►
Description
The Boston School Committee is holding a series of community listening sessions to receive feedback on a draft set of goals and guardrails that will strengthen the Committee's focus on student outcomes. Each session will be co-facilitated by two Committee members. Interpretation will be provided.
C
C
C
The
committee
is
pleased
to
offer
the
offering
live,
simultaneous
interpretation
in
cantonese
mandarin,
vietnamese
and
american
sign
language.
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
C
D
C
E
F
F
Good
evening
hi,
miss
robinson.
F
C
C
A
Thank
you,
ms
robinson,
and
I
want
to
thank
you
for
joining
me
today.
I
was
originally
scheduled
to
be
joined
by
our
fellow
member,
mr
tron,
but
he
was
unable
at
the
last
minute
to
make
it,
and
so
we
are
getting
something
right
away
on
the
chat,
and
so,
if
we
could
double
check,
is
there
a
spanish
interpreter
this
evening.
A
A
Okay,
so
I
do
apologize
if
there
are
any
folks
participating
in
this
session
this
evening,
if,
if
they
were
in
need
of
interpretation
services
in
spanish,
ms
sullivan,
do
we
have
spanish
interpreters
for
other
sessions.
A
Okay,
please
do
that.
Thank
you,
so
thank
you,
miss
robinson
for
joining
us
for
joining
me
this
evening
and
we're
here
today
because
the
school
committee-
it
is
our
duty.
It
is
our
job
to
represent
the
vision
and
values
of
the
entire
boston
community,
all
those
who
have
an
interest
in
boston,
public
schools.
A
A
If
you
want
to
discuss
those
issues
in
the
context
of
getting
a
resolution
to
a
current
issue,
then
we
have
other
vendors
venues
for
that,
including
the
public
comment
portion
of
our
regular
school
committee
meetings,
and
we
have
our
next
one
coming
up
on
february
24th,
as
most
folks
know,
we
have
those
several
times
a
month.
A
A
So
we
do
have
a
couple
of
goals
for
this
evening
and
we
want
to
make
sure
that
everyone
do.
It
does
have
a
chance
to
speak.
So
when
you
do,
please
do
one
at
a
time
you
can
put
in
the
chat,
as
some
have
done
already,
the
chats
will
be
collected
as
chats
will
be
collected
and
consolidating,
and
our
chair
will
be
reporting
back
on
these
sessions,
both
at
our
meeting
on
the
24th
and
then
our
next
meeting
in
march.
A
A
If
you
want
to
talk
to
the
chat,
you
can
do
that
as
well,
regardless,
your
import
is
important
to
us,
because
we
do
listen,
and
I
do
want
to
note
that
ms
sullivan
has
posted
that
spanish
interpretation
will
be
provided
tomorrow
february,
9th
at
3
30
pm,
as
well
as
some
sessions
beyond
that
and
again
I'm
sorry.
If
you
were
in
need
of
spanish
interpretation
services
tonight,
and
we
were
unable
to
provide
that
for
you,
as
you
know,
as
regular
attendees
to
school
committees,
members
know
a
school
committee
meetings.
A
No,
the
school
committee
is
the
first
public
body
in
the
city
to
offer
a
variety
of
interpretation
services.
We
started
that
at
the
direction
of
our
chief
miss
oliver
davila
when
she
became
chair
in
december,
and
now
we
are
working
out
the
system
to
provide
it,
as
is
in
many
provide
interpretation
services
in
as
many
of
the
main
languages
that
a
bps
community
speaks.
A
This
is
still
new
for
us
to
do
it,
and
so
we
thank
the
interpreters
who
are
working
this
evening
and
we
thank
members
of
the
community
if
you
are
in
need
of
interpretation
services
for
letting
us
know
how
you
think
it
is
going
and
if
it
is
working
well
for
you
and
again
thanks
to
the
interpreters
who
are
providing
tonight.
A
So
let's
talk
a
little
bit
about
what
we're
going
to
be
talking
about
tonight.
A
As
I
said,
it
is
both
goals
and
guide
rails,
so
the
goals
represent
the
community's
highest
needs
the
highest
leverage
vision
for
what
students
should
know
and
are
able
to
do.
The
school
committee
had
some
extensive
sessions
retreats
to
talk
about
this
in
public
settings.
A
number
of
you
who
are
on
the
phone
tonight
or
on
this
session
tonight
also
took
part
and
listened
and
made
comments,
as
we
really
talked
through
about
what
our
potential
goals
could
be.
A
A
We
wanted
to
make
sure
to
focus
on
achievement
for
them,
so,
but
it's
important
for
us
to
be
able
to
narrow
down
what
our
potential
goals
are
because,
as
they
say,
a
school
committee
that
focuses
on
everything
is
focused
on
nothing.
So
it
was
really
hard
for
us
to
focus
down
on
these
five
goal
areas
and
we're
trying
to
focus
on
student
successes
or
student
outcomes,
not
adult
inputs,
but
student
outcomes,
and
so
as
we
narrowed
it
down,
and
it
was
a
significant
amount
of
conversation
to
get
to
these.
A
I
will
also
say
this
is
not
replacing
the
strategic
plan
that
we
did
so
when
we
talk
about
in
the
strategic
plan
that
you
know
our
goal,
our
first
and
foremost
goal
is
changing
the
opportunity.
A
A
If
we're
now
we're
now
going
to
talk
about
guardrails,
okay,
so
go
ahead,
miss
robertson.
C
Yeah
yeah.
Thank
you,
mr
o'neal.
I
was
remiss
to
introduce
our
superintendent,
who
I
know
is
only
here
for
another
five
minutes
before
she
has
to
go
back
to
another
meeting,
so
I
wanted
just
to
give
her
a
moment
to
to
speak.
B
Well,
thank
you,
miss
robinson
and
thank
you,
mr
o'neal,
for
being
here
in
these
listening
sessions.
I
think
this
is
a
great
way
to
try
to
focus
and
align
the
work
of
the
school
committee
to
the
strategic
plan,
and
you
know,
there's
a
lot
of
work
ahead
and
listening
to
the
community
is
something
that
is
a
value
of
ours
and
the
strategic
plan
to
amplify
voices
and
cultivate
trust.
B
C
C
The
school's
committee
selected
guardrails
that
focus
on
number
one
student
voice
and
family
engagement,
number
two
community
partnerships,
number
three
equity
and
opportunity
gaps,
number
four
diverse
and
effective
st
staffing
and
number
five
social,
emotional
and
physical
supports.
When
these
guardrails
are
honored,
they
help
create
the
condition
for
student
success
student-wide.
C
So
once
the
goals
and
guardrails
are
fully
adopted
as
a
school
committee,
we
will.
We
will
redesign
everything
we
do
to
monitor
these
priorities
and
focus
our
work
around
them.
We
will
redesign
what
our
meetings
look
like
to
focus
more
time
on
ensuring
that
the
goals
are
met
and
the
guard
rails
are
honored.
C
We
will
evaluate
the
budget
on
its
alignment
with
the
goals
and
guardrails,
we'll
evaluate
the
superintendent
based
on
the
accomplishments
of
goals
and
adherences
to
guardrails
the
community's
priority
vision,
our
goals
and
the
community's
prioritized
values.
Our
guardrails
will
be
at
the
center
of
everything
we
do.
A
Thank
you
and
we're
given
a
chance
for
some
of
our
interpreters
to
catch
up
as
well.
They
have
asked.
F
A
To
go
as
slow
as
possible,
so
and
and
also
for
folks
in
the
public.
You
will
see
that
we
are.
We
are
learning
doing
this
process
as
well
with
multiple
screens
moving
and
it
is
not.
Unlike
the
learning
process
our
teachers
have
been
undergoing
and
our
students
have
been
undergoing
as
we're
in
remote
learning,
and
now
our
students
coming
back
to
school
and
our
teachers
are
doing
synchronous
teaching.
So
we're
all
learning
this
together.
A
So
with
that
in
mind,
would
love
to
begin
with
our
first
question
and
I've
already
noticed
a
few
folks
putting
comments
in
the
chat
about
early
literacy,
and
so
that's
going
to
be
great.
A
So
I
would
love
to
hear
you
give
some
voice
to
that,
because
this
is
how
school
committee
members
learn
and
even
though
miss
robinson-
and
I
are
the
two
school
committee
members
on
tonight-
the
information
is
being
shared
with
all
of
our
fellow
members
and,
as
we
said,
our
chair,
ms
oliver
davila,
will
be
giving
a
a
summary
at
a
school
committee
meeting
as
well.
So
your
feedback
is
really
valuable
and
it
is
how
we
listen
and
how
we
learn.
A
So
please
do
speak
up
tonight.
So
with
that
in
mind,
let's
begin
with
our
first
question
and
we
do
want
to
have
a
space
for
as
many
people
to
hear
from
as
many
people
as
possible.
So
we
do
ask
you
to
keep
your
responses
and
comments
to
roughly
about
two
minutes
if
that
makes
sense
for
you
to
make
space
for
other
voices
and
we've
divided
this
into
several
different
sections.
So
the
first
is
going
to
be
talking
about
the
goal
areas
and
it's
we're
going
to
be
asking.
What
of
the
five
goal?
A
Areas
is
most
important
to
you.
So
of
the
five
that
we
outlined
and
again,
we've
already
had
one
person
send
a
chat
message
about
early
literacy
of
these
goals
on
early
literacy,
achievement
for
english
learners,
achievement
for
student
and
disabilities,
critical
thinking
for
math
science
and
literacy
and
career
and
college
readiness.
A
A
A
That
would
like
to
speak
if
you,
if
you
do
simply
raise
your
hand
and
zoom
and
that
that
is
you
go
down
to
the
participant
list
and
next
to
your
name,
you
have
the
opportunity
to
raise
your
hand,
and
ms
sullivan
will
call
on
folks
who
would
like
to
make
a
comment,
and
I
do
want
to
say
there
are
some
folks
that
I'm
sure
are
on
the
line
that
are
regular
participants
at
our
school
committee
meetings
and
and
may
feel
they
want
to
hold
back
because
they
say:
let's
give
everyone
a
chance
to
speak,
don't
hesitate
to
speak
is
as
well.
A
So
we
have
a
comment
in
the
chat
already,
and
so
I
want
to
move
it
over
to
be
able
to
give
voice
to
that.
So
all
of
the
goals
are
important,
but
early
literacy
is
the
key
for
everything
going
forward.
So
thank
you
for
that
garment
that
that
is
important.
A
It
actually
mimics
a
part
of
the
conversation,
ms
robinson
and
superintendent,
that
the
school
committee
was
having
on
that
issue
right
exactly
right.
So
if
anyone
would
like
to
raise
their
hand
to
speak,
there
was
a
a
prior
comment
as
well.
Let
me
back
in
the
chat.
There
was
a
prior
comment
that
said,
this
should
be
feared
with
shared
with
every
family.
A
In
regard
to
the
mention
of
early
literature,
the
mention
of
early
literacy
should
be
shared
with
every
family
and
that's
a
that's
a
great
comment,
because
it
does
take
the
whole
family
to
get
involved
to
help
with
early
literacy.
Mrs
robinson
happens
to
be
in
a
specialty
area
of
yours
right.
Our
young
students,
your
career
too,.
C
Yes
and
exactly
and
we're
not
just
talking
about
preschool
literacy,
we're
really
talking
about
from
infancy
all
the
way
up
through
third
grade,
because
all
of
those
years
contribute
to
a
child's
vocabulary,
their
experiences
and
getting
them
to
third
grade
to
be
really
fluent
readers
with
lots
of
opportunity
and
experiences
to
draw
upon.
So
yes,.
A
Great,
thank
you
so
we're
going
to
call
on
someone
who
has
risen
or
he
risen
their
hand
to
speak
and
we'll
do
that
in
just
a
second,
but
I
do
absolutely
want
to
give
voice
to
a
comment
that
was
additionally
put
in.
Who
said
we
have
a
great
number
of
cape
verdean,
acaba
viridian
parents
in
in
boston,
public
schools.
So
please
consider
having
carbo
verdian
interpreter.
A
B
Yes,
we
do
have
haitian
creole
and
we
are
still
working
on
the
couple
word.
A
G
Good
evening,
it's
really
hard
call
between
number
three
and
four,
because
I
have
a
special
ed
student,
but
when
I
think
about
the
overall
critical
thinking
with
math
science
and
literacy,
bps
has
parent
essentials
that
are
run
to
help
us
learn
about
that
link
that
I
put
in
with
the
desi
standards
about
where
each
class
grade
should
be,
and
I
think
the
pre-k
one
is
very
important.
But
I
just
learned
and
I'm
a
mom
whose
oldest
is
26
and
whose
youngest
is
four
I
just
realized,
or
was
taught
on
saturday
within
two
hours.
G
Why?
The
turk
method
is
so
important,
and
I
can
remember
having
a
hard
time
with
this
when
it
was
introduced
back
when
my
oldest
was
in
elementary
school
at
the
agassi.
So
I
really
feel
like
the
critical
thinking
with
math
science
and
literacy
is
important,
and
I
want
to
applaud
what
the
parent
essentials
through
parent
university
is
doing.
A
A
A
Have
a
child
who's
26
and
a
child
who's
four,
so
you
certainly
have
a
a
range
of
ages.
There
exactly
think
about
input.
So
thank
you
for
that.
Miss
riley,
miss
robinson,
any
comments.
C
No,
I
would
agree,
I
think
that
you
know,
I
feel
that
all
five
of
these
are
so
important.
It's
it's
hard
just
to
ask
anyone
to
choose
just
one,
because
they
all
do
relate
one
to
the
other,
and
I'm
I'm
glad
to
hear
that
parent
university
is
doing
a
work.
That's
really
helping
parents
to
understand
what
is
going
on
and
giving
them
skills
to
be
able
to
support
their
their
learners.
C
C
I
also
want
to
take
a
quick
moment
to
recognize
that
also
on
the
call
with
us
this
evening
are
two
other
school
committee
members
our
chair,
alex
and
our
newest
member
ermani
is
here
also
as
well
listening
in
and
you
all
will
get
to
meet
him.
I
think
at
our
meeting
on
the
24th
so
welcome
and
thank
you
both
for
attending.
D
C
A
Right
so
little
ones
a
little
bit
too
young
for
bps
right
now,
but
we're
delighted
he's
joining
us
was
recently
appointed
by
mayor
walsh,
after
being
recommended
by
the
citizens
of
being
one
of
several
who
were
recommended
by
the
citizens
advisory
panel,
who
interviews
all
applicants
for
boston,
public
school
of
boston,
school
committee,
so
welcome.
I
do
also
want
to
announce
that
note
that
cabo
verde
interpretation
will
be
provided
tomorrow
february,
9th
at
3,
30
and
saturday
february
13th
at
10
a.m.
A
So,
as
I
said
at
the
outset,
we
are
still
evolving
and
growing
our
interpretation
services
and
and
trying
to
reach
as
many
of
our
bps
parents
as
possible.
So
I
want
to
go
back
to
miss
riley's
comment,
because
it
was
also
pretty
important
what
she
had
said
about
having
parent
university
involved
and
miss
riley,
if
you're
still
with
us
and
want
to
address
I'd
love
to
hear
if
you
have
been
through
parent
university
and
how,
in
particular,
you
think
this
work
and
the
goals
could
be
expanded
through
the
work
of
parent
university.
G
Yeah,
I'd
love
to
so.
I've
been
involved
with
parent
university,
since
my
oldest
was
in
fourth
grade,
as
I
mentioned
at
the
agassi,
is
when
I
you
know.
First
learned
of
family
engagement,
parent
essentials
used
to
be
like
you
know,
four
hours
every
saturday
for,
like
you
know,
six
to
eight
weeks,
it
was
very
intense
and
you
would
learn
a
number
of
things
in
a
virtual
setting.
What's
happening
is
still
phenomenal
work,
and
so
they
are
broken
up
into
different
chunks.
G
G
The
technology
advancements
that
we
have,
such
as
text
messaging
out
to
boston,
public
school
families,
of
when
these
engagements
are
happening
or
even
real-time
links
sent
to
the
parents
who
may
have
already
registered
for
them,
and
so
I
really
feel
like
we
can
enhance
the
engagement.
If
we
could
just
promote
the
awareness
a
lot
more.
Sometimes
you
have
to
hunt
and
peck
and
find.
A
You
know
miss
riley,
you
are
you're,
absolutely
you.
You
see,
mrs
robinson
and
I
both
thought
and
I
had
him
right.
You
did
and
it
actually
kind
of
gets
into
as
we
start
to
have
the
conversation
about
guardrails
you're,
going
to
see
family
engagement,
we've
been
doing
the
school
committee's
been
doing
a
lot
of
thinking
of
how
we
can
more
authentically
engage
with
each
of
the
various
constituencies
and.
A
Engage
with
each
of
them
and
get
feedback
and,
as
you
say,
make
sure
that
they
know
about
it
and
reach
out
to
them
consistently
with
the
links
and
the
texts
is
really
important
and
then,
even
as
we
talk
about
interpretation
services,
you
know
each
of
the
the
main
languages
that
our
students
and
our
families
speak.
You
know
not
having
spanish
language
available
this
evening.
You
know
having
a
schedule
for
at
least
one
coming
up
and
certainly
trying
to
have
it
for
more
as
well.
A
This
is
important
work
for
us,
and
so,
as
we
get
to
the
guardrail
piece
and
start
to
talk
about,
you
will
see
the
family
and
community
engagement
is
an
area.
The
school
committee
has
spent
a
lot
of
time
talking
about
right,
miss
robinson.
C
C
I
know
that
we
we've
been
doing
a
lot
of
work,
but
particularly
after
this
year
of
the
pandemic,
I
feel
that
there's
no
school,
no
teacher
that
hasn't
had
significant
parent
engagement
through
a
virtual
world,
and
you
know
I
am
hoping
that
we
will
only
in
increase
that,
once
we
are
back
in
person
and
that
we
will,
we
will
continue
the
level
and
even
increase
the
level
of
communication
with
families,
making
sure
that
families
and
parents
are
able
to
join
the
school
level.
C
Equity
roundtables
to
look
at
the
various
parent-led
organizations
to
making
sure
that
people
who
may
not
have
in
the
past
participate
will
now
find
ways
of
of
being
engaged
so
that
you
know
we.
We
know
that
we
will
only
get
stronger
if
the
voices
of
all
parents
are
heard
and
part
of
how
we
how
we
move
forward.
So,
yes,
I
think
you
know,
I
said
I'm
I'm
100
behind
all
forms
of
parent
engagement
as
a
parent
myself,
many
years
ago
in
the
district
of
a
special
needs
child.
C
C
So
I
am
hoping
that
we
are
moving
forward
on
making
things
easier
for
families,
I'm
hoping
that,
as
we
do
more
and
more
with
the
interpretation
that
it
will
all
become
much
more
natural
part
of
what
we
do,
because
every
family
every
voice
is
important,
and
it's
really
up
to
us
to
make
sure
that
families
really
do
see
their
seat
at
the
table
and
take
it
all
right.
A
A
A
But
we
want
them
ready
to
graduate
to
succeed
in
college
or
succeed
in
their
career.
If
they
decide
to
go
straight
to
that
path
or
their
college
and
career
together,
we
don't
we.
We
have
to
feel
ownership
for
our
students
not
just
k
through
12
or
pre-k
through
12,
but
really
through
16
years
and
beyond,
and
this
is
important
to
the
school
committee.
A
So
we
did
a
lot
of
time
talking
about
career
and
college
readiness,
as
opposed
to
just
putting
you
know,
for
example,
the
high
school
graduation
rate,
and
so
anyway,
before
we
move
on
to
guardrails.
I
just
want
to
check
one
more
time
if
anyone
would
love
to
give
us
some
feedback
on
the
potential
goals
that
we
outlined,
or
do
you
think,
there's
anything
that
we're
missing
or
that
we
should
be
talking
about
more
as
we
look
at
these
potential
goals.
G
C
You
know-
and
I
and
I
said
I
think
as
you
look
at
each
of
the
five
goals,
if
you
think
of
the
multitude
of
things
that
go
into
getting
to
that
goal,
so
that
there's
so
much
I
mean
if
you
unpacked
early
literacy.
C
You
know,
as
I
said,
we're
going
back
to
you
know,
what's
happening
to
our
children
before
they
get
to
bps
our
you
know.
Our
infants
and
toddlers
are
folks
that
are
countdown
to
kindergarten
folks
are
working
with
and
are
working
on,
the
earliest
parts
of
literacy,
so
that
our
four
three
four
and
five-year-olds
are
coming
into
bps
with
the
best
of
backgrounds,
because
we
know
that
a
lot
of
our
children
start
out
ready
to
be
successful,
but
something
happens
along
the
way
and
then,
by
the
time
they
get
to
third
grade
we're.
C
C
So,
what's
going
on
in
first
and
second
grade
literacy,
you
know,
I
think
the
heartbreak
for
me
is
when
we
look
at
high
school
kids
who
are
coming
into
high
school
and
not
reading,
you
know,
and
they
have
gone
to
school
for
all,
12
years
of
their
lives
and
and
somehow
along
the
line
in
second
or
third
grade,
something
wasn't
happening
and
we
weren't
paying
full
attention.
C
So
we
are
going
to
be
monitoring
the
data
at
each
grade
level
to
understand
you
know
who
isn't
being
successful
and
not
just
noting
that,
but
looking
at
what
are
we
doing,
what
are
we
doing
over
the
vacations
or
during
the
summer?
How
are
we
connecting
with
that
family
with
that
child
so
that
we
can?
As
we
say,
you
know
close
up
all
of
the
holes
to
make
sure
that
our
kids
are
being
successful?
C
So
I
think
it's
helping
us
it's
going
to
help
us
to
be
more
laser,
focused
on
what
is
happening
from
year
to
year.
Also,
when
we
talk
about
achievement
of
english
learners
or
students
with
disabilities,
when
we
begin
to
look
at
the
diversity
of
our
students,
there
are
numbers
of
black
and
latinx
students
amongst
that
as
well.
So
we're
not
just
talking
about
you
know
we're
not
talking
about
small
subsets
in
bps.
C
Those
are
large
groups
of
our
students
and
large
diverse
groups
of
our
students.
So
we're
hoping
that
if
we
are
really
laser
focused
on
our
kids,
who
are
most
at
risk
again,
it's
going
to
improve
the
outcomes
in
the
experiences
for
all
and
that's
our
issue,
all
means
all
we
we're
not
talking
about
leaving
any
group
of
students
behind,
but
particularly
our
most
marginalized
students.
Traditionally
we're
wanting
to
make
sure
that
all
of
the
goals
that
we're
looking
at
are
are
going
deep
into
looking
at
what
are
the
programs?
C
What
are
the
opportunities
that
we
are
providing
to
make
sure
that
all
of
our
students
really
are
having
the
best
experience
possible?
So
there
there's
a
lot.
That's
going
in
here.
It's
it's
hard
to
figure
out.
What's
not
really
part
of
those
five
goals
that
that
we
will
be
looking
at,
but
these
are
really
going
to
be
the
the
markers
of
our
success
to
be
able
to
turn
around
our
district
and
to
look
at
the
you
know
the
opportunity
and
achievements
gaps
issue.
A
Thank
you,
mr
robinson,
and
I
want
to
call
out
one
particular
thing.
You
said
when
you
said
we'll
be
looking
at
the
data,
so
some
folks
have
noticed
that
there
are
not
metrics
attract
attack
attached
to
these
goals
into
guide
wheels,
and
that
was
a
very
specific
decision
of
the
school
committee.
A
As
we
did
this
work
we
do,
we
will
ultimately
have
metrics
attached
to
them,
but
the
thought
process
was,
as
we
laid
out
these
goals
and
guard
wheels
to
stop
and
have
a
conversation
and
get
input
on
these
and
then
to
make
sure
we
are
directionally,
accurate
and
then
the
next
step
will
be
to
come
up
with
metrics
so
that,
ultimately,
when
it
is
are
presented,
you
know
there
will
be
another
stage
of
this
work
being
presented
publicly
by
archaea
at
school
committee
meetings.
A
A
G
C
A
And
as
folks
are
thinking
of
raising
their
hand
and
speaking
up
topic,
I
do
want
to
mention
that
this
is
a
perfect
example
of
how,
even
when
the
school
committee
started
working
on
this
at
our
retreat
sessions,
we
had
some
folks
speak
up
to
us
and
give
their
input.
Yes,
mr
mod,
I'm
thinking
of
you
if
you're
on
the
phone
today
and
others,
for
example,
really
saying
you
know,
we
really
think
it
is
critical.
A
A
And
we
have
made,
we
have
adapted
this
to
talk
about
that,
and
so
it
specifically
is
called
out
in
the
equity
and
opportunity
gap
that
bps
will
implement
with
fidelity
opportunity
and
achievement
gap,
closing
practices
that
are
research
based
data
driven
district
school
and
classroom
levels.
And
so
we
do
listen
to
the
feedback
that
we
receive
and
adjust
accordingly.
So
when
we
say.
E
A
Listening,
we
really
are
listening,
so
either
raise
the
hand
or
put
a
comment
in
the
chat
about
what
the
potential
guardrails
are.
C
Yeah,
I
would
love
to
hear
from
families.
You
know
that
about
what
their
experiences
have
been
during
covet
or
whether
they
have
been
introduced
to
new
partners
or
partnerships
or
programs
that
they
want
to
make
sure
that
we
are
aware
of,
or
that
is
that
are
continued
as
we
move
forward,
because
we
know
that
this
past
year
has
certainly
offered
us
a
variety
of
experiences,
unlike
what
we've
ever
had
in
the
district.
So
how
do
we
we
learn
from
those
as
we
go
back
to
you
know,
in-person
opportunities.
A
A
You
know
we
think
about
our
students
working
with
partners
anywhere
from
you
know
the
historical
sites
that
are
across
the
city,
the
museums
that
are
across
the
city,
but
also
working
with
austin
ballet.
You
know
our
arts
partners,
our
athletic
partners,
our
after
school
and
beyond
partners
our
summer
school
partners,
the
y,
the
boys,
boys
and
girls
clubs.
All
these
folks,
who
are
critical
in
helping
provide
the
full
range
of
services
for
our
students.
C
Before.
We
feel
that
their
voices
are
important.
A
And
so
student
voice
and
family
engagement
is
both
important
pieces
and
so
from
the
superintendent
this
year,
making
a
commitment
in
the
budget
to
have
family
liaisons
at
all
of
our
schools
now,
which
is
so
important,
but
also
the
work
that
we
do
at
school
committee.
Whenever
we
have
student
school
leaders
in
front
of
us
where
we
as
a
school
committee,
are
asking
those
school
leaders,
do
you
have
an
active
school
site
council
do?
Is
your
school
site
council
represented
on
the
citywide
parents
council?
A
Do
you
have
a
representative
to
the
sped
back
the
parents,
advisory
council
for
students
with
disabilities?
And
if
it's
a
high
school,
do
you
have
b
sac
representatives,
the
more
we
use,
the
bully
pulpit
of
the
school
committee
to
push
the
schools
to
have
those
representative
to
those
important
groups?
A
That
really
do
you
know
they
become
more
powerful
when
they
are
speaking
for
all
students
or
families
that
have
students
with
disabilities
or
the
citywide
parents
councils
that
they're
representing
all
of
our
128
schools,
not
just
some
with
particular,
particularly
strong
school
site
councils,
and
and
we
know
how
hard
it
can
be
for
parents
to
be
involved
at
the
school
level.
You
know
you're
working,
two
jobs,
your
child
is
going
to
school
in
a
different
neighborhood
of
the
city.
C
Yes,
yeah
yeah
yeah.
I
I
think
for
me
this.
The
issue
around
diverse
and
effective
staffing
is
so
critical.
In
terms
of,
I
know
that
in
this
past
year
we
have
hired
a
number
of
new
nurses,
as
well
as
new
social
workers
and
others,
and
have
been
and
parent
liaisons
and
have
been
happy
to
hear
about
the
diversity
in
hiring
that
we
are
hiring
more
people
that
speak
of
diversity
of
languages
and
represent
the
many
different
constituents
that
are
in
bps.
C
I
mean,
I
think,
we've
known
and
have
heard
people
repeat
many
times
over-
that
it's
important
for
a
child
to
have
a
teacher
at
some
point
in
their
career.
That
looks
like
them
and
I
know
for
some
of
our
children.
They
see
that
every
year,
every
day,
every
day
many
of
our
white
children
have
probably
gone
through
our
district
with
a
minimal
number
of
teachers
of
color.
C
We
want
every
child
to
have
people
in
their
school
lives
that
are
there
being
part
of
their
cheering
section
and
that
they
know
that
they
can
relate
to,
and
so
it's
really
tantamount
on
all
of
us
to
make
sure
that
we
are
reaching
out
and
creating
a
very
diverse
district.
So
we
will
continue
to
monitor
the
effectiveness
of
the
hiring
practices
and
looking
at
the
diversity
within
schools.
A
I
think
that's,
I
think,
that's
really
a
critical
viewpoint.
I
think
the
district
has
done
nice
work,
proving
the
office
of
human
capital
and
changing
the
hiring
practices,
so
they
hire
earlier
in
the
cycle
now
we're
seeing
the
outreach
to
ensure
as
diversity
as
possible
has
been
really
really
helpful
and
we've
seen
great
strides
here,
but
we
still
have
a
long
way
to
go.
There's
no
question
about
that,
and
I
also
think
we
should
talk
for
a
minute,
mrs
robinson,
about
the
social,
emotional
and
physical
support
of
our
students.
A
Absolutely
you
know
it
is
so
critical.
We
know
it
is
it
and,
and
particularly
in
this
time
of
the
pandemic
and
the
remote
learning,
the
loss
of
the
social
interaction,
the
isolation
that
our
students
are
facing
and
our
staff
by
the
way
all
of
us,
but
in
particularly
our
students,
you
know
not
having
that
ability
to
talk
with
someone
at
a
locker
to
talk
at
the
cafeteria
table
to
talk
at
the
bus.
You
know
build
those
other
supports.
A
It
is
really
impacting
our
students
quite
a
bit,
we're
very
concerned
about
the
emotional
health
of
our
students
right
now.
In
this
time
of
isolation,
in
this
time
of
remote
learning,
there
are
some
national
trends
in
this
regard
that
are
deeply
troubling,
and
I
do
know
in
boston,
for
example,
that
you
know
the
superintendent,
for
example,
clark,
county
nevada
and-
and
I
hate
to
bring
up
this
topic.
But
it's
important
to
address
difficult
topics.
A
So
clark,
county
nevada
has
had
20
student
suicides
over
the
past
year
and
in
talking
with
the
superintendent
there.
A
lot
of
it
is
from
the
isolation
that
students
are
facing,
and
I
I
do
know
the
superintendent
bisac
raised
this
issue
to
the
superintendent
in
december
and
she
instituted
a
hotline
for
students.
A
So
we've
had
a
number
of
calls
too
for
students
to
have
someone
to
talk
to,
but
reaching
out,
you
know
and
with
all
of
our
our
counselors
the
increase
over
the
past
couple
years
in
school
nurses,
nurses
and
guidance,
counselors
and
social
workers
in
such
school
psychologists.
A
C
No,
absolutely,
I
think,
one
of
the
things
that
I've
been
happy
to
hear-
and
I
hope
will
continue
once
we
go
back
in
person-
is
the
number
of
supports
to
families
that
have
happened
during
the
period
of
covet
being
able
to
connect
with
counselors
etc
over
the
internet
and
and
the
fact
that,
because
you
can't
always
get
away
from
work
to
go
to
a
school
for
an
hour
or
two,
but
by
having
a
variety
of
ways
that
families
can
connect.
C
Hopefully
both
the
district
is
learning
more
and
families
feel
that
they
have
more
ability
to
connect
quicker
with
the
professionals
that
they
need
to.
And
so
again
you
know
in
a
big
district
like
ours.
It's
often
hard
to
make
sure
that
everybody
is
doing
everything
that
they're
supposed
to
be
doing,
and
so
I
feel,
like
you
know,
as
we
are
growing
these
departments
and
this
work,
it's
going
to
be
important
to
look
at
how
it's
being
managed
at
the
district
level
so
that
there
is
equity
and
opportunity
at
you
know
at
all
schools.
C
I
saw
in
the
chat
that
there
was
a
concern
that,
even
though
the
district
has
started,
equity
roundtables,
that
all
schools
are
not
doing
them
on
a
monthly
basis,
some
are
choosing
to
do
them
quarterly,
et
cetera.
So
again,
I
feel
like
the
district
needs
to
be
very
clear,
particularly
when
we're
we're
coming
to
these
things.
Around
social
emotional
supports
the
the
parent
engagement
that
you
know
as
we're.
Looking
at
these
guard
wheels
that
again
we're
going
to
need
to
look
at
the
data
we're
going
to
need
to
hear
from
families.
C
So
if
families
are
giving
feedback
that
they
feel
that
their
schools
are
not
giving
them
what
they
need,
we
need
to
be
able
to
move
forward
with
that.
Because
again,
if
we
want
to
build
trust,
then
we
have
got
to
act
in
ways
that
families
feel
that
their
concerns
are
being
heard
and
that
the
district
is
working
together
for
them.
C
So
I
really
feel
that
all
five
of
these
guard
reels
go
together
in
so
many
ways,
but
it
will
be
tantamount
to
hear
from
families
as
they
tell
us
what
they
see
working
and
is
not
working
as
we
are
looking
at
that,
because
the
more
eyes
and
ears
and
again
they
are
experiencing
it
one-on-one
in
their
schools
in
ways
that
we
can't.
We
can't
be
in
125
schools
to
and
know
that
school
a
is
doing
something,
but
school
b
is
doing
it
differently.
A
Yeah,
ms
robinson,
it's
interesting.
You
bring
up
that
point
and
thank
you
for
one
of
the
participants
in
bringing
up
in
the
chat
about
some
schools,
doing
it
monthly,
some
schools
doing
it
quarterly,
because
you
know
we
have
two
different
things
going
on
right.
A
We
have
the
district
recommending
best
practices
and
encouraging,
but
we're
also
a
district
that
respects
and
honors
and
has
a
history
of
providing
a
certain
level
of
autonomy
to
our
schools
and,
in
fact,
close
to
40
percent
of
our
schools
have
a
one
type
or
another
of
autonomy
between
pilot
schools,
innovation,
schools,
forest
man
in
district
charter,
schools
and
those
schools.
You
know
by
the
nature
of
their
agreement
with
the
district
that
has
been
approved
over
time.
A
They
have
autonomy
to
do
certain
things
their
way
and
we
can
encourage
them
to
follow.
For
example,
the
school
committee
has
been
very
vocal
the
past
couple
of
years
in
asking
every
school
that
has
a
level
autonomy
when
they
come
back
in
for
reauthorization
to
accept
and
follow
the
code
of
conduct
and
the
focus
on
restorative
justice,
and
I
think
we
have
changed
how
we
approach
student
discipline
across
the
entire
district
by
doing
that,
even
with
schools
that
have
autonomy
when
they
come
in
for
renewals,
but
we're
trying
to
you
know
it's.
A
A
A
I
love
that
yes
someday
and
we
all
know
starting
zoom
meetings
at
seven
or
eight
in
the
morning
and
and
finishing
them
at
nine
or
ten
at
night.
It
has
certainly
changed
the
way
we
engage.
We
take
time
that
previously
was
spent
commute
commuting
as
an
example
and
and
now
doing
zoom.
I
think
everyone
is
going
to
be
adapting
after
the
fact,
as
we
slowly
trans.
Unfortunately,
we
are
learning
from
the
epidemiologists
there's
no
magic
switch,
that
is
going
to
be
flipped
and
all
sudden
we're
back
to
quote-unquote
normal.
A
This
is
going
to
be
a
gradual
evolution
evolution
process,
but
we
will
also
be
learning
some
of
the
best
practices,
and
you
know
the
ability
to
hold
these
zoom
meetings
in
our
school
committee
meetings
in
zoom
and
now
have
literally
more
than
five
six
hundred
people
watching
and
participating,
and
you
know
up
to
a
hundred
people,
giving
public
comment
and
school
committee
meetings
is
very
different
from
what
we
experienced
beforehand
and
so
we're
going
to
try
to
figure
out
how
to
marry
some
of
these
best
practices
together.
A
Okay,
there
was
also
carmen
that
said.
If
the
district
was
authentic
about
increasing
family
engagement.
Why,
then,
is
there
only
three
employees
in
the
department
that
manages
office
of
student,
family
and
community
advancement,
interesting
question?
You
know
something
that
will
be
explored
feedback
back
to
the
district
and
will
come
up
in
a
regular
school
committee
meeting.
Thank
you
for
giving
us
a
question
that
we'll
use
in.
A
Coming
up,
but
I
will
also
say
the
district
is
obviously
making
a
substantial
new
investment.
The
superintendent
has
recommended
a
substantial
new
investment
in
family
engagement
and
family
liaison.
So
we
will
see
we'll
ask
that
question
at
one
of
the
budget
hearings
coming
up
and
thank
you
for
highlighting
that
for
us.
A
Mr
robinson,
that
looks
like
the
comments
we
have
received
about
guardrails.
Should
we
move
on
to.
C
A
A
A
A
This
is
not
just
the
district
staff
as
hard
as
they
do
work
the
folks
in
the
bowling
building,
they're,
incredibly
diligent
and
dedicated,
and
so
are
on
all
our
staff
in
our
128
schools,
including
our
teachers,
our
paraprofessional,
our
nurses,
our
counselors,
our
school
psychologists,
but
also
our
cafeteria
workers,
our
custodians,
our
bus
drivers,
our
monitors
all
of
these
folks
together
are
committed
to
trying
to
help
our
students,
but
it
takes
more
than
that.
It
takes
our
community
as
well
to
help
make
it
happen.
So
we're
looking
for
folks
to
just
think
about.
A
C
C
C
C
D
C
No,
I
was
thinking
for
me.
I
think
you
know
again.
If,
if
I
were
a
parent,
I
guess
I
think
the
number
one
thing
that
I
I
would
want
to
do
would
be
to
be
laser
focused
on
what
is
going
on
at
my
school.
You
know
what
are
the
opportunities
for
students?
How
am
I
being
communicated
with?
I
mean
I
hear
so
much
from
parents
who
again
who
continue
to
say
I
didn't
know
that
was
happening.
C
C
But
how
can
we
make
sure
that
you
know
people
at
each
school
know
where
to
go,
whether
it's
their
school
website
or
whatever,
and
that
somebody
is
really
going
to
place
on
their
all
of
the
information
that
they
need
to
know,
and
I
know
that
the
diff,
the
information
is
different
from
grade
level
to
grade
level.
You
know
how
would
we
make
sure
that
it's
all
there
you
know
how
do
we
make
sure
that
parents
can
even
partner
together
so
that
they
can
have
buddies?
C
You
know
some
some
way
that
you
know
we
are
making
that
to
me
is
where
the
first
step
is
that
informed
parents
are
going
to
send
to
school
children
that
you
know
that
they
are
being
laser,
focused
on
and
making
sure
their
children
are
getting
what
they
need,
but
I
got,
but
I
want
to
make
sure
we
are
making
sure
that
you
know
through
translation
through
whatever
that
we
are
making
sure
all
parents
have
all
of
the
information
that
they
need.
There
shouldn't
be
parents
that
don't
know
about
exam
schools
or
summer
school
opportunities,
etc.
C
B
A
A
Piece,
but
also
the
informing
there's
a
lot
going
on
and
and
when
you're,
a
parent
with
child
child
or
children
in
the
school
system,
and
particularly,
if
you're
in
multiple
schools,
it's
a
lot
to
keep
up
with
and
particularly
as
we
have
all
adapted
to
this
new
way
right
of
remote.
Maybe
hybrid,
we're
very
glad
this
week
that
more
of
our
students
back
in
class,
I
had
the
biggest
smile
on
my
face
at
7
15
this
morning
in
downtown
boston.
When
I
had.
D
A
Bps
bus
right
in
front
of
me
in
traffic,
it
was
actually
a
little
bit
of
traffic,
which
was
nice
to
see,
and
it
was
a
bps
bus
and
it
had
a
big
smile
on
my
face
because
that
meant
some
more
of
our
students
were
back
in
class
today,
some
of
our
more
of
our
high
esteem
students
in
particular-
and
there
will
be
more
coming
up
in
a
couple
more
weeks
and
a
couple
of
weeks
after
that-
and
it's
got
a
lot
of
work
in
the
superintendent
and
the
teachers
union
working
together
to
making
sure
that
to
making
sure
that
our
students
are
starting
to
get
back.
A
But
that
again
is
part
of
a
lot
of
information
going
to
parents
right
now
and
when
you
think
about
the
multiple
language
aspect
as
well,
it's
hard
to
think
about
how
we
communicate
with
our
parents
and
our
families
that
they
are
informed.
They
have
the
information
they
need
to
have
to
make
important
decisions
for
their
children,
but
not
overwhelming
as
well,
and
as
as
we
think
about,
and
the
feedback
we're
getting
about.
A
This
is
is
really
helpful
right
in
here,
for
example,
talking
points
doesn't
allow
me
to
communicate
with
parents
in
my
children's
school.
For
me
to
communicate
with
this
is
limited
to
staff
only
who
are
bilingual,
okay,
meaning.
I
can't
communicate
with
our
parents
directly
right
network
within
a
school
that
is
62
percent
flat
and
interesting,
so
that
that's
great
feedback
to
think
about
in
terms
of
the
family
engagement.
How
can
we
help
our
our
school
communities
network
with
each
other
as
well?
C
Yeah,
and
also
as
I
think,
about
our
community
partners,
we
have
so
many
different
community
partners
who
are
also
connecting
with
families
and
kids,
and
you
know,
before
and
after
school
and
in
school
programs
as
well.
Are
we
making
sure
they
also
have
the
information
so
that
they
can
be?
You
know
a
double
reinforcer
to
make
sure
that
you
know
families
are
being
you
know,
given
the
information
they
need.
C
A
And
just
as
you
talk
about,
I
agree
with
those
suggestions,
particularly
some
of
the
alternative
methods
that
maybe
we
haven't
as
strongly
utilized
in
the
past,
but
you
were
also
talking
about
the
need
to
focus
at
the
individual
school
level,
and
so
as
we
bring
that
up
across
our
district.
A
Is
this
something
that
has
to
do
with
our
goals
or
does
it
have
something
that
to
do
with
our
guard
wheels?
Or
is
it
something
that
we're
legally
required
to
do,
such
as
an
innovation
plan
for
a
school?
Well,
if
it's
not
one
of
those
three,
then
it's
taken
away
from
the
effort.
We
need
to
raise
a
focus.
A
To
use
your
terms,
ms
robinson,
we
need,
as
a
school
community
and
school
committee
community,
to
lays
a
focus
in
on
those
on
those
student
outcomes
that
we
can
most
impact
because
that's
what's
going
to
provide
better
opportunity
for
our
students
and
our
families
across
the
entire
district,
when
we
can
laser
focus
in
on
those
goals,
ways
to
focus
in
on
those
guardrails
to
make
sure
we
are
always
saying.
Is
this
impacting,
for
example,
early
literacy?
Or
is
this
impacting
the
social
emotional,
physical
health
of
our
students?
A
If
it's
not
and
I'm
just
picking
one
in
each
of
those
or
it's
not
something
we're
legally
required
to
do
such
as
vote
on
the
budget
or
vote
on
the
superintendent's
evaluation
or
vote
on
an
innovation
plan
for
or
for
an
innovation
school?
If
it's
not
a
legal
requirement
or
a
goal
or
a
guard
wheel,
then
we
shouldn't
be.
We
shouldn't
be
focused
on
it,
because
we're
trying
to
focus
to
improve
student
outcomes
to
reach
the
goals
that
we
had
set
in
our
five-year
strategic
plan,
and
this
will
be
a
living
breathing
document.
A
It
will
change
over
time.
We
may
realize
that
we're
missing
something
in
the
goals
or
we
may
be
missing
something
in
the
guardrails
or
something
may
become
so
part
of
what
we're
doing
that.
We
don't
need
to
call
it
out
and
we
can
focus
on
something
else.
So
it's
a
living
breathing
document
that
adjusts
over
time.
C
A
That
becomes
clearer
with
our
relationship
with
our
superintendent.
It
allows
our
superintendent
to
be
more
effective
and,
by
the
way
doing
it
all
with
metrics
and
just
as
we
expect
our
students
to
do
homework,
to
take
tests
and
so
on
and
so
forth,
and
and
show
progress.
So
too
should
we
be
holding
the
district
accountable.
Setting
up
metrics
testing
regularly
to
you
know,
see
progress
against
those
metrics
reporting
and
talking
about
and
seeing
how
we
need
to
adjust
course.
A
So
and
that
that's
kind
of
a
little
bit
of
wrap
up,
I
guess
miss
robinson
right
on
where
we
will
be
going
with
this.
This
has
been
fascinating.
Folks
have
been
a
bit
quiet
to
speak,
even
though
we
have
had
a
number
of
folks
on,
but
we've
gotten
some
really
really
great
feedback
coming
through
the
chat
process
and
hopefully,
you've
all
seen
we're
paying
attention
to
it
hope
we
just
had
one
more
building
stronger
teacher
and
student
relationships,
enhanceability
and
competence
amen.
A
Healthy
relationships
are
important
and
beneficial
to
some
students
who
have
experienced
trauma
so
and
we
are
really
concerned.
You
know
it
was
interesting
having
a
conversation
national
level
with
some
of
our
fellow
school
boards.
I
mentioned
what
happened
in
clark
county
when
I
brought
that
up
with
some
school
board
members
in
in
other
cities,
they
were
addressing,
for
example,
in
dallas
and
philadelphia
chicago,
and
a
few
others
were
talking
about
the
increased
gun,
violence
in
their
cities.
A
Since
the
pandemic
has
started
and
the
trauma
that
the
students
you
know
some
students
experience
because
of
that,
so
miss
riley
made
that
comment
you're,
absolutely
right.
A
number
of
our
students
have
experienced
trauma
in
one
way
or
another
in
their
home
in
their
neighborhood
in
their
in
their
transportation,
and
we
cannot
diminish
the
or
make
light
of
the
impact
on
that's
on
that
to
our
students
and
how
it
impacts
their
ability
to
to
succeed
in
their
academic
world
right.
Ms
robinson.
C
Absolutely
I
mean,
I
think
you
know
we
talk
about
what
we
need
to
do
academically,
but
we
have
to
do
as
much
social
emotionally
to
support.
I
mean
we've
got
to
support
the
whole
student,
you
know
in
all
of
their
learning
mechanisms,
and
it's
not
one
over
the
other,
and
you
know
and
again
I
agree
wholeheartedly
about
the
issue
of
the
teacher-student
relationships.
C
You
know,
as
I
said,
we
are
full
service
school
district
whole
child,
not
just
the
intellect,
but
all
of
what
our
kids
need,
and
you
know-
and
I
thank
the
district
for
what
they've
done
during
the
pandemic,
to
make
sure
that
kids
have
food
and-
and
you
know
wi-fi
and
all
of
those
things
you
know
and
I'm
you
know,
and
sometimes
I
wonder
you
know
we
needed
all
those
things
before
the
pandemic,
but
we
were
able
to
get
them
to
happen.
C
What
else
do
what
else
are
we
going
to
learn
to
know
that
our
kids
need
and
that
we
don't?
We
don't
want
to
wait
for
another
pandemic
before
we
begin
to
look
at
those
needs
and
find
ways
of
resolving
them.
So,
yes,
I
am
hoping
that
this
work
will
really
get
us
to
focus
and
to
be
honest
with
ourselves
and
each
other
and
to
listen
to
the
honesty
of
of
families
yep,
so
that
we
do
see
this
true
partnership
moving
forward.
A
You
know,
ms
robertson,
I
have
enjoyed
this
conversation
with
you,
it's
funny
as
school
committee
members.
You
know
we
don't
get
to
go.
You
open
many
laws.
Yes,
we
can
never
have
more
than
even
though
that's
why
we
have
two
school
committee
members
who
have
been
listening
tonight
but
have
not
been
participants,
because
that
would
make
it
four
and
we're
always
nervous
about
having
the
majority
together.
A
So
we
don't
get
a
chance
to
talk
together
as
members
as
oft
as
often
as
people
think
that
we
would
and
so
miss
robertson-
and
I
have
served
it
together
for
a
number
of
years
and
we
always
learn
from
each
other.
Yes,
we've
learned
listening
right.
I've
learned
also
from
the
feedback
that
people
have
spoken
or
written
in
the
chat.
A
This
is
why
we
do
these
right.
So
thank
you
for
reinvigorating
me.
I've
enjoyed
this
conversation
well,
thank
you
as
well.
C
Ourselves,
I
said
as
two
bpx
graduates
from
quite
a
while
ago.
You
know,
I
think
both
our
personal
commitment
to
the
city
and
its
children
are
critical.
We
know
that
you
can
get
a
good
education
in
boston,
but
we
want
to
make
sure
that
that
happens
for
every
single
student,
and
so
we
know
that's
our
charge
and
we're
going
to
really
work
hard
to
make
that
happen.
A
That's
what
drives
you
and
me
both
right
exactly
to
be
here.
All
the
children
have
the
opportunity
that
we
had
with
our
bps
education.
So
thank
you
all.
If
folks
would
like
to
go
to
bostonpublicschools.org
bostonpublicschools.org
backsplash
school
committee,
there
is
a
brief
feedback
form
if
you're
interested
in
they're
going
to
be
a
number
of
these
other
sessions
coming
up
as
well.
A
I'm
doing
one
tomorrow
with
mr
kamadi
james,
who
was
our
student
representative
and
that
is
more
student,
focused
bsac,
is
helping
coordinate
at
that
and
and
we're
expecting
quite
an
attendance
of
that,
and
we
know
our
students
won't
be
shy
and,
and
we
love
we
love
hearing
from
them
and
learning
from
them.
So
that
will
be
engaged
in
session
and
there
are
a
number
of
others
are
coming
up
as
well.
A
Yep
two
on
wednesday.
I
also
want
to
make
sure
to
thank
our
interpreters,
who
worked
with
us
this
evening
to
provide
interpretation
services.
Thank
you,
as
always,
we're
getting
to
know
you
by
the
way,
through
school
committee
meetings
and
hopefully
you're
seeing
we
are
learning
to
speak
a
little
bit
slower,
it's
kind
of
hard.
I
I
feel
bad
for
you
that
are
those
are
trying
to
interpret
my
boston
accent,
but
I'm
sure
you're
learning
over
time.
A
My
jamaica
plain
accent,
and
mr
robinson,
we
both
have
it
right
so
yeah
right
anyway.
Thank
you
all
for
participating,
mr
robinson,
do
you
have
any
closing
words?
Yes,.
C
So
I
just
again,
I
want
to
say
thank
you
for
so
much
for
taking
this
time
to
share
with
us
today.
So
by
april,
we
plan
to
use
the
feedback
to
update
the
school
committee's
work
plan
that
will
be
used
to
monitor
progress
over
the
next
five
years.
The
entire
goal
and
guardrail
monitoring
process
will
take
place
during
public
meetings
of
the
school
committee.
C
So
here's
what
you
can
expect
next
in
the
process,
we'll
continue
listening
and
we'll
then
adopt
a
work
plan
for
the
school
committee
this
spring.
We
will
also
post
a
summary
of
this
community
input
on
our
websites,
so
you
can
see
the
feedback
you
provided
and
how
we
use
the
feedback
in
our
decision
making.
If
you
have
more
to
add
complete
the
feedback
form,
that's
posted
on
our
webpage
bostonpublicschools.org
school
committee.