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From YouTube: Boston School Committee Meeting 8-10-22
Description
Amid the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
A
A
C
A
A
Tonight's
section
is
being
shared,
live
on
zoom,
it
will
be
rebroadcast
on
the
boston
city,
tv
and
posted
on
the
school
committee's
webpage
and
on
youtube.
Tonight's
meeting
documents
are
posted
on
the
committee's
web
page
bostonpublicschools.org
school
committee.
Under
the
august
10th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
bps
languages.
A
After
the
interpreters
finished
introducing
themselves
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Well,
our
spanish
interpreters.
Please
introduce
yourselves
and
give
zoom
instructions
and
espanol.
G
Thank
you
very
much,
madam
chair
good
evening.
Everyone
distinguished
guest,
madam
superintendent,
welcome
school
committee
members.
My
name
is
juan
bernalillo
and
one
of
the
simultaneous
spanish
interpreters
whom,
along
with
interpreter
mr
randall
dominguez,
will
provide
simultaneous
interpretation
tonight.
I
will
now
proceed
to
explain
how
to
access
the
interpretation
feature
in
spanish.
A
H
A
A
J
Thank
you,
madam
chair,
good
evening.
Everyone,
my
name
is
wei.
I
will
be
a
chinese
mandarin
interpreter
with
my
teammate
tina.
It.
A
Thank
you.
Our
american
sign
language
interpreters
are
kylie,
lena
and
hannah.
Thank
you
all
for
assisting
us
this
evening
and
thank
you
to
all
the
bps
staff
behind
the
scenes
who
also
provide
support
for
our
virtual
meetings
to
run
smoothly.
A
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
the
screen,
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
close
today
at
4,
30
pm.
Please
make
sure
you
are
signed
into
zoom
under
the
same
name.
You
use
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
A
A
If
and
when
members
need
to
leave,
we
will
have,
we
will
vote
to
adjourn
the
meeting
so
as
we
will
no
longer
have
a
forum
given
the
urgency
of
the
work
being
done
by
the
district
and
the
upcoming
deci
system,
improvement
plan
deadlines
and
the
need
to
share
this
important
information
with
our
stakeholders
and
community
members.
Remember.
The
remaining
members
will
stay
on
to
hear
the
acting
superintendent's
report
and
the
update
from
the
district
on
the
system.
A
L
L
A
Any
questions,
no
okay!
If
there
are
no
questions,
we
will
take
one
vote
on
the
slate
of
schools.
A
I
will
entertain
a
motion
to
approve
new
membership
in
the
massachusetts
interscholastic
athletic
association,
miaa
for
the
following
schools,
boston
arts,
academy,
edward
m
kennedy,
academy
for
health
careers,
mccormick
bcla
7-12,
the
bps
alternative
school
network,
which
includes
boston,
adult
technical
academy,
boston
day
and
evening
academy,
boston,
collaborative
high
school
community
academy
and
greater
eggleston
high
school.
Is
there
a
motion.
F
C
A
C
F
C
M
A
Our
next
action
item
this
evening
is
an
employment
agreement
between
the
boston
school
committee
and
incoming
superintendent.
Mary
skipper
you'll
recall
that
on
june
29th
the
committee
voted
to
appoint
mary
skipper
as
superintendent
of
the
boston
public
schools
subject
to
the
successful
negotiation
of
an
employment
contract.
A
Tonight
I
am
pleased
to
bring
before
you
a
draft
contract
that
is
fair
to
both
parties
and
positions.
Our
district
for
success
before
I
review
some
of
the
terms
of
the
contract,
I'm
delighted
to
welcome
incoming
superintendent,
mary
skipper,
who
is
here
with
us
tonight,
to
say
a
few
words
superintendent
scooper
I'll
turn
it
over
to
you.
B
Thank
you.
Thank
you,
chair
robinson
I'd
like
to
thank
the
school
committee
first
for
for
giving
me
the
opportunity
to
be
the
next
superintendent
of
the
boston
public
schools.
I
feel
incredibly
honored
to
have
the
chance
to
lead
a
district
that
invested
in
me
and
shaped
me
as
an
educator
and
leader
over
several
decades.
B
I
want
to
collaborate
with
the
community
to
establish
a
mindset
that
serves
all
students.
We
must
collectively
ask
ourselves
critical
questions
to
address
systemic
challenges
and
meet
the
moment
for
those
who
haven't
been
served
well
or
had
a
voice,
namely
our
special
education
students,
our
black
and
brown
students
and
our
english
language
learners.
They
depend
on
us
and
they
deserve
nothing
less.
B
A
B
A
Superintendent
skipper
will
serve
a
four-year
term,
beginning
on
september
26th.
Until
then
she'll
be
working
per
diem.
While
she
winds
down
her
work
with
somerville
public
schools,
superintendent
skipper
will
be
compensated,
300
000
dollars
per
year.
This
pay
is
consistent
with
similar
recent
city
hires,
including
police
commissioner,
and
the
fire
commissioner.
A
Superintendent
skipper
will
also
receive
a
yearly
contribution
to
her
renewal.
Excuse
me
to
her
retirement
annuity.
The
superintendent
will
receive
annual
performance
reviews
by
the
school
committee
with
eligibility
for
a
2.5
percent
pay
increase
next
year.
After
that,
the
district
will
conduct
a
review
of
the
market
rate
of
similar
size,
urban
district
superintendent
salaries
to
ensure
a
competitive
salary.
A
A
Before
we
move
on,
I
want
to
note
that
I
have
signed
acting
superintendent
drew
ecclestone's
contract
as
authorized
by
the
school
committee
on
june
29th
consistent
with
past
practice
for
interim
superintending
contracts.
This
agreement
did
not
require
a
full
school
committee
vote.
I'd
like
to
take
a
moment
to
briefly
review
the
major
highlights
of
dr
eggleston's
contract.
A
M
A
M
I'm
sorry
mister.
O
O
The
conversations
have
happened
outside
of
this
space,
and
so
I
want
to
just
be
really
clear
about
that,
and
then
I
you
know
what
this
is
more
of
a
comment
that
I
think
the
superintendent's
contract
is
fair
and
it's
equitable
and
it's
aligned
to
other
recent
hires
in
the
city,
and
that
feels
like
we're
on
the
right
track
and
doing
the
right
thing
to
make
sure
that
we
can
keep
and
retain
great
talent.
So
I
feel
really
good.
I
feel
really
good
about
that.
I
just
wanted
to
acknowledge
it.
Thank.
M
May
I
also
just.
M
Want
to
say
to
mr
cut
out
and
as
yes
and
because
I
agree,
I
appreciate
that
with
other
contracts
in
the
city.
It
is
also
you
had
done
the
research
on
the
average
right
now
of
other
large
cities
and
other
salaries
in
massachusetts
for
superintendents,
and
at
this
point
it
is
commission.
It
is
equal
with
that,
but
it
is
also
we
are
in
a
period
where
salaries
for
superintendents
are
rapidly
increasing,
most
likely
due
to
the
difficulty
of
the
work.
M
And
so
that's
why
you
would
alluded
to
that,
and
I
also
appreciate
that
you
added
in
the
provision
about
you,
know
the
contingency
for
mutual
agreement,
which
has
not
been
in
prior
contracts
as
well,
and
thank
you
for
pointing
that
out.
O
Thank
you
guys
and
thank
you,
mr
o'neill,
for
for
saying
that
as
well.
You
know
one
of
the
things
we
heard
in
previous
conversations
from
the
public
was
arou
was
around
this.
O
This
issue
that
we
have
been
unable
to
really
address
in
the
past,
and
so
I
feel
really
also
proud
of
us
building
that
into
this
contract.
Knowing
that
we've
now
seen
a
few
times
that
this
language,
around
mutual,
mutually
agreed
upon
sort
of
process
of
moving
on,
has
happened
here
and
we've
ne,
we
still
had
never
been
able
to
address
it
in
a
contract,
and
I
feel
really
proud
that
we're
naming
this
as
one
of
the
options
for
a
superintendent
to
leave
and
then
building
in
provisions
accordingly,
yeah.
A
A
A
N
O
F
P
A
A
A
M
P
F
P
A
Now,
as
I
stated
earlier,
we
will
adjourn
tonight's
official
meeting
since
we
will
no
longer
have
a
quorum
but
we'll
still
remain
live
for
the
public
to
see
the
important
updates
from
the
district
on
the
superintendent's
report
and
the
systemic
improvement
plan.
I
will
now
entertain
a
motion
to
adjourn
the
meeting.
B
D
F
N
A
A
L
L
Clearly
there's
a
a
report
on
this
this
evening,
but
I
wanted
to
just
acknowledge
that
this
is
work
that
we're
going
to
talk
about
and
the
work
that
we
have
to
systematically
improve
the
boston
public
schools,
which
I
acknowledge
is
the
core
work
ahead
of
us
couldn't
happen
without
a
major
and
important
partnership
with
the
city,
and
I
particularly
want
to
thank
mayor
wu
and
her
team
for
all
the
support,
both
on
the
systemic
improvement
plan
agreement
that
we
came
to
with
the
state,
but,
more
importantly,
for
the
work.
L
This
work
is
so
important
to
the
mayor,
so
she's
here
this
evening
to
provide
some
opening
remarks
on
tonight's
presentation.
It
is
my
honor
to
introduce
mayor
michelle
wu
mayor
wu.
I
would
like
to
again
thank
you
for
being
an
ally,
as
we
do
this
work
in
service
of
our
students.
A
L
L
I
wanted
to
give
the
committee
in
the
community
and
update
on
where
we
are
relative
to
summer
learning.
We've
had
a
very
busy
summer.
I
want
to
thank
the
team
of
teachers,
educators,
administrators
school
support
staff
and
and
school
leaders
who
have
worked
hard
to
ensure
that
our
students
have
had
an
enriching
and
safe
summer
experience.
L
L
As
far
as
the
attendance
goes
here
is
where
we
stand.
We
have
served
well
over
10
000
students
during
the
summer,
specifically
our
fifth
quarter
program,
which
is
one
of
the
largest
programs.
We
had
had
a
90
attendance
rate
and
our
esy
or
extended
year
program
for
students
whose
iep
call
for
an
extended
year
are
averaging
in
excess
of
80
daily
attendance.
L
L
Seventh
and
eighth
grade
students
at
the
mildred.
Have
kid
eight
engage
in
the
ixl
math
program
to
continue
to
build
their
math
skills.
They
also
enjoyed
reading
and
analyzing
novels,
such
as
the
outsiders.
In
their
literacy
circles,
students
from
the
blackstone
elementary
school
took
a
photography
class
of
of
harriet
tubman
square
students
at
ellis
elementary
school
learned
how
to
make
a
solar
system
out
of
gumdrops
fourth
and
fifth
graders
in
summer
learning
academies
designed
their
own
backpacks.
L
L
L
I
wanted
to
speak
quickly
about
the
superintendent
transition.
I
am
on
the
phone
multiple
times
a
day,
either
in
zoom
or
on
the
cell,
with
incoming
superintendent
mary
skipper.
She
is
being
briefed
on
all
aspects
of
issues
relative
to
the
boston
public
schools
and
has
been
actively
weighing
in
on
next
steps
projects
and
upcoming
personnel
announcements.
L
L
Q
Thank
you,
so
much
superintendent
eccleston
really
really
grateful
for
your
leadership,
and
I
I
get
to
pop
in
many
many
times
a
week
and
I'm
just
getting
the
summary
of
the
additional
tens
and
hundreds
more
hours
that
drew
and
the
entire
team
are
putting
in
with
a
lot
going
on.
So
I
I
just
wanted
to
come
by
mostly
to
say
thank
you
so
much
for
all
that
you've
been
doing
good
evening,
madam
chair
and
all
the
school
committee
members.
Q
Thank
you
so
much
for
your
leadership,
and
I
see
members
of
the
bps
leadership
team
on
as
well
liz
everyone.
Thank
you
to
our
interpreters
and
and
all
of
our
school
community
members.
I
hope
everyone's
end
of
summer
is
is
still
going
strong.
Q
I
know
in
my
household
we
wrapped
up
the
weeks
of
formal
camp,
the
boston
nature
center
camp
was
a
godsend,
but
now
that
is
over,
and
so
we're
doing
the
juggle
a
little
bit
in
my
household
and
trying
to
keep
up
the
energy
momentum
and
count
down
the
days
from
a
family's
perspective.
How
excited
we
are
to
get
started
and-
and
the
kids
had
met
their
teachers
at
the
end
of
last
school
year
and
and
thought
in
their
minds
that
they
would
be
going
right
back
to
school.
Q
So
it's
been
a
little
bit
of
a
helping
them
contextualize,
how
many
days
it's
been
and
and
that's
a
lot
for
all
the
family
members
about
doing
that
juggle
and
then
on
the
other
end,
the
countdown
is
kind
of
feels
like
a
squeeze
if
we're
running
out
of
time
from
all
that
needs
to
happen
in
terms
of
preparation
on
the
school
transportation
front,
on
the
making
sure
we
are
aligned
with
the
partnership
with
deci
and
the
state
and
preparations
for
facilities
and
school
buildings
and
enrollment,
and
everything
that
that
we
are
really
working
hard
hour
by
hour
to
make
sure
that
the
start
of
school
goes
smoothly.
Q
Q
That
will
make
sure
that
we're
headed
to
a
strong
start
at
the
beginning
of
the
year
and
this
historic
agreement
between
bps
and
the
boston
teachers
union
really
supercharges
our
efforts
and
and
resources
that
will
be
going
into
supporting
particularly
students
with
disabilities,
but
the
ability
for
our
educators
to
have
what
they
need
and
for
therefore,
for
our
young
people
to
have
what
they
need.
We
continue
to
solidify
the
pieces
of
our
green
new
deal
for
boston,
public
schools
and
innovation
and
early
college
pathways.
Q
We
have
soon
we'll
have
a
taste,
testing
or
preview
of
the
new
school
foods
that
will
come
with
the
contract,
with
our
local
vendor
and
partner
city
fresh
foods,
and
we've
really
been
accelerating
efforts
around
early
education,
the
universal
pre-k
part
through
boston,
public
schools
and
the
community
members
and
organizations
that
help
us
expand
that
reach
across
the
community.
So
it's
really
been
an
all
hands
on
deck
effort,
and
I
want
to
thank
everyone.
Q
The
kind
of
oscar
of
the
bps
prep
world
for
jumping
in
most
in
unexpected
certain
circumstances,
goes
to
the
bps
transportation
team,
so
dell
and
everyone
with
the
news
about
the
orange
line
and
the
mbta's
rather
set
in
shut
down
plans
for
four
weeks
to
make
some
necessary
big
improvements
that
will
coincide
with
the
first
week
of
school.
Has.
Q
I
can't
even
begin
to
describe
how
much
thought
from
every
angle
is
going
into
this,
and
so
really
really
want
to
thank
our
operations
and
transportation
team
for
jumping
right
in
and
making
sure
that
we
will
have
as
much
dedicated
focus
on
getting
our
students
and
educators
to
school
as
possible
and
we're
really
thinking
outside
the
box
in
a
lot
of
ways
daily
and
and
talking
with
the
mbta
as
well,
and
I
know
we'll
we'll
get
to
announce
more
of
those
specifics
once
the
t
announces
their
exact
diversion
plans
and
shuttle
plans.
Q
In
addition,
so
I
know
later
tonight
is
when
everyone
will
get
the
detailed
update
about
the
systemic
improvement
plan
and
partnership
with
desi,
but
I
I
will
a
spoiler
alert
that
all
of
the
checkpoints
and
goals
and
items
that
need
to
be
done
by
the
first
set
of
deadlines,
august,
15th
bps
under
drew's
leadership
and
mary's,
constant
superintendent,
skipper's,
constant
partnership,
even
as
she
is
not
yet
fully
full-time
and
still
managing
some
of
the
transition
from
somerville.
Q
We
are
on
track
to
hit
all
of
these
milestones
or
have
already
completed
them,
and
so
that
has
been
tremendous
work
and
want
to
give
a
special
thank
you
again
to
drew
and
in
addition
to
monica
hogan,
jj
munoz
and
the
entire
bps
team.
For
all
that
you've
been
doing
on
this
front.
I've
always
said
that
the
deci
partnership
and
the
items
that
are
laid
out
for
us
to
be
on
the
same
page
with
the
state
represent
the
baseline,
the
bar
for
our
expectations
for
the
system.
Q
Superintendent
skipper,
incoming
superintendent
skipper
again
starts
september
26th,
but
I'm
on
the
phone
with
her
constantly
and
I
know
she
and
drew
and
the
team
are
on
the
phone
even
more
frequently
than
that.
So
it's
been
really
exciting
and
I
know
the
the
structures
and
the
organization
and
the
academic
preparation
the
operational
preparation.
All
of
that
ties
together,
and
so
we
have
some
incredible,
very
hard
working
leaders
at
the
top
of
of
all
of
these
plans
and
I'm
so
grateful
to
be
able
to
work
alongside
you.
So
thank
you.
Q
Everyone
for
all
that
you're
doing
and
looking
forward
to
the
getting
closer
to
final
final
sign
preparations
for
the
start
of
school
and
and
the
exciting
chance
to
see
our
our
students
faces
back
in
classrooms
and
passing
out
pencils
and
and
seeing
everyone
there.
L
Thank
you,
mayor
wu,
for
your
unwavering
support
of
the
boston
public
schools
and
for
the
children
and
families
in
the
city
of
boston.
Your
support
means
everything
to
us
and
I
think
we
are
well
positioned
because
of
your
leadership
and
the
support
of
your
team.
So
it's
from
the
bottom,
my
heart.
I
really
deeply
appreciate
it.
L
This
moving
continuing
back
into
the
superintendent
report.
I
was
sort
of
teeing
up
that
there
are
several
sort
of
really
critical
areas
to
ensure
that
we
are
ready
for
the
first
day
of
school
that
we
need
to
ensure
on-time
transportation.
L
L
L
To
date,
78
drivers
have
been
hired
either
with
their
commercial
driver's
license
or
in
our
specialized
program,
hosted
by
bps
and
transdev
that
allows
them
to
earn
cdl
training
and
licensure
at
the
conclusion
of
that
training
module,
as
you
all
know,
and
is
sort
of
widely
reported.
At
this
point,
the
state's
public
transportation
agency,
the
mbta,
will
be
shutting
down
all
orange
line
service
for
for
four
weeks,
starting
friday
august
19th
at
9
00
pm
through
sunday
september
18th.
L
Specifically
when
it
comes
to
on-time
performance
and
student
attendance,
it
is
our
greatest
hope
that
during
his
time,
the
mbta
will
swiftly
address
the
systemic
issues
that
impact
our
students,
staff
and
all
public
transportation.
Travelers,
I
want
the
community
to
be
aware
that
everyone
should
expect
updates
over
the
next
several
weeks,
as
the
mayor
stated,
as
we
continue
to
collaborate
with
our
state
and
local
partners
to
address.
L
I
want
to
thank
the
mayor
for
the
continued
partnership
as
we
navigate
what
lies
ahead.
Maribou
and
her
team
is
making
this
a
priority
issue,
and
I
appreciate
the
support
not
only
of
bps
but
the
level
of
communication
at
the
cabinet
level
to
ensure
that
all
city
agencies
are
working
in
collaboration
around
tackling
this
problem.
L
L
We're
also
analyzing
the
schools
that
will
be
most
impacted
by
this
stoppage
either
because
the
school
is
located
on
the
orange
line
or
because
we
have
large
numbers
of
students
who
will
use
the
mbeta
and
specifically,
the
orange
line,
to
get
to
school
and
doing
customized
communication
with
those
communities
to
find
out
what
those
needs
are.
So
we
can
be
transparent
and
clear
with
the
state
and
city
about
the
resources
and
investments
that
will
be
required
in
order
for
us
to
successfully
respond
to
this
moment
as
it
relates
to
enrollment.
L
Families
can
call
or
email
welcome
services
to
share
their
decision
or
enter
their
information
by
visiting
the
boston
public
school
website
and
entering
in
their
student
id
and
rsvp
code.
Both
found
on
the
letter
that
they
received
in
terms
of
hiring.
We
are
working
to
ensure
that
all
positions
will
be
fully
staffed.
For
the
first
day
of
school,
we
have
the
following
in
place:
all
school
leaders
are
currently
seated
to
date.
We
have
hired
996
teachers,
we
have
116
teacher
hires
in
progress
and
roughly
230
vacancies.
L
L
We
are
working
with
the
boston
public
health
commission
around
our
covid19
and
monkeypox
planning.
We
are
finalizing
the
cobin
19
protocols
this
week
and
expect
to
be
able
to
begin
communicating
expectations
with
families
and
staff.
Next
week
our
facilities
and
operation
teams
have
been
working
to
patch
the
parking
lots
throughout
the
district
and
have
had
ongoing
conversations
around
filling
water,
filling
stations
and
schools.
L
L
A
Thank
you,
dr
eggleson,
for
that
report
and
special
thanks
to
mayor
wu
for
joining
us.
This
evening,
mayor
wu
has
been
at
the
table
with
jesse
every
step
of
the
way,
helping
us
reach
an
agreement,
and
she
continues
to
offer
leadership
and
support
to
ensure
that
bps
reaches
these
important
milestones.
A
L
Yeah
we
did
our
best
to
keep
our
schools
open
over
the
summer.
Certainly
you
know
that
was
uncomfortable
for
many,
but
we
we
also
acknowledge
that
many
of
our
students
don't
have
access
to
air
conditioning
at
home
and
wanted
to
ensure
that
they
had
access
to
things
like
cold
water
and
food
and
opportunities
to
continue
to
learn.
L
We
certainly
also
communicated
to
families
to
use
their
best
judgment
and
to
make
the
best
decision
for
their
children
as
they
were,
considering
whether
or
not
to
send
their
child
to
school,
particularly
during
moments
of
really
oppressive
heat.
With
that
said,
our
attendance
rates
at
summer
were
some
of
the
highest
that
we've
had.
Our
fifth
quarter
program
had
consistently
90
percent
attendance
rates
across
the
program.
Our
esy
program
was
in
the
mid
80s,
and
so
we
still
found
that
our
students
were
continuing
to
come
to
school
in
attendance
was
was
quite
remarkable.
A
Thank
you.
My
other
question
is
about
trying
to
understand
a
little
bit
about
the
wait
list,
and
my
question
is:
I
know,
for
the
first
time
we
will.
The
exam
schools
will
also
offer
wait
lists
so
with
the
piece
that
you
shared
with
us
tonight.
Is
that
the
same
response
with
regard
to
the
waitlist
and
the
exam
schools.
R
Yeah
hi
drew.
I
think
that
I
can
probably
answer
that
question
better.
So
when
we
talk
about
wait
lists
the
idea
that
families
who
are
on
multiple
wait
lists
are
being
asked
at
this
point
to
choose
the
one
they
want
to
remain
on.
S
R
Makes
it
have
to
it
makes
it
easier
for
us
to
quickly
identify
and
work
the
lists
to
place
people
in
schools,
but
with
exam
schools
they
do
not
have
to
drop
to
one.
It
is
such
a
small
pool.
R
It's
just
you're
gonna,
be
on
up
to
two,
and
probably
only
on
one
based
on
the
fact
that
there
are
only
three
exam
schools
that
that
really
doesn't
apply
in
the
same
need.
So
we
don't
ask
them
to
drop.
O
Hi,
thank
you
so
much
for
the
report.
I
have
a
few
questions
and
I'll
start
just
with
some
staffing
questions.
You
shared
some
exciting
momentum
and
then
obviously
some
areas
of
concern.
I
think
that
you
know
rightly
so.
We
should
be
nervous
about
and
also
full
recognition
around
the
national
staffing
crisis
for
educators
across
the
country.
I'm
curious
with
the
230
vacancies
for
teachers
and,
specifically
the
97
vacancies
for
paraprofessionals.
O
I
guess
two
things
sort
of:
what's
the
plan
sort
of
what
happens
and
sort
of
do,
we
think
we're
gonna
realize
no
vacancies
by
within
the
next
month
and
then,
if
not,
what
happens?
What
can
a
family
expect
and
then
I
think,
sort
of
third
question.
I
had
previously
asked
about
the
use
of
esser
funds
for
hiring
incentives
and
any
of
these
other
sort
of
strategies
to
hopefully
even
recruit
from
outside,
of
the
district.
O
The
way
that
other
districts
have
recruited
from
us
to
bring
folks
back
into
the
fold
and
if
we
were
able
to
deploy
any
of
those
strategies
as
well.
L
Part
one
is
essentially,
as
I
hear
the
question
is:
what
is
the
district
doing
to
close
the
gap
between
where
you
currently
are
relative
to
hiring
and
where
you
need
to
be
which
is
zero
vacancies,
and
so
you
know
dr
granson
is
on
the
call
so
in
a
moment,
I'll
defer
to
him
to
share
a
little
bit
about
the
work
that
we're
doing
around
the
recruitment
aspect
of
this
and
then
the
second
part
of
this
question,
which
I
think
is
also
equally
important,
which
is,
if
you
don't
get
to
the
zero
vacancy
number-
and
there
are
some
really
hard
decisions
that
need
to
happen.
L
How
will
those
positions
be
addressed
and
what
will
be
the
communication
to
families
and
so
we'll
we'll
tackle
both
of
those
questions
separately?
So
I'll
ask
dr
granson
to
tackle
the
first
question
relative
to
recruitment
strategies
and
I'll.
Take
the
second
question
around
what
the
response
will
be.
If
we
don't
actually
meet
the
goals
that
we
have.
P
Thanks
dr
edison
and
good
evening
committee
members,
so
as
it
relates
to
recruitment,
we
have
an
amazing
recruitment
team
who've
been
just
working
around
the
clock
this
summer
and
spring
and
there's
a
few
strategies.
I'll
say
that
are
in
progress.
P
P
Many
of
them
are
applying
to
multiple
jobs
and
that
we're
recommending
them
to
school
leaders
for
the
appropriate
jobs
that
that's
the
best
fit
in
terms
of
licensure
and
grade
level,
and
a
lot
of
that
work
is
being
done
on
a
school-by-school
basis
and
now
we're
at
a
point
where
we're
working
directly
with
school.
Superintendents
who've
identified
the
top
20
schools
that
have
the
highest
vacancies
so
that
we're
able
to
be
more
targeted,
higher
education.
We
have
about
20
higher
education
partners
that
we
have
mousse
with
they
work
with
our
pipeline
programs.
P
P
To
try
to
get
a
larger,
convening
boston
university
is
helping
us
with
that
to
bring
many
much
more
of
the
partners
together
and
the
ask
there
will
be:
do
you
have
student
teachers
or
graduate
students
who
could
jump
in
day?
One
support
sign
up
to
be
substitute
teachers,
while
we
have
a
pool
of
400
substitute
teachers,
often
it's
hard
to
get
that
consistency
because
folks
are
assigned
to
you
know,
monday
or
wednesday
or
tuesday
or
thursday,
upon
their
based
on
their
availability
and
then
I'll.
P
Just
briefly
also
add
that
we've
reached
out
and
had
a
great
meeting
today
with
some
of
our
faith-based
community
leaders
and
so
as
a
part
of
our
recruitment
and
hiring
campaign.
There
we're
preparing
quarter
sheets
and
digital
materials
for
our
faith
communities
to
share
with
their
congregations
at
their
weekend
services,
and
a
lot
of
that
work
is
also
working
directly
with
folks
who
reach
out
to
us
to
make
sure
that
they're
getting
support
going
through
the
hiring
system.
P
So
those
are
some
of
our
efforts
as
it
relates
to
how
we'll
how
we're
targeting
trying
to
close
that
gap.
O
Awesome,
thank
you
so
much
for
that.
I
get
a
question
off
of
that
question.
I
know
dr
eckelson
you're
going
to
answer
the
second
part
of
this
so
fair
to
say
no
implement.
We
haven't
deployed
any
sort
of
hiring
bonus
strategy
or
anything
like
that
or
have
sorry
yeah.
P
Sorry,
I'm
sorry
I
forgot
about
that
one
so
last
year,
as
a
part
of
odessa
grant,
we
did
an
initial
pilot
of
a
signing
bonus
for
teachers
in
hard
to
recruit
areas,
but
specifically
it
was
targeted
around
latinx
teachers
and
black
teachers,
and
so
that
is
something
that
is
continuing
this
year
and
you
know
something
that
we
happy
to
get
more
information
and
report
back
to
the
committee
on
sort
of
the
data
progress
on
that
initiative.
But
that's
been
it's
been
located
in
that
sort
of
narrow
lane.
P
O
Thank
you
and
then
just
one
more
question
about
that.
230
vacancies.
Do
you
know
in
what
areas
those
vacancies
are
currently
existing
in.
P
That's
pretty
broad,
I
would
say,
there's
no
one
area.
I
know
that
there's
a
great
need
in
terms
of
esl,
but
it's
pretty
consistent
across.
I
think
high
school
and
esl
are
there.
I'm
sorry
elementary
and
esl
are
the
largest
areas.
O
L
Just
two
two
quick
additions
to
what
dr
grandson
added
one
one
thing.
I
really
appreciate
that
the
ohc
team
and
the
office
of
human
capital
team
is
doing
is
that
they
are
also
to
dr
granson's
point
they're,
obviously
evaluating
each
apple
applicant
who's
coming
in
and
while
an
applicant
might
apply
for
job
a
for
which
he
she
or
there
is
maybe
not
certified
or
licensed,
but
has
a
set
of
knowledge
and
skills
for
other
positions.
L
They're
trying
to
be
very
strategic
in
mindful
that,
just
because
this
applicant
isn't
a
fit
for
this
specific
job,
they
might
be
an
appropriate
applicant
for
another
position
at
the
school
level
or
in
the
bps,
and
so
they're
really
trying
to
be
a
strategic
and
focused
as
possible
of
capitalizing
on
the
people
who
are
expressing
interest
across
bps,
and
then
I
think,
to
build
off
of
the
the
work
that
dr
grantson
mentioned.
We
are
in
conversations
with
our
finance
team
to
look
at
signing
bonuses
for
specifically
for
hard
to
staff
positions.
L
Certainly,
we've
used
this
strategy
as
part
of
our
contract
negotiations,
agreement
with
the
bus
drivers
for
signing
bonuses
for
for
new
employees,
and
we've
made
adjustments
to
those
things
when
four
thousand
dollar
signing
bonus
was
bringing
some
people,
but
not
quite
enough.
We
added
that
to
we
added
seven
thousand
dollar
signing
bonus
or
added
three
additional
thousand
dollars
to
increase
to
seven
thousand
total,
and
that
has
increased
the
number
of
applicants
for
us.
L
So
we'll
sort
of
continue
to
look
at
this
for
other
roles
as
we
sort
of
get
deeper
into
the
summer.
I
think
there
are
a
number
of
strategies
we're
using
as
we
start
to
continue
to
take
a
look.
This
number
230-ish
that's
sort
of
of
the
sort
of
number
of
vacancies
that
we
have
in
teaching
positions.
This
is
pretty
typical
at
this
point.
L
And
so
that
was
just
more
staffing
that
our
school
leaders
and
our
central
office
ohc
team
and
dr
grandson's
team
on
rcd
sort
of
needed
to
manage
and
support.
We
have
a
pool
of
educators,
suitable
capacity
educators
who
are
high
quality
educators,
who
have
a
set
of
licenses
who
may
not
be
matched
to
a
school.
So
some
point.
L
And
so
there's
a
circular
that
I'm
working
on
as
part
of
our
work,
with
the
systemic
improvement
plan
and
part
of
our
discussions
with
the
department
of
justice
to
make
sure
that
students,
like
our
multilingual
learners
and
our
students
with
disabilities,
that
we
are
ensuring
that
those
students
are
getting
access
to
high
quality,
licensed
educators.
L
Getting
priority
relative
to
that.
And
so
there
may
be
some
decisions
that
need
to
happen
at
the
school
level.
If
a
school
is
going
into
a
place
where
they
still
have
three
or
four
vacancies
at
the
start
of
school.
Where
things
need
to
scramble,
and
we
need
to
ensure
that
we
are
placing
the
best
possible
educators
for
groups
of
students
that
we
know
need
them
the
most.
And
so
that's
part
of
the
strategy.
F
I'm
sorry,
I'm
sorry
very
quick
questions.
Maybe
a
couple
of
questions
as
a
matter
of
fact
just
to
follow
up
on
member
carter,
hernandez
questions
regarding.
F
Hiring
and
ways
to
reach
out
to
different
groups
of
high
on
you
know.
Four
four
four
positions:
boston
is
pretty
diverse,
the
and
the
workforce
out
there,
I'm
I'm
sure
would
include
a
a
whole
range
of
class
of
different
people.
F
So
I
haven't
seen
the
first
question:
is
I
haven't
seen
any
information
or
any
kind
of
statistical
data
on
the
hiring
or
retention
of.
F
F
Aside
from
aside
from
certifications,
esl
certifications
that
may
qualify
a
person
to
teach
esl
there,
any
other
means
of
vetting
the
person
in
terms
of
language,
I
have
seen
a
couple
of
esl
teachers
in
my
native
language
that
are
not
exactly
fluent
in
my
native
language.
So
I'm
I'm,
I'm
wondering
whether,
aside
from
the
the
certification
are
there
other
ways,
other
means
to
ensure
that
esl
teachers
that
are
hired
are
in
fact
qualified
in
teaching
esl.
L
Yeah
to
my
knowledge,
mr
trent,
your
first
question:
I'm
not
aware
of
specific
recruitment
for
the
two
specific
groups
of
employees
that
you
mentioned.
I
can
certainly
follow
up
with
the
team
and
be
prepared
to
share
more
about
that
in
our
august.
31St
meeting
is
to
sort
of
update
the
committee
in
more
detail
about
where
we
are
with
staffing
and
so
I'll
be
prepared
to
answer
that
question.
L
If
you
could
ask
it
again
at
the
next
meeting,
but
I'm
not
aware
of
anything,
but
if
there
is
anything
I'll
be
sure
to
to
comment
on
that.
Thank
you,
as
it
relates
to
your
second
question.
There
are
significant
efforts
that
are
put
in
place
from
the
rcd
team
and
others
across
bps
to
ensure
that
we
are
providing
supports
to
either
current
bps
educators,
who
are
interested
particularly
those
educators
who
have
native
language
proficiency
in
a
language
other
than
english,
who
are
looking
to
become
licensed
in
esl.
L
This
is
really
critical
to
us
as
you'll
sort
of
hear
an
update
about
tonight
and,
as
you
will
hear
in
the
fall
as
we
update
you
on
our
strategic
plan
for
multilingual
learners,
you
will
hear
that
there
is
a
real
pivot
toward
toward
a
type
of
instruction
that
includes
native
language
instruction.
L
We
part
one
of
the
strategy
right,
including
educating
people
about
why
that's
a
good
model
for
our
students
is
to
ensure
that
we
have
the
the
requisite
staff
that
has
the
right
certification
and
also
the
native
language
proficiency.
So
we
have
an
obligation
and
a
responsibility
to
make
sure
that
we
are
training,
educators
and
supporting
educators
to
achieve
the
esl
license,
particularly
those
educators,
who
might
hold
a
license
in
another
area.
There's
a
really
robust
and
strong
program.
L
I
don't
have
all
the
evidence
and
data
in
front
of
me
around
the
return
on
investment
from
that
program,
but
I
am
aware
that
is
a.
It
is
a
quite
strong
program
and
it's
something
that
that
the
deci
highlighted
in
their
review
as
a
real
strength
and
something
that
set
bps
apart
from
other
urban
districts
in
the
commonwealth
doesn't
mean
that
there
isn't
significantly
more
work
that
we
have
to
do
on
that
front.
L
But
I
do
think
we
are
uniquely
well
positioned
as
a
result
of
the
of
our
learning
from
that
program
as
we're
continuing
to
do
that
work
and
then
under
dr
granson's
leadership
and
the
work
of
the
rcd
team.
Obviously
it
is
important
to
us
to
ensure
a
linguistically,
diverse
teacher
core
educator
core
as
we're
sort
of
moving
forward
in
part,
because
that's
part
of
our
academic
strategy
and
so
we'll
continue
to
ensure
recruitment
efforts
that
increase
the
number
of
educators
who
add
and
contribute
to
the
linguistic
diversity
of
our
staff.
O
I
did-
and
you
may
have
explained
this
during
your
presentation-
I
just
missed
it-
so
apologies
one.
I
I'm
sure
you
feel
the
same
way.
I
think
there
is
a
need
for
folks
to
be
extremely
kind
and
sensitive
to
the
system.
O
Given
the
transportation
issues
we
assumingly
will
face,
as
so
many
employees
and
family
members,
but
also
just
like
bostonians
in
general,
are
going
to
be
impacted
by
the
orange
line.
O
I
guess
and
I'm
thinking
I'm
asking
this
question
selfishly
as
a
parent,
but
also
possibly
it's
a
leading
question,
because
I
think
it
would
like
behoove
us
to
set
a
hard
date.
So
I'm
just
curious
if
you
gave
us
top
lines
on
some
sort
of
like
milestones
internally,
that
you
guys
are
working
towards.
I
guess
when
can
a
parent
expect
to
hear
the
plan
for
their
students,
transportation,
good
news
or
bad
news
like
we?
O
We
might
not
be
delivering
the
answer
we
want
to
offer,
but
it
would
give
a
parent
enough
of
a
runway
to
make
alternative
plans
if
needed.
So
my
fears
were
moving
into
september
and
a
parent
would
not
know
the
plan
for
their
individual
students,
transportation
and
so
sort
of.
What's
the
timeline
you're
operating
under
for
communication.
L
Yeah,
thank
you
so
much
for
the
question
I
just
need
to
be
honest
is
that
I
can't
answer
that
question
right
at
this
specific
moment
in
time,
and
if
I
were
to
provide
you
an
answer,
it
would
just
wouldn't
be
accurate.
I
you
know
we
learned
of
this
information
or
let
me
just
speak
for
myself.
I
learned
of
this
information
on
twitter.
L
Obviously,
we
have
been
well
briefed
by
the
mayor
and
her
team.
It
has
been
the
total
focal
point
of
all
of
our
cabinet
meetings
since,
since
the
announcement
I
was
on
vacation
last
week
in
yellowstone
with
very
minimal
cell
phone
service,
and
so
I'm
really
coming
back.
You
know
sort
of
a
week
out
of
this
notice
and
we
are
trying
to
do
honestly
work
as
exceptionally
hard
as
we
can.
You
know
the
best
laid
plans
are
always
things
that
you
sort
of
need
to
be
prepared
may
not
always
work.
I
cannot.
L
I
cannot
acknowledge
and
thank
the
department
of
transportation
who
really
set
us
on
a
point
where
I
was
really
convinced
that
we
were
going
to
be
so
well
positioned
from
a
transportation
perspective
to
meet
or
exceed
the
goals
that
we've
we've
committed
to
to
our
community,
and
this
is
obviously
a
really
important
barrier
that
we
need
to
talk
through,
and
I
need
to
be
honest
that
this
is
going
to
be
a
real
challenge
for
us.
I
also
don't
have
specific
answers
right
at
this
specific
moment.
L
I
am
super
committed
to
ensuring
that
there
is
going
to
be
a
really
clear
plan
on
or
before
the
august
31st
school
committee
meeting
in
which
we're
talking
about
transportation.
I
just
can't
tell
you
that
into
we're
going
to
have
really
detailed
plan
about
what
shuttles
are
going
to
look
like
or
where
we're
going
to
be.
You
know,
meeting
students
and
driving
them
directly
to
schools
like
all
of
this
is
really
in
flux.
At
this
specific
moment,
the
mayor
is
really
convening
statement.
L
He
needs
to
really
work
with
us,
but
there's
just
so
much
to
figure
out,
and
this
is
certainly
something
that's
going
to
keep
me
up
through
labor
day
every
night,
as
as
the
entire
team
is
working
tirelessly
on
the
single
issue.
So
that's
the
best
I
can
do.
I
apologize
and
I
acknowledge
that.
That's
not
a
concrete
answer,
but
it's
an
honest
one
of
where
we
are.
O
Benchmarks
around
a
timeline
where
family
can
expect
additional
communication.
I
think
sometimes
like
the
sort
of
rolling
communication
creates
further
anxiety,
and
so,
if
we
build
some
of
those
milestones,
I
think
it
would
allow
families
to
make
plans,
even
if
that
plan
is
as
a
result
of
them
feeling
like
the
system
hasn't
been
able
to
address
their
unique
need.
I
think
the
ask
of
people
to
just
like
wait
till
we
are
able
to
give
you
information,
despite
how
unpredictable
this
current
moment
actually
is.
I
think,
still
just
creates
an
unnecessary
chaos.
O
So
my
only
ask
here
is
that,
as
we
are
operating
in
a
space
of
not
knowing
that
part
of
that
is
telling
families
really
clearly
that
we
don't
have
enough
information
to
give
them
information
so
that
they
can
make
alternative
plans
versus
the
sort
of
like
we're.
Gonna
figure.
It
out
just
give
us
time
that
I
think
sometimes
gets
us
into
trouble.
Yeah.
L
I'll
just
say
message
heard
and
we
will
take
this
into
consideration
and
do
the
best
we
can
to
offer
both
honest
and
accurate
information
and
to
also
forecast
for
people
what
they
can
expect
when
they
can
expect
it.
So
long
as
we
think
that
that's
accurate
information.
O
I
have
one
more
transportation
question
and
it's
just
connected
to.
I
guess
there's
this
immediate
need
to
address
issues
impacted
by
the
orange
line,
but
I
am
also
curious
if
the
transportation
team
is
recognizing
that
there
will
also
be
a
need,
possibly
in
sort
of
a
rerouting
to
address,
like
increased
traffic
across
the
city
and
sort
of
lower
movement
of
of
people,
and
if
that
is
also
part
of
the
planning
right.
L
I
can
just
assure
you
that
that
is
very
actively
at
the
core
of
some
of
the
issues.
This
is
part
of
what
makes
this
is
such
a
complicated
issue.
This
isn't
just
trying
to
resolve
a
specific
issue
around
schools
that
are
around
the
orange
line.
This
is
a
really
sort
of
complex
issue.
That's
going
to
gonna
is
gonna
increase
traffic
and
we
are
talking
about.
O
That
makes
sense-
which
I
I
think
probably
leads
me
to
connecting
back
to
the
previous
question,
which
is
like,
if
that
then
means
that
there's
possibly
earlier
pickups
for
families.
That
will
be
impacted,
like
I
think,
even
clarity
around
the
possibility
of
that
is
the
thing
that
I'm
talking
about
needing
to
communicate.
O
L
A
C
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
students
and
other
concerned
parties
to
make
brief
presentations
to
the
school
committee
on
pertinent
school
issues.
Questions
on
specific
school
matters
are
not
answered
at
this
time,
but
refer
to
the
superintendent
for
a
later
response.
C
C
C
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
affiliation.
What
neighborhood
you
are
from
before
you
begin.
Please
direct
your
comments
to
the
chair
and
refrain
from
addressing
individual
school
committee
members
or
district
staff.
When
I
call
your
name,
please
raise
your
hand
virtually
and
zoom.
C
T
Currently,
the
boston
public
schools
is
hiring
inclusive
practices,
support
specialists.
These
new
staff
will
work
collaboratively
with
central
and
school-based
teams
to
provide
direct
support
to
general
inclusive
and
substantially
separate
classrooms.
Assistance
will
be
given
in
developing
and
implementing
instructional
strategies
in
academics,
behavior
and
or
social
skills.
This
assistance
may
vary
for
individual
small
group
or
classroom
support.
T
This
new
approach
offers
a
great
opportunity
to
offer
classrooms
that
have
a
neurodiversity
framework
offering
supports
preferred
by
the
disability
community
and
don't
use
applied,
behavioral
analysis.
Currently,
there
is
only
one
option
for
students
in
substantially
separate
classrooms
who
are
autistic
in
aba
environment.
T
Currently,
some
students
in
general,
ed
and
inclusion
classrooms
have
aba
services
through
their
ieps,
but
the
students
around
them
are
not
forced
to
have
an
aba
environment
too
moving
forward.
It
is
important
that
students
in
general,
ed
and
inclusion,
continue
to
be
placed
in
classroom
environments
that
do
not
embed
aba.
T
Also,
it
is
important
for
the
district
to
offer
substantially
separate
classrooms
for
autistic
students
that
do
not
embed
aba
in
the
classroom.
Environment
organizations
like
autistics
unmasked,
pathways
academy
and
the
program
for
inclusion
and
neurodiversity
education
can
provide
training
or
staffing
to
help
support
a
neurodiversity
framework.
T
T
The
current
job
description
for
inclusive
practices,
support
specialists,
puts
a
preference
on
hiring
board
certified
behavioral
analysis
staff,
who
do
this.
Work
are
generally
not
knowledgeable
about
alternatives
to
aba
and
generally
have
a
bias
towards
behavioralist
approaches.
I
recommend
that
this
preference
be
removed
from
the
job
posting,
as
well
as
adding
a
priority
to
hiring
neurodiverse
and
disabled
candidates,
including
those
who
are
autistic.
T
I
would
also
recommend
that
candidates
for
these
roles
are
knowledgeable
about
the
neurodiversity
movement
and
supports
preferred
by
the
disability
communities.
Please
use
this
great
opportunity
to
hire
forward-looking
staff
and
also
offer
training
in
neurodiversity
to
current
staff.
Please
offer
more
options
for
parents
so
that
their
child
can
receive
the
most
beneficial
supports
and
services
and
have
the
best
educational
experience.
Thank
you.
T
U
U
I
don't
want
to
overstate
it,
but
my
concern
tonight
is
that
the
policy-making
role
of
the
school
committee
seems
to
be
being
circumvented
in
the
process
of
bps,
sending
its
august
15
progress
report
on
the
mou
to
deci.
Without
presenting
a
draft
of
the
full
report
to
the
school
committee
and
the
public
first
by
law
and
by
bylaw.
The
school
committee
is
the
policy
making
body
of
the
school
department.
U
The
mou
clearly
reflects
policy,
and
so
will
the
details
of
any
reports
to
the
state.
The
update
distributed
for
this
meeting
is
at
such
a
general
level.
It
is
hard
to
know
what
it
really
means.
Yet
we've
been
told
that
the
state
should
see
the
full
progress
report.
First,
I
don't
get
it.
I
would
think
that
the
state
commissioner
would
want
to
know
that
all
parts
of
the
bps
community
understand
are
behind
and
are
behind,
implementing
the
changes
required
in
the
mou.
U
If
this
consultation
doesn't
happen,
I
fear
the
precedent
that
this
process
could
set.
Will
the
superintendent
of
bps
staff
negotiate
policy
directly
with
the
state
without
including
the
school
committee
and
the
boston
public
in
these
critical
issues,
this
already
seems
to
be
happening.
The
update
lists
a
number
of
feedback
meetings
with
desi,
but
not
with
the
school
committee
or
the
community.
U
To
me
that
makes
a
mockery
of
transparency
as
a
member
of
the
ll
task
force.
I'm
also
particularly
concerned
with
how
bps
proposes
to
implement
the
requirement
in
the
mou
for
providing
access
to
native
language
for
english
learners
and
english
learners
with
disabilities.
As
the
interim
superintendent
mentioned,
this
will
require
two
different
plans,
one
by
the
office
of
english
learners
and
the
second
by
the
office
of
special
education.
U
Is
there
a
recognition
and
commitment
to
this?
Where
is
the
expertise
to
develop
these
plans?
None
of
this
is
dealt
with
in
in
the
update,
which
is
little
more
than
a
vague
outline
of
planned
priorities
with
no
detail.
Finally,
I
have
a
concern.
There
is
a
danger
that
the
mou
could
become
the
de
facto
strategic
plan
for
the
school
system
when,
in
fact,
the
strategic
vision
approved
by
the
school
committee
goes
well
beyond
the
terms
of
the
mou
by
establishing
priorities
for
eliminating
achievement,
gaps,
teacher
diversity
and
equity
throughout
the
school
system.
U
V
Mike
heischmann
dorchester
beijer,
thank
you,
john
mudd.
I
want
to
fully
agree
and
endorse
everything.
You
just
said.
Thank
you,
liz
sullivan
for
promptly
responding
to
my
email
that
would
be
was
very,
very
helpful,
another
historic
heat
wave.
We
can't
trust
the
t.
How
are
some
of
our
children
going
to
get
to
school
in
the
fall?
V
What
will
happen
when
there'll
be
additional
breakdowns,
we're
at
war
with
russia
and
are
risking
war
with
china?
It
is
rare
for
the
two
major
political
parties
at
the
national
level
to
agree
on
anything
important,
except
for
increased
spending
for
war
and
empire.
The
president
and
congress
are
incapable
of
solving
our
major
problems.
V
V
A
major
disagreement
is
which,
of
our
best
and
brightest,
should
have
the
opportunity
to
study
latin
for
six
years
and
have
a
classical
education.
Is
this
the
kind
of
education
that
they
in
our
community
need?
We
can't
say,
calm
and
call
without
shouting
hallelujah,
we
pray
that
our
children
will
do
better
on
the
racist
standardized
tests.
V
I
wish
that
I
were
optimistic
about
the
future
when
confronted
with
monumental
problems,
our
leaders
behave
like
ostriches.
We
messed
up
big
time
with
covert
19..
Now
we
have
monkey
parks.
If
you
don't
believe
that
more
serious
viruses
are
coming,
you
are
an
ostrich.
Does
the
school
committee
did
ask
what
will
life
be
like
in
2030?
V
Do
you
have
did
ask?
What
should
our
educational
system
be
like?
If
you
fail
to
ask
these
questions,
it's
ostrich
time,
I
probably
won't
be
around
in
2030.
I
don't
think
it's
going
to
be
pretty.
I
do
believe
that
the
20th
century
education
that
you
and
I
received
was
good
enough
for
you
and
me.
I'm
convinced
that
it's
not
the
right
not
right
now
the
kind
of
education
that
our
children
and
community
need
another
school
year
will
become
opening
soon
covert.
19
is
still
in
the
air
and
still
highly
contagious.
V
The
way
we
dealt
with
the
virus
was
insufficient
to
protect
our
children
and
our
educational
workers.
The
cdc
is
not
only
a
scientific
organization
but
a
political
one
as
well.
Your
advice
has
been
insufficient
and
unsafe.
No
one
can
clearly
predict
what
will
happen
to
the
virus
this
school
year
and
it's
not
necessary.
You
must
stop
obeying
the
cdc.
V
C
E
Thank
you
for
the
chance
to
speak.
I'm
the
parent
of
a
recent
bps
alum,
who
spoke
two
languages
at
home.
I've
studied
boston,
public
schools
through
the
lens
of
opportunity
for
over
20
years.
I'm
a
member
of
the
english
language,
learners
task
force
and
chair
of
its
committee
focused
on
look
act.
Implementation,
I'm
here
to
ask
that
the
process
for
drafting,
implementing
and
monitoring
the
systemic
improvement
plan
be
respectful
and
inclusive.
E
By
respectful,
I
mean
of
people's
time
effort
and
feedback
by
inclusive
I
mean
of
people
most
impacted
and
knowledgeable
families,
practitioners
and
community
members
in
a
context
of
shrinking
enrollment
english
learners
are
a
fast
growing
and
changing
group.
Within
bps,
more
than
half
of
bps
students
speak
a
language
other
than
english
at
home.
Our
goal
should
be
to
keep
it
that
way,
while
also
supporting
students
to
learn
english.
E
The
task
force,
14
volunteers,
with
expertise
in
multilingual
learning,
was
created
a
dozen
years
ago.
In
the
context
of
the
department
of
justice
settlement
agreement,
its
charge
is
to
guide
and
monitor
the
school
committee,
superintendent
and
bps
in
the
vision
and
action
plan
for
bps
students
whose
home
language
is
not
english.
C
E
N
E
I
agree
with
john
mudd.
The
document
that
desi
receives
should
have
already
been
vetted
widely.
However,
it's
august
10th
and
a
few
task
force
members
received
a
43-page
draft
for
the
first
time
at
3
43.
Today,
I'm
not
sure
when
the
school
committee
members
received
a
draft,
nor
whether
it
was
in
time
for
them
to
prepare
for
this
meeting
as
a
task
force.
Member
and
community
member.
I
would
like
to
do
my
part.
Clearly.
The
process
has
not
yet
been
respectful
nor
inclusive
and
I'm
frustrated.
A
A
L
Well,
thank
you
chair.
I
am
it's
an
honor
to
be
here
this
evening
and
to
share
our
work
to
date.
I
just
want
to
make
a
few
points
on
this
matter
and
particularly
sort
of
leverage.
Some
of
the
comments
that
happened
during
public
speak
to
put
some
of
this
work
in
context.
L
I
wanna
I'm
just
one,
and
I
think
the
first
point
I'd
like
to
make
is
to
just
acknowledge
that
this
is
just
one
fraction
of
the
work
in
front
of
bps,
and
certainly
it's
not
my
belief,
and
I
don't
think
the
belief
of
this
larger
organization
that
the
systemic
improvement
plan
in
any
way
replaces
our
district
strategic
plan.
I
know
that
that
is
my
personal
opinion.
I
also
know
that
that
to
be
true
of
incoming
superintendent
skipper
who's
committed
to
the
strategic
priorities
and
goals
that
are
outlined
in
that
plan.
L
I
do,
however,
acknowledge
that
the
spirit
of
the
deci
review
and
the
spirit
of
the
systemic
improvement
plan,
which,
from
my
perspective,
is
that
bps
must
fundamentally
do
business
differently
is
it
is
a
is
a
really
accurate
description
of
things
that
we
need
to
tackle
as
an
organization
when
we
look
at
issues
as
we
sort
of
dive
into
this
presentation
around
some
of
the
challenges
we've
had
at
transp,
for
example,
in
transportation,
one
might
look
at
those
those
challenges
and
assume
that
it's
a
specific
issue
with
the
transportation
department,
one
behind
the
scenes.
L
I
think
we
are
starting
this
position
as
we
sort
of
enter
into
these
first
set
of
benchmarks
from
a
position
of
strength.
It
is
a
is
a
result
of
the
hard
work
of
this
entire
system
who
have
worked
not
only
collaboratively,
but
also
to
listen
to
the
voices
of
our
stakeholders
through
systems
and
structures.
L
W
Good
evening
school
committee
members,
thank
you
for
having
us
here
tonight.
My
name
is
monica
hogan
assistant
superintendent
for
data
strategy
and
implementation,
and
I'm
joined
by
my
colleague,
j.j
munoz,
who
is
doing
his
superintendent
residency
with
acting
superintendent,
drew
eppelson
for
the
harvard
edld
program.
W
W
W
Additionally,
there
are
two
deci
led
initiatives
included
in
the
systemic
improvement
plan.
The
kaleidoscope
collective
for
learning,
which
is
an
initiative
focused
on
deeper
learning
in
a
region
of
schools
and
the
design
of
a
performance
management
framework
which
is
intended
to
clarify
the
necessary
outcomes,
conditions
and
resources
to
support,
improved
teaching
and
student
success.
W
This
slide
shows
the
pictures
of
the
team
leads
for
each
of
the
focus
areas.
This
group
represents
leaders
across
the
district
in
departments
who
are
working
to
move
this
work
forward.
We
want
to
thank
these
team
leaders
for
their
continued
work
to
improve
our
services
to
the
children
and
families
of
the
city
of
boston.
W
W
W
The
transportation
department
alone
cannot
ensure
students
a
right
to
school
and
deep
order
questions
on
time.
It
must
be
a
collective
effort
from
registering
and
assigning
students
to
schools
in
a
timely
manner
to
ensuring
our
data
systems
have
the
most
up-to-date
information
to
hiring
an
onboarding
staff
in
a
timely
fashion
and
working
with
our
transportation
vendor
to
support
implementation
of
the
operational
reforms
agreed
upon
in
the
most
recent
collective
bargaining
agreement
to
working
with
school-based
operations,
staff
to
ensure
smooth
unloading
and
loading
procedures.
W
S
W
W
And
then,
in
this
this
week,
in
preparation
for
these
deadlines,
district
staff
have
met
with
senior
level
deci
staff
in
each
of
the
seven
areas
to
review
the
current
state
of
commitments
and
receive
feedback.
We
plan
to
incorporate
this
feedback
prior
to
finalizing
documents
for
monday's
deadline,
I'll
pass
it
over
to
mr
munoz
to
continue.
X
X
These
we
are
confident
that
these
priorities
will
improve
services
and
outcomes
for
multilingual
learners.
X
X
They
will
be
meeting
with
the
variety
of
stakeholders,
both
internal
and
external
bps,
as
well
as
reviewing
data
and
documents.
They
will
provide
us
with
the
report
outlining
recommendations
which
we
will
present
back
to
school
community
by
mid-november
bps
collaborated
with
desi
to
identify
a
working
group
for
the
mckinley
which
will
begin
to
meet
this
month.
The
group
will
focus
on
improvements
for
facilities
to
support
students
and
analyze
the
integration
of
instruction
and
therapeutic
supports
in
the
mckinley
program.
X
Transformation,
schools
that
team
revise
the
quality
school
plan
template
which
we
call
the
qsp
they
have.
The
the
plan,
has
components
of
metrics
and
objectives
for
various
school
teams,
such
as
the
instructional
leadership
team
and
the
school
leaders
will
also
ensure
the
qsp
aligns
with
professional
development
plan
for
the
school
year.
X
X
Bps
is
on
track
to
begin
these
renovations
during
fiscal
year
2023,
with
five
complete
by
july.
An
additional
six
complete
by
august
and
the
remaining
complete
by
december
facilities
will
continue
to
do
a
condition
assessment
and
will
review
all
facilities
to
inform
future
renovations,
which
will
be
completed
in
the
winter
of
2023..
X
X
Student
safety
began
a
soft
launch
earlier
this
year
and
we
started
recording
data
on
the
number
of
calls
listed
on
this
slide.
The
fresh
desk
system,
logs
all
communications
and
the
staff
can
follow
up
on
each
ticket
submitted
in
our
student
safety
report.
Bps
outlines
the
purpose
of
expanding
capacity,
streamlining
processes
and
ensuring
transparency
and
accountability
for
our
community.
X
Boston,
public
schools
will
also
enlist
the
services
of
the
council
of
great
city
schools
to
conduct
an
audit
for
student
and
staff
safety.
This
fall.
They
will
return
for
a
four-day
on-site
visit
to
interview
the
staff
and
review
information
related
to
safety.
They
will
provide
bps
with
a
road
map
to
improve
our
systems.
X
Bps
has
an
item
agreement
to
hire
a
coordinator
of
problem
resolution
to
support
complaints
the
district
receives.
We
are
currently
moving
through
this
process
of
interviewing
and
will
have
a
coordinator
position
filled
by
september,
8th
and
now
ms
hogan
will
share
updates
about
transportation
and
data.
Thank
you.
W
W
W
Each
of
these
six
items
have
been
implemented
and
the
transportation
team
is
now
focused
on
working
with
transdev
to
ensure
accountability
for
each
of
these
items,
for
example,
the
contract
now
requires
a
post
bid
dry
run,
meaning
drivers
have
to
practice
driving
their
routes.
Prior
to
the
first
day
of
school,
the
bps
transportation
team
will
be
monitoring,
transdev
work
to
ensure
compliance
with
this
new
requirement,
once
the
driver
bid
has
been
completed
and
drivers
have
selected
their
routes.
W
By
september,
8th,
the
district
needs
to
publish
revised
withdrawal
procedures,
including
specific
controls
and
trained
school
staff.
We
are
on
track
to
make
this
deadline.
W
W
W
A
Thank
you,
as
you
can
see,
our
committee
has
dwindled,
so
it's
just
mr
o'neill
and
myself
right
now,
and
I
will
turn
it
over
to
mr
o'neill
for
questions.
M
Thank
you,
madam
chair,
and
thank
you
for
the
presentation
and
the
work
that
is
being
done,
and
I
think
the
first
question
is
probably
for
superintendent
ecclestone,
so
the
team
may
want
to
jump
in
what
I
I
understand
and
you,
ms
hogan,
you
put
on
the
list
the
meetings
that
are
being
held
with
desi
date
when
you
have
shown
them
the
progress
that
you
are
making
towards
the
august
15th.
M
L
The
feedback
thus
far
has
been
very
positive
and
really
consistent
with
what
we
expected
to
hear,
based
on
our
own
analysis
of
the
quality
of
our
work.
I
also
just
want
to
acknowledge
that
chair
robinson
has
been
in
the
vast
majority,
if
not
all,
of
those
meetings
thus
far,
and
will
continue
to
ensure
that
she's
sort
of
monitoring
those
discussions
and
adding
her
own
insights
and
thoughts
as
we
move
forward.
L
In
a
few
cases,
we've
received
feedback
that
has
helped
us
inform
the
way
that
we're
thinking
about
refinements
between
this
current
day
and
and
monday,
the
the
day
that
many
of
the
drafts
or
final
products
are
due
and
I'm
leaving
those
meetings
even
more
confident
that
we
are
starting
off
our
process
and
progress
relative
to
this
systemic
improvement
plan
from
our
really
strong
position.
L
That
is
clearly
a
testament
to
the
strength
of
the
bps
team
in
their
in
our
community,
who
has
helped
really
inform
a
lot
of
the
work
that
we've
done
and
I
think
deci
has
been
impressed
and
I
appreciate
not
only
the
partnership
but
the
honest,
indirect
feedback
that
will
continue
to
allow
us
to
improve
our
work
and
product.
We
look
forward
to
those
conversations
with
the
community
as
well.
S
A
Okay,
I'm
like
okay,
no,
I
have
found
the
meetings
quite
helpful,
also
I'm
recognizing
the
number
of
deci
staff
that
are
working
with
the
district
on
each
of
these
various
goals.
So
I
mean
you've
got
three
to
five
members
of
deci,
also
attending
these
meetings
and
will
be
providing
support.
A
A
Listening
to
public
comment
tonight,
knowing
that
most
of
what
we've
been
working
for
the
august
15th
is
a
lot
more
logistical
just
wanting
to
get
some
feedback
from
dr
eggleston
about
how
we
will
incorporate
feedback
of
task
forces
and
other
groups,
as
we
continue
to
move
forward
into
the
implementation
of
a
number
of
the
you
know.
The
items
in
the
mou.
L
L
The
team
from
ohm
who've
been
working
on
that
informed
the
work,
the
framework
of
that
plan
based
on
feedback
and
directives,
and
guidance
that
we've
received
from
community
members,
most
specifically
our
english
learner
task
force
that
has
really
informed
some
of
the
the
key
concepts
within
that
plan.
Specifically,
we
have
heard
their
feedback.
We've
heard
the
feedback
of
the
department
of
elementary
and
secondary
education
and
the
department
of
justice,
in
this
case
that,
yes,
okay
great.
L
We
believe
that
you
should
be
making
a
pivot
toward
more
native
language
instruction
first
for
multilingual
learners
with
and
without
disabilities,
but
show
us
the
concrete
action
steps
that
give
us
confidence
that
we
can
make
that
work.
We've
responded
to
that
feedback
and
thought
about
it,
relative
to
the
drafting
of
these
materials.
L
L
We're
aware
that
we
need
to
think
about
the
intersection
of
these
issues
and
those
issues
will
be
at
the
core
of
both
strategic
plans
and
members
of
of
the
osce
team
are
central
to
the
to
the
strategic
planning
for
a
multilingual
learner
plan.
As
multilingual
learner
members
will
be
active
and
at
the
core
of
what
we
do
for
our
plans
relative
to
students
with
disabilities.
L
I
don't
know
if
that
answers
your
question,
but
I
hope
it
provides
some
signal
about
the
roadmap
ahead.
It
is
true
that
the
august
15
deadlines-
many
of
these
things,
were
related
to
technical
aspects
of
things.
Procure
contract
is
in
place.
We
also,
I
think,
to
a
point
that
I
made
earlier
in
this
presentation.
L
I
just
want
to
acknowledge
these
are
things
that
we
were
acutely
aware
of
that
we
needed
to
do
to
transform
our
system,
so
we've
been
working
on
these
things
in
collaboration
with
many
of
our
external
partners
over
over
at
least
minimally
over
the
last
year,
if
not
longer,.
M
P
M
You
yeah,
so
thank
you,
mr
ecclestone.
I
do
want
to
encourage
you
to
think
as
broadly
as
possible
about
how
you
gain
input
and
feedback,
particularly
to
propose
policies
beyond
the
school
committee.
So,
for
example,
you've
been
talking
about
english
language
learners.
It's
not
just
the
task
force
right,
so
work
with
sped
pack
about
getting
reaction
to
the
part
about
our
students
with
disabilities,
who
are
english
language
learners
as
well.
M
So
I
encourage
you
to
try
to
think
for
each
of
the
major
areas
where
you
have
to
go
out
and
get
feedback,
think
about
how
you
can
get
a
first
level,
a
primary,
a
secondary,
a
tertiary
level
of
feedback
as
well,
maybe
from
some
folks
that
you
wouldn't
necessarily
think
of,
for
example,
on
the
student
safety,
one
also
getting
feedback
from
the
kokak.
You
know
the
code
of
conduct
advisory
group
because
a
lot
of
what
they're
doing
impacts
student
safety
as
an
example.
M
So
so
one
point
is:
try
to
go
as
deep
in
you
as
you
can
on
feedback.
The
second
is:
how
is
deci
doing?
They
have
several
commitments
as
well
to
make
by
august
15..
Do
we
have
a
sense
of
how
they
are
doing
on
their
commitments,
or
will
they
be
reporting
that
back
to
us
on
whether
they
hit
their
milestones.
L
L
I
can
confirm
for
the
community
that
desi
has
published,
I
believe,
an
rfp
for
a
vendor
or
an
individual
to
serve
as
the
data
auditor,
those
those
bids
or
those
applications,
so
those
rfps
were
due
and
they
are
in
the
process.
As
I
understand
it,
of
selecting
a
vendor,
we
are
meeting
the
chair
and
I
and
others
are
meeting
with
the
city
representatives
desi
representatives,
including
the
deputy
commissioner,
at
minimum
once
a
month.
Our
next
meeting
is
on
thursday.
L
One
of
those
agenda
items
is
to
get
an
update
on
where
we
are
relative
to
the
selection
of
a
data
auditor.
So
I
should
have
more
information
on
that
right.
The
second,
the
second
commitment
that
desi
has
made
relative
to
august
15th
is
to
lead
professional
development
relative
to
the
problem
resolution
system,
the
prs
system.
This
is
a
complaint
that
might
come
into
desi
and
then
bps
has
obligation
and
responsibility
to
come
to
comply
and
to
respond
to
that
complaint.
L
In
conversations
with
deci
leaders,
it
our
deadline,
there's
sort
of
a
mismatch
of
dates
here
right,
so
our
deadline
to
hire
those
positions
is
september,
8th
and
so
we've
agreed
both
parties
have
agreed,
and
I
believe
desi
will
be
sending
us
a
letter
to
to
codify
this
expectation
that
we
will
start
those
pd's
once
those
individuals
are
hired
and
they've
had
a
week
or
two
to
get
acclimated
to
bps
those
interview
processes
have
started.
L
We're,
certainly
well
on
our
way
to
select
those
individuals
on
or
before
september
8th
and
once
they
are
selected
and
have
started,
our
job
is
to
notify
jesse
and
they
they'll
be
working
with
us
to
talk
about
that.
Pd.
Sorry,
not
to
talk
about
to
deliver
that
pd.
I
will
also
add
that
we
have
had
multiple
conversations
about
what
the
arc
of
that
learning
needs
to
be.
Today
we
met
with
the
senior
leader
of
the
prs
system
at
deci,
and
he
is
aware
and
his
that
his
team
will
be
providing
that
support.
L
He
has
identified
himself
as
the
person
who
will
be
providing
that
professional
learning
and
so
all
that's
to
say
that
things
are
underway.
But
we've
mutually
agreed
upon
that.
We'll
extend
that
a
few
weeks
out
so
that
we
actually
have
the
people
on
the
ground
who
are
going
to
be
leading
that
work.
M
Thank
you.
So
you
mentioned
the
probable
resolution.
I
want
to
address
that
for
a
minute.
I
believe
it
was
the
mayor
and
her
comments
earlier
where
she
said.
You
know
this.
Deci
agreement
is
kind
of
the
minimum
bar.
You
know
it
is
not
it's
not
the
high
threshold
we're
aiming
for,
but
it's
it's
stuff
that
we
want
to
do,
but
we
want
to
do
more
than
that.
I
believe
was
it
the
mayor
who
made
that
comment
earlier?
That's
correct,
okay,
so
problem
resolution
is
one
example.
M
And
so
I
want
to
make
sure
that
we're
not
just
thinking
of
problem
resolution
as
a
requirement
of
the
deci
agreement.
But
in
fact
it's
one.
That
is
a
piece
of
something
that
ties
to
a
court
tenant.
We
specifically
the
school
committee
specifically
added
in
to
the
strategic
plan
about
working
towards
a
customer
service
mentality,
and
we
can
point
to
other
districts
such
as
austin,
texas
and
others
that
have
really
taken
that
approach
and
they
measure
against
it.
So
they
do
annual
surveys
or
you
know
we
are
all,
let's
face
it.
M
Who
of
us
has
not
gone
into
a
store
recently
and
get
an
email
afterwards
of?
How
did
we
do
in
that
promoter
school?
Would
you
refer
us
to
a
friend
that
type
of
thing?
Do
we
solve
your
problem?
We
all
get
inundated
with
this
right.
There
are
districts
that
are
doing
this
now,
because
feedback
is
important,
and
so
I
just
I
just
wanted
to
talk
for
a
minute
of
superintendent
nicholson
about
the
problem
resolution
as
a
piece
of
improving
how
we
view
our
responsibility
for
customer
service,
to
our
families
and
to
our
schools.
L
Yeah,
if
I
could
just
make
a
few
comments
on
that
first,
I
just
want
to
say
that
I
just
fully
agree
with
everything
you
just
said
and
just
sort
of
walk
through.
So
my
own
logic
and
thinking
about
this
really
important
commentary,
I'll
sort
of
begin,
with
sort
of
commenting
on
the
mayor's
remarks,
which
is,
I
fully
agree
with
her
as
well,
that
this
in
some
ways
is
a
low
bar.
L
When
you
look
at
these
materials
in
terms
of
many
of
the
commitments,
many
of
them
are
just
technical
things
that
you
know,
bps
is
actually
with
all
the
smart
people
who
work
here
has
really
primed
well
to
be
able
to
deliver
on
those
things.
But
what
you're?
What
you're
elevating
here,
which
I
think
is
really
important,
is
to
to
underscore
the
point
that
the
mayor
is
making,
which
is
that
things
like
the
prs
is
about
being
reactive
to
a
set
of
complaints
that
should
have
not
never
gotten
to
that
level.
L
That
bps
has
not
been
able
to
resolve
and
so
that
it
continues.
I
apologize.
I
know
I'm
speaking
too
fast,
so
I'll,
slow
down
that
complaints
get
to
the
department
of
elementary
and
secondary
education.
That
really
should
be
resolved
at
the
local
level
and
there
haven't
historically
been
systems
and
structures
to
be
able
to
do
that.
L
So
for
me
personally,
when
I
say
that
bps
needs
to
do
business
differently,
it's
the
adaptive
change
that
you're
talking
about
that,
I
think,
is
really
the
complex
work
before
us.
Bps
can
easily
meet
the
commitments
outlined
in
the
systemic
improvement
plan,
but
bps
must
fundamentally
change
the
way
that
it
does
business
so
that
we
are
being
proactive
in
collaborative
with
our
community
to
respond
to
these
things.
L
In
fact,
we
had
this
very
conversation
today
with
the
department
of
elementary
and
secondary
education.
As
we
met
with
the
problem
resolution
system
team
to
talk
about
prs,
they
were
very
thrilled
to
see
that
not
only
did
we
respond
to
the
system
around
the
the
sorry,
the
commitment
around
how
to
solve
p
a
pr
the
the
how
to
respond
to
our
deficiencies
relative
to
the
prprs
system.
L
But,
more
importantly,
we
also
communicated
before
that
how
we
are
using
a
sort
of
process
to
ensure
that,
as
as
families
reach
out
to
us
to
provide
feedback
that
we're
responding
to
that
feedback
in
real
time
in
working
through
those
issues
with
families
before
they
escalate
to
the
prs
system.
There's
no
question:
we
need
stronger
systems,
be
able
to
respond
to
the
problem
resolution
system,
complaints
that
come
through
deci
but,
more
importantly,
we
need
to
fundamentally
change
our
system
so
that
we
are
proactive
in
working
with
our
families
and
that's
the
complicated
work.
L
I
think
the
complex,
complicated
work
before
us.
I
want
to
thank
members
of
the
family
and
community
advancement
team
who
begin
to
think
about
ways
that
we
can
measure
the
number
of
pieces
of
feedback
that
we're
receiving
through
hotlines
and
we've
been
far
more
systematic
and
sort
of
data
driven
in
those
discussions
over
the
last
few
weeks
as
we're
piloting
new
systems
and
developing
processes
such
as
escalation
escalation
decision
trees,
so
that
we
can
partner
families
with
the
right
person
at
the
right
time.
L
So
I
don't
know
if
I
fully
answered
your
question,
but
I
just
want
to
acknowledge
that
the
work
that
we
have
ahead
of
us
is
to
transform
the
practices
so
that
we
are
responding
to
the
real
adaptive
concerns
that
are
before
us
around
doing
work
differently,
so
that
we
are
not
being
reactive
to
our
community.
As
we
have
been
in
the
past.
M
Right,
thank
you.
You
did
madam
chair.
I
have
two
more
one
more
question
and
one
more
comment:
if
that's
okay,
so
the
first
is
on
the
question
is
on
transportation-
and
I
know
mr
carder
hernandez
kind
of
alluded
to
this
in
the
in
the
in
his
question
during
the
superintendent's
report,
but
obviously
with
what's
going
on,
you
know.
One
of
the
commitments
that
was
just
laid
out
to
us
was
about
on
time
transportation.
M
Obviously,
the
news
about
the
orange
line
and
work
on
the
green
line
or
parts
of
the
green
line
as
well.
I
think
the
e-line
of
the
green
line
is
gonna,
have
an
impact
to
us
when
school
starts
and
there's
still
a
tremendous
amount
of
uncertainty
about
the
shuttle
buses
that
the
mbta
is
proposing
with
so
many
of
our
high
school
students
on
the
orange
line.
M
L
L
L
While
I
was
on
vacation
last
week,
superintendent
skipper
has
engaged
the
commissioner
on
at
least
two
occasions
relative
to
this
question.
They
understand
in
real
time
the
challenges
that
this
poses
to
bps,
and
I
am
confident
that
we
will
engage
in
further
discussion
with
desi
in
the
weeks
to
come.
L
I
think,
what's
most
important
is
that
we
fully
understand
the
nature
of
the
problem
we've
had
about
a
week
to
sort
of
sit
with
it,
obviously
we're
doing
our
own
data
analysis
and
trying
to
best
prepare
and
we
will
engage
with
them
with
really
specific
and
clear
plans
that
not
only
will
we
share
with
desi
but
even
more
importantly,
share
with
our
community
and
our
families,
as
we
get
feedback
around
how
best
to
respond
to
this.
So
those
conversations
will
be
forthcoming.
L
They
will
be
critical
to
our
work
relative
to
the
system,
the
systemic
improvement
plan
in
the
weeks
to
come,
but
our
real
priority
is
to
making
sure
that
we
deliver
for
our
students
and
families.
M
M
So,
and
just
for
more
the
general
public's
information,
what
the
council
does
when
they're
engaged
on
this
is
they
bring
in
experts
from
across
the
country
who
are
either
currently
in
that
position
as
say
on
the
transportation
they're,
either
a
transportation
chief
now
of
another
district,
or
you
know
a
recently
retired
one,
so
they
bring
in
people
who
are
actually
practice
experts
and
they
come
and
visit
for.
You
laid
out,
mr
munez
in
the
presentation
about
that.
M
Some
maybe
two
days,
some
of
you
three
days
so
they're
different
groups
based
upon
the
specialties,
but
I
do
want
to
warn
you
superintendent.
I
believe
you
have
some
experience
with
this,
but
the
council
reports
tend
to
be
extremely
hard-hitting
and
they're
filled
with
a
lot
of
recommendations.
So
this
is
not
like
a
consulting
firm.
That
may
say:
here's
the
three
to
five
things
that
you
need
to
do:
you're
gonna
get
a
list
of
25
30
40.
It
could
be
because
what
the
council
tends
to
do
is
when
they
have
all
these
experts.
M
They
all
want
to
have
their
piece
into
the
report
and
they're
all
going
to
be
making
recommendations
right.
It's
like
asking
a
school
committee
member
about
an
opinion
about
something
I'm
going
to
have
an
opinion
right,
so
the
experts
they
bring
in
they're
going
to
have
an
opinion,
and
you
are
going
to
get
a
long
hard-hitting
report.
M
M
It's
almost
like
the
management
response
to
a
letter
from
a
letter
from
the
audit
firm.
That
is
then,
typically
posted.
I
I
just
encourage
you
to
do
that.
As
a
matter
of
practice,
it's
going
to
be
a
lot
of
work
for
you,
because
you're
engaging
them
for
three
different
reports,
you're
going
to
be
seeing
a
lot
of
recommendations,
but
it's
I.
I
would
encourage
you
to
think
about
that.
Not
just
you
know
present
to
the
reporter
say:
okay,
we
got
it
and
we
did
five
things
because
inevitably
you're
gonna
hear
back.
L
Yeah,
I
just
want
to
acknowledge
one:
that's
a
a
really
great
piece
of
feedback.
We
certainly
having
partnered
with
the
council
before
and
read
many
of
their
reports
for
boston
other
school
districts.
We
are
undoubtedly
expecting
exactly
what
you
describe
and
so
we're
anticipating
that.
I
think
you
offer
us
an
instructive
suggestion
about
sort
of
how
to
manage
that
process,
and
we
will
certainly
follow
through
on
that.
But
I
think
what
I
want
to
what
I
just
want
to
say
about
the
system
that
monica
hogan
and
her
colleagues
have
implemented.
L
That,
I
think,
is
really
important
here
is
that
we've
recognized
that
these
issues
are
not
siloed
issues
relative
to
one
department,
and
I
think
that's
the
mistake
that
bps
has
potentially
made
in
the
past.
If
it
was
an
audit
relative
to
transportation
or
special
education,
we
assumed
it
was
an
issue
relative
solely
to
the
office
of
special
education
or
transportation
respectfully.
M
And
there
will
be
some
that
you're
going
to
say
these
don't
make
sense
for
us
or
they
need
further
study,
or
there
are
more
appropriate
six
months
or
a
year
down
the
line,
because
this
needs
to
be
fixed
before
that
can
be
done,
etc.
It's
just
making
sure
to
go
through
them
all
so
that
you
have
an
answer
that
you
have.
You
know
had
the
seriousness
of
purpose,
for
what
the
council
is
brought
to
the
table
as
well.
L
I
and
that's
totally
right
and-
and
I
think
we're
gonna
have
to
evaluate
all
of
those
things.
What
what
I?
What
I'm
confident
is
that
we've
set
in
a
system,
though
that
doesn't
put
these
issues
on
the
backs
of
a
single
department,
but
but
instead
puts
us
on
the
back
of
an
entire
bps
team,
both
internal
and
external,
who
must
collectively
do
this
work
to
respond
to
the
areas
in
which
bps
must
improve
to
respond
to
the
real
needs
of
our
students
and
families.
Perfect.
A
No
problem,
thank
you.
I
just
wanted
to
step
back
for
a
moment.
I
know
that
della
verne
had
put
her
camera
on
and
so
did
not
know
whether
she
wanted
to
make
some
comments,
but
I
publicly
want
to
thank
her
for
the
incredible
work
that
she
has
been
doing
up
to
this
moment
before
we
got
the
orange
line,
surprised
to
get
our
buses
running
on
time
and
you
know
fixing
roots
etc.
A
S
Thanks
chair,
I
think,
drew
covered
it
all
on
transportation,
both
on
the
orange
line
shut
down
and
the
deci
piece.
So
I
didn't
have
anything
additional
to
add
at
the
moment.
Thank.
A
You
alrighty
thank
you,
so
I
only
have
one
final
question.
You
know,
given
all
the
work
that's
being
done
to
date.
My
question
really
is:
is
there
any
aspect
of
this
work?
Moving
forward
that
you're
the
most
concerned
about.
L
I
I
think
there
are
two
things
at
the
moment
that
that
keep
me
up
at
night.
The
first
is
that
we
have
significant
work
ahead
of
us
to
respond
to
the
challenges
before
us
relative
to
the
orange
line.
I
appreciate
the
really
important
questions
and
the
need
for
more
information,
and
we
are
eager
to
get
that
and
to
partner
with
the
city
and
this
in
the
state
to
ensure
we
can
offer
better
detail
in
the
days
and
weeks
to
come
on
this
matter.
L
Certainly,
this
is
an
area
of
risk
for
us
and
we
have
to
ensure
the
safe
on
time
and
reliable
transportation
that
our
students
deserve,
and
this
is
a
really
late.
You
know,
as
they
say,
a
sort
of
october
surprise
or
this
an
election,
so
we're
gonna
have
to
figure
out
how
to
respond
to
this
collectively.
L
The
other
thing
that
I
just
want
to
consistently
remember
is
to
just
underscore
a
point
that
I've
made
a
few
times,
and
mr
o'neal
helped
sort
of
drive
as
well
is
that
we
can't
fall
into
our
old
patterns
of
the
way
that
bps
has
done
business.
Our
old
patterns
are
to
continue
to
go
into
silos,
to
work
independently
to
box
others
out
of
our
own
individual
work.
We
have
learned
that
that
process
will
not
work.
L
I
know
that
this
is
a
sort
of
key
operating
principle
for
incoming
superintendent
skipper.
It's
also
a
shared
belief
that
I
have,
and
so
we
are
working
with
a
group
of
cross-functional
folks
here
in
the
bps
to
design
a
regional
support
structure,
so
that
supports
are
embedded
within
the
regions
within
the
regions
across
bps
and
those
are
regions
to
the
maximum
extent
possible
are
based
on
geography
and
neighborhoods.
L
We
know
that
the
neighborhoods
of
boston
have
really
unique
and
customized
needs,
and
I
want
to
ensure
that
we
are
developing
systems
and
structures
of
support
as
we
move
forward
the
third
issue.
That
is
of
utmost
importance
to
me,
as
we
think
about
developing
systems
of
support
both
at
the
central
office,
but
most
particularly
at
the
schoolhouse.
L
We
also
have
to
get
honest
that
as
an
organization
we
have
not
held
ourselves
to
equal
units
of
accountability.
That
day
must
change
and
must
end
as
we
move
forward.
We
must
be
accountable
to
our
public
to
improved
academic
outcomes
and
opportunities,
and
we
have
to
increase
both
levels
of
support
and
accountability
and
those
two,
those
two
things
must
sort
of
be
in
concert
with
each
other.
A
system
that
is
built
solely
on
support
with
no
with
no
accountability
doesn't
get
outcomes.
A
Okay,
thank
you.
I'm
looking
forward
to
hearing
desi's
response
to
the
august
15th
deadline
and
then
looking
forward
to
more
in-depth
work
as
we
move
forward
into
the
implementation
process.
So
with
that,
I
just
want
to
thank
everyone.
The
committee
looks
forward
to
receiving
regular
updates
on
these
critical
topics
throughout
the
school
year.
That
concludes
our
business.
This
evening,
the
next
remote
school
committee
meeting
will
take
place
on
wednesday
august
31st
at
5
pm,
at
which
time
the
committee
will
receive
an
update
on
the
district's
reopening
plans
for
the
new
school
year.