►
From YouTube: Boston School Committee Meeting 5/10/2023
Description
Due to the COVID-19 pandemic, the Boston School Committee holds "virtual" meetings online in order to practice safe social distancing and stay current with issues important to the Boston Public Schools.
B
C
A
E
F
D
A
Have
a
quorum!
Thank
you.
Thank
you,
Miss
Sullivan.
At
this
time,
I
would
like
to
entertain
a
motion
for
the
school
committee
to
adjourn
to
Executive
session
for
the
purpose
of
discussing
the
deployment
of
security,
Personnel
or
devices
or
strategies
with
respect
there
too.
To
have
this
discussion
in
an
open
meeting
would
compromise
the
safety
of
our
students
and
staff.
The
committee
will
return
to
public
section
at
6
PM.
Is
there
a
motion.
D
E
H
A
Good
evening,
everyone
welcome
to
this
meeting
of
the
Boston
school
committee.
I'm
chairperson,
Jerry
Robinson
Committee
just
returned
from
an
executive
session
for
the
purpose
of
discussing
the
deployment
of
security,
Personnel
or
devices
or
strategies
with
respect
there
too.
To
have
this
discussion
in
an
open
meeting
could
compromise
the
safety
of
our
students
and
staff.
Tonight's
session
is
being
shared,
live
on
Zoom,
it
will
be
rebroadcast
on
Boston,
City,
TV
and
posted
on
the
school
committee's
webpage
and
on
YouTube
the
recording
will
be
available
in
all
of
the
BPS
languages.
A
Tonight's
meeting
documents
are
posted
on
the
committee's
webpage
bostonpublicschools.org
school
committee.
Under
the
May
10th
meeting
link,
the
meeting
documents
have
been
translated
into
all
of
the
major
BPS
languages.
Any
translations
that
are
not
ready
prior
to
the
start
of
the
meeting
will
be
posted
as
soon
as
they
are
finalized.
A
The
committee
is
pleased
to
offer
live,
simultaneous
interpretation
in
Spanish
Haitian,
Creole,
cabaveriano,
Cantonese,
Mandarin,
Vietnamese
and
American
Sign
Language.
The
interpretation
feature
has
been
activated:
click
the
globe
icon
at
the
bottom
of
your
screen
to
select
your
language
preference
I'd
like
to
remind
everyone
to
speak
at
a
slower
Pace
to
assist
our
interpreters.
A
Thank
you
to
everyone
who
signed
up
for
public
comment.
Sign
up
for
public
comment
closed
today
at
4,
30
PM.
Please
make
sure
that
you
are
signed
into
Zoom
under
the
same
name.
You
used
to
sign
up
for
public
comment.
You
can
use
the
zoom
tools
to
rename
yourself
so
that
committee
staff
will
be
able
to
recognize
you
when
it
comes
time
to
call
on
you.
Thank
you
for
your
corporation
before
we
move
on
to
our
official
business.
A
A
few
of
our
members
were
not
able
to
attend
the
May
10th
meeting,
so
we
wanted
to
give
them
time
to
review
the
material
and
meet
with
staff
and
for
big
votes
like
this
I
like
to
have
at
least
two
meetings
in
between
the
proposal
and
the
evote
to
allow
time
for
the
public
to
share
their
their
thoughts,
questions,
concerns
or
support.
We
will
not
take
a
vote
tonight
on
the
proposed
merges
of
the
Sean
Taylor
in
Philbrook
schools.
That
vote
will
take
place
at
our
next
meeting
on
May
24th.
A
A
A
Okay,
thank
you,
Miss
Sullivan.
The
committee
looks
forward
to
receiving
a
presentation
on
the
mass
school
choice
program
later
this
evening
with
a
vote
to
follow
at
our
next
meeting,
I
will
now
entertain
a
motion
to
adjourn
the
hearing
on
the
Massachusetts
school
choice
program
the
school
year
23-24..
E
I
D
I
D
A
A
D
I
C
D
A
J
Good
evening
Madam,
chair
and
school
committee
members,
given
our
full
agenda
tonight,
I'm
going
to
keep
my
super
report
brief
and
I'm
going
to
focus
on
an
update
on
our
summer
and
summer
registration
and
just
a
few
bright
spots,
as
we
had
a
lot
of
events
last
week.
J
So
in
terms
of
our
summer
programming,
it's
really
shaping
up
to
be
one
of
the
strongest.
Yet
as
I've
shared
in
the
past,
we're
investing
in
the
largest
number
of
seats
and
ranges
of
opportunities,
including
especially
inclusive
opportunities
that
we
ever
have
for
our
students,
we've
added
capacity
close
to
17
000
student
seats,
and
these
include
our
fifth
quarter.
Our
early
focus,
our
high
school
credit
recovery
or
expanded
school
year
or
known
as
esy,
and
the
exam
School
initiative.
Among
others.
J
We
launched
our
registration
earlier
than
ever
this
year
at
parent
request.
We
heard
from
parents
that
they
were
trying
to
make
sure
students
had
opportunities
early
so
that
they
could
register
them,
and
so
we
actually
opened
it
on
March,
22nd
and
to
date,
we've
received
6
000
applications
and
we
have
many
recruitment
events
that
are
actually
happening
this
month
and
the
beginning
of
June.
J
We
plan
to
have
a
robust
summer
programming,
building
off
the
great
work
that
we
started
with
many
of
our
community-based
partners
and
all
of
our
schools
that
participated
Last
Summer.
This
was
one
of
the
first
things.
I
got
to
go
to
unofficially,
but
to
see
the
many
programs
that
were
operating
and
how
many
of
our
students
were
enjoying
them.
J
In
addition,
all
of
our
family
Liaisons
are
welcome.
Center
staff,
our
omme
staff
and
parent
Specialists
will
continue
to
support
families
in
the
registration
process.
Both
at
the
school
and
at
these
events
again,
our
goal
for
this
summer
is
to
deliver
more
inclusive
seats
for
students
through
additional
Partners
locations
and
opportunities
to
intentionally
offer
fun
and
enrichment,
and
this
again
really
came
in
talking
with
sped
pack
about
making
sure
that
our
special
education
students
had
lots
of
opportunities
in
the
summer,
so
we'll
be
very
excited
to
see
that
participation
throughout
the
city.
J
As
of
today,
we've
learned
from
our
city,
colleagues
that
we've
received
approximately
2
000
applicants
for
the
2000
City
agency,
jobs
available
and
that's
tremendous
I
think
last
year
it
was
slow
in
in
building
up
and
I
believe
that
there
were
some
some
jobs
still
available
this
year.
Our
goal
is
to
make
sure
all
of
those
jobs
are
filled
by
our
young
people.
There
are
an
additional
5
000
jobs
available
through
non-prof
profit
partners,
and
so
we
will.
J
The
we've
talked
with
the
city
and
the
city
is
still
gathering
information
about
those
applications
for
the
five
thousand
and
because
they're
separate
applications
for
each
non-profit,
and
they
did
it
slightly
differently
this
year.
So
the
non-profits
are
actually
doing
that
registration
process.
J
J
We
have
used
social
media
platforms,
our
family,
Liaisons
and
counselors
our
pick
career
Specialists
to
really
work
school
by
school
and
Community
by
Community
to
make
our
students
you
know
help
our
students
become
aware
of
the
opportunities
for
jobs
and
summer
programming
and
to
encourage
as
much
participation
as
possible.
So
we'll
continue
to
do
that
and
we
will
continue
to
keep
the
school
committee
informed
many
many
bright
spots
last
week.
J
First
off
we
had
the
Ellis
Arbor
Day
event
in
honor
of
Arbor
Day
students
at
the
Ellis
Elementary
in
Roxbury
planted
trees
in
the
school's
outdoor
Garden
and
learned
about
the
impacts
of
green
infrastructure,
the
heat
island
effect
and
urban
gardening
all
while
using
the
features
in
their
own
schoolyard.
J
It
was
also
I
had
the
opportunity
with
WGBH.
They
had
an
event
called
the
momentum,
inclusion
event
and
it
was
hosted
by
the
women's
the
Massachusetts
woman's
political
caucus
co-hosted
with
gdh
women.
Women
leaders
were
invited
to
discuss
diversity,
equity
and
inclusion
in
government
and
education,
as
well
as
in
the
private
sector.
Mayor
Wu
and
I
had
the
opportunity
to
serve
on
the
panel
together
and
highlighted
several
things
that
we're
proud
to
be
doing
and
working
on
together
a
particular
note.
We
discussed
how
the
district
is
stabilizing.
J
J
Seeing
here
in
Boston
and
the
work
that
we're
doing,
you
know
with
our
attendance
team
the
work
that
we're
doing
in
our
schools,
with
our
student
support
teams
really
reaching
out
to
our
students,
incentivizing,
you
know
coming
to
school,
celebrating
coming
to
school
and
finding
some
of
the
reasons
why
students
might
struggle
to
come
to
school
and
helping
to
support
them,
and
because
of
all
of
this,
we're
bucking,
the
national
Trend-
and
you
know
our
chronic
absenteeism
rates
is
we've
shared
several
times
here
have
been
declining
and
we're
hoping
and
working
hard
to
make
sure
they
continue
to
do
so.
J
I
also
talked
about
bps's
office
of
retention,
cultivation
and
diversities,
degree
completion
partners
program
in
this.
We
were
talking
about
how
we've
successfully
connected
with
some
of
our
local
colleges
in,
and
universities
and
National
colleges,
to
provide
discounted
degrees
to
our
BPS
employees
and
to
make
sure
that
you
know
this
is
helping
with
our
pipeline
for
our
educators
of
color
to
be
able
to
get
degrees
that
they're
they
they
began
or
they're.
Looking
to
begin
and
to
do
it
at
a
cost
that
is
Affordable.
J
We
also
spoke
about
our
work
in
expanding
Early,
College
opportunities
and
career
Pathways
for
students
at
the
the
high
school
level
and
explained
how
this
supports
students
as
they
learn
and
they
grow.
You
know
in
in
familiar
environments
and
helps
to
really
be
able
to
build
up
academic
rigor
to
build
up.
J
It
really
was
an
honor
to
to
share
the
stage
with
mayor,
Wu
and
and
to
to
be
in
the
presence
of
so
many
wonderful
women
leaders,
Boston
Partners
in
education.
We
attended
the
big
cheese,
Gala
I
had
the
opportunity
to
to
speak
at
it.
This
is
a
fundraiser
for
Boston
Partners
in
education.
J
So
not
only
do
they
help
with
our
Literacy
By
arranging
people
from
the
industries
to
come
in
and
read
to
our
students,
but
we've
really
had
a
focus
this
year
on
exposing
our
our
middle
and
high
school
students
to
why
somebody
chooses
a
particular
career
how
they
entered
it.
What's
what's
been
great
about
it,
what's
been
a
struggle
about
it
and
I,
you
know.
J
Clearly
you
know
what
this,
what
the
students
have
said
is
being
able
to
hear
from
professionals
that
you
know
look
like
them
and
who
talk
about
their
shared
experiences
so
that
they
can
hear
it
that
this
really
helps
them
to
to
dream
big
and
to
Hope
and
to
to
broaden
their
Horizons
as
they
think
about
career
choice.
J
So
that
was
a
wonderful
evening
to
be
able
to
share
with
Boston
partners
and
again
we
thank
them
for
their
two
decades
of
continued
partnership
with
us
in
BPS
a
shout
out
to
our
school
leaders
to
our
Educators,
to
our
nurses,
to
our
school
lunch
workers
I
just
want
to
shout
it.
You
know
shout
out
to
them
just
for
all
of
the
work
that
they
and
our
parents
are
have
done
all
year.
J
This
has
been
appreciation
week
and
day
over
the
last
two
weeks
for
each
of
the
groups,
and
you
know
truly,
as
I've
said
to
them.
You
know
this
really
is
about
the
important
role
that
they
play.
You
know
in
the
lives
of
our
young
people,
the
work
that
they
do
all
year,
long
with
our
students
and
where,
with
our
families,
and
so
just
a
you,
know,
a
big
thank
you.
J
This
morning,
I
I
was
able
to
to
join
secretary
tottweiler
at
the
desire
Quincy
upper
school
where
he
was
celebrating
teacher
appreciation
and
we
had
the
chance
to
talk
with
many
of
the
teachers
and
social
workers
counselors
and
nurse
at
the
desire
Quincy
and
to
just
celebrate.
J
You
know
at
the
upper
school
the
wonderful
work
that
they're
doing
symbolic
of
the
wonderful
work
that's
happening
throughout
our
district
in
closing
later
tonight.
You
know
you
will
hear
an
update
on
the
systemic
Improvement
plan
and
all
of
the
progress
that
we've
been
making
in
each
of
the
key
areas
of
it.
J
You'll
hear
how
we
are
really
reimagining
our
work
in
the
areas
of
operations
and
academics
in
support
of
the
plan,
and
so
I
just
you
know,
I'm
looking
forward
to
our
team
being
able
to
share
that
with
you
and
I
just
want
to.
Thank
you
and
that
concludes
my
report.
Chair.
A
I
Oh
no
thank
you
for
the
report,
particularly
with
the
summer
enrollment
I.
Think.
I
At
our
last
meeting
we
talked
a
little
bit
about
more
stats
in
relation
to
the
seats
that
were
available,
particularly
for
special
needs
students
and
thinking
a
little
bit
more
about
that
and
sort
of
the
benefit
that
that
particularly
yields
for
for
them
through
for
the
summer
and
then
have
you
all
thought
a
little
bit
more
about
the
way
that
you
want
to
sort
of
capture,
moving
forward
the
data
on
the
efficacy
of
the
summer
programming
and
then
how
it
translates
into
progress
and
the
upcoming
Academic
Year
sure.
J
So
through
each
year,
so
I
think
we
we're
waiting
for
sort
of
critical
mass
on
the
seats
and
then
I
think
what
will
be
helpful
to
the
committee
and
it
may
be
at
the
next
one,
because
we
have
a
number
of
the
recruitment
events
coming
up
is
to
be
able
to
give
you
a
broader
sense
of
how
the
seats
are
being
filled.
I
think
for
us,
you
know
the
what
we
heard
loud
and
clear
from
our
special
education
parent
parents
was.
J
You
know
that
they
they
besides
esy,
that
they
want
to
make
sure
that
there
are
plentiful
opportunities
for
students.
You
know,
regardless
of
disability,
or
to
be
able
to
participate,
so
we're
we're
working.
You
know
on
Partners
who
have
been
creating
inclusive
environment,
previously
expanding
with
them.
Since
we
know
they,
they
have
the
ability
to
be
able
to
serve
a
broad
spectrum
of
student
and
so
working
hard
with
them
and
then
also
talking
with
the
partners
who
have
wanted
to
increase
in
and
try.
You
know
much
like
last
year.
J
You
know
we
did
this
with
our
mle
students,
our
multilingual
students
and
created
that
capacity.
So
we're
really
excited
about
it.
We
see
this
as
the
first
step.
J
J
We
can
provide
to
help
make
sure
that
our
partners
can
offer
programming,
that's
truly
inclusive,
so
we'll
plan
at
the
I
think
by
the
next
one,
we'll
be
able
to
we'll
kind
of
probably
be
more
than
halfway
at
that
point,
with
registration
to
give
you
a
better
breakdown
of
the
types
of
programming
that
we're
offering
and
you
know,
who's
filling
the
seats
and
then,
as
far
as
the
data
piece
goes,
I
I
will
have
I
will
ask
the
the
summer
team
to
include
that
in
the
presentation
I
know
with
Boston
after
school
and
Beyond
who's
been
our
our
partner
in
in
this
work.
J
For
a
long
time,
that's
been
an
area
that
they've
worked
hard
with
us
to
capture,
which
is
what
is
the
impact
of
the
specific
program?
Besides,
you
know
the
student
having
fun
and
enjoying
and
relaxing-
and
you
know
each
program
is
different
in
you
know,
in
what
its
intent
is.
You
know
somewhere
around
physical
wellness,
some
around
social,
emotional,
some
around
academic
enrichment,
but
I
think
we
can
give
you.
You
know
a
kind
of
a
broad
enough
sense
of
the
kind
of
data
we'll
be
capturing.
I
No
thank
you
and
I
mean
I
think
this
is
also
a
great
opportunity
to
sort
of
lean
in,
and
you
know
you
know,
Mr
cardet,
Hernandez
I
also
yield
to
you
just
also
thinking
about
what
others
large
Urban
school
districts
in
particular,
have
done
to
even
look
at
their
own
summer.
Programming
like
New,
York,
so
I
think
it's
a
really
great
opportunity
to
really
expand
and
think
about
the
different
ways
in
which
we're
capturing
data
in
the
conclusions.
So
thank
you.
Thank
you.
F
Dr
Hawkins,
thank
you
for
asking
that
question
too,
because
it
was
where
my
head
was
going.
I
have
two
questions,
just
sort
of
piggy
backing
on
it.
I
am
interested,
as
is
Dr
Elkins,
in
sort
of
the
outcomes,
data
and
I.
Think
some
of
that
is
just
going
to
be
sort
of
a
reflection
back
on
like
what
has
happened
with
the
respect
to
your
point,
superintendent,
that
the
programs
are
different,
the
ones
where
I
am
probably
the
most
curious
about
it
doesn't
mean
the
other
programs.
Don't
carry
significance
are.
F
That
have
an
intentional
focus
on
accelerating
learning,
whether
that's
for
students
to
have
better
access
into
the
exam
schools
or
students
who
are
struggling
in
various
areas
and
need
a
sort
of
a
remediation
or
a
sort
of
push
in
a
different
direction,
and
so,
like
I'm,
just
curious
about
the
efficacy
there.
But
what
would
also
be
interesting-
and
it
may
not
be
for
this
year,
because
you
inherited
some
of
the
summer
planning
before
you
got
here,
but
for
future
work.
F
I
think
it
would
be
an
interesting
way
for
us
to
get
this
information,
which
is
instead
of
like
what
has
happened.
It's
a
little
bit
about
like
what
do
we
want
to
happen
as
a
result
of
the
investment,
and
then
we
do
the
look
back
around.
What
has
happened
so
like
both
things
can
be
true.
We've
only
in
my
tenure
here
only
talked
about,
and
we
talked
about
this
last
time.
F
We've
only
talked
about
enrollment
as
a
goal
and
not
about
what
we
want
to
have
happen
as
a
result
of
that
enrollment
and
then
to
see
if
we
achieved
it,
and
so
that's
sort
of
the
cycle
that
I'm
looking
at
and
probably
where
I
want
us
to
be
going
in.
All
of
our
conversations
any
of
the
particular
programs
have
that
level
of
goal
setting
embedded
in
them
and
if
they
do,
that
would
also
be
good
to
know
special
guest
star.
J
Through
each
year,
that's
right,
I
I,
think
you
know
the
the
idea
of
impact
data
right
versus
the
type
of
data
we
typically
will
say
of
attendance.
You
know
some
low-level
survey,
things
like
that.
J
So,
like
a
good
example,
yesterday,
I
had
a
wonderful
meeting
with
leaders
from
the
Haitian
community
and
one
of
the
things
that
they're
well
aware
of
is
that
there
there
are
a
number,
as
in
hundreds
of
Haitian
students
who
are
either
here
and
just
arrived
or
coming,
and
typically
those
students
wouldn't
enroll
until
September.
J
Once
in
at
that
point,
we've
missed
a
couple
of
months
of
being
able
to
help
to
figure
out.
You
know
who
might
need
social
emotional
support.
What
kind
of
academic
support
they
might
need
are
they,
you
know,
interrupted
formal
Learners
and
so
there's
a
lot
that
we
could
do
even
in
informal
programming
to
be
able
to
make
those
determinations
and
then
match
them
right
in
their
in
their
programming.
I.
Think
that's
the
type
of
forward
thinking.
We
want
to
do
and
look
at
time
as
a
resource
to
help
us
get
there.
J
So
this
will
be
something
for
going
forward
as
we
do
this
really
outlining
what
aren't
what
our
goals
are
with
impact
and
then
who
are
the
partners
that
can
align
to
that
and
through
their
programming,
ensure
that
our
young
people
are
served
in
the
way
that
we
need
them
to
be
served.
F
And
my
second
question
is
just
around
students
with
disabilities
and
program
access,
I'm
curious.
If
part
of
our
plan
I
can
imagine
being
a
parent
with
a
disabled
kid
who's.
Listening
to
us
and
it's
like
your
turn's
gonna
come
soon
and
it's
very
much
what
has
been
the
sort
of
message
in
BPS,
around
sort
of
equity,
access
for
disabled
kids
and
kids
with
disabilities,
I'm
sort
of
curious
from
a
design
perspective
like?
F
Are
we
collecting
disability
specific
data
around
who
we
are
unable
to
serve
in
summer
programming
so
that
next
year
we
build
capacity
for
those
families,
so
we're
not
in
a
phase
two
like
this
is
we're
done
talking
about?
Maybe
you'll
get
your
turn
in
a
summer
program
and
we're
actually
building
the
capacity,
because
we
have
the
appropriate
data
to
support
Partners
in
doing
so.
Yes,.
J
So
so,
yes,
so
I
think
that
the
the
what
the
team
sort
of
identified
was
a
group
of
Partners
who
last
year
had
begun
on
doing
this
thinking
and
starting
to
do
some
of
this
programming
with
students.
J
You
know
in
some
way,
in
some
cases
fully
inclusive
and
in
other
cases,
with
students
with
particular
disability
area,
we're
we're
picking
up
from
there
asking
those
Partners
to
continue
that
and
to
expand
that
at
the
same
time,
they
were
also
talking
with
Partners,
who
didn't
do
that
last
year,
but
who
are
looking
to
I
think
what
will
come
out
of
this
is
is,
is:
are
there
groups
of
students
for
whom
we
don't
have
deliberate
planning
and
then
right
away?
That
will
be
something
we
will
immediately
work
toward
for
the
future
summer.
F
I
appreciate
the
thinking
there.
I
am
out
of
time.
I
have
another
set
of
questions,
but
I'll
leave
it
to
see.
If
anyone
else
does.
F
So
proud
of
myself
first
round
of
questions
is
just
around
chronic
absenteeism.
You
mentioned
that
we're
on
a
decline.
Is
there
any
sort
of
updated
numbers
that
you're
giving
us
and
if
you
even
have
that
sort
of
comparison
data
around
what's
happening
nationally
or
even
across
the
state?
Just
so
we
get
perspective
because,
as
we
both
know,
the
number
is
probably
still
shocking.
J
Yeah,
so
a
state
I
don't
but
I
can't
say
when
I
was
at
the
last
National
Council
of
great
City
Schools
most
of
the
districts
were
reporting
out
in
the
40s,
still
yeah.
C
J
Last
calculated
is
around
35
percent
and
so
I
I
think
it
that
that
is
a
decline.
You
know
last
year
we
were
low,
40s
I,
think
we're
44
or
43.
It
isn't
also.
J
You
know
specifically
about
the
aggregate
of
The
Chronic
absenteeism,
it's
about
who's,
chronically
absent
right,
and
so
this
is
the
part
that
we're
really
you
know
which
schools
have
Trends
above
the
average
and
below
the
average
as
a
way
to
try
to
support
So
in
many
of
our
alternative
ads,
which
get
calculated
in
part
of
what
led
a
student
into
Ed
options
was
underlying
issues
that
that
cause
chronic
absenteeism.
So
you
can
imagine
that
some
of
the
alternative
ads
have
close
to
100
percent
right
and
so
we're
looking.
J
What
are
the
additional
supports?
We
can
do
for
those
students
who
are
in
there
so
we're
sort
of
trying
to
also
kind
of
look
at
the
schools
by
the
groupings
you
know.
Do
we
have
schools
that
are
non-alternative
Ed,
who
have
very
high
chronic
absenteeism,
because
those
are
the
schools
we're
going
to
want
to
immediately
get
in?
We
had
offered
about
30
of
the
attendance
grants.
J
So
that's
another
thing
in
in
the
transformation
schools,
many
of
them
went
to
the
transformation
schools,
as
we
reported
out
last
time.
The
transformation
schools
also
saw
some
good
decline
with
the
chronic
absenteeism,
but
that
will
be
one
of
the
things
we
want
to
calculate
this
year
is:
did
the
how
impactful
were
the
grants?
You
know
and
did
they
work?
Is
that
something
we
want
to
continue?
J
Is
that
something
we
want
to
increase
and
so
I
think
there's
going
to
be
a
lot
of
the
crosswalking
of
the
data,
so
it
isn't
just
about
35
percent,
it's
about
The,
Who
and
the
where
and
then,
how
do
we
continue
to
problem
solve
for
those
communities
and
with
those
communities
yeah.
F
Thank
you
for
that
and
former
I
started
my
career
in
a
transfer
school,
and
that
is
like
the
work
and
the
folks
there
have
been
are
oftentimes
the
best
at
helping
us
think
about
Creative
Solutions
to
getting
young
folks
in
the
door,
because
that
has
been
it's
not
a
new
problem.
You
know
it's
like
been
like
historical
work
or
we're
looking
at
Best
Practices
across
not
just
sort
of
like
who's
struggling
but
who's,
also
sort
of
winning
the
fight
to
see
how
how
they're.
F
J
So
June
so
June
7th
we're
slated
on
the
agenda
to
do
a
full
update
on
the
exam
school
so
that
that
will
you
know
I,
think
I
think
it's
on
everyone's
mind,
sort
of
where
we
are
how
things
are
going
I.
You
know.
From
our
perspective,
you
know
we,
the
the
exam
School
invitations
went
out.
As
we
said
last
Friday
we
did
have
some
of
the
families
reach
out
with
questions
we
had
set
up.
J
What
I
think
was
a
very
successful
system
to
ensure
that
families
would
have
one
conduit
to
ask
the
questions,
so
we
ensured
they
got
more.
You
know
immediate
and
good
feedback
on
the
questions
that
they
were
asking
and
accurate
information.
J
J
We
did
have
a
few
individual
cases
that
you
know
have
to
do
with
GPS
and
sort
of
like
where
and
address
either
an
address
was
incorrect
in
Aspen,
and
so
one
of
the
things
that
I
think
we
will
do
going
forward
is
to
really
ask
families
to
review
the
data
in
Aspen
and
make
sure
that
their
addresses
are
fully
up
to
date.
J
Streets
are
spelled
correctly,
you
know,
and
and
so
forth,
but
none
of
those
we
did
not
see
any
systemic
issue
at
all,
and
so
we
were
able,
given
that
it
was
handfuls,
we
were
able
to
work
individually
with
those
families
on
what
ultimately
was
a
GPS
issue.
So.
F
Copy
if
I
this
is
this
is
very
honest
of
me.
Superintendent
I
have
never
asked
about
exam
schools.
It
is
usually
the
topic
that
I
am
I
sort
of
stay
away
from
only
because
I
care
about
high
quality,
rigorous
options
for
all
kids
and
sometimes
I-
think
we
get
lost
in
the
exam
School
sauce.
But
I
am
curious
as
we're
having
conversations,
and
this
may
be
for
the
June
7th
update
or,
if
not,
if.
F
Based
on
sort
of
public
comment
this
evening,
I
am
very
curious
to
hear
the
number
of
students
in
the
tier
seven
and
eight
categories
who
didn't
get
in
how
many
young
people
that
is,
and
then
as
we're
talking
about
building
utilization
and
mergers
and
consolidations
and
space
time
like
what
is
our.
We
know
that
these
schools
are
high
demand
and
so
like.
When
we
have
a
high
demand.
What
are
we
doing
to
increase
the
option?
Is
it
another
school?
Is
it
annexing
we're
talking
about
annexing
other
buildings
across
the
city?
Is
it
another
Annex?
F
You
know
like
Nike
drops
the
shoe
and
they
don't
just
stop
after
people
bought
it
right
like
we're.
Gonna
do
a
second
drop,
because
it's
so
good
and
so
I'm
just
sort
of
curious,
like
where
we're
meeting
the
market
in
this
conversation,
and
that's
why
I
will
just
sort
of
for
the
presentation
I'd
be
very
curious
about
I
I
suspect.
The
number
is
not
that
big
around
how
many
young
folks
didn't
get
in
who
were
initially
invited,
even
if
the
sort
of
noise
becomes
really
loud
and.
J
So
I
think
that
that
is
definitely
going
to
be
a
longer
conversation
right
for
the
June
7th,
with
I.
Think
what
you're
asking
for
is
sort
of
the
data
set
for
us
to
be
able
to
analyze
right
to
be
able
to
give
you
that
particularly
excuse
me,
particularly
for
the
higher
tiers,
since
we
kind
of
moved
through
the
tiers.
So
they're
like
the
last
chosen
so
that'll
be
something
that
will
provide.
J
You
know.
June
7th
it'll
offer
a
rich
conversation
as
to
conjecturing,
like
other
buildings.
J
Other
you
know,
I
think
I
share
the
same
spirit
that
you
do,
which
is
we
want
all
of
our
schools
right
to
be
of
that
quality
and
to
be
some
place
that
our
parents
feel
very
confident
that
their
student
is
going
to
get
particularly
the
high
school
level
that
Early
College
and
Career
rigor
and
education,
and
so
that
will
that
is
an
underlying
principle
that
we're
working
on
in
the
green
new
deal,
as
we
think
about
the
high
school
landscape
and
moving
toward
the
Early,
College
and
Career
for
all,
and
so
there'll
be
more
to
come
on
that
as
we're
starting
to
make
some
progress.
J
F
M
N
Okay,
thank
you,
so
I
also
wanted
to
Echo
the
appreciation
we're
doing
to
the
teachers
and
the
schools.
M
N
N
And
our
frequency,
that's
where
my
son
goes:
the
teachers
are
amazing
and
also
the
administration
are
doing
an
incredible
job
with
the
kids.
N
I
want
you
I,
want
to
congratulate
the
principal
staff
Educators
and
also
I'm
so
happy
that
the
nurse
will
continue
with
that
position.
There
was
a
position
that
it
was
going
to.
M
N
Would
possibly
to
just
cut
down
that
position,
but
that's
not
gonna
happen
anymore.
We
will
continue
with
two
nurses
and
it's
their
jobs
very
needed
in
that
school.
M
N
M
N
So
I
wanted
to
share
something,
especially
something
about
what
happened
today.
I
went
to
visit
the
pier
show
school
today
in
person.
M
N
I
had
the
opportunity
to
walk
to
go
by
the
hallways
classrooms.
Talk
to
the
Educators
teachers,
some
students,
parents,.
M
N
Yeah
the
the
amazing
job
that
the
teachers,
the
principal,
are
doing.
It's
really
incredible
also
the
skills
that
these
kids
have
developed
the
way
they
assert
themselves.
The
way,
the
things
that
they
draw,
things
that
they're
doing
it
was
very
emotional,
is.
N
N
N
O
I
Yes,
this
is
going
back
to
an
earlier
thought,
particularly
around
chronic
absenteeism
and
sort
of
a
a
request
to
maybe
hear
from
some
of
the
like
those
ad
options
and
those
alternative,
Ed
programs
and
just
seeing
how
they're
faring
in
terms
of
the
capacity
and
then
even
as
I,
think
more
about
their
ability
to
serve
particularly
those
chronic
absentee
students
that
might
have
disabilities
and
really
thinking
about
how
yeah.
Just.
I
How
they're
faring
you
know
with
with
the
shift
and
and
anything
and
what
levels
of
supports
that
they're
getting
and
what
other
levels
of
supports
they
might
need
from
that.
So
just
a
Thinking
Out
Loud
there
well.
J
Through
each
year,
I
I
actually
would
like
to
if
we're
able
to
before
the
calendar
year
is
out
to
be
able
to
to
have
a
short
presentation
on
what
our
Ed
options
are
doing.
J
They
just
they
do
amazing
work
and
where
this
is
an
area
that
we're
really
trying
to
put
more
resource
back
in
for
them.
You
know
recognizing
that
many
of
the
students
during
the
pandemic
and
after
the
pandemic
kind
of
lost
their
their
footing
and
they're
just
in
a
different
place,
and
they
need
either
help
to
get
back
to
where
they
want
to
be
or
to
start
a
new,
a
new
road
and
that's
very
much
what
our
alternative
at
or
at
options
play.
J
You
know
in
that,
so
we'll
see
what
we're
able
to
do
and
if,
if
not
we're,
not
able
to
fit
it
in
this
calendar
year,
certainly
I
want
to
in
the
fall
for
next
year,
because
I
think
it's
it's.
You
know
that
our
strive
program,
there's
so
many
things
that
I
want
school
committee
to
to
see
and
to
and
to
hear
from
the
great
work
that's
happening.
So
thank
you.
Dr
alkins
I
know
that
that
they'll
be
very
appreciative
of
you,
mentioning
them.
A
Thank
you
before
we
move
on
I.
Just
have
one
question:
I
know
that
we've
you
know
for
for
years.
Every
year
the
exam
schools
have
already
had
always
have
had
a
pretty
strong
orientation
for
new
students
coming
in
and
I'm
wondering
as
part
of
our
summer
plans
are,
are
the
rest
of
the
high
schools
planning
of
significant
orientation
for
their
new
seventh
or
ninth
grade
students
as
well.
J
Yeah
through
your
chair,
this
is
something
we're
working
with
the
leaders
on
particularly
the
ones
that
have
either
moved
back
to
seventh
grade
or
taking
in
incoming.
You
know
new
incoming
ninth
grade
if
they
are
seven
to
nine
already.
J
So
this
is
an
area
that
the
secondary
office,
Dr
Lombardi,
will
be
working
on
with
them.
Many
of
them
have
a
formal
orientation
of
some
sort,
but
I
think
the
schools
that
have
moved
back
to
seventh
grade
there's
there's
a
real
need.
You
know
that
transition
is
a
rough
one.
J
You
know
coming
from
six
to
seven
so
where
we
stand
ready
to
support
them,
and
you
know
as
they're
developing
their
plans
for
that.
So
we
again
that's
something
we
can.
You
know
we
can
share
out
as
part
of
a
secondary
report,
but
that
is
something
that's
an
active
conversation
right
now.
A
Great,
thank
you
you're
welcome.
If
there's
no
further
discussion,
I'll
now
entertain
a
motion
to
receive
the
superintendent's
report.
Is
there
a
motion
so
moved?
Thank
you
is
here
a
second
second:
is
there
any
discussion
or
objection
to
the
motion
bearing
on
the
Selvin?
Will
you
please
call
the
roll.
D
D
Thank
you
chair.
The
public
comment
period
is
an
opportunity
for
parents,
caregivers
students
and
other
concern
parties
to
make
brief
presentations
to
the
school
committee
on
partnered
School
issues.
Questions
on
specific
School
matters
are
not
answered
at
this
time,
but
it
referred
to
the
superintendent
for
a
later
response.
D
Questions
on
specific
policy
matters
are
not
answered
at
this
time,
but
maybe
the
subject
of
later
discussion
by
the
committee.
We
have
10
speakers
this
evening.
Each
person
will
have
three
minutes
to
speak
and
I
remind
you
when
you
have
30
seconds
remaining
the
time
that
an
interpreter
uses
for
English
interpretation
will
not
be
deducted
from
the
speaker's
allotted
time.
D
D
D
P
Mike
Heisman
beijer
Dorchester,
the
hottest
fires
in
hell
are
reserved
for
those
who
remain
neutral
in
times
of
Morrow
crisis,
Edmund
Burke,
the
skipper
school
committee
members.
What
would
you
do
if
you
saw
someone
abuse
a
child
I
believe
that
every
one
of
you
would
do
whatever
you
could
to
stop
this
abuse?
P
Our
state
hasn't
imposed
an
abusive
testing
system
on
our
children
in
their
schools.
Mcas
is
truly
the
Massachusetts
child
abuse
system.
This
invalid
and
unfair
system
has,
for
decades
denied
many
of
our
children,
their
High
School
diplomas.
This
has
been
an
underlying
reason
that
has
led
to
their
germanization
poor
attendance
and
unsatisfactory
school
performance.
The
system
has
converted
our
schools.
It's
a
test
preparation,
centers
MCAS
has
been
most
harmful
to
our
children,
whose
primary
language
is
not
English,
I
children
with
special
needs
and
those
who
live
in
poverty.
Black
and
brown
children
have
been
harmed.
P
The
most
poor
test
scores
have
led
to
deci
taking
punitive
steps
against
many
of
our
schools.
In
some
cases,
schools
have
been
placed
in
receivership.
This
drastic
action
has
had
zero
success.
There
is
a
bill
before
the
state
legislature
called
the
Thrive
act
host
Bill
495
Senate
bill
246..
This
bill
would
reap
one
replace
the
field.
Mcas
requirement.
Two
prevent
Desi
from
taking
over
schools
with
low
test
scores;
three
establish
a
commission
to
study
the
effects
of
the
current
system
and
make
recommendations
to
the
legislature
to
create
a
valid
and
just
accountable
system.
P
P
The
hottest
fires
in
hell
are
reserved
for
those
who
remain
neutral.
In
times
of
moral
crisis.
Edmond
Burke
before
taking
office,
Miss
Skipper
on
August
24th
had
received
a
letter
from
15
high-ranking
retired
BPS,
educators
of
color
protesting
against
the
targeting
harassment
and
firing
of
antsy-racist
black
and
brown
central
office
leaders.
P
You
have
allowed
Miss
Skipper
to
be
in
charge
of
the
investigation
against
herself.
It
is
now
May
10th,
nothing.
New
again
was
reported
today.
Yesterday,
I
received
additional
information
about
this
case.
I
accuse
Miss
Skipper
of
conducting
a
fraudulent
racist
cover-up.
I
accuse
mayor,
Willis
appointed
School
Board
of
abdicating
your
public
responsibility
by
being
silenced
and
complicit
in
this
cover-up.
O
My
name
is
Jesus:
I
have
lived
in
Dorchester
for
most
of
my
life,
I
attended,
Boston
arts
academy
and
I'm.
Currently,
a
licensed
independent
clinical
social
worker
I
was
blessed
to
be
a
part
of
va
during
its
foundational
years,
under
the
leadership
of
Carmen
Taurus
and
Linda
Nathan
I
am
here
today,
I
am
organizing
to
ensure
that
we
honor
and
hear
firsthand's
accounts
of
their
tremendous
impact.
O
During
the
past
decade,
I
have
worked
at
over
13
Boston,
Public,
Schools,
Carmen
and
Linda's
leadership
was,
unlike
any
of
the
what
what
I
witnessed
in
any
of
these
BPS
settings.
The
genuine
care
and
love
that
they
gave
us
was
without
was
what
was
what
made
a
difference?
I,
don't
know
how,
but
they
always
showed
up
to
most
of
our
major
events
and
even
small
class
presentations.
They
were
accessible
to
us
and
caregivers.
O
I.
Remember
that
me
and
my
friends
would
casually
walk
into
Carmen's
office
and
grab
M,
M's
and
check
in
with
her
one
of
the
most.
My
most
powerful
check
is
with
Carmen
was
during
my
freshman
year
at
baa,
when
I
excitedly
returned
from
my
first
ever
College
visit
at
Boston,
College
and
told
her
I
really
wanted
to
go
to
BC
Carmen
listened
to
me
and
matched
me
with
excitement
and
told
me
you
can
go
there.
O
O
O
They
must
be
honored
as
educational
Trailblazers,
that
that
were
determined
to
empower
students,
families
in
our
community.
They
work
tirelessly
to
develop
a
strong
curriculum
in
the
Arts
and
academics
now
and
forever.
The
city
will
reap
the
benefits
of
Linda
and
karma's
dedication
and
sacrifices.
They
have
directly
and
indirectly
helped
thousands
of
students,
our
community
and
their
impact
will
have
a
resounding
ripple
effect
on
many
generations
to
come.
O
Linda
made
Linda
and
Connor
made
sure
that
baa
wasn't
just
a
building
that
we
stepped
into
reported
to,
but
a
second
home
that
we
were
all
responsible
for
leading.
They
believed
in
us
so
much
and
in
our
leadership
that
we
had
no
other
option
but
to
believe
our
inner
in
ourselves
and
each
other
I
am
here
to
endorse,
having
the
VA
theater
named
Dr,
Linda
and
Carmen.
This
is
the
minister
when
you
consider
the
history
and
the
in
the
sacrifices
that
both
of
these
women
have
made
to
make
ba
a
reality.
O
They
saw
eye
when
it
came
to
opportunity
and
equity
for
the
use
of
our
city.
Unfortunately,
Carmen
is
no
longer
with
us,
but
years
ago
I
would
like
to
leave
you
with
the
Carmen
left
us
with
a
second
I
learned
that
the
work
is
never
done
and
that
it
takes
a
lot
of
moral
courage
to
Be
an
Effective
and
Equitable
leader.
I
hope
that
the
school
committee
can
respond
with
more
Courage
by
honoring.
O
The
Legacy
and
ongoing
impact
of
Linda
and
Karma
will
forever
have
in
our
community
in
in
the
honor
of
Carmen
Spirit
I'm,
also
going
to
continue
to
speak
up
and
advocate
for
students
on
a
lot
of
issues
that
I've
seen.
Mvp
have
been
continuing
to
see
that
our
art
right
so
I'm
wondering
how
I
can
continue
to
connect
with
the
superintendent
to
discuss
other
matters.
O
I'm
also
willing
to
just
sign
up
from
your
Google
sessions,
which
I,
don't
think
will
be
as
effective
since
I
have
a
lot
of
issues
that
are
timely
and
of
an
Essence
to
discuss
early.
So.
D
Thank
you,
Latricia
Turner
and
Lisa
bridges
are
not
in
the
meeting,
so
our
next
speaker
will
be
Ruby
Reyes,
followed
by
Oni
Holly,
mono,
katso,
panakis,
Pamela,
Richardson,
Rachel,
Young
and
Lauren
Peter.
If
you
could,
please
raise
your
hands
virtually
Ruby
Reyes.
Q
My
name
is
Ruby
Reyes
and
I'm.
The
executive
director
of
the
Boston
education,
Justice,
Alliance
and
Dorchester
resident
Asia
is
a
member
of
the
bill.
Bps
Green
New
Deal
stakeholders
Coalition,
and
we
continue
to
demand
a
moratorium
on
school
closures
and
major
facility
decisions
until
BPS
creates
a
comprehensive
facilities
plan
that
includes
a
completed
Equity
analysis
of
the
impact
on
black
and
Latino
communities,
students
with
disabilities,
English
Learners,
immigrant
families
and
low-income
families.
Q
We
request
missing
information,
including
swing
space,
Financial
reports,
estimated
costs
for
rebuilds
relocations,
maintenance
program,
expansions
and
educational
plans
for
proposed
School
reconfigurations.
The
current
plan
does
not
include
any
of
these
details.
According
to
the
city
of
Boston
website,
the
green
New
Deal
is
quote
committed
to
changing
the
way
we
manage
and
plan
for
BPS
facilities
and
developing
a
long-term
facilities.
Action
plan
by
the
end
of
2023.
End
quote:
this
is
not
true.
Q
The
website
is
peppered
with
other
false
promises,
such
as
being
able
to
quote
guide
future
Renovations
and
constructions
based
on
authentic
engagement
with
Boston
community
members.
End
quote:
why
are
the
shaw,
Taylor,
Sumner
and
philbrick
school
communities
being
left
out
of
the
engagement
process?
The
shaw
School
Community
does
not
want
to
merger,
and
Sumner
families
have
been
vocal
about
how
bad
their
Community
engagement
process
has
been.
We
support
the
Shasta
bands
to
separate
the
merger
votes
for
the
school
communities
and
to
not
move
forward
with
the
shaw
Taylor
merger.
Q
We
also
support
the
Sumner
families
and
their
constant
request
for
authentic
Community
engagement.
There
are
no
benefits
to
these
School
communities,
build
new
schools
first,
rather
than
further
segregating
and
isolating
School
communities
and
directly
causing
instability
which
impacts
enrollment
at
these
schools.
Mayor
Wu's
advisors
have
continually
told
us
how
this
process
would
be
so
different
from
years.
4.,
mayor,
Wu
and
superintendent
Skipper
have
continued
the
Menino
and
Walsh
traditions
of
making
decisions
behind
closed
doors
away
from
those
directly
impacted.
Q
K
High
School
community,
and-
and
this
is
my
first
time
so
I'm
a
little
bit
nervous,
but
thank
you
for
allowing
me
to
talk
to
you
today
about
something
that's
affected.
Our
family
and
I
want
to
talk
about
the
exam
School
waitlist
process.
K
It's
something
that
my
understanding
was
created
by
the
school
committee
and
my
understanding
actually
in
talking
with
Folks
at
BPS
today,
is
that
the
wait
list
wasn't
even
touched
last
year
at
BLS
and
part
of
the
problem
was
that
they
were
over
enrolled,
so
I
feel
like
they
can't
have
a
system
where
you
have
over
enrollment
at
BLS
and
a
wait
list.
I
feel
like
that's.
Creating
false
promises
for
families
and
I
think
that
this
should
be
addressed.
I
feel
like,
since
the
promise
was
made
that
kids
could
come
off
the
wait
list.
K
I
want
to
propose
that
we
have
in
a
good
faith
response
that
you
enroll
students,
as
families
decline
their
invitations.
So
we
we
all
the
exam
schools
are
very
capable
of
taking
in
the
number
of
kids
that
have
been
invited,
so
I
propose
that
you
just
take
in
the
kids
one
to
one.
If
one
family
declines,
an
invitation,
have
the
waitlist
be
active
and
on
a
rolling
basis,
invite
students
off
the
wait
list.
I
think
that's
the
fair
response.
K
If
you
choose
in
the
future
to
not
have
a
wait
list,
I
think
that's
a
decision
for
another
time,
but
since
families
have
been
counting
on
this,
if
they
didn't
get
in
the
first
time,
I
think
that's
only
fair.
I
also,
don't
think
that
BPS
should
wait
till
September
to
find
out
who
doesn't
show
up
or
if
anything's,
available,
I
think
that
families
deserve
to
have
to
know
their
plans.
K
Early
and
kids
deserve
to
have
right
to
enter
the
schools
along
with
their
peers
and
have
the
joy
and
excitement
of
entering
in
September
and
also
I
just
want
to
say
that
you
know
having
a
wait
list
and
over
enrolling
is
kind
of
you
know,
makes
a
waitlist,
meaningless
and
I.
Don't
think
it's
the
point
of
BPS
to
make
this
process.
You
know
all
about
keeping
kids
out
of
the
exam
schools.
I
know
that
we're
working
together
to
bring
in
really
capable
students
and
if
I,
can
speak
on
behalf
of
my
family.
K
K
So
there
are
many
kids
who
are
smart,
who
deserve
a
chance
to
go
to
the
one
of
the
exam
schools
and
I
think
the
other
piece
that
didn't
help.
My
son
is
that
you
know
he
earned
those
98.59
points
just
on
his
own.
He
wasn't
given
any
additional
10
to
15
points,
so
I
think
that
there
are
a
lot
of
kids
in
his
situation
who
deserve
a
chance.
So
that's
all
I'm
asking
you
is
to
give
these
kids
on
the
waitlist
a
chance.
So
thank
you
for
your
time.
O
H
She
asked
why
I
said
well:
there
are
in
different
tiers.
They
get
extra
points
because
they're
at
a
different
School
I
almost
said
you
are
an
unintended
consequence,
but
then
I
thought
that's
not
appropriate
to
say
when
referring
to
a
child,
then
we
looked
closer
and
we
noticed
the
mistakes
we've
been
living
in
the
same
address
since
he
started
school.
Yet
the
wrong
tier
was
used
to
determine
her
eligibility.
H
She
was
assigned
her
third
choice
when
her
second
choice
is
her
current
School,
I'm,
sorry
to
say
superintendent's
keeper,
but
the
amazing
system
that
you
mentioned
earlier
still
hasn't.
Given
us
an
official
answer
about
the
tier
mistake
in
writing
and
what
is
we
emailed
on
Friday?
We
received
a
call
this
morning
after
leaving
eight
voicemails
five
days
later,
to
be
told
that
they
rerun
the
numbers
and
sisters.
No
explanation,
no
transparency,
no,
no,
no
reasoning
about
how
this
was
run
and
whether
the
whole
system
was
run
or
not.
H
R
R
Good
evening
my
name
is
Pamela
Richardson
and
I
am
a
parent
of
a
Sumner
student.
My
family
resides
in
both
Roslindale
and
Mattapan.
I
am
also
a
BPS
teacher
teaching,
since
the
fall
of
2006.
R
I
am
here
to
speak
to
three
requests
regarding
the
Sumner
philbrick
merger
request.
Number
one
is
at
the
May
1st
Community
meeting
regarding
this
merger.
There
were
four
small
group
work
sessions
and
a
glaring
concern
of
every
small
group
was
the
need
to
designate
School
leaders
for
the
merge
school
as
soon
as
possible.
The
school
leadership
team
will
be
a
crucial
and
integral
component
of
implementing
every
aspect
of
this
merger.
It
is
critical
to
have
the
school
leadership
team
for
the
merge
School
in
place
with
yesterday
as
an
honest
deadline.
R
This
is
a
huge
concern
for
members
of
both
current
School
communities
and
a
vital
need
for
ensuring
that
the
merge
school
is
set
up
for
success.
Request.
Number
two
is:
we
are
looking
for
a
commitment
that
all
current
staff
will
know
if
they
have
a
position
at
the
merge
school
by
January
2024.
The
district
had
announced
a
goal
of
doing
this
by
January
2025,
but
we
see
this
as
very
problematic.
R
Staff
will
need
to
play
a
role
in
planning
for
the
merged
community,
and
the
two
groups
of
Staff
will
need
time
to
get
to
know
each
other
and
bond.
We
understand
that
the
logistics
of
the
budgeting
and
probable
org
process
make
it
difficult
for
this
to
be
a
hundred
percent
written
in
stone
by
January
2024,
but
we
feel
there's
enough
information
available
now
that
could
provide
a
huge
proportion
of
Staff
some
levels
of
level
of
certainty
regarding
whether
they
will
have
a
position
at
the
new
school.
R
R
The
district
could
also
look
at
get
staff
data
to
see
if
there's
staff
that
could
possibly
be
interested
in
early
retirement
offers
to
offset
potential
job
losses
and
assuming
that
position
cuts
will
be
based
on
seniority,
because
at
the
May
first
meeting
the
design
team
said
that
job
Cuts
would
have
to
be
done
in
line
with
the
btu
contract,
so
staff
that
are
likely
to
either
lose
or
keep
their
positions
could
then
be
informed.
R
This
enables
staff
time
to
consider
their
next
move,
and
if
their
next
move
is
to
commit
to
the
merch
school,
then
they
can
participate
in
some
of
the
planning
work
for
the
merger
without
also
simultaneously
worrying
about
whether
or
not
they
will
have
a
job
request.
Number
three
is
that
is
that
we
would
like
a
process
for
naming
and
selecting
a
mascot
for
the
new
school
to
be
created
soon,
and
possibly
one
that
includes
students
to
help
build
excitement
among
students
and
help
with
the
process
of
starting
to
build
a
new
school
identity.
R
S
Hi
good
evening,
my
name
is
Rachel
Young
I'm,
a
Sumner
mom
and
a
resident
and
Roslindale
resident
I'm
speaking
tonight
about
the
proposed
merger
plan
that
was
presented
to
the
school
committee
at
the
last
meeting,
but
first
before
I've
dived
into
the
concerns
we
have
with
that
plan.
I
just
wanted
to
again
state
that
the
public
records
request
that
we
filed
in
September
of
2022
is
still
not
answered
and
BPS
is
still
not
in
compliance
said.
S
S
If
you
noticed
it
offered
a
one-year
timeline
for
a
school
that,
in
fact,
will
be
merging
over
two
years,
almost
as
if
the
plan
was
cut
and
pasted
from
the
more
accelerated
proposed
timeline
for
the
Shaw
and
Taylor,
we
need
a
real
plan
that
looks
at
the
24
months.
We
have
to
merge
our
schools
together
and
what
we
can
hope
to
do
with
that
extra
year.
That's
going
to
be
a
really
critical
piece
of
time
that
we
can
use
for,
like
so
many
productive
things.
S
It
can
be
a
period
that
we
use
for
assuaging
the
fears
of
families
that
are
hearing
for
the
first
time
about
the
full
inclusion
model
which,
as
we
heard
at
the
mayforce
meeting,
was
very
scary
to
new
parents.
It
can
be
used
for
recruiting
Latino
families,
which
still
are
not
fully
engaged
in
this
process.
It
can
be
used
for
exploring
New
Opportunities.
We
have
as
a
community,
especially
as
expanding
our
surround
CARE
program
to
be
eec
certified
for
the
first
time
we
won't
have
lead
paint
peeling
from
our
walls.
S
We
could
get
eec,
certification,
provide
EUC
vouchers,
get
eec,
training
partner
with
other
qualified,
surround
Care
Partners
to
really
provide
the
quality,
surround
care
that
our
school
deserves.
That's
just
one
suggestion
about
how
we
can
use
that
time,
but
we
need
the
support
of
the
school
administration
and
BPS
to
say
this
is
also
a
priority
of
ours.
We
hear
you.
This
is
a
great
idea:
let's
do
it,
but,
more
importantly,
put
together
a
plan
to
do
it.
S
I'd
also
like
to
briefly
just
touch
upon
the
rept
that
was
included
in
the
proposed
plan.
From
last
meeting.
The
proposed
plan
doesn't
include
information
like
SRI
the
school
racial
imbalance,
which
is
a
standard
metric.
That's
used
in
evaluating
racial
Equity
of
proposed
School
mergers.
This
is
something
that
would
look
at
how
the
school
demographics
relate
to
the
larger
Community
demographics
and
I'd.
Also
like
to
point
out.
S
This
is
a
concern
that
we
parents
have
mentioned
numerous
times
and
if
you're
going
to
say
that
this
process
engages
us
and
includes
us,
then
you
need
to
at
least
acknowledge
the
concerns
and
questions
that
we
have.
The
proposed
plan
in
the
rept
completely
ignored
our
thoughts,
ideas
and
questions.
We
need
this
process
to
be
more
engaging.
We
need
this
process
to
be
more
transparent.
Please
listen
to
us
tonight,
don't
just
recycle
new
ideas
and
say
that's
what
the
green
is
in
green
new
deal.
Thank
you.
B
B
We
have
requested
home
language-led
meetings
for
more
than
a
year
now,
due
to
our
two
schools,
high
percentage
of
immigrant
families.
These
have
yet
to
be
scheduled
parents
at
the
Sumner
organized
in
conjunction
with
councilor
Mejia,
a
Latino
affinity
group
for
family
engagement
at
the
summer
Sumner.
That
group
has
already
met
for
four
four
times
and
already
has
two
more
meetings
schedules.
We
don't
have
access
to
the
infrastructure
of
BPS.
B
We
just
have
courage,
volunteers,
doing
Child,
Care,
a
hard-working
politician
and
a
desire
to
to
reach
out
to
an
underserved
community
show
us
that
you
can
do
better
with
our
tax
dollars
in
order
to
mitigate
harm.
With
this
after
the
fact
rept,
it
is
extremely
important
to
assign
appropriate
resources
and
a
sense
of
urgency
to
this
process.
B
We
will
need
three
to
four
social
workers
for
the
first
two
years
at
minimum.
Our
social
workers
now
have
a
huge
caseload
of
Assessments
and
their
ability
to
provide
extras
like
Lunch,
Bunch
and
Circle
work
is,
is,
is
lower
than
they
would
like.
We
would
need
at
least
two
School
nurses.
Our
school
has
students
with
high
medical
needs,
now
diabetes,
frequent,
chronic
illness,
our
social,
when
our
community
merger
merges
the
stress
on
their
ability
to
offer
care
will
increase.
B
At
least
two
family
Liaisons
I
encourage
you
to
read
the
job
description
of
a
family
liaison
due
to
the
efforts
of
our
family
Liaisons.
Now
we
have
supported
families
in
need
due
to
homelessness,
housing
instability,
illnesses
like
cancer
in
the
family,
providing
food
in
multiple
ways
to
families
having
food
insecurity.
B
This
is
just
a
part
of
their
Community
facing
work
now
think
about
all
the
work
they
do
during
the
school
day
with
individual
students
needing
an
extra
support.
These
roles
are
just
part
of
the
building
blocks
that
make
up
a
school
I
ask
for
clarity
for
our
staff
on
what
the
future
will
bring.
I
noted
in
the
superintendent's
report,
a
discussion
of
Aid
to
BPS
staff.
Pursuing
additional
certifications,
I
would
like
BPS
to
meet
with
the
staff
at
both
schools
immediately
and
outline
any
options
available
for
licensure.
B
Yes,
to
give
you
an
idea:
I
I
was
volunteering
at
the
school.
Today
we
have
a
parent-led
science
club,
that's
part
of
the
clubs,
that
they
offer
it's
the
fourth
fifth
and
sixth
graders
the
students
are
vibrant,
they're
excited
to
be
there
every
day
and
honestly,
they
don't
know
that
this
is
happening.
We
need
to
reach
out
to
our
communities
in
a
more
engaged
way
so
that
they
understand
what's
in
their
future
and
what
the
possibilities
are
with
this
merged
Community.
Thank
you
for
your
time.
Thank.
A
You
Miss
Sullivan,
and
thank
you
to
those
of
you
who
spoke
this
evening
shared
your
perspectives.
Your
testimony
is
very
important
to
us.
Our
action
items
this
evening
include
two
memorandums
of
agreement
related
to
collective
bargaining,
with
the
store
Keepers
and
and
fiscal
year.
23
supplemental
appropriation,
requests
to
the
Boston
city
council
to
support
the
cost
of
these
agreements,
where
we
call
that
Labor
Relations
director
Jeremiah
Hassan,
presented
these
tentative
agreements
to
the
committee
at
our
April
26
meeting.
I'll
now
turn
it
over
to
the
superintendent.
For
any
final
comments,.
J
Thank
you,
madam
chair,
specifically,
to
the
store
Keepers,
because
I
think
I've
made
comment
on
other
units.
This
is
a
small
group
but
clearly
play
a
really
important
role,
as
they
were
collecting
recycling
materials
from
schools.
They
helped
to
manage
the
the
delivery,
the
distribution
of
materials
to
schools,
and
we
just
really
want
to
thank
them.
J
We
want
to
thank
their
Union
for
collaboration
throughout
the
process,
as
we
do
really
value
their
members
and
the
in
the
work
that
they
do
and
we're
very
happy
to
be
able
to
bring
this
agreement
forward
and
with
that
we'll
turn
it
over
to
Jeremiah.
C
T
You
superintendent,
Madam,
chair
and
committee
members.
I,
don't
really
have
much
more
to
add
than
what
superintendent
Skipper
said.
We
have
a
strong
relationship
with
this
group.
We
were
able
to
get
to
the
table
and
get
a
an
efficient
in
what
we
believe
is
a
fair
long-term
deal
with
this
group.
So
we
strongly
recommend
that
you
vote
in
favor
of
it
and
I'm
happy
to
answer
any
questions
that
you
may
have.
A
All
right.
We
will
now
take
three
votes.
I'll
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO,
Council
93,
local
2814
storekeepers
and
the
Boston
school
committee,
effective
September,
1
2020
through
August
31
2023
as
presented.
Is
there
a
motion.
A
E
F
A
Is
approved
unanimously?
Thank
you.
I
will
now
entertain
a
motion
to
approve
the
memorandum
of
agreement
between
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO
Council
93,
local
2814
storekeepers
and
the
Boston
school
committee,
effective
September,
1
2023
through
August
31
2026
as
presented.
Is
there
a
motion.
A
I
D
A
You
our
final
action
item
this
evening
is
a
fiscal
year:
23
supplemental
appropriation
request
in
the
amount
of
twenty
seven
thousand
eight
hundred
three
dollars
to
support
the
memorandum
of
agreement
between
the
American
Federation
of
state
county
and
Municipal
Employees
AFL-CIO,
Council,
93,
local
2814
storekeepers
and
the
Boston
school
committee,
effective,
September,
1
2020
to
August
31
2023
as
presented.
Is
there
a
motion.
A
I
D
A
A
All
righty
at
first
report
this
evening
is
the
superintendent's
recommendation
to
withdraw
the
Boston
public
schools
from
the
Massachusetts
school
choice
program
the
school
year
23-24.
before
I
turn
it
over
to
Denise
Snyder
chief
of
family
advancement.
I
want
to
invite
the
superintendent
to
give
introductory
remarks.
I'd
also
like
to
remind
everyone,
just
please
speak
at
a
slower
Pace
to
our
sisters
to
assist
our
interpreters.
Thank
you.
J
Thank
you,
madam
chair,
so
Chief
Snyder
will
give
the
rationale,
but
I
think
is
was
previously
covered.
You
know
this
is
a
something
that
we
do
annually
in
the
Boston
Public
Schools,
as
well
as
the
districts
that
surround
us.
J
It
has
all
historically
been
that
we
do
not
participate,
and
there
are
some
very
good
reasons
that
range
from
our
assignment
and
enrollment
to
the
students
that
we're
serving
to
the
resources
that
we
have
and
so
I
will
turn
it
over
to
Chief
Snyder
to
be
able
to
detail
it
and
then
I'm
happy
at
the
end.
To
close
out.
Thank.
A
U
Hey
great,
thank
you,
superintendent
and
good
evening,
School
community
members,
and
thank
you
for
this
opportunity
tonight.
As
we
do
each
year
we
are
coming
to
you
for
the
annual
boat
on
inter-district
school
choice
and
we're
again
asking
you
to
vote
to
withdraw
from
participation
in
this
program.
U
As
you
know,
under
the
state's
law
there
is
a
presumption
that
school
districts
will
admit
non-residents
to
open
seats
unless
there
is
a
vote
to
the
contrary.
This
vote
must
happen
by
June
1st
each
year.
We
ask
you
to
again
vote
to
withdraw
from
the
program
based
upon
the
following
challenges.
Our
Student
Assignment
processes
for
the
coming
year
stay
very
active
right
up
through
October.
U
We
project
just
about
50
000
students
to
be
enrolled,
a
slight
increase
from
the
49
271
this
year,
and
this
includes
students
who
enroll
by
October
one
so
basically
all
summer
into
early
fall
under
the
interstate
Choice
program.
We
would
have
to
host
enrollments
for
empty
seats
by
July,
1st
and
again
by
November
1st,
thereby
likely
limiting
access
for
current
and
new
residents
who
continue
to
enroll
through
the
fall.
Allowing
non-residents
to
enroll
would
likely
impede
statement
of
our
late
arriving
students.
U
We
also
have
space
implications.
The
state
school
choice
program
does
not
allow
a
district
to
pick
only
certain
schools
or
programs
for
non-residents
to
enroll
all
of
our
schools
and
our
programs
would
be
fair
game
even
if
there
was
just
one
open
seat
at
that
school.
Therefore,
non-residents
would
have
the
same
access
to
all
of
our
schools
that
our
residents
do.
U
It
is
our
view
that
non-residents
would
seek
assignment
in
our
most
popular
programs,
making
it
impossible
for
some
Boston
residents
to
obtain
those
seats.
We
project
these
programs
by
Peak
enrollment
will
be
fully
utilized
by
our
Boston
residents,
and
Our
obligation
remains
to
provide
seats
for
residents
of
our
city.
There
are
also
cost
implications.
U
Non-Residents
who
apply
for
specialized
Services
would
have
to
be
provided
the
same
Services
as
residents
and,
if
non-residents
fill
these
seats
before
residents
do.
We
are
still
obligated
to
find
and
fund
additional
seats
and
programming
for
our
resident
students,
since
many
neighboring
communities
lack
some
of
the
services
and
programs
for
students
requiring
specialized
programs,
participation
in
school
choice
could
result
in
an
influx
of
students
from
other
communities
requesting
seats
and
specialized
programs
resulting
in
unbudgeted
costs.
U
Finally,
there
are
the
decisions
of
our
neighboring
communities
during
school
year
2223
this
year.
None
of
the
communities
surrounding
the
city
of
Boston
participated
in
the
program.
In
fact,
a
full
149
school
districts,
including
the
city
of
Boston,
did
not
participate
in
the
choice
program.
It
is
expected
that
these
same
communities
will
continue
to
recommend
non-participation
for
the
following
school
year.
U
The
fact
that
these
bordering
communities
will
not
participate
in
the
state
school
choice
plans
means
that
there's
zero
reciprocity,
Boston
students
would
not
have
the
opportunity
to
transfer
to
systems
nearby
and
therefore
there
are
no
additional
open
seats
for
us
to
entertain
non-resident
students,
as
reflected
in
the
superintendent's
memo
and
based
on
the
current
enrollment
in
the
Boston
Public
Schools.
We're
asking
the
school
committee
to
vote
again
to
withdraw
from
participation
in
the
state
school
choice
plan
for
22
for
the
23-24
school
year.
U
A
F
F
Is
a
very
personal
sort
of
story
and
Journey
about
sort
of
my
curiosity
around
this,
given
that
we
are
no
longer
experiencing
capacity
restraints
in
terms
of
sort
of
the
way
we're
thinking
about
the
system
and
at
least
the
way
we've
been
talking
about
the
system
is
they're,
not
a
pro
enrollment
strategy
here
that.
F
I'm
somehow
missing
in
the
sort
of
argument
as
to
why
we
wouldn't
participate
and
then
I
the
sort
of
first
question
and
then
just
for
clarification.
This
would
mean
that
if
we
allowed
this
to
occur,
students
from
outside
of
Boston
could
enter
our
system
to
sit
their
town
or
city
would
pay
for
them
to
be
here
and
at
whatever
the
sort
of
cost
or
rate
that
is
set
by
our
system.
Our
sort
of
funding
formula.
U
J
Can
yeah
so
I'll
I'll
say
my
take
through
each
year,
so
I
I
think
because
you
were
not
while
it
is
true
that
some
schools
would
be
under
enrolled
in
our
district
and
other
schools
over
enrolled
or
wait
lists,
we're
not
allowed
were
we
to
participate
to
sanction
which
schools
the
seats
would
be
available
for
so
in
essence,
our
own
students
would
be
competing
for
some
of
the
seats
that
are
most
valuable
or
needed
with
students
who
don't
reside
within
DPS.
J
J
You
know
that
that
would
be
an
example
where
that
would
be
taking
a
seat
away
from
one
of
our
students,
so
somebody
else
could
participate
that
lives
outside
the
boundaries,
so
I
think
the
assignment.
It's
also
that
you
know
you
know
for
us:
We're,
Not,
Gonna
bus
students,
an
hour
out
or
an
hour
and
a
half
out
to
get
access
to
the
programs,
none
of
the
programs
or
none
of
the
school
districts
around
US
participate
in
this.
J
So
you
know,
realistically,
this
would
be
a
one-way,
not
a
not
a
byway,
as
you
experienced
so
I
think
for
all
the
reasons
Denise
put
forward.
This
was
certainly
my
situation
in
Somerville.
It
is
certainly
my
recommendation
here
in
Boston
that
this
would
not
be
the
pro
enrollment
strategy
that
you're
speaking
of
I
think
there's
other
things
that
are
pro
enrollment
strategies,
which
is
improving
the
quality
and
offerings
within
our
own
district
for
our
parents
and
our
students.
U
Thank
you.
Superintendent
I
just
want
to
add
that
we
have
so
many
summer
registrations,
late,
arrivals
newcomers
to
the
city,
and
we
would
have
to
host
opportunities
for
enrollment
to
non-residents
on
July,
1st
and
then
again,
November,
which
means
that
any
open
seats
we
might
have
filled
in
July
1st
are
not
going
to
the
families
who
are
late
comers
and
in
new
arrivals
in
the
city,
and
that
that
feels
very,
very
unfortunate
to
to
me.
A
A
This
is
a
dense
report,
so
I
would
like
to
pause
if
need
be,
or
if
anyone
feels
the
need,
raise
your
hand
and
we'll
pause
and
just
try
to
take
one
or
two
burning
questions
on
a
particular
topic
before
we
move
on
to
the
next
session,
we'll
see
if
that
can
work
before
I
turn
it
over
to
the
team.
I
want
to
invite
the
superintendent
to
give
introductory
marks
and
I'd
also
like
to
remind
everyone
to
please
speak
at
a
slower
Pace
to
insist
our
interpreters.
Thank
you.
J
Great,
so
thank
you,
madam
chair
tonight,
we'll
provide
this
body
with
a
high
level
update
on
the
systemic
Improvement
plan,
which
we
also
call
the
Sip.
The
Sip
comes
out
of
a
partnership
with
the
city
and
with
Desi
we've
spoken
about
it
many
times
before
this
body.
The
goal
of
the
Sip
is
to
create
collaborative
and
sustainable
systems
that
increase
accountability
and
support
student
outcomes,
in
particular
areas
that
have
been
identified.
J
I
can't
underscore
enough
how
proud
I
am
of
the
work
that
the
team
is
doing
in
this
in
this
area.
You'll
see
in
tonight's
presentation
that
this
is
big
work,
big
in
the
sense
of
critical
important,
but
also
in
volume
and
in
complexity
and
honestly,
the
most
critical
part
of
the
work
is
building
strong
academic
and
operational
foundations
to
ensure
we
are
creating
a
system
that
really
can
continuously
improve
and
yield
results
that
are
stronger
and
stronger
in
our
student
outcomes.
J
J
The
pandemic
I
think
the
multiple
changes
in
the
the
how
the
frequency
of
change
of
leadership
they've
left
many
feeling
anxious
and
the
sip's
given
us
really
I
think
the
opportunity
to
clearly
outline
the
work
assess,
what's
being
done,
you
needed
well
or
not
well,
and
it
really
allows
us
as
a
tool
to
prioritize
the
immediate
work
and,
most
importantly,
the
plan
for
the
one
three
five
year,
of
which
much
of
this
work
is
you're.
J
J
We'll
then
provide
an
update
on
how
we're
monitoring
I
know
that
that's
a
big
question
for
this
body.
You
know:
how
will
we
Monitor
and
measure
both
the
implementation
of
the
the
different
tasks
and
once
the
works
implemented,
you
know.
How
are
we
measuring
success?
J
It's
true
that
you
know
for
too
long
in
in
Boston
in
BPS,
more
broadly,
in
urban
Ed,
you
know,
we've
put
kind
of
Band-Aids
temporary
fixes
on
problems
really,
rather
than
addressing
the
bigger
systemic
issues
that
have
sort
of
led
to
the
the
the
reality
that
we
live
with
today
over
decades.
This
is
really
just
move
the
problem
forward.
It's
made
things
worse
and
I
think
you
know
we
find
ourselves
today
really
facing
the
harsh
realities
of
that.
J
It's
going
to
take
focused.
It's
gonna.
Take
our
Focus.
It's
going
to
take
resource
it's
going
to
take
measuring
our
progress
and
creating
Sustainable
Solutions
together,
especially
with
this
body,
to
make
sure
that
the
education
BPS
provides
for
our
students
allows
them
to
to
reach
the
full
potential
that
we
speak
about
and
that
we're
committed
to
at
this
point,
I'm
going
to
turn
it
over
to
Monica
Hogan,
who
is
our
assistant
superintendent
for
data
strategy
and
implementation?
Monica
has
been
leading
the
work
with
this
team.
J
V
Thank
you
superintendent,
good
evening
school
committee
members.
V
V
V
V
V
V
V
V
W
W
Then
I'll
share
some
more
about
our
commitments
to
continue
to
set
a
strong
academic
foundation
and
our
goals
for
the
rest
of
the
school
year
the
summer
and
for
the
next
school
year
for
each
I'll
highlight
an
example
of
work
completed
this
year.
Please
feel
free
to
refer
to
the
slide
and
appendices
for
additional
details
for
transformation.
Schools,
executive,
director
of
school
transformation,
Mike
Sabin,
presented
just
last
month
for
the
third
quarter,
update
on
progress
to
date.
W
So
I
will
simply
note
that
we've
consistently
implemented
an
instructional
rounds
process
that
resulted
in
over
1
100
observations
in
these
instructional
rounds.
We've
been
we've
seen
evidence
of
progress
towards
the
implementation
of
Equitable
literacy,
instructional
elements
that
include
writing,
reading
discourse
standards
and
the
degree
to
which
students
are
doing
the
heavy
lift
of
learning.
W
In
the
area
of
special
education,
we
have
launched
multiple
interdepartmental
project
teams
to
address
systems,
to
support
and
monitor
compliance,
many
of
which
are
in
the
recommendations
from
the
Council
of
the
great
City
Schools
reports.
You
can
see
more
of
the
examples
of
our
work
to
date
on
the
slide.
W
Finally,
we
View
the
work
to
support
our
multilingual
Learners
as
shared
work.
For
example,
we
are
creating
District
infrastructure
to
begin
expansion
of
bilingual
programs
and
world
heritage
language
programs,
while
strengthening
our
existing
programs,
all
in
pursuit
of
increasing
access
to
native
language
for
more
students.
W
Our
shared
commitment
is
rooted
in
our
opportunity
and
achievement.
Gap
policy,
where
every
child
in
every
classroom
has
the
same
opportunity
to
achieve
the
greatness
within
them
as
anybody
else,
every
child
should
have
unfettered
access
to
every
conceivable
tool
to
unlock
the
greatness
within
them.
W
W
While
working
with
the
team
to
develop
our
coordinated
action
plan,
we
not
only
identified
specific
key
actions
for
each
of
these
academic
areas,
but
have
also
identified
foundational
structures
and
systems.
We
need
to
strengthen
essential
that
are
essential
to
Our
Success
across
all
academic
commitments.
W
We
are
approaching
this
work,
knowing
that
we
need
to
ensure
all
of
our
students
have
full
Equitable
access
to
high
quality
instruction
and
a
full
Continuum
of
services
that
is
personalized
to
their
individual
needs,
especially
our
students
with
disabilities
and
multilingual
learners
expand
on
this
further.
This
means
the
following:
things
must
be
true,
so
on
this
Slide,
the
first
two
really
work,
hand
in
hand,
the
first
one
being
the
most
foundational
is
ensuring
that
every
student
feels
a
sense
of
belonging.
W
This
is
reflected
in
what
we
haven't
been
engaging
in
this
year
with
our
instructional
rounds
by
region
as
an
example,
our
students
cannot
reach
grade
level
expectations
if
we
do
not
provide
them
with
this
access
every
single
day
in
order
to
attain
those
skills
on
the
third
bullet.
I'll
talk
more
about
that
on
the
next
slide,
but
all
students
need
to
have
access
to
additional
supports
based
on
their
needs.
This
is
about
having
a
multi-tiered
system
of
support
that
ensures.
W
The
last
set
of
bullets
on
this
slide,
I,
think
of
as
we
consider
access
for
all
students
we
need
to
ensure
there
are
specially
designed
instruction
with
a
focus
on
Universal,
Design
and
language
supports
that
provide
access
to
grade
level
learning,
whether
it
is
specific
students
with
disabilities
or
multilingual
Learners,
and
also
multilingual
Learners
with
disabilities.
It
is
important
wherever
a
child
is.
They
are
fully
included
and
are
fully
given
access
to
tier
one
grade
level
instruction.
W
In
order
to
fully
realize
this
commitment
and
practice,
we
need
to
fully
and
consistently
Implement
multi-tiered
systems
of
support,
often
referred
to
as
mtss
across
all
our
schools
and
a
strengthen
tier
one
support
across
the
district
on
the
next
slide
oftentimes.
We
talk
about
mtss,
multi-tiered
systems
of
support
and
Tier
1
instruction,
and
we
just
want
to
take
a
moment
to
make
sure
the
larger
public
understands
these
foundational
elements.
W
Multi-Tiered
systems
of
support
or
mtss
is
a
framework
to
organize
differentiated
support
to
students.
Tier
one
is
part
of
that
multi-tiered
systems
of
support
and
applies
to
what
all
students
should
be
getting.
For
instance,
you
can
think
of
this
as
whole
class
instruction
as
an
example
where
all
Learners
are
to
are
together
for
learning
reading.
If
you
will
complex
texts
that
is
at
their
grade
level.
W
During
this
time,
the
teachers
also
not
only
teaching
to
the
text,
but
also
tailoring
his
her
or
their
instruction
of
grade
level
work
to
meet
the
needs
of
the
students
in
that
particular
class,
so
tier
one
is
for
all
students.
Tier
two
would
be
additional
supports
for
smaller
groups
of
students,
for
example,
participating
in
a
reading
Specialist
Group
three
times
a
week.
W
Tier
three
is
considered
intensive
support,
and
often
that
is
individualized
supports.
For
example,
one-on-one
reading
supports
for
a
student
when
we
say
we
are
focusing
on
strengthening
tier
one
instruction.
We
are
focused
on
ensuring
Universal,
high
quality,
rigorous
instruction
and
services
that
are
provided
to
all
students,
inclusive
of
students
with
disabilities,
multilingual
Learners
and
advanced
learners.
W
Families
should
be
consulted
and
informed
of
how
students
are
doing
and
if
any
additional
supports
are
provided
throughout
the
school
year,
the
team
has
been
working
hard
to
establish
the
systems
and
obtain
the
resources
necessary
to
ensure
that
central
office
is
able
to
provide
stronger
support
to
schools
in
establishing
or
enhancing
mtss
and
continuing
our
focus
on
Equitable
literacy,
for
example.
This
work
included
launching
the
regional
model
of
support
for
schools,
which
has
led
to
strengthening
the
relationship
between
schools
and
central
office.
W
W
This
Decap
is
a
framework,
that's
determined
by
deci
and
required
of
each
district.
Our
dcap
lays
out
clear
expectations
for
high
quality,
rigorous
grade
level
tier
one
instruction,
with
appropriate
accommodations
for
all
students
using
the
principles
of
Universal,
Design
and
culturally
responsive
teaching.
W
Central
office
departments
will
be
responsible
for
supporting
schools
in
implementing
these
expectations
through
structures
like
the
regional
model
and
a
newly
created
self-assessment
for
school
communities.
That
will
help
inform
the
support
they
need.
Our
work
this
summer
will
be
focused
on
further
refining
some
of
these
structures,
such
as
the
Equitable
literacy
observation
tool
and
the
regional
model.
W
W
Next
school
year
we
plan
to
Pilot
mtss
coordinators
in
schools
to
support
that
multi-tiered
systems
of
support
to
be
implemented
in
every
school.
We
also
plan
to
deploy
additional
reading,
interventionists
utilize,
our
Universal
screener
data,
or
a
common
consistent
assessment
across
all
schools
to
inform
individual
student
needs
for
instruction
and
potential
additional
services.
W
E
Thank
you,
madam
chair
and
agreement
members
of
school
committee
and
the
BPS
Community
joining
us
this
evening.
I'm
excited
to
share
an
update
with
everyone
about
the
work
our
operation
division
has
completed
in
collaboration
with
many
partners
this
school
year
and
to
acknowledge
some
emerging
evidence
of
our
progress.
E
E
E
E
Long-Term
facilities
plan
will
be
informed
by
the
facilities
condition
assessment
in
the
Pre-K
6
to
712
School
design
studies,
the
facilities,
condition,
assessment
or
FCA
is
an
objective
industry.
Standard
analysis
of
building
conditions
conducted
by
Bureau
Veritas
data
from
the
FCA
will
provide
accurate
and
robust
facilities.
Information,
including
current
conditions,
life
estimates,
replacement
costs
and
detailed
asset
inventory
across
the
district.
E
Major
components
of
the
studies
include
the
prioritization
rubric
and
will
undergo
public
review
before
completion
the
facilities.
Massive,
the
facilities
plan
itself
will
include
maintenance
report
to
keep
buildings
well
maintained,
functional
and
aligned
to
our
vision
of
a
21st
century
education,
a
road
map
for
new
buildings
and
major
renovations,
a
framework
for
decision
making
on
mergers,
closures
and
new
buildings
in
a
timeline
for
making
those
decisions.
E
E
Chief
Stanislaus
from
a
capital
planning,
Division
and
chief
Eccleston
from
our
schools
division
recently
presented
plans
to
the
school
committee
and
the
public
regarding
what
we
mean
by
a
full
Continuum
of
services
and
I
want
to
highlight
that
work
here
briefly,
foreign
this
side.
This
slide
illustrates
a
set
of
models
that
inform
the
way
we
think
about
school
organizations
in
the
future.
E
E
So
how
does
this
translate
to
work,
we're
doing
and
work
we
will
do
in
the
coming
year.
This
year
the
team
has
done
the
following,
launched
the
process
to
create
the
facility's
condition
assessment
with
Bureau
Veritas,
our
vendor
hosted
focus
groups
and
Community
engagement
efforts
for
the
Pre-K
6
and
712
stud
School
design
study.
E
E
Award
contracts
for
bathroom
Renovations
for
the
remaining
five
schools,
foreign
major
renovations
next
school
year.
Our
goals
are
to
One
release
both
the
Pre-K
6
and
712
School
design,
study
and
long-term
District
facilities
plan
Implement,
monitor
and
approve
automated
maintenance
systems,
complete
bathroom
Renovations
for
all
16
schools.
V
V
V
We
are
utilizing
the
mocha
framework
from
the
Management
Center
to
delineate
roles
and
responsibilities
within
this
complex,
cross-functional
work.
That
framework
is
detailed
on
the
right.
The
most
important
thing
to
take
away
from
this
framework
is
that
we
are
committed
to
identifying
key
roles
and
responsibilities
for
each
major
project.
V
V
V
We
must
build
lasting
systems
and
structures
that
work
across
the
district
and
can
be
sustained,
and,
finally,
our
work
must
Center
our
most
vulnerable
students,
the
work
of
both
our
academics,
team
and
our
operations
team
must
be
focused
on
providing
Equitable
access
and
a
Continuum
of
services
so
that
all
of
our
schools
can
meet
the
needs
of
every
student
and
I
will
turn
it
back
to
you.
Madam
chair
for
questions.
A
Yeah,
thank
you,
Dr
depina,
Dr,
Chen
and
Miss
Hogan
for
the
update
and
thank
you
to
your
entire
team
for
your
work
on
these
critical
issues.
I'll
now
open
it
up
to
the
committee
for
questions
and
comments
and
I'm
Sorry
Miss,
Polanco,
Garcia
I
saw
your
hand
raised
too
late.
So
I'd
like
to
begin
with
you.
M
M
X
X
W
Thank
you
for
your
question.
School
Committee,
Member,
Polanco
Garcia,
the
tool
that
I
referenced
on
slide.
10
is
our
Equitable
literacy
tool
and
it
has
been
used
in
all
of
our
professional
learning
communities
this
year
across
all
of
our
regions
and
also
on
a
regular
basis
in
our
transformation
schools,
and
that
is
what
Mike
Saban
spoke
about
last
month.
I'll
start
with
some
high
level
information
and
then
also
ask
Drew
Dr
eccleson.
W
W
We
are
also
looking
at
the
conversation
that
students
are
having,
and
this
is
particularly
important
with
our
multilingual
Learners
in
terms
of
their
language,
development,
in
understanding
their
tasks
and
the
grade
level
work
that
they
are
doing.
Another
example
is
we
look
for
what
degree
we
know
that
learning
happens
when
students
are
challenged
with,
like
the
just
the
right
amount
of
Challenge
and
are
working
together
actively.
W
So
what
we
look
for
is
to
what
degree
are
the
students
engaged
rather
than
just
listening
to
the
teacher
the
whole
time?
So
those
are
some
examples
of
what
we
look
for
every
time.
We're
in
classrooms,
in
between
these
monthly
meetings
with
principals
principals
are
also
visiting
classrooms
with
their
school
superintendents
using
the
same
tool
this
year
it
actually
is
used
in
a
Google
doc,
so
that
we
can
actually
quickly
capture
trends
of
what
we
are
seeing.
So
for
an
example,
we
were
seeing
that
of
all
the
different
things
that
I
talked
about.
W
We
saw
very
little
writing
that
was
happening
and,
if
you
think
about
the
presentation
that
Mike
Saban
gave
last
month
in
1100
observations,
so
it
wasn't
like
just
here
and
there
that
was
a
very
strong
Trend
where
we
did
not
see
our
students
engaging
in
that
grade
level
writing
in
rigorous
ways,
and
so
as
a
follow-up.
We
would
provide
professional
learning
and
resources
to
help
schools
focus
on
the
things
that
we
were
not
seeing
as
regularly
another
source
of
data
that
we
use
is.
W
This
is
observation
data,
but
then
there's
also
data
in
terms
of
how
students
are
actually
doing
and
reading.
So
we
like
to
compare
how
students
are
doing
in
terms
of
their
work
and
their
assessments,
as
well
as
what
we
are
observing
and
part
of
the
work
of
the
school
superintendents
is
working
with
their
principals
to
look
at
both
types
of
data
so
that
they
can
make
sure
they
can
provide
the
teachers
and
the
Educators
with
the
best
supports
and
resources
that
are
needed
to
support
the
students.
W
M
M
M
X
This
is
very
critical
and
very
important
if
we're
looking
at
the
English
language
Learners
population.
If
we're
thinking
about
the
literacy
of
their
native
language
as
well,
it
is
important
to
consider
the
Rage
of
teachers
how
many
teachers
are
we
having
considering
this
piece
of
information,
the
literature
native
language
and
the
English
language
Learners,
as
it
has
to
do
with
the
hiring
of
teachers.
W
Yes,
that
is
a
very
critical
component,
not
just
in
a
dual
language
or
bilingual
program,
but
to
have
teachers
that
are
bilingual
so
that
our
students
can
get
native
language
instruction
in
any
setting.
We're
continuing
to.
W
F
F
F
Didn't
I
didn't
hear
it
in
the
presentation
right
like
we
talk
about
sort
of
two
moments
in
a
Young
Person's
reading
Journey
like
the
sort
of
learning
to
read
verse,
reading
to
learn,
and
so
we
were
talking
about
this
sort
of
text
in
class
and
I
suspect
that
we're
talking
about
in
particularly
in
the
sort
of
reading
to
learn
phase
where
we
have
the
sort
of
reading
comprehension,
skills
all
of
the
building
blocks,
reading
of
science
stuff
that
we
know
kids
need,
but
I
I
didn't
hear
us
talking
about
sort
of
early
literacy
in
our
schools
and
I
suspect.
F
H
F
Deeply
tied
to
the
sort
of
early
literacy
struggles
that
exist
before
it
could
have
to
perform
at
that
sort
of
level.
So
anything
you
want
to
share
with
us
there
about
what
our
assessments
have
found
about
the
current
system
and
then
what
the
intervention
is.
W
So,
thank
you
for
that
question.
That
is
another
element
of
the
Equitable
literacy
tool
that
we
look
for
when
we
go
into
classrooms
is
That,
explicit
and
systemic
phonics
and
phonemic
awareness,
the
foundations
of
reading
that
very
evidence-based
work
that
you
mentioned.
That
is
part
of
what
we're
also
looking
for,
and
that
is
certainly
in
our
typically
in
our
early
childhood
classrooms,
but
also
there
are
intervention
classrooms
in
the
older
grades
that
that
is
needed
too.
So
it's
for
us
when
we're
looking
for
that.
W
As
you
said,
the
sort
of
learning
to
read
portion
of
the
work-
and
it
really
is
a
solid
foundation
that
we
need
to
build
over
the
years
in
our
Focus
curriculum.
For
instance,
in
the
early
childhood
grades,
we
have
added
and
really
bolstered
the
work
with
phonics
and
phonemic
awareness
to
make
sure
that
students
get
that
full
comprehensive
set
of
skills
that
are
needed,
and
that
is
something
that
we
we
track
also
through
our
map
fluency
data
as
our
Universal
screener.
W
F
What
thank
you
for
that
and
is
there
and
I
guess
this
is
where
these
presentations
are
always
hard,
because
it's
like
the
big
picture,
which
we
value
and
then
credible,
work
that
folks
are
doing
or
trying
to
implement
or
planning
to
do.
But
I
am
curious
about
the
sort
of
assessment
you
know
as
we've
gone
on
this
journey,
what
have
we
found?
F
How
many
of
our
elementary
schools
are
not
we're,
not
using
phonics
programming
and
so
I'm,
just
trying
to
understand
sort
of
the
state
of
the
problem
in
a
deeper
way
further
than
just
like
what
the
state
told
us
in
those
Communications,
it's
sort
of
like
well,
what
have
we
also
uncovered,
given
that
in
many
ways
this
has
been
a
planning
year.
W
So
I'll
start
and
also
have
Dr
eccleson
follow
up.
We
can
also
provide
the
the
school
committee
members
with
some
additional
information
as
needed.
We
did
really
conduct
sort
of
a
survey
of
what
schools
are
using
and
to
your
point.
We
really
are
doubling
down
on
high
quality,
instructional
materials,
and
so
we
have
required
moving
into
next
year.
This
is
something
that
has
been
happening,
but
now
we're
moving
forward
to
really
double
down
and
we're
very
clear
with
schools
that
they
must
use
a
vetted
high
quality,
instructional
set
of
materials
and
curricula.
W
We
have
gone
through
a
process
for
district
supported
curricula
as
an
example,
and
now
we've
said
to
schools:
if
you
want
to
use
the
district's
supported
curriculum,
we
will
make
sure
we
order
and
you
have
what
you
need
and
there's
quite
a
bit
of
an
effort
right
now,
making
sure
that
all
schools
have
those
materials.
If
schools
determine
that
there
is
another
evidence-based
vetted
material
they
can
also
put
in
through
the
process
for
that
to
be
approved.
W
If
you
will,
it
also
needs
to
go
through
a
racial
Equity
planning
tool
process
at
the
school
level,
and
they
would
be
submitting
that
to
us
for
review
so
that
we,
what
we
want
is
to
make
sure
that
every
school
is
using
these
high
quality,
instructional
materials
and
I
really
want
to
also
name
that
Leslie
Ryan
Miller
has
been
leading
that
effort
very
meticulously.
Drew
I
saw
your
camera
on
early
I.
Don't
know
if
you
wanted
to
add
some
things
to
What's
Happening
Here.
Y
You
know
I
just
get
so
excited
on
this
topic,
I
think
it's
a
really
important
question
and
really
appreciate
it.
I
did
want
to
make
one
point
of
clarification,
at
least
from
my
perspective
that
this
work
toward
the
shift
toward
a
shift
toward
Equitable
literacy
and
the
science
of
reading
I
think
happened
well
before
the
decided
review
in
the
spring
and
the
work
that
came
out
of
the
systemic
Improvement
plan.
I
think
this
has
worked.
That
BPS
has
been
leading
within
the
Commonwealth
for
for
a
period
of
time.
Y
I
think
it
is
the
most
critical
work
we
can
do
and
I
think
we
have
gone
from
A
system
that,
from
the
last
time,
I
was
in
the
BPS
that
I
often
referred
to
as
let
a
thousand
flowers
bloom
around
literacy
instruction
to
a
small
number
of
reading
programs
that
are
backed
by
important
organizations
such
as
curate
and
Ed
reports
that
are
high
quality
in
every
single
one
of
our
schools.
F
G
Yeah
sorry
I
have
a
quick
question
about
the
the
mocha
framework.
G
I
just
am
kind
of
would
like
a
little
more
information
on
who
exactly
will
be
reviewing
that
like
fridge,
Pro
projects
and
with
and
like,
and
also
like
just
any
other
general
information,
you
would
have
on
the
reviewing
process
of
of
of
it
sure
be
good
yeah.
So.
V
This
framework
comes
from
the
management
center
and
is
really
a
way
to
help
organizations
think
about
the
different
roles
and
responsibilities
that
are
needed
within
complex
projects.
V
So
it's
similar
there
there's
other
Frameworks
that
are
similar,
that
you
may
have
heard
heard
of,
but
essentially
helps
identify,
who
is
sort
of
the
the
primary
owner
of
the
work
who's
going
to
be
held
accountable,
who's
responsible
for
approving
the
work
and
who
are
the
other
stakeholders
that
need
to
be
engaged
when
we
we
think
about
much
of
this
work
or
almost
all
of
this
work,
it's
really
not
possible
for
a
single
department
or
team
to
be
successful
and
execute
on
any
of
this
work
alone.
V
But
we
know
as
a
lot
of
people
get
involved
in
a
project
they
get
confusing
of
who
is
in
charge
and
who
is
ultimately
responsible
for
making
decisions,
and
so
using
this
framework
is
a
way
to
help
us
organize
that,
and
it
is
something
we'll
be
using
in
our
monthly
reviews
and
check-ins
with
the
superintendent
and
her
senior
leadership
team
around
ensuring
that
the
work
is
moving
forward.
I
No,
it's
fine.
Thank
you
for
the
presentation.
I
definitely
have
questions
that
are
all
over
the
place,
but
I
I
guess
some
of
them.
I
can
sort
of
ask
like
offline
I
am
curious
as
to
particularly
with
the
Equitable
like
literacy
improvements
and
how
you're,
particularly
connecting
this
to
math
and
science
literacy
and
this
the
data.
I
That's
around
that
I
understand
I
mean
it's
not
necessarily
part
of
the
the
Sip
per
se,
but
it
is
something
that
we
are
concerned
about
that
we
hope
to
see
improve
in
alignment
with
with
literacy
and
in
general,
so
I'm
I'll
start
there.
With
that
question,.
W
Sure,
thank
you
for
that
question,
and,
and
yes,
absolutely,
we
are-
are
keeping.
We
must
keep
our
eye
on
the
ball
of
mathematics
as
well.
W
So
what
we
are
finding
is
that,
even
though
the
Equitable
literacy
tool
may
sound
like
we're
just
looking
at
the
teaching
of
ela,
it
really
is
about
the
level
of
task
the
students
are
involved
in
and
what
they're
being
asked
to
do.
So
we
also
go
into
mathematics,
classrooms
and,
in
fact,
one
of
the
professional
learning.
W
Actually,
the
upcoming
professional
Learning
Community
time
is
specifically
focused
on
looking
at
mathematics.
So
again,
we
want
to
make
sure
we
are
looking
at
observations
of
what
students
are
doing
and
the
tasks
to
which
they
are
completing
and
whether
or
not
they
are
in
fact
grade
level,
and
we
want
to
look
at
also
our
map
data
so
that
we
can
look
at
both
how
students
are
performing
in
those
screeners
as
well
as
what
we
observe
students
doing
so
that
we
can
really
coordinate
and
triangulate.
W
Obviously,
the
other
piece
would
be
School
level
assessments
and
data
and
assignments
to
really
triangulate.
How
can
we
better
improve
mathematics
proficiency
as
well?
For
students.
I
Thank
you.
Thank
you
for
that.
No
I
just
want
to
make
sure
that
they're
like
yeah,
that
that
that
we're
we're
tracking
that,
along
with
our
our
Ela
improvements
and
then
I,
think
more
or
less
a
an
overall
sort
of
comment
on
sort
of
sort
of
the
underlying
I
think
issue
that
comes
in
with
all
of
this,
which
is
around
particularly
communication
and
so
I'm
I'm,
referring
specifically
to
a
comment
that
was
made
around
for
slide.
I
18
thinking
about
the
implementation,
monitoring
and
thinking
about
those
I
think
those
are
three
very
good
questions.
Did
we
do
what
we
said
we
would
do.
How
well
did
we
do
it?
Did
it
make
a
difference
for
kids
and
how
do
we
know
and
for
me
I
think
the
next
step
is
is
like
if
you
did
not
make
a
difference?
I
How
are
you
communicating
with
the
community
and
families
around
what
changes
you
are
going
to
be
making
to
that
process,
because
a
lot
of
what?
Obviously,
what
we
hear
at
school
committee
meetings
and
via
email
a
lot
of
the
times,
whether
it's
through
school
merger
processes
or
I,
would
say
more
General
complaints
about
things
that
are
going
on.
It
really
stems
from
a
lapse
in
communication
somewhere
and
so
I'm
actually
very
curious
as
to
in
this
process.
I
V
Yeah
I
think
I
think
the
great
question-
and
this
is
really
helpful
feedback
for
us
to
consider,
as
we
you
know,
are
implementing
some
of
these
new
systems
and
ensuring
that
we
are
are
communicating
I,
think
you
know
they're
as
we
think
about
continuous
Improvement.
It
is
always
you
know.
What
is
your
plan?
How
is
it
going
and
how
are
you
adjusting?
V
As
you
know,
if
things
are
not
going
the
the
way
you
would
like
them
too,
and
so
I
think
the
the
addition
of
how
are
we
communicating
the
adjustments
that
we
were
making,
as
those
happen
is
really
important
for
us
to
consider,
and
so
this
will
happen
at
both
the
district
level
as
well
as
cycles
of
continuous
Improvement
at
the
regional
level,
as
well
as
we
support
our
schools
and
we'll
start
occurring
at
some
of
the
different
levels
of
the
organization
through
the
the
organizational
structure
that
the
superintendent
has
put
in
place.
J
I
think
this
is
a
this
is
a
to
me,
a
kind
of
a
key
difference.
Moving
forward
of
kind
of
past
District
practice,
I
think
one
is
that
we
want
to
do
more
with
dashboarding.
So
there
is
visibility,
tied
back
to
impact
result,
and
so
you
know,
what's
also
kind
of
in
the
deeper
weeds
of
all
of
this
are
kind
of
the
particular
metrics.
We
want
to
look
toward
to
answer
some
like
these
kind
of
three
questions
and
then
figuring
out
ways
to
make
that
visible
to
the
community
in
the
form
of
dashboarding.
J
J
Think
the
second
is
to
something
that
I
know:
Dr
Elkins,
you
have
pointed
out
and
Mr
Cadet
Hernandez
system
pointed
out,
but-
and
that
is
that
you
know
when
we're
talking
about
and
we're
reporting
out
initiatives
that
we're
able
to
be
able
to
speak
to
the
impact
that
the
initiative
has
had,
but
then,
most
importantly,
where
it
has
not
had
impact
what
we're
either
doing
to
alter
it.
J
To
stop
doing
it
or
to
do
something
entirely
different
in
in
order
to
make
sure
that
we're
we're
honoring
kind
of
the
continuous
Improvement
and
I
think
that
ranges
everything
from
initiative
that
we
might
be
working
on
to
Grants.
J
You
know
I
think
each
of
them.
You
know
in
in
each
thing
that
we
do
that
we're
putting
resource
and
that's
either
time
or
money
or
combination.
We
need
to
be
able
to
say
what
we're
setting
out
to
do
with
those
things
and
then
how
we
know
that
we've
done
them
and
if
we
haven't,
are
we
going
to
stop
doing
them
or
are
we
going
to?
J
You
know,
do
something
differently
and
so
I
think
for
us
as
an
organization
that
that's
kind
of
the
commitment
of
the
implementation
eighty
percent
over
is
to
is
to
really
kind
of
look
to
make
sure
that
we're
evolving
the
system,
the
solution,
the
practice
to
the
next
level
in
each
of
these.
So
obviously
in
tonight's
presentation
we
we're
not
going
deep
deep
into
the
weeds
of
what
that
would
look
like,
but
I.
J
Think
in
a
future
sip
like
in
the
fall,
we
could
work
through
a
couple
of
areas
and
actually
show
you
the
granularity.
That's
behind
some
of
these,
because
it's
pretty
extensive,
you
know
in
in
the
mocha
framework.
You
know
I
think
differently
than
before.
There
is
a
layers
of
accountability
of
who
is
responsible
and
who
is
actually
doing
that
monitoring
as
part
of
the
the
process.
J
So
I
think
this
is.
This
is
going
to
be
kind
of
a
key
piece
for
next
year
as
we're
in
more
the
full
throws
of
the
implementation
that
will
make
Visa
visible
to
the
community
to
you
to
ourselves
what
those
results
are
and
then
tie
that
back
to
our
continuous
Improvement
plan
of
what
will
change
going
forward.
I
Thank
you
and
and
I
would
say
the
like
the
last
thing
and
just
making
sure
that
I
guess
I
mean
everyone
has
a
role
like
within
this,
but
even
as
a
committee,
you
know
that
implementation
monitoring
is
for
us,
knowing
when
our
key
decisions
that
are
come.
I
You
know
that
are
upcoming,
so
that
we
can
be
prepared
to
start
our
review
of
of
data
even
before
it
gets
to
us
to
to
really
think
about
how
we
should
be
moving
forward
or
if
we
do
need
to
make
a
course
adjustment
as
soon
as
possible.
I
So
I
I
value
this
in
in
the
process
and
look
forward
to
it
being
successful.
So.
N
Thank
you,
madam
chair
I'm,
seeing
that
on
Slide
12th.
It
says
yes,
yeah.
It's
launching
the
state
of
the
installations
and
that
it
will
start
in
August.
This
fall
is.
N
All
right,
but
as
it
turns
out,
our
community
has
been
asking
for
a
long
time
for
a
better
air
quality.
M
N
So
what
will
happen?
What
are
we
going
to
do?
What's
the
plan
to
do
repairs
in
the
schools
that
are
Urgent
such
as
fixing
the
bathrooms
or
getting
filters
which
I
have
had
the
opportunity
to
go
to
so
many
schools,
and
they
they
need
this,
and
it
doesn't
need
a
lot
for
this
repairs
or
for
these
situations.
M
M
N
So
my
my
specific
question
for
today
for
this
audience
that
for
the
community
and
families,
is
what's
the
plan,
do
we
have
a
plan?
What
is
the
plan
for
repairing
these
schools,
which
is
urgent,
it's
origin
to
repairs,
and
what
is
the
plan
that
we
want
to
tell
the
parents
and
yeah
again
its
origin.
J
E
Thank
you,
but
thank
you
for
that
question.
Community
member.
E
E
What
we
found
that
we've
done
in
the
past
is
address
issues
really
really
ad
Hockley
in
as
urgent
needs
emerge.
We
we
invest
in
it.
We
also
invest
in
deferred
maintenance,
as
we
as
we
need
to
repair
buildings
that
and
or
parts
of
buildings
that
need
repair.
However,
what
I
do
want
to
highlight
and
call
out,
though,
is
that
we
are
doing
the
FCA
that
we've
discussed.
E
We've
created
a
dashboard
that
we've
tracked
and
rated
all
of
our
buildings
and
all
our
building
repairs
and
we
have
been
addressing
urgent
needs
currently,
as
we
wait
for
the
FCA
to
get
done
and
as
we
work
on
the
broader
massive
planning
I
also
want
to
highlight.
With
regard
to
air
quality,
we
have
done
a
lot
of
national
leading
efforts
with
our
air
quality,
from
fixing
the
windows
to
the
indoor
air
quality
sensors
to
the
different
purifiers
we
put
in
the
building.
E
To
the
point
where
we
have
been
nationally
recognized
by
the
Blue
Ribbon
commission
for
all
that
work,
so
we'll
continue
to
make
the
Investments
where
we
need
to
in
our
buildings.
But
we
believe
that,
with
the
work
that
we
we're
doing
now
to
this
point
and
leading
up
to
the
fall,
we'll
have
a
better
strategic
way
of
making
more
longer-term
Investments
than
we've
done
so
in
the
past
and
for
the
current
Investments
that
are
needed.
We'll
continue
to
work
with
schools
and
continue
to
make
the
Investments
where
we
need
to.
J
It
might
be
good
to
to
also
share
just
the
investment
in
this
year's
budget
relative
to
painting
into
the
other
kinds
of
improvements
that
would
fall
under
the
general
maintenance.
E
Yeah
so
so
I
have
to
get
the
exact
number
with
me
on.
J
This
on
Monday,
39
million
I
believe
Chief
Kuda
code,
yeah.
E
E
J
I
think
it's
also,
you
know
we
msba,
which
we've
explained
you
know
to
school
committee,
is
a
partner
of
ours
not
just
in
building
new
buildings,
but
they
have
a
accelerated
repair
program
and
so
part
of
the
facilities
conditions
report
is
that
it
will
really
also
help
to
identify
large
ticket
items
like
the
roofs
and
the
windows.
J
You
know
things
that
would
take
a
lot
of
resource
in
one
given
year
and
so
we're
constantly
putting
some
of
our
schools
in
that
need
that
kind
of
Rapid
Repair
to
be
done,
so
those
they're
always
looking
for
the
most
urgent
need.
So
they
also
are
a
partner
of
ours,
and
then
many
of
our
partners
are
looking
to
do
beautification,
so
it
may
be
painting
or
it
could
be
murals
or
those
kinds
of
Investments.
J
So
we're
we're
really
trying
to
take
all
of
the
data
and
address
the
most
urgent
needs
first
and
then,
after
that,
be
able
to
match
the
resources
to
try
to
bring
the
buildings
long,
I
think
to
Deputy
depina's
point.
The
facilities
conditions
report
will
be
very
helpful
to
us
because
then
we'll
be
operating
off
of
fact
across
all
of
the
buildings
in
a
report
out
as
opposed
to
what
we
see
when
we
go
into
a
particular
building
or
what
gets
reported.
X
C
A
Okay,
Mr
cardet
Hernandez
I'm
just
going
to
ask
Dr
alkins:
are
you
looking
for
another
character
hand?
It's
still
out?
F
I
have
a
few
questions
on
the
transformation
schools
slide,
which
I
think
I
don't
know
where
it
was,
but
wherever
it
was
I'm
just
sort
of
curious
as
an
intervention-
and
we
haven't
talked
about
this-
maybe
it
came
up
because
I
unfortunately
wasn't
able
to
attend
the
transformation.
The
larger
conversation
about
transformation
schools,
but
at
what
point
is
the
school?
No
longer
at?
What
point?
Is
a
school
no
longer
viable
as
a
option
for
families
like
I
and
I
know?
This
is
a
really
hard
question
and
it's
a
question.
F
People
don't
love
to
talk
about
so
sometimes
I
think
we
skip
over
it.
But
you
know
some
of
those
schools
are
not
schools
that
are
seeing
an
increase
in
enrollment,
we're
continuing
to
see
performance
declines
and
so
like
with
this
intervention,
and
this
focus
and
we're
doing
instructional
rounds,
and
we
have
a
new
goal
setting
tool
like
sort
of
at
what
point
is
the
time
up
and
we
want
to
push
families
to
better
higher
quality
options.
J
J
Y
Yeah
I'm
happy
to
take
it
I
think
one.
What
our
specific
strategy
is
relative
to
school
closures,
which
is
like
what
I
think
you
might
be
asking
about.
I'm,
not
sure
that
I
can
answer
that
question
in
this
specific
moment.
I
do
think
that
it's
true,
though,
that
there
should
be
evidence
of
continuous
Improvement
and
when
there's
not
evidence
of
continuous
Improvement.
My
personal
belief
is
that
the
district
has
as
a
responsibility
not
only
to
increase
supports,
but
also
to
increase
equal
units
of
accountability
to
match
those
supports
and
I.
Y
Don't
my
certainly
my
personal
opinion
isn't
the
first
movement
on
those
things
are
school
closures,
although
I
do
think
we
have
to
take
into
account
the
larger
work
that
we
have
to
do
connected
to
degree,
New
Deal,
around
mergers,
closures,
new
builds
and
communities
where
new
buildings
are
necessary.
I
I
originally
thought
your
question
was
a
different
one,
which
is
I,
think
also
an
equally
important
one,
which
is
how
do
you
then
make
policy
to
determine
when
a
school
is
no
law
longer
transformation
as
well
and
I?
Y
But
we
need
to
have
conversations
as
an
organization
and
bring
policy
forward
about
when
we
either
ramp
a
school
off
of
transformation
or
put
a
school
onto
the
level
of
supports
that
are
equivalent
to
transformation
schools
Network
because
of
what
we
see
in
the
achievement,
data
and
I
think
my
personal
opinion
is
that
the
achievement
data
must
be
the
center
of
what's
Happening
relative
to
our
decisions.
So
when
I
turn
this
over
to
the
superintendent
to
add
any
detail
here,
I
think
you're
offering
a
really
important
strategic
question.
Y
J
I
think
it's
so
I
appreciate
the
question
and
I
still
also
want
to
give
direct
receiving
an
opportunity,
but
I
I
will
say
this
I
think
it's
a
combination
of
factors
that
we
would
be
looking
at.
If
we
were
talking
about,
you
know
wanting
to
or
needing
to
steer
families
away
and
potentially
look
at
closure
of
you
know
of
a
school.
J
Certainly,
the
academic
performance
is
a
is
the
lead
indicator,
but
what
often
comes
with
the
academic
performance
is
to
look
at
why
you
know
what's
happening
there,
how
are
students
getting
to
that
school?
Is
the
school
over
programmed
because
we're
over
programming
that
school,
you
know
is
District
enrollment?
Is
it
a
declining
enrollment,
and
so
you
actually
don't
have
enough
enrollment
to
actually
really
continue
to
offer
things
that
are
attractive
to
to
students
to
come,
because
then
that
becomes
kind
of
a
cycle
in
itself?
J
Is
it
coinciding
in
a
building
that
you
know
is
is
a
building
that
we
would
not
be
able
to
invest
in
from
the
facilities
report,
and
we
would
have
to
think
about
moving
that
building,
and
so
perhaps
it
makes
sense
to
think
about
collapsing
that
process
and
giving
Fresh
Start
in
a
different
way
with
the
community.
I
think
those
are
the
the
types
of
elements
that
we're
going
to
be
looking
at
as
we
kind
of
go
deeper
and
get
the
results
back
from
facilities
condition
in
the
you
know.
J
Certainly
the
the
the
data
in
the
fall
I
mean
I
think
even
in
the
state.
When
we
look
at
schools
that
have
been
in
receivership
year
after
year
after
year,
we
don't
really
see
those
schools
come
out.
J
Fortunately,
for
us
we
have
one
of
the
best
success
stories
in
the
Burke
under
Dr
McIntyre's
leadership.
You
know
where,
but
that
was
that's
a
gem.
That's
a
that's
a
rarity,
so
you
know
I
think
oftentimes.
When
we
see
the
kind
of
this
ingrained
kind
of
culture
stagnation,
you
know
constant
door
of
of
Staff
low
enrollment.
You
know
these
are
all
the
kind
of
signs
that
the
the
school
in
many
ways
is
on
a
life
support
and
so
I
think
those
are
the
you
know.
F
It
would
be
really
I
think
it
is
scary
for
adults,
but
really
good
for
kids
if
we
were
able
to
publicly
name
sort
of
what
are
the
conditions
for
entry
and
what
are
the
conditions
for
exit
or
ending,
and
this
is
true
for
all
of
us
right
like
if
I
was
put
on
a
transformation
plan
at
work.
I
would
have
very
clear
benchmarks
that
I
was
supposed
to
meet
and
then
we
would
make
a
decision
if
I've
met
them
and
if
I
haven't
that
usually
means
to.
You
know.
F
I
would
experience
termination
and
we
do
that
with
in
all
other
parts
of
our
lives
and
the
only
people
who
are
really
suffering
when
we
don't
do
that.
Are
young
folks
who
are
stuck
at
schools
or
the
system
uses
words
like
you
know,
every
conceivable
tool,
and
yet
one
of
the
conceivable
tools
as
being
like
you
have
to
go
to
a
school.
That's
going
to
offer
you
the
opportunity
you
deserve,
and
so
I
hope.
I
felt
this
way.
F
Last
year,
when
I
first
joined
the
committee-
and
we
weren't
having
this
conversation
as
we're
talking
about
right
sizing,
the
system
in
certain
ways-
I'm
not
saying
it's
every
school,
but
I
do
think
we
have
to
be
at
least
as
a
school
committee.
We
should
know
sort
of
what
is
the
expectation
of
progress
and,
if
that's
not
happening,
despite
all
the
other
reasons
why
it
may
not
be
happening
like.
F
J
What
I
would
say
is
that
you
know
to
to
Dr
eccleston's
last
comment
about
what
it
takes
to
exit
I
think
this
is
a
really
tricky
one,
because
sometimes
the
resource
we
put
in
is
actually
what
really
allows
the
school
to
stabilize
and
then
make
progress,
and
so
it
becomes
that
question
at
what
point
is
reducing
you
know
whether
it's
autonomy
over
particular
things
or
whether
it's
resource
at
what
point
taking
that
out,
you
know:
do
you
begin
the
process
again
of
destabilizing?
So
that's
to
you
know,
I!
J
Think
for
us,
our
decision
around
grew
in
English
to
maintain
is
a
really
strategic
one.
So
we
can
learn
right
from
both
of
those
schools
and
say
you
know
in
these
situations.
What
does
it
take
to
truly
allow
a
school
to
make
the
progress
it
needs
where
that
then
continues
from
a
systems
perspective
before
we
start
thinking
about
altering
some
of
the
structures
and
resource
that
allow
them
to
get
there?
It.
F
Then
begs
the
question
to
obviously
resources
and
like
a
weighted
student
funding
formula
right
like
if
we
know
certain
communities
with
high
concentrations
of
vulnerabilities
can
succeed
with
additional
supports
outside
of
the
funding
formula.
Then
we
have
to
also
then
be
honest
with
ourselves,
which
is
that
then,
that.
F
J
Yeah
I
think
those
are
part
of
the
you
know
in
reimagining
funding
project
that
we'll
be
going
into
I.
Think
those
are
some
of
the
questions
to
actually
begin
with.
Yeah.
F
Y
Be
very
quick
but
I,
think
I
think
this
is
really
an
important
question.
I
think
all
the
questions
that
I
have
just
been
really
interesting
and
and
very
thoughtful,
not
that
they
normally
aren't
but
I
think
there's
a
lot
of
governance
implications,
a
lot
of
governance
implications
here
and
a
lot
of
policy
thing
for
us
to
continue
to
Grapple,
with
in
the
in
the
weeks
and
months
and
years
to
come.
Y
Y
Is
the
work
which
originally
referred
to
as
Performance
Management
framework,
but
what
we
are
sort
of
referring
to
as
sort
of
a
plan
of
continuous
Improvement
across
the
district,
and
one
thing
that
I
think
we've
struggled
with
as
a
system
that
has
been
very
difficult
for
us
is
that
we
haven't
had
a
set
of
universal
expectations
of
things
that
ought
to
be
true
at
every
BPS
school,
both
in
terms
of
the
things
that
we
value
in
terms
of
outcome
data,
but
also
the
things
in
terms
of
practice.
That
must
happen.
Y
I'm
really
proud
of
the
work
that
we've
LED
in
collaboration
with
our
internal
stakeholders
around
determining
what
ought
to
be
true
in
BPS
schools
relative
to
to
metrics
of
student
outcomes
and
things
relative
to
practice,
evidence
that
needs
to
be
true
across
schools
and
I.
Think
in
a
later
presentation.
Y
Obviously,
not
tonight
I
think
it's
important
that
we
talk
about
this
in
the
context
of
the
questions
that
Mr
Hernandez
is
asking,
which
is
what
is
the
evidence
or
non-evidence,
that
every
single
one
of
the
schools
in
our
system
is
making
continuous
Improvement
and
what
are
the?
What
are
the
implications
for
what
this
system
does
when
that's
not
happening?
What
are
the
levels
of
support
and
what
are
the
levels
of
accountability
in
terms
of
the
way
that
we're
intervening
and
the
hard
choices
that
we
have
to
make
ahead
of
us?
I
No
thank
you
actually
for
for
that
comment,
because
that
was
going
to
be
my
question
because
it's
for
the
first
time
I've
actually
seen
it
on
slide
10,
where
it
says
like
at
the
bottom
Define
universal
expectations
for
schools
and
I
have
really
no
idea
what
that
is,
and
so
and
I
think
you
know
to
to
Mr
Cardin
Hernandez's
point
I
mean
that's
something
at
a
school
level
of
you
know.
I
I
Do
we
sort
of
suggest
our
student
body
to
going
through
that,
because
it
is
a
long,
arduous
process
to
sort
of
evaluate
people
and
and
do
that
process
so
really
coming
up
with
some
type
of
timeline
framework
to
sort
of
guide,
when
we
make
course
Corrections
is,
is
very
crucial
to
maintaining
continuous
Improvement,
but
also
sort
of
holding
that
accountability
that
that
accountability,
sort
of
feed
to
the
fire
sort
of
thing.
I
A
later
date
discussion,
but
I
am
curious
as
to
what
the
what
the
universal
expectations
for
each
School
actually
are.
J
Yeah
Dr
Elkins
I
think
that
that
is
the
work
that
Dr
Nicholson's
Talk
speaking
about
doing
with
the
leaders
right
it
is,
it
is
defining
what
that
looks
like
on
the
different
levels
that
we're
talking
about
so
I
think
I.
Think
that
that's
going
to
be
particularly
with
transformation,
schools,
I,
don't
know,
I
know
that
Mike
Saban
has
been
moved
over
to
be
able
to
speak.
I
didn't
want
to
give
him
a
chance
to,
but
you
know
Mike
Mr
Saban,
director
Saban.
Do
you
wanna?
Z
Thanks
so
much
superintendent
and
hello,
everyone
I
won't
comment
on
the
universal
expectations.
I
know
there
are.
There
are
people
working
on
that,
but
there
are
very
clear
common
expectations
for
schools
laid
out
through
the
quality
School
plan
process
and
looked
at
in
the
many
visits
we
do
to
schools
and
to
classrooms
just
to
to
to
return
for
a
moment
to
the
question
of
school
closures,
which
were
a
very
radical
intervention.
Z
I
I
think
the
way
we're
thinking
about
it
is
that
there's
an
escalating
series
of
supports
and
accountability
as
schools
enter
transformation
and
then
May
stabilize
and
begin
to
make
progress
and
I
want
to
be
careful.
How
we
talk
about
these
schools
also
because
they
are
really
wonderful
schools
and
and
many
of
them,
the
survey
data
from
students
and
parents
is
actually
quite
positive.
I
Thanks,
oh
thank
you.
Thank
you.
Thank
you
for
the
response
and
two
other
things
that
I
appreciate
in
this
report
and
that
I
hope
to
see.
Well
that
I
would
like
to
see
sort
of
moving
forward
and
I'm
pretty
sure
Desi
would
too
is.
I
I
You
would
think
that
there
is
a
a
specific
plan
in
place
and
I
know
there
are
a
few
definitely
a
bunch
of
people
on
this
call
that
are
already
working
in
that
lane.
So
I
want
to.
You
know,
certainly
acknowledge
that,
but
I
just
know
like
moving
forward
that
that's
something
that
I
think
needs
to
be
more
explicit
in
sort
of
these.
These
these
measures
of
of
progress.
J
In
the
Dr
Ogden's
point
there,
there
are
there's
groups
that
are
working
and,
in
fact,
in
the
particular
form
of
The
Chronic
absenteeism.
Attendance
is
one
of
the
indicators
that
we're
monitoring
this
year,
but
I
think
the
impact
on
black
achievement.
The
impact
on
well
on
on
multiple
group
impact
students
with
disability,
multilingual
Learners
with
with
disabilities,
there's
particular
groups
that
we
need
to
be
extra
aware
of
given
that
in
the
past.
Historically,
the
achievement
has
their
achievement
and
opportunity
has
been
such
a
gap
compared
to
the
rest
of
the
system.
J
So
the
100
agree
with
Dr,
Hawkins
and-
and
these
are
these
are
the
things
that
will
have
opportunity
in
other
presentations
to
be
able
to
go
deeper,
to
show
the
committee
great.
A
Thank
you,
I
have
a
one
question:
I
want
to
ask
I'm,
always
interested
in
hearing
what
we're
doing
in
Equitable
literacy,
our
kids
right
now
I
know
are
going
through
MCAS
and
have
year
after
year.
How
do
we
look
at
where
our
kids
have
had
difficulty
in
MCAS
and
look
at
what
we're
teaching
in
Equitable
literacy
to
understand
our
way?
Improving
that
outcome,
not
through
drill
and
kill,
but
by
virtue
of
the
ongoing
way
that
we
are
teaching?
How
are
we
using
that
data
feedback
of
you
know?
A
J
So
I
don't
know
if
I
I
will
kind
of
answer
at
one
level
and
you
may
want
to
take
it
specifically
to
how
we've
Incorporated
within
Equitable
literacy.
But
when
we
do
the
analysis,
we
we
look
at
it
both
we
look
at
it
in
multiple
ways.
We
look
at
the
content
and
where
the
gaps
are
in
the
content.
To
be
able
to
see
is
that
in
the
curriculum
that's
being
used?
Is
that
in
the
instruction
that's
you
know
being
given
school
by
school?
So
we
look
at
the
the
individual
questions
and
content.
J
We
look
at
the
question
type
to
be
able
to
see
whether
students
are
struggling
with,
say,
an
open-ended
or
a
short
answer,
and
is
you
know
that's
a
further
indication
that
maybe
they
couldn't
access
the
question
or
the
multiple
choice?
J
And
then
we
we
back
map
that
right
into
at
the
school
levels,
to
understand
better,
what's
happening,
I
think
in
the
case
of
Equitable
literacy
and
Dr
Chen,
you
can
weigh
in
you
know.
That
is
the
underpinning
of
why
the
principles
of
equity
literacy
are
focusing
on
the
discussion
pieces,
the
writing
pieces.
J
You
know
and
process.
Writing
you
know,
and
the
the
reading
and
the
reading
comprehension,
because
we
see
that
in
the
data
of
what
students
are
missing
but
Dr
Chen
I,
don't
know
if
you
want
to
go
deeper
into
that
with
the.
W
What
what's
helpful
to
schools
is
when
they
receive
the
standards
level.
Data
reports
that
I
think
superintendent
was
also
referring
to
they
get
those
actually
in
the
summer
and
so
they're
able
to
review
that
information
to
plan
for
overall
unit
planning
for
the
year
and
I
think
that's
particularly
important,
because
it's
not
just
about
the
individual
scores
that
students
receive
but
what's
happening
at
the
standards
level,
and
so
what
what
generally
happens
with
that
process
is
schools?
W
Look
at
that
information
and
say:
okay,
what
are
the
things
that
we
can
anticipate
adjusting
for
in
terms
of
our
tier
one
curriculum,
scope
and
sequence?
Which
standards
do
we
need
to
focus
more
on
and
then
also
to
be
able
to
anticipate
what
students
may
need
in
terms
of
interventions,
but
I
want
to
also
make
sure
that
while
there's
MCAS
data,
we
always
want
to
make
sure
we
use
multiple
sources
of
information.
To
really
like.
W
That's
really
like
I
would
say
something
for
us
to
say:
okay,
maybe
we
should
look
into
that
and
really
look
at
actually
what
student
work
is
happening
and
also
additional
assessment
data,
so
that
we
can
be
really
sure
that
we
know
we're
not
just
taking
a
single
score
on
a
single
day's
work
to
demonstrate
that
so
and
I
would
also
add
that,
given
our
move
into
making
sure
that
all
schools
are
using
high
quality
instructional
materials,
we
have
more
schools
than
ever
going
into
next
year,
using
the
curriculum,
supported
materials.
So
what's
helpful
about.
A
A
F
You
the
question
I
have
just
is
around
mtss
support
and
my
understanding
is
mtss
is
sort
of
like
being
a
school
Basics
101
right
like
that's.
This
is
more
of
like
the
framework
of
how
we
run
a
school
with
complex
needs,
right
and
so
I
guess
as
we're
going
in
and
I
I'm
understanding.
A
focus
is
on
strengthening
tier
one
support,
we're
talking
about
all
the
ways,
we're
thinking
about
curriculum,
system-wide,
Equitable,
literacy,
etc,
etc.
F
Guess,
as
you
look
at
the
mtss
framework,
like
what
percentage
of
our
schools
fall
in
each
category
and
I,
don't
know
what
categories
you're
using
but
in
mine,
I
use
a
sort
of
you
know,
maybe
great
good,
concerning
failing
and
I
use
the
word
failure,
often
because
I
feel,
like
sometimes
as
a
system.
We
are
afraid
to
say
something
is
failing.
It's
like
more
sport,
more
support,
and
sometimes
we
are
failing,
which
means
we
are
failing.
Kids,
so
like
in
that
structure
or
in
some
sort
of
thinking
like
how
do
you?
F
How
do?
How
should
we
be
thinking
about
as
the
governing
body
we're
the
percentage
of
our
schools
that
fall
within
given
categories
I?
Don't
know
if
that
makes
sense,
because
we
don't
I,
don't
have
the
categories
to
work
with
but
like,
as
we
think
about
scaling
intervention
like
what
percentage
Falls
where.
W
That
makes
perfect
sense
and
actually
the
challenge
with
tonight's
presentation
is:
there
are
so
many
details
on
any
one
of
those
given
slides
and
in
my
portion,
I
mentioned
a
self-assessment
and
I
think
what
you're
asking
is
actually
directly
related
to
the
items
that
we're
going
to
have
in
the
self-assessment
for
school
teams
and
I
want
to
emphasize.
It
is
school
leaders
and
their
teams
working
together
in
collaboration
to
say,
hey?
W
W
Sometimes
a
school
leader
has
a
certain
perspective,
but
a
parent
or
a
teacher
may
have
a
different
one
and
it
creates
this
conversation
to
say:
where
are
we
and
then
that
self-assessment
will
drive
the
kinds
of
regional
liaison
supports
that
will
be
provided,
and
so
that
that
is
partly
how
we're
sort
of
going
to
determine
where
folks
think
they
are
in
the
practices
that
they're
enacting.
L
F
We
have
grave
concerns
about
and
we're
looking
at
them
differently
and
here's
how
but
I'm
I.
You
know
I
sometimes
leave
these
conversations
and
it's
like
I
I,
still
don't
get
the
full
picture
of
like
how?
Where
is
our
system
and
I
love
that
I
get
like?
Where
are
our
system
leaders
thinking
about
how
support
looks
and
how
it
feels?
W
And
I
think
the
point
that
you're
raising
is
is
is
what
Monica
Hogan
spoke
to
earlier,
which
is
that
we
need
to
put
these
systems
in
place
so
that
we
can
provide
you
with
that
information.
Absolutely.
A
Sense
all
right,
thank
you.
I
want
to
thank
everyone
tonight
both
for
your
thoughtful
questions
and
particularly
from
the
group
that
put
together
the
presentations.
This
is
incredibly
hard
work
and
we
are
literally
just
at
the
very
beginning,
and
we
look
forward
to
Future
updates
on
this
critical
work.
C
C
G
So
just
a
quick
question:
somebody
in
public
comment
was
reminding
us
about
the
the
thing
at
the
beginning
of
the
year.
With
the
letter
that
was
written,
I
was
just
like,
where
the
updates
out.