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From YouTube: Pittsburgh City Council Post-Agenda - 6/23/21
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A
Good
afternoon
and
welcome
to
pittsburgh
city
council's
post
agenda
meeting
for
today
june
23
2021.
A
today's
post
agenda
meeting
is
on
legislation
that
was
introduced
by
councilman
labelle,
and
I
calling
an
educational
emergency
in
the
in
the
city
of
pittsburgh,
and
so
I
want
to
welcome
you
all
of
you
for
coming.
We
are
joined
by
councilwoman
gross
councilman,
lavelle,
councilwoman,
strasberger
and
council
president
smith.
A
A
The
achievement
gap
for
african
american
students
in
pittsburgh,
but
specifically
the
public
schools,
are
significant
and
and
almost
devastating
to
these
kids
kovic,
we
know
has
exasperated
those
existing
problems.
Many
of
these
kids
were
a
few
grade
levels
behind
now.
After
kovic,
they
may
be,
as
opposed
to
four
to
five
grade
levels
behind
proficiently.
A
We
know
that
black
students
have
had
essential
worker
parents
and
may
have
been
unable
those
parents
have
been
unable
to
provide
educational
support
at
home.
We
know
the
black
people
are
disproportionately
affected
by
the
pandemic.
Health-Wise
and
black
students
particularly
have
difficult
time
adjusting
online
learning.
We
also
know
the
number
of
students
just
didn't
log
in,
and
so
we
want
to
talk
today
about
how
what
the
achievement
gap
is
and
how
we
think
that
the
current
state
is
of
educational
achievement
for
black
kids
in
the
public
schools.
A
We
are
excited
to
be
joined
by
this
all-star
panel.
Today
we
have
former
councilman
asadin
judean,
who
is
the
school
board
director
and
has
been
involved
in
this
issue.
For
a
number
of
years
we
have
james
fogarty
from
the
head
of
a
plus
schools,
with
gene
walker
for
black
women,
for
better
education,
tracy,
reid,
black
woman
for
better
education
and
walter
lewis,
executive
director
of
the
homewood
children's
village.
A
That
does
a
lot
of
work
in
the
schools
and
a
lot
of
work
and
after
school
and
both
in
school
and
after
school
work
specifically
for
children.
Welcome
all
to
today's
postage
in
the
meeting
we're
going
to
ask
that
james
fogerty
would
start
off
and
give
us
a
sort
of
overview
of
the
lay
of
the
land.
B
Thank
you,
councilman
burgess,
and
thank
you
to
the
rest
of
the
council
for
having
us
today.
Give
me
one.
Second,
as
I
go
to
share
my
screen,
today's
topic
really
focusing
on
gaps
in
educational
opportunities
and
outcomes.
B
I
want
to
just
give
you
a
quick
overview
of
who
we
are
at
a
plus
school,
so
folks
know
our
mission
is
really
to
make
sure
every
child
in
pittsburgh,
especially
black
and
brown.
Children
gets
the
high
quality
education
they
deserve.
Really.
What
we're
looking
for
is
a
pittsburgh
where
every
child
succeeds,
we've
been
around
since
2004
and
in
different
iterations.
B
But
what
are
what
we're
currently
really
working
on
is
trying
to
engage
community
schools,
educators,
students,
teachers,
parents
in
this
project
of
identifying
problems
and
solving
them
so
that
we
can
remove
barriers
to
learning
in
our
communities.
I
want
to
start
with
a
comparable
set
of
cities
and
just
sort
of
their
overall
achievement
to
give
you
a
sense
of
where
pittsburgh
lays
in
compared
to
cities
with
similar
demographics
in
their
school
system.
Some
are
larger.
B
Some
are
much
smaller,
but
they
are
they're
similar
in
the
sense
that
they
have
high
rates
of
students
in
poverty,
high
numbers
of
african
american
students
in
the
public
schools,
and
what
you
see
is
pittsburgh,
laying
sort
of
kind
of
above
the
average
of
the
group
of
cities.
Here,
though,
below
cincinnati
and
cincinnati
becomes
a
talking
point
for
me
as
we
go
forward,
because
I
want
to
talk
a
little
bit
about
some
of
the
things
that
they're
doing
as
we
think
about
how
a
city
and
school
collaborative
might
be
able
to
support
your
work.
B
But
what
you
see
is
about
half
of
our
students
at
third
grade
are
reading
proficiently
at
grade
level.
Only
about
20
are
doing
math
at
grade
level,
but
you
look
at
sort
of
across
the
board
in
cities
from
philadelphia
to
baltimore.
You
see
a
similar
or
lower
range
there.
So
you
know
just
wanting
to
put
us
in
that
kind
of
large
city
context.
B
The
other
set
of
data
that
I
wanted
to
put
us
in
the
context
of
is
looking
at
the
achievement
gaps
across
the
nape,
which
is
the
national
assessment
for
educational
progress.
It's
what's
also
known
as
the
nation's
report
card.
This
happens.
Every
year
data
is
collected
from
samples
across
the
country,
and
then
we
we
look
at
that
data
to
understand
how
our
students
are
progressing
over
time
and
what
we
see
is
gaps
of
the
kind
of
consistent
gaps.
B
Even
though
achievement
is
rising
slightly
in
in
reading
and
slightly
in
math,
you
see
kind
of
consistent
gaps
over
the
last
16
years
or
18
years,
right
and
so
for
for
us.
What
we
wanted
to
do
is
like,
let's
contextualize
pittsburgh,
to
understand
that
this
emergency
is
not
just
a
pittsburgh
emergency.
It's
a
national
one
and
it's
one-
that's
been
going
on
for
far
too
long
and
is
related
to
systemic
racism,
both
within
our
city,
but
also
in
the
national
milieu.
B
You
know,
but
we
can
look
more
deeply
at
pittsburgh
to
understand
what's
happening
right
in
in
pittsburgh,
and
this
data
comes
from
the
state's
essa
dashboard
for
2020.
purple
spending
is
more
equal
than
equitable.
So
what
you
see?
B
These
dots
represent
pittsburgh
public
schools,
both
district
and
charter
schools,
and
what
you
see
is
a
different
sort
of,
even
though,
as
you
look
at
the
rates
of
poverty
which
are
on
the
y-axis,
you
see
a
range
of
about
between
20
and
22
000,
that's
being
spent
at
schools,
regardless
of
the
need
of
the
students
in
the
school
right,
that's
driven
in
a
lot
of
ways
by
the
programming
that's
offered
at
the
school
in
the
educational
delivery
model.
So
it's
about
staffing
rather
than
need,
and
so
really
thinking
through.
B
How
do
those
fixed
costs
translate
into
spending
at
schools
and
how
do
we
think
about
how
we
can
encourage
or
support
the
district
to
spend
more
money
or
bring
outside
resources
like
what
the
home
and
children's
village
is
doing
and
what
city
parks
might
be
doing
or
other
organizations
might
do
to
help
support
some
of
these
differences
and
meet
the
needs
in
those
schools?
B
If
you
look
at
the
difference
in
kindergarten
attendance
between
black
and
white
students,
you
see
a
three
black
students
are
three
times
more
likely
to
be
chronically
absent,
which
means
they
miss
10
or
more
of
the
days
almost
a
full
month
of
school
per
year
than
white
students
in
in
kindergarten
and
about
twice
as
likely
to
be
chronically
absent
in
ninth
grade
both
those
are
critical
years
right.
B
So,
looking
at
research
from
the
americans
institutes
for
research
and
attendance
works,
what
we
see
is
you
know
what
gets
kids
to
school
right
and
really
at
the
core
of
this
is
our
relationships
you
know
and
when
we,
when
I
was
looking
at
this
data,
I
wanted
to
look
at
okay.
What
are
some
other
ways
in
which
there
are
things
that
are
in
the
city
that
might
be
impacting
getting
kids
to
school?
And
you
know
the
american
institutes
for
research
suggests
this
method.
B
That's
in
figure
three
in
the
top
right
corner
of
the
slide
to
talk
about
how
you
can
look
at
chronic
absence
and
maybe
make
a
change
right
and
one
of
the
things
I
was
looking
at.
If
you
look
at
the
bottom
right,
you'll
see
a
map
that
was
created
by
the
create
lab
at
cmu
that
put
together
the
data
around
chronic
absence,
and
these
are
our
k
to
five
k.
These
are
our
k
to
eight
schools.
What
you
see
is
the
red
dots
are
where
chronic
absence
is
65
or
higher.
B
Orange
is
more
than
50
range
and
to
the
left,
you'll
see
the
the
city,
the
county's,
elevated
blood,
lead
level
map
and
what
I
noticed
and
again
this
is
correlation
causation.
No,
but
could
the
impact
of
lead
on
cognitive
and
behavioral
issues
within
children
be
causing
and
driving
some
of
the
chronic
absence
that
we're
seeing
in
our
schools
in
both
the
north
side
and
west?
B
B
Another
input
is
who
teaches
right,
and
so
what
we
see
is
a
a
district
where
the
demographics
of
the
teaching
force
do
not
align
with
the
student
diversity.
Now
I
will
say
to
pittsburgh's
credit:
we
have
about
twice
as
many
students
of
teachers
almost
three
times
as
many
teachers
of
color
as
the
state
average
state
average
for
teachers
of
color
is
about
six
percent
right,
and
so
we
we
see
more
teachers
of
color
here
and
more
black
teachers
in
in
the
city
of
pittsburgh
than
you
would
in
outlying,
suburban
areas.
B
That
being
said,
the
mismatch,
the
cultural
mismatch.
We
know
matters
right.
If
you
look
at
some
research
that
was
done
out
of
the
national
bureau
of
economic
research,
black
teachers
matter
right,
a
black
student
with
at
least
one
black
teacher
in
grades,
k
to
three
was
13
more
likely
to
graduate
from
high
school
and
19
more
likely
to
enroll
in
college
than
their
same
school,
same
race,
peers.
That
did
not
have
a
black
teacher
right,
and
this
was
a
study
done
out
of
north
carolina.
B
Critical
here
is
just
the
importance
of
having
that
cultural
map
that
cultural
match
and
cultural
affinity.
We're
not
saying
that
it's
the
only
thing,
certainly
black
and
white
teachers
can
be
great,
and
certainly
black
and
white
teachers
can
be
bad
for
kids.
Right,
we
know
that,
but
our
our
hope
is
to
really
think
about
how
we
might
diversify
the
teacher
pipeline.
Why?
B
Because
we
know
from
research
as
well
that
black
students,
younger
black
students,
are
seen
as
older,
perceived
as
older
and
therefore
more
deserving
of
punishment
by
white
teachers,
and
so
what
we
see
playing
out
is
a
huge
disparity
in
the
suspension
rates
among
black
and
white
teachers,
black
and
white
students.
We
also
see
because
we
know
that
gifted
education
is
recommended
or
testing
is
usually
recommended
by
the
teacher.
B
You
see
a
huge
gap
between
who's
identified,
as
gifted
in
our
district
right
with
only
18
of
black
students
identified
versus
66
of
white
students,
and
you
can
see
where
there's
high
concentrations
of
poverty
in
our
schools.
B
We
have
lower
rates
of
identification
of
gifted
it's
critical,
because
those
gifted
identifications
lead
to
ap
course
taking
and
other
higher
level
courses
which
prepare
kids
better
for
college
and-
and
so
you
take
those
inputs
right
of
a
mismatch
of
teacher
and
student,
difficult
demographics,
sort
of
an
equal,
not
equitable,
set
of
spending
inputs
and
chronic
absence
rates,
which
are
both
determined
both
at
home
and
at
school
by
the
school
cultures.
B
And
you
see
the
outcomes
right.
We
have
43
percent
of
black
students
over
the
over
the
years
27
to
2019
reading
at
grade
level
by
third
grade.
Why
is
third
grade
reading
so
important?
We
know
it's
tied
to
all
kinds
of
attendant
outcomes
down
the
road
people,
kids
learn
to
read
up
to
third
grade.
B
We
see
a
gap
of
31
points
right,
not
dissimilar
from
the
gap
we
saw
at
the
nape
right,
which
I
think
was
32
between
white
and
black
students
right,
so
we're
trying
we're
trailing
or
tracking
to
what
the
national
story
is,
but
that
national
story
isn't
a
good
one
for
black
and
brown
children
in
our
in
our
district
algebra
one.
B
We
look
at
algebra
one
proficiency,
because
we
know
bob
moses's,
algebra
project
and
other
research
has
shown
if
a
student
can
take
and
pass
algebra
in
eighth
grade,
they're
much
more
likely
to
do
higher
level
math,
which
opens
the
door
to
college
and
college
success,
especially
engineering
programs
and
other
stem
and
stem
related
fields.
And
what
we
see
for
our
black
and
brown
students
is
much
lower
levels
of
participation
of
passage
of
the
algebra
one
keystone
than
for
white
students.
B
Right
white
students
are
four
times
more
likely
than
black
students
to
pass
the
keystone
in
over
two
times
more
likely
than
hispanic
students
to
pass
the
algebra
one
keystone,
and
I
I
use
this
quote
because
dr
hamill
will
use
it
with
you.
I'm
sure
it's
a
quote
that
is
attributed
to
edwards
deming
who's,
a
quality
improvement
guru,
but
every
system
is
perfectly
designed
for
the
results
it
gets.
So
is
it
any
wonder,
then.
B
So
if
you
see
the
the
inputs-
and
you
see
some
of
the
achievement-
outputs
that
we
have
these
huge
disparities
in
college
readiness,
what
I
what
I'm
preparing
what's
here
is
sat
college
readiness,
the
percent
of
students
that
meet
that
benchmark,
so
there's
a
score
both
for
literature
and
for
for
math,
and
what
we
see
is,
over
the
last
three
years
about
a
little
over
half
of
our
students
were
meeting
the
literature
college,
readiness
benchmark
and
a
little
over
a
third
were
meeting
it
for
math,
but
that
there
are
huge
disparities
between
black
and
white.
B
Almost
you
know:
44
a
44
point
difference
between
black
and
white
in
terms
of
readiness-
and
you
know
over
45
points,
46
points
difference
between
black
and
white
and
math
readiness,
so
significant
gaps
and
then
the
2019
graduation
rate.
When
we
look
at
grad
rates
again
a
10
point
gap
between
black
and
white
graduating
significantly.
B
My
worry
around
around
graduation
rates
is
also
around
black
young
black
men,
where
only
69
are
graduating
within
four
years,
which
just
increases
their
their
likelihood
of
not
being
able
to
go
on
and
complete
a
two-year
or
four-year
degree
or
certification
program
or
even
workforce
training
program.
B
All
of
this
is
to
say
is:
we
know
the
problem.
Our
systems
are
designed
to
fail
black
and
brown
children
and
families,
and-
and
you
know,
as
an
organization,
I
think,
for
too
long,
we
focused
on
what
doesn't
work
and
that
doesn't
work
right
if,
if
we
continue
to
put
out
graduates
and
only
30
of
them
are
graduating
from
college
or
trade
school
in
six
years,
that's
over
1500
students
per
year
that
are
not
graduating
from
college
or
trade
school
in
six
years.
B
So
how
are
they
supposed
to
participate
in
the
jobs
of
today
that
exist
here
in
our
community
right?
You
know
those
stem
steam
jobs,
those
jobs
and
those
you
know,
even
in
the
in
the
trades
right,
you
still
need
a
two
year
at
least
a
two
year
certification
and
most
of
our
students.
70
of
them
are
not
completing
that
within
six
years
we
got
to
work
differently
right.
Data
alone
isn't
driving
change,
nor
is
massive
investment.
We
have
we've
had
massive
investment
in
our
schools
over
the
last
few
years.
B
You
know
a
student
teacher
ratio
of
11
to
one
per
pupil
spending
of
about
27
000,
a
median
teacher
salary
over
90
000,
so
we're
doing
we're
doing
right
by
our
teachers
and
we're
spending
money
on
it.
But
unless
we
change
things
systemically
and
work
together
across
these
interrelated
silos,
we're
worried
that
we're
not
going
to
get
enough
change
and
the
thing
is.
We
know
it
works
right.
When
you
look
at
the
average
data,
it
creates
a
really
bad
picture.
B
But
if
you
look
at
this
specific
instance,
you
can
see
places
where
success
is
happening
and
where
success
is
happening.
They're
centering
students
they're
putting
data
to
work
and
they're
working
collaboratively,
both
with
each
other
as
teachers
and
staff,
but
also
with
the
community
families
and
organizations,
and
we
see
that
schools
can
get
all
students
ready
by
graduation
close
early
literacy
gaps,
reduce
suspensions
without
increasing
disruption,
create
cultures
where
teachers
thrive,
create
significant
learning
growth
and
eliminate
chronic
absence.
B
I'm
going
to
go
through
this
quickly
because
I've
already
exceeded
my
time,
but
just
if
you
want
to
learn
more,
you
can
go
to
our
report
to
the
community
at
our
schoolspittsburgh.org
and
read
up,
but
we
want
you.
We
want
you
to
imagine
a
pittsburgh
where
every
student
starts
school,
ready
to
learn,
reads
at
grade
level
attend
school
every
day,
where
they're,
safe,
known
and
belong,
participates
in
a
high
quality
out
of
school
time
program,
stable
home,
clean
drinking
water
and
nutritious
food
to
support
learning.
B
Every
student
has
extra
help
that
that
needs
it
and
graduates
from
high
school
ready
for
the
college
or
career
of
their
choice.
I
thank
you
for
the
time
and
the
opportunity
to
present
to
you
today.
I
know
that
was
a
a
quick
pass-through,
but
I
want
to
give
our
other
participants
in
the
panel
time
to
be
able
to
tell
you
their
stories
as
well.
A
Thank
you
very
much.
I'm
just
going
to
go
to
our
got
invited
guests
kind
of
in
the
order
in
which
I
announced
them,
and
next
we
have
our
former
colleague
and
certainly
now,
the
godfather
of
black
politics
in
pittsburgh.
A
current
member
of
the
pittsburgh
public
school
board,
and
that
is
mr
sullivan
thank.
C
You,
dr
burgess,
I
want
to
first
decline
the
title
of
godfather
black
politics
in
pittsburgh.
It's
enough
for
me
to
just
try
to
be
my
godfather
of
my
my
children,
who,
who
are
really
my
god,
children.
C
The
I
want
to
just
thank
you
for
convening
this
conversation,
reverend
burgess,
because
it's
a
conversation
that
we
have
have
not
spent
enough
time
in
this
city
of
having,
for
example,
I
hope
at
some
point
in
this
conversation
you
and
councilman
lavelle
and
the
other
city
council
members
will
have
an
opportunity
to
expound
upon
the
question.
C
C
And
while
we
have
that
conversation,
we
will
not
be
having
the
conversation
that
mr
fogerty
just
had
about
what's
going
on
in
the
schools.
So
I
thank
you
for
convening
this
conversation.
C
C
Others
will
be
angry
with
you
that
you
put
it
in
words
that
you
said
you
said
the
quiet
part
out
loud
and
but
I
think,
if
we
share
throughout
the
city
the
data
that
we
just
saw
presented
by
mr
fogerty,
and
if
we
share
the
report
of
the
pittsburgh
human
relations
relations
commission,
all
of
the
results
of
those
sources
are
the
same.
They
don't
contradict
each
other.
They
all
say
there
is
an
educational
crisis
in
the
city
of
pittsburgh.
C
C
We
know
what
we
have
to
do.
The
question
is:
do
we
have
the
will
to
do
it,
and
this
is
the
first,
I
hope,
of
ongoing
conversation
between
the
city
and
the
school
district.
C
I
look
forward
to
the
incoming
mayor
to
be
committed
to
continuing
this
conversation
and
look
forward
to
hearing
from
my
colleagues
who
are
also
on
the
line
and
thank
you
again.
A
Thank
you
very
much.
That
brings
us
to
a
gene
walker,
mr.
D
Chair,
if
I
I
I
deeply
apologize,
but
I
just
wanted
to
say
that
I
I
care
deeply
about
this
issue.
I
also
am
double
booked
with
a
conference
that
was
scheduled
more
than
a
year
ago.
That
is
highly
participatory
and
then
I
need
to
get
back
to
you,
but
please
know
for
the
other
speakers.
D
I
will
be
tuning
in
to
this
conversation
after
the
fact
and
watching
it
and
continuing
to
take
notes
like
I
have
been
and
look
forward
to
participating
in
the
future
hearings,
and
if
I
have
any
questions
of
any
of
the
guest
speakers,
I
certainly
will
follow
up
afterwards.
So
thank
you
all
for
being
here
today
and
I
look
forward
to
the
further
conversation.
A
Thank
you
very
much
councilwoman.
That
brings
us
to
gene
walker,
black
women,
for
better
education,
gene.
E
And
thank
you
all
for
putting
this
together.
So
I'm
gene
walker,
I
was,
I
was
one
of
the
candidates
enforced
by
black
women
for
better
education
and
I'm
looking
forward
to
being
the
school
board
representative
nine
after
the
november
election
and
joining.
A
A
A
F
Thanks
well,
thank
you
for
being
being
brave
enough
to
have
this
conversation,
and
thank
you
for
having
me
today.
Black
room
for
a
better
education
is
a
coalition
of
black
women
where
moms,
educators,
taxpayers,
who
care
deeply
about
the
education
of
black
kids
in
this
city.
We
are
not
a
coalition,
that's
just
about
what's
wrong
with
pittsburgh
public,
but
really
we
look
we're
looking
to
examine
what
is
better
practice
for
black
kids
and
for
all
kids
in
our
in
our
region.
F
So,
with
regard
to
this
particular
topic,
pittsburgh
has
been
in
a
state
of
emergency
with
respect
to
education
with
expect
education
for
black
people
for
decades.
It's
not
a
new
phenomenon.
F
Black
kids
have
trailed
behind
their
white
counterparts
for
some
time
now,
and
it's
only
been
in
recent
years
when
standardized
tests
present
the
evidence
about
how
poorly
black
kids
are
faring,
that
it
has
become
incredibly
obvious
to
everyone
that
black
kids
are
not
getting
the
same
level
of
education,
that
white
kids
are
getting
and-
and
we
should
think
about
how
this
crisis
manifests
itself.
Black
pittsburgh
lags
behind
our
counterparts.
We
lag
behind
our
account
other
parts
of
the
country
in
terms
of
health
and
income
homeownership.
F
All
of
those
that
are
sort
of
markers
of
a
great
place
to
and
the
city
is
losing
black
population.
So
this
is
not
a
criticism
of
pittsburgh.
I
grew
up
in
pittsburgh.
I'm
a
pittsburgher
at
heart,
but
if
we're
to
become
this
city,
where
become
a
city
where
black
people
really
thrive,
our
schools
have
to
improve
and
they
have
to
improve
not
only
for
the
black
students
who
are
who
we
wish
to
attract,
but
we
have
to
do
a
good
job
by
the
kids
who
are
in
our
schools.
Now.
A
E
E
Specifically,
and
so
it
starts
for
me,
with
conversations
like
this
talking
with
the
folks
in
our
community
and
around
our
city,
who
can
work
together
to
make
sure
that
all
of
the
interested
parties
are
moving
in
the
same
direction,
to
improve
the
quality
of
life
and
quality
of
education.
E
And
so
this
is
an
important
step
in
that
process.
I
am
one
of
the
pieces
of
the
my
platform
that
I
ran
on,
which
was
making
sure
that
the
city
and
the
school
district
began
to
have
important
dialogue,
because
we
were
interconnected
in
our
success
and
failure,
and
so
I'm
looking
forward
to
continuing
this
conversation
and
thanks
again
for
having
me
on
today.
G
Thank
you,
reverend
burgess.
Thank
you
all
for
having
me
today
and
again,
as
the
other
folks
have
said
just
for
having
this
conversation
again,
I'm
walter
louis
president,
ceo
of
the
homewood
children's
village-
and
you
know
really
you
know
with
the
children's
village.
G
You
know
we've
been
at
this
for
a
little
over
a
decade
now
focused
primarily
in
the
homewood
area,
but
you
know
we
serve
kids,
who
live
and
learn
in
homewood,
which
means
that
you
know
we
work
with
young
people
in
east
hills
and
in
lincoln
levington
and
larimer,
wilkinsburg
and
and
sometimes
other
parts
of
the
city
is.
You
know
our
community
can
be
very
transient.
G
So
we've
got
a
lot
of
young
people
who
now
live
in
the
hill
district
and
you
know
now
live
in
penn
hills,
and
so
you
know
really
just
doing
what
we
can
to
work
alongside.
You
know
our
school
district
to
improve
the
quality
of
education
for
for
our
children.
We
know
that
it
takes
a
whole
child
approach.
G
It
then
goes
into
the
school
systems
and
it
returns
to
the
community,
and
so
I
think,
a
big
piece
of
what
we
have
to
bring
back
is
the
community's
role
in
education.
I
think
there's
way
too
many
parents
way
too
many
community
members
who
don't
feel
like
they
have
a
place
within
their
child's
education,
and
I
think
you
know
sala
to
your
point
around
even
some
people's
perceptions
of
city,
council
and
other
folks
in
the
city,
maybe
not
having
a
stake
in
education.
I
think
that's
not
the
right
way
to
look
at
it.
G
You
know
we
care
all
of
us
care
about
the
kids
in
our
city
and
that
quality
of
education
and
that
matters,
regardless
of
whether
you
have
a
child,
don't
have
a
child.
What
age
your
child
is,
and
so
we
need
to
figure
out
how
we
can
get
back
to
the
community
really
having
a
much
stronger
stake
within
the
education
of
the
children,
and
I
think
a
lot
of
what
we
do
at
the
children's
village
is
really
trying
to
return
to
that.
You
know
that
approach.
G
You
know
we
believe
in
that
notion
that
it
takes
a
village,
and
so
how
do
we
activate
all
of
the
folks
within
the
lives
of
young
people,
to
really
improve
the
quality
of
education?
So
again
I'm
excited
about
this
conversation.
You
know
james.
I
really
appreciate
you
know
the
the
data
that
you
shared
and
some
of
the
work
that
you
guys
do
at
a
plus
schools,
because
it's
really
important
to
take
a
data-driven
approach
when
we're
when
we're
looking
at
these
issues
to
tracey's
point.
G
A
lot
of
these
issues
have
existed
for
quite
some
time,
but
when
you're
able
to
see
the
data
in
real
time
and
look
at
what
it
means,
what
the
implications
are,
you
can
begin
to
activate
some
solutions
around
that
data
and
begin
to
you
know
hold
yourself
accountable
and
others
accountable
for
what
we're
doing
in
terms
of
making
an
impact
so
again
excited
to
be
here
today
for
this
conversation
and
thankful
to
city
council,
reverend
burgess,
councilman,
lavelle
and
everyone
else
who
put
this
together.
So
thank
you
guys.
A
Thank
you
very
much,
and
so,
rather
than
to
comment,
I'm
gonna,
let
members
of
of
council,
I'm
gonna,
ask
you
know
my
co-commuter
councilmember
to
kind
of
start
us
off
and
then
I'll
ask
for
comments
and
conversation
from
members
of
council.
Mr
level.
H
Thank
you,
reverend
burgess.
So
a
couple
questions
or-
and
maybe
even
some
context
would
may
be
helpful
to
this
conversation
because
salah
you
mentioned
the
the
pennsylvania
commission,
human
relations
commission
in
the
report,
they
did
and
you
and
I
were
sort
of
having
this
conversation.
H
But
that
report,
if
my
understanding
is
correct,
came
way
of
a
lawsuit
that
was
actually
filed
against
the
school
district
because
of
concern
around
the
state
of
affairs
and
the
education
of
black
children.
So
I
was
hoping
you
could
just
give
us
a
little
context
to
how
the
pennsylvania
commission
on
human
relations
got
involved
and
they
which
have
now
been
involved
minor
setting
for
at
least
10
years
now
of
which
they
were
supposed
to
have
done.
H
C
Yes,
thank
you.
The.
I
think
it's
important
to
learn
that
black
parents
in
pittsburgh
have
been
fighting
this
fight
for
a
very
long
time
and
it
to
my
knowledge,
in
an
organized
way.
C
So,
for
a
long
time,
the
human
relations
commission
would
get
the
school
district
to
agree
to
certain
changes
and
then
they
would
come
back
in
five
years
to
see
whether
or
not
the
changes
were
made
and
because
there
are
no
consequences
for
the
school
district,
not
making
changes
every
time
they
came
back
and
did
a
five-year
report.
C
They
would
do
an
analysis
of
the
of
reading
and
math
capabilities
up
to
third
grade
and
beyond
third
grade
they'd,
look
at
the
keystone
results
and
then
make
a
report
to
the
district
that
black
children
were
still
being
failed
by
public
education
and
it
needs
to
change,
and
the
school
district
would
receive
the
report
and
say:
okay,
we're
going
to
change,
come
back
in
five
years
and
evaluate
us
again
to
see
whether
or
not
changes
were
made.
C
C
We
are
getting
tired
of
that
dance
and
the
commission
report.
That
was
the
last
report
that
was
done
and
submitted
in
october
of
last
year.
I
think
wasn't
even
a
five-year
report.
It
was
probably
a
ten-year
report,
and
so
the
commission
verified
that
there
are
still
huge
achievement
gaps
between
black
students
and
white
students
and
in
pittsburgh,
public
schools.
C
We
know
how
to
fix
these
gaps,
and
so
now
the
question
is:
will
we
do
what
it
is
that
must
be
done?
And
when
we
look
at
the
the
decline
in
student,
aero,
enrollment
and
the
decline
in
population,
the
city
of
pittsburgh
becomes
aware
that
education,
public
education
in
pittsburgh
is
an
important
ingredient
in
that
design
and
if
they
don't,
if
they
don't
find
a
way
to
join
in
with
the
community,
to
force
the
school
district
of
pittsburgh
to
make
the
changes
that
need
to
be
made.
C
In
order
to
create
a
high
quality
school
system,
then
the
population
of
the
city
will
continue
to
decline.
The
enrollment
in
public
schools
will
continue
to
decline.
The
increase
in
in
in
crime
and
violence
will
continue
to
increase
and
we
will
have
missed
an
important
opportunity.
C
So
this
is
a
really
important
conversation
and
I
want
to
hold
up
brother
lewis
from
the
homewood
children's
village
for
just
a
moment,
because
they
are
very
good
at
starting
early
involvement
in
education
for
children.
C
C
H
Thank
you,
salad.
Thank
you
for
the
context
and
in
your
remarks
just
now
and
in
your
prior
remarks,
you
also
spoke
about.
Why
is
sort
of
the
city
council
engaging
in
this
conversation?
The
reality
is,
and
you
you
just
outlined
it.
The
two
are
tied
together.
H
The
success
of
our
school
district
is
is
critical
to
the
success
of
the
city
as
a
whole,
and
we
must
collectively
figure
out
how
to
solve
for
this
issue,
because
my
personal
belief
is
if
it
was
strictly
up
to
the
school
district
to
solve
it,
they
would
have
been
able
to
solve
it,
but
they
haven't,
and
so
it's
going
to
take
a
collective
action
both
from
the
city
and
there's
ways
that
we
can
support
what
is
happening
at
the
school
district.
H
We
should
be
supporting
what
is
happening
at
the
school
district,
and
even
mr
lewis
said
you
know,
education
doesn't
just
happen
in
the
schools,
it
happens
at
homes,
it
happens
with
what's
happening
before
you
get
to
the
schools,
and
mr
fogerty
spoke
about
lead
levels
and
things
that
we
can
be
doing.
So
I
have
a
sort
of
a
two-part
question
sort
of.
I
guess
aimed
at
mr
fogerty
and
mr
lewis
to
begin,
but
anyone
can
feel
free
to
chime
in
one.
H
At
the
end
of
your
presentation,
mr
fogley,
you
mentioned
that
we
do
see
successes.
You
highlighted
some
schools
that
are
doing
some
good
things,
and
you
said
we
do
know
we
can
and
close
achievement
gaps.
I'm
hoping
you
can
get
give
us
some
examples
of
one.
What
can
be
done
to
address
the
achievement
gap?
I
think
what's
also
worth
notice.
Noting
is
that
when
you
really
look
at
the
data,
the
average
pps
student
isn't
doing
that
great.
It's
just
that
the
average
black
student
is
just
doing
so
much
worse
that
it
just
stands
out.
H
So
I'd
be
interested
to
hear
from
you
what
what
success
models
have
you
seen
you
mentioned
earlier
in
your
remarks?
I
think
it
was
indianapolis
that
may
be
doing
some
sort
of
unique
and
good
things,
so
I'd
be
interested
to
hear
about
that.
But
in
the
second
part
to
the
question
is
once
we
get
through
that?
H
B
And
thanks
for
the
opportunity
yeah,
so
when
I,
when
I
looked
at
when
we
look
across
cities,
cincinnati
was
the
was
the
city
I
mentioned,
though
indianapolis
is
doing
some
interesting
things
with
the
mind,
trust
right
now
in
terms
of
expanding
and
creating
new
schools,
but
in
cincinnati
what
they've
done
is
made
a
20-year.
I
mean
a
generational
commitment
to
collective
impact
through
the
organizations
strive
together.
Strive
together
has
partnered
with
the
children's
hospital
in
cincinnati.
B
Cincinnati's
children's
hospital
has
made
third
grade
reading,
one
of
its
core
mission,
strategic
platforms
to
because
they
know
that
so
many
health
outcomes
are
tied
to
whether
or
not
children
are
reading
by
third
grade
and
so
they've
taken
this
kind
of
continuous
improvement
approach
and
collective
impact
approach,
something
that
well
that
walter's
been
doing
in
homewood
for
the
last
10
years.
Right,
like
they've,
been
working
on
this
approach
and
really
incubating
a
lot
of
things.
B
Now
you
know
when
I
see
it
when
I
say
that
it
means
the
both
the
city,
the
children's
hospital.
The
funders
they've
created
community
schools
right.
It's
really
taking
that
holistic
approach
towards
educating
the
child
and
they
have
data
behind
it
right
like
they
know,
with
with
some
degree
of
certainty,
what's
working
and
what
isn't
school
by
school-
and
I
mentioned
that
because
when
we
look
at
schools
like
and
I'll
mention
arsenal,
six
to
eight
arsenal.
B
Six
to
eight
is
a
school
that
serves
a
high
number
of
refugee
children,
many
english
language
learners
and
each
year
they
have
met
they've,
been
in
the
top
fifteen
percent
of
academic
growth
in
the
state
for
the
last
seven
years,
and
one
of
the
things
that
they
have
done.
B
Not
only
have
they
been
recognized
as
a
community
school
but
prior
to
that
recognition
by
the
board,
were
they
they
had
programming
in
the
school
that
would
allow
any
child
that
went
to
arsenal
six
to
eight
to
be
able
to
stay
there
until
5
30
at
the
end
of
the
day.
Right
so
they'd
be
connected
to
a
caring
program
after
school
right.
We
know
how
critical
out
of
school
time
programming
can
be
to
build
those
strong
relationships
to
create
engagement
and
to
create
another
space
where
a
child
can
learn.
B
But
in
a
different
environment,
the
other
thing
that
school
does
really
really
well
is
they've
made
a
commitment
to
grow.
The
academic
grow
academics
for
all
children
right.
So,
whereas
some
schools
have
the
strategy
of
like,
let's
take,
let's
triage
and
take
the
kids
that
have
the
greatest
needs
and
really
figure
out
how
we
can
grow
them.
What
they
said
is
look
if
we
can
do
that
with
a
smaller
number
of
kids
that
are
basic
or
below
basic
on
our
tests.
B
Why
can't
we
do
that
for
everyone,
and
so
they
just
make
it
their
mission
to
destroy.
These
are
the
words
of
their
of
their
principle
to
just
destroy
the
expectations
that
are
put
in
those
academic
growth,
predictions
that
are
put
forth
by
the
state
every
year,
and
so
it's
it's
both
kind
of
internally
having
a
strong
leader
who
really
understands
how
to
drive
instruction,
but
also
externally,
having
good
partners
not
only
with
the
community,
but
with
also
with
the
families
and
using
community
intermediaries
to
support
what
they
do.
B
So
I
think,
like
one
of
the
things
I
would
encourage
council
to
do
as
you're
thinking
about
this
issue
and
thinking
about
how
you
might
craft
legislation
is
one.
You
know,
look
to
look
to
our
neighbors,
just
down
the
ohio
and
cincinnati
and
really
and
reach
out
go
visit
go
see.
The
other
thing
is,
and
I
you
know
I'm
happy
to-
and
I'm
sure
others
in
this
call
would
be
to
take
you
on
a
tour
of
some
of
the
high
performing
buildings
in
our
city
right
and
and
show
you
what
they're
doing
I
know.
B
Dilworth
is
one
that
we've
mentioned
before
they
do
a
ton
around
both
culturally
relevant
pedagogy,
but
also
just
around
like
improving
individual
teacher
practice
through
reflection
and
dr
lamar
has
been
a
great
leader
at
that
school
for
many
years
in
terms
of
making
sure
that
all
children
learn
at
a
high
level
there.
So
I
I
will
I'll
leave
it
there.
I
think
you
know
there
are
lots
in
terms
of
like
the
teaching
and
learning
practices
and
the
environments
in
the
school
that
are
important.
B
But
when
I
come
back
to,
if
you
take
this
collective
impact
approach,
if
you
get
everyone
aligned
around
goals
and
then,
if
you
start
to
just
look
at
these
are
problems
that
are
solvable
and
which
ones
should
we
solve
first
and
prioritize
with
the
community
co-creating
co-designing
that
we'll
get
there
right
and
I
mean
I
truly
believe
we
have
everything
we
need
in
the
city
we're
like
fourth
per
capita
in
foundation
funding.
We
have
one
of
the
highest
funded,
best
funded
urban
school
systems
in
the
country
at
27,
000
per
pupil.
B
So
I
just
I
can't
believe
I
don't
I
don't.
I
won't
believe
that
this
is
impossible
to
fix.
I
actually
think
that
this
is
fixable
and
fixable
in
in
a
quick
time
span.
If
we
align
our
efforts
together
and
know
that
that's
not
going
to
be
easy
work.
G
Thank
you
yeah.
I
I
absolutely
agree
with
with
james.
You
know.
I
think
that
strategy
collective
impact
is
so
critical
and
so
crucial
to
the
success
of
what
we
want
to
see
for
our
children,
because
again
we're
talking
about
something
that
impacts
all
of
us
in
the
city.
You
know
whether
again
we
have
children
or
not,
and
so
really
figuring
out
how
we
can
get
all
of
the
the
different
organizations,
agencies
and
entities
to
really
work
together.
I
I
agree
with
you.
G
Councilman
lavelle
that
you
mentioned,
like
the
city,
has
a
role
to
play
in
supporting
you
know:
schools
and
schooling.
You
know
it
doesn't
necessarily
mean
you
guys
are
going
to
all
of
a
sudden
become
teachers
right.
It
doesn't
necessarily
mean
you're
also
going
to
start
managing
buildings,
but
it
does
mean
that
there's
a
role
that
the
city
can
play
like.
There's
resources
at
the
city
that
if,
if
we
actually
synergize
those
efforts
with
what's
happening
in
schools,
we
can
have
a
greater
impact.
G
You
know
one
of
the
things
we
talk
a
lot
about
people
throw
this
word
collective
impact
around
a
lot.
I
think
it
you
know,
became
a
buzzword,
there's
an
actual
model,
but
a
lot
of
people
just
say
it
and
they
really
mean
working
together,
but
there's
a
difference
between
working
together
where
we
get
an
additive
kind
of
impact.
Oh
you're
doing
this,
and
I'm
doing
that
kind
of
one.
G
You
know
one
plus
one
or
two
plus
two
is
four,
but
it's
a
totally
different
kind
of
scenario
when
we
start
having
a
multiplier
effect
right
and
to
me,
that's
like
true
synergy.
We
can
start
to
multiply
our
efforts
where
you're
getting
far
greater
outcomes
than
what
any
of
us
could
achieve
by
ourselves,
and
I
think
that
that
is
ultimately
what
we
have
to
do.
A
couple
critical
things
that
I
would
add
to
that
is
you
know
a
lot
of
collective
impact
models.
G
You
know
they
look
at
these
large
organizational
players,
these
institutions
that
align
resources
and
that's
great,
but
I
think
for
what
we
want
to
see
in
this
city.
If
we
want
to
be
successful,
that
collective
impact
has
to
also
include
very
deep
community
engagement,
where
you
have
you
know
everyday
people,
children,
families,
community
leaders
that
are
just
as
deeply
involved
and
and
seen
as
as
thought,
leaders
in
that
process.
G
As
you
know,
the
head
of
you
know
upmc,
or
you
know,
city,
councilmen
and
folks
of
that
nature,
and
so
I
think
it
would
be
really
critical
to
have
a
more
grassroots
approach
to
any
kind
of
collective
impact.
You
know
sort
of
effort.
Couple
things
I
want
to
say
about.
You
know:
james
spoke
about
success
in
schools.
You
know
a
lot
of
this
stuff
is
is
somewhat
predictable,
but
I
think
a
lot
of
times
in
response
to
crisis.
G
In
response
to
challenges,
we
often
make
decisions
that
maybe
look
great
in
the
short
term,
but
they
are
are
very
damaging
to
our
long-term
success.
You
know
when
james
talks
about
some
of
the
schools
around
the
city
that
have
seen
success.
They've
got
some
key
ingredients
that
when
you
look
around
the
country
they
have
the
same
ingredients.
You
talk
about
strong
leadership
and
longevity.
G
You
know
you
can't
turn
schools
around
overnight
a
year
two
year
initiative
is
not
going
to
do
it,
but
oftentimes.
We
haven't
put
the
the
context
in
place
to
be
able
to
retain
some
leaders
and
make
those
positions
attractive
in
some
of
our
buildings
that
need
the
most
help
or
you
put
a
leader
in
place,
but
they're
not
necessarily
confident
that
they're
going
to
be
around
long
enough
to
make
a
huge
impact.
And
you
know
once
you
have
that
strong
leadership
in
place
and
there's
commitment
to
that.
G
Then
you
know
the
number
one
ingredient
that
you
need
to
transform.
Learning
is
strong
teachers,
but
strong
teachers
are
only
going
to
stick
around.
You
know,
usually
strong
environments
where
there's
good
leadership
and
good
direction
and
things
of
that
nature.
And
when
you
look
at
you
know
james,
you
talk
about
correlation
and
causation.
I
mean
when
you
look
at
the
data
in
some
of
the
schools
in
our
district
that
have
some
of
the
highest
like
teacher
turnover
rates
like
not
even
just
year
to
year
I
mean
even
within
year.
G
When
you
look
at
all
of
these
additional
factors
that
are
in
place,
we're
not
necessarily
setting
our
leaders
up
and
our
schools
up
for
success,
and
I
think
those
are
things
that,
as
a
community,
we
can
rally
around
right
where
it's
not
just
a
principal
fighting
for
themselves
or
a
assistant,
superintendent
or
a
school
board
member.
But
it's
really
the
entire
community
understanding
what's
at
stake
and
how
we
can
all
play
a
role
in
and
making
that
improvement.
But
again,
I
believe
in
that
collective
impact
approach,
because
it
will
take
all
of
us.
F
I
was
just
gonna
say
that
lots
of
times
when,
when
you
hear
people
talk
about
collective
impact,
it
sounds
like
you
know,
a
very
lovely
party
that
we
all
go
to
and
everyone
sits
around
and
everyone
contributes
what
they
can
and
but
we
have
to
remember
that
real
collective
impact
is
very
difficult
work
and
it
takes
it
takes
commitment
and
it
takes
folks
changing
their
minds
and
it
takes
people
changing
practice,
and
it
takes
all
of
us
to
look
without
just
without
blind
without
rose-colored
glasses
at
data
and
to
really
examine
how
best
we
all
collectively
can
improve
outcomes
for
kids.
F
It's
it's
just.
Sometimes
I
think
when,
when
people
mention
it-
and
I
know
james
knows
this-
and
I
know
walter
knows
this-
that
it's
very
very
hard
work,
but
when,
when
people
hear
it,
it
sounds
lovely,
and
it's
really
it's
very,
very
difficult
work
and
it's
something
that
if
we
don't
commit
to,
if
we
don't
completely
commit
to
it,
is
there
it
won't
happen.
H
H
Salah
has
the
school,
has
the
school
board
of
directors
discuss,
year-round
education
and
the
reason
why
I'm
asking-
and
I
had
this
conversation
with
some
other
administrators
and
reverend
burgess
in
his
sort
of
opening
remarks-
mentioned
that
the
studies
are
showing
that
well
one
we
already
know
most,
especially
black
children
were
already
behind
in
grade
levels,
performance
reading
and
math.
H
Two,
the
studies
are
showing
that
many
children
are
now
an
additional
two
years
behind
because
of
having
to
learn
from
home
for
a
year
and
in
order
to
catch
up.
I'm
of
the
belief
that
pps
needs
to
be
looking
at
a
year-round
model,
and
I've
heard
that
you
know
there's
concerns
with
the
pft,
but
in
researching.
H
What
I've
also
learned
is
that
the
public
school
code
of
1949
actually
gives
the
school
board
of
directors
the
power
to
actually
decide
you're
going
year
round
for
up
to
four
years,
so
the
school
board
could
literally
say
we
are
doing
this.
We
have
the
legal
authority,
the
state
gives
it
to
us
and
we're
going
to
change
the
length
of
our
academic
school
year.
Has
the
school
board
of
directors
discussed
a
year-round
model
of
education
at.
C
All
thanks
for
the
question.
I
have
not
been
a
part
of
such
a
discussion.
C
It
is
difficult
for
us
to
even
get
a
discussion
for
extended
day
much
less
extended
year,
and
I
think
those
kinds
of
models
of
success
need
to
be
researched
and
brought
forward
as
as
a
a
part
of
our
learning
of
what
are
the
ingredients
for
success,
and
once
we
know
what
the
ingredients
are
for
success
are,
then
we
need
to
have
the
will
and
the
courage
to
implement
those
systems
to
create
that
success.
C
C
Good
enough
is
just
good
enough,
and
so
we
have
not
been
pushed,
which
is
why
I
encourage
council
to
keep
pushing
us
until
we
grasp
the
things
the
heart.
Do.
The
heart
commit
to
the
hard
work
that
was
referred
to
just
a
minute
ago
by
tracy
and
and
get
the
job
done.
It
requires
leadership,
leadership
that
is
willing
to
put
in
the
hard
work,
and,
quite
frankly,
we
don't
have
it
yet.
H
Thank
you
for
my,
for
my
colleagues
benefit
and
I'll.
Let
you
get
in
mr
walker.
I
did
have
sort
of
the
this
conversation
with
at
least
one
school
administrator
about
year
round.
What
that
could
look
like,
and
one
of
the
things
that
was
said
to
me
was:
if,
if
we
were
to
consider
that
model,
we
would
have
actually
need
the
support
of
the
city.
H
We
would
need
support
of
your
rec
centers
your
pools
and
other
resources
that
the
city
would
need
to
help
bring
to
the
table,
and
so
you
know
just
as
just
so
as
we
begin
thinking
and
discussing
this
and
maybe
potentially
wanting
to
put
on
the
table
this
school,
the
city
of
pittsburgh
would
need
to
bring
additional
resources
to
the
table,
assisting
with
transportation
and
a
number
of
other
things.
But
mr
walker,
you
were
trying
to
get
in.
E
Yeah
I
just
wanted
to
to
kind
of
echo.
You
know
some
of
what
saul
was
saying
in
that
you
know:
we've
been
doing
education,
not
just
in
pittsburgh,
but
across
the
country,
the
same
way
for
50
60
years,
and
so
the
education
that
my
kids
got.
E
You
know,
starting
in
2009,
looks
very
similar
to
the
education
that
I
got
coming
out
of
pittsburgh.
Public
schools
in
1994.
and.
I
E
You
know,
I
agree
that
we
need
to
take
bold
steps
and
do
things
different.
We
don't
have
to
blow
up
the
whole
system,
but
we
have
to
be
willing
to
tackle
each
and
every
piece
of
the
system.
I
E
Can't
be
parts
of
you
know
this
educational
system
that
we're
not
willing
to
look
at
to
talk
about
to
pick
apart
and
dissect.
So
you
know
the
pft
is
you
know
a
powerful
force
in
this,
but
we
can't
be
afraid
to
engage
in
those
conversations.
E
E
City
council
and
I'm
looking
forward
to
the
new
mayor
coming
in
because
again,
we
can't
be
afraid
to
bring
in
experts
from
outside
of
the
school
district
to
help
solve
some
of
the
very
challenging
problems
that
we
have.
So
you
know
we
can't
keep
doing
the
same
thing
and
hope
that
things
are
going
to
change
right.
We
have
to
to
be
able
and
willing
to
take
chances.
E
H
One
last
question,
and
then
and
then
I
will
cease
the
floor.
Mr
fogerty,
you
mentioned
that
we
were
one
of
the
better
funded
urban
school
districts.
Since
we
declared
this
one
of
the
things
we
heard
was
well.
The
school
district
needs
more
resources,
we
need
more
finances.
H
Obviously,
the
same
way,
the
city
of
the
city
of
pittsburgh
is
getting
arp
funding.
Our
school
district
will
as
well.
Can
you
speak
a
little
bit
about?
Do
you
is
this?
A
financial
issue
is
our
art?
Is
the
problem
with
our
children
not
being
educated
properly
of
due
to
financial
constraints.
B
Yes
and
no
right,
I
will
say
that
under
the
current
educational
delivery
model
and
the
number
of
schools
that
we
have,
you
know
if
you
continue
to
have
schools
that
on
average
or
you
know,
30
40
50
empty
compared
to
what
they
used
to
be
right.
We
used
to
be
a
city
of
700
000
people
with
the
school
system
closer
to
70,
80,
000,
kids.
You
know
we
are
now
at
about
21
000
students,
pre-k
to
12.
and
we've
made
adjustments.
B
We
made
painful
adjustments,
adjustments
that
have
hurt,
I
mean
historically
brown
and
black
communities,
and
so
I
think,
there's
a
lot
of
hesitancy
to
think
about
what
it
would
take
to
use
resources
more
efficiently
within
the
district.
B
But
you
know
if
you
look
at
us
compared
to
other
cities
across
the
country
and
even
in
the
state
of
pennsylvania
because
of
hold
harmless,
we're
in
the
top
five
percent
of
school
districts
in
the
state
in
terms
of
spending
per
pupil
spending
more
than
fox
chapel
per
pupil
spending
more
than
mount
lebanon
per
pupil.
And
yes,
we
have
needs.
Yes,
we
do
no
doubt,
but
you
know
this
is
not
a
resource
question.
Fundamentally,
the
the
resources
are
here.
B
It's
about
how
they're
allocated,
where
they're
allocated
and
to
what
end
right,
and
when
you
looked
at
the
chart
that
I
presented
and
when
we
we
provide
pretty
much
equal
funding
for
a
whole
set
of
schools,
regardless
of
of
the
level
of
poverty
in
the
schools,
and
we
know
that,
as
you
increase
concentrations
of
poverty,
there's
great
studies
out
of
stanford,
I
encourage
you
to
to
go
to
the
stanford
resources
that
exist.
That
have
talked
about
this,
where
there
are
high
concentrations
of
poverty,
there's
much
greater
difficulty
in
in
changing
things
right
now.
B
So
so
the
yes
is
under
the
current
model,
sure
you
know
we
could
use
more
people
but
we're
at
11
to
1..
I
want
to
mention
you
know
just
because
I
you
know,
I
know
folks
mentioned
the
pft
and
maybe
that's
you
know
I
will
say,
as
someone
who's
worked
for
the
last
three
years
at
perry,
high
school,
with
an
organize
with
a
group
of
folks
to
try
and
make
change.
B
One
of
the
things
that
I've
seen
from
from
educators
is
a
real
lack
of
trust
in
in
our
ability
to
like
make
change
that
they
actually
buy
into.
And
so
we
took
a
different
approach
which
was
harder
and
took
a
lot
of
work,
but
over
three
years
built
trust
with
a
group
of
teachers
and
created
a
plan
for
change
at
that
school
and
got
78
of
the
school
of
the
teachers
in
that
school,
with
the
support
of
the
pft
to
change
the
schedule.
So
that's
a
blocked
schedule.
B
That
was
done
by
a
vote
of
the
educators
in
the
building
and
what
I
think
we've
done
is
put
sort
of
the
the
boogeyman
of
the
collective
bargaining
agreement
and
like,
as
is
like
it's
impossible
to
change
that
it's
hard
right,
it's
hard,
because
there
are
entrenched
interests
that
that
are
hard
fought
for
right,
and
so
we
have
to
be
willing
to
say:
let's
do
this
hard
work
and
have
the
hard
conversations
with
our
educators
who
are
in
our
buildings
and
who
are
ultimately
going
to
be
charged
with
making
the
change
to
walters
point
right.
B
The
the
people
that
have
the
greatest
ability
to
turn
this
around,
especially
for
black
brown
children,
are
our
educators.
So,
that's
not
to
say
there
aren't
issues
right.
There
aren't
issues
that
are
that
are
within
the
contracts
that
are
impacting
black
and
brown
kids.
There
are,
but
I
do
think
if
we
were
to
go
forward
in
a
spirit
of
collaboration,
say:
what's
we're
willing
to
make
to
make
this
work?
How
can
we
make
it
work
and
and
really
walk
through?
B
It
may
not
happen
overnight,
but
I
do
think
there
is
an
ability
and
an
opportunity
here
to
make
change
so
to
the
to
the
point
around
year-round
school.
I
you
know,
I
think
that
that
that
would
be
possible.
There's
also
a
lot
of
ways
to
think
about
year-round
schooling
or
year-round
learning
kind
of
to
walters
point
that
it
happens
in
the
community
too
right
you've
got
summer
boost,
but
you
also
have
all
these.
B
You
have
a
over
a
million
and
a
half
dollar
investment
through
the
united
way
and
foundations
to
support
a
variety
of
organizations
to
do
summer
learning
this
summer.
You
know
we
have
these
esser
funds
sr3
under
the
american
recovery
plan,
like
there's
an
opportunity
for
the
district
to
also
say
hey,
you
have
community
partners
who
are
doing
really
good
work
with
kids.
B
Let's
get
together
think
about
how
we
can
work
together
and
align
it
so
that
you
know
our
community
organizations
that
are
doing
great
work,
whether
they
be
in
homewood
or
the
hilltop
or
in
the
north
side
or
west
end
right.
Like
those
organizations,
those
grassroots
organizations
are
part
of
the
solution,
and-
and
so
thinking
about
how
you
extend
the
learning
year
and
the
learning
day
right,
it
really
really
easy
to
think
about
how
you
might
be
able
to
do
that
in
in
the
existing
constructs
that
we
have.
B
So
I
think
it's
about
creates.
I
mean
again
to
the
to
the
point
around:
do
we
have
enough
resources?
B
I
mean
sure
you
could
have
infinite
resources,
and
that
would
be
helpful,
but
unless
you
have
a
structure
or
system
that
is
aligned
to
getting
outcomes
for
black
and
brown
kids
that
are
better,
I
don't
know
what
spending
more
money
gets
you
other
than
additional
hands,
which
may
or
may
not
be
helpful.
If
there's
not
alignment,
if
there's
not
a
strategy,
if
there
aren't
good
goals.
C
A
Thank
you
very
much.
Councilman
deb
gross.
J
J
J
How
much
of
the
city
budget
is
spent
on
the
schools,
so
they
they
were
under
the
impression
that
the
city
you
know
this
pittsburgh
public
school
budget
was
something
like
50
million
dollars
and
they
just
couldn't
find
what
page
it
was
on
and
in
fact,
you
spend
more
money
per
year
in
the
operating
budget
than
the
city
of
pittsburgh
right.
So
what
are
we
online
to
spend
this
year
about
570
million?
I
don't
know
what
you're
spending
this
year.
J
So
I
want
to
thank
all
the
speakers,
of
course,
for
making
the
time
to
be
here
with
us
today
to
help
us
understand
the
kind
of
all
of
the
policy,
ins
and
outs
right,
and
sometimes
people
wonder
what
post
agendas
are
for
they're
really
for
us
to
help
us
make
better
policy
right.
You
are
here
to
to
edify
us
to
bring
us
the
information
that
you
think
we
need
to
know.
J
So
I
appreciate
the
slideshow
and
the
inputting
and
also
kind
of
getting
to
know
kind
of
what
roles
each
of
the
players
in
the
space
in
the
city
occupy.
That's
also,
sometimes
a
really
helpful
input
that
we
need,
because
we
are
not
experts
on
everything
we
are
neither
omniscient
or
omnipotent
right
as
city
council
members,
so
it's
really
excellent
for
us
and
for
the
public
to
have
the
information
that
you're
bringing
to
us.
So
I
I'd
like
to
return
to.
J
What
space
does
city
council
occupy?
What
can
we
do
more
of?
What
can
we
do
better
to
support
the
students
achievement
right?
That
is
the
goal
of
the
conversation
right:
how
to
improve
pittsburgh.
Public
school
students
achievement,
make
it
more
equitable,
but
dramatically
improve
it,
especially
for
our
black
students,
and
so
while
we
can
all
kind
of
have
the
same
goal
and
this
you
know
the
share
sentiment.
J
We
do
have
different
jurisdictions
and
there
are
things
that
we
have
jurisdiction
over,
that
you
do
not,
and
vice
versa.
So
let
me
just
kind
of
make
some
suggestions
when
I,
when
I
see
the
map
that
was
in
the
slide
presentation
about
attendance,
you
know
I
have
concerns
about
housing,
insecurity
right.
That
is
what
I've
usually
heard
from
people
in
different
schools,
right
that
it's
the
that
their
students
don't
live
where
they
lived.
J
Yesterday
right,
they've
been
put
out,
they've
been
forced
out
they're
in
need
of
housing,
they're
housing,
insecure
we've
been
talking
a
lot
this
year
and
not
doing
a
very
good
job
at
managing
the
eviction
crisis
that
is
facing
our
households
in
the
city
of
pittsburgh.
J
I
think
we
all
of
us
can
only
expect
that
to
become
worse
as
the
federal
emergency
declarations
are
ending.
There
are
now
many
many
hundreds,
if
not
thousands,
of
cases
pending
in
the
city
alone.
There
is
also
a
layer
on
that
map
that
you
showed
us,
mr
fogerty,
at
create
lab
of
eviction.
So
you
layered
school
attendance
with
blood
lead
levels.
I'm
really
glad
that
cmu
is
tracking
those
blood
lead
levels.
We
have.
J
Many
of
us
on
city
council
have
also
been
working
to
bring
down
any
contaminants
that
we
can,
including,
of
course,
water
service
lines.
My
role
at
pwsa,
but
also
lead
paint,
is
a
deep
concern.
We
know
that
the
majority
of
blood
level
poisonings
blood
poisonings
lead.
Poisonings
in
the
city
of
pittsburgh
are
caused
by
pain
right.
We
do
not
inspect
for
paint,
we
could
fund
our
pyramids
licenses
and
inspections
to
inspect
for
paint,
and
we
should-
and
we
haven't,
because
we
haven't
wanted
to
add
the
bodies
to
permits
licenses
and
inspections.
J
J
We
don't
need
to
wait
if
we're
willing
to
pay
for
it,
so
I'll
just
leave
that
there
on
the
table.
So
that's
two
things
then
right.
So
I
mentioned
housing
and
security.
I
think
that
is
something
that
we
we
can
do
better,
perhaps
there's
ways
we
can
work
together
on
that.
I
don't
know
where
your
jurisdiction
and
capacity
is
around
housing.
Lead
paint
is
definitely
a.
J
I
think,
where
we're
behind
as
a
city,
and
we
should
be
better
and
we
would
welcome.
We
would
welcome
input
from
the
county,
in
fact,
because
the
county
also
has
a
department
of
health
and
they
can
lend,
I
think,
support
to
you,
know
inspections
and
lead
paint
remediation
and
abatement.
J
So
thank
you
for
that.
So
over
the
last
year
and
a
half
of
covid,
our
parks
department
has
moved
nearly
a
million
meals
with
our
city
staff
differently
than
they
were
before
right.
You
used
to
have
to
show
up
it
only
and
if
you
showed
up
and
you
had
to
show
that
you
were
enrolled
in
a
summer
program,
it
was
this,
but
before
covid
the
kids
weren't
allowed
to
take
the
food
home
from
our
summer
programs.
J
And
if
you
ask
me,
that's
dumb
because
of
the
federal
constraints
or
the
funding,
the
food
was
only
for,
while
you
were
there
at
your
summer
program
at
the
art
card
or
at
the
pool.
Whoever
was,
let's
stop
doing
that
so
now
under
covid
you
can
any
family
in
the
city
can
go
to
one
of
our
distribution
sites
and
take
meals
home
right.
We
can
all
agree
at
this
table.
I
think,
to
let's
keep
doing
that.
J
So
we
moved
a
million
meals,
but
we
did
the
city
proper,
didn't
pay
for
the
meals
is
what
I'm
told
and
what
I
understand
that
you
pittsburgh
public
schools
provided
meals
and
then
the
another
another
vector
for
meals
was
the
area
agency
on
aging,
so,
basically
state
county
support
week.
That's
something
we
can
coordinate
on.
Let
us
not
have
any
hungry
students
right.
We
know
that
of
our
poor
council.
J
Members
are
sick
of
me
kind
of
quoting
the
study
from
the
women
and
girls
foundation,
the
femisphere
report
that
we've
been
using
now
for
a
number
of
years
and
what
they
did
was
analyze
poor
households
in
the
city
of
pittsburgh,
using
county
data.
I've
looked
at
the
raw
data
myself,
we're
hoping
this
will
be
updated,
of
course,
with
new
census
data.
J
But
if
you
look
at
who
is
below
the
poverty
line
in
the
city
of
pittsburgh,
70
percent
of
the
households
in
poverty
are
female-headed
households
with
children
right,
and
so
we
know
they
have,
of
course,
the
burdens
on
their
household
for
cost
burdens
or
our
housing.
As
I
mentioned
food,
as
I
mentioned,
but
also
child
care,
and
I
think
between
us-
we've
tried
to
put
funding
into
child
care,
I'm
incredibly
grateful
that
the
federal
government
is
talking
about
putting
funding
into
child
care
that
our
our
city,
families
can
enroll
very
soon.
J
I
think
there's
already
a
website
link
to
enroll
for
a
300
per
month,
credit
per
child-
something
like
that.
I
don't
want
to
quote
it
indirectly,
but
it's
generally
that
that's
what
our
vice
president
just
announced
this
week,
but
that
we
also
support
the
child
care
centers.
I
know
they're,
not
schools,
and
I
know
we
have
lots
of
different
kinds
of
businesses
in
the
city,
but
we
know
that
this
is
a
problem.
J
We
know
that
our
female-headed
households
have
child
care
problems
that
they
are
unable
to
solve.
We
know
that
we
do
not
have
enough
child
care
seats
in
the
city
for
infants,
for
one-year-olds,
for
two-year-olds,
for
three-year-olds
on
up
to
five-year-olds
in
school
enrolled
right.
We
know
that
it's
expensive.
J
We
know
that
there
are
two-year
waiting
lists.
We
know
that
it's
an
obstacle.
I'm
told
that
sometimes
it's
the
older
siblings,
who
have
to
provide
care
right.
I'm
sure
that
negatively
affects
school
attendance,
so
we
can
do
better
at
these
things
right.
There
are
ways
that
we
can
do
what
we
can
do,
but
we
can
try
to
make
sure
that
we
coordinate
the
efforts
so
that
we
are
solving
the
problems
that
can
help.
J
You
succeed
right
that
to
get
the
obstacles
out
of
your
way,
so
I
I
want
to
suggest
that
we
continue
these
conversations
on
concrete
steps
and
not
just
good
intentions.
We
know
the
things
that
we
are
capable
to
do,
but
there
may
be
things
that
you
know.
I
didn't
mention
here
that
that
we
haven't
even
thought
of
yet
and
so
we're
definitely
open
and
eager.
J
At
least
I
I'm
speaking
for
myself,
open
and
eager
to
hearing
what
these
problems
are,
because
we
do
know
that
what
we
do
impacts
your
students
and
we
know
that
having
a
stronger
school
system
helps
the
city
succeed.
So
I
was
gonna,
I
I
was
intending
to
ask
questions
and
then
I
got
on
a
roll
and
I
just
kept
talking.
So
let
me
just
stop
there.
Let
me
just
talk
here.
I
haven't
seen
any
response.
Sorry.
E
I'd
like
to
make
a
comment
on
that,
because
I
think
you
make
some
really
good
points
that
there
are
areas
that
is
for
public
schools
and
our
families
need.
You
know,
I
think,
for
students
to
be
successful
in
school
and
out
of
school,
they
have
to
feel
safe.
First
right,
safe
students
learn
better,
they
integrate
in
their
community
better,
they
participate
better,
and
so
one
of
the
areas
where
I
think
the
city
and
the
city
council
can
help
partners.
E
How
do
we
make
the
time
when
our
students
leave
their
house
in
the
morning
to
go
to
school
and
the
time
that
they
leave
school
to
go
back
to
their
homes?
How
do
we
make
that
a
safer
time
for
them
so
that
they
have
the
opportunity
to
participate
in
in
after
school
programs
or
go
to
the
local
park
to
meet
new
friends?
How
do
we
make
them
feel
safer?
How
do
we
actually
make
them
safer
and.
E
Area
you
know-
and
this
is
one
of
the
areas
that
was
exposed
by
covid-
that
pittsburgh
public
schools
wasn't
prepared
for
right.
We
did
a
really
good
job,
making
sure
that
all
of
our
students
had
a
device
that
they
could
use
for
school,
but
we
didn't
do
a
great
job
of
making
sure
that
they
could
actually
use
that
device
in
their
home
or
in
their
community.
So
I
think
one
of
the
ways
the
city
can
help
kind
of
foster.
E
That
is
how
do
we
build
broadband
infrastructure
in
our
city
that
allows
our
students
to
access
the
technology
that,
as
a
school
district,
we've
been
able
to
give
them
so
first
we
keep
them
safe.
Then
we
help
them
to
actually
use
the
resources
that
we've
given
them.
I
don't
have
answers
for
either
of
those
questions,
but
you
know
you
know.
My
kids
were
fortunate
that
we
are
in
a
position
to
provide
them
with
as
safe
a
home
as
we
can,
as
well
as
the
access
to
use
the
technology
that
was
available.
E
G
Yeah,
thank
you
gene.
In
fact,
if
I
could
jump
in,
I
have
like
a
broader
comment,
but
I
want
to
speak
directly
to
the
two
things
that
gene
mentioned,
because
I
think
there's
there's
there's
two
really
tangible
things
that
I
think
city
council
could
play
a
role
in
related
to
both
of
those
I
mean.
So
one
is
it's
not
the
end-all,
be-all
solution
of
safety,
but
you
know
safe
routes
to
school.
So
you
know:
we've
been
working
with
the
department
of
mobility
and
infrastructure.
G
I
know
they've
got
some
funding,
I
believe
from
penndot
to
support
safe
routes,
but
that
funding's
heavily
limited
in
the
sense
like
they're,
only
focusing
on
a
couple
of
schools.
Right
now
and
again.
I
think
that
the
team
that
domey
is
doing
doing
the
best
that
they
can
do,
but
there
could
be
a
larger,
concerted
effort
from
the
city.
G
We
got
a
couple
meetings
scheduled
and
again
I'm
in
homewood,
so
I'm
focusing
largely
on
faison
and
lincoln
at
this
point
in
time
in
westinghouse,
but
we're
talking
about
crossing
guards,
and
you
know
in
a
lot
of
our
communities.
The
route
to
school
is
not
safe
to
walk
right.
There
aren't
a
lot
of
crossing
guards,
you
know
patrolling
the
streets,
you
know
helping
kids,
you
know
cross
these
dangerous
streets
and
things
of
that
nature.
Another
thing
is
that
again
is
under
you.
G
Guys,
jurisdiction
that
could
be
supported
is
even
the
the
sidewalks
the
pathways
to
school.
A
lot
of
times
are
littered
with
overgrown
lots,
lots
that
are
unsafe,
abandoned
and
blighted
properties
that
kids
have
to
walk
past,
and
so
some
of
those
properties
are
under
city
jurisdiction.
It
may
be
owned
by
the
city
or
the
ura,
or
certainly
the
city.
Could
you
know
lean
on
certain
authorities
to
you
know
better,
manage
those,
those
properties
and
things
of
that
nature.
G
So
again,
I
think
those
are
some
things
specific
to
safety,
another
piece
on
the
the
broadband
internet
access.
I
know,
there's
been
a
couple
of
projects
and
I
believe
the
city's
been
involved
in
at
least
some
we've
had
some
conversations.
I
know
I've
spoken
with
rep
gainey
about
some
projects
and
also
councilman
burgess,
but
we've
been
working
with
carnegie
mellon
and
some
folks
from
metamech
wireless
communities
to
look
at
like
a
broad,
a
long
term.
G
What
we
hope
will
be
a
long-term
broadband
solution
for
anybody
in
the
city
who
needs
access
to
internet
who
may
not
be
able
to
afford.
You
know
a
verizon
or
comcast
kind
of
solution
to
be
able
to
have
access,
because
we
know
that
this
is
a
critical
need.
And
again
I
don't
know
how
involved
the
city
has
been.
G
We've
been
looking
at
a
couple
of
neighborhoods
right
now,
again,
we've
been
focused
on
bringing
this
project
to
homewood,
so
we've
gotten
a
lot
of
the
infrastructure
is
getting
ready
to
be
put
in
place,
and
so
we
should
be
able
to
have
more
people
having
access
in
the
community,
but
this
could
be
something
that
becomes
city-wide
if
it
was
something
that
council
decided
was
of
a
large
enough
priority
and
then
the
last
thing
just
to
kind
of
more
general.
I
think
that
I
think
that
the
city
could
really
potentially
get
behind.
G
J
G
G
You
have
support
from
the
district,
it's
it's
it's
a
office
right
in
the
superintendent's
cabinet,
the
pittsburgh
federation,
the
teachers,
I've
had
many
conversations
with
nina
and
billy
there's
a
lot
of
support
from
pft
and,
generally
speaking,
the
community
has
been
also
very
supportive
of
these
schools.
So
I
think
it's
a
mechanism
that
could
be
utilized
to
actually
bring
a
lot
of
resources.
G
J
An
office
sunnyside
has
been
hoping
for
this
now
for
years,
where
I
represent
in
stanton
heights.
What's
the
obstacle
so.
G
G
I
know
in
homewood
we've
been
working
with
the
three
schools,
lincoln
faison
and
then
westinghouse
as
community
schools
within
homewood,
and
since
then
the
district
has
sort
of
formally
adopted
community
schools
and
has
expanded
it
to
other
schools
across
the
the
city.
One
of
the
the
challenges
with
community
schools,
in
terms
of
you
know,
founding
community
schools
and
getting
them
started.
G
You
know
there
are
some
funding
concerns
and
things
of
that
nature
in
terms
of
you,
gotta
hire
a
community
school
site
director,
I'm
not
sure
of
all
of
the
politics
that
have
gone
into
which
schools
have
been
selected
and
some
of
those
kinds
of
things.
What
I
can
say
from
a
personal
standpoint
is
what
I've
seen
is
it's
really
critical
to
have
buy-in
from
that
school
leadership
and
from
that
community?
G
You
can
put
a
community
school
in
place
in
name,
but
if
there's
not
wholesale
buy-in,
where
the
leaders
understand
what
it
is
and
what
it
can
be
and
the
teachers
understand
what
it
is
and
what
it
can
be
you're
going
to
find
yourself
kind
of
turning
your
wheels
and
not
necessarily
having
the
greatest
impact
that
the
school
could
possibly
provide.
G
But
my
point
in
mentioning
it
is,
I
think,
it's
a
great
vehicle
that
could
be
used
to
deliver
a
lot
of
these
different
kinds
of
things
right,
because
the
concept
of
the
community
school
is
about
leveraging
all
of
these
community
resources
to
support
the
education
of
the
children,
and
so
I
think
it
could
be
a
great
way.
You
know
we
know
a
lot
of
these
kinds
of
things
take
time.
G
C
Well,
I
think
that
the
the
fundamental
problem
to
answer
mrs
gross's
question
is:
we
don't
have
all
in
more
community
schools,
because
we
don't
have
the
leadership
and
the
prioritization
to
create
those
community
schools.
C
We
we
can
give
lip
service
to
ideas,
but
good
ideas
cost
money,
and
if
we
really
believe
in
community
schools,
we
will
put
the
resources
in
to
make
all
of
our
schools
community
schools,
and
I
think
that,
with
with
more
communication
and
collaboration
between
the
school
district
and
the
city
and
the
county
and
the
stakeholders,
all
working
together
to
create
this
collective
impact
that
was
talked
about
earlier.
C
J
All
right,
thank
you,
mr
dean.
I
also
just
wanted
to
acknowledge
that
I
am
also
super
supportive
of
the
safe
routes
to
schools
and
have
been
a
terrible
nag
to
domi
in
my
own
district,
about
where
schools
are
and
where
we
need
crosswalks,
where
we
need
crossing
guards,
and
I
I
believe
that
we
as
the
city
should
do
better
with
crossing
guards
one
of
the
one
of
those
things
when
you
start
kind
of
teasing
out.
J
What
are
the
obstacles
here
is
that
I
had
constituents
who
were
eager
to
do
crossing
guard
work,
but
the
way
it
was
structured
and
I'm
I'm
hoping
this
changed
because
the
contract
has
been
renegotiated
was
that
you
couldn't
pick
where
you
were
assigned,
especially
if
you
didn't
have
seniority
right.
So,
while
you
might
be
ex
eager
to
be
within
anywhere
in
a
mile
or
two
of
your
house,
because
you
also
have
kids
and
they
are
going
to
be
home
after
school,
you
might
have
been
assigned.
J
You
know
15
miles
away
which
in
the
city
could
be.
You
know
an
hour
away
during
that
time
of
day,
so
that
was
an
we
couldn't
get.
J
Their
work
needs
with
our
our
staffing
needs,
but
I
see
smith,
mr
dean,
I'm
going
to
interrupt
you
because
I
see
councilwoman
smith,
so
I'm
going
to
see
the
floor
to
her.
I
think
is
next.
Mr
burgess,
that's
correct.
Councilman
smith.
I
Muted,
thank
you,
councilwoman
I'll,
be
brief
too,
because
I
actually
have
a
meeting.
I
got
to
drive
and
listen
at
the
same
time.
I
Thank
god
I
didn't
wreck,
but
I
just
want
to
say
first
of
all,
post
agenda,
I
heard
you
mentioned
comes
from
this
for
gathering
information,
but
usually
gathering
information
means
more
than
one
side,
and
this
seems
very
one-sided
to
me.
So
I
just
want
to
say.
I
think
that
we
need
to
have
additional
people
at
this
table
and
when
it
comes
to
a
plus
schools,
I've
had
questions
about
a
plus
schools,
their
funding
and
some
of
their
direction
and
their
mission
for
quite
some
time.
I
I
think
back
before
when
mr
saladin,
I
think
you
were
on
the
board,
or
you
may
have
been
one
of
the
initial
founders
with
tom
murphy
of
the
group
that
formed
into
a
plus
schools
and
at
first
I
thought
it
was
a
great
idea,
and
over
the
years
I've
had
a
lot
of
concerns
about
them,
mostly
about
their
funding
and
how
sometimes
groups
once
they
receive
funding.
They
have
to
do
what
not
necessarily
what
their
mission
was
intended
for.
I
So
so
I
have
a
lot
of
concerns
with
that,
but,
as
I
look
through
this,
I'm
curious
who
funds
black
women
for
better
education,
who
are
the
funders
for
that
organization?
I
F
It's
their
their.
The
pack,
part
of
black
room
for
a
better
education,
has
been
supported
by
individuals
all
over
the
city.
There
haven't
been
any
foundations
that
have
supported
the
organization.
Anyone.
F
I'm
sure
I
mean
I'm
sure
I
work
for
a
foundation
and
I
and
I
gave
to
black
room
for
better
education.
So
I
mean
I'm
sure
there
are.
You
know,
folks
who
work
for
foundations,
who
also
gave
like
their
folks
who
work
for
foundations
who've
given
to
all
kinds
of
I'm.
I
Just
wondering
if
there's
any
cross
wait
between
a
plus
schools
and
in
this
organization
and
the
homewood
children's
fund,
I'm
just
wondering
if
there's
anything
any
connection
between
all
of
them
and
all
of
you,
because
you
were
all
supported
by
the
same.
The
people
here
that
ran
for
office
were
supported
by
the
same
organization.
I
B
I
B
No
most
of
if
the
source
was
not
listed,
it
came
from
the
a
plus
schools
report
to
the
community
and
the
data
that
comes
from
that
comes
from
pde
and
the
pittsburgh
public
schools,
with
whom
we
have
a
data
sharing
agreement.
We
work
very
closely
with
them
to
to
scrub
and
look
at
the
data
and
if
there's
any
inconsistencies,
we
always
work
with
their
data
team
every
year.
B
When
we
do
our
report
to
the
community
to
ensure
that
the
data
is
accurate
and
provided
fulsomely
and
completely
school
by
school
to
all
15
000
parents
in
the
pittsburgh
public
schools
and
we
provided
additional
5
000
copies
to
our
libraries,
to
our
to
our
council,
people
to
magistrate,
judge
offices
to
pediatricians,
and
then
we
put
it
up
online
and
you
know
if
there
are
ever
any
questions
or
needs
for
correction.
We
always
make
them
as
soon
as
as
as
possible
once
they
are
known.
But
we
provide
the
data.
I
I
At
least
gives
me
something
to
share
with
her,
but
I
will
say
that
I
hope
that
the
next
post
agenda
includes
additional
opinions
and
additional
backgrounds.
I
know
that
reverend
really
wants
to
do
a
lot
of
things
with
the
schools
and
so
do
I
and
a
matter
of
fact.
I
started
the
education
commission
a
long
time
ago
and
it's
still
not
has
is
not,
does
not
have
a
board
seated.
So
if
council
wants
to
do
that,
we
can
do
that
if
you're,
if
you're
interested
in
the
schools.
F
I
I
I
I
think
that
we
want
to
need
to
make
sure
that
what
we're
doing
is
actually
going
to
benefit
the
children
of
the
city
of
pittsburgh
and
to
make
sure
that
it
benefits
our
city
and
our
schools,
and
I
think
that
when
we
work
together
as
councilman
gross-
and
I
did
yesterday
with
the
administration
with
the
foundations
with
the
county,
we
were
able
to
come
up
with
some
possible
solutions
on
how
we're
going
to
work
with
our
kids
and
do
some
things
for
the
kids
as
well.
I
But
I
also
think
that
when
you're
talking
about
keeping
kids
from
early
in
the
morning
to
late
at
night
and
doing
all
these
things
in
school
for
a
year
around
school
you're
talking
a
lot
about
keeping
kids
away
from
their
families.
But
I
don't
hear
anybody
talking
a
lot
about
building
up
the
family
unit
and
helping
the
families,
because
in
my
district
we
have
a
lot
of
open
cyf
cases
and
to
me
that's
what's
going
to
help.
I
Kids
is
helping
them
to
come
home
to
a
safe
environment,
because
at
some
point
they
have
to
go
home.
Whether
we
keep
them
early
in
the
morning
late
at
night
year
round,
sooner
or
later,
they
either
have
to
go
home
or
in
some
cases
kids
are
sleeping
in
parks
or
out
on
the
street,
because
they're
too
afraid
to
go
home.
I
For
the
second
time
around
grandparent
program,
and
without
that
program
in
you
know,
there's
a
big
void
and
of
resources
for
parents,
and
she
did
just
an
amazing
job,
and
I
know
several
times,
nancy's
looked
into
returning
to
the
district,
and
I
think,
if
you're
sincere
you'd
maybe
look
into
what
she
could
bring
to
the
table
because
that
they
have
to
be
part
of
the
solution.
There
is
no
solution,
you're,
eventually
going
to
send
kids
home
to
the
same
dysfunction.
In
many
cases,
some
of
them
left
in
the
morning.
A
A
A
I
only
have
one
interest
and
this
is
not
an
interest
today.
It's
not
an
interest
a
week
ago.
It's
not
an
interest.
A
month
ago,
it's
not
interest.
A
year
ago,
I've
spent
40
years
of
my
life,
all
in
my
professional
life
on
one
issue
and
one
issue:
only
I've
done
other
things,
but
the
one
thing
that's
been
consistent
is
the
academic
achievement
of
children,
particularly
black
children,
that
is
overwhelmingly
a
focus
of
mine.
It
has
been
continues
to
be
in
pittsburgh.
A
I
think
the
first
thing
we
have
to
agree
on
in
order
to
go
forward
for
anything
is
that
all
of
our
kids,
that
the
school
district
is
failing
and
that's
the
part,
that's
uncomfortable,
but
it's
true.
The
school
district
is
failing
its
students,
input
pick
in
particular,
african-american
students
are
failing
disproportionately,
so
we
need
to
be
honest
about
that.
That
should
be
where
we
start
at
and
we
all
agree.
The
school
system
is
failing,
and
black
kids
are
feeling
disproportionately
that's
a
truth.
A
A
What
bothers
me
is
the
lack
of
all
the
lack
of
responsibility
of
saying
we
are
not
doing
a
good
job,
educating
our
kids.
We
are
not,
which
is
why
my
kids
didn't
go
to
public
school
right.
I
made
that
choice
to
send
my
children
to
private
school.
I
paid
a
whole
lot
of
money
to
get
my
kids
into
private
schools.
It
was
successful
for
me
right.
Three
of
my
four
children
are
in
graduate
school
right
now.
It
was
very
successful
for
me.
A
A
If
they
could
have
done
it
alone,
they
would
have
done
it
alone,
since
the
kids
are
failing,
since
the
school
district
is
failing,
it
just
seems
to
me
common
sense
that
we
should
all
be
involved
every
family,
every
church,
every
community
based
organization,
every
mayor,
every
council
member-
and
I
don't
think,
there's
any
argument
about
that.
Right,
we
should
all
be
involved,
then
the
question
is:
how
do
we
do
it?
What
I
have
found
is
whenever-
and
the
only
reason
I
did
not
run
for
school
board
is
because
my
kids
went
to
private
school.
A
A
A
We
have
to
have
these
uncomfortable
conversations
where
there
is
where
there
is
suspicion,
there's
distrust.
There
are
all
this
stuff
right,
but
at
the
end
of
the
day,
and
which
is
why,
if
you've
noticed
in
all
of
my
comments,
I've
only
focused
on
academic
achievement.
Nothing
else.
I've.
A
I've
not
talked
about
superintendent
issues,
I'm
not
talking
about
quality
of
instruction.
None
of
that
stuff
to
me.
We
can
talk
about
it,
but
I
think
that
gets
us
in
a
rabbit
hole.
That's
not
helpful,
I
think
if
we
can
focus
narrowly
on
what
can
we
do
to
increase
the
academic
level
of
our
children
of
all
children?
That's
the
starting
place
of
unity
of
everybody
can
agree
on.
I
don't
think
there's
a
person
on
this
call
to
disagree
with
that
goal.
What
can.
I
I
I
No,
no,
it
is
right,
it
is
right
and
even
when
I
get
angry,
I
get
angry
because
people
have
not
cared
about
the
kids
for
all
these
years.
People
have
not
done
a
lot
of
things
for
our
kids,
but
I
do
know-
and
sal
will
be
surprised
to
hear
me
say
this-
is
that
I
do
know
that
he
has
done
this
for
a
very
long
time.
I
Public
schools
and
I'll
say
say
that
I
think
it
matters,
but
I
also
think
it
matters
at
the
superintendent
that
we're
supportive
of
some
of
the
things
that
he
that
the
superintendent
does,
and
I
think,
if
you
can't
say
it
for
one
person
and
not
for
an
er
for
one
group
of
people,
but
not
the
other,
and
I
just
don't
always
hear
that.
I
feel
like
sometimes
there's
a
lot
of
attacks
and
I
don't
know
whether
they're
just
or
not.
I
don't
know
enough
about
about
the
district
and
the
direction
they're
taking.
I
But
I
do
hear
what
you're
saying
reverend
about
keeping
us
focused
on
student
achievement
and
if
that's
the
goal
and
keeping
kids
safe
in
and
out
of
the
schools,
then
I'm
in.
For
that
conversation,
that's
all
I'll
say
so.
A
Again,
this
is
my
time
I
I'm
not
going
to
be
long.
I
have
nephews
and
nieces.
I
have
eight
of
them
great
grand,
nieces
and
nephews,
one
of
them
until
the
pandemic,
a
group
of
them
we
had
over
at
least
one
to
two
weekends.
A
month
we
had
them
right.
I
mean
my
kids
are
older
now,
but
they
they're
young,
great
school,
kids
and,
of
course,
as
we
do
all
of
our
kids,
we
don't
you
know,
watch
tv
or
or
play
video
games
only.
We
do
academic
work.
I've
always
done
that.
A
My
nieces
and
nephews
can't
read:
they
go
to
public
schools
and
they
can't
read
this
can't
we
can't
let
this
continue
right.
We
can't
let
these
kids,
these
kids,
can't
read,
they
can't
do
math,
we
know
they
can't
it's
not
it's,
they
can't
do
it
and
the
pandemic
has
made
this
worse
if
they
were
behind
two
and
three
grade
levels
before
the
pandemic.
After
having
two
years
of
non-education
black
children
for
the
most
part,
disproportionately
didn't
even
log
into
the
system.
My
my
daughter-in-law
works
for
the
she's,
a
teacher
at
beshear.
A
They
didn't
log
in
most
of
her
student,
never
logged
in
two
years
of
non-instruction
if
they
couldn't
read
and
do
math
before
this,
if
they,
if
there
were
two
three
four
grade
levels
but
hard
before
the
pendant,
what
do
you
think
they're
right
now?
This
is
this?
Is
this
has
to
be?
And
the
reason
I'm
saying
this
so
blatantly
is
everybody
has
in
order
what
I
believe
and
not
ask
james
to
help
me?
Maybe
I'm
crazy.
A
I
think
this
has
to
be
in
particular
for
the
black
community.
Single
women
with
kids
absolutely
has
to
be
this.
Education
of
our
kids
has
to
be
a
fundamental
priority
of
every
family
of
all
the
organizations
in
the
city
of
pittsburgh,
or
it's
not
going
to
get
better.
It's
awful
these,
the
kids,
I'm
talking
too
much
the
academic
achievement
of
these
kids
is
awful,
especially
of
black
kids
and
we're
acting
like
it's.
Okay,
it's
not
okay,
because
let
me
finish
when
they
can't
read,
we
know
what's
going
to
happen
when
they
can't
do
math.
A
We
know
what's
going
to
happen,
because
I
I
you
know,
I've
done
lots
of
things
in
my
career,
including
working
in
jails.
We
know
what
that
happens.
We
know
that
if
you
want
to
find
out
who's
going
to
jail,
do
it
by
area
code
and
when
you
go
to
those
zip
codes,
we
see
poor
black
people,
poor
black
families,
low
educational
outcome.
We
can
we
know,
what's
going
to
happen,
it's
clear
what's
going
to
happen,
so
we
need
to
be
honest
in
our
city
that
this
is
an
emergency,
a
crisis,
an
awful
situation.
A
All
the
numbers
I've
read
were
pre
pandemic,
I'm
sh,
I'm
afraid
to
figure
out
to
find
out
where
those
kids
are
now.
There's
been
no
testing
didn't
test
them
last
year,
but
this
year
last
year
they
didn't
test
them.
I
know
that
they're
worse,
I
know
my
nieces
and
nephews
children
in
my
church
are
worse.
So,
let's
figure
it
out.
Let's
not
talk
about
turf,
because
these
are
kids
I
mean.
Maybe
I'm
maybe
I'm
crazy.
I
guess
maybe
I'm
crazy.
I
the
reason
that
we
come
from
about.
He
still
has
young
kids.
A
A
That
means
education
must
be
a
focus
for
the
kids
24
7
in
the
families,
because
we
have
families
that
when
the
kids
come
home,
don't
do
any
academic
stuff
from
the
time
the
kids
come
home
to
the
time
they
leave
the
next
morning.
That's
unacceptable,
but
they
have
to
be
trained.
Parents,
especially
poor
parents,
have
to
be
trained.
I'm.
B
A
concerted
effort,
I
think
what
councilman
gross
talked
about
in
terms
of
thinking
about
the
things
that
you
can.
You
can
impact
right.
I
can
show
you
councilman
gross
the
same
maps
from
cmu
that
do
overlay
eviction,
information
with
with
absenteeism
and
student
achievement.
B
I
think
you
know
there
are
places
today
where
council
could
be
making
a
huge
impact
to
support
families
and
support
their
stabilization,
which
we
know
will
help
improve
academic
outcomes.
We
also
know
that
we
have
great
out-of-school
time,
programs
and
partners
willing
to
stand
with
our
our
schools
to
try
and
improve
outcomes,
and
we
know
that
there's
work
to
be
done
around
supporting
real
teacher-led,
professional
development
and
teacher-led.
B
B
There
are
opportunities
here
that
we
shouldn't
let
go
to
waste
and-
and
you
know,
we've
put
together
what
we
call
412
rhymes,
which
is
with
boom
concepts
and
open
literacy,
to
support
students,
learning
via
text
video,
lessons
that
are
delivered
via
text,
we're
going
to
try
and
continue
to
innovate
in
areas
where
we
can
support
early
literacy
and
beyond.
B
So
we
worked
with
church
union
to
set
up
a
learning
hub
there,
so
that
the
kids,
the
older
girls,
could
go,
do
school
work
and
their
younger
brothers
and
sisters
could
be
cared
for
in
the
same
location,
on
site
at
northview
heights
and
we'll
continue
to
solve
problems
because
that's
what
we're
about.
But
there
are
many-
and
there
are
many
that
are-
that-
are
structural
that
have
been
here
for
years
that
are
part
and
parcel
of
our
legacy
of
racism,
our
legacy
of
slavery
and
our
legacy
of
oppression
in
this
country.
B
They
can't
read
and
they
can't
read
because
they
weren't
taught
how
to
read,
and
so
we
have
a
significant
problem
that
saul
has
been
on
as
a
school
board
member
to
try
and
teach
the
science
of
reading
to
our
teachers
and
to
to
make
sure
that
we
provide
materials
and
that
we
do
that
consistently.
Macedonia
faces
working
on
an
organ,
an
initiative
in
the
hill
district
around
this.
So
I
look
if
I
didn't
believe
we
could
affect
it
as
a
parent
of
two
children
in
pittsburgh,
public
schools.
B
I
would
step
aside
and
let
someone
else
lead
this
organization.
But
right
now
I
believe
this
leadership
on
council,
our
city's
leadership,
the
leadership
of
the
school
board.
We
have
an
obligation
and
a
duty
to
do
right
by
black
black
and
brown
children
and
and-
and
I
also
think
we're
best
situated
than
we've
been
in
in
more
than
a
generation.
I'm.
J
E
B
I
would
say
no,
I
I'm
saying
the
opposite
like
go
work
on
it
like
if
you,
if
you
want
to
get
more
housing
inspectors
to
get
rid
of
lead
in
the
in
the
houses,
I'm
not
going
to
stop
you
I'll
cheerlead
for
it
like
get
it
done.
I
mean
it's
like
it's
unconscionable
that
that
many
children
are
experiencing
elevated,
lead
levels
in
our
city
unconscionable,
so.
B
C
A
C
Thank
you.
Thank
you.
I
I
need
to
ask
you
a
question
because
I
need
to
decide
whether
or
not
I
can
make
a
contribution
to
this
conversation
on
an
ongoing
basis.
If
there
are
people
who
members
of
council
want
to
add
to
this
discussion,
are
you
blocking
them
from
adding
people
to
this
discussion.
A
C
That
was
reflected
in
some
of
the
questions
coming
from
the
president
of
council
asking
people
who
funded
their
political
campaign
before
she
even
opened
up
with
who
funds
her
political
campaigns.
That
kind
of
conversation
is
not
going
to
get
us
where
we're
going
to
be,
and
it's
not
going
to
include
me
in
it.
If
that's
going
to
be
the
nature,
I
feel.
A
Listen,
listen,
I
think
it's.
I
think.
I
think
this
is
not
helpful.
So
let
me
just
let
me
set
this
straight
and
I
think
I
I
hopefully
councilman
level
and
I
are
agreement.
The
two
of
us,
along
with
interested
members
of
council,
have
committed
ourselves
to
having
this
conversation,
and
we
know
this
conversation
will
be
uncomfortable.
A
It
is
not
limited,
it
is
open
to
whoever
wants
to
participate.
However,
what
I
am
unwilling
to
do
is
to
stop
talking
about
it.
I
am
unwilling
to
stop
talking
about
it.
I
think,
as
council
we
should
have
a
relationship
with
the
public
schools.
I
think
we
should
coordinate.
There
should
be
a
government-to-government
relationship,
it
has
not
been,
but
it
should
be.
I
think,
that's
an
agreement.
I
think
it
needs
to
be
a
a
coordination
with
community
groups.
A
A
A
The
achievement
level
of
black
children
is
abysmal
in
the
pittsburgh
public
schools.
It
is,
and
I'm
a
successful
parent
right.
So
I'm
not
talking
about
what
I
don't
know
or
what
I
haven't
done,
and
I
won't
give
you
stories
of
my
own
kids
in
terms
of
their
struggles,
but,
like
anyone
else,
they've
had
struggles
we've
had
to
overcome.
A
I
think
I
think
we
should
talk
about
solutions.
What
are
the
solutions
and
my
focus,
I
think
we
can.
You
know,
there's
always
going
to
be
this.
This
kind
of
trauma-
and
you
know
when
we
when
we
are
having
conversations
they're
uncomfortable
part
of
the
problem,
is
they
have
to
be
public
and
that's
the
other
thing.
I
want
to
say
that's
what's
different
about
this:
they
have
to
be
public.
There
can't
be
some
closed
room
secret
panel
that
alone
that
we
come
and
talk
to.
That's
all
right.
A
There
has
to
be
an
open
public
televised
conversation
about
the
condition
of
the
schools.
I
have
found
that
these,
these
private
conversations
don't
result
in
change.
You
know
we
need
change,
we
need
longer
school,
I'm
not
going
to
go.
I
didn't
want
to
go
through
this
today,
but
absolutely
we
know
we
need
more
academic
engagement
period.
The
kids
need
more
academic
engagement
period
now,
whether
that's
longer
days,
whether
that's
more
weekend
classes,
whether
that's
wrap
around
services.
A
I
think
every
educational
person
on
this
panel
would
agree
our
children
need
more
sustained
academic
engagement
and
that's
a
place
to
start.
How
do
we
get
the
kids
with
more
academic
engagement?
That
may
be
the
best
place
to
start?
How
do
we
do
it
right?
How
do
we
do
it?
My
kids
had
year-round
school
even
though
they
didn't
go
to
school
still
around.
We
made
sure
that
they
did
year-round
school.
I
believe
every
kid
should
be
in
a
year-round,
intensive,
focused
educational
experience,
I
believe
in
a
longer
school
at
this
time
of
ricky
burgess.
A
I
believe
in
school
longer
school
days,
all
of
my
kids
had
to
do
between
two
to
three
hours
of
academic
work
after
school
every
day
and
on
weekends.
My
kids
didn't
watch
tv
at
all
monday
through
friday
they
could
only
watch
tv
saturday
and
sunday
and
then
it
went
off
at
seven
o'clock
on
sunday.
I
was
intentional
about
surrounding
and
emerging
our
kids
and
academic
achievement.
I
had
it
now,
I'm
also
good
on
this
road.
I
had
a
child
one
of
my
children
who
was
not
succeeding
in
school.
We
took
him
to
a
therapist.
A
He
told
me,
mr
burgess,
all
kids
can't
learn
so
you're
putting
too
much
pressure.
I
said.
Thank
you
very
much.
I
appreciate
you
telling
me
that
I
never
took
him
back
and
of
course
he
graduated
from
college.
If
you
tell
these
kids,
they
can
succeed
and
you
give
them
academic
support
and
engagement.
They
will
succeed,
so
let's
figure
out
how
to
get
these
kids
more
academic
exposure,
more
quality
education,
how
to
wrap
around
all
the
supports
to
make
these
kids
successful.
Let's
focus
on
that
conversation
because
I
think
that
will
be
a
fruit.
Mr.
H
We
have
the
only
thing-
and
this
was
to
I
guess-
president's
misconcern.
We
are
welcoming
any
and
all
conversation,
all
voices
and
opinions
to
the
table.
This
is
a
first
of
a
series
of
post
agendas
where
we
are
going
to
also
be
inviting
and
have
invited
the
school
board,
the
superintendent
to
the
table.
We
are
going
to
hold
public
hearings,
so
we
can
hear
directly
from
parents
so
that
they
can
be
engaged
in
the
process.
H
We
need
them
to
for
our
long-term
success
as
a
community
and
as
a
city.
So
this
is
conversation
one
and
we
thank
you
all
for
participating
and
we
will
we'll
be
sure
to
follow
up
with
you
all
moving
forward.
A
I'll
just
do
the
meeting
notice
and
then
I'll
ask
for
a
a
motion
to
dismiss
our
city
county
public
hearing
schedule
was
as
follows:
june
30th
at
1
30
in
the
afternoon
and
july
14th
at
six
o'clock
p.m.
Via
zoom.
We
want
to
have
public
hearings.
We
want
to
hear
from
particularly
parents,
but
anyone
who
wants
to
share
with
us
their
experience
about
academic
achievement
and
the
educational
emergency
in
our
schools.
You
can
register
to
speak
at
the
hearing
via
the
online
forum
at
pittsburgh,
pa.gov
clerk
council
meetings.
A
It
land
for
registration
to
speak
for
the
1,
30
p.m.
Hearing
is
11
30
a.m
and
the
deadline
for
for
submission
for
the
6
pm
hearing
is
3
o'clock
the
day
of
each
meeting.
In
addition,
at
least
now
we
may
have
more.
We
have
two
post
agendas
schedule
and
I
am
willing
to
have
more.
This
is
an
open,
open
conversation
july
7th
at
1
30
with
the
pittsburgh
public
school
board,
members,
superintendent
and
pft
president
july
21st,
at
1
30,
the
city
of
pittsburgh,
representatives
from
the
charter
schools.
A
I
want
to
thank
all
of
you
who
have
come
and
be
a
part
of
this.
These
are
the
guests
that
I
invited
mostly
me
and
lavell,
invited
because
these
are
the
people
we
talk
to
and
have
a
relationship
with.
It
does
not
mean
that
they're,
not
other
people
who
will
participate
and
have
an
opinion,
all
of
us
every
citizen
of
the
city.
This
is
an
issue
for
all
of
us.
Let's
focus
on
what
we
can
do
to
help
all
of
our
children,
but
knowing
that
the
problem
disproportionately
affects
black
and
brown
children.