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From YouTube: Boston School Committee Meeting 6-21-17
Description
Boston School Committee Meeting 6-21-17
A
Thank
you,
everybody
and
good
evening.
Tonight's
meetings
being
broadcast
live
by
Boston,
City,
TV,
Comcast,
channel
24
and
ASEAN
channel
13.
It
will
also
be
rebroadcast
at
a
later
date.
If
anyone
wishes
to
sign
up
for
public
comment,
you
please
see
our
staff
member
Lena
pop
X
in
the
main,
hallway
sign
up
for
public
comment
this
evening,
will
close
at
6:30
p.m.
at
this
time.
I'd
like
to
invite
my
colleagues
in
the
committee
and
superintendent
Chang
to
join
us
on
the
floor
for
present
several
presentations.
We
have
to
make.
A
Great
so
hello
tonight
we're
proud
to
honor
schools
that
have
earned
accreditation
from
the
National
Association
for
the
education
of
young
children,
also
known
as
n
AE,
Y,
C
or
pronounces
NAEYC.
To
earn
this
accreditation.
Schools
must
meet
high
in
rigor
high
end
high
and
rigorous
standards
agreed
upon
by
experts
in
the
field
of
early
education,
early
childhood
education,
it's
quite
an
accomplishment,
and
tonight
we
would
have
on
a
four
bps
schools
that
have
reaches
high
standard
during
the
2016-2017
school
year.
A
A
So
the
Boston
School
Committee
extends
its
congratulations
to
the
David.
A
Ellis
elementary
school
Cynthia
Jacobs
told
our
principal
upon
earning
accreditation,
accredited
accreditation
from
the
National
Association
for
the
education
of
young
people,
the
chairperson
and
members
of
the
School
Committee
of
the
City
of
Boston,
joining
with
the
superintendent
schools
and
congratulating
the
school's
principal
teachers
and
staff
for
the
commitment
to
providing
young
children
and
families
in
Boston
with
the
highest
quality.
Early
childhood
education.
A
A
C
D
The
only
thing
that
I
would
add
is
that
this
is
voluntary,
and
so
these
schools
are
volunteering
to
put
themselves
up
to
this
high
bar
and
it
takes
about
three
years
and
a
ton,
a
ton,
a
ton,
a
ton
of
work,
but
we
know
our
children
benefit,
and
today
I
was
at
two
celebrations
and
the
kids
were
there
and
the
families
were
there
and
it
means
a
lot
to
the
schools
and
the
families.
So
thank
you
and.
A
E
Want
to
thank
Jason
and
his
team,
but
also
the
district
for
doing
na
ey
C
accreditation.
This
is
something
that's
usually
done
in
preschools
and
it's
heavy
lifting
for
public
schools
to
be
able
to
do
this
work
because
a
lot
of
the
facility
issues
particularly
aren't
as
welcoming
to
young
children
as
they
need
to
be,
and
so
therefore,
there's
a
lot
of
work
that
the
district
really
has
to
do
to
commit
to
doing
this.
And
we
thank
you
and
it's
great
work.
A
A
So
this
spring
for
bps,
high
schools,
high
schools,
participated
in
a
book
discussion
and
essay
competition
about
Rodman
Rodman's
ride
and
other
stories
of
givin
giving
14
juniors
were
selected
as
competition
winners
and
have
become
a
student
Phillip
philanthropic
entity
where
they
are
working
together
to
manage
a
generous
$25,000
grant
from
dodge
Rodman.
Who
was
with
us
this
evening,
miss
Robin.
Would
you
come
up
and
join
us
as
well?
Please,
sir,.
A
So
similar
to
how
mr.
Rodman
impacted
his
community
through
his
generosity,
the
student
philanthropic
entity
will
impact
their
communities
through
this
$25,000
grant.
So
the
superintendent
is
handing
out
the
certificates
of
commendation,
but
I
just
want
to
quickly
I,
don't
want
to
actually
hand
it
to
each
of
the
students,
if
you
could
say
your
name
and
the
school
you're
from
okay.
H
H
So
we
basically
decided
to
create
a
club
in
each
of
our
schools,
the
O'briens
urban
Science,
Academy
emk
and
the
burg
called,
but
we're
just
still
designing
the
name,
but
basically,
we
kind
of
create
a
safe
space
for
teens
to
voice
their
opinions
and
their
ideas
without
getting
judged
or
ostracized.
We
will
have
events
about
like
once.
A
L
First
I'd
like
to
thank
Makeba
and
the
staff
for
the
fine
work.
Let's
put
this
way
here
before,
coming
to
Boston
Public
Schools
I
visit
about
a
dozen
suburban
schools
and
to
be
honest
with
you
for
someone
like
myself
to
go
in
here,
they
do
not
have
an
open
mind
to
any
ideas,
but
as
soon
as
I
talk
to
my
keeper,
but
it
was
like.
L
A
Great,
thank
you
very
much.
We'll
move
on
now
to
the
approval
of
minutes
that
the
minutes
were
approved
as
presented
hard
copies
will
be
made
available
immediately
in
the
hallway,
with
the
other
handouts.
If
changes
are
made,
you
may
access
the
minutes
tomorrow
on
the
bps
website.
This
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
June
7th
2017
school
committee
meeting
is
presented.
Thank
you.
Miss
Robinson
deserve
a
second
Thank
You
Dean
Coleman.
Any
discussion,
objection
to
the
motion,
the
objection
to
approving
the
minutes
by
unanimous
consent.
A
C
Evening,
everyone
Thank
You,
chair
Melanie,
good
evening
school
committee.
Members
today
is
happy
summer
solstice.
This
is
another
one.
My
quick
mini-lessons
summer
solstice
is
when
the
Earth's
rotational
access
is
most
inclined
towards
the
Sun,
at
least
in
terms
of
the
northern
hemisphere,
and
it
results
in
the
longest
day
of
the
year
for
us
and
in
March
the
official
start
of
the
summer
so
happy
summer,
everyone,
it
is
a
time.
C
This
is
the
time
the
year
when
we
are
closing
out
a
traditional
school
year,
and
we
have
sent
our
seniors
off,
wishing
them
to
vary
every
bit
of
success
in
their
future
endeavors,
and
we
wish
the
rest
of
our
students
a
safe
and
productive
summer
of
learning
of
summer
jobs
of
summer
camps
and
of
summer
fun.
I
want
to
say
a
few
thank-yous.
C
I
would
like
I
would
like
to
thank
all
our
hard-working
teachers:
paraprofessionals
school
leaders,
secretaries,
nurses,
custodians
counselors,
coaches,
central
office,
administrators,
cafeteria
workers,
bus
drivers,
bus
monitors
and
everyone
that
impacts
the
lives
of
our
young
people
each
and
every
day
you
have
all
contributed
greatly
in
making
this
a
wonderful
school
year
of
success
for
young
people
and
giving
our
youth
the
opportunity
to
learn
and
flourish
each
and
every
single
day,
I'm
humbled
by
your
dedication
and
grateful
for
your
contributions.
I
want
to
do
a
special
thank
you.
C
This
year,
Barbara
Connelly,
the
special
assistant
to
the
superintendent
Barbara,
has
been
my
special
assistant
since
I
started,
superintendent
of
Boston
Public
Schools.
But
one
thing
I
like
to
say
about
Barbara.
She
is
not
loyal
to
the
individual.
She
is
loyal
to
the
role
of
the
superintendent.
She
cares
deeply
about
Boston
Public
Schools
and
in
her
many
years
serving
in
Boston
Public
Schools,
she
has
worked
with
former
superintendent
John
McDonough
Carol
Johnson
Michael
Kahn
deposits
and
Tom
pays
on
I
believe
that
was
a
picture
from
City.
C
Year
Barbara
will
be
retiring
next
Friday
after
a
distinguished
40
year
career
with
bps.
She
has
been
an
invaluable
member
of
my
team
as
well
as
many
predecessors.
She's
kept
the
trains
running
on
time
in
the
superintendent's
office
and
keeps
all
us
in
line,
and
if
there's
one
thing
she
does
not
do
she
does
not
come
to
school
committee
meeting,
so
she
is
watching
from
team
I
bet
she
watches
from
home
every
single
Wednesday
evening,
so
Barbara
I
know
you're
watching
right
now,
happy
retirement
I
know
you
will
not
be
too
far.
C
I
want
to
take
a
few
moments
this
morning,
add
this
evening
to
reflect
back
on
this
past
school
year
and
some
of
our
key
accomplishments
in
the
1617
school
year.
I'm
just
going
to
highlight
a
few
achievements.
I'll
start
off
by
saying
about
I,
won't
start
off
by
reminding
us
that
we
started
a
school
year
by
launching
our
strategic
implementation
plan.
The
document
provides
the
district
with
a
critical
roadmap
to
drive
our
work
in
closing
opportunity,
achievement
gaps,
which
is
our
mission
and
as
core
is
defined
by
the
three
values
of
equity,
coherence
and
innovation.
C
There
are
five
focus
areas,
thirty
initiatives,
and
these
are
30
initiatives.
We
have
been
working
on
this
year
and
for
the
next
several
years
and
I
truly
believe
that
the
values
of
equity,
coherence
and
innovation
do
form
the
bedrock
for
transforming
the
way
we
educate
students
in
Boston,
Public
Schools
second
highlight
from
this
year.
C
As
we
add
fifth
grade
to
all
these
excellence
for
all
schools
third
highlight
in
an
effort
to
be
more
in
a
seat
out
more
innovative
approaches
to
transporting
our
students.
This
year
we
launched
the
transportation
challenge
over
the
two
months
long
challenge.
We
saw
the
active
participation
of
dungeons
of
universities,
tech
companies
engage
citizens.
C
Almost
every
University
in
the
Boston
area
participated
in
early
July.
We
will
announce
the
awardees
for
each
of
our
two
phases:
when
are
improving
routing
efficiencies
and
the
second
unbalancing
school
start
times.
We
look
forward
to
learning
from
all
our
solutions
as
we
continue
to
improve
our
transportation
services.
C
Next
highlight
long
term
financial
planning
based
on
a
year-long
process
of
collaboration
among
many
members
of
an
advisory
committee
from
across
the
city.
Bps
did
a
deep
analysis
of
the
budget.
With
these
internal
and
external
experts
and
published
a
document
called
investing
in
student
success
and
it's
the
first
report
in
a
long
term
financial
planning
process,
the
report
explores
a
critical
question.
C
What
financial
choices
must
be
made
in
BPS
to
enable
the
rich
academic
offerings
that
Boston
students
deserve,
and
the
report
represents
ten
big
ideas
for
possible
long-term
strategies
to
unlock
dollars
and
began
a
citywide
conversation
about
these
choices,
build
BPS.
We
launched
bill
BPS
our
ten-year
educational
facilities,
master
plan.
I
will
transform
the
way
we
redesign
and
rebuild
our
school
buildings
to
be
better
suited
for
21st
century
and
thanks
to
a
1
billion
dollar
investment
by
Mayor
Walsh.
C
With
the
help
of
the
city
and
other
partners,
we
created
a
digital
dashboard,
so
the
public
can
better
understand
the
physical
condition
of
each
one
of
our
125
schools.
We've
engaged
families,
community
members
and
school
staff
by
hosting
open
houses
here
at
the
bowling
building
and
a
dozen
workshops
across
the
city,
and
we
have
collected
valuable
feedback
from
all
our
stakeholders.
We
are
pleased
at
the
outcome
so
far
of
these
workshops,
which
have
generated
more
than
300
ideas
to
build,
expand,
repair
or
renovate
school
buildings
again.
C
I
want
to
thank
the
mayor,
for
his
investment
is
one
billion
dollar
investment,
and
next
year
there
will
be
a
13
million
dollar,
a
media
investment,
every
single
school
for
furniture
for
other
sorts
of
technology
for
technology
and
other
sorts
of
items
that
will
help
transform
or
move
our
classrooms
more
towards
21st
century
learning,
and
one
last
are
actually
sorry.
Two
more
highlights
the
next
one
revolves
around
our
the
theme
of
how
we
support
the
most
marginalized.
In
Boston,
we
re-evaluated
how
we
support
the
at-risk
youth
in
our
district,
viewing
them
as
true
assets
I.
C
We
also
became
a
leader
as
a
district
in
affirming
our
support
for
immigrant
students
and
their
families
and
our
commitment
to
providing
safe
and
welcoming
schools.
This
includes
creating
the
website
bps.
We
dream
together
offered
immigrant
immigrant
students
and
immigrant
families,
valuable
resources
and
tools
and
explanation
of
their
constitutional
right
to
a
free
and
public
school
education,
and
we
also
launched
and
continued
to
do
our
work.
I
should
say
to
dismantle
school,
to
Prison
Pipeline
and
to
reduce
chronic
absenteeism
through
I'm.
C
C
Fns
also
conducted
over
25
mini
food
shows
across
the
district
collecting
feedback
from
5000
students
on
over
20
different
food
items.
This
input
is
critical,
since
we
now
require
75%
do
an
approval
rating
before
placing
a
dish
on
future
menu.
We
also
had
1700
students
participating,
taste
tests
of
meals
prepared
by
the
companies
who
submitted
bids
to
become
next
year's
pre
plated
food
vendor.
C
So
we've
done
a
lot
this
year.
Those
are
just
some
of
the
highlights.
I
thought
I
was
appropriate
before
June
30th,
to
highlight
some
of
the
most
important
things
that
we
have
accomplished
the
school
year.
A
couple
of
bright
spots
to
share
and
I
want
to
start
off
with
the
Nickelodeon's
worldwide
day
of
play
and
there's
going
to
be
a
video
that's
coming
up,
so
keep
it
close
eye
on
the
screen
on
Monday
June
12th.
C
We
cleaned
up
with
Nickelodeon
and
our
partners
Playworks
to
host
world
worldwide
day
of
play
for
students
at
the
Madison
elementary
school.
It
might
have
been
a
hot
muggy
day,
but
you
would
have
never
known
anybody
smiles
on
a
young
people's
faces.
They
got
to
go
through
a
really
fun
obstacle
course
before
lining
up
for
the
grand
finale
the
slime
tank,
while
students
all
done
plastic
ponchos
before
getting
doused
with
green
goo,
there's
a
very
special
person
there
that
you
see
who
bravely
scrapped
the
protective
gear
and
went
all
in.
C
You
can
that's
a
shortened
version.
You
can
see
the
longer
version
online
on
YouTube,
but
principal
Walter
Henderson
won
some
major
points
from
students
and
the
students
were
thrilled
to
see
their
for
your
list.
School
leaders
completely
coverage
in
slime
and
he
was
running
around
trying
to
hug
all
the
students
after
that,
I
avoided
that
slime
tank.
J
C
Bright
spot
last
Thursday
mayor
Walsh,
chair
mone
land
school
committee,
member
Alex,
Oliver
Davila,
join
me
at
the
harbor
camp
for
the
launch
of
our
fifth
quarter.
Learning
a
new
initiative
that
envisions
traditional
summer
school
we
are,
we
are
taking
2,200
high
need
students,
a
la
classroom,
engage
them
in
exciting
enrichment
programs
to
inspire
real-world
learning.
This
innovative
approach,
blends,
rigorous
academic
learning,
with
hands-on
activities
like
sailing,
archery,
salsa
dancing
and
tennis
students
learn
critical
thinking,
perseverance
and
teamwork
skills.
C
Yes,
I
was
from
a
few
years
ago
on
the
tennis
courts.
This
new
initiative,
built
on
the
success
of
our
network
of
1,010
summer
learning
programs,
which
now
enrolls
more
than
10,000
students
each
summer,
bringing
a
total
to
12,000
students
overall
in
summer
learning,
so
very
excited
to
see
all
the
kids
that
will
be
engaging
summer
learning
this
year.
Research
shows
that
year-long
learning
has
tremendous
benefits
in
stopping
the
Summer
Slide
and
that's
why
we
reallocated
our
2
million
dollar
summer
budget
to
this
effort.
C
As
the
mayor
said,
we
realize
that
students
education
shouldn't
stop
then
the
year
when
the
fourth
quarter
of
learning
closes
to
make
sure
our
students
don't
fall
behind.
They
must
learn
you're
Val
and
that's
why
we
call
this
the
fifth
quarter.
I
want
to
thank
our
partners,
particularly
after
school
and
beyond,
and
helping
to
support
the
programming
at
thirty-one
schools
and
community
sites.
I
want
to
also
thank
Mehta
movements
for
leading
us
in
some
salsa
dancing,
I
think
there's
a
horrible
video
of
me
trying
to
salsa
dance
as
well.
J
A
C
The
next
bright
spot
on
Monday
this
past
Monday,
thirteen
schools
that
launched
excellence
for
all
this
year,
we're
part
of
a
capstone
project
showcase
here
at
the
Bowen
building
over
a
hundred
and
fifty
students
shared
their
work.
The
culminating
activity
with
parents,
teachers,
school
leaders
and
central
office
staff,
including
me,
and
one
staying
thanked
school
committee.
C
Other
students
shared
what
they
learned
about
voting
rights
using
large
annotated
drawings
of
current
elected
officials,
to
showcase
celebrate
to
end
the
first
year
of
excellence
for
all
and
was
a
proof
point
demonstrating
that
all
bps
fourth
graders
are
capable
doing
high
and
rigorous
work
when
given
the
opportunity
to
demonstrate
their
ability
to
learn
in
authentic
ways.
So
I
want
to
thank
all
those
who
have
been
involved
in
making
sure
that
this
initiative
got
kicked
off
this
year
and
look
forward
to
the
work
with
excellence
for
next
year
next
bright
spot.
C
Yesterday,
there
was
a
groundbreaking
at
the
le
k-8
innovation,
Upper
School,
when
completed
in
fall
of
2019.
The
school
features,
data,
art
spaces,
designed
to
promote
collaborative
learning,
as
well
as
an
art,
studio
and
robotic
engineering
lab
all
overlooking
the
Charles
River.
One
of
the
cool
features
will
be
Windows.
That
plot
will
project
outwards
from
the
exterior
forming
learning
nooks,
where
students
can
solve
problems
together.
The
two-year
construction
project
is
the
final
season
of
an
overall
43
million
dollar
project
that
will
create
a
three
campus
Elliott
School
and
the
school
has
ended.
C
I
wanna
thank
the
city
for
their
investment,
for
the
renovations
and
in
all
three
of
these
buildings.
Elliott
school
represents
a
1
billion
dollars.
We're
investing
in
bps
buildings
over
the
next
10
years.
I'm
proud
that
City
we're
making
these
type
of
investments
to
ensure
our
students
are
truly
21st
century
learners.
C
Next
bright
spot
yesterday,
we
partner
with
Liberty
Mutual
Insurance,
will
hold
our
first
ever
youth
homelessness
prevention
forum.
The
event
drew
attention
to
the
district's
deep
work
in
preventing
youth
homelessness
and
supports.
We
offer
to
approximately
3,000
students
experiencing
homelessness,
Liberty
Mutual
and
the
EPS
office
of
External
Affairs
developed
this
forum
in
partnership
with
community
organizations
such
as
youth,
harbors
bridge
over
troubled
waters
and
y2y,
and
the
purpose
of
the
forum
was
to
connect
schools
directly
with
local
organizations
and
young
people
who
are
experiencing
housing
instability.
C
C
Earlier
today
we
unveiled
a
new
partnership
in
bps.
It's
titled
becoming
a
ma'am
becoming
a
man
otherwise
known
as
Sam.
For
short,
we
are
very
excited
about
this
opportunity
because
Sam
is
a
nationally
recognized
organization
with
a
proven
track
record
of
successfully
mentoring,
young
people
by
providing
school-based,
counseling
and
mentorship
services
founded
in
Chicago
2001
by
youth
guidance.
Pam
teaches
valuable
life.
Skills
to
young
men
of
color
Boston
is
the
first
city
that
they
have
expanded
to
that
started
in
Chicago
in
2001
is
awesome
is
the
first
city
they've
they
are
reaching
outside
of
Chicago.
C
We
are
very
pleased
to
share
that
this
fall.
Bam
will
serve
a
hundred
and
fifty
young
men
in
four
bps
schools,
the
Germany
Berk
Dearborn,
STEM
Academy,
the
English
high
school
and
the
John
do
Bryan
school
of
mathematics
and
science.
I
want
to
thank
dr.
Makeba,
McCray,
Sean
Brown,
the
executive
director
of
BAM
Boston
Thaddius
miles
when
in
Harris
Ron
Dorsey
and
the
mayor,
of
course,
for
the
helping
launch
this
organization
here
in
Boston
in
the
last
bite
spot
earlier
today,
green
Boston,
Green,
Academy
celebrated
not
only
one
but
two
ribbon-cutting
ceremonies.
C
First
was
a
ceremonial
launch
of
BGA's
newly
renovated
library,
the
library
design
was
a
product
of
a
participatory
community
design
process.
We
want
to
thank
Gentzler
architects
and
Turner
Construction
for
this
library
makeover
and
then
the
second
really
cutting
mark
the
redesigning
of
a
room
at
BGA
to
support
some
of
the
schools
students
with
special
needs.
This
newly
created
space
features
kitchen
and
laundry
facilities
where
students
can
learn
important
life
skills
and
those
are
something
that's
a
picture
of
the
renovated
room
and
those
are
some
of
the
highlights
over
the
last
two
weeks.
I
Thank
you.
Thank
you
for
sharing
all
those
bright
spots.
I
just
wanted
to
also
say
I
know
a
lot
of
the
school
committee
members.
Everybody
went
to
different
graduations
and
I
just
really
wanted
to
say
that
it
was
very
moving
going
to
the
graduations,
especially
a
few
of
them,
where
we
have
some
students
that
have
faced
some
major
challenges
in
life
and
just
want
to
say,
I'm
really
proud
to
be
in
a
district
where
we
have
schools
that
give
young
people
2nd
3rd
4th
to
6th
7th
billion
chance.
I
So
thank
you
for
that
and
then
I
just
wanted
to
give
a
quick
shout
out
to
our
high
school,
a
teacher
program
which
was
highlighted
in
the
daily
Orange.
It's
an
article
regarding
the
next
workforce
and
that
we
need
more
young
people
of
color
to
enter
the
teaching
workforce,
and
so
we
were
quoted
in
that
and
I'll
just
say
again:
I
think
it's
a
great
program
and
I'm
excited
that
we'll
be
taking
it
to
some
other
levels
so
that
those
students
can
come
back
into
our
schools
and
we're
really
creating
that
pipeline.
So
thank
you.
I
J
E
E
The
seriousness
in
the
level
of
devotion
to
the
projects
in
the
support
of
one
another
was
really
a
testament
to
the
work
that
all
of
those
teachers
have
done,
and
it
really
shows
us
that
what
our
kids
can
do
when
we
are
giving
them
the
kinds
of
support
so
I'm
looking
forward
to
seeing
this
grow
in
the
district,
and
you
know,
watch
out
to
see
what
these
guys
are
going
to
do
next
years
of
fifth
graders.
It's
just
amazing
thank.
A
You
any
other
questions
or
comments
of
the
superintendent
on
its
report.
I
just
wanted
to
superintendent
also
mention
that
the
Boston
Teachers
Union
had
a
turnover
this
week
and
full
of
BTU
offices
retiring,
including
the
president
mr.
Richard
Steadman,
along
with
the
other
offices,
Patrick
Connelly,
James,
Johnson
and
Josephine
Ellis
kana
Lazcano,
and
we
will
be
honoring
them
at
a
meeting
in
September.
But
mr.
Steadman
is
traveling
this
week
and
it's
unable
to
make
the
July
meeting.
A
So
we
do
congratulate
and
we've
had
a
long
partnership
with
the
Boston
Teachers
Union
and
that
team
we
congratulate
them
on
their
retirement
and
we
also
congratulate
Jessica
tang,
the
new
president-elect
of
the
Boston
teachers
union
and
the
new
offices
that
we'll
be
serving
with
president-elect
tang
as
well.
We
look
forward
to
working
with
them
and
then
miss
all
the
Debra.
Thank
you
for
bringing
that
up
about
graduation
because
I
like
to
say
this
is
the
most
wonderful
time
of
the
year
right.
We
love.
We
all
attended
a
number
of
graduations
through
the
back
surgery.
A
Thank
my
fellow
members
for
their
support.
No
pun
intended
while
I
was
recovering
from
surgery
and
thank
you
for
the
kind
note
you
send
me
and
it
can
be
for
you
if
people
want
to
see
it,
but
there
was
no
policy
discussion,
but
thank
you
everyone.
So
if
there
are
no
other
questions
or
comments
on
the
superintendence
before
I'll
entertain
a
motion
to
receive
the
super
maintenance
report
is
presented.
Thank
you
mr.
Lowe
quanto.
A
M
You,
mr.
O'neill,
the
public
comment
period,
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations
to
the
School
Committee
on
pertinent
school
issues,
questions
on
specific
school
matters
and
at
this
time,
but
I
referred
to
the
superintendent
for
later
response,
questions
on
specific
policy
matters
and
not
answered
at
this
time,
but
I
referred
to
the
superintendent.
Excuse
me,
but
I
referred
to
the
committee
for
later
discussion.
Each
speaker
will
have
three
minutes
to
speak
in
our
mind
you
when
you
have
one
minute
remaining
in
them
30
seconds.
M
Those
who
require
interpretation
services
will
be
a
lot
of
additional
two
minutes.
Speakers
may
not
resign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
select
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin.
Tv
cameras
will
only
record
speakers
who
face
the
committee.
We
have
four
speakers
this
evening
and
we'll
begin
with
Jennifer
Boyd,
Herlihy
and
she'll
be
followed
by
John
Mudd.
N
Thank
you
good
evening.
My
name
is
Jen
Herlihy
I'm,
just
a
parent
and
I
have
a
7th
grader
and
a
fourth
grader
and
dr.
Chang
you'll
be
happy
to
hear
my
seventh
grader,
who
chose
Boston,
Latin
Academy,
says
the
food
is
great
I'm
here
to
talk
about
an
underappreciated
issue
which
is
assignment.
I
have
been
following
this
issue
since
2008,
when
my
daughter
was
assigned
of
a
school
that
ended
up
having
a
waitlist,
so
we
had
three
zones
back
then
for
those
with
some
non
historical
knowledge
and
huge
wait
lists
at
several
of
the
schools.
N
So
we
advocated
for
more
classrooms
and
then
came
a
discussion
on
many
a
weekend's,
the
home-based
a
model
I
think
there
were
24.
So
that's
what
I
call
it
I
guess
it's
now,
the
home
based
model
and
what
that
was
was
to
degrease
zone
size
by
allowing
schools
to
stretch
by
allowing
a
student
by
their
home
address
to
stretch
only
so
far
and
including
only
so
many
schools.
So
it
would
be
equitable
other
areas
that
didn't
have
the
same
schools.
It's
a
great
premise.
It
really
is,
and
it
was
working
for
a
few
years.
N
I
think
pretty
well
and
I
was
able
to
talk
about
it
and
I
recommended
it,
and
I
tried
to
sell
it
over.
In
my
area
of
Charlestown
and
West
End
and
Back
Bay,
it
wasn't
perfect,
but
it
allowed
for
three
ways:
waitlist
for
people
that
were
holding
on
hope
to
having
a
spot
somewhere.
So
imagine
my
surprise
when
this
year,
I
learned
that
there
were
some
changes
to
bps
assignment
that
I,
who
actually
get
and
read
the
agenda
for
the
school
committee
meetings
had
no
knowledge
of.
N
It
was
in
fact
that
they
were
going
to
reduce
force
a
reduced,
wait
list
to
one
school
and
it
allowed
other
people,
however,
to
put
on
as
many
wait
lists
as
they
want,
but
for
those
non
assigned
people,
especially
it's
troubling
to
me,
the
other
thing
is
I'm
trying
to
understand.
If
this
represents
a
bigger
issue,
it's
home
based
a
model
not
feasible.
N
We
have
the
highest
percentage
of
people
in
the
districts
that
want
to
go
to
the
small
amount
of
school,
and
that's
because
the
schools
in
those
districts
are
very
good,
so
you're
going
to
have
high
numbers
high
waitlist.
How
are
we
going
to
fix
it?
I'm,
not
sure,
but
I
think
we
have
to
open
a
dialogue
here.
N
What
I
don't
like
is
adding
something
that
they're
calling
option
schools
to
list
that
weren't
on
there
when
parents
went
to
look
at
their
choices
in
the
fall
apparently
and
I'll
defer,
because
I
would
love
this
to
be
a
bigger
discussion.
These
are
under
enrolled
schools,
probably
they're
larger,
but
they're
farther.
So
what
are
we
doing?
We're
going
to
break
the
model
that
we
were
trying
to
create,
which
was
reducing
the
size
and,
as
I
recall,
decreasing
busing
costs
of
almost
a
hundred
million
dollars?
Twenty
second:
wasn't
that
the
point?
N
The
other
thing
is:
how
are
we
going
to
have
an
open
dialogue
with
B
are
a
and
B
PA.
We
need
to
do
something
about
a
robust
understanding,
as
we
put
more
students
more
potential
kids
into
these
areas
without
increasing
this
zone
such
as
the
one
Charles
Town
project.
How
are
we
going
to
drop
a
thousand
extra
units
with
no
extra
space?
The
same
thing
is
happening
in
South
Boston.
N
So
what
we
need
to
do,
I,
when
I'm
asking
for
it's
not
an
open
dialogue,
I
want
some
community
involvement
and
what
some
transparency,
how
we
going
to
take
care
of
those
kids
and
keep
it
equitable
for
the
people
that
live
there.
So
those
are
the
issues
that
I
raised
as
an
unpaid,
unappreciated
parent
on
this
issue,
that
most
people
don't
talk
about
because
you're
only
at
these
meetings,
usually
if
you're
here,
my
kids
are
in
school
I
have
no
dog
in
this
fight,
which
is
why
I
fight
as
hard
as
I
do
cuz.
A
M
O
Good
evening,
at
the
last
meeting
there
was
no
public
comment
on
reports
and,
since
perhaps
uniquely
I
had
something
very
nice
to
say,
I
thought
I
might
repeat
tonight
what
I
thought
I
would
try
to
say.
Last
time
there
was
a
report
on
the
Global
Education
Program
at
the
last
meeting
and
as
part
of
that
report,
there
was
testimony
from
and
I'll
screwed
up
the
Ariana
Dixon
gorty's
about
her
trip
to
Cuba
and
she
was
extremely
eloquent
and
really
extraordinarily
moving.
O
O
A
P
Hello,
my
name
is
Victor
Alvarado
I
am
a
sophomore
at
John,
Deere,
Bryant,
high
school
and
I'm,
also
part
of
the
young
men's
advisory
at
cetera
latina.
So
today,
I'm,
basically
going
to
be
speaking
about
my
experience
about
the
public
schools.
My
high
school
experience
has
been
really
really
good,
but
my
middle
school
experience,
I
felt,
was
like
unfair,
especially
towards
like
students
of
color
I,
felt
that
my
middle
school
was
more
like
a
prison.
P
But
instead
they
just
took
out
a
specific
group
of
students
and
also
like
for
like
a
lot
of
situations
that,
like
the
teachers
wouldn't
know
like
who
was
involved,
it
always
just
assumed
the
same
group
of
students
to
be
involved
in
the
same
bad
situation,
and
we
do
not
agree
to
the
advanced
word
class
at
all
and
it
was
I
felt
like
it
was
kind
of
the
reason
why
I
had
a
bad
experience,
because
I
feel
like
it's
all.
The
students
were
just
challenged.
P
All
the
same
is
that
it
is
being
put
into
separated
classes,
I
feel
like
it'd
just
be
better,
everybody
will
be
treated
the
same.
Instead
of
like
the
advanced
were
classes.
They
got
treated
better.
You
know
they
kind
of
let
them
slide
when
it
came
to
certain
things,
and
we
have
some
recommendations
for
Boston
Public
Schools.
To
strongly
consider
one
would
be
to
enforce
the
code
of
conduct
for
teacher
interaction
with
students.
Two
would
be
to
have
students
be
part
of
the
teacher,
hiring
and
training
processes.
P
Three
would
be
to
create
a
curriculum
that
reflects
the
students,
culture
and
diversity.
Also,
I
would
like
to
say
that
we
support
the
work
that
dr.
Tommy
Chang
is
doing
around
aiming
tab.
Students
achieve
excellence
in
bps.
We
look
forward
to
working
more
with
bps
to
make
this
happen.
Thank
you
for
your
time.
Thank.
Q
A
A
J
R
A
C
A
S
Thank
you
about
two
years
ago,
we
set
up
this
process
where,
in
order
to
actively
kind
of
manage
and
track
any
external
commitments,
we
get
from
any
funders
for
positions
or
so,
for
example,
if
a
school
gets
a
commitment
letter
from
the
Bar
Foundation
to
fund
an
elementary
specialist
position,
they
would
give
us
a
commitment
letter
committing
to
pay
for
this
position
for
the
year.
So
we
set
up
this
specific
grant
in
order
to
be
able
to
track
that
commitment.
So
we'd
set
up
the
funding.
S
We'd
set
up
a
budget
with
no
revenue
yet
so
kind
of
front-loading
the
money
to
pay
for
the
position
and
then
invoicing
the
bar
foundation
at
the
end
of
the
year
for
that
salary.
So
the
total
commitments
based
on
the
letters
that
we
have
received
so
far,
four
commitments
for
FY
18
across
largest
schools,
but
departments
as
well,
is
about
5.5
million.
So
far
understand.
A
So
this
is
all
the
grants
that
we
have
received
letters,
firm
letters
of
commitment
to
date
to
be
reimbursed,
but
this
is
authorizing
for
the
payments
to
go
out
subject
to
reimbursement
from
the
letters
of
commitment
that
we
have
across
the
number
of
schools,
a
number
of
grants,
a
number
of
providers-
totaling,
five
million
plus.
Yes,
that
claim
is
still
content.
Thank
so
if
any
other
members
have
questions
on
it-
and
this
is
what
the
second
year
within
it
this
way.
B
T
T
We
don't
know
what
it
could
be
outcomes
and
then
now
I'll
go
back
and
give
them
more
detailed
comments,
a
which
I'll
share
with
you
superintendent
later,
but
I
think
it's
important
for
it
subtract
some
of
this
to
know
it's
a
really
driving
improvement
in
these
critical
layers,
and
so
many
of
them
are
about
reducing
the
achievement
gap
in
terms
as
we
move
forward
with
the
opportunity.
Achieving
task
force,
work
to
get
them
really
measurable
and
be
able
to
track
what's
worth
was
not
working
is
really
important
for
us.
Yes,.
S
S
So
we
definitely
work
with
each
program
manager
to
make
sure
they
have
very
smart
goals
in
place.
I
know
some
of
them
may
end
up
being
a
little
lacking,
but
at
September
we
plan
to
come
back
to
the
committee
with
a
grand
outcome
rapport
like
similar
to
what
we
did
last
year
as
well,
so
tracking,
all
these
smart
goals
for
all
the
grants
that
end
in
FY
17.
S
T
E
U
Good
evening
Maria
Harris
I'm,
the
director
of
adult
education,
you'll
notice
that
we
use
a
lot
of
collaborative
relationships
across
the
community
to
provide
additional
services
to
our
students.
So
some
of
them
you'll,
see
open-air
or
tech
goes
home.
Those
are
the
partners
that
would
support
us
into
a
computer
literacy
programming
where
our
parents
actually
have
a
15
hour.
U
Sessions
on
tech
goes
home
and
then
they're
able
to
purchase
those
our
other
partners
would
be
related
to
the
career
pathway.
For
example,
we
have
a
certified
nursing
assistant
program,
so
we
partner
with
stony
hedge
or
Laurel
Ridge
rehabilitation
center,
so
that
they
can
give
a
space
time
to
do
the
clinicals
for
mine.
So
was
there
a
specific
partner
that
you
wanted
to
know
very
because.
U
Are
a
Family
Literacy
Center,
the
Adult
Learning
Center?
Actually,
the
Department
of
adult
education
is
department
within
bps
that
provides
academic
programs
for
parents,
so
our
parents
are
enrolled
in
a
B
e
Adult,
Basic,
Education,
ESOL
high
school
diploma
programs,
and
we
also
have
adult
skills
training.
U
We
model
what
the
school
community,
what
the
kids
do
in
schools
within
our
programming.
So
we
integrate
those
types
of
things,
so
we
take
our
parents
and
their
children
on
weekends
and
holidays.
We
take
them
on
field
trips
together
to
the
museums
and
we
expose
them
together
in
accessing
the
community.
So
we
partner
with
the
zoo
they
do
field
trips
to
we
go
to
the
Museum
of
Art.
U
This
year
we
went
to
the
Cobra
so
depending
on
what
our
families
want
to
do
with
their
children,
we
will
take
them
on
those
field,
trips,
yeah
and
then
sometimes
they
ask
us
to
go
without
the
kids
right.
Thank
you,
but
all
of
that
is
part
of
our
integrated
instruction.
So
all
of
them
is
academic.
Related,
great
thing.
A
Excellent
great
thank
you
Miss
Harris
and
thank
you
Miss
jnf
as
well,
so
any
other
questions
acquirements
on
the
grants
and
we
not
only
detained
a
motion
to
approve
the
grants,
as
presented
Thank
You
mr.
Lacan,
to
serve
a
second
thank
you,
Miss
Oliver
Davila,
any
discussion.
Objection,
any
objection
to
approving
the
grants
by
Unanimous
Consent
hearing
down
the
grants
were
approved.
A
next
action
item
is
revisions
to
the
district
Wellness
Policy.
A
We
call
it
our
last
minute
at
our
last
meeting
assistant
superinten
of
social-emotional
learning,
Amelio
Eva's
and
a
secretary
of
director
of
wellness,
Joel
cotta,
were
both
present
this
evening
proposed
revisions
to
the
current
policy
is
recommended
by
the
district
wellness.
Council
I
want
to
thought.
I
want
to
thank
dr.,
Nieves
and
miss
carla
for
incorporating
the
members
feedback
into
the
version
that
we
have
before
us
this
evening.
The
federal
government
does
require
that
bps
revised
its
Wellness
Policy
by
June
30th.
A
C
Our
last
school
community
meeting,
Jill
Carter
Carter
I'm
Amalia
Nieves,
did
provide
an
update
on
our
district
wellness
policies.
During
that
meeting
they
summarized
two
changes
in
our
policy
and
those
are
outlined
in
the
memo
that
you
have
at
the
school
committee
meeting.
You
also
had
some
specific
questions.
All
those
questions,
responses
to
all
those
questions
and
those
inquiries
are
also
put
into
a
memo
dated
on
June
15th,
subject,
line
responses
to
increase
regarding
revisions
to
the
district
wellness
policies.
If
you
have
any
specific
what
questions
sheíll
corridor
and
dr.
C
A
A
A
A
A
A
A
Move
on
now
to
our
first
report,
an
update
from
the
English
language,
learners
task
force
or
an
annual
update
at
this
time,
I'd
like
to
invite
my
our
colleague,
dr.
Moran
Yuri,
at
a
co-chair
of
the
English
language
learners
task
force,
is
going
to
step
four
with
the
presentation,
along
with
their
co-chair
I.
See,
obviously,
are
you
going
to
join
or
you're
going
to
say.
A
C
That,
okay,
our
vision
in
Boston
Public
Schools,
is
to
provide
a
culturally
and
linguistically
responsive
education,
with
the
supports
needed
to
ensure
equitable
access
to
opportunities
that
promote
language
acquisition,
bilingualism
by
literacy
and
lifelong
learning.
We
have
worked
collaboratively
with
the
ëall
task
force
to
to
improve
instructional
programs,
how
we
engage
parents,
how
we
do
translation
services,
how
we
do
professional
learning
in
bps,
and
while
there
are
many
issues
to
work
out,
I
want
to
thank
personally
the
elo
Task
Force
for
their
expertise
and
their
continued
partnership
in
this
very
important
work.
C
One
of
the
implementation
focus
areas
of
our
work
is
to
engage
students,
families
and
community
organizations,
as
advocates
and
partners
for
equity
access
and
results
for
students.
The
e
ll
task
force
has
given
voice
to
the
community
and
served
as
a
vital
top
partner
in
this
area,
particularly
as
we
implement
an
inclusive,
rigorous
and
culturally
and
linguistically
sustained
instructional
program
for
ELL
students,
DL
students
with
disabilities
and
for
all
bps
students.
C
F
We
might
not
always
agree
but
I
think
at
the
end.
We
understand
that
we're
both
pulling
in
the
same
direction
so
today,
I
also
family,
who
I
think
is
familiar
to
all
of
you
will
do
the
Preston
station
four
for
the
task
force
and
joining
her
is
Michael
Verdi,
no
who's,
the
coordinator
of
the
áall
task
force
on
their
other
couple,
members,
John,
mud
and
Simone.
D
W
W
To
step
down
actually
well
that
other
people
take
over,
this
has
been
a
very
busy
year
because
there's
a
learning
curve,
every
time
that
we
have
new
administration
and
since
the
time
that
I've
been
on
the
task
force,
I
would
say
that
this
year,
so
because
of
the
new
structure
that
was
put
in
place,
we
were
able
to
do
number
of
things
that
we
were
not
able
to
do
before.
So
we're
moving
forward,
and
it's
the
credit
to
the
new
administration
that
have
people
in
place
that
are
working
in
partnership
with
the
task
force.
W
So
just
for
a
little
bit
of
the
background
for
those
who
just
a
refresher.
That's
it
that
the
task
force
is
put
in
place
to
give
guidance
to
the
school
committee
and
the
districts
and
plan
actions
how
to
address
the
needs
of
the
yellow
learners
and
identify
mechanism
to
address
they
need
and
monitor
the
district's
progress
in
addressing
the
recommendation
that
we
put
forward
back
in
2011.
So
we've
been
still
working
on
those
recommendations
of
this
year.
Okay,.
W
The
number
of
ELR
the
we're
serving
has
been
increasing
every
year
right
now.
If
you
can
see
just
from
the
charts
itself,
almost
half
of
the
districts
are
none
or
they
come
to
school.
The
English
is
not
their
native
language,
so
that
number
is
a
huge
number
now.
Some
of
them
might
be
fluent
that
don't
need
a
support
anymore,
but
they
were
at
one
time,
BLL
learning
somebody
helped
them
to
transition.
W
So
once
you
make
that
point
clear,
it's
almost
half
of
our
districts
are
students
whose
backgrounds
are
non
English
speakers-
okay,
right
now
we
still
have
31
percent
of
the
students
in
the
districts
that
are
officially
coded
as
ëall
and
64
languages
in
the
district
and
21
of
all.
The
Els
are
designated
as
special-needs
students
and
that's
a
big
number
21
percent
of
ll,
and
that's
account
for
33%
of
all
students
in
the
district.
W
We're
puttin
on
a
new
organization
work
this
year,
so
the
hotel
meets
every
other
month
and
we
have
subcommittee
difference
for
certain
focus
area
to
allow
us
to
Dowe
deeper
into
the
work
we
have
from
five
areas.
As
you
can
see,
the
parent
engagement,
English
language,
learners
with
disability,
student
assignment
data
and
program,
quality
and
I'm
going
to
speak
to
each
highlights
each
one
of
those
areas,
accomplishments
and
also
this
year.
W
We
really
collaborated
with
many
offices
throughout
the
districts
to
get
to
understand
how
the
district
works
and
that
the
work
is
not
just
our
office
of
English
land
growing
that
they
cannot
be
the
only
one
that
are
working
on
issues
with
Els
because
they
almost
have
50%
of
the
district.
You
have
to
be
the
whole
district,
not
just
one
office.
So
so,
there's
been
good
attempt
to
work
with
the
budget
office
work
with
the
chief
of
school
work
was
I,
keep
calling
them
HR,
it's
not
each
other.
E
W
So
we
have
many
conversations
with
them
and
I
think
it's
still
learning
in
progress
that
we
don't
necessarily
have
the
right
information
yet
so
I'm
going
to
talk
more
about
that
the
challenge
of
working
together
and
lastly,
we
spend
a
lot
of
time.
The
Subcommittee
on
family
engagement
spend
a
lot
of
time
working
on
engaging
parents
and
community-based
organizations
throughout
the
subcommittee's
and
really
delve
into
how
our
al
our
parents
are
engaged
in
school.
W
W
So
one
of
the
recommendation
that
we're
going
to
go
into
later
is
that
we
spent
the
summer
and
we're
working
this
with
the
different
departments
to
come
up
with
Marco
so
that
we
are
working
more
in
things
together
to
cut
down
on
some
of
the
frustrations.
The
people
with
task
force
can
set
goals
because
we
have
many
members
that
are
community
members
and
when
you
are
not
in
the
working
of
the
district,
you
often
want
to
think
okay.
We
want
this
done,
but
what
is
the
mechanism
to
getting
that
done?
W
We're
not
the
one
doing
the
work.
Somebody
have
to
do
it
right,
so
you
have
that's
a
learning
curve
for
everybody
to
line.
So
that's
frustration
and
challenges
on
the
way,
so
we're
going
to
take
those
some
goals
and
we
watch
them
and
see
how
we
can
have
more
a
tangible
Michaels
moving
forward.
Okay
highlights,
I'm
gonna
have
to
look
down
here
so
the
same
areas
I've
talked
about
before
so
in
the
data
system,
I
think
the
world
and
use
of
technology.
It's
been
much
improved
and
I.
W
Remember
a
few
years
ago,
when
we
had
to
do
the
deal
deal
J
report,
a
lot
of
the
data
was
done
by
hand.
This
is
a
few
years
ago
and
now
don't
have
to
do
that
polling
anymore.
So
it
reduces
the
amount
of
time
to
produce
the
report.
You
need
more
time
to
really
focus
on
what
we
should
be
focusing
on,
which
is
quality
instruction,
and
one
of
the
improved
reporting
area
is
really
break
down.
The
l
te
ll
earners
by
e
LD
level,
which
is
their
the
English
learning
levels,
and
it's
much
cleaner.
W
Now
student
assignments.
Now
we
have
requested
for
few,
since
we
have
the
new
student
assignment
plan
in
place,
because
when
we
first
put
together
the
plan,
we
knew
that
the
impact
on
ll
students
is
not
something
that
anybody
can
put
their
finger
on,
because
when
you
shrink
the
areas
of
where
students
can
go
to
school
with
in
the
past,
we
have
programs
and
different
throughout
throughout
the
district,
so
students
would
choose
to
go
to
those
school,
but
some
of
them
could
be
far
away
from
home.
W
So
with
this
new
plant,
when
you're
trying
to
rework
that
we
don't
know
what
the
impact
is,
nobody
knew
so
we've
been
requesting
data.
So
this
is
what
that
is
what
that
is,
and
we
only
right
now,
I
understand
that
we
are
in
the
process
of
getting
some
of
that
data.
We
don't
have
it
yet
and
which
is
to
us
it's
a
very
we're
very
anxious,
because
on
the
ground,
we
heard
stories
that
you
see
some
of
the
impacts
on
our
student
learning
that
some
of
them
are
dispersed
to
the
district.
W
Student
support,
elo
students
with
disability.
This
is
another
area
that,
with
a
lot
of
focus
and
happy
to
report,
that
there
is
a
person
in
the
position
that
is
jointly
working
with
the
OHS
office
and
the
spread
office
is
the
first
time
we
have
a
position
like
that
to
really
focus
on
ll
that
students
need
the
ELT
level
is
also
included
in
an
IEP
in
the
past,
where
that
is
not
included
is
hard
to
talk
about
what,
with
what
the
goal
is
not
written
with.
The
eld
level
is
very
hard
to
measure
and.
W
The
third
piece
is
the
initial
analysis
of
language
capacities
in
the
schools.
We
have
a
clear
picture
now
what
we
need
in
the
past
when
we
asked
for
that
there
is
no
clean
data
and,
in
fact,
I
remember
one
of
the
meeting
I
have
with
that
the
office
of
a
capitalist
they
said.
Well,
we
don't
track
that
at
mojado.
How
come
we
don't
know
what
language
the
teachers
speak
in
the
classroom?
We
have
to
know
that
we
don't
know
that
we
can't
move
forward,
so
we
are
just
now
beginning
to
get
some
of
that
data.
W
W
Program
quality.
So
one
of
the
highlight
I
don't
want
to
read
through
the
whole
thing,
but
we
one
of
the
highlight
is
really
help
the
Coverity
and
community
to
identify
some
of
the
main
issues
that
they
don't
have:
a
pathway
because
of
the
new
assignment
that
the
converting
students
being
dispersed
throughout
the
districts.
W
And
it's
been
very
troubling
to
see
how
many
Coverity
and
students
that
are
not
in
school
that
they
thought
that
they
want
to
be
because
it's
not
in
the
area
they
live
and
as
a
result,
you
have
programs
that
are
not
a
capacity,
but
a
variety
and
students
are
dispersed
in
multilingual
programs.
So
that
is
not
my
understanding
of
what
the
district's
policy
is
that
we
want
to
support
students
with
the
language,
but
if
they
are
dispersed
into
multilingual
programs
because
of
where
they
live,
then
we're
not
able
to
serve
those
students.
W
So
it's
an
area
that
we
really
concern
about.
So
we
came
up
with
a
lot
of
solution,
but
a
suggestions
how
to
move
forward,
and
we
want
to
have
meetings
with
the
community
during
the
summer
and
put
out
that
plan
to
have
more
discussion
around
it.
How
to
have
a
pathway
for
keywording
students
go
from
elementary
school
to
middle
school
to
high
school.
That
is
clear
right
now.
It's
not
that
clear.
W
W
W
Sometimes
there
is
a
mismatch,
so
you
can
have
a
broad
board
say
we
have
X
number
of
teachers,
but
if
they
not
place
in
the
right
school
working
with
the
right
students,
then
that
having
that
language,
it
doesn't
make
any
difference.
So
we
don't
have
good
data
in
really
how
to
even
talk
about
it.
So
it's
something
that
we
are
looking
forward
to
how
to
get
that
and
I
understand
that
they
also
have
to
do
with
teacher
contracts.
W
You
cannot
force
somebody
to
go
somewhere
right,
but
at
least
we
know
X
number
of
teachers
have
this
kind
of
language
capacity,
but
are
they
in
the
right
place,
student
assignment
in
progress,
integrity,
program,
integrity
again
in
has
to
do
with
parents
choice
in
the
assignments
and
we
have
to
find
way.
So
it's
been
a
big
challenge.
How
do
you
have
that
balance
that
I
know
they
support
the
the
news?
W
The
neighborhood
assignment
plan
is
supposed
to
fix
one
area
which
is
giving
parents
choice.
So
if
you
give
parents
choice,
then
yell
up
house
also
need
to
have
that
same
choice,
I'm,
not
so
sure
that
we
can
do
both.
So
it's
a
it's
an
area
for
discussion,
because
what
happened
with
that
choice,
then,
when
we
have
students
gather
around
so
many
schools,
we
don't
have
a
concentrations
of
students
that
in
now
allow
us
to
do
good
programming
to
address.
They
need
you.
W
If
you
have
five
students
and
one
school
or
even
ten,
you
cannot
have
the
teachers
to
speak
that
language
to
the
support
the
students
and
we
see
that
the
multilingual
programs
are
not
as
good
cannot
do
as
well
as
for
having
teachers
who
speak
the
language
and
as
far
as
I'm
my
understanding
is
in
a
school.
My
district
policy
is
still
that
we
honor
the
language
having
language
based
program
helps
students
learn
and
we
have
not
deviate
from
that.
W
The
third
challenge,
taking
language
into
account
consistently.
What
that
means
is
that
when
we
do
assessment
placement
and
service
delivery,
particularly
for
students
with
disability,
we
don't
have
good
ways
to
assess
their.
We
don't
have
all
the
languages
available
and
I
know
it's
difficult.
I
know
how
hard
it
is
to
find
things.
J
W
So
it
becomes
a
dilemma.
You
know.
How
do
we
deal
with
that?
How
do
we
we
do?
You
address
the
special
needs
or
you
address
the
language.
So
it's
something
that
we
still
need
a
lot
of
conversation
and
I'm
happy
to
at
least
see
that
there
are
people
in
the
district
understand
that
dilemma,
and
it's
really
wanting
to
take
on
that
issue.
But
it's
a
big
challenge.
W
J
W
Are
a
lot
of
school
with
the
multilingual
programs
that
don't
have
anyone
that
has
the
language
capacity
to
even
communicate
with
parents?
So
it
is
something
that
the
district
have
to
pick
up
to
look
at.
How
many
are
we
talking
about
if
we
don't
have
good
data
on
that,
we
can
even
address
it
in
bringing
PLL
parents
engagement
to
schools.
Now
this
is
a
big
topic
for
almost
all
schools,
engaging
parents,
but
4ll
parents.
You
have
another
level.
Another
added
level
of
challenge.
W
Not
only
is
language
but
culture,
so
most
of
our
schools
don't
have
the
capacity
to
address
that
they
asked
some
few
shining
examples,
but
the
majority
of
the
schools
don't
have
that
capacity,
so
it
becomes
in
the
district.
You
know
we're
really
good
and
planning
and
passing
policies,
but
we
have
not
been
able
to
scale
it
up
and
take
those
good
example
and
consistently
implement
throughout
all
the
schools,
and
this
is
what
we've
been
seeing
over
and
over
again
and
I.
W
Think
that
is
something
that
I
know
that
superintendent
Chang
is
concerned
about
the
consistency
of
how
we
scale
up
to
provide
service
for
our
students
and
it's
one
of
the
big
reasons
why
I'm
still
here,
because
I
know
that
we
have
shining
examples,
that
we
have
done
a
lot
of
good
things
and
we
have
a
good
group
of
people
that
are
working
really
hard
together.
But
we
also
have
some
pretty
big
challenges
that
we
need
to
openly
honestly
and
discuss,
and
let
people
know
what
we
can't
do
it
right
now.
W
We
can
only
adjust
this,
it's
better
to
do
it
that
way
than
as
if
we
can
do
it
all
I.
Don't
think
that
we
can
do
it
off,
but
let's
have
some
priority.
So
hopefully,
in
the
summer
when
we
come
together
to
develop
the
SMART
goals,
we
would
take
a
look
at
that
and
how
do
we
develop
goals
that
are
realistic?
W
That
also
provide
the
district
and
the
community,
a
sense
of
movement
that
we
are
dealing
with
the
challenge,
but
not
to
say
yes
to
everything,
because
we
can't
we
can't
do
it
right
so,
but
it's
been
great
work
challenging
work.
We
still
have
a
long
way
to
go,
but
I
think
that
with
a
group
of
people
that
we
have
now,
we
will
make
a
dent.
Thank
you.
So
I
want
to
open
for
questions
and
I
think
we
have
new
members
of
the
Yale
task
force
that
you
would
like
to
yeah.
W
A
F
It's
you
know,
it's
not
a
huge
nothing.
No,
it's
not
a
huge,
you
know
increase,
but
it
I
think
it
will
allow
us
to
bring
some
new
folks
that
are
that
have
been
asking
to
including
teacher.
You
know.
The
BPU
has
asked
to
be
part
officially
as
a
ll
task
force,
and
we
have
other
other
folks
that
have
requested
so
that
we
would
like
that
increase
and
then
also
we
want.
We
would
like
to
request
the
appointment
of
the
three
persons
that
were
listing
here,
which
are
dr.
R
You
mr.
chair
and
thank
you
mrs.
Li,
thank
you
for
that.
A
extensive
presentation
and
I
wanted
to
take
a
second
first
of
all
and
thank
the
hard
work
and
time
and
expertise
that
everyone
who's.
A
member
of
the
task
forces
put
in
I,
mean
you.
You
keep
up
a
breakneck
schedule,
particularly
you
know,
particularly
for
a
task
force,
but
for
anyone.
That's
volunteering,
their
time
for
the
schools
and
I
want
to
make
sure
that
I
know
my
deep
appreciation
for
all
that
work.
R
So
I
just
only
have
one
question
and
it
relates
to
something
you
talked
about
it
at
the
very
end
of
your
presentation
deals
with
parent
engagement,
and
so
you
spoke
to
you
know
and
I
appreciate
you
speaking
to
the
fact
that
parent
engagement
is
an
issue
for
all
schools
and
when
you
layer
upon
that
issue,
a
language
barrier,
it
becomes
that
much
more
of
a
of
a
challenge.
So
you
know
you
spoke
about
there's
an
unclear
definition
as
to
how
to
properly
engage
parents
in
in
a
household
with
a
language
barrier.
R
G
W
The
district
I
mean
at
one
time
we
have
to
go
to
New
York
to
learn
what
people
do.
We
don't
have
to
do
that
anymore,
because
we
have
this
example
here,
but
the
question
is
how
to
scale
that
up
and
a
lot
of
times,
depending
on
the
school,
what
they're
able
to
do
on
their
own,
the
the
innovation
of
the
principal
that
principals
ability
to
get
community
partners.
A
lot
rests
on
that
principle
and
the
way
that
if
I
was
the
principal
for
15
years
and
I
know
how
challenging
that
was.
W
The
difference
between
my
tooth
I
have
two
different
school
and
one
school
I
was
able
to
do
a
really
good
job
and
the
other
school
I
was
not,
and
a
lot
has
to
do
with
the
location
of
the
school.
It
makes
it
more
challenging.
So
there
is
no
like
one
size
fits
all,
but
with
what
what
it
does
require
is
the
head
of
the
school
have
a
deep
understanding
of
how
to
engage
parents,
and
what
does
that
mean?
R
W
Schools
right
so
I
have
I
have
some
with
a
good
best
practice
that
I
have
used
myself.
That
has
worked
for
me
and
I
have
shared
them
with
other
principals,
for
example,
having
meetings
at
different
time
of
the
day,
not
just
that
one
time
I'm
in
the
same
meeting
I
have
a
3/4
time
to
allow
different
people
to
come,
and
your
definitions
of
parents
engagement
cannot
be
only
that
parents
come
to
the
school.
Yes,.
R
W
Cannot
be
a
definition,
and
parents
have
to
feel
that
you
really
do
want
them
as
partner.
They
can
feel
that
so
the
way
we
talk
to
them
and
how
they
feel
when
they
come
to
come
to
school,
if
they
cannot
a
phone
call
for
them
to,
let
them
know
what's
happening
not
when
their
child
is
in
trouble,
but
really
some
of
the
things
that
so
things
like
that
the
makespan
feel
like.
Oh,
they
do
want
my
opinion
now.
In
order
to
do
that,
you
need
to
have
the
capacity
in
the
school
to
do
it.
W
F
It
so
I
wanted
to
add
that
last
year,
Chanin
cam,
who
takes
that
subcommittee
and
student
from
UMass
Boston
their
whole
literature
review
on
strategies
for
engaging
immigrant
parents
particularly-
and
there
were
several
you
know-
best
practices
across
the
United
States
that
that
you
know
we're
highlighted
in
that
we
can.
You
know,
we've
discussed
that,
but
again
I
mean
I
think
to
be
fair.
There
is
a
there's,
a
tremendous
effort
at
the
district
level
I
think
day
lock
has
been
a
really
positive
development.
F
The
problem
is
what
it
you
know.
This
is
happening
at
the
citywide.
The
issue
is
what's
happening
at
each
of
the
schools,
particularly
when
you
have
three
five
different
languages
that
you
have
to
address,
and-
and
this
is
where
the
whole
question
of
assignment
comes
in
you
know.
If
you
have
five
different
languages,
it's
ten
different
languages,
almost
impossible
to
really
have
that
capacity
within
the
school.
Whereas,
if
you
had
more
fieldwork
it
were
more
integrated,
then
you
know
it
would
be,
but
again
there's
a
lot
of
people.
D
F
R
Tell
you
something
that
piqued
my
interest
on
this
was
a
Federal
Reserve
Bank
of
Boston
report
on
engagement
of
parents
in
Lawrence
and
I
believe
it
was
just
just
very
recently,
maybe
in
the
last
week
or
selling,
and
so
it's
great
to
hear
that
you
know,
there's
a
particular
local
research
interest
and
continuing
to
attack
these
issues,
and
so
I
appreciate
you
raising
all
the
good
work
that
the
daleks
been
doing
and
the
work
continues
and
then
we
we
continue
to
be
a
leader
in
this
area.
Thank.
W
F
I
F
F
F
A
I
You
how'd
it
go.
Thank
you.
Thank
you
to
the
e
ll
tab
for
sign,
know
you
all
do
so
much
work.
So
thank
you.
It's
a
lot
of
hours
a
lot
of
time,
a
dedication
I
have
maybe
it's
not
so
much
question
a
comment.
So
I
understand
what
you're
saying
about
the
language
piece,
but
I
do
think
that
it
is
not
rocket
science
to
engage
our
families,
and
so
we
can
talk
all
day,
but
it
really
comes
down
to
I.
Think
what
you
said
and
I
know
dr.
I
Chang
doesn't
want
me
to
say
this
or
hear
me
say
accountability,
but
at
the
end
of
the
day
it
is
about
the
leadership
and
so
I
see
so
much
professional
development
coming
before
us.
So
much
money
spent
on
professional
development
and
I
guess.
I
would
like
to
understand
what
is
the
professional
development
for
supporting
our
leaders
to
actually
support
families
to
be
more
engaged
and
I'd
like
to
understand
better?
I
How
does
each
school
actually
have
a
family
engagement
plan
that
has
measures
that
has
accountability
so
that
we
can
really
work
together
because
I
feel
like
right
now
everybody
does
whatever
they
want
to
do,
and
there
are
schools
that
do
it
better
than
other
schools
and
I
think
until
everybody
comes
in
line
and
receive.
You
know
similar
professional
element
that
there
is
a
family
engagement
plan
that
we're
going
to
be
talking
about
whether
it's
a
ll
or
not
ll.
We
have
to
do
much
much
better
and
engaging
our
family.
C
Really
quick,
so
all
schools
are
required
to
put
in
the
plans
as
part
of
their
quality
school
plan
for
parent
engagement.
I
think
there
is
a
accountability
piece
there,
but
there
also
is
a
capacity
passing
that
in
terms
of
just
resources,
but
the
capacity
in
terms
of
making
sure
parents
are
at
a
table
for
some
of
the
most
critical
work.
So
the
instructional
work,
so
some
ideas
that
that
we
are
working
to
implement
next
year,
having
more
parents
that
are
part
of
our
instructional
walks
at
school.
C
C
So
this
lens
of
how
to
make
sure
parents
are
helping
to
improve
helping
to
be
part
of
learning
process
is
something
that
we're
being
very
sensitive
to
across
the
district,
not
just
in
oh
yeah
office,
not
just
in
our
engagement
office,
but
in
all
our
offices.
So
it
will
have
to
continue
being
a
priority
for
us,
as
a
school
system
can.
J
I
Think
a
few
things
as
I
think
Suzanne
talked
about
families
constantly
having
to
come
to
the
school
I
think
we
did
need
to
broaden
that.
What
does
that
look
like
in
our
community
and
there's
a
ton
of
research
around
working
with
families?
That
is
not
about
academics,
that
is
about
building
a
relationship
with
their
child
and
so
somehow
being
able
to
figure
out
how
that
looks,
and
that
is
more
engaging
to
families
and
just
only
talking
about
MCATs
or
you
know,
did
you
get
a
c-minus
and
whatever
but
I
think
like
broadening
that
I'm.
W
Glad
you
brought
that
up
and
I
want
to
offer
them.
You
know
it's
a
good
idea
to
include
parents
in
the
learning
walks
and
stuff,
but
I
think
that
if
you
want
to
have
that
atmosphere
of
parents
and
students
feeling
the
school
is
there
for
them,
that
you
have
each
school
need
to
figure
out
what
it
is
that
the
family,
what
are
the
activities
that
can
bring
the
whole
family
together
and
I
the
three
things
that
I
over
the
years
that
I
found
but
were
surprising
to
me?
W
The
second
piece
that
I
had
a
discussion
one
time
to
invite
a
high
school
students
to
an
elementary
school
and
have
them
talk
about
growing
up
what
are
some
of
the
things
that
they
wish:
their
parents,
things
that
work
for
them
and
what
they
did,
and
that
was
a
guy
opener
for
a
lot
of
parents,
because
nobody
ever
said
that
to
them.
So
we
just
want
you
guys
to
be
safe.
Is
that
yeah,
but
you
so,
if
they're
having
that
creating
that
kind
of
atmosphere
that
kind
of
dialogue
what
they
learn,
how
to
feel.
W
C
I
may
note
I
think
there
are
just
like
cultural,
linguistically,
sustaining
practices.
There
are
phases
through
this
work.
We
need
to
confront
some
of
the
biases
we
have
against
with
some
parents.
That's
actually
phase
one,
but
then
the
second
phase
is
the
bank
relationship
which
I'm
hearing
what
you
are
saying
Alex
at
the
end
of
it
does
work,
is
in
service
to
student
learning.
So
if
you
can
do
those
first
two
phases,
you
do
have
to
move
to
the
third
phase
where
parents
are
contributing
to
the
learning
process.
That
has
to
be
the
ultimate
goal.
C
W
A
E
I
think
the
first
thing
is
that
I
never
realized
that
50%
of
our
district
for
English
language
learners
and
then
I
think
about
the
things
that
we
talked
about
our
district
and
then
I
wonder.
What's
our
capacity
to
really
deliver
on
just
the
general
statements
we
make
about
wanting
cognitively,
demanding
tasks
etc?
And
then
we
talk
about
that.
E
We
can't
we
don't
have
the
resources
to
really
implement
in
every
single
school
that
we've
given
a
person
choice
to
what
they
need.
So
at
what
point
does
the
district
have
to
step
back
and
figure
out
how
we
deliver
meaningful
choice
so
that
we
do
have
filled
classrooms
with
teachers
who
can
teach
children
and
allowing
parents
to
know?
Well,
here
are
the
tech
schools
where
your
child
can
get
this
versus
ten
schools
in
which
eight
of
them
we
may
not
be
able
to
do
that.
E
So
then,
how
do
we
begin
to
sort
of
manage
the
resources
we
have
better
and
how
parents
to
utilize
those
better?
So
kids
outcomes
are
better
and
then
how
do
we
begin
to
bring
to
capacity
things
like
if
we've
got
this
number
of
parents,
the
Delic
and
the
family
engagement
Department?
Don't
have
a
capacity
to
deal
with.
You
know
thirty
thousand
families
each
in
terms
of
trying
to
give
schools
and
supports
they
need,
as
well
as
to
engage
parents.
E
So
you
know
I
mean
I,
wonder
if
we
looked
at
our
departments
that
are
doing
that
work
and
look
at
other
districts
to
figure
out.
You
know
what
what's
the,
how
many
people
do?
You
need
each
of
those
those
departments
to
really
meet
the
needs
of
50,000,
very
diverse
families,
so
that
we
have
to
relook
at
some
of
those
resources.
So
we
really
want
to
talk
to
parents.
We
have
the
capacity
to
do
that.
E
Our
teachers,
what
percentage
of
our
overall
educators
are
bilingual
or
multilingual
in
terms
of
the
number
of
students
that
we
have
you
know,
and
where
should
they
be
placed
here?
You
say
that
we
can't
ask
a
teacher
to
go
to
where
students
need
them,
because
they
have
a
choice,
I
mean.
So
how
do
we
deal
with
all
this
choice
in
the
actual
needs
of
our
kids,
because
we're
spending
a
lot
of
money
trying
to
do
a
lot
of
things
but
we're
falling
short
in
a
lot
of
places?
E
C
I
think
what
parents
I
one
thing
I
do:
is
your
parents
want
when
they
start
their
children
into
bps?
They
want
to
understand.
There
is
pathways
for
programming
all
the
way
through
and
we
do
have
a
lot
of
choices.
We
do
have
programming
and
all
parts
of
the
city
and
how
all
these
pathways
connect,
which
other
from
pre-k
to
12,
is
very
important.
That
is
a.
J
C
F
F
I
think
when
we
did
the
little
study
with
out
with
with
the
Coverity
and
community,
it
was
really
fascinating
because
we
asked
the
folks
on
the
budget
office
to
do
some
of
the
data
mining
and
then
the
first
question
is:
where
do
the
K
variance
students
live
one
mouth
everybody
around
North
Dorchester
word
UK
boarding
up.
Can
we
go
to
school
everything
everywhere
so
that
it
was
you
know
for
a
whole,
you
know
bringing
down
and
trying
to
organize
and
think
through
and
I.
Think
in
this
you
know,
ll
is
really
tremendous,
I!
Think,
okay.
F
A
Talk
to
you
at
AI
think
the
issues
that
Miss
Robinson
raised
and
fellow
members
have
raised
and
what
you
have
raised
in
your
comments
and
miss
Li
as
well,
perfect
examples
of
why,
even
though
the
work
of
the
task
force
has
evolved
over
the
years
and
MS
Li
I
chuckled,
when
you
said
I
was
at
this
at
the
very
beginning.
I
was
on
this
committee
when
we
were
talking
about
the
need
to
have
it,
and
at
that
point
it
was
for
very
different
reasons.
A
Right
we
had
the
federal
government
breathing
down
our
neck
and
now
their
priorities
made
changed,
but
I
think
this
task
force
is
working
so
well
with
the
superintendent
in
his
team,
and
you
know
the
numbers
that
we
see
here
about
how
important
this
is.
We
do
not
succeed
as
a
district
unless
our
ll
students
succeed,
because
it's
such
an
important
part
not
only
of
our
total
students,
but
also
by
the
way,
as
you
point
out,
our
spread
population
as
well,
and
those
are
critical
figures.
A
33
percent
of
all
of
students-
disabilities,
our
ll
learners,
as
well
as
you
point
out
here,
and
that
figures
64
first
languages
spoken
among
ALL
in
Boston,
Public
Schools,
that's
a
number
that
should
be
burned
in
all
of
our
brains
and
you're.
Absolutely
right,
as
you
mentioned,
and
as
some
of
the
fellow
members
had
mentioned
well
very
different
from
a
lot
of
other
districts
across
the
country.
A
That
is
huge
and
you
know,
I
was
in
a
classroom
and
benka
just
a
couple
weeks
ago,
when
there
were
probably
15
languages
in
that
one
classroom
being
spoken,
and
yet
that
teacher
mr.
Silva
was
doing
a
phenomenal
job
during
the
speech
contest,
right,
I
think
several
was
ejected
over
the
course
of
several
days,
and
you
know
we
see
so
much
great
work
going
on.
But
the
work
of
the
e
ll
task
force
is
critical.
I
love
how
it
is
evolved
over
time,
how
it
works,
hand
in
hand
with
the
district
in
dr.
URI.
A
We
will
be
taking
about
at
our
next
meeting
to
continue
the
work
for
another
year
and
there
was
recommendation
for
several
new
members
that
bring
a
diverse
range
of
experience
to
this,
that
you
are
recommending
a
join
all
the
way
from
Farah,
SSI,
Raj
I
believe
who
many
of
us
do
know,
and
she
has
been
in
the
district
and
within
e
ll
and
is
now
moving
over
to
be
a
BTU
organizer,
and
thank
you
for
president
elect
hanging
for
recommending
her
to
join,
but
also
dr.
Alonzo.
A
A
The
criticalness
of
purpose
has
not
ended,
even
as
the
federal
government's
priorities
have
may
be
shifting
in
the
future.
It
doesn't
change
the
work
that
we
need
to
do
in
this
district,
so
thank
you,
ms
Lee,
and
dr.
URI
hace
for
co-chairing
this.
Thank
you
for
missing
mr.
Faron
Dino
for
facilitating
this
I
know.
Sometimes
it
can
be
challenging
because,
as
fellow
members
have
noted,
this
is
an
extremely
active
task
force
that
meets
on
a
very
regular
basis
with
a
lot
of
moving
parts.
A
A
C
I
do
it
thank
you
so
much
up
while
they
are
coming
up.
I
want
to
start
by
saying.
Vpss
theory
of
action
for
our
high
school
transformation
is
to
create
programming
in
our
secondary
schools.
That
prepares
our
young
people
for
college
career
and
life,
and
that
means
learning
must
be
rigorous
and
it
must
be
relevant,
learning
must
occur
inside
school
and
outside
of
school
and
learning
should
really
replicate
adult
life.
C
Since
Bryan
Excel
plans,
since
Bryan
Excel
high
schools
were
designated
level
4
in
September.
The
school
committee
members
have
heard
about
the
history
at
each
school.
The
context
around
the
designation
and
the
work
that
we
have
been
doing
to
create
plans
for
both
schools
focused
around
linked
learning.
This
evening,
we'll
hear
from
incoming
Headmaster's
Renee
McCall
and
Rob
Rometty
about
the
futures
of
Excel
and
Bryan
respectfully.
C
As
the
school
committee
knows,
I
issued
initial
release
of
both
schools
turnaround
plans
on
June
7th
and
by
July
seven,
this
committee,
Commissioner
Chester,
and
each
schools
local
stakeholder
group
can
propose
modifications
of
a
plan.
To
me.
I
will
be
meeting
with
a
Bryan
High
School
local
stakeholder
group
tomorrow,
June
22nd
and
the
Excel
local
stakeholder
groups
on
Monday
June
29th
each
year.
Their
feedback
directly
in
both
those
meetings
will
be
public
meetings
after
proposals
are
submitted.
I
have
30
days
to
consider
the
proposals
and
issue
final
versions
of
the
turnaround
plans.
C
I'm
also
excited
to
announce
this
evening.
A
district
will
receive
two
point:
seven,
seven
million
dollars
from
the
state
to
fund
turnaround
strategies
of
both
of
these
schools,
and
this
will
this
funding
will
be
over
the
next
three
years.
These
funds
will
be
important
support
for
the
school's
improvement.
In
addition,
I
want
to
remind
the
school
committee
that
they
approved
us,
but
bps
budget.
C
That
includes
additional
seven
hundred
and
fifty
thousand
dollars
of
funding
in
support
of
the
turnaround
work
of
Brian
five
hundred
thousand
dollars
there
and
Excel
250
thousand
dollars,
and
that
is
on
top
of
the
two
point-
seven
seven
million
dollars.
Both
schools
will
be
receive.
The
two
schools
will
be
receiving
combined
over
the
next
three
years.
So
tonight
a
Renae
and
Rob
will
provide
a
school
committee
with
the
overview
of
the
turnaround
plans
and
highlight
specific
strategies
that
are
unique
to
each
school.
C
Y
Thank
you
dr.
Chang,
good
evening,
chairman
O'neill
members
of
the
school
committee,
superintendent,
CUNY
members
and
staff.
My
name
is
Jonathan
layman
and
one
of
the
instructional
superintendents.
Most
of
my
portfolio
of
schools
is
comprised
of
the
high
school,
including
Brighton
High,
which
is
one
of
the
two
schools
we
will
be
discussing
this
evening.
Z
Y
Pleased
to
be
here
this
evening
to
support
the
new
headmasters
of
brighton
and
excel
high
schools.
They
share
our
vision
for
the
turnaround
of
both
schools
at
the
June
7th
meeting
the
instructional
superintendents
introduced
each
of
the
new
leaders.
The
committee
this
evening
lies
and
I
would
like
to
reintroduce
Rob,
Rometty
and
Rene
McCall
to
you
in
a
few
moments
we'll
be
turning
to
them.
To
speak
to
you
about
the
two
schools
turnaround
plans,
so
here's
Rob
Rometty
Rob
is
very
good
at
school.
He's
a
summa
laude
graduate
of
Boston
College.
Y
He
has
earned
a
certificate
of
advanced
Graduate
Studies
from
Northeastern
University
and
last
year
was
a
linch
leadership.
Fellow
at
Boston,
College
Rob
taught
English
beginning
of
his
career
for
seven
years,
where
he
was
a
really
effective
teacher
leader.
He
established
a
social
networking
site
to
facilitate
cross,
departmental
collaboration,
drove
the
establishment
of
data
inquiry
cycles
of
the
school,
directed
a
program
for
at-risk
students
and
supported
new
and
novice
teachers.
Y
On
the
strength
of
his
tremendous
teacher
leadership,
he
was
appointed
in
2013
to
serve
as
the
principal
of
the
edwards
middle
school
while
at
the
edwards
middle
school.
He
instituted
shared
instructional
expectations
across
classrooms
data
inquiry
cycles,
a
differentiated
array
of
intervention,
acceleration
strategies
and
an
advisory
program,
and
we
were
so
impressed
by
the
kind
of
leadership
that
he
showed
at
the
Edwards
middle
school
that
he
was
a
that
he
was
our
choice
to
lead
the
turnaround
process
at
Brighton,
High
and
I'm.
Z
Privileged
to
introduce
my
colleague,
Renee
McCall,
who
is
a
Boston
native
and
proud
graduate
of
Boston
Latin
School
Renee
is
a
career
changer
into
education
after
eight
years
as
a
certified
public
accountant,
which
we'll
hear
will
serve
her
well
in
her
new
role
at
excel,
Renee
taught
high
school
math
for
eight
years
and
teaching
courses
in
AP
statistics,
personal
finance
and
accounting
and
worked
as
an
administrator
at
another
bps
turnaround.
School
Madison,
Park
Renee
served
as
principal
of
the
Timmel
T
Middle
School
in
Roxbury
since
2013,
with
an
emphasis
on
building
teacher
leadership
capacity.
Z
Around
data
inquiry
in
an
hour
says
to
Drive
instructional
improvements
and
she
developed
strong
climate
and
culture
with
grade-level
community
meetings
that
promoted
student
voice
and
strong
relationships
between
students
and
staff.
A
lifelong
learner,
miss
McCall,
is
currently
working
on
her
doctorate
in
educational
leadership,
from
the
University
of
Pennsylvania.
Y
So
the
turnaround
plans
that
you're
about
to
hear
about
are
anchored
in
the
district's
theory
of
action
for
how
will
redesign
learning
at
the
secondary
level.
Four
of
the
key
elements
of
this
theory
of
action
are
that
learning
will
focus
on
the
robust
academics
needed
for
college
and
career
success,
that
students
will
encounter
extent
extended,
enriching
exposure
to
college
and
career
pathway
experiences.
Y
It
will
be
able
to
engage
students
through
authentic,
culturally
and
otherwise
relevant
learning
experiences
and
that
personalized
supports
will
ensure
that
every
student
can
access
the
curriculum
and
take
advantage
of
the
opportunity
that
their
school
provides
to
them
together.
These
four
pillars
will
accelerate
the
learning
of
our
students
at
brighton
and
excel
high
schools
and
set
them
up
for
success
in
college
career
in
life
at
brighton
and
Excel
will
bring
these
four
pillars
to
the
fore
through
the
linked
learning
approach
to
high
school
redesign.
Y
In
the
linked
learning
approach,
students,
education,
centers
around
a
career
based
technical
core
through
the
pathways
technical,
technical,
core
students,
gain
access
to
work,
based
learning
opportunities,
mentors
from
industry,
job
shadows,
internships,
dual
enrollment
experiences,
leaving
certifications,
etc.
In
English
language,
arts,
math,
science
and
social
studies
courses,
teachers
will
work
with
the
career
based
teachers
to
develop
interdisciplinary
project
based
units
of
study.
Y
This
interdisciplinary
approach
helps
students
to
see
the
relevance
of
their
academic
content,
as
well
as
enhancing
the
depth
and
rigor
of
the
students
experience
because
teachers
to
collaborate
on
curriculum
also
share
the
same
students.
The
adults
are
able
to
work
together
and
to
get
to
know
their
students
very
well
and
provide
personalized
supports
to
help
them
to
succeed.
X
At
Brighton
High
School,
we've
selected
a
pathway
theme
of
arts
and
new
media,
so
the
pathway
courses
will
include
offerings
and
visual
and
graphic
arts,
as
well
as
communications
for
new
media
like
Instagram,
Facebook,
Twitter
and
LinkedIn.
We're
looking
forward
to
partnering
with
WGBH
to
help
think
through
and
provide
bright
and
high
students
in
the
media
pathway,
with
opportunities
to
learn
about,
observe
and
perhaps
pursue
internships
in
media
related
work
based
learning
placements.
We
look
forward
to
collaborating
to
determine
what
the
partnership
will
look
like
over
the
next
few
years.
K
Just
as
Brighton
High
School
aims
to
advance
their
students,
entrepreneurial
ISM,
Excel,
High
School
has
recently
developed
critical
partnerships
with
socio
donatina
youth
cities
and
build
to
deepen
and
develop
students.
Entrepreneurial
mindset,
professional
development
will
be
provided
to
teachers
as
they
build
lessons
through
an
entrepreneurial
lens
that
helps
students
to
connect
the
dots
between
coursework
and
the
real
world.
K
Students
will
think
innovatively
to
make
decisions
solve
problems
and
work
collaboratively
with
their
peers,
as
well
as
staff
and
students
will
explore
classes
in
the
two
strands
of
emerging
technologies
and
business
innovation
on
topics
such
as
entrepreneurship,
as
I
just
mentioned,
accounting
as
well
as
introduction
to
computer
science
and
coding.
We
are
thrilled
that
the
instructional
strategy
of
project-based
learning
will
be
the
focus
of
our
strategies
and
focus
on
the
strengths
of
our
diverse
populations
of
students.
Z
K
With
the
redesign
of
Excel,
we
are
transforming
the
learning
experience
of
our
high
schoolers,
with
a
focus
on
teaching
and
learning
through
the
lens
of
a
business
technology
pathway,
development
specific
to
turnaround
practice
one.
We
know
that,
in
order
for
students
to
have
a
different
learning
experience
that
we
as
adults
have
to
approach
our
work
differently
as
well.
Tonight,
I'd
like
to
highlight
our
work
in
strategy,
one
to
embed
professional
collaboration
at
the
school.
K
We
have
developed
a
compelling
theory
of
action
that
states
if
Excel
High
School
develops
and
sustains
systems
and
structures
that
allow
time
for
teachers
to
collaborate,
and
they
Co
develop
rigorous,
engaging
lessons
that
are
centered
around
cognitively,
demanding
tasks
that
integrate
Career
Pathways.
Then
students
will
make
meaning
of
their
learning
and
will
be
prepared
to
apply
that
to
college
and/or
career
opportunities.
In
support
of
this
work,
we
have
built
an
additional
106
hours
of
professional
development
in
collaboration
into
our
schedule.
K
In
addition
to
teachers,
collaborating
our
district
level
teams
as
well
as
industry
partners,
will
collaborate
to
help
us
warm.
Our
understanding
of
effective
instruction,
develop
strong
train
structures,
support
the
work
of
ilt
and
provide
ongoing
coaching
around
data
in
Korean
analysis
to
inform
instruction
and
accelerate
student
learning.
The.
X
Second
turn
around
practice
is
intentional
practices
for
improving
instruction.
The
manner
in
which
bright
and
high
students
will
learn
next
year
will
look
and
feel
different.
As
you
can
see,
many
of
the
strategies
we've
identified
under
turn
around
practice
to
involve
enhancing
instruction
by
utilizing
the
linked
learning
approach
to
make
curriculum
more
authentic
and
relevant
for
our
students.
Tonight,
I'd
like
to
highlight
our
plans
under
strategy.
One
specifically.
X
Strategy,
one
is
strengthening
the
quality
of
instructional
practice.
Our
strategy
is
grounded
in
the
superintendent
strategic
implementation
plan,
around
cognitively,
demanding
tasks
and
culturally
and
linguistically
sustaining
practices.
Specifically,
we
plan
to
develop
a
program
of
coherent
and
targeted
professional
learning
for
staff.
X
Will
also
utilize
a
multi-tiered
systems
and
support
for
academics
approach,
specifically
in
grades
9
and
10
we'll
be
adding
more
intervention
courses
in
math
and
English
language
arts
will
utilize
Universal
screeners
to
help
identify
students
and
their
needs.
Our
incoming
ninth
graders
will
be
screened
as
soon
as
the
new
school
year
begins.
We'll
also
be
working
with
our
tenth
graders
to
help
support
those
who
are
behind.
K
The
third
turnaround
practice
is
student,
specific
supports
and
instruction
to
all
students,
even
as
we
are
improving
instruction,
we
know
that
we
need
to
tailor
our
supports
to
ensure
that
all
students
are
successful.
We
have
a
variety
of
strategies
designed
to
use
data,
to
determine
how
to
best
support
our
students
and
to
ensure
that
these
supports
are
working
effectively.
K
Tonight,
I'd
like
to
highlight
our
advisory
work
in
strategy
number
four
Excel
offers
a
daily
40-minute
advisory
block
for
students
who
are
grouped
with
10
to
12
of
their
peers,
assigned
to
the
same
staff
person
for
the
four
years
that
they
attend
the
school
during
advisory
time.
Students
will
build
21st
century
skills
and
develop
a
college-going
culture.
K
Students
will
explore
pathways
through
field
trip,
opportunities
and
internships
and
work
on
soft
skills
such
as
mock
interviews
and
building
a
resume
students
and
their
advisors
will
develop
relational
trust.
That
has
been
proven
to
have
a
strong
impact
on
student
achievement
in
school
communities
as
they
engage
in
restorative
justice
circles
that
focus
on
community
building
and
peer
mediation.
Weekly
students
will
also
engage
in
affinity
groupings
to
further
build
community
amongst
their
peers
and
adults
in
the
building.
X
The
fourth
and
final
turn
around
practice
goes
under
the
broad
heading
of
school,
climate
and
culture.
We
know
that
a
strong
climate
provides
the
foundation
for
a
highly
effective
learning
environment.
In
our
turnaround
plans,
we
highlighted
many
strategies
to
strengthen
student,
climate
and
culture
under
this
4th
practice.
X
Tonight,
I'd
like
to
focus
on
our
first
strategy,
which
is
to
establish
a
college
and
career
focused
culture
across
the
school
students,
will
be
more
motivated
to
learn
and
more
engaged
with
their
schooling
if
they
understand
the
relationship
between
what
happens
in
school
and
their
future,
we're
taking
a
variety
of
steps
to
ensure
that
students
make
those
connections,
beginning
with
our
incoming
ninth
graders,
to
a
ninth
grade
orientation,
which
will
be
the
first
of
many
times.
Students
are
exposed
to
the
expectations
of
work
and
college
level.
X
This
will
be
a
key
structure
for
cultivating
this
culture
of
high
expectations
and
P
reinforcement
will
also
be
using
our
advisory
structure
for
the
integration
of
pathway
expectations
we'll
be
collaborating
with
industry
professionals
to
develop
competencies,
skills
and
behaviors
for
students
that
span
both
school
and
the
workplace
and,
finally,
we'll
be
increasing
college
and
career
visibility
in
terms
of
curriculum,
where
the
guidance
department
will
be
designing
and
delivering
a
comprehensive
guidance
curriculum
at
all
grade
levels
through
advisory.
Also,
symbolically,
we'll
be
naming
our
crews
after
different
colleges
and
universities
will
be
increasing.
Z
Finally,
as
this
slide
illustrates,
Brighton
and
Excel
serve
many
of
the
district's
highest
needs
students
and
students
from
marginalized
groups.
We
know
that
we
cannot
clothes
opportunity
and
achievement
gaps
for
our
students
across
the
district
until
we're
able
to
significantly
improve
the
quality
of
schools
like
Brighton
and
Excel.
Z
A
I
You
thank
you
very
much
seems
like
Excel
has
a
really
great
partner
and
maybe
Brighton
should
have.
If
you
don't
have
a
success,
Boston
partner,
Erica
services
over
there
from
Boston
foundation,
you
can
hook
you
up.
My
question
is
this:
this
is
great.
I
wish
the
Sociedad
students
were
here
because
what
they've
been
talking
about
for
the
last
year,
around
student,
centered
learning
of
these
approaches
and
the
career
pathways
and
do
all
that
so
they'll
be
so
excited.
I
just
wanted
to
quickly
ask
you.
K
Currently,
there
are
a
lot
of
questions
around
the
link,
learning
approach
and
the
designation
of
turnaround,
and
so
we
have
started
a
listening
tour
at
Excel
this
past
week.
We
started
at
via
aid
in
Dorchester
and
it
was
pretty
well
attended
by
parents
as
well
as
students,
and
we
are
offering
three
additional
opportunities
for
parents
and
families
and
students
to
come
out
to
express
their
hopes
and
dreams
for
excel
in
the
coming
year
and
those
will
be
again
throughout
the
city
and
the
last
one
on
August
21st
will
be
at
Excel
High
School.
X
Similarly,
a
bright
and
high,
we
are
also
launching
a
listening
tour.
It's
going
to
take
place
in
July
in
August's.
We
have
six
sites
picked
out
in
neighborhoods
across
the
city
where
we
can
engage
with
families
from
different
neighborhoods.
Our
school
represents
virtually
every
neighborhood
in
Boston
and
so
we'll
be
sharing
details
about
the
turnaround
plan.
Then
soliciting
questions,
ideas
and
also
recruiting
for
the
upcoming
school
year
for
important
bodies
like
student
school
site
Council
and
the
school
Parent
Council.
A
Z
E
My
questions
is
I
mean
this
is
a
big
difference
in
terms
of
the
kinds
of
programming
that
they'll
be
entering
in
and
I
know
for
freshmen.
This
will
be
the
trajectory
for
their
whole
high
school
career.
But
how
will
this
impact
you
know
seniors
who
have
one
year
and
how
does
this?
How
do
they
transition
from
what
they
were
doing?
E
C
What
we
did
not
say
explicitly
is
that
the
link
learning
model
will
be
phased
in
over
time
so
start
with
Nexus
freshman
they'll
go
to
grow
one
year
at
a
time,
but
we
are
providing
professional
development
for
all
teachers.
So
some
of
the
tenets
of
link
learning
will
be
infused
to
other
grade
levels
next
year,
I'm
going
to
turn
it
over
to
a
headmaster
that
can
talk
more
specifically
about
how
they
may
want.
K
Was
just
going
to
add
to
what
dr.
Chang
mentioned
sophomores
through
seniors
will
have
an
opportunity
to
participate
in
elective
courses
introduction
to
computer
science
coding
accounting
entrepreneurship,
so
they
will
have
those
opportunities.
In
addition,
they
will
partake
in
internships
and
apprenticeships
as
well
and
in
the
job
shadows
as
well.
At.
X
Brighton
I
would
also
add
that,
because
all
teachers
will
receive
training
in
the
project-based
learning
approach
to
summer,
even
students
in
grades,
10,
11
and
12,
although
they
won't
be
part
of
the
formal,
linked
learning
model.
With
all
of
the
elements,
we
will
start
to
be
exposed
to
project-based
learning
units
of
study
and
the
idea.
X
There
is
really
to
help
provide
opportunities
for
students
to
be
working
together,
more
collaboratively
and
to
start
developing
the
kinds
of
collaboration
and
advocacy
skills
that
we
want
them
to
graduate
with
and
move
on
to
college
or
career
whichever
it
may
be
for
them.
But
we
think
that
all
students
will
get
exposed
to
that
and
leave
with
more
access
to
those
skills,
starting
with
all
grade
levels
at
Brighton
in
the
upcoming
year.
Z
For
the
earlier
reps
choice
rounds,
the
turnaround
plan
was
not
yet
available.
Once
link
learning
had
been
selected
as
a
model
which
is
sort
of
prior
to
the
turnaround
plan
becoming
available.
We
started
having
more
public
meetings
and
we
had
some
meetings
in
March
with
families
and
students.
There
were
student
focus
groups
that
kind
of
information
to
get
the
word
out
to
your
points,
so
people
could
choose
to
opt
in.
Thank
you.
Thank.
R
R
Maybe
it
didn't
happen
this
year
because
of
lining
up
the
assignment
process
with
the
turnaround
plan,
but
is
the
intent
going
forward
to
market
link,
learning
and
the
specific
pathways
within
each
school
to
the
type
of
students
that
you
bring
in
and
maybe
to
put
that
another
way
are
we
do
I,
know
you're
not
going
to
have
any
applications
as
part
of
entry
to
excel
or
Brighton,
but
essentially
the
only
reason
a
kid
is
going
to
go.
There
is
if
they
want
to
enter
one
of
these
pathways.
Is
that
that's
the
intent
over
over
time.
Y
I'd
say
that
we
certainly
envision
that
the
schools
will
be
actively
marketing
themselves
over
time
and
will
be.
You
know,
promoting
the
exciting
opportunities
that
the
pathways
provide
and
we
certainly
hope
the
kids
who
are
coming
to
the
schools
will
be
drawn
by
those
by
those
that
would
be
the
special
nature's
of
the
schools.
I
also
think
it's
really
important,
though,
for
first
school,
because
these
are
open,
enrollment
schools
and
we
do
have
students
who
look
at
a
sign
to
the
schools
for
various
reasons.
Y
It's
really
important
to
say
also
that
we
do
our
cocaine
both
these
are
around
plants,
paying
attention
to
opportunities
within
within
the
schools,
for
students
to
have
choice
and
to
have
the
agency,
which
comes
from
choice
and
understand
that
these
pathways
themselves
are
kind
of
broad
pathways
which
are
intended
to
expose
kids
to
a
whole
range
of
possibilities.
So,
although
they
do
focus
in
a
particular
area,
this
is
not
like
a
traditional
vocational
program
where
you
are
really
walked
into
a
specific
job
or
career
at
the
end.
Okay,.
R
So
you
just
stay
on
that
theme
for
a
minute,
if
you
were
to
say
enter
Brighton
with
a
what
is
it
new
media
is
one
of
the
focus
programs
you
found.
Maybe
in
your
sophomore
junior
year
you
weren't
that
into
it
would
would
that,
would
there
be
a
I
guess,
an
opportunity
to
maybe
broaden
or
change
your
focus
or
otherwise
I
guess
just
essentially
be
a
general
education
type.
R
C
Yes,
my
experience
working
with
schools
that
implement
and
link
learning
in
a
previous
district,
but
where
you
saw
young
people
saw
the
learning
experience
more
relevant
and
while
it
may
be
relevant
to
a
particular
pathway,
there
were
applications
across
a
wide
spectrum
of
industries
of
themes.
So,
for
example,
stem
immersing
I
know
it's
a
school
that
terminal
Neil
visited
Rob
and
Rene
both
visited
on
a
recent
trip
to
Los
Angeles.
C
J
A
It's
interesting.
You
asked
an
excellent
question.
Mr.
la
canto
and
I
think
the
perfect
example
and
we're
going
to
hear
very
shortly
from
dr.
Walker
or
Gregory,
with
the
Kennedy
Health,
Careers,
Academy
and
I.
If
I,
remember
correctly
from
the
presentation
about
56%
of
your
students
say
that
they
want
of
your
graduates,
say
that
they
want
to
pursue
health
koreas.
A
Do
I,
have
that
figure,
correct
I
think
I've
just
had
to
pull
it
out
to
look,
but,
and
so
it
exposes
them,
but
not
all
of
them
decided
to
pursue,
but
some
of
them
say
I
followed
this,
and
it
showed
me
that
I
didn't
want
to
pursue
this,
but
they
still
learn
so
much
there.
If
you
look
at
the
graduation
rates
and
the
success
rates
of
those
students,
there's
still
get
an
excellent
education
and
I.
A
Think
what's
interesting
here
with
link
learning
is
they're
learning
the
skill
of
project-based
learning,
which
is
critical
and
in
this
case
add
brighten.
It
reapplied
to
new
media
and
working
with
with
WGBH
I
think
is
brilliant.
It's
one
of
the
largest
employers
right
down
the
street
and
you
know
between
TV
and
radio
and
film
etc.
What
an
opportunity
there
and
some
of
the
entrepreneurial
ideas
in
Excel
certain
makes
sense
and
some
of
the
community
organizations
going
to
be
working
with
as
well,
but,
more
importantly,
teaching
and
project-based
learning,
which
is
a
skill.
A
A
R
No-
and
you
know
I
think
that's
a
very
helpful
distinction
to
to
be
had
here,
and
particularly
you
know,
just
opposing
this
with
a
CT
type
education.
You
know
because
I
think
we
all
think
about-
or
at
least
some
of
us
it
might
come
to
mind
the
experience
with
Madison
a
few
years
back
when
you
know
we
continue
to
have
students.
Administrative
Lea,
signed
to
a
Technical,
Education
Program
souza
didn't
want
to
be
there.
This
might.
R
This
obviously
is
a
different
program
and
so
I
think
it's
helpful
in
the
context
of
when
we
are
going
out
and
recruiting
and
we're
talking
about
the
program
to
remind
people
that
you
know
that
there's
focus,
there's
a
focus
here.
There's
there's
a
theme,
but
it's
also
drawing
upon
these.
These
larger
approaches,
if
you
will
to
to
learning
teaching
and
learning
I,
think.
A
It's
part
of
a
more
of
a
general
trend
of
you
know.
We
have
traditionally
had
a
couple
of
highly
focused
schools
and
then
some
general
schools
that
are
more
based
upon
geography
and
the
schools
that
have
been
most
challenged.
The
past
couple
of
years
have
been
schools
that
are
more
based
upon
geography
and
I
think
having
a
wide
range
of
portfolios.
We
have
some
incredible
career
opportunities
in
this
city
and,
as
we
evolved,
I
love
what
Madison
Park
is
doing
about
restructuring
the
program
focus
that
they
have.
A
They
are
getting
rid
of
some
adding
some
new
ones
and
trying
to
beef
up
the
opportunities
there.
Health
Careers,
a
number
of
others
that
we
have
around
the
city
that
make
perfect
sense
for
the
large
employers
in
the
city
and
the
opportunities
for
our
students
and
I
think
you
know
for
Brighton
and
Excel,
allowing
them
to
focus
I.
Think
Charles
Town
is
looking
at
this
as
well
thinking
through.
If
you
talk
with
Lowell
Thomas,
the
headmaster
of
Charles
Town,
he's
thinking
through
how
to
have
specialty
programs
as
well.
That
will
become
more
I.
C
C
Project-Based
learning
will
be
a
theme
because
we
want
to
make
sure
learning
has
real-life
applications.
Young
people
are
solving
real-life
problems,
so
they're
gaining
kind
of
skills
they
will
need
in
college
and
career
and
in
life
and
Boston
is
a
perfect
place
to
do
it
because
of
the
many
rich
industries
that
are
here
in
this
city,
and
so
we
should
have
an
array
of
high-school
options
all
with
themes
around
it.
That
should
not.
R
C
R
Other
thing
I'll
mention
is,
you
know
all
applaud
the
district's
efforts
here
in
the
sense
that
you
know
that
the
vehicle
that
we're
using
for
for
this
turnaround
or
for
these
changes,
if
you
will,
is
the
turnaround
process.
But
what
this
really
speaks
to
is
the
the
broader
approach,
the
district's
taking
the
high
school
redesign
and
so
I
think
it's
great
to
be
able
to
kill
two
birds
with
one
stone.
Isn't
the
greatest
phrase,
but
I
have.
A
F
Thank
you
very
much
for
this
and
I
really.
You
know
I
start
out
by
saying
that
we're
all
looking
forward
to
watching
you
implement
this
very
interesting
process.
I'm
I
want
to
concentrate
my
questions
on.
You
know
the
question
that
you
raised
on
about
improving
the
opportunity
and
achievement
gaps
and
and
I
and
I
agree
with
you
without
you
addressing
the
the
needs
of
these
particular
students.
You're
not
going
to
be
successful
so
that
you
need
to
be
able
to
really
be
very
focused
on
that.
F
You
follow
the
conversation
around
english-language
learners,
so
I'm
gonna
focus
on
that
I
was
wondering
where
you
knew
or
you
had
been
able
to
identify
the
languages.
Students
speak
in
your
school
and
in
the
capacity,
the
language
capacity
that
you
have.
What
Indian,
what
languages
do
your
teachers
and
staff
speak.
X
Sure
I
can
start.
We
have
a
multilingual
population
at
Brighton,
high
school
over
40%
of
our
students
are
English
learners,
I
would
say
the
primary
language
would
be
Spanish,
although
we
also
have
several
others,
including
Portuguese
Arabic
Chinese.
So
so
there
are
several
I
would
say.
The
capacity
in
terms
of
staff
would
be
probably
more
heavily
towards
Spanish,
and
so
much
like
I
heard
in
the
last
presentation,
we're
obviously
still
working
to
income
increase
the
language
capacity
for
other
languages.
In
our
multilingual
program,
you.
X
We
are
looking
to
we're
actually
adding
an
additional
sort
of
pathway
for
our
for
our
English
learners.
One
of
the
challenges
that
we
are
facing
is
around
students
who
are
coming
to
us
over
age
and
and
meeting
a
lot
of
support
in
their
language
acquisition.
So
we're
really
excited
about
supporting
those
students
with
additional
coursework
with
linking
their
work
experience.
X
Many
of
our
students
are
working
linking
that
to
their
academic
experience
and
being
able
to
support
them
with
their
language
development
in
that
way
and
offering
credit
for
it,
and
so
in
terms
of
their
outcomes
in
terms
their
traditional
classes.
They
tend
to
do
pretty.
Well,
it's
just
that
they
have
many
many
kind
of
credits
to
acquire
when
they
arrive.
You're.
F
Putting
let
me
deal
with
Brighton
high
and
then
you're
implementing
a
type
of
program
that
is
very
intensive
in
the
relationship
between
students
and
teachers.
You
know
there's
no
way
to
implement
it
without
intense
relationships
between
you
know
all
the
different
stakeholders,
so
I'm
wondering
how
you're
adapting
your
strategies
to
address
to
allow
English
language
learners
to
participate
with
that
level
of
intensity
with
your
teachers.
F
X
We
are
actually
increasing
the
department
size
by
one
next
year
and
one
of
our
ESL
teachers
will
be
completely
outside
of
the
classroom
to
provide
leadership
and
guidance
to
other
teachers,
but
also
to
the
students
and
their
programmatic
needs,
and
when
I
mentioned
before
the
pathway
that
we're
creating
with
additional
after-school
courses
as
well
as
summer
academies
for
our
English
learners
to
help
them
accelerate
their
pathway
to
graduation.
We're
also
going
to
be
linking
the
work
based
learning
element
to
that.
X
So
students
can
get
direct
support
in
their
language
development
in
a
way
that
is
embedded
in
the
context
of
the
jobs
they're
doing
after
school,
either
through
something
that
we've
matched
up
for
them
through
our
work
based
learning
program
or
through
jobs
that
some
many
students
come
to
us
already.
Having
and
and
working
full
time.
F
X
Think
we
have
a
lot
of
planning
to
do,
and
one
of
the
things
that
will
be
happening
over
the
next
year
is
the
creation
of
an
advisory
board
which
is
part
of
the
linked
learning
approach
and
really
working
with
the
industry
and,
as
we
develop
partnerships,
any
partnerships
really
bringing
in
the
work-based
people
from
the
industry
to
help
us
develop.
What
the
supports
will
look
like
so
that
we're
creating
a
partner
with
the
internship
sites,
the
job
sites
as
well,
so
that
we're
supporting
students
both
at
school
but
also
in
the
workplace.
Y
Just
TAS
as
say
one
piece
about
this
one
of
the
things
that
was
very
interesting
to
me
when
we
went
out
to
California
to
visit
link
learning
sites
there.
Those
sites
have
a
lot
of
English
learners
and
those
students,
I,
think,
are
thriving
in
those
programs,
and
we
have
a
partnership
with
connect
ed,
which
is
the
organization
which
supports
the
link
learning.
Y
You
know
we
roll
out
throughout
California
and
I,
think
we
can
tap
into
their
wisdom
as
we
move
forward
right
now,
we're
thinking
more
about
the
first
year
about
the
ninth
grade,
rollout
and
as
a
so
we're
a
little
bit
further
away
from
building
building
up
the
full
infrastructure
for
some
of
those
those
pieces
like
internships,
etc.
For
the
other
student,
you
know
for
the
older
kids,
so
I
would.
F
J
C
Really
quickly,
as
we
were
beginning
the
process
for
planning
a
Bryan
high
school,
these
questions
were
actually
asked
specifically
by
teachers
as
well
at
the
school,
and
so
our
office
English
language
learners,
has
been
a
partner
in
the
development
of
plant.
There's
still
a
lot
to
figure
out.
We
understand
it
as
a
priority,
and
actually
your
question
around.
How
do
you
ensure
oh
yeah
I
mean
yell
student
access
in
some
of
these
job
experiences?
That
was
actually
a
job.
C
F
Really
appreciate,
maybe
give
you
an
idea
around
dual
enrollment,
which
yeah
I've
had
a
experience
on
from
the
other
end
many
times,
for
example,
spanish-speaking
students
or
friendship.
You
know,
Brazilian
Portuguese
can
benefit
from
classes
like
Spanish
for
Spanish
speakers
classes
in
local
universities,
because
it's
not
a
major
week,
but
it's
a
way
for
them
to
get.
You
know
high-level
capacity
in
their
own
language.
You
know
using
the
dual
language,
the
dual
enrollment
process,
so
that
may
be
something
that
you
may
may
want
to
explore,
which.
F
F
F
F
Son
did
that,
with
with
a
couple
of
the
Fenway
partners,
they
learned
literature
in
their
language.
They,
you
know,
and
that's
you
know,
you
know
it's.
You
know,
college
credit
and
it's
something
that
affirms
their
but
again,
I
mean
I,
really
invite
you
to
think
about
this.
This
is
not
a
small
number,
especially
in
Brighton
small
number
of
students
that
you've
got
up.
You
know
you
look
if
you
want
to
be
successful,
is
every
successful
with
them?
Okay,
the
same
with
excel.
F
K
K
F
K
So
we
most
recently
had
our
first
parent
engagement
meeting
at
the
Viet
aid,
so
we
want
to
continue
to
build
relationships
with
that
community
and
to
ensure
that
again,
they
have
those
opportunities,
just
as
other
students.
So
in
the
afternoon
again
the
schedule
will
be
fixed.
So
therefore,
students
will
have
our
teachers
will
have
an
opportunity
to
collaborate
both
with
elective
teachers
as
well
as
other
colleagues
of
theirs
to
ensure
that
students
have
opportunities
for
the
project-based
learning
and
to
engage
in
the
work
based
readiness
to
to
have
again
Job
Shadow
opportunities
in
field
trips.
A
Thank
you,
dr.
yachty
I
think
it
was
important
to
hear
what
the
superintendent
just
said,
which
is
the
commitment
of
making
sure
that
the
office
of
e
ll
is
going
to
be
working
with
the
Headmaster's,
as
these
plans
continue
to
revolve
during
the
summer.
I
think
you've
raised
critical
issues
for
them
to
consider,
and
you
know,
as
we
said
with
the
e
ll
task
force,
ll
such
a
large
percentage
of
our
students,
a
district
I'm.
A
C
J
F
Y
C
F
I
would
say
also
I
mean,
especially
in
Excel.
You
have
you're
on
top
of
tier
you're,
building
a
strong
relationship
with
a
Vietnamese
community
and
allowing
because
you
want
those
students
to
be
able
to
also
get
the
skills
from
the
kinds
of
projects
that
they're
they're
going
to
be
able
to
do
and
turn.
X
F
I
Wanted
to
add
for
excel
high
school
as
an
example,
we
are
work
with
Excel,
so
we're
doing
entrepreneurship
in
Spanish
and
we
have
a
triangle
between
us
and
Babson
College.
So
it's
all
very
project-based
and
I
know
I,
know
Renee
from
working
years
at
the
Timothy
and
she
has
had
a
ton
of
partnerships.
I'm
sure
same
goes
for
you,
I
agree,
but
I
think
it
is
about
what
you
said
like
doing
the
VI
a
piece
and
bringing
in
other
community
organizations
as
part
of
the
triangle.
T
No
it's
getting
later
on
queue
up
much
later.
I
know
you
have
a
full
day
tomorrow.
Oh
I
think
it
is
a
very
exciting
work
and
looking
forward
to
as
it
go
forward.
The
question
I
have
is
your
your
data.
Dashboard
right
I
mean
so
you
know
a
lot
of
great
ideas,
a
lot
of
good
program,
adding
ideas.
But
what
really
are
the
indicator
lag
the
leading
indicators
when
you
come
back
in
a
year?
T
What
do
we
want
to
see
different
in
your
numbers
and
we'll
hear
what
you
do
we're
excited
about
that,
but
in
your
numbers,
what
will
we
see
different
and
what
are
the
ones
that
are
priorities
for
you
and
then
what
are
your
lagging
indicators?
So
what
you've
shared
with
us
are
these
two
growth
percentiles
and
they
talk
about
achievement
gap
not
broken
down
by
your
demographic
groups,
which
I
think
would
be
very
useful
for
us
to
see
it
and
then
the
other
question
I
would
have.
T
Z
You
Dean
Coleman,
so
I'll
start
and
then
turn
over
to
rob
and
Renee
for
their
specific
indicators
that
they
personally
look
at.
One
of
the
features
of
the
turnaround
plan
structure
is
it
it
has
built
into
it
measurable
annual
goals
for
each
of
the
turnaround
practice
areas.
That's
true
in
both
of
the
turnaround
plans,
so
those
benchmarks
are
transparent
to
the
community
or
anyone
who
reads
this
public
turnaround
plan.
They
know
what
we're
measuring
ourselves
against
in
those
goals.
They
range
everything
from
things
like
a
graduation
rate
or
specific
performance
on
tests.
Z
Those
kind
of
things-
and
some
of
them
are
more
about
how
the
school
functions
like
engaging
families.
It
may
be
things
on
survey
data,
either
student
survey,
data,
family
survey,
data
staff
survey
data,
so
there
are
a
wide
range
of
metrics
included
in
the
plans
themselves
that
the
the
schools
will
be
holding
themselves
accountable
to
in
the
district
well
as
well,
and
they
are
the
ones
that
are
in
the
plan
currently
are
one
year
metric.
So
we're
not
waiting
till
the
end
of
the
turnaround
plan
three
years
from
now
to
see
how
we're
doing.
K
One
of
the
things
that
we
are
working
on
immediately
is
our
attendance
rate.
What
we
find
is
that
students
have
felt
that
their
voices
have
not
been
historically
heard
at
the
school
level,
and
so
we
want
to
reengage
students
to
ensure
that
they
see
the
value
in
the
project-based
learning
and
the
linked
learning
approach
to
the
teaching
and
learning
experience.
So
we
also
want
to
ensure
that
students
have
an
opportunity
to
develop
lasting
relationships
with
at
least
one
adult
in
the
building
during
advisory
time.
X
Would
echo
Renee's
comments
and
add
that,
in
terms
of
leading
indicators,
classroom
walkthroughs
and
the
culture
and
climate
that
were
seeing
and
feeling
in
the
building
will
be
really
important,
especially
in
those
opening
few
months
of
the
school
year?
I
think
we'll
get
a
lot
of
really
important
data
in
that
way
through
our
advisory
program,
but
also
in
terms
of
the
professional
development
that
we're
doing
with
staff
and
the
extent
to
which
we're
seeing
it
translated
into
classroom
instruction
and
student
engagement.
A
A
I've
only
missed
two
meetings,
I
think
in
the
past
couple
of
years
and
I
was
not
at
the
meeting
a
while
ago,
when
the
superintendent
had
folks
present
about
link
learning,
and
so
I
was
cynical
about
this
idea.
But
I
did
have
the
opportunity
to
spend
time
with
principal
Rometty
and
principal
McCall
and
several
other
folks
in
visiting
what
have
we
see
four
or
five
schools
in
LA
over
a
36
hour
period
and
I
thought
it
was
crazy
to
do
it.
A
Take
five
hour
flights,
both
ways
and
36
hours
a
couple
weeks
before
back
surgery
and
then
principal
headmaster,
Rometty
had
kidney
stones
attack.
While
it
was
healthiest,
so
you
were
in
more
pain
than
I
was
but
I
was
and
I
want
to
report.
To
my
fellow
members,
I
did
it
because
I
wanted
to
see
this
in
action
and
what
is
this?
Something
that
would
really
make
sense
and
to
spend
time
with
the
leaders
would
be
implementing
it
and
I
was
incredibly
struck
by
the
project-based
learning
that
we
saw
actually
happening
at
the
4th.
A
A
It
was
how
they
they
pulled
a
hot
dozen
students
in
to
meet
with
us,
and
they
was
so
respectful
to
each
other,
and
they
were
so
incredibly
articulate
and
well
spoken
about
what
this
project,
what
this
stem
school
meant
to
them
and
I
equated
to
health
career
academies
because
they
had
a
health
focus
there
in
particular,
and
someone
was
saying
no
I'm
not
going
to
go
into
this
field,
but
here's
what
I
learned
from
this
school
anyway.
Getting
back
to
your
original
question
question
mr.
A
LeConte,
oh
and
then
we
went
over
with
the
ninth
graders,
who
are
presenting
that
night.
A
film
study
on
a
particular
topic
and
they
had
worked
together
as
group,
many
of
which,
when
we
went
around
and
talked
to
them
individually,
were
very
new
to
the
kind
English
language
learners
and
yet
to
see
the
interaction
of
the
students
and
how
they
were
presenting.
I
was
incredibly
struck
by
that
and
I
wanted
to
ask
headmaster
or
Metis
and
headmaster
McCall
in
particular.
A
You
know:
did
you
have
any
takeaways,
because
I
know
we
did
have
the
ability,
through
superintendent,
Chang's
connections
and
instructional
superintendent,
Welsh's
connections
and
others
the
the
access
we
were
given
by
the
school
leaders
there?
They
were
literally
handing
you
teacher,
training,
booklets
and
templates,
and
give
you
complete.
Open
access
appears
out
learning
over
the
past
four
years
to
accelerate
yours.
So
did
you
have
any
takeaways
and
that
in
particular,
and
anything
in
particular
that
you
learned
from
that
that
you
want
to
implement
right
away.
X
X
They
did
poster
board
presentations
and
then
presented
these
film
shorts
that
they
had
created
around
in
different
infectious
diseases
and
I
feel,
like
I
realized
at
that
moment
that
the
the
theme
was
really
just
a
vehicle
to
really
empowering
students
to
develop
the
skills
that
we've
talked
about
in
this
presentation
and
that
several
of
you
have
asked
about
mentioned
the
collaboration,
the
advocacy,
the
the
way
in
which
students
were
so
articulate
with
one
another,
the
way
in
which
they
felt
really
empowered
through
that
process.
And
you
can.
X
These
were
freshmen
that
we
had
watched
and
we
were
shocked
that
it
was
one
of
their
very
first
exhibitions.
We
had
assumed
that
they
were.
You
know
several
in
and
so
I
thought
that
that
was
very
powerful
and
it
really
reminded
me
or
maybe
really
showed
me
what
it
is
were
aiming
to
do,
which
is
to
really
empower
students
to
to
give
them
voice
to
teach
them
the
sort
of
skills
that
they
need,
regardless
of
the
field
they
go
into
to
be
really
successful.
K
Agree
with
everything
that
Rob
mentioned,
I
also
wanted
to
point
out
that
just
hearing
the
student
reflections,
not
only
the
freshman
but
the
upperclassmen
about
the
experience
that
linked
learning
has
had
on
their
lives
is
really
powerful.
The
schools
also
may
mention
that
their
branding
and
publication
was
also
very
important
so
that
students
see
the
importance
and
the
difference
that
your
school
can
make,
and
considering
that
we
are
turnaround
school,
it's
great
that
students
who
understand
that
we
are
reimagining
the
high
school
experience
and
redefining
what
excellence
looks
like
at
Excel
and
that
Bryton.
A
You
it
struck
me
when
I
saw
those
students
in
action.
It
reminds
me
of
in
Boston
STEM
week
that
we
have
here
in
all
about
middle
school
grades,
but
one
week
in
October
or
September
and
when
a
number
is
visited,
the
schools
that
was
the
one
of
the
most
engaged
that
I've
seen
Boston
Public
School
students
be
engaged
in
learning,
something
in
a
project.
Working
together,
excited
I
mean
thrilled
for
that
week.
This
is
what
was
happening
at
these
schools.
A
We
visited
every
single
day,
and
so
it
it
really
encouraged
me
that
I
could
see
this
working
at
both
of
the
schools
that
the
superintendent
has
selected
to
implement
this.
To
begin,
there's
a
lot
of
work
to
do.
I.
Think
areata
in
particular,
for
pointing
out
some
of
the
challenges
you
need
to
focus
on.
I.
Think
you've
heard
from
all
the
members
on
this
and
we
look
forward
to
following
your
progress.
A
Superintendent
I
know
you
are
going
to
be
presenting
this
to
stakeholders,
group,
making
final
recommendations
and
then
working
the
state
on
presenting
a
turnaround
plan
and
then
we'll
be
getting
update
to
the
future
correct.
So
thank
you.
You
have
a
lot
of
hard
work
in
front
of
you,
but
you've
got
a
great
start
underway
and.
A
For
Boston
that
you
succeed,
thank
you.
We'll
move
on
now
do
I
finally
put
this
evening
in
a
charter
renewal,
application
for
the
Edwin
M
Kennedy
Academy
for
Health
Careers,
dr.
Karen,
Walker,
Gregory,
the
headmaster
and
her
team
has
been
patient.
We
thank
you
for
your
patience
and
welcome
you
superintendent.
Chang.
Do
you
have
some
opening
remarks
to
make?
Yes,.
C
I
do
dr.
Karen,
Walker,
Gregory,
headmaster
emk
for
hell
couriers
will
present
tonight
on
her
school's
application
to
deci
to
renew
its
five-year
charter.
I
think
the
timing
is
absolutely
appropriate,
because
emk
has
been
a
bright
spot
in
the
integration
of
academics
and
career
technical
education
and
ensuring
that
young
people's
learning
in
school
is
also
relevant
to
careers.
She
will
be
asking
for
a
MKS
reauthorization
vote
on
July
19th.
As
we
look
to
better
prepare
our
students
for
success
in
college
career
in
life.
Emk
has
been
a
bright
spot
as
I
stated.
C
It
is
a
college
preparatory
high
school.
It
focuses
on
putting
students
on
a
solid
pathway
to
careers
in
Health
Professions,
and
it
is
a
model
very
similar
to
what
you
heard
about
Brian
in
Excel
when
I
thank
dr.
Walker
Gregory
for
her
continued
leadership
and
lastly,
I
do
want
to
say
that
the
emk
community
has
expressed
to
me
directly
their
desire
to
move
to
a
seventh
walled.
Great
configuration
I
have
asked
them
at
this
time,
not
to
present
that,
because
we
want
to
use
the
build
VPS
process
to
consider
such
changes.
C
But
I
want
the
school
community
to
know
that
I
want
to
be
supportive
of
their
desire
to
go,
to
become
a
712
and
to
become
and
to
start
educating
students
in
secondary
at
a
much
earlier
age.
So
that
will
be
a
conversation
for
later,
but
today
this
she's
not
representing
her
application
for
charter
renewal,
a
horse
man
charter
renewal.
Thank
you
thank.
AA
AA
I
have
Elmer
Freeman
here,
who
is
not
only
our
board
chair,
but
also
the
founder
of
our
school
and
is
now
the
executive
director
of
the
Center
for
community
health,
education
and
research
and
service
I
have
on
my
left
here:
Erica
Steve's,
who
is
also
board
member
he's
directed
Social
Innovation,
Fund,
Success
Boston
and
the
Boston
foundation
and
I
have
Julianne
Scott
he's
also
a
board
member.
He
is
a
budget
manager
at
Northeastern,
University,
so
I
think
them
on
all
of
them
for
joining
me
today.
AA
So
the
again
I'm
here
to
provide
you
with
the
highlights
bright
spots
as
to
why
the
School
Committee
should
support
the
application
of
the
charter.
Renewal
of
the
Edward
M
Kennedy
Academy
for
health
careers,
I
prepared
a
brief,
PowerPoint
presentation
for
your
review,
and
so
obviously
our
mission
for
our
school
continues
to
be
the
same.
We're
a
college
preparatory
high
school
that
focuses
on
the
Health
Professions.
Most
recently
have
become
a
vocational
track.
AA
We
continue
to
be
a
supportive
learning
environment
and
our
goal
is
to
attain
the
life
skills
needed
to
become
productive
and
positive
members
of
the
society.
Just
a
little
brief
history
of
our
school,
we
were
founded
in
1995.
We
were
designated
at
1998,
a
first
Horace
Mann
charter
school
2003.
We
had
our
renewal
and
then
2008
in
2013
2010.
We
were
renamed
in
honor
of
the
Senator
Edward
M
Kennedy
2012.
AA
AA
Evidence
of
success,
inequity
emk,
continues
to
enroll
students,
regardless
of
prior
academic
achievement
and
serve
the
population
that
mirrors
the
racial,
ethnic
and
economic
diversity
of
the
city.
Over
the
last
few
years
that
I've
been
there,
we
have
been
significantly
increased
our
enrollment
of
English
language,
learners
and
students
with
disabilities.
AA
AA
AA
We
continue
to
have
partnerships
with
Northeastern
University
and
Brigham
and
Women's
Hospital
public
health
and,
most
recently
vertex
on
pharmaceuticals.
Again
a
Mackay
was,
or
is
the
first
charter
school
to
be
approved
as
a
chapter
74
Career
and
Technical
Education
Program,
focusing
on
health
assisting
and
would
love
to
explore
the
biotechnology
pathway
as
well
again.
I
S
I
AA
I
AA
AA
AA
I
A
R
You
mr.
chair,
thank
you
dr.
Gregory
and
gentlemen.
Just
a
couple,
quick
questions.
So,
first
of
all,
on
the
grade,
seven
eight
expansion,
I
heard
potential
grade.
Seven
eight
expansion,
I
heard
dr.
Chang's
introductory
remarks
just
to
clarify
you'll
need
to
come
back
to
us
with
a
charter
amendment
in
order
to
expand
the
school
correct.
That.
AA
AA
What
is
really
exciting
is
that
we're
going
to
have
the
first
group
in
next
year
to
be
doing
their
actual
internships
at
hospitals
and
doing
they're
getting
their
nursing
experience.
So
wonderful.
What
would
I
guess
this
is
the
beginning
stages,
so
it's
all
about
exposure
and
9th
and
10th
and
so
junior
year.
This
group
now
is
actually
going
to
be
at
the
hospitals,
and
so
it's
really
they're
really
excited
and.
AA
J
AA
E
AA
So
your
Harley,
my
focus,
is
not
on
graduation.
My
focus
is
on
college,
and
so
we
and
you
cannot
go
to
college
without
graduating.
So
the
mindset
is:
what
college
are
you
going
to
graduations
again,
I
think
we've
had
from
successes
where
I
meet
with
seniors
three
times
of
you
individual
meetings,
it's
about
20
minutes
each
and
it's
about
where
you're
planned.
So
one
nobody
gets
missed
through
the
crack
right
so
beginning
easier
in
the
middle
year
and
the
end
idea.
So
the
end
of
the
year
is
more
like
this
is.
AA
J
AA
AA
Know
we
spent
a
lot
of
time
with
parent
engagements.
We
have
a
parent
engagement
court,
well,
two
staff
members
that
work
on
that
process
and
work
with
the
district
around
it.
We
do
a
lot
of
events
in
terms
of
cultural
day
and
because
it's
not
just
about
coming
up
and
getting
your
report
card,
it's
about
trying
to
build
a
community,
and
so
we
spend
a
lot
of
time
with
in
staff
meetings,
just
brainstorming
on
different
ideas.
F
F
Right,
thank
you
very
much
for
for
your
presentation
and
for
all
the
documentation.
I
wanted
I
have
some
questions
about
just
I'm
not
familiar
with
your
school,
so
you
know
information.
Can
you
tell
me
a
little
bit
about
the
break?
You
know
the
your
enrollment
who's
in
your
school.
What
you
know
what
percent
you
know
there's
an.
S
F
AA
V
AA
F
F
AA
So
I
think
it
really
starts
off
with
the
quality
of
staff
that
I
have
and
the
mindset
that
they
have,
and
so
our
job
is
to
again
get
them
ready
for
college,
whether
they're
yellow
what
it
is.
That's
the
mindset
and
so
the
training,
our
staff
about
about
70%
of
them
are
yellow,
certified
right
and
so
again,
starting
out
foot.
The
mindset
that
all
kids
can
learn
and
all
kids
have
the
opportunity
to
have
access
to
high-quality
education
I'd
be
part
of
the
way
to
make
that
equitable.
J
J
AA
A
You
and
thank
you,
dr.
Walker
Gregory,
for
your
presentation
and
for
your
board
members
who
joined
this
evening
in
the
founders
of
the
school.
Thank
you,
I
did
want
to
ask
one
thing:
I
noticed
in
your
more
detailed
write-up
when
you
talked
about
ela,
which
has
been
one
of
the
strengths
of
the
school
and
I,
was
fascinated
by
the
partnerships
that
you
laid
out:
the
Boston
debate,
League
the
Huntington
Theatre,
the
Isabella,
Stewart
Gardner,
and
then
in
science,
the
partnerships
there
with
vertex
etc.
A
AA
AA
Believe
that
was
one
of
the
reasons
that
we
were
exploring
the
seven
through
a
suite
in
terms
of
just
readiness
just
overall
and
if
we
could
start
a
little
earlier,
we
think
the
kids
would
be
called
more
college
ready,
but
in
general
we've
been
playing
around
with
geometry:
advanced
algebra
algebra,
some
kids
are
coming
to
us,
algebra
ready
and
some
kids
are
not,
and
so
every
because
we're
a
lot
of
you
school,
we're,
not
sure
we're
going
to
get
each
year.
We
kind
of
trying
to
change
up
based
on
that.
Could.
A
But
you
seen
more
I
mean,
as
the
district
has
focused
more
and
trying
to
have
more
students
eligible
ready
at
ninth
grade
you're,
not
seeing
I'm,
seeing
the
head
shake
no
and
by
the
way
the
opinion
you
were
expressing
every
single
high
school
leader
that
I've
spoken
to
in
this
city
has
said:
I
would
love
to
get
the
students
earlier.
So
it
is
you
you're
not
saying
a
message
that
is
standalone
I.
A
A
I
do
know
you
have
some
challenges
by
being
in
multiple
facilities
and,
as
you
have
grown
over
the
years-
and
you
know
we'll
try
to
figure
that
out
for
you,
but
you
know
the
pathways
you're
providing
for
our
students,
and
you
know
56%
saying
they
want
to
be
in
health.
Korea's
that
that
is
admirable.
I
would
spend
one
week
in
your
school
and
say
I.
Don't
want
to
know
the
blood,
but
so
I
for
making
a
joke
of
it.
You
doing
tremendous
work
for
our
students
and
I.
A
C
C
I
A
And
I
do
point
out
in
a
court,
you
know
we
we
so
often
do
not
reference
the
fact
that
in
our
packages
our
equity
impact
statements
and
so
I
do
want
to
specifically
because
mr.
Mudd
has
pointed
out
to
us
a
number
times.
You
do
not
ask
about
the
equity
impact.
It
actually
is
in
all
of
our
packages,
and
so
I
do
want
to
specifically
mention
and
call
out
that
it
you
by
the
fact
that
you
are
enrolled
students
without
regard
to
prior
academic
achievement
and
a
lot
of
rebased.
A
A
I
O
Quick
I
hope,
as
with
the
chair,
I,
think
I
was
very
ll
task
force.
I.
Think
I
was
also
there
before
the
beginning.
You
know
talking
with
Reverend
Gruber
about
the
formation
of
the
task
force.
Initially
I
just
wanted
to
quickly
take
your
time
and
I
had
my
voice
probably
unnecessarily
to
encourage
you
to
continue
to
support
the
task
force
and
to
give
it
the
mandate
that
it
needs
to
do
the
critically
important
work
that
we're
all
addressing
together
with
the
obvious.
O
Is
that
we're
not
going
to
deal
the
achievement
gap
unless
we
deal
with
these
students
and
we're
focusing
on
a
critically
important
agenda
for
the
of
marginalized
people,
how
we
realize
that
the
goal
of
culturally
and
linguistically
supportive
practices
for
a
marginalized
set
of
students
that
have
particular
cultural
and
linguistic
needs
and
I
think
that's
a
theme
that
I
hope
we
can
continue
to
explore
with
you
in
the
taskforce.
I
guess:
there's
a
sidebar
since
we're
now,
including
a
ll
theta
in
schools
and
spread
data
in
the
schools.
L
O
It
can
develop.
Smart
goals
will
be
a
very
important
next
step.
I
mean
that
means
that
all
of
us
have
to
come
to
that
table
in
a
way
willing
to.
You
know,
commit
it
to
looking
at
these
tough
problems
and,
in
some
sense
willing
to
take
risks
and
be
open
with
each
other
and
I
hope
we
can
do
that
pie
plates.
We
can,
under
this
leadership
that
there
are
going
to
be
three
hugely
important,
contextual
issues
that
we
face
and
they've
been
mentioned
here.
O
The
student
assignment
question
about
what
is
necessary
in
terms
of
grouping
of
students
to
give
them
the
program
support
that
they
need
and
what
are
the
issues
involved
in
that,
not
least
of
which
being
Department
of
Justice?
Secondly,
the
critical
importance
of
interdepartmental
collaboration.
You
know
that
deal
with
the
complex
issues.
I
know
I've
worked
on
on
hiring,
that's
got
to
be
not
just
office
of
human
capital,
but
the
academic
departments
and
schools
and,
finally,
sorry.
Finally,
this
issue
of
central
leadership
and
school
implementation.
O
Now,
because
we
have
a
decentralized
system,
but
not
a
vulcanized
system,
so
how
we
hold
principals
accountable
and
provide
them.
The
support
first
and
then
hold
them
accountable
to
my
knowledge
and
I'm.
Sorry,
to
my
knowledge,
the
hiring
of
teachers
and
engagement
of
parents
is
not
one
of
the
key
variables
of
principals
are
held
accountable
for
and
if
you
can
be
a
proficient
principal
without
dealing
with
parent
engagement
or
or
hiring
of
diverse
staff
and
I,
don't
think
we're
addressing
that
quick.
Thank
you
for
indulging
me
over
time.
Thank.
A
You
miss
olive
and
new
business
Aaron,
and
that
concludes
our
business.
For
this
evening.
The
next
School
Committee
meeting
will
take
place
on
Wednesday
July
9
at
6:00
p.m.
there's.
Nothing
further
I'll
entertain
a
motion
to
adjourn
motion.
There's
a
second.
It
certainly
looks
like
unanimous
consent.
Thank
you
everybody
and
have
a
restful
summer
evening,
I'm
glad
on
the
longest
days
of
year.
We
did
not
have
the
longest
school,
maybe
even
in
here.