►
From YouTube: Pittsburgh City Council Post-Agenda - 7/28/21
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Good
afternoon
and
welcome
to
pittsburgh
city's
council's
hostage
in
the
meeting
on
the
city
of
pittsburgh's
educational
emergency.
I
want
to
first
of
all
talk
about
the
members
of
council
who
are
here.
We
have
the
president
of
council
teresa
kell
smith,
daniel
lavelle,
who
is
the
co-sponsor
of
this
legislation
and
bobby
wilson.
Today
we
will
be
joined
and
they're
joined
by
dr
anthony
hamlet,
who
is
superintendent
of
schools
and
sylvia
wilson,
who
is
the
board
president
and
so
the
reason
we're
on
this
post
agenda?
A
This
is
our
our
third
or
fourth
actually
in
a
series
of
of
meetings
on
post-agenda
meetings,
councilman
lavelle
and
I
introduced
legislation
calling
for
an
educational
emergency
in
the
city
of
pittsburgh.
Before
kovic,
there
was
an
existing
racial
achievement
cap
in
the
public
school
system.
A
Recently
we
introduced
legislation
declaring
a
state
of
emergency
to
specifically
bring
our
community
together
to
to
to
address
this
achievement
gap.
The
achievement
gap
for
african-american
students
is
dramatic
and,
concerning,
I
won't
say
all
the
data
we've
talked
about
that
before,
however,
we'll
just
use
the
a
couple
of
things
as
an
example,
for
example
in
english
at
third
grade,
only
38.5
of
african-american
students
were
proficient
compared
to
75.7
of
white
students
and
then
in
fifth
and
eighth
grade
those
numbers
are
proficient.
A
You
actually
go
down
same
thing
in
math
and
math
third
graders
were
32.7
percent
african-american
students
were
proficient
compared
to
63.1
percent
of
white
students
and
again
in
fifth
and
eighth
grade,
those
students
go
down.
That
gap
also
is
consistent
in
high
school
and
now
kovic
has
only
exasperating
the
existing
problems.
We
know
the
remote
learning
has
been
especially
hard
on
black
students.
Disproportionately
black
students
have
essential
workers,
worker
parents
who
may
be
unable
to
provide
educational
support
at
home.
Black
people
have
been
disproportionately
affected
by
the
pandemic.
A
Health-Wise
and
black
students
have
had
a
particularly
difficult
time
adjusting
to
online
learning,
and
we
know
there's
a
number
of
students
who
just
did
not
log
in
and
so
we're
having
these
conversations
to
determine
hey
if
we're
right.
This
is
something
that
we
should
as
a
whole
community
partner
together
to
address
and
today
we're
having
a
conversation
with
the
officials
from
the
pittsburgh
public
schools.
A
We
are
excited
and
grateful
to
have
with
us,
dr
anthony
hamlet,
who's,
the
superintendent
of
schools,
and
we
have
sylvia
wilson
who's
the
board
president
and
who
will
be
representing
the
entire
board
in
this
conversation.
B
B
The
code
of
19
pandemic
exposed
and
exacerbated
the
systematic
educational
inequities
within
our
region,
but
we
continue
to
stand
firmly
behind
our
district
administration
as
they
swiftly
move
to
implement
a
transformative
strategic
plan
called
imagine
pps
to
improve
cheap.
To
a
truth
of
excuse
me
to
achieve
true
equity
and
to
put
an
end
to
the
impact
of
racial
inequities
across
our
system.
B
C
Thank
you,
miss
wilson
and
I'm
dr
anthony
hamlet,
superintendent
of
pittsburgh,
public
schools.
Thank
you
for
having
us
we
appreciate
being
here
to
discuss
where
we
are
or
where,
where
we
were
before
the
pandemic
during
the
pandemic
and
now
post
pandemic,
where
we
are
as
well
and
so
with
that
being
said,
we'll
get
started
so
and
I
want
to
say,
you're
right,
miss
wilson.
C
Our
district
is
ready
to
urgently
immediately
and
expeditiously
move
forward
toward
innovation
for
our
students
and
transform
pittsburgh
public
schools
to
the
future
of
learning.
But
before
we
talk
about
our
futures,
it's
important
to
understand
where
we've
been
as
a
district.
The
headlines
in
the
news.
Only
capture
a
fraction
of
our
story
story:
the
impact
of
cove
at
19,
the
return
to
in-person
learning
the
academic
achievement
gap
for
with
black
americans
african-american
students
our
highest
priority.
C
We
know-
and
we
discuss
publicly
and
privately,
that
our
system
is
perfectly
designed
to
get
the
results
that
we
are
currently
getting,
and
I'm
going
to
repeat
that
as
we
look
at
our
data
as
ref
burgers
just
talked
about.
As
mrs
wilson
just
talked
about,
there's
a
gap
there's
an
achievement
gap,
some
may
call
the
opportunity
gap
between
our
african-american
students
and
minority
students
in
our
white
students.
C
However,
to
change
that
we
must
look
at
the
system
and
therefore
our
system,
based
on
our
data,
is
perfectly
designed
to
get
the
results
that
we're
getting
and
if
we
don't
change
that
system,
we'll
continue
to
get
the
same
results
over
and
over
again.
Now,
I
might
add.
Some
may
think
that
the
system
is
just
pittsburgh
public
schools,
but
the
system
is
the
entire
city
of
pittsburgh
and
its
ecosystem.
C
Why
children
are
born
into
the
city
and
they
need
support
from
the
very
beginning.
We
know
some
areas.
We
know
some
families.
Some
communities
are
not
getting
that
support.
They
need
for
their
children
to
be
ready
to
learn
and
go
into
pre-k
or
kindergarten
on
grade
level,
and
so
as
we
look
at
that,
we
definitely
want
to
look
at
collaborative
approaches
to
work
together.
To
that
end,
our
goal
is
to
have
a
modernized
public
education
system
that
serves
all
students
irregardless
of
their
zip
code,
meaning
wherever
you
are
in
the
city
of
pittsburgh.
C
C
As
ms
wilson
said,
we
were
on
in
development
of
imagine
pps
our
second
strategic
plan
under
modern
leadership.
That
coincides
with
the
sunset
and
ending
of
expect
great
things.
What
we
want
to
do
is
imagine
a
city-wide
approach.
C
C
So
in
order
to
graduate
students
who
are
prepared
for
the
jobs
of
the
future
and
this
region,
as
well
and
in
pennsylvania
and
in
this
nation
and
around
the
world,
we
must
take
bold
steps
to
align
our
vision
with
the
current
reality
of
which
we
live
in.
The
imagine.
Pps
launch
corresponds
with
the
sunset
again
of
the
district's.
Current
strategic
plan
expect
great
things
and
so
to
design.
C
Wrapping
our
arms
around
our
children
and
communities
of
pittsburgh,
public
schools,
that's
both
the
school
system,
the
the
legislative
system
in
the
city
as
well,
the
city
council,
the
mayor's
office,
anybody
who
has
a
vested
interest
and
is
a
stakeholder
in
making
sure
that
we
support
all
of
our
students,
but
especially
our
black
and
brown
students
who
are
not
performing
high
enough
wrap
our
arms
around
them.
Working
together
to
make
change
for
our
children
and
again,
we
can't
do
it
alone.
C
Well,
right
around
imagine
pps
work.
These
are
some
of
our
partners,
our
community
partners,
that
partner
with
us
on
our
design
teams,
I'm
not
going
to
say
the
names,
because
I'm
sure
some
of
these
are
all
the
faces
are
familiar
to
you,
but
again
showing
and
highlighting
the
work
we've
done
around.
Imagine
and
really
being
collaborative
and
engaging
with
stakeholders
purposely
making
sure
that
we
have
champions
for
our
teams.
C
C
However,
there
are
some
systems
that
we
work
internally,
those
systems
and
we
look
at
systems
and
structural
changes
internally,
around
technology
enhancements
school
funding
model
or,
I
should
say,
an
equitable
school
funding
model
based
on
student
need
capital
plan,
district
footprint,
magnet
pathways
and
looking
at
feeder
patterns,
that's
right
and
that
coalesces
into
us,
creating
or
actually
it
was
created
upon
before
my
arrival.
But
we
went
out
back
to
the
public
based
on
our
current
context
and
updated
our
graduate
profile.
C
That
graduate
profile
is
that
child
is
that
young
adult
that
we
want
to
graduate
into
the
public
system
after
attending
pittsburgh,
public
schools
that
graduate?
What
do
we
want?
That
graduate
to
be
what
skill
sets
dispositions,
soft
and
hard
skills?
We
want
the
children
to
have
of
the
young
adults
to
have
as
they
go
into
college,
career
or
life
with
armed
forces.
C
Fiscal
responsibility:
let's
start
with
the
basics,
now
how
our
671.3
million
dollar
budget
is
funded
and
you
see
the
pie
chart
there.
These
are
our
big
buckets
you're,
looking
at
real
estate,
earned
income
tax,
special
education,
state
reimbursement,
basic
instructional,
subsidy
and
other,
which
you
see
in
the
legend
on
the
left-hand
side.
So.
C
One
of
the
biggies
that
we
want
to
push
around
is
collaboration,
and
this
idea
around
supporting
pittsburgh
public
schools
and
the
students
in
the
community
is
to
restore
to
earn
income
tax
or
iet
school
district
portion.
So
let
me
take
you
back
a
little
bit
in
2004
act.
187
was
introduced
by
harrisburg
legislation.
C
This
year
alone,
we're
due
to
give
the
city
a
divert
from
pittsburgh:
public
schools,
20
million
dollars
alone
over
the
course
of
since
2004
it's
total
over
200
million
that
has
been
diverted
to
the
city.
Now
we
want
to
be
very
clear:
we're
not
asking
for
200
million
dollars
back
what
we're
asking
for
to
begin.
The
conversation
to
end
the
diversion
of
the
int
tax.
C
Why
the
city
is
is
out
of
act
47,
it
has
high
revenues,
has
a
high
fund
balance,
so
that's
something
that
would
definitely
support
and
help
with
the
things
we
need
for
our
children
and
our
faculty
and
staff
to
maximize
education
for
our
children.
Slag
talking
about
financial
stewardship,
how
do
we
spend
the
money
right?
How
do
we
spend
and
what
do
we
spend
607
million
on?
And
so
we
have
our
big
buckets
here
on
the
left,
school-based
funding.
You
know
the
majority
alliance
share.
The
budget
goes
to
school-based
funding
goes
to
schools.
C
Then
we
have
departmental
budgets
that
will
be
central
office
and
operations,
but
also
we
have
some
fixed
costs
as
well.
You
see
to
the
right
is
further
broken
down
salaries
and
benefits.
Make
up
the
majority
of
how
we
spend
the
money.
Then
we
go
into
charter
schools
at
16,
special
education,
debt,
service,
transportation
and
nine
other.
C
C
I
also
want
to
look
at
long
range
facilities,
master
plan.
We
want
to
modernize
the
district
footprint
to
support
facility
renovation,
innovative
school
design
and,
lastly,
we
are
vulnerable
to
change
in
the
state
and
local
funding,
meaning
commercial,
real
estate
appeals
due
to
the
pandemic
and,
lastly,
future
changes
in
state
funding.
C
This
shows
the
growth
in
charter
school
expenditures
over
time
since
2000
2013,
and
it
has
gone
up
markedly
every
year.
By
and
large,
you
can
see
the
huge
difference
between
2013
and
2020
in
the
charter
expenditures
from
pittsburgh.
Public
schools
has
to
support
the
charter.
Schools
in
the
city
of
pittsburgh.
C
C
Charter
school
enrollment
increased
by
33
since
2013.
charter
school
tuition
expenses
increased
by
135
since
2013.
charter,
school
funding
form
is
not
based
on
how
much
charters
spend
to
educate
students.
The
formula
is
based
on
how
much
a
sending
district
spends
to
educate
students
charter
schools
are
exempt
from
the
tiered
special
education
charter.
Funding
formula,
that
is,
the
other
school
districts
are
held
to
sly.
C
C
Aligned
cyber
charter,
school
tuition
rates
to
actual
costs
will
save
pps
over
10.5
million
dollars
a
year,
aligning
special
education
funding
to
charter
schools
or
charter
school
expenditures
will
save
pps
over
4.7
million
dollars
per
year
charter
school
funding,
double
dip.
The
charter
funding
formula
is
based
on
the
prior
year
expenditures,
including
tuition
paid
to
charter.
C
Schools
so
back
to
school,
2021
2022.
We
have
every
intention
to
open
five
days
a
week,
bringing
our
students
back
to
in-person
learning.
However,
we
do
have
options
for
those
individuals
that
want
to
stay
online.
We
have
an
option
for
grades
four
through
twelve,
if
they
choose
so
go
to
pittsburgh
online
academy.
C
Our
safety
plan
is
on
our
website
and
is
updated
and
current
and
consistent
with
the
cdc
guidelines.
We
also
continue
to
find
solutions
to
overcome
the
national
transportation
crisis
and
lack
of
bus
drivers,
and
I
can
tell
you,
even
in
the
best
of
times
transportation
has
always
been
a
problem.
This
is
not
new
and
it's
not
unique
to
pittsburgh.
This
transportation
issue
that
we're
dealing
with
slide.
C
All
right
changes
to
the
2021
20
2022
school
environment
number
one
district
technology
upgrades
we're
looking
at
network
upgrades
across
the
district,
especially
since
we
have
we'll,
especially
since
we're
one-to-one
district.
So
we
need
to
upgrade
upgrade
our
networks
to
make
sure
they're
running
efficiently
and
there
are
no
there's
no
downtime
in
our
broadband
access
staff
and
student
computers
we're
pretty
much
a
one-to-one
district.
C
We
are
receiving
approximately
in
a
third
round
of
s
for
funding
a
100
million
dollars
and
we
have,
as
we
have
always
done
under
my
leadership
in
pittsburgh.
Public
schools
been
highly
inclusive,
highly
engaging
and
going
out
and
doing
community
engagement
listening
sessions
on
a
regular
basis
and
essa
requires
that.
But
we've
already
committed
to
that-
and
this
is
this-
takes
a
look
at
what
we're
currently
doing
our
engagement
sessions.
There
are
some
that
people
individuals
can
still
attend,
but
we
want
to
make
sure
we
we
did
this
as
well.
C
This
is
just
showing
this
chart
is
just
showing
what
we're
doing
administratively,
but
there's
a
resolution
brought
forth
by
board
member
kevin
carter
to
have
a
public
stakeholder
advisory
committee
as
well,
so
we're
doing
as
much
as
we
can
to
be
inclusive
and
hear
the
voices
of
our
community
on
the
needs
of
our
children.
Moving
forward
to
this
new
school
year
and
beyond.
C
Collaboration
is
the
big
word
in
everything
they're
in
between,
but
that's
what
it's
about
and
I'm
you
know
and
we're
so
glad
that
we
had
this
opportunity
to
come
before
the
city
council
to
bring
you
up
to
speed
and
where
pittsburgh
public
schools
are
the
past
present
and
future
where
we're
going.
But
we
know
part
of
that
future.
C
C
C
Inequities
provide
additional
funds
for
early
childhood
spots
after
school
programs
and
local
organizations
active
in
our
school
communities,
coordinate
programming
between
react,
recreation,
centers
with
schools,
engage
neighborhoods
in
building
community
safety
programs
and
increase,
affordable
housing
options
for
families,
create
a
pipeline
for
pps
students
to
enter
city,
employment
and,
lastly,
advertise
our
board
meetings
to
help
residents
stay
informed.
These
are
just
a
few
suggestions
as
we
collaborate,
but
I'm
sure
you
have
ideas
as
well
and
we
look
forward
to
that
conversation
and
collaboration.
A
Thank
you
very
much
for
that
overview,
and
so
we're
going
to
start
with
councilman
lavelle,
who
is
a
co-author
of
the
co-sponsor
of
the
legislation
and
co-moderator
of
this
conversation,
mr
level,.
D
Thank
you
very
much.
Thank
you,
dr
hamlet,
for
being
here.
Thank
you
miss
wilson.
For
being
here,
we
certainly
appreciate
having
you
and
being
a
part
of
the
conversation.
The
very
last
slide
you
put
up
actually
solves
a
lot
of
the
questions
I
was
has.
I
was
going
to
ask
you:
what
ways
did
you
believe
we
could
help
collaborate
with
the
school
district,
and
so
I
did
take
a
picture
of
it
for
my
own
reference,
so
that
we
can
begin
figuring
out
how
to
work
on
that
and.
D
C
Well,
one
of
the
things
we're
doing
what
several
things
we're
doing
number
one.
We
know
we
need
additional
support,
we're
looking
at
putting
funds
in
our
schools
to
have
robust
after
school
programming
in
school,
tutoring
and
after
school
tutoring
as
well,
possibly
looking
at
saturday
school
saturday
school
sessions
as
well
as
an
option,
but
also
really.
If,
as
we
look
at
the
research
and
the
suggestions
and
guidance,
one
of
the
big
things
we
talk
about.
C
Oftentimes
people
talk
about
interventions
and
that's
one
thing
that
we
don't
want
to
do,
and
so
you
cannot
intervene
your
way
out
of
poor
core
instruction.
That's
the
first
time
instruction,
that's
delivered
by
the
teacher
in
the
classroom.
So
by
doubling
down
on
how
we
support
our
faculty
and
staff
in
the
delivery
of
instructional
and
content,
they
need
to
do
that
and
also
providing
them
robust
on
time
curriculum
for
for
them
to
use
for
to
support
our
students
is
some
of
the
ways
that
we're
looking
at
really
changing
pittsburgh
public
schools.
C
But
ultimately
those
are
just
some
ideas
from
us
number
one
going
back
to
our
engagement.
That
is
important.
We
want
to
hear
the
voices
of
others
out
there
as
well
in
this
engagement
activity,
to
begin
to
inform
us
of
what
some
of
those
ideas
are,
that
we
can
implement
in
pittsburgh.
Public
schools
to
support
further
growth
and
closing
this
achievement
gap
between
our
african-american
students
and
our
white
students.
D
Thank
you.
You
mentioned
saturday
school,
which
leads
me
to
another
question.
Well,
first,
do
were
we
able
to
track
or
monitor
or
have
any
sense
of
how
much
learning,
how
much
learning
loss
occurred
over
the
last
year,
because
kids
weren't
in
the
schools.
C
I'm
going
to
you
know
what
I'm
saying
is:
first,
one
of
the
things
that
that
we're
dealing
with
is
that
we
haven't
taken
the
pssa
and
again.
We
know
we
don't
like
standardized
tests,
but
that's
what
we're
measured
on
right.
That
was
a
big
measure
in
looking
at
the
progress
of
our
children
in
reading
math
and
science,
and
so
we
haven't
had
that
test.
You
know
two
years
now
so
we
are
taking.
C
They
gave
us
the
waiver
the
first
year
of
the
covet,
but
not
this
year,
but
they
did
give
us
an
option
of
being
flexible.
We
could
have
took
it
in
the
spring
or
over
the
summer,
but
also,
lastly,
it
has
to
be
done
within
the
first
or
actually
about
the
end
of
september.
So
we
decided,
based
on
our
current
context,
that
we
will
take
that
pssa.
C
This
fall
when
we
return
now
when
it
comes
to
progress
monitoring,
I'm
going
to
bring
on
dr
dwyer
to
talk
a
little
bit
about
that
specific
to
your
question.
Okay,.
E
Thank
you
thank
you
for
having
me
so
when
we
look
at
students
and
we
look
at
the
information
that
we
have
for
students
prior
to
prior
to
last
year,
we
didn't
have
a
nationally
normed
assessment,
so
we
had
to
rely
on
the
pssa
information
to
identify
whether
or
not
or
where
students
were
performing
at
the
beginning
of
last
year,
we
brought
in
the
nwa
map
test,
which
provides
an
individual
student
measure
for
where
a
student
is
so.
E
E
In
order
to
really
do
that,
we
would
have
needed
to
have
the
assessment
here
prior
to
that
to
see
what
the
normal
learning
loss
would
be
before
a
before
pandemic,
and
since
it
wasn't
in
place,
what
we'll
be
able
to
do
is
compare
it
to
national
norms
and
national
changes
and
what
the
expected
performance
for
students
were
across
the
nation
as
compared
to
where
we
are
as
we're
going
into
this
next
year.
E
So
proficiency
is
specifically
tied
to
the
state
assessment,
because
the
state
assessment's
built
around
a
criterion
for
each
grade
level,
so
proficiency
is
measuring.
How
a
school
is.
The
pssa
is
measuring
how
a
school
is
doing
in
relation
to
all
of
the
students
in
the
school
and
how
they're
performing
in
relation
to
the
efficiency
as
defined
by
the
state
in
the
pssa.
E
So
it
does
give
us
both
a
national
norm
and
a
projection
for
where
a
student
may
perform
on
the
pssa
based
on
their
performance
on
the
test.
It
also
gives
us
a
metric
for
when,
when
the
student
takes
a
test
where
they're
performing
and
because
it's
a
linked
test
which
our
pssas
aren't,
we
can
look
at
what
the
change
is
from
the
first
test
to
the
next
test
to
see
if
there
is
actually
any
change.
E
But
remember,
the
pssa
is
the
pennsylvania
school
assessment
program,
so
it
was
built
to
measure
assessment.
It
was
built
to
provide
an
accountability
metric
for
schools
and
not
necessarily
for
students,
so
that
test
gives
us
a
picture
of
where
we
were
performing,
and
what
we've
tried
to
do
is
make
sure
that
we
have
an
assessment
that
teachers
can
use
to
both
look
at
projections
for
where
they
may
perform
and
provide
live
information
that
they
can
make
a
decision
about
a
student
right
now
and
now
that
we've
got
a
assessment.
That's
linked
across
time.
E
D
That's
okay,
you
did.
Can
parents
also
have
access
to
the
nwea?
I
know
my
wife.
We
we
actually
asked
for
ours
because
we
wanted
to
see
where
our
children
were
so
that
we
could
identify
areas
that
we
may
need
to
work
with
them
over
the
summer
going
into
next
year,
but
we
haven't
been
able
to
gain
access
to
it.
E
That
is,
that
is
a
parent's
right
to
see
what
the
results
of
the
of
their
students
educational
activities
are.
So
absolutely
yes,
one
of
the
things
that
we're
working
on
is
making
sure
that
the
reports
for
nwa
are
being
uploaded
into
the
home
access
center
so
that
you
can
log
on
and
actually
see
their
results
and
see
the
family
report.
D
Okay,
thank
you.
I
mean
we'll
go
back,
we've
asked
we
just
haven't
gotten
it
yet.
The
part
reason
why
I'm
asking
this
is
at
least
in
my
mind
as.
F
D
And
so
my
question-
and
you
mentioned
saturday
school,
which
I
think
could
probably
be
a
great
idea
was:
is
there
any
consideration,
because
this
makes
sense
in
my
mind,
but
I'm
not
the
educator,
which
is
why
I'm
asking
is
there?
Is
there
any
conversation
at
the
board
level
or
at
the
administration
level,
to
begin
looking
at
more
of
a
year-round
model
for
edu
for
teaching
our
children
as
a
way
to
begin
trying
to
get
them
back
up
to
where
they
are
and
again?
D
I
know
there
are
many
models
out
there,
but
in
my
mind
it's
it's
year-round,
but
maybe
you
have
all
of
december
off
or
and
maybe
all
of
august
off
something
along
those
lines,
but
that
and
then
children
also
aren't
experiencing
that
summer
learning
loss
that
occurs,
which
I
know
the
summer
program
is
working
to
address.
But
I'm
just
consider
is
there
any
conversation
along
those
lines.
C
You
know
you
know
again
everything's
up
up
in
the
air
right
now.
We
definitely
have
those
conversations
look
at
the
research
when
it
comes
to
the
effectiveness
of
year-round
school,
but
one
thing
I
want
to
put
into
space
around
year-round
schools
is
that
the
children,
regardless
of
how
you
space
it
out
currently
right
now,
they
still
will
attend
180
days
right.
C
D
C
D
G
Just
just
to
clarify
the
serologist
chief
financial
officer
in
terms
of
the
requirement:
that's
the
requirement
that
we
that
serves
the
minimum,
so
we
are
required
to
provide
a
minimum
of
180
days
of
compulsory
education.
So
I
just
wanted
to
state
that
that
by
minimum
we're
required
to
provide
180
days,
so
we
can't
provide
less.
G
D
If
you
were
to
go
down
that
road,
then
you
would
need
greater
levels
of
collaboration
between
the
city
and
the
schools.
Many
of
our
schools
don't
have
air
conditioning
so
once
in
the
summertime,
would
there
be
access
to
the
rec
centers?
D
Could
there
be
access
to
city
pools
things
of
that
nature,
especially
to
really
deal
with
the
summer
time,
and
so
towards
that
end?
If
this
is
a
willing
conversation,
then
I
would
certainly
be
willing
to
begin
looking
at
all
of
which
you've
already
suggested
but
ways
in
which
we
could
as
a
city
as
the
entire
ecosystem.
As
you
mentioned
it
in
beginning
remarks.
Really
begin
working
to
ensuring
that
we
could
indeed
provide
the
level
of
instruction
in
additional
levels
of
support
that
is
necessary.
C
Yeah
yeah,
I
would
say
yes,
that's
a
great
idea
and
in
some
form
or
fashion,
we
do
that
with
some
of
our
out
of
school
time
partners,
but
it
will
be
good
if
that's
the
actually
consistent
across
all
of
our
out
of
school
time,
partners
that
we
work
with
even
in
the
churches,
wherever
they
may
be.
C
If
you're,
working
and
supporting
our
children,
we
you
know,
can
certainly
provide
you
the
curriculum,
so
there's
a
level
of
consistency
of
what
we're
teaching
in
during
the
day
and
also
how
you're,
supporting
and
bolstering
those
working
with
those
students
in
the
evening
and
out
of
school
time.
Programs.
B
I'd
like
to
add
when
I
was
a
teacher
at
miller
school,
our
after-school
program
was
with
with
two
other
organizations,
and
that
was
one
of
the
things
that
we
did.
We
made
sure
that
students,
when
they
had
homework
or
whatever
we
were
doing
that
there
was
some
communication
with
them.
That's
intensive,
it's
labor-intensive,
but
it
you
know
it
can
work,
but
you
have
to
be
able
to
be
willing
to
do
that.
You
know
the
people
on
the
other
end
have
to
be
willing
to
want
to
follow
through
on
the
information
that
we
provide.
D
Thank
you.
You
mentioned
a
shortage
of
bus
drivers
and
I
know
there's
a
shortage
across
the
board.
D
My
fear
is,
if
we
have
a
if
we
have
this
shortage
of
bus
drivers
in
a
in
a
month
and
a
half
essentially
and
many
children,
then,
will
not
end
up
going
getting
to
school
right
because,
as
as
you
mentioned,
many
of
our
children
are
coming
from
communities
of
poverty.
Reverend
burgess
mentioned
that
many.
D
Our
children
have
mothers
and
fathers
who
are
the
essential
workers
and
who
aren't
going
to
be
able
to
take
time
off
to
drive
their
children
to
school
and
many
of
those
children,
I'm
fearful,
are
just
not
going
to
go.
Is
there
a
strategy
or
how
can
we,
as
a
city,
assist
in
either
recruiting
bus
drivers,
training,
bus
drivers
or
working
to
solve
for
that
problem?
Because
I'm
just
I'm
very
fearful
that
if
we
do
not
have
the
level
of
drivers
and
buses
necessary,
many
of
our
children
will
not
be
showing
back
up.
C
I
would
say
say
we
can
certainly
have
that
conversation
but
we'd
be
better
served
if
our
interim
chief
operations
officer
mr
mike
mcnamara,
and
also
our
director
of
transportation,
I
know
they're
doing
exhaustive
work
and
finding
finding
ways
and
then
coming
up
with
different
ideas
to
support
the
transportation
companies
with
actually
getting
bus
drivers.
So
they've
done
some
work,
so
I
think
we
better
serve
it.
C
We
have
another
conversation
and
have
them
involved
in
that
conversation,
that
we
have
that
fresh
specific
information
and
initiatives
that
they're
working
on
to
support,
getting
bus
drivers
to
our
bus
accounts
and
just
at
a
high
level.
I
know
we're
talking
about
raising
the
rates
for
some
of
our
transportation
providers.
Things
of
that
nature,
so
it's
in
the
center
for
people
to
actually
come
back
to
work
and
and
right
now,
just
in
just
where
we
are.
You
know
you
know.
Ultimately,
you
have
some
some
people.
C
That
say
you
know
I
can
make
more
money
sitting
at
home
or
unemployment
and
I
can't
drive
on
a
bus,
and
so
those
are
some
of
the
things
we
deal
with.
But
still,
how
can
we
provide
a
level
of
support
to
these
transportation
companies
to
make
sure
it's
inviting
and
enticing
for
individuals
to
come
back
to
work
or
people
to
come
on
as
new
bus
drivers
as
well?
So
we
can
certainly
have
that
conversation.
B
Like
to
add,
too,
that
abc
transit
had
a
large
recruitment
effort
on
the
north
side
over
by
the
stadium
by
football
stadium,
einstein,
and
now
they
had
an
activity
to
bring
a
lot
of
people
out
and
my
understanding
is.
They
only
received
between
12
and
15
applications
for
people
who
were
interested
in
driving
with
us,
yeah.
D
Okay,
thank
you,
the
sylvia.
I
also
had
a
conversation
with
dewitt
about
it,
given
the
training
program
that
he
runs,
so
he
may
be
worthwhile
being
a
part
of
that
conversation
as
well
yeah.
There
was
something
else
I
specifically
wanted
to
ask,
but
I
can't
remember:
oh
well
so
one
so
you
are
aware
we
had
a
the
same
conversation
with
the
charter
schools
yesterday
or
many
of
the
charter.
Schools
and
part
of
what
we
talked
about
was
if
there
are
some
charter
schools
who
are
doing
certain
things
better
than
others.
D
If
there
are
some
charter
schools
who
have
said
well,
we
found
we
found
a
way
to
better
educate
our
children.
Is
there
a
table
whereby
we
can
bring?
I
mean
charter.
Schools
are
still
public
schools,
but
we
can
bring
pps
and
the
heads
of
our
charter
schools
together
to
look
at
what
is
best
practices
what's
working
great
in
deal
worth
and
how
could
that
be
better
implemented
in
urban
academy?
What's
working
great
at
city
high,
and
how
could
that
be
better
implemented
at
westinghouse?
D
C
Sure,
there's
certainly
a
space
that
we
can
sign
at
the
table
and
collaborate
because
ultimately,
the
children
of
pittsburgh
are
all
our
children
and
so
in
some
form
or
fashion.
Those
kids
come
go
from
charter
school
back
to
pittsburgh,
public
schools
and
vice
versa,
on
a
regular
basis,
and
so
you
know
it
would
be
in
our
best
interest
to
your
point
to
share
best
practices.
So
there's
a
level
of
consistency
of
what
we're
trying
to
the
instructional
design,
we're
trying
to
deliver
to
our
children
in
our
classroom.
So
there's
certainly
a
space
as
well.
A
Thank
you
very
much,
I'm
going
to
go
to
our
president
and
then
to
erica.
Our
president,
teresa
kell
smith
is
with
us
and
so
I'll
go
to
president.
F
Smith,
thank
you
reverend
and
thank
you,
dr
hamlet
and
director
wilson,
for
for
joining
us
with
the
with
your
team.
F
Well,
I've
been
watching
most
of
these
and
yesterday
there
was
a
as
they
mentioned,
a
public
hear,
a
post
agenda
with
the
charter
schools,
and
I
thought
that
it
was
interesting
to
hear
some
of
their
conversations.
But
I
do
want
to
point
out
that
there
is
a
forum
already
that
we
could
have
everyone
at
the
table
and
it
was
the
education
committee
which
we
never.
We
never
ceded
anyone.
Once
we
made
it
a
committee,
it
was
never
no
one
was
ever
seen.
F
The
council
can
still
use
that,
but
it
does
have
room
for
charter
schools
and
private
schools
at
the
table
so
that
we're
addressing
this
as
our
children
of
pittsburgh,
not
just
our
children
who
attend
public
schools,
but
our
children
of
pittsburgh.
So
I'm
willing
to
to
work
on
that.
If
that's
something
that
councilman
the
members
would
like
to
do,
but
I
in
in
the
after
school
programs,
I
do
know
that
steve
mcisaac
with
the
I
think
it's
the
usb
wireless
neighborhoods.
Now
I
think
it's
the
education
learning
alliance.
F
They
do
enhance
the
after.
What's
going
on
in
schools,
but
through
their
after-school
programs,
they
do
have
the
the
work
that
they
collaborate
with
pittsburgh
public
schools.
F
So
there
are
those
programs
that
are
already
occurring
and
have
been
occurring
for
decades,
but
I
I
think
for
me
I'd
like
to
see
more
collaboration
with
the
athletic
associations
and
groups
that
already
are
working
with
kids,
because
I
think
that's
we
did
that
over
here
as
a
pilot
program
over
in
elliot
years
ago,
when
I
ran
the
parents,
educational
resource
center
for
pittsburgh,
public
schools
in
the
west,
our
elliott,
athletic
association
had
a
computer
and
before
kids
could
hit
the
field,
they
had
to
make
sure
that
their
home,
their
coaches,
worked
with
the
district
to
make
sure
their
homework
was
done
to
see
if
they
need
any
help,
and
they
worked
a
little
bit
with
the
parents
and
the
kids.
F
But
I
feel
like
I
just
want
to
say
I.
I
hope
that
in
all
these
plans,
there's
a
real
plan
to
include
parents,
because
we
can
keep.
I
say
this
all
the
time.
Kids,
all
day
long
at
some
point,
they
they
return
home
to
to
a
lot
of
dysfunction
in
many
cases
and
not
all
but
some
cases,
and
so,
if
we
keep
kids
all
year
round,
if
we
keep
kids
all
day
long,
they
still
at
some
point
have
to
go
home
and
or
something
a
lot
of
times.
They
kids
don't
go
home.
F
I
mean
we
have
kids,
that
sleep
in
parks
and
walk
the
streets
and
get
into
trouble
and
we
are
hurt
and
they're
harmed
in
some
way
which
just
adds
to
their
their
problems.
So
I
I
hope
that
we
do
it
something
to
include
parents
and
and
that
to
me,
that
is
giving
a
lot
of
the
resources
to
help
parents
do
the
things
they
need
to
do
to
be
successful.
F
Dr
himmler
years
ago,
we
used
to
have
the,
as
I
mentioned,
the
parent
educational
resource
centers,
and
I
talked
to
the
mayor's
office
about
opening
some
resource
centers,
and
I
know
that
they're
working
on
some
separately
with
reverend
and
ahn
and
others.
But
I
think
I
want
to
know
what
the
pittsburgh
public
schools
plans
on
doing,
to
provide
resources
to
parents
and
guardians
because
a
lot
of
times
their
second
time
around
grandparents,
you
know
raising
their
children,
their
grandchildren
so
and
they
know
they.
Things
have
changed
tremendously
since
we
were
young.
C
So
so
so
one
of
the
things
I
want
to
put
in
the
space
right
now,
because
I
know
our
time
is
limited.
You
know
oftentimes
and
I've
been
doing
this
for
a
long
time,
especially
in
engagement
and
collaboration
and
conversation
with
groups
et
cetera.
I
want
to
say,
can
we
can
we
think
about
not
the
issues,
because
I
think
we
know
what
the
issues
are.
But
what
are
the
solutions
that
we
can
put
into
the
space?
And
I
know
erica
is
going
to
answer
that
question.
C
I
Thank
you.
Thank
you
so
much
dr
hamlet,
erica
jones,
our
chief
of
staff.
I
would
I
would
first
of
all
I
love
what
you
said
in
regards
to
like,
like
this
idea
of
like.
If
we
all
ran
the
issues,
we
would
all
have
a
long
list
and
then,
like
the
hard
part,
is
what
do
we
do
for
implementation
and
president
kell
smith.
You
know
I
love
people
do
go
back
to
the
glory
days
and
I'm
going
to
call
them
glory
days
when
we
had.
You
know
those
parent
resource
centers.
I
We
had
these
europe
of
them.
The
staff
who
was
dedicated
to
maybe
a
certain
region
for
parents,
and
so
we
do
what
we
do
right
now
is
you
know
not
necessarily
that
which
you
know
people
might
have
said
that
that
could
have
been
a
best
practice
and
maybe
with
the
esser
funds,
and
as
we
continue
to
talk
with
our
parents
and
with
others
along
this
engagement,
we'll
see
what
comes
up
and
how
we
might
be
able
to
enhance
our
parent
engagement
strategies.
I
We
do
have
a
a
individual
at
every
single
school
called
a
face
coordinator,
a
family
community
engaged
coordinator.
It's
not
it's
not
to
the
level
the
full-time
work
that
you
did,
but
we
do
try
to
identify
someone
who's
responsible
of
working
with
the
principal
because
ultimately
is
the
principal's
job,
but
working
with
the
principal
to
connect
with
parents.
We
do
have
you
know
our
parent
advisory
council.
We
do
have
community
schools
as
the
ultimate
where
we
do
have
full-time
staff.
That
is
focused
just
on
how
we
leverage
resources
for
our
schools.
I
We
have
nine
of
those
and
eight
buildings,
but
you
are
correct
that
parents
are
a
big
part
of
the
solution
and
we
do
have
to
be
more
creative
in
regards
to
how
we
bring
them
in
and
on
a
friday.
Sorry.
Tomorrow
we
actually
have
an
extra
engagement
session
with
just
parent
leaders.
Apparently,
who's
got
a
chance
to
invite
other
parents
to
the
table
and
we're
just
going
to
focus
just
on
parents,
because
sometimes
we
we
do
know
the
issue.
We
have
some
ideas
around
solution
and
we
just
want
to
before.
I
C
Thank
you
just
want
to
add
to
the
space
as
well
piggybacking
on
director
kale
smith's
on
commentary.
We
we
have
a
robust
relationship
in
partnership
with
neighborhood
learning
alliance.
I'm
glad
you
brought
them
up,
but
also
just
so.
The
group
knows
that
we
have
over
200
community
partnerships
with
organizations
and
universities
across
the
city,
so
we're
highly
collaborative.
We
want
partners,
we
need
partners
to
work
with
us
to
support
our
children,
so
I
just
want
to
add
that
to
space.
F
Thank
you.
I
just
want
to
say.
I
do
know
that
the
pittsburgh
public
schools
works
tremendously
with
the
community
and
works
with
a
lot
of
partners,
sometimes
people
that
don't
deliver
what
they
say,
they're
going
to
deliver
and
some
people.
I
wonder
why
we're
working
with
them,
but,
honestly,
I
I
think
everybody
just
focuses
on
whatever
we
do
moves
that
achievement
gap.
F
I
think
that
should
be
the
real
focus
and
it's
just
student
achievement
and
safety
as
well.
I
think
the
safety
is
something
we
sometimes
overlook,
but
I
hear
what
you're
saying
about
the
erica
about
the
the
people
that
are
working
within
the
schools,
but
also
the
site-based
budgeting,
I'm
wondering
if
there's
any,
I
first.
Let
me
just
say
I
I
did
that
work,
and
I
know
that
there's
a
direct
correlation
between
student
success
achievement
and
their
the
lower
rate
of
disciplinary
actions
for
students
who
have
parents
involved
in
the
school
district.
F
There's
no
doubt
that
all
the
data
proves
you
know
points
to
it,
the
success
and
how
important
it
is.
So
whatever
we
have
to
do
to
do
that
I
mean
I
would
like
for
us
to
work
together,
whether
it's
you
know
opening
these
centers
together,
making
sure
there's
space
in
there
for
pittsburgh,
public
schools
or
group
violence,
intervention
or
whatever
it
is.
I
think
people
get
so
tired,
there's
so
much
information.
F
So
I
I
just
want
to
say
I
think,
if
we
can
collaborate
somewhere
in
that
area,
I
would
love
to
see
us
do
that,
because
I
think
it's
it's
definitely
needed,
but
site-based
budgeting
in
the
schools
and
tell
me
how
that
helps
with
making
sure
that
there's
an
equal
distribution
other
than
or
to
make
sure
things
are
equitable
across
the
system,
because
every
principal
might
have
a
different
priority,
and
so,
if
they
don't
think
that
it's
valuable
having
parent
time
or
something
they
may
not
use
utilize
that
money
in
that
way
or
keep
the
person
that
long
or
if
they
don't
or
spend
money
on
parent
engagement
in
some
way,
is
there
some
criteria
set
that
you
have
to
make
sure
that
at
least
some,
but
some
of
the
budget
has
to
go
towards
whatever
it
is,
to
make
the
schools
more
equitable.
C
I'm
going
to
have
mr
joseph
answer
that
question
for
you.
It's
joseph.
G
So
our
site
based
budget-
and
this
talk-
speaks
to
some
work
that
we're
doing
with
our
administration
and
principles,
to
try
to
figure
out
how
we
push
more
factors
that
target
equity
and
individual
school
needs
in
our
site-based
budget.
So
our
site-based
budgets
are
driven
by
the
enrollment
of
the
school
and
then
that's
also
compared
to
what
our
service
delivery
model
or
standards
for
how
you
staff
the
school,
the
resources
that
should
be
in
a
school.
G
We
do
in
our
schools
title
one
budgets
we
do
require
that
schools
have
a
portion,
that's
dedicated
to
parent
involvement,
plus
we
also
do
have
central
allocations
for
parent
involvement.
Schools
use
those
title,
one
funds
and
other
funds
that
they
may
get
based
on
state
designation
or
need
from
different
funding
sources
to
align
to
those
school
priorities
so
for
title:
1
funds
for
csi
funds,
which
are
comprehensive
support,
improvement
funds
or
other
funds
that
schools
may
get
there's
a
school
improvement
plan
that
needs
to
drive
that
and
that's
something
that
augments
that
funding.
G
But
we
also
want
to
look
at
the
funding
that
we
give
as
a
district,
which
is
our
site-based
budgeting.
How
can
we
work
with
our
principles
to
ensure
that
we
can
come
up
with
a
system
that
we
can
try
to
push
more
funds
there
in
an
equitable
manner?
So,
right
now
the
work
has
been
sharing
up
the
base,
making
sure
that
we
have
an
equal
distribution
based
on
all
factors
that
all
schools
have
the
same
standard
and
level
standard
of
the
supports
that
they're
in
schools.
G
And
then
we
need
to
then
work
with
our
principals
to
figure
out
what
factors
that
we
can
target
with
our
equity-based
funding,
because
we
don't
just
want
to
pick
an
arbitrary
factor
and
push
more
resources
to
schools.
We
want
to
make
sure
that,
based
on
the
student
population,
that
that
those
resources
that
we
push
are
going
to
be
targeted
to
a
specific,
evidence-based
practice
that
we
know
will
lead
to
improvement
in
that
school
based
on
the
factor
that
you're
trying
to
improve.
So
we're
working
on
that
process.
G
Right
now,
right
now
we're
trying
to
sure
up
the
site-based
budget
allocation
to
make
sure
that
we
take
feedback
from
our
principals
to
hear
about
some
of
the
pain
points
that
they've
had
try
to
address.
Those
pain
points
but,
as
you
know,
with
any
resource
allocation
model,
you're
bound
by
the
resource
that
you
have
available.
So
in
order
to
push
more
resources
in,
we
need
to
figure
out
places
within
our
existing
budget
where
we
can
reallocate
those
resources
from.
F
And
then
the
other
thing
I
just
want,
there's
just
a
few
other
points
I
want
to
make
and
then
I'll
turn
it
over
to
other
members.
I
can
go
on
all
day
talking
about
pittsburgh,
public
schools
and
and
our
work
within
the
city
together
for
the
going
year
round,
and
we
talk
about
attracting
more
of
a
diverse
group
of
teachers
and
and
staff
going
year-round.
F
Do
you
think
that
helps
attract
more
of
a
diverse
group,
or
do
you
think
that
has
any
effect
on
if
you're
going
longer
days
to
me,
the
attraction
of
being
a
teacher
in
pittsburgh,
public
schools,
you
should
get
summer
off
and
you
get
to
stay
home
with
your
kids
or
or
you
get
to
do
what
you
want
in
the
summer.
F
I
wonder
how
that
affects
who
you
attract?
Do
you
attract
a
talent,
a
a
pool
of
talent,
talented
teachers
and
staff?
If
you
don't
have
that
incentive
as
you're,
you
know
having
the
summer's
offer
or
shorter
hours
that
you
can
work
around
your
children,
because
I
know
a
lot
of
people
don't
apply
now
for
our
crossing
guards
because
they
want
to
be
closer
to
home.
So
I'm
and
they
don't,
they
want
to
know
where
they're
going
to
be
sent.
They
don't
so
we're
having
an
issue
with
that.
F
So
I'm
curious
how
that
affects
how
you
think
that
would
affect
your
attracting
more
of
a
diverse
pool
of
applicants
if,
at
all,.
C
Yeah,
I
think
I
think,
ultimately,
you
know
you
know
that
question
I
would
bring
it
back
to
is
year-round
schooling,
beneficial
to
children
and
begin
with
that.
I
think
you
know.
If
you
have
a
traditional
or
either
have
you
you,
you
have
the
year-round,
you
would
still
have
people
that
would
like
either
one,
and
so
I
I
think
you
would
get
applicants
people
like
their
flexibility,
but
ultimately
is
year-round
school
good
for
children.
That
should
lead
the
conversation
in
some
form
or
fashion.
I
think,
and
just
putting
that
into
space.
F
Well,
I
agree
with
that,
but
I
agree
that
answering
the
question
whether
or
not
you
have
an
attractive
pool
of
candidates.
If
you
didn't
have
that
incentive
of
being
apples,
maybe
you
would
maybe
something.
Maybe
it
wouldn't
be
good
for
students,
because
you're
not
attracting
the
best
and
the
brightest.
B
B
H
B
I
was
sitting
here
and
listening
to
you.
I
was
remembered,
you
know,
summer's
off.
Well,
I
didn't
work
in
the
summer
for
a
long
time,
but
I
was
100
of
the
time
on
the
baseball
field
and
I
wonder
how
much
that
would
impact
other
activities
that
are
in
the
summer.
You
know
you're
talking
about
changing
cause.
You
know
we
have
coaches
that
work
with
the
kids
in
practice
during
the
day
their
games
were
in
the
evening,
but
that
would
impact
a
lot
of
things
that
wouldn't
be
just
worrying
about
school.
B
I
don't
think
that's
an
issue
about
teachers,
because
if
you
have
time
off
during
the
rest
of
the
year,
if
you
had
a
month
off
in
december,
for
instance,
or
if
you
were
off
every
two
weeks
or
you
know
you
had
different
breaks
of
two
weeks
here
or
three
week-
breaks
throughout
the
year,
you
just
get
used
to
it.
That
would
just
be
something.
So
it's
not
a
matter
of
what
the
teachers
would
want
or
recruitment.
B
It
is
like
dr
hama
said
what
would
be
best
for
kids
if
it
would
be
great
to
have
a
month
off
in
mid
year
or
half
school
year
round
with
three
week.
Breaks
in
between
that
would
be
a
totally
different
thing,
because
that
would
just
be
what
your
work
here
would
be.
F
Yeah,
I
agree
and
well
a
lot
of
our
teachers
do
volunteer
in
the
communities
with
the
kids
all
summer
long.
So
I
I
don't
know
what
we
do
without
some
of
our
public
employees,
because
they
do
so
much
in
the
community.
With
that
said,
the
last
thing
I
want
to
ask
is
with
do:
we
have
any
status
on
the
teacher's
contract
for
the
union.
C
F
Okay,
good,
that's
good
to
hear-
and
I
just
want
to
thank
you
all
for
all
your
work
that
you
do
with
the
kids
and-
and
I
do
appreciate
it,
but
I
just
going
to
end
with
the
last
thing
I
want
to
say
is:
I
heard
a
lot
from
the
charter
schools
yesterday
and
I
think
it
would
be
great
to
have
a
conversation
with
you
in
the
charter
schools,
because
there
was
a
lot
of
things
said
yesterday
that
I
had
a
lot
of
questions
for
I
had
a
meeting
at
1
30,
so
I
had
2
30
sent
to
log
off,
but
I
would
like
to
have
that
conversation,
so
maybe
reverend
burgess
and
councilmember,
and
I
can
schedule
something
where
we
can
all
sit
down
together.
F
A
J
Well,
thank
you.
I
appreciate
it.
However,
I
believe
there
are
council
members
who
who
arrived
here
before
me.
If
you
wanted
to
well.
A
J
Oh
he's
giving
me
the
thumbs
up.
I
appreciate
it.
Thank
you,
okay!
Well
I'll
in
that.
In
that
spirit,
I'll,
keep
it
quick
and
just
ask
one
question.
Thank
you,
dr
hamlet,
and
your
team
for
being
here
and
for
school
board.
President
wilson,
I
am
my
main
question
is
about
collaboration
and
in
my
mind,
as
we've
talked
about
again
and
again,
it
serves
no
one.
It
serves.
It
does
not
serve
the
city,
it
does
not
serve
our
children.
J
If
we
are
operating
in
silos,
we've
tried
various
strategies
in
the
past
we
tried
education,
you
know
task
force
or
committee.
That
would
come
together,
but
I'd
like
to
ask
you
in
your
mind,
what
is
the
best
way
for
all
of
us
city,
council,
school
board,
mayor's
office
administration
representatives
from
charter
schools?
What
is
the
best
way
for
us
to
all
to
work
together?
What
is
the
vehicle
to
ensure
ongoing
engagement
and
communication
back
and
forth
as
a
two-way
street?
J
Not
one
entity
seeming
to
step
on
others
toes,
but
actually
in
partnership,
working
toward
a
true
partnership
and
facilitating
trust?
Is
it
council,
you
know
initiating
an
education
committee,
and
I
see
that
school
board
has
a
has
a
government
relations
committee.
Adding
to
that
you
know,
communications
with
city
council.
Is
it?
Is
it
something
besides,
just
your
standard
task
force
where
some
you
know,
internal
entity
brings
everyone
together.
J
What
what
is
the
best
way
in
your
mind
and
I'm
opening
it
up
to
really
anyone
who'd
like
to
answer
that
question,
because
I
truly
want
to
see
that
happen.
I'm
not
an
expert
at
what
we've
tried
in
the
past,
because
I'm
fairly
new
on
council-
and
I
was
not
part
of
that
in
the
past,
but
I'm
open
to
any
any
ideas
that
people
might
have
and
I'd
like
to
try
to
help
to
make
that
happen.
C
Yeah
yeah,
I
just
started,
and
I
put
this
in
the
space
as
well.
You
know
one
of
the
things
again
and
being
in
education
for
almost
30
years
now,
and
working
with
working
groups
and
task
force
and
groups
as
well.
One
of
the
things
that
we
need
to
do
once
we
begin
to
collaborate
is
we
need
to
level
set
on
what
and
define
collaboration,
because,
ultimately
we
begin
in
those
spaces,
and
you
know
one
party
thinks
collaboration
is
this?
Another
part
thinks
collaboration.
C
Is
that
so
whatever
we
do
and
I
think
all
the
ideas
that
you
brought
forth
and
even
more
some
of
the
things
that
that
are
great,
that
we
can
do
again
not
not
work
in
silos
but
be
more
inclusive
of
each
other,
especially
to
one
of
your
points
about
government
legislation.
C
Also,
how
can
you
support
us
in
harrisburg
and
vice
versa
as
well,
but
but
also
we
put
out
doing
all
in,
we
had
a
great
inclusive
participation,
but
also
with
imagine.
There
are
opportunities
for
you
to
join
design
teams
based
on
your
own
interest,
and
so
there
are
their
avenues
and
ways,
and
one
thing
we
can
do
is
kind
of
draw
more
specific
ways
or
ideas
from
us
and
provide
it
to
the
the
council
so
you're
going
to
use
and
vice
versa
as
well,
and
really
begin
to
expand
and
explore.
C
Based
on
that
on,
you
know,
initial
information
that
we
provide
to
each
other
around
collab
collaborative
opportunities.
So
I
know.
I
I
Jones,
sorry,
yes,
sir,
no
problem
yeah,
so
I
I'm
gonna
echo
what
you
said
and
definitely
you
know
people
will
say:
let's
have
a
you,
can
you
guys
can
come
up
with
any
type
of
task
force,
or
you
know,
committee
or
commission
that
you
want
to
do.
I
you
know
that's
what
those
are
fines
to
create
new
tables,
one
of
the
things
that
we
just
found
with.
Imagine-
and
we
use
these
you
know.
I
Imagine
the,
but
the
the
new
work
that
we're
doing
is
that
we
were
actually
able
to
tap
into
people's.
You
know:
passion,
right,
passion,
expertise,
and
so
you
know
for
us.
You
know
it's
really
understanding.
Where
do
you
want
to
push
in
because
sometimes
going
to
a
task
force
meeting
why
it
could
be
great
and
I'm
not
taking
away
from
task
force
meeting
people
love
those
committees,
but
also
there's
something
about
like.
I
show
up
more
if
it's
actually
attached
to
my
passion
and
my
expertise,
so
you
know
people
who
love
early
childhood.
I
You
know
they
they
tapped
into
this.
This
idea
of
us
designing
a
a
birth
to
a
grade.
Two
school.
Imagine
a
school
district.
Actually,
working
on
a
a
birth
to
grade
two
school,
a
birth
to
grade
school,
so
that
kids
are
ready
to
to
read
on
grade
level
and
that's
that's
nowhere
in
the
country,
so
people
found
there
are
joining
there.
You
know
people
who
underneath
underperforming
schools,
which
I
don't
want
to
like
use
that
title.
I
That's
not
like
sexy
or
anything,
that's
nice,
but
it's
it's
a
reality
for
for
those
schools
who
are
sort
of
us
trying
to
figure
out
that
they're,
the
first
ones
that
we're
going
to
try
to
break
that
cycle.
You
know
somebody
might
want
to
join
the
design
team
at
the
lions
and
say
you
know
malians,
I'm
looking
at
laval.
Millions
is
something
that
we've
been
trying
to
do.
I'm
going
to
join
that
design
team
and
the
same
thing
for
westinghouse.
You
know
reverend
burns
may
say
I'm
going
to
so
this
idea.
I
We
actually
try
to
have
these
areas
that
we
are
concerned
about.
We
know
that
others
are
concerned
about
and
we
are
trying
to
attach
to
people's
passion
and
their
interest,
because
maybe
a
task
force
might
be
great
and
again
I'm
gonna
say
I'm
not
against
that
for
those
who
love
that.
I
But
if
it's
something
that
is
my
passion
and
something
I'm
concerned
about-
and
I
actually
can
have
action
to,
that
is
how
we
try
to
structure
this
this
next
set
of
of
our
strategic
plan
and
trying
to
tackle
these
real
live
issues.
Thank
you.
So
much.
B
I
was
going
to
say
that's
great
with
both
dr
hamlin
and
erica
has
just
relayed
about
the
bigger
larger
picture
and
ways
to
collaborate,
but
I
don't
think
that
I'm
wrong
on
this.
Every
school
is
supposed
to
have
a
parent
school
community
council
I
have
been.
I
have
worked
at
two
schools
where
we
had
great
collaboration
with
community
and
parents
along
with
the
school
and
where
we
had
a
very
good
school
community
council.
B
We
actually
saw
a
lot
of
growth
in
our
in
our
students
and
what
we
offered
our
kids,
the
opportunities
that
we
provided
and
some
programs
that
we
were
created
by
that.
So
every
school
has
the
opportunity
to
do
that.
I
think
that
the
leadership
in
the
school
kind
of
creates
the
atmosphere
or
the
environment
to
have
very
good
rapport
with
their
community
and
that's
something
that's
available
right
now.
It
hasn't
changed.
The
only
change
is
that
sometimes
we
have
new
administrators
who
aren't
aware
of
the
potential
that
the
school
community
council
can
actually.
J
J
Thank
you,
you're,
all
speaking,
my
language,
I
mean
that
all
all
that
makes
sense
to
me
and
and
in
terms
of
having
both
you
know,
I
think
that
that
it
reminds
me
of
the
really
successful
boards
that
I've
sat
on
where
you
are
part
of
the
board.
You
show
up
once
a
month
for
the
board
meetings,
but
then
you're
all
on
committees
that
speak
to
you
you're.
J
You
dig
into
the
committees
that
you're
most
interested
in
that
aligns
with
your
interests,
that's
a
way
to
both
get
to
know
and
build
trust
with
the
people
that
you're
serving
with
and
to
feel
like
you're,
really
a
part
of
the
board,
rather
than
just
showing
up
and
casting
votes
once
a
month.
So
I
I
really
like
that
sort
of
dig
into
the
interest.
J
You
know
that
speaks
to
you
model
and
the
more
dispersed
model,
but
if
we
could
also
figure
out,
I
think
some
sort
of
formalized
way
to
you
know
and
and
as
dr
dr
hamlet
said,
to
figure
out
ahead
of
time.
What
collaboration
looks
like
to
have
multiple
pathways
toward
that,
so
that,
if
you
know
the
school
community
council
drops
off
in
one
area,
there's
still
this
other
thing
to
to
be
able
to
maintain
those
relationships
or
that
you
know
the
relationship,
even
when
people
in
those
positions
leave
the
structure
still
there.
J
J
The
other
thing
I'll
say
is
that
you
know
my
only
my
only
other
thought
on
this
in
this
line
of
thinking.
Is
it
can't
be
just
one
person
from
each
entity
knowing
one
another?
I
don't
think
that's
enough
to
build
those
bridges.
It
has
to
be
wide
bridges.
It
has
to
be
multiple
people
from
multiple
sort
of
entities,
knowing
what
the
other
entities
are
doing
and
and
communicating
collaborating
in
some
way.
So
those
are
my
only
thoughts
there.
J
That's
the
only
question
I
have
so.
If
there's
any,
there
are
any
other
comments
on
that
line
of
thinking,
that's
great
otherwise
I'll
I'll
turn
it
back
over
to
my
colleagues.
K
Thank
you
councilman
and
thank
you,
everyone
for
coming
to
the
table
today,
and
especially
councilman
lavelle
and
and
burgess
to
introduce
this
legislation
and
the
productive
conversations
that
we've
been
having.
You
know,
I
hear
a
lot
about
collaboration
and
you
know
I
think,
council
we
have
to
applaud
council
because
recently
you
know
we
extended
the
coveted
sick
pay
leave
for
for
workers
and
going
into
this
next
school
year.
K
You
know,
especially
with
children
under
the
age
of
12
that
aren't
vaccinated.
Yet
we
still
have
yet
to
see
that
plan
how
that
will
be
rolled
out
once
it's
approved,
but
that
we,
you
know
we,
I
believe
we
did
this
in
a
large
part,
to
provide
an
opportunity
to
support
families
so
that
they
can
support
their
children.
K
If,
if
there
is,
you
know
some
sort
of
covet
outbreak
or
if
they're,
just
even
one
child
test,
positive
or
is
you
know,
has
to
has
to
quarantine,
and
so
that
would
be
under
the
guidelines
of
you
know:
allegheny
health
department,
but
also
the
pittsburgh
public
schools
and
how
you're
going
to
handle
that
moving
forward,
and
you
know
really
want
to
just
make
sure
that
we
don't
lose
sight
of.
K
You
know
we're
still
not
out
of
this
pandemic,
especially
with
everyone
going
back
to
school
in
person,
and
I
just
want
to
hear
a
little
bit
about
a
little
bit
more
about.
You
know
that
that
plan
in
terms
of
how
children
may
have
to
you
know,
take
off
school
or
be
at
home.
C
I
know
we
have
our
chief
academic
officer,
mrs
jenkins,
here
on
the
line
as
well,
but
I'll
chime
in
that's
something
that
we
know.
That's
that's
an
issue
and
we
don't
have
a
full
full
answer
for
yet,
but
we
are
working
on
that
as
one
of
our
priorities.
We
know
this
is
going
to
happen,
especially
with
this
delta
variant,
the
uptick
in
the
delta
variant
and
spread
as
well,
but
also
the
the
uptick
in
covet
affections
as
well,
and
so
we
know
that's
on
the
uptick.
C
We
want
to
try
to
make
sure
we're
as
safe
as
possible
and
bringing
our
students
back,
and
so
it
just
coincides
that
the
cdc
just
came
out
yesterday
and
said
they
recommend
all
k-12
schools
wear
masks.
We
had
already
made
that
decision,
because
we
know
based
on
experience,
that
this
is
going
to
happen
and
ultimately
our
goal
is
to
make
sure
that
we
create
the
most
safe
environments
for
our
children,
our
faculty
and
staff,
to
come
back
into
mrs
jenkins.
Are
you
there.
C
He's
coming
up,
yeah
yeah,
the
I
don't
know
if
you
heard
the
question
was
around:
what
are
we
doing
and
correct
if
I'm
wrong,
councilman
wilson
around?
What
are
we
doing
with
children
who
may
be
exposed
to
covert,
who
have
to
be
home?
How
they're
going
to
be
educated,
et
cetera?
I
think
that
was
the
essence
of
the
question
right.
K
Yeah
I
was
starting
off
by
saying
I
believe
you
know,
council
is
trying
to
support
families
in
a
way
so
that
they
don't
have
to
choose
between
their
paycheck
or
taking
care
of
their
child.
You
know,
if
they're,
you
know
if
they
have
to
stay
home
because
of
a
positive
test,
or
you
know
some
sort
of
quarantine
situation.
H
Thank
you
so
much
for
that
question.
So
we
are
going
to
continue
to
use
our
learning
management
system,
which
is
schoology
to
provide
online
learning
opportunities
for
students,
but
for
students
who
are
in
the
school
that
happen
to
get
covered.
It
depends
on
how
many
days
they're
going
to
be
out.
We
are
exploring
options,
so
it
could
potentially
be
potentially
homebound
or
they
might
be
shifted
to
maybe
a
virtual
teacher.
It
just
depends
on
how
long
that
individual
will
be
out
as
of
right.
Now.
H
All
students
that
are
opting
to
stay
remote
would
have
to
go
through
pittsburgh
online
academy,
which
is
for
grades
four.
Through
twelve,
we
have
had
families
that
have
asked
to
and
get
grades
k
to
three
that
want
an
online
option,
so
we're
still
exploring
that
as
a
possibility,
but
for
right
now
we
would
still
utilize
our
learning
management
system
to
work
with
students.
K
Definitely
and
yes,
also,
the
the
coveted
sick
bay
does
allow
for
workers
to
take
off
to
get
their
child
vaccinated
or
for
their
their
themselves
to
be
vaccinated
as
well,
without
losing
pay,
so
we're
trying
to
help
help
in
that
way
as
well
for
for
families.
So
you
know
I
just
want
to
go
back
a
second
just
talk
about
the
basic
reason
why
you
know
in
north
part,
while
we're
here
about
you
know.
K
I
hear
you
know
a
lot
of
talk
of
the
council
or
you
know
it's
been
discussed
about
the
the
achievement
gap
and
we've
discussed
it
here.
You've
presented
some
of
this
in
your
presentation
and
I'm
just
curious
on
you
know
it's
not
like
someone
has
the
the
secret
that
they're
not
giving
us
for.
You
know
why
they're,
why
they're?
Maybe
this
is,
you
know
why
there
is
achievement
gap
and-
and
you
know
the
reasons
for
it.
K
C
So
so,
so
thank
you
for
the
question
I'll
begin
and
one
of
the
things
I've
been
talking
about
since
my
arrival
and
even
before
in
my
previous
life
in
palm
beach
county
public
schools
is
that
the
achievement
gap
begins
at
birth.
So
we
don't
work
collaboratively
to
find
solutions
to
support
those
children
and
families
that
we
know
need
that
additional
support
in
in
these
communities
that
we
know
or
areas
that
we
know
these
students
aren't
getting
the
intellectual
stimulation.
C
They
need
to
be
able
to
come
to
kindergarten
or
preschool
on
grade
level
that
happens
at
birth.
It
begins
at
birth,
and
so
once
they
get
to
us
in
kindergarten,
we're
playing
catch-up,
it's
difficult
and
tough
to
play
catch-up
the
most
developmental
time
for
children
to
learn
and
learn
that
language
is
from
birth
through
three
eight
three
and
four
and
beyond,
and
so
how
can
we
think
about?
You
know
this
city
has
tons
of
billions
of
dollars?
C
How
can
we
work
together
this
city
right,
the
private
companies,
the
non-profit
companies,
the
city
legislators,
the
pittsburgh
public
schools?
How
can
we
create
a
different
design?
That's
going
to
really
support
and
eradicate
this
achievement
gap
and
I
truly
believe
if
we
come
up
with
some
ways
and
options
to
support
those
children
from
birth
to
kindergarten
or
birth
to
pre-k,
we
begin
to
see
a
difference
in
that
achievement
gap.
K
And
so
that
would
be
just
more
more
early
education,
more
focused
on
early
education,
if
you're
talking
about
from
birth
is
that.
C
Yes,
yeah
yeah
yeah,
that's
a
different
concept
and,
interestingly
enough,
we
have
others
on
board
working
with
us
on
a
potential
school
reopening
up
northview,
but
that's
going
to
be
very
unique,
so
we
believe
in
this
working
with
the
children's
museum
and
also
various
foundations
around
this
idea
of
creating
a
birth
to
age,
two
school
over
on
the
north
side
erica
you
want
to
elaborate
on
that
more.
I
know.
That's
your
one
of
your
own
projects
as
well.
I
I
I
wanted
to
come
elaborate
on
that
someone
to
go
back
a
little
bit,
and
so,
if
I,
but
let
me
let
me,
go
at
it
the
way
you
just
said
so,
we
know
that
so
we
have
so.
This
is
the
idea
of
inequities.
Is
that
is
maybe
what
we
were
starting
to
talk
about.
So
we
have
kids
who
go
to
carver
right
graduate
harvard,
and
then
we
got.
I
You
know
schools
where
people
are
trying
to
you
know
get
into,
and
if
they
don't
get
into
that
school
they
want
to
go
somewhere
else.
So
we
have
the
schools
that
are
excellent
and
schools
that
are
struggling
and
they
have
the
potential
to
be
excellent.
Let
me
just
say
it
that
way,
and
I
think
that
you
would
also
say
councilman
wilson,
that
in
neighborhoods
right
the
neighborhoods
in
which
we
we
have
that
you
guys
serve.
I
You
know,
maybe
there's
a
a
difference
as
well,
and
so
what
we're
trying
to
say
is
how
do
we
work
together
so
that
the
strategies
that
you're
trying
to
put
in
to
neighborhoods
to
limit
the
variant-
maybe
maybe
somebody
may
call
it
a
gap?
I
don't
know,
maybe
somebody
calls
it
something
else,
but
we
know
in
the
city
of
pittsburgh
that
there
are.
I
What
dr
hand
was
saying
is
you
know
that
might
be
a
strategy
you
know
for
us
where
we
also
can
really
get
you
know
very
because
eliminating
the
achievement
gap
is
is,
is
a
school-based
piece,
but
it
also
is,
you
know,
supporting
parents
with
the
wages
that
they
might
need.
It
might
be
housing
in
which
they
might
need.
It
might
be
some
other
things
that
might
contribute
to
the
achievement
gap
other
than
just
the
schools
in
which
they
attend,
and
then
now
that
is
like
some.
I
If
there
was
a
you
know
erica
my
you
know,
you
know
great
minds
thinking
like,
but
if
there
was
a,
there
was
really
a
collaboration
to
really
look
at
that's
some
of
the
very
hard,
intense
work
that
we
talk
about
a
system,
an
ecosystem
that
is
really
intense
work,
but
definitely,
as
dr
hamlet
would
say
that
we're
not
shirking
from
our
responsibility
at
all
and
that
what
we
need
to
do
in
order
to
improve
our
schools.
I
K
Yeah,
I
think
that's
a,
I
think,
that's
a
great
point
because
you
know
wanna
if
you're
talking
about
the
inequities
across
the
city
of
pittsburgh
in
terms
of
neighborhoods,
and
if
I
hear
you
correctly
you're
saying
that
there
would
be
a
you
know,
association
with
or
a
correlation
with,
neighborhoods
that
have,
let's
just
pick,
one
factor
which
would
be
vacant
abandoned
housing.
K
You
know
in
that
neighborhood,
but
that
would
somehow
be
related
to
or
in
association
with
children
who
are
achieving
lower
than
others.
I
Yeah-
and
I
would
I
would
put
the
land
bank
in
there,
but
but
I
think
what
happens
is
is
that
we
have
like
just
a
these
silo
effects
or
silo
focuses
like
let's
just
only
focus
on
the
school
district,
and
then,
let's
only
focus
on
land
banks.
It's
really
like
how
do
you
actually
sort
of
get?
You
know
the
collective
impact
to
get
all
those
arrows
of
what
we're
all
trying
to
do
to
to
combat
this
problem?
I
I
It's
a
big
weight
and
also
when
we
take
that
responsibility
and
also
what
we're
just
saying
is:
how
do
we
also
align
some
of
these
other
things
like
a
land
bank
like
something
else,
you
know
how
do
we
all
get
it
all
in
line
so
that
we
really
can
pull
that
lever
and
really
make
it
go
further?
Faster.
K
Well,
you're
really
finishing
my
thought,
because
I
wanted
to
to
bring
up
the
land
bank
and
talk
about
just
how
you
know
with
the
city
of
pittsburgh
the
county
and
also
the
the
school
district,
where
the
three
taxing
bodies
that
you
know.
Hopefully,
we
can
get
as
much
collaboration
on
solving
the
vacant,
abandoned
property
issue
and
and
how
much
you
all
will
be
involved.
The
school
district
will
be
involved
in
in
you
know,
with
what
the
land
bank
will
be
trying
to
achieve
here.
K
Is
there
any
any
comment
on
you
know
your
thoughts
on
the
land
bank
and
how
you
can
be
involved
with
you
know
as
one
of
the
taxing
bodies
how
we
can
work
together
to
to
solve
some
of
these
barriers
to
you
know,
moving
these
properties
forward.
C
G
So
we've
had
a
meeting
with
the
ura
and
the
individuals
in
charge
of
the
land
bank
and
we've
met
and
we've,
given
them
our
feedback.
Some
feedback
on
the
legislation
that's
being
proposed,
so
the
conversations
aren't
going.
We
do
see
it
as
that.
It's
a
place
where,
when
used
correctly.
H
G
Can
affect
great
change
for
community
in
terms
of
blighted
and
underutilized
properties.
So
it's
an
ongoing
discussion.
We
do
see
value
in
the
land
bank.
We
just
want
to
make
sure
that
our
concerns
that
we
have
with
regard
to
the
composition
and
some
of
the
powers
that
may
be
extended
to
the
land
banker
now.
E
K
Okay,
well,
would
you
be
the
mr
joseph,
would
you
be
the
individual
to
to
have
further
conversation
about
this
from.
G
Just
believe
the
I
believe
the
person
is
charging
is
of
the
land
bank
and
I
believe
his
name
escapes
me
right
now.
He
did
reach
out
to
our
business
finance
committee
chairs
and
I
believe,
they're
scheduled
to
have
a
meeting.
But
myself
and
our
solicitor
we've
been
involved
in
some
of
the
discussions
about
the
land
bank
and
I
know
dating
back
to
multiple
years
ago,
being
in
this
role
and
being
in
trucking
forever.
Some
of
the
discussions
of
the
land
bank,
as
it
was
proposed
at
that
point
in
time.
K
Okay,
thank
you
and
yeah.
If
there
is
any
more
information
on
northview
that'd
be
great,
I
mean
that
was
elementary
school
that
I
went
to
and
it'd
be
great
to
see
that
that
come
back
in
some
way.
You
know,
but
so
anyway,
look
looking
forward
to
any
sort
of
I'm
happy
to
be
involved
with.
What's
in
my
district,
obviously
so
happy
to
be
of
all
with
any
sort
of
opportunities
there
to
help.
L
Yes,
thank
you
anthony
sylvia.
It's
good
to
see
you
both
again.
Thank
you
for
being
here
and
our
other
guests
as
well.
You
know,
I
just
first
want
to
say
I'm
a
proud
product
of
the
pittsburgh
public
schools.
My
only
education
1
through
12.
kindergarten
through
12th
grade,
was
beechwood
school
and
broushare
high
school.
So
you
know
I
could
be
used
as
a
good
product
or
a
bad
one.
You
know
I
qualify
for
both
areas.
I
think
so.
I
did
want
to
remark.
L
I
guess
as
to
what
councilwoman
strasberger
said,
how
would
we
work
together?
I
do
speak
to
one
of
my
school
board
representatives
billy
gallagher,
who
was
you
know,
a
high
school
football
coach
at
perry
for
many
years
and
I
think,
has
more
city
titles
than
any
other
coach
that
we've
ever
had.
L
L
The
best
example
to
to
you
know
dictate
that
by
any
means
or
give
you
suggestions,
but
I
do
feel
there's
many
other
ways
we
could
work
together
and-
and
that's
just
one
of
one
of
many
ways
I
I
hope
to
be
working
with
billy,
but
mr
chair,
if
you'll
allow
me,
you
know
to
go
well,
it's
not
really
off
subject
because
it's
all
about
working
together,
but
I
have
to
bring
up
the
bonaire
school
situation
with
you
all.
Okay-
and
you
know
mr
hamlet,
we
talked
about
this
couple
weeks
ago.
L
It's
really
it
could
be
voice.
It
could
be
viewed
as
a
misunderstanding.
L
We
could
call
it
many
things,
but
I
just
want
you
both
to
know
I'm
not
a
parliamentarian,
but
this
community
adamantly
opposes
development
there,
and
you
know
it
was
a
situation
where
I
had
met
with
pat
mercedes
and
some
others
originally,
and
from
that
you
know,
when
I
originally
found
out
there
was
a
sale.
You
know
you
found
a
buyer,
a
responsible
buyer,
which
I
view
him
gregory
development
as
a
responsible
buyer.
L
You
know
I'd
like
to
work
with
him
on
other
projects
through
my
district,
but
this
one
in
particular,
is
just
gonna,
be
a
hard
time
for
it's
gonna
be
a
pr
nightmare
for
all
of
us
and
for
him
as
well.
So
I'm
trying
to
I
had
spoken
to
ira
weiss
and
talked
about.
You
know
how
we
can,
if
it's
possible,
to
reverse
your
decision.
L
If
you
can
put
it
back
on
the
table,
I
still
haven't
gotten
any
short
answers
on
that
as
of
yet,
but
you
know
again,
originally
we
thought
hey
it's
a
good
thing.
You
have
a
buyer,
the
building's
been
sitting
there
for
14
years,
the
problem.
What
came
in
where
the
school
board
voted
on
it
before
we
had
a
big
community
meeting
now
he
voted
nine,
nothing
to
pass
it
under
the
assumption
that
it
would
you
know,
was
supported,
I
guess
by
community
members.
L
I
guess
is
the
way
it
was
put,
but
but
if
it
was
just
going
by
on
the
three
or
four
of
us
that
were
there
at
the
original
meeting,
we
probably
should
have
waited
till
after
the
larger
meeting,
just
to
get
the
real
scope
of
what
the
neighborhood
felt.
It's
obvious
to
me,
my
colleagues,
will
tell
you
they
call
in
city
council
every
day,
I'm
sure
they
have
statements
right
at
your
boards
meetings
as
well.
So
I'm
looking
for
some
help
on
this.
L
You
know
in
one
way
or
the
other,
I'm
not
sure
again,
I'm
not
a
parliamentarian.
If
we
can
put
this
back
on
the
table
or
not,
but
I
will
tell
you
it's
a
hundred
percent
support.
They
they
decided,
they
would
love
a
green
space
and
you
know-
and
I
support
that-
I
support
the
people
there.
So
is
there
any
insight
you
can
give
me
on
this
at
home.
C
I
think
this
is
a
conversation
will
be
best
served
offline,
but
I
don't
know
at
a
high
level
wrong.
Can
you
give
them
some
part
of
mentoring
procedures
when
it
comes
to
that
so
and
of
course,
I'm
not
speaking
for
my
board,
I
work
for
the
board
and
ultimately
this
would
be
come
from
the
boys,
more
divorce
voice
of
of
how
they
want
to
deal
with
this
and,
of
course,
working
with
them
collaboratively
to
do
that.
G
Well,
I
wasn't
going
to
comment
on
procedures,
but
I
was
going
to
go
the
councilman
sentiment
that
this
is
off
topic,
and
this
is
not
the
appropriate
form
to
discuss
this
at
this
time
since
we're
here
to
discuss
education
and
not
here,
to
discuss
matters
that
are
pertaining
to
buildings
that
are
under
contract
right
now.
So
we
can
have
that
discussion
in
the
separate
forum.
L
Well,
you
know
ronald
I'm
here
to
discuss
working
together
and
you
know
this
is
working
together.
This
is
a
surefire
way
with
a
school
district
if
they
step
up,
if
you
can
and
I'm
not
sure
if
you
can
or
not-
but
you
know
it's
in
your
hands.
I
think
at
this
point-
and
I
don't
even
know
that
for
sure,
so
I'm
really
really
looking
just
to
get
some
answers.
You
know
as
to
one
way
or
the
other
where
this
is
going
to
proceed
and
I'll
call
ira.
G
Lester
would
be
the
best
person
to
comment
on
the
procedures-
I'm
not
a
pro,
I'm
not
privy
to
being
able
to
say
what's
the
route
to
do
this
because
board
members
vote
on
the
sale
of
the
building,
and
that
is
how
those
are
handled.
It's
a
board
decision
for
the
disposition
of
building,
so
I
would
say,
talk
to
the
solicitor
regarding
that
and
that
you
know
we're
yes,
we're
in
the
business
of
you
know,
trying
to
have
productive
relationships
and
have
collaboration
and
I'll
just
leave
it
at
that.
L
Okay,
I
understand
I
just
want
you
all
to
know
that
this
is
adamantly
opposed
by
the
neighborhood.
You
know
you
will
be
hearing
about
it
more
and
more,
I'm
not
sure
where
it's
at,
but
I
will,
I
guess
you
know,
seek
my
own
way
and
figure
out
with
between
ira
and
I
what
to
do.
Thank
you.
L
C
L
D
D
I
I
mentioned
that
only
because
I
thought
I
saw
a
while
back
that
you
all
were
looking
to
do
implicit
bias,
training
to
help
our
teachers
and
help
close
the
academic
achievement,
gaps,
help
with
proficiency,
and
so
I'm
just
curious-
is
that
it
are
you
actually
moving
forward
with
that
and
if
so,
where
does
that
stand.
C
Yeah,
we
can
definitely
look
at
implicit
bias.
We
actually
had
three
rounds
of
rfps
because
ultimately
we
want
to
find
the
right
vendor
to
provide
that
curriculum
to
our
faculty
and
staff.
To
begin
that
work,
thank
goodness.
We
finally
found
that
organization
who's
going
to
who
we're
going
to
contract
with
to
deliver
that
implicit
bias,
training
we're
starting
out
in
the
fall
beginning
a
train
and
we're
using
the
train,
the
trainer
model,
because,
ultimately
we
want
to
keep
this
once
we
get
this
information
and
this
content
knowledge.
C
We
want
to
be
able
to
keep
it
in
the
in
the
district.
So
we're
going
to
train
a
quadri
of
cadre
of
individuals
in
the
district
to
be
a
bit
implicit
bias,
training
and
then
begin
to
further
train
work
on
training
all
of
our
staff
around
implicit
bias
training,
but
that
work
is
coming
to
fruition.
It
was
thrown
off
a
little
bit
because
again,
we're
not
going
to
sell
a
vendor
around
the
content
of
implicit
bias
that
we
weren't,
that
that
wasn't
meeting
the
mark
for
what
we
were
looking
for.
A
So,
first
of
all,
I
probably
asked
a
few
questions
I
do
want
to.
Thank
really
do
want
to
thank
hamlet
and
the
staff
for
being
here.
I
want
to
thank
sylvia
representing
the
board.
I
will
say
we
invite
the
entire
board.
They
decided
to
send
sylvia
as
their
sole
representative,
which
certainly
is
their
right
and
but
I
do
want
the
rest
of
the
board
know
that
they
are
welcome
to
have
a
conversation
with
council
and
we
would
love
to
have
their
perspectives
as
well.
A
A
I
think
that
it
is
not
the
school
boards
I
mean,
I
don't
think
it's
the
school's
sole
responsibility.
I
don't
think
it's
the
parent's
sole
responsibility.
I
don't
think
it's
the
church's
sole
responsibility,
I
think,
for
the
cities.
I
think
it's
all
of
ours
right.
It's
shared,
there's
a
community
responsibility
to
properly
educate,
kids,
and
so
my
primary
focus.
I've
spent
my
life.
A
As
you
know,
in
education,
my
entire
professional
life
has
been
spent
in
education
and
some
of
it
a
significant
part
of
it
in
k-12,
out-of-school
time,
educational
programming
and
other
educational
programs
anyway.
So
what
I
do
have
a
sense
of
the
various
metrics
we
can
use
to
to
analyze
achievement.
I've
looked
at
some
of
the
reports.
I
guess
I'm
trying
to
find.
A
An
easy
layman's
way
to
understand
where
our
kids
are
at
right.
I
I
just
think
part
of
the.
I
think
the
difficulty
is
that
I
think
people
misunderstand
where
the
kids
are
performing
that
I
do
know
the
school
district
has
some
high
performing
schools
and
some
high
performing
children,
but
I
think
on
average,
the
african-american
children,
certainly
in
high
school.
Many
of
them
are
two
in
terms
of
if
there
was
a
a
standardized
level
of
of
proficiency
in
grade
ninth
grade
tenth
grade
they're,
probably
two
or
three
grade
levels
behind
that
and
with
kovic.
A
It's
I'm
sure
exasperated
that
that
that
achievement,
so
I'm
trying
to
figure
out-
and
you
maybe
to
help
me
to
get
a
sort
of
easy
layman's
understanding
of
where
our
kids
are
at
in
terms
of
great
level
of
proficiency.
I
know
in
college,
for
instance-
and
this
is
true
in
all
of
our
school
systems-
40
of
all
the
kids
who
come
to
ccac
have
to
have
remedial
classes.
So
we
know
that
that
problem
of
being
below
grade
level
proficiency
is
not
just
a
problem
in
the
public
schools
in
pittsburgh.
A
A
Oh
no,
how
could
you
possibly
say
that
you're
insulting
the
school
district,
but
really
not
there's
been
a
20-year
problem
with
the
opportunity
guy
and
I
don't
think
again.
I
don't
think
it's
specifically
the
school
board's
problem.
I
think
we
have
a
that's
a
long
I'll
go
into
that
later,
but
I
think
we
have
to
be
honest,
that
we
have
this
lack
of
proficiency
in
multiple
great
levels
for
african-american
and
and
black
and
latino
children,
city-wide
and
probably
county-wide.
A
So
how
do
we,
I
guess
my
question
is:
how
do
I
get
a
a
sense
of
where
are
you
know?
How
do
we
get
a
sense
of
where
the
kids
are
at?
What's
the
best
I
mean
this
is
what
kind
of
what
you
do
so
help
me
unders
help
me
figure
out
a
way,
as
as
I
communicate
it
to
a
lay
audience
who
may
not
have
you
know
a
background
in
curriculum
supervision,
and
you
know
that
sort
of
evaluation.
How
do
we,
where,
where
are
the
kids
at?
A
C
I
said
at
a
high
level
one
one
of
the
problems
that
we
have
and
number
one
number
one.
We
don't
want
to
rely
on
standardized
testing,
which
normally
the
majority
of
the
nation
does
why?
Because
it's
mandated
by
the
state
by
federal
government
to
take
the
pssa,
which
is
here
in
pennsylvania
right,
that's
one
of
the
measures
that
we
look
at
annually,
because
again,
this
is
how
that's
how
our
schools
are
held
accountable
to
student
learning.
So
we
can
go
back
to
2019
our
last
psa,
pssa
scores
and
look
at
that.
C
C
Looking
at
grades
looking
at
student
attendance
looking
at
graduation
rates,
looking
at
course
passing
core
scores
course
grades
as
well,
and
looking
at
different
measures
to
find
out
how
our
children
are
doing
and
so
again
we're
and
also
we
can
look
at
our
formative
assessment
that
we
give
the
nwa
map,
which
gives
us
an
idea
of
how
aware
students
are
performing
in
correlation
to
being
proficient
in
the
pa
core
standards.
C
So
those
are
some
different
measures
that
we
can
use
and
again
we
we've
been
off
when
it
comes
to
our
progress
monitoring
where
our
students
are
because
of
the
lack
of
taking
the
pssa.
But
again,
this
gives
us
opportunity
to
not
just
rely
on
a
pss
pssa,
but
to
really
rely
on
our
teachers
in
our
curriculum
that
we
that
we
have
in
front
of
our
students
to
help
those
students
meet
and
be
proficient
and
beyond.
In
the
pa
course,
standards.
B
C
So
so
I
do
want
to
mention
this.
I
know
we
had
a
hard
stop
at
three.
This
is
a
great
conversation.
Let's
continue
with
and
just
end
up
this
question
right
here,
because
I
don't
want
to
hold
up
my
other
staff
and
myself
and
be
in
the
meeting.
So
but
again,
this
could
be
a
continuing
conversation
this.
This
definitely
again
we're
talking
about
collaboration.
It
shouldn't
be
one
and
done
okay,
but
go
ahead.
Dr
dwyer,
I
miss
wilson,
I'm
sorry
so.
E
E
We
can
give
context
based
on
the
information
that
we
have
on
the
students
who
are
currently
enrolled
in
pittsburgh
public,
but
to
your
point
into
the
statements
that
were
made
about
this:
isn't
just
about
pittsburgh:
public
schools
enrolled
students-
this
is
about
all
the
students
in
the
district,
all
the
children
in
the
district
and
how
we're
serving
so
that's
a
more
difficult,
that's
a
more
difficult
question
to
answer,
and
that's
that's
something
that
we
have
to
work
with
other
organizations
to
find
out
what
they
have
so
that
we
can
actually
wrap
our
wrap
our
hands
around
that
and
wrap
our
heads
around
it,
because
it's
not
just
charter
schools,
it's
also
private,
parochial
and
in
home
schools.
E
So
we
do
have
some
information
about
where
students
are
the
in
the
past.
The
standardized
tests
that
the
state
has
developed
for
assessing
the
school
account
for
providing
school
accountability
is
a
measure
that
we
can
use
to
look
at
where
students
are
on
a
general
basis
for
performance
for
the
grade
level
that
they
were
in
the
prior
year
and
prior
performance
tends
to
predict
future
performance.
E
So
that's
that's
a
pretty
good
way
to
start
and
a
pretty
good
conversation
starter,
but
to
get
the
information
specifically
about
where
students
are,
it's
got
to
be
something
that
we
work
together
to
identify
and
put
together.
So
there
is
not
an
easy
answer
for
that.
If
there
was
we'd
be
doing
it,
we
do
have
assessments,
as
dr
hamlet
talked
about
the
nwa
nwea
map
assessment,
which
provides
some
information
about
where
a
student
is
currently
going,
we're
currently
at
and
that's
a
linked
assessment.
So
we
can
look
across
time
with
that
assessment.
E
We
also
have
attendance
and
grades,
and
things
like
that.
There
are
comparison
problems
when
you
look
across
private,
parochial,
public
and
charter
schools,
because
there
are
differences
in
curriculum,
there's
differences
in
requirements
for
what
they're
teaching
we
align
ourselves
with
the
state
core
va
core
standards.
E
E
B
Could
I
just
add
one
thing
since
you
brought
in
about
community
college,
I
know
that
the
kids
coming
to
community
college
have
been
traditionally
been
placed
in
remedial
classes,
but
we've
had
students
from
pittsburgh,
public
schools
from
perry
and
some
from
westinghouse
and
some
from
mila
from
the
lions
who've
attended
classes
at
community
college
in
the
summer,
and
it
was
learned
that
all
they
needed
was
some
extra
tutoring
and
the
kids
finished
their
classes
and
they
were
passing
the
classes
with
a's
and
b's,
and
it
was
giving
community
community
college
the
chance
to
look
at
what
they're
doing
as
students
do
come
in
to
enroll.
B
So
it
isn't
necessarily
that
they
all
need
remedial
classes.
It's
just
probably.
They
just
need
some
additional
monitoring
and
tutoring,
because
we've
seen
there's
a
great
amount
of
success.
These
kids,
coming
from
the
three
high
schools
I
mentioned,
were
from
grades
nine
through
12..
So
it
wasn't.
You
know
the
seniors
and
his
kids
from
across
nine
through
12
and
they
were
all
being
very
successful.
A
A
A
The
responsibility
for
educating
our
children
belongs
to
everybody.
I
think
we
have
to
start
off
by
being
truthful
that
our
kids
are
failing.
It's
not,
it
is
true.
They're
failing
our
kids
are,
and
I
have
been
blessed
to
have
high
achieving
children,
but
as
a
but
for
on
on.
On
average,
a
children,
black
and
brown
children
in
our
school
system
are
failing
in
terms
of
they
are
multiple
grade
levels
behind.
They
are
not
proficient
in
math
and
english
by
and
large
and
grade
appropriate.
A
And
so
my
argument
is
going
to
be.
How
can
we
partner
together-
and
I
am
so
my
interest-
is
not
so
much
what
happens
internally
to
the
school,
but
my
interest
is:
how
do
we
create
these
additional
academic
exposure
and
instruction
after
school
hours
on
weekends
during
the
summer?
That's
high
quality
to
support
what
the
school
is
doing
and
what
the
family
needs
to
do.
That's
my
own
personal
interest!
Now
I'll!
I'm
not!
A
You
know
I'm
not
against
working
to
talk
about
what
the
schools
need
to
do,
but
I
think
that
the
problem
we
have
is
that
we
don't
have
a
process
to
engage
the
entire
community
collectively
to
try
to
educate
these
kids,
and
I
think
that's
what's
needed
and
that's
what
I
am
committing
myself
to
do
is:
how
do
we
create
a
process
where
the
churches,
the
parents,
the
after-school
program,
the
summer
programming,
all
the
extra
school
engagement
is
high
quality
educational
academic
achievement
primarily,
and
how
do
we
coordinate
that
that's
true
of
my
interest,
and
so
I'm
laying
my
cards
on
the
table,
but
with
that
though,
I
want
to.
A
I
really
do
deeply.
I
want
to
thank
dr
hamlet.
I've
told
him
privately,
I'm
praying
to
say
this
publicly
that
I
support
his
leadership
and
and
will
work
with
him
to
the
extent
he
allows
me
and
asked
me
to
support
this
idea
that
every
student
gets
proficient
in
graduation
from
high
school
that
we
can
have
a
100
proficiency
of
every
child.
I
think
that's
a
great
goal
to
have,
and
I'm
willing
to
do
that.
I
want
to
thank
all
the
members
of
council
who
participated.
A
I
if
there
is
no
other,
mr
lavell,
if
you're
fine,
I
think
if,
unless
there's
concluding
comments
from
either
miss
wilson
or
dr
hamlet,
I
am
ready
to
adjourn
this
meeting
all
right.
Thank
you
very
much.
We
are.