services
in
these
areas,
we
can
see
how
investments
have
improved
implementation
in
these
policy
areas
for
safe
and
supportive
schools.
The
district
has
been
investing
in
important
mental
health
support
service
staff
at
schools,
primarily
social
workers
and
some
school
psychologists.
E
However,
only
26
percent
of
schools
were
meeting
or
exceeding
the
recommended
ratio
for
school
psychologists.
In
school
year.
Nineteen
twenty
most
schools
reported
taking
a
multi-tiered
systems
of
support
approach
and
had
a
student
support
team
and
we
have
improved.
We
have
seen
improved
systems
to
identify
and
provide
supports
for
students
experiencing
homelessness.
E
Progress
on
coordinating
the
hub
school
pilot
was
made
in
school
year.
1920
and
investments
have
been
made
to
launch
the
hub
schools
pilot
in
14
schools
for
for
this
upcoming
school
year
for
health
services,
nearly
all
school
buildings
are
now
staffed
with
at
least
one
school
nurse,
and
there
will
be
then
there
was
an
increase
seen
in
school
health
screenings
in
nineteen
twenty.
E
E
77
schools
with
students
in
grades
6
through
12,
participated
in
the
menstrual
access
pilot
program
and
the
district
is
exploring
opportunities
for
expanding
this
program,
including
improving
access
points
by
putting
dispensers
and
bathrooms,
rather
than
only
making
the
materials
available
through
staff
and
all
high
schools
had
active
condom
accessibility
teams
and
nearly
all
had
received
up-to-date
training
by
the
end
of
school
year.
1920.
E
Now,
for
some
data
on
the
whole
child,
physical
environment
and
the
investments
and
activities
that
have
improved
policy
implementation
in
these
areas,
you've
heard
a
lot
from
laura
benavidez
about
school
food
and
nutrition.
100
percent
of
schools
provided
breakfast
after
the
bell
in
1920
and
increased
from
87
percent
in
school
year.
E
78
percent
of
school
leaders
reported
reviewing
their
school
environmental
audit
to
identify
areas
for
improvement,
recording
policy
communication
in
the
schools.
73
percent
of
school
leaders
reported
informing
their
staff
about
great
the
green,
cleaner
policy
and
90
informing
staff
on
how
to
record
pest
sitings
in
order
to
improve
integrated
pest
management
in
school
year.
1920
bps
sustainability,
office
trained
400,
custodians
on
sustainability,
environment,
health
and
safety
issues
and
bps
sustainability
continues
to
build
programming
and
support
for
schools
and
the
district
to
move
forward,
move
towards
greater
environmental
sustainability
and
a
healthier
learning
environment.
E
C
C
C
C
12
percent
of
schools
serving
grades,
six
to
eight
required
two
semesters
taught
by
a
licensed
health,
ed
teacher,
eight
percent
of
schools
serving
grades
nine
through
twelve
required
one
semester
taught
by
a
licensed
health
education.
Teacher,
physical
education
and
physical
activity
has
seen
marked
improvements
over
the
past
10
years.
C
C
Finally,
social
emotional
learning,
starting
in
school
year
1920
and
into
the
past
year,
bps
k
to
12
transformative
cell
competencies
were
being
rolled
out
through
the
district
and
embedded
into
health,
ed
phys,
ed
and
the
arts
in
spring
of
school
year.
1920
there
was
a
strong
district-wide
commitment
from
school
leaders
to
support
students
sell.
C
C
C
C
C
C
Our
students
are
not
consistently
and
equitably
receiving
skills-based
standards-based,
comprehensive
health
fed
during
their
time
at
bps.
The
district
wellness
council
recommends
that
bps
make
it
a
priority
to
increase
the
number
of
licensed
health
education
teachers
teaching
in
grades
six
through
twelve
and
the
number
of
trained
licensed
teachers
teaching
health
ed
in
pre-k
to
five.
C
We
also
recommend
improving
master
schedule
planning
to
include
time
for
health.
Ed
physical
education
and
physical
activity
in
school
help
build
physical
literacy
among
students
and
have
an
impact
on
physical
and
mental
well-being
because
of
the
data,
specifically
on
recess
for
middle
grades
and
physical
education
in
high
schools.
C
C
Given
the
data
we
collected
pre-pandemic
and
the
concerns
our
students
and
every
member
of
our
district
and
school
communities
have
for
returning
and
recovering
from
the
global
pandemic,
the
district
wellness
council
recommends
strengthening
tier
one.
Social
emotional
services,
support
sorry
through
investments
in
transformative
cell
professional
development
and
instructional
coaching,
so
that
all
staffs
at
schools
have
adequate
training
on
bps
social,
emotional
learning
competencies
and
can
integrate
those
into
all
classrooms
throughout
the
school.
C
We
also
recommend
improving
coordination
and
alignment
across
central
office
divisions
to
strengthen
a
tier
one.
Multi-Tiered
system
of
support
approach
through
a
district
strategic
plan
for
sell
this
strength
based
approach,
improving
whole
child
instruction,
develops
student
knowledge,
skill,
I'm
sorry,
develop
students,
knowledge
skills
and
self-efficacy
to
engage
in
health.
Behaviors,
improving
and
increasing
access
to
whole
child
instruction
that
is
culturally
responsive,
is
anti-racist
policy.
Implementation.
C
D
D
D
We
must
also
continue
to
improve
communications
at
every
level
in
the
district
and
build
an
internal
system
to
make
breakthrough
siloed
work
so
to
improve
the
collective
impact
based
on
the
data
collected
for
the
reports
and
the
current
state
of
policy
implementation.
Overall,
the
council
recommends
the
following
structural
and
process
improvements,
continue
to
improve
communication
of
the
policy
and
outcomes
to
district
leaders,
schools,
students
and
families,
so
that
there
is
a
common
understanding
of
what
is
required
and
how
school
communities
can
support.
C
A
Wonderful,
thank
you
all
for
the
reporting
for
your
incredible
work
on
behalf
of
our
students.
Yes,
I
agree
with
you
with
the
sr
report
and
return
to
school.
This
couldn't
be
better
time,
so
I
look
forward
to
hearing
questions
and
comments
of
our
committee
members,
so
I'll
open
it
up
to
the
committee
now,
please
raise
your
hand
if
you
have
a
question,
dr
coleman.
F
Great
thank
you
for
a
a
wonderful,
comprehensive,
well-structured
report
and
I
I
want
to
look.
I
want
to
lift
a
couple
things
up
for
for
accommodation
and
also
make
a
request.
That's
both
to
you
and
the
district.
So
first
off,
creating
that
logic,
model
and
laying
it
out
is
a
gift
to
us.
F
It
makes
it
clear
where
what
you're
trying
to
do,
where
you're
going
and
how
you
know
you're
going
to
get
there
and
it's
phenomenally
useful.
You
know
people
for
me.
I
wish
that
all
our
reports
from
all
our
departments
were
structured
that
way
and
I'll
be
very
clear
about
that,
because
it
allows
us
to
really
identify
where
it's
going.
And
secondly,
I
will
lift
up
your
honesty
about
your
outcomes.
F
You're
imperfect,
you're
you're,
not
there
yet
and
you're,
putting
the
data
up
front,
saying
where
the
progress
is
and
what
you're
working
on,
and
that
is
also
very
useful.
So
we
can
begin
to
think
about
that.
So
one
of
the
things
that
I
would
like
and
and
that
conversations
other
people
about
this
in
the
district
is,
I
really
appreciate
the
percentages
you
shared
and
your
and
that
that
that
graph
on,
where
you're
progressing
and
not
progressing
towards
the
end,
was
incredibly
useful.
F
But,
as
you
know,
one
of
the
conversations
we're
having
is
trying
to
understand
this
theory
of
gaps
that
we
know
we
have
these
gaps.
We
look
at
our
data
and
we
see
these
differences
demographically
and
you're
well.
You're
positioned
to,
I
think,
lead
us
forward
in
the
next
step
and
what
I
would
ask
you
to
start
thinking
about
is
what
does
good
look
like
right?
When
do
you
know
you've
reached
a
criterion
reference?
I
mean
we
all
want
to
be
100.
F
I
wish
I
had
been
100
and
gotten
go
to
stampers
undergrad.
You
know
we
all
want
those
things,
but
I
was
still
good
enough
right.
I
did
well
enough
I'm
still
so
what
is
that
criterion
reference?
We
have
in
each
one
of
your
categories
so
that
we
know
what
that
looks
like
and
then
how
do
we
identify
our
gaps
by
by
race
class
language
learning
needs?
How
do
we
then
identify
the
gaps?
F
So
when
you
go
back
to
redesign
the
next
year
and
have
your
activities
set
up,
you
begin
to
address
some
of
the
way
you're
addressing
those
gaps
and
that
that
process
will
allow
us
to
be
very
clear.
I
know
how
painful
it
is
for
all
of
us
in
the
community
to
see
the
way
in
which
a
lot
of
our
kids
are
struggling
and
then
we
they
look.
F
Listen
to
us
in
these
meetings
and
say:
look
how
well
we're
doing,
and
we
don't
have
a
language
of
shared
language,
about
really
demonstrating
how
the
hard
work
we're
doing
doesn't
always
pay
off,
and
I
think
you've
done
a
great
job
of
being
honest
about
that.
But
having
what
is
the
criterion
at
which
point
we,
as
a
community
says
we
we're
doing
good
enough.
F
We
still
want
to
do
better.
We
still
want
kids
to
succeed
and
do
very
well,
but
here
we
are
and
here's
where
we're
not.
So,
let's
re
we
have
to
redo
our
resources,
so
that
would
be.
That
would
be
one
of
a
request,
kind
of
a
reporting
structure.
A
F
Oh,
I'm
sorry!
Yes,
I
was
getting
very
excited,
so
I
have
this
late
night
for
an
old
guy.
That's
pretty
good!
So
the
last
thing
I
would
like
the
other
piece
that
you're
on
the
verge
of
doing-
and
I
know
I
know
many
of
you-
you
know
this
conversation.
F
The
other
thing
that's
happening
in
the
district
is
the
implementation
of
my
cap
across
for
all
students
and,
as
that
rolls
out.
Where
does
that
connect
with
your
data?
I
mean
I,
I
think,
and
and
do
this
one
do
the
systems
talk
to
each
other,
but
as
you
have
my
cap
and
everyone,
every
child
has
their
confidence
academic
plan
all
laid
out.
F
How
does
the
data
from
that
process,
which
is
related
to
mass
core
accomplishments,
relate
to
your
data
and
how
to?
How
do
you
speak
to
each
other?
And
I
think-
and
I
know
that
one
of
the
things
that
we're
charging
the
superintendent
with
and
evaluating
her
very
sharply
on
is
bringing
coherence
to
the
district
and
a
sense
of
of
cooperation
and
collaboration.
That's
used
as
the
whole
team,
and
this
is
an
area
where
you
can
make
her
look
good
by
linking
those
together.
So
that's
it
so
one
logic
model,
wonderful.
F
C
Thank
you,
dr
coleman.
I've
taken
copious
notes
and
we
will
definitely
work.
I
know
that
you
were
really
instrumental
and
encourages
encouraging
us
to
go
with
the
logic
model,
and
so
we
will.
We
will
go
back
and
consider
these
and
see
how
we
can
make
improvements
for
next
time.
F
G
So
mine's
more
of
a
comment
as
well:
it's
really
just
emphasized
the
importance
and
also
the
need
of
some
kind
of
physical
activity
for
the
high
school.
I
love
the
fact
that
you
guys
kept
bringing
that
up.
I
just
want
to
emphasize
that
point,
because
even
back
when
we
had
pe,
we
used
to
have
a
lot
of
fun
and
we
said
be
excited.
G
G
G
When
we
got
to
go
outside
and
eat
for
lunch,
it
just
felt
so
nice,
sometimes
to
be
a
little
late
to
our
last
period
of
class
because
of
it
to
savor
in
that
fresh
air
and
just
the
outside
and
being
outdoors
but
yeah.
It's
amazing
and
I
think
it
really
should
be
put
in
to
everybody's
schedule
to
have
at
least
at
least
30
minutes
outdoors
every
day.
So
thank
you.
C
Thank
you.
Thank
you.
Thank
you
so
much.
I
just
wanted
to
say
that
miss
mercer,
that
you
will
have
just
cheered
our
whole
phys,
ed
department
and
team,
by
saying
that
people
were
sneaking
into
physical
education.
That
is
really
fabulous.
Thank
you
very
much
for
sharing.
A
None
I
just
you
know
I
want
to
thank
you
for
this.
I
I
the
hardest
part
for
me
is
saying
you
know,
I'm
glad
that
we
are
tracking
it,
but
I'm
sad
that
we
are
failing
we're
failing
our
students
in
lots
of
areas
and
I'm
I'm
hoping
that
schools
will
receive
the
information
back
as
to
how
they
are
doing.
A
I
know
they
answered
it,
but
it
would
be
great
if
people
were
not,
you
know
were
getting
back
their
results
and
also
understanding
how
their
colleagues
are
or
aren't
and,
as
we
think
about
the
you
know,
the
achievement,
gaps
and
and
other
gaps
to
recognize
that
our
lack
of
attention
to
this
area
continues
to
create
gaps
and,
as
we
are
going
back
to
reopening,
how
do
we
get
the
commitment?
I
know
people
are
all
talking
about
social,
emotional
learning.
How
are
they
going
to
actually
do
it?
C
So,
mr
robinson,
I
just
wanted
to
comment
on
your.
We
do
we
create
a
wellness
profile
report
for
every
school
and
it's
not
they.
They
all
school
leaders
and
phys
ed
teachers
and
health,
ed
teachers.
C
They
they
answer
a
lot
of
different
questions
for
the
profile
survey,
but
we
give
them
a
report
back
of
a
few
key
indicators
in
each
of
the
policy
areas
based
on
what
they've
told
us
and
some
other
data
that
we
collect
centrally
and
we
share
where
they're
at
with
the
policy
and
then
what
the
average
is
for
the
rest
of
the
district
and
we
give
that
to
them
in
the
fall
so
that
they
can
use
that
to
create
a
wellness
action
plan
and
we
do
get
a
lot
of
positive
feedback
from
school
leaders
that
that's
really
helpful.
C
So
so
thank
you
for
for
bringing
that
up
and
allowing
me
to
share
that.
I
think
to
your
to
your
question
about
social,
emotional
learning
and
and
also
just
improvements
overall.
I
just
want
to
recognize
that
we
as
a
district,
have
made
great
strides
in
a
lot
of
the
policy
areas.
C
So
I
ended
with
the
parts
where
we
haven't
done
so
well,
which
is
where
we
called
out
those
recommendations,
but
I
don't
want
to
lose
sight
of
the
fact
that
you
know
thanks
to
the
superintendent
thanks
to
the
school
committee,
thanks
to
all
the
school
leaders
that
and
to
to
all
the
other
central
office
departments
that
are
working
so
hard.
We
have
really
made
great.
We
have
made
strides.
C
I
do
hope
that
we
can
see
improvements
in
health,
education
and
high
school
phys,
ed
and
social,
emotional
learning
and
specific
to
social,
emotional
learning.
I
do
think
it
takes
a
tier
one
approach
where
there's
trainings
for
all
school
all
teachers
all
classroom
teachers,
so
that
they
know
what
our
social
emotional
learning
competencies
are,
so
that
they
can
integrate
those
into
all
academic
subject
areas,
and
so
that's
one
thing
is
training
for
for
the
teachers.
C
We
did
make
great
strides
on
that
last
year
and
we
will
continue
to
offer
professional
development
in
the
in
that
this
school
year.
We
also
required
last
year
that
social
emotional
learning
practices
be
threaded
throughout
the
the
week
and
throughout
the
day,
and
that
can
include
welcoming
practices
into
every
class
and
lesson
plan.
C
We
gave
lots
of
examples
and
we
have
lots
of
tools
to
support
schools
in
doing
that,
we
know
we
need
to
continue
doing
that
and
then
finally,
we
integrated
or
we
increased,
the
integration
of
social,
emotional
learning
into
health,
education,
physical
education
and
the
arts
and
created
enormous
amount.
C
We,
their
scope
and
sequences
for
both
health,
education,
physical
education
and
the
arts
are
inclusive
of
the
social,
emotional
and
mental
health
elements,
and
actually
had
a
lot
of
new
lessons
designed
to
really
focus
on
community
building
and
those
relationship
skills
right
at
the
beginning
of
the
school
year.
So
we'll
continue
with
that
and
collaborating
with
the
arts
department
and
others.
C
We
hope
in
academics
to
bring
the
social
emotional
skills
into
every
classroom
and,
of
course
we
need
to
we're
really
grateful
for
all
the
social
workers
and
other
the
family
liaisons
that
are
going
to
help
with
the
tier
two
and
tier
three
elements
of
supporting
social,
emotional
well-being.
A
Yeah,
I
guess
this
question
is
more
to
you,
dr
cassellius.
As
you
again,
you
begin
to
roll
out
from
mass
core
is
physical.
I
mean
health,
education,
part
of
that
sequence,
and
so
the
the
fact
that
we
still
have
very
limited
numbers
of
certified
health
educators
at
the
high
school
level.
Will
that
improve
as
part
of
the
rollout
of
mass
core.
B
Yeah,
madam
chair,
that
is
one
of
the
priorities
to
help
with
the
mass
core
and
having
students
achieve
it.
One
of
the
barriers
that
school
leaders
high
school
leaders
have
shared
is
that
they
don't
have
gymnasiums
at
all
of
our
high
schools,
and
so
obviously
facilities
is
a
barrier.
So
we
are
looking
at
other
creative
ways
for
students
to
be
able
to
get
their
pe
and
you
know
making
sure
that
they
are
staffed
in
order
to
meet
the
mass
core
requirements
for
pe
and
health
is
critical
and
important.
B
The
my
cap,
as
dr
coleman
spoke
about,
is
one
way
to
ensure
when
students
have
individualized
learning
plans
to
and
academic
four-year
planning
guides
that
they
actually
are
scheduled
into
these
courses
as
part
of
their
graduation
requirements.
That's
going
to
be
really
important
piece
of
tracking.
B
As
you
know,
right
now,
curricular
decisions
are
decisions
made
at
the
school
level
and
there's
a
lot
of
work
still
yet
to
do
around
bringing
coherence
to
our
academic
program
and
I'm
encouraged
by
you
know
mr
ecclestone's
work
and
what
he's
going
to
be
doing
with
the
team
to
work
with
our
chief
of
schools
cory.
Harris
on
building
coherence
with
the
school
leaders-
wonderful,
thank
you
and
we'll
bring
we'll
bring
that
back
to
all
of
you.
I'm
taking
copious
notes.
A
All
righty,
thank
you
any
last
questions
or
comments,
if
not
thank
you
again
and
the
team
for
all
of
this
hard
work,
and
we
thank
you
and
look
forward
to
moving
forward
in
this
next
school
year
good
evening.
A
A
A
He
resides
with
his
family
in
east
boston,
where
he
is
very
involved
in
the
community.
I
am
confident
that
mr
de
arujo's,
personal
and
professional
experience
will
make
him
a
valuable
addition
to
the
ell
task
force.
I
look
forward
to
discussing
his
nomination
at
tonight's
meeting
and
request
that
the
committee
take
action
on
this
matter.
On
september
1st,
I
want
to
thank
mr
de
arrougeo
for
stepping
up
to
take
on
this
important.
Mr
de
aruja,
would
you
like
to
say
a
few
words.
H
Yes,
thank
you,
madam
chair.
I
very
much
appreciate
your
confidence
in
nominating
me,
as
I
said
to
our
our
co-chair
on
the
task
force
suzanne
lee.
I
hope
that
that
my
efforts
will
be.
I
will
contribute.
You
know
to
the
really
important
goals
I
especially
want
to
focus
on
the
intersection
of
of
a
vll
and
special
education.
H
That's
an
area
that
I've
been
interested
in,
and
I
see
every
day
at
the
east
boston,
health
center,
the
we
have
the
largest
pediatric
departments,
and
we
take
care
of
a
lot
of
kids
in
the
bps
system,
from
latin
america
from
north
africa
and
and
see
a
lot
of
you
know
the
intersection
of
these
issues.
H
So
I
hope
that
I
can
contribute
over
the
next
months
and
also
draw
on
the
expertise
and
experiences
of
my
colleagues
here
on
the
school
committee
as
well
to
raise
the
importance
of
all
these
issues.
Thank
you.
F
I
want
to
thank
you
for
stepping
up,
and
it's
really
a
fantastic
opportunity
for
us
to
have
your
broad
experience
to
come,
leave
this
group
and
then
and
the
interest
both
inside
and
outside
and
working
with
the
broad
community.
So
thank
you
for
your
willingness
and
look
forward
to
working
with
you
on
this
wonderful.
I
Thank
you,
madam
chair,
and,
and
I
just
want
to
thank
mr
diarruzio,
as
dr
coleman
said,
as
well
for
his
willingness
to
serve
as
co-chair
of
this
very
important
task
force
you
know,
and
and
particularly
for
our
newer
members.
The
the
school
committee
does
have
a
number
of
task
forces
that
many
of
us
serve
on
as
well
as
innovation,
school
committees,
building
committees,
there's
a
whole
range
of
ways
that
the
chair
will
ask
you
to
get
involved
and
I'm
delighted
that
mr
diarruga
is
stepping
up
to
co-chair
this
very
important
task
force.
I
We
take
very
seriously
the
work
of
all
of
our
task
forces
and
they
end
up
being
a
considerable
amount
of
time
beyond
these
committee
meetings
as
well.
So
I
thank
you,
mr
dia
rojo,
for
dear
rojo,
for
your
willingness
to
do
so
and-
and
I
applaud
your
comments
about
the
intersection
of
el
students,
along
with
students
with
disabilities,
that'll
be
interesting.
I
A
If
not,
okay!
Well!
Thank
you
again,
mr
deo
roucho.
The
committee
looks
forward
to
taking
action
on
this.
Your
nomination
at
our
september
first
meeting
we'll
now
move
on
to
public
comments
on
reports,
ms
sullivan.
I
K
L
K
L
Thank
you
very
much.
Thank
you
very
much
to
the
entire
committee
for
opening
your
ears.
Your
hearts
and
everything
at
this
opportunity
to
me
is
going
to
be
a
little
crazy.
Of
course,
at
the
beginning,
there
are
multiple
documents
that
I'm
going
to
have
to
check.
Considering
my
dominant
language,
it
is
in
spanish,
but
I
am
very
aware
and
cognizant
of
the
responsibilities
that
I
do
have
on
my
shoulders
for
this
purpose.
Thank
you
very
much
to
all
for
everything.
A
Any
other
comments,
thoughts.
One
thing
I
know
that
we
will
be
sending
out
a
google
poll
in
the
next
week.
We
would
like
to
have
a
retreat
before
september,
and
I
know
august
is
becoming
very
busy,
so
look
for
a
doodle
poll
from
us
next
week
to
try
to
set
up
some
time
when
we
can
even
potentially
maybe
meet
in
person
for
retreat.
Yes,
so
anyway,
that
will
conclude
our
business
for
tonight
again,
thank
you
to
our
new
members.
A
You've
got
a
late
night
meeting,
not
one
of
our
record
late
nights,
but
we're
going
to
stop
being
for
11.
So
I
thank
you
and
before
we
close
miss
o'pera.
How
was
this
meeting
for
you
as
well
as
a
first
meeting.
J
Thank
you
for
for
asking
madam
chair.
It's
honestly.
It
is
incredible
to
hear
one's
own
mother
tongue
being
spoken
in
one
of
these
spaces,
so
I
I
am
right
there
with
miss
polanco,
garcia,
I'm
right
behind
miss
polanco,
garcia
in
support
of
her
and
knowing
that
this
means
a
lot
for
for
so
many
of
our
families,
and
this
is
just
one
step
forward.
So
this
has
been
amazing
long
night,
but
amazing
alrighty.
A
Well,
thank
you.
Everyone
and
that
concludes
our
business
for
this
evening,
and
our
next
school
committee
meeting
will
take
place
on
wednesday
september
1st
we're
planning
to
return
to
an
in-person
hybrid
meeting
that
will
allow
the
public
to
continue
to
participate
remotely.
We
will
share
more
details
on
the
committee's
web
page
as
the
dates
get
closer.