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From YouTube: Boston School Committee Meeting 10-25-17
Description
Boston School Committee Meeting 10-25-17
A
So
good
evening,
everybody
and
welcome
on
our
rainy
Wednesday
evening
in
late
fall
we're
glad
you're.
All
here
tonight's
meeting
is
being
broadcast
live
by
Boston
City,
TV,
Comcast,
channel
24
and
RCN
channel
13
and
Files
channel
1962.
It
will
also
be
rebroadcast
at
a
later
date.
Tonight's
meeting
is
also
being
filmed
by
Noel
Gasca,
a
journalism
student
at
Emerson
College.
So,
as
we
always
do
in
the
open.
Meanwhile,
we
notify
when
people
are
filming
or
using
photography.
A
If
anyone
wishes
to
sign
up
for
public
comment,
please
see
our
school
committee
staff
miss
Lina
Povich
out
on
the
main,
hallway
sign
up.
A
public
comment
will
close
at
6:30
p.m.
we'll
move
on
out
of
the
approval
of
the
minutes.
If
the
minutes
were
approved
as
presented,
hard,
copies
will
be
made
available
immediately
in
the
hallway,
following
with
other
handouts.
If
changes
are
made,
you
may
access
the
minutes
tomorrow
in
the
bps
website.
A
At
this
time,
I'd
like
to
entertain
a
motion
to
approve
the
minutes
of
the
October
4th
2017
school
committee
meeting
as
presented
Thank
You
team
Robson.
It
sounds
like
a
second
foam
Dean
Coleman.
Any
discussion
objection
to
the
motion
any
potion,
any
objection
to
approving
the
minutes
by
unanimous
consent
hearing
them
the
minutes
were
approved,
we'll
move
on
now
to
the
superintendent's
report.
I
present
you,
our
superintendent,
dr.
Tommy,
Chang.
A
Excuse
me
superintendent,
I'm.
Sorry
I
should
have
also
noted
I'm
delighted
to
mention
today
that
we
do
have
a
contingent
from
Sociedad
latina
with
us
a
number
of
our
students,
so
I
always
like
to
mention
when
we
have
a
number
of
students
in
the
room-
and
we
have
a
number
of
the
community
organizes
from
Sociedad
latina
folks
to
arrange
from
3
months
with
the
organization
to
nine
years
and
now
into
college
and
still
helping
out,
but
particularly,
we
have
students
from
Fenway
from
Excel
from
Madison
Park
the
TV
program.
A
I,
hope
the
folks
in
the
cable
office
will
give
her
a
tour
later
on
and
in
Charlestown
hi.
How
could
I
forget
Charlestown
high,
so
I
would
delighted
you
all
here
today
and
welcome
as
always,
this
organism
it
E
and
this
district
obviously
very
highly
of
Sociedad
latina,
and
we
say
that
also
including
that
fellow
member
who
is
the
executive
director
of
it.
But
we
always
think
very
highly
the
student,
some
Sociedad
latina
when
we
get
a
chance
to
spend
time
with
them.
So
thanks
for
joining
us
today,
I
present
to
our
superintendent,
dr.
B
You
German
good
evening,
School
Committee
good
evening,
everyone.
This
is
always
a
great
time
of
the
year,
is
such
a
beautiful
time
during
a
beautiful
time
in
New
England
the
fall
with
everything
that's
going
on.
It's
always
a
very
pretty
picture,
arrest
and
William
Boston
Public
Schools
are
excited
to
share
a
lot
of
good.
Things
have
happened
at
the
beginning
of
this
school
year.
I
want
to
start
off
this
evening
by
sharing
a
few
bright
spots
and
the
first
bright
spot
I
want
to
share
is
coach.
Actually
dr.
B
McKay,
it's
going
to
be
about
our
open
house.
Bps
fall
open
house
doctor
Makeba
McClure
he's
gonna
come
up
dr.
McKeever
mccurry
is
our
senior
adviser
and
managing
director
for
our
office
of
External
Affairs,
so
she's
going
to
talk
about
the
fall
open
house
that
we
will
have
this
Saturday
October
28th.
Thank
you,
dr.
McKeever,
McCreery
you're.
C
Welcome,
unfortunately,
there
are
some
slides
that
we're
missing
that
I'll
speak
to,
but
I'll
have
them
happy
to
share
them
with
you
guys
afterwards
that
are
gonna
highlight
some
of
the
larger
convening
events
that
we'll
be
having
on
Saturday,
but
it's
an
all-day
event.
It's
open
to
the
public,
we're
really
excited.
We
have
a
series
of
workshops
that
are
interactive
for
students,
so
we
have
resume
writing.
We
have
some
financial
literacy,
we
sweep
classes
taking
place.
C
We
have
a
first-time
homebuyers
course
that
will
be
here,
and
then
we
have
a
series
of
corporate
partners
that
are
gonna,
be
setting
up
shop
to
talk
to
anybody
who
comes
in,
but
particularly
our
students
about
employment
opportunities
for
them.
We
also
are
gonna.
Have
a
morning
session.
That's
gonna
be
led
by
dr.
Donna
Muncie
that
is
focused
on
a
discussion
about
middle
grades
and
the
configuration
of
our
grades
throughout
the
district
and
for
lunch
we
have
a
keynote
luncheon
with
an
CLE
from
General
Electric.
C
We
also
have
the
CEO
from
carbonite
will
be
with
us,
and
we
have
a
representative
from
legal
education.
Several
other
really
amazing
folks
who
are
gonna
ride
us
through
a
discussion
about
the
importance
of
building
the
diversity
pipeline.
It's
particularly
into
the
stem
career
pathways
and
then
in
the
afternoon
we
have
a
special
session
about
sneaker
design,
with
about
15
of
the
top
designers
from
local
Footwear
companies
who
are
going
to
be
able
to
talk
to
young
people
about
how
you
can
transfer
skills
from
any
industry
into
the
footwear
design
industry
and
vice
versa.
C
B
If
I'm
Puerto,
Rico
and
US
Virgin
Islands
I'll
their
Caribbean
island,
so
please
stop
by
it's
a
wonderful
event
and
stick
so
that's
the
website.
You'll
see
the
information
website
is
also
up
there
on
the
bottom.
Okay,
sticking
to
the
fall
theme
I
like
to
praise
a
few
of
our
schools
who
are
holding
fall,
festivals
and
I
just
want
to
show
some
photos.
You're
you're,
looking
here
at
photos
from
the
Mattapan
early
elementary
school,
where
they
had
their
first
ever
Fall
Festival
this
past
weekend.
B
We
also
have
photos
from
the
Mackay
and
PGA
Kennedy
schools
in
East
Boston,
which
also
have
fall
festivals
and,
as
you
can
see,
and
not
only
is
there
face,
painting
pony,
riding
delicious
food,
but
these
fall
festivals
are
just
a
great
way
to
build
community
and
increase
parent
engagement.
So
congratulations
to
all
our
schools
that
helped
fall
festivals
next
bright
spot
I
want
to
take
a
moment
to
give
a
progress
report
on
our
ongoing
work
in
assisting
families
from
Puerto,
Rico
and
other
Caribbean
islands.
B
This
week,
bps
in
partnership
with
societal,
a
Tina's
Eva
self
Austin
de
acción
opened
up
pop-up
centers
to
provide
these
families
a
single
location
to
enroll
in
school
and
to
connect
these
families,
and
these
two
young
people
to
important
resources.
Resources
such
as
housing,
health
care,
clothing
and
food.
As
of
today,
we
have
enrolled
56
students
from
Puerto
Rico.
This
number
has
more
than
doubled
since
last
Friday.
B
This
work
has
been
quite
impressive.
In
my
opinion,
it's
now
well
I
like
to
just
publicly
thank
a
few
people.
I
want
to
thank
school
committee,
member
Alex,
Oliver
Davila,
who
has
agreed
to
co-chair
this
effort
along
with
Sonya
Gomez
Banri
from
she
leads
our
countdown
to
kindergarten
work
and
our
system,
Superintendent
of
engaging
Monica
Roberts
I
also
want
to
thank
all
the
community.
Organizations
have
come
to
the
table
to
be
a
partner,
and
three
of
these
organizations
are
actually
housing.
B
These
pop-up
centers
I
also
want
to
give
a
special
thanks
to
count
that
I'm
sorry
cradles
to
crayons
that
organization,
gracious
graciously
donated
750
backpacks
whole
school
supplies,
along
with
another
750
coats,
hats
and
gloves
in
the
belmont
hill
school,
which
has
donated
clothing
and
school
supplies
as
well.
So
it's
very
important
that
we
welcome
these
families
in
a
way
that
puts
them
at
ease.
We
know
that
these
young
people
in
these
families
have
experienced
quite
a
bit
of
trauma.
B
Many
of
them
losing
their
homes
are
having
to
uproot
their
lives,
and
so
this
is
just
another
example
of
how
we
are
ensuring
that
we
are
creating
the
safe
welcoming
sustaining
environments
for
our
young
people.
So
again,
if
you
want
to
contribute
and
will
help
come
to
Saturday
to
our
open
house,
the
next
bright
spot
I'll
give
an
update
on
ed
Wester
school
on
the
move.
Ed
Bester's
is
once
again
celebrating
the
work
of
our
hard-working
school
leaders,
teachers
and,
most
importantly,
our
students
with
the
12th
annual
Thomas,
pays
on
school.
B
On
the
move
prize
on
Wednesday
November
1st,
the
winner
will
receive
a
one
hundred
thousand
dollar
award
and
the
two
runner
ups
will
receive
a
$10,000
award.
The
three
finals
this
year
are
won
the
Mildred
k-8
in
Mattapan
to
the
Donald
McKay
k-8
school
in
East
Boston
and
three,
the
PJ
Kennedy
in
East
Boston.
These
three
schools
are
being
recognized
for
their
work
in
closing
opportunity
evening
gaps
and
achieving
rapid
improvement.
So
special.
B
Congratulations
to
those
three
school
leaders:
Mildred
Avenue,
principal
and
ruolin's,
pjcrus,
principal
PJ,
Kennedy,
principal
Christine
Gonzales,
as
well
as
former
principal
Walter
Henderson,
who
was
now
at
them.
Manna
hunt
at
the
mana
pen,
early
elementary
school
and
then
Mackay
principal
Jordan,
Weimer.
B
And
always
a
deep
gratitude
to
the
CEO
of
at
Bester's
presidency
of
Advisors
Laura
Parral
members
of
their
board
and
those
who
have
come
together
to
make
such
a
important
and
significant
contribution
to
better
the
lives
of
young
people
and
we're
excited
for
the
awards
ceremony
next
Wednesday,
the
next
update.
This
is
stem
week
for
the
second
year
in
Rome,
6,000
students
in
Boston,
Public
Schools
grades
6
through
8,
are
participating
in
innovative,
hands-on
science
and
engineering
projects.
B
B
Students
in
30
schools
are
doing
everything
from
learning
how
to
build
interactive
robot
to
designing
video
games
with
custom,
graphics
and
music
and
at
the
Linden
School
believe,
students
are
coding
using
scratch.
I
think
to
thank
I
to
learning
for
partnering
with
VPS
and
making
us
the
first
urban
school
district
in
the
nation
to
launch
stem
week.
As
we
all
know,
stem
occupations
are
growing
and
nearly
twice
the
rate
of
other
occupations
in
our
country
and
the
STEM
education
can
help
close
racial
and
gender
gaps
found
in
math
and
science
fields.
B
We
were
celebrated
through
these
five
presentations
and
also
just
as
importantly,
I
like
to
congratulate
chairman
O'neal
for
being
honored
last
week
by
the
Council
of
great
city
schools
for
as
a
finalist
for
the
2017
green
garner
award,
which
recognizes
outstanding
leadership
among
urban
superintendents
and
board
members.
Chairman
Neal
was
one
of
11
finalists
vying
for
the
nation's
top
award
in
urban
education,
and
this
award
goes
to
either
a
school
committee
or
a
board
member
one
year,
and
the
next
year
will
be
a
superintendent.
B
I
goes
back
to
a
board
member
Michaels
and
I
was
just
say,
chairman
O'neill's,
immense
knowledge
of
the
city
of
Boston,
and
his
loyalty
to
this
district
is
incredibly
deep.
He's
an
advocate
for
young
people.
He
is
a
graduate
of
Boston
Public
Schools,
so
I
just
want
to
make
sure
I
take
a
moment
this
evening,
as
our
final
bright
spot
for
this
evening,
to
publicly
recognize
him
for
this
important
recognition.
A
A
We're
one
of
70
members
of
the
Council
of
great
city
schools
and
we're
all
large
urban
districts
and
I
absolutely
do
this
nomination
of
the
extremely
high
regard
that
Boston
School
Committee
in
the
Boston
Public
Schools
held
in
by
our
peers
in
urban
education
across
the
country.
We
go
to
this.
We
go
to
this
event
and
we
go
to
learn
and
we
go
to
share
and
a
number
of
the
district
staff
made
presentations.
A
I
have
to
call
out
one
in
particular
that
was
done
on
social-emotional
learning
and
a
national
three
district
different
districts
were
presenting
and
a
national
expert
was
coordinating
it
and
she
should
have
stood
up
and
said
at
the
end.
Boston
is
leading
the
way
on
social-emotional
learning
and
leading
the
nation
on
social-emotional.
I
wanted
to
make
sure
the
phrase
was
right,
leading
the
nation
on
social,
emotional
learning
and
health
and
wellness
and
other
cities
call
her
to
ask.
A
What's
the
Boston
method,
how
come
they're
getting
it
right
and
how
can
we
copy
it,
including
Chicago,
called
this
expert
to
ask?
And
so
when
we
go
to
these
conferences,
we
not
only
share,
and
so
many
of
the
team
from
bps
was
presenting
in
a
number
of
different
presentations,
but
we
also
go
to
learn.
We
learned
tremendously.
We
go
from
a
bent
to
a
from
from
presentation
to
presentation.
A
The
superintendent
I
tried
to
split
up
and
as
does
his
team
and
hit
as
many
as
we
can
and
learn,
and
when
we
go
on
a
national
stage.
Boston
is
thought
of
very,
very
highly
with
we're
all
Bostonians.
We
criticize
we
push
to
do
better.
We
expect
to
do
better,
but
when
we
step
back
to
a
10,000
few
foot
view
point
this
city,
this
district.
And
yes,
this
school
committee
is
thought
of
very,
very
highly,
and
it's
because
we
all
work
cohesively
together
and
to
try
to
improve
the
opportunity
for
57,000
years.
A
So
there's
a
little
bit
sad,
not
to
win,
but
I
do
congratulate
dr.
Felton
Williams,
the
board
CEO
of
the
Long
Beach
Unified
School
District
and
former
past
chair
over
counsel,
great
city,
schools
who
did
win
and
it's
very
well-deserved
win
on
his
part.
But
I
was
honored
to
be
nominated
to
be
a
finalist
and
represent
our
city.
So
thank
you,
dr.
Cheng
and
we'll
move
on
now.
Any
questions
and
comments
for
the
superintendent
on
this
report.
I
get
one
quick.
B
Update
one
more
apologize
just
very
quickly,
I
wanted
to
share
with
the
school
committee
that
a
hundred
percent
of
our
schools
have
submitted
requests
for
the
21st
century
vine
through
bill
VPS
and
that's.
This
is
a
30
million
dollar
set
aside
by
Mayor
Walsh,
to
make
some
immediate
and
tangible
investments
into
every
single
dps
school
through
21st
century
furniture,
and
so
50
over
50,000
items
have
been
selected.
A
hundred
percent
of
our
schools
have
submitted
their
requests
and
so
excited
about
organizing
all
these
orders
and
getting
these
furniture
to
our
schools
during
the
school
year.
A
D
Just
wanted
to
say
thank
you,
dr.
Chang,
highlighting
the
stars
in
our
schools
and
what's
taking
place
with
the
stun
week
as
a
recipient
of
the
great
curiosity
that
has
been
expanded
within
the
kids,
that
I'm
around
building
rockets
at
their
school
there's
been
a
lot
of
excitement
and
so
you're
absolutely
right.
It
is
leveling
the
playing
field
for
our
boys
and
girls
and
I've
been
excited
to
see
the
work.
That's
happened
at
the
school,
so
thanks
for
sharing.
E
Quick,
congratulations
on
your
nomination.
I
also
want
to
say
that
you
know
dr.
Chang
always
likes
to
to
thank
everyone,
but
I
think
we
also
need
to
thank
him
because
when
we
talked
about
what
was
happening
in
Puerto
Rico,
he
was
the
first
person
to
you
know.
We
said
what
can
we
do
and
we
were
texting
back
and
forth
and
he
just
was
like
lightning
speed.
So
I
want
to
thank
him
because
he
also,
he
also
has
a
big
job
and
obviously
to
take
this
on
and
really
be.
The
lead
I
want
to.
E
Thank
him
and
there's
been
just
an
outpouring
of
I
mean
if
I
could
remember
all
the
places
that
are
donating
I
can
even
that
we've
had
response
like
Haley.
How
stuff
is
real,
Children's
Hospital,
a
ton
of
places,
Emmanuel
College,
so
I
just
want
to
thank
the
city
of
Boston
too,
for
you
know
pouring
your
hearts
out.
Please
continue
to
give
to
our
families.
We've
had
really
great
response
in
terms
of
families
coming
into
the
pop-up
centers
and
feeling
like
that.
It's
a
really
welcoming
and
warm
space
for
them.
A
Miss
Oliver
Davila,
any
other
questions
or
comments.
I
mean
I'll,
entertain
a
motion
to
we
see
the
superintendent's
before
it
is
presented.
Thank
You
demob.
Since
of
a
second
thank
you,
Miss
Oliver
Davila.
Any
discussion.
Objection
to
the
motion.
Any
objection
to
receive
the
superintendence
report
consent
every
nun.
The
motion
carries
a
move
on
to
general
public
comment.
Resolving
Thank.
F
You
mr.
O'neil,
the
public
comment
period
is
an
opportunity
for
parents
and
other
concerned
parties
to
make
brief
presentations.
The
School
Committee
on
pertinent
school
issues,
questions
on
specific
school
matters,
an
audience
at
this
time.
It
referred
to
the
superintendent
for
later
response,
questions
on
specific
policy
matters
and
not
answered
at
this
time,
but
maybe
the
subject
of
weighted
discussion
by
the
committee,
each
speaker
will
have
three
minutes
to
speak
and
I
remind
he
will
have
one
minute
remaining
and
then
30
seconds.
F
Those
who
require
interpretation
services
will
be
in
a
lot
in
additional
two
minutes.
Speakers
may
not
reassign
their
time
to
others.
Large
groups
addressing
the
same
topic
are
encouraged
to
consolidate
their
remarks
or
such
a
spokesperson
to
provide
testimony.
Written
testimony
is
appreciated
and
encouraged.
Please
state
your
name
and
affiliation
before
you
begin
TV
cameras
or
older
court
speakers
who
face
the
committee.
Our
first
speaker
this
evening
is
Griselda
and
she'll
be
followed
by
Stephen,
Kramer
and.
G
Hi,
my
name
is
Griselda
bacchiocchi
I'm,
a
graduate
of
Brighton
high
and
I
have
a
BA
in
biology
from
Bryn
Mawr
College
I'm
here
to
request
at
Boston,
Public
School
reinstate,
miss
Ella,
Mae
O'toole
and
her
ap
physics,
engineering
and
robotics
stem
programs.
For
the
last
two
decades.
These
programs
have
provided
hundreds
of
students
like
me,
with
career
based
technical
training,
rigorous
academic
work,
based
learning
internships
and
sustained
mentorships.
G
These
are
the
characteristics
that
programs
that
the
Boston
Public
Schools
purports
u14
they're,
linked
learning
pathway
initiatives,
and
yet
the
committee
eliminated
all
these
stem
programs
and
have
put
miss
lmao
in
the
XS
teacher
category.
I
encourage
all
of
you
to
read
the
testimonials
in
the
dossier
from
former
students.
They,
like
me,
are
speaking
out
so
that
current
students
will
not
be
deprived
of.
What's
so
powerfully
impacted
our
lives
if
you
do
not
have
a
copy
of
the
dossier,
I'll
be
happy
to
email
it
to
you
and
I'll.
G
Describe
my
own
experience
that
I've
had
with
mr.
Amazo
stem
cap
program
I
in
my
junior
year
of
high
school
I
moved
here
from
Albania,
and
each
of
my
parents
took
two
minimum-wage
jobs
and
my
sister
and
I
enrolled
at
Brighton,
High
I
had
very
little
English
and
my
first
classes
was
was
with
miss.
Miss
O'toole
and
I
was
very
intimidated,
headed
back
headed
for
the
back
row
and
instead
of
letting
me
disappear
into
the
back,
miss
otua
greeted
me
in
a
way
that
made
me
feel
part
of
the
class
and
welcomed
by
old.
G
Once
did
it.
The
student
next
to
me
asked
if
I
was
during
the
robotics
team
in
this
team.
I
met
my
friends
for
her
life
and
we
all
had
a
great
time
and
mr.
Toole
brought
in
University
engineering
students,
professional
engineers
to
guide
and
teach
us.
She
molded
us
into
a
diverse
fun-loving
family
of
achievers
Bradford,
for
those
of
us
could
not
afford
it
or
bring
it
from
home,
and
we
work
together
to
build
robots
each
year.
G
The
judges
of
Robotics
Competition
singled
us
out
for
words
and
I
learned
math
physics,
computer
science
and
through
the
teamwork
I
quickly
became
proficient
in
English.
I.
Firmly
believe
that
having
me
so
as
my
coach
was
the
luckiest
thing
that
has
ever
happened
to
me,
she
helped
me
with
SAT,
prep
and
college
applications.
She
even
bought
me
clothes
for
my
interviewed,
posse
foundation.
Scholarship
prepared
me
for
the
interviews
and
helped
many
of
us
get
those
interviews.
G
H
I
I
One
in
2004,
a
grant
of
over
three
hundred
thousand
dollars
was
made
by
the
Smith
Family
Foundation
of
Boston
for
use
by
the
schools
in
the
city.
This
grant
supported
the
creation
of
numerous
teams
of
students
and
adults
as
part
of
the
internationally
successful
robotics
program.
First,
the
grant
provided
limited
seed
money
to
a
team
for
only
three
years,
after
which
the
teams
and
their
supporters
would
need
to
raise
between
14
and
25
thousand
dollars
a
year
to
maintain
that
at
one
time
there
were
20
high
schools
in
this
community,
supported
by
this
grant.
I
I
Second
item:
quite
a
few
Boston
educators
saw
what
first
could
provide
for
their
students
the
opportunity
to
develop
knowledge,
skills
and
values
that
would
profoundly
affect
their
lives.
These
teams
formed
in
the
city
of
Boston
used
that
support
of
the
initial
grant,
and
then
they
continued
to
fundraise
and
seek
support.
It's
estimated
that
between
one
and
two
million
dollars
worth
of
resources
were
provided
to
this
school
system.
I
I
Finally,
number
five:
on
the
day
she
returned
with
her
triumphant
team
from
the
competition
last
spring.
She
was
informed
that
all
her
programs,
including
the
first
team,
were
being
abruptly
eliminated
now.
The
materials
that
she
had
gathered
are
at
risk.
We
have
seen
the
materials
from
other
of
those
20
teams
disappear
into
a
black
hole,
resources
that
were
provided
for
the
good
of
the
students
of
Boston
I'm
here,
to
try
to
save
those
resources
and
to
save
the
programs
that
we
started
so
long
ago.
I
I
The
schools
in
Michigan
must
have
a
first
program
to
qualify
for
specific
state
stem
initiative.
Monies
states
like
Connecticut
in
Wisconsin,
treat
first
as
a
varsity
sport
in
which
each
student
participating
is
eligible
to
earn
a
varsity
letter
for
participation.
This
is
a
sport
of
the
mind,
senator
Al
Franken.
His
recent
book
describes
making
a
special
trip
to
support
the
top
first
team
in
Minnesota.
There
are
thousands
of
first
programs
worldwide
in
over
96
nations.
How
strange?
No,
how
shameful
it
is.
There
are
no
longer
any
teams
and
the
traditional
public
schools
of
Boston.
I
A
A
J
Good
evening
John,
my
advocate
I
wanted
to
talk
to
you
tonight
about
the
principal
evaluation,
which
was
very
elaborately
discussed
last
time
and
I.
Don't
want
to
talk
about
the
specifics
of
the
evaluation
of
this
year,
but
more
to
talk
with
you
about
some
broader
items
or
themes
that
you
might
consider,
including
in
the
standards
for
next
year's
evaluation.
J
The
first
is
no
surprise
to
you
will
be
a
more
explicit
recognition
of
the
opportunity
and
achievement
gap
goals.
It's
an
overarching
goal
of
the
School
Committee
I
think
it
could
be
dealt
with
more
explicitly.
You
know
in
the
standards
for
the
superintendent
and
hopefully
in
his
responses.
This
is
something
that,
where
an
impact
statement
is
required
of
principals
and
reporters
here
to
you,
I
would
hope
that
your
evaluation
of
him
would
sort
of
be
a
model
of
how
you
include
this
issue
in
a
discussion.
Second
is
the
whole
issue
of
human
capital.
J
I
must
say
to
an
outsider.
It
seems
to
me
I
mean
a
non
educator
I'm
pretty
inside
on
a
lot
of
issues.
It
seems
to
me
that
educators
often
view
instruction
and
academics
over
here
and
personnel
issues
as
part
of
operations
over
there
and
I
think
the
evidence
shows
that
there's
probably
nothing
more
important
to
improving
instruction
and
education
for
kids
and
the
quality
of
the
teachers
and
the
quality
of
the
school
leaders
and
I
think
it's
quality
and
we
have
a
goal
here
in
addition
of
diversity.
J
So
I
would
hope
that
this
would
be
one
of
the
highest
priorities.
You
would
add
to
your
next
year's
evaluation
of
the
superintendent
and
how
the
district
is
doing.
I
think
it
requires
an
unusual
course
under
departmental
collaboration,
and
that
is
a
crucial
issue
between
academics,
the
school's
division
and
human
capital.
Often
it's
just
left
the
human
capital
that
will
not
solve
the
problem.
The
third
is
the
whole
question
of
implementation.
J
We're
often
very
good
at
developing
plans.
I
think
I've
read
the
the
essentials.
What
is
the
essentials
for
instructional
equity
is
an
eloquent
statement.
The
question
I
kept
to
myself
was:
how
are
we
going
to
get
there?
What
are
the
steps
to
take
to
prepare
the
teachers
to
have
the
skills
to
actually
do
culturally
and
linguistically
sustaining
practices
and
close
the
TV
gaps
in
their
classrooms
and
I
think
some
attention
to
that
whole
issue
of
I?
Guess
the
jargon
is
the
fidelity
of
implementation.
J
It
would
be
an
important
question
to
ask
forth:
am
I
finished
there
Mike
coming
over
yet
no
forth
the
question
of
central
office
versus
school
autonomy
and,
in
my
jargon,
decentralization
is
not
vulcanization
school
leaders,
principals
and
head
masters
or
managers.
They
receive
decentralized
Authority
in
order
to
implement
the
goals
of
the
district.
So
the
question,
in
my
mind,
ain't.
The
evaluation
question
is:
how
are
we
preparing
those
principals
to
implement
our
goals
and
how
are
we
holding
them
accountable
for
realizing
them
or
not?
Finally,
student
assignment
student
assignment.
You
know
the
home
base
system.
J
J
So
that
they
have
access
to
quality
program,
final
comments,
sorry
metrics,
I
think
in
Poland
mentioned
that
last
time,
I
think
there
was
more
in
this
one
input
and
process
rather
than
metrics
about
what
did
we
achieve
and
I
would
hope
the
next
time
there
could
be
more
of
the
numbers
of
how
we
really
are
achieving
our
goals.
Thank
you.
Thank
you.
A
K
Good
evenin,
thank
you
for
the
opportunity
that
I
have
to
address
the
committee
tonight.
My
name
is
Rodolfo
Aguilar
I
graduated
Jamaica,
Plain
High
School
in
1982,
and
my
statement
has
to
do
on
the
release
of
the
statewide
MCAS
results
and
they
may
come
as
a
surprise
to
some,
but
not
to
the
parents
across
the
Commonwealth,
especially
the
families
of
color
who
attend.
Many
of
the
urban
engage
series
of
schools
across
the
state.
These
results
are
a
powerful
battle
cry
that
equip
us
with
the
information.
K
We
need
to
dig
into
the
hard
work
of
improving
the
quality
of
education.
Our
children
receive
in
many
troubled
districts
across
Massachusetts,
it's
time
to
get
serious
about,
taking
the
immediate
action
to
address
the
achievement
gaps
that
plagued
many
of
the
schools,
educating
our
black
and
Latino
sorry
children
and
stop
burying
our
heads
in
the
sand.
We
have
no
time
to
waste.
Every
child
in
Massachusetts
deserve
access
to
high
quality
education,
and
these
results
give
us
the
information
we
need
to
know
to
focus
in
the
children
who
need
our
help.
K
The
most
parents
are
not
interested
in
the
petty
bickering
and
philosophical
arguments
about
whether
we
have
the
right
to
know
where
schools
in
crisis
are.
We
simply
want
to
see
an
immediate
plan
of
action
to
correct
the
systems
that
are
failing
to
give
our
children
the
education
they
have
been
promised
and
they
deserve
now.
It
is
time
to
focus
and
get
to
work.
So
we
can
get
this.
We
can
start
getting
the
job
done
for
our
children.
K
We
would
like
to
start
a
dialogue,
a
dialogue
as
soon
as
possible,
with
the
sense
of
urgency.
We
have
parents
who
are
part
of
an
organization
that
we
have
created.
We
are
the
Massachusetts
parents
United.
We
have
over
7500
members
across
the
state,
specifically
in
the
city
of
Boston,
Holyoke,
Springfield,
Lauren's
and
many
others,
and
we
are
advocating
for
better
education
for
our
kids.
I.
Have
the
written
statement
for
you
and
I
want
to
thank
you
for
the
time
and
I
would
like
to
leave
the
doors
open
so
that
we
can
start
the
dialogue.
F
A
You
thank
you
for
all
who
attended
this
evening
to
speak.
Our
first
actually
antecedence
a
consent
calendar
which
consents
of
consists
of
grants
were
approval,
totaling,
1
million
nine
hundred
and
five
thousand
four
hundred
twenty
two
dollars
and
one
international
travel
request.
Other
any
questions
or
comments
on
the
committee
miss
all
of
a
mm.
Yes,.
A
L
Evening,
I'm
here
representing
the
office
of
social-emotional
learning
with
dr.
Nieves,
my
name
is
kita
Pottinger
Johnson
schools.
We
have
a
total
of
14
schools
participating.
We
have
pilot
schools
which
are
seven
EPS
schools
and
seven
comparable
schools.
The
research
teams
working
on
our
research
question,
which
has
to
do
with
schools
coming
together
around
the
idea
of
social-emotional
learning
in
in-school
and
out-of-school
time.
If
we
work
together
on
that
goal
of
infusing
practices
during
the
school
day
and
after
school,
what
will
be
the
academic
outcome
and
social
outcome
for
young
people?
L
E
So
I
I
just
want
to
make
sure
in
terms
of
schools
that
are
chosen,
that
we
have
some
schools
that
maybe
wouldn't
be
on
the
radar,
because
you
know
they
might
not
be
excelling
in
some
area
so
that
it's
a
it's
a
it's
a
level
playing
field
and
then
my
other
question
is
around
when
you
say
the
in
school
and
out
of
school.
Does
that
mean
that
they
have
to
have
an
after-school
on-site?
Or
is
this
an
after-school?
That's
maybe
in
the
community
sure.
L
It's
a
combination
in
terms
of
the
out
of
school
time
providers,
so
some
of
the
schools
have
an
out-of-school
time
provider
that
comes
to
directly
to
the
school
in
other
schools.
I'm
thinking
of
the
perkins
in
South
Boston
has
a
partner.
That's
off-site,
and
students
access
that
program
in
the
community
very
close
to
the
school
in
terms
of
readiness,
we're
thinking
about
dr.
Chang's
vision,
around
essential-1,
safe,
healthy
and
welcoming,
and
so
folks
have
some
elements
of
that
in
place
in
the
school
in
terms
of
characteristics
of
safe,
healthy
and
welcoming
being
in
place.
L
E
Then
schools
kind
of
self
selected
if
they
want
it
to
be
part
of
this,
or
it
was
a
process
of
also
thinking
that
the
reason
I'm
asking
this
question
is
just
in
terms
of
we
keep
talking
about
equity.
We
keep
talking
about
the
achievement
gaps
and
just
making
sure
that
maybe
some
of
the
schools
that
don't
always
get
everything,
because
maybe
they're
not
as
savvy
as
some
other
schools
that
we
just
have
a
good
representation,
is
basically
my
question.
B
Oliver
Davila
to
me
went
in
very
quickly.
This
grant
is
part
of
its
a
multi-year
grant
through
the
Wallace
foundation.
We
anticipate
it's
gonna,
be
a
four
year,
six
million
dollars.
So
in
that
ballpark
we
there
were
a
couple
of
things
that
we
looked
at
when
we
selected
these
schools
originally
was
going
to
be
like
four
schools,
but
we
asked
for
more
dollars
two
or
more
schools
to
be
involved.
B
B
We
have
seven
control
schools
that
will
we
won't
be
able
to
implement
some
of
these
services.
Gonna
get
a
little
tricky,
but
after
the
four-year
grant
is
over,
they
will
actually
be
receiving
dollars
as
well
to
really
come
wrap
up
their
work.
Well,
when
all
this
is
being
studied
by
ran,
write
correctly
and
will
be
saying.
Well,
it's
part
of
a
national
study.
Yeah,
hopefully,
I
answers
your
question.
Yeah.
E
N
L
I
just
like
to
add
to
what
dr.
Chang
started
by
saying
it's
common
language
around
what
social-emotional
learning
is
and
what
the
components
of
that
and
building
school
staffs
capacity
around
it
to
infuse
it
in
every
part
of
the
school
day.
So
what
does
social-emotional
learning
look
like
on
our
ride
into
school?
How
do
we
interact
with
each
other
in
the
school
bus?
L
What
does
it
look
like
in
our
academic
classrooms
in
terms
of
our
ability
to
work
together
as
groups
within
the
classroom
here,
each
other
respond
appropriately
to
one
another
in
academic
settings
on
the
recess
field,
when
we
go
out
to
recess
in
the
schoolyard?
What
does
it
look
like
there
and
in
our
out-of-school
time,
opportunities
as
well
so
bring
in
common
language,
common
set
of
practices,
social,
emotional
learning
curriculum
will
be
provided
to
each
of
the
schools.
L
The
selection
curriculum
if
most
of
the
schools
are
either
second
step
or
open
circle,
which
are
ones
that
we
are
knowledgeable
about
as
a
district
and
have
implemented
those
in
our
C
bhm
initiative
as
well.
So
that's
really
kind
of
what
we're
looking
at
in
terms
of
measures
introducing
these
standards,
building
common
language
building
our
ability
to
have
it
infuse
all
aspects
of
a
student's
school
day,
and
also
thinking
about
parent
engagement
around
this
right.
L
O
For
those
of
us
who
entered
this
area
in
the
70s,
yes
I'm
dating
myself,
this
is
very
exciting
work,
but
some
of
the
mistakes
I
think
we
made
in
the
70s
when
we
started.
This
is
that
we
didn't
tie
it
directly
in
our
logic
models.
Academic
outcomes,
I
want
to
come
back
to
the
question
of
metrics.
This
is
a
very
process-oriented,
very
exciting.
Congratulations
on
getting
a
walls,
grant
that
we
know
that's
very
difficult
and
the
upside
in
the
future,
but
the
need
to
have
real
clear.
O
What's
the
logic
model,
how
does
this
affect
academic
outcomes?
Closing
the
gaps
to
grow
advocating
had
that
really
tied
in
directly
to
the
except
to
the
specific
goals,
so
in
other
words,
if
we're
having
SMART
goals,
there's
really
no
specific
goal
here.
That
was
real,
specific
measure,
a
lot
of
process
variable
all
which
are
very
important
invaluable
and
no
one's
criticizing
those,
but
we
need
to
tie
it
into
our
ultimate
outcome.
How
is
this
gonna
affect?
O
How
will
we
know
the
subs
closest
of
again
so
that
that
I
think
that
needs
to
be
consistently
applied
to
come
back
to
this
and
that
it
comes
in
later?
So
one
of
the
other
questions
are
that
my
colleagues
started
with
it
I'd
like
to
maybe
a
little
even
more
specific.
What
percentage
of
the
schools
are
level?
O
Three
and
four
that
representative
of
the
number
of
percent
of
three
and
four
schools
we
have
in
the
district,
so
that
would
be
an
equitable
distribution
of
the
resources
today
and
I
understand
it's
an
experiment
and
extended
people
want
to
start
with
their
brights
bites
in
places
where
there's
a
high
probability
of
success.
I
think
we're
asking
for
you
know
at
least,
and
it's
not
an
explanation.
Well,
I
think
you
have
to
do
it.
We
want
more
clarity
about
who's.
Getting
these
forces.
O
Candy
and
what
are
they
anticipated
or
predicted,
or
desirable
academic
outcomes
and
what's
the
logic
model,
how
will
we
know
it's
happening
as
you
come
back
with
each
year
and
the
progress,
so
we
can.
You
can
reset
it's
a
great
experiment,
great
idea,
but
as
we
talked
about
a
lot
of
fermentation,
is
it's
not
working?
How
do
you
know
and
how
you're
gonna
readjust?
D
I
am
I
did
want
to
also
just
piggyback
what
dr.
Coleman
was
communicating
and
asking,
even
specifically
the
academic
outcomes,
but
even
drilling
down
more
will
every
student
at
the
school
like
how
will
this
be
distributed
to
particular
students
versus
the
students
who
aren't
going
to
participate,
and
will
we
be
able
to
see
kind
of
the
difference
in
their
academic
progress,
their
GP?
You
know
that
their
grades,
III
I,
think
that
would
really
be
helpful
to
kind
of
see
here
because
to
dr.
D
Coleman's
point:
if
our
goal
is
student
success
and
we
want
to
tie
to
SEL,
we
want
to
be
able
to
see
that
student
success.
Is
our
students
graduating
our
students,
getting
the
grades
necessary
to
really
show
that
success
academically?
So
could
you
all
come
back
with
maybe
an
additional
goal
that
really
does
specifically
speak
to
the
number
of
students
participating
and
how
you'll
be
able
to
link
this
to
their
grades.
So.
B
L
B
A
A
superintendent
I
think
clearly
what
you
and
your
team
are
probably
seen
is
the
heightened
sensitivity
on
this
committee
of
both
making
sure
that
all
decisions
we
make
take
equity
into
consideration
as
well.
As
you
know,
what
are
we
doing
to
use
every
resource?
We
have
available
the
close
opportunity,
achievement
gaps
so
clearly
something
each
member
of
this
committee
is
touching
and
I'm
sure
there'll
be
a
message
heard
by
your
team
in
the
future.
A
A
I
just
wanted
to
highlight
this
as
an
example,
because
this
is
incremental
work
that
the
superintendent
and
his
team
has
done.
You
know
the
city
provides
a
budget,
the
state
funding,
as
well
as
certain
amount
of
federal
funding,
but
then
we
also
have
outside
resources,
and
every
year
built
in
our
budget
is
certain
assumptions.
A
But
programs
can't
happen
unless
the
superintendent,
you
know,
hits
the
ground
and
reaches
out,
and
we
have
funders
in
the
city
that
have
helped
us
but
to
bring
in
something
like
the
Wallace
foundation
that
will
most
likely
be
2.2,
including
with
Boston
after
school
and
Beyond
for
four
years
under
30
cities
applied
and
six
were
accepted.
It
is
a
testament
of
the
work
of
the
superintendent
and
the
regard
of
the
work,
as
social-emotional
learning
being
done
in
this
district.
That
I
mentioned
before
that
is
seen
as
a
leader
in
the
national
level.
E
A
O
I'm,
more
than
comfortable
agging
indicators
as
your
outcomes,
if
they're
articulated
relationship
to
the
the
the
leading
indicator,
excuse
me
leading
indicators
as
long
as
we
know,
they're
the
ones
that
do
predict
the
wagon
to
get
it
to
know
you
and
every
year,
you'd
have
to
change
the
level
of
the
school
in
the
year.
But
we
know
what
the
leading
indicators
for
change
are,
and
we
just
want
those
articulated
lots
of
numbers
that
we
can
have
that
are
really
that
are
hard
but
they're,
not
necessarily
the
law.
A
Is
this
is
substantial
enough,
a
grant
and
will
go
on
for
multiple
years
and
important
impact?
It's
such
an
important
part
of
our
students,
work
and,
and
the
work
of
your
team
that
I
think
probably
about
a
year
from
now,
should
be
an
agenda
item
of
a
separate
presentation
that
would
include
please
follow
up
with
us
both
about
the
questions
that
were
raised
about
the
percent
of
level
three
and
four
schools
and
some
of
the
other
questions
that
were
raised.
A
Q
A
You
Gina
I'm
Senator
a
second
thank
you,
Miss
Oliver,
Davila
and
discussion
objection.
The
objection
to
approving
the
consent
calendar
by
Unanimous
Consent
hearing,
none,
the
consent
calendar
is
approved.
Our
final
action
item
this
evening
is
superintendent
Chang's
performance
evaluation
rating
for
school
year
2016-17
at
our
last
meeting,
Dean
Robinson
presents
the
final
composite
evaluation,
which
provides
dr.
Chang
with
an
overall
rating
of
proficient
for
his
second
year
as
superintendent
Austin
Public
Schools.
A
Tonight,
the
committee
is
being
asked
to
formally
adopt
that
Brady
in
accordance
with
the
process
described
of
the
state
before
I
opened
the
committee
for
any
final
comments,
I
would
like
to
turn
first
to
Dino,
I'm,
simple,
coordinated
this
effort
on
behalf
of
behalf
of
our
fellow
members,
so
Dean
Watson.
Do
you
have
any
final
comments
on
this
I?
Would.
D
Only
like
to
note
that,
as
a
result
of
our
conversation
and
last
school
committees
meeting
where
we
were
able
to
hear
the
clarifying
comments
from
Jerry
Robinson,
she
was
able
to
add
the
changes
to
the
evaluation
that
you
are
able
to
see
here
tonight.
So
I
am
here
to
just
put
forth
the
vote
that
the
school
committee
hereby
approves
the
attached
final
composite
evaluation
rating
for
superintendent
Chang
for
the
2016-2017
school
year
with
a
final
overall
rating
of
proficient.
D
O
I
and
I
want
to
celebrate
my
comments
from
responding
to
this
evaluation,
which
I
completely
support,
have
no
quest
about
to
going
back
to
the
the
issue
that
we
bought
it
before
about.
As
we
went
through
this
valuation,
you
know
I
think
we
will
do
a
better
service
but
superintendent
and
us
if
we
really
do
start
to
articulate
some
smart
goals,
not
so
much
process
about
the
evaluation
over
focus.
I
wasn't
here
last
time,
so
I
didn't
get
to
say.
O
This
was
an
over
focus
on
process
issues
which
I
think
are
remarkable
and
I
want
to
say,
I.
Think
some
great
things
are
happening
in
the
district,
but
as
we
go
forward,
I
think
as
early
as
we
can
so
that
particularly
well,
what's
the
logic
model
here
and
what
are
the,
what
are
the
leading
indicators
of
movement
and
and
and
the
lagging
indicators
we've
yet
to
deal
with
there's
a
later
conversation
about
M
casts
there's
little
in
the
way
the
information
we
had
who
they
could
tie
his
performance
to
our
results.
A
In
Dean
Coleman
it
actually
was
an
extensive
model.
Conversation,
that's
no
surprise
and
Dean
Robinson
has
been
charged
with.
As
we
finished,
this
year's
evaluation
going
right
into
preparing
a
set
of
working
with
the
superintendent
to
prepare
a
set
up
and
I
think
the
phrase
last
week
was
used
about
SMART
goals
and
that
we'd
be
much
earlier
in
the
process.
The
SC
arin
laying
out
some
specific
goals
for
the
superintendent,
so
I
think
that
will
be
a
conversation
any
other.
E
A
Q
A
Has
been
doing
a
tremendous
amount
of
work
on
that
that
system
will
also
allow
for
all
of
the
superintendent's
artifact
etc
to
be
loaded
digitally.
So
we
could
track
a
lot
better.
Instead
of
trying
to
interpret
the
handwritten
circles
that
we
did
as
far
as
the
actual
evaluation
process
out
self,
we
as
somewhat
ham
struck
because
of
the
state
required
process,
but
I
think
Dean
Robinson,
the
superintendent
and
I
Indy
Coleman
have
certainly
have
clearly
heard
the
feedback
of.
How
much
can
we
customize
this
as
much
as
possible
to
Boston,
including
the
addition
of
sparkles.
D
O
Would
also
argue
if
we
move
to
a
more
of
a
focus:
metric
driven
evaluation
system
made
less
programmatic
process
information
for
the
superintendent,
so
the
number
and
the
range
of
artifact
could
trinks
Dantley
we're
gonna
be
able
to
demonstrate
progress
on
particular
leading
or
lagging
indicators,
so
we
articulate
so
it
can
change
the
whole
dynamic
of
the
information.
I
love
reading
the
stuff,
I
love
and
I
love
the
details
stuffs
important
to
me,
but
I'm
not
sure.
That's,
really
a
key
valuation
level
of
analysis
and.
A
It's
critical
if
we
are
to
be
a
top
performing
board,
we
should
be
collectively
agreeing
on
four
to
six
measurements
that
we
believe,
whether
its
amount
of
pre-k
seats
literacy
by
grade
three,
you
know
algebra
by
grade
a
on
track,
graduation,
etc.
We
should
be
able
to
agree
to
four
to
six
goals
that
is
simple
to
understand.
That
is
simple
to
track
that
show
the
progress
in
this
district.
A
We
should
be
that
a
SMART
goals,
obviously
that
we
can
articulate
on
a
regular
basis
and
we
can
hold
the
superintendent
accountable
on
a
regular
basis,
and
that
makes
it
easier
to
explain
to
parents
and
community
members
and
teachers
and
staff
in
this
district
about
what
we're
striving
for
and
so
I
think.
That's
a
critical
step
and
I
suspect
the
superintendent
in
one
of
the
presentations
a
little
bit
later
on
tonight.
O
L
A
You
being
Coleman
for
that
input
and
actually
would
be
wonderful
if
you
could
work
with
Gene
Robinson
on
that
and
in
taking
some
guidance
on
that,
because
you
are
always
consistently
a
clear
voice
with
regards
to
metrics
data
dashboard
and
if
the
Claro
that
we
could
design
one
that
we
all
work
off
of
the
superintendent's
team
work
up,
and
parents
and
students
and
teachers
work
off
up
as
well.
The
better
will
be.
A
B
A
Thank
You
dr.
Chang.
If
the
no
further
questions
I'll
entertain
a
motion
to
approve
the
superintendent's
final
performance
evaluation
rate
rating
as
proficient
for
the
2016-17
school
year
as
presented
Thank
You,
Dean
Robinson.
Is
there
a
second
thank
you
Miss
Robinson
any
discussion
or
objection,
miss
Sullivan.
We
please
call
the
roll.
F
A
A
A
You
and
just
to
state
publicly
for
the
record
two
things.
First
of
all,
in
accordance
with
the
superintendent's
contract
with
the
district,
a
fisherman
rating
does
mean
that
the
superintendent
is
ineligible
for
a
2%.
Mr.
Lowell
Kanto
has
been
our
expert
on
my
contract,
so
I
want
to
make
sure
you
affirm
that,
but
the
supe
antennas
eligible
for
2%
increase
that
would
be
retroactive
to
July
1st
at
the
end
of
the
year
in
school
year.
So
mr.
hunter
would
correct
that.
A
Okay,
so
thank
you,
sir,
and
also
on
behalf
of
the
fill
members
want
to
thank
Dean
Robinson.
This
is
a
tremendous
amount
of
work.
Putting
this
together.
It's
a
almost
a
year,
long
effort,
and
we
thank
you
for
what
you
were
doing
on
behalf
of
the
fellow
members
and
look
forward
to
how
we
continue
to
improve
this
process
in
the
future.
Thank
You
Dean
Robinson,
we'll
move
on
now
to
our
first
report,
building
an
office
of
External
Affairs
at
this
time,
I'd
like
to
invite
dr.
A
B
You
so
much
dr.
meekum,
encouraging
director
and
senior
advisor
of
External
Affairs
will
talk
to
us
about
the
growth
of
the
new
office
of
External
Affairs.
Under
her
leadership,
dr.
McQuarry
will
share
how
this
office
is
beginning
to
engage
local
business
and
philanthropic
communities
to
provide
support
for
innovative
programming,
an
equitable
way.
I
hope
you
are
all
looking
forward
to
hearing
about
this
exciting
work.
I
turn
it
over
to
dr.
McGee.
My.
P
C
Will
meet
all
of
them
shortly.
Thank
you
for
this
opportunity.
It's
been
a
long
time
coming.
This
was
a
new
office
created
officially
last
February
in
2017,
but
I
think
the
transition
from
chief
of
staff
and
also
building
while
you
fly,
has
brought
us
to
somewhere
or
this
summer,
where
we
were
able
to
really
identify
what
the
structure
and
work
of
the
office
would
be.
C
There
was
a
moment
where
there
was
one
individual
who
was
responsible
for
all
grants
and
foundation
work
primarily
under
doing
work
in
a
one-person
shop
that
then
evolved
into
an
attempt
to
really
have
a
pure
advancement
person
on
staff,
but
again
with
the
one-person
shop
and
without
of
varied
levels
of
expertise.
That
was
something
that
was
really
hard
to
sustain.
C
H
C
C
We
created
a
digital
platform
for
entry
points
for
invest,
VPS
and
again.
I
will
share
a
little
bit
more
about
that
later,
moving
forward,
just
as
a
little
preview.
We
also
have
been
thinking
about
engagement
in
its
many
forms
and
we
are
calling
those
campaigns
right
now
for
lack
of
better
term,
but
you
can
imagine
that
there
are
lots
of
different
ways
that
we
can
partner
with
both
our
alumni,
but
also
parents
or
grandparents
or
business
owners
that
are
local
in
the
community
and
also
with
our
school
leaders.
C
So
we
envision
that
there
will
be
other
ways
to
continue
to
bring
folks
along
and
keep
them
up
to
pace
with
the
work
of
the
district.
Build
bps,
as
you
all
know,
will
be
a
multi-faceted
approach
to
rebuilding
the
district.
It
will
take
more
than
just
one
type
of
resource,
and
so
our
office
will
be
focusing
on
identifying
ways
that
we
can
support
those
efforts
as
well.
C
The
last
endeavor
that
we
have
for
this
season,
I,
would
say
before
January
is
tied
to
our
commitment
for
accountability
and
transparency,
and
that's
a
dashboard
that
I'll
show
you
a
visual
of
later
it's
in
beta
right
now,
and
we've
been
really
fortunate
to
have
a
partner
in
fidelity
to
help
us
think
about
building
that
when
we
first
talked
about
establishing
this
office,
I
also
did
a
bit
of
a
listen
and
learn
tour
with
our
philanthropic
partners,
who
were
already
existing
and
what
we
heard
was
wholeheartedly.
Why
hasn't
this
happened?
Yet?
C
Why
haven't
you
given
thought
to
how
to
organize
your
work
so
that
we
aren't
always
wondering
how
the
operating
budget
is
going
to
support
all
of
the
work
of
the
district,
particularly
when
there
are
so
many
companies,
and
so
many
philanthropic
agencies
that
are
saying
we
want
to
help?
We
just
don't
know
how
it
can
be
incredibly
intimidating
to
enter
into
a
school
district
and
to
figure
out
what
your
foothold
is.
C
We,
don't
you
don't
make
it
easy,
unfortunately,
so
also,
a
lot
of
this
work
is
making
that
easy
and
opening
the
door
to
those
conversations.
The
vision
of
the
district
is
framed
currently
as
follows
that
our
students
are
the
leaders,
scholars,
entrepreneurs
advocates
and
innovators
of
tomorrow
and
I
just
reframe
that
for
you,
because
much
of
what
I'll
talk
about
in
terms
of
our
work
is
in
an
effort
to
support
that
belief.
C
C
We
have
a
very,
very
careful
lens
on
equity.
We
know
that
we
have
some
essential
office
departments
and
we
have
some
school
leaders
and
we
have
some
communities
that
are
really
good
at
doing
this
work,
and
we
have
others
for
whom
it
does
not
come
as
easily,
and
that's
important
to
note
it's
not
something
that
we
necessarily
put
in
the
job
description
of
a
school
either
when
they
come
to
work
for
a
district.
We
don't
say
you
need
to
figure
out
how
to
you
know,
make
sure
that
you're
partnering
with
everybody
who
surrounds
you.
C
So
we
also
want
to
make
sure
that
we're
teaching
and
my
team
likes
to
say
you
know
teaching
how
to
fish
teaching
how
to
how
to
learn.
The
skill
sets
in
a
way
that's
comfortable
for
you,
both
as
a
school
either
or
a
central
office
department
to
identify
the
resources
you
need,
and
then
let
us
help
you
make
those
connections
and
last,
but
certainly
not
least,
is
that
we
know
that
our
work
is
squarely
focused
on
closing
the
opportunity
gap.
We
know
that
we
have
partners
who
are
focusing
very
diligently
on
the
achievement
gap.
C
The
opportunity
gap
absolutely
exists
for
our
students
and
and
from
my
perspective,
really
doesn't
need
to.
There
are
so
many
amazing
experiences
that
our
city
has
to
afford
and
offer
our
young
people,
and
we
want
to
make
sure
that
we
aren't
leaving
certain
groups
of
young
people
out
of
that
experience.
C
We
are
all
asked
when
we
do
a
presentation
to
think
about
what
our
equity
impact
statement
is.
That
was
easy
for
us,
because
we
really
do
believe
that
if
we
are
charged
with
ensuring
that,
as
students
leave
our
doors,
they
have
another
door
to
walk
into
out
into
the
the
world.
We
want
them
to
be
full
of
agency.
C
P
C
Recently,
the
superintendent
and
a
lot
of
other
colleagues
launched
this
idea
of
college
career
and
life.
Readiness
and
you'll
see
the
visual
to
the
right
that
I
think
you're
becoming
familiar
with,
which
is
absolutely
phenomenal.
The
idea
that
there
are
agreed-upon
approaches
to
a
successful
student
reaching
their
fullest
potential
through
their
experience
with
our
school
district
and
also
with
all
of
the
surrounding
agencies.
But
there
are
some
of
our
young
people
who
need
the
toolkit
to
get
to
the
bottom
of
the
mountain
right.
C
C
And
so
our
work
is
huge
all
of
our
work
in
this
district,
and
we
knew
that
we
had
to
figure
out
how
to
filter
where
we
would
start
where
we
would
take
our
first
bite
if
we
would
out
of
the
Apple,
and
so
we've
decided
that
it's
actually
identifying
what
those
toolkits
are
removing
those
barriers
so
that
the
opportunity
gap
can
shrink
and
that
we
can
make
sure
that
that's
an
equitable
distribution
of
experiences
for
our
young
people.
Three
examples
that
I'll
share
with
you
are
listed
on
this
slide.
C
One
is
I'll
start
with
guppy
tank,
which
just
happened
last
week,
not
shark
tank,
but
our
middle
schoolers.
Our
6th
graders,
were
brought
into
a
partnership
with
building
impact
and
tug.
They
were
placed
in
50
different
companies
across
the
city
and
they
got
a
chance
to
work
with
professionals
who
were
in
the
tech
industry
come
up
with
pitches,
deliver
those
pitches
to
a
panel
of
judges,
and
it
was
just
tremendous.
It
was
phenomenal.
C
But
for
me,
one
of
the
most
heartwarming
and
gratifying
visuals
that
I
have
is
witnessing
students
from
the
McKinley
school
go
to
toast,
which
I
won't
start
to
explain
what
all
these
companies
do,
because
it
it
took
a
long
time
for
me
to
learn,
but
they
had
the
most
phenomenal
time
they
were
able
to
walk
there.
So
they
know
that
this
company
is
in
their
neighborhood,
where
their
school
is,
they
were
able
to
access
all
of
the
information.
C
The
Carter
Schools,
you
know,
has
parents
with
children
who
enter
our
system
with
some
of
the
more
challenging
special
needs,
and
so
we
are
gonna
be
able
to
build
a
platform
specifically
for
parents
who
have
similar
questions
about
the
most
fragile,
the
most
complicated
ways
of
navigating
all
of
these
different
systems
in
the
city
for
their
children
and
then
last
but
not
least,
more
than
a
mile
is
a
partnership
that
we
have
with
the
u
s--
park,
which
is
the
computer
science
program
at
BU
for
undergraduate
students.
They
agreed
to
build
us
an
app.
C
The
app
has
been
downloaded
on
about
thirty
phones
that
are
held
by
what
I'm
calling
our
street
team,
and
we
have
three
representatives
here
from
our
street
team
and
I'll.
Introduce
you
in
a
moment,
and
they
are
fellows
for
the
office
of
External,
Affairs
and
they're
testers
for
us,
and
so
these
students
are
testing
out
an
app
that
gives
them
credit
for
going
more
than
a
mile
from
their
home
checking
into
an
experience
and
creating
a
transcript
on
the
backend
of
that
app.
That
says,
congratulations,
you've
earned
a
government
badge.
C
C
Public
gave
us
30
all-access
passes
for
our
students
to
check
into
any
of
the
events
during
that
week,
and
a
few
of
our
students
were
actually
all
of
the
students
who
are
here,
went
and
did
that
and
their
school's
released
them
a
little
bit
early
from
class
so
that
they
could
partake,
and
they
never
would
have
had
that
experience
prior,
because
it's
cost
prohibitive
and
and
frankly,
I.
Don't
even
know
that
I
made
a
whole
lot
about
hub
week
before
this
year.
C
Our
structure
is
as
follows,
and
I
mentioned
this
earlier:
we're
really
focused
on
any
way
of
engaging
our
external
stakeholders,
corporate
and
foundation
management
data
management,
special
initiatives.
We
have
a
lot
of
technical
assistance,
it's
capacity
and
we
are
always
thinking
about
how
we
can
be
more
accountable.
C
This
is
our
organizational
chart
you'll
see
across
the
top
that
there
are
no
names
against
categories
of
work.
That's
because
we
all
do
everything
some
of
us
a
little
bit
more
of
other
things,
but
I
truly
believe
that
all
of
us
are
able
to
codes
which,
if
you
will,
against
engagement
or
foundation,
work
or
capacity
building.
I
would
love
to
introduce
my
team
briefly
and
they
can
just
wave
from
behind
me.
Perkins
Jennifer
Reid
is
working
very
closely
with
all
of
our
departments
on
Foundation
Relations
and
management.
C
Nadia
Hardin
is
our
newest
member
of
the
team
and
she
is
focused
on
engagement
campaigns
and
TAS.
Atkinson
who's
been
she's.
Our
senior
member
of
the
team
I
think
she's
been
with
Boston
Public
Schools
three
and
a
half
years.
She
is
my
deputy
chief
of
staff
and
all-around
project
manager.
Hannah
Wilson
is
out
on
maternity
leave,
but
we're
waving
to
her
from
here.
C
C
We
also
have
been
able
to
build
in
a
tool
to
capture,
and
we
haven't
quite
forgot-
how
to
measure
than
what
the
metric
is
against
this
yet,
but
to
capture
what
the
value
is
of
service
and
to
capture
what
the
value
is
of
a
skills-based
volunteering
experience.
So
if
you're
from
the
financial
industry
and
you
spend
five
hours
with
a
school
either
helping
them
think
about
a
different
way
of
structuring
their
dollars,
we
want
to
count
that,
and
we
want
to.
C
C
Please
know
that
there
are
companies
that
are
probably
not
on
this
list
that
absolutely
have
been
engaging
with
us,
but
these
are
just
a
few
that
I
was
able
to
call
out
between
last
winter
and
most
recently,
and
it
is
a
it'll
experience
now,
which
we
think
should
prove
to
be
an
easier
entry
point
for
corporate
partners.
You
can
identify
whether
you're
interested
in
the
arts
math,
whether
you
like
elementary
middle
high
school,
whether
you
have
a
particular
neighborhood
or
geography
that
your
company
would
like
to
invest
in.
C
C
When
one
of
the
things
that
we've
also
had
to
do
is
figure
out
what
we're
not
gonna,
do
and
I
think
that's
important
to
call
out.
We
have
so
many
generous
individuals
and
companies
that
want
to
participate
with
us
in
service
experiences,
and
what
we
decided
pretty
early
on
was
that
there
are
already
existing
organizations
that
do
this
really
well
and
what
we
can
do
is
we
can
facilitate
being
clear
on
what
the
needs
are
for
our
schools.
C
But
we
want
to
rely
on
those
organizations
to
help
manage
that
day
and
that
experience
and
it's
not
something
we
really
have
the
capacity
to
take
on
where
we
do
want
to
have.
The
capacity
is
maybe
two
or
three
times
a
year
around
really
fundamental
activities
and,
for
example,
we
open
school
with
a
district
day
of
service,
which
was
eight
corporations
that
partnered
with
three
organizations
that
do
this
incredibly
well
over
13
different
sites,
and
we
had
about
a
hundred
and
forty
volunteers.
We
really
couldn't
have
done
that
alone.
It.
C
It
was
the
difference
between
schools
being
able
to
open
their
doors
prepared
within
a
four
day
span
of
time,
as
opposed
to
all
of
us
getting
out
there
and
figuring
out
how
you
get
schools
opened
over
a
three-week
period
of
time,
while
also
trying
to
do
professional
development
and
onboarding
new
teachers
and
and
new
school
leaders.
So
it
was
a
really
wonderful
experience
and
we
knew
that
that
was
sort
of
the
limit
to
where
we
should
play
in
that
space.
C
This
is
an
example
of
the
dashboard
that
fidelity
is
building
with
us
currently.
Actually,
the
middle
section
is
real.
We
actually
populated
that
with
some
real
data
from
a
donor,
but
on
the
left
side
you
would
see
an
experience
where
you
would
be
able
to
log
in
as
an
individual.
You
would
be
able
to
see
collectively
where
your
company,
with
many
other
employees,
maybe
have
contributed
so
it'll,
be
an
aggregate
story.
C
C
This
is
what's
coming
up.
These
are
the
things
we're
focusing
on
and
on
the
bottom,
we
want
to
tag
all
of
our
donors
against
topic
areas
that
we
will
then
have
school
leaders
in
schools,
supporting
by
telling
good
stories
telling
the
positive
stories
making
sure
people
know
that
they
it's
making
a
difference,
and
so
we're
really
excited
about
this.
We
think
it
will
happen
before
January.
C
We
have
a
street
team
that
I
mentioned
before
and
I
promise
you
that
there's
also
a
visual
with
a
young
lady
in
front,
not
just
a
guy,
but
we
with
the
help
of
the
Boston
foundation,
grants
roots.
Action,
Fund
and
vertex
have
been
able
to
identify
enough
funding
to
support
an
actual
paid
fellowship
for
about
18
students.
We
have
another
12
are
coming
to
support
efforts,
but
not
quite
as
not
able
to
make
by
the
level
of
commitment
and
it's
wonderful,
because
they
really
are
marketing
agents.
C
They
aren't
going
to
be
able
to
test
the
things
that
we,
you
know
say,
are
great
ideas
and
tell
us
the
truth.
They're
gonna
be
able
to
tell
us
what
they're
waiting
to
experience.
We
had
a
really
interesting
time
at
hub
week,
and
so
I
can
tell
you
anecdotally
some
of
the
things
that
happened
after
this
presentation.
But
we
learned
a
lot
and
I,
don't
think
as
an
adult
I
could
have
had
the
same
experience.
C
Nor
could
I
have
conveyed
what
I
wanted
to
learn
about
in
the
same
ways
that
those
young
people
did
so
I
just
want
to
make
sure
that
we
say
hi
to
Sophia
friend
of
eco
and
Liana,
okay,
and
thanks
guys
for
being
here
tonight,
and
then
you
have
to
get
back
to
your
studies
soon.
So
we'll
wrap
this
up
quickly
as
a
fall.
Open
house
I
mentioned
earlier,
really
excited
about
that,
and
here's
just
an
example
of
the
samplings
of
different
workshops
and
presenters.
That
will
be
there.
C
C
We
know
that,
based
on
what
we've
already
received
in
the
last
just
a
short
period
of
time
that
we've
been
working
and
being
collaborative
that
we're
setting
an
aggressive
goal.
But
we
think
it's
actually
a
realistic
one
that
over
the
next
three
years,
we
should
be
able
to
garner
an
additional
15
million
dollars
of
support
for
the
district
across
those
three
categories.
So
we
know
that
in
the
spring
there's
to
be
a
bootcamp
experience,
that's
being
hosted
by
one
of
our
corporate
partners
for
20
students.
Well,
they'll
get
an
intensive,
STEM
experience.
C
The
value
of
that
is
tremendous,
and
then
those
students
will
have
an
opportunity
to
have
a
much
more
successful
stem
internship
over
the
summer
because
they
will
have
gotten
the
skillsets
that
they
need
in
that
short
period
of
time
and
intensive
period
of
time,
and
so
that's
where
we
stand.
I
am
working
with
United
Way
to
help
me
think
about
what
they
already
know
in
this
space
and
I
know
that
there's
some
other
folks
out
there
that
have
already
wrestled
with
how
you
quantify
the
intangibles
and
the
gifts
that
come
through
this
kind
of
experience.
C
Last
but
not
least,
coming
soon
we
will
have
a
web
site,
and
so
I
will
make
sure
to
send
that
to
all
of
you.
It
will
have
an
opportunity
for
alumni
engagement,
it
will
hold,
invest,
bps,
we
will
be
able
to
tell
stories
or
our
street
team
and
we
will
be
able
to
constantly
keep
people
updated
on
the
work
over
the
district.
I
close
with
our
mission
statement
and
I
I
won't
read
this
to
you,
but
I
do
want
to
just
share
one
line
of
it.
C
That
I
think
is
incredibly
important,
which
is
our
core
belief.
Is
that
equity
is
at
the
cornerstone
of
transforming
education.
That
is
absolutely
what
drives
all
of
our
work
and
when
we
need
to
filter
to
say,
are
we
going
to
participate
in
this?
Are
we
going
to
take
this
on
and
incubate
it
or
are
we
gonna
have
to
let
it
go
to
the
wayside?
That
really
is
the
the
thing
that
I
use
for
my
filter.
C
E
Thank
you
so
much
for
your
presentation
and
I
love
the
student
piece.
That's
awesome,
love
it
I
think,
there's
a
lot
of
really
great
work
here
and
really
excited
I'm
wondering
about
some
of
the
opportunities.
You
know
you
talked
about
the
different
internships,
and
so
you
know
there's
a
difference
between
like
the
partnership
office
and
what
you're
doing
but
I'm
wondering
in
terms
of
how.
C
We
don't
have
a
perfect
science
that
we
actually
are
struggling
this
question,
even
just
between
our
office
and
some
of
the
offices
at
City
Hall.
What
we're
finding
is
that,
the
more
that
we
can
just
get
everybody
into
the
same
room
and
have
an
honest
discussion
about
which
lanes
were
really
good
at
and
which
lanes
we
should
hand
over.
So
you
can
imagine
I
mean
the
pick
is
in
the
room
with
the
office
of
economic
development,
with
my
team
with.
C
Let's
you
know
stem
alliance,
for
example,
and
we
kind
of
have
to
sit
there
and
say
all
right
to
the
end
that
we've
all
agreed
on,
which
is
that
we
need
to
ensure
our
young
people
are
getting
into
pipelines.
Who's
gonna,
take
what
I
found
that
it's
it's
a
little
onerous,
because
there's
no
real
way
that
to
do
this
in
you
know
simply,
but
there's
absolutely
no
territory
territoriality.
Is
that
a
word
at
you
can
get
me
yeah.
C
E
D
P
D
Assemble
up
and
do
the
work,
I
guess
my
my
question
is:
what
would
be
your
wish
list
for
us
as
school
committee
members?
How
we
can
help
support
this
work?
Is
that
helping
to
tell
the
story
and
donor
relations?
Is
it
volunteering
and
what
would
be
the
top
three
things
that
you
or
any
of
your
team
members
have
discussed
to
say
you
know
we
can
support
the
work
right.
C
Top
of
mind
is
this
idea
that
we
have
a
lot
of
young
people
who
want
to
have
summer
experiences
that
are
meaningful
and
high
quality
and
we're
defining
those
in
some
different
ways
right
now.
But
what
we
have
had
to
acknowledge
is
that
they're
not
quite
ready
for
those
experiences
if
we
don't
give
them
some
extra
during
the
school
year
and
we're
not
quite
sure
what
that
treatment
is
like
what
that
dosage
needs
to
look
like
so
I
would
say
where
we
could
use
a
lot
of
help.
C
H
C
Deliver
it
because,
frankly,
the
people
who
are
doing
this
work
every
day,
they
know
what
we
don't
know.
They
know
what
it
needs
to
look
like.
So
we
want
our
young
people
to
know
how
to
show
up.
You
know
dressed
appropriately
and
engaging
with
eye
contact,
and
you
know
happy
to
do
anything.
They're
asked
to
do,
but
we
also
want
them
to
be
feel
successful.
When
we
say
hey,
we're
gonna,
ask
you
to
you
know,
learn
how
to
code
a
new
program
for
Alexa
and
teach
her.
C
R
You
mr.
chair
and
thank
you
dr.
McCreary
and
your
team
I
just
want
to
highlight
you
know
we
talked
quite
a
bit
you
and
I
about
the
work
that
you're
doing
here
and
I
think
it's
so
vital
to
the
system,
particularly
because
it
hits
upon
the
three
primary
goals
of
the
system
or
primary
goals
of
the
administration
system,
which
is
equity,
coherence
and
innovation
and
I.
Think
the
coherence
piece
is
the
one
that
stands
out.
R
Not
you
know
not
to
have
equity
or
innovation
play
second
fiddle,
but
you
know
certainly
thinking
about
you
know
where
you
went
back
to
the
comment
that
this
type
of
fundraising
and
this
type
of
partnership
building
is
not
in
the
job.
Description
of
our
school
leaders
and,
frankly,
is
not
in
the
job
description
of
a
lot
of
our
district
leaders.
R
And
so
you
know
it
was
something
where
was
catch-as-catch-can
for
for
many
years,
and
many
school
leaders
really
left
to
their
own
devices,
where
they,
just
frankly
didn't
have
the
time
to
build
these
skills
or
even
if
they
did
have
those
skills,
they
might
be
only
working
in
their
own
limited
networks.
And
so
you
know
thinking
about.
P
R
That's
that's
easily
understood,
I
mean
I,
I,
know
a
lot
of
college
level,
higher
education
funding
operations
that
don't
provide
the
type
of
funder,
dashboards
that
that
you're
speaking
to,
and
so
that's
a
that's,
a
very
powerful
selling
point
for
going
to
a
corporation
saying.
You
know
we
want
your
money,
but
we
also
want
to
show
you
exactly
how
we're
gonna
use
it
too.
So
I
think
you
know.
P
N
N
Thank
you
so
much
for
this
presentation.
Question
I,
have
I,
know
the
importance
of
stem
particularly
and
the
opportunities
that
we're
looking
for
for
our
older
students,
but
when
I
think
about
Boston
and
all
of
the
other
organizations,
particularly
cultural
organizations,
etc.
That
I'm
not
quite
sure
how
well
engaged
they
are
the
district
and
knowing
for
while
working
in
those
fields,
how
underrepresented
they
are
of
students
of
color.
And
so
the
question
is
how
we
also
getting
some
of
the
other
kinds
of
organizations
in
Boston
that
may
not
always
be
at
the
table.
N
Also
beyond
you
know,
come
for
a
quick
visit,
but
how
do
we
begin
to
think
about
getting
those
organizations
involved
in
getting
some
of
our
students
out
into
our
city
in
a
different
way
when
they're
younger,
so
they're
they're,
not
so
surprised
by
what
they
find
as
they
get
older,
because
we
have
this
incredible
city
that
people
come
from
all
over
the
world
from?
But
what
is
I
keep
saying:
what
is
the
Boston
birth
right
about
to
our
students
around
the
riches
of
this
and
their
opportunities
from
the
time
and
kindergardens?
N
Q
C
H
C
Teaching
they're
building
a
co-creating,
a
curriculum
with
teachers
that
will
then
be
delivered
in
a
month
to
the
high
school
students
on
how
to
code
those
high
school
students
are
been
creating
a
boot
camp
for
middle
school
students
that
they
will
deliver
in
the
spring
across
50
middle
school
classrooms.
That's
looked
the
way
that
I
think
things
like
that
could
happen.
C
P
A
Thank
you
so
talk
to
McCreary,
I'm
thrilled
by
this
presentation
tonight,
I
have
to
tell
you
I,
looking
at
a
timeline
that
happens
to
go
back
11
years.
This
is
a
little
hard
for
me
since
I'm,
coming
up
on
10
years
on
the
committee,
so
I
remembered
just
about
every
single
thing
on
here
and
Dean
robinson
talked
about
what
would
be
a
wish
list
with
school
committee,
members
and
I.
A
But
to
me
this
is
the
most
thorough,
thorough
and
thoughtful
approach
on
this
that
we
have
done
in
the
10
years
that
we've
talked
about
it
and
so
I
really
applaud
you
and
your
team
for
the
work
that
is
going
on.
I
want
to
mention
three
particular
things.
One
is
I'm
sure,
Miss,
Robinson
and
I
look
up
for
signing
look
forward
to
signing
up
as
alumni
of
Boston
Public
Schools.
Q
A
D
A
We
all
get
right.
The
fiscal
committee
gives
but
I
say
that
because,
as
as
you
all
know,
some
schools
are
very
good
at
shaking
their
graduates
upside
down
and
getting
the
spare
change
out
of
their
pockets,
and
we
know
what
schools
in
Boston
do
that
very.
Very
well
right,
miss
Sullivan,
but
there's
a
huge
opportunity
here,
but
we
have
had
many
graduates
of
Boston
Public
Schools,
not
necessarily
from
Latin
School
of
Latin
Academy
that
have
done
extraordinarily
well
and
what
I've
talked
with
some
of
them
about.
Have
they
ever
supported
us?
P
A
J
A
A
person
to
fish
in
the
each
for
a
lot
eat
for
a
lifetime.
This
is
a
skill
set.
We
need
to
nurture
and
help
develop
and
school
leaders
for
those
who
don't
have
the
time
or
the
expertise
or
have
never
done
this.
So
we
want
to
nurture
that,
but
we
also
want
to
help
from
a
district
viewpoint
and
so
trying
to
reach
out
to
graduate
the
Boston.
Public
Schools,
who
have
done
well
and
want
to
share
back,
is
great.
The
second
is,
there
is
a
huge
desire.
A
You
have
a
great
list
of
corporations
on
here,
but
Boston
has
become
an
extraordinarily
wealthy
City
and
there
are
folks
in
high
tech
in
biotech
in
venture
funding
in
hedge
funds
in
financial
services
that
have
done
extraordinarily
well,
many
of
whom
are
trying
to
start
foundations
that
are
trying
to
help
in
trying
to
support
perfect
example.
You
know
we
haven't,
found
a
better
partner
to
work
with
in
the
past
couple
years
of
the
shop.
A
That
is
helping
us
on
a
particular
need,
and
it's
been
extraordinarily
generous
about
how
to
get
fresh
foods
to
our
students,
and
that
again
is
another
untapped
Network
they're.
Not
graduates
of
our
district,
but
they
live
in
the
city.
They
hire
people.
They
see
that
having
a
strong
school
system
and
great
graduates
of
they're
gonna
feed
the
economic
engine
going
forward,
and
they
want
to
help
us
so
having
a
thoughtful,
concerted
effort
and
how
we
reach
out
to
them
is
critical
and
I
see
that
you're
doing
that.
A
I
want
to
continue
to
encourage
you
along
that
path
and
you
and
your
team,
but
the
last
point
I
want
you
to
think
about.
Is
sustainability
and
actually
I
do
want
to
mention
not
not
to
fill
the
gauntlet
out
too
far,
when
we
talk
about
fundraising
both
from
alumni
and
from
folks
in
the
city
that
have
done
well
and
want
to
share
the
wealth
and
create
opportunities
for
our
students.
The
superinten
and
I.
Had
a
nice
chat.
The
other
day
with
the
superintendent
of
Miami
Miami
holds
an
annual
superintendents
gala.
A
They
raised
between
four
and
five
million
dollars
a
year
for
the
district
for
the
superintendent
to
make
investments
in
certain
programs
that
can't
be
covered
by
regular
funding,
Miami's
a
lot
bigger
than
us,
but
that
wealth
exists
in
Boston
and
I.
Think
we
can
do
it
and
there's
plenty
of
fund
raising
for
private
schools
is
plenty
of
fund
raising
for
Catholic
schools
and
I
know
the
desire.
Is
there
if
we
have
a
concerted
effort
with
a
lot
of
transparency.
A
I
know
the
desire
is
there
to
help
Austin,
Public,
Schools
and
I
know
you
and
your
team
can
be
successful
in
putting
that
together,
whether
it's
a
gala,
whether
we
do
something
else
huge
opportunity.
The
last
place
I
want
to
talk
about
sustainability.
This
committee
passed
a
policy
a
number
of
years
ago.
I
was
the
only
member
still
on
that
when
we
talked
about
accepting
grants
like
the
Wallace
grant
that
we
talked
about
tonight
like
this
Smith.
C
A
That
we
heard
about
earlier,
we
talked
about
sustainability
and
that
there
should
always
be
a
plan.
Those
grants
run
out.
Corporations
change
their
priorities,
Family
Foundation's
come
up
with
different
focus.
They
all
love
to
seed
fund,
new
ideas,
but
then
they
expect
the
district
to
pick
it
and
many
times.
Q
A
Think
long
and
hard,
when
someone
comes
with
the
next
bright
idea,
that
it
doesn't
take
us
away
from
equity
coherence
and
innovations,
the
superintendent
talks
about,
as
mr.
Locarno
pointed
out,
that
it
fits
within
the
strategic
goals
that
we
have
said
and,
most
importantly,
how
is
this
going
to
be
sustainable
because
the
pain
of
programs
that
we
start
because
of
funding?
And
when
that
funding
goes
away?
A
We
have
to
make
this
difficult
decisions
on
and
I
cringe
at
the
thought
of
being
here,
four
years
from
now
and
talking
about
seven
schools
that
have
to
stop
sei
learning,
because
the
Wallis
money
has
run
out
or
some
difficult
decisions
that
had
been
made,
as
we
heard
earlier
today
about
a
grant
that
ran
out
over
time.
Think
about
sustainability
in
your
conversation
and
just
it's
better
to
have
that
conversation
up
front
with
potential
funders
then
run
into
a
lot
of
pain.
Later
yeah.
C
C
One
of
the
things
that
I
personally
struggled
with
when
this
was
sort
of
germinating,
in
my
mind,
was
the
idea
of
how
we
decide
what
we,
what
we
are
going
to
support
with
all
of
our
energy
and
what
we
will
not
and
I.
Think
having
the
framework
of
the
six
priorities
that
have
been
set
forward
was
incredibly
helpful.
C
I
would
also
say
that
it's
pretty
easy
for
me
as
a
leader
of
this
team
to
know
that,
for
example,
excellence
for
all,
is
you
know
one
of
the
priorities
that
we
need
to
make
sure
it's
sustainable,
but
it's
already
here
so
I
don't
need
anything.
Any
new
bells
and
whistles
like
I
know
that
before
we
can
get
to
the
bells
and
whistles
we
have
some
core
pieces
of
work
that
are.
The
district
has
already
made
a
commitment
to
that.
We
would
want
to
focus
our
our
energies
on
I.
Think
build.
C
Bps
also
gives
the
lens
of
saying
if
it
fits
into
our
our
approach
on
high
school
redesign,
and
it
helps
us
think
about
what
the
classrooms
should
offer
for
the
future.
If
it
falls
into
saying
yes
to
those
things,
then
we
can
entertain
it,
but
if
it's
this
idea
that
Falls,
you
know
well
out
of
the
realm
of
anything
that
we've
already
identified
as
priorities,
then
you
know
it's
easy
to
say
no!
Thank
you
it
really.
C
It
feels
like
that
is
true,
but
I
have
seen
that
in
past
experiences
and
other
lives,
absolutely
where
an
organization
takes
on
a
chunk
of
work.
That
is
outside
of
mission,
because
the
opportunity
is
there
and
it
can
be
devastating
and
I.
Don't
I,
don't
want
to
contribute
to
that.
So
I
hear
you
and.
A
I
encourage
you
I'm
sure
you
were
listening
closely
when
this
committee
was
talking
about
the
grant
for
sei
and
was
questioning
the
team
about.
How
are
you
making
equitable
decisions
on
this
and
how
are
these
decisions
gonna,
close
opportunity,
achievement
gap
for
our
students?
I
trust
you,
when
your
team
will
take
that
same
prism,
yeah.
P
A
Q
A
P
B
Thank
You
chairman
the
next
two
presentations
are
going
to
be
pretty
interconnected.
The
first
is
on
the
district's
2017
MCAS
scores,
and
the
second
is
going
to
be
an
update
on
the
strategic
implementation
plan
and
both
presentations
provide
snapshots
into
our
ongoing
efforts
of
some
of
our
deepest
work
in
making
sure
our
or
students
are
prepared
for
college
career
in
life
and
we're
closing
opportunity
amid
gaps.
The
first
one
is
obviously
around
our
M
cast
results.
B
I
want
to
make
some
initial
points
before
we
actually
get
into
the
data
number
one
I
want
to
remind
the
public
and
this
school
committee
at
this
year's
scores
for
its
grades.
K
through
8
are
the
results
of
a
new
assessment.
The
new
assessment
is
called
next
generation.
M
casts
and
creates
a
new
benchmark
for
college
and
career
standards.
This
new
assessments
requires
all
of
us
to
actually
reset
our
expectations
and
will
push
us
to
figure
out
new
methods
to
accelerate
student
performance.
B
Secondly,
it's
important
to
know
that
this
year
we
had
a
very
limited
time
to
analyze
the
information
the
state
released,
the
data
to
school
districts
on
an
embargoed
basis
on
Monday
of
last
week
and
gave
us
48
hours
to
look
at
the
data
analyzed
that
before
was
actually
publicly
released.
We
typically
have
two
three
weeks
to
do
this.
It
was
an
enormous
amount
of
data
to
to
analyze,
and
because
of
that,
please
just
note
that
this
is
just
some
initial
analysis
of
this
information.
B
B
Deep
analysis
before
they
publicly
released
it,
but
forty-eight
hours,
including
sleep
time,
was
not
very
much
time
for
the
office
obedient
alibi,
Lisa
techcrunch
along
numbers
and
lastly,
before
we
jump
into
the
data
I
want
to
make
a
comment
about
the
performance
meter
work
that
we
did
last
year
as
part
of
our
strategic
implementation
plan.
The
performance
meter
was
the
set
of
data
metrics
14
key
performance
indicators
that
we
were
going
to
use
to
measure
our
growth
as
a
school
system.
B
It
was
at
the
back
of
our
strategic
implementation
plan
and
upon
reflection
and
I
want
to
share
this
publicly
I
think
we
have
to
reset
that
work.
A
couple
of
reasons
why
we
have
to
reset
the
work
of
the
key
performance
indicators
and
this
kegels
harkens
back
to
some
of
the
comments
from
the
School
Committee
about
my
evaluation.
B
B
We
are
just
ease
really
moving
towards
more
scale
scores.
Secondly,
the
second
comment
about
the
performance
meter.
The
performance
meter
included
indicators
that
were
a
little
bit
too
ambitious
to
actually
measure.
We
have,
for
example,
a
KPI
that
was
not
fully
developed.
Called
resources
are
equitably
and
strategically
investing
in
schools.
B
We
were
hopeful
that
we
could
figure
out
a
good
way
of
measuring
that,
but
it
just
became
too
difficult
to
create
and
very
difficult
to
measure,
and
so
I've
actually
asked
our
team
to
reset
our
work
around
our
KPI,
given
that
we
have
new
data
metrics
in
at
the
state
level,
and
that
we
just
need
some
more
simple
and
it's
chairman,
neo
set
simple,
more
elegant
more.
It
has
to
be
just
easy
to
understand
your
some
data
metrics
that
we're
gonna
hold
ourselves
accountable.
B
I'm
gonna
hold
myself
accountable
to
a
superintendent,
so
we're
resetting
that
work
whenever
we
bring
that
back
to
school
committee
very
very
soon,
but
it
will
have
new
achievement
data
points
that
will
be
measured
that
will
be
aligned
to
state's
new
assessment
sister,
a
system,
sorry,
the
new,
the
state's
new
assessment
system.
It
will
also
have
indicators
like
attendance
and
suspension,
which
we
closely
do
monitor,
but
we
didn't
put
in
our
performance
meter
and
ultimately,
this
performance
meter
when
we
file
it,
we
finalize
it
we'll
bring
it
back
to
the
School
Committee.
B
B
It
will
make
sure
that
we're
examining
whether
our
students
are
being
on
track
for
graduation
and
so
we'll
have
that
to
you
and
I
think
that
just
all
that,
just
to
kind
of
underscore
there's
a
lot
of
data
we
should
be
looking,
but
we
want
to
have
something
really
simple
and
elegant
to
hold
ourselves
accountable
to,
and
today,
you'll
only
hear
a
kind
of
very
small
part
of
how
we're
holding
ourselves
accountable,
which
is
M,
Cass
scores
which
are
all
based
on
standardized
tests.
So
I
will
turn
it
over
to
Nicole,
Wagner
and
Lam.
B
S
You
dr.
Chang
and
thank
you
members
in
the
school
committee
for
having
me
this
evening.
Your
comments
were
right
on
dr.
Chang
in
terms
of
the
fact
that
there
is
a
lot
of
data
and
we
are
still
spending
time
analyzing
it
so
tonight
we
are
gonna
start
with
looking
at
the
grades
3
to
8,
I'm
test
results,
and
you
know
I'm
gonna
try
to
be
as
concise
as
possible
to
give
you
all
a
chance
to
ask
questions,
but
as
dr.
S
Chang
mentioned,
this
is
definitely
a
new
test
that
has
been
administered
in
spring
2017
and
it
is
aligned
to
more
rigorous
standards.
Actually,
our
Massachusetts
educators
themselves
were
the
ones
who
set
these
standards
and
raised
them
to
make
sure
that
our
students
would
be
college
and
career-ready.
S
So
this
past
year's
test
results
will
serve
just
at
the
baseline.
We
do
expect
scores
to
change
over
time,
but
differences
from
prior
years.
We
really
we
really
aren't
making
those
comparisons,
but
for
those
who
may
sort
of
want
to
make
those
comparisons,
we
really
encourage
folks
to
know
that
any
differences
with
prior
what
years
does
not
mean
that
students
learned
less
we're.
Not
growing,
it's
really
just
a
different
way
of
measuring
our
students,
readiness
for
the
next
grade
level.
S
As
most
of
you
know,
the
state
has
been
transitioning
to
online
testing,
for
we
even
did
that
as
park
was
administered
this
past
year,
60%
of
bps
students
in
grades
3
to
8
tested
online
in
this
coming
year,
we'll
have
even
more
but
the
Massachusetts
Department
of
elementary
and
secondary
education
did
something
really
different.
This
year
was
not
accomplished
when
the
state-administered
park,
which
is
that
they
statistically
controlled
for
any
differences
between
the
scores
of
students
who
took
the
test
online
or
on
paper
and
pencil,
and
we've
had
some
conversations
about
that
in
the
past.
S
S
You
do
see
a
little
bit
of
variation
by
grade
level,
but
it's
pretty
consistent,
and
some
of
that
is
because
the
tests
themselves
are
designed
at
the
exact
same
time
and
the
test
makers
themselves
were
really
meaning
to
make
sure
that
each
test
in
each
grade
level
was
very
comparable
in
terms
of
difficulty,
but
also
the
the
fact
that
these
assessment
results
don't
look
that
different
by
grade
level
is
a
result
of
the
standard
setting
or
a
cut
point
setting
process.
That
happened.
S
This
past
August
in
Danvers
Massachusetts,
where
expert
educators
from
Massachusetts
came
together
and
they
went
item
by
item
through
the
tests
that
students
had
already
taken
and
decided.
You
know
for
a
student
who's
meeting
expectations.
How
would
they
have
done
on
this
item?
They
went
item
by
item,
but
there
was
some
effort
to
kind
of
smooth
out
any
considerable
differences
that
were
found
across
grade
levels
so
that
we
could.
S
You
know
reasonably
expect
that
a
student
who
was
meeting
expectations,
for
example
in
English
language
arts
in
third
grade
this
past
year,
when
they
go
on
to
fourth
grade
next
year,
assuming
that
they
continue
to
progress
in
their
ela
learning
in
terms
of
grade
level
standards
that
they
would
be.
We
would
be
able
to
reasonably
expect
them
to
be
proficient
meeting
expectations
again
next
year.
So
you
can
see
here
there's
a
there's
a
lot
of
data
here,
but
this
slide
sets
up
essentially
how
our
students
did
across
grades.
S
You
can
see
that
you
know
we
definitely
have
some
considerable
achievement,
gaps
that
have
persisted,
but
if
you
move
to
the
right
of
those
distributions,
you'll
see
that
as
dr.
Chang
talked
about,
the
state
is
now
publishing
average
scaled
scores,
really
I
see
it
as
a
replacement
for
the
composite
performance
index.
This
is
again
a
pretty
granular
measure.
It's
telling
us
a
lot
more
about
on
average,
where
students
scored
in
the
distribution
of
possible
possible
scores,
and
we
also.
However,
the
state
has
continued
to
calculate
median
student
growth
percentiles.
S
So
that
is
one
piece
of
data
that
we
can
see
how
it
how
we
did
this
year
as
compared
to
last
year.
So
you'll
see
that
you
know
the
student
median
student
growth
percentile
for
all
students
was
46
in
English
language
arts,
which
is
compared
to
this
date,
which
is
essentially
a
50-state,
because
that
measure
is
relative
to
all
other
students
of
state.
S
The
state
is
always
dead-on
50,
and
you
see
that
even
in
our
student
growth
percentiles,
there
were
some
gaps
between
subgroups,
but
those
are
those
are
not
necessarily
completely
perfectly
aligned
with
the
gaps
that
you'd
see
and
more
absolute
achievement
measures,
like
average
scaled
scores
or
even
a
percent
meeting
or
exceeding
expectations.
One
interesting
point
is
that
you'll
see
you
know,
for
example,
a
difference
of
about
five
scaled
score
points.
We
see
that,
for
example,
african-american
and
black
students,
their
average
Scale
score
was
484,
but
all
for
all
students.
It
was
489.
S
So
that's
about
a
gap
of
5
points
right
that
roughly
translates
to
its
10%
difference
in
meeting
or
exceeding
expectations,
and
so
you'll
kind
of
see
that
throughout
the
table
that
these
scaled
scores
kind
of
result
in
meeting
expectations,
differences
that
are
that
are
bigger
and
so,
and
so
that's
how
that
works
here.
We're
looking
at
math
for
grades,
3
to
8
and
you'll,
again
see
it
broken
out
by
the
different
subgroups.
S
One
thing
that
you'll
notice
is
that
our
median
SGP
and
math
across
these
grade
levels
was
actually
lower
than
an
ela.
So
the
meeting
SGP
is
41
here,
but
we
definitely
have
some
really
bright
spots.
We
see
that
our
former
English
learners,
for
example,
51%
of
them
we're
meeting
or
exceeding
expectations
in
mathematics,
which
we
know
that
our
former
English
learners
perform
well
that
they
perform
very
well
in
mathematics
and
that's
in
comparison
to
43%
across
the
state.
So
that
definitely
shows
that
we
have
some
areas
where
our
students
are
really
doing.
Well.
S
You
will
see
that
the
gaps
in
meeting
expectations
seem
to
be
even
a
little
wider
in
mathematics
and
in
English
language,
arts
and
so
yeah.
If
you
have
more
specific
questions
about
that,
let
me
know
next
I
wanted
to
share
with
you
a
comparison,
and
this
is
a
comparison
that
the
state
is
showing
as
well,
which
is
between
the
performance,
level,
distribution
or
results
for
fourth
grade
math.
S
So
our
most
recent
nape
results
are
from
2015
and,
as
you
can
see,
the
distribution
of
results
in
next
generation
MKS,
which
is
the
left
hand
bar,
is
very
similar
to
our
distribution
of
results
in
terms
of
proficiency
on
Nate,
and
so
given
the
fact
that
this
date
is
one
of
the
highest
performing
States
or
the
highest
performing
state.
In
terms
of
this
nation's
report
card,
which
definitely
has
a
very
high
standard.
A
college
and
career
readiness
is
the
Nate
standard
as
well
and
Boston.
Public
Schools
is
one
of
the
highest
performing
urban
districts.
S
Some
additional
data
that
we
wanted
to
bring
was
that
we
do
not.
We
do
have
data
in
terms
of
how
other
urban
school
districts
in
Massachusetts
did
as
well,
and
so
you
can
see
the
columns
here.
We
have
the
grade
levels
on
the
left
and
the
subgroups
on
the
right.
You
see
a
column
for
the
state.
The
column
for
us
n
is
urban
schools
network
in
Massachusetts,
and
so
that's
an
aggregation
across
those
school
districts
and
then
DPS,
and
so
these
are
average
scaled
scores.
S
But
you'll
see
that
in
most
cases,
bps
lags
behind
on
the
grade
level.
Side,
for
example,
lags
behind
a
state
by
about
10
scaled
score
points
which
is
roughly
equivalent
to
20
percentage
points
in
terms
of
meeting
and
exceeding
expectations,
but
in
terms
of
the
distance
between
BPS
and
the
urban
school
network.
That
difference
is
closer
to
you
know,
anywhere
between
0
and
3
scaled
score
points
and
so
I.
Think
that
helps
to
kind
of
put
put
that
in
perspective.
S
You
will
see
that,
on
the
right
hand,
side
there
are
some
areas
where
Boston
either
performed
exactly
the
same
as
other
urban
school
districts
in
Massachusetts
or
even
performed
a
bit
better.
So
so
that
just
kind
of
gives
you
a
sense
of
how
we
did
in
comparison
to
other
Urban's
in
the
district
and
the
state
here.
I've
wanted
to
call
out
five
schools
that
have
students
in
grades
three
to
eight
that
performed
very,
very
well
on
this
next
generation
MCAT
test
and
these
five
schools.
S
You
can
see
the
Nathan
Hale,
the
O'donnell,
the
tailor
the
Trotter
and
the
Mason.
They
may
not
be
our
highest
performing
schools
in
terms
of
absolute
performance,
but
each
one
of
these
schools
had
over
a
sixty
in
terms
of
their
sgp
and
you'll.
Remember
that
expected
student
growth
percentiles
is
sort
of
between
40
and
60,
but
when
schools
exceed
a
60,
that's
considered
that
their
students
are
achieving
really
strong
growth
from
one
year
to
the
next,
and
so
these
schools
are
definitely
worth
celebrating.
S
From
here,
I'm
gonna
move
us
into
our
grade
ten
results.
What
you're
gonna
feel
a
little
bit
more
familiar
and
I'll
try
to
be
concise.
Here
we
have
grade
10,
English,
Language,
Arts
and
you'll,
see
that
the
state's
performance
from
last
year
to
this
year
stayed
pretty
steady
at
ninety-one
percent
proficient
advanced
but
Boston
Public
Schools
proportion
who
are
proficient
in
advanced
dropped
by
two
percentage
points.
S
You
know
African
American,
black
students
actually
had
a
decline
as
well,
so
I'll
kind
of
unpack
that
for
you
on
the
next
few
slides
here,
we've
broken
the
data
out
by
some
of
the
other
student
subgroups
and
you'll
see
that
for
our
students
with
disabilities,
they
saw
a
little
bit
of
a
decline.
But
it's
really
the
English
learners
and
former
English
learners
at
the
largest
decline
in
English
language
arts,
but
for
our
low
income
and
economic
or
yeah
for
our
low
income.
I'm.
S
Sorry,
economically
disadvantaged
students,
they
they
saw
a
little
bit
of
a
decline
as
well,
and
then
here
you'll
see
that
we've
broken
out
the
English
language
learners
from
the
former
English
language,
learners
and
you'll,
see
that
our
former
English
language
learners
continue
to
perform
pretty
much
on
par
with
how
they've
been
performing.
It's
the
English
language,
learners
that
we
saw
a
larger
decline
this
past
year.
S
So
we
wanted
to
try
to
unpack
that
a
little
bit
and
really
understand
a
little
bit
more
about
the
English
language
learners
who
took
the
10th
Grade
M
caste
last
year,
and
we
we
broke
them
out
by
their
eld
level,
and
we
found
that
looking
year
over
a
year
for
most
of
the
eld
levels.
You
know
two
three,
four
and
five
starting
in
beginning
of
two
bridging
that
they
that
the
students
did
not
perform
as
well
this
past
year
as
they
did
in
2016
in
the
next
slide.
S
We
actually
just
wanted
to
describe
the
population
of
students
in
terms
of
their
eld
levels
and
you'll,
see
that
from
2016
to
2017
bps
had
a
higher
proportion
of
students
that
were
LD,
1,
&
2
entering
them
beginning
then,
in
2017,
while
as
for
the
students
in
LD
3
&
4,
there
was
a
decrease,
and
so
that's
really.
What
led
us
to
some
questions
about
the
decline
in
ela
performance
in
grade
10
is?
Is
it
possible
that
it's
somewhat
that
there's
a
population
difference
from
2016
to
2017
here?
S
You'll
also
see
that
when
we
compare
the
students
from
2016
and
2017
in
terms
of
their
years
in
Massachusetts
schools
that
we
had
an
increase
in
the
proportion
of
students
who
were
just
in
their
second
year
in
Massachusetts
school
and
then
you'll
also
see
here
that
in
2017
we
saw
an
increase
in
the
proportion
of
students
whose
country
of
origin
was
it's.
The
El
Salvador
stood,
stood
out,
Puerto,
Rico,
Colombia
and
Guatemala.
S
So,
as
you
can
tell
we're
sort
of
trying
to
pack
unpack,
but
the
population
itself
and
the
extent
to
which
it
may
have
changed.
I'm
gonna,
move
on
to
math
and
just
show
that
our
results
did
improve
a
little
bit
in
grade
10.
Moving
up
from
a
sixty
sixty
six
percent
proficient
advanced
to
67
in
Boston.
S
Also
saw
some
improvements
for
students
with
disabilities,
as
well
as
economically
disadvantaged
students
for
our
English
language
learners,
though
we
still
saw
a
bit
of
a
decline
in
mathematics
and
for
our
former
English
learners.
We
saw
quite
an
uptick
in
their
performance
from
last
year,
so
to
bring
together
these
two
pieces
of
information
for
tenth
grade.
We
also
typically
look
at
the
first-time
competency
determination
pass
rate.
S
Chang
mentioned,
we
really
wanted
to
impress
upon
you
that
and
the
public
that
the
MCAT
scores
that
we
just
shared
definitely
identify
areas
where
students
need
academic
support,
but
they
also
can
reflect
non-academic
barriers
to
learning.
And
so
here
we've
listed
out
the
other
types
of
data
points
which
I
think
dr.
chein
kind
of
alluded
to
some
of
them,
as
he
was
thinking
as
he's
talking
about
revising
the
performance
meter.
These
are
data
that
we
are
tracking
on
a
regular
basis.
S
All
of
our
schools
have
these
data
year-over-year
and
we
are
building
out
data
systems
to
try
to
track
these.
You
know
on
an
online
platforms
in
a
more
accessible
way
for
our
schools,
but
everything
from
attendance
to
absenteeism,
discipline
and
suspensions,
school
safety
measures,
measures
of
engagement
for
students,
parents,
mobility
rates,
graduation
and
dropout
rates,
access
for
e
ll
scores,
dibbles
and
and
TRC
scores,
which
are
for
our
early
early
grades
terms
of
literacy
assessments.
S
So
those
are
just
some
of
the
examples
of
things
that
we
are
tracking
on
a
regular
basis
and
we
wanted
to
to
make
sure
that
that
was
clear
and
I
think
that
that
is
that's
gonna
sum
up.
My
presentation
I
could
summarize
from
the
beginning,
but
I
think
that
dr.
Cheng
did
a
pretty
good
job
of
contextualizing.
The
fact
that
we
have
a
new
test
this
year
and
so
I'd
be
happy
to
take
any
questions
that
you
have.
Thank.
H
E
C
A
T
A
N
My
deepest
question
is:
what
happens
next,
we've
get
this.
How
does
this
and
not
necessarily
what
the
numbers
are
saying,
but
then
what?
What
do
we
do
with
these
numbers?
I'm
thinking
about
all
the
kids
that
we
talked
about
in
the
third
grade
are
now
in
the
fourth
grade.
So
what
will
the
fourth
grade
teachers
know
and
understand
about
what
happened
for
those
kids
so
that
something
is
happening
different
because
for
me,
it's
frustrating
to
see
the
numbers
over
the
years.
N
N
B
Actually
I
would
love
to
invite
Donny
Tran
there
just
go
up
in
and
the
Nate
Burton.
Let
me
kick
off
great
the
response
by
saying
that
we
know.
Ultimately,
the
work
is
in
schools.
The
changes
in
schools
and
schools
are
units
of
change.
So,
while
we
do
this
analysis
as
a
school
system,
the
data
inquiry
cycle
that
happens
at
school
and
how
we
help
have
schools
work
together,
understand
their
data
is
what's
really
critical
on
it.
B
U
I'll
share
briefly
some
of
the
disaggregated
data
that
we've
been
able
to
do
in
the
short
period
since
the
results
were
released,
particularly
looking
at
what
happened
to
the
scores
when
we
made
specific
strategic
investments
and
which
I
think
is
the
right
sort
of
granular
analysis,
it
gets
to
some
of
the
clearly
benchmarking
around
some
specific
goals
and
thinking
about
what
is
our
value,
add
and
the
impact
of
the
work
that
we
do
specifically
I'll
reference.
The
investment
in
new
math
curriculum
from
grades
K
to
five
and
also
six
to
eight.
U
So
we're
using
this
data
to
target
supports
to
specific
schools
and
doing
some
more
work,
because
we
know
that
it
takes
time
to
deeply
implement
a
curriculum
and
it's
it's
a
hard
transition.
We
saw
some
strong
successes
last
year,
but
we
know
that
we
still
have
more
work
to
do
and
we're,
and
then
Mary
can
speak
to
the
work
that
we're
doing
to
help
all
schools
better
understand
what
their
data
means
and
to
create
action
plans
that
directly
address
the
largest
and
most
substantial
gaps.
T
So,
although
we're
only
now
in
the
public
phase
of
this
data,
we
began
getting
a
glimpse
into
the
data
and
the
results
back
in
July
when
the
preliminary
results
that
didn't
give
us
information
about
things
like
student
growth
or
individual
student
performance,
but
did
give
us
information
about
sort
of
the
aggregate
performance
relative
to
the
standards,
and
so
at
that
point
school
leaders,
you
know,
started
digging
into
it
and
really
like
looking
at
cross
grade
by
grade.
Where
are
the
places
where
students
seem
to
be
doing
relatively
welcome
with
standards
and
what?
T
Where
are
the
places
where
there
are
gaps?
We
also
over
the
summer?
As
we
were
thinking
about
the
arc
of
learning
for
all
of
our
school
leaders
and
teachers
eaters,
you
realize
the
importance
of
making
sure
that
every
school
have
an
instructional
leadership
team.
That's
really
prepared
to
use
a
data
inquiry
process
to
dig
into
datasets
like
this
one
as
well
as
many
other
data
sets
that
they
have
available
to
them
throughout
the
year,
and
so
the
instructional
superintendents
team
has
been
working
closely
with
the
ODA
team
and
particularly
the
data
inquiry
facilitators.
T
That's
related
to
the
assent
and
we're
trying
that
out
in
school.
So
today
and
last
week,
school
leaders
and
teachers
leaders
met
in
about
eight
schools
each
time
across
the
district
and
actually
went
into
classrooms
and
are
norming
around.
What
does
it
look
like
if
you're
giving
asset-based
feedback
so
that
they're
able
to
get
clear
about
that
and
then
go
back
to
their
schools
and
roll
that
out
through
their
instructional
leadership
teams
into
all
of
their
classrooms?
S
I
will
just
add
that
now
that
we've
gone
through
the
standards
setting
process
or
the
process
by
which
educators
came-
and
you
know,
looked
at
the
data
and
made
some
real
choice
about
cut
points.
You
know
we're
gonna
be
getting
this
data
much
sooner
in
terms
of
these
kinds
of
official
results,
as
we
did
in
prior
years
with
also.
B
S
Absolutely
I
be
remiss
not
to
let
you
guys
know
if
I
haven't
already
that
over
the
past
year
and
a
half
now
actually
Mary
and
Danny
were
very
involved
in
this.
But
also
were
a
group
of
principals
and
teachers
very
involved
in
doing
an
explore,
an
exploration
and
RFP
to
to
invite
folks
to
come
forward.
And
let
us
know
what
interim
assessments
that
they
provide
and
for
us
to
really
be
able
to
gauge.
Given
the
quality
that
we're
looking
for
here
in
bps,
and
also
the
flexibility
we're
looking
for.
S
Given
the
Fecteau,
there
is
curricular
autonomy,
and
so
we
do
have
schools
that
are
on
different
scope
and
sequences
that
we
were
able
to
procure
a
set
of
assessments
that
it's
actually
these
interim
assessments
that
are
really
for
BPF
they're,
created
with
the
asset
team
and
members
who
have
that
instructional
expertise,
but
they're
they're,
actually
created
by
the
same
content
provider
or
test
grader
as
the
next
generation
MCATs,
and
so
that
we
are
housing
on
a
really
sophisticated
platform
called
illuminate.
And
so
more
and
more
of
our
schools
are
really
getting
engaged
in
using
those.
S
N
Guess
my
question
still
is,
though,
in
spite
of
all
of
that,
black
boys
still
are
not
doing
well
and
having
been
doing
well
in
all
of
these
years.
So
are
we
changing
the
curriculum,
or
do
we
try
to
find
a
curriculum
that
helps
black
or
Latino
boys
or
the
other
subgroups
do
better?
That
may
not
be
the
same
thing
that
everybody
else
needs
and
then
I
guess.
My
question
is
even
with
all
the
data.
What
are
we
doing
that
changes,
the
outcomes
for
kid
so.
U
Dr.
Rose
and
his
team
have
put
together
a
series
of
early
warning
indicator
systems
and
he
couldn't
speak
more
to
that
than
I
can,
but
we're
using
that
data
now
at
the
at
the
TLT
level,
and
also
encouraging
it's
used
at
the
school
level
in
order
to
more
quickly
identify
students
who
do
need
extra
support
and
then
making
sure
that
they're
getting
the
differentiated
support
that
they
need
in
order
to
access
the
curriculum
and
dr.
U
Nieves
is
also
working
on
as
a
part
of
an
asset
project
asset
wide
project,
a
toolkit
of
resources
and
interventions
at
both
tier
2
and
tier
3
that
allow
students
to
have
or
that,
allow
teachers
to
better
serve
the
specific
needs
student.
Once
those
wants.
The
assessments
that
Nicole
was
just
talking
about,
illuminate
and
show
us
exactly
what
those
needs
are.
So
this
integrated
system
of
strong
formative
assessments,
early
warning
indicators
and
the
right
resources
and
tools
that
address
those
needs
one
we're
putting
in
place
the
system
that
can
bring
all
of
those
things
together.
Q
V
Also
on
this
long
journey
of
changing
mindsets.
I,
don't
think
one
of
the
problems
is
I.
Think
when
people
look
at
this
data
they
think
is
normal
and-
and
you
know,
is
it
a
skills
that
a
will
that
we
have
the
mindsets
in
our
schools
to
make
sure
that
we're
doing
everything
that
that
we
can
to
reach
our
marginalized
populations?
We've
started
this
work
of
principals,
we're
starting
it
centrally.
That
work
is
starting
to
bleed
down
into
schools
quite
often
by
policy.
V
What
we're
telling
schools
that
they
need
to
start
talking
about
the
conversations
that
have
started
this
year,
but
until
we
get
to
those
core
issues,
I
I
fear.
We
will
never
be
able
to
make
a
huge
dent
in
outcome,
achievement
gap,
words
based
on
em
cast
or
any
other
measure
that
we
walk.
So
I
also
wanted
to
talk
about
other
measures
other
than
M
cast,
because
I
think
when
we
put
all
our
focus
on
M
casts,
we
often
create
schools
that
just
focus
on
our
cast.
V
We
want
to
focus
on
creating
whole
children
and
standardized
tests
in
in
and
of
herself
have
biases
that
are
that
are
inside
of
them,
but
I
would
guarantee
you
that
you
know
most
of
the
other
measures
that
we
would
measure
would
show
similar
gaps,
so
we're
trying
to
create
the
the
will.
The
mindset,
the
skills
of
all
of
our
practitioners
to
start
really
focusing
targeting
our
most
marginalized
populations,
and
so
as
that
work
grows,
we
hope
to
see
gaps,
clothes.
Q
T
T
So
you
know
to
talk
specifically
about
the
learning
that
school
leaders
did
last
year
with
Colin
and
Hayden's
team
and,
to
you
know,
Ike
set
a
goal
for
how
they're
gonna
move
that
work
into
their
schools
and
then
also
when
we
ask
schools
to
set
student,
it
measures
that
they're
gonna
use
them
to
measure
whether
this
data
inquiry
work
is
is
having
an
effect.
We're
asking
them
not
to
look
at
absolute
achievement
to
act
but
to
actually
look
for
gap.
Closing
so
not
enough.
N
S
I
mean
right
now
we're
in
the
midst
of
submitting
to
this
state
all
the
information
in
terms
of
which
schools
are
gonna
test
students
in
which
grades
in
terms
of
for
computer-based
tests
and
I,
would
say
it's
really
arranged
by
school,
and
we
don't
have
any
schools
now
who
shouldn't
be
able
to
have
the
capacity
to
test
all
of
the
students
in
the
four
grade
levels,
actually
that
the
state
is
requiring
this
year
online.
However,
they
will
probably
need
to
do
some
cycling
of
these.
You
know
Chromebook
carts
to
different
classrooms.
S
We
do
have
you
know
three
schools
this
year
for
the
first
time
that
are
getting
the
one
they're
working
with
the
Verizon
initiative
to
have
one-to-one
these
middle
schools
that
I'm
sure
you
know
of
but
and
I
think
and
there's
definitely
other
schools
that
already
have
that,
but
I
think
there's
a
range
and
I
mean
we
do
know
that
the
digital
divide
is
a
very
real
thing
and
I
think
for
our
younger
students.
It's
you
know
it.
It's
it's
very
real.
E
Don't
really
have
a
question,
it's
more
comments,
which
is
very
hard
to
to
hear
that
we
are
one
of
the
best
school
districts,
because
when
I
look
at
this-
and
it's
this
is
you
can
tell
me
it's
a
new
test
and
I
can't
compare.
But
still
when
we
look
at
Els
students
when
we
look
Latino
students,
we
look
at
african-american
students
and
you
have
all
of
this
critical
data
points.
I
mean
I.
Think
at
the
end
of
it
all.
We
need
to
challenge
ourselves.
E
I
realize
that
we
have
some
measures
that
we
have
to
meet,
but
I,
but
I
think
we
need
to
look
beyond
just
the
standardized
testing
and
we
need
to
really
it's
that.
It's
not
a
one-size-fits-all
and
I.
Think
we
heard
from
dr.
Rose
I
agree
with
everything
he
said
there
has
to
be
other
ways
that
we
can
measure
students,
growth
and
performance
because
in
real
life
in
college,
in
real
life.
This
is
not.
E
And
so
how
can
we
also
really
put
into
effect
our
strategic
implementation
plan
when
we
look
at
like
dual
enrollment,
when
we
look
at
internships
and
we
look
at
expeditionary
learning
all
of
the
things
that
would
make
a
student
want
to
come
to
school
because
they're
not
because
they're
absent,
they're
coming
late,
whatever
it's,
because
it's
not
engaging
they're,
not
engaged
as
it's
not
exciting,
and
we
need
to
just
really
I
think,
take
a
whole
different
approach
and
really
just
look
at
other
ways
that
we
can
bring.
You
know,
competency-based
I
know
for
Chester.
E
Academy
was
doing
that,
so
it's
more
of,
like
I,
just
feel
the
urgency
that
we
really
need
to
move
forward
in
these
other
areas
that
come
back
to
just
doing
things
differently
than
what
we're
doing,
because
we're
just
continue
to
let
our
students
down
and
our
students
are
smart.
It's
not
that
they're,
not
smart,
it's
not
that
they
can't
do
it,
there's
a
lot
of
other
issues,
biases,
etc.
So
that's
my
comment.
My
other
thing
that
I
wanted
to
ask
you
know
dr.
Chang
stepped
out,
but
for
the
performance
meter
I
wanted
to
see.
E
S
S
For
those
of
you
who
know
yeah,
we
can
definitely
take
notes
on
that,
and
those
of
you
know
where
the
state
is
going
in
terms
of
their
new
accountability
system.
Progress
on
in
terms
of
eld
levels
is
definitely
going
to
be
something
that
will
be
a
part
of
that
new
accountability
system.
I've,
you
know
been
working
in
school
districts
with
large
elo
populations
for
long
enough
to
know
that,
while
reclassification
is
our
goal
and
I
should
really
let
dr.
S
Estrada
and
M
prea
from
OE
ll
speak
to
this,
it's
kind
of
a
losing
battle
in
terms
of
using
it
as
a
metric,
because
every
time
that
you
have
students
reclassify,
they
then
move
out
of
your
denominator,
and
so
the
more
students
that
you're
able
to
reclassify
the
next
year.
You
just
have
sort
of
a
pool
of
students
who
who
have
not
yet
reclassified.
If
that
makes
sense,
so
you
you
need
to
have
some
sort
of
way
of
looking
at
students
in
a
cohort.
S
W
Thank
you
Alex
for
bringing
up
that
question,
though
so
I
think
one
of
the
things
that
we
found
in
Boston
Public,
Schools,
it's
a
wonderful
trend
and
if
dr.
Rudy
ever
was
here,
she
would
definitely
confirm
this
is
that
our
students
in
Boston
are
English
language
learners
when
they
have
reclassified,
they
end
up
outperforming
their
English
only
students,
and
when
you
look
at
national
research
and
data
on
our
English
learners,
many
of
them
in
this
district
are
Latino.
W
W
So
the
what
we
see
nationally
as
a
trend
is
that
our
English
learners,
if
they
reclassify
within
a
reasonable
amount
of
time
and
are
able
to
reclassify
within
that
reasonable
time
what
they
see
over
time,
is
that
they
graduate
on
time
there's
a
higher
likelihood
them
graduating
and
attending
college.
So
I
think
it's
an
important
thing
for
us
to
keep
track
of
I.
Don't
think
I
think
we're
working
right
now
on
creating
those
systems
of
tracking
our
students
to
see
to
dr.
roses
point
of
those
early
warning
indicators.
W
They
are
not
so
being
in
our
system
being
in
an
English
language
development
programs
within
five
years
they
should
have
reclassified
and
they
have
not
so
anything
past
that
is
consider
a
long-term
english
learner.
So
I
think
we
have
some
really
important
places
that
we
should
be
focused
on.
So
my
aim
is
to
have
that
in
the
performance
meter
and
something
that
we
should
be
tracking
as
part
of
our
English
early
warning
indicators,
work
and.
A
Thank
you
miss
all.
The
developer
pointed
that
out
cuz.
Of
course,
if
dr.
Arata
was
here,
she
I
know
she
would
have
point
out
as
well
and
and
by
the
way
you
know,
doctors
try
to
thank
you
for
pointing
out
both
the
success
of
our
form
of
English
language
learners
in
Boston,
Public
Schools,
both
here
and
nationally.
A
A
perfect
example,
which
we
saw
in
public
comment
when
we
had
a
graduate
of
the
Boston
Public
Schools,
who
said
she
did
not
speak
much
English
initially
and
through
the
hard
work
of
some
wonderful
teachers,
graduated,
obviously
very
proficient
and
went
on.
It
became
a
posse
scholar
and
graduated
from
Bryn
Mawr
she's
still
with
this
this
evening.
So
thank
you
but
you're
a
perfect
example
of
exactly
what
we're
talking
right
now.
So
thank
you
for
highlighting
that
for
us
and
thank
you
also
to
the
teachers
that
helped
you
get
there.
Let's
not
forget
that.
A
D
Thank
you
for
the
presentation.
It
was
very
meaty
and
so
there's
so
much
meat
that
really
requires
a
lot
of
digestion.
The
point
that
I
just
want
to
maybe
just
ask
regarding
the
early
warning
indicators.
Have
you
yet
worked
through
what
differentiation
looks
like?
Have
you
started
to
kind
of
go
down
that
road
to
say?
Okay,
we're
recognizing
some
trends,
for
example
with
our
black
boys
and
the
results
of
the
early
warning
indicators
are
informing
us
to
move
in
these.
Q
U
Now
I'll
reiterate
dr.
roses:
point
that
you
know
when
I
think
when
it
comes
to
that
specific
example
of
black
boys
there's
so
many
layers,
well,
that
work
and
I
think
that
much
of
the
work
that
his
department
is
doing
in
terms
of
engaging
with
those
mindsets
and
systemic
barriers
and
also
providing
specific
programming
that
supports
the
achievement
of
black
boys
in
particular,
as
they
is
all
critical.
With
regards
to
addressing
the
gap
when
I
think
about
the
utilization,
though
of
tier
2
and
tier
3
interventions.
U
It's
it's
so
granular
down
to
the
level
of
skill
and
that
that's
the
power
of
using
really
really
robust
formative
assessments
to
help
determine
where
a
student's
struggling
and
then
addressing
that
more
in
a
more
targeted
fashion,
with
the
right
tools
and
the
right
resources.
And
so
I
think
that
there's
it's
a
both/and.
D
There's
still
a
great
work
in
progress
because
I
guess
my
concern
is
you
know
this
time
next
year
right
and
we
receive
a
report
when
we
see
the
data,
what
strides
do
you
want
to
have
seen
within
a
year's
time
that
is
reasonable,
maybe
not
overly
ambitious
so
that
we
can
move
the
needle?
Is
it?
Is
it
reasonable
to
assume
that
we
can
move
the
needle,
or
are
we
still
going
to?
Is
this
a
slow
moving
train
that
we're
still
trying
to
figure
out
how?
D
U
There's
a
there's
a
really
great
article
about
how
school
systems
have
to
be
dual
screen
or
dual
operating
system
organizations
where
you
are
pursuing
a
long
term
strategy,
because
to
dismantle
the
things
that
dr.
Rose
and
all
of
us
have
talked
about
extensively,
you
have
to
have
you
have
to
play
the
long
game.
At
the
same
time,
you
have
to
just
move
forward
with
the
fierce
urgency
of
now
and
in
with
the
gaps
and
the
skills
and
the
strengths
of
the
students
that
are
in
front
of
you
in
the
very
very
short
term.
U
So
I
would
say
that
we
we
have
to
do
that.
We
have
to
do
both.
We
have
a
choice.
Moral
imperative
is
doing
both
of
those
things.
I
would
say:
I
want
to
highlight
actually
return
to
the
superintendent's
comments.
From
the
beginning
of
this
evening,
we
talked
about
the
13
million
dollar
investment
that
the
mayor's
office
is
making.
That
is
specifically
targeted
towards
small
group
differentiated
instruction.
U
So
that's
a
significant
investment
in
the
sort
of
classroom
infrastructure
that
allows
that
to
happen,
and
my
department
and
asset
more
broadly,
is
working
on
professional
learning
for
every
single
school
that
receives
that
investment
to
make
sure
that
they
can
utilize
the
that
furniture
and
those
resources
to
do
that
differentiated
small
group
instruction.
So
we
would
expect
to
see
gains
from
from
that
investment.
U
I
mean
I
think
we
would
be
not
responsible
if
we
would
did
not
hold
ourselves
to
a
high
bar
relative
to
that
and
and
our
departments
collectively
are
making
sure
that
schools
have
not
just
the
physical
plant
resources,
but
also
the
instructional
resources
that
help
that
help
them
serve
their
students.
I
think.
T
Another
place
we've
made
a
big
investment
is
in
our
excellence
for
all
and
that's
in
some
ways
it's
kind
of
our
laboratory
for
what
are
the
inputs
that
will
allow
us
to
accelerate
the
kind
of
progress
that
you're
you're.
Talking
about
that
we
need
to
make,
and
so
one
of
the
you
know
places
we're
really
digging
into
this.
T
Mcats
data
is
within
those
classrooms
that
are
part
of
that
initiative
to
you
know
understand
of
the
various
inputs
that
we
identified
in
the
first
year
inputs
around
rigorous
curriculum
around
enrichments,
around
executive
functioning,
around
social-emotional
learning,
around
personalized
learning.
Looking
at
you
know
in
the
various
schools
which
teachers
participated
in
which
professional
development
and
what
do
we
see
in
the
data?
That's
telling
us
that
it's
having
the
desired
effect
and
then
from
there
we'll
look
to
continue
know,
make
further
investments
in
the
most
promising
of
the
those
practices.
B
B
Tran
working
very
closely
to
look
at
to
look
at
the
data
in
a
more
innovative
way
and
to
see
the
overlap
between
the
curriculum,
the
what
the
young
people
were
actually
learning
and
comparing
that
to
what
what
the
gaps
are
saying
so
I
know
that
there's
been
some
initial
analysis
around
our
curriculum
and
schools
adopt
a
particular
curriculum
and
the
gaps
within
a
particular
subgroup.
So
I
actually
really
appreciate
some
of
the
innovative
thinking
that's
going
on.
B
We've
been
talking
about
the
creek
bill
needs
to
be
reflective
or
young
people's
experience,
and
you
have
a
gut
instinct
to
when
we
start
closing
that
gap
between
what
the
students
experience
is
with
what
they
are
learning
in
school,
that
we
will
actually
also
see
closing
of
the
gaps
as
well.
Dr.
Rose,
if
you
want
to
add
any
thoughts
around
that.
P
V
Lot
of
the
a
lot
of
these
things
are
spelled
out
in
our
implementation
plan.
For
the
AG
policy,
we
have
specific
goals
around
decolonizing.
The
curriculum
we've
been
working
with
Donnie's
team,
around
thinking
about
innovative
ways
to
bring
teachers
together
to
build
curriculum
that
connect
to
live
experiences
of
the
students
that
are
in
front
of
them
right
and
so
the
more
that
we
can
create
responsible
schools.
That
really
know
who
the
student
is
in
front
of
them
and
and
can
respond
to
the
needs
culturally
educationally.
V
And
then
we
have
the
systems
that
progress
monitor,
how
they're,
how
they're
building
their
skills
or
whether
they
need
an
intervention,
and
we
can
match
the
right
intervention
with
them.
The
closer
we
are
to
becoming
a
responsive
school
that
can
close
gaps
and
accelerate
learning
and
right
now
we're
building
those
processes
out.
That's
kind
of
the
long
game
that
Donnie
talks
about,
but
there
that
doesn't
mean
there
aren't
things
that
we
can
do
in
the
interim
to
make
sure
that
we're
accelerating
and
improving.
P
D
So
this
is,
it's
really
gonna
be
critical
to
see
the
games
that
we
make
this
next
year
and
there's
a
part
of
me.
That's
wondering
if
we're
looking
at
a
particular
demographic.
So
you
know,
let's
say
we're
looking
at
black
boys
and
if
I
look
at
the
way
the
IEP
system
is
set
up
where
there's
a
team
of
people
that
includes
the
parent
and
they're
already
identifying
the
challenges
that
the
student
brings,
partly
because
there's
other
data
and
other
resources
either
pediatric.
D
You
know
medical
records,
things
of
that
nature
to
inform,
and
then
the
this
team
gets
together
and
they
identify
the
goals
and
they
identify
the
strides
that
needs
to
be
made.
Is
this
kind
of
the
same
direction
that
you're
wanting
to
take
with?
You
know
that
demographic,
for
example,
because
I'm
already
wondering
if
you
already
have
an
african-american
student
who
has
an
IEP,
would
you
already
have
low
hanging
fruit
to
say
all
right?
How
can
we
use
this
system
to
achieve
these
games?
D
V
I
think
the
IP
systems
a
little
bit
different
in
the
way
that
students
are
identified,
the
specific
nature
of
the
other
interventions,
but
that
intentionality
around
having
a
team
of
people.
Looking
at
a
student
we
have
schools,
I
mean
the
English
high
school.
If
you
go
watch
their
early
warning
indicator
system
meetings,
you
sit
you're
sitting
around
in
an
auditorium
or
in
the
library
after
school,
with
your
team
of
teachers
who
are,
and
you
have
a
target
list
of
students
who
are
slipping
and
you're,
creating
interventions,
real-time
right
right
on
time.
V
You
know
if
we
can
get
that
type
of
thinking
that
work,
that
that
we
need
to
stop
looking
at
the
aggregate
and
playing
to
the
middle,
but
really
paying
attention
to
those
who
are
sliding
starting
to
slide
or
behind
and
doing
the
intervention
right
on
time,
not
waiting
for
them
to
fail
at
the
end
of
the
year
and
fall
through
the
cracks,
the
more
acclimated.
We
can
get
professionals
to
be
doing
that
at
all
levels
of
our
system.
V
I
think
we're
gonna
be
able
to
catch
more
students
and
put
them
back
on
track
along
with
all
the
other
work
that
needs
to
go
along
with
that.
When
we
talk
about
IEP,
Zanda,
special
education,
we
also
need
to
be
careful.
I.
Think
one
of
the
key
indicators
that
we
want
schools
TLT
s
to
be
looking
at
is
over
identification
and
making
sure
that
we're
not
pushing
black
boys
into
settings
that
are
less
educational
right,
and
so
you
know.
V
D
That
I
wanted
to
target
was
the
parental
engagement
I'm
having
the
parent
voice
as
a
critical
piece.
So
you
know
as
we're
looking
at
these
early
warning
indicators
for
students
without
an
IEP.
Is
there
a
component
where
the
parent
can
sit
with
the
professionals
as
well,
so
that
they
are
part
of
the
team?
That's
increasing
their
success,
something
to
just
think
about
that.
That's
why
I
was
seeing
the
correlation
I
think.
R
R
Have
been,
you
know,
we're
we're
wrapping
our
services
around
there,
the
schools
that
were
going
out
and
making
the
extra
special
effort
to
try
to
turn
them
around
before
they
get
to
the
point
of
failure,
state
takeover
so
on
and
so
forth.
So
you
know
with
that
in
mind.
Traditionally,
around
this
time,
when
we
get
our
MPs
scores,
we
learn
about.
R
B
B
That
very
early
to
tell
what
we
do
know
the
schools
that
we
had
some
concern
about.
There
were
the
lowest
level.
Three
school
actually
did
show
some
strong
results
in
terms
of
sgp,
so
the
efforts
put
into
by
those
schools
last
year
with
the
partnership
of
central
office
did
demonstrate
to
demonstrate
some
effectiveness,
and
so
we
did
have
those
very
deliberate
conversation
in
the
state
about
each
one
of
those
schools
that
we
I'm
concerned
about
and
put
every
single
one
of
the
k8.
R
And
again,
you
know
I
appreciate
that
it's
a
it
is
apples
to
oranges.
You
know
it's
different
tests
to
a
large
extent.
You
know-
maybe
not
so
much
with
our
nine
to
twelve
course,
but
I
also
appreciate
that
you
put
out
there
the
statement
that
there's
you
know,
and
we
all
know
this,
but
it's
always
good
to
be
reminded
of
this-
that
M
Cass
isn't
the
only
measure
that
makes
it
school,
but
bearing
that
in
mind,
are
there
other
that
this
is
traditionally
a
time
where
you
know
we're
conditioned
to
react
to
okay.
R
You
know
we
now
know
something
is
wrong
and
I
don't
mean
to
be
doomsday
by
this
question,
but
I
want
us
to
be
aware
of.
You
know
whether
there
might
be
other
measures
or
I
suppose
checkpoints
along
the
the
academic
year,
where
you
know
there
might
be
other
warning
signs
that
might
arise
and
again
I.
You
know
the
quiz
I'm
posing
that
question
from
the
standpoint
of
I.
We
hate
to
have
surprises.
Q
R
B
We
are
in
constant
communication
with
the
state,
especially
in
particular,
with
our
high
schools.
We've
invited
the
state
to
join
our
instructional
focus.
Reviews
are
data
inquiry
cycles,
especially
all
the
schools
that
we
have.
We
have
some
concerns
about
and
we're
in
comfort,
because
we're
in
constant
communication
I'm
not
expecting
any
surprises
at
least
this
year,
any
so
any
sort
of
state
accountability,
actions
that
may
be
taken,
we
will
be
we
should.
B
We
will
have
ample
notice
on
those
and
our
school
leaders,
our
school
community,
to
where
prior
to
any
sort
of
actions
in
the
state,
but
because
we've
been
working
so
collaboratively
with
the
state
and
then
inviting
them
to
and
being
very
transparent
with
them.
They
have
also
really
appreciate
they've
stated
that
they've
been
there
appreciative
just
being
part
of
the
process,
but
we
have
so.
We
have
a
lot
of
work
to
do
for.
O
O
Now,
if
we're
a
school
where
we
know
the
large
percentage
of
our
kids
are
coming
in
from
trauma-informed
backgrounds,
and
so
we're
getting
kids
early,
what
we
want
to
see
improvement
over
that
time,
I
mean.
So
if
we're
not
seeing
improvement,
it
looks
like
we're
not
pushing
a
kids
forward
if
I'm
misinterpreting,
but
this
bad
is.
S
O
You
I
understand
we
can't
compare
all
tests
a
new
tack,
but
we
have
a
test
this
year
that
all
these
kids
pretty
much
talk,
so
we're
looking
comparing
the
performance
of
the
same
test
and
what
slide
four
I
think
you're
saying
is
that
cohort
by
cohort
they're
performing
about
the
same?
If
we
have
a
school
district,
that's
trying
to
close
gaps
and
improve
performance,
even
if
it's
the
same
test
across
years,
if
we're
doing
what
we
want
to
be
doing
shouldn't,
we
have
seen
an
improvement
and
that's
true
that
construction
is
true
and
we're
not.
S
I
think
that's
a
very
interesting
question
and
I
cannot
I'm,
not
gonna.
Pretend
that
I
have
the
right
answer.
I
think
that
the
way
that
the
standard-setting
process,
as
well
as
the
way
that
the
test
was
designed
in
this
year
there
was
a
tension,
take
into
moving
out
any
considerable
differences
in
terms
of
the
proficient
or
the
meeting
expectations
cut
points.
But,
as
the
state
has
said,
we
in
the
future,
we
may
see
some
differences,
and
so
what
I
think
you're
asking
is
more
about
like
from
Grade
three
four,
five,
six
78
shouldn't.
S
O
S
S
O
I
guess
so
the
clarification
is
is,
is
our
population
so
transient
that
we
can
only
think
about
performance
in
the
year-to-year
basis?
So
therefore,
in
some
ways
your
comparisons
don't
help
us
anyhow,
because
we're
not
touching
the
same
kids
or
are
we
not
making
them
games
so
that
that's
question
well
so
in
slide
number
just.
B
Very
quickly
that
data
that
you're,
referring
to
you,
saw
that
increase
from
females
right
in
English
language
arts,
gonna
increase
over
I,
would
I
think
one
of
good
questions
to
ask
in
this
upcoming
meeting
you
have
this.
Does
the
standards
have
any
impact
I've
because
a
lot
of
the
English
language
arts
standards
to
build
on
on
top
of
each
other
and
many
of
the
standards
are
tested
that
are
tested
every
year
in
and
year
out,
as
opposed
to
math
standards?
That
tend
to
be
a
little
bit
as
stackable.
So.
H
O
Great
so
I'm
understanding
that
we
it's
a
new
test,
but
we're
getting
data
with
everyone
in
the
state
taking
the
same
new
test
so
slide
number
five.
We
begin
to
look
at
how
we
compare
to
our
peers
across
the
state
right,
and
so
it's
a
one.
That's
a
at
the
point
in
time
and
I
was
totally
disagree
with
my
colleague
all
do
dabba,
I
I
think
these
tests
are
important
because
they
they
are
the
things
we
can
think
about.
O
It's
system
level
and
I
think
their
other
dad
that
we
want
to
have,
but
I
do
so.
I
do
want
I,
don't
want
to
throw
them
out
quite
yet,
but
so
one
on
five,
it
looks
like
relative
to
the
state
with
four
Murray
ll
learners.
We're
outstanding
do
a
great
job
with
a
lot
of
others
relative
to
the
state,
we're
actually
weak
and
we
talked
about-
and
this
is
where,
when
you
typically,
when
you
add
when
you,
when
you
go
further,
we
started
looking
on
slide
eight
with
the
the
networks
we're.
O
Actually
we
talked
about
being
in
the
highest
performing
urban
district
in
the
country
and
we're
underperforming
our
state
peers.
Pretty
much
across
the
board
as
I
read
it
this
person
when
I
looked
at
it
X
and
unfortunately
we
combined
the
ll
and
the
fel
out,
because
we
would
have
had
a
bright
spot
if
we
hadn't
done
that
as
I'm
reading
the
data,
but
is
that
an
inaccurate
read
first
of
all,
I've
seen
it
I
just
looked
at
today:
I,
don't
want
to
jump
too
far
ahead.
I
know
you
put
that
this
better
know.
S
That
what
you're
saying
is
accurate
relative
to
other
Urban's
in
Massachusetts,
but
I'm
sure
that
you
all
know
better
than
I.
That
Boston
is
a
real
outlier
in
terms
of
urban
districts
in
the
state
of
Massachusetts,
in
terms
of
its
size
and
I
think
in
some
ways
the
population,
even
though
I
don't
necessarily
have
that
data
on
hand.
So
when
we
talk
about
being
and
I
know,
you
know
this
will
only
talk
about
being
one
of
the
highest
performing
urban
school
districts
in
the
nation
as
measured
by
the
school.
The
nation's
report
card
Nate.
O
Another
so
that
some
of
our
Commonwealth
peers
are
the
smaller
states
and
environments
and
the
things
you
can
do
in
a
simple
strand
city,
it's
different
but
again
on
these
tests
is
to
go
through
the
data.
I.
Just
don't
want
to
walk
away
for
the
fact
that
you
know
it's
where
we
you
know
we
were
closing
the
gap
over
a
period
of
time
and
now
we've
reached
an
asymptote
on
the
test
as
they
go
forward
and
and
I
just
want
to
make
sure
of
them.
I'm
not
misinterpreting
the
data
that
way.
O
S
O
So,
if
we're
at
this
kind
of
either
asymptotes
or
we're
not
moving
in
the
far
it,
this
is
a
little
anxiety
person,
I'm
surprised
at
rooms
not
more
full.
When
I
read
this
data,
I
was
surprised
that
we
didn't
have
a
bigger
crowd
here
concerned
about
this
I.
Don't
want
to
walk
away
and
I
and
hearing
all
the
molecular
work
that
people
are
doing
what
they
deeply
respect,
but
I
think
I
understand
is
very
much
on
the
right
track.
I,
don't
want
to
walk
away.
O
This
data
saying
was
very
meta
Chris
because
what
are
being-
and
so
the
urgency
that
Dottie
talked
about
earlier
I,
don't
want
to
I
think
we
really
need
to
think
about
here
more
accurately.
What
we're
going
to
do
so
go
back
to
mr.
O'connor's
question
about
comparisons.
I
know
we
don't
have
the
state
data,
but
are
there
peer
schools
out
and
about
in
the
state
who
were
formed
performing
roughly
the
same
as
some
of
our
level?
Three
schools
in
the
previous
data
said:
can
we
get
this
current
data
set
to
see
where
we
are?
O
They
get
a
sense
of
whether
we're
holding
on,
but
fingernails
will
make
some
improvement,
but
that
there's
some
risk
points
independent
of
levels.
You
know
cuz
I,
don't
think
there's
a
day.
I,
don't
think
this
is
a
board,
that's
overly
anxious
about
gotcha
with
levels
or
tears
or
whatever,
but
really
how
we
use
those
comparisons
to
know
how
well
we're
doing
so
that
we
can
make
advocacy
for
more
resources
to
do
better
or
target
I
hope,
I'm.
Making
sense
of
that
I
think.
S
That's
a
really
interesting
idea
in
terms
of
analysis.
I
think
we
typically
sort
of
look
at
our
student
growth,
percentiles
and
kind
of
take
it
as
that's
a
pretty
strong
understanding
of
student
growth,
but
I
really
appreciate
the
idea
of
sort
of
trying
to
control
for
the
prior
performance
of
schools
or
that
be
here
in
Boston
or
outside
of
Boston
in
terms
of
how
they
performed
on
Park
and
then
looking
at
how
they
performed
on
next
generation.
Mcat.
That's
a
really.
O
I
would
be
our
children
of
a
and
relative
to
them
in
terms
of
the
numbers
we
now
have.
This
is
very
difficult
work.
I
know,
you've
been
grinding
away
at
this
data
and
it's
a
very
difficult
data
set
to
get.
Thank
you
for
the
time
put
in
McLaren,
which
you
share
a
very
difficult
set
of
that.
So
thank
you.
B
H
B
O
A
Coleman
relative
to
a
question
that
you
brought
up
and
miss
Lam.
You
said
that
that
Boston
does
well
on
the
nation's
report
card
a
relative
to
other
urban
districts.
I
will
also
pause
that
I'm,
aware
of
a
study
study.
That's
currently
underway.
Excuse
me
that
should
be
able
to
next
couple
of
months.
A
So
when
that
comes
out
when
it's
finalized
and
reviewed
peer,
reviewed,
etc,
the
preliminary
data
will
be
very
positive
for
Boston
and
we
can
look
for
signs.
The
other
question
I
have
is
Liam
and
being
Coleman
rightly
pointed
out
that
we
did
decline
slightly
this
past
year
overall
in
grade
10
M
cap,
it's
a
very
slight
decide
to
klein
over.
Although
I
appreciate
you
unpack
and
until
we
get
a
chance
to
look
at
subgroups
but
on
the
overall
decline,
is
that
a
signet
distally,
significant
decline.
S
The
state,
when
they
kind
of
run
through
the
results
with
us
each
year,
they
they
do,
warn
that
you
know
when
we're
talking
about
one
or
two
percentage
points
and-
and
they
were
specifically
referring
to
the
legacy
MCATs
four
great
ten-
that
we
should
be
careful
about.
You
know
not
making
too
much
of
those
kinds
of
differences.
I
think
it's
when
we
look
at
specific
subgroups
that
we
see
that
those
differences
are
are
sort
of
very
persistent
and
specific
to
certain
subgroups.
That
was
that
was
really
why
we
wanted
to
drill
deeper
into
that.
So.
S
A
P
A
You
very
much
for
the
presentation
this
evening.
This
one
actually
moves
directly
into
while
flying
away
for
an
update
on
the
strategic
implementation
plan
for
school
1617.
A
dr.,
Donna
Muncie
is
home
Elvis
evening.
Superintendent
would
like
to
be
I
got
it.
We
got
it.
We
got
a
few
colds
going
on
around
now
so
weather
myself,
but
I
believe
superintendent,
Chang.
B
B
As
that
is
being
as
a
presentation
is
being
put
up,
let
me
just
start
off
by
saying
that
today,
we're
going
to
be
providing
you
I
will
be
providing
you
an
update
on
our
strategic
implementation
plan
and
the
progression
of
major
initiatives
contained
within
the
plan,
all
of
which
are
working
obviously
to
close
opportunity,
achievement
gaps
and
are
all
designed
to
channel
the
school
from
a
strategic
vision
and
next
slide.
Tonight
we
will
provide
two
things
number
one
overview
of
our
of
the
progression
of
our
major
strategic
initiatives.
B
It
was
my
job
as
a
new
superintendent
back
in
2015
to
take
that
strategic
plan
and
put
some
meat
on
it
to
create
a
strategic
implementation
plan
that
started
it
with
a
100-day
plan,
followed
by
some
deep
work
in
identifying
what
are
what
were
the
strategic
initiatives
in
the
system
and
and
then
really
funnily,
not
work
from
58
strategic
initiatives
down
to
29
strategic
initiatives
focused
around
five
focus
areas.
So
last
year
we
introduced
a
strategic
implementation
plan.
It
was
in
five
focus
areas.
B
There
were
again
29
different
your
strategic
initiatives
and,
at
the
end
of
last
year,
the
entire
district
leadership
team
came
together
and
we
allies
how
we
did
like
we
set
all
these
milestones
within
these
29
initiatives.
How
do
we
actually
do
I'm
going
to
share
that
some
data
with
you
before
I
share
that
data
with
you?
We
learned
some
things
about
how
we
do
the
work
on
the
system.
I
want
to
be
very
transparent
about
number
one.
B
Well,
while
we
hope
to
be
more
focused
and
we
want
558
2929
was
still
too
many
and
what
happened
was
when
you
have
so
many
strategic
initiatives
going
on.
In
this
system,
while
we
intend
to
work
cross-functionally,
we
end
up
just
kind
of
reinforcing
working
in
silos,
because
you
have
29
different
initiatives,
everybody
kind
of
their
own
thing
and
strategic
implementation
plan.
We
really
did
the
analysis
really
became
a
work
plan
for
different
departments.
B
Rather
then
a
set
of
kind
of
complex
strategic
initiatives,
our
mission
critical
and
require
everybody
to
work
together,
and
when
we
realized
that
we,
the
executive
cabinet
spent
three
days
during
this
summer
on
a
retreat
saying,
we've
got
to
figure
out
how
to
rethink
this,
because
we're
gonna
continue
doing
these
Street
when
I
think
we're
not
going
to
do
any
of
these
things
really
well,
and
they
really
will
are
just
going
to
be
doing
the
work
of
different
departments
and
we've
got
it.
So
we've
got
to
figure
out
Aldys
29
or
we're
gonna
surface
six.
B
B
B
Document
it's
a
two
pager,
it's
in
your
folders
I'm
gonna.
Ask
you
to
just
kind
of
take
it
out.
If
you
can,
and
on
one
side,
you
will
see.
I
have
a
definition.
College
career
and
life
readiness
which
is
on
the
screen
for
everybody
to
see
up
there
and
on
the
back
side,
is
how
our
North
Star
connects
to
our
strategic
priorities.
I'm
going
to
start
off
with
a
college
career
and
life
readiness,
the
college
and
career
and
life.
Readiness
definition
is
what
we
are
going
to
call
our
North
Star.
B
She
worked
with
community
based
organization,
higher
education,
businesses
and
brought
this
and
I
know
Ron
Dorsey,
chief
education
for
a
city
that
was
really
involved
in
this
well
I
everybody
to
the
table
and
bps
was
one
of
many
participants
and
through
a
collaborative
process,
came
to
this
conclusion
that
the
competencies
that
we
want
to
see
within
our
young
people
really
should
be
about
how
they
are
kind
of
navigating
themselves
through
life.
What
are
the
key
competencies?
They
need
to
navigate
through
life,
so
what
you
will
see
is
students
should
be
able
to
set
a
vision.
B
B
On
the
left-hand
side,
you
will
see
our
North
Star
on
the
right-hand
side.
We've
talked
it.
We
constantly
talk
about
and
debate
about
this
and
on
this
School
Committee.
Our
schools
are
the
unit
I've
changed
there.
This
is
where
the
work
is
being
done
now,
how
do
we,
as
a
school
system,
really
helps
support
the
closing
opportunity,
achievement
gaps
at
schools
and
how
do
we
drive
our
work
with
the
value
as
the
equity
coherence,
innovation?
B
At
the
same
time,
we
need
to
build
fundamentally
rebuild
the
school
system
to
be
one
that
is
more
sustainable
when
that
really
hits
head-on.
Some
of
the
structure
in
structures
are
truly
ineffable
and
I
know
dr.
Rose
talked
about
that
today,
and
that
is
why
we
have
come
to
the
conclusion
that
it
is
critical
for
us
to
take.
B
Cross-Functional
teams
are
being
built
around
each
one
of
these
priorities
and
each
of
these
guiding
coalitions
has
an
executive
cabinet
sponsor
it's
being
led
by
assistant
superintendent,
an
executive
cabinet
member
or
department
head,
and
these
guiding
coalition
have
already
begun
their
work
to
define
what
their
actual
goals
and
deliver
one
we'll
be
just
like
last
year,
when
we
create
all
those
milestones
for
each
one
of
the
29
initiative.
We're
gonna
do
the
same
thing
for
each
one
of
these
six
priorities
and
let
me
share
what
the
lease
expires
are
our
number
one
instructional
coherence.
B
If
our
young
people
are
moving
from
school,
school
and
families
are
moving
from
school
to
school,
we
need
to
bring
some
level
of
coherence
to
our
instructional
practices
and
that's
why
the
essentials
for
instructional
equity
work
is
so
important.
They
can't
provide
the
guidance
for
how
we
close
opportunity.
We
guess
what
our
companies
we
expect
to
see
in
classrooms,
and
we
need
this
level
of
coherence.
This
is
what
coherence
means
in
structure.
B
We
need
a
set
of
practices
that
we
all
fundamentally
believe
in
I
will
close
opportunity
min
gaps
and
we
need
to
go
through
the
data
inquiry
cycles
to
determine
where
are
gaps
and
how
we're
gonna
build
the
capacity
of
our
educators
and
our
parents
aren't
young
people
to
address
those
gaps.
The
second
thing
we
need
to
prioritize
Adult
Learning.
The
world
is
changing
so
quickly,
there's
so
much
that
needs
to
happen.
We
have
to
actually
finalize
a
rethink.
The
way
we
learn
as
adults
and
as
teacher
leaders.
B
So
this
is
the
work
that's
really
being
led
by
a
team
of
people,
including
instructional
superintendents,
and
teacher
leaders
really
have
redefined
adult
learning
with
MVPs,
and
this
adult
learning
has
to
happen
as
a
pit
crew,
rather
than
discrete
subject
areas
doing
their
work
together
doing
that
work
separately.
This
is
a
perfect
example
when
we
as
a
policymaking
body,
come
together
and
we
think
about
all
the
needs
for
our
students.
B
We
will
say
we
know
our
young
people
need
art,
they
need
PE,
they
need
to
know
how
to
code,
they
need
music
education,
you
need
to
know
English
and
they
need
to
know
math,
and
you
know
the
history
and
you
know,
have
civics,
there's
not
the
time
in
the
day
for
our
young
people
to
learn
all
that.
But
if
we
can
do
this
work
coherently
and
really
rethink
how
we
come
together
as
adults
to
give
our
young
children
to
a
holistic
education
that
you
need,
then
we
might
be
able
to
have
a
chance.
B
So
the
second
priority
is
around
prioritizing
adult
learning
and
service
of
young
people's
learning.
The
third
one
is
district.
Reconfiguration
we've
been
talking
about
that.
Quite
a
bit,
we
need
more
predictable
predictability
for
our
families.
We
need
to
minimize
transitions
where
students
we
will
be
coming
back
to
this
School
Committee,
with
some
recommendations
on
how
we
continue
to
how
we
take
the
next
step
to
create
more
coherency
with
great
configurations-
and
we
mentioned
earlier
this
evening.
B
The
fourth
priority
is
allocating
funds
more
equitably.
We
have,
we
should
be
proud
to
have
a
way
to
student
formula
and
Boston
Public
Schools
that
differentiates,
but
for
grade
level,
four
al
level
for
special
education,
but
we
know
that
it
needs
to
be
even
more
than
you
want.
We
know
a
community
and
neighborhood
factors
to
play
a
part
and
the
opportunity
jima
gap,
and
if
there
are
opportunities
for
us
to
further
be
maybe
even
be
more
nuanced
and
how
we
distribute
resources,
we
want
to
do
so
so
later.
B
On
this
year,
we
will
be
bringing
to
the
School
Committee
for
the
this
school
committee
to
consider
and
offer
to
any
index
as
its
policy
for
how
we
allocate
funds
in
Boston
Public
Schools.
The
fifth
priority
is
really
redesigning
central
office
to
be
primarily
focused
around
supporting
art
at
lowest
performing
schools.
Our
central
office
continues
and
we
should
to
bear,
have
the
responsibility
of
making
cuts
you're
in
you're
out
and
we've
got
to
make
some
decisions
on
what
our
weather.
B
What
are
we
just
gonna
stop
doing,
and
we
believe
that
we've
got
to
get
really
fine-tuned
in
terms
of
what
are
the
schools
we're
going
to
put
our
primary
emphasis
on
and
so
we're
in
the
midst
of
redesigning
their
central
office.
We
focus
on
our
local
performing
schools
and
we'll
be
coming
back
again
to
the
School
Committee
on
have
to
share
with
the
school
committee,
who
are
some
more.
B
Our
initial
designs
and
a
last
one
we
need
to
unify
and
improve
upon
our
approach
to
serving
schools
on
families
improve
our
customer,
so
everything
we'd
improve
the
way
we
partner
with
parents
and
students
community,
and
so
this
is
our
our
six
priority.
As
you
can
tell
all,
six
of
these
priorities
are
going
to
require
cross
functional
expertise.
It
is
it's
starting
with
these
initial
guiding
coalition's.
B
We
will
be
coming
back
to
this
School
Committee,
with
regular
updates
on
each
one
of
these
priorities,
but
with
this
now
we
have
a
lot
more
focus
and
I
will
be
able
to
come
back
to
you
with
a
lot
more
clear
goals
about
what
we're
doing
as
a
system
and
it'll
be
a
lot
easier
to
create
the
SMART
goals
around
it.
It'll
be
a
lot,
and
once
we
get
our
performance
meter
down
as
well,
we'll
have
kind
of
the
key
data
put
key
performance
indicators
out.
B
We
will
use
the
measure
our
all
this,
but
I
wanted
to
make
sure
I
shared
all
that
with
you
before
I
share
with
you,
how
we
did
last
year
with
29
strategic
initiatives,
and
so
I
think
this
is
honestly
the
most
more
more
important
part
of
this
evenings
presentation,
but
at
the
same
time,
I
do
want
to
share
how
we
did
last
year
and
we
can
go
to
the
next
slide
very
quickly.
The
next
slide
shows
how
we,
how
we
did
in
terms
of
all
our
milestones
so
again
for
all
29
initiatives.
B
We
created
milestones
for
each
one
of
them.
Some
had
to
three
miles.
Some
others
had
like
1011
milestones
and
what
you
can
see
is
we
did
complete
the
majority
of
it
of
the
milestones.
A
call
over
a
quarter
of
the
milestones
are
on
track
and
there
were
some
things
that
we
just
had
to
put
on
hold
because
we
just
didn't
have
the
resources
and
we
felt
that
we
were
kind
of
falling
behind
in
some
of
others.
B
We
actually
broke
down
these
milestones,
also
in
terms
of
focus
areas,
and
what
you
will
see
is
that
in
certain
focus
areas,
I
thought
we
I
mean
we
did
do
better,
so
the
ones
around
creating
a
more
coherent
instructional
program,
which
was
focus
area
one.
We
did
a
much
better
job
on,
but
in
other
focus
areas
we
struggled
a
a
bit
more
and
I
do
not
believe
we
have
the
key
to
these
focus
areas,
but
I
apologize,
I
need
I,
haven't
learned
from
me.
If
I
can.
I
will
share
this
with
you
right
now.
B
So
the
first
focus
areas
was
around
providing
quality,
curriculum
and
instructional
guidance
or
schools,
which
is
it
was
about
implementing
inclusive,
rigorous
and
cultural
linguistic.
They
sustained
pre-k
to
12,
instructional
program
and
you'll,
see
I
think
that
was
the
one
we
actually
had
the
highest
percentage
of
completion.
The
second
one
was
second
one
round
attracting
developing:
retaining
a
highly
effective
instructional
team
that
is
responsible,
responsive
to
the
diverse
racial,
cultural
and
linguistic
needs
of
Boston
youth.
B
What
you
will
see
is
that
area
we
provides
the
area
we
did
we're
at
least
effective
in
the
third
focus
area
was
around
engaging
students,
community
organizations,
grassroots
and
faith-based
leadership.
Actually
we
many
of
our
milestones,
the
vast
majority
of
milestones
in
that
one,
a
majority
of
our
milestones
in
that
one.
The
fourth
one
is
about
what
was
about
developing
a
central
support
culture
focus
on
customer
service.
We
hit
less
than
50%
of
those
milestones
and
focus
area.
B
You
will
see
in
the
following
slide
like
a
breakdown
with
that
on
the
table
and
again
I
think
at
the
end
of
all
this
work.
We
just
realized
that
this
better
fit
fits
into
a
work
plan.
The
work
that
we
did
in
partnership
led
by
a
Collins
team,
to
create
a
strategic
emblem
to
have
a
implementation
plan
for
our
opportunity
to
meet
gap
policy
that
is
now
integrated
into
the
work.
But
now
that
is
all
our
of
our
district
work
plan
and
we
are
rising
to
the
very
top
those
six
big
initiatives.
E
Just
wanted
to
comment
on
big
I,
wonder
if
we
could
just
reword
some
of
us
when
I
look
at
the
improve
customer
experience.
I
think
you
said
it,
but
it's
not
written
on
here,
I
think
it's
not
just
the
approach.
It's
also
like
the
partnership
with
families.
I
think
you
need
to
say
partnership
in
here.
H
E
Q
B
R
R
R
R
Yeah
I
mean
and
looking
at
the
document,
the
priorities
are
the
ones
that
you
know
could
potentially
change
over
time,
but
you
know
the
reason
why
I'm
asking
this
question
is:
when
you
take
a
step
back
and
you
look
at
this,
this
is
essentially
our
district.
In
a
nutshell,
yeah
you
know,
there's
there's
not
a
lot
of
changeable
values
here,
other
than
you
know
those
priorities
and
those
priorities.
Change
as
we.
You
know
we're.
R
Things
off
the
by
you
know,
check
boxes
off
the
list
and
say
you
know:
we've
accomplished
this:
we've
made
these
changes,
you
know
we.
We
of
course
talked
all
the
time
about
opportunity,
achievement
gaps
and
we
would
hope
to
you
know
of
course
change
that
so
maybe
the
mission
will
change
at
some
point
in
the
future,
but
you
know
I
asked
all
these
questions
because
they,
from
my
view,
I
think
this
is
a
great
document.
You
know
it
word
smithing
aside,
you
know
it
and
capturing
accurately.
You
know
what
we
envision
to
be.
R
P
R
We've
had
different
versions
of
this,
and
you
know
the
as
you've
walked
us
through
with
the
100-day
plan,
the
strategic
vision
of
the
district,
your
implementation
plan,
superintendent,
we've
begun
to
whittle
those
things
down,
I
think
what's
helpful.
Now,
we've
got
a
couple
different
ways
to
put
this
message
out
to
folks
yeah.
You
want
to
know
what
we
think
about
our
district
and
what
we
think
we
need
to
focus
ourselves
on
and
where
we're
gonna
focus
all
of
our
our
work
and
our
project
and
our
energy
over
the
next
couple
years.
R
It's
right
here
and
you
know
as
you
as
you've
got
it
footnoted
here.
You've
got
a
lot
of
helpful,
larger
expanded
documents
that
you
refer
to
for
people
that
you
know
we're
really
interested
in
those
kind
of
things.
I
think
what
will
be
really
helpful
now
is
to
be
able
to
start
to
show
people
how
exactly
we're
doing
we're
making
moves
on
each
of
these
priorities
and
you've
laid
that
out
here
excellently.
You
know
these
six
priorities
are
easy:
easily
digestible,
they're,
easily
understandable
and
I.
R
C
Q
R
H
B
It
is
so
important
for
us
to
be
able
to
communicate
what
is
the
work
over
the
next
few
years
and
it's
taken
a
quite
a
process
to
go
get
to
this
level
of
crystallization,
but
this
is
what
people
have
asked
us
for
like
tell
us
how
we
can
help
tell
us
what
we
should
move
on.
We
school
leaders
have
said
this
as
well
and
we're
school
system
of
fundamentally
believes
our
schools
are
in
units
regimes.
Schools
have
autonomy
and
to
approach
the
work,
but
we've
got
it.
It
also.
Q
N
N
N
I
B
So
yes,
they
will
need
to.
We
know
that
our
schools,
like
this
school
to
me,
has
talked
about
what
is
kind
of
baseline
needs
for
all
school.
We
can't
fulfill
those
needs
unless
we
have
a
sustainable
system
to
get
you
a
sustainable
system,
we
are
going
to
need
to
be
more
coherent
into
their
very
configuration.
We
need
to
distribute
funds
more
equitably.
We
need
to
look
at
some
one
opportunities
to
be
even
more
efficient
with
central
office
services,
and
so
yes,
it
all
that
will
absolutely
need
to
fit
into
that.
O
I
actually
think,
there's
brilliance
here,
I'm
very
excited
to
see
I
think
there's
a
I
think
there's
more
editorial
work
that
we
all
can
think
about
and
part
of
it
is
I'm,
not
sure
where
the
levels
of
abstractions
are.
You
know
they're
big
and
it's
uneven,
so
it's
sometimes
not
always
easy
to
find
the
career,
but
in
this
I
think
the
priorities.
A
So
this
committee
has
heard
me
quote
in
the
past
when
we
work
on
our
strategic
plan,
I
think
it
was
Mark
Twain
who
said
I'm.
Sorry
I
apologize
for
writing
you
a
long
letter.
I
didn't
have
the
time
to
write
you
a
short
letter,
mm-hm
and
I
think
it
was
Mark
Twain,
but
I
am
really
glad
superintendent
that
you
and
your
team
have
worked
on
writing
a
short
letter,
because
29
priorities
is
too
many.
A
19
priorities
is
too
many,
people
don't
understand
it
and
they
think
you
all
over
the
place
when
you
get
it
down
to
six,
that's
critical
I
know
you
worked
hard
on
every
word
on
there.
Having
said
that,
I'm
gonna
make
three
suggestions
to
you.
I
really
appreciate:
there's
all
the
WR
talking
about
partnerships
and
Families
I
do
think
in
that
it's
missing
the
word.
A
Communication
and
I
want
to
get
back
to
in
the
evaluation
and
what
this
committee
consistently
talks
with
you
about,
as
as
one
opportunity
to
focus
on
the
future
is
communication
with
school
communities,
with
our
students
with
our
parents,
with
our
families
in
our
interested
parties
and
I.
Think
it
is
critical
for
you
for
somehow
to
somehow
call
that
out
to
acknowledge
that
that's
a
priority
for
you
and
your
team,
because
people
will
expect
to
see
that
to
make
sure
that's
for
it.
A
So
I
know
you
saying
it
by
improving
unifier
approach
to
serving
schools,
but
sometimes
the
simplest
language
is
the
best.
The
second
piece
is
to
meet
district
reconfiguration
is
interesting
and
I
know.
You
first
made
a
proposal
to
us
a
year
ago
that
we
kind
of
put
it
whole
I
do
acknowledge
that
it
was
Dean
Robinson
one
said:
I'd
love
to
see
a
situation
where
you're,
having
your
bring
it
into
them
outside
experts
to
talk.
That
was
a
suggestion
you
had
made
a
year
ago
and
you're.
A
Actually,
having
that
happen
on
on
Saturday
as
part
of
fall
open
house
that
I
look
forward
to
attending
is
I
know.
Others
do
as
well,
but
to
me
we
configuration
is
one
piece
that
affects
overall
facilities
and
the
tremendous
work
that
chief
Dorsey
is
leading
up
with,
with
with
regards
to
build
VPS
that
the
city
is
about
eight
to
make
a
billion
dollar
investment
in
our
facilities.
The
question
of,
what's
the
right
time
to
start
those
schools,
what's
the
right
structure
for
those
schools?
Is
it
K,
five,
six,
eight
nine
to
twelve?
A
Is
it
K,
eight
nine
to
twelve?
Is
it
K
to
six
seven
to
twelve?
Is
it
a
mix
of
all
of
those,
because
we
are
a
portfolio
approach?
Many
parents
have
fought
long
and
hard
to
have
the
opportunity
K
to
8,
and
we
should
recognize
that
and
be
sensitive
to
that
for
those
communities
that
have
worked
for
it.
A
Where
is
it
that
we
say
in
here?
We
want
to
make
sure
those
physical
structures
are
the
best
that
they
can
be.
They
can
figured
properly.
Do
they
start
and
end
at
the
right
time.
Do
we
transport
our
students
to
them
correctly?
Do
we
feed
them
right?
Do
we
meet
their
physical,
emotional,
social
needs,
everything
outside
of
the
actual
instructional
coherence
they
could
probably
fit
in
that
box.
So
that
may
be
the
one
way
to
kind
of
reconfigure.
The
reconfiguration
priority
to
meet
the
the
physical
space
needs.
A
H
A
So
I
think
calling
that
one
out
reconfiguration
would
fit
in
it.
Some
of
these
other
things
would
fit
in
it,
but
making
sure
the
physical
structures
that
we
have
I'm
ready
for
21st
century
learning.
That
is
a
big
part
of
the
planning
for
this
and
how
we
configure
our
schools
how
we
set
them
up,
how
we
have
our
students
physically
ready
to
learn.
They
fit
right
in
there.
It's
a
suggestion.
A
Q
A
J
Sorry
to
keep
you
just
a
few
quick
ones,
I
hope
the
first
is
on
the
MCAT
scores
and
we've
got
a
new
generation
or
whatever
it
is
of
MKS.
It
seems
to
me
we
can
look
at
the
data
and
it'll
say
here,
for
example,
that
there's
a
37
percentage
point
gap.
You
know
an
English
language
performance
between
blacks
and
the
whites
seems
to
me.
We
could
look
at
the
gaps
earlier,
not
the
absolute
scores,
but
what's
been
happening
with
the
gaps.
J
J
Secondly,
just
the
way
you
did
highlighting
the
six
schools
or,
however,
many
that
that
had
superior
performance
on
the
scores.
What
about
highlighting
those
schools
that
had
superior
performance
on
reducing
the
gaps?
You
know
says
that
we
specifically
look
at
that
and
see.
Are
there
models?
Are
there
things
that
we
can
learn
from
and
begin
as
Dean
Coleman
would
say
to
move
it
to
scale
third
kind
of
comment?
I
I
tell
you
I'm,
not
a
professional
educator,
but
I
still
get
confused
on
the
early
indicators
that
we
are
identifying
and
it's
a
confusion
between.
J
Oh
it
early
indicating
individual
students,
which
is
what
I
hear
you
know
who
are
having
problems,
but
how
does
that
get
at
the
group
issues
that
you
know
both
Robinson's
I
think
we're
addressing
or
when
we
talk
about
marginalized
groups.
How
do
we
move
from
these
indicators
of
problems
to
group
strategies
that
say
this
is
how
we're
going
to
address
black
boys
and
Latino
boys
or
whatever
group
were
targeting
and
I.
J
Think
I
also
hear
something
about
a
mindset
that
we're
going
to
change
the
term
progress
which
I
totally
concur
with,
but
not
only
do
we
have
to
change
the
mindset,
but
we
have
to
tie
that
to
the
skills,
the
curriculum
and
so
on,
and
how
is
that
that
translation
done,
particularly
in
dealing
with
groups
of
kids?
What
what?
How
are
we
going
to
engage
those
black
boys
with
the
curriculum
with
the
skills
and
the
teachers
and
so
on?
J
Finally,
the
big
question
to
me
on
the
the
the
six
I
coherence:
how
should
I
put
it?
The
focus
is
crucial
where
I
apply.
The
problem.
I
have
prioritized
so
much
with
you
human
capital
issues
of
hiring
of
retaining
putting
together
an
education
team
in
each
school
to
deal
with
this,
the
students
they're
holding
principals
accountable
for
that.
How
does
this
fit
in
here?
We
talk
about
diversity,
we
talk
about
you
know
and
my
specialized
field,
spedde
ll
students.
We
have
capacity
issues
in
those
areas.
How
does
that
fit
in
to
these
foes
I?
F
D
It's
not
necessarily
business
just
I
forgot
to
mention
during
the
superintendence
report,
one
of
the
updates.
This
week
there
were
two
major
running
events
that
highlighted
our
students:
the
middle
school
championship
of
all
the
middle
schoolers
I
think
over
400
students
ran
and
I
was
fortunate
to
be
there
because
my
daughter
was
there
and
it
o.
It
took
me
way:
it's
something
that
took.
Q
D
Back
about
25
years,
when
I
watched
the
relays-
oh
my
goodness,
but
what
was
amazing
for
me,
dr.
Chang
and
I
give
great
great
kudos
to
your
athletics
department
to
the
leadership.
What
was
amazing
was
the
emphasis
on
disability.
The
speaker
was
a
Paralympic
athlete
and
I
saw
kids
with
specific
different
special
needs
competing,
and
you
know
we
all
know
that
disability
isn't
just
physical
and
so
I
saw
kids.
That
I
know
in
different
schools
who
were
some
of
the
elite
runners
and
so
I
loved.
D
D
D
That
was
a
really
amazing
I.
Wasn't
able
to
attend
that
one,
my
husband
and
daughter
ran.
But
again,
once
again,
our
students
were
on
display.
Some
of
the
same
students
who
are
in
the
middle
school
championship
also
ran
on
Saturdays.
They
had
two
major
days
of
running
and
I
told
him
they
needed
to
go
home
and
ice
their
leg,
but
I'm
in
some
mention
that
earlier
just
again,
we
we
love
noting
the
bright
spots
and
when
I
see
inclusiveness
among
our
students,
the
staff
who
are
just
as
excited
to
scream
their
kids
on
it
was.
D
A
Coach
any
other
new
business
now
that
concludes
our
business
for
this
evening,
and
the
next
School
Committee
meeting
will
take
place
on
Wednesday
November
1st
at
6:00
p.m.
a
week
from
tonight.
If
there's,
nothing
further
entertain
a
motion
to
adjourn.
Thank
you.
Second,
it
looks
like
unanimous
consent.
We
are
return
to.